School Grade Level 10

Teacher Learning Area SCIENCE

MY DAILY LESSON PLAN
Teaching Dates and Time Quarter 3rd

DAY: THRUSDAY

TIME: 11:05-12:00 AM GRADE & SECTION

CAYETANO BUILDING, 1ST FLOOR
ROOM 2
10 - BANZON

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must
be followed and if needed additional lessons exercises and remedial activities maybe done for developing content knowledge and
competencies. These are assessed using formative assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.

A. Content Standards How evolution through natural selection can result in biodiversity

B. Performance Standards Write essay on the importance of adaptation as a mechanism for the survival of species

At the end of the lesson 80% of the student must be able to:

C. Learning a. Explain how comparative anatomy and genetic information provides evidence for evolution.
Competencies/Objectives b. Name the different evidence for evolution using concept map.

c. Understand how evolution helps solve biological problems that impact our lives.

Write the LC code for each S10LT-IIIg-40

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be
tackled in a week or two.
II. CONTENT
Evidence for Evolution

List the materials to be used in different days. Valid sources of materials sustain children’s interest in the lesson and in learning. Ensure
III. LEARNING RESOURCES that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept
development

A. References

1. Teacher’s Guide pages Biodiversity and Evolution Pp 221 - 232

2. Learner’s Material pages Pp 299 - 316

3. Textbook pages

4. Additional Materials from Quarter 3- MODULE WEEK 5-Evidence for Evolution

Learning Resource (LR) portal

B. Other Learning Resources Understanding Evolution https://evolution.berkeley.edu/the-relevance-of-evolution/medicine/understanding-

evolution-is-important/

C. Routinary Activities Prayer and checking of attendance

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by the demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
IV. PROCEDURES systematically by providing students by multiple ways to learn new things, practice their learning, question their learning processes, and
draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate time allotment for each
step.

A. Reviewing previous lesson or EXPLICIT

presenting the new lesson
Look at the picture carefully, identify what kind of fossils it is.
 1. 2. 3.

4 Where can most of the fossils be found?

a. Sedimentary rock b. Granite rock c. Lava flows d. Black soil

5. Which DOES NOT describe evolution?

a. Evolution is continuous. c. The world is stable and unchanging.

b. Evolution refers to change. d. If there is mutation, there is evolution.

B. Establishing a purpose for the ENGAGE

lesson
Allow the students to identify the next pattern sequence.

Applied knowledge content

within across curriculum teaching areas.

C. Presenting examples/instances What is the next in the sequence?

of the new lesson

1. 2. 3.

D. Discussing new concepts and EXPLORATION

practicing new skills #1
The class will be divided into groups with 5 members. Each group will be divided into 2, one group
E. Discussing new concepts and will be comparative anatomist and DNA Molecular Scientist be finding patterns and sequence.
practicing new skills #2 Each group will be provided with Amino Acid and Comparative Anatomy Activity. Their answer will
be written in manila paper for presentation.

MOLECULAR ANATOMIST

Your Mission:

Have the students study the table on Amino Acid Sequence in Cytochrome-c of the different

animals.
 Q1. If the amino acid sequence of the two organisms is similar, would their DNA be also similar?
Why?

Q1. Based on the table, which species appears to be closely related to humans?

Q2. Which animal appears to be the least related to humans?

COMPARATIVE ANATOMIST

Your Mission: Find the following body structure if they have the same or different ancestors and if
their function has changed from similar or different environment.

Clue card #1 Homologous

structures are organs or skeletal
parts of different organisms that
are similar in structure or form,
but the functions are not
necessarily the same.

Clue card #2 Analogous

structures are body parts of
different organisms that have
the same function.

Clue card #3 Convergent

Adapted to same
environment.

Clue card #4 Divergent species

adapted to different
environment.

Have the group to write their answer in a cartulina or manila paper for presentation of their
answers.

F. Developing mastery EXPLANATION

(Leads to Formative Assessment 3) How does the following contribute to the study of evolution?

a. comparing body structure.

 b. similarity in Amino Acids

_________________________________________________________________

From the evidence of evolution which is the best test that will show relatedness of organisms and
why?

G. Finding practical applications of ELABORATION

concepts and skills in daily
living How does the knowledge of evolution can improve the quality of human life?

Ex. In medical field

H. Making generalizations and Summarized the lesson by filling out the concept map of Evidence for evolution by using item
abstraction about the lesson inside the box.

I. Evaluating learning Read the questions very carefully. Write the letter of the best answer on you paper.

1. A student wanted to look at DNA to study evolution. What evidence of evolution will the student
use?

a. Embryology b. Fossil record c. Genetic information d. Comparative anatomy

2. What can be determined between two organisms that possess similarities in structures

and in their genetic code sequences?

a. The organisms share a common ancestry.

b. The organisms belong to the same genus.

c. The organisms are native to the same geographic areas.

 d. The organisms will grow into anatomically similar adults.

3. Why evolution is important?

a. Researchers study the evolutionary histories of the disease-causing genes control hereditary
diseases.

b. It explains life development on Earth and how different species are connected.

c. It is essential in finding and using natural resources such as fossil fuels.

d. All of these

4. Which pairs of animals shows a correct example of homologous structures?

a. Wings of butterfly and wings of bat.

b. Flipper of whale and forelimb of cat.

c. Fingers of human and arm of starfish

d. Tongue of frog and proboscis of mosquito.

5. Why do organisms with close biochemical similarities show stronger

evolutionary relationships?

a. They have varied and different ancestry.

b. They have similar pattern during their early stage of development.

c. They have a common ancestor and have the same kind of proteins.

d. They possess same vestigial structure that made their evolutionary

relationship closer.

J. Additional activities for In your notebook:

application or remediation
Give other examples of homologous and analogous structure.

V. REMARKS Re-teaching

Transfer of lesson to the following day

No class

Lack of Time

Achieved

______________________________

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student's progress this week. What works? What else
needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet
them, you can ask them relevant questions.

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 lesson work?

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

worked well? Why did this 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