SCIENCE School Grade Level 10

DAILY LESSON Teacher Learning Area SCIENCE

LOG Teaching Dates and Time Quarter 3rd Quarter

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES At the end of the lesson, 100% of the students with 80 % level of proficiency shall be able to:
A. Content Organisms as having feedback mechanisms, which are coordinated by the nervous and endocrine systems.
Standards
B. Performance
Standards
C. Learning Describe the parts of the nervous system and their functions.( S10LT-IIIa-33)
Competencies
Pre-Assessment Identify the major division and 1. Describe the nerve cell Explain how the body Summative
parts of the nervous system and the nerve impulse processes are controlled Test
and their functions. 1.a. describe how nerve through the nervous Submission of Outputs (flyer)
impulse travel from one system
D. Objectives/
Daily Task
nerve cells to next nerve
cells.
2. Measure the length of
time of response to catch a
dropped object.
II. CONTENT

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
p.166 pp. 166-169 p. 172 pp. 173-174
2. Learner’s
Material Pages
pp. 226-228 pp. 229-231 pp. 232-236 pp. 237-239
3. Textbook Pages
4. Additional
Materials from
Learning
Resources
Model/picture of the Human Candy, ball ,book Strips of paper, scotch
B. Other Learning
Resources
Nervous System, laptop, LCD tape, timer or stopwatch
projector
IV.
PROCEDURES
 Check the progress of the What are the different sense How does your nervous
assignment on creating a organs? system work?
flyer.
ELICIT How could these senses
What are the different organ help the nervous system
systems comprising the carry out its function?
human body?

Let the students play the Getting a quick reaction from In each group, assign
message relay. (teacher will the class: Throw a small students who will represent
provide a sentence/sayings) object such as candy or a the following:
ENGAGE ball into a group of students. *1 Brain,
Process the result of the Ask the following questions: *3 Sensory neurons
game. *1 organ which will receive
1. What is your reaction after the stimulus( will get the
knowing that a certain object stimulus from the teacher)
is thrown towards you? *1 organ which will
respond to the stimulus
2. How fast did you react? (will write the response on
the board)
*3 motor neurons.
Activity 1. Break it Down Activity 2. How fast is your Activity 3 A Nervous Trip
(Refer to pp.230-231 of LM) reaction? (Refer to pp.237-239 of
(Refer to LM pp. 233-235 for LM)
EXPLORE the activity.)
*modify the activity by
assigning 2 organs instead
of only 1.
Answer the guide questions Answer the guide questions Answer the guide
in the activity in the activity questions in the activity
EXPLAIN
In terms of function, compare Why do drivers under the Why does damaged
the Central Nervous System influence of alcohol are nervous system cause
to the Nucleus of a Cell. prone to accidents? paralysis?
ELABORATE
How can we prevent these
accidents?
 Multiple Choice: 1. Identify the parts of the Informal Formative
1. The central nervous nerve cell. Assessment
system consists of the: (the teacher will provide a Base your instructional
EVALUATIO a. Sense organs picture or drawing of a nerve decision on the responses
N b. Reflexes cell) of the students to your
c. Brain and spinal cord 2. What will be your reaction questions.
d. Sensory and motor when you touch a hot
neurons object?
2. Voluntary or conscious
activities of the body are Explain your answer through
controlled by the: your knowledge about nerve
a. Medulla oblongata impulse.
b. Cerebrum
c. Cerebellum
d. Brain stem
3. An organ that distributes
information in the body.
a. Spinal Cord
b. Brain
c. Brain Stem
d. Cerebellum
4-5 Identify two major
divisions of the nervous
system.
Create a flyer that will What is a nerve cell? What public health care
disseminate information programs in your locality
EXTEND about the different diseases are geared towards
affecting the human dealing with health issues
nervous system. concerning the nervous
system?
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
lesson work? No. of
learners who 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 Level 10
SCIENCE Teacher Learning Area SCIENCE
DAILY Teaching Dates and Time Quarter 3rd Quarter
LESSON LOG

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES At the end of the lesson, 100% of the students with 80 % level of proficiency shall be able to:
A. Content
Standards
How these feedback mechanisms help the organisms maintain homeostasis to reproduce
B. Performance
Standards
C. Learning
Competencies
Explain the role of hormones involved in the female and male reproductive systems; (S10LT – IIIb-34)
Identify the major endocrine Explain the effect of a Identify the major parts of Explain the role of Summative Test
D. Objectives/ glands in the human body particular hormone in the the Male and female Hormones in Male and
Daily Task and their functions. body if not properly regulated. Reproductive systems and Female Reproductive
their functions. Systems.
II. CONTENT

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
pp. 176-178 pp.177-179 p. 180 p. 181
2. Learner’s
Material Pages
pp.240-243 pp.244-246 pp.247-249 p. 250
3. Textbook Pages
4. Additional
Materials from
Learning
Resources
Model/Picture of the human Model/Picture of the Model/Picture of Male and Strips of papers, laptop
B. Other Learning
Resources
endocrine system, laptop, endocrine system, laptop, Female Reproductive
projector. projector system
IV.
PROCEDURES
 Do you have any idea what What are the different Jumbled letters: Arrange the What glands are
other organ system help hormones released by the word/s correctly. responsible in controlling
control and regulates body following glands: a. csorumt the reproductive system?
ELICIT processes aside from a. Thyroid b. giavna
nervous system? b. Adrenal c. yrova
c. Pancreas d. tsetse
d. Pituitary

Endocrine Gland and Show pictures of persons with What are the secondary sex Show a picture of a child
Functions goiter, gigantism and characteristics observed and an adolescent.
Suggested Link: dwarfism condition. during puberty stage of male
ENGAGE https://www.youtube.com/ and female? Compare the physical
watch?v=nNLsXKkLSTs Ask the students what can appearance/features in
they say about the pictures? both male and female.

(Show the pictures one at a

time)

Activity 4. Who’s in Control? Activity 5. What went wrong? Video Analysis: Activity 1
(Refer to pp. 242-243 LM) (Refer to pp.244-246 LM) Let the student list down the 1. Teacher will allow
different reproductive parts students to read page 250
EXPLORE shown in the video. of the LM for 10 minutes
2. Each group will assign
Suggested link: one representative to
Learn about the Male and compete for the quiz bowl.
female Reproductive 3. All the questions that will
Systems be provided by the teacher
(refer to must be related to the topic
https://www.youtube.com/wa which is the role of
tch?v=J8n2hmhiQL8 ) hormones in the male and
female reproductive
After the video presentation, system.
provide each group pictures 4. Other members must
of the Male and Female prepare a 20 second song
Reproductive System. or yell to be performed
before the contest. The
Ask the students to label the song or yell must also be
pictures. related to the topic.
 Optional activity
Activity 2.
Video analysis:
Teen Facts- Growing Pain
(refer to
https://www.youtube.com/
watch?v=aTY52flChKs )

(The Teacher may chose

either of the two activities)
Answer the guide questions Answer the guide questions Let the students give What is the role hormone
in the activity in the activity functions of the different reproductive system?
EXPLAIN parts of the male and female
reproductive system.
*The teacher will introduce What will you do if you are How important is the male How does hormone
the term homeostasis and diagnosed with the following and female reproductive influence the male and
ask: hormonal imbalances? system? female reproductive
ELABORATE A. Hyperglycemia system?
“How does the endocrine B. Osteoporosis
system maintain C. Hypothyroidism
homoeostasis?”
(refer to p. 255 of LM)
Multiple Choice: Identify the hormones Identification: Essay: Explain the role of
1. Organs that release associated with the following Identify the following: hormone in Female and
hormones into the blood are disorders: 1. The primary organ in Male Reproductive
EVALUATIO part of the 1. Obesity female reproductive system? Systems.
N a. Digestive system 2. Goiter 2. The organ that produces
b. Endocrine system 3. Diabetes sperm cell.
c. Circulatory system 4. Irregular menstrual cycle 3. It serves as passage way
d. Nervous system 5. Tachycardia (faster than of eggs from the ovary to the
2. Hormones that help normal heart rate at rest) uterus.
regulate blood calcium 4. Sac that holds the testis.
levels are produced in the 5. It is the site of egg
a. Adrenal gland implantation.
b. Thymus gland
c. Pancreas
d. Parathyroid gland
3. This gland is located in
front of the heart which
releases thymosin
hormone.
a. Adrenal
 b. Thymus
c. Pancreas
d. Pituitary
4. The principal male sex
hormone is
a. FSH
b. Testosterone
c. Estrogen
d. Insulin
5. Which gland produced
the adrenaline hormone?
a. Testes
b. Parathyroid
c. Adrenal
d. Thyroid
Read in advance the Male What are the different Study for the summative
and Female Reproductive hormones in the male and test.
EXTEND system. Pp.247-249 female reproductive system?

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
lesson work? No. of
learners who 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 Level 10

SCIENCE Teacher Learning Area SCIENCE
DAILY Teaching Dates and Time Quarter 3rd Quarter
LESSON LOG
WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES At the end of the lesson, 100% of the students with 80 % level of proficiency shall be able to:
A. Content
Standards
How these feedbacks mechanism help the organism maintain homeostasis to reproduce.
B. Performance
Standards

C. Learning
Describe the feedback mechanisms involved in regulating Describe how the nervous system coordinate and regulates these feedback
Competencies
process in the female reproductive system (S10LT-IIIc-35) mechanisms to maintain homeostasis (S10LT- IIIc-36)
Describe the feedback Describe the events involved Describe how nervous Performance Task: Video Summative Test
D. Objectives/ mechanisms involved in in menstrual cycle. system works together with making topic:
Daily Task regulating processes in the endocrine system to Contraceptive Measures
female reproductive system. maintain homeostasis.
II. CONTENT

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
pp.181-182 p.183 p. 184
2. Learner’s
Material Pages
pp.251-254 pp. 251-253 p. 255 p. 256
3. Textbook Pages
4. Additional
Materials from
Learning
Resources
B. Other Learning
Resources
IV.
PROCEDURES
 What happens if fertilization Simple recall regarding the
ELICIT does not occur? meaning of the word
HOMEOSTASIS.
Funny Menstruation In Basketball game,
Animation TEAMWORK is the key to
win the game. How can we
ENGAGE (refer to keep our body systems work
https://www.youtube.com/ as a team?
watch?v=ZvPVyas68jE)
Essential Question: Essential Question: Essential Question:
What are the important events during the menstrual cycle? How do nervous system How will you make a video
works together with presentation educating
EXPLORE endocrine system to about contraceptives?
maintain homeostasis?

Video analysis Activity 6. Mark my Calendar Reading Activity Making of Video

Suggested link: (refer to pp. 252- 253 of LM) (Refer to p. 255 of LM) (Refer to instructions on p.
The mechanism of action 256 of LM)
of hCG LH and FSH *Additional Instructions:
https://www.youtube.com/ * Each group will be
watch?v=6WYAc6sSBQM assigned with only one
type of contraceptive to be
the topic of the video.
(contraceptive pills,
condom, IUD, Vasectomy,
Diaphragm, Spermicide)
*The videos will be saved
in a flashdrive which will be
submitted to the teacher
for review and critiquing
*After the review, the
students will post their final
video presentation to a
Facebook group account
*The video with the most
number of likes will have
special awards before the
quarter ends.
* The winner/s will be
announced after the
 examination.
Explain Figure 13: Negative Explain the answers to the Explain the answers to the
Feedback Mechanism questions in the activity questions on page 255 on
EXPLAIN (Refer p. 254 of LM) Discuss the important events the LM
during the menstrual cycle The Teacher will explain the
answers based from the TG
p.183
What will happen if the Why some women How can we maintain
female reproductive system experienced irregular homeostasis?
lack/does not have either ofmenstruation?
ELABORATE the FSH or LH? Why some women don’t have
menstruation?
Identify the following: Choose the correct answer in Make a short essay Evaluate the video through
1. Which controls the the text box. describing how nervous a rubric.
production of progesterone? Follicle Stage Estrogen system works with the (refer to TG p.184)
EVALUATIO 2. This hormone stimulates Stage endocrine system to
N the ovaries to release Ovulation stage maintain homeostasis.
estrogen. Progesterone stage
3. Estrogen stimulates the Corpus Luteum Stage
release of what hormone? Menstrual Stage
4. High levels of 1. What stage in the
progesterone inhibit the menstrual cycle is
further release of characterized by the actual
LH. flow of blood and tissues?
5. High levels of this 2. A stage of menstrual cycle
hormone prevent further considered as fertile period in
production of FSH. female?
3. What stage of the
menstrual cycle were egg
cells obtain the structure of a
corpus luteum?
4. Menstrual Cycle stage
characterized by the
maturation of egg cell in the
ovary.
What are the factors affecting Prepare your necessary Study for the summative
homeostasis? gadgets for your test.
EXTEND performance task.

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
lesson work? No. of
learners who 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?

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 School Grade Level 10
SCIENCE Teacher Learning Area SCIENCE
DAILY Teaching Dates and Time Quarter 3rd Quarter
LESSON LOG
WEEK 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES At the end of the lesson, 100% of the students with 80 % level of proficiency shall be able to:
A. Content The information stored in DNA as being used to make proteins.
Standards How changes in a DNA molecule may cause changes in its product.
B. Performance
Standards
Explain how protein is made using information from DNA (S10LT-IIId-37)
C. Learning
Competencies

Compare the structures of Demonstrate the process of Demonstrate the process of Demonstrate the process Summative
D. Objectives/
Daily Task
the DNA and RNA DNA replication. transcription. of translation.
molecules.

II. CONTENT

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp.193-194 pp. 195-198 pp.199-202 pp.203-206
Pages
2. Learner’s pp. 266-268 pp. 269-271 pp. 273-274 pp. 275-279
Material Pages
3. Textbook Pages
 4. Additional Laptop, LCD projector, Laptop, LCD Projector, DNA
Materials from Model of RNA and DNA Model
Learning
Resources
B. Other Learning
Resources
IV.
PROCEDURES
What are the different types What is DNA? How is DNA replicated? How is DNA transcribed?
ELICIT of Nucleic Acid?
“How is DNA different from Play a DNA song: Introduce the car factory Proteins control the
RNA?” Suggested link: analogy to students (refer to activities of the cell, as well
“What nitrogen bases are https://www.youtube.com/wat page 272 of LM) as the life of the entire
ENGAGE found in DNA and RNA?” ch?v=ckZEds5taX4 ) Ask the students, “Did you organism.
“Let us watch this video.” Before cell division, the cell’s find this car making analogy How does DNA make a
Why RNA is Just as cool as DNA has to undergo series of helpful? unique protein that will
DNA duplication. How does the information in perform a special function?
https://youtube.com/watch? Do you know how this DNA DNA, from the nucleus Would you like to find out
v=0Elo-zX1k8M duplicates or copies itself? transferred to the ribosome? how the message of the
*Introduce the Zipper mRNA is translated to
Analogy. proteins?
(refer to
https://www.nobelprize.org/ed
ucational/medicine/dna_doubl
e_helix/dnahelix.html )
*requirement: install a Adobe
Flash Player v. 10
Activity 1 “Getting to know Activity 2 “ DNA make DNA” Activity 3 “What’s the Activity 4 “Relay the
the DNA and RNA (refer to pp. 269-271 of LM) message?” message?”
Structure” (refer to p. 273-275 of LM) (refer to p. 276 -277 of LM)
EXPLORE (refer to pp. 266-268 of LM)
Explain the answers in the Explain the answers in the Explain the answers in the Explain the answers in the
guide questions guide questions guide questions guide questions
EXPLAIN Let the students recall the Let the students recall the Let the students recall the
steps of replication process. steps of transcription steps of translation
process. process.
What is the importance of How does the structure of How the structure of DNA A construction worker
DNA/RNA? DNA molecules help does enables the molecule brings hollow blocks to
contribute to the great variety to be easily transcribed. Why build a wall. What part of
ELABORATE of life that exists on earth? is this important for genetic translation resembles the
information? construction worker’s job?
Why is RNA important to the What is being represented
 cell? by the hallow blocks?
Check the table in Allow the students to arrange Let the students arrange the Let the students to arrange
procedure no. 2 of the the steps during replication steps during transcription the steps during translation
activity showing comparison process? process? process?
EVALUATIO between DNA and RNA. (refer to p. 271 of LM) (refer to p. 274 of LM) (refer to p. 278 of LM)
N (Refer to p. 268 of LM)

Have an advance reading Have an advance reading The teacher will provide a Answer Activity 5, “Trace
on DNA Replication. about transcription and link to supplement the the Code”
EXTEND Students may read from translation. concepts on transcription (refer to pp 280-281 of LM)
other Biology books or process.
internet sources.
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
lesson work? No. of
learners who 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 Level 10
SCIENCE Teacher Learning Area SCIENCE
DAILY Teaching Dates and Time Quarter 3rd Quarter
LESSON LOG
WEEK 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES At the end of the lesson, 100% of the students with 80 % level of proficiency shall be able to:
A. Content Mutations that occur in sex cells as being heritable
Standards
B. Performance
Standards
C. Learning
Competencies
Explain how mutations may cause changes in the structure and function of a protein (S10LT-IIIe-38)
Explain the concept of Illustrate the kinds of Differentiate the kinds of Explain the human
D. Objectives/
Daily Task
mutation. chromosomal mutations. chromosomal mutations and karyotyping and genetic
their results. engineering.

II. CONTENT

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
pp. 208-209 pp. 210-212

2. Learner’s
Material Pages
pp. 281-283 pp. 284-288 pp. 288-290 pp. 290-293

3. Textbook Pages
4. Additional Laptop, LCD Projector Modeling clay of varied color Pictures of chromosomal Chart of human
Materials from mutations to human, laptop karyotyping, Diagram of
Learning LCD projector the steps of genetic
Resources engineering
B. Other Learning
Resources
IV.
PROCEDURES
What is mutation? State the difference between What are the different types Do you have any idea
the two types of mutation that of chromosomal mutations? about Karyotyping? How
ELICIT occur in gametes. about Genetic
engineering?
Present figure 8 found in Analyzing the sentences: Show pictures of a person Show students picture of
page 281 relating it to THE DOG BIT THE CAT suffering from Down Tobacco plant that glows
student’s experiences when THE DOG BIT THE CAR Syndrome. in the dark (glowing
ENGAGE copying notes in the board. THE DOB ITT HEC AT Let the student describe the tobacco).
Let the students analyze the picture Gather ideas what makes
figure. Let the students analyze the it glow in the dark?
figure.
Show a pictures of
MUTANTS
Ex: X-Men Ninja Turtle etc.
Essential Question: Essential Question: Essential Question: Essential Questions:
What is Mutation? What are the different of What are the different effects What is human
among the chromosomal of chromosomal disorders to karyotyping?
EXPLORE Let the students watch a mutation? human? What is genetic
video about mutation: Activity 6: Chromie Change Present pictures of humans engineering?
The teacher may choose a (refer to pp. 284-288 of LM) having disorders in the no. of What are the steps in
mutation video presentation chromosomes. genetic engineering?
Then let the students read
page 282-284 Sources:
player.mashpedia.com
www.healthtap.com
http://
chengmoh.blogspot.com/
2012/08/genetic-
 diseases.html
What is mutation? Answer the guide question of Lecturette on different types Lecturrete on:
What are mutagens? the activity of chromosomal Mutation Human Karyotyping (Pp.
EXPLAIN In what types of cells can Refer to LM p. 288 290-291 of LM)
mutations occur? TG pp. 210-212 Genetic Engineering
(pp.292 of LM)
When can we say mutation The effects of a mutation are Why chorionic biopsy How important is Genetic
is useful or harmful? not always visible. How can important? engineering in the field of
mutation be determined? agriculture/medicine.
ELABORATE
In a tabular form differentiate Identification: Write the advantages and
I. What are the two types of the three kinds of 1. Disorder usually caused disadvantages of genetic
mutation that occur in chromosomal mutations as to by an extra copy of engineering.
EVALUATIO gamete cells? (2 pts). the no. of chromosomes, chromosomes 21(trisomy How would you explain the
N II. Explain the concept of structure of chromosomes, 21) importance of human
mutation(3 pts) change in chromosomal 2. Is caused by the deletion karyotyping?
material of part of the short arm of
(refer to page 287 of LM) chromosome 5.
3. This is called terminal 11q
deletion disorder.
4. Men with this condition
are usually sterile and tend
to have longer arms and legs
and taller than their peers.
5. A female with XXY
chromosome.

Research on the different Search for examples of What is Karyotyping? Study for summative test.
types of chromosomal chromosomal disorders.
EXTEND mutation

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
lesson work? No. of
learners who 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 Level 10

SCIENCE Teacher Learning Area SCIENCE
DAILY Teaching Dates and Time Quarter 3rd Quarter
LESSON LOG
WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES At the end of the lesson, 100% of the students with 80 % level of proficiency shall be able to:
A. Content
Standards
Demonstrate an understanding of how evolution through natural selection can result in biodiversity
B. Performance
Standards
Write an essay on the importance of adaptation as a mechanism for the survival of a species
C. Learning
Competencies
Explain how fossil records, comparative anatomy, and genetic information provide evidence for evolution; (S10LT-IIIf-39 )
D. Objectives/ Pre- assessment/ Draw and Determine the age of fossils. Distinguish the homologous Compare the stages of
Daily Task place the fossil of structure from analogous embryonic development of
organisms in its proper Era structure and explain the different organisms and
and Period. relevance of comparative explain how embryonic
 anatomy as an evidence of development provides
evolution. clues for evaluation.
II. CONTENT Biodiversity and Evolution
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
Pages 222-225 Pages 225-226 Pages 227-228 Pages 228-229
2. Learner’s
Material Pages
Pages 300-306 Pages 306-308 Pages 309-310 Pages 311-312
3. Textbook Pages
4. Additional
Materials from
Learning
Resources
B. Other Learning
Resources
IV.
PROCEDURES
Conduct Recall the methods used in Picture analysis: Show Leading Questions:
Pre-Assessment Test determining the age of rocks pictures of organisms having Start the activity by asking
Start the lesson by showing and its significance in the the following: the following questions:
ELICIT a picture of fossil remains study of origin of life. a. Homologous structure 1. Who is your relative?
used by paleontologist in b. Analogous structure 2. Why is it important to
the study of evolution. know your relatives?

Leading Questions: Present a video presentation Leading Questions: What Can Embryos Tell Us
1. In what type of rock most the Geologic Time Scale 1. What structure does the About Evolution?
fossils are found? Suggested Link: group of organism have in Refer to:
ENGAGE 2. What are the methods https://www.youtube.com/ common? https://www.youtube.com/
used in determining the age watch?v=8qnnoePeHlk 2. What is the function of the watch?v=uAZmLYWEPGk
of rocks? Introduce another method in said structure?
determining the age of fossils,
the absolute dating
technique.
Essential Question: Essential Question: Essential Question: Essential Question:
What are the important Why is it important to know How does comparative How does embryonic
evidences needed in the the age of the fossils? anatomy of animals support development provide
EXPLORE study of the origin of life? the theory of evolution? evidence or clues for
evolution?
Group Activity 1A: Group Activity 1B: Group Activity 2: Group Activity 3:
“Where do I Belong “ What’s My Age? AHA Analogous! So, Who is My Relative?
 (Refer to LM pp 304- (Refer to LM pp 306-307) Homologous! (Refer to LM pp 311-312)
306) (Refer to LM pp 310-311)

Answer the guide questions Answer the guide questions Answer the guide questions .Answer the guide
in the activity. in the activity. in the activity. questions in the activity.
EXPLAIN
Why are fossils important? How does Scientist determine Present few examples of How does comparative
How do fossils formed? the age of a fossil? homologous and analogous embryology support theory
What are the different structures. of evolution?
ELABORATE methods used in Why do you think How did Ernst Haeckel
determining the age of homologous and analogous work contribute to Charles
fossils? structure shows support for Darwin's Theory of
evolution? Evolution?
best answer to the following Multiple Choice. Select the Determine whether the Determine whether the
questions best answer to the following following statement is True following statement is True
1. What is a fossil? questions. or False. or False.
EVALUATIO A. any dead organism over 1. In what Era can the oldest 1. Comparative anatomy is 1. Embryos of many
N 200 years old fossils be found? the study of the similarities different vertebrates look
B. an extrusive igneous A. Cenozoic and differences in structures much more similar than the
rock B. Mesosoic of different species. (True) adult organisms. TRUE
C. Paleozoic 2. The wings of bats and
C. a metamorphic rock D. Pre-Cambrian birds serve the same 2. Today's scientists
D. the preserved remains function and are homologous compare the anatomy,
or traces of an organism 2. What is the largest division structures. (False) embryos, and DNA of
2. What method is used to of Geologic Time Scale? 3. Homologous structures modern organisms to
determine the age of an A. Era are structures that are understand how they
organic materials? B. Period different in related organisms evolved. TRUE
A. fossil dating C. Epoch because they were inherited 3. Comparative anatomy is
B. relative dating D. Organism from a common ancestor. the study of the similarities
C. carbon dating 3. During which era were the (True) and differences in
D. radiometric dating first land plants formed. 4. Fossils provide clear structures of different
3. Which object would most A. Precambrian evidence that evolution has species. TRUE
likely become a fossil? B. Paleozoic occurred. (True) 4. The presence of gill slits
A. a shark tooth C. Mesozoic 5. Human hand and alligator and a tail in the early
B. a pine needle D. Cenozoic forelimb are examples of stages of development of
C. a large jellyfish 4. Human beings evolved analogous structure. (False) an embryo indicates its
D. a feather during which geologic era? future as a fish. FALSE
4. How do you know that A. Cenozoic B. Mesozoic C. 5. Comparative
dinosaurs existed? Paleozoic embryology
A. history books D. Precambrian supports the theory of
B. movies 5. The _________ was an era evolution because
C. legends & Stories dominated by the dinosaurs scientists have found that
 D. fossils A. Precambrian B. Paleozoic the embryos of many
5. In what type of rocks C. Mesozoic D. Cenozoic different species show
most of the fossils are similarities, which implies
found? they share a common
A. sedimentary rock origin. TRUE
B. granite
C. lava flow
D. black soil
Show pictures or multi- Make an one paragraph Classify whether the Students will choose one
media presentation of essay about the topic below. following is divergent or organism not presented
EXTEND stunning and interesting “What does a paleontologist convergent evolution. during the lesson, and
fossils ever found. study?” 1. Shark and whale (C) research how its embryo
Suggested Link: 2. Shark, penguin, dolphin
https://www.youtube.com/ (C)
watch?v=5qTheYdwd9Q 3. Rattle snake, king snake
(D)
4. A flys wing and a birds
wing (C)
5. Coyotes and Dogs (D)
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
lesson work? No. of
learners who 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 Level 10

SCIENCE Teacher Learning Area SCIENCE
DAILY Teaching Dates and Time Quarter 3rd Quarter
LESSON LOG
WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES At the end of the lesson, 100% of the students with 80 % level of proficiency shall be able to:
A. Content
Standards
Demonstrate an understanding of how evolution through natural selection can result in biodiversity.
 B. Performance
Standards
Write an essay on the importance of adaptation as a mechanism for the survival of a species
C. Learning
Competencies
Explain the occurrence of evolution (S10LT-IIIf-40)
Compare the sequence of Compare Lamarck’s and Explain the Theory of Determine the effect of
D. Objectives/ amino acids in the Darwin’s Theories of Evolution. environmental changes on
Daily Task cytochrome C of the Evolution. adaptation and survival of
different vertebrates. a species.
II. CONTENT Biodiversity and Evolution
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
Pages 230-232 Pages 232-233 Pages 233-235
2. Learner’s
Material Pages
Pages 313-316 Pages 316-317 Pages 318-319 Pages 319-321
3. Textbook Pages
4. Additional
Materials from
Learning
Resources
B. Other Learning
Resources
IV.
PROCEDURES
Recall the DNA and RNA, The teachers will present a Recall Lamarck’s Theory of Set the mode of the
protein structure, and picture of Darwin finches and Use and Disuse and Charles students by showing
relationships learned in the students will take note of Darwin Theory of Natural pictures of interesting
ELICIT module 2 the different structure of the Selection animals like bird, giraffe,
beak and give their dolphin, etc...
observation.
Introduce the 20 most Let the students watch a Perform “Candy Dish From the gallery of
common amino acids in video presentation entitled Selection “ a demonstration animals, students will
proteins listed with their “Why does the giraffe have of natural selection where identify the adaptive
ENGAGE three-letter and one-letter long neck?” the students select candies features of the animals
codes: Refer to: from a bowl and have an presented and explain how
https://www.youtube.com/wat opportunity to think about this is used to adapt in
ch?v=y4bIcswVZMU) what characteristic brought changing environment.
Let the student give their them to choose that candies.
opinion about the last
question in the video.
“Do you think one day there
 will be a tortoise born with a
very long neck?”
Essential Question: Essential Question: Essential Questions: Essential Question:
How does amino acid What observations led Darwin What is the theory of How do changes in the
sequence of the organism to the theory of evolution by evolution by natural environment affect the
EXPLORE provides evidence or clues natural selection? selection? ability of the animals meet
in for evolution? Why do some organisms go their basic needs, their
Present bases for interaction extinct while others survive? ability to adapt and chance
Activity 4: Let’s Compare by analyzing of survival?
(Refer to LM pp 313-316) Darwin –vs- Lamarck (Long Activity 5:
neck vs Short neck Giraffes). Follow the Track on (Refer to Activity 6:
LM pp 318-319) Survivor on pages (Refer
to LM 319-321)
Answer the guide questions The teacher will now explain Answer the guide questions Answer the guide
in the activity Lamarck’s Theory of Use and in the activity questions in the activi
EXPLAIN Disuse and Charles Darwin
Theory of Natural Selection
Questions: Questions: Base on the theory of Questions:
1. If the amino acid 1. How does Lamarck's evolution, how can you help 1. What do we mean by
sequences in homologous theory of evolution differ from reduce the extinction of one 50% chance of survival?
ELABORATE proteins of two organisms Darwin's? species/organism? 2. How structural and
are similar, what can you The teacher may formulate behavioral adaptation
conclude about the DNA of 2. What do they have in other localize application helps organism’s response
the two organisms? common? question. to environmental change?
3. What will happen to the
2. What causes the organism that cannot
difference between human adapt to the conditions on
and gorillas in terms of their the place where they are
amino acid sequence in the living?
hemoglobin? Show pictures or multi-
media presentation of
Philippine endangered and
extinct animal species.
Write the single letter code Whose thought is this? Determine whether the Multiple Choice. Select
of the following amino Lamarck, Darwin, or both of following is TRUE or FALSE the best answer to the
acids: them? 1. As environments change following questions.
EVALUATIO 1. Valine 1. Organisms have changed gradually over time, 1. In regards to evolution,
N 2. Tyrosine over time.(Both) populations also change. what exactly does “fittest”
3. Asparagine TRUE mean in the survival of the
4. Glycine 2. Organisms changed 2. Natural selection means a fittest?
5. Serine because they wanted to naturally changing
survive.(Lamarck) environment will result in A. the organisms that
 selection for changing traits. produces most surviving
3. Certain traits helped TRUE offspring
organisms survive and 3. Unfavorable traits never B. the longest lived
reproduce better than other prevent favorable traits from organism
being passed from one C. the strongest organism
organisms without those generation to the D.the organism that is
traits.(Darwin) next.FALSE healthiest
4. An adaptation is a trait 2. Which of the following is
4. The environment had that helps an organism to be not a reason why species
something to do with why more suited to its adapt and change?
organisms changed.(Both) environment. TRUE A. producing too many
5. The result of natural offspring
5. Parents are only able to selection is a population that B. competition for
pass on traits that they were is adapted to its local resources
born with.(Darwin) environment. TRUE C. too much food
6. Natural selection is the D. adaptive body structure
6. Organisms can never only process by which 3. What is likely to happen
become extinct.(Lamarck) evolution can occur. FALSE to an individual that is
poorly suited to its
environment?
A. it will not survive to
reproduce
B. it will survive and
produce lots of successful
offspring
C. it will become extinct
D. none of the above
4. According to Darwin's
theory of evolution, how do
new species evolve?
A. by artificial selection
B. by natural selection
C. by unnatural selection
D. None of the above
In a graphing paper, plot the Present a video clip Present a video clip showing Write a one paragraph
information on table 6 and 7 contrasting the two Theories the difference between essay on the importance of
EXTEND on page 315 in a bar graph of Evolution. natural selection and artificial adaptation as a
and use different color to Suggested Link: selection? mechanism for the survival
represent each pairing of Darwin’s Theory of Evolution Suggested Link: of a species.
species. https://www.youtube.com/ The Differences Between
watch?v=vnktXHBvE8s Natural and Artificial
Lamarck's theory of evolution Ecosystems | Biology for All |
 https://www.youtube.com/ FuseSchool
watch?v=IgqabJpa1q0&t=6s https://www.youtube.com/
watch?v=8PQiucc268c
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
lesson work? No. of
learners who 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 Level 10

SCIENCE Teacher Learning Area SCIENCE
DAILY Teaching Dates and Time Quarter 3rd Quarter
LESSON LOG
WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES At the end of the lesson, 100% of the students with 80 % level of proficiency shall be able to:
A. Content Demonstrate an understanding of the influence of biodiversity on the stability of ecosystem as being capable of supporting a limited number of
 Standards organism
B. Performance
Standards
C. Learning Explain how species diversity increases the probability of adaptation and survival of organisms in changing environments; (SL10LT-IIIh-41)
Competencies
Pre- assessment/ Classify the value of Describe the ups and down Explain the relationship Summative Assessment
D. Objectives/
Daily Task
Explain the concepts of biodiversity in the ecosystem. of population growth. between population growth
biodiversity and stability. and carrying capacity.
4. Ecosystems
4.1 Flow of Energy and Matter in Ecosystems
II. CONTENT
4.2 Biodiversity and Stability
4.3 Population Growth and Carrying Capacity
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
Page 241 Page 242 Page 242 Pages 243-244
2. Learner’s
Material Pages
Page 329 Page 330 Pages 331-332 Pages 332-334
3. Textbook Pages
4. Additional
Materials from
Learning
Resources
B. Other Learning
Resources
IV.
PROCEDURES
Introduce to the students Recall the prior knowledge of Recall on the benefits of Recall how the population
the amazing variety of life the students about biodiversity and its value in density affects the stability
around us through pictures biodiversity. sustaining stability in an of an ecosystem.
or video clip. ecosystem.
ELICIT Suggested Link:
Philippine Biodiversity AVP
https://www.youtube.com/
watch?v=2F2KzjTzi9Q
Make connection between Present a video clip on Answer the two questions of Present a data in graphical
what students learned biodiversity and its the Think about this section form comparing the birth
about biodiversity in Grade importance in the stability of on page 332 of the LM and mortality rate of few
ENGAGE 9 and what they learn in this an ecosystem. countries.
module Suggested Link: Question:
Why is biodiversity so What factors affect change
 important? - Kim Preshoff in population?
https://www.youtube.com/
watch?v=GK_vRtHJZu4
Essential Question: Essential Question: Essential Question: Essential Question:
Why is biodiversity What is the important role How does human growth How does population affect
important? does biodiversity give to the population influence the the carrying capacity of an
EXPLORE organism dependent on it? sustainability of an area?
ecosystem and its natural
resources? Analyze the Chart on
Answer the Group Discussion: Complete goat’s carrying capacity on
Pre-Assessment Table 1: Organisms and their The teacher will provide (Refer to LM p. 333)
(Refer to LM p. 329. Value sample problem on
(KWHL) (Refer to LM p. 331) population density.
Starting from the population
density of the class.
Population Density =
Number of People/ Land
Area
new information (H) about Ask volunteers to share their Questions: Answer the guide
biodiversity. group output to the class 1. In your canteen, how questions in the activity
EXPLAIN much space do you think Guide Questions:
each person has? (Refer to LM p. 333)
2. How does the population
density of the classroom
affect the amount of
resources (tape, paper,
chairs, space, etc.) for each
student?
The teacher will provide local
based scenario pertaining to
population growth and its
effects.
Take note of the similarities What is the importance of What factors affect the How does increase in
on the responses of the plants diversity in a habitat? increase and decrease of population affect the
students in different What would happen if there’s population in an ecosystem? carrying capacity of an
ELABORATE columns put emphasis on it. no biodiversity? How does population affect ecosystem?
How do biodiversity affect the migration of an Why population sizes
stability of an ecosystem? organism? cannot increase forever.
Give one example of direct, How does migration of How can we maintain the
indirect, and aesthetic value species affect the stability of balance in our
of biodiversity not on a given the entire ecosystem? ecosystems?
list.
 The Pre-Assessment Give the biodiversity value of Sample problem on Determine whether the
serves as their evaluation the following: population density following statement is
as it seek to identify the 1. bacteria 1. There are 25 chickens TRUE or FALSE.
EVALUATIO concepts and skills needed 2. corals occupying a close fence with 1. Population growth
N by the students in the study 3. flies an area 3 square meters. decreases as the
of biodiversity. 4. oxygen What is its population resources become limited.
5. well landscape garden density? TRUE
2. Fifty students are 2. The human population
occupying a room n the will stop growing when it
second floor with an area of reaches its carrying
75 square meters. What is capacity. TRUE
the population of density? 3. When the resources in
an ecosystem are
unlimited, population will
exhibit an exponential
growth. TRUE

4. If the population growth

is influence by population
density, it is called density-
independent factor.
FALSE.

5. In logistic growth,
population decreases as
the resources increases.
FALSE
Video clip presentation of Aside from the three identified Calculate the population Provide the population of
the Tubbataha Reef Marine value of biodiversity, discuss density, the amount of space Philippine provinces in the
EXTEND Biodiversity. also its ethical, moral, and per person of your home. past five years in graphical
Suggested Link: social value to people. form or Projection of
https://www.youtube.com/ population in the year
watch?v=Zcl6gg4newM 2050.
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
lesson work? No. of
learners who 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 Level 10

SCIENCE Teacher Learning Area SCIENCE
DAILY Teaching Dates and Time Quarter 3rd Quarter
LESSON LOG
WEEK 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES At the end of the lesson, 100% of the students with 80 % level of proficiency shall be able to:
Demonstrate an understanding of
A. Content
Standards
1. the influence of biodiversity on the stability of ecosystems
2. an ecosystem as being capable of supporting a limited number of organism
B. Performance
Standards
C. Learning Explain the relationship between population growth and carrying capacity; and
Competencies Suggest ways to minimize human impact on the environment. (S10LT-IIIi-42)
Differentiate density- Identify the limiting factors Identify the different Explain the biodiversity Summative Assessment
D. Objectives/ dependent and density- that depend on population environmental issues and status in a community.
Daily Task independent limiting factors. density. explain ways to address
these problems.
4. Ecosystems
4.1 Flow of Energy and Matter in Ecosystems
II. CONTENT
4.2 Biodiversity and Stability
4.3 Population Growth and Carrying Capacity
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
Page 244 Pages 245-246 Page 247 Pages 248-249
2. Learner’s
Material Pages
Page 334 Pages 335-336 Pages 338-340 Pages 340-341
3. Textbook Pages
4. Additional
Materials from
Learning
Resources
B. Other Learning
Resources
IV.
PROCEDURES
Recall basic concept on Present a diagram or graphic Solicit common examples of Recall some environmental
Population growth and organizer showing the environmental problems and issues that have a
carrying capacity. Limiting Factors that depend issues which are known to negative impact in our
ELICIT on population density. have a negative impact on community and in the
biodiversity. environment
 Present the population What causes population Each group will work on a Planning Phase
growth pattern. growth to be limited? specific problem scenario Group students according
Questions: What is the relationship depicted on the illustration. to how they can work best.
ENGAGE 1. What do the two graphs between Competition and (Refer to pp 338-339 of the Each group should
have in common? population size? LM. consider answering the
2. How do you think a limit Support material will be guide questions on page
in resources affects the provided to guide in the 340 in accomplishing their
population growth? accomplishment of task. task.
Consider also the
preparation of
communication letter for
all those stakeholders
involve in the interview.
(refer to TG pp248-249)
Essential Question: Essential Questions: Essential Question: Essential Question:
How do populations change What are the limits to growth How does population growth How does population
over time? of a population? affect the carrying capacity growth affect the carrying
EXPLORE How do limiting factors affect of an ecosystem? capacity of an ecosystem?
Fill in the difference of the population?
term in the chart on (Refer Answer activity 3, Analyzing Home Task:
to LM page 334) Answer activity 2, Dependent Environmental Issues on Conduct a Survey of your
Enrichment Activity: The or Independent? (Refer to LM (Refer to LM pages 338-341) locality or make an
Boat is Sinking page 336). interview at the local
Department of DENR
Office on the status of your
biodiversity, the threat and
the local efforts or initiative
made to lessen its impact.
What does the carrying After the activity, selected After the activity, selected After the activity, selected
capacity refer to? students will present their students will present their representative from each
EXPLAIN What do you think will answers to the class by giving answers on a specific group will present their
happen to the human reason to their choice. problem scenario. survey or interviews
population if reaches its Guide Questions. reflected on activity 4B.
carrying capacity? 1. What are the negative Students may devise ways
effects of the environmental organizing and analyzing
problems to the community gathered data.
and to the environment?
2. What are the possible
positive effects of this
environmental problem to
the community?
3. What causes these
 problems?
4. How this environmental
problem affects the stability
of an ecosystem?

Guide Questions: Students will be asked to give Show a picture or a videos of Guide Questions:
1. Does a typical population examples of limiting factors the current environmental 1. How does the current
will experience exponential not mentioned in the activity conditions in the region, that biodiversity status of the
ELABORATE growth? Why or Why not? presented. focuses on community you had
2. What does the varying a. marine ecosystem, surveyed affect the lifestyle
population density in a b. mangroves, and means of living of the
certain ecosystem suggest? c. agricultural land, locals?
3. How the population d. forest cover 2. What hindrances affect
carrying capacity does etc... the implementation of local
affects the stability of an conservation efforts or
ecosystem? initiatives?
Determine whether the Identify whether the following Cause and Effect Students’ output will be
following statements are is density-independent Give the effect of the evaluated using a rubric as
TRUE or FALSE. limiting factor or density- following actions or practices scoring guide.
EVALUATIO 1. Carrying capacity of dependent factor? to the environment.
N population of an organisms 1. Flood (DIF) 1. Segregation of domestic
depend on the amount of 2. Predation (DDF) waste.
resources available in the 3. Eathquake (DIF) 2. Strict implementation of
area.TRUE 4. Energy Supply (DDF) clean air act on factories and
2. Exponential population 5. Monsoon (DIF) vehicles.
growth is experience before 6. Wildfire (DIF) 3. Conversion of grassland
a population reaches its 7. Hurricane (DIF) into housing projects
carrying capacity.TRUE 8. Diseases (DDF) 4. Clearing of farm land
3. During the period of through burning.
exponential population 5. The use of fine nets in
growth, scarcity in fishing.
resources are experience
by the many organisms.
FALSE
4. If the population density
is low, it that means there
are a lot of organism
crowded into a certain area.
FALSE
5. Human activities has a
direct effect on the
population of organisms in
 an area.TRUE
Research on K-Selected Why do population growth Have each student or small Present through a multi-
and r-Selected Species and rates differ in countries group of students choose media, the different Non
EXTEND describe its population throughout the world? “Why Care About Governmental
growth pattern Biodiversity?” statements to Organizations (NGO’s) or
use as a theme for a collage. agencies and local
Have the students make a organizations that
display of their collage. advocates conservation
and protection of
biodiversity.
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
lesson work? No. of
learners who 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 Level 10
SCIENCE Teacher Learning Area SCIENCE
DAILY Teaching Dates and Time Quarter 3rd Quarter
LESSON LOG
WEEK 10 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES At the end of the lesson, 100% of the students with 80 % level of proficiency shall be able to:
Demonstrate an understanding of
A. Content
Standards
1. the influence of biodiversity on the stability of ecosystems
2. an ecosystem as being capable of supporting a limited number of organism
B. Performance
Standards
C. Learning Explain the relationship between population growth and carrying capacity; and
Competencies Suggest ways to minimize human impact on the environment. (S10LT-IIIi-42)
D. Objectives/ Product Creation
Daily Task
2. Ecosystems
4.1 Flow of Energy and Matter in Ecosystems
II. CONTENT PERIODICAL EXAM
4.2 Biodiversity and Stability
4.3 Population Growth and Carrying Capacity
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
Page 249-252 Page 249-252
2. Learner’s
Material Pages
Page 341-344 Page 341-344
3. Textbook Pages
4. Additional
Materials from
Learning
Resources
B. Other Learning
Resources
IV.
PROCEDURES
ELICIT Day 1
Recall the key ideas or
 results on the conduct of
survey and interviews of
student on the status,
threats, and local initiative
made by the community in
conservation and protection
of local biodiversity.
Planning for your
Presentation.
Guide student by explaining
ENGAGE the four iterative cycle of
creation. Plan it, Do It,
Review It and Share It.
Drafting of project plan or
project proposal for
approval of the subject
teacher considering the
questions on page 341.
Planning with your
respective group on how to
do about your presentation.
Consider the guide
questions on page 342.
Essential Question:
How does population
growth affect the carrying
EXPLORE capacity of an ecosystem?

Doing and Reviewing

As a group, start working
with your presentation
following your plan and
completing what you need
to accomplish.
Towards the end of the
session, review what had
been complete and what
need to improved?
Day 2
Showcasing of Project
EXPLAIN Organize a culminating
activity that will give a proper
 venue for the students to
showcase their output.
Interactions between the
presenter and the audience
are encourage upon
observing proper decorum.
Solicit key ideas from the
presenter upon answering the
guide question below:
ELABORATE 1. What is the impact of your
product in the community and
the environment?
2. How does it affect the
carrying capacity of a
particular ecosystem?
Students’ output will be
evaluated using a rubric as
scoring guide.
EVALUATIO
N

Giving recognition to the

products and presenters for
EXTEND the outstanding/exemplary
achievements.

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
lesson work? No. of
learners who 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?