GRADE 1 TO 12 DAILY SCHOOL General Santos City National GRADE LEVEL 10

LESSON LOG High School

TEACHER JERALD R. REPONTE LEARNING AREA BIOLOGY
TEACHING
7:30-9:30 AM GRADE 10- ZARA
TIME AND 7:30-9:30 AM GRADE 10- NEBRES
QUARTER 3RD QUARTER
SECTION
Date: MARCH 18, 2022
1. Identify all evidences of evolution.
2. Determine the age of fossil.
I. OBJECTIVES
3. Distinguish homologous structure from analogous structure.
4. Infer about the evolutionary relationship of the organisms from the differences in amino acid sequence.

Content Standard The learners demonstrate an understanding of the different evidences of evolution that shows how organisms
are related to one another.

Performance Standard The learners shall be able to identify the different evidences of evolution and how to use these evidences to
show how organisms are related to one another.
Learning Explain how fossil records, comparative anatomy (vestigial organs, homologous and analogous structures),
Competencies/Objectives comparative embryology, and genetic information provide evidence for evolution; (SSP_S10LTIIIe-f-7)
A. CONTENT EVIDENCES OF EVOLUTION
B. LEARNING
REFERENCES
A. References Science 10 books
1. Teacher’s
p. 1-30
Guide Pages
2. Learner’s
pp. 328-344
Materials Pages
3. Textbook
Pages
4. Additional Laptop, cellphone
Material From
Learning
Resource (LR)
portal
B. Other Learning
Resources
C. PROCEDURES
A. Reviewing  Prayer / Greetings / Checking of Attendance
previous lesson or  Reading of the Learning Objectives
presenting the new o Allow the leaners to read the learning objectives in chorus.
lesson  REVIEW
Brain Teaser: -
Direction: Choose the CAPITAL LETTER of the best answer. Write the chosen letter on a separate sheet of
paper.
1. A person who studies fossils.
A. Biologist C. Evolutionist
B. Chemist D. Paleontologist
2. Where can most of the fossil records are found?
A Igneous rocks C. Metamorphic rocks
B. Lava flows D. Sedimentary rock
3. About 200 million years ago, all the continents on Earth were actually one huge "supercontinent" surrounded
by one enormous ocean, called ________.
A. Pangaea C. Laurasia
B. Gondwanaland D. Tethys
4. TRUE or FALSE. The study of the differences and similarities present among different things is called
comparative anatomy.
5. TRUE or FALSE. An embryo is an early stage of development among organisms.

Engage: ACTIVITY #1 INTERPRET THE PICS

Series of pictures of species will be given and students are tasked to group them based on what species these
organisms belong to. (JAMBOARD)
B. Establishing a Explore: Individual Activity:
purpose for the ACTIVITY 2.1a AHA! Analogous! Homologous!
lesson Objective: To identify or differentiate analogous from homologous structures..
Direction: Study the comparative anatomy in table 1 and classify it. Write H if the structures are homologous
C. Presenting and A if they are analogous. Write your answer on the space provided.
examples/instance
s of the new lesson TABLE 1. COMPARATIVE ANATOMY
STRUCTURES CLASSIFICATION
H

Question:
1. Examine carefully human arm, whale flipper, and bat wing. Can you say that they belong to a common
ancestral group? Why?

ACTIVITY 2.1b. WHAT IS MY AGE?

(Group Activity)
Objective: To identify the age of fossils using Carbon-14 dating.
Directions:
.Activity 2.1c LET’S COMPARE
(INDIVIDUAL ACTIVITY)
D. Discussing new Explain:
concepts and PowerPoint Presentation
practicing new -Teacher’s input will be given through a PowerPoint presentation.
skills #1 Key points:
 WHAT IS EVOLUTION?
- Discussing new  In Biology, evolution is the change in the characteristics of a species over several generations and
concepts and relies on the process of natural selection.
practicing new  The theory of Evolution is based on the idea that all species are related and gradually change over
skills #2 time.
 Evolution relies on there being “genetic variation” in a population which affects the physical
characteristics (phenotype) of an organism.
 5 EVIDENCES OF EVOLUTION
 BIOGEOGRAPHY
- The geographic distribution of species or organisms on Earth follows patterns that are best explained
by evolution, in combination of the movement of tectonic plates over geological time.
- Biogeographical patterns provide clues about how species, both alive and extinct, are related to each
other.

 Fossil Records
- A fossil record is a group of fossils which has been analyzed and arranged chronologically and
taxonomically.
- Fossils are examples of evidences that paleontologists use in studying evolution. They are traces of
organisms that lived in the past and were preserved by natural process or catastrophic events. They
can be the remains of organisms which can include bones, shells, teeth and also feces embedded in
rocks, peat, resin, and ice.
 Methods Used in Determining the Age of Fossils
1. Relative Dating - This method is used to determine the age of rocks by comparing
them with the rocks present in the other layer. The younger sedimentary rock layer is
assumed to be found on top and the older rock is found at the bottom layer.
2. Radiometric Dating - This type of dating is used to determine the age of rocks using
the decay of radioactive isotopes present among the rocks such as Carbon-14. All
organisms have decaying Carbon-14 in them.
3. Carbon Dating- It is used to tell the age of organic materials. Art collectors use
carbon dating to determine if a piece of artwork is genuine or not.
Geologic Time Scale
Out of the examinations of layers of rocks and dating of fossils, scientists were able to develop the Geologic
Time Scale. This scale shows the major events in the Earth’s history. It also shows the appearance of various
kinds of organisms in a particular period of time on Earth.
Era, the largest division of the Geologic Time Scale, has the following parts: Precambrian, Paleozoic,
Mesozoic, and Cenozoic. Each era is further divided into periods.

 COMPARATIVE ANATOMY
- Comparative anatomy is the study of the similarities and differences present in the
anatomy of various species. It is an important tool that helps to determine the evolutionary
relationships between organisms and whether or not they share common ancestors.
Meanwhile, anatomical similarities between organisms support the idea that these
organisms evolved from a common ancestor.
- HOMOLOGOUS STRUCTURE- These refer to structures from different species which
have similar internal framework, position, and embryonic development. Homologous
structures may have the same origin or ancestors but different functions. This type of
evolution is called divergent evolution. Divergent evolution is the splitting of an ancestral
population into two or more sub-populations that are geographically isolated from one
another. The following is an example of a homologous structure: The forelimbs belonging
to a dog, man, cat, bat, bird, lizard, and whale are structurally the same, but are
functionally different.
- ANALOGOUS STTRUCTURES– The structures of unrelated species may evolve for them
to look somewhat the same because the structure has adapted to similar functions. In
 another words, analogous structures have similar functions but different in origin. In
convergent evolution, analogous structures of unrelated organisms from different
ancestors developed a similar function. This is one example: The wings of birds, bats, and
insects exhibit the same functions.
 EMBRYONIC DEVELOPMENT
- Embryology is the study of the anatomy development of an organism to its adult form. It
provides evidence for evolution as embryo formation in widely-divergent group of
organisms tends to be well conserved. That is to say, structures that are absent among
adults of some groups often appear during their embryonic forms.
- An embryo is an early stage of development among organisms. As such, embryonic
development includes stages such as blastula, gastrula, and organogenesis. The embryo
of fishes, salamanders, lizards, birds, cats, and humans are similar during the first stage of
their embryonic development. However, they have several homologous structures that are
no longer present when they become adults.

- Another evidence for evolution is provided by the biochemical analysis and amino
acids sequence of an organism’s DNA. For example, it is clear that the evolution
of the new functions of proteins commonly occurs after gene duplications. These
types of duplication allow the free modification of one copy by mutation, selection,
or drift (changes in a population’s gene pool resulting from chance), while the
second copy continues to produce a functional protein.

This means that the greater the similarity present in the amino acid sequence, the closer the relationship is
among the organisms. Also, organisms with similar structures and biochemical compositions could have
probably descended from a common ancestor.

ELABORATE:
E. Developing 1. What is the edge of humans compared to other organisms in terms of structures or physical
mastery (Leads to development?
Formative
Assessment #3)
2. Can humans still undergo evolution? How do you think would humans evolve? And why do you think
humans need to evolve?
3. What are the factors that might be the reason/s that an organism will evolve and why do you think
so?
F. Finding practical
applications of
concepts and skills
in daily living
G. Making EVALUATE:
generalizations
and abstractions
about the lesson

I. Evaluating learning
J. Additional activities
for application and
remediation
 1) REMARKS
2) REFLECTION
A. No. of learners
who earned 80% of
the evaluation.
B. No. of learners
who require
additional activities
for remediation
who scored below
80%.
C. Did the remedial
lessons work? No.
of learners who
caught up with the
lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my Strategies used that work well:
teaching strategies / Group collaboration / Games ___ Solving Puzzles/Jigsaw
worked well? Why / Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___
did these work? Differentiated Instruction ___ Role Playing/Drama ____video clips ___ Discovery Method
/ Lecture Method /using of technology ( TELA)Why? ___ Complete Ims / Availability of Materials
___ Students’ eagerness to learn ___ Group member’s Cooperation in doing their tasks
F. What difficulties did __ Bullying among students __ students’ behavior/attitude __ Colorful Ims __ Unavailable Technology
I encounter which Equipment (AVR/LCD/LED tv) __ Science/ Computer/ Internet Lab / slow internet connectivity
my principal or __ Additional Clerical works
supervisor can
help me solve?
G. What innovation or Planned innovations:
localized materials _Localized videos_ Making big books from views of the locality
did I used/discover ___Recycling of plastics to be used as IMs ____ Local poetical composition
which I wish to
share with other
teachers?

Prepared by:

JERALD R. REPONTE
G10-Science Teacher Checked by:

DEBIE-AN E.PLANA
Cooperating Teacher II/Rater