ALEJAL NATIONAL HIGH SCHOOL

DETAILED LESSON PLAN IN

LIFE SCIENCE – GRADE 11

DATE/S : _______________________________

ELMER D. FERNANDEZ
Teacher
I – OBJECTIVES
A. Content Standard
The learners demonstrate an understanding of:
 how organisms obtain and utilize energy

B. Performance Standard
The learners shall be able to:
 perform Science Inquiry Task – “How Does Energy Flow Through An Ecosystem”
 make a poster/diagram that shows complementary relationships of the organisms’
energy flow to the cellular functions

C. Learning Competency/Objective
 Trace the energy flow from the environment to the cells (S11/S12LT-11bd-6)

II – CONTENT
A. BIOENERGETICS/ENERGY FLOW

III – LEARNING RESOURCES

A. References:
 EARTH & LIFE SCIENCE (CHED in collaboration with PNU) K to 12 Basic Education
Curriculum, Senior High School-Core Subject, p. 6
 GeorgiaStandards.org
B. Other Learning Resources
 www.quia.com
 w3.marietta.edu

IV – PROCEDURES
A. Pre- Activities
a. Overview: “DOMINO”
 Teacher poses a picture of domino or presents a trail of dominoes, which he/she will
execute a push to topple down the first domino to another and the rest of the
dominoes.

b. Review – “Concentration” Game (https://www.quia.com/cc/364543.html)

c. Motivation: “Feeding Frenzy”
 Call a volunteer to play for about 2 minutes.
 Teacher establishes purpose of the game why animals have to eat other animals.

d. Pre- Assessment
 Students use the terms in the box below to create a food web. They may also
associate it with a narrative to describe relationships between organisms and how
energy flows from source of energy to decomposers.
 Students write their outputs on manila paper or bond paper/s.

producer s herbivore carnivore

omnivore consumers decomposers

autotrophs heterotrophs sunlight

B. Activities
1. Activity 1 (Developmental Activity): “Science Inquiry Task” (Outdoor Activity)
Set Up Diagram:
Materials needed:
 8 basins/containers of water (2 for each group)
 4 pcs plastic cups (20 oz) with one hole (pencil-sized)
 4 pcs plastic cups (20 oz) with two holes (pencil-sized)
 4 pcs plastic cups (20 oz) with three holes (pencil-sized)

Group 1 Group 2 Group 3 Group 4

3m

cups with 1 hole

3m

cups with 2 holes

Note: Teacher may

cups with 3 holes
measure the volume
of water a cup can
contain before the
activity starts for
easy computation.
final basin

PROCEDURES:
The teacher shall:
 Divide the class into 4. Each is composed of 5 members.
 Set up the materials prior to the arrival of the students or use the nearest ground in
performing the activity.
 Assign recorders to consolidate using the Table below.
 Give instruction the GO signal when to start.(3 trials, 3 minutes per trial)
 Instruct the students to perform carefully the activity and monitor that NO FINGER/S should
cover the holes.
 Inform the students to records the number of cups poured from basin to the 1 st cup with 1
hole and measure the volume of water in the 2nd basin using flask or graduated cylinder.
 Present the calculations using the formulae:
o Conversion from cup to mL:
Volume taken from container (mL) = Volume of cup in mL x Number times cup was
filled
o Calculation of efficient of energy transfer:
Efficiency = Volume of water in end container (mL) / Volume taken from container
(mL) x 100

Trial 1 Trial 2 Trial 3

Trial 1 Trial 2 Trial 3 Average
Volume Efficiency Volume Efficiency Volume Efficiency
Food Volume Volume Volume Efficiency
taken of energy taken of energy taken of energy
Chain in final in final in final of energy
first transfer first transfer first transfer
basin basin basin transfer
basin basin basin
1
2
3
4

 Provides time for each group to present the data gathered and share thoughts about the
activity.
 2. Activity 2 – “Energy Flow Diagram”
 Computer-based activities:
 With internet access, teacher may have the option to utilize the E-classroom for
this activity to give the class convenient time to surf and browse related topics.
Students make a Power Point Presentation showing the energy flow in our
ecosystem and how cells utilize the energy. Without internet access, teacher
provides soft copy of downloaded pictures of organisms for the students to arrange,
tracing the energy flow from light energy to cells using the same software.

 If no computers available, students illustrate this on a manila paper and creatively

present to the class. (role play, skit, news casting, etc)
Rubric: 10 pts-Content/Substance, 10 pts-Style/Creativity, 5 pts-Participation

C. Analysis
 For Activity 1: Teacher facilitates Q & A:
 Based from the activity, how would you describe the basin, cups, water, and
the whole group in relation to ecosystem?
 How would you describe the ‘water’ being transferred from one cup to
another?
 Water as ‘energy’ was being transferred to another cup (organisms) becomes
smaller? Does energy lose as it flows from organism to another?
 How does energy flow then through an ecosystem?
 How much energy is available to be transferred to each level of a food chain
consisting of grasses, grasshoppers, finches, and a hawk?

 For Activity 2:
 How do autotrophs utilize the energy they get from the sun?
 How do heterotrophs utilize the energy and nutrients from other organisms?
 How would you describe utilization of energy by the cells in the organisms?
 Why is energy needed by the cells?
 Why is the amount of energy not the same in all trophic levels in a food
chain?

D. Abstraction:
Teacher selects any one, two, or all of the activities to generalize the energy flow in the
environment and to the cells.

a. Surfing and Sharing Time: 10 minutes. Students surf the net and share.
b. Video Clip: 3-5 minutes. Teacher shows related video/s.
c. Lecture: Teacher says:
 Energy flows through ecosystems in one direction from photosynthetic organisms to
herbivores to carnivores and decomposers.
 The total energy found in organisms from one trophic level in a food chain is not
available to organisms in the next trophic level as only a portion of energy consumed
is stored as organic matter; the rest is utilized in metabolic processes or transformed
into heat.

E. Post-Assessment
 Make a food web using the words below.

producer s herbivore carnivore

omnivore consumers decomposers

autotrophs heterotrophs sunlight

IV. EVALUATION
A. Trace the energy flow by completing the diagram below.

bodily activities bodily activities bodily activities bodily activities

V. ASSIGNMENT

 Make a 3-minute video presentation of Energy Flow in the Environment and post it our
Group Chat.

VI. ENERICHMENT

Join our enrichment class in and . Answer the activities

and topic exercises. Quipper Class code: DEXCI23

Prepared by:

ELMER D. FERNANDEZ
Teacher III
Alejal National High School
Davao del Norte Division

Checked by:

IVY F. SOLANO EMMANUEL CLARION HONEY LYNNE A. BOYLES SUZETTE A. BERMEJO

RMTOT Trainer RMTOT Trainer RMTOT Trainer RMTOT Trainer
Science Group Science Group Science Group Science Group

Remarks:
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Process Observers:

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(Designation) (Designation) (Designation)
 ACTIVITY WORKSHEET FOR STUDENTS

INQUIRY TASK
HOW DOES ENERGY FLOW THROUGH ECOSYSTEM

Overview: You will have the chance to correlate the volume of water in a container to the amount of
energy available at different trophic levels of a food chain as they investigate the flow of energy in
ecosystems in one direction from photosynthetic organisms to the consumers.

I. Objective:
 How does energy flow through ecosystem

II. Materials Needed:

8 basins/containers of water (2 for each group)
4 pcs plastic cups (20 oz) with one hole (pencil-sized)
4 pcs plastic cups (20 oz) with two hole (pencil-sized)
4 pcs plastic cups (20 oz) with three hole (pencil-sized)
Graduated cylinders/flasks
Set Up Diagram:
Group 1 Group 2 Group 3 Group 4

III. Directions:
1. Listen carefully to the instructions of your teacher.
2. When conducting this activity, analyze each of the steps you are taking through.
3. Take three trials and measure the volumes accurately.
4. Compute the efficiency and record the data gathered. Complete the Data Table.

DATA TABLE
Trial 1 Trial 2 Trial 3
Trial 1 Trial 2 Trial 3 Average
Volume Efficiency Volume Efficiency Volume Efficiency
Food Volume Volume Volume Efficiency
taken of energy taken of energy taken of energy
Chain in final in final in final of energy
first transfer first transfer first transfer
basin basin basin transfer
basin basin basin
1
2
3
4

Questions:
 Based from the activity, how would you describe each of the items (basin, cups, water, and
whole group) in relation to ecosystem?
 How would you describe the ‘water’ being transferred from one cup to another?
 Water as ‘energy’ was being transferred to another cup (organisms) becomes smaller? Does
energy lose as it flows from organism to another?
 How does energy flow then through an ecosystem?
 How much energy is available to be transferred to each level of a food chain consisting of
grasses, grasshoppers, finches, and a hawk?
IV. EVALUATION
A. Trace the energy flow by completing the diagram below.

bodily activities bodily activities bodily activities bodily activities

IV. EVALUATION
A. Trace the energy flow by completing the diagram below.

bodily activities bodily activities bodily activities bodily activities

IV. EVALUATION
A. Trace the energy flow by completing the diagram below.

bodily activities bodily activities bodily activities bodily activities