Shs Daily Lesson In Earth Science 36v68

Region I TANGLAG NATIONAL HIGH SCHOOL Tanglag, Rosario La Union

SHS DAILY LESSON LOG DAILY LESSON Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal TOPIC

LEARNING COMPETENCY/ OBJECTIVES

LEARNING RESOURCES:

Grade Level: Semester:

Track & Strand: TVL track

Monday

Tuesday

Date: I. ORIGIN AND STRUCTURE OF THE EARTH A. Universe and Solar System

Date: July I. ORIGIN AND STRUCTURE OF THE EARTH A. Universe and Solar System

Wednesday Date: I. ORIGIN AND STRUCTURE OF THE EARTH B. Earth and Earth Systems

Thursday Date: QUIZ: I. ORIGIN AND STRUCTURE OF THE EARTH A. Universe and Solar System B. Earth and Earth Systems LC:  S11/12ES-Ia-e-1  S11/12ES-Ia-e-2  S11/12ES-Ia-e-3

LC: State the different hypotheses explaining the origin of the universe. S11/12ES-Ia-e-1

LC: Describe the different hypotheses explaining the origin of the solar system. S11/12ES-Ia-e-2

LC: Recognize the uniqueness of Earth, being the only planet in the solar system with properties necessary to life. S11/12ESIa-e-3

SLO: At the end of the lesson, the students should be able to: 1. describe the structure and composition of the 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 4. explain the Big Bang Theory and evidences ing the theory. Earth and Life Science (initial release)

SLO: At the end of the lesson, the students should be able to: 1. identify the large scale and small scale properties of the Solar System; 2. discuss the different hypotheses explaining the origin of the solar system;

SLO: At the end of the lesson, the students should be able to: 1. recognize the difference in the physical and chemical properties between the Earth and its neighboring planes 2. Identify the factors that allow a planet to life.

:

Earth and Life Science (initial release)



11 1st Friday

Date:

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Region I TANGLAG NATIONAL HIGH SCHOOL Tanglag, Rosario La Union LEARNING DILEVERY MODE: (4 A's of Learning)

Activate:  Students will recall their learnings in junior high school regarding the solar system.  Teacher will present a video presentation regarding the universe.

Activate:  Students will recall the 3 theories of the origin of the universe.  Photoanalysis. Teacher will present a picture of the of the solar system HOTS: "What do you think is the reason why the sun is the center of our solar system?"

Acquire:  Teacher will show the picture of the milky way.  Teacher will discuss the structure, composition, age, cycle and expanding of a universe Key questions: HOTS: "Why does the universe needs to expand?" HOTS: "How does the Doppler effect explain the expansion of the universe?" HOTS: "Relate heat to the expansion of the universe" Application:  The teacher will distribute the article about the 3 theories of the universe. The learners will read and collaborate to each other.

Acquire:  Teacher will discuss the composition of the solar system. HOTS: "How do you think did scientists know the exact composition of the solar system?"  Teacher will present theories and hypothesis of the origin of the solar system.

Application:  Leaners will collaborate with each other and discuss the theories and hypothesis of the origin of the solar system.

Activate:  4pics1word.Learner will guess the words of the prepared slides  Teacher will present the pictures of Venus, Earth and Mars. Key questions: HOTS: "What do you think is the reason of the failure of mankind in protecting the environment and the life here on Earth?" Acquire:  Learners will be watching a video clip and will present their idea on the board. Key questions: HOTS: "What will happen to a planet without GHG?"

Activate:

Activate:

Acquire:

Acquire:

Application:

Application:

"What is the importance of H2O in maintaining the temperature of a planet?" "Why do Venus and Mars has no Global Magnetic Field?" Application:  Habitable or Not? Using the checklist provided, learners will evaluate unknown planets and moons if they are habitable.

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ASSESSMENT (Format and Results)

Assessment:  Learners will create a Venn diagram showing the similarities and differences of the 3 theories of the universe.

Assessment:  Learner will create a short story about how they want the solar system SHOULD start.

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Output presentation (will be rated using a rubric) Recitation

Written output Recitation

Assessment:  Debate: ‘Can man alter Mars environment to make it more suitable for human habitation? How?’  

Debate Recitation

Assessment:  Learners will answer the 30 item test.

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Assessment:

30-item test.

REMARKS (Reflection for the teacher: on the teaching learning episodes)

Prepared by:

Checked by: RICHARD G. CADIZAL SHS Teacher

Noted: ANA LISSA R. PATACSIL Track Head

ROLANDO D. BALAGOT School Head

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Region I TANGLAG NATIONAL HIGH SCHOOL Tanglag, Rosario La Union SHS DAILY LESSON LOG DAILY LESSON Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal Monday Date: TOPIC


5.

LEARNING RESOURCES:


Track & Strand: TVL track Tuesday Date: July I. ORIGIN AND STRUCTURE OF THE EARTH A. Universe and Solar System

Wednesday Date: I. ORIGIN AND STRUCTURE OF THE EARTH B. Earth and Earth Systems

LC: Describe the different hypotheses explaining the origin of the solar system. S11/12ES-Ia-e-2

LC: Recognize the uniqueness of Earth, being the only planet in the solar system with properties necessary to life. S11/12ESIa-e-3

SLO: At the end of the lesson, the students should be able to: 3. identify the large scale and small scale properties of the Solar System; 4. discuss the different hypotheses explaining the origin of the solar system;


11 1st

Thursday Date: QUIZ: I. ORIGIN AND STRUCTURE OF THE EARTH A. Universe and Solar System B. Earth and Earth Systems LC:  S11/12ES-Ia-e-1  S11/12ES-Ia-e-2  S11/12ES-Ia-e-3

Friday Date: I. ORIGIN AND STRUCTURE OF THE EARTH A. Universe and Solar System

SLO: At the end of the lesson, the students should be able to: 3. recognize the difference in the physical and chemical properties between the Earth and its neighboring planes 4. Identify the factors that allow a planet to life.

:

SLO: At the end of the lesson, the learners will be able to; 1. Become familiar with the most recent advancements/information on the solar system. 2. Identify key persons in the advancements/ information on the solar system. 3. relate the importance of the advancements/ information on the solar system in daily life



Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House)

LC: Explain the current advancements/information on the solar system. S11/12ES-Ia-e5

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Activity:  Students will recall the 3 theories of the origin of the universe.  Photoanalysis. Teacher will present a picture of the of the solar system HOTS: "What do you think is the reason why the sun is the center of our solar system?" Analysis:  Teacher will discuss the composition of the solar system. HOTS: "How do you think did scientists know the exact composition of the solar system?"  Teacher will present theories and hypothesis of the origin of the solar system.

Abstraction:  Leaners will collaborate with each other and discuss the theories and hypothesis of the origin of the solar system.

Activity:  4pics1word.Learner will guess the words of the prepared slides  Teacher will present the pictures of Venus, Earth and Mars. Key questions: HOTS: "What do you think is the reason of the failure of mankind in protecting the environment and the life here on Earth?" Analysis:  Learners will be watching a video clip and will present their idea on the board. Key questions: HOTS: "What will happen to a planet without GHG?"

Activity:

Activity:  Teacher will show photos of the selected scientist and their contribution to the understanding of the solar system. Key questions: “How can the current breakthroughs in the solar system affect our lives?”

Analysis:

Analysis:  The teacher will present the web-based activity. Learners in groups will search and present important facts on the following: NASA’s New Horizons Mission, Rossetta Mission, Curiosity Space Probe, Hygens Probe, Europa Jupiter System Mission.

Abstraction:

Abstraction:  Learners share to the class about the current discoveries made by the mentioned space mission

"What is the importance of H2O in maintaining the temperature of a planet?" "Why do Venus and Mars has no Global Magnetic Field?" Abstraction:  Habitable or Not? Using the checklist provided, learners will evaluate unknown planets and moons if they are habitable.

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Region I TANGLAG NATIONAL HIGH SCHOOL Tanglag, Rosario La Union Application:  Learner will create a short story about how they want the solar system SHOULD start.


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Application:  Debate: ‘Can man alter Mars environment to make it more suitable for human habitation? How?’

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Debate Recitation

Application:  Learners will answer the 30 item test.

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30-item test.

Application:  Learners will be having a dynamic discussion regarding: HOTS: “Would it be practical for our local government to allocate a portion of the national budget on the space?  Written output  Recitation

REMARKS (Reflection for the teacher: on the teaching learning episodes) Prepared by:

Checked by:

RICHARD G. CADIZAL SHS Teacher SHS DAILY LESSON LOG



DAILY LESSON Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal

Track & Strand: TVL track Monday

Date: TOPIC



11 1st

Tuesday Date: July I. ORIGIN AND STRUCTURE OF THE EARTH A. Universe and Solar System

Wednesday Date: Date: I. ORIGIN AND STRUCTURE OF THE EARTH B. Earth and Earth Systems

Thursday

LC: Explain the current advancements/information on the solar system. S11/12ES-Ia-e5

LC:  Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow.  S11/12ES-Ia-e4Show the contributions of personalities/people on the understanding of Earth Systems S11/12ES-Ia-e-6.

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

Friday Date: I. ORIGIN AND STRUCTURE OF THE EARTH B. Earth and Earth Systems LC:  Identify the layers of the Earth (crust, mantle, core). S11/12ES-Ia-e7  Differentiate the layers of the Earth. S11/12ES-Ia-e7 SLO: At the end of the lesson, the learners will be able to;

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LEARNING RESOURCES:

LEARNING DILEVERY MODE: (4 A's of Learning)

1. Become familiar with the most recent advancements/information on the solar system. 2. Identify key persons in the advancements/ information on the solar system. 3. relate the importance of the advancements/ information on the solar system in daily life Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Teacher will show photos of the selected scientist and their contribution to the understanding of the solar system. Key questions: “How can the current breakthroughs in the solar system affect our lives?” Analysis:  The teacher will present the web-based activity. Learners in groups will search and present important facts on the following: NASA’s New Horizons Mission, Rossetta Mission, Curiosity Space Probe, Hygens Probe, Europa Jupiter System Mission.

2. recognize the Earth as a system composed of subsystems 3. Discuss the historical development of the concept of Earth System.

1. Distinguish between P-waves and S-Waves 2. Discuss Seismic Reflection and Refraction. 3. Differentiate layers of the Earth from each other. 4. Relate seismic waves in discovering the layers of the Earth.

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Learners share their experience about the El Nino.

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Using a pencil and a piece of paper, learners will draw or illustrate the field area and identify how energy and mass are transferred in the different components of the area.

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Learners will generate transverse and longitudinal waves using identified materials.

Analysis:  Using the diagram of the Earth system let the students interrelate the icons to each other. Key Questions: HOTS: “How is everything connected to everything else? Why do Earth’s subsystem boundaries matter?”

Analysis:  Learners in small groups will present the contributions done by specific scientists who contributed to the understanding of the earth subsystems.

Analysis:  Teacher will present P-waves, S-waves and Seismic waves.

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Abstraction:  Learners share to the class about the current discoveries made by the mentioned space mission

Abstraction:  Teacher will introduce the four subsystems to the class.

Abstraction:  Using the answers of the learners, the class will create a table showing the summary of the ideas.

Abstraction:  Learners will perform an activity in Mapping the Earth’s Interior.

Application:  Learners will be having a dynamic discussion regarding: HOTS: “Would it be practical for our local government to allocate a portion of the national budget on the space?  Written output  Recitation

Application:  Teacher will present activity on “Subsystem Interactions”. Key Questions: HOTS: How does matter and energy flow during the interaction of the Earth’s subsystem?

Application:  Let the learners response on the question: HOTS: “how do the scientific community today benefit from the contributions of the people in the past on the understanding the earth subsystems?”  Written output  Recitation

Application:  Learners will discuss their results and explain the different layers of the Earth Key Questions: HOTS: how are theses layers determined using seismic waves?

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Recitation

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Prepared by:

Checked by:




DAILY LESSON Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal Date: TOPIC



Tuesday Date: July Date: II. EARTH MATERIALS AND PROCESSES B. Exogenic Processes

Wednesday

11 1 st

Thursday Date: Date: II. EARTH MATERIALS AND PROCESSES C. Endogenic Processes

Friday

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Region I TANGLAG NATIONAL HIGH SCHOOL Tanglag, Rosario La Union LEARNING COMPETENCY/ OBJECTIVES

LEARNING RESOURCES:


LC:  describe how rocks undergo weathering. S11/12ES-Ib-11  explain how the products of weathering are carried away by erosion and deposited elsewhere. S11/12ES-Ib-12  make a report on how rocks and soil move downslope due to the direct action of gravity. S11/12ES-Ib-13

LC:  describe where the Earth’s internal heat comes from. S11/12ES-Ib-14  describe how magma is formed (magmatism). S11/12ES-Ib-15

SLO: At the end of the lesson, the learners will be able to; 1. Define weathering and erosion. 2. Trace the pathway of materials in weathering and erosion. 3. Compare different kinds of rocks. 4. Determine the different agents of erosion.

SLO: At the end of the lesson, the learners will be able to; 1. Define edogenic process. 2. Describe magmatism. 3. Enumerate by products of magmatism. 4. Recognize the importance of internal heat and magmatism.

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Teacher will present a video presentation about weathering and erosion. Learners will have a discussion regarding the video clip and create outline. Key questions: “What are the processes that helped shape Earth’s surface?”

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Learners will construct a flour box volcano deformation model. Key questions: “Why does magma rise?”

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Learners will look for evidences of weathering and erosion through exploration.

LC:  describe what happens after the magma is formed (plutonism at vulcanism). S11/12ES-Ib-16  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; 1. Differentiate magma into lava. 2. Trace the formation of magma. 3. Identify by products of plutonism, vulcansim at metamorphism.

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Learners will be divided into groups to create summary table on the following: Changes happen to rocks. (extreme temperature and pressure) Type of metamorphism Key questions: “How do rocks handle

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Region I TANGLAG NATIONAL HIGH SCHOOL Tanglag, Rosario La Union stress?”


Analysis:  Learners will present their output. Key questions: HOTS: “How can the physical and chemical weathering work together to speed up weathering process?

Analysis:  Learners will identify the possible causes of weathering in rocks they’ve collected.

Abstraction:  Using different pictures of erosions, learners will trace the track of erosions.  Learners will enumerate possible benefits of weathering and erosion to us. Application:  Presentation of output.

Abstraction:  discussion. Processing of data collected.

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Output presentation Recitation

Application:  Presentation of output

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Analysis:  Learners will answer the following questions after doing and using the table. Key questions: “What triggers the deformation of volcano model?” “How is this event related to the movement of magma?” HOTS: “What are the factors that can cause pressurization of magma intrusion?” Abstraction:  Learners will response to the question: HOTS: How the activity changed your initial perception of rising of magma and volcanism.

Analysis:  Teacher will show sample of metamorphic rocks. Learners will characterize the samples based on type of foliation present, texture, and grain size. HOTS: “How does grain size of different samples affect their texture? “What type of metamorphism is associated in the shown zone?”

Application:  Learners will describe briefly what happens after the magma is formed.

Application:  Learners will cite situations on different stress.

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Abstraction:  Learners will describe how rocks behave under different stress such as compression, pushing apart, and shearing.

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Recitation


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Prepared by:

Checked by:




DAILY LESSON Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal Date: TOPIC


LEARNING RESOURCES:



11 1 st

Tuesday Date: July II. EARTH MATERIALS AND PROCESSES B. Exogenic Processes

Wednesday Date: Date: II. EARTH MATERIALS AND PROCESSES C. Endogenic Processes

Thursday

LC:  describe how rocks undergo weathering. S11/12ES-Ib-11  explain how the products of weathering are carried away by erosion and deposited elsewhere. S11/12ES-Ib-12  make a report on how rocks and soil move downslope due to the direct action of gravity. S11/12ES-Ib-13

LC:  describe where the Earth’s internal heat comes from. S11/12ES-Ib-14  describe how magma is formed (magmatism). S11/12ES-Ib-15

LC:  describe what happens after the magma is formed (plutonism at vulcanism). S11/12ES-Ib-16  describe the changes in mineral components and texture of rocks due to changes in pressure and temperature (metamorphism).  S11/12ES-Ib-17

LC:

SLO: At the end of the lesson, the learners will be able to; 1. Define weathering and erosion. 2. Trace the pathway of materials in weathering and erosion. 3. Compare different kinds of rocks. 4. Determine the different agents of erosion. Earth and Life Science (initial release) Exploring Life Through Science:

SLO: At the end of the lesson, the learners will be able to; 1. Define edogenic process. 2. Describe magmatism. 3. Enumerate by products of magmatism. 4. Recognize the importance of internal heat and magmatism. Earth and Life Science (initial release) Exploring Life Through Science:

SLO: At the end of the lesson, the learners will be able to; 1. Differentiate magma into lava. 2. Trace the formation of magma. 3. Identify by products of plutonism, vulcansim at metamorphism.

SLO: At the end of the lesson, the learners will be able to; 1.

Earth and Life Science (initial release) Exploring Life Through Science:

Earth and Life Science (initial release) Exploring Life Through Science:

Date:

Friday

compare and contrast the formation of the different types of igneous rocks. S11/12ES-Ib18 

describe how rocks behave under different types of stress such as compression, pulling apart, and shearing. S11/12ES-Ib-19

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Earth and Life Science (Phoenix Publish House)




Activity: Learners will look for evidences of weathering and erosion through exploration.

Activity:  Learners will construct a flour box volcano deformation model. Key questions: “Why does magma rise?”

Activity:  Learners will discuss how igneous rocks from and the different basis of classifying igneous rocks after watching a movie clip. Key questions: “How does changing one factor alter formation of igneous rocks?”

Analysis: Learners will identify the possible causes of weathering in rocks they’ve collected.

Analysis:  Learners will answer the following questions after doing and using the table. Key questions: “What triggers the deformation of volcano model?” “How is this event related to the movement of magma?” HOTS: “What are the factors that can cause pressurization of magma intrusion?”

Activity:  Learners will be divided into groups to create summary table on the following: Changes happen to rocks. (extreme temperature and pressure) Type of metamorphism Key questions: “How do rocks handle stress?” Analysis:  Teacher will show sample of metamorphic rocks. Learners will characterize the samples based on type of foliation present, texture, and grain size. HOTS: “How does grain size of different samples affect their texture? “What type of metamorphism is associated in the shown zone?”

Analysis:  Learners will react on the statements: HOTS: “Why is it said that a diamond is just a piece of charcoal that handled stress exceptionally well?”

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Abstraction:  discussion. Processing of data collected.

Abstraction:  Learners will response to the question: HOTS: How the activity changed your initial perception of rising of magma and volcanism.

Abstraction:  Learners will describe how rocks behave under different stress such as compression, pushing apart, and shearing.

Abstraction:  Learners will be divided into groups. They will create a summary table on the following: Changes happen to 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.

Application:  Presentation of output

Application:  Learners will describe briefly what happens after the magma is formed.

Application:  Learners will cite situations on different stress.

Application:  Learners will describe how rocks behave under different types of stress such as compression, pulling apart, and shearing.  Output presentation  Recitation

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Prepared by:

Checked by:

Noted:

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ANA LISSA R. PATACSIL Track Head


DAILY LESSON Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal Monday Date: TOPIC



Track & Strand: TVL track Tuesday Date: August 9, 2016 SUMMATIVE TEST (Quiz)

11 1 st

Wednesday Thursday Date: August 10, 2016 Date: August 11, 2016 II. EARTH MATERIALS AND PROCESSES D. Deformation of the Crust

Friday Date: August 12, 2016 II. EARTH MATERIALS AND PROCESSES E. History of the Earth

LC:  explain how the continents drift. S11/12ES-Ib-20  cite evidence that continental drift . S11/12ES-Ib21  explain how the movement of plates leads to the formation of folds and faults. S11/12ES-Ib22

LC:  explain how the seafloor spreads. S11/12ES-Ib-23  describe the structure and evolution of ocean basins. S11/12ES-Ib-24

LC:

SLO: At the end of the lesson, the learners will be able to; 1. the concepts of continental drift theory. 2. Discuss evidences of the continental drift theory 3. Determine how fast the plates are moving apart. 4. create diagrams representing the formations of folds and faults.

SLO: At the end of the lesson, the learners will be able to; 1. Dismiss misconceptions about Seafloor spreading. 2. Create a diorama of seafloor spreading.

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.

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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

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Region I TANGLAG NATIONAL HIGH SCHOOL Tanglag, Rosario La Union LEARNING RESOURCES:


Activity:

Analysis:

Abstraction:

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Learners will solve prepared the jigsaw puzzle. Key questions: “How did you form the picture and the world map?”

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Learners will be divided into groups to create summary table on the following: Seafloor- spreading Ocean Basin Formation

Analysis:  Learners will watch a video presentation about the continental drift theory Key questions: “How did Earth look before?” HOTS: “If there were human civilizations millions of years earlier, would there have been any significant changes in the history of Earth?” Abstraction:  Think- pair-share. Learners will enumerate pieces of evidences of his continental drift theory. HOTS: “In what way do the continents resemble the pieces of a puzzle? Explain.”

Analysis:  Learners will present their data in front.

Abstraction:  Learners will identify misconceptions about Seafloor spreading and Ocean basin formation using a video presentations.

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  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?” 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.

HOTS: “How can fossils be used as evidence for continental drift?”

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Region I TANGLAG NATIONAL HIGH SCHOOL Tanglag, Rosario La Union Application:




Application:  Learners will create a diagram showing the three main types of boundaries.  

30 – item quiz


Application:  Learners will create a diorama of the sea floor spreading using molding clay.  


Application:  Think-pair-share. Learners will answer a prepared worksheets.  

Worksheets Recitation

REMARKS (Reflection for the teacher: on the teaching learning episodes) Prepared by:

Checked by:




DAILY LESSON Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal Monday Date: August 15, 2016 TOPIC


Track & Strand: TVL track Tuesday Date: August 16, 2016 II. EARTH MATERIALS AND PROCESSES E. History of the Earth

Wednesday Date: August 17, 2016 REVIEW

11 1 st

Thursday Date: August 18, 2016

Friday Date: August 19, 2016 MIDTERM EXAMINATION

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Region I TANGLAG NATIONAL HIGH SCHOOL Tanglag, Rosario La Union LEARNING COMPETENCY/ OBJECTIVES

LC: 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

LEARNING RESOURCES:


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. Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  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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Region I TANGLAG NATIONAL HIGH SCHOOL Tanglag, Rosario La Union 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 (Format and Results) No. of learners within Mastery Level No. of learners needing remediation, REMARKS (Reflection for the teacher: on the teaching learning episodes)

 

Prepared by:

Noted by:


Worksheets Recitation

Approved by: ANA LISSA R. PATACSIL Track Head


DAILY LESSON Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal Monday Date: August 22, 2016


Track & Strand: TVL track Tuesday Date: August 23, 2016

Wednesday Date: August 24, 2016

11 1 st


Friday Date: August 26, 2016

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Region I TANGLAG NATIONAL HIGH SCHOOL Tanglag, Rosario La Union TOPIC

III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION A. Geologic Processes and Hazards

III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION B. Hydrometeorological Phenomena and Hazards


LC:  describe the various hazards that may happen in the event of earthquakes, volcanic eruptions, and landslides S11/12ES-If-30

LC:  using hazard maps, identify areas prone to hazards brought about by earthquakes, volcanic eruptions, and landslides. S11/12ES-If-31  give practical ways of coping with geological hazards caused by earthquakes, volcanic eruptions, and landslides. S11/12ES-If-32

LC:  identify human activities that speed up or trigger landslides S11/12ES-If-33  suggest ways to help lessen the occurrence of landslides in your community S11/12ES-If34

SLO: at the end of the lesson, the students will be able to: 1. Differentiate hazard, vulnerability, risks. 2. Enumerate possible hazards in the Philippines.

SLO: at the end of the lesson, the students will be able to: 1. Define Earthquake and Volcanic Hazards. 2. Identify hazard brought by earthquakes and volcanic eruptions. 3. locate possible spots in the Philippines exposed/prone to earthquake and volcanic hazards. 4. plan to lessen the risks brought by hazards in the community. Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House)

SLO: at the end of the lesson, the students will be able to: 1. Define landslide. 2. Enumerate possible landslide hazards in the community. 3. Propose a plan to lessen the risk of landslide hazard to the community.

SLO: at the end of the lesson, the students will be able to: 1. Define, tropical cyclone, monsoons, floods and ipo-ipo. 2. Enumerate possible hazards brought by tropical cyclone, monsoons, floods and ipo-ipo. 3. plan alternatives to lessen the risk of Marine and Coastal Processes



LEARNING RESOURCES:


III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION C. Marine and Coastal Processes and their Effects LC:  describe the various hazards that may happen in the wake of tropical cyclones, monsoons, floods, or ipo-ipo S11/12ES-If35  using hazard maps, identify areas prone to hazards brought about by tropical cyclones, monsoons, floods, or ipo-ipo S11/12ES-If-36

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Activity:  Learners will watch a video clip. They will list possible disasters that will bring risk to the community. Key questions: “List down possible disaster in the Philippines that affects lives of Filipinos?” Analysis:  Learners will describe the differences between hazard, vulnerability and risks. Abstraction:  Using board graffiti learners will list examples of hazard, vulnerability and risks. Application:  Learners will identify possible ways to reduce the risk.

Hazards

ASSESSMENT (Format and Results) No. of learners within Mastery Level No. of learners needing remediation,

Vulnerabili ty

Key questions: HOTS: “Describe possible ways of interventions in Hazards and Vulnerability to reduce risk?”  Output presentation  Recitation

Activity:  Picture analysis. Learners will identify the earthquake hazards using the pictures presented to them. Key questions: “Describe the following earthquake hazard briefly.”

Activity:  Learners will look around in the school vicinity and identify possible places prone/ exposed to landslide hazards. Key questions: “How will a landslide be triggered?”

Activity:  Learners will watch video clip about Typhoon Yolanda. Key questions:  “What causes the death of thousands in Leyte?”

Analysis:  Learners will create a table that shows who are vulnerable of hazards brought by earthquake and volcanic eruption. Abstraction:  Using Earthquake maps, learners will identify locations which are prone/ expose to earthquake and volcanic hazards. Application:  Learners will create earthquake evacuation plan of TNHS. Key questions: HOTS: “How would good planning will reduce the risk of hazards?”

Analysis:  Learners will identify vulnerable into the landslide hazards

Analysis:  Learners will identify the hazards and vulnerable through discussion.

Abstraction:  Learners will plan alternative ways lessen the risk of these hazards.

Abstraction:  Learners will create a short role play showing the hazards, vulnerability, and risks

Application:  Learners will present their output in front.

Abstraction:  Learners will present their play.

 

 

Worksheets Output presentation

Key questions: HOTS: “One of the hazards of an earthquake is a landslide, so is it possible to have an earthquake after a landslide occurred?”




Output presentation.

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Region I TANGLAG NATIONAL HIGH SCHOOL Tanglag, Rosario La Union REMARKS (Reflection for the teacher: on the teaching learning episodes)

Prepared by:

Noted by:




DAILY LESSON Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal

TOPIC


Monday Date: August 29, 2016 NON-WORKING HOLIDAY (NATIONAL HEROES DAY)



11 1 st

Tuesday Wednesday Date: August 30, 2016 Date: August 24, 2016 III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION C. Marine and Coastal Processes and their Effects


LC:  describe the various hazards that may happen in the event of earthquakes, volcanic eruptions, and landslides S11/12ES-If-30

LC:  identify human activities that speed up or trigger landslides S11/12ES-If-33  suggest ways to help lessen the occurrence of landslides in your community S11/12ES-If34

LC:  using hazard maps, identify areas prone to hazards brought about by earthquakes, volcanic eruptions, and landslides. S11/12ES-If-31  give practical ways of coping with geological hazards caused by earthquakes, volcanic eruptions, and landslides. S11/12ES-If-32

Friday Date: August 26, 2016 III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION C. Marine and Coastal Processes and their Effects LC:  describe the various hazards that may happen in the wake of tropical cyclones, monsoons, floods, or ipo-ipo S11/12ES-If35  using hazard maps, identify areas prone to hazards brought about by tropical cyclones, monsoons, floods, or ipo-ipo S11/12ES-If-36

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Region I TANGLAG NATIONAL HIGH SCHOOL Tanglag, Rosario La Union SLO: at the end of the lesson, the students will be able to: 1. Differentiate hazard, vulnerability, risks. 2. Enumerate possible hazards in the Philippines.

LEARNING RESOURCES:


Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Learners will watch a video clip. They will list possible disasters that will bring risk to the community. Key questions: “List down possible disaster in the Philippines that affects lives of Filipinos?” Analysis:  Learners will describe the differences between hazard, vulnerability and risks. Abstraction:  Using board graffiti learners will list examples of hazard, vulnerability and risks.

SLO: at the end of the lesson, the students will be able to: 1. Define Earthquake and Volcanic Hazards. 2. Identify hazard brought by earthquakes and volcanic eruptions. 3. locate possible spots in the Philippines exposed/prone to earthquake and volcanic hazards. 4. plan to lessen the risks brought by hazards in the community. Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Picture analysis. Learners will identify the earthquake hazards using the pictures presented to them. Key questions: “Describe the following earthquake hazard briefly.”

SLO: at the end of the lesson, the students will be able to: 1. Define landslide. 2. Enumerate possible landslide hazards in the community. 3. Propose a plan to lessen the risk of landslide hazard to the community.

SLO: at the end of the lesson, the students will be able to: 1. Define, tropical cyclone, monsoons, floods and ipo-ipo. 2. Enumerate possible hazards brought by tropical cyclone, monsoons, floods and ipo-ipo. 3. plan alternatives to lessen the risk of Marine and Coastal Processes

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Learners will look around in the school vicinity and identify possible places prone/ exposed to landslide hazards. Key questions: “How will a landslide be triggered?”

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Learners will watch video clip about Typhoon Yolanda. Key questions:  “What causes the death of thousands in Leyte?”

Analysis:  Learners will create a table that shows who are vulnerable of hazards brought by earthquake and volcanic eruption. Abstraction:  Using Earthquake maps, learners will identify locations which are prone/ expose to earthquake and volcanic hazards.

Analysis:  Learners will identify vulnerable into the landslide hazards

Analysis:  Learners will identify the hazards and vulnerable through discussion.

Abstraction:  Learners will plan alternative ways lessen the risk of these hazards.

Abstraction:  Learners will create a short role play showing the hazards, vulnerability, and risks

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Region I TANGLAG NATIONAL HIGH SCHOOL Tanglag, Rosario La Union Application:  Learners will identify possible ways to reduce the risk.

Hazards

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

Prepared by:

Vulnerabili ty

Key questions: HOTS: “Describe possible ways of interventions in Hazards and Vulnerability to reduce risk?”  Output presentation  Recitation

Application:  Learners will create earthquake evacuation plan of TNHS. Key questions: HOTS: “How would good planning will reduce the risk of hazards?”

Application:  Learners will present their output in front.

 

 

Worksheets Output presentation

Noted by: RICHARD G. CADIZAL SHS Teacher

Abstraction:  Learners will present their play.

Key questions: HOTS: “One of the hazards of an earthquake is a landslide, so is it possible to have an earthquake after a landslide occurred?”







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SHS DAILY LESSON LOG DAILY LESSON Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal Monday Date: August 29, 2016 TOPIC NON-WORKING HOLIDAY (NATIONAL HEROES DAY)


Track & Strand: TVL track Tuesday Wednesday Date: August 30, 2016 Date: August 31, 2016 III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION A. Geologic Processes and Hazards B. Hydrometeorological Phenomena and Hazards (WORKSHEETS)

Grade Level: Semester: Thursday Date: September 1, 2016

LC:  describe the various hazards that may happen in the event of earthquakes, volcanic eruptions, and landslides S11/12ES-If-30  using hazard maps, identify areas prone to hazards brought about by earthquakes, volcanic eruptions, and landslides. S11/12ES-If-31  give practical ways of coping with geological hazards caused by earthquakes, volcanic eruptions, and landslides. S11/12ES-If-32  identify human activities that speed up or trigger landslides S11/12ES-If-33  suggest ways to help lessen the occurrence of landslides in your community S11/12ES-If-34

SLO: at the end of the lesson, the students will be able to: 1. Identify the different earthquake hazards. 2. Determine the possible ways to do to reduce the risk of the earthquake hazards

SLO: at the end of the lesson, the students will be able to: 1. Determine areas exposed to different hazards.

SLO: at the end of the lesson, the students will be able to: 1. To propose and create a model house that can be both earthquake-proof and typhoon-proof. 2. Determine where should be

11 1 st Friday Date: September 2, 2016 III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION C. Marine and Coastal Processes and their Effects LC:  describe the various hazards that may happen in the wake of tropical cyclones, monsoons, floods, or ipo-ipo S11/12ES-If-35  using hazard maps, identify areas prone to hazards brought about by tropical cyclones, monsoons, floods, or ipoipo S11/12ES-If-36 SLO: at the end of the lesson, the students will be able to: 1. Define, tropical cyclone, monsoons, floods and ipo-ipo. 2. Enumerate possible hazards brought by tropical cyclone, monsoons, floods 24 | P a g e


LEARNING RESOURCES:



Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Learners will recall the different hazards of earthquake.

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Picture analysis. Learners will identify different hazards in the Philippines using Risk map.

Analysis:  Think-Pair-Share.

Analysis:  discussion.

Abstraction:  discussion.

Abstraction:  Learners will answer the prepared worksheets.

Application: Application:  Learners will answer the  Output presentation prepared worksheets.  Worksheets  Worksheets  Output presentation

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 Earth and Life Science (initial Earth and Life Science (initial release) release) Exploring Life Through Exploring Life Through Science: Earth and Life Science: Earth and Life Science (Phoenix Publish Science (Phoenix Publish House) House) Activity: Activity:  discussion.  Learners will watch video clip about Typhoon Yolanda. Key questions:  “What causes the death of thousands in Leyte?” Analysis: Analysis:  Think-Pair-Share.  Learners will identify the hazards and vulnerable through discussion. Abstraction: Abstraction:  Learners will answer the  Learners will create a prepared worksheets. short role play showing the hazards, vulnerability, and risks Application: Abstraction:  Output Presentation.  Learners will present their play.  Output presentation  Output presentation.  Recitation 25 | P a g e


No. of learners within Mastery Level No. of learners needing remediation, REMARKS (Reflection for the teacher: on the teaching learning episodes) Prepared by: RICHARD G. CADIZAL SHS Teacher

Noted by:



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SHS DAILY LESSON LOG DAILY LESSON Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal Monday Date: September 5, 2016 TOPIC LEARNING COMPETENCY/ OBJECTIVES


Track & Strand: TVL track Tuesday Wednesday Thursday Date: September 6, 2016 Date: September 7, 2016 Date: September 8, 2016 SUMMATIVE TEST I. INTRODUCTION TO LIFE SCIENCE

LC: LC:  explain the evolving concept  describe how unifying of life based on emerging themes (e.g., structure pieces of evidence. and function, evolution, S11/12LT-IIa-1 and ecosystems) in the study of life show the  describe classic connections among living experiments that model things and how they conditions which may have interact with each other enabled the first forms to and with their evolve. S11/12LT-IIa-2 environment S11/12LTIIa-3 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. Identify organisms and the 1. identify unifying themes in conditions that enable them to the study of life. exist. 2. show the connections 2. explain the evolving concepts among living things and how 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

11 1st Friday Date: September 9, 2016 II. BIOENERGETICS LC:  explain how cells carry out functions required for life. S11/12LT-IIa-4

SLO: at the end of the lesson, the students will be able to: 1. explain how cells carry out functions required for life. 2. enumerate the different parts of a cell.

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LEARNING RESOURCES:


have enabled the first forms to evolve. Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Story telling. Learners will create their own story on how life started on Earth. Key questions: “When and where did life possibly start?” Analysis:  discussion. Key questions: “What are the characteristics of living things?”

Abstraction:  Learners will present their output in front. Key questions: HOTS: “What is abiogenesis theory? Was this totally

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Nature Observation. Learners will observe the characteristics of life and how they interact to their environment. Key questions: “What are the characteristics of life?” Analysis:  Think-Pair-Share. Key questions: HOTS: What are the bases of your classification? What characteristics of life did you observe from the living things you identified?” Abstraction:  Learners will answer the prepared worksheets.

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Puzzle game. Learners will try to solve a puzzle and describe what the parts of the puzzle are.

Analysis:  Learners will try to give function of the different parts of the puzzle and relate it to the parts of cell. Abstraction:  Learners will think of a factory and create parts in relevance to the parts of the cell. 28 | P a g e


ASSESSMENT (Format and Results) No. of learners within Mastery Level No. of learners needing remediation, REMARKS (Reflection for the teacher: on the teaching learning episodes) Prepared by: RICHARD G. CADIZAL SHS Teacher



30-item quiz

disproved by the theory biogenesis?” Application: Application:  Diagram making. Learners  Learners will presents will create diagram that show their output in front. the possible ways of origin of life.  Output presentation  Output presentation  Recitation  Recitation

Noted by:

Abstraction:  Learners will presents their output in front.  

Output presentation. Recitiation.



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Track & Strand: TVL track Tuesday Wednesday Thursday Date: September 6, 2016 Date: September 7, 2016 Date: September 8, 2016 SUMMATIVE TEST I. INTRODUCTION TO LIFE SCIENCE

LC: LC:  explain the evolving concept  describe how unifying of life based on emerging themes (e.g., structure pieces of evidence. and function, evolution, S11/12LT-IIa-1 and ecosystems) in the study of life show the  describe classic connections among living experiments that model things and how they conditions which may have interact with each other enabled the first forms to and with their evolve. S11/12LT-IIa-2 environment S11/12LTIIa-3 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. Identify organisms and the 1. identify unifying themes in conditions that enable them to the study of life. exist. 2. show the connections 2. explain the evolving concepts among living things and how 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

11 1 st Friday Date: September 9, 2016 II. BIOENERGETICS LC:  explain how cells carry out functions required for life. S11/12LT-IIa-4

SLO: at the end of the lesson, the students will be able to: 1. explain how cells carry out functions required for life. 2. enumerate the different parts of a cell.

30 | P a g e


LEARNING RESOURCES:


have enabled the first forms to evolve. Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Story telling. Learners will create their own story on how life started on Earth. Key questions: “When and where did life possibly start?” Analysis:  discussion. Key questions: “What are the characteristics of living things?”

Abstraction:  Learners will present their output in front. Key questions: HOTS: “What is abiogenesis theory? Was this totally

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Nature Observation. Learners will observe the characteristics of life and how they interact to their environment. Key questions: “What are the characteristics of life?” Analysis:  Think-Pair-Share. Key questions: HOTS: What are the bases of your classification? What characteristics of life did you observe from the living things you identified?” Abstraction:  Learners will answer the prepared worksheets.

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Puzzle game. Learners will try to solve a puzzle and describe what the parts of the puzzle are.

Analysis:  Learners will try to give function of the different parts of the puzzle and relate it to the parts of cell. Abstraction:  Learners will think of a factory and create parts in relevance to the parts of the cell. 31 | P a g e





30-item quiz

disproved by the theory biogenesis?” Application: Application:  Diagram making. Learners  Learners will presents will create diagram that show their output in front. the possible ways of origin of life.  Output presentation  Output presentation  Recitation  Recitation

Noted by:

Abstraction:  Learners will presents their output in front.  




32 | P a g e


SHS DAILY LESSON LOG DAILY LESSON Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal Monday Date: September 12, 2016 TOPIC NATIONAL HOLIDAY “ED’L ADHA”

Track & Strand: TVL track Tuesday Wednesday Date: September 13, 2016 Date: September 14, 2016 MICROSCOPE OBSERVING LETTER “E” MANIPULATION (WORKSHEETS) (ACTIVITY)

Grade Level: Semester: Thursday Date: September 15, 2016 OBSERVING TISSUE SAMPLE (ACTIVITY)

11 1 st Friday Date: September 16, 2016 NO CLASSES (INTRAMURALS)


LEARNING RESOURCES:

SLO: at the end of the lesson, the students will be able to: 1. Review the parts of the microscope. 2. Manipulate the microscope. 3. Identify prepared specimens. Internet

SLO: at the end of the lesson, the students will be able to: 1. Prepare wet mount slides. 2. Manipulate the microscope 3. Identify the characteristics shown by the image under the microscope. Internet

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Activity:  Think-pair-share. Learner will try to recall parts of the microscope and give its functions. Analysis:  discussion

Activity: Activity:  Learners will prepare wet  Learners will prepare wet mount slide. mount slide (Onion Tissue).

Abstraction:  Learners will demonstrate the uses of the different parts of the microscope. Application:  Learners will observe prepared slides.  Recitation

Abstraction:  discussion.

Analysis: Analysis:  Learners will focus the slide  Think-Pair-Share. using different objectives. Abstraction:  Learners will answer the prepared worksheets.

Application: Application:  Learners will report infront  Learners will presents about their findings. their output in front.  Output presentation  Output presentation  Recitation  Recitation

Noted by:


ROLANDO D. BALAGOT School Head 34 | P a g e



Track & Strand: TVL track Tuesday Wednesday Date: September 20, 2016 Date: September 21, 2016 II. BIOENERGETICS LC:  explain how cells carry out functions required for life. S11/12LT-IIa-4  Explain how photosynthetic organisms use light energy to combine carbon dioxide and water to form energy rich compound. S11/12LT-IIa-5

LC:  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 functions required for life. S11/12LT-IIa-8

SLO: at the end of the lesson, the students will be able to: 1. Define energy. 2. Describe how cell get energy. 3. Describe photosynthetic organelles 4. Trace the movement of molecules in the Light and

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

Grade Level: Semester: Thursday Date: September 22, 2016 SUMMATIVE TEST

11 1 st Friday Date: September 23, 2016 III. PERPETUATION OF LIFE LC:  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. S11/12LTIIej-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 and its importance on fertilization and reproduction 3. Define Sexual and 35 | P a g e


Dark reaction.

LEARNING RESOURCES:


Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Puzzle game. Leaners will solve the mystery puzzle given. Key questions: “How do organisms get energy?” Analysis:  Diagram making. Learners will read articles and will create diagram. Key questions: “What are the energy-giving energy?”

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. Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Movie critic. Learners will watch a movie clip.

Analysis:  discussion. Key questions: “Distinguish anaerobic to aerobic respiration?”

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Family Feud Game Key questions: “What are the possible plants that have an ovary?”

Analysis:  Movie Critic.

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Abstraction: Abstraction:  Gallery walk.  Tracing game. Key questions: Key questions: “Describe the importance of “How is it important for a process photosynthesis” to create its by-product?”

Abstraction:  Observing the nature. The learners will

Application: Application:  Leaners will create a  Leaners will create a diorama of the thylakoid diagram showing the membrane. difference of anaerobic and aerobic respiration.  Output presentation  Output presentation  Recitation  Recitation

Abstraction:  Learners will presents their output in front.

Noted by:



30-item quiz.

 




37 | P a g e



LEARNING RESOURCES:

Track & Strand: TVL track Tuesday Wednesday Date: September 27, 2016 Date: September 28, 2016 II. BIOENERGETICS Senior High School Tree Planting Activity LC:  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 functions required for life. S11/12LT-IIa-8


11 1 st Thursday Friday Date: September 29, 2016 Date: September 30, 2016 Attended the 2-day Teachers Induction Program at San Juan, La Union

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 Earth and Life Science (initial release) 38 | P a g e



Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Movie critic. Learners will watch a movie clip. Analysis:  discussion. Key questions: “Distinguish anaerobic to aerobic respiration?” Abstraction:  Tracing game. Key questions: “How is it important for a process to create its byproduct?”

ASSESSMENT (Format and Results) No. of learners within Mastery Level No. of learners needing remediation,

Application:  Leaners will create a diagram showing the difference of anaerobic and aerobic respiration.  Output presentation  Recitation

39 | P a g e


REMARKS (Reflection for the teacher: on the teaching learning episodes) Prepared by: RICHARD G. CADIZAL SHS Teacher

Noted by:

Approved by: ANNA LISSA R. PATACSIL Track Head


SHS DAILY LESSON LOG DAILY LESSON Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal



11 1 st 40 | P a g e


Monday Date: October 3, 2016 TOPIC LEARNING COMPETENCY/ OBJECTIVES

Tuesday Date: October 4, 2016 SUMMATIVE TEST

Wednesday Date: October 5, 2016 TEACHERS DAY CELEBRATION

Thursday Date: October 6, 2016 III. PERPETUATION OF LIFE

Friday Date: October 7, 2016 TEAM BUILDING ACTIVITY FOR TEACHERS

LC:  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-IIej15. 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 4. Familiarize to the practices of using different types and 41 | P a g e


methods of reproduction in farms throughout the Philippines. LEARNING RESOURCES:

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Family Feud Game Key questions: “What are the possible plants that have an ovary?”


Analysis:  Movie Critic.




30-item quiz

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.  Output presentation.  Recitation. 42 | P a g e


No. of learners within Mastery Level No. of learners needing remediation, REMARKS (Reflection for the teacher: on the teaching learning episodes) Prepared by: RICHARD G. CADIZAL SHS Teacher

Noted by:



SHS DAILY LESSON LOG DAILY LESSON Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal



11 1st 43 | P a g e


Monday Date: October 10, 2016 TOPIC LEARNING COMPETENCY/ OBJECTIVES

Tuesday Wednesday Date: October 11, 2016 Date: October 12, 2016 III. PERPETUATION OF LIFE LC: LC:  Describe different ways of  explain how the information how plants reproduce. in the DNA allows the S11/12LT-IIej-13. transfer of genetic information and synthesis of  Illustrate the relationships proteins. S11/12LT-IIej-16. among structures of flowers, fruits, and seeds  describe the process of S11/12LT-IIej-14. genetic engineering. S11/12LT-IIej-17.  Different ways of how representative animals  conduct a survey of the reproduce. S11/12LT-IIejcurrent uses of genetically 15. modified organisms. S11/12LT-IIej-18.  evaluate the benefits and risks of using GMOs. S11/12LT-IIej-19. 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

SLO: at the end of the lesson, the students will be able to: 1. Define DNA and genes. 2. Trace the process of protein synthesis. 3. Define GMO. 4. Familiarize to different GMO products. 5. Identify the effects of GMO in Health, Economy and Environment.

Thursday Date: October 13, 2016 IV. HOW ANIMALS SURVIVE LC:  explain the different metabolic processes involved in the various organ system. S11/12LTIIej-20.  describe the general and unique characteristics of the different organ systems in representative animals. S11/12LT-IIej-21.  analyze and appreciate the functional relationships of the different organ systems in ensuring animal survival. S11/12LT-IIej-22. SLO: at the end of the lesson, the students will be able to: 1. Identify the different organ system. 2. Trace the animal digestion and nutrition. 3. recognize the different kinds of circulation. 4. Give the importance of hormones, immune system and nervous system.

Friday Date: October 14, 2016 V. HOW PLANTS SURVIVE LC:  describe the structure and function of the different plant organs. S11/12LT-IIej-23.  explain the different metabolic processes involved in the plant organ systems. S11/12LT-IIej-24. 

SLO: at the end of the lesson, the students will be able to: 1. Enumerate the different plant cells. 2. Identify the different Plant organ system. 3. Recognize the growth patterns of Plants.

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LEARNING RESOURCES:


reproduction 4. Familiarize to the practices of using different types and methods of reproduction in farms throughout the Philippines. Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Family Feud Game Key question: “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.


Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity: Activity:  Article analysis.  Drawing activity. Learners Key question: will draw the organs of the “How can parent their different organ system characteristics to their offspring?” given to them.

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Bring me game (Picture). Key question: “How can parent their characteristics to their offspring?” Analysis: Analysis: Analysis:  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?” Abstraction: Abstraction: Abstraction:  Classroom debate.  Think-Pair-Share.  discussion. Key question: Key question: Key question: “Are you in favour in “How does the various organ “What is the importance of manipulating the transfer of systems coordinate with each transport vessels to plants?” genes using science? Why or other?” why not” 45 | P a g e


Application: Application: Application:  Learners will present their  Learners will research on  Table analysis. output in front. the benefits and bad effects of GMO. ASSESSMENT (Format and Results) No. of learners within Mastery Level No. of learners needing remediation, REMARKS (Reflection for the teacher: on the teaching learning episodes) Prepared by: RICHARD G. CADIZAL SHS Teacher

 

Output presentation. Recitation.

 

Output presentation. Recitation.

Noted by:

 

Recitation. Short quiz.

Application:  Using computer simulation the learners will describe the effects of hormones to plants.  Recitation.



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SHS DAILY LESSON LOG DAILY LESSON Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal Monday Date: October 17, 2016 TOPIC LEARNING COMPETENCY/ OBJECTIVES

Track & Strand: TVL track Tuesday Wednesday Date: October 18, 2016 Date: October 19, 2016 IV. HOW ANIMALS V. HOW PLANTS SURVIVE SURVIVE LC: LC:  explain the different  describe the structure and metabolic processes function of the different involved in the various plant organs. S11/12LT-IIejorgan system. S11/12LT23. IIej-20.  explain the different  describe the general and metabolic processes unique characteristics of involved in the plant organ the different organ systems. S11/12LT-IIej-24. systems in representative animals. S11/12LT-IIej-21. analyze and appreciate the functional relationships of the different organ systems in ensuring animal survival. S11/12LT-IIej-22.

Grade Level: Semester: Thursday Date: October 20, 2016 VI. THE PROCESS OF EVOLUTION LC:  describe evidence of evolution such as homology, DNA/protein sequences, plate tectonics, fossil record, embryology, and artificial selection/agriculture. S11/12LT-IIej-25.  explain how populations of organisms have changed and continue to change over time showing patterns of descent with modification from common ancestors to produce the organismal diversity observed today. S11/12LT-IIej-27.  describe how the present system of classification of organisms is based on

11 1st Friday Date: October 21, 2016 SUMMATIVE TEST

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LEARNING RESOURCES:


SLO: at the end of the lesson, the students will be able to: 1. Identify the different organ system. 2. Trace the animal digestion and nutrition. 3. recognize the different kinds of circulation. 4. Give the importance of hormones, immune system and nervous system.

SLO: at the end of the lesson, the students will be able to: 1. Enumerate the different plant cells. 2. Identify the different Plant organ system. 3. Recognize the growth patterns of Plants.

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity:  Drawing activity. Learners will draw the organs of the different organ system given to them.


evolutionary relationships. S11/12LT-IIej-28. SLO: at the end of the lesson, the students will be able to: 1. Define evolution 2. Evaluate the theory of evolution of Charles Darwin 3. Analyse the tree of palaeontology.

Earth and Life Science (initial release) Exploring Life Through Science: Earth and Life Science (Phoenix Publish House) Activity: Activity:  Bring me game (Picture).  Movie Critic. Key question: Key question: “How can parent their “How can organism evolve?” characteristics to their offspring?”

Analysis: Analysis:  Gallery walk.  Movie Critic. Key question: Key questions: “How is animal survival is “What are the major organs of related to their physiology?” plants and what are their

Analysis:  Learners will analyse the paleontological tree. Key questions: “Describe the evolutionary 48 | P a g e


Abstraction:  Think-Pair-Share. Key question: “How does the various organ systems coordinate with each other?” Application:  Table analysis.


 

Recitation. Short quiz.

functions?” process.” Abstraction: Abstraction:  discussion.  Creation of their own Key question: paleontological tree. “What is the importance of transport vessels to plants?” Application: Application:  Using computer simulation  Presentation of their the learners will describe the output. effects of hormones to plants.  Recitation.  Recitation  Output presentation.

Noted by:



30-item quiz



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SHS DAILY LESSON LOG DAILY LESSON Earth and Life Science School: Tanglag National High School Teacher: Richard G. Cadizal Monday Date: October 24, 2016 TOPIC LEARNING COMPETENCY/ OBJECTIVES

LEARNING RESOURCES:

Track & Strand: TVL track Tuesday Wednesday Date: October 25, 2016 Date: October 26, 2016 VI. THE PROCESS OF EVOLUTION LC:  describe evidence of evolution such as homology, DNA/protein sequences, plate tectonics, fossil record, embryology, and artificial selection/agriculture. S11/12LTIIeg-25.  explain how populations of organisms have changed and continue to change over time showing patterns of descent with modification from common ancestors to produce the organismal diversity observed today. S11/12LT-IIeg-27. describe how the present system of classification of organisms is based on SLO: at the end of the lesson, the students will be able to: 1. Define evolution 2. Evaluate the theory of evolution of Charles Darwin 3. Analyse the tree of palaeontology. Earth and Life Science (initial Earth and Life Science (initial release) release) Exploring Life Through Exploring Life Through Science: Science: Earth and Life Earth and Life Science (Phoenix Science (Phoenix Publish Publish House) House)


11 1 st Friday Date: October 28, 2016 SUMMATIVE TEST

Thursday Date: October 27, 2016 VII. INTERACTION & INTERDEPENDENCE LC: LC:  describe the principles of  Describe how different the ecosystem. S11/12LTterrestrial and aquatic IIej-28. ecosystems are interrelated with one  Categorize the different another. S11/12LT-IIejbiotic potential and 30. environmental resistance (e.g., diseases, availability of food, and predators) that affect population explosion. S11/12LT-IIej29. SLO: at the end of the lesson, the students will be able to: 1. Define ecosystem 2. Enumerate different types of ecosystem 3. Trace the nutrients and energy in the food chain/web. Earth and Life Science (initial Earth and Life Science (initial release) release) Exploring Life Through Exploring Life Through Science: Earth and Life Science: Earth and Life Science (Phoenix Publish Science (Phoenix Publish House) House) 50 | P a g e



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

Activity:  Movie Critic. Darwin’s Life

Activity: Charles  Bring me game (Picture).

Activity:  Movie Critic.

Activity:  Collage making. Learners will create collage showing food chain/web. Analysis: Analysis: Analysis: Analysis:  Discussion. Leaners  Leaners will create a  Learners will go outside  Discussion will share insights about Phylogeny Tree of a certain and observe the the movie clip watched. species. environment. Abstraction: Abstraction:  Learners will create a  discussion. diagram showing their insights.

Abstraction:  Wall Graffiti. Learners will enumerate types of ecosystem.

Application:  Learners will try discuss others works

Application:  Learners will synthesize the graffiti by creating a short poem.



Output presentation

Abstraction:  Group illustrate the environment outside and determine living organisms presents Application: Application: to  Learners will present their  Learners will trace the output relationship of the environment and living organisms by creating simple poster.  Recitation.  Output presentation.  Output presentation.




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Prepared by:




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SHS DAILY LESSON LOG DAILY LESSON Earth and Life Science School: Tanglag National High School Grade Level: 11 Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1 st Monday Tuesday Wednesday Thursday Friday 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) No. of learners within Mastery Level No. of learners needing remediation, REMARKS (Reflection for the teacher: on the teaching learning episodes) Prepared by:



ROLANDO D. BALAGOT School Head 53 | P a g e

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