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3. Textbook Pages Salandanan, Gloria G., Faltado III, Ruben E., & Lopez, Merle B. (2015). Earth and Life Sciences: For Senior High School. LORIMAR Publishing Inc. Pages 4-24.
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Reference Resources: Resources
Resources (1) http://imagine.gsfc.nasa.gov/educators/lesson_plans.html (1) http://csep10.phys.utk.edu/astr161/lect/solarsys/solarsys.html
(2) http://imagine.gsfc.nasa.gov/educators/materials.html (accessed 18 June 2016)
(2)
(3) http://www.astro.princeton.edu/~dns/teachersguide/website.pdf https://en.wikipedia.org/wiki/History_of_Solar_System_formation_and_ev
(4) http://map.gsfc.nasa.gov/universe/WMAP_Universe.pdf (accessed 17 June 2016) olution_hypotheses#Classification_of_the_theories (accessed 18 June
(5) https://en.wikipedia.org/wiki/Universe (accessed 17 June 2016) 2016)
(6) (3) "The Origin of the Universe, Earth, and Life." National Academy of
Sciences. Science and Creationism: A View from the National Academy
https://www.youtube.com/watch?v=RPVvgJoddO4&list=PLrhG2NtyHAZuPW5HP3cyenGGTUqUhumeQ(a of Sciences, Second Edition. Washington, DC: The National
ccessed 17 June 2016) Academies Press, 1999. http://www.nap.edu/read/6024/chapter/3#8
(7) Steinhardt P and N Turok. Endless Universe, (accessed 18 June 2016)
http://www.physics.princeton.edu/~steinh/endlessuniverse/askauthors.html(accessed 17 June 2016) (4) http://science.nasa.gov/astrophysics/focus-areas/what-powered-
(8) http://imagine.gsfc.nasa.gov/educators/lesson_plans.html thebig-bang/ (accessed 18 June 2016)
(5) http://abyss.uoregon.edu/~js/ast121/lectures/lec24.html(accessed 18
(9) http://science.nasa.gov/astrophysics/focus-areas/how-do-stars-form-and-evolve/ (accessed 17 June June 2016)
2016) (7)
(10) http://csep10.phys.utk.edu/astr161/lect/solarsys/solarsys.html (accessed 17 June 2016) http://discovery.nasa.gov/education/pdfs/Active%20Accretion_Discovery
(11) _508.pdf (accessed 18 June 2016)
(8)
https://en.wikipedia.org/wiki/History_of_Solar_System_formation_and_evolution_hypotheses#Classificatio
http://www.pbslearningmedia.org/resource/nsn11.sci.ess.eiu.solarorigins/
n_of_the_theories (accessed 17 June 2016) origins-of-the-solar-system/ (accessed 18 June 2016)
(12) "The Origin of the Universe, Earth, and Life." National Academy of Sciences. Science and (9)
Creationism: A View from the National Academyof Sciences, Second Edition.Washington, DC: The http://dawn.jpl.nasa.gov/DawnClassrooms/pdfs/ActiveAccretion_Dawn.p
National Academies Press, 1999. http://www.nap.edu/read/6024/chapter/3#8 (accessed 17 June 2016) df (accessed 18 June 2016)
(13) http://science.nasa.gov/astrophysics/focus-areas/what-powered-the-big-bang/ (accessed 17 June (10)
(https://www.google.com.ph/url?sa=i&rct=j&q=&esrc=s&source=images&
2016) cd=&ved=0ahUKEwjiue7soaTNAhUDGJQKHXjHAQ4QjBwIBA&url=https
(14) Activities for teaching of the Universe: http://www.nuffieldfoundation.org/science-society/activities- %3A%2F%2Fupload.wikimedia.org%2Fwikipedia
universe and http://molebash.com/doppler/horn/horn1.htm %2Fcommons%2F9%2F9f%2FSolarmap.png&bvm=bv.124272578,d.dG
(15) Short article: http://www.scholastic.com/teachers/article/?origin-universe o&psig=AFQjCNGwA4eXmalQjoCkVRqF4n4bDTC6sw&ust=1465881
919469816)
Other Learning Resources:
(1) Tablet Laptop Other Learning Resources:
(2) Projector (1) Tablet Laptop
(2) Projector
IV. PROCEDURES
A. Motivation/Reviewi Nature Identification Activity: Bring one piece of nature WATCH A VIDEO ABOUT BIG PASS THE EARTH BALL GAME: RECAP THE PREVIOUS LESSON
ng previous lesson BANG THEORY Basketball Shoot, Volleyball ACTIVITY:
or presenting the Spike, Baseball Bat, Soccer Kick 1. PUT SOME KEY WORKDS
new lesson BELOW THE CHAIR OF THE
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(ACTIVITY) STUDENTS
2. LET THE STUDENTS LOOK AT
THEIR CHAIR
3. THOSE WHO HAVE THE KEY
WORDS WILL READ AND
EXPLAIN WHAT IT MEANS
4. LET THE AUDIENCE AGREE OR
DISAGREE WITH THE
EXPLANATION
B. Establishing the Self-Reflection on the relevance of the subject in the
purpose of the lesson
learners course and life (What, So What and Now What
(ACTIVITY) Method) based on the Object Identification Activity
C. Presenting POWERPOINT PRESENTATION:
examples/instances Discuss course description connecting it with the activity
of the new lesson & reflections to deepen the interest of learners on the
(ANALYSIS) subject
D. Discussing new POWERPOINT PRESENTATION: POWERPOINT POWERPOINT PRESENTATION: POWERPOINT
concepts and INPUT1: THEORIES ON THE ORIGIN OF THE UNIVERSE PRESENTATION: INPUT 4: COMPONENTS, PRESENTATION:
practicing new skills AND THE SOLAR SYSTEM INPUT 2: BIG BANG OVERVIEW OF SOLAR INPUT 6: ELEMENT
#1 THEORY SYSTEM ABUNDANCE ON EARTH,
(ANALYSIS) INPUT 3: IMPORTANT INPUT 5: LARGE & SMALL METEORITES AND
TERMS, EVOLUTION & SCALE FEATURES OF THE UNIVERSE
COMPOSITION OF SOLAR SYSTEM INPUT 7: RECENT
UNIVERSE, BIRTH- ADVANCEMENT &
DEATH-REBIRTH OF INFORMATION ON THE
STARS, & EXPANDING SOLAR SYSTEM
UNIVERSE
E. Discussing new
concepts and
practicing new skills
#2
(ANALYSIS)
F. Developing mastery
(leads to formative
assessment 3)
G. Finding practical Students formulate their own theories on the origin of the universe, solar system and earth
applications of
concepts and skills in
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daily living
(APPLICATION)
H. Making WHAT GENERALIZATION YOU HAVE ON THE RELEVANCE WHAT WHAT CONCLUSION YOU WHAT GENERALIZATION
generalizations and OF THE SUBJECT TO YOUR COURSE AND YOUR LIFE… GENERALIZATION YOU MAY HAVE REGARDING THE YOU MAY DEVELOP
abstraction about MAY DEVELOP COMPOSITION OF THE REGARDING THE RECENT
the lesson REGARDING THE SOLAR SYSTEM… ADVANCEMENT &
(ABSTRACTION) DIFFERENT THEORIES INFORMATION ON THE
ON THE ORIGIN OF THE SOLAR SYSTEM…
UNIVERSE…
I. Evaluating learning SHORT QUIZ SHORT QUIZ SHORT QUIZ SHORT QUIZ
(ASSESSMENT) 1. List the 9 theories being discussed (9 pts.) 1. Identify 10 elements found in
2. Differentiate the 3 approaches of understanding the 1. Describe the structure 1. Illustrate the eight planets of the universe and in earth. (10
origin of the universe, solar system or earth (15pts) and composition of the the solar system based on the pts.)
Universe (10 pts.) distance from the sun. (20 pts.) 2. Write T if answer is True & F if
answer is False: (5 pts.)
TOTAL ITEMS = 24 2. Explain the concept of the 2. Compare the 5 large scale
__a. Hydrogen, helium, inert
Red Shift and how it used as features of the solar system gases, and volatiles, the universe
an evidence for an from the 3 small scale features and Earth have similar
expanding universe (10 pts.) of the solar system. (15 pts.) abundance especially for rock
3. Explain the origin and 3. Outline what compose the and metal elements.
evolution of the Universe solar system. (15 pts.) __b. The sun and the large
according to the Big Bang planets have enough gravity to
Theory (10 pts.) TOTAL ITEMS = 50 retain hydrogen and helium.
__c. Rare inert gases are too
TOTAL ITEMS = 30 heavy for the Earth’s gravity to
retain, thus the low abundance
__d. Retention of volatile
elements by the Earth is not
consistent with the idea that
some materials that formed the
Earth and the solar system were
“cold” and solid; otherwise, the
volatiles would have been lost.
__e. The presence of heavy
elements such as lead, silver,
and uranium on Earth suggests
that it was derived from
remnants of a supernova and
that the Sun is a second-
generation star made by
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recycling materials.
3. Essay: Compare the three
recent advancement &
information on the solar system
& explain each finding (15 pts.)
TOTAL ITEMS = 30
J. Additional activities PERFORMANCE:
for application or 1. Research and make/develop your own hypothesis or theory on the origin of the universe or solar system using your imagination and what you learned from the
remediation different theories we discussed. Support your theories in your own understanding based on empirical data. (50 pts.)
V. REMARKS Conduct assessment next day Conduct assessment next Time was not enough so there is a need to continue the
day discussion next week and conduct assessment after…
VI. REFLECTION
A. No. of learners who earned
80% of the formative
assessment
B. No. of learners who
require additional activities
or remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. Which of my teaching
strategies worked well?
Why did these work?
E. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
F. What innovation or Outdoor Nature Identification Activity by letting each learner
localized materials did I
use/discover which I wish bring one piece of object from nature, then facilitate class
to share with other discussion using Socratic method to introduce the subject
teachers? matter and generate active class participation.
Prepared by: Noted: Approved:
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