Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
SAN CRISTOBAL INTEGRATED HIGH SCHOOL
SAN CRISTOBAL, SAN PABLO CITY
___________________________________________________________________________________________________________________________________________________

SAN CRISTOBAL INTEGRATED HIGH

SCHOOL GRADE LEVEL GRADE 11
SCHOOL
TEACHER Joseph M. Gutierrez LEARNING AREA Earth and Life Science
DAILY LESSON
LOG TEACHING DATES AND
QUARTER 2nd QUARTER
TIME
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
January 17 January 18 January 19
I OBJECTIVES

The learners demonstrate understanding of...

 the principles of the ecosystem
Content
A  biotic potential and environmental resistance
Standards
 terrestrial and aquatic ecosystems
 how human activities affect the natural ecosystem
Performance The learners should be able to...
B
Standards  prepare an action plan containing mitigation measures to address
 Categorize the different biotic potential and environmental resistance (e.g., diseases, availability of food, and predators) that
C MELC
affect population explosion
After going through this module, you are expected to:
Specific 1. Describe how the present system of classification of organisms is based on evolutionary relationships;
D
Objectives 2. Interpret and explain the phylogenetic tree;
3. Explain the importance of phylogenetic tree to evolutionary relationship of organisms.
II CONTENT  Quarter 2, Module 29: The Process of Evolution
LEARNING SLM SLM SLM SLM
III
RESOURCES Online Resources Online Resources Online Resources Online Resources
A References
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
SAN CRISTOBAL INTEGRATED HIGH SCHOOL
SAN CRISTOBAL, SAN PABLO CITY
___________________________________________________________________________________________________________________________________________________

Teacher’s Page 507 Page 507 Page 507

1 Page 507
guide
Leaner’s Module 29 Module 29 Module 29
2 Module 29
material
Earth and Life Science Earth and Life Science Earth and Life Science Earth and Life Science
3 Textbook
Quarter 2 Quarter 2 Quarter 2 Quarter 2
Additional
4 PPT/VIDEO PRESENTATION PPT/VIDEO PRESENTATION PPT/VIDEO PRESENTATION PPT/VIDEO PRESENTATION
resources
B Others
IV PROCEDURE
What I Need to Know
This module was designed
and written with you in mind. It
is here to help you master the
process of evolution. The
scope of this module permits it
to be used in many different
Reviewing
learning situations. The
previous lesson
A language used recognizes the
or presenting a
diverse vocabulary level of
new lesson
students. The lessons are
arranged to follow the
standard sequence of the
course. But the order in which
you read them can be
changed to correspond with
the textbook you are now
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
SAN CRISTOBAL INTEGRATED HIGH SCHOOL
SAN CRISTOBAL, SAN PABLO CITY
___________________________________________________________________________________________________________________________________________________

using.
What I Know
Choose the letter of the best
answer. Write the chosen
letter on a separate sheet of
paper.
Establishing a
B purpose for the
lesson
The Process of Evolution What’s New
In 1835, when Darwin visited The evolutionary history of a
the Galapagos Islands, group of organisms is called
evidence has been found to phylogeny from the Greek word
indicate that living things have phylon which means “tribe” and
changed gradually during their genesis which means “origin”.
natural history. The study of Biologist traditionally represent
fossils as well as the genealogy or organism’s
Presenting
biogeography, embryology, line of evolutionary
examples/instan
C molecular evidence, and development of organisms as
ces of the new
comparative anatomy such as phylogenetic trees, which are
lesson
homologous structure, diagrams that trace
analogous structure and evolutionary relationships and
vestigial structure provide connections among organisms.
evidence for evolution. A phylogenetic tree can be read
like a map of evolutionary
history. Rooted phylogenetic
trees have single lineage at the
base representing a common
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
SAN CRISTOBAL INTEGRATED HIGH SCHOOL
SAN CRISTOBAL, SAN PABLO CITY
___________________________________________________________________________________________________________________________________________________

ancestor.
Activity 2
Label the parts of rooted
phylogenetic tree based on the
given description.
What’s In What is It What’s More What I Can Do
Activity 1 There are four groups of Activity 4 Activity 6
Match the picture with each evolutionary tree namely Analyze the phylogenetic tree. Complete the phylogenetic
type of evidence. Choose your monophyletic, paraphyletic, Fill the blank with the correct tree. Choose the
answer from the word bank polyphyletic and soft polytomy. answer. Please corresponding organism from
below. Write your answer Monophyletic group is also be guided by the Structure of the word bank.
inside the box. called clade which shows Rooted Phylogenetic tree
common ancestor. Paraphyletic discussed.
group refers to recent common
Discussing new
ancestor but not all
concepts and
D descendants are included.
practicing new
Polyphyletic group includes
skills #1
recent common ancestors are
not included only distant
relative. Soft polytomy indicates
more than two immediate
descendants.
Activity 3
Identify what group of
evolutionary tree is illustrated
below.
Discussing new
E
concepts and
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
SAN CRISTOBAL INTEGRATED HIGH SCHOOL
SAN CRISTOBAL, SAN PABLO CITY
___________________________________________________________________________________________________________________________________________________

practicing new
skills #2
What I Have Learned
Developing
F Activity 5
mastery
Complete the sentences.
Finding practical
application of
G concepts and
skills in daily
living
Making
generalization
H and abstraction
about the
lesson
Assessment
Multiple Choice. Choose the
Evaluating
I letter of the best answer. Write
learning
the chosen letter on a
separate sheet of paper.
Additional Activities
Additional
Activity 7
activities for
+J Study the phylogenetic tree
application or
then answer the questions
remediation
below.
V REMARKS
VI REFLECTION
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
SAN CRISTOBAL INTEGRATED HIGH SCHOOL
SAN CRISTOBAL, SAN PABLO CITY
___________________________________________________________________________________________________________________________________________________

No. of students
A who earned
80%
No. of students
B
below 80%
Did the remedial
C
lesson work?
No. of learners
D to continue
remediation
Working
F teaching
strategy
Difficulties
E
encountered
Innovations and
G
localization

Prepared by:
Checked by: Noted:
Joseph M. Gutierrez Zhaira M. Gutierrez Renante M. Bonilla
Teacher III SHS Coordinator School Head