DAILY LESSON LOG

School Pagalanggang National High School Grade Level Grade 11

Hanna Faith E. Villareal
Teacher Learning Area Earth and Life Science
Ysabel Angela V. Embile
August 22 – 26, 2022 Quarter Quarter 2
6:30AM – 7:50AM (11 TVL HE)
Teaching Dates
7:50AM – 9:10AM (11 TVL CSS/SPORTS)
and Time Week Week 5
9:30AM – 10:50 AM (11 TVL AGRI)
10:50AM-12:10PM (11 ABM MUSK)

Monday Tuesday Wednesday Thursd Friday

ay
I. OBJECTIVES
A. Content The learners demonstrate an understanding of:
Standard
1. the evidence for evolution
2. the origin and extinction of species
3. the principles of the ecosystem
4. biotic potential and environmental resistance
5. terrestrial and aquatic ecosystems
6. how human activities affect the natural ecosystem
B. Performan prepare an action plan containing mitigation measure to address current environmental concerns and challenges in the community
ce
Standard
C. Learning Explain how populations of organisms have changed and continue to change over time Describe NO SUMMATIV
Competen showing patterns of descent with modification from common ancestors to produce the how the CLASS E
cies/ organismal diversity observed today S11/12LTIVfg- 26 present ES EXAMINATI
Objectives system of ON
classificatio
n
of organisms
is based on
evolutionary
relationship
S11/12LTI
Vfg- 27
II. CONTENT Mechanisms of Evolution Evidence of evolution: The origin and extinction Systematics:
The Order of
Life
III. LEARNING RESOURCES
A. References
1. Teacher’
s Guide
Pages
2. Learner’
s
Material
Pages
3. Textboo
k Pages
4. Addition https://app.nearpod.com/?pin=EYL9S
al
Material
s from
Learnin
g
Resourc
e (LR)
Portal
B. Other https://www.youtube.com/watch?
Learning v=bRuSmxJo_iA&t=126s
Resources

https://www.youtube.com/watch?
v=mZt1Gn0R22Q&t=157s

IV. PROCEDURES
1. Reviewing The teacher will ask the learners to The teacher will ask the learners to reflect on the The class Summative
previous arrange the pictures presented on the following: will play the Test
lesson or screen based on their chronological “Rocks are records of the Past” opening The leaners
presenting appearance in the geologic time scale song of the will answer
 the new The class will share on the importance of rocks movie “The a 50-item
lesson and fossil records in understanding the past Lion King” examination
called the
circle of life. (See
Learners will attached
reflect how Table of
we are all specification
interconnect s and Exam
ed with one Paper)
another
(relating to
the four
subsystems)
2. Establishi The teacher will ask the learners if they The teacher will show photos of different fossil A learner
ng a are familiar with the show/game called records/remains of different organisms. Learners will be
purpose Pokémon and ask how Pokémon evolves. will share how they think these organisms are asked to
for the The class will have a Think-Pair- Share related. draw a
lesson activity about what they know about family tree
evolution. of the Lion
Family in
the “Lion
King” and
introduce
the new
topic
“Phylogenic:
The tree of
Life”
3. Presenting Open-Question Activity Open-Question Activity The class
examples/ will have an
instances List some of the features or Why do birds develop differences in their beaks? interactive
of the new characteristics that makes humans Why do some birds of the same family which look discussion
lesson different from other species, like apes. exactly like each other developed different type of on
Poll beaks? Biodiversity,
Learners will answer the Yes or No poll Phenetics
Do you think humans are still evolving? How do you think fossil records bridge between and
 the claim and the facts? cladistics
4. Discussing BOTTLE NECK EFFECT SIMULATION The class will have an interactive discussion and The class
new compare on the ideas of Lemark, Darwin and will watch a
concepts Using the nearpod application, learners Wallace. video on
and will perform the bottle neck simulation how to
practicing and answer the questions that follow Reflect on Darwin’s Journey: create a
new skills How do you think Darwin end up with his claim cladogram.
#1 on evolution?
They will
then
interpret a
cladogram
provided

5. Discussing The class will watch the video 5 fingers of The class
new evolution: will be
concepts https://www.youtube.com/watch? presented
and v=5NdMnlt2keE with
practicing Based on the video, they will explain how pictures of
new skills the red hair population evolve various
#2 The class will have an interactive organisms
discussion on the different forces of and they will
evolution: The class will have an interactive discussion on try to
Genetic Drift, Mutation, Gene Flow, the evidence of evolution: deduce the
Natural and Artificial Selection names or
Adaptation classificatio
n of these
living
organisms
(protists,
plants,
fungi,
animals)
6. Developing The class will answer the following The class will watch and reflect on the videos Behind
mastery Activity: about evolution. these
 (leads to names:
Formative Evolve or Not Evolve activity
Assessmen Fossils
t 3) During the Vietnam War in the 1960s https://www.youtube.com/watch? The class
and 1970s, many American servicemen v=bRuSmxJo_iA&t=126s will share
had children with Vietnamese women. the meaning
Most of the servicemen returned to the behind their
United States after the war. However, names and
Myths and Misconceptions about evolution nicknames.
they left copies of their genes behind in
their offspring. In this way, they changed
the allele frequencies in the Vietnamese https://www.youtube.com/watch? The class
gene pool. Was the gene pool of the v=mZt1Gn0R22Q&t=157s will have an
American population also affected? Why interactive
or why not? discussion
on scientific
When farmed salmon escape and mate names and
with wild salmon, this is an example of: taxonomy
A. MUTATION
B. GENE FLOW

7. Finding The class will cite examples of real-life Learners will provide examples of evidence of The class
practical scenarios which they think affects the evolution. will name
applicatio gene flow of a specific population based and classify
n and on the forces of evolution (Migration, etc) common
concepts organisms
and skills
in daily
living
8. Making The learners will answer the essential Activity: Fact or Bluff The learners
generalizat question: will answer
ions and The class will debunk the myths and the essential
abstractio Which mechanism(s) is/are the source of misconceptions question:
ns about variation within a population? about evolution by answering Fact if the
the lesson statement about evolution is correct and bluff if it Why is there
 is incorrect a need to
have a
common
name
(nickname)
and actual
name.
9. Evaluating The learners will answer the 5-item post The class will have a 5-item post assessment The class
learning assessment Quiz about the topic will have a
5-item post
Which is NOT a force of evolution? assessment
A. Mutation about the
B. Gene flow topic
C. Cellular respiration
2. The Founder Effect is occurs when a
few individuals start, or found, a new
population, and by chance, allele
frequencies of the founders may be
different from allele frequencies of the
population they left.
A. True
B. False
3. The Hardy-Weinberg equilibrium
states that states that allele and genotype
frequencies in a population will _____
from generation to generation in the ____
of other evolutionary influences.

A. remain constant; absence

B. remain constant; presence
C. change; absence
4. What is the only factor that can
change allele frequencies in populations
to produce adaptive evolutionary change?
A. mutation
B. gene flow
 C. selection
5. Genetic drift is increased by all of the
following EXCEPT
A. small population size.
B. movement of individuals from one
isolated population to another.
C. genetic isolation of small groups
within a population.

10. Additional YouTube video links and modules were provided in the class group chat as suggested reading and for reference.
activities
for
applicatio
n or
remediatio
n
V. REMARKS

VI. REFLECTION

Prepared by:

Hanna Faith E. Villareal Ysabel Angela V. Embile

Subject Teacher Subject Teacher

Checked by: Noted:

CHARIES N. PEÑA ARA S. VELASCO, EdD

OIC-ASHSP School Principal II