GRADES 1 TO 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances for
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
School LIPA CITY SENIOR HIGH SCHOOL Grade Level 12
Teacher EVA G. DIMAANO Learning Area General Biology 2
Teaching Dates and Time July 10-14, 2017 Quarter 3
Session 1 Session 2 Session 3
The learners demonstrate an understanding of plant and animal organ systems and their functions
The learners shall be able to develop a presentation (e.g. role- playing, dramatization and other forms of multimedia) to show how an
organism maintains homeostasis through the interaction of the various organ systems in the body
The learners compare and contrast the following processes in plants and animals: regulation of body fluids, chemical and nervous control,
immune systems, and sensory and motor mechanisms
Organismal Biology
General Biology 2 Teacher’s Guide pp.194-212
Deped Curriculum Guide for General Biology 2
Session 1 Session 2 Session 3
(Continuation of previous lesson: Transport in animals) Communicate learning objectives.
Communicate learning objectives
Ask learners the possible consequences should there be failure in the Ask learners what happens to them when they got sick.
ability of the body to dispose metabolic wastes.
Define terms related to the regulation of body fluids Ask what causes these diseases: common colds, diarrhea, and
influenza.
Enumerate and describe excretory systems in invertebrates and Differentiate innate and adaptive immune system
mammals
Characterize the mammalian excretory/urinary system Discuss antibodies and antigens
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
Draw and label the excretory system in invertebrates What is the importance of inflammation in the immune response
Draw, label the parts and describe the functions of mammalian
excretory system.
Session 1 Session 2 Session 3
Show video presentation on urine formation in mammalian nephrons Show video presentation on human immune system

H. Making generalizations and Why do eating salty foods make you thirsty? Ask the learners about rheumatic arthritis
abstractions about the lesson

I. Evaluating learning Learners should be able to synthesize the concepts of excretion Learners should be able to enumerate the types of T-cells

J. Additional activities for application

for remediation
V. REMARKS

VI.REFLECTION
A. No. of learners who earned 80% in STEM 1 ___________ STEM 1 ___________
the evaluation. GAS 1 ____________ GAS 1 ____________
GAS 2 _____________ GAS 2 _____________

STEM 1 ___________ STEM 1 ___________

B. No. of learners who require GAS 1 ____________ GAS 1 ____________
additional activities for remediation GAS 2 _____________ GAS 2 _____________
who scored below 80%.

C. Did the remedial lessons work? No. STEM 1 ___________ STEM 1 ___________
of learners who have caught up with GAS 1 ____________ GAS 1 ____________
the lesson. GAS 2 _____________ GAS 2 _____________

D. No. of learners who continue to STEM 1 ___________ STEM 1 ___________

require remediation GAS 1 ____________ GAS 1 ____________
GAS 2 _____________ GAS 2 _____________

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?