Annex 2B.1 to DepEd Order No. 42 , s.
2016
DAILY LESSON Teacher
LOG
Time : 7:30-8:30 MTTh (10-S)
8:30-9:30 MTTh (10-P)
9:45-10:45 MTTh (10-T)
10:45- 11:45 MTTh (10-R)
12:45- 1:45 M (10-R)
1:45- 2:45 Th (10-T)
2:45- 3:45 M(10-S)
W (10-P)
Dates:
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies
LC Code
Learning Objectives
II. CONTENT
School SAN ROQUE NATIONAL HIGH Grade Level TEN
SCHOOL
NURSHAHADAH H. ISMAEL Learning Areas SCIENCE
Teaching Week WEEK 8- April 3-5, 2023 Quarter THIRD
Monday Tuesday Wednesday Thursday
April 3, 2023 April 4, 2023 April 5, 2023 April 6, 2020
how evolution through natural selection can result in biodiversity 1. the influence of biodiversity on
the stability of ecosystems
write an essay on the importance of adaptation as a mechanism for the
survival of a species
Explain the occurrence of Explain how species diversity
Explain how fossil records, Evolution. increases the probability of
comparative adaptation and survival of
anatomy, and genetic information organisms in changing
provide evidence for evolution environments
S10LT-IIIf-39 S10LT-IIIg-40 S10LT-IIIh-41
1.Identify the different evidence Explain the occurrence of Explain how species diversity
of Evolution Evolution. increases the probability of
2. Explain how fossil records, adaptation and survival of
comparative organisms in changing
anatomy, and genetic information environments. ( S10LTIIh-41)
provide evidence for evolution
EVIDENCE OF EVOLUTION Occurrence of Evolution Ecosystem: Biodiversity
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s materials pages Science 10 Learner’s Material
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Science – Grade 10
IV. PROCEDURES
A. Engage
Science 10 Learner’s Material Science 10 Learner’s Material
Second Edition, 2020 Second Edition, 2020 Second Edition, 2020
Pg/s302-315 Pg/s 316-325 Pg/s 328-331
Science – Grade 10 Science – Grade 10
Support Material for Independent Support Material for Independent Support Material for Independent
Learning Engagement (SMILE) Learning Engagement (SMILE) Learning Engagement (SMILE)
Quarter 3 – Module 5: Evidence of Quarter 3 – Module 6: Occurrence of Quarter 3 – Module 7: Ecosystem:
Evolution Evolution Biodiversity
First Edition, 2021 First Edition, 2021 First Edition, 2021
Table Analysis (5 minutes) Arrange and Find Me! Identify by Pictures!
- Given are the sequences of amino Direction: Arrange the jumbled Directions: Tell whether each
acids in the cytochrome C of human, letters to form words that fit the picture shows adaptation or survival.
chimpanzee, gorilla, Rhesus monkey, given descriptions. Write your answer in the space
horse, and kangaroo (Table 3). SOSISFL provided.
-Teacher ask students to look at the ____________________________
sequence of the amino acid carefully. 1. Remains of organisms used by
Then, determine the number of scientists to compare with living
amino acid differences between a organisms.
specific organism and a human as OMOLHOOUSGCRUTT
reference.
AURES
____________________________
2. Similarities in structures and
arrangement of bones among
organisms
COBREMNIYPEVMON
DTELE
____________________________
3. Different species exhibit similar
Table 4. Data Table on Amino Acid appearance in early stage of
development.
RAMOCULLEFIOSLS
____________________________
4. Preservation of organic material
from dead organisms that have
since been transformed into fossils
or been mostly decayed.

Organism Number
of amino
acid
difference
s
1. human and
chimpanzee
2. human and
gorilla
3. human and
Rhesus
monkey
4. human and
horse
5. human and
kangaroo
Differences of Various Organisms

Process question Questions

1. Which of the following
organisms have the greatest
number of amino acid
differences as compared to
human
2. Which of the following
 organisms have the least number
of amino acid differences as
compared to a human?
3. which organism is closely
related to a human?

B. EXPLORE/EXPLICIT Differentiated Task: Teacher will discuss the lesson via Teacher will discuss the lesson via
Each group will be given a passage to illustration. illustration.
read and share thoughts with the
group, after which each group will be WE DO: WE DO:
ask to share to the class the evidences Guess Who? Let's Talk About Them!
of evolution through the following: Direction: Match the theories in Direction: Write T if the statement
column A with its proponent is True, F if the statement is false.
Poster Making scientist in column B and their __________ 1. Increased genetic
Using the passage about Theoretical Idea in column C. You diversity leads to decreased chance
FOSSIL RECORDS, make may rewrite the given table with the of species survival.
a poster by drawing the fossil correct match. __________ 2. The more recent loss
and showing the its proper of biodiversity has been attributed
Era and Period. Theories Proponent Theoretical primarily to
Scientist Idea human activities such as
Process Question: (Explanation)
- How are organism arranged in Theory overfishing, overhunting, and loss of
Charles He
your drawing? of Robert hypothesize
habitat.
- Why do you think that Fossil acquired Darwin d that the __________ 3. Greater biodiversity
record could be evidence of character emergence promotes a more stable ecosystem.
evolution? istics and __________ 4. Biodiversity refers to
destruction a group of organisms of the same
Poem/ Public Speaking of species species that live in a
came about certain area.
Using the passage about because of
Comparative Anatomy: _________ 5. A species has a direct
catastrophi economic value if there are benefits
Homologous, create a poem c events.
or public speaking produced by the
Theory Jean- He
Process Question: an organism without using them.
of Baptiste hypothesize
- Are the bones arranged in similar Correlati de d that
ways in each animal? on of Lamarck organisms YOU DO: student will answer the
- Are the structures different Parts that practice activity
anatomically? adapted
most to Match column A with column
- Do they have similar function? their B. Write the letter of the
- Do you think that homologous environmen correct answer in the space
structure could be evidence of t survived provided before each number.
evolution? Explain why? and passed Column A Column B
their genes _______ 1.Density-dependent A. It
to the next gives us an idea of how fast a
Jingle/Rap/Song generation.
Using the passage about Theory population changes over time.
Georges He _______ 2. Population growth B.
Comparative Anatomy: of Cuvier hypothesize Limiting factors that regulate a
Analogous, create a Natural d that the population’s growth
jingle/rap Selection characterist _______ 3. Emigration C. Refers to the
Process Question: ics an number of organisms per
- Does the structure look similar? animal unit area.
- Do they share similar function acquired _______ 4. Population density D. Can
which make them in common? could be be defined as a species' average
- Are the structures different passed on population size in a particular habitat.
to its _______ 5. Predation E. Individual
anatomically? offspring.
- Is it possible that analogous organisms leave and go to a
YOU DO: student will answer the new area where they can find enough
structure could be evidence of practice activity.
resources for survival and reproduction
evolution? Explain why Take a Shot!
Direction: Study each set of
News reporting pictures shown below. Rearrange
Using the passage about the letters to form the word or
Embryological phrase that relates to the process of
development, create a news evolution presented.
reporting
Process Question:
- In what stage of development of
the organisms are they most
similar?
- Identify the structures that are
similar among the organisms?
- Which among the structure that
made organism different form
each of other?
- Do you think that embryonic
development be evidence that
 evolution took place? explain

Concept Map of Organism Amino

Acid
Using the passage about
Genetic Information, create
a documentary photo
diagram which would show
evidence of evolution.
Process Question:
- Do you think that chimpanzee,
gorilla and humans have
common ancestry? Explain
- If amino acid sequence of two
organism is similar, would their
DNA be also similar? Why?
- Can genetic information as
evidence of evolution be proven
by observing physical
characteristic? explain

-
C. Explain Students will ask to present their task Teacher asks student to generalize Teacher asks student to generalize
in explaining the evidences of the lesson. the lesson.
evolution. Teacher will also give a more Teacher will also give a more
detailed explanation detailed explanation
After which teacher will give
summary of the lesson with use of
the following guide questions;
KEY QUESTION:

1. Which of the following are

preserve physical remains of
organism?
2. Which of the following
shared physical structures
 due to common ancestors but
do not serve same function?
3. Which of the following look
similar with similar function
but are unrelated organism?
4. Which of the following were
found that there are
similarities in DNA sequence
among organism?
5. How did the fossil records,
comparative anatomy,
embryological development
an genetic information
provide evidence for
evolution.

D. Elaborate Article/Research Think About It! Make a Choice!

- Teacher will present to class a Direction: Refer to the figure and Directions: Look at the given
research/ article with short video answer the given questions. example in each item. Select the best
clip titled: New Findings 1. How did the organism way to use each of the resources in
Rewrite the Evolutionary Story evolve in the photo? Which order to conserve it. Write a brief
of “Fish to Human” process of evolution is explanation of your choice. Refer to
- Each group will be ask to involved? the rubric for your guidance in
read the article as a group, presenting your answer.
After reading, students be 1. Coral Reef
asked to think-square-share a. Promote it as an ecotourism
ideas and asking them to destination.
create an opinion and answer b. Collect coral fishes and sell them
the following processing to pet shops.
questions:
1. What evidence of evolution c. Collect corals as souvenir items
do you think the article for tourists.
present?
2. How do you think the type How does natural selection lead to Answer:
of evidence have provide evolution? (Note: Please be guided
evidence to evolution? by the rubric.)
 ________________________________ 2. Hilly land
________________________________ a. Convert it into an industrial area.
_______________________________
________________________________ b. Build a community where houses
______________________________ are built among the trees.
c. Turn it into a jogging area.
Answer:
3. Rainforest
a. Cut the trees into logs and make
timber.
b. Get only minor forest products.
c. Advertise it as a camping site.

Answer:

E. Evaluate Paper and Pencil Test: Multiple Paper and Pencil Test: Multiple Paper and Pencil Test: Multiple
choice questions choice questions choice questions
J. Assignment/Agreement Having learned the different types Wrap or Rap It Up!
of evidence use to prove evolution. Direction: In order to remember the
Make a power point presentation, concepts more accurately, create a
explaining the evidences for short original rap (or poem) that
evolution explains the evolutionary process,
depicting the fossil records, including evolutionary theories and
comparative anatomy, and genetic their proponents. Submit a copy of
information. Then, the lyrics (or the poem) and indicate
make one HYPOTHESIS how the music/song that you adapted.
human beings will adapt in the next You may also submit an audio
500 million years. Mention at least recording.
5 adaptation that our species may _____________________________
develop in order to continue _____________________________
surviving on Earth. (Provide _____________________________
picture). Post your output in our FB ____
GROUP.

V. REMARKS HOLIDAY
VI. REFLECTION
 A. Number of learners who
earned 80% in the evaluation
B. Number of learners who
require additional activities
for remediation.
C. Did the remedial
lessons work? Number of
learners who have
caught up the with the
lesson.
D. Number 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?
For improvement, enhancement and /or clarification of any DepEd material used, kindly submit feedback to blb.tld@deped.gov.ph

Prepared by: Reviewed and checked by: Submitted to:

NURSHAHADAH H. ISMAEL CHONA T. DUMDUM MARIA LUISA T. CALUYO

Science Teacher/SST-I Science Coordinator/ MT-I Principal-I