1. The document outlines a lesson plan to teach students about how life emerged on Earth. It includes objectives, content, learning resources, procedures, and assessments. 2. The procedures section details activities where students analyze pictures to understand how life began, develop their own hypotheses, and create a timeline of important events from nothing to modern life. 3. Formative assessments measure students' understanding of how the production of cells occurred through a sequence of stages leading to early life on Earth.

1. I. OBJECTIVES
A. Content Standard The learner describe general feature of the history of life on earth.
B. Performance Standard
C. Learning Competencies/
Objectives
With The LC code for each
The learner should be able to analyze and understand the concept of how
life emerged on earth.
II. CONTENT The Early Earth and the Emergence of Life
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) Portal
5. Other Learning Materials
6. Contextualization/Localization
IV. PROCEDURES Teacher’s Activity Student’s Activity
A. Reviewing previous lesson or
presenting the new lesson.
Elicit:
(The activities in this
section will evoke or
draw out prior
concepts or prior
experiences from the
students.)
The teacher distributed
pictures randomly to
the students.
The students who receive
a copy of the pictures will
provide insights of what it
represents. They will
explain the first thing that
comes into their mind
upon receiving the
pictures.
B. Establishing a purpose for the
lesson.
Engage:
(The activities in this
section will stimulate
their thinking and
help them access
and connect prior
knowledge as a
jump-start to the
present lesson.)
The content standard
and objectives will be
presented in class.
The students will read the
objectives and give their
interpretation to what
they initially know about
the objectives.
C. Presenting examples/
instances of the new lesson.
The teacher will present
pictures to the class
requiring them to relate
stages of a scenario that
leads to the studies of
how life begins on
earth.
The students analyze the
picture and relate it to
the stages of a scenario
that leads to the studies
of how life begins on
earth.
D. Discussing new concepts and
practicing new skills #1
Explore:
(In this section
student’s will be
given time to think,
plan, investigate,
and organize
collected
information; or the
performance of the
The teacher encouraged
and present a challenge
to the class by initiating
their own predictions of
how life started using
things that they can see
around them.
The group accepted the
challenge by developing
their own way of showing
how life started by using
things around them.
E. Discussing new concept and
practicing new skills #2
The teacher gather
answers presented by
The students analyze each
the events that’s lead to
SCHOOL CONCEPCION NATIONAL HIGH SCHOOL – SENIOR
HIGH SCHOOL
GRADE LEVEL 11
TEACHER EUNICE A. HOLGADO LEARNING AREA SCIENCE 11
NO. OF SESSION 1 HOUR QUARTER FOURTH

2. planned/prepared
activities from the
student’s manual
with data gathering
with Guide
Questions)
the students upon
answering the guide
questions from the
given activity.
The hypothesis that
create a concept of how
life began on earth
following the sequence
of stages on production
of cells in a relevant
scenario is discussed
and was given situation
examples.
production of cell through
a sequence of stages.
F. Developing mastery (leads to
Formative Assessment 3)
Explain:
(In this section,
students will be
involved in an
analysis of their
exploration. Their
understanding is
modified because of
reflective activities)/
Analysis of the
gathered data and
results and be able
to answer the Guide
Questions leading to
the focus concept or
topic for the day.)
Students are grouped
into three. The teacher
provided copy of
activity 3 for each group
to study and analyze the
instructions for the
activity to be
successfully executed.
The students followed the
instructions given for the
activity and take note on
the important events that
make up the activity
relatable to the learning
objectives.
G. Finding practical applicants of
concept and skills on daily
living.
Elaborate:
(This section will give
students the
opportunity to
expand and solidify/
concertize their
understanding of the
concept and/ or
apply it to a real
world situation).
The teacher handed out
clean sheet of paper to
make an outline of
important events that
occurred in their life.
From nothing to being.
The students participated
in creating their own life
timeline.
H. Making generalizations and
abstractions about the lesson.
The teacher ask the
class to summarize the
sequence of main
stages as how the
production of cell
happen that leads as
well to a scenario
following creation of
life.
The students relate the
stages learned from the
different activities
presented. They were
able to relate the process
of early life on earth to
the current life on earth.
I. Evaluating learning Evaluation:
(This section will
provide
opportunities for
concept check test
items and answer
key which are
aligned to the
The teacher prepare a
five-item quiz for the
class to check their
understanding in
regards to the topic
presented. A self-check
was done after the
The students answered
the quiz honestly to
measure what they have
learned from the lessons.

3. learning objectives –
content and
performance
standards and
address
misconceptions – if
any).
answering the quiz to
process the learning
that student garnered
throughout the
discussion.
J. Additional activities for
application remediation
Extend:
(This section gives
situation that
explains the topic in
a new context, or
integrates it to
another discipline/
societal concern.)
The teacher gives
enrichment activity to
the students to
speculate or develop
their own predictions
that relating to the
concept of early life on
earth.
The students speculate
their own predictions
relating to the concept of
earl life on earth.
V. REMARKS
VI. REFLECTION
K. No. of learners who earned
80% in the evaluation.
L. No. of learners who require
additional activities for
remediation.
M. Did the remedial lesson work?
N. No. of learners who continue
to require remediation.
O. Which of my teaching
strategies worked well?
Why did these work?
P. Which difficulties did I
encounter which my principal
or my supervisor can help me
solve?
Q. Which innovation or
localization materials did I
use/discover which I wish to
share with other teachers?

4. The fossil record is one type of historical documentation that chronicles evolution.
1. The Oparin-Haldane hypothesis suggests that life arose gradually from
inorganic molecules, with “building blocks” like amino acids forming first and
then combining to make complex polymers.
2. Abiotic Synthesis of Macromolecules
3. Protocells
4. Self-Replicating RNA
5. Fossils
6. Eukaryotic Cells and Endosymbiotic Theory