2nd Q-3 lesson plan in earth and life science.docx

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 plant and animal
reproduction
plant and animal
reproduction
plant and animal
reproduction
how genes work
B. Performance
Standard
Cognitive Objective:
Describe the different
ways by which plants
reproduce, including both
sexual and asexual
methods.
Affective Objective:
Demonstrate appreciation
for the ability of plants to
reproduce in various ways
and the importance of
plant reproduction to
biodiversity and human
life.
Psychomotor Objective:
Create a labeled diagram
or model showing the
different modes of plant
reproduction (e.g.,
budding, grafting,
Cognitive:
Explain the
developmental
relationship between
the structures of
flowers, fruits, and
seeds.
Affective Objective:
Appreciate the
importance of
understanding the
reproductive structures
of plants and their roles
in food production and
biodiversity.
Psychomotor Objective:
Illustrate through
labeled diagrams the
transformation of a
flower into a fruit and
CLEAN UP DRIVE Describe the different
ways animals
reproduce, including
both asexual and
sexual reproduction
with examples from
representative species.
Affective Objective
Demonstrate
appreciation for the
diversity of reproductive
strategies in the animal
kingdom and how these
adaptations support
survival.
Psychomotor Objective
Construct and present a
group diagram or mini-
poster showing different
animal reproductive
strategies with
Cognitive
Objective
Explain how the
information
encoded in DNA is
used for the
transmission of
genetic traits and
the synthesis of
proteins.
Affective Objective
Appreciate the role
of DNA and protein
synthesis in
inheritance and in
maintaining life
functions.
Psychomotor
Objective
Create a flowchart

2. fertilization in flowering
plants).
seed, showing the
interrelationship of each
structure.
representative
examples.
or diagram
illustrating the
central dogma of
molecular biology
(DNA → RNA →
Protein) through a
collaborative group
activity.
C. Learning
Competency/
Objectives
Write the LC code for each.
describe the different
ways of how
plants reproduce
S11/12LT-IIej-13
illustrate the
relationships among
structures of flowers,
fruits, and
seeds
S11/12LT-IIej-14
describe the different
ways of how
representative animals
reproduce
S11/12LT-IIej-15
explain how the
information in the
DNA allows the
transfer of genetic
information and
synthesis of
proteins
S11/12LT-IIej-16
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
General Biology 2
Teacher’s Guide – pp.
65–70
2. Learner’s Materials
pages
General Biology 2
Learner’s Module – pp.
90–95
3. Textbook pages Biology by Campbell and
Reece – pp. 812–821
General Biology 2 by Zara
Biology by Campbell
and Reece – pp. 830–
835

3. et al. – pp. 75–80 General Biology 2 by
Zara et al. – pp. 82–88
4. Additional Materials
from Learning
Resource (LR) portal
DepEd Commons: Plant
Reproduction Interactive
eModule
LR Portal: Printable
diagrams of plant
reproductive structures
Visual aids: flower
models, fruit and seed
diagrams
Real samples: hibiscus
flower, tomato, guava,
monggo seeds
YouTube: “How Fruits
and Seeds Develop
from Flowers”
TED-Ed: “The Secret
Life of Flowers”
DepEd Commons:
DNA and Protein
Synthesis
Interactive
eModule
LR Portal:
Printable
worksheets and
simulations on
transcription and
translation
B. Other Learning
Resource
YouTube: “Sexual and Asexual Reproduction in Plants” – FuseSchool
Local plants for demonstration: sweet potato (asexual), hibiscus flower (sexual)
Visual aids: Flower structure chart, life cycle of angiosperms
YouTube Video: “How Do Animals Reproduce?” – FuseSchool
TED-Ed: “The Weird and Wonderful Ways Animals Reproduce”
Real-life examples: diagrams of animal life cycles, frog/toad eggs, live-bearing mammals, budding in hydra
YouTube Video: “Protein Synthesis (DNA → RNA → Protein)” – Amoeba Sisters
TED-Ed Video: “How DNA Makes Us Who We Are”
Flashcards of codons and amino acids

4. Colored paper strips for DNA-RNA simulation
III. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Ask: “What makes a living
thing alive?”
Recall life processes —
focus on reproduction
Quick recap: What is
reproduction? Why is it
important in plants?
What happens after
pollination?”
Review: basic parts of
the flower and their
functions (stigma,
ovary, ovule, etc.)
Reviewing previous
lesson or presenting
the new lesson
Ask: “How do animals
ensure the continuation
of their species?”
Review: Basic
differences between
sexual and asexual
reproduction
Recall: What is
DNA and where is
it found?
Review basic DNA
structure (double
helix, nucleotides)
B. Establishing a purpose
for the lesson
Present this question:
“If plants can’t move, how
do they manage to
reproduce and spread?”
Explain the value of
understanding both
sexual and asexual
reproduction in plants.
Pose the guiding
question:
“How does a flower turn
into the fruits and seeds
that we eat?”
Emphasize importance
in agriculture and plant
reproduction
Ask: “Can all animals
reproduce the same
way? Why or why not?”
Connect to real-life
observations of animals
(pets, insects, livestock)
Ask:
“If DNA is just a
code, how does it
actually control
what we look like
or how our bodies
work?”
Motivate:
Understanding this
process is
essential in
biotechnology,
medicine, and
genetics.
C. Presenting examples/
instances of the new
lesson
Show videos/images of:
Sexual reproduction
Show real-life fruits
(e.g., tomato, mango)
and identify former
Show photos or video
clips of animals
reproducing in different
Show an animation
of the Central
Dogma: DNA →

5. (e.g., pollination in
flowering plants)
Asexual reproduction
(e.g., runners in
strawberry, bulbs in
onion)
Use real plant samples
or models if available
floral parts
Show a time-lapse
video of flower-to-fruit
development
ways:
Asexual: budding in
hydra, fragmentation in
flatworms
Sexual: external
fertilization in frogs,
internal fertilization in
dogs or humans
Ovoviviparous /
viviparous / oviparous
animals
RNA → Protein
Connect to real-life
traits (e.g., eye
color, blood type,
genetic disorders)
D. Discussing new
concepts and practicing
new
skills #1
Define and differentiate:
Sexual reproduction –
involves gametes (pollen
and ovule), fertilization,
and seeds
Asexual reproduction – no
gametes involved;
includes budding,
fragmentation, runners,
grafting, tubers
Discuss flower parts
involved in reproduction
Explain how fertilization
leads to the formation
of fruit and seed
Ovary becomes fruit
Ovule becomes seed
Pericarp develops from
ovary wall
Discuss types of
reproduction:
Asexual reproduction
(budding, fission,
regeneration)
Sexual reproduction
(internal vs. external
fertilization)
Modes: oviparity,
viviparity, ovoviviparity
Explain:
DNA carries
genetic
instructions in the
form of nucleotide
sequences.
These instructions
are transcribed
into messenger
RNA (mRNA)
during
transcription.
mRNA is
translated into
proteins by

6. ribosomes during
translation.
E. Discussing new
concepts and
practicing new skills #2
Compare advantages and
disadvantages of each
method:
Sexual → promotes
genetic diversity
Asexual → faster and
identical offspring
Discuss examples from
local agriculture (e.g.,
grafting in mango trees,
propagation of
sugarcane)
Discuss types of fruits:
Simple (e.g., tomato),
Aggregate (e.g.,
strawberry),
Multiple (e.g.,
pineapple)
Discuss seed parts:
embryo, cotyledon,
seed coat
Show diagram
comparisons of
fertilization and birth
methods
Highlight the
reproductive structures
involved in each case
Discuss environmental
adaptations influencing
reproductive strategy
Introduce and
explain key
processes:
Transcription: DNA
→ mRNA (in the
nucleus)
Translation: mRNA
→ Protein (in the
ribosome)
Codons, tRNA,
amino acids, and
peptide bonds
Use codon charts
and base-pairing
flashcards
F. Developing mastery
(leads to Formative
Assessment 3)
Group Activity:
Create a Venn diagram
comparing sexual and
asexual plant
reproduction
Match plant examples to
reproduction types
Group Activity:
Draw and label the
transformation:
Flower → Fertilization
→ Fruit → Seed
Identify real fruits and
trace their floral origins
Group Activity:
Learners are divided
into groups
Each group is assigned
a reproductive strategy
Create a mini-poster or
diagram showing:
The process
Group Activity:
Students form
groups and create
a poster or
diagram of the
Central Dogma
Include illustrations
and brief
descriptions of
transcription and

7. An animal example
A short explanation of
advantages
Present briefly to the
class
translation
Present posters to
the class
G. Finding practical
application of concepts
and skills in daily living
Discuss plant
reproduction in relation to:
Farming and gardening
Propagation of
ornamental plants
Food sources (e.g., root
crops, fruits)
Conservation and
biodiversity
Link to food production:
How understanding
plant structures helps in
farming
Pollination and fruit
development in
agriculture
Seed-saving and
planting practices
Application:
Animal farming (e.g.,
egg-laying hens vs.
live-bearing goats)
Veterinary care and
reproduction
Pet breeding practices
Discuss how
mutations in DNA
can lead to genetic
disorders
H.Making generalizations
and abstractions about
the lesson
Generalization:
“Plants reproduce both
sexually and asexually.
These reproductive
strategies allow plants to
adapt, survive, and
multiply in different
environments.”
Generalization:
“Flowers are
reproductive organs of
plants that, after
fertilization, develop
into fruits and seeds
essential for
reproduction, food, and
the continuation of plant
life.”
Generalization:
“Animals reproduce
through various
methods—both asexual
and sexual—adapted to
their environments,
ensuring survival and
continuation of
species.”
DNA contains the
instructions for
building proteins,
which determine
traits and control
life processes.
This flow of
information follows
the Central
Dogma: DNA →
RNA → Protein.”
I. Evaluating learning Create a poster/model of Learners create a 3-panel Summative Quiz (10 Individual task:

8. one plant and its
method(s) of reproduction
with explanation
infographic:
1.Structure of a
Flower
2.Transformation to
Fruit
3.Seed and its Parts
items):
Mix of multiple choice,
matching types, short
explanation
Performance Task:
Create a concept map
showing animal
reproductive types and
examples
Write a short
explanation of how
your traits are
determined by
DNA instructions,
including a simple
diagram
J. Additional activities
for application or
remediation
Watch simplified video
clips on plant
reproduction
Research: Identify fruits
in the local market and
trace which parts came
from which floral
structure
Remediation:
Visual aids and review
video on reproductive
types
Guided worksheet with
labeled diagrams
Enrichment:
Research: Find one
unusual reproductive
strategy (e.g., seahorse
males giving birth) and
explain it to the class
next meeting
Codon decoding
activity: Convert a
DNA sequence
into a protein
sequence
IV. REMARKS
V. REFLECTION

9. A..No. of learners who
earned 80% in the
evaluation
32
30
32 30
B.No. of learners
who require additional
activities for
remediation who scored
below 80%
8 10 8 10
C. Did the remedial
lessons work?
No. of learners who have
caught up with
the lesson
5 5 5 5
D. No. of learners who
continue to require
remediation
3 3 3 3
E. Which of my teaching
strategies worked well?
Why did these work?
Use of real plants and video
demonstrations helped make
abstract biological processes
more concrete and relatable.
Hands-on activities with
real fruits and flowers
helped learners connect
theory to observation
Group poster activity
and video clips made
the lesson interactive
and accessible.
Students learned better
when visual and
collaborative tools were
used.
Visual aids
(animations and
posters) and group
collaboration
helped learners
process abstract
concepts. It
encouraged peer-
to-peer learning.
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
Lack of microscope
access for flower
structure observation
Would benefit from a
mobile science kit or loan
of flowering plant
specimens
Lack of prepared
microscope slides or
dissection tools to
observe internal seed
parts
Would benefit from
materials support or a
Lack of updated visual
materials and animal
models. Having a small
set of animal models or
flashcards would help.
A class set of
tablets or printed
simulation
materials would
help.

10. portable dissection kit
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Developed a “Local
Plants and Their
Reproduction” activity
sheet, where learners
survey plants in their
barangay and classify
them by reproductive
type.
Created a local produce
activity sheet, asking
students to bring
common fruits (e.g.,
guava, calamansi,
papaya) and identify
their parts and floral
origin.
I designed a
“Reproduction in Local
Animals” worksheet
using carabao, chicken,
and tilapia as examples
to make the topic more
relatable for rural
learners.
I developed a DNA
to Protein Foldable
Guide using
colored paper
strips and beads to
model transcription
and translation,
which made
learning more
tactile and
interactive.
PREPARED BY: CHECKED BY:
GLADYS O. REAL MICHEL D. AMBA
ADVISER MASTER TEACHER I