Based on Annex 2B.6 to DepEd Order No. 42, s.

2016
DAILY Balanacan National High Grade Level Grade 11
School
LESSON School & Quarter Second Quarter
PLAN Teacher MELODY A. MAGAHIS-
SHS Track TechVoc
SENIOR HIGH MENDOZA
SCHOOL Inclusive Learning
September 5, 2019 SHS Building
Dates Area
Scheduled 9:30-10:30- Pearl Subject Earth and Life Science
Time 10:30-11:30- Garnet Characteristics of Living
Topic
Things
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of:
1. the historical development of the concept of life
2. the origin of the first life forms
3. unifying themes in the study of life
B. Performance Standards The learners shall be able to:
Value life by taking good care of all beings, humans, plants, and animals
C. Learning Competencies The learners:
/ Objectives (Write the LC Explain the evolving concept of life based on emerging pieces of evidence
Code) S11/12LT-IIa-1
D. Specific Objectives 1. Identify the characteristics of living things.
2. Describe the characteristics that all living things exhibit.
II. CONTENT INTRODUCTION TO LIFE SCIENCE
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learners’ Materials
pages
3. Textbook pages Science in Today’s World for Senior High School: Earth and Life Science, pp. 105-
111
4. Additional Materials
from Learning Resources
Portals
B. Other Learning Visual aids, photos flash in the screen using projector
Resources
IV. PROCEDURES
A. Revising previous lesson Say, “When you are already thinking like a biologist, many interesting questions
or presenting the new probably occur to you when you are outdoors surrounded by the natural world. It
lesson is undeniable that more than anything else, biology is a quest of ongoing inquiry
about the nature of life and even the origin of life.” (flash in the screen)
B. Establishing a purpose Introduce the learning objectives
for the lesson
C. Presenting examples/ 1. Ask: What is Life?
instances of the new lesson 2. Ask a few students to say out loud their definition of LIFE then, to further allow
them to delve into LIFE, tell them to write their definition, view and understanding
of life in a piece of paper (They are to submit their papers afterwards)
D. Discussing new Group Activity: Analyzing Visual Images and Stereotyping
concepts and practicing 1. Break students into groups to further look into the characteristics associated
new skills #1
with life.
2. Present to students photos of the following: (flash them in the screen using a
projector)
E. Discussing concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
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 worked well? Why
did it work?
Ask students to examine each photograph, think and write down in a sheet of
paper their immediate observation of what characteristic of life is illustrated in
each photo.
Expound more on the characteristics of life by citing examples.
Activity: Stimulus Response Action
Hold your hands close to a friend’s face. Quickly clap your hands while observing
your friend’s eyes. (be careful not to hurt him/her)
1. With a knife-cut a calamansi (be careful in using the knife). Bring the sliced
calamansi to your mouth and squeeze the juice.
2. Describe the stimulus and response in the activity.
What have you learned in today’s lesson?
Answer the question briefly.
The mouse deer or pilandok has shorter fur than its counterpart deer in the Arctic
region. What characteristic is exhibited in this situation? Will a mouse deer survive
in cold regions? Why or why not?
______of Learners who earned 80% above (Pearl)
______of Learners who earned 80% above (Garnet)
_____of learners who require additional activities for remediation (Pearl)
_____of learners who require additional activities for remediation (Garnet)
____ yes _____no
_____of learners who caught up the lesson
______of learners who continue to require remediation
Strategies used worked well:
__________ Metacognitive Development: Examples: Self-assessments, note taking and
studying techniques, and vocabulary assignments.
__________ Bridging: Examples: Think-Pair-share, quick-writes, and anticipatory charts.
__________ Schema-building: Examples: Compare and Contrast, jigsaw learning, peer
teaching, and projects
__________ Contextualization: Examples: Demonstration, media, manipulatives, repetition,
and local opportunities

F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other learners?
Prepared by:
MELODY A. MAGAHIS- MENDOZA
Subject Teacher
__________ Text Representation: Examples: Student created drawing, videos and games
__________ Modelling: Examples: Speaking slowly and clearly, modelling the language you
want students use, and providing samples of student work.
Other Techniques and Strategies
____Explicit teaching ____Rereading of Paragraphs/Poems/Stories
____Group Collaboration ____Differentiated Instruction
____Gamification/Learning through play ____Role Playing/Drama
____Answering preliminary activities/exercises ____Discovery method
____Carousel ____Lecture method
____Diads
Why?
___Complete IM’s
___Availability of Materials
___Student’s eagerness to learn
___Group member’s collaboration/cooperation in doing their tasks
___Audio Visual Presentation of the lesson
___Bullying among students ___Unavailable Technology Equipment (AVR/LCD)
___Student’s behaviour/attitude ___Science/Computer/Internet Lab
___Colorful Ims ___Additional Clerical works
Planned Innovations
___Contextualized/Localized and Indigenized IM’
___Localized Videos
___Making big books from views of the locality
___Recycling of plastics to be used as Instructional Materials
___Local poetical composition
Approved:
LEGORIA R. LAMOC
Principal