DLL June 17-21-19-Els

School PULO SENIOR HIGH SCHOOL Grade Level GRADE 11
DAILY LESSON LOG Teacher CRISTINA V. MAQUINTO Learning Area EARTH & LIFE SCIENCE
Teaching Dates and Time JUNE 17-21, 2019 Quarter 1ST
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES
A. Content Standards  The learners demonstrate an understanding of the formation of the universe
 The learners demonstrate an understanding of the formation of the universe and the solar system.
 Make/develop their own hypothesis or theory on the origin of the universe and solar system using your imagination and what you learned from the different
B. Performance Standards theories we discussed. Support your theories in your own understanding based on empirical data. Output presentation (will be rated using a rubric)
C. Learning LC: The learners shall be able to state the different hypotheses and theories LC: Explain the current advancements/information on the solar system. S11/12ES-Ia-e5
Competencies/Objectives explaining the origin of the universe (S11/12ES-Ia-e-1).
Write for the LC code for LC: Describe the different hypotheses explaining the origin of the solar system.
each S11/12ES-Ia-e-2
SLO: At the end of the lesson, the learners are expected to: SLO: At the end of the lesson, the students should be able to:
1. discuss and state the different hypothesis including the Big Bang Theory of 1. Become familiar with the most recent advancements/information on the solar
the Origin of the Universe and solar system; system.
2. describe the structure and composition of the Universe; 2. Identify key persons in the advancements/ information on the solar system.
3. explain the red-shift and how it used as proof of an expanding universe. 3. relate the importance of the advancements/ information on the solar system in
4. identify the large scale and small scale properties of the Solar System; daily life
I. ORIGIN AND STRUCTURE OF THE EARTH
II. CONTENT
A. Universe and Solar System
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages Earth and Life Science © Sibs pp3-6 Earth and Life Science © Sibs pp 8-13
4. Additional Materials
https://www.spacetelescope.org/science/composition_of_universe/, Earth and Life Science © Sibs pp3-6
from Learning Resource
https://www.spacetelescope.org/science/composition_of_universe/,
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Motivation/Review
previous lesson or Nature Identification Activity: Bring one piece of nature
presenting the new lesson
B. Establishing a purpose
for the lesson
C. Presenting Activity: Activity:
examples/instances of the • Students will recall the 3 theories of the origin of the universe. • Teacher will show photos of the selected scientist and their contribution to
new lesson • Photoanalysis. Teacher will present a picture of the of the solar system the understanding of the solar system.
HOTS: "What do you think is the reason why the sun is the center of our solar Key questions:
system?" “How can the current breakthroughs in the solar system affect our lives?”
D. Discussing new POWERPOINT PRESENTATION: POWERPOINT PRESENTATION:
concepts and practicing INPUT1: THEORIES ON THE ORIGIN OF THE UNIVERSE AND THE SOLAR SYSTE INPUT 4: COMPONENTS, OVERVIEW OF SOLAR SYSTEM
new skills #1 INPUT 2: BIG BANG THEORY INPUT 5: LARGE & SMALL SCALE FEATURES OF THE SOLAR SYSTEM
INPUT 3: IMPORTANT TERMS, EVOLUTION & COMPOSITION OF UNIVERSE, INPUT 6: ELEMENT ABUNDANCE ON EARTH, METEORITES AND UNIVERSE
BIRTHDEATH-REBIRTH OF STARS, & EXPANDING UNIVERSE INPUT 7: RECENT ADVANCEMENT & INFORMATION ON THE SOLAR SYSTEM
E. Discussing new • Teacher will discuss the composition of the solar system.
Analysis:
concepts and practicing HOTS: "How do you think did scientists know the exact composition of the solar
• The teacher will present the web-based activity. Learners in groups will search
new skills #2 system?"
and present important facts on the following: NASA’s New Horizons Mission, Rossetta
• Teacher will present theories and hypothesis of the origin of the solar
Mission, Curiosity Space Probe, Hygens Probe, Europa Jupiter System Mission.
system.
F. Developing mastery POWERPOINT PRESENTATION:
Discuss course description connecting it with the activity & reflections to POWERPOINT PRESENTATION:
deepen the interest of learners on the subject Discuss course description connecting it with the activity & reflections to deepen the
Perform activity # 1: Elastic Band Model ‐ A One Dimensional Model interest of learners on the subject
Perform activity # 2: Galaxy Fields‐ Two Dimensional Model Perform Activity # 3 Accretion and Planetary Formation.
G. Finding practical • Learners will be having a dynamic discussion regarding:

• Learner will create a short story about how they want the solar
applications of concepts HOTS: “Would it be practical for our local government to allocate a portion of the
and skills in daily living
system SHOULD start national budget on the space?
H. Making generalizations • Leaners will collaborate with each other and discuss the theories and • Learners share to the class about the current discoveries made by the
and abstractions about the hypothesis of the origin of the solar system. mentioned space mission
lesson
I. Evaluating learning Describe the structure and composition of the Universe Illustrate the eight planets of the solar system based on the distance from the sun.
Explain the concept of the Red Shift and how it used as an evidence for an Compare the 5 large scale features of the solar system from the 3 small scale features
expanding universe of the solar system.
Outline what compose the solar system.
Explain the origin and evolution of the Universe according to the Big Bang
Theory
J. Additional activities for PERFORMANCE: 1. Research and make/develop your own hypothesis or theory on the origin of the universe or solar system using your imagination and what you learned
application or remediation from the different theories we discussed. Support your theories in your own understanding based on empirical data.
Conduct assessment next day Time was not enough so there is a need to continue the discussion next week and
V. REMARKS
conduct assessment after…
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%.
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson
D. No. of learners who
continue to require
remediation.
E. Which of my teaching ___ Problem solving ___ Games ___ deductive learning
strategies worked well? ___ Research ___ Puzzle ___ Interactive learning
Why did these work? ___ Brain Storming ___ Group work ___ Video clips
___ Experiential learning ___ inductive learning ___ Others
F. What difficulties did I ___ low performing students ___ Student Participation
encounter which my ___ Classroom Management ___ Classroom Condition
principal or supervisor can ___ Availability of Material ___ Others
help me solve?
G. What innovation or ___ Models/Mock-up ___ Pictures
localized materials did I ___ Prepared PPT ___ SIM
use./discover which I wish ___ Others
to share with other Outdoor Nature Identification Activity by letting each learner bring one piece of object from nature, then facilitate class discussion using Socratic method to introduce the
teachers? subject matter and generate active class participation.

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School PULO SENIOR HIGH SCHOOL Grade Level GRADE 11

SESSION 1 SESSION 2 SESSION 3 SESSION 4

G. Finding practical • Learners will be having a dynamic discussion regarding:

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