K TO 12 School Grade Level Grade 9

DAILY LESSON LOG Teacher Learning Area Science

Teaching Dates and Time Quarter First (Week 9)

I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday

A. Content Standards The learners demonstrate an understanding of:
1. the structure and function of plant parts and organelles involved in photosynthesis
2. the structure and function of mitochondrion as the main organelle involved in respiration
The learners should be able to:
B. Performance Standard
design and conduct an investigation to provide evidence that plants can manufacture their own food
C. Learning
Competencies/Write the LC 6. differentiate basic features and importance of photosynthesis and respiration. (S9LT-lg-j-31)
code for each The learners are expected to: The learners are expected to: The learners are expected to: The learners are expected The learners are expected
- Compare - make a trifold brochure - Presentation of group to: to:
Objectives: Photosynthesis and presentation of cellular brochure - know the overview of . Wine making
Respiration respiration and Photosynthesis the lesson
-answer the prepared
summative-test questions
for the content of the
topics.
4. Ecosystems
II. CONTENT 4.1 Flow of Energy and Matter in Ecosystems
4.1.2 Respiration
III. LEARNING
RESOURCES
A. References 1. EASE Biology Module 5 1. EASE Biology Module 5 1. EASE Biology Module 5 1. EASE Biology 1. EASE Biology Module
Cellular Respiration Cellular Respiration Cellular Respiration Module5 Cellular 5 Cellular Respiration
2. APEX Biology Unit 3 Life 2. APEX Biology Unit 3 Life 2. APEX Biology Unit 3 Life Respiration 2. APEX Biology Unit 3
Energy Energy Energy 2. APEX Biology Unit Life Energy
3 Life Energy
1. Teacher’s Guide pages TG page 73 TG page 73 TG Page 74-77 TG page 79-80 TG page 64
2. Learner’s Material pages LM page 92 LM page 93 LM page 93 LM page 94-95 LM page80-81
3. Textbook pages

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4. Additional Materials from
Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances for the
new lesson
D. Discussing new concepts
and practicing new skills #1
. respiration by completing the
E. Discussing new concepts
and practicing new skills # 2
F. Developing mastery
(Leads to Formative
Assessment 3)
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Review the equation of
photosynthesis
Present a reversible arrow and
let the students explain how it
used in equations?
In this activity 6. Let the
students analyze the diagram
on LM page 92.
The students will describe the
diagram in LM page 92.
Compare the photosynthesis to
table 2 on page 92.
The students will compare its
structure involved, starting
materials(raw), end product,
and energy requirement.
Paper and pencil.
The students will compare
photosynthesis to cellular
respiration.
Present sample of brochures
for their reference.
The student will prepare the
trifold brochure.
Note: facilitate and guide the
students
The students will arrange the
events of the Krebs cycle on
LM page 90.
The students will identify the
total energy produced in the
Krebs cycle.
How is glycolysis related to
Krebs cycle.?
The Student will review the
guidelines and rubrics of
presentation.
Let the students Dance the
Elephant dance as ice
breaker.
Note: Any jolly dance will
do.
Let the group present their
brochure in 5 mins allotted
time.
The mastery will be based on
presentation
Review the modules previous
lesson about the concept of
Photosynthesis and Cellular
Respiration.
Ask students to answer the
Summative test before they
proceed to another topic.
Refer to LM page 94-95
Banana, orange peel, yeast,
sugar, red tea. Bottle.
Pineapple.
Cellular respiration review
in relation with
fermentation.
Students will observe the
process on wine making as
demonstrated.
Procedure will discuss and
things to consider in wine
making will be noted.
Concepts they formulated
will be based on Cellular
respiration
Based on wine making
Product.
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
Let the students Understand
the importance photosynthesis
in O2 Production and food
related product in Cellular
respiration
Compare Photosynthesis and
Respiration
Give the importance of Importance of Cellular
Citric acid cycle or Krebs respiration in Food and
cycle in food industry. beverage industry.
Identify the stages of Krebs How is wine produced via
Cycle cellular respiration?

I.Evaluating Learning
J. Additional activities for
application for remediation
Accomplished Activity will Accomplished Activity will The product and presentation 15 min: checking of the post- The product will be
serve as evaluation. serve as evaluation. will be evaluated through test result for item analysis evaluated through rubrics in
rubrics in a scale of 1 to 10. and to determine the mastery a scale of 1 to 10.
of the students.

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.

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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?

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