HAGGAI CENTER FOR Grade Level

School 11
PROFESSIONAL DEVELOPMENT
DAILY LESSON PLAN Learning
Teacher RUFAIDA A. ABDULAZIS Area Earth and Life Science

Teaching Dates and

Time Week 1, Day 1-5 Semester 1ST SEM

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners The learners The learners The learners The learners
demonstrate an demonstrate an demonstrate an demonstrate an demonstrate an
understanding of: understanding of: understanding of: understanding of: understanding of:
1. the formation of the 1. the formation of the 1. the formation of the 1. the formation of the 1. the formation of the
universe and the solar universe and the solar universe and the solar universe and the solar universe and the solar
system system system system system

B. Performance Standards The learners shall be able to simulate and create an outer space scenario and the possible existence of extra
terrestrial life.

C. Learning Competencies/ 1. State the 1. State the 1. Describe the 1. Describe the 1. Recognize the
Objectivcs different hypothesis different hypothesis different hypotheses different hypotheses uniqueness of Earth,
Write the LC code for each explaining the origin explaining the origin explaining the origin explaining the origin being the only planet
of the universe. of the universe. of the solar system. in the solar system
of the solar system.
(S11/12ES -Ia-e-1) (S11/12ES -Ia-e-1) (S11/ 12ES - Ia-e-2) (S11/ 12ES - Ia-e-2) with properties
necessary to support
2. Describe the 2. Describe the Specific objectives: Specific objectives: life.
different hypotheses different hypotheses 1.1. Cite and profile (S11 /12ES - I1-e-3)
1. Illustrate the
explaining the origin explaining the origin the other members of parts of the sun and
of the solar system. of the solar system. 2. Explain the
the solar system. the phases of the current
(S11/ 12ES - Ia-e-2) (S11/ 12ES - Ia-e-2) 2. Explain the moon. advancements/inform
Specific objectives: current 2. Discuss the life ation on the solar
1. Prove that the advancements cycle of the stars. systematically
 universe is /information on the 3. Explain the (S11/12ES-Ia-e-5)
solar system current information on
the

expanding. (S11/12ES-Ia-e-5) solar system.

2. Formulate own
theory about the
origin of the universe.

II. Content
III. Learning Resources
A. References
1. Teacher's Guide pages
ORIGIN OF THE ORIGIN OF THE FORMATION OF FORMATION OF EARTH AND OUTER
UNIVERSE (PART 1) UNIVERSE (PART 2) SOLAR SYSTEM SOLAR SYSTEM SPACE
(OTHER MEMBERS) EXPLORATION
Teaching Guide for Teaching Guide for Teaching Guide for Teaching Guide for Teaching Guide for
Senior High School Senior High School Senior High School Senior High School Senior High School
INITIAL RELEASE INITIAL RELEASE INITIAL RELEASE INITIAL RELEASE INITIAL RELEASE
JUNE 13, 2016 JUNE 13, 2016 JUNE 13, 2016 JUNE 13, 2016 JUNE 13, 2016
EARTH AND LIFE EARTH AND LIFE EARTH AND LIFE EARTH AND LIFE EARTH AND LIFE
SCIENCE SCIENCE SCIENCE SCIENCE SCIENCE
Published by the Published by the Published by the Published by the Published by the
Commission on Commission on Commission on Commission on Commission on
Higher Education, Higher Education, Higher Education, Higher Education, Higher Education,
2016 Chairperson: 2016 Chairperson: 2016 Chairperson: 2016 Chairperson: 2016 Chairperson:
Patricia B. Licuanan, Patricia B. Licuanan, Patricia B. Licuanan, Patricia B. Licuanan, Patricia B. Licuanan,
Ph.D. Ph.D. Ph.D. Ph.D. Ph.D.

2. Learner's Materials pages

3. Textbook pages Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva,
et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior
High School Series High School Series High School Series High School Series High School Series
Earth Science (STEM Earth Science (STEM Earth Science (STEM Earth Science (STEM Earth Science (STEM
TRACK). Diwa TRACK). Diwa TRACK). Diwa TRACK). Diwa TRACK). Diwa
Learning Systems Learning Learning Learning Learning
INC. , 2016. Systems INC. , Systems INC. , Systems INC. , Systems INC. ,
2016. 2016. 2016. 2016.

Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan,
Ph.D., et.al EARTH Ph.D., et.al EARTH Ph.D., et.al EARTH Ph.D., et.al EARTH Ph.D., et.al EARTH
and LIFE Sciences for and LIFE Sciences for and LIFE Sciences for and LIFE Sciences for and LIFE Sciences for
Senior High School Senior High School Senior High School Senior High School Senior High School
(Core Subject)., (Core Subject)., (Core Subject)., (Core Subject)., (Core Subject).,
LORIMAR LORIMAR LORIMAR LORIMAR LORIMAR
Publishing Inc., Publishing Inc., Publishing Inc., Publishing Inc., Publishing Inc.,
2016. 2016. 2016. 2016. 2016.
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources INTRO TO THE INTRO TO THE http://dawn.jpl.nasa.g https://www.youtube.c
UNIVERSE Stephen UNIVERSE Stephen ov/DawnClassrooms/ om/watch?v=79M2lS
Hawking Hawking pdfs/ActiveAccretion_ VZiY4
https://www.youtube. https://www.youtube. Dawn.pdf http://scied.ucar.edu/s
c c un-regions
om/watch?v=sM7N5U om/watch?v=sM7N5U http://www.telescope.
813-g 813-g org/pparc/res8.html
IV. Procedures
A. Reviewing previous lesson or
presenting the new lesson.
"SUPERMASSIVE "RECAP THINKING "SHARE & DARE" "ASTRONAUT
BLACKHOLE" CHAIR" Group the students Start the class with a BELIKE"
Recap the video into two groups. this moon phases Present the rubrics in
Show to the students watched yesterday, Randomly pick a video: class and ensure that
a picture of the ask the students to representative each all students have
universe. Let them give insights regarding group. Do a toss coin https://www.youtube.c rubrics sheets for they
share ideas. the possible origin of as who is to go first. om/watch?v=79M2lS will also be grading
the solar system and The winning group VZiY4 their classmates
how the sun was gets to mention a presentation.
created. planet they know and Ask someone from
an information about class if they could still
the planets of the recall the moon
solar system, after phases based on their
giving information, the learning when they
other team needs to were in grade 7.
provide additional (10minutes)
information about the
planet. Score is given
to the team who gets
to give the most
information.
B. Establishing a purpose for the "VOCABULARY "VOCABULARY "HOW OLD ARE "WISH UPON A
lesson BOOST" BOOST" YOU PO?" STAR"
Ask students if they Give a computation Mention to students
In the board, write have an idea about about how old will a different members of
the following bolded the words that were 16 year old teenage the Solar System like
words, for them to presented yesterday be in planet VENUS, asteroids, meteoroids,
get familiarize: and if they MARS, PLUTO? comets. Show
Baryonic matter understood the pictures of meteor Showcase the 9
Dark matter meaning of those www.mistupid.c showers, asteroid videos created by the
Dark Energy words. om/astronomy/ageon belts, Kuiper Belt, students. (Use a
Protostar planets.htm Oort cloud, and rubric for
Thermonuclear comets like Hailey's, documentary film
reaction Shoe maker Levy creation) see
Main Sequence (10minutes) attachment. For the
Stars first day, 5 videos to
Light years be presented, second
day is 4 videos.
C. Presenting examples/ instances Instruct the students Ask the students to *use a rubric for
of the new lesson to take down notes as go outside documentary film
they watch a 1 and a Instruct the students (gymnasium or track
to take down notes as field) creation
half video. Since the
class is only 1 hour, they watch the last
split the video into 45 part of the video. So Print the activity in the
minutes for two days. there will be an lesson from this page:
So there will be an allotted 15 minutes
allotted 15 minutes wrap up. http://dawn.jpl.
wrap up. nasa.gov/DawnClassr
ooms/pdfs/ActiveAccr
D. Discussing new concepts and (Intro to the (Intro to the Print the document Discuss some
etion_Dawn.pdf
practicing new skills #1 Universe Stephen Universe Stephen from this website, additional details and
Hawking) Hawking) http://scied.ucar.edu/s asked students for
https://www.youtube.c https://www.youtube.c un-regions. Shortly supplemental

om/watch?v=sM7N5U om/watch?v=sM7N5U discuss and print out information to

813-g 813-g the parts of the Sun. determine knowledge
(10minutes) and comprehension
E. Discussing new concepts and Answer the activity in about the planets.
practicing new skills #2 Challenge Yourself p.
22 and 24 in EARTH
and LIFE Sciences for
Senior High School
(Core Subject).
F. Developing mastery WEB OUTPUT #1 WEB OUTPUT #2 Answer the questions 20 item quiz for the
(Leads to Formative Assessment 3) VIDEO PART 1 provided in the first 4 lessons
ANALYSIS Assignment worksheet. discussed.
Answer the following due next week (20minutes)
questions: 1. Why is WEB OUTPUT #3.
the Big Bang Theory Research Different Answer the
the most accepted Theories of The following questions:
theory about the Universe 1. As part of Earth's
origin of the existence, what can
universe? 1. Brahmanda you do to preserve
2. How can you 2. Aristotleian the uniqueness of the
prove that the 3. Heliocentric planet?
universe is 4. Big Bang 2. Why is Earth
expanding? considered unique
3. Based on the compared with other
video watched, what planets.
can you say about the
theory of the
universe? *use a rubric for the
critical thinking
*use a rubric for analysis.
critical thinking
analysis
G. Finding practical applications of cont. of WEB
concepts and skills in daily living OUTPUT #2
In no less than 300
 words, write an
reflective essay that
answers the following
questions (to be
uploaded in the
weebly site):
How will the
continuous expansion
of the universe affect
the Earth? If you were
an astrophysicist,
what else can you
investigate about the
universe?

*use a rubric for

reflective essay
H. Making generalizations and For supplemental Ask the students to
abstraction about the lesson learning, provide generalize their
students handout #1 activity and what they
for Earth and Life have learned per
Science, see group.
attachment.
I. Evaluating learning For the Unit Project,
divide the class into 9
groups, and have
them randomly select
thru fish bowl
technique planets of
the solar system.
They will be
doing a short 5 -10
minute video about
the planets of the
 solar system. They
will be simulating
an extra terrestrial
and outer space-
like adventure.They
will be reporting
and showcasing the
properties of the
planets such as: 1.
Location and
Description
2. Rotation and
Revolution
3. Temperature
4. Elements
5. Possible life
existence/current
advancements?

They need to present

and upload it in their
website (UNIT
PROJECT1). Ensure
that criteria and
rubrics are presented
to the students.

Students will be
showcasing it the
week after it was
given.
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 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 use/discover which I
wish to share with other teachers?

HAGGAI CENTER FOR Grade Level

School 11
DAILY LESSON PLAN PROFESSIONAL DEVELOPMENT
 Learning Area
Teacher RUFAIDA A. ABDULAZIS Earth and Life Science
Teaching Dates and Time
Week 2, Day 1-4 Semester 1st Sem

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners The learners The learners The learners
demonstrate an demonstrate an demonstrate an demonstrate an
understanding of: understanding of: understanding of: understanding of:
1. the formation of the 1. the 1. the 1. the
universe and the solar subsystems subsystems subsystems
system (geosphere, (geosphere, (geosphere,
hydrosphere, hydrosphere, hydrosphere,
atmosphere and atmosphere and atmosphere and
biosphere) that make biosphere) that make biosphere) that make
up the Earth up the Earth up the Earth
2. the Earth's 2. the Earth's 2. the Earth's
internal structure internal structure internal structure
B. Performance Standards The students will be creating a pop-up book showing all the Earth's
subsystem.

C. Learning Competencies/ 1. Recognize the 1. Recognize the 1. Recognize the 1. Recognize the
Objectivcs uniqueness of Earth, uniqueness of Earth, uniqueness of Earth, uniqueness of Earth,
Write the LC code for each being the only planet being the only planet being the only planet being the only planet
in the solar system in the solar system in the solar system in the solar system
with properties with properties with properties with properties
necessary to support necessary to support necessary to support necessary to support
life. life. life. life.

II. Content
III. Learning Resources
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
(S11 /12ES - I1-e-3) (S11 /12ES - I1-e-3) (S11 /12ES - I1-e-3) (S11 /12ES - I1-e-3)
2. Explain the current 2. Explain that the 2. Explain that the 2. Explain that the
advancements/inform Earth consists of four Earth consists of Earth consists of
ation on the solar subsystems, across four subsystems, four subsystems,
systematically whose boundaries across whose across whose
(S11/12ES-Ia-e-5) matter and energy boundaries matter boundaries matter
flow. and energy flow. and energy flow.
(S11/ 12ES - Ia-e-4) (S11/ 12ES - Ia-e-4) (S11/ 12ES - Ia-e-4)
3. Identify the
layers of Earth (crust,
mantle, core)
(S11/12ES-Ia-e-7)
4. Differentiate
the layers of the
Earth. (S11/12ES-Ia-
e-8)
EARTH AND OUTER EARTH : Only Living EARTH 2100 (PART EARTH 2100 (PART UNIT TEST
SPACE Planet? 1) 2)
EXPLORATION
Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva,
et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior
High School Series High School Series High School Series High School Series
Earth Science (STEM Earth Science (STEM Earth Science (STEM Earth Science (STEM
TRACK). Diwa TRACK). Diwa TRACK). Diwa TRACK). Diwa
Learning Systems Learning Systems Learning Systems Learning Systems
 INC. , 2016. INC. , 2016. INC. , 2016. INC. , 2016.

Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan,

Ph.D., et.al EARTH Ph.D., et.al EARTH Ph.D., et.al EARTH Ph.D., et.al EARTH
and LIFE Sciences for and LIFE Sciences for and LIFE Sciences for and LIFE Sciences for
Senior High School Senior High School Senior High School Senior High School
(Core Subject)., (Core Subject)., (Core Subject)., (Core Subject).,
LORIMAR LORIMAR LORIMAR LORIMAR
Publishing Inc., Publishing Inc., Publishing Inc., Publishing Inc.,
2016. 2016. 2016. 2016.
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources https://www.youtube.c EARTH 2100 EARTH 2100
om/watch?v=CmbXc documentary documentary
Nh4FcM https://www.youtube.c https://www.youtube.c
https://www.yo om/watch?v=LUWyD om/watch?v=LUWyD
utube.com/watch?v= WEXH8U WEXH8U
K2KYRo9CcRc
https://www.yo
utube.com/watch?v=d
4tbZn2ehPA
IV. Procedures
A. Reviewing previous lesson or Bring an apple and "BACK to the see attached UNIT
presenting the new lesson. Present the rubrics in slice into two. Let the FUTURE @ 2100" Have a 5 TEST
class and ensure that students to observe Provide students with minutesharing of the
all students have closely the thought -provoking possible turn out of
rubrics sheets for they composition of the concepts, like what events of the
will also be grading apple and relate the will happen in our documentary-video.
their classmates compositions of the planet at 2100? Will it
presentation. apple to the layers of get better, or will get
the Earth. worse? Let students
B. Establishing a purpose for the Showcase the Ask the students to share ideas.
lesson remaining videos bring clay and
created by the popsicle stick. Let the
students. (Use a students create the
rubric for internal structures of
documentary film the Earth.
creation) see
attachment. *rubrics for group
performance
*use a rubric for
C. Presenting examples/ instances Watch videos about Students will be Students will continue
documentary film
of the new lesson the Earth Subsystems watching a to watch the Part 2 of
creation
(2-5minutes only per documentary film the video.
video) entitled EARTH 2100
(https://www.youtube.
https://www.youtube.c com/watch?v=LUWyD
om/watch?v=CmbXc WEXH8U) It will be
Nh4FcM divided into two parts
https://www.yo since it is 1.5 hour
utube.com/watch?v= long. 45 minutes for
K2KYRo9CcRc the first session and
https://www.yo 45 for the second.
utube.com/watch?v=d Instruct students that
4tbZn2ehPA they will be doing a
D. Discussing new concepts and Discuss some "JOURNEY TO THE reaction paper
practicing new skills #1 additional details and CENTER OF THE afterwards.

E. Discussing new concepts and ask students for EARTH"

practicing new skills #2 supplemental
This output is to be
information to Shortly discuss the
submitted the
determine knowledge Earth Subsystems
following week and
and comprehension and Earth's Internal
upload it as WEB
about the planets. Structure.
OUTPUT #5

F. Developing mastery Continuation of WEB Answer the Challenge

(Leads to Formative Assessment 3) OUTPUT #4. Yourself pp.34-35. A
 Answer the following - C (see attached
questions: copy Earth and Life
Science book)
1. Make a mind map
showing the condition
that make Earth a
living planet.

*use a rubric for mind

map creation.

G. Finding practical applications of Ask questions to Ask students to make Remind the reaction
concepts and skills in daily living students about our reaction paper paper due next week
different subsystems regarding the video to the students and
we see locally. watched. show the rubrics for
the paper
H. Making generalizations and
abstraction about the lesson
I. Evaluating learning
J. Additional activities for application Students will be
or remediation creating a pop-up
book about the Earths
subsystem (UNIT
PROJECT #2)
*see attached rubric
for the criteria
V. REMARKS

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 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 use/discover which I
wish to share with other teachers?
 HAGGAI CENTER FOR Grade Level
DAILY LESSON PLAN School 11
PROFESSIONAL DEVELOPMENT
Learning
Teacher RUFAIDA A. ABDULAZIS Area Earth and Life Science

Teaching Dates and

Time Week 3, Day 1-4 Semester 1st Sem

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners The learners The learners The learners The learners
demonstrate an demonstrate an demonstrate an demonstrate an demonstrate an
understanding of: understanding of: understanding of: understanding of: understanding of:
1. plate tectonics 1. plate tectonics 1. plate tectonics 1. how the planet 1. how the planet
Earth evolved in the Earth evolved in the
last 4.6 billion years last 4.6 billion years
(including the age of (including the age of
the Earth, major age the Earth, major age
of the Earth, major of the Earth, major
geologic time geologic time
subdivisions and subdivisions and
marker fossils.) marker fossils.)

B. Performance Standards
C. Learning Competencies/ 1. Explain how 1. Explain how 1. Explain how the 1. Describe how 1. Describe the
Objectivcs the continents drift. the seafloor spreads movement of plates layers of rocks different methods
Write the LC code for each (S11 /12ES - Id-20) (S11/ 12ES - Id-23) leads to the formation (stratified rocks) are (relative and
2. Cite evidence of folds and faults formed absolute dating) to
2. Describe the
that (S11/ 12ES - Id-22) (S11/12ES-Ie-25) determine the age of
structure of evolution
support continental stratified rocks.
of ocean basins
drift (S11/12ES-Ie-26)
(S11/ 12ES - Id-23)
(S11/ 12ES - Id-21) 2. Explain how
relative and
absolute dating
were used to

determine the
subdivisions of
geologic time
(S11/12ES-Ie-27)

II. Content
CONTINENTAL SEAFLOOR Deformation of FORMATION OF DATING: ABSOLUTE
DRIFT SPREADING Crust: Folds and ROCKS or RELATIVE?
Faults
III. Learning Resources
A. References
1. Teacher's Guide pages

2. Learner's Materials pages

3. Textbook pages Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva,
et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior
High School Series High School Series High School Series High School Series High School Series
Earth Science (STEM Earth Science (STEM Earth Science (STEM Earth Science (STEM Earth Science (STEM
TRACK). Diwa TRACK). Diwa TRACK). Diwa TRACK). Diwa TRACK). Diwa
Learning Learning Learning Learning Learning
Systems INC. , Systems INC. , Systems INC. , Systems INC. , Systems INC. ,
2016. 2016. 2016. 2016. 2016.

Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan,
Ph.D., et.al EARTH Ph.D., et.al EARTH Ph.D., et.al EARTH Ph.D., et.al EARTH Ph.D., et.al EARTH
and LIFE Sciences for and LIFE Sciences for and LIFE Sciences for and LIFE Sciences for and LIFE Sciences for
Senior High School Senior High School Senior High School Senior High School Senior High School
(Core Subject)., (Core Subject)., (Core Subject)., (Core Subject)., (Core Subject).,
LORIMAR LORIMAR LORIMAR LORIMAR LORIMAR
Publishing Inc., Publishing Inc., Publishing Inc., Publishing Inc., Publishing Inc.,
2016. 2016. 2016. 2016. 2016.
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources ICE AGE SEAFLOOR http://dusk.geo.orst.

https://youtu.be/TzzG SPREADING edu/oceans/

PfVx32M ACTIVITY OreoCookie.pdf
ALFRED WEGENER www.kfandale.com/ud Bob Little’s “Fun with plate
https://www.youtube.c l/resources/sea floor tectonics.” McDougal
om/watch? spreading Littell’s Earth Science
v=mRqjoN_TDU pages 172- 179.

IV. Procedures
A. Reviewing previous lesson "WHO'S TO "RECAP THINKING "RECAP THINKING CHAIR" Group the students Display in front of
or presenting the new lesson. BLAME?" CHAIR" Recap the Theory of Plate into 5 groups and the class two types
Watch a video clip of Review and recap Tectonics based on ask them to of
ICE AGE TEASER yesterday's lesson yesterday's lesson outdoors. rocks, ask them
https://youtu.be/TzzG about continental drift. which rock they think
PfVx32M. Ask previous is
knowledge about sea older and which is
floor spreading based younger?
on their learning in
their Grade 10.
B. Establishing a purpose for "GALAW GALAW "WALANG "PINOY AKO!" "TANGKAD, "TARA, BIYAHE
the lesson PAG MAY TIME" Show a FOREVER" Show the Philippine SAGAD" TAYO?"
recent research about hugot pickup lines. Plates and the Philippine Tallest Tower Instruct students
Australia regarding its Islands during the continental Activity. Give them that they will be
recent movement. Give and provide an drift theory: 10 minutes to build going to Rizal's
interesting "hugot" https://www.yo a tower using school located in
pickup lines utube.com/watch?v=n natural, Capinpin Street
regarding break ups, TTEjdrtfN8 biodegradable Binan City Proper.
http://www.scie materials (plastics, Prepare the
ncealert.com/australia -s- Ask students to straws not necessary
about-to-move-1-5metres- contribute and think of allowed). requirements
to-the-north some. needed and set the
date and time for the
said trip.

They will
documenting the
different
materials,

C. Presenting examples/ Show a short video about "THE LOST
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
antique items,
infrastructure and
building.
"HI-RO HI-HO" Showcase the Carbon 14
Alfred Wegener ATLANTIS" Assign the students into tower activity, and https://www.youtube.c
: Show the sea floor groups, assign them to bring then let the om/watchv=0rPYmRY
map in the mid OREO/HIRO/CREAM students explain GIjc&index=3&list=PL
https://www.youtube.c atlantic ocean -O cookies and prepare their how they UwTeBAi_JFGZAIuN
om/watch? ridges. Let the mobile phone for established the MTbwKmq7O3OpaiQ
v=mRqjoN_TDU students give ideas documentation, make sure tower. O
on how sea floor that they will have proper
spreading happens. labeling of the different folds Radio metric dating
and faults. part 1
https://youtu.be/tvnRp
xDamkklist=PLUwTeB
Ai_JFGZAIuNMTbwK
mq7O3OpaiQO
Radiometric dating
part 2
https://youtu.be/bJHV
QadoitYlist=PLUwTeB
Ai_JFGZAIuNMTbwK
mq7O3OpaiQO
THINK.PAIR. SHARE. Group the students Print and prepare Look at the tower if Discuss shortly
Let the students pair up into 5 groups and http://dusk.geo.orst. they have included radiometric, carbon
and afterwards have a ask them to do the edu/oceans/OreoCookie.pd in their tower, some 14 dating.
forum and discussion sea floor spreading f and the attached activity rocks, and let them
about activity, see review their ideas
 provided

seafloor spreading worksheet. worksheet. about rock

and Continental Drift classification. Shortly
E. Discussing new concepts and
theory. discuss stratification
practicing new skills #2 Allow the students to of rocks.
Clarify if there are explain the different
misconceptions types of folds and
regarding the theory faults.
after their discussion.
F. Developing mastery Answer Challenge Short Quiz about Answer the questions Guide Questions: Short quiz about
(Leads to Formative Assessment 3) yourself in Earth and Continental Drift and in the activity sheet. Carbon Dating
Life Sciences pp.40- seafloor Spreading Ask the students to 1. In which type of
42 A-C document their output rocks can you find *see attached
*see attached and post it in their fossils? Explain how suggested quizzes
suggested quizzes webpage as WEB these rocks are
OUTPUT # 6. formed and why most
fossils are found
there?

2. What does rock

statigraphy tell about
geologic time?
Explain how each
layer indicates its age
relative to the next
layer?
G. Finding practical applications of http://www.scienceale Group students and Instruct students that
concepts and skills in daily living rt.com/australia- assign them to they will be going to
sabout-to-move-1- different SEISMIC Rizal's school located
5metres-to-the-north FAULTS in the in Capinpin Street
Philippines. Present it Binan City Proper.
in a map in a larger
scale. Make sure They will
 students are able to documenting the
show the fault different
materials,
location in a larger antique items,
scale for better view. infrastructure and
building.
H. Making generalizations and
abstraction about the lesson
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 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 use/discover which I
wish to share with other teachers?

HAGGAI CENTER FOR Grade Level

DAILY LESSON PLAN School 11
PROFESSIONAL DEVELOPMENT
Learning
Teacher RUFAIDA A. ABDULAZIS Area Earth and Life Science

Teaching Dates and

Time Week 4, Day 1-4 Semester 1st Sem

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners The learners The learners The learners The learners
demonstrate an demonstrate an demonstrate an demonstrate an demonstrate an
understanding of: understanding of: understanding of: understanding of: understanding of:
1. how the planet 1. how the planet 1. how the planet 1. how the planet 1. how the planet
Earth evolved in the Earth evolved in the Earth evolved in the Earth evolved in the Earth evolved in the
last 4.6 billion years last 4.6 billion years last 4.6 billion years last 4.6 billion years last 4.6 billion years
(including the age of (including the age of (including the age of (including the age of (including the age of
the Earth, major age the Earth, major age the Earth, major age the Earth, major age the Earth, major age
of the Earth, major of the Earth, major of the Earth, major of the Earth, major of the Earth, major
geologic time geologic time geologic time geologic time geologic time
subdivisions and subdivisions and subdivisions and subdivisions and subdivisions and
marker fossils.) marker fossils.) marker fossils.) marker fossils.) marker fossils.)

B. Performance Standards Students will be conducting a History of the Earth Exhibit with their created diorama of the different geologic time
scale.
C. Learning Competencies/ 1. Describe how 1. Describe how 1. Describe how 1. Describe how 1. Describe how
Objectivcs marker fossils (also marker fossils (also marker fossils (also marker fossils (also marker fossils (also

Write the LC code for each know as guide fossils) know as guide fossils) know as guide fossils) know as guide fossils) know as guide fossils)
are used to define are used to define are used to define are used to define are used to define
and identify and identify and identify and identify and identify
subdivisions of the subdivisions of the subdivisions of the subdivisions of the subdivisions of the
geologic time scale geologic time scale geologic time scale geologic time scale geologic time scale
(S11/12ES-Ie-28) (S11/12ES-Ie-28) (S11/12ES-Ie-28) (S11/12ES-Ie-28) (S11/12ES-Ie-28)
2. Describe how the 2. Describe how the 2. Describe how the 2. Describe how the 2. Describe how the
Earth's history can be Earth's history can be Earth's history can be Earth's history can be Earth's history can be
interpreted from the interpreted from the interpreted from the interpreted from the interpreted from the
geologic time scale. geologic time scale. geologic time scale. geologic time scale. geologic time scale.
(S11/12ES-Ie-29) (S11/12ES-Ie-29) (S11/12ES-Ie-29) (S11/12ES-Ie-29) (S11/12ES-Ie-29)

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 tackled in week or two.
 GEOLOGIC TIME PROJECT BASED PROJECT BASED PROJECT BASED EXHIBIT DAY
SCALE LEARNING: GTS LEARNING: GTS LEARNING: GTS
DAY1 DAY2 DAY3
III. Learning Resources
A. References
1. Teacher's Guide pages

2. Learner's Materials pages

3. Textbook pages Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva,
et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior
High School Series High School Series High School Series High School Series High School Series
Earth Science (STEM Earth Science (STEM Earth Science (STEM Earth Science (STEM Earth Science (STEM
TRACK). Diwa TRACK). Diwa TRACK). Diwa TRACK). Diwa TRACK). Diwa
Learning Learning Learning Learning Learning
Systems INC. , Systems INC. , Systems INC. , Systems INC. , Systems INC. ,
2016. 2016. 2016. 2016. 2016.

Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan,
Ph.D., et.al EARTH Ph.D., et.al EARTH Ph.D., et.al EARTH Ph.D., et.al EARTH Ph.D., et.al EARTH
and LIFE Sciences for and LIFE Sciences for and LIFE Sciences for and LIFE Sciences for and LIFE Sciences for

Senior High School Senior High School Senior High School Senior High School Senior High School
(Core Subject)., (Core Subject)., (Core Subject)., (Core Subject)., (Core Subject).,
LORIMAR LORIMAR LORIMAR LORIMAR LORIMAR
Publishing Inc., Publishing Inc., Publishing Inc., Publishing Inc., Publishing Inc.,
2016. 2016. 2016. 2016. 2016.
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources
IV. Procedures
A. Reviewing previous lesson or
presenting the new lesson.
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances
of the new lesso
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Show different
pictures of different
eras, let the students
guess possible time, Each group is given
era they belong to. 10 minutes to present
their diorama.
A short storytelling Let the students per Let the students et the students
about the history of group provide a continue their activity continue their activity Invite 3 judges and
geologic time scale layout/plan of their and take note of their and take note of their prepare prizes for the
(eons, eras, periods, diorama and how they progress. progress. winner and
epoch) will be creating it. certificates for the
*see attached group *see attached group participants.
performance rubric performance rubric
COLLABORATIVE Assign group WORK.WORK.WOR
WORK: members with K
regards to their WORK.WORK.WOR
3-day PROJECT designations and K
BASED LEARNING: responsibilities in the
In a 45 student activity. Ensure that
classroom: there is full
documentation for
Group students into 3 day work.
groups according to
eras and periods:
*see attached group
1. PreCambrian Time performance rubric
(5members)
2. Paleozoic Era Allow students to start
their dioramas.
Cambrian(5members) WORK.WORK.WOR
K
Ordovician(5members
)
Silurian(5members)

Devonian(5members)
Carboniferous
(5members)
Permian (5members)
3. Mesozoic Era
(5members)
4l Cenozoic Era
(5members)

Instruct students that

they will be having a
History of the Earth
Exhibit on Friday.

They will be bringing

indigenous
materials and they
will be creating a
diorama. Present a
 rubric for

the criteria.
F. Developing mastery Instruct students to
(Leads to Formative Assessment 3) research about their
given topic/period.
and brainstorm
possible ideas that
they could create.
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstraction about the lesson
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 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 use/discover which I
wish to share with other teachers?

1st PERIODICAL TEST

Earth and Life Science 11

Name: Grade & Section:

A. Multiple Choice. Read each question carefully and select the best answer from the given choices. Write your answer on the space provided.

1. Which of the following is not part of the layer of the Earth

a. crust b. mantle c. troposphere d. core
2. The layer of earth which consists of solid nickel and iron
a. a.crust b. mantle c. inner core d. outer core
3. Which of the following is the reason why inner core is solid while outer core is liquid given that both parts have the same chemical composition?
a. Inner core experiences higher pressure which raises the melting point of iron and nickel
b. Inner core experiences lower pressure which raises the melting point of iron and nickel
c. Inner core experiences higher temperature than the outer core
4. Knowing about the effect of higher altitude to air temperature in troposphere, what would you do when climbing mountains?
a. bring umbrella c. bring enough food
b. bring/wear jackets d. bring flashlight
5. What is the most abundant element in the Earth’s atmosphere?
a. argon b. carbon dioxide c. nitrogen d. oxygen
6. What is the correct order of Earth’s atmospheric layer from bottom to top?
 a.. Stratosphere, mesosphere, troposphere, thermosphere, exosphere

b. mesosphere, stratosphere, troposphere, thermosphere, exosphere

c. troposphere, stratosphere, mesosphere, thermosphere, exosphere
d. stratosphere, troposphere, mesosphere, thermosphere, exosphere
7. Why is the presence of ozone layer in the stratosphere important for survival of living things on Earth?
a. It warms Earth’s surface c. it helps in cloud formation
b. it makes jet flying more comfortable d. offer protection from sun’s harmful UV rays
8. In which of the following layers of atmosphere does temperature decrease as altitude increases?
a. mesosphere and stratosphere c. troposphere and stratosphere
b. troposphere and mesosphere d. thermosphere and stratosphere 9. The solid outer section of Earth is referred to as the ________________.
a. atmosphere b. biosphere c. hydrosphere d. lithosphere 10. Which is not a type of tectonic plate boundary?

a. convergent b. divergent c. insurgent d. transform

11. Which process is not involved in the formation of sediments?

a. cooling b. deposition c. transportation d. weathering
12. When heat and pressure are applied to a sedimentary rock, it changes into __________.
a. intrusive igneous rock c. extrusive igneous rock
b. metamorphic rock d. magma
13. Which of the following best describes a mineral?
a. a solid natural material with a crystal structure
b. a material that was once living but as decayed
c. a liquid chemical used to make soil more fertile
d. a nutrient produced by plants that other organisms need
14. A student sorted mineral samples into two groups: dull and shiny. Which of the following properties did the student use to sort mineral samples into group?
a. cleavage b. hardness c. luster d. streak
15. Planet A is 149.6 million km from its own star (Sun’s size) with a 100 mile thick atmosphere made up of 77%N, 21%O 2 and 1%Ar, while Planet B is 227 million km from its
sun with a 1 mile thick atmosphere made up of 50%N, 15%O2 and 35% CO2. Which of the two is habitable?
a. Planet A b. Planet B c. Both A&B d. None of the above

16. Which process releases nitrogen gas (N2) back into the atmosphere?
a. denitrification b. nitrogen fixation c. decay d. nitrification
17. When water droplets get large enough to fall from the clouds, it's called:
 a. condensation. b. transpiration. c. sublimation. d. precipitation.
18. Josaphat tested a physical property of a mineral. He rubbed a mineral sample on a piece of white tile. The mineral left a red mark on the tile. Which of the following
properties of the mineral was Josaphat most likely testing?
a. cleavage b. hardness c. luster d. streak
19. Juan is scratching an unknown mineral to a gypsum, apatite, quartz and a diamond. What property of mineral could he possibly testing?
a. cleavage b. hardness c. Luster d. streak
20. Which of the following is a mineral?
a. glass b. Steel c. sugar d. salt
21. All of the following are causes of physical weathering except
a. Acid rain b. Running water c. Wind d. Plant growth
22. Which of the following would probably cause the most damage to a abandoned building found in a jungle?
a. Wind and water b. Solar heat and acid rain c. Storms d. Plant growth and earthquakes
23. The process by which small pieces of rocks and soil are carried away to new locations
a. faults b. weathering c. erosion d. deposition
24. What process creates new sand in a desert?
a. erosion of neighbouring streams b. Droughts
c. Fossils of animals and plants constantly decaying d. Wind erosion of rocks 25. What is the major cause of weathering and erosion?

a. glaciers b. Wind c. Ice d. Moving water

26.In Exogenic Process, which comes first?
a. Erosion b. Sedimentation c. Mass wasting d. Weathering?
27. Which of the following fields of Science that devotedly deals with the study of landforms?
a. Geography b. Biology c. Meteorology d. Geomorphology

For questions 28 & 29, please refer to the information given below.
I-Compressional Tectonic Forces II- Tensional Tectonic Forces III- Shearing Tectonic Forces
28. Which of the following refers to the pushing of crustal rock together?
a. I only b. II only c. I & II d. I & III
29. When it caused the Earth’s crust past each other and slide, what type of Tectonic force is involve?
a. III b. II c. I I,II,III
30. When crust is pushed towards each other by compressional tectonic force, fold is formed. What is most like be formed to the one that come upward?
a. Mountain b. rift valleys c. plains d. bedrock
31. Who proposed the Theory of Continental Drift?
a. Alfred Wegener b. Albert Einstein c. Edwin Hubble d.Isaac Newton
32. It refers to the single supercontinent in the early history of the Earth.
 a. Pangaea b. Pangae c. Gondwana d. Laurasia
33. It was hypothesized that the supercontinent later split into two large landmasses. Which of the seven continents now are parts of Southern
Hemisphere?
a. South America & Africa b. Australia & Europe c. India & Asia
d. Europe & Asia
34. A process happens whenever rocks are broken up without any change in their chemical composition.
a. Physical weathering b. chemical weathering c. biotic weathering d.
mechanical weathering
35. It refers to the weakening of rocks and the formation of new compounds caused by chemical reactions.
a. Physical weathering b. chemical weathering c. biotic weathering d. mechanical weathering
36. This weathering of rocks is caused by living organism.
a. Physical weathering b. chemical weathering c. biotic weathering d.mechanical weathering
37. It is the downslope movement of rock, regolith, and soil because of gravity.
a. Mass wasting b. frost weathering c. soil erosion d. carbonation
38. It is a vent surface of earth where magma is expelled during volcanic eruption.
a. Mountain b. volcano c. earthquake d. hill
39. Mesozoic: break up of major land mass; Cenozoic: ___________.
a. Mountains were uplifted b. oceans were formed c. land forming d. reptiles
40. Which of the following is Not TRUE about Natural Hazard?
a. Deforestation b. tsunamis c. earthquake d.volcanic eruptions
41. Which is statement is true about Natural disaster?
a. It causes damage to property.
b. It causes destruction of life
c. It introduces species
d. It harms the living organism
42. The word “hades” means ______.
a. Ice b. hell c. fire d. rocks
43. Which of the following is a remnant of any ancient animal or plant that has been preserved in crystallized rocks.
a. Fossil b. rocks c. stone d. soil
44. What is produce when magma cools and solidifies?
a. Ore Minerals b. Extrusive rocks c. Intrusive Rocks d. Metamorphic Rocks
45. What is the outermost layer of the Earth?
a. Mantle b. Crust c. Outer Core d. Inner core

B. True or False. Write T if the statement is correct on the space provided and write F if the statement is incorrect
46. The descent of the dense iron material into the core produces heat in Earth’s interior
47. If water is present, rocks will melt at higher temperatures than normal.
48. Under high pressure, rocks melt at lower temperatures.
49. When a rock melts, different minerals melt at the same temperature.
50. Magma that crystallizes forms igneous rocks

“If you can't explain it simply, you don't understand it well enough” – Albert Einstein Good luck!