Dll Phy Sci Week 1 2018.docx

GRADE 1 to 12

DAILY LESSON LOG

I. OBJECTIVES

A. Content Standard

B. Performance Standard C. Learning Competency/Objectives Write the LC code for each. II.

CONTENT

School TIBAG HIGH SCHOOL Teacher MRS. CHERYL S. LENON Teaching Dates and Time NOV 12-15, 2018

Grade Level Learning Area

11 PHYSICAL SCIENCE

Quarter

THIRD

SESSION 1 SESSION 2 SESSION 3 SESSION 4 Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. 1. Determine the origin of the 1. Define the concepts of Stellar Nucleoelements found on earth. SESSION 1 will cover 180 minutes or 3 SESSION 1 will cover 180 minutes synthesis. 2. Define the concept of Primordial hours or 3 hours 2. Cite evidences for the formation of heavier Nucleo-synthesis. elements. 3. Cite evidences for the formation of 3. Explain how the heavier elements were light elements. formed 4. Explain how the light elements were formed. 1. The learners demonstrate an 1. The learners demonstrate an understanding of the formation of the understanding of the formation of the elements during the Big Bang and elements during the Big Bang and during the during the stellar evolution stellar evolution 2. The distribution of the chemical 2. The distribution of the chemical elements elements and the isotopes in the and the isotopes in the universe. universe. The learners make a creative representation of the historical development of the atom or the chemical element in a timeline. Give evidence for and explain the Give evidence for and describe the formation formation of light elements in the Big of heavier elements during star formation and Bang Theory. evolution. S11/12PS-IIIa-1 (3 hours ) S11/12PS-IIIa-2 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 can be tackled in a week or two. How the elements found in the How the elements found in the universe universe were formed. were formed.

III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages

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4. Additional Materials from Learning Resource (LR)portal B. Other Learning Resource

IV.

PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson

C. Presenting examples/Instances of the new lesson

A. Padua, M.C. Padolina, R. A. Padua, M.C. Padolina, R. Crisostomo, M.J Crisostomo, M.J Alumaga(2016), Alumaga(2016), Physical Science, Quezon Physical Science, Quezon City, Vibal City, Vibal Group Inc. Group Inc. These steps should be done across the week. Spread out the activities appropriately 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 to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.  The teacher will review the  There will be a short class lesson from the previous presentation of the assignment subject (Earth & Life given. Science) on how the earth (15mins) was formed after the Big Bang.  The teacher can ask 3-5 students to recapitulate the events happened after the Big Bang. (30mins)  The teacher will give the  The teacher will give the importance of knowing how significance of the studying how the earth was formed in elements formed after the Big Bang determining how the especially heavy elements. elements were formed. (5mins) (10mins)  The teacher will say:  The teacher will ask the following “We gaze at the stars and questions: look around us and we wonder how all of matter “In your own point of view, how far came to be” will the fusion in the sun proceed?”  Then the teacher will ask the “How will the sun evolve?” students to give their ideas (5mins) on how the elements were formed minutes after the Big Bang.  Call at least 3 students (20mins)

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D. Discussing new concepts and practicing new skills # 1

E. Discussing new concepts and practicing new skills # 2 1. Developing mastery (leads to Formative Assessment 3)

2. Finding practical application of concepts and skills in daily living

3. Making generalizations and abstractions about the lesson

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The Primordial Nucleosynthesis will then be discussed.  The teacher will also cite evidences for the formation of the light elements. a. The universe expanded rapidly and cooled in the process. b. Matter and energy decouple and became separate c. A period of rapid exponential expansion took place. d. The temperature of the universe cooled down. The simplest atom is formed. (60mins)  The teacher will also tackle and explain the formation of the light elements. (20mins)  The students will be asked to list all the events happened after the Big Bang and explain how these events lead to the formation of the light elements. (20mins)  The teacher will ask the students about how did the formation of the light elements after the Big Bang is related to the evolution of atom.  (10mins)  The teacher will ask one or two student to summarize the topic.(10mins)

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The Stellar Nucleo-synthesis will then be discussed. The teacher will also cite evidences for the formation of the heavier elements in stars. (10mins)

The following will be discuss: a. The formation of elements heavier than iron (15mins) The student now will be ask to compare their drawing before and after the discussion. (5mins)

The teacher will ask one or two student to summarize the topic. (5mins) 3 Jski.dv

4. Evaluating learning

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5. Extra Additional activities for application or remediation

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V.

REMARKS

VI.

REFLECTION

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The students will have a  There will be a long quiz about the graded recitation about the formation of the light and heavy lesson (5mins) elements. The students will be given an  The student will then be asked to assignment about the research on the fusion reactions that definition and process of: take place in stars. a. Stellar Nucleo-synthesis Parts with “NOT NEEDED” marks are considered merged with the other parts such as: (Evaluation and Writing of Essay in the Application). No additional activities for application/remediation are needed because the former activities provided are already enough to justify the lesson and to create meaning out of understandings.

Reflect on your teaching and assess yourself as a teacher. Think about 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.

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 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:

Cheryl S. Lenon RN, MAN SHS – Physical Science Teacher

Rebecca K. Sotto Ph. D Principal III 4 Jski.dv