School SANTIAGO NATIONAL HIGH

DAILY LESSON LOG Teacher SCHOOL

Rodney L. Barba
Teaching Dates and Time JULY 15-19, 2019
I. OBJECTIVES Monday Tuesday
15-Jul-19 16-Jul-19
A. Content Standards how changes in the environment may affect species extinction

B. Performance Standards make a multimedia presentation of a timeline of extinction of representative microorganisms, plants, and an
C. Learning Competencies/Objectives relate species extinction to the failure of populations of organisms to adapt to abrupt changes in the environ
II. CONTENT
INDEX OF DIVERSITY POPULATION DENSITY

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages page 38-39 page 39-41
2. Learner's Material pages pages 50-55 page 56-57
3. Textbook pages Experiencing Science Experiencing Science
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson Review on the what students have Review on the what students
learned about biodiversity in grade 8 have learned yesterday
1.
What is biodiversity?

B. Establishing a purpose for the lesson This lesson will explain the importance of
biological diversity
This lesson will understand
changes in population, factors
affecting population growth and
size
and learn about the needs and
characteristics of a population.

C. Presenting examples/instances of the new lesson Priming: Priming:

The teacher will introduce the lesson with The

the picture of reef and cocnut plantation and teacher will start the lesson with
will ask questions. a picture analysis activity or
show a video about Philippine
biodiversity.

D. Discussing new concepts and practicing new skills #1 Act#1: Index of Diversity Act#2: Measuring Population
E. Discussing new concepts and practicing new skills #2 Density

F. Developing mastery (leads to Formative Assessment) Guide Qustions: Guide Qustions:

1. Compare how your tree
I.D. would be different in a vacant lot than that in a
grass lawn. Explain your answer.
2. If humans were concerned about biological
diversity, would it be best to have a low or high I.D.
for a particular environment? Explain your answer.
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 differences in
the population density.
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 of that
population.
6. How are limiting factors related to
population density?
G. Finding practical application of concepts and skills in daily What can you say about your biological Are there population changes in
living diversity in your community? your community?

H. Making generalizations and abstractions about the lesson The learners were able to explain the
importance of biological diversity
The learners were able to
understand changes in
population, factors affecting
population growth and size
and learn about the needs and
characteristics of a population.

I. Evaluating Learning Group Work Group Work

Each group will perform the activity and

answer the guide questions.
J. Assignment What is population size?
Each group will perform the
activity and answer the guide
How do you differentiate
questions.
endangered from extinct.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who required additional activities for

remediation who scored below 80%

C. Did the remedial lessons work? No. of learners who have

caught up with the lesson

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did

these work?

F. What difficulties did I encounter which my principal or

supervisor can help me solve?

G. What innovation or localized material did I discover which I

wish to share with other teachers?
 Grade Level 9
Learning Area Science
Quarter First
Wednesday Thursday Friday
17-Jul-19 18-Jul-19 19-Jul-19

microorganisms, plants, and animals

o abrupt changes in the environment; S9LT-lf-30

EXTINCTION ENVIRONMENTAL ISSUES LONG TEST

pages 41-43 pages 43-50

page 58-59 page 60-68
Experiencing Science Experiencing Science

Review on the what students
have learned yesterday
1. What is
population size?
Review on the what students Daily Routine
have learned yesterday
1.
What are the animals that are
endangered in our country?

This lesson will demonstrate, using This lesson will understand the Giving Instructions
a simulation activity, that habitat effects of environmental issues
destruction can contribute to on ecosystems.
species extinction.

Priming: Priming: Test Proper

The teacher will The

introduce the lesson with a Species teacher will1. Ask the students
Charade Game the following questions:
a. Have you eaten?
b. Did you turn on an electric
light, ride a tricycle or jeepney, or
use a computer today?
c. Are you using these natural
resources wisely?
d. Will the time come when
these materials will no longer be
available to you?

Act#3: Endangered but not Extinct Act#4: Making Predictions

… Yet

Guide Qustions: Guide Qustions:

1. What 1.
happened to the toothpick grasshoppers’ What did you predict you will see in
overtime? each island?
2. What factors might account for 2. How would you explain the
differences in the graphs and/or total differences that you will see in each
number of toothpick grasshoppers in island?
each group?
3. In nature, what environmental factors
might account for differences in the total
number of grasshoppers?
4. What effects do you think will habitat
reduction have on the toothpick
grasshoppers’ population?
5. Suggest a method for testing your
hypothesis in Q4.
What are the animals and plants in What can we do to save mother
the Philippines that has become nature?
extinct?

The learners were demonstrate, The learners were able to Checking

using a simulation activity, that understand the effects of
habitat destruction can contribute to environmental issues on
species extinction. ecosystems.

Group Work Group Work Evaluation and Assessment

Interpretation

Each group will

perform the activity and answer the Each group will perform the
guide questions. activity and answer the guide
What are the different local and questions.
global environmental
problems/issues that affect our
community?