Shs-Daily-Lesson-in-Earth-Science.docx

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TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
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SHS DAILY LESSON LOG
DAILY LESSON LOG in Earth and Life Science
School: Tanglag National High School Grade Level: 11
Teacher: Richard G. Cadizal Track & Strand: TVL track Semester: 1st
Monday
Date:
Tuesday
Date: July
Wednesday
Date:
Thursday
Date:
Friday
Date:
TOPIC I. ORIGIN AND STRUCTURE OF
THE EARTH
A. Universe and Solar System
I. ORIGIN AND STRUCTURE OF
THE EARTH
THE EARTH
B. Earth and Earth Systems
QUIZ: I. ORIGIN AND STRUCTURE
OF THE EARTH
LEARNING COMPETENCY/
OBJECTIVES
LC: State the different hypotheses
explaining the origin of the universe.
S11/12ES-Ia-e-1
LC: Describe the different
hypotheses explaining the origin of
the solar system. S11/12ES-Ia-e-2
LC: Recognize the uniqueness of
Earth, being the only planet in the
solar system with properties
necessary to support life. S11/12ES-
Ia-e-3
LC:
 S11/12ES-Ia-e-1
 S11/12ES-Ia-e-2
 S11/12ES-Ia-e-3
SLO: At the end of the lesson, the
students should be able to:
1. describe the structure and
composition of the Universe;
2. state the different hypothesis
that preceded the Big Bang
Theory of the Origin of the
Universe.
3. explain the red-shift and how it
used as proof of an expanding
universe
4. explain the Big Bang Theory
and evidences supporting the
theory.
1. identify the large scale and
small scale properties of the
Solar System;
2. discuss the different
hypotheses explaining the
origin of the solar system;
1. recognize the difference in the
physical and chemical
properties between the Earth
and its neighboring planes
2. Identify the factors that allow a
planet to support life.
:
LEARNING RESOURCES: Earth and Life Science (initial
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Earth and Life Science (initial
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LEARNING DILEVERY MODE:
(4 A's of Learning)
Activate:
 Students will recall their
learnings in junior high school
regarding the solar system.
 Teacher will present a video
presentation regarding the
universe.
Activate:
 Students will recall the 3
theories of the origin of the
universe.
 Photoanalysis. Teacher will
present a picture of the of the
solar system
HOTS: "What do you think is the
reason why the sun is the center
of our solar system?"
Activate:
 4pics1word.Learner will guess
the words of the prepared
slides
 Teacher will present the
pictures of Venus, Earth and
Mars.
Key questions:
reason of the failure of mankind in
protecting the environment and
the life here on Earth?"
Activate: Activate:
Acquire:
 Teacher will show the picture of
the milky way.
 Teacher will discuss the
structure, composition, age,
cycle and expanding of a
universe
Key questions:
HOTS: "Why does the universe
needs to expand?" HOTS: "How
does the Doppler effect explain
the expansion of the universe?"
HOTS: "Relate heat to the
expansion of the universe"
Acquire:
composition of the solar system.
HOTS: "How do you think did
scientists know the exact
composition of the solar system?"
 Teacher will present theories
and hypothesis of the origin of
the solar system.
Acquire:
 Learners will be watching a
video clip and will present their
idea on the board.
Key questions:
HOTS: "What will happen to a
planet without GHG?"
"What is the importance of H2O in
maintaining the temperature of a
planet?"
"Why do Venus and Mars has no
Global Magnetic Field?"
Acquire: Acquire:
Application:
 The teacher will distribute the
article about the 3 theories of
the universe. The learners will
read and collaborate to each
other.
Application:
 Leaners will collaborate with
each other and discuss the
theories and hypothesis of the
origin of the solar system.
Application:
 Habitable or Not? Using the
checklist provided, learners will
evaluate unknown planets and
moons if they are habitable.
Application: Application:

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Assessment:
 Learners will create a Venn
diagram showing the
similarities and differences of
the 3 theories of the universe.
Assessment:
 Learner will create a short
story about how they want the
solar system SHOULD start.
Assessment:
 Debate: ‘Can man alter Mars
environment to make it more
suitable for human habitation?
How?’
Assessment:
 Learners will answer the 30
item test.
Assessment:
ASSESSMENT
(Format and Results)
 Output presentation (will be
rated using a rubric)
 Recitation
 Written output
 Recitation
 Debate
 Recitation
 30-item test.
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Checked by:
ANA LISSA R. PATACSIL
Track Head
Noted:
ROLANDO D. BALAGOT
School Head

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Monday
Date:
Tuesday
Date: July
Wednesday
Date:
Thursday
Date:
Friday
Date:
THE EARTH
THE EARTH
QUIZ: I. ORIGIN AND STRUCTURE
OF THE EARTH
THE EARTH
OBJECTIVES
LC: Describe the different
hypotheses explaining the origin of
the solar system. S11/12ES-Ia-e-2
LC: Recognize the uniqueness of
Earth, being the only planet in the
solar system with properties
necessary to support life. S11/12ES-
Ia-e-3
LC:
 S11/12ES-Ia-e-1
 S11/12ES-Ia-e-2
 S11/12ES-Ia-e-3
LC: Explain the current
advancements/information on the
solar system. S11/12ES-Ia-e5
5. SLO: At the end of the lesson, the
3. identify the large scale and
small scale properties of the
Solar System;
4. discuss the different
hypotheses explaining the
origin of the solar system;
3. recognize the difference in the
physical and chemical
properties between the Earth
and its neighboring planes
4. Identify the factors that allow a
planet to support life.
: SLO: At the end of the lesson, the
learners will be able to;
1. Become familiar with the most
recent advancements/information on
the solar system.
2. Identify key persons in the
advancements/ information on the
solar system.
3. relate the importance of the
solar system in daily life
release)
release)
release)
release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)

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(4 A's of Learning)
Activity:
 Students will recall the 3
theories of the origin of the
universe.
 Photoanalysis. Teacher will
present a picture of the of the
solar system
reason why the sun is the center
of our solar system?"
Activity:
 4pics1word.Learner will guess
the words of the prepared
slides
 Teacher will present the
pictures of Venus, Earth and
Mars.
Key questions:
reason of the failure of mankind in
protecting the environment and
the life here on Earth?"
Activity: Activity:
 Teacher will show photos of
the selected scientist and their
contribution to the
understanding of the solar
system.
Key questions:
“How can the current
breakthroughs in the solar
system affect our lives?”
Analysis:
composition of the solar system.
HOTS: "How do you think did
scientists know the exact
composition of the solar system?"
 Teacher will present theories
and hypothesis of the origin of
the solar system.
Analysis:
 Learners will be watching a
video clip and will present their
idea on the board.
Key questions:
HOTS: "What will happen to a
planet without GHG?"
"What is the importance of H2O in
maintaining the temperature of a
planet?"
"Why do Venus and Mars has no
Global Magnetic Field?"
Analysis: Analysis:
 The teacher will present the
web-based activity. Learners in
groups will search and present
important facts on the
following: NASA’s New
Horizons Mission, Rossetta
Mission, Curiosity Space
Probe, Hygens Probe, Europa
Jupiter System Mission.
Abstraction:
 Leaners will collaborate with
each other and discuss the
theories and hypothesis of the
origin of the solar system.
Abstraction:
 Habitable or Not? Using the
checklist provided, learners will
evaluate unknown planets and
moons if they are habitable.
Abstraction: Abstraction:
 Learners share to the class
about the current discoveries
made by the mentioned space
mission

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Application:
 Learner will create a short
story about how they want the
solar system SHOULD start.
Application:
 Debate: ‘Can man alter Mars
environment to make it more
suitable for human habitation?
How?’
Application:
 Learners will answer the 30
item test.
Application:
 Learners will be having a
dynamic discussion regarding:
HOTS: “Would it be practical
for our local government to
allocate a portion of the
national budget on the
space?
ASSESSMENT
 Written output
 Recitation
 Debate
 Recitation
 30-item test.  Written output
 Recitation
REMARKS
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Checked by:
Track Head
Noted:
ROLANDO D. BALAGOT
School Head
Monday
Date:
Tuesday
Date: July
Wednesday
Date:
Thursday
Date:
Friday
Date:
THE EARTH
I. ORIGIN AND STRUCTURE OF THE EARTH
THE EARTH
OBJECTIVES
LC: Explain the current
advancements/information on the
solar system. S11/12ES-Ia-e5
LC:
 Explain that the Earth consists of four subsystems, across whose
boundaries matter and energy flow.
 S11/12ES-Ia-e4Show the contributions of personalities/people on the
understanding of Earth Systems S11/12ES-Ia-e-6.
LC:
 Identify the layers of the Earth
(crust, mantle, core).
S11/12ES-Ia-e7
 Differentiate the layers of the
Earth. S11/12ES-Ia-e7
SLO: At the end of the lesson, the learners will be able to;
1. define the concept of a system

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1. Become familiar with the most
recent advancements/information on
the solar system.
2. Identify key persons in the
solar system.
3. relate the importance of the
solar system in daily life
2. recognize the Earth as a system composed of subsystems
3. Discuss the historical development of the concept of Earth System.
1. Distinguish between P-waves and
S-Waves
2. Discuss Seismic Reflection and
Refraction.
3. Differentiate layers of the Earth
from each other.
4. Relate seismic waves in
discovering the layers of the Earth.
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Publish House)
release)
Publish House)
release)
Publish House)
release)
Publish House)
(4 A's of Learning)
Activity:
 Teacher will show photos of
the selected scientist and their
contribution to the
understanding of the solar
system.
Key questions:
“How can the current
breakthroughs in the solar
system affect our lives?”
Activity:
 Learners share their
experience about the El Nino.
Activity:
 Using a pencil and a piece of
paper, learners will draw or
illustrate the field area and
identify how energy and mass
are transferred in the different
components of the area.
Activity:
 Learners will generate
transverse and longitudinal
waves using identified
materials.
Analysis:
 The teacher will present the
web-based activity. Learners in
groups will search and present
important facts on the
following: NASA’s New
Horizons Mission, Rossetta
Mission, Curiosity Space
Probe, Hygens Probe, Europa
Jupiter System Mission.
Analysis:
 Using the diagram of the Earth
system let the students
interrelate the icons to each
other.
Key Questions:
HOTS: “How is everything
connected to everything else?
Why do Earth’s subsystem
boundaries matter?”
Analysis:
 Learners in small groups will
present the contributions done
by specific scientists who
contributed to the
understanding of the earth
subsystems.
Analysis:
 Teacher will present P-waves,
S-waves and Seismic waves.

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Monday
Date:
Tuesday
Date: July
Wednesday
Date:
Thursday
Date:
Friday
Date:
TOPIC II. EARTH MATERIALS AND PROCESSES
B. Exogenic Processes
II. EARTH MATERIALS AND PROCESSES
C. Endogenic Processes
Abstraction:
 Learners share to the class
about the current discoveries
made by the mentioned space
mission
Abstraction:
 Teacher will introduce the four
subsystems to the class.
Abstraction:
 Using the answers of the
learners, the class will create a
table showing the summary of
the ideas.
Abstraction:
 Learners will perform an
activity in Mapping the Earth’s
Interior.
Application:
 Learners will be having a
dynamic discussion regarding:
HOTS: “Would it be practical
for our local government to
allocate a portion of the
national budget on the
space?
Application:
 Teacher will present activity on
“Subsystem Interactions”.
Key Questions:
HOTS: How does matter and
energy flow during the interaction
of the Earth’s subsystem?
Application:
 Let the learners response on
the question:
HOTS: “how do the scientific
community today benefit from
the contributions of the people in
the past on the understanding
the earth subsystems?”
Application:
 Learners will discuss their
results and explain the different
layers of the Earth
Key Questions:
HOTS: how are theses layers
determined using seismic waves?
ASSESSMENT
 Written output
 Recitation
 Recitation  Written output
 Recitation
 Written output
 Recitation
REMARKS
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Checked by:
Track Head
Noted:
ROLANDO D. BALAGOT
School Head

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OBJECTIVES
LC:
 describe how rocks undergo weathering. S11/12ES-Ib-11
 explain how the products of weathering are carried away by erosion and
deposited elsewhere. S11/12ES-Ib-12
 make a report on how rocks and soil move downslope due to the direct
action of gravity. S11/12ES-Ib-13
LC:
 describe where the Earth’s
internal heat comes from.
S11/12ES-Ib-14
 describe how magma is formed
(magmatism). S11/12ES-Ib-15
LC:
 describe what happens after the
magma is formed (plutonism at
vulcanism).
S11/12ES-Ib-16
 describe the changes in mineral
components and texture of
rocks due to changes in
pressure and temperature
(metamorphism).
S11/12ES-Ib-17
SLO: At the end of the lesson, the learners will be able to;
1. Define weathering and erosion.
2. Trace the pathway of materials in weathering and erosion.
3. Compare different kinds of rocks.
4. Determine the different agents of erosion.
1. Define edogenic process.
2. Describe magmatism.
3. Enumerate by products of
magmatism.
4. Recognize the importance of
internal heat and magmatism.
1. Differentiate magma into lava.
2. Trace the formation of magma.
3. Identify by products of plutonism,
vulcansim at metamorphism.
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Publish House)
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Publish House)
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Publish House)
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Publish House)
(4 A's of Learning)
Activity:
 Teacher will present a video
presentation about weathering
and erosion. Learners will have
a panel discussion regarding
the video clip and create
outline.
Key questions:
“What are the processes that
helped shape Earth’s surface?”
Activity:
 Learners will look for
evidences of weathering and
erosion through exploration.
Activity:
 Learners will construct a flour
box volcano deformation
model.
Key questions:
“Why does magma rise?”
Activity:
 Learners will be divided into
groups to create summary
table on the following:
- Changes happen to rocks.
(extreme temperature and
pressure)
- Type of metamorphism
Key questions:
“How do rocks handle

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stress?”
Analysis:
 Learners will present their
output.
Key questions:
HOTS: “How can the physical
and chemical weathering
work together to speed up
weathering process?
Analysis:
 Learners will identify the
possible causes of weathering
in rocks they’ve collected.
Analysis:
 Learners will answer the
following questions after doing
and using the table.
Key questions:
“What triggers the
deformation of volcano
model?”
“How is this event related to
the movement of magma?”
HOTS: “What are the factors that
can cause pressurization of
magma intrusion?”
Analysis:
 Teacher will show sample of
metamorphic rocks. Learners
will characterize the samples
based on type of foliation
present, texture, and grain size.
HOTS: “How does grain size of
different samples affect their
texture?
“What type of metamorphism is
associated in the shown zone?”
Abstraction:
 Using different pictures of
erosions, learners will trace the
track of erosions.
 Learners will enumerate
possible benefits of weathering
and erosion to us.
Abstraction:
 Panel discussion. Processing of
data collected.
Abstraction:
 Learners will response to the
question:
HOTS: How the activity changed
your initial perception of rising of
magma and volcanism.
Abstraction:
 Learners will describe how
rocks behave under different
stress such as compression,
pushing apart, and shearing.
Application:
 Presentation of output.
Application:
 Presentation of output
Application:
 Learners will describe briefly
what happens after the magma
is formed.
Application:
 Learners will cite situations on
different stress.
ASSESSMENT
 Output presentation
 Recitation
 Recitation
 Written output
 Recitation
 Recitation
REMARKS

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Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Checked by:
Track Head
Noted:
ROLANDO D. BALAGOT
School Head
Monday
Date:
Tuesday
Date: July
Wednesday
Date:
Thursday
Date:
Friday
Date:
TOPIC II. EARTH MATERIALS AND
PROCESSES
B. Exogenic Processes
II. EARTH MATERIALS AND PROCESSES
C. Endogenic Processes
OBJECTIVES
LC:
 describe how rocks undergo
weathering. S11/12ES-Ib-11
 explain how the products of
weathering are carried away by
erosion and deposited
elsewhere. S11/12ES-Ib-12
 make a report on how rocks
and soil move downslope due
to the direct action of gravity.
S11/12ES-Ib-13
LC:
 describe where the Earth’s
internal heat comes from.
S11/12ES-Ib-14
 describe how magma is formed
(magmatism). S11/12ES-Ib-15
LC:
 describe what happens after the
magma is formed (plutonism at
vulcanism).
S11/12ES-Ib-16
 describe the changes in mineral
components and texture of
rocks due to changes in
pressure and temperature
(metamorphism).
 S11/12ES-Ib-17
LC:
compare and contrast the
formation of the different types
of igneous rocks. S11/12ES-Ib-
18
 describe how rocks behave
under different types of stress
such as compression, pulling
apart, and shearing.
S11/12ES-Ib-19
1. Define weathering and erosion.
2. Trace the pathway of materials in
weathering and erosion.
3. Compare different kinds of rocks.
4. Determine the different agents of
erosion.
1. Define edogenic process.
2. Describe magmatism.
3. Enumerate by products of
magmatism.
4. Recognize the importance of
internal heat and magmatism.
1. Differentiate magma into lava.
2. Trace the formation of magma.
3. Identify by products of plutonism,
vulcansim at metamorphism.
1.
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Publish House)
Publish House)
Publish House)
Publish House)
(4 A's of Learning)
Activity:
Learners will look for
evidences of weathering and
erosion through exploration.
Activity:
 Learners will construct a flour
box volcano deformation
model.
Key questions:
“Why does magma rise?”
Activity:
- Changes happen to rocks.
(extreme temperature and
pressure)
Key questions:
“How do rocks handle
stress?”
Activity:
 Learners will discuss how
igneous rocks from and the
different basis of classifying
igneous rocks after watching a
movie clip.
Key questions:
“How does changing one
factor alter formation of
igneous rocks?”
Analysis:
Learners will identify the
possible causes of weathering
in rocks they’ve collected.
Analysis:
following questions after doing
and using the table.
Key questions:
“What triggers the
deformation of volcano
model?”
“How is this event related to
the movement of magma?”
HOTS: “What are the factors that
can cause pressurization of
magma intrusion?”
Analysis:
 Teacher will show sample of
metamorphic rocks. Learners
will characterize the samples
based on type of foliation
present, texture, and grain size.
HOTS: “How does grain size of
different samples affect their
texture?
“What type of metamorphism is
associated in the shown zone?”
Analysis:
 Learners will react on the
statements:
HOTS: “Why is it said that a
diamond is just a piece of
charcoal that handled stress
exceptionally well?”

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Abstraction:
 Panel discussion. Processing
of data collected.
Abstraction:
 Learners will response to the
question:
HOTS: How the activity changed
your initial perception of rising of
magma and volcanism.
Abstraction:
stress such as compression,
pushing apart, and shearing.
Abstraction:
groups. They will create a
summary table on the following:
- Changes happen to rocks
when subjected to
extreme temperature and
pressures
and short description for
each agents of
metamorphism
- Foliated and non foliated
metamorphic rocks.
Application:
 Presentation of output
Application:
 Learners will describe briefly
what happens after the magma
is formed.
Application:
 Learners will cite situations on
different stress.
Application:
types of stress such as
compression, pulling apart, and
shearing.
ASSESSMENT
 Recitation
 Written output
 Recitation
 Written output
 Recitation
 Recitation
REMARKS
Prepared by: Checked by: Noted:

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RICHARD G. CADIZAL
SHS Teacher
Track Head
ROLANDO D. BALAGOT
School Head
Monday
Date:
Tuesday
Date: August 9, 2016
Wednesday
Thursday
Friday
TOPIC SUMMATIVE TEST (Quiz) II. EARTH MATERIALS AND PROCESSES
D. Deformation of the Crust
II. EARTH MATERIALS AND
PROCESSES
E. History of the Earth
OBJECTIVES
LC:
 explain how the continents drift.
S11/12ES-Ib-20
 cite evidence that support
continental drift . S11/12ES-Ib-
21
 explain how the movement of
plates leads to the formation of
folds and faults. S11/12ES-Ib-
22
LC:
 explain how the seafloor
spreads. S11/12ES-Ib-23
 describe the structure and
evolution of ocean basins.
S11/12ES-Ib-24
LC:
Describe how layers of rocks
(stratified rocks) are formed.
S11/12ES-Ib-25
 describe the different methods
(relative and absolute dating) to
determine the age of stratified
rocks S11/12ES-Ib-26
1. Verify the concepts of continental
drift theory.
2. Discuss evidences of the
continental drift theory
3. Determine how fast the plates are
moving apart.
4. create diagrams representing the
formations of folds and faults.
1. Dismiss misconceptions about
Seafloor spreading.
2. Create a diorama of seafloor
spreading.
1. Define the law of superpostion.
2. Use the principle of crosscutting in
different rock samples.

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Publish House)
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(4 A's of Learning)
Activity: Activity:
 Learners will solve prepared
the jigsaw puzzle.
Key questions:
“How did you form the picture and
the world map?”
Activity:
- Seafloor- spreading
- Ocean Basin Formation
Activity:
 Learners will look for rocks and
identify what part of the rock is
the youngest and oldest.
Key questions:
“How did scientist trace the
history of Earth?”
Analysis: Analysis:
 Learners will watch a video
presentation about the
continental drift theory
Key questions:
“How did Earth look before?”
HOTS: “If there were human
civilizations millions of years
earlier, would there have been any
significant changes in the history
of Earth?”
Analysis:
 Learners will present their data
in front.
Analysis:
 Learners will apply the law of
superposition, principle of
original horizontality and
principle of cross-cutting
relationship.
Abstraction: Abstraction:
 Think- pair-share. Learners will
enumerate pieces of
evidences of his continental
drift theory.
HOTS: “In what way do the
continents resemble the pieces of
a puzzle? Explain.”
HOTS: “How can fossils be used
as evidence for continental drift?”
Abstraction:
 Learners will identify
misconceptions about Seafloor
spreading and Ocean basin
formation using a video
presentations.
Abstraction:
 Learners will be present their
idea in front.

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Application: Application:
 Learners will create a diagram
showing the three main types of
boundaries.
Application:
 Learners will create a diorama
of the sea floor spreading using
molding clay.
Application:
 Think-pair-share. Learners will
answer a prepared worksheets.
ASSESSMENT
 30 – item quiz  Written output
 Recitation
 Recitation
 Worksheets
 Recitation
REMARKS
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Checked by:
Track Head
Noted:
ROLANDO D. BALAGOT
School Head
Monday
Tuesday
Wednesday
Thursday
Friday
TOPIC II. EARTH MATERIALS AND
PROCESSES
E. History of the Earth
REVIEW
MIDTERM EXAMINATION

Region I
17 | P a g e
OBJECTIVES
LC:
Describe how layers of rocks
(stratified rocks) are formed.
S11/12ES-Ib-25
describe the different methods
(relative and absolute dating) to
determine the age of stratified
rocks S11/12ES-Ib-26
1. Define the law of superpostion.
2. Use the principle of crosscutting in
different rock samples.
release)
Publish House)
(4 A's of Learning)
Activity:
 Learners will look for rocks and
identify what part of the rock is
the youngest and oldest.
Key questions:
“How did scientist trace the
history of Earth?”
-

Region I
18 | P a g e
Analysis:
 Learners will apply the law of
superposition, principle of
original horizontality and
principle of cross-cutting
relationship.
Abstraction:
 Learners will be present their
idea in front.
Application:
Think-pair-share. Learners will
answer a prepared worksheets.
ASSESSMENT
No. of learners within Mastery Level
No. of learners needing remediation,
 Worksheets
 Recitation
REMARKS
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Noted by:
Track Head
Approved by:
ROLANDO D. BALAGOT
School Head
Monday
Tuesday
Wednesday
Thursday
Friday

Region I
19 | P a g e
TOPIC III. NATURAL HAZARDS,
MITIGATION, AND ADAPTATION
A. Geologic Processes and Hazards
III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION
B. Hydrometeorological Phenomena and Hazards
III. NATURAL HAZARDS,
C. Marine and Coastal Processes
and their Effects
OBJECTIVES
LC:
 describe the various hazards
that may happen in the event of
earthquakes, volcanic
eruptions, and landslides
S11/12ES-If-30
LC:
 using hazard maps, identify
areas prone to hazards brought
about by earthquakes, volcanic
eruptions, and landslides.
S11/12ES-If-31
 give practical ways of coping
with geological hazards caused
by earthquakes, volcanic
S11/12ES-If-32
LC:
 identify human activities that
speed up or trigger landslides
S11/12ES-If-33
 suggest ways to help lessen
the occurrence of landslides in
your community S11/12ES-If-
34
LC:
that may happen in the wake of
tropical cyclones, monsoons,
floods, or ipo-ipo S11/12ES-If-
35
about by tropical cyclones,
monsoons, floods, or ipo-ipo
S11/12ES-If-36
SLO: at the end of the lesson, the
students will be able to:
1. Differentiate hazard, vulnerability,
risks.
2. Enumerate possible hazards in
the Philippines.
1. Define Earthquake and Volcanic
Hazards.
2. Identify hazard brought by
earthquakes and volcanic eruptions.
3. locate possible spots in the
Philippines exposed/prone to
earthquake and volcanic hazards.
4. plan to lessen the risks brought by
hazards in the community.
1. Define landslide.
2. Enumerate possible landslide
3. Propose a plan to lessen the risk
of landslide hazard to the
community.
1. Define, tropical cyclone,
monsoons, floods and ipo-ipo.
2. Enumerate possible hazards
brought by tropical cyclone,
3. plan alternatives to lessen the risk
of Marine and Coastal Processes
release)
Publish House)
release)
Publish House)
release)
Publish House)
release)
Publish House)

Region I
20 | P a g e
(4 A's of Learning)
Activity:
 Learners will watch a video clip.
They will list possible disasters
that will bring risk to the
community.
Key questions:
“List down possible disaster in
the Philippines that affects
lives of Filipinos?”
Activity:
 Picture analysis. Learners will
identify the earthquake hazards
using the pictures presented to
them.
Key questions:
“Describe the following
earthquake hazard briefly.”
Activity:
 Learners will look around in the
school vicinity and identify
possible places prone/ exposed
to landslide hazards.
Key questions:
“How will a landslide be triggered?”
Activity:
 Learners will watch video clip
about Typhoon Yolanda.
Key questions:
 “What causes the death of
thousands in Leyte?”
Analysis:
 Learners will describe the
differences between hazard,
vulnerability and risks.
Analysis:
 Learners will create a table that
shows who are vulnerable of
hazards brought by earthquake
and volcanic eruption.
Analysis:
 Learners will identify vulnerable
into the landslide hazards
Analysis:
hazards and vulnerable through
panel discussion.
Abstraction:
 Using board graffiti learners will
list examples of hazard,
Abstraction:
 Using Earthquake maps,
learners will identify locations
which are prone/ expose to
earthquake and volcanic
hazards.
Abstraction:
 Learners will plan alternative
ways lessen the risk of these
hazards.
Abstraction:
 Learners will create a short role
play showing the hazards,
vulnerability, and risks
Application:
 Learners will identify possible
ways to reduce the risk.
Key questions:
HOTS: “Describe possible
ways of interventions in
Hazards and Vulnerability to
reduce risk?”
Application:
 Learners will create earthquake
evacuation plan of TNHS.
Key questions:
HOTS: “How would good planning
will reduce the risk of hazards?”
Application:
output in front.
Key questions:
HOTS: “One of the hazards of an
earthquake is a landslide, so is it
possible to have an earthquake
after a landslide occurred?”
Abstraction:
 Learners will present their play.
ASSESSMENT
 Recitation
 Worksheets
 Recitation
 Output presentation.
Hazards Vulnerabili
ty

Region I
21 | P a g e
REMARKS
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Noted by:
Track Head
Approved by:
ROLANDO D. BALAGOT
School Head
Monday
Tuesday
Wednesday
Thursday
Friday
TOPIC NON-WORKING HOLIDAY
(NATIONAL HEROES DAY)
C. Marine and Coastal Processes and their Effects
C. Marine and Coastal Processes
and their Effects
OBJECTIVES
LC:
that may happen in the event of
earthquakes, volcanic
eruptions, and landslides
S11/12ES-If-30
LC:
about by earthquakes, volcanic
S11/12ES-If-31
 give practical ways of coping
with geological hazards caused
by earthquakes, volcanic
S11/12ES-If-32
LC:
 identify human activities that
speed up or trigger landslides
S11/12ES-If-33
 suggest ways to help lessen
the occurrence of landslides in
your community S11/12ES-If-
34
LC:
that may happen in the wake of
tropical cyclones, monsoons,
floods, or ipo-ipo S11/12ES-If-
35
about by tropical cyclones,
monsoons, floods, or ipo-ipo
S11/12ES-If-36

Region I
22 | P a g e
1. Differentiate hazard, vulnerability,
risks.
2. Enumerate possible hazards in
the Philippines.
1. Define Earthquake and Volcanic
Hazards.
2. Identify hazard brought by
earthquakes and volcanic eruptions.
3. locate possible spots in the
Philippines exposed/prone to
earthquake and volcanic hazards.
4. plan to lessen the risks brought by
1. Define landslide.
2. Enumerate possible landslide
3. Propose a plan to lessen the risk
of landslide hazard to the
community.
2. Enumerate possible hazards
brought by tropical cyclone,
3. plan alternatives to lessen the risk
of Marine and Coastal Processes
release)
Publish House)
release)
Publish House)
release)
Publish House)
release)
Publish House)
(4 A's of Learning)
Activity:
 Learners will watch a video clip.
They will list possible disasters
that will bring risk to the
community.
Key questions:
“List down possible disaster in
the Philippines that affects
lives of Filipinos?”
Activity:
 Picture analysis. Learners will
identify the earthquake hazards
using the pictures presented to
them.
Key questions:
“Describe the following
earthquake hazard briefly.”
Activity:
 Learners will look around in the
school vicinity and identify
possible places prone/ exposed
to landslide hazards.
Key questions:
“How will a landslide be triggered?”
Activity:
 Learners will watch video clip
about Typhoon Yolanda.
Key questions:
Analysis:
 Learners will describe the
differences between hazard,
Analysis:
 Learners will create a table that
shows who are vulnerable of
hazards brought by earthquake
and volcanic eruption.
Analysis:
 Learners will identify vulnerable
into the landslide hazards
Analysis:
hazards and vulnerable through
panel discussion.
Abstraction:
 Using board graffiti learners will
list examples of hazard,
Abstraction:
 Using Earthquake maps,
learners will identify locations
which are prone/ expose to
earthquake and volcanic
hazards.
Abstraction:
 Learners will plan alternative
ways lessen the risk of these
hazards.
Abstraction:
 Learners will create a short role
play showing the hazards,
vulnerability, and risks

Region I
23 | P a g e
Application:
 Learners will identify possible
ways to reduce the risk.
Key questions:
HOTS: “Describe possible
ways of interventions in
Hazards and Vulnerability to
reduce risk?”
Application:
 Learners will create earthquake
evacuation plan of TNHS.
Key questions:
HOTS: “How would good planning
will reduce the risk of hazards?”
Application:
output in front.
Key questions:
HOTS: “One of the hazards of an
earthquake is a landslide, so is it
possible to have an earthquake
after a landslide occurred?”
Abstraction:
 Learners will present their play.
ASSESSMENT
 Recitation
 Worksheets
 Recitation
REMARKS
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Noted by:
Track Head
Approved by:
ROLANDO D. BALAGOT
School Head
Hazards Vulnerabili
ty

Region I
24 | P a g e
Monday
Tuesday
Wednesday
Thursday
Date: September 1, 2016
Friday
TOPIC NON-WORKING HOLIDAY
(NATIONAL HEROES DAY)
A. Geologic Processes and Hazards
B. Hydrometeorological Phenomena and Hazards
(WORKSHEETS)
MITIGATION, AND
ADAPTATION
C. Marine and Coastal
Processes and their Effects
OBJECTIVES
LC:
 describe the various hazards that may happen in the event of earthquakes, volcanic
eruptions, and landslides S11/12ES-If-30
 using hazard maps, identify areas prone to hazards brought about by earthquakes, volcanic
S11/12ES-If-31
 give practical ways of coping with geological hazards caused by earthquakes, volcanic
eruptions, and landslides. S11/12ES-If-32
 identify human activities that speed up or trigger landslides S11/12ES-If-33
 suggest ways to help lessen the occurrence of landslides in your community S11/12ES-If-34
LC:
 describe the various
hazards that may happen
in the wake of tropical
cyclones, monsoons,
floods, or ipo-ipo
S11/12ES-If-35
 using hazard maps,
identify areas prone to
hazards brought about by
tropical cyclones,
monsoons, floods, or ipo-
ipo S11/12ES-If-36
SLO: at the end of the lesson,
the students will be able to:
1. Identify the different
earthquake hazards.
2. Determine the possible
ways to do to reduce the risk
of the earthquake hazards
1. Determine areas exposed to
different hazards.
1. To propose and create a
model house that can be both
earthquake-proof and
typhoon-proof.
2. Determine where should be
2. Enumerate possible
hazards brought by tropical
cyclone, monsoons, floods

Region I
25 | P a g e
located that it would
experience the least amount of
hazards.
and ipo-ipo.
3. plan alternatives to lessen
the risk of Marine and Coastal
Processes
release)
Exploring Life Through
Science: Earth and Life
Science (Phoenix Publish
House)
release)
House)
release)
House)
release)
House)
LEARNING DILEVERY
MODE:
(4 A's of Learning)
Activity:
 Learners will recall the
different hazards of
earthquake.
Activity:
 Picture analysis. Learners
will identify different
hazards in the Philippines
using Risk map.
Activity:
 Panel discussion.
Activity:
 Learners will watch video
clip about Typhoon
Yolanda.
Key questions:
Analysis:
 Think-Pair-Share.
Analysis:
Analysis:
Analysis:
hazards and vulnerable
through panel discussion.
Abstraction:
Abstraction:
prepared worksheets.
Abstraction:
Abstraction:
 Learners will create a
short role play showing
the hazards, vulnerability,
and risks
Application:
Application:
Application:
 Output Presentation.
Abstraction:
play.
ASSESSMENT
 Worksheets  Worksheets
 Recitation

Region I
26 | P a g e
No. of learners within Mastery
Level
No. of learners needing
remediation,
REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Noted by:
Track Head
Approved by:
ROLANDO D. BALAGOT
School Head

Region I
27 | P a g e
Monday
Tuesday
Wednesday
Thursday
Friday
TOPIC SUMMATIVE TEST I. INTRODUCTION TO LIFE SCIENCE II. BIOENERGETICS
OBJECTIVES
LC:
 explain the evolving concept
of life based on emerging
pieces of evidence.
S11/12LT-IIa-1
 describe classic
experiments that model
conditions which may have
enabled the first forms to
evolve. S11/12LT-IIa-2
LC:
 describe how unifying
themes (e.g., structure
and function, evolution,
and ecosystems) in the
study of life show the
connections among living
things and how they
interact with each other
and with their
environment S11/12LT-
IIa-3
LC:
 explain how cells carry
out functions required for
life. S11/12LT-IIa-4
1. Identify organisms and the
conditions that enable them to
exist.
2. explain the evolving concepts
of life based on emerging pieces
of evidences.
3. describe classic experiments
that model conditions that may
1. identify unifying themes in
the study of life.
2. show the connections
among living things and how
they interact with each other
and with their environment.
1. explain how cells carry out
functions required for life.
2. enumerate the different
parts of a cell.

Region I
28 | P a g e
have enabled the first forms to
evolve.
release)
Publish House)
release)
House)
release)
House)
LEARNING DILEVERY
MODE:
(4 A's of Learning)
Activity:
 Story telling. Learners will
create their own story on
how life started on Earth.
Key questions:
“When and where did life
possibly start?”
Activity:
 Nature Observation.
Learners will observe the
characteristics of life and
how they interact to their
environment.
Key questions:
“What are the characteristics
of life?”
Activity:
 Puzzle game. Learners
will try to solve a puzzle
and describe what the
parts of the puzzle are.
Analysis:
Key questions:
“What are the characteristics of
living things?”
Analysis:
Key questions:
HOTS: What are the bases
of your classification? What
characteristics of life did
you observe from the living
things you identified?”
Analysis:
 Learners will try to give
function of the different
parts of the puzzle and
relate it to the parts of
cell.
Abstraction:
output in front.
Key questions:
HOTS: “What is abiogenesis
theory? Was this totally
Abstraction:
Abstraction:
 Learners will think of a
factory and create parts in
relevance to the parts of
the cell.

Region I
29 | P a g e
disproved by the theory
biogenesis?”
Application:
 Diagram making. Learners
will create diagram that show
the possible ways of origin of
life.
Application:
 Learners will presents
their output in front.
Abstraction:
ASSESSMENT
Level
remediation,
 30-item quiz  Output presentation
 Recitation
 Recitation
 Recitiation.
REMARKS
episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Noted by:
Track Head
Approved by:
ROLANDO D. BALAGOT
School Head

Region I
30 | P a g e
Monday
Tuesday
Wednesday
Thursday
Friday
TOPIC SUMMATIVE TEST I. INTRODUCTION TO LIFE SCIENCE II. BIOENERGETICS
OBJECTIVES
LC:
 explain the evolving concept
of life based on emerging
pieces of evidence.
S11/12LT-IIa-1
 describe classic
experiments that model
conditions which may have
enabled the first forms to
evolve. S11/12LT-IIa-2
LC:
 describe how unifying
themes (e.g., structure
and function, evolution,
and ecosystems) in the
study of life show the
connections among living
things and how they
interact with each other
and with their
environment S11/12LT-
IIa-3
LC:
1. Identify organisms and the
conditions that enable them to
exist.
2. explain the evolving concepts
of life based on emerging pieces
of evidences.
3. describe classic experiments
that model conditions that may
1. identify unifying themes in
the study of life.
2. show the connections
among living things and how
they interact with each other
and with their environment.
1. explain how cells carry out
2. enumerate the different
parts of a cell.

Region I
31 | P a g e
have enabled the first forms to
evolve.
release)
Publish House)
release)
House)
release)
House)
LEARNING DILEVERY
MODE:
(4 A's of Learning)
Activity:
 Story telling. Learners will
create their own story on
how life started on Earth.
Key questions:
“When and where did life
possibly start?”
Activity:
 Nature Observation.
Learners will observe the
characteristics of life and
how they interact to their
environment.
Key questions:
“What are the characteristics
of life?”
Activity:
 Puzzle game. Learners
will try to solve a puzzle
and describe what the
parts of the puzzle are.
Analysis:
Key questions:
“What are the characteristics of
living things?”
Analysis:
Key questions:
HOTS: What are the bases
of your classification? What
characteristics of life did
you observe from the living
things you identified?”
Analysis:
 Learners will try to give
parts of the puzzle and
relate it to the parts of
cell.
Abstraction:
output in front.
Key questions:
HOTS: “What is abiogenesis
theory? Was this totally
Abstraction:
Abstraction:
 Learners will think of a
factory and create parts in
relevance to the parts of
the cell.

Region I
32 | P a g e
disproved by the theory
biogenesis?”
Application:
 Diagram making. Learners
will create diagram that show
the possible ways of origin of
life.
Application:
Abstraction:
ASSESSMENT
Level
remediation,
 30-item quiz  Output presentation
 Recitation
 Recitation
 Recitiation.
REMARKS
episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Noted by:
Track Head
Approved by:
ROLANDO D. BALAGOT
School Head

Region I
33 | P a g e
Monday
Tuesday
Wednesday
Thursday
Friday
TOPIC NATIONAL HOLIDAY
“ED’L ADHA”
MICROSCOPE
MANIPULATION
(ACTIVITY)
OBSERVING LETTER “E”
(WORKSHEETS)
OBSERVING TISSUE
SAMPLE
(ACTIVITY)
NO CLASSES
(INTRAMURALS)
OBJECTIVES
1. Review the parts of the
microscope.
2. Manipulate the microscope.
3. Identify prepared
specimens.
SLO: at the end of the lesson, the students will be able to:
1. Prepare wet mount slides.
2. Manipulate the microscope
3. Identify the characteristics shown by the image under the
microscope.
LEARNING RESOURCES: Internet Internet

Region I
34 | P a g e
LEARNING DILEVERY
MODE:
(4 A's of Learning)
Activity:
 Think-pair-share. Learner
will try to recall parts of
the microscope and give
its functions.
Activity:
 Learners will prepare wet
mount slide.
Activity:
 Learners will prepare wet
mount slide (Onion
Tissue).
Analysis:
 Panel discussion
Analysis:
 Learners will focus the slide
using different objectives.
Analysis:
Abstraction:
 Learners will demonstrate
the uses of the different
parts of the microscope.
Abstraction:
Abstraction:
Application:
 Learners will observe
prepared slides.
Application:
 Learners will report infront
about their findings.
Application:
ASSESSMENT
Level
remediation,
 Recitation  Output presentation
 Recitation
 Recitation
REMARKS
episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Noted by:
Track Head
Approved by:
ROLANDO D. BALAGOT
School Head

Region I
35 | P a g e
Monday
Tuesday
Wednesday
Thursday
Friday
TOPIC II. BIOENERGETICS SUMMATIVE TEST III. PERPETUATION OF
LIFE
OBJECTIVES
LC:
 Explain how
photosynthetic organisms
use light energy to
combine carbon dioxide
and water to form energy
rich compound.
S11/12LT-IIa-5
LC:
 Trace the energy flow from
the environment the cells.
S11/12LT-IIa-6
 Describe how organisms
obtain and utilize.
S11/12LT-IIa-7
 Recognize that organisms
require energy to carry out
S11/12LT-IIa-8
LC:
 Describe different ways
of how plants reproduce.
S11/12LT-IIej-13.
 Illustrate the
relationships among
structures of flowers,
fruits, and seeds
S11/12LT-IIej-14.
 Different ways of how
representative animals
reproduce. S11/12LT-
IIej-15.
1. Define energy.
2. Describe how cell get
energy.
3. Describe photosynthetic
organelles
4. Trace the movement of
molecules in the Light and
1. Define Cellular Respiration
2. Differentiate anaerobic and
aerobic respiration.
3. Trace the flow of energy in
cellular respiration.
4. Identify by-products of cellular
respiration
SLO: at the end of the
lesson, the students will be
able to:
1. Identify methods by which
plants reproduce
2. Recognize the Pollination
and its importance on
fertilization and reproduction
3. Define Sexual and

Region I
36 | P a g e
Dark reaction. asexual reproduction, and
the advantages and
disadvantages of both types
of reproduction
4. Familiarize to the
practices of using different
types and methods of
reproduction in farms
throughout the Philippines.
release)
House)
release)
Publish House)
Earth and Life Science
(initial release)
House)
LEARNING DILEVERY
MODE:
(4 A's of Learning)
Activity:
 Puzzle game. Leaners will
solve the mystery puzzle
given.
Key questions:
“How do organisms get
energy?”
Activity:
 Movie critic. Learners will
watch a movie clip.
Activity:
 Family Feud Game
Key questions:
“What are the possible plants
that have an ovary?”
Analysis:
 Diagram making.
Learners will read articles
and will create diagram.
Key questions:
“What are the energy-giving
energy?”
Analysis:
Key questions:
“Distinguish anaerobic to aerobic
respiration?”
Analysis:
 Movie Critic.

Region I
37 | P a g e
Abstraction:
 Gallery walk.
Key questions:
“Describe the importance of
photosynthesis”
Abstraction:
 Tracing game.
Key questions:
“How is it important for a process
to create its by-product?”
Abstraction:
 Observing the nature.
The learners will
Application:
 Leaners will create a
diorama of the thylakoid
membrane.
Application:
diagram showing the
difference of anaerobic and
Abstraction:
ASSESSMENT
Level
remediation,
 Recitation
 Recitation
 30-item quiz.  Output presentation.
 Recitiation.
REMARKS
episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Noted by:
Track Head
Approved by:
ROLANDO D. BALAGOT
School Head

Region I
38 | P a g e
Monday
Tuesday
Wednesday
Thursday
Friday
TOPIC II. BIOENERGETICS Senior High School Tree
Planting Activity
Attended the 2-day Teachers Induction Program at San
Juan, La Union
OBJECTIVES
LC:
 Trace the energy flow
from the environment the
cells. S11/12LT-IIa-6
 Describe how organisms
obtain and utilize.
S11/12LT-IIa-7
Recognize that organisms
require energy to carry out
S11/12LT-IIa-8
1. Define Cellular Respiration
2. Differentiate anaerobic and
3. Trace the flow of energy in
cellular respiration.
4. Identify by-products of
cellular respiration
release)

Region I
39 | P a g e
House)
LEARNING DILEVERY
MODE:
(4 A's of Learning)
Activity:
 Movie critic. Learners will
watch a movie clip.
Analysis:
Key questions:
“Distinguish anaerobic to
aerobic respiration?”
Abstraction:
 Tracing game.
Key questions:
“How is it important for a
process to create its by-
product?”
Application:
diagram showing the
difference of anaerobic
and aerobic respiration.
ASSESSMENT
Level
remediation,
 Recitation

Region I
40 | P a g e
REMARKS
episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Noted by:
ANNA LISSA R. PATACSIL
Track Head
Approved by:
ROLANDO D. BALAGOT
School Head

Region I
41 | P a g e
Monday
Date: October 3, 2016
Tuesday
Wednesday
Thursday
Friday
TOPIC SUMMATIVE TEST TEACHERS DAY
CELEBRATION
III. PERPETUATION OF LIFE TEAM BUILDING
ACTIVITY FOR
TEACHERS
OBJECTIVES
LC:
 Describe different ways of
how plants reproduce.
S11/12LT-IIej-13.
 Illustrate the relationships
among structures of
flowers, fruits, and seeds
S11/12LT-IIej-14.
reproduce. S11/12LT-IIej-
15.
plants reproduce
3. Define Sexual and asexual
reproduction, and the
advantages and
disadvantages of both types
of reproduction
4. Familiarize to the practices
of using different types and

Region I
42 | P a g e
methods of reproduction in
farms throughout the
Philippines.
release)
House)
LEARNING DILEVERY
MODE:
(4 A's of Learning)
Activity:
Key questions:
Analysis:
 Movie Critic.
Abstraction:
 Observing the nature. The
learners will be going
outside and identify plants
that can reproduce
sexually and asexually.
Application:
output in front.
ASSESSMENT
 30-item quiz  Output presentation.
 Recitation.

Region I
43 | P a g e
Level
remediation,
REMARKS
episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Noted by:
Track Head
Approved by:
ROLANDO D. BALAGOT
School Head

Region I
44 | P a g e
Monday
Tuesday
Wednesday
Thursday
Friday
TOPIC III. PERPETUATION OF LIFE IV. HOW ANIMALS SURVIVE V. HOW PLANTS SURVIVE
OBJECTIVES
LC:
 Describe different ways of
how plants reproduce.
S11/12LT-IIej-13.
 Illustrate the relationships
among structures of
flowers, fruits, and seeds
S11/12LT-IIej-14.
reproduce. S11/12LT-IIej-
15.
LC:
 explain how the information
in the DNA allows the
transfer of genetic
information and synthesis of
proteins. S11/12LT-IIej-16.
 describe the process of
genetic engineering.
S11/12LT-IIej-17.
 conduct a survey of the
current uses of genetically
modified organisms.
S11/12LT-IIej-18.
 evaluate the benefits and
risks of using GMOs.
S11/12LT-IIej-19.
LC:
 explain the different
metabolic processes
involved in the various
organ system. S11/12LT-
IIej-20.
 describe the general and
unique characteristics of
the different organ
systems in representative
animals. S11/12LT-IIej-21.
 analyze and appreciate
the functional relationships
of the different organ
systems in ensuring
animal survival.
S11/12LT-IIej-22.
LC:
 describe the structure
and function of the
different plant organs.
S11/12LT-IIej-23.
metabolic processes
involved in the plant
organ systems.
S11/12LT-IIej-24.

plants reproduce
3. Define Sexual and asexual
reproduction, and the
advantages and
disadvantages of both types of
1. Define DNA and genes.
2. Trace the process of protein
synthesis.
3. Define GMO.
4. Familiarize to different GMO
products.
5. Identify the effects of GMO in
Health, Economy and
Environment.
1. Identify the different organ
system.
2. Trace the animal digestion
and nutrition.
3. recognize the different
kinds of circulation.
4. Give the importance of
hormones, immune system
and nervous system.
SLO: at the end of the
lesson, the students will be
able to:
1. Enumerate the different
plant cells.
2. Identify the different Plant
organ system.
3. Recognize the growth
patterns of Plants.

Region I
45 | P a g e
reproduction
4. Familiarize to the practices
of using different types and
methods of reproduction in
farms throughout the
Philippines.
release)
House)
release)
Publish House)
release)
House)
release)
House)
LEARNING DILEVERY
MODE:
(4 A's of Learning)
Activity:
Key question:
Activity:
 Article analysis.
Key question:
“How can parent pass their
characteristics to their offspring?”
Activity:
 Drawing activity. Learners
will draw the organs of the
different organ system
given to them.
Activity:
 Bring me game (Picture).
Key question:
characteristics to their
offspring?”
Analysis:
 Movie Critic.
Analysis:
 Panel Discussion.
Analysis:
 Gallery walk.
Key question:
“How is animal survival is
related to their physiology?”
Analysis:
 Movie Critic.
Key questions:
“What are the major organs
of plants and what are their
functions?”
Abstraction:
 Observing the nature. The
learners will be going
outside and identify plants
that can reproduce
sexually and asexually.
Abstraction:
 Classroom debate.
Key question:
“Are you in favour in
manipulating the transfer of
genes using science? Why or
why not”
Abstraction:
Key question:
“How does the various organ
systems coordinate with each
other?”
Abstraction:
Key question:
“What is the importance of
transport vessels to plants?”

Region I
46 | P a g e
Application:
output in front.
Application:
 Learners will research on
the benefits and bad effects
of GMO.
Application:
 Table analysis.
Application:
 Using computer
simulation the learners
will describe the effects
of hormones to plants.
ASSESSMENT
Level
remediation,
 Recitation.
 Recitation.
 Recitation.
 Short quiz.
 Recitation.
REMARKS
episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Noted by:
Track Head
Approved by:
ROLANDO D. BALAGOT
School Head

Region I
47 | P a g e
Monday
Tuesday
Wednesday
Thursday
Friday
TOPIC IV. HOW ANIMALS
SURVIVE
V. HOW PLANTS SURVIVE VI. THE PROCESS OF
EVOLUTION
SUMMATIVE TEST
OBJECTIVES
LC:
metabolic processes
involved in the various
organ system. S11/12LT-
IIej-20.
 describe the general and
unique characteristics of
the different organ
systems in representative
animals. S11/12LT-IIej-21.
analyze and appreciate
the functional
relationships of the
different organ systems in
ensuring animal survival.
S11/12LT-IIej-22.
LC:
 describe the structure and
plant organs. S11/12LT-IIej-
23.
metabolic processes
involved in the plant organ
systems. S11/12LT-IIej-24.
LC:
 describe evidence of
evolution such as
homology, DNA/protein
sequences, plate
tectonics, fossil record,
embryology, and artificial
selection/agriculture.
S11/12LT-IIej-25.
 explain how populations
of organisms have
changed and continue to
change over time
showing patterns of
descent with modification
from common ancestors
to produce the
organismal diversity
observed today.
S11/12LT-IIej-27.
 describe how the present
system of classification of
organisms is based on

Region I
48 | P a g e
evolutionary relationships.
S11/12LT-IIej-28.
1. Identify the different organ
system.
2. Trace the animal digestion
and nutrition.
3. recognize the different
kinds of circulation.
4. Give the importance of
hormones, immune system
and nervous system.
1. Enumerate the different plant
cells.
2. Identify the different Plant
organ system.
3. Recognize the growth
patterns of Plants.
1. Define evolution
2. Evaluate the theory of
evolution of Charles Darwin
3. Analyse the tree of
palaeontology.
release)
House)
release)
Publish House)
release)
House)
LEARNING DILEVERY
MODE:
(4 A's of Learning)
Activity:
 Drawing activity. Learners
will draw the organs of the
different organ system
given to them.
Activity:
Key question:
characteristics to their offspring?”
Activity:
 Movie Critic.
Key question:
“How can organism evolve?”
Analysis:
 Gallery walk.
Key question:
“How is animal survival is
related to their physiology?”
Analysis:
 Movie Critic.
Key questions:
“What are the major organs of
plants and what are their
Analysis:
 Learners will analyse the
paleontological tree.
Key questions:
“Describe the evolutionary

Region I
49 | P a g e
functions?” process.”
Abstraction:
Key question:
“How does the various organ
systems coordinate with each
other?”
Abstraction:
Key question:
“What is the importance of
transport vessels to plants?”
Abstraction:
 Creation of their own
paleontological tree.
Application:
 Table analysis.
Application:
 Using computer simulation
the learners will describe the
effects of hormones to
plants.
Application:
 Presentation of their
output.
ASSESSMENT
Level
remediation,
 Recitation.
 Short quiz.
 Recitation.  Recitation
 30-item quiz
REMARKS
episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Noted by:
Track Head
Approved by:
ROLANDO D. BALAGOT
School Head

Region I
50 | P a g e
Monday
Tuesday
Wednesday
Thursday
Friday
TOPIC VI. THE PROCESS OF EVOLUTION VII. INTERACTION &
INTERDEPENDENCE
SUMMATIVE TEST
OBJECTIVES
LC:
 describe evidence of evolution such as homology,
DNA/protein sequences, plate tectonics, fossil record,
embryology, and artificial selection/agriculture. S11/12LT-
IIeg-25.
 explain how populations of organisms have changed and
continue to change over time showing patterns of descent
with modification from common ancestors to produce the
organismal diversity observed today. S11/12LT-IIeg-27.
describe how the present system of classification of organisms is
based on
LC:
 describe the principles of
the ecosystem. S11/12LT-
IIej-28.
 Categorize the different
biotic potential and
environmental resistance
(e.g., diseases, availability
of food, and predators)
that affect population
explosion. S11/12LT-IIej-
29.
LC:
 Describe how different
terrestrial and aquatic
ecosystems are
interrelated with one
another. S11/12LT-IIej-
30.
1. Define evolution
2. Evaluate the theory of evolution of Charles Darwin
3. Analyse the tree of palaeontology.
1. Define ecosystem
2. Enumerate different types of ecosystem
3. Trace the nutrients and energy in the food chain/web.
release)
House)
release)
Publish House)
release)
House)
release)
House)

Region I
51 | P a g e
LEARNING DILEVERY
MODE:
(4 A's of Learning)
Activity:
 Movie Critic. Charles
Darwin’s Life
Activity:
Activity:
 Movie Critic.
Activity:
 Collage making. Learners
will create collage
showing food chain/web.
Analysis:
 Panel Discussion. Leaners
will share insights about
the movie clip watched.
Analysis:
Phylogeny Tree of a certain
species.
Analysis:
 Learners will go outside
and observe the
environment.
Analysis:
 Panel Discussion
Abstraction:
 Learners will create a
diagram showing their
insights.
Abstraction:
Abstraction:
 Group illustrate the
environment outside and
determine living
organisms presents
Abstraction:
 Wall Graffiti. Learners will
enumerate types of
ecosystem.
Application:
 Learners will try to
discuss others works
Application:
output
Application:
 Learners will trace the
relationship of the
environment and living
organisms by creating
simple poster.
Application:
 Learners will synthesize
the graffiti by creating a
short poem.
ASSESSMENT
Level
remediation,
 Output presentation  Recitation.
 Output presentation.  Output presentation.
REMARKS
episodes)

Region I
52 | P a g e
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Noted by:
Track Head
Approved by:
ROLANDO D. BALAGOT
School Head

Region I
53 | P a g e
Monday
Tuesday
Date: November 1, 2016
Wednesday
Thursday
Friday
TOPIC NON-WORKING HOLIDAY REVIEW & COMPLETING OF
REQUIREMENTS
2nd QUARTER/ FINAL EXAMINATION
OBJECTIVES
LEARNING RESOURCES:
LEARNING DILEVERY
MODE:
(4 A's of Learning)
ASSESSMENT
Level
remediation,
REMARKS
episodes)
Prepared by:
RICHARD G. CADIZAL
SHS Teacher
Noted by:
Track Head
Approved by:
ROLANDO D. BALAGOT
School Head

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