GRADE 1 School LICERIO ANTIPORDA SR.

Grade GRADE 11
to 12 NATIONAL HIGH SCHOOL-MAIN Level (STEM)
DAILY
Teacher Earth
JENNY VHIE V. TION Subject
LESSON Science
Teaching
LOG September 5, 2023
Dates and Quarter
7:30-8:30 FIRST
Time
I. OBJECTIVES:
A. Content Standards The learners demonstrate an understanding of:
 the formation of the universe and the solar system
 the subsystems (geosphere, hydrosphere, atmosphere, and
biosphere) that make up the Earth
 the Earth’s internal structure
B. Performance The learners shall be able to:
Standards  Conduct a survey to assess the possible geologic/
hydrometeorological hazards that your community may
experience.
C. Learning Learning Competency:
Competencies and
Objectives The learners should be able to…
 Recognize the uniqueness of Earth, being the only planet in the
solar system with properties necessary to support life.

Objectives:
At the end of the lesson, the students should be able to:
1. Identify the goals and perspectives of each of these social
sciences.
2. Compare and contrast the methodologies and areas of focus
within these disciplines.
3. Recognize the relevance of anthropology, sociology, and
political science in understanding society and culture.

References
II. CONTENT: Lesson No. 01
Topic: The Unique Planet Earth

Learner’s Learning Activity Sheet

III. LEARNING Material
RESOURCES: Other Resources www.google.com www.youtube.com
Materials Curriculum Guide
Teaching
Strategies
DI / ICT PowerPoint presentations, TV
IV. LEARNING PROCESS:
A. Elicit This lesson encourages students to appreciate the unique qualities of
(Recall/Priming/Drill) Earth that make it a haven for life in the solar system while fostering
critical thinking and scientific understanding.
B. Engage 1. Hook Activity: Begin with an intriguing question such as, "What makes
(Establish and/or present Earth so special in our solar system?" or "Why is Earth the only known
lesson goals/Connect) planet with life?"
2. Class Discussion: Encourage students to share their initial thoughts
and ideas in a brief discussion. Write down key points on the board.
C. Explore 1. Introduction to the Solar System: Provide an overview of our solar
(Scientific system using visual aids or diagrams. Highlight the position of Earth and
Inquiry/common other planets in relation to the Sun.
experience)
2. Properties Necessary for Life: Discuss the key properties that are
necessary to support life (e.g., distance from the Sun, presence of water,
atmosphere, magnetic field, and geological activity). Explain how these

D. Explain/Execute
(Guide students in
discussing and
practicing new skills)
E. Elaborate
(Assess student’s
progress and
understanding/demonst
ration of learning)
properties are unique to Earth.
Comparison with Other Planets: Using visual aids or charts,
compare Earth to other planets in the solar system in terms of their
habitability. Discuss why other planets are not suitable for sustaining
life as we know it.
Case Studies: Break the class into small groups. Assign each group
one of the terrestrial planets (Mercury, Venus, Mars) or a gas giant
(Jupiter, Saturn, Uranus, Neptune). Ask each group to research and
present information about their assigned planet's properties and why
it is unsuitable for life.

 Group Presentations: Have each group present their

F. Evaluate
(Check for student’s
Mastery level/make
generalization/Assess)
G. Extend
(Agreement/Project/
PBA)
findings to the class. Encourage discussion and questions after
each presentation to reinforce the understanding of the
differences between Earth and other planets.
Reflection and Discussion: Ask students to reflect on what
they've learned during the lesson. Discuss the significance of Earth's
uniqueness in the context of the vast universe. Encourage students
to express their thoughts on the importance of preserving our
planet.
Assign a research project where students explore the possibility of
life beyond Earth, such as the search for exoplanets or extremophiles
on Earth that provide insights into potential extraterrestrial life.

Assessment can be based on class participation, group

presentations, and the quality of reflections. Additionally, you can
assign a follow-up project or essay to evaluate their understanding in
greater depth.

V. REMARKS:

VI. REFLECTION:
No. of learners who earned 80% of the evaluation

No. of learners who require additional activities for

remediation who scored below 80%
Did remedial lessons work? No. of learners who
have caught up with the lesson
No. of learners who continue to require remediation
Which of my teaching strategies worked
well? Why did these worked?
What difficulties did I encounter which my principal
or supervisor can help me solve?
What innovation or localized materials did I use or
discover which I wish to
share with other teachers?
Prepared by: Reviewed/Checked by:

JENNY VHIE V. TION GINA V. SEBASTIAN

SPST-I/Subject Teacher MT-I/SHS Coordinator

Approved by:

NIMFA A. ALAGAO, PhD.

School Principal III