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    Jomalyn Daduyo
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    1. The daily lesson log summarizes a science lesson on evolution for 10th grade students. 2. The lesson discusses evidence for evolution such as fossil records, comparative anatomy, and genetic information. 3. Students learn about evolution through a video, examples of fossils, and a table showing the probable ages of different organisms based on the geologic eras in which their fossils are typically found.

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    DLL EVOLUTION

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    1. The daily lesson log summarizes a science lesson on evolution for 10th grade students. 2. The lesson discusses evidence for evolution such as fossil records, comparative anatomy, and genetic information. 3. Students learn about evolution through a video, examples of fossils, and a table showing the probable ages of different organisms based on the geologic eras in which their fossils are typically found.

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    102 views2 pages

    DLL Evolution

    Uploaded by

    Jomalyn Daduyo
    1. The daily lesson log summarizes a science lesson on evolution for 10th grade students. 2. The lesson discusses evidence for evolution such as fossil records, comparative anatomy, and genetic information. 3. Students learn about evolution through a video, examples of fossils, and a table showing the probable ages of different organisms based on the geologic eras in which their fossils are typically found.

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    © All Rights Reserved
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    of 2

    DAILY LESSON LOG IN SCIENCE GRADE 10

    THIRD QUARTER SY. 2022-2023

    Day/Date: APRIL 11, 2023 Teacher: JOMALYN Q. DADUYO


    TUEDAY
    I. OBJECTIVES
    A. Content Standards The learners demonstrate an understanding of:
    the information stored in DNA as being used to make proteins
    B. Performance Standards
    C. Learner’s competencies  explain how fossil records, comparative anatomy, and genetic information
    provide evidence for evolution; S10LT- IIIf-39
     explain the occurrence of evolution; S10LT- IIIg-40
    1. Cognitive* Define Evolution.
    2. Psychomotor* Explain how fossil records, comparative anatomy, and genetic information
    provide evidence for evolution
    3. Affective* Recognize the importance of understanding the evidences of evolution.
    II. CONTENT Topic: Heredity: Biodiversity and Sub Topic: Evolution
    Evolution
    III. LEARNING RESOURCES
    A. REFERENCES Strategy: Inquiry-based
    1. Teacher’s Guide Pages 181 2. Learner’s Materials 3. Subject Integration: Health, English & AP
    Pages 299-329 4. Skills: Language, Visual and differentiated
    5. Additional Materials from Slideshare
    LR Portal
    B. Other Learning Resources Google.com and Exploring Life through Science 10
    IV. PROCEDURES
    A. Reviewing previews lesson Provide review.
    or presenting the new lesson Let the students discuss the summary of Module 2

    B. Establishing a purpose to the Provide motivation and introduction.


    lesson. This module will discuss the different sources of possible evidence for evolution
    such as fossil records, and developmental and molecular biology which gave way
    C. Presenting examples/instances to the different concepts about the origin of life. It will also provide a variety of
    of the new lesson activities to help you understand the processes and mechanism of evolution.
    D. Discussing new concepts and Let the students watch a videoclip and let them discuss the evidences of evolution.
    practicing new skills # 1. Ask them if they had ever seen fossils of any organism? Let them explain that
    E. Discussing new concepts and fossils are examples of evidences that paleontologists use in studying evolution.
    practicing new skills # 2. They are traces of organisms that lived in the past and were preserved by natural
    process or catastrophic events. They can be remains of organisms which include
    bones, shells, teeth and also feces embedded in rocks, peat, resin, and ice.
    Paleontologist is a person who studies fossils.

    Discuss that relative


    dating is a method used
    to determine the age of
    the rocks by comparing
    them with the rocks in the
    other layer. The younger sedimentary rock layer is assumed to be found on top
    and the older rock is found at the bottom layer. Fossils found at the bottom layer
    are assumed to be older than those on the upper layer.

    F. Developing Mastery Q1. Analyze the table below. Which is assumed to be


    the oldest organism? Why do you think so? What is the
    probable age of the fossil?
    Q2. In what era can you possibly find the most recent
    fossil? Why do you say so?
    Q3. Do you think there are organisms that lived during
    the Cambrian Period? Explain your answer.
    Q4 Describe how organisms are arranged in the table.
    G. Finding practical application When do you think did the present day humans first appeared on earth?
    of concepts and skills in daily Let them explain their answers.
    living.
    H. Making Generalization and
    Abstraction about the lesson.
    I. A. Evaluate Learning (EVALUATION)
    Multiple Choice. Write the letter of the correct answer. (10 items)
    1. Where can most of the fossils be found?
    a. Sedimentary rock
    b. Granite rock
    c. Lava flows
    d. Black soil
    I. Additional activities for Read more about the central dogma of DNA.
    Application or Remediation
    V. REMARKS

    VI. REFLECTION
    A. No. of learners who earned 80% in the Evaluation
    B. No. of learners who require additional activities for
    remediation who scored below 80%
    C. Did the remedial 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


    this worked?
    F. What difficulties did I encounter which my principal or
    superior can help me solve?
    G. What innovations or localized materials did I
    used/discovered which I wish to share with other teachers?

    PREPARED BY:

    JOMALYN Q. DADUYO
    TEACHER I

    REVIEWED BY:

    JOEL L. LACAMBRA, PhD


    HEAD TEACHER III
    NOTED:

    RAQUEL G. BAUTISTA, PhD


    SEC. SCH. PRINCIPAL I

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