GRADE 11 School Binan Integrated National Grade Level 11

DAILY LESSON High School

LOG
Teacher Ronalyn R. Castro Learning Area Earth and Life Science
Teaching Dates and Time June 3 – 7, 2019 Quarter 1st Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons. exercises and remedial activities may be done for the developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learners The learners The learners The learners The learners
demonstrate an demonstrate an demonstrate an demonstrate an demonstrate an
understanding of: understanding of: understanding of: understanding of: understanding of:
1. the formation of the 1. the formation of the 1. the formation of the 1. the formation of the 1. the formation of the
universe and the solar universe and the solar universe and the solar universe and the solar universe and the solar
system system system system system

B. Performance Standards The learners shall be able to simulate and create an outer space scenario and the possible existence of extra terrestrial
life.

C. Learning Competencies/ Objectivcs 1. State the different
Write the LC code for each
hypothesis explaining
the origin of the
universe.
(S11/12ES -Ia-e-1)
2. Describe the
different hypotheses
explaining the origin of
the solar system.
(S11/ 12ES - Ia-e-2)
1. State the different 1. Describe the 1. Describe the 1. Recognize the
hypothesis explaining different hypotheses different hypotheses uniqueness of Earth,
the origin of the explaining the origin of explaining the origin of being the only planet in
universe. the solar system. the solar system. the solar system with
properties necessary to
(S11/12ES -Ia-e-1) (S11/ 12ES - Ia-e-2) (S11/ 12ES - Ia-e-2)
support life.
2. Describe the Specific objectives: Specific objectives: (S11 /12ES - I1-e-3)
different hypotheses
1.1. Cite and profile 1. Illustrate the parts of 2. Explain the current
explaining the origin of
the other members of the sun and the advancements/informat
the solar system.
the solar system. phases of the moon. ion on the solar
(S11/ 12ES - Ia-e-2) systematically
2. Explain the current 2. Discuss the life
Specific objectives: advancements cycle of the stars. (S11/12ES-Ia-e-5)
1. Prove that the /information on the
3. Explain the current
universe is expanding. solar system
information on the
2. Formulate own (S11/12ES-Ia-e-5) solar system.
theory about the origin
of the universe.
II. Content Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in week or two.

ORIGIN OF THE ORIGIN OF THE FORMATION OF FORMATION OF EARTH AND OUTER

UNIVERSE (PART 1) UNIVERSE (PART 2) SOLAR SYSTEM SOLAR SYSTEM SPACE
(OTHER MEMBERS) EXPLORATION
III. Learning Resources List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete
and manipulative materials as well as paper based materials. Hands-on learning promotes concept development.
A. References
1. Teacher's Guide pages Teaching Guide for Teaching Guide for Teaching Guide for Teaching Guide for Teaching Guide for
Senior High School Senior High School Senior High School Senior High School Senior High School
INITIAL RELEASE INITIAL RELEASE INITIAL RELEASE INITIAL RELEASE INITIAL RELEASE
JUNE 13, 2016 JUNE 13, 2016 JUNE 13, 2016 JUNE 13, 2016 JUNE 13, 2016 EARTH
EARTH AND LIFE EARTH AND LIFE EARTH AND LIFE EARTH AND LIFE AND LIFE SCIENCE
SCIENCE SCIENCE SCIENCE SCIENCE
Published by the
Published by the Published by the Published by the Published by the Commission on Higher
Commission on Higher Commission on Higher Commission on Higher Commission on Higher Education, 2016
Education, 2016 Education, 2016 Education, 2016 Education, 2016 Chairperson: Patricia B.
Chairperson: Patricia Chairperson: Patricia Chairperson: Patricia Chairperson: Patricia Licuanan, Ph.D.
B. Licuanan, Ph.D. B. Licuanan, Ph.D. B. Licuanan, Ph.D. B. Licuanan, Ph.D.

2. Learner's Materials pages

3. Textbook pages Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva, et.al
et.al DIWA Senior High et.al DIWA Senior High et.al DIWA Senior High et.al DIWA Senior High DIWA Senior High
School Series Earth School Series Earth School Series Earth School Series Earth School Series Earth
Science (STEM Science (STEM Science (STEM Science (STEM Science (STEM
TRACK). Diwa TRACK). Diwa TRACK). Diwa TRACK). Diwa TRACK). Diwa
Learning Systems Learning Systems Learning Systems Learning Systems Learning Systems INC.
INC. , 2016. INC. , 2016. INC. , 2016. INC. , 2016. , 2016.

Gloria G. Salandanan,
Ph.D., et.al EARTH
and LIFE Sciences for
Senior High School
(Core Subject).,
LORIMAR Publishing
Inc., 2016.
4. Additional Materials from Learning Resource (LR)
Portal
Gloria G. Salandanan,
Ph.D., et.al EARTH
and LIFE Sciences for
Senior High School
(Core Subject).,
LORIMAR Publishing
Inc., 2016.
Gloria G. Salandanan,
Ph.D., et.al EARTH
and LIFE Sciences for
Senior High School
(Core Subject).,
LORIMAR Publishing
Inc., 2016.
Gloria G. Salandanan,
Ph.D., et.al EARTH
and LIFE Sciences for
Senior High School
(Core Subject).,
LORIMAR Publishing
Inc., 2016.
Gloria G. Salandanan,
Ph.D., et.al EARTH and
LIFE Sciences for
Senior High School
(Core Subject).,
LORIMAR Publishing
Inc., 2016.
B. Other Learning Resources INTRO TO THE INTRO TO THE http://dawn.jpl.nasa.go https://www.youtube.c
UNIVERSE UNIVERSE v/DawnClassrooms/pd om/watch?
Stephen Hawking Stephen Hawking fs/ActiveAccretion_Da v=79M2lSVZiY4
https://www.youtube.co https://www.youtube.c wn.pdf http://scied.ucar.edu/s
m/watch? om/watch? un-regions
v=sM7N5U813-g v=sM7N5U813-g http://www.telescope.o
rg/pparc/res8.html
IV. Procedures These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students students with multiple ways to learn new
things, practice their learning, question their learning proceses, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge, Indicate the time allotment for each step.
A. Reviewing previous lesson or presenting the new "SUPERMASSIVE "RECAP THINKING "SHARE & DARE" "ASTRONAUT BE-
lesson.
BLACKHOLE" CHAIR" Group the students Start the class with a LIKE"
Recap the video into two groups. this moon phases Present the rubrics in
Show to the students a watched yesterday, Randomly pick a video: class and ensure that
picture of the universe. ask the students to representative each all students have
Let them share ideas. give insights regarding group. Do a toss coin https://www.youtube.c rubrics sheets for they
the possible origin of as who is to go first. om/watch? will also be grading
the solar system and The winning group v=79M2lSVZiY4 their classmates
how the sun was gets to mention a presentation.
created. planet they know and Ask someone from
an information about class if they could still
the planets of the solar recall the moon
system, after giving phases based on their
information, the other learning when they
team needs to provide were in grade 7.
additional information (10minutes)
about the planet. Score
is given to the team
who gets to give the
most information.
B. Establishing a purpose for the lesson "VOCABULARY "VOCABULARY "HOW OLD ARE YOU "WISH UPON A
BOOST" BOOST" PO?" STAR"
Ask students if they Give a computation Mention to students
In the board, write the have an idea about the about how old will a 16
different members of
following bolded words that were year old teenage be inthe Solar System like
words, for them to get presented yesterday planet VENUS, MARS, asteroids, meteoroids,
familiarize: and if they understood PLUTO? comets. Show pictures
Baryonic matter the meaning of those of meteor showers, Showcase the 9 videos
Dark matter words. asteroid belts, Kuiper created by the
Dark Energy www.mistupid.com/astr Belt, Oort cloud, and students. (Use a rubric
Protostar onomy/ageonplanets.h comets like Hailey's, for documentary film
Thermonuclear tm Shoe maker Levy creation) see
reaction (10minutes) attachment. For the first
Main Sequence Stars day, 5 videos to be
Light years presented, second day
is 4 videos.
C. Presenting examples/ instances of the new lesson Instruct the students to Ask the students to go *use a rubric for
take down notes as outside (gymnasium or documentary film
they watch a 1 and a Instruct the students to track field) creation
half video. Since the take down notes as
class is only 1 hour, they watch the last part Print the activity in the
split the video into 45 of the video. So there lesson from this page:
minutes for two days. will be an allotted 15
So there will be an minutes wrap up.
allotted 15 minutes http://dawn.jpl.nasa.gov/
wrap up. DawnClassrooms/pdfs/A
D. Discussing new concepts and practicing new skills
ctiveAccretion_Dawn.pdf
(Intro to the Universe Print the document Discuss some
#1
Stephen Hawking) from this website, additional details and
https://www.youtube.co http://scied.ucar.edu/s asked students for
m/watch? un-regions. Shortly supplemental
v=sM7N5U813-g (Intro to the Universe discuss and print out information to
Stephen Hawking) the parts of the Sun. determine knowledge
https://www.youtube.co (10minutes) and comprehension
E. Discussing new concepts and practicing new skills m/watch? about the planets.
Answer the activity in
#2 v=sM7N5U813-g Challenge Yourself p.
22 and 24 in EARTH
and LIFE Sciences for
Senior High School
(Core Subject).
F. Developing mastery WEB OUTPUT #1 WEB OUTPUT #2 Answer the questions 20 item quiz for the
(Leads to Formative Assessment 3)
VIDEO PART 1 Assignment provided in the first 4 lessons
ANALYSIS due next week worksheet. discussed.
Answer the following (20minutes)
questions: Research Different
1. Why is the Big Bang Theories of The
Theory the most Universe
accepted theory about
the origin of the 1. Brahmanda
universe? 2. Aristotleian
2. How can you prove 3. Heliocentric
that the universe is 4. Big Bang WEB OUTPUT #3.
expanding? Answer the following
3. Based on the video questions:
watched, what can you 1. As part of Earth's
say about the theory of existence, what can
the universe? you do to preserve the
uniqueness of the
*use a rubric for critical planet?
thinking analysis 2. Why is Earth
G. Finding practical applications of concepts and cont. of WEB considered unique
skills in daily living compared with other
OUTPUT #2
In no less than 300 planets.
words, write an
reflective essay that
answers the following *use a rubric for the
questions (to be critical thinking
uploaded in the weebly analysis.
site):
How will the
continuous expansion
of the universe affect
the Earth? If you were
an astrophysicist, what
else can you
investigate about the
universe?

*use a rubric for

reflective essay
H. Making generalizations and abstraction about the For supplemental Ask the students to
lesson
learning, provide generalize their activity
students handout #1 and what they have
for Earth and Life learned per group.
Science, see
attachment.
I. Evaluating learning For the Unit Project,
divide the class into 9
groups, and have them
randomly select thru
fish bowl technique
planets of the solar
system.
They will be
doing a short 5 -10
minute video about the
planets of the solar
system. They will be
simulating an extra
terrestrial and outer
space-like
adventure.They will be
reporting and
showcasing the
properties of the
planets such as:
1. Location and
Description
2. Rotation and
Revolution
3. Temperature
4. Elements
5. Possible life
existence/current
advancements?

They need to present

and upload it in their
website (UNIT
PROJECT1). Ensure
that criteria and rubrics
 are presented to the
students.

Students will be
showcasing it the week
after it was given.

J. Additional activities for application or remediation

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you cam ask them relevant questions.
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%
C. Did the remedial lessons 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 these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by: Checked by: Noted by:

Ronalyn R. Castro Mrs. Freedom A. Carbonell Julie Ann D. Natividad

Subject Teacher Master Teacher Principal III
 GRADE 11 School Binan Integrated National Grade Level 11
DAILY LESSON High School
LOG
Teacher Ms. Donnabelle C. Basto Learning Area Earth and Life Science
Teaching Dates and Time June 18 - 22, 2018 Quarter 1st Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons. exercises and remedial activities may be done for the developing content knowledge and competencies. These are assessed using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
A. Content Standards The learners The learners The learners The learners
demonstrate an demonstrate an demonstrate an demonstrate an
understanding of: understanding of: understanding of: understanding of:
1. the formation of the 1. the subsystems 1. the subsystems 1. the subsystems
universe and the solar (geosphere, (geosphere, (geosphere,
system hydrosphere, hydrosphere, hydrosphere,
atmosphere and atmosphere and atmosphere and
biosphere) that make biosphere) that make biosphere) that make
up the Earth up the Earth up the Earth
2. the Earth's internal 2. the Earth's internal 2. the Earth's internal
structure structure structure

B. Performance Standards The students will be creating a pop-up book showing all the Earth's
subsystem.

C. Learning Competencies/ Objectivcs 1. Recognize the
Write the LC code for each
uniqueness of Earth,
being the only planet in
the solar system with
properties necessary to
support life.
(S11 /12ES - I1-e-3)
2. Explain the current
advancements/informati
on on the solar
systematically
1. Recognize the
uniqueness of Earth,
being the only planet in
the solar system with
properties necessary to
support life.
(S11 /12ES - I1-e-3)
2. Explain that the Earth
consists of four
subsystems, across
whose boundaries
1. Recognize the
uniqueness of Earth,
being the only planet in
the solar system with
properties necessary to
support life.
(S11 /12ES - I1-e-3)
2. Explain that the Earth
consists of four
subsystems, across
whose boundaries
1. Recognize the
uniqueness of Earth,
being the only planet in
the solar system with
properties necessary to
support life.
(S11 /12ES - I1-e-3)
2. Explain that the Earth
consists of four
subsystems, across
whose boundaries
 (S11/12ES-Ia-e-5) matter and energy flow. matter and energy matter and energy
flow. flow.
(S11/ 12ES - Ia-e-4)
(S11/ 12ES - Ia-e-4) (S11/ 12ES - Ia-e-4)
3. Identify the layers of
Earth (crust, mantle,
core)
(S11/12ES-Ia-e-7)
4. Differentiate the
layers of the Earth.
(S11/12ES-Ia-e-8)

II. Content Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in week or two.

EARTH AND OUTER EARTH : Only Living EARTH 2100 (PART 1) EARTH 2100 (PART 2) UNIT TEST
SPACE Planet?
EXPLORATION
III. Learning Resources List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper based materials. Hands-on learning promotes concept development.
A. References
1. Teacher's Guide pages

2. Learner's Materials pages

3. Textbook pages Mylene D.G. Oliva, et.al Mylene D.G. Oliva, et.al Mylene D.G. Oliva, et.al Mylene D.G. Oliva, et.al
DIWA Senior High DIWA Senior High DIWA Senior High DIWA Senior High
School Series Earth School Series Earth School Series Earth School Series Earth
Science (STEM Science (STEM Science (STEM Science (STEM
TRACK). Diwa TRACK). Diwa TRACK). Diwa TRACK). Diwa
Learning Systems INC. Learning Systems INC. Learning Systems INC. Learning Systems INC.
, 2016. , 2016. , 2016. , 2016.

Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan,

Ph.D., et.al EARTH and Ph.D., et.al EARTH and Ph.D., et.al EARTH and Ph.D., et.al EARTH and
LIFE Sciences for LIFE Sciences for LIFE Sciences for LIFE Sciences for
Senior High School Senior High School Senior High School Senior High School
(Core Subject)., (Core Subject)., (Core Subject)., (Core Subject).,
LORIMAR Publishing LORIMAR Publishing LORIMAR Publishing LORIMAR Publishing
Inc., 2016. Inc., 2016. Inc., 2016. Inc., 2016.
4. Additional Materials from Learning Resource (LR)
Portal
B. Other Learning Resources https://www.youtube.co EARTH 2100 EARTH 2100
m/watch? documentary documentary
v=CmbXcNh4FcM https://www.youtube.co https://www.youtube.co
m/watch? m/watch?
https://www.youtube.co v=LUWyDWEXH8U v=LUWyDWEXH8U
m/watch?
v=K2KYRo9CcRc

https://www.youtube.co
m/watch?
v=d4tbZn2ehPA
IV. Procedures These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students students with multiple ways to learn new things,
practice their learning, question their learning proceses, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, Indicate
the time allotment for each step.
A. Reviewing previous lesson or presenting the new Bring an apple and slice "BACK to the FUTURE see attached UNIT
lesson.
Present the rubrics in into two. Let the @ 2100" Have a 5 minute- TEST
class and ensure that students to observe Provide students with sharing of the possible
all students have closely the composition thought -provoking turn out of events of the
rubrics sheets for they of the apple and relate concepts, like what will documentary-video.
will also be grading their the compositions of the happen in our planet at
classmates apple to the layers of 2100? Will it get better,
presentation. the Earth. or will get worse? Let
B. Establishing a purpose for the lesson students share ideas.
Showcase the Ask the students to
remaining videos bring clay and popsicle
created by the students. stick. Let the students
(Use a rubric for create the internal
documentary film structures of the Earth.
creation) see
attachment. *rubrics for group
performance
C. Presenting examples/ instances of the new lesson *use a rubric for Watch videos about the Students will be Students will continue
documentary film Earth Subsystems (2- watching a to watch the Part 2 of
creation 5minutes only per documentary film the video.
video) entitled EARTH 2100
(https://www.youtube.co
https://www.youtube.co m/watch?
m/watch? v=LUWyDWEXH8U) It
v=CmbXcNh4FcM will be divided into two
parts since it is 1.5 hour
https://www.youtube.co long. 45 minutes for the
m/watch? first session and 45 for
v=K2KYRo9CcRc the second. Instruct
students that they will
https://www.youtube.co be doing a reaction
m/watch? paper afterwards.
v=d4tbZn2ehPA
D. Discussing new concepts and practicing new skills Discuss some "JOURNEY TO THE
#1 This output is to be
additional details and CENTER OF THE submitted the following
E. Discussing new concepts and practicing new skills ask students for EARTH"
#2 week and upload it as
supplemental WEB OUTPUT #5
information to Shortly discuss the
determine knowledge Earth Subsystems and
and comprehension Earth's Internal
about the planets. Structure.

F. Developing mastery Continuation of WEB Answer the Challenge

(Leads to Formative Assessment 3)
OUTPUT #4. Answer Yourself pp.34-35. A -
the following C (see attached copy
questions: Earth and Life Science
book)
1. Make a mind map
showing the condition
that make Earth a living
planet.

*use a rubric for mind

map creation.
G. Finding practical applications of concepts and skills Ask questions to students Ask students to make Remind the reaction paper
in daily living
about our different reaction paper regarding due next week to the
subsystems we see the video watched. students and show the
locally. rubrics for the paper
H. Making generalizations and abstraction about the
lesson
I. Evaluating learning

J. Additional activities for application or remediation Students will be

creating a pop-up book
about the Earths
subsystem (UNIT
PROJECT #2)
*see attached rubric for
the criteria
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you cam ask them relevant questions.
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%
C. Did the remedial lessons 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 these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other teachers?
 GRADE 11 School Binan Integrated National Grade Level 11
DAILY LESSON High School
LOG
Teacher Ms. Donnabelle C. Basto Learning Area Earth and Life Science
Teaching Dates and Time June 18 – 22, 2018 Quarter 1st Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons. exercises and remedial activities may be done for the developing content knowledge and competencies. These are assessed using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
A. Content Standards The learners The learners The learners The learners The learners
demonstrate an demonstrate an demonstrate an demonstrate an demonstrate an
understanding of: understanding of: understanding of: understanding of: understanding of:
1. plate tectonics 1. plate tectonics 1. plate tectonics 1. how the planet Earth 1. how the planet Earth
evolved in the last 4.6 evolved in the last 4.6
billion years (including billion years (including
the age of the Earth, the age of the Earth,
major age of the Earth, major age of the Earth,
major geologic time major geologic time
subdivisions and subdivisions and marker
marker fossils.) fossils.)

B. Performance Standards

C. Learning Competencies/ Objectivcs 1. Explain how the 1. Explain how the 1. Explain how the 1. Describe how layers 1. Describe the different
Write the LC code for each
continents drift. seafloor spreads movement of plates of rocks (stratified methods (relative and
(S11 /12ES - Id-20) (S11/ 12ES - Id-23) leads to the formation of rocks) are formed absolute dating) to
folds and faults (S11/12ES-Ie-25) determine the age of
2. Cite evidence that 2. Describe the
(S11/ 12ES - Id-22) stratified rocks.
support continental drift structure of evolution of
(S11/12ES-Ie-26)
ocean basins
(S11/ 12ES - Id-21)
2. Explain how relative
 (S11/ 12ES - Id-23) and absolute dating
were used to determine
the subdivisions of
geologic time
(S11/12ES-Ie-27)

II. Content Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in week or two.

CONTINENTAL DRIFT SEAFLOOR Deformation of Crust: FORMATION OF DATING: ABSOLUTE or

SPREADING Folds and Faults ROCKS RELATIVE?
III. Learning Resources List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper based materials. Hands-on learning promotes concept development.
A. References
1. Teacher's Guide pages

2. Learner's Materials pages

3. Textbook pages Mylene D.G. Oliva, et.al Mylene D.G. Oliva, et.al Mylene D.G. Oliva, et.al Mylene D.G. Oliva, et.al Mylene D.G. Oliva, et.al
DIWA Senior High DIWA Senior High DIWA Senior High DIWA Senior High DIWA Senior High
School Series Earth School Series Earth School Series Earth School Series Earth School Series Earth
Science (STEM Science (STEM Science (STEM Science (STEM Science (STEM
TRACK). Diwa TRACK). Diwa TRACK). Diwa TRACK). Diwa TRACK). Diwa Learning
Learning Systems INC. Learning Systems INC. Learning Systems INC. Learning Systems INC. Systems INC. , 2016.
, 2016. , 2016. , 2016. , 2016.
Gloria G. Salandanan,
Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan, Ph.D., et.al EARTH and
Ph.D., et.al EARTH and Ph.D., et.al EARTH and Ph.D., et.al EARTH and Ph.D., et.al EARTH and LIFE Sciences for
LIFE Sciences for LIFE Sciences for LIFE Sciences for LIFE Sciences for Senior High School
Senior High School Senior High School Senior High School Senior High School (Core Subject).,
(Core Subject)., (Core Subject)., (Core Subject)., (Core Subject)., LORIMAR Publishing
LORIMAR Publishing LORIMAR Publishing LORIMAR Publishing LORIMAR Publishing Inc., 2016.
Inc., 2016. Inc., 2016. Inc., 2016. Inc., 2016.
4. Additional Materials from Learning Resource (LR)
Portal
B. Other Learning Resources ICE AGE SEAFLOOR http://dusk.geo.orst.e
https://youtu.be/TzzGPf SPREADING ACTIVITY du/oceans/Oreo-
Vx32M www.kfandale.com/udl/r Cookie.pdf
ALFRED WEGENER esources/sea floor Bob Little’s “Fun with
https://www.youtube.co spreading plate tectonics.”
m/watch?v=mRqjo- McDougal Littell’s
N_TDU Earth Science pages
 172- 179.
IV. Procedures These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students students with multiple ways to learn new things,
practice their learning, question their learning proceses, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, Indicate
the time allotment for each step.
A. Reviewing previous lesson or presenting the new "WHO'S TO BLAME?" "RECAP THINKING "RECAP THINKING Group the students into Display in front of the
lesson.
Watch a video clip of CHAIR" CHAIR" 5 groups and ask them class two types of rocks,
ICE AGE TEASER Review and recap Recap the Theory of to outdoors. ask them which rock
https://youtu.be/TzzGPf yesterday's lesson Plate Tectonics based they think is older and
Vx32M. about continental drift. on yesterday's lesson which is younger?
Ask previous
knowledge about sea
floor spreading based
on their learning in their
Grade 10.
B. Establishing a purpose for the lesson "GALAW GALAW PAG "WALANG FOREVER" "PINOY AKO!" "TANGKAD, SAGAD" "TARA, BIYAHE
MAY TIME" hugot pickup lines. Show the Philippine Tallest Tower Activity. TAYO?"
Show a recent research Plates and the Give them 10 minutes Instruct students that
about Australia Give and provide an Philippine Islands to build a tower using they will be going to
regarding its recent interesting "hugot" during the continental natural, biodegradable Rizal's school located in
movement. pickup lines regarding drift theory: materials (plastics, Capinpin Street Binan
break ups, straws not allowed). City Proper. Prepare the
https://www.youtube.co necessary requirements
http://www.sciencealert. Ask students to m/watch?v=nTTEjdrtfN8 needed and set the date
com/australia-s-about- contribute and think of and time for the said
to-move-1-5-metres-to- some. trip.
the-north
They will documenting
the different materials,
antique items,
infrastructure and
building.
C. Presenting examples/ instances of the new lesson Show a short video "THE LOST "HI-RO HI-HO" Showcase the tower Carbon 14
about Alfred Wegener : ATLANTIS" Assign the students into activity, and then let the https://www.youtube.co
Show the sea floor map groups, assign them to students explain how m/watchv=0rPYmRYGIj
https://www.youtube.co in the mid atlantic bring they established the c&index=3&list=PLUwT
m/watch?v=mRqjo- ocean ridges. Let the OREO/HIRO/CREAM-O tower. eBAi_JFGZAIuNMTbwK
N_TDU students give ideas on cookies and prepare mq7O3OpaiQO
how sea floor spreading their mobile phone for
happens. documentation, make Radio metric dating
sure that they will have part 1
 proper labeling of the https://youtu.be/tvnRpx
different folds and Damkklist=PLUwTeBAi_
faults. JFGZAIuNMTbwKmq7O
3OpaiQO

Radiometric dating
part 2
https://youtu.be/bJHVQa
doitYlist=PLUwTeBAi_J
FGZAIuNMTbwKmq7O3
OpaiQO
D. Discussing new concepts and practicing new skills THINK.PAIR. SHARE. Group the students into Print and prepare Look at the tower if they Discuss shortly
#1
Let the students pair up 5 groups and ask them http://dusk.geo.orst.edu/ have included in their radiometric, carbon 14
and afterwards have a to do the sea floor oceans/Oreo-Cookie.pdf tower, some rocks, and dating.
forum and discussion spreading activity, see and the attached activity let them review their
worksheet.
about seafloor provided worksheet. ideas about rock
E. Discussing new concepts and practicing new skills spreading and classification. Shortly
#2
Continental Drift theory. discuss stratification of
Allow the students to
rocks.
explain the different
Clarify if there are
types of folds and
misconceptions
faults.
regarding the theory
after their discussion.
F. Developing mastery Answer Challenge Short Quiz about Answer the questions in Guide Questions: Short quiz about
(Leads to Formative Assessment 3)
yourself in Earth and Continental Drift and the activity sheet. Ask Carbon Dating
Life Sciences pp.40-42 seafloor Spreading the students to 1. In which type of rocks
A-C document their output can you find fossils? *see attached
*see attached and post it in their Explain how these suggested quizzes
suggested quizzes webpage as WEB rocks are formed and
OUTPUT # 6. why most fossils are
found there?

2. What does rock

statigraphy tell about
geologic time? Explain
how each layer
indicates its age relative
to the next layer?
G. Finding practical applications of concepts and skills http://www.sciencealert. Group students and Instruct students that
in daily living
com/australia-s-about- assign them to different they will be going to
 to-move-1-5-metres-to- SEISMIC FAULTS in Rizal's school located in
the-north the Philippines. Present Capinpin Street Binan
it in a map in a larger City Proper.
scale. Make sure
students are able to They will documenting
show the fault location the different materials,
in a larger scale for antique items,
better view. infrastructure and
building.
H. Making generalizations and abstraction about the
lesson
I. Evaluating learning

J. Additional activities for application or remediation

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you cam ask them relevant questions.
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%
C. Did the remedial lessons 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 these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other teachers?

GRADE 11 School Division of Biñan City Grade Level 11

DAILY LESSON (Senior High School)
LOG Teacher Learning Area Earth and Life Science
Teaching Dates and Time Quarter 1st Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons. exercises and remedial activities may be done for the developing content knowledge and competencies. These are assessed using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
A. Content Standards The learners The learners The learners The learners The learners
demonstrate an demonstrate an demonstrate an demonstrate an demonstrate an
understanding of: understanding of: understanding of: understanding of: understanding of:
1. how the planet Earth 1. how the planet Earth 1. how the planet Earth 1. how the planet Earth 1. how the planet Earth
evolved in the last 4.6 evolved in the last 4.6 evolved in the last 4.6 evolved in the last 4.6 evolved in the last 4.6
billion years (including billion years (including billion years (including billion years (including billion years (including
the age of the Earth, the age of the Earth, the age of the Earth, the age of the Earth, the age of the Earth,
major age of the Earth, major age of the Earth, major age of the Earth, major age of the Earth, major age of the Earth,
major geologic time major geologic time major geologic time major geologic time major geologic time
subdivisions and subdivisions and subdivisions and subdivisions and subdivisions and marker
marker fossils.) marker fossils.) marker fossils.) marker fossils.) fossils.)

B. Performance Standards Students will be conducting a History of the Earth Exhibit with their created diorama of the different geologic time scale.
C. Learning Competencies/ Objectivcs 1. Describe how marker
Write the LC code for each
fossils (also know as
guide fossils) are used
to define and identify
subdivisions of the
geologic time scale
(S11/12ES-Ie-28)
2. Describe how the
Earth's history can be
interpreted from the
geologic time scale.
(S11/12ES-Ie-29)
1. Describe how marker
fossils (also know as
guide fossils) are used
to define and identify
subdivisions of the
geologic time scale
(S11/12ES-Ie-28)
2. Describe how the
Earth's history can be
interpreted from the
geologic time scale.
(S11/12ES-Ie-29)
1. Describe how marker
fossils (also know as
guide fossils) are used
to define and identify
subdivisions of the
geologic time scale
(S11/12ES-Ie-28)
2. Describe how the
Earth's history can be
interpreted from the
geologic time scale.
(S11/12ES-Ie-29)
1. Describe how marker
fossils (also know as
guide fossils) are used
to define and identify
subdivisions of the
geologic time scale
(S11/12ES-Ie-28)
2. Describe how the
Earth's history can be
interpreted from the
geologic time scale.
(S11/12ES-Ie-29)
1. Describe how marker
fossils (also know as
guide fossils) are used
to define and identify
subdivisions of the
geologic time scale
(S11/12ES-Ie-28)
2. Describe how the
Earth's history can be
interpreted from the
geologic time scale.
(S11/12ES-Ie-29)

II. Content Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in week or two.

GEOLOGIC TIME PROJECT BASED PROJECT BASED PROJECT BASED EXHIBIT DAY
SCALE LEARNING: GTS LEARNING: GTS LEARNING: GTS
DAY1 DAY2 DAY3
III. Learning Resources List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper based materials. Hands-on
learning promotes concept development.
A. References

1. Teacher's Guide pages

2. Learner's Materials pages

3. Textbook pages Mylene D.G. Oliva, et.al Mylene D.G. Oliva, et.al Mylene D.G. Oliva, et.al Mylene D.G. Oliva, et.al Mylene D.G. Oliva, et.al
DIWA Senior High DIWA Senior High DIWA Senior High DIWA Senior High DIWA Senior High
School Series Earth School Series Earth School Series Earth School Series Earth School Series Earth
Science (STEM Science (STEM Science (STEM Science (STEM Science (STEM
TRACK). Diwa TRACK). Diwa TRACK). Diwa TRACK). Diwa TRACK). Diwa Learning
Learning Systems INC. Learning Systems INC. Learning Systems INC. Learning Systems INC. Systems INC. , 2016.
, 2016. , 2016. , 2016. , 2016.
Gloria G. Salandanan,
Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan, Ph.D., et.al EARTH and
Ph.D., et.al EARTH and Ph.D., et.al EARTH and Ph.D., et.al EARTH and Ph.D., et.al EARTH and LIFE Sciences for
LIFE Sciences for LIFE Sciences for LIFE Sciences for LIFE Sciences for Senior High School
Senior High School Senior High School Senior High School Senior High School (Core Subject).,
(Core Subject)., (Core Subject)., (Core Subject)., (Core Subject)., LORIMAR Publishing
LORIMAR Publishing LORIMAR Publishing LORIMAR Publishing LORIMAR Publishing Inc., 2016.
Inc., 2016. Inc., 2016. Inc., 2016. Inc., 2016.
4. Additional Materials from Learning Resource (LR)
Portal
B. Other Learning Resources

IV. Procedures These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
systematically by providing students students with multiple ways to learn new things, practice their learning, question their
learning proceses, and draw conclusions about what they learned in relation to their life experiences and previous knowledge,
Indicate the time allotment for each step.
A. Reviewing previous lesson or presenting the new
lesson.
B. Establishing a purpose for the lesson Show different pictures
of different eras, let the
students guess possible
time, era they belong to. Each group is given 10
minutes to present their
diorama.

C. Presenting examples/ instances of the new lesso

A short storytelling Let the students per Let the students et the students continue
about the history of group provide a continue their activity their activity and take Invite 3 judges and
geologic time scale layout/plan of their and take note of their note of their progress. prepare prizes for the
(eons, eras, periods, diorama and how they progress. winner and certificates
epoch) will be creating it. *see attached group for the participants.
*see attached group performance rubric
performance rubric
D. Discussing new concepts and practicing new skills COLLABORATIVE Assign group members WORK.WORK.WORK WORK.WORK.WORK
#1
E. Discussing new concepts and practicing new skills WORK: with regards to their
#2
designations and
3-day PROJECT responsibilities in the
BASED LEARNING: activity. Ensure that
In a 45 student there is full
classroom: documentation for 3 day
work.
Group students into
groups according to
eras and periods: *see attached group
performance rubric
1. PreCambrian Time
(5members) Allow students to start
2. Paleozoic Era their dioramas.
Cambrian(5members) WORK.WORK.WORK
Ordovician(5members)
Silurian(5members)
Devonian(5members)
Carboniferous
(5members)
Permian (5members)
3. Mesozoic Era
(5members)
4l Cenozoic Era
(5members)

Instruct students that

they will be having a
History of the Earth
Exhibit on Friday.

They will be bringing

indigenous materials
and they will be creating
a diorama. Present a
rubric for the criteria.
F. Developing mastery Instruct students to
(Leads to Formative Assessment 3)
research about their
given topic/period. and
brainstorm possible
ideas that they could
 create.
G. Finding practical applications of concepts and skills
in daily living
H. Making generalizations and abstraction about the
lesson
I. Evaluating learning

J. Additional activities for application or remediation

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you cam ask them relevant questions.
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%
C. Did the remedial lessons 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 these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other teachers?