School RAMON TORRES SAGASA SENIOR HIGHSCHOOL Grade level Grade-11

GRADE 11 Teacher Jullienne Grace S. Andrino Learning Area Earth and Life Science
DAILY LESSON LOG Teaching Dates and time Quarter First Quarter

Session 1 Session 2 Session 3 Session 4

DATE:
I. OBJECTIVES At the end of this lesson, the At the end of this lesson, the At the end of the session, the students shall be At the end of this lesson, the
able to answer correctly the summative test.
learners will be able to: learners will be able to: learners will be able to:
1. Describe the structure and 1. Identify the large scale and 1. Recognize the difference in
composition of the Universe; small scale properties of the the physical and chemical
2. State the different hypothesis Solar System; properties between
that preceded the Big Bang Theory 2. Discuss the different the Earth and its neighboring
of the origin of the Universe. hypotheses explaining the origin planes; and
3. Explain the red-shift and how it of the solar system; 2. Identify the factors that allow
used as proof of an expanding and a planet to support life.
universe;and 3. Become familiar with the
4. Explain the Big Bang Theory and most recent
evidences supporting the theory. advancements/information on
the solar system.
A. Content Standards The learner demonstrate an understanding of:
1. the formation of the universe and the solar system
2. the subsystem (Geosphere, hydrosphere, atmosphere and biosphere) that make up the earth.
3. the Earth’s internal structure
B. Performance Standards The learner shall be able to:
1. Conduct a survey to assess the possible geologic hazards that your community may experience.
2. Conduct a survey or design a study to assess the possible hydro meteorological hazards that your community may experience.
C. Learning The learners shall be able to state The learners shall be able to Answer the summative test. The learners shall be able to
Competencies/Objectives the different hypotheses and describe the different hypotheses recognize the uniqueness of
Write the LC code for theories explaining the origin of explaining the origin of the solar Earth, being the only planet in
each the universe (S11/12ES-Ia-e-1). system (S11/12ES-Ia-e-2) and the solar system with properties
explain the current necessary to support life.
advancements/information on the (S11/12ES-Ia-e-3)
solar system (S11/12ES-Ia-e-5)

II. Content 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 tacked in a week or two.

Origin and Structure of the Earth

III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix of concrete and manipulative materials as
RESOURCES well as paper based materials. Hands-on learning promotes concept development.

A. References  Teaching guide for Senior High School Earth and Life Science (CHED, 2016)
 Earth and Life Science For Senior High School (Educational Resources Corporation)
1. Teacher’s Guide pages PP.1-41
2. Learner’s Materials
pages
3. Textbook pages pp. 1-22
4. Additional Materials
from Learning
Resources(LR) portal
B. Other Learning
Resources
IV. Procedures These steps should be done across the week.Spread out the activities appropriately so the students will learn well. Always be guided by demonstration of learning by the students which you can infer
from 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 Connect the lesson to a real-life problem Ask the students on their prior knowledge Four pictures, One word: Ask the
lesson or presenting the or question. about the solar system and their students to guess the four letter word
-Tell the learners that the universe is components which have been discussed in LIFE.
new lesson atleast 13.8 billion of years old and that Grade 6 and Grade 8 Astronomy.
the Earth/solar system atleast 4.5-4.6
billions of years old. But how large exactly
is a billion?
B. Establishing a purpose Ask the learners how long will it take them -Show the class the photos of the milky 1. Let the students give their own
for a lesson to spend 1 billion pesos if they spend 1 way galaxy and discuss the highlights. impression/idea about the word LIFE.
peso per second? -Show a picture of our solar system and ask
them how do they think that our solar
system became what it is today?
(Underlying concepts on the evolution of
the solar system)
C. Presenting Show the learners series of photographs Show a short Video presentation about the Show the students the photographs of
examples/instances of regarding the lesson. solar system. Venus, Earth and Mars and let them
compare and contrast.
the new lesson

D. Discussing new *Group Presentation Activity 3: DISCOVERING DISCOVERIES!!! Act. 4: Tell me!
concepts and practicing *Give short lecture. Divide the class into group of 3 or 5
and give each group a copy of table 1
new skills #1 for reference. Ask them to write down
on a piece of paper similarities and
differences among planets. (15 mins)
Ask them to provide possible
explanations of their observation based
on their previous knowledge about the
planets. A representative will then

E. Discussing new
concepts and practicing
new skills # 2
F. Developing mastery
(Leads to formative Assessment
3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lessons
I. Evaluating learning
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
Activity 1: Bang That Balloon!
Ask the students to describe the different
theories on the origin of the universe
Activity 2: Gallery Walk
Each group (assigned with specific dates
about the evolution of the universe) will
draw their own representation of the
evolution based on the data provided by
the teacher and be able to share it with
other groups.
Differentiate and describe each hypothesis
concerning the origin of universe.
The learners will submit their own
reflection on the lesson been discussed.
Ask the learners to submit brief report on
the ff. topic/ questions:
What is the fate of the universe? Will the
universe continue to expand or will it
eventually contract because of gravity?
Reflect on your teaching and asses yourself as a teacher. Think about your student’s progress this week. What works? That 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.
present it to the whole class.
Give short lecturette. Give short lecture.
Group the students into 5 groups and Ask the students about their
assign a sound of an animal that will understanding on table 2.
represent each group. Give a series of
questions to be answered. The group with
highest points shall be the winner.
Act. 5: Interstellar Crash Landing
Ask students what factors would make
a planet habitable. Learners should try
to elaborate on their responses.
Provide a copy of table 2 to each group
(same group) and ask them to read the
document carefully and compare their
answers they have given in act 4.
Ask the students the different Ask the students of their understanding
theories underlying the origin of on Earth as the unique habitable
planet.
the solar system and the recent
advancement/information on the
solar system.
Let the students answer the ff. questions: Let the students draw their own
1. Is the solar system unique or rare? version of habitable planet be able to
2. What is the possibility of finding similar show it in front of the class.
system within the Milky way galaxy?
3. What about Earth-like planet?
Have the learners write a 200 word
report/essay on the following topic
“Can man alter Mars environment to
make it more suitable for human
habitation? How?
 require additional
activities for remediation
who scored below 80%.
C. Did remedial lessons
work? No. of learners
who have caught up with
the lessons.
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
use/discover which I wish
to share with other
teachers?

Prepared by:
Checked by: Ma. Eden P. Macarampat
Principal II
Jullienne Grace S. Andrino