toaz.info-grade-10-3rd-quarter-dll-pr_8832fe9638c9095b0e838c2a59aaf405.pdf

Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Grade 10
Quarter 3
Page 1
Grade 10
Daily Lesson Log
Junior HS Science
School Grade Level 10
Teacher Learning Area Living things and their Environment (Biology)
Teaching Dates Quarter Third
Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
Content Standard Organisms as having feedback mechanisms, which are coordinated by the nervous and endocrine systems.
Performance Standard
Learning Competency Describe the parts of the nervous system and their functions.
Code: S10LT-IIIa-33
DAILY TASK
Pre-Assessment Identify the major division and
parts of the nervous system
and their functions.
1. Describe the nerve cell and
the nerve impulse
1.a. describe how nerve
impulse travel from one
nerve cells to next nerve
cells.
2. Measure the length of time of
response to catch a dropped
object.
Explain how the body
processes are controlled
through the nervous system
Summative
Test
Submission of
Outputs (flyer)
II. CONTENT
III. LEARNING RESOURCES
Teacher’s Guide p.166 pp. 166-169 p. 172 pp. 173-174
Learner’s Materials pp. 226-228 pp. 229-231 pp. 232-236 pp. 237-239
Additional Materials
Model/picture of the Human
Nervous System, laptop, LCD
projector
Candy, ball ,book Strips of paper, scotch tape,
timer or stopwatch

Grade 10
Quarter 3
Page 2
IV. LEARNING TASKS
ELICIT
Check the progress of the
assignment on creating a flyer.
What are the different organ
systems comprising the human
body?
What are the different sense
organs?
How could these senses help the
nervous system carry out its
function?
How does your nervous system
work?
ENGAGE
Let the students play the
message relay. (teacher will
provide a sentence/sayings
Process the result of the game.
Getting a quick reaction from the
class: Throw a small object such
as candy or a ball into a group of
students. Ask the following
questions:
1. What is your reaction after
knowing that a certain object is
thrown towards you?
2. How fast did you react?
In each group, assign students
who will represent the following:
*1 Brain,
*3 Sensory neurons
*1 organ which will receive the
stimulus( will get the stimulus
from the teacher)
*1 organ which will respond to
the stimulus (will write the
response on the board)
*3 motor neurons.
EXPLORE
Essential Questions:
1. What are two major
divisions of the nervous
system?
2. What are the major
parts of the nervous
system and their
functions?
1. What is a nerve cell and a
nerve impulse?
2. What are the parts of a nerve
cell and their functions?
3. Why a message is moving
along nerve pathways takes time?
Essential Question:
How does the nervous system
control the body processes?
Activity 1. Break it Down
(Refer to pp.230-231 of LM)
Activity 2. How fast is your
reaction?
(Refer to LM pp. 233-235 for the
activity.)
Activity 3 A Nervous Trip
(Refer to pp.237-239 of LM)
*modify the activity by assigning
2 organs instead of only 1.

Grade 10
Quarter 3
Page 3
EXPLAIN
Answer the guide questions in
the activity
Answer the guide questions in the
activity
the activity
ELABORATE
In terms of function, compare
the Central Nervous System to
the Nucleus of a Cell.
Why do drivers under the
influence of alcohol are prone to
accidents?
How can we prevent these
accidents?
Why does damaged nervous
system cause paralysis?
EVALUATE
Multiple Choice:
1. The central nervous
system consists of the:
a. Sense organs
b. Reflexes
c. Brain and spinal cord
d. Sensory and motor
neurons
2. Voluntary or conscious
activities of the body are
controlled by the:
a. Medulla oblongata
b. Cerebrum
c. Cerebellum
d. Brain stem
3. An organ that distributes
information in the body.
a. Spinal Cord
b. Brain
c. Brain Stem
d. Cerebellum
4-5 Identify two major divisions
of the nervous system.
1. Identify the parts of the nerve
cell.
(the teacher will provide a picture
or drawing of a nerve cell)
2. What will be your reaction when
you touch a hot object? Explain
your answer through your
knowledge about nerve impulse.
Informal Formative Assessment
Base your instructional decision
on the responses of the
students to your questions.

Grade 10
Quarter 3
Page 4
EXTEND
Create a flyer
that will
disseminate
information about
the different
diseases
affecting the
human nervous
system
What is a nerve cell? What public health care
programs in your locality are
geared towards dealing with
health issues concerning the
nervous system?
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?

Grade 10
Quarter 3
Page 5
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?
Grade 10, Quarter 3
Daily Lesson Log
Week No. 1
Prepared by: Checked by:
Teacher: School Head:
Signature: Signature:
Date Submitted: Date:

Grade 10
Quarter 3
Page 6
Grade 10
Daily Lesson Log
Junior HS Science
Teacher Learning Area Living Things and their Environment (Biology)
I. OBJECTIVES
Content Standard How these feedback mechanisms help the organisms maintain homeostasis to reproduce
Learning Competency Explain the role of hormones involved in the female and male reproductive systems
Code: S10LT – IIIb-34
DAILY TASK
Identify the major endocrine
glands in the human body
and their functions
Explain the effect of a
particular hormone in the
body if not properly
regulated
Identify the major parts of
the Male and female
Reproductive systems and
their functions
Explain the role of
Hormones in Male and
Female Reproductive
Systems.
Summative Test
II. CONTENT
Teacher’s Guide pp. 176-178 pp.177-179 p. 180 p. 181
Learner’s Materials pp.240-243 pp.244-246 pp.247-249 p. 250
Model/Picture of the human
endocrine system, laptop,
projector
Model/Picture of the
endocrine system, laptop,
projector
Model/Picture of Male and
Female Reproductive system
Strips of papers, laptop
IV. LEARNING TASKS
ELICIT
Do you have any idea what
other organ system help
control and regulates body
processes aside from nervous
system?
What are the different
hormones released by the
following glands:
a. Thyroid
b. Adrenal
c. Pancreas
d. Pituitary
Jumbled letters: Arrange the
word/s correctly.
a. csorumt
b. giavna
c. yrova
d. tsetse
What glands are
responsible in controlling
the reproductive system?

Grade 10
Quarter 3
Page 7
ENGAGE
Endocrine Gland and
Functions
Suggested Link:
https://www.youtube.com/w
atch?v=nNLsXKkLSTs
Show pictures of persons
with goiter, gigantism and
dwarfism condition.
Ask the students what can
they say about the pictures?
(Show the pictures one at a
time)
What are the secondary sex
characteristics observed
during puberty stage of male
and female?
Show a picture of a child
and an adolescent
Compare the physical
appearance/features in
both male and female.
EXPLORE
Essential Question:
What are the major glands in
the endocrine system and their
functions?
Essential Question:
What will be the effect if a
particular hormone in the
body is not properly
regulated?
Essential Question:
What are the parts and
functions of the Male and
Female Reproductive
Systems?
Essential Question:
What are the roles of
hormones in Male and
Female Reproductive
systems?
Activity 4. Who’s in Control?
(Refer to pp. 242-243 LM)
Activity 5. What went
wrong?
(Refer to pp.244-246 LM)
Video Analysis:
Let the student list down the
different reproductive parts
shown in the video.
Suggested link:
Learn about the Male and
female Reproductive
Systems
(refer to
https://www.youtube.com/watc
h?v=J8n2hmhiQL8 )
After the video presentation,
provide each group pictures of
Activity 1
1. Teacher will allow
students to read page 250
of the LM for 10 minutes
2. Each group will assign
one representative to
compete for the quiz bowl.
3. All the questions that will
be provided by the teacher
must be related to the topic
which is the role of
hormones in the male and
female reproductive
system.
4. Other members must
prepare a 20 second song

Grade 10
Quarter 3
Page 8
the Male and Female
Reproductive System.
Ask the students to label the
pictures.
or yell to be performed
before the contest. The
song or yell must also be
related to the topic.
Optional activity
Activity 2.
Video analysis:
Teen Facts- Growing
Pains
(refer to
atch?v=aTY52flChKs )
(The Teacher may chose
either of the two activities)
EXPLAIN
the activity
Answer the guide questions
in the activity
Let the students give functions
of the different parts of the
male and female reproductive
system.
What is the role hormone
reproductive system?
ELABORATE
*The teacher will introduce the
term homeostasis and ask:
“How does the endocrine
system maintain
homoeostasis?”
(refer to p. 255 of LM)
What will you do if you are
diagnosed with the following
hormonal imbalances?
A. Hyperglycemia
B. Osteoporosis
C. Hypothyroidism
How important is the male and
female reproductive system?
How does hormone
influence the male and
female reproductive
system?

Grade 10
Quarter 3
Page 9
EVALUATE
Multiple Choice:
1. Organs that release
hormones into the blood
are part of the
a. Digestive system
b. Endocrine system
c. Circulatory system
d. Nervous system
2. Hormones that help
regulate blood calcium
levels are produced in the
a. Adrenal gland
b. Thymus gland
c. Pancreas
d. Parathyroid gland
3. This gland is located in
front of the heart which
releases thymosin
hormone.
a. Adrenal
b. Thymus
c. Pancreas
d. Pituitary
4. The principal male sex
hormone is
a. FSH
b. Testosterone
c. Estrogen
d. Insulin
Identify the hormones
associated with the following
disorders:
1. Obesity
2. Goiter
3. Diabetes
4. Irregular menstrual cycle
5. Tachycardia (faster than
normal heart rate at rest)
Identification:
Identify the following:
1. The primary organ in
female reproductive
system?
2. The organ that
produces sperm cell.
3. It serves as passage
way of eggs from the
ovary to the uterus.
4. Sac that holds the
testis.
5. It is the site of egg
implantation.
.
Essay: Explain the role of
hormone in Female and
Male Reproductive
Systems.

Grade 10
Quarter 3
Page 10
5. Which gland produced the
adrenaline hormone?
a. Testes
b. Parathyroid
c. Adrenal
d. Thyroid
EXTEND
Read in advance the Male
and Female Reproductive
system. Pp.247-249
hormones in the male and
female reproductive system?
Study for the summative
test.
V. REMARKS
VI. REFLECTION
 80% and Above:
 Below 80%:
the lesson
remediation
Why did these work?
solve?

Grade 10
Quarter 3
Page 11
other teachers?
Grade 10, Quarter 3
Daily Lesson Log
Week No. 2

Grade 10
Quarter 3
Page 12
Grade 10
Daily Lesson Log
Junior HS Science
Teacher Learning Area Living Things and their Environment (Biology)
I. OBJECTIVES
Content Standard How these feedbacks mechanism help the organism maintain homeostasis to reproduce.
Learning Competency
Describe the feedback mechanisms involved in regulating
process in the female reproductive system
Describe how the nervous system coordinate and regulates
these feedback mechanisms to maintain homeostasis
Code: S10LT-IIIc-35 S10LT- IIIc-36
DAILY TASK
Describe the feedback
mechanisms involved in
regulating processes in the
female reproductive
system.
Describe the events
involved in menstrual
cycle.
Describe how nervous
system works together
with endocrine system to
maintain homeostasis.
Performance Task: Video
making topic:
Contraceptive Measures
Summative Test
II. CONTENT
Teacher’s Guide pp.181-182 p. 183 p. 184
Learner’s Materials pp.251-254 pp. 251-253 p. 255 p. 256
Enlarged diagram of Fig. 13
in the LM.
Pentel pen, manila paper
IV. LEARNING TASKS
ELICIT
What happens if fertilization
does not occur?
Simple recall regarding the
meaning of the word
HOMEOSTASIS.

Grade 10
Quarter 3
Page 13
ENGAGE
Funny Menstruation
Animation
(refer to
https://www.youtube.com/wat
ch?v=ZvPVyas68jE)
In Basketball game,
TEAMWORK is the key to
win the game. How can we
keep our body systems work
as a team?
EXPLORE
Essential Question:
What are the important events during the menstrual cycle?
Essential Question:
How do nervous system
works together with
endocrine system to maintain
homeostasis?
Essential Question:
How will you make a video
presentation educating
about contraceptives?
Video analysis
Suggested link:
The mechanism of action of
hCG LH and FSH
ch?v=6WYAc6sSBQM
Activity 6. Mark my Calendar
(refer to pp. 252- 253 of LM)
Reading Activity
(Refer to p. 255 of LM)
Making of Video
(Refer to instructions on p.
256 of LM)
*Additional Instructions:
* Each group will be
assigned with only one type
of contraceptive to be the
topic of the video.
(contraceptive pills,
condom, IUD, Vasectomy,
Diaphragm, Spermicide)
*The videos will be saved in
a flashdrive which will be
submitted to the teacher for
review and critiquing
*After the review, the
students will post their final
video presentation to a

Grade 10
Quarter 3
Page 14
Facebook group account
*The video with the most
number of likes will have
special awards before the
quarter ends.
* The winner/s will be
announced after the
examination.
EXPLAIN
Explain Figure 13: Negative
Feedback Mechanism (Refer
p. 254 of LM)
Explain the answers to the
questions in the activity
Discuss the important events
during the menstrual cycle
Explain the answers to the
questions on page 255 on
the LM
The Teacher will explain the
answers based from the TG
p.183
ELABORATE
What will happen if the
female reproductive system
lack/does not have either of
the FSH or LH?
Why some women
experienced irregular
menstruation?
Why some women don’t
have menstruation?
How can we maintain
homeostasis?
EVALUATE
Identify the following:
1. Which controls the
production of progesterone?
2. This hormone stimulates
the ovaries to release
estrogen.
3. Estrogen stimulates the
release of what hormone?
4. High levels of progesterone
inhibit the further release of
Choose the correct answer in
the text box.
1. What stage in the
menstrual cycle is
characterized by the actual
Make a short essay
describing how nervous
system works with the
endocrine system to maintain
homeostasis.
Evaluate the video through
a rubric.
(refer to TG p.184)
Follicle Stage Estrogen Stage
Ovulation stage
Progesterone stage
Corpus Luteum Stage
Menstrual Stage

Grade 10
Quarter 3
Page 15
LH.
5. High levels of this hormone
prevent further production of
FSH.
flow of blood and tissues?
2. A stage of menstrual cycle
considered as fertile period in
female?
3. What stage of the
menstrual cycle were egg
cells obtain the structure of a
corpus luteum?
4. Menstrual Cycle stage
characterized by the
maturation of egg cell in the
ovary.
EXTEND
What are the factors affecting
homeostasis?
Prepare your necessary
gadgets for your
performance task.
Study for the summative
test.
V. REMARKS
VI. REFLECTION
 80% and Above:
 Below 80%:
the lesson
remediation

Grade 10
Quarter 3
Page 16
Why did these work?
solve?
other teachers?
Grade 10, Quarter 3
Daily Lesson Log
Week No. 3

Grade 10
Quarter 3
Page 17
Grade 10
Daily Lesson Log
Junior HS Science
I. OBJECTIVES
Content Standard
The information stored in DNA as being used to make proteins.
How changes in a DNA molecule may cause changes in its product.
Learning Competency Explain how protein is made using information from DNA
Code: S10LT-IIId-37
DAILY TASK
Compare the structures
of the DNA and RNA
molecules.
Demonstrate the process
of DNA replication.
Demonstrate the process of
transcription.
Demonstrate the process of
translation.
Summative
Test
II. CONTENT
Teacher’s Guide pp.193-194 pp. 195-198 pp.199-202 pp.203-206
Laptop, LCD projector,
Model of RNA and DNA
Laptop, LCD Projector, DNA
Model
IV. LEARNING TASKS
ELICIT
What are the different types
of Nucleic Acid?
What is DNA? How is DNA replicated? How is DNA transcribed?
ENGAGE
“How is DNA different from
RNA?”
“What nitrogen bases are
found in DNA and RNA?”
Play a DNA song:
Suggested link:
ch?v=ckZEds5taX4 )
Introduce the car factory
analogy to students (refer to
page 272 of LM)
Proteins control the activities of
the cell, as well as the life of the
entire organism.
How does DNA make a unique

Grade 10
Quarter 3
Page 18
“Let us watch this video.”
Why RNA is Just as cool as
DNA
https://youtube.com/watch?
v=0Elo-zX1k8M
Before cell division, the cell’s
DNA has to undergo series of
duplication.
Do you know how this DNA
duplicates or copies itself?
*Introduce the Zipper
Analogy.
(refer to
https://www.nobelprize.org/ed
ucational/medicine/dna_doub
le_helix/dnahelix.html )
*requirement: install a Adobe
Flash Player v. 10
Ask the students, “Did you
find this car making analogy
helpful?
How does the information in
DNA, from the nucleus
transferred to the ribosome?
protein that will perform a
special function? Would you like
to find out how the message of
the mRNA is translated to
proteins?
EXPLORE
Essential Question:
What is the difference
between the DNA and
RNA?
Essential Question:
How does the DNA
replication take place?
How the DNA makes RNA?
How does the process
translation or protein synthesis
take place?
Activity 1 “Getting to know
the DNA and RNA
Structure”
(refer to pp. 266-268 of LM)
Activity 2 “ DNA make DNA”
Activity 3 “What’s the
message?”
(refer to p. 273-275 of LM)
Activity 4 “Relay the message?”
(refer to p. 276 -277 of LM)
EXPLAIN
Explain the answers in the
guide questions
guide questions
Let the students recall the
steps of replication process.
guide questions
Let the students recall the
steps of transcription process.
Explain the answers in the guide
questions
Let the students recall the steps
of translation process.

Grade 10
Quarter 3
Page 19
ELABORATE
What is the importance of
DNA/RNA?
How does the structure of
DNA molecules help
contribute to the great variety
of life that exists on earth?
 How the structure of DNA
does enables the
molecule to be easily
transcribed. Why is this
important for genetic
information?
 Why is RNA important to
the cell?
A construction worker brings
hollow blocks to build a wall.
What part of translation
resembles the construction
worker’s job? What is being
represented by the hallow
blocks?
EVALUATE
Check the table in
procedure no. 2 of the
activity showing
comparison between DNA
and RNA. (Refer to p. 268
of LM)
Allow the students to arrange
the steps during replication
process?
Let the students arrange the
steps during transcription
process?
Let the students to arrange the
steps during translation
process?
EXTEND
Have an advance reading
on DNA Replication.
Students may read from
other Biology books or
internet sources.
Have an advance reading
about transcription and
translation.
The teacher will provide a link
to supplement the concepts
on transcription process.
Answer Activity 5, “Trace the
Code”
(refer to pp 280-281 of LM)
V. REMARKS
VI. REFLECTION
 80% and Above:
 Below 80%:

Grade 10
Quarter 3
Page 20
the lesson
remediation
Which of my teaching strategies
worked well?
Why did these work?
What difficulties did I encounter
which my Principal/ Supervisor
can help me solve?
which I wish to share with other
teachers?
Grade 10, Quarter 3
Daily Lesson Log
Week No. 4

Grade 10
Quarter 3
Page 21
Grade 10
Daily Lesson Log
Junior HS Science
I. OBJECTIVES
Content Standard Mutations that occur in sex cells as being heritable
Learning Competency Explain how mutations may cause changes in the structure and function of a protein
Code: S10LT-IIIe-38
DAILY TASK
Explain the concept of
mutation.
Illustrate the kinds of
chromosomal mutations.
Differentiate the kinds of
chromosomal mutations and
their results.
Explain the human
karyotyping and genetic
engineering.
Summative
Test
II. CONTENT
Teacher’s Guide pp. 208-209 pp. 210-212
Laptop, LCD Projector Modeling clay of varied color Pictures of chromosomal
mutations to human, laptop LCD
projector
Chart of human karyotyping,
Diagram of the steps of
genetic engineering
IV. LEARNING TASKS
ELICIT
What is mutation? State the difference between
the two types of mutation that
occur in gametes.
What are the different types of
chromosomal mutations?
Do you have any idea about
Karyotyping? How about
Genetic engineering?
ENGAGE
Present figure 8 found in
page 281 relating it to
student’s experiences when
copying notes in the board.
Analyzing the sentences:
THE DOG BIT THE CAT
THE DOG BIT THE CAR
THE DOB ITT HEC AT
Show pictures of a person
suffering from Down Syndrome.
Let the student describe the
picture
Show students picture of
Tobacco plant that glows in
the dark (glowing tobacco).
Gather ideas what makes it

Grade 10
Quarter 3
Page 22
Let the students analyze the
figure.
Show a pictures of MUTANTS
Ex: X-Men Ninja Turtle etc.
Let the students analyze the
figure.
glow in the dark?
EXPLORE
Essential Question:
What is Mutation?
Essential Question:
What are the different of
among the chromosomal
mutation?
Activity 6: Chromie Change
Essential Question:
What are the different effects of
chromosomal disorders to
human?
Present pictures of humans
having disorders in the no. of
chromosomes.
Sources: player.mashpedia.com
www.healthtap.com
http://chengmoh.blogspot.com/2
012/08/genetic-diseases.html
What is human karyotyping?
What is genetic engineering?
What are the steps in genetic
engineering?
Let the students watch a
video about mutation:
The teacher may choose a
mutation video presentation
Then let the students read
page 282-284
EXPLAIN
What is mutation?
What are mutagens?
In what types of cells can
mutations occur?
Answer the guide question of
the activity
Refer to LM p. 288
TG pp. 210-212
Lecturette on different types of
chromosomal Mutation
Lecturrete on:
Human Karyotyping (Pp.
290-291 of LM)
Genetic Engineering (pp.292
of LM)

Grade 10
Quarter 3
Page 23
ELABORATE
When can we say mutation is
useful or harmful?
The effects of a mutation are
not always visible. How can
mutation be determined?
Why chorionic biopsy
important?
How important is Genetic
engineering in the field of
agriculture/medicine.
EVALUATE
I. What are the two types of
mutation that occur in
gamete cells? (2 pts).
II. Explain the concept of
mutation(3 pts)
In a tabular form differentiate
the three kinds of
chromosomal mutations as to
the no. of chromosomes,
structure of chromosomes,
change in chromosomal
material
(refer to page 287 of LM)
Identification:
1. Disorder usually caused
by an extra copy of
chromosomes
21(trisomy 21)
2. Is caused by the
deletion of part of the
short arm of
chromosome 5.
3. This is called terminal
11q deletion disorder.
4. Men with this condition
are usually sterile and
tend to have longer
arms and legs and taller
than their peers.
5. A female with XXY
chromosome.
Write the advantages and
disadvantages of genetic
engineering.
How would you explain the
importance of human
karyotyping?
EXTEND
Research on the different
types of chromosomal
mutation
Search for examples of
chromosomal disorders.
What is Karyotyping? Study for summative test.
V. REMARKS

Grade 10
Quarter 3
Page 24
VI. REFLECTION
 80% and Above:
 Below 80%:
the lesson
remediation
Why did these work?
solve?
other teachers?
Grade 10, Quarter 3
Daily Lesson Log
Week No. 5

Grade 10
Quarter 3
Page 25
Grade 10
Daily Lesson Log
Junior HS Science
I. OBJECTIVES
Content Standard Demonstrate an understanding of how evolution through natural selection can result in biodiversity
Performance Standard Write an essay on the importance of adaptation as a mechanism for the survival of a species
Learning Competency Explain how fossil records, comparative anatomy, and genetic information provide evidence for evolution;
Code: S10LT-IIIf-39
DAILY TASK
Pre- assessment/ Draw and
place the fossil of
organisms in its proper Era
and Period.
Determine the age of
fossils.
Distinguish the homologous
structure from analogous
structure and explain the
relevance of comparative
anatomy as an evidence of
evolution.
Compare the stages of
embryonic development
of different organisms and
explain how embryonic
development provides
clues for evaluation.
Summative
Assessment
II. CONTENT Biodiversity and Evolution
Teacher’s Guide Pages 222-225 Pages 225-226 Pages 227-228 Pages 228-229
Learner’s Materials Pages 300-306 Pages 306-308 Pages 309-310 Pages 311-312
IV. LEARNING TASKS
ELICIT
Conduct
Pre-Assessment Test
Start the lesson by showing
a picture of fossil remains
used by paleontologist in the
study of evolution.
Recall the methods used in
determining the age of rocks
and its significance in the
study of origin of life.
Picture analysis: Show pictures
of organisms having the
following:
a. Homologous structure
b. Analogous structure
Leading Questions:
Start the activity by asking
the following questions:
1. Who is your relative?
2. Why is it important to
know your relatives?

Grade 10
Quarter 3
Page 26
ENGAGE
Leading Questions:
1. In what type of rock most
fossils are found?
2. What are the methods
used in determining the age
of rocks?
Present a video
presentation the Geologic
Time Scale
Suggested Link:
atch?v=8qnnoePeHlk
Introduce another method in
determining the age of
fossils, the absolute dating
technique.
Leading Questions:
1. What structure does the
group of organism have in
common?
2. What is the function of the
said structure?
What Can Embryos Tell Us
About Evolution?
Refer to:
atch?v=uAZmLYWEPGk
EXPLORE
Essential Question:
What are the important
evidences needed in the
study of the origin of life?
Essential Question:
Why is it important to know
the age of the fossils?
Essential Question:
How does comparative
anatomy of animals support the
theory of evolution?
Essential Question:
How does embryonic
development provide
evidence or clues for
evolution?
Group Activity 1A: “Where do
I Belong “
(Refer to LM pp 304-306)
Group Activity 1B:
What’s My Age?
Group Activity 2:
AHA Analogous! Homologous!
Group Activity 3:
So, Who is My Relative?
EXPLAIN
in the activity.
in the activity.
the activity.
.Answer the guide questions
in the activity.
ELABORATE
Why are fossils important?
How do fossils formed?
methods used in determining
the age of fossils?
How does Scientist
determine the age of a
fossil?
Present few examples of
homologous and analogous
structures.
Why do you think homologous
and analogous structure shows
support for evolution?
How does comparative
embryology support theory
of evolution?
How did Ernst Haeckel work
contribute to Charles
Darwin's Theory of
Evolution?

Grade 10
Quarter 3
Page 27
EVALUATE
Multiple Choice. Select the
best answer to the following
questions
1. What is a fossil?
A. any dead organism over
200 years old
B. an extrusive igneous rock
C. a metamorphic rock
D. the preserved remains
or traces of an organism
2. What method is used to
determine the age of an
organic materials?
A. fossil dating
B. relative dating
C. carbon dating
D. radiometric dating
3. Which object would most
likely become a fossil?
A. a shark tooth
B. a pine needle
C. a large jellyfish
D. a feather
4. How do you know that
dinosaurs existed?
A. history books
B. movies
C. legends & Stories
questions.
1. In what Era can the
oldest fossils be found?
A. Cenozoic
B. Mesosoic
C. Paleozoic
D. Pre-Cambrian
2. What is the largest
division of Geologic Time
Scale?
A. Era
B. Period
C. Epoch
D. Organism
3. During which era were
the first land plants formed.
A. Precambrian
B. Paleozoic
C. Mesozoic
D. Cenozoic
4. Human beings evolved
during which geologic era?
A. Cenozoic
B. Mesozoic
C. Paleozoic
Determine whether the
following statement is True or
False.
1. Comparative anatomy is
the study of the similarities
and differences in
structures of different
species. (True)
2. The wings of bats and
birds serve the same
function and are
homologous structures.
(False)
3. Homologous structures
are structures that are
different in related
organisms because they
were inherited from a
common ancestor. (True)
4. Fossils provide clear
evidence that evolution
has occurred. (True)
5. Human hand and alligator
forelimb are examples of
analogous structure. (False)
following statement is True
or False.
1. Embryos of many
different vertebrates
look much more similar
than the adult
organisms. TRUE
2. Today's scientists
compare the anatomy,
embryos, and DNA of
modern organisms to
understand how they
evolved. TRUE
3. Comparative
anatomy is the study of
the similarities and
differences in
structures of different
species. TRUE
4. The presence of gill slits
and a tail in the early stages
of development of an
embryo indicates its future
as a fish. FALSE
5. Comparative embryology

Grade 10
Quarter 3
Page 28
D. fossils
5. In what type of rocks most
of the fossils are found?
A. sedimentary rock
B. granite
C. lava flow
D. black soil
D. Precambrian
5. The _________ was an
era dominated by the
dinosaurs
A. Precambrian
B. Paleozoic
C. Mesozoic
D. Cenozoic
supports the theory of
evolution because scientists
have found that the
embryos of many different
species show similarities,
which implies they share a
common origin. TRUE
EXTEND
Show pictures or multi-media
presentationof stunning and
interestingfossils everfound.
Suggested Link:
ch?v=5qTheYdwd9Q
Make an one paragraph
essay about the topic below.
“What does a paleontologist
study?”
Classify whether the
following is divergent or
convergent evolution.
1. Shark and whale (C)
2. Shark, penguin, dolphin
(C)
3. Rattle snake, king
snake (D)
4. A flys wing and a birds
wing (C)
5. Coyotes and Dogs (D)
Students will choose one
organism not presented
during the lesson, and
research how its embryo
look like.
V. REMARKS
VI. REFLECTION
 80% and Above:
 Below 80%:

Grade 10
Quarter 3
Page 29
 have caught up
with the lesson
remediation
Why did these work?
encounter which my
Principal/ Supervisor can
help me solve?
other teachers?
Grade 10, Quarter 3
Daily Lesson Log
Week No. 6

Grade 10
Quarter 3
Page 30
Grade 10
Daily Lesson Log
Junior HS Science
I. OBJECTIVES
Content Standard Demonstrate an understanding of how evolution through natural selection can result in biodiversity.
Performance Standard Write an essay on the importance of adaptation as a mechanism for the survival of a species
Learning Competency Explain the occurrence of evolution
Code: S10LT-IIIf-40
DAILY TASK
Compare the sequence of
amino acids in the
cytochrome C of the
different vertebrates.
Compare Lamarck’s and
Darwin’s Theories of
Evolution.
Explain the Theory of
Evolution.
Determine the effect of
environmental changes on
adaptation and survival of a
species.
Summative
Assessment
II. CONTENT Biodiversity and Evolution
Teacher’s Guide Pages 230-232 Pages 232-233 Pages 233-235
Learner’s Materials Pages 313-316 Pages 316-317 Pages 318-319 Pages 319-321
IV. LEARNING TASKS
ELICIT
Recall the DNA and RNA,
protein structure, and
relationships learned in
module 2
The teachers will present a
picture of Darwin finches and
the students will take note of
the different structure of the
beak and give their
observation.
Recall Lamarck’s Theory of
Use and Disuse and Charles
Darwin Theory of Natural
Selection
Set the mode of the students
by showing pictures of
interesting animals like bird,
giraffe, dolphin, etc...

Grade 10
Quarter 3
Page 31
ENGAGE
Introduce the 20 most
common amino acids in
proteins listed with their three-
letter and one-letter codes:
Let the students watch a
video presentation entitled
“Why does the giraffe have
long neck?”
Refer to:
ch?v=y4bIcswVZMU)
Let the student give their
opinion about the last
question in the video.
“Do you think one day there
will be a tortoise born with a
very long neck?”
Perform “Candy Dish
Selection “ a demonstration of
natural selection where the
students select candies from a
bowl and have an opportunity
to think about what
characteristic brought them to
choose that candies.
From the gallery of animals,
students will identify the
adaptive features of the
animals presented and
explain how this is used to
adapt in changing
environment.
EXPLORE
Essential Question:
How does amino acid
sequence of the organism
provides evidence or clues in
for evolution?
Essential Question:
What observations
led Darwin to the theory of
evolution by natural
selection?
What is the theory of
evolution by natural selection?
Why do some organisms go
extinct while others survive?
Essential Question:
How do changes in the
environment affect the ability
of the animals meet their
basic needs, their ability to
adapt and chance of survival?
Activity 4: Let’s Compare
Present bases for interaction
by analyzing
Darwin –vs- Lamarck (Long
neck vs Short neck Giraffes).
Activity 5:
Follow the Track on (Refer to
LM pp 318-319)
Activity 6:
Survivor on pages (Refer to
LM 319-321)
EXPLAIN
the activity
The teacher will now explain
Lamarck’s Theory of Use and
Disuse and Charles Darwin
Theory of Natural Selection
the activity
the activity

Grade 10
Quarter 3
Page 32
ELABORATE
Questions:
1. If the amino acid
sequences in homologous
proteins of two organisms are
similar, what can you
conclude about the DNA of
the two organisms?
2. What causes the difference
between human and gorillas
in terms of their amino acid
sequence in the hemoglobin?
Questions:
1. How does Lamarck's
theory of evolution differ from
Darwin's?
2. What do they have in
common?
Base on the theory of
evolution, how can you help
reduce the extinction of one
species/organism?
The teacher may formulate
other localize application
question.
Questions:
1. What do we mean by 50%
chance of survival?
2. How structural and
behavioral adaptation helps
organism’s response to
environmental change?
3. What will happen to the
organism that cannot adapt to
the conditions on the place
where they are living?
Show pictures or multi-media
presentation of Philippine
endangered and extinct
animal species.
EVALUATE
Write the single letter code of
the following amino acids:
1. Valine
2. Tyrosine
3. Asparagine
4. Glycine
5. Serine
Whose thought is this?
Lamarck, Darwin, or both of
them?
1. Organisms have changed
over time.(Both)
2. Organisms changed
because they wanted to
survive.(Lamarck)
3. Certain traits helped
organisms survive and
reproduce better than other
following is TRUE or FALSE
1. As environments change
gradually over time,
populations also change.
TRUE
2. Natural selection means a
naturally changing
environment will result in
selection for changing traits.
TRUE
questions.
1. In regards to evolution,
what exactly does “fittest”
mean in the survival of the
fittest?
A. the organisms that
produces most surviving
offspring
B. the longest lived organism
C. the strongest organism

Grade 10
Quarter 3
Page 33
organisms without those
traits.(Darwin)
4. The environment had
something to do with why
organisms changed.(Both)
5. Parents are only able to
pass on traits that they were
born with.(Darwin)
6. Organisms can never
become extinct.(Lamarck)
3. Unfavorable traits never
prevent favorable traits from
being passed from one
generation to the next.FALSE
4. An adaptation is a trait that
helps an organism to be more
suited to its environment.
TRUE
5. The result of natural
selection is a population that
is adapted to its local
environment. TRUE
6. Natural selection is the only
process by which evolution
can occur. FALSE
D.the organism that is
healthiest
2. Which of the following
is not a reason why species
adapt and change?
A. producing too many
offspring
B. competition for resources
C. too much food
D. adaptive body structure
3. What is likely to happen to
an individual that is poorly
suited to its environment?
A. it will not survive to
reproduce
B. it will survive and produce
lots of successful offspring
C. it will become extinct
D. none of the above
4. According to Darwin's
theory of evolution, how do
new species evolve?
A. by artificial selection
B. by natural selection
C. by unnatural selection
D. None of the above

Grade 10
Quarter 3
Page 34
EXTEND
In a graphing paper, plot the
information on table 6 and 7
on page 315 in a bar graph
and use different color to
represent each pairing of
species.
Present a video clip
contrasting the two Theories
of Evolution.
Suggested Link:
Darwin’s Theory of Evolution
ch?v=vnktXHBvE8s
Lamarck's theory of evolution
ch?v=IgqabJpa1q0&t=6s
Present a video clip showing
the difference between natural
selection and artificial
selection?
Suggested Link:
The Differences Between
Natural and Artificial
Ecosystems | Biology for All |
FuseSchool
https://www.youtube.com/watc
h?v=8PQiucc268c
Write a one paragraph essay
on the importance of
adaptation as a mechanism
for the survival of a species.
V. REMARKS
VI. REFLECTION
 80% and Above:
 Below 80%:
 have caught up
with the lesson
remediation
Why did these work?

Grade 10
Quarter 3
Page 35
encounter which my
help me solve?
other teachers?
Grade 10, Quarter 3
Daily Lesson Log
Week No. 7

Grade 10
Quarter 3
Page 36
Grade 10
Daily Lesson Log
Junior HS Science
I. OBJECTIVES
Content Standards
Demonstrate an understanding of
1. the influence of biodiversity on the stability of ecosystem as being capable of supporting a limited number of organism
Learning Competency Explain how species diversity increases the probability of adaptation and survival of organisms in changing environments;
Code: SL10LT-IIIh-41
DAILY TASK
Pre- assessment/
Explain the concepts of
biodiversity and stability.
Classify the value of
biodiversity in the
ecosystem.
Describe the ups and down
of population growth.
Explain the relationship
between population growth
and carrying capacity.
Summative
Assessment
II. CONTENT
4. Ecosystems
4.1 Flow of Energy and Matter in Ecosystems
4.2 Biodiversity and Stability
4.3 Population Growth and Carrying Capacity
Teacher’s Guide Page 241 Page 242 Page 242 Pages 243-244
Learner’s Materials Page 329 Page 330 Pages 331-332 Pages 332-334
IV. LEARNING TASKS
ELICIT
Introduce to the students the
amazing variety of life around
us through pictures or video
clip.
Recall the prior knowledge of
the students about
biodiversity.
Recall on the benefits of
biodiversity and its value in
sustaining stability in an
ecosystem.
Recall how the population
density affects the stability of
an ecosystem.

Grade 10
Quarter 3
Page 37
Suggested Link:
Philippine Biodiversity AVP
https://www.youtube.com/watch
?v=2F2KzjTzi9Q
ENGAGE
Make connection between what
students learned about
biodiversity in Grade 9 and
what they learn in this module
Present a video clip on
biodiversity and its
importance in the stability of
an ecosystem.
Suggested Link:
Why is biodiversity so
important? - Kim Preshoff
ch?v=GK_vRtHJZu4
Answer the two questions of
the Think about this section on
page 332 of the LM
Present a data in graphical
form comparing the birth and
mortality rate of few countries.
Question:
What factors affect change in
population?
EXPLORE
Essential Question:
Why is biodiversity important?
Essential Question:
What is the important role
does biodiversity give to the
organism dependent on it?
Essential Question:
How does human growth
population influence the
sustainability of an ecosystem
and its natural resources?
Essential Question:
How does population affect
the carrying capacity of an
area?
Answer the
Pre-Assessment
(Refer to LM p. 329. (KWHL)
Group Discussion: Complete
Table 1: Organisms and their
Value
(Refer to LM p. 331)
The teacher will provide
sample problem on population
density.
Starting from the population
density of the class.
Population Density = Number
of People/ Land Area
Analyze the Chart on goat’s
carrying capacity on (Refer to
LM p. 333)

Grade 10
Quarter 3
Page 38
EXPLAIN
Students presents to the class
what they know (K), what they
want to learn (W), how they will
find new information (H) about
biodiversity.
Ask volunteers to share their
group output to the class
Questions:
1. In your canteen, how much
space do you think each
person has?
2. How does the population
density of the classroom affect
the amount of resources (tape,
paper, chairs, space, etc.) for
each student?
The teacher will provide local
based scenario pertaining to
population growth and its
effects.
the activity
Guide Questions:
(Refer to LM p. 333)
ELABORATE
Take note of the similarities on
the responses of the students
in different columns put
emphasis on it.
What is the importance of
plants diversity in a habitat?
What would happen if there’s
no biodiversity?
How do biodiversity affect
stability of an ecosystem?
Give one example of direct,
indirect, and aesthetic value
of biodiversity not on a given
list.
What factors affect the
increase and decrease of
population in an ecosystem?
How does population affect the
migration of an organism?
How does migration of species
affect the stability of the entire
ecosystem?
How does increase in
population affect the carrying
capacity of an ecosystem?
Why population sizes cannot
increase forever.
How can we maintain the
balance in our ecosystems?

Grade 10
Quarter 3
Page 39
EVALUATE
The Pre-Assessment serves as
their evaluation as it seek to
identify the concepts and skills
needed by the students in the
study of biodiversity.
Give the biodiversity value of
the following:
1. bacteria
2. corals
3. flies
4. oxygen
5. well landscape garden
Sample problem on population
density
1. There are 25 chickens
occupying a close fence with
an area 3 square meters. What
is its population density?
2. Fifty students are occupying
a room n the second floor with
an area of 75 square meters.
What is the population of
density?
following statement is TRUE
or FALSE.
1. Population growth
decreases as the resources
become limited. TRUE
2. The human population will
stop growing when it reaches
its carrying capacity. TRUE
3. When the resources in an
ecosystem are unlimited,
population will exhibit an
exponential growth. TRUE
4. If the population growth is
influence by population
density, it is called density-
independent factor. FALSE.
5. In logistic growth,
population decreases as the
resources increases. FALSE
EXTEND
Video clip presentation of the
Tubbataha Reef Marine
Biodiversity.
Suggested Link:
https://www.youtube.com/watch
?v=Zcl6gg4newM
Aside from the three
identified value of
biodiversity, discuss also its
ethical, moral, and social
value to people.
Calculate the population
density, the amount of space
per person of your home.
Provide the population of
Philippine provinces in the
past five years in graphical
form or Projection of
population in the year 2050.

Grade 10
Quarter 3
Page 40
V. REMARKS
VI. REFLECTION
No. of Learners who
earned:
 80% and
Above:
 Below 80%:
work? No. of Learners
who:
 have caught up
with the lesson
 continue to
require
remediation
Why did these work?
encounter which my
help me solve?

Grade 10
Quarter 3
Page 41
What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?
Grade 10, Quarter 3
Daily Lesson Log
Week No. 8

Grade 10
Quarter 3
Page 42
Grade 10
Daily Lesson Log
Junior HS Science
I. OBJECTIVES
Content Standard
1. the influence of biodiversity on the stability of ecosystems
2. an ecosystem as being capable of supporting a limited number of organism
Learning Competency
Explain the relationship between population growth and carrying capacity; and
Suggest ways to minimize human impact on the environment.
Code: S10LT-IIIi-42
DAILY TASK
Differentiate density-
dependent and density-
independent limiting
factors.
Identify the limiting factors
that depend on population
density.
Identify the different
environmental issues and
explain ways to address
these problems.
Explain the biodiversity
status in a community.
Summative
Assessment
II. CONTENT
4. Ecosystems
Teacher’s Guide Page 244 Pages 245-246 Page 247 Pages 248-249
Learner’s Materials Page 334 Pages 335-336 Pages 338-340 Pages 340-341
IV. LEARNING TASKS
ELICIT
Recall basic concept on
Population growth and
carrying capacity.
Present a diagram or graphic
organizer showing the Limiting
Factors that depend on
Solicit common examples of
environmental problems and
issues which are known to
Recall some environmental
issues that have a negative
impact in our community and

Grade 10
Quarter 3
Page 43
population density. have a negative impact on
biodiversity.
in the environment
ENGAGE
Present the population
growth pattern.
Questions:
1. What do the two
graphs have in
common?
2. How do you think a
limit in resources
affects the
population growth?
What causes population
growth to be limited?
What is the relationship
between Competition and
population size?
Each group will work on a
specific problem scenario
depicted on the illustration.
(Refer to pp 338-339 of the
LM.
Support material will be
provided to guide in the
accomplishment of task.
Planning Phase
Group students according to
how they can work best.
Each group should consider
answering the guide
questions on page 340 in
accomplishing their task.
Consider also the
preparation of
communication letter for
all those stakeholders
involve in the interview.
(refer to TG pp248-249)
EXPLORE
Essential Question:
How do populations change
over time?
What are the limits to growth
of a population?
How do limiting factors affect
population?
Essential Question:
How does population growth
affect the carrying capacity of
an ecosystem?
Essential Question:
How does population growth
affect the carrying capacity
of an ecosystem?
Fill in the difference of the
term in the chart on (Refer to
LM page 334)
Enrichment Activity: The
Boat is Sinking
Answer activity 2, Dependent
or Independent? (Refer to LM
page 336).
Answer activity 3, Analyzing
Environmental Issues on
(Refer to LM pages 338-341)
Home Task:
Conduct a Survey of your
locality or make an interview
at the local Department of
DENR Office on the status of
your biodiversity, the threat
and the local efforts or
initiative made to lessen its
impact.

Grade 10
Quarter 3
Page 44
EXPLAIN
What does the carrying
capacity refer to?
What do you think will
happen to the human
population if reaches its
carrying capacity?
After the activity, selected
students will present their
answers to the class by giving
reason to their choice.
students will present their
answers on a specific problem
scenario.
Guide Questions.
1. What are the negative
effects of the
environmental problems to
the community and to the
environment?
2. What are the possible
positive effects of this
environmental problem to
the community?
3. What causes these
problems?
4. How this environmental
problem affects the
stability of an ecosystem?
representative from each
group will present their
survey or interviews
reflected on activity 4B.
Students may devise ways
organizing and analyzing
gathered data.
ELABORATE
Guide Questions:
1. Does a typical population
will experience exponential
growth? Why or Why not?
2. What does the varying
population density in a
certain ecosystem suggest?
3. How the population
carrying capacity does
affects the stability of an
ecosystem?
Students will be asked to give
examples of limiting factors
not mentioned in the activity
presented.
Show a picture or a videos of
the current environmental
conditions in the region, that
focuses on
a. marine ecosystem,
b. mangroves,
c. agricultural land,
d. forest cover
etc...
Guide Questions:
1. How does the current
biodiversity status of the
community you had
surveyed affect the lifestyle
and means of living of the
locals?
2. What hindrances affect
the implementation of local
conservation efforts or
initiatives?

Grade 10
Quarter 3
Page 45
EVALUATE
following statements are
TRUE or FALSE.
1. Carrying capacity of
population of an organisms
depend on the amount of
resources available in the
area.TRUE
2. Exponential population
growth is experience before
a population reaches its
carrying capacity.TRUE
3. During the period of
exponential population
growth, scarcity in resources
are experience by the many
organisms. FALSE
4. If the population density is
low, it that means there are
a lot of organism crowded
into a certain area. FALSE
5. Human activities has a
direct effect on the
population of organisms in
an area.TRUE
Identify whether the following
is density-independent limiting
factor or density-dependent
factor?
1. Flood (DIF)
2. Predation (DDF)
3. Eathquake (DIF)
4. Energy Supply
(DDF)
5. Monsoon (DIF)
6. Wildfire (DIF)
7. Hurricane (DIF)
8. Diseases (DDF)
Cause and Effect
Give the effect of the following
actions or practices to the
environment.
1. Segregation of
domestic waste.
2. Strict
implementation of
clean air act on
factories and
vehicles.
3. Conversion of
grassland into
housing projects
4. Clearing of farm
land through
burning.
5. The use of fine
nets in fishing.
Students’ output will be
evaluated using a rubric as
scoring guide.

Grade 10
Quarter 3
Page 46
EXTEND
Research on K-Selected
and r-Selected Species and
describe its population
growth pattern
Why do population growth
rates differ in countries
throughout the world?
Have each student or small
group of students choose
“Why Care About
Biodiversity?” statements to
use as a theme for a collage.
Have the students make a
display of their collage.
Present through a multi-
media, the different Non
Governmental Organizations
(NGO’s) or agencies and
local organizations that
advocates conservation and
protection of biodiversity.
V. REMARKS
VI. REFLECTION
 80% and Above:
 Below 80%:
the lesson
remediation
Why did these work?
Supervisor can help me solve?

Grade 10
Quarter 3
Page 47
other teachers?
Grade 10, Quarter 3
Daily Lesson Log
Week No. 9

Grade 10
Quarter 3
Page 48
Grade 10
Daily Lesson Log
Junior HS Science
I. OBJECTIVES
Content Standard
1. the influence of biodiversity on the stability of ecosystems
2. an ecosystem as being capable of supporting a limited number of organism
Learning Competency
Explain the relationship between population growth and carrying capacity; and
Suggest ways to minimize human impact on the environment.
Code: S10LT-IIIi-42
DAILY TASK Product Creation PERIODICAL EXAMINATION
II. CONTENT
2. Ecosystems
Teacher’s Guide Page 249-252 Page 249-252
Learner’s Materials Page 341-344 Page 341-344
IV. LEARNING TASKS
ELICIT
Day 1
Recall the key ideas or results on the conduct of
survey and interviews of student on the status,
threats, and local initiative made by the community in
conservation and protection of local biodiversity.

Grade 10
Quarter 3
Page 49
ENGAGE
Planning for your Presentation.
Guide student by explaining the four iterative cycle of
creation. Plan it, Do It, Review It and Share It.
Drafting of project plan or project proposal for
approval of the subject teacher considering the
questions on page 341.
Planning with your respective group on how to do
about your presentation. Consider the guide
questions on page 342.
EXPLORE
Essential Question:
How does population growth affect the carrying
capacity of an ecosystem?
Doing and Reviewing
As a group, start working with your presentation
following your plan and completing what you need to
accomplish.
Towards the end of the session, review what had
been complete and what need to improved?
EXPLAIN
Day 2
Showcasing of Project
Organize a culminating activity that will give a
proper venue for the students to showcase
their output. Interactions between the
presenter and the audience are encourage
upon observing proper decorum.

Grade 10
Quarter 3
Page 50
ELABORATE
Solicit key ideas from the presenter upon
answering the guide question below:
1. What is the impact of your product in
the community and the environment?
2. How does it affect the carrying capacity of
a particular ecosystem?
EVALUATE
Students’ output will be evaluated using a
rubric as scoring guide.
EXTEND
Giving recognition to the products and
presenters for the outstanding/exemplary
achievements.
V. REMARKS
VI. REFLECTION
No. of Learners who
earned:
 80% and Above:
 Below 80%:
 have caught up
with the lesson
remediation
Why did these work?

Grade 10
Quarter 3
Page 51
encounter which my
help me solve?
What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers?
Grade 10, Quarter 3
Daily Lesson Log
Week No. 10

toaz.info-grade-10-3rd-quarter-dll-pr_8832fe9638c9095b0e838c2a59aaf405.pdf

Recommended

Recommended

More Related Content

Similar to toaz.info-grade-10-3rd-quarter-dll-pr_8832fe9638c9095b0e838c2a59aaf405.pdf

Similar to toaz.info-grade-10-3rd-quarter-dll-pr_8832fe9638c9095b0e838c2a59aaf405.pdf (18)

More from mantilejoshua05

More from mantilejoshua05 (7)

Recently uploaded

Recently uploaded (20)

toaz.info-grade-10-3rd-quarter-dll-pr_8832fe9638c9095b0e838c2a59aaf405.pdf