SHS DAILY LESSON LOG

DAILY LESSON LOG in Earth and Life Science

School: Tanglag National High School Grade Level: 11
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Monday Tuesday Wednesday Thursday Friday
Date: Date: July Date: Date: Date:
TOPIC I. ORIGIN AND STRUCTURE I. ORIGIN AND STRUCTURE I. ORIGIN AND STRUCTURE OF QUIZ: I. ORIGIN AND
OF THE EARTH OF THE EARTH THE EARTH STRUCTURE OF THE EARTH
A. Universe and Solar System A. Universe and Solar System B. Earth and Earth Systems A. Universe and Solar System
B. Earth and Earth Systems
LEARNING COMPETENCY/ LC: State the different LC: Describe the different LC: Recognize the uniqueness of LC:
OBJECTIVES hypotheses explaining the hypotheses explaining the origin Earth, being the only planet in the  S11/12ES-Ia-e-1
origin of the universe. of the solar system. S11/12ES- solar system with properties  S11/12ES-Ia-e-2
S11/12ES-Ia-e-1 Ia-e-2 necessary to support life.  S11/12ES-Ia-e-3
S11/12ES-Ia-e-3

SLO: At the end of the lesson,
the students should be able to:
1. describe the structure and
composition of the
Universe;
2. state the different
hypothesis that preceded
the Big Bang Theory of
the Origin of the Universe.
3. explain the red-shift and
how it used as proof of an
expanding universe
4. explain the Big Bang
Theory and evidences
supporting the theory.
LEARNING RESOURCES: Earth and Life Science (initial
release)
SLO: At the end of the lesson,
the students should be able to:
1. identify the large scale and
small scale properties of
the Solar System;
2. discuss the different
hypotheses explaining the
origin of the solar system;
Earth and Life Science (initial
release)
SLO: At the end of the lesson, the :
students should be able to:
1. recognize the difference in
the physical and chemical
properties between the
Earth and its neighboring
planes
2. Identify the factors that allow
a planet to support life.
Earth and Life Science (initial Earth and Life Science (initial
release) release)

LEARNING DILEVERY MODE: Activate: Activate: Activate: Activate: Activate:

(4 A's of Learning)  Students will recall their  Students will recall the 3  4pics1word.Learner will
learnings in junior high theories of the origin of the guess the words of the
school regarding the solar universe. prepared slides
system.  Photoanalysis. Teacher will  Teacher will present the
 Teacher will present a present a picture of the of pictures of Venus, Earth
video presentation the solar system and Mars.
regarding the universe. Key questions:
HOTS: "What do you think is HOTS: "What do you think is

Acquire:
 Teacher will show the
picture of the milky way.
 Teacher will discuss the
structure, composition,
age, cycle and expanding
of a universe
Key questions:
HOTS: "Why does the
universe needs to expand?"
HOTS: "How does the
Doppler effect explain the
expansion of the universe?"
HOTS: "Relate heat to the
expansion of the universe"
Application:
 The teacher will distribute
the article about the 3
theories of the universe.
The learners will read and
collaborate to each other.
Assessment:
 Learners will create a
Venn diagram showing
the similarities and
differences of the 3
theories of the universe.
the reason why the sun is the
center of our solar system?"
Acquire:
 Teacher will discuss the
composition of the solar
system.
HOTS: "How do you think did
scientists know the exact
composition of the solar
system?"
 Teacher will present
theories and hypothesis of
the origin of the solar
system.
Application:
 Leaners will collaborate
with each other and
discuss the theories and
hypothesis of the origin of
the solar system.
Assessment:
 Learner will create a short
story about how they want
the solar system SHOULD
start.
the reason of the failure of
mankind in protecting the
environment and the life here
on Earth?"
Acquire: Acquire: Acquire:
 Learners will be watching a
video clip and will present
their idea on the board.
Key questions:
HOTS: "What will happen to a
planet without GHG?"
"What is the importance of H2O
in maintaining the temperature
of a planet?"
"Why do Venus and Mars has
no Global Magnetic Field?"
Application: Application: Application:
 Habitable or Not? Using the
checklist provided, learners
will evaluate unknown
planets and moons if they
are habitable.
Assessment: Assessment: Assessment:
 Debate: ‘Can man alter Mars  Learners will answer the 30
environment to make it more item test.
suitable for human
habitation? How?’

ASSESSMENT  Output presentation (will  Written output  Debate  30-item test.

(Format and Results) be rated using a rubric)  Recitation  Recitation
 Recitation
REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)

Prepared by: Checked by: Noted:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT
SHS Teacher Track Head School Head