School Hda.

Conchita Nationa High School Grade Level 12

Cherry Pink Peñaflor Physical Science
Teacher Learning Area
Teaching Dates and
I
Time Quarter

SECTIONS
GRADES 1 to 12
DAILY LESSON PLAN

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
I. OBJECTIVES 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.
The learners demonstrate an understanding of:
1. the formation of the elements during the Big Bang and during stellar evolution
A. Content Standards 2. the distribution of the chemical elements and the isotopes in the universe

The learners shall be able to:

1. make a creative representation of the historical development of the atom or the the chemical element in a timeline
B. Performance Standards

C. Learning Competencies / Objectives
The learners:
1. give evidence for and explain the formation of the light elements in the Big Bang theory
2.give evidence for and describe the formation of heavier elements during star formation and evolution
3.write the nuclear fusion reactions that take place in stars, which lead to the formation of new elements
4.describe how elements heavier than iron are formed

Write the LC Code for each S11/12PS-IIIa-1, S11/12PS-IIIa-2, S11/12PS-IIIa-3 and S11/12PS-IIIa-b-4
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.
I. How the elements found in the universe were formed
A. Formation of Light Elements in the Big Bang Theory and Stellar Evolution
II. CONTENT

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
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

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
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
C. Discussing new concepts and
practicing new skills #1 (Engage)
D. Discussing new concepts and
practicing new skills #2 (Explore)
E. Developing mastery (Leads to
Formative Assessment 3) (Explain)
Physical Science Diwa Senior High School Series pp. 4-10
www.google.com wwww.youtube.com
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 tudents
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.
DVELOPMENTAL ACTIVITIES ASSESSMENT ACTIVITIES
(5 min) Ask the learners of the their previous lessons using the following guide Formative Assessment: (Listing the learner's answers)
questions:
1.What is an element?
2.Who can give me an example of an element?
Present the objectives of the lesson to the class by writing the objectives on the
board or using powerpoint presentation. The objectives are the following:
The learners should be able to:
1.explain the three types of nucleosynthesis
2.explain the formation of light and heavy elements
(5 min) Use pictures with scrambled letters lead to the following terms: Big Bang  Formative Assessment: (Listing the learner's answers)
Nucleosynthesis, Stellar Nucleosynthesis and Supernova Nucleosynthesis. . Using
scrambled letters, learners will be able to form the correct spelling of the word/term
that will be used in the lesson. Ask the learners for the meaning of the given term.
Provide correct meanings of the terms if there’s any mistakes. (Integration of English
subject through enhancing their vocabulary) From those terms, establish a concept
that during the said terms, elements were formed
1. What is your idea about big bang theory?
2. How elements are formed?
(10 min)  Brainstorming/ Group Discussion
Group the learners into 3 groups.
Show a short clips downloaded from the internet on the big bang theory.
Ask for the reaction of the learners about the video. The learners will have their
brainstorming about the fact sheet given and take down notes what they have
discovered.
(10 min) Each group will present their findings in front of their classmates in a form of  Rubrics for Reporting
reporting. Tell students to use any materials present in the classroom to show or
illustrate how elements are formed or how bigbang happen. (Indiginize)The teacher
corrects misconceptions and explains vague concepts. Connect the concepts to what

F. Finding practical applications of
concepts and skills in daily living
(Elaborate)
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning (Evaluate)
elements are formed first. Some materials will be provided (balloons)
(5 min) With the concepts learned in the previous activities, the teacher asks the Formative Assessment:
following questions: Question and Answer Method
1.How old is the universe.
2.Where can you relate the big bang theory?
(5 min) From the previous discussions.
1. What are the three types of nucleosyntheis?
2. How elements are formed. (Integration of Chemistry)
(10 min)  Summative Assessment
1-2.Give two pieces of evidence of the expansion of space. Rubrics for Scoring
3.What was formed as the universe expanded and cooled down?
4.What do you call the process of creating new atomic nuclei from pre existing
nucleons?
5.What is the process by which light nuclei join together to form heavier nucleus?
(Integration of Math)

J. Additional Activities for application or Research on elements and isotopes.

remediation (Extend)
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

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
Prepred by:

Cherry Pink Peñaflor

Teacher II