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GRADE 1 to 12 School ROXAS NATIONAL COMPREHENSIVE HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher MISS NERISSA MAE F. DADORES Learning Area EARTH AND LIFE SCIENCES
Teaching Dates and Time 7:15-11:30, 1:00-5:00 July 9-13, 2018 Quarter 1st Semester, 1st Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES 1. Identify the controls and triggers of mass wasting. 1. Explain why the Earth’s interior is hot.
2. Distinguish between different mass wasting processes. 2. Identify the sources of the Earth’s internal heat and describe the
3. Make a report on how rocks and soil move downslope due to the different processes responsible for the transfer of heat.
direct action of gravity. 3. Explain the different conditions required in the generation of magma.

A. Content Standard The learners demonstrate an understanding of: The learners demonstrate an understanding of:
1. Geologic processes that occur on the surface of the Earth such as 1. Geologic processes that occur within the Earth
weathering, erosion, mass wasting, and sedimentation (include the role
of ocean basins in the formation of sedimentary rocks)

B. Performance Standard The learners shall be able to: Conduct a survey or design a study to assess the possible hydrometeorological hazards that your community may experience. (Note: Select this
performance standard if your school is in an area that is frequently hit by tropical cyclones and is usually flooded.)
C. Learning Competency/Objectives The learners: The learners:
Write the LC code for each. 1. Make a report on how rocks and soil move downslope 1. Describe where the Earth’s internal heat comes from.
due to the direct action of gravity. S11/12ES-Ib-13 S11/12ES-Ib-14
2. Describe how magma is formed (magmatism). S11/12ES-
Ic-15
II. CONTENT II. EARTH MATERIALS AND PROCESSES

B. Exogenic Processes C. Endogenic Processes


III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Earth & Life Science pp. 17-24
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource quipperschool.com.ph
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 learning by the students 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.
A. Reviewing previous lesson or Review previous concepts on weathering, erosion and deposition. Review previous concepts the different layers of the Earth and the
presenting the new lesson rock cycle and the definition of magma.
B. Establishing a purpose for the Give students a short article regarding the movement of mass wasting. Now ask students why is the core layer hot? Let the students list their
lesson Have them group with 5-6 members. answers on the board.
C. Presenting examples/Instances of Now based on the article given ask them about their thoughts and Show the students a picture of igneous rock. Ask the students the
the new lesson knowledge about mass wasting. (Brainstorming) following:
a. How is an igneous rock formed?
b. If magma is defined as molten rock material, do you need to melt
rocks to form magma?
c. Is temperature increase solely responsible for the melting of rocks?
d. Where and how is magma formed?
D. Discussing new concepts and Mass wasting analogy Place a blackboard eraser on the table. Ask Give a short lecture on Earth’s internal heat.
practicing new skills # 1 students what will happen –nothing. Place the eraser on a smooth,
slanted surface –the eraser will slide down. Explain that similar to the
blackboard on a slanted surface, rocks and rock debris can also move
down-slope through the process called mass wasting.
E. Discussing new concepts and Have a discussion on the following Go back to the question, why is the core layer hot? Now let the students
practicing new skills # 2 1. Mass wasting check their answers on the board.
2. Controls and Triggers of Mass wasting
3. Types of materials involved in mass wasting
4. Types of movement
F. Developing mastery Scenarios: Three Friends in A Valley Chocolate Mantle Convection
(leads to Formative Assessment Divide the class into small groups of 5-7 students and have them ACTIVITY: Chocolate Mantle Convection
3) discuss among themselves their answers. In class, lead the discussion Divide the class into groups of five people each for an activity adapted
while at the same time allowing opportunity for thorough exchange of from the video “Hot Chocolate Mantle Convection Demonstration.”
ideas among students Source: https://www.youtube.com/watch? v=PdWYBAOqHrk).

Or show a video of simple geology experiment


https://www.youtube.com/watch?v=iCYvSVmUDm4 this is about the
mantle and magma.
G. Finding practical application of Ask students about the threats brought by mass wasting to What are the significance of Earth’s internal heat in our daily lives?
concepts and skills in daily living communities located in a steep slope areas.
H. Making generalizations and Examine a photograph Ask students to describe where the Earth’s internal heat comes from
abstractions about the lesson 1. Instruct students to write a report, based on the photo, of changes and describe how magma is formed.
which could occur on the slope to reduce its stability and allow mass
movement to take place.
I. Evaluating learning Have a short quiz on mass wasting. Have a short quiz that contains questions describing Earth’s internal
heat and magma formation.
J. Additional activities for application Create a list of places that experienced the worst result of mass
or remediation wasting in the Philippines.
V. REMARKS CONTINUATION OF PREVIOUS WEEK
VI. REFLECTION 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? 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%
in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
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?

Prepared by: Checked by:

NERISSA MAE F. DADORES MERIAM R. MOSASO


Teacher I-SHS Head Teacher V, Science & Technology