Mary Gretel U.

Onting Special Science Teacher I

LESSON PLAN
Subject: Earth and Life Science
Grade Level: Grade 11
Grading: 2nd Grading, 7th Week

I. OBJECTIVES:
A. Content Standards:
The learners demonstrate an understanding of the principles of the ecosystem.
B. Performance Standards:
The learners should be able to prepare an action plan containing mitigation measures to
address.

C. Learning Competencies:
Categorize the different biotic potential and
environmental resistance (e.g., diseases, availability of food, and predators) that affect
population explosion. (S11/12LT-IVhj- 29)
Objective for the day:
a. identify the parts within an ecosystem
b. identify the biotic and abiotic factors within an ecosystem
c. explain how biotic and abiotic factors are related to nutrient cycles within the
ecosystem
II. CONTENT:
Biotic and Abiotic Factors in the Ecosystem

III. LEARNING RESOURCES:

A. References:
Textbook
Earth and Life Science by Gloria G. Salandanan, Ruben E. Faltado III, Merle B. Lopez

B. Other Learning Resource

Nearpod
Video Presentation
Photos

IV. PROCEDURE:
Preliminaries such as checking the Internet connection of the students, let them keep
unnecessary things away, let them prepare their notebooks. Also, the students were asked
how they were today by answering an open-ended question, “How are you today?”
For face-to-face set-up, ask the students to settle down and keep unnecessary things
away. Let them get their notebooks.

ELICIT (Reviewing previous lesson or present the new lesson)

A picture of Little Bohol, Barangay Mapua, Balingoan will be shown to the students.
They are asked to write down as many as they can what they see. Then, the teacher will ask
them what they have written down.
 Afterwards, they will be asked about their level of understanding about biotic and
abiotic factors in the ecosystem, which they will answer by choosing a letter that corresponds
a degree of understanding. They will also be asked an essential question for them to ponder.

ENGAGE (Establishing a purpose and presenting examples/ instances of the new lesson)

Using nearpod’s feature, ‘Collaborative board’, the students will answer the question
on what they think is a biotic factor within an ecosystem and they will post their answers to
the board where their other classmates will see.

EXPLORE (Discussing new concepts and practicing new skills)

There will be a virtual field trip activity where the students will explore Mimbalut
Falls, Iligan, Misamis Oriental and observe the rock formation that they will see. A
collaborative board activity will then be given where the question to be answered is on what
nonliving factor they saw in the place.

EXPLAIN (Developing mastery)

The topic on biotic and abiotic factors in the ecosystem will be discussed starting with
a video presentation, followed by an elaboration from the teacher. Then, an open-ended
question activity will take place where they list biotic and abiotic factors found in the picture
provided. Then, they will identify the parts of the ecosystem.
The next topic will be about the nutrient cycles which will be discusses with a video
presentation followed by a discussion by the teacher. Another open-ended question will be
given to the students, where they will explain the role of both biotic and abiotic factors within
a nutrient cycle.

ELABORATE (Making generalizations and abstractions about the lesson)

The students will go back to the essential question raised in the beginning of the
lesson. This will be followed by an open-ended question about how we are dependent on a
chosen biotic and abiotic factor in the ecosystem. This will be followed by a poll on their
level of understanding after the discussion. Lastly, they will answer on the collaborative
board the most interesting or surprising thing they have learned about the topic.

EVALUATE (Evaluating learning)

The students will answer a formative assessment in Nearpod. They will be asked to
choose the right answer on the choices given. The scores will be autogenerated after the
student submits the short quiz.

EXTEND (Additional activities for application or remediation)

The students will go out of their house and draw their surroundings. Then, they will
list down abiotic and biotic factors they see. They will also write the importance of having
such in the environment. They will also Have an advanced reading on the biotic and
environmental resistance in the ecosystem where they will also make one paragraph of their
readings to be submitted next meeting.
V. ICT TOOLS USED
Nearpod: https://app.nearpod.com/?pin=5F49019413AA3A938928A6A16EE09540-1
YouTube: https://www.youtube.com/watch?v=EtWknf1gzKo&t=114s
https://www.youtube.com/watch?v=NVhY4ssMtbI&t=2s
Google Image:
http://www.cdodev.com/2020/12/03/random-shots-little-bohol-the-man-made-
forest-in-balingoan/

Prepared by: Noted by:

MARY GRETEL U. ONTING IMELDA S. ADA

Special Science Teacher I School Head