EARTH AND LIFE SCIENCE DLL

School ICTI PC Grade Level 11

GRADES 11 DAILY
Teacher RAQUEL B. DISOMIMBA Learning Area EARTH & LIFE SCIENCE
LESSON LOG
Teaching Dates & Time JULY – OCTOBER 2019 Quarter 1ST

DAY MONDAY TUESDAY THURSDAY FRIDAY

DATE July 4, 2019 July 5, 2019 July 7, 2019 July 8, 2019
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the formation of the universe. The learners demonstrate an understanding of the formation
of the universe and the solar system.
B. Performance Make their own theory on the origin of the universe and solar system
Standards
C. Learning A. The learners shall be able to state the different hypotheses and Explain the current advancements or information on the
Competencies / theories explaining the origin of the universe (S11/12ES-Ia-e-1). solar system (S11/12ES-Ia-e-5)
Objectives B. The learners shall be able to describe the different hypotheses
explaining the origin of the solar system (S11/12ES-Ia-e-2) At the end of this lesson, the learners will be able to:
1. identify the large scale and small scale properties of
the Solar System; and
At the end of the lessons, the learners will be able to:
2. become familiar with the most recent
1. discuss and state the different hypothesis including the Big Bang Theory advancements/information on the solar system.
of the Origin of the Universe and solar system;
2. describe the structure and composition of the Universe; and
3. explain the red-shift and how it used as proof of an expanding universe.
II. CONTENT ORIGIN AND STRUCTURE OF THE EARTH
UNIVERSE AND THE SOLAR SYSTEM
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages

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.

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 4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Motivation/Reviewi
ng previous lesson
or presenting the
new lesson
Reference Resources: Resources
(1) http://imagine.gsfc.nasa.gov/educators/lesson_plans.html (1) http://csep10.phys.utk.edu/astr161/lect/solarsys/solarsys.
(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_forma
(4) http://map.gsfc.nasa.gov/universe/WMAP_Universe.pdf (accessed 17 June 2016) olution_hypotheses#Classification_of_the_theories (accesse
(5) https://en.wikipedia.org/wiki/Universe (accessed 17 June 2016) (6) 2016)
https://www.youtube.com/watch?v=RPVvgJoddO4&list=PLrhG2NtyHAZuPW5HP3cyenGGTUqUhumeQ(a (3) "The Origin of the Universe, Earth, and Life." Nation
of Sciences. Science and Creationism: A View from the Nati
ccessed 17 June 2016) of Sciences, Second Edition. Washington, DC: The National
(7) Steinhardt P and N Turok. Endless Universe, Academies Press, 1999. http://www.nap.edu/read/6024/chap
http://www.physics.princeton.edu/~steinh/endlessuniverse/askauthors.html(accessed 17 June 2016) (accessed 18 June 2016)
(8) http://imagine.gsfc.nasa.gov/educators/lesson_plans.html (4) http://science.nasa.gov/astrophysics/focus-areas/wh
(9) http://science.nasa.gov/astrophysics/focus-areas/how-do-stars-form-and-evolve/ (accessed 17 poweredthebig-bang/ (accessed 18 June 2016)
(5) http://abyss.uoregon.edu/~js/ast121/lectures/lec24.h
June 2016) 18 June 2016)
(10) http://csep10.phys.utk.edu/astr161/lect/solarsys/solarsys.html (accessed 17 June 2016) (11) (7)
https://en.wikipedia.org/wiki/History_of_Solar_System_formation_and_evolution_hypotheses#Classificatio http://discovery.nasa.gov/education/pdfs/Active%20Accretion
n_of_the_theories (accessed 17 June 2016) _508.pdf (accessed 18 June 2016)
(12) "The Origin of the Universe, Earth, and Life." National Academy of Sciences. Science and (8)
http://www.pbslearningmedia.org/resource/nsn11.sci.ess.eiu
Creationism: A View from the National Academyof Sciences, Second Edition.Washington, DC: The origins-of-the-solar-system/ (accessed 18 June 2016)
National Academies Press, 1999. http://www.nap.edu/read/6024/chapter/3#8 (accessed 17 June 2016) (9)
(13) http://science.nasa.gov/astrophysics/focus-areas/what-powered-the-big-bang/ (accessed 17 June http://dawn.jpl.nasa.gov/DawnClassrooms/pdfs/ActiveAccret
2016) df (accessed 18 June 2016)
(14) Activities for teaching of the Universe: http://www.nuffieldfoundation.org/science- (10)
society/activitiesuniverse and http://molebash.com/doppler/horn/horn1.htm (https://www.google.com.ph/url?sa=i&rct=j&q=&esrc=s&sour
cd=&ved=0ahUKEwjiue7soaTNAhUDGJQKHXjHAQ4QjBwIB
(15) Short article: http://www.scholastic.com/teachers/article/?origin-universe %3A%2F%2Fupload.wikimedia.org%2Fwikipedia
%2Fcommons%2F9%2F9f%2FSolarmap.png&bvm=bv.1242
Other Learning Resources: o&psig=AFQjCNGwA4eXmalQjoCkVRqF4n4bDTC6sw&ust=
(1)Tablet Laptop 919469816)
(2)Projector
Other Learning Resources:
(1)Tablet Laptop
(2)Projector
Nature Identification Activity: Bring one piece of nature WATCH A VIDEO ABOUT BIG PASS THE EARTH BALL GAME: RECAP THE PRE
BANG THEORY Basketball Shoot, Volleyball LESSON ACTIVI
Spike, Baseball Bat, Soccer Kick 1. PUT SOME KE
BELOW THE CH
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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 learners
purpose of the lessoncourse and life (What, So What and Now What Method)
(ACTIVITY) 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 PRESENTATION:
concepts and  INPUT1: THEORIES ON THE ORIGIN OF THE UNIVERSE AND PRESENTATION:  INPUT 4: COMPONENTS,  INPUT 6: ELEMENT
practicing new skills THE SOLAR SYSTEM  INPUT 2: BIG BANG OVERVIEW OF SOLAR ABUNDANCE ON EARTH,
#1 THEORY SYSTEM METEORITES AND
(ANALYSIS)  INPUT 3: IMPORTANT  INPUT 5: LARGE & SMALL UNIVERSE
TERMS, EVOLUTION & SCALE FEATURES OF THE  INPUT 7: RECENT
COMPOSITION OF SOLAR SYSTEM ADVANCEMENT &
UNIVERSE, BIRTHDEATH- INFORMATION ON THE
REBIRTH OF SOLAR SYSTEM
STARS, & EXPANDING
UNIVERSE
E. Discussing new
concepts and
practicing new skills
#2
(ANALYSIS)

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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

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…

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I. Evaluating learning SHORT QUIZ SHORT QUIZ
(ASSESSMENT) 1. List the 9 theories being discussed (9 pts.)
2. Differentiate the 3 approaches of understanding the 1. Describe the
origin of the universe, solar system or earth (15pts) structure and composition of
the
TOTAL ITEMS = 24 Universe (10 pts.)
2. Explain the concept
of the Red Shift and how it
used as an evidence for an
expanding universe (10 pts.)
3. Explain the origin and
evolution of the Universe
according to the Big Bang
Theory (10 pts.)
TOTAL ITEMS = 30
SHORT QUIZ
1. Illustrate the eight planets of
the solar system based on the
distance from the sun. (20 pts.)
2. Compare the 5 large scale
features of the solar system
from the 3 small scale features
of the solar system. (15 pts.) 3.
Outline what compose the
solar system. (15 pts.)
TOTAL ITEMS = 50
SHORT QUIZ
1. Identify 10 elements
found in the universe and in
earth. (10 pts.)
2. Write T if answer is
True & F if answer is False: (5
pts.) __a. Hydrogen, helium,
inert gases, and volatiles, the
universe and Earth have similar
abundance especially for rock
and metal elements. __b. The
sun and the large planets have
enough gravity to retain
hydrogen and helium. __c. Rare
inert gases are too 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
secondgeneration star made by
recycling materials.
3. Essay: Compare the three
recent advancement &
information on the solar system
& explain each finding (15 pts.)
TOTAL ITEMS = 30
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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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