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GRADE 11 School Grade Level 11

DAILY Teacher Learning Earth Science
LESSON LOG Teaching Dates and Time Area Quarter 1st Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners The learners The learners The learners The learners
demonstrate an demonstrate an demonstrate an demonstrate an demonstrate an
understanding of: understanding of: understanding of: understanding of: 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/ 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.

2. Learner's Materials pages

3. Textbook pages Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva,
et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior
High School Series High School Series High School Series High School Series High School Series
Earth Science (STEM Earth Science (STEM Earth Science (STEM Earth Science (STEM Earth Science (STEM
TRACK). Diwa TRACK). Diwa TRACK). Diwa TRACK). Diwa TRACK). Diwa
Learning Learning Learning Systems Learning Learning Systems
Systems INC. , Systems INC. , INC. , 2016. Systems INC. , INC. , 2016.
2016. 2016. 2016.
 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 and LIFE Sciences and LIFE Sciences and LIFE Sciences and LIFE Sciences for
for Senior High for Senior High for Senior High for Senior High Senior High School
School (Core School (Core School (Core School (Core (Core Subject).,
Subject)., LORIMAR Subject)., LORIMAR Subject)., LORIMAR Subject)., LORIMAR LORIMAR Publishing
Publishing Inc., 2016. Publishing Inc., 2016. Publishing Inc., 2016. Publishing Inc., 2016. Inc., 2016.
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources INTRO TO INTRO TO http://dawn.jpl.nasa.g https://www.youtube.c
THE THE ov/DawnClassrooms/ om/watch?v=79M2lS
UNIVERSE UNIVERSE pdfs/ActiveAccretion_ VZiY4
Stephen Hawking Stephen Hawking Dawn.pdf http://scied.ucar.edu/s
https://www.youtube.c https://www.youtube.c un-regions
om/watch?v=sM7N5U om/watch?v=sM7N5U http://www.telescope.
813-g 813-g org/pparc/res8.html
IV. Procedures
A. Reviewing previous lesson or "SUPERMASSIV "RECAP "SHARE & DARE" "ASTRONAUT BE-
presenting the new lesson. E BLACKHOLE" THINKING CHAIR" Group the students Start the class with a LIKE"
Recap the video into two groups. this moon phases Present the rubrics in
Show to the watched yesterday, Randomly pick a video: class and ensure that
students a picture of ask the students to representative each all students have
the universe. Let give insights group. Do a toss coin https://www.youtube.c rubrics sheets for they
them share ideas. regarding the possible as who is to go first. om/watch?v=79M2lS will also be grading
origin of the solar The winning group VZiY4 their classmates
system and how the gets to mention a presentation.
sun was created. planet they know and Ask someone from
an information about class if they could still
the planets of the recall the moon
solar system, after phases based on their
giving information, the learning when they
other team needs to were in grade 7.
provide additional (10minutes)
information about the
 planet. Score is
given to the team
who gets to give the
most information.
B. Establishing a purpose for the "VOCABULAR "VOCABULAR "HOW OLD "WISH UPON
lesson Y BOOST" Y BOOST" ARE YOU PO?" A STAR"
Ask students if they Give a computation Mention to students
In the board, write the have an idea about about how old will a different members of
following bolded the words that were 16 year old teenage the Solar System like
words, for them to presented be in planet VENUS, asteroids,
get familiarize: yesterday and if MARS, PLUTO? meteoroids, comets.
Baryonic they understood the Show pictures of Showcase the 9
matter Dark meaning of those www.mistupid.c meteor showers, videos created by the
matter Dark words. om/astronomy/ageon asteroid belts, Kuiper students. (Use a
Energy planets.htm Belt, Oort cloud, and rubric for
Protostar comets like Hailey's, documentary film
Thermonuclear Shoe maker Levy creation) see
reaction (10minutes) attachment. For the
Main first day, 5 videos to
Sequence be presented, second
Stars day is 4 videos.
C. Presenting examples/ instances Instruct the students Ask the students to *use a rubric for
of the new lesson to take down notes go outside documentary film
Instruct the students
as they watch a 1 (gymnasium or creation
to take down notes
and a half video. track field)
as they watch the
Since the class is
last part of the video.
only 1 hour, split the Print the activity in the
So there will be an
video into 45 minutes lesson from this page:
allotted 15 minutes
for two days. So
wrap up.
there will be an http://dawn.jpl.
allotted 15 minutes nasa.gov/DawnClassr
D. Discussing new concepts and wrap
(Introup.
to the (Intro to the ooms/pdfs/ActiveAccr Print the document Discuss some
practicing new skills #1 Universe Stephen Universe Stephen etion_Dawn.pdf from this website, additional details and
Hawking) Hawking) http://scied.ucar.edu/s asked students for
https://www.youtube.c https://www.youtube.c un-regions. Shortly supplemental
 om/watch?v=sM7N5U om/watch?v=sM7N5U discuss and print information to
813-g 813-g out the parts of the determine knowledge
Sun. (10minutes) and comprehension
about the planets.
E. Discussing new concepts and Answer the activity in
practicing new skills #2 Challenge Yourself p.
22 and 24 in EARTH
and LIFE Sciences
for Senior High
School (Core
F. Developing mastery WEB OUTPUT #1 WEB OUTPUT #2 Answer the questions Subject).
20 item quiz for
(Leads to Formative Assessment 3) VIDEO PART Assignment provided in the the first 4 lessons
1 ANALYSIS due next week worksheet. discussed.
Answer the (20minutes)
following questions: Research Different WEB OUTPUT #3.
1. Why is the Big Theories of The Answer the
Bang Theory the Universe following questions:
most accepted theory 1. As part of Earth's
about the origin of the 1. Brahmanda existence, what can
universe? 2. Aristotleian you do to preserve
2. How can you 3. Heliocentric the uniqueness of the
prove that the 4. Big Bang planet?
universe is 2. Why is Earth
expanding? considered unique
3. Based on the compared with other
video watched, what planets.
can you say about
the theory of the
universe? *use a rubric for the
critical thinking
*use a rubric analysis.
for critical
G. Finding practical applications of thinking cont. of
concepts and skills in daily living 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 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?

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
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

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners The learners The learners The learners
demonstrate an demonstrate an demonstrate an demonstrate an
understanding of: understanding of: understanding of: understanding of:
1. the formation of the 1. the subsystems 1. the subsystems 1. the subsystems
universe and the solar (geosphere, (geosphere, (geosphere,
system hydrosphere, hydrosphere, hydrosphere,
atmosphere and atmosphere and atmosphere and
biosphere) that make biosphere) that make biosphere) that make
up the Earth up the Earth up the Earth
2. the Earth's internal 2. the Earth's internal 2. the Earth's internal
structure structure structure
B. Performance Standards The students will be creating a pop-up book showing all the Earth's
subsystem.

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

2. Learner's Materials pages

3. Textbook pages Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva,
et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior
High School Series High School Series High School Series High School Series
Earth Science (STEM Earth Science (STEM Earth Science (STEM Earth Science (STEM
TRACK). Diwa TRACK). Diwa TRACK). Diwa TRACK). Diwa
Learning Systems Learning Systems Learning Systems Learning Systems
 INC. , 2016. INC. , 2016. INC. , 2016. INC. , 2016.

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
and LIFE Sciences and LIFE Sciences and LIFE Sciences and LIFE Sciences
for Senior High for Senior High for Senior High for Senior High
School (Core School (Core School (Core School (Core
Subject)., LORIMAR Subject)., LORIMAR Subject)., LORIMAR Subject)., LORIMAR
Publishing Inc., 2016. Publishing Inc., 2016. Publishing Inc., 2016. Publishing Inc., 2016.
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources https://www.youtube.c EARTH 2100 EARTH 2100
om/watch?v=CmbXc documentary documentary
Nh4FcM https://www.youtube.c https://www.youtube.c
https://www.yo om/watch?v=LUWyD om/watch?v=LUWyD
utube.com/watch?v= WEXH8U WEXH8U
K2KYRo9CcRc
https://www.yo
utube.com/watch?v=d
4tbZn2ehPA
IV. Procedures
A. Reviewing previous lesson or Bring an apple and "BACK to the see attached UNIT
presenting the new lesson. Present the rubrics in slice into two. Let FUTURE @ Have a 5 minute- TEST
class and ensure that the students to 2100" sharing of the
all students have observe closely the Provide students with possible turn out of
rubrics sheets for composition of the thought -provoking events of the
they will also be apple and relate the concepts, like what documentary-
grading their compositions of the will happen in our video.
classmates apple to the layers of planet at 2100? Will
presentation. the Earth. it get better, or will
get worse? Let
B. Establishing a purpose for the Showcase the Ask the students to share ideas.
lesson remaining videos bring clay and
created by the popsicle stick. Let the
students. (Use a students create the
rubric for internal structures of
documentary the Earth.
film creation)
see attachment. *rubrics for
group
*use a rubric for performance
C. Presenting examples/ instances Watch videos about Students will be Students will continue
documentary
of the new lesson the Earth Subsystems watching a to watch the Part 2 of
film creation
(2-5minutes only per documentary film the video.
video) entitled EARTH 2100
(https://www.youtube.
https://www.youtube.c com/watch?
om/watch?v=CmbXc v=LUWyD WEXH8U)
Nh4FcM It will be divided into
https://www.yo two parts since it is
utube.com/watch?v= 1.5 hour long. 45
K2KYRo9CcRc minutes for the first
https://www.yo session and 45 for
utube.com/watch?v=d the second.
4tbZn2ehPA Instruct students
D. Discussing new concepts and Discuss some "JOURNEY TO that they will be
practicing new skills #1 additional details and THE CENTER OF doing a reaction
ask students for THE EARTH" paper afterwards.
E. Discussing new concepts and
practicing new skills #2 supplemental
information to Shortly discuss the
determine knowledge Earth Subsystems This output is to be
and comprehension and Earth's Internal submitted the
about the planets. Structure. following week and
upload it as WEB
OUTPUT #5
F. Developing mastery Continuation of Answer the Challenge
(Leads to Formative Assessment 3) WEB OUTPUT Yourself pp.34-35. A
#4.
 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 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

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners The learners The learners The learners The learners
demonstrate an demonstrate an demonstrate an demonstrate an demonstrate an
understanding understanding understanding understanding understanding
of: of: of: of: of:
1. plate tectonics 1. plate tectonics 1. plate tectonics 1. how the planet 1. how the planet
Earth evolved in the Earth evolved in the
last 4.6 billion years last 4.6 billion years
(including the age of (including the age of
the Earth, major the Earth, major
age of the Earth, age of the Earth,
major geologic time major geologic time
subdivisions and subdivisions and
marker fossils.) marker fossils.)
B. Performance Standards

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

2. Learner's Materials pages

3. Textbook pages Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva,
et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior
High School Series High School Series High School Series High School Series High School Series
Earth Science (STEM Earth Science (STEM Earth Science (STEM Earth Science (STEM Earth Science (STEM
TRACK). Diwa TRACK). Diwa TRACK). Diwa TRACK). Diwa TRACK). Diwa
Learning Learning Learning Learning Learning Systems
Systems INC. , Systems INC. , Systems INC. , Systems INC. , INC. , 2016.
2016. 2016. 2016. 2016.
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 and LIFE Sciences and LIFE Sciences and LIFE Sciences Senior High School
for Senior High for Senior High for Senior High for Senior High (Core Subject).,
School (Core School (Core School (Core School (Core LORIMAR Publishing
Subject)., LORIMAR Subject)., LORIMAR Subject)., LORIMAR Subject)., LORIMAR Inc., 2016.
Publishing Inc., 2016. Publishing Inc., 2016. Publishing Inc., 2016. Publishing Inc., 2016.
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources ICE AGE SEAFLOOR http://dusk.geo.orst.
 https://youtu.be/TzzG SPREADIN edu/oceans/Oreo-
PfVx32M G ACTIVITY Cookie.pdf
ALFRED WEGENER www.kfandale.com/ud Bob Little’s “Fun with
https://www.youtube.c l/resources/sea floor plate tectonics.”
om/watch?v=mRqjo- spreading Mc Do u g al L i ttell
N_TDU ’s Earth Science
pages 172- 179.
IV. Procedures
A. Reviewing previous lesson or "WHO'S "RECAP "RECAP Group the students Display in front of the
presenting the new lesson. TO THINKING CHAIR" THINKING CHAIR" into 5 groups and class two types of
BLAME?" Review and recap Recap the Theory of ask them to rocks, ask them which
Watch a video clip yesterday's lesson Plate Tectonics outdoors. rock they think is
of ICE AGE about continental drift. based on yesterday's older and which is
TEASER Ask previous lesson younger?
https://youtu.be/TzzG knowledge about sea
PfVx32M. floor spreading based
on their learning in
their Grade 10.
B. Establishing a purpose for the "GALAW "WALANG "PINOY AKO!" "TANGKAD "TARA, BIYAHE
lesson GALAW PAG FOREVER Show the Philippine , SAGAD" TAYO?"
MAY TIME" " Plates and the Tallest Tower Activity. Instruct students that
Show a recent hugot pickup lines. Philippine Islands Give them 10 they will be going to
research about during the continental minutes to build a Rizal's school located
Australia regarding its Give and provide an drift theory: tower using natural, in Capinpin Street
recent movement. interesting "hugot" https://www.yo biodegradable Binan City Proper.
pickup lines regarding utube.com/watch?v=n materials (plastics, Prepare the
break ups, TTEjdrtfN8 straws not allowed). necessary
http://www.scie requirements needed
ncealert.com/australia Ask students to and set the date and
-s-about-to-move-1-5- contribute and think time for the said trip.
metres-to-the-north of some.
They will
documenting the
different materials,
 antique items,
infrastructure and
building.

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?

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 http://www.scienceale Group students and Instruct students that
concepts and skills in daily living rt.com/australia-s- assign them to they will be going to
about-to-move-1-5- different SEISMIC Rizal's school located
metres-to-the-north FAULTS in the in Capinpin Street
Philippines. Present it Binan City Proper.
in a map in a larger
scale. Make sure They will
students are able to documenting the
show the fault different materials,
 location in a larger antique items,
scale for better infrastructure and
view. building.
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?
 GRADE 11 School Grade Level 11
DAILY LESSON LOGTeacher Learning Area Quarter Earth and Life Science
Teaching Dates and Time 1st Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners The learners The learners The learners The learners
demonstrate an demonstrate an demonstrate an demonstrate an demonstrate an
understanding understanding understanding understanding understanding
of: of: of: of: of:
1. how the planet 1. how the planet 1. how the planet 1. how the planet 1. how the planet
Earth evolved in the Earth evolved in the Earth evolved in the Earth evolved in the Earth evolved in the
last 4.6 billion years last 4.6 billion years last 4.6 billion years last 4.6 billion years last 4.6 billion years
(including the age of (including the age of (including the age of (including the age of (including the age of
the Earth, major the Earth, major the Earth, major the Earth, major the Earth, major
age of the Earth, age of the Earth, age of the Earth, age of the Earth, age of the Earth,
major geologic time major geologic time major geologic time major geologic time major geologic time
subdivisions and subdivisions and subdivisions and subdivisions and subdivisions and
marker fossils.) marker fossils.) marker fossils.) marker fossils.) 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/ 1. Describe how 1. Describe how 1. Describe how 1. Describe how 1. Describe how
Objectivcs marker fossils marker fossils marker fossils marker fossils marker fossils
(also (also (also (also (also
Write the LC code for each know as guide fossils) know as guide fossils) know as guide fossils) know as guide fossils) know as guide fossils)
are used to define are used to define are used to define are used to define are used to define
and identify and identify and identify and identify and identify
subdivisions of the subdivisions of the subdivisions of the subdivisions of the subdivisions of the
geologic time scale geologic time scale geologic time scale geologic time scale geologic time scale
(S11/12ES-Ie-28) (S11/12ES-Ie-28) (S11/12ES-Ie-28) (S11/12ES-Ie-28) (S11/12ES-Ie-28)
2. Describe how the 2. Describe how the 2. Describe how the 2. Describe how the 2. Describe how the
Earth's history can Earth's history can Earth's history can Earth's history can Earth's history can be
be interpreted from be interpreted from be interpreted from be interpreted from interpreted from the
the geologic time the geologic time the geologic time the geologic time geologic time scale.
scale. scale. scale. scale. (S11/12ES-Ie-29)
(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 tackled in week or two.
GEOLOGIC TIME PROJECT PROJECT PROJECT EXHIBIT DAY
SCALE BASED BASED BASED
LEARNING: GTS LEARNING: GTS LEARNING: GTS
III. Learning Resources DAY1 DAY2 DAY3

A. References
1. Teacher's Guide pages

2. Learner's Materials pages

3. Textbook pages Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva,
et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior
High School Series High School Series High School Series High School Series High School Series
Earth Science (STEM Earth Science (STEM Earth Science (STEM Earth Science (STEM Earth Science (STEM
TRACK). Diwa TRACK). Diwa TRACK). Diwa TRACK). Diwa TRACK). Diwa
Learning Learning Learning Learning Learning Systems
Systems INC. , Systems INC. , Systems INC. , Systems INC. , INC. , 2016.
2016. 2016. 2016. 2016.
Gloria G. Salandanan,
Gloria G. Salandanan, Gloria G. Gloria G. Salandanan, Gloria G. Salandanan, Ph.D., et.al EARTH
Ph.D., et.al EARTH Salandanan, Ph.D., Ph.D., et.al EARTH Ph.D., et.al EARTH and LIFE Sciences for
and LIFE Sciences et.al EARTH and and LIFE Sciences and LIFE Sciences
 Senior High School Senior High School Senior High School Senior High School Senior High School
(Core Subject)., (Core Subject)., (Core Subject)., (Core Subject)., (Core Subject).,
LORIMAR Publishing LORIMAR Publishing LORIMAR Publishing LORIMAR Publishing LORIMAR Publishing
Inc., 2016. Inc., 2016. Inc., 2016. Inc., 2016. 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 Show different
lesson pictures of different
eras, let the students
guess possible time, Each group is given
era they belong to. 10 minutes to present
their diorama.

C. Presenting examples/ instances

of the new lesso A short storytelling Let the students per Let the students et the students
Invite 3 judges and
about the history of group provide a continue their activity continue their activity
prepare prizes for the
geologic time scale layout/plan of their and take note of their and take note of their
winner and
(eons, eras, diorama and how progress. progress.
certificates for the
periods, epoch) they will be creating
participants.
it. *see attached group *see attached
performance rubric group performance
D. Discussing new concepts and COLLABORATIV Assign group rubric
WORK.WORK.WOR
practicing new skills #1 E WORK: members with K
E. Discussing new concepts and regards to their WORK.WORK.WOR
practicing new skills #2 3-day PROJECT designations and K
BASED responsibilities in the
LEARNING: activity. Ensure that
In a 45 student
classroom: there is full
documentation for 3
Group students into day work.
groups according to
eras and periods:
*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 Instruct students to
(Leads to Formative Assessment 3) research about
their given
topic/period. and
brainstorm possible
ideas that they
could create.
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
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?