Technical Assistance Lesson Plan

DETAILED SCIENCE DAILY LESSON LOG
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY no. PAGE NO.
__10__ ____3rd QUARTER _______ WEEK 3 AND DAY 4 1
Teacher JAYBIE C. TEJADA-TALA
I. OBJECTIVES
The learners demonstrate an understanding of the organisms as having

A. Content
feedback mechanisms, which are coordinated by the nervous and endocrine
Standards systems.
B. Performance
Standards
LC Code: S10LT-IIIc-36
The learners should describe how the nervous system coordinates and regulates
C. Learning these feedback mechanisms to maintain homeostasis.
Competencies/ Objectives:
Objectives a. Explain how nervous system maintains homeostasis in the body.
(Write the LC b. Act out situations where nervous system worked in order to protect you
code) from harm; and
c. Measure the length of time of response to catch a dropped object
d. Realize the importance of a healthy nervous system.
II. CONTENT Control of Body Processes through the Nervous System
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
Science – Grade 10
2. Learner’s
DepEd K-12 Learner’s Manual
Materials pages Unit 3 – Module 1, pp. 232-239
3. Textbook pages None
4. Additional
Materials from
Learning None
Resource (LR)
portal
https://flexbooks.ck12.org/cbook/ck-12-biology-flexbook2.0/section/13.2/primary/
B. Other Learning lesson/homeostasis-bio/
Resources
IV. PROCEDURES
ELICIT
Begin the lesson by having this quick activity.
Activity: Odd Organ Out!
A. Reviewing Study each set of diagrams showing different organs of the human body. Then,
previous lesson determine which organ does not belong to the group by naming it on the space
or presenting the provided, on the second column of the table. Lastly, write your explanation on the
new lesson third column why the organ should not be included in the group.
Group of Organs Odd-One Out Reason

After eliciting responses from the students, recall their topic in Grade 9 about
circulatory system, its parts and function in the human body, as well as on how to
take good care of the circulatory system.
ENGAGE
B. Establishing a
purpose for the  To establish the purpose of the lesson. The teacher will have an
lesson engaging activity called ‘Suman, Siomai, Siopao’ wherein (5) five
students are asked to volunteer and do the activity.
 The teacher will also ask some math questions.

C. Presenting
examples/instanc Guide Questions:
es of the new 1. How will you describe the pictures?
lesson 2. Do you think that these changes on the abiotic component
contribute a great effect in the ecosystem ?Why?
 Introduce to the students the topic about The Effect of Changes in
Abiotic Component in an Ecosystem.
D. Discussing new EXPLORE
concepts and Group the students into 2 groups.
practicing new Group 1 will perform the Activity 1. Sustain my Life!
skills #1 Objective: Identify what are the abiotic factors that are helpful in a certain
E. Discussing new ecosystem.
concepts and The students will identify what are the abiotic factors that helpful in a certain
practicing new corn field/farm. They will choose their answer in the word bank and write it inside
skills #2 the boxes.
CORN
FIELD/FARM
TREES PEST SUNLIGHT FERTILIZER

WEED AIR ANIMALS SOIL POLLUTION
GRASS
Guide Questions:
1. What do you call to the factors that are needed to grow the corn
field/Farm?
2. If you were the owner of the corn field, What are you going to consider in
order for you to get a big yield of the Farm?
3. If any of the factors that affect the corn filed will be altered or change its
condition. What do you think will happen to the farm?
Group 2: Activity 2: Let’s Predict

Objective: Predict what will happen if one of the abiotic factors is changed.
The students will study the ecosystem shown in the pictures. Identify the
abiotic ,biotic factors and ecological relationship. Then predict what will
happen if one of the abiotic factors is changed.
ECOSYSTEM ABIOTIC BIOTIC ECOLOGICAL PREDICTION IF

FACTOR FACTOR RELATIONSHIP ONE OF THE

SEEN ON THE ABIOTIC FACTORS
ECOSYSTEM IS CHANGED
EXPLAIN
Students Presentation of outputs and explanation.

One representative from each group will explain, justify and discuss to the
F. Developing class their output .
( follow the criteria for the scoring)
mastery (leads to
Then let the student conceptualized the dependency of biotic factors to abiotic
Formative Guide Questions:
Assessment 3) 1. What can you infer about the relationship of the biotic and the abiotic
components in the ecosystem?
2. How do Abiotic factors affect living organisms?
3. What could happen when abiotic factors in an ecosystem
change?
G. Finding practical ELABORATE
applications of  Group activity. (Create another group)
concepts and
skills in daily Activity 3: Let’s keep moving
living Let the student make poster and slogan depicting how to achieve sustainable environment.
H. Making ( follow the rubrics for poster and slogan)
generalizations  Teacher will wrap up the discussion and emphasize to the students that Why abiotic
and abstractions factors are important to ecosystem?
about the lesson  As a student ,How will you protect the abiotic component in an ecosystem ?
I. Evaluating EVALUATE
learning Test I. Complete the paragraph below by writing the correct word. Choose
your answer from the box provided. Use a separate sheet of paper for your
answer.
The (1)__________system is the major control system to maintain (2)_________.

It provides monitoring, response, and (3)________ of all systems in the human
body and other organisms. It functions from the tiny level of individual cells to
affecting the whole body. Constantly monitoring conditions and watching for
changes are done by the (4) ________ inside and outside of the body. When a
body system leaves a set point and falls outside its (5)________range, signals are
sent through the nervous system which trigger (6)________to bring the system
back into the normal range of functioning. This process maintains homeostasis.
For example, thermoreceptors and mechanoreceptors in the skin sense changes
in (7)________ and pressure, respectively. Then, signals sent from them to the
(8)_________ make it possible to detect situations that could cause injury or
death. Furthermore, nerves make muscles contract which moves the (9)_______
of the skeleton, making it possible to evade predators. This ability to perceive the
environment and reacting to it is critical to maintain homeostasis in the
(10)__________ .
OPTIONS:
Nervous Regulation Receptors
Endocrine Homeostasis Normal
Body Temperature Bones
Responses Brain
Test II. Multiple Choice. Encircle the letter ONLY.

Choose the letter of the correct answer. Write your answer on the space before
the number.
1. This is an organ located within the skull that functions as organizer and
distributor of information for the body.
A. Brain B. Spinal Cord C. Sensory Nerves D. Motor Nerves
2. When you exercise, the nerves in your muscle signal your Respiratory system
to breathe in more rapidly. Why?
A. Because your body tells to do so. C. Because you’re tired
B. Because your body needs more oxygen D. Because it is necessary
3. The following are the functions of the Nervous System EXCEPT:
A. Maintain homeostasis C. receive information outside and inside the
body
B. Posture and framework D. interpret information gathered to give
feedback.
4. The major divisions of the Nervous system are ____________________.
A. Brain and Spinal Cord C. Central and Peripheral
B. Somatic and Autonomic D. Sympathetic and Parasympathetic
5. A boy sees a snake on his way home. Arrange the reaction of the body to the
snake seen by the boy.
I. Response II. Stimulus III. Sensory neurons IV. CNS V. PNS
VI. Motor neurons
A. 1, 2, 3, 4, 5 & 6 C. 2, 3, 4, 6, 5 & 1
B. 2, 3, 5, 4, 6, & 1 D. 6, 5, 4, 3, 2 & 1
Answer Key:
1. A 2. B 3. B 4. C 5. C
J. Additional EXTEND
In a short coupon bond, create a poster, a poem or a comic strip on how
activities for
to take care of your nervous system. The rubric on how to rate your work
application or is attached on Appendix A.
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation
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?
Prepared by:
JAYBIE C. TEJADA-TALA
Grade 10 Science Teacher
Guipos National High School
Appendix A.
Rubric for the assignment.


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DETAILED SCIENCE DAILY LESSON LOG

Teacher JAYBIE C. TEJADA-TALA

The learners demonstrate an understanding of the organisms as having

II. CONTENT Control of Body Processes through the Nervous System

Group of Organs Odd-One Out Reason

Teacher JAYBIE C. TEJADA-TALA

Teacher JAYBIE C. TEJADA-TALA

TREES PEST SUNLIGHT FERTILIZER

Group 2: Activity 2: Let’s Predict

ECOSYSTEM ABIOTIC BIOTIC ECOLOGICAL PREDICTION IF

Teacher JAYBIE C. TEJADA-TALA

FACTOR FACTOR RELATIONSHIP ONE OF THE

Students Presentation of outputs and explanation.

Teacher JAYBIE C. TEJADA-TALA

The (1)__system is the major control system to maintain (2)_.

Test II. Multiple Choice. Encircle the letter ONLY.

Teacher JAYBIE C. TEJADA-TALA

Teacher JAYBIE C. TEJADA-TALA

Teacher JAYBIE C. TEJADA-TALA

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