School: Grade Level:

GRADES 1 to 12
Teacher: . Learning Area:
DAILY LESSON LOG Teaching Dates and
MELC BASED Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Pamantayang Pangnilalaman
(Content Standards)

Pamantayan sa Pagganap
(Perfomance Standards)

Pamantayan sa Pagkatuto
(Learning Competencies)

Layunin
Lesson Objective
Objectives:
 Students will
understand the Objectives:
concept and  Students will
importance of understand the
classification. concept of a
 Students will learn phylogenetic tree.
about the basis of  Students will learn
the current system how to interpret a
of classification, i.e., phylogenetic tree.
evolutionary
relationships.

Paksang Aralin Lesson 4: Natural

(Subject Matter) Selection and Evolution Lesson Plan 1:
Lesson 3: Genetics and Lesson Plan 2: Exploring
Lesson 2: Fossil Records Introduction to the
Evolution Phylogenetic Trees
and Evolution Classification of
Organisms

Kagamitang Panturo
(Learning Resources)
Pamamaraan
(Procedure)
a. Reviewing Previous Pre-Activity: Pre-Activity: Pre-Activity: Pre-Instruction Activities: Pre-Instruction Activities:
Lesson or Presenting the  Warm-Up  Warm-Up  Warm-Up 1. Start the class with 1. Review the
New Lesson Discussion: Review Discussion: Recap Discussion: Review an open-ended previous lesson
the previous lesson the previous previous lessons, question: "Why do about the
and introduce the lessons and and introduce the you think we need to classification of
day's focus on the introduce the day's day's focus on categorize or organisms and the
fossil record's role focus on genetics natural selection classify things?" importance of
in understanding and its role in and its role in (Answers will vary, evolutionary
evolution. evolution. evolution. but may include relationships.
making it easier to 2. Discuss what a
study, organize, or family tree is and
find things.) how it can show
2. Ask students about relationships
examples of between family
classification they members.
encounter in
everyday life
(libraries,
supermarkets, etc.)

b. Establishing purpose for .

the lesson

c. Presenting
example/instances of
the new lesson
d. Discussing new concepts Presentation (15 mins): Presentation (15 mins): Presentation (15 mins): Instruction Activities: Instruction Activities:
Discuss the importance of Discuss how genetic Discuss the theory of 1. Introduce the 1. Introduce the
fossil records in variation and mutation lead natural selection and its concept of concept of a
demonstrating evolution to evolution and diversity in significance in driving classification of phylogenetic tree
and how they provide species. evolution. organisms and its and explain its
evidence of descent with history, starting from structure
modification. Aristotle's (branches, nodes,
classification to etc.).
modern 2. Discuss the
classification. importance of
2. Explain the criteria phylogenetic trees
for modern in understanding
 classification (e.g., evolutionary
morphology, relationships.
physiology, 3. Show students how
genetics) with a to read and
special emphasis on interpret a
evolutionary phylogenetic tree.
relationships.
3. Discuss the different
levels of the
classification
hierarchy: Kingdom,
Phylum, Class,
Order, Family,
Genus, and
Species.
4. Describe how
evolutionary
relationships play a
role in this hierarchy.

e. Continuation of the
discussion of new
concepts
f. Developing Mastery

g. Finding practical Activity (20 mins): Hand Activity (20 mins): .

Activity (20 mins): Provide
applications of concepts out a worksheet with a Distribute a worksheet with
and skills in daily living
a worksheet showing
timeline representing a hypothetical animal
several generations of an
geological epochs and population. Students apply
animal species with
periods. Students fill in principles of natural
different traits. Students
significant evolutionary selection to predict how
predict future generations
events and species based the population may evolve
based on given rules of
on clues provided. over time.
heredity.

h. Making generalizations Review (20 mins): Review

Review (20 mins): Review Group Discussion (20
and abstractions about
 the lesson students' predictions and
mins): Discuss students' discuss how natural
the completed timelines as
predictions, explaining how selection could lead to the
a class, discussing the
genetic variation outcomes they've
evolutionary events and
contributes to evolutionary predicted.
species in each period.
change.

i. Evaluating learning Post-Activity: Post-Activity: Post-Activity: Post-Instruction Activities: Post-Instruction Activities:

 Quiz (5 mins): A  Quiz (5 mins): A  Summary & 1. Ask students to 1. Provide a
short quiz to short quiz to Reflection (5 mins): apply their phylogenetic tree of
assess students' assess Summarize the knowledge of a group of
understanding of understanding of main points of the classification organisms for
the fossil record genetics' role in lesson and have hierarchy to some students to
and its role in evolution. students reflect on common organisms interpret.
demonstrating Answer Key: Will include what they've (e.g., house cat, 2. Assign a worksheet
evolution. predicted traits for future learned about dog, human, etc.). that contains
Answer Key: Will include a generations based on the natural selection 2. Assign a worksheet various
correctly filled timeline of rules of heredity. and evolution. where students must phylogenetic trees
geological epochs and Answer Key: Will include classify given for practice.
periods. correct predictions based organisms according Worksheet:
on the principles of natural to their evolutionary 1. Using the
selection. relationships. phylogenetic tree
Worksheet: provided, list the
1. Organize these organisms from
animals according to most closely related
their classification to least related.
hierarchy: Dolphin, 2. Create a basic
Human, House cat. phylogenetic tree
2. Explain why some for these
organisms might be organisms:
challenging to Humans,
classify. Give an Chimpanzees,
example. Monkeys, and Fish.
3. What is the role of 3. Explain why the
evolutionary phylogenetic tree is
relationships in a better
modern representation of
classification? evolutionary
relationships than a
linear diagram.
j. Additional activities for
application or
remediation
REMARKS

REFLECTION

a. Number of learners
who earned 80% of
the evaluation
b. Number of learners
who require
additional activities
for remediation who
scored below 80%
c. Did the remedial
lesson work?
d. Number of learners
who have caught up
with the lesson
e. Number of learners
who continue to
require remediation
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?