Lesson Plan in Earth & Life Science Grade 11/12

Ace Cardeño
Valencia National High School
09352031711

Content Standard:
The learners demonstrate an understanding of biotic potential and environmental
resistance defined; population distribution and dispersal patterns; and population size
and density.
Performance Standard:
The learners shall be able to prepare an action plan containing mitigation measures
to address current environmental concerns and challenges in the community.
Learning Competency and Code:
The learners categorize the different biotic potential and environmental resistance
(diseases, availability of food, and predators) that affect population explosion
(S11/12-IVhj-29)

Quarter: ____2 Week: __ Day: ______

I. Objectives:
At the end of 120 minutes, 100% of the learners are expected to:
1. Define and differentiate biotic potential and environmental resistance;
2. Illustrate and explain the different population distribution patterns;
3. Differentiate population size and density; and
4. Understand the different mechanisms that regulated population density
II. Content:
Subject Matter: Interaction and Interdependence
Integration: Mathematics, Araling Panlipunan, English, Mathematics
Strategies: Inquiry-based learning, Collaborative learning
Materials: As stated
References: Teaching Guide for SHS Earth Science published by
Commission on Higher Education, 2016
III. Learning Tasks:
ELICIT (Access prior knowledge) 5 Minutes Materials
To elicit prior knowledge, the teacher will ask the learners to
define in their own words the following ideas:
1. Levels of biological organization (Atom to biosphere) and
orient students at what organizational level the discussion is
at.
2. Definition of ecology: The study of the ecosystem which is
composed of biotic (living) and abiotic (non-living)
components.

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
Ask a question:
a. What is population explosion?
b. What causes population explosion?
c. Is there a human population explosion?
EXPLORE (Provide students with a common experience)
40 Minutes
Group Activity: Source:http://
1. Divide the class into groups of 4-5 students. Assign a www.crazyteacherlady.co
discussion leader and secretary. Give the following guide m/uploads/
questions to the leaders to facilitate the discussion. The 5/1/4/8/5148626/
teacher collects all the notes, summarizes them and leads an objective_2_activities_pop
over-all class discussion. _growth.pdf
Differentiate between the following:
1. Exponential vs. Logistic Growth (use illustrations)
2. Density - dependent vs Density-independent regulation
3. R–vsK–strategists
4. Immigration vs. Emigration
5. Population Size vs. Population Density
6. Survivorship patterns
7. Age structure pyramids

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 30 Minutes
SMALL GROUP DISCUSSIONS Source:
The human population is currently growing at an exponential http://www.crazyteacherla
rate. Since you have learned that populations cannot grow dy.com/uploads/5/1/4/8/51
forever, what are some things (more than one!) that could 48626/
happen when the human population reaches its carrying objective_2_activities_pop
capacity? _growth.pdf

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 13 minutes
1. Introduce concepts of biotic potential and environmental Teacher Made PowerPoint
resistance.
2. The rate of population growth is dependent on BIOTIC
POTENTIAL and ENVIRONMENTAL RESISTANCE.
3. Discuss the following: DISTRIBUTION/DISPERSAL,
POPULATION SIZE and DENSITY, POPULATION
GROWTH, ESTIMATING POPULATION DENSITY
THROUGH GROWTH MODELS, Exponential Growth
Curve, Logistic Growth Curve, FACTORS AFFECTING
POPULATION DENSITY, Number of Offsprings per
Reproductive Event, (1) r – strategists, (2) k – strategists,
Populations, Life Table, and Survivorship Curve.
EVALUATE 5 minutes
Recall the population dynamic for the lynx and hare in
Canada.
Suppose there is a change in the ecosystem (perhaps climate
change) such that the magnitude of the oscillation for both the
lynx and hare populations becomes much larger. What is a
likely consequence of this perturbation?
A. It would lead to greater average stability of the two
populations.
B. There is a greater risk of local extinction for one or both
populations.
C. The hare population is likely to stabilize more than the
lynx population.
D. There would be no real consequence over a number of
years.
The mortality rate of organisms following a type III
survivorship curve is:
A. fairly constant throughout life
B. higher in post-productive years
C. lower after the organisms become established
D. unrelated to age Organisms whose life history adaptation is
called semelparity produce _____.
A. young only late in life
B. a large batch of young and die
C. young over most of their life
D. a single offspring near the end of their reproductive
potential
Which dispersion pattern is most common in nature?
A. randomly spaced
B. uniformly spaced
C. clumped
D. all are equally common
E. none of these are found in nature r strategists tend to have
A. few offspring
B. little parental care
C. sigmoid growth curves
D. all of the above
E. none of the above
EXTEND (Deepen conceptual understanding through use in
new context). 22 minutes
Reading Assignment
The Responsible Parenthood and Reproductive Health Act of
2012 (Republic Act No. 10354), informally known as the
Reproductive Health Law or RH Law:
https://rhbillresourcepage.wordpress.com/
the-rh-law-republic-act-no-10354/
Students are required to submit a research paper on the RH
Law.
• First Part: On the pros and cons of the law – Student should
 cite references of the various opinions that they have read.
• Second Part: Write their personal views about the law.

IV. Reflection:

A. No. of learners who achieve 80%: _________

B. No. of Learners who inquire additional activities for remediation: ________
C. Did the remedial lessons work? _________
D. No. of learners who have caught up the lesson: ________
E. No. of learners who continue to require remediation: ________

F. Which of my teaching strategies worked well? Why did this work?

___________________________________________________________________
G. What difficulties did I encounter which my principal or supervisor help me solve?
___________________________________________________________________
H. What innovation or localized materials did I use/discover which I wish to share
with another teacher?
___________________________________________________________________