This daily lesson plan outlines the content and activities for a three-day science unit on evolution for a 10th grade class. The objectives are for students to understand evolution through natural selection and how it leads to biodiversity. Students will analyze theories of evolution, explain natural selection, compare adaptations for survival, and create a presentation on adapting to environmental changes. Activities include analyzing evidence of evolution, videos on the creation of humans, diagrams of evolutionary theories, a survival simulation game, and a student showcase presenting on adapting to different environments. Formative and summative assessments are built into the lessons to evaluate student learning.
This daily lesson plan outlines the content and activities for a three-day science unit on evolution for a 10th grade class. The objectives are for students to understand evolution through natural selection and how it leads to biodiversity. Students will analyze theories of evolution, explain natural selection, compare adaptations for survival, and create a presentation on adapting to environmental changes. Activities include analyzing evidence of evolution, videos on the creation of humans, diagrams of evolutionary theories, a survival simulation game, and a student showcase presenting on adapting to different environments. Formative and summative assessments are built into the lessons to evaluate student learning.
This daily lesson plan outlines the content and activities for a three-day science unit on evolution for a 10th grade class. The objectives are for students to understand evolution through natural selection and how it leads to biodiversity. Students will analyze theories of evolution, explain natural selection, compare adaptations for survival, and create a presentation on adapting to environmental changes. Activities include analyzing evidence of evolution, videos on the creation of humans, diagrams of evolutionary theories, a survival simulation game, and a student showcase presenting on adapting to different environments. Formative and summative assessments are built into the lessons to evaluate student learning.
DAILY LESSON School MEDINA COLLEGE – SCIENCE HIGH SCHOOL Grade Level Grade Ten
LOG Teacher AGAPITO GACASAN Learning Area Science
Teaching Dates MARCH 11 – 13 , 2023 Quarter Third Quarter
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES A. Content Standards The learners demonstrate an understanding of how evolution through natural selection can result in biodiversity B. Performance Standards The learners shall be able to write an essay or make a multimedia presentation on the importance of adaptation as a mechanism for the survival of the species C. Learning Competencies/ Objectives S10LT-IIIg-40 Write the LC code for each - Analyze the different - Determine the effect of - Create a multimedia theories of evolution environmental changes presentation about the - Explain the Theory of on adaptation and things an individual Natural Selection. survival of a species. must do in order to - Compare and contrast adapt and survive in the characteristics of environmental changes organisms and challenges. II. CONTENT Theories of Evolution Adaptation and Survival Performance Task : Adapting and Surviving Our Changing World III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages Pages 232-233 Pages 233-235 Page 235 2. Learner’s Materials pages Pages 316-317 Pages 317-321 Pages 322 3. Textbook pages 4. Additional Materials from Learning Resources (LR) portal B. Other Learning Resources https://www.youtube.com/ watch? http://evolution.berkeley.edu/ v=11hJal7qAtU evolibrary/print/printable_ template.php? article_id=sneakermales_ 01&context=0_0_0 IV. PROCEDURES A. Reviewing previous Enumerate the evidence of Give the theories of Lamarck How do organisms survive lessons or presenting the new evolution and Darwin in their changing lesson environment? B. Establishing a purpose for Video Analysis: 5 Theories on What does "survival of the Remind the students of the the lesson the Creation of Human fittest" means? purpose of the showcase. Which theory do you believe the most? C. Presenting examples/ Different pictures depicting the Analyzing a comic strip. instances of the new lesson theories of evolution will be presented on the board. Ask the students to give their opinions. Students showcase their D. Discussing new concepts Discuss the theories of evolution Perform Activity 6: Survivor and multimedia presentation and practicing new skills #1 by Lamarck and Darwin. answer guide questions. on adapting and surviving environmental changes E. Discussing new concepts Perform Activity 5: Follow the and challenges. and practicing new skills #2 Track (by buddies) F. Developing mastery How can evolution through Can destruction of our natural (Leads to Formative natural selection result in resources affect the survival of Assessment 3) biodiversity of species? species? How? G. Finding practical Give some possible effects of What will you do in order to In what way can you help applications of concepts and natural selection in the survive in any given to protect our skills in daily living development of human environment or situation? natural resources and save characteristics. our biodiversity? H. Making generalizations and How would variation among Do you want to survive in Discuss briefly the abstractions about the lesson individuals in the population any given environment or presentation of each group. bring greater chance of situation? Explain. survival? I. Evaluating learning Compare and contrast Write an essay on how an Summative Assessment Lamarck’s and Darwin’s theory organism adapt to its (LM pages 323-325) using a graphic environment to survive. organizer. J. Additional activities for Conduct a survey or application or remediation interview at the local Department of Environment and Natural Resources Office (DENR). V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the Evaluation B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lesson works? 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 these works?
F. What difficulties did I encounter
which my principal or supervisor can help me solve? G. What innovations or localized materials did I use/discover which I wish to share with other teachers?