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Don Earth & Life Science Daily Lesson Log (DLL)

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This is a Daily Lesson Log (DLL) sample in Earth and Life Science for Senior High School.

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Don Earth & Life Science Daily Lesson Log (DLL)

  1. 1. 1 | P a g e SHS DAILY LESSON LOG GRADES 11-12 DAILY LESSON LOG School JUAN R. LIWAG MEMORIAL HIGH SCHOOL Grade Level 11 Teacher DONATO B. BUMACAS, PhD Learning Area EARTH & LIFE SCIENCE Teaching Dates & Time July 4-5 & 7-8, 2016 @ 10-11am; 1-2pm & 4-5pm Quarter 1ST DAY MONDAY TUESDAY THURSDAY FRIDAY DATE July 4, 2016 July 5, 2016 July 7, 2016 July 8, 2016 I. OBJECTIVES A. Content Standards The learners demonstrate an understanding of the formation of the universe. The learners demonstrate an understanding of the formation of the universe and the solar system. B. Performance Standards Make their own theory on the origin of the universe and solar system C. Learning Competencies / Objectives A. The learners shall be able to state the different hypotheses and theories explaining the origin of the universe (S11/12ES-Ia-e-1). B. The learners shall be able to describe the different hypotheses explaining the origin of the solar system (S11/12ES-Ia-e-2) At the end of the lessons, the learners will be able to: 1. discuss and state the different hypothesis including the Big Bang Theory of the Origin of the Universe and solar system; 2. describe the structure and composition of the Universe; and 3. explain the red-shift and how it used as proof of an expanding universe. Explain the current advancements or information on the solar system (S11/12ES-Ia-e-5) At the end of this lesson, the learners will be able to: 1. identify the large scale and small scale properties of the Solar System; and 2. become familiar with the most recent advancements/information on the solar system. II. CONTENT ORIGIN AND STRUCTURE OF THE EARTH UNIVERSE AND THE SOLAR SYSTEM III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages 2. Learner’s Materials Pages JUAN R. LIWAG MEMORIAL HIGH SCHOOL Gapan City, Nueva Ecjia Telephone: (044) 4866364 Telefax: (044) 9763113 Email address: neshs_jrlmhs@yahoo.com Annex 2B.6 to DepEd Order No. 42 , s. 2016
  2. 2. 2 | P a g e 3. Textbook Pages Salandanan, Gloria G., Faltado III, Ruben E., & Lopez, Merle B. (2015). Earth and Life Sciences: For Senior High School. LORIMAR Publishing Inc. Pages 4-24. 4. Additional Materials from Learning Resources (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 (accessed 17 June 2016) (5) https://en.wikipedia.org/wiki/Universe (accessed 17 June 2016) (6) https://www.youtube.com/watch?v=RPVvgJoddO4&list=PLrhG2NtyHAZuPW5HP3cyenGGTUqUhumeQ(a ccessed 17 June 2016) (7) Steinhardt P and N Turok. Endless Universe, http://www.physics.princeton.edu/~steinh/endlessuniverse/askauthors.html(accessed 17 June 2016) (8) http://imagine.gsfc.nasa.gov/educators/lesson_plans.html (9) http://science.nasa.gov/astrophysics/focus-areas/how-do-stars-form-and-evolve/ (accessed 17 June 2016) (10) http://csep10.phys.utk.edu/astr161/lect/solarsys/solarsys.html (accessed 17 June 2016) (11) https://en.wikipedia.org/wiki/History_of_Solar_System_formation_and_evolution_hypotheses#Classificatio n_of_the_theories (accessed 17 June 2016) (12) "The Origin of the Universe, Earth, and Life." National Academy of Sciences. Science and Creationism: A View from the National Academyof Sciences, Second Edition.Washington, DC: The National Academies Press, 1999. http://www.nap.edu/read/6024/chapter/3#8 (accessed 17 June 2016) (13) http://science.nasa.gov/astrophysics/focus-areas/what-powered-the-big-bang/ (accessed 17 June 2016) (14) Activities for teaching of the Universe: http://www.nuffieldfoundation.org/science-society/activities- universe and http://molebash.com/doppler/horn/horn1.htm (15) Short article: http://www.scholastic.com/teachers/article/?origin-universe Other Learning Resources: (1) Tablet Laptop (2) Projector Resources (1) http://csep10.phys.utk.edu/astr161/lect/solarsys/solarsys.html (accessed 18 June 2016) (2) https://en.wikipedia.org/wiki/History_of_Solar_System_formation_and_ev olution_hypotheses#Classification_of_the_theories (accessed 18 June 2016) (3) "The Origin of the Universe, Earth, and Life." National Academy of Sciences. Science and Creationism: A View from the National Academy of Sciences, Second Edition. Washington, DC: The National Academies Press, 1999. http://www.nap.edu/read/6024/chapter/3#8 (accessed 18 June 2016) (4) http://science.nasa.gov/astrophysics/focus-areas/what-powered- thebig-bang/ (accessed 18 June 2016) (5) http://abyss.uoregon.edu/~js/ast121/lectures/lec24.html(accessed 18 June 2016) (7) http://discovery.nasa.gov/education/pdfs/Active%20Accretion_Discovery _508.pdf (accessed 18 June 2016) (8) http://www.pbslearningmedia.org/resource/nsn11.sci.ess.eiu.solarorigins/ origins-of-the-solar-system/ (accessed 18 June 2016) (9) http://dawn.jpl.nasa.gov/DawnClassrooms/pdfs/ActiveAccretion_Dawn.p df (accessed 18 June 2016) (10) (https://www.google.com.ph/url?sa=i&rct=j&q=&esrc=s&source=images& cd=&ved=0ahUKEwjiue7soaTNAhUDGJQKHXjHAQ4QjBwIBA&url=https %3A%2F%2Fupload.wikimedia.org%2Fwikipedia %2Fcommons%2F9%2F9f%2FSolarmap.png&bvm=bv.124272578,d.dG o&psig=AFQjCNGwA4eXmalQjoCkVRqF4n4bDTC6sw&ust=1465881 919469816) Other Learning Resources: (1) Tablet Laptop (2) Projector IV. PROCEDURES A. Motivation/Reviewi ng previous lesson or presenting the new lesson Nature Identification Activity: Bring one piece of nature WATCH A VIDEO ABOUT BIG BANG THEORY PASS THE EARTH BALL GAME: Basketball Shoot, Volleyball Spike, Baseball Bat, Soccer Kick RECAP THE PREVIOUS LESSON ACTIVITY: 1. PUT SOME KEY WORKDS BELOW THE CHAIR OF THE
  3. 3. 3 | P a g e (ACTIVITY) STUDENTS 2. LET THE STUDENTS LOOK AT THEIR CHAIR 3. THOSE WHO HAVE THE KEY WORDS WILL READ AND EXPLAIN WHAT IT MEANS 4. LET THE AUDIENCE AGREE OR DISAGREE WITH THE EXPLANATION B. Establishing the purpose of the lesson (ACTIVITY) Self-Reflection on the relevance of the subject in the learners course and life (What, So What and Now What Method) based on the Object Identification Activity C. Presenting examples/instances of the new lesson (ANALYSIS) POWERPOINT PRESENTATION:  Discuss course description connecting it with the activity & reflections to deepen the interest of learners on the subject D. Discussing new concepts and practicing new skills #1 (ANALYSIS) POWERPOINT PRESENTATION:  INPUT1: THEORIES ON THE ORIGIN OF THE UNIVERSE AND THE SOLAR SYSTEM POWERPOINT PRESENTATION:  INPUT 2: BIG BANG THEORY  INPUT 3: IMPORTANT TERMS, EVOLUTION & COMPOSITION OF UNIVERSE, BIRTH- DEATH-REBIRTH OF STARS, & EXPANDING UNIVERSE POWERPOINT PRESENTATION:  INPUT 4: COMPONENTS, OVERVIEW OF SOLAR SYSTEM  INPUT 5: LARGE & SMALL SCALE FEATURES OF THE SOLAR SYSTEM POWERPOINT PRESENTATION:  INPUT 6: ELEMENT ABUNDANCE ON EARTH, METEORITES AND UNIVERSE  INPUT 7: RECENT ADVANCEMENT & INFORMATION ON THE SOLAR SYSTEM E. Discussing new concepts and practicing new skills #2 (ANALYSIS) F. Developing mastery (leads to formative assessment 3) G. Finding practical applications of concepts and skills in  Students formulate their own theories on the origin of the universe, solar system and earth
  4. 4. 4 | P a g e daily living (APPLICATION) H. Making generalizations and abstraction about the lesson (ABSTRACTION)  WHAT GENERALIZATION YOU HAVE ON THE RELEVANCE OF THE SUBJECT TO YOUR COURSE AND YOUR LIFE…  WHAT GENERALIZATION YOU MAY DEVELOP REGARDING THE DIFFERENT THEORIES ON THE ORIGIN OF THE UNIVERSE…  WHAT CONCLUSION YOU MAY HAVE REGARDING THE COMPOSITION OF THE SOLAR SYSTEM…  WHAT GENERALIZATION YOU MAY DEVELOP REGARDING THE RECENT ADVANCEMENT & INFORMATION ON THE SOLAR SYSTEM… I. Evaluating learning (ASSESSMENT) SHORT QUIZ 1.List the 9 theories being discussed (9 pts.) 2.Differentiate the 3 approaches of understanding the origin of the universe, solar system or earth (15pts) TOTAL ITEMS = 24 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 an 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 SHORT QUIZ 1. Illustrate the eight planets of the solar system based on the distance from the sun. (20 pts.) 2. Compare the 5 large scale features of the solar system from the 3 small scale features of the solar system. (15 pts.) 3. Outline what compose the solar system. (15 pts.) TOTAL ITEMS = 50 SHORT QUIZ 1. Identify 10 elements found in the universe and in earth. (10 pts.) 2. Write T if answer is True & F if answer is False: (5 pts.) __a. Hydrogen, helium, inert gases, and volatiles, the universe and Earth have similar abundance especially for rock and metal elements. __b. The sun and the large planets have enough gravity to retain hydrogen and helium. __c. Rare inert gases are too heavy for the Earth’s gravity to retain, thus the low abundance __d. Retention of volatile elements by the Earth is not consistent with the idea that some materials that formed the Earth and the solar system were “cold” and solid; otherwise, the volatiles would have been lost. __e. The presence of heavy elements such as lead, silver, and uranium on Earth suggests that it was derived from remnants of a supernova and that the Sun is a second- generation star made by
  5. 5. 5 | P a g e recycling materials. 3. Essay: Compare the three recent advancement & information on the solar system & explain each finding (15 pts.) TOTAL ITEMS = 30 J. Additional activities for application or remediation PERFORMANCE: 1. Research and make/develop your own hypothesis or theory on the origin of the universe or solar system using your imagination and what you learned from the different theories we discussed. Support your theories in your own understanding based on empirical data. (50 pts.) V. REMARKS Conduct assessment next day Conduct assessment next day Time was not enough so there is a need to continue the discussion next week and conduct assessment after… VI. REFLECTION A. No. of learners who earned 80% of the formative assessment B. No. of learners who require additional activities or remediation C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. Which of my teaching strategies worked well? Why did these work? E. What difficulties did I encounter which my principal or supervisor can help me solve? F. What innovation or localized materials did I use/discover which I wish to share with other teachers? Outdoor Nature Identification Activity by letting each learner bring one piece of object from nature, then facilitate class discussion using Socratic method to introduce the subject matter and generate active class participation. Prepared by: Noted: Approved: DONATO B. BUMACAS, PhD ANICIA M. CLEOFAS ROGELIO T. DULAY ELVIRA A. PASCUA Master Teacher I SHS Assistant Principal for Academics SHS Assistant Principal for Operation & Learner Support SHS Principal IV

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