Southern Christian College

United Church of Christ in the Philippines

Midsayap, Cotabato

SENIOR HIGH SCHOOL

WEEK 5
GRADE 7 SCIENCE DAY 1 DAY 2 DAY 3 DAY 4

TOPIC Evolution and Origin of Biodiversity: History of Life on Earth

NUMBER OF HOURS 4 hour

At the end of the class, students will be able to:

● describe general features of the history of life on Earth, including generally accepted dates and sequence of the geologic time scale and characteristics
of major groups of organisms present during these time periods

● explain the mechanisms that produce change in populations from generation to generation (e.g., artificial selection, natural selection, genetic drift,
mutation, recombination)

COMPETENCY
● show patterns of descent with modification from common ancestors to produce the organismal diversity observed today

● trace the development of evolutionary thought

● explain evidences of evolution (e.g., biogeography, fossil record, DNA/protein sequences, homology, and embryology)

● infer evolutionary relationships among organisms using the evidence of evolution

At the end of the class, students will be able to:

OBJECTIVE/S ● understand the history of life on Earth,

● explore scientific evidence and theories,

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Engage:
 Begin the lesson by asking students,
"Have you ever wondered how life
on Earth originated and evolved?
What are some theories you have
heard about the history of life?"
ACTIVITIES/ STRATEGIES  Facilitate a class discussion to gather
students' initial thoughts and
observations about the history of life
on Earth..
Explore:
 Introduce the concept of the
history of life on Earth and the
geological time scale.
 Divide students into small
groups and assign each group a
specific period or era in Earth's
history to research (e.g.,
Precambrian, Paleozoic,
Mesozoic).
 Instruct students to gather
information about their
assigned period, including
major events, life forms, and
geological changes.
 Encourage students to use a
variety of resources, such as
books, websites, or scientific
articles, to gather information.
 Have each group present their
findings to the class, explaining
their assigned period and
providing examples of fossil
records or scientific evidence.
Elaborate:
 Divide the students into pairs or
small groups and assign them
Explain: specific evolutionary events or
adaptations to research (e.g.,
 Use the class discussion and development of multicellularity,
group presentations as an evolution of wings).
opportunity to explain the history  Instruct each group to analyze
of life on Earth and the major their assigned event, considering
evolutionary milestones. the environmental factors,
 Discuss scientific theories such as advantages, and possible
evolution, natural selection, and challenges related to the
the process of speciation. evolution or adaptation.
 Connect the study of the history  Encourage students to work
of life with Christian values by collaboratively, discuss their
emphasizing stewardship, the findings, and present their
beauty of creation, and God's role research to the class.
as the Creator.  Provide time for each group to
present their findings and
engage in a class discussion
about the significance of the
evolutionary events.

 Written assessment or a class discussion, asking them to explain key concepts related to the history of life on Earth and the major evolutionary
ASSESSMENT/ EVALUATION
milestones.

Learning package
MATERIALS/REFERENCES
Rea, M.& Dagamac, N. 2020. General Biology 2 Revised edition. Rex Bookstore, Inc.

Contentment
INFUSED VALUES
Stewardship, the beauty of creation, and God's role as the Creator. Genesis 1:31 and Psalm 104:24-25, emphasizing the wonder and intricacy of creation
and our responsibility to care for it.

REMARKS/NOTES

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Prepared by:
Checked by:
HENRY JACOB A. SOLANO, LPT SHANE T. VILLAFLOR, LPT
Teacher Subject Area Coordinator
Noted by:
RAFFY S. VIRTUCIO, MEAL
SENIOR High School Principal

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