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Department of Education

Negros Island Region


DIVISION OF NEGROS OCCIDENTAL

Grade 10 School Grade Level 10 Grade 10


Daily Lesson Log Teacher Learning Area Living things and their Environment (Biology) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 1

Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES
Content Standard Organisms as having feedback mechanisms, which are coordinated by the nervous and endocrine systems.
Performance Standard
Learning Competency Describe the parts of the nervous system and their functions.
Code: S10LT-IIIa-33
Pre-Assessment Identify the major division and 1. Describe the nerve cell and Explain how the body Summative
parts of the nervous system the nerve impulse processes are controlled Test
and their functions. 1.a. describe how nerve through the nervous system
impulse travel from one Submission of
nerve cells to next nerve Outputs (flyer)
DAILY TASK
cells.

2. Measure the length of time of


response to catch a dropped
object.
II. CONTENT
III. LEARNING RESOURCES
Teacher’s Guide p.166 pp. 166-169 p. 172 pp. 173-174
Learner’s Materials pp. 226-228 pp. 229-231 pp. 232-236 pp. 237-239
Model/picture of the Human Candy, ball ,book Strips of paper, scotch tape,
Nervous System, laptop, LCD timer or stopwatch
Additional Materials projector

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

IV. LEARNING TASKS Grade 10


Check the progress of the What are the different sense How does your nervous system Quarter 3
assignment on creating a flyer. organs? work? Page 2
ELICIT
What are the different organ How could these senses help the
systems comprising the human nervous system carry out its
body? function?
Let the students play the Getting a quick reaction from the In each group, assign students
message relay. (teacher will class: Throw a small object such who will represent the following:
provide a sentence/sayings as candy or a ball into a group of *1 Brain,
students. Ask the following *3 Sensory neurons
Process the result of the game. questions: *1 organ which will receive the
ENGAGE 1. What is your reaction after stimulus( will get the stimulus
knowing that a certain object is from the teacher)
thrown towards you? *1 organ which will respond to
2. How fast did you react? the stimulus (will write the
response on the board)
*3 motor neurons.
Essential Questions: Essential Questions: Essential Question:
1. What are two major 1. What is a nerve cell and a How does the nervous system
divisions of the nervous nerve impulse? control the body processes?
system? 2. What are the parts of a nerve
2. What are the major cell and their functions?
parts of the nervous 3. Why a message is moving
EXPLORE system and their along nerve pathways takes time?
functions?
Activity 1. Break it Down Activity 2. How fast is your Activity 3 A Nervous Trip
reaction?
(Refer to pp.230-231 of LM) (Refer to pp.237-239 of LM)
(Refer to LM pp. 233-235 for the *modify the activity by assigning
activity.) 2 organs instead of only 1.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Answer the guide questions in Answer the guide questions in the Answer the guide questions in Grade 10
EXPLAIN
the activity activity the activity Quarter 3
In terms of function, compare Why do drivers under the Why does damaged nervous Page 3
the Central Nervous System to influence of alcohol are prone to system cause paralysis?
ELABORATE the Nucleus of a Cell. accidents?
How can we prevent these
accidents?
Multiple Choice: 1. Identify the parts of the nerve Informal Formative Assessment
1. The central nervous cell. Base your instructional decision
system consists of the: (the teacher will provide a picture on the responses of the
a. Sense organs or drawing of a nerve cell) students to your questions.
b. Reflexes
c. Brain and spinal cord 2. What will be your reaction when
d. Sensory and motor you touch a hot object? Explain
neurons your answer through your
2. Voluntary or conscious knowledge about nerve impulse.
activities of the body are
controlled by the:
a. Medulla oblongata
EVALUATE
b. Cerebrum
c. Cerebellum
d. Brain stem
3. An organ that distributes
information in the body.
a. Spinal Cord
b. Brain
c. Brain Stem
d. Cerebellum
4-5 Identify two major divisions
of the nervous system.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Create a flyer What is a nerve cell? What public health care Grade 10
that will programs in your locality are Quarter 3
disseminate geared towards dealing with Page 4
information about health issues concerning the
EXTEND the different nervous system?
diseases
affecting the
human nervous
system

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What innovation or localized Grade 10


materials did I use/ discover
Quarter 3
which I wish to share with
other teachers? Page 5

Prepared by: Checked by:


Grade 10, Quarter 3
Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 1 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 10 School Grade Level 10 Grade 10


Daily Lesson Log Teacher Learning Area Living Things and their Environment (Biology) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 6

Week No. 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES
Content Standard How these feedback mechanisms help the organisms maintain homeostasis to reproduce
Performance Standard
Learning Competency Explain the role of hormones involved in the female and male reproductive systems
Code: S10LT – IIIb-34
Identify the major endocrine Explain the effect of a Identify the major parts of Explain the role of Summative Test
glands in the human body particular hormone in the the Male and female Hormones in Male and
DAILY TASK
and their functions body if not properly Reproductive systems and Female Reproductive
regulated their functions Systems.
II. CONTENT
III. LEARNING RESOURCES
Teacher’s Guide pp. 176-178 pp.177-179 p. 180 p. 181
Learner’s Materials pp.240-243 pp.244-246 pp.247-249 p. 250
Model/Picture of the human Model/Picture of the Model/Picture of Male and Strips of papers, laptop
Additional Materials endocrine system, laptop, endocrine system, laptop, Female Reproductive system
projector projector
IV. LEARNING TASKS
Do you have any idea what What are the different Jumbled letters: Arrange the What glands are
other organ system help hormones released by the word/s correctly. responsible in controlling
control and regulates body following glands: a. csorumt the reproductive system?
ELICIT processes aside from nervous a. Thyroid b. giavna
system? b. Adrenal c. yrova
c. Pancreas d. tsetse
d. Pituitary

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Endocrine Gland and Show pictures of persons What are the secondary sex Show a picture of a child Grade 10
Functions with goiter, gigantism and characteristics observed and an adolescent Quarter 3
Suggested Link: dwarfism condition. during puberty stage of male Page 7
https://www.youtube.com/w and female? Compare the physical
ENGAGE atch?v=nNLsXKkLSTs Ask the students what can appearance/features in
they say about the pictures? both male and female.

(Show the pictures one at a


time)
Essential Question: Essential Question: Essential Question: Essential Question:
What are the major glands in What will be the effect if a What are the parts and What are the roles of
the endocrine system and their particular hormone in the functions of the Male and hormones in Male and
functions? body is not properly Female Reproductive Female Reproductive
regulated? Systems? systems?

Activity 4. Who’s in Control? Activity 5. What went Video Analysis: Activity 1


wrong? Let the student list down the 1. Teacher will allow
(Refer to pp. 242-243 LM) different reproductive parts students to read page 250
(Refer to pp.244-246 LM) shown in the video. of the LM for 10 minutes
2. Each group will assign
EXPLORE
Suggested link: one representative to
Learn about the Male and compete for the quiz bowl.
female Reproductive 3. All the questions that will
Systems be provided by the teacher
(refer to must be related to the topic
https://www.youtube.com/watc which is the role of
h?v=J8n2hmhiQL8 ) hormones in the male and
female reproductive
After the video presentation, system.
provide each group pictures of 4. Other members must
prepare a 20 second song

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

the Male and Female or yell to be performed Grade 10


Reproductive System. before the contest. The Quarter 3
song or yell must also be Page 8
Ask the students to label the related to the topic.
pictures.
Optional activity
Activity 2.
Video analysis:
Teen Facts- Growing
Pains
(refer to
https://www.youtube.com/w
atch?v=aTY52flChKs )

(The Teacher may chose


either of the two activities)
Answer the guide questions in Answer the guide questions Let the students give functions What is the role hormone
the activity in the activity of the different parts of the reproductive system?
EXPLAIN male and female reproductive
system.

*The teacher will introduce the What will you do if you are How important is the male and How does hormone
term homeostasis and ask: diagnosed with the following female reproductive system? influence the male and
hormonal imbalances? female reproductive
“How does the endocrine A. Hyperglycemia system?
system maintain B. Osteoporosis
ELABORATE
homoeostasis?” C. Hypothyroidism

(refer to p. 255 of LM)

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Multiple Choice: Identify the hormones Identification: Essay: Explain the role of Grade 10
1. Organs that release associated with the following Identify the following: hormone in Female and Quarter 3
hormones into the blood disorders: 1. The primary organ in Male Reproductive Page 9
are part of the 1. Obesity female reproductive Systems.
a. Digestive system 2. Goiter system?
b. Endocrine system 3. Diabetes 2. The organ that
c. Circulatory system 4. Irregular menstrual cycle produces sperm cell.
d. Nervous system 5. Tachycardia (faster than 3. It serves as passage
2. Hormones that help normal heart rate at rest) way of eggs from the
regulate blood calcium ovary to the uterus.
levels are produced in the 4. Sac that holds the
a. Adrenal gland testis.
b. Thymus gland 5. It is the site of egg
c. Pancreas implantation.
d. Parathyroid gland .
EVALUATE 3. This gland is located in
front of the heart which
releases thymosin
hormone.
a. Adrenal
b. Thymus
c. Pancreas
d. Pituitary
4. The principal male sex
hormone is
a. FSH
b. Testosterone
c. Estrogen
d. Insulin

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

5. Which gland produced the Grade 10


adrenaline hormone? Quarter 3
a. Testes Page 10
b. Parathyroid
c. Adrenal
d. Thyroid
Read in advance the Male What are the different
Study for the summative
EXTEND and Female Reproductive hormones in the male and
test.
system. Pp.247-249 female reproductive system?

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What innovation or localized Grade 10


materials did I use/ discover
Quarter 3
which I wish to share with
other teachers? Page 11

Prepared by: Checked by:


Grade 10, Quarter 3
Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 2 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 10 School Grade Level 10 Grade 10


Daily Lesson Log Teacher Learning Area Living Things and their Environment (Biology) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 12

Week No. 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES
Content Standard How these feedbacks mechanism help the organism maintain homeostasis to reproduce.
Performance Standard
Describe the feedback mechanisms involved in regulating Describe how the nervous system coordinate and regulates
Learning Competency
process in the female reproductive system these feedback mechanisms to maintain homeostasis
Code: S10LT-IIIc-35 S10LT- IIIc-36
Describe the feedback Describe the events Describe how nervous Performance Task: Video Summative Test
mechanisms involved in involved in menstrual system works together making topic:
DAILY TASK regulating processes in the cycle. with endocrine system to Contraceptive Measures
female reproductive maintain homeostasis.
system.
II. CONTENT
III. LEARNING RESOURCES
Teacher’s Guide pp.181-182 p. 183 p. 184
Learner’s Materials pp.251-254 pp. 251-253 p. 255 p. 256
Enlarged diagram of Fig. 13 Pentel pen, manila paper
Additional Materials
in the LM.
IV. LEARNING TASKS
What happens if fertilization Simple recall regarding the
does not occur? meaning of the word
HOMEOSTASIS.
ELICIT

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Funny Menstruation In Basketball game, Grade 10


Animation TEAMWORK is the key to Quarter 3
win the game. How can we
ENGAGE Page 13
(refer to keep our body systems work
https://www.youtube.com/wat as a team?
ch?v=ZvPVyas68jE)
Essential Question: Essential Question: Essential Question:
What are the important events during the menstrual cycle? How will you make a video
How do nervous system presentation educating
works together with about contraceptives?
endocrine system to maintain
homeostasis?
Video analysis Activity 6. Mark my Calendar Reading Activity Making of Video
(Refer to p. 255 of LM) (Refer to instructions on p.
Suggested link: (refer to pp. 252- 253 of LM) 256 of LM)
The mechanism of action of
hCG LH and FSH *Additional Instructions:
* Each group will be
EXPLORE https://www.youtube.com/wat assigned with only one type
ch?v=6WYAc6sSBQM of contraceptive to be the
topic of the video.
(contraceptive pills,
condom, IUD, Vasectomy,
Diaphragm, Spermicide)
*The videos will be saved in
a flashdrive which will be
submitted to the teacher for
review and critiquing
*After the review, the
students will post their final
video presentation to a

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Facebook group account Grade 10


*The video with the most Quarter 3
number of likes will have Page 14
special awards before the
quarter ends.
* The winner/s will be
announced after the
examination.
Explain Figure 13: Negative Explain the answers to the Explain the answers to the
Feedback Mechanism (Refer questions in the activity questions on page 255 on
p. 254 of LM) the LM
EXPLAIN Discuss the important events
during the menstrual cycle The Teacher will explain the
answers based from the TG
p.183
What will happen if the Why some women How can we maintain
female reproductive system experienced irregular homeostasis?
lack/does not have either of menstruation?
ELABORATE
the FSH or LH?
Why some women don’t
have menstruation?
Identify the following: Choose the correct answer in Make a short essay Evaluate the video through
1. Which controls the the text box. describing how nervous a rubric.
production of progesterone? Follicle Stage Estrogen Stage system works with the
2. This hormone stimulates Ovulation stage endocrine system to maintain (refer to TG p.184)
the ovaries to release Progesterone stage homeostasis.
EVALUATE
estrogen. Corpus Luteum Stage
Menstrual Stage
3. Estrogen stimulates the
release of what hormone? 1. What stage in the
4. High levels of progesterone menstrual cycle is
inhibit the further release of characterized by the actual

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

LH. flow of blood and tissues? Grade 10


5. High levels of this hormone 2. A stage of menstrual cycle Quarter 3
prevent further production of considered as fertile period in Page 15
FSH. female?
3. What stage of the
menstrual cycle were egg
cells obtain the structure of a
corpus luteum?
4. Menstrual Cycle stage
characterized by the
maturation of egg cell in the
ovary.
What are the factors affecting Prepare your necessary Study for the summative
EXTEND homeostasis? gadgets for your test.
performance task.

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Which of my teaching Grade 10


strategies worked well?
Quarter 3
Why did these work?
What difficulties did I Page 16
encounter which my Principal/
Supervisor can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Prepared by: Checked by:


Grade 10, Quarter 3
Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 3 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 10 School Grade Level 10 Grade 10


Daily Lesson Log Teacher Learning Area Living things and their Environment (Biology) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 17

Week No. 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES
The information stored in DNA as being used to make proteins.
Content Standard
How changes in a DNA molecule may cause changes in its product.
Performance Standard
Learning Competency Explain how protein is made using information from DNA
Code: S10LT-IIId-37
Compare the structures Demonstrate the process Demonstrate the process of Demonstrate the process of Summative
DAILY TASK of the DNA and RNA of DNA replication. transcription. translation. Test
molecules.
II. CONTENT
III. LEARNING RESOURCES
Teacher’s Guide pp.193-194 pp. 195-198 pp.199-202 pp.203-206
Learner’s Materials pp. 266-268 pp. 269-271 pp. 273-274 pp. 275-279
Laptop, LCD projector, Laptop, LCD Projector, DNA
Additional Materials
Model of RNA and DNA Model
IV. LEARNING TASKS
What are the different types What is DNA? How is DNA replicated? How is DNA transcribed?
ELICIT
of Nucleic Acid?
“How is DNA different from Play a DNA song: Introduce the car factory Proteins control the activities of
RNA?” Suggested link: analogy to students (refer to the cell, as well as the life of the
ENGAGE https://www.youtube.com/wat page 272 of LM) entire organism.
“What nitrogen bases are ch?v=ckZEds5taX4 )
found in DNA and RNA?” How does DNA make a unique

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

“Let us watch this video.” Before cell division, the cell’s Ask the students, “Did you protein that will perform a Grade 10
DNA has to undergo series of find this car making analogy special function? Would you like Quarter 3
Why RNA is Just as cool as duplication. helpful? to find out how the message of Page 18
DNA How does the information in the mRNA is translated to
https://youtube.com/watch? Do you know how this DNA DNA, from the nucleus proteins?
v=0Elo-zX1k8M duplicates or copies itself? transferred to the ribosome?

*Introduce the Zipper


Analogy.

(refer to
https://www.nobelprize.org/ed
ucational/medicine/dna_doub
le_helix/dnahelix.html )
*requirement: install a Adobe
Flash Player v. 10
Essential Question: Essential Question: Essential Questions: Essential Questions:
What is the difference How does the DNA How does the process
between the DNA and replication take place? How the DNA makes RNA? translation or protein synthesis
RNA? take place?
Activity 1 “Getting to know Activity 2 “ DNA make DNA” Activity 3 “What’s the Activity 4 “Relay the message?”
EXPLORE the DNA and RNA message?”
Structure” (refer to pp. 269-271 of LM) (refer to p. 276 -277 of LM)
(refer to p. 273-275 of LM)
(refer to pp. 266-268 of LM)

Explain the answers in the Explain the answers in the Explain the answers in the Explain the answers in the guide
guide questions guide questions guide questions questions
EXPLAIN
Let the students recall the Let the students recall the Let the students recall the steps
steps of replication process. steps of transcription process. of translation process.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What is the importance of How does the structure of  How the structure of DNA A construction worker brings Grade 10
DNA/RNA? DNA molecules help does enables the hollow blocks to build a wall. Quarter 3
contribute to the great variety molecule to be easily What part of translation Page 19
of life that exists on earth? transcribed. Why is this resembles the construction
ELABORATE
important for genetic worker’s job? What is being
information? represented by the hallow
 Why is RNA important to blocks?
the cell?
Check the table in Allow the students to arrange Let the students arrange the Let the students to arrange the
procedure no. 2 of the the steps during replication steps during transcription steps during translation
activity showing process? process? process?
EVALUATE
comparison between DNA
and RNA. (Refer to p. 268 (refer to p. 271 of LM) (refer to p. 274 of LM) (refer to p. 278 of LM)
of LM)
Have an advance reading Have an advance reading The teacher will provide a link Answer Activity 5, “Trace the
on DNA Replication. about transcription and to supplement the concepts Code”
EXTEND Students may read from translation. on transcription process.
other Biology books or (refer to pp 280-281 of LM)
internet sources.

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Did the remedial lessons Grade 10


work? No. of Learners who:
Quarter 3
 have caught up with
the lesson Page 20
 continue to require
remediation
Which of my teaching strategies
worked well?
Why did these work?
What difficulties did I encounter
which my Principal/ Supervisor
can help me solve?
What innovation or localized
materials did I use/ discover
which I wish to share with other
teachers?

Prepared by: Checked by:


Grade 10, Quarter 3
Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 4 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 10 School Grade Level 10 Grade 10


Daily Lesson Log Teacher Learning Area Living things and their Environment (Biology) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 21

Week No. 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES
Content Standard Mutations that occur in sex cells as being heritable
Performance Standard
Learning Competency Explain how mutations may cause changes in the structure and function of a protein
Code: S10LT-IIIe-38
Explain the concept of Illustrate the kinds of Differentiate the kinds of Explain the human Summative
DAILY TASK mutation. chromosomal mutations. chromosomal mutations and karyotyping and genetic Test
their results. engineering.
II. CONTENT
III. LEARNING RESOURCES
Teacher’s Guide pp. 208-209 pp. 210-212
Learner’s Materials pp. 281-283 pp. 284-288 pp. 288-290 pp. 290-293
Laptop, LCD Projector Modeling clay of varied color Pictures of chromosomal Chart of human karyotyping,
Additional Materials mutations to human, laptop LCD Diagram of the steps of
projector genetic engineering
IV. LEARNING TASKS
What is mutation? State the difference between What are the different types of Do you have any idea about
ELICIT the two types of mutation that chromosomal mutations? Karyotyping? How about
occur in gametes. Genetic engineering?
Present figure 8 found in Analyzing the sentences: Show pictures of a person Show students picture of
page 281 relating it to suffering from Down Syndrome. Tobacco plant that glows in
ENGAGE student’s experiences when THE DOG BIT THE CAT the dark (glowing tobacco).
copying notes in the board. THE DOG BIT THE CAR Let the student describe the
THE DOB ITT HEC AT picture Gather ideas what makes it

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Let the students analyze the glow in the dark? Grade 10


figure. Let the students analyze the Quarter 3
figure. Page 22
Show a pictures of MUTANTS
Ex: X-Men Ninja Turtle etc.
Essential Question: Essential Question: Essential Question: Essential Questions:
What is Mutation? What are the different of What are the different effects of What is human karyotyping?
among the chromosomal chromosomal disorders to What is genetic engineering?
mutation? human? What are the steps in genetic
engineering?
Activity 6: Chromie Change Present pictures of humans
(refer to pp. 284-288 of LM) having disorders in the no. of
chromosomes.
Sources: player.mashpedia.com
EXPLORE www.healthtap.com
http://chengmoh.blogspot.com/2
012/08/genetic-diseases.html
Let the students watch a
video about mutation:
The teacher may choose a
mutation video presentation

Then let the students read


page 282-284
What is mutation? Answer the guide question of Lecturette on different types of Lecturrete on:
What are mutagens? the activity chromosomal Mutation Human Karyotyping (Pp.
In what types of cells can Refer to LM p. 288 290-291 of LM)
EXPLAIN mutations occur? TG pp. 210-212 Genetic Engineering (pp.292
of LM)

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

When can we say mutation is The effects of a mutation are Why chorionic biopsy How important is Genetic Grade 10
ELABORATE useful or harmful? not always visible. How can important? engineering in the field of Quarter 3
mutation be determined? agriculture/medicine. Page 23
I. What are the two types of In a tabular form differentiate Identification: Write the advantages and
mutation that occur in the three kinds of 1. Disorder usually caused disadvantages of genetic
gamete cells? (2 pts). chromosomal mutations as to by an extra copy of engineering.
II. Explain the concept of the no. of chromosomes, chromosomes
mutation(3 pts) structure of chromosomes, 21(trisomy 21) How would you explain the
change in chromosomal 2. Is caused by the importance of human
material deletion of part of the karyotyping?
(refer to page 287 of LM) short arm of
chromosome 5.
EVALUATE
3. This is called terminal
11q deletion disorder.
4. Men with this condition
are usually sterile and
tend to have longer
arms and legs and taller
than their peers.
5. A female with XXY
chromosome.
Research on the different Search for examples of What is Karyotyping? Study for summative test.
EXTEND types of chromosomal chromosomal disorders.
mutation

V. REMARKS

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

VI. REFLECTION Grade 10


From the evaluation, Quarter 3
No. of Learners who earned:
Page 24
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Grade 10, Quarter 3 Prepared by: Checked by:


Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 5 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 10 School Grade Level 10 Grade 10


Daily Lesson Log Teacher Learning Area Living things and their Environment (Biology) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 25

Week No. 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES
Content Standard Demonstrate an understanding of how evolution through natural selection can result in biodiversity
Performance Standard Write an essay on the importance of adaptation as a mechanism for the survival of a species
Learning Competency Explain how fossil records, comparative anatomy, and genetic information provide evidence for evolution;
Code:S10LT-IIIf-39
Pre- assessment/ Draw and Determine the age of Distinguish the homologous Compare the stages of Summative
place the fossil of fossils. structure from analogous embryonic development Assessment
organisms in its proper Era structure and explain the of different organisms and
DAILY TASK
and Period. relevance of comparative explain how embryonic
anatomy as an evidence of development provides
evolution. clues for evaluation.
II. CONTENT Biodiversity and Evolution
III. LEARNING RESOURCES
Teacher’s Guide Pages 222-225 Pages 225-226 Pages 227-228 Pages 228-229
Learner’s Materials Pages 300-306 Pages 306-308 Pages 309-310 Pages 311-312
Additional Materials
IV. LEARNING TASKS
Conduct Recall the methods used in Picture analysis: Show pictures Leading Questions:
Pre-Assessment Test determining the age of rocks of organisms having the Start the activity by asking
and its significance in the following: the following questions:
ELICIT Start the lesson by showing study of origin of life. a. Homologous structure 1. Who is your relative?
a picture of fossil remains b. Analogous structure 2. Why is it important to
used by paleontologist in the know your relatives?
study of evolution.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Leading Questions: Present a video Leading Questions: What Can Embryos Tell Us Grade 10
1. In what type of rock most presentation the Geologic 1. What structure does the About Evolution? Quarter 3
fossils are found? Time Scale group of organism have in Page 26
2. What are the methods common? Refer to:
used in determining the age Suggested Link: 2. What is the function of the https://www.youtube.com/w
of rocks? https://www.youtube.com/w said structure? atch?v=uAZmLYWEPGk
ENGAGE
atch?v=8qnnoePeHlk

Introduce another method in


determining the age of
fossils, the absolute dating
technique.
Essential Question: Essential Question: Essential Question: Essential Question:
What are the important Why is it important to know How does comparative How does embryonic
evidences needed in the the age of the fossils? anatomy of animals support the development provide
study of the origin of life? theory of evolution? evidence or clues for
EXPLORE
evolution?
Group Activity 1A: “Where do Group Activity 1B: Group Activity 2: Group Activity 3:
I Belong “ What’s My Age? AHA Analogous! Homologous! So, Who is My Relative?
(Refer to LM pp 304-306) (Refer to LM pp 306-307) (Refer to LM pp 310-311) (Refer to LM pp 311-312)
Answer the guide questions Answer the guide questions Answer the guide questions in .Answer the guide questions
EXPLAIN
in the activity. in the activity. the activity. in the activity.
Why are fossils important? How does Scientist Present few examples of How does comparative
determine the age of a homologous and analogous embryology support theory
How do fossils formed? fossil? structures. of evolution?

ELABORATE What are the different Why do you think homologous How did Ernst Haeckel work
methods used in determining and analogous structure shows contribute to Charles
the age of fossils? support for evolution? Darwin's Theory of
Evolution?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Multiple Choice. Select the Multiple Choice. Select the Determine whether the Determine whether the Grade 10
best answer to the following best answer to the following following statement is True or following statement is True Quarter 3
questions questions. False. or False. Page 27
1. What is a fossil?
A. any dead organism over 1. In what Era can the 1. Comparative anatomy is 1. Embryos of many
200 years old oldest fossils be found? the study of the similarities different vertebrates
B. an extrusive igneous rock A. Cenozoic and differences in look much more similar
C. a metamorphic rock B. Mesosoic structures of different than the adult
D. the preserved remains C. Paleozoic species. (True) organisms. TRUE
or traces of an organism D. Pre-Cambrian
2. The wings of bats and 2. Today's scientists
2. What method is used to 2. What is the largest birds serve the same compare the anatomy,
determine the age of an division of Geologic Time function and are embryos, and DNA of
organic materials? Scale? homologous structures. modern organisms to
A. fossil dating A. Era (False) understand how they
EVALUATE B. relative dating B. Period evolved. TRUE
C. carbon dating C. Epoch 3. Homologous structures
D. radiometric dating D. Organism are structures that are 3. Comparative
different in related anatomy is the study of
3. Which object would most 3. During which era were organisms because they the similarities and
likely become a fossil? the first land plants formed. were inherited from a differences in
A. a shark tooth A. Precambrian common ancestor. (True) structures of different
B. a pine needle B. Paleozoic species. TRUE
C. a large jellyfish C. Mesozoic 4. Fossils provide clear
D. a feather D. Cenozoic evidence that evolution 4. The presence of gill slits
has occurred. (True) and a tail in the early stages
4. How do you know that 4. Human beings evolved of development of an
dinosaurs existed? during which geologic era? 5. Human hand and alligator embryo indicates its future
A. history books A. Cenozoic forelimb are examples of as a fish. FALSE
B. movies B. Mesozoic analogous structure. (False)
C. legends & Stories C. Paleozoic 5. Comparative embryology

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

D. fossils D. Precambrian supports the theory of Grade 10


evolution because scientists Quarter 3
5. In what type of rocks most 5. The _________ was an have found that the Page 28
of the fossils are found? era dominated by the embryos of many different
A. sedimentary rock dinosaurs species show similarities,
B. granite A. Precambrian which implies they share a
C. lava flow B. Paleozoic common origin. TRUE
D. black soil C. Mesozoic
D. Cenozoic
Show pictures or multi-media Make an one paragraph Classify whether the Students will choose one
presentation of stunning and essay about the topic below. following is divergent or organism not presented
interesting fossils ever found. convergent evolution. during the lesson, and
Suggested Link: “What does a paleontologist 1. Shark and whale (C) research how its embryo
https://www.youtube.com/wat study?” 2. Shark, penguin, dolphin look like.
EXTEND ch?v=5qTheYdwd9Q (C)
3. Rattle snake, king
snake (D)
4. A flys wing and a birds
wing (C)
5. Coyotes and Dogs (D)

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Did the remedial lessons Grade 10


work? No. of Learners who:
Quarter 3
 have caught up
with the lesson Page 29
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Prepared by: Checked by:


Grade 10, Quarter 3
Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 6
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 10 School Grade Level 10 Grade 10


Daily Lesson Log Teacher Learning Area Living things and their Environment (Biology) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 30

Week No. 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES
Content Standard Demonstrate an understanding of how evolution through natural selection can result in biodiversity.
Performance Standard Write an essay on the importance of adaptation as a mechanism for the survival of a species
Learning Competency Explain the occurrence of evolution
Code:S10LT-IIIf-40
Compare the sequence of Compare Lamarck’s and Explain the Theory of Determine the effect of Summative
amino acids in the Darwin’s Theories of Evolution. environmental changes on Assessment
DAILY TASK
cytochrome C of the Evolution. adaptation and survival of a
different vertebrates. species.
II. CONTENT Biodiversity and Evolution
III. LEARNING RESOURCES
Teacher’s Guide Pages 230-232 Pages 232-233 Pages 233-235
Learner’s Materials Pages 313-316 Pages 316-317 Pages 318-319 Pages 319-321
Additional Materials
IV. LEARNING TASKS
Recall the DNA and RNA, The teachers will present a Recall Lamarck’s Theory of Set the mode of the students
protein structure, and picture of Darwin finches and Use and Disuse and Charles by showing pictures of
relationships learned in the students will take note of Darwin Theory of Natural interesting animals like bird,
module 2 the different structure of the Selection giraffe, dolphin, etc...
ELICIT beak and give their
observation.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Introduce the 20 most Let the students watch a Perform “Candy Dish From the gallery of animals, Grade 10
common amino acids in video presentation entitled Selection “ a demonstration of students will identify the Quarter 3
proteins listed with their three- “Why does the giraffe have natural selection where the adaptive features of the Page 31
letter and one-letter codes: long neck?” students select candies from a animals presented and
bowl and have an opportunity explain how this is used to
Refer to: to think about what adapt in changing
https://www.youtube.com/wat characteristic brought them to environment.
ch?v=y4bIcswVZMU) choose that candies.
ENGAGE
Let the student give their
opinion about the last
question in the video.

“Do you think one day there


will be a tortoise born with a
very long neck?”
Essential Question: Essential Question: Essential Questions: Essential Question:
How does amino acid What observations What is the theory of How do changes in the
sequence of the organism led Darwin to the theory of evolution by natural selection? environment affect the ability
provides evidence or clues in evolution by natural of the animals meet their
for evolution? selection? Why do some organisms go basic needs, their ability to
EXPLORE extinct while others survive? adapt and chance of survival?
Activity 4: Let’s Compare Present bases for interaction Activity 5: Activity 6:
(Refer to LM pp 313-316) by analyzing Follow the Track on (Refer to Survivor on pages (Refer to
Darwin –vs- Lamarck (Long LM pp 318-319) LM 319-321)
neck vs Short neck Giraffes).
Answer the guide questions in The teacher will now explain Answer the guide questions in Answer the guide questions in
the activity Lamarck’s Theory of Use and the activity the activity
EXPLAIN
Disuse and Charles Darwin
Theory of Natural Selection

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Questions: Questions: Base on the theory of Questions: Grade 10


1. If the amino acid 1. How does Lamarck's evolution, how can you help 1. What do we mean by 50% Quarter 3
sequences in homologous theory of evolution differ from reduce the extinction of one chance of survival? Page 32
proteins of two organisms are Darwin's? species/organism?
similar, what can you 2. How structural and
conclude about the DNA of 2. What do they have in The teacher may formulate behavioral adaptation helps
the two organisms? common? other localize application organism’s response to
question. environmental change?
2. What causes the difference
ELABORATE
between human and gorillas 3. What will happen to the
in terms of their amino acid organism that cannot adapt to
sequence in the hemoglobin? the conditions on the place
where they are living?

Show pictures or multi-media


presentation of Philippine
endangered and extinct
animal species.
Write the single letter code of Whose thought is this? Determine whether the Multiple Choice. Select the
the following amino acids: Lamarck, Darwin, or both of following is TRUE or FALSE best answer to the following
1. Valine them? questions.
2. Tyrosine 1. Organisms have changed 1. As environments change
3. Asparagine over time.(Both) gradually over time, 1. In regards to evolution,
4. Glycine populations also change. what exactly does “fittest”
EVALUATE 5. Serine 2. Organisms changed TRUE mean in the survival of the
because they wanted to fittest?
survive.(Lamarck) 2. Natural selection means a A. the organisms that
naturally changing produces most surviving
3. Certain traits helped environment will result in offspring
organisms survive and selection for changing traits. B. the longest lived organism
reproduce better than other TRUE C. the strongest organism

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

organisms without those D.the organism that is Grade 10


traits.(Darwin) 3. Unfavorable traits never healthiest Quarter 3
prevent favorable traits from Page 33
4. The environment had being passed from one 2. Which of the following
something to do with why generation to the next.FALSE is not a reason why species
organisms changed.(Both) adapt and change?
4. An adaptation is a trait that A. producing too many
5. Parents are only able to helps an organism to be more offspring
pass on traits that they were suited to its environment. B. competition for resources
born with.(Darwin) TRUE C. too much food
D. adaptive body structure
6. Organisms can never 5. The result of natural
become extinct.(Lamarck) selection is a population that 3. What is likely to happen to
is adapted to its local an individual that is poorly
environment. TRUE suited to its environment?
A. it will not survive to
6. Natural selection is the only reproduce
process by which evolution B. it will survive and produce
can occur. FALSE lots of successful offspring
C. it will become extinct
D. none of the above

4. According to Darwin's
theory of evolution, how do
new species evolve?
A. by artificial selection
B. by natural selection
C. by unnatural selection
D. None of the above

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

In a graphing paper, plot the Present a video clip Present a video clip showing Write a one paragraph essay Grade 10
information on table 6 and 7 contrasting the two Theories the difference between natural on the importance of Quarter 3
on page 315 in a bar graph of Evolution. selection and artificial adaptation as a mechanism Page 34
and use different color to selection? for the survival of a species.
represent each pairing of Suggested Link:
species. Suggested Link:
EXTEND Darwin’s Theory of Evolution The Differences Between
https://www.youtube.com/wat Natural and Artificial
ch?v=vnktXHBvE8s Ecosystems | Biology for All |
FuseSchool
Lamarck's theory of evolution
https://www.youtube.com/wat https://www.youtube.com/watc
ch?v=IgqabJpa1q0&t=6s h?v=8PQiucc268c

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up
with the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What difficulties did I Grade 10


encounter which my
Quarter 3
Principal/ Supervisor can
help me solve? Page 35
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Prepared by: Checked by:


Grade 10, Quarter 3
Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 7
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 10 School Grade Level 10 Grade 10


Daily Lesson Log Teacher Learning Area Living things and their Environment (Biology) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 36

Week No. 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES
Demonstrate an understanding of
Content Standards
1. the influence of biodiversity on the stability of ecosystem as being capable of supporting a limited number of organism
Performance Standard
Learning Competency Explain how species diversity increases the probability of adaptation and survival of organisms in changing environments;
Code: SL10LT-IIIh-41
Pre- assessment/ Classify the value of Describe the ups and down Explain the relationship Summative
DAILY TASK Explain the concepts of biodiversity in the of population growth. between population growth Assessment
biodiversity and stability. ecosystem. and carrying capacity.
4. Ecosystems
4.1 Flow of Energy and Matter in Ecosystems
II. CONTENT
4.2 Biodiversity and Stability
4.3 Population Growth and Carrying Capacity
III. LEARNING RESOURCES
Teacher’s Guide Page 241 Page 242 Page 242 Pages 243-244
Learner’s Materials Page 329 Page 330 Pages 331-332 Pages 332-334
Additional Materials
IV. LEARNING TASKS
Introduce to the students the Recall the prior knowledge of Recall on the benefits of Recall how the population
amazing variety of life around the students about biodiversity and its value in density affects the stability of
us through pictures or video biodiversity. sustaining stability in an an ecosystem.
ELICIT
clip. ecosystem.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Suggested Link: Grade 10


Philippine Biodiversity AVP Quarter 3
https://www.youtube.com/watch Page 37
?v=2F2KzjTzi9Q
Make connection between what Present a video clip on Answer the two questions of Present a data in graphical
students learned about biodiversity and its the Think about this section on form comparing the birth and
biodiversity in Grade 9 and importance in the stability of page 332 of the LM mortality rate of few countries.
what they learn in this module an ecosystem.
Question:
ENGAGE
Suggested Link: What factors affect change in
Why is biodiversity so population?
important? - Kim Preshoff
https://www.youtube.com/wat
ch?v=GK_vRtHJZu4
Essential Question: Essential Question: Essential Question: Essential Question:
Why is biodiversity important? What is the important role How does human growth How does population affect
does biodiversity give to the population influence the the carrying capacity of an
organism dependent on it? sustainability of an ecosystem area?
and its natural resources?
Answer the Group Discussion: Complete The teacher will provide Analyze the Chart on goat’s
Pre-Assessment Table 1: Organisms and their sample problem on population carrying capacity on (Refer to
(Refer to LM p. 329. (KWHL) Value density. LM p. 333)
EXPLORE (Refer to LM p. 331)
Starting from the population
density of the class.

Population Density = Number


of People/ Land Area

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Students presents to the class Ask volunteers to share their Questions: Answer the guide questions in Grade 10
what they know (K), what they group output to the class 1. In your canteen, how much the activity Quarter 3
want to learn (W), how they will space do you think each Page 38
find new information (H) about person has? Guide Questions:
biodiversity. 2. How does the population (Refer to LM p. 333)
density of the classroom affect
the amount of resources (tape,
EXPLAIN
paper, chairs, space, etc.) for
each student?

The teacher will provide local


based scenario pertaining to
population growth and its
effects.
Take note of the similarities on What is the importance of What factors affect the How does increase in
the responses of the students plants diversity in a habitat? increase and decrease of population affect the carrying
in different columns put population in an ecosystem? capacity of an ecosystem?
emphasis on it. What would happen if there’s
no biodiversity? How does population affect the Why population sizes cannot
migration of an organism? increase forever.
How do biodiversity affect
stability of an ecosystem? How does migration of species How can we maintain the
ELABORATE affect the stability of the entire balance in our ecosystems?
Give one example of direct, ecosystem?
indirect, and aesthetic value
of biodiversity not on a given
list.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

The Pre-Assessment serves as Give the biodiversity value of Sample problem on population Determine whether the Grade 10
their evaluation as it seek to the following: density following statement is TRUE Quarter 3
identify the concepts and skills 1. bacteria 1. There are 25 chickens or FALSE. Page 39
needed by the students in the 2. corals occupying a close fence with 1. Population growth
study of biodiversity. 3. flies an area 3 square meters. What decreases as the resources
4. oxygen is its population density? become limited. TRUE
5. well landscape garden
2. Fifty students are occupying 2. The human population will
a room n the second floor with stop growing when it reaches
an area of 75 square meters. its carrying capacity. TRUE
What is the population of
density? 3. When the resources in an
EVALUATE ecosystem are unlimited,
population will exhibit an
exponential growth. TRUE

4. If the population growth is


influence by population
density, it is called density-
independent factor. FALSE.

5. In logistic growth,
population decreases as the
resources increases. FALSE
Video clip presentation of the Aside from the three Calculate the population Provide the population of
Tubbataha Reef Marine identified value of density, the amount of space Philippine provinces in the
Biodiversity. biodiversity, discuss also its per person of your home. past five years in graphical
EXTEND
Suggested Link: ethical, moral, and social form or Projection of
https://www.youtube.com/watch value to people. population in the year 2050.
?v=Zcl6gg4newM

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 10
Quarter 3
Page 40

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
 80% and
Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners
who:
 have caught up
with the lesson
 continue to
require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What innovation or Grade 10


localized materials did I
Quarter 3
use/ discover which I
wish to share with other Page 41
teachers?

Prepared by: Checked by:


Grade 10, Quarter 3
Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 8 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 10 School Grade Level 10 Grade 10


Daily Lesson Log Teacher Learning Area Living things and their Environment (Biology) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 42

Week No. 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES
Demonstrate an understanding of
Content Standard 1. the influence of biodiversity on the stability of ecosystems
2. an ecosystem as being capable of supporting a limited number of organism
Performance Standard
Explain the relationship between population growth and carrying capacity; and
Learning Competency
Suggest ways to minimize human impact on the environment.
Code: S10LT-IIIi-42
Differentiate density- Identify the limiting factors Identify the different Explain the biodiversity Summative
dependent and density- that depend on population environmental issues and status in a community. Assessment
DAILY TASK
independent limiting density. explain ways to address
factors. these problems.
4. Ecosystems
4.1 Flow of Energy and Matter in Ecosystems
II. CONTENT
4.2 Biodiversity and Stability
4.3 Population Growth and Carrying Capacity
III. LEARNING RESOURCES
Teacher’s Guide Page 244 Pages 245-246 Page 247 Pages 248-249
Learner’s Materials Page 334 Pages 335-336 Pages 338-340 Pages 340-341
Additional Materials
IV. LEARNING TASKS
Recall basic concept on Present a diagram or graphic Solicit common examples of Recall some environmental
ELICIT Population growth and organizer showing the Limiting environmental problems and issues that have a negative
carrying capacity. Factors that depend on issues which are known to impact in our community and

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

population density. have a negative impact on in the environment Grade 10


biodiversity. Quarter 3
Present the population What causes population Each group will work on a Planning Phase Page 43
growth pattern. growth to be limited? specific problem scenario Group students according to
depicted on the illustration. how they can work best.
Questions: What is the relationship (Refer to pp 338-339 of the
1. What do the two between Competition and LM. Each group should consider
graphs have in population size? answering the guide
common? Support material will be questions on page 340 in
ENGAGE 2. How do you think a provided to guide in the accomplishing their task.
limit in resources accomplishment of task.
affects the Consider also the
population growth? preparation of
communication letter for
all those stakeholders
involve in the interview.
(refer to TG pp248-249)
Essential Question: Essential Questions: Essential Question: Essential Question:
How do populations change What are the limits to growth How does population growth How does population growth
over time? of a population? affect the carrying capacity of affect the carrying capacity
How do limiting factors affect an ecosystem? of an ecosystem?
population?
Fill in the difference of the Answer activity 2, Dependent Answer activity 3, Analyzing Home Task:
term in the chart on (Refer to or Independent? (Refer to LM Environmental Issues on Conduct a Survey of your
EXPLORE
LM page 334) page 336). (Refer to LM pages 338-341) locality or make an interview
at the local Department of
Enrichment Activity: The DENR Office on the status of
Boat is Sinking your biodiversity, the threat
and the local efforts or
initiative made to lessen its
impact.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What does the carrying After the activity, selected After the activity, selected After the activity, selected Grade 10
capacity refer to? students will present their students will present their representative from each Quarter 3
answers to the class by giving answers on a specific problem group will present their Page 44
What do you think will reason to their choice. scenario. survey or interviews
happen to the human reflected on activity 4B.
population if reaches its Guide Questions.
carrying capacity? 1. What are the negative Students may devise ways
effects of the organizing and analyzing
environmental problems to gathered data.
the community and to the
EXPLAIN
environment?
2. What are the possible
positive effects of this
environmental problem to
the community?
3. What causes these
problems?
4. How this environmental
problem affects the
stability of an ecosystem?
Guide Questions: Students will be asked to give Show a picture or a videos of Guide Questions:
1. Does a typical population examples of limiting factors the current environmental 1. How does the current
will experience exponential not mentioned in the activity conditions in the region, that biodiversity status of the
growth? Why or Why not? presented. focuses on community you had
2. What does the varying a. marine ecosystem, surveyed affect the lifestyle
ELABORATE population density in a b. mangroves, and means of living of the
certain ecosystem suggest? c. agricultural land, locals?
3. How the population d. forest cover 2. What hindrances affect
carrying capacity does etc... the implementation of local
affects the stability of an conservation efforts or
ecosystem? initiatives?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Determine whether the Identify whether the following Cause and Effect Students’ output will be Grade 10
following statements are is density-independent limiting Give the effect of the following evaluated using a rubric as Quarter 3
TRUE or FALSE. factor or density-dependent actions or practices to the scoring guide. Page 45
factor? environment.
1. Carrying capacity of 1. Segregation of
population of an organisms 1. Flood (DIF) domestic waste.
depend on the amount of 2. Predation (DDF) 2. Strict
resources available in the 3. Eathquake (DIF) implementation of
area.TRUE 4. Energy Supply clean air act on
(DDF) factories and
2. Exponential population 5. Monsoon (DIF) vehicles.
growth is experience before 6. Wildfire (DIF) 3. Conversion of
a population reaches its 7. Hurricane (DIF) grassland into
carrying capacity.TRUE 8. Diseases (DDF) housing projects
4. Clearing of farm
EVALUATE 3. During the period of land through
exponential population burning.
growth, scarcity in resources 5. The use of fine
are experience by the many nets in fishing.
organisms. FALSE

4. If the population density is


low, it that means there are
a lot of organism crowded
into a certain area. FALSE

5. Human activities has a


direct effect on the
population of organisms in
an area.TRUE

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Research on K-Selected Why do population growth Have each student or small Present through a multi- Grade 10
and r-Selected Species and rates differ in countries group of students choose media, the different Non Quarter 3
describe its population throughout the world? “Why Care About Governmental Organizations Page 46
EXTEND growth pattern Biodiversity?” statements to (NGO’s) or agencies and
use as a theme for a collage. local organizations that
Have the students make a advocates conservation and
display of their collage. protection of biodiversity.

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me solve?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What innovation or localized Grade 10


materials did I use/ discover
Quarter 3
which I wish to share with
other teachers? Page 47

Prepared by: Checked by:


Grade 10, Quarter 3
Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 9
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 10 School Grade Level 10 Grade 10


Daily Lesson Log Teacher Learning Area Living things and their Environment (Biology) Quarter 3
Junior HS Science Teaching Dates Quarter Third Page 48

Week No. 10 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES
Demonstrate an understanding of
Content Standard 1. the influence of biodiversity on the stability of ecosystems
2. an ecosystem as being capable of supporting a limited number of organism
Performance Standard
Explain the relationship between population growth and carrying capacity; and
Learning Competency
Suggest ways to minimize human impact on the environment.
Code: S10LT-IIIi-42
DAILY TASK Product Creation PERIODICAL EXAMINATION
2. Ecosystems
4.1 Flow of Energy and Matter in Ecosystems
II. CONTENT
4.2 Biodiversity and Stability
4.3 Population Growth and Carrying Capacity
III. LEARNING RESOURCES
Teacher’s Guide Page 249-252 Page 249-252
Learner’s Materials Page 341-344 Page 341-344
Additional Materials
IV. LEARNING TASKS
Day 1
Recall the key ideas or results on the conduct of
survey and interviews of student on the status,
ELICIT
threats, and local initiative made by the community in
conservation and protection of local biodiversity.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Planning for your Presentation. Grade 10


Guide student by explaining the four iterative cycle of Quarter 3
creation. Plan it, Do It, Review It and Share It. Page 49

Drafting of project plan or project proposal for


ENGAGE approval of the subject teacher considering the
questions on page 341.

Planning with your respective group on how to do


about your presentation. Consider the guide
questions on page 342.
Essential Question:
How does population growth affect the carrying
capacity of an ecosystem?
Doing and Reviewing
As a group, start working with your presentation
EXPLORE
following your plan and completing what you need to
accomplish.

Towards the end of the session, review what had


been complete and what need to improved?
Day 2
Showcasing of Project
Organize a culminating activity that will give a
proper venue for the students to showcase
their output. Interactions between the
EXPLAIN
presenter and the audience are encourage
upon observing proper decorum.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Solicit key ideas from the presenter upon Grade 10


answering the guide question below: Quarter 3
1. What is the impact of your product in
ELABORATE Page 50
the community and the environment?
2. How does it affect the carrying capacity of
a particular ecosystem?
Students’ output will be evaluated using a
EVALUATE
rubric as scoring guide.
Giving recognition to the products and
EXTEND presenters for the outstanding/exemplary
achievements.

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up
with the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What difficulties did I Grade 10


encounter which my
Quarter 3
Principal/ Supervisor can
help me solve? Page 51
What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers?

Grade 10, Quarter 3 Prepared by: Checked by:


Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 10 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016