MACARIO B.ASISTIO SR.

HIGH SCHOOL-UNIT 1 Grade Level

School
I - First Quarter

Teacher Ms. Bonita Relox Gumboc SHS Track Science

DAILY LESSON
Inclusive Dates June 17-`21, 2019 Learning Area Earth and Life Science
LOG
SENIOR HIGH 8:00 – 2:30 Section: HE II-A &-B, ICT II-A & B, XI-ABM B The Earth’s Origin and
Scheduled Time Topic Structure of the Solar
SCHOOL System

I. OBJECTIVES DAY 1 DAY 2 DAY 3 DAY 4

A. Content The learner demonstrates understanding

Standards of:
1. The Theories on the Origin of the universe
2. The Origin of the Solar System
3. Life on Earth
4. Motion of Earth
5. Earth’s System
B. Performance Describe the formation of the Universe Describe the Origin of the Solar System Explain Why The Motion of the Earth creates Describe How Earth Is Composed Of A
Standards and Earth day and night and seasonal change System Interacting Zone

C. Learning a. Observe historical development of the
Competencies/ theories that explain the origin of the
Objectives universe
b. Compare the different hypotheses
explaining the origin of the solar system
c. Describe the characteristics of the Earth
that are necessary to support life
d. Explain the Earth consists of four
subsystems across whose boundaries matter
a. Describe the observable properties of
the solar system as a whole
b. Compare the different hypothesis of
explaining the origin of the solar system
c. Explain how did the solar system
form
a. Describe the motion of the Earth create
day and night and season change
b. Understanding of the concepts of
rotation (spin) and revolution (orbit)
after completing the "The Motion of
the Sun and Earth: Using a Playground
Model to Explore Rotation and
Revolution" lesson
a. Explain the Earth consists of four
subsystems across whose boundaries
matter and energy flow
b. Recognize that their campus or
nearby field/park/canyon/forest is an
example of how the planet contains
4 spheres: hydrosphere,
atmosphere, lithosphere (geosphere)
 and energy flow and biosphere.

I. CONTENT Describing the historical development of

Studying the evidence for how the solar Explaining what are the unique characteristics Describing how do Earth’s subsystems
theories that explains the origin of the
system formed of Earth that allows the existence of life affect one another
universe

II. LEARNING RESOURCES

A. References

1. Teacher’s Guide Kto12 Earth and Life Sciences pp. 1-5 Kto12 Earth and Life Sciences pp. 5-6 Kto12 Earth and Life Sciences pp. 7-9 Kto12 Earth and Life Sciences pp.
pages 10-12

2. Learner’s
material pages
3. Textbook pages Kto12 Earth and Life Sciences pp. 1-13 Kto12 Earth and Life Sciences pp. 1-13 Kto12 Earth and Life Sciences Kto12 Earth and Life Sciences pp. 16-
Exploring Life through Science Exploring Life through Science pp. 14-16 18
by:Jose Tolentino Olivar II by:Jose Tolentino Olivar II Exploring Life through Science Exploring Life through Science
by:Jose Tolentino Olivar II by:Jose Tolentino Olivar II
pp. 1-7 pp. 8- 10
pp. 11-14 pp. 15-20

B. Other Learning https://imagine.gsfc.nasa.gov/educators/lesso https://www.youtube.com/watch?v=BT4 http://www.eyeonthesky.org/lessonplans/07sun_mo https://earthref.org/SCC/lessons/2009/

Resources n_plans.html 9AiYFV98 tionclass.html earthspheres/

https://imagine.gsfc.nasa.gov/educators https://imagine.gsfc.nasa.gov/educators/l https://imagine.gsfc.nasa.gov/educators/lesson_pla https://imagine.gsfc.nasa.gov/educator

/materials.html esson_plans.html ns.html s/lesson_plans.html

Concept Map, Ppt. presentation, Worksheet

Concept Map, Ppt. presentation, Worksheet

III. PROCEDURES
A. Reviewing Guessing game How did everything in the universe What made it possible for the planet s to become as How is everyday life supported on
previous lesson or come to exist? big as they are? Earth?
presenting new ( Arranging the jumbled letters)
lesson Game (4 pictures 1 word) Pass The Earth Ball Game Put some keywords below the chair of
(Playing the game Celebrity Bluff) Ppt. presentation students. Let the students look at
(Basketball Shoot, Volleyball Spike, Baseball bat, their chair, those who have the

B.
C. Establishing a
purpose of the Self-Reflection on the relevance of the There’s a lot of talk in the green
lesson subject in the learners course and life (What, scene about how there’s only one
So What, And What Method)
Earth and we need to take care of it,
and this couldn’t be more true. But
it’s captivating to look beyond our
own small, blue planet and survey the
rest of the solar system to gain a
further appreciation for our natural
resources.
D. Presenting Teacher will discuss the universe as the 1. Read the Background
examples/ totality of space and time, matter and energy. Information & Suggestions to
instances of the learn about the solar system
new lesson
and characteristics of planets
and moons, their movement,
and the history and
exploration surrounding
planetary research. Teaching
suggestions are also
provided.
2. Review student lesson
sections Parts I, II, III.
View the on-line planetary
images. Print a hardcopy of
the lesson plan and
the researchers descriptions if
Soccer kick)
Scientific Terms for Students
Axis: the center around which something rotates
Constellation: an identifiable configuration of stars
as seen from earth
Rotation: a single complete turn
Solar System: a sun with the celestial bodies that
revolve around it in its gravitational field
Sunrise: the daily appearance of the sun
Sunset: the daily disappearance of the sun
1. This activity begins with students turning
themselves into the earth and then
physically moving their bodies and
engaging in critical thinking in order to
figure out how the earth rotates.
2. The activities aim to engage students in a
kinaesthetic understanding of the solar
system.
3. Kinesthetic describes a sensation of
bodily position, presence, or movement.
Putting a spoonful of soup in our mouth is
an everyday example of using a kinesthetic
keyword will read and explain what it
mean.
Earth’s surface is the arena for
most life and all human activity,
yet what lies beneath our feet is as
mysterious as it is familiar.
Earth scientists or not, we
recognize hills, mountains,
glaciers, deserts, rivers, wetlands,
and shorelines. If a good deal of
rain falls, floods may occur; if a
storm strikes the coast, the beach
may erode; if we are careless with
our soil, we may damage or even
lose it.
1. Understanding connections
between spheres of the Earth as a
Global System.
2. Recognize how a system
functions.
3. Recognize that our planet
contains 4 spheres, namely the
hydrosphere, atmosphere,
lithosphere (geosphere) and
biosphere.
 desired. sense.

E. Discussing new Concepts in a box
concepts and
practicing #1 (Students will participate to complete the
Concept Map)
Input 1: Powerpoint Presentation
THEORIES ON THE ORIGIN OF THE
UNIVERSE AND SOLAR SYSTEM
F. Discussing new The learners will realize that the solar
concepts and
system has a structure that can tell us
practicing #2
something about how it formed.
Understand the difference between
terrestrial planet s. Jovian planets and
the minor objects of the solar system.
Describing The Best Solar System Activity: Activity: Introducing Earth”s Four
Spheres
Become familiar with the Best of the Give students printouts of the earth’s
Solar System by reading all related continents and have them tape them to their
materials, background, teacher and shirts with North America towards the top left.
student work pages. Explain that they are going to be the earth and
will be hanging out in space for the rest of the
A hardcopy of all student worksheets:
activity.
worksheets Part. 1 ans Part 11
Input 2: Powerpoint Presentation : Activity : Making a Sundial Activity : The Four Spheres in the
Big Bang Theory Feild
Input 3: Discssing the Important Terms,
Birth, Death and Rebirth of the Stars

G. Developing Scientific Argument
mastery
1. Why does the solar nebula theory
imply planets are common?
2. Why would a catastrophic hypothesis
for the formation of the solar system
suggest that planets are not common?
Performance Tasks
– Understanding what was learned
The Earth is one of eight planets orbiting
the sun varying in size, structure,
appearance, and distance from the sun.
Mercury, Venus, Earth, and Mars are the
planets closest to he Sun. They are called
the inner planets – and are mostly made
up of rock.
The outer planets are Jupiter, Saturn,
Uranus, and Neptune. Jupiter, Saturn,
Uranus, and Neptune are large balls of
gases with rings around them. All eight
planets travel around the Sun in a
different orbit.
The Earth’s revolution not only affects but
actually causes the temperature conditions that
give us spring, summer, fall and winter
seasons.
Which season it is depends on whether you
live in the Northern or Southern Hemisphere
because the Earth’s axis tilts toward one of the
two as it moves around the sun. The seasons
are always opposite in each hemisphere. This
rotational process causes the sun to be higher
in the sky in the winter and lower in the
summer.
The committee was asked
to address three tasks
related to Earth surface
processes in the context of both
scientific and societal issues:
1. Assess the current state and the
fundamental research questions of
the field of Earth surface
processes;
2. Identify the rate-limiting
challenges or opportunities for
making significant advances in the
field; and
3. Identify the necessary
 intellectual collaborations and
high-priority needs to meet these
challenges.

H. Finding practical  Students formulate their own theories on Students formulate their own theories on Many people might be surprised to learn that
applications of the origin of the universe. the origin of the solar system .. Earth's orbit around the sun is much more
concepts and skills
in daily living complicated than the simple diagrams studied
in childhood science classrooms.
For instance, there are at least three major
ways that Earth's orbit varies over the course
of millennia: its eccentricity, its obliquity and
its precession. Where the Earth is within each
of these cycles has a significant effect on the
amount of solar radiation — and thus, warmth
— that the planet gets exposed to.
Interconnected processes at Earth’s
surface are coupled to those of
Earth’s interior in various ways
that extend to millennial and
longer time scales. The height and
shape of rising mountains, for
example, influence regional
weather patterns, which affect rates
of erosion via the amount and type
of precipitation.
As rivers and glaciers fed by
topographically controlled
precipitation carve deeply into
uplifted rock in tectonically active
areas, their concentrated erosion
draws even more rock upward due
to the effect of unloading

I. Making Think, Pair and Share Solar fuel production often starts with
generalizations the energy from light being absorbed
and abstractions The students will write three (2) names of
about lesson
by an assembly of molecules; this
scientists and reflecting their contributions in
our day to day living. electronic excitation is subsequently
transferred to a suitable acceptor. For
example, in photosynthesis, antenna
complexes capture sunlight and direct
the energy to reaction centres that
then carry out the associated
chemistry.
A relatively recent human impact
that has great import to Earth
What conclusion you will have about the
surface processes is climate
Motion of Earth ?
change. Although climate change
research has made significant
advances in recent decades,
examining the response of the
Earth’s surface to this change has
just begun. Climate change affects
all landscapes, influencing
hydrology, flooding, water quality,
 nutrient loads, ecosystems, soil
erosion, and landslide frequency.
Retreating glaciers, for example,
let loose large chunks of ice and
freshwater while freshly eroded
rock becomes exposed to
weathering in the wake of the
glaciers’ retreating termini .

An understanding of glacial
mechanics, especially the basal
sliding process, is important in
predicting rates of glacial retreat
and sea-level rise and is considered
a top challenge for reducing
uncertainty in climate projection
and impact assessments.

J. Evaluating Short Quiz Short Quiz

Learning
 List five (5) theories being discussed  Explain the origin and evolution
 Ask the students to model the movement  Class Discussion. After
(5pts) of the universe according to the Gallery Walk and time
 Differentiate the three (3) approaches of Big Bang Theory (10 pts) of the Earth around the Sun for the whole
permitting, discuss with class
understanding the origin of the universe.  Compare and Contrast class.
how these interactions act as
Formation of universe and an example of Earth as a
Identifying students who passed and attain formation of solar system system.
target mastery level through administering a 5
items formative assessment.  Exit slip or Homework: How
might the sphere interactions
have been different before
there was a city? Before there
were people?

K. Additional Research : Pillar Of Science Illustrate the eight (8) planets of the solar Watch the educational video for a visual Film Showing of 10 Most Dangerous
activities for system based on the distance from the Disaster In The World
Monsignor Georges Lemaitre and his presentation on Earth's complicated orbit:
application or sun (10 pts)
remediation
 contributions in the theory of universe

IV. REMARKS
Section ______
Section ______
Section ______
Section ______
Section ______
V.
A. No. of learners who
earned 80% on the
formative
assessment.
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did this work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation or Outdoor Nature Identification Activity by Sharing of Experience: Teacher Sharing of Experience in between Resolutions implemented by DENR
localized materials letting each learner to bring one piece of attended last May 27 2017 the
did I use/discover
Malaysia and Batam Indonesia while riding bans back yard burning of garbage
object from nature, then facilitate class Innovative Solar Systems is solving
which I wish to the energy problems of the world by the ferry.
discussion using Socratic method to introduce
share with other installing state of the art renewable
teachers? the subject matter and generate active class
participation. energy solar pv systems of all types
and sizes at SMX Convention.
Checked by: Date and Time Submitted: Noted by:

MARICRIS N. SURIGAO _______________________________ EMMANUEL C. AGUILAR

Coordinator, Science Department Principal I

Remarks/Suggestions: _______________________________________________________________________________________________________________________________________________________

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