Professional Documents
Culture Documents
DLL Evolution
DLL Evolution
DAY: THRUSDAY
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.
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
3. Textbook pages
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.
1. 2. 3.
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?
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.
Have the group to write their answer in a cartulina or manila paper for presentation of their
answers.
(Leads to Formative Assessment 3) How does the following contribute to the study of evolution?
_________________________________________________________________
From the evidence of evolution which is the best test that will show relatedness of organisms and
why?
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?
2. What can be determined between two organisms that possess similarities in structures
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.
d. All of these
evolutionary relationships?
c. They have a common ancestor and have the same kind of proteins.
relationship closer.
V. REMARKS Re-teaching
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.