DLL Earth and Life Science

Region I
TANGLAG NATIONAL HIGH SCHOOL

Tanglag, Rosario La Union
SHS DAILY LESSON LOG

DAILY LESSON LOG in Earth and Life Science
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: July Date: Date: Date:
TOPIC I. ORIGIN AND STRUCTURE OF I. ORIGIN AND STRUCTURE OF I. ORIGIN AND STRUCTURE OF QUIZ: I. ORIGIN AND STRUCTURE
THE EARTH THE EARTH THE EARTH OF THE EARTH
A. Universe and Solar System A. Universe and Solar System B. Earth and Earth Systems A. Universe and Solar System
B. Earth and Earth Systems
LEARNING COMPETENCY/ LC: State the different hypotheses LC: Describe the different LC: Recognize the uniqueness of LC:
OBJECTIVES explaining the origin of the universe. hypotheses explaining the origin of Earth, being the only planet in the  S11/12ES-Ia-e-1
S11/12ES-Ia-e-1 the solar system. S11/12ES-Ia-e-2 solar system with properties  S11/12ES-Ia-e-2
necessary to support life. S11/12ES-  S11/12ES-Ia-e-3
Ia-e-3
SLO: At the end of the lesson, the SLO: At the end of the lesson, the SLO: At the end of the lesson, the :
students should be able to: students should be able to: students should be able to:
1. describe the structure and 1. identify the large scale and 1. recognize the difference in the
composition of the Universe; small scale properties of the physical and chemical
2. state the different hypothesis Solar System; properties between the Earth
that preceded the Big Bang 2. discuss the different and its neighboring planes
Theory of the Origin of the hypotheses explaining the 2. Identify the factors that allow a
Universe. origin of the solar system; planet to support life.
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.
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)
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LEARNING DILEVERY MODE: Activate: Activate: Activate: Activate: Activate:

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

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

(Format and Results) rated using a rubric)  Recitation  Recitation
 Recitation
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
Prepared by: Checked by: Noted:
RICHARD G. CADIZAL ANA LISSA R. PATACSIL ROLANDO D. BALAGOT

SHS Teacher Track Head School Head
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TOPIC I. ORIGIN AND STRUCTURE OF I. ORIGIN AND STRUCTURE OF QUIZ: I. ORIGIN AND STRUCTURE I. ORIGIN AND STRUCTURE OF
THE EARTH THE EARTH OF THE EARTH THE EARTH
A. Universe and Solar System B. Earth and Earth Systems A. Universe and Solar System A. Universe and Solar System
B. Earth and Earth Systems
LEARNING COMPETENCY/ LC: Describe the different LC: Recognize the uniqueness of LC: LC: Explain the current
OBJECTIVES hypotheses explaining the origin of Earth, being the only planet in the  S11/12ES-Ia-e-1 advancements/information on the
the solar system. S11/12ES-Ia-e-2 solar system with properties  S11/12ES-Ia-e-2 solar system. S11/12ES-Ia-e5
necessary to support life. S11/12ES-  S11/12ES-Ia-e-3
Ia-e-3
5. SLO: At the end of the lesson, the SLO: At the end of the lesson, the : SLO: At the end of the lesson, the
students should be able to: students should be able to: learners will be able to;
3. identify the large scale and 3. recognize the difference in the 1. Become familiar with the most
small scale properties of the physical and chemical recent advancements/information on
Solar System; properties between the Earth the solar system.
4. discuss the different and its neighboring planes 2. Identify key persons in the
hypotheses explaining the 4. Identify the factors that allow a advancements/ information on the
origin of the solar system; planet to support life. solar system.
3. relate the importance of the
advancements/ information on the
solar system in daily life
Exploring Life Through Science:
Earth and Life Science (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  Teacher will show photos of
theories of the origin of the the words of the prepared the selected scientist and their
universe. slides contribution to the
Photoanalysis wil
 . Teacher will  Teacher l present the understanding of the solar
present a picture of the of the pictures of Venus, Earth and system.
Key
solar system Mars. questions:
Key
questions: “How can the current
HOTS: "What do you think is the HOTS: "What do you think is the breakthroughs in the solar
reason why the sun is the center reason of the failure of mankind in system affect our lives?”
of our solar system?" protecting the environment and
the life here on Earth?"
Analysis: Analysis: Analysis: Analysis:
Teacher will discuss the  Learners will be watching a  The teacher will present the
composition of the solar system. video clip and will present their web-based activity. Learners in
HOTS: "How do you think did idea on the board. groups will search and present
th Key
scientists know e exact questions: important facts on the
composition of the solar system?" HOTS: "What will happen to a following: NASA’s New
 Teacher will present theories planet without GHG?" Horizons Mission, Rossetta
and hypothesis of the origin of "What is the importance of H2O in Mission, Curiosity Space
the solar system. Probe, Hygens Probe, Europa
maintaining the temperature of a Jupiter System Mission.
planet?"
"Why do Venus and Mars has no

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

Learner will create a short  Debate: ‘Can man alter Mars Learners will answer the 30  Learners will be having a
story about how they want the environment to make it more item test. dynamic discussion regarding:
solar system SHOULD start. suitable for human habitation? HOTS: “Would it be practical
How?’ 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


TOPIC I. ORIGIN AND STRUCTURE OF I. ORIGIN AND STRUCTURE OF THE EARTH I. ORIGIN AND STRUCTURE OF
THE EARTH B. Earth and Earth Systems THE EARTH
A. Universe and Solar System B. Earth and Earth Systems
LEARNING COMPETENCY/ LC: Explain the current LC: LC:
OBJECTIVES advancements/information on the  Explain that the Earth consists of four subsystems, across whose  Identify the layers of the Earth
solar system. S11/12ES-Ia-e5 boundaries matter and energy flow. (crust, mantle, core).
 S11/12ES-Ia-e4Show the contributions of personalities/people on the S11/12ES-Ia-e7
understanding of Earth Systems S11/12ES-Ia-e-6.  Differentiate the layers of the
Earth. S11/12ES-Ia-e7
SLO: At the end of the lesson, the SLO: At the end of the lesson, the learners will be able to; SLO: At the end of the lesson, the
learners will be able to; 1. define the concept of a system learners will be able to;
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1. Become familiar with the most 2. recognize the Earth as a system composed of subsystems 1. Distinguish between P-waves and
recent advancements/information on 3. Discuss the historical development of the concept of Earth System. S-Waves
the solar system. 2. Discuss Seismic Reflection and
2. Identify key persons in the Refraction.
advancements/ information on the 3. Differentiate layers of the Earth
solar system. from each other.
3. relate the importance of the 4. Relate seismic waves in
advancements/ information on the discovering the layers of the Earth.
solar system in daily life
Exploring Life Through
Science: Exploring Life Through Science: Exploring Life Through Science: Exploring Life Through Science:
Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix
Publish House) Publish House) Publish House) Publish House)
(4 A's of Learning)  Teacher will show photos of  Learners share their Using a pencil and a piece of  Learners will generate
the selected scientist and their experience about the El Nino. paper, learners will draw or transverse and longitudinal
contribution to the illustrate the field area and waves using identified
understandin
g of the solar identify how energy and mass materials.
system. are transferred in the different
Key
questions: components of the area.
“Ho
w can the current
breakthroughs in the solar
system affect our lives?”
 The teacher will present the Using the diagram of the Earth Learners in small groups will  Teacher will present P-waves,
web-based activity. Learners in system let the students present the contributions done S-waves and Seismic waves.
groups will search and present interrelate the icons to each by specific scientists who
important facts on the other. contributed to the
Key
following: NASA’s New Questions: understanding of the earth
Horizons Mission, Rossetta HOTS: “How is everything subsystems.
Mission, Curiosity Space connected to everything else?
Probe, Hygens Probe, Europa Why do Earth’s subsystem
Jupiter System Mission. boundaries matter?”
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 Learners share to the class Teacher will introduce the four  Using the answers of the  Learners will perform an
about the current discoveries subsystems to the class. learners, the class will create a activity in Mapping the Earth’s
made by the mentioned space table showing the summary of Interior.
mission the ideas.
 Learners will be having a Teacher will present activity on Let the learners response on  Learners will discuss their
dynamic discussion regarding: “Subsystem Interactions”. the question: results and explain the different
HOTS: “Would it be practical Key Questions: HOTS: “how do the scientific layers of the Earth
Key
for our local government to HOTS: How does matter and community today benefit from Questions:
allocate a portion of the energy flow during the interaction the contributions of the people in HOTS: how are theses layers
national budget on the of the Earth’s subsystem? the past on the understanding determined using seismic waves?
space? the earth subsystems?”
ASSESSMENT  Written output Recitation  Written output  Written output
REMARKS

1st
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester:

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

 Learners will present their  Learners will identify the  Learners will answer the  Teacher will show sample of
output. possible causes of weathering following questions after doing metamorphic rocks. Learners
Key questions: in rocks they’ve collected. and using the table. will characterize the samples
HOTS: “How can the physical Key questions: based on type of foliation
and chemical weathering “What triggers the present, texture, and grain size.
work together to speed up deformation of volcano HOTS: “How does grain size of
weathering process? model?” different samples affect their
“How is this event related to texture?
the movement of magma?” “What type of metamorphism is
HOTS: “What are the factors that associated in the shown zone?”
can cause pressurization of
magma intrusion?”
 Using different pictures of Panel discussion. Processing of Learners will response to the  Learners will describe how
erosions, learners will trace the data collected. question: rocks behave under different
track of erosions. HOTS: How the activity changed stress such as compression,
 Learners will enumerate your initial perception of rising of pushing apart, and shearing.
possible benefits of weathering magma and volcanism.
and erosion to us.
 Presentation of output.  Presentation of output  Learners will describe briefly Learners will cite situations on
what happens after the magma different stress.
is formed.
ASSESSMENT  Output presentation  Output presentation  Written output  Recitation
REMARKS
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1st

TOPIC II. EARTH MATERIALS AND II. EARTH MATERIALS AND PROCESSES
PROCESSES C. Endogenic Processes
B. Exogenic Processes
LEARNING COMPETENCY/ LC: LC: LC: LC:
OBJECTIVES  describe how rocks undergo describe where the Earth’s describe what happens after the compare and contrast the
weathering. S11/12ES-Ib-11 internal heat comes from. magma is formed (plutonism at formation of the different types
 explain how the products of S11/12ES-Ib-14 vulcanism). of igneous rocks. S11/12ES-Ib-
weathering are carried away by describe how magma is formed S11/12ES-Ib-16 18
erosion and deposited (magmatism). S11/12ES-Ib-15 describe the changes in mineral
elsewhere. S11/12ES-Ib-12 components and texture of describe how rocks behave
make a report on how rocks rocks due to changes in under different types of stress
and soil move downslope due pressure and temperature such as compression, pulling
to the direct action of gravity. (metamorphism). apart, and shearing.
S11/12ES-Ib-13  S11/12ES-Ib-17 S11/12ES-Ib-19
SLO: At the end of the lesson, the SLO: At the end of the lesson, the SLO: At the end of the lesson, the SLO: At the end of the lesson, the
learners will be able to; learners will be able to; learners will be able to; learners will be able to;
1. Define weathering and erosion. 1. Define edogenic process. 1. Differentiate magma into lava. 1.
2. Trace the pathway of materials in 2. Describe magmatism. 2. Trace the formation of magma.
weathering and erosion. 3. Enumerate by products of 3. Identify by products of plutonism,
3. Compare different kinds of rocks. magmatism. vulcansim at metamorphism.
4. Determine the different agents of 4. Recognize the importance of
erosion. internal heat and magmatism.
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wil
(4 A's of Learning) Learners will look for Learners will construct a flour  Learners l be divided into  Learners will discuss how
evidences of weathering and box volcano deformation groups to create summary igneous rocks from and the
erosion through exploration. model. table on the following: different basis of classifying
Key
questions: - Changes happen to rocks. igneous rocks after watching a
“Why does magma
rise?” (extreme temperature and movie clip.
Key
pressure) questions:
- Type of metamorphism “How does changing one
Key
questions: factor alter formation of
“How do rocks handle igneous rocks?”
stress?”
Learners will identify the  Learners will answer the  Teacher will show sample of  Learners will react on the
possible
causes of weathering following questions after doing metamorphic rocks. Learners statements:
in rocks they’ve collected. and using the table. will characterize the samples HOTS: “Why is it said that a
Key
questions: based on type of foliation diamond is just a piece of
“Wha
t triggers the present, texture, and grain size. charcoal that handled stress
deformation of volcano HOTS: “How does grain size of exceptionally well?”
model?” different samples affect their
“How is this event related to texture?
the movement of magma?” “What type of metamorphism is
HOTS: “What are the factors that associated in the shown zone?”
can cause pressurization of
magma intrusion?”
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Panel discussion. Processing Learners will response to the Learners will describe how Learners will be divided into
of data collected. question: rocks behave under different groups. They will create a
HOTS: How the activity changed stress such as compression, summary table on the following:
your initial perception of rising of pushing apart, and shearing. - Changes happen to rocks
magma and volcanism. 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 briefly Learners will cite situations on  Learners will describe how
what happens after the magma different stress. rocks behave under different
is formed. 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

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1st

Date: Date: August 9, 2016 Date: August 10, 2016 Date: August 11, 2016 Date: August 12, 2016
TOPIC SUMMATIVE TEST (Quiz) II. EARTH MATERIALS AND PROCESSES II. EARTH MATERIALS AND
D. Deformation of the Crust PROCESSES
E. History of the Earth
OBJECTIVES explain how the continents drift.  explain how the seafloor Describe how layers of rocks
S11/12ES-Ib-20 spreads. S11/12ES-Ib-23 (stratified rocks) are formed.
 cite evidence that support  describe the structure and S11/12ES-Ib-25
continental drift . S11/12ES-Ib- evolution of ocean basins.
21 S11/12ES-Ib-24  describe the different methods
 explain how the movement of (relative and absolute dating) to
plates leads to the formation of determine the age of stratified
folds and faults. S11/12ES-Ib- rocks S11/12ES-Ib-26
22
SLO: At the end of the lesson, the SLO: At the end of the lesson, the SLO: At the end of the lesson, the
learners will be able to; learners will be able to; learners will be able to;
1. Verify the concepts of continental 1. Dismiss misconceptions about 1. Define the law of superpostion.
drift theory. Seafloor spreading. 2. Use the principle of crosscutting in
2. Discuss evidences of the 2. Create a diorama of seafloor different rock samples.
continental drift theory spreading.
3. Determine how fast the plates are
moving apart.
4. create diagrams representing the
formations of 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 Science: Exploring Life Through Science: Exploring Life Through Science:
Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix
Publish House) Publish House) Publish House)
(4 A's of Learning)  Learners will solve prepared  Learners will be divided into Learners will look for rocks and
the jigsaw puzzle. groups to create summary identify what part of the rock is
Key questions: table on the following: the youngest and oldest.
“How did you form the picture and - Seafloor- spreading Key questions:
the world map?” - Ocean Basin Formation “How did scientist trace the
history of Earth?”
 Learners will watch a video Learners will present their data Learners will apply the law of
presentation about the in front. superposition, principle of
continental drift theory original horizontality and
Key questions: principle of cross-cutting
“How did Earth look before?” relationship.
HOTS: “If there were human
civilizations millions of years
earlier, would there have been any
significant changes in the history
of Earth?”
 Think- pair-share. Learners will  Learners will identify Learners will be present their
enumerate pieces of misconceptions about Seafloor idea in front.
evidences of his continental spreading and Ocean basin
drift theory. formation 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 diagram Learners will create a diorama  Think-pair-share. Learners will
showing the three main types of of the sea floor spreading using answer a prepared worksheets.
boundaries. molding clay.
ASSESSMENT 30 – item quiz  Written output  Output presentation  Worksheets
REMARKS

1st

Date: August 15, 2016 Date: August 16, 2016 Date: August 17, 2016 Date: August 18, 2016 Date: August 19, 2016
TOPIC II. EARTH MATERIALS AND REVIEW
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
originalhorizontalityand
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
Prepared by: Noted by: Approved by:

1st

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TOPIC III. NATURAL HAZARDS, III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION III. NATURAL HAZARDS,
MITIGATION, AND ADAPTATION B. Hydrometeorological Phenomena and Hazards MITIGATION, AND ADAPTATION
A. Geologic Processes and Hazards C. Marine and Coastal Processes
and their Effects
OBJECTIVES describe the various hazards  using hazard maps, identify  identify human activities that  describe the various hazards
that may happen in the event of areas prone to hazards brought speed up or trigger landslides that may happen in the wake of
earthquakes, volcanic about by earthquakes, volcanic S11/12ES-If-33 tropical cyclones, monsoons,
eruptions, andlandslides eruptions, and landslides.  suggest ways to help lessen floods, or ipo-ipo S11/12ES-If-
S11/12ES-If-30 S11/12ES-If-31 the occurrence of landslides in  35
 give practical ways of coping your community S11/12ES-If- using hazard maps, identify
with geological hazards caused 34 areas prone to hazards brought
by earthquakes, volcanic about by tropical cyclones,
eruptions,and landslides. monsoons, floods, or ipo-ipo
S11/12ES-If-32 S11/12ES-If-36
SLO: at the end of the lesson, the

SLO: at the end of the lesson, the SLO: at the end of the lesson, the SLO: at the end of the lesson, the
students will be able to: students will be able to: students will be able to: students will be able to:
1. Differentiate hazard, vulnerability,
1. Define Earthquake and Volcanic 1. Define landslide. 1. Define, tropical cyclone,
risks. Hazards. 2. Enumerate possible landslide monsoons, floods and ipo-ipo.
2. Enumerate possible hazards in 2. Identify hazard brought by hazards in the community. 2. Enumerate possible hazards
the Philippines. earthquakes and volcanic eruptions. 3. Propose a plan to lessen the risk brought by tropical cyclone,
3. locate possible spots in the oflandslidehazardtothe monsoons, floods and ipo-ipo.
Philippines exposed/prone to community. 3. plan alternatives to lessen the risk
earthquake and volcanic hazards. of Marine and Coastal Processes
4. plan to lessen the risks brought by
hazards in the community.
19 | P a g e
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(4 A's of Learning)  Learners will watch a video clip.  Picture analysis. Learners will Learners will look around in the  Learners will watch video clip
They will list possible disasters identify the earthquake hazards school vicinity and identify about Typhoon Yolanda.
that will bring risk to the using the pictures presented to possible places prone/ exposed Key questions:
community. them. to landslide hazards.  “What causes the death of
Key
questions: Key questions: Key questions: thousands in Leyte?”
“List down possible disaster in “Describe the following “How will a landslide be triggered?”
the Philippines that affects earthquake hazard briefly.”
lives of Filipinos?”
 Learners will describe the Learners will create a table that Learners will identify vulnerable  Learners will identify the
differences between hazard, shows who are vulnerable of into the landslide hazards hazards and vulnerable through
vulnerability and risks. hazards brought by earthquake panel discussion.
and volcanic eruption.
Using board graffiti learners will  Using Earthquake maps,  Learners will plan alternative Learners will create a short role
list examples of hazard, learners will identify locations ways lessen the risk of these play showing the hazards,
vulnerability and risks. which are prone/ expose to hazards. vulnerability, and risks
earthquake and volcanic
hazards.
Application: Application: Application: Abstraction:
 Learners will identify possible Learners will create earthquake  Learners will present their Learners will present their play.
ways to reduce the risk. evacuation plan of TNHS. output in front.
Key questions:
HOTS: “How would good planning Key questions:
Hazards Vulnerabili will reduce the risk of hazards?” HOTS: “One of the hazards of an
ty earthquake is a landslide, so is it
possible to have an earthquake
Key
questions: after 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
20 | P a g e
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REMARKS

1st

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

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

experience the least amount of 3. plan alternatives to lessen
hazards. the risk of Marine and Coastal
Processes
Exploring Life Through Exploring Life Through Exploring Life Through Exploring Life Through
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)
LEARNING DILEVERY Activity: Activity: Activity: Activity:
MODE:  Learners will recall the  Picture analysis. Learners  Panel discussion.  Learners will watch video
(4 A's of Learning) different hazards of will identify different clip about Typhoon
earthquake. hazards in the Philippines Yolanda.
Key
using Risk map. questions:
 “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 the  Learners will answer the  Learners will create a
prepared worksheets. prepared worksheets. short role play showing
the hazards, vulnerability,
and risks
 Learners will answer the  Output presentation  Output Presentation.  Learners will present their
prepared worksheets. play.
ASSESSMENT  Worksheets  Worksheets  Output presentation  Output presentation.
(Format and Results)  Output presentation  Recitation
25 | 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)

26 | P a g e
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1st
Date: September 5, 2016 Date: September 6, 2016 Date: September 7, 2016 Date: September 8, 2016 Date: September 9, 2016
TOPIC SUMMATIVE TEST I. INTRODUCTION TO LIFE SCIENCE II. BIOENERGETICS

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

evolve.
Exploring Life Through Science: Exploring Life Through Exploring Life Through
Earth and Life Science (Phoenix Science: Earth and Life Science: Earth and Life
Publish House) Science (Phoenix Publish Science (Phoenix Publish
House) House)
LEARNING DILEVERY Activity: Activity: Activity:
MODE:  Story telling. Learners will  Nature Observation.  Puzzle game. Learners
(4 A's of Learning) create their own story on Learners will observe the will try to solve a puzzle
how life started on Earth. characteristics of life and and describe what the
Key questions: how they interact to their parts of the puzzle are.
“When and where did life environment.
Key
possibly start?” questions:
“What are the characteristics
of life?”
Analysis: Analysis: Analysis:
Learner
 Panel discussion.  Think-Pair-Share.  s will try to give
Key
Key questions: questions: function of the different
“What are the characteristics of HOTS: What are the bases parts of the puzzle and
living things?” of your classification? What relate it to the parts of
characteristic
s of life did cell.
you observe from the living
things you identified?”
Abstraction: Abstraction: Abstraction:
 Learners will present their  Learners will answer the  Learners will think of a
output in front. prepared worksheets. factory and create parts in
Key questions: relevance to the parts of
HOTS: “What abiogenesis the cell.
is
theory
? Was this totally
28 | P a g e
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disprove
d by the theory
biogenesis?”
Application: Application: Abstraction:
 Diagram making. Learners  Learners will presents  Learners will presents
will create diagram that show their output in front. their output in front.
the possible ways of origin of
life.
ASSESSMENT  30-item quiz  Output presentation  Output presentation  Output presentation.
(Format and Results)  Recitation  Recitation  Recitiation.
Level
remediation,
REMARKS
episodes)

29 | P a g e
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1st
TOPIC SUMMATIVE TEST I. INTRODUCTION TO LIFE SCIENCE II. BIOENERGETICS

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

evolve.
Exploring Life Through Science: Exploring Life Through Exploring Life Through
Earth and Life Science (Phoenix Science: Earth and Life Science: Earth and Life
Publish House) Science (Phoenix Publish Science (Phoenix Publish
House) House)
MODE:  Story telling. Learners will  Nature Observation.  Puzzle game. Learners
(4 A's of Learning) create their own story on Learners will observe the will try to solve a puzzle
how life started on Earth. characteristics of life and and describe what the
Key questions: how they interact to their parts of the puzzle are.
“When and where did life environment.
Key
possibly start?” questions:
“What are the characteristics
of life?”
Learner
 Panel discussion.  Think-Pair-Share.  s will try to give
Key
Key questions: questions: function of the different
“What are the characteristics of HOTS: What are the bases parts of the puzzle and
living things?” of your classification? What relate it to the parts of
characteristic
s of life did cell.
you observe from the living
things you identified?”
 Learners will present their  Learners will answer the  Learners will think of a
output in front. prepared worksheets. factory and create parts in
Key questions: relevance to the parts of
HOTS: “What abiogenesis the cell.
is
theory
? Was this totally
31 | P a g e
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disprove
d by the theory
biogenesis?”
 Diagram making. Learners  Learners will presents  Learners will presents
will create diagram that show their output in front. their output in front.
the possible ways of origin of
life.
ASSESSMENT  30-item quiz  Output presentation  Output presentation  Output presentation.
Level
remediation,
REMARKS
episodes)

32 | P a g e
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1st
TOPIC NATIONAL HOLIDAY MICROSCOPE OBSERVING LETTER “E” OBSERVING TISSUE NO CLASSES
“ED’L ADHA” MANIPULATION (WORKSHEETS) SAMPLE (INTRAMURALS)
(ACTIVITY) (ACTIVITY)
LEARNING COMPETENCY/
OBJECTIVES
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: 1. Prepare wet mount slides.
1. Review the parts of the 2. Manipulate the microscope
microscope. 3. Identify the characteristics shown by the image under the
2. Manipulate the microscope. microscope.
3. Identify prepared
specimens.
LEARNING RESOURCES: Internet Internet
33 | P a g e
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MODE:  Think-pair-share. Learner  Learners will prepare wet  Learners will prepare wet
(4 A's of Learning) will try to recall parts of mount slide. mount slide (Onion
the microscope and give Tissue).
its functions.
 Panel discussion  Learners will focus the slide  Think-Pair-Share.
using different objectives.

 Learners will demonstrate  Panel discussion.  Learners will answer the
the uses of the different prepared worksheets.
parts of the microscope.
Application: Application: Application:
 Learners will observe  Learners will report infront  Learners will presents
prepared slides. about their findings. their output in front.
ASSESSMENT  Recitation  Output presentation  Output presentation
(Format and Results)  Recitation  Recitation
Level
remediation,
REMARKS
episodes)

34 | P a g e
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1st
TOPIC II. BIOENERGETICS SUMMATIVE TEST III. PERPETUATION OF
LIFE

OBJECTIVES  explain how cells carry  Trace the energy flow from  Describe different ways
out functions required for the environment the cells. of how plants reproduce.
life. S11/12LT-IIa-4 S11/12LT-IIa-6  S11/12LT-IIej-13.
 Explain how  Describe how organisms Illustrate the
photosynthetic organisms obtain and utilize. relationships among
use light energy to S11/12LT-IIa-7 structures of flowers,
combine carbon dioxide  Recognize that organisms fruits, and seeds
and water to form energy require energy to carry out S11/12LT-IIej-14.
rich compound. functions required for life.  Different ways of how
S11/12LT-IIa-5 S11/12LT-IIa-8 representative animals
reproduce. S11/12LT-
IIej-15.
SLO: at the end of the lesson, SLO: at the end of the lesson, SLO: at the end of the
the students will be able to: the students will be able to: lesson, the students will be
1. Define energy. 1. Define Cellular Respiration able to:
2. Describe how cell get 2. Differentiate anaerobic and 1. Identify methods by which
energy. aerobic respiration. plants reproduce
3. Describe photosynthetic 3. Trace the flow of energy in 2. Recognize the Pollination
organelles cellular respiration. and its importance on
4. Trace the movement of 4. Identify by-products of cellular fertilization and reproduction
molecules in the Light and respiration 3. Define Sexual and
35 | 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 RESOURCES: Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science
release) release) (initial release)
Exploring Life Through Exploring Life Through Science: Exploring Life Through
Science: Earth and Life Earth and Life Science (Phoenix Science: Earth and Life
Science (Phoenix Publish Publish House) Science (Phoenix Publish
House) House)
MODE:  Puzzle game. Leaners will  Movie critic. Learners will  Family Feud Game
(4 A's of Learning) solve the mystery puzzle watch a movie clip. Key questions:
given. “What are the possible plants
that have an
Key questions: ovary?”
“How do organisms get
energy?”

 Diagram making.  Panel discussion.  Movie Critic.
Learners will read articles Key questions:
and will create diagram. “Distinguish anaerobic to aerobic
Key questions: respiration?”
“What are the energy-giving
energy?”
36 | P a g e
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 Gallery walk.  Tracing game.  Observing the nature.
Key Key
questions: questions: The learners will
“Describe importanc
the e of “How is it important for a process
photosynthesis to create its by-
” product?”

 Leaners will create a  Leaners will create a  Learners will presents
diorama of the thylakoid diagram showing the their output in front.
membrane. difference of anaerobic and
aerobic respiration.
ASSESSMENT  Output presentation  Output presentation  30-item quiz.  Output presentation.
Level
remediation,
REMARKS
episodes)

37 | P a g e
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1st
TOPIC II. BIOENERGETICS Senior High School Tree Attended the 2-day Teachers Induction Program at San
Planting Activity Juan, La Union
OBJECTIVES  Trace the energy 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
functionsrequired for life.
S11/12LT-IIa-8
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
release)
38 | P a g e
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Science: Earth and Life
Science (Phoenix Publish
House)
LEARNING DILEVERY Activity:
MODE:  Movie critic. Learners will
(4 A's of Learning) 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.
ASSESSMENT  Output presentation
(Format and Results)  Recitation
Level
remediation,
39 | P a g e
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REMARKS
episodes)
RICHARD G. CADIZAL ANNA LISSA R. PATACSIL ROLANDO D. BALAGOT


1st
40 | P a g e
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Date: October 3, 2016 Date: October 4, 2016 Date: October 5, 2016 Date: October 6, 2016 Date: October 7, 2016
TOPIC SUMMATIVE TEST TEACHERS DAY III. PERPETUATION OF LIFE TEAM BUILDING
CELEBRATION ACTIVITY FOR
TEACHERS
OBJECTIVES  Describe different 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.
SLO: at the end of the lesson,
the students will be able to:
1. Identify methods by which
plants reproduce
2. Recognize the Pollination
andits importance on
fertilization and reproduction
3. Define Sexual and asexual
reproduction, and the
advantages and
disadvantages of both types
of reproduction
4. Familiarize to the practices
of using different types and
41 | P a g e
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methods of reproduction in
farms throughout the
Philippines.

release)
Science: Earth and Life
Science (Phoenix Publish
House)
LEARNING DILEVERY Activity:
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.
Application:
 Learners will present their
output in front.
ASSESSMENT  30-item quiz  Output presentation.
(Format and Results)  Recitation.
42 | P a g e
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Level
remediation,
REMARKS
episodes)


1st
43 | P a g e
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TOPIC III. PERPETUATION OF LIFE IV. HOW ANIMALS SURVIVE V. HOW PLANTS SURVIVE
OBJECTIVES  Describe different ways of  explain how the information  explain the different  describe the structure
how plants reproduce. in the DNA allows the metabolic processes and function of the
S11/12LT-IIej-13. transfer of genetic involved in the various differentplant organs.
 Illustrate the relationships information and synthesis of organ system. S11/12LT-  S11/12LT-IIej-23.
among structures of proteins. S11/12LT-IIej-16. IIej-20. explain the different
flowers, fruits, and seeds  describe the process of  describe the general and metabolic processes
S11/12LT-IIej-14. genetic engineering. unique characteristics of involved in the plant
 Different ways of how S11/12LT-IIej-17. the different organ organ systems.
representative animals  conduct a survey of the systems in representative  S11/12LT-IIej-24.
reproduce. S11/12LT-IIej- current uses of genetically  animals. S11/12LT-IIej-21.
15. modified organisms. analyze and appreciate
S11/12LT-IIej-18. the functional relationships
 evaluate the benefits and of the different organ
risks of using GMOs. systems in ensuring
S11/12LT-IIej-19. animal survival.
S11/12LT-IIej-22.
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
the students will be able to: the students will be able to: the students will be able to: lesson, the students will be
1. Identify methods by which 1. Define DNA and genes. 1. Identify the different organ able to:
plants reproduce 2. Trace the process of protein system. 1. Enumerate the different
2. Recognize the Pollination synthesis. 2. Trace the animal digestion plant cells.
and its importance on 3. Define GMO. and nutrition. 2. Identify the different Plant
fertilization and reproduction 4. Familiarize to different GMO 3. recognize the different organ system.
3. Define Sexual and asexual products. kinds of circulation. 3. Recognize the growth
reproduction, and the 5. Identify the effects of GMO in 4. Give the importance of patterns of Plants.
advantages and Health, Economy and hormones, immune system
disadvantages of both types of Environment. and nervous system.
44 | P a g e
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reproduction
4. Familiarize to the practices
of using different types and
methods of reproduction in
farms throughout the
Philippines.
Exploring Life Through Exploring Life Through Science: Exploring Life Through Exploring Life Through
Science: Earth and Life Earth and Life Science (Phoenix Science: Earth and Life Science: Earth and Life
Science (Phoenix Publish Publish House) Science (Phoenix Publish Science (Phoenix Publish
House) House) House)
MODE:  Family Feud Game  Article analysis.  Drawing activity. Learners  Bring me game (Picture).
Key
(4 A's of Learning) Key question: question: will draw the organs of the Key question:
“What are the possible plants “How can parent pass their different organ system “How can parent pass their
that have an ovary?” characteristics to their offspring?” given to them. characteristics to their
offspring?”
 Movie Critic.  Panel Discussion.  Gallery walk.  Movie Critic.
Key question: Key questions:
“How is animal survival is “What are the major organs
related to their physiology?” of plants and what are their
functions?”
 Observing the nature. The  Classroom debate.  Think-Pair-Share.  Panel discussion.
Key
learners will be going question: Key question: Key question:
outside and identify plants “Are you in favour in “How does the various organ “What is the importance of
manipulatin transfe
that can reproduce g the r of systems coordinate with each transport vessels to plants?”
sexually and asexually. genes using science? Why or other?”
why not”
45 | P a g e
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 Learners will present their  Learners will research on  Table analysis.  Using computer
output in front. the benefits and bad effects simulation the learners
of GMO. will describe the effects
of hormones to plants.
ASSESSMENT  Output presentation.  Output presentation.  Recitation.  Recitation.
(Format and Results)  Recitation.  Recitation.  Short quiz.
Level
remediation,
REMARKS
episodes)

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1st
TOPIC IV. HOW ANIMALS V. HOW PLANTS SURVIVE VI. THE PROCESS OF SUMMATIVE TEST
SURVIVE EVOLUTION
OBJECTIVES  explain the different  describe the structure and  describe evidence of
metabolic processes function of the different evolution such as
involved in the various plant organs. S11/12LT-IIej- homology, DNA/protein
organ system. S11/12LT- 23. sequences, plate
IIej-20.  explain the different tectonics, fossil record,
 describe the general and metabolic processes embryology, and artificial
unique characteristics of involved in the plant organ selection/agriculture.
the different organ systems. S11/12LT-IIej-24. S11/12LT-IIej-25.
systems in representative  explain how populations
animals. S11/12LT-IIej-21. of organisms have
analyze and appreciate changed and continue to
the functional change over time
relationships of the showing patterns of
different organ systems in descent with modification
ensuring animal survival. from common ancestors
S11/12LT-IIej-22. to produce the
organismal diversity
observed today.
S11/12LT-IIej-27.
 describe how the present
system of classification of
organisms is based on
47 | P a g e
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evolutionary relationships.
S11/12LT-IIej-28.
1. Identify the different organ 1. Enumerate the different plant 1. Define evolution
system. cells. 2. Evaluate the theory of
2. Trace the animal digestion 2. Identify the different Plant evolution of Charles Darwin
and nutrition. organ system. 3. Analyse the tree of
3. recognize the different 3. Recognizethe growth palaeontology.
kinds of circulation. patterns of Plants.
4. Give the importance of
hormones, immune system
and nervous system.
Exploring Life Through Exploring Life Through Science: Exploring Life Through
Science: Earth and Life Earth and Life Science (Phoenix Science: Earth and Life
Science (Phoenix Publish Publish House) Science (Phoenix Publish
House) House)
MODE:  Drawing activity. Learners  Bring me game (Picture).  Movie Critic.
Key
(4 A's of Learning) will draw the organs of the Key question: question:
different organ system “How can parent pass their “How can organism evolve?”
given to them. characteristics to their offspring?”

 Gallery walk.  Movie Critic.  Learners will analyse the
Key
question: Key questions: paleontological tree.
Key
“How is animal survival is “What are the major organs of questions:
“Describe
related to their physiology?” plants and what are their the evolutionary
48 | P a g e
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functions?
” process.”
 Think-Pair-Share.  Panel discussion.  Creation of their own
Key question: Key question: paleontological tree.
“How does the various organ “What is the importance of
systems coordinate with each transport vessels to plants?”
other?”
Application: Application: Application:
 Table analysis.  Using computer simulation  Presentation of their
the learners will describe the output.
effects of hormones to
plants.
ASSESSMENT  Recitation.  Recitation.  Recitation  30-item quiz
(Format and Results)  Short quiz.  Output presentation.
Level
remediation,
REMARKS
episodes)

49 | P a g e
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1st
TOPIC VI. THE PROCESS OF EVOLUTION VII. INTERACTION & SUMMATIVE TEST
INTERDEPENDENCE
OBJECTIVES  describe evidence of evolution such as homology,  describe the principles of  Describe how different
DNA/protein sequences, plate tectonics, fossil record, the ecosystem. S11/12LT- terrestrial and aquatic
embryology, and artificial selection/agriculture. S11/12LT- IIej-28. ecosystems are
IIeg-25.  Categorize the different interrelated with one
 explain how populations of organisms have changed and biotic potential and another. S11/12LT-IIej-
continue to change over time showing patterns of descent environmental resistance 30.
with modification from common ancestors to produce the (e.g., diseases, availability
organismal diversity observed today. S11/12LT-IIeg-27. of food, and predators)
describe how the present system of classification of organisms is that affect population
based on explosion. S11/12LT-IIej-
29.
SLO: at the end of the lesson, the students will be able to: SLO: at the end of the lesson, the students will be 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.
Exploring Life Through Exploring Life Through Science: Exploring Life Through Exploring Life Through
Science: Earth and Life Earth and Life Science (Phoenix Science: Earth and Life Science: Earth and Life
Science (Phoenix Publish Publish House) Science (Phoenix Publish Science (Phoenix Publish
House) House) House)
50 | P a g e
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MODE:  Movie Critic. Charles  Bring me game (Picture).  Movie Critic.  Collage making. Learners
(4 A's of Learning) Darwin’s Life will create collage
showing food chain/web.
 Panel Discussion. Leaners  Leaners will create a  Learners will go outside  Panel Discussion
will share insights about Phylogeny Tree of a certain and observe the
the movie clip watched. species. environment.

 Learners will create a  Panel discussion.  Group illustrate the  Wall Graffiti. Learners will
diagram showing their environment outside and enumerate types of
insights. determine living ecosystem.
organisms presents
 Learners will try to  Learners will present their  Learners will trace the  Learners will synthesize
discuss others works output relationship of the the graffiti by creating a
environment and living short poem.
organisms by creating
simple poster.
ASSESSMENT  Output presentation  Recitation.  Output presentation.  Output presentation.
(Format and Results)  Output presentation.
Level
remediation,
REMARKS
episodes)
51 | P a g e
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52 | P a g e
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1st
Date: October 31, 2016 Date: November 1, 2016 Date: November 1, 2016 Date: November 3, 2016 Date: November 4, 2016
TOPIC NON-WORKING HOLIDAY REVIEW & COMPLETING OF 2nd QUARTER/ FINAL EXAMINATION
REQUIREMENTS
LEARNING COMPETENCY/
OBJECTIVES
LEARNING RESOURCES:
LEARNING DILEVERY
MODE:
(4 A's of Learning)
ASSESSMENT
(Format and Results)
Level
remediation,
REMARKS
episodes)

53 | P a g e

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Region I

TANGLAG NATIONAL HIGH SCHOOL

SHS DAILY LESSON LOG

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

Assessment: Assessment: Assessment: Assessment: Assessment:

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

Prepared by: Checked by: Noted:

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

SHS DAILY LESSON LOG

Monday Tuesday Wednesday Thursday Friday

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

"Why do Venus and Mars has no

Application: Application: Application: Application:

Prepared by: Checked by: Noted:

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

Monday Tuesday Wednesday Thursday Friday

Abstraction: Abstraction: Abstraction: Abstraction:

Prepared by: Checked by: Noted:

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

Monday Tuesday Wednesday Thursday Friday

LEARNING COMPETENCY/ LC: LC: LC:

Analysis: Analysis: Analysis: Analysis:

Prepared by: Checked by: Noted:

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

Monday Tuesday Wednesday Thursday Friday

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 Wednesday Thursday Friday

HOTS: “How can fossils be used

Application: Application: Application: Application:

Prepared by: Checked by: Noted:

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

Monday Tuesday Wednesday Thursday Friday

LEARNING COMPETENCY/ LC:

describe the different methods

SLO: At the end of the lesson, the

Prepared by: Noted by: Approved by:

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

Monday Tuesday Wednesday Thursday Friday

SLO: at the end of the lesson, the

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

Prepared by: Noted by: Approved by:

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

Monday Tuesday Wednesday Thursday Friday

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.

No. of learners within Mastery

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

SHS DAILY LESSON LOG

LEARNING COMPETENCY/ LC: LC: LC:

have enabled the first forms to

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

SHS DAILY LESSON LOG