toaz.info-grade-11-2nd-quarter-earth-and-life-science-pr_5360bfd5a497b75f7ae47a9a2e11ddd8.pdf
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Sep 01, 2025
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About This Presentation
daily log plan in earth and life science-2024-humss strand
Slide Content
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
The learner demonstrates an understanding of ;
1. the historical development of the concept of life
2. the origin of the first life forms
3. unifying themes in the study of life
B. Performance Standards
The learners shall be able to value life by taking good care of all beings, humans, plants, and animals.
C. Learning
Competencies/Objectives
explain the evolving
concept of life based
on emerging pieces
of evidence
describe classic
experiments that
model conditions
which may have
enabled the first
forms to evolve
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
II. CONTENT INTRODUCTION TO LIFE
III. LEARNING
RESOURCES
Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna
Jamille Restubog
DAILY LESSON LOG
School
Grade
Level
11
Teacher
Learning
Area
Earth and Life Science
Teaching Dates and
Time
Quarter
I. OBJECTIVES
A. Content Standards
The learner demonstrates an understanding of ;
1. the historical development of the concept of life
2. the origin of the first life forms
3. unifying themes in the study of life
B. Performance Standards
The learners shall be able to value life by taking good care of all beings, humans, plants, and animals.
C. Learning
Competencies/Objectives
explain the evolving
concept of life based
on emerging pieces
of evidence
describe classic
experiments that
model conditions
which may have
enabled the first
forms to evolve
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
II. CONTENT INTRODUCTION TO LIFE
III. LEARNING
RESOURCES
Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna
Jamille Restubog
DAILY LESSON LOG
School
Grade
Level
11
Teacher
Learning
Area
Earth and Life Science
Teaching Dates and
Time
Quarter
A. References
1. Teacher’s Guide
Pages
p. 179 - 183 p. 183 - 186 p. 187 - 189 191 - 192
2. Learner’s Material
Pages
p. 179 - 183 p. 183 - 186 p. 187 - 189 191 - 192
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR) portal
B. Other Learning
Resources
Earth & Life Sciences
for SHS (G. Salandanan
et al.),
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Earth & Life Sciences
for SHS (G.
Salandanan et al.),
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Earth & Life Sciences
for SHS (G. Salandanan
et al.),
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Earth & Life Sciences for
SHS (G. Salandanan et
al.),
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Earth & Life Sciences for
SHS (G. Salandanan et
al.),
Functional Biology
Modular Approach by Lilia
M. Rabago, Ph.D.
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Recall students
knowledge about the
existence of life on earth
through “FACT or
BLUFF Activity”
Re-arrange pictures
showing evolution of
life on earth.
B. Establishing a purpose
for the lesson
Pretest about
Introduction of life
“BELIEVE OR NOT
STATEMENT”
Present statement
about classical
experiment and let
1. Teacher’s Guide
Pages
p. 179 - 183 p. 183 - 186 p. 187 - 189 191 - 192
2. Learner’s Material
Pages
p. 179 - 183 p. 183 - 186 p. 187 - 189 191 - 192
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR) portal
B. Other Learning
Resources
Earth & Life Sciences
for SHS (G. Salandanan
et al.),
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Earth & Life Sciences
for SHS (G.
Salandanan et al.),
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Earth & Life Sciences
for SHS (G. Salandanan
et al.),
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Earth & Life Sciences for
SHS (G. Salandanan et
al.),
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Earth & Life Sciences for
SHS (G. Salandanan et
al.),
Functional Biology
Modular Approach by Lilia
M. Rabago, Ph.D.
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Recall students
knowledge about the
existence of life on earth
through “FACT or
BLUFF Activity”
Re-arrange pictures
showing evolution of
life on earth.
B. Establishing a purpose
for the lesson
Pretest about
Introduction of life
“BELIEVE OR NOT
STATEMENT”
Present statement
about classical
experiment and let
students give their
stand.
C. Presenting
examples/instances of the
new lesson
“4 PICS 1 WORD”
Present picture showing
concept of life.
Group Activity: Each
group is tasked to
study each classical
experiment and
present it to the class.
D. Discussing new
concepts and practicing
new skills #1
Create a graphic
organizer showing
student’s idea about
concept of life.
Presentation and
critiquing of timeline
created by each group.
Study and analyze
how scientist
perform and
proposed their
ideas that model
conditions which
may have enabled
the first forms to
evolve. After 20
minutes they will
present it to the
class through role
playing.
Create poster showing
how to value life by taking
good care of all beings,
humans, plants, and
animals
E. Discussing new
concepts and practicing
new skills #2
Presentation and
critiquing of role play
presented by each
group.
F. Developing mastery
(Leads to Formative
Summing up students
ideas about concept of
.
Presentation of group
output.
stand.
C. Presenting
examples/instances of the
new lesson
“4 PICS 1 WORD”
Present picture showing
concept of life.
Group Activity: Each
group is tasked to
study each classical
experiment and
present it to the class.
D. Discussing new
concepts and practicing
new skills #1
Create a graphic
organizer showing
student’s idea about
concept of life.
Presentation and
critiquing of timeline
created by each group.
Study and analyze
how scientist
perform and
proposed their
ideas that model
conditions which
may have enabled
the first forms to
evolve. After 20
minutes they will
present it to the
class through role
playing.
Create poster showing
how to value life by taking
good care of all beings,
humans, plants, and
animals
E. Discussing new
concepts and practicing
new skills #2
Presentation and
critiquing of role play
presented by each
group.
F. Developing mastery
(Leads to Formative
Summing up students
ideas about concept of
.
Presentation of group
output.
Assessment 3) life.
G. Finding practical
applications of concepts
and skills in daily living
Explain what makes life
amazing?
Explain how classical
experiments help to
discover the existence
of life that we have
today.
Explain the importance
of tracing previous life
form to present living.
H. Making generalizations
and abstractions about
the lesson
What are important
characteristics of living
things that allows them
to survive?
Making analogy
between scientist and
classical experiments
that model conditions
which may have
enabled the first forms
to evolve.
Summarize changes in
life form through period
of time.
I. Evaluating learning
Rubrics for group
presentation.
Rubrics for role
playing.
Rubrics for Poster Making
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. Of learners who
earned 80% in the
evaluation.
B. No. Of learners who
require additional activities
for remediation who scored
below 80%.
G. Finding practical
applications of concepts
and skills in daily living
Explain what makes life
amazing?
Explain how classical
experiments help to
discover the existence
of life that we have
today.
Explain the importance
of tracing previous life
form to present living.
H. Making generalizations
and abstractions about
the lesson
What are important
characteristics of living
things that allows them
to survive?
Making analogy
between scientist and
classical experiments
that model conditions
which may have
enabled the first forms
to evolve.
Summarize changes in
life form through period
of time.
I. Evaluating learning
Rubrics for group
presentation.
Rubrics for role
playing.
Rubrics for Poster Making
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. Of learners who
earned 80% in the
evaluation.
B. No. Of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. Of learners who
have caught up with the
lesson.
D. No. Of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
GRADES 11 TO 12
DAILY LESSON LOG
School Division of Biñan City Senior High School
Grade
Level
11
Teacher
Learning
Area
Earth and Life Science
Teaching Dates and Quarter Third Quarter
work? No. Of learners who
have caught up with the
lesson.
D. No. Of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
GRADES 11 TO 12
DAILY LESSON LOG
School Division of Biñan City Senior High School
Grade
Level
11
Teacher
Learning
Area
Earth and Life Science
Teaching Dates and Quarter Third Quarter
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
The learners demonstrate an
understanding of:
1. the cell as the basic unit of life
2. how photosynthetic organisms capture light energy to form sugar molecules
3. how organisms obtain and utilize energy
B. Performance Standards
The learners shall be able to make a poster that shows the complementary relationship of photosynthesis and cellular respiration
C. Learning
Competencies/Objectives
S11/12LT-IIbd-4
explain how cells carry
out functions required
for life
S11/12LT-IIbd-4
explain how cells carry
out functions required
for life
S11/12LT-IIbd-4
explain how cells carry
out functions required
for life
S11/12LT-IIbd-4
explain how cells carry
out functions required for
life
S11/12LT-IIbd-4
explain how cells carry out
functions required for life
II. CONTENT
BIOENERGETICS
III. LEARNING
RESOURCES
Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna
Jamille Restubog
A. References
1. Teacher’s Guide
Pages
p.197 – 199 p.199 – 202
2. Learner’s Material p.197 – 199
Time
I. OBJECTIVES
A. Content Standards
The learners demonstrate an
understanding of:
1. the cell as the basic unit of life
2. how photosynthetic organisms capture light energy to form sugar molecules
3. how organisms obtain and utilize energy
B. Performance Standards
The learners shall be able to make a poster that shows the complementary relationship of photosynthesis and cellular respiration
C. Learning
Competencies/Objectives
S11/12LT-IIbd-4
explain how cells carry
out functions required
for life
S11/12LT-IIbd-4
explain how cells carry
out functions required
for life
S11/12LT-IIbd-4
explain how cells carry
out functions required
for life
S11/12LT-IIbd-4
explain how cells carry
out functions required for
life
S11/12LT-IIbd-4
explain how cells carry out
functions required for life
II. CONTENT
BIOENERGETICS
III. LEARNING
RESOURCES
Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna
Jamille Restubog
A. References
1. Teacher’s Guide
Pages
p.197 – 199 p.199 – 202
2. Learner’s Material p.197 – 199
Time
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Brainstorming:
Briefly narrate how life
begins on earth.
State the cell theory
Match cell organelles to
its function.
Compare and contrast
plant cell and animal cell
based on size, shape
and organelles present
on it.
Describe diffusion
B. Establishing a purpose
for the lesson
Pre-test
Cell: The basic unit of
life
p.196
“LOOP A WORD
ACTIVITY”: Find and
encircle the parts of the
cell in the letter pool.
“Spot the Difference”
Simulation: Simple
demonstration of
diffusion in the
surrounding using bottle
of perfume.
Inferring: Recall your
experience during summer
when you take a swim in
sea or pool, describe what
you notice in your finger.
C. Presenting
examples/instances of the
new lesson
Make a timeline of the
discovery of cell.
PICTURE PUZZLE:
Cell and its organelle.
(After fixing the puzzle
student will label the
parts of the cell)
Briefly discuss the two
types of cell; Plant cell
and Animal cell
Through the simulation
ask the student to
describe diffusion.
Brainstorming: Show
pictures of animal cell that
have been plasmolyzed.
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Brainstorming:
Briefly narrate how life
begins on earth.
State the cell theory
Match cell organelles to
its function.
Compare and contrast
plant cell and animal cell
based on size, shape
and organelles present
on it.
Describe diffusion
B. Establishing a purpose
for the lesson
Pre-test
Cell: The basic unit of
life
p.196
“LOOP A WORD
ACTIVITY”: Find and
encircle the parts of the
cell in the letter pool.
“Spot the Difference”
Simulation: Simple
demonstration of
diffusion in the
surrounding using bottle
of perfume.
Inferring: Recall your
experience during summer
when you take a swim in
sea or pool, describe what
you notice in your finger.
C. Presenting
examples/instances of the
new lesson
Make a timeline of the
discovery of cell.
PICTURE PUZZLE:
Cell and its organelle.
(After fixing the puzzle
student will label the
parts of the cell)
Briefly discuss the two
types of cell; Plant cell
and Animal cell
Through the simulation
ask the student to
describe diffusion.
Brainstorming: Show
pictures of animal cell that
have been plasmolyzed.
D. Discussing new
concepts and practicing
new skills #1
State the cell theory
based on the discovery
of the cell.
Describe the structure
and function of
different cell
organelles.
Laboratory
Experiment:
Comparing Plant
Cell and Animal Cell
(Biology Laboratory
Manual p. 11-14 by
E. Evangelista)
Laboratory Experiment:
Diffusion in a Baggies
(https://www.biologycorn
er.com/worksheets/diffus
ionlab.html)
Laboratory Experiment:
Osmosis in Animal Cell
(Biology Laboratory
Manual p. 17-19 by E.
Evangelista)
E. Discussing new
concepts and practicing
new skills #2
Discuss the structure
and function of the cell
to the class.
Draw and Label the
structure of plant and
animal cell observed
under the microscope.
Post Laboratory Analysis
Post Laboratory Analysis
F. Developing mastery
(Leads to Formative
Assessment 3)
Describe cell as a basic
unit of life
Compare cell to a
warehouse factory.
Compare and contrast
the illustration of the
structure of Plant cell
and Animal cell.
Video clip: Diffusion
Video clip: Osmosis in
Animal Cell
G. Finding practical
applications of concepts
and skills in daily living
Explain the importance
of each organelles to
the cell.
Cite happenings on cell
showing the importance
of diffusion.
In what way is osmosis
important in the
preservation of food
through salting?
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
concepts and practicing
new skills #1
State the cell theory
based on the discovery
of the cell.
Describe the structure
and function of
different cell
organelles.
Laboratory
Experiment:
Comparing Plant
Cell and Animal Cell
(Biology Laboratory
Manual p. 11-14 by
E. Evangelista)
Laboratory Experiment:
Diffusion in a Baggies
(https://www.biologycorn
er.com/worksheets/diffus
ionlab.html)
Laboratory Experiment:
Osmosis in Animal Cell
(Biology Laboratory
Manual p. 17-19 by E.
Evangelista)
E. Discussing new
concepts and practicing
new skills #2
Discuss the structure
and function of the cell
to the class.
Draw and Label the
structure of plant and
animal cell observed
under the microscope.
Post Laboratory Analysis
Post Laboratory Analysis
F. Developing mastery
(Leads to Formative
Assessment 3)
Describe cell as a basic
unit of life
Compare cell to a
warehouse factory.
Compare and contrast
the illustration of the
structure of Plant cell
and Animal cell.
Video clip: Diffusion
Video clip: Osmosis in
Animal Cell
G. Finding practical
applications of concepts
and skills in daily living
Explain the importance
of each organelles to
the cell.
Cite happenings on cell
showing the importance
of diffusion.
In what way is osmosis
important in the
preservation of food
through salting?
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
B. No. Of learners who
earned 80% in the
evaluation.
B. No. Of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. Of learners who
have caught up with the
lesson.
D. No. Of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
VI. REFLECTION
B. No. Of learners who
earned 80% in the
evaluation.
B. No. Of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. Of learners who
have caught up with the
lesson.
D. No. Of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
The learners demonstrate an
understanding of:
1. the cell as the basic unit of life
2. how photosynthetic organisms capture light energy to form sugar molecules
3. how organisms obtain and utilize energy
B. Performance Standards
The learners shall be able to make a poster that shows the complementary relationship of photosynthesis and cellular respiration
C. Learning
Competencies/Objectives
S11/12LT-IIbd-4
explain how cells carry
out functions required
for life
S11/12LT-IIbd-4
explain how cells carry
out functions required
for life
S11/12LT-IIbd-4
explain how cells carry
out functions required
for life
S11/12LT-IIbd-5
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
S11/12LT-IIbd-5
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
GRADES 11 TO 12
DAILY LESSON LOG
School Division of Biñan City Senior High School
Grade
Level
11
Teacher
Learning
Area
Earth and Life Science
Teaching Dates and
Time
Quarter Third Quarter
I. OBJECTIVES
A. Content Standards
The learners demonstrate an
understanding of:
1. the cell as the basic unit of life
2. how photosynthetic organisms capture light energy to form sugar molecules
3. how organisms obtain and utilize energy
B. Performance Standards
The learners shall be able to make a poster that shows the complementary relationship of photosynthesis and cellular respiration
C. Learning
Competencies/Objectives
S11/12LT-IIbd-4
explain how cells carry
out functions required
for life
S11/12LT-IIbd-4
explain how cells carry
out functions required
for life
S11/12LT-IIbd-4
explain how cells carry
out functions required
for life
S11/12LT-IIbd-5
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
S11/12LT-IIbd-5
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
GRADES 11 TO 12
DAILY LESSON LOG
School Division of Biñan City Senior High School
Grade
Level
11
Teacher
Learning
Area
Earth and Life Science
Teaching Dates and
Time
Quarter Third Quarter
the cells.
II. CONTENT
BIOENERGETICS
BIOENERGETICS
BIOENERGETICS BIOENERGETICS BIOENERGETICS
III. LEARNING
RESOURCES
Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna
Jamille Restubog
A. References
1. Teacher’s Guide
Pages
p.197 – 199 p.199 – 202
2. Learner’s Material
Pages
p.197 – 199
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR) portal
https://www.youtube.co
m/watch?v=iLDbW_Xvx
HQ
Biology Laboratory Manual
by: Eden Evangelista,
Ph.D.
p.25 -27
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Describe diffusion
Picture Analysis:
Describe osmosis
taking place in cell
under hypertonic,
isotonic and hypotonic
solution.
Video animation:
Photosynthesis
https://www.youtube.co
m/watch?v=iLDbW_Xvx
HQ
1. Define photosynthesis
2. List down requirement
needed for
photosynthesis
B. Establishing a purpose Trace how energy from Prove that gas is given off
II. CONTENT
BIOENERGETICS
BIOENERGETICS
BIOENERGETICS BIOENERGETICS BIOENERGETICS
III. LEARNING
RESOURCES
Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna
Jamille Restubog
A. References
1. Teacher’s Guide
Pages
p.197 – 199 p.199 – 202
2. Learner’s Material
Pages
p.197 – 199
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR) portal
https://www.youtube.co
m/watch?v=iLDbW_Xvx
HQ
Biology Laboratory Manual
by: Eden Evangelista,
Ph.D.
p.25 -27
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Describe diffusion
Picture Analysis:
Describe osmosis
taking place in cell
under hypertonic,
isotonic and hypotonic
solution.
Video animation:
Photosynthesis
https://www.youtube.co
m/watch?v=iLDbW_Xvx
HQ
1. Define photosynthesis
2. List down requirement
needed for
photosynthesis
B. Establishing a purpose Trace how energy from Prove that gas is given off
for the lesson Inferring: Recall your
experience during
summer when you take
a swim in sea or pool,
describe what you
notice in your finger.
Inferring: Brainstorming: How cell
maintain homeostasis?
the environment is
utilized by the cell.
by plants during
photosynthesis
through laboratory
experiment
C. Presenting
examples/instances of the
new lesson
Brainstorming: Show
pictures of animal cell
that have been
plasmolyzed.
Brainstorming: Show
pictures of animal cell
that have been
plasmolyzed.
Connect the concept of
endocytosis and
exocytosis with the
concept of cell
membrane.
Worksheet on
Photosynthesis
Brainstorming:
What are the products of
photosynthesis? Are all
products important to
plant?
D. Discussing new
concepts and practicing
new skills #1
Laboratory Experiment:
Osmosis in Animal Cell
(Biology Laboratory
Manual p. 17-19 by E.
Evangelista)
Post Laboratory
Analysis
Laboratory
Experiment:
Osmosis in Plant Cell
(Biology Laboratory
Manual p. 20-24 by E.
Evangelista)
Laboratory Experiment:
Endocytosis and
exocytosis in
Paramecium
Laboratory Experiment:
A Gas as a By-product of
Photosynthesis
E. Discussing new
concepts and practicing
new skills #2
Post Laboratory
Analysis
Post Laboratory
Analysis
Graphic Organizer:
Difference between Light
Reaction and Dark
Reaction
Post Laboratory Analysis
F. Developing mastery
(Leads to Formative
Assessment 3)
Video clip: Osmosis in
Animal Cell
Video clip: Osmosis in
Plant Cell
Video clip: Endocytosis
and Exocytosis
Explain why oxygen is
considered as by-product
of photosynthesis.
G. Finding practical Explain if plants can or
experience during
summer when you take
a swim in sea or pool,
describe what you
notice in your finger.
Inferring: Brainstorming: How cell
maintain homeostasis?
the environment is
utilized by the cell.
by plants during
photosynthesis
through laboratory
experiment
C. Presenting
examples/instances of the
new lesson
Brainstorming: Show
pictures of animal cell
that have been
plasmolyzed.
Brainstorming: Show
pictures of animal cell
that have been
plasmolyzed.
Connect the concept of
endocytosis and
exocytosis with the
concept of cell
membrane.
Worksheet on
Photosynthesis
Brainstorming:
What are the products of
photosynthesis? Are all
products important to
plant?
D. Discussing new
concepts and practicing
new skills #1
Laboratory Experiment:
Osmosis in Animal Cell
(Biology Laboratory
Manual p. 17-19 by E.
Evangelista)
Post Laboratory
Analysis
Laboratory
Experiment:
Osmosis in Plant Cell
(Biology Laboratory
Manual p. 20-24 by E.
Evangelista)
Laboratory Experiment:
Endocytosis and
exocytosis in
Paramecium
Laboratory Experiment:
A Gas as a By-product of
Photosynthesis
E. Discussing new
concepts and practicing
new skills #2
Post Laboratory
Analysis
Post Laboratory
Analysis
Graphic Organizer:
Difference between Light
Reaction and Dark
Reaction
Post Laboratory Analysis
F. Developing mastery
(Leads to Formative
Assessment 3)
Video clip: Osmosis in
Animal Cell
Video clip: Osmosis in
Plant Cell
Video clip: Endocytosis
and Exocytosis
Explain why oxygen is
considered as by-product
of photosynthesis.
G. Finding practical Explain if plants can or
applications of concepts
and skills in daily living
In what way is osmosis
important in the
preservation of food
through salting?
Explain the essence of
dipping ampalaya or
bittersweet in water
with salt before
cooking?
cannot manufacture food
even without light?
H. Making generalizations
and abstractions about
the lesson
Describe osmosis in
animal cell in different
solution.
Describe osmosis in
plant cell in different
solution.
Differentiate
endocytosis and
exocytosis.
Summarize
Photosynthesis through
chemical equation.
I. Evaluating learning
Formative Assessment
Formative Assessment
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
C. No. Of learners who
earned 80% in the
evaluation.
B. No. Of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. Of learners who
have caught up with the
lesson.
D. No. Of learners who
continue to require
remediation
E. Which of my teaching
and skills in daily living
In what way is osmosis
important in the
preservation of food
through salting?
Explain the essence of
dipping ampalaya or
bittersweet in water
with salt before
cooking?
cannot manufacture food
even without light?
H. Making generalizations
and abstractions about
the lesson
Describe osmosis in
animal cell in different
solution.
Describe osmosis in
plant cell in different
solution.
Differentiate
endocytosis and
exocytosis.
Summarize
Photosynthesis through
chemical equation.
I. Evaluating learning
Formative Assessment
Formative Assessment
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
C. No. Of learners who
earned 80% in the
evaluation.
B. No. Of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. Of learners who
have caught up with the
lesson.
D. No. Of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
The learners demonstrate an
understanding of:
1. the cell as the basic unit of life
2. how photosynthetic organisms capture light energy to form sugar molecules
3. how organisms obtain and utilize energy
B. Performance
Standards
The learners shall be able to make a poster that shows the
complementary and animal reproduction.
The learners demonstrate an understanding of plant
relationship of photosynthesis and cellular respiration.
C. Learning
Competencies/Objective
s
S11/12LT-IIbd-7
describe how
organisms obtain and
utilize energy
S11/12LT-IIbd-8
recognize that
organisms require
energy to carry out
functions required for
life
S11/12LT-IIbd-7
describe how
organisms obtain and
utilize energy
S11/12LT-IIbd-8
recognize that
organisms require
energy to carry out
functions required for
life
S11/12LT-IIbd-7
describe how
organisms obtain and
utilize energy
S11/12LT-IIbd-8
recognize that
organisms require
energy to carry out
functions required for
life
S11/12LT-IIej-13
describe the different
ways of how plants
reproduce
S11/12LT-IIej-13
describe the different
ways of how plants
reproduce
GRADES 11 TO 12
DAILY LESSON LOG
School Division of Biñan City Senior High School
Grade
Level
11
Teacher
Learning
Area
Earth and Life Science
Teaching Dates and
Time
Quarter Third Quarter
I. OBJECTIVES
A. Content Standards
The learners demonstrate an
understanding of:
1. the cell as the basic unit of life
2. how photosynthetic organisms capture light energy to form sugar molecules
3. how organisms obtain and utilize energy
B. Performance
Standards
The learners shall be able to make a poster that shows the
complementary and animal reproduction.
The learners demonstrate an understanding of plant
relationship of photosynthesis and cellular respiration.
C. Learning
Competencies/Objective
s
S11/12LT-IIbd-7
describe how
organisms obtain and
utilize energy
S11/12LT-IIbd-8
recognize that
organisms require
energy to carry out
functions required for
life
S11/12LT-IIbd-7
describe how
organisms obtain and
utilize energy
S11/12LT-IIbd-8
recognize that
organisms require
energy to carry out
functions required for
life
S11/12LT-IIbd-7
describe how
organisms obtain and
utilize energy
S11/12LT-IIbd-8
recognize that
organisms require
energy to carry out
functions required for
life
S11/12LT-IIej-13
describe the different
ways of how plants
reproduce
S11/12LT-IIej-13
describe the different
ways of how plants
reproduce
GRADES 11 TO 12
DAILY LESSON LOG
School Division of Biñan City Senior High School
Grade
Level
11
Teacher
Learning
Area
Earth and Life Science
Teaching Dates and
Time
Quarter Third Quarter
II. CONTENT
BIOENERGETICS PERPETUATION OF LIFE
III. LEARNING
RESOURCES
Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and
Anna Jamille Restubog
A. References
1. Teacher’s Guide
Pages
p.197 – 199 p.199 – 202 p. 228 – 233 p. 230 – 235
2. Learner’s Material
Pages
p.197 – 199 p. 228 – 233 p. 230 – 235
3. Textbook Pages
4. Additional
Materials from
Learning Resources (LR)
portal
https://www.youtube.c
om/watch?v=XIJvVCA
9RPs
Biology Laboratory
Manual by: Eden
Evangelista, Ph.D.
p.27 -29
http://www.bbc.co.uk/sc
hools/scienceclips/ages
/9_10/life_cycles.shtml
https://www.youtube.c
om/watch?v=VN_p20
dDrnY
B. Other Learning
Resources
Metacards for Types of
Plant Reproduction
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Video animation:
Cellular Respiration
https://www.youtube.c
om/watch?v=XIJvVCA
9RPs
3. Define Cellular
Respiration
4. List down
requirement needed
for cellular
respiration
Post test
Interactive game about
parts of the flower.
http://www.bbc.co.uk/sc
hools/scienceclips/ages
/9_10/life_cycles.shtml
Review how plants
reproduce sexually?
B. Establishing a
purpose for the lesson
Describe how
organisms obtain and
utilize energy
Present different plants
and ask students how it
reproduce
Brainstorming: Is it
possible for a single plant
to reproduce alone?
BIOENERGETICS PERPETUATION OF LIFE
III. LEARNING
RESOURCES
Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and
Anna Jamille Restubog
A. References
1. Teacher’s Guide
Pages
p.197 – 199 p.199 – 202 p. 228 – 233 p. 230 – 235
2. Learner’s Material
Pages
p.197 – 199 p. 228 – 233 p. 230 – 235
3. Textbook Pages
4. Additional
Materials from
Learning Resources (LR)
portal
https://www.youtube.c
om/watch?v=XIJvVCA
9RPs
Biology Laboratory
Manual by: Eden
Evangelista, Ph.D.
p.27 -29
http://www.bbc.co.uk/sc
hools/scienceclips/ages
/9_10/life_cycles.shtml
https://www.youtube.c
om/watch?v=VN_p20
dDrnY
B. Other Learning
Resources
Metacards for Types of
Plant Reproduction
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Video animation:
Cellular Respiration
https://www.youtube.c
om/watch?v=XIJvVCA
9RPs
3. Define Cellular
Respiration
4. List down
requirement needed
for cellular
respiration
Post test
Interactive game about
parts of the flower.
http://www.bbc.co.uk/sc
hools/scienceclips/ages
/9_10/life_cycles.shtml
Review how plants
reproduce sexually?
B. Establishing a
purpose for the lesson
Describe how
organisms obtain and
utilize energy
Present different plants
and ask students how it
reproduce
Brainstorming: Is it
possible for a single plant
to reproduce alone?
C. Presenting
examples/instances of
the new lesson
Worksheet on
Photosynthesis
Group Activity on Types
of Reproduction in
plant:
a. Self-pollination
b. Cross-pollination
c. Asexual
Reproduction
d. Sexual
reproduction
Present the video about
asexual reproduction:
https://www.youtube.c
om/watch?v=VN_p20
dDrnY
D. Discussing new
concepts and practicing
new skills #1
Graphic Organizer:
Three Major Steps in
Cellular Respiration
and Their Product
Create table comparing
the types of asexual
reproduction
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
Discuss the types of
asexual reproduction.
G. Finding practical
applications of concepts
and skills in daily living
Explain the application of
budding in tissue culture.
H. Making
generalizations and
abstractions about the
lesson
Summarize
Cellular Respiration
through chemical
equation.
Table of comparison of
the types of plant
reproduction
Matching plants to the
type of reproduction they
undergo.
I. Evaluating learning
J. Additional activities
examples/instances of
the new lesson
Worksheet on
Photosynthesis
Group Activity on Types
of Reproduction in
plant:
a. Self-pollination
b. Cross-pollination
c. Asexual
Reproduction
d. Sexual
reproduction
Present the video about
asexual reproduction:
https://www.youtube.c
om/watch?v=VN_p20
dDrnY
D. Discussing new
concepts and practicing
new skills #1
Graphic Organizer:
Three Major Steps in
Cellular Respiration
and Their Product
Create table comparing
the types of asexual
reproduction
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
Discuss the types of
asexual reproduction.
G. Finding practical
applications of concepts
and skills in daily living
Explain the application of
budding in tissue culture.
H. Making
generalizations and
abstractions about the
lesson
Summarize
Cellular Respiration
through chemical
equation.
Table of comparison of
the types of plant
reproduction
Matching plants to the
type of reproduction they
undergo.
I. Evaluating learning
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
D. No. Of learners who
earned 80% in the
evaluation.
B. No. Of learners who
require additional activities
for remediation who
scored below 80%.
C. Did the remedial
lessons work? No. Of
learners who have caught
up with the lesson.
D. No. Of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
remediation
V. REMARKS
VI. REFLECTION
D. No. Of learners who
earned 80% in the
evaluation.
B. No. Of learners who
require additional activities
for remediation who
scored below 80%.
C. Did the remedial
lessons work? No. Of
learners who have caught
up with the lesson.
D. No. Of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of plant The learners demonstrate an understanding of how genes work?
and animal reproduction.
B. Performance
Standards
C. Learning
Competencies/Objective
s
S11/12LT-IIej-14
illustrate the
relationships among
structures of flowers,
fruits, and seeds
S11/12LT-IIej-15
describe the different
ways of how
representative
animals reproduce
S11/12LT-IIej-16
explain how the
information in the DNA
allows the transfer of
genetic information
and synthesis of
proteins
S11/12LT-IIej-16
explain how the
information in the DNA
allows the transfer of
genetic information and
synthesis of proteins
S11/12LT-IIej-16
explain how the
information in the DNA
allows the transfer of
genetic information and
synthesis of proteins
II. CONTENT
PERPETUATION OF LIFE
III. LEARNING
RESOURCES
Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and
Anna Jamille Restubog
A. References
Earth and Life Science
GRADES 11 TO 12
DAILY LESSON LOG
School Division of Biñan City Senior High School
Grade
Level
11
Teacher
Learning
Area
Earth and Life Science
Teaching Dates and
Time
Quarter
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of plant The learners demonstrate an understanding of how genes work?
and animal reproduction.
B. Performance
Standards
C. Learning
Competencies/Objective
s
S11/12LT-IIej-14
illustrate the
relationships among
structures of flowers,
fruits, and seeds
S11/12LT-IIej-15
describe the different
ways of how
representative
animals reproduce
S11/12LT-IIej-16
explain how the
information in the DNA
allows the transfer of
genetic information
and synthesis of
proteins
S11/12LT-IIej-16
explain how the
information in the DNA
allows the transfer of
genetic information and
synthesis of proteins
S11/12LT-IIej-16
explain how the
information in the DNA
allows the transfer of
genetic information and
synthesis of proteins
II. CONTENT
PERPETUATION OF LIFE
III. LEARNING
RESOURCES
Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and
Anna Jamille Restubog
A. References
Earth and Life Science
GRADES 11 TO 12
DAILY LESSON LOG
School Division of Biñan City Senior High School
Grade
Level
11
Teacher
Learning
Area
Earth and Life Science
Teaching Dates and
Time
Quarter
1. Teacher’s Guide
Pages
p. 236 – 238 p. 238 - 239 p.240 – 241 p. 243 - 244 p. 245 - 248
2. Learner’s Material
Pages
p. 236 – 238 p. 238 - 239 p.240 – 241 p. 243 – 244 p. 245 - 248
3. Textbook Pages
4. Additional
Materials from
Learning Resources (LR)
portal
Illustration of the
reproductive organs of
the plant.
- https://www.youtube
.com/watch?v=LCtP
zGPrDeA
- https://www.youtub
e.com/watch?v=Mx
mu3phxSHw
https://www.youtube.c
om/watch?v=o_-6JXLY
S-k
https://www.youtube.co
m/watch?v=G1AoVF3k
9Hg
https://www.youtube.com
/watch?v=G1AoVF3k9Hg
B. Other Learning
Resources
Powerpoint
presentation of
different animals
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Review on the
reproductive parts of
the plants
Different asexual and
sexual reproduction.
Recall the cell
organelles responsible
for reproduction DNA.
Compare DNA and
RNA
Fast Review of DNA
Replication
B. Establishing a
purpose for the lesson
What are the
relationship of flowers,
fruits and seeds?
How animals
reproduce?
Why offspring
resemble to their
parents?
Introduction to Protein
Synthesis: Transcription
and Translation
C. Presenting
examples/instances of
the new lesson
Activity 2: Seed
Germination
p. 237
Present the video
about asexual and
sexual reproduction of
animals:
- https://www.youtube
Students will watch the
video regarding the
chemical composition
of DNA.
https://www.youtube.c
Activity 4: DNA
Replication;
p.211
Activity 5: DNA
Transcription
Pages
p. 236 – 238 p. 238 - 239 p.240 – 241 p. 243 - 244 p. 245 - 248
2. Learner’s Material
Pages
p. 236 – 238 p. 238 - 239 p.240 – 241 p. 243 – 244 p. 245 - 248
3. Textbook Pages
4. Additional
Materials from
Learning Resources (LR)
portal
Illustration of the
reproductive organs of
the plant.
- https://www.youtube
.com/watch?v=LCtP
zGPrDeA
- https://www.youtub
e.com/watch?v=Mx
mu3phxSHw
https://www.youtube.c
om/watch?v=o_-6JXLY
S-k
https://www.youtube.co
m/watch?v=G1AoVF3k
9Hg
https://www.youtube.com
/watch?v=G1AoVF3k9Hg
B. Other Learning
Resources
Powerpoint
presentation of
different animals
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Review on the
reproductive parts of
the plants
Different asexual and
sexual reproduction.
Recall the cell
organelles responsible
for reproduction DNA.
Compare DNA and
RNA
Fast Review of DNA
Replication
B. Establishing a
purpose for the lesson
What are the
relationship of flowers,
fruits and seeds?
How animals
reproduce?
Why offspring
resemble to their
parents?
Introduction to Protein
Synthesis: Transcription
and Translation
C. Presenting
examples/instances of
the new lesson
Activity 2: Seed
Germination
p. 237
Present the video
about asexual and
sexual reproduction of
animals:
- https://www.youtube
Students will watch the
video regarding the
chemical composition
of DNA.
https://www.youtube.c
Activity 4: DNA
Replication;
p.211
Activity 5: DNA
Transcription
.com/watch?v=LCtP
zGPrDeA
- https://www.youtub
e.com/watch?v=Mx
mu3phxSHw
om/watch?v=o_-6JXLY
S-k
D. Discussing new
concepts and practicing
new skills #1
Illustrate the parts of
the seed.
Create graphic
organizer on how
animal reproduce.
Describe the chemical
composition of DNA
List down important
enzymes in DNA
replication and describe
its function.
E. Discussing new
concepts and practicing
new skills #2
Draw and label Watson
and Crick Model of
DNA.
F. Developing mastery
(Leads to Formative
Assessment 3)
Discuss the
relationship of flowers,
fruits and seed
Determine how
examples of animals
reproduce?
Video clip: DNA
Replication
https://www.youtube.co
m/watch?v=G1AoVF3k
9Hg
Video clip: Protein
Synthesis
https://www.youtube.com
/watch?v=G1AoVF3k9Hg
G. Finding practical
applications of concepts
and skills in daily living
Explain the importance
of DNA in
reproduction.
Why is there a need for
DNA transcription?
H. Making
generalizations and
abstractions about the
lesson
Illustrate the
reproductive cycle of a
plant.
Make a concept map
of Animal
Reproduction.
Concept Map of
Chemical Composition
of DNA
List down and describe
important events in DNA
transcription
zGPrDeA
- https://www.youtub
e.com/watch?v=Mx
mu3phxSHw
om/watch?v=o_-6JXLY
S-k
D. Discussing new
concepts and practicing
new skills #1
Illustrate the parts of
the seed.
Create graphic
organizer on how
animal reproduce.
Describe the chemical
composition of DNA
List down important
enzymes in DNA
replication and describe
its function.
E. Discussing new
concepts and practicing
new skills #2
Draw and label Watson
and Crick Model of
DNA.
F. Developing mastery
(Leads to Formative
Assessment 3)
Discuss the
relationship of flowers,
fruits and seed
Determine how
examples of animals
reproduce?
Video clip: DNA
Replication
https://www.youtube.co
m/watch?v=G1AoVF3k
9Hg
Video clip: Protein
Synthesis
https://www.youtube.com
/watch?v=G1AoVF3k9Hg
G. Finding practical
applications of concepts
and skills in daily living
Explain the importance
of DNA in
reproduction.
Why is there a need for
DNA transcription?
H. Making
generalizations and
abstractions about the
lesson
Illustrate the
reproductive cycle of a
plant.
Make a concept map
of Animal
Reproduction.
Concept Map of
Chemical Composition
of DNA
List down and describe
important events in DNA
transcription
I. Evaluating learning
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
E. No. Of learners who
earned 80% in the
evaluation.
B. No. Of learners who
require additional activities
for remediation who
scored below 80%.
C. Did the remedial
lessons work? No. Of
learners who have caught
up with the lesson.
D. No. Of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
E. No. Of learners who
earned 80% in the
evaluation.
B. No. Of learners who
require additional activities
for remediation who
scored below 80%.
C. Did the remedial
lessons work? No. Of
learners who have caught
up with the lesson.
D. No. Of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of:
1. how genes work
2. how genetic engineering is used to produce novel products
The learners
demonstrate an
understanding of
nutrition: getting food to
cells
The learners demonstrate
understanding of gas
exchange with the
environment
B. Performance Standards
The learners shall be able to conduct a survey of products containing
substances that can trigger genetic disorders such as phenylketonuria
The learners shall be able to make a presentation of
some diseases that are associated with the various
organ systems
C. Learning
Competencies/Objectives
S11/12LT-IIej-16
explain how the
information in the DNA
allows the transfer of
genetic information and
synthesis of proteins
S11/12LT-IIej-17
describe the process of
genetic engineering
S11/12LT-IIej-18
conduct a survey of the
current uses of
genetically modified
organisms
S11/12LT-IIej-19
S11/12LT-IIIaj-20
explain the different
metabolic processes
involved in the various
organ systems
S11/12LT-IIIaj-21
describe the general and
S11/12LT-IIIaj-20
explain the different
metabolic processes
involved in the various
organ systems
S11/12LT-IIIaj-21
describe the general and
GRADES 11 TO 12
DAILY LESSON LOG
School Division of Biñan City Senior High School
Grade
Level
11
Teacher
Learning
Area
Earth and Life Science
Teaching Dates and
Time
Quarter
teachers?
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of:
1. how genes work
2. how genetic engineering is used to produce novel products
The learners
demonstrate an
understanding of
nutrition: getting food to
cells
The learners demonstrate
understanding of gas
exchange with the
environment
B. Performance Standards
The learners shall be able to conduct a survey of products containing
substances that can trigger genetic disorders such as phenylketonuria
The learners shall be able to make a presentation of
some diseases that are associated with the various
organ systems
C. Learning
Competencies/Objectives
S11/12LT-IIej-16
explain how the
information in the DNA
allows the transfer of
genetic information and
synthesis of proteins
S11/12LT-IIej-17
describe the process of
genetic engineering
S11/12LT-IIej-18
conduct a survey of the
current uses of
genetically modified
organisms
S11/12LT-IIej-19
S11/12LT-IIIaj-20
explain the different
metabolic processes
involved in the various
organ systems
S11/12LT-IIIaj-21
describe the general and
S11/12LT-IIIaj-20
explain the different
metabolic processes
involved in the various
organ systems
S11/12LT-IIIaj-21
describe the general and
GRADES 11 TO 12
DAILY LESSON LOG
School Division of Biñan City Senior High School
Grade
Level
11
Teacher
Learning
Area
Earth and Life Science
Teaching Dates and
Time
Quarter
evaluate the benefits
and risks of using
GMOs
unique characteristics of
the different organ
systems in
representative animals
unique characteristics of
the different organ
systems in representative
animals
II. CONTENT
PERPETUATION OF LIFE HOW ANIMALS SURVIVE ?
Genetics Digestive System Respiratory System
III. LEARNING
RESOURCES
Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna
Jamille Restubog
A. References
1. Teacher’s Guide
Pages
p. 245 - 248 p. 249 - 251 p. 252 - 253 p. 256 - 260 p. 260 - 264
2. Learner’s Material
Pages
p. 245 - 248 p. 249 - 251 p. 252 - 253 p. 256 - 260 p. 260 - 264
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR) portal
https://www.youtube.co
m/watch?v=G1AoVF3k
9Hg
https://www.youtube.co
m/watch?v=BK12dQq4
sJw
https://www.youtube.co
m/watch?v=2G-yUuiqIZ
0
Zumba video
Activity sheet: Respiratory
System
Poster of Smoker’s Body
B. Other Learning
Resources
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Functional Biology
Modular Approach by Lilia
M. Rabago, Ph.D.
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson Review on DNA
transcription
Video clip: What is
genetic engineering?
https://www.youtube.co
m/watch?v=BK12dQq4
sJw
Recall on how GMOs
created.
https://www.youtube.co
m/watch?v=2G-yUuiqIZ
0
NAME THAT PIC:
Different organ system
will be post to the class
and students will identify
the organ system.
Describe digestion
process.
and risks of using
GMOs
unique characteristics of
the different organ
systems in
representative animals
unique characteristics of
the different organ
systems in representative
animals
II. CONTENT
PERPETUATION OF LIFE HOW ANIMALS SURVIVE ?
Genetics Digestive System Respiratory System
III. LEARNING
RESOURCES
Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna
Jamille Restubog
A. References
1. Teacher’s Guide
Pages
p. 245 - 248 p. 249 - 251 p. 252 - 253 p. 256 - 260 p. 260 - 264
2. Learner’s Material
Pages
p. 245 - 248 p. 249 - 251 p. 252 - 253 p. 256 - 260 p. 260 - 264
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR) portal
https://www.youtube.co
m/watch?v=G1AoVF3k
9Hg
https://www.youtube.co
m/watch?v=BK12dQq4
sJw
https://www.youtube.co
m/watch?v=2G-yUuiqIZ
0
Zumba video
Activity sheet: Respiratory
System
Poster of Smoker’s Body
B. Other Learning
Resources
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Functional Biology
Modular Approach by Lilia
M. Rabago, Ph.D.
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson Review on DNA
transcription
Video clip: What is
genetic engineering?
https://www.youtube.co
m/watch?v=BK12dQq4
sJw
Recall on how GMOs
created.
https://www.youtube.co
m/watch?v=2G-yUuiqIZ
0
NAME THAT PIC:
Different organ system
will be post to the class
and students will identify
the organ system.
Describe digestion
process.
B. Establishing a purpose
for the lesson
Activity 7: Taking stand
with GMOs p. 251
Activity 8: Which is
GMO and which is not?
p. 252
Brainstorming: How
animals get nourishment
from the environment?
Let’s Go Zumba!
Have a 5 minutes zumba
activity and ask the
students to relate it to
breathing.
C. Presenting
examples/instances of the
new lesson
Activity 6:
DNA Translation
Showing different
genetically modified
organism and let
the students
describe each.
Brainstorming:
Cases of GMOs in
plants and animals
Let the students
evaluate the advantage
and disadvantage of the
given GMOs.
Activity 1:
Label and describe
the function of organs
of digestive system.
Activity 3:
Demonstration of
Breathing p. 263
D. Discussing new
concepts and practicing
new skills #1
Create codon that
translated into specific
protein.
Comic Strip Making:
Choose one interesting
GMOs product and
make a comic strip
showing it benefits to
human and society.
Activity 2:
Trace how digestive
process takes place.
Activity 4:
Label and describe the
function of organs of
digestive system
E. Discussing new
concepts and practicing
new skills #2
Presentation of
student’s output.
Discuss the breathing
process.
Compare internal
respiration and external
respiration.
F. Developing mastery
(Leads to Formative
Assessment 3)
Video clip: Protein
Synthesis
https://www.youtube.co
m/watch?v=G1AoVF3k
9Hg
Matching game:
Match digestive organ to
its function
Trace how gas exchange
takes place from the
environment and
throughout the body.
G. Finding practical Explain what will Brainstorming: Get Explain the importance Explain what will happen
for the lesson
Activity 7: Taking stand
with GMOs p. 251
Activity 8: Which is
GMO and which is not?
p. 252
Brainstorming: How
animals get nourishment
from the environment?
Let’s Go Zumba!
Have a 5 minutes zumba
activity and ask the
students to relate it to
breathing.
C. Presenting
examples/instances of the
new lesson
Activity 6:
DNA Translation
Showing different
genetically modified
organism and let
the students
describe each.
Brainstorming:
Cases of GMOs in
plants and animals
Let the students
evaluate the advantage
and disadvantage of the
given GMOs.
Activity 1:
Label and describe
the function of organs
of digestive system.
Activity 3:
Demonstration of
Breathing p. 263
D. Discussing new
concepts and practicing
new skills #1
Create codon that
translated into specific
protein.
Comic Strip Making:
Choose one interesting
GMOs product and
make a comic strip
showing it benefits to
human and society.
Activity 2:
Trace how digestive
process takes place.
Activity 4:
Label and describe the
function of organs of
digestive system
E. Discussing new
concepts and practicing
new skills #2
Presentation of
student’s output.
Discuss the breathing
process.
Compare internal
respiration and external
respiration.
F. Developing mastery
(Leads to Formative
Assessment 3)
Video clip: Protein
Synthesis
https://www.youtube.co
m/watch?v=G1AoVF3k
9Hg
Matching game:
Match digestive organ to
its function
Trace how gas exchange
takes place from the
environment and
throughout the body.
G. Finding practical Explain what will Brainstorming: Get Explain the importance Explain what will happen
applications of concepts
and skills in daily living
happen codes will not
be translated to protein.
student’s personal
reaction with the story
of Dolly the sheep. p.
251
of
GMOs to agriculture.
if food will not be
digested.
Brainstorming of student’s
reactions regarding
Smoker’s Body.
H. Making generalizations
and abstractions about
the lesson
Create graphic
organizer sequence of
events in DNA
translation
Create a graphic
organizer showing the
advantages and
disadvantages of
different GMOs.
Graphic Organizer:
Make a flow chart
showing digestion
process.
Briefly explain respiration
process.
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
F. No. Of learners who
earned 80% in the
evaluation.
B. No. Of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. Of learners who
have caught up with the
lesson.
D. No. Of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
and skills in daily living
happen codes will not
be translated to protein.
student’s personal
reaction with the story
of Dolly the sheep. p.
251
of
GMOs to agriculture.
if food will not be
digested.
Brainstorming of student’s
reactions regarding
Smoker’s Body.
H. Making generalizations
and abstractions about
the lesson
Create graphic
organizer sequence of
events in DNA
translation
Create a graphic
organizer showing the
advantages and
disadvantages of
different GMOs.
Graphic Organizer:
Make a flow chart
showing digestion
process.
Briefly explain respiration
process.
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
F. No. Of learners who
earned 80% in the
evaluation.
B. No. Of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. Of learners who
have caught up with the
lesson.
D. No. Of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
The learners
demonstrate an
understanding of
circulation: the
internal transport
system
The learners
demonstrate an
understanding of
a. the need for
homeostasis
b. salt and water
balance and
waste removal
The learners
demonstrate an
understanding of the
immune system:
defense from disease
The learners
demonstrate an
understanding of how
hormones govern body
activities
The learners
demonstrate an
understanding of
a. the nervous system
b. the body in motion
B. Performance Standards The learners shall be able to make a presentation of some diseases that are associated with the various organ systems
C. Learning
Competencies/Objectives
S11/12LT-IIIaj-20
explain the different
metabolic processes
involved in the various
organ systems
S11/12LT-IIIaj-20
explain the different
metabolic processes
involved in the various
organ systems
S11/12LT-IIIaj-20
explain the different
metabolic processes
involved in the various
organ systems
S11/12LT-IIIaj-20
explain the different
metabolic processes
involved in the various
organ systems
S11/12LT-IIIaj-20
explain the different
metabolic processes
involved in the various
organ systems
GRADES 11 TO 12
DAILY LESSON LOG
School Division of Biñan City Senior High School
Grade
Level
11
Teacher
Learning
Area
Earth and Life Science
Teaching Dates and
Time
Quarter Third Quarter
I. OBJECTIVES
A. Content Standards
The learners
demonstrate an
understanding of
circulation: the
internal transport
system
The learners
demonstrate an
understanding of
a. the need for
homeostasis
b. salt and water
balance and
waste removal
The learners
demonstrate an
understanding of the
immune system:
defense from disease
The learners
demonstrate an
understanding of how
hormones govern body
activities
The learners
demonstrate an
understanding of
a. the nervous system
b. the body in motion
B. Performance Standards The learners shall be able to make a presentation of some diseases that are associated with the various organ systems
C. Learning
Competencies/Objectives
S11/12LT-IIIaj-20
explain the different
metabolic processes
involved in the various
organ systems
S11/12LT-IIIaj-20
explain the different
metabolic processes
involved in the various
organ systems
S11/12LT-IIIaj-20
explain the different
metabolic processes
involved in the various
organ systems
S11/12LT-IIIaj-20
explain the different
metabolic processes
involved in the various
organ systems
S11/12LT-IIIaj-20
explain the different
metabolic processes
involved in the various
organ systems
GRADES 11 TO 12
DAILY LESSON LOG
School Division of Biñan City Senior High School
Grade
Level
11
Teacher
Learning
Area
Earth and Life Science
Teaching Dates and
Time
Quarter Third Quarter
S11/12LT-IIIaj-21
describe the general
and unique
characteristics of the
different organ systems
in representative
animals
S11/12LT-IIIaj-21
describe the general
and unique
characteristics of the
different organ systems
in representative
animals
S11/12LT-IIIaj-21
describe the general
and unique
characteristics of the
different organ systems
in representative
animals
S11/12LT-IIIaj-21
describe the general and
unique characteristics of
the different organ
systems in
representative animals
S11/12LT-IIIaj-21
describe the general and
unique characteristics of
the different organ
systems in representative
animals
II. CONTENT
HOW ANIMALS SURVIVE?
Circulatory System
Integumentary and
Excretory System
Immune System Endocrine System Nervous System
III. LEARNING
RESOURCES
Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna
Jamille Restubog
A. References
1. Teacher’s Guide
Pages
p. 265 – 270 p. 270 - 279 p. 279 -283 p. 283 - 289 p. 289 -297
2. Learner’s Material
Pages
p. 265 - 270 p. 270 - 279 p. 279 -283 p. 283 - 289 p. 289 -297
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR) portal
Human Heart Chart
https://www.youtube.co
m/watch?v=zQGOcOU
Bi6s&t=188s
B. Other Learning
Resources
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Functional Biology
Modular Approach by Lilia
M. Rabago, Ph.D.
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
How respiration process
takes place?
List down three
examples of the three
major waste of the
Match body waste that
corresponds to the
Describe the function of
immune system.
LOOP A WORD:
Find words related to
nervous system in the pool
describe the general
and unique
characteristics of the
different organ systems
in representative
animals
S11/12LT-IIIaj-21
describe the general
and unique
characteristics of the
different organ systems
in representative
animals
S11/12LT-IIIaj-21
describe the general
and unique
characteristics of the
different organ systems
in representative
animals
S11/12LT-IIIaj-21
describe the general and
unique characteristics of
the different organ
systems in
representative animals
S11/12LT-IIIaj-21
describe the general and
unique characteristics of
the different organ
systems in representative
animals
II. CONTENT
HOW ANIMALS SURVIVE?
Circulatory System
Integumentary and
Excretory System
Immune System Endocrine System Nervous System
III. LEARNING
RESOURCES
Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna
Jamille Restubog
A. References
1. Teacher’s Guide
Pages
p. 265 – 270 p. 270 - 279 p. 279 -283 p. 283 - 289 p. 289 -297
2. Learner’s Material
Pages
p. 265 - 270 p. 270 - 279 p. 279 -283 p. 283 - 289 p. 289 -297
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR) portal
Human Heart Chart
https://www.youtube.co
m/watch?v=zQGOcOU
Bi6s&t=188s
B. Other Learning
Resources
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Functional Biology
Modular Approach by Lilia
M. Rabago, Ph.D.
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
How respiration process
takes place?
List down three
examples of the three
major waste of the
Match body waste that
corresponds to the
Describe the function of
immune system.
LOOP A WORD:
Find words related to
nervous system in the pool
body:
a. solid waste
b. liquid waste
c. Gaseous waste
excretory organs. of letter and try to give
prior idea to the looped
words.
B. Establishing a purpose
for the lesson
How body wastes get
out of the body?
Why sick people can be
healed even without
medicine?
C. Presenting
examples/instances of the
new lesson
Present the different
organs that makes up
the circulatory system
NAME THAT PIC!
Presentation of
integumentary and
excretory organ.
Video clip:
https://www.youtube.co
m/watch?v=zQGOcOU
Bi6s&t=188s
Activity 10:
RELEX ACTION!
p. 296
D. Discussing new
concepts and practicing
new skills #1
Describe the function of
the following circulatory
organs:
a. Blood
b. Blood Vessels
c. Heart
Activity 5:
Tracing the Flow of
Blood through the Heart
Describe the important
function of the
integumentary and
excretory organs.
Activity 8:
Immune system
Activity 9:
Endocrine system
p. 285
Activity 11: The Nervous
System
A. Label and Describe
the functions of
parts of the brain
B. Describe the parts
of Nerve cells
E. Discussing new
concepts and practicing
new skills #2
Discuss how immune
system work
Relate the three major
components of nervous
system: brain, spinal cord
and nerve cells
a. solid waste
b. liquid waste
c. Gaseous waste
excretory organs. of letter and try to give
prior idea to the looped
words.
B. Establishing a purpose
for the lesson
How body wastes get
out of the body?
Why sick people can be
healed even without
medicine?
C. Presenting
examples/instances of the
new lesson
Present the different
organs that makes up
the circulatory system
NAME THAT PIC!
Presentation of
integumentary and
excretory organ.
Video clip:
https://www.youtube.co
m/watch?v=zQGOcOU
Bi6s&t=188s
Activity 10:
RELEX ACTION!
p. 296
D. Discussing new
concepts and practicing
new skills #1
Describe the function of
the following circulatory
organs:
a. Blood
b. Blood Vessels
c. Heart
Activity 5:
Tracing the Flow of
Blood through the Heart
Describe the important
function of the
integumentary and
excretory organs.
Activity 8:
Immune system
Activity 9:
Endocrine system
p. 285
Activity 11: The Nervous
System
A. Label and Describe
the functions of
parts of the brain
B. Describe the parts
of Nerve cells
E. Discussing new
concepts and practicing
new skills #2
Discuss how immune
system work
Relate the three major
components of nervous
system: brain, spinal cord
and nerve cells
F. Developing mastery
(Leads to Formative
Assessment 3)
Video clip:
Circulatory System
Relate excretion and
homeostasis.
Concept Mapping :
Immune system
Match body hormones
secreted to its producing
glands.
Relate the three major
components of nervous
system: brain, spinal cord
and nerve cells
G. Finding practical
applications of concepts
and skills in daily living
Discuss what happen to
patient suffering from
stroke.
Why people suffering
from urinary tract
infection (UTI) are
advised to drink buko
juice?
Explain how
lymphocytes works
when you have fever.
Explain how a single
man can lift heavy object
during emergency
cases.
Explain the situation of the
nervous system of a
comatose person or
unconscious person.
H. Making generalizations
and abstractions about
the lesson
Create a Concept map
showing the relationship
of blood, blood vessels
and heart.
How integumentary
system and excretory
system work together?
Concept Mapping :
Immune system
Concept Map: Nervous
System
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
G. No. Of learners who
earned 80% in the
evaluation.
B. No. Of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. Of learners who
have caught up with the
lesson.
(Leads to Formative
Assessment 3)
Video clip:
Circulatory System
Relate excretion and
homeostasis.
Concept Mapping :
Immune system
Match body hormones
secreted to its producing
glands.
Relate the three major
components of nervous
system: brain, spinal cord
and nerve cells
G. Finding practical
applications of concepts
and skills in daily living
Discuss what happen to
patient suffering from
stroke.
Why people suffering
from urinary tract
infection (UTI) are
advised to drink buko
juice?
Explain how
lymphocytes works
when you have fever.
Explain how a single
man can lift heavy object
during emergency
cases.
Explain the situation of the
nervous system of a
comatose person or
unconscious person.
H. Making generalizations
and abstractions about
the lesson
Create a Concept map
showing the relationship
of blood, blood vessels
and heart.
How integumentary
system and excretory
system work together?
Concept Mapping :
Immune system
Concept Map: Nervous
System
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
G. No. Of learners who
earned 80% in the
evaluation.
B. No. Of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. Of learners who
have caught up with the
lesson.
D. No. Of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
The learners
demonstrate an
understanding of
c. the nervous system
The learners
demonstrate an
understanding of
d. the body in motion
The learners
demonstrate an
understanding of
different organ
system.
The learners
demonstrate an
understanding of:
1. plant form and
function
a. Roots
b. Stem
c. Leaves
The learners
demonstrate an
understanding of:
1. plant form and
function
a. dermal tissue
b. Vascular
tissue
c. Ground tissue
B. Performance Standards
The learners shall be able to make a presentation of some diseases that are
associated with the various organ systems
The learners shall be able to:
design a setup on propagating plants using other
methods such as hydroponics and aeroponics
C. Learning
Competencies/Objectives
S11/12LT-IIIaj-20
explain the different
metabolic processes
involved in the various
organ systems
S11/12LT-IIIaj-21
S11/12LT-IIIaj-20
explain the different
metabolic processes
involved in the various
organ systems
S11/12LT-IIIaj-21
S11/12LT-IIIaj-22
Analyze and
appreciate the
functional relationships
of the different organ
systems in ensuring
S11/12LT-IIIaj-23
describe the structure
and function of the
different plant organs
S11/12LT-IIIaj-23
describe the structure and
function of the different
plant organs
GRADES 11 TO 12
DAILY LESSON LOG
School Division of Biñan City Senior High School
Grade
Level
11
Teacher
Learning
Area
Earth and Life Science
Teaching Dates and
Time
Quarter Third Quarter
I. OBJECTIVES
A. Content Standards
The learners
demonstrate an
understanding of
c. the nervous system
The learners
demonstrate an
understanding of
d. the body in motion
The learners
demonstrate an
understanding of
different organ
system.
The learners
demonstrate an
understanding of:
1. plant form and
function
a. Roots
b. Stem
c. Leaves
The learners
demonstrate an
understanding of:
1. plant form and
function
a. dermal tissue
b. Vascular
tissue
c. Ground tissue
B. Performance Standards
The learners shall be able to make a presentation of some diseases that are
associated with the various organ systems
The learners shall be able to:
design a setup on propagating plants using other
methods such as hydroponics and aeroponics
C. Learning
Competencies/Objectives
S11/12LT-IIIaj-20
explain the different
metabolic processes
involved in the various
organ systems
S11/12LT-IIIaj-21
S11/12LT-IIIaj-20
explain the different
metabolic processes
involved in the various
organ systems
S11/12LT-IIIaj-21
S11/12LT-IIIaj-22
Analyze and
appreciate the
functional relationships
of the different organ
systems in ensuring
S11/12LT-IIIaj-23
describe the structure
and function of the
different plant organs
S11/12LT-IIIaj-23
describe the structure and
function of the different
plant organs
GRADES 11 TO 12
DAILY LESSON LOG
School Division of Biñan City Senior High School
Grade
Level
11
Teacher
Learning
Area
Earth and Life Science
Teaching Dates and
Time
Quarter Third Quarter
describe the general
and unique
characteristics of the
different organ systems
in representative
animals
describe the general
and unique
characteristics of the
different organ systems
in representative
animals
animal survival
II. CONTENT
HOW ANIMALS SURVIVE? HOW PLANTS SURVIVE?
Skeletal System Muscular System
III. LEARNING
RESOURCES
Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna
Jamille Restubog
A. References
1. Teacher’s Guide
Pages
p. 297 – 307 p. 297 – 307 p. 309 -313 p. 314 - 317
2. Learner’s Material
Pages
p. 297 – 307 p. 297 – 307 p. 309 -313 p. 314 - 317
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR) portal
Prepared slides of different
plant tissue
B. Other Learning
Resources
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Functional Biology
Modular Approach by Lilia
M. Rabago, Ph.D.
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Recall the function of
each organ system
Have a tour in a garden
and let the students
observe a plant of their
interest.
Give the function of the
parts of the plant:
a. Root
b. Stem
c. Leaves
B. Establishing a purpose Activity 14: Conduct simple Brainstorming:
and unique
characteristics of the
different organ systems
in representative
animals
describe the general
and unique
characteristics of the
different organ systems
in representative
animals
animal survival
II. CONTENT
HOW ANIMALS SURVIVE? HOW PLANTS SURVIVE?
Skeletal System Muscular System
III. LEARNING
RESOURCES
Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna
Jamille Restubog
A. References
1. Teacher’s Guide
Pages
p. 297 – 307 p. 297 – 307 p. 309 -313 p. 314 - 317
2. Learner’s Material
Pages
p. 297 – 307 p. 297 – 307 p. 309 -313 p. 314 - 317
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR) portal
Prepared slides of different
plant tissue
B. Other Learning
Resources
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Functional Biology
Modular Approach by
Lilia M. Rabago, Ph.D.
Functional Biology
Modular Approach by Lilia
M. Rabago, Ph.D.
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Recall the function of
each organ system
Have a tour in a garden
and let the students
observe a plant of their
interest.
Give the function of the
parts of the plant:
a. Root
b. Stem
c. Leaves
B. Establishing a purpose Activity 14: Conduct simple Brainstorming:
for the lesson Knowing the Functions
of the Bones
p. 298
stretching exercises. How plants grow and
survive?
Imagine how water and
nutrients transport from
the root through the tip of
the plant.
C. Presenting
examples/instances of the
new lesson
Activity 16: Palpation
p. 301
Identify the parts of
the plants and give its
function.
D. Discussing new
concepts and practicing
new skills #1
Discuss different
types of muscle:
a. Skeletal muscle
b. Smooth muscle
c. Cardiac muscle
Create a comic strip
showing the
interconnection of the
different organ system
Compare monocot plant
and dicot plant.
Illustrate the root, stem
and leaf of a monocot
and dicot plants.
Laboratory Experiment:
Observing internal tissue
of a plant
a. Dermal tissue
b. Vascular tissue
c. Ground tissue
E. Discussing new
concepts and practicing
new skills #2
Presentation of
student’s output.
Describe the function of
different plant tissue and
its component cells.
F. Developing mastery
(Leads to Formative
Assessment 3)
Describe the function of
the Skeletal System
Activity 18. Types of
Muscles
p. 305
Concept map of dicot
and monocot plant.
How water and nutrients
transport from the root
through the tip of the
plant?
G. Finding practical
applications of concepts
and skills in daily living
Give the importance of
the roots, stem and
leaves of a plant.
Why do plant needs right
of moisture from the
environment?
H. Making generalizations
and abstractions about
the lesson
Label the parts of the
plants and give its
primary function.
Concept Map of Plants’
Internal Tissue
I. Evaluating learning
of the Bones
p. 298
stretching exercises. How plants grow and
survive?
Imagine how water and
nutrients transport from
the root through the tip of
the plant.
C. Presenting
examples/instances of the
new lesson
Activity 16: Palpation
p. 301
Identify the parts of
the plants and give its
function.
D. Discussing new
concepts and practicing
new skills #1
Discuss different
types of muscle:
a. Skeletal muscle
b. Smooth muscle
c. Cardiac muscle
Create a comic strip
showing the
interconnection of the
different organ system
Compare monocot plant
and dicot plant.
Illustrate the root, stem
and leaf of a monocot
and dicot plants.
Laboratory Experiment:
Observing internal tissue
of a plant
a. Dermal tissue
b. Vascular tissue
c. Ground tissue
E. Discussing new
concepts and practicing
new skills #2
Presentation of
student’s output.
Describe the function of
different plant tissue and
its component cells.
F. Developing mastery
(Leads to Formative
Assessment 3)
Describe the function of
the Skeletal System
Activity 18. Types of
Muscles
p. 305
Concept map of dicot
and monocot plant.
How water and nutrients
transport from the root
through the tip of the
plant?
G. Finding practical
applications of concepts
and skills in daily living
Give the importance of
the roots, stem and
leaves of a plant.
Why do plant needs right
of moisture from the
environment?
H. Making generalizations
and abstractions about
the lesson
Label the parts of the
plants and give its
primary function.
Concept Map of Plants’
Internal Tissue
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
H. No. Of learners who
earned 80% in the
evaluation.
B. No. Of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. Of learners who
have caught up with the
lesson.
D. No. Of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
application or remediation
V. REMARKS
VI. REFLECTION
H. No. Of learners who
earned 80% in the
evaluation.
B. No. Of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. Of learners who
have caught up with the
lesson.
D. No. Of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
The learners
demonstrate an
understanding of plant
growth and
development
The learners
demonstrate an
understanding of plant
growth and
development
B. Performance Standards
The learners shall be able to: design a setup on propagating plants using
other methods such as hydroponics and aeroponics
C. Learning
Competencies/Objectives
S11/12LT-IIIaj-24
Explain the different
metabolic processes
involved in the plant
organ systems
S11/12LT-IIIaj-24
Explain the different
metabolic processes
involved in the plant
organ systems
II. CONTENT
HOW PLANTS SURVIVE?
III. LEARNING Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna
GRADES 11 TO 12
DAILY LESSON LOG
School Division of Biñan City Senior High School
Grade
Level
11
Teacher
Learning
Area
Earth and Life Science
Teaching Dates and
Time
Quarter Third Quarter
I. OBJECTIVES
A. Content Standards
The learners
demonstrate an
understanding of plant
growth and
development
The learners
demonstrate an
understanding of plant
growth and
development
B. Performance Standards
The learners shall be able to: design a setup on propagating plants using
other methods such as hydroponics and aeroponics
C. Learning
Competencies/Objectives
S11/12LT-IIIaj-24
Explain the different
metabolic processes
involved in the plant
organ systems
S11/12LT-IIIaj-24
Explain the different
metabolic processes
involved in the plant
organ systems
II. CONTENT
HOW PLANTS SURVIVE?
III. LEARNING Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna
GRADES 11 TO 12
DAILY LESSON LOG
School Division of Biñan City Senior High School
Grade
Level
11
Teacher
Learning
Area
Earth and Life Science
Teaching Dates and
Time
Quarter Third Quarter
RESOURCES Jamille Restubog
A. References
1. Teacher’s Guide
Pages
p. 317 - 318
2. Learner’s Material
Pages
p. 317 - 318
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Label the different plant
tissue
Recall parts of
the plant
responsible for
growth and
development.
B. Establishing a purpose
for the lesson
How plant grows
and developed?
Inferring:
In an urban area there
is scarcity of available
land to cultivate crops
and plants. Think of a
possible way to have
continuous propagation
of plants.
A. References
1. Teacher’s Guide
Pages
p. 317 - 318
2. Learner’s Material
Pages
p. 317 - 318
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Label the different plant
tissue
Recall parts of
the plant
responsible for
growth and
development.
B. Establishing a purpose
for the lesson
How plant grows
and developed?
Inferring:
In an urban area there
is scarcity of available
land to cultivate crops
and plants. Think of a
possible way to have
continuous propagation
of plants.
C. Presenting
examples/instances of the
new lesson
Present different
picture of plant from
early form to adult
form and ask
students how they
changes their
physical
appearance.
D. Discussing new
concepts and practicing
new skills #1
Discuss the tissues
responsible for plants
growth: meritematic
tissue
Observe and label the
part of meristematic
tissue based on their
understanding of the
function of each part.
Design a setup on
propagating plants
using other methods
such as hydroponics
and aeroponics
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
Concept map: Plant
Growth and
Development
G. Finding practical
applications of concepts
and skills in daily living
How can you determine
the age of the plant or
tree?
H. Making generalizations
and abstractions about
the lesson
Describe cells that are
responsible for plant
growth and
development
I. Evaluating learning
J. Additional activities for
examples/instances of the
new lesson
Present different
picture of plant from
early form to adult
form and ask
students how they
changes their
physical
appearance.
D. Discussing new
concepts and practicing
new skills #1
Discuss the tissues
responsible for plants
growth: meritematic
tissue
Observe and label the
part of meristematic
tissue based on their
understanding of the
function of each part.
Design a setup on
propagating plants
using other methods
such as hydroponics
and aeroponics
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
Concept map: Plant
Growth and
Development
G. Finding practical
applications of concepts
and skills in daily living
How can you determine
the age of the plant or
tree?
H. Making generalizations
and abstractions about
the lesson
Describe cells that are
responsible for plant
growth and
development
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
I. No. Of learners who
earned 80% in the
evaluation.
B. No. Of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. Of learners who
have caught up with the
lesson.
D. No. Of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
V. REMARKS
VI. REFLECTION
I. No. Of learners who
earned 80% in the
evaluation.
B. No. Of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. Of learners who
have caught up with the
lesson.
D. No. Of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the evidence for evolution and the origin and extinction of species
B. Performance Standards The learners shall be able to design a poster tracing the evolutionary changes in a crop plat that occurred through domestication
C. Learning
Competencies/Objectives
S11/12LT-IVfg-25
The learners describe evidence of evolution such
as homology, DNA/protein sequences, plate
tectonics, fossil record, embryology, and artificial
selection/agriculture.
S11/12LT-IVfg-26
The learners explain
how population of
organisms has changed
over time showing
patterns of descent with
modification from
common ancestors to
produce the organismal
diversity observed
today.
S11/12LT-IVfg-27
The learners describe
how present system of
classification of
organism is based on
evolutionary relationship.
The learners design a
poster tracing the
evolutionary changes in a
crop plat that occurred
through domestication.
School
Grade
Level
11
Teacher
Learning
Area
Earth and Life Science
Teaching Dates and
Time
Quarter
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the evidence for evolution and the origin and extinction of species
B. Performance Standards The learners shall be able to design a poster tracing the evolutionary changes in a crop plat that occurred through domestication
C. Learning
Competencies/Objectives
S11/12LT-IVfg-25
The learners describe evidence of evolution such
as homology, DNA/protein sequences, plate
tectonics, fossil record, embryology, and artificial
selection/agriculture.
S11/12LT-IVfg-26
The learners explain
how population of
organisms has changed
over time showing
patterns of descent with
modification from
common ancestors to
produce the organismal
diversity observed
today.
S11/12LT-IVfg-27
The learners describe
how present system of
classification of
organism is based on
evolutionary relationship.
The learners design a
poster tracing the
evolutionary changes in a
crop plat that occurred
through domestication.
School
Grade
Level
11
Teacher
Learning
Area
Earth and Life Science
Teaching Dates and
Time
Quarter
II. CONTENT
Evidence of Evolution Origin and Extinction
of Species
Specification and Origin of Species
III. LEARNING
RESOURCES
Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna
Jamille Restubog
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material
Pages
p. 321-339 p. 340-345 p. 345-358
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR) portal
http://www-personal.umich.edu/~gingeric/PDGwh
ales/Whales.htm
https://www.boundles,c
om/biology/textbooks/b
oundles-biology-textboo
k/evolution-and-the-orig
in-of-species-18/formati
on-of-new-species-125/
allopatric-speciation-50
2-11728/
http://ww.philippinestamp
s.net/RP2010-Beetles.ht
ml
B. Other Learning
Resources
Earth and Life Science for Senior High School, Salandana, et al., LoriMar Publishing Inc, Manila, Philippines copyright 2016
SciLinks(TIMSS-Based Learning Materials), Martinez, Merryland Piblishing Corporation, Mandaluyong City copyright 2007
Earth and Life Science for Senior High School, Bayo-ang et al., Educational Resources Corporation, Quezon City,
Philippines copyright 2016
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Let the students will do
the pre-activity. They
will fill up the K-W in the
K-W-L Chart with the
information required.
Make a recapitulation
of the lesson about
homology and
evolution
Let the students recall
their stock knowledge
about theories of
evolution.
Show to the class the
pictures of seven
species of
honeycreepers that
evolved from a single
Review of the lesson about
extinction of species.
Evidence of Evolution Origin and Extinction
of Species
Specification and Origin of Species
III. LEARNING
RESOURCES
Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna
Jamille Restubog
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material
Pages
p. 321-339 p. 340-345 p. 345-358
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR) portal
http://www-personal.umich.edu/~gingeric/PDGwh
ales/Whales.htm
https://www.boundles,c
om/biology/textbooks/b
oundles-biology-textboo
k/evolution-and-the-orig
in-of-species-18/formati
on-of-new-species-125/
allopatric-speciation-50
2-11728/
http://ww.philippinestamp
s.net/RP2010-Beetles.ht
ml
B. Other Learning
Resources
Earth and Life Science for Senior High School, Salandana, et al., LoriMar Publishing Inc, Manila, Philippines copyright 2016
SciLinks(TIMSS-Based Learning Materials), Martinez, Merryland Piblishing Corporation, Mandaluyong City copyright 2007
Earth and Life Science for Senior High School, Bayo-ang et al., Educational Resources Corporation, Quezon City,
Philippines copyright 2016
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Let the students will do
the pre-activity. They
will fill up the K-W in the
K-W-L Chart with the
information required.
Make a recapitulation
of the lesson about
homology and
evolution
Let the students recall
their stock knowledge
about theories of
evolution.
Show to the class the
pictures of seven
species of
honeycreepers that
evolved from a single
Review of the lesson about
extinction of species.
(See the attachment A). species.
(see attachment E)
B. Establishing a purpose
for the lesson
Pretest
Earth and Life Science
for Senior High
School, Bayo-ang et
al., Educational
Resources Corporation,
Quezon City,
Philippines
copyright 2016
pp.322-325
Interpret the result of
the pretest conducted
the other day
Introduce Charles
Darwin and his book
“The Origin of Species”.
The Writings of Charles
Darwin on the Web
Ask the students to study
each species. Let them
write down their
observations.
Present to the class the
following key questions:
1. What is extinction?
2. What drives plants
and animals to
extinction?
C. Presenting
examples/instances of the
new lesson
Ask the students to
study the pictures with a
caption “Who we are
and who we were?
(See attachment B)
Make a connection of
the previous topic to
other evidences of
evolution.
Ask the students to
make a concept map to
generate words or
phrases that best
describe or explain their
idea regarding
evolution.
(see attachment D)
Ask the students the
following questions:
1. Why do they have
different beaks?
2. What environmental
factors have caused
these differences to
develop?
3. What adoptive
heritable trait is
shown?
(see attachment E)
B. Establishing a purpose
for the lesson
Pretest
Earth and Life Science
for Senior High
School, Bayo-ang et
al., Educational
Resources Corporation,
Quezon City,
Philippines
copyright 2016
pp.322-325
Interpret the result of
the pretest conducted
the other day
Introduce Charles
Darwin and his book
“The Origin of Species”.
The Writings of Charles
Darwin on the Web
Ask the students to study
each species. Let them
write down their
observations.
Present to the class the
following key questions:
1. What is extinction?
2. What drives plants
and animals to
extinction?
C. Presenting
examples/instances of the
new lesson
Ask the students to
study the pictures with a
caption “Who we are
and who we were?
(See attachment B)
Make a connection of
the previous topic to
other evidences of
evolution.
Ask the students to
make a concept map to
generate words or
phrases that best
describe or explain their
idea regarding
evolution.
(see attachment D)
Ask the students the
following questions:
1. Why do they have
different beaks?
2. What environmental
factors have caused
these differences to
develop?
3. What adoptive
heritable trait is
shown?
D. Discussing new
concepts and practicing
new skills #1
Discuss the Homology
and Evolution.
Discuss the
DNA/protein
sequences and
evolution.
Discuss the following
factors that bring about
organismal diversity:
-Mutation
-Genetic drift
-Gene flow
Discuss the four types of
speciation in nature:
-Allopatric
-Peripatric
-Sympatric
-Artificial
E. Discussing new
concepts and practicing
new skills #2
Discuss the fossil
records and evolution.
Ask the students to give
their insight about the
following:
-Natural selection
-Speciation
-Adaptation
Ask them if they could
also include the above
mentioned concepts as
factors that bring about
organismal diversity.
Discuss the concepts of
speciation
F. Developing mastery
(Leads to Formative
Assessment 3)
Let the students do the
activity 1, “ It’s All in the
Bones!”.
Earth and Life Science
Ask the students to do
the activity 3, “Let’s Fit
Together”.
Earth and Life Science
Let the students
analyze the pictures in
the Activity 8, “The
Fittest Win”, to grasp
the concept of evolution
Let the students perform
the activity 9, “Let Us
Separate to Form a New
One”.
Let the students perform
the activity 9 on the
textbook about “What is
your ExQ to measure their
knowledge on plants and
concepts and practicing
new skills #1
Discuss the Homology
and Evolution.
Discuss the
DNA/protein
sequences and
evolution.
Discuss the following
factors that bring about
organismal diversity:
-Mutation
-Genetic drift
-Gene flow
Discuss the four types of
speciation in nature:
-Allopatric
-Peripatric
-Sympatric
-Artificial
E. Discussing new
concepts and practicing
new skills #2
Discuss the fossil
records and evolution.
Ask the students to give
their insight about the
following:
-Natural selection
-Speciation
-Adaptation
Ask them if they could
also include the above
mentioned concepts as
factors that bring about
organismal diversity.
Discuss the concepts of
speciation
F. Developing mastery
(Leads to Formative
Assessment 3)
Let the students do the
activity 1, “ It’s All in the
Bones!”.
Earth and Life Science
Ask the students to do
the activity 3, “Let’s Fit
Together”.
Earth and Life Science
Let the students
analyze the pictures in
the Activity 8, “The
Fittest Win”, to grasp
the concept of evolution
Let the students perform
the activity 9, “Let Us
Separate to Form a New
One”.
Let the students perform
the activity 9 on the
textbook about “What is
your ExQ to measure their
knowledge on plants and
for Senior High School,
Bayo-ang et al.,
Educational Resources
Corporation, Quezon
City, Philippines
copyright 2016
pp.326-327
for Senior High School,
Bayo-ang et al.,
Educational Resources
Corporation, Quezon
City, Philippines
copyright 2016
pp.329-330
by natural selection.
Earth and Life Science
for Senior High School,
Bayo-ang et al.,
Educational Resources
Corporation, Quezon
City, Philippines
copyright 2016
pp.343-346
Earth and Life Science
for Senior High School,
Bayo-ang et al.,
Educational Resources
Corporation, Quezon
City, Philippines
copyright 2016
pp.348-349
animals that are no longer
in existence or has no
living members.
(See attachment F for the
scoring system nd Guide
questions)
Earth and Life Science for
Senior High School,
Bayo-ang et al.,
Educational Resources
Corporation, Quezon City,
Philippines
copyright 2016
pp.351-352
G. Finding practical
applications of concepts
and skills in daily living
Ask the students to
answer the question,
what is man’s role in the
process of extinction?
Ask the students to design
a poster tracing the
evolutionary changes in a
crop plat that occurred
through domestication. Let
all the members of the
group participate in the
presentation.
H. Making generalizations
and abstractions about
the lesson
Ask the students to
answer the following
questions:
Let the students fill up
the L in their K-W-L
Chart with the
Ask the students to
answer all the questions
in activity 8 from part 1
Let the students present
the activity output in the
class.
Bayo-ang et al.,
Educational Resources
Corporation, Quezon
City, Philippines
copyright 2016
pp.326-327
for Senior High School,
Bayo-ang et al.,
Educational Resources
Corporation, Quezon
City, Philippines
copyright 2016
pp.329-330
by natural selection.
Earth and Life Science
for Senior High School,
Bayo-ang et al.,
Educational Resources
Corporation, Quezon
City, Philippines
copyright 2016
pp.343-346
Earth and Life Science
for Senior High School,
Bayo-ang et al.,
Educational Resources
Corporation, Quezon
City, Philippines
copyright 2016
pp.348-349
animals that are no longer
in existence or has no
living members.
(See attachment F for the
scoring system nd Guide
questions)
Earth and Life Science for
Senior High School,
Bayo-ang et al.,
Educational Resources
Corporation, Quezon City,
Philippines
copyright 2016
pp.351-352
G. Finding practical
applications of concepts
and skills in daily living
Ask the students to
answer the question,
what is man’s role in the
process of extinction?
Ask the students to design
a poster tracing the
evolutionary changes in a
crop plat that occurred
through domestication. Let
all the members of the
group participate in the
presentation.
H. Making generalizations
and abstractions about
the lesson
Ask the students to
answer the following
questions:
Let the students fill up
the L in their K-W-L
Chart with the
Ask the students to
answer all the questions
in activity 8 from part 1
Let the students present
the activity output in the
class.
1. How do we know
that evolution or
the process of
evolution really
happened?
2. What is the
evidence that
would lend
support to it?
information required.
(See the attached
activity sheet).
(use attachment A)
to 3.
Earth and Life Science
for Senior High School,
Bayo-ang et al.,
Educational Resources
Corporation, Quezon
City, Philippines
copyright 2016
pp.343-346
Posttest
Earth and Life Science for
Senior High School,
Bayo-ang et al.,
Educational Resources
Corporation, Quezon City,
Philippines
copyright 2016
pp.357-358
I. Evaluating learning Give the students a
short quiz (Formative
Assessment).
Summative
assessment
(see attachment C)
Give the students a
formative assessment
based on the result of
the activity (see rubrics
on how group work is
graded)
Assess the performance of
the students in designing a
poster activity.
(see attachment G for the
rubrics)
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
J. No. Of learners who
earned 80% in the
evaluation.
B. No. Of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
that evolution or
the process of
evolution really
happened?
2. What is the
evidence that
would lend
support to it?
information required.
(See the attached
activity sheet).
(use attachment A)
to 3.
Earth and Life Science
for Senior High School,
Bayo-ang et al.,
Educational Resources
Corporation, Quezon
City, Philippines
copyright 2016
pp.343-346
Posttest
Earth and Life Science for
Senior High School,
Bayo-ang et al.,
Educational Resources
Corporation, Quezon City,
Philippines
copyright 2016
pp.357-358
I. Evaluating learning Give the students a
short quiz (Formative
Assessment).
Summative
assessment
(see attachment C)
Give the students a
formative assessment
based on the result of
the activity (see rubrics
on how group work is
graded)
Assess the performance of
the students in designing a
poster activity.
(see attachment G for the
rubrics)
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
J. No. Of learners who
earned 80% in the
evaluation.
B. No. Of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. Of learners who
have caught up with the
lesson.
D. No. Of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
have caught up with the
lesson.
D. No. Of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of the principles of ecosystem, biotic potential and environmental resistance, terrestrial
and aquatic ecosystems and how human activities affect the natural ecosystem.
B. Performance Standards
The learners shall be able to prepare an action plan containing mitigation measures to address current environmental concerns and
challenges in the community
C. Learning
Competencies/Objectives
S11/12LT-IVhj-28
The learners describe the principles of the
ecosystem
S11/12LT-IVhj-29
The learners categorize
the different biotic
potential and
environmental
resistance that affect
population explosion
S11/12LT-IVhj-30
The learners describe
how the different
terrestrial and aquatic
ecosystems are
interlinked with one
another
The learners prepare an
action plan containing
mitigation measures to
address current
environmental concerns
and challenges in the
community
II. CONTENT
The Ecosystem Biotic and Abiotic
Components of an
Terrestrial and Aquatic
Ecosystem
Summative Assessment
School
Grade
Level
11
Teacher
Learning
Area
Earth and Life Science
Teaching Dates and
Time
Quarter
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of the principles of ecosystem, biotic potential and environmental resistance, terrestrial
and aquatic ecosystems and how human activities affect the natural ecosystem.
B. Performance Standards
The learners shall be able to prepare an action plan containing mitigation measures to address current environmental concerns and
challenges in the community
C. Learning
Competencies/Objectives
S11/12LT-IVhj-28
The learners describe the principles of the
ecosystem
S11/12LT-IVhj-29
The learners categorize
the different biotic
potential and
environmental
resistance that affect
population explosion
S11/12LT-IVhj-30
The learners describe
how the different
terrestrial and aquatic
ecosystems are
interlinked with one
another
The learners prepare an
action plan containing
mitigation measures to
address current
environmental concerns
and challenges in the
community
II. CONTENT
The Ecosystem Biotic and Abiotic
Components of an
Terrestrial and Aquatic
Ecosystem
Summative Assessment
School
Grade
Level
11
Teacher
Learning
Area
Earth and Life Science
Teaching Dates and
Time
Quarter
Ecosystem
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
p. 359 – 366 p. 367-374 p. 375-376
2. Learner’s Material
Pages
p. 133 – 134 p. 134 – 137 p.138-143
3. Textbook Pages p. 359 – 363 p. 363 – 366 p.366-375
4. Additional Materials
from Learning
Resources (LR) portal
https://www.cbd.int/ecosystem/principles/shtml
http://www.portal.enviro
nment.arizona.edu/even
ts/1439
www.roebuckclasses.co
m/105/physical/biomes/g
rassland/tempgrassland.
htm
B. Other Learning
Resources
- Earth and Life Science for Senior High School, Salandana, et al., LoriMar Publishing Inc, Manila, Philippines copyright 2016
- SciLinks(TIMSS-Based Learning Materials), Martinez, Merryland Piblishing Corporation, Mandaluyong City copyright 2007
-Earth and Life Science for Senior High School, Bayo-ang et al., Educational Resources Corporation, Quezon City,
Philippines copyright 2016
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Review on classification
of species as mentioned
in the specification and
origin of species.
Recall the idea about
components/factors in
the ecosystem
Ask the students to
name at least 5
organisms and describe
their habitat
Wrap up the lesson about
interaction and
interdependence
B. Establishing a purpose
for the lesson
Pretest
Earth and Life Science
Ask the students of
their ideas about
natural and man-made
ecosystem.
Allow the students to go
out and observe and list
down anything in the
surroundings.
Show to the class the
pictures of different types
of ecosystem. The
students will arrange the
jumbled letters given for
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
p. 359 – 366 p. 367-374 p. 375-376
2. Learner’s Material
Pages
p. 133 – 134 p. 134 – 137 p.138-143
3. Textbook Pages p. 359 – 363 p. 363 – 366 p.366-375
4. Additional Materials
from Learning
Resources (LR) portal
https://www.cbd.int/ecosystem/principles/shtml
http://www.portal.enviro
nment.arizona.edu/even
ts/1439
www.roebuckclasses.co
m/105/physical/biomes/g
rassland/tempgrassland.
htm
B. Other Learning
Resources
- Earth and Life Science for Senior High School, Salandana, et al., LoriMar Publishing Inc, Manila, Philippines copyright 2016
- SciLinks(TIMSS-Based Learning Materials), Martinez, Merryland Piblishing Corporation, Mandaluyong City copyright 2007
-Earth and Life Science for Senior High School, Bayo-ang et al., Educational Resources Corporation, Quezon City,
Philippines copyright 2016
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Review on classification
of species as mentioned
in the specification and
origin of species.
Recall the idea about
components/factors in
the ecosystem
Ask the students to
name at least 5
organisms and describe
their habitat
Wrap up the lesson about
interaction and
interdependence
B. Establishing a purpose
for the lesson
Pretest
Earth and Life Science
Ask the students of
their ideas about
natural and man-made
ecosystem.
Allow the students to go
out and observe and list
down anything in the
surroundings.
Show to the class the
pictures of different types
of ecosystem. The
students will arrange the
jumbled letters given for
for Senior High School,
Bayo-ang et al.,
Educational Resources
Corporation, Quezon
City, Philippines
copyright 2016
pp.360-362
(See attachment E) each picture.
C. Presenting
examples/instances of the
new lesson
Present in class the
objectives of the
chapter.
(See attachment A)
Let the students
analyze the pictures of
tropical rainforest and
mango orchard.
(See attachment B)
Let the students classify
the things they
observed as to biotic or
abiotic.
(See attachment E)
Present the topic by
revealing what type of
ecosystem is in the
pictures.
D. Discussing new
concepts and practicing
new skills #1
Discuss the meaning of
ecosystem according to
the different authors.
Discuss the 12
principles of ecosystem.
(See the link)
https://www.cbd.int/ecos
ystem/principles/shtml
Discuss the types of
ecosystem
-Natural ecosystem
-Man-made ecosystem
Discuss the difference
between biotic and
abiotic components in
the ecosystem
Discuss the different
terrestrial and aquatic
ecosystem such as:
-Tundra
-Taiga
-Forest
-Grassland
Briefly discuss the
mitigation measures to
address current
environmental concerns
and challenges in the
community.
E. Discussing new
concepts and practicing
new skills #2
Discuss the Biotic
Potential and
Environmental
Resistance.
Discuss other terrestrial
and aquatic ecosystem
such as:
-Desserts
-Tropical rainforest
-Marine Biome
-Freshwater Biome
Bayo-ang et al.,
Educational Resources
Corporation, Quezon
City, Philippines
copyright 2016
pp.360-362
(See attachment E) each picture.
C. Presenting
examples/instances of the
new lesson
Present in class the
objectives of the
chapter.
(See attachment A)
Let the students
analyze the pictures of
tropical rainforest and
mango orchard.
(See attachment B)
Let the students classify
the things they
observed as to biotic or
abiotic.
(See attachment E)
Present the topic by
revealing what type of
ecosystem is in the
pictures.
D. Discussing new
concepts and practicing
new skills #1
Discuss the meaning of
ecosystem according to
the different authors.
Discuss the 12
principles of ecosystem.
(See the link)
https://www.cbd.int/ecos
ystem/principles/shtml
Discuss the types of
ecosystem
-Natural ecosystem
-Man-made ecosystem
Discuss the difference
between biotic and
abiotic components in
the ecosystem
Discuss the different
terrestrial and aquatic
ecosystem such as:
-Tundra
-Taiga
-Forest
-Grassland
Briefly discuss the
mitigation measures to
address current
environmental concerns
and challenges in the
community.
E. Discussing new
concepts and practicing
new skills #2
Discuss the Biotic
Potential and
Environmental
Resistance.
Discuss other terrestrial
and aquatic ecosystem
such as:
-Desserts
-Tropical rainforest
-Marine Biome
-Freshwater Biome
F. Developing mastery
(Leads to Formative
Assessment 3)
Perform the activity 1,
“Take a Snap, Post and
Share to Earn Likes”.
Earth and Life Science
for Senior High School,
Bayo-ang et al.,
Educational Resources
Corporation, Quezon
City, Philippines
copyright 2016
pp.366
Ask the students to
explain the difference
between biotic and
abiotic components in
the ecosystem.
Video clip about
terrestrial and aquatic
ecosystem (See the link)
Ask the students to
prepare an action plan
containing mitigation
measures to address
current environmental
concerns and challenges
in the community(see
attached rubrics)
G. Finding practical
applications of concepts
and skills in daily living
Let the students think
and share their
knowledge about the
importance of the
ecosystem.
Ask the students to list
down some living
things and non-living
things that they see
inside their classroom.
They will describe
briefly what they
observe.
(See Attachment C)
Appreciate the
importance of terrestrial
and aquatic ecosystem
H. Making generalizations
and abstractions about
the lesson
. Ask the students to
answer the follow up
questions
(see attachment D)
Explain the importance
of the components in
the ecosystem. Might as
well mention the
balance in nature.
Ask the students to
differentiate terrestrial
and aquatic ecosystem
I. Evaluating learning Short quiz (formative
assessment)
Summative assessment
based on the result of
Posttest
(Leads to Formative
Assessment 3)
Perform the activity 1,
“Take a Snap, Post and
Share to Earn Likes”.
Earth and Life Science
for Senior High School,
Bayo-ang et al.,
Educational Resources
Corporation, Quezon
City, Philippines
copyright 2016
pp.366
Ask the students to
explain the difference
between biotic and
abiotic components in
the ecosystem.
Video clip about
terrestrial and aquatic
ecosystem (See the link)
Ask the students to
prepare an action plan
containing mitigation
measures to address
current environmental
concerns and challenges
in the community(see
attached rubrics)
G. Finding practical
applications of concepts
and skills in daily living
Let the students think
and share their
knowledge about the
importance of the
ecosystem.
Ask the students to list
down some living
things and non-living
things that they see
inside their classroom.
They will describe
briefly what they
observe.
(See Attachment C)
Appreciate the
importance of terrestrial
and aquatic ecosystem
H. Making generalizations
and abstractions about
the lesson
. Ask the students to
answer the follow up
questions
(see attachment D)
Explain the importance
of the components in
the ecosystem. Might as
well mention the
balance in nature.
Ask the students to
differentiate terrestrial
and aquatic ecosystem
I. Evaluating learning Short quiz (formative
assessment)
Summative assessment
based on the result of
Posttest
the activity
Earth and Life Science for
Senior High School,
Bayo-ang et al.,
Educational Resources
Corporation, Quezon City,
Philippines
copyright 2016
pp.375-376
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
K. No. Of learners who
earned 80% in the
evaluation.
B. No. Of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. Of learners who
have caught up with the
lesson.
D. No. Of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Earth and Life Science for
Senior High School,
Bayo-ang et al.,
Educational Resources
Corporation, Quezon City,
Philippines
copyright 2016
pp.375-376
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
K. No. Of learners who
earned 80% in the
evaluation.
B. No. Of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work? No. Of learners who
have caught up with the
lesson.
D. No. Of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
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