School SAN PEDRO APARTADO NATIONAL HIGH SCHOOL Grade Level 11- TVL

Grades 1 to 12 Daily
Teacher CHRISTINE JOY G. TOLENTINO Learning Area PHYSICAL SCIENCE

Lesson Log Teaching Dates and Time Quarter 3rd Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of:
1. The formation of the elements during the Big Bang and during stellar evolution
2. The distribution of the chemical elements and the isotopes in the universe
B. Performance Standard The learners should be able to:
1. Make a creative representation of the historical development of the atom or the chemical element in a timeline

C. Learning Competencies/Objectives Give evidence for and describe Give evidence for and describe Explain how the concept of Explain how the concept of
the the atomic number atomic number
formation of heavier elements formation of heavier elements led to the synthesis of new led to the synthesis of new
during star during star elements in the elements in the
formation and evolution formation and evolution laboratory laboratory

Write the LC code for each. S11/12PS-IIIa-2 S11/12PS-IIIa-2 S11/12PS-IIIa-11 S11/12PS-IIIa-11

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Physical Science TG Physical Science TG Physical Science TG Physical Science TG
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or The teacher will give the The teacher will recall the Big The teacher will recall the The teacher will introduce the
presenting the new lesson. overview of the objectives and Bang nucleosynthesis and the evidences for and describe the following list of important terms
key terms for the quarter. formation of lighter formation of heavier elements that learners will encounter.
1. Give a big picture of elements. during star
Chemistry by describing it as formation and evolution
“the study of stuff.”
B. Establishing a purpose for the lesson The teacher will briefly define The students will try to refresh The Cosmic Connection Stellar Word Puzzle!
cosmology as the study of how your mind by supplying the
the universe began, how it number of The teacher will use the Think, The learners will encircle and
continues to exist, and how it will protons and neutrons of each Pair, Share protocol and ask write down the words which are
end. element. learners to reflect and share their related to star and element
(Offer examples of cosmologies thoughts on the selection. formation.
from different religions and
cultures based on their beliefs)
Guide Question?
1. Do you think there is proof
that any of these stories or
cosmologies are true?

C. Presenting Examples/ instances of The learners will give important The learners will share their The students will examine the Activity I.I Making Your Own
the new lesson clues in understanding the insights. diagram from your left. It Periodic Table
fundamental building blocks of illustrates
the universe and how life Growing Older, Growing an atom’s subatomic particles The learners will make their own
on earth is connected to stars. Bigger: The Red Giant Star! namely: periodic table using the
 a. protons+ hypothetical elements that
In the Beginning: The Guide Questions: b. neutrons 0 are given in the clues.
Nebulae! c. electrons _
Why do you think red giant stars a. P and Pr both have one
Guide Questions? are called red giants? electron each. Pr has a bigger
Question 1: Where do you think atomic size.
stars come from? b. Od, Ri, and E are in the same
series as P, C, and I. In terms of
atomic size, P is the biggest
while C is the smallest. E is a
metal
while I is a non-metal. Od is
smaller than Ri in atomic size.
D. Discussing new concepts and The learners will explore the vast The Death of a Star: Depletion The students will determine their The learners will write the
practicing new skills #1 universe with of Energy! quantity in a certain element balanced nuclear reaction of the
the countless twinkling diamonds following elements under
in the sky. How about isotope 13 Carbon? alpha, beta and gamma decay.

1.Stars’ Starting Point of Life: protons ____ atomic no.___

The Protostar! neutrons ___ atomic mass__

Guide Questions:
1. What is the core of it all?

Guide Question:

1. Do you think stars explode

when they die?
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of Activity 1- “Forget Me Not” Activity 1- “Star in the Making Activity 1-Transformation- Activity 1.1
concepts and skills in daily living Radiation in One! The learners will write the nuclear
The learners will identify the The learners will demonstrate reactions involved in the
following and tell something what they have learned on the The learners will choose the synthesis of each of the following
about each of them. formation of stars by doing any letter of the symbol that new elements:
of the represents the type of nuclear
suggested star projects. radiation a. Curium (Z = 96) was formed
by reacting Pu – 239 with alpha
Comic Story- create a one-page particles 42He. It has a half-life
comic star’s life cycle story of 162 days.
(cartoons or cut-outs) b. Mendelevium (Z = 101) was
formed by reacting En-253 with
 Rubrics alpha
particles.

H. Making generalizations and Activity 2 – “Twinkle, Twinkle The students will identify the Wrap up! The students will create an
abstractions about the lesson Little Big Star, How I Wander temperature of each color? inventory list of universe’s
as You Are!” The learners will answer the fragments into
Use this temperature list: 3000 following as a systematic compilation that
The learners will relate the °C, 4500 °C, 6000 °C, 10 000 you look back at the things we includes the new synthetic
evolution of a star to the life °C, 40 000 °C have talked about today. elements,
cycle of a person.
1. What is the missing link that
led to the completion of the
known “almost
perfect” periodic table of
elements? How did it lead to the
discovery of synthetic
elements?
2. How do scientists forge the
synthesis of elements?
3. What happens during the
synthesis of new elements?

I. Evaluating learning
J. Additional activities for application 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? 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% on
the formative assessment
B. No. of learners who require
additional activities for remediation.
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 Inquiry-based Inquiry-based Inquiry-based Inquiry-based
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:
CHRISTINE JOY G. TOLENTINO JESSA E.
VILLENA
Teacher III Master
Teacher I
Noted:
ARLENE A. ABIANG
Principal IV