School BUENAVISTA NATIONAL HIGH SCHOOL Grade Level 11

Teacher HAROLD N. HUSAYAN Learning Areas EARTH AND LIFE

DAILY LESSON LOG SCIENCE
Teaching Week WEEK 1 Quarter FIRST
Time: Monday Tuesday Wednesday Thursday Friday
Dates: June 16, 2025 June 17, 2025 June 18, 2025 June 19, 2025 June 20, 2025
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of: The learners demonstrate an understanding of:

1. the formation of the universe and the solar system 1. the three main categories
the subsystems (geosphere, hydrosphere, of rocks CATCH-UP FRIDAY
atmosphere, and 2. the origin and
biosphere) that make up the Earth the Earth’s internal environment of formation
structure. of common minerals and
rocks

B. Performance standard Learners shall be able to:

Conduct a survey to assess the possible geologic/hydrometeorological hazards that your community may experience.
C. Learning Competencies/Objectives The learners demonstrate an The learners The learners demonstrate The learners demonstrate
Write the LC Code for each understanding of how… demonstrate an an understanding of how… an understanding of how…
understanding of how…
1. Recognize the uniqueness 3. Identify common rock- 1. Classify rocks into
of Earth, being the only 2. Explain that the forming minerals using igneous, sedimentary, and
planet in the solar system with Earth consists of four their metamorphic
properties subsystems, physical and chemical Objectives:
necessary to support life. across whose properties.
boundaries matter and 1. Classify and describe the
Objectives: energy flow. Objectives: three basic rock types.

1. Identify the factors Objectives: 1. Demonstrate 2. Establish relationships

necessary to support life. understanding about between rock types and the
1. Identify the four physical and chemical origin and environment of
2. Recognize the uniqueness different Earth’s properties of minerals. deposition/formation.
of Earth, being the only planet Subsystems.
in the solar system with 2. Identify some common 3. Understand the different
properties necessary to 2. Explain that the rock-forming minerals. geologic processes involved
support life. Earth consists of four in rock formation
subsystems, across 3.Classify minerals based
3. Appreciate the different whose boundaries on chemical affinity.
properties necessary to matter and energy flow.
support life by making a 200
word essay about how man 3.Appreciate the
concept presented by
 can alter “Mars” to make it making 50-100 words
more habitable for humans. report about the Daisy
World Model.

II. CONTENT Universe and Solar System Earth and Earth Systems
III. LEARNING RESOURCES Earth and Life Science Teaching and Learner’s Guide
A. References
1. Teacher’s Guide pages
2. Learner’s materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Youtube videos, Slideshare PPTs, DOST K12 Starbooks, other websites
IV. PROCEDURES
A. Reviewing previous lesson or The class reviews the The class reviews the The class reviews the The class reviews the
Presenting the new lesson concepts that were previously concepts that were concepts that were concepts that were
discussed. previously discussed. previously discussed. previously discussed.
B. Establishing a purpose for the MOTIVATION (5 MINS)
MOTIVATION (5 MINS) MOTIVATION (5 MINS)
lesson Four pictures one word
Motivational Questions for Show slide photographs of
Ask the students to guess the
MOTIVATION (5 MINS) the learners: several rock formations and
four-letter word.
Ask the students what let the students give brief
“L I F E”
they know or have 1. Do you consider water a descriptions about them.
experienced regarding mineral?
Guide Question:
El Niño. 2. How about snowflake, or Guide Question:
1. What is the cause of Man's
tube ice? Are these 1. Are they similar? If not,
failure to protect the
minerals? describe their differences.
environment and therefore
LIFE here on Earth.
C. Presenting examples/instances of Activity 1: Compare and Activity 1: Activity 1: Where Do I
the lesson Contrast. What are the Use the Figure 2, Belong?
similarities and differences briefly explain the El Activity 1:
among these three terrestrial Niño phenomenon. List five minerals and their Classify rocks based on
planets? common uses. your observations and
Guide Question: Identify the Specific deductions.
Show pictures and let them 1. What’s the result of property/properties that
present their outputs. El Niño to some makes the mineral suitable Show pictures and let them
places? for those uses. explain why they chose to
Provide a PowerPoint put that rock to that
Presentation/Video. Provide a PowerPoint Provide a PowerPoint classification.
Presentation/Video. Presentation/Video.
Provide a PowerPoint
Presentation/Video.
 D. Discussing new concepts and Present a powerpoint Present a powerpoint Present a powerpoint Present a powerpoint
Practicing new skills #1 presentation for topic presentation for topic presentation for topic presentation for topic
discussion. discussion. discussion. discussion.

Let the learners ask questions Let the learners ask Let the learners ask Let the learners ask
for clarifications. questions for questions for clarifications. questions for clarifications.
clarifications.
E .Discussing new concepts and
Practicing new skills #2
F. Developing mastery Activity 2. Interstellar Crash Activity 2: Activity 2: How to identify Activity 2. All-Knowing
( Leads to Formative Assessment Landing Using the illustration minerals.
3) diagram (option 1 or 2), Present the Mineral Concept Mapping of the
Ask students what factors identify how energy and Decision Tree to the class, different rock types
would make a planet mass is exchanged as a visual guide in
habitable. Learners should try among explaining the methods Provide activity sheets for
to elaborate on their the subsystems. used by students to answer.
responses. geologists to identify
2. Use arrows to minerals.
indicate interaction
between components.
G. Finding Practical applications of Let the learners give and Let the learners give Let the learners give and Let the learners give and
Concepts and skills in daily living share experiences or real- and share experiences share experiences or share experiences or real-
world applications of the or real-world world applications of the
real-world applications of
discussed topic. applications of the discussed topic.
discussed topic. the discussed topic.
H. Making generalizations and m Ask some learners to Ask some learners to Ask some learners to Ask some learners to
making abstraction summarize the discussions summarize the summarize the summarize the discussions
and their insights with the discussions and their and their insights with the
discussions and their
lesson. insights with the lesson. lesson.
insights with the lesson.
I. Evaluating learning Terraforming Mars Ask the students to Assessment: Assessment:
research and write a
Let the learners write a 200- two- page report (50 to 15-Item Formative 15-Item Formative
word report/essay on the 100 words, with Assessment. Assessment.
following topic: ‘Can man alter illustrations) on
Mars environment to make it the "Daisy World Earth and Life Science Earth and Life Science Q1 –
more suitable for human Model" of James Q1 – Module 2 Module 2
habitation? How?’ Lovelock.
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.

C. Did the remedial lessons work?

No. Of learners who have caught up
The 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
wish to share with other teachers?
Prepared by: Checked by: Noted by:

Harold N. Husayan Rufina H. Montenegro John Michael A. Tuyor, PhD

Subject Teacher Master Teacher I School Principal II