School Grade Level 9

DAILY LESSON Teacher Learning SCIENCE

LOG Area
Teaching Dates and Time Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

 Prevention, detection, and treatment of diseases affecting 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 based on the data gathered from the school or local health workers

C. Learning S9LT-Ia-b-26
Competency/Objectives
 Identify the key parts of  Explain how the  Describe blood flows  Identify the component  Identify the composition
the breathing system lungs work and gas exchange with of the circulatory system of the blood
the heart, circulatory  Name and compare the
 Describe the function of  Describe how the system and lungs  Explain the different different types of blood
each parts of the movement of types of circulation vessels
breathing systems diaphragm helps the  Explain the
air to go in and out of mechanism of how
the lungs 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 Resource https://www.youtube.com/ https://www.youtube.com/ https://www.youtube.com/
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 purpose for Discuss the functions of Explain how lungs work and Discuss the blood flow and Name and discuss the Describe and give the
the lesson respiratory system describe how the movement gas exchange within the components of circulatory functions of the different
of the diaphragm help the circulatory and respiratory system components of the blood.
air go system
in and out of the lungs
.
C. Presenting Present the chart or model of 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 and respiratory organ- Lungs manual page 9 the learner’s module study the composition.
the new lesson 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 and Discuss the procedure and Compare the three types of Using microscope the students
concepts and practicing activity 1 and the expected demonstrate how to make the materials needed for the blood circulation will focus human blood cells
new skills # 1 learning outcome the model of human chest activity
cavity

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

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

G. Finding practical Call student to explain what Point out the importance Demonstrate ways of taking Let the students discuss the Let the students infer what
application of will happen if one part of the of living a healthful life care respiratory system use and importance of would happen if the blood
concepts and skills in system fails to carry out its style. sphygmomanometer and stopped to flow
daily living function properly stethoscope.

H. Making Video showing about human Let the students discuss Ask the students to Ask the students to Let the students answer the
generalizations and respiratory parts and functions how the movement of the describe the blood flow enumerate the parts of the question.
abstractions about (the students will watch the diaphragm cause the air in and gas exchange with blood and their functions What are the blood vessels
the lesson video) and out of the lung the heart and lungs. and how are they differ?

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
 organizer, page 13 of
learner’s module.

J. Additional activities Do the Enrichment Invite the school nurse to

for application or activity page 10 of demonstrate how to get
remediation learners module blood pressure.
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
DAILY LESSON Teacher Learning SCIENCE
LOG Area
Teaching Dates and Time Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

 Prevention, detection, and treatment of diseases affecting 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 based on the data gathered from the school or local health workers

C. Learning S9LT-Ia-b-26 S9LT-Ia-b-27

Competency/Objectives
 Identify the parts and  Measure and  Explain the negative  Identify ways of  Appreciate the
functions of the heart describe pulse rate effects of Cigarette detecting and preventing importance of a healthy
after several smoking on the diseases in respiratory lifestyle in avoiding such
 Observe and different activities respiratory and and circulatory system disease
describe how the circulatory system
heart function  Explain how to use  Identify which health  Infer how one’s lifestyle
different time  Identify and describe habits keep the can affect the
 Explain how the interval to measure the symptoms of the respiratory and functioning of the
blood is pumped by the heart rate common ailments of circulatory system respiratory and
the heart respiratory and healthy. circulatory system
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 what
lesson or presenting the circulatory system parts of Human Heart Respiratory and circulatory are the different ways on how
new lesson ailments to make respiratory and
circulatory system healthy

B. Establishing a purpose Do you know how big your Discuss Heartbeat and Ask the students to explain Discuss way of detecting Discuss the importance of
for the lesson heart is? Its just big as your demonstrate how to this quotation “Smokers and preventing diseases. and healthy lifestyle
fist measure pulse beat. never grow old but they the healthy habits to keep
just die young “ 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 the choose only the physical your Health effects of tobacco on the unhealthy lifestyles from old
new skills # parts of the heart activities that they can human heart magazines or news papers and
tolerate so as to avoid Watch video on effect of create a collage in your
injury or strain. smoking on the human notebook.
respiratory and
circulatory system

E. Discussing new The Students will do go out Ask the students to write Perform the activity 8
concepts Do Activity 5 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 meaningful Learners module
Activity 6 page 12 which falls under the discussion on prevention
respiratory and
circulatory 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 rate when it enters the system wellness.
influence others in positive bloodstream.
way.

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard 1. How genetic information is organized in genes on chromosome;
2. Traits of organism are inherited through different patterns of inheritance.
B. Performance Standard
C. Learning S9LT-Id-28(describe the location of genes in chromosomes)
Competency/Objectives S9LT-Id-29 (explain the different patterns of Non Mendelian Inheritance)
 Create a K-W-L  Explain the  Analyze problem  Describe Multiple  Describe how sex
Chart to asses prior incomplete regarding Alleles pattern of in humans is
knowledge dominance pattern codominance inheritance using determined
 Measure the of inheritance  Create a Punnett ABO blood type  Draw a Punnett
students’ prior  Illustrate by means of square to show the  Infer the unknown square to explain
knowledge Punnett square a inheritance of phenotypes of how sex genes are
regarding possible combination codominance individuals on the inherited
inheritance and of offspring  Give the basis of the known
variation through involving incomplete phenotypic and phenotypes of their
pre – assessment genotypic family members
test percentage of the  Identify traits that
offspring falls on the Non
Mendelian Pattern
of inheritance
II. CONTENT Unit 1: MODULE 2 Sex Chromosome and Sex
Heredity: Inheritance and Incomplete Dominance Codominance Multiple Alleles Determination
Variation
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages p. 1-2 p. 2-3 p. 3-4 p. 5-6 p. 7-8
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
O5JQqlngFY (Video) MWxuF9YW38
Resource
IV. PROCEDURES
A. Reviewing previous Mendelian Patterns of Let them remember again “Incomplete dominance” “Codominance” Non Mendelian Pattern of
lesson or presenting the Inheritance the ff. terms; Inheritance
new lesson a. Recessive
b. Dominant
c. Phenotype
d. Genotype
e. Alleles
f. Punnett squares
B. Establishing a purpose What are the exceptions of Picture analysis Picture analysis What is your blood type? Do Sex determination diagram
for the lesson Mendelian Pattern of (Let the student react on what (Let the student react on what you know your parents blood (Let the student analyze the
genetics? they see on the pictures) The they see on the pictures) The type? Are your blood types picture and relate it to
Group that will list as many Group that will list as many similar? If not, does it mean meiosis and inheritance) How
reaction as possible in 1 min. reaction as possible in 1 min. that your adopted? does sex genes determined
gets a gets a and inherited?
reward card. reward card.
C. Presenting Since there is an exception in How does pink flower arise Read the procedure and Watch Video for better https://www.youtube.com/watch?v=k
MWxuF9YW38
examples/Instances of the Mendelian pattern of when a red and white flower explain the sample problem understanding (0:00 – 1:21 mins
new lesson inheritance, how does other was cross pollinated? found on LM p. 33 https://www.youtube.com/watch?v=9
only)
O5JQqlngFY
inherited traits that falls Let us investigate!
beyond the exception
of Mendel’s rule follows?
D. Discussing new Before we answer that Do the activity No. 1 Do the activity No. 2 Do the activity No. 3 Do the activity No. 4 “Boy
concepts and practicing question let us answer the “Phenotypes and “Mystery Bull” “What’s your blood type?” or Girl?”
new skills # 1 Pre – Assessment on LM Genotypes in Incomplete Discussion follows right
p. 29 dominance” after the given activity
E. Discussing new (By group) Create a K-W-L Problem solving of Problem solving of Identify the following traits Presenting Punnett square
concepts and questions Incomplete Dominance Codominance using and classified it into which and answering guide
practicing new skills # using Punnett square Punnett square Non Mendelian Pattern of questions
2 Inheritance it belongs
F. Developing mastery How is Mendelian What is Incomplete What is codominance? What is multiple alleles? How does sex genes
inheritance different from dominance? Summed up: What are The determined and inherited?
Mendel’s observation? Non Mendelian Pattern of
Inheritance?
G. Finding practical Give examples of the trait Is there any inherited traits in Is there any inherited traits in If you and your parents Is it right for the husband to
application of concepts that does not follow human that follows the human that follows the happens to have different blame his wife if she could
and skills in daily Mendelian Principle incomplete dominance Codominance pattern of blood types? Is that mean not bear a male child? Which
living pattern of inheritance inheritance? that you are not related to chromosomes determine a
each other? Why? Or why person’s sex?
not?
H. Making What happen with those How many phenotypes are What is codominance? Why does human blood Who determine the sex of
generalizations and inherited traits that does expressed in an incomplete How do they differ from types happens to be the their children? Explain your
abstractions about the not conform to predicted dominance traits? incomplete dominance? best example to show answer.
lesson outcomes based on multiple alleles? Is there
Mendel’s Law of other human traits that
inheritance? follow multiple allele’s
pattern?
I. Evaluating learning Not yet to be determined Evaluation is based on the Evaluation is based on the See attachment on DLL 1- Evaluation is based on the
(prior knowledge based on result of the activity result of the activity 10 Paper and pen test result of the Punnett square
the result of pre –
assessment test)
J. Additional activities for Research for The NON – Answer the problem set Answer the problem set Research on the ff;
application or Mendelian Patterns of (see the DLL attachment (see the DLL attachment Sex linked genes
remediation Genetics for the remediation and for the remediation and Sex limited genes Sex
enrichment) enrichment) influenced genes
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
DAILY LESSON Teacher Learning Area SCIENCE
LOG Teaching Dates and Time Quarter FIRST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard 1. How genetic information is organized in genes on chromosome;
2. Traits of organism are inherited through different patterns of inheritance.
B. Performance Standard
C. Learning S9LT-Id-28(describe the location of genes in chromosomes)
Competency/Objectives S9LT-Id-29 (explain the different patterns of Non Mendelian Inheritance)
 Explain the sex
linked – genes
inheritance of traits
 Solve problems
related to sex-
linked traits
II. CONTENT Sex-Linked Genes
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages p.8-9
2. Learner’s Materials p. 38-39
pages
3. Textbook pages
4. Additional materialsfrom
Learning Resource
(LR)portal
B. Other Learning
Resource
IV. PROCEDURES
A. Reviewing previous lesson “Sex determination”
or presenting the new
lesson
B. Establishing a purpose for What makes men differs
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 of on the board, encircle
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 concepts Do Activity 5 “ When
and practicing new skills # Gender Matters”
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 be
application of concepts affected by sex linked
and skills in daily living genes and why?
H. Making generalizations Sex linked are inherited
and abstractions about through the x chromosome.
the lesson What could be the effect of
this 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
 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
DAILY Teacher Learning Area Science
LESSON LOG Teaching Dates and Quarter First
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards
The learners demonstrate understanding how changes in the environment may affect species extinction.
B. Performance Standards Make a multimedia presentation of a timeline of extinction of representative microorganisms, plants and animals.
C. Learning Competencies/ Objectives Write S9LT - Ie - F – 30
the LC code for each

Explain the importance of Demonstrate using Distinguish

biological diversity. Determine the area simulation activity that environmental changes Cite other human
distribution of a given habitat destruction can that may result in the loss activities that leads to
Measure species population using contribute to species of the species. extinction.
distribution using the mathematical formula extinction.
mathematical way of Assess students acquired
expressing the amount of Infer the possible effects Relate species extinction Realize that the way they skills through
biodiversity and species to the failure of interact with the Summative Assessment.
of low and high density
distribution in the populations of environment may ensure or
community. population. organisms to adapt to deters survival of all living
abrupt changes in the things.
environment.
II. CONTENT
Biodiversity and Biodiversity and
Biodiversity and Evolution
Biodiversity and Biodiversity and Evolution Evolution
Causes of Species
Evolution Evolution Causes of Species Causes of Species
Extinction
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 video animals and plants to live? Why or activities contribute to
Tell something about the most stable? clip. why not? the extinction of
picture. Why are populations species?
How do organisms interact that are more diverse “Endangered What does it mean for a species to
with each other? usually more stable? Animals” What be endangered?
does 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
Answer Summative
candies of the same kind Limiting Factors and give How would you describe the
Assessment in L.M. p
and the other one with 5 Carrying Capacity their insights. picture?
71
different candies. Ask the
students which What does the picture implies?
box will they choose and
why?
C. Presenting examples/ instances of the Students perform
new lesson Video Analysis “Species Charade
Game”
Unlock term Species, “ Population Growth “
Video Analysis:
Population and A list of endangered
“ Man “
Biodiversity. This will lead What is the message species, threatened
What is the impact of
students to the idea of implied in the video? species, and extinct
modernization to the lives of
species distribution and species are the
people and the environment?
diversity in a community. choices to be
picked for the
game.

D. Discussing new concepts and Perform Activity Perform Activity 3: Perform Activity 4:
Perform Activity 1: Index
practicing new skills #1
of Diversity in L.M. p.54. L.M. p. 60
“ Population Density “ Endangered but 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 to Discuss the answer Due to explosive human population
the activity. to Guide Questions growth the demand to use and
1. How do you compare 9 – 13. overuse our natural resources is
your tree I.D. in a vacant inevitable. Discuss the answer to the
lot from a grass lawn? Based on the result, What happens if the questions.
Explain your answer. what inference can living conditions of What is its implication in our
2. If humans were you give? the organisms are biodiversity? Identify the least learned
concerned about not ideal for their items and discuss the
biological diversity, How can a population’s survival? What activities do people engaged concept for further
would it be best to have a density be used to learn that leads to extinction? understanding.
low or high I.D. for a about the needs and When can we say
particular environment? that species
Why?
 characteristics of that becomes How do you think or feel about
population? endangered? these potentially disastrous
How are limiting Becomes activities?
factors threatened?
As an individual, how can you
How do changes in help the cause of preserving
the environment wildlife?
affect species
extinction?

G. Finding practical applications of Flash pictures of

concepts and skills in daily living Compare and contrast silver therapon or Will you patronize snakeskin belts,
life in a rural and urban ayungin and alligator boots, accessories made of
area. ivory and other things that made Make a multimedia
biya. Ask if they from endangered species? Why or presentation of a
know and eat those why not? timeline of extinction of
kind of fish. (Let representative
them note that these microorganisms, plants,
are commonly found and animals.
in Laguna de Bay.)
What do you think will (See Timeline Rubrics
happen if a population of Other endangered on T.M. p. 51)
only one specie continue species like the
to increase in 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 determine Why do species changes that leads to extinction.
the area distribution of becomes
a given population? endangered? Why should we protect
How does population endangered species?
1. How is biological density changes? When can we say
diversity important? What are the factors that a species’
2. How will the that can be attributed population
community of different to the change? becomes
species be able to endangered?
withstand environmental Threatened? And
changes? Extinct?

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 was
What is the most Give a 5 item formative test. What is the most
the most confusing Infer what will happen the most confusing
important idea If population density important idea
thing we presented increases? As population of thing we presente d
discussed today? Decreases? people increases it discusse today?
today? has great impact on d today?
What are What the growth and What are What
the three made the development of the the three made the
big learning community. How big learning
ideas/con easy for will it lead to species ideas/co easy for
cepts to you extinction? ncepts to you
be learned today? be today?
from this What learned What
lesson? made the from this made the
learning lesson? learning
difficult difficult
for you for you
today? today?
J. Additional activities for application
or remediation Do research on why Make a Poster on Conservation of
would an engineer 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?
 GRADES 1 to 12 School Grade Level Grade 9
DAILY LESSON LOG Teacher Learning Science
Area
Teaching Dates and Quarter First Quarter
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards
The learners demonstrate an understanding of the structure and function of plant parts and organelles involved in photosynthesis.
B. Performance Standards Design and conduct an investigation to provide evidence that plants manufacture their own food.
C. Learning Competencies/ Objectives Differentiate basic features and importance of photosynthesis.
Write the LC code for each
S9LT-Ig-j-31

Identify raw materials

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

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

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery
(Leads to Formative Assessment ) Discuss the answer to Process the Activity: Discuss the answer to the Computer Aided
Discuss the findings in guide questions in the Guide Questions. Activity:
each Learning Station. activity. Observations and data
gathered would lead to Key Concepts would be Students make a
1. What are the parts of 1. What reactants or the discussion of the Enzymes, Temperature, multimedia
chloroplast and internal materials are required different evidences in Carbon Dioxide, and Light
structure of leaf that are for the process of photosynthetic process.
involved in the process of photosynthesis?
photosynthesis? 2. What products are
2. What are the raw formed in the process?
materials and products of 3. What happens to the
photosynthesis? light energy in the
3. How would you thylakoid membrane of
describe the entire process the chloroplasts?
of food making? 4..How does the energy presentation of
from sunlight photosynthetic
used to build sugars? process.

G. Finding practical applications of If one of the organelles or

concepts and skills in daily living parts of a leaf will not Students should create Imagine that you are a Supposed there are 2 jars
function, is there a chance an analogy for the farmer, what ways would with burning candle and one
for photosynthesis to take process of you suggest to yield better has potted plant inside. Both
place? Why or Why not? photosynthesis and crops? jars are placed near a
compare each part of window in
the process with some strong sunlight.
 other process in Question:
everyday life. (Ex. The
process of Why does the burning
photosynthesis is like candle in jar without potted
baking bread). plant stop burning before
the candle with potted
plant?

H. Making generalizations and

abstractions about the lesson 1. The overall process
of photosynthesis uses What evidences are shown
water and carbon that photosynthetic process
dioxide to produce takes place? What are the factors or
sugars that store conditions that affect
chemical energy. photosynthesis?
2. Sunlight is absorbed
1. What are the using plant pigments
organelles essential to called chlorophyll, and
the process of the process of
photosynthesis? photosynthesis takes
2. How are these place within organelles
organelles work together in called chloroplasts.
the entire process of food 3. Energy from
making? sunlight is captured
during the light-
dependent 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
“resume”, explaining (CO2 ) + 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 job (H2O) thing we presented the most idea
done. Descriptions must Sunlight discusse today? important presented
include key vocabulary d today? thing we today?
such as stomata, water, Glucose + Oxygen What are What made discusse
carbon dioxide, light, the three the learning d today?
energy, chlorophyll and C6H12O6 O2 big easy for you What are What made
chloroplast. ideas/co today? What the three the learning
ncepts to made the big easy for you
be learning ideas/co today? What
learned difficult for ncepts to made the
from this you today? be learning
lesson? learned difficult for
from this you today?
lesson?

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?