SCIENCE School SAN VICENTE NATIONAL HIGH SCHOOL Grade Level 10
DAILY Learning
Teacher RUFA N. LEDESMA SCIENCE
Area
LESSON Teaching Dates and November 3-7, 2025
LOG Quarter THIRD-WEEK 1
Time 10:00-10:50/10:50-11:40/1:50-2:40/3:30-4:20
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of the endocrine system and how hormones regulate body processes and maintain homeostasis.
B. Performance Standard The learner should be able to explain and illustrate feedback mechanisms that regulate processes in the human body, particularly the
endocrine system.
C. Most Learning Learning Competency: Explain the role of hormones involved in the female and male reproductive systems.
Competency/Objectives Objectives: Identify Objectives: Identify the Objectives: Identify the Objectives: Identify the Objectives: Identify the
Write the LC code for each the major endocrine major endocrine glands in major endocrine glands major endocrine glands major endocrine glands
glands in the human the human body; Explain the in the human body; in the human body; in the human body;
body; Explain the role role of hormones involved in Explain the role of Explain the role of Explain the role of
of hormones involved the female and male hormones involved in the hormones involved in the hormones involved in the
in the female and reproductive systems; female and male female and male female and male
male reproductive Explain the different reproductive systems; reproductive systems; reproductive systems;
systems; Explain the disorders in the endocrine Explain the different Explain the different Explain the different
different disorders in system. disorders in the disorders in the disorders in the
the endocrine system. endocrine system. endocrine system. endocrine system.
II. CONTENT The Endocrine The Endocrine System: The Endocrine System: The Endocrine System: The Endocrine System:
System: Glands and Glands and Their Hormones Glands and Their Glands and Their Glands and Their
Their Hormones Hormones Hormones Hormones
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages SELF LEARNING SELF LEARNING MODULE SELF LEARNING MODULE SELF LEARNING SELF LEARNING
MODULE QUARTER 3 QUARTER 3 WEK 1 QUARTER 3 WEK 1 MODULE QUARTER 3 MODULE QUARTER 3
WEK 1 WEK 1 WEK 1
2. Learner’s Materials pages SELF LEARNING SELF LEARNING MODULE SELF LEARNING MODULE SELF LEARNING SELF LEARNING
MODULE QUARTER 3 QUARTER 3 WEK 1 QUARTER 3 WEK 1 MODULE QUARTER 3 MODULE QUARTER 3
WEK 1 WEK 1 WEK 1
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource References: Lumen Candela, Pearson Education, Remedy Health Media, The Nemours Foundation/Kidshealth, Tulane University, World
Health Organization. Materials: Separate sheet of paper for answers.
IV. PROCEDURES
A. Reviewing previous lesson or Introduce the Recap the glands and Review the major Review the key takeaways
Review the results and
presenting the new lesson Endocrine System hormones identified in the glands and the regarding the functions of
performance on the What I
and its function as Gland and Hormone hormones they secrete the reproductive hormones
Know (Pre-Test). Discuss
the body’s second Scenario activity. using the matching (testosterone,
the major endocrine glands.
control system. activity as a guide. progesterone, estrogen).
B. Establishing a purpose for the Introduce the Gland and Introduce the Matching Introduce the Apply and reinforce
lesson Introduce the module Hormone Scenario activity Glands and Hormones Summary activity to learning by answering
and state the main to show the importance of activity to formally connect synthesize the open-ended questions and
learning objectives: hormones in different bodily the eight major glands to knowledge on identifying endocrine
identifying glands, their processes. their secretions. reproductive glands disorders.
hormones, and related and their functions.
disorders. Prepare students for
the Post-Test.
C. Presenting Students read the brief
Students analyze the Students perform the Students review the Students answer the
examples/Instances of the introduction to the scenarios provided in the What’s More - Activity key concepts for the open-ended questions in
new lesson module and the major What’s More - Activity Matching Glands and What I Have Learned Additional Activities -
endocrine glands Gland and Hormone Hormones to link the (Summary) activity Part A regarding the
(pituitary, thyroid, Scenario (e.g., Egg source gland to its chemical focusing on the endocrine system’s
parathyroid, thymus, maturation, Extra strength messenger. reproductive system. function.
adrenal, pancreas, during fires, Adam's apple
ovaries, and testes). development).
D. Discussing new concepts and Students work on and Students work on and Students answer the Students complete the
practicing new skills # 2 discuss the What’s More - discuss the What’s More - What I Have Learned table in Additional
Activity Matching Glands (Summary) activity by Activities - Part B by
Students work on and Activity Gland and
Hormone Scenario activity. and Hormones activity. filling in the blanks identifying the disease
discuss the What’s
regarding the caused by over- or under-
More - Activity Gland
reproductive glands secretion of hormones by
and Hormone
and their secreted various glands (Adrenal,
Scenario activity.
hormones. Pituitary, Pancreas,
Thyroid, Reproductive
glands).
E. Developing mastery Discuss how the Discuss how the identified Focus discussion on the Focus discussion on Focus discussion on the
(leads to Formative identified glands and glands and hormones (e.g., hormones of the the hormones of the hormones of the
Assessment 3) hormones (e.g., Adrenaline, Estrogen, reproductive glands reproductive glands reproductive glands
Adrenaline, Estrogen, Testosterone) work together (ovaries and testes) to (ovaries and testes) to (ovaries and testes) to
Testosterone) work to maintain homeostasis or master the core master the core master the core
together to maintain cause development. competency. competency. competency.
homeostasis or cause
development.
F. Finding practical application of Discuss the real-life Discuss the real-life Discuss how hormonal Discuss the Discuss the importance of
concepts and skills in daily implications of the implications of the hormonal changes are responsible for consequences of a healthy lifestyle in
living hormonal scenarios scenarios (e.g., how the body secondary sex hormonal imbalance preventing endocrine
(e.g., how the body characteristics (e.g., disorders (e.g., diabetes,
responds to responds to pubertal changes). (over/under-secretion), obesity).
stress/emergencies). stress/emergencies). leading to the
introduction of
endocrine disorders.
G. Making generalizations and Generalize that the Summarize that hormones Generalize the relationship: Generalize the role of Conclude the module by
abstractions about the lesson endocrine system uses secreted by specific glands The gland is the source, the reproductive summarizing the various
chemical messengers are responsible for specific and the hormone is the hormones in male and endocrine glands, their
(hormones) to regulate bodily changes and actions. messenger responsible for female development hormonal outputs, and the
bodily functions. a specific action in the and reproductive disorders linked to their
body. cycles, as per the malfunction.
Summary activity.
H. Evaluating learning Students answer the Students submit their Students submit their Students answer the Students submit their
What I Know (Pre- completed table for the completed table for the Assessment (Post- answers for Additional
Test) (Multiple-choice What’s More - Gland and What’s More - Matching Test) (Multiple-choice Activities - Part A
questions) Hormone Scenario activity. Glands and Hormones questions) to evaluate (Essay/Discussion) and
activity. module learning. Part B (Disorders Table).
I. Additional activities for Provide remediation for Provide remediation for Provide remediation for Provide remediation for Provide remediation for
application or remediation learners who scored learners who scored below % learners who scored learners who scored learners who scored below
below % in the Post- in the Post-Test, focusing on below % in the Post- below % in the Post- % in the Post-Test,
Test, focusing on the the identification of glands Test, focusing on the Test, focusing on the focusing on the
identification of glands and [Link] identification of glands identification of glands identification of glands and
and and and [Link]
[Link] [Link] [Link]
V. REMARKS
VI. 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 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: Checked:
RUFA N. LEDESMA MELVIE R. LACATANGGO DOMINADOR B. BACASEJOS JR.
Teacher I Master Teacher I HT III/Department Head