GRADE 11 School PULO SENIOR HIGH SCHOOL
DAILY LESSON LOG Teacher CRISTINA V. MAQUINTO
Teaching Dates and Time JUNE 10-14, 2019
Monday Tuesday
I. OBJECTIVES
A. D The learners demonstrate an
understanding of the formation
Diagnostic Test
of the universe.
B. Performance Standards
C. Learning LC: State the different hypotheses
Competencies/ explaining the origin of the universe.
Objectives S11/12ES-Ia-e-1
SLO: At the end of the lesson, the
students should be able to:
1. describe the structure and
composition of the Universe;
2. state the different hypothesis that
preceded the Big Bang Theory of
the Origin of the Universe.
3. explain the red-shift and how it
used as proof of an expanding
universe
4. explain the Big Bang Theory and
evidences supporting the theory.
Wednesday
The learners demonstrate an
understanding of the formation
of the universe.
The learners:
1. describe the different
hypotheses explaining the
origin of the solar system
(S11/12ES-Ia-e-2)
2. and explain the current
advancements/information on
the solar system
(S11/12ES-Ia-e-5)
Specific Learning Outcomes
At the end of this lesson, the
learners will be able to:
1. Identify the large scale and
small scale properties of the Solar
System;
2. Discuss the different
hypotheses explaining the origin
of the solar system; and
3. Become familiar with the most
recent advancements /
information on the solar system.
Grade Level 11
Learning Area Earth and Life Science
Quarter 1st
Thursday Friday
The learners demonstrate an The learners demonstrate an
understanding of the formation understanding of the formation
of the universe and the solar of the universe and the solar
system. system.
The learners: The learners:
1.Describe the different 1. Recognize the uniqueness of
hypotheses explaining the origin Earth, being the only planet in
of the solar system (S11/12ES- the solar system with properties
Ia-e-2) necessary to support life.
2. explain the current (S11/12ES-Ia-e-3)
advancements/information on
the solar system Specific Learning Outcomes
(S11/12ES-Ia-e-5) At the end of this lesson, the
learners will be able to:
Specific Learning Outcomes 1. Recognize the difference in
At the end of this lesson, the the physical and chemical
learners will be able to: properties between the Earth
1. Identify the large scale and and its neighboring planes; and
small scale properties of the 2. Identify the factors that allow
Solar System; a planet to support life.
2. Discuss the different
hypotheses explaining the origin
of the solar system; and
3. Become familiar with the
most recent advancements
/information on the solar
system.
4. To demonstrate the process
of accretion in planetary
building
5. To explain why planets and
asteroids vary in sizes
II. CONTENT
Touring the Universe (An
Introduction to the Formation of
the Universe)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Earth and Life Science (initial 31-41 Earth and Life Science (initial Earth and Life Science (initial 31-41
Pages release) release) release)
2. Learner’s Materials
Pages
3. Textbook Pages Science in Today’s World for SHS Science in Today’s World for
pages 3-6 SHS pages 6-12
4.Additional Materials
from LR portal
B. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous Activate:  Students will recall the 3 Review on the students Activate:
lesson or presenting • Students will recall their theories of the origin of understanding on the formation  4pics1word.Learner will guess
the new lesson learnings in junior high school the universe. of universe and solar system the words of the prepared
regarding the solar system. slides

B. Establishing a purpose Present to the class the learning Present to the class the learning Present to the class the learning Present to the class the learning
for the lesson objectives. objectives. objectives. objectives.
C. Presenting examples / • Teacher will present a Activate: Understanding the Origin and  Teacher will present the
instances of the new video presentation regarding the  Photoanalysis. Teacher Evolution of the Solar System pictures of Venus, Earth and
lesson universe. will present a picture of Mars.
the of the solar system

D. Discussing new Acquire: Guide Questions: Key questions:

concepts and practicing  Teacher will show the picture of HOTS: "What do you think is the HOTS: "What do you think is the
new skills # 1 the milky way. reason why the sun is the center reason of the failure of mankind
 Teacher will discuss the of our solar system?" in protecting the environment and
Lecture Proper and Discussion the life here on Earth?"
structure, composition, age,
cycle and expanding of a
universe

E. Discussing new Key questions:
concepts and practicing HOTS: "Why does the universe
new skills # 2 needs to expand?" HOTS: "How
does the Doppler effect explain the
expansion of the universe?"
Acquire:
 Teacher will discuss
the composition of the
solar system.
Each group will have to present Acquire:
the different hypotheses  Learners will be watching a
explaining the origin of the solar video clip and will present their
system. idea on the board.
Key questions:
 HOTS: "Relate heat to the
expansion of the universe"
HOTS: "How do you think did
scientists know the exact
composition of the solar
system?"
 Teacher will present
theories and
hypothesis of the
origin of the solar
system.
Rubrics will be provided for the
presentation
HOTS: "What will happen to a planet
without GHG?"
"What is the importance of H2O in
maintaining the temperature of a
planet?"
"Why do Venus and Mars has no
Global Magnetic Field?"

F. Developing Mastery Representative from each group

will present their output in front
of the class.
The teacher will provide
additional inputs for further
clarifications.
G. Finding practical Application: Application: Provide examples of real-life Application:
applications of The teacher will distribute the article • Leaners will collaborate applications Habitable or Not? Using the
concepts and skills in about the 3 theories of the universe. with each other and discuss the checklist provided, learners will
daily living The learners will read and collaborate theories and hypothesis of the evaluate unknown planets and
to each other. origin of the solar system. moons if they are habitable
H. Making generalizations Assist the students to create and
and abstractions about express their own
the lesson understanding on the different
hypotheses on the origin of the
solar system.
I. Evaluating Learning Assessment: Assessment: Essay writing: Compare and Assessment:
Learners will create a Venn diagram Learner will create a short story contrast the 3 hypotheses  Debate: ‘Can man alter Mars
showing the similarities and about how they want the solar explaining the origin of the solar environment to make it more
differences of the 3 theories of the system SHOULD start. system. suitable for human habitation?
universe. How?’

J. Additional activities for

application or
remediation
REMARKS

REFLECTION
a. No. of learners who Sec ABM Sec CSS Sec HE Sec GAS Sec EIM
earned 80% on the
formative assessment
 b. No of learners who Sec ABM Sec CSS Sec HE Sec GAS Sec EIM
require additional
activities for
remediation
c. Did the remedial ____ YES ____ NO
lessons work? No. of
learners who have Sec ABM Sec CSS Sec HE Sec GAS Sec EIM
caught up with the
lesson.
d. No. of learners who Sec ABM Sec CSS Sec HE Sec GAS Sec EIM
continue to require
remediation
e. Which of my teaching ___ Problem solving ___ Problem solving ___ Problem solving ___ Problem solving
strategies worked well? ___ Games ___ Games ___ Games ___ Games
Why did these work? ___ Puzzle ___ Puzzle ___ Puzzle ___ Puzzle
___ deductive learning ___ deductive learning ___ deductive learning ___ deductive learning
___ Video clips ___ Video clips ___ Video clips ___ Video clips
___ Research ___ Research ___ Research ___ Research
___ Interactive learning ___ Interactive learning ___ Interactive learning ___ Interactive learning
___ Experiential learning ___ Experiential learning ___ Experiential learning ___ Experiential learning
___ Brain Storming ___ Brain Storming ___ Brain Storming ___ Brain Storming
___ Group work (multiple ___ Group work (multiple ___ Group work (multiple ___ Group work (multiple
intelligences) intelligences) intelligences) intelligences)
___ inductive learning ___ inductive learning ___ inductive learning ___ inductive learning
___ Others ___ Others ___ Others ___ Others
f. What difficulties did I ___ low performing students ___ low performing students ___ low performing students ___ low performing students
encounter which my ___ Student Participation ___ Student Participation ___ Student Participation ___ Student Participation
principal or supervisor ___ Classroom Management ___ Classroom Management ___ Classroom Management ___ Classroom Management
can help me solve? ___ Classroom Condition ___ Classroom Condition ___ Classroom Condition ___ Classroom Condition
___ Availability of Material ___ Availability of Material ___ Availability of Material ___ Availability of Material
___ Others ___ Others ___ Others ___ Others
g. What innovation or ___ Video presentation ___ Video presentation ___ Video presentation ___ Video presentation
localized materials did I __ Instructional Materials __ Instructional Materials __ Instructional Materials __ Instructional Materials
use/discover which I ___ Pictures ___ Pictures ___ Pictures ___ Pictures
wish to share with __ Prepared PPT __ Prepared PPT __ Prepared PPT __ Prepared PPT
other teachers? ___ SIM ___ SIM ___ SIM ___SIM
__ Others __ Others __ Others __ Others
Prepared by:

CRISTINA V. MAQUINTO Checked by: Noted:

SHS Teacher
ANALIZA T. CARDOZA EVELYN L. EMBATE, EdD
GRADE 11 Coordinator School Head