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DAILY LESSON LOG
Department of Education
School Grade Level 11/12
Teacher Learning Area GENERAL BIOLOGY 2
Teaching Dates and Time WEEK 4 Quarter QUARTER 1
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
A. Content Standards
The learners have an understanding of…
Relevance, Mechanisms, Evidence/Bases, and Theories of Evolution.
B. Performance Standards
The learners shall be able to…
Make a diagram (e.g., pictogram, poster) showing the evolution of a domesticated crop.
C. Learning
Competencies/Objectives
Explain evidences of evolution (e.g., biogeography, fossil record,
DNA/protein sequences, homology, and embryology):
a. Describe evidence for evolution from different fields.
b. Analyze how these evidences support the theory of evolution.
Infer evolutionary relationships among organisms using the evidence of
evolution:
a. Use phylogenetic tools to infer evolutionary relationships among
organisms.
b. Interpret and analyze phylogenetic trees to understand the
evolutionary history of different groups.
II. CONTENT EVIDENCE OF EVOLUTION
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
1. Reviewing previous lesson or
presenting the new lesson
 Ask students to recall what
they learned in the previous
lesson about the historical
development of evolutionary
thought.
 Introduce the new lesson by
explaining that today's lesson
will focus on the evidence for
evolution from different fields.
 Start the lesson by asking the
students to recall the
evidences for evolution they
learned from the previous
lesson.
 Briefly introduce the new
lesson by stating the
importance of understanding
how these evidences support
the theory of evolution.
 Ask the students to define
evolution and provide
examples of how it occurs.
 Briefly discuss the importance
of understanding the
evolutionary relationships
among organisms.
 The teacher will start the
lesson by reviewing the
previous lesson on the theory
of evolution and its
mechanisms.
 The teacher will then
introduce the new lesson on
phylogenetic trees, which is
essential in understanding the
evolutionary history of
different groups.
2. Establishing the purpose of
the lesson
 State the objective of the
lesson: to describe the
evidence for evolution from
different fields.
 Explain to students that
understanding the evidence
 By the end of the lesson, the
students should be able to
analyze how the different
evidences for evolution
support the theory of
evolution.
 Introduce the concept of
phylogenetic tools and
explain their importance in
determining evolutionary
relationships among
organisms.
The teacher will explain to the
students that the purpose of this
lesson is to enable them to
interpret and analyze
phylogenetic trees and
understand the evolutionary

for evolution is crucial in
accepting and appreciating
the theory of evolution.
 By the end of the lesson, the
students should be able to
infer evolutionary relationships
among organisms using
phylogenetic tools.
history of different groups.
3. Presenting
examples/instances of the
new lesson
 Use a PowerPoint presentation
to discuss the different fields
that provide evidence for
evolution, such as
comparative anatomy,
embryology, biogeography,
molecular biology, and fossils.
 Show pictures and videos to
illustrate the concepts.
 Ask students if they have any
questions after the
presentation.
 Present different examples of
evidences for evolution such
as the fossil record,
homologous structures,
molecular biology,
biogeography, and artificial
selection.
 Discuss each example and
explain how they support the
theory of evolution.
 Show a diagram of a
phylogenetic tree and explain
the different parts of it.
 Show examples of different
types of phylogenetic tools,
such as molecular clocks and
DNA sequencing.
 The teacher will present a
phylogenetic tree of a certain
group of organisms and
explain its different
components and the
information that can be
obtained from it.
 The teacher will also show
examples of different
phylogenetic trees
representing different groups
of organisms, such as plants,
animals, and fungi.
4. Discussing new concepts
and practicing new skills #1
 Divide students into groups of
3-4.
 Give each group a worksheet
with questions related to the
evidence for evolution from
different fields.
 Allow the groups to discuss
and answer the questions.
 After 10 minutes, ask each
group to present their answers.
natural selection and its role in
evolution.
 Present a scenario where a
population of insects is
exposed to a new pesticide
and discuss how natural
selection would occur in this
situation.
 Have the students analyze
how this scenario supports the
 Explain how molecular clocks
work and how they can be
used to determine the
among organisms.
 Provide an example of a
molecular clock calculation
and ask the students to follow
along and try to calculate it
themselves.
 The teacher will discuss the
different components of a
phylogenetic tree, such as the
root, branches, nodes, and
leaves.
 The teacher will also explain
the different types of
phylogenetic trees, such as
cladograms and phylograms.
 The students will then be given
a worksheet to practice
interpreting and analyzing
phylogenetic trees.
5. Discussing new concepts
and practicing new skills #2
 Use a second PowerPoint
presentation to introduce
students to the concept of
convergent evolution and
how it provides evidence for
evolution.
 Show pictures and videos to
illustrate the concept.
questions after the
presentation.
convergent evolution and its
role in evolution.
 Present examples of different
organisms that have evolved
similar traits independently
such as bats and birds.
 Have the students analyze
how convergent evolution
supports the theory of
evolution.
 Explain how DNA sequencing
can be used to determine the
among organisms.
 Provide an example of DNA
sequencing data and ask the
students to use it to construct
a phylogenetic tree.
 The teacher will discuss the
different methods used in
constructing phylogenetic
trees, such as molecular data,
morphological data, and
combined data.
 The students will then be given
another worksheet to practice
constructing phylogenetic
trees using different data sets.
6. Developing Mastery  Conduct a "Who Am I?" game  Divide the class into small

wherein you write the name of
an animal on a piece of
paper and stick it on the
forehead of each student.
 Students should then ask
questions with yes or no
answers to their classmates to
determine the animal written
on their forehead.
 After they identify their animal,
ask students to describe the
characteristics they share with
their animal and other animals
with similar characteristics. This
will illustrate convergent
evolution.
groups and assign each group
a set of organisms.
 Ask each group to use the
phylogenetic tools they have
learned to construct a
phylogenetic tree that shows
the evolutionary relationships
among their assigned
organisms.
 After the groups have finished,
have them present their trees
to the class and compare and
contrast the different trees.
7. Finding practical
applications of concepts
and skills in daily living
Discuss with students how
understanding the evidence for
evolution can help in fields such as
medicine, agriculture, and
conservation.
 Discuss how the understanding
of evolution has practical
applications in fields such as
medicine, agriculture, and
conservation.
 Provide examples such as the
development of antibiotics,
selective breeding of crops,
and the preservation of
endangered species.
Discuss the practical applications
of phylogenetic tools in fields such
as medicine and conservation.
The teacher will discuss the
practical applications of
phylogenetic trees in fields such
as medicine, agriculture, and
conservation biology.
8. Generalizing and
abstractions about the
lesson
 Summarize the key points
discussed in the lesson.
questions or if there is anything
they want to clarify.
 Summarize the different
evidences for evolution and
their role in supporting the
 Emphasize the importance of
understanding the different
evidences and how they fit
together to support the theory
of evolution.
Ask the students to reflect on the
importance of understanding
evolutionary relationships among
organisms and how phylogenetic
tools can be used to do so.
 The teacher will facilitate a
class discussion where the
students will generalize and
abstract the concepts and
skills they have learned from
the lesson.
 The teacher will ask the
students to provide examples
of how they can apply these
concepts and skills in their
daily lives.
9. Evaluating Learning
Give the students a short quiz to
assess their understanding of the
different evidences for evolution
and how they support the theory
of evolution.
The teacher will evaluate the
students' learning by assessing
their worksheets and their
performance in the group activity.
10. Additional Activities for  Assign students to research Have the students research and

Application or Remediation
and create a presentation on
a specific piece of evidence
for evolution.
 Conduct a debate on the
validity of the evidence for
evolution.
present on a case study where
phylogenetic tools were used to
solve a real-world problem, such
as tracking the origins of a disease
outbreak or determining the
ancestry of a particular species.
V. REFLECTION
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 lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well? Why
did this 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?

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