Republic of the Philippines

Department of Education
MIMAROPA Region
Schools Division of Oriental Mindoro
Inarawan National High School
Inarawan, Naujan, Oriental Mindoro 5204
SCHOOL: Inarawan National High School GRADE LEVEL: Grade 8
DAILY LESSON PLAN TEACHER: Julius Cyril B. Africa LEARNING AREAS: TLE
TEACHING WEEK: Week 6 QUARTER: Third
Time: WEDNESDAY
Date: MARCH 22, 2023
I-OBJECTIVES
A. Content Standard The learners demonstrate an understanding of concepts and principles in interpreting technical
drawings and work plans
B. Performance Standard The learners shall be able to read and interpret technical drawings and work plans accurately
C. Learning Learning Competency: TLE_ICTTD7/8TD0h-1
Competencies/Objectives with LO 1. Analyze signs, symbols, and data
LC Code 1.1 Identify signs and symbols used in technical drawing
1.2 Analyze data indicated in the technical drawing
Objectives:
1. Identify the four kinds of line.
2. Differentiate homologous and analogous structure in terms of internal framework and
functions.
3. Recognize the importance of individual differences and characteristics.
4. Participate actively in class discussions and activities.

II-CONTENT ANALYZE SIGNS, SYMBOLS, AND DATA: KINDS OF LINE

III-LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages TLE 8- Teacher’s Guide First Edition
2. Learner’s Materials Pages TLE 8- Learner’s Material First Edition
3. Textbook Pages
4. Additional Materials from LR Electronic Sources
portal
B. Other Learning Resources Teacher’s laptop
-Monitor
-Smartphone per student with internet access
-Visual aid
IV-PROCEDURES
A. Reviewing previous lesson or The teacher will present pictures of AMMONITE
presenting the new lesson -marine animal belongs to the phylum Mollusca
ELICIT -died out about 66 million years ago
- fossils are mainly found in the province of Oriental Mindoro, town of Mansalay on 1940s.
Source: https://www.dkfindout.com/us/dinosaurs-and-prehistoric-life/prehistoric-invertebrates/ammonites
TASK: Students will arrange the pictures of ammonite that undergo fossilization into correct sequence
and describe each process
B. Establishing a purpose for the Story Time!
lesson Teacher will tell a challenging story about one of the voyages of evolutionist named Charles Darwin
ENGAGE on Galapagos Island in Ecuador.

TASK: DARWIN’S CHALLENGE

As an evolutionist Charles Darwin wanted also to exercise the mental ability of his co- voyagers.
For preliminary, students need to unlock Darwin’s challenge to earn one badge and another one
badge for final. Preliminary badge will be earned through collaboration, cooperation, and interaction
throughout the classroom discussions and activities. Final badge will be given to the students by
answering the questions inside the box correctly. A surprise token will be awarded to them for task
completion. The challenge will continue throughout the entire discussion. All the students are
 expected to ride on Darwin’s boat.
Presentation of the Lesson
HINT OF EVOLUTION FROM COMPARATIVE ANATOMY

Presentation of the Objectives

At the end of the lesson the students should be able to:
1. explain how comparative anatomy provide evidence for evolution;
2. differentiate homologous and analogous structure in terms of internal framework and functions;
3. recognize the importance of individual differences and characteristics; and
4. participate actively in class discussions and activities.

C. Presenting examples/ TASK: VOCABULARY ENHANCEMENT

instances of the lesson Using their smart phone students will look for the word COMPARATIVE ANATOMY and define its
ENGAGE meaning.

TASK: VIDEO PRESENTATION

- COMPARATIVE ANATOMY: HOMOLOGOUS AND ANALOGOUS STRUCTURE

QUESTION
What is the video all about?
What are the two types of comparative anatomy discussed in the video?

D. Discussing new concepts and Task: Students will have a group activity.
practicing new skills # 1 They will be guided with the criteria and instructions of the activity.
EXPLORE
(See attached activity sheet)
(Students will be given maximum of 5 minutes to accomplish the task)

Group 1: The Problem Solver

Group 2: The Picture- Smart
Group 3: The Composers
Group 4: The Actors
E. Discussing new concepts and Task: Group presentation (Maximum of 2 minutes)
practicing new skills # 2 CRITERIA
EXPLOR Content 7%
E Presentation 5%
Teamwork 3%
Total 15%

F. Developing Mastery (Leads to Task: How comparative anatomy provide evidence for evolution
Formative)
EXPLAIN The picture below shows the same basic pattern of bones of different animals, but they all serve
different functions.

https://ib.bioninja.com.au/standard-level/topic-5-
evolution-and-biodi/51-evidence-for-evolution/
comparative-anatomy.html

Question: Would you believe if I say that those animals belong to a common ancestral group?

Source: Carale (1989)

According to study, they exhibit similar embryonic development and structures on its early stage, and
they belong to a common ancestral group
G. Finding Practical Applications Task: Combination of Sentence
of Concepts and Skill in Daily Student will recognize the importance of individual differences and characteristics
Living
Simple sentences:
ELABORATE Vertebrates are animals with a backbone to support their bodies.
Birds are vertebrates with feathers and wings used for flying.
Fishes are vertebrates with scales and fins used for swimming.

Combined sentence:
Vertebrates are animals with backbone to support their bodies; however, some have feathers and wings
used for flying like birds while others have scales and fins used for swimming like fishes.

Valuing:
We all have individual characteristics and differences, even animals that belong to the same group.
These differences are important in maintaining the balance to adapt and survive in our environment.

H. Making Generalizations and Task: AHA! ANALOGOUS! HOMOLOGOUS! (Adapted from LM, pp. 310-311)
Abstractions about the Lesson Students will distinguish homologous from analogous structure.

Structure Classification

1. Human Arm Whale Flipper

https://
https://www.google.com/search?q= www.google.com/search?
human+arm+anatomy&tbm q=flipper+whale+anatomy&tbme Flipper

2. Human Arm Alligator’s forelimb

https://www.google.com/search?q= forelimbhttps://www.google.com/
human+arm+anatomy&tbm search?q=alligator+forelimb+anatomy&tbm

3. Bat Wing Butterfly Wing

https://

https://
www.google.com/search? www.google.com/search?
q=bat+wing+anatomy&tbm q=butterfly+wing+anatomy&tbm

4. Bird Wing Butterfly Wing

https://
https://www.google.com/search?
www.google.com/search?
 q=bird+wing+anatomy&tbm q=butterfly+wing+anatomy&tbm

Guide Question:
How will you differentiate analogous from homologous structure in terms of internal framework and
functions?
I. Evaluating Learning Directions: Read each item carefully. Then, write the letter of the best answer on the space provided
EVALUATE before each number.
1. Why do we do comparative anatomy of organisms?
a. It provides clues to the structural changes over time in a group of organisms.
b. It is useful especially in biology.
c. It is intriguing to see similarities and differences even in one group of organsims.
d. It is important for classification purpose.
2. When we compare the fins of a dolphin and penguin, they are ______________.
a. homologous structures c. genetic makeup
b. convergent evolution d. analogous structure
3. Which pair of animals shows a correct example of homologous structures?
a. Wings of a butterfly and a bat
b. Flipper of whale and forelimb of a cat
c. Fingers of a human and arm of a starfish
d. Tongue of a frog and proboscis of a mosquito
4. Which of these statements about the evolutionary history of humans, whales and dog is supported
by this diagram?
a. Humans and whales share a common ancestor with each other, but not with dogs.
b. Humans, whales and dogs share a common ancestor.
c. Humans and whales do not share a common ancestor with each other or with dogs.
d. Whales and dogs share a common ancestor, but whales and humans do not.

5. Which of the following statements DOES NOT describe evolution?

a. Evolution is continous c. If there is mutation, there is change.
b. Evolution refers to change d. The world is is stable and unchanging.

ANSWERS:
1. A 2. D 3. B 4. B 5. D
J. Additional activities for Directions: Study the picture and answer the questions that follow. Write your answer in your
application or remediation assignment notebook.
EXTEND

Chimpanzee
https://www.ndtv.com/health/humans-did- Homo rhodesiensis probably looked something like
not-inherit-kindness-from-chimpanzees- this. Homo rhodesiensis is one ancestor of Homo
who-always-acit-in-self-interest-finds- sapiens, the modern man
study-1640476/amp/1 Source: https://static.wikia.nocookie.net/prehistoric-
wiki/images/9/90/Rhodesian_man.png/revision/latest?
cb=20210204002914
Questions:
1. Would you say that there are
similarities between the chimpanzee and man? What are these similarities?
2. What would be the differences between the chimpanzee and man?
3. Can genetic information as evolutionary evidence be proven by observing the physical
characteristics of organisms? Why or why not?
V-REMARKS ___ Lesson carried. Move on to the next objective.
___ Lesson not carried. REASON:
__________________________________________________________
VI-REFLECTION ___Students did not find difficulties in answering their lesson.
 ___Students found difficulties in answering their lesson.
___Students did not enjoy the lesson because of lack of knowledge, skills and interest about the lesson.
___Students were interested on the lesson, despite of some difficulties encountered in answering the
questions asked by the teacher.
___Students mastered the lesson despite of limited resources used by the teacher.
___Majority of the students finished their work on time.
___Some students did not finish their work on time due to unnecessary behavior.
A. No. of learners who earned ___of learners who earned 80% above
80% in the evaluation ____10-SSC
B. No. of learners who require ___of learners who require additional activities for remediation
additional activities for ____10-SSC
remediation
C. Did the remedial lesson work? ___Yes ___No
No. of learners who have ___of Learners who caught up the lesson
caught up with the lesson ____10-SSC
D. No. of learners who continue ___ of Learners who continue to require remediation
to require remediation ____10-SSC
E. Which of my teaching Strategies used that work well:
strategies worked well? Why ___Metacognitive Development: Examples: Self assessments, note taking and studying techniques,
did this work? and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare and contrast, jigsaw learning, peer teaching, and projects.
___Contextualization: Examples: Demonstrations, media, manipulatives, repetition, and local
opportunities.
___Text Representation:  Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling the language you want students to use,
and providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching ___ Group collaboration ___Gamification/Learning throuh play
___ Answering preliminary activities/exercises ___ Carousel
___ Diads ___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture
Method
Why?
___ Complete Ims ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their tasks
___ Audio Visual Presentation of the lesson
F. What difficulties did I __ Bullying among pupils __ Pupils’ behavior/attitude
encounter which my principal __ Colorful IMs __ Unavailable Technology Equipment
can help me solve? (AVR/LCD)
__ Science/ Computer/ Internet Lab __ Additional Clerical works
G. What innovation or localized Planned Innovations:
materials did I use/ discover __Contextualized/Localized and Indigenized IM’s
which I wish to share with __ Localized Videos
other teachers? __ Making big books from views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition

Prepared by: Checked by:

QUEENVIERLYN O. RUPIDO MARILIE B. MAGSINO

Teacher III Head Teacher III

Noted:

MARCIAL M. ACHA, JR.

Principal III
GROUP 1
THE PROBLEM SOLVER
Objectives:
The learners should be able to:
Differentiate homologous and analogous structure in terms of structure and functions.

Instructions:
1. Answer the questions. Write your answer in the manila paper.
2. Present your work on whatever style of presentation you want. It should be creative and captivating
3. Pictures are already printed if you want to use it in your presentation
4. Cellphone is allowed to search for the nature and characteristics of the animals involve in the problem.
5. Be reminded with the length of time of activity proper.
6. Cooperate with each other.
7. Be guided with the following criteria:

CRITERIA

Content 7%

Presentation 5%

Teamwork 3%

Total 15%

Guide Questions:
1. How do you tell if a structure is homologous or analogous?
2. Differentiate homologous and analogous in terms of function.

HOMOLOGY vs. ANALOGY

RUBRICS IN GROUP ACTIVITY

GROUP 2
 THE PICTURE-SMART

Objectives:
The learners should be able to:
Draw a symbol that represent equality despite individual differences and characteristics among living organisms.
Instructions:
1. Think for a particular symbol that represent equality despite individual differences and characteristics of living organisms.
2. Color your artwork.
3. Present your work on whatever style of presentation you want. It should be creative and captivating.
4. Cellphone is allowed to search for pictures/symbols as your pattern.
5. Be reminded with the length of time of activity proper.
6. Cooperate with each other.
7. Be guided with the following criteria:

CRITERIA

Content 7%

Presentation 5%

Teamwork 3%

Total 15%

Guide Question:
1. How will you relate the symbol to our individual differences and characteristics?

GROUP 3
 THE COMPOSERS

Objectives:
The learners should be able to:
Create an original song lyric that describe homologous and analogous structure and function of organisms and recognize
the importance of individual differences and characteristics.
Instructions:
1. Compose a song that differentiate homologous and analogous structure in terms of structure and function. Also recognize
the importance of individual differences and characteristics.
2. Lyrics of the song must be original.
3. The song tune can be adapted to any song you want.
4. The song is composed of maximum of 3 stanzas only.
5. Present your work on whatever style of presentation you want. It should be creative and captivating.
6. Cellphone is allowed to search for the tune you want to adapt.
7. Be reminded with the length of time of activity proper.
8. Cooperate with each other.
9. Be guided with the following criteria:

CRITERIA

Content 7%

Presentation 5%

Teamwork 3%

Total 15%

Guide Question:
1. How will you relate the song to comparative anatomy: Analogous and Homologous and to the importance of individual
differences and characteristics?

GROUP 4
 THE ACTORS

Objectives:
The learners should be able to:
Create a tableau that show different kinds of organism living in harmony with each other.
Instructions:
1. The organisms that are being portrayed in the tableau must be within the locality only.
2. You may use props as a support in portraying each role.
3. Be reminded with the length of time of activity proper.
4. Cooperate with each other.
5. Be guided with the following criteria:

CRITERIA

Content 7%

Presentation 5%

Teamwork 3%

Total 15%

Guide Question:
1. How will you recognize the importance of individual differences and characteristics within the environment?