DEPARTMENT OF EDUCATION

NATIONAL CAPITAL REGION

DIVISION OF PASIG CITY

Daily Lesson Log

School RIZAL HIGH SCHOOL Grade Level GRADE 9

Teacher Learning Area SCIENCE 9
Date and Time Quarter First

I. OBJECTIVES
The learners demonstrate understanding of the ff:
A. Content Standards
1. How changes in the environment may affect species extinction
The learners;
B. Performance
Standards 1. make a multimedia presentation of a timeline of extinction of representative
microorganisms, plants, and animals
The learners should be able to:
1. relate species extinction to the failure of populations of organisms to adapt to
C. Learning abrupt changes in the environment
Competencies/ Specific objectives:
Objectives a. Determine the pattern of population distribution using mathematical
formula
b. Compare the distribution patterns of the different populations.
II. CONTENT Measuring Population Density
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 50 – 52
pages
2. Learner’s Manual 68 – 69
pages
1. Science and Technology K-12 Grade 9 Worktext, Alumaga, M. et al.
3. Textbook pages
pp.88 – 90
4. Additional Materials 1. www.google.com
from Learning 2. www.youtube.com
Resource (LR) portal
B. Other Learning 1. Science and Technology K-12 Grade 9 Worktext, Alumaga, M. et al.
Resources pp.88 – 90
IV. PROCEDURES
A. REVIEW : Match the Word – Match each term to its specific definition provided by the
Reviewing previous teacher. (refer to slide 1-4)
lesson or presenting
new lesson
B. MOTIVATION: Video showing refer to PPT slide # 5-8
Establishing a
purpose of the lesson
C. PRE-ACTIVITY: Relate the video presented to the lesson by asking the following questions:
Presenting What brings about changes in the population?
examples/instances Can environmental factors affect the population growth and size?
of the new lesson
 Predict what will happen to these populations of species if the environment is
not favorable for their survival.
D. ACTIVITY 1. Perform activity #2: Measuring Population Density
PROPER:
Discussing new
concepts and
practicing new skills 1
1. In-situ conservation:
It simply means conservation of species in its natural ecosystem or even
in manmade ecosystems.
2. Ex-situ conservation:
E. DEEPENING: It is defined as “the conservation of component of biological diversity
Discussing new
(Sample of genetic diversity, particularly of endangered species) outside
concepts and
practicing new skills 2 their natural habitats”.
It involves maintenance and breeding of endangered plant and animal
species under partially or wholly controlled conditions. E.g. Zoos,
Botanical Gardens, Aquaria, Nurseries, DNA bank, Seed bank, Gene
bank etc.
F. POST ACTIVITY: 1. Answer the guide question of the activity # 2
Developing mastery

1. Why should we protect biodiversity?

G. APPLICATION: Reasons to protect Biodiversity
Finding practical 1. Medicinal
applications of 2. Agricultural
concepts and skills in 3. Commercial
daily living 4. Ecological
5. Ethical/Aesthetic
1. Population sizes vary among organisms. They change with the number
H. GENERALIZATION of births and when they move into an ecosystem. They also change
: Making when members die or move out of an ecosystem.
generalizations and
abstractions about
2. Limiting factors are environmental conditions that keep a population
the lesson from increasing in size and help balance ecosystems.
3. The carrying capacity is affected by changes in the environment.
I. ASSESSMENT: 1. 5 item short quiz
Evaluating learning
J. REMEDIAL: 1. Differentiate immigration, emigration and migration.
Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the Remedial
 lesson 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 of
localized materials
did I use/discover
which I wish to share
with other teachers?
 DEPARTMENT OF EDUCATION
NATIONAL CAPITAL REGION
DIVISION OF PASIG CITY

Name: _______________________________________ Date: _______________

Grade & Section: _______________________________ Score: ______________

Worksheet # 1
( insert title here )

Directions:

1. Explain and discuss the importance of biodiversity.

2. Discuss how living organisms are named and classified.
3. Describe the characteristics of different living organisms.
4. Identify human activities that destroy or endanger the existence of rare and economically important species.
5. Enumerate human activities that help protect and conserve the diversity of living organisms.
6. Acquire knowledge and apply things learned for everyday living.
4.
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.
5. Q 8. How are limiting factors related to population density?