GRADE 1 to School BITADTON NATIONAL HIGH Grade Level GRADE 11- HUMSS

12 SCHOOL
DAILY Teacher MAILENE MAGSICO CRISTOBAL Learning EARTH AND LIFE SCIENCES
LESSON LOG SHS-TEACHER II Area
Teaching Dates and October 24, 2022; Quarter FIRST SEMESTER
Time 9:50AM-10:50AM

I. OBJECTIVES 1. Describe how the Earth’s history can be interpreted from the geologic time scale.
2. Identify the different divisions in the geologic time scale.
3. Appreciate how the Earth’s history can be interpreted from the geologic time scale

A. Content Standard The learners demonstrate understanding of 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).
B. Performance Standard The learners should be able to conduct a survey to assess the possible geologic hydro
meteorological hazards that your community may experience.
C. Learning Competency/Objectives Describe how the Earth’s history can be interpreted from the geologic time scale
Write the LC code for each. S11/12ES-Ie-29
II. Content GEOLOGIC TIME SCALE

IV. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Earth and Life Sciences MELCS pp 508 of 723
2. Learner’s Materials pages None
3. Textbook pages None
4. Additional Materials from CO Modules, https://www.youtube.com/watch?v=7PQURsc2SYs
Learning Resource https://pubs.usgs.gov/gip/geotime/divisions.html
(LR)portal https://study.com/academy/lesson/geologic-time-scale-major-eons-eras-periods-and-
epochs.html
B. Other Learning Resource Power Point Presentation, Videos, Activity Sheets
V. PROCEDURES
A. Reviewing previous lesson or Preliminaries:
presenting the new lesson o Good morning everyone! Before we start our lesson this morning,
may I request everyone to please stand for a prayer.
o Let’s check your attendance, as I call your name kindly say present.
o May I remind everyone to follow our proper health and safety
protocols as we go along with our class this morning.
Activity 1. “Activity 1
Review the vocabulary words and answer the activity below:
1. Fossils – remains of ancient life that have been turned to stone
2. Body Fossils – actual parts of plants and animals that have been turned
to stone (i.e. bone, shells, leaves)
3. Coprolite – fossilized dinosaur dung (scat)
4. Fossilization – process by which the remains of ancient living things are
turned to rock
5. Paleontologist – a scientist who studies fossils and ancient life
6. Sedimentary Rock – rock made of layers of tightly packed sand and
clay
7. Sandstone – a type of sedimentary rock that is made of sand
8. Trace Fossil – a fossilized sign that a plant or animal once lived in an
area (i.e. footprints, coprolite)
9. Porous – full of tiny holes that water, air, and light can pass through
10. Mineralization – to convert into a mineral substance; to fill with a
mineral substance

Instructions: Fill in the blanks, using vocabulary words.

Jay, a famous p ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ t, was
hiking in the Cordillera mountains searching for f ___ ___ ___ ___ ___ ___,
which are remains of ancient life that have turned to stone. All of a sudden,
the ground shook beneath him. Jay ran over a hill and saw that there had
been a huge landslide. He went over to look at the piles of rocks and saw
layers of s ___ ___ ___ s ___ ___ ___ ___, a type of sedimentary rock.
Fossils are found in sandstone, so Jay was excited to search through the

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 rocks! Just as he began to dig, he found fossilized bones. The bones had
turned to stone through a process called ___ ___ s s ___ ___ ___ ___ ___
___ ___ ___ ___. Jay saw that the fossils belonged to an Apatosaurus.
These bones are examples of b ___ ___ ___ ___ ___ ___ ___ i l ___,
which are fossilized parts of plants and animals. Jay hiked further up the
mountain and found fossilized dinosaur dung, called c ___ ___ ___ ___ ___
___ ___ ___. He also found a huge footprint, which is an example of a t ___
___ ___ ___ f ___ ___ ___ ___ ___. Jay carefully removed the fossils from
the rocks and donated them to a museum.
B. Establishing a purpose for the o Scientists created the geologic time scale based on fossil evidence.
lesson It divides Earth’s history into blocks of time with each block
separated by important events, such as the disappearance of a
species of fossil from the rock record.
o In the geologic time scale, the youngest ages are on the top and the
oldest on the bottom. The time scale is based upon relative times,
therefore there aren’t any specific times listed with each era. The
timescale is divided into eons, each eon into eras, each era into
periods, and each period into epochs. Today, you are going to
describe how the Earth’s history can be interpreted from the
geologic time scale and identify the different divisions in the geologic
time scale.
C. Presenting examples/Instances Activity 2: Find Me
of the new lesson Directions. Encircle the 8 words listed below. Words may appear straight
across, back-word straight across, up, and down.

COPROLITE PALEONTOLOGIST
FOSSILS MINERALIZATION
SEDIMENTARY SANDSTONE
FOSSILIZATION POROUS

(Note: The first to answer will be given 10 claps and very good!)

D. Discussing new concepts and Geologists, Scientists Who Study the History and Structure Of the Earth
practicing new skills # 1 Use A Special Timeline Called the Geologic Time Scale.

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Geologic time scale is a record of the earth's geologic history.
Scientists have come to understand it by studying the layers in rock strata.
One of the most widely used standard charts showing the relationships
between the various intervals of geologic time is the International
Chronostratigraphic Chart.

Living things play critical roles in the development of geologic time

scales, because they have undergone evolutionary changes over geologic
time. Moreover, particular kinds of organisms are characteristic of particular
parts of the geologic record. By correlating the rock strata in which certain
types of fossils are found, the geologic history of various regions—and of
Earth as a whole—can be reconstructed. The relative geologic time scale
developed from the fossil record has been numerically quantified by means
of absolute dates obtained with radiometric dating methods.

The geologic time scale is divided into: eons, eras, periods, and epochs.
Are you familiar with this terms or is this your first time?

Eon is the largest unit of time.

Era is a unit of time shorter than an eon but longer than a period.
Period is a unit of time shorter than an era but longer than epoch.
Epoch is a unit of time shorter than a period
(Showing picture of Geologic Time Scale)

We read the geologic time scale from bottom to top.

Bottom as the oldest time going to the top as the recent time.
In general, geologic time scale is divided into :
1. Eon
2. Era
3. Period
4. Epoch
Eon as the largest division is again divided into:
1. Hadean
2. Archaean
3. Protorezoic
4. Phanerozoic
While era is subdivided into:
1. Precambrian
2. Paleozoic
3. Mesozoic
4. Cenozoic

Period on the other hand is divided into:

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 And epoch, as the shortest unit of time is divided into these.

E. Discussing new concepts and (Pause and let the students watch a short video clip)
practicing new skills # 2 Do you love the video?
What are the geologic time units that are shown in the video?
F. Developing mastery Activity 3
(leads to Formative Assessment Read and analyze the statements below. Write T if the statement is TRUE
and F if the statement is FALSE.
_______ 1. Scientists determine when an era begins and when it ends
through geological timeline.
_______ 2. Dinosaurs exist at the same time as humans.
_______ 3. The purpose of making a geological timeline is to identify age of
organism through its fossils.
________ 4. Quaternary period of geological time has humans evolved on
Earth.
_______ 5. Triassic Period of geological time have the dinosaurs existed on
Earth.
G. Finding practical application of Guide Questions:
concepts and skills in daily living Upon knowing all things, now, i will ask you,2022 belongs in what unit of
time?
H. Making generalizations and o What generalization can you make?
abstractions about the lesson o What is the importance of studying geologic time scale?
I. Evaluating learning Study the illustration. (Activity Sheets will be provided to the students)

Test I. Directions: Write the division and period of the listed organism
below. Refer to geological time scale above.
Era Period
1. first vascular land plants ____________ ____________
2. jawed fish diversity ____________ ____________
3. evolution of humans ____________ ____________
4. first chordates ____________ ____________
5. mammals diversify ____________ ____________
6. first primates ____________ ____________

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 7. dinosaurs’ diversity ____________ ____________
8. major extinctions of
reptiles’ diversity ____________ ____________
9. sudden diversification of
metazoan families ____________ ____________
10. first flowering plants ____________ ____________

Test II. ESSAY

1. Describe how the Earth’s history can be interpreted from the
geologic time scale
RUBRICS for ESSAY
2 / NEEDS
5 / 4 / VERY 3 / 1 /
IMPROVEMEN
EXCELLENT GOOD AVERAGE UNACCEPTABLE
T

This paper is clear and This paper is The writer is Topic is not well- As yet, the paper has no
focused. It holds the mostly focused, beginning to define defined and/or there clear sense of purpose or
reader's attention. and has some the topic, even are too many topics. central theme. To extract
Ideas Relevant details and good details and though meaning from the text, the
quotes enrich the quotes. development is still reader must make inferences
central theme. basic or general. based on sketchy or missing
details.

The organization Paper (and The organizational Sentences within The writing lacks a clear
enhances and paragraphs) are structure is strong paragraphs make sense of direction. Ideas,
showcases the central mostly organized, enough to move sense, but the order details, or events seem
idea or theme. The in order, and the reader through of paragraphs does strung together in a loose or
Organiza-
order, structure of makes sense to the text without too not. random fashion; there is no
tion
information is the reader. much confusion. identifiable internal structure.
compelling and moves
the reader through the
text.

The writing has an The writing mostly The text hums The text seems The reader has to practice
easy flow, rhythm, and flows, and usually along with a steady choppy and is not quite a bit in order to give
cadence. Sentences invites oral beat, but tends to easy to read orally. this paper a fair interpretive
Sentence are well built, with reading. be more reading.
Fluency strong and varied businesslike than
structure that invites musical, more
expressive oral mechanical than
reading. fluid.

The writer The write The writer shows The writer seems to Errors in spelling,
demonstrates a good understands good reasonable control have made little effort punctuation, capitalization,
grasp of standard writing over a limited range to use conventions: usage, and grammar and/or
writing conventions conventions and of standard writing spelling, punctuation, paragraphing repeatedly
(e.g., spelling, usually uses them conventions. capitalization, usage, distract the reader and make
punctuation, correctly. Paper is Conventions are grammar and/or the text difficult to read.
Conventions
capitalization, easily read and sometimes handled paragraphing have
grammar, usage, errors are rare; well and enhance multiple errors.
paragraphing) and minor touch-ups readability; at other
uses conventions would get this times, errors are
effectively to enhance piece ready to distracting and
readability. publish. impair readability.

The form and The format only The writer's The writer's message The reader receives a
presentation of the text has a few message is is only garbled message due to
enhances the ability for mistakes and is understandable in understandable problems relating to the
the reader to generally easy to this format. occasionally, and presentation of the text, and
Presentation
understand and read and pleasing paper is messily is not typed.
connect with the to the eye. written.
message. It is pleasing
to the eye.

J. Additional activities for Do you think that the average annual global temperature and carbon dioxide
application or remediation levels have been consistent throughout the history of earth? Justify your answer.
VI. REMARKS

VII. REFLECTION

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?

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Prepared by:

MAILENE M. CRISTOBAL
Teacher II

Noted:

RUTHIEDA V. ABONG, PhD

School Principal II

ANNOTATION:

Indicators:

4. Establish safe and secure learning environments to enhance learning through the
consistent implementation of policies, guidelines and procedures.
 Before the lesson proper, the safety health protocols were given emphasis to establish
safe and secure learning environments and its procedures for the students.

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