School MANGAYAWAN High School Grade Level 11

Teacher Floro T. Pelonio Learning Area Science

Teaching Dates and Quarter 1ST
Daily Lesson Log Time 7:30-8:30 / 9:45-10:45

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,
necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be
done for developing content knowledge and competencies. These are assessed using formative assessment
strategies. Valuing objective support the learning of content and competencies and enable children to find
significance and joy interacting the lesson. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner The learner The learner The learner
demonstrates the demonstrates the demonstrates the demonstrates the
understanding of: understanding of: understanding of: understanding of:
1. The different 1. The different 1. The different 1. The different
hazards caused by hazards caused by hazards caused by hazards caused by
geological processes geological processes geological processes geological processes
(earthquakes, volcanic (earthquakes, (earthquakes, (earthquakes,
eruptions, and volcanic eruptions, volcanic eruptions, volcanic eruptions,
landslides) 2. the and landslides) 2. the and landslides) 2. the and landslides) 2. the
different hazards different hazards different hazards different hazards
caused by caused by caused by caused by
hydrometeorological hydrometeorological hydrometeorological hydrometeorological
phenomena (tropical phenomena (tropical phenomena (tropical phenomena (tropical
cyclones, monsoons, cyclones, monsoons, cyclones, monsoons, cyclones, monsoons,
floods, and tornadoes floods, and tornadoes floods, and tornadoes floods, and tornadoes
or ipo-ipo or ipo-ipo or ipo-ipo or ipo-ipo
B. Performance Standards How the planet Earth How the planet Earth How the planet Earth How the planet Earth
evolved in the last 4.6 evolved in the last evolved in the last evolved in the last
billion years (including 4.6 billion years 4.6 billion years 4.6 billion years
the age of the Earth, (including the age of (including the age of (including the age of
major geologic time the Earth, major the Earth, major the Earth, major
subdivisions, and geologic time geologic time geologic time
marker fossils). subdivisions, and subdivisions, and subdivisions, and
marker fossils). marker fossils). marker fossils).
C. Learning Describe how the Describe how the Describe how the Describe how the
Competencies/Objective 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
s geologic time scale geologic time scale geologic time scale geologic time scale
 Write the LC code for each 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 tacked in a week or two.
History of the Earth History of the Earth History of the Earth History of the Earth
IV. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson
RESOURCES and in the learning. Ensure that there is mix of concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development
A. References Exploring Life through Exploring Life Exploring Life Exploring Life
Science Series through Science through Science through Science
Earth and Life Series Series Series
Sciences Earth and Life Earth and Life Earth and Life
Sciences Sciences Sciences
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages pp. 58-68 pp. 58-68 pp. 58-68 pp. 58-68
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
V. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by demonstration of learning by the student which you can infer from formative assessment
activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning process, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotted for each step.
A. ELICIT The teacher Continuation… Continuation…
The activities in this section will evoke or draw out prior recapitulates the The teacher The teacher
concepts or prior experiences from the students)
previous activity in a recapitulates the recapitulates the The teacher
form of questioning. previous activity and previous activity and recapitulates the
connects it to the connects it to the previous activity and
present activity. present activity. connects it to the
present lesson.
B. ENGAGE “GUESSING THE Other groups will Activity: Using the materials
(The activities in this section will stimulate their thinking AGE OF WATER ON present their output FILM VIEWING ON they have each group
and help them access and connect prior knowledge as
a jumpstart to the present lesson THE GLASS” yesterday. HYDROMETEOROLO will have an activity.
Based from the GICAL PHENOMENA ACTIVITY:
answer of the students Students will make a
connect the topic to The will have a guide presentation on how
be discuss. question to answer they will DO during
based from the film the
Ask: What is the basis they were going to hydrometeorological
 of their answer on watch. phenomena assign to
determining the age of teacher discusses the them.
the water. precautionary In the illustration
Teacher will address measures for board they will make
the different answer of earthquakes, volcanic an advertisement
the students. eruptions and warning during this
landslides phenomenon. They
Will include the cause
and effect

C. EXPLORE Students break up into Students will give the Students do

(In this section, students will be given time to think, groups to form Students will listen to hydrometeorological brainstorming on the
plan, investigate, and organize collected information; or
the performance of the planned/prepared activities from groupings. the reports of the event shown on the output of their
the students’ manual with data gathering with Guide
Questions) Giving another activity reporter/ discussant. video. classmate/ every
for the students to They will explain the group.
think and investigate cause of the said
at the same time phenomena and
organize the timeline students also on their
of the geological sets will give
event. feedback.
“GALLERY WALK”
Looking back in time
using pictures (Time
table)
They will go to
different station and
each station has a
guide question to
answer individually.
D. EXPLAIN Collaborative effort Teacher gives the Teacher will proceeds
(In this section, students will be involved in an analysis Each group will After all groups information as to the discussion of
of their exploration. Their understanding is clarified and
modified because of reflective activities)/Analysis of the consolidate the presented their additional to the idea the lesson.
gathered data and results and be able to answer the
Guide Questions leading to the focus concept or topic answer of the each output, the teacher of the students.
for the day. member and will explain and Critiques the output.
summarize for the address the issues
presentation to the raise on the different
class. output presented.
The teacher will give
the rubrics and consult
it to the students for
approval ( rubrics are
agreed upon by the
teacher and students)
 Content of Work
40%
Neatness of Work
20%
Explanation
40%
Total
100%
E. ELABORATE Representative from The teacher will give Brainstorming Students will give
(This section will give students the opportunity to the group will explain the result of the Each group will their insights on the
expand and solidify/concretize their understanding of
the concept and/or apply it to a real-world situation) the collaborative effort activity. brainstorm on the lesson
at the same time the hydrometeorological
members will assist they know or they
their representative. experience. They will
give their insights on
particular
hydrometeorological
phenomena.
F. EVALUATE Result of the activity Result of the Paper pencil
(This section will provide opportunities for concept using rubrics. individual output. assessment
check test items and answer key which are aligned to
the learning objectives – content and performance
standards and address misconceptions- if any)

G.EXTEND Given the report of the Ass: Ass;

(This section gives situation that explains the topic in a groups answer the 1. What IS a Bring the materials: Using the information
new context, or integrate it to another discipline/societal concern)
following HYDROMETEOROLOG (each group) they gathered for the
1. What is your basis ICAL phenomenon? lesson.
on arranging the 2. What are the 1.Coloring pen/color Make a time table for
different event for you hazards caused by 2. pencil the GEOLOGIC EVENT
to make a time table these 3. illustration board ON THE HIOSTORY OF
for the history of hydrometeorological (1/8 size) THE EARTH.
earth? phenomena?

VI. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works?
What else needs to be done to help the students learn? Identify what help your instructional supervisors can
provide for you so when you meet them, you can ask them relevant questions
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 remedial lessons
work? No. of learners
who have caught up
with the lesson
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies work 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:
Floro T. Pelonio