The lesson contains activities for students to analyze diagrams of embryonic development in various organisms and hypothesize the species. It evaluates learning through an activity where students match embryonic stages to species. The lesson aims to show how embryonic development provides evidence for evolutionary relationships between organisms.
The lesson contains activities for students to analyze diagrams of embryonic development in various organisms and hypothesize the species. It evaluates learning through an activity where students match embryonic stages to species. The lesson aims to show how embryonic development provides evidence for evolutionary relationships between organisms.
The lesson contains activities for students to analyze diagrams of embryonic development in various organisms and hypothesize the species. It evaluates learning through an activity where students match embryonic stages to species. The lesson aims to show how embryonic development provides evidence for evolutionary relationships between organisms.
The lesson contains activities for students to analyze diagrams of embryonic development in various organisms and hypothesize the species. It evaluates learning through an activity where students match embryonic stages to species. The lesson aims to show how embryonic development provides evidence for evolutionary relationships between organisms.
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I.
OBJECTIVES A. Content Standard The learners demonstrate an understanding of how evolution through natural selection can result in biodiversity. B. Performance Standard The learners should be able to write an essay on the importance of adaptation as a mechanism for the survival of a species. C. Learning Competency Explain how fossil records, comparative anatomy, and genetic information provide evidence for evolution (S10LT-IIIf-39) KBI: Progressive D. Sub Task of the Objective Compare and contrast the embryonic development of organisms II. CONTENT Comparing and contrasting the embryonic development of organisms III. LEARNING RESOURCES A. References 1.Teacher’s Guide 2. Learner’s Material Pages 3. Curriculum Guide pages 4. MELC 5. Additional Materials from LR Portal B. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson What are the two (2) major concepts of comparative anatomy? or presenting the new lesson B. Establishing a purpose 4 PICS 1 WORD! from the lesson Directions: Guess the word of the given pictures.
ANS: EMBRYONIC ANS: DEVELOPMENT
GUIDE QUESTIONS: What do you think will be our lesson for today?
C. Presenting Embryo - is an initial stage of development of a multicellular
examples/instances of the organism. Meanwhile, embryonic development or embryogenesis lesson is the process by which the embryo is formed and develops. Three (3) Stages of Embryonic Development are:
(1)Blastula – it is a hollow sphere of cells, or blastomeres,
produced during the development of an embryo by repeated cleavage of a fertilized egg.
Ex:
(2)G astrula – an embryo at the stage
following the blastula, when it is a hollow-cup shape structure having three layers of cells.
Ex:
(3)Organogenesis – it is the process by which the three germ tissue layers of the embryo, which are the ectoderm, endoderm, and mesoderm, develop into the internal organs of the organism.
Ex: D. Discussing new concepts GROUP ACTIVITY (SO, WHO IS MY RELATIVE?) and practicing new skills #1 Directions: Answer the following questions. (Divide the group into three, let the learners study and compare the stages of embryonic development of the different vertebrates.)
QUESTIONS: 1. In what stages of development do the organisms above show similarities? 2. Identify the structure, how and where are they similar? 3. In stage 3, identify the structures that made the organisms different from each other? 4. Can embryonic development be an evidence that evolution took place? Explain.
ANSWER KEY: 1. The first stage. 2. In stage 3, different structure like forelimbs, their sizes as well as their eyes that begins to appear. 3. The structures that made the organisms different from each other in stage 3 include a spinal cord, a skull, and a ribcage. 4. Yes, embryonic development can be an evidence that evolution took place. Based on the picture it show there that all vertebrate embryos from human, cat, bird, lizard, salamander, to fish have a tail during early development , even if that tail does not appear in the fully developed organisms. E. Discussing new concepts PAIR ACTIVITY (WHERE DO I BELONG?) and practicing new skills #2
Direction: Hypothesize which embryo is from each of the following organisms by writing the letter of the corresponding embryo of the given species.
ANSWER KEY: 1. F 2. D 3. E 4. C 5. B 6. A
G. Finding practical What will happen to a pregnant woman if it happens that her application of concepts pregnancy does not undergo the process of embryonic and skills in daily living. development?
(It’s possible for her to experienced miscarriage or the baby might
be premature.) H. Making generalization and How can we determine if a certain organism undergo the process abstractions about the of embryonic development? lesson I. Evaluating Learning Direction: Hypothesize which embryo is from each of the following organisms by writing the letter of the corresponding embryo of the given species.
ANSWER KEY: 1. F 2. D 3. E 4. C 5. B 6. A J. Additional activities for *Read about the Theory of Evolution. remediation V. REMARKS Einstein Pasteur Elion Edison # of test takers # of test takers with scores 4 and 5 # of test takers with scores 3 and below CPL
Prepared by: Checked by:
JAERAH M. REQUIOMA ALVIN JHON C. MANITO, T-III Pre-Service Teacher Cooperating Teacher
