School CAMP VICENTE LIM I.

S Grade 10
Level
DAILY ROSE AILEEN B. Learning
Teacher SCIENCE
LESSON ENDIGADO Area
10
PLAN MONDAY, February 13, 2023
Teaching 10-Kepler (12:45-1:45)
Quarter Second
Dates 10-Hippocrates (3:00-4:00)

TUESDAY, February 14, 2023

10-Ornstein (11:45-12:45)

WEDNESDAY, February 15, 2023

10-Friedrich (2:00-3:00)

THURSDAY, February 16, 2023

10-Bernoulli (12:45-1:45)
I. OBJECTIVES
The learners demonstrate an understanding of the organisms as having
A. Content Standards
feedback mechanisms, which are coordinated by the nervous, endocrine,
and reproductive systems.
The learners shall be able to create a campaign advertising video about the
B. Performance Standards common and effective contraceptive measures used in family planning, in
line with the Reproductive Health Law.
At the end of the lesson, the students should be able to:
C. Learning • Identify the parts and function of nervous system.
Competencies/ • Determine the difference between nervous system and other organ
Objectives system.
• Understand the role of nervous system and the functions of it to our
body.
Module
No.
II. CONTENT Activity 1. Odd Organ Out
No.
Topic Introduction to Unit 3, COORDINATED FUNCTIONS
OF THE NERVOUS, ENDOCRINE, AND REPRODUCTIVE
SYSTEMS
III. LEARNING RESOURCES
A. References
1. Textbook Pages Teacher’s Guide pp. 166
Learner’s Material, p226-227
2. Learner's Materials
3. Additional Materials from Worksheets, laptop, TV, visual aids, pen, and paper
Learning Resource
(LR)portal

B. Other Learning
Resources
IV. PROCEDURES
Prayer
Checking of Attendance
A. Reviewing yesterday's Kumustahan
Lesson or Presenting the (Routinary Activities - Inform them about the Classroom Rules and
newLesson regulations-Safety Protocol)
ELICIT (Literacy Skill) Implementation of policies, guidelines, and procedures

Show pictures of the organ systems

Ask the students how systems work together, and how a person’s lifestyle
affects these systems.
B. Establishing a purpose Ask the following questions:
forthe lesson 1. How do the nervous, endocrine, and reproductive systems, along with
ENGAGE their functions?
2. How do hormones work to regulate various mechanisms inside the human
body?
3. How do feedback mechanisms help organisms to maintain homeostasis to
reproduce and survive?

C. Presenting Examples/ The teacher will provide an activity entitled “Odd Organ Out”
instances of the new
lesson.
ENGAGE
D. Discussing new concepts The teacher will discuss the student’s answer. The teacher will also discuss
and practicing new skills. the parts and functions of the nervous system.
(Communication Skills)

After the discussion, the teacher will ask additional questions to maintain
interaction between the teacher and the students.
E. Developing Mastery Let the students answer the learning task:
EXPLAIN . Activity 1
Break it Down!
Objective:
Identify the parts of the nervous system
Procedure:
Using the given graphic organizer, fill in the missing parts to complete
the entire concept showing the structure of the nervous system.

F. Finding practical Did You Know?

application of concepts and Here are some fun trivia facts about the nervous system:
skill in Daily Living
1. The human brain contains more connections than there are stars in
the Milky Way galaxy.

2. The longest nerve in the human body is the sciatic nerve, which runs
from the lower back to the feet.

3. The average person has about 100,000 hairs on their head, but each
hair follicle is connected to a nerve, so technically, you have 100,000
nerves in your scalp.

4. The thumb has more nerve endings than any other finger, making it
the most sensitive digit.

5. The eye has the fastest reflex in the human body and can react in
just one-tenth of a second.

6. Our sense of touch is so sensitive that we can detect changes in

pressure as small as a millionth of an atmosphere.
 7. The largest part of the brain, the cerebellum, is responsible for
coordinating movements and maintaining balance.

8. The human nervous system has two main divisions: the central
nervous system (CNS) consisting of the brain and spinal cord, and
the peripheral nervous system (PNS) made up of nerves that connect
the CNS to the rest of the body.

9. The nerves in our body are capable of transmitting signals at speeds

of up to 120 meters per second.

10. The ability to feel pain is a critical component of the nervous system,
serving as a protective mechanism that alerts us to potential harm.

G. Making generalization and Ask the students about their learnings by completing the sentence below.
abstraction about the lesson
ELABORATE I have learned that………

H. Evaluating Multiple Choices:

Learning Each of the questions or incomplete statements below is followed by four
(EVALUATE) answer choices or completions. Encircle the letter that corresponds to your
answer.
___ 1. The division of the Nervous System that serves as the main processing center
for the entire nervous system is called _________________.
A. Central Nervous System C. Somatic Nervous System
B. Peripheral Nervous System D. Autonomic Nervous System

___ 2. The part of the neuron that transmits impulse towards the cell body is _____.
A. neurotransmitter B. axon C. nucleus D. dendrites

___ 3. The part of the neuron that transmits impulse away from the cell body is ___.
A. neurotransmitter B. axon C. nucleus D. dendrites

___ 4. Which part of the brain is the largest and is divided into 4 lobes?
A. cerebrum B. cerebellum C. brain stem D. spinal cord

___ 5. Which part of the brain that controls, posture, balance and coordination?
A. cerebrum B. cerebellum C. brain stem D. spinal cord

___ 6. Which part of the brain controls the involuntary activities such as breathing,
digestion, and heart rate?
A. cerebrum B. cerebellum C. brain stem D. spinal cord
I. Additional Activities for
Application or Research on the diseases and illnesses of Nervous system
Remediation
(EXTEND - Creative)
Assignment/Agreement
Reinforcing/strengthening
the day’s lesson
Enriching/inspiring the
day’s lesson
Preparing for the
new lesson
v. REMARKS Bernoulli Friedrich Hippocrates Kepler Ornstein
HPL
APL
MPL

N
Mean
MPS
VI. REFLECTIONS
 A. No. of learners who earned
80% of the evaluation
B. No. of learners who require
additional activities for
evaluation
C. Did the remedial lesson
work? No of learners who
caught up with the lessons
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
F. What difficulties did I
encounter which my
principal’s supervisor can help
me solve?

Prepared by: Checked by: Noted by:

ROSE AILEEN B. ENDIGADO MIRASOL Q. DOMINGO, Ed.D. MILDRED M. DE LEON

Teacher I Head Teacher III - Science Principal III

ANTONIO A. BULAON JR.

Master Teacher I
 School CAMP VICENTE LIM I.S Grade Level 10
ROSE AILEEN B. Learning
Teacher SCIENCE
DAILY ENDIGADO Area
10
LESSON
TUESDAY, February 14, 2023
PLAN
Teaching 10-Hippocrates (3:00-4:00)
Quarter Second
Dates 10-Kepler (4:00-5:00)

WEDNESDAY, February 15,

2023
10-Ornstein (11:45-12:45)
10-Friedrich (4:00-5:00)

FRIDAY, February 17, 2023

10-Bernoulli (3:00-4:00)
(4:00-5:00)
I. OBJECTIVES
The learners demonstrate an understanding of the organisms as having
A. Content Standards
feedback mechanisms, which are coordinated by the nervous, endocrine,
and reproductive systems.
The learners shall be able to create a campaign advertising video about
B. Performance Standards the common and effective contraceptive measures used in family
planning, in line with the Reproductive Health Law.
At the end of the lesson, the students should be able to:
C. Learning Competencies/ • Describe the function of the brain.
Objectives • Identify the components of the nervous system.
• Cite examples of feedback mechanisms regulated by the brain.
Module
No.
II. CONTENT Activity 2. How fast is your reaction?
No.
Topic The Nervous System
The Structure of the Nervous System
III. LEARNING RESOURCES
A. References
1. Textbook Pages Teacher’s Guide (p 167 )
Learner’s Material (p 227-230)
2. Learner's Materials
3. Additional Materials from Worksheets, laptop, TV, visual aids, pen, and paper
Learning Resource (LR)
portal

B. Other Learning Resources

IV. PROCEDURES
Prayer
Checking of Attendance
A. Reviewing yesterday's Kamustahan
Lesson or Presenting the new (Routinary Activities - Inform them about the Classroom Rules and
Lesson regulations-Safety Protocol)
ELICIT (Literacy Skill) Ask the students about their ideas in the diagram below.
 Answer the following questions:
B. Establishing a purpose for 1. What is the main function of the brain? Why does our brain consider as
the lesson the main organ of the body?
ENGAGE 2. What is a nerve cell?
3. What is a nerve impulse?
4. What is the illustration below all about?

KEY CONCEPTS:
Neurons have the special ability to carry signals or impulses.
A nerve impulse is an electrochemical signal moving along a neuron.
The space between neurons is called synapse. A stimulus is any factor
in the environment that influences behavior. A response is a reaction
to a condition or stimulus. An organism must be able to respond to a
stimulus in order to survive. Reaction time is the length of time between
application of a stimulus and detection of a response.

C. Presenting Examples/
instances of the new lesson
ENGAGE

D. Discussing new concepts ACTIVITY 2.

and practicing new skills How fast is your reaction?
(Communication Skills) Objective:
EXPLORE • Measure the length of time of response to catch a dropped object
 E. Developing Mastery
EXPLAIN .

The students will present their outputs after they answer the guide
questions.
● Clarifying facts and ideas
F. Finding practical application How does your nervous system work?
of concepts andskill in Daily
Living This system is like a network that relays messages back and forth from
the brain to various parts of the body. It transmits information through the
spinal cord, which extends from the brain down through the back and
consists of fine nerves that branch out to every organ and body part.
When a message reaches the brain from any part of the body, the brain
commands the body to respond. You can think of your nervous system as
a relay team where one runner passes the object to another runner.
Relatively, you have nerve cells handing its information to the next cell,
which passes the information to another cell. Finally, the information
reaches into its destination and a reaction takes place. For instance, if you
hold a rose stem and accidentally prick your fingers, the nerves in your
skin release a message of pain to your brain. Your brain, in response to
the signal, commands the muscles in your hand to pull away. This split
second relay inside your body happens in a much shorter period than it
took you to read about it.
G. Making generalization and Let the students complete the sentence, I have learned that……
abstraction about the lesson
ELABORATE

H. Evaluating Multiple Choices:

Learning Each of the questions or incomplete statements below is followed by four
(EVALUATE) answer choices or completions. Encircle the letter that corresponds to
your answer.
What is the main function of the nervous system?
A. To control voluntary movements
B. To regulate involuntary processes
C. To coordinate and integrate sensory information
D. All of the above
 Answer: D. All of the above

What is the main type of cell in the nervous system?

A. Neurons
B. Glia
C. Both A and B
D. None of the above
Answer: C. Both A and B

What is the purpose of neurotransmitters in the nervous system?

A. To carry signals from one neuron to another
B. To store and retrieve information
C. To regulate the flow of ions across cell membranes
D. None of the above
Answer: A. To carry signals from one neuron to another

What is the role of the myelin sheath in the nervous system?

A. To protect neurons
B. To speed up the transmission of impulses along axons
C. To regulate the release of neurotransmitters
D. None of the above
Answer: B. To speed up the transmission of impulses along axons

Which part of the brain is responsible for processing auditory information,

as well as language comprehension and memory?
A. Frontal lobe
B. Parietal lobe
C. Temporal lobe
D. Occipital lobe
Answer: C. Temporal lobe
I. Additional Activities for
Application or Remediation
(EXTEND - Creative) Research on the diseases and illnesses of Nervous system
Assignment/Agreement
Reinforcing/strengthening the
day’s lesson
Enriching/inspiring the day’s
lesson
Preparing for the new
lesson

v. REMARKS Bernoulli Friedrich Hippocrates Kepler Ornstein

HPL
APL
MPL

N
Mean
MPS
VI. REFLECTIONS

A. No. of learners who earned

80% of the evaluation
B. No. of learners who require
additional activities for evaluation
C. Did the remedial lesson work?
No of learners who caught up
with the lessons
D. No. of learners who continue
to require remediation
E. Which of my teaching
 strategies worked well?
F. What difficulties did I
encounter which my principal’s
supervisor can help me solve?

Prepared by: Checked by: Noted by:

ROSE AILEEN B. ENDIGADO MIRASOL Q. DOMINGO, Ed.D. MILDRED M. DE LEON

Teacher I Head Teacher III - Science Principal III

ANTONIO A. BULAON JR.

Master Teacher I
 School CAMP VICENTE LIM I.S Grade 10
Level
DAILY ROSE AILEEN B. Learning
Teacher SCIENCE
LESSON ENDIGADO Area
10
PLAN WEDNESDAY, February 15, 2023
Teaching 10-Hippocrates (3:00-4:00)
Quarter Second
Dates
THURSDAY, February 16, 2023
10-Ornstein (11:45-12:45)
10-Kepler (4:00-5:00)
10-Friedrich (3:00-4:00)

FRIDAY, February 17, 2023

10-Bernoulli (3:00-4:00)
(4:00-5:00)
I. OBJECTIVES
The learners demonstrate an understanding of the organisms as having
A. Content Standards
feedback mechanisms, which are coordinated by the nervous, endocrine,
and reproductive systems.
The learners shall be able to create a campaign advertising video about
B. Performance Standards the common and effective contraceptive measures used in family
planning, in line with the Reproductive Health Law.
At the end of the lesson, the students should be able to:
C. Learning Competencies/ • Define the endocrine system and its components
Objectives • Describe the role of hormones in the body
• Identify the major endocrine glands and the hormones they
produce
• Evaluate the importance of hormone balance and its effects on the
body
Module
No.
II. CONTENT Activity 3. Who’s in control?
No.
Topic The Endocrine system
III. LEARNING RESOURCES
A. References
1. Textbook Pages Teacher’s Guide pp. 156-157
Learner’s Material 204-208
2. Learner's Materials
3. Additional Materials from Worksheets, laptop, TV, visual aids, pen, and paper
Learning Resource (LR)
portal

B. Other Learning Resources

IV. PROCEDURES
Prayer
Checking of Attendance
A. Reviewing yesterday's Kamustahan
Lesson or Presenting the new (Routinary Activities - Inform them about the Classroom Rules and
Lesson regulations-Safety Protocol)
ELICIT (Literacy Skill) Implementation of policies, guidelines, and procedures
What is the difference between Nervous system and Endocrine system?
Are there organs in the nervous system that function the same as in the
endocrine system?

The students will answer the activity entitled “Who’s in control?”

The teacher will explain the instructions first before distributing the activity
B. Establishing a purpose for sheets to the students.
the lesson
ENGAGE
C. Presenting Examples/
instances of the new lesson
ENGAGE

D. Discussing new concepts

and practicing new skills After the activity, they will answer the guide questions below.
EXPLORE

Discussing new concepts and KEY CONCEPTS: The endocrine system consists of glands that secrete
practicing new skills chemicals called hormones to control various body processes. This
(Mathematical Skills) control system usually brings about slow changes in the body because
EXPLORE chemical messengers move more slowly than nerve impulses. The major
glands in the body are the pituitary, thyroid, parathyroid, thymus, adrenal,
pancreas, ovaries, and testes
 E. Developing Mastery Teacher-student discussion (interactive learning)
EXPLAIN .

F. Finding practical application The endocrine system regulates bodily functions and maintaining
of concepts and skill in Daily homeostasis. Here are ways to apply this knowledge in daily life:
Living
• Understanding hormones and their effects.

• Eating a healthy diet and living a healthy lifestyle.

• Taking medications as advised by a healthcare provider.

• Regularly monitoring health.

• Exercising regularly to regulate the endocrine system.

• By applying these concepts and skills, you can maintain a healthy

endocrine system, prevent endocrine-related health issues, and
promote health and wellness.
G. Making generalization and Complete the sentence below:
abstraction about the lesson
ELABORATE I have learned that………………….

H. Evaluating Multiple Choices:

Learning Each of the questions or incomplete statements below is followed by four
(EVALUATE) answer choices or completions. Encircle the letter that corresponds to
your answer.

1. What is the primary function of the endocrine system?

a. To produce and regulate hormones
b. To help control movement
 c. To regulate digestion
d. To help process toxins in the body

Which of the following is not a hormone-secreting gland?

a. Pituitary gland
b. Thyroid gland
c. Stomach
d. Adrenal gland

What is the hormone responsible for regulating blood sugar levels?

a. Insulin
b. Cortisol
c. Thyroxine
d. Estrogen

Which hormone helps regulate the body's response to stress?

a. Insulin
b. Cortisol
c. Thyroxine
d. Estrogen

What is the hormone responsible for regulating the menstrual cycle and
supporting pregnancy?
a. Insulin
b. Cortisol
c. Thyroxine
d. Progesterone

I. Additional Activities for

Application or Remediation Research about illnesses and diseases in endocrine system.
(EXTEND - Creative)
Assignment/Agreement
Reinforcing/strengthening the
day’s lesson
Enriching/inspiring the day’s
lesson
Preparing for the new
lesson
v. REMARKS Bernoulli Friedrich Hippocrates Kepler Ornstein
HPL
APL
MPL

N
Mean
MPS
VI. REFLECTIONS

A. No. of learners who earned

80% of the evaluation
B. No. of learners who require
additional activities for evaluation
C. Did the remedial lesson work?
No of learners who caught up
with the lessons
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well?
F. What difficulties did I
encounter which my principal’s
 supervisor can help me solve?

Prepared by: Checked by: Noted by:

ROSE AILEEN B. ENDIGADO MIRASOL Q. DOMINGO, Ed.D. MILDRED M. DE LEON

Teacher I Head Teacher III - Science Principal III

ANTONIO A. BULAON JR.

Master Teacher I