DLL SHS Earth and Life Science

School College for Research and Technology Grade Level Grade 12
Daily Lesson Log Teacher: Jherolyn B. Buenavidez Learning Area: May be

Grade 12 used in any learning
area
Teaching Dates and Time: Week Quarter 1st Quarter
3-4 Sessions 5-8
Session 5 Session 6 Session 7 Session 8

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
I. Objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
The learners demonstrate an The learners demonstrate an The learners demonstrate an The learners demonstrate an
a. Content
understanding of the formation understanding of the formation of the understanding of the formation of the understanding of the formation of the
Standards
of the universe. universe. universe and the solar system. universe and the solar system.
Make their own theory on the
Make their own theory on the origin of Make their own theory on the origin of
b. Performance origin of the universe and solar Make their own theory on the origin of
the universe and solar system. the universe and solar system.
Standards system. the universe and solar system.
At the end of the session,

learners are expected to:
S11/12ES-la-e-1
1. describe the structure
and composition of the
Universe.
At the end of the session, learners are At the end of the session, learners are
2. state the different expected to: S11/12ES-la-e-2 At the end of the session, learners are
expected to: S11/12ES-la-e-3
hypothesis that expected to: S11/12ES-la-e-3
1. identify the large scale and 1. recognize the difference in the
c. Learning 1. recognize the difference in the
preceded the Big Bang physical and chemical properties
Competencies / small scale properties of the between the Earth and its neighboring
physical and chemical properties
Objectives Theory of the Origin of Solar System. between the Earth and its neighboring
planes.
Write the LC code planes.
the Universe. 2. discuss the different 2. identify the factors that allow a
for each 2. identify the factors that allow a
planet to support life.
3. explain the red-shift hypotheses explaining the planet to support life.
and how it used as proof origin of the solar system.
of an expanding
universe.
4. explain the Big Bang
Theory and evidences
supporting the theory.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
ORIGIN AND Quiz: I. ORIGIN AND STRUCTURE OF
STRUCTURE OF THE ORIGIN AND STRUCTURE OF ORIGIN AND STRUCTURE OF THE EARTH
II. Content
EARTH THE EARTH THE EARTH A. Universe and Solar System
A. Universe and Solar A. Universe and Solar System A. Earth and Earth Systems B. Earth and Earth Systems
System
College for Research and Technology of Cabanatuan
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area
3-4 Sessions 5-8
III. Learning List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
Resources manipulative materials as well as paper based materials. Hands on learning promotes concept development.
A. References
1. Teacher’ Guide
pages
2. Learner’s
Material pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
http://www.thebigbangtheorysl
ideshare.net.com http://www.thebigbangtheoryslideshar http://www.thebigbangtheoryslideshar http://www.thebigbangtheoryslideshar
B. Other Learning http://www.imagine.gslc.nasa. e.net.com e.net.com e.net.com
Resource gow/educators/lesson_plans.ht http://www.imagine.gslc.nasa.gow/edu http://www.imagine.gslc.nasa.gow/edu http://www.imagine.gslc.nasa.gow/edu
(Web Site, Web Article,
Etc.)
ml cators/lesson_plans.html cators/lesson_plans.html cators/lesson_plans.html
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
IV. Procedures question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
Duration (in minutes) _____ Duration (in minutes) _____ Duration (in minutes) _____ Duration (in minutes) _____
(5 mins) (5 mins) (10 mins) (5 mins)
A. Reviewing previous Teacher welcomes the Watch a video about Big Bang Theory. Pass the Earth Ball Game. Basketball 1. Let the students look at their chair.
lesson or class and introduces Shoot, Volleyball Spike, Baseball Bar, 2. Those who have the key words will
presenting the new himself/herself and the Soccer Kick. read and explain what it means
lesson 3. Let the audience agree or disagree
topic that they’re going to
discuss. with the explanation.

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area
3-4 Sessions 5-8
Nature Identification Activity:

Bring one piece of nature.
(5 mins) ( 20 mins) (20 mins) (25 mins)

Self-reflection on the reference of Self-reflection on the reference of the subject Self-reflection on the reference of the subject Self-reflection on the reference of the
the subject in the learners course in the learners course and life(What, So what in the learners course and life(What, So what subject in the learners course and life(What,
and life(What, So what and now and now what method) based on the object and now what method) based on the object So what and now what method) based on
what method) based on the object identification activity. identification activity. the object identification activity.
identification activity.
B. Establishing a
purpose for the
lesson
(5 minutes) Teacher provides the sentence structure to
Teacher provides the sentence structure to follow based on the chosen question. For
follow based on the chosen question. For example, for question a:
Teacher provides the sentence example, for question a:
structure to follow based on the
chosen question. For example, for
question a:
POWERPOINT PRESENTATION:
1. discuss course
C. Presenting description connecting it
examples/instances with the activity in
of the new lesson
reflections to deepen the
interest of learners on the
subject.

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3-4 Sessions 5-8
POWERPOINT PRESENTATION POWERPOINT PRESENTATION: POWERPOINT PRESENTATION: (15 mins)
D. Discussing new 1. Input 1: Theories on the origin of the
universe and the solar system. Input 2: Big Bang Theory Input 4: Components overview of Solar POWERPOINT PRESENTATION:
concepts and Input 3: Important Terms, Evolution System Input 6: Element abundance on Earth,
practicing new
skills #1
and Composition of Universe, Birth Input 5: Large and small scale features meteorites and universe.
Death, Rebirth of Stars and Expanding of the solar system. Input 7: Recent advancement and
Universe. information on the solar system.
E. Discussing new
concepts and
practicing new
skills #2
(20 minutes)
 1. How did the philosophers assess
atoms in terms of the senses?
(They considered the senses to be
“not completely reliable in what
they report to the mind,” but that
whether something is hot, cold, or
of a certain color, these
characteristics are, in the end,
determined by “the type of atom
F. Developing Mastery and the quantity of void.”)
(Leads to
Assessment)
Formative
 2. According to Democritus, how
are universes formed?
(His theory suggests that atoms
join and form a whirl or a vortex.
Heavier materials then gravitate to
the center of the vortex and form
the earth. The lighter materials “go
out to the edge of the vortex and
eventually ignite due to the intense
speed of its revolutions. These
lighter atoms would then form the
heavenly bodies.”)
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3-4 Sessions 5-8
G. Finding practical
Students formulate their own theories on Students formulate their own theories on the origin
applications of the origin of the universe, solar system of the universe, solar system and earth.
concepts and skills and earth.
in daily living
25 minutes
(25 minutes) ( 30 minutes) 30 minutes
What generalization you have What conclusion you may have What generalization you may develop
on the relevance of the subject What generalization you may regarding the composition of the solar regarding the recent advancement and
H. Making to your course and your life. develop regarding the difference system. information on the solar system.
presentations and theories on the origin of the
abstractions about
the lesson
universe.
(20 minutes) (10 minutes) Students will answer the questions that the teacher
Students will answer the questions that the teacher present to them. 1. Identify 10 elements found in the universe and in
Students will answer the present to them. 1. Illustrate the 8 planets of the solar earth
questions that the teacher 2. Write T if answer is true and f if false (10)
 1. Describe the structure and system based on the distance from the
presents to them.
Short Seatwork: composition of the Universe (10) sun. (20)
 2. Explain the concept of the Red 2. Compare the 5 large scale features
1. list the 9 theories being
of the solar system from the 3 small
discussed (9pts) Shift and how it used as an
I. Evaluating learning scale features of the solar system (15)
2. Differentiate the 3 evidence for an expanding 3. Outline what compose the solar
approaches of understanding universe (10) system (15)
the origin of the universe, solar
 3. Explain the origin and evolution
system earth (15pts)
of the universe according to the
Big Bang Theory (10)
Performance: Performance: Performance:
Performance: 1. Research and make/develop your own hypothesis 1. Research and make/develop your own hypothesis 1. Research and make/develop your own hypothesis
J. Additional activities 1. Research and make/develop your own or theory on the origin of the universe or solar or theory on the origin of the universe or solar or theory on the origin of the universe or solar
hypothesis or theory on the origin of the system using your imagination and what you learned system using your imagination and what you learned system using your imagination and what you learned
for application or universe or solar system using your from the different theories we discussed. Support from the different theories we discussed. Support from the different theories we discussed. Support
remediation imagination and what you learned from your theories in your own understanding based on your theories in your own understanding based on your theories in your own understanding based on
the different theories we discussed. empirical data empirical data empirical data
Support your theories in your own
understanding based on empirical data
Conduct assessment next day Conduct assessment next day Conduct assessment next day Conduct assessment next day
V. Remarks

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3-4 Sessions 5-8
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
VI. Reflection Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation
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. Which innovation or Outdoor Nature Identification
localized materials Activity by letting each learner bring
one piece of object from nature,
did I use or
then facilitate class discussion using
discover which I Socratic method to introduce the
wish to share with subject matter and generate active
other teachers? class participation.

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School College for Research and Technology Grade Level Grade 12

Daily Lesson Log Teacher: Jherolyn B. Buenavidez Learning Area: May be

Session 5 Session 6 Session 7 Session 8

At the end of the session,

Daily Lesson Log Teacher: Jherolyn B. Buenavidez Learning Area: May be

College for Research and Technology of Cabanatuan

Daily Lesson Log Teacher: Jherolyn B. Buenavidez Learning Area: May be

Nature Identification Activity:

(5 mins) ( 20 mins) (20 mins) (25 mins)

College for Research and Technology of Cabanatuan

Daily Lesson Log Teacher: Jherolyn B. Buenavidez Learning Area: May be

Daily Lesson Log Teacher: Jherolyn B. Buenavidez Learning Area: May be

College for Research and Technology of Cabanatuan

Daily Lesson Log Teacher: Jherolyn B. Buenavidez Learning Area: May be

College for Research and Technology of Cabanatuan

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