Prototype Detailed Lesson Plan in Science 10

Third Quarter, Week

I. Objectives:
A. Content Standards: an ecosystem as being capable of supporting a
limited number of organisms
B. Performance Standards: write an essay on the importance of adaptation
as a mechanism for the survival of a species
C. Learning Competencies/ Objectives: suggest ways to minimize human
impact on the environment.
Competency Code: S10LT-IIIj-43
At the end of the discussion, the learners are expected to:
a. Identify the effects of some human activities on natural resources.
b. Discuss among them and share with the classroom what they have
observed and why they think there is a negative human impact on the
environment.
c. Suggest ways to reduce the effects. Write assignment, using the
questions who, what, why, when, where and how.
II. Content: Ecosystem
A. References:
1. Teacher’s Guide Pages: Science and Technology I: General Science
2. Learner’s Material Pages: Science 10, Unit 3, Module 4
3. Textbook Pages: 337-340
4. Additional Materials from Learning Resource Portal
B. Other Learning Resources:
C. Values Integration:

D. Procedures

Teacher’s Activities Learners’ Activities

1. Reviewing previous lesson or presenting the

new lesson
To begin this lesson, there will be a quick review
between the population growth and carrying
capacity that was discussed in previous days as
part of the unit overview.

2. Establishing a purpose for the lesson

Let the students answer the question:
How do human activities impact the environment
and biodiversity?

3. Presenting examples/ instances of the new

lesson
 State the environmental problems and
issues.
 How do people destroy natural resources?
Objectives :
1. Identify the effects of some human
activities on natural resources.
2. Suggest ways to reduce the effects.

What to Do:

 Study Table 2 and tell if you have observed

the activities listed in your locality.
 Discuss the effects of these activities on

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Prototype Detailed Lesson Plan in Science 10
Third Quarter, Week
natural resources.
 Write the effects on the column opposite the
activities. An activity may have more than
one effect.
 Some of the effects have already been
listed in the table.
 Do you know of other activities that destroy
or cause the depletion of natural resources?
Add them to the list and fill the
corresponding effect in column 2.
Table 2. Ways People Destroy Natural Resources
Suggest
Effects on
practices to
Activities Natural
reduce the
(1) Resources
effects
(2)
(2)
Damage natural
When roads are built,
habitats and/or
mountains are blown off
kill plants and
using dynamite.
animals
Rice fields are turned
into residential or
commercial centers.
People cut too many
trees for lumber or paper
or building houses.
More factories are being
built to keep up with the
demands of a fast
growing population and
industrialization.
Too much mining and
quarrying for the purpose
of getting precious
metals and stones and
gravel.
Too much
fertilizer destroys
Some farmers use too the quality of the
much chemical fertilizers soil and is
to replenish soil fertility. harmful to both
human and
animals.
Plastics and other
garbage are burned.
Cars, trucks, and
tricycles that emit dark
smoke (smoke belchers)
are allowed to travel.
Other activities

4. Discussing new concepts and practicing new

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Prototype Detailed Lesson Plan in Science 10
Third Quarter, Week
skills
 Let the student do the Activity 3: Analyzing
Environmental Issues answer the guide
questions.
 Discuss to the class.
 Teacher’s input on the presented output.
5. Developing mastery
 Students will demonstrate that they met the
objective by….
 Students will be given an article on an
environmental risk and will be tested
through a two paragraph written assignment
on how well they can identify a human
caused environmental issue through the
use of proper vocabulary. Students will
focus their written assignment on: what
happened, how it happened, who may have
caused it, where it happened, when it
happened, and reasons why, using specific
clues/examples from the article.
6. Making generalizations and abstractions
about the lesson.
 Teacher will provide fill in the blank notes
for students to follow along with powerpoint,
so students have a clear background of
each human impact on the environment.
 After finishing notes teacher will ask
students to discuss with a partner one
environmental risk discussed in powerpoint
that might have a huge impact on their lives
and how? Students will discuss this for
about 5 minutes.
7. Evaluating learning
 Teacher will pass out to each student an article on
one of the environmental risks presented in the
PowerPoint.
 Students will then be required to quietly read their
article. As they read students must underline any
interesting facts and circle any unknown words.
(10 minutes)
 After reading the article students will fill out their
5W’s & How worksheet using specific quotes or
references from the article.
 Students will take 10 minutes to share with a
partner what they read and referencing to their
5W’s & How organizer.
 Students will be given time in class to start their
summary using the 5W’s & How on their article.
The summary should have key vocabulary and
specific references and supportive evidence from
their article. Students will also be required to have
at least a one sentence suggestion of a solution
that can help improve or eliminate the
environmental risk they read about. Show your
work.
8. Additional activities for application or

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Prototype Detailed Lesson Plan in Science 10
Third Quarter, Week
remediation.

III. REMARKS

IV. REFLECTION
Teacher:
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 lesson work?
No. of learners who 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:

Name: CHERRY MAE B. CORRIA

Baccalaureate Degree: Bachelor of Secondary Education- Biology
Position: Teacher I
School: Guadalupe National High School
District: Esperanza ll
Division: Agusan del Sur

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