MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

(SUBTASKED/UNPACKED and INVENTORY OF AVAILABLE LEARNING RESOURCES)

GRADE LEVEL: GRADE 9

QUARTER: 1

COMPONENT: LIVING THINGS AND THEIR ENVIRONMENT

Grading Lesson
Link Assessment
Period/ Week MOST ESSENTIAL LEARNING Exemplar/Learning
LR Developer (If available (Provide a link if
of the Quarter COMPETENCIES Resources
online) online)
Available
Content Standard: The learners demonstrate understanding of …
1. how the different structures of the circulatory and respiratory systems work together to transport oxygen-rich blood and
nutrients to the different parts of the body.
2. the prevention, detection, and treatment of diseases affecting the circulatory and respiratory systems
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 data gathered from the school or local health workers.
Week 1-2 Explain how the respiratory and circulatory systems work together to transport nutrients, gases, and
other molecules to and from the different parts of the body (S9LT-Ia-b-26)

Day 1 1. Identify the key parts of the

breathing system and describe the
function of each part of the
breathing system
2.Explain how the lungs work

Day 2 Describe how the movement of the

diaphragm helps the air go in and
out of the lungs
 Day 3 Identify the components of the
circulatory system
Day 4 Explain the different types of
circulation
Explain how blood is pumped by
Day 5 the heart
Explain the mechanism of how the
respiratory and circulatory
systems work together
Week 2 Infer how one’s lifestyle can affect the functioning of respiratory and circulatory systems (S9LT-Ic-27)

Day 6 Explain the negative effects of

cigarette smoking
Infer how to detect and prevent
diseases in the circulatory system
and respiratory system.
Day 7 Infer how one’s lifestyle can affect
the functioning of respiratory and
circulatory systems
Day 8 Conduct an information
dissemination activity on effective
ways of taking care of the
respiratory and circulatory
systems
Content Standard: The learners demonstrate understanding of how genetic information is organized in genes on chromosomes
and the different patterns of inheritance

Week 3-4 Explain the different patterns of non-Mendelian inheritance ( S9LT-Id-29)

Day 1 Identify the components of DNA Week 6

molecule
 Day 2 Describe the structure of genes and
chromosomes
Day 3 Describe the location of genes in
chromosomes
Day 4 Explain the incomplete dominance WEEK 7- DAY 1
pattern of inheritance and describe
the codominance traits
Day 5 Determine all possible combinations DAY 2
of genes for a specific blood type.
Day 6 Determine the probability of having a WEEK 8 – DAY 1
male or female gender
Day 7 Explain the sex- linked and sex WEEK 8- DAY 2
influenced trait
Day 8 Identify the components of a DNA WEEK 9
molecule
Content Standard: The learners demonstrate understanding how changes in the environment may affect species extinction

Performance Standard: The learners should be able to make a multimedia presentation of a timeline of extinction of
representative microorganisms, plants, and animals.
Week 5
Relate species extinction to the failure of populations of organisms to adapt to abrupt changes in the
environment ( S9LT-Ig-j-31)

Day 1 Measure species distribution using

mathematical way of expressing the
amount of biodiversity and species
distribution in a community
Day 2 Determine the pattern of population
distribution
 Day 3
1.Explain the probable causes of
species extinction and the local and
global environmental issues that
contributed to species extinction

Day 4 Make a multimedia presentation of a

timeline of extinction of
representative microorganisms,
plants, and animals
Content Standard: The learners demonstrate understanding of the structure and function of plant parts and organelles involved
in photosynthesis and the structures and function of mitochondrion as the main organelle involved in respiration
Performance Standard: The learners should be able to design and conduct an investigation to provide evidence that plants can
manufacture their own food.
Week 6-7
Differentiate basic features and importance of photosynthesis and respiration ( S9LT-Ig-j-31)
Day 1 Relate physical plant characteristics Activity 2 Lights Off,
(chloroplasts, pigments, stomata, Week 6 Lights On
etc.) to their functions.
Day 2 Differentiate Light Dependent and Week 6 Activity 3 Your Rate
Light Independent Reaction in terms Will Change Me
of the raw materials, processes and
end product.
Day 3 Conduct investigations that will Week PETA NO.3
show that plants are capable of (gagawin pa lng)
making food
Day 4 Explain the factors that affect the Week 6
rate of photosynthesis.
Day 5 Describe the parts of the Week 7 Activity 4 Power!
mitochondrion and Power!
explain how cell release energy from
food
Day 6 Week 7 Activity 5 Rated K
Describe and explain the Krebs Cycle (Krebs Cycle)
and the Electron Transport Chain

Day 7 Differentiate photosynthesis and Week 7 What I Can Do

respiration in terms of cell
structures involved, raw materials,
end product and energy requirement
Day 8 Design and conduct investigation Week 7
that plants can manufacture their
own food

Validator:

ARMIDA S. OBLINADA - SDO MUNTINLUPA CITY

Co- Validators:
Dr. Arturo A. Tolentino - SDO Caloocan City
Mr. Russel P. Samson - SDO Navotas City
Dr. Maria Pia O. Capalongan– SDO Quezon City
Dr. Bradley Loo – SDO San Juan City

Noted:
Micah G. Pacheco
EPS-CLMD

Dr. Genia V. Santos

Chief, CLMD
FOR THE INVENTORY OF AVAILABLE LEARNING RESOURCES

Prepared by:
EPS

Reviewed by:
LR Supervisor

CID Chief

Approved by:

SDS