Republic of the Philippines

Department of Education
Region I
Schools Division of Ilocos Norte
LUZONG NATIONAL HIGH SCHOOL
Pagudpud, Ilocos Norte

A DETAILED LESSON PLAN IN EARTH AND LIFE SCIENCE

Origin and Structure of the Earth
(Grade 11)

Date of Teaching: October 14, 2020

Prepared by:

JOJO LYNDON S. LORENZO

SHS TEACHER I

Checked by:

THELMA R. SACSAC
Master Teacher II

Noted by:

GLADYS A. ACOBA, Ed.D

School Principal I
 A Detailed Lesson Plan in Earth and Life Science

Topic: Universe and Solar System, Earth and Earth System

Content Standard: The learner demonstrates understanding of Earth Science. It

presents the history of the Earth through geologic time and discusses the Erath’s
structure, composition, processes, issues, concerns, and problems pertaining to natural
hazards.

Learning Competencies:

 State the different hypotheses explaining the origin of the universe.

 Describe the different hypotheses explaining the origin of the solar system.

 Recognize the uniqueness of Earth, being the only planet in the solar system
with properties necessary to support life.

 Explain that the Earth consists of four subsystems, across whose boundaries
matter and energy flow.

 Explain the current advancements/information on the solar system.

 Show the contributions of personalities/people on the understanding of the

earth system.

 Identify the layers of the Earth (crust, mantle, core).

 Differentiate the layers of the Earth.

LEARNING ENDSTATES:
What skills & competencies, values & attitudes (7 self-mastery skills) are being developed? To what
degree should students be assessed?

The learner:
 Learning to THINK: Understands key concepts of tests of hypothesis as applied to real-life
problems.
 Learning to DO: Applies concepts on hypothesis testing on population mean.
 Learning to FEEL: Upholds accuracy, validity, and reliability in the application of key concepts
of tests of hypothesis.
 Learning to COMMUNICATE: Proves and defends chosen statistical models and corresponding
solutions to statistical problems.
 Learning to INTUIT: Predicts possible outcomes or consequences of problems or situations based
from results on statistical tests.
 Learning to LEAD: Inspires others to improve decision-making through the study of tests of
hypothesis.
 Learning to BE: Innovative Statistician

II. ESSENTIAL QUESTION:

How did everything in the universe exist?

III.MATERIALS, METHODS, AND ACTIVITIES

Materials Methods Activities

Worksheets Inquiry-based Learning Accomplishment of
worksheets
Pictures of Heavenly Bodies Collaborative Learning Interactive activities

PowerPoint slides about Origin Lecture Method Discussion

of the Solar System and Direct Teaching
Planets

IV. RUBRIC FOR ASSESSMENT

Rubric for Oral Presentation

Rubric for Reflective Writing

V. INSTRUCTIONAL PHASES
Teacher’s Activity Student’s Activity

Routinary Activity
Good morning class! Good morning ma’am/sir.

Before we begin this class, let us pray the Our

Father.
 (Students follow the instructions properly)

Who are present today? Students comments their name in the

comment box.
It’s good to know that many of you are present
this time.

By the way, who are the most beautiful women in

the world of pageantry? Miss Universe Sir/Mam.
Right! So now, everybody please introduce your
name and the country you are representing.
----------------------------------------------------- Students present themselves.
Thank you, candidates.
You may now off your speakers and listen.

Before we proceed to our new lesson, let us have

some mind game.

This classroom strategy enables the learners to

become more engaged in the learning in order to
enforce positivity. They will be more motivation
and it fosters controlled competitiveness among
individual learners and as a group.

So, let us now go to our topic.

ACTIVATE (Creating Focus and Purpose)

This time, you are going to view a power point
presentation. Watch intently because I am going to
ask questions after the presentation.

(This teaching strategy enables the learners to

digest information based on their own How the universe was formed?
understanding through ICT-based learning)
That’s right!

ACQUIRE

(The teacher discusses further about The Origin of

Solar System)

(Teaching strategies that develop higher order

thinking skills)

APPLY, PRACTICE, FORMATIVE

ASSESSMENT

(The teacher discusses abut the Origin and

Structure of the Earth)

(Teaching strategies that develop higher order

thinking skills)

SUMMATIVE ASSESSMENT, CLOSURE AND REFLECTION

(Teaching strategies using differentiated, (Students will perform the activities based on
developmentally appropriate learning their interests).
experience to address learner's gender, needs,
strengths, interests and experiences.)

Now, let us have an activity. Proceed to your

respective groups. You are going to present your
group experiment on
Before you proceed to the activity, may I present
the following rules: (Clear Expectations of
Result: Classroom Management Strategies)
1. Participating students will be recognized
with points using a rubric.
2. Avoid unnecessary noisiness while doing
the activity. Noisy members will have deductions in
terms of the scores.
3. All members are responsible in monitoring
the work of everyone in their group.
4. The activity will be done only for 15
minutes.
5. All members of the group must participate
in the activity.

Additional activities for application or remediation

That would be all for now. Goodbye and thank you ma’am.
Goodbye class!
Remarks

ASSEMENT RUBRICS
 Rubric for Assessing Oral Presentations

BELOW NEEDS SATISFACTORY EXCEEDS

EXPECTATIO IMPROVEMENT (3) EXPECTATION
N (1) (2) (4)

ORGANIZATION No apparent There is some The presentation The presentation

organization. organization, but has a focus and is carefully
Evidence is not the speaker provides some organized and
used to support occasionally goes off reasonable provides
assertions. topic. Evidence used evidence to convincing
to support support evidence to
conclusions is weak. conclusions. support
conclusions.

CONTENT The content is The content is The content is The content is

inaccurate or sometimes generally accurate accurate and
overly general. inaccurate or and reasonably comprehensive.
Listeners are incomplete. complete. Listeners are
unlikely to Listeners may learn Listeners may likely to gain new
learn anything some isolated facts, develop a few insights about the
or maybe but they are insights about the topic.
mislead. unlikely to gain new topic.
insights about topic.

DELIVERY The speaker The speaker The speaker is The speaker id

appears occasionally appears generally relaxed professional,
anxious and anxious or and comfortable. relaxed, and
uncomfortable uncomfortable, and Listeners are comfortable and
and reads may occasionally generally interacts
notes, rather read notes, rather recognized and effectively with
than speaks. than speak. understood. listeners.
Listeners are Listeners are often
ignored. ignored or
misunderstood.