Region VIII

PILAR NATIONAL AGRICULTURAL HIGH SCHOOL

Brgy. Pilar, Oquendo District 1

JHS DAILY LESSON LOG

DAILY LESSON LOG in Entrpreneurship 10
School: Pilar National Agricultural High School Grade Level: 10 Teacher: Lidan D.
Layong Quarter: 3Rd

Monday Monday
Date:10-28-19 Date: 11-04-19
TOPIC I. DEVELOPING A BUSINESS PLAN 1. DEVELOPING A BUSINESS PLAN
A. Business Plan A. Effective planning

LEARNING COMPETENCY/ LC: State the principles of Planning LC: Explain the criteria of effective planning
OBJECTIVES

SLO: At the end of the lesson, the students should be able to: SLO: At the end of The lesson, the students should be able to:
1. Explain the different principles of planning 1. explain the criteria of effective planning.
2. Discuss the stages of business planning 2. discuss the Component of business planning.

LEARNING RESOURCES: Entrepreneurship 106-107 Pp. Entrepreneurship

107-113Pp.

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 Region VIII
PILAR NATIONAL AGRICULTURAL HIGH SCHOOL
Brgy. Pilar, Oquendo District 1

LEARNING DILEVERY MODE: Activate: Activate:

(4 A's of Learning)
• Students will recall their learnings in chapter 6: • The students will recall their lesson about business planning
the search for business opportunities. and its stages.
• Teacher will present a video presentation • Teacher will present the picture of business plan.
regarding the business. • Key questions :
HOTS: "What do you think is the reason of the failure of a
business’s?"

Acquire: Acquire:
• Teacher will show the picture of the business Learners will be watching a video clip and will present their
plan. idea on the board.
• Teacher will discuss how business plan develop. Key questions:
• Key questions: HOTS: "What will happen to a
HOTS:"Why do we need to develop a business Business without criteria of planning?"
plan?"
HOTS: "How do we accomplish the attainment "What is the importance of components of business
of goals in making a business plan?" planning?"
HOTS: "Relate plan in developing a business"
"Why do we need to acquire the criteria of planning?"

Application: Application:
The teacher will distribute the article about the the students will explain briefly how business runs after a plan
principles of planning and its stages. The made.
learners will read and collaborate to each other.

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 Region VIII
PILAR NATIONAL AGRICULTURAL HIGH SCHOOL
Brgy. Pilar, Oquendo District 1

Assessment: Assessment:
Learners will write down all the important basic Learner will create a create a simple business plan by
principles of planning and its stages and discuss it in using its criteria as well as its component.
front of their classmates.

ASSESSMENT Output presentation (will be rated using a rubric) • Written output

(Format and Results) Recitation • Recitation

REMARKS
(Reflection for the teacher: on the
teaching learning episodes)

Prepared by: Checked by: Noted by:

LIDAN D. LAYONG JOSE J. SAGADAL JR. VERGINIA A. MILLARES,Ed.D.

JHS Teacher Master Teacher School Head

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 Region VIII
PILAR NATIONAL AGRICULTURAL HIGH SCHOOL
Brgy. Pilar, Oquendo District 1

SHS DAILY LESSON LOG

DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School Grade Level: 11
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Monday Tuesday Wednesday Thursday Friday
Date: Date: July Date: Date: Date:
TOPIC I. ORIGIN AND STRUCTURE I. ORIGIN AND STRUCTURE QUIZ: I. ORIGIN AND I. ORIGIN AND STRUCTURE
OF OF STRUCTURE OF
THE EARTH THE EARTH OF THE EARTH THE EARTH
A. Universe and Solar System B. Earth and Earth Systems A. Universe and Solar System A. Universe and Solar System
B. Earth and Earth Systems
LEARNING COMPETENCY/ LC: Describe the different LC: Recognize the uniqueness of LC: LC: Explain the current
OBJECTIVES hypotheses explaining the origin Earth, being the only planet in the • S11/12ES-Ia-e-1 advancements/information on the
of solar system with properties • S11/12ES-Ia-e-2 solar system. S11/12ES-Ia-e5
the solar system. S11/12ES-Ia-e- necessary to support life. • S11/12ES-Ia-e-3
2 S11/12ESIa-e-3

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 Region VIII
PILAR NATIONAL AGRICULTURAL HIGH SCHOOL
Brgy. Pilar, Oquendo District 1

5. SLO: At the end of the lesson, the SLO: At the end of the lesson, the : SLO: At the end of the lesson, the
students should be able to: students should be able to: learners will be able to;
3. identify the large scale and 3. recognize the difference in 1. Become familiar with the
small scale properties of the the physical and chemical most recent
Solar System; properties between the Earth advancements/information on the
4. discuss the different and its neighboring planes solar system.
hypotheses explaining the 4. Identify the factors that allow 2. Identify key persons in the
origin of the solar system; a planet to support life. advancements/ information on the
solar system.
3. relate the importance of
the advancements/ information on
the
solar system in daily life

LEARNING RESOURCES: Earth and Life Science (initial
release)
Earth and Life Science (initial
release)
Earth and Life Science (initial
release)
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)

LEARNING DILEVERY Activity: Activity: Activity: Activity:

MODE: • Students will recall the 3
(4 A's of Learning) theories of the origin of the
universe.
• Photoanalysis. Teacher will
present a picture of the of
the solar system
HOTS: "What do you think is
the reason why the sun is the
center of our solar system?"
• 4pics1word.Learner will Teacher will show photos of
guess the words of the the selected scientist and
prepared slides their contribution to the
• Teacher will present the understanding of the solar
pictures of Venus, Earth system.
and Mars. Key questions:
Key questions: “How can the current
HOTS: "What do you think is breakthroughs in the solar
the reason of the failure of system affect our lives?”
mankind in protecting the
environment and
the life here on Earth?"

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PILAR NATIONAL AGRICULTURAL HIGH SCHOOL
Brgy. Pilar, Oquendo District 1
Analysis:
• Teacher will discuss the
composition of the solar
system.
HOTS: "How do you think did
scientists know the exact
composition of the solar
system?"
• Teacher will present theories
and hypothesis of the origin
of the solar system.
Abstraction:
Leaners will collaborate with
each other and discuss the
theories and hypothesis of
the origin of the solar
system.
Application: Application:
Learner will create a short
story about how they want
the solar system SHOULD
start.
ASSESSMENT • Written output
(Format and Results) • Recitation
Region VIII
Analysis:
Learners will be watching a
video clip and will present
their idea on the board.
Key questions:
HOTS: "What will happen to a
planet without GHG?"
"What is the importance of
H2O in maintaining the
temperature of a planet?"
"Why do Venus and Mars has
no
Global Magnetic Field?"
Abstraction:
Habitable or Not? Using the
checklist provided, learners
will evaluate unknown
planets and moons if they
are habitable.
Debate: ‘Can man alter Mars
environment to make it more
suitable for human habitation?
How?’
Debate
Recitatio
n
Analysis: Analysis:
The teacher will present the
web-based activity. Learners
in groups will search and
present important facts on
the following: NASA’s New
Horizons Mission, Rossetta
Mission, Curiosity Space
Probe, Hygens Probe,
Europa Jupiter System
Mission.
Abstraction: Abstraction:
Learners share to the class
about the current discoveries
made by the mentioned
space mission
Application: Application:
Learners will answer the 30 Learners will be having a
item test. dynamic discussion
regarding: HOTS: “Would
it be practical for our local
government to allocate a
portion of the national
budget on the space?
30-item test. • Written output
• Recitation
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 Region VIII
PILAR NATIONAL AGRICULTURAL HIGH SCHOOL
Brgy. Pilar, Oquendo District 1

REMARKS
(Reflection for the teacher: on
the teaching learning episodes)

Prepared by: Checked by: Noted:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

SHS Teacher Track Head School Head
SHS DAILY LESSON LOG
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School Grade Level: 11
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Monday Tuesday Wednesday Thursday Friday
Date: Date: July Date: Date: Date:
TOPIC I. ORIGIN AND STRUCTURE I. ORIGIN AND STRUCTURE OF THE I. ORIGIN AND STRUCTURE
OF EARTH B. Earth and Earth Systems OF
THE EARTH THE EARTH
A. Universe and Solar System B. Earth and Earth Systems
LEARNING COMPETENCY/ LC: Explain the current LC: LC:
OBJECTIVES advancements/information on the • Explain that the Earth consists of four subsystems, across whose • Identify the layers of the
solar system. S11/12ES-Ia-e5 boundaries matter and energy flow. Earth
• S11/12ES-Ia-e4Show the contributions of personalities/people on (crust, mantle, core).
the understanding of Earth Systems S11/12ES-Ia-e-6. S11/12ES-Ia-e7
• Differentiate the layers of the
Earth. S11/12ES-Ia-e7
SLO: At the end of the lesson, the SLO: At the end of the lesson, the learners will be able to; SLO: At the end of the lesson, the
learners will be able to; 1. define the concept of a system learners will be able to;

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 Region VIII
PILAR NATIONAL AGRICULTURAL HIGH SCHOOL
Brgy. Pilar, Oquendo District 1

1. Become familiar with
the most recent
advancements/information on the
solar system.
2. Identify key persons in
the advancements/ information on
the solar system.
3. relate the importance of
the advancements/ information on
the
solar system in daily life
LEARNING RESOURCES: Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
LEARNING DILEVERY Activity:
MODE: Teacher will show photos of
(4 A's of Learning) the selected scientist and
their contribution to the
understanding of the solar
system.
Key questions:
“How can the current
breakthroughs in the solar
system affect our lives?”
2. recognize the Earth as a system composed of subsystems 1. Distinguish between P-
3. Discuss the historical development of the concept of Earth System. waves and S-Waves
2. Discuss Seismic
Reflection and Refraction.
3. Differentiate layers of
the Earth from each other.
4. Relate seismic waves in
discovering the layers of the
Earth.
Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial
release) release) release)
Exploring Life Through Science: Exploring Life Through Science: Exploring Life Through Science:
Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix
Publish House) Publish House) Publish House)
Activity: Activity: Activity:
Learners share their Using a pencil and a piece of Learners will generate
experience about the El paper, learners will draw or transverse and longitudinal
Nino. illustrate the field area and waves using identified
identify how energy and materials.
mass are transferred in the
different components of the
area.

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 Region VIII
PILAR NATIONAL AGRICULTURAL HIGH SCHOOL
Brgy. Pilar, Oquendo District 1

Analysis: Analysis: Analysis: Analysis:

The teacher will present the
web-based activity. Learners
in groups will search and
present important facts on
the following: NASA’s New
Horizons Mission, Rossetta
Mission, Curiosity Space
Probe, Hygens Probe,
Europa Jupiter System
Mission.
Using the diagram of the Earth
system let the students
interrelate the icons to each
other.
Key Questions:
HOTS: “How is everything
connected to everything else?
Why do Earth’s subsystem
boundaries matter?”
Learners in small groups will Teacher will present P-waves,
present the contributions S-waves and Seismic waves.
done by specific scientists
who contributed to the
understanding of the earth
subsystems.

Abstraction: Abstraction: Abstraction: Abstraction:

Learners share to the class
about the current discoveries
made by the mentioned
space mission
Application:
Learners will be having a
dynamic discussion
regarding: HOTS: “Would
it be practical for our local
government to allocate a
portion of the national
budget on the space?
ASSESSMENT • Written output
(Format and Results) • Recitation
Teacher will introduce the four Using the answers of the Learners will
subsystems to the class. learners, the class will create perform an activity in
a table showing the Mapping the Earth’s Interior.
summary of the ideas.
Application: Application: Application:
Teacher will present activity on Let the learners response on the Learners will discuss their
“Subsystem Interactions”. question: results and explain the
Key Questions: HOTS: “how do the scientific different
HOTS: How does matter and community today benefit from layers of the Earth
energy flow during the the contributions of the people Key Questions:
interaction of the Earth’s in the past on the HOTS: how are theses layers
subsystem? understanding determined using seismic
the earth subsystems?” waves?
Recitation • Written output • Written output
• Recitation • Recitation

REMARKS
(Reflection for the teacher: on
the teaching learning episodes)

9|Page
 Region VIII
PILAR NATIONAL AGRICULTURAL HIGH SCHOOL
Brgy. Pilar, Oquendo District 1

Prepared by: Checked by: Noted:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

SHS Teacher Track Head School Head
SHS DAILY LESSON LOG
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School Grade Level: 11
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1 st
Monday Tuesday Wednesday Thursday Friday
Date: Date: July Date: Date: Date:
TOPIC II. EARTH MATERIALS AND II. EARTH MATERIALS AND
PROCESSES B. Exogenic Processes PROCESSES C. Endogenic Processes

LEARNING COMPETENCY/ LC: LC: LC:

OBJECTIVES • describe how rocks undergo weathering. S11/12ES-Ib-11 • describe where the Earth’s • describe what happens after
• explain how the products of weathering are carried away by internal heat comes from. the magma is formed
erosion and deposited elsewhere. S11/12ES-Ib-12 S11/12ES-Ib-14 (plutonism at vulcanism).
• make a report on how rocks and soil move downslope due to the • describe how magma is S11/12ES-Ib-16
direct action of gravity. S11/12ES-Ib-13 formed • describe the changes in
(magmatism). S11/12ES-Ib-15 mineral components and
texture of rocks due to
changes in pressure and
temperature
(metamorphism).
S11/12ES-Ib-17

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 Region VIII
PILAR NATIONAL AGRICULTURAL HIGH SCHOOL
Brgy. Pilar, Oquendo District 1

SLO: At the end of the lesson, the learners will be SLO: At the end of the lesson, the SLO: At the end of the lesson, the
able to; 1. Define weathering and erosion. learners will be able to; 1. Define learners will be able to;
2. Trace the pathway of materials in weathering and erosion. edogenic process. 1. Differentiate magma into
3. Compare different kinds of rocks. 2. Describe magmatism. lava.
4. Determine the different agents of erosion. 3. Enumerate by 2. Trace the formation of
products of magma.
magmatism. 3. Identify by products of
4. Recognize the plutonism, vulcansim at
importance of internal heat and metamorphism.
magmatism.

LEARNING RESOURCES: Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
LEARNING DILEVERY Activity:
MODE: Teacher will present a video
(4 A's of Learning) presentation about
weathering and erosion.
Learners will have a panel
discussion regarding the
video clip and create outline.
Key questions:
“What are the processes that
helped shape Earth’s
surface?”
Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial
release) release) release)
Exploring Life Through Science: Exploring Life Through Science: Exploring Life Through Science:
Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix
Publish House) Publish House) Publish House)
Activity: Activity: Activity:
Learners will look for Learners will construct a Learners will be divided into
evidences of weathering flour box volcano groups to create summary
and erosion through deformation model. table on the following:
exploration. Key questions: - Changes happen to rocks.
“Why does magma rise?” (extreme temperature and
pressure)
- Type of metamorphism
Key questions:
“How do rocks handle

stress?”

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 Region VIII
PILAR NATIONAL AGRICULTURAL HIGH SCHOOL
Brgy. Pilar, Oquendo District 1

Analysis: Analysis: Analysis: Analysis:

Learners will present Learners will identify the Learners will answer the Teacher will show sample of
their output. possible causes of following questions after metamorphic rocks. Learners will
Key questions: weathering in rocks they’ve doing and using the table. characterize the samples based on
HOTS: “How can the collected. Key questions: type of foliation present, texture,
physical and chemical “What triggers the and grain size. HOTS: “How
weathering work together deformation of volcano does grain size of different
to speed up weathering model?” samples affect their texture?
process? “How is this event related “What type of metamorphism is
to the movement of magma?” associated in the shown zone?”
HOTS: “What are the factors
that can cause
pressurization of
magma intrusion?”
Abstraction: Abstraction: Abstraction: Abstraction:
• Using different pictures of Panel discussion. Processing of Learners will response to the Learners will describe how
erosions, learners will trace data collected. question: rocks behave under different
the track of erosions. HOTS: How the activity stress such as compression,
• Learners will enumerate changed your initial perception pushing apart, and shearing.
possible benefits of of rising of magma and
weathering and erosion to volcanism.
us.
Application: Application: Application: Application:
Presentation of output. Presentation of output Learners will describe briefly Learners will cite situations on
what happens after the different stress.
magma is formed.
ASSESSMENT • Output presentation • Output presentation • Written output Recitation
(Format and Results) • Recitation • Recitation • Recitation

REMARKS
(Reflection for the teacher: on
the teaching learning episodes)

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PILAR NATIONAL AGRICULTURAL HIGH SCHOOL
Brgy. Pilar, Oquendo District 1

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 Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union

Prepared by: Checked by: Noted:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

SHS Teacher Track Head School Head
SHS DAILY LESSON LOG
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School Grade Level: 11
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1 st
Monday Tuesday Wednesday Thursday Friday
Date: Date: July Date: Date: Date:
TOPIC II. EARTH MATERIALS AND II. EARTH MATERIALS AND
PROCESSES PROCESSES C. Endogenic Processes
B. Exogenic Processes
LEARNING COMPETENCY/ LC: LC: LC: LC:
OBJECTIVES • describe how rocks undergo • describe where the Earth’s • describe what happens after compare and contrast the
weathering. S11/12ES-Ib-11 internal heat comes from. the magma is formed formation of the different
• explain how the products of S11/12ES-Ib-14 (plutonism at vulcanism). types of igneous rocks.
weathering are carried away • describe how magma is S11/12ES-Ib-16 S11/12ES-Ib-
by erosion and deposited formed • describe the changes in 18
elsewhere. S11/12ES-Ib-12 (magmatism). S11/12ES-Ib- mineral components and
• make a report on how rocks 15 texture of rocks due to describe how rocks behave
and soil move downslope changes in pressure and under different types of stress
due to the direct action of temperature such as compression, pulling
gravity. S11/12ES-Ib-13 (metamorphism). apart, and shearing.
• S11/12ES-Ib-17 S11/12ES-Ib-19

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 Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union

SLO: At the end of the lesson, the SLO: At the end of the lesson, the SLO: At the end of the lesson, the SLO: At the end of the lesson, the
learners will be able to; learners will be able to; 1. Define learners will be able to; learners will be able to; 1.
1. Define weathering and edogenic process. 1. Differentiate magma into
erosion. 2. Describe magmatism. lava.
2. Trace the pathway of 3. Enumerate by 2. Trace the formation of
materials in weathering and products of magma.
erosion. magmatism. 3. Identify by products of
3. Compare different kinds 4. Recognize the importance plutonism, vulcansim at
of rocks. of internal heat and magmatism. metamorphism.
4. Determine the different
agents of erosion.
LEARNING RESOURCES: Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial
release) release) release) release)
Exploring Life Through Science: Exploring Life Through Science: Exploring Life Through Science: Exploring Life Through Science:

Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix
Publish House) Publish House) Publish House) Publish House)

LEARNING DILEVERY Activity: Activity: Activity: Activity:

MODE: Learners will look for Learners will construct a Learners will be divided into Learners will discuss how
(4 A's of Learning) evidences of weathering and flour box volcano groups to create summary igneous rocks from and the
erosion through exploration. deformation model. table on the following: different basis of classifying
Key questions: - Changes happen to rocks. igneous rocks after watching
“Why does magma rise?” (extreme temperature and a movie clip.
pressure) Key questions:
- Type of metamorphism “How does changing one
Key questions: factor alter formation of
“How do rocks handle igneous rocks?”
stress?”

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 Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union

Analysis: Analysis: Analysis: Analysis:

Learners will identify the Learners will answer the Teacher will show sample of Learners will react on the
possible causes of following questions after metamorphic rocks. Learners will statements:
weathering in rocks they’ve doing and using the table. characterize the samples based on HOTS: “Why is it said that a
collected. Key questions: type of foliation present, texture, diamond is just a piece of
“What triggers the and grain size. HOTS: “How charcoal that handled stress
deformation of volcano does grain size of different exceptionally well?”
model?” samples affect their texture?
“How is this event related “What type of metamorphism is
to the movement of magma?” associated in the shown zone?”
HOTS: “What are the factors
that can cause
pressurization of
magma intrusion?”

Abstraction: Abstraction: Abstraction: Abstraction:

Panel discussion. Processing of Learners will response to the
data collected. question:
HOTS: How the activity
changed your initial perception
of rising of magma and
volcanism.
Learners will describe how Learners will be divided into
rocks behave under different groups. They will create a
stress such as compression, summary table on the
pushing apart, and shearing. following:
- Changes happen to
rocks when subjected to
extreme temperature
and pressures
- Type of metamorphism
and short description for
each agents of
metamorphism
- Foliated and non
foliated metamorphic
rocks.

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 Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union

Application: Application: Application: Application:

Presentation of output
ASSESSMENT • Output presentation
(Format and Results) • Recitation
Learners will describe briefly
what happens after the
magma is formed.
• Written output
• Recitation
Learners will cite situations on Learners will describe how
different stress. rocks behave under different
types of stress such as
compression, pulling apart,
and shearing.
• Written output • Output presentation
• Recitation • Recitation

REMARKS
(Reflection for the teacher: on
the teaching learning episodes)

Prepared by: Checked by: Noted:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

SHS Teacher Track Head School Head
SHS DAILY LESSON LOG
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School Grade Level: 11
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1 st
Monday Tuesday Wednesday Thursday Friday
Date: Date: August 9, 2016 Date: August 10, 2016 Date: August 11, 2016 Date: August 12, 2016
TOPIC SUMMATIVE TEST (Quiz) II. EARTH MATERIALS AND PROCESSES II. EARTH MATERIALS AND
D. Deformation of the Crust PROCESSES
E. History of the Earth

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TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union

LEARNING COMPETENCY/ LC: LC: LC:

OBJECTIVES • explain how the continents • explain how the Describe how layers of rocks
drift. S11/12ES-Ib-20 seafloor (stratified rocks) are formed.
• cite evidence spreads. S11/12ES-Ib-23 S11/12ES-Ib-25
that support • describe the
continental drift . S11/12ES- structure and describe the different methods
Ib- evolution of ocean (relative and absolute dating)
21 basins. S11/12ES-Ib-24 to determine the age of
• explain how the movement of stratified rocks S11/12ES-
plates leads to the formation Ib-26
of folds and faults.
S11/12ES-Ib22

SLO: At the end of the lesson, the SLO: At the end of the lesson, the SLO: At the end of the lesson, the
learners will be able to; learners will be able to; learners will be able to;
1. Verify the concepts of 1. Dismiss misconceptions 1. Define the law of
continental drift theory. about Seafloor spreading. superpostion.
2. Discuss evidences 2. Create a diorama of 2. Use the principle of
of the seafloor spreading. crosscutting in different rock
continental drift theory samples.
3. Determine how fast the
plates are moving apart.
4. create diagrams
representing the formations of
folds and faults.

LEARNING RESOURCES:
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)

18 | P a g e
 Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
LEARNING DILEVERY Activity: Activity:
MODE: Learners will solve prepared
(4 A's of Learning) the jigsaw puzzle.
Key questions:
“How did you form the picture
and the world map?”
Analysis: Analysis:
Learners will watch a video
presentation about the
continental drift theory
Key questions:
“How did Earth look
before?”
HOTS: “If there were human
civilizations millions of years
earlier, would there have been
any significant changes in the
history of Earth?”
Abstraction: Abstraction:
Think- pair-share. Learners
will enumerate pieces of
evidences of his continental
drift theory.
HOTS: “In what way do the
continents resemble the pieces
of a puzzle? Explain.”
HOTS: “How can fossils be used
as evidence for continental
drift?”
Activity:
Learners will be divided into
groups to create summary
table on the following:
- Seafloor- spreading
- Ocean Basin Formation
Analysis:
Learners will present their data
in front.
Abstraction:
Learners will identify
misconceptions about
Seafloor spreading and
Ocean basin formation using
a video presentations.
Activity:
Learners will look for rocks
and identify what part of the
rock is the youngest and
oldest.
Key questions:
“How did scientist trace the
history of Earth?”
Analysis:
Learners will apply the law of
superposition, principle of
original horizontality and
principle of cross-cutting
relationship.
Abstraction:
Learners will be present their
idea in front.
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Application: Application: Application: Application:

Learners will create a diagram Learners will create a diorama Think-pair-share. Learners will
showing the three main types of the sea floor spreading answer a prepared
of boundaries. using molding clay. worksheets.
ASSESSMENT 30 – item quiz • Written output • Output presentation • Worksheets
(Format and Results) • Recitation • Recitation • Recitation

REMARKS
(Reflection for the teacher: on
the teaching learning episodes)

Prepared by: Checked by: Noted:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

SHS Teacher Track Head School Head
SHS DAILY LESSON LOG
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School Grade Level: 11
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1 st
Monday Tuesday Wednesday Thursday Friday
Date: August 15, 2016 Date: August 16, 2016 Date: August 17, 2016 Date: August 18, 2016 Date: August 19, 2016
TOPIC II. EARTH MATERIALS AND REVIEW
PROCESSES MIDTERM EXAMINATION
E. History of the Earth

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TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union

LEARNING COMPETENCY/ LC:

OBJECTIVES Describe how layers of rocks
(stratified rocks) are formed.
S11/12ES-Ib-25

describe the different

methods (relative and
absolute dating) to determine
the age of stratified
rocks S11/12ES-Ib-26

SLO: At the end of the lesson, the

learners will be able to;
1. Define the law of
superpostion.
2. Use the principle of
crosscutting in different rock
samples.
LEARNING RESOURCES: Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
LEARNING DILEVERY Activity: -
MODE: Learners will look for rocks
(4 A's of Learning) and identify what part of the
rock is the youngest and
oldest.
Key questions:
“How did scientist trace the
history of Earth?”

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TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union

Analysis:
Learners will apply the law of
superposition, principle of
original horizontality and
principle of cross-cutting
relationship.

Abstraction:
Learners will be present their
idea in front.

Application:
Think-pair-share. Learners
will answer a prepared
worksheets.

ASSESSMENT
(Format and Results) Workshe
No. of learners within Mastery ets
Level Recitatio
No. of learners needing n
remediation,
REMARKS
(Reflection for the teacher: on
the teaching learning episodes)

Prepared by: Noted by: Approved by:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

SHS Teacher Track Head School Head
SHS DAILY LESSON LOG
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School Grade Level: 11
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1 st

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TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union

Monday Tuesday Wednesday Thursday Friday

Date: August 22, 2016 Date: August 23, 2016 Date: August 24, 2016 Date: August 25, 2016 Date: August 26, 2016

TOPIC III. NATURAL HAZARDS, III. NATURAL HAZARDS, MITIGATION, AND III. NATURAL HAZARDS,
MITIGATION, AND ADAPTATION B. Hydrometeorological Phenomena MITIGATION, AND
ADAPTATION and Hazards ADAPTATION
A. Geologic Processes and C. Marine and Coastal Processes
Hazards and their Effects
LEARNING COMPETENCY/ LC: LC: LC: LC:
OBJECTIVES describe the various hazards • using hazard maps, identify • identify human activities that • describe the various hazards
that may happen in the event areas prone to hazards speed up or trigger that may happen in the wake
of earthquakes, volcanic brought about by landslides S11/12ES-If-33 of tropical cyclones,
eruptions, and landslides earthquakes, volcanic • suggest ways to help lessen monsoons, floods, or ipo-ipo
S11/12ES-If-30 eruptions, and landslides. the occurrence of landslides S11/12ES-If-
S11/12ES-If-31 in your community 35
• give practical ways of coping S11/12ES-If- • using hazard maps, identify
with geological hazards 34 areas prone to hazards
caused by earthquakes, brought about by tropical
volcanic eruptions, and cyclones, monsoons, floods,
landslides. S11/12ES-If-32 or ipo-ipo
S11/12ES-If-36

SLO: at the end of the lesson, the
students will be able to:
1. Differentiate hazard,
vulnerability, risks.
2. Enumerate possible
hazards in the Philippines.
SLO: at the end of the lesson, the SLO: at the end of the lesson, the SLO: at the end of the lesson, the
students will be able to: students will be able to: students will be able to:
1. Define Earthquake and 1. Define landslide. 1. Define, tropical cyclone,
Volcanic Hazards. 2. Enumerate possible monsoons, floods and ipo-ipo.
2. Identify hazard brought landslide hazards in the 2. Enumerate possible
by earthquakes and volcanic community. hazards brought by tropical
eruptions. 3. locate possible spots 3. Propose a plan to lessen cyclone, monsoons, floods and
in the Philippines exposed/prone the risk of landslide hazard to the ipo-ipo.
to earthquake and volcanic community. 3. plan alternatives to lessen
hazards. the risk of Marine and Coastal
4. plan to lessen the risks brought Processes
by hazards in the community.

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Tanglag, Rosario La Union

LEARNING RESOURCES: Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)

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Tanglag, Rosario La Union

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Tanglag, Rosario La Union

REMARKS
(Reflection for the teacher: on
the teaching learning episodes)

Prepared by: Noted by: Approved by:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

SHS Teacher Track Head School Head
SHS DAILY LESSON LOG
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School Grade Level: 11
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1 st
Monday Tuesday Wednesday Thursday Friday
Date: August 29, 2016 Date: August 30, 2016 Date: August 24, 2016 Date: August 25, 2016 Date: August 26, 2016
TOPIC NON-WORKING HOLIDAY III. NATURAL HAZARDS, MITIGATION, AND III. NATURAL HAZARDS,
(NATIONAL HEROES DAY) ADAPTATION C. Marine and Coastal Processes and MITIGATION, AND
their Effects ADAPTATION
C. Marine and Coastal Processes
and their Effects

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TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union

LEARNING COMPETENCY/ LC: LC: LC: LC:

OBJECTIVES describe the various hazards • using hazard maps, identify • identify human activities that • describe the various hazards
that may happen in the event areas prone to hazards speed up or trigger that may happen in the wake
of earthquakes, volcanic brought about by landslides S11/12ES-If-33 of tropical cyclones,
eruptions, and landslides earthquakes, volcanic • suggest ways to help lessen monsoons, floods, or ipo-ipo
S11/12ES-If-30 eruptions, and landslides. the occurrence of landslides S11/12ES-If-
S11/12ES-If-31 in your community 35
• give practical ways of coping S11/12ES-If- • using hazard maps, identify
with geological hazards 34 areas prone to hazards
caused by earthquakes, brought about by tropical
volcanic eruptions, and cyclones, monsoons, floods,
landslides. S11/12ES-If-32 or ipo-ipo
S11/12ES-If-36

SLO: at the end of the lesson, the
students will be able to:
1. Differentiate hazard,
vulnerability, risks.
2. Enumerate possible
hazards in the Philippines.
LEARNING RESOURCES: Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
SLO: at the end of the lesson, the
students will be able to:
1. Define Earthquake and
Volcanic Hazards.
2. Identify hazard brought
by earthquakes and volcanic
eruptions. 3. locate possible spots
in the Philippines exposed/prone
to earthquake and volcanic
hazards.
4. plan to lessen the risks brought
by hazards in the community.
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
SLO: at the end of the lesson, the SLO: at the end of the lesson, the
students will be able to: students will be able to:
1. Define landslide. 1. Define, tropical cyclone,
2. Enumerate possible monsoons, floods and ipo-ipo.
landslide hazards in the 2. Enumerate possible
community. hazards brought by tropical
3. Propose a plan to lessen cyclone, monsoons, floods and
the risk of landslide hazard to the ipo-ipo.
community. 3. plan alternatives to lessen
the risk of Marine and Coastal
Processes
Earth and Life Science (initial Earth and Life Science (initial
release) release)
Exploring Life Through Science: Exploring Life Through Science:
Earth and Life Science (Phoenix Earth and Life Science (Phoenix
Publish House) Publish House)

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LEARNING DILEVERY Activity: Activity: Activity: Activity:

MODE: Learners will watch a video Picture analysis. Learners will
(4 A's of Learning) clip. They will list possible identify the earthquake
disasters that will bring risk hazards using the pictures
to the community. presented to them.
Key questions: Key questions:
“List down possible disaster “Describe the following Key questions:
in the Philippines that affects earthquake hazard briefly.”
lives of Filipinos?”
Analysis: Analysis:
Learners will describe the Learners will create a table that
differences between hazard, shows who are vulnerable of
vulnerability and risks. hazards brought by
earthquake and volcanic
eruption.
Abstraction: Abstraction:
Using board graffiti learners Using Earthquake maps,
will list examples of hazard, learners will identify
vulnerability and risks. locations which are prone/
expose to earthquake and
volcanic hazards.
Learners will look around in • Learners will watch video
the school vicinity and clip about Typhoon Yolanda.
identify possible places Key questions:
prone/ exposed to landslide • “What causes the death of
hazards. thousands in Leyte?”
“How will a landslide be
triggered?”
Analysis: Analysis:
Learners will identify Learners will identify the
vulnerable into the landslide hazards and vulnerable
hazards through panel discussion.
Abstraction: Abstraction:
Learners will plan alternative Learners will create a short role
ways lessen the risk of these play showing the hazards,
hazards. vulnerability, and risks

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TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

SHS Teacher Track Head School Head

SHS DAILY LESSON LOG

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TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union

DAILY LESSON LOG in Earth and Life Science

School: Tanglag National High School Grade Level: 11 Teacher:
Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Monday Tuesday Wednesday Thursday Friday
Date: August 29, 2016 Date: August 30, 2016 Date: August 31, 2016 Date: September 1, Date: September 2,
2016 2016
TOPIC NON-WORKING III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION III. NATURAL
HOLIDAY (NATIONAL A. Geologic Processes and Hazards HAZARDS,
HEROES DAY) B. Hydrometeorological Phenomena and Hazards MITIGATION, AND
(WORKSHEETS) ADAPTATION
C. Marine and Coastal
Processes and their Effects
LEARNING LC: LC:
COMPETENCY/ • describe the various hazards that may happen in the event of earthquakes, volcanic • describe the various
OBJECTIVES eruptions, and landslides S11/12ES-If-30 hazards that may happen
• using hazard maps, identify areas prone to hazards brought about by earthquakes, in the wake of tropical
volcanic eruptions, and landslides. S11/12ES-If-31 cyclones, monsoons,
floods, or ipo-ipo
• give practical ways of coping with geological hazards caused by earthquakes, volcanic
S11/12ES-If-35
eruptions, and landslides. S11/12ES-If-32
• using hazard maps,
• identify human activities that speed up or trigger landslides S11/12ES-If-33
identify areas prone to
• suggest ways to help lessen the occurrence of landslides in your community
hazards brought about
S11/12ES-If-34
by tropical cyclones,
monsoons, floods, or
ipoipo S11/12ES-If-36

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SLO: at the end of the
lesson, the students will be
able to: 1. Identify the
different earthquake
hazards.
2. Determine the possible
ways to do to reduce the
risk of the earthquake
hazards
LEARNING RESOURCES: Earth and Life Science
(initial
release)
Exploring Life Through
Science: Earth and Life
Science (Phoenix Publish
House)
LEARNING DILEVERY Activity:
MODE: Learners will recall the
(4 A's of Learning) different hazards of
earthquake.
SLO: at the end of the
lesson, the students will be
able to:
1. Determine areas exposed
to different hazards.
Earth and Life Science
(initial release)
Exploring Life Through
Science: Earth and Life
Science (Phoenix Publish
House)
Activity: Activity:
Picture analysis. Learners
will identify different
hazards in the
Philippines using Risk
map.
SLO: at the end of the SLO: at the end of the
lesson, the students will be lesson, the students will be
able to: 1. To propose and able to:
create a model house that 1. Define, tropical
can be both earthquake- cyclone, monsoons, floods
proof and typhoon-proof. and ipo-ipo.
2. Determine where should 2. Enumerate possible
be hazards brought by tropical
cyclone, monsoons, floods
located that it would and ipo-ipo.
experience the least amount 3. plan alternatives to lessen
of hazards. the risk of Marine and
Coastal Processes
Earth and Life Science Earth and Life Science
(initial release) (initial release)
Exploring Life Through Exploring Life Through
Science: Earth and Life Science: Earth and Life
Science (Phoenix Publish Science (Phoenix Publish
House) House)
Activity:
Panel discussion. • Learners will watch
video clip about
Typhoon
Yolanda.
Key questions:
• “What causes the death
of thousands in Leyte?”
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Analysis: Analysis: Analysis: Analysis:

Think-Pair-Share. Panel discussion. Think-Pair-Share. Learners will identify the
hazards and vulnerable
through panel
discussion.
Abstraction: Abstraction: Abstraction: Abstraction:
Panel discussion. Learners will answer the Learners will answer the Learners will create a
prepared worksheets. prepared worksheets. short role play showing
the hazards,
vulnerability, and risks
Application: Application: Application: Abstraction:
Learners will answer the Output presentation Output Presentation. Learners will present
prepared worksheets. their play.
ASSESSMENT Worksheets Worksheets • Output presentation Output presentation.
(Format and Results) Output presentation • Recitation

No. of learners within

Mastery
Level
No. of learners needing
remediation,
REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)
Prepared by: Noted by: Approved by:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

SHS Teacher Track Head School Head
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TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union

SHS DAILY LESSON LOG

DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School Grade Level: 11 Teacher:
Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Monday Tuesday Wednesday Thursday Friday
Date: September 5, 2016 Date: September 6, Date: September 7, 2016 Date: September 8, Date: September 9,
2016 2016 2016
TOPIC SUMMATIVE TEST I. INTRODUCTION TO LIFE SCIENCE II. BIOENERGETICS

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TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union

LEARNING LC: LC: LC:

COMPETENCY/ • explain the evolving describe how unifying explain how cells carry
OBJECTIVES concept of life based on themes (e.g., structure out functions required
emerging pieces of and function, for life. S11/12LT-IIa-
evidence. evolution, and 4
S11/12LT-IIa-1 ecosystems) in the
• describe classic study of life show the
experiments that model connections among
conditions which may living things and how
have enabled the first they interact with each
forms to evolve. other and with their
S11/12LT-IIa-2 environment S11/12LT-
IIa-3
SLO: at the end of the lesson, SLO: at the end of the SLO: at the end of the
the students will be able to: lesson, the students will be lesson, the students will be
1. Identify organisms able to: able to:
and the conditions that enable 1. identify unifying 1. explain how cells
them to exist. themes in the study of life. carry out functions required
2. explain the evolving 2. show the for life.
concepts of life based on connections among living 2. enumerate the
emerging pieces of evidences. things and how they interact different parts of a cell.
3. describe classic with each other and with
experiments that model their environment.
conditions that may

have enabled the first forms to

evolve.

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TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
LEARNING RESOURCES:
LEARNING DILEVERY
MODE:
(4 A's of Learning)
Region I
Earth and Life Science (initial Earth and Life Science Earth and Life Science
release) (initial release) (initial release)
Exploring Life Through Exploring Life Through Exploring Life Through
Science: Science: Earth and Life Science: Earth and Life
Earth and Life Science Science (Phoenix Publish Science (Phoenix Publish
(Phoenix House) House)
Publish House)
Activity: Activity: Activity:
Story telling. Learners will Nature Observation. Puzzle game. Learners
create their own story on Learners will observe will try to solve a puzzle
how life started on Earth. the characteristics of and describe what the
Key questions: life and how they parts of the puzzle are.
“When and where did life interact to their
possibly start?” environment.
Key questions:
“What are the
characteristics of life?”
Analysis: Analysis: Analysis:
Panel discussion. Think-Pair-Share. Learners will try to give
Key questions: Key questions: function of the different
“What are the characteristics HOTS: What are the bases parts of the puzzle and
of living things?” of your classification? relate it to the parts of
What characteristics of life cell.
did you observe from the
living things you
identified?”
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TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union

Abstraction: Abstraction: Abstraction:

Learners will present their
output in front.
Key questions:
HOTS: “What is abiogenesis
theory? Was this totally
Learners will answer the Learners will think of a
prepared worksheets. factory and create parts
in relevance to the parts
of the cell.

disproved by the
theory biogenesis?”
Application: Application: Abstraction:
Diagram making. Learners Learners will presents Learners will presents
will create diagram that their output in front. their output in front.
show the possible ways of
origin of life.
ASSESSMENT 30-item quiz • Output presentation • Output presentation Output presentation.
(Format and Results) • Recitation • Recitation Recitiation.
No. of learners within
Mastery
Level
No. of learners needing
remediation,
REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)
Prepared by: Noted by: Approved by:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

SHS Teacher Track Head School Head

36 | P a g e
 Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union

SHS DAILY LESSON LOG

DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School Grade Level: 11 Teacher:
Richard G. Cadizal Track & Strand: TVL track Semester: 1 st

Monday Tuesday Wednesday Thursday Friday

Date: September 5, 2016 Date: September 6, Date: September 7, 2016 Date: September 8, Date: September 9,
2016 2016 2016
TOPIC SUMMATIVE TEST I. INTRODUCTION TO LIFE SCIENCE II. BIOENERGETICS

37 | P a g e
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TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union

LEARNING LC: LC: LC:

COMPETENCY/ • explain the evolving describe how unifying explain how cells carry
OBJECTIVES concept of life based on themes (e.g., structure out functions required
emerging pieces of and function, for life. S11/12LT-IIa-
evidence. evolution, and 4
S11/12LT-IIa-1 ecosystems) in the
• describe classic study of life show the
experiments that model connections among
conditions which may living things and how
have enabled the first they interact with each
forms to evolve. other and with their
S11/12LT-IIa-2 environment S11/12LT-
IIa-3
SLO: at the end of the lesson, SLO: at the end of the SLO: at the end of the
the students will be able to: lesson, the students will be lesson, the students will be
1. Identify organisms able to: able to:
and the conditions that enable 1. identify unifying 1. explain how cells
them to exist. themes in the study of life. carry out functions required
2. explain the evolving 2. show the for life.
concepts of life based on connections among living 2. enumerate the
emerging pieces of evidences. things and how they interact different parts of a cell.
3. describe classic with each other and with
experiments that model their environment.
conditions that may

have enabled the first forms to

evolve.

38 | P a g e

TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
LEARNING RESOURCES:
LEARNING DILEVERY
MODE:
(4 A's of Learning)
Region I
Earth and Life Science (initial Earth and Life Science Earth and Life Science
release) (initial release) (initial release)
Exploring Life Through Exploring Life Through Exploring Life Through
Science: Science: Earth and Life Science: Earth and Life
Earth and Life Science Science (Phoenix Publish Science (Phoenix Publish
(Phoenix House) House)
Publish House)
Activity: Activity: Activity:
Story telling. Learners will Nature Observation. Puzzle game. Learners
create their own story on Learners will observe will try to solve a puzzle
how life started on Earth. the characteristics of and describe what the
Key questions: life and how they parts of the puzzle are.
“When and where did life interact to their
possibly start?” environment.
Key questions:
“What are the
characteristics of life?”
Analysis: Analysis: Analysis:
Panel discussion. Think-Pair-Share. Learners will try to give
Key questions: Key questions: function of the different
“What are the characteristics HOTS: What are the bases parts of the puzzle and
of living things?” of your classification? relate it to the parts of
What characteristics of life cell.
did you observe from the
living things you
identified?”
39 | P a g e
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TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union

Abstraction: Abstraction: Abstraction:

Learners will present their
output in front.
Key questions:
HOTS: “What is abiogenesis
theory? Was this totally
Learners will answer the Learners will think of a
prepared worksheets. factory and create parts
in relevance to the parts
of the cell.

disproved by the
theory biogenesis?”
Application: Application: Abstraction:
Diagram making. Learners Learners will presents Learners will presents
will create diagram that their output in front. their output in front.
show the possible ways of
origin of life.
ASSESSMENT 30-item quiz • Output presentation • Output presentation Output presentation.
(Format and Results) • Recitation • Recitation Recitiation.
No. of learners within
Mastery
Level
No. of learners needing
remediation,
REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)
Prepared by: Noted by: Approved by:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

SHS Teacher Track Head School Head

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 Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union

SHS DAILY LESSON LOG

DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School Grade Level: 11 Teacher:
Richard G. Cadizal Track & Strand: TVL track Semester: 1 st

Monday Tuesday Wednesday Thursday Friday Date:

Date: September 12, 2016 Date: September 13, Date: September 14, 2016 Date: September 15, September 16, 2016
2016 2016
TOPIC NATIONAL HOLIDAY MICROSCOPE OBSERVING LETTER OBSERVING TISSUE NO CLASSES
“ED’L ADHA” MANIPULATION “E” (WORKSHEETS) SAMPLE (INTRAMURALS)
(ACTIVITY) (ACTIVITY)

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Tanglag, Rosario La Union

LEARNING
COMPETENCY/
OBJECTIVES

SLO: at the end of the SLO: at the end of the lesson, the students will be able to:
lesson, the students will be 1. Prepare wet mount slides.
able to: 2. Manipulate the microscope
1. Review the parts of 3. Identify the characteristics shown by the image
the microscope. under the microscope.
2. Manipulate the
microscope. 3. Identify
prepared specimens.
LEARNING Internet Internet
RESOURCES:

LEARNING DILEVERY Activity: Activity: Activity:

MODE: Think-pair-share. Learners will prepare wet Learners will prepare wet
(4 A's of Learning) Learner will try to recall mount slide. mount slide (Onion
parts of the microscope Tissue).
and give its functions.

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Tanglag, Rosario La Union

Analysis: Analysis: Analysis:

Panel discussion Learners will focus the slide Think-Pair-Share.
using different objectives.

Abstraction: Abstraction: Abstraction:

Learners will Panel discussion. Learners will answer the
demonstrate the uses of prepared worksheets.
the different parts of the
microscope.
Application: Application: Application:
Learners will observe Learners will report infront Learners will presents
prepared slides. about their findings. their output in front.
ASSESSMENT Recitation • Output presentation • Output presentation
(Format and Results) • Recitation • Recitation
No. of learners within
Mastery
Level
No. of learners needing
remediation,
REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)
Prepared by: Noted by: Approved by:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

SHS Teacher Track Head School Head

43 | P a g e
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TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union

SHS DAILY LESSON LOG

DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School Grade Level: 11 Teacher:
Richard G. Cadizal Track & Strand: TVL track Semester: 1 st

Monday Tuesday Wednesday Thursday Friday

Date: September 19, 2016 Date: September 20, Date: September 21, 2016 Date: September 22, Date: September 23, 2016
2016 2016
TOPIC II. BIOENERGETICS SUMMATIVE TEST III. PERPETUATION OF
LIFE

LEARNING LC: LC: LC:

COMPETENCY/ • explain how cells carry • Trace the energy flow • Describe different
OBJECTIVES out functions required from the environment the ways of how plants
for life. S11/12LT-IIa- cells. S11/12LT-IIa-6 reproduce. S11/12LT-
4 • Describe how organisms IIej-13.
• Explain how obtain and utilize. • Illustrate the
photosynthetic S11/12LT-IIa-7 relationships among
organisms use light • Recognize that organisms structures of flowers,
energy to combine require energy to carry out fruits, and seeds
carbon dioxide and functions required for life. S11/12LT-IIej-14.
water to form energy S11/12LT-IIa-8 • Different ways of how
rich compound. representative animals
S11/12LT-IIa-5 reproduce. S11/12LT-
IIej-15.

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SLO: at the end of the SLO: at the end of the lesson, SLO: at the end of the
lesson, the students will be the students will be able to: 1. lesson, the students will be
able to: Define Cellular Respiration 2. able to:
1. Define energy. Differentiate anaerobic and 1. Identify methods
2. Describe how cell aerobic respiration. by which plants reproduce
get energy. 3. Trace the flow of 2. Recognize the
3. Describe energy in cellular respiration. Pollination and its
photosynthetic organelles 4. Identify by-products importance on
4. Trace the movement of cellular respiration fertilization and
of molecules in the Light reproduction
and 3. Define Sexual and

Dark reaction. asexual reproduction, and

the advantages and
disadvantages of both
types of reproduction
4. Familiarize to the
practices of using different
types and methods of
reproduction in farms
throughout the
Philippines.

LEARNING Earth and Life Science Earth and Life Science (initial Earth and Life Science
RESOURCES: (initial release) (initial release)
release) Exploring Life Through Exploring Life Through
Exploring Life Through Science: Science: Earth and Life
Science: Earth and Life Earth and Life Science Science (Phoenix Publish
Science (Phoenix Publish (Phoenix House)
House) Publish House)

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Tanglag, Rosario La Union

LEARNING DILEVERY Activity: Activity: Activity:

MODE: Puzzle game. Leaners Movie critic. Learners will Family Feud Game
(4 A's of Learning) will solve the mystery watch a movie clip. Key questions:
puzzle given. “What are the possible
Key questions: plants that have an
“How do organisms get ovary?”
energy?”

Analysis: Analysis: Analysis:

Diagram making. Panel discussion. Movie Critic.
Learners will read Key questions:
articles and will create “Distinguish anaerobic to
diagram. aerobic respiration?”
Key questions:
“What are the energy-
giving energy?”

Abstraction: Abstraction: Abstraction:

Gallery walk. Tracing game. Observing the nature.
Key questions: Key questions: The learners will
“Describe the importance “How is it important for a
of process to create its by-
photosynthesis” product?”

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Application: Application: Abstraction:

Leaners will create a Leaners will create a Learners will presents
diorama of the diagram showing the their output in front.
thylakoid membrane. difference of anaerobic
and aerobic respiration.
ASSESSMENT Output presentation • Output presentation 30-item quiz. Output presentation.
(Format and Results) Recitation • Recitation Recitiation.
No. of learners within
Mastery
Level
No. of learners needing
remediation,
REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)
Prepared by: Noted by: Approved by:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

SHS Teacher Track Head School Head

SHS DAILY LESSON LOG

DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School Grade Level: 11 Teacher:
Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Monday Tuesday Wednesday Thursday Friday
Date: September 26, 2016 Date: September 27, Date: September 28, 2016 Date: September 29, Date: September 30, 2016
2016 2016

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TOPIC II. BIOENERGETICS Senior High School Tree Attended the 2-day Teachers Induction Program at San
Planting Activity Juan, La Union
LEARNING LC:
COMPETENCY/ • Trace the energy flow
OBJECTIVES from the environment
the cells. S11/12LT-
IIa-6
• Describe how
organisms obtain and
utilize.
S11/12LT-IIa-7
Recognize that organisms
require energy to carry out
functions required for life.
S11/12LT-IIa-8
SLO: at the end of the
lesson, the students will be
able to: 1. Define Cellular
Respiration 2. Differentiate
anaerobic and aerobic
respiration.
3. Trace the flow of
energy in cellular
respiration.
4. Identify by-products
of cellular respiration
LEARNING Earth and Life Science
RESOURCES: (initial release)

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Tanglag, Rosario La Union

Exploring Life Through

Science: Earth and Life
Science (Phoenix Publish
House)
LEARNING DILEVERY Activity:
MODE: Movie critic. Learners
(4 A's of Learning) will watch a movie clip.

Analysis:
Panel discussion.
Key questions:
“Distinguish anaerobic
to aerobic
respiration?”
Abstraction:
Tracing game.
Key questions:
“How is it important for a
process to create its
byproduct?”

Application:
Leaners will create a
diagram showing the
difference of anaerobic
and aerobic respiration.

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ASSESSMENT Output presentation

(Format and Results) Recitation
No. of learners within
Mastery
Level
No. of learners needing
remediation,

REMARKS
(Reflection for the
teacher: on the teaching
learning episodes)
Prepared by: Noted by: Approved by:

RICHARD G. CADIZAL ANNA LISSA R. PATACSIL ROLANDO D. BALAGOT

SHS Teacher Track Head School Head

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Tanglag, Rosario La Union

SHS DAILY LESSON LOG

DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School Grade Level: 11 Teacher:
Richard G. Cadizal Track & Strand: TVL track Semester: 1st

Monday Tuesday Wednesday Thursday Friday

Date: October 3, 2016 Date: October 4, 2016 Date: October 5, 2016 Date: October 6, 2016 Date: October 7,
2016
TOPIC SUMMATIVE TEST TEACHERS DAY III. PERPETUATION OF TEAM BUILDING
CELEBRATION LIFE ACTIVITY FOR
TEACHERS
LEARNING LC:
COMPETENCY/ • Describe different ways
OBJECTIVES of how plants
reproduce. S11/12LT-
IIej-13.
• Illustrate the
relationships among
structures of flowers,
fruits, and seeds
S11/12LT-IIej-14.
• Different ways of how
representative animals

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reproduce. S11/12LT-
IIej15.

SLO: at the end of the

lesson, the students will be
able to:
1. Identify methods by
which plants reproduce
2. Recognize the
Pollination and its
importance on
fertilization and
reproduction 3. Define
Sexual and asexual
reproduction, and the
advantages and
disadvantages of both types
of reproduction
4. Familiarize to the
practices of using different
types and

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methods of reproduction in
farms throughout the
Philippines.

LEARNING Earth and Life Science

RESOURCES: (initial release)
Exploring Life Through
Science: Earth and Life
Science (Phoenix Publish
House)
LEARNING DILEVERY Activity:
MODE: Family Feud Game
(4 A's of Learning) Key questions:
“What are the possible
plants that have an ovary?”

Analysis:
Movie Critic.

Abstraction:
Observing the nature.
The learners will be
going outside and
identify plants that can
reproduce sexually and
asexually.

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Application:
Learners will present their
output in front.
ASSESSMENT 30-item quiz Output presentation.
(Format and Results) Recitation.

No. of learners within

Mastery
Level
No. of learners needing
remediation,
REMARKS
(Reflection for the
teacher: on the teaching
learning episodes)
Prepared by: Noted by: Approved by:

RICHARD G. CADIZAL ANNA LISSA R. PATACSIL ROLANDO D. BALAGOT

SHS Teacher Track Head School Head

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TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union

SHS DAILY LESSON LOG

DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School Grade Level: 11 Teacher:
Richard G. Cadizal Track & Strand: TVL track Semester: 1st

Monday Tuesday Wednesday Thursday Friday

Date: October 10, 2016 Date: October 11, 2016 Date: October 12, 2016 Date: October 13, 2016 Date: October 14,
2016
TOPIC III. PERPETUATION OF LIFE IV. HOW ANIMALS V. HOW PLANTS
SURVIVE SURVIVE

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LEARNING LC: LC: LC: LC:

COMPETENCY/ • Describe different ways • explain how the • explain the different • describe the structure
OBJECTIVES of how plants information in the DNA metabolic processes and function of the
reproduce. S11/12LT- allows the transfer of involved in the various different plant organs.
IIej-13. genetic information and organ system. S11/12LT-IIej-23.
• Illustrate the synthesis of proteins. S11/12LT- • explain the different
relationships among S11/12LT-IIej-16. IIej-20. metabolic processes
structures of flowers, • describe the process of • describe the general and involved in the plant
fruits, and seeds genetic engineering. unique characteristics of organ systems.
S11/12LT-IIej-14. S11/12LT-IIej-17. the different organ S11/12LT-IIej-24.
• Different ways of how • conduct a survey of the systems in
representative animals current uses of genetically representative animals.
reproduce. S11/12LT- modified organisms. S11/12LT-IIej-21.
IIej15. S11/12LT-IIej-18. • analyze and appreciate
• evaluate the benefits and the functional
risks of using GMOs. relationships of the
S11/12LT-IIej-19. different organ systems
in ensuring animal
survival.
S11/12LT-IIej-22.

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SLO: at the end of the SLO: at the end of the lesson, SLO: at the end of the SLO: at the end of the
lesson, the students will be the students will be able to: lesson, the students will be lesson, the students will be
able to: 1. Define DNA and able to: able to:
1. Identify methods by genes. 1. Identify the different 1. Enumerate the
which plants reproduce 2. Trace the process of organ system. different plant cells.
2. Recognize the protein synthesis. 3. Define 2. Trace the animal 2. Identify the different
Pollination and its GMO. digestion and nutrition. Plant organ system.
importance on 4. Familiarize to different 3. recognize the 3. Recognize the
fertilization and GMO products. different kinds of growth patterns of Plants.
reproduction 3. Define 5. Identify the effects of circulation.
Sexual and asexual GMO in Health, Economy and 4. Give the importance
reproduction, and the Environment. of hormones, immune
advantages and system and nervous system.
disadvantages of both types
of

reproduction
4. Familiarize to the
practices of using different
types and methods of
reproduction in farms
throughout the
Philippines.
LEARNING Earth and Life Science Earth and Life Science (initial Earth and Life Science Earth and Life Science
RESOURCES: (initial release) release) (initial release) (initial release)
Exploring Life Through Exploring Life Through Exploring Life Through Exploring Life Through
Science: Earth and Life Science: Science: Earth and Life Science: Earth and Life
Science (Phoenix Publish Earth and Life Science Science (Phoenix Publish Science (Phoenix Publish
House) (Phoenix House) House)
Publish House)

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LEARNING DILEVERY Activity: Activity: Activity: Activity:

MODE: Family Feud Game
(4 A's of Learning) Key question:
“What are the possible
plants that have an ovary?”
Article analysis. Drawing activity. Bring me game
Key question: Learners will draw the (Picture). Key question:
“How can parent pass their organs of the different “How can parent pass their
characteristics to their organ system given to characteristics to their
offspring?” them. offspring?”

Analysis: Analysis: Analysis: Analysis:

Movie Critic. Panel Discussion. Gallery walk. Movie Critic.
Key question: Key questions:
“How is animal survival is “What are the major
related to their organs of plants and what
physiology?” are their functions?”
Abstraction: Abstraction: Abstraction: Abstraction:
Observing the nature. Classroom debate. Think-Pair-Share. Panel discussion.
The learners will be Key question: Key question: Key question:
going outside and “Are you in favour “How does the various “What is the importance of
identify plants that can in manipulating the organ systems coordinate transport vessels to
reproduce sexually and transfer of genes using with each other?” plants?”
asexually. science? Why or why not”

Application: Application: Application: Application:

Learners will present their Learners will research on Table analysis. Using computer
output in front. the benefits and bad simulation the learners
effects of GMO. will describe the
effects of hormones to
plants.

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ASSESSMENT Output presentation. Output presentation. • Recitation. Recitation.

(Format and Results) Recitation. Recitation. • Short quiz.
No. of learners within
Mastery
Level
No. of learners needing
remediation,
REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)
Prepared by: Noted by: Approved by:

RICHARD G. CADIZAL ANNA LISSA R. PATACSIL ROLANDO D. BALAGOT

SHS Teacher Track Head School Head

SHS DAILY LESSON LOG

DAILY LESSON LOG in Earth and Life Science

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Tanglag, Rosario La Union

School: Tanglag National High School Grade Level: 11 Teacher:

Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Monday Tuesday Wednesday Thursday Friday
Date: October 17, 2016 Date: October 18, 2016 Date: October 19, 2016 Date: October 20, 2016 Date: October 21,
2016
TOPIC IV. HOW ANIMALS V. HOW PLANTS SURVIVE VI. THE PROCESS OF SUMMATIVE TEST
SURVIVE EVOLUTION
LEARNING LC: LC: LC:
COMPETENCY/ • explain the different • describe the structure and • describe evidence of
OBJECTIVES metabolic processes function of the different evolution such as
involved in the various plant organs. S11/12LT- homology,
organ system. IIej23. DNA/protein
S11/12LT- • explain the different sequences, plate
IIej-20. metabolic processes tectonics, fossil record,
• describe the general and involved in the plant embryology, and
unique characteristics of organ systems. artificial
the different organ S11/12LT-IIej-24. selection/agriculture.
systems in S11/12LT-IIej-25.
representative animals. • explain how
S11/12LT-IIej-21. populations of
analyze and appreciate organisms have
the functional changed and continue
relationships of the to change over time
different organ systems showing patterns of
in ensuring animal descent with
survival. modification from
S11/12LT-IIej-22. common ancestors to
produce the organismal
diversity observed
today.
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S11/12LT-IIej-27.
• describe how the
present system of
classification of
organisms is based on

evolutionary
relationships.
S11/12LT-IIej-28.

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SLO: at the end of the SLO: at the end of the lesson, SLO: at the end of the
lesson, the students will be the students will be able to: lesson, the students will be
able to: 1. Enumerate the able to:
1. Identify the different different plant cells. 1. Define evolution
organ system. 2. Identify the different 2. Evaluate the theory
2. Trace the animal Plant organ system. of evolution of Charles
digestion and nutrition. 3. Recognize the growth Darwin
3. recognize the patterns of Plants. 3. Analyse the
different kinds of tree of
circulation. palaeontology.
4. Give the importance
of hormones, immune
system and nervous system.

LEARNING Earth and Life Science Earth and Life Science (initial Earth and Life Science
RESOURCES: (initial release) release) (initial release)
Exploring Life Through Exploring Life Through Exploring Life Through
Science: Earth and Life Science: Science: Earth and Life
Science (Phoenix Publish Earth and Life Science Science (Phoenix Publish
House) (Phoenix House)
Publish House)
LEARNING DILEVERY Activity: Activity: Activity:
MODE: Drawing activity. Bring me game (Picture). Movie Critic.
(4 A's of Learning) Learners will draw the Key question: Key question:
organs of the different “How can parent pass their “How can organism
organ system given to characteristics to their evolve?”
them. offspring?”

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Analysis: Analysis: Analysis:

Gallery walk. Movie Critic. Learners will analyse the
Key question: Key questions: paleontological tree.
“How is animal survival is “What are the major organs of Key questions:
related to their plants and what are their “Describe the evolutionary
physiology?”

functions?” process.”
Abstraction: Abstraction: Abstraction:
Think-Pair-Share. Panel discussion. Creation of their own
Key question: Key question: paleontological tree.
“How does the various “What is the importance of
organ systems coordinate transport vessels to plants?”
with each other?”
Application: Application: Application:
Table analysis. Using computer simulation Presentation of
the learners will describe their output.
the effects of hormones to
plants.
ASSESSMENT • Recitation. Recitation. • Recitation 30-item quiz
(Format and Results) • Short quiz. • Output presentation.
No. of learners within
Mastery
Level
No. of learners needing
remediation,

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REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)
Prepared by: Noted by: Approved by:

RICHARD G. CADIZAL ANNA LISSA R. PATACSIL ROLANDO D. BALAGOT

SHS Teacher Track Head School Head

SHS DAILY LESSON LOG

DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School Grade Level: 11 Teacher:
Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Monday Tuesday Wednesday Thursday Friday
Date: October 24, 2016 Date: October 25, 2016 Date: October 26, 2016 Date: October 27, 2016 Date: October 28,
2016
TOPIC VI. THE PROCESS OF EVOLUTION VII. INTERACTION & SUMMATIVE TEST
INTERDEPENDENCE

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LEARNING LC: LC: LC:

COMPETENCY/ • describe evidence of evolution such as homology, • describe the principles Describe how different
OBJECTIVES DNA/protein sequences, plate tectonics, fossil record, of the ecosystem. terrestrial and aquatic
embryology, and artificial selection/agriculture. S11/12LT- ecosystems are
S11/12LTIIeg-25. IIej-28. interrelated with one
• explain how populations of organisms have changed and • Categorize the different another. S11/12LT-
continue to change over time showing patterns of biotic potential and IIej30.
descent with modification from common ancestors to environmental
produce the organismal diversity observed today. resistance (e.g.,
S11/12LT-IIeg-27. diseases, availability of
describe how the present system of classification of food, and predators) that
organisms is based on affect population
explosion. S11/12LT-
IIej29.
SLO: at the end of the lesson, the students will be able to: SLO: at the end of the lesson, the students will be able to:
1. Define evolution 1. Define ecosystem
2. Evaluate the theory of evolution of Charles 2. Enumerate different types of ecosystem
Darwin 3. Analyse the tree of palaeontology. 3. Trace the nutrients and energy in the food chain/web.
LEARNING Earth and Life Science Earth and Life Science (initial Earth and Life Science Earth and Life Science
RESOURCES: (initial release) release) (initial release) (initial release)
Exploring Life Through Exploring Life Through Exploring Life Through Exploring Life Through
Science: Earth and Life Science: Science: Earth and Life Science: Earth and Life
Science (Phoenix Publish Earth and Life Science Science (Phoenix Publish Science (Phoenix Publish
House) (Phoenix House) House)
Publish House)

LEARNING DILEVERY Activity: Activity: Activity: Activity:

MODE: Movie Critic. Charles Bring me game (Picture). Movie Critic. Collage making.
(4 A's of Learning) Darwin’s Life Learners will create

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collage showing food

chain/web.

Analysis: Analysis: Analysis: Analysis:

Panel Discussion. Leaners will create a Learners will go outside Panel Discussion
Leaners will share Phylogeny Tree of a and observe the
insights about the movie certain species. environment.
clip watched.
Abstraction: Abstraction: Abstraction: Abstraction:
Learners will create a Panel discussion. Group illustrate the Wall Graffiti. Learners
diagram showing their environment outside will enumerate types of
insights. and determine living ecosystem.
organisms presents
Application: Application: Application: Application:
Learners will try to Learners will present their Learners will trace the Learners will synthesize
discuss others works output relationship of the the graffiti by creating a
environment and living short poem.
organisms by creating
simple poster.
ASSESSMENT Output presentation • Recitation. Output presentation. Output presentation.
(Format and Results) • Output presentation.
No. of learners within
Mastery
Level
No. of learners needing
remediation,

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REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)

Prepared by: Noted by: Approved by:

RICHARD G. CADIZAL ANNA LISSA R. PATACSIL ROLANDO D. BALAGOT

SHS Teacher Track Head School Head

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Tanglag, Rosario La Union

SHS DAILY LESSON LOG

DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School Grade Level: 11 Teacher:
Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Monday Tuesday Wednesday Thursday Friday
Date: October 31, 2016 Date: November 1, 2016 Date: November 1, 2016 Date: November 3, Date: November 4,
2016 2016
TOPIC NON-WORKING HOLIDAY REVIEW & nd
2 QUARTER/ FINAL EXAMINATION
COMPLETING OF
REQUIREMENTS
LEARNING
COMPETENCY/
OBJECTIVES
LEARNING
RESOURCES:
LEARNING DILEVERY
MODE:
(4 A's of Learning)

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ASSESSMENT
(Format and Results)
No. of learners within
Mastery
Level
No. of learners needing
remediation,
REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)

Prepared by: Noted by: Approved by:

RICHARD G. CADIZAL ANNA LISSA R. PATACSIL ROLANDO D. BALAGOT

SHS Teacher Track Head School Head

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