` Republic of the Philippine

Department of Education
Region VI- Western Visayas
SPED HIGH SCHOOL
Cadiz City
AUGUST 30, 2023
A Semi-Detailed Lesson Plan in Earth and Life Science
Core Subject: Earth and Life Science
Time: 7:40 am– 8:40 am
Content Standard: The formation of the universe and the solar system
Performance standard: 2. Conduct a survey or design a study to assess the possible issues and concerns
related to natural processes and human activities in the use of Earth’s resources that your community may
experience.
Learning Competency code: SHS GRADE 11
Learning outcome: Differentiate the origin of the universe in religious way and in scientific way.
I. Learning Objective (KSA)
II. Allotted time 4 hours for 4 days / week.
At the end of 4 hours class students will be able to:
 Define universe and solar system in religious way and in old theories way.
 Differentiate universe and solar system in religious way and in old theories way.
 Appreciate the purpose of the formation of the universe and the solar system in all ways
whether it is in religious or in old theories ways.

II. Subject matter

Content:
C. The formation of the universe and the solar system.
Reference: Earth And Life Science 11 and GOOGLE.com
Materials: DLP, form2, laptop overhead TV monitor
III. Lesson Proper
Prayer
Checking of Attendance
Reading of Objectives

Selected teaching 4 A’s sequence Indicator and annotation
method
REVIEWING OF Students will be given 1 minute recapitulation about their previous
PREVIOUS lesson.
LESSON GQ: 1. What was our lesson yesterday?
2. What is Earth and life in Science?
ACIVITY  Show a video of the formation of the universe and the solar. Indicator no. 8
Ask the students what was the video all about (link on the Teacher uses ICT(videos,ppt)
PPT) to effectively deliver the
 Let students participate on an online interactive formation of content of the lesson
the universe and the solar.)

(the more correct answers they have, the more prizes or points
they will receive)
ANALYSIS The teacher will briefly discuss some definition of terms. Indicator no. 3
The teacher will discuss about the topic Teacher uses not just only
GQ: 1. What is Big Bang Theory? hypothetical questions but also
2. Where does it came from? WH questions to address
3. What happens when the formation of the universe does not clarifications.
happen? Indicator no. 2
4. What do you call that galaxy? The teacher asks definitions of
5. What will happen when the planetary orbit are not place in one some terminologies for
direction? vocabulary enrichment and
6. What will happen to the planets if this could be happen? unlocking of difficulties.
 (literacy)
The teacher asks the
measurements in terms of
degrees of hotness of volcanoes
Numeracy)
Indicator no. 1
The teacher will touch lessons
from earth & life science
subject that serves example and
supplements the lesson of the
day
ABSTRACTION  How does formation of the universe happen. The teacher encourages the
 How does formation of solar system happen. students to participate in the
class and praise the students
when they give correct answers
and to enlighten the students if
they don’t know the answer in
a positive way
APPLICATION Group the students into 3 groups. Indicator no. 4
 For group 1, Ask them to draw/illustrate the formation of the The teacher allows students to
universe and the solar system. Their work will be checked group themselves for a
according to rubrics. collaborative activity
 For group 2, tell the students to make a table showing the Indicator no. 6
difference between the universe and solar system. The teacher provides
 For group 3, let the students act out on what to do during the differentiated activity wherein
formation of the universe and the solar system. Apply their to address the learners interest
knowledge on DRRR and strength.
** all of these differentiated activities are happening simultaneously
and then after 20 minutes of preparation, each group will be given at
least 5 mins to present their different activities in front. After they have
presented, the teacher will process each group by giving positive feed
backing.

IV. ASSESSMENT 1. Scientist believe in this theory that the universe had a Indicator no. 9
definite beginning and it will have an end. 5 items formative test to
*Big Bang Theory identify the mastery level and
2. According to this law the speed of galaxies moving away instructional decision.
from each other causes a change in the light spectrum, red Indicator # 5
shift. At the end of the session the
teacher will give positive and
* Hubble’s Law
constructive feedback on the
3. This theory states that the unchanging in time and its
result of the application and
uniform in space is the
assessment of students
*Steady State Theory
4. This are the astronomer who proposed the steady state
theory.
*Fred Hoyle, thomas gold, and herman bondi.
5. He is the american physicist who proposed a model of a
universe based on the Big Bang Theory.
* Alan Guth

THE TEACHER WILL GIVE ITS FEEDBACK ABOUT THE

RESULT OF STUDENTS ASSESSMENT
Indicator #6. The teacher used differentiated styles of instructions and teaching strategies (dual coding, visual text, auditory clips,
kinesthetic activity and tactile activity) in the content of the lesson to address learner’s needs and strengthens interest and
experiences.
Indicator #7. The teacher created developmentally-sequenced teaching and learning process by opening the class with a short
review tailored down to evaluation.
V. assignment
Do an advance research on the different locations of active volcanoes in the Philippines. The students will
give at least 5 locations and the respective names of the volcano on that area.
Mastery level Instructional decision:
Passed Failed

Eddiely S. Olvido JOVEL J. OBERIO

SPS-TI Assistant Principal Designate

Indicator legends

INDICATOR # 1
Applies knowledge of content within and across curriculum teaching areas.

INDICATOR # 2
Uses a range of teaching strategies that enhances learner achievement in literacy and numeracy
skills.

INDICATOR # 3
Applies a range of teaching strategies to develop critical and creative thinking, as well as other
higher-order thinking skills.

INDICATOR # 4
Manage classroom structure to engage learners, individually or in groups, meaningful exploration,
discovery and hands on activities within a range of physical learning environments.

INDICATOR # 5
Manage learner’s behavior constructively by applying positive and non-violent discipline to ensure
learning- focused environment.

INDICATOR # 6
Uses differentiated, developmentally, appropriate learning experiences to address learner’s
gender, needs, and strengthens interests and experiences.

INDICATOR # 7
Plans manages and implements developmentally sequence teaching and learning process to meet
curriculum requirements and verified teaching context.

INDICATOR #8
Select, develop, organizers and uses appropriate teaching and learning resources including ICT, to
address learning goals.

INDICATOR #9
Designs, selects organizes and uses diagnostic. Formative and summative assessment strategies
consistent with curriculum requirements.

Prepared by: Cindy Mae M. Monteclaro

SST-III