Department of Education

Region 1
La Union Schools Division
Aringay Cluster
ARINGAY NATIONAL HIGH SCHOOL
DAILY LESSON LOG/COT 1 SCHEDULE SECTION TIME
EARTH AND LIFE SCIENCE M-F ABM 11 PACIOLI 10:50-11:30
QUARTER 2

I: Objectives:
A: Content The learners demonstrate an understanding of:
Standard 1. the historical development of the concept of life
B: Performance The learners shall be able to:
Standard value life by taking good care of all beings, humans, plants, and animals
C: Learning After going through this lesson, you are expected to:
Competency A. Identify the beliefs about the theory of life
B. Discuss theories, experiments and evidence about the concept of life;
C. Explain the evolving concept of life based on emerging pieces of evidence
(S11/12ES-IIa-1)
II: Subject The Concept of Life
Matter
A: References Abdullahi, A. C., Jibrin, A. G., Dauda, M. O., & Danjuma, I. M. (2021). Effect Of
7es Learning Strategy On Retention Secondary School Students In Biology In
Bauchi Metropolis, Bauchi State, Nigeria. Global Journal of Education,
Humanities & Management Sciences, 3(1). (Objective 2)

Bucayong, C. O. (2022). Merging Graphic Organizer in 7Es Model to Enhance

Online Learning. (Objective 2)

Taratara-Fadero, A. (2022). Effect of Contextual Inquiry Approach on Interest

Towards Science and Achievement in Earth Science among Grade 10
Students. Romblon State University Research Journal, 4(1), 34-39.

Earth and Life Science Module 9: The Concept of Life

B: Learning Laptops, projector, SMART Tv, wifi/internet connections
Resources Microsoft Powerpoint (
C: Curriculum Ecology, Chemistry, Environmental Science, Philosophy
Integration/Lin (Objective 1)
k
III: Procedure Teacher’s Task Learner’s Task
A: Preliminary  Prayer Learners will settle down to their
Activities  Remind the learners on the rules for respective assigned seat.
classes
 Checking of attendance
(Objective 5)

III: Procedure Teacher’s Task Learner’s Task

7 Es in Teaching (Prior Knowledge and Cognitive Load
Science Theory)
Objective 8 and 16)
B: Elicit The teacher will ask the learners to Learners will do the following.
(5 minutes) perform the following: a. Read a selection entitled “The
1. 5-Minute RRI with spelling and Concept of Life”
vocabulary b. Identify the synonyms of the
Objective 11 underlined words
“The Concept of Life” b.1 life-live/being
2. Spelling Bee b.2 creation-formation
b.3 spontaneous-natural
c. Answer comprehension check.
C: Engage After reading the selection,
The teacher will show pictures in the
form of 4pics1word about the concept
of life
(Gamification Pedagogy)
The gamification of learning is an
educational approach that seeks to
motivate students by using video
game design and game elements in
learning environments.
Objective 8 and 16)
D: Explore The teacher will introduce
Beliefs about the Origin of Life
a. Theory of Special Creation
b. Theory of Spontaneous
Generation
c. Biogenesis Theory
“Ask the learner which theory they
believe in?
(Random Selection or Ask them to raise
their hands for recitation)
(Objective 1)
E: Explain Facilitate discussion on the different
experiments to support the concept of
life.
a. Redi’s Experiment
b. Needham’s Experiment
c. Spallanzani’s Experiment
d. Pasteur’s Experiment
e. Panspermia
f. Miller-Urey Experiment
(Teacher-Learner Talk Approach)
Learner-centered teaching
methods shift the focus of activity
from the teacher to the learners.
(Objective 8 and 16)
F: Elaborate The teacher will call learners to select
what theory or experiments supports
their beliefs mentioned earlier.
G: Evaluate The teacher will ask the learners to
answer
Enrichment Activity 3:
Double Match
The learners will answer the activity
4 PICs 1 Word and then they will give
the synonyms of their answers to
fully understand the concept
included in the lesson
((Objective 4)
SAMPLE:
1. Life 2. Origin
3. Theory 4. Creation
Learners will be given their answers,
(Let them express their answers in
which language they prefer to
express their answers)
(Objective 4)
The learners will take down notes on
the discussion.
Learners will answer all questions
arise during the discussion proper
like
1. Where did the maggots come
from?
2. What is meant by
spontaneous?
3. Life arose from something that
entered the open flask and
was responsible for life to
grow. What do you think is
that “SOMETHING”?
Learners will be given their answers,
(Let them express their answers in
which language they prefer to
express their answers)
(Objective 4)
Learners will answer the given
activity with thorough
understanding.
Sample:
 Multiple Choice 1. Which of the following supports the idea
Discussion ( what is your idea about that frogs originated from mud?
the picture below) A. Biogenesis
B. Panspermia
C. Special creation
D. Spontaneous generation
2. Which of the following contain the remains
of tiny plants and animals?
A. Artifacts
B. Fossils
C. Organelles
D. Sediments
3. What is the idea that life arises from
preexisting life? A. Biogenesis
B. Panspermia
C. Special creation
D. Spontaneous generation
H: Extend The teacher will ask the learners to Learners will select from making a
answer , a. Slogan
How life had emerged and b. Poster
c. Poem
evolved using some pieces of
d. Blog
evidence. In the discussion/explanation on the
theory of life.
((Objective 8 and 16)

Prepared by:

MARIZA R MAPALO Checked by:

Subject Teacher
LUCITO F. FERRER Noted by:
MT-I/OIC, Asst. Principal II
ADELA C. LIBUNAO, Ed D
Principal IV