Detailed Lesson Plan (DLP) Format: Learning Competency/ies: Code

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Quarter: Duration: Date:
33 Science 9 1 60
Learning Competency/ies: explain how living things depend on the environment to meet their Code:
(Taken from the Curriculum Guide) basic needs. S9LT-Ig-j-31
Plants have green pigments called Chlorphyll stored in the Chloroplast, which aids in capturing light energy
Key Concepts / Understandings to
be Developed from the sun, enables plants to change it into chemical energy stored in the food in the process called
Photosynthesis.
Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering Identify the structures involved in photosynthesis

The fact or condition of
knowing something with
familiarity gained through
experience or association Understanding
Applying Illustrate the structures involved in photosynthesis

Skills
The ability and
capacity acquired through Analyzing
deliberate, systematic, and
sustained effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge, practice,
aptitude, etc., to do something
Creating
Attitude Valuing Share with gratitude the plant structure responsible for photosynthesis.
Values Valuing Practice caring the environment.
2. Content Structures Involved in Photosynthesis
3. Learning Resources Science 9 Learner's Manual pp 75-78, Teacher's Guide pp 57-62
4. Procedures
4.1 Introductory Activity
A. Preliminaries.
B. Review of previous topic.
C. Overview of the activity. Orient the students on the Do's and Dont's while inside the computer
5 minutes laboratory room. Explain to the students what to do about and during the activity. GALLERY WALK (There
are three learning stations with activity sheet and procedure in the the computer laboratory room. If computer
is not available, there are textbooks and charts available for each learning station.)
4.2 Activity
Do Activity 1: What are the structures involved in the food making process in plants? Refer to LM pp. 75-77.
Work
5 minutes as a group and go to the different learning stations and visit some websites found on the activity sheets. If
computer is not available, there are textbooks and charts available for each learning station.
4.2 Analysis
Guide Question:
1. What are the component internal structure of a leaf?
2. What are the component part of chloroplast?
5 minutes 3. Did you complete the concept map in understanding the process of food
making? (Note: If the students did not complete all the learning stations, teacher may
instruct the students to continue their activity after the discussion).
4.4 Abstraction
Class Discussion:
Discuss the structures involved in food making processs. In connection to the previous activity, students
15 minutes
present their output to the class and the remaining students give comments their work.
4.5 Application
Students continue answering the Activity 1, this time the group is given limited time to do the activity.
10 minutes
4.6 Assessment
Analysis of Learners Product Worksheets: refer to LM 76-77.
15 minutes
4.7 Assignment Reinforcing / strenthening the Draw the structures involved in photosynthesis and explain how the plant can
2 minutes day's lesson survive.
4.8 Concluding Activity Always do your best. What you plant now, you will harvest later. - Og Mandino
Always do your best. What you plant now, you will harvest later. - Og Mandino
3 minutes
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who have caught up with
A. No. of learners who earned 80% in the evaluation.
the lesson.
B. No. of learners who require additional activities for

D. No. of learners who continue to require remediation.
remediation.
E. Which of my learning 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 by:
Name: Julie Ann M. Dela Cruz School: Awihao National High School
Position/
Designation: Teacher I Toledo
Division:
Contact
Number: 9958501546 Email address: julieann.delacruz071@deped.gov.ph

Learning Area:
34 Science 9 1 60
Learning Competency/ies: Differentiate basic features and importance of photosynthesis and Code:
(Taken from the Curriculum Guide) respiration. S9LT-Ig-j-31
be Developed Photysynthesis is a process of food making done by plants and other autotrophic organisms.

OBJECTIVES:
Knowledge Remembering Describe the process of photosynthesis.

Applying
Skills
The ability and
Creating
Develop a concept map of the entire process of photosynthesis.
Attitude Responding Phenomena Discuss confidently the process of photosynthesis.
Values Internalizing Values Display act of protection for the environment.
2. Content Process of Photosynthesis
3. Learning Resources Science 9 Learner's Manual pp 74-75, Teacher's Guide pp 61-62
4. Procedures
A. Preliminaries.
B. Review of the previous topic.
5 minutes C. Watch a short video clip entitled photosynthesis for five minutes. (https://www.youtube.com/watch?
v=yHVhM-pLRXk)
4.2 Activity
Activity : Think-Pair-Share!
Students share their ideas to their pair about the video clip they watched earlier. Call 3 pairs of volunteers to
5 minutes share their ideas to the class. The remaining pairs will write their ideas on a sheet of paper and submit it to
the teacher.
4.3 Analysis
Guide Questions:
A. What do you understand about
the previous activity? B. Give some points of
5 minutes
view about the process. C. If you were part of
the food making process, how do you respond to it?)
4.4 Abstraction
Class Discussion
15 minutes Discussion about photosynthetic process of the plant.
4.5 Application In a group, create a vertical process chart showing the process of photosynthesis.
10 minutes
4.6 Assessment Each group present the vertical process chart to the class. For the rubrics
Analysis of Learners Product
15 minutes refer to TG pages 76-77.
4.7 Assignment
Preparing for the new lesson Give the definition of stomata and explain further in their own point of view.
2 minutes
4.8 Concluding Activity
Make at least a one liner quote that they can relate to the photosynthetic process.
3 minutes
5. Remarks
6. Reflections
the lesson.

remediation.
did these work?


Prepared by:
Position/
Designation: Teacher I Division: Toledo
Contact

Learning Area:
35 Science 9 1 60
Key Concepts / Understandings to Stomata are found on the lower surface of the leaf that allows the entrance of carbon dioxide needed for
be Developed photosynthesis. They also serve as exit point for the oxygen produced during photosynthesis.
OBJECTIVES:
Knowledge Remembering Identify the stomata.

Applying
Skills
The ability and
activities or the ability, coming from Evaluating Describe the function of the stomata.
one's knowledge, practice, aptitude,
etc., to do something
Creating
Attitude Organization Explain positively the function of stomata.
Values Organization Explain the environmental sustainability of stomata.
2. Content The Stomata
3. Learning Resources Science 9 Learner's Manual pp 78-79, Teacher's Guide pp 63
4. Procedures
A. Preliminaries.
B. Review of the previous topic.
5 minutes
C. Giving of Intructions: (refer to TG for the teaching tips before the administration of the activity)
4.2 Activity Activity # 2: Investigating the Stomata( Refer to LM pp. 78- 79)
Students do the activity. Teacher must monitor each group since each group are
5 minutes
using sharp object.
4.3 Analysis
Guide Questions:
A. What is your understanding from
your activity? B. Did you see the stomata under
5 minutes
the microscope? C. Will you able to draw and label
the parts? (Note: guide question #3 will serve as introduction for the application phase)
4.4 Abstraction
Class Discussion
15 minutes Teacher discusses about stomata and its role/function in the food making process.
4.5 Application INDIVIDUAL ACTIVITY:
10 minutes Draw, label and color the stomata as seen under the microscope.( Refer to LM pp. 78-79)
4.6 Assessment
Analysis of Learners Product Draw the stomata of a leaf and explain its function.
15 minutes
4.7 Assignment Enriching / inspiring the day's Students are asked to make a 50 words essay about the role of stomata in
2 minutes lesson photosynthesis.
Your life begins to change the day you take responsibility for it. -Steve Maraboli
3 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the evaluation. the lesson.

remediation. D. No. of learners who continue to require remediation.

did these work?

Prepared by:
Position/
Contact

Learning Area:
36 Science 9 1 60
Key Concepts / Understandings to Oxygen is the byproduct of the photosynthesis, which is later, released to the environment and is inhaled by
be Developed the animals and human beings.
OBJECTIVES:
Knowledge Remembering
experience or association Understanding Explain that oxygen is a byproduct of photosynthesis.
Applying Demonstrate experiments to show that oxygen is produced by photosynthesis.

Skills
The ability and
activities or the ability, coming from Evaluating
Creating
Attitude Responding Phenomena Discuss with interest that oxygen is a byproduct of photosynthesis.
Values Organization Explain the importance of oxygen as one way of caring the environment.
2. Content Oxygen as Evidence of Photosynthesis
3. Learning Resources Science 9 Learner' Manual pp 79-80, Teacher's Guide pp 64, Science Links Textbook pp 87
4. Procedures
A. Preliminaries.
B. Review the previous lesson.
5 minutes
C. Preparation of Activity Sheets, Reading of Procedures and Giving of Activity Sheets
4.2 Activity Activity #3. Oxygen as Evidence of Photosynthesis ( Refer to LM pp. 79-80.)
Students do the activity. Teacher monitors each group for smooth
5 minutes
conduct of the activity.
4.3 Analysis
Guide Questions:
a. What did you see on the leaf/plant?
5 minutes b. Did you see any bubbles in the set-up?
c. What do these bubbles indicate?
4.4 Abstraction Class Discussion: The sets of questions in the analysis phase will lead to the discussion. Teacher discusses
the concept to check understanding.
15 minutes
4.5 Application Students are asked to write their observation based on the activity conducted (refer to TG pp 76-77 for the
10 minutes rubric).
4.6 Assessment
Test Pen and Paper Test (refer to appendix A)
15 minutes
4.7 Assignment
Preparing for a new lesson. Study the next activity and bring the necessary materials for the next activity.
2 minutes
You cannot escape the responsibility of tomorrow by evading it today. - Abraham Lincoln
3 minutes
5. Remarks
6. Reflections
the lesson.


did these work?

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Position/
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Learning Area:
37 Science 9 1 60
Learning Competency/ies: Code:
Differentiate basic features and importance of photosynthesis and
Key Concepts / Understandings to Glucose (sugar) is the end product in photosynthesis, which is considered as the main food for the plants.
be Developed Excess glucose is stored in the form of starch. Starch is a compound made up of glucose molecules.

OBJECTIVES:
experience or association Understanding Explain that sugar is an end product of photosynthesis.
Applying Demonstrate experiments to show that sugar is produced by photosynthesis.

Skills
The ability and
Creating
Attitude Responding Phenomena Discuss positively the work of photosynthesis.
Values Valuing Explain the work of photosynthesis as one way of protecting the environment.
2. Content Sugar as Evidence of Photosynthesis
3. Learning Resources Science 9 Learner's Manual pp 80-81, Teacher's Guide pp 64, Science 9 Links pp 87
4. Procedures
A. Preliminaries.
5 minutes
4.2 Activity Activity #3B. Sugar as Evidence of Photosynthesis ( Refer to LM pp. 80 -81)
Students do the activity. Teacher monitors each group for smooth
5 minutes
conduct of the activity.
4.3 Analysis
Guide Question:
1. What did you observe as the activity goes on?
5 minutes 2. Did you see that color extracted from the leaf?
3. What do the change in color indicate as you put the drops of iodine?
4.4 Abstraction Class Discussion: Teacher discusses the concept of sugar as end product of photosynthesis.
15 minutes
10 minutes rubric).
4.6 Assessment
Tests Pen and Paper Test (refer to appendix B).
15 minutes
4.7 Assignment Enriching / inspiring the day's
lesson
Study the next activity and bring the necessary materials for the next activity.
2 minutes
"Being your own unique self is a pure beauty".
3 minutes
5. Remarks
6. Reflections
the lesson.

remediation.

did these work?

Prepared by:
Position/
Contact

Learning Area:
38 Science 9 1 60
Key Concepts / Understandings to Photosynthesis is affected by the internal factors such as leaf structure, amount of photosynthetic products
be Developed and enzyme action, and external factors like temperature, light and carbon dioxide.
OBJECTIVES:
experience or association Understanding Explain that light affect the rate of photosynthesis.
Applying Demonstrate experiments to show that light affect the rate of photosynthesis.
Skills
The ability and
Creating
Responding to
Attitude Phenomena Adapt positively the changes in the environment.
Values Valuing Explain that light affects the rate of photosynthesis in protecting the environment.
2. Content The Effect of Light on the Rate of Photosynthesis
3. Learning Resources Science 9 Learner's Manual pp 81-82, Teacher's Guide pp 64-67, Science 9 Links Textbook pp
87
4. Procedures
A. Preliminaries.
5 minutes
4.2 Activity Activity #3C. The Effect of Light on the Rate of Photosynthesis ( Refer to LM pp.81-82)
Students do the activity. Teacher monitors each group for
5 minutes
smooth conduct of the activity.
4.3 Analysis
Guide Question:
A. Which setup produced more bubbles?
B. What do bubbles indicate?
5 minutes C. What happens to the number of bubbles as time passed?
D. How did you know that photosynthesis has taken place?
4.4 Abstraction
Class Discussion:
15 minutes A. Discuss the concept that light affect the rate of photosynthesis.
10 minutes rubric).
4.6 Assessment Create a line graph showing the rate of photosynthesis and light intesity. See
Test
15 minutes appendix C for the answer key.
4.7 Assignment
Preparing for the new lesson Study the next activity and bring the necessary materials for the next activity.
2 minutes
4.8 Concluding Activity By blending water and minerals from below with sunlight and CO 2 from above, green plants link the earth to
the sky. We tend to believe that plants grow out of the soil, but in fact most of their substance comes from the
3 minutes
air. - Fritjof Capra
5. Remarks
6. Reflections

remediation.

did these work?

Prepared by:
Position/
Contact

Learning Area:
39 Science 9 1 60
Key Concepts / Understandings to Photosynthesis is affected by the internal factors such as leaf structure, amount of photosynthetic products
be Developed and enzyme action, and external factors like temperature, light and carbon dioxide.
OBJECTIVES:
The fact or condition
of knowing something with
experience or association Understanding Explain that carbon dioxide is needed in photosynthesis.
Applying Demonstrate experiments to show that carbon dioxide is needed in photosynthesis.

Skills
The ability and
Creating
Attitude Valuing Explain the importance of carbon dioxide in photosynthesis.
Values Valuing Display act of protecting the environment.
2. Content Carbon Dioxide and Photosynthesis
3. Learning Resources Science 9 Learner's Manual pp 82-83, Teacher's Guide pp 66, Science 9 Link Textbook pp 87
4. Procedures
A. Preliminaries.
5 minutes
4.2 Activity Activity #3D. Carbon Dioxide and Photosynthesis ( Refer to LM pp. 82 )
Students do the activity. Teacher monitors each group for smooth conduct of
5 minutes
the activity.
4.3 Analysis
Guide Question:
A. What have you notice as you blow air into the test tube on test tube A?
5 minutes B. What about test tube B without exhaled air?
C. What can you infer from setup C and setup D?
4.4 Abstraction
Class Discussion:
15 minutes A. Discuss the concept that carbon dioxide is needed in photosynthesis.
4.5 Application
Students are asked to write their observation based on the activity conducted (refer to TG pp 76-77 for the
10 minutes rubric).
4.6 Assessment
Test Open Ended Question (refer to appendix D for the questions and answer key).
15 minutes
4.7 Assignment
Preparing for the new lesson Study the next activity and bring the necessary materials for the next activity.
2 minutes
I observed that plants not only have a faculty to correct bad air in six to ten days, by growing in it…but that
they perform this important office in a complete manner in a few hours; that this wonderful operation is by no
3 minutes
means owing to the vegetation of the plant, but to the influence of light of the sun upon the plant.
5. Remarks
6. Reflections
the lesson.

remediation.
did these work?


Prepared by:
Name: Sherwin R. Requillo Jr School: Calumboyan National High School
Position/
Designation: Teacher 3 Cebu Province
Division:
Contact
Number: 9213497454 Email address: sherwinrequillojr@gmail.com

Learning Area:
40 Science 9 1 60
Key Concepts / Understandings to Chlorophyll is the green pigment found in enzyme-rich chloroplast for the production of the final products in
be Developed photosynthesis such as glucose, oxygen, and water.
OBJECTIVES:
experience or association Understanding Explain that the varying amount of chlorophyll affects the rate of photosynthesis.
Applying Demonstrate experiments to show that the varying amount of chlorophyll affects the rate of
photosynthesis.
Skills
The ability and
Creating
Attitude Responding Phenomena Tell cautiously the complex process of photosynthesis.
Values Organization Relate the process of photosynthesis in environmental sustainability.
2. Content The Effect of the Varying Amount of Chlorophyll in the Rate of Photosynthesis
3. Learning Resources Science 9 Learner's Manual pp 84-85, Teacher's Guide pp 68-, Science 9 Link Textbook
4. Procedures
A. Preliminaries.
5 minutes
4.2 Activity
Activity #3E. The Effect of the Varying Amount of Chlorophyll in the Rate of Photosynthesis
( Refer to LM pp. 84-85)
5 minutes
Students do the activity. Teacher monitors each group for smooth conduct of the activity.
4.3 Analysis
Guide Questions:
GQ1. What changes did you observe?
GQ2. What do you think caused the changes?
GQ3. What happened to the leaf after boiling?
5 minutes
GQ4. Which part of the leaf is shaded?
GQ5. Which part of the leaf produced more starch?
GQ6. How does the presence of green pigment affect the production of starch?
4.4 Abstraction
Class Discussion:
15 minutes A. Discuss the concept that varying amount of chlorophyll affect the rate of photosynthesis.
10 minutes rubric).
4.6 Assessment Compose a three paragraphs with three to four lines, telling the process of
Analysis of Learners Product
15 minutes photosynthesis which relates to the environmental sustainability.
4.7 Assignment
Preparing for the new lesson Research about cellular respiration.
2 minutes
4.8 Concluding Activity The planet needs trees. If there is indeed that carbon dioxide out there in the atmosphere, the only species
on the planet that can actually trap it for us in a natural process of photosynthesis are the trees. - Wangari
3 minutes
Maathai
5. Remarks
6. Reflections
the lesson.

remediation.
did these work?


Prepared by:
Position/
Designation: Teacher 3 Division: Cebu Province
Contact

Learning Area:
41 Science 9 1st 60 minutes
be Developed Cellular respiration converts the energy stored from the food into ATP.
OBJECTIVES:
Knowledge Remembering Identify cellular respiration.

Applying
Skills
The ability and
Creating Construct a cellular respiration diagram.
Attitude Responding Phenomena Discuss positively the importance of cellular respiration.
Values Valuing Relate the importance of cellular respiration in caring the environment.
2. Content Cellular Respiration
3. Learning Resources Science 9 LM and TG
4. Procedures
A. Preliminaries.
B. Review of previous lesson.
C. Motivation: Word Hunt: Suggested word list (refer to TG p. 69).
1. Introduce a book or topic to be read and provide students with written material like books
5 minutes
2. Used a portion of text copied onto chart paper or any means.
3. Ask the students to read and
reread a text to find words that fit a particular pattern.
4.2 Activity
Activity #1. Cellular Respiration in Yeast (refer to TG pp 69-70)
The teacher together with selected students, may want to demonstrate the cellular activity in yeast. The
5 minutes results must be shown to the class to be used as a springboard in the discussion of cellular respiration.
4.3 Analysis
Guide Questions:
GQ1. What does the yeast represent?
GQ2. What is the purpose of sugar?
GQ3. Why did we use lukewarm water?
5 minutes GQ4. What did you notice at the surface of the sugar solution after you dropped the yeast?
GQ5. What happened to the balloon after attaching it to the mouth of the test tube?
GQ6. What filled up the balloon?
GQ7. What was the pH of the mixture after removing the balloon?
4.4 Abstraction
Class Discussion:
15 minutes A. Discuss the concept about cellular respiration.
10 minutes rubric).
4.6 Assessment
Analysis of Learners Product Make a cellular respiration diagram. See appendix E for the answer key.
15 minutes
4.7 Assignment
Preparing the new lesson Research about the three metabolic processes of cellular division.
2 minutes
4.8 Concluding Activity Energy and life go hand in hand. If you stop breathing, you will not be able to generate the energy you need
3 minutes for staying alive and you'll be dead in a few minutes. Keep breathing. - Nick Lane
5. Remarks
6. Reflections
the lesson.

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Learning Area:
be Developed Cellular respiration occurs in the mitochondria of the cells.
OBJECTIVES:
Knowledge Remembering Recognize each metabolic processes / stages of cellular respiration.

experience or association Understanding Summarize the correct sequence of events in cellular respiration.
Applying
Skills
The ability and
activities or the ability, coming Evaluating Describe the each metabolic processes / stages take place in cellular respiration.
Creating
Attitude Valuing Explain confidently the phases of cellular respiration that affects us.
Values Organization Relate cellular respiration as one way of saving the ecosystem.
2. Content The Three Metabolic Processes / Stages in Cellular Respiration
3. Learning Resources Science 9 Learner's Manual pp 86-87, Teacher's Guide pp 70-72, Science 9 Link Textbook pp
95-98
4. Procedures
4.1 Introductory Activity A. Preliminaries.
C. Word Hunt. (Students play a game entitled word hunt. They are going to look for the words provided
5 minutes
by the teacher.) Refer to TG pp 69 for the words to be search.
4.2 Activity
Present a video entitled, "The 3 Stages of Cellular Respiration" link..(https://www.youtube.com/watch?
5 minutes v=iTC5Z_-Y_XA)
4.3 Analysis
Guide Questions:
A. What is being presented in the video?
5 minutes B. What are the three stages in cellular respiration presented in the video?
C. Are you familiar with the processes?
4.4 Abstraction
Class Discussion:
15 minutes A. Discuss the concept about the three stages of cellular respiration.Refer to LM pp.14 - 15.
4.5 Application Make a graphic organizer - sequence order about each stages of cellular respiration (refer to TG pp 76-77 for
10 minutes the rubric).
4.6 Assessment
Analysis of LearnersProduct Create a flow chart showing the process of cellular respiration.
15 minutes
4.7 Assignment
Preparing for the new lesson Give the definition of mitochondrion.
2 minutes
4.8 Concluding Activity All nature…is a respiration of the Spirit of God, who, in breathing hereafter will inhale it into his bossom
3 minutes again, So that nothing but God alone will remain. - Henry Wadsworth Longfellow
5. Remarks
6. Reflections
the lesson.


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Prepared by:
Position/
Designation: Teacher 3 Cebu Province
Division:
Contact

Learning Area:
Key Concepts / Understandings to be Mitochondrion is considered as the power house of the cell. It plays an important role in the breakdown of
Developed food molecules to release the stored energy in the form of ATP (Adenosine triphosphate)

OBJECTIVES:
Knowledge Remembering Describe each part of mitochondrion.
Applying Illustrate and label the parts of mitochondrion.

Skills
The ability and capacity
acquired through deliberate, Analyzing
systematic, and sustained effort to
smoothly and adaptively carryout
complex activities or the ability,
coming from one's knowledge, Evaluating
practice, aptitude, etc., to do
something
Creating
Attitude Responding Phenomena Discuss cautiously the parts of mitochondrion.
Values Valuing Demonstrate environmental sustainability.
2. Content Mitochondrion
3. Learning Resources Science 9 Learner's Manual pp 88, Teacher's Guide p 72
4. Procedures
C. Reading Comprehension. Read silently about mitochondrion on pp 88 found in the LM.
5 minutes
4.2 Activity
Activity #4. The Power House! ( Refer to LM pp. 88)
After reading the text, work on the task describing the parts and function of the
5 minutes
mitochondrion based on what they have read.
4.3 Analysis
Guide Questions:
1. Why does mitochondrion considered as a power house of the cell?
5 minutes
2. What is the role of mitochondrion?
4.4 Abstraction
Class Discussion:
15 minutes A. Discuss the concept about mitochondrion, its part and function.See Appendix F.
4.5 Application Let the students make a graphic organizer - idea web showing the parts of mitochondrion and explain how
10 minutes each parts work.
4.6 Assessment
Analysis of Learner's Product Create a paragraph describing the parts of mitochondrion.
15 minutes
4.7 Assignment Give the function of mitochondrion as the main organelle involved in
Preparing for the new lesson
2 minutes respiration.
Surely the mitochondrion that first entered another cell was not thinking about the future benefits of
cooperation and integration; it was merely trying to make its own living in a tough Darwinian world. -
3 minutes
Anonymous
5. Remarks
6. Reflections

remediation.
E. Which of my learning strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or

supervisor can help me solve?

Prepared by:
Position/
Contact

Learning Area:
Key Concepts / Understandings to Mitochondrion is considered as the power house of the cell. It plays an important role in the breakdown of
be Developed food molecules to release the stored energy in the form of ATP (Adenosine triphosphate)

OBJECTIVES:
experience or association Understanding Discuss the function of mitochondrion as the main organelle involved in the respiration.
Applying
Skills
The ability and
activities or the ability, coming from Evaluating Describe how mitochondrion works as the main organelle in respiration.
Creating
Attitude Responding Phenomena Present optimistic view regarding the function of mitochondrion
Values Valuing Demonstrate environmental sustainability
2. Content Functions of Mitochondrion
3. Learning Resources Science 9 Learner's Manual pp 88, Teacher's Guide p 72
4. Procedures
C. Cooperative Learning: Pull Me Up! (Work in pairs and follow the instructions. Teacher gives the
5 minutes instructions to the students on what to perform.) Process Question: 1. What will happen if one of you will be
left behind in performing the action? See Appendix A.
4.2 Activity
Word Mapping
Work as a group and each group creates a map making Mitochondrion as the center. In their own
5 minutes perspectives, give different functions of mitochondrion as the main organelle of respiration and share it to the
class.See Appendix B.
4.3 Analysis Guide Questions:

1. What is the main function of mitochondrion?
2. How does mitochondrion works with other parts of a cell?
5 minutes 3. What can you say if one part of the cell will
not function?
4. If you are a cell, would you wish to function effectively? Why?
4.4 Abstraction Class Discussion:
Discuss the main function of mitochondrion as the main organelle of respiration and its importance. See
15 minutes
Appendix F.
4.5 Application With the use of Flowchart, students give the functions of mitochondrion and explain the importance of each
10 minutes function (refer to TG pp 76-77 for the rubric).
4.6 Assessment Draw and label the mitochondrion and its parts. See appendix G for the
Analysis of LearnersProduct
15 minutes answer key.
4.7 Assignment
Preparing for the new lesson Give the definition of glycolysis.
2 minutes
Make a Venn Diagram showing the relationship of the Parable David and Goliath to the lesson.
3 minutes
5. Remarks
6. Reflections
the lesson.
remediation.

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Position/
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Learning Area:
Learning Competency/ies: Differentiate basic features and importance of photosynthesis and
Code:
Glycolysis is the first stage in aerobic respiration which takes place in cytosol that may require oxygen or not.
Key Concepts / Understandings to Krebs Cyle is second stage of aerobic cellular respiration that takes place in the matrix of mitochondria and
be Developed responsible for the release of stored energy. Electron transport is the final stage of aerobic cellular respiration
that takes place in the mitochondria and makes majority of ATP.

OBJECTIVES:
Knowledge Remembering Identify the location, raw materials needed and the end product of glycolysis.
Applying
Skills
The ability and
activities or the ability, coming from Evaluating Describe the process of glycolysis.
Creating
Attitude Responding Phenomena Discuss with open-mindedness the importance of glycolysis.
Values Valuing Explain glycolysis as one way of caring the environment.
2. Content Glycolysis
3. Learning Resources Science 9 Learner's Manual pp 89-91, Teacher's Guide pp 72-73, Science 9 Link pp 96-98
4. Procedures
5 minutes C. Reading Comprehension. Students read silently the glycolysis found in the LM on page 89.
4.2 Activity Do Activity 5: Let Us Recharge! ( Refer to LM pp. 89)
After the given instructions, study the diagram on pp. 89. and describe the basic concepts
5 minutes of how cells release energy from the food they eat.
4.3 Analysis
Guide Questions:
1. Which of the terms found in the diagram is considered a process? 2.
In which part of the cell does the process takes place? 3.
What is the raw material?
5 minutes 4. What are the products?
4.4 Abstraction
Class Discussion :
A. Discussion about the first step of cellular respiration, location, raw materials needed and the end
15 minutes
products.
4.5 Application
Graphic Organizer: Sequence Order ( Give the sequence of Glycolysis.) For the rubrics refer to LM pp. 90.
10 minutes
4.6 Assessment
Analysis of Learner's Product
15 minutes
4.7 Assignment
Preparing for the new lesson Study the activity about Krebs Cycle on pp. 90.
2 minutes
The secret of improved plant breeding, apart from scientific knowledge, is love. - Luther Burbank
3 minutes
5. Remarks
6. Reflections
the lesson.

remediation.

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Learning Area:
Learning Competency/ies: Differentiate basic features and importance of photosynthesis and
Code:
Glycolysis is the first stage in aerobic respiration which takes place in cytosol that may require oxygen or not.
Key Concepts / Understandings to Krebs Cyle is second stage of aerobic cellular respiration that takes place in the matrix of mitochondria and
be Developed responsible for the release of stored energy. Electron transport is the final stage of aerobic cellular respiration
that takes place in the mitochondria and makes majority of ATP.

OBJECTIVES:
experience or association Understanding Summarize the events in the Krebs Cycle.
Applying
Skills
The ability and
activities or the ability, coming from Evaluating Describe the glycolysis in Krebs Cycle.
Creating
Attitude Valuing Explain sincerely the importance of glycolysis in the KrebsCycle.
Values Responding Phenomena Discuss Krebs Cycle as a way of protecting the environment.
2. Content Krebs Cycle
4. Procedures
5 minutes C. Reading Comprehension. Read silently the Krebs Cycle found in the book.
4.2 Activity Do Activity 5: Let Us go Round and Round! (Refer to LM pp. 90)
Arrange the following events in the Krebs Cycle in proper sequence. Refer to
5 minutes LM pp. 90.

1. What are the chemical energy found in the Krebs Cycle?
2. How will you describe the events in Krebs Cycle?
5 minutes 3. What is the importance of glycolysis in the Krebs Cycle?
4.4 Abstraction
Class Discussion :
15 minutes A. Discuss the events in Krebs Cycle and the importance of glycolysis.
4.5 Application
Create a graphic organizer in a sequence order showing the Krebs Cycle.
10 minutes
4.6 Assessment
Analysis of Learner's Product Make a Krebs Cycle and explain the importance of glycolysis in it.
15 minutes
4.7 Assignment
Preparing for the new lesson Give the definition of electron transport chain.
2 minutes
4.8 Concluding Activity A sequence of reactions in the living organism in which oxidation of acetic acid or acetyl equivalent provides
3 minutes energy for storage in phosphate bonds is called Krebs Cycle.
5. Remarks
6. Reflections
the lesson.
remediation.
E. Which of my learning strategies worked well? Why did

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Learning Area:
47 Science 9 1 60 minutes
The electrons in NADH and FADH2 flow through a series of electron transport acceptors. The flow of
be Developed electrons and H+ results in ATP formation. The last electron (hydrogen ions) combine with the last acceptor
(oxygen) to form water.
OBJECTIVES:
experience or association Understanding Discuss the process of electron transport chain.
Applying Interpret the process of electron transport chain.

Skills
The ability and
Creating
Attitude Valuing Explain confidently the process of electron transport chain
Values Organization Relate electron transport chain in protecting the environment.
2. Content Electron Transport Chain
4. Procedures
A. Preliminaries.
C. Video presentation. Watch a short video clip about oxidative phosphorylation or electron transport
5 minutes
chain, the final stage of cellular respiration. (Refer to http://www.
hartnell.edu/tutorials/biology/cellularrespiration.html)
4.2 Activity Do Activity 6.

After viewing the clip, answer the following questions.
1. How will you describe the flow of electrons?
5 minutes
2. What do you
think is the importance of NADH and FADH2 in the process?
1. What is the final acceptor of the electron in the process?
2. What compound is formed when
the electron combines with the last acceptor?
5 minutes
3. If you are a electron transport chain, how would you do the process? why?
4. Upon viewing the video
clip,how did you feel when you see the process of electron transport chain?
4.4 Abstraction Class Discussion:
15 minutes Discuss the process of electron transport chain and describe its importance.
4.5 Application
In a group, create a flowchart showing the process of electron transport chain and explain it to the class
10 minutes
4.6 Assessment
Observation Oral presentation about electron transport chain. See appendix H.
15 minutes
4.7 Assignment
Preparing for the new lesson Study the comparison between photosynthesis and respiration.
2 minutes
The electron transport chain is the final and most important step of cellular respiration. While glycolysis and
3 minutes citric acid cycle make the necessary precursors, -- this where a majority of the ATP is created.
5. Remarks
6. Reflections
the lesson.

remediation.

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Prepared by:
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Learning Area:
48 Science 9 1 60 minutes
Key Concepts / Understandings to Materials are recycled through the processes of photosynthesisin the chloroplast and respiration in the
be Developed mitochondrion. However, the flow of energy is one-way.
OBJECTIVES:
experience or association Understanding Compare photosynthesis and respiration.
Applying
Skills
The ability and
capacity acquired through Analyzing Distinguish photosynthesis from respiration.
Creating
Attitude Valuing Explain confidently the importance of photosynthesis and respiration.
Values Valuing Relate photosynthesis and respiration as a way of caring the environment.
2. Content Comparison of Photosynthesis and Respiration
3. Learning Resources Science 9 Learner's Manual pp 92-93, Teacher's Guide pp 19- 20
4. Procedures
5 minutes C. Picture Analysis. Look at the diagram carefully and study how each component affects each other.
4.2 Activity Do Activity 6. Comparing Photosynthesis and Respiration ( Refer to LM pp. 92)
Complete the table that shows
5 minutes
comparison between photosynthesis and respiration.
4.3 Analysis
Guide Questions:
1. What are the cells structures involved?
2. What are the starting materials/ raw materials?
3. What are the end
5 minutes product? 4. What are the
energy requirement in photosynthesis and respiration?
5. If you are a photosynthesis or a respiration, how would you feel if one of these are not present in the
process?
4.4 Abstraction
Class Discussion:
Discuss the comparison between photosynthesis and respiration and give the importance of each
15 minutes
process.
4.5 Application
In a group, create a Venn Diagram showing the differences and similarities of Photosynthesis and
10 minutes Respiration. Explain and present their answer to the class.
4.6 Assessment
Observation Oral presentation about photosynthesis and respiration. See appendix I.
15 minutes
4.7 Assignment Enhancing/Improving the day's
lesson
Refer to the performance task found on the TG on pp. 73.
2 minutes
4.8 Concluding Activity By blending water and minerals from below with sunlight and CO 2 from above, green plants link the earth to
3 minutes the sky. - Fritjof Capra
5. Remarks
6. Reflections
the lesson.

did these work?


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Instructional Planning

Detailed Lesson Plan (DLP) Format

Adapted Cognitive Process

Knowledge Remembering Identify the structures involved in photosynthesis

Applying Illustrate the structures involved in photosynthesis

Values Valuing Practice caring the environment.

2. Content Structures Involved in Photosynthesis

3. Learning Resources Science 9 Learner's Manual pp 75-78, Teacher's Guide pp 57-62

B. No. of learners who require additional activities for

E. Which of my learning strategies worked well? Why

F. What difficulties did I encounter which my principal

G. What innovation or localized materials did I

Detailed Lesson Plan (DLP) Format

Adapted Cognitive Process

Knowledge Remembering Describe the process of photosynthesis.

Attitude Responding Phenomena Discuss confidently the process of photosynthesis.

Values Internalizing Values Display act of protection for the environment.

2. Content Process of Photosynthesis

3. Learning Resources Science 9 Learner's Manual pp 74-75, Teacher's Guide pp 61-62

B. No. of learners who require additional activities for

F. What difficulties did I encounter which my principal

G. What innovation or localized materials did I

Detailed Lesson Plan (DLP) Format

Knowledge Remembering Identify the stomata.

Attitude Organization Explain positively the function of stomata.

Values Organization Explain the environmental sustainability of stomata.

2. Content The Stomata

3. Learning Resources Science 9 Learner's Manual pp 78-79, Teacher's Guide pp 63

B. No. of learners who require additional activities for

E. Which of my learning strategies worked well? Why

G. What innovation or localized materials did I

Detailed Lesson Plan (DLP) Format

Applying Demonstrate experiments to show that oxygen is produced by photosynthesis.

2. Content Oxygen as Evidence of Photosynthesis

B. No. of learners who require additional activities for

E. Which of my learning strategies worked well? Why

F. What difficulties did I encounter which my principal

Detailed Lesson Plan (DLP) Format

Adapted Cognitive Process

Applying Demonstrate experiments to show that sugar is produced by photosynthesis.

Attitude Responding Phenomena Discuss positively the work of photosynthesis.

2. Content Sugar as Evidence of Photosynthesis

B. No. of learners who require additional activities for

E. Which of my learning strategies worked well? Why

G. What innovation or localized materials did I

Detailed Lesson Plan (DLP) Format

2. Content The Effect of Light on the Rate of Photosynthesis

B. No. of learners who require additional activities for

E. Which of my learning strategies worked well? Why

G. What innovation or localized materials did I

Detailed Lesson Plan (DLP) Format

Applying Demonstrate experiments to show that carbon dioxide is needed in photosynthesis.

Attitude Valuing Explain the importance of carbon dioxide in photosynthesis.

Values Valuing Display act of protecting the environment.

2. Content Carbon Dioxide and Photosynthesis

B. No. of learners who require additional activities for

F. What difficulties did I encounter which my principal

G. What innovation or localized materials did I

Name: Sherwin R. Requillo Jr School: Calumboyan National High School