Republic of the Philippines

Department of Education
REGION VIII – EASTERN VISAYAS
DIVISION OF SOUTHERN LEYTE
SAN JUAN NATIONAL HIGH SCHOOL
San Juan, Southern Leyte

DAILY LESSON PLAN (DLP)

Subject: SCIENCE 10
School San Juan National High School Grade Level Grade 10
Teacher ANAFLOR C. PAGPAGUITAN Learning Area SCIENCE
Time and Date January 15, 2025 Quarter THIRD Quarter
I. OBJECTIVES
A. Grade Level Standard Content Standard:
1. organisms as having feedback mechanisms, which are coordinated b
nervous and endocrine systems
2. how these feedback mechanisms help the organism maintain homeostasi
reproduce and survive

Performance Standard:

By the end of the Quarter, learners describe homeostasis as a process

allows an organism to maintain stability.
B. Learning competencies/objectives. Describe how the nervous system coordinates and regulates feed
(MELC) mechanisms to maintain homeostasis S10LT-IIIa-36

Subtasks:
At the end of the lessons, 85% of the students will able to:
 Identify and describe the functions of the major parts of the b
including the lobes and brainstem.
 Demonstrate attentiveness and engagement by actively participati
class discussions.
 Create a clear and accurate diagram of the brain, labeling its
parts.

2. CONTENT Homeostasis and the Nervous System (The Central Nervous System)
3. LEARNING RESOURCES
A. REFERENCES K to 12 Basic Education Program Learning Modules for Science 10
 Teacher’s Guide
 Learner’s Material Grade 10 Science Learner’s Module
 Textbooks
 Others
B. OTHER LEARNING https://www.youtube.com/watch?v=ndDpjT0_IM0
RESOURCES
C. VALUES INTEGRATION Demonstrate attentiveness and engagement by actively participating in
discussions and activities.
D. SUBJECTS INTEGRATION Biology, MAPEH, Language and communication, and Art
E. TEACHING STRATEGIES Integration of ICT, Reflective and Direct Instractions
2. PROCEDURES
PRELIMINARIES A. Elicit
 Prayer
 Checking of Attendance
 Classroom Management
 -Giving of classroom rules: ANNE
 A - Act Respectfully
Respect each other, the teacher, and the classroom environment. Listen
when someone is speaking, and treat others with kindness.

N - Never Disrupt
Stay focused on the task at hand, avoid distractions, and contribute
positively to class discussions.

N - Nurture Learning
Engage actively in lessons, ask questions, and help create a supportive a
collaborative learning environment.

E - Exhibit Responsibility
Be punctual, prepared, and accountable for your work. Follow instructio
and take responsibility for your actions.

- instruct the students to understand the meaning of your hand signals.

REVIEWING PREVIOUS LESSON Questions:

 What was our previous topic?
 What is the different between afferent and efferent neurons?
 What is the two division of the Nervous System?
A. ESTABLISHING A PURPOSE
FOR THE LESSON B. Engage: "Ursnevo Ytsesm: Scramble Up the Signals!"

Instruction:
"Unscramble the jumbled words related to the nervous system! Your
is to identify and guess the correct word based on the scrambled le
provided. Raise your hand if you want to answer; don't answer in chorus. G
luck and have fun learning!"

 OMATELRP-Temporal
 NAIRB-Brain
 ENREV-NERVE
 RNIBMEASNT-Brainstem

Questions:
 What did you observe during our activity?
 Did you notice anything familiar?
 What do you think our lesson for today might be?

To conclude, today we will continue from our previous topic and dive de
into the nervous system. Specifically, we will learn about its two
divisions: the Central Nervous System (CNS) and the Peripheral Ner
System (PNS).

Let the students read the objectives:

At the end of the lessons, 85% of the students will able to:

 Identify and describe the functions of the major parts of the b

including the lobes and brainstem.
 Demonstrate attentiveness and engagement by actively participati
class discussions.
 Create a clear and accurate diagram of the brain, labeling its
 parts.
B. PRESENTING Explore:
EXAMPLES/INSTANCES OF
THE NEW LESSON The teacher will show a video that introduces the fundamental concep
the nervous system.

Directions: The student should demonstrate attentiveness and engag

actively participating in the class discussions. Be ready to answer questio
the upcoming activity.

Source:

https://www.youtube.com/watch?v=ndDpjT0_IM0
Guide Questions:
1. What are the three major parts of the Nervous System?
- Brain, Spinal Cord, and Nerves.

2. Can you recall all the parts of the brain?

- Cerebrum, Cerebellum, Brainstem, and other smaller parts like
Hypothalamus and Thalamus.

3. What part of the brain that is largest and take up to 85% of your
and also responsible for your intellect capability and contro
muscles?
-Cerebrum

4. It is small portion of your brain, but still essential to maintain ba

and regulates motor movements.
-Cerebellum

5. What part of the brain that is connected to your spinal cord?

- Brainstem

C. DISCUSSING NEW CONCEPTS & Discussion Proper: The teacher will use a PowerPoint presentation to di
PRACTICING NEW SKILLS the topic and enhance understanding by showing a short video clip. Durin
discussion, the teacher will pose various questions such as identifying
describing the functions of the major parts of the brain, including the lobe
brainstem in order to encourage and develop students' higher-order thin
skills.

The Nervous System:

The nervous system controls body function
coordinating between the brain, spinal cord
nerves.

The Central Nervous System:

The nervous system is divided into two
parts: the Central Nervous System (CNS), w
includes the brain and spinal cord, and
Peripheral Nervous System (PNS), which con
of clusters of nerves and sensory organs.
Picture Source: https://my.clevelandclinic.org/health/body/central-nervous
system-cns

The Brain and the Spinal Cord:

There are four types of Brain which are the:
Cerebrum The major outer part of the brain. It is divi
into two hemispheres: the left and right. The
hemisphere controls the right side of the body,
vice versa. These two hemispheres are connec
by the corpus callosum. Each hemisphere
further divided into sections called lobes (more
these later). It is responsible for sensing, think
learning, emotions, and voluntary movement
also controls the five senses. The cerebrum
divided into four sections, known as lobes, wh
are:
 Frontal: Think
movement, and emotio
Parietal: Touch
movement.
Occipital: Vision.
Temporal: Hear
speech, and memory.

Note: Voluntary actions and senses.

Cerebellum At the back part of the brain. It controls bala
and fine muscle movements
Note: Balance and fine movements.
Brainstem At the bottom of the brain. This connects
cerebrum to the spinal cord. It is divided into th
parts: the midbrain, the pons, and the medu
The brain stem controls bodily functions
breathing, circulation, and sleep.
Note: Basic functions like breathing and sleep.
Limbic System Under the cerebrum and inside the temp
lobe, it is composed of several structures:
amygdala, hippocampus, thalamus,
hypothalamus. These structures are respons
for basic biological needs like hunger, thirst,
temperature control; higher mental functions
memories; and emotional responses. The thalam
also serves as the relay center, where incom
and outgoing messages are handled.

The brain is very important but fragile. It is protected by the skul

meninges, and cerebrospinal fluid.

The skull is like a bony helmet, while the meninges are layers of ti
Cerebrospinal fluid is watery fluid that flows in and around the brain an
spinal cord that cushions both parts.

Spinal cord:
Spinal cord is an elongated bundle of neurons, connected to the brai
the brain stem. It goes all the way down to the tailbone at our lower b
Think of it like an information highway as sensory messages and move
commands travel up and down on it to serve the body. It is protected by b
and is divided into five sections:

Cervical- 7
Thoracic- 12
Lumbar- 5
Sacral- 5, fused
Coccygeal- 4, fused

D.DEVELOPING MASTERY/ Activity Title: "Quick Brain Mapping"

FINDING PRACTICAL
APPLICATIONS OF CONCEPTS Objective of the game: Strengthen understanding of brain parts and funct
through a fast-paced, engaging activity.
 Instruction: In this activity the teacher will create or provide a clear and
accurate printed diagram of a brain outline. Then the teacher will call out o
describe the functions or the descriptions of the major parts and the studen
must quickly identify and label the correct brain part on the diagram. After
each question, discuss the correct answer briefly to reinforce learning.

Questions:
1) Which brain part controls voluntary movements and decision-mak
2) Which part of the brain regulates heart rate and breathing?
3) Which part is responsible for processing sensory information
relaying it to the appropriate parts of the brain?
4) Which brain structure controls balance, coordination, and m
movements?
5) Which part of the brain is involved in memory, thinking,
controlling emotions?

Answer key:
1) Cerebrum
2) Medulla
3) Thalamus
4) Cerebellum
5) Cerebrum

D. MAKING GENERALIZATIONS Activity Title: "Think-Pair-Share"

& ABSTRACTIONS ABOUT To demonstrate attentiveness and engagement, students will act
THE LESSON participate in a class discussion. The activity begins with posing the ques
"Why is understanding the brain's structure important for mainta
homeostasis?" Students will first think individually for 1 minute, then pa
with a seatmate to discuss their answers for 2 minutes. Finally, the class
share insights, and the teacher will facilitate the discussion, summarizing
points on the board. This activity reinforces engagement through a
participation in the discussion.
Instructions:
Step 1: Pose a question to the class: "Why is understanding the brain's stru
important for maintaining homeostasis?"
Step 2: Students think individually for 1 minute.
Step 3: Pair up with a seatmate to discuss their answers for 2 minutes.
Step 4: Share insights as a class.
Facilitate the discussion and summarize the key points on the board.

E. EVALUATING LEARNING F. Evaluate

Test I.
Instructions: Match the correct brain part with its function. Write the letter
the brain part that corresponds to each description.
 A.
1. Controls voluntary movements B.
2. Regulates heart rate and breathing a. Hypothalamus
3. Controls thoughts, memory, and b. Medulla
decision-making c. Cerebellum
4. Relays sensory information to the d. Thalamus
brain e. Cerebrum
5. Controls balance and coordination f. Corpus Callosum
g. Pineal Gland
Answer key:
1. Cerebrum
2. Medulla
3. Cerebrum
4. Thalamus
5. Cerebellum

Test II.
Instructions: Illustrate a clear and accurate diagram of the brain on the prov
paper. Label all the major parts of the brain. Make sure the labels are corr
placed and easy to read. This will be graded based on the clarity and accu
of the illustration and labels. (5 pts)

a. ADDITIONAL ACTIVITIES FOR Project: Group Activity:

APPLICATION OR
REMEDIATION Create a 3D model of the brain u
household materials like clay, paper
recyclables. Label the major parts and w
a brief description of each part's functio

Deadline: Pass on Monday (January

20,2025)

For inspiration video: https://www.youtube.com/watch?v=LfMIu8-

cATY

Criteria for Evaluation (50 pts):

Creativity and Use of Materials (15 pts) - The model is creatively made
household materials like clay, paper, or recyclables.
Accuracy of Labels (15 pts) - Major parts of the brain are accurately labele
Function Descriptions (15 pts) - Each labeled part has a brief, accu
description of its function.
Presentation (5 pts) - The model is neat, organized, and easy to understan

3. REMARKS
4. 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 caught up with the
lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared By: ANAFLOR C. PAGPAGUITAN

Checked By: MARO JEAN Z. AMISCUA

Observed By:

Prepared by: Checked by:

Anaflor C. Pagpaguitan Mrs. Maro Jean Z. Amiscua

Intern Teacher Cooperating Teacher