GRADES 1 TO 12 School LIPA CITY SENIOR HIGH SCHOOL Grade Level 12

DAILY LESSON LOG Teacher EVA G. DIMAANO Learning Area General Biology 2
Teaching Dates and Time July 10-14, 2017 Quarter 3

Session 1-3 (MWF) Session 1-2 (TTh)

I. OBJECTIVES
A. Content Standards The learners demonstrate The learners demonstrate The learners demonstrate The learners demonstrate The learners demonstrate
an understanding of plant an understanding of plant an understanding of plant an understanding of plant an understanding of plant
and animal organ systems and animal organ systems and animal organ systems and animal organ systems and animal organ systems
and their functions and their functions and their functions and their functions and their functions
B. Performance Standards The learners shall be able The learners shall be able The learners shall be able The learners shall be able The learners shall be able
to develop a presentation to develop a presentation to develop a presentation to develop a presentation to develop a presentation
(e.g. role- playing, (e.g. role- playing, (e.g. role- playing, (e.g. role- playing, (e.g. role- playing,
dramatization and other dramatization and other dramatization and other dramatization and other dramatization and other
forms of multimedia) to forms of multimedia) to forms of multimedia) to forms of multimedia) to forms of multimedia) to
show how an organism show how an organism show how an organism show how an organism show how an organism
maintains homeostasis maintains homeostasis maintains homeostasis maintains homeostasis maintains homeostasis
through the interaction through the interaction through the interaction through the interaction through the interaction
of the various organ of the various organ of the various organ of the various organ of the various organ
systems in the body systems in the body systems in the body systems in the body systems in the body
C. Learning Competencies/Objectives The learners compare The learners compare The learners compare The learners compare The learners compare
Write the LC code for each
and contrast the and contrast the and contrast the and contrast the and contrast the
following processes in following processes in following processes in following processes in following processes in
plants and animals: plants and animals: plants and animals: plants and animals: plants and animals:
nutrition, gas exchange, nutrition, gas exchange, nutrition, gas exchange, nutrition, gas exchange, nutrition, gas exchange,
and transport/circulation and transport/circulation and transport/circulation and transport/circulation and transport/circulation
Organismal Biology Organismal Biology Organismal Biology Organismal Biology Organismal Biology
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages

4. Additional Materials from Learning Deped Curriculum Guide for General Biology 2
Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES Session 1-3 (MWF) Session 1-2 (TTh)

A. Reviewing previous lesson or Present the topic outline Present topic outline for Communicate the *A. Present the topic (Continuation of previous
 presenting the new lesson for nutrient procurement gas exchange learning objectives. Tell outline for nutrient lesson)
and processing of human the class that the procurement and Communicate the
transport in animals is processing of human learning objectives. Tell
basically due to the the class that the
circulatory system *B. Present topic outline transport in animals is
for gas exchange basically due to the
circulatory system
B. Establishing a purpose for the lesson Show a figure of the Ask students the Show a model of a human A. Show a figure of the Show a model of a human
human digestive system following questions: heart. human digestive system heart.
then ask a volunteer 1. What else do then ask a volunteer
student to trace the fate organisms need to student to trace the fate
of food as it passes from acquire from the of food as it passes from
mouth to anus environment aside mouth to anus
from nutrition.
2. Ask them what gas is B. Ask students the
considered as a following questions:
metabolic waste 5. What else do
product of cellular organisms need to
metabolism. acquire from the
3. Cite the structures in environment aside
plants and animals from nutrition.
that allow for gas 6. Ask them what gas is
exchange; considered as a
4. Enumerate some metabolic waste
respiratory problems product of cellular
encountered by metabolism.
humans. 7. Cite the structures in
plants and animals
that allow for gas
exchange;
Enumerate some
respiratory problems
encountered by humans.
C. Presenting examples/instances for Demonstrate peristalsis Ask learners the function A. Demonstrate Ask learners the function
the new lesson
by placing a ball inside a of the heart in transport. peristalsis by placing a of the heart in transport.
stocking and squeezing to Ask them the parts of the ball inside a stocking and Ask them the parts of the
move it along heart. squeezing to move it heart.
along

Session 1-3 (MWF) Session 1-2 (TTh)

D. Discussing new concepts and Show a video presentation Discuss gas exchange and Discuss plant transport. A. Show a video Discuss plant transport.
practicing new skills #1
of the human digestive some principles presentation of the
system and the processes influencing it human digestive system
involved in digestion Show a video and the processes
presentation of gas involved in digestion
exchange in plants.
B. Discuss gas exchange
and some principles
influencing it
E. Discussing new concepts and Emphasize the Describe the structures Explain the animal A. Emphasiize the Explain the animal
practicing new skills #2
mechanisms of digestion for gas exchange in circulation mechanisms of digestion circulation
and food processing invertebrates and and food processing
vertebrates
B. Describe the structures
for gas exchange in plants,
invertebrates and
vertebrates
F. Developing mastery Group activity: Ask the Ask the students to draw Ask the students to draw A. Group activity: Ask the Ask the students to draw
(Leads to Formative Assessment 3)
groups to make their own from a visual aid the leaf from a visual aid the groups to make their own from a visual aid the
depiction of the human epidermis showing the parts of a human heart depiction of the human parts of a human heart
digestive system using the stomata. Label the and trace the path of digestive system using the and trace the path of
materials that are brought stomal pore, guard cells, blood materials that are brought blood
to class. Each group will and accessory cells to class. Each group will
have a presentation. have a presentation.
Leaders shall rate each Leaders shall rate each
group performance based group performance based
on the following criteria: on the following criteria:
Understanding of the Understanding of the
topic (3 points); topic (3 points);
Creativity/Resourcefulness Creativity/Resourcefulness
(3 points); Teamwork (3 (3 points); Teamwork (3
points); and Manner of points); and Manner of
presentation (3 points) presentation (3 points)

B. Ask the students to

draw from a visual aid the
leaf epidermis showing
the stomata. Label the
stomal pore, guard cells,
and accessory cells
G. Finding practical applications of Students will use their Students will apply the Students will realize how Students will use their Students will realize how
concepts and skills in daily living
personal experiences in concepts learned in blood is transported to personal experiences in blood is transported to
applying the concepts everyday life the different parts of the applying the concepts the different parts of the
learned. body learned. body
H. Making generalizations and Students will distinguish Ask the students why Ask the students the A. Distinguish between Ask the students the
abstractions about the lesson
between digestion and earthworms come to the technologies related to digestion and absorption. technologies related to
absorption surface after a heavy rain circulatory system, and circulatory system, and
the diseases of the B. Ask the students why the diseases of the
circulatory system. earthworms come to the circulatory system.
surface after a heavy rain
I. Evaluating learning Students’ performance Short quiz about the Short quiz about the A Students’ performance Short quiz about the
will be rated using the topic will be given topic will be given will be rated using the topic will be given
rubric rubric

B. Short quiz about the

topic will be given
J. Additional activities for application
for remediation
V. REMARKS Continuation of previous lesson Class presentation moved to *A Lesson for nutrition and food
this session procurement
*B. Lesson on Gas Exchange

Gas 2 – continuation of last

week’s lesson due to PTA
meeting.

Continuation of previous lesson

VI.REFLECTION
A. No. of learners who earned 80% in
the evaluation. STEM 1 ______________ STEM 1 ______________ STEM 1 ______________ GAS 1 _____________ GAS 1 _____________

GAS 2 _____________ GAS 2 _____________

B. No. of learners who require

STEM 1 ______________ STEM 1 ______________ STEM 1 ______________ GAS 1 _____________ GAS 1 _____________
additional activities for remediation
who scored below 80%.
GAS 2 _____________ GAS 2 _____________
C. Did the remedial lessons work? No.
of learners who have caught up with STEM 1 ______________ STEM 1 ______________ STEM 1 ______________ GAS 1 _____________ GAS 1 _____________
the lesson.

GAS 2 _____________ GAS 2 _____________

D. No. of learners who continue to
require remediation STEM 1 ______________ STEM 1 ______________ STEM 1 ______________ GAS 1 _____________ GAS 1 _____________

GAS 2 _____________ GAS 2 _____________

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?