NEW BATAAN NATIONAL HIGH

School SCHOOL
Grade Level 11
DAILY EARTH and LIFE
Teacher SADHANA MARIE C. ZAMORA Learning Area SCIENCE
LESSON
T-F
PLAN Teaching Date 8:30-9:30 (Jaena) SECOND/
February 6, 2024 Semester/Quarter
and Time 9:45-10:45 1sT Quarter
(Bonifacio)

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

B. Performance The learners should be able to conduct a survey to assess the possible
Standards geologic/hydrometeorological hazards that your community may experience.
C. Learning
Competencies/ At the end of the learning period, the learner recognizes the uniqueness of the Earth, being
Objectives the only planet in the solar system with properties necessary to support life.
(Write the LC code)

II. CONTENT Origin and Structure of the Earth (How did the universe come to be?)

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials Conceptual Science and Beyond: Earth and Life Science (A Worktext for Senior High
pages School)
3. Textbook pages
4. Learning Resource
(LR) portal
B. Other Learning
Youtube, Google
Resources
IV. PROCEDURES
1. Prayer
2. Greetings
A. Preliminaries 3. Arrangement of Chairs
4. Attendance

B. Reviewing previous ELICIT

lesson or presenting Present the new lesson
Ask: How did our world come to be?
the new lesson
C. Establishing a ENGAGE
purpose for the Relate the use of telescopes in investigating events and phenomena occurring in the outer space.
lesson
D. Presenting Short video: “What is Universe?” The Dr. Binoc’s show
examples/instances
of the new lesson
E. Discussing new EXPLORE
concepts and The Big Bang Theory states that in the beginning, all matter was present at one place as very hot
practicing new skills and dense accumulation. Due to extremely enormous temperature, the matter exploded and moved
#1 away at very rapid speeds.

Role-play: Students will be grouped according to their seats and perform a role-play about their
F. Discussing new understanding on how the universe formed.
concepts and Rubrics:
practicing new skills Presentation – 10pts.
#2 Understanding of the topic – 10pts.
Cooperation – 5pts

G. Developing mastery EXPLAIN

 How did the universe come to be?

Cosmology
The understanding of the origin, evolution, structure and fate of the universe is called
cosmology. The earliest musings about the origin of the universe can be found in the
Rigveda, an ancient Indian collection of more than one thousand Vedic Sanskrit hymns
composed in 1700-1100 B.C. The Hymn of Creation in the Rigveda reveals that ancient
Indians believed that the universe had an origin and pondered about how and where the world
and everything else began.

For Greeks, the cosmos has always been in existence. Neither created nor perishable, the
(leads to Formative cosmos for many Greek thinkers was timeless and infinite in extent. From the Greek thinkers
Assessment 3) also came the idea of the universe having a center. Philolaus was the first to propose that
Earth was not the center of the universe, but a central fire, around which other celestial object,
such as the moon and other planets revolved uniformly. Aristarchus seconded Philolaus, but
said that the central fire was the Sun. this claim by Aristarchus was the first to propose a
heliocentric model of the universe. These views were overshadowed by the much-favored view
of Aristotle, that the center of the cosmos is Earth. Claudius Ptolemy popularized and
elaborated the geocentric model which was later called the Ptolemaic model.

Albert Einstein also introduced his cosmic view: the universe was a finite and static closed
four-dimensional sphere. Einstein’s universe was homogenous, where matter spread smoothly
throughout space. Einstein’s theory would later lead to the development of the Big Bang
Theory.

H. Finding practical ELABORATE

applications of
concepts and skills Further expansion of the universe as evidenced by movements of heavenly bodies in the deep recesses
in daily living in the universe.
I. Making
Ask: What is your belief, religious, cultural or scientific belief about how the universe came to be?
generalizations and
abstractions about
the lesson
EVALUATE

J. Evaluating learning Complete the sentence:

1. I believe in the theory of ________ because ___________.
2. I do not believe on the theory of ________ because _________.
I. Additional activities EXTEND
for application or
remediation Make an illustration of the Big Bang Theory.
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
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?

Prepared by:

SADHANA MARIE C. ZAMORA

Teacher II
New Bataan National High School
Division of Davao De Oro

Inspected by:

HIMAYA J. MAGUIDATO
HT-III/Teacher-In-Charge
New Bataan National High School
Division of Davao De Oro
 NEW BATAAN NATIONAL HIGH
School SCHOOL
Grade Level 11
DAILY EARTH and LIFE
Teacher SADHANA MARIE C. ZAMORA Learning Area SCIENCE
LESSON
T-F
PLAN Teaching Date 8:30-9:30 (Jaena) SECOND/
February 7, 2024 Semester/Quarter
and Time 9:45-10:45 1sT Quarter
(Bonifacio)

I. OBJECTIVES
The learners demonstrate understanding of the formation of the universe and the solar
D. Content Standards system.

E. Performance The learners should be able to conduct a survey to assess the possible
Standards geologic/hydrometeorological hazards that your community may experience.
F. Learning
Competencies/ At the end of the learning period, the learner recognizes the uniqueness of the Earth, being
Objectives the only planet in the solar system with properties necessary to support life.
(Write the LC code)

II. CONTENT Origin and Structure of the Earth (How did the solar system come to be?)

III. LEARNING
RESOURCES
C. References
1. Teacher’s Guide
pages
2. Learner’s Materials Conceptual Science and Beyond: Earth and Life Science (A Worktext for Senior High
pages School)
3. Textbook pages
4. Learning Resource
(LR) portal
D. Other Learning
Youtube, Google
Resources
IV. PROCEDURES
1. Prayer
2. Greetings
K. Preliminaries 3. Arrangement of Chairs
4. Attendance

ELICIT
L. Reviewing previous Present the new lesson
lesson or presenting Review previous lesson.
the new lesson Ask: What was Einstein’s theory about the universe that later lead to the Big Bang Theory?

M. Establishing a ENGAGE
purpose for the Activity: Students are asked to stand up and imagine that they are in space.
lesson Ask: What are the things you could possibly find in space?
N. Presenting
Short video: “The Solar System” The Dr. Binoc’s show
examples/instances
of the new lesson
O. Discussing new EXPLORE
concepts and Recent advances in science and technology aided us in explaining the origin of the Earth and other
practicing new skills planets. Information derived from optical telescopes, space probes, computer power and better
#1 techniques for detecting planets serve as considerable pieces of evidence in testing earlier theories.
P. Discussing new Activity: YES or NO. Students will be grouped into two and fall in line. The teacher will be asking
concepts and questions answerable with a YES or a NO. If the answer is YES, they should jump from their line going
practicing new skills in. If NO, they should jump going back to their line. Students who fail to answer correctly will be out of
#2 the game.
Q. Developing mastery EXPLAIN
(leads to Formative
Assessment 3) How did the solar system form?
 Various models had been created to explain the origin of the Earth, such as the random
capture model, the close-approach model and the star-formation model. The latter was
generally favored today and accepted as explanation for the origin of the planets. It was later
called the Nebula theory.

About 4.6 billion years ago, a supernova occurred and shocked a nearby interstellar space and
triggered the solar nebula to collapse. As the solar nebula collapsed, its core temperature
increased and released thermal energy.

Short video: “Stellar Evolution” The Lifecycles of Stars

R. Finding practical ELABORATE

applications of
concepts and skills Protosun – the center of the solar nebula
in daily living Protoplanetary disk – a pancake-shaped circumstellar disk of dust and gas where the planets
eventually formed.
Planetesimals – formed when the protoplanetary disk started to collide with each other and became
planets.
S. Making Terrestrial planets – Mercury, Venus, Earth and Mars
generalizations and Jovian planets – Jupiter, Saturn, Neptune and Uranus
abstractions about
the lesson Still, many planetesimals remained scattered between the newly formed planets. These leftovers
became comets and asteroids.

Ask: Is there a chance that there could be another solar system in our universe?
EVALUATE
T. Evaluating learning
Ask: What is the difference between a Jovian planet and a Terrestrial planet?
J. Additional activities EXTEND
for application or
remediation Map out the solar system on the floor using stones.
V. REMARKS

VI. REFLECTION
H. No. of learners who
earned 80% in the
evaluation
I. No. of learners who
require additional
activities for
remediation
J. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson
K. No. of learners who
continue to require
remediation
L. Which of my
teaching strategies
worked well? Why
did these work?
M. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
N. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by:

SADHANA MARIE C. ZAMORA

Teacher II
New Bataan National High School
Division of Davao De Oro

Inspected by:

HIMAYA J. MAGUIDATO
HT-III/Teacher-In-Charge
New Bataan National High School
Division of Davao De Oro
 NEW BATAAN NATIONAL HIGH
School SCHOOL
Grade Level 11
DAILY EARTH and LIFE
Teacher SADHANA MARIE C. ZAMORA Learning Area SCIENCE
LESSON
T-F
PLAN Teaching Date 8:30-9:30 (Jaena) SECOND/
February 8, 2024 Semester/Quarter
and Time 9:45-10:45 1sT Quarter
(Bonifacio)

I. OBJECTIVES
The learners demonstrate understanding of the subsystems (geosphere, hydrosphere,
G. Content Standards atmosphere and biosphere) that make up the Earth.

H. Performance The learners should be able to explain that the Earth consists of four subsystems, across
Standards whose boundaries matter and energy flow.
I. Learning
Competencies/ At the end of the learning period, the learner explains that the Earth consists of four
Objectives subsystems, across whose boundaries matter and energy flow.
(Write the LC code)

II. CONTENT Origin and Structure of the Earth (How did our planet come to be?)

III. LEARNING
RESOURCES
E. References
1. Teacher’s Guide
pages
2. Learner’s Materials Conceptual Science and Beyond: Earth and Life Science (A Worktext for Senior High
pages School)
3. Textbook pages
4. Learning Resource
(LR) portal
F. Other Learning
Youtube, Google
Resources
IV. PROCEDURES
1. Prayer
2. Greetings
U. Preliminaries 3. Arrangement of Chairs
4. Attendance

ELICIT
V. Reviewing previous Present the new lesson
lesson or presenting Review previous lesson.
the new lesson Ask: What are the properties a planet must possess for it to support life?

W. Establishing a ENGAGE
purpose for the
lesson Activity1. Earth Systems Picture Analysis (students will be asked to group with their seatmates and list
down their observations about the following pictures).

X. Presenting
examples/instances
of the new lesson

Ask: What are the proofs that life forms are existing in the pictures? (student’s answers may vary)

Y. Discussing new EXPLORE

concepts and For better understanding, let us watch this video.
practicing new skills (Short video: “The Four Spheres”, The Dr. Binoc’s Show)
 #1
Ask: What is the video all about?
Z. Discussing new What are the different materials found on Earth?
concepts and What are the four subsystems of the Earth?
practicing new skills
#2
AA. Developing mastery EXPLAIN
(leads to Formative

First Sub-system: Atmosphere

Assessment 3)

The word atmosphere comes

from the Greek roots atmos
which means gas, and sphaira
which means globe or ball.
The atmosphere makes up of
all the gases on Earth. It
extends
outward about 10 000 km from
the surface of the Earth.
First Sub-system: Atmosphere
The word atmosphere comes
from the Greek roots atmos
which means gas, and sphaira
which means globe or ball.
The atmosphere makes up of
all the gases on Earth. It
 extends
outward about 10 000 km from
the surface of the Earth.
Atmosphere – the word atmosphere comes from the Greek word atmos which means Gas, and
sphaira, which means globe or ball. The atmosphere makes up of all the gases on Earth. It extends
outward about 10,000 km from the surface of the Earth.
Geosphere – the geosphere is considered that portion of the Earth system that includes the Earth’s
interior, rocks and minerals, landform and the processes that shape the Earth’s surface. The Earth itself
is not a perfect sphere but an oblate spheroid, with a radius of 55,357 km from the Earth’s center to the
North Pole and 55,378 km from the center to the Equator.
Hydrosphere - is the sum of all water on Earth and the water cycle that distributes it around the planet.
Earth is unique in the solar system for its abundant surface waters. Our orbital distance from the sun, in
addition to our unique atmosphere, gives Earth the right temperature in our middle-aged solar system to
have water as a liquid and lots of it. It’s because of the hydrosphere that life flourishes on Earth.
Biosphere – the biosphere contains the entirety of the Earth’s living things. It is sometimes referred to
as the “zone of life”. From a geophysical standpoint, biosphere is the global ecological system
integrating al living things and their relationship including their interactions with the elements of the
lithosphere, hydrosphere and atmosphere. The biosphere is divided into biomes. Biomes are the world’s
major communities. They are classified according to the predominant vegetation characterized by
adaptations of organisms to that particular climate.
BB. Finding practical ELABORATE
applications of
concepts and skills Ask: What will happen if any of the four subsystems of Earth fail or becomes disturbed by human
in daily living activities?

What Earth systems are interacting in the following situations?

CC.Making a. The mango tree in the backyard is blown by the wind.
generalizations and b. Typhoon Hannah damages a sugar cane crop in the Bicol Region.
abstractions about c. Air next to the ground becomes warm.
the lesson d. Water vapor condenses.
e. Your classmate Joseph gets caught in the rain.

EVALUATE

DD.Evaluating learning
In a ½ crosswise sheet of paper, answer this question:
“How does the four subsystems work together to support life on Earth?”
EXTEND

Multiple choice. Choose the letter of the best answer. Write the chosen letter on a sheet of paper.
1. Which of the following is the most abundant gas in the atmosphere?
a. Argon b. Carbon dioxide c. Nitrogen d. Oxygen
2. Hydrosphere includes all the _____________ on Earth.
K. Additional activities
a. Landform b. Gases c. Water d. Living things
for application or
3. Which of the following is not included in Earth’s subsystems?
remediation
a. Atmosphere b. Geosphere c. Hydrosphere d. Photosphere
4. Which of the following are included in the geosphere?
a. Lake b. Mineral c. Nitrogen gas d. Water vapor
5. The Earth system is considered _______________.
a. A closed system b. an open system c. an isolated system d. none of the above

V. REMARKS

VI. REFLECTION
O. No. of learners who
earned 80% in the
evaluation
P. No. of learners who
require additional
activities for
remediation
 Q. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson
R. No. of learners who
continue to require
remediation
S. Which of my
teaching strategies
worked well? Why
did these work?
T. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
U. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by:

SADHANA MARIE C. ZAMORA

Teacher II
New Bataan National High School
Division of Davao De Oro

Inspected by:

HIMAYA J. MAGUIDATO
HT-III/Teacher-In-Charge
New Bataan National High School
Division of Davao De Oro