Republic of the Philippines

Department of Education
Region VII, Central Visayas
DIVISION OF CEBU CITY
New Imus Road, Day-as Cebu City

LESSON PLAN IN SCIENCE 10

Name of Teacher: Blezy V. Guiroy Grade Level: Grade 10
Learning Area: Science Quarter: 3rd Module: 7 Time allotment:
60 mins.
CONTENT The learners demonstrate understanding of an ecosystem as being capable of
STANDARD supporting a limited number of organisms.
PERFORMANC The learners should be able to write an essay on the importance of adaptation as a
E STANDARD mechanism for the survival of a specie.
LEARNING The learners should be able to explain the relationship between population growth
COMPETENCY and carrying capacity (S10LT-IIIi-42).
At the end of the session, with 75% accuracy, the Grade 10 high school students
should be able to:
Knowledge explain the relationship between population growth and carrying
OBJECTIVES capacity;
Skills identify the limiting factor through article analysis; and
Attitude recognize the importance of natural resources in keeping the
population of specie through picture analysis.
SUBJECT
MATTER
Concept Population Growth, Carrying Capacity, Limiting Factor
Values Sustainability
Dep. Ed. Thrust Environmental Education
Resources Visual aids, test paper and materials, laptop, speaker, TV
Decierdo, P(2011). The Most Powerful Force in the Universe.
Retrieved from
https://filipinofreethinkers.org/2011/12/18/the-most-
powerful-force-in-the-universe
Brown, T., et. al. (2018). Chemistry The Central Science .
References Pearson Education Limited.
Petrucci, R.,et. al. (2017). Earth Science and Modern
Applications . Pearson Canada, Inc.

https://youtu.be/ozW7y-y6Ymw
Self-Learning Module 10
ELEMENTS OF
METHODOLOGY
THE PLAN
PREPARATION

INTRODUCTORY ACTIVITY

1. The teacher will greet the class.

2. The teacher will remind the class of the point-system
rule. Each group will be given 10 points. The group
will receive a deduction of points if: (1) a member
doesn’t behave properly during the discussion, (2) the
area is very dirty, (3) some members will not
 participate in the activity. On the other hand, the group
will receive an additional points if: (1) all members are
actively participating in the activity, (2) the area is
very clean at the start of the class. The total
accumulated points of the group will be recorded
under their participation for the day.
POSITIVE AND NON-VIOLENT REINFORCEMENT
OF BEHAVIOR. The teacher uses the point-system rule to
reward/punish the students. Their behaviour during the
discussion is very important and it is essential to give them
motivation to perform well in the activities and discussion.
Students are motivated to perform well and some students
will also engage in the discussion in order not to be a burden
to the group.

3. The teacher will present a scenario to the class.

Scenario: Planet XYZ is a very small planet that is
facing a great catastrophe where animals and
humans fight for food and natural resources. 1
billion people against a group of animal
competing for small amount of food, water, land
and natural resources. A group of scientists are
studying different ways on how to solve this
problem. Until one scientist solves the mystery.
However, she died before telling everybody the
solution. She left different clues that could help
solve the mystery.
4. The students will solve the mystery after the
discussion through clues.
5. The mechanics of the game are the following:
 Clues are presented in the slides in between the
discussion
 It could either be a letter or a mathematical
operation
 For letters, write all the letters presented in
your ¼ sheet of paper. At the end of the class,
solve the jumbled letters to find the word
o Example: B S T E = BEST
 For the mathematical operation, write the
mathematical operation and solve it on your
paper. Add all the answers from all the clues
and come up with an answer at the end of our
class. Calculators are not allowed
o Example: 1st clue: 3+8*4-(6/3)=33
2nd clue: -5+2*(-2)=6
Answer: 33+6=39
NUMERACY AND LITERACY. This part of the lesson
enhances the numeracy and literacy of the students. In the
middle of the discussion, students are tasked to compute for
the given mathematical operation in order to solve the
mystery. Students will develop their numeracy skills as well
as the literacy skills as they will arranged the jumbled letters
provided.

MOTIVATION
 1. The teacher will ask for two representatives from the
class to perform the game in front.
2. Each student will be given a matchbox. However, both
have different number of matchsticks inside.
3. Within 1 minute, they must raise the matchbox from
the table using the matchsticks provided.

Questions: (To the class)

1. Why do you think one student was not able to perform
the game? Varied responses
2. What is the role of the matchsticks in the game?
Varied responses
3. Do you think the number of matchsticks is essential in
order to win the game? Why? Varied responses
4. For humans and animals, do you think it is important to
have a group of specie in a certain community? Why?
Varied responses
5. What do you call that group of specie in a community?
Population

PRESENTATION

ACTIVITY:

1. The teacher will present the meaning of population to

the class. She will also do unlocking of difficult terms
where students will read aloud the meaning of these
words.
LITERACY. This part of the lesson enhances the literacy of
the students. The teacher will let all the students read the
meaning of the difficult terms all together.
2. The teacher will present the picture to the class to give
them a short review of their discussion when they were
in grade 7.

INTEGRATION WITHIN THE DISCIPLINE This part of

the lesson allows the students to recall their previous
discussion in Science. This is a grade 7 lesson where the
teacher will review the concept of individual, population,
community, and ecosystem. The teacher will then relate these
concepts to the discussion for today.
3. The class will be divided into five. (Note: The
groupings of the student is fixed every quarter.
Students are seated according to their groups.)
4. Each group will roam around the class to check the
 information provided per station. They are tasked to
write their learnings and observation per station.
5. Each group will be given 3 minutes to learn every
station. After 9 minutes, all the groups have finished all
three stations.
DIFFERENTIATED ACTIVITY: In this part of the lesson,
it targets the different intelligences of the students. Station 1
uses pictures in order to explain the concept. Station 2 uses
actions where students are tasked to perform a simple task to
understand the lesson well. Station 3 uses words, articles and
graphs to present the concept. This way, students with varying
learning styles and multiple intelligences will be catered.

STATION 1

STATION 2
STATION 3

ANALYSIS:
1. What have you observed in station 1?
2. What causes the increase or decrease of population in
station 1?
3. How do natural disasters affect the population growth of
a specie?
4. What limiting factor is presented in station 1? Explain
5. What have you observed in station 2?
6. Were you able to perform the activity until the end?
7. What happens to the tissue paper after some time?
8. Why do you think the tissue paper break apart after
many trials?
9. How is it related to the population of specie in our
community? Provide an example.
10. What have you observed in station 3?
11. What is the article all about?
12. Do you think it is could greatly affect the future given
 today’s situation? Why or why not?
13. How can you help prevent scarcity of natural
resources?
14. Do you think the population of human in the
Philippines will reach at some point its limitation? If yes,
how so?
CRITICAL THINKING SKILLS: In this part of the lesson,
the students are given higher order thinking skills to improve
their critical thinking skills. Students are given the chance to
explore and think outside of the box. Students can generate
countless of ideas from the given questions.

ABSTRACTION:
1. The teacher will present the different graphs in Math
and will ask the students how they interpret these
graphs based on their lessons in Math.
2. The teacher will then present the following graphs to
the class.

INTEGRATION ACROSS DISCIPLINE: In this part of the

lesson, the students are tasked to recall their discussion in
Math pertaining to graphs. The teacher will let the students
use their knowledge in Math to interpret the graph about
population growth and carrying capacity. Students will be able
to identify which part of the graph shows an increase or
decrease in population. With the help of their learnings in
Math specifically in coordinates and graphing, students will
be able to understand and interpret the graphs presented in the
discussion of the topic.
 Questions:
1. What is the carrying capacity of dolphins? Seals?
2. What type of limiting factor is shown is graph A? B? C?
3. What causes the increase/ decreases of population in
dolphins? Seals? Humans?

PRACTICE APPLICATION:
1. The students will share their thoughts on the picture.

Questions:
1. What do you think is the message of the picture?
2. How can you minimize the effect of scarcity to population
growth?
3. Why is it important for us to save the natural resources?
4. What is the relationship between natural resources and
population growth?

CONCLUDING ACTIVITY
1. The teacher will present to the class all the clues given
during the discussion.

Jumbled Letters: SUAIASNTBLE

ANSWER: SUSTAINABLE
Mathematical Operation: 3+4*2=11
-8+5-6=-9
12/6*2+10=11
(-10/-2)-1+(-8*2)=-12
ANSWER: 11+(-9)+11+(-12)=1
2. The teacher will then present the meaning of sustainable
to the class. All students will read the meaning all
together.
 3. The students will use the word sustainable and number
1 in a sentence. They will based it on the topic being
discussed.

NUMERACY AND LITERACY. This part of the lesson

enhances the numeracy and literacy of the students. At the
end of the lesson, students are tasked to compute for the
given mathematical operation all together in order to solve
the mystery. Students will develop their numeracy skills as
well as the literacy skills as they will arranged the jumbled
letters provided and read the meaning of sustainability in
class.

ASSESSMENT MATRIX
Level of How will I
What will I assess? How will I assess?
Assessment score?
Multiple choice.
Identify the different Answer the question
1 point per
factors that affect the by choosing the best
Written Outputs correct
growth of population answer from the
answer
of different species. choices given. (See
attached file)
Construct: Make a
creative presentation
showing the
importance of
conserving and
maintaining the
natural resources to
A rubric will
ASSESSMENT Explain the support the continuous
be used to
Performance importance of population growth.
score their
Outputs natural resources on Choose either of the
answers. (See
population growth. following:
attached file)
1. Essay
2. Poem
3. Acronym
4. Song
5. Poster
6. Tiktok
Video
CREATIVITY SKILLS and DIFFERENTIATED INSTRUCTION: In this part
of the lesson, the students are tasked to be creative with their output since they can
have their output in essay writing, poem making, acronym, song composition, poster
making or tiktok video presentation. With this, students are given the freedom to be
creative and imparts their ideas clearly. This part also targets the different
intelligences of the students.

Performance
ASSIGNMENT Do the Performance Task at home.
Outputs

Prepared by: Approved by:

BLEZY V. GUIROY NEIL ANDRIAN A. ANGTUD, DevEdD

Teacher III Principal
City Central High School City Central High School

Observed by:

GERALDYN BACUS-REMEGIO
Assistant Principal
City Central High School

RUBRICS FOR PERFORMANCE OUTPUT

CRITERIA EXEMPLARY SATISFACTORY DEVELOPING BEGINNING

5 4 3 2
Accuracy of The student shows The student shows The student shows The student
Content deep understanding considerable a shallow shows limited
of the topic. understanding of understanding of understanding
the topic. the topic. of the topic.
Creativity The product is very The product is The product The product
creative. creative. is somewhat lacks
creative. creativity.
Name: ________________________ Grade and Section: __________Date: __________ Score: ______

ASSESSMENT:

I. Multiple choice
Directions: Answer the following questions by choosing the best answer from the choices given.

1. What do you call a community of organisms that live, feed, and interact with the environment?
A. Population B. Ecosystem C. Organization D. Carrying capacity
2. What do you call the population growth in which there is a constant increase in the number of organisms?
A. Logistic growth C. Abnormal growth
B. Normal growth D. Exponential growth
3. Population growth in which the growth rate decreases with increasing number of organisms, until it
becomes zero when the population reaches its carrying capacity is referred to as
A. Logistic growth C. Abnormal growth
B. Normal growth D. Exponential growth
4. The human population is growing at an exponential rate. What does this mean?
A. There is a decreasing number of humans.
B. The birth rate of humans is greater than the death rate.
C. The death rate of humans is greater than the birth rate.
D. The number of humans in the population is the same.
5. The Philippine eagle (Pithecophaga jefferyi) is considered an endangered species. What does this mean in
terms of the birth rate and death rate of Philippine eagles?
A. There is an increasing number of Philippine eagles.
B. The birth rate of Philippine eagles is greater than the death rate.
C. The death rate of Philippine eagles is greater than the birth rate.
D. The number of Philippine eagles in the population is the same.
6. The maximum number of individuals that an environment can support is termed
A. Population B. Ecosystem C. Organization D. Carrying capacity
7. A person breeds guinea pigs in a cage. After a few generations, the breeder observes that the guinea pigs
are more aggressive towards each other, the young are less healthy and more young guinea pigs die. What
do you think will happen to the population of the guinea pigs?
A. The population will increase. C. The population is not affected.
B. The population will decrease. D. The population will remain the same.
8. The human population is growing at an exponential rate. Since a population cannot grow infinitely, what
will happen if the human population reaches its carrying capacity?
A. The human population will increase. C. The human population will be the same.
B. The human population is not affected. D. The human population will stop increasing.
9. Based on the graph, what is the carrying capacity of the rabbit population?
 A. 5
B. 60
C. 65
D. More than 65

10. Based on the graph above, what have you noticed about the
rabbit population between mid-May to mid-June?
A. There is a slow growth in the rabbit population between mid-May to mid-June.
B. There is a rapid growth in the rabbit population between mid-May to mid-June.
C. There is no growth in the rabbit population between mid-May to mid-June.
D. Cannot be determined

STATION 1
 STATION 2

DENSITY-DEPENDENT LIMITING FACTORS

Materials present on the area
 Pebbles of different sizes
 Tissue paper
Procedure
1. Let two students hold both ends of the tissue paper
2. Fill the tissue paper with pebbles.
3. Slowly add more pebbles on the tissue paper
4. Count how many pebbles the tissue paper can hold before breaking
5. Write your observations

STATION 3

Three Chinas in a Philippines

Written by: Pecier Decierdo (2011)

This year, the Philippine population experienced a growth of 1.904%. If this population
growth rate is maintained, the Philippine population will double in a mere 36 years and 9
months – around 37 years. If there are 101 million Filipinos alive today, that means there will
be 202 million Filipinos alive 37 years from now. Give another 37 years (that’s 74 years from
now) and there will be 404 million Filipinos alive. Fast-forward to another 37 years (111 years
from now) and our population is already at 808 million; by then our population is rapidly
speeding toward the 1 billion mark. Does this pattern sound familiar?
The graph below shows the projected Philippine population in the coming decades as
assessed by the U.S. Census Bureau. According to the graph, the Philippine population will be
at 150 million in the year 2050. Note that this projection is around 75% of the value projected
for the year 2048.
POWERPOINT PRESENTATION