ERICKSON S.J.
SERRANO
Division of Meycauayan City
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide
2. Learner's Materials
3. Textbooks
4. Additional Materials
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting new
lesson.
B. Establishing a purpose of
the lesson.
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills 1
E. Discussing new concepts
and practicing new skills 2
DAILY LESSON PLAN in Earth and Life Science
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,
necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may
be done for developing content knowledge and competencies. These are assessed using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
How the planet Earth evolved in the last 4.6 billion years (including the age of the
Earth, major geologic time subdivisions, and marker fossils).
The students will make a concrete model of how rock strata are formed and
explain the age of each layer.
At the end of the session, students are expected to :
1. explain how relative and absolute dating were used to determine the subdivisions
of geologic time (S11/12ES-Ie-27)
1.1 compare how relative and absolute dating are used to determine the geologic
periods;
1.2 analyze the rock formations and relate these with the geologic time scale; and
1.3 make a justification about the age of layers of rocks by virtue of its position in
rock strata.
Content is what the lesson is all about. It pertains to the subject matter that the teacher
aims to teach. In the CG, the content can be tackled in a week or two.
HISTORY OF THE EARTH
Relative and Absolute Dating used in determining geologic subdivisions
List the materials to be used in different days. Varied sources of materials sustain
children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
and manipulative materials as well as paper-based materials. Hands-on learning
promotes concept development.
Earth and Life Science by Rex Publishing House 2016
www.youtube.com for a videoclip about the different geologic time scales
These steps should be done across the week. Spread out the activities appropriately so that
students will learn well. Always be guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
Recall the comparison between relative and absolute dating. Let them identify
the similarities and difference between the different methods to determine the
age of stratified rocks.
Video clip about the different geologic time scale.
Guide question:
1. Enumerate the different geological time in Earth’s History.
2. Compare and contrast each geologic time from one another.
3. Justify the validity
Begin with the introduction of the different geological time by showing some
diagrams/ illustrations unique for one geologic time with another: Hadean,
Archean, Proterozoic, Paleozoic, Mesozoic and Cenozoic Eras.
Let the students point out some key events during the different geologic time.
Group the class and let them perform the Activity on What’s Up?: A Relative Age
Dating Activity by Christine McLelland.
Let the groups brainstorm about the different principles behind relative dating
and the absolute dating, and let them explain how these principles determine
 the geologic periods.
Let them arrange the letters of each cross section chronologically by determining
the relative age sequence of rocks.

F. Developing mastery

G. Finding practical
Let the students write the geologic history of this rock formations based from
applications of concepts
the arrangement they have made.
and skills in daily living
H. Making generalizations Ask them to explain the relationship of the position of the rocks to its age and let
and abstractions about the them support their answers with the principles of relative and absolute dating
lesson behind the subdivisions of geologic time scale..
Let the students form the arrangement of this rock formation and write a
geological history behind.

I. Evaluating learning

Rubrics:
(5 points) Exceptional – student responses far exceed what is expected
(4 points) Excellent – information is factually accurate and offers extra
supporting facts.
(3 points) Good – The student somewhat responds beyond the basic level of the
question to provide supporting details and or interpretation.
(2 points) Fair – student responses, although somewhat correct, are lacking in
relevant details and supporting examples and or interpretation.
(1 point) Not Mastered - student responses are largely incorrect.
Do a group simulation activity of how layers of rocks were formed by making a
J. Additional activities for model of layers of common localized materials in a clear glass jar. Let them label
application or remediation each layer with letters and ask the other groups to prove which is younger and
older.