JUAN R.

LIWAG MEMORIAL HIGH SCHOOL

Gapan City, Nueva Ecjia
Telephone: (044) 4866364
Telefax: (044) 9763113
Email address: neshs_jrlmhs@yahoo.com

SHS DAILY LESSON LOG

Annex 2B.6 to DepEd Order No. 42 , s. 2016
School JUAN R. LIWAG MEMORIAL HIGH SCHOOL Grade Level 11
GRADES 11-12
Teacher DONATO B. BUMACAS, PhD Learning Area EARTH & LIFE SCIENCE
DAILY LESSON LOG
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 Make their own theory on the origin of the universe and solar system
Standards
C. Learning A. The learners shall be able to state the different hypotheses and theories explaining the Explain the current advancements or information on the solar system
Competencies / origin of the universe (S11/12ES-Ia-e-1). (S11/12ES-Ia-e-5)
Objectives 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 this lesson, the learners will be able to:
1. identify the large scale and small scale properties of the Solar System;
and
At the end of the lessons, the learners will be able to:
2. become familiar with the most recent advancements/information on
1. discuss and state the different hypothesis including the Big Bang Theory of the Origin of the the solar system.
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.
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

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 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 Reference Resources: Resources
Resources (1) http://imagine.gsfc.nasa.gov/educators/lesson_plans.html (1) http://csep10.phys.utk.edu/astr161/lect/solarsys/solarsys.html
(2) http://imagine.gsfc.nasa.gov/educators/materials.html (accessed 18 June 2016)
(2)
(3) http://www.astro.princeton.edu/~dns/teachersguide/website.pdf https://en.wikipedia.org/wiki/History_of_Solar_System_formation_and_ev
(4) http://map.gsfc.nasa.gov/universe/WMAP_Universe.pdf (accessed 17 June 2016) olution_hypotheses#Classification_of_the_theories (accessed 18 June
(5) https://en.wikipedia.org/wiki/Universe (accessed 17 June 2016) 2016)
(6) (3) "The Origin of the Universe, Earth, and Life." National Academy of
Sciences. Science and Creationism: A View from the National Academy
https://www.youtube.com/watch?v=RPVvgJoddO4&list=PLrhG2NtyHAZuPW5HP3cyenGGTUqUhumeQ(a of Sciences, Second Edition. Washington, DC: The National
ccessed 17 June 2016) Academies Press, 1999. http://www.nap.edu/read/6024/chapter/3#8
(7) Steinhardt P and N Turok. Endless Universe, (accessed 18 June 2016)
http://www.physics.princeton.edu/~steinh/endlessuniverse/askauthors.html(accessed 17 June 2016) (4) http://science.nasa.gov/astrophysics/focus-areas/what-powered-
(8) http://imagine.gsfc.nasa.gov/educators/lesson_plans.html thebig-bang/ (accessed 18 June 2016)
(5) http://abyss.uoregon.edu/~js/ast121/lectures/lec24.html(accessed 18
(9) http://science.nasa.gov/astrophysics/focus-areas/how-do-stars-form-and-evolve/ (accessed 17 June June 2016)
2016) (7)
(10) http://csep10.phys.utk.edu/astr161/lect/solarsys/solarsys.html (accessed 17 June 2016) http://discovery.nasa.gov/education/pdfs/Active%20Accretion_Discovery
(11) _508.pdf (accessed 18 June 2016)
(8)
https://en.wikipedia.org/wiki/History_of_Solar_System_formation_and_evolution_hypotheses#Classificatio
http://www.pbslearningmedia.org/resource/nsn11.sci.ess.eiu.solarorigins/
n_of_the_theories (accessed 17 June 2016) origins-of-the-solar-system/ (accessed 18 June 2016)
(12) "The Origin of the Universe, Earth, and Life." National Academy of Sciences. Science and (9)
Creationism: A View from the National Academyof Sciences, Second Edition.Washington, DC: The http://dawn.jpl.nasa.gov/DawnClassrooms/pdfs/ActiveAccretion_Dawn.p
National Academies Press, 1999. http://www.nap.edu/read/6024/chapter/3#8 (accessed 17 June 2016) df (accessed 18 June 2016)
(13) http://science.nasa.gov/astrophysics/focus-areas/what-powered-the-big-bang/ (accessed 17 June (10)
(https://www.google.com.ph/url?sa=i&rct=j&q=&esrc=s&source=images&
2016) cd=&ved=0ahUKEwjiue7soaTNAhUDGJQKHXjHAQ4QjBwIBA&url=https
(14) Activities for teaching of the Universe: http://www.nuffieldfoundation.org/science-society/activities- %3A%2F%2Fupload.wikimedia.org%2Fwikipedia
universe and http://molebash.com/doppler/horn/horn1.htm %2Fcommons%2F9%2F9f%2FSolarmap.png&bvm=bv.124272578,d.dG
(15) Short article: http://www.scholastic.com/teachers/article/?origin-universe o&psig=AFQjCNGwA4eXmalQjoCkVRqF4n4bDTC6sw&ust=1465881
919469816)
Other Learning Resources:
(1) Tablet Laptop Other Learning Resources:
(2) Projector (1) Tablet Laptop
(2) Projector
IV. PROCEDURES
A. Motivation/Reviewi Nature Identification Activity: Bring one piece of nature WATCH A VIDEO ABOUT BIG PASS THE EARTH BALL GAME: RECAP THE PREVIOUS LESSON
ng previous lesson BANG THEORY Basketball Shoot, Volleyball ACTIVITY:
or presenting the Spike, Baseball Bat, Soccer Kick 1. PUT SOME KEY WORKDS
new lesson BELOW THE CHAIR OF THE
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 (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 Self-Reflection on the relevance of the subject in the
purpose of the lesson
learners course and life (What, So What and Now What
(ACTIVITY) Method) based on the Object Identification Activity
C. Presenting POWERPOINT PRESENTATION:
examples/instances  Discuss course description connecting it with the activity
of the new lesson & reflections to deepen the interest of learners on the
(ANALYSIS) subject
D. Discussing new POWERPOINT PRESENTATION: POWERPOINT POWERPOINT PRESENTATION: POWERPOINT
concepts and  INPUT1: THEORIES ON THE ORIGIN OF THE UNIVERSE PRESENTATION:  INPUT 4: COMPONENTS, PRESENTATION:
practicing new skills AND THE SOLAR SYSTEM  INPUT 2: BIG BANG OVERVIEW OF SOLAR  INPUT 6: ELEMENT
#1 THEORY SYSTEM ABUNDANCE ON EARTH,
(ANALYSIS)  INPUT 3: IMPORTANT  INPUT 5: LARGE & SMALL METEORITES AND
TERMS, EVOLUTION & SCALE FEATURES OF THE UNIVERSE
COMPOSITION OF SOLAR SYSTEM  INPUT 7: RECENT
UNIVERSE, BIRTH- ADVANCEMENT &
DEATH-REBIRTH OF INFORMATION ON THE
STARS, & EXPANDING SOLAR SYSTEM
UNIVERSE
E. Discussing new
concepts and
practicing new skills
#2
(ANALYSIS)
F. Developing mastery
(leads to formative
assessment 3)
G. Finding practical  Students formulate their own theories on the origin of the universe, solar system and earth
applications of
concepts and skills in
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 daily living
(APPLICATION)
H. Making  WHAT GENERALIZATION YOU HAVE ON THE RELEVANCE  WHAT
generalizations and OF THE SUBJECT TO YOUR COURSE AND YOUR LIFE… GENERALIZATION YOU
abstraction about MAY DEVELOP
the lesson REGARDING THE
(ABSTRACTION) DIFFERENT THEORIES
ON THE ORIGIN OF THE
UNIVERSE…
I. Evaluating learning SHORT QUIZ SHORT QUIZ
(ASSESSMENT) 1. List the 9 theories being discussed (9 pts.)
2. Differentiate the 3 approaches of understanding the 1. Describe the structure
origin of the universe, solar system or earth (15pts) and composition of the
Universe (10 pts.)
TOTAL ITEMS = 24 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
 WHAT CONCLUSION YOU
MAY HAVE REGARDING THE
COMPOSITION OF THE
SOLAR SYSTEM…
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
 WHAT GENERALIZATION
YOU MAY DEVELOP
REGARDING THE RECENT
ADVANCEMENT &
INFORMATION ON THE
SOLAR SYSTEM…
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
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 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 PERFORMANCE:
for application or 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
remediation 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 Time was not enough so there is a need to continue the
day 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 Outdoor Nature Identification Activity by letting each learner
localized materials did I
use/discover which I wish bring one piece of object from nature, then facilitate class
to share with other discussion using Socratic method to introduce the subject
teachers? 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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