COT PLAN 2nd - Andrino

Republic of the Philippines
Department of Education
REGION VI – Western Visayas
Schools Division of Bago City
RAMON TORRES SAGASA NATIONAL HIGH SCHOOL
Grades School RAMON TORRES SAGASA Grade 11

11 NATIONAL HIGH SCHOOL Level
DAILY Teacher JULLIENNE GRACE S. ANDRINO Learning EARTH AND LIFE SCIENCE
LESSON Area
PLAN Teaching Dates OCT. 19, 2024 Quarter 2nd
and Time
(ANNOTATIONS)
-PPST INDICATORS/ KRA
OBJECTIVES/RUBRIC
I. OBJECTIVES INDICATORS TO BE
OBSERVED DURING THE
DEMONSTRATION
A. Content Standards The learners demonstrate understanding of
1. the principles of the Ecosystem
2. biotic potential and environmental resistance
3. terrestrial and aquatic ecosystems
4. how human activities affect the natural ecosystem
B. Performance The learners shall be able to prepare an action plan containing mitigation
Standards measures to address current environmental concerns and challenges in
the community.
C. Learning Categorize the different biotic potential and environmental resistance (e.g.,
Competencies/ diseases, availability of food, and predators) that affect population explosion
Objectives
Write the LC code for S11/12LT-IVhj- 29
each
D. Objective/s: At theend of this chapter, the student should be able to:

1.identify biotic and abiotic factors
2.differentiate biotic and abiotic factors
3.categorize the different biotic potential and environmental
resistance that affect population explosion and
II. CONTENT Interaction and Interdependence
II. LEARNING RESOURCES
A. References Earth and Life Science Book by Phoenix Publishing

Earth and Life Science Module 10 Quarter 2
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Activity sheets, pictures, improvised, TV, laptop, power point presentation,
Resources
IV. PROCEDURES
Address: Brgy. Sagasa, Bago City

Email Address: 302723@deped.gov.ph
Facebook Page: Ramon Torres Sagasa National High School
ACTIVITY
*Prayer Preliminaries
*Checking of attendace
*Presenting the classroom standards/policies:
1. Be kind, polite, and courteous to others. INDICATOR 5:

2. Keep your hands and feet to yourself. Maintained learning
3. Be respectful of classmates, teachers, and property. environments through
4. Listen to the teacher and classmates, and follow directions. reiterating house rules
5. Work hard and always do your best. and classroom policies.
6. Be safe.
7. Raise your hand when you would like to speak in class, when leaving
your seat or if you need to leave the classroom for a reason. INDICATOR 6
8. Be ready to take the consequences if you break the rules. A learning environment
that promote fairness by
allowing anyone to freely
MOTIVATION:
share their insights.
ACTIVITY 1: VIDEO PRESENTATION
 The teachers shows a short video clip. INDICATOR 1:
 Out of the video presented, the teacher asks what could possibly be the  Integration of English
lesson all about. since they will analyze
ACTIVITY 2: 4 PICS, 1 WORD! the picture which
 The teacher imitates a famous game four pics, 1 word where students require English skills
are free to guess the word based on the 4 pictures being shown. such as vocabulary
and comprehension.
ANSWER: RELATIONSHIP
*The teacher will remind the class to keep quiet and settle down.
*The teacher will ask the class regarding the implication of the previous
activity to today’s lesson.
*The teacher will then ask the class whether what they think is the
lesson today. As the teacher elicits responses from the class, any
language used by the learners were acceptable as long as there is an
exchange of thoughts and ideas.
*The teacher will present the objectives of today’s lesson and let the
learners to read it aloud.

ANALYSIS
ACTIVITY 3: MAHAL KO O MAHAL AKO?
 Task: The class will be grouped into two (mahal ko o mahal ako) group.
The Mahal Ko group symbolizes the living things while The Mahal Ako INDICATOR 4: Displayed
Group symbolizes the non-living one. proficient use of Mother
 There is a box in front which is full of scratch papers but with it were Tongue, Filipino and
English to facilitate
the examples of living and non-living things. Each group is task to get
teaching and learning.
the strips of paper containing examples under their category and paste
it on the board. The first to finish will be declared as the winner. In case INDICATOR 1
that both teams are not yet done, the team with the most examples Integration of Oral
pasted shall be the winner and will receive a prize. Communication
 The teacher give a short discussion with students’ participation through Employs various
inquisitive thinking. communicative strategies
in different situations
ACTIVITY 4: A PICTURE PAINTS A THOUSAND WORDS (Picture Analysis) – EN11/12OCIIab-
2 minutes 22 (act 4)
ACTIVITY 5: (Differentiated Activity) INDICATOR 1

Integration of Reading
GROUP 1: TELL ME, TELL ME, TELL ME, SOMETHING I DON’T KNOW! (By
Pair – Buddy-Buddy System)
Indicator 2: Used a range
Tell something about each picture
of teaching strategies
that enhance learner
achievement in literacy
(group reporting) and
numeracy (Venn
diagram) skills.
INDICATOR 6
A learning environment
that promote fairness by
allowing anyone to freely
share their insights.
INDICATOR 3: Applied a
range of teaching
strategies to develop
critical and creative
thinking, as well as other
higher-order thinking
skills by asking though-
provoking questions and
analyzations.

Refer to pictures shown in Activity 5. Answer the following questions.

1. How many offspring does each organism have?
2. At what age does the organism start to have the capacity to reproduce?
3. What will happen if living organisms fail to reproduce?
4. How can a population grow?
5. How can predators affect the population’s growth?
6. How does disease affect population growth?
7. What factors control the increase of population?
GROUP 2: Picture Perpek!

Analyze each picture. Categorize as either biotic potential or environmental
resistance. Explain your answer.
*The teacher reminds the class to ehave accordingly and observe minimum
silence while doing the task.
*The teacher gives rewards and praises for active participation of each group.
ABSTRACTION
INQUIRY-BASED LEARNING/COLLABORATIVE APPROACH

INDICATOR 1
ACTIVITY 6: JUST ANSWER ME! Integration of Reading
Refer to this illustration in answering questions A, B and C. and Writing
Explain critical reading
as a form of reasoning
EN11/12RWS-IVac-8

INDICATOR 3: Applied a
range of teaching
strategies to develop
critical and creative
thinking, as well as other
higher-order thinking
skills through inquisitive
thinking and
collaborative approach.
INDICATOR 9: Used
strategies for providing
timely, accurate and
constructive feedback to
improve learner
A. What are the abiotic factors in the illustration? performance through
B. What are the biotic factors in the illustration? some sort of clarification
C. Identify the environmental resistance that may affect the population based on the activity.
in the ecosystem.
D. What is the effect environmental resistance on a population?
 The teacher will give clarification and additional information about

the lesson.
 The teacher will provide more examples and encourage
collaborative discussions.
 The teacher also encourage inquiry-based learning through active
participation as he/she construct the ideas and concepts to be
learned.
APPLICATION
COLLABORATIVE DISCUSSION:
Discuss with your best friend. (Think-Pair-Share) Indicator 5: Maintained

1. The year 2020 had been a tough and difficult time for many learning environments
through reiterating house
countries around the world. What environmental resistance
rules and classroom
affects the Philippines? What measures will you do to protect the policies.
community?
2. Talking about the measures that you will do, how can you
promote fairness and respect to your community and other
cultures?
Sharing will follow afterwards.

EVALUATION
Indicator 9: Used strategies
The teacher gives a short test. for providing timely, accurate
and constructive feedback to
improve learner performance
through evaluation.
ASSIGNMENT
*Journal Writing Indicator 7 Established a
learner-centered culture by
 Cut and paste/ copy and paste or draw pictures of an ecosystem using teaching strategies that
showing environmental resistance and biotic potential. respond to their linguistic,
 In your journal write an essay about your drawing/cut-out cultural, socio-economic and
picture. religious backgrounds.
Integration of
journalism.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the

evaluation
B. No. of learners who require additional
activities for remediation
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 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 & SUBMITTED BY: CHECKED BY:
JULLIENNE GRACE S. ANDRINO MA. EDEN P. MACARAMPAT

Subject Teacher Principal II


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Republic of the Philippines

Grades School RAMON TORRES SAGASA Grade 11

D. Objective/s: At theend of this chapter, the student should be able to:

A. References Earth and Life Science Book by Phoenix Publishing

Address: Brgy. Sagasa, Bago City

1. Be kind, polite, and courteous to others. INDICATOR 5:

Address: Brgy. Sagasa, Bago City

ACTIVITY 5: (Differentiated Activity) INDICATOR 1

Address: Brgy. Sagasa, Bago City

Refer to pictures shown in Activity 5. Answer the following questions.

GROUP 2: Picture Perpek!

INQUIRY-BASED LEARNING/COLLABORATIVE APPROACH

Address: Brgy. Sagasa, Bago City

 The teacher will give clarification and additional information about

Discuss with your best friend. (Think-Pair-Share) Indicator 5: Maintained

Sharing will follow afterwards.

Address: Brgy. Sagasa, Bago City

A. No. of learners who earned 80% in the

PREPARED & SUBMITTED BY: CHECKED BY:

JULLIENNE GRACE S. ANDRINO MA. EDEN P. MACARAMPAT

Address: Brgy. Sagasa, Bago City

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