DLL Eals

Dr. Quintin Balcita Sr.
National High Shool

Daily Lesson Log in Earth and Life Science
Teacher: Esther S. Macugay Teaching Date/Time: _____June 3-7, 2019/2:30-3:30/3:30-4:30____ First Semester : Quarter 1
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards The learners demomnstrate an understanding of the formation of the universe and the solar system.
B. Performance Standards Conduct a survey to assess the possible hydrometeorological hazards that your community may experience.
C. Learning Be aware of the school Have an idea on what 1. State The different hypothesis 1. State The different
Competencies rules nd policies. to expet on the explaining the origin of the hypothesis explaining
subject. universe. the origin of the
a. Describe the structure and universe.
composition of the Universe. b. Explain the red-shift
and how it used as
proof of an expanding
universe
II. CONTENT Orientation on School Orientation on the Holiday (Eid’l Fitr) Formation of the Universe The Expanding
Rules and Policies subject earth and Life Universe
Science
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pp. 2-6 6-8
2. Learner’s Material
3. Textbook pages
4. Additional materials
from LRMDS portal
B. Other Learniing Copy of the shool rules Television, laptop Television, laptop
Materials and regulations
IV. PROCEDURES
A. Reviewing previous Ask learners the school Unlocking of science terms.
lesson or presenting the new policies they know.
lesson
B. Establishing a purpose Always be guided with Dessiminate the Describe the structure and
for the lesson the school policies content and composition of the Universe.
objectives of the
subject
C. Presenting Differentiate expulsion Show computation of Ask the learners how long will it
examples/instances of the from suspension grade take them to spend 1 billion
new lesson pesos if they spend 1 peso per
second.
D. Discussing new State one by one the Give a Discuss the Theory of
concepts and practicing school policies. demonstration/lecture/simulation Relativity of Einstein on
new skills #1 on thecomposition, structure Cosmic Microwave
Background
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(leads for formative
assessment #3
G. Finding practical Ask the learners to watch two When you look up the
applications of concepts short video clips filmed inside a sky do you wonder
and skills in daily living car. Where is the horn coming how wide is the
from? universe?
H. Making generalization Where does the energy of the of How do you perceive
and bstraction or about the the stars? the universe as
lesson expanding universe?
I. Evaluating learning What comprises the universe? How the universe

How is energy formed? expanded?
J. Additional activities for What are the theories

application remediation explaining the origin of
the universe.
V. REMARKS Learners are familiar Lesson carried.
with the school rules.
VI. REFLECTION Punishment should have Different sample

been cited clearly for rubrics should have
each violation. been shown
Checked: School Head

Dr. Quintin Balcita Sr. National High Shool
I. OBJECTIVES
A. Content Standards The learners demomnstrate an understanding of the formation of the universe and the solar system.
B. Performance Standards Conduct a survey to assess the possible hydrometeorological hazards that your community may experience.
C. Learning 1. State the different 1. State the different 2. Discuss the different
Competencies hypothesis that hypothesis that hypotheses explaining
preceded the Big Bang preceded the Big the origin of the solar
Theory of the Origin of Bang Theory of the system.
the Universe. Origin of the Universe. a. Identify the large
c.State the different d. Explain the Big scale and small scale
hypothesis that Bang Theory and properties of the Solar
preceded the Big evidences System.
Bang Theory of the supporting the
Origin of the Universe theory.
Commented [a1]:
II. CONTENT Origin of the Universe Big Bang Theory Features f the Solar G11 Career Guidance
System
A. References
1. Teacher’s Guide pp. 9-10 10-12 13-16
3. Textbook pages
from LRMDS portal
B. Other Learniing
Materials
IV. PROCEDURES
A. Reviewing previous How does the Earth Differentiate the Help learners recall
lesson or presenting the new expand according to different hypothesis what they have
lesson the Theory of Relativity. explaining the origin of learned about the
the universe. solar system by
drawing a model on
the board.
B. Establishing a purpose What are the different Let us see the What materials are
for the lesson hypothesis explaing the evidences supporting present in the solar
formation of the the Big Bang Theory. system.
universe?
C. Presenting What theory regarding Why the Big Bang the What is the origin of
examples/instances of the the formation of the most acceptd theory the solar system?
new lesson universe do you believe rearding the formation
in? of the universe
D. Discussing new Present the different Discuss the evolution of Show to the class the
concepts and practicing theories and ask the universe according photos of the Milky
new skills #1 learners to share what to the Big Bang Theory. Way galaxy and
they know about the discuss the highlights.
theory.
E. Discussing new Answer the assignment Discuss the overview of

concepts and practicing as to the fate of the the soar system.
new skills #2 universe.
F. Developing mastery Present the small scale

assessment #3
G. Finding practical What does your parents What are the elements
applications of concepts inculcate in you found in our planet
and skills in daily living regarding the creation similar to the matter
of the universe? Do you present discussed in
believe? the universe.
H. Making generalization Wat is common among Why the Big Bang the Based on the materials
and abstraction or about the theories regarding most accepted present where did the
the lesson the formation about the theory? Earth originate?
universe?
I. Evaluating learning What theory do you Relate the similarities of Give evidences that
most believe in ? Why? the Big Bang with the the Earth originated
Theory of eneral from the remnants of
Relativity. the universe.
J. Additional activities for What is the fate of the Research on the
application remediation universe? Will the theories that on the
universe continue to origin of the solar
expand or will it system.
eventually contract
because of gravity? 
V. REMARKS Students found it difficult Learners found it Lesson carried.

to understand because difficult to understand
the lesson is abstract. because it is abstract.
VI. REFLECTION Video clip should have Animation of the Sample of elements to
been presented instead lesson should have be shown.
of pictures. been presented.
I. OBJECTIVES
A. Content Standards He learners demonstrate an understanding of the formation of the universe and the solar system.
B. Performance Standards Conduct a survey to assess the possible hydrometeorologial hazards that your community may experience.
C. Learning 2. Discuss the different 2. Discuss the different 3. Recognize the 3. Recognize the
Competencies hypotheses explaining hypotheses explaining the uniqueness of Earth, uniqueness of Earth,
the origin of the solar origin of the solar system. being the only planet in being the only planet
system. c. Become familiar with the solar system with in the solar system with
b. Discuss the different the most recent properties necessary to properties necessary to
hypotheses advancements/information support life. support life.
explaining the on the solar system. a. Identify the factors a. Identify the
origin of the solar that allow a planet factors
system to support life. that allow a
planet
to support life.
II. CONTENT Hypothesis on the Recent Advancement on Features of the Earth Features of the Earth PTA Meeting
Formation of the Solar the Solar System
System
A. References
1. Teacher’s Guide pp. 20-21 22 24-31 24-31
3. Textbook pages
from LRMDS portal
B. Other Learniing
Materials
IV. PROCEDURES
A. Reviewing previous Recall on the features of Review on the theories of Answer the assignment Why the Earth
lesson or presenting the new the slar system. the solar system. on the uniqueness of habitable?Continue
lesson the earth. with the features of the
Earth.
B. Establishing a purpose Let’s see the origin of Let us be familiar with the What makes the earth
for the lesson the solar system. advancement on the solar habitable?
system.
C. Presenting How the solar system Do you agree that Mars is Ask the students to What is green house
examples/instances of the came into existence? habitable? guess the four letter effect?
new lesson word. “L I F E”
D. Discussing new Ask learners to present Ask learners thei readings What are the similarities Continue with the
concepts and practicing what they have on the new discoveries of and differences among features of the Earth,
new skills #1 researched on the the solar system. these three terrestrial
formation of the solar planets?
system.
E. Discussing new Realte the recent Charaterize the Earth
concepts and practicing information on the solar being a planet that is
new skills #2 system. habitable.
assessment #3
G. Finding practical What does your parents How is the recent Sketch/diagram of how Sketch/diagram of
applications of concepts inculcate in you advancement on the solar they think their how they think their
and skills in daily living regarding the creation system affect your life? habitable planet/moon habitable
of the universe? Do you would look like based planet/moon would
believe? on the factors for look like based on the
habitable planet/moon. factors for habitable
planet/moon
H. Making generalization What is common How important are these Ask students to write Ask students to write
and bstraction or about the among the hypothesis advancement to down on a piece of down on a piece of
lesson on the origin of the solar mankind? paper their choice of paper their choice of
system? planet or moon. planet or moon.
I. Evaluating learning What theory do you Quiz on the formation of Ask the students to Ask the students to
most believe in ? Why? the universe and the solar imagine themselves in imagine themselves in
system. an interstellar voyage. an interstellar voyage.
J. Additional activities for Review for a quiz. Is the Solar System unique Ask students to write Ask students to write
application remediation or rare? down on a piece of down on a piece of
paper their choice of paper their choice of
planet or moon. What is planet or moon. What
the best place to land is the best place to
your trip? land your trip?
V. REMARKS Students found it difficult Lesson carried. Lesson not finished. Lesson finished.
to understand because
the lesson is abstract
VI. REFLECTION The animation Better if students are sitted Their past knowledge
presented made the apart for a big class. made the learners
lesson easier to more participative.
understand.
I. OBJECTIVES
A. Content Standards The learners shall be able to understand the subsystems (geosphere, hydrosphere, atmosphere, and biosphere) that make up
the Earth.
C. Learning 3. Explain that the 3. Explain that the 3. Explain that the Earth 3. Explain that the
Competencies Earth consists of four Earth consists of four consists of four Earth consists of four
subsystems, across subsystems, across subsystems, across subsystems, across
whose boundaries whose boundaries whose boundaries whose boundaries
matter and energy flow. matter and energy matter and energy flow. matter and energy
flow. flow
II. CONTENT Hydrologic Cycle El Nino Phenomenon El Nino Phenomenon Earth Subsystems Training in Journalism
A. References
1. Teacher’s Guide pp. 30-31 34-35 34-35 36-37
3. Textbook pages
from LRMDS portal
B. Other Learniing Television, laptop Television, laptop Television, laptop Television, laptop
Materials
IV. PROCEDURES
A. Reviewing previous Recall the water cycle. What do we What do we experience What is a system?
lesson or presenting the new experience during El during El Nino?
lesson Nino?
B. Establishing a purpose How energy and mass How El Nino How El Nino Do you know the
for the lesson are transformed phenomenon takes phenomenon takes components of the
place? place? Earth system?
C. Presenting Have learners illustrate Present the El Nino Present the El Nino Describe the
examples/instances of the the field area. Use phenomenon phenomenon atmosphere.
new lesson arrows to illustrate the
transfer of mass.
D. Discussing new Enumerate and discuss Enumerate and discuss Differentiate erosion
concepts and practicing the factors that affect the factors that affect from deposition.
new skills #1 the rate of weathering. El Nino.
E. Discussing new Show the rate of Describe the
concepts and practicing reaction showing the lithosphere.
new skills #2 effect of temperature
using antacid tablet
F. Developing mastery Desribe the

(leads for formative exchangeof heat and
assessment #3 moisyure through the
cycle.
G. Finding practical Suggest ways in order Suggest ways in order to Cite an example how
applications of concepts to minimize the effect minimize the effect of El water cycle takes
and skills in daily living of El Nino. Nino. place in the
environment.
H. Making generalization How each factor affect Why El Nino happen at Why El Nino happen at Describe the formation
and bstraction or about the the rate of reaction? times? times? of hydrogen
lesson
I. Evaluating learning Identify and explain Identify in your area Identify in your area Give 5 items about the
wether the examples of affected by erosion affected by erosion and atmosphereand
weathering physical or and deposition. deposition. lithosphere.
chemical,
J. Additional activities for Read “The prty world
application remediation and answer the
questions.
V. REMARKS Lesson carried. Lesson not carried Lesson carried They were so
because the teacher is curiousabout the
on leave. topic/concept about
the
atmosphericpressure
VI. REFLECTION The use of specific Lesson were better They were so curios the
material it easier for understood because of topicabout
learners to understand the knowledge gained
the lesson. in the previews lessons.
Teacher: Esther S. Macugay Teaching Date/Time: _____July 1-5, 2019/2:30-3:30/3:30-4:30____ First Semester : Quarter 1
I. OBJECTIVES
A. Content Standards The learners shall be able to understand the subsystems (geosphere, hydrosphere, atmosphere, and biosphere) that make up
the Earth.
C. Learning 4. Explain that the 4. Explain that the
Competencies earthconsist of four earthconsist of four
subsystems across subsystems across
whose boundaries whose boundaries
matter and energy flow matter and energy
a. describe the flow
biosphere and the a. describe the
hydrosphere biosphere and the
hydrosphere
II. CONTENT Biosphere and Biosphere and Seminar Workshop in Seminar Workshop in DepEd Anniversary
Hydrosphere Hydrosphere Work Immersion Work Immersion
A. References
3. Textbook pages
from LRMDS portal
B. Other Learniing
Materials
IV. PROCEDURES
A. Reviewing previous Recall on atmosphere Recall on atmosphere
lesson or presenting the new and lithosphere. and lithosphere.
lesson
B. Establishing a purpose Describe how the Describe how the
for the lesson biosphere is capable of biosphere is capable
self regulation. of self regulation.
C. Presenting How do living things How do living things
examples/instances of the survive? How about survive? How about
new lesson animals? animals?
D. Discussing new Ask learners how they Ask learners how they
concepts and practicing react to outside react to outside
new skills #1 temperature. temperature.
E. Discussing new Use the hydrology’s Use the hydrology’s
concepts and practicing cycle to describe the cycle to describe the
new skills #2 hydrosphere and its hydrosphere and its
distribution on earth. distribution on earth.
assessment #3
G. Finding practical How important is water How important is water

applications of concepts in the biosphere? in the biosphere?
and skills in daily living
H. Making generalization What is the role of the What is the role of the
and bstraction or about the biosphere in regulating biosphere in regulating
lesson the hydrospheric the hydrospheric
quality. quality.
I. Evaluating learning Using the diagram, Using the diagram,
identify how mass and identify how mass and
energyis exchanged energyis exchanged
among the subsytsems. among the
subsytsems.
J. Additional activities for

application remediation
V. REMARKS Lesson not carried Learners participated

because the teacher is actively in the
on leave. discussion.
VI. REFLECTION Learners interpreted

the diagram correctly.
Teacher: Esther S. Macugay Teaching Date/Time: _____July 8-12, 2019/2:30-3:30/3:30-4:30____ First Semester : Quarter 1
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the earth’s internal structure.
B. Performance Standards Conduct a survey to assess the possible hydrometeorological hazardsbthat your community may experience.
C. Learning 7. The learners shall be 7. The learners shall be
Competencies able to identify the able to identify the
layers of the Earth. layers of the Earth.
a. Describe the Earth’s 8. Differentiate the
interior (in terms of crust, layers of the Earth.
mantle, core) a. prepare an earth
model
II. CONTENT Layers of the Earth Layer sof the Earth General Assembly Fumigation
A. References
3. Textbook pages
from LRMDS portal
B. Other Learniing
Materials
IV. PROCEDURES
A. Reviewing previous What are the lyers of the Differentiate the layers
lesson or presenting the new Earth? of the Earth.
lesson
B. Establishing a purpose I can differentiate the Prepare a model of
for the lesson layers of the Earth from the Earth’s internal.
each other 2
C. Presenting Have the students write Answer the
examples/instances of the and sketch a assignment. Present by
new lesson description of what they group the analogies
think the inside of the made regarding the
Earth looks like. Earth’s internal.
D. Discussing new How scientists look into Prepare the materials.
concepts and practicing earth’s interior.
new skills #1
E. Discussing new Describe the different Work by group.
concepts and practicing layers of the Earth.
new skills #2
assessment #3
G. Finding practical Using a hard boiled Skills in cooking like

applications of concepts egg, compare the measuring should be
and skills in daily living Earth’s layer. precise to make yhe
recipe perfect.
H. Making generalization How scientist describe How did you make the
and bstraction or about the the layers of the earth? model?
lesson
I. Evaluating learning Form a small group with Describe the different

4 members only. Show layers.
analogies for the
internal structure of the
Earth.
J. Additional activities for Prepare model of the

application remediation Earth’s interior
V. REMARKS Lesson carried Students were creative
VI. REFLECTION Better for students to do Better to make the

the activity by group. project by group.

Teacher: Esther S. Macugay Teaching Date/Time: _____July, 2019/2:30-3:30/3:30-4:30____ First Semester : Quarter 1
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies
II. CONTENT
A. References
1. Teacher’s Guide pp.
3. Textbook pages
from LRMDS portal
B. Other Learniing
Materials
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the new
lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new
new skills #1
E. Discussing new
new skills #2
assessment #3
G. Finding practical
applications of concepts
H. Making generalization
and bstraction or about the
lesson
I. Evaluating learning

V. REMARKS
VI. REFLECTION

Teacher: Esther S. Macugay Teaching Date/Time: _____July5-9, 2019/7:30-8:30/9:45-10:45____ First Semester : Quarter 1
I. OBJECTIVES
C. Learning
Competencies
II. CONTENT
A. References
3. Textbook pages
from LRMDS portal
B. Other Learniing
Materials
IV. PROCEDURES
lesson
for the lesson
C. Presenting
new lesson
D. Discussing new
new skills #1
E. Discussing new
new skills #2
assessment #3
lesson

V. REMARKS
VI. REFLECTION

Teacher: Esther S. Macugay Teaching Date/Time: _____July, 2019/2:30-3:30/3:30-4:30____ First Semester : Quarter 1
I. OBJECTIVES
C. Learning
Competencies
II. CONTENT
A. References
3. Textbook pages
from LRMDS portal
B. Other Learniing
Materials
IV. PROCEDURES
lesson
for the lesson
C. Presenting
new lesson
D. Discussing new
new skills #1
E. Discussing new
new skills #2
assessment #3
lesson

V. REMARKS
VI. REFLECTION

Teacher: Esther S. Macugay Teaching Date/Time: _August 5-9, 2019/7:30-8:30/9:45-10:45____ First Semester : Quarter 1
I. OBJECTIVES
C. Learning
Competencies
II. CONTENT
A. References
3. Textbook pages
from LRMDS portal
B. Other Learniing
Materials
IV. PROCEDURES
lesson
for the lesson
C. Presenting
new lesson
D. Discussing new
new skills #1
E. Discussing new
new skills #2
assessment #3
lesson

V. REMARKS
VI. REFLECTION

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the historical development of the concept of life
B. Performance Standards The learners shall be able to appreciate and value life by taking good care of all beings, humans, plants and animals.
C. Learning 1. explain the evolving 1. explain the evolving
Competencies concept of life based concept of life based
on emerging pieces of on emerging pieces of
evidence evidence
1.a characterize living 2. describe classic
things experiments that
model conditions
which may have
enabled the first life
forms to evolve
II. CONTENT HOLIDAY Checking of Test Paper Historical Development Poster Making on the Went out for partner
of the Concept of Life Theories of Life agencies in immersion
A. References
1. Teacher’s Guide pp. 168-169 170
3. Textbook pages
from LRMDS portal
B. Other Learniing
Materials
IV. PROCEDURES
A. Reviewing previous What is life? State the
lesson or presenting the new characteristics of life
lesson
B. Establishing a purpose Let learners be able to Interpret the theories in
for the lesson understand the a poster
objective.
C. Presenting Ask students to examine How do you make a
examples/instances of the each photograph, think creative poster?
new lesson and write down in a
sheet of paper their
immediate observation
of what characteristic of
life is illustrated/ being
portrayed in each
photo.
D. Discussing new Ask the properties Form groups of 4
concepts and practicing illustrated from each members tasked to
new skills #1 picture make poster
pertaining to the
historical development
of the concept of life
E. Discussing new Let them read the
concepts and practicing article and discuss how
new skills #2 to present the
development of life in
a poster.
assessment #3
G. Finding practical Ask more examples for Poster making proper

applications of concepts each property if they
and skills in daily living really understand each
trait
H. Making generalization If one property is ot How did you come up
and bstraction or about the observe, can we classify with your poster?
lesson it as living thing?
I. Evaluating learning What are the traits Each member will give
demonstrated by an suggestions to the
earthworm? finished poster.
J. Additional activities for Bring cartolina, crayons ,
application remediation pencil
V. REMARKS Lesson carried. Activity finished.

VI. REFLECTION Learners can relate Better if done by group
better if pictures are to come up with more
seen for referrals. creative poster
because only few can
make a drawing.
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the historical development of the concept of life.
B. Performance Standards The learners shall be able to appreciate and value life by taking good care of all beings, humans, plants and animals.
C. Learning 2. describe classic 3. describe how
Competencies experiments that model unifying themes in the
conditions which may study of life show the
have enabled the first connections among
life forms to evolve living things and how
they interact with
each other and with
their environment
II. CONTENT Historical Development Unifying Themes in the HOLIDAY IPCRF-RPMS
on the Concept of Life Study of Life
A. References
3. Textbook pages
from LRMDS portal
B. Other Learniing
Materials
IV. PROCEDURES
A. Reviewing previous Describe one theory
lesson or presenting the new you most believe on
lesson the historical
development of life.
B. Establishing a purpose Be able to provide us
for the lesson important informations
C. Presenting Does life come from life
examples/instances of the or non life?
new lesson
D. Discussing new Exhibits will be posted Continue further
concepts and practicing within the classroom discussions on topics
new skills #1 presented
E. Discussing new Teams will be taking During a conversation,
concepts and practicing informal notes as they students become
new skills #2 move around viewing more aware of the role
the poster. many factors play
F. Developing mastery Write down possible

(leads for formative questions related to the
assessment #3 topics or make
comments and
suggestions.
H. Making generalization What theory do you
and bstraction or about the believe in most?
lesson
I. Evaluating learning Discuss with the students Give students the

what they have themes of life then
learned. from there expound
further by asking them
to give examples for
every theme cited
V. REMARKS The learners though not

good in drawing they
tried to make it
presentable.
VI. REFLECTION They have choices on
how to present the
theories.
I. OBJECTIVES
C. Learning
Competencies
II. CONTENT
A. References
3. Textbook pages
from LRMDS portal
B. Other Learniing
Materials
IV. PROCEDURES
lesson
for the lesson
C. Presenting
new lesson
D. Discussing new
new skills #1
E. Discussing new
new skills #2
assessment #3
lesson

V. REMARKS
VI. REFLECTION

I. OBJECTIVES
C. Learning
Competencies
II. CONTENT
A. References
3. Textbook pages
from LRMDS portal
B. Other Learniing
Materials
IV. PROCEDURES
lesson
for the lesson
C. Presenting
new lesson
D. Discussing new
new skills #1
E. Discussing new
new skills #2
assessment #3
lesson

V. REMARKS
VI. REFLECTION

DLL Eals

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Dr. Quintin Balcita Sr.

National High Shool

I. Evaluating learning What comprises the universe? How the universe

J. Additional activities for What are the theories

VI. REFLECTION Punishment should have Different sample

Checked: School Head

E. Discussing new Answer the assignment Discuss the overview of

F. Developing mastery Present the small scale

V. REMARKS Students found it difficult Learners found it Lesson carried.

F. Developing mastery Desribe the

G. Finding practical How important is water How important is water

J. Additional activities for

V. REMARKS Lesson not carried Learners participated

VI. REFLECTION Learners interpreted

G. Finding practical Using a hard boiled Skills in cooking like

I. Evaluating learning Form a small group with Describe the different

J. Additional activities for Prepare model of the

V. REMARKS Lesson carried Students were creative

VI. REFLECTION Better for students to do Better to make the

Checked: School Head

J. Additional activities for

Checked: School Head

J. Additional activities for

Checked: School Head

J. Additional activities for

Checked: School Head

J. Additional activities for

Checked: School Head

G. Finding practical Ask more examples for Poster making proper

V. REMARKS Lesson carried. Activity finished.

F. Developing mastery Write down possible

I. Evaluating learning Discuss with the students Give students the

V. REMARKS The learners though not

J. Additional activities for

Checked: School Head

J. Additional activities for

Checked: School Head

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