GRADE 1 TO
12 DAILY
LESSON
PLAN
I.
TEACHER
Compostela National High
School
Elvira M. Añasco
Grade
Level
Quarter
SUBJECT
Science
DATE
WEEK
6-7
SCHOOL
Duration
10
3
February
13, 2025
45
minutes
OBJECTIVE
A. CONTENT
STANDARDS
B. PERFORMANCE
STANDARDS
C. LEARNING
COMPETENCIES
D. SPECIFIC OBJECTIVE
The learners demonstrate an understanding of:
how evolution through natural selection can result in biodiversity
The learners shall be able to:
write an essay on the importance of adaptation as a mechanism for
the survival of a species
At the end of 45 minutes session the studenta will be able to:
Explain the occurrence of evolution; LC Code: (S10LT- IIIg-40)
A. Define the occurence of evolution
B. perform an interactive activity about evolutionary
adaptations through adaptation freeze dance; and
C. give the importance of understanding occurrence of
evolution based on theories explaining how organisms
change over time.
E. Integration of
Content Within and
English, Values Education, and Araling Panlipunan
Across Curriculum
II.
CONTENT (Subject
OCCURENCE OF EVOLUTION
Matter)
III.
LEARNING RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Material Pages
3. Book
4. Materials
B. Other Materials
IV.
PROCEDURES
K to 12 Learner’s Module – Science for Grade 9 Third Quarter –
Module 5
Laptop, Instructional material (PPT), Board and Chalk
ACTIVITIES
(ELICIT) 5 Minutes
A. Reviewing previous
lessons/ or
presenting the new
lesson





Prayer
Greetings
Reiteration of Classroom Rules
Attendance
Review of previous topic
 Start with a short review of the last lesson about the
evidence of eovlution
B. Establishing a
purpose for the
lesson
Motivational Activity:
Picture Analysis
A. The teacher will show 2 pictures to the students.
A
B
B. Guide question:
1. How do you describe picture A? Picture B?
2. What happened to the short giraffe in the picture B?
C. Conclude motivational activity by stating that today we will learn
more about Occurence of Evolution.
(Present the Lesson Title and Objectives)
(ENGAGE) 3 minutes
C. Presenting
examples/instances
of the new lesson
Brainstorming activity:
The teacher will let the students share their ideas with the class.
Guide question:
1. How will you describe the picture?
2. What happened to the short giraffe in the picture?
What do you think is the reason why the giraffe die?
(EXPLORE) 9 minutes
D. Discussing new
concept and
practicing new skills
#1
(GROUP DISCUSSION)
The teacher will let the students to discuss or share their insights based
on the sheets provided by the teacher. Students will be grouped into 3.
Each group is given only 2-3 minutes to finish the task and present their
work afterwards. Each group will choose a reporter to present their output.
● Groups 1 will perform Activity 1A - Describing Lamarck’s Theory of
Evolution
● Groups 2 will perform Activity 1B - Describing Darwin’s Theory of
Evolution
● Groups 3 will perform Activity 1C – The comparison between Lamarck
from Darwin’s Theory of Evolution
E. Discussing new
concept and
practicing new skills
#2
The teacher will shortly discuss the following concepts:
(EXPLAIN) 9 minutes
F. Developing mastery
(Leads
to formative
assessment)
APPLICATION
1. LAMARCK’S THEORY
• Theory of need
• Theory of used and misused
2. DARWIN’S THEORY
• Theory of natural selection
3. ENVIRONMENTAL FACTORS PROMOTES THE SURVIVAL OF
THE FITTEST
• Weather and climate
• Prey and Predators
• Disease and virus
“ADAPTATION FREEZE DANCE”
Perform an interactive activity about evolutionary adaptations through
adaptation freeze dance. Students will dance if the music is playing and
once the music has stopped, the teacher will give and call out a challenge
which the students’ needs to give their survival pose.
The teacher will eliminate the students which didn’t give their proper and
accurate poses.
(ELABORATE) 8 minutes
G. Finding
practical/application
of concepts and
skills in daily living
H. Making
generalizations and
abstractions about
the lesson
The students will individually answer the flowchart below.
Students should provide the correct different theories under
Lamarck’s and Darwin’s theory. Each theory should have
descriptions.
GENERALIZATION
The teacher will ask questions to students which generalizes the lesson
tackled and the students will summarize what the teacher have been
discussed in the class.
● Okay class, what is evolution?
● Who are the two scientists which proposed a theory of evolution?
● What are the three theories developed by Lamarck?
● What is the theory developed by Darwin?
Excellent! Seems like you really understand our lesson for today.
Good job students! So that concludes our topic for this day about the
Occurence of Evolution.
(EVALUATION) 9 minutes
I. Evaluating Learning
FORMATIVE ASSESSMENT (QUIZ)
Test I: Identification
Direction: Give the best word which corresponds to a question provided.
Answer it in a ¼ sheet of paper.
1) This refers to the process of change in species over time through
genetic variations and natural selection. EVOLUTION
2) This refers to different individuals in a population which possess
different characteristics and abilities. VARIATION
3) This refers to a well-substantiated explanation of natural
phenomena, based on evidence and observations. THEORY
4) A specific animal used in the description of Lamarck and
Darwin’s Theory of Evolution. GIRAFFE
5) A scientist which proposed the ’Theory of Natural Selection’.
CHARLES DARWIN
6) ’ 8) Give the three proposed theories of evolution by Jean
Baptiste de Lamarck.
Theory of Need, Theory of Use and Disuse, Theory of Acquired
Characteristics
9) - 10) Give the two scientist which proposed theories of evolution.
Jean Baptiste de Lamarck, Charles Darwin
(EXTEND) 2 minutes
J. Additional activities
for
application or
remediation
Assignment:
Directions: Write a reflection essay on how does proposed theories
backed up and gives evidences of the occurrence of evolution. Write
your answers in 3-5 sentences in the box provided below. Answer it in
¼ sheet paper.
Scoring Rubrics
Composition of Knowledge
5 ’ Discussions did not have misconceptions;
Provided detailed ideas with complete explanations
and supporting evidence.
3 ’ Discussions did not completely show complete
explanation. Provided limited ideas and supporting
evidence.
1 ’ Discussions are lack of explanation. Provided very
short ideas and supporting evidence with
misconceptions.
0 ’ There is no discussion shown.
Checked and observed by:
Prepared by:
CRISTINE P. DATUMANONG
ELVIRA M. AÑASCO
Practice Teacher
Teacher III