Shs Daily Lesson In Earth Science 36v68

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

TOPIC

LEARNING COMPETENCY/ OBJECTIVES

LEARNING RESOURCES:

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

Grade Level: Semester:

Track & Strand: TVL track

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

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: 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. S11/12ESIa-e-2

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

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Earth and Life Science (initial release)

Earth and Life Science (initial release)

Earth and Life Science (initial release)

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

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

Activate:

HOTS: "What do you think is

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

Date:

Activate:

Friday

11 1st

ASSESSMENT (Format and Results)

the reason why the sun is the center of our solar system?"

the reason of the failure of mankind in protecting the environment and the life here on Earth?"

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

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.

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?"

Application:  Leaners will collaborate with each other and discuss the theories and hypothesis of the origin of the solar system. Assessment:  Learner will create a short story about how they want the solar system SHOULD start.

Application:  Habitable or Not? Using the checklist provided, learners will evaluate unknown planets and moons if they are habitable. Assessment:  Debate: ‘Can man alter Mars environment to make it more suitable for human habitation? How?’

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Output presentation (will be rated using a rubric) Recitation

Written output Recitation

Acquire:

Acquire:

Application:

Application:

Assessment:  Learners will answer the 30 item test.

Assessment:

"What is the importance of H2O in maintaining the temperature of a planet?" "Why do Venus and Mars has no Global Magnetic Field?"

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Debate Recitation

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30-item test.

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

Prepared by:

Checked by:

Noted:

RICHARD G. CADIZAL SHS Teacher

ANA LISSA R. PATACSIL Track Head

ROLANDO D. BALAGOT School Head