This document outlines the weekly lesson plan for a 10th grade science class over 5 days. The objectives are to teach students about biodiversity, ecosystem stability, population growth and limiting factors. Each day focuses on a different topic: biodiversity and stability on Monday, population growth factors on Tuesday, environmental issues on Wednesday and Thursday, and assessing learning on Friday. Activities include videos, group discussions, simulations, and a final project to create materials supporting local biodiversity conservation. The goal is for students to understand these concepts and apply them to protecting the environment.

1. MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learners should be able to demonstrate understanding of influence of biodiversity on the stability of ecosystem; and an ecosystem as being
capable of supporting a limited number of organisms.
B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
S10LT-IIIh-41 S10LT-IIIh-41 S10LT-IIIh-42 S10LT-IIIh-43 S10LT-IIIh-43
• Determine prior
knowledge of the
learners on
biodiversity and
stability, and
• Identify the required
skills in
accomplishing the
learning tasks
• Classify the value of
biodiversity; and
• Show the creativity
of the students by
planning an
invention design
that will increase
the probability of
adaptation and
survival of
organisms in
changing
environment.
• Identify the
DensityIndependent
and
Density-Dependent
limiting factors from
the given situations;
and predict the
effects of the given
causes.
• Demonstrate, using
a simulation activity
the illegal hunting
and predation as
limiting factors that
affect population
growth.
• Analyze how do
human activities
affect the
environment.
• Show
resourcefulness and
creativity through
creating new and
useful workpiece
from recycled
materials.
Determine the
effects of the
status of
biodiversity,
population
density, and
carrying capacity
of your locality to
the economic,
environmental
and social
aspects or your
community.
II. CONTENT Introduction of the Lesson
Pre- Assessment
Biodiversity and Stability
The Ups and Down of
Population Growth and
Limiting Factors
Environmental Problems
and Issues
Environmental
Problems and Issues
III. LEARNING
RESOURCES
GRADE 1 to 12
DAILY LESSON
LOG
School Grade Level 10
Teacher Learning Area SCIENCE
Teaching Dates and Time Quarter THIRD QUARTER

2. A. References Science Learner’s Material
Science Teacher’s Guide
Science Learner’s Material
Science Teacher’s Guide
Science Learner’s Material
Science Teacher’s Guide
Science Learner’s Material
Science Teacher’s Guide
Science Learner’s
Material Science
Teacher’s Guide

3. 1. Teacher’s Guide pages TG. Page 241 TG. Page 242 TG. Page 245 – 246 TG. Page 247 TG. Page 248
2. Learner’s Materials pages
LM. Page 329 LM. Page 330 – 331 LM. Page 331 – 136 LM. Page 337-339 LM. Page 340 – 341
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
View a short video clip on
biodiversity and its
importance, or interactions
that take place in an
ecosystem (see page 242
of TG for suggested
websites).
As student, What can you
do to maintain the stability
of an ecosystem?
Ask the students what
limiting factors made the
Philippine Eagle
become endangered?
How they can be
protected?
What are the human
activities that give big
impacts to our
environment? What can
we do to protect our
environment?
B. Establishing a purpose for
the lesson
C. Presenting
examples/Instances of
the new lesson
Follow Notes to the
Teacher
TG page 241
Follow the Teaching Tips
TG page 242
Follow the Teaching Tips
and Notes to the Teacher
TG page 243-244
Follow the Teaching Tips
TG page 247
Follow the Teaching
Tips
TG page 248

4. E. Discussing new
concepts and practicing
new skills # 2
Answer Pre-Assessment
LM page 329
Do Activity 1
Classifying the Value of
Biodiversity
LM page 330 – 331
F. Developing mastery
(leads to Formative
Assessment )
Ask the learners to discuss
among their group the value
of biodiversity and let them
complete the table 1 on
their
LM page 331
Ask the students why some
species are endangered?
Why some species are
extinct? Why humans
continuously increase in
population?
Let the students work on by
analyzing specific problem
scenario depicted on the
illustration in LM page 338-
339.
Students will gather data
about species diversity,
resources, population
density, and carrying
capacity in their
community. (This task
must be given and done
prior to date of activity).
G. Finding practical
application of concepts
and skills in daily living
If you really appreciate the
importance of biodiversity,
what you can do to maintain
and protect biodiversity?
As human being, what you
can do to avoid reaching its
carrying capacity?
As a student, what you can
do to lessen the human
impacts and problem in our
environment?
Protecting biodiversity of
the community in their
own ways as students.
Maintain a clean and
safe environment.
D. Discussing new
concepts and practicing
new skills # 1
Four Pics… One word!
Students will identify the
common word that will
describe the four pictures
Ask the ideas of the
students about the various
categories of the values of
species in an ecosystem.
Let them write their
answers in bond papers
and post on the board.
Guide them and help them
to get the correct thoughts.
Group them according to
their value.
Do Activity 2
Dependent or
Independent?
LM page 330 – 331
Do Activity 3
Analyzing Environmental
Issues
LM page 338 – 339
Do Activity 4
Biodiversity Status in
the Community
LM page 340 – 341

5. H. Making generalizations
and abstractions about
the lesson
How do the values of
species in various
categories differ from each
other? How do they affect
the stability of an
ecosystem?
How do limiting factors
affect the population
density?
What are the human
activities that give big
impacts to our
environment? What can we
do to protect our
environment?
What is the status of
your Local Biodiversity?
How about the threats?
What are your proposed
possible strategies?
I. Evaluating learning Classify the value of
biodiversity by completing
the table 1 of LM on page
331.
Identify the given situations
if it is a dependent or
independent limiting factor
by completing tables of
activity 2. Page 336 LM
Analyze the problems
depicted in the pictures in
LM page 338-339.
Complete the table –
Analyzing local
biodiversity status.
LM page 341
J. Additional activities for
application or
remediation
Teacher-Made Activity 1 I
Am A Surventor!
(Survivor and Inventor) See
attached activity
Teacher-Made Activity 2
Eagle! Eagle!
Not Ready to Mingle
See attached activity
Teacher-Made Activity 3
Exhibit My Habit!
See attached activity

7. MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learners should be able to demonstrate understanding of influence of biodiversity on the stability of ecosystem; and an ecosystem as being
capable of supporting a limited number of organisms.
B. Performance Standard
C. Learning
Write
Competency/Objectives
the LC code for each.
S10LT-IIIh-43 S10LT-IIIh-43
Plan, review and
share ideas on
producing materials
that support the
strategies and
program in
conservation and
protection of local
biodiversity
Plan, review and
share ideas on
producing
materials that
support the
strategies and
program in
conservation and
protection of local
biodiversity
Plan, review and
share ideas on
producing
materials that
support the
strategies and
program in
conservation and
protection of local
biodiversity
Present a product to
an audience
including invited
members of the
community,
parents, teachers
and classmates.
Assess what the
students have
learned about
the lesson on
Ecosystem and
Biodiversity
II. CONTENT
Environmental Problems and Issues - Product Creation
Environmental Problems
and Issues
Showcasing Product
II. LEARNING
RESOURCES
A. References Science Learner’s Material
Science Teacher’s Guide
Science Learner’s Material
Science Teacher’s Guide
Science Learner’s Material
Science Teacher’s Guide
Science Learner’s Material
Science Teacher’s Guide
Science Learner’s
Material
Science Teacher’s Guide
1. Teacher’s Guide pages TG. Page 249-251 TG. Page 252 TG. Page 253
2. Learner’s Materials
pages LM. Page 341 – 343 LM. Page 344 LM. Page 345
3. Textbook pages
GRADE 1 to 12
DAILY LESSON
LOG
School Grade Level 10
Teacher Learning Area SCIENCE
Teaching Dates and Time Quarter THIRD QUARTER

8. 4. Additional Materials
from Learning
Resource
(LR)portal
B. Other Learning
Resource
III. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
What is the status of your
Local Biodiversity?
How about the threats?
Update of Plan made. Update and Review of
Plan made.
What must be considered
to produce better and
quality product creation?
B. Establishing a purpose
for the lesson
C. Presenting
examples/Instances of
the new lesson
Follow TG for Activity 5 on
page 249-251
Follow TG for Activity 5 on
page 249-251
Follow TG for Activity 5 on
page 249-251
Follow TG for Activity 6 on
page 252
Refer to Teacher’s
Guide
TG page 253
D. Discussing new
concepts and practicing
new skills # 1
Do Activity 5
Product Creation
LM page 341-343
Do Activity 5
Product Creation
LM page 341-343
Do Activity 5
Product Creation
LM page 341-343
Do Activity 6
Showcasing of Products
LM page 344
Answer Summative
Assessment
LM page 345-346
E. Discussing new
concepts and practicing
new skills # 2
F. Developing mastery
(leads to Formative
Assessment )
Students will go through four interactive cycles of creation: Plan it, Do it, Review it and
share it!
Organize a culminating
activity to showcase
students’ final products.
G. Finding practical
application of concepts
and skills in daily living
Produce materials that will
support the strategies and
programs in conservation
and protection of local
biodiversity.
Produce materials that will
support the strategies and
programs in conservation
and protection of local
biodiversity.
Produce materials that will
support the strategies and
programs in conservation
and protection of local
biodiversity.
Support programs that will
protect and conserve local,
national and even
international biodiversity.

9. H. Making generalizations
and abstractions about
the lesson
What must be considered to
produce better and quality
product creation?
What must be considered
to produce better and
quality product creation?
What must be considered
to produce better and
quality product creation?
How can we help on
protecting biodiversity?
I. Evaluating learning
Answer Guide Questions 1 -7
On page 341-342 of LM.
Use the guide questions to plan out how to accomplish the task.
Group Presentation.
Follow steps on page 344
LM
Answer Summative
Assessment
LM page 345-346
J. Additional activities for
application or
remediation

10. Prepared by: Checked: Noted:
ROWENICK A. GUIMMAYEN JENSEN B. IFURUNG REDANTE B. MARIANO
Teacher III Head Teacher Designate School Principal II