GRADE 1 to 12 School BINDAY NATIONAL HIGH SCHOOL Grade Level 11-COSMOS

DAILY LESSON LOG Teacher MISS TRICEL MARIE S. PILLOS Learning Area EARTH AND LIFE SCIENCE
Teaching Dates and Time August 20-24, 2018 Quarter SECOND
7:40-8:40 (MTWF)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES CALAMITY LEAVE HOLIDAY At the end of the lesson, the At the end of the lesson, the
learners will be able to: learners will be able to:
1. Discuss the historical 1. Discuss the historical
development of the concept of life development of the concept of
including theories, life including theories,
experiments and evidences; experiments and evidences;
2. Describe the conditions on early 2. Describe the conditions on
Earth that made the origin of life early Earth that made the origin
possible of life possible
and the first life forms; and and the first life forms; and
3. Discuss the unifying themes of life 3. Discuss the unifying themes
and how they are interconnected of life and how they are
interconnected
A. Content Standard The learners demonstrate an The learners demonstrate an
understanding of the historical understanding of the historical
development of the concept of life; development of the concept of
the origin of the first life forms; and life; the origin of the first life
the unifying themes in the study of forms; and the unifying themes
life. in the study of life.
B. Performance Standard The learners shall be able to The learners shall be able to
appreciate and value life by taking appreciate and value life by
good care of all beings, humans, taking good care of all beings,
plants and animals. humans, plants and animals.
C. Learning Competency/Objectives The learners will be able to explain The learners will be able to
Write the LC code for each. the evolving concept of life based on explain the evolving concept of
emerging pieces of evidence life based on
(S11/12LT-IIa-1); describe classic emerging pieces of evidence
experiments that model conditions (S11/12LT-IIa-1); describe
which may have enabled the first life classic experiments that model
forms to evolve (S11/12LT-IIa-2); conditions which may have
and describe how unifying themes enabled the first life forms to
(e.g. structure and evolve (S11/12LT-IIa-2); and
function, evolution and ecosystems) describe how unifying themes
in the study of life show connections (e.g. structure and
among living things and how they function, evolution and
interact with each other and with ecosystems) in the study of life
their environment; (S11/12LT-IIa-3) show connections
among living things and how
they interact with each other and
1

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
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
B. Establishing a purpose for the lesson
C. Presenting examples/Instances of the
new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
Introduction to Life Science
Pp 167-173
Pictures / images of cell organelles;
writing and drawing
materials; Manila paper; Computers
Earth and Life Science by Bayo-ong
et. al.
Review the previous lesson on the
chemical origin of life/first cells
Recall characteristics of life
Show pictures of a bacterial cell and
plant cell as seen in college
textbooks. Point out some similar
structures
Describe and discuss using
illustrations the organization,
structure and function of the cell
membrane, parts of a typical
bacterial cell and common
structures in plant and animal cell.
Ask the students about the different
organelles
with their environment;
(S11/12LT-IIa-3)
Introduction to Life Science
Pp 167-173
Pictures / images of cell
organelles; writing and drawing
materials; Manila paper;
Computers
Earth and Life Science by Bayo-
ong et. al.
Recapitulate the structure and
function of the cell.
Present a typical cell
Ask students to illustrate the
parts of the typical cell.
Discuss the unique structures in
plants and animals cells, the
cytoskeleton and extracellular
components.
Drawing Activity
2
 G. Finding practical application of Ask the students what will
concepts and skills in daily living happen if any organelle is
damaged or become defective.
H. Making generalizations and Ask the students to describe the
abstractions about the lesson structure and function of the cell.
I. Evaluating learning Short Quiz
J. Additional activities for application or In class, ask the students (by
remediation group) to construct a three-
dimensional model of a plant or
animal cell. Use materials that
can be recycled and are
biodegradable.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
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 by:

TRICEL MARIE S. PILLOS SERNA B. DOCTOLERO

Subject Teacher Master Teacher I