Instructional Planning

DLP NO. : WEEK 7 GRADE LEVEL: 11 DURATION: 60 MINUTES

LEARNING AREA: EARTH AND QUARTER: 2 DATE:
LIFE SCIENCE
CONTENT The learners demonstrate understanding of
STANDARD 1. the principles of the Ecosystem
2. biotic potential and environmental resistance
3. terrestrial and aquatic ecosystems
4. how human activities affect the natural ecosystem

PERFORMANCE The learners shall be able to prepare an action plan containing mitigation measures to
STANDARD address current environmental concerns and challenges in the community.
Most Essential Categorize the different biotic potential and environmental resistance (e.g., diseases,
Learning availability of food, and predators) that affect population explosion
Competency S11/12LT-IVhj- 29
Key Concepts/ Ecosystem Environment biotic abiotic biotic potential
Understandings to environmental resistance ecology symbiosis mutualism parasitism
be Developed: commensalism predation competition population

Value Focus By being aware of different biotic potential and environmental resistance, we can be able
to devise a plan how to handle such resistance.
1. OBJECTIVES At the end of this chapter, the student should be able to:
1. define ecosystem and its underlying concepts,
2. identify biotic and abiotic factors
3. categorize the different biotic potential and environmental resistance that affect
population explosion and

2. CONTENT Interaction and Interdependence

3. LEARNING Earth and Life Science Book by Phoenix Publishing
RESOURCES Earth and Life Science Module 10 Quarter 2

4. PROCEDURES:
ACTIVITY: (English, Math, Science, ICT) 15 minutes
Preliminary Activity:
 Prayer
The fact that the teacher is allowing the
 House Rules
student to formulate concepts based on series
 Review previous lesson
Motivation: of examples like video clips gave way for the
ACTIVITY 1: VIDEO PRESENTATION learner to construct learning.
 The teachers shows a short video clip.
 Out of the video presented, the teacher asks what could possibly be the lesson all about.
ACTIVITY 2: 4 PICS, 1 WORD!
 The teacher imitates a famous game four pics, 1 word where students are free to guess the word based on
the 4 pictures being shown.
 ANSWER: RELATIONSHIP
ANALYSIS: (English, Filipino, PE-test of agility, Math) 25 minutes
ACTIVITY 3: MAHAL KO O MAHAL AKO?
 Task: The class will be grouped into two (mahal ko o mahal ako) group. The Mahal Ko group symbolizes
the living things while The Mahal Ako Group symbolizes the non-living one. There is a box in front which is
full of scratch papers but with it were the examples of living and non-living things. Each group is task to get
the strips of paper containing examples under their category and paste it on the board. The first to finish
will be declared as the winner. In case that both teams are not yet done, the team with the most examples
pasted shall be the winner and will receive a prize.
 The teacher give a short discussion with students’ participation through inquisitive thinking.

ACTIVITY 4: A PICTURE PAINTS A THOUSAND WORDS (Picture Analysis) – 2 minutes

ACTIVITY 5: (Differentiated Activity)

GROUP 1: TELL ME, TELL ME, TELL ME, SOMETHING I DON’T KNOW! (By Pair – Buddy-Buddy System)
Tell something about each picture

The fact that the teacher is allowing the

student to formulate concepts based on series
of examples like video clips gave way for the
learner to construct learning.

Refer to pictures shown in Activity 5. Answer the following questions.

1. How many offspring does each organism have?
2. At what age does the organism start to have the capacity to reproduce?
3. What will happen if living organisms fail to reproduce?
4. How can a population grow?
5. How can predators affect the population’s growth?
6. How does disease affect population growth?
7. What factors control the increase of population?

GROUP 2: Picture Perpek!

Analyse each picture. Categorize as either biotic potential or environmental resistance. Explain your answer
 The fact that the teacher is allowing the
student to formulate concepts through analysis
and interpretation gave way for the learner to
construct learning.

ABSTRACTION: 5 minutes

ACTIVITY 6: JUST ANSWER ME!

Refer to this illustration in answering questions A, B and C.

A. What are the abiotic factors in the illustration?

B. What are the biotic factors in the illustration?
C. Identify the environmental resistance that may affect the population in the ecosystem.
D. What is the effect environmental resistance on a population?

APPLICATION: 5 minutes

Activity 7
The year 2020 had been a tough and difficult time for many countries around the world. What environmental
resistance affects the Philippines? What measures will you do to protect the community?

EVALUATION: 5 minutes
The teacher gives a short quiz to evaluate learners’ understanding.
Formative Test
ENRICHMENT: 5 minutes
Assignment:

Cut and paste/ copy and paste or draw pictures of an ecosystem showing environmental resistance and
biotic potential.
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week.
REFLECTIONS: What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions. Indicate
 below whichever is/are appropriate.
h. No. of learners who earned 80% in the evaluation

i.No. of learners who require additional activities for

remediation.
j. Did the remedial lesson work? No. of learners who
have caught up with lesson.
k. No. of learners who continue to require
remediation
l. Which of my learning strategies worked well? Why
did these work?
m. What difficulties did I encounter which my
principal or supervisor can help me solve?
n. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by: Checked by:

JULLIENNE GRACE S. ANDRINO MA. EDEN P. MACARAMPAT

Subject Teacher PRINCIPAL II