Dllearth Science Igneous Rock Rock Geology

Republic of the Philippines
Region X
DIVISION OF LANAO DEL NORTE
DIEGO H. PATIGAYON NATIONAL HIGH SCHOOL
Mukas, Kolambugan, Lanao del Norte
SHS DAILY LESSON LOG

DAILY LESSON LOG in Earth and Life Science
School: Diego H. Patigayon National High School Grade Level: 11
Teacher: Christine D. Bara Track & Strand: TVL Track/ AFA Track Semester: 1st
Monday Tuesday Wednesday Thursday Friday
Date: Date: Date: Date: Date:
TOPIC I. ORIGIN AND STRUCTURE I. ORIGIN AND I. ORIGIN AND QUIZ: I. ORIGIN AND
OF THE EARTH STRUCTURE OF THE STRUCTURE OF THE STRUCTURE OF THE EARTH
A. Universe and Solar System EARTH EARTH A. Universe and Solar System
A. Universe and Solar System B. Earth and Earth Systems B. Earth and Earth Systems
LEARNING COMPETENCY/ LC: State the different LC: Describe the different LC: Recognize the LC:
OBJECTIVES hypotheses explaining the hypotheses explaining the uniqueness of Earth, being  S11/12ES-Ia-e-1
origin of the universe. origin of the solar system. the only planet in the solar  S11/12ES-Ia-e-2
S11/12ES-Ia-e-1 S11/12ES-Ia-e-2 system with properties  S11/12ES-Ia-e-3
necessary to support life.
S11/12ES- Ia-e-3
SLO: At the end of the lesson, SLO: At the end of the lesson, SLO: At the end of the lesson, :
the students should be able to: the students should be able to: the students should be able to:
1. describe the structure and 1. identify the large scale 1. recognize the difference
composition of the and small scale in the physical and
Universe; properties of the Solar chemical properties
2. state the different System; between the Earth and its
hypothesis that preceded 2. discuss the different neighboring planes
the Big Bang Theory of hypotheses explaining 2. Identify the factors that
the Origin of the Universe. the origin of the solar allow a planet to support
3. explain the red-shift and system; life.
how it used as proof of an
expanding universe
4. explain the Big Bang
Theory
and evidences supporting
the theory.
LEARNING RESOURCES: Earth and Life Science (initial Earth and Life Science Earth and Life Science Earth and Life Science
release) (initial release) (initial release) (initial release)
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LEARNING DILEVERY MODE: Activate: Activate: Activate: Activate: Activate:

(4 A's of Learning)  Students will recall their  Students will recall  4pics1word.Learner will
learnings in junior high the 3 theories of the guess the words of the
school regarding the solar origin of the universe. prepared slides
system.  Photoanalysis. Teacher  Teacher will present the
 Teacher will present a will present a picture of pictures of Venus, Earth
video presentation the of the solar system and Mars.
regarding the universe. Key questions:
HOTS: "What do you think HOTS: "What do you think is
is the reason why the sun is the reason of the failure of
the center of our solar mankind in
system?" protecting the environment
and the life here on Earth?"
Acquire: Acquire: Acquire: Acquire: Acquire:
 Teacher will show the  Teacher will  Learners will be watching
picture of the milky way. discuss the composition a video clip and will
 Teacher will discuss the of the solar system. HOTS: present their idea on the
structure, composition, "How do you think did board.
age, cycle and expanding scientists know the Key questions:
of a universe exact composition of the HOTS: "What will happen to
Key questions: solar system?" a planet without GHG?"
HOTS: "Why does the  Teacher will present "What is the importance of
universe needs to expand?" theories and hypothesis of
H2O in maintaining the
HOTS: "How does the the origin of the solar
temperature of a planet?"
Doppler effect explain the system.
expansion of the universe?"
"Why do Venus and Mars
HOTS: "Relate heat to
has no Global Magnetic
the
Field?"
expansion of the universe"
Application: Application: Application: Application: Application:
 The teacher will distribute  Leaners will collaborate  Habitable or Not? Using
the article about the 3 with each other and the checklist provided,
theories of the universe. discuss the theories and learners will evaluate
The learners will hypothesis of the origin unknown planets and
read and collaborate to of the solar system. moons if they are
each other. habitable.
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Assessment: Assessment: Assessment: Assessment: Assessment:

 Learners will create a  Learner will create a  Debate: ‘Can man alter  Learners will answer
Venn diagram showing short story about how Mars environment to the 30 item test.
the similarities and they want the solar make it more suitable for
differences of the 3 system SHOULD start. human habitation? How?’
theories of the universe.
ASSESSMENT  Output presentation  Written output  Debate  30-item test.

(Format and Results) (will be rated using a  Recitation  Recitation
rubric)
 Recitation
REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)
Prepared by: Checked by: Noted by:
CHRISTINE D. BArA JAY AR I. BANTUGOY VELLMA LOU B. ALIMANZA

SHS Teacher SHS Coordinator School Head
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School: Tanglag National High School Grade Level: 11
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Monday Tuesday Wednesday Thursday Friday

Date: Date: Date: Date: Date:
TOPIC I. ORIGIN AND I. ORIGIN AND QUIZ: I. ORIGIN AND I. ORIGIN AND I. ORIGIN AND
STRUCTURE OF THE STRUCTURE OF THE STRUCTURE OF THE EARTH STRUCTURE OF THE STRUCTURE OF THE
EARTH EARTH A. Universe and Solar System EARTH EARTH
A. Universe and Solar System B. Earth and Earth Systems B. Earth and Earth Systems A. Universe and Solar System A. Universe and Solar System
LEARNING COMPETENCY/ LC: Describe the different LC: Recognize the LC: LC: Explain the current LC: Explain the current
OBJECTIVES hypotheses explaining the uniqueness of Earth, being  S11/12ES-Ia-e-1 advancements/information on advancements/information on
origin of the solar system. the only planet in the solar  S11/12ES-Ia-e-2 the solar system. S11/12ES- the solar system. S11/12ES-
S11/12ES-Ia-e-2 system with properties  S11/12ES-Ia-e-3 Ia-e5 Ia-e5
necessary to support life.
S11/12ES- Ia-e-3
SLO: At the end of the lesson, SLO: At the end of the lesson, : SLO: At the end of the lesson, SLO: At the end of the lesson,
the students should be able to: the students should be able to: the learners will be able to; the learners will be able to;
3. identify the large scale 3. recognize the difference 1. Become familiar with the 4. Become familiar with the
and small scale in the physical and most recent most recent
properties of the Solar chemical properties advancements/information on advancements/information on
System; between the Earth and its the solar system. the solar system.
4. discuss the different neighboring planes 2. Identify key persons in the 5. Identify key persons in the
hypotheses explaining 4. Identify the factors that advancements/ information on advancements/ information on
the origin of the solar allow a planet to support the solar system. the solar system.
system; life. 3. relate the importance of 6. relate the importance of
the advancements/ the advancements/
information on the solar information on the solar
system in daily life system in daily life
LEARNING RESOURCES: Earth and Life Science Earth and Life Science Earth and Life Science Earth and Life Science Earth and Life Science
(initial release) (initial release) (initial release) (initial release) (initial release)
Exploring Life Through Exploring Life Through
Science: Science:
Earth and Life Science Earth and Life Science
(Phoenix Publish House) (Phoenix Publish House)
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LEARNING DILEVERY MODE: Activity: Activity: Activity: Activity:

(4 A's of Learning)  Students will recall the 3  4pics1word.Learner will guess the  Teacher will show photos
theories of the origin of the words of the prepared slides of the selected scientist
universe.  Teacher will present the pictures of and their contribution to
 Photoanalysis. Teacher will Venus, Earth and Mars. the understanding of the
present a picture of the of the Key questions: solar system.
solar system HOTS: "What do you think is the reason Key questions:
of the failure of mankind in “How can the current
protecting the environment and the life breakthroughs in the
here on Earth?" solar system affect our
lives?”
HOTS: "What do you think is the
reason why the sun is the center
of our solar system?"
Analysis: Analysis: Analysis: Analysis:

 Teacher will discuss  Learners will be watching a video clip  The teacher will present
the composition of the solar and will present their idea on the the web-based activity.
system. HOTS: "How do you think board. Learners in groups will
did scientists know the Key questions: search and present
exact composition of the solar HOTS: "What will happen to a planet important facts on the
system?" without GHG?" following: NASA’s New
 Teacher will present theories Horizons Mission,
and hypothesis of the origin of Rossetta Mission,
the solar system. Curiosity Space Probe,
Hygens Probe, Europa
Jupiter System Mission.
"What is the importance of H2O in
maintaining the temperature of a
planet?"
"Why do Venus and Mars has no

Global Magnetic Field?"
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Abstraction: Abstraction: Abstraction: Abstraction:

 Leaners will collaborate with  Habitable or Not? Using the checklist  Learners share to the
each other and discuss the provided, learners will evaluate class about the current
theories and hypothesis of the unknown planets and moons if they discoveries made by the
origin of the solar system. are habitable. mentioned space mission
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Application: Application: Application: Application:

 Learner will create a  Debate: ‘Can man alter  Learners will answer  Learners will be having a
short story about how Mars environment to the 30 item test. dynamic discussion
they want the solar make it more suitable for regarding: HOTS:
system SHOULD start. human habitation? How?’ “Would it be practical
for our local
government to allocate
a portion of the national
budget on the
space?
ASSESSMENT  Written output  Debate  30-item test.  Written output
(Format and Results)  Recitation  Recitation  Recitation
REMARKS
episodes)
Prepared by: Checked by: Noted:
RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

SHS Teacher Track Head School Head
Monday Tuesday Wednesd Thursday Friday

Date: Date: July ay Date: Date:
Date:
TOPIC I. ORIGIN AND I. ORIGIN AND STRUCTURE OF THE EARTH I. ORIGIN AND
STRUCTURE OF THE B. Earth and Earth Systems STRUCTURE OF THE
EARTH EARTH
A. Universe and Solar System B. Earth and Earth Systems
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LEARNING COMPETENCY/ LC: Explain the current LC: LC:

OBJECTIVES advancements/information on  Explain that the Earth consists of four subsystems, across  Identify the layers of the
the solar system. S11/12ES- whose boundaries matter and energy flow. Earth (crust, mantle,
Ia-e5  S11/12ES-Ia-e4Show the contributions of core). S11/12ES-Ia-e7
personalities/people on the understanding of Earth  Differentiate the layers of
Systems S11/12ES-Ia-e-6. the Earth. S11/12ES-Ia-
e7
SLO: At the end of the lesson, SLO: At the end of the lesson, the learners will be able to; SLO: At the end of the lesson,
the 1. define the concept of a system the
learners will be able to; learners will be able to;
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1. Become familiar with the 2. recognize the Earth as a system composed of subsystems 1. Distinguish between P-
most recent 3. Discuss the historical development of the concept of Earth waves and S-Waves
advancements/information on System. 2. Discuss Seismic Reflection
the solar system. and Refraction.
2. Identify key persons in the 3. Differentiate layers of the
advancements/ information on Earth from each other.
the solar system. 4. Relate seismic waves
3. relate the importance of in discovering the layers
the advancements/ of the Earth.
information on the
solar system in daily life
LEARNING RESOURCES: Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial
release) release) release) release)
Exploring Life Through Exploring Life Through Exploring Life Through Exploring Life Through
Science: Science: Science: Science:
Earth and Life Science Earth and Life Science Earth and Life Science Earth and Life Science
(Phoenix Publish House) (Phoenix Publish House) (Phoenix Publish House) (Phoenix Publish House)
(4 A's of Learning)  Teacher will show photos  Learners share  Using a pencil and a  Learners will generate
of the selected scientist their experience about piece of paper, learners transverse and
and their contribution to the El Nino. will draw or illustrate the longitudinal waves using
the understanding of the field area and identify identified materials.
solar system. how energy and mass
Key questions: are transferred in the
“How can the different components of
current the area.
breakthroughs in the solar
system affect our lives?”
 The teacher will present  Using the diagram of the  Learners in small groups  Teacher will present P-
the web-based activity. Earth system let the will present the waves, S-waves and
Learners in groups will students interrelate the contributions done by Seismic waves.
search and present icons to each other. specific scientists who
important facts on the Key Questions: contributed to
following: NASA’s New HOTS: “How is everything the understanding of the
Horizons Mission, connected to everything earth subsystems.
Rossetta Mission, else? Why do Earth’s
Curiosity Space Probe, subsystem
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Hygens Probe, Europa boundaries matter?”

Jupiter System Mission.
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 Learners share to the  Teacher will introduce the  Using the answers of the  Learners will perform an
class about the current four subsystems to the learners, the class will activity in Mapping the
discoveries made by the class. create a table showing Earth’s Interior.
mentioned space mission the summary of the
ideas.
 Learners will be having a  Teacher will present  Let the learners response  Learners will discuss their
dynamic discussion activity on “Subsystem on the question: results and explain the
regarding: HOTS: Interactions”. HOTS: “how do the different layers of the
“Would it be practical Key Questions: scientific community today Earth
for our local HOTS: How does matter benefit from the Key Questions:
government to allocate and energy flow during the contributions of the people HOTS: how are theses
a portion of the national interaction of the Earth’s in the past on the layers determined using
budget on the subsystem? understanding seismic waves?
space? the earth subsystems?”
ASSESSMENT  Written output  Recitation  Written output  Written output
REMARKS
episodes)


Date:
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TOPIC II. EARTH MATERIALS AND PROCESSES II. EARTH MATERIALS AND PROCESSES
B. Exogenic Processes C. Endogenic Processes
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LEARNING COMPETENCY/ LC: LC: LC:

OBJECTIVES  describe how rocks undergo weathering. S11/12ES-Ib-11  describe where the  describe what happens
 explain how the products of weathering are carried away Earth’s internal heat after the magma is formed
by erosion and deposited elsewhere. S11/12ES-Ib-12 comes from. S11/12ES- (plutonism at vulcanism).
 make a report on how rocks and soil move downslope due Ib-14 S11/12ES-Ib-16
to the direct action of gravity. S11/12ES-Ib-13  describe how magma is  describe the changes in
formed (magmatism). mineral components and
S11/12ES-Ib-15 texture of rocks due to
changes in pressure and
temperature
(metamorphism).
S11/12ES-Ib-17
SLO: At the end of the lesson, the learners will be able to; SLO: At the end of the lesson, SLO: At the end of the lesson,
1. Define weathering and erosion. the learners will be able to; the learners will be able to;
2. Trace the pathway of materials in weathering and erosion. 1. Define edogenic process. 1. Differentiate magma into
3. Compare different kinds of rocks. 2. Describe magmatism. lava.
4. Determine the different agents of erosion. 3. Enumerate by products 2. Trace the formation of
of magmatism. magma.
4. Recognize the importance 3. Identify by products of
of internal heat and plutonism, vulcansim at
magmatism. metamorphism.
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(4 A's of Learning)  Teacher will present a  Learners will look for  Learners will construct a  Learners will be divided
video presentation about evidences of weathering flour box volcano into groups to create
weathering and erosion. and erosion through deformation model. summary table on the
Learners will have a exploration. Key questions: following:
panel discussion “Why does magma rise?” - Changes happen to
regarding the video clip rocks. (extreme
and create outline. temperature and
Key questions: pressure)
“What are the processes - Type of
that helped shape Earth’s metamorphism
surface?” Key questions:
“How do rocks
handle
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stress?”

 Learners will present  Learners will identify the  Learners will answer the  Teacher will show sample
their output. possible causes of following questions after of metamorphic rocks.
Key questions: weathering in rocks doing and using the Learners will characterize
HOTS: “How can the they’ve collected. table. the samples based on
physical and chemical Key questions: type of foliation present,
weathering work “What triggers texture, and grain size.
together to speed up the HOTS: “How does grain
weathering process? deformation of volcano size of different samples
model?” affect their texture?
“How is this event “What type of
related to the movement metamorphism is
of magma?” associated in the shown
HOTS: “What are the factors zone?”
that
can cause pressurization
of magma intrusion?”
 Using different pictures of  Panel discussion.  Learners will response to  Learners will describe
erosions, learners will Processing of data the question: how rocks behave under
trace the track of collected. HOTS: How the activity different stress such as
erosions. changed your initial compression, pushing
 Learners will perception of rising of apart, and shearing.
enumerate magma and volcanism.
possible benefits of
weathering and erosion to
us.
 Presentation of output.  Presentation of output  Learners will describe  Learners will cite
briefly what happens after situations on different
the magma is formed. stress.
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ASSESSMENT  Output presentation  Output presentation  Written output  Recitation

REMARKS
episodes)
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Date:
TOPIC II. EARTH MATERIALS II. EARTH MATERIALS AND PROCESSES
AND PROCESSES C. Endogenic Processes
B. Exogenic Processes
LEARNING COMPETENCY/ LC: LC: LC: LC:
OBJECTIVES  describe how rocks  describe where the  describe what happens compare and contrast the
undergo weathering. Earth’s internal heat after the magma is formed formation of the different
S11/12ES-Ib-11 comes from. S11/12ES- (plutonism at vulcanism). types of igneous rocks.
 explain how the products Ib-14 S11/12ES-Ib-16 S11/12ES-Ib- 18
of weathering are carried  describe how magma is  describe the changes in
away by erosion and formed (magmatism). mineral components and  describe how rocks
deposited elsewhere. S11/12ES-Ib-15 texture of rocks due to behave under different
S11/12ES-Ib-12 changes in pressure and types of stress such as
 make a report on how temperature compression, pulling
rocks and soil move (metamorphism). apart, and shearing.
downslope due to the  S11/12ES-Ib-17 S11/12ES-Ib-19
direct action of gravity.
S11/12ES-Ib-13
SLO: At the end of the lesson, SLO: At the end of the lesson, SLO: At the end of the lesson, SLO: At the end of the lesson,
the learners will be able to; the learners will be able to; the learners will be able to; the learners will be able to;
1. Define weathering and 1. Define edogenic process. 1. Differentiate magma into 1.
erosion. 2. Describe magmatism. lava.
2. Trace the pathway of 3. Enumerate by products 2. Trace the formation of
materials in weathering and of magmatism. magma.
erosion. 4. Recognize the importance 3. Identify by products of
3. Compare different kinds of of internal heat and plutonism, vulcansim at
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rocks. magmatism. metamorphism.

4. Determine the different
agents of erosion.
LEARNING RESOURCES: Earth and Life Science Earth and Life Science Earth and Life Science Earth and Life Science
(initial release) (initial release) (initial release) (initial release)
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(4 A's of Learning) Learners will look for  Learners will construct a  Learners will be divided  Learners will discuss how
evidences of weathering flour box volcano into groups to create igneous rocks from and
and erosion through deformation model. summary table on the the different basis of
exploration. Key questions: following: classifying igneous rocks
“Why does magma rise?” - Changes happen to after watching a movie
rocks. (extreme clip.
temperature and Key questions:
pressure) “How does changing
- Type of one factor alter
metamorphism formation of igneous
Key questions: rocks?”
“How do rocks
handle stress?”
Learners will identify the  Learners will answer the  Teacher will show sample  Learners will react on the
possible causes of following questions after of metamorphic rocks. statements:
weathering in rocks doing and using the Learners will characterize HOTS: “Why is it said that a
they’ve collected. table. the samples based on diamond is just a piece of
Key questions: type of foliation present, charcoal that handled
“What triggers texture, and grain size. stress exceptionally well?”
the HOTS: “How does grain
deformation of volcano size of different samples
model?” affect their texture?
“How is this event “What type of
related to the movement metamorphism is
of magma?” associated in the shown
HOTS: “What are the factors zone?”
that
can cause pressurization
of magma intrusion?”
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 Panel discussion.  Learners will response to  Learners will describe  Learners will be divided
Processing of data the question: how rocks behave under into groups. They will
collected. HOTS: How the activity different stress such as create a summary table
changed your initial compression, pushing on the following:
perception of rising of apart, and shearing. - Changes happen to
magma and volcanism. rocks when subjected
to extreme
temperature and
pressures
- Type of
metamorphism and
short description for
each agents
of metamorphism
- Foliated and non
foliated metamorphic
rocks.

 Presentation of output  Learners will describe  Learners will cite  Learners will describe
briefly what happens after situations on different how rocks behave under
the magma is formed. stress. different types of stress
such as compression,
pulling apart, and
shearing.
ASSESSMENT  Output presentation  Written output  Written output  Output presentation
(Format and Results)  Recitation  Recitation  Recitation  Recitation
REMARKS
episodes)
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Date: Date: August 9, 2016 ay Date: August 11, 2016 Date: August 12, 2016
Date: August 10, 2016
TOPIC SUMMATIVE TEST (Quiz) II. EARTH MATERIALS AND PROCESSES II. EARTH MATERIALS
D. Deformation of the Crust AND PROCESSES
E. History of the Earth
LEARNING COMPETENCY/ LC: LC: LC:
OBJECTIVES  explain how the continents  explain how the seafloor Describe how layers of
drift. spreads. S11/12ES-Ib-23 rocks (stratified rocks) are
S11/12ES-Ib-20  describe the structure formed. S11/12ES-Ib-25
 cite evidence that support and evolution of ocean
continental drift . basins. S11/12ES-Ib-24  describe the different
S11/12ES-Ib- 21 methods (relative and
 explain how the absolute dating) to
movement of plates leads determine the age of
to the formation of folds stratified rocks S11/12ES-
and faults. S11/12ES-Ib- Ib-26
22
SLO: At the end of the lesson, SLO: At the end of the lesson, SLO: At the end of the lesson,
the learners will be able to; the learners will be able to; the learners will be able to;
1. Verify the concepts of 1. Dismiss misconceptions 1. Define the law of
continental drift theory. about Seafloor spreading. superpostion.
2. Discuss evidences of 2. Create a diorama of 2. Use the principle of
the continental drift theory seafloor spreading. crosscutting in different rock
3. Determine how fast the samples.
plates are moving apart.
4. create diagrams
representing the formations of
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folds and faults.
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LEARNING RESOURCES: Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial
release) release) release)
Exploring Life Through Exploring Life Through Exploring Life Through
Science: Earth and Life Science: Earth and Life Science: Earth and Life
Science (Phoenix Publish Science (Phoenix Publish Science (Phoenix Publish
House) House) House)
(4 A's of Learning)  Learners will solve  Learners will be divided  Learners will look for
prepared the jigsaw into groups to create rocks and identify what
puzzle. summary table on the part of the rock is the
Key questions: following: youngest and oldest.
“How did you form the picture - Seafloor- spreading Key questions:
and the world map?” - Ocean Basin “How did scientist trace
Formation the history of Earth?”
 Learners will watch a  Learners will present their  Learners will apply the
video presentation about data in front. law of superposition,
the continental drift principle of original
theory horizontality and principle
Key questions: of cross-cutting
“How did Earth look relationship.
before?” HOTS: “If there
were human civilizations
millions of years earlier,
would there have been any
significant changes in the
history of Earth?”
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 Think- pair-share.  Learners will identify  Learners will be present
Learners will enumerate misconceptions about their idea in front.
pieces of evidences of Seafloor spreading and
his continental drift Ocean basin formation
theory. using a video
HOTS: “In what way do the presentations.
continents resemble the
pieces of a puzzle?
Explain.”
HOTS: “How can fossils be

used as evidence for
continental drift?”
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 Learners will create a  Learners will create a  Think-pair-share.
diagram showing the three diorama of the sea floor Learners will answer a
main types of boundaries. spreading using molding prepared worksheets.
clay.
ASSESSMENT  30 – item quiz  Written output  Output presentation  Worksheets
REMARKS
episodes)


Date: August 15, 2016 Date: August 16, 2016 ay Date: August 18, 2016 Date: August 19, 2016
TOPIC II. EARTH MATERIALS REVIEW
AND PROCESSES MIDTERM EXAMINATION
E. History of the Earth
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LEARNING COMPETENCY/ LC:

OBJECTIVES Describe how layers of
rocks (stratified rocks) are
formed. S11/12ES-Ib-25
describe the different

methods (relative and
absolute dating) to
determine the age of
stratified rocks S11/12ES-
Ib-26
SLO: At the end of the lesson,

the learners will be able to;
1. Define the law of
superpostion.
2. Use the principle of
crosscutting in different rock
samples.
LEARNING RESOURCES: Earth and Life Science (initial
release)
Exploring Life Through
Science: Earth and Life
Science (Phoenix Publish
House)
LEARNING DILEVERY MODE: Activity: -
(4 A's of Learning)  Learners will look for
rocks and identify what
part of the rock is the
youngest and oldest.
Key questions:
“How did scientist trace
the history of Earth?”
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Analysis:
 Learners will apply the
law of superposition,
principle of original
horizontality and principle
of cross-cutting
relationship.
Abstraction:
 Learners will be present
their idea in front.
Application:
Think-pair-share. Learners
will answer a prepared
worksheets.
ASSESSMENT  Worksheets
(Format and Results)  Recitation
No. of learners within Mastery
Level No. of learners needing
remediation,
REMARKS
episodes)
Prepared by: Noted by: Approved by:

Monda Tuesday Wednesd Thursday Friday

y Date: August 23, 2016 ay Date: August 25, 2016 Date: August 26, 2016
Date: August 22, 2016 Date: August 24, 2016
28 | P a g e
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TOPIC III. NATURAL HAZARDS, III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION III. NATURAL HAZARDS,
MITIGATION, AND B. Hydrometeorological Phenomena and Hazards MITIGATION, AND
ADAPTATION ADAPTATION
A. Geologic Processes and C. Marine and Coastal
Hazards Processes and their Effects
OBJECTIVES  describe the various  using hazard maps,  identify human activities  describe the various
hazards that may happen identify areas prone to that speed up or trigger hazards that may happen
in the event of hazards brought about by landslides S11/12ES-If- in the wake of tropical
earthquakes, earthquakes, volcanic 33 cyclones, monsoons,
volcanic eruptions, and eruptions, and landslides.  suggest ways to help floods, or ipo-ipo
landslides S11/12ES-If-30 S11/12ES-If-31 lessen the occurrence of S11/12ES-If- 35
 give practical ways of landslides in your  using hazard maps,
coping with geological community S11/12ES-If- identify areas prone to
hazards caused by 34 hazards brought about by
earthquakes, volcanic tropical cyclones,
eruptions, and landslides. monsoons, floods, or ipo-
S11/12ES-If-32 ipo S11/12ES-If-36
SLO: at the end of the lesson, SLO: at the end of the lesson, SLO: at the end of the lesson, SLO: at the end of the lesson,
the students will be able to: the students will be able to: the students will be able to: the students will be able to:
1. Differentiate hazard, 1. Define Earthquake and 1. Define landslide. 1. Define, tropical cyclone,
vulnerability, risks. Volcanic Hazards. 2. Enumerate possible monsoons, floods and ipo-ipo.
2. Enumerate possible 2. Identify hazard brought by landslide hazards in the 2. Enumerate possible
hazards in the Philippines. earthquakes and volcanic community. hazards brought by tropical
eruptions. 3. Propose a plan to lessen cyclone, monsoons, floods
3. locate possible spots in the the risk of landslide hazard to and ipo-ipo.
Philippines exposed/prone to the community. 3. plan alternatives to lessen
earthquake and volcanic the risk of Marine and Coastal
hazards. Processes
4. plan to lessen the risks
brought by hazards in the
community.
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(4 A's of Learning)  Learners will watch a  Picture analysis. Learners  Learners will look around  Learners will watch video
video clip. They will list will identify the earthquake in the school vicinity and clip about Typhoon
possible disasters that will hazards using the pictures identify possible places Yolanda.
bring risk to the presented to them. prone/ exposed to Key questions:
community. Key questions: landslide hazards.  “What causes the death of
Key questions: “Describe the Key questions: thousands in Leyte?”
“List down possible following “How will a landslide be
disaster in the Philippines earthquake hazard triggered?”
that affects lives of briefly.”
Filipinos?”
 Learners will describe the  Learners will create a  Learners will identify  Learners will identify the
differences between table that shows who are vulnerable into the hazards and vulnerable
hazard, vulnerability and vulnerable of hazards landslide hazards through panel discussion.
risks. brought by earthquake
and volcanic eruption.
 Using board graffiti  Using Earthquake maps,  Learners will plan  Learners will create a
learners will list examples learners will identify alternative ways lessen short role play showing
of hazard, vulnerability locations which are prone/ the risk of these hazards. the hazards, vulnerability,
and risks. expose to earthquake and risks
and volcanic
hazards.
Application: Application: Application: Abstraction:
 Learners will identify  Learners will create  Learners will present their  Learners will present their
possible ways to reduce earthquake evacuation output in front. play.
the risk. plan of TNHS.
Key questions: Key questions:
HOTS: “How would good HOTS: “One of the hazards
Hazards Vulnerabili planning will reduce the risk of an earthquake is a
ty of hazards?” landslide, so is it possible
to have an earthquake after
Key questions: a landslide occurred?”
HOTS: “Describe
possible ways of
interventions in Hazards
and Vulnerability to
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reduce risk?”
ASSESSMENT  Output presentation  Worksheets  Output presentation  Output presentation.

(Format and Results)  Recitation  Output presentation  Recitation
remediation,
32 | P a g e
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REMARKS
episodes)


Date: August 29, 2016 Date: August 30, 2016 ay Date: August 25, 2016 Date: August 26, 2016
TOPIC NON-WORKING HOLIDAY III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION III. NATURAL HAZARDS,
(NATIONAL HEROES DAY) C. Marine and Coastal Processes and their Effects MITIGATION, AND
ADAPTATION
C. Marine and Coastal
Processes and their Effects
OBJECTIVES  describe the various  using hazard maps,  identify human activities  describe the various
hazards that may happen identify areas prone to that speed up or trigger hazards that may happen
in the event of hazards brought about by landslides S11/12ES-If- in the wake of tropical
earthquakes, earthquakes, volcanic 33 cyclones, monsoons,
volcanic eruptions, and eruptions, and landslides.  suggest ways to help floods, or ipo-ipo
landslides S11/12ES-If-30 S11/12ES-If-31 lessen the occurrence of S11/12ES-If- 35
 give practical ways of landslides in your  using hazard maps,
coping with geological community S11/12ES-If- identify areas prone to
hazards caused by 34 hazards brought about by
earthquakes, volcanic tropical cyclones,
eruptions, and landslides. monsoons, floods, or ipo-
S11/12ES-If-32 ipo S11/12ES-If-36
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SLO: at the end of the lesson, SLO: at the end of the lesson, SLO: at the end of the lesson, SLO: at the end of the lesson,
the students will be able to: the students will be able to: the students will be able to: the students will be able to:
1. Differentiate hazard, 1. Define Earthquake and 1. Define landslide. 1. Define, tropical cyclone,
vulnerability, risks. Volcanic Hazards. 2. Enumerate possible monsoons, floods and ipo-ipo.
2. Enumerate possible 2. Identify hazard brought by landslide hazards in the 2. Enumerate possible
hazards in the Philippines. earthquakes and volcanic community. hazards brought by tropical
eruptions. 3. Propose a plan to lessen cyclone, monsoons, floods
3. locate possible spots in the the risk of landslide hazard to and ipo-ipo.
Philippines exposed/prone to the community. 3. plan alternatives to lessen
earthquake and volcanic the risk of Marine and Coastal
hazards. Processes
4. plan to lessen the risks
brought by hazards in the
community.
Science: Earth and Life Science: Earth and Life Science: Earth and Life Science: Earth and Life
Science (Phoenix Publish Science (Phoenix Publish Science (Phoenix Publish Science (Phoenix Publish
House) House) House) House)
(4 A's of Learning)  Learners will watch a  Picture analysis. Learners  Learners will look around  Learners will watch video
video clip. They will list will identify the earthquake in the school vicinity and clip about Typhoon
possible disasters that will hazards using the pictures identify possible places Yolanda.
bring risk to the presented to them. prone/ exposed to Key questions:
community. Key questions: landslide hazards.  “What causes the death of
Key questions: “Describe the Key questions: thousands in Leyte?”
“List down possible following “How will a landslide be
disaster in the Philippines earthquake hazard triggered?”
that affects briefly.”
lives of Filipinos?”
 Learners will describe the  Learners will create a  Learners will identify  Learners will identify the
differences between table that shows who are vulnerable into the hazards and vulnerable
hazard, vulnerability and vulnerable of hazards landslide hazards through panel discussion.
risks. brought by earthquake
and volcanic eruption.
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 Using board graffiti  Using Earthquake maps,  Learners will plan  Learners will create a
learners will list examples learners will identify alternative ways lessen short role play showing
of hazard, vulnerability locations which are prone/ the risk of these hazards. the hazards, vulnerability,
and risks. expose to earthquake and risks
and volcanic
hazards.
35 | P a g e
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 Learners will identify  Learners will create  Learners will present their  Learners will present their
possible ways to reduce earthquake evacuation output in front. play.
the risk. plan of TNHS.
Key questions: Key questions:
HOTS: “How would good HOTS: “One of the hazards
Hazards Vulnerabili planning will reduce the risk of an earthquake is a
ty of hazards?” landslide, so is it possible
to have an earthquake after
Key questions: a landslide occurred?”
HOTS: “Describe
possible ways of
interventions in
Hazards and
Vulnerability to reduce
risk?”
ASSESSMENT  Output presentation  Worksheets  Output presentation  Output presentation.
(Format and Results)  Recitation  Output presentation  Recitation
remediation,
REMARKS
episodes)

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Monda Tuesda Wednesday Thursda Friday
y y Date: August 31, 2016 y Date: September 2, 2016
Date: August 29, 2016 Date: August 30, 2016 Date: September 1, 2016
TOPIC NON-WORKING III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION III. NATURAL
HOLIDAY (NATIONAL A. Geologic Processes and Hazards HAZARDS,
HEROES DAY) B. Hydrometeorological Phenomena and Hazards MITIGATION, AND
(WORKSHEE ADAPTATION
TS) C. Marine and Coastal
Processes and their
Effects
LEARNING LC: LC:
COMPETENCY/  describe the various hazards that may happen in the event of earthquakes,  describe the various
OBJECTIVES volcanic eruptions, and landslides S11/12ES-If-30 hazards that may
 using hazard maps, identify areas prone to hazards brought about by happen in the wake
earthquakes, volcanic eruptions, and landslides. of tropical cyclones,
S11/12ES-If-31 monsoons, floods, or
 give practical ways of coping with geological hazards caused by ipo-ipo S11/12ES-If-
earthquakes, volcanic eruptions, and landslides. S11/12ES-If-32 35
 identify human activities that speed up or trigger landslides S11/12ES-If-33  using hazard maps,
 suggest ways to help lessen the occurrence of landslides in your community identify areas prone
S11/12ES-If-34 to hazards brought
about by tropical
cyclones, monsoons,
floods, or ipo-
ipo S11/12ES-If-36
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SLO: at the end of the SLO: at the end of the SLO: at the end of the SLO: at the end of the
lesson, the students will lesson, the students will lesson, the students will lesson, the students will
be able to: be able to: be able to: be able to:
1. Identify the 1. Determine areas 1. To propose and 1. Define, tropical
different exposed to different create a model house cyclone, monsoons,
earthquake hazards. that can be both floods and ipo-ipo.
hazards. earthquake-proof and 2. Enumerate
2. Determine the typhoon-proof. possible hazards brought
possible ways to do to 2. Determine where by tropical cyclone,
reduce the risk of the should be monsoons, floods
earthquake hazards
38 | P a g e
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located that it would and ipo-ipo.

experience the least 3. plan alternatives to
amount of hazards. lessen
the risk of Marine and
Coastal Processes
LEARNING Earth and Life Science Earth and Life Science Earth and Life Science Earth and Life Science
RESOURCES: (initial release) (initial release) (initial release) (initial release)
Exploring Life Exploring Life Exploring Life Exploring Life
Through Science: Through Science: Through Science: Through Science:
Earth and Life Earth and Life Earth and Life Earth and Life
Science (Phoenix Science (Phoenix Science (Phoenix Science (Phoenix
Publish Publish Publish Publish
House) House) House) House)
LEARNING Activity: Activity: Activity: Activity:
DILEVERY MODE:  Learners will recall  Picture analysis.  Panel discussion.  Learners will watch
(4 A's of Learning) the different hazards Learners will identify video clip about
of earthquake. different hazards in Typhoon Yolanda.
the Philippines using Key questions:
Risk map.  “What causes the
death of thousands in
Leyte?”
 Think-Pair-Share.  Panel discussion.  Think-Pair-Share.  Learners will identify
the hazards and
vulnerable through
panel discussion.
 Panel discussion.  Learners will answer  Learners will answer  Learners will create a
the prepared the prepared short role play
worksheets. worksheets. showing the hazards,
vulnerability,
and risks
39 | P a g e
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 Learners will answer  Output presentation  Output Presentation.  Learners will present
the prepared their play.
worksheets.
ASSESSMENT  Worksheets  Worksheets  Output presentation  Output presentation.
(Format and Results)  Output presentation  Recitation
40 | P a g e
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No. of learners within

Mastery Level
No. of learners
needing
remediation,
REMARKS
(Reflection for the
teacher: on the
teaching learning
episodes)

41 | P a g e
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Monda Tuesday Wednesday Thursday Frida
y Date: September 6, 2016 Date: September 7, 2016 Date: September 8, 2016 y
Date: September 5, 2016 Date: September 9, 2016
TOPIC SUMMATIVE TEST I. INTRODUCTION TO LIFE SCIENCE II. BIOENERGETICS
LEARNING LC: LC: LC:

COMPETENCY/  explain the evolving  describe how  explain how cells
OBJECTIVES concept of life based unifying themes carry out functions
on emerging pieces of (e.g., structure and required for life.
evidence. S11/12LT- function, evolution, S11/12LT-IIa-4
IIa-1 and ecosystems) in
 describe the study of life show
classic experiments the connections
that model conditions among living things
which may have and how they
enabled the first forms interact with each
to evolve. S11/12LT- other and
IIa-2 with their
environment
S11/12LT- IIa-3
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SLO: at the end of the SLO: at the end of the SLO: at the end of the
lesson, the students will be lesson, the students will lesson, the students will
able to: be able to: be able to:
1. Identify organisms and 1. identify unifying 1. explain how cells
the conditions that enable themes in the study of carry out functions
them to exist. life. required for life.
2. explain the evolving 2. show the 2. enumerate the
concepts of life based on connections among different parts of a cell.
emerging pieces of living things and how
evidences. they interact with each
3. describe classic other and with their
experiments that model environment.
conditions that may
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have enabled the first forms

to evolve.
LEARNING Earth and Life Science Earth and Life Science Earth and Life Science
RESOURCES: (initial release) (initial release) (initial release)
Science (Phoenix Publish Science (Phoenix Science (Phoenix
House) Publish House) Publish House)
LEARNING Activity: Activity: Activity:
DILEVERY MODE:  Story telling. Learners  Nature  Puzzle game.
(4 A's of Learning) will create their own Observation. Learners will try to
story on how life started Learners will observe solve a puzzle and
on Earth. the characteristics of describe what the
Key questions: life and how they parts of the puzzle
“When and where did interact to their are.
life possibly start?” environment.
Key questions:
“What are the
characteristics of life?”
Analysis: Analysis: Analysis:
 Panel discussion.  Think-Pair-Share.  Learners will try to
Key questions: Key questions: give function of the
“What are the HOTS: What are the different parts of the
characteristics of living bases of your puzzle and relate it to
things?” classification? What the parts of cell.
characteristics of life
did you observe from
the living
things you identified?”
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Abstraction: Abstraction: Abstraction:

 Learners will present  Learners will answer  Learners will think of
their output in front. the prepared a factory and create
Key questions: worksheets. parts in relevance to
HOTS: “What is the parts of the cell.
abiogenesis theory?
Was this
totally
45 | P a g e
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disproved by the
theory
biogenesis?”
Application: Application: Abstraction:
 Diagram making.  Learners will  Learners will
Learners will create presents their output presents their output
diagram that show the in front. in front.
possible ways of origin
of
life
.
ASSESSMENT  30-item quiz  Output presentation  Output presentation  Output presentation.
(Format and Results)  Recitation  Recitation  Recitiation.
Mastery Level
No. of learners
needing
remediation,
REMARKS
(Reflection for the
teacher: on the
teaching learning
episodes)

46 | P a g e
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y Date: September 6, 2016 Date: September 7, 2016 Date: September 8, 2016 y
Date: September 5, 2016 Date: September 9, 2016
TOPIC SUMMATIVE TEST I. INTRODUCTION TO LIFE SCIENCE II. BIOENERGETICS

COMPETENCY/  explain the evolving  describe how  explain how cells
OBJECTIVES concept of life based unifying themes carry out functions
on emerging pieces of (e.g., structure and required for life.
evidence. S11/12LT- function, evolution, S11/12LT-IIa-4
IIa-1 and ecosystems) in
 describe the study of life show
classic experiments the connections
that model conditions among living things
which may have and how they
enabled the first forms interact with each
to evolve. S11/12LT- other and
IIa-2 with their
environment
S11/12LT- IIa-3
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lesson, the students will be lesson, the students will lesson, the students will
able to: be able to: be able to:
1. Identify organisms and 1. identify unifying 1. explain how cells
the conditions that enable themes in the study of carry out functions
them to exist. life. required for life.
2. explain the evolving 2. show the 2. enumerate the
concepts of life based on connections among different parts of a cell.
emerging pieces of living things and how
evidences. they interact with each
3. describe classic other and with their
experiments that model environment.
conditions that may
48 | P a g e
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have enabled the first forms

to evolve.
Science (Phoenix Publish Science (Phoenix Science (Phoenix
House) Publish House) Publish House)
DILEVERY MODE:  Story telling. Learners  Nature  Puzzle game.
(4 A's of Learning) will create their own Observation. Learners will try to
story on how life started Learners will observe solve a puzzle and
on Earth. the characteristics of describe what the
Key questions: life and how they parts of the puzzle
“When and where did interact to their are.
life possibly start?” environment.
Key questions:
“What are the
characteristics of life?”
 Panel discussion.  Think-Pair-Share.  Learners will try to
Key questions: Key questions: give function of the
“What are the HOTS: What are the different parts of the
characteristics of living bases of your puzzle and relate it to
things?” classification? What the parts of cell.
characteristics of life
did you observe from
the living
things you identified?”
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 Learners will present  Learners will answer  Learners will think of
their output in front. the prepared a factory and create
Key questions: worksheets. parts in relevance to
HOTS: “What is the parts of the cell.
abiogenesis theory?
Was this
totally
50 | P a g e
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disproved by the
theory
biogenesis?”
 Diagram making.  Learners will  Learners will
Learners will create presents their output presents their output
diagram that show the in front. in front.
possible ways of origin
of
life
.
ASSESSMENT  30-item quiz  Output presentation  Output presentation  Output presentation.
Mastery Level
No. of learners
needing
remediation,
REMARKS
(Reflection for the
teacher: on the
teaching learning
episodes)

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y Date: September 13, Date: September 14, 2016 Date: September 15, y
Date: September 12, 2016 2016 Date: September 16,
2016 2016
TOPIC NATIONAL MICROSCOP OBSERVING OBSERVING NO
HOLIDAY E LETTER “E” TISSUE SAMPLE CLASSES
“ED’L ADHA” MANIPULATI (WORKSHEETS) (ACTIVITY) (INTRAMURA
ON LS)
(ACTIVIT
Y)
LEARNING
COMPETENCY/
OBJECTIVES
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SLO: at the end of the SLO: at the end of the lesson, the students will be able
lesson, the students will to:
be able to: 1. Prepare wet mount slides.
1. Review the parts of 2. Manipulate the microscope
the microscope. 3. Identify the characteristics shown by the image
2. Manipulate the under the microscope.
microscope.
3. Identify
prepared
specimens.
LEARNING Internet Internet
RESOURCES:
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DILEVERY MODE:  Think-pair-share.  Learners will prepare  Learners will prepare
(4 A's of Learning) Learner will try to wet mount slide. wet mount slide
recall parts of the (Onion Tissue).
microscope and give
its functions.
 Panel discussion  Learners will focus the  Think-Pair-Share.
slide using different
objectives.
 Learners will  Panel discussion.  Learners will answer
demonstrate the the prepared
uses of the different worksheets.
parts of the
microscope.
Application: Application: Application:
 Learners will  Learners will report  Learners will
observe prepared infront about their presents their output
slides. findings. in front.
ASSESSMENT  Recitation  Output presentation  Output presentation
(Format and Results)  Recitation  Recitation
Mastery Level
No. of learners
needing
remediation,
REMARKS
(Reflection for the
teacher: on the
teaching learning
episodes)
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y Date: September 20, Date: September 21, 2016 Date: September 22, y
Date: September 19, 2016 2016 Date: September 23,
2016 2016
TOPIC II. BIOENERGETICS SUMMATIVE TEST III.
PERPETUATION
OF LIFE
COMPETENCY/  explain how cells  Trace the energy flow  Describe different
OBJECTIVES carry out functions from the environment ways of how plants
required for life. the cells. S11/12LT-IIa- reproduce.
S11/12LT-IIa-4 6 S11/12LT-IIej-13.
 Explain  Describe how  Illustrate
how photosynthetic organisms obtain and the relationships
organisms use light utilize. S11/12LT-IIa-7 among structures of
energy to combine  Recognize that flowers, fruits, and
carbon dioxide and organisms require seeds S11/12LT-
water to form energy energy to carry out IIej-14.
rich functions required for  Different ways of
compound. life. S11/12LT-IIa-8 how representative
S11/12LT-IIa-5 animals reproduce.
S11/12LT-
IIej-15.
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lesson, the students will lesson, the students will be lesson, the students will
be able to: able to: be able to:
1. Define energy. 1. Define Cellular 1. Identify methods by
2. Describe how cell get Respiration which plants reproduce
energy. 2. Differentiate anaerobic 2. Recognize the
3. Describe and aerobic respiration. Pollination and its
photosynthetic 3. Trace the flow of energy importance on
organelles in cellular respiration. fertilization and
4. Trace the 4. Identify by-products of reproduction
movement of cellular respiration 3. Define Sexual and
molecules in the
Light and
57 | P a g e
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Dark reaction. asexual reproduction,

and the advantages
and disadvantages of
both types of
reproduction
4. Familiarize to the
practices of using
different types and
methods of
reproduction in farms
throughout the
Philippines.
LEARNING Earth and Life Science Earth and Life Science Earth and Life
RESOURCES: (initial release) (initial release) Science (initial
Exploring Life Through Exploring Life Through release) Exploring
Science: Earth and Life Science: Earth and Life Life Through
Science (Phoenix Science (Phoenix Publish Science: Earth and
Publish House) House) Life
Science (Phoenix
Publish House)
DILEVERY MODE:  Puzzle game.  Movie critic. Learners  Family Feud Game
(4 A's of Learning) Leaners will solve will watch a movie clip. Key questions:
the mystery puzzle “What are the possible
given. plants that have an
Key questions: ovary?”
“How do organisms
get energy?”
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 Diagram  Panel discussion.  Movie Critic.
making. Learners will Key questions:
read articles and will “Distinguish anaerobic to
create diagram. aerobic respiration?”
Key questions:
“What are the energy-
giving energy?”
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 Gallery walk.  Tracing game.  Observing the
Key questions: Key questions: nature. The learners
“Describe the importance“How is it important for a will
of photosynthesis” process to create its by-
product?”
 Leaners will create a  Leaners will create a  Learners will
diorama of the diagram showing the presents their
thylakoid membrane. difference of anaerobic output in front.
and
aerobic respiration.
ASSESSMENT  Output presentation  Output presentation  30-item quiz.  Output presentation.
Mastery Level
No. of learners
needing
remediation,
REMARKS
(Reflection for the
teacher: on the
teaching learning
episodes)

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Monda Tuesday Wednesday Thursday Friday
y Date: September 27, Date: September 28, 2016 Date: September 29, Date: September 30,
Date: September 26, 2016 2016 2016
2016
TOPIC II. BIOENERGETICS Senior High School Attended the 2-day Teachers Induction
Tree Program at San
Planting Activity Juan, La Union
LEARNING LC:
COMPETENCY/  Trace the energy
OBJECTIVES flow from the
environment the
cells. S11/12LT-IIa-6
 Describe how
organisms obtain and
utilize. S11/12LT-IIa-
7
Recognize that
organisms require
energy to carry out
functions required for
life. S11/12LT-IIa-8
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SLO: at the end of the

lesson, the students will
be able to:
1. Define Cellular
Respiration
2. Differentiate anaerobic
and aerobic respiration.
3. Trace the flow of
energy in cellular
respiration.
4. Identify by-
products of cellular
respiration
LEARNING Earth and Life Science
RESOURCES: (initial release)
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Exploring Life Through

Science: Earth and Life
Science (Phoenix
Publish House)
LEARNING Activity:
DILEVERY MODE:  Movie critic. Learners
(4 A's of Learning) will watch a movie
clip.
Analysis:
 Panel discussion.
Key questions:
“Distinguish anaerobic
to aerobic
respiration?”
Abstraction:
 Tracing game.
Key questions:
“How is it important for a
process to create its by-
product?”
Application:
 Leaners will create a
diagram showing the
difference of
anaerobic
and aerobic
respiration.
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ASSESSMENT  Output presentation

(Format and Results)  Recitation
Mastery Level
No. of learners
needing
remediation,
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REMARKS
(Reflection for the
teacher: on the
teaching learning
episodes)
RICHARD G. CADIZAL ANNA LISSA R. PATACSIL ROLANDO D. BALAGOT


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Monda Tuesday Wednesday Thursd Friday

y Date: October 4, 2016 Date: October 5, 2016 ay Date: October 7, 2016
Date: October 3, 2016 Date: October 6, 2016
TOPIC SUMMATIVE TEST TEACHERS III. PERPETUATION OF TEAM
DAY LIFE BUILDING
CELEBRATI ACTIVITY
ON FOR
TEACHERS
LEARNING LC:
COMPETENCY/  Describe different
OBJECTIVES ways of how plants
reproduce.
S11/12LT-IIej-13.
 Illustrate the
relationships among
structures of flowers,
fruits, and seeds
S11/12LT-IIej-14.
 Different ways of how
representative
animals reproduce.
S11/12LT-IIej-
15.
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SLO: at the end of the

lesson, the students will
be able to:
1. Identify methods by
which plants reproduce
2. Recognize the
Pollination and its
importance on
fertilization and
reproduction
3. Define Sexual and
asexual reproduction,
and the advantages
and disadvantages of
both types of
reproduction
practices of using
different types and
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methods of reproduction
in farms throughout the
Philippines.
LEARNING Earth and Life Science

RESOURCES: (initial release)
Exploring Life
Through Science:
Earth and Life
Science (Phoenix
Publish
House)
LEARNING Activity:
DILEVERY MODE:  Family Feud Game
(4 A's of Learning) Key questions:
“What are the possible
plants that have an
ovary?”
Analysis:
 Movie Critic.
Abstraction:
 Observing the nature.
The learners will be
going outside and
identify plants that
can reproduce
sexually and
asexually.
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Application:
 Learners will present
their output in front.
ASSESSMENT  30-item quiz  Output presentation.
(Format and Results)  Recitation.
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Mastery Level
No. of learners
needing
remediation,
REMARKS
(Reflection for the
teacher: on the
teaching learning
episodes)


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Monda Tuesday Wednesday Thursd Frida

y Date: October 11, 2016 Date: October 12, 2016 ay y
Date: October 10, 2016 Date: October 13, 2016 Date: October 14, 2016
TOPIC III. PERPETUATION OF LIFE IV. HOW ANIMALS V. HOW PLANTS
SURVIVE SURVIVE
LEARNING LC: LC: LC: LC:
COMPETENCY/  Describe different  explain how the  explain the different  describe the
OBJECTIVES ways of how plants information in the DNA metabolic structure and
reproduce. allows the transfer of processes involved in function of the
S11/12LT-IIej-13. genetic information and the various organ different plant
 Illustrate the synthesis of proteins. system. S11/12LT- organs. S11/12LT-
relationships among S11/12LT-IIej-16. IIej-20. IIej-23.
structures of flowers,  describe the process of  describe the general  explain the different
fruits, and seeds genetic and unique metabolic
S11/12LT-IIej-14. engineering. S11/12LT- characteristics of the processes involved
 Different ways of how IIej-17. different organ in the plant organ
representative  conduct a survey of the systems in system
animals reproduce. current uses of representative s. S11/12LT-IIej-24.
S11/12LT-IIej- 15. genetically modified animals. S11/12LT- 
organisms. S11/12LT- IIej-21.
IIej-18.  analyze and
 evaluate the benefits appreciate the
and risks of using functional
GMOs. S11/12LT-IIej- relationships of the
19. different organ
systems in ensuring
animal
survival.
S11/12LT-IIej-22.
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SLO: at the end of the SLO: at the end of the SLO: at the end of the SLO: at the end of the
lesson, the students will lesson, the students will be lesson, the students will lesson, the students will
be able to: able to: be able to: be able to:
1. Identify methods by 1. Define DNA and genes. 1. Identify the different 1. Enumerate the
which plants reproduce 2. Trace the process of organ system. different plant cells.
2. Recognize the protein synthesis. 2. Trace the animal 2. Identify the different
Pollination and its 3. Define GMO. digestion and nutrition. Plant organ system.
importance on 4. Familiarize to different 3. recognize the 3. Recognize the
fertilization and GMO products. different kinds of growth patterns of
reproduction 5. Identify the effects of circulation. Plants.
3. Define Sexual and GMO in Health, Economy 4. Give the importance
asexual reproduction, and Environment. of hormones, immune
and the advantages system and nervous
and disadvantages of system.
both types of
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reproduction
practices of using
different types and
methods of reproduction
in farms throughout the
Philippines.
Science: Earth and Life Science: Earth and Life Science: Earth and Life Science: Earth and Life
Science (Phoenix Science (Phoenix Publish Science (Phoenix Science (Phoenix
Publish House) House) Publish House) Publish House)
DILEVERY MODE:  Family Feud Game  Article analysis.  Drawing activity.  Bring me game
(4 A's of Learning) Key question: Key question: Learners will draw (Picture).
“What are the possible “How can parent pass their the organs of the Key question:
plants that have an characteristics to their different organ “How can parent pass
ovary?” offspring?” system given to their characteristics to
them. their offspring?”
 Movie Critic.  Panel Discussion.  Gallery walk.  Movie Critic.
Key question: Key questions:
“How is animal survival is “What are the major
related to their organs
physiology?” of plants and what are
their functions?”
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 Observing the nature.  Classroom debate.  Think-Pair-Share.  Panel discussion.
The learners will be Key question: Key question: Key question:
going outside and “Are you in favour in “How does the various “What is the importance
identify plants that manipulating the transfer organ systems of transport vessels to
can reproduce of genes using science? coordinate with each plants?”
sexually and Why or why not” other?”
asexually.
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 Learners will present  Learners will research  Table analysis.  Using
their output in front. on the benefits and bad computer simulation
effects of GMO. the learners will
describe the effects
of hormones to
plants.
ASSESSMENT  Output presentation.  Output presentation.  Recitation.  Recitation.
(Format and Results)  Recitation.  Recitation.  Short quiz.
Mastery Level
No. of learners
needing
remediation,
REMARKS
(Reflection for the
teacher: on the
teaching learning
episodes)

76 | P a g e
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TOPIC IV. HOW ANIMALS V. HOW PLANTS VI. THE PROCESS OF SUMMATIVE TEST
SURVIVE SURVIVE EVOLUTION
COMPETENCY/  explain the different  describe the structure  describe evidence
OBJECTIVES metabolic and function of the of evolution
processes involved in different plant organs. such as
the various organ S11/12LT-IIej- 23. homology,
system. S11/12LT-  explain the different DNA/protein
IIej-20. metabolic sequences,
 describe the general processes involved in plate tectonics, fossil
and unique the plant organ record, embryology,
characteristics of the systems. S11/12LT- and artificial
different organ IIej-24. selection/agriculture.
systems in S11/12LT-IIej-25.
representative  explain how
animals. S11/12LT- populations of
IIej-21. analyze and organisms have
appreciate the changed and
functional continue to change
relationships of the over time showing
different organ patterns of descent
systems in ensuring with modification
animal survival. from common
S11/12LT-IIej-22. ancestors to produce
the organismal
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diversity
observed
today
.
S11/12LT-IIej-27.
 describe how the
present system of
classification of
organisms is based
on
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evolutionary
relationships.
S11/12LT-IIej-28.
lesson, the students will lesson, the students will be lesson, the students will
be able to: able to: be able to:
1. Identify the different 1. Enumerate the different 1. Define evolution
organ system. plant cells. 2. Evaluate the theory
2. Trace the animal 2. Identify the different of evolution of Charles
digestion and nutrition. Plant organ system. Darwin
3. recognize the 3. Recognize the 3. Analyse the tree
different kinds of growth patterns of of palaeontology.
circulation. Plants.
4. Give the importance
of hormones, immune
system and nervous
system.
Exploring Life Exploring Life Through Exploring Life
Through Science: Science: Earth and Life Through Science:
Earth and Life Science (Phoenix Publish Earth and Life
Science (Phoenix House) Science (Phoenix
Publish House) Publish House)
DILEVERY MODE:  Drawing activity.  Bring me game  Movie Critic.
(4 A's of Learning) Learners will draw (Picture). Key question:
the organs of the Key question: “How can organism
different organ “How can parent pass their evolve?”
system given to characteristics to their
them. offspring?”
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 Gallery walk.  Movie Critic.  Learners will analyse
Key question: Key questions: the paleontological
“How is animal survival is “What are the major tree.
related to their organs of plants and Key questions:
physiology?” what are their “Describe the
evolutionary
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functions?” process.”
 Think-Pair-Share.  Panel discussion.  Creation of their
Key question: Key question: own
“How does the various “What is the importance of paleontological tree.
organ transport vessels to
systems coordinate with plants?”
each other?”
Application: Application: Application:
 Table analysis.  Using computer  Presentation of
simulation the learners their
will describe the output.
effects of hormones
to plants.
ASSESSMENT  Recitation.  Recitation.  Recitation  30-item quiz
(Format and Results)  Short quiz.  Output presentation.
Mastery Level
No. of learners
needing
remediation,
REMARKS
(Reflection for the
teacher: on the
teaching learning
episodes)

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TOPIC VI. THE PROCESS OF EVOLUTION VII. INTERACTION & SUMMATIVE TEST
INTERDEPENDENCE
COMPETENCY/  describe evidence of evolution such as homology,  describe the  Describe how
OBJECTIVES DNA/protein sequences, plate tectonics, fossil principles of the different terrestrial
record, embryology, and artificial ecosystem. and aquatic
selection/agriculture. S11/12LT- IIeg-25. S11/12LT- IIej-28. ecosystems
 explain how populations of organisms have  Categorize the ar
changed and continue to change over time different biotic e interrelated with
showing patterns of descent with modification potential and one another.
from common ancestors to produce the environmental S11/12LT-IIej- 30.
organismal diversity observed today. S11/12LT- resistance (e.g.,
IIeg-27. diseases, availability
describe how the present system of classification of of food, and
organisms is based on predators) that affect
population explosion.
S11/12LT-IIej-
29.
SLO: at the end of the lesson, the students will be able SLO: at the end of the lesson, the students will be
to: able to:
1. Define evolution 1. Define ecosystem
2. Evaluate the theory of evolution of Charles Darwin 2. Enumerate different types of ecosystem
3. Analyse the tree of palaeontology. 3. Trace the nutrients and energy in the food
chain/web.
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Exploring Life Exploring Life Through Exploring Life Exploring Life
Through Science: Science: Earth and Life Through Science: Through Science:
Earth and Life Science (Phoenix Publish Earth and Life Earth and Life
Science (Phoenix House) Science (Phoenix Science (Phoenix
Publish House) Publish House) Publish House)
83 | P a g e
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DILEVERY MODE:  Movie Critic.  Bring me game  Movie Critic.  Collage making.
(4 A's of Learning) Charles Darwin’s Life (Picture). Learners will
createcollage
showing food
chain/web.
 Panel Discussion.  Leaners will create a  Learners will go  Panel Discussion
Leaners will share Phylogeny Tree of a outside and observe
insights about the certain species. the environment.
movie clip watched.
 Learners will create a  Panel discussion.  Group illustrate the  Wall Graffiti.
diagram showing environment outside Learners will
their insights. and determine enumerate types of
livin ecosystem.
g
organisms presents
 Learners will try  Learners will present  Learners will trace  Learners will
to discuss others their output the relationship of the synthesize the graffiti
works environment and by creating a short
living organisms by poem.
creating
simple poster.
ASSESSMENT  Output presentation  Recitation.  Output presentation.  Output presentation.
(Format and Results)  Output presentation.
Mastery Level
No. of learners
needing
remediation,
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REMARKS
(Reflection for the
teacher: on the
teaching learning
episodes)
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Monda Tuesd Wednesday Thursd Frida
y ay Date: November 1, 2016 ay y
Date: October 31, 2016 Date: November 1, 2016 Date: November 3, 2016 Date: November 4, 2016
TOPIC NON-WORKING HOLIDAY REVIEW & 2nd QUARTER/ FINAL EXAMINATION
COMPLETING OF
REQUIREMENTS
LEARNING
COMPETENCY/
OBJECTIVES
LEARNING
RESOURCES:
LEARNING
DILEVERY MODE:
(4 A's of Learning)
ASSESSMENT
(Format and Results)
Mastery Level
No. of learners
needing
remediation,
REMARKS
(Reflection for the
teacher:
on the teaching
learning episodes)
87 | P a g e
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Prepared Noted Approved

by: by: by:
RICHARD G. ANNA LISSA R. ROLANDO D.
CADIZAL PATACSIL BALAGOT
88 | P a g e

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Republic of the Philippines

SHS DAILY LESSON LOG

LEARNING DILEVERY MODE: Activate: Activate: Activate: Activate: Activate:

Assessment: Assessment: Assessment: Assessment: Assessment:

ASSESSMENT  Output presentation  Written output  Debate  30-item test.

Prepared by: Checked by: Noted by:

CHRISTINE D. BArA JAY AR I. BANTUGOY VELLMA LOU B. ALIMANZA

SHS DAILY LESSON LOG

Monday Tuesday Wednesday Thursday Friday

LEARNING DILEVERY MODE: Activity: Activity: Activity: Activity:

Analysis: Analysis: Analysis: Analysis:

"Why do Venus and Mars has no

Abstraction: Abstraction: Abstraction: Abstraction:

Application: Application: Application: Application:

Prepared by: Checked by: Noted:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

Monday Tuesday Wednesd Thursday Friday

LEARNING COMPETENCY/ LC: Explain the current LC: LC:

Hygens Probe, Europa boundaries matter?”

Abstraction: Abstraction: Abstraction: Abstraction:

Prepared by: Checked by: Noted:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

Monday Tuesday Wednesd Thursday Friday

LEARNING COMPETENCY/ LC: LC: LC:

LEARNING DILEVERY MODE: Activity: Activity: Activity: Activity:

Analysis: Analysis: Analysis: Analysis:

ASSESSMENT  Output presentation  Output presentation  Written output  Recitation

Prepared by: Checked by: Noted:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

Monday Tuesday Wednesd Thursday Friday

rocks. magmatism. metamorphism.

LEARNING DILEVERY MODE: Activity: Activity: Activity: Activity:

Abstraction: Abstraction: Abstraction: Abstraction:

Application: Application: Application: Application:

Prepared by: Checked by: Noted:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

Monday Tuesday Wednesd Thursday Friday

folds and faults.

Abstraction: Abstraction: Abstraction: Abstraction:

HOTS: “How can fossils be

Application: Application: Application: Application:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

Monday Tuesday Wednesd Thursday Friday

LEARNING COMPETENCY/ LC:

describe the different

SLO: At the end of the lesson,

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

Monda Tuesday Wednesd Thursday Friday

LEARNING DILEVERY MODE: Activity: Activity: Activity: Activity:

ASSESSMENT  Output presentation  Worksheets  Output presentation  Output presentation.

Prepared by: Noted by: Approved by:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

Monday Tuesday Wednesd Thursday Friday

Abstraction: Abstraction: Abstraction: Abstraction:

Application: Application: Application: Abstraction:

Prepared by: Noted by: Approved by:

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

SHS DAILY LESSON LOG

located that it would and ipo-ipo.

Application: Application: Application: Abstraction:

No. of learners within

RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

SHS DAILY LESSON LOG