2nd Q-2 lesson plan in earth and life science

lesson plan in earth and life science

1. GRADE 1 to 12
DAILY LESSON LOG
Subject EARTH AND LIFE SCIENCE Grade Level11
SchoolDANGCAGAN NATIONAL HIGH SCHOOL Checked by:MICHEL D. AMBA
TeacherGLADYS O. REAL Quarter2nd
OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. Content Standard how photosynthetic
organisms
capture light energy to
form
sugar molecules
how photosynthetic
organisms
capture light energy to
form
sugar molecules
how organisms obtain
and
utilize energy
how organisms obtain
and
utilize energy
B. Performance
Standard Explain how
photosynthetic organisms
convert light energy,
carbon dioxide, and water
into glucose and oxygen
through photosynthesis.
Demonstrate appreciation
for the essential role of
photosynthesis in
sustaining life and
maintaining ecological
balance.
Create a labeled diagram
or model of the
photosynthesis process,
correctly showing the
inputs, outputs, and the
two major stages (light-
Trace and explain the
flow of energy from
sunlight to the cells of
organisms through
photosynthesis and
cellular respiration.
Show appreciation for
the importance of
energy flow in
sustaining life and
maintaining ecological
balance.
Construct a diagram or
concept map showing
the flow of energy from
the environment
(sunlight) to producers
and then to consumers,
down to the cellular
Cognitive Objective:
Describe how
autotrophic and
heterotrophic organisms
obtain and utilize energy
for biological processes
such as growth, repair,
and maintenance.
Affective Objective:
Demonstrate
appreciation for the role
of energy in sustaining
life functions and
recognize the
interdependence of
organisms in energy
transfer.
Psychomotor Objective:
Recognize that
organisms need energy
to perform vital life
processes such as
movement, growth,
repair, and reproduction.
Affective Objective
Show awareness and
appreciation of the role
of energy in maintaining
life and its responsible
use in biological
systems.
Psychomotor Objective
Construct a chart or
diagram that illustrates
how organisms use
energy in specific
biological functions (e.g.,
Long quiz
explain how
photosynthetic
organisms use
light energy to
combine carbon
dioxide and water
to form energy-
rich compounds
S11/12LT-IIbd-5
trace the
energy flow from
the
environment to
the cells
S11/12LT-IIbd-6
describe
how organisms
obtain and
utilize energy

2. dependent and light-
independent reactions).
level. Construct a diagram or
flowchart that shows
how different organisms
(e.g., plants, animals,
fungi) obtain energy and
how it is transformed
into usable forms like
ATP.
muscle contraction, cell
division, active
transport).
S11/12LT-IIbd-7
recognize
that organisms
require
energy to carry
out functions
required for life
S11/12LT-IIbd-7
C. Learning
Competency/
Objectives
Write the LC code for each.
explain how
photosynthetic
organisms use light
energy to combine carbon
dioxide and water
to form energy-rich
compounds
S11/12LT-IIbd-5
trace the energy flow
from the
environment to the cells
S11/12LT-IIbd-6
describe how organisms
obtain and
utilize energy
S11/12LT-IIbd-7
recognize that
organisms require
energy to carry out
functions required for life
S11/12LT-IIbd-7
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages

Campbell Biology
(10th Ed.) – pp. 170–
180, 210–215


General Biology by


Campbell Biology
(10th Ed.) – pp. 212–225


General Biology by
Campbell Biology (10th
Ed.) – pp. 130–140
General Biology by Zara
et al. – pp. 105–108

3. Zara et al. – pp. 90–95Zara et al. – pp. 95–100
4. Additional Materials from
Learning Resource (LR)
portal
DepEd Commons
interactive presentation:
Energy Flow in
Ecosystems and Cells
Printable infographic:
Photosynthesis to
Respiration Pathway
DepEd Commons:

Interactive module on
Cellular Respiration and
Energy Flow
LR Portal PDF:

Energy Systems in
Organisms
DepEd Commons:
Biological Energy
Needs module
LR Portal Infographics:
“ATP: The Energy
Currency of Life”
B. Other Learning
Resource
YouTube:
“Photosynthesis | The Dr.
Binocs Show”
Interactive simulation:
PhET Photosynthesis Lab
Flashcards / Poster on
chloroplast structure and
photosynthesis equations
YouTube video: "From
Sunlight to ATP: How
Energy Flows in Living
Systems"
Interactive simulation:
Carbon and Energy
Cycle by HHMI
Biointeractive
Visual aids: Food chain,
food web, and ATP
generation pathway
YouTube: “How
Organisms Get Energy –
Autotrophs and
Heterotrophs Explained”
Visual aids: Food
chains, ATP cycle
diagram
HHMI Biointeractive:
Cellular Energy
Pathways Simulation
YouTube Video: “Why
Do Living Things Need
Energy?”
TED-Ed: “How Cells Use
Energy”
Visual aids: ATP cycle,
energy flow chart, cell
process animations
III. PROCEDURES

4. A. Reviewing previous
lesson or presenting the
new lesson
Recall cell organelles and
their functions.
Ask: “Which organelle is
responsible for capturing
light energy in plants?”
Brief video review of the
chloroplast and its parts.
Recall: “What is
photosynthesis? How
do plants make food?”
Connect to: “Where
does the energy in the
food ultimately come
from?”
Recall: “How does
energy from the sun
enter the ecosystem?”
Review the concept of
producers and
consumers.
Why do we need to eat
food or breathe air?”
Review: Photosynthesis
and respiration as
energy-related
processes
B. Establishing a purpose
for the lesson
Ask: “Have you ever
wondered how plants ‘eat’
without a mouth?”
Introduce the essential
question: How do plants
make food using just light,
air, and water?
How does the energy
from sunlight end up
being used by your
muscles to walk,
breathe, or think?”
Highlight importance:
All living systems rely
on energy flow to
function.
Pose the question:
“How do different
organisms power their
cells to survive, grow,
and reproduce?”
Explain that all life
depends on energy, but
organisms obtain and
use it differently.
Introduce the question:
“What happens if cells
run out of energy?”
Explain the importance
of energy in keeping
organisms alive and
functioning
C. Presenting examples/
instances of the new
lesson
Present a chloroplast

diagram and the general
chemical equation of
photosynthesis:
6CO
2
+6H
2
O+lightenergy→C
6
H
12
O
6
+6O
2
Watch a 2-minute

animation showing the
process inside a leaf.
Show a flow diagram:
Sunlight → Plants
(Photosynthesis) →
Glucose → Animals
(Consumption) → Cells
(ATP production)
Use a food web to
demonstrate energy
movement from
producers to
consumers.
Show examples:
Autotrophs like plants
using sunlight
(photosynthesis)
Heterotrophs like
animals eating food and
using cellular respiration
Discuss energy in
unicellular vs
multicellular organisms
Present different
biological processes
requiring energy:
Muscle contraction
Cell division (mitosis)
Active transport across
cell membranes
Synthesis of
biomolecules

5. D. Discussing new
concepts and practicing
new
skills #1
Explain Light-Dependent
Reactions:
Occur in the
thylakoid
membranes
Water is split
(photolysis),
releasing oxygen
Produces ATP and
NADPH
Energy captured
from sunlight
Discuss the energy flow
in ecosystems:
Sun as the primary
source
Producers (autotrophs)
capture energy
Consumers gain energy
through feeding
Emphasize energy
transfer efficiency and
loss as heat
Autotrophic energy
acquisition:
Photosynthesis in plants,
algae, cyanobacteria
Chemosynthesis in some
bacteria
Energy stored as
glucose, used to make
ATP
Introduce the concept of
ATP (adenosine
triphosphate) as the
energy currency of cells
Explain how energy is
produced and used in
biological systems
E. Discussing new
concepts and
practicing new skills #2
Explain the

Calvin
Cycle (Light-Independent
Reactions):
Occurs in the
stroma
Uses ATP,
NADPH, and CO₂
to produce glucose
Show side-by-side

comparison of the two
stages
Trace energy at the
cellular level:
Glucose enters cells →
broken down in
mitochondria → ATP
produced
Explain cellular
respiration (aerobic) as
the energy-conversion
process
Highlight role of ATP as
the “energy currency” of
cells
Heterotrophic energy
acquisition:
Ingestion of organic
material → digestion →
cellular respiration
Mitochondria convert
glucose into ATP
Role of ATP in powering
cell processes
Describe how energy
supports life functions
across different
organisms:
Plants: energy for
growth, repair
Animals: movement,
homeostasis
Unicellular organisms:
survival in harsh
environments
F. Developing mastery Group Activity: Complete Group Activity: Group Activity: Group Activity:

6. (leads to Formative
Assessment 3)
a flowchart of the
photosynthesis process
Formative Quiz (5 items):
Match stage to location
(thylakoid vs. stroma)
Identify key reactants and
products
Draw a concept map:
From sunlight to ATP
Formative Quiz (5
items):
Trace and label stages
of energy flow
Identify role of
mitochondria and ATP
Create a diagram
comparing energy
acquisition in autotrophs
vs. heterotrophs
Formative Quiz (5
items):
Identify energy sources
and usage in sample
organisms
Fill out a graphic
organizer: Energy →
Function → Organism
Example
Formative Assessment
(5 items):
Short quiz on life
functions and their
energy requirements
G. Finding practical
application of concepts and
skills in daily living
Discuss how
photosynthesis supports
the oxygen we breathe,
the food we eat, and its
role in climate regulation
Ask: “How do human
activities affect the ability
of plants to perform
photosynthesis?”
Discuss: How energy
from food powers
physical activities,
thinking, breathing
Connect to nutrition and
energy needs of the
human body
Ask: “Why do you feel
weak when you don’t
eat?
Relate to everyday
examples:
Eating food → gives
energy to move, think,
and work
Importance of healthy
diet for sustained energy
Plants as food and
oxygen sources
Connect to real life:
Calories in food =
energy
Importance of balanced
diet for energy supply
Effects of fatigue and
energy depletion
H.Making generalizations
and abstractions about
the lesson
Synthesize:
“Photosynthesis allows
plants to convert light
energy into glucose,
forming the base of the
food chain and supporting
all life on Earth.”
Generalization:
“All energy in living
organisms originates
from the sun and is
converted into usable
cellular energy through
a series of biological
processes.”
Generalization:
“Organisms require
energy to function, and
they acquire it through
different means
depending on their
nutritional type. Energy
is transformed into ATP,
the universal energy
Generalization:
“All living organisms
need energy to carry out
functions essential for
survival, growth, and
reproduction. This
energy is used in
cellular processes that
keep organisms alive.”

7. currency of the cell.”
I. Evaluating learning Summative Quiz (10
items):
Multiple choice, labeling
chloroplast, arranging
steps in order
Performance Task:
Create a labeled drawing
or 3D model showing the
photosynthesis proces
Summative Quiz (10
items):
Multiple choice,
flowchart completion,
diagram interpretation
Performance Task:
Create a visual poster:
“Journey of Energy:
From Sun to Cell”


Summative Quiz (10
items):
Multiple choice,
true/false, and
short-answer
questions


Performance Task:
Design an
infographic/poster
titled “How
Organisms Get
and Use Energy”
Summative Assessment
(10 items):
Multiple choice, diagram
labeling, and
explanation questions
Performance Task:
Create a poster or
infographic: “How My
Body Uses Energy
Every Day”
J. Additional activities for
application or remediation
Remediation:
Watch an animated recap
(Amoeba Sisters:
Photosynthesis)
Complete a worksheet
with scaffolded questions
Research task: Trace
how energy is lost at
each trophic level (10%
rule) and its impact on
food chains
Remediation:
Video recap + simplified
worksheet on ATP and
cellular respiration
Concept mapping with
teacher support
Remediation:
Watch simplified video +
guided worksheet on
energy in cells
Provide sentence
starters for explanation
of processes
Enrichment:
Research: How
hibernating animals
conserve and use

8. energy
IV. REMARKS
V. REFLECTION
A..No. of learners who
earned 80% in the
evaluation
32
30
35 29
B.No. of learners
who require additional
activities for remediation
who scored below 80%
8 10 3 5
C. Did the remedial
lessons work?
No. of learners who have
caught up with
the lesson
5 5 5 4
D. No. of learners who
continue to require
remediation
3 3 1 1
E. Which of my teaching
strategies worked well?
Why did these work?
Visual aids and
simulations helped clarify
abstract concepts.
Group flowchart activity
improved collaboration
and recall of steps.
Using diagrams and
concept maps was
effective because it
allowed learners to
visualize and trace
energy flow clearly.
Relating concepts to
daily activities (like
eating and exercising)
increased engagement
and comprehension.
Comparative diagrams
(autotrophs vs.
heterotrophs) and visual
flowcharts worked well in
illustrating the abstract
concept of energy flow.
Using relatable daily-life
scenarios and visual
aids (like energy flow
diagrams) helped
students connect
abstract ideas to real
experiences.
F. What difficulties did I Limited multimedia toolsNeed for more ICT tools More time for hands-on

9. encounter which my
principal or supervisor can
help me solve?
in the classroom hinder
full use of simulations.
(e.g., projector or
access to internet
videos/simulations) to
maximize visual
learning resources.
More time for hands-on
group tasks to
strengthen
understanding
group tasks to
strengthen
understanding
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Designed a localized
Photosynthesis Comic
Strip in Filipino and
English for easier
understanding among
students.
Created a “Sun to Cell
Energy Journey” comic
strip in Filipino-English
to simplify the process
for visual and struggling
learners.
Created a localized
“Energy in Life”
worksheet using
common Filipino food
sources to show energy
input and ATP
production in cells.
Developed a local food-
based energy activity
where students relate
Filipino meals to energy
functions in the body
(e.g., rice = energy for
walking, thinking).
PREPARED BY: CHECKED BY:
GLADYS O. REAL MICHEL D. AMBA
ADVISER MASTER TEACHER I