DAILY LESSON School SLSU-Lucban Grade Level

LOG Teacher De Vega, Princess D. Learning Area SCIENCE

Mendoza, Shirley T.
Ramos, Romel D.
Teaching November 7, 2019 Quarter
Date

MONDAY
1. To determine the relations of water movement between organism and its
I. OBJECTIVES environment.
2. To describe the principle of osmosis how the concentration of solute in a
solution affect the movement of water
3. To discriminate the water acquisition between plants and animals

The learner demonstrates understanding of………

A. Content Standard
water relations between organisms and its environment
The learner……
B. Performance Standard

C. Learning Competency/
Objectives

II. CONTENT
6.1 Concentration gradients influence the movement of water between an organism
and its environment
6.2 Terrestrial plants and animals regulate their internal water by balancing water
acquisitions against water loss.
III . LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages Fifth Edition: Ecology Concepts and Applications. Molles, Manuel C. Jr.,
Water Relations, pp. 126-139
4. Additional Materials
from Learning
Resource (LR)portal

B. Other Learning Resource

IV. PROCEDURES
A. Reviewing previous The teacher will divide the class into three groups and will ask the pupils to arrange the
lesson or presenting the puzzles. (The puzzle contains different pictures of animals living in the desert.) Each
new lesson group will have one representative in front to describe the puzzle that formed.

( 5 mins to do the task )

 Ask pupils: Where do you think these animals can be found?

(pupils will reflect on the puzzles)

What do you think are things they need in order to survive?

Do you have an idea how organisms maintain this water balance in their body?

Today, we are going to learn the relations of water between organisms and their
B. Establishing a purpose for environment. You should be able to describe how other organism aside from what you
the lesson have formed earlier adapts to its environment.

(Show the illustration of an experiment done on Cicada in Sonoran desert)

Let us watch a video. See to it that you note the important details from the video.
C. Presenting (Generate questions based from the video)
examples/Instances of
the new lesson
Ask:
What are the attributes of a Cicada?
How it is able to develop a system for cooling despite being
in such an extreme environment?

(Reflective –5 minutes)

Introduce the lesson: Water relations and Organisms

D. Discussing new concepts
and practicing new skills # Organisms are generally affected by their:
1
- Climate
- Humidity

Discuss the following Science concepts:

 Water Availability (aspects of the environment in terms of)
Water content of air

E. Discussing new concepts
and practicing new skills #
2  Water acquisition by animals
F. Developing mastery
(leads to Formative
Assessment )
G. Finding practical
application of concepts
and skills in daily living
H. Making generalizations
and
abstractions about the
lesson
I. Evaluating learning
(Show some illustrations to strengthen the concept)
(Show a video presentation to discuss the process of osmosis and its relation to aquatic
environment)
Water movement in aquatic environments
(Show a video presentation about plant structure and adaptations)
Generate questions; (Plant-water uptake)
Ask pupils:
1. How does a plant get water?
2. How does the plant lose water?
3. How do plants absorb water from the soil?
Water movement between soils and plants
Introduce the lesson: Water Regulation on Land
(Show a video clip before discussing each concept)
 Water acquisition by plants
 Water conservation by plants and animals
Recitation:
What happens to a plant that does not get enough water?
What makes water so special?
(Reflective , Inquiry based)
Ask pupils:
Why do we need to conserve plants and animals?
How can we conserve species? (Cite some ways to accomplish this)
(Reflective – 5 minutes)
Do we need to know the relations of water to organisms and its environment?
(Reflective , Integrative)
Directions: Write the word Ecology if the statement is True and Species if not.
______1. Humidity is the amount of water in the air.
______2. Osmosis is the flow of greater concentration to lower concentration of water.
______3. Diffusion is the movement of water through a semi-permeable membrane.
______4. Some desert animals acquire water in unusual ways.
 ______5. Another way to balance a water budget is by reducing water losses.

J. Additional activities for

application or
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
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?