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Shs Daily Lesson in Earth Science
Shs Daily Lesson in Earth Science
Shs Daily Lesson in Earth Science
SLO: At the end of the lesson, the SLO: At the end of the lesson, the SLO: At the end of the lesson, the :
students should be able to: students should be able to: students should be able to:
1. describe the structure and 1. identify the large scale and 1. recognize the difference in the
composition of the Universe; small scale properties of the physical and chemical
2. state the different hypothesis Solar System; properties between the Earth
that preceded the Big Bang 2. discuss the different and its neighboring planes
Theory of the Origin of the hypotheses explaining the 2. Identify the factors that allow a
Universe. origin of the solar system; planet to support life.
3. explain the red-shift and how it
used as proof of an expanding
universe
4. explain the Big Bang Theory
and evidences supporting the
theory.
LEARNING RESOURCES: Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial
release) release) release) release)
Teacher will present a video Photoanalysis. Teacher will Teacher will present the
presentation regarding the present a picture of the of the pictures of Venus, Earth and
universe. solar system Mars.
Key questions:
HOTS: "What do you think is the HOTS: "What do you think is the
reason why the sun is the center of reason of the failure of mankind in
our solar system?" protecting the environment and the
life here on Earth?"
Acquire: Acquire: Acquire: Acquire: Acquire:
Teacher will show the picture of Teacher will discuss the Learners will be watching a
the milky way. composition of the solar system. video clip and will present their
Teacher will discuss the HOTS: "How do you think did idea on the board.
structure, composition, age, scientists know the exact Key questions:
cycle and expanding of a composition of the solar system?" HOTS: "What will happen to a planet
universe Teacher will present theories without GHG?"
Key questions: and hypothesis of the origin of
HOTS: "Why does the universe the solar system. "What is the importance of H2O in
needs to expand?" HOTS: "How maintaining the temperature of a
does the Doppler effect explain the planet?"
expansion of the universe?"
HOTS: "Relate heat to the expansion "Why do Venus and Mars has no
of the universe" Global Magnetic Field?"
Application: Application: Application: Application: Application:
The teacher will distribute the Leaners will collaborate with Habitable or Not? Using the
article about the 3 theories of each other and discuss the checklist provided, learners will
the universe. The learners will theories and hypothesis of the evaluate unknown planets and
read and collaborate to each origin of the solar system. moons if they are habitable.
other.
Assessment: Assessment: Assessment: Assessment: Assessment:
Learners will create a Venn Learner will create a short Debate: ‘Can man alter Mars Learners will answer the 30
diagram showing the story about how they want the environment to make it more item test.
similarities and differences of solar system SHOULD start. suitable for human habitation?
the 3 theories of the universe. How?’
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
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Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
5. SLO: At the end of the lesson, the SLO: At the end of the lesson, the : SLO: At the end of the lesson, the
students should be able to: students should be able to: learners will be able to;
3. identify the large scale and 3. recognize the difference in the 1. Become familiar with the most
small scale properties of the physical and chemical recent advancements/information on
Solar System; properties between the Earth the solar system.
4. discuss the different and its neighboring planes 2. Identify key persons in the
hypotheses explaining the 4. Identify the factors that allow a advancements/ information on the
origin of the solar system; planet to support life. solar system.
3. relate the importance of the
advancements/ information on the
solar system in daily life
LEARNING RESOURCES: Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial
release) release) release) release)
Exploring Life Through Science:
Earth and Life Science (Phoenix
Publish House)
LEARNING DILEVERY MODE: Activity: Activity: Activity: Activity:
(4 A's of Learning) Students will recall the 3 4pics1word.Learner will guess Teacher will show photos of
theories of the origin of the the words of the prepared the selected scientist and their
universe. slides contribution to the
Photoanalysis. Teacher will Teacher will present the understanding of the solar
present a picture of the of the pictures of Venus, Earth and system.
solar system Mars. Key questions:
Key questions: “How can the current
HOTS: "What do you think is the HOTS: "What do you think is the breakthroughs in the solar
reason why the sun is the center of reason of the failure of mankind in system affect our lives?”
our solar system?" protecting the environment and the
life here on Earth?"
Analysis: Analysis: Analysis: Analysis:
Teacher will discuss the Learners will be watching a The teacher will present the
composition of the solar system. video clip and will present their web-based activity. Learners in
HOTS: "How do you think did idea on the board. groups will search and present
scientists know the exact Key questions: important facts on the
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composition of the solar system?" HOTS: "What will happen to a planet following: NASA’s New
Teacher will present theories without GHG?" Horizons Mission, Rossetta
and hypothesis of the origin of Mission, Curiosity Space
the solar system. "What is the importance of H2O in Probe, Hygens Probe, Europa
maintaining the temperature of a Jupiter System Mission.
planet?"
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TANGLAG NATIONAL HIGH SCHOOL
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The teacher will present the Using the diagram of the Earth Learners in small groups will Teacher will present P-waves,
web-based activity. Learners in system let the students present the contributions done S-waves and Seismic waves.
groups will search and present interrelate the icons to each by specific scientists who
important facts on the other. contributed to the
following: NASA’s New Key Questions: understanding of the earth
Horizons Mission, Rossetta HOTS: “How is everything connected subsystems.
Mission, Curiosity Space to everything else? Why do Earth’s
Probe, Hygens Probe, Europa subsystem boundaries matter?”
Jupiter System Mission.
Abstraction: Abstraction: Abstraction: Abstraction:
Learners share to the class Teacher will introduce the four Using the answers of the Learners will perform an activity
about the current discoveries subsystems to the class. learners, the class will create a in Mapping the Earth’s Interior.
made by the mentioned space table showing the summary of
mission the ideas.
Application: Application: Application: Application:
Learners will be having a Teacher will present activity on Let the learners response on Learners will discuss their
dynamic discussion regarding: “Subsystem Interactions”. the question: results and explain the different
HOTS: “Would it be practical Key Questions: HOTS: “how do the scientific layers of the Earth
for our local government to HOTS: How does matter and energy community today benefit from the Key Questions:
allocate a portion of the flow during the interaction of the contributions of the people in the HOTS: how are theses layers
national budget on the space? Earth’s subsystem? past on the understanding the earth determined using seismic waves?
subsystems?”
ASSESSMENT Written output Recitation Written output Written output
(Format and Results) Recitation Recitation Recitation
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
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Region I
TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
LEARNING RESOURCES: Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial
release) release) release) release)
Exploring Life Through Science: Exploring Life Through Science: Exploring Life Through Science: Exploring Life Through Science:
Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix
Publish House) Publish House) Publish House) Publish House)
LEARNING DILEVERY MODE: Activity: Activity: Activity: Activity:
(4 A's of Learning) Teacher will present a video Learners will look for Learners will construct a flour Learners will be divided into
presentation about weathering evidences of weathering and box volcano deformation groups to create summary table
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and erosion. Learners will have erosion through exploration. model. on the following:
a panel discussion regarding Key questions: - Changes happen to rocks.
the video clip and create “Why does magma rise?” (extreme temperature and
outline. pressure)
Key questions: - Type of metamorphism
“What are the processes that Key questions:
helped shape Earth’s surface?” “How do rocks handle
stress?”
Analysis: Analysis: Analysis: Analysis:
Learners will present their Learners will identify the Learners will answer the Teacher will show sample of
output. possible causes of weathering following questions after doing metamorphic rocks. Learners
Key questions: in rocks they’ve collected. and using the table. will characterize the samples
HOTS: “How can the physical Key questions: based on type of foliation
and chemical weathering work “What triggers the present, texture, and grain size.
together to speed up deformation of volcano HOTS: “How does grain size of
weathering process? model?” different samples affect their
“How is this event related to texture?
the movement of magma?” “What type of metamorphism is
HOTS: “What are the factors that associated in the shown zone?”
can cause pressurization of magma
intrusion?”
Abstraction: Abstraction: Abstraction: Abstraction:
Using different pictures of Panel discussion. Processing of Learners will response to the Learners will describe how
erosions, learners will trace the data collected. question: rocks behave under different
track of erosions. HOTS: How the activity changed stress such as compression,
Learners will enumerate your initial perception of rising of pushing apart, and shearing.
possible benefits of weathering magma and volcanism.
and erosion to us.
Application: Application: Application: Application:
Presentation of output. Presentation of output Learners will describe briefly Learners will cite situations on
what happens after the magma different stress.
is formed.
ASSESSMENT Output presentation Output presentation Written output Recitation
(Format and Results) Recitation Recitation Recitation
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REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
SLO: At the end of the lesson, the SLO: At the end of the lesson, the SLO: At the end of the lesson, the SLO: At the end of the lesson, the
learners will be able to; learners will be able to; learners will be able to; learners will be able to;
1. Define weathering and erosion. 1. Define edogenic process. 1. Differentiate magma into lava. 1.
2. Trace the pathway of materials in 2. Describe magmatism. 2. Trace the formation of magma.
weathering and erosion. 3. Enumerate by products of 3. Identify by products of plutonism,
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SLO: At the end of the lesson, the SLO: At the end of the lesson, the SLO: At the end of the lesson, the
learners will be able to; learners will be able to; learners will be able to;
1. Verify the concepts of continental 1. Dismiss misconceptions about 1. Define the law of superpostion.
drift theory. Seafloor spreading. 2. Use the principle of crosscutting in
2. Discuss evidences of the 2. Create a diorama of seafloor different rock samples.
continental drift theory spreading.
3. Determine how fast the plates are
moving apart.
4. create diagrams representing the
formations of folds and faults.
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Tanglag, Rosario La Union
LEARNING RESOURCES: Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial
release) release) release)
Exploring Life Through Science: Exploring Life Through Science: Exploring Life Through Science:
Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix
Publish House) Publish House) Publish House)
LEARNING DILEVERY MODE: Activity: Activity: Activity: Activity:
(4 A's of Learning) Learners will solve prepared Learners will be divided into Learners will look for rocks and
the jigsaw puzzle. groups to create summary identify what part of the rock is
Key questions: table on the following: the youngest and oldest.
“How did you form the picture and - Seafloor- spreading Key questions:
the world map?” - Ocean Basin Formation “How did scientist trace the
history of Earth?”
Analysis: Analysis: Analysis: Analysis:
Learners will watch a video Learners will present their data Learners will apply the law of
presentation about the in front. superposition, principle of
continental drift theory original horizontality and
Key questions: principle of cross-cutting
“How did Earth look before?” relationship.
HOTS: “If there were human
civilizations millions of years earlier,
would there have been any
significant changes in the history of
Earth?”
Abstraction: Abstraction: Abstraction: Abstraction:
Think- pair-share. Learners will Learners will identify Learners will be present their
enumerate pieces of misconceptions about Seafloor idea in front.
evidences of his continental spreading and Ocean basin
drift theory. formation using a video
HOTS: “In what way do the presentations.
continents resemble the pieces of a
puzzle? Explain.”
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Analysis:
Learners will apply the law of
superposition, principle of
original horizontality and
principle of cross-cutting
relationship.
Abstraction:
Learners will be present their
idea in front.
Application:
Think-pair-share. Learners will
answer a prepared worksheets.
ASSESSMENT Worksheets
(Format and Results) Recitation
No. of learners within Mastery Level
No. of learners needing remediation,
REMARKS
(Reflection for the teacher: on the
teaching learning episodes)
SLO: at the end of the lesson, the SLO: at the end of the lesson, the SLO: at the end of the lesson, the SLO: at the end of the lesson, the
students will be able to: students will be able to: students will be able to: students will be able to:
1. Differentiate hazard, vulnerability, 1. Define Earthquake and Volcanic 1. Define landslide. 1. Define, tropical cyclone,
risks. Hazards. 2. Enumerate possible landslide monsoons, floods and ipo-ipo.
2. Enumerate possible hazards in 2. Identify hazard brought by hazards in the community. 2. Enumerate possible hazards
the Philippines. earthquakes and volcanic eruptions. 3. Propose a plan to lessen the risk brought by tropical cyclone,
3. locate possible spots in the of landslide hazard to the monsoons, floods and ipo-ipo.
Philippines exposed/prone to community. 3. plan alternatives to lessen the risk
earthquake and volcanic hazards. of Marine and Coastal Processes
4. plan to lessen the risks brought by
hazards in the community.
LEARNING RESOURCES: Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial
release) release) release) release)
Exploring Life Through Science: Exploring Life Through Science: Exploring Life Through Science: Exploring Life Through Science:
Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix Earth and Life Science (Phoenix
Publish House) Publish House) Publish House) Publish House)
LEARNING DILEVERY MODE: Activity: Activity: Activity: Activity:
(4 A's of Learning) Learners will watch a video clip. Picture analysis. Learners will Learners will look around in the Learners will watch video clip
They will list possible disasters identify the earthquake hazards school vicinity and identify about Typhoon Yolanda.
that will bring risk to the using the pictures presented to possible places prone/ exposed Key questions:
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SLO: at the end of the lesson, the SLO: at the end of the lesson, the SLO: at the end of the lesson, the SLO: at the end of the lesson, the
students will be able to: students will be able to: students will be able to: students will be able to:
1. Differentiate hazard, vulnerability, 1. Define Earthquake and Volcanic 1. Define landslide. 1. Define, tropical cyclone,
risks. Hazards. 2. Enumerate possible landslide monsoons, floods and ipo-ipo.
2. Enumerate possible hazards in 2. Identify hazard brought by hazards in the community. 2. Enumerate possible hazards
the Philippines. earthquakes and volcanic eruptions. 3. Propose a plan to lessen the risk brought by tropical cyclone,
3. locate possible spots in the of landslide hazard to the monsoons, floods and ipo-ipo.
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TANGLAG NATIONAL HIGH SCHOOL
Tanglag, Rosario La Union
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(4 A's of Learning) different hazards of will identify different clip about Typhoon
earthquake. hazards in the Philippines Yolanda.
using Risk map. Key questions:
“What causes the death of
thousands in Leyte?”
Analysis: Analysis: Analysis: Analysis:
Think-Pair-Share. Panel discussion. Think-Pair-Share. Learners will identify the
hazards and vulnerable
through panel discussion.
Abstraction: Abstraction: Abstraction: Abstraction:
Panel discussion. Learners will answer the Learners will answer the Learners will create a
prepared worksheets. prepared worksheets. short role play showing the
hazards, vulnerability, and
risks
Application: Application: Application: Abstraction:
Learners will answer the Output presentation Output Presentation. Learners will present their
prepared worksheets. play.
ASSESSMENT Worksheets Worksheets Output presentation Output presentation.
(Format and Results) Output presentation Recitation
No. of learners within Mastery
Level
No. of learners needing
remediation,
REMARKS
(Reflection for the teacher: on
the teaching learning
episodes)
Prepared by: Noted by: Approved by:
of life?”
Analysis: Analysis: Analysis:
Panel discussion. Think-Pair-Share. Learners will try to give
Key questions: Key questions: function of the different
“What are the characteristics of HOTS: What are the bases of parts of the puzzle and
living things?” your classification? What relate it to the parts of
characteristics of life did you cell.
observe from the living things
you identified?”
Abstraction: Abstraction: Abstraction:
Learners will present their Learners will answer the Learners will think of a
output in front. prepared worksheets. factory and create parts in
Key questions: relevance to the parts of
HOTS: “What is abiogenesis the cell.
theory? Was this totally
disproved by the theory
biogenesis?”
Application: Application: Abstraction:
Diagram making. Learners Learners will presents Learners will presents
will create diagram that show their output in front. their output in front.
the possible ways of origin of
life.
ASSESSMENT 30-item quiz Output presentation Output presentation Output presentation.
(Format and Results) Recitation Recitation Recitiation.
No. of learners within Mastery
Level
No. of learners needing
remediation,
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REMARKS
(Reflection for the teacher: on
the teaching learning
episodes)
Prepared by: Noted by: Approved by:
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LEARNING COMPETENCY/
OBJECTIVES
SLO: at the end of the lesson, SLO: at the end of the lesson, the students will be able to:
the students will be able to: 1. Prepare wet mount slides.
1. Review the parts of the 2. Manipulate the microscope
microscope. 3. Identify the characteristics shown by the image under the
2. Manipulate the microscope. microscope.
3. Identify prepared
specimens.
LEARNING RESOURCES: Internet Internet
OBJECTIVES explain how cells carry Trace the energy flow from Describe different ways
out functions required for the environment the cells. of how plants reproduce.
life. S11/12LT-IIa-4 S11/12LT-IIa-6 S11/12LT-IIej-13.
Explain how Describe how organisms Illustrate the
photosynthetic organisms obtain and utilize. S11/12LT- relationships among
use light energy to IIa-7 structures of flowers,
combine carbon dioxide Recognize that organisms fruits, and seeds
and water to form energy require energy to carry out S11/12LT-IIej-14.
rich compound. functions required for life. Different ways of how
S11/12LT-IIa-5 S11/12LT-IIa-8 representative animals
reproduce. S11/12LT-
IIej-15.
SLO: at the end of the lesson, SLO: at the end of the lesson, SLO: at the end of the
the students will be able to: the students will be able to: lesson, the students will be
1. Define energy. 1. Define Cellular Respiration able to:
2. Describe how cell get 2. Differentiate anaerobic and 1. Identify methods by which
energy. aerobic respiration. plants reproduce
3. Describe photosynthetic 3. Trace the flow of energy in 2. Recognize the Pollination
organelles cellular respiration. and its importance on
4. Trace the movement of 4. Identify by-products of cellular fertilization and reproduction
molecules in the Light and respiration 3. Define Sexual and
Dark reaction. asexual reproduction, and
the advantages and
disadvantages of both types
of reproduction
4. Familiarize to the
practices of using different
types and methods of
reproduction in farms
throughout the Philippines.
LEARNING RESOURCES: Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial
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Analysis:
Panel discussion.
Key questions:
“Distinguish anaerobic to
aerobic respiration?”
Abstraction:
Tracing game.
Key questions:
“How is it important for a
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Application:
Leaners will create a
diagram showing the
difference of anaerobic
and aerobic respiration.
ASSESSMENT Output presentation
(Format and Results) Recitation
No. of learners within Mastery
Level
No. of learners needing
remediation,
REMARKS
(Reflection for the teacher: on
the teaching learning
episodes)
Prepared by: Noted by: Approved by:
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plants reproduce
2. Recognize the Pollination
and its importance on
fertilization and reproduction
3. Define Sexual and asexual
reproduction, and the
advantages and
disadvantages of both types
of reproduction
4. Familiarize to the practices
of using different types and
methods of reproduction in
farms throughout the
Philippines.
Analysis:
Movie Critic.
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Abstraction:
Observing the nature. The
learners will be going
outside and identify plants
that can reproduce
sexually and asexually.
Application:
Learners will present their
output in front.
ASSESSMENT 30-item quiz Output presentation.
(Format and Results) Recitation.
No. of learners within Mastery
Level
No. of learners needing
remediation,
REMARKS
(Reflection for the teacher: on
the teaching learning
episodes)
Prepared by: Noted by: Approved by:
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SLO: at the end of the lesson, SLO: at the end of the lesson, SLO: at the end of the lesson, SLO: at the end of the
the students will be able to: the students will be able to: the students will be able to: lesson, the students will be
1. Identify methods by which 1. Define DNA and genes. 1. Identify the different organ able to:
plants reproduce 2. Trace the process of protein system. 1. Enumerate the different
2. Recognize the Pollination synthesis. 2. Trace the animal digestion plant cells.
and its importance on 3. Define GMO. and nutrition. 2. Identify the different Plant
fertilization and reproduction 4. Familiarize to different GMO 3. recognize the different organ system.
3. Define Sexual and asexual products. kinds of circulation. 3. Recognize the growth
reproduction, and the 5. Identify the effects of GMO in 4. Give the importance of patterns of Plants.
advantages and Health, Economy and hormones, immune system
disadvantages of both types Environment. and nervous system.
of reproduction
4. Familiarize to the practices
of using different types and
methods of reproduction in
farms throughout the
Philippines.
LEARNING RESOURCES: Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial Earth and Life Science (initial
release) release) release) release)
Exploring Life Through Exploring Life Through Science: Exploring Life Through Exploring Life Through
Science: Earth and Life Earth and Life Science (Phoenix Science: Earth and Life Science: Earth and Life
Science (Phoenix Publish Publish House) Science (Phoenix Publish Science (Phoenix Publish
House) House) House)
LEARNING DILEVERY Activity: Activity: Activity: Activity:
MODE: Family Feud Game Article analysis. Drawing activity. Learners Bring me game (Picture).
(4 A's of Learning) Key question: Key question: will draw the organs of the Key question:
“What are the possible plants “How can parent pass their different organ system “How can parent pass their
that have an ovary?” characteristics to their given to them. characteristics to their
offspring?” offspring?”
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organismal diversity
observed today.
S11/12LT-IIej-27.
describe how the present
system of classification of
organisms is based on
evolutionary relationships.
S11/12LT-IIej-28.
SLO: at the end of the lesson, SLO: at the end of the lesson, SLO: at the end of the lesson,
the students will be able to: the students will be able to: the students will be able to:
1. Identify the different organ 1. Enumerate the different plant 1. Define evolution
system. cells. 2. Evaluate the theory of
2. Trace the animal digestion 2. Identify the different Plant evolution of Charles Darwin
and nutrition. organ system. 3. Analyse the tree of
3. recognize the different 3. Recognize the growth palaeontology.
kinds of circulation. patterns of Plants.
4. Give the importance of
hormones, immune system
and nervous system.
LEARNING RESOURCES: Earth and Life Science (initial Earth and Life Science (initialEarth and Life Science (initial
release) release) release)
Exploring Life Through Exploring Life Through Science:Exploring Life Through
Science: Earth and Life Earth and Life Science (PhoenixScience: Earth and Life
Science (Phoenix Publish Publish House) Science (Phoenix Publish
House) House)
LEARNING DILEVERY Activity: Activity: Activity:
MODE: Drawing activity. Learners Bring me game (Picture). Movie Critic.
(4 A's of Learning) will draw the organs of the Key question: Key question:
different organ system “How can parent pass their “How can organism evolve?”
given to them. characteristics to their
offspring?”
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Exploring Life Through Exploring Life Through Science: Exploring Life Through
Exploring Life Through
Science: Earth and Life Earth and Life Science (Phoenix Science: Earth and Life
Science: Earth and Life
Science (Phoenix Publish Publish House) Science (Phoenix Publish
Science (Phoenix Publish
House) House) House)
LEARNING DILEVERY Activity: Activity: Activity: Activity:
MODE: Movie Critic. Charles Bring me game (Picture). Movie Critic. Collage making. Learners
(4 A's of Learning) Darwin’s Life will create collage
showing food chain/web.
Analysis: Analysis: Analysis: Analysis:
Panel Discussion. Leaners Leaners will create a Learners will go outside Panel Discussion
will share insights about Phylogeny Tree of a certain and observe the
the movie clip watched. species. environment.
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ASSESSMENT
(Format and Results)
No. of learners within Mastery
Level
No. of learners needing
remediation,
REMARKS
(Reflection for the teacher: on
the teaching learning
episodes)
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