School NAPURO NATIONAL Grade Level GRADE 11

HIGH SCHOOL
Teacher MARIA SHARALENE M. Learning Area EARTH AND LIFE
LAMOSTE SCIENCE
DETAILED LESSON Teaching Dates and OCTOBER 7, 2024 (8:30- Quarter 2
PLAN Time 9:30/4:00-5:00)

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of:
1. the historical development of the concept of life
2. the origin of the first life forms
3. unifying themes in the study of life
B. Performance Standard The learners shall be able to value life by taking good care of all beings, humans, plants, and animals.
C. Learning Competencies/Objective The learners explain the evolving concept of life based on emerging pieces of evidence.
(write the LC Codes for each) S11/12LT-IIa-1
D. Specific Objectives At the end of this lesson, learners are expected to:
1. identify the sequence of events of the history of life on earth; and
2. name the pieces of evidence on the evolution of life on earth
II. CONTENT Historical Development of the Concepts of Life
III. LEARNING REFERENCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources Earth and Life Science Quarter 2 – Module 1: Evolving Concept of Life Based on Emerging Pieces of
Evidence
IV. PROCEDURES Teacher’s Activity Learner’s Activity
A. Reviewing previous lesson or Pre-Test: Answer’s key:
presenting the new lesson Write the letter of your best answer. 1. B
1. Dinosaurs are reptiles that existed for a very 2. D
long time. Which era did these organisms 3. B
evolve? 4. A
A. Cenozoic Era C. Mesozoic Era 5. D
B. Paleozoic Era D. Proterozoic Era
2. What are the first photosynthetic organisms
that grew well on earth?
A. Bryophyllum C. cyanobacteria
B. stromatolites D. zircon crystal
3. The oxygen revolution changed Earth’s
environment dramatically. Which of the
following adaptations took advantage of the
presence of free oxygen in the oceans and
atmosphere?
A. The evolution of cellular respiration,
which used oxygen to help harvest
energy from organic molecules.
B. The evolution of chloroplasts after early
protists incorporated photosynthetic
cyanobacteria
C. The evolution of multicellular eukaryotic
colonies from communities of
prokaryotes.
D. The evolution of photosynthetic
pigments that protected early algae from
the corrosive effects of oxygen.
4. Why did it take millions of years for life to
appear on Earth after the planet had
formed?
A. It took millions of years for RNA to
replace DNA.
B. The planet had warmed up enough to
sustain life.
C. The planet had cooled down enough to
sustain life.
D. Life on Earth could begin only when
seedlings arrived on our planet from
other worlds.
5. Which types of organisms developed first
due to the early environmental conditions on
Earth?
A. eukaryotic and aerobic
B. eukaryotic and anaerobic
C. prokaryotic and aerobic
D. prokaryotic and anaerobic
B. Establishing a purpose for the The teacher will present to the class the Lesson Objective:
lesson expected lesson objective to be accomplished by 1. Identify the sequence of events of the
the end of the discussion. history of life on earth; and
2. Name the pieces of evidence on the
evolution of life on earth.
C. Presenting examples or Picture out a history of your life. Create a Student will partake in the collision of their unique life
instances of the new lesson timeline that will reflect the events that happened events. The succession of events will promote an
to you in the past. environment that foster the promulgation of the
Guide Questions: distinguishable thought of the learners while
1. What is a timeline? collaborating at the same time. As they have their
2. Why is creating a timeline significant? unique life pathway, the teacher will create a
transitional queue that kick start the relationship
between the activity and the discussion of the day.
D. Discussing new concepts and Below is the timeline that shows the order of the  4.6 – 3.8 BYA - The early earth is said to be
practicing new skills #1 appearance of life forms on earth. violent because of the meteorites and volcanic
eruptions. With this condition, zircon crystal
was formed.
 3.5 BYA - Life on Earth initially began with
prokaryotes, discovered in sedimentary rock
formations called stromatolites.
 3.0 BYA - The first photosynthetic organism
thrived the earth which is blue green algae
called cyanobacteria.
 2.0 BYA - Appearance of the first eukaryotes
and the influx of multicellular organisms
occurred 1.2 billion years ago.
 500 MYA - The Paleozoic era when the
trilobites and cephalopods became dominant
in the ocean particularly during the Cambrian
and Ordovician.
 251 - 65.5 MYA - The Mesozoic era-the age of
reptiles that has a span of 251 to 65.5 MYA
divided into Triassic, Jurassic, and Cretaceous
period.
 250 TYA - The Cenozoic era- recent life and
based on paleontological evidence. Homo
erectus have evolved.
E. Discussing new concepts and How life begun to form in Earth? How crucial is The universe is about 4.6 billion years old. Life on
practicing new skills #2 the initial stage of the planet into the cascade of earth, probably began only between 3.5 and 4.0
life and the flourishing of the flora and fauna? billion years ago. Evidences from fossil records show
the emergence of the different life forms. The
common ancestor of all life was prokaryotic. Since,
oxygen was scarce on the early Earth, so the
ancestral cell must also have been an anaerobic.
There are some challenges encountered in
searching for the evidence of early life. Cells are
microscopic and most have no parts to fossilize. The
tectonic plate movements have destroyed nearly all
rocks older than about 4 billion years, and most of
the younger rocks have been heated or undergone
processes that destroy the traces of biological
material. At present, the oldest cell microfossils
(microscopic fossils) are filaments from 3.5-billion-
year-old rocks in Western Australia. The filaments
resemble chains of modern photosynthetic bacteria
and the rocks in which they occur are the remains of
ancient stromatolites.
F. Developing mastery (leads to Directions: Using the timeline provided, arrange Student’s responses:
Formative Assessment) the images below the timeline to show the order
of the appearance of life forms on earth.

250 TYA 251 - 65.5 MYA

3.0 BYA 4.6 – 3.8 BYA

3.5 BYA 500 MYA

G. Finding practical applications of How can you apply the concept of the timeline of The student will create an atmosphere of
concepts and skills in daily living the flourishing of life to your daily mundane collaborative thinking and idea sharing that produces
existence? How could it be of juxtaposition to an air of rich cauldron of conjecture and notion.
your life as a human being trudging herself in this
very planet?
H. Making generalization and Why is it vital to recognize the importance of For life to evolve from simple single-celled organisms
abstraction about the lesson knowing the history of life on earth? to many millions of species of prokaryotic species to
simple eukaryotic species to all the protists, fungi,
plants, and animals, took some time. The first life
forms were very basic and this then allowed for the
evolution of more complex life forms. Eukaryotic cells
evolved from prokaryotic cells. The evolution of life is
brought about the changes in the environment which
are linked to changes in climate and geology. These
Earth’s environmental changes made the Earth’s
environment more suitable for a wider variety of life
forms.
I. Evaluating Learning ASSESSMENT: Student’s answers may vary.
Activity 1: It’s a match!
Directions: Column A are evidences while
column B refers to certain timeline. Match them
by writing the letter of your answer on the space
before the number.
Column A Column B
__1. Homo erectus A. 4.3 BYA
__2. eukaryotes B. 2.0 BYA
__3. zircon crystal C. Mesozoic Era
__4. dinosaurs D. 250 thousand
__5. trilobite fossils years ago
E. Cambrian Period
Activity 2: Name It
 Directions: Name the pieces of evidence on the
evolution of life. Write your answer on the space
provided. Pick your answer from the terms inside
the box.

J. Additional activities for ASSIGNMENT: Students will make their unique and creative-laden
application or remediation Directions: Create a concept map that will concept map that cement their understanding of the
discuss how life originated and evolved based on concept discussion during the entire duration of the
emerging pieces of evidence using the concepts class.
inside the box.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have 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
can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Checked by:

MA. VILLA B. CRUDA