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Biotic and Abiotic 1104 LP

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ERLYN NANGIT
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133 views4 pages

Biotic and Abiotic 1104 LP

Uploaded by

ERLYN NANGIT
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Grade

School SAN VICENTE NATIONAL HIGH SCHOOL 11


Level
Learning Earth and Life
Teacher
DAILY LESSON Area Science
LOG Teaching
NOVEMBER 4, 2024 / MONDAY / 7:00-
Dates and Quarter SECOND
9:00; 2:00-3:00;3:00-4:00;4:00-5:00
Time

I. OBJECTIVES
A. Content The learners demonstrate understanding of...
Standard The principles of the ecosystem
B. Performance The learners should be able to:
Standard Design a poster tracingthe evolutionary changesin a crop plant (e.g., rice
or corn) that occurred through domestication
C. Learning The learners should be able to:
Competency Categorize the different biotic potential and environmental resistance (e.g.,
diseases, vailability of food, and predators) that affect population explosion.
S11/12LT-IVfg- 26
D. Specific At the end of one (1) hour discussion, the students must be able to:
Objectives 1. Identify and differentiate between biotic and abiotic components of an
ecosystem.
2. Classify examples of ecosystem components as biotic or abiotic through a
hands-on activity.
3. Appreciate the role of both biotic and abiotic components in maintaining
ecological balance.

Content Biotic and Abiotic Components of Ecosystems


III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s Earth and Life Science
Materials pages Quarter 2 – Module 7: “THE EVIDENCES OF EVOLUTION”PALAWAN
SDO REDEVELOPED
3. Additional  Chalk
Materials  Visual aids (photos or images of ecosystems)
 Large paper or poster boards
 Markers, sticky notes
 Samples or images of biotic and abiotic factors (plants, water, soil,
animals)
 Interactive quiz or digital tool (optional)
 Access to research materials (textbooks, computers/tablets for online
research)

IV. PROCEDURES
Preliminaries: Seating arrangement / cleaning; prayer; checking of attendance.
A. Reviewing A. Recall (Elicit Phase) Introduction (5 minutes):
Previous Lesson Ask the question:
“What are the living and non-living things you can find in a forest or a pond?”
 Encourage students to share examples, noting answers under “living”
and “non-living” categories on the board.

B. Establishing a B. Motivation (Engage Phase) (5 minutes)


Purpose for the
Lesson / Motivation

Slideshow of different ecosystems (e.g., forests, deserts, oceans) displaying


both living and non-living things then ask, “Can we categorize what we see
into two main types?”
C. Presentation of C. Discussion of Concepts (Explore Phase) 10 min
the New Lesson **Group Activity**:
Divide students into groups, providing each with images or samples (plants, soil,
rocks, water, animals).
Ask groups to classify each item as “biotic” or “abiotic” and discuss the role of
each component in the ecosystem.
D. Developing D. Developing Mastery (Explain Phase) (15 minutes) U – M – R Structure
Mastery (Leads to  Use a presentation or diagrams to explain how biotic factors (plants,
Formative animals, fungi) and abiotic factors (water, sunlight, soil, temperature)
Assessment) interact to create a balanced ecosystem.
 Emphasize the importance of both types of components for the survival
of an ecosystem.
E. Finding Practical E. Application (Elaborate Phase) (10 minutes)
Application of  Present different scenarios (e.g., drought in a grassland, pollution in a
Concepts and Skills river) and ask students to analyze how changes in abiotic components can
in Daily Living affect biotic components and vice versa.
 Have groups discuss and present their ideas on how the changes might
disrupt the ecosystem.
F. Making F. Generalization (Extend Phase) (5 minutes)
Generalizations and Let the learners create a poster showing an ecosystem, labeling the biotic
Abstractions of the and abiotic factors correctly.
Lesson
G. Evaluation Short Quiz:
What do you call the living organisms that inhabit an environment?
A. Survivors
B. Community
C. Biotic factors
D. Abiotic factors
2. Which of the following choices are abiotic factors?
A. Crabs, fish, and oxygen
B. Oxygen, soil, and sunlight,
C. Algae, dog, and temperature,
D. Mushroom, sunlight, and temperature
3. Which of the following statements is true?
A. All living things are biotic factors
B. Most living things are abiotic factors
C. Some non-living things are biotic factors
D. Living things can either be biotic or abiotic
4. All of the items below are abiotic EXCEPT
A. Grasses
B. Soil
C. Sun
D. Temperature
5. In which place do biotic and abiotic factors interact?
A. Ecosystem
B. House
C. Niche
D. Shelter
H. Assignment Homework
Write a short reflection on the importance of both biotic and abiotic components in their
chosen local ecosystem and consider any changes that might affect its balance.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
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 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?

Prepared by: Checked: Noted:

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