Instructional Planning
(The process of systematically planning, developing, evaluating and managing
the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
DLP No.:
Learning Area:
Earth and Life
Science
Grade
Level:
11
Key Concepts/Understandings to
be Developed
Adapted Cognitive Process
Domain
Dimensions (D.O. No. 8, s. 2015)
Remembering
The fact or
condition of
knowing something
with familiarity
gained through
experience or
association
Duration:
Date:
2nd
1 hr
Nov 24, 2022
Explain how populations of organisms have changed
and continue to change over time showing patterns of
descent with modification from common ancestors to
produce the organismal diversity observed today
Explain the different evidence that proves evolution.
Learning Competency/ies:
(Taken from the Curriculum
Guide/MELC)
Knowledge
Quarter:
1. Objectives
Define evolution.


Understanding
Identify the evidence of evolution.
Explain how populations of organisms have
changed and continue to change over time
showing patterns of descent with modification
from common ancestors to produce the
organismal diversity observed today.
Skills
The ability and
capacity acquired
through deliberate,
systematic, and
sustained effort to
smoothly and
adaptively carryout
complex activities
of the ability,
coming from one’s
knowledge,
practice, aptitude,
etc., to do
something
Applying
Analyzing
Evaluating
Creating
Attitude
Responding to Phenomena
Values
Compare the number of amino acids between humans
and other organisms through a bar graph.
Valuing
2. Content
3. Learning
Resources
4. Procedures
4.1 Introductory
Activity
( 10 minutes)
Appreciate the topic by showing eagerness and patience
Show importance and clear misconception on the
evolution of organisms, humans especially.
Practice civic curiosity and open - mindedness
The Evidence for Evolution
SLHT (Self Learning Home Task), modules, LMs, TGs, MELC, Internet, Cellular
Phones/ Gadget Apps
These steps should be done across the week. Spread out the activities appropriately so that pupils/students
will learn well. Always be guided by demonstration of learning by the pupils/ students which you can infer
from formative assessment activities. Sustain learning systematically by providing pupils/students with
multiple ways to learn new things, practice the learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate
the time allotment for each step.
Note: Throughout the session, the teacher display proficient use of English
Language and Mother Tongue if need arises.
Routine Activities:
 Prayer, then Greetings
 Seating Arrangements / Health and Standard Procedures/ Protocols
(Making sure that they wear their facemask and change it from time to
time- for everyone’s safety)
 Reminders for Classroom Rules
 Checking of Attendance
 Drill / Review the Previous Lesson (by group)
 The teacher will show the picture below.
Guide Questions for their explanation (representative from the group):
 What have you observed in the picture? Sige unsa may
nabantayan ninyu sa picture?
 What creatures can we see in the picture? Unsa man nga
mananap ang makita nato sa picture?
 How important is that object? Explain further. Unsa may
importansya ana? Iexplain kuno.
 How did we or our scientists conclude with such idea?
Nganu kaha na nakaabot sila og sturya about ani?
 Presenting Learning Objectives to the class:
(a) Describe what is the concept of evolution.
(b) Explain how populations of organisms have changed and continue
to change over time showing patterns of descent with modification
from common ancestors to produce the organismal diversity observed
today
(c) Present the evidences of evolution.
4.2 Activity
( 15) minutes)
The Teacher will now present an activity: Evidence of Evolution.
See attached document as preference.
4.3 Analysis
( 5 minutes)
Based on the activity, the teacher will then ask the following questions:
 What is the biggest change in skull anatomy that occurred from the
dawn horse to the modern horse?
 Explain how embryos are used as evidence of a common ancestor
between each of the six organisms presented in your activity.
 Give an example of a homologous structure from your activity.
 How are vestigial structures an example of evidence of evolution?
 Do any of the organisms have the same number of differences from
human
Cytochrome C? In situations like this, how would you decide which is more
closely related to humans?
 Charles Darwin published his book On the Origin of Species in 1859. Of
the different types of evidence that you have examined, which do you
think he relied upon the most, and why?
1. Fossil Record
=Abstraction
(10 minutes)
2. Embryology
3. Comparative Anatomy
4. Molecular Biology
4.4 Application
( 15 minutes)
 A game called “Mystery No More” will be facilitated by the teacher.
 The teacher will call every student, randomly, and let them pick a
mystery picture. Whatever picture they got; they are to classify it to its
corresponding evidence of evolution and would then explain their
answer.
 Next, students are to show differences of organisms, presented in their
first activity, from human Cytochrome C through a bar graph.
 At least 5 students will be called in front to present and explain their
bar graph.
Paper Pencil test
I. Supply the correct answer of the ff. questions.
_________1. It is the gradual change or the process by which different
kinds of living organisms are thought to have developed and
diversified from earlier forms during the history of the earth.
_________2. The evidence of evolution that dead creatures are petrified
and preserved perfectly in sedimentary rocks and later on discovered
after millions of years
4.5 Assessment
( 5 minutes)
Test
_________3. He is the father of Evolution. He is the major proponent of
Natural Selection after writing the book Origin of Species.
_________4. It is the study of the early stages of complex organisms in
they embryos.
_________5. It is the ability to fit and modify certain oneself to the
demand of the environment in order to survive.
II. Enumeration
1. Enumerate the 7 characteristics of Life
2. What are the 4 evidences of evolution?
Reinforcing /
strengthenin
g the day’s
lesson
4.6 Assignment
(3 minutes)
4.8 Concluding Activity
(2mins)
5. Remarks
6. Reflections
“The strong shall live and the weak shall perish”
Interactive discussion between teacher-learner is the key to help students
maximize their learning.
a) Observation
Observation during Analysis - Application
b) Talking to
Learners/
Conferencing
5.
6. Remarks
7. Reflections
A.
B.
C.
D.
E.
F.
G.
- On a short bond paper, cut-out/paint/draw two
pictures of fossils under each era: Cenozoic,
Mesozoic, and Paleogenic Provide short
description for each fossil.
Conferencing with learners during the process
Interactive discussion between teacher-learner is the key to help students
maximize their learning.
No. of learners who earned 80% in
the evaluation.
No. of learners who require
additional activities for remediation.
Did the remedial lessons work? No. of
learners who have caught up with
the lesson.
No. of learners who continue to
require remediation.
Which of my learning strategies
worked well? Why did these work?
What difficulties did I encounter
which my principal or supervisor can
help me solve?
What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Prepared by:
Name: JEFFERSON V. CRISTOBAL
Position/Designation: Teacher 2
Contact Number: 09957263806
School: Daanbantayan National High School
Division: Cebu Province
Email address: rayearth3137@gmail.com
Evaluated by:
Name: DR. EUGENIA SOLON
Position/Designation: Master Teacher 1
Contact Number:
School: Daanbantayan National High School
Division: Cebu Province
Email address: