School: BILAD HIGH SCHOOL Grade Level: 11
Daily Lesson Plan Teacher: GERALDINE E. GARCIA Learning Area: Earth and Life Science
Teaching Date: Quarter: 2ND
I. OBJECTIVES
The learners demonstrate an understanding of:
A. Content Standards 1. The evidence for evolution
2. The origin and extinction of species
Design a poster tracing the evolutionary changes in a crop plant ( e.g.,
B. Performance Standards
rice or corn that occurred through demonstration)
Describe how the present system of classification of organisms is based
on evolutionary relationships
(S11/12LT-IVfg-23)
C. Learning Competencies/
Objectives
II. CONTENT THE PROCESS OF EVOLUTION
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Manual
pages
Earth and Life Science in Today’s World for Senior High School by
Sheila Rose D. Sia& Leah Amor S Cortez
3. Textbook pages pp. 177 - 180
Earth and Life Science for Senior High School by Roly B. Bayo –
ang et.al. pp.321 - 325
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting new
Causes of Evolution of Population
lesson
(REVIEW)
Rearrange the jumbled words to identify what is being described in the
following statement
1. STONABINT
Study of plants involving analyzing, comparing and classifying a lot of
B. Establishing a purpose of plant species
the lesson 2. CHAREAGOSTLISO
(MOTIVATION)
People who study sites and objects to learn about the past
3. THELAPGOLONIST
Scientists who study about the fosil and remains of the past
4. GYPEHNOLY
The modern way of taxonomy based on many hypotheses of
evolutionary history of organisms
C. Presenting
examples/instances of Creating My Own Animal!
the new lesson 1. Create your own animal by using the criteria below:
(PRE-ACTIVITY) a. Where does it live?
-mountain - grassland
-rocky mountain - desert
-ocean
b. What does it eat?
-plants - insects
-smaller animals
c. How does it reproduce?
-lays eggs - gives birth
2. Draw or illustrate your animal in a ½ white cartolina. Use crayons,
paints, or markers to make your creation more accurate and attractive.
3. Present and explain why you have come up with such creation to the
class.
Evolution is an intersting topic. You might have a lot of ideas bout it. This
is the opportune time for you to share. Fill up the K – W – L Chart with
the information required. Fill up only the first two columns
K – What I Know W – What I Want L – What I have
about Evolution to know about Learned about
D. Discussing new concepts Evolution Evollution
and practicing new skills
(ACTIVITY PROPER)
E. Discussing new concepts
What are the numerous evidence that support the theory of evolution?
and practicing new skills
Explain each.
2(DEEPENING)
F. Developing Draw a concept map of the different scientists that contribute to the
mastery(POST-ACTIVITY) development the modern classifications of evolution
G. Finding practical
applications of concepts Radioactive carbon dating is a method used by scientist to determine the
and skills in daily age of an ancient object. Why do they use carbon in carbon dating?
living(APPLICATION)
H. Making generalizations
How can we identify the difference between the growth of different
and abstractions about
species? Indicate how long or long ago the species diverged from their
the
common ancestors.
lesson(GENERALIZATION)
Multiple choice. Encircle the letter of the correct answer.
1. Which is not an evidence of evolution?
a. fossils b. similarities in DNA
c. evolutionary tree d. homologous structures
2. A technique used to measure the age of a fossil or an artifact.
a. natural selection b. carbon footprints
c. adaptive selection d. radioactive dating
3.The modern way of taxonomy based on many hypotheses of
I. Evaluating learning evolutionary history of organisms
(ASSESSMENT) a. mutation b. phylogeny
c. evolution d. archaeology
4. These are the numerous evidence that support the theory of evolution
except:
a. fossil records b. comparative anatomy
c. biogeographical evidence d. mutation
5. It is known as the change in species over time.
a. evolutionary tree b. homologous structures
c. evolution d. natural selection
J. Additional activities for
Students who gets poor to the formative assessment will be given a self
application or
learning teacher – made module for additional readings and activities.
remediation(REMEDIAL)
V. REMARKS
VI. REFLECTION
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 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 by: Checked by:
GERALDINE E. GARCIA EVANGELENE E. SANA, Ph. D.
SHS Teacher II SHS Focal Person/MT-II
