School

Teacher
DAILY LESSON LOG Teaching Dates and Time

Day 1
I. OBJECTIVES Objectives must be met over the week and connected to the curriuculum standards. To meet the objectives, necessary proce
the learning content and competencies and enable children to find significance and joy in learning the lessons. Weekly objec

A. Content Standards Geologic processes that occur on the surface

of the Earth such as weathering, erosion,
mass wasting, and sedimentation (include the
role of ocean basins in the formation of
sedimentary rocks)

B. Performance Standards The learners conduct a survey or design to

assess the possible hydrometeorological
hazards that your community may experience.

C. Learning Competencies/ Objectives Describe how rocks undergo weathering

(Write the LC code for each) (S11/12ESIg-11)

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content

Weathering
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learn

A. References
Earth and Life Sciences Teachers Guide. pp.
1. Teacher's Guide Pages 65-69
2. Learner's Materials pages
Earth and Life Science by: Salandanan et,al.
3. Textbook pages P. 60-62
 4. Additional Materials from Visual Aids, Laptop
Learning
Resourcce (LR) portal
https://www.youtube.com/watch?v=VBTAcACmcgo
B. Other Learning Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities apropriately so that students will learn well. Always b
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indica

A. Reviewing previous lesson or Review on the classification of rocks into

presenting the new lesson igneous, sedimentary and metamorphic rocks.

B. Establishing a purpose for the Show students a sample of a large rock. Ask
lesson the students, "Can you name any natural
cause or process that could possibly break the
rock into smaller pieces?
C. Presenting examples/ instances of Show a digram that presents the diffent
the new lesson processes on how a rock undergoes
weathering.
D. Discussing new concepts and pr Divide the class into three (3) groups. To
acticing new skills #1 complete the table below, the students will try
to classify the terms given as process or agent
and putting a check to classify it as physical or
chemical.
E. Discussing new concepts and What are the geologic processes and agents
practicing new skills #2 responsible for weathering?
F. Developing mastery (Leads to The teacher will divide the class into three (3)
Formative Assessment 3) groups. Each group will be given picture/s or
illustration/s of the different processes and
agents of weathering. The group will then
answer the following guide questions for each
picture.

G. Finding practical applications of Let the students give geologic processes or

concepts and skills in daily living agents that are most likely to happen in their
locality.
H. Making generalizations and How is physical weathering differ from
abstractions about the lesson chemical weathering?
I. Evaluating learning Make a concept map which will describe
weathering and its type.
J. Additional activities for application Assignment: Define erosion and deposition
or remediation
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? Wha

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 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?

Submitted by: Submitted to:

________________________________________________ _______________
Science Teacher He
 San Miguel National High School Grade Level
Learning Area
July 24-28, 2017 Semester

Day 2 Day 3
ulum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and if remedial activities may be done for developing content knowledge and competencies. These are assessed usi
ignificance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

The learners demonstrate an understanding of

geologic processes that occur on the surface The geologic processes that occur within the
of the Earth such as weathering, erosion, Earth
mass wasting, and sedimentation.

The learners conduct a survey or design to The learners develop an improvised model of
assess the possible hydrometeorological a volcano using indigenous materials or
hazards that your community may experience. recyclable materials available within the
community
The learners make a simple map showing Describe how magma is formed (magmatism)
places where erosion may pose risks (S11/12ES-Ic-15)
in the community. The learners explain how
the products of weathering are
carried away by erosion and deposited
elsewhere (S11/12ES-Ib-12).

ter that the teacher aims to teach in the CG, the content can be tackled in a week or two.

Erosion and deposition Volcano

erials sustain childrens interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

Earth and Life Sciences Teachers Guide. pp. Earth and Life Sciences Teachers Guide. pp.
70-78 81-84

Earth and Life Science by: Salandanan et,al. Earth and Life Science by: Salandanan et,al.
P. 62-64 P. 65-67
Visual Aids, Laptop Visual Aids, Laptop
 ies apropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways t
n to their life experiences and previous knowledge. Indicate the time allotment for each step.

Review on the different types of weathering. Review on the process/mechanism on

exogenic processes that occur on the surface
of the earth such as weathering, erosion,
mass wasting and sedimentation

Show a picture of a river let the students Video clip of top 5 volcanic eruption caught on
describe the picture camera
 WEATHERING VS. EROSION

Divide the class into five (5) groups. Students Group the student into 3 and ask them to
will draw a diagram showing the relationship make a Venn Diagram of magma and lava
of erosion, transportation and deposition.

Answer the guide questions

Group Activity: Identification of Depositional Group Activity: The Most DisastrousVolcanic

Agents Eruption in the Philippines
Divide the class into three (3) groups. Cite at
least five most disastrous volcanic eruption in
the Philippines.

Ask the students travel to school, identify Cite some precautionary measures before,
areas as possible deposition sites of during and after a volcanic eruption.
weathered materials. Describe the area.
Describe erosion, transportation and Illustrate the mechanisms how magma is
deposition formed (magmatism)
Short quiz 1-10 Essay Question: Describe how magma is
formed (magmatism)
Assignment: Defferentiate magma from lava Assignment: List some effects of earthquake

out your students progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Submitted to: Noted:

________________________________________________ ________________________________
Head Teacher / Coordinator School Head / Princip
 11
EARTH AND LIFE SCIENCE
1st

Day 4
ctivities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support

The learners demonstrate an understanding of

the different hazards caused by geological
processes (earthquakes, volcanic eruptions
and landslides). The learners shall be able to
conduct a survey to assess the possible
geologic hazards that your community may
experience.

Conduct a survey or design a study to assess

the possible hydrometeorological hazards that
your community may experience.

The learners shall be able to describe the

various hazards that may happen in the event
of earthquakes, volcanic eruptions, and
landslides (S11/12ES-If-30); using hazard
maps, identify areas prone to hazards brought
about by earthquakes, volcanic eruptions, and
landslides (S11/12ES-If-31); give practical
ways of coping with geological hazards
caused by earthquakes, volcanic eruptions,
and landslides (S11/12ES-If-32)

Earthquakes
er-based materials. Hands-on learning promotes concept development.

Earth and Life Sciences Teachers Guide. pp.

85-90

Earth and Life Science by: Salandanan et,al.

P. 69-71
Visual Aids, Laptop Pictures of Effects of
Earthquake
tive assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning

Review on Magmatism

Together with the learners, locate possible

places where earthquakes are most likely to
happen using the structural map of the
Philippines.
 What are the relationships of plate tectonics
and faults with earthquakes

Group Activity: Identifying earthquake hazards

(video clip review; 30 minutes)

Group Activity: Presentation or sharing of what

they identified in the video
Retaining the same groupings, ask the
learners to come up with a campaign material
for the students of the school.

What must you do to minimize the damage

when an earthquake occurs?

Describe an earthquake.

Short Quiz

al supervisors can provide for you so when you meet them, you can ask them relevant questions.
Noted:

________________________________________________
School Head / Principal