Daily Lesson Log about Solar System -Summer

Solar System

1. DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
TIME
SECTION SECTION SECTION SECTION
7-8
8-9
9-10
10-11
11-12
12-1 LUNCH LUNCH LUNCH LUNCH LUNCH
1-2
2-3
I. OBJECTIVES
A. Content Standards
The learners demonstrate an
understanding of the
formation of the universe.
The learners demonstrate
an understanding of the
formation of the universe.
The learners demonstrate an
understanding of the formation
of the universe and the solar
system.
The learners demonstrate an
understanding of the
formation of the universe and
the solar system.
B. Performance Standards
Make their own theory on the
origin of the universe and solar
system
Make their own theory on
the origin of the universe
and solar system
Make their own theory on the
origin of the universe and solar
system
Make their own theory on the
origin of the universe and
solar system
C. Learning Competencies/Objectives
A. The learners shall be able
to state the different
hypotheses and theories
explaining the origin of the
universe (S11/12ES-Ia-e-1).
B. The learners shall be able
to describe the different
hypotheses explaining the
origin of the solar system
(S11/12ES-Ia-e-2)
A. The learners shall be
able to state the different
hypotheses and theories
explaining the origin of
the universe (S11/12ES-
Ia-e-1). B. The learners
shall be able to describe
the different hypotheses
explaining the origin of
the solar system
(S11/12ES-Ia-e-2)
B. Explain the current
advancements or
information on the
solar system
( S11/12ES-Ia –e-5)
B. Explain the
current
advancements or
information on the
solar system
( S11/12ES-Ia –e-5)
Specific Objectives
At the end of the
lessons, the learners
will be able to:
1. discuss and state the
At the end of the
lessons, the
learners will be
able to:
At the end of this lesson,
the learners will be able
to:
1. identify the large scale
At the end of this
lesson, the learners
will be able to:
1. identify the large
Grade 11
Daily Lesson Log
School: ANGELES CITY NATIONAL TRADE SCHOOL Grade Level:GRADE 11
Teacher: FLOREANN A. BASCO Learning Area:EARTH AND LIFE SCIENCE
Teaching dates and Time:July 31-August 4, 2023 Quarter: 1
st
Quarter

2. different hypothesis
including the Big Bang
Theory of the Origin of
the Universe and solar
system;
2. describe the structure
and composition of the
Universe; and 3. explain
the red-shift and how it
used as proof of an
expanding universe
1. discuss and state
the different
hypothesis
including the Big
Bang Theory of the
Origin of the
Universe and solar
system;
2. describe the
structure and
composition of the
Universe; and 3.
explain the red-
shift and how it
used as proof of an
expanding universe
and small scale
properties of the Solar
System; and
2. become familiar with
the most recent
advancements/informat
ion on the solar system
scale and small scale
properties of the Solar
System; and
2. become familiar
with the most recent
advancements/inform
ation on the solar
system
II. CONTENT
ORIGIN AND STRUCTURE OF
THE EARTH
UNIVERSE AND THE SOLAR
SYSTEM
ORIGIN AND STRUCTURE
OF THE EARTH
UNIVERSE AND THE
SOLAR SYSTEM
ORIGIN AND STRUCTURE OF
THE EARTH
UNIVERSE AND THE SOLAR
SYSTEM
ORIGIN AND STRUCTURE OF
THE EARTH
UNIVERSE AND THE SOLAR
SYSTEM
III. LEARNING RESOURCES
A. References 
1. Teachers Guide pages
2.Learners Material pages
3. Textbook pages
Salandanan, Gloria G., Faltado
III, Ruben E., & Lopez, Merle B.
(2015). Earth and Life Sciences:
For Senior High School.
LORIMAR Publishing Inc.
Pages 4-24.
Salandanan, Gloria G.,
Faltado III, Ruben E., &
Lopez, Merle B. (2015).
Earth and Life Sciences: For
Senior High School.
LORIMAR Publishing Inc.
Pages 4-24.
Salandanan, Gloria G., Faltado
III, Ruben E., & Lopez, Merle B.
(2015). Earth and Life Sciences:
For Senior High School.
LORIMAR Publishing Inc. Pages
4-24.
Salandanan, Gloria G., Faltado III,
Ruben E., & Lopez, Merle B.
(2015). Earth and Life Sciences:
For Senior High School.
LORIMAR Publishing Inc. Pages
4-24.
4. Additional Materials from Learning
Resource(LR) portal
B. Other Learning Resources Resources
Reference Resources: (1)
http://imagine.gsfc.nasa.gov/e
ducators/lesson_plans.html (2)
http://imagine.gsfc.nasa.gov/e
Resources
Reference Resources: (1)
http://imagine.gsfc.nasa.go
v/educators/lesson_plans.h
tml (2)
(1)
http://csep10.phys.utk.edu/astr
161/lect/solarsys/solarsys.html
(accessed 18 June 2016) (2)
https://en.wikipedia.org/wiki/
(1)
http://csep10.phys.utk.edu/astr1
61/lect/solarsys/solarsys.html
(accessed 18 June 2016) (2)
https://en.wikipedia.org/wiki/H

3. ducators/materials.html (3)
http://www.astro.princeton.ed
u/~dns/teachersguide/websit
e.pdf (4)
http://map.gsfc.nasa.gov/univ
erse/WMAP_Universe.pdf
(accessed 17 June 2016) (5)
https://en.wikipedia.org/wiki
/Universe (accessed 17 June
2016) (6)
https://www.youtube.com/wa
tch?
v=RPVvgJoddO4&list=PLrhG2N
tyHAZuPW5HP3cyenGGTUqUh
umeQ(a ccessed 17 June 2016)
(7) Steinhardt P and N Turok.
Endless Universe,
http://www.physics.princeton.
edu/~steinh/endlessuniverse/
askauthors.html(accessed 17
June 2016) (8)
http://imagine.gsfc.nasa.gov/e
ducators/lesson_plans.html (9)
http://science.nasa.gov/astrop
hysics/focus-areas/how-do-
stars-form-and-evolve/
(accessed 17 June 2016) (10)
http://csep10.phys.utk.edu/ast
r161/lect/solarsys/solarsys.ht
ml (accessed 17 June 2016) (11)
https://en.wikipedia.org/wiki
/History_of_Solar_System_form
ation_and_evolution_hypothese
s#Classificatio
n_of_the_theories (accessed 17
June 2016) (12) "The Origin of
the Universe, Earth, and Life."
National Academy of Sciences.
Science and Creationism: A
http://imagine.gsfc.nasa.go
v/educators/materials.htm
l (3)
http://www.astro.princeto
n.edu/~dns/teachersguide
/website.pdf (4)
http://map.gsfc.nasa.gov/u
niverse/WMAP_Universe.p
df (accessed 17 June 2016)
(5)
https://en.wikipedia.org/w
iki/Universe (accessed 17
June 2016) (6)
https://www.youtube.com
/watch?
v=RPVvgJoddO4&list=PLrh
G2NtyHAZuPW5HP3cyenG
GTUqUhumeQ(a ccessed 17
June 2016) (7) Steinhardt P
and N Turok. Endless
Universe,
http://www.physics.prince
ton.edu/~steinh/endlessu
niverse/askauthors.html(a
ccessed 17 June 2016) (8)
http://imagine.gsfc.nasa.go
v/educators/lesson_plans.h
tml (9)
http://science.nasa.gov/ast
rophysics/focus-areas/how
-do-stars-form-and-evolve/
(accessed 17 June 2016) (10)
http://csep10.phys.utk.edu
/astr161/lect/solarsys/sola
rsys.html (accessed 17 June
2016) (11)
https://en.wikipedia.org/w
iki/History_of_Solar_Syste
m_formation_and_evolutio
History_of_Solar_System_format
ion_and_ev
olution_hypotheses#Classificati
on_of_the_theories (accessed 18
June 2016) (3) "The Origin of the
Universe, Earth, and Life."
National Academy of Sciences.
Science and Creationism: A View
from the National Academy of
Sciences, Second Edition.
Washington, DC: The National
Academies Press, 1999.
http://www.nap.edu/read/602
4/chapter/3#8 (accessed 18
June 2016) (4)
http://science.nasa.gov/astroph
ysics/focus-areas/what-
poweredthebig-bang/ (accessed
18 June 2016) (5)
http://abyss.uoregon.edu/~js/a
st121/lectures/lec24.html(access
ed 18 June 2016) (7)
http://discovery.nasa.gov/educ
ation/pdfs/Active
%20Accretion_Discovery
_508.pdf (accessed 18 June 2016)
(8)
http://www.pbslearningmedia.
org/resource/nsn11.sci.ess.eiu.so
larorigins/ origins-of-the-solar-
system/ (accessed 18 June 2016)
(9)
http://dawn.jpl.nasa.gov/Dawn
Classrooms/pdfs/ActiveAccretio
n_Dawn.p df (accessed 18 June
2016) (10)
(https://www.google.com.ph/ur
l?
sa=i&rct=j&q=&esrc=s&source=
istory_of_Solar_System_formation
_and_ev
olution_hypotheses#Classificatio
n_of_the_theories (accessed 18
June 2016) (3) "The Origin of the
Universe, Earth, and Life."
National Academy of Sciences.
Science and Creationism: A View
from the National Academy of
Sciences, Second Edition.
Washington, DC: The National
Academies Press, 1999.
http://www.nap.edu/read/6024/
chapter/3#8 (accessed 18 June
2016) (4)
http://science.nasa.gov/astrophy
sics/focus-areas/what-
poweredthebig-bang/ (accessed
18 June 2016) (5)
http://abyss.uoregon.edu/~js/as
t121/lectures/lec24.html(accesse
d 18 June 2016) (7)
http://discovery.nasa.gov/educat
ion/pdfs/Active
%20Accretion_Discovery _508.pdf
(accessed 18 June 2016) (8)
http://www.pbslearningmedia.or
g/resource/nsn11.sci.ess.eiu.solar
origins/ origins-of-the-solar-
system/ (accessed 18 June 2016)
(9)
http://dawn.jpl.nasa.gov/DawnC
lassrooms/pdfs/ActiveAccretion_
Dawn.p df (accessed 18 June 2016)
(10)
(https://www.google.com.ph/url
?
sa=i&rct=j&q=&esrc=s&source=i
mages&
cd=&ved=0ahUKEwjiue7soaTNA
hUDGJQKHXjHAQ4QjBwIBA&url
=https %3A%2F

4. View from the National
Academyof Sciences, Second
Edition.Washington, DC: The
National Academies Press,
1999.
http://www.nap.edu/read/602
4/chapter/3#8 (accessed 17
June 2016) (13)
http://science.nasa.gov/astrop
hysics/focus-areas/what-
powered-the-big-bang/
(accessed 17 June 2016) (14)
Activities for teaching of the
Universe:
http://www.nuffieldfoundatio
n.org/science-society/activities
universe and
http://molebash.com/doppler
/horn/horn1.htm (15) Short
article:
http://www.scholastic.com/te
achers/article/?origin-
universe

Other Learning Resources: (1)
Tablet Laptop (2) Projector
n_hypotheses#Classificatio
n_of_the_theories (accessed
17 June 2016) (12) "The
Origin of the Universe,
Earth, and Life." National
Academy of Sciences.
Science and Creationism: A
View from the National
Academyof Sciences,
Second
Edition.Washington, DC:
The National Academies
Press, 1999.
http://www.nap.edu/read
/6024/chapter/3#8
(accessed 17 June 2016) (13)
http://science.nasa.gov/ast
rophysics/focus-areas/wha
t-powered-the-big-bang/
(accessed 17 June 2016) (14)
Activities for teaching of
the Universe:
http://www.nuffieldfound
ation.org/science-society/a
ctivitiesuniverse and
http://molebash.com/dopp
ler/horn/horn1.htm (15)
Short article:
http://www.scholastic.com
/teachers/article/?origin-
universe

Other Learning Resources:
(1) Tablet Laptop (2)
Projector
images&
cd=&ved=0ahUKEwjiue7soaTN
AhUDGJQKHXjHAQ4QjBwIBA&u
rl=https %3A%2F
%2Fupload.wikimedia.org
%2Fwikipedia %2Fcommons
%2F9%2F9f
%2FSolarmap.png&bvm=bv.124
272578,d.dG
o&psig=AFQjCNGwA4eXmalQjoC
kVRqF4n4bDTC6sw&ust=14658
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Other Learning Resources: (1)
Tablet Laptop (2) Projector
%2Fupload.wikimedia.org
%2Fwikipedia %2Fcommons
%2F9%2F9f
%2FSolarmap.png&bvm=bv.1242
72578,d.dG
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919469816)

Other Learning Resources: (1)
Tablet Laptop (2) Projector
IV. PROCEDURES
A. Reviewing previous lesson or presenting the
new lesson
Nature Identification
Activity: Bring one piece of
nature
WATCH A VIDEO ABOUT
BIG BANG THEORY

PASS THE EARTH BALL GAME:
Basketball Shoot, Volleyball
Spike, Baseball Bat, Soccer Kick
RECAP THE PREVIOUS
LESSON ACTIVITY:
1. PUT SOME KEY WORKDS

5. BELOW THE CHAIR OF THE
STUDENTS
2. LET THE STUDENTS LOOK
AT THEIR CHAIR
3. THOSE WHO HAVE THE
KEY WORDS WILL READ AND
EXPLAIN WHAT IT MEANS
4. LET THE AUDIENCE AGREE
OR DISAGREE WITH THE
EXPLANATION
B. Establishing a purpose for the lesson
Self-Reflection on the
relevance of the subject in the
learners course and life (What,
So What and Now What
Method) based on the Object
Identification Activity
Self-Reflection on the
relevance of the subject in
the learners course and life
(What, So What and Now
What Method) based on
the Object Identification
Activity
Self-Reflection on the relevance
of the subject in the learners
course and life (What, So What
and Now What Method) based
on the Object Identification
Activity
Self-Reflection on the
relevance of the subject in the
learners course and life (What,
So What and Now What
Method) based on the Object
Identification Activity
C. Presenting examples/instances of the new
lesson/Activity
POWERPOINT
PRESENTATION: Discuss

course description connecting
it with the activity &
reflections to deepen the
interest of learners on the
subjec
D. Discussing new concepts and practicing the
new skills #1
POWERPOINT
PRESENTATION: INPUT1:

THEORIES ON THE ORIGIN OF
THE UNIVERSE AND THE
SOLAR SYSTEM

POWERPOINT
PRESENTATION:
1.INPUT
2: BIG BANG THEORY
INPUT
3: IMPORTANT TERMS,
EVOLUTION &
COMPOSITION OF
UNIVERSE, BIRTHDEATH-
REBIRTH OF STARS, &
EXPANDING UNIVERSE
POWERPOINT PRESENTATION:
INPUT
4: COMPONENTS, OVERVIEW
OF SOLAR SYSTEM INPUT
5: LARGE & SMALL SCALE
FEATURES OF THE SOLAR
SYSTEM
PRESENTATION: INPUT
6: ELEMENT ABUNDANCE ON
EARTH, METEORITES AND
UNIVERSE INPUT
7: RECENT ADVANCEMENT &
INFORMATION ON THE
SOLAR SYSTEM
E. Discussing new concepts and practicing the
new skills #2

6. F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
and
skills in daily living
Students formulate their own
theories on the origin of the
universe, solar system and
earth
Students formulate their
own theories on the origin
of the universe, solar
system and earth
Students formulate their own
theories on the origin of the
universe, solar system and earth
Students formulate their own
theories on the origin of the
universe, solar system and
earth
H. Making generalizations and abstraction
about the lesson
WHAT GENERALIZATION YOU
HAVE ON THE RELEVANCE OF
THE SUBJECT TO YOUR
COURSE AND YOUR LIFE
WHAT GENERALIZATION
YOU MAY DEVELOP
REGARDING THE
DIFFERENT THEORIES ON
THE ORIGIN OF THE
UNIVERSE
WHAT CONCLUSION YOU MAY
HAVE REGARDING THE
COMPOSITION OF THE SOLAR
SYSTEM
WHAT GENERALIZATION YOU
MAY DEVELOP REGARDING
THE RECENT ADVANCEMENT
& INFORMATION ON THE
SOLAR SYSTEM
I. Evaluating learning SHORT QUIZ
1. List the 9 theories being
discussed (9 pts.)
2. Differentiate the
3. approaches of
understanding the origin of the
universe, solar system or earth
(15pts)

TOTAL ITEMS = 24
SHORT QUIZ

1. Describe the structure
and composition of the
Universe (10 pts.) 2.
Explain the concept of the
Red Shift and how it used
as an evidence for an
expanding universe (10
pts.) 3. Explain the origin
and evolution of the
Universe according to the
Big Bang Theory (10 pts.)

TOTAL ITEMS = 30
SHORT QUIZ

1. Illustrate the eight planets of
the solar system based on the
distance from the sun. (20 pts.)
2. Compare the 5 large scale
features of the solar system
from the 3 small scale features
of the solar system. (15 pts.) 3.
Outline what compose the solar
system. (15 pts.)

TOTAL ITEMS = 50
SHORT
SHORT QUIZ
1. Identify 10 elements found
in the universe and in earth.
(10 pts.)
2. Write T if answer is True & F
if answer is False: (5 pts.) __a.
Hydrogen, helium, inert gases,
and volatiles, the universe and
Earth have similar abundance
especially for rock and metal
elements. __b. The sun and the
large planets have enough
gravity to retain hydrogen and
helium.
_c. Rare inert gases are too
heavy for the Earth’s gravity to
retain, thus the low abundance
__d. Retention of volatile
elements by the Earth is not
consistent with the idea that
some materials that formed
the Earth and the solar system
were “cold” and solid;
otherwise, the volatiles would
have been lost.
__e. The presence of heavy
elements such as lead, silver,

7. and uranium on Earth
suggests that it was derived
from remnants of a supernova
and that the Sun is a second-
generation star made by
recycling materials.
3. Essay: Compare the three
recent advancement &
information on the solar
system & explain each finding
(15 pts.)

TOTAL ITEMS = 30
J
J. Additional activities for application or remediation1. Research and make/develop
your own hypothesis or theory
on the origin of the universe or
solar system using your
imagination and what you
learned from the different
theories we discussed. Support
your theories in your own
understanding based on
empirical data. (50 pts.)
1. Research and
make/develop your own
hypothesis or theory on the
origin of the universe or
solar system using your
imagination and what you
learned from the different
theories we discussed.
Support your theories in
your own understanding
based on empirical data.
(50 pts.)
1. Research and make/develop
your own hypothesis or theory
on the origin of the universe or
solar system using your
imagination and what you
learned from the different
theories we discussed. Support
your theories in your own
understanding based on
empirical data. (50 pts.)
1. Research and make/develop
your own hypothesis or theory
on the origin of the universe or
solar system using your
imagination and what you
learned from the different
theories we discussed. Support
your theories in your own
understanding based on
empirical data. (50 pts.)
V. REMARKS Conduct assessment next dayConduct assessment next
day

Time was not enough so there is
a need to continue the
discussion next week and
conduct assessment after
Time was not enough so there is a
need to continue the discussion next
week and conduct assessment after
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 lesson work? No. of learners who
have caught up with the lesson.
D. No.of learners who continue to require

8. 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?
Outdoor Nature Identification Activity by letting each learner bring one piece of object from nature, then facilitate class discussion using Socratic method to
introduce the subject matter and generate active class participation.
FLOREANN A. BASCO, LPT FLOREANN A. BASCO NICOLAS H. CONTRERAS JR.
ELS Teacher Subject Group Head STEM Group Assistant Principal