DETAILED LESSON PLAN IN

LIFE SCIENCE – GRADE 11

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

1. Activity 1 – “Energy Flow Diagram”

 Computer-based activities:
 With internet access, 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

B. Analysis

 For Activity 1:
 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?

C. 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.
 The energy flow in the ecosystem is important to maintain an ecological balance
(byjus.com/biology/energy-flow-in-ecosystem/).

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

producers 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.

Prepared by:

ANDEVIE B. IGUANA
Teacher I
Ubay National High School
 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 3
Trial 1 Trial 2 Trial 2
Trial 1 Volum Trial 3 Average
Volume Efficiency Volume Volum Efficiency Efficiency
Food Volume e Volume Efficiency
taken of energy taken e in of energy of energy
Chain in final taken in final of energy
first transfer first final transfer transfer
basin first basin transfer
basin 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