to more knowledge

1. GRADES 1 to 12
DAILY LESSON PLAN
School: PALANI INTEGRATEDB SCHOOL Grade Level: 11
Teacher: IRISH JOHN D. GULMATICO Learning Area: ELS
Teaching Dates and
Time:
JANUARY
8:30-9:30 am Quarter:
2nd
QUARTER
I OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the historical development of the concept of life
B. Performance Standard The learners shall be able to value life by taking good care of all beings, humans, plants, and animals
C. Learning Competency/s: At the end of lesson, the students should be able to:
Objectives
1. Realize and understand the different concepts of life base on scientific evidence.
2. Explain how the historical development of the concept of life begun.
3. The learner should be able to explain the importance and difference concepts of historical development of life.
II CONTENT Historical Development of the Concept of Life
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
Internet, SLM
B. Other Learning Resources Laptop, TV/ put a link if available
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Preliminary activities
Prayer
Checking of attendance
Recall previous lesson:
 Teacher will ask who can elaborate what is geological time scale, and its era’s?
B. Establishing a purpose for the
lesson
 Ask the students base on their own understanding what is spontaneous generation and how living organism is live for a million years ago up to
present and where they came from? Where is their origin?
 Students answers may vary

2. C. Presenting
Examples/instances of new
lesson
 The teacher will present some scrambled letters in order to student to gues and arrange the the words properly.
1. TSEAOUPONNS
2. ANIEEOBSSGI
3. FELI
4. OGIRIN
5. EITOLVOUN
D. Discussing new concepts and
practicing new skills #1
E. Presenting the Lesson  Centuries ago, the people were puzzled about how life began in Earth. One belief that governed their way of thinking is that the theory of
spontaneous generation or abiogenesis.
 Spontaneous generation is the idea that life could appear from nonliving material. This thoughts or ideas proposed by Aristotle in the
fourth century was the initial belief on the origin of life until the seventeenth century. People in the past believed that flies or insects could
grow from cattle manure, mouse from wheat stored in the dark, maggots from decaying meat, fish from moist soil or means questioned
this belief and began to explore an opposing idea, biogenesis.
 Biogenesis is the belief that life originates from pre-existing life. Since then, several experiments have been conducted to prove these
contradicting beliefs to know how life came about. At present, the historical development of the ideas that life comes from preexisting life
is unquestionable based on previous findings.
 Since the universe has a time of origin, life was thought to originate spontaneously from non- living matter at least once in the past.
Because the origin event can never be recreated, human explored existing evidence on how the first form existed.
Key to Correction
1. SPONTANEOUS
2. ABIOGENESIS
3. LIFE
4. ORIGIN
5. EVOLUTION

3. F. Developing mastery
(Leads to Formative Assessment)
Divine Creation
 The oldest hypothesis that life came from a divine being is the most widelyaccepted belief. It is believed that life forms and everything in
the universe were created through a supernatural power rather than naturalistic means. This belief that life arose out of nothing but the
power of a divine being is called creationism. Creationist believe that everything was made by a being called as god in a six-day period of
creation.
Spontaneous Origin
 Some scientist believed that the first came from a spontaneous origin of life evolved from inanimate matter. Before life could evolve, simple
molecules combined to form complex ones. The energy that drove this chemical process may come from lighting or some form of geothermal
energy, culminating in the evolution of cells from simple to multicellular forms.
 Another hypothesis deals with the primordial soup that complex biological compounds were randomly assembled by chance in an organic
broth on Earth’s early surface. The famous MillerUrey experiment suggested that a lightning may have helped trigger the creation of key
building blocks of life on Earth during the earliest time periods.
The Theory of Spontaneous Generation
 The Greek philosopher Aristotle (384–322 BC) was one of the earliest recorded scholars to articulate the theory of spontaneous
generation, the notion that life can arise from nonliving matter. Aristotle proposed that life arose from nonliving material if the
material contained pneuma (“vital heat”).
However, one of van Helmont’s contemporaries, Italian physician Francesco Redi (1626–1697), performed an experiment in
1668 that was one of the first to refute the idea that maggots (the larvae of flies) spontaneously generate on meat left out in
the open air. He predicted that preventing flies from having direct contact with the meat would also prevent the appearance
of maggots. Redi left meat in each of six containers.
Two were open to the air, two were covered with
gauze, and two were tightly sealed. His hypothesis was
supported when maggots developed in the uncovered
jars, but no maggots appeared in either the gauze-
covered or the tightly sealed jars. He concluded that
maggots could only form when flies were allowed to
lay eggs in the meat, and that the maggots were the
offspring of flies, not the product of
spontaneous generation.

4. (a) Francesco Redi, who demonstrated that maggots were the offspring of flies, not products of spontaneous generation. (b) John
Needham, who argued that microbes arose spontaneously in broth from a “life force.” (c) Lazzaro Spallanzani, whose experiments with
broth aimed to disprove th
Panspermia
Panspermia proposes that a meteor or cosmic dust may have carried to Earth significant amounts of organic molecules, which started
the evolution of life.
In 1966, a meteorite that was found in Antarctica suggested that it had been ejected from planet Mars which possibly by a collision with
an asteroid.
The meteorite contained presence of complex organic molecules and small globules that resemble those found on Earth. Despite the
influx of information, the question about how life began on Earth remained unanswered because there is no account about what
happened 4.5 billion years ago.

5. G. Finding Practical applications
of concepts and skills
 Why it is important to know how life on Earth came from? And as a human or living organisms leaved in this planet what will be
your actions in order to maintain the planet Earth habitable?
In the bible said, everything that you see, and you feel all of this is created by God, but science claimed that life in this planet is
come from a single cell organism and it evolved into a complex cell or multi cellular organism where all life is developed and
created such as humans, plants, animals, and all living organism in this planet.
 How can you justify that life on Earth was created by God?
(Students can support their answers and their answers may vary depending on their understanding)
H. Making Generalizations and
abstractions about the lesson
 How spontaneous generation popular before, so that the people that time almost believe in this theory? And how it came up
that this theory says that the origin of life come from non-life?
 In theory of divine creation how life was created?
(students answer may vary and students support their answers based in the expirement that discussed)
I. Evaluating Learning Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
1. What is the other scientific term for spontaneous generation?
a. Abiogenesis c. Genesis
b. Biogenesis d. Glycogenesis
2. The belief that life originates from pre-existing life is______?
a. Abiogenesis c. Genesis
b. Biogenesis d. Glycogenesis
3. The belief that life forms and everything in the universe were created through a super natural power rather than naturalistic means.
a. Abiogenesis c. Panspermia
b. Divine creation d. Spontaneous origin
4. Miller-Urey experiment states that lightning aided to trigger the creation of building blocks of life on Earth during the early time
periods.
a. Abiogenesis c. Panspermia
b. Divine creation d. Spontaneous origin

6. 5. The electric charges can produce amino acid and sugar from an atmosphere loaded with the pre-existing biochemical materials like
water, methane, ammonia, and hydrogen.
a. Abiogenesis c. Panspermia
b. Divine creation d. Spontaneous origin
6. What is being established when the status of an organism fits in its total environment or community?
a. Ecological niche c. Ecosystem habitation
b. Ecological succession d. Environmental adaptation
7. Development that meets the needs of the present without compromising the ability of future generation to meet their own needs aptly
describe __________.
a. Ecological development c. environmental potential
b. Environmental integrity d. sustainable development
8. Which of the following environmental conditions has been blamed for the usual occurrence of fish kills in our lakes?
a. Acid rain c. Eutrophication
b. Atmospheric pollution d. Silting of lakes
9. A type of tree that is suitable to be planted in the coastal areas that would be beneficial to the ecosystem of the coastline of bodies of
water?
a. Acapulco c. Molave
b. Mangrove d. Narra
10. The part of land influenced by the sea together with the adjacent part of the sea which is influenced by the land.
a. Coastline c. Swamp
b. Sea d. River
J. Additional activities for
application or remediation
Study the next lesson
V. REMARKS
VI. REFLECTION
Key to Correction
1. A 2. A 3. B 4. D 5. D 6. A 7. D 8. C 9. B 10. A

7. A. No. of learners who earned
80% on the formative
assessment
B. No. of Learners who require
additional activities for
remediation
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 AND NOTED BY:
IRISH JOHN D. GULMATICO MERLA C.DONATO
T-II SCHOOL HEAD/HT-III