School: ANGELES CITY NATIONAL TRADE SCHOOL Grade Level: GRADE 11

Grade 11 Teacher: FLOREANN A. BASCO Learning Area: EARTH AND LIFE SCIENCE
Daily Lesson Log
Teaching dates and Time: AUGUST 29-SEPTEMBER 1, 2023 Quarter: 1st Quarter
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
TIME SECTION SECTION SECTION SECTION SECTION
7:00-8:00 ARES DEMETER DEMETER
8:00-9:00 HERA HERA HERA
9:00-9:20 BREAK BREAK BREAK BREAK BREAK
9:20-10:20 ARTEMIS ARTEMIS ARTEMIS JANUS
10:20-11:20 JANUS ARTEMIS
11:20-12:00 LUNCH LUNCH LUNCH LUNCH LUNCH
12:00-1:00 POSEIDON POSEIDON
1:00-2:00 DEMETER DEMETER HERA POSEIDON ARES
2:00-3:00 JANUS HOMEROOM JANUS ARES
3:00-4:00 ARES POSEIDON
I. OBJECTIVES
the formation of the the formation of the
A. Content Standards Classroom Orientation Pre-Test universe and the universe and the
solar system solar system
Conduct a survey to assess
Conduct a survey to assess the the
possible geologic hazards that possible geologic hazards
your community may that
experience. (Note: Select this your community may
B. Performance Standards
performance standard if your experience. (Note: Select this
school is in an area near performance standard if your
faultlines, volcanoes, and school is in an area near
steep slopes.) faultlines, volcanoes, and
steep slopes.)
C. Learning Competencies/Objectives State the different Describe the
hypotheses explaining different hypotheses
the origin of the explaining
universe the origin of the solar
S11/12ES system.
-Ia-e-1 S11/12ES
 -Ia-e-2
 Welcomes the When it comes to student 1. discuss and state the 1. discuss and state the
students as they get to learning and growth, different hypothesis including different hypothesis
know the subject and using a pretest and the Big Bang Theory of the including the Big Bang
teacher posttest in education can Origin of the Theory of the Origin of the
 Establishes the have a strong, positive Universe and solar system; Universe and solar system;
subject’s purpose, impact on students 2. describe the structure and 2. describe the structure and
outcomes, major retaining knowledge and composition of the Universe; composition of the Universe;
assignments and succeeding. and and
assessments  Pretests measure 3. explain the red-shift and 3. explain the red-shift and
 Reviews expectations student growth how it used as proof of an how it used as proof of an
and important policies over time through expanding universe. expanding universe.
 Answers common comprehensive
questions saving time assessment. They
for both the teacher can show a
Specific Objectives and students student's level of
 Gives students a understanding
chance to decide if the before and after
class is suitable for instruction, even
them while instruction
 Provides resources for is still happening.
support and guidance  Comparing pre-
 Helps students take and post-tests
ownership of their allows teachers to
learning track student
 Introduces students to development from
modalities and one class to the
technology tools next, between
topics, and even
from day-to-day

II. CONTENT Classroom Orientation

● 1.Teacher’s Guide Pages:2. Learner’s Materials Pages:3. Textbook Pages: 4. Additional Materials from
III. LEARNING RESOURCES Learning Resources (LR) portal: Teaching Guide for Senior High School Physical Science (CHED & PNU)
Lopez, Merle et al., Earth & Life Science,2016, Lorimar Pub. Inc
Student’s Handbook, Pretest-Post Test, Lopez, Merle et al., Earth & Life Science,2016, Lorimar Pub. Inc
A. References
1. Teachers Guide pages
2.Learners Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource(LR) portal
B. Other Learning Resources Reference Resources:
(1)http://
imagine.gsfc.nasa.gov/
educators/lesson_plans.html
(2)http://
imagine.gsfc.nasa.gov/
educators/materials.html
(3)http://
www.astro.princeton.edu/
~dns/teachersguide/
website.pdf
(4)http://map.gsfc.nasa.gov/ universe/WMAP_Universe.pdf
universe/WMAP_Universe.pdf
(accessed 17 June 2016)
(5)https://en.wikipedia.org/
wiki/Universe (accessed 17
June 2016)
(6)https:// v=RPVvgJoddO4&list=PLrhG2Nt
www.youtube.com/watch? yHAZuPW5HP3cyenGGTUqUhu
v=RPVvgJoddO4&list=PLrhG2
NtyHAZuPW5HP3cyenGGTUqU
humeQ(a
ccessed 17 June 2016)
(
Reference Resources:
(1)http://
imagine.gsfc.nasa.gov/
educators/lesson_plans.html
(2)http://
imagine.gsfc.nasa.gov/
educators/materials.html
(3)http://
www.astro.princeton.edu/
~dns/teachersguide/
website.pdf
(4)http://map.gsfc.nasa.gov/
(accessed 17 June 2016)
(5)https://en.wikipedia.org/
wiki/Universe (accessed 17
June 2016)
(6)https://
www.youtube.com/watch?
meQ(a
ccessed 17 June 2016)
(

IV. PROCEDURES
A. Reviewing previous lesson or presenting Welcome message: Create an
the instructor-made welcome
new lesson video or write a welcome
message with a photograph.
This will begin to establish
teacher-presence and the
Pretests give students a Nature Identification Activity: WATCH A VIDEO ABOUT BIG
preview of what to expect Bring one piece of nature BANG THEORY
from a new unit. These
tests are often the first
time that a student is
exposed to new terms,
 tone of the subject.
Course navigation: Explain to
students how to navigate and
interact with the subject.
Include how to use the
subject menu, where to
B. Establishing a purpose for the lesson access subject content and
how to submit assignments
and review feedback.
Required and suggested
materials: List the texts, tools,
software, and materials
C. Presenting examples/instances of the new (digital and print) needed
lesson/Activity
throughout the subject.
Teacher availability: List
office hours, contact
information, and other forms
of preferred communication.
For example, if there is an
D. Discussing new concepts and practicing
open question forum in the
the new skills #1
course, give examples of the
types of questions that would
go there versus being emailed
to the teacher .
E. Discussing new concepts and practicing the
new skills #2
concepts, and ideas.
Pretests, therefore, can be
used as unit introductions.
Pretesting your students
on what you are about to
teach can have the effect
of relaxing them by the
time a post-test comes
around. This is because
students feel more
comfortable with material
that is familiar to them
and pretests can provide
additional exposure.
Self-Reflection on the
relevance of the subject in the
learner’s course and life
(What, So What and Now
What
Method) based on the Object
Identification Activity
POWERPOINT
PRESENTATION:
Discuss course description
connecting it with the activity
& reflections to deepen the
interest of learners on the
subject
POWERPOINT POWERPOINT
PRESENTATION: PRESENTATION:
INPUT1: THEORIES ON INPUT 2: BIG BANG
THE ORIGIN OF THE THEORY
UNIVERSE INPUT 3: IMPORTANT
AND THE SOLAR SYSTEM TERMS, EVOLUTION &
COMPOSITION OF
UNIVERSE, BIRTH-
DEATH-REBIRTH OF
STARS, & EXPANDING
UNIVERSE
 An icebreaker activity: Create
an activity that helps the
F. Developing mastery students learn about, and
(Leads to Formative Assessment 3) interact with, their peers.

Students formulate their own Students formulate their own

theories on the origin of the theories on the origin of the
G. Finding practical applications of concepts universe, solar system and universe, solar system and
and
earth earth
skills in daily living

WHAT GENERALIZATION YOU WHAT

HAVE ON THE RELEVANCE
OF THE SUBJECT TO YOUR
H. Making generalizations and abstraction
COURSE AND YOUR LIFE…
about the lesson
SHORT QUIZ
1. List the 9 theories being
discussed (9 pts.)
2. Differentiate the 3
approaches of understanding
the
I. Evaluating learning origin of the universe, solar
system or earth (15pts)
TOTAL ITEMS = 24
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
A. No.of learners who earned 80% in the
evaluation
GENERALIZATION YOU
MAY DEVELOP
REGARDING THE
DIFFERENT THEORIES
ON THE ORIGIN OF THE
UNIVERSE…
SHORT QUIZ
1. Describe the structure
and composition of the
Universe (10 pts.)
2. Explain the concept of the
Red Shift and how it used as
evidence for an
expanding universe (10 pts.)
3. Explain the origin and
evolution of the Universe
according to the Big Bang
Theory (10 pts.)
TOTAL ITEMS = 30
B. No.of learners who require additional activities
for remediation who scored below 80%

C. Did the remedial lesson 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 Outdoor Nature Identification Activity by letting each learner bring one piece of object from nature, then facilitate class discussion using Socratic
discover which I wish to share with other method to introduce the subject matter and generate active class participation.
teachers?

FLOREANN A. BASCO, LPT FLOREANN A. BASCO JAYSON G. GUZMAN

ELS Teacher Subject Group Head STEM Group Assistant Principal II