SICSICAN NATIONAL HIGH SCHOOL Grade

School 12
Level
DAILY LESSON LOG MARISSA B. REYTERAN Learning
Teacher PHYSICAL SCIENCE
Area
Teaching Dates and Time MONDAY-THURSDAY
Quarter 2
WEEK 8

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES

The learner demonstrates an understanding of;

A. Content Standards
Light as a wave and a particle

B. Performance Standards Design and create a useful product for practical purposes that uses mirrors and lenses

Describe how the propagation Explain how the photon Cite experimental evidence Differentiate dispersion,
of light, reflection, and concept and the fact that the showing that electrons can scattering, interference, and
C. Learning refraction are explained by the energy of a photon is directly behave like waves S11/12PS- diffraction S11/12PS-IVh-65
Competencies/Objectives wave model and the particle proportional to its frequency IVg-64
model of light S11/12PS-IVf-59 can be used to explain why
red light is used in
photographic dark rooms,
why we get easily sunburned
in ultraviolet light but not in
visible light, and how we see
colors 11/12PS-IVf-61

II. CONTENT LIGHT

III. LEARNING https://www.scribd.com/document/484733853/EDITED-module-2-light-as-awave-and-a-particle-lesson-2

RESOURCES
A. References
1. Teacher’s Guide p. 1-28
Pages
2. Learner’s Material p. 2-25
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR) portal
B. Other Learning Resources https:// https://shs.modyul.online/ https:// https://shs.modyul.online/
shs.modyul.online/ physical-science-quarter-2- shs.modyul.online/ physical-science-quarter-
physical-science-quarter- module-10-the-wave-nature-of- physical-science-quarter- 2-module-10-the-wave-
2-module-10-the-wave- light/ 2-module-10-the-wave- nature-of-light/
nature-of-light/ nature-of-light/

IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Recall the concept of light. What comes into your mind What might be some How dispersion, scattering,
when you heard the word experimental evidence interference, and diffraction
photons? showing that electrons can differ from one another?
behave like waves?

B. Establishing a purpose for

the lesson Light is everywhere, without light there will be no life on Earth.

 Why do you think?

 What do you think will happen to all living organisms on Earth?
C. Presenting
examples/instances of the SHOW A GLASS OF
new lesson WATER WITH PENCIL
INSIDE.

D. Discussing new concepts

and practicing new skills #1 DISCUSS THE Discuss the luminous
PROPERTIES OF and non-luminous Incident vs. Reflected rays How does light interact with
LIGHT. objects. different type of matter?

E. Discussing new concepts The students will be asked The students will be asked The students will be asked The students will be asked to
and practicing new skills #2 to report referring to the to report referring to the to report referring to the report referring to the
MELCS below: MELCS below: MELCS below: MELCS below:

Describe how the Explain how the photon Cite experimental evidence Differentiate dispersion,
propagation of light, concept and the fact that the showing that electrons can scattering, interference, and
reflection, and refraction are energy of a photon is directly behave like waves S11/12PS- diffraction S11/12PS-IVh-65
explained by the wave proportional to its frequency IVg-64
model and the particle can be used to explain why
model of light S11/12PS-IVf- red light is used in
59 photographic dark rooms,
why we get easily sunburned
in ultraviolet light but not in
visible light, and how we see
colors 11/12PS-IVf-61

F. Developing mastery
.
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living PERFORMANCE TASK: Design and create a useful product for practical purposes that uses mirrors and lenses

H. Making generalizations The students were tasked to ask questions if there are some clarifications.
and abstractions about the
lesson

I. Evaluating learning
Rubrics for reporting

J. Additional activities for

application or remediation
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 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 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 Verified: Approved:

MARISSA B. REYTERAN ROVIE A. FIEDACAN CHRISTIAN N. AGUILAR

Teacher 1 Head Teacher Principal I
 GRADES 11 TO 12 Grade
School Division of Biñan City Senior High School 11
DAILY LESSON LOG Level
Learning
Teacher Earth and Life Science
Area
Teaching Dates and Quarter Third Quarter

Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learners demonstrate an understanding of:
1. the cell as the basic unit of life
A. Content Standards 2. how photosynthetic organisms capture light energy to form sugar molecules
3. how organisms obtain and utilize energy

The learners shall be able to make a poster that shows the complementary relationship of photosynthesis and cellular respiration
B. Performance Standards

S11/12LT-IIbd-4 S11/12LT-IIbd-4 S11/12LT-IIbd-4 S11/12LT-IIbd-4 S11/12LT-IIbd-4

C. Learning explain how cells carry out explain how cells carry out explain how cells carry out explain how cells carry out explain how cells carry out
Competencies/Objectives functions required for life functions required for life functions required for life functions required for life functions required for life

BIOENERGETICS
II. CONTENT
 III. LEARNING Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna Jamille Restubog
RESOURCES
A. References
1. Teacher’s Guide
p.197 – 199 p.199 – 202
Pages
2. Learner’s Material p.197 – 199
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson Brainstorming: Compare and contrast plant
Briefly narrate how life State the cell theory Match cell organelles to its cell and animal cell based on Describe diffusion
begins on earth. function. size, shape and organelles
present
on it.
B. Establishing a purpose for
the lesson Pre-test “LOOP A WORD Simulation: Simple Inferring: Recall your
Cell: The basic unit of life ACTIVITY”: Find and demonstration of diffusion experience during summer
p.196 encircle the parts of the cell “Spot the Difference” in the surrounding using when you take a swim in sea or
in the letter pool. bottle of perfume. pool, describe what you notice
in your finger.

C. Presenting
examples/instances of the PICTURE PUZZLE: Brainstorming: Show pictures of
new lesson Make a timeline of the Cell and its organelle. Briefly discuss the two types Through the simulation ask animal cell that have been
discovery of cell. (After fixing the puzzle of cell; Plant cell and Animal the student to describe plasmolyzed.
student will label the parts cell diffusion.
of the cell)
D. Discussing new concepts
and practicing new skills #1 Laboratory Experiment: Laboratory Experiment: Laboratory Experiment:
Comparing Plant Cell Diffusion in a Baggies Osmosis in Animal Cell
Describe the structure and and Animal Cell (https://www.biologycorn (Biology Laboratory Manual p.
function of different cell (Biology Laboratory er.com/worksheets/diffus 17-19 by E. Evangelista)
State the cell theory based organelles. Manual p. 11-14 by ionlab.html)
on the discovery of the cell. E. Evangelista)

E. Discussing new concepts

and practicing new skills #2 Discuss the structure and Draw and Label the
function of the cell to the structure of plant and Post Laboratory Analysis Post Laboratory Analysis
class. animal cell observed
under the microscope.
F. Developing mastery (Leads
Compare and contrast the
to Formative Assessment 3) Describe cell as a basic unit Compare cell to a
illustration of the structure of
of life warehouse factory. Video clip: Osmosis in
Plant cell and Animal cell. Video clip: Diffusion Animal Cell

G. Finding practical
applications of concepts and Explain the importance of Cite happenings on cell In what way is osmosis
skills in daily living each organelle to the cell. showing the importance of important in the preservation of
diffusion. food through salting?

H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
 V. REMARKS
VI. REFLECTION
B. 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 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?
 GRADES 11 TO 12 Grade
School Division of Biñan City Senior High School 11
DAILY LESSON LOG Level
Learning
Teacher Earth and Life Science
Area
Teaching Dates and Time
Quarter Third Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learners demonstrate an understanding of:
1. the cell as the basic unit of life
A. Content Standards 2. how photosynthetic organisms capture light energy to form sugar molecules
3. how organisms obtain and utilize energy

The learners shall be able to make a poster that shows the complementary relationship of photosynthesis and cellular respiration
B. Performance Standards
S11/12LT-IIbd-5 S11/12LT-IIbd-5

explain how photosynthetic explain how photosynthetic

S11/12LT-IIbd-4
C. Learning
Competencies/Objectives explain how cells carry out
functions required for life
S11/12LT-IIbd-4
explain how cells carry out
functions required for life
S11/12LT-IIbd-4
explain how cells carry out
functions required for life
organisms use light energy to
combine carbon dioxide and
water to form energy-rich
compounds
S11/12LT-IIbd-5
organisms use light energy to
combine carbon dioxide and
water to form
energy-rich compounds
S11/12LT-IIbd-5

trace the energy flow from trace the energy flow from the
the environment to environment to the
cells
 the cells.

II. CONTENT BIOENERGETICS B

III. LEARNING Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna Jamille Restubog
RESOURCES
A. References
1. Teacher’s Guide
p.197 – 199 p.199 – 202
Pages
2. Learner’s Material
p.197 – 199
Pages
3. Textbook Pages
https://www.youtube.co Biology Laboratory Manual by:
4. Additional Materials
m/watch?v=iLDbW_Xvx Eden Evangelista, Ph.D.
from Learning
HQ p.25 -27
Resources (LR) portal

B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
Video animation:
Describe diffusion Picture Analysis: Describe 1. Define photosynthesis
Photosynthesis
osmosis taking place in https://www.youtube.co 2. List down requirement
cell under hypertonic, m/watch?v=iLDbW_Xvx needed for photosynthesis
isotonic and hypotonic HQ
solution.

B. Establishing a purpose Trace how energy from Prove that gas is given off
for the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical
Inferring: Recall your
experience during summer
when you take a swim in
sea or pool, describe what
you
notice in your finger.
Brainstorming: Show
pictures of animal cell that
have been plasmolyzed.
Laboratory Experiment:
Osmosis in Animal Cell
(Biology Laboratory Manual
p. 17-19 by E. Evangelista)
Post Laboratory Analysis
Video clip: Osmosis in
Animal Cell
Inferring: Brainstorming: How cell the environment is utilized by plants during
maintain homeostasis? by the cell. photosynthesis
through laboratory
experiment
Brainstorming: Show Connect the concept of Brainstorming:
pictures of animal cell endocytosis and exocytosis Worksheet on What are the products of
that have been with the concept of cell Photosynthesis photosynthesis? Are all
plasmolyzed. membrane. products important to plant?
Laboratory Laboratory Experiment: Laboratory Experiment:
Experiment: Endocytosis and exocytosis A Gas as a By-product of
Osmosis in Plant Cell in Paramecium Photosynthesis
(Biology Laboratory
Manual p. 20-24 by E.
Evangelista)
Graphic Organizer: Difference
Post Laboratory Post Laboratory between Light Reaction and Post Laboratory Analysis
Analysis Analysis Dark Reaction
Video clip: Osmosis in Video clip: Endocytosis and Explain why oxygen is
Plant Cell Exocytosis considered as by-product of
photosynthesis.
Explain if plants can or
applications of concepts and In what way is osmosis Explain the essence of cannot manufacture food even
skills in daily living important in the preservation dipping ampalaya or without light?
of food through salting? bittersweet in water with
salt before
cooking?
H. Making generalizations
Summarize Photosynthesis
and abstractions about the Describe osmosis in Describe osmosis in Differentiate
through chemical equation.
lesson animal cell in different plant cell in different endocytosis and exocytosis.
solution. solution.
I. Evaluating learning
Formative Assessment Formative Assessment
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
C. 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 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?
 GRADES 11 TO 12 Grade
School Division of Biñan City Senior High School 11
DAILY LESSON LOG Level
Learning
Teacher Earth and Life Science
Area
Teaching Dates and Time
Quarter Third Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learners demonstrate an
understanding of:
A. Content Standards 1. the cell as the basic unit of life
2. how photosynthetic organisms capture light energy to form sugar molecules
3. how organisms obtain and utilize energy

B. Performance The learners shall be able to make a poster that shows the The learners demonstrate an understanding of plant relationship
Standards complementary and animal reproduction. of photosynthesis and cellular respiration.

S11/12LT-IIbd-7 S11/12LT-IIbd-7 S11/12LT-IIbd-7

describe how organisms
obtain and utilize energy
C. Learning
Competencies/Objective s S11/12LT-IIbd-8
recognize that organisms
require energy to carry
out functions required
for
life
describe how organisms describe how organisms
obtain and utilize energy obtain and utilize energy S11/12LT-IIej-13 S11/12LT-IIej-13
S11/12LT-IIbd-8 S11/12LT-IIbd-8 describe the different describe the different
recognize that organisms recognize that organisms ways of how plants ways of how plants
require energy to carry require energy to carry reproduce reproduce
out functions required out functions required
for for
life life
 BIOENERGETICS PERPETUATION OF LIFE
II. CONTENT
III. LEARNING Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna Jamille
RESOURCES Restubog
A. References
1. Teacher’s Guide
p.197 – 199 p.199 – 202 p. 228 – 233 p. 230 – 235
Pages
2. Learner’s Material
p.197 – 199 p. 228 – 233 p. 230 – 235
Pages
3. Textbook Pages
https://www.youtube.c
4. Additional https://www.youtube.c Biology Laboratory http://www.bbc.co.uk/sc
om/watch?v=VN_p20
Materials from om/watch?v=XIJvVCA Manual by: Eden hools/scienceclips/ages
dDrnY
Learning Resources (LR) 9RPs Evangelista, Ph.D. /9_10/life_cycles.shtml
portal p.27 -29

B. Other Learning Metacards for Types of

Resources Plant Reproduction
IV. PROCEDURES
A. Reviewing previous Post test
Video animation: Cellular
lesson or presenting the 3. Define Cellular Interactive game about parts
Respiration
new lesson Respiration of the flower. Review how plants
https://www.youtube.c
4. List down http://www.bbc.co.uk/sc reproduce sexually?
om/watch?v=XIJvVCA
requirement needed hools/scienceclips/ages
9RPs
for cellular /9_10/life_cycles.shtml
respiration
B. Establishing a purpose Describe how organisms
Present different plants and Brainstorming: Is it possible for
for the lesson obtain and utilize energy
ask students how it a single plant to reproduce
reproduce alone?
C. Presenting Group Activity on Types of
examples/instances of the Reproduction in plant: Present the video about
new lesson a. Self-pollination asexual reproduction:
Worksheet on b. Cross-pollination https://www.youtube.c
Photosynthesis c. Asexual om/watch?v=VN_p20
Reproduction dDrnY
d. Sexual
reproduction

D. Discussing new concepts Graphic Organizer: Three

and practicing new skills #1 Major Steps in Cellular Create table comparing the
Respiration and Their types of asexual reproduction
Product

E. Discussing new concepts

and practicing new skills #2

F. Developing mastery
Discuss the types of
(Leads to Formative
asexual reproduction.
Assessment 3)
G. Finding practical
Explain the application of
applications of concepts
budding in tissue culture.
and skills in daily living
H. Making generalizations Summarize
Table of comparison of the Matching plants to the type
and abstractions about Cellular Respiration
types of plant reproduction of reproduction they undergo.
the through chemical
lesson equation.
I. Evaluating learning
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
D. 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 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?
Earth and Life Science
Grade
School Division of Biñan City Senior High School 11
Level
GRADES 11 TO 12 Learning
DAILY LESSON LOG Teacher Earth and Life Science
Area
Teaching Dates and
Quarter
Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learners demonstrate an understanding of pla nt The learners demonstrate an understanding of how genes work?
A. Content Standards
and animal reproduction.
B. Performance
Standards
S11/12LT-IIej-16
S11/12LT-IIej-16 S11/12LT-IIej-16
S11/12LT-IIej-14 S11/12LT-IIej-15
C. Learning explain how the
explain how the explain how the
Competencies/Objective s illustrate the describe the different information in the DNA
information in the DNA information in the DNA
relationships among ways of how allows the transfer of
allows the transfer of allows the transfer of
structures of flowers, representative animals genetic information and
genetic information and genetic information and
fruits, and seeds reproduce synthesis of proteins
synthesis of proteins synthesis of proteins

PERPETUATION OF LIFE
II. CONTENT
III. LEARNING Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna Jamille Restubog
RESOURCES
A. References
 1. Teacher’s Guide
p. 236 – 238 p. 238 - 239 p.240 – 241 p. 243 - 244 p. 245 - 248
Pages
2. Learner’s Material
p. 236 – 238 p. 238 - 239 p.240 – 241 p. 243 – 244 p. 245 - 248
Pages
3. Textbook Pages
- https://www.youtube https://www.youtube.c
4. Additional .com/watch?v=LCtP om/watch?v=o_-6JXLY S- https://www.youtube.co
Materials from Illustration of the zGPrDeA k m/watch?v=G1AoVF3k https://www.youtube.com
Learning Resources (LR) reproductive organs of the - https://www.youtub 9Hg /watch?v=G1AoVF3k9Hg
portal plant. e.com/watch?v=Mx
mu3phxSHw

B. Other Learning Functional Biology Modular Functional Biology Modular

Resources Powerpoint Approach by Lilia M. Approach by Lilia M.
presentation of Rabago, Ph.D. Rabago, Ph.D.
different animals

IV. PROCEDURES
A. Reviewing previous
Review on the
lesson or presenting the Different asexual and Recall the cell organelles Compare DNA and Fast Review of DNA
reproductive parts of the
new lesson sexual reproduction. responsible for RNA Replication
plants
reproduction DNA.
B. Establishing a purpose What are the Why offspring Introduction to Protein
How animals
for the lesson relationship of flowers, resemble to their parents? Synthesis: Transcription and
reproduce?
fruits and seeds? Translation
C. Presenting Present the video about Students will watch the
examples/instances of the Activity 2: Seed asexual and sexual video regarding the Activity 4: DNA Activity 5: DNA
new lesson Germination reproduction of animals: chemical composition of Replication; p.211 Transcription
p. 237 -https://www.youtube DNA.
https://www.youtube.c
 .com/watch?v=LCtP om/watch?v=o_-6JXLY S-
zGPrDeA k
- https://www.youtub
e.com/watch?v=Mx
mu3phxSHw

D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
Describe the chemical List down important enzymes
Create graphic
composition of DNA in DNA
organizer on how
replication and describe its
animal reproduce.
function.
Draw and label Watson and
Illustrate the parts of the Crick Model of DNA.
seed.

F. Developing mastery Video clip: DNA

(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the
lesson
Discuss the relationship of
flowers, fruits and seed
Illustrate the reproductive
cycle of a plant.
Video clip: Protein Synthesis
Determine how Replication
https://www.youtube.com
examples of animals https://www.youtube.co
/watch?v=G1AoVF3k9Hg
reproduce? m/watch?v=G1AoVF3k
9Hg
Explain the importance of
Why is there a need for
DNA in reproduction. DNA transcription?
Concept Map of Chemical
Make a concept map of List down and describe
Composition of DNA
Animal Reproduction. important events in DNA
transcription
I. Evaluating learning
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
E. 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 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
 GRADES 11 TO 12 Grade
School Division of Biñan City Senior High School 11
DAILY LESSON LOG Level
Learning
Teacher Earth and Life Science
Area
Teaching Dates and
Quarter
Time
to share with other
teachers?

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learners demonstrate an
The learners demonstrate an understanding of: The learners demonstrate
understanding of nutrition:
A. Content Standards 1. how genes work understanding of gas exchange
getting food to cells
2. how genetic engineering is used to produce novel products with the environment

The learners shall be able to make a presentation of some

The learners shall be able to conduct a survey of products containing substances that can
B. Performance Standards diseases that are associated with the various
trigger genetic disorders such as phenylketonuria
organ systems
S11/12LT-IIej-18 S11/12LT-IIIaj-20 S11/12LT-IIIaj-20
S11/12LT-IIej-16
explain the different explain the different
explain how the
C. Learning S11/12LT-IIej-17 conduct a survey of the metabolic processes metabolic processes
information in the DNA
Competencies/Objectives describe the process of current uses of genetically involved in the various involved in the various
allows the transfer of
genetic engineering modified organisms organ systems organ systems
genetic information and
synthesis of proteins
S11/12LT-IIej-19 S11/12LT-IIIaj-21 S11/12LT-IIIaj-21
describe the general and describe the general and
 evaluate the benefits and unique characteristics of the unique characteristics of the
risks of using GMOs different organ systems in different organ systems in
representative animals representative animals

PERPETUATION OF LIFE HOW ANIMALS SURVIVE?

II. CONTENT
Genetics Digestive System Respiratory System
III. LEARNING Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna Jamille Restubog
RESOURCES
A. References
1. Teacher’s Guide
p. 245 - 248 p. 249 - 251 p. 252 - 253 p. 256 - 260 p. 260 - 264
Pages
2. Learner’s Material
p. 245 - 248 p. 249 - 251 p. 252 - 253 p. 256 - 260 p. 260 - 264
Pages
3. Textbook Pages
https://www.youtube.co https://www.youtube.co Zumba video Activity
4. Additional Materials https://www.youtube.co
m/watch?v=BK12dQq4 sJw m/watch?v=2G-yUuiqIZ 0 sheet: Respiratory
from Learning m/watch?v=G1AoVF3k 9Hg
System
Resources (LR) portal
Poster of Smoker’s Body
B. Other Learning Resources Functional Biology Functional Biology Functional Biology Functional Biology Functional Biology
Modular Approach by Modular Approach by Modular Approach by Modular Approach by Modular Approach by Lilia
Lilia M. Rabago, Ph.D. Lilia M. Rabago, Ph.D. Lilia M. Rabago, Ph.D. Lilia M. Rabago, Ph.D. M. Rabago, Ph.D.
IV. PROCEDURES
A. Reviewing previous lesson Video clip: What is genetic Recall on how GMOs
NAME THAT PIC:
or presenting the new lesson engineering? created. Describe digestion
Different organ system will
Review on DNA https://www.youtube.co https://www.youtube.co process.
be post to the class and
transcription m/watch?v=BK12dQq4 sJw m/watch?v=2G-yUuiqIZ 0
students will identify the
organ system.
B. Establishing a purpose for Let’s Go Zumba!
the lesson Activity 7: Taking stand Activity 8: Which is GMO Brainstorming: How animals Have a 5 minutes zumba
with GMOs p. 251 and which is not? get nourishment from the activity and ask the students to
p. 252 environment? relate it to breathing.

C. Presenting Brainstorming: Cases of

examples/instances of the Showing different GMOs in plants and Activity 1: Activity 3:
new lesson Activity 6: genetically modified animals Let the students Label and describe the Demonstration of
DNA Translation organism and let the evaluate the advantage and function of organs of Breathing p. 263
students describe each. disadvantage of the given digestive system.
GMOs.

D. Discussing new concepts Comic Strip Making:

and practicing new skills #1 Create codon that Choose one interesting
translated into specific GMOs product and make a
protein. comic strip
showing it benefits to human
and society.
E. Discussing new concepts
and practicing new skills #2
Presentation of
student’s output.
Activity 2: Trace Activity 4: Label
how digestive process and describe the function of
takes place. organs of
digestive system
Discuss the breathing process.
Compare internal respiration
and external respiration.

F. Developing mastery (Leads Video clip: Protein

to Formative Assessment 3) Synthesis Matching game: Trace how gas exchange takes
https://www.youtube.co Match digestive organ to its place from the environment and
m/watch?v=G1AoVF3k function throughout the body.
9Hg
G. Finding practical Explain what will Brainstorming: Get Explain the importance Explain what will happen
applications of concepts and happen codes will not be student’s personal of if food will not be Brainstorming of student’s
skills in daily living translated to protein. reaction with the story of GMOs to agriculture. digested. reactions regarding Smoker’s
Dolly the sheep. p. Body.
251
H. Making generalizations Create a graphic organizer Graphic Organizer:
Create graphic organizer
and abstractions about the showing the advantages Make a flow chart Briefly explain respiration
sequence of events in
lesson and showing digestion process.
DNA translation
disadvantages of different process.
GMOs.
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
F. 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 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?
 GRADES 11 TO 12
School Division of Biñan City Senior High School
DAILY LESSON LOG
Teacher
Teaching Dates and Time
Monday
I. OBJECTIVES
The learners
demonstrate an
understanding of
A. Content Standards circulation: the
internal transport
system
B. Performance Standards The learners shall be able to make a presentation of some diseases that are associated with the various organ systems
S11/12LT-IIIaj-20
C. Learning explain the different
Competencies/Objectives metabolic processes
involved in the various
organ systems
Grade
11
Level
Learning
Earth and Life Science
Area
Quarter Third Quarter
Tuesday Wednesday Thursday Friday
The learners
demonstrate an The learners demonstrate The learners demonstrate an The learners
understanding of an understanding of the understanding of how demonstrate an
a. the need for immune system: defense hormones govern body understanding of
homeostasis from disease activities a. the nervous system
b. salt and water b. the body in motion
balance and waste
removal
S11/12LT-IIIaj-20 S11/12LT-IIIaj-20 S11/12LT-IIIaj-20 S11/12LT-IIIaj-20
explain the different explain the different explain the different explain the different
metabolic processes metabolic processes metabolic processes metabolic processes
involved in the various involved in the various involved in the various involved in the various
organ systems organ systems organ systems organ systems
 S11/12LT-IIIaj-21
describe the general and
unique characteristics of the
different organ systems in
representative animals
S11/12LT-IIIaj-21
describe the general and
unique characteristics of the
different organ systems in
representative animals
S11/12LT-IIIaj-21
describe the general and
unique characteristics of the
different organ systems in
representative animals
S11/12LT-IIIaj-21
describe the general and
unique characteristics of the
different organ systems in
representative animals
S11/12LT-IIIaj-21
describe the general and
unique characteristics of the
different organ systems in
representative animals

HOW ANIMALS SURVIVE?

II. CONTENT Integumentary and
Circulatory System Immune System Endocrine System Nervous System
Excretory System
III. LEARNING Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna Jamille Restubog
RESOURCES
A. References
1. Teacher’s Guide
p. 265 – 270 p. 270 - 279 p. 279 -283 p. 283 - 289 p. 289 -297
Pages
2. Learner’s Material
p. 265 - 270 p. 270 - 279 p. 279 -283 p. 283 - 289 p. 289 -297
Pages
3. Textbook Pages
https://www.youtube.co
4. Additional Materials
Human Heart Chart m/watch?v=zQGOcOU
from Learning
Bi6s&t=188s
Resources (LR) portal

B. Other Learning Resources Functional Biology Functional Biology Functional Biology Functional Biology Functional Biology
Modular Approach by Modular Approach by Modular Approach by Modular Approach by Modular Approach by Lilia
Lilia M. Rabago, Ph.D. Lilia M. Rabago, Ph.D. Lilia M. Rabago, Ph.D. Lilia M. Rabago, Ph.D. M. Rabago, Ph.D.
IV. PROCEDURES
A. Reviewing previous lesson List down three examples LOOP A WORD:
How respiration process takes Describe the function of
or presenting the of the three Match body waste that Find words related to nervous
place? immune system.
new lesson major waste of the corresponds to the system in the pool
 body: excretory organs. of letter and try to give prior
a. solid waste idea to the looped words.
b. liquid waste
c. Gaseous waste
B. Establishing a purpose for Why sick people can be
How body wastes get out of
the lesson healed even without
the body?
medicine?
C. Presenting
examples/instances of the Present the different organs NAME THAT PIC! Video clip: Activity 10: RELEX
new lesson that makes up the Presentation of https://www.youtube.co ACTION!
circulatory system integumentary and m/watch?v=zQGOcOU p. 296
excretory organ. Bi6s&t=188s

D. Discussing new concepts

and practicing new skills #1 Describe the function of the Activity 11: The Nervous
following circulatory organs: Describe the important System
a. Blood function of the Activity 8: Activity 9: A. Label and Describe the
b. Blood Vessels integumentary and Immune system Endocrine system functions of parts of the
c. Heart excretory organs. p. 285 brain
B. Describe the parts of
Nerve cells

E. Discussing new concepts

and practicing new skills #2 Relate the three major
Activity 5: Tracing Discuss how immune components of nervous
the Flow of system work system: brain, spinal cord and
Blood through the Heart nerve cells
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living patient suffering from stroke.
Relate the three major
Match body hormones
Video clip: Relate excretion and Concept Mapping : components of nervous
secreted to its producing system: brain, spinal cord
Circulatory System homeostasis. Immune system
glands. and nerve cells
Why people suffering
Discuss what happen to from urinary tract Explain how Explain how a single man Explain the situation of the
infection (UTI) are lymphocytes works when can lift heavy object during nervous system of a comatose
advised to drink buko you have fever. emergency cases. person or unconscious person.
juice?

H. Making generalizations Create a Concept map

How integumentary
and abstractions about the showing the relationship of Concept Mapping : Concept Map: Nervous System
system and excretory
lesson blood, blood vessels Immune system
system work together?
and heart.
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
G. 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 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?
 GRADES 11 TO 12 Grade
School Division of Biñan City Senior High School 11
DAILY LESSON LOG Level
Learning
Teacher Earth and Life Science
Area
Teaching Dates and Time
Quarter Third Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learners
demonstrate an
A. Content Standards understanding of
c. the nervous system
The learners shall be able to make a presentation of some diseases that are associated with
B. Performance Standards
the various organ systems
S11/12LT-IIIaj-20
explain the different
C. Learning metabolic processes
Competencies/Objectives involved in the various
organ systems
S11/12LT-IIIaj-21
The learners
The learners
demonstrate an
demonstrate an
The learners The learners understanding of:
understanding of:
demonstrate an demonstrate an 1. plant form and
understanding of understanding of 1. plant form and
function
function
d. the body in motion different organ a. dermal tissue
system. a. Roots
b. Vascular
b. Stem
tissue
c. Leaves c. Ground tissue
The learners shall be able to:
design a setup on propagating plants using other methods
such as hydroponics and aeroponics
S11/12LT-IIIaj-20 S11/12LT-IIIaj-22
explain the different S11/12LT-IIIaj-23 S11/12LT-IIIaj-23
metabolic processes Analyze and appreciate the
involved in the various functional relationships of describe the structure and describe the structure and
organ systems the different organ function of the different function of the different plant
systems in ensuring plant organs organs
S11/12LT-IIIaj-21
 describe the general and describe the general and animal survival
unique characteristics of the unique characteristics of the
different organ systems in different organ systems in
representative representative
animals animals

HOW ANIMALS SURVIVE? HOW PLANTS SURVIVE?

II. CONTENT
Skeletal System Muscular System
III. LEARNING Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna Jamille Restubog
RESOURCES
A. References
1. Teacher’s Guide
p. 297 – 307 p. 297 – 307 p. 309 -313 p. 314 - 317
Pages
2. Learner’s Material
p. 297 – 307 p. 297 – 307 p. 309 -313 p. 314 - 317
Pages
3. Textbook Pages
4. Additional Materials
Prepared slides of different plant
from Learning
tissue
Resources (LR) portal
B. Other Learning Resources Functional Biology Functional Biology Functional Biology Functional Biology Modular Functional Biology
Modular Approach by Modular Approach by Modular Approach by Approach by Lilia M. Modular Approach by Lilia
Lilia M. Rabago, Ph.D. Lilia M. Rabago, Ph.D. Lilia M. Rabago, Ph.D. Rabago, Ph.D. M. Rabago, Ph.D.
IV. PROCEDURES
A. Reviewing previous lesson Recall the function of each Give the function of the parts of
Have a tour in a garden and
or presenting the new lesson organ system the plant:
let the students observe a
plant of their interest.
a. Root
b. Stem
c. Leaves
B. Establishing a purpose Activity 14: Conduct simple Brainstorming:
for the lesson Knowing the Functions of stretching exercises. How plants grow and Imagine how water and
the Bones survive? nutrients transport from the
p. 298 root through the tip of
the plant.
C. Presenting
Identify the parts of the
examples/instances of the Activity 16: Palpation
plants and give its
new lesson p. 301
function.

D. Discussing new concepts Laboratory Experiment:

and practicing new skills #1 Discuss different Compare monocot plant and
Create a comic strip Observing internal tissue of a
types of muscle: dicot plant.
showing the plant
a. Skeletal muscle Illustrate the root, stem and
interconnection of the a. Dermal tissue
b. Smooth muscle leaf of a monocot and dicot
different organ system b. Vascular tissue
c. Cardiac muscle plants.
c. Ground tissue
E. Discussing new concepts
and practicing new skills #2 Presentation of Describe the function of
student’s output. different plant tissue and its
component cells.

F. Developing mastery (Leads How water and nutrients

Activity 18. Types of
to Formative Assessment 3) Describe the function of the Concept map of dicot and transport from the root
Muscles
Skeletal System monocot plant. through the tip of the plant?
p. 305

G. Finding practical Give the importance of the Why do plant needs right of
applications of concepts roots, stem and leaves of a moisture from the
and skills in daily living plant. environment?
H. Making generalizations Label the parts of the plants
Concept Map of Plants’
and abstractions about and give its
Internal Tissue
the lesson primary function.
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
H. 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 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?
 GRADES 11 TO 12 Grade
School Division of Biñan City Senior High School 11
DAILY LESSON LOG Level
Learning
Teacher Earth and Life Science
Area
Teaching Dates and Time
Quarter Third Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learners demonstrate The learners demonstrate
an understanding of plant an understanding of plant
A. Content Standards growth and development growth and development

B. Performance Standards
C. Learning
Competencies/Objectives
The learners shall be able to: design a setup on propagating plants using
other methods such as hydroponics and aeroponics
S11/12LT-IIIaj-24 S11/12LT-IIIaj-24
Explain the different Explain the different
metabolic processes metabolic processes
involved in the plant involved in the plant
organ systems organ systems

HOW PLANTS SURVIVE?

II. CONTENT
III. LEARNING Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna
RESOURCES Jamille Restubog
A. References
1. Teacher’s Guide
p. 317 - 318
Pages
2. Learner’s Material
p. 317 - 318
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR) portal
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson Recall parts of
or presenting the new lesson Label the different plant the plant
tissue responsible for
growth and
development.
B. Establishing a purpose for Inferring:
the lesson In an urban area there is
scarcity of available land to
How plant grows and cultivate crops and plants.
developed? Think of a possible way to
have continuous
propagation
of plants.
C. Presenting Present different picture
examples/instances of the of plant from early form
new lesson to adult form and ask
students how they
changes their physical
appearance.

D. Discussing new concepts Discuss the tissues Design a setup on

and practicing new skills #1 responsible for plants propagating plants using
growth: meritematic tissue other methods such as
Observe and label the hydroponics
and aeroponics
E. Discussing new concepts part of meristematic
and practicing new skills #2 tissue based on their
understanding of the
function of each part.

F. Developing mastery Concept map: Plant Growth

(Leads to Formative and
Assessment 3) Development
G. Finding practical How can you determine the
applications of concepts age of the plant or
and skills in daily living tree?
H. Making generalizations Describe cells that are
and abstractions about the responsible for plant growth
lesson and
development
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
I. 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 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?
 Grade
School 11
Level
Learning
Teacher Earth and Life Science
Area
Teaching Dates and Time
Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the evidence for evolution and the origin and extinction of species
B. Performance Standards The learners shall be able to design a poster tracing the evolutionary changes in a crop plat that occurred through domestication
S11/12LT-IVfg-25 S11/12LT-IVfg-26 S11/12LT-IVfg-27
The learners describe evidence of evolution such as The learners explain how The learners describe how The learners design a poster
homology, DNA/protein sequences, plate tectonics, fossil population of organisms has present system of tracing the evolutionary
record, embryology, and artificial selection/agriculture. changed over time showing classification of organism is changes in a crop plat that
C. Learning patterns of descent with based on evolutionary occurred through domestication.
Competencies/Objectives modification from common relationship.
ancestors to produce the
organismal diversity
observed
today.
 Evidence of Evolution Origin and Extinction of Specification and Origin of Species
II. CONTENT Species
III. LEARNING Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna
RESOURCES Jamille Restubog
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material p. 321-339 p. 340-345 p. 345-358
Pages
3. Textbook Pages
http://www-personal.umich.edu/~gingeric/PDGwh https://www.boundles,c http://ww.philippinestamp
ales/Whales.htm om/biology/textbooks/b s.net/RP2010-Beetles.ht ml
oundles-biology-textboo
4. Additional Materials k/evolution-and-the-orig in-
from Learning of-species-18/formati on-of-
Resources (LR) portal new-species-125/ allopatric-
speciation-50 2-11728/

B. Other Learning Resources Earth and Life Science for Senior High School, Salandana, et al., LoriMar Publishing Inc, Manila, Philippines copyright 2016
SciLinks(TIMSS-Based Learning Materials), Martinez, Merryland Piblishing Corporation, Mandaluyong City copyright 2007 Earth and Life
Science for Senior High School, Bayo-ang et al., Educational Resources Corporation, Quezon City, Philippines copyright 2016

IV. PROCEDURES
A. Reviewing previous lesson Let the students will do the Make a recapitulation of Let the students recall their Show to the class the Review of the lesson about
or presenting the new lesson pre-activity. They will fill the lesson about stock knowledge about pictures of seven species of extinction of species.
up the K-W in the K-W-L homology and evolution theories of evolution. honeycreepers that
Chart with the evolved from a single
information required.
 (See the attachment A).
B. Establishing a purpose for
the lesson
Pretest
Earth and Life Science
for Senior High School,
Bayo-ang et al., Educational
Resources Corporation,
Quezon City,
Philippines
copyright 2016
pp.322-325
C. Presenting Ask the students to study
examples/instances of the the pictures with a caption
new lesson “Who we are and who we
were?
(See attachment B)
Interpret the result of the
pretest conducted the other
day
Make a connection of the
previous topic to other
evidences of evolution.
Introduce Charles Darwin
and his book “The Origin of
Species”.
The Writings of Charles
Darwin on the Web
Ask the students to make a
concept map to generate
words or phrases that best
describe or explain their
idea regarding evolution.
(see attachment D)
species.
(see attachment E)
Ask the students to study each Present to the class the
species. Let them write down following key questions:
their observations. 1. What is extinction?
2. What drives plants
and animals to
extinction?
Ask the students the following
questions:
1. Why do they have
different beaks?
2. What environmental
factors have caused
these differences to
develop?
3. What adoptive
heritable trait is
shown?
D. Discussing new concepts Discuss the Homology and Discuss the Discuss the following factors Discuss the four types of
and practicing new skills #1 Evolution. DNA/protein that bring about organismal speciation in nature:
sequences and diversity: -Allopatric
evolution. -Mutation -Peripatric
-Genetic drift -Sympatric
-Gene flow -Artificial

E. Discussing new concepts Discuss the fossil records Ask the students to give their Discuss the concepts of
and practicing new skills #2 and evolution. insight about the following: speciation
-Natural selection
-Speciation
-Adaptation

Ask them if they could

also include the above
mentioned concepts as
factors that bring about
organismal diversity.

F. Developing mastery (Leads Let the students do the Ask the students to do the Let the students analyze the Let the students perform the Let the students perform the
to Formative Assessment 3) activity 1, “ It’s All in the activity 3, “Let’s Fit pictures in the Activity 8, activity 9, “Let Us Separate to activity 9 on the textbook about
Bones!”. Together”. “The Fittest Win”, to grasp Form a New One”. “What is your ExQ to measure
the concept of evolution their
Earth and Life Science Earth and Life Science knowledge on plants and

G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about
the lesson
for Senior High School, for Senior High School, by natural selection. animals that are no longer in
Bayo-ang et al., Bayo-ang et al., Earth and Life Science for existence or has no living
Educational Resources Educational Resources Earth and Life Science for Senior High School, Bayo- members.
Corporation, Quezon City, Corporation, Quezon City, Senior High School, Bayo- ang et al., Educational
Philippines copyright 2016 Philippines copyright 2016 ang et al., Educational Resources Corporation, (See attachment F for the
Resources Corporation, Quezon City, Philippines scoring system nd Guide
pp.326-327 pp.329-330 Quezon City, Philippines copyright 2016 questions)
copyright 2016
pp.348-349 Earth and Life Science for
pp.343-346 Senior High School,
Bayo-ang et al., Educational
Resources Corporation,
Quezon City,
Philippines
copyright 2016
pp.351-352
Ask the students to answer Ask the students to design a
the question, what is man’s poster tracing the evolutionary
role in the process of changes in a crop plat that
extinction? occurred through domestication.
Let all the members of the
group participate in the
presentation.
Ask the students to answer Let the students fill up the L Ask the students to answer all Let the students present the
the following in their K-W-L the questions activity output in the
questions: Chart with the in activity 8 from part 1 class.
 1. How do we know information required. to 3.
that evolution or the (See the attached Posttest
process of evolution activity sheet). Earth and Life Science for
really happened? Senior High School, Bayo- Earth and Life Science for
2. What is the (use attachment A) ang et al., Educational Senior High School,
evidence that Resources Corporation, Bayo-ang et al., Educational
would lend Quezon City, Philippines Resources Corporation,
support to it? copyright 2016 Quezon City,
Philippines
pp.343-346 copyright 2016

pp.357-358

I. Evaluating learning Give the students a short
quiz (Formative
Assessment).
Summative Give the students a Assess the performance of the
assessment formative assessment based students in designing a poster
(see attachment C) on the result of the activity activity.
(see rubrics on how group (see attachment G for the
work is graded) rubrics)

J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
J. 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 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?
 Grade
School 11
Level
Learning
Teacher Earth and Life Science
Area
Teaching Dates and Time
Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learners demonstrate an understanding of the principles of ecosystem, biotic potential and environmental resistance, terrestrial and aquatic ecosystems and
A. Content Standards
how human activities affect the natural ecosystem.
The learners shall be able to prepare an action plan containing mitigation measures to address current environmental concerns and
B. Performance Standards
challenges in the community
S11/12LT-IVhj-28 S11/12LT-IVhj-29 S11/12LT-IVhj-30
The learners describe the principles of the ecosystem The learners categorize the The learners describe how the The learners prepare an action
C. Learning different biotic potential and different terrestrial and plan containing mitigation
Competencies/Objectives environmental resistance aquatic ecosystems are measures to address current
that affect population interlinked with one another environmental concerns
explosion and challenges in the community

The Ecosystem Biotic and Abiotic Terrestrial and Aquatic Summative Assessment
II. CONTENT Components of an Ecosystem
 Ecosystem

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide p. 359 – 366 p. 367-374 p. 375-376
Pages
2. Learner’s Material p. 133 – 134 p. 134 – 137 p.138-143
Pages
3. Textbook Pages p. 359 – 363 p. 363 – 366 p.366-375
https://www.cbd.int/ecosystem/principles/shtml http://www.portal.enviro www.roebuckclasses.co
4. Additional Materials nment.arizona.edu/even m/105/physical/biomes/g
from Learning ts/1439 rassland/tempgrassland. htm
Resources (LR) portal

B. Other Learning Resources - Earth and Life Science for Senior High School, Salandana, et al., LoriMar Publishing Inc, Manila, Philippines copyright 2016
- SciLinks(TIMSS-Based Learning Materials), Martinez, Merryland Piblishing Corporation, Mandaluyong City copyright 2007
-Earth and Life Science for Senior High School, Bayo-ang et al., Educational Resources Corporation, Quezon City, Philippines copyright 2016

IV. PROCEDURES
A. Reviewing previous lesson Review on classification of Recall the idea about Ask the students to name at Wrap up the lesson about
or presenting the new lesson species as mentioned in the components/factors in the least 5 organisms and interaction and interdependence
specification and ecosystem describe
origin of species. their habitat
B. Establishing a purpose for Ask the students of their Allow the students to go out Show to the class the pictures
the lesson ideas about natural and and observe and list down of different types of
Pretest man-made ecosystem. anything in the surroundings. ecosystem. The students will
arrange the
Earth and Life Science jumbled letters given for

C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
for Senior High School,
Bayo-ang et al.,
Educational Resources
Corporation, Quezon City,
Philippines copyright 2016
pp.360-362
Present in class the
objectives of the chapter.
(See attachment A)
Discuss the meaning of
ecosystem according to the
different authors.
Discuss the 12 principles of
ecosystem. (See the link)
https://www.cbd.int/ecos
ystem/principles/shtml
Let the students analyze the
pictures of tropical
rainforest and mango
orchard.
(See attachment B)
Discuss the types of
ecosystem
-Natural ecosystem
-Man-made ecosystem
(See attachment E)
Let the students classify the
things they observed as to
biotic or abiotic.
(See attachment E)
Discuss the difference
between biotic and abiotic
components in the
ecosystem
Discuss the Biotic Potential
and Environmental
Resistance.
each picture.
Present the topic by revealing
what type of ecosystem is in
the pictures.
Discuss the different terrestrial Briefly discuss the
and aquatic ecosystem such as: mitigation measures to
-Tundra address current
-Taiga environmental concerns and
-Forest challenges in the
-Grassland community.
Discuss other terrestrial and
aquatic ecosystem such as:
-Desserts
-Tropical rainforest
-Marine Biome
-Freshwater Biome
F. Developing mastery (Leads Perform the activity 1, “Take Ask the students to explain
to Formative Assessment 3) a Snap, Post and Share to
Earn Likes”.
Earth and Life Science for ecosystem.
Senior High School, Bayo-
ang et al., Educational
Resources Corporation,
Quezon City, Philippines
copyright 2016
pp.366
G. Finding practical Let the students think and Ask the students to list
applications of concepts and share their knowledge about down some living things
skills in daily living the importance of the and non-living things that
ecosystem. they see inside their
classroom. They will
describe briefly what they
observe.
(See Attachment C)
H. Making generalizations . Ask the students to answer
and abstractions about the the follow up questions
lesson (see attachment D)
I. Evaluating learning Short quiz (formative
assessment)
the difference between
biotic and abiotic
components in the
Explain the importance of
the components in the
ecosystem. Might as
well mention the balance in
nature.
Summative assessment
based on the result of
Video clip about terrestrial Ask the students to prepare an
and aquatic ecosystem (See action plan containing
the link) mitigation measures to address
current environmental concerns
and challenges in the
community(see attached
rubrics)
Appreciate the importance of
terrestrial and aquatic
ecosystem
Ask the students to
differentiate terrestrial and
aquatic ecosystem
Posttest
 the activity
Earth and Life Science for
Senior High School,
Bayo-ang et al., Educational
Resources Corporation,
Quezon City,
Philippines
copyright 2016

pp.375-376

J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
K. 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 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?