GRADE 1 to 12 School Grade Level 10

DAILY LESSON Teacher Learning Area SCIENCE

LOG Teaching Dates and Time Quarter THIRD QUARTER

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learners should be able to demonstrate understanding of influence of biodiversity on the stability of ecosystem; and an ecosystem as being
capable of supporting a limited number of organisms.
B. Performance Standard

S10LT-IIIh-41 S10LT-IIIh-41 S10LT-IIIh-42 S10LT-IIIh-43 S10LT-IIIh-43

C. Learning  Determine prior  Classify the value
Competency/Objectives knowledge of the of biodiversity; and
Write the LC code for each. learners on
biodiversity and  Show the creativity
stability, and of the students by
planning an
 Identify the required invention design
skills in that will increase
accomplishing the the probability of
learning tasks adaptation and
survival of
organisms in
changing
environment.
 Identify the Density-  Analyze how do  Determine the
Independent and human activities effects of the
Density-Dependent affect the status of
limiting factors from environment. biodiversity,
the given situations; population
and predict the  Show density, and
effects of the given resourcefulness carrying capacity
causes. and creativity of your locality to
through creating the economic,
 Demonstrate, using new and useful environmental
a simulation activity workpiece from and social
the illegal hunting recycled materials. aspects or your
and predation as community.
limiting factors that
affect population
growth.

The Ups and Down of

II. CONTENT Introduction of the Lesson Biodiversity and Stability Population Growth and Environmental Problems Environmental
Pre- Assessment Limiting Factors and Issues Problems and Issues

III. LEARNING
RESOURCES
A. References Science Learner’s Material Science Learner’s Material Science Learner’s Material Science Learner’s Material Science Learner’s
Science Teacher’s Guide Science Teacher’s Guide Science Teacher’s Guide Science Teacher’s Guide Material
Science Teacher’s
Guide
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 1. Teacher’s Guide pages TG. Page 241 TG. Page 242 TG. Page 245 – 246 TG. Page 247 TG. Page 248
2. Learner’s Materials
pages LM. Page 329 LM. Page 330 – 331 LM. Page 331 – 136 LM. Page 337-339 LM. Page 340 – 341
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning
Resource
IV. PROCEDURES
A. Reviewing previous View a short video clip on As student, What can you Ask the students what What are the human
lesson or presenting the biodiversity and its do to maintain the stability limiting factors made the activities that give big
new lesson importance, or interactions of an ecosystem? Philippine Eagle become impacts to our
that take place in an endangered? environment? What can
ecosystem (see page 242 How they can be we do to protect our
of TG for suggested protected? environment?
websites).

B. Establishing a purpose
for the lesson
C. Presenting
examples/Instances of Follow Notes to the Follow the Teaching Tips Follow the Teaching Tips Follow the Teaching Tips Follow the Teaching
the new lesson Teacher TG page 242 and Notes to the Teacher TG page 247 Tips
TG page 241 TG page 243-244 TG page 248

Ask the ideas of the

D. Discussing new Four Pics… One word!
concepts and practicing Students will identify the
new skills # 1 common word that will
describe the four pictures
students about the various Do Activity 2 Do Activity 3 Do Activity 4
categories of the values of Dependent or Analyzing Environmental Biodiversity Status in
species in an ecosystem. Independent? Issues the Community
Let them write their LM page 330 – 331 LM page 338 – 339 LM page 340 – 341
answers in bond papers
and post on the board.
Guide them and help them
to get the correct thoughts.
Group them according to
their value.

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E. Discussing new
concepts and practicing Answer Pre-Assessment Do Activity 1
new skills # 2 LM page 329 Classifying the Value of
Biodiversity
LM page 330 – 331

F. Developing mastery Ask the learners to discuss
(leads to Formative among their group the
Assessment ) value of biodiversity and let
them complete the table 1
on their
LM page 331
Ask the students why some
species are endangered?
Why some species are
extinct? Why humans
continuously increase in
population?
Let the students work on Students will gather
by analyzing specific data about species
problem scenario depicted diversity, resources,
on the illustration in LM population density, and
page 338-339. carrying capacity in their
community. (This task
must be given and done
prior to date of activity).

G. Finding practical If you really appreciate the As human being, what you As a student, what you can Protecting biodiversity
application of concepts importance of biodiversity, can do to avoid reaching its do to lessen the human of the community in
and skills in daily living what you can do to carrying capacity? impacts and problem in our their own ways as
maintain and protect environment? students. Maintain a
biodiversity? clean and safe
environment.

H. Making generalizations How do the values of
and abstractions about species in various
the lesson categories differ from each
other? How do they affect
the stability of an
ecosystem?
I. Evaluating learning Classify the value of
biodiversity by completing
the table 1 of LM on page
331.
J. Additional activities for Teacher-Made Activity 1
application or I Am A Surventor!
remediation (Survivor and Inventor)
See attached activity
How do limiting factors What are the human What is the status of
affect the population activities that give big your Local Biodiversity?
density? impacts to our How about the threats?
environment? What can we What are your proposed
do to protect our possible strategies?
environment?
Identify the given situations Analyze the problems Complete the table –
if it is a dependent or depicted in the pictures in Analyzing local
independent limiting factor LM page 338-339. biodiversity status.
by completing tables of LM page 341
activity 2. Page 336 LM
Teacher-Made Activity 2
Eagle! Eagle! Teacher-Made Activity 3
Not Ready to Mingle Exhibit My Habit!
See attached activity See attached activity

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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 lessons
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 these 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?

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 GRADE 1 to 12 School Grade Level 10
DAILY LESSON Teacher Learning Area SCIENCE
LOG Teaching Dates and Time Quarter THIRD QUARTER

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learners should be able to demonstrate understanding of influence of biodiversity on the stability of ecosystem; and an ecosystem as being
capable of supporting a limited number of organisms.
B. Performance Standard
S10LT-IIIh-43 S10LT-IIIh-43
C. Learning
Competency/Objectives  Plan, review and  Plan, review and  Plan, review and  Present a product  Assess what the
Write the LC code for each. share ideas on share ideas on share ideas on to an audience students have
producing materials producing materials producing materials including invited learned about
that support the that support the that support the members of the the lesson on
strategies and strategies and strategies and community, Ecosystem and
program in program in program in parents, teachers Biodiversity
conservation and conservation and conservation and and classmates.
protection of local protection of local protection of local
biodiversity biodiversity biodiversity
II. CONTENT Environmental Problems
Environmental Problems and Issues - Product Creation and Issues
Showcasing Product
II. LEARNING
RESOURCES
A. References Science Learner’s Material Science Learner’s Material Science Learner’s Material Science Learner’s Material Science Learner’s
Science Teacher’s Guide Science Teacher’s Guide Science Teacher’s Guide Science Teacher’s Guide Material
Science Teacher’s Guide
1. Teacher’s Guide pages TG. Page 249-251 TG. Page 252 TG. Page 253
2. Learner’s Materials
pages LM. Page 341 – 343 LM. Page 344 LM. Page 345
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning
Resource
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III. PROCEDURES
A. Reviewing previous What is the status of your What must be considered
lesson or presenting Local Biodiversity? Update of Plan made. Update and Review of to produce better and
the new lesson How about the threats? Plan made. quality product creation?
B. Establishing a purpose
for the lesson
C. Presenting
examples/Instances of Follow TG for Activity 5 Follow TG for Activity 5 Follow TG for Activity 5 Follow TG for Activity 6 Refer to Teacher’s
the new lesson on page 249-251 on page 249-251 on page 249-251 on page 252 Guide
TG page 253

D. Discussing new Do Activity 5 Do Activity 5 Do Activity 5 Do Activity 6 Answer Summative

concepts and practicing Product Creation Product Creation Product Creation Showcasing of Products Assessment
new skills # 1 LM page 341-343 LM page 341-343 LM page 341-343 LM page 344 LM page 345-346
E. Discussing new
concepts and practicing
new skills # 2
F. Developing mastery Organize a culminating
(leads to Formative Students will go through four interactive cycles of creation: Plan it, Do it, Review it and activity to showcase
Assessment ) share it! students’ final products.

G. Finding practical Produce materials that will
application of concepts support the strategies and
and skills in daily living programs in conservation
and protection of local
biodiversity.
Produce materials that will
support the strategies and
programs in conservation
and protection of local
biodiversity.
Produce materials that will
support the strategies and
programs in conservation
and protection of local
biodiversity.
Support programs that will
protect and conserve local,
national and even
international biodiversity.

H. Making generalizations What must be considered to What must be considered What must be considered How can we help on
and abstractions about produce better and quality to produce better and to produce better and protecting biodiversity?
the lesson product creation? quality product creation? quality product creation?

I. Evaluating learning
Answer Guide Questions 1 -7 Group Presentation. Answer Summative
On page 341-342 of LM. Follow steps on page 344 Assessment
Use the guide questions to plan out how to accomplish the task. LM LM page 345-346
J. Additional activities for
application or
remediation
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IV. REMARKS

V. 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
lessons 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 these 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?

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