Republic of the Philippines
Department of Education
DAILY LESSON PLAN
DepEd Order No. 42, s. 2016
I. Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. Content
III. Learning Resources
IV. Procedure
V. Remarks
VI. Reflection
SUBJECT TEACHER’S SIGNATUIRE
SCHOOL HEAD’S SIGNATURE
Region V (BICOL)
SCHOOLS DIVISION OFFICE
SAN AGUSTIN (Stand Alone) SENIOR HIGH SCHOOL
San Agustin, Iriga City
E-mail Add: sanagustinshs.16@gmail.com ● School ID# 343238 ● Tel No. : (054) 299-8296
“Empowering Skills for Better Life”
School SAN AGUSTIN (Stand Alone) SENIOR HIGH SCHOOL Grade Level 11 Section TVL 1
GAS A
HUMSS C
ABM
TVL 2
Teacher KATRINA N. SOLIVEN, SST I Learning Area Earth & Life Science
Teaching Dates & Time July 4, 2019 Quarter First (1st)
At the end of the lesson, the students are expected to be able to:
1. Identify the different characteristics of Earth.
2. Identify and describe the different parts of the Earth (axis, orbit, etc.)
3. Actively participate in the graded recitation.
The learners demonstrate an understanding of:
2. the subsystems (geosphere, hydrosphere, atmosphere, and biosphere) that make up the Earth
3. the Earth’s internal structure
Conduct a survey or design a study to assess the possible hydrometeorological hazards that your community may experience.
The Learners…
3. Recognize the uniqueness of Earth, being the only planet in the solar system with properties necessary to support life. S11/12ES -Ia-e-3
4. Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow. S11/12ES -Ia-e-4
I. ORIGIN AND STRUCTURE OF THE EARTH
B. Earth and Earth Systems
Materials: Chalkboard/ chalk
Routine activities such as checking of attendance, picking up of dirt and proper arranging if seats will be made before the start of the lesson.
The students will be tasked to name at least one Greek gods/ goddess.
After naming, they will be made to think of the Greek gods/ goddess’ Roman counterpart.
Through that, the students will be able to realize that the planets, except Earth, are all named after a specific Roman god/ goddess.
After which a thorough discussion about the Earth’s physical characteristics will be made. Questions and clarifications will be entertained in order to know and
correct any misconceptions, if there are any.
A wrap up or summary of the day’s lesson will be made before the class dismissal.
KATRINA N. SOLIVEN
BEN D. SILVA

DAILY LESSON PLAN
DepEd Order No. 42, s. 2016
I. Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. Content
III. Learning Resources
IV. Procedure
V. Remarks
VI. Reflection
SUBJECT TEACHER’S SIGNATUIRE
SCHOOL HEAD’S SIGNATURE
Republic of the Philippines
Department of Education
Region V (BICOL)
SCHOOLS DIVISION OFFICE
SAN AGUSTIN (Stand Alone) SENIOR HIGH SCHOOL
San Agustin, Iriga City
E-mail Add: sanagustinshs.16@gmail.com ● School ID# 343238 ● Tel No. : (054) 299-8296
“Empowering Skills for Better Life”
School SAN AGUSTIN (Stand Alone) SENIOR HIGH SCHOOL Grade Level 12 Section STEM
Teacher KATRINA N. SOLIVEN, SST I Learning Area General Physics I
Teaching Dates & Time July 4, 2019 Quarter First (1st)
At the end of the lesson, the students are expected to be able to:
1. Differentiate scalar and vector quantities
2. Name different quantities and identify them as to whether they are scalar or vector quantities.
3. Be able to perform addition of vectors correctly.
The learners demonstrate an understanding of...
1. Vectors and vector addition 2. Components of vectors 3. Unit vectors
The learners are able to...
Solve, using experimental and theoretical approaches, multi-concept, rich-context problems involving measurement, vectors, motions in
1D, 2D, and 3D, Newton’s Laws, work, energy, center of mass, momentum, impulse, and collisions
1. Differentiate vector and scalar quantities STEM_GP12V-Ia-8
2. Perform addition of vectors STEM_GP12V-Ia-9
Vectors
Routine activities such as checking of attendance, picking up of dirt and arranging of seats will be done before the start of the lesson.
The students will then be tasked to identify different quantities as to whether they are vector or scalar.
After which, the students will then compare and contrast scalar and vector quantities.
After being able to establish a firm understanding of the topic, an additional topic will be presented and that is all about vector addition.
The Cartesian coordinate system and the direction will be given greater emphasis in order for the students to understand that in vector addition, only directions
from the same axis (x or y) will be allowed to be added or subtracted.
Examples will be given in order for the concepts to be grasped a little bit more. Questions will be entertained in order to clarify if there are any misconceptions.
KATRINA N. SOLIVEN
BEN D. SILVA