GRADE 11
DAILY LESSON
LOG
School
JOSE T. QUIBOLOY SR. NHS Grade Level
Teacher
APRIL FORTUITO
Learning Area
Teaching Dates and Time
WEEK 1
Quarter
Monday
Tuesday
Wednesday
11
Earth and Life Science
1st Quarter
Thursday
Friday
I. OBJECTIVES
A. Content Standards
The learners
demonstrate an
understanding of:
The learners
demonstrate an
understanding of:
The learners
demonstrate an
understanding of:
The learners
demonstrate an
understanding of:
The learners
demonstrate an
understanding of:
1. the formation of the 1. the formation of the 1. the formation of the 1. the formation of the 1. the formation of the
universe and the solar universe and the solar universe and the solar universe and the solar universe and the solar
system
system
system
system
system
B. Performance Standards
The learners shall be able to simulate and create an outer space scenario and the possible existence of extra
terrestrial life.
C. Learning Competencies/
Objectivcs
Write the LC code for each
1. State the different
hypothesis explaining
the origin of the
universe.
1. State the different
hypothesis explaining
the origin of the
universe.
1. Describe the
different hypotheses
explaining the origin
of the solar system.
1. Describe the
different hypotheses
explaining the origin
of the solar system.
(S11/12ES -Ia-e-1)
(S11/12ES -Ia-e-1)
(S11/ 12ES - Ia-e-2)
(S11/ 12ES - Ia-e-2)
2. Describe the
different hypotheses
explaining the origin
of the solar system.
2. Describe the
different hypotheses
explaining the origin
of the solar system.
Specific objectives:
Specific objectives:
(S11/ 12ES - Ia-e-2)
(S11/ 12ES - Ia-e-2)
1.1. Cite and profile
1. Illustrate the parts
the other members of of the sun and the
the solar system.
phases of the moon.
2. Explain the current
Specific objectives: advancements
1. Prove that the
/information on the
universe is
solar system
2. Discuss the life
cycle of the stars.
1. Recognize the
uniqueness of Earth,
being the only planet
in the solar system
with properties
necessary to support
life.
(S11 /12ES - I1-e-3)
2. Explain the current
advancements/inform
ation on the solar
systematically
3. Explain the current (S11/12ES-Ia-e-5)
information on the
expanding.
(S11/12ES-Ia-e-5)
solar system.
2. Formulate own
theory about the
origin of the universe.
II. Content
ORIGIN OF THE
ORIGIN OF THE
UNIVERSE (PART 1) UNIVERSE (PART 2)
FORMATION OF
SOLAR SYSTEM
FORMATION OF
EARTH AND OUTER
SOLAR SYSTEM SPACE
(OTHER MEMBERS) EXPLORATION
III. Learning Resources
A. References
1. Teacher's Guide pages
Teaching Guide for
Senior High School
INITIAL RELEASE
JUNE 13, 2016
EARTH AND LIFE
SCIENCE
Teaching Guide for
Senior High School
INITIAL RELEASE
JUNE 13, 2016
EARTH AND LIFE
SCIENCE
Teaching Guide for
Senior High School
INITIAL RELEASE
JUNE 13, 2016
EARTH AND LIFE
SCIENCE
Teaching Guide for
Senior High School
INITIAL RELEASE
JUNE 13, 2016
EARTH AND LIFE
SCIENCE
Teaching Guide for
Senior High School
INITIAL RELEASE
JUNE 13, 2016
EARTH AND LIFE
SCIENCE
Published by the
Commission on
Higher Education,
2016 Chairperson:
Patricia B. Licuanan,
Ph.D.
Published by the
Commission on
Higher Education,
2016 Chairperson:
Patricia B. Licuanan,
Ph.D.
Published by the
Commission on
Higher Education,
2016 Chairperson:
Patricia B. Licuanan,
Ph.D.
Published by the
Commission on
Higher Education,
2016 Chairperson:
Patricia B. Licuanan,
Ph.D.
Published by the
Commission on
Higher Education,
2016 Chairperson:
Patricia B. Licuanan,
Ph.D.
Mylene D.G. Oliva,
et.al DIWA Senior
High School Series
Earth Science (STEM
TRACK). Diwa
Learning Systems
INC. , 2016.
Mylene D.G. Oliva,
et.al DIWA Senior
High School Series
Earth Science (STEM
TRACK). Diwa
Learning Systems
INC. , 2016.
Mylene D.G. Oliva,
et.al DIWA Senior
High School Series
Earth Science (STEM
TRACK). Diwa
Learning Systems
INC. , 2016.
Mylene D.G. Oliva,
et.al DIWA Senior
High School Series
Earth Science (STEM
TRACK). Diwa
Learning Systems
INC. , 2016.
Mylene D.G. Oliva,
et.al DIWA Senior
High School Series
Earth Science (STEM
TRACK). Diwa
Learning Systems
INC. , 2016.
2. Learner's Materials pages
3. Textbook pages
Gloria G. Salandanan,
Ph.D., et.al EARTH
and LIFE Sciences for
Senior High School
(Core Subject).,
LORIMAR Publishing
Inc., 2016.
Gloria G. Salandanan,
Ph.D., et.al EARTH
and LIFE Sciences for
Senior High School
(Core Subject).,
LORIMAR Publishing
Inc., 2016.
Gloria G. Salandanan,
Ph.D., et.al EARTH
and LIFE Sciences for
Senior High School
(Core Subject).,
LORIMAR Publishing
Inc., 2016.
Gloria G. Salandanan,
Ph.D., et.al EARTH
and LIFE Sciences for
Senior High School
(Core Subject).,
LORIMAR Publishing
Inc., 2016.
INTRO TO THE
UNIVERSE
Stephen Hawking
https://www.youtube.c
om/watch?v=sM7N5U
813-g
INTRO TO THE
UNIVERSE
Stephen Hawking
https://www.youtube.c
om/watch?v=sM7N5U
813-g
http://dawn.jpl.nasa.g
ov/DawnClassrooms/
pdfs/ActiveAccretion_
Dawn.pdf
https://www.youtube.c
om/watch?v=79M2lS
VZiY4
http://scied.ucar.edu/s
un-regions
http://www.telescope.
org/pparc/res8.html
"SUPERMASSIVE
BLACKHOLE"
"RECAP THINKING
CHAIR"
Recap the video
watched yesterday,
ask the students to
give insights
regarding the possible
origin of the solar
system and how the
sun was created.
"SHARE & DARE"
Group the students
into two groups.
Randomly pick a
representative each
group. Do a toss coin
as who is to go first.
The winning group
gets to mention a
planet they know and
an information about
the planets of the
solar system, after
giving information, the
other team needs to
provide additional
information about the
Gloria G. Salandanan,
Ph.D., et.al EARTH
and LIFE Sciences for
Senior High School
(Core Subject).,
LORIMAR Publishing
Inc., 2016.
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources
IV. Procedures
A. Reviewing previous lesson or
presenting the new lesson.
Show to the students
a picture of the
universe. Let them
share ideas.
"ASTRONAUT BELIKE"
Present the rubrics in
class and ensure that
all students have
https://www.youtube.c rubrics sheets for they
om/watch?v=79M2lS
will also be grading
VZiY4
their classmates
presentation.
Ask someone from
class if they could still
recall the moon
phases based on their
learning when they
were in grade 7.
(10minutes)
Start the class with a
this moon phases
video:
planet. Score is given
to the team who gets
to give the most
information.
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
"VOCABULARY
BOOST"
"VOCABULARY
BOOST"
Ask students if they
In the board, write the have an idea about
following bolded
the words that were
words, for them to get presented yesterday
familiarize:
and if they
Baryonic matter
understood the
Dark matter
meaning of those
Dark Energy
words.
Protostar
Thermonuclear
reaction
Main Sequence
Stars
Light years
Instruct the students
to take down notes as
they watch a 1 and a
half video. Since the
class is only 1 hour,
split the video into 45
minutes for two days.
So there will be an
allotted 15 minutes
wrap up.
"HOW OLD ARE
YOU PO?"
Give a computation
about how old will a
16 year old teenage
be in planet VENUS,
MARS, PLUTO?
"WISH UPON A
STAR"
Mention to students
different members of
the Solar System like
asteroids, meteoroids,
comets. Show
pictures of meteor
www.mistupid.c showers, asteroid
om/astronomy/ageon belts, Kuiper Belt,
planets.htm
Oort cloud, and
comets like Hailey's,
Shoe maker Levy
(10minutes)
Ask the students to
go outside
Instruct the students
(gymnasium or track
to take down notes as
field)
they watch the last
part of the video. So
Print the activity in the
there will be an
lesson from this page:
allotted 15 minutes
wrap up.
http://dawn.jpl.
nasa.gov/DawnClassr
ooms/pdfs/ActiveAccr Print the document
(Intro to the
(Intro to the
etion_Dawn.pdf
Universe Stephen
Universe Stephen
from this website,
http://scied.ucar.edu/s
Hawking)
Hawking)
un-regions. Shortly
https://www.youtube.c https://www.youtube.c
Showcase the 9
videos created by the
students. (Use a
rubric for
documentary film
creation) see
attachment. For the
first day, 5 videos to
be presented, second
day is 4 videos.
*use a rubric for
documentary film
creation
Discuss some
additional details and
asked students for
supplemental
om/watch?v=sM7N5U om/watch?v=sM7N5U
813-g
813-g
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
WEB OUTPUT #1
VIDEO PART 1
ANALYSIS
Answer the following
questions:
1. Why is the Big
Bang Theory the most
accepted theory
about the origin of the
universe?
2. How can you prove
that the universe is
expanding?
3. Based on the video
watched, what can
you say about the
theory of the
universe?
WEB OUTPUT #2
Assignment
due next week
Research Different
Theories of The
Universe
1. Brahmanda
2. Aristotleian
3. Heliocentric
4. Big Bang
information to
determine knowledge
and comprehension
Answer the activity in about the planets.
Challenge Yourself p.
22 and 24 in EARTH
and LIFE Sciences for
Senior High School
(Core Subject).
Answer the questions 20 item quiz for the
provided in the
first 4 lessons
worksheet.
discussed.
(20minutes)
WEB OUTPUT #3.
Answer the
following questions:
1. As part of Earth's
existence, what can
you do to preserve
the uniqueness of the
planet?
2. Why is Earth
considered unique
compared with other
planets.
*use a rubric for the
critical thinking
analysis.
*use a rubric for
critical thinking
analysis
G. Finding practical applications of
concepts and skills in daily living
discuss and print out
the parts of the Sun.
(10minutes)
cont. of WEB
OUTPUT #2
In no less than 300
words, write an
reflective essay that
answers the following
questions (to be
uploaded in the
weebly site):
How will the
continuous expansion
of the universe affect
the Earth? If you were
an astrophysicist,
what else can you
investigate about the
universe?
*use a rubric for
reflective essay
H. Making generalizations and
abstraction about the lesson
I. Evaluating learning
For supplemental
learning, provide
students handout #1
for Earth and Life
Science, see
attachment.
Ask the students to
generalize their
activity and what they
have learned per
group.
For the Unit Project,
divide the class into 9
groups, and have
them randomly select
thru fish bowl
technique planets of
the solar system.
They will be
doing a short 5 -10
minute video about
the planets of the
solar system. They
will be simulating an
extra terrestrial and
outer space-like
adventure.They will
be reporting and
showcasing the
properties of the
planets such as:
1. Location and
Description
2. Rotation and
Revolution
3. Temperature
4. Elements
5. Possible life
existence/current
advancements?
They need to present
and upload it in their
website (UNIT
PROJECT1). Ensure
that criteria and
rubrics are presented
to the students.
Students will be
showcasing it the
week after it was
given.
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
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 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:
Checked by:
APRIL D. FORTUITO
SHS Teacher II
RONNIE CHRIS J. GADGUDE
Principal 1
GRADE 11
DAILY LESSON
LOG
School
JOSE T. QUIBOLOY SR NHS Grade Level
Teacher
APRIL D. FORTUITO
Learning Area
Teaching Dates and Time
WEEK 2
Quarter
Monday
Tuesday
Wednesday
11
Earth and Life Science
1st Quarter
Thursday
I. OBJECTIVES
A. Content Standards
The learners
demonstrate an
understanding of:
The learners
demonstrate an
understanding of:
1. the formation of the 1. the subsystems
universe and the solar (geosphere,
system
hydrosphere,
atmosphere and
biosphere) that make
up the Earth
The learners
demonstrate an
understanding of:
The learners
demonstrate an
understanding of:
1. the subsystems
(geosphere,
hydrosphere,
atmosphere and
biosphere) that make
up the Earth
1. the subsystems
(geosphere,
hydrosphere,
atmosphere and
biosphere) that make
up the Earth
2. the Earth's internal 2. the Earth's internal 2. the Earth's internal
structure
structure
structure
B. Performance Standards
C. Learning Competencies/
Objectivcs
Write the LC code for each
The students will be creating a pop-up book showing all the Earth's
subsystem.
1. Recognize the
uniqueness of Earth,
being the only planet
in the solar system
with properties
necessary to support
life.
1. Recognize the
uniqueness of Earth,
being the only planet
in the solar system
with properties
necessary to support
life.
1. Recognize the
uniqueness of Earth,
being the only planet
in the solar system
with properties
necessary to support
life.
1. Recognize the
uniqueness of Earth,
being the only planet
in the solar system
with properties
necessary to support
life.
Friday
(S11 /12ES - I1-e-3)
(S11 /12ES - I1-e-3)
(S11 /12ES - I1-e-3)
(S11 /12ES - I1-e-3)
2. Explain the current
advancements/inform
ation on the solar
systematically
2. Explain that the
Earth consists of four
subsystems, across
whose boundaries
matter and energy
flow.
2. Explain that the
Earth consists of four
subsystems, across
whose boundaries
matter and energy
flow.
2. Explain that the
Earth consists of four
subsystems, across
whose boundaries
matter and energy
flow.
(S11/ 12ES - Ia-e-4)
(S11/ 12ES - Ia-e-4)
(S11/ 12ES - Ia-e-4)
(S11/12ES-Ia-e-5)
3. Identify the layers
of Earth (crust,
mantle, core)
(S11/12ES-Ia-e-7)
4. Differentiate the
layers of the Earth.
(S11/12ES-Ia-e-8)
II. Content
EARTH AND OUTER EARTH : Only Living EARTH 2100 (PART
SPACE
Planet?
1)
EXPLORATION
EARTH 2100 (PART
2)
III. Learning Resources
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
Mylene D.G. Oliva,
et.al DIWA Senior
High School Series
Earth Science (STEM
TRACK). Diwa
Learning Systems
Mylene D.G. Oliva,
et.al DIWA Senior
High School Series
Earth Science (STEM
TRACK). Diwa
Learning Systems
Mylene D.G. Oliva,
et.al DIWA Senior
High School Series
Earth Science (STEM
TRACK). Diwa
Learning Systems
Mylene D.G. Oliva,
et.al DIWA Senior
High School Series
Earth Science (STEM
TRACK). Diwa
Learning Systems
UNIT TEST
INC. , 2016.
INC. , 2016.
INC. , 2016.
INC. , 2016.
Gloria G. Salandanan,
Ph.D., et.al EARTH
and LIFE Sciences for
Senior High School
(Core Subject).,
LORIMAR Publishing
Inc., 2016.
Gloria G. Salandanan,
Ph.D., et.al EARTH
and LIFE Sciences for
Senior High School
(Core Subject).,
LORIMAR Publishing
Inc., 2016.
Gloria G. Salandanan,
Ph.D., et.al EARTH
and LIFE Sciences for
Senior High School
(Core Subject).,
LORIMAR Publishing
Inc., 2016.
Gloria G. Salandanan,
Ph.D., et.al EARTH
and LIFE Sciences for
Senior High School
(Core Subject).,
LORIMAR Publishing
Inc., 2016.
https://www.youtube.c
om/watch?v=CmbXc
Nh4FcM
https://www.yo
utube.com/watch?v=
K2KYRo9CcRc
https://www.yo
utube.com/watch?v=d
4tbZn2ehPA
EARTH 2100
documentary
https://www.youtube.c
om/watch?v=LUWyD
WEXH8U
EARTH 2100
documentary
https://www.youtube.c
om/watch?v=LUWyD
WEXH8U
Bring an apple and
slice into two. Let the
students to observe
closely the
composition of the
apple and relate the
compositions of the
apple to the layers of
the Earth.
"BACK to the
FUTURE @ 2100"
Provide students with
thought -provoking
concepts, like what
will happen in our
planet at 2100? Will it
get better, or will get
worse? Let students
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources
IV. Procedures
A. Reviewing previous lesson or
presenting the new lesson.
Present the rubrics in
class and ensure that
all students have
rubrics sheets for they
will also be grading
their classmates
presentation.
Have a 5 minutesharing of the
possible turn out of
events of the
documentary-video.
see attached UNIT
TEST
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances
of the new lesson
Showcase the
remaining videos
created by the
students. (Use a
rubric for
documentary film
creation) see
attachment.
*use a rubric for
documentary film
creation
Ask the students to
share ideas.
bring clay and
popsicle stick. Let the
students create the
internal structures of
the Earth.
*rubrics for group
performance
Watch videos about
the Earth Subsystems
(2-5minutes only per
video)
https://www.youtube.c
om/watch?v=CmbXc
Nh4FcM
https://www.yo
utube.com/watch?v=
K2KYRo9CcRc
https://www.yo
utube.com/watch?v=d
4tbZn2ehPA
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
Discuss some
additional details and
ask students for
supplemental
information to
determine knowledge
and comprehension
about the planets.
"JOURNEY TO THE
CENTER OF THE
EARTH"
Continuation of
WEB OUTPUT #4.
Answer the Challenge
Yourself pp.34-35. A
Shortly discuss the
Earth Subsystems
and Earth's Internal
Structure.
Students will be
Students will continue
watching a
to watch the Part 2 of
documentary film
the video.
entitled EARTH 2100
(https://www.youtube.
com/watch?v=LUWyD
WEXH8U) It will be
divided into two parts
since it is 1.5 hour
long. 45 minutes for
the first session and
45 for the second.
Instruct students that
they will be doing a
reaction paper
afterwards.
This output is to be
submitted the
following week and
upload it as WEB
OUTPUT #5
Answer the
- C (see attached
following questions: copy Earth and Life
Science book)
1. Make a mind map
showing the condition
that make Earth a
living planet.
*use a rubric for mind
map creation.
G. Finding practical applications of
concepts and skills in daily living
Ask questions to
students about our
different subsystems
we see locally.
H. Making generalizations and
abstraction about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
Students will be
creating a pop-up
book about the Earths
subsystem (UNIT
PROJECT #2)
*see attached rubric
for the criteria
Ask students to make
reaction paper
regarding the video
watched.
Remind the reaction
paper due next week
to the students and
show the rubrics for
the paper
B. No. of learners who require
additional activities for remediation
who scored below 80%
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:
Checked by:
APRIL D. FORTUITO
SHS Teacher II
RONNIE CHRIS J. GADGUDE
Principal I
GRADE 11
DAILY LESSON
LOG
School
JOSE T. QUIBOLOY SR. NHS Grade Level
Teacher
APRIL D. FORTUITO
Learning Area
Teaching Dates and Time
WEEK 3
Quarter
Monday
Tuesday
Wednesday
11
Earth and Life Science
1st Quarter
Thursday
Friday
I. OBJECTIVES
A. Content Standards
The learners
demonstrate an
understanding of:
1. plate tectonics
The learners
demonstrate an
understanding of:
1. plate tectonics
The learners
demonstrate an
understanding of:
The learners
demonstrate an
understanding of:
1. plate tectonics 1. how the planet
Earth evolved in the
last 4.6 billion years
(including the age of
the Earth, major age
of the Earth, major
geologic time
subdivisions and
marker fossils.)
The learners
demonstrate an
understanding of:
1. how the planet
Earth evolved in the
last 4.6 billion years
(including the age of
the Earth, major age
of the Earth, major
geologic time
subdivisions and
marker fossils.)
B. Performance Standards
C. Learning Competencies/
Objectivcs
Write the LC code for each
1. Explain how the
continents drift.
(S11 /12ES - Id-20)
1. Explain how the
seafloor spreads
(S11/ 12ES - Id-23)
2. Cite evidence that
support continental
drift
2. Describe the
structure of evolution
of ocean basins
(S11/ 12ES - Id-21)
(S11/ 12ES - Id-23)
1. Explain how the
movement of plates
leads to the formation
of folds and faults
(S11/ 12ES - Id-22)
1. Describe how
layers of rocks
(stratified rocks) are
formed
(S11/12ES-Ie-25)
1. Describe the
different methods
(relative and absolute
dating) to determine
the age of stratified
rocks.
(S11/12ES-Ie-26)
2. Explain how
relative and absolute
dating were used to
determine the
subdivisions of
geologic time
(S11/12ES-Ie-27)
II. Content
CONTINENTAL
DRIFT
SEAFLOOR
SPREADING
Deformation of
Crust: Folds and
Faults
FORMATION OF
ROCKS
DATING: ABSOLUTE
or RELATIVE?
Mylene D.G. Oliva,
et.al DIWA Senior
High School Series
Earth Science (STEM
TRACK). Diwa
Learning Systems
INC. , 2016.
Mylene D.G. Oliva,
et.al DIWA Senior
High School Series
Earth Science (STEM
TRACK). Diwa
Learning Systems
INC. , 2016.
Mylene D.G. Oliva,
et.al DIWA Senior
High School Series
Earth Science (STEM
TRACK). Diwa
Learning Systems
INC. , 2016.
Mylene D.G. Oliva,
et.al DIWA Senior
High School Series
Earth Science (STEM
TRACK). Diwa
Learning Systems
INC. , 2016.
Mylene D.G. Oliva,
et.al DIWA Senior
High School Series
Earth Science (STEM
TRACK). Diwa
Learning Systems
INC. , 2016.
Gloria G. Salandanan,
Ph.D., et.al EARTH
and LIFE Sciences for
Senior High School
(Core Subject).,
LORIMAR Publishing
Inc., 2016.
Gloria G. Salandanan,
Ph.D., et.al EARTH
and LIFE Sciences for
Senior High School
(Core Subject).,
LORIMAR Publishing
Inc., 2016.
Gloria G. Salandanan,
Ph.D., et.al EARTH
and LIFE Sciences for
Senior High School
(Core Subject).,
LORIMAR Publishing
Inc., 2016.
Gloria G. Salandanan,
Ph.D., et.al EARTH
and LIFE Sciences for
Senior High School
(Core Subject).,
LORIMAR Publishing
Inc., 2016.
Gloria G. Salandanan,
Ph.D., et.al EARTH
and LIFE Sciences for
Senior High School
(Core Subject).,
LORIMAR Publishing
Inc., 2016.
ICE AGE
SEAFLOOR
http://dusk.geo.orst.
III. Learning Resources
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources
https://youtu.be/TzzG
PfVx32M
ALFRED WEGENER
https://www.youtube.c
om/watch?v=mRqjoN_TDU
SPREADING
ACTIVITY
www.kfandale.com/ud
l/resources/sea floor
spreading
edu/oceans/OreoCookie.pdf
Bob Little’s “Fun with
plate tectonics.”
McDougal Littell’s
Earth Science pages
172- 179.
A. Reviewing previous lesson or
presenting the new lesson.
"WHO'S TO
BLAME?"
Watch a video clip of
ICE AGE TEASER
https://youtu.be/TzzG
PfVx32M.
"RECAP THINKING
CHAIR"
Review and recap
yesterday's lesson
about continental drift.
Ask previous
knowledge about sea
floor spreading based
on their learning in
their Grade 10.
"RECAP THINKING Group the students
Display in front of the
CHAIR"
into 5 groups and ask
class two types of
rocks, ask them which
Recap the Theory of them to outdoors.
Plate Tectonics based
rock they think is
on yesterday's lesson
older and which is
younger?
B. Establishing a purpose for the
lesson
"GALAW GALAW
PAG MAY TIME"
Show a recent
research about
Australia regarding its
recent movement.
"WALANG
FOREVER"
hugot pickup lines.
IV. Procedures
"PINOY AKO!"
Show the Philippine
Plates and the
Philippine Islands
Give and provide an during the continental
interesting "hugot"
drift theory:
pickup lines regarding
https://www.yo
break ups,
utube.com/watch?v=n
http://www.scie
TTEjdrtfN8
ncealert.com/australia Ask students to
-s-about-to-move-1-5- contribute and think of
metres-to-the-north
some.
"TANGKAD,
SAGAD"
Tallest Tower Activity.
Give them 10 minutes
to build a tower using
natural,
biodegradable
materials (plastics,
straws not allowed).
"TARA, BIYAHE
TAYO?"
Instruct students that
they will be going to
Rizal's school located
in Capinpin Street
Binan City Proper.
Prepare the
necessary
requirements needed
and set the date and
time for the said trip.
They will
documenting the
different materials,
antique items,
infrastructure and
building.
C. Presenting examples/ instances
of the new lesson
"THE LOST
Show a short video
about Alfred Wegener ATLANTIS"
:
Show the sea floor
map in the mid
https://www.youtube.c atlantic ocean ridges.
om/watch?v=mRqjo- Let the students give
N_TDU
ideas on how sea
floor spreading
happens.
"HI-RO HI-HO"
Assign the students
into groups, assign
them to bring
OREO/HIRO/CREAM
-O cookies and
prepare their mobile
phone for
documentation, make
sure that they will
have proper labeling
of the different folds
and faults.
Showcase the tower
activity, and then let
the students explain
how they established
the tower.
Carbon 14
https://www.youtube.c
om/watchv=0rPYmRY
GIjc&index=3&list=PL
UwTeBAi_JFGZAIuN
MTbwKmq7O3OpaiQ
O
Radio metric dating
part 1
https://youtu.be/tvnRp
xDamkklist=PLUwTeB
Ai_JFGZAIuNMTbwK
mq7O3OpaiQO
Radiometric dating
part 2
https://youtu.be/bJHV
QadoitYlist=PLUwTeB
Ai_JFGZAIuNMTbwK
mq7O3OpaiQO
D. Discussing new concepts and
practicing new skills #1
THINK.PAIR. SHARE.
Let the students pair
up and afterwards
have a forum and
discussion about
Group the students
into 5 groups and ask
them to do the sea
floor spreading
activity, see provided
Print and prepare
http://dusk.geo.orst.
edu/oceans/OreoCookie.pdf and the
attached activity
Look at the tower if
Discuss shortly
they have included in radiometric, carbon
their tower, some
14 dating.
rocks, and let them
review their ideas
E. Discussing new concepts and
practicing new skills #2
seafloor spreading
and Continental Drift
theory.
worksheet.
Allow the students to
explain the different
types of folds and
faults.
Clarify if there are
misconceptions
regarding the theory
after their discussion.
F. Developing mastery
(Leads to Formative Assessment 3)
Answer Challenge
yourself in Earth and
Life Sciences pp.4042 A-C
worksheet.
Short Quiz about
Continental Drift and
seafloor Spreading
*see attached
suggested quizzes
Answer the questions
in the activity sheet.
Ask the students to
document their output
and post it in their
webpage as WEB
OUTPUT # 6.
about rock
classification. Shortly
discuss stratification
of rocks.
Guide Questions:
Short quiz about
Carbon Dating
1. In which type of
rocks can you find
*see attached
fossils? Explain how suggested quizzes
these rocks are
formed and why most
fossils are found
there?
2. What does rock
statigraphy tell about
geologic time?
Explain how each
layer indicates its age
relative to the next
layer?
G. Finding practical applications of
concepts and skills in daily living
http://www.scienceale
rt.com/australia-sabout-to-move-1-5metres-to-the-north
Group students and
assign them to
different SEISMIC
FAULTS in the
Philippines. Present it
in a map in a larger
scale. Make sure
students are able to
show the fault
Instruct students that
they will be going to
Rizal's school located
in Capinpin Street
Binan City Proper.
They will
documenting the
different materials,
location in a larger
scale for better view.
H. Making generalizations and
abstraction about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
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 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?
antique items,
infrastructure and
building.
GRADE 11
DAILY LESSON
LOG
School
JOSE T. QUIBOLOY SR. NHS Grade Level
Teacher
APRIL D. FORTUITO
Learning Area
Teaching Dates and Time
WEEK 4
Quarter
Monday
Tuesday
Wednesday
11
Earth and Life Science
1st Quarter
Thursday
Friday
I. OBJECTIVES
A. Content Standards
The learners
demonstrate an
understanding of:
The learners
demonstrate an
understanding of:
The learners
demonstrate an
understanding of:
The learners
demonstrate an
understanding of:
The learners
demonstrate an
understanding of:
1. how the planet
Earth evolved in the
last 4.6 billion years
(including the age of
the Earth, major age
of the Earth, major
geologic time
subdivisions and
marker fossils.)
1. how the planet
Earth evolved in the
last 4.6 billion years
(including the age of
the Earth, major age
of the Earth, major
geologic time
subdivisions and
marker fossils.)
1. how the planet
Earth evolved in the
last 4.6 billion years
(including the age of
the Earth, major age
of the Earth, major
geologic time
subdivisions and
marker fossils.)
1. how the planet
Earth evolved in the
last 4.6 billion years
(including the age of
the Earth, major age
of the Earth, major
geologic time
subdivisions and
marker fossils.)
1. how the planet
Earth evolved in the
last 4.6 billion years
(including the age of
the Earth, major age
of the Earth, major
geologic time
subdivisions and
marker fossils.)
B. Performance Standards
Students will be conducting a History of the Earth Exhibit with their created diorama of the different geologic time
scale.
C. Learning Competencies/
Objectivcs
1. Describe how
marker fossils (also
1. Describe how
marker fossils (also
1. Describe how
marker fossils (also
1. Describe how
marker fossils (also
1. Describe how
marker fossils (also
Write the LC code for each
II. Content
know as guide fossils)
are used to define
and identify
subdivisions of the
geologic time scale
(S11/12ES-Ie-28)
know as guide fossils)
are used to define
and identify
subdivisions of the
geologic time scale
(S11/12ES-Ie-28)
know as guide fossils)
are used to define
and identify
subdivisions of the
geologic time scale
(S11/12ES-Ie-28)
know as guide fossils)
are used to define
and identify
subdivisions of the
geologic time scale
(S11/12ES-Ie-28)
know as guide fossils)
are used to define
and identify
subdivisions of the
geologic time scale
(S11/12ES-Ie-28)
2. Describe how the
Earth's history can be
interpreted from the
geologic time scale.
2. Describe how the
Earth's history can be
interpreted from the
geologic time scale.
2. Describe how the
Earth's history can be
interpreted from the
geologic time scale.
2. Describe how the
Earth's history can be
interpreted from the
geologic time scale.
2. Describe how the
Earth's history can be
interpreted from the
geologic time scale.
(S11/12ES-Ie-29)
(S11/12ES-Ie-29)
(S11/12ES-Ie-29)
(S11/12ES-Ie-29)
(S11/12ES-Ie-29)
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 tackled in week or two.
GEOLOGIC TIME
SCALE
PROJECT BASED
LEARNING: GTS
DAY1
PROJECT BASED
LEARNING: GTS
DAY2
PROJECT BASED
LEARNING: GTS
DAY3
EXHIBIT DAY
Mylene D.G. Oliva,
et.al DIWA Senior
High School Series
Earth Science (STEM
TRACK). Diwa
Learning Systems
INC. , 2016.
Mylene D.G. Oliva,
et.al DIWA Senior
High School Series
Earth Science (STEM
TRACK). Diwa
Learning Systems
INC. , 2016.
Mylene D.G. Oliva,
et.al DIWA Senior
High School Series
Earth Science (STEM
TRACK). Diwa
Learning Systems
INC. , 2016.
Mylene D.G. Oliva,
et.al DIWA Senior
High School Series
Earth Science (STEM
TRACK). Diwa
Learning Systems
INC. , 2016.
Mylene D.G. Oliva,
et.al DIWA Senior
High School Series
Earth Science (STEM
TRACK). Diwa
Learning Systems
INC. , 2016.
III. Learning Resources
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan,
Ph.D., et.al EARTH
Ph.D., et.al EARTH
Ph.D., et.al EARTH
Ph.D., et.al EARTH
Ph.D., et.al EARTH
and LIFE Sciences for and LIFE Sciences for and LIFE Sciences for and LIFE Sciences for and LIFE Sciences for
Senior High School
(Core Subject).,
LORIMAR Publishing
Inc., 2016.
Senior High School
(Core Subject).,
LORIMAR Publishing
Inc., 2016.
Senior High School
(Core Subject).,
LORIMAR Publishing
Inc., 2016.
Senior High School
(Core Subject).,
LORIMAR Publishing
Inc., 2016.
Senior High School
(Core Subject).,
LORIMAR Publishing
Inc., 2016.
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources
IV. Procedures
A. Reviewing previous lesson or
presenting the new lesson.
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances
of the new lesso
Show different
pictures of different
eras, let the students
guess possible time,
era they belong to.
A short storytelling
about the history of
geologic time scale
(eons, eras, periods,
epoch)
Each group is given
10 minutes to present
their diorama.
Let the students per
group provide a
layout/plan of their
diorama and how they
will be creating it.
Let the students
continue their activity
and take note of their
progress.
*see attached group
performance rubric
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
COLLABORATIVE
WORK:
3-day PROJECT
BASED LEARNING:
In a 45 student
Assign group
members with
regards to their
designations and
responsibilities in the
activity. Ensure that
et the students
Invite 3 judges and
continue their activity
prepare prizes for the
and take note of their
winner and
progress.
certificates for the
participants.
*see attached group
performance rubric
WORK.WORK.WOR
K
WORK.WORK.WOR
K
classroom:
Group students into
groups according to
eras and periods:
there is full
documentation for 3
day work.
*see attached group
1. PreCambrian Time performance rubric
(5members)
2. Paleozoic Era
Allow students to start
their dioramas.
Cambrian(5members) WORK.WORK.WOR
K
Ordovician(5members
)
Silurian(5members)
Devonian(5members)
Carboniferous
(5members)
Permian (5members)
3. Mesozoic Era
(5members)
4l Cenozoic Era
(5members)
Instruct students that
they will be having a
History of the Earth
Exhibit on Friday.
They will be bringing
indigenous materials
and they will be
creating a diorama.
Present a rubric for
the criteria.
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstraction about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
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 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
Instruct students to
research about their
given topic/period.
and brainstorm
possible ideas that
they could create.
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:
Checked by:
APRIL D. FORTUITO
SHS Teacher II
RONNIE CHRIS J. GADGUDE
Principal 1