This is a Daily Lesson Log (DLL) sample in Earth and Life Science for Senior High School.

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SHS DAILY LESSON LOG
GRADES 11-12
DAILY LESSON LOG
School JUAN R. LIWAG MEMORIAL HIGH SCHOOL Grade Level 11
Teacher DONATO B. BUMACAS, PhD Learning Area EARTH & LIFE SCIENCE
Teaching Dates & Time July 4-5 & 7-8, 2016 @ 10-11am; 1-2pm & 4-5pm Quarter 1ST
DAY MONDAY TUESDAY THURSDAY FRIDAY
DATE July 4, 2016 July 5, 2016 July 7, 2016 July 8, 2016
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 and the solar system.
B. Performance
Standards
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)
At the end of the lessons, the learners will be able to:
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.
Explain the current advancements or information on the solar system
(S11/12ES-Ia-e-5)
At the end of this lesson, the learners will be able to:
1. identify the large scale and small scale properties of the Solar System;
and
2. become familiar with the most recent advancements/information on
the solar system.
II. CONTENT ORIGIN AND STRUCTURE OF THE EARTH
UNIVERSE AND THE SOLAR SYSTEM
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
JUAN R. LIWAG MEMORIAL HIGH SCHOOL
Gapan City, Nueva Ecjia
Telephone: (044) 4866364
Telefax: (044) 9763113
Email address: neshs_jrlmhs@yahoo.com
Annex 2B.6 to DepEd Order No. 42 , s. 2016

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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.
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning
Resources
Reference Resources:
(1) http://imagine.gsfc.nasa.gov/educators/lesson_plans.html
(2) http://imagine.gsfc.nasa.gov/educators/materials.html
(3) http://www.astro.princeton.edu/~dns/teachersguide/website.pdf
(4) http://map.gsfc.nasa.gov/universe/WMAP_Universe.pdf (accessed 17 June 2016)
(5) https://en.wikipedia.org/wiki/Universe (accessed 17 June 2016)
(6)
https://www.youtube.com/watch?v=RPVvgJoddO4&list=PLrhG2NtyHAZuPW5HP3cyenGGTUqUhumeQ(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/educators/lesson_plans.html
(9) http://science.nasa.gov/astrophysics/focus-areas/how-do-stars-form-and-evolve/ (accessed 17 June
2016)
(10) http://csep10.phys.utk.edu/astr161/lect/solarsys/solarsys.html (accessed 17 June 2016)
(11)
https://en.wikipedia.org/wiki/History_of_Solar_System_formation_and_evolution_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/astrophysics/focus-areas/what-powered-the-big-bang/ (accessed 17 June
2016)
(14) Activities for teaching of the Universe: http://www.nuffieldfoundation.org/science-society/activities-
universe and http://molebash.com/doppler/horn/horn1.htm
(15) Short article: http://www.scholastic.com/teachers/article/?origin-universe
Other Learning Resources:
(1) Tablet Laptop
(2) Projector
Resources
(1) http://csep10.phys.utk.edu/astr161/lect/solarsys/solarsys.html
(accessed 18 June 2016)
(2)
https://en.wikipedia.org/wiki/History_of_Solar_System_formation_and_ev
olution_hypotheses#Classification_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/astrophysics/focus-areas/what-powered-
thebig-bang/ (accessed 18 June 2016)
(5) http://abyss.uoregon.edu/~js/ast121/lectures/lec24.html(accessed 18
June 2016)
(7)
http://discovery.nasa.gov/education/pdfs/Active%20Accretion_Discovery
_508.pdf (accessed 18 June 2016)
(8)
http://www.pbslearningmedia.org/resource/nsn11.sci.ess.eiu.solarorigins/
origins-of-the-solar-system/ (accessed 18 June 2016)
(9)
http://dawn.jpl.nasa.gov/DawnClassrooms/pdfs/ActiveAccretion_Dawn.p
df (accessed 18 June 2016)
(10)
(https://www.google.com.ph/url?sa=i&rct=j&q=&esrc=s&source=images&
cd=&ved=0ahUKEwjiue7soaTNAhUDGJQKHXjHAQ4QjBwIBA&url=https
%3A%2F%2Fupload.wikimedia.org%2Fwikipedia
%2Fcommons%2F9%2F9f%2FSolarmap.png&bvm=bv.124272578,d.dG
o&psig=AFQjCNGwA4eXmalQjoCkVRqF4n4bDTC6sw&ust=1465881
919469816)
Other Learning Resources:
(1) Tablet Laptop
(2) Projector
IV. PROCEDURES
A. Motivation/Reviewi
ng 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
BELOW THE CHAIR OF THE

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(ACTIVITY) 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 the
purpose of the lesson
(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
(ANALYSIS)
POWERPOINT PRESENTATION:
 Discuss course description connecting it with the activity
& reflections to deepen the interest of learners on the
subject
D. Discussing new
concepts and
practicing new skills
#1
(ANALYSIS)
POWERPOINT PRESENTATION:
 INPUT1: THEORIES ON THE ORIGIN OF THE UNIVERSE
AND THE SOLAR SYSTEM
POWERPOINT
PRESENTATION:
 INPUT 2: BIG BANG
THEORY
 INPUT 3: IMPORTANT
TERMS, EVOLUTION &
COMPOSITION OF
UNIVERSE, BIRTH-
DEATH-REBIRTH OF
STARS, & EXPANDING
UNIVERSE
POWERPOINT PRESENTATION:
 INPUT 4: COMPONENTS,
OVERVIEW OF SOLAR
SYSTEM
 INPUT 5: LARGE & SMALL
SCALE FEATURES OF THE
SOLAR SYSTEM
POWERPOINT
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 new skills
#2
(ANALYSIS)
F. Developing mastery
(leads to formative
assessment 3)
G. Finding practical
applications of
concepts and skills in
 Students formulate their own theories on the origin of the universe, solar system and earth

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daily living
(APPLICATION)
H. Making
generalizations and
abstraction about
the lesson
(ABSTRACTION)
 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
(ASSESSMENT)
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 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,
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

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recycling materials.
3. Essay: Compare the three
recent advancement &
information on the solar system
& explain each finding (15 pts.)
TOTAL ITEMS = 30
J. Additional activities
for application or
remediation
PERFORMANCE:
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…
VI. REFLECTION
A. No. of learners who earned
80% of the formative
assessment
B. No. of learners who
require additional activities
or remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. Which of my teaching
strategies worked well?
Why did these work?
E. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
F. 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.
Prepared by: Noted: Approved:
DONATO B. BUMACAS, PhD ANICIA M. CLEOFAS ROGELIO T. DULAY ELVIRA A. PASCUA
Master Teacher I SHS Assistant Principal for Academics SHS Assistant Principal for Operation & Learner Support SHS Principal IV