Latest Earth&Lifesci Remelyndaily Lesson Log (DO No42 s2016)

Annex 1b to DepEd Order No. 42, s.
2016
GRADES 1 to 12 School Kabatan National High School Grade Level 11

DAILY LESSON LOG Teacher Remelyn O. Ragojos Learning Area Earth Science
Teaching Dates and Time July 5 and July 7, 2016 (TTh 2:00-4:00) Quarter I
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities
I. OBJECTIVES may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate an understanding of The learners demonstrate an understanding of
1. the formation of the universe 1. the formation of the universe
A. Content Standards
Describe the historical development of theories that explain the origin of the Describe the historical development of theories that explain the origin of
(S11ES-Ia-1). the
B. Performance Standards (S11ES-Ia-1).
C. Learning Competencies / Ojectives. At the end of the lesson, the learners will be able to: • Explain the red-shift and how it used as proof of an expanding universe
Write the LC code for each • Describe the structure and composition of the Universe; • Explain the Big Bang Theory and evidences supporting the theory by the
• State the different hypothesis that preceded the Big Bang Theory of the balloon experiment.
Origin of the Universe.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT Lesson 1: The Universe and the Solar System Lesson 1: The Universe and the Solar System
III. LEARNING RESOURCES Lis the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.
A. References
1. Teacher's Guide pages
2. Learner's Material pages
3. Texbook pages
4. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
IV. PROCEDURES formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about
what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or presenting Review the theories on the origin of the universe. Focus on the big bang
the new lesson Show pictures of universe and solar system. Tell the students that the theory.
Universe is at least 13.8 billion of years old and the Solar System at least 4.5-
4.6 billions of years old. But how large exactly is a billion? Ask the students
how long will it take them to spend 1 billion pesos if they spend 1 peso per
second.
B. Establishing a purpose for the lesson
As the currently accepted theory of the origin and evolution of the
Any explanation of the origin of the Universe should be consistent with all universe, the Big Bang Theory postulates that 13.8 billion years ago, the
information about its composition, structure, accelerating expansion, cosmic universe expanded from a tiny, dense and hot mass to its present size and
microwave background radiation among others. much cooler state.
C. Presenting examples/ instances of the new In 1929, Edwin Hubble announced his significant discovery of the “redshift”
lesson and its interpretation that galaxies are moving away from each other,
The universe as we currently know it comprises all space and time, and all hence as evidence for an expanding universe.
matter & energy in it. Based on recent data, the universe is 13.8 billion years
old. The diameter of the universe is possibly infinite but should be at least 91
billion light-years. Its density is 4.5 x 10-31 g/cm3.
D. Discussing new concepts and practicing Dark matter can explain what may be holding galaxies together for the
new skills #1 reason that the low total mass is insufficient for gravity alone to do so
while dark energy can explain the observed accelerating expansion of the
From time zero (13.8 billion years ago) until 10-43 second later, all matter and universe.
energy in the universe existed as a hot, dense, tiny state. Big Bang
nucleosynthesis took place and produced protons, neutrons, atomic nuclei,
and then hydrogen, helium, and lithium until 20 minutes after time zero when
sufficient cooling did not allow further nucleosynthesis.
E. Discussing new concepts and practicing
new skills #2 From then on until 380,000 years, the cooling universe entered a matter- He observed that spectral lines of starlight made to pass through a prism
dominated period when photons decoupled from matter and light could are shifted toward the red part of the electromagnetic spectrum, i.e.,
travel freely as still observed today in the form of cosmic microwave toward the band of lower frequency; thus, the inference that the star or
background radiation. galaxy must be moving away from us.
F. Developing Mastery Perform the activity where expanding balloon with shapes moving far
(Leads to Formative Assessment) from each other all over the balloon to illustrate the expanding universe
and the galaxies moving far from each other all over it.
Ask one student to blow from a whistle while others are listening -
Situation 1 - Student whistling is coming from the inside of the room. There
is hardly any change in the volume and pitch of the whistle.
Situation 1 - Student whistling is coming from outside of the room. Notice
that pitch and volume increases as the other whistle approaches.
G. Finding practival applications of concepts The Big Bang Theory has withstood the tests for expansion: 1) the redshift 2)
and skills in daily living abundance of hydrogen, helium, and lithium, and 3) the uniformly pervasive
cosmic microwave background radiation-the remnant heat from the bang. From 9.8 billion years until the present, the universe became dark-energy
dominated and underwent accelerating expansion. At about 9.8 billion
years after the big bang, the solar system was formed.
H. Making generalizations and abstractions The expanding balloon with shapes moving far from each other all around
about the lesson the balloon is an illustration of the expanding universe and the galaxies
Non-scientific Thought moving far from each other all over it.
• Ancient Egyptians believed in many gods and myths which narrate that the
world arose from an infinite sea at the first rising of the sun. Steady
State Model
• The now discredited steady state model of the universe was proposed in
1948 . Its predictions led to tests and its eventual rejection with the discovery
of the cosmicmicrowave background.
I. Evaluating Learning
Essat Type Short Quiz
Essat Type Short Quiz • Explain the red-shift and how it used as proof of an expanding
1. Describe the structure and composition of the Universe. universe
2. State the different • Explain the Big Bang Theory and evidences supporting the theory by the
hypotheses that preceded the Big Bang Theory of the origin of the universe balloon experiment.
J. Additional activities for application or Research on the Formation of Solar System
remediation
Ask the students to submit a brief report on the following topic/questions.
• What is the fate of the universe? Will the universe continue to expand or
will it eventually contract because of gravity?
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I

used/ discover which I wish to share with
other teachers?
For improvement, enchancement and/ or clarification of any DepEd material used, kindly submit feedback to bid.tld@deped.gov.ph
Annex 1b to DepEd Order No. 42, s. 2016


Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial
I. OBJECTIVES activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and
enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
1. the formation of the universe and the solar system. 1. the formation of the universe and the solar system.
Compare the different hypotheses explaining the origin of the Solar Compare the different hypotheses explaining the origin of the Solar
System. (S11ES-Ia-2). System. (S11ES-Ia-2).
B. Performance Standards
C. Learning Competencies / Ojectives. • Identify the large scale and small scale properties of the solar system; • Discuss the different hypotheses explaining the origin of the solar
Write the LC code for each and system;
II. CONTENT
Lesson 2: Universe and the Solar System Lesson 2: Universe and the Solar System
III. LEARNING RESOURCES Lis the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as
paper-based materials. Hands-on learning promotes concept development.
A. References
3. Texbook pages

A. Reviewing previous lesson or presenting Help students recall what they have learned about the solar system by Review on the large scale and small scale properties of the solar system.
the new lesson SEDIP Solar Sytem Chart. Ask the students for the correct sequence (from
the inner planets to the outer planet).
B. Establishing a purpose for the lesson Many theories have been proposed since about four centuries ago. Each
has weaknesses in
explaining all characteristics of the solar system.
The Earth, the planet we live on, is part of the Solar System. If we want to
know how the Earth formed,
we need to understand the origin and evolution of the Solar System.
C. Presenting examples/ instances of the new Show to the class the photos of the Milky Way galaxy and discuss the Show to the class a video on the formation of the solar system and let
lesson highlights. The solar system is located in the Milky Way galaxy. Its spiral them predict to what hypothesis does the video imply?
arms rotate around a globular cluster or bulge of many, many stars, at
the center of which lies a supermassive blackhole;
D. Discussing new concepts and practicing Show a diagram on nebular hypothesis. The nebular theory failed to
new skills #1 account for the distribution of angular momentum in the solar
• Based on on the assumption that they are remnants of the materials system because of the thought of a rotating gaseous cloud that cools and
from which they were contracts in the middle to form the sun and the rest into a disc that
formed, radioactive dating of meteorites, suggests that the Earth and become the planets.
solar system are 4.6
billion years old.on the assumption that they are remnants of the
materials from which they were
formed.
E. Discussing new concepts and practicing Origin of the System
new skills #2 • Any acceptable scientific thought on the origin of the solar system has The encounter hypothesis nvolves an unlikely encounter between the Sun
to be consistent with and supported by information about it (e.g. large and another celestial body (e.g. comet, star,
and small scale features, composition). protoplanet, interstellar cloud). The two major flaws of this type of
hypothesis include: 1) fails to explain how planets are formed 2) this type
of encounters are extremely rare
F. Developing Mastery Short Quiz on the characteristics of the sun, outer and inner planets. Explain the flaws of the nebular and encounter hypotheses.
(Leads to Formative Assessment)
G. Finding practival applications of concepts Except for hydrogen, helium, inert gases, and volatiles, the universe and Due to collisions, fragments of dust and solid matter begin sticking to each
and skills in daily living Earth have similar abundance especially for rock and metal elements. (2) other to form larger and larger bodies from meter to kilometer in size.
Inner terrestrial planets rotate slower, have thin or no atmosphere, High-speed collisions with large objects destroys much of the mantle of
higher densities, and lower contents of volatiles - hydrogen, helium, and Mercury, puts Venus in retrograde rotation. Collision of the Earth with
noble gases. (3) Outer planets rotate faster, have thick atmosphere, large object produces the moon. This is supported by the composition of
lower densities, and fluid interiors rich in hydrogen, helium and ices. the moon very similar to the Earth's Mantle
H. Making generalizations and abstractions Protoplanet Hypotheses - Current Hypothesis As most of the mass move
about the lesson to the center to eventually become a proto-Sun, the remaining materials
form a disc that will eventually become the planets and momentum is
Retention of volatile elements by the Earth is consistent with the idea transferred outwards.
that some materials that formed the Earth and the solar system were
“cold” and solid; otherwise, the volatiles would have been lost. These
suggest that the Earth and the solar system could be derived from
materials with composition similar to that of the universe.
I. Evaluating Learning Identify the large scale and small scale properties of the solar system. (1) Discuss the different hypotheses regarding the origin of the solar system
Most planets rotate prograde (2) Inner terrestrial planets are made of (1) Nebular Hypothesis thought of a rotating gaseous cloud that cools and
materials with high melting points such as silicates, iron , and nickel. (3) contracts in the middle to form the sun and the rest into a disc that
The outer four planets - Jupiter, Saturn, Uranus and Neptune are called become the planets (2) Encounter hypothesis involves a star much bigger
"gas giants" because of the dominance of gases and their larger size. than the Sun passing by the Sun and draws gaseous filaments from both
out which planetisimals were formed; (3) Protoplanet Hypotheses - About
4.6 billion years ago, a slowly-rotating gas and dust cloud dominated by
hydrogen and helium starts to contract due to gravity.
J. Additional activities for application or Is the Solar System unique or rare? What is the possibility of finding a Is Earth unique or rare? What is the possibility of finding a similar Earth
remediation similar system within the Milky within the Milky
Way Galaxy? Way Galaxy?
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
evaluation
80%
lesson.
remediation

other teachers?


I. OBJECTIVES may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children
to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate an understanding of the subsystems (geosphere, The learners demonstrate an understanding of the subsystems
A. Content Standards (geosphere, hydrosphere, atmosphere, and biosphere) that make up
hydrosphere, atmosphere, and biosphere) that make up the Earth. the Earth.
The learners shall be able to make a concept map and use it to

B. Performance Standards The learners shall be able to make a concept map and use it to explain how the explain how the geosphere, hydrosphere, atmosphere, and
geosphere, hydrosphere, atmosphere, and biosphere are interconnected. biosphere are interconnected.
C. Learning Competencies / Ojectives. The learners explain that the Earth consists of four subsystems, across whose The learners explain that the Earth consists of four subsystems,
Write the LC code for each boundaries matter and energy flow (S11ES-Ib-4), define the concept of a across whose boundaries matter and energy flow (S11ES-Ib-4), define
system; and recognize the Earth as a system composed of subsystems. the concept of a system; and recognize the Earth as a system
composed of subsystems.
II. CONTENT
Lesson 3: Earth Systems Lesson 3: Earth Systems
III. LEARNING RESOURCES Lis the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development.
A. References
3. Texbook pages

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
IV. PROCEDURES assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or presenting Ask the learners what they remember about the concept of ecosystems Review on subsystems or spheres of earth
the new lesson
B. Establishing a purpose for the lesson .Together with the learners, label the different processes and phases of water
involved in the water cycle. In fact, the spheres are so closely connected that a change in one
sphere often results in a change in one or more of the other spheres.
Such changes that take place within an ecosystem are referred to as
events.
C. Presenting examples/ instances of the new
lesson Ask the learners what they know about or have experienced regarding El Niño.
Briefly explain the El Niño phenomenon. Emphasize that it starts with the These spheres are closely connected. For example, many birds
unusual warming of the central Pacific Ocean accompanied by the weakening of (biosphere) fly through the air (atmosphere), while water
the trade winds. The warming of the central Pacific Ocean results to an (hydrosphere) often flows through the
eastward shift of the low pressure area. soil (lithosphere).
D. Discussing new concepts and practicing
new skills #1
Events can occur naturally, such as an earthquake or a hurricane, or
they can be caused by humans, such as an oil spill or air pollution. An
event can cause changes to occur in one or more of the spheres,
and/or an event can be the
Define the term system as a set of interconnected components that are effect of changes in one or more of Earth's four spheres. This two-
interacting to form a unified whole. Present a diagram that enumerates the way cause and effect relationship between an event and a sphere is
subsystems of the Earth. called an interaction.
E. Discussing new concepts and practicing Explain that the Earth system is essentially a closed system. It receives energy Interactions that occur as the result of events such as floods and
new skills #2 from the sun andreturns some of this energy to space. forest fires impact only a local region, meaning the flood waters can
only travel so many miles from the original stream, and only the
trees that lie within the area on fire will be burned.
F. Developing Mastery Using an illustration, identify how energy and mass is exchanged among the Draw a diagram on sphere interaction on a particular problem
(Leads to Formative Assessment) subsystems. Use different types of lines and boxes to differentiate between
matter or materials and energy.
Use arrows to indicate the interaction among components.
G. Finding practival applications of concepts Changes in land use, Deforestations lead to erosion, In addition to the above four event sphere interactions, there are six
and skills in daily living flooding, decrease in CO2 sequestration (hence increase in greenhouse gases), interactions that occur among the earth's spheres: lithosphere-
and loss hydrosphere
of habitat (extinction). lithosphere- biosphere, lithosphere- atmosphere
hydrosphere- biosphere, hydrosphere- atmosphere
biosphere- atmosphere, Again, the double-headed arrows (- )
indicate that the cause and effect relationships
H. Making generalizations and abstractions Industrialization and development of technology may lead to pollution and An Example of an Earth System Science Analysis.
about the lesson over hunting (extinction). The use of renewable energy An ESS analysis was performed on the forest fires event that
sources reduces pollution and greenhouse gases. occurred in Yellowstone National Park, Wyoming. This forest fires
event occurred in 1988 and destroyed tremendous areas of the park.
I. Evaluating Learning Make a concept map and use it to explain how the geosphere, hydrosphere, 1. How may each of the earth's four spheres (hydrosphere,
atmosphere, and biosphere are interconnected. atmosphere, lithosphere, and biosphere) have caused the event to
occur? (The answers to this question are the sphere event impacts.)
2. What are the effects of the event on each of the earth's four
spheres (hydrosphere, atmosphere, lithosphere, and biosphere)?
(The answers to this question are the event sphere impacts.)
J. Additional activities for application or The impact of man to the environment has become so massive that scientists Such explanations on spheres interaction display your understanding
remediation are proposing the addition of man or the ‘anthroposphere’ to the Earth system. of the science behind the interactions. These explanations are
Write an essay not exceeding 100 words on how man has altered the valuable for you and others because they make your "Why?" or
atmosphere, biosphere, hydrosphere, lithosphere, and as a consequence, the "How?" thinking visible and they often lead to the discovery of
Earth System as whole. additional ESS interactions.
V. REMARKS
evaluation
80%
lesson.
remediation

other teachers?


I. OBJECTIVES may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate an understanding on how planet earth supports life. The learners demonstrate an understanding on how planet earth supports
life.
The learners shall be able to make a concept map and use it to explain how The learners shall be able to make a concept map and use it to explain how
the geosphere, hydrosphere, atmosphere, and biosphere are interconnected. the geosphere, hydrosphere, atmosphere, and biosphere are
B. Performance Standards interconnected.
C. Learning Competencies / Ojectives. The learners describe the characteristics of Earth that are necessary to support The learners describe the characteristics of Earth that are necessary to
life (S11ES-Ia-b-3). support life (S11ES-Ia-b-3).
• recognize the difference in the physical and chemical properties between • recognize the difference in the physical and chemical properties between
the Earth and its neighboring planes; and the Earth and its neighboring planes; and
• identify the factors that allow a planet to support life. • identify the factors that allow a planet to support life.
Write the LC code for each
II. CONTENT Earth & the Solar Sytem Planets Earth & the Solar Sytem Planets
A. References
3. Texbook pages

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
IV. PROCEDURES assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or presenting Ask students what factors would a planet habitable. Learners should try to
the new lesson elaborate on their responses.
Review the previous lessons on the Solar System.
• Origin • Components • Terrestrial vs Gas Planets
B. Establishing a purpose for the lesson Play 4 pics in a word game. Using the letters provided in the figure , ask the Show photographs of three terrestrial planets, namely Venus, Earth, and
learners the four-letter word that describes the following images. Mars. Place the photographs side by side to compare.
C. Presenting examples/ instances of the new The humanity’s failure to protect the environment and life here on Earth is Identify similarities and differences among the three
lesson likely due to the following: planets, namely Venus, Earth, andMars.
• Inability to recognize the full consequence of his/her actions
• Lack of appreciation of how truly unique the Earth is
D. Discussing new concepts and practicing Venus, Earth, and Mars are part of the inner terrestrial or "rocky" planets. Explain the impact of planet size to gravity, internal
new skills #1 Their composition and densities are not too different from each other. Venus heat, and atmosphere of the planet.
is considered to be the Earth's twin planet. It has a very similar size and mass
with the Earth. Mars is about half the Earth's size.
E. Discussing new concepts and practicing Orbital period and velocity are related to the planet's distance from the sun. Explain factors that make a planet habitable and why the
new skills #2 Among the three planet, Venus is the nearest and Mars is the farthest from presence of liquid water is important to life.
the Sun. Rotational speed of Earth and Mars are very similar. Rotational speed
of Venus is extremely slow.
F. Developing Mastery Provide a copy of Table 2 - "Factors that Make a Planet Habitable" to each
(Leads to Formative Assessment) of the group. Ask students to read the document carefully and compare
Divide the class into groups of three to five. Give each group a copy of Table 1 their answers they have given at the start of the activity
for reference. Ask each group to write down on a piece of paper the
similarities and differences among the planets.
Give the learners 15 minutes to complete the task.
G. Finding practival applications of concepts The temperature of the Earth would be a r o u n d 1 8 degrees Celsius lower Those planets with a water cycle or volcanic activity can transport and
and skills in daily living without greenhouse warming. Emphasize that the greenhouse effect is not replenish the chemicals required by living organisms.
necessarily undesirable.
H. Making generalizations and abstractions • Abundance of liquid water on Earth, hence the blue color. The Earth is a Earth has a water cycle, an atmosphere, and volcanoes to circulate
about the lesson habitable planet. nutrients. Venus, Titan, Io, and Mars have nutrients and ways to circulate
them to organisms. Any planet or moon with sub-surface water or molten
rock can circulate and replenish nutrients for organisms
I. Evaluating Learning Ask the learners to provide possible explanations for their observations using Ask the students to imagine themselves in an interstellar voyage. Their
the information in spaceship suffers mechanical problems and will be forced to land.
Table 2 and their prior knowledge on the planets. Fortunately they are passing through the Yanib System , which is composed
of a sun-like star surrounded by seven planets, some of which have
moons . The profiles of planets and moons of the Yanib System are listed
on Table 3 Students are to decide the best place to land their ship and
write down on a piece of paper their choice and reason of choice of a
planet or a moon .
J. Additional activities for application or Ask the students what is the consequence if greenhouse gases are not present Have the learners write a 50 word research on the following topic: ‘Can
remediation man alter Mars environment
to make it more suitable for human habitation? How?’
V. REMARKS
evaluation
80%
lesson.
remediation

other teachers?

Teaching Dates and Time August 2 and August 4, 2016 (TTh 2:00-4:00) Quarter I

I. OBJECTIVES activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate an understanding of the three main categories of The learners demonstrate an understanding of
rocks. 1. the three main categories of rocks, and
A. Content Standards 2. the origin and environment of formation of common minerals and
rocks
The learners shall be able to make a plan that the community may use to The learners shall be able to make a plan that the community may use
B. Performance Standards conserve and protect its resources for future generations. to conserve and protect its resources for future generations.
C. Learning Competencies / Ojectives. The learners will be able to identify common rock-forming minerals using The learners will be able to classify rocks into igneous, sedimentary and
Write the LC code for each their physical and chemical properties (S11ES-Ib-5). demonstrate metamorphic (S11ES-Ic-6).
understanding about physical and chemical properties of minerals and will • establish relationships between rock types and their mode of origin
be able to identify certain minerals using specific tests; and classify andenvironments of deposition/formation; and
minerals based on chemical affinity. • under stand the different geologic processes involved in rock
formation.
II. CONTENT Lesson 5: Minerals and Rocks/ Exogenic Processes Lesson 5: Minerals and Rocks/ Exogenic Processes
A. References
3. Texbook pages

IV. PROCEDURES formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or presenting
the new lesson The teacher discusses in review of minerals the 8 elements comprising
Ask the learners: Do you consider water a mineral? How about snowflake almost 99% of the minerals
or tube ice? making up the Earth’s crust.
B. Establishing a purpose for the lesson The Rock Cycle provides us a comprehensive understanding how the 3
Show a powerpont presentation on minerals (general) with discussions on dominant rock types are formed. Based on their physical and chemical
the different chemical and physical properties of properties, what could be the possible conditions of
minerals. This will guide the students on how to identify minerals. formation for each rock type?
C. Presenting examples/ instances of the new Rocks are an aggregate of minerals. A rock can be composed of a single
lesson mineral (e.g. Quartzite is a metamorphic rock composed predominantly
Ask the students to identify the different mineral properties described in of Quartz) or more commonly composed of an aggregate of two or
the video. Encourage class participation by specifically using table salt or more minerals. Can a name of a mineral be also used as a rock name ?
halite in demonstrating these properties. Tabulate the
answers on the board.
D. Discussing new concepts and practicing Teacher to discuss the different mineral properties. Luster Hardness
new skills #1 chemical composition color streak crystal form Show a powerpoint presentation on the different types of rocks and
their properties, show the rock cycle, in preparation for the discussions
on the rock cycle
E. Discussing new concepts and practicing Ask the students: How can we classify rocks? Would it be by color,
new skills #2 hardness, texture, density or other physical properties? Is it by chemical
composition?
Introduce students to the use of a hardness scale designed by German
geologist/mineralogist Friedrich Mohs in 1812 (Mohs Scale of Hardness).
The test compares the resistance of a mineral
relative to the 10 reference minerals with known hardness.
F. Developing Mastery
(Leads to Formative Assessment) Concept Mapping – Types of Rocks Group the class into three teams,
In a manner of exploring and discovering systematic ways of identifying each electing their leader. Let each team make a blank chart similar to
minerals, ask the students if they can think of a way to group minerals the one shown in the powepoint. Each team will fill up portions of the
together.The teacher can proceed synthesizing the suggested “systematic chart which correspond
ways” by the students. to the list of words provided to choose from.
G. Finding practival applications of concepts
and skills in daily living Silicates. Silicon and oxygen are the main components of silicates and these Igneous rocks are also classified according to silica content and relative
are the two most abundant elements in the Earth’s crust. The mineral is amounts of K, Na, Fe, Mg and Ca. They can be classified as felsic,
more likely to be metallic because it is opaque and metallic minerals are intermediate, mafic and ultramafic, practically
usually heavy and with dark streaks based on presence of light and dark colored minerals.
H. Making generalizations and abstractions
about the lesson
Sedimentary rocks that are formed at or near the surface of the Earth by
sedimentary processes include: weathering of rocks, erosion, sediment
transport and deposition (compaction and cementation). Metamorphic
rocks are formed below the surface of the earth through the process of
Habit is the external shape of a crystal that is developed during the metamorphism with the
formation of the mineral. Cleavage plane is a plane of weakness that recrystallization of minerals in rocks due to changes in pressure and
maybe formed in a crystal after the crystal formation. temperature conditions
I. Evaluating Learning 1. What are the characteristics that define a mineral?
Answer: inorganic, naturally occurring, crystalline, solid and must have a
consistent chemical composition
2. Which among the following mineral groups, if any, contain silicon: 1. How does a vesicular texture in a volcanic rock develop?
halides, carbonates or sulfides? Explain. Answer: As magma rises up to the surface, it is subjected to decreasing
Answer: None. The identified mineral groups are non-silicates pressure, allowing dissolved gases to come out of the solution forming
gas bubbles. When the magma reaches the surface (as lava) and cools,
the rock solidifies around the gas bubbles. 2. Explain how the
physical features of sediments change during transport. Answer: The
farther the sediment is transported, the longer the transport takes, and
the smaller, more rounded and smoother the sediment becomes.
J. Additional activities for application or Homework to be submitted on next meeting. Think of 5 minerals and their
remediation common uses and identify the specific property/properties that made them Homework to be submitted on next meeting. Each student to research
for that purpose (e.g. graphite, having a black streak on 3 rocks (one for each rock type). Include in the discussion the
and hardness of 1-2, is used in pencils due to its ability to leave marks on following: 1. history of formation 2. common
paper and other objects). environment of formation
3. common textures 4. common use of the rock
V. REMARKS
evaluation
80%
lesson.
remediation

other teachers?


I. OBJECTIVES activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies
and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards 1. the three main categories of rocks, and 1. the three main categories of rocks, and
2. the origin and environment of formation of common minerals and 2. the origin and environment of formation of common minerals and
rocks. rocks.
B. Performance Standards The learners shall be able to make a plan that the community may use The learners shall be able to make a plan that the community may
to conserve and protect its resources for future generations. use to conserve and protect its resources for future generations.
C. Learning Competencies / Ojectives.

Write the LC code for each At the end of the lesson, the learners will be able to: 1. The
learners will be able to classify rocks into igneous, sedimentary and 1. establish relationships between rock types and their mode of
metamorphic (S11ES-Ic-6). origin and environments of deposition/formation; and 2.
2. identify and describe the three basic rock types understand the different geologic processes involved in rock
formation
II. CONTENT
Lesson 6: Minerals and Rocks/ Endogenic Processes Lesson 6: Minerals and Rocks/ Endogenic Processes
A. References
3. Texbook pages

the new lesson The teacher discusses in review of minerals the 8 elements comprising As a review the teacher can ask the students to recall the definition
almost 99% of the minerals of a mineral. Teacher can ask the students: Can a name of a mineral
making up the Earth’s crust. be also used as a rock name.
The Rock Cycle provides us a comprehensive understanding how the 3
dominant rock types are formed. Based on their physical and chemical
properties, what could be the possible conditions of formation for each Rocks are an aggregate of minerals. A rock can be composed of a
rock type? single mineral
lesson Show a powerpointt presentation of the different rock types and rock Examples are Quartzite is a metamorphic rock composed
cycle. predominantly of Quartz or more commonly
composed of an aggregate of two or more minerals.
new skills #1
How can we classify rocks? Would it be by color, hardness, texture,
density or other physical properties? Is it by chemical composition? Let Compare and contrast clastic and non clastic sedimentary rocks
the students in groups enumerate and discuss the three rock types
through reporting
new skills #2 Discuss how metamorphic rocks formed below the surface of the
earth through the process of metamorphism with the
Students should be able to describe plutonic or intrusive rocks and be recrystallization of minerals in rocks due to changes in pressure and
able to discuss the processes of their formation and observable temperature conditions and compare and contrast contact and
textures. Give examples. regional metamorphism.
Concept Mapping – Types of Rocks (20 minutes: 10 minutes filling up Concept Mapping – Types of Rocks (20 minutes: 10 minutes filling up
the table, 3 minutes presentation per team, 1 minute wrap up) Group the table, 3 minutes presentation per team, 1 minute wrap up)
the class into three teams, each electing their leader. Provide each Group 1 to fill up the left side of the chart (igneous rocks), Group 2
team a blank chart similar to the one below, written in a Manila paper. the middle portion (sedimentary rocks) and Group 3 to fill up the
Each team will fill up portions of the chart which correspond to the list right side of the chart (metamorphic rocks). When done, the team
of words provided to choose from. leaders will present their work to class.
and skills in daily living
What do butterflies and metamorphic rocks have in common? Discuss the rock cycle diagram and emphasize on the constant
Answer: Butterflies and metamorphic rocks both undergo change from recycling of minerals and how the diagram illustrate that some
an earlier form (caterpillar for butterfly, parent rock for metamorphic geologic processes occurring both underneath and on the Earth’s
rock) to a new one. surface can change a rock from one type to another..
about the lesson
Does every rock go through the complete rock cycle, i.e. changing from
igneous tosedimentary rock to metamorphic then back to igneous Clastic rocks form from rock fragments transported away from their
rocks? Answer: No. Rocks can change into any type of rock or even source by wind, water, gravity or ice rather than by chemical
reform as the same kind of rock for several cycles. processes such as precipitation or evaporation.
Guide question in the discussion of concept mapping activity: How

does a vesicular texture in a volcanic rock develop?
Answer: As magma rises up to the surface, it is subjected to decreasing
pressure, allowing dissolved gases to come out of the solution forming Guide question in the discussion of concept mapping activity: Heat is
gas bubbles. When the magma reaches the surface (as lava) and cools, a major agent in metamorphism and igneous rock formation, but not
the rock solidifies around the gas bubbles. The bubbles are then in sedimentary rocks. Why? Answer: Sedimentary processes occur in
preserved as holes or vesicles. surface conditions - low temperature and pressure conditions.
J. Additional activities for application or
remediation Homework to be submitted on next meeting. Each student to research Homework to be submitted on next meeting. Each student to
on 3 rocks (one for each rock type). Include in the discussion the research on 3 rocks (one for each rock type). Include in the
following: 1. history of formation discussion the following: 3. common textures 4.
2. common environment of formation common use of the rock
V. REMARKS
evaluation
80%
lesson.
remediation

other teachers?


C. Learning Competencies / Ojectives.
Write the LC code for each
II. CONTENT
First Quarter Review First Quarter Exam
A. References
3. Texbook pages

the new lesson

lesson
new skills #1

new skills #2

about the lesson

remediation
V. REMARKS
evaluation
80%
lesson.
remediation

other teachers?

DAILY LESSON LOG Teacher Remelyn O. Ragojos Learning Area Earth & Life Science
Teaching Dates and Time August 23 and August 25, 2016 (TTh 2:00-4:00) Quarter 2

C. Learning Competencies / Ojectives. At the end of the lesson, learners are able to: 1. describe how
Write the LC code for each marker fossils are used to define and identify subdivisions of
At the end of the lesson, learners are able to: 1. describe how layers of geologic time scale. S11/12ES-Id-28 2. describe how earth's history
rocks are formed S11/12ES-Id-25 2. describe methods to determine the can be interpreted from the geologic time scale. S11/12ES-Id-29
age of stratified rocks S11/12ES-Id-26 3. explain how relative and
absoulte dating were used to determined the subdivisions of geologic
time. S11/12ES-Id-27
II. CONTENT
Lesson 7 : History of the Earth Lesson 7 : History of the Earth
A. References
3. Texbook pages

the new lesson

lesson

new skills #1

new skills #2


about the lesson
remediation
V. REMARKS
evaluation
80%
lesson.
remediation

other teachers?

Teaching Dates and Time August 30 and Sept 1, 2016 (TTh 2:00-4:00) Quarter I

Explain the Continental Drift Theory, faults and folds. Explain the Seafloor Spreading Theory and Evolotion of ocean basins
Constuct diagrams on fols and faults
Reconstructing Pangaea Construct diagram on seafloor spreading.
C. Learning Competencies / Ojectives. At the end of the lesson, learners are able to: 1. explain how continents At the end of the lesson, learners are able to: 1. explain how the seafloor
Write the LC code for each drift. S11/12ES-Id-20 2. cite evidence that support continental drift spreads. S11/12ES-Id-23 2.describe the structure and evolution of ocean
S11/12ES-Id-21 3. explain how movement of plates leads to the formation basins S11/12ES-Id-24
of folds and faults S11/12ES-Id-22
II. CONTENT
Lesson 8 : Deformation of Crust- Plate Tectonics Lesson 8 : Deformation of Crust- Plate Tectonics
A. References
3. Texbook pages

A. Reviewing previous lesson or presenting Wegener’s idea left queries in the science community unanswered. An
the new lesson example of these questions is, “How can continents plow through hard,
solid ocean floor”?
Recall The Major Tectonic Plates and the 7 Continents.
B. Establishing a purpose for the lesson Continental Drift Theory states that all continents were once one large These questions pushed scientists to make more studies which led to the
landmass that brokeapart, and where the pieces moved slowly to their discovery of mid-oceanic ridge
current location.
C. Presenting examples/ instances of the new A mid- oceanic ridge is an underwater mountain. One of this is the
lesson Introduction of Continental Drift Theory by group reporting famous Mid- Atlantic Ridge, a vast undersea mountain chain in the
Atlantic Ocean. It has a gigantic cleft
about 32-48 km long and 1.6 km deep. The ridge is offset by fracture
zones or rift valleys.
D. Discussing new concepts and practicing Teacher Discussion of the Continental Drift Theory based on the learners’ In this cleft, the liquid rock called basaltic magma from the mantle rises
new skills #1 responses of the guide questions. up to the floor of the ocean. The hot magma cools down and hardens to
Activity on Plate Tectonics showing how drifted continents fit and can be form new oceanic crust. The new crust pushed the older rocks away from
brought together again forming the supercontinent. Activity on Plate the ridge. This is called seafloor-spreading theory by Harry Hess (1962)
Tectonics showing how drifted continents fit and can be brought together and R. Deitz (1961). What findings support the seafloor spreading
again forming the supercontinent. theory? Findings that support seafloor spreading theory
Instruction: Work in pairs: Using short bond paper A and pencil, draw the 1. Rocks are younger at the mid-ocean ridge
7 continents with labels, maintaining their exact shapes referring from the 2. Rocks far from the mid-ocean ridge are older
world map. Cut each of the continents by the scissors and try to bring 3. Sediments are thinner at the ridge
them together and paste in another short bond paper B. Try to fit them 4. Rocks at the ocean floor are younger than at the continents
together like a picture puzzle forming the Supercontinent Pangaea.
Answer the guide questions at the back of short bond paper B:
1. Explain how continents drift. Compare Pangaea with the current world
map. Now move one continent relative to its current location and observe
carefully the direction of its motion.
2. What clues are useful in reconstructing Pangaea? What continents do
you think were neighbors before?
3. Cite evidence that support continental drift.
E. Discussing new concepts and practicing The movement of plates leads to the formation of folds and faults by How did they explain the observations listed above? New crusts were
new skills #2 group reporting . added at the ridges of the ocean floor, pushing the old rocks away from
A fold is a bend in rock layers that results from stress. When the ridges. Also, old crusts were reabsorbed in the ocean trench. A trench
rock responds to stress by deforming in a ductile way, folds commonly is the deepest part of the ocean floor. Just like continental drift theory,
form. Faults are breaks in rocks along which movement has occurred. the seafloor spreading theory left some gaps.
Fold and fault are types of deformation which refers to all changes in the
original shape and/or size of a rock body which could result to mountain
building of folded mountains and fault block mountains.
F. Developing Mastery Group Work on Constructing Diagram and Oral Reporting on the
Formation of Folds and Faults
(Leads to Formative Assessment) Guide Questions:
1. How are mountains formed by folding?
2. How are mountains formed by faulting?
G. Finding practival applications of concepts Folds build folded mountains and faults build fault block mountains
H. Making generalizations and abstractions The Continental Drift Theory of Alfred Wegener provided an explanation From these two theories, a new theory evolved. This is called Plate
about the lesson about the movement of lithospheric plates. The earth’s lithosphere is Tectonic Theory. This theory states that the lithosphere is broken into a
divided onto several plates which ride over the weak asthenosphere and number of rigid moving slabs called plates. The plates are either oceanic
move in 3 types of movement divergent, convergent, and transform. plates ( under the ocean) and continental plates
Fold and fault are types of deformation which refers to all changes in the
original shape and/or size of a rock body which could result to mountain
building of folded mountains and fault block mountains.
Match Column A with Column B

Column A Column B
1. the name of Wegener’s large continent a. sea floor
I. Evaluating Learning Answer the following briefly in your activity sheet. spreading
1. Explain how continents drift. 2. large underwater mountain chain around the earth b. Pangaea
2. Cite evidence that support continental drift. 3. the earth’s surface is broken into many pieces c. plate tectonics
3. Explain how movement of plates leads to the formation of folds and 4. supercontinent broke up and drifted away d. mid-ocean ridge
faults. 5. continent moves over the ocean floor e. continental
drift
remediation
Research on the Seafloor Spreading theory and its evidences.
V. REMARKS
evaluation
80%
lesson.
remediation

other teachers?

DAILY LESSON LOG Teacher Remelyn O. Ragojos Learning Area Earth and Life Science
Teaching Dates and Time Sept 13 and Sept 15, 2016 (TTh 1:00-2:00) Sept 16, 2016 (F 1:00-3:00) Quarter I

A. Content Standards The different hazards caused by hydrometeorological phenomena The different hazards caused by coastal processes (waves, tides, sea-level
(tropical cyclones, monsoons, floods, and tornadoes or ipo-ipo) changes, crustal movement, and storm surges)
Uing hazard maps, identify areas prone to marine and coastal processes
Using hazard maps, identify areas prone to hydrometeorological hazards hazards
C. Learning Competencies / Ojectives. At the end of the lesson, learners are able to :1. give practical ways of At the end of the lesson, learners are able to: describe how coastal
Write the LC code for each coping with hydrometeorological phenomena hazards 11/12ES-Ig-35 processes result in coastal erosion, submersion, and saltwater intrusion
2. identify human activities that speed up or trigger floods 11/12ES-Ig-36 2. identify areas in your community prone to coastal erosion,
3. demonstate ways to help lessen the effects of hazards of in the submersion, and saltwater intrusion 3. give practical ways of coping with
community hydrometeorological phenomena 11/12ES-Ig-37 coastal erosion, submersion, and saltwater intrusion
II. CONTENT
Hydrometeorological Phenomena and Hazards Marine and Coastal Processes and their Effects
A. References
3. Texbook pages

A. Reviewing previous lesson or presenting Stae the ff. facts: 50% of world population concentrated in the coastal
the new lesson zones and ~75% of U.S. population living in coastal states
Call students to recite on definitions or descriptions of tropical cyclones, Coastal hazard problems compounded by increased
monsoons, floods, and tornadoes or ipo-ipo human activities.
B. Establishing a purpose for the lesson Ask the class on their views about the stated facts.
Ask the class: What to Do Before Intense Storms/ tropical
cyclones/Monsoons/Floods/Tornadoes?
C. Presenting examples/ instances of the new 1. Be familiar with the land around you to better assess your risk of Enumerate the ff. Coastal Hazards: Coastal erosion‐MOST dynamic
lesson danger. 2. Watch the patterns of storm-water drainage on slopes near coastal environment: Convergent zone of continental and oceanic
your home. 3. Watch the hillsides around your home for any signs of land processes, crustal movement,tsunamis, Rip currents ,waves, tides, sea-
movement, suchas small landslides or debris flows, or progressively tilting level changes, and storm surge
trees.
D. Discussing new concepts and practicing Teacher Discussion on What to Do During Intense Storms/ tropical Coastal Processes: Waves are formed by winds. The magnitude of waves
new skills #1 cyclones/Monsoons/Floods/Tornadoes? is controlled by: Speed, duration, fetch of the wind—The area or
1. Stay alert and awake.Listen to a National Oceanic and Atmospheric distance blown by winds. Tsunamis: Caused by earthquake or other
Administration (NOAA) Weather Radio or portable, battery-powered seafloor vibration. Waves-‐The wave height and wavelength are
radio or television for warnings of intense rainfall. controlled by wind speed (wind blowing over water produces waves).
2. If you are in areas susceptible to landslides and debris flows, consider Sea Level Rise and Climate Change-‐Sea level rises during warm climates
leaving if it is safe to do so. when glaciers are melting away, Increased coastal erosion occurs during
3. Listen for any unusual sounds that might indicate moving debris, such ice ages as water can flow down farther to reach the lowered sea level.
trees cracking or boulders knocking together. A trickle of flowing or falling Seacliff Erosion (e.g. landslide, mudflow, runoff)-‐Human activities
mud or debris may precede larger landslides. promoting seacliff erosion through: Urbanization, Added structures
4. Be alert for any sudden increase or decrease in water flow and for a along the edge—pools, and patios. Irrigation and other activities.
change from clear to muddy water near streams or river channel.
E. Discussing new concepts and practicing identify human activities that speed up or trigger floods Improper waste • Human Activity and Coastal Erosion
new skills #2 disposal, illegal logging, deforestation, CO2 emissions. • Coastal erosions along the Gulf of Mexico due to land subsidence from
the groundwater withdrawal and petroleum exploration. Reduction of
sand supply from the damming of rivers. Galveston Seawall -‐
Constructed after 1900 Hurricane Disaster (~12k killed). All sand eroded
away due to wave energy reflected off seawall
F. Developing Mastery Group Work on demonstating ways to help lessen the effects of Group Work on demonstating ways to help lessen the effects and
(Leads to Formative Assessment) hydrometeorological phenomena hazards in the community through a 5 practical ways of coping with marine and coastal processes hazards in
minute role playing- Group 1 & 2 the community through a 5 minute role playing- Group 3
G. Finding practival applications of concepts Let's advocate on a cleaner and greener environment and more alert • Hazard reduction: Reducing runoff (drainpipes), planed development
and skills in daily living citizens so that we can help lessen the effects of hydrometeorological and activities
phenomena hazards in the community.
H. Making generalizations and abstractions Staying alert, awake, and never get panic are the 3 essentials before, Once humans become involved in altering the coastal zone, they must
about the lesson during and after any hydrometeorological phenomena stay involved, or reap the consequences (down-‐current erosion, channel
filling, structure damage and destruction) of the changes such
involvement produces
I. Evaluating Learning Answer the following briefly in your activity sheet. Explain the following briefly in your activity sheet.
1. give practical ways of coping with hydrometeorological hazards Five general principles in managing coastal processes
2. identify human activities that speed up or trigger floods • Coastal erosion • Shoreline construction
3. enumerate ways to help lessen the effects of hazards of in the • Stabilization of the coastal zone
community hydrometeorological phenomena • Engineering structures: Design and consequences
• Structural vs. nonstructural alternatives
J. Additional activities for application or Research Assignment: Group 1. the historical development of the
remediation concept of life Group 2. the origin of the first life forms
Group 3. unifying themes in the study of life
Research on the Marine and Coastal Processes and their Effects.
V. REMARKS
evaluation
80%
lesson.
remediation

other teachers?

DAILY LESSON LOG Teacher Remelyn O. Ragojos Learning Area Earth and Life Science
Teaching Dates and Time Sept 20 and Sept 22, 2016 (TTh 1:00-2:00) Sept 23, 2016 (F 1:00-3:00) Quarter I

The learners demonstrate an understanding of: The learners demonstrate an understanding of:
A. Content Standards 1. the historical development of the concept of life 1. the cell as the basic unit of life 2. how photosynthetic organisms
2. the origin of the first life forms capture light energy to form sugar molecules
3. unifying themes in the study of life. 3. how organisms obtain and utilize energy
B. Performance Standards The learners shall be able to:

The learners shall be able to: make a poster that shows the complementary relationship of
value life by taking good care of all beings, humans, plants, and animals photosynthesis and cellular respiration
C. Learning Competencies / Ojectives. 1. explain the evolving concept of life based on emerging pieces of 1. explain how cells carry out functions required for life. S11/12LT-IIbd-4
Write the LC code for each evidence S11/12LT-IIa-1 2. explain how photosynthetic organisms use light
2.describe classic experiments that model conditions which may have energy to combine carbon dioxide and water to form energy-rich
enabled the first forms to evolve S11/12LT-IIa-2 compounds S11/12LT-IIbd-5 3. recognize that organisms require energy
3.describe how unifying themes in the study of life show the connections to carry out functions required for life S11/12LT-IIbd-8
among living things and how they interact with each other S11/12LT-IIa-3
II. CONTENT
I. INTRODUCTION TO LIFE SCIENCE II. BIOENERGETICS
A. References
3. Texbook pages

A. Reviewing previous lesson or presenting THE SUN: MAIN SOURCE OF ENERGY FOR LIFE ON EARTH Sunlight energy
the new lesson is transformed to energy stored in the form of chemical bonds
Elicit responses on the question: What is Life?
B. Establishing a purpose for the lesson There are many ideas about the origin of life. Plants absorb sunlight and use its energy to grow directly.
Autotrophic plants use chloroplasts, and the process of photosynthesis,
to capture the energy from sunlight and store it by creating sugar
(glucose) molecules.
C. Presenting examples/ instances of the new Scientist disagree about where life started? It is important for you to realize that photosynthesis alone can not
lesson sustain life. Remember, glucose is like a storage house for energy, storing
the chemical energy obtained from the sun. How is all of this energy
released from storage?
D. Discussing new concepts and practicing The Miley -Urey experiment: First flask partially filled with water and Respiration releases the chemical energy stored in glucose, which is used
new skills #1 heated to produce water vapor (sea) Water vapor was moved to a second by the cells to carry out their life activities (growing, moving, etc.).
flask where methane and ammonia vapor was added (atmosphere) Sunlight (radiant energy) is Transformed through the process of
Electric sparks (lightening) in second flask was energy source for chemical Photosynthesis in Green Plants Transforming the radiant energy into
reactionsBelow second flask, water vapor cooled (rain) and recycled to GLUCOSE (chemical energy) which can be
first flask (sea)Result: turned brown with amino acids and other complex Respired by Plants & Animals to Transform chemical energy
organic molecules Into other forms Required to continue living.
E. Discussing new concepts and practicing unifying themes in the study of life show the connections among living Photosynthesis is the process by which autotrophic organisms use light
new skills #2 things and how they interact with each other (Powerpoint presentation) energy to make sugar and oxygen gas from carbon dioxide and water . It
Biological Systems, Cellular Basis of Life, Form and Function, Reproduction occurs in chloroplasts, organelles in certain plants. All green plant parts
and Inheritance, Interaction with the Environment, Energy and Life, have chloroplasts and carry out photosynthesis
Regulation, Adaptation and Evolution, Biology and Society and Scientific
Inquiry. Example of interaction: the energy of sunlight, along with carbon
dioxide and water, allows plant cells to make organic materials,
synthesize chemical energy molecules, and ultimately release oxygen into
the environment.
F. Developing Mastery Draw diagram of Miley- Urey Experiment Write out the chemical equation for photosynthesis. Using the
(Leads to Formative Assessment) magazines supplied, cut out pictures/symbols that can represent the
reactants and products of photosynthesis
Carbon Water Glucose Oxygen

dioxide gas
G. Finding practival applications of concepts All species tend to maintain themselves from generation to generation Where Does Cellular Respiration Take Place? It actually takes place in two
and skills in daily living using the same genetic code. However, there are genetic mechanisms parts of the cell: Glycolysis occurs in the Cytoplasm and Krebs Cycle &
that lead to change over time ETC Take place in the Mitochondria
H. Making generalizations and abstractions Energy is the capacity to do work. All living organisms are active (living) When is ATP Made in the Body? During a Process called Cellular
about the lesson because of their abilities to link energy reactions to biochemical reactions Respiration that takes place in both Plants & Animals
that take place within their cells. Everything from cells to organisms to
ecosystems is in a state of dynamic balance that must be controlled by
positive or negative feedback mechanisms.
I. Evaluating Learning Explain by oral recitation the ff. scientific researches which often lead to Create a labeled diagram showing how photosynthesis and respiration
technological advances that can have a positive and/or negative impact are related using pictures cut out from a magazine.
on society as a wholebiotechnology and the development of the Hepatitis
B vaccine; monitoring environmental consequences of global warming,
genetic engineering and efforts to conserve the dwindling biodiversity on
Earth

remediation Science is a way of knowing. It can involve a discovery process using
inductive reasoning, or it can be a process of hypothesis testing.Research Research Work: Where Does Cellular Respiration Take Place? It actually
on the development of cell theory, or discovery of the structure of DNA. takes place in two parts of the cell: Glycolysis occurs in the Cytoplasm
and Krebs Cycle & ETC Take place in the Mitochondria
V. REMARKS
evaluation
80%
lesson.
remediation

other teachers?

Latest Earth&Lifesci Remelyndaily Lesson Log (DO No42 s2016)

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Latest Earth&Lifesci Remelyndaily Lesson Log (DO No42 s2016)

Uploaded by

Copyright:

Available Formats

Annex 1b to DepEd Order No. 42, s.

GRADES 1 to 12 School Kabatan National High School Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1. Teacher's Guide pages

2. Learner's Material pages

4. Additional Materials from Learning

B. Other Learning Resources

G. What innovation or localized materials did I

GRADES 1 to 12 School Kabatan National High School Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1. Teacher's Guide pages

2. Learner's Material pages

4. Additional Materials from Learning

G. What innovation or localized materials did I

GRADES 1 to 12 School Kabatan National High School Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The learners shall be able to make a concept map and use it to

1. Teacher's Guide pages

2. Learner's Material pages

4. Additional Materials from Learning

B. Other Learning Resources

G. What innovation or localized materials did I

GRADES 1 to 12 School Kabatan National High School Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1. Teacher's Guide pages

2. Learner's Material pages

4. Additional Materials from Learning

B. Other Learning Resources

G. What innovation or localized materials did I

GRADES 1 to 12 School Kabatan National High School Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1. Teacher's Guide pages

2. Learner's Material pages

4. Additional Materials from Learning

G. What innovation or localized materials did I

GRADES 1 to 12 School Kabatan National High School Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The learners demonstrate an understanding of The learners demonstrate an understanding of

C. Learning Competencies / Ojectives.

1. Teacher's Guide pages

2. Learner's Material pages

4. Additional Materials from Learning

B. Other Learning Resources

Guide question in the discussion of concept mapping activity: How

G. What innovation or localized materials did I

GRADES 1 to 12 School Kabatan National High School Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1. Teacher's Guide pages

2. Learner's Material pages

4. Additional Materials from Learning

B. Other Learning Resources

B. Establishing a purpose for the lesson

C. Presenting examples/ instances of the new

E. Discussing new concepts and practicing

H. Making generalizations and abstractions

J. Additional activities for application or

G. What innovation or localized materials did I

GRADES 1 to 12 School Kabatan National High School Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1. Teacher's Guide pages

2. Learner's Material pages

4. Additional Materials from Learning

B. Other Learning Resources