School: Central Luzon Doctors’ Hospital Grade Level: Grade 11

Educational Institution
Teacher: Aaron Paul D. Tañedo Learning Area: Earth and Life
SENIOR HIGH SCHOOL
Science
LESSON PLAN Teaching
Date/Time:
November 21 – November 25, 2022
M – F (08:00 AM – 04:00 PM)
Quarter: Second Quarter

I. OBJECTIVES  Demonstrate understanding of the history of the development of the concept of life;
 Identify organisms and the conditions that enable them to exist;
 Describe the unifying themes in the study of life;
 Show connections among living things and how they interact with each other and
with their environment.
A. Content Standards  The historical development of the concept of life;
The learners demonstrate an  The origin of the first life forms;
understanding of…
 Unifying themes in the study of life
B. Performance Standards  Value life by taking good care of all beings, humans, plants, and animals
The learners shall be able to…  Conduct a survey of products containing substances that can trigger genetic disorders
such as phenylketonuria
C. Learning Competencies  Explain the evolving concept of life based on emerging pieces of evidence
The learners… (S11/12LT-lla-1)
 Describe how unifying themes (e.g., structure and function, evolution, and
ecosystems) in the study of life show the connections among living things and how
they interact with each other and with their environment (S11/12LT-lla-3)
II. CONTENT UNIT I: Exploring Life
Module 4: Looking at Life: An Introduction to Life Science
Topic/s: Life and Its Remarkable Beginnings, Evidence of Life
Values: Stewardship, Self-cultivation, Self-discipline, Altruism, Accountability
III. LEARNING Textbook pages: - David, O. & Albano, P. (2019). Earth and Life Science (Second
Edition, pp. 93-107). Diwa Learning Systems, Inc.
RESOURCES AND
REFERENCES Other Learning Resources: PowerPoint presentation, images
IV. PROCEDURES
A. Reviewing past lesson or Review the pupils in the previous lessons learned.
presenting the new lesson Ask:
1. What is the continental drift theory?
2. What is the plate tectonics theory?
3. What is seafloor spreading?
4. What are the different types of dating?

B. Establishing a purpose of the Gibberish Challenge / Guess the Gibberish

new lesson (Motivation) The students representing each group will raise their hands and the first one to raise
his/her hand is expected to guess the correct sentence or the phrase before the time runs
out. The first group to guess three right words wins the game.
C. Introduction Ask: What are the things you know about biology?
D. Explanation In April 2009, a novel influenza virus – A (H1N1) –
was first detected in the United States. This virus
strain was believed to be a result of gene
reassortment, a process by which influenza viruses
swap gene segments. This reassortment results in the
generation of a new viral strain. Such process is vast
and plays an important role in the evolution of
influenza viruses.
Fig. 1 Evolution of A (H1N1) virus

Pandemic – refers to the outbreak of a disease that

occurs over a wide geographic area at an exceptionally high proportion of the population.
Examples: 1957 & 1968 Influenza Pandemic, 2009 Influenza A (H1N1) Outbreak, 2019
COVID-19 Pandemic

New viruses that emerged from such gene reassortment showed major differences from
the parent viruses. This phenomenon is an excellent example of evolution at work, which
is considered the core theme of biology.
 LIFE AND ITS REMARKABLE BEGINNINGS
Paleontologists – are scientists who collect, identify, and study pieces of evidence about
earlier life-forms and try to determine how these have evolved into the organisms that
existed about billions of years ago.
Fossil – is a remnant or trace of a
plant, animal, or another organism
that may have been replaced by rock
material or left imprinted on a
sedimentary rock deposited in
riverbeds or on the ocean floor.
Microfossils – fossils that are very
small and can be seen only with the
aid of a microscope.
Stromatolites – considered to be the
oldest fossils on Earth

All forms of life share common characteristics:

1. Energy processing; 2. Evolutionary adaptation; 3. The consistent growth and
development controlled by the inherited gene; 4. The systematic and highly ordered
structure of organisms; 5. Regulation; 6. The ability to respond to environmental stimuli;
7. Reproduction.

The Hierarchy of Biological

Organization
1. Biosphere 2. Ecosystem 3.
Community 4. Population 5.
Organism
6. Organ System 7. Tissue 8. Cell 9.
Organelles 10. Molecules 11.
Atoms

Unifying Themes of Life

3 Major Fields in Biology that
Cover the Unifying Theme of Life
1. Genetics – is the branch of biology that studies heredity and variation.
2. Evolution
3. Biochemistry

EVIDENCE OF LIFE
Historical Development of the Concept of Life
All life-forms evolved from a common ancestor.

EXPERIMENTS ON THE EVOLUTION OF LIFE

The Theory of Spontaneous Generation
 Redi’s Experiment
 Needham’s Test
 Spallanzani’s Experiment
Biogenesis
 Pasteur’s Test
E. Elaboration What are the characteristics of the first life-forms on Earth?
Why did evolutionary changes occur?
F. Generalization Ask:
1. What is gene reassortment?
2. What is the hierarchy of biological organization?
3. What are the unifying themes of life?
4. What is the difference between spontaneous generation and biogenesis?
V. EVALUATION/ You are a licensed nurse and your work supervisor gave you the responsibility of giving
ASSESSMENT/ the influenza vaccine, better known as flu shots, to patients. One day, a patient comes to
ASSIGNMENT you complaining that she has been down with flu despite having been vaccinated. Explain
to your patient why a flu shot does not provide full protection or lifelong immunity. You
have to make certain that your patient will be able to clearly understand your explanation.
VI. REMARKS
VII. 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 solved?
G. What innovation or localized
materials did I use/ discover
which I wish to share with other
teachers?

Prepared by Checked by:

AARON PAUL D. TAÑEDO PERLITA C. FERMIN, MA.Ling.

Teacher Principal