GRADE 1 to 12
DAILY LESSON
LOG
School
Teacher
Teaching Dates and Time
MONDAY
I.
OBJECTIVES
A. Content Standard
Grade Level
Learning Area
Quarter
TUESDAY
WEDNESDAY
10
SCIENCE
THIRD QUARTER
THURDAY
FRIDAY
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.


II.
CONTENT
III.
LEARNING
RESOURCES
A. References
S10LT-IIIh-41
Determine prior
knowledge of the
learners on
biodiversity and
stability, and
Identify the required
skills in
accomplishing the
learning tasks


S10LT-IIIh-41
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.


S10LT-IIIh-42
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.
S10LT-IIIh-43
 Analyze how do
human activities
affect the
environment.

Show
resourcefulness
and creativity
through creating
new and useful
workpiece from
recycled materials.
S10LT-IIIh-43
 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.
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
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
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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
TG. Page 241
TG. Page 242
TG. Page 245 – 246
TG. Page 247
TG. Page 248
LM. Page 329
LM. Page 330 – 331
LM. Page 331 – 136
LM. Page 337-339
LM. Page 340 – 341
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
Follow Notes to the
Teacher
TG page 241
Four Pics… One word!
Students will identify the
common word that will
describe the four pictures
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?
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
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
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.
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?
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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 As human being, what you
importance of biodiversity, can do to avoid reaching its
what you can do to carrying capacity?
maintain
and
protect
biodiversity?
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.
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?
Classify the value of
biodiversity by completing
the table 1 of LM on page
331.
How do limiting factors What are the human
affect
the
population activities that give big
density?
impacts
to
our
environment? What can we
do
to
protect
our
environment?
Identify the given situations Analyze
the
problems
if it is a dependent or depicted in the pictures in
independent limiting factor LM page 338-339.
by completing tables of
activity 2. Page 336 LM
Teacher-Made Activity 2
Eagle! Eagle!
Teacher-Made Activity 3
Not Ready to Mingle
Exhibit My Habit!
See attached activity
See attached activity
What is the status of
your Local Biodiversity?
How about the threats?
What are your proposed
possible strategies?
I.
Evaluating learning
J. Additional activities for
application or
remediation
Teacher-Made Activity 1
I Am A Surventor!
(Survivor and Inventor)
See attached activity
Complete the table –
Analyzing
local
biodiversity status.
LM page 341
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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?
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GRADE 1 to 12
DAILY LESSON
LOG
School
Teacher
Teaching Dates and Time
MONDAY
I.
Grade Level
Learning Area
Quarter
TUESDAY
WEDNESDAY
10
SCIENCE
THIRD QUARTER
THURDAY
FRIDAY
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
S10LT-IIIh-43
C. Learning
Competency/Objectives
Write the LC code for each.
II.

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
S10LT-IIIh-43

Plan, review and
share ideas on
producing materials
that support the
strategies
and
program
in
conservation
and
protection of local
biodiversity
CONTENT
Environmental Problems and Issues - Product Creation
LEARNING
RESOURCES
A. References

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
Environmental Problems
and Issues
Showcasing Product
II.
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
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
TG. Page 249-251
TG. Page 252
Science Learner’s
Material
Science Teacher’s Guide
TG. Page 253
LM. Page 341 – 343
LM. Page 344
LM. Page 345
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III.
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 )
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?
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
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
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.
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
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IV.
REMARKS
V.
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?
7
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