Republic of the Philippines

Department of Education
Region I

DEMONSTRATION TEACHING LESSON PLAN IN GRADE 10 SCIENCE

Grade Level &
School Magsingal National High School Science 10
Section
Grade 10 Teacher NICOLAS O. UDANI Learning Area BIOLOGY
DAILY LESSON Teaching Date and
PLAN 03- 6- 23/ 8:30- 9:30 Quarter 3rd
Time
I. OBJECTIVES RPMS: KRAS & OBJECTIVES/INDICATOR
The learners demonstrate an understanding of organisms as
A. Content
having feedback mechanisms, which are coordinated by
Standards
nervous and endocrine system
B. Performance
Standards
The learners should be able to describe how the nervous system
coordinates and regulates these feedback mechanisms to
C. Learning
maintain homeostasis.
Competencies

1. Explain how body processes are controlled through the

nervous system
D. Objectives 2. Explain what happen to the body if one part of the
nervous system is being damaged.
3. Perform the activity seriously.
II. CONTENT
Nervous Trip

I. LEARNING
RESOURCES
A. References
 1. Teachers Guide
Pages 173-175
pages
2. Learner’s Pages 237-239
Material pages
B. Other Power point Presentation, Laptop, Marker, Manila paper, Flash
Resources cards
II. PROCEDURES
Review of the past lesson
Conduct a think- pair- share activity. The students
are required to think and write at least three things
A. Reviewing they have learned about the previous lessons.
previous lesson ELICIT A ball will pass and when the music stop whoever
or presenting hold the ball he/she is the one to select first a pair
the new lesson to share what they have learned by asking Exhibited effective and constructive behavior management skills by
question and answer the question respectively. applying a positive and non-violent discipline to ensure learning- focused
What an excellent performance my dear students! environment.
( Objective 5/Indicator 4)
B. Establishing a Did you know that your brain works round the Developed applied effective teaching strategies to promote
purpose for the ENGAGE clock for as long as you live? Your brain does not critical and creative thinking, as well as other higher-order
lesson only control your thoughts, emotions and thinking skills.
movements but also numerous things that you are
less aware of such as your breathing, your (Objective 3/ Indicator 2)
heartbeat and even stress that you feel. How does
the nervous system work? What do you think will
happen if one part is not functioning well?
C. Presenting
examples/
Instances of the
new lesson.

Modelled effective applications of content knowledge within and across

To facilitate teaching and learning the teacher may curriculum teaching areas.
also make use of FILIPINO or MOTHER
TONGUE. ( Objective 1 Indicator 1)

To answer these questions let us perform an

activity entitled “ A Nervous Trip”
D. Discussing new Worked with colleagues to model and shared effective techniques in
concepts and Before the activity by groups the teacher will management of classroom structure to engage learners, individually or
practicing new explain the procedures. groups, in a meaningful exploration, discovery and hands-on activities within
skills #1 The teacher will also give safety measures in a range of physical learning environment.
E. Discussing new performing the activity. (Objective 4/ Indicator 3)
concepts and So one part of the nervous system is the brain, in Modelled effective application within or across curriculum teaching areas.
practicing new one part of the brain, How many nerve cells do we .(Objective 2/ Indicator 1)
skills #2 have? Will you write it in figures and scientific
notation Myhanne(Math) Exhibited effective and constructive behavior management skills by
EXPLORE Very Good! applying a positive and non-violent discipline to ensure learning- focused
environment.
(Objective 5/Indicator 4)

Worked with colleagues to model and shared effective techniques in

The students will perform the activity seriously and management of classroom structure to engage learners, individually or
cooperatively. groups, in a meaningful exploration, discovery and hands-on activities
within a range of physical learning environment.
(Objective 4/ Indicator 3)
 After the activity, a representative of each group Worked with colleagues to model and shared effective techniques in
will present their output, they are also encouraged management of classroom structure to engage learners, individually or
to give their own views or answers with the groups, in a meaningful exploration, discovery and hands-on activities
questions given. within a range of physical learning environment.
Questions: (Objective 4/ Indicator 3)
1. How does the brain receive the information from Developed and applied effective teaching strategies to promote critical
F. Developing EXPLAIN the receptor? and creative thinking, as well as other higher- order thinking skills.
mastery 2. What does the brain do as soon as it receives (Objective 3/ Indicator 2)
the information?
3. How is the message from the brain sent in
response to the stimuli?
4. How will you differentiate the sensory and motor Modelled effective applications of content knowledge within and across
neurons based on their functions? ( ENGLISH) curriculum teaching areas.
5. What happen to the body if one part of the (Objective 1/ Indicator 1)
nervous system is being damaged or not
G. Finding practical functioning well?
APPLICATION:/Valuing Modelled effective applications of content knowledge within and across
application of In your MAPEH and TLE class, how can you keep curriculum teaching areas.
concepts and your nervous system healthy? (Objective 1/ Indicator 1)
skills in daily
living Exhibited effective and constructive behavior management skills by
H. Making Excellent answer! applying a positive and non-violent discipline to ensure learning- focused
generalization environment.
and abstractions GENERALIZATION: (Objective 5/Indicator 4)
about the lesson ELABORATE Based on the simulation activity, explain how the
information travels in the nervous system.
Information travels in the nervous system through
the neurons that transmit the impulse. The sense
organ receives the message, and the information
is sent by the sensory neurons to the brain. The
brain then process the information and sends a
response through the motor neurons to the organ.

I. Evaluating learning A.Classify the following whether it is a

EVALUATE STIMULUS or RESPONSE:
1. Hit the skin with a needle Modelled effective applications of content knowledge within and across
 2. Removal of the hand curriculum teaching areas.
3. Hearing a loud sound (Objective 1/ Indicator 1)
4. Get a drink
5. You feel cold
6. Smell bad odor
7. Put on a jacket
B. Answer briefly this question:(3 pts.)
What happen to the body if one part of the
nervous system is being damaged or not
functioning well?

J. Additional activities Research on what public care programs are

for application or EXTEND geared towards dealing with health issues Modelled effective applications of content knowledge within and across
remediation concerning the nervous system. curriculum teaching areas.
(Objective 1/ Indicator 1)

Prepared by and Executed by:

NICOLAS O. UDANI
MASTER TEACHER 1

NOTED:

GEORGE C. URUBIO
PRINCIPAL
 2. Describe the motion of an object given a distance vs. time or a distance vs.
time2 graph.
II. Materials:
Board/plank (at least 200 cm long) Timing device (stopwatch)
Tin can/ball Stack of books
Protractor
III. Procedure:
1. Set up an inclined plane at 45˚ by putting one end of the plane on top of a stack of books. Mark the plane for every 40 cm and
label these as 40 cm, 80 cm, 120 cm, and so on, starting from the lowest end.
2. From the tin can from each labelled point starting with the 40 cm mark. Start the timer as the tin can is released, and stop the
timer when the tin can has reached the bottom of the inclined plane.
3. Ask your partner to record the time (t) taken by the tin can to travel each distance (d) down the plane. Perform three trials from
each mark. Use the table below for your data.

Table 1: Data on the Motion of a Rolling Tin Can

 Time2, t2
DISTANCE Time, t (s)
(s2)
(d) cm
Trial 1 Trial 2 Trial 3 Ave.
40
80
120
160
200
4. Graph d vs. t then d vs. t2.

distance vs. time

200
Distance, d (cm)
160

120

80

40

0.2 0.4 0.6 0.8 1.0

time, t (s)
 distance vs. time2

200

Distance, d (cm) 160

120

80

40

0.04 0.16 0.64 1 0.36

Time, t2 (s2)

V. Guide Questions:
1. How will you describe the graphs of:
a. distance vs. time?
b. distance vs. time2?
2. What is the relationship between distance and time of travel of the rolling can?
3. What is the slope of d vs. t2 graph? What quantity does the slope of d vs t2 graph represent? (Refer to the unit of the slope)
4. What do the graphs of distance vs. time and distance vs time 2 suggest?
 WHAT IS ACCELERATION?

WHAT IS VELOCITY?

WHAT IS AVERAGE VELOCITY?

WRITE THE BASIC FORMULA OF VELOCITY AND AVERAGE VELOCITY.

WRITE THE BASIC FORMULA OF ACCELERATION.

GROUP 1: DERIVE USING THE

FORMULA OF VELOCITY AND AVERAGE VELOCITY.
d
Eq. A. v = ------
t

v i + vf
Eq. B. vave = --------------
2
GROUP 2: DERIVE USING THE
FORMULA OF VELOCITY AND AVERAGE VELOCITY.
d
Eq. A. v = ------
t

v i + vf
Eq. B. vave = --------------
2

vf - vi
Eq. C. a = -----------------
t

GROUP 3: DERIVE USING THE

FORMULA OF VELOCITY, AVERAGE VELOCITY and
ACCELERATION.
d
Eq. A. v = ------
 t

v i + vf
Eq. B. vave = --------------
2

vf - vi
Eq. C. a = -----------------
t

GROUP 4: Think some sports that uses the concept of

Uniformly Accelerated Motion along a
horizontal dimension. Demonstrate it in
front of the class.

GROUP 5: Think a way/s on how to improve or

enhance sports in your school using the
concept of Uniformly Accelerated Motion.
WHAT IS THE ACCELERATION DUE TO GRAVITY ON EARTH?
IS THE RATE OF GRAVITY (ACCELERATION) THE SAME FOR ALL OBJECTS ON EARTH?
WHAT IS GRAVITY?
GIVE ONE EXAMPLE OF A FREELY FALLING BODY.
WHAT IS UNIFORMLY ACCELERATED MOTION?
WHAT QUANTITY IS DISPLACEMENT AND VELOCITY?
CURVE A LIKE
Objective: Set a ball in projectile motion to match pre-drawn parabolic trajectories.
Materials: chalk or marker
2 whole sheets of manila paper
Small ball or round object safe to throw
Procedure:
1. MATCH-A-CURVE
a. Draw a rough parabola by sketching vertical and horizontal lines on a manila paper and throw the ball similar to the figure below.
b. Throw a small object in a vertical plane parallel to the blackboard and near it, so that it follows the curve. With the proper start, the
object follows surprisingly well. It is better to start with a parabola which results from throwing the object horizontally.

Figure 1: Matching trajectory A to a half parabola

GUIDE QUESTIONS:
1. In what direction or orientation did you throw the ball?
2. How would you describe the ball’s path and motion?
3. How many tries did you make to match the curved paths?
 c. Draw a bow at the bottom end of the parabola. Throw again the ball with the box as the target.

4. How many tries did you make before you matched the curve this time?
5. What does this tell you regarding visuals or imaginary targets in sports?

2. WHAT A CURVE-A-THROW!
a. On another manila paper, draw a complete parabola and throw the ball similar to the figure below.

Figure 2: Matching trajectory B to a complete parabola

GUIDE QUESTIONS:
6. In What direction or orientation did you throw the ball?
7. How would you describe the ball’s path and motion?
8. Aside from doing more trials or “practices” for this parabola, where will you place the imaginary target to aim for better matching
results?
9. Based on the activity, is it possible that the ball will end at a higher elevation than its starting level?
 10. What force got the ball projected?
11. What force continued to act on the ball when in mid-air

3. OF CURVES…..
a. The drawn curved paths on the paper are parabolic curves. Similarly, trajectories A and B are also parabolic curves.

GUIDE QUESTIONS:
12. How will you compare or contrast the horizontal and vertical spacing?
13. What does the spacing in the set of vertical lines indicate about the vertical displacement and vertical velocity of the projectile
motion?

4. ….AND ARROWS
The displacement (d) and velocity (v) are vector quantities. Projectile motion can be understood by analyzing the horizontal and the
vertical components of the displacement and velocity which add as vectors.
 Figure 3: Sketch of the velocity vector components
Recall that vectors are quantities with magnitude and direction. And any vector can be represented by a vector arrow, the length of which corresponds
to the magnitude, while the arrow point in the direction of the vector quantity.
For a horizontally projected object, the displacement and velocity vector both have magnitude and direction that you can separate into components.

Horizontal components: Eq. 1 dH = x = vxt Eq. 2 vH = vx = x/t

Vertical components: Eq. 3 dV = h = 1/2agt2 Eq. 4 vv = vy = agt