School Guiguinto National Vocational High School

Grades Teacher Jazper S. Nunez

7 to 12
Teaching Dates and Time January 19, 2023 – 8:45-9:45 am
DAILY
LESSON Grade Level HUMSS 11-C
PLAN Learning Area Earth and Life Science
Quarter 2nd

Classroom
I. OBJECTIVES Observable
Objective
The learners demonstrate an understanding of the following:
A. Content Standards 1. The principles of ecosystems
2. Biotic potential and environmental resistance
3. Terrestrial and aquatic ecosystems
4. How human activities affect the natural ecosystem
The learner should be able to prepare an action plan containing
B. Performance mitigation measures to address current environmental concerns
Standards and challenges in the community.

C. Learning a. Discuss the principles of the ecosystem.

Competencies/ b. Categorize the different biotic potential and environmental
Objectives resistance that affect population explosion.
Write the LC code for c. Describe how the different terrestrial and aquatic ecosystems
each are interlinked with one another.
d. Discuss how human activities affect the natural
ecosystem.
S11/12LT-IVhj- 29
Interaction and Interdependence
II. CONTENT

III. LEARNING
RESOURCES

A. References Curriculum Guide: page 3 of 7

MELCs: page 8 of 11.
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Powerpoint presentation
Resources Worksheet/Activity sheets

IV. PROCEDURES

A. Reviewing previous Preliminary Activities Indicator 4

lesson or presenting  Prayer Establish safe and
the new lesson  Greetings secure learning
(Review/Recall)  Classroom Management environments to
 Checking of Attendance enhance learning
through the
consistent
implementation of
policies, guidelines,
and procedures.
 Indicator 1
Explicit Teaching Apply knowledge of
Recall the process of evolution and its evidences: content within and
- Darwin’s Theory of Evolution across curriculum
- Three main ideas of Darwin’s observation teaching areas

Indicator 3
Use effective verbal
Inquiry-Based Learning and non-verbal
Students will identify whether the statements are True or False classroom
and give insights based on experience. communication
Encourage positively the students to participate on task. strategies to support
learner
understanding,
participation,
engagement, and
achievement.
B. Establishing a Play-Based Instruction Indicator 2
purpose for the What do you see in your environment? Display proficient
lesson use of Mother
(Motivation) List 5 living things and 5 non-living things. Tongue, Filipino and
English to facilitate
teaching and
learning.

The ecosystem
C. Presenting Indicator 5
examples/instances Maintain learning
of the new lesson environments that
(Pre-Activity) promote fairness,

comprises of all respect and care to

encourage learning.

living and non-living

Indicator 7
Apply a range of
successful

things that interact

strategies that
maintain learning
environments that
motivate learners to

with each work productively by

assuming
responsibility for

other in a given their own learning.

territory. Every
living piece of an
ecosystem, for
example, animals,
plants, and other
living being are
called biotic factors.
Living organisms
interact in
the ecosystem to
obtain food in order
to survive. Their
interactions can be
used to
classify them as to
producers,
consumers and
decomposers. The
non-living parts of
an ecosystem are
called abiotic
factors. Living
creatures in a
biological system
can't
be separated
independently from
the abiotic or non-
living components in
their
natural surroundings.
The ecosystem
comprises of all
living and non-living
things that interact
with each
other in a given
territory. Every
living piece of an
ecosystem, for
example, animals,
plants, and other
living being are
called biotic factors.
Living organisms
interact in
the ecosystem to
obtain food in order
to survive. Their
interactions can be
used to
classify them as to
producers,
consumers and
decomposers. The
non-living parts of
an ecosystem are
called abiotic
factors. Living
creatures in a
biological system
can't
be separated
independently from
the abiotic or non-
 living components in
their
natural surroundings.
Research Analysis

The ecosystem comprises of all living and non-living things that

interact with each other in a given territory. Every living piece of
an ecosystem, for example, animals, plants, and other living
being are called biotic factors. Living organisms interact in the
ecosystem to obtain food in order to survive. Their interactions
can be used to classify them as to producers, consumers and
decomposers. The non-living parts of an ecosystem are called
abiotic factors. Living creatures in a biological system can't be
separated independently from the abiotic or non-living
components in their natural surroundings.

Biotic Potential and Environmental Resistance

Biotic potential and environmental resistance are the factors

that influence the population growth. Biotic potential is the rate
at which life forms reproduce when they have perfect conditions
that would advance effective generation. It is likewise
characterized as capacity of a populace of a species to
propagate under perfect conditions, for example, adequate food
and water supply, no diseases, suitable habitat and no
predators. The biotic potential among creatures’ changes from
species to species. The following factors determine biotic
potential:
1. numbers of offspring per reproduction
2. chances of survival age of reproduction
3. age at which propagation starts
4. how frequently every individual replicate

D. Discussing new Problem-Based Learning Indicator 6

concepts and Maintain learning
practicing new skills Students examine the factors that determine biotic potential. environments that
#1 nurture and inspire
Numeracy Skills learners to
 Earth’s atmosphere is composed of about 78 percent nitrogen, participate,
21 percent oxygen, 0.9 percent argon, and 0.1 percent other cooperate, and
gases. Trace amounts of carbon dioxide, methane, water vapor, collaborate in
and neon are some of the other gases that make up the continued learning.
remaining 0.1 percent.
E. Discussing new Problem-Based Learning Indicator 6
concepts and Learners investigate human activities that affect ecosystem. Maintain learning
practicing new skills 1. Deforestation environments that
#2 2. Destruction of wildlife nurture and inspire
3. Global warming and climate change learners to
4. Aquatic resources degradation participate,
5. Overpopulation and overconsumption cooperate, and
6. Plastic production collaborate in
7. Emission of carbon dioxide and other greenhouse continued learning.
gases
8. Destruction of reefs
9. Genetic modifications

F. Developing mastery Integrated Approach Indicator 7

(leads to Formative Learners summarize what they have learned from this lesson. Apply a range of
Assessment) successful
 An ecosystem is a geographic area where plants, animals, strategies that
and other organisms, as well as weather and landscape, work maintain learning
together to form a bubble of life. Ecosystems contain biotic or environments that
living, parts, as well as abiotic factors, or nonliving parts. motivate learners to
Biotic factors include plants, animals, and other organisms. work productively by
Abiotic factors include rocks, temperature, and humidity. assuming
Man has made the planet more unhabitable as years pass by responsibility for
that is why we need to exert more effort to protect and their own learning.
conserve the planet against its destruction.
G. Finding practical Cooperative Learning and Mnemonic Device Strategy Indicator 6
applications of List down some ways that can prevent human activities in order Maintain learning
concepts and skills in to protect our environment. environments that
daily living nurture and inspire
learners to
participate,
cooperate, and
collaborate in
continued learning.
H. Making Developmentally Appropriate Practices Indicator 1
generalizations and Learners sort the biotic and abiotic factors into their proper Apply knowledge of
abstractions about column. content within and
the lesson across curriculum
teaching areas
I. Evaluating learning Play-Based Instruction Indicator 3
Answer the following questions presented in class using Use effective verbal
powerpoint presentation. and non-verbal
classroom
communication
strategies to support
learner
understanding,
participation,
engagement, and
achievement.

Indicator 4
Establish safe and
secure learning
environments to
enhance learning
through the
consistent
implementation of
policies, guidelines,
and procedures.
J. Additional activities Inquiry-Based Learning Indicator 2
for application or 1. What do you think is the most significant lesson you get Display proficient
remediation from our discussion? use of Mother
2. Cite one HUGOT LINE to describe your learning. Tongue, Filipino and
English to facilitate
teaching and
learning.

Indicator 6
Maintain learning
environments that
nurture and inspire
learners to
participate,
cooperate, and
collaborate in
continued learning.
Differentiated Instruction Project-Based Learning Indicator 2
V. REMARKS  The class is divided into 4-groups according to multiple Display proficient
intelligences. use of Mother
 Each presentation must be related to interaction and Tongue, Filipino and
 interdependence. English to facilitate
 Each group will only have a maximum of five minutes to teaching and
present their output in front of the class. learning.
a. Poem/Song -Team Musical
b. Dance - Team Bodily Kinesthetic Indicator 5
c. Poster - Team Visual Maintain learning
d. News Presentation - Team Verbal Linguistic environments that
promote fairness,
respect and care to
encourage learning.

Indicator 7
Apply a range of
successful
strategies that
maintain learning
environments that
motivate learners to
work productively by
assuming
responsibility for
their own learning.

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
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?

Prepared by:

JAZPER S. NUÑEZ
Subject Teacher

Checked & Reviewed by:

 RIZA L. SANTOS
Master Teacher II/Subject Group Head-STEM

Recommending Approval:

MICHELLE G. VILLAREAL
Head Teacher VI

Approved by:

ROMAN M. CARREON
Secondary School Principal IV