TEACHER Mrs. Helen Grace L.

Cabalag GRADE LEVEL Ten (10)

LEARNING AREA Science UNIT III Living Things and Their Environment
QUARTER Third MODULE 3 Biodiversity and Evolution
DAILY
DATE January 22, 2019 - Tuesday DATE
LESSON
LOG SECTIONS Curie, Copernicus and Bell SECTIONS

I. OBJECTIVES
The learners demonstrate understanding of…
A. Content Standards
 how evolution through natural selection can result in biodiversity
The learners should be able to…
B. Performance
 write an essay on the importance of adaptation as a mechanism for the survival
Standards
of a species
S10LT-IIId-40
Explain the occurrence of evolution according to Darwin’s ideas.

Specifically:
C. Learning
At the end of the lesson, at least 75% of the students with 75% proficiency should be
Competencies/
able to achieve the ff. goals:
Objectives LC code for
1. determine Darwin's contribution to the concept of evolution;
each
2. give examples of natural selection and adaptation other than those that Darwin
found; and
3. recognize the application of evolution to antibiotic resistant bacteria.

II. CONTENT DARWIN’S IDEAS ABOUT EVOLUTION

III. LEARNING RESOURCES
A. References
1. Teacher's Guide
Pages
2. Learners Guide Pages pp. 317-319
3. Textbook Pages
4. Additional Materials
from
Learning Resource
(LR)Portal
B. Other Learning
Resources
IV. PROCEDURES
Present the ff. questions to the students:

Question 1. Present day giraffes have long necks because:

A. They stretch them to reach the trees for food.
A. Reviewing previous
B. Their ancestors adapted to have long necks over time.
lesson or
presenting the new C. Giraffes with the longest necks are the strongest and most perfect.
lesson D. Their neck length increases their body temperature.
E. Their neck length increases their speed.

(Retrieved from MOSART, Life Science Survey Test, Item form # 921, Q21)
 Question 2. During the course of evolution, it is often the case that a structure, such
as a functional eye, is lost in an animal’s body. This is because ...
A. It is no longer actively used.
B. Mutations accumulate that disrupt its function.
C, It interferes with other traits and functions.
D. The cost to maintain it is not justified by the benefits it brings

(Adapted from Biological Concepts Instrument, Q12)

Question 3. How can a catastrophic global event influence the course of evolution?
A. Unwanted versions of genes are removed.
B. New genes are generated.
C. Only some species may survive the event.
D. There are short term effects that disappear over time.

Through the inquiry-based activity in the review part, students will understand that
B. Establishing a
purpose for the species adapt/evolve to survive in their specific habitats. This is the point of view of
lesson Darwin.

Show students the video Evolving Ideas: Who Was Charles Darwin?. In this brief portrait,
C. Presenting
students will discover how Charles Darwin's upbringing, curiosity, and passion for natural
examples/instances
history, his voyage on the Beagle, and his reliance on scientific process led to the
of the new lesson
publication of his book On the Origin of Species by Means of Natural Selection.
1. Began a discussion by telling the class that all dog breeds are descended from
wolves and asking the class “If you had a bunch of wolves and wanted a
Chihuahua, how would you create one?” In groups, students discussed the
question. The teacher moves from group to group, eliciting answers from
randomly selected students. Possible answers from students are:

Chihuahuas can be bred from wolves by selectively breeding small wolves with short
faces and wiry tan hair for many generations.
Raising wolves in a warm environment so they will not need heavy fur and providing
them with plenty of food so the wolves become less aggressive and develop smaller
teeth. (Revealing the misconceptions that environment causes individuals and traits
D. Discussing new
evolve from use or disuse).
concepts and
2. Introduce the main activity by talking about Darwin’s voyage to the Galapagos
practicing new skills
Islands in 1831-1836: When Darwin arrived at the Galapagos, he found finches
#1
with small-sized beaks that fed mostly on insects living on Santa Maria Island;
finches with large-sized beaks that fed mostly on hard seeds on Pinta Island;
and finches with medium sized beaks that fed mostly on fruits on San Cristobal
Island.
3. Next, have students look at the pictures of finches and ask:
(a) What finch eats which food? and
(b) Why do you think the beak sizes and shapes are specific to one island?.
Looking at the photos and making the connection between food source,
adaptation (beaks size), students come to realize that over time species adapt
to survive.
E. Discussing new
concepts and
practicing new skills
#2
F. Developing 1. The teacher asks students: What would happen if a volcanic eruption occurred
mastery (Leads to and hard seeds became the only available food on Isabella Island (finches with
Assessment 3) large-sized beak are the only ones that can survive)?.
2. Then, teacher tells students that several finches moved to neighboring islands
looking for new food.
3. The Teacher can also ask students what type of finches will survive on each
island (the majority of finches on Pinta Island will have a large-sized beak, the
majority of finches on San Cristobal Island will have a medium-sized beak, and
the majority of finches on Santa Maria Island will have a small-sized beak).
4. Teacher asks students to compare the distribution of finches on Pinta, San
Cristobal and Santa Maria islands after the volcanic eruption, with what Darwin
found (the finch populations are exactly the same). This question is leading
students back to the concept that if there is huge disruption in an organism’s
habitat, that the species who survive do so because they possess an adaptation
that enhances survival. Of the finches that moved San Cristobal Island, only
those with a medium-sized beak will survive because their beaks are best
adapted to the food available on the island - fruit. Of the finches that moved to
Santa Maria Island, only those with a small-sized beak will survive because their
beak is suited to eating insects, the predominant food on the island. Finches
that moved to Pinta Island would thrive if they had large-sized beaks, which are
best suited to eating the hard seeds found on Pinta Island. Teacher asks
students to predict the relationships among the different types of finches.
5. Why do you think that beak-size changed?

A very serious application of evolution is happening to antibiotic resistant bacteria. The

purpose of this extension activity is to heighten student awareness about an
G. Finding practical increasingly serious health problem our society is facing now and into the future that is
applications of evolution in action. A driving question guiding this discussion is: What does natural
concepts and skills selection predict about the evolution of antibiotic resistance in E. coli?
in daily living
KEY CONCEPT TO EMPHASIZE:
 The more popular Theory of Evolution proposed by Charles Darwin based on
H. Making natural selection is different from the theories of Lamarck. According to Darwin,
generalizations and giraffe species originally had varying neck lengths but natural selection favored
abstraction about the survival of giraffes with longer necks that could feed on taller trees that
the were available. Giraffes with short neck were eliminated due to lack of
lesson accessible food supply.
Formative Assessment:

1. Charles Darwin was best known in the 19th century for:

a) creating the idea of evolution
b) creating the idea of uniformitarianism
c) making the idea of evolution acceptable for scientists and the educated
general public
d) all of the above
2. One key feature of Darwin's theory of natural selection was that
I. Evaluate learning A. members of the same species show variability within a population.
 B. only some species are able to change over time.
C. the structure of every species is based on a model, ideal form.
D. there is no possibility that species change over time.
3. Why was Darwin's contribution to the theory of evolution so important?
A. Darwin was able to prove to the public that the Fixity of Species concept was
not correct.
B. Darwin was able to put his research and observations into a basic model that
the public would understand.
C. Darwin was able to travel to places no one had ever seen before and document
the organisms that lived there.
D. Darwin was the first person to propose the idea of evolution and the first to
publish a paper on the topic.

J. Additional activities
for
application or
remediation
Draw the evolution of giraffes as described by Darwin. Write a brief story about it.
V. ASSIGNMENT

VI. REMARKS

VII. REFLECTION

Grade Level/ Section Curie Copernicus Bell

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 work 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 can
share with other
teachers?

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