School Marikina Science High School
Teacher Mark Anthony F. Casimiro
Grade
10
Level
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Discussing new concepts and
practicing new skills #1
Learning Area Research 1B
Quarter 4th Quarter
Teaching Date March 5, 2019
The learner demonstrates understanding the different issues in
the environment.
The learners should be able to express the opinions and show
their concerns in the environment.
The learners should be able to:
1. Analyze a controversial environmental topic;
2. Compare and contrast different opinions about a
controversial topic; and
3. Make a fact- based opinion about the environmental
subject.
IMPACT OF HUMANS ON THE ENVIRONMENT
ENVIRONMENTAL CONCERS
N/A
N/A
Laptop, debate worksheets (attached here)
Deauna M, and Dorado S. Environmental Science for Philippine
Schools. Phoenix Publishing House Inc. 1996.
ELICIT
 Art of Questioning and Pair- Think and Share
The learners will be asked the following questions:
1. Do you have pets?
2. What kind of pets?
3. Have you learned anything from your pets?
4. Have you ever wished you could own exotic pets?
Give the learners time to discuss with the partners and
then share it in the class.
ENGAGE
 Pen and Paper Activity/ Debate Organizer
The Debate Worksheet will be passed out to the
learners and let them independently answer the question at
the top of the worksheet, “Should tropical fish sales be
banned?” and let them write their responses in the space
provided.
EXPLORE
 Mapping
An article, “Should Tropical Fish Sales be Banned? Will
be handed in to the learners. Let them read the article silently.
While reading, let the learners make some questions about
the article.
Source:
http://www.timeforkids.com/news/debate/219786
 EXPLAIN
 Group Discussion
The learners will have discussions about the questions
they will come up. They will be discussing about the article.

D. Developing mastery (leads to

 Pair Activity!
Formative Assessment 3) The learners will ask their partner some points during the
class discussion and be asked these questions, “People for
tropical fish sales say,” and “People opposed to tropical fish
sales say:” They will be writing their responses on the first box
and second box of the debate organizer.

ELABORATE
 Interview
E. Fin
F. ding practical applications of
Let the students interview some classmates and set
concepts and skills in daily time 5- 10 minutes and write their classmates’ opinions on the
living third of the debate organizer.

Have the students return to their seats and complete

the fourth box of the debate organizer.

G. Making generalizations and  You have a Point!

abstractions about the lesson
Call on students to discuss their opinion. Ask students
what the strongest point was that made them believe their
opinion. Ask students what the strongest point against their
opinion was.

EVALUATION

Students will be asked to complete a worksheet and

H. Evaluating learning defend their position orally. Attached herewith is the rubric
for opinion response.

EXTEND

I. Additional activities for Learners are asked to look for the different species that
application or remediation is almost endangered in the Philippines.

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: Inspected/ Observed by:

Mark Anthony F. Casimiro Ms. Daisy B. Revilla Ms. Jeanette J. Coroza

Subject Teacher Subject Coordinator Principal
INTEGRATION ON ESP
IV. PROCEDURES:
A. REVIEWING PREVIOUS LESSON

ANNOTATION:
Edukasyon sa Pagpapakatao was integrated in the lesson. The learners respected the views and
opinions of their classmates.
INTEGRATION ON ENGLISH
IV. PROCEDURES:

ANNOTATION:
The English subject was integrated in this lesson as the learners expressed their answers in English that
would enhance their communication skills.

INTEGRATION ON BIOLOGY
IV. PROCEDURES:
ANNOTATION:
The researches done by the researchers are integrated in different fields of Biology as it talks about
one species which is the fish.