Quarter: Third (Module 1)

Content Standard: The learners demonstrate an understanding of:

1. organisms as having feedback mechanisms, which are controlled by the nervous system and endocrine system
Performance Standard: Learners present information to the public about the common
& effective contraceptive measures used in family planning through Video making)
Learning Competency: Describe the parts of the reproductive and their function
Code: S10LT-111a-33
Content : Coordinated functions of the reproductive, Endocrine, and nervous system
Week 1 LC : Coordinated functions of the reproductive, endocrine and nervous system LC: Explain the role of
S10LT-llla-33 (week 1) hormones involved in the
female and male reproductive
system S10LT-lllb-34( week 2)
Day 1 Day 2 Day 3 Day 4
Specific  Define reproduction  Describe the  Describe the  Define hormone
objectives  Identify the organs of functions of each functions of each  Identify the hormone in
the human reproductive organ of the female organ of the male male and female
system using the human reproductive system reproductive system reproductive system
torso  Explain the function  Explain the function  Explain the function of
of the female of the male hormone in male &
reproductive system reproductive system female reproductive
system
Quarter: Third
Content Standard: The learners demonstrate an understanding of:
1. having feedback mechanisms, which are controlled by the nervous system and endocrine system
Performance Standard: Learners present information to the public about the common
& effective contraceptive measures used in family planning through Video making)
Learning Competency: describe the feedback mechanisms involved in regulating processes in the female reproductive system
Code: S10LT-111c-35
Content: Coordinated functions of the reproductive, Endocrine, and nervous system
Week 2 LC : describe the feedback mechanisms involved in LLC: describe how the nervous system coordinates and
regulating processes in the regulates these feedback mechanism to maintain
female reproductive system; homeostasis;S10LT-111c-36 (week 3)
S10LT-111c-35 (week 3)
Day 1 Day 2 Day 3 Day 4
Specific  Describe menstruation  Make a campaign  Identify the major  Define neurons
objectives  Identify the phases of advertising video division and  Identify the basic parts
menstrual cycle for effective organs of the of neurons
 Describe the changes of contraceptive nervous system  Describe the function of
the uterine lining and measures used in  Describe the each neuron
the ovary in the the family function of the 2
menstrual cycle planning major division and
organs of the
nervous system
Quarter: Third
Content Standard: The learners demonstrate an understanding of:
1. having feedback mechanisms, which are controlled by the nervous system and endocrine system
Performance Standard: Learners present information to the public about the common
& effective contraceptive measures used in family planning through Video making)
Learning Competency:describe how the nervous system coordinates and regulates these feedback mechanism to maintain
homeostasis
Code: S10LT-111c-36
Content: Coordinated functions of the reproductive, Endocrine, and nervous system

Week 3 LLC: describe how the nervous system coordinates and regulates these feedback mechanism to maintain
homeostasis;S10LT-111c-36 (week 3)
Day 1 Day 2 Day 3 Day 4
Specific  Identify 2 types of  Describe the  Describe the  Define homeostasis
objectives neurons characteristics of function of the  Explain the effects of a
 Define motor and the endocrine hormone particular hormone in the
sensory neurons system secreted from body if not properly
 Explain how the body  Identify the the different regulated
processes and glands, its glands of the  Describe how the nervous
controlled through the secretion(hormon body system coordinates and
nervous system e)and the location regulates these feedback
of the body mechanisms to maintain
homeostasis
Quarter: Third(Module 2)
Content Standard: The learners demonstrate an understanding of:
1. The information stored in DNA as being used to make proteins
Performance Standard: Construction of central dogma model with the use of localized materials.
Learning Competency:The learners should be able to explain how protein is made using information from DNA
Code : S10LTIIId-37
Content : Heredity: Inheritance and Variation

Week 4 LLC: to explain how protein is made using information from DNA; S10LTIIId-37(week 4)

Day 1 Day 2 Day 3 Day 4

Specific  Define DNA and RNA;  construct a  Define DNA  Define transcription;
objectives  Identify the components of model of DNA replication;  Describe the process of
DNA and RNA molecule; template;  Describe the transcription.
 Compare the structures of process of  Illustrate the process of
replication translation using the
DNA and RNA in terms of
 Illustrate constructed model.
Number of strands
replication using
Location in the cell DNA model.
Type of sugar
Nitrogenous base pair
 Quarter: Third(Module 2)
Content Standard: The learners demonstrate an understanding of:
1. The information stored in DNA as being used to make proteins(day 1&2)
2. How changes in the DNA molecule may cause changes in its product(day 3)
3. Mutation that occur in sex cell as being heritable
Performance Standard: Construction of central dogma model with the use of localized materials.
Learning Competency:The learners should be able to explain how protein is made using information from DNA
Code: S10LTIIId-37
Content: Heredity: Inheritance and Variation

Week 5 LLC: to explain how protein is made using LC: explain how mutations may cause changes in the structure and
information from DNA; S10LTIIId-37(week 4) function of protein; S10LT-111e-38 (week 5)
Day 1 Day 2 Day 3 Day 4
Specific  Define the  Illustrate the  Identify the kinds of  Identify different
objectives translation; process of chromosomal chromosomal abnormalities
 Identify the three translation using mutation;  Describe the characteristics of
types of RNA a genetic code  Differentiate the kinds Down syndrome, Cri du chat,
 describe the function  Explain how of mutation. Edward Down syndrome,
three type of RNA protein is made  Explain how changes Jacobsen/klinefelter’s
 Explain how to use using in the DNA molecule syndrome and Turner
the genetic code. information in can cause mutation syndrome.
DNA.  Explain how these
abnormalities occur.
 Quarter: Third (Module 3)
Content Standard: The learners demonstrate an understanding of:
1. How evolution through natural selection can result in biodiversity.
Performance Standard: The learners shall be able to write an essay on the importance of adaptation as a mechanism for the
survival of a species.
Learning Competency: explain how fossil records, comparative anatomy, and genetic information provide evidence for
evolution

Code: S10LTIIIf-39

Content: Biodiversity and Evolution

Week 6 LC: explain how fossil records, comparative anatomy, and genetic information provide evidence for evolution;

S10LTIIIf-39(week 6)

Day 1 Day 2 Day 3 Day 4

Specific  Define fossil;  Define evolution;  Distinguish  Compare the stages of
objectives  Give examples of  Describe the homologous structure embryonic development of
fossils; comparative from analogous different organisms;
 Determine the age anatomy of the dog, structure;  Describe how embryonic
of fossils by using bird, lizard and  Explain the relevance development provides clues
the era and period whale from their of comparative for evolution.
where they belong internal frame work, anatomy as an evidence
or the geologic Positions of evolution.
time scale. Embryonic
development
 Quarter: Third (Module 3)
Content Standard: The learners demonstrate an understanding of:
1. How evolution through natural selection can result in biodiversity.
Performance Standard: The learners shall be able to write an essay on the importance of adaptation as a mechanism for the
survival of a species.
Learning Competency: Explain the occurrence of evolution;
Code: S10LTIIIg-40
Content: Biodiversity and Evolution
Week 7 LC: Explain the occurrence of evolution; Quarter: Third(module 4)
S10LTIIIg-40 (week 7) C.S: The learners demonstrate understanding on the influence of biodiversity on the stability of ecosystems.
The learners demonstrate understanding on an ecosystem as being capable of supporting a limited number
of organisms.
P.S. : Clean up drive/ tree planting
LC: Explain how species diversity increases the probability of adaptation and survival of
organisms in changing environments; S10LT-IIIh-41(week 8)
Content: ecosystem
4.1 flow of energy and matter in the ecosystem
4.2 biodiversity and stability
4.3 population growth and carrying capacity
Day 1 Day 2 Day 3 Day 4
Specific  Identify the  Define Charles  Define biodiversity.  Describe how various
objectives theories of Darwin’s  Describe the value of species into organisms interact with one
evolution theory of various categories. another in an ecosystem
developed by evolution  Classify the value of listed  Determine how biodiversity
Jean Baptiste through organisms in an ecosystem. affect the stability of an
de Lamarck natural ecosystem.
 Describe the selection
theory of  Discuss
needs, theory Lamarck and
of use and Darwin’s
disuse and the theory of
theory of evolution
acquired  Compare
characteristic Lamarck and
s. Darwin’s
theory of
evolution.
 Quarter: Third ( Module 4)
Content Standard: The learners demonstrate understanding on the influence of biodiversity on the stability of ecosystems.
The learners demonstrate understanding on an ecosystem as being capable of supporting a limited number of organisms.
Performance Standard: The learners shall be able conduct Clean up drive/ tree planting
Learning Competency: The learners will be able to explain the relationship between population growth and carrying capacity.
Code: S10LT-IIIi-42
Content: Ecosystem
4.1 flows of energy and matter in the ecosystem
4.2 biodiversity and stability
4.3 population growth and carrying capacity
Week 8 LC: The learners will be able to explain the relationship between population growth and carrying capacity; S10LT-IIIi-42 (week 9)

Day 1 Day 2 Day 3 Day 4

Specific  Define population density.
objectives  Identify the limiting
factors of population
growth.
 Explain how population
growth can be affected by
density-dependent or
density-dependent
limiting factors.
 Define carrying  Compare population  Determine situations if it is
capacity. growth and carrying density-dependent or
 Determine what capacity. density dependent.
causes density-  Explain the  Predict the possible effects
dependent relationship between of the given problem.
limiting factor. population growth
 Interpret the and carrying
graph of a habitat capacity.
of a certain
species.
 Quarter: Third (Module 4)
Content Standard: The learners demonstrate understanding on the influence of biodiversity on the stability of ecosystems.
The learners demonstrate understanding on an ecosystem as being capable of supporting a limited number of organisms.
Performance Standard: The learners shall be able conduct Clean up drive/ tree planting
Learning Competency: The learners will be able suggest ways to minimize human impact on the environment.
Code: S10LT-IIIj-43
Content: Ecosystem
4.1 flows of energy and matter in the ecosystem
4.2 biodiversity and stability
4.3 population growth and carrying capacity
Week 9 LC: The learners will be able to able suggest ways to minimize human impact on the environment;S10LT-IIIj-43(week 10)

Day 1 Day 2 Day 3 Day 4

Specific  Analyse the problems
objectives depicted in the given
pictures
 Explain the causes and
effects of environmental
problems as depicted on
the given pictures
 Suggest possible solutions
to reduce environmental
issues and problems.
 Identify environmental  Conduct a room-  Conduct a survey if the
problems and issues in to-room environmental problems
your school campaign for and issues in the school
 Plan a collaborative information are reduced through
project of action to disseminations. survey questionnaire.
lessen such
environmental
problems and issues in
your school.
 Present your
collaborative project
plan of action to the
group/class and get
approved by the
teacher.