School
DAILY
LESSON
LOG
DepEd Order No. 42, Teaching Dates
s. 2016
and Time
I. OBJECTIVES
A. Content Standard
B. Performance
Standard
C. Learning Competency
Write the LC code for
each.
D. Learning Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the new
lesson
B. Establishing a purpose
for the lesson
C. Presenting Examples /
instances of new lesson
Grade Level TEN (10)
Learning
Teacher SCIENCE
Area
Quarter THIRD
The learner demonstrates an understanding of the concepts
and underlying principles of Classroom Management: The
Rules and Procedures before, during and after class
Session 1
The learners demonstrate an understanding of how evolution through
natural selection can result in biodiversity
Write an essay on the importance of adaptation as a mechanism for the
survival of a species.
Explain how fossil records, comparative anatomy, and genetic information
provide evidence for evolution (S10LT-IIIf-39)
At the end of this lesson, the learners are expected to:
1. Distinguish homologous structure from analogous structure.
2. Explain the relevance of comparative anatomy as evidence of
evolution
3. Compare the stages of embryonic development of different
organisms.
Hint of Evolution from comparative anatomy and embryology
309 - 313
Science 10 – Quarter 3 – Module 1: Biodiversity and Evolution
PowerPoint
Laptop
Begin with classroom routine:
a. Prayer
b. Reminder of the classroom rules and regulations
c. Checking of attendance
QUICK REVIEW
ELICIT  The teacher will ask the learners.
1. What was our last topic all about?
2. What is the difference between impression and
compression?
3. What era is the oldest? How about the earliest?
4. In what period can you find the dinosaurs?
ENGAGE ACTIVITY #1: GUESS MY MOVES!
 Direction: For each animal, indicate what type of
movement each limb is responsible for.
Animal Primary Movement
Human
Cat
Whale
Bat
Guide Questions:
1. What do you notice in the picture? Do they have
the same structures?
2. Do you think they have the same size and shape?
3. What do you think will be our next lesson?
 D. Discussing new concepts
and practicing new skills # 1
E. Discussing new concepts
and practicing new skills #2
EXPLORE
GROUP ACTIVITY
Procedure:
1. The class will be divided into five groups.
2. Each group will be given an activity sheet.
3. The learners will read the directions, answer the
given activity, and guide questions.
4. Each group will be given 10 minutes to finish the
activity.
ACTIVITY #2: AHA! ANALOGOUS! HOMOLOGOUS!
 Direction: Write in the space provided H if the
structures below are homologous and A if they are
analogous.
PART II: SO, WHO IS MY RELATIVE?
 Direction: Study and compare the stages of
embryonic development of the different
vertebrates.
 F. Developing mastery
OUTPUT PRESENTATION
 The teacher will let the learners present their
group outputs and answer the guide questions in
2-3 minutes.
 The teacher will facilitate the learners throughout
their presentation.

Guide Questions:
EXPLAIN 1. Can you say that humans, whales, and bats might
belong to a common ancestral group? Explain
why.
2. Give other examples of homologous structures.
3. Can you give other examples of analogous
structures?
4. In part II, what stages of development of the
organisms show similarities?
5. Can embryonic development be evidence that
evolution took place? Explain.
G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson

ELABORATE

Guide Questions:
1. Based on the statement given above, give your
insight into how science influences man’s
traditional origin
2. Do you think science ‘disproves’ the Law of the
Bible which refers to the Creation of the man
based on God’s image? Why?
3. In what ways are scientific concepts about creation
different from these creation myths? How are
creation myths similar to scientific theories?

I. Evaluating learning  Direction: Write TRUE if the statement is right

and write FALSE if the statement is wrong.

TRUE 1. Analogous structure has similar functions but

different origin
FALSE 2. Analogous structures may have the same origin
but different functions.
FALSE 3. Examples of homologous are birds, bats, and
insects.
FALSE 4. Convergence is a decrease in similarities among
EVALUATE
species derived from different ancestors.
TRUE 5. Divergent evolution is splitting an ancestral
population into two or more sub-populations.
TRUE 6. An embryo is an early-stage development in
organisms.
FALSE 7. Embryonic development includes stages such
as blastula, dentura, and organogenesis.
FALSE 8. The embryos of fishes, salamanders, lizards,
birds, cats, and humans are different during the first
stage of their embryonic development.
J. Additional Activities EXTEND N/A
for Application or Remediation
V. REMARKS
VI. REFLECTION 10 - CRAB 10 – PRAWN 10 - LOBSTER
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
Yes/No Yes/No
work? No. of learners who Yes/No
___ ___
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?