Daily Lesson Log about Solar System -Summer
- 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: 1st 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 81 919469816) Other Learning Resources: (1) Tablet Laptop (2) Projector %2Fupload.wikimedia.org %2Fwikipedia %2Fcommons %2F9%2F9f %2FSolarmap.png&bvm=bv.1242 72578,d.dG o&psig=AFQjCNGwA4eXmalQjoCk VRqF4n4bDTC6sw&ust=1465881 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 remediation 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.) 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 day Conduct 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