GULANG - GULANG NATIONAL HIGH Grade

School TEN
GRADE 10 SCHOOL Level
DAILY LESSON LOG Learning
Prepared CHISTINE JOY D. PATAG SCIENCE
Area
Teaching Date and January 14, 2018 10:30-11:30;
Quarter Third
Time 1:30-2:30

Day Monday
I. OBJECTIVES
The learner demonstrates understanding of
A. Content Standard The learners demonstrate an understanding of the influence of biodiversity on the stability
of ecosystems

B. Performance Standard
Learning Competency:
Explain how species diversity increases the probability of adaptation and survival of
C. Learning Competency/
organisms in changing environments; (S10LT-IIIh-41)
Objectives
Learning Objective:
1. Define what is biodiversity
2. Describe how biodiversity can influence the stability of an ecosystem
II . CONTENT Now you send! Now you don’t!
III . LEARNING RESOURCES
A. References
1. Teacher’s Guide
pp. 120-122
pages
2. Learner’s Materials
pp. 149-152
pages
3. Textbook pages n/a
4. Additional Materials n/a
from Learning
Resource (LR)portal
TV/ Projector
B. Other Learning Resource
Popsicle sticks, yarn, paper clips, and barbeque sticks.
Manila paper and pentel pen
IV. PROCEDURES Indicator
Indicator 7:
Indicator 7: Plan,
7: Plan,
Plan,
manage
manage and
and
A. Reviewing previous lesson The teacher will present variety of pictures related to Biodiversity for the students to reflect
implement
implement
implement
or presenting the new on. developmentally
developmentally
lesson sequenced
sequenced teaching
sequenced teaching
teaching
Inquiry/Constructivist strategies
strategies
Approach
(5 minutes)

Each picture will be projected in class and the students will observe it. For every picture
presented, the teacher will ask one student to write on the board any word that comes into
his/her mind after seeing the picture. These pictures are all related to biodiversity and
answers may include ecosystems, species, organisms, habitat, nature, and etc. All students
who volunteered will be given additional 2 points for the following activities.

B. Establishing a purpose for
the lesson
Inquiry/Constructivist
Approach
(5 minutes)
C. Presenting
examples/Instances of the
new lesson
Collaborative Approach
(3 minutes)
D. Discussing new concepts
and practicing new skills #
1 1. The students will be provided with different materials like popsicle sticks, yarn,
Constructivist Approach/
Collaborative Approach
(20 minutes)
Have the learners read the objectives of the lesson.
 Define what is biodiversity
 Describe how biodiversity can influence the stability of an ecosystem
The teacher will give each student a piece of paper as his/her checklist. The students’ task
is to fill those papers with the importance of different organisms in an ecosystem. They are
free to write as many as possible until the given time (2 min.) is done. The teacher will
collect the papers and will randomly pick one to read his/ her answers aloud. The points will
be determined by the number of importance they are able to write. Answers can be:
 source of food
 source of medicine
 source of clothing
 source of shelter
 source of energy
 balances the ecosystem
The students will be grouped with 5 members each. The teacher will present a 2-minute
video on the class, and the groups will reflect based on the following guide questions.
Indicator 7: Plan,
manage
manage and
and
1. What was shown in the video? implement
developmentally
developmentally
2. Give some instances in the video where the importance of biodiversity in ecosystem’s
sequenced teaching
stability is mentioned. strategies
strategies
The students shall be grouped into 4 in performing the following activities:
Activity: Building Bridges
paper clips, and barbeque sticks.
2. Each group will build 2 bridges— one, using just a single material (paper clip) and
two, using the different materials provided.
3. In this activity, the students will compare which bridge is more stable, as an analogy
to biodiversity’s effect on the ecosystem’s stability
4. The students will report their data using the format below
MATERIALS USED OBSERVATIONS
Bridge 1 paper clips only less stable
Bridge 2 all materials more stable
Q1. Which bridge is more stable? less stable?
Q2. Why do you think affect the stability of the bridges?
Q3. Compare and make an analogy on the bridge activity and biodiversity
E. Discussing new concepts
and practicing new skills # 2
Collaborative approach
F. Developing mastery
(leads to Formative
Assessment )
Reflective Approach
G. Making generalizations and
abstractions about the lesson
Constructivist approach
H. Finding practical application
of concepts and skills in daily
living
Reflective Approach
I. Evaluating learning
Collaborative approach
The next activity shall be done by representative of each group, and this is just the intensive
continuation of the preceding activity
Activity: Building Bridges 2.0
1. The representative will present the bridges in front of the class.
2. One member will try to blow/ fan the bridges and see which bridge will withstand it.
3. The rest of the group members will observe it and try to draw a conclusion using
the guide question below
Guide Question:
Suppose that the induced air from blowing or fanning is a calamity, and the bridge built
using different materials represents biodiversity, what can you conclude about the effect of
biodiversity to stability? Can a diverse ecosystem withstand calamity compared to an
ecosystem with fewer species?
Possible response:
Biodiversity of an area has a large impact on the ecosystem stability of that area. Areas with
high level of species are likely to have more complex ecosystem, with a variety of food
webs and biotic interactions. This increase in complexity makes it more likely that the
ecosystem will return to a stable state after a disturbance because the ecosystem has more
ways to respond to a disturbance and fix problems
True or False
True 1. Biodiversity describes how varied living things are in an ecosystem
True 2. Organisms can be a source of food and energy
False 3. Biodiversity has no effect on ecosystem’s stability
Based from the activity,
1. How can you define biodiversity in your own words?
2. How does diversity of species increase the probability of adaptation and survival of
organisms in a changing environment? State some example.
Possible response:
Biodiversity is a variety of life in a particular area. Diversity is thought to make ecosystems,
species, and population more resilient to environmental stresses. For example, diversity of
a population can increase its resistance to epidemics
Based on what we have learned, biodiversity is really important because it sustains stability.
As a student, what simple things can you do to conserve biodiversity? Site concrete
examples.
The evaluation of the teacher will be in quiz bee form. The learners will raise their show
board indicating if the statement is a fact or a bluff.
1. Ecosystem consists only of one specie - BLUFF
2. Biodiversity is the variety of life forms in a specific area - FACT
3. When an epidemic spreads, the area with a more diverse population will not likely survive
- BLUFF
4. Biodiversity and ecosystem are the same - BLUFF
5. Stability is the capability of a natural system to return to a steady state after a
disturbance - FACT

J. Additional activities for
application or remediation
Integral Approach/
Reflective Approach
Collage
Make a picture collage of Earth’s biodiversity and write a caption of at least 5 sentences.
You can include reflections on how important it is or you can also site facts about the
different organisms and species.

Criteria:
Creativity – 10
Concept – 20
Timeliness – 10
Neatness – 10
Total : 50

V. REMARKS
VI. 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?

Indicator
Indicator
4: 4:
Classroom
Classroom
Classroom Structure
Classroom Structure
Structure
Structure

Indicator
Indicator
Indicator 5:
5: Manage
Indicator 5:
5: Manage
Manage
Manage
learner
learner
behavior
behavior