Shs Daily Lesson in Earth Science

Region I TANGLAG NATIONAL HIGH SCHOOL

Tanglag, Rosario La Union

SHS DAILY LESSON LOG DAILY LESSON LOG in Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal TOPIC

LEARNING COMPETENCY/ OBJECTIVES

Monday Tuesday Date: Date: July I. ORIGIN AND STRUCTURE OF I. ORIGIN AND STRUCTURE OF THE EARTH THE EARTH A. Universe and Solar System A. Universe and Solar System LC: State LC: State the different hypotheses explaining the origin of the universe. S11/12ES-Ia-e-1

Grade Level: Semester:

Track & Strand: TVL track

LC: Describe the different hypotheses explaining the origin of the solar system. S11/12ES-Ia-e-2

Wednesday Thursday Date: Date: I. ORIGIN AND STRUCTURE OF QUIZ: I. QUIZ: I. ORIGIN AND STRUCTURE THE EARTH OF THE EARTH B. Earth and Earth Systems A. Universe and Solar System B. Earth and Earth Systems LC: Recognize LC: Recognize the uniqueness of LC: Earth, being the only planet in the S11/12ES-Ia-e-1 solar system with properties S11/12ES-Ia-e-2 necessary to support life. S11/12ESS11/12ES-Ia-e-3 Ia-e-3

11 1st Friday

Date:

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LEARNING RESOURCES: RESOURCES:

SLO: 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. Earth and Life Science (initial release)

SLO: 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;

SLO: 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 release)



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Tanglag, Rosario La Union LEARNING DILEVERY MODE: (4 A's of Learning)

Activate: Activate: Activate: Activate: Students will recall their Students will recall the 3 4pics1word.Learner will guess learnings in junior high school theories of the origin of the the words of the prepared regarding the solar system. universe. slides Teacher will present a video Photoanalysis. Photoanalysis. Teacher will Teacher will present the presentation regarding the present a picture of the of the pictures of Venus, Earth and universe. solar system Mars. Key questions: HOTS: "What do you think is the HOTS: "What do you think is the reason why the sun is the center reason of the failure of mankind in of our solar system?" protecting the environment and the life here on Earth?" Acquire: Acquire: Acquire: Acquire: Teacher will show the picture of Teacher will discuss the Learners will be watching a the milky way. composition of the solar system. video clip and will present their idea on the board. Teacher will discuss the HOTS: "How do you think did know the exact Key questions: structure, composition, age, scientists cycle and expanding of a composition of the solar system?" HOTS: "What will happen to a universe Teacher will present theories planet without GHG?" Key questions: and hypothesis of the origin of "What is the importance of H2O in HOTS: "Why does the universe the solar system. maintaining the temperature of a needs to expand?" HOTS: "How planet?" does the Doppler effect explain the expansion of the universe?" "Why do Venus and Mars has no HOTS: "Relate heat to the Global Magnetic Field?" expansion of the universe" Application: Application: Application: Application: The teacher will distribute the Leaners will collaborate with Habitable or Not? Using the article about the 3 theories of each other and discuss the checklist provided, learners will the universe. The learners will theories and hypothesis of the evaluate unknown planets and read and collaborate to each origin of the solar system. moons if they are habitable. other. 

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Activate:

Acquire:

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Application:

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Tanglag, Rosario La Union Assessment: Assessment: Learners will create a Venn Learner will create a short diagram showing the story about how they want the similarities and differences of solar system SHOULD start. the 3 theories of the universe. 

ASSESSMENT ASSESSMENT (Format and Results)

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Output presentation (will be rated using a rubric) Recitation

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Written output Recitation

Assessment: Assessment: Debate: ‘Can man alter Mars Learners will answer the 30 environment to make it more item test. suitable for human habitation? How?’ 

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Assessment:

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Debate Recitation

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30-item test.

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

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Tanglag, Rosario La Union SHS DAILY LESSON LOG DAILY LESSON LOG in Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal Monday Date: TOPIC



Track & Strand: TVL track Tuesday Date: July I. ORIGIN AND STRUCTURE STRUCTURE OF THE EARTH A. Universe and Solar System LC: Describe the different hypotheses explaining the origin of the solar system. S11/12ES-Ia-e-2

11 1st

Wednesday Thursday Friday Date: Date: Date: I. ORIGIN AND STRUCTURE OF QUIZ: I. QUIZ: I. ORIGIN AND STRUCTURE I. ORIGIN AND STRUCTURE OF THE EARTH OF THE EARTH THE EARTH B. Earth and Earth Systems A. Universe and Solar System A. Universe and Solar System B. Earth and Earth Systems LC: Recognize LC: Recognize the uniqueness of LC: LC: LC: Explain the current Earth, being the only planet in the advancements/information on the S11/12ES-Ia-e-1 solar system with properties solar system. S11/12ES-Ia-e5 S11/12ES-Ia-e-2 necessary to support life. S11/12ESS11/12ES-Ia-e-3 Ia-e-3   

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SLO: SLO: At the end of the lesson, the students should be able to: 3. identify the large scale and small scale properties of the Solar System; 4. discuss the different hypotheses explaining the origin of the solar system;

SLO: SLO: At the end of the lesson, the : students should be able to: 3. recognize the difference in the physical and chemical properties between the Earth and its neighboring planes 4. Identify the factors that allow a planet to support life.

SLO: At the end of the lesson, the learners will be able to; 1. Become familiar with the most recent advancements/information on the solar system. 2. Identify key persons in the advancements/ information on the solar system. 3. relate the importance of the advancements/ information on the solar system in daily life



Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House)


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Activity: Activity: Activity: Students will recall the 3 4pics1word.Learner will guess theories of the origin of the the words of the prepared universe. slides Photoanalysis. Photoanalysis. Teacher will Teacher will present the present a picture of the of the pictures of Venus, Earth and solar system Mars. Key questions: HOTS: "What do you think is the HOTS: "What do you think is the reason why the sun is the center reason of the failure of mankind in of our solar system?" protecting the environment and the life here on Earth?" Analysis: Analysis: Analysis: Teacher will discuss the Learners will be watching a composition of the solar system. video clip and will present their HOTS: "How do you think did idea on the board. scientists know the exact Key questions: composition of the solar system?" HOTS: "What will happen to a Teacher will present theories planet without GHG?" and hypothesis of the origin of "What is the importance of H2O in the solar system. maintaining the temperature of a planet?" 

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"Why do Venus and Mars has no Global Magnetic Field?" Abstraction: Abstraction: Abstraction: Leaners will collaborate with Habitable or Not? Using the each other and discuss the checklist provided, learners will theories and hypothesis of the evaluate unknown planets and origin of the solar system. moons if they are habitable. 

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Activity: Teacher will show photos of the selected scientist and their contribution to the understanding of the solar system. Key questions: “How can the current breakthroughs in the solar system affect our lives?” 

Analysis: The teacher will present the web-based activity. Learners in groups will search and present important facts on the following: NASA’s New Horizons Mission, Rossetta Mission, Curiosity Space Probe, Hygens Probe, Europa Jupiter System Mission. 

Abstraction: Learners share to the class about the current discoveries made by the mentioned space mission 

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Tanglag, Rosario La Union Application: Learner will create a short story about how they want the solar system SHOULD start. 


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Application: Application: Debate: ‘Can man alter Mars Learners will answer the 30 environment to make it more item test. suitable for human habitation? How?’ 

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Debate Recitation

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30-item test.

Application: Learners will be having a dynamic discussion regarding: HOTS: “Would it be practical for our local government to allocate a portion of the national budget on the space? Written output Recitation 

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REMARKS (Reflection for the teacher: on the teaching learning episodes) Prepared by:

Checked by:

Noted:

RICHARD G. CADIZAL


ROLANDO D. BALAGOT

SHS Teacher

Track Head

School Head

SHS DAILY LESSON LOG DAILY LESSON LOG in Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal Monday Date: TOPIC



Track & Strand: TVL track Tuesday Date: July I. ORIGIN AND STRUCTURE STRUCTURE OF THE EARTH A. Universe and Solar System LC: LC: Explain the current advancements/information on the solar system. S11/12ES-Ia-e5

Wednesday Date: Date: I. ORIGIN AND STRUCTURE OF THE EARTH B. Earth and Earth Systems

Thursday

LC: 

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SLO: At the end of the lesson, the learners will be able to;

11 1st Friday Date: I. ORIGIN AND STRUCTURE OF THE EARTH B. Earth and Earth Systems LC:

Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow. S11/12ES-Ia-e4Show S11/12ES-Ia-e4Show the contributions of personalities/people on the understanding of Earth Systems S11/12ES-Ia-e-6. S11/12ES-Ia-e-6.

SLO: At SLO: At the end of the lesson, the learners will be able to; 1. define the concept of a system

Identify the layers of the Earth (crust, mantle, core). S11/12ES-Ia-e7 Differentiate the layers of the Earth. S11/12ES-Ia-e7 SLO: SLO: At the end of the lesson, the learners will be able to; 

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LEARNING DILEVERY MODE: (4 A's of Learning)

1. Become familiar with the most 2. recognize the Earth as a system composed of subsystems 1. Distinguish between P-waves and recent advancements/information on 3. Discuss the historical development of the concept of Earth System. S-Waves the solar system. 2. Discuss Seismic Reflection and 2. Identify key persons in the Refraction. advancements/ information on the 3. Differentiate layers of the Earth solar system. from each other. 3. relate the importance of the 4. Relate seismic waves in advancements/ information on the discovering the layers of the Earth. solar system in daily life Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial release) release) release) release) Exploring Life Through Science: Exploring Life Through Science: Exploring Life Through Science: Exploring Life Through Science: Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix Publish House) Publish House) Publish House) Publish House) Activity: Activity: Activity: Activity: Teacher will show photos of Learners share their Using a pencil and a piece of Learners will generate the selected scientist and their experience about the El Nino. paper, learners will draw or transverse and longitudinal contribution to the illustrate the field area and waves using identified understanding of the solar identify how energy and mass materials. system. are transferred in the different Key questions: components of the area. “How can the current breakthroughs in the solar system affect our lives?” Analysis: Analysis: Analysis: Analysis: The teacher will present the Using the diagram of the Earth Learners in small groups will Teacher will present P-waves, web-based activity. Learners in system let the students present the contributions done S-waves and Seismic waves. groups will search and present interrelate the icons to each by specific scientists who important facts on the other. contributed to the following: NASA’s New Key Questions: understanding of the earth Horizons Mission, Rossetta HOTS: “How is everything subsystems. Mission, Curiosity Space connected to everything else? Probe, Hygens Probe, Europa Why do Earth’s subsystem Jupiter System Mission. boundaries matter?” 

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Tanglag, Rosario La Union Abstraction: Abstraction: Abstraction: Abstraction: Learners share to the class Teacher will introduce the four Using the answers of the Learners will perform an about the current discoveries subsystems to the class. learners, the class will create a activity in Mapping the Earth’s made by the mentioned space table showing the summary of Interior. mission the ideas. 

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Application: Application: Application: Application: Learners will be having a Teacher will present activity on Let the learners response on Learners will discuss their dynamic discussion regarding: “Subsystem Interactions”. the question: results and explain the different HOTS: “Would it be practical Key Questions: HOTS: “how do the scientific layers of the Earth for our local government to HOTS: How does matter and community today benefit from Key Questions: allocate a portion of the energy flow during the interaction the contributions of the people in HOTS: how are theses layers national budget on the of the Earth’s subsystem? the past on the understanding determined using seismic waves? space? the earth subsystems?” Written output Recitation Written output Written output Recitation Recitation Recitation 


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Prepared by:

Checked by:

Noted:

RICHARD G. CADIZAL


ROLANDO D. BALAGOT

SHS Teacher

Track Head

School Head



Track & Strand: TVL track Tuesday Date: July Date: II. EARTH MATERIALS AND PROCESSES B. Exogenic Processes

Wednesday

11 1st

Thursday Date: Date: II. EARTH MATERIALS AND PROCESSES C. Endogenic Processes

Friday

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Tanglag, Rosario La Union LEARNING COMPETENCY/ OBJECTIVES

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LC: describe how rocks undergo weathering. S11/12ES-Ib-11 explain how the products of weathering are carried away by erosion and deposited elsewhere. S11/12ES-Ib-12 make a report on how rocks and soil move downslope due to the direct action of gravity. S11/12ES-Ib-13

SLO: At SLO: At the end of the lesson, the learners will be able to; 1. Define weathering and erosion. 2. Trace the pathway of materials in weathering and erosion. 3. Compare different kinds of rocks. 4. Determine the different agents of erosion.



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LC: describe where the Earth’s internal heat comes from. S11/12ES-Ib-14 describe how magma is formed (magmatism). S11/12ES-Ib-15

SLO: SLO: At the end of the lesson, the learners will be able to; 1. Define edogenic process. 2. Describe magmatism. 3. Enumerate by products of magmatism. 4. Recognize the importance of internal heat and magmatism.

describe what happens after the magma is formed (plutonism at vulcanism). S11/12ES-Ib-16 describe the changes in mineral components and texture of rocks due to changes in pressure and temperature (metamorphism). S11/12ES-Ib-17 SLO: SLO: At the end of the lesson, the learners will be able to; 1. Differentiate magma into lava. 2. Trace the formation of magma. 3. Identify by products of plutonism, vulcansim at metamorphism. 

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Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial release) release) release) release) Exploring Life Through Science: Exploring Life Through Science: Exploring Life Through Science: Exploring Life Through Science: Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix Publish House) Publish House) Publish House) Publish House) Activity: Activity: Activity: Activity: Teacher will present a video Learners will look for Learners will construct a flour Learners will be divided into presentation about weathering evidences of weathering and box volcano deformation groups to create summary and erosion. Learners will have erosion through exploration. model. table on the following: a panel discussion regarding Key questions: Changes happen to rocks. the video clip and create “Why does magma rise?” (extreme temperature and outline. pressure) Key questions: Type of metamorphism “What are the processes that Key questions: helped shape Earth’s surface?” “How do rocks handle 

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Tanglag, Rosario La Union stress?”

Analysis: Analysis: Analysis: Analysis: Learners will present their Learners will identify the Learners will answer the Teacher will show sample of output. possible causes of weathering following questions after doing metamorphic rocks. Learners Key questions: in rocks they’ve collected. and using the table. will characterize the samples HOTS: “How can the physical Key questions: based on type of foliation and chemical weathering “What triggers the present, texture, and grain size. work together to speed up deformation of volcano HOTS: “How does grain size of weathering process? model?” different samples affect their “How is this event related to texture? the movement of magma?” “What type of metamorphism is HOTS: “What are the factors that associated in the shown zone?” can cause pressurization of magma intrusion?” Abstraction: Abstraction: Abstraction: Abstraction: Using different pictures of Panel discussion. Processing of Learners will response to the Learners will describe how erosions, learners will trace the data collected. question: rocks behave under different track of erosions. HOTS: How the activity changed stress such as compression, your initial perception of rising of pushing apart, and shearing. Learners will enumerate magma and volcanism. possible benefits of weathering and erosion to us. Application: Application: Application: Application: Presentation of output. Presentation of output Learners will describe briefly Learners will cite situations on what happens after the magma different stress. is formed. 

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Output presentation Recitation

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Recitation


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Prepared by:

Checked by:

Noted:

RICHARD G. CADIZAL


ROLANDO D. BALAGOT

SHS Teacher

Track Head

School Head



Tuesday Date: July II. EARTH MATERIALS AND PROCESSES B. Exogenic Processes

Wednesday Date: Date: II. EARTH MATERIALS AND PROCESSES C. Endogenic Processes

LC:

LC:

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describe how rocks undergo weathering. S11/12ES-Ib-11 explain how the products of weathering are carried away by erosion and deposited elsewhere. S11/12ES-Ib-12 make a report on how rocks and soil move downslope due to the direct action of gravity. S11/12ES-Ib-13

SLO: At the end of the lesson, the learners will be able to; 1. Define weathering and erosion. 2. Trace the pathway of materials in weathering and erosion. 3. Compare different kinds of rocks. 4. Determine the different agents of erosion. Earth and Life Science (initial release) Exploring Life Through Science:

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11 1st

Thursday

LC: describe where the Earth’s internal heat comes from. S11/12ES-Ib-14 describe how magma is formed (magmatism). S11/12ES-Ib-15

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Friday Date:

LC: describe what happens after the magma is formed (plutonism at vulcanism). S11/12ES-Ib-16 describe the changes in mineral components and texture of rocks due to changes in pressure and temperature (metamorphism). S11/12ES-Ib-17

SLO: SLO: At the end of the lesson, the SLO: SLO: At the end of the lesson, the learners will be able to; learners will be able to; 1. Define edogenic process. 1. Differentiate magma into lava. 2. Describe magmatism. 2. Trace the formation of magma. 3. Enumerate by products of 3. Identify by products of plutonism, magmatism. vulcansim at metamorphism. 4. Recognize the importance of internal heat and magmatism. Earth and Life Science (initial Earth and Life Science (initial release) release) Exploring Life Through Science: Exploring Life Through Science:

compare and contrast the formation of the different types of igneous rocks. S11/12ES-Ib18 

describe how rocks behave under different types of stress such as compression, pulling apart, and shearing. S11/12ES-Ib-19

SLO: SLO: At the end of the lesson, the learners will be able to; 1.

Earth and Life Science (initial release) Exploring Life Through Science:

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Tanglag, Rosario La Union Earth and Life Science (Phoenix Publish House) LEARNING DILEVERY MODE: (4 A's of Learning)

Earth and Life Science (Phoenix Publish House)



Activity: Activity: Activity: Activity: Learners will look for Learners will construct a flour Learners will be divided into Learners will discuss how evidences of weathering and box volcano deformation groups to create summary igneous rocks from and the erosion through exploration. model. table on the following: different basis of classifying Key questions: Changes happen to rocks. igneous rocks after watching a “Why does magma rise?” (extreme temperature and movie clip. pressure) Key questions: Type of metamorphism “How does changing changing one Key questions: factor alter formation of “How do rocks handle igneous rocks?” stress?” Analysis: Analysis: Analysis: Analysis: Learners will identify the Learners will answer the Teacher will show sample of Learners will react on the possible causes of weathering following questions after doing metamorphic rocks. Learners statements: in rocks they’ve collected. and using the table. will characterize the samples HOTS: “Why is it said that a Key questions: based on type of foliation diamond is just a piece of “What triggers the present, texture, and grain size. charcoal that handled stress deformation of volcano HOTS: “How does grain size of exceptionally well?” model?” different samples affect their “How is this event related to texture? the movement of magma?” “What type of metamorphism is HOTS: “What are the factors that associated in the shown zone?” can cause pressurization of magma intrusion?” 

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Tanglag, Rosario La Union Abstraction: Abstraction: Abstraction: Abstraction: Panel discussion. Processing Learners will response to the Learners will describe how Learners will be divided into of data collected. question: rocks behave under different groups. They will create a HOTS: How the activity changed stress such as compression, summary table on the following: your initial perception of rising of pushing apart, and shearing. Changes happen to rocks magma and volcanism. when subjected to extreme temperature and pressures Type of metamorphism and short description for each agents of metamorphism Foliated and non foliated metamorphic rocks. 

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Application: Presentation of output 


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Application: Application: Application: Learners will describe briefly Learners will cite situations on Learners will describe how what happens after the magma different stress. rocks behave under different is formed. types of stress such as compression, pulling apart, and shearing. Written output Written output Output presentation Recitation Recitation Recitation 

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Prepared by:

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Noted:

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RICHARD G. CADIZAL


ROLANDO D. BALAGOT

SHS Teacher

Track Head

School Head




Track & Strand: TVL track Tuesday Date: August 9, 2016 SUMMATIVE TEST (Quiz)

11 1st

Wednesday Thursday Date: August 10, 2016 Date: August 11, 2016 II. EARTH MATERIALS AND PROCESSES D. Deformation of the Crust

Friday Date: August 12, 2016 II. EARTH MATERIALS AND PROCESSES E. History of the Earth

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LC: explain how the continents drift. S11/12ES-Ib-20 cite evidence that support continental drift . S11/12ES-Ib21 explain how the movement of plates leads to the formation of folds and faults. S11/12ES-Ib22

SLO: SLO: At the end of the lesson, the learners will be able to; 1. Verify the concepts of continental drift theory. 2. Discuss evidences of the continental drift theory 3. Determine how fast the plates are moving apart. 4. create diagrams representing the formations of folds and faults.

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explain how the seafloor spreads. S11/12ES-Ib-23 describe the structure and evolution of ocean basins. S11/12ES-Ib-24

SLO: SLO: At the end of the lesson, the learners will be able to; 1. Dismiss misconceptions about Seafloor spreading. 2. Create a diorama of seafloor spreading.

Describe how layers of rocks (stratified rocks) are formed. S11/12ES-Ib-25 

describe the different methods (relative and absolute dating) to determine the age of stratified rocks S11/12ES-Ib-26

SLO: SLO: At the end of the lesson, the learners will be able to; 1. Define the law of of superpostion. 2. Use the principle of crosscutting in different rock samples.

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Tanglag, Rosario La Union LEARNING RESOURCES: RESOURCES:


Activity:

Analysis:

Abstraction:

Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial release) release) release) Exploring Life Through Science: Exploring Life Through Science: Exploring Life Through Science: Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix Publish House) Publish House) Publish House) Activity: Activity: Activity: Learners will solve prepared Learners will be divided into Learners will look for rocks and the jigsaw puzzle. groups to create summary identify what part of the rock is Key questions: table on the following: the youngest and oldest. “How did you form the picture and Seafloor- spreading Key questions: Ocean Basin Formation “How did scientist trace the the world map?” map?” history of Earth?” Earth?” Analysis: Analysis: Analysis: Learners will watch a video Learners will present their data Learners will apply the law of presentation about the in front. superposition, principle of continental drift theory original horizontality and Key questions: principle of cross-cutting “How did Earth look before?” before?” relationship. HOTS: “If “If there were human civilizations millions of years earlier, would there have been any significant changes in the history of Earth?” Earth?” Abstraction: Abstraction: Abstraction: Think- pair-share. Learners will Learners will identify Learners will be present their enumerate pieces of misconceptions about Seafloor idea in front. evidences of his continental spreading and Ocean basin drift theory. formation using a video HOTS: “In what way do the presentations. continents resemble the pieces of a puzzle? Explain.” 

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HOTS: “How can fossils be used as evidence for continental dr ift?” ift?”

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Tanglag, Rosario La Union Application:

Application: Application: Application: Learners will create a diagram Learners will create a diorama Think-pair-share. Learners will showing the three main types of of the sea floor spreading using answer a prepared worksheets. boundaries. molding clay.

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30 – 30 – item item quiz

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Worksheets Recitation


Checked by:

Noted:

RICHARD G. CADIZAL


ROLANDO D. BALAGOT

SHS Teacher

Track Head

School Head

SHS DAILY LESSON LOG DAILY LESSON LOG in Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal Monday Date: August 15, 2016 TOPIC


Track & Strand: TVL track Tuesday Date: August 16, 2016 II. EARTH MATERIALS AND PROCESSES E. History of the Earth

Wednesday Date: August 17, 2016 REVIEW

11 1st

Thursday Date: August 18, 2016

Friday Date: August 19, 2016 MIDTERM EXAMINATION

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Tanglag, Rosario La Union LEARNING COMPETENCY/ OBJECTIVES

LC: Describe how layers of rocks (stratified rocks) are formed. S11/12ES-Ib-25 describe the different methods (relative and absolute dating) to determine the age of stratified rocks S11/12ES-Ib-26



SLO: SLO: At the end of the lesson, the learners will be able to; 1. Define the law of superpostion. 2. Use the principle of crosscutting in different rock samples. Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity: Learners will look for rocks and identify what part of the rock is the youngest and oldest. Key questions: “How did scientist trace the history of Earth?”

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Tanglag, Rosario La Union Analysis: Learners will apply the law of superposition, principle of original horizontality and principle of cross-cutting relationship. 

Abstraction: Learners will be present their idea in front. 

Application: Think-pair-share. Learners will answer a prepared worksheets. ASSESSMENT ASSESSMENT (Format and Results) No. of learners within Mastery Level No. of learners needing remediation, REMARKS (Reflection for the teacher: on the teaching learning episodes)

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Prepared by:

Worksheets Recitation

Noted by:

Approved by:

RICHARD G. CADIZAL


ROLANDO D. BALAGOT

SHS Teacher

Track Head

School Head

SHS DAILY LESSON LOG DAILY LESSON LOG in Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal Monday Date: August 22, 2016


Track & Strand: TVL track Tuesday Date: August 23, 2016

Wednesday Date: August 24, 2016

11 1st


Friday Date: August 26, 2016

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Tanglag, Rosario La Union TOPIC

III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION ADAPTATION A. Geologic Processes and Hazards


LC: 

III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION ADAPTATION B. Hydrometeorological Phenomena and Hazards

LC: describe the various hazards that may happen in the event of earthquakes, volcanic eruptions, and landslides S11/12ES-If-30

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SLO: at the end of the lesson, the students will be able to: 1. Differentiate hazard, vulnerability, risks. 2. Enumerate possible hazards in the Philippines.



LC: using hazard maps, identify areas prone to hazards brought about by earthquakes, volcanic eruptions, and landslides. S11/12ES-If-31 give practical ways of coping with geological hazards caused by earthquakes, volcanic eruptions, and landslides. S11/12ES-If-32

SLO: at the end of the lesson, the students will be able to: 1. Define Earthquake and Volcanic Hazards. 2. Identify hazard brought by earthquakes and volcanic eruptions. 3. locate possible spots in the Philippines exposed/prone to earthquake and volcanic hazards. 4. plan to lessen the risks brought by hazards in the community. Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House)

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identify human activities that speed up or trigger landslides S11/12ES-If-33 suggest ways to help lessen the occurrence of landslides in your community S11/12ES-If34

III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION ADAPTATION C. Marine and Coastal Processes and their Effects LC: describe the various hazards that may happen in the wake of tropical cyclones, monsoons, floods, or ipo-ipo S11/12ES-If35 using hazard maps, identify areas prone to hazards brought about by tropical cyclones, monsoons, floods, or ipo-ipo S11/12ES-If-36 

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SLO: at the end of the lesson, the SLO: at the end of the lesson, the students will be able to: students will be able to: 1. Define landslide. 1. Define, tropical cyclone, 2. Enumerate possible landslide monsoons, floods and ipo-ipo. hazards in the community. 2. Enumerate possible hazards 3. Propose a plan to lessen the risk brought by tropical cyclone, of landslide hazard to the monsoons, floods and ipo-ipo. community. 3. plan alternatives to lessen the risk of Marine and Coastal Processes



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Activity: Activity: Learners will watch a video clip. Picture analysis. Learners will They will list possible disasters identify the earthquake hazards that will bring risk to the using the pictures presented to community. them. Key questions: Key questions: “List down possible disaster in disaster in “Describe the following the Philippines that affects earthquake hazard briefly.” lives of Filipinos?” Filipinos?” Analysis: Analysis: Learners will describe the Learners will create a table that differences between hazard, shows who are vulnerable of vulnerability and risks. hazards brought by earthquake and volcanic eruption. Abstraction: Abstraction: Using board graffiti learners will Using Earthquake maps, list examples of hazard, learners will identify locations vulnerability and risks. which are prone/ expose to earthquake and volcanic hazards. Application: Application: Learners will identify possible Learners will create earthquake ways to reduce the risk. evacuation plan of TNHS. Key questions: HOTS: “How would good planning Vulnerabili Hazards will reduce the risk of hazards?” ty 

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ASSESSMENT ASSESSMENT (Format and Results) No. of learners within Mastery Level No. of learners needing remediation,

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Key questions: HOTS: “Describe possible ways of interventions in Hazards and Vulnerability to reduce risk?” Output presentation Recitation 

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Worksheets Output presentation

Activity: Activity: Learners will look around in the Learners will watch video clip school vicinity and identify about Typhoon Yolanda. possible places prone/ exposed Key questions: to landslide hazards. “What causes the death of Key questions: thousands in Leyte?” “How will a landslide be triggered?” 

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Analysis: Analysis: Learners will identify vulnerable Learners will identify the into the landslide hazards hazards and vulnerable through panel discussion. 

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Abstraction: Abstraction: Learners will plan alternative Learners will create a short role ways lessen the risk of these play showing the hazards, hazards. vulnerability, and risks 

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Application: Abstraction: Learners will present their Learners will present their play. output in front. 

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Key questions: HOTS: “One of the hazards of an earthquake is a landslide, so is it possible to have an earthquake after a landslide occurred?”

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Output presentation.

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Tanglag, Rosario La Union REMARKS (Reflection for the teacher: on the teaching learning episodes)

Prepared by:

Noted by:

Approved by:

RICHARD G. CADIZAL


ROLANDO D. BALAGOT

SHS Teacher

Track Head

School Head

SHS DAILY LESSON LOG DAILY LESSON LOG in Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal

TOPIC


Monday Date: August 29, 2016 NON-WORKING HOLIDAY (NATIONAL HEROES DAY)



11 1st

Tuesday Wednesday Date: August 30, 2016 Date: August 24, 2016 III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION C. Marine and Coastal Processes and their Effects


LC:

LC:

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LC: describe the various hazards that may happen in the event of earthquakes, volcanic eruptions, and landslides S11/12ES-If-30

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using hazard maps, identify areas prone to hazards brought about by earthquakes, volcanic eruptions, and landslides. S11/12ES-If-31 give practical ways of coping with geological hazards caused by earthquakes, volcanic eruptions, and landslides. S11/12ES-If-32

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identify human activities that speed up or trigger landslides S11/12ES-If-33 suggest ways to help lessen the occurrence of landslides in your community S11/12ES-If34

Friday Date: August 26, 2016 III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION ADAPTATION C. Marine and Coastal Processes and their Effects LC: describe the various hazards that may happen in the wake of tropical cyclones, monsoons, floods, or ipo-ipo S11/12ES-If35 using hazard maps, identify areas prone to hazards brought about by tropical cyclones, monsoons, floods, or ipo-ipo S11/12ES-If-36 

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Tanglag, Rosario La Union SLO: at the end of the lesson, the students will be able to: 1. Differentiate hazard, vulnerability, risks. 2. Enumerate possible hazards in the Philippines.



SLO: at the end of the lesson, the students will be able to: 1. Define Earthquake and Volcanic Hazards. 2. Identify hazard brought by earthquakes and volcanic eruptions. 3. locate possible spots in the Philippines exposed/prone to earthquake and volcanic hazards. 4. plan to lessen the risks brought by hazards in the community. Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity: Picture analysis. Learners will identify the earthquake hazards using the pictures presented to them. Key questions: “Describe the following earthquake hazard briefly.”

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity: Learners will watch a video clip. They will list possible disasters that will bring risk to the community. Key questions: “List down possible disaster in the Philippines that affects lives of Filipinos?” Analysis: Analysis: Learners will describe the Learners will create a table that differences between hazard, shows who are vulnerable of vulnerability and risks. hazards brought by earthquake and volcanic eruption. Abstraction: Abstraction: Using board graffiti learners will Using Earthquake maps, list examples of hazard, learners will identify locations vulnerability and risks. which are prone/ expose to earthquake and volcanic hazards. 

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SLO: at the end of the lesson, the students will be able to: 1. Define landslide. 2. Enumerate possible landslide hazards in the community. 3. Propose a plan to lessen the risk of landslide hazard to the community.

SLO: at the end of the lesson, the students will be able to: 1. Define, tropical cyclone, monsoons, floods and ipo-ipo. 2. Enumerate possible hazards brought by tropical cyclone, monsoons, floods and ipo-ipo. 3. plan alternatives to lessen the risk of Marine and Coastal Processes

Earth and Life Science (initial Earth and Life Science (initial release) release) Exploring Life Through Science: Exploring Life Through Science: Earth and Life Science (Phoenix Earth and Life Science (Phoenix Publish House) Publish House) Activity: Activity: Learners will look around in the Learners will watch video clip school vicinity and identify about Typhoon Yolanda. possible places prone/ exposed Key questions: to landslide hazards. “What causes the death of Key questions: thousands in Leyte?” “How will a landslide be triggered?” 

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Analysis: Analysis: Learners will identify vulnerable Learners will identify the into the landslide hazards hazards and vulnerable through panel discussion. 

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Abstraction: Abstraction: Learners will plan alternative Learners will create a short role ways lessen the risk of these play showing the hazards, hazards. vulnerability, and risks 

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ASSESSMENT ASSESSMENT (Format and Results) No. of learners within Mastery Level No. of learners needing remediation, REMARKS (Reflection for the teacher: on the teaching learning episodes)

Prepared by:

Application: Application: Application: Abstraction: Learners will identify possible Learners will create earthquake Learners will present their Learners will present their play. ways to reduce the risk. evacuation plan of TNHS. output in front. Key questions: HOTS: “How would good planning Key questions: Vulnerabili Hazards will reduce the risk of hazards?” HOTS: “One of the hazards of an earthquake is a landslide, so is it ty possible to have an earthquake Key questions: after a landslide occurred?” HOTS: “Describe possible ways of interventions in Hazards and Vulnerability to reduce risk?” Output presentation Worksheets Output presentation Output presentation. Recitation Output presentation Recitation 

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Noted by:

Approved by:

RICHARD G. CADIZAL


ROLANDO D. BALAGOT

SHS Teacher

Track Head

School Head

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SHS DAILY LESSON LOG DAILY LESSON LOG in Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal Monday Date: August 29, 2016 TOPIC NON-WORKING HOLIDAY (NATIONAL HEROES DAY)


11 1 st Thursday Friday Date: September 1, 2016 Date: September 2, 2016 III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION C. Marine and Coastal Processes and their Effects LC: LC: describe the various hazards that may happen in the event of earthquakes, volcanic describe the various eruptions, and landslides S11/12ES-If-30 hazards that may happen in the wake of tropical using hazard maps, identify areas prone to hazards brought about by earthquakes, volcanic cyclones, monsoons, eruptions, and landslides. floods, or ipo-ipo S11/12ES-If-31 S11/12ES-If-35 give practical ways of coping with geological hazards caused by earthquakes, volcanic using hazard maps, eruptions, and landslides. S11/12ES-If-32 identify areas prone to identify human activities that speed up or trigger landslides S11/12ES-If-33 hazards brought about by suggest ways to help lessen the occurrence of landslides in your community S11/12ES-If-34 tropical cyclones, monsoons, floods, or ipoipo S11/12ES-If-36 SLO: at the end of the lesson, SLO: at the end of the lesson, SLO: at the end of the lesson, SLO: at the end of the lesson, the students will be able to: the students will be able to: the students will be able to: the students will be able to: 1. Identify the different 1. Determine areas exposed to 1. To propose and create a 1. Define, tropical cyclone, earthquake hazards. different hazards. model house that can be both monsoons, floods and ipo-ipo. 2. Determine the possible earthquake-proof earthquake-proof and 2. Enumerate possible ways to do to reduce the risk typhoon-proof. hazards brought by tropical of the earthquake hazards 2. Determine where should be cyclone, monsoons, floods Track & Strand: TVL track Tuesday Wednesday Date: August 30, 2016 Date: August 31, 2016 III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION A. Geologic Processes and Hazards B. Hydrometeorological Phenomena and Hazards (WORKSHEETS)

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located that it would experience the least amount of hazards.

LEARNING RESOURCES:


Earth and Life Science (initial Earth and Life Science (initial release) release) Exploring Life Through Exploring Life Through Science: Earth and Life Science: Earth and Life Science (Phoenix Publish Science (Phoenix Publish House) House) Activity: Activity: Learners will recall the Picture analysis. Learners different hazards of will identify different earthquake. hazards in the Philippines using Risk map. 

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and ipo-ipo. 3. plan alternatives to lessen the risk of Marine and Coastal Processes Earth and Life Science (initial Earth and Life Science (initial release) release) Exploring Life Through Exploring Life Through Science: Earth and Life Science: Earth and Life Science (Phoenix Publish Science (Phoenix Publish House) House) Activity: Activity: Panel discussion. Learners will watch video clip about Typhoon Yolanda. Key questions: “What causes the death of thousands in Leyte?” Analysis: Analysis: Think-Pair-Share. Learners will identify the hazards and vulnerable through panel discussion. Abstraction: Abstraction: Learners will answer the Learners will create a prepared worksheets. short role play showing the hazards, vulnerability, and risks Application: Abstraction: Output Presentation. Learners will present their play. Output presentation Output presentation. presentation. Recitation 

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Analysis: Think-Pair-Share.

Analysis: Panel discussion.

Abstraction: Panel discussion.

Abstraction: Learners will answer the prepared worksheets.

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Application: Application: Learners will answer the Output presentation prepared worksheets. Worksheets Worksheets Output presentation 

ASSESSMENT (Format and Results)

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No. of learners within Mastery Level No. of learners needing remediation, REMARKS (Reflection for the teacher: on the teaching learning episodes) Prepared by:

Noted by:

Approved by:

RICHARD G. CADIZAL


ROLANDO D. BALAGOT

SHS Teacher

Track Head

School Head

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SHS DAILY LESSON LOG DAILY LESSON LOG in Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal Monday Date: September 5, 2016 TOPIC LEARNING COMPETENCY/ OBJECTIVES

Grade Level: 11 Track & Strand: TVL track Semester: 1 st Tuesday Wednesday Thursday Friday Date: September 6, 2016 Date: September 7, 2016 Date: September 8, 2016 Date: September 9, 2016 SUMMATIVE TEST I. INTRODUCTION TO LIFE SCIENCE II. BIOENERGETICS LC:

LC:

describe how unifying themes (e.g., structure and function, evolution, and ecosystems) in the study of life show the connections among living things and how they interact with each other and with their environment S11/12LTIIa-3 SLO: at the end of the lesson, SLO: at the end of the lesson, the students will be able to: the students will be able to: 1. Identify organisms and the 1. identify unifying themes in conditions that enable them to the study of life. exist. 2. show the connections 2. explain the evolving concepts among living things and how of life based on emerging pieces they interact with each other of evidences. and with their environment. 3. describe classic experiments that model conditions that may 

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explain the evolving concept of life based on emerging pieces of evidence. S11/12LT-IIa-1 describe classic experiments that model conditions which may have enabled the first forms to evolve. S11/12LT-IIa-2

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LC: 

explain how cells carry out functions required for life. S11/12LT-IIa-4

SLO: at the end of the lesson, the students will be able to: 1. explain how cells carry out functions required for life. 2. enumerate the different parts of a cell.

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have enabled the first forms to evolve. LEARNING RESOURCES:


Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity: Story telling. Learners will create their own story on how life started on Earth. Key questions: “When and where did life possibly start?” 

Analysis: Panel discussion. Key questions: “What are the characteristics of living things?” 

Abstraction: Learners will present their output in front. Key questions: HOTS: “What is abiogenesis theory? Was this totally 

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity: Nature Observation. Learners will observe the characteristics of life and how they interact to their environment. Key questions: “What are the characteristics of life?” Analysis: Think-Pair-Share. Key questions: HOTS: What are the bases of your classification? What characteristics of life did you observe from the living things you identified? ” ” Abstraction: Learners will answer the prepared worksheets. 

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Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity: Puzzle game. Learners will try to solve a puzzle and describe what the parts of the puzzle are. 

Analysis: Learners will try to give function of the different parts of the puzzle and relate it to the parts of cell. 

Abstraction: Learners will think of a factory and create parts in relevance to the parts of the cell. 

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ASSESSMENT (Format and Results) No. of learners within Mastery Level No. of learners needing remediation, REMARKS (Reflection for the teacher: on the teaching learning episodes) Prepared by:

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30-item quiz

disproved by the theory biogenesis?” Application: Application: Abstraction: Diagram making. Learners Learners will presents Learners will presents will create diagram that show their output in front. their output in front. the possible ways of origin of life. Output presentation Output presentation Output presentation. Recitation Recitation Recitiation. 

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Noted by:

Approved by:

RICHARD G. CADIZAL


ROLANDO D. BALAGOT

SHS Teacher

Track Head

School Head

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Grade Level: 11 Track & Strand: TVL track Semester: 1 st Tuesday Wednesday Thursday Friday Date: September 6, 2016 Date: September 7, 2016 Date: September 8, 2016 Date: September 9, 2016 SUMMATIVE TEST I. INTRODUCTION TO LIFE SCIENCE II. BIOENERGETICS LC:

LC:

describe how unifying themes (e.g., structure and function, evolution, and ecosystems) in the study of life show the connections among living things and how they interact with each other and with their environment S11/12LTIIa-3 SLO: at the end of the lesson, SLO: at the end of the lesson, the students will be able to: the students will be able to: 1. Identify organisms and the 1. identify unifying themes in conditions that enable them to the study of life. exist. 2. show the connections 2. explain the evolving concepts among living things and how of life based on emerging pieces they interact with each other of evidences. and with their environment. 3. describe classic experiments that model conditions that may 

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explain the evolving concept of life based on emerging pieces of evidence. S11/12LT-IIa-1 describe classic experiments that model conditions which may have enabled the first forms to evolve. S11/12LT-IIa-2

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LC: 

explain how cells carry out functions required for life. S11/12LT-IIa-4

SLO: at the end of the lesson, the students will be able to: 1. explain how cells carry out functions required for life. 2. enumerate the different parts of a cell.

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have enabled the first forms to evolve. LEARNING RESOURCES:


Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity: Story telling. Learners will create their own story on how life started on Earth. Key questions: “When and where did life possibly start?” 

Analysis: Panel discussion. Key questions: “What are the characteristics of living things?” 

Abstraction: Learners will present their output in front. Key questions: HOTS: “What is abiogenesis theory? Was this totally 

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity: Nature Observation. Learners will observe the characteristics of life and how they interact to their environment. Key questions: “What are the characteristics of life?” Analysis: Think-Pair-Share. Key questions: HOTS: What are the bases of your classification? What characteristics of life did you observe from the living things you identified?” Abstraction: Learners will answer the prepared worksheets. 

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Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity: Puzzle game. Learners will try to solve a puzzle and describe what the parts of the puzzle are. 

Analysis: Learners will try to give function of the different parts of the puzzle and relate it to the parts of cell. 

Abstraction: Learners will think of a factory and create parts in relevance to the parts of the cell. 

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

30-item quiz

disproved by the theory biogenesis?” Application: Application: Abstraction: Diagram making. Learners Learners will presents Learners will presents will create diagram that show their output in front. their output in front. the possible ways of origin of life. Output presentation Output presentation Output presentation. Recitation Recitation Recitiation. 

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Noted by:

Approved by:

RICHARD G. CADIZAL


ROLANDO D. BALAGOT

SHS Teacher

Track Head

School Head

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SHS DAILY LESSON LOG DAILY LESSON LOG in Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal Monday Date: September 12, 2016 TOPIC NATIONAL HOLIDAY “ED’L ADHA”

Track & Strand: TVL track Tuesday Wednesday Date: September 13, 2016 Date: September 14, 2016 MICROSCOPE OBSERVING LETTER “E” MANIPULATION (WORKSHEETS) (ACTIVITY)

Grade Level: Semester: Thursday Date: September 15, 2016 OBSERVING TISSUE SAMPLE (ACTIVITY)

11 1 st Friday Date: September 16, 2016 NO CLASSES (INTRAMURALS)


LEARNING RESOURCES:

SLO: at the end of the lesson, the students will be able to: 1. Review the parts of the microscope. 2. Manipulate the microscope. 3. Identify prepared specimens. Internet

SLO: at the end of the lesson, the students will be able to: 1. Prepare wet mount slides. 2. Manipulate the microscope 3. Identify the characteristics shown by the image under the microscope.

Internet

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Activity: Activity: Activity: Think-pair-share. Learner Learners will prepare wet Learners will prepare wet will try to recall parts of mount slide. mount slide (Onion the microscope and give Tissue). its functions. Analysis: Analysis: Analysis: Panel discussion Learners will focus the slide Think-Pair-Share. using different objectives. 

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Abstraction: Abstraction: Abstraction: Learners will demonstrate Panel discussion. Learners will answer the the uses of the different prepared worksheets. parts of the microscope. Application: Application: Application: Learners will observe Learners will report infront Learners will presents prepared slides. about their findings. their output in front. Recitation Output presentation Output presentation Recitation Recitation 

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Noted by:

Approved by:

RICHARD G. CADIZAL


ROLANDO D. BALAGOT

SHS Teacher

Track Head

School Head

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SHS DAILY LESSON LOG DAILY LESSON LOG in Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal Monday Date: September 19, 2016 TOPIC

Track & Strand: TVL track Tuesday Wednesday Date: September 20, 2016 Date: September 21, 2016 II. BIOENERGETICS


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LC: LC: explain how cells carry Trace the energy flow from out functions required for the environment the cells. life. S11/12LT-IIa-4 S11/12LT-IIa-6 Explain how Describe how organisms photosynthetic organisms obtain and utilize. use light energy to S11/12LT-IIa-7 combine carbon dioxide Recognize that organisms and water to form energy require energy to carry out rich compound. functions required for life. S11/12LT-IIa-5 S11/12LT-IIa-8 

SLO: at the end of the lesson, the students will be able to: 1. Define energy. 2. Describe how cell get energy. 3. Describe photosynthetic organelles 4. Trace the movement of molecules in the Light and

SLO: at the end of the lesson, the students will be able to: 1. Define Cellular Respiration 2. Differentiate anaerobic and aerobic respiration. respiration. 3. Trace the flow of energy in cellular respiration. 4. Identify by-products of cellular respiration

Grade Level: Semester: Thursday Date: September 22, 2016 SUMMATIVE TEST

11 1 st Friday Date: September 23, 2016 III. PERPETUATION OF LIFE

LC: Describe different ways of how plants reproduce. S11/12LT-IIej-13. Illustrate the relationships among structures of flowers, fruits, and seeds S11/12LT-IIej-14. S11/12LT-IIej-14. Different ways of how representative animals reproduce. S11/12LTIIej-15. SLO: at the end of the lesson, the students will be able to: 1. Identify methods by which plants reproduce 2. Recognize the Pollination and its importance on fertilization and reproduction 3. Define Sexual and 

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LEARNING RESOURCES:


Dark reaction.

asexual reproduction, and the advantages and disadvantages of both types of reproduction 4. Familiarize to the practices of using different types and methods of reproduction in farms throughout the Philippines.

Earth and Life Science (initial Earth and Life Science (initial release) release) Exploring Life Through Exploring Life Through Science: Science: Earth and Life Earth and Life Science (Phoenix Science (Phoenix Publish Publish House) House) Activity: Activity: Puzzle game. Leaners will Movie critic. Learners will solve the mystery puzzle watch a movie clip. given. Key questions: “How do organisms get energy?”

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity: Family Feud Game Key questions: “What are the possible plants that have an ovary?”

Analysis: Diagram making. Learners will read articles and will create diagram. Key questions: “What are the energy -giving -giving energy?”

Analysis: Movie Critic.

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Analysis: Panel discussion. Key questions: “ Distinguish Distinguish anaerobic to aerobic respiration?” respiration?” 

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Abstraction: Abstraction: Gallery walk. Tracing game. Key questions: Key questions: “Describe the importance of “How is it important for a process photosynthesis” to create its by- product?” product?”

Abstraction: Observing the nature. The learners will

Application: Application: Leaners will create a Leaners will create a diorama of the thylakoid diagram showing the membrane. difference of anaerobic and aerobic respiration. Output presentation Output presentation Recitation Recitation

Abstraction: Learners will presents their output in front.

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30-item quiz.

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Noted by:

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Output presentation. Recitiation.

Approved by:

RICHARD G. CADIZAL


ROLANDO D. BALAGOT

SHS Teacher

Track Head

School Head

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Track & Strand: TVL track Tuesday Wednesday Date: September 27, 2016 Date: September 28, 2016 II. BIOENERGETICS Senior High School Tree Planting Activity LC: Trace the energy flow from the environment the cells. S11/12LT-IIa-6 Describe how organisms obtain and utilize. S11/12LT-IIa-7 Recognize that organisms require energy to carry out functions required for life. S11/12LT-IIa-8


11 1 st Thursday Friday Date: September 29, 2016 Date: September 30, 2016 Attended the 2-day Teachers Induction Induction Program at San Juan, La Union

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LEARNING RESOURCES:

SLO: at the end of the lesson, the students will be able to: 1. Define Cellular Respiration Respiration 2. Differentiate anaerobic and aerobic respiration. 3. Trace the flow of energy in cellular respiration. 4. Identify by-products of cellular respiration Earth and Life Science (initial release) 38 | P a g e




Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity: Movie critic. Learners will watch a movie clip. 

Analysis: Panel discussion. Key questions: “Distinguish anaerobic to aerobic respiration?” Abstraction: Tracing game. Key questions: “How is it important for a process to create its by product?” 

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Application: Leaners will create a diagram showing the difference of anaerobic and aerobic respiration. Output presentation Recitation 

ASSESSMENT (Format and Results) No. of learners within Mastery Level No. of learners needing remediation,

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Noted by:

Approved by:

RICHARD G. CADIZAL

ANNA LISSA R. PATACSIL

ROLANDO D. BALAGOT

SHS Teacher

Track Head

School Head




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Monday Date: October 3, 2016 TOPIC


Tuesday Date: October 4, 2016 SUMMATIVE TEST

Wednesday Date: October 5, 2016 TEACHERS DAY CELEBRATION

Thursday Date: October 6, 2016 III. PERPETUATION OF LIFE

Friday Date: October 7, 2016 TEAM BUILDING ACTIVITY FOR TEACHERS

LC: Describe different ways of how plants reproduce. S11/12LT-IIej-13. Illustrate the relationships among structures of flowers, fruits, and seeds S11/12LT-IIej-14. S11/12LT-IIej-14. Different ways of how representative animals reproduce. S11/12LT-IIej15. SLO: at the end of the lesson, the students will be able to: 1. Identify methods by which plants reproduce 2. Recognize the Pollination and its importance on fertilization and reproduction 3. Define Sexual and asexual reproduction, and the advantages and disadvantages of both types of reproduction 4. Familiarize to the practices of using different types and 

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methods of reproduction in farms throughout the Philippines. LEARNING RESOURCES:

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity: Family Feud Game Key questions: “What are the possible plants that have an ovary?”


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Analysis: Movie Critic. 

Abstraction: Observing the nature. The learners will be going outside and identify plants that can reproduce sexually and asexually. Application: Learners will present their output in front. Output presentation. Recitation. 

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ASSESSMENT (Format and Results)

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30-item quiz

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No. of learners within Mastery Level No. of learners needing remediation, REMARKS (Reflection for the teacher: on the teaching learning episodes) Prepared by:

Noted by:

Approved by:

RICHARD G. CADIZAL


ROLANDO D. BALAGOT

SHS Teacher

Track Head

School Head




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Monday Date: October 10, 2016 TOPIC LEARNING COMPETENCY/ OBJECTIVES

Tuesday Wednesday Thursday Date: October 11, 2016 Date: October 12, 2016 Date: October 13, 2016 III. PERPETUATION OF LIFE IV. HOW ANIMALS SURVIVE LC: LC: LC: Describe different ways of explain how the information explain the different how plants reproduce. in the DNA allows the metabolic processes S11/12LT-IIej-13. transfer of genetic involved in the various information and synthesis of organ system. S11/12LTIllustrate the relationships proteins. S11/12LT-IIej-16. IIej-20. among structures of flowers, fruits, and seeds describe the process of describe the general and S11/12LT-IIej-14. S11/12LT-IIej-14. genetic engineering. unique characteristics of S11/12LT-IIej-17. S11/12LT-IIej-17. the different organ Different ways of how systems in representative representative animals conduct a survey of the animals. S11/12LT-IIej-21. S11/12LT-IIej-21. reproduce. S11/12LT-IIejcurrent uses of genetically modified organisms. analyze and appreciate 15. S11/12LT-IIej-18. the functional relationships relationships of the different organ evaluate the benefits and systems in ensuring risks of using GMOs. animal survival. S11/12LT-IIej-19. S11/12LT-IIej-22. SLO: at the end of the lesson, SLO: at the end of the lesson, SLO: at the end of the lesson, the students will be able to: the students will be able to: the students will be able to: 1. Identify methods by which 1. Define DNA and genes. 1. Identify the different organ plants reproduce 2. Trace the process of protein system. 2. Recognize the Pollination synthesis. 2. Trace the animal digestion and its importance on 3. Define GMO. and nutrition. fertilization and reproduction 4. Familiarize to different GMO 3. recognize the different 3. Define Sexual and asexual products. kinds of circulation. reproduction, and the 5. Identify the effects of GMO in 4. Give the importance of advantages and Health, Economy and hormones, immune system disadvantages of both types of Environment. and nervous system. 

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Friday Date: October 14, 2016 V. HOW PLANTS SURVIVE LC: describe the structure and function of the different plant organs. S11/12LT-IIej-23. explain the different metabolic processes involved in the plant organ systems. S11/12LT-IIej-24. S11/12LT-IIej-24. 

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SLO: at the end of the lesson, the students will be able to: 1. Enumerate the different plant cells. 2. Identify the different Plant organ system. 3. Recognize the growth patterns of Plants.

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LEARNING RESOURCES:


reproduction 4. Familiarize to the practices of using different types and methods of reproduction in farms throughout the Philippines. Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity: Family Feud Game Key question: “What are the possible plants that have an ovary?” 

Analysis: Movie Critic. 

Abstraction: Observing the nature. The learners will be going outside and identify plants that can reproduce sexually and asexually. 


Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity: Activity: Article analysis. s. Drawing activity. Learners Key question: will draw the organs of the “ How How can parent pass their different organ system characteristics to their off spring?” given to them.

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity: Bring me game (Picture). Key question: “ How How can parent pass their characteristics to their offspring?” Analysis: Analysis: Analysis: Panel Discussion. Gallery walk. Movie Critic. Key question: Key questions: “ How How is animal survival is “ What What are the major organs related to their physiology ?” ?” of plants and what are their functions?” Abstraction: Abstraction: Abstraction: Classroom debate. Think-Pair-Share. Panel discussion. Key question: Key question: Key question: “Are you in favour in “ How How does the various organ “ What What is the importance of manipulating the transfer of systems coordinate with each transport vessels to plants?” plants? ” genes using science? Why or other?” other?” why not” 

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Application: Application: Application: Learners will present their Learners will research on Table analysis. output in front. the benefits and bad effects of GMO. 


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Output presentation. presentation. Recitation.

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Output presentation. Recitation.

Noted by:

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Recitation. Short quiz.

Application: Using computer simulation the learners will describe the effects of hormones to plants. Recitation. 

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Approved by:

RICHARD G. CADIZAL


ROLANDO D. BALAGOT

SHS Teacher

Track Head

School Head

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SHS DAILY LESSON LOG DAILY LESSON LOG in Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal Monday Date: October 17, 2016 TOPIC LEARNING COMPETENCY/ OBJECTIVES

Track & Strand: TVL track Tuesday Wednesday Date: October 18, 2016 Date: October 19, 2016 IV. HOW ANIMALS V. HOW PLANTS SURVIVE SURVIVE LC: LC: explain the different describe the structure and metabolic processes function of the different involved in the various plant organs. S11/12LT-IIejorgan system. S11/12LT23. IIej-20. explain the different describe the general and metabolic processes unique characteristics of involved in the plant organ the different organ systems. S11/12LT-IIej-24. S11/12LT-IIej-24. systems in representative animals. S11/12LT-IIej-21. S11/12LT-IIej-21. analyze and appreciate the functional relationships of the different organ systems in ensuring animal survival. S11/12LT-IIej-22.

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Grade Level: Semester: Thursday Date: October 20, 2016 VI. THE PROCESS OF EVOLUTION LC: describe evidence of evolution such as homology, DNA/protein sequences, plate tectonics, fossil record, embryology, and artificial selection/agriculture. S11/12LT-IIej-25. S11/12LT-IIej-25. explain how populations of organisms have changed and continue to change over time showing patterns of descent with modification from common ancestors to produce the organismal diversity observed today. S11/12LT-IIej-27. S11/12LT-IIej-27. describe how the present system of classification of organisms is based on

11 1 st Friday Date: October 21, 2016 SUMMATIVE TEST

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SLO: at the end of the lesson, the students will be able to: 1. Identify the different organ system. 2. Trace the animal digestion and nutrition. 3. recognize the different kinds of circulation. 4. Give the importance of hormones, immune system and nervous system. LEARNING RESOURCES:


Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity: Drawing activity. Learners will draw the organs of the different organ system given to them. 

evolutionary relationships. S11/12LT-IIej-28. SLO: at the end of the lesson, SLO: at the end of the lesson, the students will be able to: the students will be able to: 1. Enumerate the different plant 1. Define evolution cells. 2. Evaluate the theory of 2. Identify the different Plant evolution of Charles Darwin organ system. 3. Analyse the tree of 3. Recognize the growth palaeontology. patterns of Plants.


Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity: Activity: Bring me game (Picture). Movie Critic. Key question: Key question: “ How How can parent pass their “How can organism evolve?” characteristics to their off spring?” 

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Analysis: Analysis: Analysis: Gallery walk. Movie Critic. Learners will analyse the Key question: Key questions: paleontological paleontological tree. “ How How is animal survival is “What are the major organs of Key questions: related to their physiology ?” ?” plants and what are their “Describe the evolutionary 

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functions?” process.” Abstraction: Abstraction: Abstraction: Think-Pair-Share. Panel discussion. Creation of their own Key question: Key question: paleontological paleontological tree. “How does the various organ “What is the importance of systems coordinate with each transport vessels to plants?” other?” Application: Application: Application: Table analysis. Using computer simulation Presentation of their the learners will describe the output. effects of hormones to plants. Recitation. Recitation. Recitation Short quiz. Output presentation. 

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30-item quiz

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Noted by:

Approved by:

RICHARD G. CADIZAL


ROLANDO D. BALAGOT

SHS Teacher

Track Head

School Head

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SHS DAILY LESSON LOG DAILY LESSON LOG in Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal Monday Date: October 24, 2016 TOPIC LEARNING COMPETENCY/ OBJECTIVES


11 1 st Friday Date: October 28, 2016 SUMMATIVE TEST

Track & Strand: TVL track Tuesday Wednesday Date: October 25, 2016 Date: October 26, 2016 VI. THE PROCESS OF EVOLUTION

Thursday Date: October 27, 2016 VII. INTERACTION & INTERDEPENDENCE LC: LC: LC: describe evidence of evolution such as homology, describe the principles of Describe how different DNA/protein sequences, plate tectonics, fossil record, the ecosystem. S11/12LTterrestrial and aquatic embryology, and artificial selection/agriculture. culture. S11/12LTIIej-28. ecosystems are IIeg-25. IIeg-25. interrelated with one Categorize the different another. S11/12LT-IIejexplain how populations of organisms have changed and biotic potential and 30. continue to change over time showing patterns of descent environmental resistance with modification from common ancestors to produce the (e.g., diseases, availability organismal diversity observed today. S11/12LT-IIeg-27. S11/12LT-IIeg-27. of food, and predators) describe how the present system of classification of organisms is that affect population based on explosion. S11/12LT-IIej29. SLO: at the end of the lesson, the students will be able to: SLO: at the end of the lesson, the students will be able to: 1. Define evolution 1. Define ecosystem 2. Evaluate the theory of evolution of Charles Darwin 2. Enumerate different types of ecosystem 3. Analyse the tree of palaeontology. 3. Trace the nutrients and energy in the food chain/web. Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial release) release) release) release) Exploring Life Through Exploring Life Through Science: Exploring Life Through Exploring Life Through Science: Earth and Life Earth and Life Science (Phoenix Science: Earth and Life Science: Earth and Life Science (Phoenix Publish Publish House) Science (Phoenix Publish Science (Phoenix Publish House) House) House) 

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LEARNING RESOURCES:

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Activity: Movie Critic. Darwin’s Life

Activity: Collage making. Learners will create collage showing food chain/web. Analysis: Analysis: Analysis: Analysis: Panel Discussion. Leaners Leaners will create a Learners will go outside Panel Discussion will share insights about Phylogeny Tree of a certain and observe the the movie clip watched. species. environment. 

Charles

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Activity: Bring me game (Picture). 

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Abstraction: Abstraction: Learners will create a Panel discussion. diagram showing their insights. 

Application: Learners will try discuss others works 

ASSESSMENT (Format and Results) No. of learners within Mastery Level No. of learners needing remediation, REMARKS (Reflection for the teacher: on the teaching learning episodes)

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Output presentation

Activity: Movie Critic. 

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Abstraction: Abstraction: Group illustrate the Wall Graffiti. Learners will environment outside and enumerate types of determine living ecosystem. organisms presents Application: Application: Application: to Learners will present their Learners will trace the Learners will synthesize output relationship of the the graffiti by creating a environment and living short poem. organisms by creating simple poster. Recitation. Output presentation. Output presentation. presentation. Output presentation. 

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Prepared by:

Noted by:

Approved by:

RICHARD G. CADIZAL


ROLANDO D. BALAGOT

SHS Teacher

Track Head

School Head

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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: 1 st Monday Tuesday Wednesday Thursday Friday Date: October 31, 31, 2016 Date: November 1, 2016 Date: November 1, 2016 Date: November 3, 2016 Date: November 4, 2016 TOPIC NON-WORKING HOLIDAY REVIEW & COMPLETING OF 2nd QUARTER/ FINAL EXAMINATION REQUIREMENTS LEARNING COMPETENCY/ OBJECTIVES LEARNING RESOURCES: LEARNING DILEVERY MODE: (4 A's of Learning) ASSESSMENT (Format and Results) No. of learners within Mastery Level No. of learners needing remediation, REMARKS (Reflection for the teacher: on the teaching learning episodes) Prepared by:

Noted by: RICHARD G. CADIZAL SHS Teacher

Approved by: ANNA LISSA R. PATACSIL Track Head

ROLANDO D. BALAGOT School Head 53 | P a g e

Shs Daily Lesson in Earth Science

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