DAILY School LAGUNA UNIVERSITY- SENIOR HIGH SCHOOL Grade Level 11

LESSON Teacher MR. ALVIN A. PABORES Learning Area EARTH AND LIFE SCIENCE
LOG Teaching Dates and September 10 - 13, 2018 Quarter I
Time GAS 11 A/ 12:00 – 4:00/ Fri
HUMSS 11 C/ 12:00 – 4:00/ Wed
ABM 11 B/ 12:00 – 2:00/ Tue & Thurs

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
practicing new skill #2
F. Developing Mastery
G. Finding practical applications of
concepts & skills in daily living
SESSION 1
Continental drift
At the end of the session, learners are expected to:
1. describe how rocks behave under different types of stress such a compression,
pulling apart, and shearing
2. explain how the continents drift
3. cite evidence that support continental drift
Deformation of the Crust
Science in Today’s World for Senior High School: Earth and Life Science, pp. 49-
52
ttps://courses.lumenlearning.com/geophysical/chapter/theory-of-continental-drift
https://www.nationalgeographic.org/encyclopedia/continental-drift
The teacher will ask the students about the origin of the Philippines. The students
answer is vary; it can be based on myth or scientific bases.
The teacher will relate the students answer to the topic.
The teacher will show the picture of Africa and South America. The teacher will
ask the students if they notice about the picture.
Explain the different types of stress such a compression, pulling apart, and
shearing
Explain how the continental drift happen and allow the students to cite evidence
that support continental drift
Enumerate to the students the evidences that support continental drift and let
them judge the evidences.
SESSION 2
Folds and faults
At the end of the session, learners are expected to:
1. explain how the movement of plates leads to the formation of folds and
faults
2. demonstrate the movement of plates
3. appreciate the beauty of folds and faults of the plates
Science in Today’s World for Senior High School: Earth and Life Science,
pp.
webs2002.uab.es/_c_gr_geocamp/geocamp/ang/preparem/plecs.htm
https://foothill.edu/fac/klenkeit/virtual/fault/index.php
The teacher will ask the students on how mountain ranges forms. The
teacher will test the inquisitive thinking of the students.
Based on the prior knowledge the students, the teacher will ask the
difference between fold and fault.
The teacher will explain how the movement of plates leads to the formation
of folds and faults
The teacher will ask the students to demonstrate the folds and fault using
books and a piece of paper.
Allow the students to search an image of tourist spots where folds and fault
is noticeable.
H. Making generalizations &
abstractions about the lesson
I. Evaluating Learning The teacher will give a short assessment about the topic. The teacher will give a short assessment about the topic.
J. Additional activities for application
or remediation
V. REMARKS
I. 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 lesson work? No. of learners
who 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?