GRADES 1 to 12 School Lupi-Iligan National High School Grade Level 10

DAILY LESSON LOG Teacher Daisy R. Leonardo Learning Area Science

Teaching Dates and Time March 20-24, 2023 Quarter Third Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding on how evolution through natural selection can result in biodiversity

B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
Biodiversity and Evolution
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
The learners shall be able to write an essay or make a multimedia presentation on the importance of adaptation as a mechanism for the survival of
the species
S10LT-IIIf-
39
- Discuss basic ideas - Define fossils and its - Distinguish - Analyze the stages of - Compare the sequence
about evolution kinds homologous structure embryonic development of of amino acids in the
- Explain the different from analogous the different organisms cytochrome C of the
method of determining structure - Explain how embryonic different vertebrates.
the age of fossils - Explain the relevance development provides - Infer about the
- Create a geologic of comparative clues for evolution evolutionary
time scale anatomy as an relationship of
evidence of evolution organisms from
- Enumerate examples the differences in
of homologous and amino acid
analogous structure sequence.
Module 3: Biodiversity Determining the Age of Evolutionary Patterns from Hints from Embryonic Evidence from Amino
and Evolution Fossils Comparative Anatomy Development Acid
Page. 221-223 Page. 224-226 Page 227-228 Page 229 Page 229-232
Pages 229-303 Pages 304-308 Pages 309-311 Pages 311-313 Page 313-316
 4. Additional Materials from
Learning Resources (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lessons or presenting the new
lesson
B. Establishing a purpose for
the lesson
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
https://www.youtube.co - Pictures of fossils
m/ watch? - 2010 Secondary
v=93cGoxcoD7M Education Curriculum
Curriculum Guide Biology
II pages 286-287
What is human Define evolution.
karyotyping?
Using the Pre- assessment Show pictures of fossil
found in the LM, the remains. Ask the students,
students’ prior knowledge “Have you ever seen fossils
on evolution of any
will be assessed. organism?
Motivational video: Ask the students for the
Pocket monsters’ definition of fossils.
evolution Compare the two kinds
of fossils.
Present the word Perform the following
EVOLUTION on the activity 1:
board and ask the - A Where Do I Belong?
students’ ideas on it. - B: What’s My Age?
How can you prove that Perform Activity 1 C:
organisms evolve or My Time, Your Time
undergo evolution? (Geologic Time Scale)
- https://www.youtube.c
om/watch?v=-
jTIexNfw3Q
- www.vcu.edu/lifesci
Enumerate and explain
the methods of
determining the age of
fossils.
Jumbled Words. Ask the
students to arrange the
jumbled words and give
their ideas on it.
Video Analysis: By Land
or By Sea (7-minute
video)
Guide Question:
How will you compare the
structure of crustaceans to
human?
Perform Activity 2: AHA!
Analogous and
Homologous
Picture Analysis:
Divergent and Convergent
Evolution
- https://www.youtube.com
/watch?v=ictZJln3Vj4
- NOVA Online—Odyssey of
Life
http://www.pbs.org/nova/
odyssey/
Differentiate homologous
and analogous structure of
organisms.
Activity Game: Timing is
Everything. (see
attachment)
Perform Activity 3: So, Who
is My Relative?
Video Analysis: Evolution -
Evidence from Embryology
Guide Question: Can
- https://www.youtube.co
m/watch?v=-
jTIexNfw3Q
- www.vcu.edu/lifesci
Review on DNA, protein
structures, and relationships
learned in module 2
Pictures of human and a
chimpanzee.
Do you agree that human
came from chimpanzee?
Video Analysis: By Land or
By Sea (7-minute video)
Guide Question:
How do the genes that
create segments in
arthropods correlate to
humans?
Perform Activity 4: Let’s
Compare
Plot the information on
Table 6 and Table 7 in a bar
graph, and use different

F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications 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
embryonic development be colors to represent each
an evidence that evolution pairing of species.
took place?
Explain.
How do paleontologists How is comparative How can embryonic Answer the guide questions by
determine the age of the anatomy of organisms development provide interpreting the graph.
fossils? relevant to evolution? evidence of evolution?
Ask the students about How can your knowledge In what aspect of your life How will you apply the title In what aspect of your life
their origin/ancestors to in determining the age of can you apply what you of your activity, “Timing is can you apply what you
simply explain the fossils help you? have learned today? Everything” in your life? have learned today?
concept of evolution.
Generalize the lesson Summarize the lesson Generalize the lesson by Sentence completion: Sentence completion: The
by synthesizing all the through concept differentiating homologous Species that are closely greater the similarity in amino
ideas given by the mapping. and analogous structure. related exhibit similar acid sequence, the closer the
students. embryonic development relationship of the organisms.
although in the adult stage
the organisms are quite
different.
Sentence completion: What are the different Classify whether the Prove that embryonic Arrange the following pair of
An organism has methods of determining structure of the paired development can provide organisms according to its
undergone evolution if the age of fossils? species is homologous or clues in the evolution of relatedness to each other.
. analogous. organisms through an (decreasing)
a. Wings of butterfly and essay. (see attached rubric a. Fruit fly-wheat
wings of bat. for the evaluation of essay) b. Human-horse
b. Flipper of whale and c. Fruit fly- pigeon
forelimb of cat. d. Human – wheat
c. Fingers of human and
arm of starfish
d. Tongue of frog and
proboscis of mosquito.
Use your imagination to Assign the students to
think of organisms that search about the theory of
might be living on earth Jean Baptiste de Lamarck
in the near future, and Charles Darwin.
 considering the changes
that have occurred.
V. REMARKS
VI. 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 lesson
works? No. of learners who have
caught up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
works?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Noted by:

DAISY R. LEONARDO FE O. RUTA

Teacher I School Principal I