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A DETAILED LESSON PLAN IN SCIENCE

GRADE 10
60 MINUTES
Competency: Describe the parts and functions of Endocrine System

I. Objectives
At the end of the lesson, the students will be able to:

a. Explain that hormones help to tell our body what to do.


b. Label the different glands in the human endocrine system.
c. Identify the major endocrine glands in the human body and their function.

II. Subject Matter


a. Topic: Endocrine glands and their hormone
b. Grade Level: Grade 10
c. Reference: Science 10 Learners material pages 240-243
d. Materials: Visual aids, activity sheets and printed pictures.
e. Valuing: Appreciation, cooperativeness and intellectual honesty.

III. Procedure

Teacher’s Activity Student’s Activity


A. Daily Routine Activities (5 minutes)

Prayer
Requesting everyone to please stand for our prayer to be led In the name of the Father, and of
by Maloi. the Son, and of the Holy Spirit
………Amen.
Greetings
Blessed Morning Class!
Blessed Morning too, Ma’am!
Checking of Attendance
Who is absent today?
Very Good! None Ma’am

Everybody please sits properly.


Yes Ma’am!
Review of the past lesson

Before we proceed to our new lesson, may we have a short


recap about our lesson yesterday? Joyce raises her hand.

Yes Joyce, please stand. Joyce: Our discussion yesterday


was all about the nerve cells.
Correct! Please tell us what s the basic unit of the nervous
sytem? Joyce: It has special ability to carry
signals or impulses.
Great job joyce!

When a receptor such as an organ perceives a stimulus, the


impulse is sent to the brain by sensory neurons then, Eva raises her hand.
transmitted by nerve cells. When the message reaches the
brain what happened next?

Yes Eva.
Eva: The brain processes the
information and commands an
effector such as a muscle or an
organ to respond by the use of
neurons.
Very good! Do you have any questions for that?

Now, let’s play a game first. None maam!

Ok maam!

B. Motivation (10 minutes)

Now, This game is called the Chinese Whisper game.


Are you familiar with his game?
(answers may vary)
ADVANCE PREPARATION:
The teacher will make an envelope with secret message
inside. Have all students to participate.

DIRECTIONS:

Students will be divided into two groups. Each group will


choose two representatives. The representatives will go in
front and read the secret message. Once the teacher says go it All students will participate.
is the time for the representatives to go to the first student and
whisper the secret message he/she read. The first student will
whisper the secret message to the second students’ ear. The
second student will turn to the person next to him/her and
whisper the message to them. Continues whispering the
message until it reaches the last student. The last student will
say the message they heard aloud to the whole class. The first
group to say the correct message will be the winner.

SECRET MESSAGE:
Hormones are part of the endocrine system.

Based on the game that we played do you have any idea on


what will be our topic for today?

That’s correct! But specifically our topic for today is all about
the endocrine glands and their hormones. Jeanilyn: Our topic for today is all
about the endocrine system.
Do you have any idea on what is the endocrine system?

John: The endocrine system is


Very Good! It is essential in regulating growth and composed of glands that secrete
development, metabolism, as well as reproductive processes different types of hormones that
and mood. affect almost every cell organ and
function of our body.
How does your endocrine system function?

So, what are hormones?


Lady: Endocrine glands secrete
chemicals known as hormones into
the blood streams, which carries
When a hormone in the body reaches the target organ, it them throughout the body.
produces a notable effect.
Paula: Hormones are chemical
Very good! Is there any questions? secreted by the endocrine glands
which carries instructions to the
body.
Now, let’s study the different endocrine glands, their location,
hormones released and their function.

*The teacher will post the table list of all the major glands in
the body, with their function, location and hormones they
released. None ma’am!

C. Lesson Proper (40 minutes)

The teacher will discuss the function of the endocrine system, The students will participate to the
the endocrine glands and their hormones. discussion and the activity.
GLAND LOCATION HORMONES FUNCTION
RELEASED

Pituitary At the base of the Oxytocin, Stimulates growth,


brain Vasopressin, growth and controls the
hormone, function of the other
adrenocorticotropic glands
hormone, prolactin,
luteinizing hormone,
follicle stimulating
hormone.

Thyroid Below the voice box Thyroxin, Calcitonin Regulates body


metabolism, and
causes storage of
calcium in bones

Parathyroid In the neck Parathormone Controls the calcium


levels in your body,
and normalizes the
bone growth

Thymus In front of the hear Thymosin Enables the body to


produce certain
antibodies

Adrenal On top of the kidneys Adrenaline Prepares the body for


action, controls the
heart rate and
breathing in times of
emergency.

Pancreas Between the kidneys Insulin and Glucagon Regulates blood sugar
levels

Reproductive
-testes (males) Lower abdomen Androgen, Control maturation
Testosterone and male
characteristics

-ovaries(females) Lower abdomen Estrogen, Influence female


progesterone traits, and support
reproductive function.
Analysis

ACTIVITY: KNOW ME!

PROCEDURE:
Study each picture that depicts the involvement of a particular gland in the endocrine system.
Write down the name of the endocrine gland and explain its effect, according to its function.

Example: Athletes burn up 1. A pregnant woman 2. A boy running away


calories during exercise from danger
Thyroid Gland- it regulates the
metabolism of the body.

3.a kid growing taller 4. A sick person in bed 5. A girl eating sweets

GUIDE QUESTIONS:
Q1. Which gland of the endocrine and nervous system controls the other gland of the body?
Q2. How will you differentiate thyroid and parathyroid glands in terms of location and function?
Q3. If a person’s blood sugar level becomes unstable, what glands might be involved in the
problem?
Q4. How important is the thymus glands in keeping your body free from diseases?
Q5. What might happen to a person born without a thymus gland?

TEACHERS ACTIVITY STUDENTS ACTIVITY

POST ACTIVITY: Regulates body metabolism, and causes


• Discussion of the activity storage of calcium in bone

In the activity have you able to identify what


kind of gland and its effect and function does Yes, Ma’am
each picture depicts?
Let’s answer, the first one the pregnant John:, ovaries(females), progesterone and its
woman. John, please stand. influence female traits, and support
reproductive function ma’am.

Very good! How about the second one a boy Cosicol: Adrenal gland, Prepares the body for
running away from danger? Cosicol. action, controls the heart rate and breathing in
times of emergency.

Can we hear Ethel, A kid growing taller? Ethel: Pituitary gland, stimulates growth, and
controls the function of the other glands

A sick person in bed? Joyce please stands. Joyce: Thymus, enables the body to produce
certain antibodies.

The last one a girl eating sweets? Paula. Paula: Pancreas, regulates blood sugar levels,
Ma’am.

Is there any questions? None Ma’am.

Very good! I was happy you are able to finish


your activity. Pass your papers.

D. ABSTRACTION

The teacher will present the Endocrine System


and its Functions.

PARATHYROID Controls the calcium levels in your body, and


normalizes the bone growth

THYMUS Enables the body to produce certain antibodies

ADRENAL Prepares the body for action, controls the heart


rate and breathing in times of emergency.

PANCREAS Regulates blood sugar levels

TESTES Control maturation and male characteristics

OVARIES Influence female traits, and support


reproductive function.
E. APPLICATION:

Directions: Students will go in front and label the different major endocrine gland in the body.

IV-EVALUATION (5 minutes)

Use the table and extend your understanding of the endocrine system by matching the endocrine
glands name in column B and their respective functions in column C with the items in column A.
Write the letter and number for coding your answers.

A CODED ANSWER B C
PICTURES GLANDS FUNCTION

1.___,___ A. PANCREAS I- Influence


2.___,___ B. THYMUS female traits, and
3.___,___ C. ADRENAL support
4.___,___ D. PITUITARY reproductive
5.___,___ E. OVARIES function.
II-Regulates
blood sugar levels
III- Regulates
body metabolism,
and causes
storage of
calcium in bones
IV- Enables the
body to produce
certain antibodies
V- Prepares the
body for action,
controls the heart
rate and breathing
in times of
emergency.

ANSWER KEY:

1. A, II
2. E, I
3. C, V
4. B, IV
5. D,
6. III

D. AGREEMENT/ ASSIGNMENT

1.List the different disorders in the endocrine system due to hormonal imbalance and the
hormones responsible for them.
2. Explain the effects of a particular hormone in the body if not properly regulated.

REFERENCE: Science 10 learners material pages 244-246

RUBRICS:
5 3 2
The piece is related to The piece is related to The piece is related to
the topic with adequate the topic with adequate the topic with adequate
elaboration. Limited elaboration. Limited elaboration. Limited
Content content with content with content with
inadequate elaboration. inadequate elaboration. inadequate elaboration.
Minimal content with Minimal content with Minimal content with
no elaboration. no elaboration. no elaboration.
Organization Well-organized content Well-organized content Well-organized content
sustained by sustained by sustained by
transitional devices. transitional devices. transitional devices.
Confusion or Confusion or Confusion or
inconsistent inconsistent inconsistent
arrangement of content arrangement of content arrangement of content
with or without with or without with or without
transitions. Minimal transitions. Minimal transitions. Minimal
control of content control of content control of content
arrangement. arrangement. arrangement.
No errors in grammar, No errors in grammar, No errors in grammar,
spelling and spelling and spelling and
punctuation. 2-3 errors punctuation. 2-3 errors punctuation. 2-3 errors
in grammar, spelling in grammar, spelling in grammar, spelling
Convention and punctuation. 4 or and punctuation. 4 or and punctuation. 4 or
more errors in more errors in more errors in
grammar, spelling and grammar, spelling and grammar, spelling and
punctuation. punctuation. punctuation.

SEMI-DETAILED LESSON PLAN IN SCIENCE 9


November 25, 2020
60 minutes

Competency: Differentiate basic features and importance of photosynthesis and respiration.

I. OBJECTIVES:
At the end of the lesson, the students are expected to:
a. describe how energy flows in an ecosystem;
b. illustrate the one-way flow of energy in an ecosystem; and
c. realize that conservation of energy and degradation of the quality of
energy are natural processes in the ecosystem.
II. SUBJECT MATTER
Topic: Flow of Energy and Matter in Ecosystem
Reference: Rabaga, L.M (1997). Science and Technology I. SD
Publications, Inc. p. 264; Gutierrez, M. (1999). Science and Technology
for the Modern, World. Diwa Scholasstic Press, Inc. p.225
Materials: Picture of Ecosystem, Paper or cartolina strips.
Values Integrated: Open- mindedness, Active learning, Objectivity
Process Skills: Analyzing, Communicating, Differentiating

III. PROCEDURE

A. Routinary Activities (5 minutes)


1. Prayer
2. Greetings
3. Checking of Attendance
4. Review of the Previous lesson/ Checking of assignments
• What is Kinetic and Potential Energy?
• Differences between Kinetic and Potential Energy.

B. Motivation (10 minutes)


1. Show a picture of an ecosystem (e.g., a forest ecosystem made up of
trees, small plants, vines, worm, rat, butterfly, chicken, snake, hawk,
a small stream, together with its soil OR a pond ecosystem made of
floating plants, rooted plants, fishes, insect larvae and its muddy
bottom water environment).
2. Ask how do organisms survive in these ecosystems? For example,
what makes plants grow? What do animals need in order to grow?
(Students are expected to answer: plants need sunlight while animals
need food.)
3. Recall that photosynthesis is the process by which food is
manufactured by the plants. In the presence of sunlight, plants
convert carbon dioxide ad water to oxygen and sugar. Point out that
plants store energy.
4. Ask: How is the energy in plants transferred from one organism to the
other?

C. Lesson Proper (35 minutes)


1.Activity.
1. Distribute one set of paper or cartolina strips. The papers strips contain
plants and animals in a food chain, including the words Sun,
Photosynthesis, Heat, and Surroundings
2. Let students arrange the strips of cartolina to illustrate the flow of
energy in the ecosystem. Let them put the words Sun, Heat,
Photosynthesis and Surroundings in their proper places.
2.Analysis
As being pointed out that the main sources of energy on Earth is
the sun. Through photosynthesis, energy enters green plants as light and
transformed into the chemical energy of food. Plants are used by animals
(including humans) as food so chemical energy is stored in the bodies of
animals. This energy is transformed into mechanical energy when animals
perform different metabolic activities.
Let the students answer the questions in the activity sheet.
(provided to the students).
Guide questions.
1. What is the form of energy utilized by green plants? (light)
2. Into what form of energy is light energy converted after the
process of photosynthesis? (chemical energy)
3. What form of energy enables animals to move or to make
sounds? (mechanical energy)
4. Animals eat plants. What form of energy is stored in
animals? (chemical energy)
5. Do you think animals use all energy they get from plants?
Why or why not? (No, most of it is lost heat)
3.Abstraction
All living things need energy. They need it to power the processes of life. For
example, it takes energy to grow. It also takes energy to produce offspring. In fact, it
takes energy just to stay alive. Remember, energy can’t be created or destroyed. It can
only change form. Energy changes form as it moves through ecosystems.
Most ecosystems get their energy from the Sun. Only producers can use sunlight
to make food. Producers convert the sunlight into chemical energy or food. Consumers
get some of that energy when they eat producers. They also pass some of the energy on
to other consumers when they are eaten. In this way, energy flows from one living thing
to another.

4.Application

Activity 1: Know It More!

The teacher will instruct the students to illustrate the quality of


energy and its natural processes in the ecosystem. Details of the
activity are described in the worksheet below

Name: _______________________________
Teacher: ___________________________

Know It More!
Instruction: Define the Photosynthesis and Respiration its natural
processes in the ecosystem.

PHOTOSYNTHESIS

__________________________________________________
____________________________________________________
_____________________________________________________

RESPIRATION

_____________________________________________________
_ _____________________________________________________
_____________________________________________________
__

IV. Evaluation (10 minutes)

1. Describe the flow of energy in an ecosystem


2. What role does each of the following play in the ecosystem based on the flow of energy:
a. Sunlight
b. Plant
c. Consumers (herbivores, carnivores, and omnivores)
d. Decomposers
3. Can energy be recycled through an ecosystem? Why or why not?

V. Agreement/ Assignment
Why is the flow of energy in the ecosystem described as inefficient? Cite a situation to
support your answer in a whole sheet of bond paper.

Prepared by: Jovelyn B. Dahang


BSED SCIENCE Student

Checked and Verified by:


JEMER A. ALIMBON, MST-Biology
Instructor

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