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
Competency/Objectives
 Identify the key parts of
the breathing system
 Describe the function of
each parts of the
breathing systems
S9LT-Ia-b-26
 Explain how the  Describe blood flows  Identify the component  Identify the composition
lungs work and gas exchange of the circulatory of the blood
with the heart, system  Name and compare the
 Describe how the circulatory system different types of blood
movement of and lungs  Explain the different vessels
diaphragm helps the types of circulation
air to go in and out of  Explain the
the lungs mechanism of how
the respiratory and
circulatory system
work together

II. CONTENT
Respiratory parts and Main Respiratory organ - Respiratory and Circulatory organs Blood and Blood vessels
functions Lungs Circulatory system Type of circulation
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages Pp. 2-3 Pp. 4-5 Pp. 6-7 Pp.8-10 Pp. 9-11
2. Learner’s Materials
pages Pp. 2-4 Pp. 5-7 Pp.8-9 Pp. 10-11 Pp. 12-13
3. Textbook pages
E- biology pp.241-242 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/ https://www.youtube.com/
Resource watch?v=DCVIEMNPE1E watch?v=_FLjj_Z7SkA watch?v=_FLjj_Z7SkA

IV. PROCEDURES

A. Reviewing previous Recall the different levels Review the organs of Recall how the lungs Review the blood flow and Recall the three major
lesson or presenting of organization in the Respiratory system work in the exchange of gas exchange within the organs of circulatory
the new lesson human body and the gases in respiration respiratory and circulatory system.
mechanism involve in it process system.

B. Establishing a purpose Discuss the functions of Explain how lungs work Discuss the blood flow Name and discuss the Describe and give the
for the lesson respiratory system and describe how the and gas exchange within components of circulatory functions of the different
movement of the the circulatory and system components of the blood.
diaphragm help the air go respiratory system
in and out of the lungs
.
C. Presenting Present the chart or model Show pictures of the main Using the learners Refer to figure 9 page 15 of Show pictures of blood
examples/Instances of of the respiratory organs respiratory organ- Lungs manual page 9 the learner’s module study the composition.
the new lesson and explain their functions students will trace the different parts of circulatory Watch the video about
gas exchange activity system to visualize each blood types
component.
 D. Discussing new Explain the procedure of The teacher will explain Discuss the procedure Compare the three types of Using microscope the
concepts and activity 1 and the expected and demonstrate how to and the materials needed blood circulation students will focus human
practicing new skills # learning outcome make the model of human for the activity blood cells
1 chest cavity

E. Discussing new The students will perform The students perform The students will do the Video showing the
concepts and the Activity 1 What a bunch Activity 2 activity 3 outside the animated flow of blood to
practicing new skills # of grapes. (P.4 learners Bottled balloons classroom. Page 8 the different parts of the
2 module) (pp.5-7 learners module) learners module body.

F. Developing mastery Let the students label the
parts and give the functions
of human respiratory
system.
The students will Discuss the answers of Fill in the missing parts, Let the students give the
demonstrate breathing the given questions in description, and functions to functions of blood
process (Inhale and activity 3 complete the entire concept components and compare
exhale) and make mapping of circulatory the blood vessels
comparison of the system page 13 learners
movement of diaphragm module
muscles.

G. Finding practical Call student to explain what Point out the importance Demonstrate ways of Let the students discuss the Let the students infer what
application of will happen if one part of the of living a healthful life taking care respiratory use and importance of would happen if the blood
concepts and skills in system fails to carry out its style. system sphygmomanometer and stopped to flow
daily living function properly stethoscope.

H. Making Video showing about
generalizations and human respiratory parts and
abstractions about functions
the lesson (the students will watch the
video)
Let the students discuss Ask the students to Ask the students to Let the students answer the
how the movement of the describe the blood flow enumerate the parts of the question.
diaphragm cause the air and gas exchange with blood and their functions What are the blood vessels
in and out of the lung the heart and lungs. and how are they differ?

I. Evaluating learning The students will answer Evaluation of the Answer the given Evaluate the students Let the students answer
Part B of activity 1 p.5 constructed model of the questions on page 9. learning of concepts of short quiz
human chest activity circulatory system by
answering the graphic
 organizer, page 13 of
learner’s module.

J. Additional activities Do the Enrichment Invite the school nurse to

for application or activity page 10 of demonstrate how to get
remediation learners module blood pressure.
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?
 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?
 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
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
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?
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
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?
 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)
 Explain the sex
linked – genes
inheritance of traits
 Solve problems
related to sex-
linked traits
II. CONTENT Sex-Linked Genes
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages p.8-9
2. Learner’s Materials p. 38-39
pages
3. Textbook pages
4. Additional materialsfrom
Learning Resource
(LR)portal
B. Other Learning
Resource
IV. PROCEDURES
A. Reviewing previous “Sex determination”
lesson or presenting the
new lesson
B. Establishing a purpose What makes men differs
for the lesson from women? Let the
student write as many as
they can? Which among
these traits is inherited?
C. Presenting Among those traits listed -
examples/Instances of on the board, encircle
the new lesson those that can be found
only in male/female?
(INTRO) These traits are
being controlled by sex
chromosome, let us
investigate further.
D. Discussing new concepts Do Activity 5 “ When
and practicing new skills Gender Matters”
#1
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery What is sex linked genes?
How are these genes
inherited?
G. Finding practical Who are most likely to be
application of concepts affected by sex linked
and skills in daily living genes and why?
H. Making generalizations Sex linked are inherited
and abstractions about through the x
the lesson chromosome. What could
be the effect of this
disorder in male? What
about in female?
I. Evaluating learning See rubrics for the result of
group discussion/
collaboration
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
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?
 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 importance Demonstrate using Distinguish

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

III. LEARNING RESOURCES

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

4. Additional Materials from Learning

Resources (LR) portal

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

gineering.org/content/
cub_/activities/cub_bio
/cub_bio_lesson01_ac
tivity1_pop_density_w
orksheet.pdf
IV. PROCEDURES
A. Reviewing previous lessons or Is the world a safe place for all What other human
presenting the new lesson Picture Analysis Which community is Play a short video animals and plants to live? Why activities contribute to
Tell something about the most stable? clip. or why not? the extinction of
picture. Why are populations species?
How do organisms that are more diverse “Endangered What does it mean for a species
interact with each other? usually more stable? Animals” to be endangered?
What does the
video tells us?
B. Establishing a purpose for the Analogy:
lesson Unlocking of word Post a Quotation.
Present two boxes of difficulty: Picture Analysis:
candies, one with 5 Students reflect
Answer Summative
candies of the same Limiting Factors and give How would you describe the
Assessment in L.M. p
kind and the other one Carrying Capacity their insights. picture?
71
with 5 different candies.
Ask the students which What does the picture implies?
box will they choose and
why?
C. Presenting examples/ instances of Students perform
the new lesson Video Analysis “Species Charade
Game”
Unlock term Species, “ Population Growth “
Video Analysis:
Population and A list of
“ Man “
Biodiversity. This will What is the message endangered
What is the impact of
lead students to the idea implied in the video? species,
modernization to the lives of
of species distribution threatened
people and the environment?
and diversity in a species, and
community. extinct species are
the choices to be
picked for the
game.
D. Discussing new concepts and Perform Activity Perform Activity 3: Perform Activity 4:
Perform Activity 1: Index
practicing new skills #1
of Diversity in L.M. p.54.
“ Population Density “ Endangered but L.M. p. 60
not Extinct….. Yet
(See attached activity L.M. pp. 58-59 Predict what happens to both
sheet.) islands.

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery Discuss the answer to

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

G. Finding practical applications of Flash pictures of

concepts and skills in daily living Compare and contrast silver therapon or Will you patronize snakeskin
life in a rural and ayungin and belts, alligator boots, accessories
urban area. made of ivory and other things Make a multimedia
biya. Ask if they that made from endangered presentation of a
know and eat species? Why or why not? timeline of extinction of
those kind of fish. representative
(Let them note that microorganisms,
these are plants, and animals.
commonly found in
What do you think will Laguna de Bay.) (See Timeline Rubrics
happen if a population of on T.M. p. 51)
only one specie Other endangered
continue to increase in species like the
number? tamaraw in
Mindoro, mouse
deer in Palawan,
Philippine deer,
monkey-eating
eagle, and dugong
are in danger of
becoming extinct.
H. Making generalizations and Cite different environmental
abstractions about the lesson How do you Why do species changes that leads to extinction.
determine the area becomes
distribution of a given endangered? Why should we protect
population? endangered species?
1. How is biological How does population When can we say
diversity important? density changes? that a species’
2. How will the What are the factors population
community of different that can be attributed becomes
species be able to to the change? endangered?
withstand environmental Threatened? And
changes? Extinct?

How are the

species affected of
the changes in
their environment?

Using the Exit Ticket Using the Exit Ticket

I. Evaluating learning What was What was
What is the most Give a 5 item formative test. What is the most
the most confusing Infer what will happen the most confusing
important idea If population density important idea
thing we presented increases? As population of thing we presente
discussed today? Decreases? people increases it discusse d today?
today? has great impact d today?
What are What on the growth and What are What
the three made the development of the the three made the
big learning community. How big learning
ideas/con easy for will it lead to ideas/co easy for
cepts to you species extinction? ncepts to you
be today? be today?
learned What learned What
from this made the from this made the
lesson? learning lesson? learning
difficult difficult
for you for you
today? today?
J. Additional activities for application
or remediation Do research on why Make a Poster on Conservation
would an engineer of Wildlife.
have to 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?
 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

Identify parts of and products of Design an experiment
organelles involved in photosynthesis. to show evidences that Investigate conditions Assess the
photosynthesis. plants are capable of for photosynthesis. understanding of
Explain the process of making food through students on how
Describe how these food making in plants. photosynthetic photosynthesis
organelles work together process. takes place through
to produce food. Make a model of differentiated
strategies.
photosynthesis.

II. CONTENT
Flow of Energy and
Flow of Energy and Flow of Energy and Matter Flow of Energy and Flow of Energy and
Matter in Ecosystem
Matter in Ecosystem in Ecosystem Matter in Ecosystem Matter in Ecosystem
PHOTOSYNTHESIS PHOTOSYNTHES PHOTOSYNTHES PHOTOSYNTHES
PHOTOSYNTHESIS

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages 55-62 55-62 63-68 63-68 55-68
2. Learner’s Materials pages 72-77 77-78
79-85 77-78 72-85
3. Textbook pages Perfect Guide Perfect Guide
Lower Secondary Science Lower Secondary Science
Book B Book B
Christopher N. Prescott Christopher N. Prescott
pp. 178 pp. 176-177
4. Additional Materials from Learning
Resources (LR) portal

B. Other Learning Resources http://dendro.cnre.vt.edu http://dendro.cnre.vt.e http://www.skoool.ie/skoo NSF FOCUS Math and
/forestbiology/photosynt du/forestbiology/photo ol/homeworkzone.asp?id= Science Partnership of
hesis.swf synthesis.swf 233 University of California
NSF FOCUS Math IRVINE
and Science
Partnership of
University of California
IRVINE
IV. PROCEDURES
A. Reviewing previous lessons or Perform the Pre-test in 1. What are the raw
presenting the new lesson L.M. p. 73-74 to assess What are the parts of What processes are Cite evidence that shows materials and product
prior knowledge. plants and organelles involved in food making? photosynthetic process. of photosynthesis?
essential to food 2. What organelles play
making process? Write the word equation of an important role in
photosynthesis. photosynthesis?
3. How do you describe
photosynthesis using
the word equation?
B. Establishing a purpose for the English Learners:
Unlocking of Word
lesson Well, the sun comes Think-Pair-Share:
Difficulty:
Why do you think plants streaming out of the Students will use word
are called great food sky making Do plants really capable triangles to review the
Enzymes, Chloroplast,
providers? everything grow and of making foods? molecules involved in
Humidity, Temperature
keeping us alive and the process of
our main connection photosynthesis. (To
This will lead to factors
to the sun are the complete a word
affecting photosynthesis.
green leaves, only triangle, students draw
 they can make food one triangle for each
with sunshine energy. word and divide the
( An excerpt from triangle into three
Energy and Me CD by bands horizontally. The
Billy B, lyrics for The new vocabulary is
Rock and Roll of placed in the middle
Photosynthesis) band, the definition of
the word is written on
What is implied in the the bottom band and a
song? diagram of the word is
written in the top band).
C. Presenting examples/ instances of Picture Analysis. Worked Example with
the new lesson Answer Analysis:
Teacher asks
students what Devi covered a part of a Art Education:
materials are involved leaf with a black piece of
in the process of paper and left the leaf in Students will draw a
photosynthesis. bright sunlight for several leaf diagram and use
Show pictures of this to illustrate what
Students think about days.
different food products
the question for one She then carried out the There’s an old saying that goes in (reactants),
locally made from
minute, then turn to a iodine test for starch. goes,” Para maganda ang and what comes out
Khong Guan since (products) of
shoulder partner and What do you think tubo ng mga halaman
students are very
discuss their thoughts happens to the leaf? kausapin mo ito palagi.” photosynthesis.
familiar with it.
to the question.
(The part of the leaf Is there any truth to this
How do you think these
covered by the black saying?
products are made
paper cannot
available for us?
photosynthesize and What scientific
(Elicit answer that will
would be unable to explanation lies behind
lead to the concept of
manufacture sugar and the saying?
how are these foods GATE:
starch. Therefore, when
manufactured.)
tested with iodine
solution, the area would Students will
remain pale. The rest of sequence the process
the leaf would be positive of photosynthesis and
to the iodine test and identify specific
produce a dark blue reactions involved,
stain.) using a “flow map” (or
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
Perform Activity 1: What
are the Structures
Involved In the Food
Making Process in
Plants? pp. 75-77
Discuss the findings in
each Learning Station.
1.What are the parts of
chloroplast and internal
structure of leaf that are
involved in the process
of photosynthesis?
2. What are the raw
materials and products
of photosynthesis?
3. How would you
describe the entire
process of food making?
If one of the organelles
or parts of a leaf will not
function, is there a
chance for
photosynthesis to take
place? Why or Why not?
other suitable maps for
Perform Activity sequencing events).
3A.B,C,D: Evidence of
Perform Activity: Photosynthesis in L.M. Perform Activity 3C and
Modelling pp. 79-82 3D of L.M. pp. 81-83
Photosynthesis
( See attached Activity
Sheet)
Discuss the answer to Process the Activity: Discuss the answer to the Computer Aided
guide questions in the Guide Questions. Activity:
activity. Observations and data
gathered would lead to Key Concepts would be Students make a
1.What reactants or the discussion of the Enzymes, Temperature, multimedia
materials are required different evidences in Carbon Dioxide, and Light
for the process of photosynthetic process.
photosynthesis?
2. What products are
formed in the
process?
3. What happens to
the light energy in the
thylakoid membrane
of the chloroplasts? presentation of
4..How does the photosynthetic
energy from sunlight process.
used to build sugars?
Students should Imagine that you are a Supposed there are 2 jars
create an analogy for farmer, what ways would with burning candle and
the process of you suggest to yield better one has potted plant
photosynthesis and crops? inside. Both jars are
compare each part of placed near a window in
the process with some strong sunlight.

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
other process in Question:
everyday life. (Ex. The
process of Why does the burning
photosynthesis is like candle in jar without
baking bread). potted plant stop burning
before the candle with
potted plant?
1. The overall process
of photosynthesis What evidences are
uses water and shown that photosynthetic
carbon dioxide to process takes place? What are the factors or
produce sugars that conditions that affect
store chemical photosynthesis?
energy.
1. What are the 2. Sunlight is
organelles essential to absorbed using plant
the process of pigments called
photosynthesis? chlorophyll, and the
2. How are these process of
organelles work together photosynthesis takes
in the entire process of place within
food making? organelles called
chloroplasts.
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
applying for a job in Explain the equation: Using the Exit Ticket
photosynthesis Using the Exit Ticket
company. Create a Carbon Dioxide What was
“resume”, explaining (CO2 ) + What is the most What was
your job qualifications the most confusing the most
 and describing how you Water Chlorophyll important idea What is confusing
will efficiently get the job (H2O) thing we presented the most idea
done. Descriptions must Sunlight discusse today? important presented
include key vocabulary d today? thing we today?
such as stomata, water, Glucose + Oxygen What are What made discusse
carbon dioxide, light, the three the d today?
energy, chlorophyll and C6H12O6 O2 big learning What are What made
chloroplast. ideas/co easy for the three the
ncepts to you today? big learning
be What made ideas/co easy for
learned the ncepts to you today?
from this learning be What made
lesson? difficult for learned the
you today? 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?