DLL Grade-11-1st-Quarter-Earth-Science
DLL Grade-11-1st-Quarter-Earth-Science
DLL Grade-11-1st-Quarter-Earth-Science
C. Learning Competencies/ 1. State the different 1. State the different 1. Describe the 1. Describe the 1. Recognize the
Objectivcs hypothesis explaining hypothesis explaining different hypotheses different hypotheses uniqueness of Earth,
Write the LC code for each the origin of the the origin of the explaining the origin explaining the origin being the only planet
universe. universe. of the solar system. of the solar system. in the solar system
(S11/12ES -Ia-e-1) (S11/12ES -Ia-e-1) (S11/ 12ES - Ia-e-2) (S11/ 12ES - Ia-e-2) with properties
necessary to support
2. Describe the 2. Describe the Specific objectives: Specific objectives: life.
different hypotheses different hypotheses 1.1. Cite and profile 1. Illustrate the parts (S11 /12ES - I1-e-3)
explaining the origin explaining the origin the other members of of the sun and the 2. Explain the current
of the solar system. of the solar system. the solar system. phases of the moon. advancements/inform
(S11/ 12ES - Ia-e-2) (S11/ 12ES - Ia-e-2) ation on the solar
2. Explain the current 2. Discuss the life
Specific objectives: advancements cycle of the stars. systematically
1. Prove that the /information on the 3. Explain the current (S11/12ES-Ia-e-5)
universe is solar system 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 FORMATION FORMATION OF EARTH AND OUTER
UNIVERSE (PART UNIVERSE (PART OF SOLAR SOLAR SYSTEM SPACE
1) 2) SYSTEM (OTHER MEMBERS) EXPLORATION
III. Learning Resources
A. References
1. Teacher's Guide pages Teaching Guide for Teaching Guide for Teaching Guide for Teaching Guide for Teaching Guide for
Senior High School Senior High School Senior High School Senior High School Senior High School
INITIAL RELEASE INITIAL RELEASE INITIAL RELEASE INITIAL RELEASE INITIAL RELEASE
JUNE 13, 2016 JUNE 13, 2016 JUNE 13, 2016 JUNE 13, 2016 JUNE 13, 2016
EARTH AND LIFE EARTH AND LIFE EARTH AND LIFE EARTH AND LIFE EARTH AND LIFE
SCIENCE SCIENCE SCIENCE SCIENCE SCIENCE
Published by the Published by the Published by the Published by the Published by the
Commission on Commission on Commission on Commission on Commission on
Higher Education, Higher Education, Higher Education, Higher Education, Higher Education,
2016 Chairperson: 2016 Chairperson: 2016 Chairperson: 2016 Chairperson: 2016 Chairperson:
Patricia B. Licuanan, Patricia B. Licuanan, Patricia B. Licuanan, Patricia B. Patricia B. Licuanan,
Ph.D. Ph.D. Ph.D. Licuanan, Ph.D. Ph.D.
*use a rubric
for reflective
essay
H. Making generalizations and For supplemental Ask the students to
abstraction about the lesson learning, provide generalize their
students handout #1 activity and what they
for Earth and Life have learned per
Science, see group.
attachment.
I. Evaluating learning 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?
Students will be
showcasing it the
week after it was
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?
GRADE 11 School Grade Level 11
DAILY LESSON LOG
Teacher Learning Area Quarter Earth and Life Science
Teaching Dates and Time 1st Quarter
C. Learning Competencies/ 1. Recognize the 1. Recognize the 1. Recognize the 1. Recognize the
Objectivcs uniqueness of Earth, uniqueness of Earth, uniqueness of Earth, uniqueness of Earth,
Write the LC code for each being the only planet being the only planet being the only planet being the only planet
in the solar system in the solar system in the solar system in the solar system
with properties with properties with properties with properties
necessary to support necessary to support necessary to support necessary to support
life. life. life. life.
(S11 /12ES - I1-e-3) (S11 /12ES - I1-e-3) (S11 /12ES - I1-e-3) (S11 /12ES - I1-e-3)
2. Explain the current 2. Explain that the 2. Explain that the 2. Explain that the
advancements/inform Earth consists of four Earth consists of four Earth consists of four
ation on the solar subsystems, across subsystems, across subsystems, across
systematically whose boundaries whose boundaries whose boundaries
(S11/12ES-Ia-e-5) matter and energy matter and energy matter and energy
flow. flow. flow.
(S11/ 12ES - Ia-e-4) (S11/ 12ES - Ia-e-4) (S11/ 12ES - Ia-e-4)
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 EARTH : Only EARTH 2100 (PART EARTH 2100 (PART UNIT TEST
OUTER SPACE Living 1) 2)
EXPLORATION Planet?
III. Learning Resources
A. References
1. Teacher's Guide pages
G. Finding practical applications of Ask questions to Ask students to Remind the reaction
concepts and skills in daily living students about our make reaction paper paper due next
different subsystems regarding the video week to the students
we see locally. watched. and show the
rubrics for the paper
H. Making generalizations and
abstraction about the lesson
I. Evaluating learning
J. Additional activities for application Students will be
or remediation creating a pop-up
book about the
Earths subsystem
(UNIT PROJECT #2)
*see attached rubric
for the criteria
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?
GRADE 11 School Grade Level 11
DAILY LESSON LOG
Teacher Learning Area Quarter Earth and Life Science
Teaching Dates and Time 1st Quarter
C. Learning Competencies/ 1. Explain how the 1. Explain how the 1. Explain how the 1. Describe how 1. Describe the
Objectivcs continents drift. seafloor spreads movement of plates layers of rocks different methods
Write the LC code for each (S11 /12ES - Id- (S11/ 12ES - Id- leads to the (stratified rocks) (relative and absolute
20) 23) formation of folds are formed dating) to determine
and faults (S11/ (S11/12ES-Ie-25) the age of stratified
2. Cite evidence 2. Describe the
12ES - Id-22) rocks.
that support structure of
(S11/12ES-Ie-26)
continental drift evolution of ocean
(S11/ 12ES - Id-21) basins 2. Explain how
(S11/ 12ES - Id-23) relative and absolute
dating were used to
determine the
subdivisions of
geologic time
(S11/12ES-Ie-27)
II. Content
CONTINENTA SEAFLOOR Deformation of FORMATION DATING:
L DRIFT SPREADIN Crust: Folds OF ROCKS ABSOLUTE or
G and Faults RELATIVE?
III. Learning Resources
A. References
1. Teacher's Guide pages
C. Presenting examples/ instances Show a short video "THE "HI-RO HI-HO" Showcase the tower Carbon 14
of the new lesson about Alfred LOST Assign the students activity, and then let https://www.youtube.c
Wegener ATLANTIS" into groups, assign the students explain om/watchv=0rPYmRY
: Show the sea floor them to bring how they GIjc&index=3&list=PL
map in the mid OREO/HIRO/CREAM established the UwTeBAi_JFGZAIuN
https://www.youtube.c atlantic ocean ridges. -O cookies and tower. MTbwKmq7O3OpaiQ
om/watch?v=mRqjo- Let the students give prepare their mobile O
N_TDU ideas on how sea phone for
floor spreading documentation, Radio metric dating
happens. make sure that they part 1
will have proper https://youtu.be/tvnRp
labeling of the xDamkklist=PLUwTeB
different folds and Ai_JFGZAIuNMTbwK
faults. mq7O3OpaiQO
Radiometric dating
part 2
https://youtu.be/bJHV
QadoitYlist=PLUwTeB
Ai_JFGZAIuNMTbwK
mq7O3OpaiQO
D. Discussing new concepts and THINK.PAIR. SHARE. Group the students Print and prepare Look at the tower if Discuss shortly
practicing new skills #1 Let the students pair into 5 groups and http://dusk.geo.orst. they have included radiometric, carbon
up and afterwards ask them to do the edu/oceans/Oreo- in their tower, some 14 dating.
have a forum and sea floor spreading Cookie.pdf and the rocks, and let them
discussion about activity, see provided attached activity review their ideas
seafloor spreading worksheet. worksheet. about rock
and Continental classification. Shortly
E. Discussing new concepts and
Drift theory. discuss stratification
practicing new skills #2 Allow the students to of rocks.
Clarify if there are explain the different
misconceptions types of folds and
regarding the theory faults.
after their discussion.
F. Developing mastery Answer Challenge Short Quiz about Answer the questions Guide Questions: Short quiz about
(Leads to Formative Assessment 3) yourself in Earth and Continental Drift in the activity sheet. Carbon Dating
Life Sciences and seafloor Ask the students to 1. In which type of
pp.40- Spreading document their output rocks can you find *see attached
42 A-C and post it in their fossils? Explain how suggested quizzes
*see attached webpage as WEB these rocks are
suggested OUTPUT # 6. formed and why
quizzes most fossils are
found there?
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?
GRADE 11 School Grade Level 11
DAILY LESSON LOGTeacher Learning Area Quarter Earth and Life Science
Teaching Dates and Time 1st Quarter
A. References
1. Teacher's Guide pages
Devonian(5members)
Carboniferous
(5members)
Permian (5members)
3. Mesozoic Era
(5members)
4l Cenozoic Era
(5members)
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?