BIODIVERSITY

AND STABILITY
 A DETAILED LESSON PLAN IN SCIENCE 10
I. OBJECTIVES
At the end of the lesson, the students are expected to:
• Analyze the impact of biodiversity to the stability of an ecosystem.
• Identify the species and their value.
• Appreciate the importance of biodiversity.
II. SUBJECT MATTER
Topic: Biodiversity and Stability
Reference: Grade 10 Science Learner’s and Teacher’s material and Internet
Materials: Laptop, TV monitor/Projector, Tangram puzzle and worksheet
III. PROCEDURE
Teachers Activity Students Activity

A. Preparatory Activity • Greetings

• Prayer
• Attendance (Answers are varied)
• Review (Answers are varied)
B. Motivation/Drill The students form into three circles

Are you familiar with a jigsaw puzzle?

I have here a jigsaw puzzle that arrange in any shape. “Yes ma’am!”
Now form into three circle. (The students will solve the jigsaw puzzle)

What you need to do is to collaborate in arranging the

puzzle to form a square and you will unlock the hidden
pictures. I will give you minutes to arrange the puzzle.
Is that clear?
III. PROCEDURE
Teachers Activity Students Activity

Disarrange jigsaw puzzle 1:Bear

Disarrange jigsaw puzzle 2: Lion
Disarrange jigsaw puzzle 3: Koala

What do you observe about your puzzles? What hidden

pictures do you see?
“ Ma’am, it is different kind of animals”
III. PROCEDURE
Teachers Activity Students Activity

Yes it is.
Now what do you think is the importance of animals to
us and to environment? “Animals play a vital role in maintaining the balance
and sustainability of an ecosystem. Typically, some
animals play a significant role in agriculture, while
others facilitate pollination.”

Very good! And also  Animals play a significant role in

the stability of the environment, ecosystem, and our
lives. They are excellent companions
III. PROCEDURE
Teachers Activity Students Activity

C. Activity Group 1: deforestation

Now, group yourselves into three groups. Group : pollution
Group 3: Floods
You will make a concept map
(that is good only for 5-7 minutes). I have here a box,
inside it there’s a folding paper writing the title of what
concept map you should make. The content of your
map should only focus in convincing your classmates
on how to stop the said title of each group. Use Manila
paper and a marker for this activity. I will give you 7
minutes to do your activity.
III. PROCEDURE
Teachers Activity Students Activity

D. Analysis
(After 7 mins.) Group 1 get ready to present your work.

Very good Group 1!

III. PROCEDURE
Teachers Activity Students Activity

D. Analysis
Next Group 2.

Good job group 2!

III. PROCEDURE
Teachers Activity Students Activity

D. Analysis
Last group to present, the Group 3

Great job, Group 3!

III. PROCEDURE
Teachers Activity Students Activity

D. Analysis
Based on what you’ve presented, what do you think are
those? I think Ma’am, those are the effects of our bad actions
in our ecosystem”

“Very good”. Those are the factors that may affect our
biodiversity. So what do you think are the causes of
those factors? “Bad doings of human Ma’am.”

Correct. Humans impact the physical environment in

many ways: overpopulation burning fossil fuels and
deforestation.
III. PROCEDURE
Teachers Activity Students Activity

E. Abstraction
I’m sure you have now the idea of what lesson we will
be discussing today. So what do you think it is? “ Something to do about Biodiversity”
 
Very good. Now, who among you here can define
biodiversity?
(I will discuss the definition of biodiversity based on (Answers are varied)
what they have mentioned. I will just add other
information that was not mentioned by the students.)

(Listen carefully)
III. PROCEDURE
Teachers Activity Students Activity

E. Abstraction
Every living organisms around us has its own
important role or value for us to live. It can be
economical, ecological and aesthetical valuable.

The value of species can be divided into three various

categories. What are those various categories? Yes
Paul

Direct Economic Value, Indirect Economic Value and

Aesthetic Value.
III. PROCEDURE
Teachers Activity Students Activity

E. Abstraction
Very good!

Now, who can explain what is Direct Economic

Value? Yes Cyrus? The species is considered to have direct economic
value if their products are sources of food, medicine,
clothing, shelter, and energy.
Exactly!

Who wants to give example of direct economic value? For example, some medicines being used nowadays
Yes Rosemarie? have formulations extracted from plants and animals.
III. PROCEDURE
Teachers Activity Students Activity

E. Abstraction
Precisely!
The second categories are Indirect economic value.
Who can explain what is Indirect economic value? Yes A species has an Indirect Economic value if there are
Jhary benefits produced by the organism without using them.

Very Good! For example, certain species maintain the chemical

Now who wants to give example of indirect economic quality of natural bodies of water, prevent soil erosion
value? and floods, cycle materials in the soil, and absorb
pollutants.
III. PROCEDURE
Teachers Activity Students Activity

E. Abstraction
Very Good! Aesthetic value if the species provides visual or artistic
The third one is aesthetic value, who can explain what enjoyment.
is aesthetic value? Yes Mika?
For example, forested landscape and the calming
beauty of a natural park; or they may be used for
spiritual meditation like the prayer mountains.

Correct! Biodiversity is very important because it

sustains through flow of energy the food web on earth
and contributes to environmental stability. So, class,
have you picture out our environment without plants,
animals, trees and nothing around us, just the human Answer varied
being, what do you think will happen to us?
III. PROCEDURE
Teachers Activity Students Activity

E. Abstraction
All the species in an ecosystem rely on one another.
For example, is the food web the 1st consumer always
depends in producer, if there is no producer then all
species in ecosystem will be affected. In some way,
with less biodiversity, the ecosystem will become Aesthetic value if the species provides visual or artistic
unstable. But the greater the biodiversity, the more enjoyment.
chances that stability can be attained in an ecosystem.
For example, forested landscape and the calming
beauty of a natural park; or they may be used for
spiritual meditation like the prayer mountains.
III. PROCEDURE
Teachers Activity Students Activity

F. Abstraction
All the species in an ecosystem rely on one another.
For example, is the food web the 1st consumer always
depends in producer, if there is no producer then all
species in ecosystem will be affected. In some way,
with less biodiversity, the ecosystem will become
unstable. But the greater the biodiversity, the more
chances that stability can be attained in an ecosystem.

Did you understand the lesson? Any clarifications?

Additions ? Questions?

Yes we did. And we don’t have any additional

information’s ma’am”
III. PROCEDURE
Teachers Activity Students Activity

F. Application
Since you have no questions, we will have an activity.
In a one whole sheet of paper, based on what
surrounding you grow, write down (in a bullet type) all The students will answer the given activity
the negative actions of the people you see and cite at
least two ways on how to conduct an actions for it.

Yes we did. And we don’t have any additional

information’s ma’am”
IV. EVALUATION
Teachers Activity Students Activity

we will have a quiz. Identify the following. Please do

listen carefully because I will just read the questions
TWICE.
The students will follow the given instruction
1. This describe how varied are life forms in
different ecosystem.
2. It is a biological community of interacting
organisms and their physical environment.
3. The greater the biodiversity, the higher the
chance that can be attained in an ecosystem.
4. A species has an if there are benefits produced
by organisms without using them
V. ASSIGNMENT
Teachers Activity Students Activity

Assignment:
Make a poster making showing the stability of the
ecosystem. See the attach rubrics for grading your
output.

Rubrics:
Content . . . . . . . . . 30%
Originality. . . . . . . 30%
Creativity. . . . . . . . 30%
Total . . . . . . . . . . . . . 100%