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First Quarter G9
First Quarter G9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date
Quarter First
and Time
DAY:
I. OBJECTIVES
A
References
.
1
Teacher's Guide Pages pp. 4-5
.
2
Learner's Materials Pages pp. 4-5
.
3 Textbook
pp. 4-5
. Pages
4 Additional Materials from
. BEAM Learning Guide Second Year – Biology Organ System – Circulatory
Learning
System
Resource (LR) portal
B
Other Learning Resource
.
IV. PROCEDURES
A
. Reviewing previous lesson or Assess the students’ background knowledge and interest through KWHL. (
presenting the new lesson Know, What, How, Learn)
Activity 1B:
Procedure:
1. Hold up the bunch of malunggay leaves to represent the parts of the
respiratory system.
2. Within your group, locate the parts of the breathing system.
3. Present in front the analogous parts of the Human Respiratory
System.
H Making generalizations and 1. What are the different parts of the human respiratory system?
. abstractions 2. Describe the function of each part of the breathing system.
about the lesson
Directions: Read each question carefully and choose the statement that best
answers each question.
1. In the lungs, oxygen is absorbed into the blood. In which part of the lungs
does this mainly happen?
a. alveoli b. bronchi c. bronchioles d. trachea
2. Which of the following correctly name the parts labeled in the diagram on the
right?
a. A = alveolus, B = bronchiole
b. A = bronchiole, B = trachea
c. A = trachea, B = bronchiole
d. A = trachea, B = bronchus
3. Analyze the diagram of the human breathing system on the left. Which of the
I. Evaluating Learning following is the correct order for air passing through the lungs?
a. trachea, bronchus, bronchiole, alveoli
b. trachea, alveoli, bronchi, bronchioles
c. bronchus, trachea, bronchioles, alveoli
d. bronchus, alveoli, trachea, bronchioles
Answers: 1. a 2. C 3. a 4. a 5. d
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
E
. Which of my teaching strategies
worked well? Why did these worked?
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 6-7
2. Learner's Materials Pages pp. 6-7
3. Textbook Pages pp.6-7
4. Additional Materials from Learning BEAM Learning Guide Second Year – Biology Organ System –
Resource (LR) portal Circulatory System
B. Other Learning Resource
IV. PROCEDURES
7. Pull the larger balloon down; that is away from the bottle,
in order to blow up the two small balloons.
8. Push the larger balloon towards the bottle in order to let
the air out of the to small balloons.
9. Write down your observations.
Answers: 1. a 2. b 3. A
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages p. 7
2. Learner's Materials Pages pp. 8-9
3. Textbook Pages
4. Additional Materials from Learning BEAM Learning Guide Second Year – Biology Organ System –
Resource (LR) portal Circulatory System
B. Other Learning Resource https://www.youtube.com/watch?v=BEWjOCVEN7M
IV. PROCEDURES
Directions: Students will be divided into two (2) groups. Each group
will be given a set jumbled letters found inside the brown envelope
about the lesson. The students will be given time to solve the puzzle
by posting their answers on the board. The group who will solve the
Presenting examples / instances of the
new lesson puzzle correctly will be the winner
Perform Activity: a-MAZE-ing on Learner’s Guide pp. 11-12
a-Maze-ing
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
Why do you think some people experienced difficulty in breathing?
and skills in daily living
H. 1. What is the chronological pathway of blood with in the heart?
2. How do the lungs support the heart to perform its functions?
Making generalizations and abstractions
3. What will happen if the blood does not pass through the lungs?
about the lesson
4. Why is oxygen important to your body?
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages p. 9
2. Learner's Materials Pages pp. 12-13
3. Textbook Pages
4. Additional Materials from Learning BEAM Learning Guide Second Year – Biology Organ System –
Resource (LR) portal Circulatory System
B. Other Learning Resource https://www.youtube.com/watch?v=yaXna8LmoiY
IV. PROCEDURES
A. Reviewing previous lesson or presenting the Trace the process of blood circulation.
new lesson Enumerate the parts of respiratory and circulatory system
The teacher will show a tumbler with strawberry juice and the
students will be asked to cite the components of the juice similar to
B. Establishing a purpose for the Lesson
the blood.Then, the teacher will relate the answer of the students to
the lesson.
Procedure:
C. Using the given graphicorgnizer, fill in the missing parts,
description and functions to complete the entire concept.
Answer: 1. B 2. B 3. D
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 10 – 11
2. Learner's Materials Pages pp. 15 – 16
3. Textbook Pages
4. Additional Materials from Learning BEAM Learning Guide Second Year – Biology Organ System –
Resource (LR) portal Circulatory System
B. Other Learning Resource https://www.youtube .com/watch? v=oHMmtqKgs50
IV. PROCEDURES
1. How do the heart and the lungs work together? Arrange the
following
statements in correct order of how the human breathing
system works.
1. Carbon dioxide diffuses from the blood to the alveoli
and is released
during exhalation.
2. Gas exchange takes place between the capillaries and
alveoli in the
lungs.
3. Inhaled oxygen enters the bloodstream through
diffusion from the
alveoli into the capillaries.
4. Oxygenated blood flows back to the heart through
pulmonary vein.
5. The heart pumps deoxygenated blood that enters the
lungs through
the pulmonary artery.
6. The heart pumps the blood and enters the aorta, the
oxygen, to be
I. Evaluating Learning distributed throughout the body.
a. 1 – 4 – 3 – 6 – 2 – 5 c. 6 – 2 – 1 – 3 – 4 – 5
b. 5 – 2 – 3 – 1 – 4 – 6 d. 6 – 4 – 1 – 3 – 2 – 5
Answers: 1. b 2.d 3. B 4. a 5. b
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 11 – 12
2. Learner's Materials Pages pp. 17 – 18
3. Textbook Pages
4. Additional Materials from Learning BEAM Learning Guide Second Year – Biology Organ System –
Resource (LR) portal Circulatory System
B. Other Learning Resource
IV. PROCEDURES
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts What is the importance of exercise to our body?
and skills in daily living
H. Heart rate or pulse is the number of times your heart beats in a
minute (BPM or beats per minute). Shorter time intervals may be
Making generalizations and abstractions used in taking the pulse as long as it comes to 60 seconds upon
about the lesson multiplying with a factor. When you are resting, your heart rate sows
down, as your body does not need as much blood as it does when
you exercise.
I. Evaluating Learning Explain the use of different time intervals in measuring heart rates.
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 12 – 13
2. Learner's Materials Pages pp. 18 – 20
3. Textbook Pages
4. Additional Materials from Learning
APEX Biology Unit IV The Organ Systems Lesson 11 & 12
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
4. Which of the following is the best way to take good care of your
respiratory and circulatory systems?
a. eating healthy foods
b. having regular exercise
c. avoiding unhealthy lifestyle such as smoking
d. all of the above
Answers: 1. d 2. b 3. a 4. d
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages p. 13
2. Learner's Materials Pages p. 21
3. Textbook Pages
4. Additional Materials from Learning
APEX Biology Unit IV The Organ Systems Lesson 11 & 12
Resource (LR) portal
IV. PROCEDURES
Procedure:
1. With your group mates, create a story that illustrates various
ways of preventing diseases that affect the respiratory and
circulatory systems. You must also show the importance of keeping
Presenting examples / instances of the our bodies healthy and free from illnesses.
new lesson
2. Present the story that you made in front of the class by means of
role-playing.
D.
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts Face a mirror and ponder for a while and ask yourself “Does the
and skills in daily living things that you do promote a health you?”
H. The best way to prevent diseases in the respiratory and circulatory
systems is to have a healthy lifestyle, which includes balanced diet,
Making generalizations and abstractions regular exercise, adequate rest, proper hygiene, and avoiding vices
about the lesson such as cigarette and alcohol drinking. Circulatory and respiratory
disease can easily be detected with regular health check –up and
physical screening.
I. Evaluating Learning Evaluating group presentations/Students’ performance.
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
A. References
1. Teacher's Guide Pages p. 31
2. Learner's Materials Pages pp. 43 - 45
Textbook
3.
Pages
4. Additional Materials from Learning BEAM: Second Year – Your Genetic Book of Life
Resource (LR) portal APEX: Unit 6 – Genetics Lesson 3 The Structure of DNA
B. Other Learning Resource https://www.youtube.com/watch?v=ckZEds5taX4
IV. PROCEDURES
A. Reviewing previous lesson or presenting Assess the students’ prior knowledge and understanding about
the new lesson genetics.
B. Establishing a purpose for the Lesson The teacher will ask the students to watch and sing the DNA song.
Presenting examples / instances of the
Perform Activity 6: DNA Modeling on Learner’s Module pp. 43 - 45
new lesson
D. Answer Guide Questions:
1. What are the common parts of a nucleotide?
2. What is the one part of the nucleotide that differs among the
other different nucleotides?
Discussing new concepts and practicing 3. List the different kinds of nitrogen bases.
new skills #1 4. Is there always going to be an equal number of adenine and
thymine nucleotides in molecule? Why?
5. Is there always going to be an equal number of guanine and
cytosine nucleotides in a molecule? Why?
Developing mastery
(Leads to Formative Assessment 3)
Answers: 1. c 2. b 3. d
V. REMARKS
I. OBJECTIVES
A. References
1. Teacher's Guide Pages Lesson Guide pp. 32 - 33
2. Learner's Materials Pages
Textbook
3.
Pages
4. Additional Materials from Learning BEAM: Second Year – Your Genetic Book of Life
Resource (LR) portal APEX: Unit 6 – Genetics Lesson 3 The Structure of DNA
B. Other Learning Resource https://www.youtube.com/watch?v=z8ojaHrxQR0
IV. PROCEDURES
The class will be divided into two groups. Each group is given a
roll thread. The task of the group is to unroll the thread as fast as
Presenting examples / instances of the they can and roll it again. The group who will finish the task for the
new lesson fastest time will be the winner.
Then, the teacher will post the following questions:
a. What is the relationship of thread to chromosome?
b. Why do you think some organisms have longer
chromosomes and others have shorter
chromosomes?
D. Answer Guide Questions:
Answer: 1. C 2. A
V. REMARKS
I. OBJECTIVES
A. References
1. Teacher's Guide Pages Lesson Guide pp. 35 - 38
2. Learner's Materials Pages pp. 30 - 31
Textbook
3.
Pages
4. Additional Materials from Learning
EASE Biology Module 14 Lesson 3
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
D. Discussing new concepts and practicing Which do you think, among the three Gumamela flowers that I
new skills #1 showed you, registers an intermediate trait? Why?
E. Discussing new concepts and practicing Solve genetic problems regarding Incomplete Dominance on page
new skills #2 36 of the Lesson Guide.
F. Developing mastery
(Leads to Formative Assessment 3) How do we solve the traits of an offspring in an Incomplete
Dominant Trait?
f f F f
b. f ff ff d. F Ff Ff
f ff ff f Ff ff
Answers: 1. a 2. d 3. c
V. REMARKS
I. OBJECTIVES
A. References
1. Teacher's Guide Pages Lesson Guide pp. 39 - 40
2. Learner's Materials Pages pp. 32 - 33
Textbook
3.
Pages
4. Additional Materials from Learning
EASE Biology Module 14 Lesson 3
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
H. 1. What is codominance?
Making generalizations and abstractions 2. Does codominance trait apply to human traits? Why or why not?
about the lesson
1. Birds have a Z-W system. Male birds are ZZ, whereas females
are ZW. In
chickens, barred feathers (Z) are dominant over nonbarred
feathers (Zb).
What are the results of a cross between a barred female and a
nonbarred
male.
I. Evaluating Learning
2. In mice, agouti coat (BW) color is codominant. Hairs, when
viewed under a microscope are grey at the base and white at the
tip. An agouti mouse will result from a cross between a black (B)
parent and a white (W) parent. What will two agouti mice produce?
a. 75% black, 25% white
b. 50% white, 50 % black
c. 50% black, 25% white, 25% agouti
d. 50% agouti, 25% black, 25% white
Answers: 1. a 2. d 3. d
V. REMARKS
I. OBJECTIVES
A. References
1. Teacher's Guide Pages Lesson guide pp. 42 - 46
2. Learner's Materials Pages pp. 34 - 35
Textbook
3.
Pages
4. EASE Biology Module 14 Lesson 3
Additional Materials from Learning
Science and Technology II: biology Textbook NISMED,
Resource (LR) portal
2004,pp.184 - 185
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or presenting Recall the difference between Incomplete Dominance and
the new lesson Codominant.
B. Establishing a purpose for the Lesson Who among are aware of blood donation?
Do you know your blood type? Are you aware of its corresponding
behavior? Let’s check this out!
G. Finding practical applications of concepts What is the importance of knowing our own blood type?
and skills in daily living In what situation can it help us?
H. Making generalizations and abstractions 1. What are the four human blood types?
about the lesson 2. Describe the characteristics of each blood type.
Directions: Read each question carefully and choose the
statement that best answers each question.
Answers: 1. c 2. a
I. OBJECTIVES
A. References
1. Teacher's Guide Pages Lesson guide pp. 46 - 49
2. Learner's Materials Pages pp. 36 - 37
Textbook
3.
Pages
4. EASE Biology Module 14 Lesson 3
Additional Materials from Learning
Science and Technology II: biology Textbook NISMED,
Resource (LR) portal
2004,pp.184 - 185
B. Other Learning Resource https://www.youtube.com/watch?v=F5Zl5cj15jc
IV. PROCEDURES
X X
Discussing new concepts and practicing
new skills #1 X
G. Finding practical applications of concepts What is your personal opinion regarding on sex change among
and skills in daily living some lesbians and gay community?
H. 1. What are the sex chromosomes in humans?
Making generalizations and abstractions 2. How does the sex chromosome in human differ from male and
about the lesson female?
3. How many chromosomes do humans have?
Directions: Read each question carefully and choose the
statement that best answers each question.
Answers: 1. a 2. a 3. d
I. OBJECTIVES
A. References
1. Teacher's Guide Pages Lesson guide pp. 50 - 52
2. Learner's Materials Pages pp. 38
Textbook
3.
Pages
4. EASE Biology Module 14 Lesson 3
Additional Materials from Learning
Science and Technology II: biology Textbook NISMED,
Resource (LR) portal
2004,pp.184 - 185
B. Other Learning Resource https://www.youtube.com/watch?v=h2xufrHWG3E
IV. PROCEDURES
For numbers 2 – 5:
A woman is heterozygous for a rare dominant X-linked genetic
disease, Duchenne Muscular Dystrophy (DMD), which results in
muscle degeneration and premature death. She married a normal
man (homozygous recessive for DMD). They have children. The
following questions pertain to his family.
2. What is the chance that the couple will have a daughter with
Duchenne Muscular Dystrophy disease?
a. 100% b. 50% c. 25%
I. Evaluating Learning d. 0%
3.What is the chance that the couple will have a son with
Duchenne Muscular Dystrophy disease?
a. 100% b. 50% c. 25%
d. 0%
Answers: 1. b 2. d 3. c 4. c 5. a
J. Additional activities for application or
remediation
V. REMARKS
I. OBJECTIVES
A. References
1. Teacher's Guide Pages Lesson guide pp. 53 - 55
2. Learner's Materials Pages p.40
Textbook
3.
Pages
4. EASE Biology Module 14 Lesson 3
Additional Materials from Learning
Science and Technology II: biology Textbook NISMED,
Resource (LR) portal
2004,pp.184 - 185
www.slideshare.net
B. Other Learning Resource
www.slideplayer.com
IV. PROCEDURES
1. In cattle, the gene for lactation (L) is dominant over the non-
lactating
gene(l). What is the phenotype of the cattle with the genotype
XXll?
a. male lactating c. female nonlactating
b. female lactating d. cannot be determined
2. A female cow has a genotype XXll while a male cow has XYll.
The female
cow is lactating while the male cow is not. Why is this so?
I. because the gene for lactation is an X-linked trait,
female has two X chromosomes.
II. because the gene for lactation is a sex-limited trait, the
phenotype is only expressed in female.
I. Evaluating Learning III. because the gene for lactation is autosomal and is not
found in the X and Y chromosomes.
Answers: 1. c 2. c 3. d
I. OBJECTIVES
A. References
1. Teacher's Guide Pages Lesson guide pp. 56 - 58
2. Learner's Materials Pages pp. 40 - 41
Textbook
3.
Pages
4. EASE Biology Module 14 Lesson 3
Additional Materials from Learning
Science and Technology II: biology Textbook NISMED,
Resource (LR) portal
2004,pp.184 - 185
B. Other Learning Resource https://www.youtube.com/watch?v=BkqQvwxjnpA
IV. PROCEDURES
G. Finding practical applications of concepts Why do you think baldness is not expressed in females even
and skills in daily living though both heterozygous gene pair occurs?
H. 1. What are sex-influenced traits?
2. In what way are sex-limited and sex-influenced characters
Making generalizations and abstractions
similar?
about the lesson
3. What is the main difference between sex-limited and sex-
influenced traits?
Directions: Read the situation below and choose the statement
that best answers each question.
2. How many percent is the chance that they will have a bald
daughter?
a. 100% b. 50% c. 25%
d. 0%
DAY:
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 38-39
2. Learner's Materials Pages pp. 54-55
3. Textbook Pages
4. 1. EASE Science I. Module 11. Lesson 6.
2. 2. Science and Technology II: Biology Textbook. NISMED.
2012. pp. 328-329.
Additional Materials from Learning 3. Science and Technology II: Biology Textbook. NISMED. 2004.
Resource (LR) portal 328329.
4. Science and Technology I: Integrated Science Textbook.
NISMED. 2012. pp. 146-147.
5. clipartion.com
B. Other Learning Resource
IV. PROCEDURES
A.
F. Developing mastery
(Leads to Formative Assessment 3)
G.
Do you have a diverse community?
What specie (whether plant or animal) is more diverse in
Finding practical applications of concepts your community?
and skills in daily living What conditions could change the density of any of the
population of organisms in your community? (5min)
I. Evaluating Learning
V. REMARKS
VI. REFLECTION
G.
What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time
DAY:
I. OBJECTIVES
A. References
1. Teacher's Guide Pages pp. 39-41
2. Learner's Materials Pages pp. 56-57
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide pp. 62-65
IV. PROCEDURES
F.
Answer the Guide Questions:
1. Compare the distribution patterns of the three populations?
2. Which population has the greatest density?
3. Infer from recorded data from the possible causes for the
Developing mastery
differences in the population density.
(Leads to Formative Assessment 3)
4. What conditions could change the density of any of the
population?
5. Describe how a population’s density can be used to learn
about the needs and characteristics? (15min)
G. Moby, a friendly
killer whale was
saved from a
slaughter house.
It was rescued
and was
transferred to a
facility where it
Finding practical applications of concepts
was regularly
and skills in daily living
fed, medicated
and comforted.
When Moby fully
recovered, it was taught to do entertaining tricks to an
amusement park. But recently, it was reported that it jumped out
of the fence and swam far from the facility. The lost whale found
its freedom in a vast ocean. It mingled with various sea creatures
for the first time since it was rescued. After several days, the
staffs from the amusement park were surprised to see Moby
jumped back to the fence. The whale lose weight and got several
wounds.
What could probably happen to Moby while he was out
of the facility?
Why do you think Moby came back? (5min)
25
I. Evaluating Learning
64
Complete the Population Density Table below:
V. REMARKS
VI. REFLECTION
G.
What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
GRADES 1 to 12 School Grade Level Grade 9
DAY:
I. OBJECTIVES
A. References
3. Textbook Pages
IV. PROCEDURES
A.
Reviewing previous lesson or presenting
How can you measure population density?
the new lesson
Picture A Picture B
Ex: Conversion of
agricultural land to √
housing project.
a. Abundant
flora and
fauna.
b. Wildlife
depletion
c. Eutrophicati
on speeds
up.
d. Preserved
wildlife
species.
Answer the Guide Questions:
D.
Discussing new concepts and practicing 1. What did you predict you will see in each island?
new skills #1 How would you explain the differences that you will see in each
island?
E.
Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G.
It is said that humans are stewards of God’s Creation. Based
from the activity, are we really taking care of the environment?
Finding practical applications of concepts Why or Why not?
and skills in daily living Are you doing your part in protecting our environment? Cite your
good environmental practices?
H. Making generalizations and abstractions What are the global environmental problems cited in the activity?
about the lesson 2. How important is the role of human beings in making or
destroying our environment?
Answer: 1. A 2. B
J.
Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
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 worked?
F.
What difficulties did I encounter which my
principal or supervisor can help me solve?
G.
What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time
DAY:
I. OBJECTIVES
Demonstrate an understanding of :
IV. PROCEDURES
B. Chloroplast
F. Developing mastery
(Leads to Formative Assessment 3)
G. Why do you think leaf is considered as the food factory of the
Finding practical applications of concepts
and skills in daily living plant?
H. 1. What is photosynthesis?
2. How does the internal structures of a leaf is essential
Making generalizations and abstractions in the food making process?
about the lesson 3. What makes chloroplast is the best part of the plant to
make food?
Label the parts of the chloroplast and describe each part.
I. Evaluating Learning
V. REMARKS
VI. REFLECTION
G.
What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time
DAY:
I. OBJECTIVES
Demonstrate an understanding of :
A. References
1. Teacher's Guide Pages page 63
2. Learner's Materials Pages page 78-79
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal https://www.youtube.com/watch?v=yrQzEw9xY5k
B. Other Learning Resource Lesson Guide pp. 69-75
IV. PROCEDURES
A. Using the picture below, give 1 structure of the leaf and briefly
explain its function. (3min)
F.
Answer the Guide Question:
Developing mastery
1. Draw and label the stomata as seen under the microscope. 2.
(Leads to Formative Assessment 3)
2. Which do you think are the stomata?
G.
Multiple Choice:
Direction: Choose the letter of the correct answer.
1. What part of the leaf has the most number of stomata?
A. Surface C. Upper surface
B. Beneath D. Lower surface
Answer: 1. D 2. A
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
DAY:
I. OBJECTIVES
Demonstrate an understanding of :
A. References
1. Teacher's Guide Pages page 64-68
2. Learner's Materials Pages page 79-85
3. Textbook Pages
4. Additional Materials from Learning
https://www.youtube.com/watch?v=C1_uez5WX1o
Resource (LR) portal
B. Other Learning Resource Lesson Guide pp. 80-84
IV. PROCEDURES
A.
Reviewing previous lesson or presenting
What is stomata? Where can you find the stomata? (3min)
the new lesson
C. Watch a short video clip about the raw materials and products of
Presenting examples / instances of the photosynthesis entitled photosynthesis song. (9min)
new lesson
Use the link below:
https://www.youtube.com/watch?v=C1_uez5WX1o
Procedure:
F. Developing mastery
(Leads to Formative Assessment 3)
G.
Finding practical applications of concepts Do you think the process of photosynthesis is possible if there
and skills in daily living will be no water or carbon dioxide? Why or why not? (3min)
I. Evaluating Learning __________. The light hits the chlorophyll in the thylakoid
membrane, which excites electrons and releases enzymes that
split H20 into Oxygen.
V. REMARKS
VI. REFLECTION
G.
What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time
DAY:
I. OBJECTIVES
Demonstrate an understanding of :
A. References
1. Teacher's Guide Pages page 64-68
2. Learner's Materials Pages page 79-85
3. Textbook Pages
4. Additional Materials from Learning
https://www.youtube.com/watch?v=uv4pV3Plf4s
Resource (LR) portal
B. Other Learning Resource Lesson Guide pp. 80-85
IV. PROCEDURES
A.
What are the raw materials and products of photosynthesis?
Reviewing previous lesson or presenting
(2min)
the new lesson
How do you know that plants can make their own food? (3min)
B. Establishing a purpose for the Lesson
Answer: 1. D 2. A
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
G.
What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time
DAY:
I. OBJECTIVES
Demonstrate an understanding of :
A. References
1. Teacher's Guide Pages page 64-67
2. Learner's Materials Pages page 81-82
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide pp. 88-90
IV. PROCEDURES
A.
Reviewing previous lesson or presenting
What are the products of photosynthesis? (2min)
the new lesson
Procedure:
Observation Table
No. of Bubbles Produced
Time (seconds)
Exposed Leaf Covered Leaf
30
60
90
120
150
180
210
D. Answer the Guide Questions: (15min)
1. Which set-up produced more bubbles?
2. What do bubbles indicate?
Discussing new concepts and practicing
new skills #1 3. What gas is collected by the downward displacement of water
in the test tube?
F. Developing mastery
(Leads to Formative Assessment 3)
G. Do you think photosynthesis will also take place even without
Finding practical applications of concepts
and skills in daily living light? Why or why not? (3min)
V. REMARKS
VI. REFLECTION
G.
What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time
DAY:
I. OBJECTIVES
Demonstrate an understanding of :
A. References
1. Teacher's Guide Pages page 67
2. Learner's Materials Pages page 82-84
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide pp. 91-94
IV. PROCEDURES
A.
Reviewing previous lesson or presenting Do you think photosynthesis will also take place even without
the new lesson light? Why or why not? (3min)
For the third and subsequent rounds, put all of the action
cards in the bag so that CO 2 levels will go up or down depending
on which card is drawn. Discuss what happens each time. The
game should demonstrate that when you increase the amount of
CO2, more heat gets trapped (illustrated by the student
sunbeams standing in the atmosphere) and the Earth warms up.
The action cards demonstrate how even small-scale actions can
decrease the amount of greenhouse gas that we emit to the
atmosphere.
Source:
http://www.greenteacher.com/article%20files/Carbon%20Dioxide
%20Game.pdf
Procedure:
E.
Discussing new concepts and practicing
new skills #2
V. REMARKS
VI. REFLECTION
DAY:
I. OBJECTIVES
Demonstrate an understanding of :
A. References
1. Teacher's Guide Pages page 72
2. Learner's Materials Pages page 88
3. Textbook Pages
4. http://www.purposegames.com/game/mitochondria-quiz
Additional Materials from Learning
https://www.youtube.com/watch?v=pOfyuoa0Ywc
Resource (LR) portal
https://www.youtube.com/watch?v=976rXOYxxhM
IV. PROCEDURES
1.
2.
3.
4.
G. In which part of your body can you find the most number of
Finding practical applications of concepts
and skills in daily living mitochondria? Why?
H. 1. What is mitochondrion?
2. Why do you think mitochondrion is known as the powerhouse
of the cell?
Making generalizations and abstractions
about the lesson
http://www.ducksters.com/science/biology/cell_mitochondri
a.php
V. REMARKS
VI. REFLECTION
G.
What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time
DAY:
I. OBJECTIVES
Demonstrate an understanding of :
A. References
1. Teacher's Guide Pages pp. 69-71
2. Learner's Materials Pages pp. 85-87
3. Textbook Pages
4. Additional Materials from Learning https://www.quia.com/cb/18754.html?AP_rand=689742880
Resource (LR) portal
B. Other Learning Resource Lesson Guide pp. 98-104
IV. PROCEDURES
A.
Reviewing previous lesson or presenting What do you call to the powerhouse of the cell? Explain why?
the new lesson (3min)
E.
V. REMARKS
VI. REFLECTION
DAY:
I. OBJECTIVES
Demonstrate an understanding of :
A. References
1. Teacher's Guide Pages page 73
2. Learner's Materials Pages page 92
3. Textbook Pages
4. https://www.quia.com/rr/216170.html
Additional Materials from Learning
http://www.biomanbio.com/GamesandLabs/PhotoRespgames/ph
Resource (LR) portal
orespgame.html
IV. PROCEDURES
A.
Reviewing previous lesson or presenting
What are the stages of cellular respiration? (3min)
the new lesson
https://www.quia.com/rr/216170.html
Presenting examples / instances of the Perform Activity 6. Comparing Photosynthesis and Respiration.
new lesson Refer to Grade 9 Learner’s Module page 92 and Lesson Guide
Lesson 29 pp. 105-108
Procedure:
1. Study the diagram and complete the table below.
F. Developing mastery
(Leads to Formative Assessment 3)
G. What will happen to animals and human if plants will not be able
Finding practical applications of concepts
and skills in daily living to perform photosynthesis?
Essay
V. REMARKS
VI. REFLECTION