HAGGAI CENTER FOR Grade

School 11
DAILY LESSON PLAN PROFESSIONAL DEVELOPMENT Level
Learning
Teacher RUFAIDA A. ABDULAZIS Earth and Life Science
Area
Teaching Dates and
Week 5, Day 1-5 Semester 1ST Sem
Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES

The learner demonstrates an understanding of ;

1. the historical development of the concept of life
A. Content Standards
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 model conditions and ecosystems) in the
C. Learning of evidence which may have study of life show the
Competencies/Objectives enabled the first connections among
forms to evolve living 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
RESOURCES Jamille 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 Earth & Life Sciences Earth & Life Sciences Earth & Life Sciences for Earth & Life Sciences for
Resources for SHS (G. Salandanan for SHS (G. for SHS (G. Salandanan SHS (G. Salandanan et SHS (G. Salandanan et
et al.), Salandanan et al.), et al.), al.), al.),

Functional Biology Functional Biology Functional Biology Functional Biology Functional Biology
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
lesson or presenting Recall students Re-arrange pictures
the new lesson knowledge about the showing evolution of
existence of life on life on earth.
earth through “FACT
or 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

students give their

stand.
C. Presenting
examples/instances of “4 PICS 1 WORD” Group Activity: Each
the new lesson Present picture showing group is tasked to
concept of life. study each classical
experiment and
present it to the class.
D. Discussing new
concepts and Create a graphic Study and analyze
practicing new skills #1 organizer showing how scientist
student’s idea about perform and
concept of life. proposed their
ideas that model Create poster showing
conditions which how to value life by taking
may have enabled good care of all beings,
the first forms to humans, plants, and
evolve. After 20 animals
minutes they will
present it to the
class through role
playing.
Presentation and
E. Discussing new critiquing of timeline
concepts and created by each group. Presentation and
practicing 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) life.
G. Finding practical
applications of concepts Explain what makes life Explain how classical Explain the importance
and skills in daily living amazing? experiments help to of tracing previous life
discover the existence form to present living.
of life that we have
today.
H. Making generalizations What are important
and abstractions about the characteristics of living Making analogy Summarize changes in
lesson 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?

HAGGAI CENTER FOR Grade

School 11
DAILY LESSON PLAN PROFESSIONAL DEVELOPMENT Level
Teacher RUFAIDA A. ABDULAZIS Learning Earth and Life Science
Area
 Teaching Dates and
Week 6, Day 1-4 Semester 1ST Sem
Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learners demonstrate an
understanding of:
1. the cell as the basic unit of life
A. Content Standards
2. how photosynthetic organisms capture light energy to form sugar molecules
3. how organisms obtain and utilize energy

The learners shall be able to make a poster that shows the complementary relationship of photosynthesis and cellular respiration
B. Performance Standards

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
Competencies/Objectives explain how cells carry out functions required out functions required for functions required for life
out functions required life
out functions required 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
RESOURCES Jamille 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 Compare and contrast
Brainstorming:
the new lesson State the cell theory plant cell and animal cell Describe diffusion
Briefly narrate how life Match cell organelles to
based on size, shape
begins on earth. its function. and organelles present
on it.
B. Establishing a purpose
for the lesson Pre-test Simulation: Simple Inferring: Recall your
“LOOP A WORD
demonstration of experience during summer
Cell: The basic unit of ACTIVITY”: Find and
“Spot the Difference” diffusion in the when you take a swim in
life encircle the parts of the
surrounding using bottle sea or pool, describe what
p.196 cell in the letter pool.
of perfume. you notice in your finger.

C. Presenting
examples/instances of PICTURE PUZZLE: Brainstorming: Show
the new lesson Make a timeline of the Cell and its organelle. Briefly discuss the two Through the simulation pictures of animal cell that
discovery of cell. (After fixing the puzzle types of cell; Plant cell ask the student to have been plasmolyzed.
student will label the
and Animal cell describe diffusion.
parts of the cell)
D. Discussing new
concepts and Laboratory Experiment: Laboratory Experiment:
Laboratory
practicing new skills #1 Experiment: Diffusion in a Baggies Osmosis in Animal Cell
Describe the structure (https://www.biologycorn (Biology Laboratory
Comparing Plant
and function of er.com/worksheets/diffus Manual p. 17-19 by E.
Cell and Animal Cell
different cell ionlab.html) Evangelista)
(Biology Laboratory
State the cell theory organelles.
Manual p. 11-14 by
based on the discovery
E. Evangelista)
of the cell.
E. Discussing new
concepts and Draw and Label the
Discuss the structure
practicing new skills #2 structure of plant and Post Laboratory Analysis Post Laboratory Analysis
and function of the cell
animal cell observed
to the class.
under the microscope.
F. Developing mastery
Compare and contrast
(Leads to Formative
Describe cell as a basic Compare cell to a the illustration of the
Assessment 3) Video clip: Osmosis in
unit of life warehouse factory. structure of Plant cell
Video clip: Diffusion Animal Cell
and 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 important in the
of each organelles to
of diffusion. preservation of food
the 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?

Grade
School HAGGAI CENTER FOR 11
 DAILY LESSON PLAN PROFESSIONAL DEVELOPMENT Level
Learning
Teacher RUFAIDA A. ABDULAZIS Earth and Life Science
Area
Teaching Dates and
Week 7, Day 1-4 Semester 1ST Sem
Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learners demonstrate an
understanding of:
1. the cell as the basic unit of life
A. Content Standards
2. how photosynthetic organisms capture light energy to form sugar molecules
3. how organisms obtain and utilize energy

The learners shall be able to make a poster that shows the complementary relationship of photosynthesis and cellular respiration
B. Performance Standards
S11/12LT-IIbd-5 S11/12LT-IIbd-5

explain how explain how

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

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
RESOURCES Jamille 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
https://www.youtube.co Biology Laboratory Manual
4. Additional Materials
m/watch?v=iLDbW_Xvx by: Eden Evangelista,
from Learning Resources Ph.D.
HQ
(LR) portal p.25 -27
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
Video animation:
lesson or presenting Describe diffusion Picture Analysis: 1. Define photosynthesis
Photosynthesis
the new lesson Describe osmosis 2. List down requirement
https://www.youtube.co
taking place in cell needed for
m/watch?v=iLDbW_Xvx
under hypertonic, photosynthesis
HQ
isotonic and 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 through laboratory
a swim in sea or pool, experiment
describe what you
notice in your finger.
C. Presenting
examples/instances of Brainstorming: Show Brainstorming: Show Connect the concept of Brainstorming:
the 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 Laboratory Experiment: Laboratory Laboratory Experiment: Laboratory Experiment:
practicing 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 Photosynthesis
Manual p. 17-19 by E. (Biology Laboratory Paramecium
Evangelista) Manual p. 20-24 by E.
Evangelista)
Post Laboratory
Analysis
E. Discussing new Graphic Organizer:
concepts and Post Laboratory Post Laboratory Difference between Light Post Laboratory Analysis
practicing 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
through salting? with salt before
cooking?
H. Making generalizations
Summarize
and abstractions about the Describe osmosis in Describe osmosis in Differentiate
Photosynthesis through
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?
 HAGGAI CENTER FOR Grade
School 11
DAILY LESSON PLAN PROFESSIONAL DEVELOPMENT Level
Learning
Teacher Earth and Life Science
Area
Teaching Dates and
Week 8, Day 1-4 Semester 1ST Sem
Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learners demonstrate an
understanding of:
1. the cell as the basic unit of life
A. Content Standards
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.
C. Learning S11/12LT-IIej-13 S11/12LT-IIej-13
Competencies/Objective S11/12LT-IIbd-7 S11/12LT-IIbd-7 S11/12LT-IIbd-7
s describe how describe how describe how describe the different describe the different
organisms obtain and organisms obtain and organisms obtain and ways of how plants ways of how plants
utilize energy utilize energy utilize energy reproduce reproduce

S11/12LT-IIbd-8 S11/12LT-IIbd-8 S11/12LT-IIbd-8

recognize that recognize that recognize that
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
RESOURCES Anna 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=VN_p20
Materials from om/watch?v=XIJvVCA Manual by: Eden hools/scienceclips/ages
dDrnY
Learning Resources (LR) 9RPs Evangelista, Ph.D. /9_10/life_cycles.shtml
portal p.27 -29
B. Other Learning Metacards for Types of
Resources Plant Reproduction
IV. PROCEDURES
A. Reviewing previous Post test
Video animation:
lesson or presenting 3. Define Cellular Interactive game about
Cellular Respiration
the 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 /9_10/life_cycles.shtml
respiration
B. Establishing a Describe how Present different plants Brainstorming: Is it
purpose for the lesson organisms obtain and
and ask students how it possible for a single plant
utilize energy
reproduce to reproduce alone?

C. Presenting Group Activity on

examples/instances Types of
Reproduction in Present the video about
of the new lesson
plant: asexual reproduction:
Worksheet on a. Self-pollination https://www.youtube.c
Photosynthesis om/watch?v=VN_p20
b. Cross-pollination
dDrnY
c. Asexual
Reproduction
d. Sexual reproduction
D. Discussing new Graphic Organizer:
concepts and Three Major Steps in Create table comparing
practicing 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
generalizations and Cellular Respiration the types of plant type 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?

HAGGAI CENTER FOR Grade

School 11
DAILY LESSON PLAN PROFESSIONAL DEVELOPMENT Level
Learning
Teacher RUFAIDA A. ABDULAZIS Earth and Life Science
Area
Teaching Dates and
Week 9, Day 1-4 Semester 1ST Sem
Time

Monday Tuesday Wednesday Thursday Friday

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

B. Other Learning Powerpoint Functional Biology Functional Biology

Resources presentation of different Modular Approach by Modular Approach by
animals Lilia M. Rabago, Ph.D. Lilia M. Rabago, Ph.D.
 IV. PROCEDURES
A. Reviewing previous
Review on the
lesson or presenting Different asexual and Recall the cell Compare DNA and Fast Review of DNA
reproductive parts of
the new lesson sexual reproduction. organelles responsible RNA Replication
the plants
for reproduction DNA.
B. Establishing a What are the Why offspring Introduction to Protein
purpose for the lesson relationship of flowers, How animals resemble to their Synthesis:
fruits and seeds? reproduce? parents? Transcription and
Translation
C. Presenting Present the video Students will watch the
examples/instances Activity 2: Seed about asexual and video regarding the Activity 4: DNA Activity 5: DNA
of the new lesson Germination p. sexual reproduction of chemical composition Replication; Transcription
237 animals: of DNA. p.211
- https://www.youtube 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
concepts and composition of DNA enzymes in DNA
organizer on how
practicing new skills #1 replication and describe
animal reproduce.
its function.
E. Discussing new Illustrate the parts of Draw and label
concepts and the seed. Watson and Crick
practicing new skills #2 Model of DNA.

F. Developing mastery Video clip: DNA

Video clip: Protein
(Leads to Formative Discuss the Determine how Replication
Synthesis
Assessment 3) relationship of flowers, examples of animals https://www.youtube.co
https://www.youtube.com
fruits and 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
DNA transcription?
and skills in daily living reproduction.
H. Making Concept Map of
Illustrate the Make a concept map List down and describe
generalizations and Chemical Composition
reproductive cycle of a of Animal important events in DNA
abstractions about the of DNA
plant. Reproduction. 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

HAGGAI CENTER FOR Grade

School 11
DAILY LESSON PLAN PROFESSIONAL DEVELOPMENT Level
Learning
Teacher RUFAIDA A. ABDULAZIS Earth and Life Science
Area
Teaching Dates and
Week 10, Day 1-4 Semester 1ST Sem
Time
 Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learners demonstrate an understanding of:
1. how genes The learners The learners demonstrate
work demonstrate an understanding of gas
A. Content Standards 2. how genetic understanding of exchange with the
engineering is nutrition: getting food to environment
used to produce cells
novel products
The learners shall be able to make a presentation of
The learners shall be able to conduct a survey of products containing
B. Performance Standards some diseases that are associated with the various
substances that can trigger genetic disorders such as phenylketonuria
organ 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 metabolic processes metabolic processes
C. Learning information in the DNA
describe the process of the 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

and risks of using the different organ the different organ
GMOs systems in systems in representative
representative animals 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
RESOURCES Jamille 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
https://www.youtube.co https://www.youtube.co Zumba video
4. Additional Materials https://www.youtube.co m/watch?v=BK12dQq4 m/watch?v=2G-yUuiqIZ Activity sheet: Respiratory
from Learning Resources m/watch?v=G1AoVF3k sJw 0 System
(LR) portal 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 genetic engineering? created. Describe digestion
https://www.youtube.co https://www.youtube.co Different organ system
the new lesson Review on DNA
m/watch?v=BK12dQq4 m/watch?v=2G-yUuiqIZ will be post to the class process.
transcription
sJw and students will identify
0
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: Cases
examples/instances of Showing different of GMOs in plants and Activity 1: Activity 3:
the new lesson genetically modified animals Let the Label and describe Demonstration of
Activity 6:
organism and let students evaluate the the function of Breathing p. 263
DNA Translation
the students advantage and organs of digestive
describe each. disadvantage of the system.
given GMOs.
D. Discussing new Comic Strip Making:
concepts and Create codon that Choose one interesting Activity 2: Activity 4:
practicing new skills #1 translated into specific GMOs product and
Trace how digestive Label and describe the
protein. make a comic strip
showing it benefits to process takes place. function of organs of
human and society. digestive system
E. Discussing new
concepts and Discuss the breathing
practicing 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 student’s personal of if food will not be Brainstorming of student’s
and skills in daily living be 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 graphic Create a graphic Graphic Organizer:
and abstractions about the organizer showing the Make a flow chart Briefly explain respiration
organizer sequence of
lesson advantages and showing digestion process.
events in DNA disadvantages of process.
translation 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?

HAGGAI CENTER FOR Grade

School 11
DAILY LESSON PLAN PROFESSIONAL DEVELOPMENT Level
Learning
Teacher RUFAIDA A. ABDULAZIS Earth and Life Science
Area
Teaching Dates and
Week 11, Day 1-4 Semester 1ST Sem
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 a. the need for
understanding of the understanding of how understanding of
A. Content Standards circulation: the homeostasis
immune system: hormones govern body a. the nervous system
internal transport b. salt and water
defense from disease activities b. the body in motion
system balance and
waste removal
B. Performance Standards 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
C. Learning
metabolic processes metabolic processes metabolic processes metabolic processes metabolic processes
Competencies/Objectives
involved in the various 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 describe the general describe the general describe the general and describe the general and
and unique and unique and unique unique characteristics of unique characteristics of
characteristics of the characteristics of the characteristics of the the different organ the different organ
different organ systems different organ systems different organ systems systems in systems in representative
in representative in representative in representative representative animals 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
RESOURCES Jamille 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
m/watch?v=zQGOcOU
from Learning Resources Human Heart Chart
Bi6s&t=188s
(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 Describe the function of
lesson or presenting examples of the three Match body waste that Find words related to
takes place? immune system.
the new lesson major waste of the corresponds to the nervous system in the pool
body: excretory organs. of letter and try to give prior
a. solid waste idea to the looped words.
b. liquid waste
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 System
organs: Describe the important
Activity 9: A. Label and Describe
a. Blood function of the Activity 8:
Endocrine system the functions of
integumentary and Immune system
b. Blood Vessels p. 285 parts of the brain
excretory organs.
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 Relate the three major

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

H. Making generalizations Create a Concept map

How integumentary
and abstractions about the showing the relationship Concept Mapping : Concept Map: Nervous
system and excretory
lesson of blood, blood vessels Immune system System
system work together?
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?
 HAGGAI CENTER FOR Grade
School 11
DAILY LESSON PLAN PROFESSIONAL DEVELOPMENT Level
Learning
Teacher RUFAIDA A. ABDULAZIS Earth and Life Science
Area
Teaching Dates and
Week 12, Day 1-4 Semester 1ST Sem
Time
Monday Tuesday Wednesday Thursday Friday
Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners demonstrate an
understanding of:
plant form and function
a. Roots
b. Stem
c. Leaves
Different Organ
a. Dermal Tissue
 b. Vascular system
c. Nervous system
d. Body in motion

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
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
Competencies/Objectives involved in the various involved in the various appreciate the describe the structure describe the structure
and organ systems organ systems functional relationships and function of the function of the different of the different organ
different plant organs plant organs
S11/12LT-IIIaj-21 S11/12LT-IIIaj-21 systems in ensuring

describe the general describe the general animal survival

and unique and unique
characteristics of the characteristics of the
different organ systems different organ systems
in representative 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
RESOURCES Jamille 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 Resources
plant tissue
(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 Knowing the Functions stretching exercises. How plants grow and Imagine how water and
of the Bones survive? nutrients transport from
p. 298 the root through the tip of
the plant.
C. Presenting Identify the parts of
examples/instances of Activity 16: Palpation
the plants and give
the new lesson p. 301
its function.
D. Discussing new Create a comic strip Compare monocot plant Laboratory Experiment:
Discuss different
concepts and showing the and dicot plant. Observing internal tissue
types of muscle:
practicing new skills #1 interconnection of the Illustrate the root, stem of a plant
a. Skeletal muscle
different organ system and leaf of a monocot a. Dermal tissue
b. Smooth muscle
b. Vascular tissue
 c. Cardiac muscle and dicot plants. c. Ground tissue
E. Discussing new
Describe the function of
concepts and Presentation of
different plant tissue and
practicing new skills #2 student’s output.
its component cells.

F. Developing mastery How water and nutrients

Activity 18. Types of
(Leads to Formative Describe the function of Concept map of dicot transport from the root
Muscles
Assessment 3) the Skeletal System and monocot plant. through the tip of the
p. 305
plant?
G. Finding practical Give the importance of Why do plant needs right
applications of concepts the roots, stem and of moisture from the
and skills in daily living leaves of a plant. environment?
H. Making generalizations Label the parts of the
Concept Map of Plants’
and abstractions about the plants and give its
Internal Tissue
lesson primary function.
I. Evaluating learning
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?

HAGGAI CENTER FOR Grade

School 11
DAILY LESSON PLAN PROFESSIONAL DEVELOPMENT Level
Learning
Teacher RUFAIDA A. ABDULAZIS Earth and Life Science
Area
Teaching Dates and
Week13, Day 1-4 Semester 1ST Sem
Time
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
How plant grows land to cultivate crops
and developed? and plants. Think of a
possible way to have
continuous propagation
of plants.
C. Presenting Present different
examples/instances of picture of plant from
the new lesson early form to adult
form and ask
students how they
changes their
physical
appearance.
D. Discussing new Discuss the tissues Design a setup on
concepts and responsible for plants propagating plants
practicing new skills #1 growth: meritematic using other methods
tissue such as
 Observe and label the hydroponics and
aeroponics
E. Discussing new part of meristematic
concepts and tissue based on their
practicing new skills #2 understanding of the
function of each part.

F. Developing mastery Concept map: Plant

(Leads to Formative Growth and
Assessment 3) Development
G. Finding practical How can you determine
applications of concepts the age of the plant or
and skills in daily living tree?
H. Making generalizations Describe cells that are
and abstractions about the responsible for plant
lesson growth and
development
I. Evaluating learning
J. Additional activities for
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?

HAGGAI CENTER FOR Grade

School 11
DAILY LESSON PLAN PROFESSIONAL DEVELOPMENT Level
Learning
Teacher RUFAIDA A. ABDULAZIS Earth and Life Science
Area
Teaching Dates and
Week 14, Day 1-4 Semester 1ST Sem
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 The S11/12LT-IVfg-27 The
The learners describe evidence of evolution such learners explain how learners describe how The learners design a
as homology, DNA/protein sequences, plate population of present system of poster tracing the
tectonics, fossil record, embryology, and artificial organisms has classification of evolutionary changes in a
selection/agriculture. changed over time organism is based on crop plat that occurred
C. Learning
showing patterns of evolutionary through domestication.
Competencies/Objectives
descent with relationship.
modification 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
RESOURCES Jamille 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 Resources in-of-species-18/formati
(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 Make a recapitulation Let the students recall Show to the class the Review of the lesson about
lesson or presenting the pre-activity. They of the lesson about their stock knowledge pictures of seven extinction of species.
the new lesson will fill up the K-W in the homology and about theories of species of
K-W-L Chart with the evolution evolution. honeycreepers that
information required. evolved from a single

(See the attachment A). species.

(see attachment E)
B. Establishing a purpose Interpret the result of Introduce Charles Ask the students to Present to the class the
for the lesson the pretest conducted Darwin and his book study each species. Let following key questions:
Pretest the other day “The Origin of Species”.them write down their 1. What is extinction?
observations. 2. What drives plants
Earth and Life Science The Writings of Charles and animals to
for Senior High Darwin on the Web extinction?
School, Bayo-ang et
al., 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 study the pictures with the previous topic to make a concept map to following questions:
the new lesson a caption “Who we are other evidences of generate words or 1. Why do they have
and who we were? evolution. phrases that best different beaks?
(See attachment B) describe or explain their
idea regarding 2. What environmental
evolution. factors have caused
these differences to
(see attachment D) 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 and Evolution. DNA/protein factors that bring about speciation in nature:
practicing 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 records and evolution. their insight about the speciation
practicing new skills #2 following:
-Natural selection
-Speciation
-Adaptation

Ask them if they could

also include the above
mentioned concepts as
factors that bring about
organismal diversity.
F. Developing mastery Let the students do the Ask the students to do Let the students Let the students perform Let the students perform
(Leads to Formative activity 1, “ It’s All in the the activity 3, “Let’s Fit analyze the pictures in the activity 9, “Let Us the activity 9 on the
Assessment 3) Bones!”. Together”. the Activity 8, “The Separate to Form a New textbook about “What is
Fittest Win”, to grasp One”. your ExQ to measure their
Earth and Life Science 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
Bayo-ang et al., Bayo-ang et al., Earth and Life Science in existence or has no
Educational Resources Educational Resources Earth and Life Science for Senior High School, living 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 Ask the students to design

applications of concepts answer the question, a poster tracing the
and skills in daily living what is man’s role in the evolutionary changes in a
process of extinction? 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 Let the students present
and abstractions about answer the following the L in their K-W-L answer all the questions the activity output in the
the lesson questions: Chart with the in activity 8 from part 1 class.
 1. How do we know information required. to 3.
that evolution or (See the attached Posttest
the process of activity sheet). Earth and Life Science
evolution really for Senior High School, Earth and Life Science for
happened? (use attachment A) Bayo-ang et al., Senior High School,
2. What is the Educational Resources Bayo-ang et al.,
evidence that Corporation, Quezon Educational Resources
would lend City, Philippines Corporation, Quezon City,
support to it? copyright 2016 Philippines
copyright 2016
pp.343-346
pp.357-358
I. Evaluating learning 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 attachment C) based on the result of poster activity.
the activity (see rubrics (see attachment G for the
on how group work is rubrics)
graded)
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
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 HAGGAI CENTER FOR Grade 11

 DAILY LESSON PLAN PROFESSIONAL DEVELOPMENT Level
Learning
Teacher RUFAIDA A. ABDULAZIS Earth and Life Science
Area
Teaching Dates and
Week 15, Day 1-4 Semester 1ST Sem
Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learners demonstrate an understanding of the principles of ecosystem, biotic potential and environmental resistance, terrestrial
A. Content Standards
and aquatic ecosystems and how human activities affect the natural ecosystem.
The learners shall be able to prepare an action plan containing mitigation measures to address current environmental concerns and
B. Performance Standards
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 ecosystems are address current
resistance that affect interlinked with one environmental concerns
population 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 Resources ts/1439 rassland/tempgrassland.
(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 Recall the idea about Ask the students to Wrap up the lesson about
lesson or presenting the of 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 Allow the students to go Show to the class the
for the lesson their ideas about out and observe and list pictures of different types
Pretest natural and man-made down anything in the of ecosystem. The
 ecosystem. surroundings. students 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 Let the students classify Present the topic by
examples/instances of objectives of the analyze the pictures of the things they revealing what type of
the new lesson chapter. tropical rainforest and observed as to biotic or ecosystem is in the
mango orchard. abiotic. pictures.
(See attachment A)
(See attachment B) (See attachment E)
D. Discussing new Discuss the meaning of Discuss the types of Discuss the difference Discuss the different Briefly discuss the
concepts and ecosystem according to ecosystem between biotic and terrestrial and aquatic mitigation measures to
practicing 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

concepts and Discuss the 12 Potential and terrestrial and aquatic
practicing new skills #2 principles of ecosystem. Environmental ecosystem such as: -
(See the 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 Ask the students to
(Leads to Formative “Take a Snap, Post and explain the difference terrestrial and aquatic prepare an action plan
Assessment 3) Share to Earn Likes”. between biotic and ecosystem (See the link) containing mitigation
abiotic components in measures to address
Earth and Life Science the ecosystem. current environmental
for Senior High School, concerns and challenges
Bayo-ang et al., in the community(see
Educational Resources attached rubrics)
Corporation, Quezon
City, Philippines
copyright 2016

pp.366
G. Finding practical Let the students think Ask the students to list Appreciate the
applications of concepts and share their down some living importance of terrestrial
and skills in daily living knowledge about the things and non-living and aquatic ecosystem
importance of the things that they see
ecosystem. inside their classroom.
They will 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 the answer the follow up of the components in differentiate terrestrial
lesson questions the ecosystem. Might as and aquatic ecosystem
(see attachment D) well 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?