DETAILED LESSON PLAN
School Abuyog National High School Grade Level 10
Learning Area Science Quarter 3
Date February 21, 2023, Tuesday Time 9:45 am- 10:45 am
I. OBJECTIVES
A. Content The learners demonstrate an understanding of the organisms as having feedback
Standard mechanisms, which are coordinated by the nervous and endocrine systems.
B. Performance
Standard
C. Learning The learners should be able to explain the role of hormones involved in the female and
Competency male reproductive systems (S10LT - IIIb -34)
D. Specific At the end of this lesson, 75% of the students should be able to:
Learning 1. Identify the basic parts of the neurons
Objectives 2. Trace how information travel in the neuron system; and,
3. Cite ways on how to keep your neurons healthy.
II. CONTENT The Nerve Cell/ The Neurons
III. LEARNING
RESOURCES
A. References 1. Curriculum Guide: p. 190-191
2. Most Essential Learning Competency: p. 529-530
3. Teacher’s Guide: p. 168- 175
4. Learner’s Material: 232- 239
5. Other Learning Resources:
•
B. Learning Quantity Unit Materials and Description
Materials 1 Set Television
1 Piece Laptop and HDMI
1 Piece Speaker *music
1 Piece Laser pointer/ Controller
7 Sheets Diagram on the Basic Parts of Neurons
1 Piece Visual Aid on the Basic Parts of Neurons
10 Pieces Strips of Stimuli
1 Piece Visual Aid on the Graphic Organizer for Part 2
1 Piece White Board Marker/Chalk
C. Strategy Inquiry Guided Instruction, Lesson Objective Transparency, and Collaborative
Learning, Gamified Instruction, and Differentiated Instruction.
D. Scientific Skills 1. Identifying the basic parts of the neurons
2. Tracing how information travel in the neuron system; and,
3. Citing ways on how to keep our neurons healthy.
E. Science Ideas 1. The basic parts of the neurons are the dendrites, cell body, and the axon.
2. Information travels in the nervous system through the neurons that transmits
impulse. The sense organ receives the message, and the information is sent by the
sensory neurons to the brain. The brain then processes the information and send a
response through the motor neurons, organ, gland or muscle.
3 We can keep our neurons healthy by means of doing brain training games/activities
specifically puzzle games, vocabulary games, trivia games, math tricks, and much more.
On the other hand lifestyle and habits can make our neurons healthy be means of
getting enough sleep and rest, eating healthy balance diet, exercising regularly,
meditating, and much more.
E. Values Self-reliance, Self-Awareness, Rationality, and Health Consciousness
Integration
IV. PROCEDURES Teacher’s Activity Learner’s Activity
Preliminaries Good morning class! Good morning, Sir!
(3 minutes)
(Teacher asks the student to lead the (Student will lead the prayer)
prayer)
(Checking of attendance) (Class monitor will dictate the student/s
Class monitor, who is absent today? who is/are not around, including their
reasons.)
Please pick up the pieces of paper around (Students pick up the pieces of paper.)
you or under your chair.
How are you? How was your day so far? (Student answers may vary)
A. Elicit What makes it possible for the nervous
(2 minutes) system to control the function of the organs Answers may vary.
and other organ systems?
(The teacher may provide answer if the
students were not able to get the answer.)
That is because of the basic functional unit
of the nervous system which is shown in
this picture.
Photo retrived from:istock
Do you know what this picture is?
Yes sir, that’s a neuron.
That’s great!
Neurons is the basic unit of the nervous
system. Neurons are also called as nerve
cells.
B. Engage But before we go on to our exciting lesson
(3 minutes) about neurons let us first define key terms
that we’ll meet during discussion.
Other terms are included in the PPT
You will learn about the neurons as we go
on with our lesson for today. But before
that, let me present to you first our
objectives for today.
(Teacher will let the students read the
objectives set forth)
C. Explore Let us now begin our activity.
(20 minutes)
(Pre-activity: The teacher will divide the (Students will listen to the direction
class into seven groups and distribute the attentively)
materials.)
Kindly write the members of your group on (Every group will submit their ¼ sheet of
a ¼ sheet of paper and submit it to me. paper indicating the group no., grade level
Assign a group leader, secretaries, note and section and the assigned roles)
taker, timekeeper, reporter, and
contributors.
PART 1: I had already given to you the (Students will listen attentively to the
image/diagram of a generic neuron that direction set forth.)
you should complete as a group. And you
can only answer that by watching the video
about the basic parts of the neuron.
Retrieved from:
[Link]
Based on the video, complete the diagram (Students will listen to the direction set
by filling in the basic parts of the neurons. forth)
I will just give you 2 minutes to do the task.
Anyone from the class, who can share with (A student volunteer will answer in front)
me their answers. I have here in front the
diagram, can you write the parts of the
neuron.
That is very good! The basic parts of the
neurons are the dendrites, cell body, and
the axon.
Let give a round of applause to group no.
____
PART 2: Now that you already knew the
basic parts of the neurons, let us know how
the information travel in the nervous
system by tracing them in the graphic
organizer. But before we can do that, we
will have first a game entitled a nervous
trip. (Students will listen attentively to the
direction set forth)
(Pre-activity: teacher will let the students
move their chairs, will merge groups to
comply with the game, group no 7 will be
distributed to the 3 merged groups and
then organized the group into line, orient
them with positioning)
Procedure:
1. Let us merge Groups 1 and 2, 3,
and 4, 5 and 6. Members of Group
no. 7 will be divided equally to other
groups.
2. Among the member assign
students who will represent the
following parts: BRAIN, ORGAN,
SENSORY NEURONS, AND
MOTOR NEURONS.
3. Have the BRAIN stand at one end
of the classroom and ORGAN at
the other end near the blackboard
4. Let 3 to 4 members representing
SENSORY NEURONS stand and
line up between the “brain” and the
“organ”. And another set of 3-4
members representing MOTOR
NEURONS, will stand line up
facing “sensory neurons”
5. Kindly refer on the illustration for
regarding the positioning.
6. The teacher will pick in a box a card
and show it to the first member of
the group which is the ORGAN.
Each card will depict a situation
affecting an organ.
7. The ORGAN must pass the
message to one SENSORY
NEURON by whispering.
8. Each member who receives the
message must relay it to another
until it reaches the last “sensory
neuron”
9. Let the last person in the “sensory
neuron” group run to the BRAIN to
communicate the message that
was transmitted from the “organ”.
10. The BRAIN must think of a reaction
to the stimulus presented and pass
this response to the MOTOR
NEURONS
11. Each member of the “motor
neuron” group who receives the
response from the brain, must relay
it to another until it reaches the last
person in the group.
12. The ORGAN will receive the
response through the “motor
neurons” and run quickly to the
board to write the response
13. The team with the most acceptable
answer and the shortest time of trip
will win the game.
Are there any clarifications from the class?
If none, let’s proceed.
(The teacher will facilitate the game) (The students will do the game)
Congratulations to the winning group.! You
got the highest points. But don’t worry
because there will be also a point other
team.
Did you enjoy the game? Yes, Sir!
Please go back on your respective seats.
This time I wanted to ask you, through the (Student volunteer will trace and complete
game that we had, who among you class the graphic organizer)
can help me to trace how the information
travel in the neuron?
I have here a graphic organizer, all you
have to do is to arrange. Expected Answer:
Excellent students! Please give a
resounding applause to groups________
I have here a question for you. I will be
calling 1 representative per group and if
you are able to answer you will gain 2
points.
Expected Answer:
1. How does the brain receive the 1. The brain receives the information
information from the receptor? through the sensory neurons that
transmit the message from one
neutron to another.
2. What does the brain do as soon as it 2. As soon as the brain receives the
receives the information? information, it processes the
message and come up with a
response to be sent through the
neurons.
3. How is the message from the brain 3. The message from the brain is
sent in response to the stimuli? relayed by the motor neurons that
transmit message from one neuron
to another going to the effector.
That very good idea, among you learners.
Let us give everyone a round of applause.
PART 3: Now that we already know how (Students will listen to the direction)
the information travel in the neurons. Let
us now cite ways on how to keep our
neurons healthy.
I have here a reading about the ways on
how to keep our neurons healthy. This is a
differentiated activity per group, the
question per group is already indicated on
your reading.
Can I have the group leaders to come here (Group leaders will fall inline and get the
in front for me to distribute the reading. reading material.)
Thank you, group leaders!
Kindly write your answer on a ¼ sheet of
paper. At the back put the name of the
members.
You may now start to read the article; I will
give you time to read and answer. At
exactly _______ we are going to check.
Let us now process your answers, anyone Students answer may vary.
from the class who can cite ways on how According to the mayo clinic and other
to keep a healthy neuron? relevant sources cited on the reading, we
can keep our neurons healthy by means of
doing brain training games/activities
specifically puzzle games, vocabulary
games, trivia games, math tricks, and
much more. On the other hand lifestyle
and habits can make our neurons healthy
be means of getting enough sleep and
rest, eating healthy balance diet,
exercising regularly, meditating, and much
more.
Very good learner. That is indeed a good
answer from your reading.
D. Explain (Processing or checking is already done
(10 minutes) right after every part of the activity)
PART 1: Anyone from the class, who can Expected Answer:
share with me their answers. I have here in
front the diagram, can you write the parts
of the neuron.
That is very good! The basic parts of the
neurons are the dendrites, cell body, and
the axon.
Let give a round of applause to group no.
____
PART 2: Now that you already knew the
basic parts of the neurons, let us know how
the information travel in the neurons. Who
among you class can help me to trace how
the information travel in the neuron?
I have here a graphic organizer, all you
have to do is to arrange.
PART 3: Now that we already know how Students answer may vary.
the information travel in the neurons. Let According to the mayo clinic and other
us now cite ways on how to keep our relevant sources cited on the reading, we
neurons healthy. can keep our neurons healthy by means of
doing brain training games/activities
Anyone from the class who can cite ways specifically puzzle games, vocabulary
on how to keep a healthy neuron? games, trivia games, math tricks, and
much more. On the other hand lifestyle
and habits can make our neurons healthy
be means of getting enough sleep and
rest, eating healthy balance diet,
exercising regularly, meditating, and much
more.
Very good learner. You did a great job.
E. Elaborate A while ago in our nervous system trip you
(10 minutes) been able to make responses out of the
stimuli given. My question is, does the No
organ that will receive the stimuli always
the same with the organ that makes
response?
How did you say so? Student answer may vary.
It is always important to note that the organ
that will be receiving the stimuli may or
may not be the same organ to make the
response from the brain to the motor
neurons.
(The teacher may give example)
In some cases, there could be another part
of the body or muscle that will carry out the
action.
(Students may ask questions)
With that, what is the difference between a
receptor and an effector.
Bottom Line! The major difference
between the receptor and effector of a
nervous system is that a receptor detects
the stimuli and converts them to an
impulse. In contrast, an effector converts
an impulse into action.
Is it clear to you students? Yes, Sir!
Once again, let me present to you our
objectives to check if we achieve our
goals.
Are we able to achieve our objectives for Yes, Sir!
today?
With that, please get a ¼ sheet of paper
and put your name and section.
Kindly submit to me your outputs as well,
for I will be recording your seatwork for
today.
F. Evaluate
(5 minutes)
E. Extend I have a question with you, are you familiar Student response may vary.
(5 minutes) with the word, anesthesia?
Very good!
In your own idea, can you give me the (Student answers may vary)
reason as to why anesthesia enables loss
of sensation to avoid the feeling of pain?
Very good observation. Anesthesia
disrupts the nerve impulse transmission in
the sensory neurons, leading to a
temporary numbness or loss of sensation.
Before we end the class, please all stand
for the closing prayer.
Once again, class, Good Morning! And
enjoy the rest of the day. Godspeed!
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional activities
for remediation.
C. Which of my
teaching strategies
worked well? Why
did these work?
D. What difficulties
did I encounter that
my principal or
supervisor can help
me solve?
E. What innovation
or localized
materials did I
use/discover that I
wish to share with
other teachers?
Prepared by: Checked by:
FRANK JOSEPH G. TISOY JEMAILEEN E. CORNAL
BSEd- Sciences 4A Cooperating Teacher
