UNIT PLAN Science 10 3rd G

Manuel V. Gallego Foundation Colleges, Inc.
Cabanatuan City
Basic Education Department
UNIT PLAN
Coordinated Functions of the Reproductive, Endocrine, and Nervous Systems, Heredity: Inheritance and Variation,
Biodiversity and Evolution and Ecosystems
SUBJECT: Science GRADE LEVEL: 10

TEACHER: Francisco T. Alcala Jr.
GRADING: Third
I. DESIRED RESULTS
CONTENT STANDARD
The learners demonstrate understanding of;
 organisms as having feedback mechanisms, which are coordinated by the nervous and endocrine systems;
 how these feedback mechanisms help the organism maintain homeostasis to reproduce and survive;
 the information stored in DNA as being used to make proteins;
 how changes in a DNA molecule may cause changes in its product;
 mutations that occur in sex cells as being heritable;
 how evolution through natural selection can result in biodiversity;
 the influence of biodiversity on the stability of ecosystems and
 an ecosystem as being capable of supporting a limited number of organisms.
PERFORMANCE STANDARD
The learners shall be able to:
 write an essay on the importance of adaptation as a mechanism for the survival of a species.
A. LEARNING COMPETENCIES
CODE
 describe the parts of the reproductive system and their  S10LT-IIIa33

functions;
 explain the role of hormones involved in the female and

male reproductive systems;  S10LT-IIIb34
 describe the feedback mechanisms involved in regulating

 S10LT-IIIc35
processes in the female reproductive system (e.g.,
menstrual cycle);
 describe how the nervous system coordinates and  S10LT-IIIc36

regulates these feedback mechanisms to maintain
homeostasis;
 explain how protein is made using information from DNA;  S10LT-IIId37
 explain how mutations may cause changes in the structure  S10LT-IIIe38

and function of a protein;
 explain how fossil records, comparative anatomy, and genetic  S10LT-IIIf39

information provide evidence for evolution;
 explain the occurrence of evolution;  S10LT-IIIg40
 explain how species diversity increases the probability of  S10LT-IIIh41

adaptation and survival of organisms in changing
environments;
 explain the relationship between population growth and  S10LT-IIIi42

carrying capacity; and
 suggest ways to minimize human impact on the

environment.
 S10LT-IIIj43
M: ESSENTIAL UNDERSTANDING
The learners demonstrate an understanding about organisms as having feedback mechanisms, which are
coordinated by the nervous and endocrine systems, how these feedback mechanisms help the organism
maintain homeostasis to reproduce and survive, the information stored in DNA as being used to make proteins,
how changes in a DNA molecule may cause changes in its product, mutations that occur in sex cells as being
heritable, how evolution through natural selection can result in biodiversity, the influence of biodiversity on the
stability of ecosystems and an ecosystem as being capable of supporting a limited number of organisms
ESSENTIAL QUESTIONS
1. How the nervous and endocrine system help the organism maintain homeostasis to reproduce
and survive?
2. How the information stored in DNA as being used to make proteins and small change in it would
be responsible for a deformation in the appearance of an offspring?
3. How is the variation in the organisms in our environment is the stability of ecosystems and how
an ecosystem is capable of supporting a limited number of organisms?
T: TRANSFER GOAL
The learners in their own and in the long run will demonstrate how small efforts in lessening the ecological
footprints in the environment could later give a big impact in conserving the environment.
II. ASSESSMENT EVIDENCES

LEVEL OF SUMMATIVE FORMATIVE
ASSESSMENT
Knowledge Long quiz on the functions of different Timed-quiz on different organs in
human organ systems. different organ systems.
Process Essay on how a suggested way to Flow chart showing the process of
reduce human impact in the evolution.
environment.
Understanding Venn diagram differentiating effects of Short quiz on the effects of hormones
male and female hormones in the to the body.
human body.
Product/ GRASPS
Performance You are a graduate of environmental science in a very famous university
in the United States of America. You chose to return to the country and inspire
other people, especially the youth, to adapt to changes in the environment, now
that climate change is very evident. You then decided to create an inspiring
essay that will stop the captivation of different organisms in the wild just to be
displayed in the zoo, or even make as pets. You will be graded based on
grammar, your own writing style, clarity of the idea, and persuasive claim.
III. LEARNING ACTIVITIES

Day 1
November 12, 2018
Learning Competency:
 describe the parts of the reproductive system and their functions S10LT-IIIa33
 explain how mutations may cause changes in the structure and function of a protein S10LT-IIIe38
 explain how fossil records, comparative anatomy, and genetic information provide evidence for
evolution S10LT-IIIf39
Instruction
 Pre-test
 Explanation of the Performance Task
Post-instruction
1. Assignment 1. Different parts of the Male reproductive system?
Process questions
1. What are the different parts of the Male reproductive system?
2. What are the functions of the different organs in the male reproductive system?
Day 2
November 13, 2018
Reproduction and the Male Reproductive System

Pre-instruction
 Checking of assignment
Instruction
- PPT-assisted Discussion
- Activity 1.The Male Reproductive System
Process questions
1. What is reproduction?
2. Why do we need to learn how reproduction works?
3. How male reproductive system works?
4. What are the different functions of the different organ in the male reproductive system?
Post-instruction
 Assignment 2. The Female Reproductive system
Day 3
November 14, 2018
The Female Reproductive system
Pre-instruction
 Checking of Assignment
Instruction
 PPT-assisted discussion
 Activity 2. Male and Female
Process Questions:
1. What are the different parts of the female reproductive system?
2. How is the female reproductive system different from the male reproductive system?
3. Why menstruation happens?
4. How can a female get pregnant?
BSP/GSP Investiture (November 15-16, 2018)

Day 4
November 19, 2018
 describe the feedback mechanisms involved in regulating processes in the female reproductive
system (e.g., menstrual cycle S10LT-IIIc35
The feedback mechanism

Pre-Instruction:
 short quiz (male and female reproductive system)
Instruction
 PPT-assisted Discussion
Process Questions:
1. What is Menstruation?
2. Why is it that only female experiences menstruation?
3. What do menstruation means for female?
Day 5
November 20, 2018
 explain the role of hormones involved in the female and male reproductive systems S10LT-IIIb34
The Hormones and the Endocrine System

Instruction
 PPT-assisted Discussion
Process Question:
1. What is hormones?
2. What are the benefits of different hormones in our body?
3. What organ system is composed of different organ system that produces hormones?
4. What are the different diseases that we can attain due to lack of specific hormones?
Post-instruction
 Assignment: The Endocrine System (illustration)
Process questions
1. Where can we locate the different Organs responsible in providing different hormones in our
body?
2. Can we easily deduce what a person’s disease is keeping in mind the location of the different
organs in our body?
Day 6
November 21, 2018
Glands in the Endocrine (pt.1)

Pre-instruction
 Checking of Assignment
Instruction
 Activity no.3 Pituitary, Pineal, Thyroid and Parathyroid gland
Process questions
1. What are the different glands in the Endocrine system?
2. What are the physical structures of the different glands in the Endocrine system?
3. What are the difference between Pituitary and Pineal gland, and between Thyroid and
Paratyhroid gland?
4. What are the diseases that we can get due to lack/abundance of hormones in our body?
Day 7
November 22, 2018
Glands in the Endocrine (pt.2)

Instruction
 Acitivity no.4 Adrenal, Pancreas, Gonads, and others
Process Questions:
1. What are the different glands in the Endocrine system?
2. What are the physical structures of the different glands in the Endocrine system?
3. What are the difference between Adrenal and Pancreas gland, and between Male and Female
gonad glands?
4. What are the diseases that we can get due to lack/abundance of hormones in our body?
Post-instruction
 Assignment: Review for the Long quiz tomorrow.
Day 8
November 26, 2018
Endocrine system
Instruction
 Long quiz
Process Questions:
 What are the different glands in the Endocrine system?
 What are the different functions of different organs in the Endocrine system?
 What is hormone?
 What are the different types of hormones in the human body?
 What is the different effects of deficiency in different hormones in the human body?
Day 9
November 27, 2018
 define menstruation;
 elaborate the process of menstruation;
 value the process of menstruation; and
 describe the feedback mechanisms involved in regulating processes in the female reproductive
system (e.g., menstrual cycle) S10LT-IIIc35
Menstrual cycle
Instruction
 Activity no. 5 Stages of Menstruation
Process Questions:
1. What is menstruation?
2. What are the stages of menstruation?
3. How often menstruation does occur in females?
4. Why is menstruation so important for the female?
Post-intsruction:
 Assignment; research for Oogenesis and Spermatogenesis
Day 10
November 28, 2018
 define Spermatogenesis;
 define Oogenesis;
 differentiate Oogenesis and spermatogenesis; and
Oogenesis and Spermatogenesis

Pre-instruction
 checking of assignment
 short check-up quiz
Instruction
Process Questions:
1. What is Oogenesis?
2. What is Oology?
3. What is the difference of Oogenesis to spermatogenesis?
4. Why is it important for human beings?
Day 11
November 29, 2018
 define urine;
 describe urinalysis;
 enumerate the different stages of urine cycle; and
Urine cycle
Instruction
 Activity no. 6 The Urine Cycle
Process Questions:
1. What is Urine?
2. What are the stages/phases of the Urine cycle?
3. Why is it necessary for humans to urinate?
4. What are the different anomalies in urinating?
5. What are the different factors affecting the volume of the urine in the body?
Day 12
December 3, 2018
 define Ovarian cycle;

 diffentiate/relate ovarian cycle and urine cycle; and
 realize the value of a part (ovarian cycle) to the function of the whole (menstrual cycle).
Ovarian Cycle
Instruction
Process Questions:
1. What is the difference between the Urine cycle and the Ovarian cycle?
2. What are the stages/phases of the Ovarian cycle?
3. What are the by-products of the Ovarian cycle at each stage/phase?
4. Why is Ovarian cycle important to the female menstrual cycle?
Post-instruction
 Formative quiz
Day 13
December 4, 2018
Learning Competencies;:
 define what is the brain and the functions of the different regions in the brain;
 locate the different regions in the brain of humans and differentiate each location with that of a
southpaw;
 explain what Tabularasa is;
 realize how important is the brain for the humans; and
 realize how dreams should not just stay in the mind but to make it real.
The Brain and different regions (pt.1)

Instruction
 Activity no.7 Your Brain and your dreams
Process questions:
1. What is the brain?
2. What is the concept of Tabularasa?
3. What is the difference between the brain and the mind?
4. What is the functions and importance of the brain to human?
5. Where in the brain do dreams formed?
6. What are your dreams in life?
Day 14
December 5, 2018
Learning Competencies;:
 identify what regions of the brain develops first for a child;
 locate the different regions in the brain of humans and differentiate each location with that of a
southpaw; and
 describe how the nervous system coordinates and regulates these feedback mechanisms to maintain
homeostasis S10LT-IIIc36
The Brain and different regions (pt.2)
Instruction
 Activity no.8 Regions of the Brain
Process Questions:
1. What are the different regions of the brain?
2. What are the different functions of the different regions of the brain?
3. What regions or parts of the brain is/are develops first develops?
3. How is the location of the different parts/regions of the brain differ with that of a southpaw?
4. What could be the consequences when one region of the brain is pre-mature/underdeveloped?
Day 15
December 6, 2018
Learning Competency
 describe organelles of a cell;
 recall difference between animal and plant cell;
 enumerate the different organelles of an animal cell;
 differentiate animal and plant cell;
 differentiate eukaryotic and prokaryotic cell; and
 value the importance of a balanced diet in the health of the cells and the whole individual.
Cell and the organelles of the cell

Instruction
Process Questions:
1. What is a cell?
2. What are the different organelles present in an animal cells and their function?
3. What is the difference between animal and plant cell?
4. What is the difference between Prokaryotic and Eukaryotic cell?
5. What will happen to a cell with the presence of different concentration of solutions?
Post-instruction
Day 16
December 10, 2018
Learning Competency
 describe the process of cell division;
 differentiate Mitosis and Meiosis;
 relate Mitosis and Meiosis; and
 appreciate the process of Meiosis and Mitosis in the development of a new organism.
Mitosis and Meiosis

Instruction
 Activity no. 9 Cell Division
Process questions;
1. What is Meiosis?
2. What is Mitosis?
3. What is the difference between Meiosis and Mitosis?
4. What is the product of Meiosis and Mitosis?
5. What is the essence of cell division in propagating an offspring?
Post-Instruction
 Assignment: What is the structutre of a DNA and who first discover it?
Day 17
December 11, 2018
Learning Competency
 define genetics and heredity;
 differentiate genes and chromosomes;
 name who is the father of genetics;
 define DNA and RNA;
 differentiate DNA from RNA;
 draw the double helix structure of DNA; and
 realize how important DNA is to human development and evolution.
DNA and RNA

Instruction
 Activity no. 10: What do you look like DNA?
Process Questions:
1. What is Genetics and Heredity?
2. Who is the father of Genetics?
3. What is the meaning of DNA?
4. Where can we find the DNA?
5. What is/are the differences between DNA and RNA?
6. What are the functions of DNA and RNA?
7. What might occur to an individual if he lacks certain count of DNA in the body?
Day 18
December 12, 2018
Learning Competency
 define protein;
 realize how important small protein molecule is for the baby’s development; and
 realize why a pregnant should take extra care and very mindful about her lifestyle.
The Protein, the baby, and the pregnant

Instructions
Process Questions:
1. What is protein?
2. Why is protein important for the DNA?
3. What is the different proteins present in the DNA and RNA?
4. What diseases can be observed to a human if he has a problem with his DNA?
5. Why is it necessary for a pregnant to be extra careful in what she is eating and her over-all
lifestyle?
Day 19
December 13, 2018
Learning Competency
 enumerate different types of protein; and
 explain how protein is made using information from DNA S10LT-IIId37
The creation of Protein in the DNA

Instruction
Process Questions:
1. What is the basic monomer of Protein?
2. What are the different parts of the DNA?
3. What process is responsible for the creation of proteins in the DNA?
Post-instruction
1. Review for the Long quiz
Intramurals (December 17-21, 2018)
Day 20
January 3, 2019
Learning Competency
 explain how protein is made using information from DNA S10LT-IIId37
Protein and DNA

Instruction
 Long quiz
Process Questions:
1. What is the difference between DNA and RNA?
2. What is the basic monomer of Protein?
3. What is the function of DNA in different organisms?
4. Why does a pregnant needs to be very careful in his lifestyle while she is pregnant?
Post-instruction
 Checking of long quiz
Day 21
January 4, 2019
Learning Competency
 define Mutation;
 define Allele;
 describe different cases that mutation occurred;
 explain how mutations may cause changes in the structure and function of a protein S10LT-IIIe38;
 explain the People first policy when addressing persons with special needs; and
 value life as a person without any genetic malfunctions.
Mutants and Mutation

Pre-instruction
 Fact or Bluff (misconception check)
Process questions
1. Are there really existing teenage mutant ninja turtles in the sewers?
2. Professor Xavier, from the X-men, can take care of the mutated extraordinaire humans?
3. Incredible Hulk is poisoned by Gamma radiations and made him mutated?
4. What comes to your mind when you hear the word mutation?
Instruction
Process questions
1. What is mutation?
2. What is genetic variation?
3. Why is mutation happening to human?
4. Is there a bad effect of mutation to human body?
5. What are the common source of mutations to humans?
6. How do we address persons with special needs?
7. Why is it necessary to learn the adverse effects of mutation to the life of a human?
Day 22
January 7, 2019
Learning Competency
 enumerate different cases of mutations here in the Philippines and in other countries;
 explain how specialists handle mutation cases, if there’s a real cure; and
 realize how prevention is really better than cure.
Non-curable mutations
Instruction
 Activity no. 11 The Case and, hopefully, the cure
Process Questions:
1. What are the different mutation cases recorded around the world?
2. What are the profession of the people specializing in the treatment of the mutation cases?
3. Is there really a guaranteed treatment for mutation?
4. Why is prevention better than cure?
Day 23
January 8, 2019
Learning Competency
 explain positive effects of genetic mutations in different fields of life;
 enumerate different real-life products of genetic mutations present today;
 describe how in-vitro fertilization; and
 realize how genetic mutation can improve the way of living in Earth.
Pro-Controlled Mutation
Instruction
Process Questions:
1. Who are the experts who deal studies in cross-breeding?
2. What are the cases of successful crossbreeds around the world?
3. Why is it said that crossbreeding and controlled Mutation of different organisms can be the key
to the future?
Post-instruction
 formative quiz
Day 24
January 9, 2019
Learning Competency
 realize how genetic mutation is being stopped by others because of biblical perspective; and
 discuss the issue of morality in terms of scientific discoveries.
Moral or Immoral Controlled Mutation

Instruction
 Activity no.12 Controlling Mutation
Process Questions:
1. How is it possible to control the DNA and reproduce an organism in a laboratory?
2. Isn’t it a mortal sin to go and alter the life of any organism?
3. What good thing can happen if the process of controlled mutations continue?
4. What are the adverse effects of controlled mutations?
Day 25
January 10, 2019
Learning Competency
 define Evolution;
 name the father of evolution;
 define the theory of natural selection;
 enumerate different theories in the evolution of organisms; and
 realize the fact that change is inevitable.
Evolution and the Darwinian theory of evolution

Instruction
 Activity no. 13 How do you evolve?
Process Questions:
1. What is Evolution?
2. What are the different theories of evolution?
3. Who is the father of evolution?
4. What is the concept of missing link?
5. How are organisms being given their scientific names?
Day 26
January 14, 2019
Learning Competency
 define fossil;
 explain how the idea of dinosaur existed on primitive times started; and
Dinosaur and evolution

Instruction
Process Questions:
1. What are dinosaurs?
2. Where in the world did several Dinosaur fossils are located?
3. What is Palaeontology?
4. What devices are being used to locate fossil remains?
Post-instruction
 Assignment: Know your grand-grandparents and the trait that are passed down to you. (this
is essential for the next activity)
Day 27
January 15, 2019
Learning Competency
 explain how DNA test works;
 draw a basic family tree; and
DNA testing and the Family tree

Instruction
 Activity no. 14 Where did you come from?
Process Questions:
1. How does DNA testing works?
2. What are the different uses of DNA testing?
3. What are the traits that you inherited from your parents?
4. Who are your ancestors?
Day 28
January 16, 2019
Learning Competency
 enumerate different devices that is used for security and utilizes DNA for safekeeping (e.g. retina
scanner, fingerprint scan, etc.); and
 appreciate how important it is to have variation in the DNA structures.
Secured by DNA
Pre-instruction
Instruction
 Long quiz
Process questions
1. What are the different evidences that is provided and supports the theory of evolution?
2. How important is DNA?
3. What is the importance of fossils and discovering fossil remains?
4. Why is it necessary to be different, in case of DNA?
Day 29
January 17, 2019
Learning Competency
 redefine evolution based on the concept of Lamarck;
 discuss what are the common misconceptions about evolution; and
 explain the occurrence of evolution S10LT-IIIg40
EVOLUTION
Pre-instruction
 Misconception check
Instruction
Process Questions:
1. What is evolution?
2. How can any organism evolve?
3. Is evolution purely fictional?
4. Who are the pioneering scientists who studied evolution?
5. What is the law of use and disuse of Lamarck?
6. What are the evidences of evolution?
7. What is the essence of evolution?
Post-instruction
 Assignment : Search for news/feature articles of organism who have undergo evolution
based on Lamarck’s law of use and disuse.
Day 30
January 21, 2019
Learning Competency
 explain the law of use and disuse using examples;
 write an analysis paper based on the articles from the internet;
 explain the occurrence of evolution S10LT-IIIg40
Case study of Evolution (pt.1)

Pre-instruction
 Checking of assignment
Instruction
 Paired activity (Activity no. 15)
Process Questions:
1. What is the law of use and disuse of Lamarck?
2. What are the different organisms that had been proven to undergo evolution based on
Lamarck’s law (e.g. snakes)
Post-instruction
 Assignment; Search for news/feature articles of organism who have undergo evolution
based on Lamarck’s theory of transformation.
Day 31
January 22, 2019
Learning Competency
 explain the theory of transformation using examples;
 value the process of evolution; and
 write an analysis paper explaining the theory of transformation using articles from the internet.
Case study of Evolution (pt.2)

Instruction
 Paired discussion
Process Questions:
1. What is the theory of transformation?
2. What are the example/s of organism/s that made used by Lamarck in his theory of
transformation?
3. Why is it important for different organisms to undergo evolution?
Day 32
January 23, 2019
Learning Competency
 define adaptation;
 differentiate adaptation and evolution to genetic mutation; and
 relate acculturation to adaptation, and to Filipino (e.g. Po and Opo, and Pagmamano)
Adaptation
Instruction
Process questions
1. What is adaptation?
2. Why is adaptation a characteristic that is very evident to living organisms?
3. Why do organisms in arctic are observed to have much thicker fat in their body?
4. Why do organisms in the Tropical areas have less fur or fat in their body?
Day 33
January 24, 2019
Learning Competency
 explain global warming;
 differentiate global warming and climate change;
 enumerate the factors being considered in adaptation;
 explain the reasons behind global warming; and
 relate the effects of global warming in the living organisms in the Earth.
Climate Change and its effects to the living organisms

Instruction
Process questions
1. What are the different factors being considered in the process of Adaptation?
2. Why is it necessary for an organism to adapt to its environment?
3. Why can’t a fish fly?
4. How can a cactus maintain its life even in the most arid location in the planet?
Post-instruction
 Assignment: Research some organisms living in the Tropical/Polar regions and their unique
characteristic to adapt in that environment.
Day 34
January 28, 2019
Learning Competency
 define survival
 relate prior knowledge on different organisms in different locations around the globe to their
adaptation mechanisms;
 write an essay on why an organism and their adaptation mechanism; and
 explain how species diversity increases the probability of adaptation and survival of organisms in
changing environments S10LT-IIIh41
Adaptation and Risks of survival

Pre-instruction
Process questions
1. Why can’t a fish live in land?
2. What are the restrictions of the adaptation mechanism of different organisms?
Instruction
 Essay writing (Culminating)
Day 35
January 29, 2019
Learning Competency
 write an essay on why an organism and their adaptation mechanism;
 value the living environment of different organisms; and
 realize that animals in captivity are in grave danger.
Adaptation and Risks on survival

Instruction
 Essay writing (Culminating) (continuation only if necessary)
Day 36
January 30, 2019
Learning Competency
 elaborate the hierarchy of life;
 enumerate different ecosystems; and
 value how important each and every organism in every ecosystem.
Living organisms and their environment

Instruction:
 Activity no. 16 Hierarchy of life
Process questions
1. What is the basic unit of life?
2. What are the next levels of life based on its complexity and size?
3. How different organisms live in different ecosystems?
4. What is the essence of having the smallest organisms in a big ecosystem?
5. What are the characteristics of the different ecosystems and the distinct features of the organisms living
in the ecosystem?
Day 37
January 31, 2019
Learning Competency
 define carrying capacity;
 write an essay about the negative effects of so big human population in the Earth;
 explain the relationship between population growth and carrying capacity S10LT-IIIi42; and
 realize how humans can never populate the world infinitely thus family planning is inevitable.
Carrying Capacity and the Earth’s limit

Instruction;
Process questions
1. What is carrying capacity?
2. What is the trend of the population in the earth?
3. What will happen to Earth if Human exceeded its carrying capacity?
4. What is the action of several countries with this problem at hand?
Post-instruction
 Formative quiz (essay)
Process question:
1. Why is it important for us to know that the carrying capacity of Earth is limited to a number of
humans?
Day 38
February 4, 2019
Learning Competency
 explain ecological footprint;
 explain the importance of tracing ecological footprint;
 enumerate different human activities that leaves damage to the environment; and
 value the efforts that some groups are exerting to preserve the environment.
Ecological Footprint
Instruction
Process questions
1. What is ecological footprint?
2. What human activities literally gives the most damage to the environment?
3. What are the efforts of some groups that lessen the footprints humans are leaving in the environment?
Day 39
February 6, 2019
Learning Competency
 assess if a given real-life scenario, tragedy, could not had happen if the effort towards such tragedies
are increase;
 give ways on how such effects of natural calamities could be prevented; and
 explain the relationship between population growth and carrying capacity S10LT-IIIi42
 suggest ways to minimize human impact on the environment S10LT-IIIj43
United we stand
Instruction
 Activity no. 17 History before, Lesson Today
Process question
1. What could had have been made to prevent such tragedies before?
2. As a youth, what could you do in order to never let the same tragedy to happen again?
Day 40
February 7, 2019
Learning Competency
 define pollution;
 enumerate different types of pollution human creates to the environment;
 suggest ways to minimize human impact on the environment S10LT-IIIj43; and
 appreciate the natural form of the Earth as it is and without any alterations.
Pollution and its impact to the environment (pt.1)

Pre-instruction
Instruction:
 Group Activity (on the spot reporting)
Process questions
1. What are the different types of pollution created by human beings and their effects to the
environment?
2. How do we minimize the negative effects of every pollution in the environment?
Day 41
February 11, 2019
Learning Competency


Pre-instruction
Instruction:
Process questions
environment?
Day 42
February 12, 2019
Learning Competency


Pre-instruction
Instruction:
Process questions
environment?
Day 43
February 13, 2019
GRASPS
You are a graduate of environmental science in a very famous university in the United States
of America. You chose to return to the country and inspire other people, especially the youth, to
adapt to changes in the environment, now that climate change is very evident. You then decided to
create an inspiring essay that will stop the captivation of different organisms in the wild just to be
displayed in the zoo, or even make as pets. You will be graded based on grammar, your own writing
style, clarity of the idea, and persuasive claim.
Day 44
February 14, 2019
Late submissions for Culminating activity
Day 45
February 18, 2019
Review for Periodical test
IV. RESOURCES/ MATERIALS/ REFERENCES

Print:
Gerona et. al, Science and Technology 10, Abiva Publishing House 851 G. Araneta Ave., Quezon City
Antonio et. al, Science for the 21st Century Learner, Diwa Learning Systems, Inc. 1229 Makati City
Internet:
https://www.livescience.com/32530-what-is-the-missing-link.html
https://www.popsci.com/future-dna-hard-drive
https://www.nationalgeographic.org/encyclopedia/adaptation/
http://www.sustainablebabysteps.com/human-impact-on-environment.html
http://study.com/academy/lesson/the-history-of-human-population-growth-and-carrying-capacity.html
https://www.populationeducation.org/content/what-carrying-capacity
http://csls-text2.c.u-tokyo.ac.jp/inactive/02_07.html
https://www.sciencedaily.com/releases/2017/10/171002105206.htm
https://www.livescience.com/42977-darwin-day-celebrates-father-of-evolution.html
http://www.sparknotes.com/biology/evolution/evidence/section3.rhtml
https://dna-explained.com/2017/04/24/which-dna-test-is-best/
http://www.brighthub.com/science/medical/articles/112024.aspx
https://www.nature.com/scitable/knowledge/library/biodiversity-and-ecosystem-stability-17059965
http://humanorigins.si.edu/evidence
http://humanorigins.si.edu/evidence/human-fossils
http://study.com/academy/lesson/the-history-of-human-population-growth-and-carrying-capacity.html
http://humanorigins.si.edu/evidence/genetics
https://www.livescience.com/26496-endocrine-system.html
https://training.seer.cancer.gov/anatomy/endocrine/glands/other.html
Early%20Theories%20of%20Evolution_%20Evidence%20of%20Evolution.html
Prepared by:
MR. FRANCISCO T. ALCALA JR.
Instructor
Reviewed by:
MRS. JENNELYN Z. DIONISIO

Junior High School Coordinator
Recommending Approval:
MRS. RACHELLE PECSON-MUSNGI

Principal, Basic Education Department
Noted by:
DR. CORAZON QUINTANA

Executive Vice-President

UNIT PLAN Science 10 3rd G

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

UNIT PLAN Science 10 3rd G

Uploaded by

Copyright:

Available Formats

Manuel V. Gallego Foundation Colleges, Inc.

SUBJECT: Science GRADE LEVEL: 10

 describe the parts of the reproductive system and their  S10LT-IIIa33

 explain the role of hormones involved in the female and

 describe the feedback mechanisms involved in regulating

 describe how the nervous system coordinates and  S10LT-IIIc36

 explain how protein is made using information from DNA;  S10LT-IIId37

 explain how mutations may cause changes in the structure  S10LT-IIIe38

 explain how fossil records, comparative anatomy, and genetic  S10LT-IIIf39

 explain the occurrence of evolution;  S10LT-IIIg40

 explain how species diversity increases the probability of  S10LT-IIIh41

 explain the relationship between population growth and  S10LT-IIIi42

 suggest ways to minimize human impact on the

II. ASSESSMENT EVIDENCES

III. LEARNING ACTIVITIES

Reproduction and the Male Reproductive System

BSP/GSP Investiture (November 15-16, 2018)

The feedback mechanism

The Hormones and the Endocrine System

Glands in the Endocrine (pt.1)

Glands in the Endocrine (pt.2)

Oogenesis and Spermatogenesis

 define Ovarian cycle;

The Brain and different regions (pt.1)

Cell and the organelles of the cell

Mitosis and Meiosis

DNA and RNA

The Protein, the baby, and the pregnant

The creation of Protein in the DNA

Intramurals (December 17-21, 2018)

Protein and DNA

Mutants and Mutation

Moral or Immoral Controlled Mutation

Evolution and the Darwinian theory of evolution

Dinosaur and evolution

DNA testing and the Family tree

Case study of Evolution (pt.1)

Case study of Evolution (pt.2)

Climate Change and its effects to the living organisms

Adaptation and Risks of survival

Adaptation and Risks on survival

Living organisms and their environment

Carrying Capacity and the Earth’s limit

Pollution and its impact to the environment (pt.1)

 enumerate different types of pollution human creates to the environment;

Pollution and its impact to the environment (pt.2)

 enumerate different types of pollution human creates to the environment;

Pollution and its impact to the environment (pt.3)

Late submissions for Culminating activity

Review for Periodical test

IV. RESOURCES/ MATERIALS/ REFERENCES

MRS. JENNELYN Z. DIONISIO

MRS. RACHELLE PECSON-MUSNGI

DR. CORAZON QUINTANA

You might also like