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School Grade Level Grade 9

GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date
Quarter First
and Time
DAY:

I. OBJECTIVES

 Demonstrate how the different structures of the circulatory and


A
Content Standards respiratory systems work together to transport oxygen-rich blood and
.
nutrients to the different parts of the body.
 Conduct an information dissemination activity on effective ways of taking
B
Performance Standards care of the respiratory and circulatory systems based on the data
.
gathered from the school or local health workers.
C Learning Competency
. 1. Explain how the respiratory and circulatory systems work together to
transport nutrients, gases and other molecules to and from the different
parts of the body.
S9LT –la – b-26
Learning Competencies / Objectives
Write the LC code for each Learning Objectives:
 Describe the general function of the Human Respiratory System.
 Identify the different parts of the human respiratory system.
 Describe the function of each part of the breathing system.

 Respiratory and Circulatory Systems Working with the other Organ


II. CONTENT Systems
What a Bunch of Grapes!

III. LEARNING RESOURCES

A
References
.
1
Teacher's Guide Pages pp. 4-5
.
2
Learner's Materials Pages pp. 4-5
.
3 Textbook
pp. 4-5
. Pages
4 Additional Materials from
. BEAM Learning Guide Second Year – Biology Organ System – Circulatory
Learning
System
Resource (LR) portal
B
Other Learning Resource
.

IV. PROCEDURES

A
. Reviewing previous lesson or Assess the students’ background knowledge and interest through KWHL. (
presenting the new lesson Know, What, How, Learn)

B Establishing a purpose for the


Students will be asked to perform a simple breathing exercise for about 30sec.
. Lesson
C Activity 1A:
. Procedure:
1. Read the background information about the Human
Breathing System.
2. Check your understanding of the breathing system by
Presenting examples / instances of coloring each part of the Human Respiratory System. Use
the the designated colors to identify the parts.
new lesson
Nose – yellow Bronchi - green

Nasal Passage – orange Bronchioles - pink

Trachea – blue Alveoli - red

3. Write the function of each part based on the background


information in the box.

THE HUMAN BREATHING SYSTEM

Respiratory system is made up of the organs in the body that help us to


breathe. Just remember that the word respiration is linked to breathing. The
parts of the respiratory system that are in charge of supplying oxygen are the
nose, nasal passageways, windpipe, lungs, and diaphragm. In the nose and
nasal passages, the entering air is made warm, damp, and clean of unknown
particles. Next, the air moves down through the trachea, bronchi, bronchioles
and alveoli. Trachea is the empty tube that serves as passageway of air into the
lungs. Bronchi are the two branching tubes that connect the trachea to the lungs.
Bronchioles are the hair like tubes that connect to the alveoli. Alveoli are the air
sacs that allow gas exchange in the lungs.

Activity 1B:

Procedure:
1. Hold up the bunch of malunggay leaves to represent the parts of the
respiratory system.
2. Within your group, locate the parts of the breathing system.
3. Present in front the analogous parts of the Human Respiratory
System.

D 1. What does each part of malunggay leaves represent?


Discussing new concepts and
. 2. Describe the pathway of oxygen in the breathing system.
practicing
3. What will happen if one part of the system fails to carry out its function
new skills #1
properly?
E Discussing new concepts and
. practicing
new skills #2
F
. Developing mastery
(Leads to Formative Assessment 3)

G Finding practical applications of


. concepts What will happen if one part of the system fails to carry out its function properly?
and skills in daily living

H Making generalizations and 1. What are the different parts of the human respiratory system?
. abstractions 2. Describe the function of each part of the breathing system.
about the lesson
Directions: Read each question carefully and choose the statement that best
answers each question.

1. In the lungs, oxygen is absorbed into the blood. In which part of the lungs
does this mainly happen?
a. alveoli b. bronchi c. bronchioles d. trachea

2. Which of the following correctly name the parts labeled in the diagram on the
right?
a. A = alveolus, B = bronchiole
b. A = bronchiole, B = trachea
c. A = trachea, B = bronchiole
d. A = trachea, B = bronchus

3. Analyze the diagram of the human breathing system on the left. Which of the
I. Evaluating Learning following is the correct order for air passing through the lungs?
a. trachea, bronchus, bronchiole, alveoli
b. trachea, alveoli, bronchi, bronchioles
c. bronchus, trachea, bronchioles, alveoli
d. bronchus, alveoli, trachea, bronchioles

4. Which process does not occur in the nasal cavity?


a. Exchange of gases
b. Humidification of inhaled air
c. Trapping of large foreign bodies
d. Warming of inhaled air
5. Which of the choices below is not a functional process performed by the
respiratory system?
a. external respiration c. pulmonary ventilation
b. pulmonary respiration d. transport of respiratory gases

Answers: 1. a 2. C 3. a 4. a 5. d
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 forremediation 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 worked?

F What difficulties did I encounter which


. my principal or supervisor can help me
solve?
G
. What innovation or localized materials
did I Use or discover which I wish to
share with otherteachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time
DAY:

I. OBJECTIVES

 Demonstrate how the different structures of the circulatory


and respiratory systems work together to transport
A. Content Standards
oxygen-rich blood and nutrients to the different parts of the
body.
 Conduct an information dissemination activity on effective
ways of taking care of the respiratory and circulatory
B. Performance Standards
systems based on the data gathered from the school or
local health workers.
C. L. C. 1 Explain how the respiratory and circulatory systems work
together to transport nutrients, gases, and other molecules to and
from the different parts of the body.
S9LT –la – b-26
Learning Competencies / Objectives
Write the LC code for each
L. O.
 Explain how the lungs work.
 Describe how the movement of the diaphragm helps the
air go in and out of the lungs.
 Respiratory and Circulatory Systems Working with the
II. CONTENT other Organ Systems
Bottled Balloon

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 6-7
2. Learner's Materials Pages pp. 6-7
3. Textbook Pages pp.6-7
4. Additional Materials from Learning BEAM Learning Guide Second Year – Biology Organ System –
Resource (LR) portal Circulatory System
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting


Recall the parts and function of the human respiratory system.
the new lesson
B. Establishing a purpose for the Lesson  How do the lungs work?
C. Procedure:
1. Using a pair scissors, cut the bottom out of the 2-liter
plastic bottle.
2. Create two holes that are apart from each other in the cap
of the palstic bottle. Make sure that each hole is just big
enough for a straw to fit through.
3. Stick the two straws through the holes of the bottle cap.
4. Place one balloon on the end of each straw and secure
Presenting examples / instances of the them with rubber bands, as shown in the figure below:
new lesson

Figure 3. The two straws with the balloons are inserted


into the plastic bottle cap.
5. Stick the balloon ends of the straws through the bottle
opening and screw the lid on tightly.
6. Stretch out the larger balloon and place it over the open
bottom of the bottle. Secure it with the rubber band as
tightly as possible. Refer to the diagram of the finished
lung model below.

Figure 4. A constructed model of the human chest cavity

7. Pull the larger balloon down; that is away from the bottle,
in order to blow up the two small balloons.
8. Push the larger balloon towards the bottle in order to let
the air out of the to small balloons.
9. Write down your observations.

D. Answer the Guide Questions:


1. What does each part of the constructed lung model represent?
2. What happens as you pull down the balloon at the bottom of the
Discussing new concepts and practicing model?
new skills #1 3. What happens as you push up the balloon?
4. How does the movement of the diaphragm cause the air to go in
and out of the lungs?
5. What would likely to happen if you prick the balloon?
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of Why do we believe that life is possible only on planets where
concepts oxygen is present?
and skills in daily living
H. 1. What happens to our diaphragm as we inhale and exhale?
2. Based from the activity, how does the diaphragm affect the
Making generalizations and abstractions
movement of the lungs?
about the lesson
3. Will the process of breathing be possible even without the
diaphragm? Why or why not?
Directions: Read each question carefully and choose the
statement that best answers each question.

1. Which of the following DOES NOT happen during inhalation?


a. The diaphragm moves up.
b. The air moves into the lungs.
c. The ribs move upward and outward.
d. The pressure in the lungs decrease.

2. What happens when you breathe in?


I. Evaluating Learning
a. Your diaphragm expands. c. Your diaphragm explodes.
b. Your diaphragm contracts. d. Nothing happens to the
diaphragm.

3. As the diaphragm muscle relaxes, the chest cavity returns to its


original size. This creates lesser space as compared to when
diaphragm is contracted. Which of the following will result due to
an increase in the intra-alveolar pressure above the total
atmospheric pressure outside the body as an effect of the
relaxation of the diaphragm muscle?
a. blowing of air out of the lungs c. paralysis of the diaphragm muscle
b. moving of air into the lungs d. severe hypoventilation

Answers: 1. a 2. b 3. A
J. Additional activities for application or
remediation

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the


A.
evaluation
B. No. of learners who require additional
activities forremediation 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with
otherteachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time
DAY:

I. OBJECTIVES

 Demonstrate how the different structures of the circulatory


A. Content Standards and respiratory systems work together to transport oxygen-
rich blood and nutrients to the different parts of the body.
 Conduct an information dissemination activity on effective
ways of taking care of the respiratory and circulatory
B. Performance Standards
systems based on the data gathered from the school or
local health workers.
C. L.C. 1 Explain how the respiratory and circulatory systems work
together to transport nutrients, gases, and other molecules to and
from the different parts of the body.
S9LT –la – b-26
Learning Competencies / Objectives
L.O
Write the LC code for each
 Describe blood flow and gas exchange within the heart,
circulatory system, and lungs;
 Explain the mechanism of how the respiratory and
circulatory systems work.
 Respiratory and Circulatory Systems Working with the other
Organ Systems
II. CONTENT
Just Go with the Flow
a-MAZE –ing

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages p. 7
2. Learner's Materials Pages pp. 8-9
3. Textbook Pages
4. Additional Materials from Learning BEAM Learning Guide Second Year – Biology Organ System –
Resource (LR) portal Circulatory System
B. Other Learning Resource https://www.youtube.com/watch?v=BEWjOCVEN7M
IV. PROCEDURES

A. Reviewing previous lesson or presenting the


Recall how the breathing process takes place.
new lesson
B. Establishing a purpose for the Lesson  How does the heart and lungs work together?
C.

ACTIVITY: Puzzle Game (a-maze-ing)

Directions: Students will be divided into two (2) groups. Each group
will be given a set jumbled letters found inside the brown envelope
about the lesson. The students will be given time to solve the puzzle
by posting their answers on the board. The group who will solve the
Presenting examples / instances of the
new lesson puzzle correctly will be the winner
Perform Activity: a-MAZE-ing on Learner’s Guide pp. 11-12
a-Maze-ing

D. Answer Guide Questions:

1. What does the red marker represent? The blue marker?


2. What are the different parts where the red mark pass
through? Hoew about the blue mark?
Discussing new concepts and practicing 3. What happens to the blood as it enters to the different
new skills #1 chambers of the heart?
4. How does tricuspid valve and bicuspid valve help in blood
flow?
5. What is the correct pathway of blood within the heart?

E. Discussing new concepts and practicing


new skills #2

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
Why do you think some people experienced difficulty in breathing?
and skills in daily living
H. 1. What is the chronological pathway of blood with in the heart?
2. How do the lungs support the heart to perform its functions?
Making generalizations and abstractions
3. What will happen if the blood does not pass through the lungs?
about the lesson
4. Why is oxygen important to your body?

Essay (10 points)


I. Evaluating Learning
Explain the process of blood circulation.
J. Additional activities for application or
Remediation

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the


A.
evaluation
B. No. of learners who require additional activities
forremediation 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with
otherteachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time
DAY:

I. OBJECTIVES

 Demonstrate how the different structures of the circulatory


A. Content Standards and respiratory systems work together to transport oxygen-
rich blood and nutrients to the different parts of the body.
 Conduct an information dissemination activity on effective
ways of taking care of the respiratory and circulatory
B. Performance Standards
systems based on the data gathered from the school or
local health workers.
C. L.C 1 Explain how the respiratory and circulatory systems work
together to transport nutrients, gases, and other molecules to and
from the different parts of the body.
Learning Competencies / Objectives
S9LT–la – b-26
Write the LC code for each
L.O
 Identify the components of the circulatory system
 Explain the different types of circulation
 Respiratory and Circulatory Systems Working with the other
II. CONTENT Organ Systems
Fill Me In…

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages p. 9
2. Learner's Materials Pages pp. 12-13
3. Textbook Pages
4. Additional Materials from Learning BEAM Learning Guide Second Year – Biology Organ System –
Resource (LR) portal Circulatory System
B. Other Learning Resource https://www.youtube.com/watch?v=yaXna8LmoiY
IV. PROCEDURES

A. Reviewing previous lesson or presenting the Trace the process of blood circulation.
new lesson Enumerate the parts of respiratory and circulatory system
The teacher will show a tumbler with strawberry juice and the
students will be asked to cite the components of the juice similar to
B. Establishing a purpose for the Lesson
the blood.Then, the teacher will relate the answer of the students to
the lesson.
Procedure:
C. Using the given graphicorgnizer, fill in the missing parts,
description and functions to complete the entire concept.

D. Answer Guide Questions:


1. What is circulatory system?
2. Describe the components of the respiratory system.
3. How does the types of blood vessels differ from one
Discussing new concepts and practicing
another in terms of the role they play in circulatory system?
new skills #1
4. How does the blood circulate in the body? How will you
describe the differents types by which blood is transported
from one organ to another or from organs to systems and
back to the heart?
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
Suggest ways in order to have a healthy circulaatory system.
and skills in daily living
H. 1. Explain the main role of the circulatory system in the human
body.
2. What are the different components of the circulatory
system?
Making generalizations and abstractions
3. What role does each component play in the circulatory
about the lesson
system?
4. What are the different types of blood vessels? Explain the
function ofeach type.
5. How can you compare the different types of circulation?
Multiple Choice. Choose the letter of the correct answer.
1. It is the movement of the blood from the heart to the rest of the
body, excluding the lungs.
A. Pulmonic Circulation C. Coronary Circulation
I. Evaluating Learning B. Systemic Circulation D. Open Circulation

2. Heart : Blood Lungs: ___________


A. Carbon Dioxide C. Vessels
B. Oxygen D. Valve
3. Which of the following does NOT belong to the group?
A. Capillaries C. Arteries
B. Veins D. Valve

Answer: 1. B 2. B 3. D

J. Additional activities for application or


Remediation

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the


A.
evaluation
B. No. of learners who require additional activities
forremediation 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with
otherteachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time
DAY:

I. OBJECTIVES

 Demonstrate how the different structures of the circulatory


A. Content Standards and respiratory systems work together to transport oxygen-
rich blood and nutrients to the different parts of the body.
 Conduct an information dissemination activity on effective
ways of taking care of the respiratory and circulatory
B. Performance Standards
systems based on the data gathered from the school or
local health workers.
C. L.C 1 Explain how respiratory and circulatory systems work
together to transport nutrients, gases, and other molecules to and
fro the different parts of the body.
Learning Competencies / Objectives
S9LT - la – b-26
Write the LC code for each
L.O
 Describe how the heart functions.
 Explain how blood is pumped by the heart.
 Respiratory and Circulatory Systems Working with the other
II. CONTENT Organ Systems
Pump It!

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 10 – 11
2. Learner's Materials Pages pp. 15 – 16
3. Textbook Pages
4. Additional Materials from Learning BEAM Learning Guide Second Year – Biology Organ System –
Resource (LR) portal Circulatory System
B. Other Learning Resource https://www.youtube .com/watch? v=oHMmtqKgs50
IV. PROCEDURES

A. Reviewing previous lesson or presenting the


Trace the process of blood circulation.
new lesson
It is said that the heart has the strongest muscle, why do you think
B. Establishing a purpose for the Lesson so? What are the situations that trigger your heart to beat faster?
Slower?
C.
Refer to the figure below for the possible set-up

Presenting examples / instances of the


new lesson

D. Answer Guide Questions:


Discussing new concepts and practicing
new skills #1 1. What does the water inside the jar represent?
2. What indicates the changing of color from blue-colored
water (right atrium) to red-colored water (left ventricle)?

3. Will the heart model be able to function properly if the straw


is blocked? Explain your answer
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
Suggest ways on how to take care of your heart.
and skills in daily living
H. 1. What is the function of the heart?
2. Based on the activity, explain how blood is pumped by the
Making generalizations and abstractions heart.
about the lesson 3. What is the importance of having a separate chamber for
oxygenated and deoxygenated blood?

Directions: Read each statement/question carefully and choose the


statement that best answers each question.

1. How do the heart and the lungs work together? Arrange the
following
statements in correct order of how the human breathing
system works.
1. Carbon dioxide diffuses from the blood to the alveoli
and is released
during exhalation.
2. Gas exchange takes place between the capillaries and
alveoli in the
lungs.
3. Inhaled oxygen enters the bloodstream through
diffusion from the
alveoli into the capillaries.
4. Oxygenated blood flows back to the heart through
pulmonary vein.
5. The heart pumps deoxygenated blood that enters the
lungs through
the pulmonary artery.
6. The heart pumps the blood and enters the aorta, the
oxygen, to be
I. Evaluating Learning distributed throughout the body.

a. 1 – 4 – 3 – 6 – 2 – 5 c. 6 – 2 – 1 – 3 – 4 – 5
b. 5 – 2 – 3 – 1 – 4 – 6 d. 6 – 4 – 1 – 3 – 2 – 5

2. Which of the following is the critical first event in human


respiration?
a. Collapse of the alveoli
b. Relaxation of the diaphragm muscle
c. Muscular constriction of the windpipe
d. Contraction of the diaphragm muscle

3. Which of the choices below determines the direction of


respiratory gas
movement?
a. molecular weight and size of the gas molecule
b. partial pressure gradient
c. solubility in water
d. temperature

4. Which of the following correctly states the relationship between


CO2 and
blood acidity?
a. Higher amount of CO2 activates acid-forming enzymes within
blood leukocytes.
b. Higher amount of CO2 increases the carrying of oxygen by
hemoglobin.
c. Higher amount of CO2 increases the combination of carbon
dioxidewith H2O in thousands of erythrocytes.
d. Higher amount of CO2 releases nitrogen from tissue cells
during their metabolism.

5. What happens to blood when it is pumped into the thin-walled


blood
vessels of the lungs?
a. Blood fills the lungs and causes coughing.
b. Carbon dioxide is replaced with oxygen.
c. Platelets are exchanged for plasma.
d. Nothing -- the lungs are just a place blood goes through
on its way back to the heart.

Answers: 1. b 2.d 3. B 4. a 5. b

J. Additional activities for application or


remediation

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the


A.
evaluation
B. No. of learners who require additional activities
forremediation 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with
otherteachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time
DAY:

I. OBJECTIVES

 Demonstrate how the different structures of the circulatory


A. Content Standards and respiratory systems work together to transport oxygen-
rich blood and nutrients to the different parts of the body.
 Conduct an information dissemination activity on effective
ways of taking care of the respiratory and circulatory
B. Performance Standards
systems based on the data gathered from the school or
local health workers.
C. L. C. 1 Explain how the respiratory and circulatory systems work
together to transport nutrients, gases, and other molecules to and
from the different parts of the body.
S9LT –la – b-26
Learning Competencies / Objectives
L.O
Write the LC code for each
 Measure and describe ones pulse (heart rate) after
performing different activities.
 Explain the importance of using different time intervals in
measuring heart rate.
 Respiratory and Circulatory Systems Working with the other
II. CONTENT Organ Systems
The Rhythm of My Heart

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 11 – 12
2. Learner's Materials Pages pp. 17 – 18
3. Textbook Pages
4. Additional Materials from Learning BEAM Learning Guide Second Year – Biology Organ System –
Resource (LR) portal Circulatory System
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting the


Recall the three types of blood circulation.
new lesson
What are your daily activities that you think promotes a healthy
B. Establishing a purpose for the Lesson
heart?
C. The teacher will present a mystery box with a mystery object inside
(it will be a teacher’s discretion on the type of object he/she will put
Presenting examples / instances of the inside the box as long as it excites the students). A volunteer will be
new lesson asked to feel the mystery object in the box without peeping. Then,
he/she will guess what the object is. The teacher will ask how the
student feel while doing the activity.
D. Discussing new concepts and practicing
Perform Activity 6: The Rhythm of My Heart on p. 17 -18
new skills #1
E. Answer Guide Questions:
1. What was your calculated resting pulse?
2. What was your pulse after exercising?
3. How would you differentiate your heart rates before and after
Discussing new concepts and practicing
exercising?
new skills #2
What is the advantage of timing for a full minute to find your pulse?
5. What is the advantage of timing over a short period of time,
especially when you have finished exercising?
6. According to statistics, the maximum heart rate should be 220
minus a person’s age. How would you interpret your highest heart
rate in relation to that given number?

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts What is the importance of exercise to our body?
and skills in daily living
H. Heart rate or pulse is the number of times your heart beats in a
minute (BPM or beats per minute). Shorter time intervals may be
Making generalizations and abstractions used in taking the pulse as long as it comes to 60 seconds upon
about the lesson multiplying with a factor. When you are resting, your heart rate sows
down, as your body does not need as much blood as it does when
you exercise.
I. Evaluating Learning Explain the use of different time intervals in measuring heart rates.
J. Additional activities for application or
remediation

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the


A.
evaluation
B. No. of learners who require additional activities
forremediation 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with
otherteachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time
DAY:

I. OBJECTIVES

 Demonstrate the prevention, detection, and treatment of


A. Content Standards
diseases affecting the circulatory and respiratory systems.
 Conduct an information dissemination activity on effective
ways of taking care of the respiratory and circulatory
B. Performance Standards
systems based on the data gathered from the school or
local health workers.
C. L.C 2 Infer how one’s lifestyle can affect the functioning of
respiratory and circulatory systems.
S9LT –lc – 27
Learning Competencies / Objectives L. O
Write the LC code for each
 Explain the negative effects of cigarette smoking on the
circulatory and respiratory systems.

 Respiratory and Circulatory Systems Working with the other


II. CONTENT Organ Systems
Cigarette Smoking is Dangerous to your Health

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 12 – 13
2. Learner's Materials Pages pp. 18 – 20
3. Textbook Pages
4. Additional Materials from Learning
APEX Biology Unit IV The Organ Systems Lesson 11 & 12
Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting the


How your various activities are affect your heart rate?
new lesson
The teacher will show a cigarette pack and will ask the students
B. Establishing a purpose for the Lesson
their observation on the cover and warnings.
C. Look at the picture of the smoker’s body below, and take note of the
illnesses that might develop due to cigarette smoking.

Presenting examples / instances of the


new lesson
The students will be asked to read clippings about the negative
effects of cigarette smoking. After reading the clippings, the group
will creatively present their insights regarding what they have read.
They may choose from the following options depending on their
capability. This aims to unleash their optimum learning through
multiple intelligences.
 Poster
 Poem
 Jingle
D.  Skit
Discussing new concepts and practicing
 Broadcasting
new skills #1

NEGATIVE EFFECTS OF CIGARETTE SMOKING CRITERIA


CRITERIA PERCENTAGE
Preparation 15%
Achievement of Objective 15%
Imagination and Creativity 30%
Presentation 20%
TOTAL 100%

E. Answer Guide Questions:

1. What are the different dangerous effects of cigarette


Discussing new concepts and practicing smoking on circulatory and respiratory system?
new skills #2 2. How do the government aid in disseminating information
about the danger of cigarette smoking?
Explain the quote: “Today it’s me because of you! But tomorrow it’s
you, because of me! Quit Smoking before Smoking Quits you!”
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts
In your own way, how can you convince a smoker to quit smoking?
and skills in daily living
H. What are the negative effects of cigarette smoking on the circulatory
Making generalizations and abstractions
and respiratory systems?
about the lesson
Directions: Read each statement/question carefully and choose the
statement that best answers each question.

1. Smokers may develop a condition known as emphysema. What


is this condition?
a. a type of lung cancer
b. an infection of the bronchial tree
c. an infection of the pleural membranes
d. breakdown of the alveolar walls

2. A person with history of smoking, and is suffering from abnormal


permanent enlargement of the alveoli, cough, and dyspnea suggest
I. Evaluating Learning that he has chronic obstructive pulmonary disease (COPD). Which
of the following diseases is it?
a. Asthma c. Chronic Bronchitis
b. Emphysema d. Obstructive Sleep Apnea

3. What would happen to people who have an open wound and


whose blood did not clot naturally?
a. They may bleed to death.
b. They would have to take regular doses of plasma.
c. They would have to take regular doses of platelets.
d. Nothing. Clotting is not important.

4. Which of the following is the best way to take good care of your
respiratory and circulatory systems?
a. eating healthy foods
b. having regular exercise
c. avoiding unhealthy lifestyle such as smoking
d. all of the above

Answers: 1. d 2. b 3. a 4. d

J. Additional activities for application or


remediation

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the


A.
evaluation
B. No. of learners who require additional activities
forremediation 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with
otherteachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time
DAY:

I. OBJECTIVES

 Demonstrate the prevention, detection, and treatment of


A. Content Standards
diseases affecting the circulatory and respiratory systems.
 Conduct an information dissemination activity on effective
ways of taking care of the respiratory and circulatory
B. Performance Standards
systems based on the data gathered from the school or
local health workers.
C. L.C 2 Infer how one’s lifestyle can affect the functioning of
respiratory and circulatory systems.
S9LT –lc – 27
L.O
Learning Competencies / Objectives  Identify ways of detecting and preventing diseases in the
Write the LC code for each respiratory and circulatory systems.
 Appreciate the importance of a healthy lifestyle in avoiding
such diseases.

 Respiratory and Circulatory Systems Working with the other


II. CONTENT Organ Systems
Prevention is Better Than Cure

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages p. 13
2. Learner's Materials Pages p. 21
3. Textbook Pages
4. Additional Materials from Learning
APEX Biology Unit IV The Organ Systems Lesson 11 & 12
Resource (LR) portal

B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting the


Enumerate the negative effects of cigarette smoking.
new lesson
Based from your eating habits, can you say that it promotes good
B. Establishing a purpose for the Lesson
health? Why or why not?
C. Explain the quote: “Prevention is better than cure.”

Procedure:
1. With your group mates, create a story that illustrates various
ways of preventing diseases that affect the respiratory and
circulatory systems. You must also show the importance of keeping
Presenting examples / instances of the our bodies healthy and free from illnesses.
new lesson
2. Present the story that you made in front of the class by means of
role-playing.

3. Consider the following criteria to serve as guide in completing the


given task.
STORY- MAKING AND ROLE PLAYING CRITERIA
CRITERIA PERCENTAGE
Preparation 15%
Achievement of Objective 15%
Imagination and Creativity 30%
Discussing new concepts and practicing new
skills #1 Presentation 20%
TOTAL 100%

D.
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts Face a mirror and ponder for a while and ask yourself “Does the
and skills in daily living things that you do promote a health you?”
H. The best way to prevent diseases in the respiratory and circulatory
systems is to have a healthy lifestyle, which includes balanced diet,
Making generalizations and abstractions regular exercise, adequate rest, proper hygiene, and avoiding vices
about the lesson such as cigarette and alcohol drinking. Circulatory and respiratory
disease can easily be detected with regular health check –up and
physical screening.
I. Evaluating Learning Evaluating group presentations/Students’ performance.
J. Additional activities for application or
remediation

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the


A.
evaluation
B. No. of learners who require additional activities
forremediation 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time
DAY:

I. OBJECTIVES

 Demonstrate how genetic information is organized in


A. Content Standards
genes on chromosomes.
B. Performance Standards
C. L. C. 3 - Describe the location of genes in chromosomes;
S9LT – Id – 28
Learning Competencies / Objectives
L. O
Write the LC code for each
1. Construct a model of a molecule of DNA
2. Identify the components of a DNA molecules
Heredity : Inheritance and Variation
II. CONTENT
DNA Modeling

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages p. 31
2. Learner's Materials Pages pp. 43 - 45
Textbook
3.
Pages
4. Additional Materials from Learning BEAM: Second Year – Your Genetic Book of Life
Resource (LR) portal APEX: Unit 6 – Genetics Lesson 3 The Structure of DNA
B. Other Learning Resource https://www.youtube.com/watch?v=ckZEds5taX4

IV. PROCEDURES

A. Reviewing previous lesson or presenting Assess the students’ prior knowledge and understanding about
the new lesson genetics.
B. Establishing a purpose for the Lesson The teacher will ask the students to watch and sing the DNA song.
Presenting examples / instances of the
Perform Activity 6: DNA Modeling on Learner’s Module pp. 43 - 45
new lesson
D. Answer Guide Questions:
1. What are the common parts of a nucleotide?
2. What is the one part of the nucleotide that differs among the
other different nucleotides?
Discussing new concepts and practicing 3. List the different kinds of nitrogen bases.
new skills #1 4. Is there always going to be an equal number of adenine and
thymine nucleotides in molecule? Why?
5. Is there always going to be an equal number of guanine and
cytosine nucleotides in a molecule? Why?

E. Discussing new concepts and practicing


new skills #2
F.

Developing mastery
(Leads to Formative Assessment 3)

G. What is the importance of discovering the structure and


Finding practical applications of concepts composition of DNA in the field of science particularly in genetics
and skills in daily living as well as in human race?
H. 1. What is DNA?
2. Why does DNA is often referred to as the Code of Life?
Making generalizations and abstractions 3. What are the components of the DNA?
about the lesson 4. How can you compare the nitrogen bases of DNA with
RNA?

Directions: Read the questions carefully and choose the statement


that best answers each question.

1. DNA is a long molecule made up of units called


nucleotides. Which of the following consists a nucleotide?
a. a nitrogen base
b. a nitrogen base and a sugar
c. a nitrogen base, sugar, and phosphate
d. two nitrogen bases, a sugar, and a phosphate

2. Which sequence of nucleotides would bond with the DNA


sequence
I. Evaluating Learning
TATGA?
a. TATGA b. ATACT c. GCGTC d. CGCAC

3. Which of the following DOES NOT describe the structure of


DNA?
a. double helix
b. sugar phosphate background
c. nucleotide polymer
d. contains adenine – uracil pairs

Answers: 1. c 2. b 3. d

J. Additional activities for application or


remediation

V. REMARKS

No. of learners who earned 80% in the


A.
evaluation
B. No. of learners who require additional
activities forremediation 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with
otherteachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time
DAY:

I. OBJECTIVES

 Demonstrate how genetic information is organized in


A. Content Standards
genes on chromosomes.
B. Performance Standards
C. L. C. 3 - Describe the location of genes in chromosomes;
S9LT – Id – 28
Learning Competencies / Objectives
L.O
Write the LC code for each
1. Identify the parts of the chromosome.
2. Describe the location of genes in chromosomes.
Heredity : Inheritance and Variation
II. CONTENT
The Chromosome Structure

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages Lesson Guide pp. 32 - 33
2. Learner's Materials Pages
Textbook
3.
Pages
4. Additional Materials from Learning BEAM: Second Year – Your Genetic Book of Life
Resource (LR) portal APEX: Unit 6 – Genetics Lesson 3 The Structure of DNA
B. Other Learning Resource https://www.youtube.com/watch?v=z8ojaHrxQR0

IV. PROCEDURES

A. Reviewing previous lesson or presenting


Enumerate the different nitrogen bases in DNA and RNA.
the new lesson
Do you know that the number of chromosome determines the kind
B. Establishing a purpose for the Lesson
of specie?
The students will watch a short video clip about the chromosomes.
https://www.youtube.com/watch?v=gpNmlbnl1o0

The class will be divided into two groups. Each group is given a
roll thread. The task of the group is to unroll the thread as fast as
Presenting examples / instances of the they can and roll it again. The group who will finish the task for the
new lesson fastest time will be the winner.
Then, the teacher will post the following questions:
a. What is the relationship of thread to chromosome?
b. Why do you think some organisms have longer
chromosomes and others have shorter
chromosomes?
D. Answer Guide Questions:

1. Use the diagram of a chromosome to


identify its parts.
Discussing new concepts and practicing
2. In which part of the chromosome does
new skills #1
the gene is located?

3. How can you compare gene from


chromosome?

E. Discussing new concepts and practicing


new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)

G. Finding practical applications of concepts How do we inherit our chromosomes?


and skills in daily living
H. 1. What are the different parts of the chromosome?
2. Describe the location of genes in the chromosome.
You can use the illustration below.
3. What are the functions of chromosomes?
4. Do all living things have the same type of
chromosomes?

Making generalizations and abstractions


about the lesson

Choose the letter of the correct answer.


1. What contains specific instruction that make each type of living
creature unique.
A. Chromosome B. Cell C.DNA D. RNA

2. It is the structure which keeps the chromosomes properly


I. Evaluating Learning
aligned during cell division?
A. Centromeres C. Spindle Fiber
B. Telomeres D. Nucleus

Answer: 1. C 2. A

J. Additional activities for application or


remediation

V. REMARKS

No. of learners who earned 80% in the


A.
evaluation
B. No. of learners who require additional
activities forremediation 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with
otherteachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time
DAY:

I. OBJECTIVES

A. Content Standards  Demonstrate the different patterns of inheritance.


B. Performance Standards
C. L. C. 4 Explain the different patterns of non-Mendelian Inheritance
S9LT – Id – 29
L.O
Learning Competencies / Objectives 1. Explain incomplete dominance pattern of inheritance.
Write the LC code for each 2. Illustrate by means of Punnett Square a cross
involving incomplete dominance pattern of
inheritance.

Heredity : Inheritance and Variation


II. CONTENT
Incomplete Dominance

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages Lesson Guide pp. 35 - 38
2. Learner's Materials Pages pp. 30 - 31
Textbook
3.
Pages
4. Additional Materials from Learning
EASE Biology Module 14 Lesson 3
Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting


What is the main role of our chromosomes and DNA?
the new lesson
B. Establishing a purpose for the Lesson Do you know that some of the inherited traits are intermediate?
The teacher will show three Gumamela flowers color red, white
Presenting examples / instances of the
and pink. Then he/she will draw questions out of it.
new lesson

D. Discussing new concepts and practicing Which do you think, among the three Gumamela flowers that I
new skills #1 showed you, registers an intermediate trait? Why?
E. Discussing new concepts and practicing Solve genetic problems regarding Incomplete Dominance on page
new skills #2 36 of the Lesson Guide.
F. Developing mastery
(Leads to Formative Assessment 3) How do we solve the traits of an offspring in an Incomplete
Dominant Trait?

G. Suppose two pink-colored Gumamela flowers are crossed in the


Finding practical applications of concepts
F2 generation, is there a probability for them to produce a
and skills in daily living
homozygous red or homozygous white flower? Prove your answer.
H. 1. What is incomplete dominance?
2. When do we say that a trait follows a non-Mendelian pattern of
Making generalizations and abstractions
heredity?
about the lesson

Directions: Read each question carefully and choose the


I. Evaluating Learning
statement that best answers each question.
1. What phenotypes and phenotypic ratios would you expect in a
test cross of a pink flowered (RW) and a
red flowered (RR) snapdragon?
a. 2 pink : 2 red c. 2 pink : 1 red : 1 white
b. 3 pink : 1 red d. 2 red : 1 pink : 1 white

For numbers 2 and 3, base your answers in the following problem.

In plants known as “alas diez”, the allele for the dominant


red flower color is designated as ‘F’ and is incompletely dominant
over the allele for white flowers ‘f’. A horticulturist allows several
heterozygous pink flowered alasdiez to self - pollinate and
collects 200 seeds.
2. Which of the following is the correct Punnett Square to show the
probability of the test cross?
F F F f
a. f Ff Ff c. f Ff ff
f Ff Ff f Ff ff

f f F f
b. f ff ff d. F Ff Ff
f ff ff f Ff ff

3. Suppose all 200 seeds grew and survived as a mature plant,


how many of these plants will produce white
flowers?
a. 200 b. 100 c. 50
d. 0

Answers: 1. a 2. d 3. c

J. Additional activities for application or


remediation

V. REMARKS

No. of learners who earned 80% in the


A.
evaluation
B. No. of learners who require additional
activities forremediation 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with
otherteachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time
DAY:

I. OBJECTIVES

A. Content Standards  Demonstrate the different patterns of inheritance.


B. Performance Standards
C. L. C 4 Explain the different patterns of non-Mendelian inheritance
S9LT – Id – 29
L.O
Learning Competencies / Objectives 1. Explain codominance pattern of inheritance.
Write the LC code for each 2. Illustrate by means of Punnett Square a cross involving
codominance pattern of inheritance.

Heredity : Inheritance and Variation


II. CONTENT
Codominance

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages Lesson Guide pp. 39 - 40
2. Learner's Materials Pages pp. 32 - 33
Textbook
3.
Pages
4. Additional Materials from Learning
EASE Biology Module 14 Lesson 3
Resource (LR) portal
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting What is an Incomplete Dominance?


the new lesson Give examples of incomplete dominant traits.
Is it possible for two traits to become visible in one single
B. Establishing a purpose for the Lesson
organism?
Observe the physical traits of different organisms in the picture.

Presenting examples / instances of the


new lesson

Perform the Activity: Mystery Bull on pages 32 -33


D. Answer Guide Questions:
1. Will you able to trace the father of the calves? What are the
possible phenotypes of the calves for each cow?
2. Do you think you will make MangMarcelino about the result of
Discussing new concepts and practicing
your investigation? How are you going to explain it to him?
new skills #1
3. How would you apply what you have learned to improve the
breeds of livestock in your area?
4. What possible suggestions can you give to animal breeders in
your area?
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)

G. Encircle the pictures that shows Codominant trait.

Finding practical applications of concepts


and skills in daily living

H. 1. What is codominance?
Making generalizations and abstractions 2. Does codominance trait apply to human traits? Why or why not?
about the lesson

Directions: Read each question carefully and choose the


statement that best answers each question.

1. Birds have a Z-W system. Male birds are ZZ, whereas females
are ZW. In
chickens, barred feathers (Z) are dominant over nonbarred
feathers (Zb).
What are the results of a cross between a barred female and a
nonbarred
male.

a. 2 ZZb barred male : 2 ZW nonbarred female


b. 2 ZZ nonbarred male : 2 ZbW barred female
c. 2 ZZ nonbarred male : 2 ZW nonbarred female
d. 2 ZZbbarred male : 2 ZbW barred female

I. Evaluating Learning
2. In mice, agouti coat (BW) color is codominant. Hairs, when
viewed under a microscope are grey at the base and white at the
tip. An agouti mouse will result from a cross between a black (B)
parent and a white (W) parent. What will two agouti mice produce?
a. 75% black, 25% white
b. 50% white, 50 % black
c. 50% black, 25% white, 25% agouti
d. 50% agouti, 25% black, 25% white

3. What is the genotypic ratio of the resulting offspring in problem


number 2?
a. 3 BB : 1WW c. 2 BW : 1 WW : 1 BW
b. 2 WW : 2 BB d. 2 BW : 1 BB : 1 WW

Answers: 1. a 2. d 3. d

J. Additional activities for application or


remediation

V. REMARKS

No. of learners who earned 80% in the


A.
evaluation
B. No. of learners who require additional
activities forremediation 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 worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with
otherteachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time
DAY:

I. OBJECTIVES

A. Content Standards  Demonstrate the different patterns of inheritance.


B. Performance Standards
C. L. C 4 Explain the different patterns of non – Mendelian
inheritance
Learning Competencies / Objectives S9LT – Id – 29
Write the LC code for each L.O
1. Infer the unknown phenotypes of individuals on the basis
of the known phenotypes of their family members.
Heredity : Inheritance and Variation
II. CONTENT
Multiple Alleles

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages Lesson guide pp. 42 - 46
2. Learner's Materials Pages pp. 34 - 35
Textbook
3.
Pages
4. EASE Biology Module 14 Lesson 3
Additional Materials from Learning
Science and Technology II: biology Textbook NISMED,
Resource (LR) portal
2004,pp.184 - 185
B. Other Learning Resource

IV. PROCEDURES

A. Reviewing previous lesson or presenting Recall the difference between Incomplete Dominance and
the new lesson Codominant.
B. Establishing a purpose for the Lesson Who among are aware of blood donation?

Do you know your blood type? Are you aware of its corresponding
behavior? Let’s check this out!

Presenting examples / instances of the


new lesson

D. Discussing new concepts and practicing


Perform Activity on Blood Types: Lesson Guide page 43.
new skills #1
E. Discussing new concepts and practicing
new skills #2
Answer Guide Questions:

1. Who among the three men is the possible father of


Nathaniel? Prove your answer through Punnett square.
2. Who among the fathers are not telling the truth? Why did
you say so?
Developing mastery 3. If Nathaniel would have other siblings, what could
F. (Leads to Formative Assessment 3) probably be their blood types?
4. In case of emergency, can his siblings accept a type A
blood? Why or why not?
5. Suppose Nathaniel married a woman with type O (ii)
blood, will there be possibility for them to have a blood
type B child? Prove your answer through Punnett Square.
6. If instead he married a woman with AB blood type, is it
possible for them to bear child with type A and B blood?
Explain your answer.

G. Finding practical applications of concepts What is the importance of knowing our own blood type?
and skills in daily living In what situation can it help us?
H. Making generalizations and abstractions 1. What are the four human blood types?
about the lesson 2. Describe the characteristics of each blood type.
Directions: Read each question carefully and choose the
statement that best answers each question.

1. Blood type analysis is used frequently as evidence in paternity


suits. Consider a hypothetical case of a mother with blood type A
and a child with blood type B. Which blood type of an accused
man would exonerate him as the father?
a. IBIB b. IAIB C. IBi D. all of these

2. In humans, the alleles for blood type are designated IA (A-type


I. Evaluating Learning blood),
IB (B-type blood) and i (O-type blood). What are the expected
frequencies of phenotypes between a heterozygous A and
heterozygous B?
a. 25% type A, 25% type B, 25% type AB, 25% type O
b. 25% type A, 25% type B, 50% type AB, no type O
c. no type A, no type B, 50% type AB, 50% type O
d. 100% type AB

Answers: 1. c 2. a

J. Additional activities for application or


remediation
V. REMARKS

No. of learners who earned 80% in the


A.
evaluation
B. No. of learners who require additional
activities forremediation 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 worked?

F. What difficulties did I encounter which my


principal or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with
otherteachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time
DAY:

I. OBJECTIVES

A. Content Standards  Demonstrate the different patterns of inheritance.


B. Performance Standards
C. L.C. 4 Explain the different patterns of non – Mendelian
inheritance
S9LT – Id – 29
Learning Competencies / Objectives
L. O
Write the LC code for each
1. Discuss how sex in humans is inherited
2. Illustrate by means of Punnett square a cross showing
sex inheritance on human.
Heredity : Inheritance and Variation
II. CONTENT
Sex Chromosome and Sex - Determination

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages Lesson guide pp. 46 - 49
2. Learner's Materials Pages pp. 36 - 37
Textbook
3.
Pages
4. EASE Biology Module 14 Lesson 3
Additional Materials from Learning
Science and Technology II: biology Textbook NISMED,
Resource (LR) portal
2004,pp.184 - 185
B. Other Learning Resource https://www.youtube.com/watch?v=F5Zl5cj15jc

IV. PROCEDURES

A. Reviewing previous lesson or presenting


What are the four human blood types?
the new lesson
B. Establishing a purpose for the Lesson Do you know how are gender are determined?
Have you ever wondered why you were born a boy instead of a
Presenting examples / instances of the
new lesson girl - or a girl instead of a boy?
C.
D. Draw a Punnett square which shows the inheritance of sex
chromosomes. Represent the female sex chromosome with XX
and the male sex chromosomes with XY.

X X
Discussing new concepts and practicing
new skills #1 X

E. Discussing new concepts and practicing


new skills #2
Answer Guide Questions:

1. What will be the sex of a child produced when an egg is


fertilized by a sperm that has a Y chromosome?
Developing mastery 2. What type of sperm must fertilize an egg to result in a female
F. (Leads to Formative Assessment 3) child?
3. Based on this Punnett square, what percentage of children
would you expect to be male?
4, Which sex chromosome is present in both male and female?
5. Infer which sex chromosome determines a person’s sex.
6. What are the other factors that may influence the expression of
human sexuality?

G. Finding practical applications of concepts What is your personal opinion regarding on sex change among
and skills in daily living some lesbians and gay community?
H. 1. What are the sex chromosomes in humans?
Making generalizations and abstractions 2. How does the sex chromosome in human differ from male and
about the lesson female?
3. How many chromosomes do humans have?
Directions: Read each question carefully and choose the
statement that best answers each question.

1. What will be the gender of a child produced when an egg is


fertilized by a sperm that has a Y chromosome?
a. male
b. female
c. either a male or a female
d. neither a male or female

2. Which sex chromosome is present in both male and female?


a. X chromosome
b. Y chromosome
c. both X and Y chromosomes
d. none
I. Evaluating Learning
3. Aside from sex chromosomes, other factors may influence the
expression of human sexuality. Which of the following can be
classified as such?
a. Environmental Factors, such as age of mother that may
lead to nondisjunction (trisomy 21).
b. Social interactions after birth that may contribute to a
certain degree to the expression of human sexuality.
c. Aneuploidy where there is an excess or lack of X or Y
chromosome and genital development
during conception
d. All of the above.

Answers: 1. a 2. a 3. d

J. Additional activities for application or


remediation
V. REMARKS

No. of learners who earned 80% in the


A.
evaluation
B. No. of learners who require additional
activities forremediation 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 worked?

F. What difficulties did I encounter which my


principal or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with
otherteachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time
DAY:

I. OBJECTIVES

A. Content Standards  Demonstrate the different patterns of inheritance.


B. Performance Standards
C. L. C. 4 Explain the different patterns of non-Mendelian inheritance
S9LT – Id – 29
Learning Competencies / Objectives L.O
Write the LC code for each 1. Explain sex-linked traits.
2. Solve problems related to sex-linked traits by Punnett
square.
Heredity : Inheritance and Variation
II. CONTENT
Sex – Linked Traits

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages Lesson guide pp. 50 - 52
2. Learner's Materials Pages pp. 38
Textbook
3.
Pages
4. EASE Biology Module 14 Lesson 3
Additional Materials from Learning
Science and Technology II: biology Textbook NISMED,
Resource (LR) portal
2004,pp.184 - 185
B. Other Learning Resource https://www.youtube.com/watch?v=h2xufrHWG3E

IV. PROCEDURES

A. Reviewing previous lesson or presenting


How do we determine the gender of an offspring?
the new lesson
Are you familiar with the disease called ‘color blindness?’
B. Establishing a purpose for the Lesson
Who do you think is more prone to the disease, male or female?
Game: Students will be divided into two groups. The teacher will
choose one student that will serve as the “guesser” and the two
groups will be the “guessee”. The teacher will write the different
words on a sheet of paper related to the topic like long hair, curly
hair, fair complexion, brown eyes, tall and color-blind. The
Presenting examples / instances of the
students will be given time to guess the word/s. Each correct
C. new lesson
answer is equivalent to 1 point. The group who earns the highest
score will be the winner.
The teacher will relate the last word to the lesson.
Perform an Activity about color blindness ( Refer to Lesson Guide
page 50)
D. Answer Guide Questions:

1. What is the genotype and phenotype of the male offspring?


Discussing new concepts and practicing 2. What is the genotype and phenotype of the female offspring?
new skills #1 3. What is the chance that the child will be color-blind?
4. What is the chance that a daughter will be color-blind?
5. What is the chance that a son will be color-blind?
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. A normal male married a woman which is carrier of the disorder.
What is the probability that their offspring’s will be normal? Show
the
Genotype Phenotype
H H
X X Normal female
Finding practical applications of concepts XHXh Normal female, carrier of the gene
and skills in daily living Xh Xh Hemophiliac female
XHY Normal male
Xh Y Hemophiliac male
result by Punnett square. Refer on the table below for the
genotypes and phenotypes of person with hemophilia.

H. 1. What are sex-linked traits?


Making generalizations and abstractions 2. What is color-blindness?
about the lesson 3. How sex-linked genes are inherited?

Directions: Read each question carefully and choose the


statement that best answers each question.

1. A husband with normal color vision has a pregnant color-blind


wife. Which is the correct phenotypic ratio for sex and color vision
of the children?
a. 50% male color blind, 50% female normal vision
b. 50% male color blind, 50% female normal vision carrier
c. 25% male color blind, 25% male normal vision, 50% female
normal vision
d. 50% male normal vision, 25% female normal vision, 25%
female color blind

For numbers 2 – 5:
A woman is heterozygous for a rare dominant X-linked genetic
disease, Duchenne Muscular Dystrophy (DMD), which results in
muscle degeneration and premature death. She married a normal
man (homozygous recessive for DMD). They have children. The
following questions pertain to his family.

2. What is the chance that the couple will have a daughter with
Duchenne Muscular Dystrophy disease?
a. 100% b. 50% c. 25%
I. Evaluating Learning d. 0%

3.What is the chance that the couple will have a son with
Duchenne Muscular Dystrophy disease?
a. 100% b. 50% c. 25%
d. 0%

4. Which is the correct phenotypic ratio for the sex and


phenotypes of the couple’s children?
a. 25% heterozygous normal female, 25% female with
DMD, 50% male with DMD
b. 25% male with DMD, 25% female with DMD, 50%
heterozygous normal female
c. 25% heterozygous normal female, 25% homozygous
normal female, 25% male with DMD, 25% normal male
d. all children will inherit the Duchenne Muscular
Dystrophy disease

5. If the woman is heterozygous normal, how many children with


Duchenne Muscular Dystrophy disease would the couple have?
a. 1 out of 4 times c. 12 out of 16 times
b. 3 out of 6 times d. 0 out of 3 times

Answers: 1. b 2. d 3. c 4. c 5. a
J. Additional activities for application or
remediation
V. REMARKS

No. of learners who earned 80% in the


A.
evaluation
B. No. of learners who require additional
activities forremediation 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 worked?

F. What difficulties did I encounter which my


principal or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with
otherteachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time
DAY:

I. OBJECTIVES

A. Content Standards  Demonstrate the different patterns of inheritance.


B. Performance Standards
C. L. C. 4 Explain the different patterns of non-Mendelian
inheritance
S9LT – Id – 29
Learning Competencies / Objectives L.O
Write the LC code for each 1. Describe sex-limited traits.
2. Identify sex-limited traits among different organisms.

Heredity : Inheritance and Variation


II. CONTENT
Sex – Limited Traits

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages Lesson guide pp. 53 - 55
2. Learner's Materials Pages p.40
Textbook
3.
Pages
4. EASE Biology Module 14 Lesson 3
Additional Materials from Learning
Science and Technology II: biology Textbook NISMED,
Resource (LR) portal
2004,pp.184 - 185
www.slideshare.net
B. Other Learning Resource
www.slideplayer.com

IV. PROCEDURES

A. Reviewing previous lesson or presenting


What are some sex –linked traits?
the new lesson
Find a partner, preferably of opposite sex. What are the physical
B. Establishing a purpose for the Lesson
traits of your partner that differs from you?
Spot the Difference among Male and Female Organisms

Presenting examples / instances of the


C. new lesson

Perform an Activity about Sex – limited Traits (refer to Lesson


guide pages 53 – 54)
D. Answer the question by showing your solution through Punnett
Square:
Discussing new concepts and practicing
1. How much percentage for a female lactating cattle can be
new skills #1
produced? Not lactating?

E. Discussing new concepts and practicing


new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)

G. If female lactating cattle (XXLl) is crossed with a male not lactating


Finding practical applications of concepts cattle (XYLl), how much percentage for a female lactating cattle
and skills in daily living can be produced? Not lactating? Show your answer through
Punnett Square.
H. 1. What is sex-limited trait?
Making generalizations and abstractions
2. How can you identify some sex-limited traits among different
about the lesson
organisms?
Directions: Read each question carefully and choose the
statement that best answers each question.

1. In cattle, the gene for lactation (L) is dominant over the non-
lactating
gene(l). What is the phenotype of the cattle with the genotype
XXll?
a. male lactating c. female nonlactating
b. female lactating d. cannot be determined

2. A female cow has a genotype XXll while a male cow has XYll.
The female
cow is lactating while the male cow is not. Why is this so?
I. because the gene for lactation is an X-linked trait,
female has two X chromosomes.
II. because the gene for lactation is a sex-limited trait, the
phenotype is only expressed in female.
I. Evaluating Learning III. because the gene for lactation is autosomal and is not
found in the X and Y chromosomes.

a. I and II only b. I and III only


c. II and III only d. I, II and III

3. In what way is a sex-limited trait different from a sex-linked trait?


a. Sex-limited trait is autosomal while sex-linked is carried
by the sex chromosomes
b. Sex-limited trait can only be expressed in one gender
while sex-linked trait can be expressed in both genders
c. Sex-limited trait is inherited from the X chromosome
while sex-linked trait is from the Y chromosome.
d. both a and b.

Answers: 1. c 2. c 3. d

J. Additional activities for application or


remediation
V. REMARKS

No. of learners who earned 80% in the


A.
evaluation
B. No. of learners who require additional
activities forremediation 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 worked?

F. What difficulties did I encounter which my


principal or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with
otherteachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time
DAY:

I. OBJECTIVES

A. Content Standards  Demonstrate the different patterns of inheritance.


B. Performance Standards
C. L.C 4 Explain the different patterns of non – Mendelian
inheritance
S9LT – Id – 29
L.O
Learning Competencies / Objectives
1. Explain sex-influenced traits.
Write the LC code for each
2. Solve problems related to sex-influenced traits by Punnett
square.
3. Determine the genotypes and phenotypes of the
offspring’s from the crossed.
Heredity : Inheritance and Variation
II. CONTENT
Sex – Influenced Traits

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages Lesson guide pp. 56 - 58
2. Learner's Materials Pages pp. 40 - 41
Textbook
3.
Pages
4. EASE Biology Module 14 Lesson 3
Additional Materials from Learning
Science and Technology II: biology Textbook NISMED,
Resource (LR) portal
2004,pp.184 - 185
B. Other Learning Resource https://www.youtube.com/watch?v=BkqQvwxjnpA

IV. PROCEDURES

A. Reviewing previous lesson or presenting


Give examples of sex-limited traits.
the new lesson
B. Establishing a purpose for the Lesson Why is baldness more common to men than women?
The teacher will ask the students to study the pictures below.

Presenting examples / instances of the


C. new lesson

Perform an Activity about Sex – influenced Traits (Refer to Lesson


Guide page 57)

D. Answer Guide Questions:

a. What are the genotypic and phenotypic ratios of the


offspring of the couple?
Discussing new concepts and practicing b. What is the percentage of bald male?
new skills #1 c. What is the percentage of non-bald male?
d. What is the percentage of bald female?
e. What is the percentage of the crossed non-bald
female?
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)

G. Finding practical applications of concepts Why do you think baldness is not expressed in females even
and skills in daily living though both heterozygous gene pair occurs?
H. 1. What are sex-influenced traits?
2. In what way are sex-limited and sex-influenced characters
Making generalizations and abstractions
similar?
about the lesson
3. What is the main difference between sex-limited and sex-
influenced traits?
Directions: Read the situation below and choose the statement
that best answers each question.

A heterozygous female nonbald is married to a homozygous bald


male.
1. What are the genotypes of the couple?
a. XYBB x XXBB c. XYbb x XXbb
I. Evaluating Learning b. XYBb x XXBb d. XYBB x XXBb

2. How many percent is the chance that they will have a bald
daughter?
a. 100% b. 50% c. 25%
d. 0%

J. Additional activities for application or


remediation
V. REMARKS

No. of learners who earned 80% in the


A.
evaluation
B. No. of learners who require additional
activities forremediation 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 worked?

F. What difficulties did I encounter which my


principal or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with
otherteachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time

DAY:

I. OBJECTIVES

Demonstrate an understanding ofhow changes in the


A. Content Standards environment may affect species extinction.

Make a multimedia presentation of a timeline of extinction of


B. Performance Standards
representative microorganisms, plants, and animals.
C. LC 5. Relate species extinction to the failure of populations of
organisms to adapt to abrupt changes in the environment; and
S9LT-Ie-f30
Learning Competencies / Objectives Learning Objective(s):
Write the LC code for each  Measure species distribution using mathematical way of
expressing the amount of biodiversity and species
distribution in a community.

Unit 1: Module 3: Biodiversity and Evolution


II. CONTENT Topic: 3.1 Causes of Species Extinction
Subtopic: Index of Diversity

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 38-39
2. Learner's Materials Pages pp. 54-55
3. Textbook Pages
4. 1. EASE Science I. Module 11. Lesson 6.
2. 2. Science and Technology II: Biology Textbook. NISMED.
2012. pp. 328-329.
Additional Materials from Learning 3. Science and Technology II: Biology Textbook. NISMED. 2004.
Resource (LR) portal 328329.
4. Science and Technology I: Integrated Science Textbook.
NISMED. 2012. pp. 146-147.
5. clipartion.com
B. Other Learning Resource

IV. PROCEDURES

A.

Reviewing previous lesson or presenting


the new lesson

Study the picture above.What genetic disorder is associated with


this? (3min)
What causes species extinction?
B. Establishing a purpose for the Lesson How can changes in the environment affect the continued
survival of the species? (2min)
C. Presenting examples / instances of the Note: The teacher will advise the students to observe different
new lesson plants found in their school before the start of the lesson.

Ask the following questions:

What are the different species of trees in your school?


Which among them is the most diverse? (5min)
Perform Activity 1 : Index of Diversity. Refer to Grade 9 Learner’s
Module pp. 54-55 and Lesson Guide Lesson 18 pp.59-61.
(20min)

D. Answer the Guide Questions:


1. Compare how your tree I.D. would be different in a vacant lot
Discussing new concepts and practicing than that in a grass lawn. Explain your answer.
new skills #1 If human were concerned about biological diversity, would it be
best to have a low or high Index of Diversity (I.D.) for a particular
environment? Explain your answer.(15min)
E. Discussing new concepts and practicing
new skills #2

F. Developing mastery
(Leads to Formative Assessment 3)

G.
 Do you have a diverse community?
 What specie (whether plant or animal) is more diverse in
Finding practical applications of concepts your community?
and skills in daily living  What conditions could change the density of any of the
population of organisms in your community? (5min)

H. 1. What is Index of Diversity?


Making generalizations and abstractions
2. Why is it important for us to know the organism’s index
about the lesson
of diversity? (5min)

The group of Filipino divers went to Spratly Islands to


investigate the report about the decreasing number of shark
species due to Chinese fishermen’s illegal fishing activities.
They use the legend mark X-Y-Z to identify the number of shark
species present in the area and they came across to these
young sharks: tiger shark (X), hammerhead shark (Y) and
whale shark (Z).

I. Evaluating Learning

Help them complete the data table below: SHOW YOUR


SOLUTION
DATA TABLE 1
Index of Diversity
Number of Species
Number of Runs
Number of Sharks
(5min)

J. Additional activities for application or


remediation

V. REMARKS
VI. REFLECTION

No. of learners who earned 80% in the


A.
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 worked?

F. What difficulties did I encounter which my


principal or supervisor can help me solve?

G.
What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time

DAY:

I. OBJECTIVES

Demonstrate an understanding ofhow changes in the


A. Content Standards environment may affect species extinction.

Make a multimedia presentation of a timeline of extinction of


B. Performance Standards
representative microorganisms, plants, and animals.
C. LC 5. Relate species extinction to the failure of populations of
organisms to adapt to abrupt changes in the environment;
S9LT-Ie-f30
Learning Competencies / Objectives Learning Objectives
Write the LC code for each 1. Determine the pattern of population distribution
using mathematical formula.
2. Compare the distribution patterns of the different
populations.
Unit 1: Module 3: Biodiversity and Evolution
II. CONTENT Topic: 3.1 Causes of Species Extinction
Subtopic: Measuring Population Density

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 39-41
2. Learner's Materials Pages pp. 56-57
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide pp. 62-65

IV. PROCEDURES

A. Recall the formula in calculating Index of Diversity (I.D.) (3min)


Calculate the Index of Diversity (I.D) using the given formula:
Index of Diversity = Number of Species x number of runs
Number of Trees
Refer to the illustration given below:

Reviewing previous lesson or presenting


the new lesson
x x x x o o x o
Index of Diversity = Number of Species x number of runs
Number of Trees
= 2x4
8
= 8/8
I.D = 1
Picture Analysis Activity about Philippine Biodiversity.
B. Establishing a purpose for the Lesson
What organisms are abundant in our country? (2min)
C. Presenting examples / instances of the What is the most common pet in your community? Do you know
new lesson that we can compute their density? (5min)
D. Perform Activity 2 : Measuring Population Density. Refer to
Grade 9 Learner’s Module pp. 56-57 and Lesson Guide pp. 62-
65 (20min)

Discussing new concepts and practicing


new skills #1

Density = number of individuals


Size of area
Population Number of Density
Name Organisms

E. Discussing new concepts and practicing


new skills #2

F.
Answer the Guide Questions:
1. Compare the distribution patterns of the three populations?
2. Which population has the greatest density?
3. Infer from recorded data from the possible causes for the
Developing mastery
differences in the population density.
(Leads to Formative Assessment 3)
4. What conditions could change the density of any of the
population?
5. Describe how a population’s density can be used to learn
about the needs and characteristics? (15min)

G. Moby, a friendly
killer whale was
saved from a
slaughter house.
It was rescued
and was
transferred to a
facility where it
Finding practical applications of concepts
was regularly
and skills in daily living
fed, medicated
and comforted.
When Moby fully
recovered, it was taught to do entertaining tricks to an
amusement park. But recently, it was reported that it jumped out
of the fence and swam far from the facility. The lost whale found
its freedom in a vast ocean. It mingled with various sea creatures
for the first time since it was rescued. After several days, the
staffs from the amusement park were surprised to see Moby
jumped back to the fence. The whale lose weight and got several
wounds.
What could probably happen to Moby while he was out
of the facility?
Why do you think Moby came back? (5min)

H. 1. How do we measure population density?


2. Why do we need to measure population density?
3. What conditions could change the density of any of the
population?

Population sizes vary among organisms. They change with the


number of births and when they move into an ecosystem. They
also change when members die or move out of an ecosystem.
Making generalizations and abstractions
about the lesson Population Density is the number of individuals per unit area.

Limiting Factors are environmental conditions that keep a


population from increasing in size and help balance ecosystems.
Its examples are: the availability of food, water and living
conditions, as well as light, temperature and soil nutrients.

Carrying Capacity is the maximum population size an


environment can support. (5min)

Timothy visited his Uncle’s farm last weekend. He was very


happy to see different farm animals. He remembered his
previous Science lesson which is all about Population Density.
He got curious and investigated the number of organisms
present in his Uncle’s farm.

25

I. Evaluating Learning

64
Complete the Population Density Table below:

Population Name Number of Density


Organisms
1. 4. 7.
Horse 1 0.001
2. 5. 8.
Goat 2 0.002
3. 6. 9.
(5min)

J. Additional activities for application or


remediation

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the


A.
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 worked?

F. What difficulties did I encounter which my


principal or supervisor can help me solve?

G.
What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
GRADES 1 to 12 School Grade Level Grade 9

Daily Lesson Log Teacher Learning Area Science

Teaching Date and


Quarter First
Time

DAY:

I. OBJECTIVES

Demonstrate an understanding of how changes in the


A. Content Standards environment may affect species extinction.

Make a multimedia presentation of a timeline of extinction of


B. Performance Standards
representative microorganisms, plants, and animals.
LC 5. Relate species extinction to the failure of populations of
C.
organisms to adapt to abrupt changes in the environment;
Learning Competencies / Objectives
S9LT-Ie-f30
Write the LC code for each
Learning Objective(s):
Identify the environmental problems affecting the community.

Unit 1: Module 3: Biodiversity and Evolution:


II. CONTENT Topic: 3.1 Causes of Species Extinction
Subtopic: Making Predictions

III. LEARNING RESOURCES

A. References

1. Teacher's Guide Pages pp. 43-49

2. Learner's Materials Pages pp. 60-68

3. Textbook Pages

4. Additional Materials from Learning


Resource (LR) portal

B. Other Learning Resource

IV. PROCEDURES

A.
Reviewing previous lesson or presenting
How can you measure population density?
the new lesson

Why do think former DENR Secretary Gina Lopez is against


B. Establishing a purpose for the Lesson
mining activities?

C. The teacher will play an environmental song. The students will


be asked to share their own insights and realization based from
Presenting examples / instances of the
new lesson the song that they heard.
Perform Activity 3 : Making Predictions. Refer to Grade 9
Learner’s Module page 60 and Lesson Guide pp. 66-69
Look at the picture below and imagine you and your friends are
being sent to explore these two islands. Island A have human
population unlike Island B which was not inhabited by humans.

Picture A Picture B

Tabulate your answer as shown below:

Predictions Island A Island B


(with Human (without
Population) Human
Population)

Ex: Conversion of
agricultural land to √
housing project.

a. Abundant
flora and
fauna.
b. Wildlife
depletion
c. Eutrophicati
on speeds
up.
d. Preserved
wildlife
species.
Answer the Guide Questions:
D.
Discussing new concepts and practicing 1. What did you predict you will see in each island?
new skills #1 How would you explain the differences that you will see in each
island?
E.
Discussing new concepts and practicing
new skills #2

F. Developing mastery
(Leads to Formative Assessment 3)

G.
It is said that humans are stewards of God’s Creation. Based
from the activity, are we really taking care of the environment?
Finding practical applications of concepts Why or Why not?
and skills in daily living Are you doing your part in protecting our environment? Cite your
good environmental practices?

H. Making generalizations and abstractions What are the global environmental problems cited in the activity?
about the lesson 2. How important is the role of human beings in making or
destroying our environment?

A. Global Environmental Problems Affecting the Community


1. Deforestation. Its major causes are kaingin farming, illegal
logging, and conversion of agricultural land to housing projects,
forest fires and typhoons. It can also lead to wildlife depletion.
2. Water Pollution. Bodies of water suffer from Eutrophication
(it is when the concentration of organic nutrients from domestic
garbage increases rapidly). This results to ‘fish kill.’
3. Air Pollution. Leads to greenhouse effect, the trapping of
heat by gases in the earth’s atmosphere and Global warming,
an increase in the earth’s temperature from the rapid build up of
carbon dioxide and other gases.
4. Destruction of Coastal Resources.Human activities such as
mining, dynamite fishing, muro-ami, conversion to beach resorts
and overharvesting contributes to coastal destruction.
5. Acid Precipitation. It is also known as acid rain. When it flows
through the soil, it can exchange acidic hydrogen ions for
essential plant nutrient ions such as calcium, magnesium, and
potassium. If these nutrients migrate beneath the rooting zone,
they become unavailable to tree roots.

B. Sustainable Development- a society should live under


carrying capacity to ensure that resources will be available in the
future.

Multiple Choice: Directions. Choose the letter of the correct


answer.
1. What do you think will happen if eutrophication continues?
A. There will be fish kill.
B. Greenhouse gases will increase.
C. Acid rain will decrease.
D. Coastal areas will be revived.
I. Evaluating Learning
2. What will happen to plants if acid rain flows through the soil?
A. It will replace essential soil nutrients.
B. Trees will wither and eventually die.
C. Water level will rise.
D. Trees will gain added nutrients.

Answer: 1. A 2. B
J.
Additional activities for application or
remediation

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the


A.
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 worked?

F.
What difficulties did I encounter which my
principal or supervisor can help me solve?

G.
What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time

DAY:

I. OBJECTIVES

Demonstrate an understanding of :

1. the structure and function of plant parts and organelles


A. Content Standards involved in photosynthesis

2. the structure and function of mitochondrion as the main


organelle involved in respiration
Design and conduct an investigation to provide evidence
B. Performance Standards
that plants can manufacture their own food
C. LC 6. differentiate basic features and importance of
photosynthesis and respiration.
S9LT-lg-j31
Learning Objectives:
1. Identify the different structures of the plants involved in
Learning Competencies / Objectives
Write the LC code for each photosynthesis.
2. Label the internal structures of a leaf and parts of the
chloroplast.
3. Describe the functions of the internal structures of the
leaf and chloroplast.

Unit 1: Module 4: ECOSYSTEM: Flow of Energy and Matter


in Ecosystems
II. CONTENT Topic: Photosynthesis
Subtopic: Plant Structure Involved in Food Making
Process: Leaf and Chloroplast
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages pp. 57-60
2. Learner's Materials Pages page 76
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal https://www.youtube.com/watch?v=yrQzEw9xY5k
B. Other Learning Resource Lesson Guide pp. 69-75

IV. PROCEDURES

A. What are the environmental factors affecting the extinction of


Reviewing previous lesson or presenting
organisms? (3min)
the new lesson
Sample Analysis:

Show different plant leaf specimens to the class.


B. Establishing a purpose for the Lesson
What have you noticed on each plant? Give the differences or
similarities.
Are you familiar on the different structures of the plant?
Do you want to study it? (5)
C. Presenting examples / instances of the
new lesson The student will sing an action song about Photosynthesis.
(5min)
Download the video using this link.
https://www.youtube.com/watch?v=yrQzEw9xY5k
Perform Activity 1 : Plant Structure Involved in Food Making
Process: Leaf and Chloroplast. Refer to Grade 9 Learner’s
Module page 76 and Lesson Guide Quarter 1 Module 4 pp. 69-
75.
Procedure:

1. The teacher will show a short video clips regarding


the structures of the leaf and chloroplast.
2. Using the video, label the internal structure of a leaf
and chloroplast.
A. Internal Structure of a Leaf

B. Chloroplast

C. Give the functions of the internal structure of a leaf and


chloroplast

D. Answer the Guide Questions:


1. What are the different internal structures of the leaf?
2. What are the functions of each part relevant to its role in the
food making process?
Discussing new concepts and practicing
new skills #1 3. What are the structures of the chloroplast necessary in the
food making process?

4. What are the functions of each part?

E. Discussing new concepts and practicing


new skills #2

F. Developing mastery
(Leads to Formative Assessment 3)
G. Why do you think leaf is considered as the food factory of the
Finding practical applications of concepts
and skills in daily living plant?

H. 1. What is photosynthesis?
2. How does the internal structures of a leaf is essential
Making generalizations and abstractions in the food making process?
about the lesson 3. What makes chloroplast is the best part of the plant to
make food?
Label the parts of the chloroplast and describe each part.

I. Evaluating Learning

J. Additional activities for application or


remediation

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the


A.
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 worked?

F. What difficulties did I encounter which my


principal or supervisor can help me solve?

G.
What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time

DAY:

I. OBJECTIVES

Demonstrate an understanding of :

1. the structure and function of plant parts and organelles


A. Content Standards involved in photosynthesis

2. the structure and function of mitochondrion as the main


organelle involved in respiration
Design and conduct an investigation to provide evidence
B. Performance Standards
that plants can manufacture their own food
C. LC 6. Differentiate basic features and importance of
photosynthesis and respiration.
S9LT-lg-j31
Learning Competencies / Objectives
Write the LC code for each Learning Objectives:
1. Identify the stomata;
2. Describe the function of the stomata.

Unit 1: Module 4: ECOSYSTEM: Flow of Energy and Matter


in Ecosystems
II. CONTENT Topic: Photosynthesis
Subtopic: Plant Structure Involved in Food Making
Process: The Stomata

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages page 63
2. Learner's Materials Pages page 78-79
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal https://www.youtube.com/watch?v=yrQzEw9xY5k
B. Other Learning Resource Lesson Guide pp. 69-75

IV. PROCEDURES

A. Using the picture below, give 1 structure of the leaf and briefly
explain its function. (3min)

Reviewing previous lesson or presenting


the new lesson

What part of the leaf is responsible in the exchange of gases?


B. Establishing a purpose for the Lesson
How does the part important in plant? (2min)
C. Presenting examples / instances of the Watch a short video clip about the stomata. Lead the discussion
new lesson using the video. (5min)
Use the link. http://study.com/academy/lesson/stomata-of-plants-
function-definition-structure.html

D. Perform Activity 2 : Investigating the Stomata. Refer to Grade 9


Discussing new concepts and practicing
Learner’s Module pp. 78-79 and Lesson Guide pp. 22 pp.76-78
new skills #1
(20min)
E. Discussing new concepts and practicing
new skills #2

F.
Answer the Guide Question:
Developing mastery
1. Draw and label the stomata as seen under the microscope. 2.
(Leads to Formative Assessment 3)
2. Which do you think are the stomata?

G.

How does guard


play an important
Finding practical applications of concepts role in gas
and skills in daily living exchange?

H. 1. What are stomata?


2. Which part of the leaf has more stomata on the upper or lower
Making generalizations and abstractions
about the lesson surface? Why?
3. How do guard cells function?

Multiple Choice:
Direction: Choose the letter of the correct answer.
1. What part of the leaf has the most number of stomata?
A. Surface C. Upper surface
B. Beneath D. Lower surface

I. Evaluating Learning 2. What causes the turgidity of guard cells?


A. Accumulation of K+ ions.
B. Accumulation of CO2.
C. Excessive O2 gas.
D. Damaged stomata.

Answer: 1. D 2. A
J. Additional activities for application or
remediation

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the


A.
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 worked?

F. What difficulties did I encounter which my


principal or supervisor can help me solve?
G.
What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time

DAY:

I. OBJECTIVES

Demonstrate an understanding of :

1. the structure and function of plant parts and organelles


A. Content Standards involved in photosynthesis

2. the structure and function of mitochondrion as the main


organelle involved in respiration
Design and conduct an investigation to provide evidence
B. Performance Standards
that plants can manufacture their own food
C. LC 6. Differentiate basic features and importance of
photosynthesis and respiration.
S9LT-lg-j31
Learning Objectives
Learning Competencies / Objectives 1. Identify the raw materials and end products of
Write the LC code for each photosynthesis.
2. Describe the light dependent reaction and light
independent reaction of photosynthesis.

Unit 1: Module 4: ECOSYSTEM: Flow of Energy and Matter


in Ecosystems
II. CONTENT Topic: Photosynthesis
Subtopic: Raw Materials and Products of
Photosynthesis

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages page 64-68
2. Learner's Materials Pages page 79-85
3. Textbook Pages
4. Additional Materials from Learning
https://www.youtube.com/watch?v=C1_uez5WX1o
Resource (LR) portal
B. Other Learning Resource Lesson Guide pp. 80-84

IV. PROCEDURES

A.
Reviewing previous lesson or presenting
What is stomata? Where can you find the stomata? (3min)
the new lesson

Trivia Question: (3min)

What is the main source of energy of all living organisms?


B. Establishing a purpose for the Lesson
Place your answer inside the boxes.

C. Watch a short video clip about the raw materials and products of
Presenting examples / instances of the photosynthesis entitled photosynthesis song. (9min)
new lesson
Use the link below:
https://www.youtube.com/watch?v=C1_uez5WX1o

Perform Activity: (20min)

Procedure:

1. Watch a short video clips about the light dependent reaction


and light independent reaction of photosynthesis to identify the
raw materials and products of photosynthesis.
Video 1: Raw materials of photosynthesis
https://www.youtube.com/watch?v=_c0rheAKyMU
Video 2: Products of Photosynthesis
https://www.youtube.com/watch?v=cj1znc4OfTE
Video 3: Light reaction and Dark reaction of photosynthesis
https://www.youtube.com/watch?v=wJDlxp17rY4

2. Complete the table below.

D. Answer the Guide Question: (10min)


a. What materials are needed in light reaction phase of
photosynthesis?
b. What is the by-product of light reaction phase of
photosynthesis?
c. Where does light reaction phase of photosynthesis takes
place?
Discussing new concepts and practicing
new skills #1 d. What energy is needed in the light reaction phase of
photosynthesis?
e. What are the raw materials of dark reaction?
f. What are the products of dark reaction?
g. Where does dark reaction take place?
h. What energy is required in dark reaction?

E. Discussing new concepts and practicing


new skills #2

F. Developing mastery
(Leads to Formative Assessment 3)

G.
Finding practical applications of concepts Do you think the process of photosynthesis is possible if there
and skills in daily living will be no water or carbon dioxide? Why or why not? (3min)

H. 1. Which product of light reaction is not needed in dark reaction


of photosynthesis?
Making generalizations and abstractions
about the lesson 2. How can you compare light reaction from dark reaction phase
of photosynthesis? (3min)

Direction. Arrange the following statements as to the correct


sequence of Light Dependent Reaction. Use numbers 1 – 3.
(5min)

__________. NADP+ is reduced to NADPH.

I. Evaluating Learning __________. The light hits the chlorophyll in the thylakoid
membrane, which excites electrons and releases enzymes that
split H20 into Oxygen.

__________. The energy will be used by ADP synthase (an


enzyme) to add PHOSPHATE and produce ATP.

J. Additional activities for application or


remediation

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the


A.
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 worked?

F. What difficulties did I encounter which my


principal or supervisor can help me solve?

G.
What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time

DAY:

I. OBJECTIVES

Demonstrate an understanding of :

1. the structure and function of plant parts and organelles


A. Content Standards involved in photosynthesis

2. the structure and function of mitochondrion as the main


organelle involved in respiration
Design and conduct an investigation to provide evidence
B. Performance Standards
that plants can manufacture their own food
C. LC 6. Differentiate basic features and importance of
photosynthesis and respiration.
S9LT-lg-j31
Learning Competencies / Objectives
Write the LC code for each Learning Objectives
1. Show that oxygen is produced by photosynthesis.
2. Show that sugar is produced by photosynthesis

Unit 1: Module 4: ECOSYSTEM: Flow of Energy and Matter


in Ecosystems
II. CONTENT
Topic: Photosynthesis
Subtopic: Evidence of Photosynthesis

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages page 64-68
2. Learner's Materials Pages page 79-85
3. Textbook Pages
4. Additional Materials from Learning
https://www.youtube.com/watch?v=uv4pV3Plf4s
Resource (LR) portal
B. Other Learning Resource Lesson Guide pp. 80-85

IV. PROCEDURES

A.
What are the raw materials and products of photosynthesis?
Reviewing previous lesson or presenting
(2min)
the new lesson

How do you know that plants can make their own food? (3min)
B. Establishing a purpose for the Lesson

C. Pyramid of Letters (5min)

The letters inside the pyramid are needed to complete


the word about the lesson. Use the clues below to guess the
Presenting examples / instances of the correct word. Note: The teacher will show the clues to students
new lesson one at a time until they will be able to guess the word.

CLUES: plants, photosynthesis, by-product , light reaction,


gas
D. Perform Activity 3A and 3B. Evidence of Photosynthesis. Refer
Discussing new concepts and practicing
to Grade 9 Learner’s Module pp.79-81 and Lesson Guide
new skills #1
Lesson 24 pp. 84-87 (30min)
E. Discussing new concepts and practicing
new skills #2

F. Answer the Guide Question: (5min)


a. What did you see on the leaf/plant?
b. Did you see any bubbles in the set-up?
Developing mastery
c. What do these bubbles indicate?
(Leads to Formative Assessment 3)
d. What happened to the color of the leaves?
e. What can you infer from your observation?

G. What is the importance of oxygen and sugar produced by plants


Finding practical applications of concepts during the process of photosynthesis? (5min)
and skills in daily living
https://www.youtube.com/watch?v=uv4pV3Plf4s

H. 1. How can you say that oxygen is produced during


Making generalizations and abstractions photosynthesis?
about the lesson 2. What color indicates the presence of sugar in the leaf? (5min)

Direction: Choose the letter of the correct answer. (5min)

1. What are the two products of photosynthesis?

A. Glucose and CO2.


B. CO2 and O2.
C. H2O and O2.
D. Glucose and O2.
I. Evaluating Learning 2. It is a waste product of photosynthesis and is released into the
atmosphere through the stomata.
A. Oxygen
B. Carbon Dioxide
C. Sugar
D. Water

Answer: 1. D 2. A
J. Additional activities for application or
remediation

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the


A.
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 worked?

F. What difficulties did I encounter which my


principal or supervisor can help me solve?

G.
What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time

DAY:

I. OBJECTIVES

Demonstrate an understanding of :

1. the structure and function of plant parts and organelles


A. Content Standards involved in photosynthesis

2. the structure and function of mitochondrion as the main


organelle involved in respiration
Design and conduct an investigation to provide evidence
B. Performance Standards
that plants can manufacture their own food
C. LC 6. Differentiate basic features and importance of
photosynthesis and respiration.
Learning Competencies / Objectives S9LT-lg-j31
Write the LC code for each Learning Objective(s)
1. Show the effect of light in the rate of photosynthesis.

Unit 1: Module 4: ECOSYSTEM: Flow of Energy and Matter


in Ecosystems
II. CONTENT
Topic: Photosynthesis
Subtopic: Evidence of Photosynthesis (Light)

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages page 64-67
2. Learner's Materials Pages page 81-82
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide pp. 88-90

IV. PROCEDURES

A.
Reviewing previous lesson or presenting
What are the products of photosynthesis? (2min)
the new lesson

Do you think light is needed in the food making process of


plants? What do you would happen if there is no light?
B. Establishing a purpose for the Lesson
(3min)

C. Family Feud: (5min)

Directions: Students will be divided into two groups (boys and


girls). Each group will be given equal chance to guess the letter
that is included in the boxes on the board/screen. If they guess a
correct letter, the teacher will tell them it is IN if not the teacher
Presenting examples / instances of the
new lesson will say OUT. The group can also guess the exact word when
they say “We can guess the Word”. If their guess is wrong the
other group can steal until the correct word is revealed.
Perform Activity 3C. Evidence of Photosynthesis. Refer to Grade
9 Learner’s Module pp. 81-82 and Lesson Guide Lesson 25 pp.
88-90 (30min)

Procedure:

1. Make two set-ups similar to


Figure 5.
2. Take 2-3 pcs. of small Santan
leaves and place them in a glass
funnel.
3. Invert the funnel in a beaker of
water.
4. Invert a test tube over the stem of the funnel.
5. Leave one of the set-ups in sunlight for three minutes. At the
same time, cover the other set-up with black garbage bag in a
shaded area or room.
6. Count the number of bubbles every 30 seconds and record it
in the observation table.
7. Plot the data on a graphing paper.

Observation Table
No. of Bubbles Produced
Time (seconds)
Exposed Leaf Covered Leaf
30
60
90
120
150
180
210
D. Answer the Guide Questions: (15min)
1. Which set-up produced more bubbles?
2. What do bubbles indicate?
Discussing new concepts and practicing
new skills #1 3. What gas is collected by the downward displacement of water
in the test tube?

4. What happens to the number of bubbles as time passed?


E. Discussing new concepts and practicing
new skills #2

F. Developing mastery
(Leads to Formative Assessment 3)
G. Do you think photosynthesis will also take place even without
Finding practical applications of concepts
and skills in daily living light? Why or why not? (3min)

H. 1. How does the amount of light affect the rate of


photosynthesis?
Making generalizations and abstractions
about the lesson 2. How did you know that photosynthesis has taken place?
(7min)

Answer briefly: (5min)

1. What indicates the presence of oxygen in the experiment?


I. Evaluating Learning 2. What variable was tested as a factor of photosynthesis?
3. How will relate the rate photosynthesis and the number of
bubbles produced?

J. Additional activities for application or


remediation

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the


A.
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 worked?

F. What difficulties did I encounter which my


principal or supervisor can help me solve?

G.
What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time

DAY:

I. OBJECTIVES

Demonstrate an understanding of :

1. the structure and function of plant parts and organelles


A. Content Standards involved in photosynthesis

2. the structure and function of mitochondrion as the main


organelle involved in respiration
Design and conduct an investigation to provide evidence
B. Performance Standards
that plants can manufacture their own food
C. LC 6. Differentiate basic features and importance of
photosynthesis and respiration.
Learning Competencies / Objectives S9LT-lg-j31
Write the LC code for each Learning Objective(s):
1. Show that carbon dioxide is needed in photosynthesis.

Unit 1: Module 4: ECOSYSTEM: Flow of Energy and Matter


in Ecosystems
II. CONTENT
Topic: Photosynthesis
Subtopic: Evidence of Photosynthesis (carbon dioxide)

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages page 67
2. Learner's Materials Pages page 82-84
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide pp. 91-94

IV. PROCEDURES

A.
Reviewing previous lesson or presenting Do you think photosynthesis will also take place even without
the new lesson light? Why or why not? (3min)

B. Establishing a purpose for the Lesson


C. The Carbon Dioxide Game (10min)

Draw two concentric circles on the ground, one about 2


feet in diameter, and a larger one about 15 feet in diameter. The
smaller circle represents the Earth and the larger one represents
Earth’s atmosphere.
Presenting examples / instances of the
new lesson The game is played in several rounds. For round one,
choose two students to be CO2molecules, and place them
anywhere in the Earth’s “atmosphere.” Once they are in the
atmosphere they cannot move their feet. The rest of the students
are sunbeams representing energy from the sun. The object of
the game is for the sunbeams to enter the atmosphere, tag the
Earth (by touching the inner circle with a foot or hand) and then
escape the atmosphere without getting tagged by a CO2
molecule. Sunbeams who are tagged must stay standing still in
the atmosphere. Those who avoid being tagged bounce back out
of the atmosphere into space. Each round lasts approximately 30
seconds and during that time the sunbeams try to tag the Earth
only once. This simulation recreates the greenhouse effect:
energy from the sun is trapped as heat by CO 2 and other gases
and particles in the atmosphere.

After the first round, have the escaped sunbeams form a


circle around the atmosphere to check how much energy has
been trapped. Discuss how this may affect the temperature of
the planet. Remind students that a certain amount of CO 2 is
necessary to keep the planet consistently warm enough to
support life. During the first round, most of the energy will have
escaped the atmosphere because CO2 levels are low. Before
continuing the game, clear all the trapped sunbeams out of the
atmosphere.

For the second round, increase the number of CO 2


molecules in the atmosphere. Do this by reaching into the “What
did humans do?” bag and pulling out an action card (for this
round, include only cards that add CO2 to the atmosphere). After
a student reads the card, increase the number of CO 2 molecules
in the game (dictated by card) and play again.

For the third and subsequent rounds, put all of the action
cards in the bag so that CO 2 levels will go up or down depending
on which card is drawn. Discuss what happens each time. The
game should demonstrate that when you increase the amount of
CO2, more heat gets trapped (illustrated by the student
sunbeams standing in the atmosphere) and the Earth warms up.
The action cards demonstrate how even small-scale actions can
decrease the amount of greenhouse gas that we emit to the
atmosphere.

Source:
http://www.greenteacher.com/article%20files/Carbon%20Dioxide
%20Game.pdf

D. Perform Activity 3D. Evidence of Photosynthesis. Refer to Grade


9 Learner’s Module pp. 82-84 and Lesson Guide Lesson 26 pp.
92-93.(30min)

Procedure:

1. Label the test tubes A and B.


2. Measure 5 mL of lime water using a graduated
cylinder and pour into test tube A and test tube B.
Discussing new concepts and practicing
3. Use a straw to blow air into test tube A only.
new skills #1
4. Cover the test tube immediately with a rubber
stopper or cork. (Note that exhaled air contains 3-4%
carbon dioxide).
5. Cover the test tube B with rubber stopper or cork.
(Note: Do not blow air on test tube B).
6. Shake both test tubes very well.
7. Write your observations on the table below.
Table 1 Observation Table
Set-up Observation Possible Explanation
Test tube A (exhaled
with air)
Test tube B

E.
Discussing new concepts and practicing
new skills #2

F. Answer the Guide Question: (10min)


a. What happened to the contents of the two test tubes?
Developing mastery
b. How can you compare test tube A from test tube B? Is there
(Leads to Formative Assessment 3)
any changes that took place? Why do you think so?

G. What will happen if the amount of carbon dioxide is greater in the


Finding practical applications of concepts
and skills in daily living atmosphere?(3min)

H. 1. What makes you


think that carbon
dioxide is necessary in
photosynthesis?
2. What is the role of
carbon dioxide in
Making generalizations and abstractions photosynthesis? (5min)
about the lesson

Answer briefly (5 points) (5min)


I. Evaluating Learning
1. Explain the role of carbon dioxide in photosynthesis?

J. Additional activities for application or


remediation

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the


A.
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 worked?

F. What difficulties did I encounter which my


principal or supervisor can help me solve?

G. What innovation or localized materials did I


Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time

DAY:

I. OBJECTIVES

Demonstrate an understanding of :

1. the structure and function of plant parts and organelles


A. Content Standards involved in photosynthesis

2. the structure and function of mitochondrion as the main


organelle involved in respiration
Design and conduct an investigation to provide evidence
B. Performance Standards
that plants can manufacture their own food
C. LC 6. Differentiate basic features and importance of
photosynthesis and respiration.
S9LT-lg-j31
Learning Objectives:
Learning Competencies / Objectives 1. Identify the parts of the cell involved in the production of
Write the LC code for each energy.
2. Label the parts of the mitochondria involved in cellular
respiration.
3. Describe the parts and functions of mitochondrion.

Unit 1: Module 4: ECOSYSTEM: Flow of Energy and Matter


in Ecosystems
II. CONTENT
Topic: Cellular Respiration
Subtopic: Mitochondrion-The Powerhouse of the Cell

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages page 72
2. Learner's Materials Pages page 88
3. Textbook Pages
4. http://www.purposegames.com/game/mitochondria-quiz
Additional Materials from Learning
https://www.youtube.com/watch?v=pOfyuoa0Ywc
Resource (LR) portal
https://www.youtube.com/watch?v=976rXOYxxhM

B. Other Learning Resource Lesson Guide pp. 95-98

IV. PROCEDURES

A. Complete the equation of photosynthesis: (3min)


Reviewing previous lesson or presenting
the new lesson
CO2 + ______ _-------> ________ + O2
What happen to a person when he/she performs an extreme
B. Establishing a purpose for the Lesson
exercises.(3min)
C. Mitochondrion Game: Use the link below or the teacher will
Presenting examples / instances of the provide a copy of drawing of the mitochondrion.
new lesson
http://www.purposegames.com/game/mitochondria-quiz

D. Perform Activity 4. The Powerhouse of the Cell. Refer to Grade 9


Discussing new concepts and practicing
Learner’s Module pp. 88 and Lesson Guide Lesson 27 pp. 95-98
new skills #1
Procedure

1. Study the picture or watch video clip of mitochondrion and


label its parts.
Click the link:
https://www.youtube.com/watch?v=pOfyuoa0Ywc
https://www.youtube.com/watch?v=976rXOYxxhM
2. Describe each part of the mitochondrion. Write your answer
on the spaces provided below.
Parts Description/Function

1.

2.

3.

4.

E. Discussing new concepts and practicing


new skills #2

F. Answer the Guide Question:


Developing mastery a. What are the different parts of the mitochondria?
(Leads to Formative Assessment 3) b. How does each part differ from one another?

G. In which part of your body can you find the most number of
Finding practical applications of concepts
and skills in daily living mitochondria? Why?

H. 1. What is mitochondrion?
2. Why do you think mitochondrion is known as the powerhouse
of the cell?
Making generalizations and abstractions
about the lesson
http://www.ducksters.com/science/biology/cell_mitochondri
a.php

Direction: Choose the letter of the best answer.


1. What part of a fly contains most number of mitochondrion?
A. legs B. head C. wings D. abdomen
2. What is the purpose of folds on the inner membrane of
cristae?
I. Evaluating Learning A. To increase the surface of the inner membrane.
B. To hold more ribosomes.
C. To quickly change shape.
D. To produce more proteins.
Answer: 1. C 2. A

J. Additional activities for application or


remediation

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the


A.
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 worked?

F. What difficulties did I encounter which my


principal or supervisor can help me solve?

G.
What innovation or localized materials did I
Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time

DAY:

I. OBJECTIVES

Demonstrate an understanding of :

1. the structure and function of plant parts and organelles


A. Content Standards involved in photosynthesis

2. the structure and function of mitochondrion as the main


organelle involved in respiration
Design and conduct an investigation to provide evidence
B. Performance Standards
that plants can manufacture their own food
C. LC 6. Differentiate basic features and importance of
photosynthesis and respiration.
S9LT-lg-j31
Learning Objectives:
Learning Competencies / Objectives 1. Explain the concept of how cells release energy from
Write the LC code for each food that you eat.
2. Describe cellular respiration.
3. Identify the materials and products of respiration.
4. Determine the stages of cellular respiration.

Unit 1: Module 4: ECOSYSTEM: Flow of Energy and Matter


in Ecosystems
II. CONTENT
Topic: Cellular Respiration
Subtopic: Stages of Cellular Respiration

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 69-71
2. Learner's Materials Pages pp. 85-87
3. Textbook Pages
4. Additional Materials from Learning https://www.quia.com/cb/18754.html?AP_rand=689742880
Resource (LR) portal
B. Other Learning Resource Lesson Guide pp. 98-104

IV. PROCEDURES

A.
Reviewing previous lesson or presenting What do you call to the powerhouse of the cell? Explain why?
the new lesson (3min)

What process is involved in making wine, beer fish paste etc.?


B. Establishing a purpose for the Lesson
(3min)
C. Quiz Game: (10min)

The class will be divided into two groups. Each group


will be asked to choose a leader. The leader will assign one
representative player to answer the question. The player will
Presenting examples / instances of the choose a category and the equivalent points that they want to
new lesson answer. The teacher will read the question. The players are
allowed to answer only once even though the answer is not yet
finished by tapping on the buzzer. If the player gave the wrong
answer the other player has a chance to steal. The group that
will get a high score will be the winner.(Note : The teacher can
only do the game online if internet connection is available. The
teacher can only use 5 questions).

Category: Energy From Food


Q1. Organisms, such as plants, that make their own food are
called _____
A1. Autotrophs
Q2. Organisms that cannot make their own food and must obtain
energy from the foods that they eat are called____.
A2. Heterotrophs
Q3. Name one product of cellular respiration.
A3. Carbon dioxide, water, energy and ATP
Q4. Photosynthesis is to the chloroplast as cellular respiration as
to the _____
A4. Mitochondrion
Q5. If the cell became suddenly incapable of producing
enzymes, which of the
following could still occur?
1. Glycolysis 2. Osmosis 3. Krebs Cycle
A5. Osmosis
Category: The Powerhouse of the Cell

Q1. Which cell structure is often called the “powerhouse of the


cell” because of its involvement in the extraction of
chemical energy from food?
A1. Mitochondria
Q2. When oxygen is present, glycolysis is followed by the ____.
A2. Krebs Cycle
Q3. Which of the three major stages of cellular respiration DOES
NOT Take place in the mitochondrion?
1. Glycolysis 2. Krebs cycle 3. ETC
A3. Glycolysis
Q4. Which of the three stages of cellular respiration produces
more ATP?
1. Glycolysis 2. Krebs cycle 3. ETC
A4.ETC
Q5. Out of the 38 ATP molecules produced from one glucose
molecule in aerobic cellular respiration, how many are actually
produced inside the mitochondrion?
A5. 36
Category: Adenosine Triphosphate
Q1. What abbreviation do we use for the molecule called
Adenosine Triphosphate? A1. ATP
Q2. Complete the statement: ATP = ___ + P A2. ADP
Q3. ATP consists of an adenine base, a ribose sugar and __
phosphate groups. A3. 3
Q4. Is ATP used for [ long term] or [short term] energy storage?
A4. Short term
Q5. Energy is released from ATP when ___ is removed.
1. Adenine base2. Ribose sugar 3. Phosphate group

A5. Phosphate group


D. Discussing new concepts and practicing Perform Activity 5. Stages of Cellular Respiration. Refer to Grade
new skills #1 9 Lesson Guide Lesson 28 pp. 99-102

E.

Discussing new concepts and practicing


new skills #2
F. Answer the Guide Questions:
1. Which of the terms found in the diagram is considered a
Developing mastery process?
(Leads to Formative Assessment 3) 2. In which part of the cell does the process take place?
3. What is the raw material? What are the products?

G. Why do you think animals should undergo the process of cellular


Finding practical applications of concepts
and skills in daily living respiration? How it is beneficial to organisms?

H. How many ATP are produced from each stages of cellular


Making generalizations and abstractions respiration?
about the lesson
https://www.youtube.com/watch?v=Fcu_8URp4Ac

Directions. Arrange the following statement as to the correct


sequence of Cellular respiration. Use numbers 1-3.

________. The electron transport chain allows the release of


the large amount of chemical energy stored in reduced NAD+
(NADH) and reduced FAD (FADH2)

_______.6-carbon sugar, glucose, is broken down into two


molecules of a 3-carbon molecule called pyruvate.

_______. Pyruvate is transported into the mitochondria and


loses carbon dioxide to form acetyl-CoA, a 2-carbon molecule
I. Evaluating Learning
Answers:

___3_____. The electron transport chain allows the release of


the large amount of chemical energy stored in reduced NAD+
(NADH) and reduced FAD (FADH2)

____1___.6-carbon sugar, glucose, is broken down into two


molecules of a 3-carbon molecule called pyruvate.

___2____. Pyruvate is transported into the mitochondria and


loses carbon dioxide to form acetyl-CoA, a 2-carbon molecule

J. Additional activities for application or


remediation

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the


A.
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 worked?

F. What difficulties did I encounter which my


principal or supervisor can help me solve?
What innovation or localized materials did I
G. Use or discover which I wish to share with other
teachers?
School Grade Level Grade 9
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First
Time

DAY:

I. OBJECTIVES

Demonstrate an understanding of :

1. the structure and function of plant parts and organelles


A. Content Standards involved in photosynthesis

2. the structure and function of mitochondrion as the main


organelle involved in respiration
Design and conduct an investigation to provide evidence
B. Performance Standards
that plants can manufacture their own food
C. LC 6. Differentiate basic features and importance of
photosynthesis and respiration.
Learning Competencies / Objectives S9LT-lg-j31
Write the LC code for each Learning Objective(s):
1. Compare photosynthesis from cellular respiration.

Unit 1: Module 4: ECOSYSTEM: Flow of Energy and Matter


in Ecosystems
II. CONTENT Topic: Cellular Respiration
Subtopic: Comparison Between Photosynthesis and
Respiration

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages page 73
2. Learner's Materials Pages page 92
3. Textbook Pages
4. https://www.quia.com/rr/216170.html
Additional Materials from Learning
http://www.biomanbio.com/GamesandLabs/PhotoRespgames/ph
Resource (LR) portal
orespgame.html

B. Other Learning Resource Lesson Guide pp. 105-108

IV. PROCEDURES

A.
Reviewing previous lesson or presenting
What are the stages of cellular respiration? (3min)
the new lesson

What is the relationship between photosynthesis and


B. Establishing a purpose for the Lesson
respiration? (3min)
C. Respire to be Millionaire (5min)

https://www.quia.com/rr/216170.html

Presenting examples / instances of the Perform Activity 6. Comparing Photosynthesis and Respiration.
new lesson Refer to Grade 9 Learner’s Module page 92 and Lesson Guide
Lesson 29 pp. 105-108

Procedure:
1. Study the diagram and complete the table below.

D. Answer the Guide Questions: (10min)


1. What cell structure is involved in photosynthesis?
Discussing new concepts and practicing Respiration?
new skills #1 2. How does photosynthesis differ in terms of their raw
materials?

E. Discussing new concepts and practicing


new skills #2

F. Developing mastery
(Leads to Formative Assessment 3)
G. What will happen to animals and human if plants will not be able
Finding practical applications of concepts
and skills in daily living to perform photosynthesis?

H. 1. What is the difference or similarities between photosynthesis


between photosynthesis and cellular respiration?
2. What do you think would happen if plants will not be able to
Making generalizations and abstractions perform photosynthesis?
about the lesson

Use the link below to discuss the comparison between


photosynthesis and cellular respiration.
http://www.biomanbio.com/GamesandLabs/PhotoRespgames/ph
orespgame.html

Essay

Briefly explain the importance of cell respiration to human body


(5 points).
I. Evaluating Learning
Content: 3

Sentence Construction and Grammar: 2

J. Additional activities for application or


remediation

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the


A.
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 worked?

F. What difficulties did I encounter which my


principal or supervisor can help me solve?
What innovation or localized materials did I
G. Use or discover which I wish to share with other
teachers?

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