Grade Level: 10 Learning Area: SCIENCE Quarter: 3rd Time Allotment: 60

minutes
Learning Area/s Integrated: English, Music, Arts and Health
Integration Approach Used: (Please tick)
Multidisciplinary Interdisciplinary Transdisciplinary

I. 21st Century Skills to be developed (Please tick)

Communication Learning and Innovation
Critical Thinking Information Media and Technology
Problem Solving Life and career
II. Focused Learning Competencies (MELC) Most Essential Learning Competencies
 Describe how the nervous system coordinates and regulates these feedback
mechanisms to maintain homeostasis. (Code: S10LTIIIc-36)
III. Focused GAD principle/s to be integrated
 Gender Equality: Men and women have equal rights to participate during group
activities.
IV. Intended Learning Outcomes
Knowledge: Describe the different parts of the central nervous system
Skill: illustrate the parts of the central nervous system and their functions
Attitude: recognize the importance of the central nervous system on the human body if
one part fails to carry its function properly
Values: display awareness on the effects of drug addiction to the nervous system.
V. Learning Content/s: Describing the Central Nervous System
Concept To describe the parts of the Central Nervous System along with
their functions
Reference/s Science 10 LM, Unit 3, Module 1, Page. 228-231
Theme Nutrition Month
DRRE Show awareness on the effects of drug addiction to the central
nervous system
IMs activity sheets, cartolina, manila paper, projector,

VI. Learning Experiences (5 Es)

ENGAGE (3 minutes)
Game : “Catch the 20-peso Bill”
GAME MECHANICS
1st Scenario
1. Ask for 5 volunteers.
2. Hold the forefinger and thumb of your left hand about 2 inches apart, place the 20-peso
bill about half way in between the two fingers.
3. Let the 20-peso bill fall and show the audience that you can easily catch it between your
two fingers.
2nd Scenario
1. Find a partner and let them catch the bill. The rule is that they may not go down with
their hand.
2. Whoever catches the bill may keep it.
QUESTIONS
 Why can you catch the 20-peso bill so easily when you drop it yourself?
Possible Answers:
Because I know when I will drop it.
  On the second scenario, why is it that the bill will never be caught?
Possible Answers:
Because, I do not know when will my classmate allow the bill to fall.
 What part of your body commands you to catch the 20-peso bill? Explain.
Possible Answers:
The brain. Upon seeing the20-peso bill the message was sent to the brain and in
turn sent signal to catch the bill.

EXPLORE (7 minutes)
1. Divide the class into 2.
2. Each group will be given similar activity sheets. Note: Regardless of gender they have
equal rights to participate in this activity. (GAD Integration)
3. Let the group read the story for two minutes.
4. Then they will answer the guide questions for three minutes. Students will describe the
different parts of the central nervous system using the characters in the story.
(Knowledge)
5. Lastly, the groups will exchange their collaborative output for checking.

GUIDE QUESTIONS:
1. Where did the story happen? Ans. The story happened at CNS town.
2. Who are the characters in the story? Describe each and the activities that they like
doing.
Answers: The characters in the story are Brain, Spinal Cord, Cerebrum, Cerebellum and
Brain Stem. The following are there roles:
Brain-the loving and caring mother
Spinal Cord- the one who helped Brain’s children
Cerebrum- the eldest, the biggest and the one who loves critical thinking activities.
Cerebellum- he loves doing activities that focuses on balancing
Brain Stem- he learned the emergency rescue techniques and first aid. He got ideas on
the different involuntary activities in our body such as breathing, blood circulation, and
etc.
3. Will you agree that Brain Stem is the least favorite of mother Brain? Explain.
Answer:
No, because she was not happy upon knowing that her income could not send her three
children to the exhibit.

STORY (Integration of English-Literacy)

“The Thinkers”
In the town of CNS, there was a very loving mother whose name is Brain. She has
three brilliant and responsible children. Cerebrum is the eldest child of Brain. Most of the
time his younger brothers will call him “Big Brother” because he is fat. Brain named his
second child as Cerebellum. The youngest who is also the shortest among them is Brain
Stem.
One day Brain heard her children talking about the upcoming annual exhibit that is
very well known at CNS town and all of them were sad because they knew that their
mother could not afford it. On the next day, Brain worked very hard to earn money so that
her children can go to the exhibit but at the end of the day she felt disappointed because
with the money that she earned only two of her children can attend the exhibit. He felt
sorry for brain stem. When she went home, she was surprised because her children give
her an envelope containing money. They told her that Mrs. Spinal Cord let them worked
in the farm then they received money afterwards. Mrs. Brain was proud of her children
and she decided to use the money for the ticket of brain stem so that all of them can
attend the exhibit.
On the day of the exhibit, Brain’s family was very excited. Cerebrum went to the
“Think of Me Station”. There were various critical thinking activities inside such as
assembling puzzles, working on numbers/solving, debate and etc. He enjoyed doing them
all. On the other hand, Cerebellum prefers to stay at the “Balance Me Station”. He also
had fun because he was able to perform balancing activities like zip line, biking, yoga and
etc. Lastly, Brain stem was very curious on observing the various demonstrations at
“Control Me Station” wherein he learned the emergency rescue techniques and first aid.
He got ideas on the different involuntary activities in our body such as breathing, blood
circulation, and etc.
When the three children finished the activities on their stations, they share their
individual experiences to their mother. And they went home happily.

EXPLAIN (15 minutes)

1. Every group will create a graphic organizer and illustrate the parts of the central
nervous system and its functions. (Skills)
2. One representative per group will present their collaborative answers.
3. The teacher will facilitate in unlocking difficulties on formal terms, definitions and
concepts.
Follow-up Questions: (DRRE Integration, Attitude and Values)
If one part of the CNS fails to carry out its function properly, what will
happen to the human body? Explain.
How will you describe the mental condition of people involved in drug
addiction?
Do you think their central nervous system could function well? Why?
Will they impose harm or treat in the community? Explain.

ELABORATE (25 minutes)

DIFFERENTIATED ACTIVITIES:
1. Divide the class into 3.
2. They will be grouped according to their field of interests.

Group 1 – Singing (Integration of MUSIC)

Instructions: Sing a song that will describe the different parts of the central nervous
system.
Group 2- Role Play ( DRRE Integration and Arts-PE-Health)
Instructions: Trough a role play, display awareness on the effects of drug addiction to the
nervous system that is common in your community.

RUBRICS
Performance CRITERIA VALU
Indicator E
1 2 3 4
Includes some
Includes many
unique ideas
Includes an unique ideas
and several
idea, but and creative
Finished the materials were
lacks use of
presentation used, based
Creativity originality materials,
but provides no his or her work
and and may made
evidence of on someone
Originality have connections to
creativity or else’s idea;
imitated previous
originality made
someone knowledge,
decisions after
else’s plan generating
referring to
many ideas
one source
Concept Presentation Presentation Presentation Presentation
understandi was not was created was created to was well
ng created at all but unclear show concern planned and
 created to
and show concern
responsibility and
on the effects responsibility
of drug on the effects
addiction to of drug
one’s nervous addiction to
system. one’s nervous
system.
Completed the
Finished the
presentation in
presentation
an above
but it lacks
Did not finish average Gave effort far
finishing
the work in a manner, yet beyond the
Effort touches or
satisfactory more could requirements
can be
manner have been of the project
improved
done/
with little
developed/
effort
accomplished
Displayed a Displayed a Displayed a
Displayed a negative positive positive
negative response at response most response all
Responsiven response times during of the time the time
ess throughout the the during the during the
development of development development development
the presentation of the of the of the
presentation presentation presentation

TOTAL
Teacher Comments:

EVALUATE (7 MINUTES)

Read the following questions. Encircle the letter of the correct answer.
1. Which part of the brain controls posture, balance and voluntary muscle movements?
a. cerebrum b. cerebellum c. brain stem d. all of these
2. Considering lobes of cerebrum, which is responsible for receiving impulses from the
skin?
a. frontal lobe b. parietal lobe c. occipital lobe d. temporal lobe
3. What lobe of the cerebrum is responsible for smell and hearing?
a. frontal lobe b. parietal lobe c. occipital lobe d. temporal lobe
4. It contains centers governing mental activity, including intelligence, memory and
learning?
a. cerebrum b. cerebellum c. brain stem d. all of these
5. Which of the following serves as a channel for signals between the brain and the rest
of the body?
a. brain b. spinal cord c. spinal column d. none of these
Answers: 1. B 2. B 3. D 4. A 5. B
VI. Learning Enablement (3 MINUTES)
( DRRE Integration)
With the same groupings, students will make a vlog presentation that shows awareness on
the effects of drug addiction to the central nervous system. They may include interviews
from barangay health personnel, parents, the victims and etc. Once done, they will post it on
their social media accounts.
RUBRICS
Performance CRITERIA VALU
Indicator E
1 2 3 4
The vilog
The vlog does The vlog The vlog
communicates
not sufficiently indirectly clearly
some of the
communicate communicat communicates
Presentation important
any idea that es the idea, the main idea,
ideas, and is
can persuade and is hardly and is strongly
slightly
the audience persuasive persuasive
persuasive
Presentation All the
was created to wordings and
showcase the melody reflect
Creativity Presentation Presentation possible treats an
and was not was created or the adverse Exceptional
Originality created at all but unclear effects of drug degree of
addiction to students
our nervous ‘ingenuity in
system. their creation.
Some Most of the
The contents of The contents
Accuracy contents in contents of the
the video are of the video
and the video are video are
neither accurate are accurate
Relevance of accurate and accurate and
nor related to and related to
the Content related to the related to the
the topic. the topic.
topic. topic.
The video
promotes
mental
awareness
Required Few required All required
Responsiven and includes
elements are elements are elements are
ess all required
missing. included. included.
elements as
well as
additional
details.

TOTAL
Teacher Comments:

Prepared by : APPLE JEAN S. REBADA

Teacher Demonstrator

Observed by: VICTOR S. UNGOD

School Head
Noted by: ANNABELLE S. ALOB, Ph.D.
PSDS