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School IRENE RAYOS OMBAC NATIONAL HIGH SCHOOL Grade Level 10

DAILY LESSON PLAN
Teaching Intern JESSICA L. SUDIO Learning Area SCIENCE

Teaching Date MARCH 11, 2024: 9:45-10:45AM Quarter THIRD

and Time

I.OBJECTIVES

A. Content standards The learners demonstrate an understanding of;

How evolution through natural selection can result in biodiversity.

B. Performance Standards Write an essay on the importance of adaptation as a mechanism for the survival of a species.

C. Learning Competencies/Objectives Explain how fossil records, comparative anatomy and genetic information provide evidence for evolution.

At the end of the lesson, the learners should be able to:

1. define comparative anatomy and embryonic development;
2. differentiate homologous, analogous, and vestigial structure of species;
3. classify the stages of embryo development of the different vertebrates; and
4. recognized how embryonic development and comparative anatomy provides clues for evolution.

II.CONTENT
Biodiversity and Evolution (Comparative Anatomy and Embryonic Development)

III.LEARNING RESOURCES

A. References

1.Teacher’s Guide Pages pp. 227-229

2. Learner’s Material Pages pp. 309-313

3.Textbook Pages

4.Additional Materials from (ADM) Quarter 3 – Module 6: pages 10-14

Learning Resources

B. Other Learning Resources https://www.vedantu.com/biology/comparative-anatomy

 IV.PROCEDURES

A. Reviewing previous lesson or Let learners recall the previous lesson.

presenting the new lesson (ELICIT) Ask the students about FOSSILS. (2mins)

Yes, that's right! FOSSILS are traces of organisms that lived in the past and were preserved by natural process. Fossils can be
an imprint or compression.

B. Establishing a purpose for the lesson Ask the students what they know about comparative anatomy and embryonic development. (3 mins)
(ENGAGE)
Class, before we start our lesson, let’s have a short activity first. Who among the class knows about comparative anatomy
and embryonic development?

Show pictures of anatomy of alike bones and alike embryo and explain these are also an example of materials that
paleontologists use in studying evolution.

Let's discover another evidence of evolution, which is comparative anatomy and embryonic development as we move on with
our lesson. But before that, let me present the learning objectives for this lesson.
At the end of the discussion, then you should be able to:
A. define comparative anatomy and embryonic development;
B. differentiate homologous, analogous, and vestigial structure of species;
C. classify the stages of embryo development of the different vertebrates; and
D. recognized how embryonic development and comparative anatomy provides clues for evolution.

MATERIALS: PPT, Chalk, Chalkboard, SMART TV

C. Presenting examples/instances of the The teacher will relate the motivational activity by letting the learners give and share their ideas about the topic and asking
new lesson (ENGAGE/EXPLORE) questions about it. (5 mins)

ACTIVITY 1A

D. Discussing new concepts and Ask the following questions about the actitivy above. (5 mins)
practicing new skill #1 (EXPLORE) 1. Can you say that human, whale, and bat might belong to a common ancestral group? Explain why.
2. Give other examples on homologous structures.

E. Discussing new concepts and Comparative Anatomy and Embryonic Development (20 mins)
practicing new skill #2 (EXPLORE) An embryo is an early stage of development in organisms. Embryonic development include stages such as blastula, gastrula,
and organogenesis. The embryo of fishes, salamanders, lizards, birds, cats, and humans are similar during the first stage of their
embryonic development; and have several homologous structures that are not present when the organisms are adults

The study of the similarities and the differences in anatomy, i.e. the body structure of two or more species is called
comparative anatomy. This study of comparative anatomy in biology is essential to understand the areas of variations that
gave rise to some evolution.

In part of Evidence of Evolution: Comparative Evolution

A. Homologous and Analogous Structure

Another hint of evolutionary concept is from the comparative anatomy. Structures from different species which have similar
internal framework, position, and embryonic development are considered to be homologous.
Homologous structures may perform different functions in the species living in the different environment, or it may have
the same origin but different functions.
Here are some examples of homologous structures: forelimbs of dog, bird, lizard, and whale, which are structurally the same,
but functionally different.

Structures of unrelated species may evolve to look alike, because the structure is adapted to similar function, these are
called analogous structures. Analogous structures have similar functions but different origin.

Examples are wings of birds, bats, and insects that have the same function but different in origin.

B. Vestigial Structure

Gradual changes have occurred through time that has, in some cases, reduced or removed the function of somebody's organs
and structure. The human’s appendix that is reduced and no longer digests rough vegetation and pelvic bones of snakes with
reduced hind legs are examples of this phenomenon. Moreover, vestigial structures are structures that have gone their function
in the organism and have become reduced in size (because of efficiency).
 Two (2) Types of Evolution
1. Divergent evolution is the splitting of an ancestral population into two or more sub
populations that are geographically isolated from one another. The presence of
homologous structures is a strong indicator that the organisms evolved from common
ancestors. This type of evolution is called divergent evolution.
2. Convergence is an increase in similarities among species derived from different ancestors as
a result of similar adaptation to similar environment. In convergent evolution, analogous
structure of unrelated organisms from different ancestors develop similar function such as
butterfly wings and bird wings.

In part of Evidence of Evolution: Embryonic Development

An embryo is an early stage of development in organisms. Embryonic development include stages such as blastula,
gastrula, and organogenesis. The embryo of fishes, salamanders, lizards, birds, cats, and humans are similar during the first
stage of their embryonic development; and have several homologous structures that are not present when the organisms are
adults Studies show that species that are closely related exhibit similar embryonic development. Even when in the adult stage,
the organisms are quite different
A study of organism's embryonic progress provides further clues to its evolutionary past.
Scientists proclaimed that "ontogeny summarizes phylogeny." Simply means that this theory
proposes that if a certain organism undergo its embryonic development (ontogeny), it duplicates
(recapitulates) the stages in its evolutionary history (phylogeny). For example, during your
development, human folds in the neck area are referred to as pharyngeal pouches, which in some
animals become gills. This notion of embryology as an "instant replay" of evolution has been
called the biogenetic law.
Stages of Embryonic Development
Stage 1: Blastula – which in some species is a hollow ball of cells, undergoes gastrulation
Stage 2: Gastrula – blastula undergoes gastrulation, during which the three germ layers form. (Ectoderm-nervous system
mesoderm- muscle cells and connnective tissue, endoderm-digestive system and other internal organs)
Stage 3: Organogenesis – is the formation of organs from germ layers.

F. Developing Mastery (EXPLAIN) ACTIVITY 1B: So, Who is My Relative? (5 mins)

Objectives: Compare the stages embryonic development of different organisms and explain how embryonic development
provides clues for evolution.
G. Finding practical applications of
concepts skills in daily living
(ELABORATE)
H. Making generalizations and
abstractions about the lesson
(ELABORATE)
I. Evaluating Learning (EVALUATE)
Questions to answer: (5 mins)
The teacher will ask,
1. In what stages of development of the organisms above show similarities?
2. Identify the structure, how and where are they similar?
3. In stage 3, identify the structures that made the organisms different from each other?
4. Can embryonic development be evidence that evolution took place?
Questions to answer: (5 mins)
1. What is comparative anatomy and embryonic development?
2. What are the differences between homologous, analogous, and vestigial structures?
3. What are the stages of embryonic development?
4. How comparative anatomy and embryonic development provide evidence for evolution?
ACTIVITY 3: Let’s try it? (5 mins)
Choose the letter of the correct answer.
1. Perform different functions in the species living in the different environment, or it may have the same origin but
different functions.
a. Homologous structure
b. Analogous structure
c. Embryo
d. Anatomy
2. A structure that has similar functions but different origins.
a. Homologous structure
b. Analogous structure
c. Embryo
d. Anatomy
3. Is an early stage of development in organisms.
a. Homologous structure
b. Analogous structure
c. Embryo
d. Anatomy
4. What are the two evidence, besides fossil?
a. Homologous
b. Analogous
c. Embryo
d. Comparative anatomy and embryonic development
5. What are the two types of evolution?
a. Divergent and convergent evolution
 b. Direct and indirect evidence
c. Homologous and analogous
d. None of the above

J. Additional activities for application or Read about Theories of Evolution. (5 mins)

remediation (EXTEND)

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the valuation

B.No. of learners who require additional activities for

remediation who scored below 80%

C.Did the remedial lesson work? No. of learners who caught

up with the lesson

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did

this 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: Checked and Reviewed: Noted: Approved:

JESSICA L. SUDIO MARIA LUISA L. CAGUIOA CRISTINA M. CERVANTES, EdD ROSARIO C. FERRER, EdD
Teaching Intern Cooperating Teacher HT-III, Science Department Principal IV