Republic of the Philippines

Department of Education
REGION VIII – EASTERN VISAYAS
DIVISION OF SOUTHERN LEYTE
SAN JUAN NATIONAL HIGH SCHOOL
San Juan, Southern Leyte

DAILY LESSON PLAN (DLP)

Subject: SCIENCE 10
School San Juan National High School Grade Level Grade 10
Teacher ANAFLOR C. PAGPAGUITAN Learning Area SCIENCE
Time and Date January 30, 2025 (8:15-9:00 A.M.) -Mars Quarter THIRD Quarter
(10:00-10:45 A.M.)- Earth
I. OBJECTIVES
A. Grade Level Standard Content Standard:
How evolution through natural selection can result biodiversity

Performance Standard:
Write an essay on the importance of adaptation as a mechanism fo
survival of a species
B. Learning competencies/objectives. Explain the occurrence of evolution (S10LT-lllf-40)
(MELC)
Subtasks:

At the end of the lessons, the students are able to:

 Explain the concept of evolution and its occurrence through na
selection.
 Appreciate the significance of evolution in understanding biodive
and the interconnectedness of species.
 Manipulate models of Darwin's finches to identify and analyze
observed patterns of evolution.
2. CONTENT EVOLUTION THROUGH NATURAL SELECTION
3. LEARNING RESOURCES
1. REFERENCES K to 12 Basic Education Program Learning Modules for Science 10
 Teacher’s Guide
 Learner’s Material Grade 10 Science Learner’s Module
 Textbooks
 Others
2. OTHER LEARNING Internet
RESOURCES
3. VALUES INTEGRATION Appreciate the significance of evolution in understanding biodiversity an
interconnectedness of species.
4. SUBJECTS INTEGRATION ICT, BIOLOGY, MAPEH AND HISTORY
5. TEACHING STRATEGIES Constructivist Teaching, Learner-Centered Approach, Active Lear
Higher-Order Thinking, Formative Assessment
2. PROCEDURES
PRELIMINARIES A. Elicit
 Prayer
 Checking of Attendance
 Classroom Management
 -Giving of classroom rules: ANNE

A - Act Respectfully
Respect each other, the teacher, and the classroom environment. Listen
 when someone is speaking, and treat others with kindness.

N - Never Disrupt
Stay focused on the task at hand, avoid distractions, and contribute
positively to class discussions.

N - Nurture Learning
Engage actively in lessons, ask questions, and help create a supportive a
collaborative learning environment.

E - Exhibit Responsibility
Be punctual, prepared, and accountable for your work. Follow instructio
and take responsibility for your actions.

- instruct the students to understand the meaning of your hand signals.

REVIEWING PREVIOUS LESSON Questions:

 What was our previous topic?
 What is Evolution?
 State the difference between Homologous and Analogous structure
A. ESTABLISHING A PURPOSE
FOR THE LESSON B. Engage: Fill in the Evolutionary Gaps!
In this engagement activity, students will complete sentences or paragr
related to evolution by filling in the missing words. This encourages the
recall and apply key terms and concepts they’ve learned.

1. _H E_R_ 2. S_ _C_ _ S

3.CH_ _L_ S _ AR_ I_ 4. S_ _ _ _ _ _ _ T

 Questions:
o What observations or insights can you share about our top
What stood out to you the most?
o How can you use the examples in the activity to explain w
some species survive while others don’t?
o What insights or connections did you make while complet
the activity?

Let the students read the objectives:

At the end of the lessons, the students are able to:
 Explain the concept of evolution and its occurrence through na
selection.
 Appreciate the significance of evolution in understanding biodive
and the interconnectedness of species.
 Students will manipulate models of Darwin's finches to identify
analyze the observed patterns of evolution.
B. PRESENTING Explore: "Survival of the Fittest: Quick Selection Game"
EXAMPLES/INSTANCES OF Activity Title: Explain the concept of evolution and its occurrence thr
THE NEW LESSON natural selection.

Mechanics: In this activity, each student will choose a trait card from two
Favorable Traits (fast, strong, adaptable, camouflage, sharp v
resourceful) and Unfavorable Traits (slow, weak, clumsy, noticeable,
vision, wasteful). Once the trait is chosen, announce an environm
challenge, such as "The environment is changing rapidly, and only those
are adaptable and quick can survive." Students with favorable traits
"survive" and remain standing, while those with unfavorable traits will
survive" and sit down. Afterward, quickly discuss how the traits contribut
survival in the challenge, linking it to the concept of natural selection.

Level 1: “The forest is getting darker; only animals with sharp vision
survive.”

1. Owls- Favorable Traits

 2. Sloths- Unfavorable Traits

3. Chameleons- Favorable Traits

Level 2: “Predators are hunting; animals with camouflage or speed ha

better chance to live.”

4. Leaf-Tailed Geckos- Favorable Traits

5. Arctic Foxes- Favorable Traits

Guide Questions:
a) “What does this activity tell us about how evolution works
b) “Why do organisms with favorable traits tend to survive
reproduce?”
C. DISCUSSING NEW CONCEPTS & Discussion Proper: The teacher will use a PowerPoint presentation to di
PRACTICING NEW SKILLS the topic and present a short video clip for more understanding. W
discussing the topic the teacher will ask different questions in order to dev
the student higher order thinking skills and to help the student to explai
concept of evolution and its occurrence through natural selection. Appre
the significance of evolution in understanding biodiversity and
interconnectedness of species.

EVOLUTION

Merriam-Webster defines evolution as "the process by which

species or populations of living things develop from pre-existing forms thr
successive generations. Our planet's biodiversity is huge and extensive
evolution is a major biological theory that was proposed in order to ex
how there seems to be infinite variations for all the organisms on Earth.

HOW THE THEORY OF EVOLUTION ITSELF EVOLVED

Humans have been trying to explain the origin of our world sinc
beginning of time. Each culture and religion have its own creation myth,
depicted below:
 Christianity, Judaism, and Islam have the Genesis story
 Hinduism has Brahma creating the universe from himself
 The Greeks with their tales about Gaea, the Titans, and the Olymp
 Japan's Izanagi and Izanami

There's even the story of Noah's Ark, which church leaders looked
explaining why some species are still on Earth, and why some have vanish

It was the Greeks who first wrote down their ideas, with the philosop
Anaximander and Empedocles. Anaximander proposed that animals c
transform from one kind to another; Empedocles on the other hand though
animals were combinations of different parts.

But it was only around the 18th century that these ideas
were again revisited due to the intellectual movement of The
Enlightenment. This era emphasized that through using
human reasoning, the world can be improved. French
philosopher and biologist Pierre-Louis Moreau de
Maupertuis had his theory of origins, which proposed
spontaneous generation (living things developing from
nonliving) and extinction (the dying out of species).

Another Frenchman, naturalist Georges-L

Leclerc considered but ultimately rejected the ide
several species having a common ancestor. He believ
the idea of spontaneous generation from organic molec

Charles Darwin's own grandfather Erasmus Darwin published his

speculations on evolution in his book Zoonomia. Swedish botanist Ca
Linnaeus observed that there was variation among species and used th
create his taxonomy, a classification system we still use for organisms.

Erasmus Darwin Carolus Linnaeus

The 18th century showed that scientific minds were examining and obse
how organisms came to be, and why there is variation. But these were
ideas, more on origin; actual theories on evolution only came about durin
19th century.

THE THEORY OF INHERITANCE OF ACQUI

CHARACTERISTICS OF LAMARCKISM
 In 1801, French naturalist Jean-Baptiste de M
chevalier de Lamarck presented his theory
evolution: he proposed that organisms evolve thr
time, from being lower forms to higher be
Characteristics that are needed are used often and
will be passed on to the next generations; those dis
will eventually be forgotten and not passed. This
Lamarck's theory on inheritance of acq
characteristics.

He used the following examples to prove his theory:

 Elephant trunks - believed elephants used to have short trunks

since they could not reach water nor food with these short tru
elephants then felt the need to stretch their trunks. As the lo
trunks were needed for use, this trait was then inherited by the
generations.

 Human body parts - Lamarck also pointed out that body parts
are no longer used or needed are disappearing, like the appe
Eventually, people will be born without these body parts.

 Giraffe necks -Just like with elephants, he believed giraffes h

stretch their originally short neck in order to reach food. Then the
generations inherited these long necks.

THE THEORY OF EVOLUTION BY NATURAL SELECTION

Charles Darwin, a 19th century En

naturalist, proposed in his book On the Orig
Species that organisms evolve through na
selection. He published his findings from
five-year travel through the flora, fauna,
fossils he observed in South America, Aust
and the south of Africa. He argued that organ
change over time to adapt to environm
changes, and that the physical and behav
traits that best ensure survival will be the
inherited by the next generation. The p
"survival of the fittest" best sums up natural selection.

The theory of evolution relies on the idea of interrelatedness of spe

It also relies on the premise that there should be genetic variation (differe
in the genes) in the physical characteristics of a species.
 Those in the population that barely adapt to their environment are
likely to survive and reproduce, so the likelihood of these "w
genes being passed down are low.

 Those in the population that have the favored traits know ho

survive, can adapt, know how to find food, can avoid predators
resist disease - are the ones most likely to survive, reproduce, and
pass on these strong genes to the next generation.
 As those with the favored traits live on, reproducing and surviving
species will gradually evolve over each succeeding generation.

Darwin saw patterns, and provided these examples to support his theo

One of the giant sloths, now in the Natural History Museum, Londo

1. Fossil bones from large extinct animals in Argentina-Da

discovered the remains of what seemed to be giant sloths, an ex
horse, an extinct camel, and what looked to be an armadillo. He
seen the modern counterparts of these fossils, and these fossil find
helped develop his ideas on evolution.

2. Galapagos Islands observations on finches-When his travels

him to the islands of Ecuador, Darwin observed 13 species of fin
He concluded that one finch species was the original, coming
South America. Different species emerged throughout the
generations, accumulating and then retaining advantageous traits
is a variation in the beaks of the finches according to their diet.
process of one common ancestor evolving to multiple forms in
to adapt to a diverse environment and its sources is now c
adaptive radiation.

Darwin's Finches
Source:https://

terrytao.wordpress.com/2007/07/19/darwins-finches-and-introgressive-
hybridisation/

Darwin's observations on the beaks of the finches according to their

included the following:
 Slender beaks for catching small insects with wings
 Curved parrot-like beaks for crushing nuts or on insects like beetle
 Strong beaks that pick up sticks to poke insects from trees
 Long straight beaks for getting nectar out of flowers Blunt beak
crushing seeds
Darwin's theory of natural selection initially could not explain the orig
transmission of variations within species. The gaps in his theory were
clarified when Gregor Mendel's work on genetics became widely recogniz
the 1900s. Mendel's experiments with garden peas revealed that trait
inherited in pairs, with one trait coming from each parent. He also discov
that some traits are more likely to appear because they are controlle
dominant genes.

Gregor Mendel Pea Plant

Mendel's work on pea plants earned him the title "Father of Genetics"
provided more evidence for the theory of evolution. He observed seven
in his monastery's garden peas, as seen above: flower color, plant height,
color, seed shape, pod color, pod shape, and flower position. He found
some traits were stronger (dominant) than others (recessive).

WEISMANN AND THE GERM PLASM THEORY/NEO-DARWINISM

German biologist August Weismann supported

natural selection and developed the Germ Plasm
Theory, dividing body tissues into germplasm
(reproductive cells producing gametes) and
somatoplasm (non-reproductive cells). He concluded
that only germplasm is responsible for reproduction
and the transmission of traits to the next generation.
Weismann also rejected the inheritance of acquired
characteristics, asserting that evolution occurs solely
through natural selection. August Weism

His ideas became known as neo-Darwinism.

 Dutch botanist Hugo de Vries came up with his
own theory after Mendelian genetics was rediscovered
in the 1900s. de Vries mutationism opposed natural
selection, as according to him, new species spring up
from spontaneous gene alterations in the defining traits
of organisms. He was the one who first coined the term
mutations. Hugo de Vr
Due to the sudden occurrence of these mutations, the variety of cha
that happen in each generation are random. Mutationism was oppose
naturalists.

Hugo de Vries conducted experiments on the evening primrose plant

plant was self-pollinated, and the succeeding generations appeared to be
species. Hugo de Vries suggested from his experiments that new typ
inherited characteristics may appear suddenly.

COMBINING GENETICS AND DARWIN: THE SYNTHETIC THEORY

EVOLUTION

In 1938, Ukrainian-American naturalist Theodosius Dobshansky published

book Genetics and the Origin of Species.

Dobzhansky, along with other scientists like Ernst Mayr, Julian Huxley. Ge
Gaylord Simpson, and George Ledyard Stebbins, combined the principles
genetics with Darwin's natural selection.

This unification Inter became known as the synthetic theory of evolution

D.DEVELOPING MASTERY/ Activity Title: "Biodiversity Web: Connecting Species"

FINDING PRACTICAL
APPLICATIONS OF CONCEPTS Objective: Appreciate the significance of evolution in understan
biodiversity and the interconnectedness of species.

Mechanics: Provide students with a simple diagram of a biodiversity

showing different species (e.g., plants, animals, microorganisms) and
relationships.
 1.
Answer: Plants need sunligh
perform photosynthesis, w
produces the energy they nee
grow, and they are essentia
organisms as they provide ox
and food for other living beings.

2.

D. MAKING GENERALIZATIONS Students will answer the following questions and share it into
& ABSTRACTIONS ABOUT class:
THE LESSON 1. How are the different species in the biodiversity web connecte
each other? Can you identify any direct relationships between spe
species?
- The species in the biodiversity web are connected through fee
relationships, where predators depend on prey, and plants provide
and shelter for herbivores and other animals.

2. What would happen to the biodiversity web if one species

removed or became extinct? How would this affect the other sp
in the web?
- If one species were removed or became extinct, it would disrupt
balance of the web, potentially causing other species to overpopula
face scarcity, affecting the entire ecosystem.

E. EVALUATING LEARNING Multiple Choice Evaluation Items

Instructions: Choose the correct answer that best explains the conce
evolution and its occurrence through natural selection.

1. Which of the following best defines evolution?

a) The process by which species remain unchanged over time

b) The process by which new species develop from pre-existing
species through gradual changes
c) The sudden appearance of new species without any gradual chan
d) The theory that all species were created at the same time and ne
change

2. What is natural selection?

a) The process by which organisms are randomly selected to surviv

b) The survival and reproduction of organisms with traits best suite
their environment
c) The creation of new species through genetic mutation alone
 d) The elimination of all traits that do not improve survival

3. How does genetic variation play a role in natural selection?

a) It helps organisms adapt by making all members of a species

identical
b) It allows some organisms to have advantageous traits that impro
survival
c) It makes all individuals in a population equally suited to their
environment
d) It has no role in the process of evolution or survival

4. Which of the following is an example of natural selection?

a) A giraffe's neck becoming longer because it stretches to reach fo

b) A species of birds developing stronger wings to fly faster
c) A plant's roots growing deeper because the soil is drier
d) A population of moths changing color to better blend with tree b

5. What would happen if a species could not adapt to changes i

environment?

a) It would eventually thrive and increase in population

b) It would face challenges in survival and might eventually becom
extinct
c) It would evolve into an entirely different species in one generati
d) It would not affect the species' ability to survive in the long term

Answer Key:
1. b) The process by which new species develop from pre-exi
species through gradual changes
2. b) The survival and reproduction of organisms with traits best suit
their environment
3. b) It allows some organisms to have advantageous traits that imp
survival
4. d) A population of moths changing color to better blend with tree b
5. b) It would face challenges in survival and might eventually bec
extinct

a. ADDITIONAL ACTIVITIES FOR Assignment: "Tracing Patterns of Evolution: Darwin'sFinches"

APPLICATION OR
REMEDIATION Objective: Students will manipulate
models of Darwin's finches to identify and
analyze the observed patterns of
evolution.

Provide a diagram showing

variations in finch beaks and their
corresponding diets.
Students will:

 Identify patterns in the finches'

 beak shapes.
 Match the beak shapes to the types of food they consume (
seeds, insects). (5pts)

Answer the following questions. Use a separate sheet of paper.

1. Which species has a beak that pulls insects hidden in tree barks?
2. Which species pick up seeds from the ground?
3. Which species get nectar from cactus plants?
4. Which species are fruit eaters?
5. What can you infer about the diets of the large-billed finches?
6. What can you infer about the diets of the smaller billed finches?
7-8. Darwin took note of the variety of beak sizes and shapes of
finches. What was his prediction for these changes? From where
how did they come about?
9-10. Supposing a weather change happened, and the amoun
vegetation available to the finches was altered. What could be
consequences? How will a weather change affect the diet and popula
of finches in the Galapagos?

Total Points: 15pts

3. REMARKS
4. 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 caught up with the
lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared By: ANAFLOR C. PAGPAGUITAN

 MARO JEAN Z. AMISCUA
Checked By:

Observed By:

Prepared by: Checked by:

Anaflor C. Pagpaguitan Mrs. Maro Jean Z. Amiscua

Intern Teacher Cooperating Teacher