Republic of the Philippines

Department of Education – Region X

Division of Cagayan de Oro City

CAMAMAN-AN NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL
Paglaum, Camaman-an, Cagayan de Oro City

EARTH AND LIFE SCIENCES

DAILY LESSON PLAN

(Prepared by: Tristan R. Babaylan)

Content: Introduction to Life Science

Content Standard: The learners demonstrate understanding of:

1. the historical development of the concept of life;
2. the origin of the first life forms; and
3. unifying themes in the study of life.

Performance Standard: The learner is able to:

1. value life by taking good care of all beings, humans, plants, and animals.

Learning Competencies: The learners:

1. explain the evolving concept of life based on emerging pieces of evidence; and
[S11/12LT-IIa-1]

2. describe how unifying themes (e.g., structure and function, evolution, and
ecosystems) in the study of life show the connections among living things and how
they interact with each other and with their environment.
[S11/12LT-IIa-3]

I. Objectives: At the end of the session, the learners are expected to:
1. define life;
2. identify pieces of evidences on how life brought into being;
3. describe the connections of unifying themes in the study of life;
4. explain the different unifying themes and the evolving concept of life to the
interaction of living things with their environment; and
5. relate the importance of ecosystem to our daily living.

II. Subject Matter:

a. References:
 Earth and Life Science, Quarter 2 - Module 10 [Organ Systems]
 Unifying Themes of Life
https://www.studocu.com/ph/document/holy-cross-of-davao-college/bachelor-of-
secondary-education/unifying-themes-of-life/27937502
 What is meant by unifying themes in the study of life?
https://www.quora.com/What-is-meant-by-unifying-themes-in-the-study-of-life?
share=1
https://a3biology1.weebly.com/unifying-themes-of-biology.html
 Why is biology important?
 https://www.britannica.com/science/biology#:~:text=physiology%2C%20and
%20zoology.-,Why%20is%20biology%20important%3F,in%20the%20quality%20of
%20life.
https://www.luther.edu/biology/major/why-study/
 Characteristics of Life and Unifying Themes in Life Science
https://prezi.com/puk-usszai_0/characteristics-of-life-and-unifying-themes-in-life-
science/
 What is the purpose of Human Life?
https://www.tutorialspoint.com/what-is-the-purpose-of-human-life#:~:text=The
%20purpose%20of%20life%20is,key%20to%20a%20successful%20life.
https://www.quora.com/How-important-is-a-human-life
 Glossary of Biological Terms & Definitions
https://biologywise.com/biology-glossary-of-terms-definitions
 Photos & Images
https://www.gethealthysmc.org/10-key-components-healthy-equitable-communities
https://www.freepik.com/free-photos-vectors/organ-system
https://www.freepik.com/search?format=search&query=cells
https://www.freepik.com/search?format=search&query=molecules
https://serc.carleton.edu/eslabs/climate/3a.html
https://researchtweet.com/cell-organelle-definition-types-function/
https://theconversation.com/how-population-data-can-help-countries-plan-and-
tweak-policy-121288
https://eschooltoday.com/learn/what-is-an-ecosystem/
https://www.researchgate.net/figure/Illustration-of-some-typical-examples-of-tissues-
in-the-human-body-whose-regeneration_fig10_264832899
https://commons.wikimedia.org/wiki/File:Emerging_Model_Organisms_2.jpg
https://www.freepik.com/premium-vector/organs-sketch-human-body-parts-medical-
anatomy-set-liver-hearts-kidney-brain-stomach_12277092.htm
 Hierarchical Levels of the Organization of Life
https://moodle.skillscommons.org/pluginfile.php/501/mod_resource/content/1/
mobile_pages/index.html

b. Material
LCD Projector / LED TV, Notebook Computer
Media Presentation
Learning Tools (Worksheets, Paper, Pen, Ruler, and/or Computer Applications)

c. Strategies:
7E’s Approach
Inquiry & Discovery-Based Approach
Cooperative & Collaborative Learning
Differentiated Classroom Discussion Strategy

III.Procedure / Learning Tasks:

Preliminary Activity
Opening Prayer
 Observance of Cleanliness / Greetings
Checking of Attendance

Activation of the Prior Knowledge / Present a new lesson

Activation of prior knowledge with regards to the evolving concept of life based on emerging
pieces of evidence and the unifying themes (e.g., structure and function, evolution, and
ecosystems) in the study of life showing their connections among other living things and
how they interact with each other and with their respective environment.

Lesson Proper & Discussion

[Elicit/Motivation]
Activity: It’s Riddle Time!
Instructions: Find the secret message by answering the 18 guide questions below. Choose
your answer from the table (cell’s organelles with corresponding letter). Write only the
corresponding letter to each box below (with corresponding number) to answer the riddle.

Riddle: Did you hear the one about a chemist who was reading a book about helium?

Questions:
1. It is a jelly-like fluid structure inside the cell that provides an area of movement for
all dissolved molecules that keep the cell working.
2. A structure found in the nucleus that helps produce ribosomes.
3. It is a thin layer around the cell but not a rigid one. It has openings to allow
transportation and exchange of materials.
4. When a cell needs energy, it brings in nutrients and break it down and supply energy
to the cell.
5. Cell storage
6. It helps produce food for plants and absorbs light energy from the sun and use it to
convert C02 and H20 into sugar and oxygen.
7. It is the digestive system in an animal cell because it contains enzymes that break
down wastes and other materials.
8. An organelle that serves as the transport system.
 9. They do the DNA synthesis and direct the genetic information of the cell. These are
made of DNA and found in the nucleus and usually in pairs.
10. Brain of the cell.
11. These build proteins in the cell and can be found in several places in the cells which
includes in the cytosol and on the endoplasmic reticulum.
12. It is only found in the plant cells that support the plat which is also made of
specialized sugar called cellulose.
13. It gathers molecules and make them more complex. It also stores them or send them
into the cytosol or out of the cell. This organelle also processes the proteins produced
by the endoplasmic reticulum and ribosomes.
14. It does not contain cell wall.
15. An organism made up of one cell.
16. Organism composed of many cells.
17. An organism with true nucleus.
18. An organism that lacks nucleus.

Answers:
1. H 7. D 13. I
2. E 8. N 14. T
3. C 9. T 15. D
4. O 10. P 16. O
5. U 11. U 17. W
6. L 12. T 18. N

Message/Riddle: HE COULDN'T PUT IT DOWN

[Explain]
Guide Question: Unlocking Connections
Present the following questions to the class:

1. What about viruses? Coronavirus (COVID-19 virus) is a good example. Of the

organelles and/or structures mentioned/stated previously, which of which viruses do
have? Elaborate/Explain your answer.
Answer/s:
Genetic Material / Chromosomes

Explanation (may vary…):

A chromosome is a long DNA molecule with part or all of the genetic material. A virus is
an infectious microbe consisting of a segment of nucleic acid (either DNA or RNA)
surrounded by a protein coat. A virus cannot replicate alone; a non-living collection of
molecules that need a host to survive, and use components of the host cell to make copies
of itself – of its OWN.

[Explore]
VIRUS EXPLORER:

[3D Model]
https://media.hhmi.org/biointeractive/click/virus-explorer/index.html
https://sketchfab.com/3d-models/sars-cov-2-covid-19-1533d2519b084a1580ddba0d3c5a3aff

[3D Animation]
https://elarasystems.com/covid-19-spike-protein/
https://www.drugtargetreview.com/news/57287/3d-visualisation-of-covid-19-surface-
released-for-researchers/
https://www.youtube.com/watch?v=y6VC9UqAXHA

[Elaborate]
Activity: Let’s Gamify: 4 Pics 1 Word
Instructions: The use of 4 pictures that will serve as clues, and student will try to guess what
is being defined or described by those pictures by using one word.

Answer: Answer:
INTERACT ENERGY

Answer: Answer:
GROWTH ORGANISM

Answer:
CELL

The study of life in general is very wide. It also helps us to understand this vastness, which
we call themes. The unifying themes in the study of life are organization, information,
energy and matter, interactions, and evolution. The study of organisms ranges from macro
to micro or vice versa. This means that the study of life can be from the Earth as a planet that
can host life to the molecular level that comprises that life – maintaining homeostasis to
survive in the diverse environments. The good thing, however, is that these large chunks of
concept can be broken into smaller ones. Let us explore quickly these Biological Levels of
Organization.

[Engage]
Activity: What’s the order?
Instructions: Arrange the different biological levels of organization from the simplest to the
most complex (in ascending order). Assign a number to show the rank of each level (1 –
simplest to 11 – most complex). You can be creative in writing your answers to the activity.

Answers:
 1. Molecule 6. Organ System 10. Ecosystem
2. Organelle 7. Organism 11. Biosphere
3. Cell 8. Population
4. Tissue 9. Community
5. Organ

[Explain]
Guide Questions: Let Your Thoughts Do the Talking
Present the following questions to the class:

1. Ask the students to recall the word “BIOLOGY” and ask them to give the definition
or ask any idea about the word.

Answers (may vary…):

The study of living organisms, divided into many specialized fields that cover their
morphology, physiology, anatomy, processes, behavior, origin, and distribution.

2. Define or describe the Themes of Life.

Unifying Themes of Life:
 Evolution
 Genetics
 Biochemistry

Answer/s (may vary):

 Evolution explains the Unity and Diversity of Life.
 Genetics explains how organisms manifest different traits and characteristics;
and why offspring (refers to a child or baby of the parent organism) look like,
but are not identical to, their parents and is a unifying biological principle.
 Biochemistry explains the chemical processes occurring in living organism
and the transfer and consumption of energy.

3. What is the importance of studying Biology?

Answers may vary among students…

As a field of science, biology helps us understand the living world and the ways its
many species (including humans) function, evolve, and interact among themselves
and others; and the surrounding environment. Advances in medicine, agriculture,
biotechnology, and many other areas of biology have brought improvements in the
quality of life.

4. What about the viruses, do they follow the unifying themes of life as that of the
living organisms? Why?

Answers (may vary):

Viruses don’t follow the unifying themes of life for they are considered a non-living
entity in the ecosystems. Viruses are simply an obligate intracellular parasite,
acellular infectious agents that require the presence of a living host cell of animals,
plants, or bacteria in order to multiply. The name is from a Latin word meaning
“slimy liquid” or “poison.” Coronavirus (COVID-19 Virus) is just one of the many
viruses already identified by man which is a kind of common virus that causes an
infection in your nose, sinuses, or upper throat. Most coronaviruses aren't
dangerous.
In an ecosystem, we see interaction at a macro level. Every organism interacts with other
organisms, and with the abiotic environment as well and viruses are just one of those
entities. The interaction ensures that the ecosystem continues to thrive through having a
regulated function.

Guide Questions: Your Brain Can Speak a Thousand Words

Instructions: Students should be provided with opportunities to assess their own learning and
the learning of others through the following questions:

1. Based from those Different themes in the study of life, what do you think is the
reason that some of the themes seems unrelated but still unified in one topic, how
does it connect to the importance in studying biology?

Answers can vary:

In study of life, there is an array of biological characteristics or properties and
certain theme about how the living world works that are discussed. These properties
are shared by all living things passed down over billions of years from the first
organisms to have evolved on Earth.

The characteristics common to all living things that are considered in the study of
life are having complex chemistry, cellular organization, metabolism & energy
processing, homeostasis, growth & development, reproduction, heredity,
response to their environment, and the ability to adapt. Sometimes non-living
things (including viruses) can portray some of the above characteristics, but a living
being consists of all.

2. As a human being, how can you show of giving importance to this so called “Life”?

Answers can vary:

We are just like any other living being on this planet. We are born and we die. We
make it important because we show more emotions and attachments and love we
show it physically and we express those.

We are the only species that can lay claim to the earth's resources, and create or
destroy habitats. We alone can transform nature's materials into great machines and
complex structures that enhance our own existence, as well as the existences of all
other creatures.

We can manipulate the very elements at microscopic levels, and harness nature's
fundamental forces in ways that enable us to emulate the characteristics and natural
abilities of other creatures. Thus, we can fly higher than any bird, and move through
or across water faster than any sea creature.

That’s what makes us feel important because of responsibility, power, and

potential.

3. In this perspective, what have you learned about COVID-19? Explain and elaborate
your answers.

Answers can vary…

 Masks are useful tools
 Young, healthy people are not invulnerable
  We shouldn’t panic about contaminated surfaces
 The virus can be airborne
 People can be infected more than once
 Heat and humidity don’t protect against the virus
 Children can spread the virus
 Super-spreaders are a major threat
 People can develop ‘long COVID’
 Telehealth might become the new normal
 Vaccines are powerful tools
 Everyone is not treated equally, especially in a pandemic
 We need to take mental health seriously
 We have the capacity for resilience
 Fake news and misinformation can be dangerous

[Extend]
Activity: Concept Mapping
Instructions: Complete the concept map below by adding the following terms: adaptation,
atom, cell, community, ecosystem, energy, development, growth, individual, molecule, organ,
organization, organ system, population, reproduction, response, tissue.

ORGANISMS

HAVE MAY HAVE

PROPERTIES MANY LEVELS OF

OF LIFE ORGANIZATION

Take-aways: Expository Activity

Make an essay about the importance of studying life in relation on how to solve COVID-19
pandemic we have faced, experienced, struggled and/or encountered.

[Evaluate]
Quiz: Tease Your Brain
Instructions: In order to answer each of the question being ask, students need to re-arrange or
unscramble the clue to make a meaningful word. You may write your answers on separate
sheet of paper.

1. It is described as the ability of organism to produce their own kind.

Clue: ERIRTUNPCODO [Reproduction]

2. A large group of viruses that cause diseases in humans ranging from the common
cold to more severe ailments.
 Clue: CRSARUVNIOO [Coronavirus]

3. The process by which genetic information is passed on from parent to child. This is
why members of the same family tend to have similar characteristics.
Clue: RNATHCENEII [Inheritance]

4. It consists of all the organisms and the physical environment within which they
interact. These biotic and abiotic components are linked together through nutrient
cycles and energy flows.
Clue: EESMYTCSOS [Ecosystems]

5. The study of the chemical substances and processes that occur in plants, animals, and
microorganisms and of the changes they undergo during development and life.
Clue: EIMSBRHICTOY [Biochemistry]

6. Theory in biology postulating that the various types of plants, animals, and other
living things on Earth have their origin in other preexisting types and that the
distinguishable differences are due to modifications in successive generations.
Clue: NVLOOITEU [Evolution]

7. The scientific study of genes and heredity of how certain qualities or traits are passed
on from parents to offspring as a result of changes in RNA or DNA sequence.
Clue: IECGSTNE [Genetics]

8. These are part of the cell which are responsible for function and integrity. Some are
membrane bound while others are not.
Clue: ASGREEONLL [Organelles]

9. Any cell or organism that possesses a clearly defined nucleus. A compartmentalized

cell that contains organelles such as a nucleus and mitochondria.
Clue: RAICKUOTYE [Eukaryotic]

10. Having, made up of, or involving more than one and usually many cells especially of
living matter.
Clue: LLMELUARUCTLI [Multicellular]

IV. Remarks:

V. 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 this 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: Checked by:

TRISTAN R. BABAYLAN DINAH ZORAIDA B. ZAMORA

SHS Teacher II School Head / Principal