LUNAO NATIONAL HIGH SCHOOL

SHS DAILY LESSON LOG

DAILY LESSON LOG in Earth and Life Science
School: Lunao National High School Grade Level: 11
Teacher: Marigrace Felna C.Simon Semester: 1st
Monday Tuesday Wednesday Thursday Friday
Date: Date: July Date: Date: Date:
TOPIC I. ORIGIN AND STRUCTURE OF I. ORIGIN AND STRUCTURE OF I. ORIGIN AND STRUCTURE OF QUIZ: I. ORIGIN AND STRUCTURE
THE EARTH THE EARTH THE EARTH OF THE EARTH
A. Universe and Solar System A. Universe and Solar System B. Earth and Earth Systems A. Universe and Solar System
B. Earth and Earth Systems
LEARNING COMPETENCY/ LC: State the different hypotheses LC: Describe the different LC: Recognize the uniqueness of LC:
OBJECTIVES explaining the origin of the universe. hypotheses explaining the origin of Earth, being the only planet in the  S11/12ES-Ia-e-1
S11/12ES-Ia-e-1 the solar system. S11/12ES-Ia-e-2 solar system with properties  S11/12ES-Ia-e-2
necessary to support life. S11/12ES-  S11/12ES-Ia-e-3
Ia-e-3

SLO: At the end of the lesson, the
students should be able to:
1. describe the structure and
composition of the Universe;
2. state the different hypothesis
that preceded the Big Bang
Theory of the Origin of the
Universe.
3. explain the red-shift and how it
used as proof of an expanding
universe
4. explain the Big Bang Theory
and evidences supporting the
theory.
LEARNING RESOURCES: Earth and Life Science (initial
release)
SLO: At the end of the lesson, the
students should be able to:
1. identify the large scale and
small scale properties of the
Solar System;
2. discuss the different
hypotheses explaining the
origin of the solar system;
Earth and Life Science (initial
release)
SLO: At the end of the lesson, the :
students should be able to:
1. recognize the difference in the
physical and chemical
properties between the Earth
and its neighboring planes
2. Identify the factors that allow a
planet to support life.
Earth and Life Science (initial Earth and Life Science (initial
release) release)

LEARNING DILEVERY MODE: Activate: Activate: Activate: Activate: Activate:

(4 A's of Learning)  Students will recall their  Students will recall the 3  4pics1word.Learner will guess
learnings in junior high school theories of the origin of the the words of the prepared

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 LUNAO NATIONAL HIGH SCHOOL

regarding the solar system. universe. slides

 Teacher will present a video
presentation regarding the
universe.
Acquire:
 Teacher will show the picture of
the milky way.
 Teacher will discuss the
structure, composition, age,
cycle and expanding of a
universe
Key questions:
HOTS: "Why does the universe
needs to expand?" HOTS: "How
does the Doppler effect explain the
expansion of the universe?"
HOTS: "Relate heat to the expansion
of the universe"
Application:
 The teacher will distribute the
article about the 3 theories of
the universe. The learners will
read and collaborate to each
other.
Assessment:
 Learners will create a Venn
diagram showing the
similarities and differences of
the 3 theories 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?"
Acquire:
 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.
Application:
 Leaners will collaborate with
each other and discuss the
theories and hypothesis of the
origin of the solar system.
Assessment:
 Learner will create a short
story about how they want the
solar system SHOULD start.
 Teacher will present the
pictures of Venus, Earth and
Mars.
Key questions:
HOTS: "What do you think is the
reason of the failure of mankind in
protecting the environment and the
life here on Earth?"
Acquire: Acquire: Acquire:
 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?"
Application: Application: Application:
 Habitable or Not? Using the
checklist provided, learners will
evaluate unknown planets and
moons if they are habitable.
Assessment: Assessment: Assessment:
 Debate: ‘Can man alter Mars  Learners will answer the 30
environment to make it more item test.
suitable for human habitation?
How?’

ASSESSMENT  Output presentation (will be  Written output  Debate  30-item test.

(Format and Results)
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 LUNAO NATIONAL HIGH SCHOOL

rated using a rubric)  Recitation  Recitation

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

Prepared by: Checked by: Noted:

MARIGRACE FELNA C.SIMON ROGEMER T.CASTAŇOS FREDERICO C.HERODICO JR.

SHS Teacher Master Teacher 1 Principal
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 OF I. ORIGIN AND STRUCTURE OF QUIZ: I. ORIGIN AND STRUCTURE I. ORIGIN AND 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 of Earth, being the only planet in the  S11/12ES-Ia-e-1 advancements/information on the
the solar system. S11/12ES-Ia-e-2 solar system with properties  S11/12ES-Ia-e-2 solar system. S11/12ES-Ia-e5
necessary to support life. S11/12ES-  S11/12ES-Ia-e-3
Ia-e-3

3|Page

5.
LEARNING RESOURCES:
LEARNING DILEVERY MODE:
(4 A's of Learning)
LUNAO NATIONAL HIGH SCHOOL
SLO: At the end of the lesson, the
students should be able to:
3. identify the large scale and
small scale properties of the
Solar System;
4. discuss the different
hypotheses explaining the
origin of the solar system;
Earth and Life Science (initial
release)
Activity:
 Students will recall the 3
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?"
Analysis:
 Teacher will discuss the
composition of the solar system.
HOTS: "How do you think did
scientists know the exact
SLO: At the end of the lesson, the
students should be able to:
3. recognize the difference in the
physical and chemical
properties between the Earth
and its neighboring planes
4. Identify the factors that allow a
planet to support life.
Earth and Life Science (initial
release)
Activity:
 4pics1word.Learner will guess
the words of the prepared
slides
 Teacher will present the
pictures of Venus, Earth and
Mars.
Key questions:
HOTS: "What do you think is the
reason of the failure of mankind in
protecting the environment and the
life here on Earth?"
Analysis:
 Learners will be watching a
video clip and will present their
idea on the board.
Key questions:
: SLO: At the end of the lesson, the
learners will be able to;
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
Earth and Life Science (initial Earth and Life Science (initial
release) release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Activity: Activity:
 Teacher will show photos of
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?”
Analysis: Analysis:
 The teacher will present the
web-based activity. Learners in
groups will search and present
important facts on the
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 LUNAO NATIONAL HIGH SCHOOL

composition of the solar system?"
 Teacher will present theories
and hypothesis of the origin of
the solar system.
HOTS: "What will happen to a planet following: NASA’s New
without GHG?" Horizons Mission, Rossetta
Mission, Curiosity Space
"What is the importance of H2O in Probe, Hygens Probe, Europa
maintaining the temperature of a Jupiter System Mission.
planet?"

"Why do Venus and Mars has no

ASSESSMENT
(Format and Results)
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
Abstraction:
 Leaners will collaborate with
each other and discuss the
theories and hypothesis of the
origin of the solar system.
Application:
 Learner will create a short
story about how they want the
solar system SHOULD start.
 Written output
 Recitation
Global Magnetic Field?"
Abstraction:
 Habitable or Not? Using the
checklist provided, learners will
evaluate unknown planets and
moons if they are habitable.
Application:
 Debate: ‘Can man alter Mars
environment to make it more
suitable for human habitation?
How?’
 Debate
 Recitation
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

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

5|Page
 LUNAO NATIONAL HIGH SCHOOL
Monday Tuesday
Date: Date: July
TOPIC I. ORIGIN AND STRUCTURE OF
THE EARTH
A. Universe and Solar System
LEARNING COMPETENCY/ LC: Explain the current
OBJECTIVES advancements/information on the
solar system. S11/12ES-Ia-e5
SLO: At the end of the lesson, the
learners will be able to;
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 MODE: Activity:
(4 A's of Learning)  Teacher will show photos of
the selected scientist and their
contribution to
understanding of the solar
system.
Key questions:
“How can the current
breakthroughs in the solar
system affect our lives?”
Wednesday Thursday Friday
Date: Date: Date:
I. ORIGIN AND STRUCTURE OF THE EARTH I. ORIGIN AND STRUCTURE OF
B. Earth and Earth Systems THE EARTH
B. Earth and Earth Systems
LC: LC:
 Explain that the Earth consists of four subsystems, across whose  Identify the layers of the Earth
boundaries matter and energy flow. (crust, mantle, core).
 S11/12ES-Ia-e4Show the contributions of personalities/people on the S11/12ES-Ia-e7
understanding of Earth Systems S11/12ES-Ia-e-6.  Differentiate the layers of the
Earth. S11/12ES-Ia-e7
SLO: At the end of the lesson, the learners will be able to; SLO: At the end of the lesson, the
1. define the concept of a system learners will be able to;
2. recognize the Earth as a system composed of subsystems 1. Distinguish between P-waves and
3. Discuss the historical development of the concept of Earth System. 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 Nino. paper, learners will draw or transverse and longitudinal
the illustrate the field area and waves using identified
identify how energy and mass materials.
are transferred in the different
components of the area.
6|Page
 LUNAO NATIONAL HIGH SCHOOL

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.
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
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
 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?”
Abstraction:
 Teacher will introduce the four
subsystems to the class.
Application:
 Teacher will present activity on
“Subsystem Interactions”.
Key Questions:
HOTS: How does matter and energy
flow during the interaction of the
Earth’s subsystem?
 Recitation
 Learners in small groups will
present the contributions done
by specific scientists who
contributed to the
understanding of the earth
subsystems.
Abstraction:
 Using the answers of the
learners, the class will create a
table showing the summary of
the ideas.
Application:
 Let the learners response on
the question:
HOTS: “how do the scientific
community today benefit from the
contributions of the people in the
past on the understanding the earth
subsystems?”
 Written output
 Recitation
 Teacher will present P-waves,
S-waves and Seismic waves.
Abstraction:
 Learners will perform an
activity in Mapping the Earth’s
Interior.
Application:
 Learners will discuss their
results and explain the different
layers of the Earth
Key Questions:
HOTS: how are theses layers
determined using seismic waves?
 Written output
 Recitation

Prepared by: Checked by: Noted:

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

SHS Teacher Track Head School Head

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 LUNAO NATIONAL HIGH SCHOOL

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 PROCESSES II. EARTH MATERIALS AND PROCESSES
B. Exogenic Processes C. Endogenic Processes

LEARNING COMPETENCY/ LC: LC: LC:

OBJECTIVES  describe how rocks undergo weathering. S11/12ES-Ib-11  describe where the Earth’s
 explain how the products of weathering are carried away by erosion and internal heat comes from.
deposited elsewhere. S11/12ES-Ib-12 S11/12ES-Ib-14
 make a report on how rocks and soil move downslope due to the direct  describe how magma is formed
action of gravity. S11/12ES-Ib-13 (magmatism). S11/12ES-Ib-15
SLO: At the end of the lesson, the learners will be able to; SLO: At the end of the lesson, the
1. Define weathering and erosion. learners will be able to;
2. Trace the pathway of materials in weathering and erosion. 1. Define edogenic process.
3. Compare different kinds of rocks. 2. Describe magmatism.
4. Determine the different agents of erosion. 3. Enumerate by products of
magmatism.
4. Recognize the importance of
internal heat and magmatism.
 describe what happens after the
magma is formed (plutonism at
vulcanism).
S11/12ES-Ib-16
 describe the changes in mineral
components and texture of
rocks due to changes in
pressure and temperature
(metamorphism).
S11/12ES-Ib-17
SLO: At the end of the lesson, the
learners will be able to;
1. Differentiate magma into lava.
2. Trace the formation of magma.
3. Identify by products of plutonism,
vulcansim at metamorphism.

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)
8|Page
 LUNAO NATIONAL HIGH SCHOOL
LEARNING DILEVERY MODE: Activity:
(4 A's of Learning)  Teacher will present a video
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?”
Analysis:
 Learners will present their
output.
Key questions:
HOTS: “How can the physical
and chemical weathering work
together to speed up
weathering process?
Abstraction:
 Using different pictures of
erosions, learners will trace the
track of erosions.
 Learners will enumerate
possible benefits of weathering
and erosion to us.
Application:
 Presentation of output.
Activity:
 Learners will look for
evidences of weathering and
erosion through exploration.
Analysis:
 Learners will identify the
possible causes of weathering
in rocks they’ve collected.
Abstraction:
 Panel discussion. Processing of
data collected.
Application:
 Presentation of output
Activity: Activity:
 Learners will construct a flour  Learners will be divided into
box volcano deformation groups to create summary
model. table on the following:
Key questions: - Changes happen to rocks.
“Why does magma rise?” (extreme temperature and
pressure)
- Type of metamorphism
Key questions:
“How do rocks handle
stress?”
Analysis: Analysis:
 Learners will answer the  Teacher will show sample of
following questions after doing metamorphic rocks. Learners
and using the table. will characterize the samples
Key questions: based on type of foliation
“What triggers the present, texture, and grain size.
deformation of volcano HOTS: “How does grain size of
model?” different samples affect their
“How is this event related to texture?
the movement of magma?” “What type of metamorphism is
HOTS: “What are the factors that associated in the shown zone?”
can cause pressurization of magma
intrusion?”
Abstraction: Abstraction:
 Learners will response to the  Learners will describe how
question: rocks behave under different
HOTS: How the activity changed stress such as compression,
your initial perception of rising of pushing apart, and shearing.
magma and volcanism.
Application: Application:
 Learners will describe briefly  Learners will cite situations on
what happens after the magma different stress.
is formed.
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 LUNAO NATIONAL HIGH SCHOOL

ASSESSMENT  Output presentation  Output presentation  Written output  Recitation

(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: Date: July
TOPIC II. EARTH MATERIALS AND
PROCESSES
B. Exogenic Processes
LEARNING COMPETENCY/ LC:
OBJECTIVES  describe how rocks undergo
weathering. S11/12ES-Ib-11
 explain how the products of
weathering are carried away by
erosion and deposited
elsewhere. S11/12ES-Ib-12
 make a report on how rocks
and soil move downslope due
to the direct action of gravity.
S11/12ES-Ib-13
Date: Date:
II. EARTH MATERIALS AND PROCESSES
C. Endogenic Processes
LC:
 describe where the Earth’s
internal heat comes from.
S11/12ES-Ib-14
 describe how magma is formed
(magmatism). S11/12ES-Ib-15
LC:
 describe what happens after the
magma is formed (plutonism at
vulcanism).
S11/12ES-Ib-16
 describe the changes in mineral
components and texture of
rocks due to changes in
pressure and temperature
(metamorphism).
 S11/12ES-Ib-17
Date:
LC:
compare and contrast the
formation of the different types
of igneous rocks. S11/12ES-Ib-
18
 describe how rocks behave
under different types of stress
such as compression, pulling
apart, and shearing.
S11/12ES-Ib-19

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; learners will be able to; learners will be able to;
10 | P a g e
 LUNAO NATIONAL HIGH SCHOOL
1. Define weathering and erosion.
2. Trace the pathway of materials in
weathering and erosion.
3. Compare different kinds of rocks.
4. Determine the different agents of
erosion.
LEARNING RESOURCES: Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
LEARNING DILEVERY MODE: Activity:
(4 A's of Learning) Learners will look for
evidences of weathering and
erosion through exploration.
Analysis:
Learners will identify the
possible causes of weathering
in rocks they’ve collected.
1. Define edogenic process.
2. Describe magmatism.
3. Enumerate by products of
magmatism.
4. Recognize the importance of
internal heat and magmatism.
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Activity:
 Learners will construct a flour
box volcano deformation
model.
Key questions:
“Why does magma rise?”
Analysis:
 Learners will answer the
following questions after doing
and using the table.
Key questions:
“What triggers the
deformation of volcano
model?”
“How is this event related to
the movement of magma?”
HOTS: “What are the factors that
can cause pressurization of magma
intrusion?”
1. Differentiate magma into lava.
2. Trace the formation of magma.
3. Identify by products of plutonism,
vulcansim at metamorphism.
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Activity:
 Learners will be divided into
groups to create summary
table on the following:
- Changes happen to rocks.
(extreme temperature and
pressure)
- Type of metamorphism
Key questions:
“How do rocks handle
stress?”
Analysis:
 Teacher will show sample of
metamorphic rocks. Learners
will characterize the samples
based on type of foliation
present, texture, and grain size.
HOTS: “How does grain size of
different samples affect their
texture?
“What type of metamorphism is
associated in the shown zone?”
1.
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Activity:
 Learners will discuss how
igneous rocks from and the
different basis of classifying
igneous rocks after watching a
movie clip.
Key questions:
“How does changing one
factor alter formation of
igneous rocks?”
Analysis:
 Learners will react on the
statements:
HOTS: “Why is it said that a
diamond is just a piece of charcoal
that handled stress exceptionally
well?”
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 LUNAO NATIONAL HIGH SCHOOL

Abstraction: Abstraction: Abstraction: Abstraction:

 Panel discussion. Processing  Learners will response to the
of data collected. question:
HOTS: How the activity changed
your initial perception of rising of
magma and volcanism.
 Learners will describe how
rocks behave under different
stress such as compression,
pushing apart, and shearing.
 Learners will be divided into
groups. They will create a
summary table on the 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.

Application: Application: Application: Application:

ASSESSMENT
(Format and Results)
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
 Presentation of output
 Output presentation
 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

Prepared by: Checked by: Noted:

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 LUNAO NATIONAL HIGH SCHOOL

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
TOPIC SUMMATIVE TEST (Quiz) II. EARTH MATERIALS AND PROCESSES
D. Deformation of the Crust
LEARNING COMPETENCY/ LC:
OBJECTIVES  explain how the continents drift.
S11/12ES-Ib-20
 cite evidence that support
continental drift . S11/12ES-Ib-
21
 explain how the movement of
plates leads to the formation of
folds and faults. S11/12ES-Ib-
22
LC:
 explain how the seafloor
spreads. S11/12ES-Ib-23
 describe the structure and
evolution of ocean basins.
S11/12ES-Ib-24
Date: August 12, 2016
II. EARTH MATERIALS AND
PROCESSES
E. History of the Earth
LC:
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. Verify the concepts of continental
drift theory.
2. Discuss evidences of the
continental drift theory
3. Determine how fast the plates are
moving apart.
4. create diagrams representing the
formations of folds and faults.
SLO: At the end of the lesson, the
learners will be able to;
1. Dismiss misconceptions about
Seafloor spreading.
2. Create a diorama of seafloor
spreading.
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.

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

HOTS: “How can fossils be used as

evidence for continental drift?”

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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 of the sea floor spreading using answer a prepared worksheets.
boundaries. molding clay.
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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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 MODE: Activity: -
(4 A's of Learning)  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?”

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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  Worksheets
(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 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 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 ADAPTATION III. NATURAL HAZARDS,

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MITIGATION, AND ADAPTATION
A. Geologic Processes and Hazards
LEARNING COMPETENCY/ LC:
OBJECTIVES  describe the various hazards 
that may happen in the event of
earthquakes, volcanic
eruptions, and landslides
S11/12ES-If-30
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)
LEARNING DILEVERY MODE: Activity:
(4 A's of Learning)  Learners will watch a video clip.
They will list possible disasters
B. Hydrometeorological Phenomena and Hazards
LC:
using hazard maps, identify
areas prone to hazards brought
about by earthquakes, volcanic
eruptions, and landslides.
S11/12ES-If-31
 give practical ways of coping
with geological hazards caused
by earthquakes, volcanic
eruptions, and landslides.
S11/12ES-If-32
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)
Activity:
 Picture analysis. Learners will
identify the earthquake hazards
LC:
 identify human activities that
speed up or trigger landslides
S11/12ES-If-33
 suggest ways to help lessen
the occurrence of landslides in
your community S11/12ES-If-
34
SLO: at the end of the lesson, the
students will be able to:
1. Define landslide.
2. Enumerate possible landslide
hazards in the community.
3. Propose a plan to lessen the risk
of landslide hazard to the
community.
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Activity:
 Learners will look around in the
school vicinity and identify
MITIGATION, AND ADAPTATION
C. Marine and Coastal Processes
and their Effects
LC:
 describe the various hazards
that may happen in the wake of
tropical cyclones, monsoons,
floods, or ipo-ipo S11/12ES-If-
35
 using hazard maps, identify
areas prone to hazards brought
about by tropical cyclones,
monsoons, floods, or ipo-ipo
S11/12ES-If-36
SLO: at the end of the lesson, the
students will be able to:
1. Define, tropical cyclone,
monsoons, floods and ipo-ipo.
2. Enumerate possible hazards
brought by tropical cyclone,
monsoons, floods and ipo-ipo.
3. plan alternatives to lessen the risk
of Marine and Coastal Processes
Earth and Life Science (initial
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Activity:
 Learners will watch video clip
about Typhoon Yolanda.
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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)
LUNAO NATIONAL HIGH SCHOOL
that will bring risk to the using the pictures presented to possible places prone/ exposed Key questions:
community. them. to landslide hazards.  “What causes the death of
Key questions: Key questions: Key questions: thousands in Leyte?”
“List down possible disaster in “Describe the following “How will a landslide be triggered?”
the Philippines that affects earthquake hazard briefly.”
lives of Filipinos?”
Analysis: Analysis: Analysis: Analysis:
 Learners will describe the  Learners will create a table that  Learners will identify vulnerable  Learners will identify the
differences between hazard, shows who are vulnerable of into the landslide hazards hazards and vulnerable through
vulnerability and risks. hazards brought by earthquake panel discussion.
and volcanic eruption.
Abstraction: Abstraction: Abstraction: Abstraction:
 Using board graffiti learners will  Using Earthquake maps,  Learners will plan alternative  Learners will create a short role
list examples of hazard, learners will identify locations ways lessen the risk of these play showing the hazards,
vulnerability and risks. which are prone/ expose to hazards. vulnerability, and risks
earthquake and volcanic
hazards.
Application: Application: Application: Abstraction:
 Learners will identify possible  Learners will create earthquake  Learners will present their  Learners will present their play.
ways to reduce the risk. evacuation plan of TNHS. output in front.
Risk Key questions:
HOTS: “How would good planning Key questions:
Vulnerabilit will reduce the risk of hazards?” HOTS: “One of the hazards of an
Hazards
y earthquake is a landslide, so is it
possible to have an earthquake after
Key questions: a landslide occurred?”
HOTS: “Describe possible ways
of interventions in Hazards and
Vulnerability to reduce risk?”
 Output presentation  Worksheets  Output presentation  Output presentation.
 Recitation  Output presentation  Recitation
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 LUNAO NATIONAL HIGH SCHOOL

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 ADAPTATION III. NATURAL HAZARDS,
(NATIONAL HEROES DAY) C. Marine and Coastal Processes and their Effects MITIGATION, AND ADAPTATION
C. Marine and Coastal Processes
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 of areas prone to hazards brought speed up or trigger landslides that may happen in the wake of
earthquakes, volcanic about by earthquakes, volcanic S11/12ES-If-33 tropical cyclones, monsoons,
eruptions, and landslides eruptions, and landslides.  suggest ways to help lessen floods, or ipo-ipo S11/12ES-If-
S11/12ES-If-30 S11/12ES-If-31 the occurrence of landslides in 35
 give practical ways of coping your community S11/12ES-If-  using hazard maps, identify
with geological hazards caused 34 areas prone to hazards brought
by earthquakes, volcanic about by tropical cyclones,
eruptions, and landslides. monsoons, floods, or ipo-ipo
S11/12ES-If-32 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
SLO: at the end of the lesson, the
students will be able to:
1. Define Earthquake and Volcanic
Hazards.
2. Identify hazard brought by
SLO: at the end of the lesson, the
students will be able to:
1. Define landslide.
2. Enumerate possible landslide
hazards in the community.
SLO: at the end of the lesson, the
students will be able to:
1. Define, tropical cyclone,
monsoons, floods and ipo-ipo.
2. Enumerate possible hazards
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 LUNAO NATIONAL HIGH SCHOOL

the Philippines. earthquakes and volcanic eruptions. 3. Propose a plan to lessen the risk brought by tropical cyclone,
3. locate possible spots in the of landslide hazard to the monsoons, floods and ipo-ipo.
Philippines exposed/prone to community. 3. plan alternatives to lessen the risk
earthquake and volcanic hazards. of Marine and Coastal Processes
4. plan to lessen the risks brought by
hazards in the community.
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 MODE: Activity: Activity: Activity: Activity:
(4 A's of Learning)  Learners will watch a video clip.  Picture analysis. Learners will  Learners will look around in the  Learners will watch video clip
They will list possible disasters identify the earthquake hazards school vicinity and identify about Typhoon Yolanda.
that will bring risk to the using the pictures presented to possible places prone/ exposed Key questions:
community. them. to landslide hazards.  “What causes the death of
Key questions: Key questions: Key questions: thousands in Leyte?”
“List down possible disaster in “Describe the following “How will a landslide be triggered?”
the Philippines that affects earthquake hazard briefly.”
lives of Filipinos?”
Analysis: Analysis: Analysis: Analysis:
 Learners will describe the  Learners will create a table that  Learners will identify vulnerable  Learners will identify the
differences between hazard, shows who are vulnerable of into the landslide hazards hazards and vulnerable through
vulnerability and risks. hazards brought by earthquake panel discussion.
and volcanic eruption.
Abstraction: Abstraction: Abstraction: Abstraction:
 Using board graffiti learners will  Using Earthquake maps,  Learners will plan alternative  Learners will create a short role
list examples of hazard, learners will identify locations ways lessen the risk of these play showing the hazards,
vulnerability and risks. which are prone/ expose to hazards. vulnerability, and risks
earthquake and volcanic
hazards.
Application: Application: Application: Abstraction:
 Learners will identify possible  Learners will create earthquake  Learners will present their  Learners will present their play.
ways to reduce the Risk
risk. evacuation plan of TNHS. output in front.
Vulnerabilit Key questions:
Hazards HOTS: “How would good planning Key questions:
y
will reduce the risk of hazards?” HOTS: “One of the hazards of an

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earthquake is a landslide, so is it
possible to have an earthquake after
Key questions: a landslide occurred?”
HOTS: “Describe possible ways
of interventions in Hazards and
Vulnerability to reduce risk?”
ASSESSMENT  Output presentation  Worksheets  Output presentation  Output presentation.
(Format and Results)  Recitation  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

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 31, 2016 Date: September 1, 2016 Date: September 2, 2016
TOPIC NON-WORKING HOLIDAY III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION III. NATURAL HAZARDS,
(NATIONAL HEROES DAY) A. Geologic Processes and Hazards MITIGATION, AND

22 | P a g e
 LUNAO NATIONAL HIGH SCHOOL

B. Hydrometeorological Phenomena and Hazards ADAPTATION

(WORKSHEETS) C. Marine and Coastal
Processes and their Effects
LEARNING COMPETENCY/ LC: LC:
OBJECTIVES  describe the various hazards that may happen in the event of earthquakes, volcanic  describe the various
eruptions, and landslides S11/12ES-If-30 hazards that may happen
 using hazard maps, identify areas prone to hazards brought about by earthquakes, volcanic in the wake of tropical
eruptions, and landslides. cyclones, monsoons,
S11/12ES-If-31 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 S11/12ES-If-34 hazards brought about by
tropical cyclones,
monsoons, floods, or ipo-
ipo S11/12ES-If-36
SLO: at the end of the lesson, SLO: at the end of the lesson, SLO: at the end of the lesson, SLO: at the end of the lesson,
the students will be able to: the students will be able to: the students will be able to: the students will be able to:
1. Identify the different 1. Determine areas exposed to 1. To propose and create a 1. Define, tropical cyclone,
earthquake hazards. different hazards. model house that can be both monsoons, floods and ipo-ipo.
2. Determine the possible earthquake-proof and 2. Enumerate possible
ways to do to reduce the risk typhoon-proof. hazards brought by tropical
of the earthquake hazards 2. Determine where should be cyclone, monsoons, floods
located that it would and ipo-ipo.
experience the least amount of 3. plan alternatives to lessen
hazards. the risk of Marine and Coastal
Processes
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 Exploring Life Through Exploring Life Through Exploring Life Through
Science: Earth and Life Science: Earth and Life Science: Earth and Life Science: Earth and Life

23 | P a g e
 LUNAO NATIONAL HIGH SCHOOL

Science (Phoenix Publish Science (Phoenix Publish Science (Phoenix Publish

Science (Phoenix Publish
House) House) House) House)
LEARNING DILEVERY Activity: Activity: Activity: Activity:
MODE:  Learners will recall the  Picture analysis. Learners  Panel discussion.  Learners will watch video
(4 A's of Learning) different hazards of will identify different clip about Typhoon
earthquake. hazards in the Philippines Yolanda.
using Risk map. Key questions:
 “What causes the death of
thousands in Leyte?”
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 their
prepared worksheets. 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)
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 LUNAO NATIONAL HIGH SCHOOL

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

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

MODE:  Story telling. Learners will  Nature Observation.  Puzzle game. Learners
(4 A's of Learning) create their own story on Learners will observe the will try to solve a puzzle
how life started on Earth. characteristics of life and and describe what the
Key questions: how they interact to their parts of the puzzle are.
“When and where did life environment.
possibly start?” 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 of HOTS: What are the bases of parts of the puzzle and
living things?” your classification? What relate it to the parts of
characteristics of life did you cell.
observe from the living things
you identified?”
Abstraction: Abstraction: Abstraction:
 Learners will present their  Learners will answer the  Learners will think of a
output in front. prepared worksheets. factory and create parts in
Key questions: relevance to the parts of
HOTS: “What is abiogenesis the cell.
theory? Was this totally
disproved by the theory
biogenesis?”
Application: Application: Abstraction:
 Diagram making. Learners  Learners will presents  Learners will presents
will create diagram that show their output in front. their output in front.
the possible ways of origin of
life.
ASSESSMENT  30-item quiz  Output presentation  Output presentation  Output presentation.
(Format and Results)  Recitation  Recitation  Recitiation.

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 LUNAO NATIONAL HIGH SCHOOL

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: 1 st
Monday Tuesday Wednesday Thursday Friday
Date: September 5, 2016 Date: September 6, 2016 Date: September 7, 2016 Date: September 8, 2016 Date: September 9, 2016
TOPIC SUMMATIVE TEST I. INTRODUCTION TO LIFE SCIENCE II. BIOENERGETICS

28 | P a g e
 LUNAO NATIONAL HIGH SCHOOL
LEARNING COMPETENCY/
OBJECTIVES
LEARNING RESOURCES:
LEARNING DILEVERY
LC: LC: LC:
 explain the evolving concept  describe how unifying  explain how cells carry
of life based on emerging themes (e.g., structure out functions required for
pieces of evidence. and function, evolution, life. S11/12LT-IIa-4
S11/12LT-IIa-1 and ecosystems) in the
 describe classic study of life show the
experiments that model connections among living
conditions which may have things and how they
enabled the first forms to interact with each other
evolve. S11/12LT-IIa-2 and with their
environment S11/12LT-
IIa-3
SLO: at the end of the lesson, SLO: at the end of the lesson, SLO: at the end of the lesson,
the students will be able to: the students will be able to: the students will be able to:
1. Identify organisms and the 1. identify unifying themes in 1. explain how cells carry out
conditions that enable them to the study of life. functions required for life.
exist. 2. show the connections 2. enumerate the different
2. explain the evolving concepts among living things and how parts of a cell.
of life based on emerging pieces they interact with each other
of evidences. and with their environment.
3. describe classic experiments
that model conditions that may
have enabled the first forms to
evolve.
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 Exploring Life Through
Earth and Life Science (Phoenix Science: Earth and Life Science: Earth and Life
Publish House) Science (Phoenix Publish Science (Phoenix Publish
House) House)
Activity: Activity: Activity:
29 | P a g e
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MODE:  Story telling. Learners will  Nature Observation.  Puzzle game. Learners
(4 A's of Learning) create their own story on Learners will observe the will try to solve a puzzle
how life started on Earth. characteristics of life and and describe what the
Key questions: how they interact to their parts of the puzzle are.
“When and where did life environment.
possibly start?” 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 of HOTS: What are the bases of parts of the puzzle and
living things?” your classification? What relate it to the parts of
characteristics of life did you cell.
observe from the living things
you identified?”
Abstraction: Abstraction: Abstraction:
 Learners will present their  Learners will answer the  Learners will think of a
output in front. prepared worksheets. factory and create parts in
Key questions: relevance to the parts of
HOTS: “What is abiogenesis the cell.
theory? Was this totally
disproved by the theory
biogenesis?”
Application: Application: Abstraction:
 Diagram making. Learners  Learners will presents  Learners will presents
will create diagram that show their output in front. their output in front.
the possible ways of origin of
life.
ASSESSMENT  30-item quiz  Output presentation  Output presentation  Output presentation.
(Format and Results)  Recitation  Recitation  Recitiation.

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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: 1 st
Monday Tuesday Wednesday Thursday Friday
Date: September 12, 2016 Date: September 13, 2016 Date: September 14, 2016 Date: September 15, 2016 Date: September 16, 2016
TOPIC NATIONAL HOLIDAY MICROSCOPE OBSERVING LETTER “E” OBSERVING TISSUE NO CLASSES
“ED’L ADHA” MANIPULATION (WORKSHEETS) SAMPLE (INTRAMURALS)
(ACTIVITY) (ACTIVITY)
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LEARNING COMPETENCY/
OBJECTIVES

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

LEARNING DILEVERY Activity: Activity: Activity:

MODE:  Think-pair-share. Learner  Learners will prepare wet  Learners will prepare wet
(4 A's of Learning) will try to recall parts of mount slide. mount slide (Onion
the microscope and give Tissue).
its functions.
Analysis: Analysis: Analysis:
 Panel discussion  Learners will focus the slide  Think-Pair-Share.
using different objectives.

Abstraction: Abstraction: Abstraction:

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 Learners will demonstrate  Panel discussion.  Learners will answer the

the uses of the different prepared worksheets.
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

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

LEARNING COMPETENCY/ LC: LC: LC:

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OBJECTIVES  explain how cells carry 
out functions required for
life. S11/12LT-IIa-4
 Explain how 
photosynthetic organisms
use light energy to
combine carbon dioxide 
and water to form energy
rich compound.
S11/12LT-IIa-5
SLO: at the end of the lesson,
the students will be able to:
1. Define energy.
2. Describe how cell get
energy.
3. Describe photosynthetic
organelles
4. Trace the movement of
molecules in the Light and
Dark reaction.
Trace the energy flow 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
 Describe different ways
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
reproduce. S11/12LT-
IIej-15.
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 methods of
reproduction in farms
throughout the Philippines.

LEARNING RESOURCES: Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science
34 | P a g e
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release) release) (initial release)

Exploring Life Through
Science: Earth and Life
Science (Phoenix Publish
House)
LEARNING DILEVERY Activity:
MODE:  Puzzle game. Leaners will
(4 A's of Learning) solve the mystery puzzle
given.
Key questions:
“How do organisms get
energy?”
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
Activity:
 Movie critic. Learners will
watch a movie clip.
Exploring Life Through
Science: Earth and Life
Science (Phoenix Publish
House)
Activity:
 Family Feud Game
Key questions:
“What are the possible plants
that have an ovary?”

Analysis: Analysis: Analysis:

 Diagram making.  Panel discussion.  Movie Critic.
Learners will read articles Key questions:
and will create diagram. “Distinguish anaerobic to aerobic
Key questions: respiration?”
“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 of “How is it important for a process
photosynthesis” to create its by-product?”

Application: Application: Abstraction:

 Leaners will create a  Leaners will create a  Learners will presents
diorama of the thylakoid diagram showing the their output in front.
membrane. difference of anaerobic and
aerobic respiration.
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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: 1 st
Monday Tuesday Wednesday Thursday Friday
Date: September 26, 2016 Date: September 27, 2016 Date: September 28, 2016 Date: September 29, 2016 Date: September 30, 2016
TOPIC II. BIOENERGETICS Senior High School Tree Attended the 2-day Teachers Induction Program at San
Planting Activity Juan, La Union

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LEARNING COMPETENCY/ LC:

OBJECTIVES  Trace the energy flow
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 RESOURCES: Earth and Life Science (initial
release)
Exploring Life Through
Science: Earth and Life
Science (Phoenix Publish
House)
LEARNING DILEVERY Activity:
MODE:  Movie critic. Learners will
(4 A's of Learning) watch a movie clip.

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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 by-
product?”

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

38 | P a g e
 LUNAO NATIONAL HIGH SCHOOL

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: 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 LIFE TEAM BUILDING
CELEBRATION ACTIVITY FOR
TEACHERS

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LEARNING COMPETENCY/ LC:

OBJECTIVES  Describe different ways 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
reproduce. S11/12LT-IIej-
15.
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
methods of reproduction in
farms throughout the
Philippines.

LEARNING RESOURCES: Earth and Life Science (initial

release)
40 | P a g e
 LUNAO NATIONAL HIGH SCHOOL

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.
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,

41 | P a g e
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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: 1 st
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 SURVIVE V. HOW PLANTS SURVIVE
LEARNING COMPETENCY/ LC: LC: LC: LC:
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 LUNAO NATIONAL HIGH SCHOOL
OBJECTIVES  Describe different ways 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 
reproduce. S11/12LT-IIej-
15.
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
methods of reproduction in
explain how the information 
in the DNA allows the
transfer of genetic
information and synthesis of
proteins. S11/12LT-IIej-16.
describe the process of 
genetic engineering.
S11/12LT-IIej-17.
conduct a survey of the
current uses of genetically
modified organisms. 
S11/12LT-IIej-18.
 evaluate the benefits and
risks of using GMOs.
S11/12LT-IIej-19.
SLO: at the end of the lesson,
the students will be able to:
1. Define DNA and genes.
2. Trace the process of protein
synthesis.
3. Define GMO.
4. Familiarize to different GMO
products.
5. Identify the effects of GMO in
Health, Economy and
Environment.
explain the different
metabolic processes
involved in the various
organ system. S11/12LT-
IIej-20.
describe the general and
unique characteristics of
the different organ
systems in representative
animals. S11/12LT-IIej-21.
analyze and appreciate
the functional relationships
of the different organ
systems in ensuring
animal survival. S11/12LT-
IIej-22.
SLO: at the end of the lesson,
the students will be able to:
1. Identify the different organ
system.
2. Trace the animal digestion
and nutrition.
3. recognize the different
kinds of circulation.
4. Give the importance of
hormones, immune system
and nervous system.
 describe the structure
and function of the
different plant organs.
S11/12LT-IIej-23.
 explain the different
metabolic processes
involved in the plant
organ systems.
S11/12LT-IIej-24.

SLO: at the end of the
lesson, the students will be
able to:
1. Enumerate the different
plant cells.
2. Identify the different Plant
organ system.
3. Recognize the growth
patterns of Plants.
43 | P a g e
 LUNAO NATIONAL HIGH SCHOOL

farms throughout the

Philippines.
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 Exploring Life Through Science: Exploring Life Through Exploring Life Through
Science: Earth and Life Earth and Life Science (Phoenix Science: Earth and Life Science: Earth and Life
Science (Phoenix Publish Publish House) Science (Phoenix Publish Science (Phoenix Publish
House) House) House)
LEARNING DILEVERY Activity: Activity: Activity: Activity:
MODE:  Family Feud Game  Article analysis.  Drawing activity. Learners
 Bring me game (Picture).
(4 A's of Learning) Key question: Key question: Key question:
will draw the organs of the
“What are the possible plants “How can parent pass their different organ system“How can parent pass their
that have an ovary?” characteristics to their offspring?” given to them. characteristics to their
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 organs
related to their physiology?” of plants and what are their
functions?”
Abstraction: Abstraction: Abstraction: Abstraction:
 Observing the nature. The  Classroom debate.  Think-Pair-Share.  Panel discussion.
learners will be going Key question: Key question: Key question:
outside and identify plants “Are you in favour in “How does the various organ “What is the importance of
that can reproduce manipulating the transfer of systems coordinate with each transport vessels to plants?”
sexually and asexually. genes using science? Why or other?”
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 effects simulation the learners
of GMO. will describe the effects

44 | P a g e
 LUNAO NATIONAL HIGH SCHOOL

of hormones to plants.
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
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: 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
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LEARNING COMPETENCY/ LC: LC: LC:

OBJECTIVES  explain the different  describe the structure and  describe evidence of
metabolic processes function of the different evolution such as
involved in the various plant organs. S11/12LT-IIej- homology, DNA/protein
organ system. S11/12LT- 23. sequences, plate
IIej-20.  explain the different tectonics, fossil record,
 describe the general and metabolic processes embryology, and artificial
unique characteristics of involved in the plant organ selection/agriculture.
the different organ systems. S11/12LT-IIej-24. S11/12LT-IIej-25.
systems in representative  explain how populations
animals. S11/12LT-IIej-21. of organisms have
analyze and appreciate changed and continue to
the functional change over time
relationships of the showing patterns of
different organ systems in descent with modification
ensuring animal survival. from common ancestors
S11/12LT-IIej-22. to produce the
organismal diversity
observed today.
S11/12LT-IIej-27.
 describe how the present
system of classification of
organisms is based on
evolutionary relationships.
S11/12LT-IIej-28.
SLO: at the end of the lesson, SLO: at the end of the lesson, SLO: at the end of the lesson,
the students will be able to: the students will be able to: the students will be able to:
1. Identify the different organ 1. Enumerate the different plant 1. Define evolution
system. cells. 2. Evaluate the theory of
2. Trace the animal digestion 2. Identify the different Plant evolution of Charles Darwin
and nutrition. organ system. 3. Analyse the tree of

46 | P a g e
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3. recognize the different 3. Recognize the growth palaeontology.

kinds of circulation. patterns of Plants.
4. Give the importance of
hormones, immune system
and nervous system.

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

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 physiology?” plants and what are their “Describe the evolutionary
functions?” process.”
Abstraction: Abstraction: Abstraction:
 Think-Pair-Share.  Panel discussion.  Creation of their own
Key question: Key question: paleontological tree.
“How does the various organ “What is the importance of
systems coordinate with each transport vessels to plants?”
other?”
Application: Application: Application:

47 | P a g e
 LUNAO NATIONAL HIGH SCHOOL

 Table analysis.  Using computer simulation  Presentation of their

the learners will describe the output.
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,
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: 1 st
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 COMPETENCY/ LC: LC: LC:

OBJECTIVES  describe evidence of evolution such as homology,  describe the principles of  Describe how different
DNA/protein sequences, plate tectonics, fossil record, the ecosystem. S11/12LT- terrestrial and aquatic
embryology, and artificial selection/agriculture. S11/12LT- IIej-28. ecosystems are
IIeg-25.  Categorize the different interrelated with one
 explain how populations of organisms have changed and biotic potential and another. S11/12LT-IIej-
continue to change over time showing patterns of descent environmental resistance 30.
with modification from common ancestors to produce the (e.g., diseases, availability
organismal diversity observed today. S11/12LT-IIeg-27. of food, and predators)
describe how the present system of classification of organisms is that affect population
based on explosion. S11/12LT-IIej-
29.
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 Darwin 2. Enumerate different types of ecosystem
3. Analyse the tree of palaeontology. 3. Trace the nutrients and energy in the food chain/web.
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 Exploring Life Through Science: Exploring Life Through Exploring Life Through
Science: Earth and Life Earth and Life Science (Phoenix Science: Earth and Life Science: Earth and Life
Science (Phoenix Publish Publish House) Science (Phoenix Publish Science (Phoenix Publish
House) House) House)
LEARNING DILEVERY Activity: Activity: Activity: Activity:
MODE:  Movie Critic. Charles  Bring me game (Picture).  Movie Critic.  Collage making. Learners
(4 A's of Learning) Darwin’s Life will create collage
showing food chain/web.
Analysis: Analysis: Analysis: Analysis:
 Panel Discussion. Leaners  Leaners will create a  Learners will go outside  Panel Discussion
will share insights about Phylogeny Tree of a certain and observe the
the movie clip watched. species. environment.

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Abstraction: Abstraction: Abstraction: Abstraction:

 Learners will create a  Panel discussion.  Group illustrate the  Wall Graffiti. Learners will
diagram showing their environment outside and enumerate types of
insights. 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,
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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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: October 31, 2016 Date: November 1, 2016 Date: November 1, 2016 Date: November 3, 2016 Date: November 4, 2016
TOPIC NON-WORKING HOLIDAY REVIEW & COMPLETING OF 2nd QUARTER/ FINAL EXAMINATION
REQUIREMENTS
LEARNING COMPETENCY/
OBJECTIVES

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LEARNING RESOURCES:
LEARNING DILEVERY
MODE:
(4 A's of Learning)

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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