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    Lesson Guide in Earth and Life Science I. Objectives: The Process of Evolution

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    JT Saguin

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    Lesson Guide in Earth and Life Science I. Objectives: The Process of Evolution

    Uploaded by

    JT Saguin
    48 views4 pages

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    LC 62.docx

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    48 views4 pages

    Lesson Guide in Earth and Life Science I. Objectives: The Process of Evolution

    Uploaded by

    JT Saguin

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Lesson Guide in Earth and Life Science

    I. OBJECTIVES
    A. Content Standards
    The evidence of evolution

    B. Performance The learners shall be able to design a poster tracing the


    Standards evolutionary changes in a crop plant ( e.g., rice or corn ) that
    occurred through domestication

    At the end of the session, students are expected to:


    C. Learning
    Competencies/
    1. Describe the evidence of evolution (S11/12LT-IVfg-25)
    Objectives
    1.1 EVIDENCE OF EVOLUTION THROUGH FOSSILS
    II. CONTENT THE PROCESS OF EVOLUTION
    III. LEARNING
    RESOURCES
    A. References
    1. Teacher’s Guide
    pages
    2. Learner’s
    Manual pages
    Earth and Life Science by Teresita F. Religioso and Lilia G.
    3. Textbook pages
    Vengco, Phoenix Publishing House, 2016 pages 241-345 –
    4. Additional
    Materials from
    Learning
    Resource (LR)
    portal
    B. Other Learning Powerpoint presentation
    Resources

    IV. PROCEDURES

    Review on the Past lesson which is HOW PLANTS SURVIVE


    (PLANT GROWTH AND DEVELOPMENT)

    Let the students relate the previous topic to the title of todays
    lesson.

    A. Reviewing previous Say somethiong about reflection of the Past


    lesson or presenting
    new lesson
    (REVIEW)
    1. Ask this, How do you think about time?
    Let students raise hands and utter their view.
    2. Let students look at the picture/poster on the board
    After 2 mins ask what are their reactions on the poster

    B. Establishing a
    purpose of the
    lesson
    (MOTIVATION)

    Fossil Remains
    The evidence of past life is registered in
    fossils, preserved between layers of
    sedimentary rocks deposited one on top of
    another through geological eras. An analysis
    of fossils helps determine their age. Through
    studies of fossil populations, it is possible to
    learn about the structure of old communities,
    the reason given species became
    extinct, and how animals and
    plants evolved over time

    C. Presenting
    examples/instances
    of the new lesson
    D. (PRE-ACTIVITY

    Group the students into 5


    assig a moderator and
    allow students to explore
    the pictures and give their
    interpretation of these two
    pictures

    E. Discussing new Present the subject on THE PROCESS OF EVOLUTION


    concepts and
    practicing new skills 1. Discuss Time Scale.
    1 2. Development of Life According to Eras.
    (ACTIVITY PROPER) 3. Early Beliefs, Confounding Discoveries
    4. Fossils
    F. Discussing new
    concepts and Analysis of Theories, Concepts and Principles
    practicing new skills 1.Discussion of the read theories presented in the lesson.
    2
    (DEEPENING)

    Group Activity:
    Divide the class into three (3) groups. Cite at least one Era that
    captures their curiosity and explain and present in front of the
    class.. Make a table or illustration
    G. Developing mastery Table 1 (Suggest a title for this table)
    (POST-ACTIVITY)

    H. Finding practical
    applications of Incorporate the value of appreciation of Life
    concepts and skills
    in daily living
    (APPLICATION)
    I. Making
    generalizations and Based on the objectives stated previously, ask the following
    abstractions about questions:
    the lesson 1.
    (GENERALIZATION)

    Essay Question:

    Choose one question and answer briefly.


    1 What are new theories proposed by researchers
    about the evolution of the natural world.
    2. Expalin Darwins theory of evolution.
    3 Explain Palezoic Era
    4. Expalin the Mezosoic Era.
    5.Explain alfred Wallace Distributiobn of Animals

    J. Evaluating learning .
    (ASSESSMENT)
    Rubrics:

    (5 points) Exceptional – student responses far exceed what is


    expected
    (4 points) Excellent – information is factually accurate and offers
    extra supporting facts.
    (3 points) Good – The student somewhat responds beyond the
    basic level of the question to provide supporting details and or
    interpretation.
    (2 points) Fair – student responses, although somewhat correct,
    are lacking in relevant details and supporting examples and or
    interpretation.
    (1 point) Not Mastered - student responses are largely incorrect.

    K. Additional activities Bring Different pictures of animals that evolve through time
    for application or
    remediation
    (REMEDIAL)

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