School PGNHS – San Isidro Extension
DAILY Teacher Mrs. Jennifer B. Magango
LESSON July 8, 2019
PLAN Teaching Date 7:15 – 8:15
and Time 9:45 – 10:45
10:45 – 11:45
I. OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning Competencies & Code
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teaching Guide
2. Leaners’ Material/ Textbook
3. Additional Materials from LR portal
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 skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
Formative Assessment)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Grade Level 11
Learning Area Earth and Life Science
11-Infinity
Quarter First
11- Henry Sy
11- Jean Paul Satre
The learners demonstrate an understanding of the formation of the universe
and the solar system.
Make their own theory on the origin of the universe and solar system
The learners shall be able to
1. The learners shall be able to recognize the uniqueness of Earth, being the
only planet in the solar system with properties necessary to support life.
The PLANETS and Earth
Earth and Life Sciences: For Senior High School. LORIMAR Publishing Inc. Pages 4-24.
Review the concepts discussed yesterday:
 formation of the Solar System
 philosopher and scientist and their views on the formation of the Solar
System
 the stages in the formation of the Solar system
Man's failure to protect the environment and therefore LIFE here on Earth is
perhaps due to:
1. Inability to recognize the full consequence of his/her actions;
2. Lack of appreciation of how truly unique the Earth is.
Activity 1: Compare and Contrast. What are the similarities and differences
among these three terrestrial planets?
DISCUSSION:
 Characteristics of the three planets in comparison with one
another
GROUP ACTIVITY: Interstellar Crash Landing
1. Ask students what factors would make a planet habitable. Learners
should try to elaborate on their responses.
2. Provide a copy of Table 2 - "Factors that Make a Planet Habitable" to
each of the group (can be the same grouping as Activity 1). Ask students
to read the document carefully and compare their answers they have
given at the start of the activity
 temperature
 atmosphere
 energy
 nutrients
LET’S SEE WHAT YOU LEARN!
1. Imagine themselves in an interstellar voyage. Their spaceship suffers
mechanical problems and will be forced to land. Fortunately they are
passing through the YanibSystem , which is composed of a sun-like star
surrounded by seven planets, some of which have moons . The profiles
 of planets and moons of the Yanib System are listed on Table 3 (Provide
each group a copy of Table 3).
2. Decide the best place to land your ship.
3. Write down on a piece of paper your choice of planet or moon and
reason..

J. Additional activities for application or Terraforming Mars

remediation Have the learners write a 200 word report/essay on the following topic:
‘Can man alter Mars environment
to make it more suitable for human habitation? How?’
V. REMARKS

Continuation of Students Activity

VI. REFLECTION

Prepared by:
Checked by:
JENNIFER B. MAGANGO MARGIE A. GAYA
SST – III Principal I