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    DLP-Performance Task - 1

    Uploaded by

    Benito Omal
    This document outlines a daily lesson plan for an 11th grade science class that will discuss the evolving concept of life based on emerging evidence. The lesson plan involves students completing a performance task experiment where they observe meat in different containers to understand how maggots emerge and how this relates to early concepts of how life originated. Students will then present their findings and compare and contrast theories of the origin of life in a Venn diagram. The teacher will evaluate students' understanding through questions about which came first, the chicken or egg, and how to justify the answer with evidence.

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    DLP-Performance Task - 1

    Uploaded by

    Benito Omal
    182 views2 pages
    This document outlines a daily lesson plan for an 11th grade science class that will discuss the evolving concept of life based on emerging evidence. The lesson plan involves students completing a performance task experiment where they observe meat in different containers to understand how maggots emerge and how this relates to early concepts of how life originated. Students will then present their findings and compare and contrast theories of the origin of life in a Venn diagram. The teacher will evaluate students' understanding through questions about which came first, the chicken or egg, and how to justify the answer with evidence.

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    This document outlines a daily lesson plan for an 11th grade science class that will discuss the evolving concept of life based on emerging evidence. The lesson plan involves students completing a performance task experiment where they observe meat in different containers to understand how maggots emerge and how this relates to early concepts of how life originated. Students will then present their findings and compare and contrast theories of the origin of life in a Venn diagram. The teacher will evaluate students' understanding through questions about which came first, the chicken or egg, and how to justify the answer with evidence.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    182 views2 pages

    DLP-Performance Task - 1

    Uploaded by

    Benito Omal
    This document outlines a daily lesson plan for an 11th grade science class that will discuss the evolving concept of life based on emerging evidence. The lesson plan involves students completing a performance task experiment where they observe meat in different containers to understand how maggots emerge and how this relates to early concepts of how life originated. Students will then present their findings and compare and contrast theories of the origin of life in a Venn diagram. The teacher will evaluate students' understanding through questions about which came first, the chicken or egg, and how to justify the answer with evidence.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    BAGONG SILANG HIGH SCHOOL

    SCIENCE DEPARTMENT (DAILY LESSON PLAN)


    SY 2022-2023
    Grade Level : 11 Quarter/ Domain: SECOND/ EARTH AND Week and Day No.: WEEK 2/SESSION 1
    LIFE SCIENCE
    Teacher: BENITO T. OMAL II Date: NOVEMBER 8-9, 2022

    Explain the evolving concept of life based on emerging pieces of evidence.


    Learning Competency S11/12LT-IIa-1
    The learners demonstrate understanding of the historical development of the
    Content Standards concept of life
    Performance Standard The learners should be able to:
    1. value life by taking good care of all beings, humans, plants, and animals
    I. OBJECTIVES : at the end of the a. performs the indicated performance task;
    session, at least ____% of the students b. follow the instructions in doing performance task; and
    are expected to: c. state how human being may value life.
    II. CONTENT (TOPIC) THE BEGINNING OF LIFE ON EARTH/PERFORMANCE TASK #1
    III. LEARNING RESOURCES:
    A. Reference: TG/ LM/ TEXTBOOK
    B. Other Learning Resources/website QUARTER 2-WEEK 1-MODULE 1
    C. Materials: Pictures, activity sheets
    Iv. Procedures: a. Routinary activity Prayer / Checking of Attendance and Cleanliness

    A. ElLICIT Give the rules in doing a performance tasks.


    Review of the previous lesson

    B. ENGAGE Distributions of materials.


    Review /Motivation / Establishing a
    purpose for the lesson

    C. EXPLORE Performance Task Brainstorming.


    Presenting example/ practicing new
    skills

    D. EXPLAIN Performance Task! Experiment Time!


    Discussing New concepts/ Developing
    Mastery Direction: Read and understand the given situation below. Answer the guide
    questions that follows.
    *Edmund would want to know if life can really emerge from non-living things.
    He decided to perform the experiment similar to the one performed by
    Fanrcesco Redi. He place three pieces of meat in three different jars. The first
    jar was uncovered, the second one was covered with cork, and the third was
    covered with mesh cloth. After a week, his experimental set-up looks like the
    picture presented by the teacher.
    Guide Questions
    1. What do you think causes the emergence of maggots on the meat placed in
    the first jar?
    2. Why is it that the other meats found in second and third jar have no maggots
    in it?
    3. How did this experiment prove the concept of origin of life presented by
    Franceso Redi?
    E. EXPAND/ELABORATE
    Finding practical application of Presentation of the Performance Task in front of the class.
    concepts and skills in daily living

    Summary: Making generalization and Same Difference!


    abstraction about the lesson Objective: Compare and contrast theories and/or hypotheses about the origin of
    life.
    Direction: Using the empty Venn diagram, state the differences and similarities
    of each pair.

    Evaluate Learning: Assessment


    FAQs!
    F. EXTEND 1. Which came first, egg or chicken?
    Additional Act. /Follow-up and 2. Justify you answer by giving evidence.
    Intervention/Remediation

    ASSIGNMENT

    REMARKS SECTION

    No. of learners who earned _____% in the


    evaluation
    No. of learners who require additional activities for
    remediation.
    REFLECTION:

    Prepared by:

    Benito T. Omal II
    Teacher I

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