School MAKATI HIGH SCHOOL Grade Level GRADE 10

1``GRADES 1 to
12 DAILY Teacher LUCKY D. REMOS Learning Area LIVING THINGS AND THEIR
LESSON LOG ENVIRONMENT
Teaching Dates and Time February 26 – March 1, 2024 Quarter THIRD

Day 1 Day 2 Day 3 Day 4

A. Content Content Standard:
Standards
The learners demonstrate understanding of

1. how evolution through natural selection can result in biodiversity.

B. Performance The learners should be able to write an essay on the importance of adaptation as a mechanism for the survival of a species.
Standards
C. Learning Explain how fossil records, comparative Explain how fossil records, comparative Explain the occurrence of evolution (S10LT-
Competencies / anatomy, and genetic information provide anatomy, and genetic information provide lllg-40)
Objectives evidence for evolution (S10LT-lllf-39) evidence for evolution (S10LT-lllf-39)
Write the LC code
for each
1. Explain how fossil records, 1. explain how the age of fossils 1. explain the occurrence of evolution
comparative anatomy, and can be determined. according to Lamarck’s and
genetic information provide Darwin’s ideas;
evidence for evolution 2. explain the occurrence of evolution
by comparing the ideas of Lamarck
and Darwin.

II. CONTENT Evidences of evolution Determining the Age of Fossils Evolution Catch up Friday

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Q3 SDO Makati – Module 5 Q3 SDO Makati – Module 5
Materials pages
3. Textbook pages Pages 225-226 Pages 225-226 Pages 316-317
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.

A. Reviewing previousPart 1: Science Familiarization Drill Part 1: Science Familiarization Drill Part 1: Science Familiarization Drill
lesson or presenting
the new lesson The students will answer a multiple- The students will answer a multiple-choice The students will answer a multiple-choice
choice question about the different question about the different concept from question about the different concept from
concept from grade 7 to 10 topics grade 7 to 10 topics grade 7 to 10 topics

Part 2: Recap

Write letter T if the statement is true and Part 2: The teachers will present a picture of
letter F if the statement is false. Darwin finches and the students will take
note of the different structure of the beak and
______1. Mutation is a change in the give their observation.
base-sequence of DNA.

______2. Chromosomal mutations are

changes where parts of the
chromosomes are broken and lost during
mitosis.

______3. Down’s syndrome is not an

example of mutation.

______4. Mutation does not affect the

growth and development of an organism.

______5. Genetic code is set of rules that

specify the codons in DNA or RNA that
corresponds to the amino acids in
proteins.

B. Establishing a Compare and contrast: Let the students watch a video presentation
purpose for the entitled
lesson Ask the students to look at the following
pictures. Have them compare the animals “Why does the giraffe have long neck?”
in each picture. Refer to: https://www.youtube.com/watch?
v=y4bIcswVZMU

Let the student give their opinion about the

last question in the video.
 “Do you think one day there will be a tortoise
born with a very long neck?”

Picture 1: Species of peppered moth

Guide question:
1. If they are of the same species
of moth, why are they of
different color?
2. What do you think happened in
these moths?
3. What do you think triggered the
changes in their color?
Students answer may vary

Response:
There might be a change in the genetic
material of the other moth that caused
the change.
 The one with the new (white) color
survived while black one lessen in
number but still survived.
 Environment triggered the mutation and
then eventually the mutated gene passed
from one generation to another
1. Before the industrial revolution
in Britain, the peppered moth
underwent a dramatic color
change from pale variety to the
black variety.
2. The mutated black moths
survived and the increase in
population and dominated the
place.
3. Environmental changes, in this
case the air pollution
C. Presenting Present the word EVOLUTION on the Ask the students for the definition of fossils Essential Question: What observations led
examples/ board and ask the students’ ideas on it and show an image comparing the two Darwin to the theory of evolution by natural
instances of the kinds of fossils. selection?
new lesson
EVOLUTION
Essential Question:
- Answers may vary
Why is it important to know the age of the
Unlocking of terms fossils?
Evolution- the change in inherited traits
over successive generations in
populations of organisms thus, this
change allows the organisms to survive
and adapt in their environment.

D. Discussing new Evidence of evolution: Activity 1A: I am a paleontologist Look at Me and Say Something Please!!!!!
concepts and
practicing new The students will enumerate and explain Using the timeline , the students will place Present bases for interaction by analyzing
skills #1 the evidence of evolution using the the fossils of cetaceans in the era or period Darwin –vs- Lamarck (Long neck vs Short
reading activity where they belong. You may copy the neck Giraffes).
timeline in a separate sheet of paper. Cut
the fossil records and correctly place it in
the period where it belongs.
E. Discussing new Concept discussion Activity 1B: : the teacher will tell the The teacher will now explain Lamarck’s
concepts and students to go back to the questions and Theory of Use and Disuse and Charles
practicing new Evidence of Evolution ask the students about what they think the Darwin Theory of Natural Selection
skills #2 answers would be.
The teacher will discuss and explain the
concept about the following: Guide question:
a. EVIDENCE OF FOSSIL 1. Which among the representative life
b. COMPARATIVE ANATOMY assumed to be the oldest organism? Why?
c. GENETIC INFORMATION
2. In what era did the extinction of
dinosaurs happened?

3. In what era can you possibly find the

most recent fossil? Why?

4. In what era do you think the present day

humans first appeared on earth?

5. How do organisms arranged in the

table?

Answer:

F. Developing mastery Fill in the blank How do paleontologists determine the age You Complete Me!!!!
(Leads to Formative of the fossils?
Assessment 3) The students will complete the sentence
 about the evidence of evolution

1. _____________ are traces of

organisms that lived in the past and were
preserved by natural process.
the students will complete the sentences
2. Most fossils are found in the below by using the items inside the box.
___________________.
1. Organisms change because they
3. _____________________ is a used to __________.
determine the age of the rocks by
comparing them with the rocks in the 2. Organs remain active and strong if they
other layer. are_____ but may lost gradually with _____

4. The largest division of Geologic Time 3. If an organism changes during life to

scale is __________________. adapt to its environment, those changes are
passed on to its______. 4. In
5. ______________ is a fossil preserved overproduction, species can______ large
in sedimentary rock that has undergone number of offspring.
physical compression and with more
organic material 5. Competition is viewed as a major part of
the ______and survival of the fittest.

6. In variation, no two individuals are

the______

7. In order to exist, the individuals with

favorable________ to their environment will
have a greater chance of living enough to
reproduce.

8. In natural selection, the environment

______ organisms that survive to be the
parents of the succeeding generations.

9. ______ is a process when new species

are formed.

10. ________ involves the change of

species over time.

G. Finding practical Self-Test How can your knowledge in determining SURVIVAL OF THE FITTEST
applications of the age of fossils help you?
concepts and skills in A friend says to you, “Man Originated The effects of COVID-19 are enormous
daily living from Apes” because many physical and worldwide. Many people have died because
biochemical resemblances are found of this pandemic. As what some say "matira
between them. How would you react to ang matibay" in this challenging situation.
this? Charles Darwin's theory of Natural selection,
which means "survival of the fittest" is very

H. Making Using the 3-2-1 Assessment, students
generalizations and will be able to share the following:
abstractions about
the lesson 3 things I learned
2 things I want to learn more about
1 question I have
I. Evaluating learning 1. What can be determined between two
organisms that possess similarities in
structures and in their genetic code
sequences?
a. The organisms share a common
ancestry.
b. The organisms belong to the same
genus.
c. The organisms are native to the same
geographic areas.
d. The organisms will grow into
anatomically similar adults.
Summarize the lesson through concept
mapping.
Multiple Choice. Select the best answer to
the following questions.
1. In what Era can the oldest fossils be
found?
A. Cenozoic B. Mesosoic C. Paleozoic D.
Pre-Cambrian
2. What is the largest division of Geologic
Time Scale?
important in this pandemic.
Complete the graphic organizer by supplying
ways on how to survive this time of
pandemic
Identify the words being described by the
following statements.
_______________1. States that traits an
organism develops during its own lifetime
can be passed on to offspring.
_________________2. An organism’s
relative ability to survive and produce fertile
offspring. _______________ 3. The organs
or parts of the body that are not used will be
lost and the organs that are always used will
be developed. ________________4. The
scientist who believed that organisms adapt
and change over time through natural
selection. ________________5. It is a
process through which living organisms
change over time.
Whose thought is this?
Lamarck, Darwin, or both of them?
1. Organisms have changed over time.(Both)
2. Organisms changed because they wanted
to survive.(Lamarck)
3. Certain traits helped organisms survive
and reproduce better than other organisms
without those traits.(Darwin)
4. The environment had something to do
with why organisms changed.(Both)
5. Parents are only able to pass on traits that
2. A student wanted to look at DNA to they were born with.(Darwin)
study evolution. What evidence of
evolution will the student use? A. Era B. Period 6. Organisms can never become extinct.
(Lamarck)
a. Embryology
C. Epoch D. Organism
c. Genetic information

b. Fossil record 3. During which era were the first land

d. Comparative anatomy plants formed.

3. How do fossils provide evidence that

evolution has happened on Earth? A. Precambrian B. Paleozoic

a. Fossils show that some species have

C. Mesozoic D. Cenozoic
gone extinct.

b. Fossils show how life forms present

4. Human beings evolved during which
today are different than those from the
past. geologic era?

c. Fossils show how the sizes of certain

animals has changed drastically over A. Cenozoic B. Mesozoic
millions of years.

d. Different sedimentary rock layers C. Paleozoic D. Precambrian

provide evidence for how the
environment has changed over time.
4. Which best explains that whales
descended from an ancestor that was
able to walk?
5. The _________ was an era dominated
by the dinosaurs A. Precambrian B.
Paleozoic

a. The presence of pelvis and femurs in

C. Mesozoic D. Cenozoic
whales.

b. Whales have flatter skulls and feeding

filters.

c. Whales have a thick layer of fat called

blubber.

d. They are warm-blooded mammals who

nurse their young.

5. Which is NOT an evidence for

evolution?

a. Many species today are just as they

 were when they were created.

b. We can observe changes in life forms

by observing the fossil record.

c. Many animals have homologous

structures due to common ancestry.

d. Many animals have similarity in amino

acid sequence from an ancestor.

J. Additional activities Use the terms provided below to complete

for application or the concept map on the theories of evolution.
remediation

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
VI. REFLECTION help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

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 strategiesworked

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?

Prepared by: Checked by:

Lucky D. Remos Norwena O. Penuliar

Teacher I Science Coordinator