GRADES 1 School Grade Level Grade Ten

to 12 Teacher Learning Area

Monday Tuesday Wednesday Thursday Friday

B. Performance Standards The learners shall be able to write an essay or make a multimedia presentation on the importance of adaptation as a mechanism for the
survival of the species
C. Learning Competencies/
Objectives S10LT-IIIf-39
Write the LC code for each - Discuss basic ideas - Define fossils and its - Distinguish - Analyze the stages of - Compare the sequence
about evolution kinds homologous embryonic development of amino acids in the
- Explain the different structure from of the different cytochrome C of the
method of analogous structure organisms different vertebrates.
determining the age - Explain the relevance - Explain how embryonic - Infer about the
of fossils of comparative development provides evolutionary
- Create a geologic anatomy as an clues for evolution relationship of
time scale evidence of evolution organisms from the
- Enumerate examples differences in amino
of homologous and acid sequence.
analogous structure
II. CONTENT Module 3: Biodiversity Determining the Age of Evolutionary Patterns from Hints from Embryonic Evidence from Amino Acid
Biodiversity and Evolution and Evolution Fossils Comparative Anatomy Development
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Page. 221-223 Page. 224-226 Page 227-228 Page 229 Page 229-232
2. Learner’s Materials pages Pages 229-303 Pages 304-308 Pages 309-311 Pages 311-313 Page 313-316
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
portal
B. Other Learning Resources https://www.youtube.co - Pictures of fossils - https://www.youtube.c - https://www.youtube.com - https://www.youtube.co
m/ - 2010 Secondary om/watch?v=jTIexNfw3Q /watch?v=ictZJln3Vj4 m/watch?v=jTIexNfw3Q
watch?v=93cGoxcoD7M Education Curriculum - www.vcu.edu/lifesci - NOVA Online—Odyssey of - www.vcu.edu/lifesci
Curriculum Guide Life
Biology II pages 286-287 http://www.pbs.org/nova/
odyssey/
IV. PROCEDURES
A. Reviewing previous What is human Define evolution. Enumerate and explain the Differentiate homologous Review on DNA, protein
lessons or presenting the new karyotyping? methods of determining the and analogous structure of structures, and relationships
lesson age of fossils. organisms. learned in module 2

B. Establishing a purpose for Using the Show pictures of fossil Jumbled Words. Ask the Pictures of human and a
the lesson Preassessment found in remains. Ask the students to arrange the chimpanzee.
the LM, the students’ students, “Have you ever jumbled words and give their Do you agree that human
prior knowledge on seen fossils of any ideas on it. came from chimpanzee?
evolution will be organism? Activity Game: Timing is
assessed. Everything. (see attachment)
C. Presenting examples/ Motivational video: Ask the students for the
Video Analysis: By Land Video Analysis: By Land or
instances of the new lesson Pocket monsters’ definition of fossils. or By Sea (7-minute By Sea (7-minute video)
evolution Compare the two kinds video) Guide Question: How do
of fossils. Guide Question: the genes that create
How will you compare the segments in arthropods
structure of crustaceans to correlate to humans?
human?
D. Discussing new concepts Present the word Perform the following Perform Activity 2: AHA! Perform Activity 3: So, Who Perform Activity 4: Let’s
and practicing new skills #1 EVOLUTION on the activity 1: Analogous and is My Relative? Compare
board and ask the - A Where Do I Belong? Homologous
students’ ideas on it. - B: What’s My Age?
E. Discussing new concepts How can you prove that Perform Activity 1 C: Picture Analysis: Video Analysis: Evolution - Plot the information on Table
and practicing new skills #2 organisms evolve or My Time, Your Time Divergent and Convergent Evidence from Embryology 6 and Table 7 in a bar
undergo evolution? (Geologic Time Scale) Evolution Guide Question: Can graph, and use different
 embryonic development be colors to represent each
an evidence that evolution pairing of species.
took place?
Explain.
F. Developing mastery How do paleontologists How is comparative How can embryonic Answer the guide questions
(Leads to Formative determine the age of the anatomy of organisms development provide by interpreting the graph.
Assessment 3) fossils? relevant to evolution? evidence of evolution?
G. Finding practical Ask the students about How can your knowledge In what aspect of your life How will you apply the In what aspect of your life
applications of concepts and their origin/ancestors to in determining the age of can you apply what you title of your activity, can you apply what you
skills in daily living simply explain the fossils help you? have learned today? “Timing is Everything” in have learned today?
concept of evolution. your life?
H. Making generalizations and Generalize the lesson Summarize the lesson Generalize the lesson by Sentence completion: Sentence completion: The
abstractions about the lesson by synthesizing all through concept differentiating Species that are closely greater the similarity in
the ideas given by the mapping. homologous and related exhibit similar amino acid sequence, the
students. analogous structure. embryonic development closer the relationship of the
although in the adult stage organisms.
the organisms are quite
different.
I. Evaluating learning Sentence completion: What are the different Classify whether the Prove that embryonic Arrange the following pair of
An organism has methods of determining structure of the paired development can provide organisms according to its
undergone evolution if the age of fossils? species is homologous or clues in the evolution of relatedness to each other.
_________. analogous. organisms through an (decreasing)
a. Wings of butterfly essay. (see attached rubric a. Fruit fly-wheat
and wings of bat. for the evaluation of essay) b. Human-horse
b. Flipper of whale c. Fruit fly- pigeon
and forelimb of cat. d. Human – wheat
c. Fingers of human
and arm of starfish
d. Tongue of frog and
proboscis of mosquito.
J. Additional activities for Use your imagination to Assign the students to
application or remediation think of organisms that search about the theory of
might be living on earth Jean Baptiste de Lamarck
in the near future, and Charles Darwin.
considering the changes
that have occurred.
 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
works? 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 works?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovations or localized
materials did I use/discover
which I wish to share with other
teachers?