School: Parañaque National High School Baclaran Grade Level: XI
Teacher: Luzviminda M. Macugay Learning Area: Earth and Life Science
June 23, 2025- June 27, 2025
GRADE 11
DAILY LESSON
LOG
Teaching Dates and
Time: Quarter: 1st QUARTER
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES
N/A N/A The students demonstrate understanding The students demonstrate understanding of
A. Content Standards of the formation of the universe and the the formation of the universe and the solar
solar system. system.
B. Performance Standards
C. Learning Competencies/ Answer the questions correctly Answer the questions correctly Describe the unifying themes in the
Objectives Write the LC code for study of life.
each
II. CONTENT Pre-Test Pre-Test Unifying Themes of Life Unifying Themes of Life
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Curriculum Guide Curriculum Guide
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials for Senior High School General Biology Quipper Study Guide
Learning Resource Portal 1 CG, DepEd
Senior High School General Biology 1
Campbell Biology, 11th Edition CG, DepEd
Learner’s Module for General
Biology 1, DepEd Campbell Biology, 11th Edition
Slide presentation and short video Learner’s Module for General Biology
clips 1, DepEd
Digital video resources
B. Other Learning Resources Test Questionnaire Test Questionnaire
IV. PROCEDURES
Brief review of the characteristics of Quick review: Ask students to recall the
A. Reviewing previous lesson or
life and levels of biological three themes discussed yesterday. (5
presenting the new lesson
organization (5 mins) mins)
Introduce the concept that biology is Explain that today's lesson will focus on
guided by several unifying themes, three more themes: structure-function
B. Establishing a purpose for the such as organization, evolution, and relationship, interaction, and energy &
lesson the flow of energy, which help make matter. (5 mins)
sense of biological complexity. (5
mins)
Show a diagram of a food web, a cell Show images of different organ systems,
structure, and evolution tree to hint ecosystems, and food chains. Ask: What
C. Presenting examples/
at the themes: energy flow, do they have in common? (5 mins)
instances of the new lesson
structure-function, and evolution. (5
mins)
D. Discussing new concepts and 1. Set Pre-Test Objectives 1. Set Pre-Test Objectives Discuss the following unifying themes Discuss:
practicing new skills #1 in biology: 4. Structure and Function
o Clarify that the o Clarify that the pre-test 5. Interaction
pre-test is is diagnostic. 1. Organization 6. Energy and Matter
diagnostic. o Include in the lesson 2. Evolution Provide examples for each (e.g.,
o Include in the plan that this gauges 3. Continuity of Life (DNA mitochondria’s structure and its
lesson plan that students' prior inheritance) function, predator-prey interactions).
this gauges knowledge of unifying (10 mins) (10 mins)
students' prior biological themes.
knowledge of 4. Arrange the Classroom
unifying biological o Organize seating for
themes. minimal distractions.
2. Arrange the Classroom o Ensure sufficient
o Organize seating writing materials or
for minimal device readiness for
distractions. digital tests.
o Ensure sufficient 5. Brief the Students
writing materials o Explain the purpose of
or device the pre-test (not
readiness for graded, for diagnostic
digital tests. use only).
3. Brief the Students o Emphasize honesty and
o Explain the effort for accurate
purpose of the results.
pre-test (not
graded, for
diagnostic use During the Pre-Test
only).
o Emphasize 7. Distribute the Test
honesty and effort o Give clear instructions
for accurate on how to answer
results. (time limit, type of
answers expected).
8. Time the Assessment
During the Pre-Test o Allocate 40-50 minutes
depending on number
5. Distribute the Test of questions.
o Give clear
instructions on
how to answer
(time limit, type of
answers
expected).
6. Time the Assessment
o Allocate 40-50
minutes
depending on
number of
questions.
Group activity: Each group is assigned Think-Pair-Share: Pairs describe a
E. Discussing new concepts and a theme and will create a real-world biological scenario (e.g., coral reefs
practicing new skills #2 example or situation illustrating the or human lungs) and identify which
theme. (10 mins) theme it illustrates. (10 mins)
Mini-poster task: Create a visual Worksheet Activity: Match scenarios
F. Developing mastery
representation of one unifying theme with the correct unifying theme. (10
(Leads to Formative
Assessment 3)
using available materials or mins)
sketching. (10 mins)
Ask: How does understanding Ask students to relate a unifying theme
G. Finding practical application
biological organization or energy flow to a personal experience (e.g., digestion
of concepts and skills in daily
living
affect decisions in health or the and energy, COVID-19 and interaction).
environment? (5 mins) (5 mins)
Students answer: "Why do we need Ask: "How do these themes help us
H. Making generalization and
unifying themes in biology?" to understand life better and solve real-
abstractions about the lesson
summarize understanding. (3 mins) world problems?" (5 mins)
I. Evaluating learning The result of the examination will The result of the examination will be Recitation will be recorded as part of Choose the letter of the correct answer.
be recorded and will be used in recorded and will be used in identifying the performance task.
identifying lessons that require lessons that require follow-ups and 1. Which unifying theme in biology
follow-ups and those that will be those that will be considered to be explains why all organisms are
considered to be discussed discussed composed of cells?
A. Continuity of life
B. Organization
C. Energy and matter
D. Evolution
2. Which theme best explains how
birds and bats developed wings
for flight through different
evolutionary paths?
A. Energy and matter
B. Structure and function
C. Evolution
D. Interaction
3. The process by which parents
pass genetic traits to offspring is
explained by which theme?
A. Evolution
B. Interaction
C. Continuity of life
D. Organization
4. The folded inner membrane of
mitochondria increases the
surface area for energy
production. This best illustrates:
A. Structure and function
B. Interaction
C. Evolution
D. Continuity of life
5. Which of the following best
demonstrates the flow of energy
and cycling of matter in an
ecosystem?
A. DNA replication
B. Food chain
C. Cell division
D. Protein synthesis
6. Which unifying theme is
observed when the immune
system responds to bacteria
entering the body?
A. Organization
B. Evolution
C. Continuity of life
D. Interaction
7. Which of the following scenarios
best represents biological
organization?
A. A family passing on blue eyes
B. A plant absorbing sunlight
C. The hierarchy from cells to
tissues to organs
D. Birds migrating due to
temperature changes
8. Which theme is concerned with
how physical characteristics
support biological functions?
A. Energy and matter
B. Structure and function
C. Interaction
D. Organization
9. Why is DNA considered part of
the theme "Continuity of life"?
A. It determines how organisms
interact.
B. It controls how cells are
organized.
C. It stores and transmits genetic
information.
D. It provides energy to the cell.
10. Which unifying theme connects
all living things to a common
ancestor through natural
selection?
A. Continuity of life
B. Evolution
C. Structure and function
D. Energy and matter
Answer Key
1. B
2. C
3. C
4. A
5. B
6. D
7. C
8. B
9. C
10. B
`
V. REMARKS
VI. REFLECTION
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 lessons
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
encountered 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?
Prepared by: Checked by:
Luzviminda M. Macugay NABELLE B. QUINAGON
Teacher III Head Teacher III
