School: ANGELES CITY NATIONAL TRADE SCHOOL Grade Level: GRADE 11

Grade 11 Teacher: FLOREANN A. BASCO Learning Area: EARTH AND LIFE SCIENCE
Daily Lesson Log
Teaching dates and Time: AUGUST 22-26, 2022 Quarter: 1st Quarter
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
TIME SECTION SECTION SECTION SECTION

7-8
8-9
9-10
10-11
11-12
12-1 LUNCH LUNCH LUNCH LUNCH LUNCH
1-2
2-3
I. OBJECTIVES
The learners demonstrate an The learners demonstrate an
The learners demonstrate an The learners demonstrate
understanding of the understanding of the
A. Content Standards understanding of the an understanding of the
formation of the universe and formation of the universe and
formation of the universe. formation of the universe.
the solar system. the solar system.
Make their own theory on the Make their own theory on Make their own theory on the Make their own theory on the
B. Performance Standards origin of the universe and the origin of the universe origin of the universe and solar origin of the universe and
solar system and solar system system solar system
A. The learners shall be A. The learners shall be B. Explain the current B. Explain the
able to state the different able to state the advancements or current
hypotheses and theories different hypotheses and information on the advancements or
explaining the origin of the theories explaining the solar system information on the
universe (S11/12ES-Ia-e- origin of the universe ( S11/12ES-Ia –e-5) solar system
C. Learning Competencies/Objectives 1). B. The learners shall be (S11/12ES-Ia-e-1). B. ( S11/12ES-Ia –e-5)
able to describe the The learners shall be
different hypotheses able to describe the
explaining the origin of the different hypotheses
solar system (S11/12ES-Ia- explaining the origin of
e-2) the solar system
(S11/12ES-Ia-e-2)
Specific Objectives  At the end of the  At the end of the  At the end of this  At the end of this
lessons, the learners lessons, the lesson, the learners lesson, the learners
will be able to: learners will be will be able to: will be able to:
  1. discuss and state the able to:  1. identify the large  1. identify the large
different hypothesis  1. discuss and scale and small scale scale and small scale
including the Big Bang state the different properties of the Solar properties of the
Theory of the Origin of hypothesis System; and Solar System; and
the Universe and solar including the Big  2. become familiar with  2. become familiar
system; Bang Theory of the the most recent with the most recent
 2. describe the Origin of the advancements/informa advancements/infor
structure and Universe and solar tion on the solar mation on the solar
composition of the system; system system
Universe; and 3.  2. describe the
explain the red-shift structure and
and how it used as composition of the
proof of an expanding Universe; and 3.
universe explain the red-
shift and how it
used as proof of an
expanding
universe
ORIGIN AND
ORIGIN AND STRUCTURE ORIGIN AND STRUCTURE OF ORIGIN AND STRUCTURE OF
STRUCTURE OF THE
OF THE EARTH THE EARTH THE EARTH
II. CONTENT EARTH
UNIVERSE AND THE SOLAR UNIVERSE AND THE SOLAR UNIVERSE AND THE SOLAR
UNIVERSE AND THE SYSTEM
SYSTEM SYSTEM
SOLAR SYSTEM

III. LEARNING RESOURCES

A. References 
1. Teachers Guide pages
2.Learners Material pages
Salandanan, Gloria G., Faltado
III, Ruben E., & Lopez, Merle
B. (2015). Earth and Life
3. Textbook pages
Sciences: For Senior High
School. LORIMAR Publishing
LORIMAR Publishing Inc.
Inc. Pages 4-24.
4. Additional Materials from Learning
Resource(LR) portal
B. Other Learning Resources Resources
Salandanan, Gloria G., Salandanan, Gloria G., Faltado Salandanan, Gloria G., Faltado
III, Ruben E., & Lopez, Merle B.
Faltado III, Ruben E., & III, Ruben E., & Lopez, Merle B.
(2015). Earth and Life Sciences:
Lopez, Merle B. (2015). (2015). Earth and Life
For Senior High School.
Earth and Life Sciences: Sciences: For Senior High
LORIMAR Publishing Inc. Pages
For Senior High School. School. LORIMAR Publishing
4-24.
Inc. Pages 4-24.
Pages 4-24.
Resources (1) (1)
 Reference Resources: (1)
http://imagine.gsfc.nasa.gov/
educators/lesson_plans.html
(2)
http://imagine.gsfc.nasa.gov/
educators/materials.html (3)
http://www.astro.princeton.e
du/~dns/teachersguide/web
site.pdf (4)
http://map.gsfc.nasa.gov/uni
verse/WMAP_Universe.pdf
(accessed 17 June 2016) (5)
https://en.wikipedia.org/wik
i/Universe (accessed 17 June
2016) (6)
https://www.youtube.com/w
atch?
v=RPVvgJoddO4&list=PLrhG2
NtyHAZuPW5HP3cyenGGTUq
UhumeQ(a ccessed 17 June
2016) (7) Steinhardt P and N
Turok. Endless Universe,
http://www.physics.princeto
n.edu/~steinh/endlessuniver
se/askauthors.html(accessed
17 June 2016) (8)
http://imagine.gsfc.nasa.gov/
educators/lesson_plans.html
(9)
http://science.nasa.gov/astro
physics/focus-areas/how-do-
stars-form-and-evolve/
(accessed 17 June 2016) (10)
http://csep10.phys.utk.edu/a
str161/lect/solarsys/solarsys
.html (accessed 17 June 2016)
(11)
https://en.wikipedia.org/wik
Reference Resources: (1) http://csep10.phys.utk.edu/as http://csep10.phys.utk.edu/ast
http://imagine.gsfc.nasa.g tr161/lect/solarsys/solarsys.h r161/lect/solarsys/solarsys.ht
ov/educators/lesson_plan tml (accessed 18 June 2016) ml (accessed 18 June 2016) (2)
s.html (2) (2) https://en.wikipedia.org/wiki/
http://imagine.gsfc.nasa.g https://en.wikipedia.org/wiki History_of_Solar_System_format
ion_and_ev
ov/educators/materials.ht /History_of_Solar_System_for
olution_hypotheses#Classificati
ml (3) mation_and_ev on_of_the_theories (accessed 18
http://www.astro.princet olution_hypotheses#Classificat June 2016) (3) "The Origin of
on.edu/~dns/teachersgui ion_of_the_theories (accessed the Universe, Earth, and Life."
de/website.pdf (4) 18 June 2016) (3) "The Origin National Academy of Sciences.
http://map.gsfc.nasa.gov/ of the Universe, Earth, and Science and Creationism: A
universe/WMAP_Universe Life." National Academy of View from the National
.pdf (accessed 17 June Sciences. Science and Academy of Sciences, Second
2016) (5) Creationism: A View from the Edition. Washington, DC: The
https://en.wikipedia.org/ National Academy of Sciences, National Academies Press,
wiki/Universe (accessed Second Edition. Washington, 1999.
http://www.nap.edu/read/602
17 June 2016) (6) DC: The National Academies
4/chapter/3#8 (accessed 18
https://www.youtube.co Press, 1999. June 2016) (4)
m/watch? http://www.nap.edu/read/60 http://science.nasa.gov/astrop
v=RPVvgJoddO4&list=PLr 24/chapter/3#8 (accessed 18 hysics/focus-areas/what-
hG2NtyHAZuPW5HP3cye June 2016) (4) poweredthebig-bang/ (accessed
nGGTUqUhumeQ(a http://science.nasa.gov/astrop 18 June 2016) (5)
ccessed 17 June 2016) (7) hysics/focus-areas/what- http://abyss.uoregon.edu/~js/
Steinhardt P and N Turok. poweredthebig-bang/ ast121/lectures/lec24.html(acc
Endless Universe, (accessed 18 June 2016) (5) essed 18 June 2016) (7)
http://www.physics.princ http://abyss.uoregon.edu/~js http://discovery.nasa.gov/educ
eton.edu/~steinh/endless /ast121/lectures/lec24.html(a ation/pdfs/Active
%20Accretion_Discovery
universe/askauthors.html ccessed 18 June 2016) (7)
_508.pdf (accessed 18 June
(accessed 17 June 2016) http://discovery.nasa.gov/edu 2016) (8)
(8) cation/pdfs/Active http://www.pbslearningmedia.
http://imagine.gsfc.nasa.g %20Accretion_Discovery org/resource/nsn11.sci.ess.eiu.
ov/educators/lesson_plan _508.pdf (accessed 18 June solarorigins/ origins-of-the-
s.html (9) 2016) (8) solar-system/ (accessed 18 June
http://science.nasa.gov/a http://www.pbslearningmedia 2016) (9)
strophysics/focus-areas/h .org/resource/nsn11.sci.ess.ei http://dawn.jpl.nasa.gov/Dawn
ow-do-stars-form-and- u.solarorigins/ origins-of-the- Classrooms/pdfs/ActiveAccreti
evolve/ (accessed 17 June solar-system/ (accessed 18 on_Dawn.p df (accessed 18 June
2016) (10) June 2016) (9) 2016) (10)
i/History_of_Solar_System_for http://csep10.phys.utk.ed http://dawn.jpl.nasa.gov/Daw (https://www.google.com.ph/u
mation_and_evolution_hypoth u/astr161/lect/solarsys/s nClassrooms/pdfs/ActiveAccr rl?
eses#Classificatio olarsys.html (accessed 17 etion_Dawn.p df (accessed 18 sa=i&rct=j&q=&esrc=s&source=
n_of_the_theories (accessed June 2016) (11) June 2016) (10) images&
17 June 2016) (12) "The https://en.wikipedia.org/ (https://www.google.com.ph/ cd=&ved=0ahUKEwjiue7soaTN
AhUDGJQKHXjHAQ4QjBwIBA&u
Origin of the Universe, Earth, wiki/History_of_Solar_Sys url?
rl=https %3A%2F
and Life." National Academy tem_formation_and_evolut sa=i&rct=j&q=&esrc=s&source %2Fupload.wikimedia.org
of Sciences. Science and ion_hypotheses#Classifica =images& %2Fwikipedia %2Fcommons
Creationism: A View from the tio n_of_the_theories cd=&ved=0ahUKEwjiue7soaT %2F9%2F9f
National Academyof Sciences, (accessed 17 June 2016) NAhUDGJQKHXjHAQ4QjBwIBA %2FSolarmap.png&bvm=bv.12
Second Edition.Washington, (12) "The Origin of the &url=https %3A%2F 4272578,d.dG
DC: The National Academies Universe, Earth, and Life." %2Fupload.wikimedia.org o&psig=AFQjCNGwA4eXmalQjo
Press, 1999. National Academy of %2Fwikipedia %2Fcommons CkVRqF4n4bDTC6sw&ust=146
http://www.nap.edu/read/6 Sciences. Science and %2F9%2F9f 5881 919469816)
024/chapter/3#8 (accessed Creationism: A View from %2FSolarmap.png&bvm=bv.1
17 June 2016) (13) the National Academyof 24272578,d.dG Other Learning Resources: (1)
Tablet Laptop (2) Projector
http://science.nasa.gov/astro Sciences, Second o&psig=AFQjCNGwA4eXmalQj
physics/focus-areas/what- Edition.Washington, DC: oCkVRqF4n4bDTC6sw&ust=1
powered-the-big-bang/ The National Academies 465881 919469816)
(accessed 17 June 2016) (14) Press, 1999.
Activities for teaching of the http://www.nap.edu/rea Other Learning Resources: (1)
Universe: d/6024/chapter/3#8 Tablet Laptop (2) Projector
http://www.nuffieldfoundati (accessed 17 June 2016)
on.org/science-society/activit (13)
iesuniverse and http://science.nasa.gov/a
http://molebash.com/dopple strophysics/focus-
r/horn/horn1.htm (15) Short areas/what-powered-the-
article: big-bang/ (accessed 17
http://www.scholastic.com/t June 2016) (14) Activities
eachers/article/?origin- for teaching of the
universe Universe:
http://www.nuffieldfound
Other Learning Resources: ation.org/science-
(1) Tablet Laptop (2) society/activitiesuniverse
Projector and
http://molebash.com/dop
pler/horn/horn1.htm (15)
Short article:

IV. PROCEDURES
Nature Identification
Activity: Bring one piece of
nature
A. Reviewing previous lesson or presenting
the
new lesson
Self-Reflection on the
relevance of the subject in the
learners course and life
B. Establishing a purpose for the lesson (What, So What and Now
What Method) based on the
Object Identification Activity
POWERPOINT
PRESENTATION:  Discuss
course description connecting
C. Presenting examples/instances of the new
it with the activity &
lesson/Activity
reflections to deepen the
interest of learners on the
subjec
D. Discussing new concepts and practicing POWERPOINT
the new skills #1 PRESENTATION:  INPUT1: POWERPOINT
http://www.scholastic.co
m/teachers/article/?
origin-universe
Other Learning Resources:
(1) Tablet Laptop (2)
Projector
WATCH A VIDEO ABOUT
BIG BANG THEORY
Self-Reflection on the
relevance of the subject in
the learners course and
life (What, So What and
Now What Method) based
on the Object
Identification Activity
PASS THE EARTH BALL GAME: RECAP THE PREVIOUS
Basketball Shoot, Volleyball LESSON ACTIVITY:
Spike, Baseball Bat, Soccer Kick 1. PUT SOME KEY WORKDS
BELOW THE CHAIR OF THE
STUDENTS
2. LET THE STUDENTS LOOK
AT THEIR CHAIR
3. THOSE WHO HAVE THE
KEY WORDS WILL READ
AND EXPLAIN WHAT IT
MEANS
4. LET THE AUDIENCE
AGREE OR DISAGREE WITH
THE EXPLANATION
Self-Reflection on the Self-Reflection on the
relevance of the subject in the relevance of the subject in
learners course and life (What, the learners course and life
So What and Now What (What, So What and Now
Method) based on the Object What Method) based on the
Identification Activity Object Identification Activity
POWERPOINT PRESENTATION: INPUT
PRESENTATION: INPUT 6: ELEMENT ABUNDANCE
 THEORIES ON THE ORIGIN
OF THE UNIVERSE AND THE
SOLAR SYSTEM
E. Discussing new concepts and practicing the
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
Students formulate their own
G. Finding practical applications of concepts
theories on the origin of the
and
skills in daily living universe, solar system and
earth
WHAT GENERALIZATION
YOU HAVE ON THE
H. Making generalizations and abstraction RELEVANCE OF THE SUBJECT
about the lesson TO YOUR COURSE AND YOUR
LIFE
I. Evaluating learning SHORT QUIZ
1. List the 9 theories being
discussed (9 pts.)
2. Differentiate the
3. approaches of
understanding the origin of
the universe, solar system or
earth (15pts)
TOTAL ITEMS = 24
PRESENTATION:
1.INPUT
2: BIG BANG THEORY
INPUT
3: IMPORTANT TERMS,
EVOLUTION &
COMPOSITION OF
UNIVERSE, BIRTHDEATH-
REBIRTH OF STARS, &
EXPANDING UNIVERSE
Students formulate their
own theories on the origin
of the universe, solar
system and earth
WHAT GENERALIZATION
YOU MAY DEVELOP
REGARDING THE
DIFFERENT THEORIES
ON THE ORIGIN OF THE
UNIVERSE
SHORT QUIZ
1. Describe the structure
and composition of the
Universe (10 pts.) 2.
Explain the concept of the
Red Shift and how it used
as an evidence for an
expanding universe (10
pts.) 3. Explain the origin
and evolution of the
Universe according to the
Big Bang Theory (10 pts.)
4: COMPONENTS, OVERVIEW ON EARTH, METEORITES
OF SOLAR SYSTEM INPUT AND UNIVERSE INPUT
5: LARGE & SMALL SCALE 7: RECENT ADVANCEMENT
FEATURES OF THE SOLAR & INFORMATION ON THE
SYSTEM SOLAR SYSTEM
Students formulate their own Students formulate their own
theories on the origin of the theories on the origin of the
universe, solar system and universe, solar system and
earth earth
WHAT CONCLUSION YOU MAY WHAT GENERALIZATION
HAVE REGARDING THE YOU MAY DEVELOP
COMPOSITION OF THE SOLAR REGARDING THE RECENT
SYSTEM ADVANCEMENT &
INFORMATION ON THE
SOLAR SYSTEM
SHORT QUIZ SHORT QUIZ
1. Identify 10 elements found
1. Illustrate the eight planets of in the universe and in earth.
the solar system based on the (10 pts.)
distance from the sun. (20 pts.) 2. Write T if answer is True &
2. Compare the 5 large scale F if answer is False: (5 pts.)
features of the solar system __a. Hydrogen, helium, inert
from the 3 small scale features gases, and volatiles, the
of the solar system. (15 pts.) 3. universe and Earth have
Outline what compose the similar abundance especially
solar system. (15 pts.) for rock and metal elements.
__b. The sun and the large
TOTAL ITEMS = 50 planets have enough gravity

J. Additional activities for application or
remediation
1. Research and
make/develop your own
hypothesis or theory on the
origin of the universe or solar
system using your
imagination and what you
learned from the different
SHORT to retain hydrogen and
TOTAL ITEMS = 30 helium.
_c. Rare inert gases are too
heavy for the Earth’s gravity
to retain, thus the low
abundance
__d. Retention of volatile
elements by the Earth is not
consistent with the idea that
some materials that formed
the Earth and the solar
system were “cold” and solid;
otherwise, the volatiles
would have been lost.
__e. The presence of heavy
elements such as lead, silver,
and uranium on Earth
suggests that it was derived
from remnants of a
supernova and that the Sun is
a second-generation star
made by
recycling materials.
3. Essay: Compare the three
recent advancement &
information on the solar
system & explain each
finding (15 pts.)
TOTAL ITEMS = 30
J
1. Research and 1. Research and make/develop 1. Research and
make/develop your own your own hypothesis or theory make/develop your own
hypothesis or theory on on the origin of the universe or hypothesis or theory on the
the origin of the universe solar system using your origin of the universe or solar
or solar system using your imagination and what you system using your
imagination and what you learned from the different imagination and what you
learned from the different theories we discussed. Support learned from the different
 theories we discussed. theories we discussed. your theories in your own theories we discussed.
Support your theories in your Support your theories in understanding based on Support your theories in your
own understanding based on your own understanding empirical data. (50 pts.) own understanding based on
empirical data. (50 pts.) based on empirical data. empirical data. (50 pts.)
(50 pts.)
V. REMARKS Conduct assessment next day Conduct assessment next
day Time was not enough so there Time was not enough so there is a
need to continue the discussion
is a need to continue the next week and conduct assessment
discussion next week and after
conduct assessment after
VI. REFLECTION
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 lesson 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 use Outdoor Nature Identification Activity by letting each learner bring one piece of object from nature, then facilitate class discussion using Socratic
discover which I wish to share with other method to introduce the subject matter and generate active class participation.
teachers?

FLOREANN A. BASCO, LPT FLOREANN A. BASCO ELIZER Y. CALMA

ELS Teacher Subject Group Head STEM Group Assistant Principal II