WEEKLY LESSON LOG

BALANGASAN CENTRAL CLC Program

CLC Name
Literacy level JHS/EL
Learning Facilitator ROBERTO A. AROJO JR.
Month/Quarter FIRST QUARTER Learning Strands: 2
I. OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning Competencies/Enabling Classify these animals according to: Structure – invertebrates, vertebrates Food –
Objectives
omnivorous, herbivorous and carnivorous, habitat-terrestrial, arboreal and aquatic
(LS2SC-BC-PSD-LE/AE/JHS-84)
II. CONTENT (Subject Matter) VERTEBRATES AND INVERTEBRATES
III. LEARNING RESOURCES ALS learning worksheet
2. Module/Learner’s Materials Pages
3. Additional Materials from Learning
Resources (LRMDS)
Portal/Locally made instructional
materials
B. Other Learning Resources
A.Springboard/Motivation Preliminary activities:
(Establishing the purpose of the lesson)
Motivate them to learn the new lesson.  Prayer
Encourage them to ask questions about  Checking of attendance
the new topic. This will help establish a
reason for learning the new lessons.
 Classroom rules
 Pre-test
B. Activity ( Review of previous Direction: Group the animals inside the box according to their food
lessons or Presenting the new lesson)
Connect the lesson with learners’ prior (OMNIVORES, HERBIVORES, CARNIVORES)
knowledge. Explicitly teach to the
learners how the new lesson connects HERBIVORES CARNIVORES Animals
to previous lessons. Review and present OMNIVORES Eagle, horse, chicken, fish, snake, monkey,
new lessons in a systematic manner. elephant, tiger, cat, goat, rat, lion, rabbit,
crocodile, dog, man

C. Analysis (Presenting Questions:

example/instances of the new lesson)
Provide examples of the new lessons. 1. How do these animals get their food?
Show what the instances of the content 2. Where do these animals lived?
and competencies. This is where the
concepts are clarified.
3. What do you call to the animals with backbone and animals without backbone?
D. Discussing new concepts and
practicing new skills (sub-activity # 1)
Discuss the concept. Prepare good
TWO TYPES OF ANIMALS:
questions for this. Listen to the answers 1. VERTEBRATES - animals with backbone
of learners to measure if they 2. INVERTEBRATES – animals without backbone
understood the lesson being presented.
If not, then reteach. If they have
understood, then proceed to deepening CLASSIFICATION OF ANIMALS ACCORDING TO:
the lesson. A. STRUCTURE – Vertebrates and invertebrates
B. FOOD – omnivorous, herbivorous, carnivorous
C. HABITAT – terrestrial, arboreal and aquatic

A. STRUCTURE:
1. VERTEBRATES – with backbones – example: carabao, cow, goat, horse, bird and etc.
2. INVERTEBRATES – without backbones – example: flies, mosquito, ant, centipede and
etc.
B. FOOD:
1. OMNIVORES – are animals that eat both plants and animals. Example: Man
2. HERBIVORES – are animals that eat only plants. Example: carabao, cow, horse and etc.
3. CARNIVORES – are animals that eat only other animals. Example: Tiger, cat, Lion and
etc.

C. HABITAT (SHELTER)
1. TERRESTRIAL – are animals that live on land. Example: chicken, cats, dogs and etc.
2. ARBOREAL – are animals that live on the trees. Example: birds, wasp, hornets and etc.
3. AQUATIC – are animals that live on water. Example: fish, shrimp, crabs, squids and etc.

E. Discussing new concepts and

practicing new skills (sub-activity #2)
Discuss the lesson with new ways to
apply the learning. Pair, group and team
work might be a good way to help
learners discuss the lesson among
themselves. They can present their
work to the whole group and this serves
as the facilitators way of assessing if the
concept are solidifying and this skills are
developing.

F. Abstraction (Making generalizations

about the lesson) Conclude the lesson
by asking the learner good questions
that will help them crystalize their What are the three classifications of animals?
learning so they can declare the
knowledge and demonstrate their
skills. Proceed to the next step. Ask
activities as needed and formative
assessment shows that the learners are
confident in their knowledge and
competencies
G. Application (Developing Mastery)
Develop mastery through more
individual work activities such as
writing, creative ways of presenting
learning, dramatizing, etc. Let learners
demonstrate their learning through
assessable activities such as quizzes,
worksheets, seat work and games.
When the learner demonstrate
learning, then proceed to the next
step. Ask activities as needed and
formative assessment shows that the
learners are confident in their
knowledge and competencies.

H. Valuing (Finding practical Question:

applications of concepts and skills in
daily living) Develop appreciation and
valuing for their learning by bridging 1. How can we take good care for animals?
the lesson to daily living. This will
establish relevance to the lesson. 2. How can we show concern and love for them?
I. Evaluation (Assessing learning)
Assess whether the learning objectives Direction: Read and encircle the letter of the best answer.
have been met. Evaluation should tap
into the three types of objectives. 1. What do we call the group of animals with a backbone?
A. Vertebrates B. Invertebrates C. Insects D. Mammals
2. Which of the following animals should not be in the group? Roundworm, flatworm,
segmented worm, snake.
A. Segmented worm B. Roundworm C. Flatworm D. Snake
3. Pick out the animals that don't belong to the group.
A. Maya B. Parrot C. Milkfish D. Ostrich
4. Amphibians spend part of their life in water and next part on land.
A. True B. False
5. Placental mammals are those mammals born fully developed.
A. False B. True
6. Which of the following is NOT classified as a carnivore (meat-eater)?
A. Cow B. Lion C. Polar Bear D. Humans
7. Which of the following does NOT have a backbone?
A. Wolf B. Parrot C. Octopus D. All of these
8. What group of vertebrates is a mouse?
A. Mammals B. Fish C. Birds D. Amphibians
9. Mammals, fish, birds, reptiles and amphibians are all _____________.

A. Vertebrates B. Invertebrates

10. This animal breathes with lungs, has scales or plates, and most lay eggs.

A. Reptile B. Bird C. Amphibian D. Mollusk

A. Number of learners who earned
80% on the evaluation.
B. Number of learners who required
activities for remediation.
C. Did the remedial lessons work?
Number of learners who have caught
up with the lesson.
D. Number of learners who continue
to require remediation.
E. Which of my teaching strategies
F. What difficulties did I encounter
which my immediate
superior/supervisor can help me solve.
OTHER ACTIVITIES: