Pangasinan State University

Bayambang Campus
College of Teacher Education
Science and Mathematics Department

A Semi-Detailed Lesson Plan in Science 12

Systematics Based on Evolutionary Relationship: Cladistics and Phylogeny
I. OBJECTIVES
At the end of a 60-minute lesson, the students should be able to do the following:
A. describe species diversity and cladistics,
B. demonstrate how shared derived characters can be used to reveal degrees of
relationship; and
C. build cladograms to infer evolutionary relatedness.

EVOLVE
II. SUBJECT MATTER:
A. Topic: Systematics Based on Evolutionary Relationship: Cladistics and Phylogeny

B. Reference: Macasero, J., Merida, S., Caguindangan, D., Rollan, E., Dullente, R.,
Ramos, M., Valenzona, J., Sieras, M., Langam, A. and Bucod, A., 2020. General
Biology 2 Quarter 1 - Module 1 GENETICS. 1st ed. Division of Cagayan de Oro
Schools: Department of Education, pp.54-55.

C. Materials: Laptop and PowerPoint presentation

D. Science Processes Involved: Observing, Describing, Classifying

E. Science Concepts:
1. Phylogeny - the evolutionary relationships among organisms.
2. Cladogram - a phylogenetic tree that shows relationship of taxa based on
shared derived characters.
3. Character - any trait of an organism that can be described or measured.
4. Cladistic -
5. Phylogenetic tree -
III. PROCEDURE
A. Preliminary Activities
1. Routine
a. Prayer
b. Greetings
c. Classroom Rules and Procedures
d. Checking of Attendance
2. Review of the Lesson
 3. Motivation
The teacher will give an activity entitled “Our Similarity”. Here are the
mechanics:
1. The teacher will be using a plastic jar with random numbers of students in
their attendance to know who will be playing the activity.
2. The teacher will ask the chosen student to describe the character he/she had
similar to that of his or her family.
3. The student will be given time to answer. If he/she is done sharing, he/she will
choose which students will be the next to share.

B. Presentation
After the activity, the teacher will now introduce the lesson Cladistics and
Phylogeny on Systematics Based on Evolutionary Relationships.

C. Development of the Lesson

Guide questions:
1.

D. Generalization
The teacher will let the students recite who will answer the following questions:
1. What is a typhoon?
2. How tropical cyclone form?
3. How do tropical cyclones develop into typhoon?
4. What are the four stages of progression in order for the tropical cyclone to
develop into typhoon?
5. What are the factors affecting typhoon?

E. Fixing Skills
To further enhance the skills of students on the lesson. Another activity will be
utilizing. It is called “Analyzing the Situation”.
Directions: Read carefully the situations given below. Then answer the questions that
follow.
Situation:
Weather Advisory for Low Pressure Area issued by the Nation National
Disaster
Risk Reduction and Management Council (NDRRMC) on August 8, 2013:
Questions:
1. Describe the situation 110 km East of Hinatuan, Surigao del Sur.
2. Explain why heavy rains and thunderstorm can be expected over
Palawan, Visayas and Mindanao.
3. Can this weather system possibly develop into a tropical cyclone? A
typhoon? Justify your answer.

IV. EVALUATION’
Use the word bank to complete the statements based on the learned concepts on
understanding typhoon. Each word will be used only once. Write your answers in a ¼ sheet of
paper.
Word bank

V. ASSIGNMENT
Do a research on a real-life typhoon stories struck and devastated our country
(Philippines). Select one incident that you would like to focus on. Write 1-2 paragraphs following
the guide questions below:
1. Where did it happen?
2. Where did the typhoon form?
3. What was the damage?
Science 8 Semi-detailed Lesson planned by:

XYD S. SAMSON
BSE Major in Science IV
Pangasinan State University
College of Teacher Education
Science and Mathematics Department
Bayambang, Pangasinan, Philippines
0910-756-8942/xydsoriano12@gmail.com