LEARNING PLANS

SCIENCE 9

First Quarter: Living Things and Their Environment

Topic/Lesson Name: Respiratory and Circulatory Sysrems Working with the other Organ Systems

Content Standards: The learners demonstrate an understanding of how the different structures of the
circulatory and respiratory systems work together to transport oxygen-rich blood and nutrients to different
parts of the body.

Performance Standards: The learners should be able to conduct an information dessimination activity on
effective ways of taking care the respiratory and circulatory systems based on data gathered from the school
or local health workers.

Formation Standards: The learners shall be able to internalize the value of being community- oriented
guided with the concept of circulatory and respiratory systems working with the different parts of the body.

Learning Competencies: The learners should be able to explain how the respiratory and circulatory systems
work to transport nutrients, gases, and other molecules to and from the different parts of the body.

Specific Learning Outcomes: At the end of the lesson, the learners should be able to:
1. Identify and describe the structure and functions of the different parts of the heart.
2. Identify the structure and functions of the different types of blood vessels.
3. Trace the flow of blood in the cardiovascular system.
4. Identify and describe the different components of blood
5. State the functions of the different components of the blood
6. Explain the blood clotting process

Time Allotment: 6 days Date: June 20 - 28, 2018

Materials: Books, illustrations/pictures, art materials, computer

Resources: Science Links 9

By:Maritess D. Aquino, Estrellita A. Madriaga, Meliza P. Valdoz
Anatomy and Physiology ---McGraw-Hill Companies Inc.
Encarta Premium
PROCEDURE

INTRODUCTION
Overview of the objectives and key terms
1. Present the learning objectives and competencies for the day’s session.
2. Ask the students’ perceptions about the following terms to be encountered:
Aorta blood
Valves veins
Pacemaker plasma
Pulmonary corpuscles

MOTIVATION
1. Let the students do the loop activity. Frayer model found on the work text, page 3
2. Tell the class to write three things they know about blood
3. Have the class perform the inquiry lab to help them get started with the lesson. How The Heart
Looks Like , page 5

INSTRUCTION/DELIVERY
1. To start off the discussion, ask students to identify the strongest muscle in the body. From their
responses lead them to identify the correct answer, which is the heart. Then ask them the reason
why they think the heart is the strongest muscle.
 Facilitate the discussion, by showing the class the diagram of the heart. To continue, they will
need to read the lesson first and then explain it with a partner.
 Ask them to respond to the following prompts:
a.Does the heart works or functions periodically?
b.How does the heart function?
c.Why is the heart necessary to our wellbeing?
 Have the students draw the chambers of the heart, and identify its parts and functions.
 Research work /library work
Use varied resources available either at the school library or at home:
a.List some activities that contribute to a stronger heart.
b.How would a weak heart effect the movement of blood through the body?
c.Name some ways a “weak heart” might affect a person’s daily activities.
Tell how an excercise program for the elderly needs to be different from the younger adults.
2. Discuss the different types of blood vessels
3. Explain pathways of blood circulation.
4. Discuss blood and the blood clotting process
5. Answer the question quickly, draw your conclusion about the lesson:
“Why is blood important in the ciculatory processes?”

PRACTICE
1. Divide students into groups of four or five and ask each group to think
of how pumps are used in everyday activities. For each idea the group should provide an illustration
of the pump as it is used, explain how it is used, and explain what can be done in case of malfunction.
Instruct each group to present their findings and display in a central location. Have students com-
pare and contrast their pump to the heart.
2. Have the students write a story with blood as main character describing how it is circulated through-
out the body to carry oxygen and nutrients to the body’s various tissues and organs.
3. Let the students creat a flowchart that traces the path that blood takes through the circulatory
system.
ENRICHMENT
1. Clarifying misconceptions.
Have the class write a short reflection of what they learned from the lessons and compare these
learnings from their initial responses during APK.
2. What specific values did you learn from our lesson?
3. How can you apply it to your day to day activities?
4. How will you practice the value of being community-oriented in your day to day activities?

EVALUATION
A short quiz will be taken up in the class.
a. Parts and functions of the heart.
b. Characteristics of the heart
 LEARNING PLANS
SCIENCE 9

FIRST QUARTER: Living Things and Their Environment

CONTENT/TOPIC: Respiratory and Circulatory Systems Working with other Organ System

CONTENT STANDARDS: The learners demonstrate an understanding of 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.

PERFORMANCE STANDARDS: The learners should be able to conduct an information dissemination activity
on effective ways of taking care of the respiratory and ciculatory systems based on data gathered from the
school or local health workers.

FORMATION STANDARDS: The learners shall be able to internalize the value of being generous guided with
the concept of ciculatory and respiratory systems working with the different parts of the body.

LEARNING COMPETENCIES: The learners should be able to explain how the respiratory and ciculatory systems
work together to transport nutrients, gases, and other molecules to and from the diffrent parts of the body.

SPECIFIC LEARNING OUTCOMES: At the end of the lesson, the learners will be able to:

1. Identify the different blood groups that characterize human population.

2. Describe the relationship of these blood groups.
3. Explain why determining the blood group of a person is important in blood transfusion.
4. Describe the sequence of events that happens when the heart beats.
5. Identify the heart sounds using an instrument.
6. Explain how the heart sounds are produced
7. Locate the diferrent arterial points in the body where pulse can be felt.

TIME ALLOTMENT: 5 days Date: July 2- 9, 2017

MATERIALS:
Books, computer, pictures/ illustrations, art materials

RESOURCES:
Science Links 9
By: Maritess d. Aquino, Estrellita A. Madriaga, M. P. Valdoz, J.A. Biong
McGraw Hill Encyclopedia
Encarta Premium
PROCEDURE

INTRODUCTION
1. Introduce the learning competencies and objectives of the day’s lesson.
2. Introduce the important terms that learners will encounter
Pulse sphygmomanometer
Antigen antibody
Diastole stethoscope
Systole blood pressure

MOTIVATION
1. Ask the class: “What happens when different types of blood are mixed?” to get them started with
the lesson
2. Have the class perform the inquiry lab to help them get started with the lesson. “My Pulse Rate”,
page 17.
Ask them to describe how the short lab activity increased their understanding about the lesson.

INSTRUCTION/DELIVERY
1. Discuss the different blood groups and their relationship. Explain the importance of determining
the blood group in transfusion process.
2. Explain to the class the pulse which measures the pumping of the heart. As a demonstration, feel
for your pulse using your finger. Have students feel for their pulse. Give them the pulse rate
information.
3. Discuss the different arterial points.
4. Do the following. Activity: Identifying the Heart Sound Using a Stethoscope , page 18
5. Discuss the heart sound and how they are produced.
6. Do the following. Activity: Effect of different Activities on Breathing and Heart Rate , page 20
7. Discuss blood pressure and its measurements.

PRACTICE
 From the previous lessons, the students have gained a basic understanding of the circulatory
system, and how oxygen and carbon dioxide are carried and exchange in the lungs. Recall the
various parts of the heart and lungs. Show the students the path that blood and oxygen take
through the body.
 Ask some volunteers to demonstrate the different arterial points of their body.
 Have students try to use stethoscope and sphygmomanometer in listening to pulse and measur-
ing blood pressure.
 Ask the following question:
1 How does the blood get to the lungs?
2 Why are the arteries in the diagram shown red and the veins displayed as blue?
3 How do you think the oxygen gets into the blood?

ENRICHMENT
 Have the class write a short reflection of what they have learned from the lessons.
 What specific values did you learn from the lesson?
 How can you apply it to your daily activities?
 How will you practice generosity in your day to day activities?

EVALUATION
Give a short quiz on:
1. Arterial points where pulse can be felt.
2. Different blood groups that characterize human population.

LEARNING PLAN
 SCIENCE 9

FIRST QUARTER : Living Things and Their Environment

CONTENT: Respiratory and Circulatory Systems Working with the other Organ Systems

TOPIC/LESSON NAME: How the Different Organs of Respiration Work with the Circulatory System

CONTENT STANDARDS: The learners demonstrate an understanding of 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.

PERFORMANCE STANDARDS: 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.

FORMATION STANDARDS: The learners shall be able to internalize the value of being cooperative guided
with the concept of circulatory and respiratory systems working with the different parts of the body.

LEARNING COMPETENCIES : The learners should be able to:

1. Explain how the respiratory and ciculatory systems work together to transport nutrients, gases,
and other molecules to and from the different parts of the body.
2. Infer how one’s lifestyle can affect the functioning of the respiratory and ciculatory systems

SPECIFIC LEARNING OUTCOMES: At the end of the lesson, the learners will be able to:

1. Identify and describe the parts of the respiratory system.

2. Explain how the respiratory and circulatory systems work together to transport nutrients, gases,
and molecules to and from the different parts of the body.
3. Infer how one’s lifestyle can affect the functioning of respiratory and circulatory system.

TIME ALLOTMENT: 5 days Date:

MATERIALS: books, computer, illustrations/pictures

RESOURCES:
Science Links 9
By: Maritess D. Aquino, Estrellita A. Madriaga, M.P. Valdoz, J. A. Biong
Mc Graw Hill Encyclopedia
Encarta Premium
PROCEDURE
INTRODUCTION
 Introduce the learning competencies and objectives of the the day’s lesson.
 Introduce the list of important words that learners will encounter:
a. Alveolus e. Pleura
b. Bronchus f. Nephron
c. Diaphragm g. Nicotine
d. Larynx h. Tar
 Review previous lessons. The cardiac cycle, heartsounds, and blood pressure.

MOTIVATION
Ask students to take a deep breath and hold it for as long as they can. After a couple of minutes everyone
will be gasping for breath. Ask them why we could not go for more than a couple of minutes without air. We
can go days without food and water. Why can’t we be without air for even a couple of minutes?

INSTRUCTION/DELIVERY
 Discuss:
1. The different parts of the respiratory system.
2. The breathing process
 Ask for volunteers explaining how air enters and leaves the body. Ask for another volunteer to name
the two gases exchanged in the lungs during respiration.
 Label the Parts. Ask students to illustrate the respiratory system and label their diagram using the
following words: larynx, epiglottis, trachea, nose, diaphragm, left bronchus, right bronchus, nasal
cavity, bronchi.
 Do the Try This Inquiry Lab: How Do You Breath? On page 23.
 Library work. Visit the American Lung Association homepage at http://www.lungusa.org/index.html
For information regarding pulmonary health, smoking and public policy regarding air quality.
 Laboratory Activity: Respiratory Rate Comparison
Group students in the class. Each student in the group will count the their number of breaths per
Minute while resting. Students will record the number in the chart. Then, have them perform vigorous
For 2 minutes, such as running in place or jumping jacks. Have each member of the group count the
breaths per minute again and record in the chart. Once done, find the range and mean respiratory rate
of the group.

Answer the following questions:

1. What is the range of respiratory rates of your group at rest?___________________________
After activity?___________________________
2. What is the average respiratory rate of your group at rest?____________________________
After activity?___________________________
3. After reviewing the pages listed above, describe other situations that can affect the respiratory
rate.
 After a dicussion on the respiratory ailments, tell students that they will compile their learning on the
subject which involve research work.
Give students the Respiratory Disease Fact Chart and have students fill in the missing information.
Tell them to visit the library or get information using Internet resources. Include illustration for
better discussion.
 Discuss ways in taking care respiratory and circulatory systems

PRACTICE
  Ask students to draw the concept map that traces the path of air through the respiratory system.
Give the map with blanks in place of most of the terms, and asked students to fill in the diagram
 Guide them to complete the graphic organizer on the effects and harms of cigarette smoking to the
respiratory and circulatory systems.
 Ask the class the following questions
1. How do lifestyle affect the health of the cardiovascular and respiratory systems?
2. How can we maintain healthy circulatory and respiratory systems?

ENRICHMENT
 What specific values you learned from the lesson?
 How can you apply the values you learned to your day to day activities?
 How will you practice the value of cooperation in your day to day activities?

EVALUATION
Short Quiz:
 Have the students complete the Venn Diagram listing the similarities and differences between the
circulatory and respiratory systems.
 Disorders affecting the respiratory and circulatory systems.
 Performance Task. Refer to page 33
 LEARNING PLAN

SCIENCE 9

FIRST QUARTER: Living Things and Their Environment

CONTENT: Heredity: Inheritance and Variation

A. Location of Genes on Chromosomes

CONTENT STANDARDS: The learners demonstrate an understanding of how genetic information is organized
in genes on chromosomes.

PERFORMANCE STANDARD: The learners should be able to make a multimedia presentation of a timeline of
extinction of representative microorganisms, plants, and animals.

FORMATION STANDARD: The learners shall be able to internalize the value of being respectful to the diversity
of an individual in relation to their genetic composition and patterns of inheritance.

LEARNING COMPETENCY: The learners should be able to describe the location of genes in chromosomes.

SPECIFIC LEARNING OUTCOMES: At the end of the lesson, the learners will be able to
1. Describe the location of genes in the chromosomes.
2. Differentiate between autosomes and sex chromosomes.
3. Explain how the gender of an organism is determined.

TIME ALLOTMENT: 4 days Date:

MATERIALS: Books, illustration/pictures, computer

RESOURCES:
Science Links 9
By: Estrellita A. Madriaga, Meliza P. Valdoz, Maritess D. Aquino
McGraw Hill Encyclopedia
Encarta Premium

PROCEDURE
INTRODUCTION
  Introduce the competencies and learning objectives of the day’s lesson.
 Introduce the list of important terms that learners will encounter:
Alleles hybridization meiosis
heredity genes chromosomes
Breeders autosomes diploid
 Ask students to write their thoughts about heredity. Encourage to write any thoughts. The activity is
not graded and no wrong answer. Pick 2-3 volunteers to share their thoughts in front of the class. Then,
collect all papers and seal it in a brown envelope.

MOTIVATION
 Students do the Loop Activity. Ask them to classify the traits according to whom they have inherited
these traits.
 Pair up the students with their seatmates and compare their answers for the activity. Let them discuss
among themselves why some traits come from either parent.

INSTRUCTION/DELIVERY
 Discuss :
1. Chromosomes
2. The location of genes in the chromosomes
3. Gender Determination
4. Linked genes

PRACTICE
Ask students to perform the activity in their work text on comparing the chromosomal numbers of mitosis
and meiosis. Let them accomplish the results and observations with minimal supervision.

ENRICHMENT
 Clarifying misconceptions. It would be helpful to flash in class the misconceptions that will be discussed
for 5 minutes each. Assign students to look for explanations that will clarify misconceptions.
 What specific values have you gained from our lesson?
 How will you apply it to your day to day ctivities?
 How will you practice the value of being respectful in your day to day activities?

EVALUATION
Short Quiz
Students answer a teacher-prepared quiz.

LEARNING PLANS

SCIENCE 9
FIRST QUARTER: Living Things and Their Environment

CONTENT: Heredity: Inheritance and Variation

B. Non-Mendelian Inheritance
a. Incomplete Dominance
b. Sex –linked traits
c. Multiple alleles
C. Multiple Genes

CONTENT STANDARDS: The learners demonstrate an understanding of the different patterns of inheritance.

PERFORMANCE STANDARDS: the learners should be able to make a multimedia presentation of a timeline of
extinction of representative microorganisms, plants, and animals.

FORMATION STANDARDS: The learners shall be able to internalize the value of being grateful and contented to
the diversity of an individual in relation to their genetic composition and patterns of inheritance.

LEARNING COMPETENCIES: the learners should be able to explain the different patterns of non-Mendelian
Inheritance.

SPECIFIC LEARNING OUTCOMES: At the end of the lesson the learners shall be able to :
1. Explain the different patterns of non-Mendelian inheritance.
2. Solve genetic problems involving the different patterns of inheritance.
3. Express the genotype and phenotypes of the offspring formed by the different crosses
Solved

TIME ALLOTMENT: 4 days DATE:

MATERIALS: books, pictures/illustrations, computer

RESOURCES:
Science Links 9
By: Maritess D. Aquino, Estrellita A. Madriaga, M. P. Valdoz, J. A. Biong
Encarta Premium

PROCEDURE
INTRODUCTION
 Introduce the learning competencies and objectives of the day’s lesson.
  Review of the previous lessons, Structure of the Chromosomes.

MOTIVATION
 Perform the Inquiry Lab: Some Common Human Traits, page 45
 “Say Something” cards
Ask the students to pick a card and talk about the word or phrase written on the card: Gregor
Mendel, inheritance, dominant trait, Punnet Squares, etc.

INSTRUCTION
 Discuss on genetic inheritance and variation, some information about genetics and its uses in theworld.
 Activity on understanding of meiosis and fertilization and respond to some questions.
Refer to page 30 on Teacher’s Manual
 Discuss:
1. Principle of Incoplete Dominance
2. Principle of Codominance
3. Principle of Multiple Alleles
4. Sex-linked Traits
5. Sex-influenced Traits
6. Sex-limited Traits

PRACTICE
 Activity: Blending of Traits, page 47
 Using the internet, study by pair the human genome project
 Ask students to discuss briefly (5 sentences) what they have learned from the activities performed in
the discussion of the lesson.

ENRICHMENT
Answer the following questions
1. Where do traits come from and how are they handed down from one generation to another?
2. What specific values did you learn from the lesson?
3. How are you going to apply it to your day to day activities?
4. How are you going to practice being grateful and contented on your day to day activities?

EVALUATION
Students answer the teacher-prepared quiz.

LEARNING PLAN
 SCIENCE 9

FIRST QUARTER: Living Things and Their Environment

CONTENT: Biodiversity and Evolution

A. Cuases of Species Extinction
1. Natural
2. Anthropogenic

CONTENT STANDARDS: The learners demonstrate an understanding of how changes in the environment may
affect species extinction.

PERFORMANCE STANDARDS: The learners should be able to make a multimedia presentation of a timeline of
extinction of representative microoganisms, plants, and animals.

FORMATION STANDARDS: The learners shall be able to internalize the value of being environmentally friendly
and vigilant to the current environmental issues and trend.

LEARNING COMPETENCY: The learners should be able to relate species extinction to the failure of population
of organisms to adapt to abrupt changes in the environment.

SPECIFIC LEARNING OUTCOMES: at the end of the lesson, the learners will be able to :
1. Identify and describe the different types of biodiversity.
2. Point out and explain the main causes of biodiversity loss.
3. Explain the importance of biodiversity.
4. Relate species extinction to the failure of populations of organisms to adapt abrupt change in
the environment.

TIME ALLOTMENT: 6 days DATE:

MATERIALS: Books, computer.pictures/illustrations

RESOURCES:
Science Links 9
By: Maritess Aquino, Estrellita Madriaga, Meliza Valdoz, Jona Biong
Science Links Teacher’s Resource Materials
By: M. Aquino, E. Madriaga, M. Valdoz, J. Biong
Encarta Premium

PROCEDURE
INTRODUCTION
 Introduce the learning objectives of the day’s lesson.
 Quick review of the previous lesson.

MOTIVATION
1. Ask students to answer the loop activity in their worktext in page 63
2. Perform the Try This Inquiry Lab: Oh My Fish! , page 64
3. Demonstration: Natural Selection in a Candy Dish
Students select candies from a bowl and have the opportinity to think about what brought the
survival of some species.

INSTRUCTION/DELIVERY
1. Have students pair up with their seatmates then read the day’s lesson. Then have them define
biodiversity.
2. Discuss the different types of biodiversity
3. Extinction Poster------Research and Presentation
Students individually research an extinction in a species of their choice, and present their findings in
the form of a poster.
4. Discuss the importance of biodiversity, then pause for three minutes to allow students to process
information with a partner or a small group.
5. Perform Activity3.1 and 3.2 on pages 68 & 69. These are about the impacts of changes in the
environment to different species.
6. Discuss the Domino or Ripple Effect of species extinction.

PRACTICE
1. Use each of the terms in a sentence.
Exotic endemic extinct endangered evolution paleontology
2.Journal Writing
Have students answer this prompt on their notebook: Why should we protect and conserve an
endangered species?

ENRICHMENT
1.Using library and website reference get a picture of the organism you have chosen in the list and make
a two-fly brochure. Refer to page 63 of worktext for more instructions.
2. What specific values did you learn from the lesson?
3. How can you apply it in your day to day activities?
4. how are you going to practice being environmentally friendly and vigilant to the current environmetal
issues and trend?

EVALUATION
Teacher- prepared summative assessment.

LEARNING PLAN
SCIENCE 9
FIRST QUARTER: Living Things and Their Environment

CONTENT: Ecosystems: Flow of Energy and Matter in Ecosystems

1. Photosynthesis

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 invoved in respiration.

PERFORMANCE STANDARDS:The learners should be able to design and conduct an investigation to provide
evidence that plants can manufacture their own food.

FORMATION STANDARDS: The learners shall be able to internalize the value of being industrious through the
concept of photosynthesis and respiration.

LEARNING COMPETENCY: The learners should be able to differentiate basic features and importance of
photosynthesis and respiration.

SPECIFIC LEARNING OUTCOMES: At the end of the lesson, the learners will be able to:
1. Classify living things in terms of how they acquire energy.
2. Differentiate between the two phases of metabolism.
3. Identify the basic features and importance of photosynthesis.
4. Explain what happens during the light reaction
5. Discuss how sugar is formed during the dark reaction of photosynthesis.

TIME ALLOTMENT: 6 days DATE:

MATERIALS: Books, pictures/illustrations, computer

RESOURCES:
Science Links 9
By:E. Madriaga, M. Valdoz, M. Aquino, J. Biong
Science and Technology 9
By: M. J. Alumaga, E. Simon-Antero, C. C. Joaquin, Ph.D.

PROCEDURE
INTRODUCTION
1.Present the learning objectives and competencies for the day’s session.
 2. Ask the students’ perceptions about the following terms to be encountered:
Photosynthesis
glucose
Metabolism
chlorophyll
Pigments

MOTIVATION
1. Show the class some pictures. How will you relate the word “energy” to each one of them?
2. Show the class a diagram of photosynthesis. Give the class just enough time to think and analyze. Ask
volunteers to share their thoughts. After which, explain to the students how organisms obtain energy.

INSTRUCTION/DELIVERY
1. Discuss classification of organisms according on how they obtain enrgy.
2. Discuss metabolism and its phases.
3. Perform Try This Inquiry Lab: Why is Photosynthesis Important? , page 88
4. Discuss the basic features and importance of photosynthesis.
5. Explain the photosynthetic reaction. The light and dark reactions.

PRACTICE
1. Show pictures of different types of organisms. Classify the different organisms whether autotrophs or
heterotrophs.
2. Write and balance the photosynthesis chemical equation.
3. Draw a chloroplast and identify its parts and functions.

ENRICHMENT
1. Why is the sun important?
2. How are organisms dependent on one another?
3. Why photosynthesis is important to other organism?
4. What specific values did you gain from the lesson?
5. How can you apply it to your day to day activities?

EVALUATION
Students answer the Check Your Knowledge test in page 106 of worktext.
 LEARNING PLAN
SCIENCE 9

FIRST QUARTER: Living Things and Their Environment

CONTENT: Ecosystems : Flow of Energy and Matter in Ecosystems

2.Respiration

CONTENT STANDARDS: The learners demonstrate an understanding of the structure and function of mito-
chondrion as the main organelle involved in respiration.

PERFORMANCE STANDARD: The learners shall be able to design and conduct an investigation to provide evi-
dence that plants can manufacture their own food.

FORMATION STANDARD: The learners shall be able to internalize the value of being environmentally friendly
and vigilant to the current environmental issues and trend.

LEARNING COMPETENCY: The learners should be able to differentiate basic features and importance of
respiration.

SPECIFIC LEARNING OUTCOMES: The learners should be able to:

1. Describe the features and importance of respiration.
2. Describe the chemical reactions that power cellular respiration.
3. Identify the three major steps in cellular respiration and describe what happens during each step.
4. Differentiate aerobic respiration from anaerobic respiration.

TIME ALLOTMENT: 4 days DATE

MATERIALS: books, pictures, illustration, computer

RESOURCES:
Science Links 9
By: M. Aquino, E. Madriaga, M. Valdoz, J. Biong
Science and Technology 9
By: M. J. Alumaga, E. Simon-Antero, C. Joaquin, Ph.D.
PROCEDURE

INTRODUCTION
Overview of the objectives and key names or terms
1. Present the learning objectives and and competencies for the day’s session.
2. Ask the students perceptions about thefollowing terms to be encountered:
 Respiration
 Breathing
 Energy
 Yeast
 Fermentation

MOTIVATION
1. We get most of our energy from rice. Where do rice derive its energy? Where does food get the
energy it passes on to us?
2. Perform the Try This Inquiry Lab: Equations of Photosynthesis and Cellular Respiration

INSTRUCTION/DELIVERY
1. Let the students read their work text and identify the key terminologies involve in the respiration
process.
2. Collaborative Learning
3. Students will use paired reading for the content of this topic. First, the student reads to the other
student. After briefly discussing the concept contained in the reading, the student changes places and
continue reading. Students take notes on the reading. Then compare notes with another pair of
students.
4. Present Glycolysis, Krebs Cycle and fermentation to students (video clips). Then have them
explaincellular respiration:glycolysis, fermentation,the krebs cycle and Electron Transport Chain as it
relates to cell.
5. Discuss the two types of cellular respiration: aerobic and anaerobic.
6. Ask students to differentiate photosynthesis and cellular respiration.

PRACTICE
1. Write and balance the general equation of aerobic respiration using glucose as substrate.
2. Create a concept map of anaerobic respiration to produce ethanol and lactic acid in fermentation
process.

ENRICHMENT
1. Power point presentation of Reflections, page 133. Have some sharing and integrate values.
2. How are you going to apply these values in your day to day activities?

EVALUATION
Teacher-prepared summative test.
 LEARNING PLAN

SCIENCE 9

SECOND QUARTER : Matter

CONTENT : Electronic Structure of Matter

CONTENT STANDARD : The learners demonstrate an understanding of the development of atomic models that
led to the description of the behavior of electrons within atoms.

PERFORMANCE STANDARDS: The learners shall be able to analyze the percentage composition of different
brands of two food products and decide on the products

FORMATION STANDARD: The learners shall be able to manifest the value of cooperation with other individuals
which is evident in the concept atomic bonds.

LEARNING COMPETENCY: The learners should be able to :

1. Describe how the Bohr Model of the atom improved Rutherford’s atomic model.
2. Explain how the Quantum Mechanical Model of the atom describes the energies and positions of the
electrons.

SPECIFIC LEARNING OUTCOMES: The learners should be able to:

1. Describe using illustration how Bohr’s model of the atom improved Rutherford’s atomic model.
2. Explain in writing how the Quantum Mechanical Model of an atom describes the energies and
positionsof the electrons.
3. Explain the Octet Rule.

TIME ALLOTMENT: 4 days DATE:

MATERIALS: Books, pictures/illustration, computer, periodic table

RESOURCES:
Science Links 9
Rex Book Store, Inc.
By: E. Madriaga, M. Valdez, M. Aquino, J. Biong
Science and Technology 9
Vibal Publishing House, Inc.
By: M.J. Alumaga et al

PROCEDURE
INTRODUCTION
1. Present the learning objectives and competencies for the day’s lesson.
2. Ask the students’ perceptions about the following terms/phrases
 The Solid sphere Model
 Thomson’s raisen bread model
 The nuclear model of the atom
 Bohr’s model of the atom
 Quantum mechanical model

MOTIVATION
Show a periodic table to students and let them give examples of metallic and non-metallic elements. Then
ask them why clay pots for cooking are often replaced by metallic substances.Let them give the advantages
and disadvantages of using metallic pots in cooking.

INSTRUCTION/DELIVERY
1. Review the other models of the atom. Define the four quantum numbers that describe how the
electrons behave inside the atom. Illustrate how these numbers are assigned to each electron of
the atom.
2. Show how the number of valence electrons and number of occupied energy levels tell the atom’s
group and period number respectively.
3. Discuss the trends of different periodic properties across the periods and along the groups.
4. Discuss that it is important for elements and compounds to reach stability. Introduce the Octet Rule.
5. Make a diagram of the electron configuration and memorize the pattern.
6. Have the students find the acronym of LEDS and discuss what they know about it.
7. Explain how to do the LEDS. Have students explain the Leds of some elements.

PRACTICE
1. Write the electron configuration and determine the valence electron of some elements.
2. Have students draw the LEDS of some atoms.
3. Journal prompt : Describe when and why atoms gain or lose electrons.

ENRICHMENT
1. Ask the students, individually and as a whole class to state the octet rule and explain its relationship
to the noble gases, to explain the significance of valence electron to electron sharing/bonding.
2. Have students complete the a worksheet with many different Lewis structure problems.
3. What specific values did you gain in the lesson?
4. How can you apply it to your day to day activities?

EVALUATION
Short quiz on the topic.

Homework : Read about chemical bonding : ionic, covalent, and metallic

 LEARNING PLAN

SCIENCE 9

SECOND QUARTER : Matter

CONTENT : Chemical Bonding

1. Ionic and Covalent Bonding

CONTENT STANDARDS: The learners demonstrate an understanding of how atoms combine with other atoms by
transferring or by sharing electrons.

PERFORMANCE STANDARD: The learners shall be able to analyze the percentage composition of different brands
of two food products and decide on the products’ appropriate composition.

FORMATION STANDARD: The learners shall be able to manifest the value of cooperation with other individuals
which is evident in the concept atomic bonds.

LEARNING COMPETENCY: The learners should be able to :

1. Explain the formation of ionic and covalent bonds
2. Recognize the different types of compounds (ionic or covalent) based on their properties such as melting
point, hardness, polarity, and electrical and thermal conductivity.

SPECIFIC LEARNING OUTCOMES: At the end of the lesson, the learners will be able to:
1. Explain the formation of ionic and covalent bonds.
2. Explain how ions are formed.
3. Recognize properties of ionic and covalent compounds based on their properties such as melting point,
Hardness, polarity, and electrical and thermal conductivity.

TIME ALLOTMENT: 6 days DATE:

MATERIALS: books, pictures/illustration, computer, styroballs, bamboo sticks, art materials

RESOURCES:
Science Links 9
By: M. Aquino, E. Madriaga, M. Valdoz, J. Biong
Science and technology 9
By: M.J. Alumaga, E. Simon-Antero, C. Joaquin, Ph.D.

PROCEDURE
INTRODUCTION
 Introduce the learning objectives of the day’s lesson.

MOTIVATION

INSTRUCTION/DELIVERY

PRACTICE

ENRICHMENT

EVALUATION
 LEARNING PLAN
SCIENCE 9

THIRD QUARTER: EARTH AND SPACE

CONTENT: Volcanoes
1.1 Types of volcanoes
1.2 Volcanic Eruption
1.3 Energy from Volcanoes

CONTENT STANDARD: The learners demonstrate an understanding of volcanoes found in the Philippines.

PERFORMANCE STANDARD: The learners shall be able to participate in activities that reduce the impacts of
volcanic eruptions.

FORMATION STANDARD: The learners shall be able to manifest the value of awareness in the different issues of
volcanic eruptions within the Philippines.

LEARNING COMPETENCY: The learners should be able to:

1. Describe the different types of volcanoes;
2. Differentiate between active and inactive volcanoes;
3. Explain what happens when volcanoes erupt
4. Illustrate how energy from volcanoes may be tapped for human use.

SPECIFIC LEARNING OUTCOMES: At the end of the lesson, the learners will be able to:
1. Understand some supernatural beliefs and scientific theories about volcanoes
2. Enumerate the different features of a volcano
3. Explain the formation of a volcano
4. Differentiate between active and inactive volcanoes
5. Describe the different types of volcanoes
6. Demonstrate measures to undertake before, during and after volcanic eruption
7. Identify the type of energy that can be utilized from volcanic activity
8. Illustrate how energy from volcanoes maybe tapped for human use.

TIME ALLOTMENT: 12 sessions DATE: Nov.6-24, 2017

MATERIALS: books, maps, pictures, computer

RESOURCES:
Science Links 9
By: M. D. Aquino, E. A. Madriaga, M. P. Valdoz and J.A. Biong
Science and Technology 9
PROCEDURE

Introduction/Review

Motivation:

Instruction/Delivery

Practice:

Enrichment:

Evaluation:
THIRD QUARTER: EARTH AND SPACE

CONTENT: 2. Climate
2.1 Factors that affect climate
2.2 Global climate phenomenon

CONTENT STANDARDS: The learners demonstrate an understanding of the factors that affect climate, and the
effects of changing climate and how to adapt accordingly.

PERFORMANCE STANDARDS: The learners should be able to participate in activities that reduce risks and lessen
effects of climate change.

FORMATION STANDARDS: The learners shall be able to manifest the value of awareness in mitigating the impacts
of climate change within the Philippines.

LEARNING COMPETENCY: The learners should be able to :

1. Explain how different factors affect the climate of an area
2. Describe certain climatic phenomena that occur on a global level.

SPECIFIC LEARNING OUTCOMES: At the end of the lesson, the learners will be able to:
1.
2.
3.
TIME ALLOTMENT: DATE:

MATERIALS :

RESOURCES:
PROCEDURE
Introduction/Review:

Motivation

Instruction/delivery

Practice

Enrichment:

Evaluation:
THIRD QUARTER: EARTH AND SPACE

CONTENT: 3. Constellation
3.1 Characteristics of stars
3.2 Arrangement of stars in a group
3.3 Changing position of constellations during the night and at different times of the year
3.4 Beliefs and practices about constellations and astrology

CONTENT STANDARDS: The learners demonstrate an understanding of the relationship between the visible
constellations in the sky and Earth’s position along its orbit.

PERFORMANCE STANDARDS: The learners shall be able to discuss whether or not popular beliefs and practices
with regard to constellations and astrology have scientific basis.