School Schools Division of Ilocos Norte Grade Level 11

Grade 11/12 Teacher Johnver F. Curameng Learning Area Earth and Life Science
Daily Lesson Log Teaching Dates and Time July 5, 2019; 1-2 pm; Room 306 Quarter 1st

I. OBJECTIVES 1.5 to 2
A. Content Standards The learners demonstrate an understanding of the subsystems (geosphere, hydrosphere, atmosphere, and biosphere) that make up the
Earth.
B. Performance Standards The learners shall be able to conduct a survey or design a study to assess the possible hydrometeorological hazards that their community
may experience.
C. Learning Competencies/Objectives Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow. S11/12ES-Ia-e-4
II. CONTENT Biogeochemical Cycles
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Teaching Guide for Senior High School GENERAL BIOLOGY 1 Published by the Commission on Higher Education, 2016
2. Learner’s Materials pages Peterson’s. SAT II Success: Biology E/M.www.petersons.com pages 89-104
Capco and Yang. Modern Biology. Pages 154-172
3. Text book pages
4. Additional Materials from Learning Ecological Principles – http://www.ecoliteracy.org/essays/ecologicalprinciples and
Resources Portal https://www.soinc.org/sites/default/files/uploaded_files/GG_HANDOUT-P1-ECOPRINCIPLES.pdf
Water Cycle – http://water.usgs.gov/edu/watercyclesummary.html;
https://www.fcwa.org/story_of_water/html/hydrocycle.htm
Nitrogen and Phosphorous Pollution – http://www.cbf.org/about-thebay/issues/dead-zones/nitrogen-phosphorus
Akre, Barbara, Jean Brainard, Niamh Gray-Wilson, and Douglas Wilkin. 2009. FlexBook – an online textbook. CK-12 Foundation.
IV. PROCEDURES
A. Before the Lesson To help you understand the lesson, do this activity:
1. Setting the Stage (Drill, Review and 1. KWLH Chart: Ask the students to fill up the KWLH Chart individually. Note the third column, “L” will be accomplished once the
Motivation) lesson is completed.
What I know What I want to Know What we Learned How can I learn more

2. Word Search: Find the different biogeochemical cycles in the word search below.
C A R N O N A W
A C X I N T O A
R N A T E N X T
B A T R E G Y E
O B E O B Y G R
 N R R G X O E T
E A X E O R N E
R C E N E T A W

3. Quick Response: Ask the students to explain how the following nutrients/factors are important in an ecosystem. Let students
watch this video : https://www.youtube.com/watch?v=f0x7OPbwBZY –

Process Question
What are their roles in the ecosystem? (Very Good!)
How do our actions affect the balance in nature? (Very Nice response)
Why is energy important in an ecosystem? (Amazing)
How does energy flow in an ecosystem? (Congratulations for a very comprehensive answer)

2. Explaining what to do (Tell the May we see to it that our area is clean and kindly arrange the chairs. In case you want to tell something, just raise your hand so I
objectives of the Lesson) know. Please be acquainted with the following targets. In realizing these, you must be attentive, participative and engage in
every learning opportunity that is prepared today. So stay focused as we journey together in this session!

1. Illustrate the following cycles: water, carbon, nutrient (nitrates, phosphates) and relate these to water conservation, global warming
and climate change, and nutrient/organic pollution.
2. Differentiate energy transfer and nutrient cycle.
3. Make a cartoon depicting the stages of a biogeochemical cycle that will serve as an educational material for students in the
Philippines and across the globe.
4. Describe how human activities affect the environment.
5. Promote different measures to take care of the environment.
B. Lesson Proper (All teacher’s Activity) 4. Combination Notes: Distribute an activity sheet for the students to color. Give an ample time for the students. Let the students
Presentation through Modeling, read their worktext and identify the key terminologies involve in each biogeochemical cycle. Ask them to provide a diagram of the
Illustration and Demonstration) cycle to easily see the processes involved.

Biogeochemical Cycle: ____________

Notes Diagram

ASK: Why is nutrient cycling important?

1. Guided Practice (1st Assessment) 5. Interactive Discussion: Discuss the different biogeochemical cycles through the following questions.
Water Cycle
a. How is water distributed through the biosphere?
b. How is evapotranspiration similar to perspiration?
c. How is percolation different from surface run-off?
d. Name two ways water travels from land to enter the ocean.

Carbon Cycle
a. How is carbon recycled back to the land? What are the processes that carbon dioxide will undergo?
b. How does carbon get in the oceans?
c. How is oxygen and carbon dioxide related to one another?

Nitrogen Cycle
a. What are the usable forms of nitrogen?
b. Why is nitrogen essential to life?
c. How do plants and animals get nitrogen if not from the atmosphere?

2. More Practice (2nd Assessment) 6. Choice Box: Select and do any of the following tasks.
Analytical Practical Creative
Have a cause and effect analysis ( in Trace possible sources of any of the Write a poem/song that depicts how a
table form of possible consequences nutrients relevant in the ecosystem specific nutrient cycles in the ecosystem.
when the supply of a specific nutrient and illustrate how they are
(oxygen, carbon, water, nitrogen) is replenished.
depleted in an ecosystem.
3. Independent Practice Performance Task: JUNIOR ART DIRECTOR: The students will create a cartoon depicting the stages of a biogeochemical cycle that will
serve as an educational material for students.

Exit Cards: Fill the L part of the KWHL chart and write at least two things they have learned about the lesson.

C. After the lesson/Closure 1. How do our actions affect the balance in nature?
(Summarizing / Generalizing) 2. Why is energy important in an ecosystem?
1. Application 3. How does energy flow in an ecosystem?
4. What new connections have you made for yourself?
5. What helped you make these connections?
What are other concerns you want to clarify from the lesson? Are there questions, suggestions and clarifications? Please feel free to
ask.
2. Evaluation (3rd Assessment) Administer a short Quiz;
1. Administer a short Quiz.
Circle the correct word to fill in the blanks for the carbon cycle.
1) When plants perform (photosynthesis OR cellular respiration) they take carbon dioxide out of the atmosphere and release
oxygen.
2) When animals perform (photosynthesis OR cellular respiration) they take oxygen out of the atmosphere and release carbon
dioxide.
3) Deforestation and the burning of fossil fuels (increases OR decreases) the amount of carbon dioxide in the atmosphere.
4) Decomposition (releases OR uses) carbon dioxide.
5) Water (releases OR absorbs) carbon dioxide.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation.
B. No. of learners who require additional activities for
remediation who scored below 80%.
C. Did the remedial lessons work? No. of learners who
have caught up with the lesson.
D. No. of learners who continue to require
remediation?
E. Which of my teaching strategies worked well? Why
did these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

JOHNVER F. CURAMENG
SHS Teacher III

Checked by: Noted:

NANCY C. PADILLA RIZALINA T. MANZANO, Ed. D.

Head Teacher III School Principal IV
Authentic Performance Task: The Junior Art Director

You are a junior art director in the creative department of an advertising company. You have been tasked to initiate the production of a cartoon depicting the
stages of a biogeochemical cycle that will serve as an educational material for students in the Philippines and across the globe. Your work must be very colorful,
creative and indulging and turn the components of their cycle into characters. You will be in charge of the over-all production of the material – from the
development of visual concepts and designs.

The art director will evaluate your work based on creativity, appropriateness, neatness and originality.

Assessment Criteria Indicators for the Levels of Performance Score

5 points 3 points 1 point

The use of words is very appropriate The use of words is appropriate but The use of words is confusing and
for the target audience. needs some improvements. should be improved.
Appropriateness

The cartoon is an original work and The cartoon shows some resemblance The work was copied from existing
does not resemble any existing to other existing material. material.
Originality material.

The output is very colorful and very The output looks good but some parts The output lacks creativity.
persuasive. need to be improved.
Creativity

The text and artworks are well The text and artworks are The text and artworks are
organized and convey the message understandable but can still be disorganized.
Organization
clearly. improved.

Rating Scale 16-20 points = Excellent 8-11 points 4-7 points

12-15 points = Good Satisfactory Needs Improvement