PMRMIS -

SCHOOL: GRADE LEVEL: Senior High School

SPED
Kristal Jane B. LEARNING
TEACHER: Science
Denoya AREA:
TEACHING
May 7, 2024 QUARTER: Quarter 2
DATE:

I. OBJECTIVES
The learners demonstrate an understanding of:
1. The historical development of the concept of life
A. Content Standards
2. The origin of the first life forms
3. Unifying themes in the study of life
The learners shall be able to:
B. Performance
Value life by taking good care of all beings, humans, plants, and
Standards
animals.
Learning Competencies:
Explain the evolving concept of life based on emerging pieces of
evidence. (S11/12LT-IIa-1)
At the end of the lesson, the students will be able to:
C. Most Essential
A. Cognitive
Learning
Identify the sequence of events of the history of life on earth;
Competency
B. Psychomotor
(MELC)
Name the pieces of evidence on the evolution of life on earth; and
C. Affective
Recognize the importance of knowing the history of life on earth.

EVOLVING CONCEPT OF LIFE BASED ON EMERGING PIECES OF

II. CONTENT
EVIDENCE
III. LEARNING
RESOURCES
1. References

A. Teacher’s
Guide Pages Earth and Life Science Curriculum Guide
B. Learner’s
Materials Pages Earth and Life Science Module
C. Additional
Materials from
Learning
Resources (LR)
Portal

2. Other Learning PowerPoint Presentation, Laptop, LED TV, Visual aids, Laboratory
Resources materials.
A. Process Skills Describing, Participating, Appreciating, Analyzing, Scientific literacy,
Critical thinking, Technological literacy, Communication skills, Digital
literacy.
B. Values Integration Recognize the importance of knowing the history of life on earth.

IV. PROCEDURES Teacher’s Activity Indicator

A. Review of Preliminary Activities
Previous/ 1. Prayer
Presenting New 2. Greetings
Lessons 3. Classroom Management
4. Drill/Energizer

Before we continue to our next topics, Let’s have a

game entitled! Get Your Flag!
Directions:
The class with be group into two teams. Indicator 3:
The teacher will ask a question if the group answer Apply a range
correctly the climbers will go up and if the answer is of teaching
incorrect the climbers will go down. strategies to
develop critical
 This simple, single-celled organism is one of and creative
 the earliest known forms of life, dating back to thinking as well
the Precambrian Era. – Cyanobacteria as other Higher-
 During this era, the Earth formed, and life first order thinking
appeared. – Precambrian Era skills.
 This process involves the gradual change in
species over time. – Evolution
 He proposed the theory of evolution by natural
selection. – Charles Darwin
 The Mesozoic Era is often referred to as the
"Age of" what? – Dinosaurs
 The Paleozoic Era is often referred to as the
"Age of" what? – Invertebrates
 Any member of a group of extinct fossils
arthropods easily recognized by their distinctive
three-lobed, three-segmented form. – Trilobite
Fossils
 A mineral belonging to the group of
nesosilicates and is a source of the metal
zirconium. – Zircon Crystal

5. Review

To review our previous lesson, Let’s have a short

game.
I will divide the class into two groups.
Before we continue to our next topics, Let’s have a
game entitled! Guess Me What I am! Indicator 1:
Apply
The students will be group into two. Each group will knowledge of
have a color flags. The teacher will show a scrambled content within
word, the group who will raise their flag first will have and across
the chance to answer. The group who gains more curriculum
points will be the winner. teaching area.

N A E D A H
- HADEAN

N A E H C R A
- ARCHEAN

C I O Z O R E T O R P
O E
N
- PROTEROZOIC EON
C I O R Z E O A N E C

- CENOZOIC ERA
C I Z O S E O M

R E A
- MESOZOIC ERA
C I O Z O E L A P

E A R
- PALEOZOIC ERA

Integration of Araling Panlipunan

(Identifying renaissance era)

B. Establishing the Motivation Indicator 1:

Purpose of the Apply
Lesson Let’s have a short game entitled PICTURE FORMULA. knowledge of
I will divide the class into two groups. content within
and across
 Direction: Determine the missing words by analyzing curriculum
the given pictures and letters by following the teaching area.
mathematical formula.
Indicator 2:
Use a range of
teaching
strategies that
enhance
learner’s
Homo Erectus achievement in
literacy and
Rope numeracy.

Eukaryotes

Zircon Crystal

Dinosaurs

Trilobite Fossils

Integration of Mathematics
(Describe and analyze the picture using mathematical
formula, addition and subtraction)

Our topic today is all about recognizing the important of

knowing the history of life on earth.
C. Presenting Presentation Indicator 2:
examples/ Use a range of
instances of the These pictures are all about historical development of teaching
new lesson life. As we go through this topic you will learn the strategies that
sequence of event of the history of life on earth and enhance
value the importance of knowing the history of life on learner’s
earth. achievement in
literacy and
numeracy.

Indicator 3:
Apply a range
of teaching
Unlocking of Difficulties: strategies to
develop critical
Homo Erectus – The extinct ancient human Homo and creative
Erectus is a species of firsts. It was the first of our thinking as well
relatives to have human-like body proportion, with as other Higher-
shorter arms and longer legs relative to its torso. order thinking
skills.
Eukaryotes – are organisms whose cells contain a
nucleus and other membrane-bound organelles.

Zircon Crystal – is a mineral belonging to the group of

nesosilicates and is a source of the metal zirconium.

Prokaryotes – are organisms whose cells lack a

nucleus and other organelles.

Trilobite Fossils – any member of a group of extinct

fossils arthropods easily recognized by their distinctive
three-lobed, three-segmented form.

The Precambrian era is the longest span of time in

Earth's geological history, extending from the formation
 of the Earth about 4.6 billion years ago to the beginning
of the Phanerozoic eon, approximately 541 million
years ago. It encompasses about 90% of Earth's
history. The Precambrian is divided into several eons:
the Hadean, Archean, and Proterozoic.

1. Hadean Eon: This eon represents the earliest

part of Earth's history, from the formation of the
planet about 4.6 billion years ago to around 4
billion years ago. The Hadean is characterized
by intense volcanic activity, frequent impacts by
large celestial bodies, and the gradual cooling
and solidification of the Earth's surface.
2. Archean Eon: Following the Hadean, the
Archean eon lasted from about 4 billion years
ago to 2.5 billion years ago. During this time,
the Earth's crust stabilized, and the first
continents formed. Primitive life forms, such as
bacteria and archaea, emerged, marking the
earliest evidence of life on Earth.
3. Proterozoic Eon: The Proterozoic eon spans
from around 2.5 billion years ago to 541 million
years ago. It is divided into the
Paleoproterozoic, Mesoproterozoic, and
Neoproterozoic eras. Throughout the
Proterozoic, Earth's atmosphere and oceans
continued to evolve, and more complex life
forms began to emerge. The end of the
Proterozoic eon is marked by the Cambrian
explosion, a rapid diversification of multicellular
life forms.

The Paleozoic Era is the second of the three major

geological eras in Earth's history, following the
Precambrian and preceding the Mesozoic. It lasted
from about 541 million years ago to 252 million years
ago. The Paleozoic Era is known for significant
geological, climatic, and biological events, including the
diversification of life, the emergence of complex
organisms, and major shifts in Earth's continents and
oceans.

The Mesozoic Era is the geological era that follows

the Paleozoic Era and precedes the Cenozoic Era. It
spanned from approximately 252 million years ago to
66 million years ago. The Mesozoic Era is often
referred to as the "Age of Reptiles" or the "Age of
Dinosaurs" due to the dominance of these reptilian
creatures throughout much of its duration. It is divided
into three periods: Triassic Period (252-201 million
years ago), Jurassic Period (201-145 million years
ago), Cretaceous Period (145-66 million years ago)

The Cenozoic Era is the current geological era and

follows the Mesozoic Era. It began approximately 66
million years ago and continues to the present day.
The Cenozoic Era is often referred to as the "Age of
Mammals" because of the dominance and
diversification of mammalian life forms that occurred
during this time. It is divided into three periods:
Paleogene Period (66-23 million years ago), Neogene
Period (23-2.58 million years ago), Quaternary Period
(2.58 million years ago - Present).
D. Discussing new The teacher will discuss the timeline of appearance of Indicator 3:
concepts and life forms. Apply a range
practicing new of teaching
skills no. 1 strategies to
 develop critical
and creative
thinking as well
as other Higher-
order thinking
IV.6– 3.8 BYA – the early earth is said to be violent skills.
because of the meteorites and volcanic
eruptions. With this condition, zircon crystal Indicator 4:
was formed. Precambrian Era (Hadean Eon) Plan, manage
3.5 BYA – Life on Earth initially began with and implement
prokaryotes, discovered in sedimentary rock developmentally
formations called stromatolites. Precambrian sequenced
Era (Archean Eon) teaching and
3.6 - 3.0 BYA – the first photosynthetic organism learning
thrived the earth which is blue green algae processes to
called cyanobacteria. (Archean Eon) meet curriculum
2.0 BYA – Appearance of the first eukaryotes and requirements
the influx of multicellular organisms occurred 1.2 and varied
billion years ago. (Proterozoic Eon) teaching
500 MYA – the Paleozoic era when the trilobites contexts.
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 Simultaneously, the teacher will show different Indicator 3:

concepts and pictures. Apply a range
practicing new of teaching
skills no. 2 Directions: Read and analyze the timeline. Arrange the strategies to
images below the timeline to show the order of the develop critical
appearance of life forms on earth. and creative
The student will be group into two. thinking as well
as other Higher-
order thinking
skills.

F. Developing Application Indicator 3:

Mastery (Leads to Apply a range
Formative The teacher will ask: of teaching
Assessment) Why is it important to discuss the importance of strategies to
knowing the concepts of the history of life to human develop critical
beings and other living organisms? and creative
thinking as well
The class will perform an activity. Each group will as other Higher-
choose a representative to explain their activity. order thinking
skills.
Direction: Identify what order of appearance of life
forms on earth based on the picture shows.

4.6 – 3.8 BYA Precambrian Era

(Hadean Eon)

3. 0 BYA Archean Eon

500 MYA Paleozoic era

 251 – 65.5 MYA Mesozoic era

250 TYA Cenozoic era

G. Finding Practical Group Activity Indicator 3:

Application of Apply a range
Concepts and skills To learn more let’s, have a short practice. Give of teaching
in daily living evidence on the given events that occurred on strategies to
geological time scale that enables the paleontologist to develop critical
sequence the history of life. and creative
thinking as well
as other Higher-
Hadean Archean Proterozoic Eon order thinking
(Period of (Period of
(Early Earth
Appearance of appearance of
skills.
Development)
first prokaryotes) first eukaryotes)
Indicator 4:
Plan, manage
and implement
developmentally
Mesozoic era sequenced
Cenozoic era Paleozoic era teaching and
(Dominance of (Dominance of
(Recent Life) appearance of learning
Dinosaurs)
trilobites) processes to
meet curriculum
requirements
and varied
teaching
contexts.
H. Making Generalization Indicator 3:
Generalization and Apply a range
abstraction about The teacher will show Geological time scale, the of teaching
the lesson students must complete the missing order of events in strategies to
earth’s history. develop critical
and creative
thinking as well
as other Higher-
order thinking
skills.

Indicator 4:
Plan, manage
and implement
developmentally
sequenced
teaching and
learning
processes to
meet curriculum
requirements
and varied
What is the importance of knowing the history of life on teaching
earth? contexts
Students: studying the history of life helps us
comprehend the processes of evolution and
adaptation. It allows us to see how species have
changed over time in response to environmental
pressures, leading to the diversity of life we see today.
Answer may vary.
I. Evaluating Evaluation Indicator 5:
Learning Design, select,
Directions. Encircle the letter of the correct answer. organize and
use diagnostic,
 1. In what age does the early earth is said to be violent formative, and
because of the meteorites and volcanic eruption. summative
A. 3.5 BYA assessment
B. 4.6 – 3.8 BYA strategies
C. 2.0 BYA consistent with
D. 500 MYA curriculum
requirements.
2. Recent life and based on paleontological evidence.
Homo erectus have evolved.
A. Mesozoic era
B. Cenozoic era
C. Paleozoic era
D. Proterozoic era

3. The age of reptiles that has a span of 251 to 65.5

MYA divided into Triassic, Jurassic and Cretaceous
period.
A. Mesozoic era
B. Cenozoic era
C. Paleozoic era
D. Proterozoic era

4. Life on Earth initially began with prokaryotes,

discovered in sedimentary rock formation called
stromatolites.
A. 3.5 BYA
B. 4.6 – 3.8 BYA
C. 2.0 BYA
D. 500 MYA

5. Also known as living layered rocks, form in shallow

waters when biofilms of living organisms, like
cyanobacteria, trap sediment.
A. Prokaryotic
B. Eukaryotic
C. Zircon Crystal
D. Stromatolites

Based on the table below name the pieces of evidence

on the evolution of life.

Period Evidences / Organisms

4.6 - 3.6 Billion years ago 1.
3.5 Billion years ago 2.
3.0 Billion years ago 3.
2.0 Billion years ago 4.
500 Million years ago 5.
251 - 65.5 Million years 6.
ago
250 Thousand years ago 7.

J. Additional activities Assignment

for application and
remediation In a 1 whole sheet of paper Discuss the impact of mass
extinction events, such as the Permian-Triassic
extinction and the Cretaceous-Paleogene extinction, on
the course of evolution.
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 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?

Prepared by:
KRISTAL JANE B. DENOYA
Teacher I Applicant