SCHOOL TABUNAN NATIONAL HIGH SCHOOL
TEACHER ANALYN P. BAGDOC
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References (Textbook)
1. Teacher’s Guide Pages
2. Learner’s Guide Pages
3. Materials
IV. PROCEDURES
A. Reviewing the previous
lesson/presenting the new
lesson
B. Establishing a purpose for
the lesson
DATE
TIME
MONDAY
8:30 – 9:30 (TVL)
4:00 – 5:00 (HUMSS)
Compare the different
hypotheses explaining the
origin of the Solar System.
(S11ES-Ia-2)
The Commission on Higher Education in collaboration with the Philippine Normal University; Teaching Guide for Senior High School EARTH SCIENCE
pp. 1-30
Laptop ; Projector
Introduce the following
learning objectives and
important terms
a. Identify the large scale and
small scale properties of the
solar system;
b. Discuss the different
hypotheses explaining the
origin of the solar system;
GRADE LEVEL GRADE 11 (HUMSS & TVL)
LEARNING AREA EARTH AND LIFE SCIENCE
JUNE 10-14, 2019 QUARTER 1ST
8:30-9:30 ; 1:00 -2:00 ; 3:00 – 4:00 ; 4:00:5:00 WEEK 2
MONDAY WEDNESDAY THURSDAY FRIDAY
8:30 – 9:30 1:00 – 2:00 8:30 – 9:30 7:30 – 8:30 (HUMSS)
(TVL) 3:00 – 4:00 (TVL) 8:30 – 9:30 (TVL)
(HUMSS)
The learners demonstrate an understanding of the formation of the universe.
Make their own theory on the origin of the universe and solar system
The learners explain that the Earth consists The learners explain that the Earth To assess the learning of the To assess the learning of the
of four subsystems, across whose consists of four subsystems, students with regards to the students with regards to the
boundaries matter and energy flow across whose boundaries matter Earth’s Subsystems Earth’s Subsystems
(S11ES-Ib-4). and energy flow
(S11ES-Ib-4).
ORIGIN AND STRUCTURE OF THE EARTH UNIVERSE AND THE SOLAR SYSTEM
pp. 31-40 pp. 31-40
Laptop, Projector Laptop, Projector Laptop, Projector, Paper Laptop, Projector, Paper
Cuttings Cuttings
Reviewing the previous
Reviewing the previous lesson
lesson i.e. Atmosphere,
Reviewing the previous lesson Reviewing the previous lesson i.e. Atmosphere, Geosphere,
Geosphere, Biosphere and
Biosphere and Hydrosphere
Hydrosphere
Perform either one of the following The assessment aims to The assessment aims to
Perform either one of the following pre-class
pre-class activities (30 minutes). determine whether the determine whether the
activities (30 minutes).
Using a pencil and a piece of learners have learned during learners have learned during
Using a pencil and a piece of paper, have
paper, have the learners draw or the previous discussion ; and the previous discussion ;
the learners draw or illustrate the field
illustrate the field area. Take for the teacher to assess and for the teacher to
area. Take note of the presence of
note of the presence of vegetation, whether the previous objective assess whether the previous
vegetation, soil cover, wildlife, rockout-
soil cover, wildlife, rockout-crops, was met. objective was met.
crops, and bodies of water. Ask the
and bodies of water. Ask the
learners to think how energy and mass are
learners to think how energy and

Help students recall what they
have learned about the solar
system by drawing a model on
C. Presenting
the board. Ask the students
examples/instances of the
for the correct sequence (from
new lesson
the inner planets to the outer
planet).
The solar system comprises
the Sun, eight planets, dwarf
planets such as Pluto,
D. Discussing new concepts
satellites, asteroids, comets,
and practicing new skills #1
other minor bodies such as
those in the Kuiper belt and
interplanetary dust.
The asteroid belt lies between
Mars and Jupiter. Meteoroids
are smaller asteroids. They
E. Discussing new concepts
are thought of as remnants of
and practicing new skills #2
a “failed planet”—one that did
not form due to disturbance
from Jupiter’s gravity.
Age of Solar System is at 4.6
billion years old based on
F. Developing Mastery
radioactive dating of
(Leads to Formative
meteorites (Solar System is
Assessment)
much younger than the
Universe);
Students formulate their own
G. Finding practical
theories on the origin of the
applications of concepts and
universe, solar system and
skills in daily living
earth
transferred in the different components of
the area.
MOTIVATION (5 MINS)
Ask the learners what they know about or
have experienced regarding El Niño.
Figure 2. El Niño phenomenon Source:
http://images.listlandcom.netdna-
cdn.com/wp-content/uploads/2015/09/The-
El Nino-Phenomenon-explained-in-a-
nice-little-graphic.jpg
Explain that the Earth system is essentially
a closed system. It receives energy from
the sun and returns some of this
energy to space.
ENRICHMENT
1. The impact of man to the environment
has become so massive that scientists are
proposing the addition of man or the
‘anthroposphere’ to the Earth system.
Mention that man has altered the
atmosphere, biosphere, hydrosphere,
lithosphere, and as a consequence, the
Earth System as whole.
mass are transferred in the
different components of the area.
MOTIVATION (5 MINS) Explain that today’s activity will Explain that today’s activity
Ask the learners what they know focus mainly on assessing will focus mainly on
about or have experienced them assessing them
regarding El Niño.
Figure 2. El Niño phenomenon
Source:
http://images.listlandcom.netdna-
cdn.com/wp-
content/uploads/2015/09/The-El
Nino-Phenomenon-explained-in-a-
nice-little-graphic.jpg
Explain that the Earth system is
essentially a closed system. It
receives energy from the sun and
returns some of this energy to
space.
Discussion on the Exchange of
energy and mass among
subsystems
ENRICHMENT Group the class into four (4). Group the class into four (4).
1. The impact of man to the Each group will be given paper Each group will be given
environment has become so cuttings containing the paper cuttings containing the
massive that scientists are different concepts about each different concepts about
proposing the addition of man or of the Earth’s Subsystems or each of the Earth’s
the ‘anthroposphere’ to the Earth spheres Subsystems or spheres
system
Note: Emphasize that each of Note: Emphasize that each
their members should be able of their members should be
to participate during the said able to participate during the
activity said activity
The Water Cycle The Water Cycle
Mention that man has altered the
atmosphere, biosphere,
After the grouping activity, the After the grouping activity,
hydrosphere, lithosphere, and as
teacher will show/present an the teacher will

H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
a consequence, the Earth System unlabeled water cycle process show/present an unlabeled
as whole. and the students will be the water cycle process and the
ones to label it. students will be the ones to
label it.
Note: This activity allows the
teacher to address the Note: This activity allows the
strength of the learners when teacher to address the
it comes to developing their strength of the learners
sense of volunteerism. when it comes to developing
their sense of volunteerism.
Ask: Ask:
 What are the different Earth  What are the different
Ask:
Subsystems? Earth Subsystems?
What generalization you have Ask: What are the different Earth
 How do they differ from  How do they differ from
on the relevance of the subject What are the different Earth Subsystems? Subsystems?
each other? each other?
to your course and your life… How do they differ from each other? How do they differ from each
other?  What are the processes  What are the processes
involved during the water involved during the water
cycle? cycle?
Construct a table containing Construct a table containing
four rows and in each row four rows and in each row
SHORT QUIZ
ESSAY: write down the different write down the different
2. Differentiate the 3
Write an essay not exceeding 200 words on Ask: activities of man that has activities of man that has
approaches of understanding
how man has altered the atmosphere, How are the different subsystems altered or destroyed the altered or destroyed the
the origin of the universe,
biosphere, hydrosphere, lithosphere, and interconnected? atmosphere, biosphere, atmosphere, biosphere,
solar system or earth (15pts)
as a consequence, the Earth System as How do they produce energy from hydrosphere, lithosphere, and hydrosphere, lithosphere,
whole. one sphere to another? as a consequence, the Earth and as a consequence, the
TOTAL ITEMS = 24
Criteria: pp. 40 0f the Teacher’s Guide System as whole. Earth System as whole.
Criteria: pp. 40 0f the Criteria: pp. 40 0f the
Teacher’s Guide Teacher’s Guide
PERFORMANCE: 1.
Research and make/develop
your own hypothesis or theory
on the origin of the universe or
solar system using your
imagination and what you
learned from the different
theories we discussed.
Support your theories in your
own understanding based on
empirical data. (50 pts.)
V. REMARKS Delivered / Finished Not Finished
VI. REFLECTION
A. No. of learners who
earned 80% on the formative
assessment.
B. No. of learners who
require additional activities for
remediation.
C. Did the remedial lessons
work?
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well? Why
did it work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovations or
localized materials did I
use/discover which I wish to
share with other teachers.