SENIOR HIGH SCHOOL DEPARTMENT

1st Semester, School Year 2019 - 2020

School Gen.Tiburcio De Leon NHS Grade Level

DAILY LESSON Teacher YVONNE A. DE BELEN Learning Area
LOG Teaching Dates and Time Week 1 (JUNE 3-7, 2019) Quarter

Session 1 Session 2
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, competencies. These are assessed using Formative Assessment Strategies, Valuing objectives to support the learning of content and competencies and enable students to
find signifi guide.
I. OBJECTIVES
A Content Standards
The learners demonstrate an understanding of: 1. the formation of the un

B Performance Standards
The learners shall be able to: 1. Conduct a survey to assess the possible geologic hazards
Select this performance standard if your school is in an area near faultlines,
C Learning Competencies/
Objectives 1. State the different hypotheses explaining the origin of the universe

D Learning Competency Code

S11/12ES-Ia-e- 1 S11/12ES-Ia-e- 1
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.

II. CONTENT
Origin and Structure of the Earth

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain students’ interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulati development.
A
References

1. Teacher's Guide pages

2. Learner's Material pages

3. Textbook pages Earth and Life pages 1-7

4. Additional Materials from
Learning Resource (LR) portal
B
Other Learning Resources
chalk and board, manila paper, bondpaper and colored pape
IV. PROCEDURES
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
lear Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and dra previous
knowledge. Indicate the
time allotment for each
step.

DAILY LESSON LOG
A Reviewing previous lesson or
presenting the new lesson
B Establishing a purpose for the le • Teacher welcome the class and introduces
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
F Developig mastery
(leads
to formative
assessment)
G Finding practical applications of
concepts and skills in daily
H lMivaiknigng generalizations and
abstractions about the lesson
I Evaluating Learning
J Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
School Gen.Tiburcio De Leon NHS Grade Level
Teacher YVONNE A. DE BELEN Learning Area
Teaching Dates and Time Week 1 (JUNE 3-7, 2019) Quarter
Give a brief discussion of the history of the
himself/herself. Universe.
• Lets get to know a little bit about
each other today?
• What excites you this school
Activity 1. Give the brief definition of the In 1927, Georges Lemaitre, had a big idea
core subject Earth and Life Science about the universe. He said that a very long
time ago, the universe started as just a single
point, and then it streched and expanded and
up until now it is still expanding.
Discussion: Grading System The teacher will distribute the information
data sheet.
Collaboration of the groups. Students will analyze the information, they
need to determine the key stages of the Big
Bang Theory
Presentation of the output per group. Students will present their output after 15
minutes
How will you relate the topic in your daily
living?
What are the key stages of the Big Bang
Theory?
• Students will be assessed based on their • Students will be assessed based on their
participation during the Activity participation during the Activity
• Assignment: Search about the theories of the universe and solar
Bring manila paper and pentel pen system.
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 to learn? Ide
you can ask them relevant questions.
School Gen.Tiburcio De Leon NHS Grade Level
 Teacher YVONNE A. DE BELEN Learning Area
DAILY LESSON LOG Teaching Dates and Time Week 1 (JUNE 3-7, 2019) Quarter
A No. of learners who earned 80%
on the formative assessment
B No. of learners who require
additional activities for
C Did the remedial lessons work?
No. of learners who have caught
up the lesson
D No. of learners who continue to
require remediation.
E worked well?
Why did this 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

Prepated by: Checked by:

YVONNE A. DE BELEN JAIME BOY A. ALEGRE

Teacher III Master Teacher I
Subject Group Head
 ELEVEN (11)
EARTH & LIFE
FIRST (I)

Session 3
exercises, and remedial activities may be done for developing content, knowledge, and
cance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum

iverse and the solar system

that your community may experience. (Note:

volcanoes, and steep slopes.)

EID'L FITR

ve materials as well as paper-based materials. Hands-on learning promotes concept

r, glue, scissors
ning by the students which you can infer from formative assessment activities.
w conclusions about what they learned in relation to their life experiences and

ELEVEN (11)
EARTH & LIFE
FIRST (I)

ntify what help your institutional supervisors can provide for you so when you meet them,

ELEVEN (11)
EARTH & LIFE
FIRST (I)

Noted by:

EDMUNDO C. DE JESUS
Asst. Principal
II
 SENIOR HIGH SCHOOL DEPARTMENT
1st Semester, School Year 2019 - 2020

School Gen.Tiburcio De Leon NHS Grade Level

DAILY LESSON Teacher YVONNE A. DE BELEN Learning Area
LOG Teaching Dates and Time Week 2 (JUNE 10-14, 2019) Quarter

Session 1 Session 2
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, competencies. These are assessed using Formative Assessment Strategies, Valuing objectives to support the learning of content and competencies and enable students to
find signifi guide.
I. OBJECTIVES
A Content Standards
The learners demonstrate an understanding of: 1. the formation of the un

B Performance Standards
The learners shall be able to: 1. Conduct a survey to assess the possible geologic hazards
Select this performance standard if your school is in an area near faultlines,
C Learning Competencies/
Objectives 1. State the different hypotheses explaining the origin of the universe

D Learning Competency Code S11/12ES-Ia-e- 1 S11/12ES-Ia-e- 1

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.

II. CONTENT
Origin and Structure of the Earth

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain students’ interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulati development.
A
References

1. Teacher's Guide pages

2. Learner's Material pages

3. Textbook pages Physical Science pages 1-5 Physical Science pages 10-15
4. Additional Materials from
Learning Resource (LR) portal
B
Other Learning Resources
chalk and board, manila paper, bondpaper and colored paper, glue, scissors, balloo
IV. PROCEDURES
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
lear Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and dra previous knowledge. Indicate the time allotment for each step.
A Reviewing previous lesson or Who proposed the Big Bang Theory?
presenting the new lesson What is Big Bang Theory all about?

DAILY LESSON LOG
B Establishing a purpose for the
le
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
F Developig mastery
(leads to
formative assessment)
G Finding practical applications of
concepts and skills in daily
H lMivaiknigng generalizations and
abstractions about the lesson
I Evaluating Learning
J Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A No. of learners who earned 80%
on the formative assessment
B No. of learners who require
additional activities for
C Did the remedial lessons work?
No. of learners who have caught
up the lesson
School Gen.Tiburcio De Leon NHS Grade Level
Teacher YVONNE A. DE BELEN Learning Area
Teaching Dates and Time Week 2 (JUNE 10-14, 2019) Quarter
Let the students to prepare the materials for Who are the proponents of Big Bang Theory?
the next activity.
Students will follow the instruction of the Spell the following words: 1. Baryonic Matter,
paper given by the teacher. 2. Dark Matter 3. Dark energy 4. Stars 5.
Milky Way Galaxy
Activity no. 3. using the information given by
the teacher answer the following questions.
Activity no. 2: Using the information given by 1. determine the percentage composition of
the teacher craft a pick up lines about the the materials in the universe.
words on the paper 2. What are the most abundant
elements in the universe?
3. Using diagram
or chart discuss the stellar evolution.
Memorize and understand the definition of Students will present their output after 15
the words on the paper. minutes
How will you relate the topic in your daily How will you relate the topic in your daily
living? living?
Presentation of the output
• Students will be assessed based on their • Students will be assessed based on their
participation during the Activity participation during the Activity
Assignment: Search the evidences that What are the theories of the solar system?
support the Big Bang theory
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 to learn? Ide
you can ask them relevant questions.
School Gen.Tiburcio De Leon NHS Grade Level
 Teacher YVONNE A. DE BELEN Learning Area
DAILY LESSON LOG Teaching Dates and Time Week 2 (JUNE 10-14, 2019) Quarter
D No. of learners who continue to
require remediation.
E worked well?
Why did this 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

Prepated by: Checked by:

YVONNE A. DE BELEN JAIME BOY A. ALEGRE

Teacher III Master Teacher I
Subject Group Head
 ELEVEN (11)
Earth and Life
FIRST (I)

Session 3
exercises, and remedial activities may be done for developing content, knowledge, and
cance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum

iverse and the solar system

that your community may experience. (Note:

volcanoes, and steep slopes.)

INDEPENDENCE DAY

ve materials as well as paper-based materials. Hands-on learning promotes concept

n, stickers, marker, and balloon pump

ning by the students which you can infer from formative assessment activities.
w conclusions about what they learned in relation to their life experiences and

What are the theories of the solar system?

ELEVEN (11)
Earth and Life
FIRST (I)
just like in the origins of the universe, there are many
theories on the origins of the solar system.

Here are the known theories of the origin of the solar

system 1. Nebular Hypothesis 2. Steady State Universe
Theory 3. Capture Theory 4. The solar Nebula Theory 5.
Planetesimal Theory

Activity no. 4. Discuss tha most known or general theories

how our solar system was made through gallery walk.

Students will walk for 2 minutes for every

theory to determine the theories of the solar
system.
daily
living?

What are the theories of the solar system?

• Students will be assessed based on their
participation during the Activity
Be ready for the first summative test

ntify what help your institutional supervisors can provide for you so when you meet them,

ELEVEN (11)
Earth and Life
FIRST (I)

Noted by:

EDMUNDO C. DE JESUS
Asst. Principal
II

DAILY LESSON LOG
I. OBJECTIVES
A Content Standards
B Performance Standards
C Learning Competencies/
Objectives
D Learning Competency Code
II. CONTENT
III. LEARNING RESOURCES
A References
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
le
SENIOR HIGH SCHOOL DEPARTMENT
1st Semester, School Year 2019 -
2020
School Gen.Tiburcio De Leon NHS Grade Level
Teacher YVONNE A. DE BELEN Learning Area
Teaching Dates and Time Week 3 (JUNE 17-21, 2019) Quarter
Session 1 Session 2
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,
These are assessed using Formative Assessment Strategies, Valuing objectives to support the learning of content and competencies and enable students to find significance and joy i
The learners demonstrate an understanding of: 1. the formation of the
The learners shall be able to: 1. Conduct a survey to assess the possible geologic hazards t
this performance standard if your school is in an area near faultlines,
1. State the different hypotheses explaining the 2. Describe the different hypotheses
origin of the universe explaining the origin of the solar
system.
S11/12ES-Ia-e- 1 S11/12ES-Ia-e-2
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.
The Formation of the Universe and the Solar S
List the materials to be used in different days. Varied sources of materials sustain students’ interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulati
chalk and board, manila paper, bondpaper and colored paper, glue, scissors, bal
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 lear
learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclu
Indicate the time allotment for each step.
Who proposed the Big Bang Theory?
What is Big Bang Theory all about?
Let the students to prepare the materials for Who are the proponents of Big Bang Theory?
the next activity.
School Gen.Tiburcio De Leon NHS Grade Level

DAILY LESSON LOG
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
F Developig mastery
(leads to
formative assessment)
G Finding practical applications of
concepts and skills in daily
H Mivaiknigng generalizations and
l Presentation of the output
abstractions about the lesson
I Evaluating Learning
J Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A No. of learners who earned 80%
on the formative assessment
B No. of learners who require
additional activities for
C Did the remedial lessons work?
No. of learners who have caught
up the lesson
D No. of learners who continue to
require remediation.
DAILY LESSON LOG
Teacher YVONNE A. DE BELEN Learning Area
Teaching Dates and Time Week 3 (JUNE 17-21, 2019) Quarter
Students will follow the instruction of the Spell the following words: 1. Baryonic Matter,
paper given by the teacher. 2. Dark Matter 3. Dark energy 4. Stars 5.
Milky Way Galaxy
Activity no. 3. using the information given by
the teacher answer the following questions.
Activity no. 2: Using the information given by 1. determine the percentage composition of
the teacher craft a pick up lines about the the materials in the universe.
words on the paper 2. What are the most abundant
elements in the universe?
3. Using diagram
or chart discuss the stellar evolution.
Memorize and understand the definition of Students will present their output after 15
the words on the paper. minutes
How will you relate the topic in your daily How will you relate the topic in your daily
living? living?
• Students will be assessed based on their • Students will be assessed based on their
participation during the Activity participation during the Activity
Assignment: Search the evidences that What are the theories of the solar system?
support the Big Bang theory
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 to learn? Ide
them relevant questions.
School Gen.Tiburcio De Leon NHS Grade Level
Teacher YVONNE A. DE BELEN Learning Area
Teaching Dates and Time Week 3 (JUNE 17-21, 2019) Quarter
E worked well?
Why did this 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

Prepated by: Checked by:

YVONNE A. DE BELEN JAIME BOY A. ALEGRE

Teacher III Master Teacher I
Subject Group Head
ELEVEN (11)
Earth and Life
FIRST (I)

Session 3

exercises, and remedial activities may be done for developing content, knowledge, and
competencies. n learning the lessons. Weekly objectives shall be derived from the curriculum guide.

universe and the solar system

hat your community may experience. (Note: Select

volcanoes, and steep slopes.)

3. Recognize the uniqueness of Earth, being the only planet

in the solar system with properties
necessary to support life.

S11/12ES-Ia-e-3

ystem

ve materials as well as paper-based materials. Hands-on learning promotes concept development.

loon, stickers, marker, and balloon pump

ning by the students which you can infer from formative assessment activities. Sustain
sions about what they learned in relation to their life experiences and previous
knowledge.

What are the theories of the solar system?

just like in the origins of the universe, there are many theories on
the origins of the solar system.

ELEVEN (11)
Earth and Life
FIRST (I)

Here are the known theories of the origin of the solar system
1. Nebular Hypothesis 2. Steady State Universe Theory 3.
Capture Theory 4. The solar Nebula Theory 5. Planetesimal
Theory

Activity no. 4. Discuss tha most known or general theories how

our solar system was made through gallery walk.

Students will walk for 2 minutes for every theory to

determine the theories of the solar system.

How will you relate the topic in your daily living?

What are the theories of the solar system?

• Students will be assessed based on their
participation during the Activity
Be ready for the first summative test

ntify what help your institutional supervisors can provide for you so when you meet them, you can ask

ELEVEN (11)
Earth and Life
FIRST (I)

Noted by:

EDMUNDO C. DE JESUS
Asst. Principal
II

DAILY LESSON LOG
I. OBJECTIVES
A Content Standards
B Performance Standards
C Learning Competencies/
Objectives
D Learning Competency Code
II. CONTENT
III. LEARNING RESOURCES
A References
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
le
SENIOR HIGH SCHOOL DEPARTMENT
1st Semester, School Year 2019 -
2020
School Gen.Tiburcio De Leon NHS Grade Level
Teacher YVONNE A. DE BELEN Learning Area
Teaching Dates and Time Week 4 (JUNE 24-28, 2019) Quarter
Session 1 Session 2
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,
These are assessed using Formative Assessment Strategies, Valuing objectives to support the learning of content and competencies and enable students to find significance and joy i
The learners demonstrate an understanding of: 1. the formation of the
The learners shall be able to: 1. Conduct a survey to assess the possible geologic hazards t
this performance standard if your school is in an area near faultlines,
1. State the different hypotheses explaining the 2. Describe the different hypotheses
origin of the universe explaining the origin of the solar
system.
S11/12ES-Ia-e- 1 S11/12ES-Ia-e-2
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.
The Formation of the Universe and the Solar S
List the materials to be used in different days. Varied sources of materials sustain students’ interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulati
chalk and board, manila paper, bondpaper and colored paper, glue, scissors, bal
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 lear
learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclu
Indicate the time allotment for each step.
Who proposed the Big Bang Theory?
What is Big Bang Theory all about?
Let the students to prepare the materials for Who are the proponents of Big Bang Theory?
the next activity.
School Gen.Tiburcio De Leon NHS Grade Level

DAILY LESSON LOG
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
F Developig mastery
(leads to
formative assessment)
G Finding practical applications of
concepts and skills in daily
H Mivaiknigng generalizations and
l Presentation of the output
abstractions about the lesson
I Evaluating Learning
J Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A No. of learners who earned 80%
on the formative assessment
B No. of learners who require
additional activities for
C Did the remedial lessons work?
No. of learners who have caught
up the lesson
D No. of learners who continue to
require remediation.
DAILY LESSON LOG
Teacher YVONNE A. DE BELEN Learning Area
Teaching Dates and Time Week 4 (JUNE 24-28, 2019) Quarter
Students will follow the instruction of the Spell the following words: 1. Baryonic Matter,
paper given by the teacher. 2. Dark Matter 3. Dark energy 4. Stars 5.
Milky Way Galaxy
Activity no. 3. using the information given by
the teacher answer the following questions.
Activity no. 2: Using the information given by 1. determine the percentage composition of
the teacher craft a pick up lines about the the materials in the universe.
words on the paper 2. What are the most abundant
elements in the universe?
3. Using diagram
or chart discuss the stellar evolution.
Memorize and understand the definition of Students will present their output after 15
the words on the paper. minutes
How will you relate the topic in your daily How will you relate the topic in your daily
living? living?
• Students will be assessed based on their • Students will be assessed based on their
participation during the Activity participation during the Activity
Assignment: Search the evidences that What are the theories of the solar system?
support the Big Bang theory
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 to learn? Ide
them relevant questions.
School Gen.Tiburcio De Leon NHS Grade Level
Teacher YVONNE A. DE BELEN Learning Area
Teaching Dates and Time Week 4 (JUNE 24-28, 2019) Quarter
E worked well?
Why did this 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

Prepated by: Checked by:

YVONNE A. DE BELEN JAIME BOY A. ALEGRE

Teacher III Master Teacher I
Subject Group Head
ELEVEN (11)
Earth and Life
FIRST (I)

Session 3

exercises, and remedial activities may be done for developing content, knowledge, and
competencies. n learning the lessons. Weekly objectives shall be derived from the curriculum guide.

universe and the solar system

hat your community may experience. (Note: Select

volcanoes, and steep slopes.)

3. Recognize the uniqueness of Earth, being the only planet

in the solar system with properties
necessary to support life.

S11/12ES-Ia-e-3

ystem

ve materials as well as paper-based materials. Hands-on learning promotes concept development.

loon, stickers, marker, and balloon pump

ning by the students which you can infer from formative assessment activities. Sustain
sions about what they learned in relation to their life experiences and previous
knowledge.

What are the theories of the solar system?

just like in the origins of the universe, there are many theories on
the origins of the solar system.

ELEVEN (11)
Earth and Life
FIRST (I)

Here are the known theories of the origin of the solar system
1. Nebular Hypothesis 2. Steady State Universe Theory 3.
Capture Theory 4. The solar Nebula Theory 5. Planetesimal
Theory

Activity no. 4. Discuss tha most known or general theories how

our solar system was made through gallery walk.

Students will walk for 2 minutes for every theory to

determine the theories of the solar system.

How will you relate the topic in your daily living?

What are the theories of the solar system?

• Students will be assessed based on their
participation during the Activity
Be ready for the first summative test

ntify what help your institutional supervisors can provide for you so when you meet them, you can ask

ELEVEN (11)
Earth and Life
FIRST (I)

Noted by:

EDMUNDO C. DE JESUS
Asst. Principal
II