Republic of the Philippines

Department of Education
Region V (BICOL)
SCHOOLS DIVISION OFFICE
SAN AGUSTIN (Stand Alone) SENIOR HIGH SCHOOL
San Agustin, Iriga City
E-mail Add: [email protected] ● School ID# 343238 ● Tel No. : (054) 299-8296
“Empowering Skills for Better Life”
School SAN AGUSTIN (Stand Alone) SENIOR HIGH SCHOOL Grade Level 11 Section TVL 2
DAILY LESSON PLAN GAS A
ABM
DepEd Order No. 42, s. 2016 TVL 1
Teacher KATRINA N. SOLIVEN, SST1 Learning Area Earth and Life Science
Teaching Dates & Time June 4, 2019 Quarter First (1st)

I. Objectives At the end of the lesson, the learners are expected to:
1. Identify the different theories which explains how the universe came to its existence.
2. Explain the red shift and how it is used as proof of an expanding universe.
3. Develop awareness of the significance of the universe in our daily lives.
A. Content Standards The learners demonstrate an understanding of the formation of the universe and the solar system
B. Performance Standards The learners shall be able to:
1. Conduct a survey to assess the possible geologic hazards that your community may experience.
C. Learning Competencies The learners:
1. State the different hypotheses explaining the origin of the universe.
II. Content Universe and Solar System

III. Learning Resources Materials: cut out papers containing letters (for the preliminary activity)

IV. Procedure TEACHER’S ACTIVITY

STUDENT’S ACTIVITY

The teacher will task the students do routine activities such as arranging The students will do their task as they are told.
their seats and picking up of pieces of trash, if there are any.
ENGAGE
Good morning class. Good morning, Ma’am.

Before we proceed with today’s lesson, we are first going to do an activity. (The students will show great excitement in the activity.)
I have here jumbled letters and what you are going to do is arrange these
and turn them into words which are all related to the universe.

(The jumbled letters will be distributed to the students.) (The students will arrange the letters to form the following words:)

EXPLORE
Today, we are going to discuss the very first topic that we have in this (The students will show great interest and enthusiasm in the activity.)
specific subject. But before that, we are first going to do a game entitled
“Fact or Bluff.”
(Instruction: The teacher is going to show and read statements which the
students will identify as to whether they are a fact or a bluff.)

Statement 1: The universe as we currently know it comprises all space and Answer: True
time, and all matter and energy in it.

Statement 2: The universe is at least 4.5-4.6 billion years old. Answer: Bluff (It’s 13.8 B years old, while the solar system is at least
4.5-4.6 B of years old.)

Statement 3: The solar system as part of the Milky Way is located at the Answer: True
outer limb of the galaxy.
EXPLAIN
Now, we are going to tackle some of the many theories which state the The students will start mentioning the different theories
origin of the universe. Kindly name some. 1. Big bang theory
2. Red shift
3. An expanding universe
4. Steady State Theory

Very good. Now that you have mentioned those, we are going to further (The students will group themselves accordingly and the members will
discuss them. So I am going to divide you into four groups and each group discuss what they know about the topic and they will consolidate it to
will be assigned to discuss or state their ideas about a specific theory. be able to come up with a single and unified idea about the theory
(the class will then be divided into four) assigned to them)

1. Big Bang Theory- Billions of years ago - more than 14 billion years -
there was nothing: no matter, no energy, no space. Scientists
needed a way to explain how everything began, where it came
from, what happened. Although there are several different theories
about the origins of the universe, the Big Bang theory is the
prevalent one because no other model is as good at explaining
everything in the universe. The Big Bang theory isn't perfect, but
it's the best we've got.

Scientists believe our universe comes from a singularity. Scientists

don't actually know where this singularity came from or exactly
what it is, but they do know that a singularity is an infinitely small,
hot area of infinite pressure and density. These singularities defy
our known laws of physics because they didn't appear in space.
Rather, space began inside them. Before the singularity, nothing
existed. There was no space, no time, no matter, no energy.

One of the misconceptions about the Big Bang is that it was an

explosion, like with fire and sound and, well, kind of like a bomb. It
wasn't. Instead, it was probably more like a balloon being blown up
 - a really tiny balloon. A balloon starts small and expands outward
at roughly the same speed all around. Our universe is that balloon.

When scientists first propose a hypothesis to explain a

phenomenon, they expect to find certain evidence to support it
and turn their hypothesis into a theory. There are several main
pieces of evidence that support the Big Bang theory. One is the fact
that the universe is expanding, proven with something called red
shift. The second is something called cosmic microwave
background radiation. The third is the abundance of different
elements in the universe.

2. Universe expansion and red shift-

The evidence that the universe is expanding comes with something
called the red shift of light. Light travels to Earth from other
galaxies. As the light from that galaxy gets closer to Earth, the
distance between Earth and the galaxy increases, which causes the
wavelength of that light to get longer.

This is similar to the Doppler effect of sound waves, which also

happens with light waves. I'm sure you've heard it for yourself in
real life: as an ambulance approaches you, the siren pitch seems to
increase, and as it moves away from you, the siren pitch decreases.
This is due to how the sound waves increase or decrease
depending on the movement of the object emitting the waves
relative to the person hearing them. As the ambulance approaches
you, the sound waves get closer together and shorter, which
results in a higher pitch. As the ambulance moves away from you,
the sound waves stretch out and get longer, which results in a
lower pitch. If everything in the universe is moving apart from
everything else, then those light waves should move further apart
and get longer. Longer wavelengths of visible light are red, and that
is why it is called the red shift.

3. Steady-state theory, in cosmology, a view that the universe is

always expanding but maintaining a constant average density, with
matter being continuously created to form new stars and galaxies
at the same rate that old ones become unobservable as a
consequence of their increasing distance and velocity of recession.
A steady-state universe has no beginning or end in time, and from
any point within it the view on the grand scale—i.e., the average
density and arrangement of galaxies—is the same. Galaxies of all
possible ages are intermingled.
 The theory was first put forward in 1948 by British Scientists Sir
Hermann Bondi, Thomas Gold, and Sir Fred Hoyle. It was further
developed by Hoyle to deal with problems that had arisen in
connection with the alternative big-bang hypothesis. Observations
since the 1950s (most notably, those of the cosmic microwave
background) have produced much evidence contradictory to the
steady-state picture and have led scientists to overwhelmingly
support the big-bang model.

ELABORATE
The teacher will then call on the representative of each group to report The student representing each group will come in front one by one and
their finished output. discuss the specific theory assigned to them.

Job well done everyone!

EVALUATE
Now, to test how much you learned, kindly get a piece of paper and write The students will get a piece of paper and answer the question being
using your own words a simple explanation or statement on how the “red asked from them.
shift” theory is used to explain how the universe is expanding.
V. Remarks
VI. Reflection

SUBJECT TEACHER’S SIGNATUIRE

KATRINA N. SOLIVEN
SCHOOL HEAD’S SIGNATURE
BEN D. SILVA
 Republic of the Philippines
Department of Education
Region V (BICOL)
SCHOOLS DIVISION OFFICE
SAN AGUSTIN (Stand Alone) SENIOR HIGH SCHOOL
San Agustin, Iriga City
E-mail Add: [email protected] ● School ID# 343238 ● Tel No. : (054) 299-8296
“Empowering Skills for Better Life”
School SAN AGUSTIN (Stand Alone) SENIOR HIGH SCHOOL Grade Level 12 Section STEM
DAILY LESSON PLAN Teacher KATRINA N. SOLIVEN, SST1 Learning Area General Physics I
DepEd Order No. 42, s. 2016
Teaching Dates & Time June 4, 2019 Quarter First (1st)

I. Objectives At the end of the session, the students should be able to:
1. Solve problems independently involving conversion of units and express their answers in the form of scientific notation.
2. Tell the difference between accuracy and precision.
3. Develop patience in solving problems.
A. Content Standards The learners demonstrate an understanding of...
1. The effect of instruments on measurements
B. Performance Standards The learners are able to...
Solve, using experimental and theoretical approaches, multi-concept, rich-context problems involving measurement, vectors, motions in 1D, 2D,
and 3D, Newton’s Laws, work, energy, center of mass, momentum, impulse, and collisions
C. Learning Competencies 1. Solve measurement problems involving conversion of units, expression of measurements in scientific notation
2. Differentiate accuracy from precision
II. Content 1. Units
2. Physical Quantities
III. Learning Resources Materials: cut out papers containing letters for the preliminary activity, worksheets, chalk board & chalk

IV. Procedure TEACHER’S ACTIVITY

STUDENT’S ACTIVITY

The teacher will task the students do routine activities such as arranging The students will do their task as they are told.
their seats and picking up of pieces of trash, if there are any.
ENGAGE
Good afternoon class. Good afternoon, Ma’am.

Before we proceed with today’s lesson, we are first going to do a simple (The students will show great enthusiasm and excitement in the mere
activity. I have here jumbled letters which you will arrange in order to form mention of the activity.)
words which constitute our lesson for today.
(Distributes the materials) (They will get the materials and later on form the following words:)
1. Accuracy
2. Precision
3. Scientific Notation

Thank you for participating. Job well done, everyone!

 EXPLORE
Now, I also have here pieces of paper which contains statements (The students will be analyzing the statements written on the paper
describing the words you have just arranged. You are now tasked to and then post it to the words which perfectly match them.)
classify these as to which word they are referring to.
(The students will be handed out the strips of paper.)

(The teacher will check the correctness of the answers of the students) Accuracy- the degree to which a measurement corresponds to the real
value; depends on the refinement of the measuring device; limited by
the nature of the measuring instrument.

Precision- is found by making repeated careful measurements of the

same quantity; also known as repeatability or reproducibility; limited
by the skill of the worker in making estimates or in using measuring
instruments.

Scientific Notation (Power of 10 notations)- a convenient way of writing

very large or very small numbers.
EXPLAIN
Accuracy VS. Precision (Additional Input)
Limit of uncertainty (if big, this means that the measurement has a low
degree of accuracy)
Ex.

Dimension: 220 ± 5 cm – 5cm limit if uncertainty; therefore, the real

dimension lies between 215-225 cm

𝑙𝑖𝑚𝑖𝑡 𝑜𝑓 𝑢𝑛𝑐𝑒𝑟𝑡𝑎𝑖𝑛𝑡𝑦 (The students will solve for the percent uncertainty of the given
Percent Uncertainty = 𝑔𝑖𝑣𝑒𝑛 𝑣𝑎𝑙𝑢𝑒
×100%
example.)
Answer: 2.27 %
Final answer: 220cm ± 2.27%
Another example will be given:
Find the uncertainty of the measurement and write the value of the
measurement. Answer:
1. 12.5 in ± 0.5 1. 12.5 in ± 4%
2. The correct value of a measurement is between 150 and 170 cm. 2. 160 cm ± 6.25cm

Scientific Notation
Example: Answer:
1. 1, 200, 000 1. 1.2 ×106
2. 0.0000000041 2. 4.1 ×10−8
 Addition & Subtraction
General Rule: all the numbers must have the same exponent. If it’s already Answer:
in that form, proceed with the necessary operation. 1. 6.3 ×106
Ex. 2. 2.2 ×106
1. 2.2 ×106 + 4.1 ×106
2. 2.2 ×106 - 4.1 ×106

Multiplication:
General Rule: Multiply the numbers (a’s) the usual way and then affix the
base ten. As for the exponent, one must add both and affix it as the Answer:
exponent of the base number 10. 1. 6.3 ×109
Ex.
1. 2.1 × 106 (3 ×103 )

Division:
General Rule: Divide the numbers in the usual way and then subtract the
exponent of ten in the divisor (denominator from that in the dividend Answer:0.5 × 106
(numerator)
Ex.
4.5 × 109
9 × 103
ELABORATE
The students will be given more sample problems to solve on the board to (The students will actively participate in the board work activity given)
help them further understand the process of solving the given problems.
EVALUATE
The teacher will distribute worksheets which contains problems which (The students will answer the given worksheets)
have been discussed during the day.
V. Remarks
VI. Reflection

SUBJECT TEACHER’S SIGNATUIRE

KATRINA N. SOLIVEN
SCHOOL HEAD’S SIGNATURE
BEN D. SILVA
 Republic of the Philippines
Department of Education
Region V (BICOL)
SCHOOLS DIVISION OFFICE
SAN AGUSTIN (Stand Alone) SENIOR HIGH SCHOOL
San Agustin, Iriga City
E-mail Add: [email protected] ● School ID# 343238 ● Tel No. : (054) 299-8296
“Empowering Skills for Better Life”

School SAN AGUSTIN (Stand Alone) SENIOR HIGH SCHOOL Grade Level 11 Section HUMSS B
DAILY LESSON PLAN Teacher Katrina N. Soliven Learning Area P.E. 1
DepEd Order No. 42, s. 2016
Teaching Dates & Time June 10, 2019 Quarter First (1st)

I. Objectives At the end of the session, the students are expected to be able to:
1. Answer the baseline test using the best of their abilities and prior knowledge.
2. Develop their skills in taking the test and working under time pressure.
3. Practice their honesty in answering the test.
A. Content Standards
B. Performance Standards
C. Learning Competencies

II. Content
III. Learning Resources Materials: Questionnaire, answer sheets

IV. Procedure Routine activities will be done such as:

1. picking up of pieces of dirt
2. arranging of seats and sitting properly
3. checking of attendance.

After the class settled down, the students will be asked to get an answer sheet for their baseline examination. All notes and other unnecessary things of the students
will be kept in order to ensure that the students will not be tempted to sneak a peek at their notes, if they have any.
After ensuring that only a piece of paper and a pen is placed on their desks, the test questionnaires will be distributed to the students.
Instructions will be given to the students before they start taking the test.
After all instructions and clarifications are done, the students will start taking their test.
The test is good for about 30-45 minutes.
After utmost 45 minutes, the students will pass their papers to the front.
The teacher will ask them how was the exam and different feedbacks will be consolidated from the students.

V. Remarks
VI. Reflection

SUBJECT TEACHER’S SIGNATUIRE

KATRINA N. SOLIVEN
SCHOOL HEAD’S SIGNATURE
BEN D. SILVA