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School PGNHS – San Isidro Extension Grade Level 11

DAILY Teacher Mrs. Jennifer B. Magango Learning Area Earth and Life Science
LESSON July 8, 2019
PLAN Teaching Date 7:15 – 8:15 11-Infinity
Quarter First
and Time 9:45 – 10:45 11- Henry Sy
10:45 – 11:45 11- Jean Paul Satre

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the formation of the universe
and the solar system.
B. Performance Standards Make their own theory on the origin of the universe and solar system
C. Learning Competencies & Code
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.
II. CONTENT The PLANETS and Earth
III. LEARNING RESOURCES
A. References
1. Teaching Guide Earth and Life Sciences: For Senior High School. LORIMAR Publishing Inc. Pages 4-24.
2. Leaners’ Material/ Textbook
3. Additional Materials from LR portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Review the concepts discussed yesterday:
presenting the new lesson  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
B. Establishing a purpose for the lesson Man's failure to protect the environment and therefore LIFE here on Earth is
C. Presenting examples/ instances of perhaps due to:
the new lesson 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?

D. Discussing new concepts and DISCUSSION:


practicing new skills #1  Characteristics of the three planets in comparison with one
E. Discussing new concepts and another
practicing new skills #2
F. Developing mastery (leads to GROUP ACTIVITY: Interstellar Crash Landing
Formative Assessment)
G. Finding practical applications of 1. Ask students what factors would make a planet habitable. Learners
concepts and skills in daily living should try to elaborate on their responses.
H. Making generalizations and 2. Provide a copy of Table 2 - "Factors that Make a Planet Habitable" to
abstractions about the lesson 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

I. Evaluating learning 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