DAIL School PINDASAN NATIONAL HIGH SCHOOL Grade/Section 11-ERUDITE

Y LESSON PLAN Teacher ANGEL MAE R. ALIBANGBANG Subject EARTH AND LIFE SCIENCE
Time Allotment 60 minutes (November 18-19, 2024) Semester 1ST SEMESTER

I. OBJECTIVE At the end of the discussion, the students are expected to:
1. identify the different organ systems of representative animals;
2. describe the characteristics of different organ systems of representative animals.
3. explain the functional relationships of the different function organ system in ensuring animal survival.
A. Content Standard The learners demonstrate an understanding of nutrition: getting food to cells
B. Performance Standard Make a presentation of some diseases that are associated with the various organ systems
C. Learning Competencies Describe the general and unique characteristics of the different organ systems in representative animals S11/12LT-IIIaj- 21
I. CONTENT ORGAN SYSTEM OF REPRESENTATIVE ANIMALS
III. LEARNING RESOURCES PowerPoint Presentation, Projector/LED screen
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Additional Materials Teaching Guide for Senior High School Physical Science (CHED & PNU)
Lopez, Merle et al., Earth & Life Science,2016, Lorimar Pub. Inc.
IV. PROCEDURES
A. Reviewing or presenting new lesson Elicit:
(The activities in this section A. Prayer
will evoke or draw out prior B. Greetings
concepts or prior C. Checking of Attendance
experiences from the
students)

B. Establishing a purpose for the lesson Engage: Questions:

(The activities in this section 1. What do you think is the most important organ system in the body? Why?
C. Presenting examples of the new will stimulate their thinking 2. Do all animals have the same organ systems?
lesson and help them access and
connect prior knowledge as
a jumpstart to the present
lesson)
D. Discussing new concepts and Explore
practicing new skills #1
(In this section, students will
be given time to think plan,
investigate and organize
collected information; or the
E. Discussing new concepts and performance of the
practicing new skills #2 planned/prepared activities
from the students’ manual
with data gathering with
guide questions.

Across
2. creates red blood cell
4. removes carbon dioxide from the body

Down
1. breaks down food chemically and mechanically
3. collects and transport clear fluid
5. provides movement inside and outside our body
6. moves blood around the body

F. Developing Mastery Explain The human body and even the simplest animal is made up of several organ systems that work as one unit. The major organ systems of the
(In this section, students will body work together, either directly or indirectly, to keep the body functioning normally. The body is a chemical and physical machine. As
be involved in an analysis of such, it is subject to certain laws. These are sometimes called natural laws. Each part of the body is engineered to do a particular function
their exploration. Their necessary for everyday living.
understanding in clarified
 and modified because of The Animal Organ Systems
reflective activities)/ Analysis 1. Digestive
of the gathered data and 2. Respiratory
results and be able to 3. Muscular
answer the Guide Questions 4. Skeletal
leading to focus concept or 5. Integumentary
topic for the day.) 6. Urinary
7. Immune
8. Circulatory
9. Endocrine
10. Nervous
11. Reproductive System
G. Finding practical applications of Elaborate 1) Which statement supports the fact that bone cells are smaller than bone tissue?
concepts and skills in daily living (This section will give 2) What is an organ? Give an example of an organ.
students the opportunity to 3) Which organ system do you think is the most interesting? Why?
expand and
solidify/concretize their
understanding of the
concept and/ or apply it to a
A. Making Generalizations and real-world situation)
abstractions about the lesson
B. Evaluating learning Evaluation
(This section will provide
opportunities for concept
check test items and answer
key which are aligned to the
learning objectives-content
and performance standards
and address
misconceptions-if any)

C. Additional Activities for application or Extend Essay:

remediation
(This section gives situation You have probably heard the saying “no man is an island,” This saying means that each person depends on others for many
that explains the topic in a
reasons. Inside the human body, this is also true. When you look at an object, what organ systems are making your action
new context, or integrate it
to another discipline/ possible? Make a list of the organ systems involved when you eat, sleep and run. (10 points)
societal concern)

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up 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 and supervisor help me
solve?
G. What innovation or localized I
used/discover which I wish to share
with another teacher?

Prepared by: Checked by: Noted by:

ANGEL MAE R. ALIBANGBANG MARICEL B. FERNANDEZ MARITES V. VILLACORTEZA

TEACHER I HEAD TEACHER III SCHOOL PRINCIPAL II