SCHOOL HULO INTEGRATED SCHOOL GRADE LEVEL GRADE 10

TEACHER MARC ELLYSSE DV. LIQUIRAN LEARNING AREA SCIENCE

Date: OCTOBER 19, 2023

DATE, TIME AND
SECTION (Thursday) QUARTER FIRST QUARTER
GRADE 9 – MOLINA – 08:10 – 09:00
DETAILED LESSON PLAN

I. OBJECTIVES
The learners demonstrate understanding how changes in the environment may
A. Content Standards
affect species extinction.
The learners should be able to make a multimedia presentation of a timeline of
B. Performance Standards
extinction of representative microorganisms, plants, and animals

C. Learning Competencies/ Learning Competency:

Objectives 1. Relate species extinction to the failure of populations of organisms to adapt
Write the LC code for each to abrupt changes in the environment. (S9LT-Ig-j-31)
II. CONTENT
A. Topic CONVECTION CURRENT
At the end of the lesson, the learners will be able to:
1.) Explain how natural and human factors can contribute to biodiversity
crisis and species extinction.
B. Specific Objectives 2.) Describe how changes in the environment can affect species
extinction.
3.) Distinguish environmental changes that may result in the loss of the
species.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
Science Learner’s Material 10, pp. 280-293
pages
3. Textbook pages
4. Additional Materials from
Balocating, LZ. 2020. Science 10 Alternative Delivery Mode (ADM) Module Quarter 4 – Module 4:
Learning Resource (LR)
Earth’s Mechanism First Edition. Department of Education. Philippines
portal
activity sheet, colored ice cube, clear drinking glass, balloon, ice, empty bottle, bowl, how water,
5. Other Learning Materials
Manila paper, marker, television
IV. PROCEDURES

EXPLORE Review of the Previous Lesson

GROUP TASK: Activity 1: Spill the T.E.E. (Threatened, Endangered &

Extinct)
- In the form of Game KNB? Each group will have to choose a
representative for their group. Each representative will have to
answer the given question flashed on the screen. For every correct
answer the group will receive additional points on their group task
later.
- The learner who answers first correctly can have the power to choose
whether to change the representative of the other groups.
- Each representative will have to identify whether the given photo is
considered THREATENED, ENDANGERED & EXTINCT

Photos and situation to Identify:

1.
 Guide Questions:
Based on the previous activity, the learners will answer the following
questions orally:
1. What do you think causes these animals or plants to go extinct?
2. What makes their life endangered or what threatened them to go
extinct?
3. Are these reasons or action human induced or natural phenomena?

The learners will be asked to read the lesson objectives:

1.) Explain how natural and human factors can contribute to biodiversity
crisis and species extinction.
2.) Describe how changes in the environment can affect species
extinction.
3.) Distinguish environmental changes that may result in the loss of the
species.
ACTIVITY 2: WHICH IS WHICH
1. The learners will now have to distinguish whether the given photo
is Human-Induced or Natural Causes.
2. Causes of species extinction will be describe briefly.
3. Learners will have to choose their answer from word pool below.

Climate Change
Volcanic eruptions
Land Development
Acid precipitation
Diseases/ Epidemic
Invasive Species
DEVELOP Deforestation
Destruction of Coastal Resources
Typhoon
Wildlife Depletion
Air pollution
Biological Magnification
Eutrophication

Guide Questions:
1. Which word/s is still unfamiliar to you?
2. Are there any situations that you had recently encountered? If yes
please explain further
COLLABORATE GROUP TASK: ARTE MO!
Instructions: Learners are now given topic for each group that relates to
local and global environmental issues that contributed to species extinction.
Each group will have to present a role play, a short skit or a short
demonstration that portrays their given topic.

Topics are as follow:

 Deforestation: Illegal logging & Conversion of agricultural lands
 Wild life depletion
 Water pollution: Eutrophication
 Destruction of Coastal Resources
 Air pollution: Global Warming
 Guide Questions:
1. How does the environmental issue occur?
2. How does it affect our lives?
3. How can it contribute to the extinction of species?
4. Is there a way to stop or at least mitigate the issue. If yes, how?

Rubrics for the Differentiated Activities:

Criteria Excellent Satisfactory Fair Needs

(4) (3) (2) Improvement
(1)
Presentation Thoroughly and Somewhat Fair enough in Lacking in
Completely thoroughly discussing the substance
presented and presented and assigned topic with
discussed the discussed the demonstration and
assigned topic with assigned topic illustrative
demonstration and with demonstration examples
applicable and illustrative
illustrative examples
examples
Comprehensibility Possess mastery in Somewhat good in Fair enough Weak
discussing the discussing the
assigned topic so assigned topic
that everybody is
engaged and
actively
participating
Workmanship Very creative in Somewhat Fair enough Uninteresting
presenting and creative in
making presenting the
the topic very assigned
interesting
Promptness Finished in allotted Almost everything Finished in allotted Didn’t finish the
time including is covered in time but no time for topics in allotted
answers to allotted time answers to time so no time
questions and including questions and for answers to
clarifications answers to clarifications questions and
questions and clarifications
clarifications
*note that the learners are also given the same rubric. Each group will also have to give scores to the other
groups.

APPLY ACTIVITY: PART OF THIS WORLD

- at this point learners will have to select from the given collage a
certain cause of species extinction. They will have to briefly describe
how does it contributes with the extinction of life.
- After of which the learner will then have to put the word in the correct
category whether it is human- induced of natural cause.

THE BIG PICTURE

- As continuation of the activity above, a big picture that depicts the
topic will be revealed after the learners peel of the words.
- Learners will have to answer the following guide questions

Guide Questions
- What does the picture tells us?
- How can you relate the characters from one another?
- Is it wrong for humans to strive for progress and success? Up
to what extent?
ASSESS Instruction: Identify what is being described in each item. Write the letter of
the correct answer on your whiteboard.
1. What is a direct result of overexploitation of a species for commercial
purposes?
A. Habitat destruction
B. Pollution
C. Poaching
D. Climate change

2. Which could be a probable cause of increase in the population of

preys in an environment?
A. destruction of prey habitats
B. lower birth rate than death rate of preys
C. calamities and rampant spread of diseases
D. decrease in the population of their predators

3. How does habitat degradation cause extinction of species?

A. It kills acid intolerant species.
B. It leads to spread of diseases that exterminate species.
C. It leads to diminishing resources which increases competition
among species.
D. It leads to existence of shallow gene pools that promote massive
inbreeding.

4. Which of the following is a direct impact of climate change on

biodiversity?
A. Overhunting
B. Habitat destruction
C. Shifts in temperature and precipitation patterns
D. Pollution
 5. What is a primary driver of ocean degradation that negatively impacts
marine species?
A. Oil spills
B. Deforestation
C. Desertification
D. Air pollution
ENRICHMENT ACTIVITIES

TAKE TIME TO REALIZE

(Learners who got a score of 5)

Students will now watch a short clip about the foreign and local issues that
contributes to species extinction.
Students will then be ask by the following Guide Questions.

https://www.youtube.com/watch?v=aTrWtFR_FrQ

Guide Questions
1. Are there any situations that you had recently encountered? If yes
please explain further
2. Are they all human induced or natural in origin? Please specify each.
3. Is it wrong for humans to strive for progress and success? Up to
what extent?

READ & ANALYZE

(Learners who got a score of 3 to 4)

Read and analyze the given statements carefully. Choose from the box the
cause of extinction being described in each statement. Write your answer on
a separate sheet of paper.

_______________1. As a consequence of cutting down trees, we

experience soil erosion, floods, and a decrease in wildlife resources.
_______________2. Fishkill usually happens when there is an increase in
the concentration of organic nutrients that comes from garbage and
factories.
_______________3. The numbers of species decrease because of habitat
loss caused by invasion of human to its natural habitat.
_______________4. Cars burn fuel and factories emit harmful gases like
carbon dioxide, nitrogen oxides, and hydrocarbons that contribute to the
increasing temperature within the earth’s surface.
_______________5. Overharvesting, damaged mangrove areas, dynamite
fishing, and muro-ami are the causes of marine life destruction.
_______________6. It is a result of air pollution mostly from factories and
motor vehicles.

THE GREAT IMPACT

 (Learners who got a score of 0 to 2)

Decode the word(s) or phrase that describes the local and global
environmental issues that contribute to species extinction. Use the number
given, and then encode the letter on the space provided per item number.
Write your answer on a separate sheet of paper

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
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?