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SCHOOL TABUNAN NATIONAL HIGH SCHOOL GRADE LEVEL GRADE 11 (HUMSS & TVL)

TEACHER ANALYN P. BAGDOC LEARNING AREA EARTH AND LIFE SCIENCE


GRADES 1 to 12 DATE JUNE 10-14, 2019 QUARTER 1ST
DAILY LESSON LOG TIME 8:30-9:30 ; 1:00 -2:00 ; 3:00 – 4:00 ; 4:00:5:00 WEEK 2
MONDAY WEDNESDAY THURSDAY FRIDAY
MONDAY
8:30 – 9:30 1:00 – 2:00 8:30 – 9:30 7:30 – 8:30 (HUMSS)
I. OBJECTIVES 8:30 – 9:30 (TVL)
(TVL) 3:00 – 4:00 (TVL) 8:30 – 9:30 (TVL)
4:00 – 5:00 (HUMSS)
(HUMSS)
A. Content Standards The learners demonstrate an understanding of the formation of the universe.
B. Performance Standards Make their own theory on the origin of the universe and solar system
Compare the different 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
hypotheses explaining the of four subsystems, across whose consists of four subsystems, students with regards to the students with regards to the
C. Learning
origin of the Solar System. boundaries matter and energy flow across whose boundaries matter Earth’s Subsystems Earth’s Subsystems
Competencies/Objectives
(S11ES-Ia-2) (S11ES-Ib-4). and energy flow
(S11ES-Ib-4).
II. CONTENT ORIGIN AND STRUCTURE OF THE EARTH UNIVERSE AND THE SOLAR SYSTEM
III. LEARNING RESOURCES
The Commission on Higher Education in collaboration with the Philippine Normal University; Teaching Guide for Senior High School EARTH SCIENCE
A. References (Textbook)
1. Teacher’s Guide Pages pp. 1-30 pp. 31-40 pp. 31-40
2. Learner’s Guide Pages
Laptop, Projector Laptop, Projector Laptop, Projector, Paper Laptop, Projector, Paper
3. Materials Laptop ; Projector
Cuttings Cuttings
IV. PROCEDURES Introduce the following
learning objectives and
important terms
Reviewing the previous
a. Identify the large scale and Reviewing the previous lesson
A. Reviewing the previous lesson i.e. Atmosphere,
small scale properties of the Reviewing the previous lesson Reviewing the previous lesson i.e. Atmosphere, Geosphere,
lesson/presenting the new Geosphere, Biosphere and
solar system; Biosphere and Hydrosphere
lesson Hydrosphere
b. Discuss the different
hypotheses explaining the
origin of the solar system;
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 ;
B. Establishing a purpose for the learners draw or illustrate the field
illustrate the field area. Take for the teacher to assess and for the teacher to
the lesson 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
transferred in the different components of mass are transferred in the
the area. 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
Help students recall what they MOTIVATION (5 MINS)
about or have experienced them assessing them
have learned about the solar Ask the learners what they know about or
regarding El Niño.
system by drawing a model on have experienced regarding El Niño.
C. Presenting Figure 2. El Niño phenomenon
the board. Ask the students Figure 2. El Niño phenomenon Source:
examples/instances of the Source:
for the correct sequence (from http://images.listlandcom.netdna-
new lesson http://images.listlandcom.netdna-
the inner planets to the outer cdn.com/wp-content/uploads/2015/09/The-
cdn.com/wp-
planet). El Nino-Phenomenon-explained-in-a-
content/uploads/2015/09/The-El
nice-little-graphic.jpg
Nino-Phenomenon-explained-in-a-
nice-little-graphic.jpg
The solar system comprises Explain that the Earth system is
the Sun, eight planets, dwarf essentially a closed system. It
planets such as Pluto, Explain that the Earth system is essentially receives energy from the sun and
D. Discussing new concepts
satellites, asteroids, comets, a closed system. It receives energy from returns some of this energy to
and practicing new skills #1
other minor bodies such as the sun and returns some of this space.
those in the Kuiper belt and energy to space.
interplanetary dust.
The asteroid belt lies between Discussion on the Exchange of
Mars and Jupiter. Meteoroids energy and mass among
are smaller asteroids. They subsystems
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.
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
Age of Solar System is at 4.6
ENRICHMENT massive that scientists are different concepts about each different concepts about
billion years old based on
F. Developing Mastery 1. The impact of man to the environment proposing the addition of man or of the Earth’s Subsystems or each of the Earth’s
radioactive dating of
(Leads to Formative has become so massive that scientists are the ‘anthroposphere’ to the Earth spheres Subsystems or spheres
meteorites (Solar System is
Assessment) proposing the addition of man or the system
much younger than the
‘anthroposphere’ to the Earth system. Note: Emphasize that each of Note: Emphasize that each
Universe);
their members should be able of their members should be
to participate during the said able to participate during the
activity said activity
Students formulate their own Mention that man has altered the The Water Cycle The Water Cycle
G. Finding practical Mention that man has altered the
theories on the origin of the atmosphere, biosphere, hydrosphere,
applications of concepts and atmosphere, biosphere,
universe, solar system and lithosphere, and as a consequence, the After the grouping activity, the After the grouping activity,
skills in daily living hydrosphere, lithosphere, and as
earth Earth System as whole. teacher will show/present an the teacher will
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?
H. Making generalizations What generalization you have Ask: What are the different Earth
 How do they differ from  How do they differ from
and abstractions about the on the relevance of the subject What are the different Earth Subsystems? Subsystems?
each other? each other?
lesson 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,
I. Evaluating learning 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
J. Additional activities for
imagination and what you
application or remediation
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.