2nd Q lesson plan in earth and life science-1.docx

lesson plan

1. GRADE 1 to 12
DAILY LESSON LOG
Subject EARTH AND LIFE SCIENCE Grade Level 11
School DANGCAGAN NATIONAL HIGH SCHOOL Checked by: MICHEL D. AMBA
Teacher GLADYS O. REAL Quarter 2nd
OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. Content Standard
the historical development the origin of the first life unifying themes in the study the cell as the basic unit
of the concept of life forms of life of life
B. Performance
Standard
The learners shall be able to: value life by taking good care of all beings, humans, plants, and animals
make a poster that shows the complementary relationship of photosynthesis and cellular respiration
C. Learning
Competency/
Objectives
Write the LC code for each.
explain the evolving concept
of life based on emerging
pieces of
evidence
S11/12LT-IIa-1
describe classic
experiments that
model conditions which
may have
enabled the first forms to
evolve
S11/12LT-IIa-2
describe how unifying
themes (e.g.,
structure and function,
evolution,
and ecosystems) in the
study of life
show the connections
among living
things and how they interact
with
each other and with their
environment
S11/12LT-IIa-3
explain how cells carry
out functions required for
life
S11/12LT-IIbd-4
II. CONTENT INTRODUCTION TO LIFE SCIENCE
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
Earth and Life Science TG,
pp. 5–10
TG for Earth and Life
Science – pp. 25–28
2. Learner’s Materials pagesEarth and Life Science LM,
pp. 6–12

2. 3. Textbook pages Science in the 21st Century
pp. 3–9
Science for Life (Earth and Life Science) – pp. 30–35
4. Additional Materials from
Learning Resource (LR)
portal
DepEd Commons module
on Origin of Life, Video:
“The Origin of Life” (LR
Code: ELS-V01)
LR Code: ELS-EVO01
Interactive video: “The
Miller-Urey Experiment
Explained”
DepEd Commons – Origin
of Life Module
DepEd Commons –
Modules and interactive
content on unifying themes
of life
DepEd Commons:
Interactive eModules
LRMDS downloadable
visual presentations on
cell structure and function
B. Other Learning ResourcePowerPoint presentation on themes of life; YouTube videos (e.g., CrashCourse Biology: The Themes of Biology); Printed infographic
posters on evolution, structure-function, ecosystems
III. PROCEDURES
A. Reviewing previous
lesson or presenting the new
lesson
Begin with a review
question: “What
characteristics define
something as living?”
Quick recall quiz (5 items)
on the basic characteristics
of life.
Ask: "How do scientists
explain where life came
from?" Recap previous
lesson on early Earth
conditions (volcanoes, no
oxygen, lightning, etc.)
Recall: “What
characteristics make
something ‘alive’?” (Refers
to the previous topic on
characteristics of life)
Start with a quick recap of
cell types and organelles
using a concept map.
Ask: “We know what’s
inside the cell—but how
do these parts keep us
alive?”
Long quiz about the
topics
S11/12LT-IIa-1 –
Explain the evolving
concept of life
based on emerging
pieces of evidence
S11/12LT-IIa-2 –
Describe classic
experiments that
model conditions
which may have
enabled the first
forms to evolve
S11/12LT-IIa-3 –
Describe how
unifying themes
(structure and
function, evolution,
and ecosystems)
show the
connections among

3. living things and
how they interact
with their
environment
B. Establishing a purpose for
the lesson
Show a short video clip

or animation on early Earth
conditions.
Ask:

“How did life begin
in such a hostile
environment?”
Introduce lesson

objective: “Today, we will
trace the evolving ideas
about the origin and nature
of life based on scientific
evidence.”
Introduce the guiding
question: "How do we
know what conditions
might have allowed life to
begin on Earth?"
Say: “Today, we’ll explore
the big ideas in biology that
help connect all life forms
— from bacteria to humans
— and understand how we
all fit into the living world.”
Pose a challenge
question:
“If your mitochondria
stopped working, what
would happen to your
body?”
Connect to real-world
issue: energy loss in
diseases like
mitochondrial disorders
C. Presenting examples/
instances of the new lesson
Present the early beliefs
(Spontaneous Generation,
Creationism) vs. scientific
theories (Biochemical
Theory, RNA World
Hypothesis, Panspermia).
Use a timeline or concept
map to show progression.
Present the Miller-Urey
Experiment as a video or
diagram. Ask students to
observe what is
happening and what it
represents.
Show images or videos of
different organisms (e.g.,
birds, plants, insects) and
ask: “How are these living
things similar? How do
they differ?”
Discuss major life
functions of the cell:
metabolism, transport,
reproduction, response to
stimuli, etc.
Present
visuals/animations
showing how a cell
operates as a system.
D. Discussing new
concepts and practicing new
skills #1
Group activity: Assign each
group one theory to
research and report.
Break down the
components of the
experiment: gases used
(CH₄, NH₃, H₂, H₂O),
Present and explain the
first two unifying themes:
Structure and Function –
Deep-dive into organelle
functions: mitochondria
(energy), ER (transport),
ribosomes (protein

4. Guide questions: Who
proposed the theory? What
evidence supports it? Is it
still accepted today?
electric sparks, formation
of amino acids. Class
discussion.
(e.g., shape of bird wings,
leaf structure)
Evolution – common
ancestry, natural selection,
adaptation
Use diagrams, simple
activities (e.g., matching
structures with functions) |
synthesis), lysosomes
(waste disposal), etc.
Provide structured notes
or graphic organizers for
students to fill in.
E. Discussing new concepts
and practicing new skills
#2
Facilitate discussion: How
did technology (e.g.
microscopes, experiments
like Miller-Urey) help refine
our understanding of life’s
origins?
Group activity: Students
label parts of the Miller-
Urey apparatus and
explain what each
represents in early Earth
conditions.
iscuss Ecosystems – how
organisms interact with
each other and their
environment (e.g., food
chains, symbiotic
relationships, climate
impact). Let students work
in pairs to analyze a food
web. |
Group Work: Assign each
group a life function and
let them trace the pathway
of organelles involved
(e.g., how a protein is
made and exported).
Share outputs using
posters or digital
presentations.
F. Developing mastery (leads
to Formative Assessment 3)
10-item quiz: Multiple choice
& identification
Sample items:
What experiment simulated
early Earth conditions to test
the Biochemical Theory?
Which theory proposes that
life originated from space?
Short quiz: multiple choice
& short answer – what did
the experiment show?
What are amino acids?
What does it mean for the
origin of life?
Short quiz (5–7 items) on
identifying the theme in
given situations or
scenarios. Example: "A
cactus has thick stems to
store water – which theme
is this?"
Formative Quiz: Label
parts, match organelles to
life functions, short
situational analysis.
Think-Pair-Share:
“Which organelle do you
think is most essential?
Justify your answer.”
G. Finding practical
application of concepts and
skills in daily living
Ask students: “Why is it
important to understand how
life began?”
Discuss how this knowledge
connects to modern science
Discuss: "Why is it
important to understand
the origin of life?" and
how this connects to fields
like medicine, space
exploration, and
Ask: “How does
understanding ecosystems
help us take care of the
environment?” Encourage
discussion on plastic
pollution, climate change,
Discussion: How cell
function relates to health
(e.g., poor diet affecting
cell energy).
Real-life applications:

5. (e.g. biotechnology, search
for extraterrestrial life).
environmental science.and biodiversity. Understanding diseases
like cancer (uncontrolled
cell reproduction),
diabetes (glucose
transport).
H.Making generalizations
and abstractions about the
lesson
Let students summarize key
points through a “Think-Pair-
Share” strategy.
Write a short paragraph:
“How has our concept of life
evolved over time?”
Let learners complete the
statement: “The Miller-
Urey experiment helped
scientists understand
that…”
Students complete a
concept map showing how
the three themes
(structure/function,
evolution, ecosystems) are
interconnected.
Summarize:
“Cells are the basic unit of
life because all life-
sustaining processes
begin and occur within
them.”
I. Evaluating learning Performance Task: Create
an infographic or mini-poster
showing the evolution of the
concept of life.
Rubric-based grading
(Content, Creativity,
Accuracy)
Exit Pass Activity: Write 3
things you learned, 2
questions you still have,
and 1 new word you
learned today.
Exit ticket: “Name one way
all living things are
connected.” OR 3-2-1: 3
things learned, 2
connections, 1 question.
Short Summative Quiz:
Multiple Choice, Diagram
Labeling, Matching
Organelles to Functions
Performance Task: Create
an infographic/poster titled
“How Cells Keep Me Alive
Every Day”
J. Additional activities for
application or remediation
For those who scored low:
Provide a simplified reading
text + guided worksheet
Optional homework: Watch
a video on “The Search for
Life on Other Planets” and
answer guide questions
For struggling students:
Watch a simplified
animation of the Miller-
Urey experiment and
answer guided questions.
For advanced learners:
Research other origin-of-
life experiments (e.g.,
Fox’s proteinoid
microspheres) and
present to class.
For struggling learners:
simplified reading material
with visual aids on the
three themes.
For advanced learners:
research and present a
local ecosystem and how
unifying themes apply to it.
Remediation Task: Watch
a simplified video (e.g.,
Amoeba Sisters), then
answer guided questions.
Enrichment Task: Virtual
cell simulation lab (e.g.,
explore how cell
organelles react to
different scenarios).
IV. REMARKS Class was highly
participative.
Ensure video equipment
and projector are working
before the lesson.
Some students may need
printed copies of reading
materials.
Some students struggled
to connect organelle
functions to overall cell

6. Some students showed
difficulty distinguishing
between belief-based and
evidence-based concepts
Print handouts for
learners with limited
internet access.
Ensure videos are
downloaded ahead of time
to avoid internet issues.
Set aside time for group
reporting next session
(ecosystem case studies).
life. Visual and analogical
tools (e.g., cell =
city/factory) were very
effective.
V. REFLECTION
A..No. of learners who earned
80% in the evaluation
32
30
30 32
B.No. of learners
who require additional
activities for remediation
who scored below 80%
8 10 10 8
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?
Group reporting and visual
timelines worked well as
they encouraged
collaboration and visual
understanding.
Use of visual aids
(video/diagram) helped
learners visualize abstract
scientific processes.
Group discussions
encouraged collaboration
and participation.
Use of multimedia and
real-life examples helped
students relate concepts to
their surroundings. Visuals
improved understanding of
abstract concepts.
Use of analogies (cell as a
city/factory) helped
students visualize abstract
concepts.
Group mapping activities
fostered peer support and
improved comprehension.
F. What difficulties did I
encounter which my principal
or supervisor can help me
Limited internet access for
video materials; request for
offline resources
Need access to updated
simulation tools or tablets
for science experiments.
Lack of multimedia
equipment in some
classrooms – need for
Limited access to digital
tools (e.g., no
projector/speakers for

7. solve? Request permission to
use science lab
equipment.
projector or TV screen.video presentation).
Request for improvement
in classroom ICT
equipment.
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Used a locally made comic
strip illustrating early Earth
and the origin of life, which
students found engaging.
Used a locally made 3D
model of the Miller-Urey
apparatus made from
recycled materials. This
helped engage visual and
kinesthetic learners.
Created a localized poster
set illustrating structure-
function relationships in
native animals and plants.
Developed a localized
comic strip showing the
"daily life of a cell" in a
Filipino context (e.g.,
using barangay as a
metaphor for a cell).
PREPARED BY: CHECKED BY:
GLADYS O. REAL MICHEL D. AMBA
ADVISER MASTER TEACHER I