GRADES 1 TO 12

DAILY LESSON SCHOOL MISAMIS ORIENTAL GENERAL COMREHENSIVE HIGH SCHOOL Grade Grade 11
LOG Level
Learning Physical
TEACHER GISELLE GINA MARIE S. ESQUINAS Area Science
TEACHING
DATES
AUGUST 5 – AUGUTS 9, 2019
FIRST
Quarter Semester,
Time &
HUMSS 11-A (TThF – 1:15-2:15; W – 2:15-3:15) 1st Quarter
Section

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

At the end of the lesson, the learners will be able to:

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
A. briefly discuss the cosmology of the Big Bang model.
B. provide an overview of the proof for the Big Bang model
C. write reactions involving the nucleosynthesis of the first elements
D. briefly discuss stellar nucleosynthesis or fusion
E. discuss other processes that led to other elements
F. write out fusion reactions involved
The learners demonstrate an understanding of the formation of the elements during the Big Bang and during stellar evolution. The
learners demonstrate an understanding of the distribution of the chemical elements and the isotopes in the universe
The learners shall be able to effectively present or discuss the aspects of a scientific theory in light of its evidence.
The learners shall be able to make a creative representation of the historical development of the atom or the chemical element in a
timeline.
Give evidence for and Give evidence for and Write the nuclear fusion Describe how elements
explain the formation of describe the formation of reactions that take place heavier than iron are
the light elements in the heavier elements during in stars, which lead to the formed
Big Bang theory. star formation and formation of new
evolution. elements.
S11/12PS-IIIa-1
S11/12PS-IIIa-2 S11/12PS-IIIa-3 S11/12PS-IIIa-3

II. CONTENT How the elements found in the universe were formed.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
 Comission on Higher Education in Collaboration with the Philippine Normal University: Teaching Guide for Senior High
School Earth and Life Science, 2016
 Physical Science for Senior High School Textbook
C2, P2
C2, PP 56-64
Web Site ( DepEd)
Internet
 Subject Orientation: The class will be oriented on the specifics of the subject which includes the topics to be
discussed, how the students will be graded and the requirements needed for the class.
 Setting of Routines and Rules: The class will take part in the creation of rules and routines to be followed in the
class. With this, the students will most likely follow them as these are their ideas and they see its importance to
the success of the class.
 Setting of Goals and Expectations: The students will write down their goals and list down the things that they are
committed to do to achieve it.
Teacher will give a Review the stages of the The teacher will
prompt question Big Bang model. review the previous
leading to the lesson on proton to
discussion on how the proton chain.
universe began:
1. What is cosmology?
2. What are examples
of cosmologies from
different religions and
cultures based on their
beliefs?
3. Do you think there is
proof that any of these
stories or cosmologies
are true?
4. Why do different
cultures have the need
 to explain where they
came from and how the
world was created?

B. Establishing a purpose for the
lesson
 Brainstorming: The teacher will ask the students about the importance of Physical Science
 The teacher will give students a pre-assessment or pre-test about Physical Science
Brainstorming: The The teacher will ask the Discuss how being The teacher will ask
teacher will ask the students to reflect and made of stardust makes what happened when
students about the share their thoughts on us cosmic and yet helps particles in cosmic rays
importance of scientific the selection “Carl us realize that we are not collide with heavier
evidence that the Sagan’s The Cosmic the center of the elements through
universe once began to Connection” universe. nuclear fission.
expand and continues to
expand until today.

This theory was

eventually called the
Big Bang theory or Big
Bang model.
Astronomers George
Lemaître and
Edwin Hubble were
some of its first
proponents.
C. Presenting examples/ instances The students will be The students will be The students will be The students will be
of the new lesson given a chart or diagram given an illustration of given series of pictures given key terms that
to discuss the key stages Equilibrium of the Sun on nuclear fusion learners will encounter.
of the Big Bang model. and other main- reactions.
sequence stars and
proton-proton chain
reaction.
D. Discussing new concepts and Students will answer 2. Discuss how 3. Discuss the three 4. Discuss how the
practicing new skills #1 the following guide hydrogen and steps of the process core of a star
questions: helium atoms in known as the main- becomes comprised
1. What are the stars began branch proton- of He as H is
misconceptions combining in proton chain. depleted, while H
about the Big nuclear fusion fusion only occurs
Bang Theory? reactions once in a shell around it.
hydrogen-helium Due to this process,

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily living
stars had formed the temperature and
from the action of density of the core
gravity of the star increases
up to 100 million
K. The star’s
thermal pressure
causes it to push
out H gas.
A group activity will be conducted that will attempt to model Review the lesson using the following concept map. The map
cosmic inflation. should initially have mostly blank spaces. Ask the learners to
Have learners provide the following: complete the diagram by filling in missing terms.
• Balloons
• Balloon pump (optional)
• Small stickers (any design)
Instructions:
a. Stick small stickers randomly on the surface of the uninflated
balloon.
b. Quickly inflate the balloon with a pump or your breath.
Observe the stickers.
c. Answer the following questions:
• Why do the stickers appear to be moving away from each
other?
• Are the stickers moving across the balloon?
• Do the stickers themselves grow in size?
The students will answer worksheets based on the topics discussed.
Nucleosynthesis game
The objective is to go through as many nucleosynthesis reactions as possible.
Rules for each learner:
1. You must always have a particle card. If after a reaction you do not have one after a reaction, you will randomly get a neutron
card (n) or proton card (p+) before the next turn starts.
2. You must find a reaction partner after each turn based on the allowed reactions on your card.
One reaction = 1 point.
3. If you are holding a neutron card (n) or proton card (p+), you may either choose to keep your card or you may swap with a
partner (see Reaction List).
4. If you are unable to find a partner to react with, you must wait until the next turn.

H. Making generalizations and
abstractions about the lesson
5. If there are two products to the reaction (ignoring γ), you must agree who gets which particle card. If there is only one product,
you must agree who gets the product card and who is left with nothing. He or she will randomly get a neutron card (n) or proton
card (p+) before the next turn starts.
6. Honesty system: keep track of your points!
The teacher will ask the students to summarize the things discussed today by filling up the format:
Today, I have learned that _____________.
I have difficulty in ___________________.
I want to lear more about ______________.

I. Evaluating learning Students will have Students will have a Students will have a Students will have a
Additional Exercises, short quiz on the short quiz on nuclear short quiz on the
Performance task to proton-proton chain fusion reactions. important key terms
compare Steady State reaction. encountered during the
Theory to Big Bang lesson.
model

J. Developing mastery (Leads to Teacher-made long quiz for the entire chapter.
Formative Assessment 3)
V. REMARKS
VI. REFLECTION MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. No. of learners who earned 80% on
the formative assessment.
B. No. of learners who require
additional activities for remediation.
C. Did the remedial lessons work? No.
of learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?

G. What innovation or localized

materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked: Noted: Attested:

GISELLE GINA MARIE S. ESQUINAS LEAH N GERSANA RAFUNZEL D, EPANIS PEDRO R. ESTAÑO, JR., Ph. D.
Teacher II SHS Master Teacher I MT II, OIC Senior High School Secondary School Principal IV