Annex B to depEd

Order No. 42, s. 016

GRADES 1 TO ESPERANZA NATONAL Grade
School ELEVEN (XI)
12 HIGH SCHOOL Level
DAILY Learning EARTH AND LIFE
Teacher CATHERINE G. NILLAS
LESSON LOG Area SCIENCE
Teaching Dates DECEMBER 12, 2022/ SECOND
and Time
Quarter
8:30-9:30 AM
I. OBJECTIVES
A. Content
The learners demonstrate an understanding of the unifying themes in the study of life.
Standards
B. Performance The learners shall be able to value life by taking good care of all beings, humans, plants, and
Standards animals.
Describe how unifying themes (e.g., structure and function, evolution, and ecosystems) in the
C. Learning study of life show the connections among living things and how they interact with each other and
Competencies with their environment.
LC Code
S11/12LT-IIa-3
1. name the unifying themes in the study of life
Specific Learning
2. describe the unifying themes illustrated
Objectives
3. explain the connection among living things and their interaction with the environment
4. value life by taking good care of all beings, humans, plants, and animals
II. CONTENT/ Quarter 2 – Module 2
TOPIC UNIFYING THEMES IN THE STUDY OF LIFE
III. LEARNING
RESOURCES
1. Teacher's
Guide pages
2. Learner's Quarter 2 – Module 2
Materials Pages 1 - 19
pages
3. Curriculum MELC Page 508
Guide pages
4. Additional
materials from
LRMDS portal
5. Other Learning https://www.youtube.com/watch?v=UszazT8P20E&ab_channel=RosylIngcol
Resources and The Unifying Themes in the Study of Life (9:43 minutes)
Materials
Paper, Masking tape, TV Monitor, Laptop
IV. PROCEDURES
A. Reviewing  Review the students about the previous lesson (RPMS Indicators within: 1,2,3,5)
previous
lesson or  Ask the students to recall the concepts of the topics previously discussed. Volunteer
presenting the students will be asked to share the insights they have learned from the previous
new lesson discussion.
(ELICIT)
B. Establishing a STRATEGY: 4 PICS 1 WORD (DA – DECODING & ARRANGING ACTIVITY)
purpose for (RPMS Indicators within 1,2,3,4,5,6,9)
the lesson  Students will be asked to guess the word that is common among the 4 pictures
flashed on the screen to engage them in the lesson proper.
(ENGAGE)
C. Presenting VIDEO PRESENTATION/ANALYSIS (RPMS Indicators within: 1,2,5)
examples/
instances of  A video on Unifying Themes in the Study of Life (9:46 minutes) will be presented
the new lesson to the class. Students will be tasked to take down notes from the video.

(ENGAGE)

 The objectives of the lesson will be presented and explained to the students.

D. Discussing new GROUP SIMULATION ACTIVITY/DIFFERENTIATED LEARNING PROCESS/ICT INTEGRATION

concepts and (RPMS Indicators within: 1,2,3,4,5,6,7,8,9)
practicing #1
 The class will be divided into ten groups and will perform activities simultaneously
(EXPLORE)  Each group will have a specific activity to perform depending on what group they will pick
for a differentiated learning process.
 The teacher will describe and give the instructions for the activity.
 All groups will be given 2 minutes to do their respective tasks.

Group A (PICTURE ANALYSIS)

 The group will study the picture given to them.
 They will name the unifying theme illustrated in the picture.
 They will present to the class the picture assigned to them and give their answer.

E. Discussing new Group B (MATCH IT)

concepts and  Strips of paper with descriptions will be given to the group
practicing #2  Students by group, will be asked to match the given statements to their corresponding
unifying themes.
(EXPLORE)  They will present and discuss their output with the class.
F. Developing STRATEGY: GROUP PRESENTATION/LECTURE-DISCUSSION (RPMS Indicators within: 1,2,3,7,8,9)
mastery
 The 10 groups will present their answers to the class.
(EXPLAIN)  Students’ answers will be checked.
 The teacher will facilitate the presentation of output that will lead to the discussion of the
topic Characteristics of Living Things / Themes in the Study of Life
Living Things are made up of Cells (The Cellular Basis of Life)
 Cells- the basic unit of life
 All biological processes are being processed on it
Living Things Have an Organized Structure (Biological System)
 SYSTEM has properties/ functions based on the arrangement and
interactions of its parts
 Together (all organ systems), the parts of our body enable us to move
 Each organized structure in an organism has a specific function
Living Things metabolize (Regulation)
 Homeostasis – regulation of an organism’s internal conditions
 Waste removal, transport of material, thermoregulation
 Metabolism - is the chemical processes that build up or break down
materials
 Anabolism - constructive part of metabolism concerned especially
with macromolecular synthesis
 Catabolism - degradative metabolism involving the release of
energy and resulting in the breakdown of complex materials
(proteins or lipids) within the organism
Living Things Adapt and Evolve (Evolution and Adaptation)
 Adaptation - any inherited characteristic that benefits an organism in its
environment
 Adaptation helps organisms’ ability to survive
 Evolution – means a generation-to-generation change in the proportion of
different inherited genes in a population
Living Things interact (Environmental Interaction)
 Organisms are interconnected to everything else
 Symbiotic relationship (e.g. Mutualism, Commensalism, and
Parasitism)
 Biotic factors – living organisms
 Abiotic factors – non-living variables
Living Things grow and develop (Form and Function)
 Growth - an increase in mass (getting bigger)
 Development – change in abilities
Living Things Reproduce (Reproduction and Inheritance)
 To ensure the survival of the species, organisms must have the ability to
reproduce (produce the next generation of individuals)
 Reproduction - the passing of genetic material from parent to
offspring
 Asexual – One parent, identical offspring
 Sexual Reproduction – two parents, offspring are
genetically different from the parent
Living Things respond to stimuli (Responsiveness)
 All organisms must react to their environment to survive
 Light, temperature, and touch are just a few physical factors to which
organisms must respond
 Stimulus – anything that causes some sort of change in an
organism
 Response – reactions to internal and external stimuli
Living Things acquire and process energy.
 Living organisms use a source of energy for their metabolic activities
 AUTOTROPHS - Some living organisms capture light energy and convert it
into chemical energy in food (PHOTOSYNTHESIS)
 HETEROTROPHS – organisms that cannot make their own food
 Some living organisms use chemical energy stored in molecules obtained
from food
Scientific Inquiry
 The process of science includes observation-based discovery and the
testing of explanations through the hypothetic-deductive.
 Scientific credibility depends on the repeatability of observation and
experiments.
 Science, Technology, and Society
 Many technologies are goal-oriented applications of science.
 The relationships of science and technology to society are now more
crucial to understand than ever before.

G. Finding STRATEGY: LECTURE-DISCUSSION (RPMS Indicators within 1,2,3,5,7,8,9)

practical
applications of  Then the teacher will ask some follow-up questions in relation to unifying themes in
concepts and the study of life. Some students will be asked to translate some words in their vernacular
skills in daily (ex. B’laan, Ilonggo, Bisaya).
living
 What do you observe about the types/kinds of clothes we are wearing during the
(ELABORATE) summer and rainy seasons? What do you think is the reason for wearing that type of
clothes in that specific weather condition? What kind of theme in the study of life you
can relate to this type of situation? (Students’ answers may vary - Regulation)

 Can you cite examples or situations where (Responsiveness - Living things respond to
stimuli) can be observed? (Students’ answers may vary)

The teacher will facilitate the generalization of the lesson by asking the following questions:
H. Making 1. Can you enumerate the different unifying themes in the study of life?
generalizations
and
abstractions
about the
lesson

(ELABORATE)

2. As a human being how can you show of giving importance to this so-called “Life”?

 Students’ answers may vary.

I. Evaluating  Students’ scores during the activity and presentation of their output may be used in
learning assessing students’ understanding of the lesson

(EVALUATE)
J. Additional Assignment:
activities for
application or
remediation

(EXTEND)

V.REMARKS

VI. REFLECTION

A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who required
additional
activities for
remediation who
scored below
80%
C. Did the remedial
lesson work?
No. of learners
who have caught
up with the
lesson
E. Which teaching
strategies
worked well?
Why did these
work?
F. What difficulties
 did I encounter
which principal
or supervisor
can help me
solve?
G. What innovation
or localized
materials did I
use/ discover
which I wish to
share with
other teachers

Prepared by:

CATHERINE G. NILLAS
Teacher II

Observed by:

_______________________ _______________________ _________________________

Approved by:

JOEVER P. GOMEZ
PSDS District X