GRADE 1 to 12 School Camaman-an National High School Grade Level 12

Teacher GASPAR S. CANTERE, JR. , LPT, MSEST Learning Area PRACTICAL RESEARCH 2
DAILY LESSON LOG Teaching Dates and Time June 10-14 , 2019 Quarter 1ST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES At the end of the week the students are expected to:
1. describe and identify the different hypothesis of the Solar System;
2. identify the characteristics that make Earth habitable;
3. identify and describe the features of the four subsystems;

The learners demonstrate an understanding of:

1. The formation of the universe and the solar system
A. Content Standard
2. The subsystems (geosphere, atmosphere, and biosphere) that make up the Earth.
3. The earth’s internal structure.
1. Conduct a survey design to assess the possible geologic hazards that your community may experience.
B. Performance Standard
2. Conduct a survey or design a study to assess the possible hydrometereological hazards that you may experience.
Describe the different hypothesis Recognize the uniqueness of the Explain that the Earth consists of Explain the current
explaining the origin of the solar Earth, being the only planet in the four subsystems across whose advancements/information on the
C. Learning Competency/Objectives
system. solar system with properties boundaries matter and energy flow. solar system.
necessary to support life.
S11/12 ES-Ia-e-2 S11/12 ES-Ia-e-3 S11/12 ES-Ia-e-4 S11/12 ES-Ia-e-5
II. CONTENT Universe and Solar System
1. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Not available Not available Not available Not available
2. Learner’s Materials pages Not available Not available Not available Not available
3. Textbook pages Not available Not available Not available Not available
4. Additional Materials from Learning Resource Not available Not available Not available Not available
(LR)portal
B. Other Learning Resource
2. PROCEDURES
1. ELICIT Remind the class about the Review of the pervious lesson. Review of the pervious lesson and a Distribute meta-cards to students
(Drawing out students prior commonalties and differences they short diagnostic quiz for the lesson and let them write some of the
knowledge) discovered in the cultural solar of the day. current advancement/information
system origin stories. Tell them that about the solar system
scientists from many of these
cultures have addressed the
question of the origin of the solar
1

2. ENGAGE
(Motivation)
3. EXPLORE
(Plan and carry out activities)
4. EXPLAIN
(Construct explanations and
design solutions; engage in
arguments from obtained
evidences and communicate
information. )
5. ELABORATE
(Transfer of learning or
transfer of one concept to
another)
system from a scientific perspective
and that the class is now going to
explore those ideas.’
Show a video segment that outlines
the scientific theory on the origin of
the solar system. Widely available
video resources include Carl
Sagan’s Cosmos series, PBS’s
Mysteries of Deep Space, and The
Learning Channel’s Solar Empire.
Hand out the Student Text The
Origins of the Solar System for the
students to read about
the historical development of the
scientific theory of the origin of the
solar system.
Comment on similarities and
differences between information in
the student texts and in the
video
sk students to return to the groups
in which they had been previously
worked. Provide a large, blank
classroom
timeline to which student groups
can add information. Assign groups
to search the Internet and other
library
resources for basic information
about the persons named in the
video and student text. This timeline
can be added
to throughout this unit, as more
information becomes available.
In a whole-class discussion,
compare and contrast the different
aspects of the
cultural stories and of the scientific
theory. Ask the students to consider
what
characteristics of scientific thought
A picture will be flashed on the
screen. With the use of the picture
the students will share their ideas
and insights.
What makes a world habitable?
Let students use the table to identify
the factors that will enable them to
design a habitable world.
Activity Phase:
The students will convene in groups
to discuss the characteristics of the
Earth.
What makes the earth habitable?
Let students explain/ justify their
answers.
The students will perform a creative
presentation on the uniqueness of
the Earth and on the ways to take
care to maintain a livable planet.
Have the students play, “ 4 PICS 1
WORD”.
Using a PowerPoint presentation,
the teacher will discuss the
concepts of the lesson. Each group
(based on MI’s) will be given a
particular task to do related to the
their intelligences.
Have the students comment on the
content of the presentations, and
have them interact with the other
groups through question and
answer.
The teacher will have to decide as
to the correctness of the concept.
The teacher will give students few
minutes to elaborate their learnings.
Have them summarize the lessons
taken.
Group students in 3 and provide
them picture puzzles to arrange. Let
them present to the class the
formed picture and read the
backround of the picture at the back
of the puzzle.
Let students use the internet facility
of the school to search for the
current advancement in the
astronomy and the solar system. Let
them copy the link and share it to
other groups.
Let the students explain their
outputs.
The students will be asked to a
newscasting act.
2

6. EVALUATION
(May be formal, informal,
formative or summative test)
make a theoretical explanation
different
than the other stories they studied.
Such characteristics include:
• The necessity of experimental or
observational evidence to support
claims.
• The utility of the theory for making
accurate predictions.
• The opportunity for revision over
time based on new evidence.
• The collaborative nature of the
processes of science.
• The need for testable hypotheses.
• The way that new scientific
knowledge is built upon old ideas.
Look at these aspects of the nature
of scientific thought from the
perspective
of the history of scientific
understanding about the origin of
the solar system.
Point out on the classroom timeline
where each of these aspects is
exemplified.
Ask students to read the Student
Text Theories in the Making, and
discuss as
a class the types of thinking that
forms the foundation for the
development of
scientific theories.
Have the students write three Presentation by group. Short Quiz Newscasting act
research questions that could be Rubric will be used
addressed
scientifically. One example might be
3

7. EXTEND
(Make connections,
enrichment, finding practical
applicationsof concepts and
skills in daily living or making
generalizations and
abstractions about the lesson)
8. REFLECTION
"What is the origin of the solar
system?
Students could then gather some
type of data that would further the
understanding of the origins of the
solar system. After they develop the
individual questions, have them
share their questions with a partner
and
decide which two questions they
would most like to address. Have
each student write a question on a
large sheet of
newsprint and post all of the
questions on the walls of the room.
Share the following with your class: Make a collage about the topic,
NASA is also trying to find out more “Earth: A Habitable Planet”
information about the
formation of the solar system. The
specific question they are
asking is: ‘What is the chemical
composition of the solar wind
(particles being blown out from the
outer layers of the sun)?’
Scientists believe that the chemical
composition of the solar
wind is the same as the chemical
composition of the gas cloud
that formed into the solar system. In
order to collect this data,
they are launching a mission named
Genesis that will collect
solar wind particles for analysis.
The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully
delivered due to: delivered due to: delivered due to: delivered due to:
___ students’ eagerness to learn ___ students’ eagerness to learn ___ students’ eagerness to learn ___ students’ eagerness to learn
___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson
___ worksheets ___ worksheets ___ worksheets ___ worksheets
___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets
___ OTHERS ___ OTHERS ___ OTHERS ___ OTHERS
The lesson have not successfully The lesson have not successfully The lesson have not successfully The lesson have not successfully
4
 delivered due to: delivered due to: delivered due to: delivered due to:

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: Noted: Approved:

GASPAR S. CANTERE, JR. JAMES REYMON S. OKINLAY ROWENA G. CONCEPCION

ELS Teacher SHS Coordinator School Head

5
 GRADE 1 to 12 School Camaman-an National High School Grade Level 11
Teacher GASPAR S. CANTERE, JR. , LPT, MSEST Learning Area EARTH AND LIFE SCIENCES
DAILY LESSON LOG Teaching Dates and Time June 17-21 , 2019 Quarter 1ST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES At the end of the week the students are expected to:
1. identify the characteristics that make Earth habitable;
2. identify and describe the features of the four subsystems;
3. explain the current advancements/advancements on the solar system;
4. identify the layers of the Earth (crust, mantle, core); and
5. differentiate the layers of the Earth
The learners demonstrate an understanding of:
1. The formation of the universe and the solar system
A. Content Standard
2. The subsystems (geosphere, atmosphere, and biosphere) that make up the Earth.
3. The earth’s internal structure.
1. Conduct a survey design to assess the possible geologic hazards that your community may experience.
B. Performance Standard
2. Conduct a survey or design a study to assess the possible hydrometereological hazards that you may experience.
Recognize the uniqueness of the Explain that the Earth consists of Explain the current Identify the layers of the Earth
Earth, being the only planet in the four subsystems across whose advancements/information on the (crust, mantle, core)
solar system with properties boundaries matter and energy flow. solar system.
necessary to support life. S11/12 ES-Ia-e-7
S11/12 ES-Ia-e-3 S11/12 ES-Ia-e-4 S11/12 ES-Ia-e-5
C. Learning Competency/Objectives Differentiate the layers of the Earth
Show the contributions of
personalities/people on the S11/12 ES-Ia-e-8
understanding of the earth systems.

S11/12 ES-Ia-e-6

II. CONTENT
1. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Not available Not available Not available Not available
2. Learner’s Materials pages Not available Not available Not available Not available
3. Textbook pages Not available Not available Not available Not available
4. Additional Materials from Learning Resource Not available Not available Not available Not available
(LR)portal

6
B. Other Learning Resource
2. PROCEDURES
Review of the pervious lesson.
1. ELICIT
(Drawing out students prior
knowledge)
A picture will be flashed on the
screen. With the use of the picture
2. ENGAGE the students will share their ideas
(Motivation)
and insights.
What makes a world habitable?
Let students use the table to identify
the factors that will enable them to
design a habitable world.
3. EXPLORE
(Plan and carry out activities) Activity Phase:
The students will convene in groups
to discuss the characteristics of the
Earth.
Review of the pervious lesson and a
short diagnostic quiz for the lesson
of the day.
Have the students play, “ 4 PICS 1
WORD”.
Using a PowerPoint presentation,
the teacher will discuss the
concepts of the lesson. Each group
(based on MI’s) will be given a
particular task to do related to the
their intelligences.
Distribute meta-cards to students
and let them write some of the
current advancement/information
about the solar system
Group students in 3 and provide
them picture puzzles to arrange. Let
them present to the class the
formed picture and read the
backround of the picture at the back
of the puzzle.
Let students use the internet facility
of the school to search for the
current advancement in the
astronomy and the solar system.
Let them copy the link and share it
to other groups.
Provide students with an
anticipation-reaction guide.
4 Pics one word and unlocking
terms form jumbled letters
Distribute handouts on the layers of
the earth to students. Let them
answer the given guide questions in
a manila paper and have it posted
on the classroom wall.
Let other groups view the answers
of the other groups.
Let students create a 3 Dimensional
model of the earth from the given
materials (preferably recyclable)

4. EXPLAIN
(Construct explanations and
design solutions; engage in
arguments from obtained
evidences and communicate
information. )
5. ELABORATE
(Transfer of learning or
transfer of one concept to
another)
6. EVALUATION
(May be formal, informal,
formative or summative test)
7. EXTEND
What makes the earth habitable?
Let students explain/ justify their
answers.
The students will perform a creative
presentation on the uniqueness of
the Earth and on the ways to take
care to maintain a livable planet.
Presentation by group.
Rubric will be used
Make a collage about the topic,
Have the students comment on the
content of the presentations, and
have them interact with the other
groups through question and
answer.
The teacher will have to decide as
to the correctness of the concept.
The teacher will give students few
minutes to elaborate their learnings.
Have them summarize the lessons
taken.
Short Quiz
Let the students explain their In a mini exhibit, let the students
outputs. place their output in their desinated
stations. Let them choose someone
who will explain the layers of the
earth.
The students will be asked to a After the visit of groups in each
newscasting act. stations, they will share to the class
their significant learning.
Newscasting act 3D Layers of the Earth Model

7
 (Make connections, “Earth: A Habitable Planet”
enrichment, finding practical
applicationsof concepts and
skills in daily living or making
generalizations and
abstractions about the lesson)
The lesson have successfully
delivered due to:
___ students’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
8. REFLECTION ___ varied activity sheets
___ OTHERS
The lesson have not successfully
delivered due to:
The lesson have successfully
delivered due to:
___ students’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
___ OTHERS
The lesson have not successfully
delivered due to:
The lesson have successfully
delivered due to:
___ students’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
___ OTHERS
The lesson have not successfully
delivered due to:
The lesson have successfully
delivered due to:
___ students’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
___ OTHERS
The lesson have not successfully
delivered due to:

H. No. of learners who earned 80% in the evaluation

I. No. of learners who require additional activities for
remediation who scored below 80%
J. Did the remedial lessons work? No. of learners who have
caught up with the lesson
K. No. of learners who continue to require remediation
L. Which of my teaching strategies worked well? Why did
these work?
M. What difficulties did I encounter which my principal or
supervisor can help me solve?
N. What innovation or localized materials did I use/discover
which I wish to share with other teachers?
Prepared by: Noted: Approved:

GASPAR S. CANTERE, JR. JAMES REYMON S. OKINLAY ROWENA G. CONCEPCION

ELS Teacher SHS Coordinator School Head

8
 GRADE 1 to 12 School Camaman-an National High School Grade Level 11
Teacher GASPAR S. CANTERE, JR. , LPT, MSEST Learning Area EARTH AND LIFE SCIENCES
DAILY LESSON LOG Teaching Dates and Time June 24-28, 2019 Quarter 1ST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES At the end of the week the students are expected to:
1. identify the common rock-forming minerals;
2. demonstrate understanding of the physical and chemical properties of rocks;
3. classify and describe the three basic rock types;
4. describe how rocks undergo weathering;

The learners demonstrate an understanding of:

1. the three main categories of rocks
A. Content Standard
2. the origin and environment of formation of common minerals and rocks.
3. geologic processes that occur on the surface of the earth such as weathering, erosion, mass wasting, and sedimentation.
1. Conduct a survey design to assess the possible geologic hazards that your community may experience.
B. Performance Standard
2. Conduct a survey or design a study to assess the possible hydrometereological hazards that you may experience.
Identify common rock-forming minerals using their physical and chemical Classify rocks into igneous, Describe how rocks undergo
C. Learning Competency/Objectives properties. sedimentary and metamorphic weathering.

S11/12ES-Ia-e-9 S11/12ES-Ib--10 S11/12ES-Ib-11

II. CONTENT Minerals and Rocks Minerals and Rocks Exogenic Processes
1. LEARNING RESOURCES
C. References
1. Teacher’s Guide pages Not available Not available Not available Not available
2. Learner’s Materials pages Not available Not available Not available Not available
3. Textbook pages Not available Not available Not available Not available
4. Additional Materials from Learning Resource Not available Not available Not available Not available
(LR)portal
D. Other Learning Resource Interactive Earth Science Textbook by Holt, Rinehart and Winston
1. PROCEDURES
1. ELICIT Review of the previous lesson. Distribute meta-cards to students Provide students with an
(Drawing out students prior and let them write their idea on the anticipation-reaction guide.
knowledge) metacard.
What are minerals? Show photographs of several rock Let the students do, Tear Me Up
formations. activity
2. ENGAGE Can you name some minerals found at home? Let them decide as to how these
(Motivation)
are formed and what type of rocks
these are made of.

9

3. EXPLORE
(Plan and carry out activities)
4. EXPLAIN
(Construct explanations and
design solutions; engage in
arguments from obtained
evidences and communicate
information. )
5. ELABORATE
(Transfer of learning or
transfer of one concept to
another)
6. EVALUATION
(May be formal, informal,
formative or summative test)
7. EXTEND
(Make connections,
enrichment, finding practical
applicationsof concepts and
skills in daily living or making
generalizations and
abstractions about the lesson)
8. REFLECTION
A. No. of learners who earned 80% in the evaluation
Let the students watch a video clip on, “Identifying Minerals”. Let the students do a laboratory Distribute handouts on exogenic
activity of the physical and chemical process.
Distribute to students a matrix to answer based on the video. properties of rocks.
Let other groups answer the given
questions.
Let the students write their Let students explain in front of the
Let students share to the big group their answers from the data matrix. laboratory report. class their answers to the questions.
Let other groups ask clarificatory
questions.
The students will read more on the handouts about the topic. This will then The students will be asked to share Let students explain how
be followed by a class discussion, to class their observations and weathering changes the landscape.
results.
Short Quiz Laboratory Report Short quiz
Let students collect pieces of rocks.
The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully
delivered due to: delivered due to: delivered due to: delivered due to:
___ students’ eagerness to learn ___ students’ eagerness to learn ___ students’ eagerness to learn ___ students’ eagerness to learn
___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson
___ worksheets ___ worksheets ___ worksheets ___ worksheets
___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets
___ OTHERS ___ OTHERS ___ OTHERS ___ OTHERS
The lesson have not successfully The lesson have not successfully The lesson have not successfully The lesson have not successfully
delivered due to: delivered due to: delivered due to: delivered due to:
10
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: Noted: Approved:

GASPAR S. CANTERE, JR. JAMES REYMON S. OKINLAY ROWENA G. CONCEPCION

ELS Teacher SHS Coordinator School Head

11