DAILY School TALAKAG NATIONAL HIGH Grade Level 11
LESSON SCHOOL
LOG Teacher FRELVIC JEAN D. BONTES Learning Area PHYSICAL SCIENCE
Teaching Dates and Time 7:30-8:20 AM Quarter III
November 3-7
G11-Mangium
Week 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards the formation of the the formation of the the formation of the the formation of the the formation of the
elements during the Big elements during the Big elements during the Big elements during the Big elements during the Big
Bang and during stellar Bang and during stellar Bang and during stellar Bang and during stellar Bang and during stellar
evolution evolution evolution evolution evolution
B. Performance Standards make a creative make a creative make a creative make a creative make a creative
representation of the representation of the representation of the representation of the representation of the
historical development of historical development of historical development of historical development of historical development
the atom or the the the atom or the the the atom or the the the atom or the the of the atom or the the
chemical element in a chemical element in a chemical element in a chemical element in a chemical element in a
timeline timeline timeline timeline timeline
C. Learning give evidence for and give evidence for and give evidence for and give evidence for and give evidence for and
Competencies/Objectives explain the formation of explain the formation of explain the formation of explain the formation of explain the formation
Write the LC code for each the light elements in the the light elements in the the light elements in the the light elements in the of the light elements in
Big Bang theory (3 hours) Big Bang theory (3 hours) Big Bang theory (3 hours) Big Bang theory (3 hours) the Big Bang theory (3
S11/12PS-IIIa-1 S11/12PS-IIIa-1 S11/12PS-IIIa-1 S11/12PS-IIIa-1 hours) S11/12PS-IIIa-1
II. CONTENT In The Beginning (Big In The Beginning (Big In The Beginning (Big Bang In The Beginning (Big In The Beginning (Big
Bang Theory and Bang Theory and Theory and Formation of Bang Theory and Bang Theory and
Formation of the Heavier Formation of the Heavier the Heavier Elements) Formation of the Heavier Formation of the Heavier
Elements) Elements) Elements) Elements)
III. LEARNING
RESOURCES
A. References DepEd K–12 DepEd K–12 DepEd K–12 DepEd K–12 DepEd K–12
Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
(Earth and Life (Earth and Life (Earth and Life Science) (Earth and Life Science) (Earth and Life
Science) Science) Science)
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Multimedia Multimedia Multimedia Multimedia Multimedia
Learning Resource (LR) presentation presentation presentation presentation presentation
portal (slides/video on Big (slides/video on Big (slides/video on Big (slides/video on Big (slides/video on Big
Bang Nucleosynthesis) Bang Nucleosynthesis) Bang Nucleosynthesis) Bang Nucleosynthesis) Bang
Nucleosynthesis)
B. Other Learning
Resources
IV. PROCEDURES These steps should be done These steps should be done These steps should be done These steps should be done These steps should be
across the week. Spread out across the week. Spread out across the week. Spread out across the week. Spread out done across the week.
the activities appropriately so the activities appropriately so the activities appropriately so the activities appropriately so Spread out the activities
that students will learn well. that students will learn well. that students will learn well. that students will learn well. appropriately so that
Always be guided by Always be guided by Always be guided by Always be guided by students will learn well.
demonstration of learning by demonstration of learning by demonstration of learning by demonstration of learning by Always be guided by
the students which you can the students which you can the students which you can the students which you can demonstration of learning
infer from formative infer from formative infer from formative infer from formative by the students which you
assessment activities. Sustain assessment activities. Sustain assessment activities. Sustain assessment activities. Sustain can infer from formative
learning systematically by learning systematically by learning systematically by learning systematically by assessment activities.
providing students with providing students with providing students with multiple providing students with Sustain learning
multiple ways to learn new multiple ways to learn new ways to learn new things, multiple ways to learn new systematically by providing
things, practice their learning, things, practice their learning, practice their learning, question things, practice their learning, students with multiple ways
question their learning question their learning their learning processes, and question their learning to learn new things, practice
processes, and draw processes, and draw draw conclusions about what processes, and draw their learning, question their
conclusions about what they conclusions about what they they learned in relation to their conclusions about what they learning processes, and
learned in relation to their life learned in relation to their life life experiences and previous learned in relation to their life draw conclusions about
experiences and previous experiences and previous knowledge. Indicate the time experiences and previous what they learned in
knowledge. Indicate the time knowledge. Indicate the time allotment for each step. knowledge. Indicate the time relation to their life
allotment for each step. allotment for each step. allotment for each step. experiences and previous
knowledge. Indicate the
time allotment for each
step.
1. ELICIT
A. Reviewing previous Simple recall on the Present a creative timeline Review how the light Review how the light
lesson or presenting the new definition of isotopes on creation from the big elements from the universe elements from the universe
bang to modern times were formed (powerpoint) were formed (powerpoint)
lesson
2. ENGAGE
B. Establishing a purpose for Show the students Show the relevance of the
the lesson awareness of the topic and its objectives
importance of isotopes in
treating cancer
C. Presenting examples/ Have a drill on the Present a table of the most Activity #1
instances of the new lesson different Theories of the abundant elements in the GUESS WHAT?
origin of the universe Universe . The teacher will show a
jumble letters.
Each group will guess the
word/s flash on the screen
3. EXPLORE
D. Discussing new concepts The teacher will show the The teacher will introduce
and practicing new skills #1 color code of elements the term nucleosynthesis
based on cosmogenic
origin
E. Discussing new concepts Activity # 2
and practicing new skills #2 Please include me!
The teacher will
instruct each group to
classify the
given elements according
to their cosmogenic origin
4. EXPLAIN
F. Developing Activity # 3 Discuss to the class how
Mastery(Leads to formative Make me feel the same! these elements formed and
The teacher will how it relates in the evolution
assessment) show symbols of of the solar system
elements, each group will
make a creative
presentation/movement
5. ELABORATE
G. Finding practical Cite some
application of concepts and importance/uses of
common elements such
skills in daily living as
Na, He, H, Co, P
H. Making generalizations 1. What is a
and abstractions about the nucleosynthesis?
2. What are the types of
lesson Nucleclosynthesis?
Explain
6. EVALUATE
I. Evaluating learning 1/4 pc of paper Have a simple rubric to
Identify the element evaluate their work
based on cosmogenic
origin (5 items)
7. EXTEND
J. Additional activities for Present readings and The teacher will provide
application or remediation articles on Cosmology extra exercises for the
slow
learners depending on the
result
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 with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
PREPARED BY: CHECKED BY:
CHARLYN JAVA GOMEZ EVELYN MALIGMAT
Teacher 1 OIC JHS/ Teacher 1
NOTED BY:
VERGILIA O. PANCHO
School Principal II
