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Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
Schools Division Office - Quezon City
SAUYO HIGH SCHOOL
2nd Laguna St., NIA Village, Sauyo, Q.C.
DAILY LESSON PLAN
Name: MELODY D. DASAS Level: 10 Subject: SCIENCE
Quarter: THIRD Learning Area: LIVING THINGS AND THEIR ENVIRONMENT Week: 8 Date: February 3 - 7, 2025
Schedule: 6:00-6:40 MASIGASIG 6:40-7:20 MASUNURIN 7:20-8:00 MATAPAT 8:00-8:40 MATIISIN 9:00-9:40 MAPAGKALINGA
Day MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Date February 3, 2025 February 4, 2025 February 5, 2025 February 6, 2025 February 7, 2025
I. OBJECTIVES:
A. Content Standard: The learners demonstrate understanding of the influence of biodiversity on the stability of ecosystems; an ecosystem as being capable of supporting a limited
number of organisms.
B. Performance The learners should be able to make concept map showing the connections of terms in the lesson.
Standard:
C. Learning Explain how species diversity increases the probability of adaptation and survival of organisms in changing environments (S10LT-lllh-41)
Competency:
D. Specific Objectives: 1. Explain the flow of 1. Explain how 1. Explain the 1. Identify the terms 1. Identify the terms related to third quarter
energy in an ecosystem biodiversity is related to relationship between related to living things lessons.
and how biodiversity stability and how population growth and and their environment. 2. Recognize the importance of the lessons
increases the probability of biodiversity affects carrying capacity. 2. Recognize the discussed in the third quarter.
adaptation and stability in an ecosystem. 2. Recognize the importance of the 3. Answer the given test.
survival of organisms in a 2. Recognize the importance of number lessons in the body
changing environment. importance of biodiversity of populations in systems, central dogma,
2. Recognize the in maintaining the stability maintaining the evolution, and
importance of diversity in of an ecosystem. carrying capacity of a biodiversity.
increasing the probability 3. Complete the table on certain ecosystem. 3. Answer the given
of surviving in a changing the kind of value of the 3. Complete the table test.
environment. given organisms. about carrying capacity
3. Create a Venn diagram and limiting factors.
about structural and
behavioral adaptation.
II. CONTENT (SUBJECT MATTER):
Topic: Biodiversity Summative Test Third Periodic Test (Day 1)
Sub-topic: Energy flow in ecosystem Ecosystem stability Population growth and Endocrine System
Adaptation and survival of carrying capacity Reproductive System
organisms Nervous System
Protein Synthesis
Mutation
Evolution
Biodiversity
Materials Needed: Learning Activity Sheet
Science book/Science Module
Chalk and Board
Handouts
III. LEARNING RESOURCES:
References: Science – Grade 10
A. Teachers Guide Learner’s Material
pages: First Edition 2015
B. Learners Module Pages 328 - 347
pages
Other Learning Science – Grade 10
Resources: Quarter 3 – Module 16: Environment
Quarter 3 – Module 19: Biodiversity and Stability
Quarter 3 – Module 20: Population Growth and Carrying Capacity
First Edition, 2020
IV. PROCEDURES:
A. Reviewing previous Students will be asked to The students will be asked to The students will be asked The class will review the The teacher will orient the
lesson or presenting answer Lamarck or Darwin answer AGREE if the to answer T if the past lessons to prepare for class on the rules and ELICIT
the new lesson based on the given statement statement is correct and statement is correct about the summative test. reminders upon taking the
to review about the previous DISAGREE if it is not true the previous lesson and test.
lesson. about the previous lesson. then F if it is wrong.
The teacher will orient the
B. Establishing a purpose The students will be asked The students will be asked class on the rules and Students will be asked to
for the lesson about their ideas on the topic to differentiate an over reminders upon taking the read and understand the
biodiversity. populated ecosystem and test. questions then answer the
normal populated test honestly. ENGAGE
ecosystem.
Students will be asked to
C. Presenting examples/ The students will be asked to The teacher will will ask the Students will be asked to read and understand the The class will be given ample
instances of the new explain the flow of energy in students to identify if the answer crossword puzzle questions then answer the time to answer the test.
lesson an ecosystem by completing statements given is referring activity. test honestly.
the missing word/words in to biodiversity or stability.
the context given based on The class will be having
the diagram. The class will be given feedback on the items they
ample time to answer the find difficult and easy to
D. Discussing new The class will be having a The teacher will discuss The class will have a test. answer.
concepts and practicing discussion about adaptation abiotic and biotic factors and discussion about
new skills #1 and survival in a changing will have a class discussion population growth and
environment. The teacher will about how biodiversity is carrying capacity. Checking of the test will be
be asking guide questions to related to stability. done to identify and EXPLORE
collect ideas about the discuss the least mastered
students before explaining items in the test.
the concept.
Review the lessons in the
E. Discussing new The students will be asked to The students given a sample Students will be asked to third quarter in
concepts and practicing match column A with column ecosystem, will be asked to analyze the pictures given preparation of the
new skills #2 B. Given the list of organisms, tell if it has High Biodiversity and put (✓) if the situation periodic test.
students will identify which / Low is Normal or Not good to
adaptation is being used by an Biodiversity and describe the nature.
organism then identify if it is stability if it has High
structural adaptation or Stability/ Low Stability.
behavioral adaptation.
F. Developing Mastery The teacher will ask the The teacher will ask the The students will also ask
(leads to Formative students to answer FACT if students to classify the value to analyze the situation EXPLAIN
Assessment 3) the given statement is correct of organisms in an ecosystem and tell if what limiting
about the lesson and if NOT, by choosing their value on factor is being described.
BLUFF. the word bank and checking
what kind of value it is.
G. Finding practical The teacher will ask the The teacher will ask the The teacher will ask the
application of concepts students to explain the quote, students to explain the students to answer the
& skills in daily living “No one is an Island”, and will saying “Be a responsible question, “How can you
ask the students to answer steward of this planet” and contribute to reducing the
the question, From your point relate it to the lesson. sewage problem that we ELABORATE
of view, what adaptation does are facing right now?”.
humans do to survive in this
pandemic?
H. Making generalization Volunteer students will be Volunteer students will be Volunteer students will be
& abstractions about asked to summarize the asked to share what they asked to give the
the lesson lesson. learned from the discussion. connection from the
previous lesson and
today's lesson.
I. Evaluating Learning The students will be given 5 The teacher will ask the Students will encircle the
statements which they will students to use the words in word/words that EVALUATE
identify as an example of the word pool to identify the is connected to
structural adaptation or words being described. overpopulation.
behavioral adaptation.
J. Additional activities for Research about how Read about the relationship Review the lessons in the
application/ biodiversity is related to between population growth third quarter for a EXTEND
remediation/ stability and how biodiversity and carrying capacity. summative test.
Agreement affects stability in an
ecosystem.
V. REMARKS:
VI. REFLECTIONS:
A. No. of learners who *** No. of cases who got a score: _____ and ____ above _____ and _____ below
earned 75% in the ____ Masigasig ____ Masunurin ____ Matapat ____ Matiisin ____ Mapagkalinga
evaluation
B. No. of learners who *** For students who scored _____ and below:
require additional
activities for ____ Masigasig ____ Masunurin ____ Matapat ____ Matiisin ____ Mapagkalinga
remediation who
scored below 75%
C. Did the remedial *** No. of learners who caught up with the lesson: ____ Masigasig ____ Masunurin ____ Matapat ____ Matiisin ____ Mapagkalinga
lesson work? *** After remediation/re-teaching, no. of students who scored ____ and above:
____ Masigasig ____ Masunurin ____ Matapat ____ Matiisin ____ Mapagkalinga
D. No. of learners who *** No. of students who scored ______ and below:
continue to require ____ Masigasig ____ Masunurin ____ Matapat ____ Matiisin ____ Mapagkalinga
remediation
E. Which of my teaching *** Pointers why it worked well:
strategies worked 1.
well? Why did these 2.
work?
F. What difficulties did I *** Assistance from my:
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 and Reviewed by: Noted by:
MELODY D. DASAS ANNABELLE S. CRUZ DR. MERYGEE L. JAVIER
Teacher III HT V, Science Dept. Principal IV
