Science Grade 10 Detailed Lesson Plan
I. Objectives
A. Content Standard: At the end of the period, the students should be able to:
Compare homologous, analogous, and vestigial structures and analyze their
significance in evolutionary history; and
B. Performance Standard: Classify homologous, analogous, and vestigial
structures and analyze their significance in evolutionary history; and
C. Learning Competencies: Explain how fossils record, comparative anatomy and
genetic code information provide evidence for evolution. (S10LT-IIIf-39)
II. Subject Matter:
A. Topic: Week 5: Evidences of Evolution
B. Reference: Activity Sheet No. 6- Evidence for Evolution First
Edition, 2021
C. Materials: Visual aids (MP, Pictures and PPT)
D. Values: Appreciation and Patience
III. Learning Task:
Teacher’s Activity Learner’s Activity
Preliminary Activities
Greetings “Good Morning sir!”
Prayers “Let us pray… Amen”
Checking of Attendance “Present Sir”
Classroom Management
“Each on of you should participate in class and
don’t hesitate to say your answers in front of our
class.” “Yes, sir!”
1. ELICIT
“Last meeting, we have discussed about Nervous “Central Nervous System
System. The human nervous system consists of two and Peripheral Nervous
parts, namely: System sir”
Central Nervous System (consists of the brain and
spinal cord) “Yes sir!”
Peripheral Nervous System (includes all the nerves of
the body)”
“For me, fossils are the
remains of things that”
existed thousands of years
At this moment, we will discuss another lesson, but ago.
before we proceed to our proper discussion, I have a
question/s to ask.
“ The remains of dinosaurs
which can be found in
Are you familiar with the term fossils? museums are considered
as fossils”
“Well, that’s good to hear! Now, what can you say
about fossils?” Well said!
2. ENGAGE
The teacher will present a new lesson and introduce The learners will focus on
the topic by providing images showing the evidences the pictures provided and
of evolution. will give their insights and
observation in front of the
class based on the given
questions.
Then the teacher will ask question regarding on the
pictures. Using these pictures of different evidence of
evolution.
2. What do you see in the pictures?
3. What evidence is in the picture?
4. What information can you derive from the picture?
Student answers may vary
depends on prior
knowledge.
“I see different kinds of
evidence of evolution.”
“Fossils found”
“We can identify what have
changed and evolve in
animals and humans from
their ancestors.”
3. EXPLORE
The teacher will divide the into 4 groups and give
each group manila paper to write their answers.
“Fossils are important
They will brainstorm and try to answer the provided because it provides a clear
question: Why are fossils are important? evidence that there has
been an evolution of Life”
After brainstorming, the students will present the data
gathered and will discuss it in front of the class as a
group.
The leader of each group or the representative will
answer the guide questions and present it to the
class.
4. EXPLAIN
The students will listen
attentively and participate,
The teacher will explain through discussion the if necessary, as the
concepts and processes. The teacher will be discussion continue.
presenting images of the fossils, embryology,
biochemistry, and comparative anatomy.
1. FOSSILS RECORDS
Our knowledge on the history of life is based on the fossil
record. Fossils are evidences or any remnants of
organisms that lived a long time ago. For fossils to form,
organisms are buried in sediments like mud, sand or clay
soon after they die. Scientists are now able to search and
study fossil found in these sedimentary rocks.
By studying these fossils, scientists were able to discover
the first prokaryotic cells that lived 3.5 billion years ago.
Subsequently, organisms become more complex, from
simple eukaryotic cells to invertebrate, followed by
vertebrate until the evolution of humans.
Moreover, fossil records show the huge difference of
extinct organisms from the present- day organisms. They
also show the succession of organisms from older to
younger sedimentary rocks. With the use of fossil
records, paleontologists can trace and reconstruct the
transformation of certain specie over a period of time.
These provide a clear evidence that there has been an
evolution of Life.
To determine the approximate age of fossil, scientists
used a variety of method. It includes the following:
Relative dating- It is a technique based on the
geological law of superposition. According to this law,
sedimentary rocks laid closer to the surface is younger
than the layer buried deeper. Using this technique,
scientists can determine the order of appearance and
disappearance of organism. However, this technique can
only determine which fossil is older or younger.
Radioactive dating- It involves the use of radioactive
atoms present in fossils or rocks which gives off radiation
at a constant rate and transform into a different element
until it become stable. Scientists determine the age of
rocks or fossils by comparing the amount of the original
element to the amount of new element formed from
decay.
For example, a fossil contains a radioactive element
Carbon- 14 that decays or breaks down into half its
original amount in 5730 years. If tests show that the fossil
contains equal amounts of the Carbon-14 and the new
element, then the fossil is about 5730 years old.
2. COMPARATIVE ANATOMY
VESTIGIAL STRUCTURES are structures that have
reduced in function in organisms as they adapted to the
changes in their environment. Some structures in some
group of organisms may have lost most or all their
function but in others may still be functional. For
example, appendix is considered vestigial structure to
human but still functional in herbivores; extinct elephant
bird and African ostrich, the flightless birds have vestigial
wing bones; mole- rats and cave fish are sightless
species, but their eyes are still present.
3. COMPARATIVE BIOCHEMISTRY
The most reliable evidence for evolution is the
comparison of DNA and RNA nucleotides among
organisms. Analyses of amino acid in certain protein
molecules like cytochrome C and hemoglobin will
determine how closely related organisms are. Hence, it
will help determine different species are related or not.
Biologists use DNA and RNA sequencing to indicate
Evolutionary relationships among species within the
taxonomic groups. The greater the similarity of DNA and
RNA sequence, the closer the relationship of organisms.
5. ELABORATE
The students will go in
Present few examples of homologous and analogous front of the class and
structures. answer the question. The
questions that will
conclude and serve as the
What is the most accurate evidence of evolution and conclusion of the lesson.
Why do you think this evidence shows support for
evolution?
6. EVALUATE
Determine whether the following statement is True or Key Answers:
False.
1. True
1. Comparative anatomy is the study of the similarities 2. False
and differences in structures of different species. 3. True
(True) 4. True
5. False
2. The wings of bats and birds serve the same
function and are homologous structures. (False)
3. Homologous structures are structures that are
different in related organisms because they were
inherited from a common ancestor. (True)
4. Fossils provide clear evidence that evolution has
occurred. (True)
5. Human hand and alligator forelimb are examples of
analogous structure. (False)
7. EXTEND Learners are expected to
submit the activity in the
Classify whether the following is Analogous next class session.
structure or Homologous structure.
Answer:
1. Homologous Structure
2. Analogous Structure
3. Homologous Structure
4. Analogous Structure
5. Homologous Structure
REMARKS:
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PREPARED BY:
MARK JOHN GALLEGO
Pre-Service Teacher
CHECKED BY:
JARIZA V. BRAVO
Cooperating Teacher
