School Grade &
Culaba National Vocational School ALL GRADE 11
Section
DAILY Teacher
Mary Jessa A. Alvior
Learning Earth and Life
LESSON Area Science
Teaching Dates
PLAN Quarter 1
& Time
Week No. Day Duration 2 hours
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES 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 guide.
The learners demonstrate an understanding of:
1. geologic processes that occur on the surface of the Earth
A. Content
such as weathering, erosion, mass wasting, and
Standards
sedimentation (include the role of ocean basins in the
formation of sedimentary rocks)
The learners shall be able to:
B. Performance
Conduct a survey to assess the possible geologic/ hydrometeorological hazards that your
Standards
community may experience.
C. Learning 1. explain how the products of weathering are carried away by erosion and deposited
Competency/ies elsewhere S11/12ES-Ib-12.
Write the LC Code for each.
Knowledge: Describe the processes of weathering, erosion, and deposition.
D. Learning
Skills: Create a visual model or simulation showing the movement of sediments.
Objectives
Attitudes: Appreciate the role of natural processes in shaping Earth’s surface.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide
Science in the Modern World, earth and Life Science
pages
2. Learner’s
Materials pages
3. Textbook pages 1. Science in the Modern World, Earth and Life Science
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning
Resources
These steps should be 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
IV. PROCEDURES things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing A Show images of landscapes (e.g., Grand Canyon, river deltas, eroded hillsides).
previous lesson or W Prompt: “What do you think caused these formations?”
presenting the new A Strategy: Think-Pair-Share to discuss prior knowledge of weathering and erosion.
lesson. R
ELICIT (The activities in this section E
will evoke or draw out prior concepts of N
or experiences from the students)
E
B. Establishing a S Pour water over a tray of soil with small rocks. Observe how particles move.
purpose for the S
Question: “Where do these particles go after they’re broken down?”
lesson.
ENGAGE (The activities in this section Goal: Build curiosity about the journey of sediments.
will stimulate their thinking and help them
access and connect prior knowledge as a
jumpstart to the present lesson.)
C.
Presenting
examples/instance
s of the new lesson.
D. Discussing the new A Mini-Lab: Students simulate erosion using sand, water, and slopes.
concepts and C
practicing new T Task: Track how sediments move from one area to another.
skills #1. I
EXPLORE (In this section, students V Output: Record observations in a science journal.
will be given time to think, plan, I
investigate, and organize collected
information; or the performance of the
T
planned/prepared activities from the Y
student’s manual with data gathering and
Guide questions)
E. Discussing the new
concepts and
practicing new
skills #2.
F. Developing A Use diagrams and animations to explain:
mastery N Types of weathering
(Leads to formative A Agents of erosion (water, wind, ice)
assessment 3). L Deposition processes
EXPLAIN (In this section, students will Y
be involved in an analysis of their S
exploration. Their understanding is
clarified and modified because of
I
reflective activities)/Analysis of the S
gathered data and results and be able to
answer the Guide Questions leading to
the focus concept or topic of the day.
G. Making A Group Activity: Analyze case studies (e.g., coastal erosion in the Philippines).
generalization and B Task: Discuss how human activities accelerate erosion and affect deposition.
abstraction about S Integration: Connect to Environmental Science and Geography.
the lesson. T
ELABORATE (This section will give R
students the opportunity to expand and A
solidify / concretize their understanding
of the concept and / or apply it to real –
C
world situation) T
I
O
N
H. Finding practical A Student Task: Create a flowchart showing the sequence: Weathering → Erosion →
application of P Deposition
concepts and skills P
in daily living. L Rubric: Assess based on accuracy, creativity, and clarity.
I
C
A
T
I
O
N
I.
Evaluating A 1. What is the primary process that breaks down rocks into smaller particles?
learning. S a. weathering b. Deposition c. Sedimentation d. Erosion
EVALUATION (This section will S 2. Which agent of erosion is responsible for transporting sediments in rivers and
provide for concept check test items and E streams?
answer key which are aligned to the
learning objectives - content and
S a. wind b. ice c. water d. gravity
performance standards and address S 3. What happens to sediments after they are carried away by erosion?
misconceptions – if any) M a. they are deposited in new locations
E b. they are dissolved completely
N c. they form new rocks immediately
T d. they return to their original position
4. Which of the following is an example of deposition?
a. a rock breaking into smaller pieces due to freezing and thawing
b. water washing away soil from a hillside
c. a glacier carving out a valley
d. sand being carried by wind to form dunes
5. How can human activities accelerate erosion?
a. by building terraces on slopes
b. by deforestation and removing vegetation
c. by constructing dams to control water flow
d. by planting more trees
J. Additional A Read in advance about the internal heat of the Earth.
activities for S
application or S
remediation. I
EXTEND (These sections give G
situation that explains the topic in a new N
context, or integrate it to another
discipline / societal concern)
M
E
N
T
V. REMARKS
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
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lesson
work? No. of learner who
caught up with the lesson
D. No. of learner 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: Noted by: Approved by:
Mary Jessa A. Alvior Rolly S. Masibag Liezl M. Avila
Teacher I Head Teacher III Principal I
Republic of the Philippines
Department of Education
Division of Biliran
Culaba National Vocational School
Culaba, Biliran
FORMATIVE ASSESSMENT
(Exogenic Processes)
Directions: Choose the letter of the correct answer.
1. What is the primary process that breaks down rocks into smaller particles?
a. weathering b. Deposition c. Sedimentation d. Erosion
2. Which agent of erosion is responsible for transporting sediments in rivers and streams?
a. wind b. ice c. water d. gravity
3. What happens to sediments after they are carried away by erosion?
a. they are deposited in new locations
b. they are dissolved completely
c. they form new rocks immediately
d. they return to their original position
4. Which of the following is an example of deposition?
a. a rock breaking into smaller pieces due to freezing and thawing
b. water washing away soil from a hillside
c. a glacier carving out a valley
d. sand being carried by wind to form dunes
5. How can human activities accelerate erosion?
a. by building terraces on slopes
b. by deforestation and removing vegetation
c. by constructing dams to control water flow
d. by planting more trees
