Shs Daily Lesson in Earth Science
Shs Daily Lesson in Earth Science
Shs Daily Lesson in Earth Science
SLO: At the end of the lesson, the SLO: At the end of the lesson, the SLO: At the end of the lesson, the :
students should be able to: students should be able to: students should be able to:
1. describe the structure and 1. identify the large scale and 1. recognize the difference in the
composition of the Universe; small scale properties of the physical and chemical
2. state the different hypothesis Solar System; properties between the Earth
that preceded the Big Bang 2. discuss the different and its neighboring planes
Theory of the Origin of the hypotheses explaining the 2. Identify the factors that allow a
Universe. origin of the solar system; planet to support life.
3. explain the red-shift and how it
used as proof of an expanding
universe
4. explain the Big Bang Theory
and evidences supporting the
theory.
LEARNING RESOURCES: Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial
release) release) release) release)
1|Page
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
2|Page
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
3|Page
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
5. SLO: At the end of the lesson, the SLO: At the end of the lesson, the : SLO: At the end of the lesson, the
students should be able to: students should be able to: learners will be able to;
3. identify the large scale and 3. recognize the difference in the 1. Become familiar with the most
small scale properties of the physical and chemical recent advancements/information on
Solar System; properties between the Earth the solar system.
4. discuss the different and its neighboring planes 2. Identify key persons in the
hypotheses explaining the 4. Identify the factors that allow a advancements/ information on the
origin of the solar system; planet to support life. solar system.
3. relate the importance of the
advancements/ information on the
solar system in daily life
LEARNING RESOURCES: Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial
release) release) release) release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
4|Page
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
5|Page
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
1. Become familiar with the most 2. recognize the Earth as a system composed of subsystems 1. Distinguish between P-waves and
recent advancements/information on 3. Discuss the historical development of the concept of Earth System. S-Waves
the solar system. 2. Discuss Seismic Reflection and
2. Identify key persons in the Refraction.
advancements/ information on the 3. Differentiate layers of the Earth
solar system. from each other.
3. relate the importance of the 4. Relate seismic waves in
advancements/ information on the discovering the layers of the Earth.
solar system in daily life
LEARNING RESOURCES: Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial
release) release) release) release)
Exploring Life Through Science: Exploring Life Through Science: Exploring Life Through Science: Exploring Life Through Science:
Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix
Publish House) Publish House) Publish House) Publish House)
LEARNING DILEVERY MODE: Activity: Activity: Activity: Activity:
(4 A's of Learning) Teacher will show photos of the Learners share their Using a pencil and a piece of Learners will generate
selected scientist and their experience about the El Nino. paper, learners will draw or transverse and longitudinal
contribution to the illustrate the field area and waves using identified
understanding of the solar identify how energy and mass materials.
system. are transferred in the different
Key questions: components of the area.
“How can the current
breakthroughs in the solar
system affect our lives?”
Analysis: Analysis: Analysis: Analysis:
The teacher will present the Using the diagram of the Earth Learners in small groups will Teacher will present P-waves,
web-based activity. Learners in system let the students present the contributions done S-waves and Seismic waves.
groups will search and present interrelate the icons to each by specific scientists who
important facts on the following: other. contributed to the
NASA’s New Horizons Mission, Key Questions: understanding of the earth
Rossetta Mission, Curiosity HOTS: “How is everything subsystems.
Space Probe, Hygens Probe, connected to everything else?
Europa Jupiter System Why do Earth’s subsystem
Mission. boundaries matter?”
7|Page
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
8|Page
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
LEARNING RESOURCES: Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial
release) release) release) release)
Exploring Life Through Science: Exploring Life Through Science: Exploring Life Through Science: Exploring Life Through Science:
Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix
Publish House) Publish House) Publish House) Publish House)
LEARNING DILEVERY MODE: Activity: Activity: Activity: Activity:
(4 A's of Learning) Teacher will present a video Learners will look for Learners will construct a flour Learners will be divided into
presentation about weathering evidences of weathering and box volcano deformation groups to create summary table
and erosion. Learners will have erosion through exploration. model. on the following:
a panel discussion regarding Key questions: - Changes happen to rocks.
the video clip and create “Why does magma rise?” (extreme temperature and
outline. pressure)
Key questions: - Type of metamorphism
“What are the processes that Key questions:
helped shape Earth’s surface?”
9|Page
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
10 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SLO: At the end of the lesson, the SLO: At the end of the lesson, the SLO: At the end of the lesson, the SLO: At the end of the lesson, the
learners will be able to; learners will be able to; learners will be able to; learners will be able to;
1. Define weathering and erosion. 1. Define edogenic process. 1. Differentiate magma into lava. 1.
2. Trace the pathway of materials in 2. Describe magmatism. 2. Trace the formation of magma.
weathering and erosion. 3. Enumerate by products of 3. Identify by products of plutonism,
3. Compare different kinds of rocks. magmatism. vulcansim at metamorphism.
4. Determine the different agents of 4. Recognize the importance of
erosion. internal heat and magmatism.
LEARNING RESOURCES: Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial
release) release) release) release)
11 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
Exploring Life Through Science: Exploring Life Through Science: Exploring Life Through Science: Exploring Life Through Science:
Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix
Publish House) Publish House) Publish House) Publish House)
LEARNING DILEVERY MODE: Activity: Activity: Activity: Activity:
(4 A's of Learning) Learners will look for evidences Learners will construct a flour Learners will be divided into Learners will discuss how
of weathering and erosion box volcano deformation groups to create summary table igneous rocks from and the
through exploration. model. on the following: different basis of classifying
Key questions: - Changes happen to rocks. igneous rocks after watching a
“Why does magma rise?” (extreme temperature and movie clip.
pressure) Key questions:
- Type of metamorphism “How does changing one
Key questions: factor alter formation of
“How do rocks handle stress?” igneous rocks?”
Analysis: Analysis: Analysis: Analysis:
Learners will identify the Learners will answer the Teacher will show sample of Learners will react on the
possible causes of weathering following questions after doing metamorphic rocks. Learners statements:
in rocks they’ve collected. and using the table. will characterize the samples HOTS: “Why is it said that a
Key questions: based on type of foliation diamond is just a piece of
“What triggers the present, texture, and grain size. charcoal that handled stress
deformation of volcano HOTS: “How does grain size of exceptionally well?”
model?” different samples affect their
“How is this event related to texture?
the movement of magma?” “What type of metamorphism is
HOTS: “What are the factors that associated in the shown zone?”
can cause pressurization of
magma intrusion?”
12 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SLO: At the end of the lesson, the SLO: At the end of the lesson, the SLO: At the end of the lesson, the
learners will be able to; learners will be able to; learners will be able to;
1. Verify the concepts of continental 1. Dismiss misconceptions about 1. Define the law of superpostion.
drift theory. Seafloor spreading. 2. Use the principle of crosscutting in
2. Discuss evidences of the 2. Create a diorama of seafloor different rock samples.
continental drift theory spreading.
3. Determine how fast the plates are
moving apart.
4. create diagrams representing the
formations of folds and faults.
14 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
LEARNING RESOURCES: Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial
release) release) release)
Exploring Life Through Science: Exploring Life Through Science: Exploring Life Through Science:
Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix
Publish House) Publish House) Publish House)
LEARNING DILEVERY MODE: Activity: Activity: Activity: Activity:
(4 A's of Learning) Learners will solve prepared Learners will be divided into Learners will look for rocks and
the jigsaw puzzle. groups to create summary table identify what part of the rock is
Key questions: on the following: the youngest and oldest.
“How did you form the picture and the - Seafloor- spreading Key questions:
world map?” - Ocean Basin Formation “How did scientist trace the
history of Earth?”
Analysis: Analysis: Analysis: Analysis:
Learners will watch a video Learners will present their data Learners will apply the law of
presentation about the in front. superposition, principle of
continental drift theory original horizontality and
Key questions: principle of cross-cutting
“How did Earth look before?” relationship.
HOTS: “If there were human
civilizations millions of years
earlier, would there have been any
significant changes in the history
of Earth?”
Abstraction: Abstraction: Abstraction: Abstraction:
Think- pair-share. Learners will Learners will identify Learners will be present their
enumerate pieces of misconceptions about Seafloor idea in front.
evidences of his continental spreading and Ocean basin
drift theory. formation using a video
HOTS: “In what way do the presentations.
continents resemble the pieces of
a puzzle? Explain.”
15 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
16 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
17 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
Analysis:
Learners will apply the law of
superposition, principle of
original horizontality and
principle of cross-cutting
relationship.
Abstraction:
Learners will be present their
idea in front.
Application:
Think-pair-share. Learners will
answer a prepared worksheets.
ASSESSMENT Worksheets
(Format and Results) Recitation
No. of learners within Mastery Level
No. of learners needing remediation,
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
18 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
TOPIC III. NATURAL HAZARDS, III. NATURAL HAZARDS, MITIGATION, AND ADAPTATION III. NATURAL HAZARDS,
MITIGATION, AND ADAPTATION B. Hydrometeorological Phenomena and Hazards MITIGATION, AND ADAPTATION
A. Geologic Processes and Hazards C. Marine and Coastal Processes
and their Effects
LEARNING COMPETENCY/ LC: LC: LC: LC:
OBJECTIVES describe the various hazards using hazard maps, identify identify human activities that describe the various hazards
that may happen in the event of areas prone to hazards brought speed up or trigger landslides that may happen in the wake of
earthquakes, volcanic about by earthquakes, volcanic S11/12ES-If-33 tropical cyclones, monsoons,
eruptions, and landslides eruptions, and landslides. suggest ways to help lessen the floods, or ipo-ipo S11/12ES-If-
S11/12ES-If-30 S11/12ES-If-31 occurrence of landslides in your 35
give practical ways of coping community S11/12ES-If-34 using hazard maps, identify
with geological hazards caused areas prone to hazards brought
by earthquakes, volcanic about by tropical cyclones,
eruptions, and landslides. monsoons, floods, or ipo-ipo
S11/12ES-If-32 S11/12ES-If-36
SLO: at the end of the lesson, the SLO: at the end of the lesson, the SLO: at the end of the lesson, the SLO: at the end of the lesson, the
students will be able to: students will be able to: students will be able to: students will be able to:
1. Differentiate hazard, vulnerability, 1. Define Earthquake and Volcanic 1. Define landslide. 1. Define, tropical cyclone,
risks. Hazards. 2. Enumerate possible landslide monsoons, floods and ipo-ipo.
2. Enumerate possible hazards in the 2. Identify hazard brought by hazards in the community. 2. Enumerate possible hazards
Philippines. earthquakes and volcanic eruptions. 3. Propose a plan to lessen the risk brought by tropical cyclone,
3. locate possible spots in the of landslide hazard to the community. monsoons, floods and ipo-ipo.
Philippines exposed/prone to 3. plan alternatives to lessen the risk
earthquake and volcanic hazards. of Marine and Coastal Processes
4. plan to lessen the risks brought by
hazards in the community.
LEARNING RESOURCES: Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial
release) release) release) release)
Exploring Life Through Science: Exploring Life Through Science: Exploring Life Through Science: Exploring Life Through Science:
Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix
Publish House) Publish House) Publish House) Publish House)
19 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
20 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
21 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SLO: at the end of the lesson, the SLO: at the end of the lesson, the SLO: at the end of the lesson, the SLO: at the end of the lesson, the
students will be able to: students will be able to: students will be able to: students will be able to:
1. Differentiate hazard, vulnerability, 1. Define Earthquake and Volcanic 1. Define landslide. 1. Define, tropical cyclone,
risks. Hazards. 2. Enumerate possible landslide monsoons, floods and ipo-ipo.
2. Enumerate possible hazards in the 2. Identify hazard brought by hazards in the community. 2. Enumerate possible hazards
Philippines. earthquakes and volcanic eruptions. 3. Propose a plan to lessen the risk brought by tropical cyclone,
3. locate possible spots in the of landslide hazard to the community. monsoons, floods and ipo-ipo.
Philippines exposed/prone to 3. plan alternatives to lessen the risk
earthquake and volcanic hazards. of Marine and Coastal Processes
4. plan to lessen the risks brought by
hazards in the community.
LEARNING RESOURCES: Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial
release) release) release) release)
Exploring Life Through Science: Exploring Life Through Science: Exploring Life Through Science: Exploring Life Through Science:
Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix
Publish House) Publish House) Publish House) Publish House)
LEARNING DILEVERY MODE: Activity: Activity: Activity: Activity:
(4 A's of Learning) Learners will watch a video clip. Picture analysis. Learners will Learners will look around in the Learners will watch video clip
They will list possible disasters identify the earthquake hazards school vicinity and identify about Typhoon Yolanda.
that will bring risk to the using the pictures presented to possible places prone/ exposed Key questions:
community. them. to landslide hazards. “What causes the death of
Key questions: Key questions: Key questions: thousands in Leyte?”
“List down possible disaster in “Describe the following “How will a landslide be triggered?”
the Philippines that affects lives earthquake hazard briefly.”
of Filipinos?”
Analysis: Analysis: Analysis: Analysis:
Learners will describe the Learners will create a table that Learners will identify vulnerable Learners will identify the
differences between hazard, shows who are vulnerable of into the landslide hazards hazards and vulnerable through
vulnerability and risks. hazards brought by earthquake panel discussion.
and volcanic eruption.
Abstraction: Abstraction: Abstraction: Abstraction:
Using board graffiti learners will Using Earthquake maps, Learners will plan alternative Learners will create a short role
list examples of hazard, learners will identify locations ways lessen the risk of these play showing the hazards,
vulnerability and risks. which are prone/ expose to hazards. vulnerability, and risks
earthquake and volcanic
hazards.
22 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
23 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
24 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
25 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
26 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
27 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
28 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
29 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
30 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
31 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
32 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
SLO: at the end of the lesson, SLO: at the end of the lesson, the students will be able to:
the students will be able to: 1. Prepare wet mount slides.
1. Review the parts of the 2. Manipulate the microscope
microscope. 3. Identify the characteristics shown by the image under the
2. Manipulate the microscope. microscope.
3. Identify prepared
specimens.
33 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
34 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
35 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
LEARNING RESOURCES: Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science
release) release) (initial release)
Exploring Life Through Exploring Life Through Science: Exploring Life Through
Science: Earth and Life Earth and Life Science (Phoenix Science: Earth and Life
Science (Phoenix Publish Publish House) Science (Phoenix Publish
House) House)
LEARNING DILEVERY Activity: Activity: Activity:
MODE: Puzzle game. Leaners will Movie critic. Learners will Family Feud Game
(4 A's of Learning) solve the mystery puzzle watch a movie clip. Key questions:
given. “What are the possible plants
Key questions: that have an ovary?”
“How do organisms get
energy?”
36 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
37 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
38 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
4. Identify by-products of
cellular respiration
LEARNING RESOURCES: Earth and Life Science (initial
release)
Exploring Life Through
Science: Earth and Life
Science (Phoenix Publish
House)
LEARNING DILEVERY Activity:
MODE: Movie critic. Learners will
(4 A's of Learning) watch a movie clip.
Analysis:
Panel discussion.
Key questions:
“Distinguish anaerobic to
aerobic respiration?”
Abstraction:
Tracing game.
Key questions:
“How is it important for a
process to create its by-
product?”
Application:
Leaners will create a
diagram showing the
difference of anaerobic
and aerobic respiration.
ASSESSMENT Output presentation
(Format and Results) Recitation
39 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
40 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
41 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
Analysis:
Movie Critic.
Abstraction:
Observing the nature. The
learners will be going
outside and identify plants
that can reproduce
sexually and asexually.
42 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
Application:
Learners will present their
output in front.
ASSESSMENT 30-item quiz Output presentation.
(Format and Results) Recitation.
No. of learners within Mastery
Level
No. of learners needing
remediation,
REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)
Prepared by: Noted by: Approved by:
43 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
2. Recognize the Pollination 4. Familiarize to different GMO 3. recognize the different kinds 2. Identify the different Plant
and its importance on products. of circulation. organ system.
fertilization and reproduction 5. Identify the effects of GMO in 4. Give the importance of 3. Recognize the growth
3. Define Sexual and asexual Health, Economy and hormones, immune system patterns of Plants.
reproduction, and the Environment. and nervous system.
advantages and
disadvantages of both types of
reproduction
4. Familiarize to the practices
of using different types and
methods of reproduction in
farms throughout the
Philippines.
LEARNING RESOURCES: Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial
Earth and Life Science
release) release) release) (initial release)
Exploring Life Through Exploring Life Through Science: Exploring Life Through Exploring Life Through
Science: Earth and Life Earth and Life Science (Phoenix Science: Earth and Life Science: Earth and Life
Science (Phoenix Publish Publish House) Science (Phoenix Publish Science (Phoenix Publish
House) House) House)
LEARNING DILEVERY Activity: Activity: Activity: Activity:
MODE: Family Feud Game Article analysis. Drawing activity. Learners Bring me game (Picture).
(4 A's of Learning) Key question: Key question: will draw the organs of the
Key question:
“What are the possible plants “How can parent pass their different organ system “How can parent pass their
that have an ovary?” characteristics to their offspring?” given to them. characteristics to their
offspring?”
Analysis: Analysis: Analysis: Analysis:
Movie Critic. Panel Discussion. Gallery walk. Movie Critic.
Key question: Key questions:
“How is animal survival is “What are the major organs
related to their physiology?” of plants and what are their
functions?”
45 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
46 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
LEARNING RESOURCES: Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial
release) release) release)
Exploring Life Through Exploring Life Through Science: Exploring Life Through
Science: Earth and Life Earth and Life Science (Phoenix Science: Earth and Life
Science (Phoenix Publish Publish House) Science (Phoenix Publish
House) House)
LEARNING DILEVERY Activity: Activity: Activity:
MODE: Drawing activity. Learners Bring me game (Picture). Movie Critic.
(4 A's of Learning) will draw the organs of the Key question: Key question:
different organ system “How can parent pass their “How can organism evolve?”
given to them. characteristics to their offspring?”
48 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
49 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
Science (Phoenix Publish Exploring Life Through Science: Science (Phoenix Publish Science (Phoenix Publish
House) Earth and Life Science (Phoenix House) House)
Publish House)
LEARNING DILEVERY Activity: Activity: Activity: Activity:
MODE: Movie Critic. Charles Bring me game (Picture). Movie Critic. Collage making.
(4 A's of Learning) Darwin’s Life Learners will create
collage showing food
chain/web.
Analysis: Analysis: Analysis: Analysis:
Panel Discussion. Leaners Leaners will create a Learners will go outside Panel Discussion
will share insights about Phylogeny Tree of a certain and observe the
the movie clip watched. species. environment.
51 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)
52 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
ASSESSMENT
(Format and Results)
No. of learners within Mastery
Level
No. of learners needing
remediation,
REMARKS
(Reflection for the teacher:
on the teaching learning
episodes)
53 | P a g e
Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
54 | P a g e