Region IX Grade Level 10

GRADE 10 Teacher Katherine Bernardino Learning Area SCIENCE

DAILY Teaching
LESSON Dates and Quarter 3rd QUARTER
LOG Time

I. OBJECTIVES
A. Content The learners demonstrate an understanding of:
Standards  an ecosystem as being capable of supporting a limited number
of organisms
B. Performance
Standards
C. Learning Explain the relationship between population growth and carrying capacity The competency is
Competencie S10LT-IIIi-42 applied to meet the
curriculum
s / Objectives Objective/s: requirements based on
Write the LC 1. Explain the concept of population. the Most Essential
code for each Learning Competency
2. Analyze the comparison of exponential and logistic growth models. (MELC). Parts of the
3. Illustrate the relationship between population growth and carrying DLP are based on the
capacity. PPST Modules.
II. CONTENT POPULATION DYNAMICS
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s Science 10 3rd Quarter Week 7 Module
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other
Learning Modules, visual aids, whiteboard and marker
Resources
IV. PROCEDURES
A. Reviewing Learner’s recall their
ELICIT previous lesson.
previous
The teacher will ask to recall the previous topic.
lesson or
presenting
the new
lesson
B. Establishing a ENGAGE
purpose for Teacher will show 3 pictures to guess in one word.
the lesson 3 PICS 1 WORD

Answer: POPULATION
After the activity, teacher will ask student to share an idea of what is
population all about.
C. Presenting The teacher will present an example of a collection of organisms
 examples/ belonging to the same species. Students will then use a gesture,
instances of either thumbs up or thumbs down, to indicate whether the given
the new example qualifies as a population.
lesson
THUMBS UP or THUMBS DOWN

D. Discussing EXPLORE
new concepts The class will be divided into 3 groups. Then each group will analyze 2
and different deer population graphs and make hypotheses about what
practicing accounts for the differences in the populations. Students will answer
new skills #1 the following guide question below.

Compare the graphs of two deer populations.

Guide question:
1. What do deer need to survive? Student responses will vary but
could include food, water, shelter, space, and mates.
2. What interferes with a deer’s survival? Student responses will vary
but could include disease, hunters, and lack of food, water,
shelter, space, and mates.
3. Hypothesis: If a population experiences ____________ then it will
____________because________________________________.

Sample responses: If a population experiences (an abundance of

food, a lack of water, harsh weather, hunting season, etc) then it
will (increase, decrease, stay the same) because (deer need to eat
a lot of food every day to sustain a healthy weight, deer need
water to survive, the severe weather will cause some deer to die
from exposure, etc).

After the activity, teacher will chose one representative from the
group to share their answers in front.

E. Discussing Teacher will ask the student about what they have observed in the
new concepts picture and allow them to share their knowledge as to how it is
and connected to the topic.
practicing
new skills #2
OBSERVE AND EXPLAIN
 Guide question:
- What have you observe in the population size of exponential
growth?
- What have you observe in the population size of logistic
growth?

F. Developing EXPLAIN
mastery After the activity, teacher will explain the following concept.
(Leads to
Formative Population Growth
Assessment) is the increase in the number of individuals or group of
organisms of the same species

Types of population growth

1. Exponential Growth:
- When there are unlimited resources in the
environment. A population increase is observed
which results to J-shape curve.
2. Logistic Growth:
- Happens when the available resources needed to
support the population are limited.
- An S-shaped curve is formed on a graph as a
population levels off at it reaches the carrying
capacity.
carrying capacity
- is the maximum number of organisms that an
ecosystem can support.
limiting factors
- refers to any of the factors (variables) in an
environment capable of limiting a process, such as
the growth, abundance, or distribution of a
population of organisms in an ecosystem.

G. Finding ELABORATE There are varied

practical In understanding the concept of population growth such as questions that will help
the learner’s expound
applications exponential and logistic growth students will share insight by their knowledge of
of concepts answering the following questions. population growth and
and skills in carrying capacity.
daily living
 Guide question:
 What will happen if a population experiences an abundance of
food? (it will increase)
 What will happen if a population experiences lack of food and
water? (it will decrease)
 What term is used to describe the phenomenon when an
ecosystem reaches the maximum number of organisms it can
sustain? (carrying capacity)

H. Making To sum up the lesson, Teacher will show an image that would use Letting students to give
generalizatio their knowledge to share their insights about the relationship between their insights about the
topic as a strategy to
ns and population growth and carrying capacity by answering the following wrap up the lesson will
abstractions question. assess students’
about the comprehension about
lesson the lesson. Students
will be challenged to
think critically.

1. Which of the two curves exhibits exponential growth? Describe the

population in this type of growth. _________________________.
Answer: Exponential growth is curve A. Population increases as there
are unlimited resources available in the environment.

2. Which of the two curves exhibits a logistic growth? Describe the

population in this type of growth. _________________________.
Answer: Logistic growth is curve B. Population stops increasing due
to limited resources in the environment.

3. What is the carrying capacity in this graph? ____.

Answer: 800

4. What happens to the population growth once the carrying capacity

has been reached? _______________________________.
Answer: The population stops growing once carrying capacity is
reached. This means, resources needed by the organisms to survive
becomes limited.

I. Evaluating EVALUATE Results of the

learning evaluation will be
monitored to support
In a ¼ sheet of paper, students will answer the given activity. and assess learner’s
progress and
Instruction: Study the graph at the left achievement.
and read the following statements. Put a
check (/) mark if the statement is TRUE
and an (X) mark if it is FALSE. UGG

1. The deer population grew exponentially before the year 1990. /

2. There is further increase in the deer population when it had
reached the carrying capacity. X
3. The carrying capacity of the environment affected the growth of
 the deer population because at this period the available resources
become limited. /
4. Overall, the deer population exhibit exponential growth. X
5. When the population finally reaches the carrying capacity of the
environment, the population stops growing as there is an
insufficient resource to sustain life. /

I. Additional EXTEND
activities for In a 1 whole sheet of paper, Do a research and answer the following
application questions:
J. or remediation 1. What are the types of density limiting factors
2. List down at least one example of a density dependent and density
independent limiting factor.
3. How does each limiting factor affect each population
VI. REMARKS
VII. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment

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 these work?

F. What difficulties did I

encounter which my
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: Verified by:

Katherine Bernardino Jo Ann F. Cadayona _____
4th Year/BSEd Science-Intern Cooperating Teacher