Grade

School 11
Level
DAILY LESSON LOG Learning
Teacher Earth and Life Science
Area
Teaching Dates and
Quarter
Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES

The learner demonstrates an understanding of ;

1. the historical development of the concept of life
A. Content Standards
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.

describe how unifying

explain the evolving describe classic themes (e.g., structure
concept of life experiments that and function, evolution,
based on emerging model conditions and ecosystems) in the
C. Learning
pieces of evidence which may have study of life show the
Competencies/Objectives
enabled the first connections among
forms to evolve living things and how
they interact with each
other and with their
environment
II. CONTENT INTRODUCTION TO LIFE
III. LEARNING Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and
RESOURCES Anna
Jamille Restubog
A. References
1. Teacher’s Guide
p. 179 - 183 p. 183 - 186 p. 187 - 189 191 - 192
Pages
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 Earth & Life Sciences Earth & Life Sciences Earth & Life Sciences Earth & Life Sciences for Earth & Life Sciences for
Resources for SHS (G. for SHS (G. for SHS (G. SHS (G. Salandanan et SHS (G. Salandanan et
Salandanan et al.), Salandanan et al.), Salandanan et al.), al.), al.),

Functional Biology Functional Biology Functional Biology Functional Biology Functional Biology
Modular Approach by Modular Approach by Modular Approach by Modular Approach by Modular Approach by Lilia
Lilia M. Rabago, Lilia M. Rabago, Lilia M. Rabago, Lilia M. Rabago, M. Rabago, Ph.D.
Ph.D. Ph.D. Ph.D. Ph.D.
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the Recall students Re-arrange pictures
new lesson knowledge about the showing evolution
existence of life on of life on earth.
earth through “FACT or
BLUFF Activity”

B. Establishing a purpose
for the lesson Pretest about “BELIEVE OR NOT
Introduction of life STATEMENT”
Present statement
about classical
experiment and let
 students give their
stand.
C. Presenting
examples/instances of the “4 PICS 1 WORD” Group Activity: Each
new lesson Present picture showing group is tasked to
concept of life. study each classical
experiment and
present it to the class.
D. Discussing new
concepts and practicing Create a graphic Study and analyze
new skills #1 organizer showing how scientist
student’s idea perform and
about concept of proposed their
Create poster showing
life. ideas that model
how to value life by taking
conditions which
good care of all beings,
may have enabled
humans, plants, and
the first forms to
animals
evolve. After 20
minutes they will
present it to the
class through role
playing.

Presentation and
E. Discussing new critiquing of timeline
concepts and practicing created by each group. Presentation and
new skills #2 critiquing of role
play presented by
each group.
F. Developing mastery Summing up students Presentation of group
(Leads to Formative .
ideas about concept of output.
Assessment 3) life.
G. Finding practical
applications of concepts Explain what makes life Explain how classical Explain the
and skills in daily living amazing? experiments help to importance of tracing
discover the existence previous life form to
of life that we have present living.
today.
H. Making generalizations What are important
and abstractions about characteristics of living Making analogy Summarize changes in
the lesson things that allows them between scientist and life form through
to survive? classical experiments period of time.
that model conditions
which may have
enabled the first forms
to evolve.
I. Evaluating learning Rubrics for Poster Making
Rubrics for group Rubrics for role
presentation. playing.

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%.
 GRADES 11 TO 12 Grade
School Division of Biñan City Senior High School 11
DAILY LESSON LOG Level
Learning
Teacher Earth and Life Science
Area
Teaching Dates and Quarter Third Quarter

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?
 Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learners demonstrate an
understanding of:
1. the cell as the basic unit of life
A. Content Standards
2. how photosynthetic organisms capture light energy to form sugar molecules
3. how organisms obtain and utilize energy

The learners shall be able to make a poster that shows the complementary relationship of photosynthesis and cellular respiration
B. Performance Standards

S11/12LT-IIbd-4 S11/12LT-IIbd-4 S11/12LT-IIbd-4 S11/12LT-IIbd-4

S11/12LT-IIbd-4
C. Learning explain how cells carry explain how cells carry explain how cells carry explain how cells carry
explain how cells carry
Competencies/Objectives out functions required out functions required out functions required out functions required for
out functions required
for life for life for life life
for life

BIOENERGETICS
II. CONTENT
III. LEARNING Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna
RESOURCES Jamille Restubog
A. References
1. Teacher’s Guide
p.197 – 199 p.199 – 202
Pages
2. Learner’s Material p.197 – 199
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 Compare and contrast
Brainstorming:
new lesson State the cell theory plant cell and animal Describe diffusion
Briefly narrate how life Match cell organelles to
cell based on size,
begins on earth. its function.
shape and organelles
present
on it.
B. Establishing a purpose
for the lesson Simulation: Simple Inferring: Recall your
Pre-test “LOOP A WORD
demonstration of experience during
Cell: The basic unit of ACTIVITY”: Find and
“Spot the Difference” diffusion in the summer when you take a
life encircle the parts of
surrounding using swim in sea or pool,
p.196 the cell in the letter
bottle of perfume. describe what you notice
pool.
in your finger.
C. Presenting
examples/instances of the PICTURE PUZZLE: Brainstorming: Show
new lesson Cell and its organelle. pictures of animal cell that
Make a timeline of the Briefly discuss the two Through the simulation
(After fixing the have been plasmolyzed.
discovery of cell. types of cell; Plant cell ask the student to
puzzle student will
and Animal cell describe diffusion.
label the parts of the
cell)
D. Discussing new
concepts and practicing Laboratory Experiment: Laboratory Experiment:
new skills #1 Laboratory
Diffusion in a Baggies Osmosis in Animal Cell
Experiment:
Describe the (https://www.biologycorn (Biology Laboratory
Comparing Plant
structure and function er.com/worksheets/diffus Manual p. 17-19 by E.
Cell and Animal
of different cell ionlab.html) Evangelista)
State the cell theory Cell (Biology
organelles.
based on the discovery Laboratory Manual
of the cell. p. 11-14 by
E. Evangelista)
E. Discussing new
concepts and practicing Draw and Label the
Discuss the structure
new skills #2 structure of plant Post Laboratory Analysis Post Laboratory Analysis
and function of the cell
and animal cell
to the class.
observed
under the microscope.
F. Developing mastery
Compare and contrast
(Leads to Formative
Describe cell as a basic Compare cell to a the illustration of the
Assessment 3) Video clip: Osmosis in
unit of life warehouse factory. structure of Plant cell
Video clip: Diffusion Animal Cell
and Animal cell.
G. Finding practical
applications of concepts Cite happenings on cell In what way is osmosis
Explain the importance important in the
and skills in daily living showing the
of each organelles to preservation of food
importance of diffusion.
the cell. 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?
 GRADES 11 TO 12 Grade
School Division of Biñan City Senior High School 11
DAILY LESSON LOG Level
Learning
Teacher Earth and Life Science
Area
Teaching Dates and
Quarter Third Quarter
Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learners demonstrate an
understanding of:
1. the cell as the basic unit of life
A. Content Standards
2. how photosynthetic organisms capture light energy to form sugar molecules
3. how organisms obtain and utilize energy

The learners shall be able to make a poster that shows the complementary relationship of photosynthesis and cellular respiration
B. Performance Standards
S11/12LT-IIbd-5 S11/12LT-IIbd-5

explain how explain how

photosynthetic photosynthetic organisms
S11/12LT-IIbd-4 S11/12LT-IIbd-4
S11/12LT-IIbd-4 organisms use light use light energy to
energy to combine combine carbon dioxide
C. Learning explain how cells carry explain how cells carry
explain how cells carry carbon dioxide and and water to form
Competencies/Objectives out functions required out functions required
out functions required water to form energy- energy-rich compounds
for life for life
for life rich compounds
S11/12LT-IIbd-5
S11/12LT-IIbd-5
trace the energy flow from
trace the energy flow the environment to the
from the environment to cells
 the cells.

BIOENERGETICS B
II. CONTENT

III. LEARNING Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna
RESOURCES Jamille Restubog
A. References
1. Teacher’s Guide
p.197 – 199 p.199 – 202
Pages
2. Learner’s Material
Pages p.197 – 199
3. Textbook Pages
https://www.youtube.co Biology Laboratory Manual
4. Additional
m/watch?v=iLDbW_Xvx by: Eden Evangelista,
Materials from
HQ Ph.D.
Learning
p.25 -27
Resources (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
Video animation:
lesson or presenting the Describe diffusion Picture Analysis: 1. Define photosynthesis
Photosynthesis
new lesson Describe osmosis 2. List down
https://www.youtube.co
taking place in cell requirement needed for
m/watch?v=iLDbW_Xvx
under hypertonic, photosynthesis
HQ
isotonic and
hypotonic solution.
B. Establishing a purpose Trace how energy from Prove that gas is given off
for the lesson Inferring: Recall your Inferring: Brainstorming: How cell the environment is by plants during
experience during maintain homeostasis? utilized by the cell. photosynthesis
summer when you through laboratory
take a swim in sea or experiment
pool, describe what
you
notice in your finger.
C. Presenting
examples/instances of the Brainstorming: Show Brainstorming: Show Connect the concept of Brainstorming:
new lesson pictures of animal cell pictures of animal endocytosis and Worksheet on What are the products of
that have been cell that have been exocytosis with the Photosynthesis photosynthesis? Are all
plasmolyzed. plasmolyzed. concept of cell products important to
membrane. plant?
D. Discussing new
concepts and practicing Laboratory Experiment: Laboratory Laboratory Experiment: Laboratory Experiment:
new skills #1 Osmosis in Animal Cell Experiment: Endocytosis and A Gas as a By-product of
(Biology Laboratory Osmosis in Plant Cell exocytosis in Photosynthesis
Manual p. 17-19 by E. (Biology Laboratory Paramecium
Evangelista) Manual p. 20-24 by E.
Evangelista)
Post Laboratory
Analysis
E. Discussing new Graphic Organizer:
concepts and practicing Post Laboratory Post Laboratory Difference between Light Post Laboratory Analysis
new skills #2 Analysis Analysis Reaction and Dark
Reaction
F. Developing mastery
(Leads to Formative Video clip: Osmosis in Video clip: Osmosis in Video clip: Endocytosis Explain why oxygen is
Assessment 3) Animal Cell Plant Cell and Exocytosis considered as by-product
of photosynthesis.
G. Finding practical Explain if plants can or
applications of concepts In what way is osmosis Explain the essence of cannot manufacture food
and skills in daily living important in the dipping ampalaya or even without light?
preservation of food bittersweet in water
through salting? with salt before
cooking?
H. Making generalizations
Summarize
and abstractions about Describe osmosis in Describe osmosis in Differentiate
Photosynthesis
the lesson animal cell in different plant cell in different endocytosis and
through chemical
solution. solution. exocytosis.
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?
 GRADES 11 TO 12 Grade
School Division of Biñan City Senior High School 11
DAILY LESSON LOG Level
Learning
Teacher Earth and Life Science
Area
Teaching Dates and
Quarter Third Quarter
Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learners demonstrate an
understanding of:
1. the cell as the basic unit of life
A. Content Standards
2. how photosynthetic organisms capture light energy to form sugar molecules
3. how organisms obtain and utilize energy

B. Performance The learners shall be able to make a poster that shows the The learners demonstrate an understanding of plant
Standards complementary and animal reproduction. relationship of photosynthesis and cellular respiration.

S11/12LT-IIbd-7 S11/12LT-IIbd-7 S11/12LT-IIbd-7

describe how describe how describe how
organisms obtain and organisms obtain and organisms obtain S11/12LT-IIej-13 S11/12LT-IIej-13
C. Learning utilize energy utilize energy and utilize energy
Competencies/Objective describe the describe the
s S11/12LT-IIbd-8 S11/12LT-IIbd-8 S11/12LT-IIbd-8 different ways of different ways of
recognize that recognize that recognize that how plants how plants
organisms require organisms require organisms require reproduce reproduce
energy to carry out energy to carry out energy to carry out
functions required functions required functions required
for for for
life life life
 BIOENERGETICS PERPETUATION OF LIFE
II. CONTENT
III. LEARNING Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and
RESOURCES Anna Jamille Restubog
A. References
1. Teacher’s Guide
p.197 – 199 p.199 – 202 p. 228 – 233 p. 230 – 235
Pages
2. Learner’s Material
Pages p.197 – 199 p. 228 – 233 p. 230 – 235
3. Textbook Pages
https://www.youtube.c
4. Additional https://www.youtube.c Biology Laboratory http://www.bbc.co.uk/sc
om/watch?v=VN_p20
Materials from om/watch?v=XIJvVCA Manual by: Eden hools/scienceclips/ages
dDrnY
Learning Resources (LR) 9RPs Evangelista, Ph.D. /9_10/life_cycles.shtml
portal p.27 -29
B. Other Learning Metacards for Types of
Resources Plant Reproduction
IV. PROCEDURES
A. Reviewing previous Post test
Video animation:
lesson or presenting the 3. Define Interactive game about
Cellular Respiration
new lesson Cellular parts of the flower.
https://www.youtube.c Review how plants
Respiration http://www.bbc.co.uk/sc
om/watch?v=XIJvVCA reproduce sexually?
4. List down hools/scienceclips/ages
9RPs
requirement /9_10/life_cycles.shtml
needed
for cellular
respiration
B. Establishing a Describe how
Present different plants Brainstorming: Is it
purpose for the lesson organisms obtain
and ask students how possible for a single plant
and utilize energy
it reproduce to reproduce alone?
C. Presenting Group Activity on
examples/instances of Types of Reproduction
Present the video
the new lesson in plant:
about asexual
a. Self-pollination
Worksheet on reproduction:
b. Cross-pollination
Photosynthesis https://www.youtube.c
c. Asexual
om/watch?v=VN_p20
Reproduction
dDrnY
d. Sexual
reproduction
D. Discussing new Graphic Organizer:
concepts and practicing Three Major Steps in Create table comparing
new skills #1 Cellular Respiration the types of asexual
and Their Product reproduction

E. Discussing new
concepts and practicing
new skills #2

F. Developing mastery
Discuss the types of
(Leads to Formative
asexual reproduction.
Assessment 3)
G. Finding practical
Explain the application of
applications of concepts
budding in tissue culture.
and skills in daily living
H. Making Summarize
Table of comparison of Matching plants to the
generalizations and Cellular Respiration
the types of plant type of reproduction
abstractions about the through chemical
reproduction they undergo.
lesson equation.
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?
Earth and Life Science
Grade
School Division of Biñan City Senior High School 11
Level
GRADES 11 TO 12 Learning
Teacher Earth and Life Science
DAILY LESSON LOG Area
Teaching Dates and
Quarter
Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learners demonstrate an understanding of plant The learners demonstrate an understanding of how genes work?
A. Content Standards
and animal reproduction.
B. Performance
Standards
S11/12LT-IIej-16
S11/12LT-IIej-16 S11/12LT-IIej-16
S11/12LT-IIej-14 S11/12LT-IIej-15
explain how the
C. Learning explain how the explain how the
information in the
Competencies/Objective illustrate the describe the information in the DNA information in the DNA
DNA allows the
s relationships among different ways of allows the transfer of allows the transfer of
transfer of genetic
structures of how representative genetic information genetic information
information and
flowers, fruits, and animals reproduce and synthesis of and synthesis of
synthesis of proteins
seeds proteins proteins
PERPETUATION OF LIFE
II. CONTENT
III. LEARNING Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and
RESOURCES Anna Jamille Restubog
A. References
 1. Teacher’s Guide
p. 236 – 238 p. 238 - 239 p.240 – 241 p. 243 - 244 p. 245 - 248
Pages
2. Learner’s Material
p. 236 – 238 p. 238 - 239 p.240 – 241 p. 243 – 244 p. 245 - 248
Pages
3. Textbook Pages
-https://www.youtube https://www.youtube.c
.com/watch?v=LCtP om/watch?v=o_-6JXLY
4. Additional https://www.youtube.co
Illustration of the zGPrDeA S-k
Materials from m/watch?v=G1AoVF3k https://www.youtube.com
reproductive organs - https://www.youtub
Learning Resources (LR) 9Hg /watch?v=G1AoVF3k9Hg
of the plant. e.com/watch?v=Mx
portal
mu3phxSHw

B. Other Learning Functional Biology Functional Biology

Resources Powerpoint Modular Approach by Modular Approach by
presentation of Lilia M. Rabago, Ph.D. Lilia M. Rabago, Ph.D.
different animals

IV. PROCEDURES
A. Reviewing previous
Review on the Recall the cell
lesson or presenting the Different asexual and Compare DNA Fast Review of DNA
reproductive parts organelles responsible and RNA
new lesson sexual reproduction. Replication
of the plants for reproduction DNA.
B. Establishing a What are the Why offspring Introduction to Protein
How animals
purpose for the lesson relationship of flowers, resemble to their Synthesis: Transcription
reproduce?
fruits and seeds? parents? and Translation
C. Presenting Present the video Students will watch the
examples/instances of Activity 2: Seed about asexual and video regarding the Activity 4: DNA Activity 5: DNA
the new lesson Germination sexual reproduction chemical composition Replication; Transcription
p. 237 of animals: of DNA. p.211
-https://www.youtube https://www.youtube.c
 .com/watch?v=LCtP om/watch?v=o_-6JXLY
zGPrDeA S-k
- https://www.youtub
e.com/watch?v=Mx
mu3phxSHw

D. Discussing new Describe the chemical List down important

Create graphic
concepts and practicing composition of DNA enzymes in DNA
organizer on how
new skills #1 replication and describe
animal reproduce.
its function.
E. Discussing new Draw and label Watson
Illustrate the parts of
concepts and practicing and Crick Model of
the seed.
new skills #2 DNA.

F. Developing mastery Video clip: DNA

Video clip: Protein
(Leads to Formative Discuss the Determine how Replication
Synthesis
Assessment 3) relationship of flowers, examples of https://www.youtube.co
https://www.youtube.com
fruits and seed animals reproduce? m/watch?v=G1AoVF3k
/watch?v=G1AoVF3k9Hg
9Hg
G. Finding practical Explain the
Why is there a need for
applications of concepts importance of DNA in
DNA transcription?
and skills in daily living reproduction.
H. Making Concept Map of
Illustrate the Make a concept map List down and describe
generalizations and Chemical Composition
reproductive cycle of a of Animal important events in
abstractions about the of DNA
plant. Reproduction. DNA transcription
lesson
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
 GRADES 11 TO 12 Grade
School Division of Biñan City Senior High School 11
DAILY LESSON LOG Level
Learning
Teacher Earth and Life Science
Area
Teaching Dates and
Quarter
Time
to share with other
teachers?

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learners
The learners demonstrate
The learners demonstrate an understanding of: demonstrate an
understanding of gas
A. Content Standards 1. how genes work understanding of
exchange with the
2. how genetic engineering is used to produce novel products nutrition: getting food to
environment
cells
The learners shall be able to make a presentation
The learners shall be able to conduct a survey of products containing
B. Performance Standards of some diseases that are associated with the
substances that can trigger genetic disorders such as phenylketonuria
various
organ systems
S11/12LT-IIej-18 S11/12LT-IIIaj-20 S11/12LT-IIIaj-20
S11/12LT-IIej-16
explain the different explain the different
explain how the
S11/12LT-IIej-17 conduct a survey of the metabolic processes metabolic processes
C. Learning information in the DNA
describe the process current uses of involved in the involved in the
Competencies/Objectives allows the transfer of
of genetic engineering genetically modified various organ various organ
genetic information
organisms systems systems
and synthesis of
proteins
S11/12LT-IIej-19 S11/12LT-IIIaj-21 S11/12LT-IIIaj-21
describe the general and describe the general and
 evaluate the benefits unique characteristics unique characteristics of
and risks of using of the different organ the different organ
GMOs systems in systems in representative
representative animals animals

PERPETUATION OF LIFE HOW ANIMALS SURVIVE?

II. CONTENT Genetics Digestive System Respiratory System
III. LEARNING Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna
RESOURCES Jamille Restubog
A. References
1. Teacher’s Guide
p. 245 - 248 p. 249 - 251 p. 252 - 253 p. 256 - 260 p. 260 - 264
Pages
2. Learner’s Material
Pages p. 245 - 248 p. 249 - 251 p. 252 - 253 p. 256 - 260 p. 260 - 264
3. Textbook Pages
https://www.youtube.co https://www.youtube.co Zumba video
4. Additional https://www.youtube.co
m/watch?v=BK12dQq4 m/watch?v=2G-yUuiqIZ Activity sheet: Respiratory
Materials from m/watch?v=G1AoVF3k
sJw 0 System
Learning 9Hg
Poster of Smoker’s Body
Resources (LR) portal
B. Other Learning Functional Biology Functional Biology Functional Biology Functional Biology Functional Biology
Resources Modular Approach by Modular Approach by Modular Approach by Modular Approach by Modular Approach by Lilia
Lilia M. Rabago, Lilia M. Rabago, Lilia M. Rabago, Lilia M. Rabago, M. Rabago, Ph.D.
Ph.D. Ph.D. Ph.D. Ph.D.
IV. PROCEDURES
A. Reviewing previous Video clip: What is Recall on how GMOs
NAME THAT PIC:
lesson or presenting the genetic engineering? created. Describe digestion
Different organ system
new lesson Review on DNA https://www.youtube.co https://www.youtube.co process.
will be post to the class
transcription m/watch?v=BK12dQq4 m/watch?v=2G-yUuiqIZ
and students will identify
sJw 0
the organ system.
B. Establishing a purpose Let’s Go Zumba!
for the lesson Activity 8: Which is Brainstorming: How Have a 5 minutes zumba
Activity 7: Taking
GMO and which is not? animals get nourishment activity and ask the
stand with GMOs p.
p. 252 from the environment? students to relate it to
251
breathing.
C. Presenting Brainstorming:
examples/instances of the Showing different Cases of GMOs in Activity 3:
Activity 1:
new lesson genetically modified plants and animals Demonstration
Activity 6: Label and describe
organism and let Let the students of Breathing p.
DNA Translation the function of
the students evaluate the advantage 263
organs of digestive
describe each. and disadvantage of
system.
the given GMOs.
D. Discussing new Comic Strip Making:
concepts and practicing Create codon that Choose one
Activity 2: Activity 4:
new skills #1 translated into interesting GMOs
Trace how digestive Label and describe the
specific protein. product and make a
process takes place. function of organs of
comic strip
digestive system
showing it benefits to
human and society.
E. Discussing new
concepts and practicing Discuss the breathing
new skills #2 Presentation of process.
student’s output. Compare internal
respiration and external
respiration.
F. Developing mastery Video clip: Protein
(Leads to Formative Synthesis Matching game: Trace how gas exchange
Assessment 3) https://www.youtube.co Match digestive organ to takes place from the
m/watch?v=G1AoVF3k its function environment and
9Hg throughout the body.
G. Finding practical Explain what will Brainstorming: Get Explain the importance Explain what will happen
applications of concepts happen codes will not student’s personal of if food will not be Brainstorming of student’s
and skills in daily living be translated to protein. reaction with the story GMOs to agriculture. digested. reactions regarding
of Dolly the sheep. p. Smoker’s Body.
251
H. Making generalizations Create a graphic Graphic
Create graphic
and abstractions about organizer showing Organizer: Make a Briefly explain respiration
organizer sequence
the lesson the advantages and flow chart showing process.
of events in DNA
disadvantages of digestion process.
translation
different GMOs.
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?
 GRADES 11 TO 12 Grade
School Division of Biñan City Senior High School 11
DAILY LESSON LOG Level
Learning
Teacher Earth and Life Science
Area
Teaching Dates and
Quarter Third Quarter
Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learners
The learners demonstrate an
The learners The learners The learners
demonstrate an understanding of
demonstrate an demonstrate an demonstrate an
understanding of a. the need for
understanding of the understanding of how understanding of
A. Content Standards circulation: the homeostasis
immune system: hormones govern body a. the nervous system
internal transport b. salt and
defense from disease activities b. the body in motion
system water balance
and waste
removal
B. Performance Standards The learners shall be able to make a presentation of some diseases that are associated with the various organ systems
S11/12LT-IIIaj-20 S11/12LT-IIIaj-20 S11/12LT-IIIaj-20 S11/12LT-IIIaj-20 S11/12LT-IIIaj-20
explain the different explain the different explain the different explain the different explain the different
C. Learning
metabolic processes metabolic processes metabolic processes metabolic processes metabolic processes
Competencies/Objectives
involved in the involved in the involved in the involved in the involved in the
various organ various organ various organ various organ various organ
systems systems systems systems systems
 S11/12LT-IIIaj-21 S11/12LT-IIIaj-21 S11/12LT-IIIaj-21 S11/12LT-IIIaj-21 S11/12LT-IIIaj-21
describe the general describe the general describe the general describe the general describe the general and
and unique and unique and unique and unique unique characteristics of
characteristics of the characteristics of the characteristics of the characteristics of the the different organ
different organ different organ different organ systems different organ systems systems in representative
systems in systems in in representative in representative animals
representative animals representative animals animals animals
HOW ANIMALS SURVIVE?
II. CONTENT Integumentary and
Circulatory System Excretory System Immune System Endocrine System Nervous System
III. LEARNING Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna
RESOURCES Jamille Restubog
A. References
1. Teacher’s Guide
p. 265 – 270 p. 270 - 279 p. 279 -283 p. 283 - 289 p. 289 -297
Pages
2. Learner’s Material
Pages p. 265 - 270 p. 270 - 279 p. 279 -283 p. 283 - 289 p. 289 -297
3. Textbook Pages
https://www.youtube.co
4. Additional
m/watch?v=zQGOcOU
Materials from Human Heart Chart
Bi6s&t=188s
Learning
Resources (LR) portal
B. Other Learning Functional Biology Functional Biology Functional Biology Functional Biology Functional Biology
Resources Modular Approach by Modular Approach by Modular Approach by Modular Approach by Modular Approach by Lilia
Lilia M. Rabago, Lilia M. Rabago, Lilia M. Rabago, Lilia M. Rabago, M. Rabago, Ph.D.
Ph.D. Ph.D. Ph.D. Ph.D.
IV. PROCEDURES
A. Reviewing previous List down three LOOP A WORD:
How respiration process Describe the function of
lesson or presenting the examples of the Match body waste that Find words related to
takes place? immune system.
new lesson three corresponds to the nervous system in the pool
major waste of the
 body: excretory organs. of letter and try to give
a. solid waste prior idea to the looped
b. liquid waste words.
c. Gaseous waste
B. Establishing a purpose Why sick people can be
How body wastes get
for the lesson healed even without
out of the body?
medicine?
C. Presenting
examples/instances of the NAME THAT PIC! Video clip: Activity 10:
Present the different
new lesson Presentation of https://www.youtube.co RELEX ACTION!
organs that makes up
integumentary and m/watch?v=zQGOcOU p. 296
the circulatory system
excretory organ. Bi6s&t=188s

D. Discussing new
concepts and practicing Describe the function of Activity 11: The Nervous
new skills #1 the following circulatory System
Describe the important
organs: Activity 9: A. Label and
function of the Activity 8:
a. Blood Endocrine Describe the
integumentary and Immune system
b. Blood Vessels system p. 285 functions of parts
excretory organs.
c. Heart of the brain
B. Describe the
parts of Nerve
cells
E. Discussing new
concepts and practicing Relate the three major
new skills #2 Activity 5:
Discuss how immune components of nervous
Tracing the Flow of
system work system: brain, spinal
Blood through the Heart
cord and nerve cells
F. Developing mastery Relate the three major
Match body hormones
(Leads to Formative Video clip: Relate excretion and Concept Mapping : components of nervous
secreted to its
Assessment 3) Circulatory System homeostasis. Immune system system: brain, spinal cord
producing glands. and nerve cells
G. Finding practical Why people suffering
applications of concepts from urinary tract Explain how a single Explain the situation of
Discuss what happen to Explain how
and skills in daily living infection (UTI) are man can lift heavy the nervous system of a
patient suffering from lymphocytes works
advised to drink buko object during comatose person or
stroke. when you have
juice? emergency cases. unconscious person.
fever.
H. Making generalizations Create a Concept map
How integumentary
and abstractions about showing the relationship Concept Mapping : Concept Map: Nervous
system and excretory
the lesson of blood, blood vessels Immune system System
system work
and heart.
together?
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?
 GRADES 11 TO 12 Grade
School Division of Biñan City Senior High School 11
DAILY LESSON LOG Level
Learning
Teacher Earth and Life Science
Area
Teaching Dates and
Quarter Third Quarter
Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learners
The learners
demonstrate an
demonstrate an
The learners The learners The learners understanding of:
understanding of:
demonstrate an demonstrate an demonstrate an 1. plant form
1. plant form
A. Content Standards understanding of understanding of understanding of and function
and function
c. the nervous system d. the body in motion different organ a. dermal tissue
a. Roots
system. b. Vascular
b. Stem
tissue
c. Leaves
c. Ground tissue
The learners shall be able to:
The learners shall be able to make a presentation of some diseases that are
B. Performance Standards design a setup on propagating plants using
associated with the various organ systems
other methods such as hydroponics and
aeroponics
S11/12LT-IIIaj-20 S11/12LT-IIIaj-20 S11/12LT-IIIaj-22
explain the different explain the different S11/12LT-IIIaj-23 S11/12LT-IIIaj-23
C. Learning metabolic processes metabolic processes Analyze and
Competencies/Objectives involved in the involved in the appreciate the describe the describe the structure and
various organ various organ functional relationships structure and function of the different
systems systems of the different organ function of the plant organs
systems in ensuring different plant organs
S11/12LT-IIIaj-21 S11/12LT-IIIaj-21
 describe the general describe the general animal survival
and unique and unique
characteristics of the characteristics of the
different organ different organ
systems in systems in
representative representative
animals animals
HOW ANIMALS SURVIVE? HOW PLANTS SURVIVE?
II. CONTENT Skeletal System Muscular System
III. LEARNING Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna
RESOURCES Jamille Restubog
A. References
1. Teacher’s Guide
p. 297 – 307 p. 297 – 307 p. 309 -313 p. 314 - 317
Pages
2. Learner’s Material
Pages p. 297 – 307 p. 297 – 307 p. 309 -313 p. 314 - 317
3. Textbook Pages
4. Additional
Prepared slides of different
Materials from
plant tissue
Learning
Resources (LR) portal
B. Other Learning Functional Biology Functional Biology Functional Biology Functional Biology Functional Biology
Resources Modular Approach by Modular Approach by Modular Approach by Modular Approach by Modular Approach by Lilia
Lilia M. Rabago, Lilia M. Rabago, Lilia M. Rabago, Lilia M. Rabago, Ph.D. M. Rabago, Ph.D.
Ph.D. Ph.D. Ph.D.
IV. PROCEDURES
A. Reviewing previous Recall the function of Give the function of the
Have a tour in a garden
lesson or presenting the each organ system parts of the plant:
and let the students
new lesson a. Root
observe a plant of their
b. Stem
interest.
c. Leaves
B. Establishing a purpose Activity 14: Conduct simple Brainstorming:
for the lesson Knowing the Functions stretching exercises. How plants grow and Imagine how water and
of the Bones survive? nutrients transport from
p. 298 the root through the tip of
the plant.
C. Presenting
Identify the parts of
examples/instances of the Activity 16: Palpation
the plants and give
new lesson p. 301
its function.
D. Discussing new Laboratory Experiment:
Discuss different Compare monocot plant
concepts and practicing Create a comic strip Observing internal tissue
types of muscle: and dicot plant.
new skills #1 showing the of a plant
a. Skeletal muscle Illustrate the root, stem
interconnection of the a. Dermal tissue
b. Smooth muscle and leaf of a monocot
different organ system b. Vascular tissue
c. Cardiac muscle and dicot plants.
c. Ground tissue
E. Discussing new
concepts and practicing Describe the function of
Presentation of
new skills #2 different plant tissue
student’s output.
and its component cells.

F. Developing mastery How water and nutrients

Activity 18. Types of
(Leads to Formative Describe the function of Concept map of dicot transport from the root
Muscles
Assessment 3) the Skeletal System and monocot plant. through the tip of the
p. 305
plant?
G. Finding practical Give the importance of Why do plant needs
applications of concepts the roots, stem and right of moisture from
and skills in daily living leaves of a plant. the environment?
H. Making generalizations Label the parts of the
Concept Map of Plants’
and abstractions about plants and give its
Internal Tissue
the lesson primary function.
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?
 GRADES 11 TO 12 Grade
School Division of Biñan City Senior High School 11
DAILY LESSON LOG Level
Learning
Teacher Earth and Life Science
Area
Teaching Dates and
Quarter Third Quarter
Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learners The learners
demonstrate an demonstrate an
understanding of understanding of
A. Content Standards
plant growth and plant growth and
development development

The learners shall be able to: design a setup on propagating plants using
B. Performance Standards
other methods such as hydroponics and aeroponics
S11/12LT-IIIaj-24 S11/12LT-IIIaj-24
Explain the different Explain the different
C. Learning metabolic metabolic
Competencies/Objectives processes involved processes involved
in the plant organ in the plant organ
systems systems

HOW PLANTS SURVIVE?

II. CONTENT
III. LEARNING Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and Anna
RESOURCES Jamille Restubog
A. References
1. Teacher’s Guide
Pages p. 317 - 318
2. Learner’s Material
p. 317 - 318
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR)
portal
B. Other Learning
Resources

IV. PROCEDURES
A. Reviewing previous Recall parts of
lesson or presenting the the plant
Label the different plant
new lesson responsible for
tissue
growth and
development.
B. Establishing a purpose Inferring:
for the lesson In an urban area there
is scarcity of available
How plant grows land to cultivate crops
and developed? and plants. Think of a
possible way to have
continuous
propagation
of plants.
C. Presenting Present different
examples/instances of the picture of plant from
new lesson early form to adult
form and ask
students how they
changes their
physical
appearance.
D. Discussing new Discuss the tissues Design a setup on
concepts and practicing responsible for plants propagating plants
new skills #1 growth: meritematic using other methods
tissue such as hydroponics
Observe and label the and aeroponics
E. Discussing new part of meristematic
concepts and practicing tissue based on their
new skills #2 understanding of the
function of each part.

F. Developing mastery Concept map: Plant

(Leads to Formative Growth and
Assessment 3) Development
G. Finding practical How can you determine
applications of concepts the age of the plant or
and skills in daily living tree?
H. Making generalizations Describe cells that are
and abstractions about responsible for plant
the lesson 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?
 Grade
School 11
Level
Learning
Teacher Earth and Life Science
Area
Teaching Dates and
Quarter
Time

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
S11/12LT-IVfg-25 S11/12LT-IVfg-26 S11/12LT-IVfg-27
The learners describe evidence of evolution such The learners explain The learners describe The learners design a
as homology, DNA/protein sequences, plate how population of how present system of poster tracing the
tectonics, fossil record, embryology, and artificial organisms has changed classification of evolutionary changes in a
C. Learning selection/agriculture. over time showing organism is based on crop plat that occurred
Competencies/Objectives patterns of descent with evolutionary through domestication.
modification from relationship.
common ancestors to
produce the organismal
diversity observed
today.
 Evidence of Evolution Origin and Extinction Specification and Origin of Species
II. CONTENT of Species
III. LEARNING Earth and Life Science for Senior High School by: Roly B. Bayo-ang, Maria Lourdes G. Coronacion, Annamae T. Jorda, and
RESOURCES Anna
Jamille Restubog
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material p. 321-339 p. 340-345 p. 345-358
Pages
3. Textbook Pages
http://www-personal.umich.edu/~gingeric/PDGwh https://www.boundles,c http://ww.philippinestamp
ales/Whales.htm om/biology/textbooks/b s.net/RP2010-Beetles.ht
oundles-biology-textboo ml
4. Additional k/evolution-and-the-orig
Materials from in-of-species-18/formati
Learning on-of-new-species-125/
Resources (LR) portal allopatric-speciation-50
2-11728/

B. Other Learning Earth and Life Science for Senior High School, Salandana, et al., LoriMar Publishing Inc, Manila, Philippines copyright 2016
Resources 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 Let the students will do Make a recapitulation Let the students recall Show to the class the Review of the lesson
lesson or presenting the the pre-activity. They of the lesson about their stock knowledge pictures of seven about extinction of
new lesson will fill up the K-W in the homology and about theories of species of species.
K-W-L Chart with the evolution evolution. honeycreepers that
information required. evolved from a single
 (See the attachment A). species.

(see attachment E)
B. Establishing a purpose Interpret the result of Introduce Charles Ask the students to study Present to the class the
for the lesson the pretest conducted Darwin and his book each species. Let them following key questions:
Pretest the other day “The Origin of Species”. write down their 1. What is extinction?
observations. 2. What drives
Earth and Life The Writings of Charles plants and
Science for Senior Darwin on the Web animals to
High School, Bayo- extinction?
ang et al., Educational
Resources Corporation,
Quezon City,
Philippines
copyright 2016

pp.322-325
C. Presenting Ask the students to Make a connection of Ask the students to Ask the students the
examples/instances of the study the pictures with a the previous topic to make a concept map to following questions:
new lesson caption “Who we are other evidences of generate words or 1. Why do they have
and who we were? evolution. phrases that best different beaks?
(See attachment B) describe or explain
their idea regarding 2. What environmental
evolution. factors have
caused these
(see attachment D) differences to
develop?
3. What adoptive
heritable trait
is shown?
D. Discussing new Discuss the Homology Discuss the Discuss the following Discuss the four types of
concepts and practicing and Evolution. DNA/protein factors that bring about speciation in nature:
new skills #1 sequences and organismal diversity: -Allopatric
evolution. -Mutation -Peripatric
-Genetic drift -Sympatric
-Gene flow -Artificial

E. Discussing new Discuss the fossil Ask the students to give Discuss the concepts of
concepts and practicing records and evolution. their insight about the speciation
new skills #2 following:
-Natural selection
-Speciation
-Adaptation

Ask them if they could

also include the above
mentioned concepts
as factors that bring
about
organismal diversity.
F. Developing mastery Let the students do the Ask the students to do Let the students Let the students perform Let the students perform
(Leads to Formative activity 1, “ It’s All in the activity 3, “Let’s analyze the pictures in the activity 9, “Let Us the activity 9 on the
Assessment 3) the Bones!”. Fit Together”. the Activity 8, “The Separate to Form a New textbook about “What is
Fittest Win”, to grasp One”. your ExQ to measure their
Earth and Life Science Earth and Life Science the concept of evolution knowledge on plants and
 for Senior High School, for Senior High by natural selection. animals that are no longer
Bayo-ang et al., School, Bayo-ang et Earth and Life Science in existence or has no
Educational al., Educational Earth and Life Science for Senior High living members.
Resources Resources for Senior High School, Bayo-ang et
Corporation, Quezon Corporation, Quezon School, Bayo-ang et al., Educational (See attachment F for the
City, Philippines City, Philippines al., Educational Resources scoring system nd Guide
copyright 2016 copyright 2016 Resources Corporation, Quezon questions)
Corporation, Quezon City, Philippines
pp.326-327 pp.329-330 City, Philippines copyright 2016 Earth and Life Science
copyright 2016 for Senior High School,
pp.348-349 Bayo-ang et al.,
pp.343-346 Educational Resources
Corporation, Quezon
City,
Philippines
copyright 2016

pp.351-352
G. Finding practical Ask the students to Ask the students to design
applications of concepts answer the question, a poster tracing the
and skills in daily living what is man’s role in the evolutionary changes in a
process of extinction? crop plat that occurred
through domestication. Let
all the members of the
group participate in the
presentation.

H. Making generalizations Ask the students to Let the students fill up Ask the students to Let the students present
and abstractions about answer the following the L in their K-W-L answer all the questions the activity output in the
the lesson questions: Chart with the in activity 8 from part 1 class.
 1. How do we know information required. to 3.
that evolution or (See the attached Posttest
the process of activity sheet). Earth and Life Science
evolution really for Senior High Earth and Life Science
happened? (use attachment A) School, Bayo-ang et for Senior High School,
2. What is the al., Educational Bayo-ang et al.,
evidence Resources Educational Resources
that would Corporation, Quezon Corporation, Quezon
lend support City, Philippines City,
to it? copyright 2016 Philippines
copyright 2016
pp.343-346
pp.357-358
I. Evaluating learning Give the students a Summative Give the students a Assess the performance
short quiz (Formative assessment formative assessment of the students in
Assessment). (see attachment C) based on the result of designing a poster activity.
the activity (see rubrics (see attachment G for
on how group work is the rubrics)
graded)
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?
 Grade
School 11
Level
Learning
Teacher Earth and Life Science
Area
Teaching Dates and
Quarter
Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
The learners demonstrate an understanding of the principles of ecosystem, biotic potential and environmental resistance, terrestrial
A. Content Standards
and aquatic ecosystems and how human activities affect the natural ecosystem.
The learners shall be able to prepare an action plan containing mitigation measures to address current environmental concerns and
B. Performance Standards
challenges in the community
S11/12LT-IVhj-28 S11/12LT-IVhj-29 S11/12LT-IVhj-30
The learners describe the principles of the The learners categorize The learners describe The learners prepare an
ecosystem the different biotic how the different action plan containing
C. Learning
potential and terrestrial and aquatic mitigation measures to
Competencies/Objectives
environmental ecosystems are address current
resistance that affect interlinked with one environmental concerns
population explosion another and challenges in the
community
The Ecosystem Biotic and Abiotic Terrestrial and Aquatic Summative Assessment
II. CONTENT
Components of an Ecosystem
 Ecosystem

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide p. 359 – 366 p. 367-374 p. 375-376
Pages
2. Learner’s Material p. 133 – 134 p. 134 – 137 p.138-143
Pages
3. Textbook Pages p. 359 – 363 p. 363 – 366 p.366-375
https://www.cbd.int/ecosystem/principles/shtml http://www.portal.enviro www.roebuckclasses.co
4. Additional nment.arizona.edu/even m/105/physical/biomes/g
Materials from ts/1439 rassland/tempgrassland.
Learning htm
Resources (LR) portal
B. Other Learning - Earth and Life Science for Senior High School, Salandana, et al., LoriMar Publishing Inc, Manila, Philippines copyright 2016
Resources - 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 Review on classification Recall the idea about Ask the students to Wrap up the lesson about
lesson or presenting the of species as components/factors in name at least 5 interaction and
new lesson mentioned in the the ecosystem organisms and describe interdependence
specification and their habitat
origin of species.
B. Establishing a purpose Ask the students of Allow the students to go Show to the class the
for the lesson their ideas about out and observe and list pictures of different types
Pretest natural and man-made down anything in the of ecosystem. The
ecosystem. surroundings. students will arrange the
Earth and Life Science jumbled letters given for
 for Senior High (See attachment E) each picture.
School, Bayo-ang et
al., Educational
Resources
Corporation, Quezon
City, Philippines
copyright 2016

pp.360-362
C. Presenting Present in class the Let the students Let the students Present the topic by
examples/instances of the objectives of the analyze the pictures of classify the things they revealing what type of
new lesson chapter. tropical rainforest and observed as to biotic or ecosystem is in the
mango orchard. abiotic. pictures.
(See attachment A)
(See attachment B) (See attachment E)
D. Discussing new Discuss the meaning of Discuss the types of Discuss the difference Discuss the different Briefly discuss the
concepts and practicing ecosystem according ecosystem between biotic and terrestrial and aquatic mitigation measures to
new skills #1 to the different authors. -Natural ecosystem abiotic components in ecosystem such as: address current
-Man-made ecosystem the ecosystem -Tundra environmental concerns
-Taiga and challenges in the
-Forest community.
-Grassland

E. Discussing new Discuss the Biotic Discuss other

concepts and practicing Discuss the 12 Potential and terrestrial and aquatic
new skills #2 principles of ecosystem. Environmental ecosystem such as:
(See the link) Resistance. -Desserts
https://www.cbd.int/ecos -Tropical rainforest
ystem/principles/shtml -Marine Biome
-Freshwater Biome
F. Developing mastery Perform the activity 1, Ask the students to Video clip about Ask the students to
(Leads to Formative “Take a Snap, Post and explain the difference terrestrial and aquatic prepare an action plan
Assessment 3) Share to Earn Likes”. between biotic and ecosystem (See the link) containing mitigation
abiotic components in measures to address
Earth and Life Science the ecosystem. current environmental
for Senior High concerns and challenges
School, Bayo-ang et in the community(see
al., Educational attached rubrics)
Resources
Corporation, Quezon
City, Philippines
copyright 2016

pp.366
G. Finding practical Let the students think Ask the students to list Appreciate the
applications of concepts and share their down some living importance of terrestrial
and skills in daily living knowledge about the things and non-living and aquatic ecosystem
importance of the things that they see
ecosystem. inside their classroom.
They will describe
briefly what they
observe.

(See Attachment C)
H. Making generalizations . Ask the students to Explain the importance Ask the students to
and abstractions about answer the follow up of the components in differentiate terrestrial
the lesson questions the ecosystem. Might and aquatic ecosystem
(see attachment D) as
well mention the
balance in nature.
I. Evaluating learning Short quiz (formative Summative assessment
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?
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?