School RIZAL SPECIAL EDUCATION LEARNING CENTER Grade Level Grade 10

K TO 12 Teacher NAZER M. LACABO, LPT. Learning Area Science

DAILY LESSON LOG WEEK 1

Teaching Dates and Time Quarter 3
2:00-3:00 PM

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding of:

1. organisms as having feedback mechanisms, which are coordinated by the nervous and endocrine systems

2. how these feedback mechanisms help the organism maintain homeostasis to reproduce and survive

B. Performance Standard explain the role of hormones involved in the female and male reproductive systems

C. Learning Competencies / ● describe how the nervous system coordinates and regulates these feedback ● explain the role of hormones involved in the female
Write the LC code for each mechanisms to maintain homeostasis (S10LT-IIIc-36). and male reproductive systems

(S10LT-IIIb-34), and;

● describe the feedback mechanisms involved in

regulating processes in the female reproductive
system (e.g., menstrual cycle) (S10LT-IIIc-35).
Objectives:
At the end of this lesson, students should be able to: At the end of this lesson, students should be able to:

● identify the basic components of the nervous system; ● describe the general attributes of an endocrine
gland;
● differentiate between CNS and PNS;
● classify hormones according to their chemical
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 ● explain how neurons are structurally and functionally classified; nature, target cells, and functions;

● differentiate between neurons and neuroglia; ● explain the different mechanisms of action of
hormones; and
● differentiate the structures and functions of the supporting cells in CNS and PNS;
● differentiate between the nervous system and
and endocrine system as the major organ systems
● explain the general functions of the nervous system. responsible for coordination.

The Nervous System The Endocrine System

II. CONTENT

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages QUIPPER

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning Resources QUIPPER SCIENCE 10 STUDENTS AND TEACHERS CONTENT

IV. PROCEDURES

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A. Reviewing previous lesson Review the different organ systems in the human body. Recall their basic parts and their Review the nervous system by identifying its
or presenting the new lesson general functions. What are the different organ systems in our body? What are they composed basic parts and their corresponding functions.
of? What are their general functions? Recall the two major divisions of the nervous
system as well. What is the function of the
nervous system? What is it composed of? What
are the two major divisions of the nervous
system?

B. Establishing a purpose for What are the parts and functions of the nervous system? What are the different organs of the endocrine
the lesson system?
How are neurons structurally and functionally classified?
What are the functions of the hormones produced
How are neurons and neuroglia different from one another? and secreted by the endocrine glands?

How do endocrine structures exert control over

other body organs?

C. Presenting Charades of Body Systems Picture Connect

examples/instances for the
new lesson In this activity, students will help each other recall the different organ systems in the body In this activity, students will recall the different
through the game of charades. components of the nervous system by connecting
pictures together to form new words.

D. Discussing new concepts Start the main discussion by describing the nervous system. Identify its three basic Start the main discussion by describing the
and practicing new skills # 1 components and its major divisions. Describe the basic unit of the nervous system and its general role of the endocrine system and its
classification. What makes up the nervous system? What is the basic unit of the nervous components. Describe the role of hormones in
system? How are neurons structurally and functionally classified? carrying out the functions of this organ system.
Discuss how hormones are classified and how
their nature and composition affect their
Continue the discussion by describing the neural structures that support the nervous system. mechanisms. What is the general role of the
Differentiate the supporting cells of the central nervous system and the peripheral nervous endocrine system? What are hormones? How do
system. What are the supporting cells of the nervous system? hormones function?

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 Discuss the general functions of the nervous system. What are the general functions of the Continue the discussion by describing the
nervous system? How does the nervous system carry out its functions? mechanisms of hormone action. Discuss the
different roles of the endocrine system.
Differentiate between the nervous system and
endocrine system How do hormones carry out
their functions? What are the specific roles of the
endocrine system? How do the endocrine system
and nervous system differ from each other?

E. Discussing new concepts Pass the Message version 2.0 Glands, Hormones, Action!
and practicing new skills # 2
Transmitting messages across the body is basically the function of the nervous system. In this The endocrine system, through its hormones,
activity, students will simulate how the nervous system receives, processes, and takes action plays many roles in our body. In this activity,
on the information received from the environment. students will emphasize the roles of the
endocrine system by performing a skit.

F. Developing mastery Identify the term being described in each statement. Ask the students to identify whether each
statement is true or false.
(Leads to Formative 1. It is the main control center of the nervous system.
Assessment 3) 1. The endocrine glands are not directly
2. These neural processes carry impulses away from the cell body. connected to each other.
3. It is considered the center of a neuron because it contains the nucleus. 2. Endocrine glands secrete their hormones into
4. They carry impulses from the CNS to the muscles and glands of our body. the bloodstream.

5. They are supporting cells that lump together to protect the neurons. 3. Steroid hormones are neutral lipids that are
derivatives cholesterol.
6. These are supporting cells that produce the myelin of neural processes outside the CNS.
4. Water-soluble hormones readily diffuse into
7. They are ciliated neuroglia that produces the cerebrospinal fluid in the central nervous the plasma membrane.
system.
5. Lipid-soluble hormones have receptors
8. This is called the processing and assessment of electrical signals in the brain and spinal embedded in the cell membrane.
cord.
6. Tropic hormones do not affect the release of

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 9. These types of neurons are commonly found as sensory neurons in the peripheral nervous hormones in another gland.
system.
7. Water-soluble hormones have high solubility
10. It is the extracellular space that connects the axon terminals of one neuron to the dendrites in water but low lipid solubility.
of another neuron.
8. Epinephrine and norepinephrine are hormones
that contribute to stress adaptation.

9. Amino acid-derivative hormones are

molecules derived from protein and cholesterol.

10. Peptide hormones are synthesized in the

endoplasmic reticulum and Golgi complexes of
cells.

G. Finding practical Relate scientific process in solving real life situation. Relate scientific process in solving real life
applications of concepts and situation.
skills in daily living

H. Making generalizations The teacher will ask the students about what they have learned from the lessons. The teacher will ask the students about what they
and abstractions about the have learned from the lessons.
lesson

I. Evaluating Learning Output will serve as evaluation Paper and pen test

J. Additional activities for

application for remediation

V. REMARKS

5 | Page
VI. REFLECTION

School RIZAL SPECIAL EDUCATION LEARNING CENTER Grade Level Grade 10

K TO 12 Teacher NAZER M. LACABO, LPT. Learning Area Science

DAILY LESSON LOG WEEK 2

Teaching Dates and Time Quarter 3
2:00-3:00 PM

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding of:

1. organisms as having feedback mechanisms, which are coordinated by the nervous and endocrine systems

6 | Page
 2. how these feedback mechanisms help the organism maintain homeostasis to reproduce and survive

B. Performance Standard Explain what are the changes that occur during puberty

C. Learning Competencies / At the end of this lesson, the following DepEd learning competency (competencies) should be met by the students.
Write the LC code for each
● explain the role of hormones involved in the female and male reproductive systems

(S10LT-IIIb-34).

At the end of this lesson, students should be able to: At the end of this lesson, students should be
able to:
● define the role of pituitary glands and gonads in reproduction; and
Objectives: ● define the role of pituitary glands and gonads
● describe hormonal control in male and female reproductive systems. in reproduction; and

● describe hormonal control in male and female

reproductive systems.

Hormones and the Reproductive System : Hormones Controlling the Male Hormones and the Reproductive System :
Hormones Controlling the Female
II. CONTENT Reproductive System
Reproductive System

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages QUIPPER

2. Learner’s Material pages

3. Textbook pages
7 | Page
4. Additional Materials from
Learning Resource (LR)
portal

B. Other Learning Resources QUIPPER SCIENCE 10 STUDENTS AND TEACHERS CONTENT

IV. PROCEDURES

A. Reviewing previous lesson Recall the gametes and gonads of the reproductive system. What the gametes and gonads of Recall gametogenesis. What is gametogenesis?
or presenting the new lesson the reproductive system?

Recall hormonal control in males. What is the

Recall puberty. What is puberty? hormonal control mechanism in males?

Recall secondary sex characteristics. What are secondary sex characteristics? Recall positive and negative feedback. What is
positive feedback? What is negative feedback?

B. Establishing a purpose for What hormones affect the male reproductive system? What hormones affect the female reproductive
the lesson system?
What are the mechanisms that affect the normal function of these hormones?
What are the mechanisms that affect the normal
function of these hormones?

C. Presenting Match the Characteristics Match the Characteristics

examples/instances for the
new lesson This activity will allow students to do an activity that will make them match reproductive This activity will allow students to do an activity
systems to their characteristics. that will make them match reproductive systems
to their characteristics.

D. Discussing new concepts Discuss spermatogenesis. What is spermatogenesis? Discuss oogenesis. What is oogenesis?
8 | Page
and practicing new skills # 1

Discuss hormonal control in males. What is the hormonal control mechanism in males? Discuss hormonal control in females. What is the
hormonal control mechanism in females?

Discuss the feedback mechanisms in the male reproductive system. What are the feedback
mechanisms in the male reproductive system?
Discuss the regulation of hormones in the female
reproductive system. How does the regulation of
hormones occur in the female reproductive
system?

E. Discussing new concepts Positive and Negative Feedback in Males Regulation of Hormones
and practicing new skills # 2
This activity will have the students recall the feedback mechanisms in males. This activity will have the students do an activity
about hormone regulation.

F. Developing mastery Identify the following terms: Write true if the statement is accurate and false
otherwise. true
(Leads to Formative 1. This involves the production and development of gametes or sex cells.
Assessment 3) 1. Oogenesis is caused by hormones.
2. This is the process of #1 in males.
2. The equivalent of oogenesis in males is
3. This develops into the mature gametes in the process of #2. spermatogenesis.
4. These are the gametes of males. 3. Gametogenesis occurs or proceeds in puberty.
5. This gland releases GnRH. 4. Only males undergo gametogenesis.
6. GnRH triggers the release of these hormones. 5. The oogonium matures into ova.
7. These are cells around which spermatids develop in the tubules of the testes. 6. LH stimulates egg cell development.
8. These cells produce testosterone. 7. FSH is only found in females.
9. This is the primary male sex hormones. 8. Estrogen triggers the development of
10. This occurs when a stimulus causes a response, which leads to a cascade of repeating
9 | Page
 events until a change is achieved. secondary sex characteristics.

9. Progesterone plays a role in pregnancy.

10. The corpus luteum secretes estrogen and

progesterone.

G. Finding practical Relate scientific process in solving real life situation. Relate scientific process in solving real life
applications of concepts and situation.
skills in daily living

H. Making generalizations The teacher will ask the students about what they have learned from the lessons. The teacher will ask the students about what they
and abstractions about the have learned from the lessons.
lesson

II.Evaluating Learning Output will serve as evaluation Paper and pen test

J. Additional activities for

application for remediation

V. REMARKS

VI. REFLECTION

10 | Page
 School RIZAL SPECIAL EDUCATION LEARNING CENTER Grade Level Grade 10

K TO 12 Teacher NAZER M. LACABO, LPT. Learning Area Science

DAILY LESSON LOG WEEK 3

Teaching Dates and Time Quarter 3
2:00-3:00 PM

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding of:

1. organisms as having feedback mechanisms, which are coordinated by the nervous and endocrine systems

2. how these feedback mechanisms help the organism maintain homeostasis to reproduce and survive

B. Performance Standard Explain what are the changes that occur during puberty

C. Learning Competencies / At the end of this lesson, the following DepEd learning competency (competencies) should be met by the students.
Write the LC code for each
● describe the feedback mechanisms involved in regulating processes in the female reproductive system (e.g., menstrual cycle) (S10LT-IIIc-35).

At the end of this lesson, students At the end of this lesson, At the end of this lesson, students should be
should be able to: students should be able to: able to:

● identify the hormones involved in the ● enumerate the different ● enumerate effects of hormonal imbalance in
female reproductive system processes; phases of the menstrual cycle, females.
Objectives:
and and

● describe the menstrual cycle in ● differentiate the events

females. happening during each phase.

11 | Page
 Hormonal Regulation of the Female Hormonal Regulation of the Hormonal Regulation of the Female
Female Reproductive System:
II. CONTENT Reproductive System: The Hormones Phases of the Menstrual Cycle Reproductive System: Hormonal Imbalances in
in the Menstrual Cycle the Female Reproductive System

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages QUIPPER

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning Resources QUIPPER SCIENCE 10 STUDENTS AND TEACHERS CONTENT

IV. PROCEDURES

A. Reviewing previous lesson Recall the ovaries. What are the Recall the menstrual cycle. Recall the hormones of the menstrual cycle.
or presenting the new lesson What is the menstrual cycle?
12 | Page
 ovaries? What is the menstrual cycle?

Recall the ovarian cycle’s phases. What are the

phases of the ovarian cycle?

B. Establishing a purpose for What is the role of hormones in What happens during the What are the common disorders that affect the
the lesson regulating the female reproductive menstrual cycle? female reproductive system?
system?

C. Presenting Guess the Step Menstrual Care Hormones and Organs of the Reproductive
examples/instances for the System
new lesson This activity will have the students This is a video that will
guess the steps described. show some steps in This activity will allow the students to research
menstrual care. on and illustrate what the effects of hormones are
on organs.

D. Discussing new concepts Discuss the hormones involved in the Discuss the phases of the Discuss the effects of hormonal imbalance in
and practicing new skills # 1 menstrual cycle. What are the ovarian cycle. What are the females. What are the effects of hormonal
hormones in the menstrual cycle? phases of the ovarian cycle? imbalance in females?

Discuss the hormonal interactions Discuss the uterine cycle. Discuss the effects of hormonal imbalance in
during the ovarian cycle. What are What is the uterine cycle? females. What are the effects of hormonal
these interactions? imbalance in females?

E. Discussing new concepts Hormonal Processes The Cycles PCOS

and practicing new skills # 2
This activity will have the students This activity will allow This is a video that will show what PCOS is.
recall the relationship between students to create comic
hormones. strips to describe the cycles.

F. Developing mastery Write true if the statement is accurate Write the word true if the Write good if the method described can help
and false otherwise. statement is correct, prevent hormonal imbalance and bad if it does
(Leads to Formative otherwise write the word. not.
1. Both males and females undergo
13 | Page
Assessment 3) folliculogenesis. 1. The menstrual cycle 1. poor diet
includes the process of
2. GnRH is found in both males and fertilization of the egg in the 2. plenty of rest
females. fallopian tube. 3. sleeping regularly
3. GnRH is produced by the 2. The level of progesterone 4. eating vegetables
hypothalamus. controls the preparation of
4. FSH is produced by the ovaries. the uterine lining. 5. very high-fat diet
false 3. The level of LH in the 6. lack of exercise
5. FSH increases in concentration ovary causes the follicle to
7. bathing once a week
during the luteal phase. rupture.
8. not using sanitary pads
6. There is a decrease in estrogen and 4. The presence of FSH in
progesterone during the luteal phase. the ovary activates the 9. sleeping at 3 am regularly
follicles to grow and
7. LH is produced by the pituitary. develop. 10. no protein in diet

8. There is no connection between LH 5. Pregnancy starts with the

and estrogen. process of implantation of
the unfertilized egg in the
9. Estrogen is produced by the ovaries.
uterus.
10. Estrogen controls the development
of secondary sex characteristics.

G. Finding practical Relate scientific process in solving real Relate scientific process in Relate scientific process in solving real life
applications of concepts and life situation. solving real life situation. situation.
skills in daily living

H. Making generalizations The teacher will ask the students about The teacher will ask the The teacher will ask the students about what they
and abstractions about the what they have learned from the students about what they have learned from the lessons.
lesson lessons. have learned from the
lessons.

14 | Page
III. Evaluating Learning Output will serve as evaluation Output will serve as Paper and pen test
evaluation

J. Additional activities for

application for remediation

V. REMARKS

School RIZAL SPECIAL EDUCATION LEARNING CENTER Grade Level Grade 10

K TO 12 Teacher NAZER M. LACABO, LPT. Learning Area Science

DAILY LESSON LOG WEEK 4

Teaching Dates and Time Quarter 3
2:00-3:00 PM

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding of:

1. organisms as having feedback mechanisms, which are coordinated by the nervous and endocrine systems

2. how these feedback mechanisms help the organism maintain homeostasis to reproduce and survive

15 | Page
B. Performance Standard Explain what are the changes that occur during puberty

C. Learning Competencies / At the end of this lesson, the following DepEd learning competency (competencies) should be met by the students.
Write the LC code for each
● describe how the nervous system coordinates and regulates these feedback mechanisms to maintain homeostasis. (S10LT-IIIc-36).

At the end of this lesson, students At the end of this lesson, At the end of this lesson, At the end of this lesson,
should be able to: students should be able to: students should be able students should be able to:
to:
● describe the process of homeostasis; ● discuss the mechanism ● enumerate factors
and of positive feedback; ● describe the affecting homeostasis; and
Objectives:
mechanism of
● enumerate the components of a ● discuss the mechanisms thermoregulation in ● describe the effect of
homeostatic system. of negative feedback; and organisms, and each factor to homeostasis.

● differentiate the two ● cite examples of

feedback mechanisms. thermoregulation in
different organisms.

Homeostasis: How the Body Maintains Homeostasis: Positive and Homeostasis: Homeostasis: Pathways
Homeostasis Negative Feedback Thermoregulation That Alter Homeostasis
II. CONTENT
Mechanisms

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages QUIPPER

16 | Page
2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning Resources QUIPPER SCIENCE 10 STUDENTS AND TEACHERS CONTENT

IV. PROCEDURES

A. Reviewing previous lesson Recall the concept of organ systems. Recall the concept of Recall the positive Recall the components of
or presenting the new lesson What is an organ system? homeostasis. What is feedback mechanism. homeostasis. What are the
homeostasis? What is the positive components of
feedback mechanism? homeostasis?

B. Establishing a purpose for What is homeostasis? How does the nervous How does What are the different
the lesson system coordinates and thermoregulation in the factors that alter
What are the interdependent regulates feedback body happen? homeostasis?
components of homeostasis? mechanisms to maintain
homeostasis?

What is the difference

between positive and
negative feedback
mechanisms?

C. Presenting An Example of a Metabolic Process Homeostasis Components Positive Feedback Skit Charades
examples/instances for the
new lesson This is a video that will show and This activity will allow This activity will have This activity will allow
example of a metabolic process. students to take the role of the students recall the students to do a skit and

17 | Page
 the components of concept of positive charades activity.
homeostasis. feedback.

D. Discussing new concepts Discuss homeostasis and its Discuss the positive Discuss Discuss how genetics
and practicing new skills # 1 components. What is homeostasis? feedback mechanism. thermoregulation. What affects homeostasis. How
What is the positive is thermoregulation? does genetics affect
feedback mechanism? homeostasis?
Discuss the homeostatic system
pathway. What is the homeostatic Discuss the endotherms
system pathway? Discuss the negative and ectotherms. What are Discuss how mental health
feedback mechanism. endotherms and affects homeostasis. How
What is the negative ectotherms? does mental health affect
Discuss examples of homeostatic feedback mechanism? homeostasis?
regulation in the body. What are Discuss how stress affects
examples of homeostatic regulation Discuss thermoregulation homeostasis. How does
and how do these occur? strategies of organisms. stress affect homeostasis?
What are the strategies
that organisms employ?

Discuss how nutrition

affects homeostasis. How
does nutrition affect
homeostasis?

E. Discussing new concepts Homeostatic Strategies Analogy Map Thermoregulation Mind Map: Homeostasis
and practicing new skills # 2 Strategies
This activity will have the students This activity will allow This is an introductory
choose an animal and research about its the students to create This activity will show activity that will allow
homeostatic strategies. analogies to the steps of the students students to create a mind
menstruation. countercurrent heat map about homeostasis.
exchange.

18 | Page
F. Developing mastery Write true if the statement is accurate Classify each situation Classify which Write true if the statement
and false otherwise. based on its feedback thermoregulation strategy is accurate and false
(Leads to Formative mechanism. Write PF for is exhibited in each given otherwise.
Assessment 3) 1. All organisms regulate their own positive feedback and NF scenario.
temperature. for negative feedback. 1. Self-repair is involved in
1. Avoiding heat loss in homeostasis.
2. Thermoregulation involves the feet of birds
balancing body temperature. 2. Environmental
1. Blood glucose 2. Perspiration of humans conditions can affect the
3. Osmoregulation is not necessary for regulation with insulin. when doing exercise expression of genes.
aquatic organisms.
2. Blood glucose 3. Panting In dogs during 3. Genetic disorders can
4. Homeostasis involves internal regulation with glucagon. summer affect homeostasis.
balance.
3. Thermoregulation with 4. Cats that lick their fur 4. Mental health has no
5. The receptors are in charge of blood vessels constriction. on a hot day effect on homeostasis.
responding to the changes in the
environment. 4. Thermoregulation with 5. Presence of hair in 5. Medications can help
blood vessels dilation. human skin balance chemicals in the
6. Homeostasis is not possible without body.
effectors. 5. Ovulation where the
progesterone inhibits
7. The control center receives messages release of GnRh and LH.
from the effectors.

8. Chemoreceptors can track changes

in the body.

9. Glucose maintenance is a form of

thermoregulation.

10. Effectors receive signals from the

control center.

G. Finding practical Relate scientific process in solving real Relate scientific process Relate scientific process Relate scientific process in
applications of concepts and life situation. in solving real life in solving real life solving real life situation.
19 | Page
skills in daily living situation. situation.

H. Making generalizations The teacher will ask the students about The teacher will ask the The teacher will ask the The teacher will ask the
and abstractions about the what they have learned from the students about what they students about what they students about what they
lesson lessons. have learned from the have learned from the have learned from the
lessons. lessons. lessons.

IV. Evaluating Learning Output will serve as evaluation Output will serve as Paper and pen test Paper and pen test
evaluation

J. Additional activities for

application for remediation

V. REMARKS

20 | Page
 School RIZAL SPECIAL EDUCATION LEARNING CENTER Grade Level Grade 10

K TO 12 Teacher NAZER M. LACABO, LPT. Learning Area Science

DAILY LESSON LOG WEEK 5

Teaching Dates and Time Quarter 3
2:00-3:00 PM

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding of:

1. the information stored in DNA as being used to make proteins

2. how changes in a DNA molecule may cause changes in its product

3. mutations that occur in sex cells as being heritable

B. Performance Standard explain how protein is made using information from DNA;

C. Learning Competencies / At the end of this lesson, the given DepEd learning competency should be met by the students.
Write the LC code for each
● explain how protein is made using information from DNA (S10LT-IIId-37).

At the end of this lesson, the students At the end of this lesson, At the end of this lesson, At the end of this lesson,
should be able to: the students should be the students should be the students should be able
able to: able to: to:
● describe the nucleic acids, and
● analyze each process ● describe the roles of
21 | Page
Objectives: ● differentiate between DNA and involved in the central the three types of RNA; ● explain how proteins are
RNA. dogma of molecular synthesized.
biology; and ● explain the process of
transcription;
● explain the process of
DNA replication. ● explain the process of
splicing the mRNA; and

● differentiate exons
from introns.

The DNA and Protein Synthesis: DNA The DNA and Protein The DNA and Protein The DNA and Protein
Structure Synthesis: DNA Synthesis: Transcription Synthesis: Translation
II. CONTENT Replication

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages QUIPPER

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning Resources QUIPPER SCIENCE 10 STUDENTS AND TEACHERS CONTENT

22 | Page
IV. PROCEDURES

A. Reviewing previous lesson Recall the cell and subcellular
or presenting the new lesson structures. What is the cell? What are
the different structures in a cell?
Recall the concept of heredity and the
fundamental concepts of inheritance.
What is heredity? What are the
fundamental principles of Mendelian
inheritance?
Recall cellular division
and the preparations done
before a cell divides.
What are the important
preparations performed by
the cell before it divides?
How is the genetic
material distributed to the
daughter cells?
Recall the fundamental Recall the DNA, genes, and
properties of nucleic chromosomes, as well as
acids. What are the types gene-protein-trait
of nucleic acids? What connections.
are the primary
components of nucleic What is DNA? How is
DNA related to genes and
acids?
chromosomes? How is a
gene manifested as its
corresponding trait?

B. Establishing a purpose for What are the nucleic acids? How does DNA replicate What is the role of RNA How are the translated
the lesson during the S phase of the in the translation of information used to
What are the components of nucleic cell cycle? DNA? synthesize proteins?
acids?

What are the two kinds of nucleic

acids, and what are their functions?

C. Presenting Predicting Crosses DNA Origami Charades: Enzyme Transcription Charades

examples/instances for the Charades
new lesson This activity will allow the students to This activity will allow This activity will allow the
recall the basic techniques in solving the students to recall the This activity will allow entire to recall the
genetic crosses. structural properties of the students to recall the important elements in gene
DNA. enzymes important for transcription and post-
DNA replication. transcriptional
modification.

23 | Page
D. Discussing new concepts Discuss the structure, components, and Introduce and discuss the Discuss the role of RNADiscuss the process of
and practicing new skills # 1 classes of nucleic acid. Start by central dogma of in the central dogma of translation and the genetic
mentioning that DNA, the blueprint of molecular biology and molecular biology. What code. What is translation?
life, belongs to the class of nucleic connect it to DNA is the role of What molecules are the key
acids. How were nucleic acids replication. What is the players in translation? How
discovered? What are the molecular central dogma of RNA in gene expression? does the genetic code
components of nucleic acids? How are molecular biology? How What are the types of provide the basis for the
the monomers of nucleic acids is it related to the RNA? translation process?
organized? replication of DNA? Why
should DNA be
replicated? Discuss the molecular Discuss the molecular
Discuss the organization and structure mechanism of mechanism of translation.
of DNA. Where is the DNA located? transcription. How is the mRNA
How is the Discuss the molecular Transcription occurs in translated into an amino
mechanism of DNA the nucleus. How is the acid sequence?
DNA organized in cells? How are replication. How is the information in DNA
nucleotides organized in the DNA? DNA molecule replicated? transcribed into RNA?
What are the important
molecules that facilitate
Discuss the discovery of the DNA DNA replication?
structure. What were the contributions
of Watson,

Crick, Chargaff, and Franklin to the

discovery of the structure of DNA?

24 | Page
E. Discussing new concepts Word Association Replication Simulation Trans-skit-tion Translation Simulation
and practicing new skills # 2
This activity will allow the students to This activity will allow This activity will allow This activity will allow the
associate given relevant words to the the students to the students to students to demonstrate the
demonstrate the molecular demonstrate the molecular mechanisms of
Photograph 51 of Rosalind Franklin. mechanisms of the molecular mechanisms of the translation process.
replication of DNA. the transcription process.

F. Developing mastery Show the students the following Identify the term being Ask students to Identify whether each of
questions. Ask for volunteers to answer described in each of the determine whether each the following statements is
(Leads to Formative each item. following items. of the following true or false.
Assessment 3) statements is true or
1. Each strand of the DNA has two 1. It is the enzyme that false. 1. The codon AUG signals
regions. One region consists of separates the two strands the termination of
identical units. The other region has of DNA during Provide a brief translation.
differing units. What are these regions? replication. explanation if the answer
is false. 2. rRNA carries the amino
2. What makes the DNA strands 2. It is the enzyme that acids needed in protein
antiparallel? adds nucleotides to the 1. Transcription takes synthesis.
new DNA strand. place in the cytoplasm of
3. What is present in a strand of DNA? the cell. 3. Translation is the
3. It is a replication synthesis of a protein
4. The DNA molecule is described as a mechanism where each 2. Both replication and directed by the sequence in
twisted ladder. What molecules new copy of nucleotides transcription use DNA as mRNA.
comprise the rungs of the ladder? What would contain a strand a template for synthesis
molecules comprise the sides of the from the original of the nucleotide chain. 4. Codons are the three-
rings? nucleotide. letter sequences in mRNA
3. Restriction enzymes that corresponds to a
5. What is the Chargaff’s rule? 4. It is the strand that is remove introns from the particular amino acid.
continuously synthesized pre-mRNA.
during replication. 5. mRNA is read from the
4. Poly-A tail imparts 3′ end to the 5′ end.
5. It is the strand that is chemical protection to
synthesized in short mature mRNA as it is 6. Additional amino acids
segments. can be added to the
25 | Page
 6. It is the protein that transported to ribosomes. sequence after the stop
keeps the unzipped codon.
strands from re-forming 5. The hairpin has a
the helix. region that is rich in 7. The ribosomes main
cytosine to make bonds function is to bring together
7. It adds short RNA weaker and dissociate the tRNA and mRNA.
fragments that are used as from the template.
guides for elongation. 8. The initiation complex is
composed of mRNA,
8. It is the enzyme that initiating amino acid-tRNA,
seals and fuses nicks and and small ribosomal
the short fragments during subunit.
the termination stage.
9. The anticodon in tRNA
9. These are proteins that is complementary to the
detect and bind to the codon in mRNA.
origin of replication and
initiates the duplication 10. The amino acid chain
process. starts with phenylalanine.

10. These are two Y-

shaped structures found in
the replication bubble.

G. Finding practical Relate scientific process in solving real Relate scientific process Relate scientific process Relate scientific process in
applications of concepts and life situation. in solving real life in solving real life solving real life situation.
skills in daily living situation. situation.

H. Making generalizations The teacher will ask the students about The teacher will ask the The teacher will ask the The teacher will ask the
and abstractions about the what they have learned from the students about what they students about what they students about what they
lesson lessons. have learned from the have learned from the have learned from the
lessons. lessons. lessons.

26 | Page
V.Evaluating Learning Output will serve as evaluation Output will serve as Paper and pen test Paper and pen test
evaluation

J. Additional activities for

application for remediation

V. REMARKS

27 | Page
 School RIZAL SPECIAL EDUCATION LEARNING CENTER Grade Level Grade 10

K TO 12 Teacher NAZER M. LACABO, LPT. Learning Area Science

DAILY LESSON LOG WEEK 6

Teaching Dates and Time Quarter 3
2:00-3:00 PM

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding of:

1. the information stored in DNA as being used to make proteins

2. how changes in a DNA molecule may cause changes in its product

3. mutations that occur in sex cells as being heritable

B. Performance Standard explain how protein is made using information from DNA;

C. Learning Competencies / At the end of this lesson, the given DepEd learning competency should be met by the students.
Write the LC code for each
● explain how mutations may cause changes in the structure and function of a protein

(S10LT-llle-38).

At the end of this lesson, the students At the end of this lesson, At the end of this lesson, At the end of this lesson,
should be able to: the students should be the students should be the students should be able
able to: able to: to:
Objectives: ● define genetic mutation;
● define chromosomal ● identify the types of ● identify diseases caused
● differentiate between hereditary and mutation; genetic mutations; by genetic mutations.

28 | Page
 somatic mutations; and
● recognize examples of beneficial and
harmful mutations.
● differentiate between ● describe the causes of
spontaneous and induced genetic mutations; and
mutations;
● explain how genetic
● identify types of mutations may cause
chromosomal mutations; changes in the structure
and and function of a protein.

● recognize different
types of mutagens that can
cause mutations.

Genetic Mutation: What are Genetic Genetic Mutation: Genetic Mutation: Types Genetic Mutation: Diseases
Mutations? Spontaneous and Induced of Genetic Mutations Caused by Genetic
II. CONTENT Mutations
Mutations

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages QUIPPER

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning Resources QUIPPER SCIENCE 10 STUDENTS AND TEACHERS CONTENT

29 | Page
IV. PROCEDURES

A. Reviewing previous lesson Recall the structure and function of Recall genetic mutations. Recall chromosomal Recall point mutations.
or presenting the new lesson DNA. What is DNA? What are the What are genetic mutations. What are What are point mutations?
structural and functional properties of mutations? What are the chromosomal mutations? What are the types of point
this biomolecule? sources of genetic What are the different mutations?
mutations? Are all types of chromosomal
mutations heritable? mutations?

B. Establishing a purpose for What is a genetic mutation? What are the types of What are the types of What genetic mutations
the lesson genetic mutations? genetic mutations? cause sickle cell anemia?
What are the types of genetic
mutations? What are the causes of What are the causes of What are the effects of
genetic mutations? genetic mutations? sickle cell anemia in
humans?

What are the other

disorders caused by genetic
mutations?

C. Presenting Replication and Gene Expression Let’s Keep It a Secret Mutagen Charades! Human Amino Chains
examples/instances for the
new lesson This activity will allow the students to This activity will allow This activity will allow This activity will allow the
recall the basic processes involved in the students to recall the the entire to recall the students to play a game
DNA replication, transcription, and beneficial and harmful different mechanisms of involving point and
translation. mutations. mutations and mutating frameshift mutations.
factors.

D. Discussing new concepts Define and provide an overview of Discuss the chromosomal Discuss point mutations. Discuss sickle cell anemia.
and practicing new skills # 1 genetic mutations. What are genetic mutations. How do What is the point What mutation causes
mutations? mutations in the genetic mutation? What are the sickle cell anemia? How

30 | Page
 material result in causes of point does this genetic disorder
chromosomal mutations? mutations? What are the affect the phenotype of an
Discuss the difference between What are the different types of point mutation? individual?
hereditary and somatic mutations. types of chromosomal
What makes a mutation hereditary or mutations?
somatic?
How are chromosomal Discuss Huntington’s
mutations observed? Do disease. What mutation
Discuss frameshift causes sickle cell anemia?
Discuss harmful and useful mutations. all of these mutations mutations. What are How does this genetic
What makes a mutation harmful or result in abnormal frameshift mutations? disorder
phenotypes? affect the
beneficial to the mutant organism? What are the types of phenotype of an individual?
frameshift mutations?
Discuss spontaneous
mutations. What are Discuss Cri du chat
spontaneous mutations? syndrome. What mutation
What are the types of brings about Cri du chat
spontaneous mutations? syndrome?

What are the phenotypic

characteristics of affected
individuals?

E. Discussing new concepts Judging Mutations
and practicing new skills # 2
This activity will allow the students to
determine which mutations are
beneficial or harmful.
Generating Mutants Point Mutations Human Genetics Talkshow
This activity will allow This activity will allow This activity will allow the
the students to determine the students to determine students to present a skit on
the effects of spontaneous the type of point the diseases brought about
and induced mutations to mutation that took place by genetic mutation.
the final polypeptide of given a mutated gene
translation. sequence.

F. Developing mastery Determine what is described in each of Identify what is being Identify the type of Determine the genetic
described in the following mutation in each of the disorder that is related to
31 | Page
 (Leads to Formative the following statements. statements. following gene the following keywords or
Assessment 3) sequences. phrases below.
1. It is either the egg or the sperm cell. 1. This happens when
portions of the 1. GAGGTC ⟶ 1. hypertelorism
2. It is used to describe an imperfect chromosome are switched GAGGAC:
copy of a DNA. or inverted. 2. HTT gene
2. GAGGTC ⟶
3. It is a metabolic disease 2. These are permanent GGGGTC: 3. sticky hemoglobin
characterized by their ability to changes in the structure of
produce high levels of porphyrin. 4. high-pitched cries
the chromosomes. 3. GAGGTC ⟶
GAGGC: 5. excessive drooling
4. It is a type of mutation inherited 3. This happens when a
from a parent and is present throughout portion of a chromosome 4. GAGGTC ⟶ 6. high number of CAG
a person’s life in every cell of the body. is deleted and is added to GAGGGTC: repeats
5. It is a type of mutation that occurs another chromosome. 5. 7. deletion in chromosome
only in specific cells. 4. It happens when the GAGGTCGAGGTCGA 5
base is changed due to the GGTCGAGGTCG⟶
8. base substitution
repositioning of the GAGGTCGAGGTCGA
hydrogen atom. AGGTCGAGGTCG: 9. sticky hemoglobin
5. These substances cause 10. with carrier advantage
mutation by intercalating
or inserting themselves
between nitrogenous base
pairs.

G. Finding practical Relate scientific process in solving real Relate scientific process Relate scientific process Relate scientific process in
applications of concepts and life situation. in solving real life in solving real life solving real life situation.
skills in daily living situation. situation.

H. Making generalizations The teacher will ask the students about The teacher will ask the The teacher will ask the The teacher will ask the
and abstractions about the what they have learned from the students about what they students about what they students about what they
32 | Page
lesson lessons. have learned from the have learned from the have learned from the
lessons. lessons. lessons.

VI. Evaluating Learning Output will serve as evaluation Output will serve as Paper and pen test Paper and pen test
evaluation

J. Additional activities for

application for remediation

V. REMARKS

School RIZAL SPECIAL EDUCATION LEARNING CENTER Grade Level Grade 10

K TO 12 Teacher NAZER M. LACABO, LPT. Learning Area Science

DAILY LESSON LOG WEEK 7

Teaching Dates and Time Quarter 3
2:00-3:00 PM

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

33 | Page
A. Content Standards The learners demonstrate an understanding of: how evolution through natural selection can result in biodiversity

B. Performance Standard The learners shall be able to: write an essay on the importance of adaptation as a mechanism for the survival of a species

C. Learning Competencies / At the end of this lesson, the following DepEd learning competency should be met by the students.
Write the LC code for each
● explain how fossil records, comparative anatomy, and genetic information provide evidence for evolution (S10LT-IIIf-39).

At the end of this lesson, students At the end of this lesson, At the end of this lesson, At the end of this lesson,
should be able to: students should be able to: students should be able students should be able to:
to:
● define fossil and fossil record. ● differentiate ● explain how fossil
homologous structures ● explain how genetics records, comparative
Objectives:
from vestigial structures. affects the characteristics
anatomy, genetic
of organisms; and information, and
geographic distribution
● explain how genes provide evidence of
affect evolution. evolution.

Evidence for Evolution: Fossil Records Evidence for Evolution: Evidence for Evolution: Evidence for Evolution:
Comparative Anatomy Genetic Information Geographic Distribution of
II. CONTENT Related Species

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages QUIPPER

2. Learner’s Material pages

34 | Page
3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning Resources QUIPPER SCIENCE 10 STUDENTS AND TEACHERS CONTENT

IV. PROCEDURES

A. Reviewing previous lesson Recall the concept of evolution. What Recall natural selection. Recall the concept of Recall genetics. What is
or presenting the new lesson is evolution? What is natural selection? evolution. What is genetics?
evolution?

B. Establishing a purpose for What are the pieces of evidence for What are the processes What are the processes What are the pieces of
the lesson evolution? that can lead to evolution? that can lead to evidence for evolution?
evolution?

What are the methods of

studying evolutionary
relationships?

C. Presenting Match the Traits Fossil Exhibit Evolution Recalling Genetics in

examples/instances for the Media
new lesson This activity will allow students to This activity will allow This is an activity that
match certain traits to particular students to make an will allow students to This activity will allow
environments. exhibit about ancient create organisms based students to recall facts they
organisms. on scenarios. Evolution know about genetics based
on what they have seen
This is an activity that from different media.
will allow students to
create organisms based
35 | Page
 on scenarios.

D. Discussing new concepts Discuss the two ways of classifying Discuss homologies. What Discuss genetics. What Discuss Pangaea. What is
and practicing new skills # 1 fossil and fossil age. How are fossils are homologous is genetics? Pangaea?
classified? structures?

How are fossil ages determined?

Discuss methods in Discuss the modes of
Discuss analogies. What genetics. What are the speciation. What are the
are analogous structures? methods that geneticists modes of speciation?
Discuss the types of fossils. What are use?
the types of fossils?

E. Discussing new concepts How Fossils are Formed Analogies Genetic Techniques Demonstrating Speciation
and practicing new skills # 2
This activity will let the students create This activity will allow This activity will show a This activity will allow
a model of fossil formation. the students to think of simulation of techniques students to do an activity
examples of analogies. used in genetics. that simulates speciation.

F. Developing mastery Write yes if the fossil described would Determine if the structures Write true if the Write true if the statement
make a good index fossil or no if it will below represent analogy statement is accurate and is accurate and false
(Leads to Formative not. or homology. Write false otherwise. otherwise.
Assessment 3)
1. The organism existed for over 3 A if the pairing shows 1. All organisms have 1. All landmasses on Earth
million years. analogy, or H if it shows genetic data. were once part of Pangaea.
homology.
2. The fossil looks similar to another 2. DNA can be used to 2. Panthalassa surrounded
fossil. 1. Bird wing and insect look at evolutionary Pangaea.
wing history.
3. The fossil is found all over the 3. The two landmasses of
world. 2. Dog leg and human arm 3. Morphological Pangaea were Gondwana
methods are obsolete. and Laurasia.
4. The fossil is very distinct. 3. Insect leg and human
leg. 4. Genetic sequencing 4. Organisms can
5. The fossil is hard to identify. involves the sometimes disperse across
4. Bird wing bones and identification of the
36 | Page
 bat wing bones. individual nucleotides geographic barriers.
that make up the gene.
5. Whale flipper and 5. The geographic isolation
dolphin flipper. 5. Genetics studies of organisms can lead to
heredity. speciation.

G. Finding practical Relate scientific process in solving real Relate scientific process Relate scientific process Relate scientific process in
applications of concepts and life situation. in solving real life in solving real life solving real life situation.
skills in daily living situation. situation.

H. Making generalizations The teacher will ask the students about The teacher will ask the The teacher will ask the The teacher will ask the
and abstractions about the what they have learned from the students about what they students about what they students about what they
lesson lessons. have learned from the have learned from the have learned from the
lessons. lessons. lessons.

VII. Evaluating Learning Output will serve as evaluation Output will serve as Paper and pen test Paper and pen test
evaluation

J. Additional activities for

application for remediation

V. REMARKS

K TO 12 School RIZAL SPECIAL EDUCATION LEARNING CENTER Grade Level Grade 10

37 | Page
 Teacher NAZER M. LACABO, LPT. Learning Area Science

DAILY LESSON LOG WEEK 8

Teaching Dates and Time Quarter 3
2:00-3:00 PM

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learners demonstrate an understanding of: 1. the influence of biodiversity on the stability of ecosystems 2. an ecosystem as being capable of
supporting a limited number of organisms

B. Performance Standard The learners shall be able to: write an essay on the importance of adaptation as a mechanism for the survival of a species

C. Learning Competencies / At the end of this lesson, the At the end of this lesson, the At the end of this lesson, the At the end of this lesson,
Write the LC code for each following DepEd learning given DepEd learning following DepEd learning the following DepEd
competency should be met by competency should be met by competency should be met by learning competency should
the students. the students. the students. be met by the students.

● explain the occurrence of ● explain how species ● Explain the relationship ● suggest ways to minimize
evolution (S10LT-IIIg-40). diversity increases the between population growth human impact on the
probability of adaptation and and carrying capacity. environment. (S10LT-IIIj-
Objectives: survival of organisms in 43)
changing environments (S10LT-IIIi-42)
(S10LT-IIIh-41).

At the end of this lesson, At the end of this lesson, At the end of this lesson, At the end of this lesson,
students should be able to: students should be able to: students should be able to: students should be able to:

● explain the occurrence of ● describe what an adaptation ● explain the concept of ● identify ways on how to
evolution. is. population growth and mitigate the effect of
population dynamics; population growth on the

38 | Page
 ● enumerate types of environment.
population growth; and

● discuss factors affecting

population dynamics.

The Occurrence of Evolution Diversity, Adaptation, and Population Growth and the Population Growth and the
Survival Environment: Population Environment: Minimizing
II. CONTENT Growth Human Impacts on the

Environment

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages QUIPPER

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

B. Other Learning Resources QUIPPER SCIENCE 10 STUDENTS AND TEACHERS CONTENT

IV. PROCEDURES

39 | Page
A. Reviewing previous lesson Recall the concept of sexual
or presenting the new lesson reproduction. What is sexual
reproduction?
B. Establishing a purpose for What is evolution?
the lesson
C. Presenting The Reproductive System
examples/instances for the
new lesson This is an activity that will
have the students recall the
components of the
reproductive system of plants
and animals.
D. Discussing new concepts Discuss evolution. What is
and practicing new skills # 1 evolution?
Discuss inheritance in
populations. What do the
changes in populations entail?
40 | Page
At the end of this lesson, At the end of this lesson, At the end of this lesson,
students should be able to: students should be able to: students should be able to:
● describe what an adaptation ● explain the concept of ● identify ways on how to
is. population growth and mitigate the effect of
population dynamics; population growth on the
environment.
● enumerate types of
population growth; and
● discuss factors affecting
population dynamics.
What is adaptation and how What is population dynamics? What are the ways to
does it benefit organisms? minimize human impact to
the environment?
Evolution by Selection: Population Beads Components of the
Telephone Simulation Ecosystem
This activity will allow the
This activity will allow the students to recall the concept This activity will allow the
students to demonstrate the of populations, communities, students to research on and
evolution and natural and ecosystems. illustrate the components of
selection through a simple the ecosystem.
pass the message activity.
Discuss adaptation in the Discuss the concept of Discuss the concept of
context of evolution. What is population growth. What is ecological footprint. What
adaptation? What is the population growth? is an ecological footprint?
source of adaptations? What
traits are involved in
adaptations? What are some Continue the discussion on Discuss clean transport.
examples of adaptations of population dynamics. What are What is clean transport?
living organisms? the factors that affect How does it help minimize
 population dynamics? the effects of human
overpopulation?

E. Discussing new concepts Heritable or Not? Adaptation Slogan Dispersion Map Clean Transport
and practicing new skills # 2
This activity will allow This activity will allow the This activity will allow This activity will allow
students to play a game of students to create slogans students to record the students to recall clean and
charades involving the based on the discussion of dispersion pattern of plants in polluting methods of
heritable characteristics of adaptations. an area within the campus. transport.
humans.

F. Developing mastery Ask the students to Identify the term of phrase Write true if the statement is Write the word true if the
individually answer the being described in each of the accurate and false otherwise. given statement is correct,
(Leads to Formative following on their notebooks. following statements. otherwise, write the word
Assessment 3) It will be checked and graded 1. Population dynamics looks false.
afterward. 1. This is the ability of at the factors that can lead to
organisms to survive in a the growth of a population. 1. The lifestyle of a person
a. Write true if the statement specific environmental has different impacts on
is accurate and false condition. 2. Populations can grow or carbon emission.
otherwise. decline.
2. Genetic changes and 2. Coal and fossil fuel
1. All species undergo mutations are modifications 3. Migration can be classified utilization is a better energy
anagenesis. of what molecules of the based on the direction of source.
organism? movement.
2. Cladogenesis leads to new 3. Doing physical activities
species. 3. This theory states that 4. Life expectancy does not like walking and running
organisms can inherit traits play a role in demography. instead of using machine
3. Adaptations can help a that the parents have acquired 5. Mortality is the number of equipment in the gym is
species survive. through use. organisms that die in a specific good for the environment.
4. Adaptations are universal 4. This is the scientists that period of time. 4. Awareness is one of the
to all habitats. proposed the theory in #3. keys to the mitigation of
5. Gradualism does not lead climate change.
to evolution.
41 | Page
 5. These are traits that are 5. Recycling and
capable of being passed on to composting are just some
the organism’s offspring. ways that we can do to
reduce carbon emission.

G. Finding practical Relate scientific process in Relate scientific process in Relate scientific process in Relate scientific process in
applications of concepts and solving real life situation. solving real life situation. solving real life situation. solving real life situation.
skills in daily living

H. Making generalizations The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the
and abstractions about the students about what they have students about what they have students about what they have students about what they
lesson learned from the lessons. learned from the lessons. learned from the lessons. have learned from the
lessons.

VIII. Evaluating Learning Output will serve as Output will serve as Paper and pen test Paper and pen test
evaluation evaluation

J. Additional activities for

application for remediation

V. REMARKS

42 | Page