Schools Division of Bohol
District of Calape
MAYOR ANUNCIACION R. TUAZON NATIONAL SCHOOL OF FISHERIES
Calunasan, Calape, Bohol
Teacher ANGELI Y. DULLO
DAILY LESSON Learning Area & Grade Level EARTH AND LIFE SCIENCE 11- TVL & 11-HUMMS
PLAN Quarter 1
Teaching Dates and Time July 28, 2025 (3:00-5:00) & July 29, 2025 ( 10:00-12:00)
I. Objectives
Content Standards 1. The three main categories of rocks
2. The origin and environment of formation of common minerals and rocks
3. 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)
4. Geologic processes that occur within the Earth
5. The folding and faulting of rocks
6. Plate tectonics
7. How the planet Earth evolved in the last 4.6 billion years (including the age of the Earth, major geologic time
subdivisions, and marker fossils).
Performance Standards Conduct a survey to assess the possible geologic/hydrometeorological hazards that the community may experience.
Competency & Code Explain how relative and absolute dating were used to determine the subdivisions of geologic time. (S11/12ES-Ie-27)
Describe how the Earth’s history can be interpreted from the geologic time scale (S11/12ES-Ie-29)
Learning Objectives At the end of the 2-hour class, the learners are expected to:
1. Explain how relative and absolute dating were used to determine the subdivisions of geologic time.
Describe how the Earth’s history can be interpreted from the geologic time scale.
2. Construct a simple timeline illustrating key events in Earth's history based on the geologic time scale.
3. Demonstrate critical thinking and collaborative skills during group activities.
II. Subject Matter
Topic Geologic Time Scale: Relative and Absolute Dating, and Interpretation of Earth's History
Integration Mathematics - Graphing Functions
- In Mathematics, students learn to graph functions, which can be related to plotting geological time scales and
understanding the intervals of time represented.
History - Ancient Civilizations
- The study of ancient civilizations provides context for understanding human history in relation to geological time.
Instructional Materials PPT, Manila paper, art materials, markers,
References Relative vs. Absolute Dating in Geology | Overview, Differences
https://study.com/academy/lesson/relative-vs-absolute-time-in-geology.html
III. Teaching-Learning Procedure
A. Preliminaries
Greetings
(1 min/s)
Prayer
(1 min/s)
Attendance
(1 min/s)
B. Lesson Proper
Opener/ Priming *Review of the previous lesson
Activity Who can recap the lesson that we discussed at the last meeting?
(5 mins) *Feedback about the last session’s assessment results
What are your initial thoughts or questions regarding the assessment results from our last session?
*Motivational activity/exercise
Storytelling: Read a story that illustrates the concept of time in Earth’s history and geological events.
Awareness * Topic Title & Learning Objectives
( 2 mins) * Purpose of the Lesson
Presentation of learning objectives
Presentation of the topic
*Content Vocabulary
Activity *Activate prior knowledge or relevant experiences
(30 mins) Activity: Relative vs. Absolute Dating
Instructions -
1) Divide students into small groups.
2) Provide each group with chart paper and markers.
3) Have each group create a Venn diagram comparing relative and absolute dating, using provided samples for
examples.
Rubric
- Clarity of comparison (5 pts)
- Completeness of information (5 pts)
- Group collaboration (5 pts)
Analysis * LOTS and HOTS Processing Questions about the Activity
(10 mins) 1. How did you find the activity?
2. What did you learn about relative dating?
3. Why is absolute dating important in geology?
4. How can these concepts help us understand Earth's history?
Abstraction *Key concepts/points
(40 mins) Absolute dating
Radioactive dating
Geologic Time Scale
Precambrian
Phanerozoic
Stratigraphy
Application *Applying the lessons learned through an individual, in pairs, in triads or a groups activity
(20 mins) "Geologic Time Scale Scavenger Hunt"
1. Individual/Pair Activity: Provide each student (or pair) with a detailed geologic time scale chart (can be the same
one used for abstraction).
2. Task: Distribute an activity sheet with questions that require students to locate information and interpret events
from the chart.
Questions:
In which Era did the first dinosaurs appear?
Approximately how old is the Earth according to the geologic time scale?
Which Period is known for the "Age of Fishes"?
What major extinction event marks the boundary between the Mesozoic and Cenozoic Eras?
During which Eon did the first photosynthetic organisms evolve, leading to the "Great Oxidation Event"?
In which Epoch do we currently live?
Assessment *Directions and sample items only( indicate the total possible score)
(7 mins) 1. The Geologic Time Scale is primarily divided into subdivisions based on:
A. Human historical events and discoveries.
B. Major changes in Earth's geology and the forms of life.
C. The exact number of years in each division.
D. The amount of sunlight received by Earth.
2. Which Era is commonly referred to as the "Age of Dinosaurs"?
A. Paleozoic Era
B. Cenozoic Era
C. Precambrian Era
D. Mesozoic Era
3. If you find a fossil of an organism that lived approximately 300 million years ago, in which Era would you likely place
it on the geologic time scale?
A. Cenozoic
B. Mesozoic
C. Paleozoic
D. Proterozoic
4. How do scientists use both relative and absolute dating to create the geologic time scale?
A. Relative dating provides exact ages, while absolute dating provides the sequence.
B. Relative dating establishes the sequence of events, and absolute dating provides numerical ages for calibration.
C. They are used interchangeably, as they provide the same type of information.
D. Absolute dating is used for recent events, and relative dating for ancient events.
Ender/ Closing Activity *Generalization, insight, concluding statement, or a quotation, etc.
(3 mins) "Geology is the science of the Earth's history, and it is a history that is written in stone." — James Hutton
*Reminders and Closing Prayer
IV. Remarks
V. Reflection
No. of learners who earned
80% in the evaluation
No. of learners who require
additional activities for
remediation
Did the remedial lesson work?
No. of learners who caught up
with the lesson.
No. of learners who continue
needing remediation
A teaching strategy that ___ Direct Instruction ___ Inquiry-Based learning ___ Gamification ___ Role Playing
worked well ___ Cooperative Learning ___ Differentiated Instruction ___ Modelling ___ Others, specify here: __________________________
CIGPs encountered ___ Lack of interest ___ Pacing Issues ___ Finishing too early ___ Lack of Resources
___ Technical Challenge ___ Running Out of Time ___ Teacher Fatigue ___ Others, specify here: __________________________
Innovations
Personal Insights/
Realizations
Prepared by: Reviewed by:
ANGELI Y. DULLO KENNETH REGENE B. BLASCO EdD
SST-II Principal I
Schools Division of Bohol
District of Calape
MAYOR ANUNCIACION R. TUAZON NATIONAL SCHOOL OF FISHERIES
Calunasan, Calape, Bohol
Teacher ANGELI Y. DULLO
DAILY LESSON Learning Area & Grade Level EARTH AND LIFE SCIENCE 11- TVL & 11-HUMMS
PLAN Quarter 1
Teaching Dates and Time July 30, 2025 (3:00-5:00) & August 01, 2025 ( 10:00-12:00)
I. Objectives
Content Standards 1. The different hazards caused by geological processes (earthquakes, volcanic eruptions, and landslides)
2. The different hazards caused by hydrometeorological phenomena (tropical cyclones, monsoons, floods, and
tornadoes or ipo-ipo)
3. The different hazards caused by coastal processes (waves, tides, sea-level changes, crustal movement, and storm
surges)
Performance Standards Conduct a survey to assess the possible geologic/hydrometeorological hazards that the community may experience.
Competency & Code 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)
Learning Objectives At the end of the 2-hour class, the learners are expected to:
1. Identify and describe the specific hazards associated with earthquakes (e.g., ground shaking, liquefaction,
tsunamis, landslides).
2. Categorize given scenarios or images into specific earthquake, volcanic, or landslide hazards.
3. Develop a sense of responsibility towards promoting safety and preparedness in their communities.
II. Subject Matter
Topic
Integration Mathematics - Probability and Statistics - Students can learn to analyze data related to the frequency and impact of
natural disasters, such as earthquakes and landslides.
Social Studies - Community Response to Natural Disasters - This lesson investigates how communities prepare
for and respond to natural disasters, including the roles of government and local organizations.
Instructional Materials PPT, Large sheets of paper, markers, printed hazard maps, and colored pencils.
References Mod16 Earth and Life Science (Geologic Hazards) - Studocu
https://www.studocu.com/ph/document/mariano-marcos-state-university/bachelor-of-science-in-civil-engineering/
mod16-earth-and-life-science
III. Teaching-Learning Procedure
A. Preliminaries
Greetings
(1 min/s)
Prayer
(1 min/s)
Attendance
(1 min/s)
B. Lesson Proper
Opener/ Priming *Review of the previous lesson
Activity Who can recap the lesson that we discussed at the last meeting?
(5 mins) *Feedback about the last session’s assessment results
What are your initial thoughts or questions regarding the assessment results from our last session?
*Motivational activity/exercise
K-W-L Chart: Students will fill out what they Know, Want to learn, and have Learned about natural hazards.
Awareness * Topic Title & Learning Objectives
(2 mins) * Purpose of the Lesson
Presentation of learning objectives
Presentation of the topic
*Content Vocabulary
hazards
Activity *Activate prior knowledge or relevant experiences
(30 mins) Activity : Hazard Mapping
[Significance - This activity helps students visualize and understand areas prone to hazards, fostering teamwork and
collaborative learning.
Instructions -
1) Divide students into small groups.
2) Provide each group with hazard maps and materials.
3) Instruct them to identify and mark areas prone to hazards on their maps, using different colors for each type of
hazard.
Rubric
- (Creativity in Presentation) - (15 pts)
- (Accuracy of Hazard Identification) - (15 pts)
- (Group Collaboration) - (10 pts)
Analysis * LOTS and HOTS Processing Questions about the Activity
(10 mins) 1. How did you find the activity?
2. What types of hazards did your group identify?
3. How did you determine which areas were prone to these hazards?
4. What challenges did you face during this activity?
Abstraction *Key concepts/points
(40 mins) Hazard
Earthquakes
Volcanic eruptions
Landslides
Application *Applying the lessons learned through an individual, by pair, in triad or a group activity
(20 mins) "Navigating the Hazard Map"
Individual/Pair Activity: Provide each student (or pair) with a simplified, clear sample hazard map (e.g., a generic
earthquake fault map, a volcanic hazard zone map, or a landslide susceptibility map for a hypothetical area).
Task: Distribute an activity sheet with questions that require students to interpret the map.
Examples of Questions:
Identify the areas on the map that are at "high risk" for [specific hazard, e.g., liquefaction].
1. If you were to build a house, which areas on this map would you avoid and why?
2. Based on the map, what is the safest evacuation route from point A to point B during a [specific event]?
3. Describe the type of hazard indicated by the red zones on this map.
4. Is your school/community located in a high-risk zone according to this type of map? (Hypothetical,
encouraging critical thinking).
Assessment *Directions and sample items only( indicate the total possible score)
(7 mins)
1. What is the primary purpose of a hazard map?
A. To show the historical locations of past disasters.
B. To predict the exact date and time of future disasters.
C. To identify areas prone to specific natural hazards and their levels of risk.
D. To illustrate the types of emergency vehicles available in an area.
2. Which of the following is NOT typically found on a hazard map?
A. Color-coded risk zones
B. Legend explaining symbols
C. Exact population count of each household
D. Topographic features like rivers and roads
3. Why is it important for communities to have and understand hazard maps?
A. To increase tourism in high-risk areas.
B. To prevent any natural disasters from occurring.
C. To aid in disaster preparedness, mitigation, and effective response.
D. To determine the best places for recreational activities.
4. Which natural hazard involves the rapid downward movement of a mass of rock, earth, or debris down a slope?
A. Tsunami
B. Landslide
C. Ground rupture
D. d) Volcanic gas emission
Ender/ Closing Activity *Generalization, insight, concluding statement, or a quotation, etc.
(3 mins) "We cannot stop natural disasters, but we can arm ourselves with knowledge: so much can be saved if we learn to
prepare."
— Santosh Kumar
*Reminders and Closing Prayer
C. Remarks
D. Reflection
No. of learners who earned
80% in the evaluation
No. of learners who require
additional activities for
remediation
Did the remedial lesson work?
No. of learners who caught up
with the lesson.
No. of learners who continue
needing remediation
A teaching strategy that ___ Direct Instruction ___ Inquiry-Based learning ___ Gamification ___ Role Playing
worked well ___ Cooperative Learning ___ Differentiated Instruction ___ Modelling ___ Others, specify here: __________________________
CIGPs encountered ___ Lack of interest ___ Pacing Issues ___ Finishing too early ___ Lack of Resources
___ Technical Challenge ___ Running Out of Time ___ Teacher Fatigue ___ Others, specify here: __________________________
Innovations
Personal Insights/
Realizations
Prepared by: Reviewed by:
ANGELI Y. DULLO KENNETH REGENE B. BLASCO EdD
SST-II Principal I
