GRADES 1 to 12
PAUL VOCATIONAL & INDUSTRIAL HS
Detailed Lesson Plan
Teaching Dates and Time January 22, 2019 ( 3:00-4:00)
I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competencies
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learners Material pages
3. Textbook pages
4. Additional materials from Learning
Resource (LR) portal.
B. Learning Materials
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
School ST.
Grade Level GRADE 10
Teacher MIKEE L. TELAN Learning Area Science-Biology
Quarter 4th Quarter
SESSION 1
The learners demonstrate an understanding of organisms as having feedback mechanisms which are coordinate by
the nervous and endocrine system.
The learners shall be able to create a campaign advertising video about the common and effective contraceptive
measure used in the family planning, in line with the Reproductive Health Law
The learners should be able to:
 identify the different parts and functions of nerve cell
 act how nerve cells transmit information to other nerve cell
 cite some consequences of neurons death and damage
S10LT-IIIa-33
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
Nerve Cell
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of concrete and manipulative materials as well as
paper-based materials. Hands-on learning promotes concept development.
K to 12 Science 10
168-167
232-236
Activity sheets
Laptop, PowerPoint presentation, visual aids
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by providing students with 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 the time allotment for each step.
ELICIT (The activities in this section will evoke Ask the students what are the functions of nervous system and ask them what cell is responsible for the nervous
or draw out prior concepts of or experiences system to take part its function.
from the students)
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson.
D. Discussing the new concepts and
practicing new skills #1
E. Discussing the new concepts and
practicing new skills #2
F. Developing mastery
(Leads to formative assessment
3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalization and
abstraction about the lesson
ENGAGE (The activities in this section will
stimulate their thinking and help them access
and connect prior knowledge as a jumpstart to
the present lesson.)
EXPLORE (In this section, students will be
given time to think, plan, investigate, and
organize collected information ; or the
performance of the planned/prepared activities
from the student’s manual with data gathering
and Guide questions)
EXPLAIN (In this section, students will be
involved in an analysis of their exploration.
Their understanding is clarified and modified
because of reflective activities)/Analysis of the
gathered data and results and be able to
answer the Guide Questions leading to the
focus concept or topic of the day.
ELABORATE (This section will give students
the opportunity to expand and solidify /
concretize their understanding of the concept
and / or apply it to real –world situation)
Let the learners perform the Activity “Up Down” which will give them bits of information on how signals are being
transmitted through nerve cell.
Let them perform the Activity “Relay Me” which will give students an idea on how the body processes are controlled
through nervous system.
Guide Questions
1. What are the words you have encountered all about?
2. Based on the activity, explain how nerve cell transmit information to other nerve cell
Let the students explain how they were using their sensory and motor neurons/ nerve cells to hear from and speak to
the person next to them and why they were able and unable to transmit information correctly.
Discuss with the class the nerve cell parts, function and types, including how nerve cell transmit it information to other
nerve cell and consequences if neurons die and damage.
Let them perform the Activity 3 “A Nervous Trip” which will give students an idea on how the body processes are
controlled through the nervous system.
Guide Questions:
1. How does the brain receive thee information from the receptor?
2. What does the brain do so as soon as it receives the information?
3. How is the message from the brain sent in response to the stimuli?
4. How will you differentiate the sensory and motor neurons based on heir functions?
5. Based on the stimulation activity, explain how information travels in the nervous system.
6. Why does the damage in the nervous system cause paralysis of the body?
 I. Evaluating learning EVALUATION (This section will provide for
concept check test items and answer key
which are aligned to the learning objectives -
content and performance standards and
address misconceptions – if any)
Part I: Draw and Label the parts of neuron
Part II: Analysis
Analyze the following question.
1. Sensory: Afferent; Motor Neurons:___________
2. Dendrites: toward; Axon:__________________
3. ________: Interneuron; Sensory: Motor
Part III: Identification
Identify what is the stimulus and response in the following scenario.
1. In a running race, the firing gun is used to start the race
2. If you swing to someone’s eye, they blink
3. An animal is cold so it moves into the sun
4. Getting a drink when you are thirsty
5. You are hungry so you eat some food

J. Additional activities for EXTEND (This sections give situation that Let the students research on the endocrine glands and their hormones.
application or remediation explains the topic in a new context , or
integrate it to another discipline / societal
concern)

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 lesson worked?
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 work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
material did I use/discover which I
wish to share with other teachers?