Based on Annex 2B.6 to DepEd Order No. 42, s.

2016
DAILY School FRANCISCO G. NEPOMUCENO MHS-SHS Grade Level & QTR: G11 / Q2
LESSON Teacher Jeanette P. Oronce SHS Track: GAS / HUMMS / TVL
LOG Inclusive Date Nov 14- 18, 2022 / Week 3 Learning Area: Earth and Life Sci
SENIOR HIGH
Scheduled Time 6:30-11:40 am Topic: Evolving concept of life
SCHOOL
DAY 1 DAY 2 DAY 3 DAY 4
I. OBJECTIVES At the end of the lesson, the students should be able to:
1. discuss the origin of life based on emerging pieces of evidence
2. discuss the various unifying themes of life found on Earth
3. Apply microscopy in understanding the characteristic of life.
A. Content Standard The learners demonstrate understanding of:
1. the historical development of the concept of life
2. the origin of the first life forms
3. unifying themes in the study of life
B. Performance The learners should be able to value life by taking good care of all beings, humans, plants, and animals.
Standards
C. Learning Explain the evolving concept of life based on emerging pieces of evidence Week 1-2 S11/12LT-IIa-1
Competencies / Describe how unifying themes (e.g., structure and function, evolution, and ecosystems) in the study of life show the connections among living things and how they interact with each
Objectives (Write other and with their environment Week 2 S11/12LT-IIa-3
the LC Code)
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learners’ LAS Module LAS Module LAS Module
Materials pages
3. Textbook pages Earth and Life Science for SH core Earth and Life Science for SH core Earth and Life Science for SH core
subjects by Salandanan.et al subjects by Salandanan.et al subjects by Salandanan.et al
4. Additional DepEd TV, TED-Ed videos, NOVA, PhET DepEd TV, TED-Ed videos, NOVA, PhET DepEd TV, TED-Ed videos, NOVA, PhET 1st PTA MEETING (1st qtr)
Materials from
Simulations. Nationalgeographic.com Simulations. Nationalgeographic.com Simulations. Nationalgeographic.com Distribution of Class Cards
Learning
Resources Portals 1st Faculty Club General Assembly
B. Other Learning PPT, QUIZZIES PPT, QUIZZIES PPT, QUIZZIES
Resources
IV. PROCEDURES
A. Revising previous Classroom Rules and Procedures Classroom Rules and Procedures Classroom Rules and Procedures
lesson or Presenting the classroom rules and Presenting the classroom rules and Presenting the classroom rules and
presenting the guidelines. guidelines. guidelines.
new lesson Raise your hand to speak Raise your hand to speak Raise your hand to speak
ELICIT Be prepared for class Be prepared for class Be prepared for class
Be quiet when the teacher is talking Be quiet when the teacher is talking Be quiet when the teacher is talking
 Share new ideas
PICTURE ANALYSIS:
How would you explain this picture?
B. Establishing a QUESTIONING STRATEGY:
purpose for the Where do you think this place exists?
lesson
ENGAGE
C. Presenting INQUIRY-BASED STRATEGY
examples/ During the 1800s, geologists and the
instances of the naturalists found several forms of physical
new lesson evidence that confirmed that Earth is very
old. The evidence includes: fossils of ancient
sea life on dry land far from oceans, this
supported the idea that the Earth changed over
time and some dry land today was once covered
by oceans; the many layers of rock allowed the
people to realize that rock layers represent the
order in which rocks and fossils appeared, thus
they were able to trace the history of Earth and
life on Earth; lastly, the indications that
volcanic eruptions, earthquakes and erosion
that happened long ago shaped much of the
Earth’s surface and supported the idea of an
older Earth.
D. Discussing new POWERPOINT PRESENTATION
concepts and WITH GIFS / INQUIRY-BASED
practicing new STRATEGY / CHECKPOINT
skills #1 QUESTIONS
EXPLORE The cyanobacteria are the first photosynthetic
organisms to form. Their microfossils are
among the easiest to recognize. Their
morphology remained the same and they left
chemical fossils in the form of broken products
from pigments. The first microfossil that
showed remains of organisms with differences
in structure from the simple form of life was
seen in rocks about 1.5 billion years old. They
Share new ideas
PICTURE ANALYSIS:
How would you describe this picture?
QUESTIONING STRATEGY:
Even though an amazing variety of living
things exist on Earth, they are alike
in several ways. Does a dog have anything
common with a tree? Do you have
something with other living things?
INQUIRY-BASED STRATEGY
Ecology is the branch of biology that deals
with the study of living organisms and
their relationships with each other and
their environment. All the diverse life on
Earth would not exist if not for the
complex and dynamic interactions between
organisms. For example, we depend on
oxygen to breathe. Oxygen is the
byproduct of plants and algae undergoing
photosynthesis. When we exhale carbon
dioxide, these plants use it to make oxygen
and basic sugars. Humans, as well as many
other organisms, eat plants to get that
energy.
POWERPOINT PRESENTATION
WITH GIFS / INQUIRY-BASED
STRATEGY / CHECKPOINT
QUESTIONS
Living things also respond to stimuli (or
changes in the environment). For example,
when autumn comes, the leaves in many trees
stop doing photosynthesis. The leaves then turn
from green to brown and fall off, and the tree
becomes dormant throughout winter. And all
living things can adapt to their environment as
it changes. For example, if there is a prolonged
drought (or a period with little water), certain
Share new ideas
PICTURE ANALYSIS:
How would you describe this picture?
QUESTIONING STRATEGY:
How would you explain the relationship
between all things in a food wen??
INQUIRY-BASED STRATEGY
All living things on Earth have a lot in
common. Both inside and outside. On the
inside, all lifeforms have tiny structures inside
their bodies that are almost exactly the same
and help them do all the things that they need to
do so they can live – things like walking,
flying, or swimming, and even basic functions
like breathing and digesting food. All lifeforms
have similar characteristics or behaviors, too.
There is order and structure to living things. All
lifeforms exist in a body of some kind that is
highly organized. Think of a tree – it has roots
to absorb water, a trunk and branches, and
leaves to absorb sunlight.
POWERPOINT PRESENTATION
WITH GIFS / INQUIRY-BASED
STRATEGY / CHECKPOINT
QUESTIONS
All living things have the ability to reproduce
or procreate. Mammals, like whales and
giraffes, do so by giving birth to young. All
living things consume energy (they eat food),
and use that energy for work, play, and growth.
All living things respond to changes in the
world around them. When the environment
changes, life responds to those changes. For
example, when the weather turns cold, bears
 are larger than bacteria and have internal
membranes and thicker wall. These findings
marked the beginning of eukaryotic organisms
on Earth.
Protozoans, sponges, and fungi came to being.
The first fossilized animals which were
discovered 580 million years ago were soft-
bodied. The continuous process of cell
specialization brought the emergence of
complex and diverse plants and animals,
including human beings. Evidence from fossil
layers proved that different forms of life were
present and have evolved through time.
Checkpoint Question 1:
If multicellular organisms came from
unicellular organisms, then are all species
related?
E. Discussing INQUIRY BASED METHOD (7E’S)
concepts and When scientists speak of evolution as a theory,
practicing new they do not mean that it is a mere speculation.
skills #2 It is a theory in the same sense as the
propositions that the earth is round rather than
flat or that our bodies are made of atoms are
theories. Most people would consider such
fundamental theories to be sufficiently tested
by empirical evidence to conclude that they are
indeed facts. As a result of the massive amount
of evidence for biological evolution
accumulated over the last two centuries, we can
safely conclude that evolution has occurred and
continues to occur. All life forms, including
humans, evolved from earlier species, and all
still living species of organisms continue to
evolve today. They are not unchanging end-
products.
F. Developing mastery QUESTIONING STRATEGY
(Leads to Formative Why should we study history of life?
Assessment 3)
EXPLAIN
G. Finding practical DISCUSSION METHOD
applications of For life to evolve from simple single-celled
concepts and skills organisms to many millions of
in daily living
plants in a population will have the ability to
survive it and others won’t. The ones that
survive it pass on that ability to their offspring.
Over time in a prolonged drought, the
population of plants will be more adapted to its
environment. We call this process natural
selection, wherein the environmental pressures
“select” for certain traits in a population.
Checkpoint Question 1:
Have you ever thought about how we
know something is alive or not alive, so
how do we know?
Check point 2:
What equipment to we use to observe
living things?
- Answer microscope
INQUIRY BASED METHOD (7E’S)
All living things have the ability to
reproduce or procreate. Mammals, like
whales and giraffes, do so by giving birth
to young. All living things consume
energy (they eat food), and use that energy
for work, play, and growth. All living
things respond to changes in the world
around them. When the environment
changes, life responds to those changes.
For example, when the weather turns cold,
bears return to their dens and hibernate for
the winter. When spring comes, the bears
can come out again. All living things can
reproduce or procreate. Mammals, like
humans, do so by giving birth to live
young while birds lay eggs that have to
hatch, and plants make seeds from which
new plants can grow. All living things
consume energy (they eat food), and use
that energy for work, play, and growth.
QUESTIONING STRATEGY
Explain how inheritance and reproduction be
one of the unifying themes of life.
Hands-on Strategy
Presenting a Model
Microscopy
return to their dens and hibernate for the winter.
When spring comes, the bears can come out
again. All across different types of life, some
individuals will have characteristics that make
them better at a particular task, which makes
them more likely to survive. For example, in a
population of giraffes, there may be a few who
have longer necks than the rest. When the only
leaves remaining to be eaten are at the very tops
of the trees, only the giraffes with longest necks
can reach them, and this makes them more
likely to survive. Even though living things
look very different, they are more the same than
different.
Checkpoint Question 1:
What are the things that live here on Earth
all have a lot in common?
INQUIRY BASED METHOD (7E’S)
Across different types of life, some individuals
will have characteristics that make them better
at a particular task, which makes them more
likely to survive. For example, in a population
of giraffes, there may be a few who have longer
necks than the rest. When the only leaves
remaining to be eaten are at the very tops of the
trees, only the giraffes with longest necks can
reach them, and this makes them more likely to
survive. Even though living things look very
different, they are more the same than different.
All living things exhibit “homeostasis,” which
is the ability to maintain a steady internal
environment regardless of their external
environment. For example, most humans
maintain a body temperature of 98.6 degrees
Fahrenheit regardless of whether they are out
playing in the snow or hiking in the hot desert.
Homeostasis is achieved because of strict
biochemical regulations in cells and organs.
QUESTIONING STRATEGY
Explain how homeostasis be one of the
unifying themes of life.
DISCUSSION METHOD
Defining life from the viewpoint of
examining its characteristics reveals how
 ELABORATE species of prokaryotic species to simple
eukaryotic species to all the protists, fungi,
plants and animals, took some time. The first
life forms were very basic, and this then
allowed for the evolution of more complex life
forms. Eukaryotic cells evolved from
prokaryotic cells. The evolution of life is
brought about the changes in the environment
which are linked to changes in climate and
geology. These Earth’s environmental changes
made the Earth’s environment more suitable for
a wider variety of life forms.
H. Generalizing and DISCUSSION METHOD
abstractions about The earth's environments are constantly
changing, usually in subtle and complex ways.
the lesson
When the changes are so great as to go beyond
EXTEND
what most members of a population of
organisms can tolerate, widespread death
occurs. As Charles Darwin observed, however,
not all individuals always perish. Fortunately,
natural populations have genetic diversity.
Those individuals whose characteristics allow
them to survive an environmental crisis likely
will be the only ones able to reproduce.
Subsequently, their traits will be more common
in the next generation--evolution of the
population will have occurred.
- In learning the unifying themes
of life, scientists were able to
observe the characteristics of
living things through the
discovery of Microscope.
- As an application, learners will
be able to learn how to
manipulate the microscope.
- is made up of molecules called nucleic
Experimentation Time
Objectives: Students will be able to
correctly use a microscope
Give examples of technology, such as
telescopes, microscopes, and cameras, that
enable scientists and others to observe
things that are too small or too far away to
be seen without them and to study the
motion of objects that are moving very
rapidly or are hardly moving.
Required Materials:
Compound Microscope
Slides
- The letter “e”
The slides provided are of subjects simple,
interesting, and familiar to students and
should make for a good introduction to
microscopy.
- The letter “e” - The viewing of
this familiar letter will provide practice in
orienting the slide and using the objective
lenses. The letter appears upside down
and backwards because of two sets of
much life on Earth has in common, and
helps distinguish between living and non-
living things, which is important for
learning if life could be possible beyond
Earth.. In all living things, cells are the
main unit of organization, cellular
membranes are made up of molecules
called phospholipids, genetic information
acids, and functions within and between
cells are mostly carried out by molecules
called proteins. This means that a fly has
the same basic biochemistry as an
elephant!
DISCUSSION METHOD
4) All life takes in and utilizes energy to carry out the
functions of its cells, which results in growth and
development. Mechanisms for energy intake are
vastly different across all species, and can range from
eating food like humans do, to converting sunlight
into sugars like plants do, to the harnessing of the
energy produced when rocks radioactively decay like
some bacteria do.
5) All living things exhibit homeostasis, which is the
ability to maintain a steady internal environment
regardless of their external environment. For
example, most humans maintain a body temperature
of 98.6 degrees Fahrenheit regardless of whether they
are out playing in the snow or hiking in the hot desert.
Homeostasis is achieved because of strict
biochemical regulations in cells and organs.
6) All living things respond to their environment by
sensing external stimuli and changing their
biochemistry and/or behavior. For example, when
cuttlefish sense danger, they can instantaneously
change their colors to match whatever background
they are against to avoid being seen by a
predator.
 mirrors in the microscope. This means
that the slide must be moved in the
opposite direction that you want the image
to move.
Learners will also use prepared slides.

I. Evaluating SITUATIONAL ANALYSIS: SITUATIONAL ANALYSIS: SITUATIONAL ANALYSIS:

learning Given the abundant evidence supporting the Briefly describe the unifying themes that Describe the basic structure and function of
EVALUATE theory of biological evolution, is it highly characterize the biological sciences. DNA.
probable that evolution has occurred and is still
occurring today. Expound on this idea.
J. Additional activities
for application or
remediation
REMARKS
V. REFLECTION

A. No. of learners who

earned 80% in the evaluation.
B.No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? 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 it work?
F. What difficulties did I No difficulties were encountered. The
encounter which my
students only needed a more focused
principal or supervisor can
help me solve? learning group.
G. What innovation or No innovation or localized materials were
localized materials did I
used at this time.
used/discover which I wish to
share with other learners?

Prepared: Checked: Noted / checked:

__________________ _______________________ _________________________

Jeanette P. Oronce Ferdinand J. Soriano, MPS Jeferson D. Karagdag, MAED
SST-I/STEM Subject Group Head/MT-I Assistant Principal II
STEM