School Bonifacio V.

Romero High School Grade Level 9

DAILY LESSON Teacher MICHELLE B BAZAR Learning SCIENCE
LOG Area
Teaching Dates and Time June 3-7 2019 Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
 The learners demonstrate understanding of how the different structures of the respiratory and circulatory systems work together to transport
oxygen-rich blood and nutrients to the different parts of the body

 Prevention, detection, and treatment of diseases affecting the respiratory and circulatory systems

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

C. Learning
Competency/Objectives  Describe blood flows  Describe blood flows
and gas exchange with
the heart, circulatory
system and lungs
Explain the mechanism
of how the respiratory
and circulatory system
work together
S9LT-Ia-b-26
and gas exchange  Identify the component  Identify the composition
with the heart, of the circulatory of the blood
circulatory system system  Name and compare the
and lungs different types of blood
 Explain the different vessels
Explain the types of circulation
mechanism of how
the respiratory and
circulatory system
work together

II. CONTENT Respiratory and Circulatory Respiratory and

system Circulatory system Circulatory organs Blood and Blood vessels
Type of circulation
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pp. 6-7
pages Pp. 6-7 Pp.8-10 Pp. 9-11
 2. Learner’s Materials
pages Pp.8-9 Pp. 10-11 Pp. 12-13
3. Textbook pages
E-biology pp. 245 248
4. Additional Materials
from Learning
Resource
5. (LR)portal
B. Other Learning https://www.youtube.com/ https://www.youtube.com/
Resource watch?v=_FLjj_Z7SkA watch?v=_FLjj_Z7SkA

IV. PROCEDURES
NO CLASSES
A. Reviewing previous Recall how the lungs work in the exchange of gases in Review the blood flow and Recall the three major
lesson or presenting respiration process EID’L FRT gas exchange within the organs of circulatory
the new lesson respiratory and circulatory system.
system.

B. Establishing a purpose Discuss the blood flow and gas exchange within the Name and discuss the Describe and give the
for the lesson circulatory and respiratory system components of circulatory functions of the different
system components of the blood.
.
C. Presenting Using the learners manual page 9 the students will trace Refer to figure 9 page 15 of Show pictures of blood
examples/Instances of the gas exchange activity learner’s module study the composition.
the new lesson different parts of circulatory Watch the video about
system to visualize each blood types
component.

D. Discussing new
concepts and
practicing new skills #
1
E. Discussing new
concepts and
practicing new skills #
Discuss the procedure and the materials needed for the Compare the three types of Using microscope the
activity blood circulation students will focus human
blood cells
Video showing the
animated flow of blood to
The students will do the activity 3 outside the classroom. the different parts of the
Page 8 learners module body.
2

F. Developing mastery Discuss the answers of the given questions in activity 3 Fill in the missing parts,
description, and functions to
complete the entire concept
mapping of circulatory
system page 13 learners
module
Let the students give the
functions of blood
components and compare
the blood vessels

G. Finding practical Demonstrate ways of taking care respiratory system Let the students discuss the Let the students infer what
application of use and importance of would happen if the blood
concepts and skills in sphygmomanometer and stopped to flow
daily living stethoscope.

H. Making Ask the students to describe the blood flow and gas Ask the students to Let the students answer the
generalizations and exchange with the heart and lungs. enumerate the parts of the question.
abstractions about blood and their functions What are the blood vessels
the lesson and how are they differ?

I. Evaluating learning Answer the given questions on page 9. Evaluate the students Let the students answer
learning of concepts of short quiz
circulatory system by
answering the graphic
organizer, page 13 of
learner’s module.
Invite the school nurse to
J. Additional activities Do the Enrichment activity page 10 of learners module demonstrate how to get
for application or blood pressure.
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
lessons 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 these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

Prepared: Checked : Noted;

MICHELLE B BAZAR EMMANUEL C MANALOTO ELMER S DAYRIT

Teacher 1 SUBJECT COORDINATOR PRINCIPAL II

 School Grade Level 9
DAILY LESSON Teacher Learning SCIENCE
LOG Area
Teaching Dates and Time Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
 The learners demonstrate understanding of how the different structures of the respiratory and circulatory systems work together to transport
oxygen-rich blood and nutrients to the different parts of the body

 Prevention, detection, and treatment of diseases affecting the respiratory and circulatory systems

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

C. Learning S9LT-Ia-b-26 S9LT-Ia-b-27

Competency/Objectives
 Identify the parts  Measure and  Explain the negative  Identify ways of  Appreciate the
and functions of the describe pulse effects of Cigarette detecting and importance of a healthy
heart rate after several smoking on the preventing diseases in lifestyle in avoiding
different activities respiratory and respiratory and such disease
 Observe and circulatory system circulatory system
describe how the  Explain how to  Infer how one’s
heart function use different time  Identify and describe  Identify which health lifestyle can affect the
interval to the symptoms of the habits keep the functioning of the
 Explain how the measure the heart common ailments of respiratory and respiratory and
blood is pumped by rate respiratory and circulatory system circulatory system
the heart circulatory system healthy.

II. CONTENT
Parts and functions of the Heart rate Respiratory and Making Respiratory and Making Respiratory and
heart Circulatory disorders Circulatory system healthy Circulatory system healthy
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages

Pp. 9-10 Pp. 11- 12 Pp. 12 -13 Pp. 13 -14 Pp. 14-15
2. Learner’s Materials
pages Pp. 13-15 Pp. 17-18 Pp. 18-19 Pp.21- 22 Pp. 21-23

3. Textbook pages Phoenix Biology 167-169

4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning https://www.youtube.com/ https://www.youtube.com https://www.youtube.com/ https://www.youtube.com/
Resource watch?v=zrFQteTyTPc /watch?v=r-m27szUFjO watch?v=fF7SNcw7kyQ watch?v=0aNNYEUARAk

IV. PROCEDURES

A. Reviewing previous Recall the organs of Let the students recall the Recall blood circulation Review the common Ask the students to give
lesson or presenting the circulatory system parts of Human Heart Respiratory and circulatory what are the different ways
new lesson ailments on how to make respiratory
and circulatory system
healthy

B. Establishing a purpose Do you know how big your
for the lesson heart is? Its just big as your
fist
Discuss Heartbeat and
demonstrate how to
measure pulse beat.
Ask the students to Discuss way of detecting Discuss the importance of
explain this quotation and preventing diseases. healthy lifestyle
“Smokers never grow old and the healthy habits to
but they just die young “ keep the respiratory and
circulatory system healthy

C. Presenting Bring out your books and the students to tell where Show the picture of Cite some government show pictures of different
examples/Instances of the identify the detailed parts of the sound of their heart is smokers body and call agencies that can help and lifestyle and ask the
new lesson the human heart coming from. students to describe give information in students to give the positive
preventing diseases and negative effect to one’s
life

D. Discussing new
concepts and practicing
new skills #
E. Discussing new
concepts
practicing new skill
#2
F. Developing mastery
G. Finding practical
application of concepts
and skills in daily living
H. Making
generalizations and
abstractions about the
lesson
Let the students dissect the
chicken heart and identify
the parts of the heart
Do Activity 5
Pump it
Discuss how the blood
pump by the heart
We believe that heart is the
center of emotions. How
can you control your
emotions ? so that you will
influence others in positive
way.
Label the parts of the heart
In doing the activity,
remind the students to
choose only the physical
activities that they can
tolerate so as to avoid
injury or strain.
The Students will do go
out from the classroom to
perform the Activity 6 The
Rhythm of My Heart
.page 11
Discuss the answers from
the given questions of
Activity 6 page 12
Let the students explain
how nicotine in cigarette
tobacco affects breathing
rate when it enters the
bloodstream.
After exercise, the heart
rate increases and
eventually returns to
resting pulse. Therefore
shorter interval is needed.
Do Activity 7 Cigarette The students will cut out
Smoking Is Dangerous to Watch the video Harmful different examples of
your Health effects of tobacco on the unhealthy lifestyles from old
human heart magazines or news papers
Watch video on effect of and create a collage in your
smoking on the human notebook.
respiratory and
circulatory system
Ask the students to write Perform the activity 8
some of the common Prevention is Better that
ailments of Respiratory cure
and circulatory system
After discussing the Let the students relate their Discuss the answers of
ideas within the group, personal experiences to the questions given on page 23
stick and organize all the topic to have more Learners module
responses which falls meaningful discussion on
under the respiratory and prevention
circulatory system
Let the students suggest Appreciate the importance Negative lifestyle weakens
the different ways how to of healthy lifestyle avoiding your system while healthy
take care of the such diseases. lifestyle leads to complete
circulatory system wellness.
The students will Discuss the best way to Vices, stressful
describe and give the prevent diseases in the environment, and unhealthy
symptoms of the respiratory and circulatory eating habits can cause
common ailments of the systems to have healthy various diseases
circulatory system lifestyle, like balance diet, specifically of the
regular exercise avoid respiratory and circulatory
cigarette smoking. systems.
I. Evaluating learning Short quiz ( formative test) Compare the students Give 5 item multiple Answer the missing word on Summative Assessment 10
resting pulse with their choice test page 22 of learner’s items multiple choice test
pulse after the given module.
activities.
Visit other school clinic or
J. Additional activities for your family doctor and
application or interview them about the
remediation common ailments that
affect the respiratory and
circulatory system
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared: Checked : Noted;

MICHELLE B BAZAR EMMANUEL C MANALOTO ELMER S DAYRIT

Teacher 1 SUBJECT COORDINATOR PRINCIPAL II

School Grade Level 9

DAILY LESSON Teacher Learning Area SCIENCE
 LOG Teaching Dates and Time Quarter FIRST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard 1. How genetic information is organized in genes on chromosome;
2. Traits of organism are inherited through different patterns of inheritance.
B. Performance Standard
C. Learning S9LT-Id-28(describe the location of genes in chromosomes)
Competency/Objectives S9LT-Id-29 (explain the different patterns of Non Mendelian Inheritance)
 Create a K-W-L  Explain the  Analyze problem  Describe Multiple  Describe how sex
Chart to asses prior incomplete regarding Alleles pattern of in humans is
knowledge dominance pattern codominance inheritance using determined
 Measure the of inheritance  Create a Punnett ABO blood type  Draw a Punnett
students’ prior  Illustrate by means square to show the  Infer the unknown square to explain
knowledge of Punnett square a inheritance of phenotypes of how sex genes are
regarding possible codominance individuals on the inherited
inheritance and combination of  Give the basis of the known
variation through offspring involving phenotypic and phenotypes of their
pre – assessment incomplete genotypic family members
test percentage of the  Identify traits that
offspring falls on the Non
Mendelian Pattern
of inheritance
II. CONTENT Unit 1: MODULE 2 Sex Chromosome and Sex
Heredity: Inheritance and Incomplete Dominance Codominance Multiple Alleles Determination
Variation
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages p. 1-2 p. 2-3 p. 3-4 p. 5-6 p. 7-8
2. Learner’s Materials p. 28-30 p. 30-32 p. 32-34 p. 34-36 p. 36-38
pages
3. Textbook pages
4. Additional
materialsfrom Learning
Resource
(LR)portal
B. Other Learning https://www.youtube.com/watch?v=9 https://www.youtube.com/watch?v=k
O5JQqlngFY (Video) MWxuF9YW38
Resource
IV. PROCEDURES
A. Reviewing previous Mendelian Patterns of Let them remember again “Incomplete dominance” “Codominance” Non Mendelian Pattern of
lesson or presenting the Inheritance the ff. terms; Inheritance
new lesson a. Recessive
b. Dominant
c. Phenotype
d. Genotype
e. Alleles
f. Punnett squares
B. Establishing a purpose What are the exceptions of Picture analysis Picture analysis What is your blood type? Sex determination diagram
for the lesson Mendelian Pattern of (Let the student react on (Let the student react on Do you know your parents (Let the student analyze
genetics? what they see on the what they see on the blood type? Are your blood the picture and relate it to
pictures) The Group that pictures) The Group that types similar? If not, does meiosis and inheritance)
will list as many reaction will list as many reaction it mean that your adopted? How does sex genes
as possible in 1 min. gets a as possible in 1 min. gets a determined and inherited?
reward card. reward card.
C. Presenting Since there is an exception How does pink flower arise Read the procedure and Watch Video for better https://www.youtube.com/watch?v=k
MWxuF9YW38
examples/Instances of the in Mendelian pattern of when a red and white explain the sample understanding
https://www.youtube.com/watch?v=9
(0:00 – 1:21 mins
new lesson inheritance, how does flower was cross problem found on LM p. 33
O5JQqlngFY only)
other inherited traits that pollinated?
falls beyond the exception Let us investigate!
of Mendel’s rule follows?
D. Discussing new Before we answer that Do the activity No. 1 Do the activity No. 2 Do the activity No. 3 Do the activity No. 4 “Boy
concepts and practicing question let us answer the “Phenotypes and “Mystery Bull” “What’s your blood type?” or Girl?”
new skills # 1 Pre – Assessment on LM Genotypes in Incomplete Discussion follows right
p. 29 dominance” after the given activity
E. Discussing new (By group) Create a K-W-L Problem solving of Problem solving of Identify the following traits Presenting Punnett square
concepts and questions Incomplete Dominance Codominance using and classified it into which and answering guide
practicing new skills # using Punnett square Punnett square Non Mendelian Pattern of questions
2 Inheritance it belongs
F. Developing mastery How is Mendelian What is Incomplete What is codominance? What is multiple alleles? How does sex genes
inheritance different from dominance? Summed up: What are The determined and inherited?

G. Finding practical
application of
concepts and skills in
daily living
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or
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
lessons work? No. of
learners who have caught
up with the lesson
D. No. of learners who
continue to require
Mendel’s observation? Non Mendelian Pattern of
Inheritance?
Give examples of the trait Is there any inherited traits Is there any inherited traits If you and your parents Is it right for the husband
that does not follow in human that follows the in human that follows the happens to have different to blame his wife if she
Mendelian Principle incomplete dominance Codominance pattern of blood types? Is that mean could not bear a male
pattern of inheritance inheritance? that you are not related to child? Which
each other? Why? Or why chromosomes determine a
not? person’s sex?
What happen with those How many phenotypes are What is codominance? Why does human blood Who determine the sex of
inherited traits that does expressed in an How do they differ from types happens to be the their children? Explain your
not conform to predicted incomplete dominance incomplete dominance? best example to show answer.
outcomes based on traits? multiple alleles? Is there
Mendel’s Law of other human traits that
inheritance? follow multiple allele’s
pattern?
Not yet to be determined Evaluation is based on the Evaluation is based on the See attachment on DLL Evaluation is based on the
(prior knowledge based on result of the activity result of the activity 1-10 Paper and pen test result of the Punnett
the result of pre – square
assessment test)
Research for The NON – Answer the problem set Answer the problem set Research on the ff;
Mendelian Patterns of (see the DLL attachment (see the DLL attachment Sex linked genes
Genetics for the remediation and for the remediation and Sex limited genes
enrichment) enrichment) Sex influenced genes
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared: Checked : Noted;

LADY C. CLAVERIA JENNIFER PRAZA JULIETA D. SANTOS

Teacher 1 MASTER TEACHER 1 OIC-HEAD TEACHER

 School Grade Level 9
DAILY LESSON Teacher Learning Area SCIENCE
LOG Teaching Dates and Time Quarter FIRST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional materialsfrom
1. How genetic information is organized in genes on chromosome;
2. Traits of organism are inherited through different patterns of inheritance.
S9LT-Id-28(describe the location of genes in chromosomes)
S9LT-Id-29 (explain the different patterns of Non Mendelian Inheritance)
 Describe Multiple  Describe how sex in humans is determined  Explain the sex
Alleles pattern of Draw a Punnett square to explain how sex genes linked – genes
inheritance using are inherited inheritance of
ABO blood type traits
 Infer the unknown  Solve problems
phenotypes of related to sex-
individuals on the linked traits
basis of the known
phenotypes of their
family members
 Identify traits that
falls on the Non
Mendelian Pattern
of inheritance
Sex Chromosome and Sex Determination Sex-Linked Genes
Multiple Alleles
p.8-9
p. 5-6 p. 7-8 p. 38-39
p. 34-36 p. 36-38
 Learning Resource
(LR)portal
B. Other Learning https://www.youtube.com/watch?v=9
O5JQqlngFY (Video)
Resource
IV. PROCEDURES
A. Reviewing previous “Codominance”
lesson or presenting the
new lesson
B. Establishing a purpose What is your blood type?
for the lesson Do you know your parents
blood type? Are your blood
types similar? If not, does
it mean that your adopted?
C. Presenting Watch Video for better
examples/Instances of understanding
the new lesson https://www.youtube.com/watch?v=9
O5JQqlngFY
D. Discussing new concepts Do the activity No. 3
and practicing new skills “What’s your blood type?”
#1 Discussion follows right
after the given activity
E. Discussing new concepts Identify the following traits
and practicing new skills and classified it into which
#2 Non Mendelian Pattern of
Inheritance it belongs
F. Developing mastery What is multiple alleles?
Summed up: What are The
Non Mendelian Pattern of
Inheritance?
G. Finding practical If you and your parents
application of concepts happens to have different
https://www.youtube.com/watch?v=kMWxuF9YW38
Non Mendelian Pattern of Inheritance “Sex determination”
Sex determination diagram What makes men differs
(Let the student analyze the picture and relate it to from women? Let the
meiosis and inheritance) student write as many
How does sex genes determined and inherited? as they can? Which
among these traits is
inherited?
https://www.youtube.com/watch?v=kMWxuF9YW38 Among those traits
(0:00 – 1:21 mins only) listed on the board,
encircle those that can
be found only in
male/female?
(INTRO) These traits
are being controlled by
sex chromosome, let us
investigate further.
Do the activity No. 4 “Boy or Girl?” Do Activity 5 “ When
Gender Matters”
Presenting Punnett square and answering guide
questions
How does sex genes determined and inherited? What is sex linked
genes? How are these
genes inherited?
Is it right for the husband to blame his wife if she could Who are most likely to
not bear a male child? Which chromosomes determine a be affected by sex
 and skills in daily living blood types? Is that mean person’s sex? linked genes and why?
that you are not related to
each other? Why? Or why
not?
H. Making generalizations Why does human blood Who determine the sex of their children? Explain your Sex linked are inherited
and abstractions about types happens to be the answer. through the x
the lesson best example to show chromosome. What
multiple alleles? Is there could be the effect of
other human traits that this disorder in male?
follow multiple allele’s What about in female?
pattern?
I. Evaluating learning See attachment on DLL Evaluation is based on the result of the Punnett square See rubrics for the
1-10 Paper and pen test result of group
discussion/
collaboration
J. Additional activities for Research on the ff;
application or Sex linked genes
remediation Sex limited genes
Sex influenced genes
V. REMARKS .
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared: Checked : Noted;

LADY C. CLAVERIA JENNIFER PRAZA JULIETA D. SANTOS

Teacher 1 MASTER TEACHER 1 OIC-HEAD TEACHER

School Grade Level 9

DAILY Teacher Learning Area Science
LESSON LOG Teaching Dates and Quarter First
Time
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES

A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
Write the LC code for each
The learners demonstrate understanding how changes in the environment may affect species extinction.
Make a multimedia presentation of a timeline of extinction of representative microorganisms, plants and animals.
S9LT - Ie - F – 30

Explain the Demonstrate using Distinguish

importance of Determine the area simulation activity environmental changes
biological diversity. distribution of a given that habitat that may result in the
population using destruction can loss of the species.
Measure species mathematical formula contribute to species
distribution using the extinction.
mathematical way of Infer the possible effects of Realize that the way
expressing the Relate species they interact with the
low and high density
amount of biodiversity extinction to the environment may
and species population. failure of populations ensure or deters
distribution in the of organisms to adapt survival of all living
community. to abrupt changes in things.
the environment.
II. CONTENT
Biodiversity and Biodiversity and
Biodiversity and Evolution Evolution
Biodiversity and Evolution
Evolution Causes of Species Causes of Species
Extinction Extinction

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages 39 – 41
37- 39 41-43 43 -50
2. Learner’s Materials pages 50-55 56 – 57
58-59 60 -69
3. Textbook pages Science and
Technology I
General Science
289 -293

4. Additional Materials from Learning

Resources (LR) portal

B. Other Learning Resources http://content.teach

engineering.org/co
ntent/cub_/activitie
s/cub_bio/cub_bio
_lesson01_activity
1_pop_density_wo
rksheet.pdf
IV. PROCEDURES
A. Reviewing previous lessons or Is the world a safe
presenting the new lesson Picture Analysis Which community Play a short video clip. place for all animals
Tell something about is most stable? and plants to live? Why
the picture. Why are “Endangered Animals” or why not?
How do organisms populations that What does the video tells us?
interact with each are more diverse What does it mean for
other? usually more a species to be
stable? endangered?

B. Establishing a purpose for the Analogy: Picture Analysis:

lesson Unlocking of word Post a Quotation.
Present two boxes of difficulty: How would you
candies, one with 5 Students reflect and give describe the picture?
candies of the same Limiting Factors their insights.
kind and the other one Carrying Capacity What does the picture
with 5 different implies?
candies. Video Analysis:
Ask the students “ Man “
which box will they What is the impact of
choose and why? modernization to the
C. Presenting examples/ instances of Students perform “Species lives of people and the
Unlock term Species,
the new lesson Video Analysis Charade Game” environment?
Population and
Biodiversity. This will
“ Population A list of endangered species,
lead students to the
Growth “ threatened species, and extinct
idea of species
species are the choices to be
distribution and
What is the picked for the game.
diversity in a
message implied in
community.
the video?
D. Discussing new concepts and Perform Activity 1: Perform Activity Perform Activity 3: Perform Activity 4:
practicing new skills #1 Index of Diversity in
L.M. p.54. “ Population Endangered but not Extinct….. L.M. p. 60
Density “ Yet
L.M. pp. 58-59 Predict what happens
(See attached to both islands.
activity sheet.)
E. Discussing new concepts and
practicing new skills #2

F. Developing mastery
(Leads to Formative Assessment ) Discuss the answer to Discuss the Discuss the answer to Guide Due to explosive
Guide Questions: answer to the Questions 9 – 13. human population
activity. growth the demand to
1. How do you What happens if the living use and overuse our
compare your tree I.D. conditions of the organisms are natural resources is
in a vacant lot from a Based on the not ideal for their survival? inevitable.
grass lawn? Explain result, what
your answer. inference can you When can we say that species What is its implication
2. If humans were give? becomes endangered? Becomes in our biodiversity?
concerned about threatened?
biological diversity, How can a What activities do
would it be best to population’s How do changes in the people
have a low or high I.D. density be used to environment affect species engaged that leads to
for a particular learn about the extinction? extinction?
environment? Why? needs and
characteristics of How do you think or
that population? feel about these
 How are limiting potentially disastrous
factors activities?

As an individual, how
can you help the cause
of preserving wildlife?

G. Finding practical applications of Flash pictures of silver therapon

concepts and skills in daily living Compare and or ayungin and Will you patronize
contrast life in a snakeskin belts,
rural and urban biya. Ask if they know and eat alligator boots,
area. those kind of fish. accessories made of
(Let them note that these are ivory and other things
commonly found in Laguna de that made from
What do you think will
Bay.) endangered species?
happen if a population
Why or why not?
of only one specie
Other endangered species like
continue to increase
the tamaraw in Mindoro, mouse
in number?
deer in Palawan, Philippine deer,
monkey-eating eagle, and
dugong are in danger of
becoming extinct.

H. Making generalizations and Cite different

abstractions about the lesson How do you Why do species becomes environmental changes
1. How is biological
determine the area endangered? that leads to extinction.
diversity important?
distribution of a
2. How will the
given population? When can we say that a species’ Why should we protect
community of different
How does population becomes endangered species?
species be able to
population density endangered? Threatened? And
withstand
changes? Extinct?
environmental
What are the
changes?
factors that can be How are the species affected of
attributed to the the changes in their
change? environment?
 Using the Exit Ticket
I. Evaluating learning What was
What is the most Give a 5 item formative
the most confusing Infer what will test.
important idea happen
thing we presented If population As population of people
discussed today? density increases? increases it has great impact on
today? Decreases? the growth and development of
What are What the community. How will it lead to
the three made the species extinction?
big learning
ideas/con easy for
cepts to you
be today?
learned What
from this made the
lesson? learning
difficult
for you
today?
J. Additional activities for application
or remediation Do research on Make a Poster on
why would an Conservation of
engineer have to Wildlife.
know the
population density
in building edifices
or any
infrastructure?

V. REMARKS Due to numerous

human activities
affecting the
environment and
leading to extinction, a
second day discussion
will be carried out.
 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 lesson works? 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 these works?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovations or localized
materials did I use/discover which I wish
to share with other teachers?

Prepared: Checked : Noted;

LADY C. CLAVERIA JENNIFER PRAZA JULIETA D. SANTOS

Teacher 1 MASTER TEACHER 1 OIC-HEAD TEACHER

 GRADES 1 to 12 School Grade Level Grade 9
DAILY LESSON LOG Teacher Learning Science
Area
Teaching Dates and Quarter First Quarter
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards
The learners demonstrate an understanding of the structure and function of plant parts and organelles involved in photosynthesis.
B. Performance Standards Design and conduct an investigation to provide evidence that plants manufacture their own food.
C. Learning Competencies/ Objectives Differentiate basic features and importance of photosynthesis.
Write the LC code for each
S9LT-Ig-j-31

Identify raw materials and

Identify parts of products of Design an
Cite other human organelles involved in photosynthesis. experiment to show
activities that leads to photosynthesis. evidences that plants
extinction. Explain the process of food are capable of
Describe how these making in plants. making food through
organelles work photosynthetic
together to produce Make a model of process.
food.
photosynthesis.

II. CONTENT
Biodiversity and Flow of Energy and
Flow of Energy and Matter Flow of Energy and
Evolution Matter in Ecosystem
in Ecosystem Matter in Ecosystem
Causes of Species
PHOTOSYNTHESIS PHOTOSYNTHES
Extinction PHOTOSYNTHESIS

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages 43 – 50 55-62 55-62 63-68
2. Learner’s Materials pages 72-77 77-78
60 – 69 79-85
3. Textbook pages Science and Technology Perfect Guide
I Lower Secondary Science
General Science Book B
289 -293 Christopher N. Prescott
pp. 178
4. Additional Materials from Learning
Resources (LR) portal

B. Other Learning Resources http://dendro.cnre.vt.e http://dendro.cnre.vt.edu/f

du/forestbiology/photo orestbiology/photosynthes
synthesis.swf is.swf
NSF FOCUS Math and
Science Partnership of
University of California
IRVINE
IV. PROCEDURES
A. Reviewing previous lessons or What other human Perform the Pre-test Special Instruction
presenting the new lesson activities contribute to in L.M. p. 73-74 to What are the parts of What processes are
the extinction of assess prior plants and organelles involved in food making?
species? knowledge. essential to food making
process? Write the word equation of
photosynthesis.
B. Establishing a purpose for the
lesson Well, the sun comes Think-Pair-Share:
Why do you think streaming out of the sky
plants are called great making everything grow Do plants really capable
food providers? and keeping us alive and of making foods?
our main connection to
Answer Summative the sun are the green
Assessment in L.M. p 71 leaves, only they can
make food with sunshine
energy.
( An excerpt from Energy
and Me CD by Billy B,
lyrics for The Rock and
Roll of Photosynthesis)
 What is implied in the
song?

C. Presenting examples/ instances of Picture Analysis. Worked Example with

the new lesson Answer Analysis:
Teacher asks students
what materials are Devi covered a part of a
involved in the process of leaf with a black piece of
photosynthesis. Students paper and left the leaf in
Show pictures of think about the question bright sunlight for several
different food products for one minute, then turn days.
locally made from to a shoulder partner and She then carried out the
Khong Guan since discuss their thoughts to iodine test for starch.
students are very the question. What do you think
familiar with it. happens to the leaf?

How do you think (The part of the leaf

these products are covered by the black
made available for paper cannot
us? photosynthesize and
(Elicit answer that will would be unable to
lead to the concept of manufacture sugar and
how are these foods starch. Therefore, when
manufactured.) tested with iodine
solution, the area would
remain pale. The rest of
the leaf would be positive
to the iodine test and
produce a dark blue
stain.)
D. Discussing new concepts and Perform Activity 1:
practicing new skills #1 What are the Perform Activity
Structures Involved In 3A.B,C,D: Evidence of
the Food Making Perform Activity: Photosynthesis in L.M.
Process in Plants? pp. Modelling Photosynthesis pp. 79-82
 75-77 ( See attached Activity
Sheet)

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery Discuss the findings in

(Leads to Formative Assessment ) each Learning Discuss the answer to Process the Activity:
Station. guide questions in the
activity. Observations and data
1.What are the parts gathered would lead to
of chloroplast and 1.What reactants or the discussion of the
internal structure of materials are required for different evidences in
leaf that are involved the process of photosynthetic process.
in the process of photosynthesis?
photosynthesis? 2. What products are
2. What are the raw formed in the process?
materials and 3. What happens to the
products of light energy in the
photosynthesis? thylakoid membrane of
3. How would you the chloroplasts?
describe the entire 4..How does the energy
process of food from sunlight used to build
making? sugars?

G. Finding practical applications of

concepts and skills in daily living If one of the Students should create an Imagine that you are a
organelles or parts of analogy for the process of farmer, what ways would
a leaf will not function, photosynthesis and you suggest to yield better
Discuss the answer to the is there a chance for compare each part of the crops?
photosynthesis to take process with some other
questions.
place? Why or Why process in everyday life.
not? (Ex. The process of
Identify the least
learned items and photosynthesis is like
discuss the concept for baking bread).
further understanding.
H. Making generalizations and
abstractions about the lesson 1. The overall process of
photosynthesis uses What evidences are
Make a multimedia water and carbon dioxide shown that photosynthetic
presentation of a to produce sugars that process takes place?
1. What are the
timeline of extinction of store chemical energy.
organelles essential to
representative 2. Sunlight is absorbed
the process of
microorganisms, plants, using plant pigments
photosynthesis?
and animals. called chlorophyll, and the
2. How are these
process of photosynthesis
organelles work
(See Timeline Rubrics takes place within
together in the entire
on T.M. p. 51) organelles called
process of food
chloroplasts.
making?
3. Energy from sunlight is
captured during the light-
dependent reactions and
is used to build sugars
during the light–
independent reactions.
Imagine that you are
I. Evaluating learning applying for a job in Explain the equation: Using the Exit Ticket
photosynthesis
company. Create a Carbon Dioxide What was
“resume”, explaining (CO2 ) + What is the most
your job qualifications the most confusing
and describing how Water Chlorophyll important idea
you will efficiently get (H2O) thing we presented
the job done. Sunlight discusse today?
Descriptions must d today?
include key Glucose + Oxygen
vocabulary such as
stomata, water, C6H12O6 O2
carbon dioxide, light,
energy, chlorophyll
and chloroplast.
 What are What made
the three the
big learning
ideas/co easy for
ncepts to you today?
be What made
learned the
from this learning
lesson? difficult for
you today?

J. Additional activities for application

or remediation Perform activity 3E: The
Effect of the Amount of
Chlorophyll in
Photosynthesis L.M. pp.
84-85.

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 lesson works? 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 these works?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovations or localized
materials did I use/discover which I wish
to share with other teachers?

Prepared: Checked : Noted;

LADY C. CLAVERIA JENNIFER PRAZA JULIETA D. SANTOS

Teacher 1 MASTER TEACHER 1 OIC-HEAD TEACHER

 GRADES 1 to 12 School Grade Level Grade 9
DAILY LESSON LOG Teacher Learning Science
Area
Teaching Dates and Quarter First Quarter
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards
The learners demonstrate an understanding of the structure and function of plant parts and organelles involved in photosynthesis.
B. Performance Standards Design and conduct an investigation to provide evidence that plants manufacture their own food.
C. Learning Competencies/ Objectives Differentiate basic features and importance of photosynthesis.
Write the LC code for each
S9LT-Ig-j-31

Cite other human activities

that leads to extinction.

II. CONTENT

III. LEARNING RESOURCES

A. References 63-68
1. Teacher’s Guide pages 77-78 43 – 50
2. Learner’s Materials pages Perfect Guide
Lower Secondary
Science Book B
Christopher N. Prescott
pp. 176-177 60 – 69
3. Textbook pages Science and Technology I
General Science
 289 -293

4. Additional Materials from Learning

Resources (LR) portal
http://w

B. Other Learning Resources

IV. PROCEDURES
Cite evidence that shows photosynthetic process.
A. Reviewing previous lessons or 1. What are the raw Summative Test Special Instruction
presenting the new lesson materials and product of
Unlocking of Word Difficulty: photosynthesis?
2. What organelles play
Enzymes, Chloroplast, Humidity, Temperature an important role in
photosynthesis?
This will lead to factors affecting photosynthesis. 3. How do you describe
photosynthesis using the
word equation?
B. Establishing a purpose for the English Learners:
lesson
Students will use word
triangles to review the
There’s an old saying that goes,” Para maganda molecules involved in the
ang tubo ng mga halaman kausapin mo ito process of
palagi.” photosynthesis. (To
complete a word triangle,
Is there any truth to this saying? students draw one
triangle for each word and
What scientific explanation lies behind the divide the triangle into
saying? three bands horizontally.
The new vocabulary is
placed in the middle band,
the definition of
the word is written on the
bottom band and a
diagram of the word is
written in the top band).
 Art Education:

Students will draw a leaf

diagram and use this to
illustrate what goes in
(reactants), and what
comes out (products) of
photosynthesis.

GATE:

Students will sequence

the process of
photosynthesis and
identify specific reactions
involved, using a “flow
map” (or other suitable
maps for sequencing
events).

C. Presenting examples/ instances of

the new lesson
Perform Activity 3C and
3D of L.M. pp. 81-83

D. Discussing new concepts and

practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment )
G. Finding practical applications of
concepts and skills in daily living
Discuss the answer to
the Guide Questions.
Key Concepts would be
Enzymes, Temperature,
Carbon Dioxide, and
Light
Supposed there are 2 jars with burning candle Computer Aided Activity:
and one has potted plant inside. Both jars are
placed near a window in strong sunlight. Students make a
Question: multimedia
Why does the burning candle in jar without potted
plant stop burning before the candle with potted
plant?
presentation of
photosynthetic process.
What are the factors or conditions that affect
photosynthesis?
H. Making generalizations and
abstractions about the lesson
Using the Exit Ticket

What was
What is the most
the most confusing
important idea
thing we presented
discusse today?
d today?
What are What made
the three the
big learning
ideas/co easy for
ncepts to you today?
be What made
learned the
from this learning
lesson? difficult for
you today?

I. Evaluating learning
J. Additional activities for application
or 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 lesson works? 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 these works?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovations or localized
materials did I use/discover which I wish
to share with other teachers?

Prepared: Checked : Noted;

LADY C. CLAVERIA JENNIFER PRAZA JULIETA D. SANTOS

Teacher 1 MASTER TEACHER 1 OIC-HEAD TEACHER

 GRADES 1 to 12 School Grade Level Grade 9
DAILY LESSON LOG Teacher Learning Science
Area
Teaching Dates and Quarter First Quarter
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards

B. Performance Standards
C. Learning Competencies/ Objectives
Write the LC code for each

II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages

3. Textbook pages

4. Additional Materials from Learning

Resources (LR) portal

B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lessons or NO CLASSES NO CLASSES CHECKING AND ITEM REMEDIAL CLASS REMEDIAL CLASS
presenting the new lesson HABAGAT HABAGAT ANALYSIS
B. Establishing a purpose for the
lesson

C. Presenting examples/ instances of

the new lesson

D. Discussing new concepts and

practicing new skills #1
E. Discussing new concepts and
practicing new skills #2

F. Developing mastery
(Leads to Formative Assessment )

G. Finding practical applications of

concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson

I. Evaluating learning
J. Additional activities for application
or 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 lesson works? 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 these works?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovations or localized
materials did I use/discover which I wish
to share with other teachers?

Prepared: Checked : Noted;

LADY C. CLAVERIA JENNIFER PRAZA JULIETA D. SANTOS

Teacher 1 MASTER TEACHER 1 OIC-HEAD TEACHER