Grades 11 to 12 CAHAYAGAN NATIONAL HIGH

School Grade Level GRADE 12 (GA)

DAILY LESSON LOG SCHOOL
Learning
Teacher ROBERT D. INFANTE JR. EARTH AND LIFE SCIENCE
Area
Teaching Dates and
JUNE 3-4 & 6-7, 2019 @ 1-2p.m. Quarter 1ST
Time

DAY Monday Tuesday Wednesday Thursday

DATE JUNE 3, 2019 JUNE 4, 2019 HOLIDAY JUNE 6, 2019
1. OBJECTIVES
A. Content The learners demonstrate an understanding of the The learners demonstrate an understanding of the
Standards formation of universe. formation of universe and the solar system.
B. Performance Make their own theory on the origin of the universe and the solar system.
Standards
C. Learning A. The learners shall be able to state the different A. Explain the current advancements/information on the
Competencies/Objec hypotheses and theories explaining the origin of the solar system (S11/12ES-Ia-e-5)
tives universe
(S11/12ES-Ia-e-1). At the end of this lesson, the learners will be able to:
1. identify the large scale and small scale
B. The learners shall be able to state the different properties of the Solar System;
hypotheses and theories explaining the origin of the 2. discuss the different hypotheses explaining the
universe and the solar system (S11/12ES-Ia-e-2). origin of the solar system; and
3. become familiar with the most recent
At the end of this lesson, the learners will be able to: advancements/information on the solar
1. describe the structure and composition of the system.
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; and
4. explain the Big Bang Theory and evidences
supporting the theory.

II. CONTENT THE FORMATION OF THE UNIVERSE

AND THE SOLAR SYSTEM
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Materials Pages
3. Textbook Pages Salandanan, Gloria G, Fallado III, Ruben., & Lopez Merlie B. (2015). EARTH AND LIFE SCIENCES: For SENIOR HIGH SCHOOL. LORIMAR
Publishing Inc. Pages 4-24.
4. Additional Materials
from Learning resources
(LR) Portal
B. Other Learning
Resources Reference Resources: Reference Resources:
(1)http://imagine.gsfc.nasa.gov/educators/lesson_plans. (1)http://csep10.phys.utk.edu/astr161/lect/solarsys/sol
html arsys.html (accessed 12 October 2015)
(2)http://imagine.gsfc.nasa.gov/educators/materials.ht (2) https://en.wikipedia.org/wiki/
ml History_of_Solar_System_formation_and_evolution_hypot
(3)http://www.astro.princeton.edu/~dns/teachersguide/ heses#Classi fication_of_the_theories (accessed 13
website.pdf October 2015)
(4)http://map.gsfc.nasa.gov/universe/WMAP_Universe.p (3) "The Origin of the Universe, Earth, and Life." National
df (accessed 3 October 2015) Academy of Sciences. Science and Creationism: A View
(5) https://en.wikipedia.org/wiki/Universe (accessed 4 from the National Academy of Sciences, Second Edition.
October 2015) Washington, DC: The National Academies Press, 1999.
(6) https://www.youtube.com/watch? http://www.nap.edu/read/6024/chapter/3#8 (accessed
v=RPVvgJoddO4&list=PLrhG2NtyHAZuPW5HP3cyenGGT 2 October 2015)
UqUhumeQ (accessed 25 October 2015) (4) http://science.nasa.gov/astrophysics/focus-
(7) Steinhardt P and N Turok. Endless Universe, http:// areas/what-powered-thebig-bang/ (accessed 5 October
www.physics.princeton.edu/~steinh/endlessuniverse/ 2015)
askauthors.html(accessed 13 October 2015) (5)http://abyss.uoregon.edu/~js/ast121/lectures/lec24.
(8) http://math.ucr.edu/home/baez/physics/ html
Relativity/GR/centre.html (6) (accessed 27 March 2016)
(9) lkinson Microwave Anisotropy Probe) (https:// (7) http://discovery.nasa.gov/education/pdfs/Active
www.google.com.ph/url? %20Accretion_Discovery_508.pdf (accessed 27 March
sa=i&rct=j&q=&esrc=s&source=images&cd 2016)
=&ved=0ahUKEwiia2AmqTNAhUHI5QKHcOjBjoQjBwIBA (8) http://www.pbslearningmedia.org/resource/
&url =https%3A%2F%2Fupload.wikimedia.org nsn11.sci.ess.eiu.solarorigins/origins-of-the-solar-
%2Fwikipedia%2Fcommons%2F3%2F3c system/ (accessed 27 March 2016)
%2FIlc_9yr_moll4096.png&bvm=bv. (9) http://dawn.jpl.nasa.gov/DawnClassrooms/pdfs/
124272578,d.dGo&psig=AFQjCNFKLayV4r ActiveAccretion_Dawn.pdf (accessed 27 March 2016)
Tg0JLSNVx2R6LonF7X_w&ust=1465879811 382467)
IV. PROCEDURES
A. Motivation/Reviewing Game: 4 pics, One word Watch Video about BIG-BANG Game: What’s the word? That’s the word. And the students will
previous lesson or The students will give some THEORY. And the students will give some insights about the guess word.
presenting new lesson insights about the word. give some insights and views
about the topic.
B. Establishing the Teacher will show the picture HOTS: "Relate heat to the Teacher will discuss the HOTS: "What will happen to a
purpose of the lesson of the milky way. expansion of the universe" composition of the solar planet without GHG?"
(Activity) Key questions: HOTS: "Why system.
does the universe needs to Key questions HOTS: "How do "What is the importance of
expand?" HOTS: "How does the you think did scientists know H2O in maintaining the
Doppler effect explain the the exact composition of the temperature of a planet?"
expansion of the universe?" solar system?
C. Presenting examples / POWERPOINT PRESENTATION
instances of the new Discuss course descriptions connecting with the activity and reflections to deepen the interest of learners on the subject.
lesson (ANALYSIS)
D. Discussing new POWERPOINT PRESENTATION POWERPOINT PRESENTATION POWERPOINT PRESENTATION POWERPOINT PRESENTATION
concepts and practicing  INPUT: 1. Theories on the  INPUT: 2.Big-bang  INPUT : 5. Components,  INPUT: 7. Element
new skills #1 (ANALYSIS) origin of the universe and theory overview of solar abundance on earth,
solar system.  INPUT: 3. Important system meteorites and
terms, evolution and  INPUT: 6. Large & small universe
composition of scale features of solar  INPUT : 8. Recent
universe, birth death- system advancement &
rebirth of stars and information on the
expanding universe. solar system
E. Discussing new
concepts and practicing
new skills #2 (ANALYSIS)
F. Developing mastery
(leads to formative
assessment)
G. Finding practical Students formulate their own theories on the origin of the solar system and earth.
application of concepts
and skills in daily living
(Application)
H. Making generalization  Differentiate the different the theories on the origin of the  Describe the Large & small scale features of solar system
and abstraction about the universe.
lesson (Abstraction)  Describe the structure and composition of the Universe
I. Evaluating Learning  SHORT QUIZ (Essay)  SHORT QUIZ  SHORT QUIZ
(ASSAESSMENT) 1. Describe the structure and
composition of the universe. 1. Illustrate the eight planets of
(10 pts) the solar system based on the 1. What will happen to a planet without GHG? (5pts)
2. Explain the origin and distance from the sun. (20 pts,
evolution of the universe in a long band paper) 2. What is the importance of H2O in maintaining the temperature
according to the Big-bang of a planet? (5pts)
theory. (10 pts)
J. Additional activities for PERFORMANCE:
application or remediation 1. Research & make/develop your own hypothesis or theory on the origin of the universe or solar system using your imagination and what you have
learned from the different theories we discussed. Support theories in your understanding based on the empirical data. (30 pts.)
V. REMARKS Conduct assessment next day Time was enough so there is need to continue the discussion nest
week and conduct assessment after.
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation
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 Outdoor nature identification activity by letting each learner bring one piece of object from nature, then
localized materials did I facilitate class discussion using Socratic method to introduce the subject matter and generate active class
use/discover which I wish to participation.
share with other teachers?
Prepared by: Noted by: Approved by:
ROBERT D. INFANTE JR. RANDY R. E. BALANQIUT SANDRA ROJAS DETERA
SHST-II SHS Coordinator School Head