Camarines Sur National High School

City of Naga
Basic Education Department
Senior High School
Detailed Lesson Plan in Science-12

Content Standard:
The learners demonstrate an understanding of: Relevance, Mechanisms, Evidence/Bases, and
Theories of Evolution.

Performance Standard:
The learners shall be able to: make a diagram (e.g., pictogram, poster) showing the evolution of
a domesticated animals.

Learning Competencies:
Describe general features of the history of life on Earth, including generally accepted dates and
sequence of the geologic time scale and characteristics of major groups of organisms present during
these time periods.

I. Objectives
a. Describe the characteristics of life on Earth in different periods
b. Make a geologic time scale showing the major group of organisms present during the past
periods
c. Integrate patterns of evolution in the geological timeline of species

II. Content
Topic: Describe the Evolution and Origin of Biodiversity
Reference: GeologictimelineEvolutionArticles,http://science.jrank.Org/pages/5210/
html3ixzz5eoojdsjf
Material: Print-outs, cartolina, tape, pentelpen, laptop, projector

III. Learning Activities: (Collaborative-Inquiry based Method, 7E’s Approach)

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. ROUTINES

a. Prayer
“Let us start our class with a prayer. Can someone
lead the prayer?” (Class praying)

b. Greetings
“Good Afternoon class”
“How are you?”

c. Preliminaries
“Good Afternoon ma’am!”
“Before anything else please pick up the pieces of
paper under your chair and throw it properly.” “We’re good!”

“Thank you. Please have a seat.”

“Let me check your attendance first. Say present if

you are here.”
 (Checking of Attendance)

LESSON PROPER

A. ELICIT (MOTIVATION)
“We had been finished discussing the topics
regarding classification, identification and naming
organisms. Last time we talked about taxonomy,
systematics, phylogeny, cladistics and other
important key ideas in tracing evolutionary
relationships. Moving to our next topic, let’s have a
game.”
“Are familiar with the ‘childhood game- telephone’.”

“Some of you have an idea about it but for the sake

of other who’s not familiar with it here’s the
mechanics of the game, each group will form one (1)
line facing in front. To begin with, the last member
of each group will be given a different jumbled “Yes ma’am”
letters that they’ll need to pass to the succeeding
“No ma’am”
members of their groups through whispering it to
the ears of the next member. The last member in
front has the task to write the jumbled letters on a
piece of cartolina and arrange the letters in order to
find the hidden words. Just an additional reminder,
once a particular member go to other member to
whisper the letters he/she can no longer go back to
ask from the member he/she came from.”
“Do you have any questions before we start? Any
clarification?”
“Okay if that’s the case very good then. To be fair, in
this game I will give an incentive to the winning
group.”

B. ENGAGE

“Congratulations to the winning group before the

class ends please hand me the list of your names
and for the other group better luck next time class.”

“How was the activity? What did you realized after

doing the activity?”

“None ma’am.”

“What can you say about the overall activity? How

was the outcome?”

(Class doing the activity)

“The activity was fun but it’s quite challenging

especially that there’s a time pressure given that
“Thank you! Follow up question, where do you think there will be a competition between teams.”
the letter relay get messed up?”

“First our task is to relay the jumbled words to

“Okay Very good! The very reason as to why you fail the next member of the group, in my group’s
to do your task is because there were changes in case we failed to accomplish the task because we
letters along the way, the changes that were were not able to past the correct letters needed,
observe a while ago can be compared to evolution. for the reason that there were ‘alternations’ or
Evolution as defined biologically, is the change in changes in the letters passed from the start into
the characteristics of a species over several time. the last member. Some letters were omitted and
Just like the changes in the activity the agent for interchanged resulting to formation of new
evolution to take place is the ‘change’.” different word.”

“The activity just gives us a hint that over time

whether we like it or not there would be changes
“Along the way as the information was passed on
that are uncontrollable.”
several numbers of members.”

“How about the jumbled words that you supposed

to write on a piece of paper? What can you say
about it?”

“Very well said!”

“The game a while ago including the formed words

will be relevant to what we’ll be discussing for this
session, but before that I want to share with you our
learning competencies and objectives, these will be
our guide throughout our class discussion.”

Learning Competencies:
Describe general features of the history
of life on Earth, including generally accepted
dates and sequence of the geologic time scale
and characteristics of major groups of
organisms present during these time periods.

Objectives
Describe the
characteristics of life on
 “It has something to do with the different eras of
evolution.”

C. EXPLORE

“Since the objectives were already given, let’s have

another activity to deepen our knowledge about
early life forms on earth as well as the accepted
time line of events.”

“Your class will be divided into 4 groups and each

will be assigned to discuss a particular era of the
geologic time scale but before that you need to
complete the geologic time line with correct
information first by the aide of the five (5) stations

STATION 1: will be the short review for the

sequence of the geologic periods of evolution

STATION 2: “PICK ME” will contain the name of ERA

that the group choose to discuss

STATION 3: will contain the periods encompassing

the ERA chosen

STATION 4: contains physical events that took place

in particular era

STATION 5: will have different pictures of life forms

that exist on different geologic time.
After finishing completing the group’s geologic time
scale a representative from the group will share
their respective bits of time line to the entire class.
You will be given 15 minutes to finish your assigned
task.”

“Your group will be graded base on the rubrics that I

will give you.”

Group Activity Rubrics:

D. EXPLAIN
(After 15 minutes)

“Kindly settle down because for a couple of seconds

we will be starting our group presentation.”

“As part of the discussion you were group to

complete a particular era of the geologic time scale
and the final output of the class as a whole is the
complete geologic time scale. At this point let us
analyse each of the features and characteristics of
each eras.”

“Where is the representative of the first group? Can

you tell us something about your era?”
“Excellent!”

“How about the next group?”

“The group 1 was assigned to discuss the first era

of geologic time scale which is all about the
Proterozoic era. In this era we decided to pick the
following pictures of species.

“Very good group 2.”

“Let’s have now the discussion of the 3rd group.”


“Alright that’s Amazing!”
“For the last group and the last era, may we have
now the last representative of the group.”
As
you can see this species were the oldest species
that inhabit the earth. The main occurrence here
is the origin of the Earth and the existence of the
first one-celled organisms and first multicelled
organisms.”
“Group number 2 will discuss something about
Paleozoic era and we decided to include the
following pictures in our timeline
During the different periods of Permian,
Carboniferous, Denovian, Silurian, Ordovician,
Cambrian. The major physical events were the
existence of first fishes, insect fossils, land plants
and organisms with shells. The Palaeozoic era
was considered as the Age of Amphibians, Fishes
and Invertebrates."
“Our group was assigned to discuss the 3rd
era under the Phanerozoic eon which is the
Mesozoic era commonly known as the age of
dinosaurs. Our group decided to place these
pictures in the Mesozoic era timeline
Which are present in the different periods of this
era, they are the Cretaceous, Jurassic and
Triassic. This era is also known as the “Age of
Reptiles” and it is where Dinosaurs dominate,
first flowering plants and first birds existed.”
“The last group works on the development of the
most recent era of geologic time scale, the
cenozoic era. We have here the pictures of the
 life forms existed on the different periods of

“Very well said group 4! Let’s clap our hands for Quaternary and Tertiary periods. During this era
everyone.” are the extinction of dinosaurs and 
many other species, human existence and other
mammals, thus this known as the "Age of
E. ELABORATE mammals."

“Why do think it is important to identify and to

know each species that exist in a particular era?”

“It’s because the only way to identify and

differentiate each era from another is by
knowing what particular kind of species
(including their characteristics and features)
were present in that period. So by knowing that
is the basis as to when they exist.”

“Point made! It would be impossible to point out

the time of life existence without having an
understanding about the life itself.”
“How about the characteristics of life of species
what can you say about it?”
“Since through the features of the species we
can identify the different periods, it is just safe to
say that in each era, the species thereby included
have something in common, and these eras have
something different from one another.”

“That’s correct! For the in formation of everyone

there are some species that exist having similar
features from other species or similar species having
different structures these are due the changes they
undergone, this is true with the different patterns of
evolution.”

“Throughout the entire geologic time scale the

mechanisms of evolution were present as well as “I think yes, because as of now, there are still
the identified patterns of evolution.” species that belongs to the late eras, just like the
species of Proterozoic era, we have the bacteria
and other microorganisms that still live with us.”

“For the last question, do you think there’s still a

coexistence of species from different eras?” How do
you say so?”
 “Definitely correct! There’s coexistence between
the different species of different eras. Just imagine
that those species in the late eras do not exist do
today what could be the implication of that to us
humans since everything that exist originally or
naturally on earth are considered important in
balancing the ecosystem.”

F. EXTEND

“With in the overall discussion I guess it is safe to

say that the overall study of the past is important in
to understand the present and of course the future.
Generally the past can be used to solve some
problems that exists today, one of the concrete
example of that are the bullies. Now a days bullying
is very prevalent but we can’t just punish the bully
without understanding them because at some point
sometimes these bullies were also considered as the
victim too, or maybe they also experienced the
things that they are doing the reason why think it’s
normal. At this point the authority should also
consider what the bully is experiencing. You see
how important the past circumstances and
occurrence in considering the present.”

“Let me end the discussion with this line. Ang hindi

marunong lumingon sa pinanggalingan, ay hindi
makakarating sa paroroonan. A very cliché
statement but definitely correct!”

IV. Evaluation
Describe the diversity of organisms in the different eras (including the periods, major physical
events and life forms).

a. CENOZOIC_______________________________________________________________
________________________________________________________________________
b. PALEOZOIC ______________________________________________________________
________________________________________________________________________
c. MESOZOIC ______________________________________________________________
________________________________________________________________________
d. PROTEROZOIC ___________________________________________________________
________________________________________________________________________

SCORING RUBRICS:
V. Assignment: Describe (in at least 10 sentences) the different features of the history of life on Earth.

SCORING RUBRICS