SOLOTSOLOT NATIONAL HIGH

DAILY LESSON LOG School

SCHOOL
Grade Level 11
Department of Education Teacher KENNEDY F. VAGAY Learning Area EARTH & LIFE SCIENCE
Teaching Dates and Time Week 1 Quarter First Quarter |1st Semester
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
The learner understands of…
1. the formation of the universe and the solar system;
A. Content Standards
2. the subsystems (geosphere, hydrosphere, atmosphere, and biosphere) that make up the Earth;
3. the Earth’s internal structure.
The learners should be able to …
B. Performance Standards
Conduct a survey to assess the possible geologic/ hydrometeorological hazards that your community may experience.
1. Recognize the uniqueness of Earth, being the only planet in the solar system with properties necessary to support life.
C. Learning
2. Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow.
Competencies/Objectives
3. Identify common rock-forming minerals using their physical and chemical properties.
IDENTIFYING COMMON ROCK -
II. CONTENT UNIQUENESS OF THE EARTH EARTH’S SUBSYSTEMS
FORMING MINERALS
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources Modules in Earth and Life Science
IV. PROCEDURES
Introduce the new lesson by
Greet the students and ask them Introduce the new lesson by stating that minerals are the
1. Reviewing previous lesson or to share one thing they know stating that the Earth is composed building blocks of rocks and that
Orientation regarding the subject.
presenting the new lesson about Earth. of four subsystems that interact different minerals have distinct
with one another. physical and chemical properties
that allow them to be identified.
2. Establishing the purpose of 1. Explain that in this lesson, we Explain to the students that the Explain to the students that the
the lesson will learn about the uniqueness purpose of the lesson is to help purpose of the lesson is to help
of Earth as the only planet in them understand the Earth's them understand the physical
the solar system with subsystems and how they interact and chemical properties of
properties necessary to with each other. common rock-forming minerals

3. Presenting
examples/instances of the
new lesson
4. Discussing new concepts
and practicing new skills #1
2. Discussing new concepts
and practicing new skills #2
support life.
2. State the competency: To
recognize the uniqueness of
Earth, being the only planet in and how to identify them.
the solar system with
properties necessary to
support life.
1. Display a multimedia 1. Display a multimedia
presentation that shows the presentation that shows the
Earth's subsystems and how physical and chemical
Show pictures of different planets
they are interconnected. properties of common rock-
in the solar system and ask
2. Show real-life examples of forming minerals.
students to identify the differences
how the subsystems interact 2. Show real-life examples of
among them.
with each other (e.g., how the how minerals are used in
water cycle connects the everyday life (e.g., quartz in
hydrosphere, atmosphere, watches, feldspar in
and biosphere). ceramics).
1. Divide the students into small 1. Display samples of common
groups and assign each group rock-forming minerals and
1. Discuss the properties a subsystem to focus on describe their physical and
necessary to support life, such (atmosphere, biosphere, chemical properties.
as the presence of water, geosphere, hydrosphere). 2. Ask the students to observe
suitable temperature range, 2. Ask each group to discuss the each mineral sample and
and atmosphere. characteristics of their identify its physical properties
subsystem and how it interacts (e.g., color, luster, hardness,
with the other subsystems. cleavage, fracture).
1. Explain the concept of the
habitable zone and how it
relates to the unique
properties of Earth.
2. Show a video clip or
animation that illustrates the
habitable zone and how Earth
fits within it.
https://www.youtube.com/
watch?v=J04YN9azln8
3. Ask students to describe what

3. Developing Mastery
4. Finding practical
applications of concepts
and skills in daily living
5. Generalizing and
abstractions about the
lesson
6. Evaluating Learning
7. Additional Activities for
Application or Remediation
V. REFLECTION
they saw in the video and how
it relates to the uniqueness of
Earth.
1. Divide the class into small
groups and ask each group to
1. Ask the students to draw a
create a diagram or illustration
diagram of the Earth's Ask the students to think about
that explains the unique
subsystems and how they how the physical and chemical
properties of Earth that make it
interact with each other. properties of minerals affect their
suitable for life.
2. Have the students label each daily lives.
2. Ask each group to present
subsystem and explain their
their diagrams and discuss
interactions.
their understanding of the
topic.
1. Ask the students to think about
Provide examples of practical how the Earth's subsystems
Discuss with the class some
ways that individuals can help affect their daily lives.
examples of how minerals impact
protect the environment, such as 2. Discuss with the class some
their lives (e.g., smartphones,
reducing waste, conserving water, examples of how the
cars).
and using renewable energy. subsystems impact their lives
(e.g., weather, food sources).
1. Ask the students to reflect on
what they have learned about Ask the students to reflect on
Encourage students to think
the Earth's subsystems and what they have learned about
critically about how the unique
how they interact with each the physical and chemical
properties of Earth could be
other. properties of minerals and how to
replicated or adapted to support
2. Encourage the students to identify common rock-forming
life on other planets.
generalize and abstractions minerals.
about the lesson.
Assign homework that asks
students to research and write a
report on a planet or celestial
body in the solar system and how
its properties compare to those of
Earth.
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 this 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: Approved by:

KENNEDY F. VAGAY LEILANI R. SARMIENTO, EdD VILMA P. AVILA, EdD

Teacher II Head Teacher III School Principal II