Region IX Grade Level 10

GRADE 10 Teacher Katherine Bernardino Learning Area SCIENCE

DAILY Teaching March
LESSON Dates and Quarter 3rd QUARTER
LOG Time
I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of:

 the influence of biodiversity on the stability of ecosystems.
A. Performance  write an essay on the importance of adaptation as a mechanism for the
Standard survival of a species

B. Learning Explain how species diversity increases the probability of adaptation and
Competencies/Wr survival of organisms in changing environments (S10LT-IIIh-41).
ite the LC code
for each Objective/s:
1. Explain the concept of population.
2. Analyze the comparison of exponential and logistic growth models.
3. Illustrate the relationship between population growth and carrying capacity.
II. CONTENT
Topic: Biodiversity and Stability

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide
pages
2. Learners Material
pages
3. Textbook pages

4. Additional
materials from
Learning
Resource (LR)
portal.
B. Other Learning Marker, Paper, PowerPoint Presentation, Laptop
Resource
IV. PROCEDURES

SHOW AND TELL

(Reviewing the lesson or The Teacher will show pictures that only found in the universe and Students will then
presenting the new identify each picture.
lesson)

Elicit

THE SHOOTING STAR

The teacher will show a short video about a shooting star. The teacher will ask the
following questions:
(Establishing a purpose
for the lesson)
 What do you think is the video all about?
Engage - The video is all about the shooting star ma’am.
 What do you know?
- I know that the shooting star came from the outer space.
  What do you want to know?
- I want to know why it is happening.
 What would like to do?
- I would like to research, read more information.

Exactly and everyone of us kay need mag research and read more information,
because the BIG QUESTION here is “IS IT REALLY A SHOOTING?”

SCAN-SEARCH-EXPLORE!

(Discussing new The class will be divided into three and will be given a worksheet for them to answer.
concepts and practicing Each group will be given assigned topic. The teacher will give each them a QR-code to
directly lead them on NASA’S EYE interactive website on which they are going to
new skills)
explore. The group will explain their work after 10 minutes.
Explore
 LECTURE METHOD (aided with a PowerPoint Presentation)

(Developing mastery) Student will present their output in front with their representative. In every after the
presentation of each group the teacher will assess and provide explanation.
Explain
The teacher will use power point presentation in the discussion of the lesson.

ASTEROID

Key Facts:
Asteroids are small rocky or metallic bodies that orbit the sun. They are remnants
from the formation of the solar system and can range in size from a few meters to
several hundred kilometers.

Composition:
Asteroids are composed mainly of rock and metal, similar to the material found in the
Earth's crust.
Where can be found?
Asteroids are found mainly in the asteroid belt between Mars and Jupiter, but they can
also be found in other regions of the solar system.

Can it be seen without a telescope?

Some larger asteroids can be seen without a telescope, such as the dwarf planet
Ceres, which is visible with binoculars. However, most asteroids require a telescope to
see.

Location:
Asteroids can be found at various distances from the sun, depending on their orbit.
Most asteroids are located in the asteroid belt, which is between Mars and Jupiter.

Estimated number:
There are millions of known asteroids in the asteroid belt, and it is estimated that
there may be millions more that have not yet been discovered.
The current known asteroid count is: 1,279,304.

Did You Know?

The total mass of all the asteroids in the main asteroid belt combined is less than that
of Earth's Moon.

METEORS

Key Facts:
Meteors, also known as shooting stars, are the visible streaks of light produced when
a small asteroid or comet, called a meteoroid, enters the Earth's atmosphere and
burns up due to friction.

What’s the difference between a meteor, meteoroid, and meteorite?

They’re all related to the flashes of light called “shooting stars” sometimes seen
streaking across the sky. But we call the same object by different names, depending
on where it is.

Meteoroids are objects in space that range in size from dust grains to small
asteroids. Think of them as “space rocks."

When meteoroids enter Earth’s atmosphere (or that of another planet, like Mars) at
high speed and burn up, the fireballs or “shooting stars” are called meteors.

When a meteoroid survives a trip through the atmosphere and hits the ground, it’s
called a meteorite.

Composition:
Meteors are composed of small pieces of rock or metal, often no larger than a grain of
sand.

Where can be found?

Meteors can come from any direction in the sky, but most are thought to come from
the asteroid belt or from comets.

Can it be seen without a telescope?

Meteors can be seen without a telescope during a meteor shower, which occurs when

(Finding practical
applications of concepts
and skills in daily living)
Elaborate
the Earth passes through the debris left by a comet or asteroid.
Location:
Meteors originate from the asteroid belt or from comets, so they can be found at
various distances from the sun.
Estimated number:
Meteors are much more numerous than asteroids and comets, with millions of them
entering the Earth's atmosphere every day. However, most are too small to be seen
with the naked eye.
COMETS
Key Facts:
Comets are small icy bodies that also orbit the sun. They are thought to be remnants
from the early solar system and are often referred to as "dirty snowballs" because of
their composition. Comets develop a bright coma or tail as they approach the sun due
to the sublimation of their icy materials.
Composition:
Comets are composed mainly of ice, dust, and small rocky particles. As they approach
the sun, the ice sublimates, creating a coma or tail that can be millions of kilometers
long.
Where can be found?
Comets originate from two main regions: the Kuiper Belt beyond the orbit of Neptune
and the Oort Cloud, a hypothetical cloud of icy bodies at the outermost reaches of the
solar system.
Can it be seen without a telescope?
Comets can be visible to the naked eye when they are close to the Earth and the sun.
Distance from the sun:
Comets have highly elliptical orbits that can take them far away from the sun and then
bring them in close. When comets are far from the sun, they are often too dim to see,
but when they are close, they can be very bright.
Estimated number:
There are also millions of comets in the Kuiper Belt and Oort Cloud, but only a few
thousand have been discovered and observed so far.
The current number of known comets is: 3,865
DRAG ME ACCORDINGLY
The teacher will introduce an interactive game using the QR-Code to directly lead
them to the game. Each group will go in front of the laptop to drag and manipulate
each box containing the characteristic of asteroid, meteor, and comet. They will drag
and place each box accordingly. They will be given 2 minutes and the group who got
the highest correct answer will be announced as the winner of the game.
 Directions:

(Evaluating learning)
Evaluate Comets meteors asteroids asteroid belt

Nucleus coma Kuiper belt stony meteorite

_____ 1. Small object composed of rock and ice which orbit the sun.

_____2. is a celestial event in which a number of meteors are observed to radiate

originate from one point in the sky.

_____3. also called shooting star

_____4. Large chunk of rock and metals that orbit thesun.

_____5. the origin of asteroids

_____6. origin of comets

_____7. solid inner core of comet

_____8. is a meteorite that similar to an ordinary rocks

_____9. cloud of dust and gas of a comet

_____10. Is a meteorites that composed of iron and nickel like Earth’s core.

(Additional
activities for
application or
remediation)
Extend
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
lesson worked? 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 material did
I use/discover which
I wish to share with
other teachers?

Prepared by: Checked and Verified by:

MARLO E. PIDE BELLA D. PANTALEON

Science Student-Teacher Master Teacher II

Observed:

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