GRADE 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
III. CONTENT
V. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
VI. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
School CABILAOAN AGRO-INDUSTRIAL HIGH SCHOOL Grade Level 11
Teacher AIRALYN V. MALLA Learning Area EARTH AND LIFE SCIENCE
Teaching Dates and Time November 14 - 18, 2022 / 8:30 – 9:30/ 1:00- 2:00/3:00 – 4:00 Quarter SECOND
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support
the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of the historical development of the concept of life; the origin of the first life forms; unifying themes in the study of life; plant and animal reproduction; how
genes work; how genetic engineering is used to produce novel products; nutrition: getting food to cells; gas exchange with the environment; circulation: the internal transport system; the need for
homeostasis; salt and water balance and waste removal; the immune system: defense from disease; how hormones govern body activities; the nervous system; the body in motion; the evidence for
evolution; the origin and extinction of species; the principles of the ecosystem; biotic potential and environmental resistance; terrestrial and aquatic ecosystems; and how human activities affect the
natural ecosystem.
The learners should be able to value life by taking good care of all beings, humans, plants, and animals; conduct a survey of products containing substances that can trigger genetic disorders such as
phenylketonuria; make a presentation of some diseases that are associated with the various organ systems; Design a poster tracing the evolutionary changes in a crop plant (e.g., rice or corn) that
occurred through domestication; and prepare an action plan containing mitigation measures to address current environmental concerns and challenges in the community.
1. Explain the evolving concepts of life based on emerging pieces of evidence.
2. Describe how unifying themes in the study of life show the connections among living things and how they interact with each other and with their environment.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week.
EARTH AND LIFE SCIENCE
GENESIS (Introduction to Life Science)
SLM Quarter 2: Module 1 SLM Quarter 2: Module 1 SLM Quarter 2: Module 1 SLM Quarter 2: Module 1
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
Review the previous lesson about the Review the previous lessons. Give the characteristics of the following: What are the characteristics of a
“The beginning of life”. Present the activity to the learners. A bean seed produces a bean plant. living things?
Continuation of the topic Genesis: Bats are active during night time.
Discuss the “UNIFYING THEMES IN THE
STUDY OF LIFE”
The learner demonstrates understanding To be able to demonstrate and understand What makes life amazing? Give at least 2 major events of
of the unifying themes in the study of life the lesson in actual scenario. life.
C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
VII. REMARKS
VIII. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
Introduction of the lesson
Discuss the Unifying Themes in the Study
Of Life.
Discuss how this Unifying themes-
functions and roles of these living
things.
Ask: What is the importance of
knowing the Genesis of Life?
Identifying the roles and functions of
every living organisms
Summarize the lesson.
Why do we need to study the Unifying
Themes in the study of life? Give at
least 10 reasons.
Read your reading materials.
Earth and Life Science is taken only 4 times a week with one hour per meeting. The remaining one day falls for remediation.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Discuss the directions in performing the task.
Activity proper of the learners
Perform the task base on the topic
discussed and assigned task
Ask: What is the important lesson you’ve
learned about the activity.
Giving feedback to the activity presented
by the learners
Summarize the lesson.
The learner will answer the assessment in
the SLM
Read your reading materials.
How did the first organisms on the
only known home to life in the
universe develop from the
primordial group?
Make a graphical timeline of the major
events of life. Be sure to include a
picture of the event near the time it
occurs. Below are the major events in
life’s history.
Present the timeline created by the
learners.
Let the learners answer the activity on
SLM What I have learned on page 17.
Can you give examples of living things
that shows form-fits-function?
What was our lesson all about?
Enumerate the unifying themes in the
study of life.
Give at least 2 examples of unifying
themes in the study of life.
Where did life begin?
Give at least 3 unifying themes in
the study of life.
Did you know that a forest is also
a biological system?
What would happen to a bread
inside a plastic container for three
days? What will you see in a
bread? What brought them there?
She placed the meat in a pan but
forgot to place it in the freezer.
After some time, maggots were
seen crawling from the meat.
What can you say about these
outcomes?
Summarize the lesson.
Answer Assessment in SLM on
page 19-21.
 up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Checked and Reviewed by: Noted by:

AIRALYN V. MALLA GRACE T. PICAR, PhD ARNULFO M. DELA CRUZ

Teacher II Head Teacher III Principal III