Earth and Life LP Compilation

Department of Education
Region XII
City School Divisions of Tacurong City
San Emmanuel National High School
San Emmanuel, Tacurong City
DAILY LESSON PLAN
Grade: Grade 11 Date: February 22, 2023
The learners demonstrate and

A. CONTENT STANDARDS Understanding in
1. The formation of the universe and the
solar system.
Conduct a survey to assess the possible
B. PERFORMANCE STANDARDS geologic/ hydro meteorological hazards that your

community may experience.
Recognize the uniqueness of Earth, being the
only planet in the solar system with properties
necessary to support life.
C. LEARNING COMPETENCIES
Explain that the Earth consists of four
subsystems, across whose boundaries matter
and energy flow.
At the end of the lesson, the students should

be able to:
State the different hypothesis explaining the

origin of the universe.
I. OBJECTIVES
Explaining the uniqueness of the earth
Describing the four subsystem
TOPIC:
THE ORIGIN AND STRUCTURE OF THE
EARTH
II. SUBJECT MATTERS
a. Universe and Solar System
b. Earth and Earth system

III. LEARNING RESOURCES Laptop, television
A. References: S11/12 ES-la-2-1
1. Teachers Guide Pages pp 1-10

2. Learner’s Materials Pages
3. Textbook Pages
Additional materials from Learning
Resources (LR) Portal
Other Learning Resources
Defining, Appreciating, Observing,
Skills
Comparing, Discussing, Collaborating
Science Concepts
Preliminary
-Prayer
IV. PROCEDURES -Greetings
-checking of attendance
- Setting of Standard
ELICIT Answer the following question:
A. Reviewing previous lessons or
presenting new lessons Guide question:
1. Who can recap the last topic?
2. Who can explain of how the universe created?
3. What are the theories explaining how our

universe is created?
ENGAGE Activity 1: “WHATS ON YOUR MIND”

B. Establishing a purpose for the lesson The students will list down at least five
words when they heard the word
“UNIVERSE”
Teacher will give the students 3mins to list

down.
EXPLORE Activity 2: “GUESSING GAME”

C. Presenting examples/instances of the -the teacher will present to the students a
new lesson game.
Teacher will give the meaning of the jumbled

letters and students will arrange the jumbled
letters to form words.
Guide question:
1. In relation in our activities, what is our next topic?
2. What is the composition of the universe?
EXPLAIN Teacher will introduce the objectives.

Discussing new concepts
Discussing the origin and the structure of the
universe, solar system, explaining the
uniqueness of the earth and describing the 4
subsystem.
ELABORATE Activity 3: “Concept Map”
 Teacher will group the students into
D. Developing mastery 4 and make a Concept map about
the theories of origin of the universe.
They will give 5mins and present
their output.
E. Making generalizations about the Guide question

lesson
Answer the following question:
1. Is the universe expanding? Why did you say so?
2. What is the importance of the 4 subsystem?
3. How the Earth become unique among the other

planets?
1. Define the Big Bang Theory is.
EVALUATE 2. Explain the uniqueness of the earth.
3. Describe the 4 subsystem of the earth.
Make a summarize of the Big Bang Theory

EXTEND
(1/2 CW)
Prepared:
MAYBELYN G. GALIDO
SCIENCE INTERN
Checked by:
MELMAR JAY G. PUEDAN T-11
Region XII
DAILY LESSON PLAN
Grade: Grade 11 Date: February 22, 2023
D. CONTENT STANDARDS The earth’s internal structure
E. PERFORMANCE STANDARDS
Identify the layers of the earth ( crust,
F. LEARNING COMPETENCIES mantle, core)
Differentiate the layers of the Earth
At the end of the lesson, learners should be
able to:
Students will learn that earth has four internet

structures: the crust, the mantle, and the inner
and outer core.
V. OBJECTIVES Students will learn that the structures of the

internal layers are different. These differences
cause physical phenomenon that can observe on
earth’s surface.
Students will learn the different type os stress

that rocks are subjected. These stresses
changes in rock both above and below the
surface.
TOPIC: THE EARTHS INTERNAL
VI. SUBJECT MATTERS STRUCTURE
VII. LEARNING RESOURCES Laptop, TV

B. References:
4. Teachers Guide Pages

6. Textbook Pages
Skills
Science Concepts
Preliminary
-Prayer
VIII. PROCEDURES -Greetings
-setting od standards
ELICIT Recap about the last lesson.
F. Reviewing previous lessons or
presenting new lessons 1. What was our last lesson?
2. Who can explain the Big Bang Theory
3. Enumerate the 4 subsystem?
4. How the planet Earth become unique?

ENGAGE Activity 1:
G. Establishing a purpose for the lesson Answer the following question:
 Do you think is possible to dig your

way through the ground to the other
side of the earth? Why or why not?
EXPLORE Activity 2: Activity 1: “ 4 PICS 1 WORD”

H. Presenting examples/instances of the -teacher prepare 4 Pics 1 word, and
new lesson students will guess the pictures shown.
-Teacher prepare a questions related to the
activity.
Guide question:
1. In your activity, what is our next lesson?
2. What are the layers of the earth and its

importance?
EXPLAIN LESSON PROPER

Teacher will introduce the objectives.
Discussion
ELABORATE Activity 3:
Students will drawing the internal structure
Developing mastery of the Earth in 1 whole sheet of paper and
label it.
J. Making generalizations about the

lesson VIDEO PRESENTATION:
LAYERS OF THE EARTH
EVALUATE Answer the following question:

1. How can you describe the internal structure of
the earth?
2. What is the importance of each layer?
EXTEND Short Quiz
Prepared:
MAYBELYN G. GALIDO
SCIENCE INTERN
Checked by:
Region XII
DAILY LESSON PLAN
Grade: Grade 11 Date: April 11, 2023
A. CONTENT STANDARDS The learners demonstrate understanding of the

three main categories of rocks
The learners shall be able to make brochure

B. PERFORMANCE that shows the Three types of rocks including
STANDARDS
their uses and examples.
Classify rocks into igneous, sedimentary and

C. LEARNING
COMPETENCIES metamorphic. S11/12ES-Ib-10
D. OBJECTIVES
At the end of the lesson, learners should be
able to:
 Explain how igneous, sedimentary, and
metamorphic rocks are formed;
 Classify rocks as to Igneous, Sedimentary,
Metamorphic rocks;
 Explain the rock cycle and;
 Appreciate the importance of rocks in our daily

lives.
TOPIC:
E. SUBJECT MATTERS
THE THREE MAIN CATEGORY OF ROCKS
Earth and life Science

F. LEARNING RESOURCES
 Activity sheets, rocks sample,Tarpapel laptop,

video clips, Power point Presentation.
 Materials
C. References: Earth and life Science module Module 4
9. Textbook Pages
Additional materials from
Learning Resources (LR)
Portal
Other Learning Resources URL
Defining, Appreciating, Observing, Comparing,

Skills
Discussing, Collaborating
Science Concepts
G. PROCEDURES
Preliminary activities
 Prayer
 Greetings
 Checking of attendance
 Setting of Standards
ELICIT
H. Reviewing previous lessons  Recalling the past lesson
or presenting new lessons
Activity 1. ‘WORD CRYPTOGRAM’
 In this activity, teacher will choose
students in the front and reveal the
words using the code below.
A C D E G H I K L M
1 2 3 4 5 6 7 8 9 10
N O P RY S T U V
1 1
12 13 14 15 16 17 18
1 9
1. 1
15 4 3 7 10 4 11 15
6
2.
9 1 18 1
3.
10 1 5 10 1
4.
7 5 11 4 12 17 15
5
. 1 4 3 7 1 4 1 1 1 1 1
5 0 1 6 4 9
6
. 1 4 1 1 1 1 1 1 6 7 2
0 6 0 2 4 3
7.
2 6 1 9 8
 The teacher will present a pictures of
different rocks and show to the students
and answer the following question.
Guide Question:
1. How Igneous, Sedimentary, and Metamorphic

Rocks are formed?
ENGAGE
I. Establishing a purpose for
the lesson
2. What are the processes involved in each
formation of rock types?
3. How to classify the rocks? It is igneous

rocks, sedimentary rocks, or
metamorphic rocks?
Activity 2: “GROUP ACTIVITY”
-The teacher will divide the class into three

groups and following topics will be given.
GROUP 1 – IGNEOUS ROCKS

GROUP 2 – SEDIMENTRAY ROCKS
EXPLORE GROUP 3 – METAMORPHIC ROCKS
J. Presenting  Each group will choose a leader,
examples/instances of the reporter and members. They will be
new lesson provided with a tarpapel where all the
information they got will be written there.
 Teacher will delegates the task to the

students
EXPLAIN
 After examining the features of the rocks, each
group will choose a reporter and share their
observations to the class
 Teacher will listen to the learner’s observation.
 The teachers also give the correct the

misconceptions.
 Teacher also provides a follow up questions.
ELABORATE
K. Developing mastery  The teachers will explain briefly the concepts in

the students activity
 Discuss the Three types of rocks; explain how

the igneous, sedimentary, and metamorphic
rocks are formed.
 Explain the rock cycle.
4. How Igneous, Sedimentary, and Metamorphic

Rocks are formed?
L. Making generalizations
about the lesson
5. What are the processes involved in each
formation of rock types?
Activity 3. “ROCK ANALYSIS”

 The teacher will distribute rock samples
to the students. The students will
examine and observe the texture, colour,
EVALUATE appearance, and composition of the
given rocks samples. After examining
the features the student’s teacher will
randomly call the students to share their
observation to the class.
.
EXTEND Rock Profiling
 The students will use tables named
ROCKS AND MINERALS LIST, to fill out
the rock Profile table, and next meeting
students will share to the class their
outputs.
ROCK PROFILE
Name of Rock
Type of Rocks
Brief Description
Formation
Location
Uses
Prepared:
MAYBELYN G. GALIDO
SCIENCE INTERN
Checked by:
Region XII
DAILY LESSON PLAN
Grade: Grade 11 Date: March 23, 2023

Understanding in;
1Geologic processes that occur on the
A. CONTENT STANDARDS surface of the earth such as weathering,

erosion, mass wasting, and
sedimentation.
2. Geologic processes that occur within
the earth
B. PERFORMANCE STANDARDS  Conduct a survey to assess the possible

geologic/ hydro meteorological hazards
that your community may experience.
 Describe the physical and chemical
changes in rocks due to changes in
C. LEARNING COMPETENCIES pressure and temperature.
At the end of the lesson, the students will

be able to:
1. Identify the geologic processes that

occur in earth’s surface;
2. Define what is exogenous processes;

I. OBJECTIVES
3. Explain how products of weathering
are carried away by erosion and
deposition; and
4. Demonstrate how these geologic

processes shape the earth.
Geologic processes that occur on the

surface of the earth such as
weathering, erosion, mass wasting,
II. SUBJECT MATTERS and sedimentation.
Geologic processes that occur within
the earth
III. LEARNING RESOURCES INTERNET AND CURRICULUM GUIDE

A. References: MELCS , MODULE
1. Teachers Guide Pages Grade 11 Science

3. Textbook Pages
Additional materials from Learning Laptop, for power point presentation;
Resources (LR) Portal rock samples.
Skills Comparing, Discussing, Collaborating
Science Concepts
IV. PROCEDURES
ELICIT 1. What was our last topic?
presenting new lessons
Guide question
 What have you learned in
our previous topic?
 Can you identify the three

main categories of rocks?
Activity 1: “ARRANGE ME!”

10 minutes
ENGAGE
 The teacher will divide the
B. Establishing a purpose for the
class into five groups; and
lesson
the students will arrange
the jumbled letters.
ACTIVITY 2:” REPORT ME!”
Time/application
20 minutes
 In the same group
Teacher will give them a
geologic processes ;
GROUP #1 – erosion
GROUP # 2 – weathering
EXPLORE GROUP #3 – mass

C. Presenting examples/instances of wasting
the new lesson
 The teacher wills
certain topics to the
students. The students
will make a short reporting
about the given geologic
processes.
After that the students

will share to the class
their thoughts.
 The teacher will call each

group report and report
their answer.
 The teacher will present a
EXPLAIN
short video about the
three main categories of
rocks
 The teacher will further
discuss the topic.
ELABORATE Analysis
D. Developing mastery Explain each geological process.
Answer the question:
E. Finding practical applications of
concepts and skills in daily living Why do we need to appreciate the
importance of geologic processes
Answer the question :
F. Making generalization about the
lesson
How do you describe geologic processes
Answer the questions: 10 points
1describe the geologic processes.
EVALUATE
Answer: in (1/2cw)
EXTEND
Assignment
Research what is plate tectonics.
Prepared by:
MAYBELYN G. GALIDO
SCIENCE INTERN
Checked by:
Region XII
DAILY LESSON PLAN
Grade: Grade 11 Date: March 28, 2023

A. CONTENT STANDARDS Understanding in;
1 The folding and faulting of rocks.
 Conduct a survey to assess the
possible geologic/ hydro
B. PERFORMANCE STANDARDS
meteorological hazards that your
C. LEARNING COMPETENCIES  Describe how layers of rocks are
formed.
 Describe the different methods to
determine the stratified rocks.

be able to:
A. Describe the three primary types

of folds (syncline, anticline, and
monocline).
I. OBJECTIVES
B. Describe the three types of faults
(normal, reverse, and
transform).;and
C. Appreciate the importance of

folding and faulting of rocks.
THE FOLDING AND FAULTING OF

II. SUBJECT MATTERS
ROCKS
III. LEARNING RESOURCES INTERNET AND CURRICULUM GUIDE

3. Textbook Pages
Resources (LR) Portal Laptop PowerPoint presentation.
Science Concepts
IV. PROCEDURES
1. What was our last topic?
Guide question
ELICIT
 What have you learned in
our previous topic?
presenting new lessons
 Can you identify the three
main categories of rocks?
ENGAGE Activity 1: “ 4 pics 1 word”

B. Establishing a purpose for the Time/application
10 minutes
class into three groups;
lesson
and the students will hint
the word.
ACTIVITY 2:” FIX ME!”

Time/application
20 minutes
class into the same
EXPLORE
groups and arrange the
C. Presenting examples/instances of
jumbled letters back to
the new lesson
their right positions in
order to form the right
word.
 The teacher will call each

group report and report.
EXPLAIN
discuss the topic.
ACTIVITY 3: “BEND IT OR BREAK IT!
Time/application
20 minutes
1. Divide students into

same groups.
2) Hand each group a

ruler, two different colours
of play dough or clay, and
ELABORATE
two notebook
D. Developing mastery
3) Instruct each group to
flat layers that are 1/2-1”
thick, depending on
materials used.
4) Have each group stack

the different-collared layers
on top of each other on a
flat surface (the different
colored layers represent
rock layers).
5) Then have each group
place their layered block of
play dough or clay between
their two notebook
6) Ask youth to STOP

squeezing when they have
pushed their layered play
dough or clay about 1 inch
on each side.

Why do we need to appreciate the
concepts and skills in daily living
folding and faulting of rocks?

How do you describe folding and
lesson
faulting?
Answer the following questions: 10

points
EVALUATE
Draw a Venn Diagram and write down
the differences and similarities of folding
and faulting.
EXTEND Discuss the next topic
( plate tectonics)
Prepared by:
MAYBELYN G. GALIDO
SCIENCE INTERN
Checked by:
Region XII
DAILY LESSON PLAN
Grade: Grade 11 HUMSS Date: April 11, 2023

A. CONTENT STANDARDS
Understanding in;
PLATE TECTONICS
 Conduct a survey to assess the possible
B. PERFORMANCE STANDARDS geologic/ hydro meteorological hazards
that your community may experience.
C. LEARNING COMPETENCIES  Explain how sea floor spreads.S11ES-IIf-
32
 Describe the structure and evolution of
ocean basins.S11ES-IIf-33
 Explain how the movement of plates

leads to the formation of folds, faults,
trenches, volcanoes, rift valleys and
mountain ranges.S11ES-IIg-h-34

be able to:
a. To differentiate the types of

plate boundaries;
b. Compare and contrast the

continental crust from the
oceanic crust based on
I. OBJECTIVES their thickness, density and
temperature;
c. Explore the various effect of

plate tectonics on the
earth’s lithosphere; and
d. Appreciate the formation of

the different geologic
landforms on earth.
II. SUBJECT MATTERS PLATE TECTONICS
INTERNET AND CURRICULUM GUIDE
III. LEARNING RESOURCES PRELIMINARY ACTIVITIES
 PRAYER
IV. STRATEGIES  GREETINGS
 CLASSROOM CONDITIONING
 CHECKING OF ATTENDANCE

3. Textbook Pages
Resources (LR) Portal IM’s , Pictures, Chalk,
Science Concepts
V. PROCEDURES
The teacher ask the following questions
ELICIT to connect previous lesson to present:
presenting new lessons What was our last topic?
Activity 1:
A. “PANGAEA PUZZLE”- The teacher will

divide the class into three groups; and
the students will arrange the puzzle
together to form a supercontinent
Pangaea.
ENGAGE
B. Establishing a purpose for the
lesson
B. “FIX ME “- in the same group let the
students unscramble the letters to from a
word based on the statements given.
Write your answer on the ¼ sheet of
paper.
EXPLORE ACTIVITY 2” “BEND IT OR BREAK IT!

C. Presenting examples/instances of
the new lesson Time/application
20 minutes
1. Divide students into

same groups.
2) Hand each group of play

dough or clay, and two
notebook.
GROUP #1
“What will happen if two

plates diverge?”
GROUP #2

plates converge?”
GROUP #3

plate transform to each
other?”
Procedure:
a. Place a two notebook on

the table.
b. Place the clay on the top
centre of two notebook.
Diverge group- move the

two notebooks slowly away
from each other.
Converge group-move the

two notebooks slowly
colliding each other.
Transform group-move
the two notebooks slowly
sliding past each other in
vertical movement.
c. Observe what happens,

and record your
observations and result.
EXPLAIN  The teacher will ask each

Discussing new concepts group what was the
activity is all about?

discuss the topic.
Explain the topic using the
following guide questions:
1. Which is thicker, the

continental crust or the
oceanic crust?
2. Which is denser, the
oceanic crust?
3. What has higher
temperature, the
oceanic crust?
4. What happens when
two adjacent plates
moves toward
(converge) each other?
5. What happens when

two adjacent plates
moves away (diverge)
from each other?
ACTIVITY 3: “ organizing your

thoughts”
Time/application
20 minutes
ELABORATE  In the same group, teacher
D. Developing mastery will give each group a 1
manila paper and students
will make a Venn diagram
to write what are the
similarities and differences
of continental and oceanic
crust.
concepts and skills in daily living Why do we need to appreciate the
importance of the plate tectonics?
lesson
How do you describe plate tectonics?
EVALUATE Answer the following questions: 10 points
“ TRUE OR FALSE”
Oceanic crust is thicker than continental
crust.
1. Divergent boundary is when two plates

moving away with each other.
2. Transform boundary when the plates are

sliding past each other.
3. Continental crust is thinner than oceanic
crust.
4. Convergent boundary is when two plates

are colliding each other.
Research
EXTEND
The different hazards caused by
geological processes.
Prepared by:
MAYBELYN G. GALIDO
SCIENCE INTERN
Checked by:
Region XII
DAILY LESSON PLAN
Grade: Grade 11 HUMSS Date: April 26, 2023

Understanding in;
A. CONTENT STANDARDS
geological processes
 Conduct a survey to assess the
possible geologic/ hydro
B. PERFORMANCE STANDARDS meteorological hazards that your
C. LEARNING COMPETENCIES  Using hazard mas, identify

areas prone to hazards
brought about by
earthquakes, volcanic
eruption, and landslides.
S11/12ES-If -31
 Identify human activities that
speed up or trigger
landslides. S11/12ES-If -33

be able to:
Lesson 1- geological processes and

hazards
1 identify places in the Philippines that are
prone to geologic hazards like 9
earthquakes, volcanic eruptions, and
landslide using hazard map; and
2. Explain why it is important to identify
I. OBJECTIVES
places that are prone to geologic hazards.
Lesson 2- geologic processes and
hazards
1 identify human activities that speed up or
trigger landslides;
2. explain why it is important to identify
human activities that speed up or trigger
landslide; and
.

II. SUBJECT MATTERS
geological processes
INTERNET AND CURRICULUM GUIDE
PRELIMINARY ACTIVITIES
III. LEARNING RESOURCES  PRAYER
 GREETINGS
IV. STRATEGIES
 CLASSROOM CONDITIONING
 CHECKING OF ATTENDANCE

3. Textbook Pages
Additional materials from
Learning Resources (LR) Portal IM’s , Pictures, Chalk,
Skills Defining, Appreciating, Observing,
Science Concepts
V. PROCEDURES
The teacher ask the following questions to
ELICIT connect previous lesson to present:
presenting new lessons What was our last topic?
Activity 1: CAUSE AND EFFECT

The learners will supply the blank boxes
with the causes and effects from the given
geological hazards.
ENGAGE Geological Causes Effects

B. Establishing a purpose for the hazards
lesson Earthquake
s
Volcanic
eruptions
landslides
Activity 2- IDENTIFY ME
Time/application
20 minutes
Using the hazard map given by the
teacher, the learners will answer the
following questions.
1 identify the top 3 places in the

Philippines that are hazard-prone to
earthquakes, volcanic eruptions, and
EXPLORE
landslide. Justify your answers why they
C. Presenting examples/instances
are the most prone.
of the new lesson
2. What is the importance of using hazard
map?
Activity 3- SHARE IT
Have you experienced landslide in your
community? What are the causes of such
event? The learners will share their
experience.
EXPLAIN  The teacher will ask each

group what was the activity
is all about?
discuss the topic.
ACTIVITY 3: HAZARD IDENTIFICATION

Time/application
20 minutes
The learners will identify

hazardous places during or
after earthquakes on the
following locations.
ELABORATE 1 home
D. Developing mastery 2 classroom and
school building
3 community( exa
mple barangay,
municipality or
provinces)
the answer must be something similar to
this: in the community damaged roads and
bridges
concepts and skills in daily
Why do we need to appreciate the
living
importance of using of hazard map?
lesson
How do you describe landslide?
Answer the following questions;
The learners will read then following
statements and complete them by filling in
with the correct term and/or phrase.
1 The Philippine
experiences
more
earthquakes
and volcanic
eruption
because it is
located in the
______.
2 Earthquakes
and volcanic
eruptions are
known as
______ type of
hazards.
EVALUATE 3 Surigao del
sure and davao
del norte are at
risk to hazard
due to ____
and ____.
4 Camiguin has
the highest risk
effects of
volcanic
eruption
because the
land area is
too_____.
5 Man-made
hazard is
classified as
______.
Research
EXTEND
The different hazards caused by hydro
meteorological phenomena.
Prepared by:
MAYBELYN G. GALIDO
SCIENCE INTERN
Checked by:
Region XII
DAILY LESSON PLAN
Grade: Grade 11 Date: April 26, 2023

Understanding in
1. the different hazards caused by hydro
A. CONTENT STANDARDS meteorological phenomena (tropical cyclones,
monsoons, floods, and tornadoes or ipo-ipo)
2. the different hazards caused by coastal processes
(waves, tides, sea-level changes, crustal movement.
and storm surges)
 Conduct a survey to assess the possible geologic/
B. PERFORMANCE STANDARDS hydro meteorological hazards that your community

may experience.
 Using hazard maps, identify areas prone to

hazards brought about by tropical cyclones,
monsoons, floods, or ipo-ipo ($11/12ES-lg-36)
 Describe how coastal processes result in coastal
erosion, submersion, and saltwater intrusion
C. LEARNING COMPETENCIES
(S11/12ES-Ih-38)
 Cite ways to prevent or mitigate the impact of
land development, waste disposal, and
construction of structures on control coastal
processes (S11/12ES-li-41)
At the end of the lesson, the students should be able

to:
 Determine the cause behind coastal processes.
 Define and explain coastal erosion, submersion,
and saltwater intrusion.
I. OBJECTIVES
 Identify the effects of coastal processes.

 Describe how coastal processes result in coastal
erosion, submersion, and saltwater intrusion.
TOPIC: Describe how coastal processes result in

II. SUBJECT MATTERS coastal erosion, submersion, and saltwater
intrusion
III. LEARNING RESOURCES Laptop, television
A. References:

3. Textbook Pages
Skills Defining, Appreciating, Observing, Comparing,
Discussing, Collaborating
Science Concepts
Preliminary
-Prayer
IV. PROCEDURES -Greetings
- Setting of Standard
ELICIT Answer the following question:
presenting new lessons Guide question:
1. Who can recap the last topic?
2. What have you learned in our last topic?
3. Who can explain the different types of Plate
Boundary?
ENGAGE Activity 1: “ARRANGE ME”

B. Establishing a purpose for the lesson - Teacher will group the students into 3 groups
and each group will choose a leader and
reporter
- Using the jumble letters as clues, the
learners will rearrange them to decipher a
term that fits in the corresponding boxes.
1.
- RHAZASD
2.
-OSOSONMN
3.
-IOP-IPO
4.
-KRIS
5
.
-CIATRLPO SELCONYC
6.
-DGTHRUO
7.
-SLDFOO
EXPLORE Activity 2:
C. Presenting examples/instances of the - In relation from previous activity, teacher
new lesson will give a description of those words that
student reveal in the activity.
- Each group will present and discuss their

ideas to the class.
EXPLAIN
Activity 3. Break It Out
The learners will take a look at the given

pictures. The, answer the guide questions
Guide Question:
1.What can you say about the pictures?
____________________________________
____________________________________
2. Explain how these ways help in preventing

coastal hazards?
_____________________________________
______________________________________
ELABORATE
D. Developing mastery  The teachers will explain briefly the
concepts in the students activity
 Discuss how coastal processes result in

coastal erosion, submersion, and
saltwater intrusion.
E. Making generalizations about the Guide question

lesson
1. Describe how coastal processes result in
coastal erosion, submersion, and saltwater
intrusion
2. What is the impact of coastal processes?
3.
EVALUATE QUIZ. 102 SHEET OF PAPER
Which of the following methods of coastal

protection involves adding of sand and water
mixtures to prevent erosion?
A. breakwaters
B. beach nourishment
C. sandbags
D. seawalls
2. Which of the following are placed along coasts to

lessen the impact of storm surges or waves in cases
of emergencies?
A. sandbags
B. artificial seaweeds
C. breakwaters
D. seawalls
3. Which of the following are the methods that help

in coping with saltwater intrusion?
I. artificial recharges
II. monitoring and assessment
III. regulations
IV. mining activities
A. I and II only
B. I, II and III
C. II, III and IV
D. II and IV
4. Which of the following methods prevents

saltwater intrusion?
A. use of artificial seaweed
B. injection of freshwater to reservoirs
C. construction of seawalls
D. pumping out groundwater
5. Which of the following best describes how

seawalls protect coasts?
A. Seawalls promote the creation of waves.
B. Seawalls weaken the waves to lessen their

impact.
C. Seawalls are not effective against waves.
D. Seawalls stop waves from hitting the shore.
RESEARCH THE IMPORTANCE OF COASTAL

EXTEND
PROCESSE (250 WORDS)
Prepared:
MAYBELYN G. GALIDO
SCIENCE INTERN
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Department of Education

Grade: Grade 11 Date: February 22, 2023

The learners demonstrate and

B. PERFORMANCE STANDARDS geologic/ hydro meteorological hazards that your

At the end of the lesson, the students should

State the different hypothesis explaining the

Describing the four subsystem

b. Earth and Earth system

1. Teachers Guide Pages pp 1-10

1. Who can recap the last topic?

2. Who can explain of how the universe created?

3. What are the theories explaining how our

ENGAGE Activity 1: “WHATS ON YOUR MIND”

Teacher will give the students 3mins to list

EXPLORE Activity 2: “GUESSING GAME”

Teacher will give the meaning of the jumbled

1. In relation in our activities, what is our next topic?

2. What is the composition of the universe?

EXPLAIN Teacher will introduce the objectives.

E. Making generalizations about the Guide question

1. Is the universe expanding? Why did you say so?

2. What is the importance of the 4 subsystem?

3. How the Earth become unique among the other

1. Define the Big Bang Theory is.

EVALUATE 2. Explain the uniqueness of the earth.

3. Describe the 4 subsystem of the earth.

Make a summarize of the Big Bang Theory

Grade: Grade 11 Date: February 22, 2023

D. CONTENT STANDARDS The earth’s internal structure

Students will learn that earth has four internet

V. OBJECTIVES Students will learn that the structures of the

Students will learn the different type os stress

VII. LEARNING RESOURCES Laptop, TV

4. Teachers Guide Pages

2. Who can explain the Big Bang Theory

3. Enumerate the 4 subsystem?

4. How the planet Earth become unique?

 Do you think is possible to dig your

EXPLORE Activity 2: Activity 1: “ 4 PICS 1 WORD”

1. In your activity, what is our next lesson?

2. What are the layers of the earth and its

EXPLAIN LESSON PROPER

J. Making generalizations about the

EVALUATE Answer the following question:

EXTEND Short Quiz

Grade: Grade 11 Date: April 11, 2023

A. CONTENT STANDARDS The learners demonstrate understanding of the

The learners shall be able to make brochure

Classify rocks into igneous, sedimentary and

 Explain the rock cycle and;

 Appreciate the importance of rocks in our daily

Earth and life Science

 Activity sheets, rocks sample,Tarpapel laptop,

Defining, Appreciating, Observing, Comparing,

1. How Igneous, Sedimentary, and Metamorphic

3. How to classify the rocks? It is igneous

Activity 2: “GROUP ACTIVITY”