School Grade Level 9

DAILY LESSON LOG Teacher Learning SCIENCE

Area
Teaching Dates and Quarter FIRST
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
The learners demonstrat e understanding of how the different structures of the respiratory and circulatory systems work together to
transport oxygen-rich blood and n utrients to the different parts of the body

Prevention, detection, an d treatment of diseases affe cting the respiratory and circulatory systems

B. Performance Standard
The learners should be able to conduct an information dissemination activity on effective ways of taking care of the respiratory and
circulatory systems base d on the data gathered from the school or local health workers

C. Learning S9LT-Ia-b-26
Competency/Objectives
• Identify the key parts • Explain how the • Describe blood • Identify the component • Identify the composition
of the breathing lungs work flows and gas of the circulatory of the blood
system exchange with the system • Name and compare the
• Describe how the heart, circulatory different types of blood
• Describe the function movement of system and lungs • Explain the different vessels
of each parts of the diaphragm helps the types of circulation
breathing systems air to go in and out of • Explain the
the lungs mechanism of how
the respiratory and
circulatory system
work together

II. CONTENT
 Respiratory parts and Main Respiratory organ Respiratory and Circulatory organs Blood and Blood vessels
functions Lungs Circulatory system Type of circulation

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages Pp. 2-3 Pp. 4-5 Pp. 6-7 Pp.8-10 Pp. 9-11
2. Learner’s Materials
pages Pp. 2-4 Pp. 5-7 Pp.8-9 Pp. 10-11 Pp. 12-13
3. Textbook pages
E- biology pp.241-242 E-biology pp. 245 248
4. Additional
Materials from
Learning
Resource
5. (LR)portal
B. Other Learning https://www.youtube.com/ https://www.youtube.com/ https://www.youtube.com/
Resource watch?v=DCVIEMNPE1E watch?v=_FLjj_Z7SkA watch?v=_FLjj_Z7SkA

IV. PROCEDURES
A.
Reviewing previous Recall the different levels Review the organs of Recall how the lungs Review the blood flow and Recall the three major
lesson or presenting of organization in the Respiratory system work in the exchange of gas exchange within the organs of circulatory
the new lesson human body and the gases in respiration respiratory and circulatory system.
mechanism involve in it
process system.

B.
Establishing a Discuss the functions of Explain how lungs work Discuss the blood flow Name and discuss the Describe and give the
purpose for the respiratory system and describe how the and gas exchange within components of circulatory functions of the different
lesson movement of the the circulatory and system components of the blood.
respiratory system
diaphragm help the air go
in and out of the lungs
 .
C. Presenting Present the chart or model Show pictures of the main Using the learners Refer to figure 9 page 15 of Show pictures of blood
examples/Instances of the respiratory organs respiratory organ- Lungs manual page 9 the learner’s module study the composition.
of the new lesson and explain their functions students will trace the different parts of circulatory Watch the video about
gas exchange activity system to visualize each blood types
component.

D. Discussing new Explain the procedure of The teacher will explain Discuss the procedure Compare the three types of Using microscope the
concepts and activity 1 and the expected and demonstrate how to and the materials blood circulation students will focus human
practicing new skills # learning outcome make the model of human needed for the activity blood cells
1
chest cavity

E. Discussing new The students will perform The students perform The students will do the Video showing the
concepts and the Activity 1 What a bunch Activity 2 activity 3 outside the animated flow of blood to
practicing new skills # of grapes. (P.4 learners Bottled balloons classroom. Page 8 the different parts of the
2 module) (pp.5-7 learners module) learners module body.

F. Developing mastery Let the students label the The students will Discuss the answers of Fill in the missing parts, Let the students give the
parts and give the functions demonstrate breathing the given questions in description, and functions functions of blood
of human respiratory process (Inhale and activity 3 to complete the entire components and compare
system.
exhale) and make concept mapping of the blood vessels
comparison of the circulatory system page 13
movement of diaphragm learners module
muscles.

G. Finding practical Call student to explain Point out the importance Demonstrate ways of Let the students discuss the Let the students infer what
application of what will happen if one part of living a healthful life taking care respiratory use and importance of would happen if the blood
concepts and skills of the system fails to carry style. system sphygmomanometer and stopped to flow
in daily living out its function properly stethoscope.
H. Making Video showing about Let the students discuss Ask the students to Ask the students to Let the students answer the
generalizations human respiratory parts how the movement of the describe the blood flow enumerate the parts of the question.
and abstractions and functions diaphragm cause the air and gas exchange with blood and their functions What are the blood vessels
(the students will watch the and how are they differ?
about the lesson in and out of the lung the heart and lungs.
video)

I. Evaluating learning The students will answer Evaluation of the Answer the given Evaluate the students Let the students answer
Part B of activity 1 p.5 constructed model of the questions on page 9. learning of concepts of short quiz
human chest activity circulatory system by
answering the graphic
 School Grade Level 9
Teacher Learning SCIENCE
Area
Teaching Dates and Quarter FIRST
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
The learners e understanding of how the different structures of the respiratory and circulatory systems work together to
demonstrat transport
oxygen-rich blood and utrients to the different of the body
n parts
Prevention, detection, d treatment of diseases cting the respiratory and circulatory systems
an affe

B. Performance Standard
The learners should be able to conduct an n dissemination activity on effective ways of taking care of the respiratory and
informatio
circulatory systems d on the data gathered the school or local health workers
base from
C. Learning S9LT-I a -b-26 S9LT-Ia-b-27
Competency/Objectives
 • Identify the parts • Measure and • Explain the • Identify ways of • Appreciate the
and functions of the describe pulse negative effects of detecting and importance of a
heart rate after several Cigarette smoking preventing diseases in healthy
different activities on the respiratory respiratory and lifestyle in avoiding
• Observe and and circulatory circulatory system such disease
describe how the • Explain how to system
heart function use different • Identify which health • Infer how one’s
time • Identify and habits keep the
lifestyle can affect
• Explain how the interval to describe the respiratory and
circulatory system the functioning of the
blood is pumped by measure the symptoms of the
healthy. respiratory and
the heart heart rate common ailments
circulatory system
of respiratory and
circulatory system

II. CONTENT
Parts and functions of the Heart rate Respiratory and Making Respiratory and Making Respiratory and
heart Circulatory disorders Circulatory system healthy Circulatory system healthy

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages

Pp. 9-10 Pp. 11- 12 Pp. 12 -13 Pp. 13 -14 Pp. 14-15
2. Learner’s Materials
pages Pp. 13-15 Pp. 17-18 Pp. 18-19 Pp.21- 22 Pp. 21-23

3. Textbook pages Phoenix Biology 167-169

4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning https://www.youtube.com/ https://www.youtube.com https://www.youtube.com/ https://www.youtube.com/
Resource watch?v=zrFQteTyTPc /watch?v=r-m27szUFjO watch?v=fF7SNcw7kyQ watch?v=0aNNYEUARAk
 IV. PROCEDURES

A. Reviewing previous Recall the organs of Let the students recall the Recall blood circulation Review the common Ask the students to give
lesson or presenting the circulatory system parts of Human Heart Respiratory and circulatory what are the different ways
new lesson ailments on how to make respiratory
and circulatory system
healthy

B. Establishing a purpose Do you know how big your Discuss Heartbeat and Ask the students to Discuss way of detecting Discuss the importance of
for the lesson heart is? Its just big as your demonstrate how to explain this quotation and preventing diseases. healthy lifestyle
fist measure pulse beat. “Smokers never grow old and the healthy habits to
but they just die young “ keep the respiratory and
circulatory system healthy

C. Presenting Bring out your books and the students to tell where Show the picture of Cite some government show pictures of different
examples/Instances of the identify the detailed parts of the sound of their heart is smokers body and call agencies that can help and lifestyle and ask the students
new lesson the human heart coming from. students to describe give information in to give the positive and
preventing diseases negative effect to one’s life

In doing the activity, Do Activity 7 Cigarette The students will cut out
D. Discussing new Let the students dissect the remind the students to Smoking Is Dangerous to Watch the video Harmful different examples of
concepts and practicing chicken heart and identify choose only the physical your Health effects of tobacco on the unhealthy lifestyles from old
new skills # the parts of the heart activities that they can human heart magazines or news papers
Watch video on effect of
tolerate so as to avoid smoking on the human and create a collage in your
injury or strain. respiratory and circulatory notebook.
system

E. Discussing new The Students will do go Ask the students to write Perform the activity 8
concepts Do Activity 5 out from the classroom to some of the common Prevention is Better that
practicing new skill Pump it perform the Activity 6 The ailments of Respiratory cure
#2 Rhythm of My Heart
and circulatory system
.page 11
 After discussing the ideas Let the students relate their Discuss the answers of
F. Developing mastery Discuss how the blood Discuss the answers from within the group, stick and personal experiences to the questions given on page 23
pump by the heart the given questions of organize all the responses topic to have more Learners module
Activity 6 page 12
which falls under the meaningful discussion on
respiratory and circulatory prevention
system

G. Finding practical We believe that heart is the Let the students explain Let the students suggest Appreciate the importance of Negative lifestyle weakens
application of concepts center of emotions. How can how nicotine in cigarette the different ways how to healthy lifestyle avoiding your system while healthy
and skills in daily living you control your emotions ? tobacco affects breathing take care of the circulatory such diseases. lifestyle leads to complete
so that you will influence rate when it enters the system wellness.
others in positive way. bloodstream.

H. Making Label the parts of the heart After exercise, the heart The students will Discuss the best way to Vices, stressful
generalizations and rate increases and describe and give the prevent diseases in the environment, and unhealthy
abstractions about the eventually returns to symptoms of the common respiratory and circulatory eating habits can cause
systems to have healthy
lesson resting pulse. Therefore ailments of the circulatory lifestyle, like balance diet, various diseases specifically
shorter interval is needed. system regular exercise avoid of the respiratory and
cigarette smoking. circulatory systems.

I. Evaluating learning Short quiz ( formative test) Compare the students Give 5 item multiple Answer the missing word on Summative Assessment 10
resting pulse with their choice test page 22 of learner’s module. items multiple choice test
pulse after the given
activities.
Visit other school clinic or
J. Additional activities for your family doctor and
application or interview them about the
remediation common ailments that
affect the respiratory and
circulatory system
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?
 School Grade Level 9
Teacher Learning Area SCIENCE
DAILY Teaching Dates and Time Quarter FIRST QUARTER
LESSON LOG

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard 1. How genetic information i s organized in genes on chromosome;
2. Traits of organism are inh erited through different patterns of inheritance.
B. Performance
Standard
C. Learning S9LT-Id-28(de scribe the location of genes in
Competency/Objectives chromosomes) S9LT-Id-29 (explain t he different
patterns of Non Mendelian Inheritance)
• Create a K- • Explain the • Analyze • Describe Multiple Alleles • Describe how sex in humans
W-L Chart incomplete problem pattern of inheritance using is determined
to asses dominance regarding ABO blood type • Draw a Punnett square to
prior pattern of codominance • Infer the unknown explain how sex genes are
knowledge inheritance • Create a phenotypes of individuals on inherited
• Measure • Illustrate by Punnett the basis of the known
the means of square to phenotypes of their family
students’ Punnett show the members
prior square a
inheritance of • Identify traits that falls on
knowledge codominance the Non Mendelian Pattern
possible
regarding • Give the of inheritance
inheritance combination
phenotypic
and of offspring
and
variation involving
genotypic
through incomplete
pre – percentage
assessment of the
test offspring
II. CONTENT Unit 1: MODULE 2 Sex Chromosome and Sex
Heredity: Incomplete Codominance Multiple Alleles Determination
Inheritance and Dominance
Variation
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide p. 1-2 p. 2-3 p. 3-4 p. 5-6 p. 7-8
pages
2. Learner’s Materials p. 28-30 p. 30-32 p. 32-34 p. 34-36 p. 36-38
pages
3. Textbook pages
4. Additional
materialsfrom
Learning Resource
(LR)portal
B. Other Learning https://www.youtube.com/watch?v=9 https://www.youtube.com/watch?v=k
Resource O5JQqlngFY (Video) MWxuF9YW38

IV. PROCEDURES
A. Reviewing Mendelian Patterns Let them remember “Incomplete “Codominance” Non Mendelian Pattern of Inheritance
previous lesson or of Inheritance again the ff. terms; dominance”
presenting the a. Recessive
new lesson b. Dominant
c. Phenotype
d. Genotype
e. Alleles
f. Punnett
squares
B. Establishing a What are the Picture analysis Picture analysis What is your blood type? Do you Sex determination diagram (Let the
purpose for the exceptions of (Let the student react (Let the student react know your parents blood type? Are student analyze the picture and relate
lesson Mendelian Pattern on what they see on on what they see on your blood types similar? If not, it to meiosis and inheritance) How
of genetics? the pictures) The the pictures) The does it mean that your adopted? does sex genes determined and
Group that will list as Group that will list as inherited?
many reaction as many reaction as
 possible in 1 min. possible in 1 min.
gets a reward card. gets a reward card.

C. Presenting Since there is an How does pink flower Read the procedure Watch Video for better https://www.youtube.com/watch?v=k
examples/Instances exception in arise when a red and and explain the understanding MWxuF9YW38 (0:00 – 1:21
of the new lesson Mendelian pattern white flower was sample problem https://www.youtube.com/watch?v=9 mins only)
cross pollinated? O5JQqlngFY
of inheritance, how found on LM p. 33
Let us investigate!
does other inherited
traits that falls
beyond the
exception of
Mendel’s rule
follows?
D. Discussing new Before we answer Do the activity No. 1 Do the activity No. 2 Do the activity No. 3 “What’s your Do the activity No. 4 “Boy or Girl?”
concepts and that question let us “Phenotypes and “Mystery Bull” blood type?” Discussion follows right
practicing new skills answer the Pre – Genotypes in after the given activity
#1 Assessment on LM Incomplete
p. 29 dominance”
E. Discussing new (By group) Create a Problem solving Problem solving of Identify the following traits and Presenting Punnett square and
concepts and K-W-L questions of Incomplete Codominance using classified it into which answering guide questions
practicing new Dominance Punnett square Non Mendelian Pattern of
skills # 2 Inheritance it belongs
using Punnett
square
F. Developing mastery How is Mendelian What is Incomplete What is What is multiple alleles? How does sex genes determined and
inheritance different dominance? codominance? Summed up: What are The Non inherited?
from Mendel’s Mendelian Pattern of Inheritance?
observation?
 G. Finding practical Give examples of Is there any inherited Is there any inherited If you and your parents happens to Is it right for the husband to blame his
application of the trait that does traits in human that traits in human that have different blood types? Is that wife if she could not bear a male
concepts and not follow Mendelian follows the follows the mean that you are not related to child? Which chromosomes
skills in daily Principle incomplete Codominance pattern each other? Why? Or why not? determine a person’s sex?
living dominance pattern of of inheritance?
inheritance
H. Making What happen with How many What is Why does human blood types Who determine the sex of their
generalizations those inherited traits phenotypes are codominance? How happens to be the best example to children? Explain your answer.
and abstractions that does not expressed in an do they differ from show multiple alleles? Is there other
about the lesson conform to predicted incomplete incomplete human traits that follow multiple
outcomes based on dominance traits? dominance? allele’s pattern?
Mendel’s Law of
inheritance?
I. Evaluating learning Not yet to be Evaluation is based Evaluation is based See attachment on DLL 1-10 Paper Evaluation is based on the result of
determined (prior on the result of the on the result of the and pen test the Punnett square
knowledge based activity activity
on
the result of pre –
assessment test)
J. Additional activities Research for The Answer the problem Answer the problem Research on the ff;
for application or NON – Mendelian set (see the DLL set (see the DLL Sex linked genes
remediation Patterns of attachment for the attachment for the Sex limited genes
Genetics Sex influenced genes
remediation and remediation and
enrichment) enrichment)
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?
 School Grade Level 9
Teacher Learning SCIENCE
Area
Teaching Dates Quarter FIRST QUARTER
and Time
B. Establishing a purpose What makes men differs
for the lesson from women? Let the
student write as many as
they can? Which among
these traits is inherited?
C. Presenting Among those traits listed -
examples/Instances on the board, encircle
of the new lesson those that can be found
only in male/female?
(INTRO) These traits are
being controlled by sex
chromosome, let us
investigate further.
D. Discussing new Do Activity 5 “ When
concepts and practicing Gender Matters”
new skills # 1
E. Discussing new
concepts and practicing
new skills # 2
F. Developing mastery What is sex linked genes?
How are these genes
inherited?
G. Finding practical Who are most likely to
application of be affected by sex linked
concepts and skills in genes and why?
daily living
H. Making Sex linked are inherited
generalizations and through the x
abstractions about chromosome. What could
be the effect of this
the lesson
disorder in male? What
about in female?
I. Evaluating learning See rubrics for the result
of group discussion/
collaboration
J. Additional activities for
application or
remediation
 School Grade Level 9
Teacher Learning Area Science
Teaching Dates and Quarter First
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards
The learne rs demonstrate understanding how changes in the environment may affect species extinction.

B. Performance Standards Make a multim edia presentation of a timeline of extinction of representative microorganisms, plants and animals.
C. Learning Competencies/ Objectives S9LT - Ie - F – 30
Write the LC code for each

Explain the importance Demonstrate usi ng Distinguish

of biological diversity. Determine the area simulation activit y that environmental Cite other human
distribution of a given habitat destructi on changes that may activities that leads to
Measure species population using can contribute to spe result in the loss of the extinction.
distribution using the mathematical formula cies extinction. species.
mathematical way of Assess students
expressing the amount Relate species acquired skills through
of biodiversity and Infer the possible extinction to the failure Realize that the way they Summative
species distribution in effects of low and high of populations of interact with the Assessment.
the community. density population. environment may ensure
organisms to ad apt to
or deters survival of all
abrupt changes i n the living things.
environment.
 II. CONTENT
Biodiversity and Biodiversity and Biodiversity and Evo lution Biodiversity and Biodiversity and
Evolution Evolution Causes of Species Evolution Evolution
Extinction Causes of Species Causes of Species
Extinction Extinction

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages 39 – 41
37- 39 41-43 43 -50 43 – 50
2. Learner’s Materials pages 50-55 56 – 57
58-59 60 -69 60 – 69
3. Textbook pages Science and Technology I Science and
General Science Technology I
289 -293 General Science
289 -293

4. Additional Materials from Learning

Resources (LR) portal

B. Other Learning Resources http://content.teachen

gineering.org/content/
cub_/activities/cub_bio
/cub_bio_lesson01_ac
tivity1_pop_density_w
orksheet.pdf
IV. PROCEDURES
A. Reviewing previous lessons or Is the world a safe place for all What other human
presenting the new lesson Picture Analysis Which community is Play a short animals and plants to live? activities contribute to
Tell something about most stable? Why video clip. Why or why not? the extinction of
the picture. are populations that “Endangered species?
How do organisms Animals” What does it mean for a species
are more diverse to be endangered?
interact with each What does
usually more stable?
other? the video tells
us?
B. Establishing a purpose for the Analogy:
lesson Unlocking of word Post a Quotation.
Present two boxes of difficulty:
Picture Analysis:
candies, one with 5 Students reflect
candies of the same Limiting Factors and give Answer Summative
How would you describe the
Carrying Capacity their insights. Assessment in L.M. p
kind and the other one picture?
71
with 5 different candies.
Ask the students which What does the picture implies?
box will they choose
and why?
C. Presenting examples/ instances Students perform
of the new lesson Video Analysis “Species Charade
Game”
Unlock term Species, “ Population Growth “
Population and A list of Video Analysis:
Biodiversity. This will What is the message endangered “ Man “
lead students to the implied in the video? species, What is the impact of
threatened modernization to the lives of
idea of species
species, and people and the environment?
distribution and diversity
in a community. extinct species are
the choices to be
picked for the
game.
D. Discussing new concepts and Perform Activity 1: Perform Activity Perform Activity 3: Perform Activity 4:
practicing new skills #1 Index of Diversity in
L.M. p.54. “ Population Density “ Endangered but L.M. p. 60
not Extinct….. Yet
(See attached activity L.M. pp. 58-59 Predict what happens to both
sheet.) islands.

E. Discussing new concepts and

practicing new skills #2
F. Developing mastery Discuss the answer to
(Leads to Formative Assessment Guide Questions: Discuss the answer Discuss the Due to explosive human
) to the activity. answer to Guide population growth the demand
1. How do you compare Questions 9 – 13. to use and overuse our natural
your tree I.D. in a resources is inevitable.
Discuss the answer to
vacant lot from a grass Based on the result, What happens if
lawn? the questions.
what inference can the living What is its implication in our
Explain your answer. you give? conditions of the biodiversity?
2. If humans were organisms are Identify the least
concerned about How can a not ideal for their What activities do people learned items and
biological diversity, population’s density survival? engaged that leads to discuss the concept for
would it be best to have extinction?
be used to learn further understanding.
a low or high I.D. for a When can we say
particular environment? about the needs and
that species
Why?
characteristics of becomes How do you think or feel about
that population? endangered? these potentially disastrous
How are limiting Becomes activities?
factors threatened?
As an individual, how can you
How do changes help the cause of preserving
in the environment wildlife?
affect species
extinction?
G. Finding practical applications of Flash pictures of
concepts and skills in daily living Compare and silver therapon or Will you patronize snakeskin
contrast ayungin and belts, alligator boots,
life in a rural and accessories made of ivory and Make a multimedia
urban area. biya. Ask if they presentation of a
other things that made from
know and eat timeline of extinction
those kind of fish. endangered species? Why or of
(Let them note why not? representative
that these are microorganisms,
commonly found plants, and animals.
What do you think will in
Laguna de Bay.) (See Timeline Rubrics
happen if a population
of only one specie on T.M. p. 51)
Other endangered
continue to increase in species like the
number? tamaraw in
Mindoro, mouse
deer in Palawan,
Philippine deer,
monkey-eating
eagle, and dugong
are in danger of
becoming extinct.
H. Making generalizations and Cite different environmental
abstractions about the lesson How do you Why do species changes that leads to extinction.
determine the area becomes
distribution of a given endangered? Why should we protect
population? endangered species?
1. How is biological How does population When can we say
diversity important? 2. density changes? that a species’
How will the What are the factors population
community of different that can be attributed becomes
species be able to to the change? endangered?
withstand Threatened? And
environmental Extinct?
changes?
How are the
species affected
of the changes in
their
environment?

Using the Exit Ticket Using the Exit Ticket

I. Evaluating learning What was What
What is the most Give a 5 item formative test. What is was the
the most confusing Infer what will happen the most most
important idea If population density important confusing
thing we presented increases? As population of
Decreases? thing we idea
discussed today? people increases it
has great impact discusse presente
today?
on the growth and d today? d today?
What are What development of What are What
the three made the the community. the three made the
big learning How big learning
ideas/con easy for will it lead to easy for
species ideas/co you
cepts to you
be today? extinction? ncepts to today?
learned What be What
from this made the learned made the
lesson? learning from this learning
lesson? difficult
difficult for
for you
you
today?
to
day?
J. Additional activities for
application
or remediation Do research on why Make a Poster on
would an engineer Conservation of Wildlife.
have to know the
population density
in building edifices
or any
infrastructure?

V. REMARKS Due to numerous human

activities affecting the
environment and leading to
extinction, a second day
discussion will be carried out.

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 lesson works? 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 works?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I use/discover which I
wish to share with other teachers?
 School Grade Grade 9
Level
Teacher Learning
Area Science
Teaching Dates and Quarter First Quarter
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards The learners demonstra te an understanding of th e structure and function of pl ant parts and organelles involved in
photosynthesis.
B. Performance Standards Design and conduct an investig ation to provide evidence that plants manufacture their own food.
C. Learning Competencies/ Objectives Differentiate b asic features and importance of photosynthesis.
Write the LC code for each
S9LT-Ig-j-31

Identify raw materials

Identify parts of and products of Design an experiment
organelles involved in photosynthesis. to show evidences Investigate Assess the
photosynthesis. that plants are conditions for understanding of
capable of making
Explain the process of photosynthesis. students on how
Describe how these food through
food making in plants. photosynthetic photosynthesis
organelles work
process. takes place
together to produce Make a model of
through
food. photosynthesis. differentiated
strategies.
 II. CONTENT
Flow of Energy and Flow of Energy and Flow of Energy and Matter Flow of Energy and Flow of Energy and
Matter in Ecosystem Matter in Ecosystem in Ecosystem Matter in Ecosystem Matter in Ecosystem
PHOTOSYNTHESIS PHOTOSYNTHES PHOTOSYNTHES PHOTOSYNTHES
PHOTOSYNTHESIS

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages 55-62 55-62 63-68 63-68 55-68
2. Learner’s Materials pages 72-77 77-78
79-85 77-78 72-85
3. Textbook pages Perfect Guide Perfect Guide
Lower Secondary Science Lower Secondary Science
Book B Book B
Christopher N. Prescott Christopher N. Prescott
pp. 178 pp. 176-177
4. Additional Materials from Learning
Resources (LR) portal

B. Other Learning Resources http://dendro.cnre.vt.edu http://dendro.cnre.vt.e http://www.skoool.ie/skoo NSF FOCUS Math and
/forestbiology/photosynt du/forestbiology/photo ol/homeworkzone.asp?id= Science Partnership of
hesis.swf synthesis.swf 233 University of California
NSF FOCUS Math IRVINE
and Science
Partnership of
University of
California
IRVINE
IV. PROCEDURES
A. Reviewing previous lessons or Perform the Pre-test in 1. What are the
presenting the new lesson L.M. p. 73-74 to assess What are the parts of What processes are Cite evidence that shows raw materials and
prior knowledge. plants and organelles involved in food making? photosynthetic process. product of
essential to food photosynthesis?
making process? Write the word equation 2. What
of photosynthesis. organelles play an
important role in
photosynthesis?
3. How do you
describe
photosynthesis using
the word equation?
B. Establishing a purpose for the English Learners:
lesson Well, the sun comes Think-Pair-Share: Unlocking of Word
Why do you think plants streaming out of the Difficulty: Students will use word
are called great food sky making Do plants really capable triangles to review the
Enzymes, Chloroplast,
providers? everything grow and of making foods? molecules involved in
Humidity, Temperature
keeping us alive and the process of
our main connection This will lead to factors photosynthesis. (To
to the sun are the affecting photosynthesis. complete a word
green leaves, only triangle, students draw
they can make food one triangle for each
with sunshine energy. word and divide the
( An excerpt from triangle into three
Energy and Me CD by bands horizontally.
Billy B, lyrics for The The new vocabulary is
Rock and Roll of placed in the middle
Photosynthesis) band, the definition of
the word is written on
What is implied in the the bottom band and a
song? diagram of the word is
written in the top
band).
C. Presenting examples/ instances Picture Analysis. Worked Example with
of the new lesson Answer Analysis:
Teacher asks
students what Devi covered a part of a Art Education:
materials are involved leaf with a black piece of
in the process of paper and left the leaf in Students will draw a
photosynthesis. bright sunlight for several leaf diagram and
Students think about days. use this to illustrate
Show pictures of
the question for one She then carried out the what goes in
different food products
minute, then turn to a iodine test for starch. There’s an old saying that (reactants), and
locally made from
shoulder partner and What do you think goes,” Para maganda ang what comes out
Khong Guan since
discuss their thoughts happens to the leaf? tubo ng mga halaman (products) of
students are very
to the question. kausapin mo ito palagi.” photosynthesis.
familiar with it.
(The part of the leaf
covered by the black Is there any truth to this
How do you think
paper cannot saying?
these products are photosynthesize and
made available for us? would be unable to
What scientific
(Elicit answer that will manufacture sugar and
starch. Therefore, when explanation lies behind
lead to the concept of
tested with iodine the saying?
how are these foods GATE:
solution, the area would
manufactured.) remain pale. The rest of
the leaf would be positive Students will
to the iodine test and sequence the process
produce a dark blue of photosynthesis and
stain.) identify specific
reactions involved,
using a “flow map” (or
D. Discussing new concepts and Perform Activity 1: What Perform Activity 3C and other suitable maps for
practicing new skills #1 are the Structures Perform Activity 3D of L.M. pp. 81-83 sequencing events).
Involved In the Food 3A.B,C,D: Evidence of
Making Process in Perform Activity: Photosynthesis in L.M.
Plants? pp. 75- Modelling
77 pp. 79-82
Photosynthesis
( See attached Activity
Sheet)

E. Discussing new concepts and

practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment Discuss the findings in Discuss the answer to Process the Activity: Discuss the answer to the Computer Aided
) each Learning Station. guide questions in the Guide Questions. Activity:
activity. Observations and data
1.What are the parts of gathered would lead to the Key Concepts would be Students make a
chloroplast and internal 1.What reactants or discussion of the different Enzymes, Temperature, multimedia
structure of leaf that are materials are required Carbon Dioxide, and Light
involved in the process for the process of evidences in
of photosynthesis? photosynthesis? photosynthetic process.
2. What are the raw 2. What
materials and products products are formed
of photosynthesis? 3. in the process?
How would you 3. What
describe the entire happens to the light
process of food
making? energy in the
thylakoid membrane presentation of
of the chloroplasts? photosynthetic
4..How does the process.
energy from sunlight
used to build sugars?
G. Finding practical applications of If one of the organelles
concepts and skills in daily living or parts of a leaf will not Students should Imagine that you are a Supposed there are 2 jars
function, is there a create an analogy for farmer, what ways would with burning candle and
chance for
the process of you suggest to yield better one has potted plant
photosynthesis to take
place? Why or Why photosynthesis and crops? inside. Both jars are
not? compare each part of placed near a window in
the process with strong sunlight.
some
other process in Question:
everyday life. (Ex. The
process of Why does the burning
photosynthesis is like candle in jar without
baking bread). potted plant stop burning
before the candle with
potted plant?
H. Making generalizations and
abstractions about the lesson 1. What are the 1. The overall c
organelles essential to process of What evidences are
the process of photosynthesis uses shown that
photosynthesis? water and carbon photosyntheti process What are the factors or
2. How are these dioxide to produce conditions that affect
sugars that store takes place?
organelles work
chemical energy. photosynthesis?
together in the entire
process of food 2. Sunlight is
making? absorbed using plant
pigments called
chlorophyll, and the
process of
photosynthesis takes
place within
organelles called
chloroplasts.
3. Energy from
sunlight is captured
during the
lightdependent
reactions and is used
to build sugars during
the light–independent
reactions.

Imagine that you are

I. Evaluating learning applying for a job in Explain the equation: Using the Exit Ticket
photosynthesis Using the Exit Ticket
company. Create a Carbon Dioxide What was
(CO2 ) +
“resume”, explaining What is the most What was
your job qualifications the most confusing the most
and describing how you Water Chlorophyll important idea What is confusing
will efficiently get the (H2O) thing we presented the most idea
job done. Descriptions Sunlight discusse today? important presented
must include key d today? thing we today?
vocabulary such as Glucose + Oxygen
What made discusse
stomata, water, carbon d today?
 dioxide, light, energy, C6H12O6 What are the What are What made
chlorophyll and O2 the three learning the three the
chloroplast. big easy for big learning
you today? easy for
ideas/co What ideas/co
you today?
ncepts to made ncepts to What
be the be made
learned learning learned the
from this difficult for from this learning
lesson? you today? lesson? difficult for
you today?

J. Additional activities for application

or remediation Perform activity 3E: The
Effect of the Amount of
Chlorophyll in
Photosynthesis L.M. pp.
84-85.

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 lesson works? 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 works?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovations or localized

materials did I use/discover which I
wish to share with other teachers?