Learning Area Science 9

Learning Delivery Modality Modular Distance Modality (Learners-Led Modality)

School Tanauan School of Fisheries Grade Level Grade 9
Teacher Marites B. Tibay Learning Area Science 9
LESSON Teaching Date November 16 – 27, 2020 Quarter First
EXEMPLAR Teaching Time No. of Days 10 (see PIVOT 4A BOW for the number of days)

I. OBJECTIVES At the end of the lesson the learners must be able to:
1. Differentiate photosynthesis and respiration.
2. Identify the raw materials and end products of photosynthesis and respiration.
3. Identify the organelles involved in photosynthesis and cellular respiration.
4. Described how stored energy is changed to chemical energy for cell use.
5. Appreciate the importance of photosynthesis and cellular respiration.
A. Content Standards  The learners demonstrate understanding of
 The structure and function of plant parts involved in photosynthesis.
 The structure and function of mitochondrion as the main organelle involved in
respiration.
B. Performance  Design and investigate to provide evidence that plants can manufacture their own food.
Standards
C. Most Essential  MELC 5: Differentiate basic features and importance of photosynthesis and respiration.
Learning Competencies S9LT-Ig-j-31
(MELC)
D. Enabling
Competencies
(If available, write the
attached enabling
competencies)
II. CONTENT  Photosynthesis and Respiration
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide K-12 Teacher’s Guide pages. 57-73
Pages
b. Learner’s Material Alvarez, Liza A, Ma. Teresa B Delos Santos, Dave G Angeles, Herman l Apurada, Ma. Pilar
Pages Columna, Oliver A Lahorra, Judith F Marcaida, et al. “Unit 1 Module 2.” In Science – Grade 9
Learner's Module, First Ed., 34–35. FEP Printing Corporation, n.d., 2014

Delos Santos, Ma. Teresa B. Science 9 Learner's Module. First ed. Pasig City, Philippines:
Department of Education, 2014.
c. Textbook Pages Abistado, Jonna M., Meliza P. Valdoz, Marites D. Aquino, Mary Anne T. Bascara, and Gil
Nonato C. Santos. Worktext in Science and Technology - Science Links 9. Seamless K-12 Edition.
Quezon City, Philippines: Rex Bookstore, Inc., 2014.
d. Additional Materials Alvarez, Liza, and Angeles Dave et al. Learner’s Module, Pasig City: Department of
from Learning Education, 2015 Faraon, Genevive. Biology (Science Series), Quezon City: Phoenix Publishing
Resources House, Inc, 2004
Pagunsan, Manuel. Connecting with Science Biology, Makati City: Salesiana Publishers,
Inc., 2004.
Sandico, Peter Michael and Celis Majorie et al, Frontiers in Science and Technology
(Biology II), Makati City: Diwa Scholastic Press Inc., 2002
B. List of Learning Kidz, Peekaboo. "How Your Heart Works? - The Dr. Binocs Show | Best Learning Videos for
Resources for Kids | Peekaboo Kidz." YouTube. August 17, 2018. Accessed June 18, 2020. https:
Development and www.youtube.com/watch? v=tg_ObDJEaGo.
Engagement Activities
IV. PROCEDURES

What I need to know?

A. Introduction
 The content of the lesson will be presented.
 Learning objectives will also be introduced to guide the learners on the learning targets
found on KSAV principles.
 The learners will differentiate basic features and importance of photosynthesis and
respiration.
 In their notebook, the learners will do the Learning Task No.1

Learning Task 1: Observe the diagram showing the exchange of materials during
photosynthesis and cellular respiration. Answer the guide question based on the diagram.

Guide Questions:
1. In which part of the cell does photosynthesis happen?
2. In which part of the cell does respiration happen?

3. What energy is needed by photosynthetic organisms during the process of

photosynthesis?
4. What energy is needed by organisms during cell respiration?
5. What are the materials needed during photosynthesis?
6. What are the materials produced after the process of photosynthesis?
7. What are the materials needed during cell respiration?

8. What are the materials produced after the process of cell respiration?

9. Describe the materials needed during photosynthesis, where does they come from?
10.Describe the materials needed during cell respiration, where does they come from?
 What I know?
B. Development
 The learners will answer the Learning Task No. 2 by reading the paragraph. They will
perform the task in each part. They will write the answer in their notebook.
The activity will help the learners to explore the photosynthesis equation.

Learning Task 2:
PHOTOSYNTHESIS EQUATION
This activity will help you explore the photosynthesis equation.

Photosynthesis is the process used by plants and some bacteria to create energy from
sunlight. Chlorophyll is the green pigment in plants that is responsible for this conversion
process. During photosynthesis, photoautotrophs use energy from the sun, along with carbon
dioxide and water, to form glucose and oxygen.

1. Illustrate the photosynthesis equation and label properly.

2. Fill in the table below to describe the stages of photosynthesis. There are two
My Plant and Animal:
stages of photosynthesis, the light-dependent reactions, and the Calvin cycle.

REQUIRES
STAGE LOCATION EVENTS
SUNLIGHT?

The Story of Photosynthesis and Respiration:

3. Draw a sample plant and animal. Illustrate how photosynthesis and respiration exist
between these two organisms. Write a simple story about photosynthesis and
respiration.
What is in?
 The learners will answer the Learning Task No. 3 by reading the paragraph and they will
perform the task in each part. They will write the answer in their notebook.

Learning Task 3:
RESPIRATION PROCESS AND EQUATION

Respiration is the process of taking oxygen from the air and cycling it through
the lungs, which then gives oxygen to blood to be used in the body. The carbon
dioxide waste is expelled out of the lungs. Cellular respiration us-es glucose, or
sugars, from food molecules and turns them into carbon dioxide, water, and ATP a
nucleotide essential to the body.

Cellular respiration can occur both aerobically (using oxygen), or an-

aerobically (without oxygen). During aerobic cellular respiration, glucose re-acts
with oxygen, forming ATP that can be used by the cell. Carbon dioxide and water
are created as byproducts.

A. Illustrate the cellular respiration equation and label properly.

TERM MEANING
1. The process happening inside the cells of organisms
2. The primary energy carrier in living things
 3. It is where cellular respiration occurs
4. The jelly-like substance that fills the space between
5. Process that requires oxygen
6. Process that does not require oxygen
7. An anaerobic pathway for breaking down glucose

WORD POOL
Aerobic Mitochondria Cytoplasm
Adenosine triphosphate Fermentation Cellular respiration
Anaerobic
C. Engagement What is More?
1.The learners will do the Learning Task No. 4 by answering the given questions after
performing the activity. They will write their answers in their notebook.

Learning Task 4:
PLANTITO AND PLANTITA
In this activity, you prove the effect of photosynthesis in plants. Get the needed
materials as listed below and follow the steps on how to pre-pare the experiment.

Materials:

2 garden pots or any empty container of the same size

Garden soil to fill your pots or container

10 pcs mongo seeds

Procedure:

2. Prepare garden pots / container.

3. Fill the garden pots / container with same amount of soil.
4. Water the soil, then put 5 mongo seeds in each pot / container.
5. Put one pot / container outside the house where sunlight is available and
the other pot inside the house where there is no sunlight.
6. Water the plants daily. Observe the growth of seeds.
7. Fill in the table for your observation.

OUTSIDE INSIDE
Day Day Day Day Day Day Day Day
5 8 10 15 5 8 10 15
a. Number of seeds grown
b. Color of stems and leaves
c. Length of stems and leaves
 Guide Questions:
1. Which location can the plants grow faster? Why?
2. Which leaves and stems are greener in color? Why?
3. What contributes to the difference in the appearance of plants?

Supplementary Activity
What I can Do?
 The learners will conduct a Case Study if sunlight needed by plants to make food.

A case study if sunlight needed by plants to make food

Downey read that some plants grow better if plants have enough sunlight. This conform
with the plants of her aunt Nengneng which are placed on a hanging modified plant box at edge
of the window which is facing the sun. He cannot believe that a plant can grow better when
exposed to sunlight. So, Downey decides to test if plants will grow better when plants are
properly exposed to sunlight. He performs a simple experiment by putting three potted plants
outdoor where there is enough sunlight for his plants. Another three potted plants where
placed indoor where the potted plants could not avail enough sunlight. This is the design of his
experiment. These plants have almost the same height, watered every day and same type of
planting medium, same age at the beginning of his experiment. He assumes that these two set
groups have the same carbon dioxide requirement supplied by the air in the area. He measures
the growth of plants every week for five weeks and record the result in a data notebook as
shown below. At end of the fifth week, the leaves of the plants in the shaded room started to
turn yellow.
Analyze the result of Downey’s experiment and answer the guide questions.

Average height of 3 potted plants Average height of 3 potted

Week
exposed to sunlight (cm) plants in a shaded room (cm)
1 10 10
2 12.4 11.5
3 14.8 13.0
4 18.0 15.7
5 21.4 17. 8

Guide Questions:
1. Graph the result of Downey’s experiment using a single bar graph.
2. What have you noticed in the result of the two experimental set- up of Downey’s
experiment?
3. Why do you think he got this result?
4. How do you describe the role of sunlight in the process food making in plants?
5. How do you relate Downey’s experiment on the light requirement of planting rice?
Do you think rice plants will grow better in shady areas and produce better yields
for the Filipino people who are dependent on rice as their staple food?
6. Based on the paragraph, what are other requirements for photosynthesis to take
place?
D. Assimilation What I have learned?
 The learners will answer the Learning Task No.5 by studying the table before
 answering the given question. They will write their answer their notebook.

Learning Task 5:
Differentiating Cellular Respiration and Photosynthesis

The table below are the comparison between cellular respiration and photosynthesis.
Fill in the number in each space to differentiate the two.

Cellular Respiration Photosynthesis

1.__________________________ Occurs only in all green plants, algae,

and in some bacteria.

The entire process occurs in Mitochondria. 2.____________________________

3._________________________ Carbon dioxide, water, and light energy

are the reactants of this process.

Carbon dioxide, water, and energy (ATP) 4.__________________________

are the products.

5._______________________ Undergoes Anabolic Process.

Oxygen is taken in and carbon dioxide 6.__________________________

is liberated out.

7._________________________ In this process, food is synthesis by

capturing the energy.

It is an exergonic reaction as energy is 8.__________________________

released.

9._____________________________ This process requires sunlight since

photosynthesis occurs only in the presence
of sunlight.

The chemical reaction of cellular Respiration 10.__________________________

is C6H12O6 + 6O2 → 6CO2 +
6H2O

Guide Questions:
How will you describe cellular respiration in your own words? What about
photosynthesis?

Supplementary Activity
→  The learners will answer the concept map by using the words found inside the box.

Concept Map of Photosynthesis

 Carbon dioxide concentration Fats
Glucose sucrose
Oxygen Amino acid
Sunlight carbon dioxide
Light reaction water
Dark reaction starch
Chloroplast cellulose
Chlorophyll Light intensity

Assessment
Multiple Choice. Choose the letter of the correct answer and write it on the separate sheet of
paper.

1. Mang Wilfred is experiencing a problem in growing his organic crops. Most of the leaves of
the crops are turning yellow. Which of the following will likely result from the yellowing of
the leaves of crops?
A. It will increase the production of food.
B. It will decrease the production of food.
C. The production of food will remain the same.
D. It will not affect food production.
2. How is ATP synthesized?
A. Addition of a phosphate and energy to ADP.
B. Removal of phosphate and energy from ADP.
C. Addition of a phosphate to and removal of energy from ADP.
D. Removal of a phosphate from and addition of energy to ADP.

3. The energy released from the breakdown of food molecules in respiration is trapped in ____.
A. ADP
B. ATP
C. carbon dioxide
D. water

4. Jenny wants to know if the leaves are capable of making food during nighttime. Which of the
 following experimental design should Jenny do to get an accurate answer to her question?
A. Cover the plant with paper bag overnight and test for the presence of starch.
B. Put one potted plant in a very dark place over night and test for the presence of
starch
C. Cover one leaf of a potted plant with carbon paper for two hours and test for the
presence of starch.
D. Put one potted plant under the sun and the other in a dark room for three hours
and test for the presence of starch.

5. Which of the following materials are cycled out by the chloroplast and mitochondrion?
A. Sugar, water, oxygen, and ATP
B. Sugar, water, sunlight, and oxygen
C. Carbon dioxide, water, oxygen, and ATP
B. Carbon dioxide. Water, sugar, and oxygen

6. When cells breakdown a sugar molecule completely to produce chemical energy (ATP), the
cells need _________.
A. sugar only
B. sugar and water
C. sugar and oxygen
D. sugar and carbon dioxide

7. In an agriculture class, the students want to increase their harvest. Which of the following
conditions should they consider?
A. The kind of soil only
B. The amount of water only
C. The location of plots only
D. The kind of soil, amount of water and the location of plots

8. Plants obtain water for photosynthesis through _______.

A. xylem of roots
B. phloem of roots
C. stomata of leaves
D. lenticels of stem

9. Which of the following happens if ATP and NADPH are already used up at night?
A. Less oxygen will be produced.
B. Glucose production will stop.
C. Less carbon dioxide will be used.
D. Water molecule will split to form electrons.

10. Which body muscle is expected to have the greatest number of mitochondria?
A. leg
B. neck
C. cheek
D. abdomen
11. What is required in aerobic respiration?
A. Alcohol
 B. Oxygen
C. Lactic acid
D. Carbon dioxide

12. Which of the following is a product of fermentation?

A. Alcohol
B. Lactic acid
C. Carbon dioxide
D. All of the above

Use the information below to answer numbers 13-14.

A sprig of elodea was placed in a test tube as shown below. The test tube was then
placed under direct sunlight for six hours.

13. The bubbles of gas in the diagram are composed mainly of _________.
A. nitrogen
B. oxygen
C. carbon dioxide
D. carbon monoxide

14. The bubbles of gas in the diagram are mostly a result of ___________.
A. Photosynthesis
B. Aerobic respiration
C. Anaerobic respiration
D. Chemosynthesis

15. Yeast cells can carry out both aerobic respiration and fermentation. If they shift from
aerobic respiration to fermentation, _____________.
A. water is absent
B. water is present
C. oxygen is absent
D. oxygen is present

V. REFLECTION  The learners will write their personal insights about the lesson in their notebook,
journal, or portfolio same as below.
I understand that
__________________________________________________________________.

I realized that
__________________________________________________________________
__________________________________________________________________.

Prepared by:

MARITES B. TIBAY
Teacher III - Science

Reviewed:

BAYANI T. VICENCIO
Member, Division Review Committee in Science 9

SHIRLEY C. SIMAN, Ph.D.

Chairperson, Division Review Committee in Science 9

Checked by:

SHIRLEY C. SIMAN, Ph.D.

Vocational School Administrator II

Noted:

ROWENA B. TERCERO
Public School District Supervisor, West 2

Validated:

DENNIS B. MASANGCAY, Ph.D.

Education Program Supervisor, Science

Recommending Approval:

EDNA U. MENDOZA, Ph.D

Chief Education Supervisor, Curriculum Implementation Division

RHINA O. ILAGAN, Ed.D

Officer -in- Charge, Office of the Schools Division Superintendent
 SUPPLEMENTARY ACTIVITIES

Name: ________________________________________________ Date: ________________________________

Grade and Section: ______________________________________ Score: ________________________________
Parent’s Signature: ______________________________________

MELC 5: Differentiate basic features and importance of photosynthesis and respiration (S9LT-Ie-f-30)
Lesson: Photosynthesis and Respiration

Activity 1
A case study if sunlight needed by plants to make food
Downey read that some plants grow better if plants have enough sunlight. This conform with the plants of her aunt
Nengneng which are placed on a hanging modified plant box at edge of the window which is facing the sun. He cannot
believe that a plant can grow better when exposed to sunlight. So, Downey decides to test if plants will grow better
when plants are properly exposed to sunlight. He performs a simple experiment by putting three potted plants outdoor
where there is enough sunlight for his plants. Another three potted plants where placed indoor where the potted plants
could not avail enough sunlight. This is the design of his experiment. These plants have almost the same height,
watered every day and same type of planting medium, same age at the beginning of his experiment. He assumes that
these two set groups have the same carbon dioxide requirement supplied by the air in the area. He measures the growth
of plants every week for five weeks and record the result in a data notebook as shown below. At end of the fifth week,
the leaves of the plants in the shaded room started to turn yellow.

Analyze the result of Downey’s experiment and answer the guide questions.
Week Average height of 3 potted plants Average height of 3 potted
exposed to sunlight (cm) plants in a shaded room (cm)

1 10 10

2 12.4 11.5

3 14.8 13.0

4 18.0 15.7

5 21.4 17. 8

Guide Questions:
1. Graph the result of Downey’s experiment using a single bar graph.
2. What have you noticed in the result of the two experimental set- up of Downey’s experiment?
3. Why do you think he got this result?
4. How do you describe the role of sunlight in the process food making in plants?
5. How do you relate Downey’s experiment on the light requirement of planting rice? Do you think rice
plants will grow better in shady areas and produce better yields for the Filipino people who are
dependent on rice as their staple food?
6. Based on the paragraph, what are other requirements for photosynthesis to take place?
Name: ________________________________________________ Date: ________________________________
Grade and Section: ______________________________________ Score: ________________________________
Parent’s Signature: ______________________________________

MELC 5: Differentiate basic features and importance of photosynthesis and respiration

Lesson: Photosynthesis and Respiration

QUIZ NO. 5
Multiple Choice. Choose the letter of the correct answer and write it on the separate sheet of paper.

1. Mang Wilfred is experiencing a problem in growing his organic crops. Most of the leaves of the crops are turning
yellow. Which of the following will likely result from the yellowing of the leaves of crops?
A. It will increase the production of food.
B. It will decrease the production of food.
C. The production of food will remain the same.
D. It will not affect food production.
2. How is ATP synthesized?
A. Addition of a phosphate and energy to ADP.
B. Removal of phosphate and energy from ADP.
C. Addition of a phosphate to and removal of energy from ADP.
D. Removal of a phosphate from and addition of energy to ADP.
3. The energy released from the breakdown of food molecules in respiration is trapped in ___________.
A. ADP
B. ATP
C. carbon dioxide
D. water

4. Jenny wants to know if the leaves can make food during nighttime. Which of the following experimental design
should Jenny do to get an accurate answer to her question?
A. Cover the plant with paper bag overnight and test for the presence of starch.
B. Put one potted plant in a very dark place over night and test for the presence of starch
C. Cover one leaf of a potted plant with carbon paper for two hours and test for the presence of starch.
D. Put one potted plant under the sun and the other in a dark room for three hours and test for the
presence of starch.

5. Which of the following materials are cycled out by the chloroplast and mitochondrion?
A. Sugar, water, oxygen, and ATP
B. Sugar, water, sunlight, and oxygen
C. Carbon dioxide, water, oxygen, and ATP
B. Carbon dioxide. Water, sugar, and oxygen
6. When cells breakdown a sugar molecule completely to produce chemical energy (ATP), the cells need _________.
A. sugar only
B. sugar and water
C. sugar and oxygen
D. sugar and carbon dioxide
7. In an agriculture class, the students want to increase their harvest. Which of the following conditions should they
consider?
A. The kind of soil only
B. The amount of water only
C. The location of plots only
D. The kind of soil, amount of water and the location of plots

8. Plants obtain water for photosynthesis through _______.

A. xylem of roots
B. phloem of roots
C. stomata of leaves
D. lenticels of stem

9. Which of the following happens if ATP and NADPH are already used up at night?
A. Less oxygen will be produced.
B. Glucose production will stop.
 C. Less carbon dioxide will be used.
D. Water molecule will split to form electrons.

10. Which body muscle is expected to have the greatest number of mitochondria?
A. leg
B. neck
C. cheek
D. abdomen
11. What is required in aerobic respiration?
A. Alcohol
B. Oxygen
C. Lactic acid
D. Carbon dioxide

12. Which of the following is a product of fermentation?

A. Alcohol
B. Lactic acid
C. Carbon dioxide
D. All of the above

Use the information below to answer numbers 13-14.

A sprig of elodea was placed in a test tube as shown below. The test tube was then placed under direct
sunlight for six hours.
13. The bubbles of gas in the diagram are composed mainly of _________.
A. nitrogen
B. oxygen
C. carbon dioxide
D. carbon monoxide

14. The bubbles of gas in the diagram are mostly a result of ___________.
A. Photosynthesis
B. Aerobic respiration
C. Anaerobic respiration
D. Chemosynthesis

15. Yeast cells can carry out both aerobic respiration and fermentation. If they shift from aerobic respiration to
fermentation, _____________.
A. water is absent
B. water is present
C. oxygen is absent
D. oxygen is present