School FELIX BALGOS NATIONAL HIGH SCHOOL
Teacher MARY CHARMINE GRACE H. OLETE
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
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
Grade Level GRADE 12
Learning Area PHYSICAL SCIENCE
Teaching Date and Time WEEK 1 Grade 12- Amber 10:30-11:30 AM Quarter FIRST SEMESTER
Grade 12-Beryl 2:00-3:00 PM
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
.
The formation of the elements during the Big Bang and during stellar evolution
Make a Creative representation of the historical development of the atoms or the chemical element in a timeline
1. Give evidence for and explain the formation of the light elements in the Big Bang Theory.
2. Give evidences for and describe the formation of the heavier elements during the formation and evolution
How the elements found in the Universe was formed?
Glencoe Physical Science with
Earth
Science pp.836-849
Powerpoint presentation
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.
Review on the origin of the
Universe (powerpoint) during
their grade 11
Show the relevance of the topic
and its objectives
C. Presenting examples/Instances of Have a drill on the different
the new lesson Theories of the origin of the
universe

D. Discussing new concepts and Let the student share stories of

practicing new skills # 1 creation

E. Discussing new concepts and Illustrate the stories

practicing new skills # 2

F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application of
concepts and skills in daily living

H. Making generalizations and

abstractions about the lesson

I. Evaluating learning Have a simple rubric to evaluate

their work

J. Additional activities for application

or remediation
 IV. REMARKS

V. 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% 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: Noted:

MARY CHARMINE GRACE H. OLETE ERNESTO INION MYRTHYL L.COCHING

SHS MT-I HT-II Principal III