Melc G9 Q1 Week 5 DLL With Summary Notes

Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF TARLAC PROVINCE
DAILY LESSON LOG IN SCIENCE GRADE 9

PROPONENT: APRIL S. PAMINTUAN
Name of Teacher:________________________ _____ Quarter: First Week: 5_
I. OBJECTIVES
A. Content The learners demonstrate an understanding of how changes in
Standards: the environment may affect species extinction.
B. Performance Make multimedia presentation of a timeline of extinction of

Standards: representative microorganisms, plants and animals.
C. Learner’s Relate species extinction to the failure of populations of
Competencies / organisms to adapt to abrupt
Code: changes in the environment/ S9LT-Ie-f-30 (Q1/ Week 5)
*Specific Objectives (3 skills a day)

1. Cognitive Explain biodiversity and its different types.
2. Psychomotor Calculate the index of diversity of a sample area.
3. Affective Recognize that the importance of biodiversity.
II. CONTENT
Topic: Biodiversity and Evolution
Sub Topic: Biodiversity and Index of Diversity
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s 2. Learner’s Material 3. Textbook Pages
Guide Pages Page 53-55 Science Links, 2017 Edition
38-39 By Aquino, Maritess, et.al
Page 62-65
4. Additional Materials from LR Portal
B. Other Learning Resources : Online Resources

IV. PROCEDURES
A. Reviewing
previous Recall the concepts of biodiversity discussed in Science 8
lesson (or)
presenting the
new lesson
B. Establishing a Show the following pictures and let students describe each.
purpose to the
lesson
Address: Macabulos Drive, San Roque, Tarlac City

Telephone No.: (045) 982-0374
Email Address: tarlac @deped.gov.ph
https://biodiversity1.files.wordpress.com/2011/08/biodiversity01.j
pg
C. Presenting Each learner will be given a checklist of their prior knowledge
examples/ about biodiversity, population and community.
instances of
the lesson Name: _______________________________
Evaluate your pre learning by placing a check mark in the column of

the emoji that represents your level of confidence.
PRE SELF-ASSESSMENT
Biodiversity
Level of Confidence Statements
1. I can explain biodiversity.
2. I can calculate the index of

diversity of a certain area.
3. I can tell the importance of
biodiversity.

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Introduce the KEY CONCEPTS:

Biodiversity – refers to the variety of life on Earth that consist of
many millions of distinct biological species, the diversity of genes of
species, together with the places where they are found such as
deserts, forest and coral reefs.
Types of Biodiversity
Genetic Diversity – pertains to the variations of genes within
species, the difference in genetic make-up (genotype) between
distinct species or the variability in the genetic makeup of a given
species.
Species Diversity – pertains to the variety, as well as the relative
abundance of species within a region.
Ecosystem Diversity – is the variation among groups of organisms in
different physical settings. Different settings favor different
communities of species.
Index of Diversity – is a measure of diversity which takes into
account the number of species present, as well as the relative
abundance of each species. As species richness and evenness
increase, so diversity increases. n = the total number of organisms
of a particular species.
D. Discussing new Task 1(Online Activity):

concepts and Biodiversity and Types of Biodiversity
practicing new Objective:
skills #1. • I can define biodiversity
• I can identify the different types of biodiversity
Materials:
• video https://www.youtube.com/watch?v=pSUfsWzWbeg
• pen and portfolio
Procedures:
1. Watch the video.
2. Define biodiversity and identify its different types

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Answer the following questions.

a. What is biodiversity?
b. What are the different types of biodiversity? Give example of
each.
E. Discussing new Task 2 (Face to face Activity):

concepts and Index of Biodiversity
practicing new
skill #2. Objective:
• I can calculate the index of diversity of a sample area.
Materials:
• Pen
• Paper
Procedure:
1. This is an outdoor and individual activity. Go to the area
designated by your teacher.
2. Record the number of different species of tress present in the
area. (it is not necessary to know their names, just make sure
that they differ by species.)
3. Record this number in your data table.

DATA TABLE
Number of species
Number of runs
Number of trees
4. Go to the designated area again. This time, make a list of the

tress by assigning each a number as you walk by it.
5. Place X under Tree 1 on your list. If Tree 2 is the same species as
Tree 1, mark another X under Tree 1. Continue to mark an X
under the trees as long as the species is the same as the previous
one.
6. When a different species is observed, mark an O under the tree
on your list. Continue to mark an O if the next tree is the same
species as the previous. If the next tree is different, mark an X.
7. Record in your data table: The number of “runs”. Runs are
represented by a group of similar symbols in a row. Example –
XXXXOOXO would be runs (XXXX – 1 RUN, OO – 1 RUN, X – run, O
– 1 run). And the total number of trees counted.
8. Calculate the index of Diversity (I.D) using the given formula:
Index of diversity = No. of species x number of runs
No. of tress

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1. Compare how your tree I.D would be different in a vacant lot
that that in a grass lawn. Explain your answer.
2. If humans were concerned about biological diversity, would it be
best to have a low or high I.D for a particular environment?
Explain your answer.
F. Discussing new Task 3 (Either Online or Face-to-face Activity)

concepts and Why Is Biodiversity Important? Who Cares?
practicing new
skills #3. Objective:
• I can recognize the importance biodiversity.
Materials:
• Article on website entitled:
“Philippine Biodiversity: Going, Going, Gone?”
https://edgedavao.net/feature/2018/04/07/environment-
philippine-biodiversity-going-going-gone/
• pen and portfolio
Procedures:
1. Read the article on the given link.(Online)
2. Print the article and provide each student a copy for reading.
(Face-to-face)

a. Based on the article, what is the present condition of the
Philippine Biodiversity?
b. Make a reflection on the importance of biodiversity in the
Philippines.
G. Developing Answer the following questions:

Mastery 1. Explain biodiversity and its different types.
2. Explain how you can calculate the index of diversity of a certain
area.
3. Give the importance of biodiversity.
H. Finding The teacher and the students will reflect on the following :
practical
application of Why Is Biodiversity Important? Who Cares?
concepts and

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skills in daily According to The Convention about Life on earth, at least

living 40% of the world’s economy and 80% of the needs of the poor are
derived from biological resources. In addition, the richer the
diversity of life, the greater the opportunity for medical discoveries,
economic development, and adaptive responses to such new
challenges as climate change.
According to Dr. Terrence Gosliner, the leader of the 2011
Philippines Biodiversity Expedition, the Philippines was regarded as
one of the biodiversity hotspots in the world. This means that the
country is one of the world’s biologically richest but the most
threatened ecosystem.
Source: https://www.globalissues.org/article/170/why-is-
biodiversity-important-who-cares
Questions:
1. How important is biodiversity to human population?
2. Explain “no matter how small, all have an important role to
play in conserving biodiversity”.
I. Making Ask the learners to summarize their understanding of the concepts

Generalization by asking the following questions:
and 1. What is biodiversity?
Abstraction 2. What are the different types of biodiversity? Explain and give
about the example for of each.
lesson: 3. Explain how you can calculate the index of diversity of a certain
(Sequence of area.
Questions) 4. Give the importance of biodiversity.
J. Evaluating Check students output.

Learning
POST- SELF-ASSESSMENT
Biodiversity
Level of Confidence Statements
1. I can explain biodiversity.
2. I can calculate the index of

diversity of a certain area.
3. I can tell the importance of
biodiversity.

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K. Additional The students will make a poster, slogan or write an article

activities for promoting “Biodiversity Awareness Campaign”. They can use any
Application or materials available at home.
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
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 this
work?
F. What difficulties
did I encounter
which my
principal or
superior can
help me solve?

Telephone No.: (045) 982-0374
G. What
innovations or
localized
materials did I
use/ discover
which I wish to
share with
other teachers
Reviewed by:
DR. CONRADO C. DOMINGO

EPSvr SCIENCE

Telephone No.: (045) 982-0374
SUMMARY NOTES
BIODIVERSITY AND TYPES OF BIODIVERSITY
BIODIVERSITY – refers to the variety of life on Earth that consist of many millions of distinct
biological species, the diversity of genes of species, together with the places where
they are found such as deserts, forest and coral reefs.
TYPES OF BIODIVERSITY
GENETIC DIVERSITY – pertains to the variations of genes within a species, the

difference in genetic make-up (genotype) between distinct species or the
variability in the genetic makeup of a given species.
SPECIES DIVERSITY – pertains to the variety, as well as the relative abundance of
species within a region.
ECOSYSTEM DIVERSITY – is the variation among groups of organisms in different
physical settings. Different settings favor different communities of species.
INDEX OF DIVERSITY – is a measure of diversity which takes into account the number of
species present, as well as the relative abundance of each species. As species
richness and evenness increase, so diversity increases.
A healthy biodiversity provides a number of natural services for everyone.
Ecosystem services Biological Services

- Protection of the different resources of water - Food
- Protection and soil formation - Medical Resources
- Storage and recycling materials - Pharmaceutical drugs
- Absorption and breakdown of pollution - Ornamental plants
- Contribution of climate stability - Breeding stocks, population reservoirs
- Maintenance of ecosystem - Diversity of genes, species and
resources
Social Benefits
- Research, education and monitoring
- Recreation and tourism
- Cultural values

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I. OBJECTIVES
A. Content Standards: The learners demonstrate an understanding of how
changes in the environment may affect species extinction.
B. Performance Standards: Make multimedia presentation of a timeline of extinction

of representative microorganisms, plants and animals.
C. Learner’s Competencies Relate species extinction to the failure of populations of
/ Code: organisms to adapt to abrupt
changes in the environment/ S9LT-Ie-f-30 (Q1/ Week 5)
1. Cognitive Explain characteristics of population density and the
factors affecting it
2. Psychomotor Use a mathematical formula to determine the pattern of
population distribution (population density).
3. Affective Recognize the importance of having knowledge on the
factors and characteristics of population density.
II. CONTENT
Sub Topic: Population and measuring Population Density
A. REFERENCES
1. Teacher’s Guide Pages 2. Learner’s Material Page 3. Textbook Pages
39-40 55-57 Science Links,
2017 Edition
By Aquino,
Mariess, et.al
Page 62-65
IV. PROCEDURES
A. Reviewing previous Recall the concepts of Biodiversity and the types of
lesson (or) presenting Biodiversity.
the new lesson
B. Establishing a purpose Show the pictures of giraffes and zebras in a park
to the lesson reserve in Calauit, Palawan.

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Ask the students to predict what will happen if the giraffe

and zebra population continues to increase in the park.
C. Presenting examples/ Introduce the KEY CONCEPTS:

instances of the lesson Population – pertains to the number of organisms of the
same species living in a certain place.
Population Density – is a measure of the number of
organisms that make up a population in a defined area.
Community – also called biological community, in biology,
an interacting group of various species in a common
location
Limiting Factors – these are environmental conditions that
keep a population from increasing in size and help balance
an ecosystem.
Carrying Capacity – the maximum population size an
environment can support.
D. Discussing new Task 1(Face-to-face Activity):

concepts and Making Concept Map on Population
practicing new skills Objective:
#1. • I can explain characteristics of population density and the
factors affecting it
Materials:
• Pen
• Paper
• Learner’s Module
• Graphic organizer
Procedure:
1. Open the Learner’s Module on page 57, and read the text

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about population.
2. Read the text and make a concept map that illustrates
characteristics of population and the factors affecting its
growth and size.
Populations can be of the same size, but they may

have different densities. When we consider the number
of individuals per unit area, we are referring to the
density of the population. Differences in population
density in any community may be attributed to many
factors. Population sizes change when new members
move into the ecosystem. They decrease when members
move out of an ecosystem. The birth rate and death
rates can also affect a population’s size. Anything that
limits the size of a population like certain environmental
conditions are called limiting factors. Limiting factors
keep a population from increasing in size and help
balance an ecosystem. Examples of limiting factors are
the availability of food, water, and living conditions.
Light, temperature and soil nutrients are also limiting
factors because they help determine the types of
organisms that can live in an ecosystem. The maximum
population size an environment can support is called its
carrying capacity. If the population size rises above the
carrying capacity, organisms die because they cannot
meet all their needs.
Description
Factors affecting
differences in Population Examples of
population Density Limiting factors
density
Effect of
population size
rising above the
carrying capacity

Telephone No.: (045) 982-0374
E. Discussing new Task 2 (Online Activity): Upload the activity sheet in Google
concepts and classroom or any other online platform.
practicing new skill #2.
Measuring Population Density
Objective:
• I can use a mathematical formula to determine the
pattern of population distribution (population density)
Materials:
• Ruler
• Activity sheet
Procedure:
1. Study the three patterns of population distribution in the
figure.
2. Using the given formula for computing population

density, calculate the density of each population.
Population Density = no. of individuals

size of the area
3. Count the total number for each population. Record the

number in the table.
4. On the sheet of paper, prepare a table to record the data
for population density.

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Population Number of Density

Name Organism
5. Calculate the density of each population. Record it in the

table.

1. Compare the distribution patterns of the three
populations.
2. Which population has the greatest density?

3. Infer from recorded data the possible causes for the
differences in the population density.
4. What condition could change the density of any of the
population?
F. Discussing new Task 3 (Online Activity)

concepts and Factors Affecting Population
practicing new skills
#3. Objective:
• I can recognize the importance of having knowledge on
the factor and characteristics of population density.
Materials: Portfolio
Article https://nhpbs.org/wild/population.asp
Procedures:
1. Read the article about population. Examine also the
photos included.

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2. On your portfolio, make reflections on the impact of the

changes in organisms population the following;
a. Human /Human health and welfare
b. In the whole ecosystem
G. Developing Mastery Answer the following questions:

1. Explain characteristics of population density and the
factors affecting it.
2. Explain how to determine the pattern of population
distribution (population density) using mathematical
formula.
3. Cite the importance of having knowledge on the needs
and characteristics of population density.
H. Finding practical The teacher and the students will reflect on the following :
application of
concepts and skills in Life depends on life. Animals cannot exist without
daily living green plants. Living things create niches for other living
things.
Give instances that human depends on other

organisms for survival.
I. Making Generalization Ask the learners to summarize their understanding of the

and Abstraction about concepts by asking the following questions:
the lesson: (Sequence 1. What is population?
of Questions) 2. What are the factors affecting population growth and
size.
3. Explain how you can calculate population density.
J. Evaluating Learning Check students output and activity sheets
K. Additional activities for Watch the video about carrying capacity and limiting
Application or factors. Make a study notes after watching.
Remediation
https://www.youtube.com/watch?v=3BcB6fDuDOg
V. REMARKS
VI. REFLECTION

Telephone No.: (045) 982-0374
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 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 this
work?
F. What difficulties did I
encounter which my
principal or superior
can help me solve?
G. What innovations or
localized materials
did I use/ discover
which I wish to share
with other teachers
Reviewed by:

EPSvr SCIENCE

Telephone No.: (045) 982-0374
SUMMARY NOTES
POPULATION AND POPULATION DENSITY
POPULATION – pertains to the number of organisms of the same species living in a certain
place.
POPULATION DENSITY – is a measure of the number of organisms that make up a population

in a defined area.
Population Density = no. of individuals

size of the area
COMMUNITY – also called biological community, in biology, an interacting group of various

species in a common location
LIMITING FACTORS – these are environmental conditions that keep a population from
increasing in size and help balance an ecosystem.
In the natural world, limiting factors like the availability of food, water,
shelter, and space can change animal and plant populations. Other limiting factors,
like competition for resources, predation, and disease also impact populations.
Humans can impact animal and plant populations. When humans develop
land for houses and buildings, they cut down trees and change animal and plant
habitats.
Other natural factors are Predator/prey relationships play a big role in animal
populations. If the balance between predator and prey is changed, populations are
changed
CARRYING CAPACITY – the maximum population size an environment can support.

Telephone No.: (045) 982-0374

I. OBJECTIVES
1. Cognitive Differentiate threatened species and endangered species
from extinct species.
2. Psychomotor Make Pop-Up book about the threatened and endanger
species of animals in the Philippines.
3. Affective Create awareness campaign to help save the threatened
and endangered species of animals in the Philippines.
II. CONTENT
Sub Topic: Threatened, Endangered and Extinct Species
A. REFERENCES
1. Teacher’s Guide Pages 2. Learner’s Material 3. Science and
41-43 Page 58-59 Technology (Vibal)
by Lilia M. Rabago,
page 85-87
IV. PROCEDURES
A. Reviewing previous Recall the concepts of Population density
lesson (or) presenting
the new lesson
B. Establishing a purpose Show an advocacy video from National Geographic.
to the lesson https://www.youtube.com/watch?time_continue=24&v=np
4BA_DJQwU&feature=emb_logo

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Ask the students on what can they say about the

video.
C. Presenting examples/
instances of the lesson
Make a KWHL chart base on the illustration.

What I What I How will I What I
Know want to know learned
Know

Threatened - any species that is likely to become an
endangered and declines so fast within the foreseeable

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future throughout all or a significant portion of its range.
Endangered – it is when species’ population becomes

extremely low that only few remain and it is possible to
become extinct.
Extinct – species that no longer in exist.

Extinction – means that the last individual belonging to
particular species is gone forever.
D. Discussing new Task 1(Face-to-face Activity):

concepts and Threatened, Endangered and Extinct Species
practicing new skills Making Graphic Organizer
#1. Objective:
• I can differentiate threatened species and endangered
species from extinct species
Materials:
• Pen and Paper
• Learners Module
•Article:
http://www.differencebetween.net/science/nature/differe
nce-between-threatened-and-endangered-species/
Procedure:
Read the text provided and make a concept map
that illustrates differences between threatened species and
endangered species from extinct species
Threatened vs Endangered Species vs Extinct

There are millions of species on this planet. From
plants, animals, up to the smallest microorganisms, these
species maintain the homeostasis and ecology and balance
in our planet as one serves as the food of the other in the
so-called food chain.
But sadly, as the world becomes urbanized, all of the
species around the globe are also threatened or even
endangered. That is the sad reality as more and more
animals, plants, and other species are at the pinnacle of
extinction. If we humans don’t respond for them, we’ll find
ourselves one day without any food to eat or consume.
“Threatened” and “endangered species” are two

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words that can be used to describe these phenomena.

A “threatened species” is defined as “the risk of
specie in being listed as endangered or the chance of
becoming endangered in the future.” “Endangered
species,” on the other hand, is the risk of specie becoming
extinct in the near future. Extinction is defined as zero
population or no evidence of survival of the specie on
planet Earth.
Both “threatened” and “endangered species” will
both have the risks towards extinction if there is no such
method being done to protect these species. In threatened
species, the population is still big. However, if no such
things are being done, these are vulnerable to become
endangered and then soon become extinct. In “endangered
species,” there is a very minute number of populations
compared to a “threatened species.” This small population
has the greatest risk for extinction compared to threatened
species.
THREATENED ENDANGERED EXTINCT

SPECIES SPECIES SPECIES
E. Discussing new Task 2 (Online Activity):

concepts and
practicing new skill #2. Endangered but not Extinct ….Yet
Objective:
• I can make Pop-Up book of the different threatened and
endangered species found in different online websites.

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Materials:
• Pen, Paper and any available colored papers and other
materials at home
• Different website where Endangered Species of animals
in the Philippines are found.
(https://owlcation.com/stem/The-Top-Ten-Critically-
Endangered-Animals-in-the-Philippines)
(http://www.gamesforchange.org/studentchallenge/la/
endangered-species/)
(https://tunza.eco-
generation.org/resourcesView.jsp?boardID=
ambassadorReport&viewID=43955)
• Printer (if available)
Procedure:
1. Make a pop-Up book using the pictures, names and
information of the different endangered animals in the
Philippines.

concepts and
practicing new skills Awareness Campaign to save Endangered Species
#3.
Objective:
• I can create an awareness campaign to help save the
threatened and endangered species of animals in the
Philippines.
Materials:
• Internet connection
• laptop or cellphones
Procedures:
1. Make a poster or brochure using publisher or any
preferred apps (Canva.com) that shows supports to the
campaign in saving endangered species.
2. Choose one of the endangered species they you want to
feature.
3. Include information such as its scientific name and
common name, its habitat and how it helps the
ecosystem
3. Draft a mission statement, a short statement that tells

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what your campaign is about. Usually, it's a single, long

sentence. When writing it, include your main goals and
the actions you are working towards.
4. Post it in your social media account and tag your teacher.
Use the following hast tags
#saveendangeredspecies
#actnow
Sample e- Poster
https://www.canva.com

1. Differentiate threatened species and endangered species
from extinct species.
2. Give examples endangered species of animals in the
Philippines.
3. How can you help save the threatened and endangered
species of animals in the Philippines?
H. Finding practical The teacher and the students will reflect on the following :
application of
concepts and skills in Endangered species continue to struggle for a safe
daily living place to live on this planet. Rhino hunting is up in South
Africa and elephant poaching remains at unsustainable
levels, these are just to name a couple of examples. In
fact, over the lifespan of just two human generations, half

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of the world's wildlife has disappeared according to the

World Wildlife Fund.
We are in the time of rapid technology

advancement and also in the field of communication. It
means that now is the time to embrace social media any
other information outlet and use it as an advantage to
promote and support campaigns on conservation of our
wildlife.
Question: In your own simple way, wow can you help save
the threatened and endangered species of animals in the
Philippines?

the lesson: (Sequence 1. Define threatened species, endangered species and
of Questions) extinct species.
2. Give examples endangered species of animals in the
Philippines.
3. How can you help save the threatened and endangered
species of animals in the Philippines?
J. Evaluating Learning Check students portfolio and activity sheets
Rubrics shall be used to evaluate the pop-up book
K. Additional activities for Watch the video about the extinct animals in the
Application or Philippines. Make a reflection on your portfolio after
Remediation watching. https://www.youtube.com/watch?v=YS1a24Jj2Co
V. REMARKS
VI. REFLECTION
earned 80% in the
Evaluation:
require additional
activities for
remediation who
scored below 80%:

Telephone No.: (045) 982-0374

No. of learners who
have caught up with
the lesson:
continue to require
remediation:
strategies worked
well? Why did this
work?
encounter which my
can help me solve?
localized materials
did I use/ discover
with other teachers
Reviewed by:

EPSvr SCIENCE

Telephone No.: (045) 982-0374
SUMMARY NOTES
THREATENED, ENDANGERED, AND EXTINCT SPECIES
THREATENED - any species that is likely to become an endangered and declines so fast within
the foreseeable future throughout all or a significant portion of its range.
ENDANGERED – it is when species’ population becomes extremely low that only few remain
and it is possible to become extinct.
EXTINCT – species that no longer in exist.
EXTINCTION – means that the last individual belonging to particular species is gone forever.
SOME ENDANGERED SPECIES OF ANIMALS IN THE PHILIPPINES
1. Philippine Eagle (Pithecophaga jefferyi) - Also called the monkey-eating eagle, the Philippine
eagle is native to the southern Philippines.
2. Philippine Freshwater Crocodile (Crocodylus mindorensis) - Locally known as Mindoro

crocodiles, they are endemic in the Philippines. The Philippine freshwater crocodile
is quite small compared to other crocodiles, growing to about four and a half to five
feet long and weighing approximately 15 kg.
3. Tamaraw (Bubalus mindorensis) - Also known as the Mindoro dwarf buffalo, the Tamaraw is
the only known bovine that is indigenous to the Philippines.
4. The Philippine Tarsier (Carlito syrichta) - This small primate is another endangered species
endemic in the Philippine islands. This species was once widespread throughout
Southeast Asia.
5. Philippine Cockatoo (Cacatua haematuropygia) - Locally known as Kalangay, Katala or the

red-vented cockatoo, the Philippine cockatoo is indigenous to the Philippines.

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I. OBJECTIVES
1. Cognitive Explain the different natural causes of extinction.
2. Psychomotor Make a power point presentation on the natural causes of
extinction.
3. Affective Recognize the effects of the natural causes of extinction to
biodiversity.
II. CONTENT
Sub Topic: Natural Causes of Extinction
A. REFERENCES
1. Teacher’s Guide Pages 2. Learner’s Material 3. Science Links, Work
45-49 Pages 60-76 text for Scientific and
Technological Literacy,
by Marites D. Aquino,
et. al, Page 66
IV. PROCEDURES
A. Reviewing previous Recall the concepts of Threatened, Endangered and Extinct
lesson (or) presenting Species
the new lesson
B. Establishing a purpose
to the lesson Show the following pictures to the students.

Telephone No.: (045) 982-0374
11.
2.
4.
3.
Ask the students on what can they say about pictures

and if they can name them. Relate the topics to extinction.
(1. Triceratops 2. Tyrannosaurus rex 3. Mammuthus

primigenius -Mammoth, 4. Kronosaurus)
C. Presenting examples/ Show a video about extinction.

instances of the lesson
https://www.youtube.com/watch?v=wissIOikrqc

Natural Causes of Extinction
1. Extreme Heating and Cooling of the Earth
2. Changes in Landscape
3. Acid Precipitation
4. Diseases / Epidemic
5. Meteor Impact/Cosmic Radiation
6. Spread of Invasive Species
D. Discussing new Task 1 (Face-to-face Activity):

concepts and
practicing new skills Natural Causes of Extinction
#1. Objective:
• I can explain the different natural causes of extinction.
Materials:
• Learner’s Module

Telephone No.: (045) 982-0374
• Pictures
Source: https://www.dreamstime.com/
• Handouts
Source: Science Links, Work text for Scientific and
Technological Literacy, by Maritess D. Aquino, et.al
page 66.
Procedure:
1. Identify the pictures below as to what cause it may bring
to extinction of species.
Extreme Heating and Meteor Impact/ Cosmic

Cooling of the Earth Radiation
Changes in Landscape Disease/Epidemic
Spread of Invasive Acid Rain

Species Precipitation
2. Student will give their insights about the picture and let
them explain each.

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*Provide handouts to students after the activity. (see

summary notes)
E. Discussing new Task 2 (Online Activity)

concepts and
practicing new skill #2. Making Power Point Presentation
Objective:
• I can make power point presentation on the natural
causes of extinction.
Materials:
• internet connection
• website:
https://people.uwec.edu/jolhm/eh4/extinction/causeslink.h
tml
Procedure:
1. Visit the website provided.
2. Based on the information from the website, make a
power point presentation on the natural causes of
extinction.
3. Visit other websites for additional information.
4. Send your output to your teacher via email or thru
messenger.

concepts and Effects of Natural Causes of Extinction to Biodiversity
practicing new skills
#3. Objective:
• I can recognize the effects of the natural causes of
extinction to biodiversity
Material:
• Portfolio
• Internet Connection
Procedure:
1. Search example of animals that became extinct due to
natural causes. In your portfolio, write the information
such as its scientific name and common name and the

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specific cause of its extinction.

2. Make a reflection explaining how the different natural
causes of extinction is recognized as a major threat to
global biodiversity.
1. What are the different natural causes of extinction?
2. What are the effects of extinction to biodiversity?
H. Finding practical The students and teachers will reflect on the following:
application of About 40% of plants and animal species are sources
concepts and skills in of foods, drugs and other pharmaceutical products. If
daily living biodiversity will always be threatened by the natural
causes of extinction, how do you think it will affect human
life?

the lesson: (Sequence 1. What are the different natural causes of extinction?
of Questions) Explain each.
2. What are the effects of extinction to biodiversity?
J. Evaluating Learning Check student’s portfolio and online outputs using teacher-
made rubrics.
K. Additional activities for Watch the video about the extinct animals in the
Application or Philippines. Make a reflection on your portfolio after
Remediation watching.
https://www.youtube.com/watch?v=LVlFy2apZsY
V. REMARKS
VI. REFLECTION
earned 80% in the
Evaluation:
require additional
activities for
remediation who
scored below 80%:

Telephone No.: (045) 982-0374

No. of learners who
have caught up with
the lesson:
continue to require
remediation:
strategies worked
well? Why did this
work?
encounter which my
can help me solve?
localized materials
did I use/ discover
with other teachers
Reviewed by:

EPSvr SCIENCE

Telephone No.: (045) 982-0374
SUMMARY NOTES
NATURAL CAUSES OF EXTINCTION
1. EXTREME HEATING AND COOLING OF THE EARTH

The change in the global temperature caused by number of factors affects
biodiversity. Some species are not used to severe weather conditions or prolonged dry or
wet seasons. Species find it difficult to look for food and the long dry weather condition
lead to diseases and epidemics.
2. CHANGES IN LANDSCAPE
Various phenomena change the condition of the species habitats. For example,
the melting of the snow and glaciers due to global warming can alter the salinity of the
surface water where some marine forms a life are dependent.
3. ACID PRECIPITATION
Changes in the pH of the habitat can disturb bodies of water and cause the death
of species. Gases in the atmosphere – sulfur dioxide, nitric oxides and chloride ions
emitted by volcanic activities are absorbed by the clouds and then fall on land and water
as acid precipitation. The chemical substances can alter the chemical composition of the
soil and water making them suitable for some life forms.
4. DISEASES / EPIDEMIC
As the landscape of the habitat changes and the effect of the climate change,
species sometimes lost their immunity to disease. They become vulnerable to diseases,
which can cause death and their eventual extinction.
5. METEOR IMPACT/COSMIC RADIATION
Meteors strike the surface with great force. The impact of the crashing meteorite
can be felt in a large areas and the place of the impact destroyed. As in the case of what
happened in the past that led to the extinction of dinosaurs. Cosmic Radiation form from
other space and it has been theorized that mutation can weaken the gene pool of the
species making them vulnerable to agents of extinction.
6. SPREAD OF INVASIVE SPECIES
New species invade other territories. These new species have same requirements
s those of the original species. Competition sets in and since the invasive species are more
efficient in utilizing the resources in the area than the resident species, the original species
is eliminated.

Telephone No.: (045) 982-0374

I. OBJECTIVES
1. Cognitive Explain the different local and global and environmental
issues that contributed to species extinction.
2. Psychomotor Create a cause and effect diagram on the different local
global and environmental issues that contributed to species
extinction.
3. Affective Raise awareness on the local and global environmental
CONTENT
Sub Topic: Local and Global Environmental Issues that Contributed to
Species Extinction
II. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide Pages 2. Learner’s Material 3. Science Links, Work text
45-49 Pages 60-76 for Scientific and
Technological Literacy, by
Marites D. Aquino, et.al,
Page 66-67
III. PROCEDURES
E. Reviewing previous Recall the concepts of the different natural causes of
lesson (or) presenting species extinction
the new lesson
F. Establishing a purpose Show an earth awareness video to students.
to the lesson https://www.youtube.com/watch?v=mBie6xjOFus

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Ask the students on what can they say about the video
G. Presenting examples/ Do the activity “Making Predictions” on Learners Module

instances of the lesson page 60.
Making Predictions
Objective:
• Determine the differences between two hypothetical
islands.
Materials:
• Paper and Pencil
Procedure:
1. Imagine that you and your friends are being sent to
explore two islands. The islands are very similar in size,
age and location. But one has human population and
other does not have.
2. Predict what you will see in each island.
3. Tabulate your predictions as shown below.
Island A Island B
1. 1.
2. 2.
Guide Question:
1. What did you predict that you will see in this island?
2. How would you explain the differences that you will see
in each island?

Local and Global Environmental Issues that
Contributed to Species Extinction

Telephone No.: (045) 982-0374
1. Deforestation
2. Wildlife Depletion
3. Water Pollution
4. Air Pollution
5. Destruction of Coastal Resources
6. Acid Precipitation
H. Discussing new Task 1 (Face-to-face Activity):

concepts and
practicing new skills Local and Global Environmental Issues that
#1. Contributed to Species Extinction
(Making Graphic Organizer)
Objective:
• I can explain the local and global and environmental
Materials:
• Pen
• Paper
• Learner’s Module page 61-67.
• Graphic organizer
Procedure:
1. Read the local and global environmental issues that
contributed to species extinction. (Learner’s Module,
pages 61-67)
2. Create a graphic organizer that explains local and global

environmental issues that contributed to species
extinction by answering the given questions.
•List the causes of Deforestation

Deforestation
and explain each.
•What will happens to animals population that

Wildlife Depletion are driven away from their natural habitat?
•What are the effects of water

Water Pollution
pollution?

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•What are the major contributors to air

pollution?
Air Pollution •Explain briefly the greenhouse effect and
global warimng.
Destruction of •List human activities that destroy

Coastal Resources coastal resources.
•Exaplain acid precipitation and

Acid Precipitation
its effects.
E. Discussing new Task 2 (Face to Face Activity)

concepts and
practicing new skill #2. Local and Global Environmental Issues that
Contributed to Species Extinction
(Cause and Effect Diagram)
Objective:
• I can make a cause and effect diagram on different local
global and environmental issues that contributed to species
extinction.
Materials:
• pen and paper
• short bond paper
• Learner’s Module page 61-67.
Procedure:
Choose one of the local and global and environmental
issues
that contributed to species extinction and make cause and
effect diagram of it.
Example:
Deforestation
Cause Effect
• .... • ...

Telephone No.: (045) 982-0374

concepts and
practicing new skills Awareness Campaign
#3. Objective:
• I can raise awareness on the local and global
environmental issues that contributed to species extinction.
Materials:
• Handouts about the topic (see summary notes)
Procedures:
1. Make a poster or brochure using publisher or any
preferred apps (Canva.com) that raise awareness on the
local and global environmental issues that contributed to
species extinction.
2. Choose one of the local and global environmental issues
that contributed to species extinction.
3. Include information and the cause and effects of the
issue.
3. Draft a mission statement, a short statement that tells
what your campaign is about. Usually, it's a single, long
sentence. When writing it, include your main goals and
the actions you are working towards.
4. Post it in your social media account and tag your teacher.

Telephone No.: (045) 982-0374
Sample e- Poster
https://www.canva.com/template
1. What are the local and global environmental issues that

contributed to species extinction? Explain each.
2. What are the effects of these issues to biodiversity?
H. Finding practical The students and teachers will reflect on the following:
application of
concepts and skills in People are nature’s steward. It is our moral
daily living responsibility to protect our companion on Earth.
Since we are now aware on the different issues that
cause extinction affecting biodiversity, let us now
promote awareness and foster conservation. We can do it
in simple ways at home and in the community such as
proper waste disposal and keeping clean surroundings.
I. Making Generalization
and Abstraction about Ask the learners to summarize their understanding of the
the lesson: (Sequence concepts by asking the following questions:
of Questions) 1. What are the local and global environmental issues that
contributed to species extinction? Explain each.
2. What are the effects of these issues to biodiversity?
J. Evaluating Learning Check student’s outputs using teacher-made rubrics.
K. Additional activities for The teacher may include awareness campaign about
Application or “World Environment Day” celebrated every June 5th of the
Remediation year. This year’s theme is about Biodiversity.
Students may take the online quiz and learn
something new from it about biodiversity
https://www.un.org/en/observances/environment-day

Telephone No.: (045) 982-0374
IV. REMARKS
V. REFLECTION
earned 80% in the
Evaluation:
require additional
activities for
remediation who
scored below 80%:
No. of learners who
have caught up with
the lesson:
continue to require
remediation:
strategies worked
well? Why did this
work?
encounter which my
can help me solve?
localized materials
did I use/ discover
with other teachers
Reviewed by:

EPSvr SCIENCE

Telephone No.: (045) 982-0374
SUMMARY NOTES
LOCAL AND GLOBAL ENVIRONMENTAL ISSUES THAT CONTRIBUTED TO SPECIES EXTINCTION
DEFORESTATION
One of the country’s environmental problems is the rapid rate at which trees are cut
down. In the Philippines, the major causes of deforestation are: Kaingin farming; Illegal
logging; Conversion of agricultural lands to housing project; and Forest fires. As a
consequence of cutting down trees, the following effects could take place: Soil erosion;
Floods; Decrease in wildlife resources that will eventually lead to extinction
WILDLIFE DEPLETION
As human population gets bigger, huge space is needed for shelter, for growing crops,
and for industries. Deforestation is one of the major causes of the disappearance of wildlife
species. If they cannot find enough space, many will die or become extinct. Some species may
become endangered, or in the verge of becoming extinct. In other cases, some animals may
be threatened.
WATER POLLUTION
A major problem in lakes, rivers and ponds is eutrophication. It happens when the
concentration of organic nutrients that comes from domestic garbage and thrown in bodies
of water, increases rapidly. It is supposed to be a slow process, but man’s activities hasten it
up
Another effect of water pollution is mass death of fish, or ‘fish kill’. It usually happens
when there is an increase in concentration of organic nutrients in bodies of water. This
condition causes algal bloom and growth of aquatic plants. When the algae die, they sink to
the bottom and the process of decomposition proceeds. This process uses up oxygen and as a
result, aquatic animals die due to lack of oxygen.
Bodies of water are also polluted with toxic wastes, untreated sewage, and fertilizer
run-offs from farm lands. One class of dangerous chemicals present in water is PCB
(polychlorinated biphenyl). PCBs are toxic wastes produced in the making of paints, inks and
electrical insulators. Through the process of biological magnification, the PCB becomes
concentrated in the body tissues of water organisms. Biological magnification is the buildup
of pollutants in organisms at higher trophic levels in a food chain. Fish living in contaminated
ecosystems contain built up high concentration of PCB. The fish were not killed by the
chemicals, but they stored them in their tissues.

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AIR POLLUTION
Pollutants can enter the air as gases, liquids, or solids. Cars burn fuel and produce
harmful gases–carbon dioxide, nitrogen oxides, and hydrocarbons. Harmful pollutants
present in the air.
Carbon dioxide acts like a blanket over the Earth, holding in the heat that would
otherwise radiate back into space. The trapping of heat by gases in the earth’s atmosphere is
called greenhouse effect.
The greenhouse effect is a natural process. But as carbon dioxide in the atmosphere
increases, greenhouse effect also intensifies–this will lead to global warming. Global warming
is an increase in the earth’s temperature from the rapid buildup of carbon dioxide and other
gases. This, in turn, could change the world climate pattern.
DESTRUCTION OF COASTAL RESOURCES

Coral reefs and coastal mangrove forests in the Philippines serve as breeding grounds
and nurseries of marine fishes. But due to man’s activities, coastal areas are getting destroyed
through the years. Some of these activities include the following: Deforestation, agricultural
activities, and mining activities; Dynamite fishing and muro-ami; Coastal areas’ conversion to
beach resorts; residential areas; Overharvesting.
ACID PRECIPITATION
Acid precipitation is commonly known as acid rain. Rainwater is normally acidic,
because carbon dioxide is normally present. Other pollutants mostly sulfur and nitrogen
oxides make rainwater even more acidic, with a pH of 5.6 or lower. Emissions from factories
and from exhaust of motor vehicles are some examples of pollutants. Acid rain can be
harmful to living things. It causes yellowing of leaves of trees and cause leaves to fall.

Telephone No.: (045) 982-0374

I. OBJECTIVES
1. Cognitive Analyze the present condition of the environment through
a song.
2. Psychomotor Make multimedia presentation of a timeline of extinction of
representative microorganisms, plants and animals.
3. Affective Display understanding on the importance of biodiversity
and awareness of human activities that contribute to
biodiversity loss.
II. CONTENT
1. Cognitive Biodiversity and Evolution
2. Psychomotor Timeline Presentation of Extinction of an Organism
(Performance Task)
A. REFERENCES
1. Teacher’s Guide Pages 2. Learner’s Material Pages 3. Science Vista 9,
45-49 60-76 by Delfin C.
Angeles, page 56
IV. PROCEDURES
I. Reviewing previous Recall the concepts on the local and global environmental
lesson (or) presenting issues that contributed to species extinction.
the new lesson
J. Establishing a purpose Show about animal Extinctions Caused by Humans in
to the lesson the Past 2,000 Years (A sample video timeline)
https://www.youtube.com/watch?v=dus5xxsiNxM

Telephone No.: (045) 982-0374
Ask the students on what can they say about the

video.
K. Presenting examples/
instances of the lesson Present a picture of Extinct Species Timeline. Briefly
discuss it.
https://www.teacherspayteachers.com/Product/Tim
eline-of-Extinct-Animals-2867312
L. Discussing new
concepts and Task 1 (Face-to-face Activity):
practicing new skills “Masdan mo and Kapaligiran”
#1. (Song Analysis)
Objective:
• I can analyze the present condition of the environment
thru a song.
Materials:
• Pen
• Paper or Portfolio
• Music Player and Song Lyrics
Procedure:
1. Play the song “Masdan mo ang Kapaligiran” by the
band Asin.

Telephone No.: (045) 982-0374
2. Analyze the lyrics of the song and relate the message of

the song to the present condition of our ecosystem.
E. Discussing new Task 2 (Online Activity)

concepts and
practicing new skill #2. Timeline of Extinction
(Multimedia Presentation)
Objective:
• I can make multimedia presentation of a timeline of
extinction of representative microorganisms, plants and
animals.
Materials:
• laptop/computer
• internet connection
• Suggested website for reference:
https://www.thegreatprojects.com/blog/16-
endangered-animals-a-timeline
https://endangeredlist.org/extinction-timeline/
Procedure:
1. Choose an extinct organism that you will feature in your
timeline.
2. Search online the information of the organism such as
names, facts about it, dates and others.
4. Decide when it will begin and end. (8 to 15 events is a
good number to include in most timeline.)
3. Decide what graphic representation you will use, such as
PowerPoint presentation or info graphics.
4. Email your output to your teacher or post it in your social
media account and tag your teacher.

Telephone No.: (045) 982-0374
F. Discussing new Task 3 (Face to face or Online Activity)

concepts and
practicing new skills Essay Writing
#3. Objective:
• I can display understanding on the importance of
biodiversity and awareness of human activities that
contribute to biodiversity loss.
Materials:
• Pen and Paper
• laptop/computers
Procedure:
1. Write an essay about your understanding on the
importance of biodiversity and awareness of human
activities that contribute to biodiversity loss.
2. Write an essay on your portfolio or type it in Microsoft
word and email it to your teacher.
G. Developing Mastery Answer the following:

1. Explain how changes in the environment may affect
species extinction.
2. Explain the timeline of extinction of a sample organism.
H. Finding practical A timeline is a chronological order of events. In most
application of cases, it is a line with dates, events or actions. Having
concepts and skills in knowledge of making timeline is a very important skill. It
daily living shows what phases are already in the past, what is in the
progress now and what is supposed to be finished in
future.

the lesson: (Sequence 1. How do changes in the environment affect species
of Questions) extinction?
2. Explain the timeline of extinction of a sample organism.
J. Evaluating Learning Check student’s outputs using the attached rubrics.
K. Additional activities for Create a cartoon that illustrates understanding of the cause
Application or

Telephone No.: (045) 982-0374
Remediation of species extinction.
V. REMARKS
VI. REFLECTION
earned 80% in the
Evaluation:
require additional
activities for
remediation who
scored below 80%:
No. of learners who
have caught up with
the lesson:
continue to require
remediation:
strategies worked
well? Why did this
work?
encounter which my
can help me solve?
localized materials
did I use/ discover
with other teachers
Reviewed by:

EPSvr SCIENCE

Telephone No.: (045) 982-0374
RUBRIC FOR MULTI-MEDIA PRESENTATION
Timeline of Extinction
Category 4 3 2 2 Points
Contents/ Facts were Facts were Facts were Facts were
Facts accurate for all accurate for at accurate for at often
events least 80%of all least 60%of all inaccurate for
reported on events events events
the timeline. reported in reported in the reported in
the timeline. timeline. the timeline.
Dates All dates At least l of At least 2 of At least 2 of
indicated in the dates or the dates or the dates or
the timeline sequence is sequence are sequence are
are correct not in the not in the not in the
and are proper order. proper order. proper order.
sequenced in
the proper
order.
Learning of The students The students The student The student
content can accurately can accurately can describe cannot use
describe 75% describe 75% any event on the timeline
or more of the or more of the the timeline if effectively to
events on the events on the allowed to describe
timeline timeline refer to it and events or to
without without can determine compare
referring to it referring to it which of the events.
and quickly and can two events
determine quickly occurred first.
which of the determine
two events which of the
came first. two events
came first.
Resources The timeline The timeline The timeline The timeline
contained at contained at contained at contained less
least 9 events least 7 events least 5 events than 5 events
related to the related to the related to the related to the
topic. topic. topic. topic.
Group Name: Total Points

Telephone No.: (045) 982-0374

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Republic of the Philippines

DAILY LESSON LOG IN SCIENCE GRADE 9

Name of Teacher:________________________ _____ Quarter: First Week: 5_

B. Performance Make multimedia presentation of a timeline of extinction of

*Specific Objectives (3 skills a day)

B. Other Learning Resources : Online Resources

Address: Macabulos Drive, San Roque, Tarlac City

Evaluate your pre learning by placing a check mark in the column of

Level of Confidence Statements

1. I can explain biodiversity.

2. I can calculate the index of

Address: Macabulos Drive, San Roque, Tarlac City

Introduce the KEY CONCEPTS:

D. Discussing new Task 1(Online Activity):

Address: Macabulos Drive, San Roque, Tarlac City

Answer the following questions.

E. Discussing new Task 2 (Face to face Activity):

3. Record this number in your data table.

4. Go to the designated area again. This time, make a list of the

Address: Macabulos Drive, San Roque, Tarlac City

Answer the following questions.

F. Discussing new Task 3 (Either Online or Face-to-face Activity)

Answer the following questions.

G. Developing Answer the following questions:

Address: Macabulos Drive, San Roque, Tarlac City

skills in daily According to The Convention about Life on earth, at least

I. Making Ask the learners to summarize their understanding of the concepts

J. Evaluating Check students output.

Level of Confidence Statements

1. I can explain biodiversity.

2. I can calculate the index of

Address: Macabulos Drive, San Roque, Tarlac City

K. Additional The students will make a poster, slogan or write an article

Address: Macabulos Drive, San Roque, Tarlac City

DR. CONRADO C. DOMINGO

Address: Macabulos Drive, San Roque, Tarlac City

BIODIVERSITY AND TYPES OF BIODIVERSITY

GENETIC DIVERSITY – pertains to the variations of genes within a species, the

A healthy biodiversity provides a number of natural services for everyone.

Ecosystem services Biological Services

Address: Macabulos Drive, San Roque, Tarlac City

DAILY LESSON LOG IN SCIENCE GRADE 9

Name of Teacher:________________________ _____ Quarter: First Week: 5_

B. Performance Standards: Make multimedia presentation of a timeline of extinction

Address: Macabulos Drive, San Roque, Tarlac City

Ask the students to predict what will happen if the giraffe

C. Presenting examples/ Introduce the KEY CONCEPTS:

D. Discussing new Task 1(Face-to-face Activity):

Address: Macabulos Drive, San Roque, Tarlac City

Populations can be of the same size, but they may

Address: Macabulos Drive, San Roque, Tarlac City

2. Using the given formula for computing population

Population Density = no. of individuals

3. Count the total number for each population. Record the

Address: Macabulos Drive, San Roque, Tarlac City

Population Number of Density

5. Calculate the density of each population. Record it in the

Answer the following questions.

2. Which population has the greatest density?

F. Discussing new Task 3 (Online Activity)

Address: Macabulos Drive, San Roque, Tarlac City

2. On your portfolio, make reflections on the impact of the

Name of Teacher:____________________ _ Quarter: First Week: 5_

Name of Teacher:____________________ _ Quarter: First Week: 5_

Name of Teacher:____________________ _ Quarter: First Week: 5_

Name of Teacher:____________________ _ Quarter: First Week: 5_