Republic of the Philippines

DEPARTMENT OF EDUCATION
National Capital Region
LAGRO HIGH SCHOOL
Misa de Gallo St. Cor. Ascencion, Barangay Greater Lagro, Quezon City

WEEKLY LEARNING PLAN

Teacher: Francis T. Grade Level: Grade Level & Section, Bldg and Room Delivery Mode and Time
Corpuz Grade 10
Signature: Learning Area: 10-PHOSPHORUS M-301 FACE TO FACE 8:00 – 9:00
SCIENCE 10
SECOND QUARTER 10-LEAD SB – 203 FACE TO FACE 9:20-10:20
Week 3 February 19-23, 2024 10-HYDROGEN SB-202 FACE TO FACE 10:20-11:20
Most Essential Learning Competencies:
Describe how the nervous system coordinates
and regulates these feedback mechanisms to
maintain homeostasis (S10LT-lllc-36)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
SESSION / DATE February 19, 2024 February 20, 2024 February 21, 2024 February 22, 2024 February 23, 2024
Day 1 Day 2 DAY 3 DAY 4 DAY 5
I. OBJECTIVE Describe the divisions Distinguish the major Describe how the nervous Describe how the nervous To improve reading
and subdivisions of the functions of the nervous system coordinates system coordinates ability of the learners
nervous system system: sensation, and regulates these and regulates these
integration, and response feedback mechanisms to feedback mechanisms to
maintain maintain
homeostasis homeostasis
SPECIFIC Identify the major Distinguish the major Describe how the nervous Describe how the nervous To improve reading
OBJECTIVES divisions and parts of the functions of the nervous system coordinates and system coordinates and ability of the learners
nervous system system: sensation, regulates these regulates these
integration, and response feedback mechanisms to feedback mechanisms to
maintain homeostasis maintain homeostasis
II. Nervous System: The Nervous System: The Nervous System: The Nervous System: The
CONTENT/TOPIC Control Control Control Control Catch Up Friday
System of the Body System of the Body System of the Body System of the Body Reading

III. LEARNING
RESOURCES/ LEARNERS MATERIALS https://www.youtube.com/watch?v=Lc3NlkT-Etg
MATERIALS Quarter 3 – Module 3:Nervous System: The Control System of the Body
IV. PROCEDURES
A. Reviewing Sharing a traditional Narrating a Filipino
previous lesson/ Filipino belief that relates folktale where a
presenting new to the nervous system's character's emotions
lesson role in maintaining balance affect their physical well-
(Elicit) and harmony within the being, connecting it to the
body. nervous system's
regulation of homeostasis.
B. Establishing Directions: Decode the The teacher will give an Teacher will divide the Teacher will divide the
purpose for the number to reveal the word instruction on how simple class into two groups. class into two groups.
lesson and use the corresponding activity begins. Each group will choose Each group will choose
(Elicit) letter in the alphabet. one representative. one representative.
(Brainstorming) (Brainstorming)

C. Presenting Activity: Teacher will divide the Students role-play different Conduct a mystery box
example of the new class into two groups scenarios where the activity where students feel
lesson nervous system responds objects inside the box and
(Engage) to various stimuli to guess how the nervous
system would respond to that
maintain homeostasis. stimulus.

D. Discussing new Based on the activity, how Teacher will present this image: Nervous System Relay Nervous System Relay
concept and will you Identify the major Students experience how Students experience how
practicing new skill divisions and parts of the the nervous system the nervous system
#1 of the lesson nervous system coordinates movement coordinates movement
(Explore 1) and sensory feedback. and sensory feedback.

E. Discussing new Learners will share their Let our learners share their Instructions:
concept and ideas: ideas regarding the major 1) Divide students into
practicing new skill functions of nervous system teams.
✔Major Divisions and Parts 2) One student from each
#2 of the lesson of the Nervous System team wears a blindfold and
(Explore 2) navigates through a
course set by cones,
guided only by verbal
instructions from
teammates.
3) Rotate roles and
discuss how the nervous
system adapted to the
challenge.
Instructions:
1) Divide students into
teams.
2) One student from each
team wears a blindfold
and navigates through a
course set by cones,
guided only by verbal
instructions from
teammates.
3) Rotate roles and
discuss how the nervous
system adapted to the
challenge.
F. Developing Teacher will explain more Teacher will explain more Conduct a class debate on Conduct a class debate
mastery the impact of stress on the on the impact of stress on
(Explain) nervous system's ability to the nervous system's
maintain homeostasis, ability to maintain
encouraging students to homeostasis, encouraging
research and present students to research and
evidence to support their present evidence to
arguments. support their arguments.
G. Finding practical Gather students’ responses The teacher will post the Teacher will explain how Teacher will explain how
applications of to the question below. complete functions of Nervous information travels in the information travels in the
concepts and skills 1. Describe the divisions System. nervous system nervous system
in daily living and subdivisions of the
(Elaborate) nervous system

H. Making Teacher will give an activity Teacher will explain how the Create a visual Create a visual
generalizations and regarding Nervous System. body processes are controlled representation (such as a representation (such as a
abstractions about through the nervous system. poster or infographic) poster or infographic)
the lesson “The Functions of Nervous Through this simple activity, the showing how the nervous showing how the nervous
(Elaborate) System” learners understand the real system responds to system responds to
essence of nervous system. different stimuli to maintain different stimuli to
The activity entitled: A homeostasis. maintain homeostasis.
NERVOUS TRIP
I. Evaluating Let the students answer the Let the students answer the 5 Let the students answer Let the students answer
learning 5 questions post test. questions post test. the 5 questions post test. the 5 questions post test.
(Evaluate)
J. Additional What might happen to a How does the brain receive the What does the brain do as How is the message from
activities for person whose nervous and information from the receptor? soon as it receives the the brain sent in response
application or endocrine systems fail to information? to the stimuli?
remediation maintain homeostasis?
(Extend)
V. REMARKS Continuation of the topic Continuation of the topic during Continuation of the topic Continuation of the topic
during week 3 week 3 during week 3 during week 3

VI. REFLECTION PHOS / HYDRO /LEAD PHOS / HYDRO /LEAD PHOS / HYDRO /LEAD PHOS / HYDRO /LEAD
A. No. of learners
who earned 80% in
the evaliuation.
B. No. of learners
who require
additional activities
for remediation who
scored below 80%.
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
reguire remediation
E. Which of my
teaching strategies
worked well? Why
these work?
F. Which difficulties
did I encounter
which my principal
and supervisor can
help me solve?
G. What innovation
or localized material
did I use/discover
which I wish to
share with other
teachers?

Prepared by: Checked by:

FRANCIS T. CORPUZ YULEFE M. POLICARPIO

Teacher 1 Master Teacher 1

Review by: Monitored by

IRENE C. GALLARDO AGAPITO T. LERA, PhD

Head Teacher VI – Science Dept. Principal IV