LOKEB NORTE NATIONAL HIGH SCHOOL Grade

School 11 & 12
Level
DAILY LESSON LOG PAULO A. BALDELOMAR Learning
Teacher Earth and Life Science
Area
Teaching Dates and November 6 – 10, 2023 2nd QUARTER
Quarter
Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES

The learner demonstrates an understanding of ;

A. Content Standards 1. the historical development of the concept of life
2. the origin of the first life forms
3. unifying themes in the study of life

B. Performance Standards The learners shall be able to value life by taking good care of all beings, humans, plants, and animals.

describe how unifying

explain the evolving describe classic themes (e.g., structure
concept of life based experiments that and function, evolution,
on emerging pieces of model conditions and ecosystems) in the
C. Learning evidence which may have
Competencies/Objectives study of life show the
enabled the first
connections among living
forms to evolve
things and how
they interact with each
other and with their
environment
II. CONTENT INTRODUCTION TO LIFE
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. 179 - 183 p. 183 - 186 p. 187 - 189 191 - 192
Pages
2. Learner’s Material
p. 179 - 183 p. 183 - 186 p. 187 - 189 191 - 192
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR) portal
B. Other Learning Earth & Life Sciences for Earth & Life Sciences Earth & Life Sciences for Earth & Life Sciences for Earth & Life Sciences for
Resources SHS (G. Salandanan et for SHS (G. Salandanan SHS (G. Salandanan et SHS (G. Salandanan et al.), SHS (G. Salandanan et al.),
al.), et al.), al.),
Functional Biology Functional Biology
Functional Biology Functional Biology Functional Biology Modular Approach by Modular Approach by Lilia
Modular Approach by Modular Approach by Modular Approach by Lilia M. Rabago, Ph.D. M. Rabago, Ph.D.
Lilia M. Rabago, Ph.D. Lilia M. Rabago, Ph.D. Lilia M. Rabago, Ph.D.
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the Recall students knowledge Re-arrange pictures
new lesson about the existence of life showing evolution of
on earth through “FACT or life on earth.
BLUFF Activity”

B. Establishing a purpose
for the lesson Pretest about “BELIEVE OR NOT
Introduction of life STATEMENT”
Present statement
about classical
experiment and let

C. Presenting
examples/instances of the
new lesson Present picture showing
D. Discussing new
concepts and practicing
new skills #1
students give their
stand.
“4 PICS 1 WORD” Group Activity: Each
group is tasked to study
concept of life. each classical
experiment and present
it to the class.
Create a graphic Study and analyze
organizer showing how scientist
student’s idea about perform and
concept of life. proposed their ideas
that model Create poster showing how
conditions which to value life by taking good
may have enabled care of all beings, humans,
the first forms to plants, and animals
evolve. After 20
minutes they will
present it to the
class through role
playing.
Presentation and

E. Discussing new critiquing of timeline

concepts and practicing created by each group. Presentation and
new skills #2 critiquing of role play
presented by each
group.
F. Developing mastery Summing up students Presentation of group
.
(Leads to Formative ideas about concept of output.
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
life.
Explain what makes life Explain how classical
amazing? experiments help to
discover the existence of
life that we have today.
Explain the importance
of tracing previous life
form to present living.

H. Making generalizations What are important

and abstractions about
the lesson
characteristics of living Making analogy Summarize changes in
things that allows them between scientist and life form through period
to survive? classical experiments of time.
that model conditions
which may have enabled
the first forms to evolve.

I. Evaluating learning Rubrics for Poster Making

Rubrics for group Rubrics for role
presentation. playing.

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 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?

Prepared by: Checked by:

Paulo A. Baldelomar Miriam B. Idos EdD

Teacher II Principal II
 GRADES 11 TO 12 School Division of Biñan City Senior High School Grade 11
DAILY LESSON LOG Level
Teacher Learning 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:
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 Standards The learners shall be able to make a poster that shows the complementary relationship of photosynthesis and cellular respiration

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 explain how cells carry explain how cells carry out explain how cells carry out
explain how cells carry out functions required out functions required functions required for life
Competencies/Objectives out functions required functions required for life
for life for life
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
RESOURCES Restubog
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 Compare and contrast plant
Brainstorming: State the cell theory cell and animal cell based Describe diffusion
new lesson Match cell organelles to
Briefly narrate how life on size, shape and
begins on earth. its function. organelles present on it.

B. Establishing a purpose
for the lesson Simulation: Simple Inferring: Recall your
Pre-test “LOOP A WORD demonstration of diffusion experience during summer
Cell: The basic unit of ACTIVITY”: Find and in the surrounding using when you take a swim in sea
“Spot the Difference”
life encircle the parts of the bottle of perfume. or pool, describe what you
p.196 cell in the letter pool. notice in your finger.

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

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

G. Finding practical
applications of concepts Cite happenings on cell In what way is osmosis
Explain the importance
and skills in daily living showing the importance of important in the
of each organelles to the
diffusion. preservation of food
cell.
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 School Division of Biñan City Senior High School Grade 11
DAILY LESSON LOG Level
Teacher Learning 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:
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 Standards The learners shall be able to make a poster that shows the complementary relationship of photosynthesis and cellular respiration

S11/12LT-IIbd-5 S11/12LT-IIbd-5

explain how photosynthetic explain how photosynthetic

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

BIOENERGETICS B
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
Pages
2. Learner’s Material p.197 – 199
Pages
3. Textbook Pages
4. Additional Materials https://www.youtube.co Biology Laboratory Manual
from Learning m/watch?v=iLDbW_Xvx by: Eden Evangelista, Ph.D.
Resources (LR) portal HQ p.25 -27

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

B. Establishing a purpose Trace how energy from Prove that gas is given off
for the lesson Inferring: Recall your Inferring: Brainstorming: How cell the environment is by plants during
experience during maintain homeostasis? utilized by the cell. photosynthesis
summer when you take a through laboratory
swim in sea or pool, experiment
describe what you notice
in your finger.
C. Presenting
examples/instances of the Brainstorming: Show Brainstorming: Show Connect the concept of Brainstorming:
new lesson pictures of animal cell pictures of animal cell endocytosis and Worksheet on What are the products of
that have been that have been exocytosis with the Photosynthesis photosynthesis? Are all
plasmolyzed. plasmolyzed. concept of cell products important to
membrane. plant?
D. Discussing new
concepts and practicing Laboratory Experiment: Laboratory Laboratory Experiment: Laboratory Experiment:
new skills #1 Osmosis in Animal Cell Experiment: Endocytosis and A Gas as a By-product of
(Biology Laboratory Osmosis in Plant Cell exocytosis in Paramecium Photosynthesis
Manual p. 17-19 by E. (Biology Laboratory
Evangelista) Manual p. 20-24 by E.
Evangelista)
Post Laboratory
Analysis
E. Discussing new Graphic Organizer:
concepts and practicing Post Laboratory Post Laboratory Difference between Light Post Laboratory Analysis
new skills #2 Analysis Analysis Reaction and Dark
Reaction
F. Developing mastery
(Leads to Formative Video clip: Osmosis in Video clip: Osmosis in Video clip: Endocytosis Explain why oxygen is
Assessment 3) Animal Cell Plant Cell and Exocytosis considered as by-product of
photosynthesis.
G. Finding practical Explain if plants can or
applications of concepts In what way is osmosis Explain the essence of cannot manufacture food
and skills in daily living important in the dipping ampalaya or even without light?
preservation of food bittersweet in water with
through salting? salt before cooking?

H. Making generalizations Summarize

and abstractions about Describe osmosis in Describe osmosis in Differentiate
Photosynthesis through
the lesson animal cell in different plant cell in different endocytosis and
chemical equation.
solution. solution. exocytosis.
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 School Division of Biñan City Senior High School Grade 11
DAILY LESSON LOG Level
Teacher Learning 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:
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
Standards complementary and animal reproduction. relationship of photosynthesis and cellular respiration.

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

describe how organisms describe how organisms describe how organisms
obtain and utilize obtain and utilize obtain and utilize S11/12LT-IIej-13 S11/12LT-IIej-13
C. Learning energy energy energy
Competencies/Objective describe the different describe the different
s S11/12LT-IIbd-8 S11/12LT-IIbd-8 S11/12LT-IIbd-8 ways of how plants ways of how plants
recognize that recognize that recognize that reproduce reproduce
organisms require organisms require organisms require
energy to carry out energy to carry out energy to carry out
functions required for functions required for functions required for
life 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
RESOURCES Jamille 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=XIJvVCA Manual by: Eden om/watch?v=VN_p20
Materials from hools/scienceclips/ages
9RPs Evangelista, Ph.D. dDrnY
Learning Resources /9_10/life_cycles.shtml
(LR) portal p.27 -29

B. Other Learning Metacards for Types of

Resources Plant Reproduction
IV. PROCEDURES
A. Reviewing previous Video animation: Post test
lesson or presenting the 3. Define Cellular Interactive game about
Cellular Respiration
new lesson Respiration parts of the flower.
https://www.youtube.c Review how plants
4. List down http://www.bbc.co.uk/sc
om/watch?v=XIJvVCA reproduce sexually?
requirement needed hools/scienceclips/ages
9RPs
for cellular respiration /9_10/life_cycles.shtml

B. Establishing a Describe how

purpose for the lesson
Present different plants Brainstorming: Is it
organisms obtain and
and ask students how it possible for a single plant to
utilize energy
reproduce reproduce alone?
C. Presenting Group Activity on Types
examples/instances of of Reproduction in plant:
a. Self-pollination Present the video about
the new lesson
b. Cross-pollination asexual reproduction:
Worksheet on https://www.youtube.c
c. Asexual
Photosynthesis om/watch?v=VN_p20
Reproduction
d. Sexual dDrnY
reproduction

D. Discussing new Graphic Organizer:

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

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 Summarize
Table of comparison of Matching plants to the type
generalizations and Cellular Respiration
the types of plant of reproduction they
abstractions about the through chemical
reproduction undergo.
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
Teacher Earth and Life Science
DAILY LESSON LOG Area
Teaching Dates and Quarter
Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of pla and nt The learners demonstrate an understanding of how genes work?
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
explain how the
C. Learning explain how the explain how the
information in the DNA
Competencies/Objective illustrate the describe the different information in the DNA information in the DNA
allows the transfer of
s relationships among ways of how allows the transfer of allows the transfer of
genetic information and
structures of flowers, representative animals genetic information and genetic information and
synthesis of proteins
fruits, and seeds reproduce 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
RESOURCES Jamille Restubog
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
.com/watch?v=LCtP om/watch?v=o_-6JXLY
4. Additional S-k https://www.youtube.co
Illustration of the zGPrDeA https://www.youtube.com
Materials from m/watch?v=G1AoVF3k
reproductive organs of - https://www.youtub /watch?v=G1AoVF3k9Hg
Learning Resources 9Hg
the plant. e.com/watch?v=Mx
(LR) portal
mu3phxSHw

B. Other Learning Functional Biology Functional Biology

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

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

D. Discussing new Describe the chemical List down important

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

F. Developing mastery Video clip: DNA

Video clip: Protein
(Leads to Formative Discuss the relationship Determine how Replication
Synthesis
Assessment 3) of flowers, fruits and examples of animals https://www.youtube.co
https://www.youtube.com
seed reproduce? m/watch?v=G1AoVF3k
/watch?v=G1AoVF3k9Hg
9Hg
G. Finding practical Explain the importance
Why is there a need for
applications of concepts of DNA in reproduction.
DNA transcription?
and skills in daily living
H. Making Concept Map of
Illustrate the Make a concept map of List down and describe
generalizations and Chemical Composition
reproductive cycle of a Animal Reproduction. important events in DNA
abstractions about the plant. of DNA transcription
lesson
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 School Division of Biñan City Senior High School Grade 11
DAILY LESSON LOG Level
Teacher Learning 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
The learners demonstrate
The learners demonstrate an understanding of: an understanding of
understanding of gas
A. Content Standards 1. how genes work nutrition: getting food to
exchange with the
2. how genetic engineering is used to produce novel products cells
environment

The learners shall be able to make a presentation of some

B. Performance Standards The learners shall be able to conduct a survey of products containing
diseases that are associated with the various organ
substances that can trigger genetic disorders such as phenylketonuria
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 S11/12LT-IIej-17 conduct a survey of the metabolic processes metabolic processes
C. Learning information in the DNA describe the process of current uses of involved in the various involved in the various
Competencies/Objectives allows the transfer of genetic engineering genetically modified organ systems organ systems
genetic information and
organisms
synthesis of proteins
S11/12LT-IIIaj-21 S11/12LT-IIIaj-21
S11/12LT-IIej-19 describe the general and describe the general and
 evaluate the benefits unique characteristics of unique characteristics of the
and risks of using the different organ systems different organ systems in
GMOs 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
RESOURCES Restubog
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
4. Additional Materials https://www.youtube.co https://www.youtube.co Zumba video
https://www.youtube.co
from Learning m/watch?v=BK12dQq4 m/watch?v=2G-yUuiqIZ 0 Activity sheet: Respiratory
m/watch?v=G1AoVF3k
Resources (LR) portal sJw System
9Hg
Poster of Smoker’s
Body
B. Other Learning Functional Biology Functional Biology Functional Biology Functional Biology Functional Biology
Resources 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 Video clip: What is Recall on how GMOs
NAME THAT PIC:
lesson or presenting the genetic engineering? created. Describe digestion
Review on DNA Different organ system
new lesson https://www.youtube.co https://www.youtube.co process.
transcription will be post to the class
m/watch?v=BK12dQq4 m/watch?v=2G-yUuiqIZ 0
and students will identify
sJw
the organ system.
B. Establishing a purpose Let’s Go Zumba!
for the lesson Activity 8: Which is Brainstorming: How Have a 5 minutes zumba
Activity 7: Taking stand
GMO and which is not? animals get nourishment activity and ask the
with GMOs p. 251
p. 252 from the environment? students to relate it to
breathing.
C. Presenting Brainstorming:
examples/instances of the Showing different Cases of GMOs in Activity 3:
genetically modified plants and animals Activity 1: Demonstration of
new lesson Activity 6: organism and let the Let the students Label and describe the Breathing p. 263
DNA Translation students describe evaluate the advantage and function of organs of
each. disadvantage of the given digestive system.
GMOs.
D. Discussing new Comic Strip Making:
concepts and practicing Create codon that Choose one interesting
Activity 2: Trace Activity 4:
new skills #1 translated into specific GMOs product and make
how digestive process Label and describe the
protein. a comic strip showing it
takes place. function of organs of
benefits to human and
digestive
society. system
E. Discussing new
concepts and practicing Discuss the breathing
new skills #2 Presentation of process.
student’s output. Compare internal
respiration and external
respiration.
F. Developing mastery Video clip: Protein
(Leads to Formative Synthesis Matching game: Trace how gas exchange
Assessment 3) https://www.youtube.co Match digestive organ to takes place from the
m/watch?v=G1AoVF3k its function environment and
9Hg throughout the body.
G. Finding practical Explain what will Brainstorming: Get Explain the importance Explain what will happen
applications of concepts happen codes will not be student’s personal of if food will not be Brainstorming of student’s
and skills in daily living translated to protein. reaction with the story GMOs to agriculture. digested. reactions regarding
of Dolly the sheep. p. Smoker’s Body.
251
H. Making generalizations Create a graphic Graphic Organizer:
Create graphic organizer organizer showing the Make a flow chart
and abstractions about sequence of events in Briefly explain respiration
the lesson advantages and showing digestion process.
DNA translation disadvantages of process.
different 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 Grade 11
DAILY LESSON LOG Level
Teacher Learning Earth and Life Science
Area
Teaching Dates and Quarter Third Quarter
Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
involved in the various
The learners
The learners demonstrate an The learners The learners demonstrate The learners
demonstrate an understanding of demonstrate an an understanding of how demonstrate an
understanding of a. the need for understanding of the hormones govern body understanding of
circulation: the
immune system: activities a. the nervous
internal transport
homeostasis defense from disease system
system
b. salt
b. the body in
and water
motion
balance and
waste removal
The learners shall be able to make a presentation of some diseases that are associated with the various organ systems
S11/12LT-IIIaj-20 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 explain the different
metabolic processes 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 organ systems
 S11/12LT-IIIaj-21 S11/12LT-IIIaj-21 S11/12LT-IIIaj-21 S11/12LT-IIIaj-21 S11/12LT-IIIaj-21
describe the general and describe the general and describe the general and describe the general and describe the general and
unique characteristics of unique characteristics of unique characteristics of unique characteristics of unique characteristics of the
the different organ the different organ the different organ the different organ systems different organ systems in
systems in representative systems in representative systems in representative in representative animals representative animals
animals animals 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
RESOURCES Restubog
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 Functional Biology Functional Biology Functional Biology Functional Biology Functional Biology
Resources 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 List down three LOOP A WORD:
How respiration process examples of the three Match body waste that Describe the function of
lesson or presenting the Find words related to nervous
takes place? major waste of the corresponds to the immune system.
new lesson system in the pool
 body: excretory organs. of letter and try to give
a. solid waste prior idea to the looped
b. liquid waste words.
c. Gaseous waste
B. Establishing a purpose Why sick people can be
How body wastes get
for the lesson healed even without
out of the body?
medicine?
C. Presenting
examples/instances of the NAME THAT PIC! Video clip: Activity 10:
Present the different
new lesson Presentation of https://www.youtube.co RELEX ACTION!
organs that makes up
integumentary and m/watch?v=zQGOcOU p. 296
the circulatory system
excretory organ. Bi6s&t=188s

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

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

H. Making generalizations Create a Concept map How integumentary

and abstractions about showing the relationship system and excretory Concept Mapping : Concept Map: Nervous
the lesson of blood, blood vessels system work together? Immune system System
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 School Division of Biñan City Senior High School Grade 11
DAILY LESSON LOG Level
Teacher Learning Earth and Life Science
Area
Teaching Dates and Quarter Third Quarter
Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learners
The learners
demonstrate an
The learners The learners The learners demonstrate an
understanding of:
demonstrate an demonstrate an demonstrate an understanding of:
1. plant form and
A. Content Standards understanding of understanding of understanding of 1. plant form and
c. the nervous d. the body in different organ function
system motion system. function
a. dermal
a. Roots
tissue
b. Stem
b. Vascular
c. Leaves
tissue
c. Ground
tissue
The learners shall be able to:
B. Performance Standards The learners shall be able to make a presentation of some diseases that are design a setup on propagating plants using other
associated with the various organ systems
methods such as hydroponics and aeroponics
S11/12LT-IIIaj-20 S11/12LT-IIIaj-20 S11/12LT-IIIaj-22
explain the different explain the different S11/12LT-IIIaj-23 S11/12LT-IIIaj-23
C. Learning metabolic processes metabolic processes Analyze and appreciate
Competencies/Objectives involved in the various involved in the various the functional describe the structure describe the structure and
organ systems organ systems relationships of the and function of the function of the different
different organ systems different plant organs plant organs
S11/12LT-IIIaj-21 S11/12LT-IIIaj-21 in ensuring
 describe the general and describe the general and animal survival
unique characteristics of unique characteristics of
the different organ the different organ
systems in representative systems in 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
RESOURCES Restubog
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
from Learning
plant tissue
Resources (LR) portal
B. Other Learning Functional Biology Functional Biology Functional Biology Functional Biology Functional Biology
Resources 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 Recall the function of Give the function of the
Have a tour in a garden
lesson or presenting the each organ system parts of the plant:
and let the students
new lesson a. Root
observe a plant of their
b. Stem
interest.
c. Leaves
B. Establishing a purpose Activity 14: Conduct simple Brainstorming:
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 Describe the function of
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
Knowing the Functions stretching exercises. How plants grow and Imagine how water and
of the Bones survive? nutrients transport from the
p. 298 root through the tip of the
plant.
Identify the parts of the
Activity 16: Palpation plants and give its
p. 301 function.
Laboratory Experiment:
Discuss different Create a comic strip Compare monocot plant
Observing internal tissue of
types of muscle: showing the and dicot plant.
a plant
a. Skeletal muscle interconnection of the Illustrate the root, stem
a. Dermal tissue
b. Smooth muscle different organ system and leaf of a monocot
b. Vascular tissue
c. Cardiac muscle and dicot plants.
c. Ground tissue
Describe the function of
Presentation of
different plant tissue and
student’s output.
its component cells.
How water and nutrients
Activity 18. Types of
Concept map of dicot transport from the root
Muscles
the Skeletal System and monocot plant. through the tip of the
p. 305
plant?
Give the importance of Why do plant needs right
the roots, stem and of moisture from the
leaves of a plant. environment?
Label the parts of the
Concept Map of Plants’
plants and give its
Internal Tissue
primary function.
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 School Division of Biñan City Senior High School Grade 11
DAILY LESSON LOG Level
Teacher Learning Earth and Life Science
Area
Teaching Dates and Quarter Third Quarter
Time

Monday Tuesday Wednesday Thursday Friday

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

B. Performance Standards 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
C. Learning metabolic processes metabolic processes
Competencies/Objectives 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 Recall parts of
lesson or presenting the the plant
Label the different plant
new lesson responsible for
tissue
growth and
development.
B. Establishing a purpose Inferring:
for the lesson In an urban area there is
scarcity of available land
How plant grows to cultivate crops and
and developed? plants. Think of a
possible way to have
continuous propagation of
plants.
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
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
J. Additional activities for
Present different
picture of plant from
early form to adult
form and ask students
how they changes
their physical
appearance.
Discuss the tissues Design a setup on
responsible for plants propagating plants
growth: meritematic using other methods
tissue such as hydroponics
Observe and label the and aeroponics
part of meristematic
tissue based on their
understanding of the
function of each part.
Concept map: Plant
Growth and
Development
How can you determine
the age of the plant or
tree?
Describe cells that are
responsible for plant
growth and development
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?
 School Grade 11
Level
Teacher Learning Earth and Life Science
Area
Teaching Dates and Quarter
Time

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, population of organisms present system of tracing the evolutionary
fossil record, embryology, and artificial has changed over time classification of organism changes in a crop plat that
C. Learning selection/agriculture. showing patterns of is based on evolutionary occurred through
Competencies/Objectives descent with modification domestication.
relationship.
from common ancestors to
produce the organismal
diversity observed today.
 Evidence of Evolution Origin and Extinction Specification and Origin of Species
II. CONTENT
of 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 Jamille
RESOURCES 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
oundles-biology-textboo ml
4. Additional Materials k/evolution-and-the-orig
from Learning in-of-species-18/formati
Resources (LR) portal on-of-new-species-125/
allopatric-speciation-50 2-
11728/

B. Other Learning Earth and Life Science for Senior High School, Salandana, et al., LoriMar Publishing Inc, Manila, Philippines copyright 2016
Resources 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 Let the students will do
lesson or presenting the the pre-activity. They will
new lesson fill up the K-W in the K-
W-L Chart with the
information required.
Make a recapitulation Let the students recall Show to the class the Review of the lesson about
of the lesson about their stock knowledge pictures of seven extinction of species.
homology and about theories of species of
evolution evolution. honeycreepers that
evolved from a single
 (See the attachment A). species.

(see attachment E)
B. Establishing a purpose Interpret the result of Introduce Charles Darwin Ask the students to study Present to the class the
for the lesson the pretest conducted and his book “The Origin each species. Let them following key questions:
Pretest the other day of Species”. write down their 1. What is
observations. extinction?
Earth and Life Science The Writings of Charles 2. What drives plants
for Senior High Darwin on the Web and animals
School, Bayo-ang et al., to extinction?
Educational Resources
Corporation, Quezon City,
Philippines
copyright 2016

pp.322-325

C. Presenting Ask the students to Make a connection of Ask the students to Ask the students the
examples/instances of the study the pictures with a the previous topic to make a concept map to following questions:
new lesson caption “Who we are and other evidences of generate words or phrases 1. Why do they have
who we were? evolution. that best describe or different
(See attachment B) explain their idea beaks?
regarding evolution.
2. What environmental
(see attachment D) factors have
caused these
differences to
develop?
3. What adoptive
heritable
trait is
shown?
D. Discussing new Discuss the Homology Discuss the Discuss the following Discuss the four types of
concepts and practicing and Evolution. DNA/protein factors that bring about speciation in nature:
new skills #1 sequences and organismal diversity: -Allopatric
evolution. -Mutation -Peripatric
-Genetic drift -Sympatric
-Gene flow -Artificial

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

Ask them if they could

F. Developing mastery Let the students do the
(Leads to Formative activity 1, “ It’s All in the
Assessment 3) Bones!”.
Earth and Life Science
also include the above
mentioned concepts as
factors that bring about
organismal diversity.
Ask the students to do Let the students analyze Let the students perform Let the students perform the
the activity 3, “Let’s Fit the pictures in the the activity 9, “Let Us activity 9 on the textbook
Together”. Activity 8, “The Fittest Separate to Form a New about “What is your ExQ to
Win”, to grasp One”. measure their
Earth and Life Science the concept of evolution knowledge on plants and
 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 existence or has no living
Educational Resources Educational Resources Earth and Life Science for Senior High School, members.
Corporation, Quezon Corporation, Quezon for Senior High School, Bayo-ang et al.,
City, Philippines City, Philippines Bayo-ang et al., Educational Resources (See attachment F for the
copyright 2016 copyright 2016 Educational Resources Corporation, Quezon scoring system nd Guide
Corporation, Quezon City, Philippines questions)
pp.326-327 pp.329-330 City, Philippines copyright 2016
copyright 2016 Earth and Life Science for
pp.348-349
Senior High School,
pp.343-346
Bayo-ang et al., Educational
Resources Corporation,
Quezon City,
Philippines
copyright 2016

pp.351-352

G. Finding practical Ask the students to answer
applications of concepts the question, what is
and skills in daily living man’s role in the process
of extinction?
Ask the students to design a
poster tracing the
evolutionary changes in a
crop plat that occurred
through domestication. Let
all the members of the group
participate in the
presentation.

H. Making generalizations Ask the students to Let the students fill up Ask the students to answer Let the students present
and abstractions about answer the following the L in their K-W-L all the questions in activity the activity output in the
the lesson questions: Chart with the 8 from part 1 class.

I. Evaluating learning
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
1. How do we know information required. to 3.
that (See the attached Posttest
evolution or the activity sheet). Earth and Life Science
process of for Senior High School, Earth and Life Science for
evolution really (use attachment A) Bayo-ang et al., Senior High School,
Educational Resources Bayo-ang et al.,
happened? Corporation, Quezon Educational Resources
2. What is the City, Philippines Corporation, Quezon City,
copyright 2016
evidence that Philippines
would pp.343-346 copyright 2016
lend
support to it? pp.357-358
Give the students a Summative Give the students a Assess the performance of
short quiz (Formative assessment formative assessment the students in designing a
Assessment). (see based on the result of the poster activity.
attachment activity (see rubrics on (see attachment G for the
how group work is rubrics)
C) graded)
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?
 School Grade 11
Level
Teacher Learning Earth and Life Science
Area
Teaching Dates and Quarter
Time

Monday Tuesday Wednesday Thursday Friday

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

B. Other Learning - Earth and Life Science for Senior High School, Salandana, et al., LoriMar Publishing Inc, Manila, Philippines copyright 2016
Resources - 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 Review on classification of Recall the idea about Ask the students to Wrap up the lesson about
lesson or presenting the species as mentioned components/factors in name at least 5 interaction and
new lesson in the specification and the ecosystem organisms and describe interdependence
origin of species. their habitat
B. Establishing a purpose Ask the students of their Allow the students to go Show to the class the
for the lesson ideas about natural and out and observe and list pictures of different types
Pretest man-made ecosystem. down anything in the of ecosystem. The students
surroundings. will arrange the
Earth and Life Science jumbled letters given for
 for Senior High School, (See attachment E) each picture.
Bayo-ang et al.,
Educational Resources
Corporation, Quezon
City, Philippines
copyright 2016

pp.360-362
C. Presenting Present in class the Let the students analyze Let the students classify Present the topic by
examples/instances of the objectives of the the pictures of tropical the things they observed revealing what type of
new lesson chapter. rainforest and mango as to biotic or abiotic. ecosystem is in the
orchard. pictures.
(See attachment A) (See attachment E)
(See attachment B)
D. Discussing new Discuss the meaning of Discuss the types of Discuss the difference Discuss the different Briefly discuss the
concepts and practicing ecosystem according to ecosystem between biotic and terrestrial and aquatic mitigation measures to
new skills #1 the different authors. -Natural ecosystem abiotic components in ecosystem such as: address current
-Man-made ecosystem the ecosystem -Tundra environmental concerns
-Taiga and challenges in the
-Forest community.
-Grassland

E. Discussing new Discuss the Biotic Discuss other terrestrial

concepts and practicing Discuss the 12 principles Potential and and aquatic ecosystem
new skills #2 of ecosystem. (See the Environmental such as:
link) Resistance. -Desserts
https://www.cbd.int/ecos -Tropical rainforest
ystem/principles/shtml -Marine Biome
-Freshwater Biome
F. Developing mastery Perform the activity 1, Ask the students to Video clip about terrestrial Ask the students to prepare
(Leads to Formative “Take a Snap, Post and explain the difference and aquatic ecosystem (See an action plan containing
Assessment 3) Share to Earn Likes”. between biotic and the link) mitigation measures to
abiotic components in address current
Earth and Life Science the ecosystem. environmental concerns
for Senior High School, and challenges in the
Bayo-ang et al., community(see attached
Educational Resources rubrics)
Corporation, Quezon
City, Philippines
copyright 2016

pp.366

G. Finding practical Let the students think Ask the students to list Appreciate the importance
applications of concepts and share their down some living things of terrestrial and aquatic
and skills in daily living knowledge about the and non-living things ecosystem
importance of the that they see inside their
classroom. They will
ecosystem.
describe briefly what
they observe.

(See Attachment C)

H. Making generalizations . Ask the students to Explain the importance Ask the students to
and abstractions about answer the follow up of the components in the differentiate terrestrial
the lesson questions ecosystem. Might as well and aquatic ecosystem
(see attachment D) mention the balance in
nature.
I. Evaluating learning Short quiz (formative Summative assessment
assessment) based on the result of 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?