Session 1 Session 2 Session 3 Session 4

Topic/ Subject Pre– Assessment and Break it Down Nerve Cells  How fast is your
Matter Introduction of the reaction?
Unit
Learning Assess the knowledge Identify the parts of  Describe the function Measure the length of
Competency of the students on the the nervous system of neurons and each time of response to
unit. parts. catch a dropped
object.
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Resources Material 10 pp Material 10 pp Material 10 pp Material 10 pp
(Printed, Science 10 Teacher’s Science 10 Teacher’s Science 10 Teacher’s Science 10 Teacher’s
nonprinted, Guide pp Guide pp Guide pp Guide pp
and online www.google.com www.google.com www.google.com
sources and
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portal)

IV. Procedures Review: Ask students Review: Review: Recall:

  on the different A. What do you know Students will be asked How are impulses sent
  systems which they about nervous system to identify the parts of to the neurons?
  were able to discuss this past few years. the nervous system Motivation: Throw a
  in their previous Motivation: and each function. crumpled paper to a
  grades. Ask students to Lesson Proper: student. And let him
  Motivation: answer the activity Show illustrations to read the text written in
  Brainstorming. entitled Break it Down the students and let the crumpled paper.
  Lesson Proper: Lesson Proper: them identify the parts Lesson Proper:
  Ask students to bring After answering the of the neurons. Explain the
  out their books and activity check the Students will be asked relationship of the
  answer the pre answers of the to explain how nerve activity on the activity
  assessment on the students. impulse travels along which they are going
  module coordinated Show illustdrations of neuron. to perform.
  functions of the body. nervous system and Describe how an Ask students to
  Check the answers of ask students to organism respond to perform the activity
  the students. identify their parts and stimulus. entitled how fast is
  Introduce the different functions. Explain the difference your reaction.
  topics to be discussed Ask students on the between an stimulus Let students read the
  in the entire duration different functions of and a response. procedure of the
of the module. the nervous system of Differentiate a activity.
Ask students to share their body. neurotransmitter to a Students will measure
their ideas on the Discuss on the nerve impulse. the length of time of
different topics. divisions of the Explain how do response I catching a
nervous system and organisms react to a dropped ruler.
their functions. certain stimulus. Students will answer
Explain the concept the guide questions
map. provided in the book.
Discuss the result of
their activity.
Assessment Graded Recitation The activity serves as Graded Recitation Graded recitation
 the assessment tool
for the day
Remarks:        
N:
X:
% of mastery
No. of learners        
within mastery
level

No. of learners        
needing
remediation/
Reinforcements

Other Activities        
(RRE)
  Session 1 Session 2 Session 3 Session 4
Topic/ Subject A Nervous Trip Who’s In Control Who’s in control What went wrong
Matter (Activity)  
Learning Explain how body Identify the major Identify the major Explain the effects of a
Competency processes are endocrine glands in endocrine glands in particular hormone in
controlled through he the human body and the human body and the body if not properly
nervous system. their functions. their functions. regulated
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Resources Material 10 pp Material 10 pp Material 10 pp Material 10 pp
(Printed, Science 10 Teacher’s Science 10 Teacher’s Science 10 Teacher’s Science 10 Teacher’s
nonprinted, Guide pp Guide pp Guide pp Guide pp
and online www.google.com www.google.com www.google.com www.google.com
sources and
from LRMDS
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IV. Procedures Review: Review: Review: Recall:

  Students will be asked Students will identify Students will identify What are the different
  to describe the nerve the parts of endocrine the parts of endocrine hormones that are
  pathway. system and its system and its being released by our
  Motivation: function. function. endocrine glands.
  Message relay Lesson Proper: Lesson Proper: Lesson Proper:
  Lesson Proper: Discuss the procedure Discuss the procedure Let students give
  Recall the how nerve of the activity. of the activity. changes that happens
  impulses travel from Students will be ask to Students will be ask to in their body from their
  one neuron to another answer the activity. answer the activity. childhood up to
  neuron. Students will identify or Students will identify or present.
  Discuss the depict some glands in depict some glands in Explain the effects of
  instructions of the a certain situation. a certain situation. hormones secreted by
  mechanics of the Students will answer Students will answer the different glands in
  game. the guide questions in the guide questions in our body.
  Students will play the the activity. the activity. Discuss on how
  game entitled the After answering the After answering the hormones travel from
  nervous trip. activity, start to discuss activity, start to discuss one gland to another
  Organ will pass the on the different parts of on the different parts of gland through the use
  message to the the endocrine system the endocrine system of the bloodstream.
sensory neurons, the and their functions. and their functions. Let students
brain will process the Explain the activity of Explain the activity of enumerate other
information and pass the students and ask the students and ask effects of hormones in
the response to the students to enumerate students to enumerate our body.
motor neurons. other examples of the other examples of the Differentiate the short
Students will answer activity. activity. term effects and the
the guide questions. long term effects of
Discuss how the hormones in our body.
activity depicts the
activity happening in
 the nervous system.
Assessment Graded recitation Graded Recitation   Graded reccitation

Remarks:        
N:
X:
% of mastery
No. of learners        
within
mastery
level
No. of learners        
needing
remediation/
Reinforceme
nts
Other Activities        
(RRE)
  Session 1 Session 2 Session 3 Session 4
Topic/ Subject Male and Female Role of Hormones in Mark My Calendar Summative
Matter Reproductive System the Male and Female Assessment
Reproductive System
Learning Describe the Describe the roles of Describe the feedback Answer at least 50% of
Competency reproductive system of hormones in the male mechanisms involved the test questions
a male and a female and female in regulating correctly
and discuss their reproductive system processes in the
functions female reproductive
system
Learning Science Learners Science Learners Science Learners Science Learners
Resources Material 10 pp Material 10 pp Material 10 pp Material 10 pp
(Printed, Science 10 Teacher’s Science 10 Teacher’s Science 10 Teacher’s Science 10 Teacher’s
nonprinted, Guide pp Guide pp Guide pp Guide pp
and online www.google.com www.google.com www.google.com www.google.com
sources and www. youtube.com www. youtube.com
from LRMDS
portal)

IV. Procedures Review: Review: Review: Review:

  Review on the two What are the different What are the role of Recall the different
  systems which were parts together with hormones in a female topics discussed.
  discussed– Nervous their functions of the reproductive system? Motivation:
  System and Endocrine male and female Motivation: Give additional time for
  System reproductive system. Video Presentation the students to review
  Motivation: Motivation: Lesson Proper: their notes for 5
  What is the difference Is it possible that our Ask female students minutes.
  between a male and Endocrine system can about their Lesson Proper:
  female reproductive affect our reproductive experiences with their Distribute the test
  system? system? first menstruation. paper of the students.
  Lesson Proper: Lesson Proper: Discuss on the events Students will be given
  What are the functions Recall the different that happen during a 40 minutes to answer
  of the male and female hormones being menstruation. the test.
  reproductive system. released by the Explain the effects of Check the answers of
  Let students examine reproductive glands. hormones in the the students.
  the diagram of the Discuss on the menstrual cycle of Record the scores of
  male and the female different roles of female. the students.
  reproductive system to hormones on male Discuss on the Get the frequency of
  see some similarities if reproductive system. feedback mechanism error and scores.
any and their discuss on the role of that is happening in a Do remediation or
differences. hormones in a female menstrual cycle. additional discussion if
Let students be reproductive system. necessary.
familiarize with the
functions of each part
of the reproductive
system.
Assessment Graded Recitation Graded Recitation    

Remarks:        
N:
X:
% of mastery
No. of learners        
within
mastery
level
No. of learners        
needing
remediation/
Reinforceme
nts
Other Activities        
(RRE)
  Session 1 Session 2 Session 3 Session 4
Topic/ Subject Coordinated Functions Heredity: Inheritance   Heredity: Inheritance
Matter of Nervous, Endocrine and Variation( Pre- and Variation( Getting
and Reproductive Assessment) to know the DNA and
System: Summative RNA Structure)
Test
Learning       Compare the structures
Competency of the DNA and RNA
molecule

Learning Learner’s Material Learner’s Material H Learner’s Material

Resources pages pages O pages
259 263-266 L 266-268
(Printed,
Teacher’s Guide pages Teacher’s Guide pages I Teacher’s Guide pages
nonprinted, 187 192-193 D 193-194
and online     A  
sources and   Y
from  
LRMDS
portal)
IV. Procedures Review: Review:   Review:
  Asking questions from Asking students about Asking questions in the
the previous lesson. their learnings about previous discussion.
 
Motivation: DNA in the previous Motivation:
  How are the different year. Have the students sing
  systems affect the Lesso Proper: a song entitled DNA.
  other systems of your Answering the Pre- Lesson Proper:
  body Assessment. Reading the given
  Lesson Proper: Checking of Answers. information about DNA
Answering the Describing the and RNA.
 
summative structures of DNA. Filling the comparison
  assessment.   table
  Checking of answers. Answering the guide
  Discussing the questions.
  questions in the guide Watching the video
  questions. about the comparison
Getting the mean and of DNA and RNA.
 
percentage of mastery. Checking of answers.
     
 
 
 
 
Assessment        

Remarks:        
N:
X:
% of mastery
No. of learners        
within
mastery
level
No. of learners        
needing
remediation
/
Reinforceme
nts
Other        
Activities
(RRE)
  Session 1 Session 2 Session 3 Session 4
Topic/ Subject   Heredity: Inheritance Heredity: Inheritance  
Matter and Variation( DNA and Variation( DNA
MAKES DNA) MAKES DNA)
Learning   Make a model of a Make a model of a  
Competency DNA template to DNA template to
  determine the determine the
  sequence of bases in sequence of bases in
the new DNA strand. the new DNA strand.
Learning J Learner’s Material Learner’s Material  
Resources U pages pages L
(Printed, N 269-270 271-272 O
nonprinted, I Teacher’s Guide pages Teacher’s Guide pages C
and online O 194-195 195-196 A
sources and R L
from LRMDS    
portal) H  
 
IV. Procedures I Review: Review: H
  G Comparing DNA and Recall the previous O
  H RNA. activity. L
    Lesson Proper: Lesson Proper: I
  P Building a model of a Watching video of DNA D
  R strand of a DNA Replication. A
  O molecule. Presenting the model Y
  M Making a of DNA Replication per
  complementary strand. group.
  Separating the two Enumerating the
  strands of the DNA events while DNA
  model. copies itself.
  Creating new double- Checking answers in
  stranded DNA by the guide question.
  matching
  complementary
  nucleotides.
  Answering the guide
  questions.
   

Assessment        

Remarks:        
N:
X:
% of mastery
No. of learners        
within
mastery
level
No. of learners        
needing
remediation/
Reinforceme
nts
Other Activities        
(RRE)
  Session 1 Session 2 Session 3 Session 4
Topic/ Subject       Heredity: Inheritance
Matter and Variation (What’s
the Message)
Learning       Make a model to show
Competency how the order bases in
  DNA determines the
  order of bases in
mRNA.
Learning        
Resources        
(Printed,        
nonprinted, R S P C Learner’s Material
and online       pages
sources and     259
from LRMDS   Teacher’s Guide pages
portal) 199-200
IV. Procedures       Review:
  How DNA replicate?
   
  Lesson Proper:
  Introducing Protein
  Synthesis.
  Constructing a double
  stranded DNA
  molecule.
  Pulling the DNA model
  apart between the
  base pairs.
  Matching the RNA
  nucleotides with the
  exposed bases on the
  DNA to make mRNA.
  Answering the guide
  questions.
   
 

Assessment        

Remarks:        
N:
X:
% of mastery
No. of learners        
within
mastery
level
No. of learners        
needing
remediation/
Reinforceme
nts
Other Activities        
(RRE)
  Session 1 Session 2 Session 3 Session 4
Topic/ Subject   Heredity: Inheritance Heredity: Inheritance Heredity: Inheritance
Matter and Variation (What’s and Variation( Relay and Variation ( Trace
the Message) the Message) the Code)
Learning   Make a model to show Make a model of the Identify the amino
Competency how the order bases in translation process. acids coded for the
  DNA determines the Simulate the steps in mRNA codon using
  order of bases in translation. Genetic Code Table)
mRNA.
Learning H      
Resources O      
(Printed, L      
nonprinted, I Learner’s Material Learner’s Material Learner’s Material
and online D pages pages pages
sources and A 274-275 276-279 280-281
from LRMDS Y Teacher’s Guide pages Teacher’s Guide pages Teacher’s Guide pages
portal)   199-202 203-206 207-209
IV. Procedures   Review: Review: Review:
  Recall the previous How does a mRNA Identifying the events
  activity. molecule carry in the translation
  Motivation: information from DNA? process.
  How are proteins Motivation: Lesson Proper:
  produce inside your What are the different Discussing the Genetic
  body? amino acids that make code table.
  Lesson Proper: up a protein? Completing the table in
  Watching video clip ●LESSON PROPER identifying the amino
  about Protein Making a model acid using Genetic
  Synthesis. showing the translation code table.
  Differentiating the process. Answering the guide
  three types of RNA. Answering the guide questions.
  Presenting the model questions. Checking of answers.
  to show how the order Presenting the output  
  of bases in DNA of the students.  
  determines the order Watching video clips
  of bases in mRNA. about the translation
  Enumerating the process.
  events in the process Enumerating the
of transcription. events that happen
  during translation.
  Checking of answers.
   
 
 
Assessment        

Remarks:        
N:
X:
% of mastery
No. of learners        
within
mastery
level
No. of learners        
needing
remediation/
Reinforceme
nts
Other Activities        
(RRE)
  Session 1 Session 2 Session 3 Session 4
Topic/ Subject Chromie Change Chromie change Summative Biodiversity and
Matter Assessment Evolution

Learning Illustrate the kinds of Illustrate the kinds of Summarize the entire Enumerate the different
Competency chromosomal chromosomal module 2 and answer evidences of evolution
mutations. mutations. at least 60% of the test
Differentiate the kinds Differentiate the kinds questions correctly.
of chromosomal of chromosomal
mutations mutations
Learning Science Learners Science Learners Science Learners Science Learners
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(Printed, Science 10 Teacher’s Science 10 Teacher’s Science 10 Teacher’s Science 10 Teacher’s
nonprinted, Guide pp Guide pp Guide pp Guide pp
and online www.google.com www.google.com www.google.com www.google.com
sources www.youtube.com www.youtube.com www.youtube.com www.youtube.com
and from
LRMDS
portal)
IV. Review: Review: Review: Review:
Procedures Differentiate DNA Differentiate DNA Recall all the topics Recall the topics which
  replication, replication, discussed in module 2. they were able to
  transcription, and transcription, and Let students discuss during their
  translation. translation. summarize the lesson previous grades in
  Motivation: Motivation: discussed starting from connection to the new
  What will happen if What will happen if the coordinated system module.
  there is a mistake in there is a mistake in down to the last topic Motivation:
  copying the DNA of a copying the DNA of a which is heredity, How old is the oldest
  living organism? living organism? inheritance and fossil found here on
  How do errors in base How do errors in base variation. earth?
  pairing of DNA change pairing of DNA change Motivation: Ask Lesson Proper:
  the DNA sequence? the DNA sequence? student to review their Ask students ideas on
  Lesson Proper: Lesson Proper: notes in preparation for the topic evolution.
  Introduce to the class Introduce to the class the summative Let students enumerate
  the activity entitled the activity entitled assessment. the different evidences
  chromie change. chromie change. Lesson Proper: of evolution.
  Explain the procedure Explain the procedure Give the instructions to Discuss on the different
  of the activity. of the activity. follow during the quiz. evidences of evolution.
  Guide the students in Guide the students in Distribute the test Give examples of each
  filling out the table. filling out the table. papers of the students. evidences and ask
After the short activity. After the short activity. Students will answer students to give
Discuss on the different Discuss on the different the summative test additional examples.
types of mutation. types of mutation. silently and honestly. Explain to the class the
Explain to the class the Explain to the class the Checking of papers difference between a
different types of different types of and recording of homologous structure
mutation using the mutation using the scores. and analogous
 activity which they had activity which they had Get the frequency of structure.
just performed. just performed. error and scores. Differentiate the
different concepts on
Lamarck’s Theory of
Evolution and Darwin’s
Theory of Evolution.
Assessment Short quiz on the Short quiz on the The summative Graded Recitation
different types of different types of assessment serves as
mutation. mutation. the assessment tool.
Remarks: Lesson not carried out      
N: due to an emergency
X: meeting with our new
% of mastery
principal.
No. of learners        
within
mastery
level
No. of learners        
needing
remediation/
Reinforceme
nts
Other Activities        
(RRE)
  Session 1 Session 2 Session 3 Session 4
Topic/ Subject Ecosystem and Ecosystem and Review for the Third Third Quarter
Matter Biodiversity Biodiversity Periodical Examination Examination

Learning Classify the value of Determine the effect of Recall the different  
Competency biodiversity environmental changes concepts learned in the
on adaptation and entire grading period.
survival of species.
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portal)
IV. Review: Review: Review:  
Procedures What are the different What are the ups and List the topics which
  types of evolution? down of population were discussed in the
  What are the different growth? entire third grading
  sources of the Motivation: period.
  evidences of Video presentation on Motivation:
  evolution? biodiversity. Snake and ladder
  Motivation: Lesson Proper: game.
  What makes Differentiate growth Lesson Proper:
  population grow and rate and exponential Explain the procedure
  what are the different rate. of the game.
  factors affecting Discuss on the different Students will select a
  population growth? factors affecting umber from the
  Lesson Proper: population growth. presentation and they
  Explain that fossils are Differentiate density will answer the
  formed from remains of dependent and density question behind each
  organisms which were independent limiting number.
  buried in layers of factor. The game will continue
  sedimentary rocks. Lecture on the different until one team reaches
  Discuss on the different limiting factors of the finish line.
  ways to determine the population growth.  
age of a fossil.. Discuss on the different
Using examples, let environmental issues
students determine the affecting population
age of a fossil using growth.
illustrations.
Discuss on the ups and
down of population
growth.
Assessment Graded recitation Graded recitation    

Remarks:        
N:
X:
% of mastery
No. of learners        
within
mastery
level
No. of learners        
needing
remediation/
Reinforceme
nts
Other Activities        
(RRE)