![Pre-lesson Remediation Activity: Stick-it-together
[Drawing Attention to meaning; Prompting Connections to Prior Knowledge; Prompting for
Effortful Thinking]
For Students with an Insufficient and Fairly Sufficient Level of Prerequisite Content-knowledge
and/or Skill(s):
❖ Video Analysis: Students will be divided into groups of four members, with each group
consisting of students at Insufficient, Fairly Sufficient, and Sufficient levels of
prerequisite content knowledge and/or skills, as selected by the teacher.
❖ Video presentation Link: https://www.youtube.com/watch?v=lIEoO5KdPvg
❖ Guide question: Describe the key comparative anatomy that suggest whales evolved
from land mammals.
INTRODUCTION
1. time frame a student is expected to finish learning the lesson (and where to contact
the teacher when concerns arise)
Time Frame/ Class Schedule:
Code: S11/12LT -IVfg-26
Tuesday and Thursday (1 hour and 30 minutes)
Friday (1 hour)
Online: Learning Management System (LMS) and Group Chat Rooms
Offline: Call/Text 0920*******
Modular/Blended: Modules, Worksheets or Activity Materials
2. the knowledge (RUA) the student is expected to gain from learning the topic/lesson
LEARNING COMPETENCIES](https://image.slidesharecdn.com/paulojenedilatg-240721023704-74011da3/85/adaptive-teaching-guideline-docx-4-320.jpg)
![Students will be able to:
❖ (R) Describe how all living populations show variation in their characteristics.
❖ (U) Explain how natural selection results in populations that are well adapted for their
environment, otherwise known as survival of the fittest.
❖ (A) Analyze examples of extinct species and the reasons for their extinction.
3. Context where the student is going to apply their learning (In what PAA/EFAA and
personal use?)
❖ Application of Learning/outcome: Students will apply the principles of evolution by
natural selection and understand the impact of extinction on biodiversity.
4. Overview of the Lesson
The study of the origin of life and extinction of species is a fundamental aspect of biology
and ecology, providing deep insights into the processes that shape biodiversity on Earth. This
field encompasses various disciplines, including genetics, paleontology, evolutionary biology,
and environmental science.
Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the
topic/lesson relative to the General Enabling Teaching Strategy.
Number of chunks of topics will be dependent on the teacher’s plan.)
Chunk 1. NATURAL SELECTION
Formative question: What are the implications of natural selection for biodiversity and
species survival?
Targeted Objective:
(R) Describe how all living populations show variation in their characteristics.
(U) Explain how natural selection results in populations that are well adapted for their
environment, otherwise known as survival of the fittest.
[Drawing attention to meaning; Prompting Connections to Prior Knowledge; Prompting for
Effortful Thinking]
Activity 1. Picture Analysis](https://image.slidesharecdn.com/paulojenedilatg-240721023704-74011da3/85/adaptive-teaching-guideline-docx-5-320.jpg)
![Chunk 2. EXTINCTION
Formative question: Explain the implications of the extinction of the chosen species on
its ecosystem and other species.
Targeted Objective:
(A) Analyze examples of extinct species and the reasons for their extinction.
[Drawing attention to meaning; Prompting Connections to Prior Knowledge; Prompting for
Effortful Thinking]
Activity 1. Find-Out Why!
Directions: Research the following extinct animals. Record some information about each
animal, when it is thought to become extinct, and the possible cause of extinction.
Synthesis
❖ Selective Pressure. Extinction events create selective pressures that can lead to rapid
evolutionary changes in surviving species.
❖ Survival of the Fittest. Species that cannot adapt to changing environments through
natural selection are more likely to become extinct.
❖ Biodiversity. Natural selection drives the diversification of life, while extinction removes
species from the gene pool. The balance between these processes shapes the overall
biodiversity of the planet.](https://image.slidesharecdn.com/paulojenedilatg-240721023704-74011da3/85/adaptive-teaching-guideline-docx-6-320.jpg)
adaptive teaching guideline.........docx
- 1. ADAPTIVE TEACHING GUIDE MET No. 4 Most Essential Topic: THE ORIGIN AND EXTINCTION OF SPECIES Lesson No. 1 Lesson Topic: NATURAL SELECTION AND EXTINCTION Prerequisite Content-knowledge: ● The evidence of evolution and genetics It is essential for the students to determine the evidence for evolution before the start of the lesson. ● Basic Understanding of DNA and Genetics: Students should understand the basic structure of DNA, be familiar with Mendelian genetics and know how mutations occur and contribute to genetic diversity. ● Understanding on the Fundamentals of Evolutionary Theory: Students should understand the principles of natural selection, including variation, competition, and survival of the fittest. Prerequisite Skill: ● Critical Thinking: Students should be able to analyze scientific information critically, distinguishing between evidence and opinion. ● Communication: Students should be able to collaboratively communicate to express their opinions and insights about the topic. Prerequisites Assessment: (Describe the type and content of the Prerequisite Assessment and Use a separate sheet for the copy of a full-blown assessment.) Multiple Choice Test 1. What is homology evidence for evolution? a. Unrelated structures that serve similar functions b. Similar structures in different species indicating a common ancestry c. Structures that have lost their original function d. Random variations in species 2. How does DNA/protein sequences provide evidence for evolution? a. They are completely different in unrelated species b. They are not affected by evolutionary changes c. Similar sequences suggest a common ancestry d. They are only found in humans
- 2. 3. In the context of evolution, what does plate tectonics refer to? a. Movement of continents over time b. Changes in climate patterns c. Formation of new species d. Human impact on ecosystems 4. What does the fossil record show as evidence for evolution? a. No evidence of extinct species b. Random assortment of unrelated species c. Transitional forms between different groups of organisms d. Fossils cannot provide information about evolution 5. How does embryology support the theory of evolution? a. Embryos of different species look identical at all stages b. Embryos of different species develop in completely different ways c. Similarities in early stages of embryo development across species d. Embryos are not relevant to evolutionary studies 6. What is the significance of artificial selection in understanding evolution? a. Natural selection has no impact on species b. Humans play no role in shaping the characteristics of organisms c. Selective breeding by humans to produce desired traits d. Evolutionary changes occur randomly 7. Why is agriculture considered evidence for evolution? a. Agriculture has no connection to natural selection b. Domesticated crops have not changed over time c. Selective breeding by humans has altered the genetics of crops d. Wild plants have more genetic diversity than cultivated plants 8. Which of the following is NOT a piece of evidence for evolution? a. Homology b. DNA/protein sequences c. Plate tectonics d. Static unchanging species
- 3. 9. How does the concept of adaptation relate to evolution? a. Adaptations are fixed and cannot change over time b. Organisms do not adapt to their environment c. Adaptations can lead to evolutionary changes in populations over generations d. Adaptations are controlled by a central authority 10. What role does natural selection play in the process of evolution? a. It speeds up the process of genetic drift b. It has no impact on the survival of species c. It is the primary mechanism by which species evolve over time d. Natural selection only occurs in laboratory settings Answer Key: 1. b 2. c 3. a 4. c 5. c 6. c 7. c 8. d 9. c 10. c Basis for students’ level of understanding of a Topic’s Prerequisite(s) (10 items quiz) 1-4 - Insufficient 5-7 - Fairly Sufficient 8-10 - Sufficient TABLE OF SPECIFICATION BASED ON THE DIAGNOSTIC TEST
- 4. Pre-lesson Remediation Activity: Stick-it-together [Drawing Attention to meaning; Prompting Connections to Prior Knowledge; Prompting for Effortful Thinking] For Students with an Insufficient and Fairly Sufficient Level of Prerequisite Content-knowledge and/or Skill(s): ❖ Video Analysis: Students will be divided into groups of four members, with each group consisting of students at Insufficient, Fairly Sufficient, and Sufficient levels of prerequisite content knowledge and/or skills, as selected by the teacher. ❖ Video presentation Link: https://www.youtube.com/watch?v=lIEoO5KdPvg ❖ Guide question: Describe the key comparative anatomy that suggest whales evolved from land mammals. INTRODUCTION 1. time frame a student is expected to finish learning the lesson (and where to contact the teacher when concerns arise) Time Frame/ Class Schedule: Code: S11/12LT -IVfg-26 Tuesday and Thursday (1 hour and 30 minutes) Friday (1 hour) Online: Learning Management System (LMS) and Group Chat Rooms Offline: Call/Text 0920******* Modular/Blended: Modules, Worksheets or Activity Materials 2. the knowledge (RUA) the student is expected to gain from learning the topic/lesson LEARNING COMPETENCIES
- 5. Students will be able to: ❖ (R) Describe how all living populations show variation in their characteristics. ❖ (U) Explain how natural selection results in populations that are well adapted for their environment, otherwise known as survival of the fittest. ❖ (A) Analyze examples of extinct species and the reasons for their extinction. 3. Context where the student is going to apply their learning (In what PAA/EFAA and personal use?) ❖ Application of Learning/outcome: Students will apply the principles of evolution by natural selection and understand the impact of extinction on biodiversity. 4. Overview of the Lesson The study of the origin of life and extinction of species is a fundamental aspect of biology and ecology, providing deep insights into the processes that shape biodiversity on Earth. This field encompasses various disciplines, including genetics, paleontology, evolutionary biology, and environmental science. Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy. Number of chunks of topics will be dependent on the teacher’s plan.) Chunk 1. NATURAL SELECTION Formative question: What are the implications of natural selection for biodiversity and species survival? Targeted Objective: (R) Describe how all living populations show variation in their characteristics. (U) Explain how natural selection results in populations that are well adapted for their environment, otherwise known as survival of the fittest. [Drawing attention to meaning; Prompting Connections to Prior Knowledge; Prompting for Effortful Thinking] Activity 1. Picture Analysis
- 6. Chunk 2. EXTINCTION Formative question: Explain the implications of the extinction of the chosen species on its ecosystem and other species. Targeted Objective: (A) Analyze examples of extinct species and the reasons for their extinction. [Drawing attention to meaning; Prompting Connections to Prior Knowledge; Prompting for Effortful Thinking] Activity 1. Find-Out Why! Directions: Research the following extinct animals. Record some information about each animal, when it is thought to become extinct, and the possible cause of extinction. Synthesis ❖ Selective Pressure. Extinction events create selective pressures that can lead to rapid evolutionary changes in surviving species. ❖ Survival of the Fittest. Species that cannot adapt to changing environments through natural selection are more likely to become extinct. ❖ Biodiversity. Natural selection drives the diversification of life, while extinction removes species from the gene pool. The balance between these processes shapes the overall biodiversity of the planet.
- 7. ❖ Adaptive Radiation. After an extinction event, surviving species may undergo adaptive radiation, where they rapidly evolve to exploit new niches. This is often seen in the fossil record following mass extinctions. RUA of a Student’s Learning: Students can be able to: (R) Describe how all living populations show variation in their characteristics. (U) Explain how natural selection results in populations that are well adapted for their environment, otherwise known as survival of the fittest. (A) Analyze examples of extinct species and the reasons for their extinction. Suggested Activities: Brochure, Poster Slogan, Jingle, TikTok Video, and Infomercial (good for one minute) You are part of a conservation team working in a remote region where a critically endangered species has its last known habitat. You are expected to create a comprehensive and informative either a Brochure, Poster Slogan, Jingle, TikTok Video, and Infomercial (good for one minute) that educates readers about the concepts of natural selection and extinction, while emphasizing the importance of conservation. Your output will be evaluated based on comprehensiveness, accuracy of scientific content and methodology utilized, clarity and impact. Please refer to the attached Rubric in Making the output. Deadline of submission will be in the following week.
- 8. Post-lesson Remediation Activity: (Describe the activity and use a separate sheet for the copy of a full-blown activity.) Activity 1. Essay Direction: Students will explain the following questions: 1. What is the role of environmental pressures in shaping species through natural selection? 2. Why do we need to reflect on the urgency of the issue of extinction and the need for a multi-faceted approach to prevent further extinctions? Criteria Exemplary (4) Proficient (3) Developing (2) Beginning (1) Understandin g of Natural Selection Demonstrates a thorough understanding of how environmental pressures shape species through natural selection, with specific and relevant examples. Demonstrates a good understanding of how environmental pressures shape species through natural selection, with some relevant examples. Demonstrates a basic understanding of how environmental pressures shape species through natural selection, with limited examples. Demonstrates little to no understanding of how environmental pressures shape species through natural selection.
- 9. Discussion of Extinction Provides a comprehensive and compelling discussion of the urgency of the extinction issue and the need for a multi-faceted approach to prevent further extinctions, with well-researched and insightful analysis. Provides a thoughtful discussion of the urgency of the extinction issue and the need for a multi- faceted approach to prevent further extinctions, with some relevant analysis. Provides a basic discussion of the extinction issue and the need for action, with limited analysis. Provides little to no discussion of the extinction issue or the need for action. Organization and Clarity Essay is exceptionally well-organized, with a clear and logical flow of ideas, and uses precise and engaging language throughout. Essay is well- organized, with a clear flow of ideas, and uses clear and appropriate language. Essay is somewhat organized, with a somewhat logical flow of ideas, and uses basic language. Essay lacks organization and coherence, and uses unclear or inappropriate language. Evidence and Support Essay provides extensive and relevant evidence from credible sources to support all key points, and effectively synthesizes information to build a compelling argument. Essay provides adequate evidence from credible sources to support most key points, and effectively synthesizes information to build a coherent argument. Essay provides limited evidence from credible sources to support some key points, and attempts to synthesize information to build an argument. Essay provides little to no evidence from credible sources to support key points, and fails to effectively synthesize information or build a coherent argument.