Grade 11 1st Quarter Earth Science

GRADE 11 School Grade Level 11
DAILY LESSON
LOG Teacher Learning Area Earth and Life Science
Teaching Dates and Time Quarter 1st Quarter
Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners The learners The learners The learners The learners
demonstrate an demonstrate an demonstrate an demonstrate an demonstrate an
understanding of: understanding of: understanding of: understanding of: understanding of:
1. the formation of the 1. the formation of the 1. the formation of the 1. the formation of the 1. the formation of the
universe and the solar universe and the solar universe and the solar universe and the solar universe and the solar
system system system system system
B. Performance Standards The learners shall be able to simulate and create an outer space scenario and the possible existence of extra
terrestrial life.
C. Learning Competencies/ 1. State the different 1. State the different 1. Describe the 1. Describe the 1. Recognize the
Objectivcs hypothesis explaining hypothesis explaining different hypotheses different hypotheses uniqueness of Earth,
Write the LC code for each the origin of the the origin of the explaining the origin explaining the origin being the only planet
universe. universe. of the solar system. of the solar system. in the solar system
(S11/12ES -Ia-e-1) (S11/12ES -Ia-e-1) (S11/ 12ES - Ia-e-2) (S11/ 12ES - Ia-e-2) with properties
necessary to support
2. Describe the 2. Describe the Specific objectives: Specific objectives: life.
different hypotheses different hypotheses 1.1. Cite and profile 1. Illustrate the parts (S11 /12ES - I1-e-3)
explaining the origin explaining the origin the other members of of the sun and the 2. Explain the current
of the solar system. of the solar system. the solar system. phases of the moon. advancements/inform
(S11/ 12ES - Ia-e-2) (S11/ 12ES - Ia-e-2) ation on the solar
2. Explain the current 2. Discuss the life
Specific objectives: advancements cycle of the stars. systematically
1. Prove that the /information on the 3. Explain the current (S11/12ES-Ia-e-5)
universe is solar system information on the
expanding. (S11/12ES-Ia-e-5) solar system.
2. Formulate own
theory about the
origin of the universe.
II. Content
ORIGIN OF THE ORIGIN OF THE FORMATION OF FORMATION OF EARTH AND OUTER
UNIVERSE (PART 1) UNIVERSE (PART 2) SOLAR SYSTEM SOLAR SYSTEM SPACE
(OTHER MEMBERS) EXPLORATION
III. Learning Resources
A. References
1. Teacher's Guide pages Teaching Guide for Teaching Guide for Teaching Guide for Teaching Guide for Teaching Guide for
Senior High School Senior High School Senior High School Senior High School Senior High School
INITIAL RELEASE INITIAL RELEASE INITIAL RELEASE INITIAL RELEASE INITIAL RELEASE
JUNE 13, 2016 JUNE 13, 2016 JUNE 13, 2016 JUNE 13, 2016 JUNE 13, 2016
EARTH AND LIFE EARTH AND LIFE EARTH AND LIFE EARTH AND LIFE EARTH AND LIFE
SCIENCE SCIENCE SCIENCE SCIENCE SCIENCE
Published by the Published by the Published by the Published by the Published by the
Commission on Commission on Commission on Commission on Commission on
Higher Education, Higher Education, Higher Education, Higher Education, Higher Education,
2016 Chairperson: 2016 Chairperson: 2016 Chairperson: 2016 Chairperson: 2016 Chairperson:
Patricia B. Licuanan, Patricia B. Licuanan, Patricia B. Licuanan, Patricia B. Licuanan, Patricia B. Licuanan,
Ph.D. Ph.D. Ph.D. Ph.D. Ph.D.
2. Learner's Materials pages

3. Textbook pages Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva,
et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior
High School Series High School Series High School Series High School Series High School Series
Earth Science (STEM Earth Science (STEM Earth Science (STEM Earth Science (STEM Earth Science (STEM
TRACK). Diwa TRACK). Diwa TRACK). Diwa TRACK). Diwa TRACK). Diwa
Learning Systems Learning Systems Learning Systems Learning Systems Learning Systems
INC. , 2016. INC. , 2016. INC. , 2016. INC. , 2016. INC. , 2016.
Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan,
Ph.D., et.al EARTH Ph.D., et.al EARTH Ph.D., et.al EARTH Ph.D., et.al EARTH Ph.D., et.al EARTH
and LIFE Sciences for and LIFE Sciences for and LIFE Sciences for and LIFE Sciences for and LIFE Sciences for
(Core Subject)., (Core Subject)., (Core Subject)., (Core Subject)., (Core Subject).,
LORIMAR Publishing LORIMAR Publishing LORIMAR Publishing LORIMAR Publishing LORIMAR Publishing
Inc., 2016. Inc., 2016. Inc., 2016. Inc., 2016. Inc., 2016.
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources INTRO TO THE INTRO TO THE http://dawn.jpl.nasa.g https://www.youtube.c
UNIVERSE UNIVERSE ov/DawnClassrooms/ om/watch?v=79M2lS
Stephen Hawking Stephen Hawking pdfs/ActiveAccretion_ VZiY4
https://www.youtube.c https://www.youtube.c Dawn.pdf http://scied.ucar.edu/s
om/watch?v=sM7N5U om/watch?v=sM7N5U un-regions
813-g 813-g http://www.telescope.
org/pparc/res8.html
IV. Procedures
A. Reviewing previous lesson or "SUPERMASSIVE "RECAP THINKING "SHARE & DARE" "ASTRONAUT BE-
presenting the new lesson. BLACKHOLE" CHAIR" Group the students Start the class with a LIKE"
Recap the video into two groups. this moon phases Present the rubrics in
Show to the students watched yesterday, Randomly pick a video: class and ensure that
a picture of the ask the students to representative each all students have
universe. Let them give insights group. Do a toss coin https://www.youtube.c rubrics sheets for they
share ideas. regarding the possible as who is to go first. om/watch?v=79M2lS will also be grading
origin of the solar The winning group VZiY4 their classmates
system and how the gets to mention a presentation.
sun was created. planet they know and Ask someone from
an information about class if they could still
the planets of the recall the moon
solar system, after phases based on their
giving information, the learning when they
other team needs to were in grade 7.
provide additional (10minutes)
information about the
planet. Score is given
to the team who gets
to give the most
information.
B. Establishing a purpose for the "VOCABULARY "VOCABULARY "HOW OLD ARE "WISH UPON A
lesson BOOST" BOOST" YOU PO?" STAR"
Ask students if they Give a computation Mention to students
In the board, write the have an idea about about how old will a different members of
following bolded the words that were 16 year old teenage the Solar System like
words, for them to get presented yesterday be in planet VENUS, asteroids, meteoroids,
familiarize: and if they MARS, PLUTO? comets. Show
Baryonic matter understood the pictures of meteor Showcase the 9
Dark matter meaning of those www.mistupid.c showers, asteroid videos created by the
Dark Energy words. om/astronomy/ageon belts, Kuiper Belt, students. (Use a
Protostar planets.htm Oort cloud, and rubric for
Thermonuclear comets like Hailey's, documentary film
reaction Shoe maker Levy creation) see
Main Sequence (10minutes) attachment. For the
Stars first day, 5 videos to
Light years be presented, second
day is 4 videos.
C. Presenting examples/ instances Instruct the students Ask the students to *use a rubric for
of the new lesson to take down notes as go outside documentary film
Instruct the students
they watch a 1 and a (gymnasium or track creation
to take down notes as
half video. Since the field)
they watch the last
class is only 1 hour,
part of the video. So
split the video into 45 Print the activity in the
there will be an
minutes for two days. lesson from this page:
allotted 15 minutes
So there will be an
wrap up.
allotted 15 minutes http://dawn.jpl.
wrap up. nasa.gov/DawnClassr
D. Discussing new concepts and (Intro to the (Intro to the ooms/pdfs/ActiveAccr Print the document Discuss some
practicing new skills #1 Universe Stephen Universe Stephen etion_Dawn.pdf from this website, additional details and
Hawking) Hawking) http://scied.ucar.edu/s asked students for
https://www.youtube.c https://www.youtube.c un-regions. Shortly supplemental
om/watch?v=sM7N5U om/watch?v=sM7N5U discuss and print out information to
813-g 813-g the parts of the Sun. determine knowledge
(10minutes) and comprehension
E. Discussing new concepts and Answer the activity in about the planets.
practicing new skills #2 Challenge Yourself p.
22 and 24 in EARTH
and LIFE Sciences for
Senior High School
(Core Subject).
F. Developing mastery WEB OUTPUT #1 WEB OUTPUT #2 Answer the questions 20 item quiz for the
(Leads to Formative Assessment 3) VIDEO PART 1 Assignment provided in the first 4 lessons
ANALYSIS due next week worksheet. discussed.
Answer the following (20minutes)
questions: Research Different WEB OUTPUT #3.
1. Why is the Big Theories of The Answer the
Bang Theory the most Universe following questions:
accepted theory 1. As part of Earth's
about the origin of the 1. Brahmanda existence, what can
universe? 2. Aristotleian you do to preserve
2. How can you prove 3. Heliocentric the uniqueness of the
that the universe is 4. Big Bang planet?
expanding? 2. Why is Earth
3. Based on the video considered unique
watched, what can compared with other
you say about the planets.
theory of the
universe?
*use a rubric for the
*use a rubric for critical thinking
critical thinking analysis.
analysis
G. Finding practical applications of cont. of WEB
concepts and skills in daily living OUTPUT #2
In no less than 300
words, write an
reflective essay that
answers the following
questions (to be
uploaded in the
weebly site):
How will the
continuous expansion
of the universe affect
the Earth? If you were
an astrophysicist,
what else can you
investigate about the
universe?
*use a rubric for

reflective essay
H. Making generalizations and For supplemental Ask the students to
abstraction about the lesson learning, provide generalize their
students handout #1 activity and what they
for Earth and Life have learned per
Science, see group.
attachment.
I. Evaluating learning For the Unit Project,
divide the class into 9
groups, and have
them randomly select
thru fish bowl
technique planets of
the solar system.
They will be
doing a short 5 -10
minute video about
the planets of the
solar system. They
will be simulating an
extra terrestrial and
outer space-like
adventure.They will
be reporting and
showcasing the
properties of the
planets such as:
1. Location and
Description
2. Rotation and
Revolution
3. Temperature
4. Elements
5. Possible life
existence/current
advancements?
They need to present

and upload it in their
website (UNIT
PROJECT1). Ensure
that criteria and
rubrics are presented
to the students.
Students will be
showcasing it the
week after it was
given.
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
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?
DAILY LESSON

I. OBJECTIVES
A. Content Standards The learners The learners The learners The learners
demonstrate an demonstrate an demonstrate an demonstrate an
understanding of: understanding of: understanding of: understanding of:
1. the formation of the 1. the subsystems 1. the subsystems 1. the subsystems
universe and the solar (geosphere, (geosphere, (geosphere,
system hydrosphere, hydrosphere, hydrosphere,
atmosphere and atmosphere and atmosphere and
biosphere) that make biosphere) that make biosphere) that make
up the Earth up the Earth up the Earth
2. the Earth's internal 2. the Earth's internal 2. the Earth's internal
structure structure structure
B. Performance Standards The students will be creating a pop-up book showing all the Earth's
subsystem.
C. Learning Competencies/ 1. Recognize the 1. Recognize the 1. Recognize the 1. Recognize the
Objectivcs uniqueness of Earth, uniqueness of Earth, uniqueness of Earth, uniqueness of Earth,
Write the LC code for each being the only planet being the only planet being the only planet being the only planet
in the solar system in the solar system in the solar system in the solar system
with properties with properties with properties with properties
necessary to support necessary to support necessary to support necessary to support
life. life. life. life.
(S11 /12ES - I1-e-3) (S11 /12ES - I1-e-3) (S11 /12ES - I1-e-3) (S11 /12ES - I1-e-3)
2. Explain the current 2. Explain that the 2. Explain that the 2. Explain that the
advancements/inform Earth consists of four Earth consists of four Earth consists of four
ation on the solar subsystems, across subsystems, across subsystems, across
systematically whose boundaries whose boundaries whose boundaries
(S11/12ES-Ia-e-5) matter and energy matter and energy matter and energy
flow. flow. flow.
(S11/ 12ES - Ia-e-4) (S11/ 12ES - Ia-e-4) (S11/ 12ES - Ia-e-4)
3. Identify the layers
of Earth (crust,
mantle, core)
(S11/12ES-Ia-e-7)
4. Differentiate the
layers of the Earth.
(S11/12ES-Ia-e-8)
II. Content
EARTH AND OUTER EARTH : Only Living EARTH 2100 (PART EARTH 2100 (PART UNIT TEST
SPACE Planet? 1) 2)
EXPLORATION
A. References
1. Teacher's Guide pages

3. Textbook pages Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva, Mylene D.G. Oliva,
et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior et.al DIWA Senior
High School Series High School Series High School Series High School Series
Earth Science (STEM Earth Science (STEM Earth Science (STEM Earth Science (STEM
TRACK). Diwa TRACK). Diwa TRACK). Diwa TRACK). Diwa
Learning Systems Learning Systems Learning Systems Learning Systems
INC. , 2016. INC. , 2016. INC. , 2016. INC. , 2016.
Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan,

Ph.D., et.al EARTH Ph.D., et.al EARTH Ph.D., et.al EARTH Ph.D., et.al EARTH
and LIFE Sciences for and LIFE Sciences for and LIFE Sciences for and LIFE Sciences for
Senior High School Senior High School Senior High School Senior High School
(Core Subject)., (Core Subject)., (Core Subject)., (Core Subject).,
LORIMAR Publishing LORIMAR Publishing LORIMAR Publishing LORIMAR Publishing
Inc., 2016. Inc., 2016. Inc., 2016. Inc., 2016.
B. Other Learning Resources https://www.youtube.c EARTH 2100 EARTH 2100
om/watch?v=CmbXc documentary documentary
Nh4FcM https://www.youtube.c https://www.youtube.c
https://www.yo om/watch?v=LUWyD om/watch?v=LUWyD
utube.com/watch?v= WEXH8U WEXH8U
K2KYRo9CcRc
https://www.yo
utube.com/watch?v=d
4tbZn2ehPA
IV. Procedures
A. Reviewing previous lesson or Bring an apple and "BACK to the see attached UNIT
presenting the new lesson. Present the rubrics in slice into two. Let the FUTURE @ 2100" Have a 5 minute- TEST
class and ensure that students to observe Provide students with sharing of the
all students have closely the thought -provoking possible turn out of
rubrics sheets for they composition of the concepts, like what events of the
will also be grading apple and relate the will happen in our documentary-video.
their classmates compositions of the planet at 2100? Will it
presentation. apple to the layers of get better, or will get
the Earth. worse? Let students
B. Establishing a purpose for the Showcase the Ask the students to share ideas.
lesson remaining videos bring clay and
created by the popsicle stick. Let the
students. (Use a students create the
rubric for internal structures of
documentary film the Earth.
creation) see
attachment. *rubrics for group
performance
C. Presenting examples/ instances *use a rubric for Watch videos about Students will be Students will continue
of the new lesson documentary film the Earth Subsystems watching a to watch the Part 2 of
creation (2-5minutes only per documentary film the video.
video) entitled EARTH 2100
(https://www.youtube.
https://www.youtube.c com/watch?v=LUWyD
om/watch?v=CmbXc WEXH8U) It will be
Nh4FcM divided into two parts
https://www.yo since it is 1.5 hour
utube.com/watch?v= long. 45 minutes for
K2KYRo9CcRc the first session and
https://www.yo 45 for the second.
utube.com/watch?v=d Instruct students that
4tbZn2ehPA they will be doing a
D. Discussing new concepts and Discuss some "JOURNEY TO THE reaction paper
practicing new skills #1 additional details and CENTER OF THE afterwards.
E. Discussing new concepts and ask students for EARTH"

practicing new skills #2 supplemental
information to Shortly discuss the This output is to be
determine knowledge Earth Subsystems submitted the
and comprehension and Earth's Internal following week and
about the planets. Structure. upload it as WEB
OUTPUT #5
F. Developing mastery Continuation of Answer the Challenge

(Leads to Formative Assessment 3) WEB OUTPUT #4. Yourself pp.34-35. A
Answer the - C (see attached
following questions: copy Earth and Life
Science book)
1. Make a mind map
showing the condition
that make Earth a
living planet.
*use a rubric for mind

map creation.
G. Finding practical applications of Ask questions to Ask students to make Remind the reaction
concepts and skills in daily living students about our reaction paper paper due next week
different subsystems regarding the video to the students and
we see locally. watched. show the rubrics for
the paper
H. Making generalizations and
abstraction about the lesson
I. Evaluating learning
J. Additional activities for application Students will be
or remediation creating a pop-up
book about the Earths
subsystem (UNIT
PROJECT #2)
*see attached rubric
for the criteria
V. REMARKS
VI. REFLECTION
in the evaluation
with the lesson.
require remediation
help me solve?
DAILY LESSON

I. OBJECTIVES
1. plate tectonics 1. plate tectonics 1. plate tectonics 1. how the planet 1. how the planet
Earth evolved in the Earth evolved in the
last 4.6 billion years last 4.6 billion years
(including the age of (including the age of
the Earth, major age the Earth, major age
of the Earth, major of the Earth, major
geologic time geologic time
subdivisions and subdivisions and
marker fossils.) marker fossils.)
B. Performance Standards
C. Learning Competencies/ 1. Explain how the 1. Explain how the 1. Explain how the 1. Describe how 1. Describe the
Objectivcs continents drift. seafloor spreads movement of plates layers of rocks different methods
Write the LC code for each (S11 /12ES - Id-20) (S11/ 12ES - Id-23) leads to the formation (stratified rocks) are (relative and absolute
of folds and faults formed dating) to determine
2. Cite evidence that 2. Describe the
(S11/ 12ES - Id-22) (S11/12ES-Ie-25) the age of stratified
support continental structure of evolution
rocks.
drift of ocean basins
(S11/12ES-Ie-26)
(S11/ 12ES - Id-21) (S11/ 12ES - Id-23)
2. Explain how
relative and absolute
dating were used to
determine the
subdivisions of
geologic time
(S11/12ES-Ie-27)
II. Content
CONTINENTAL SEAFLOOR Deformation of FORMATION OF DATING: ABSOLUTE
DRIFT SPREADING Crust: Folds and ROCKS or RELATIVE?
Faults
A. References

B. Other Learning Resources ICE AGE SEAFLOOR http://dusk.geo.orst.
https://youtu.be/TzzG SPREADING edu/oceans/Oreo-
PfVx32M ACTIVITY Cookie.pdf
ALFRED WEGENER www.kfandale.com/ud Bob Little’s “Fun with
https://www.youtube.c l/resources/sea floor plate tectonics.”
om/watch?v=mRqjo- spreading McDougal Littell’s
N_TDU Earth Science pages
172- 179.
IV. Procedures
A. Reviewing previous lesson or "WHO'S TO "RECAP THINKING "RECAP THINKING Group the students Display in front of the
presenting the new lesson. BLAME?" CHAIR" CHAIR" into 5 groups and ask class two types of
Watch a video clip of Review and recap Recap the Theory of them to outdoors. rocks, ask them which
ICE AGE TEASER yesterday's lesson Plate Tectonics based rock they think is
https://youtu.be/TzzG about continental drift. on yesterday's lesson older and which is
PfVx32M. Ask previous younger?
knowledge about sea
floor spreading based
on their learning in
their Grade 10.
B. Establishing a purpose for the "GALAW GALAW "WALANG "PINOY AKO!" "TANGKAD, "TARA, BIYAHE
lesson PAG MAY TIME" FOREVER" Show the Philippine SAGAD" TAYO?"
Show a recent hugot pickup lines. Plates and the Tallest Tower Activity. Instruct students that
research about Philippine Islands Give them 10 minutes they will be going to
Australia regarding itsGive and provide an during the continental to build a tower using Rizal's school located
recent movement. interesting "hugot" drift theory: natural, in Capinpin Street
pickup lines regarding https://www.yo biodegradable Binan City Proper.
break ups, utube.com/watch?v=n materials (plastics, Prepare the
http://www.scie TTEjdrtfN8 straws not allowed). necessary
ncealert.com/australia Ask students to requirements needed
-s-about-to-move-1-5- contribute and think of and set the date and
metres-to-the-north some. time for the said trip.
They will
documenting the
different materials,
antique items,
infrastructure and
building.
C. Presenting examples/ instances Show a short video "THE LOST "HI-RO HI-HO" Showcase the tower Carbon 14
of the new lesson about Alfred Wegener ATLANTIS" Assign the students activity, and then let https://www.youtube.c
: Show the sea floor into groups, assign the students explain om/watchv=0rPYmRY
map in the mid them to bring how they established GIjc&index=3&list=PL
https://www.youtube.c atlantic ocean ridges. OREO/HIRO/CREAM the tower. UwTeBAi_JFGZAIuN
om/watch?v=mRqjo- Let the students give -O cookies and MTbwKmq7O3OpaiQ
N_TDU ideas on how sea prepare their mobile O
floor spreading phone for
happens. documentation, make Radio metric dating
sure that they will part 1
have proper labeling https://youtu.be/tvnRp
of the different folds xDamkklist=PLUwTeB
and faults. Ai_JFGZAIuNMTbwK
mq7O3OpaiQO
Radiometric dating
part 2
https://youtu.be/bJHV
QadoitYlist=PLUwTeB
Ai_JFGZAIuNMTbwK
mq7O3OpaiQO
D. Discussing new concepts and THINK.PAIR. SHARE. Group the students Print and prepare Look at the tower if Discuss shortly
practicing new skills #1 Let the students pair into 5 groups and ask http://dusk.geo.orst. they have included in radiometric, carbon
up and afterwards them to do the sea edu/oceans/Oreo- their tower, some 14 dating.
have a forum and floor spreading Cookie.pdf and the rocks, and let them
discussion about activity, see provided attached activity review their ideas
seafloor spreading worksheet. worksheet. about rock
E. Discussing new concepts and and Continental Drift classification. Shortly
practicing new skills #2 theory. discuss stratification
Allow the students to of rocks.
Clarify if there are explain the different
misconceptions types of folds and
regarding the theory faults.
after their discussion.
F. Developing mastery Answer Challenge Short Quiz about Answer the questions Guide Questions: Short quiz about
(Leads to Formative Assessment 3) yourself in Earth and Continental Drift and in the activity sheet. Carbon Dating
Life Sciences pp.40- seafloor Spreading Ask the students to 1. In which type of
42 A-C document their output rocks can you find *see attached
*see attached and post it in their fossils? Explain how suggested quizzes
suggested quizzes webpage as WEB these rocks are
OUTPUT # 6. formed and why most
fossils are found
there?
2. What does rock

statigraphy tell about
geologic time?
Explain how each
layer indicates its age
relative to the next
layer?
G. Finding practical applications of http://www.scienceale Group students and Instruct students that
concepts and skills in daily living rt.com/australia-s- assign them to they will be going to
about-to-move-1-5- different SEISMIC Rizal's school located
metres-to-the-north FAULTS in the in Capinpin Street
Philippines. Present it Binan City Proper.
in a map in a larger
scale. Make sure They will
students are able to documenting the
show the fault different materials,
location in a larger antique items,
scale for better view. infrastructure and
building.
or remediation
V. REMARKS
VI. REFLECTION
in the evaluation
with the lesson.
require remediation
help me solve?
DAILY LESSON

I. OBJECTIVES
1. how the planet 1. how the planet 1. how the planet 1. how the planet 1. how the planet
Earth evolved in the Earth evolved in the Earth evolved in the Earth evolved in the Earth evolved in the
last 4.6 billion years last 4.6 billion years last 4.6 billion years last 4.6 billion years last 4.6 billion years
(including the age of (including the age of (including the age of (including the age of (including the age of
the Earth, major age the Earth, major age the Earth, major age the Earth, major age the Earth, major age
of the Earth, major of the Earth, major of the Earth, major of the Earth, major of the Earth, major
geologic time geologic time geologic time geologic time geologic time
subdivisions and subdivisions and subdivisions and subdivisions and subdivisions and
marker fossils.) marker fossils.) marker fossils.) marker fossils.) marker fossils.)
B. Performance Standards Students will be conducting a History of the Earth Exhibit with their created diorama of the different geologic time
scale.
C. Learning Competencies/ 1. Describe how 1. Describe how 1. Describe how 1. Describe how 1. Describe how
Objectivcs marker fossils (also marker fossils (also marker fossils (also marker fossils (also marker fossils (also
Write the LC code for each know as guide fossils) know as guide fossils) know as guide fossils) know as guide fossils) know as guide fossils)
are used to define are used to define are used to define are used to define are used to define
and identify and identify and identify and identify and identify
subdivisions of the subdivisions of the subdivisions of the subdivisions of the subdivisions of the
geologic time scale geologic time scale geologic time scale geologic time scale geologic time scale
(S11/12ES-Ie-28) (S11/12ES-Ie-28) (S11/12ES-Ie-28) (S11/12ES-Ie-28) (S11/12ES-Ie-28)
2. Describe how the 2. Describe how the 2. Describe how the 2. Describe how the 2. Describe how the
Earth's history can be Earth's history can be Earth's history can be Earth's history can be Earth's history can be
interpreted from the interpreted from the interpreted from the interpreted from the interpreted from the
geologic time scale. geologic time scale. geologic time scale. geologic time scale. geologic time scale.
(S11/12ES-Ie-29) (S11/12ES-Ie-29) (S11/12ES-Ie-29) (S11/12ES-Ie-29) (S11/12ES-Ie-29)
II. Content Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG,
the content can be tackled in week or two.
GEOLOGIC TIME PROJECT BASED PROJECT BASED PROJECT BASED EXHIBIT DAY
SCALE LEARNING: GTS LEARNING: GTS LEARNING: GTS
DAY1 DAY2 DAY3
A. References

B. Other Learning Resources
IV. Procedures
A. Reviewing previous lesson or
presenting the new lesson.
B. Establishing a purpose for the Show different
lesson pictures of different
eras, let the students
guess possible time, Each group is given
era they belong to. 10 minutes to present
their diorama.
C. Presenting examples/ instances

of the new lesso A short storytelling Let the students per Let the students et the students
Invite 3 judges and
about the history of group provide a continue their activity continue their activity
prepare prizes for the
geologic time scale layout/plan of their and take note of their and take note of their
winner and
(eons, eras, periods, diorama and how they progress. progress.
certificates for the
epoch) will be creating it.
participants.
*see attached group *see attached group
performance rubric performance rubric
D. Discussing new concepts and COLLABORATIVE Assign group WORK.WORK.WOR
practicing new skills #1 WORK: members with K
E. Discussing new concepts and regards to their WORK.WORK.WOR
practicing new skills #2 3-day PROJECT designations and K
BASED LEARNING: responsibilities in the
In a 45 student activity. Ensure that
classroom: there is full
documentation for 3
Group students into day work.
groups according to
eras and periods:
*see attached group
1. PreCambrian Time performance rubric
(5members)
2. Paleozoic Era Allow students to start
their dioramas.
Cambrian(5members) WORK.WORK.WOR
K
Ordovician(5members
)
Silurian(5members)
Devonian(5members)
Carboniferous
(5members)
Permian (5members)
3. Mesozoic Era
(5members)
4l Cenozoic Era
(5members)
Instruct students that

they will be having a
History of the Earth
Exhibit on Friday.
They will be bringing

indigenous materials
and they will be
creating a diorama.
Present a rubric for
the criteria.
F. Developing mastery Instruct students to
(Leads to Formative Assessment 3) research about their
given topic/period.
and brainstorm
possible ideas that
they could create.
G. Finding practical applications of
concepts and skills in daily living
or remediation
V. REMARKS
VI. REFLECTION
in the evaluation
with the lesson.
require remediation
help me solve?

Grade 11 1st Quarter Earth Science

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Grade 11 1st Quarter Earth Science

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GRADE 11 School Grade Level 11

Monday Tuesday Wednesday Thursday Friday

2. Learner's Materials pages

*use a rubric for

They need to present

Monday Tuesday Wednesday Thursday Friday

2. Learner's Materials pages

Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan, Gloria G. Salandanan,

E. Discussing new concepts and ask students for EARTH"

F. Developing mastery Continuation of Answer the Challenge

*use a rubric for mind

Monday Tuesday Wednesday Thursday Friday

2. Learner's Materials pages

2. What does rock

Monday Tuesday Wednesday Thursday Friday

2. Learner's Materials pages

C. Presenting examples/ instances

Instruct students that

They will be bringing

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