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DAILY LESSON LOG School: SCALA I/S Grade Level: 9

Teacher: RODALYN Q. QUIONAL Learning Area: SCIENCE

Teaching Dates and Time: June 4-8/7:30-8:30 Quarter: I

Monday Tuesday Wednesday Thursday

I. WEEKLY OBJECTIVES At the end of the session the learners are expected to:
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;
A. CONTENT STANDARD The learners demonstrate an understanding of how the different structures of the circulatory and respiratory systems work together to transport
oxygen-rich blood and nutrients to the different parts of the body.

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

C. LEARNING COMPETENCIES (LC CODE) S9LT-la-b-26

II. CONTENT Respiratory and Circulatory Systems Working with the other Organ Systems

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages 4,6-8, 11-12

2. Learner’s Materials pages

3. Textbook Pages

4. Additional Materials from LR portal

B. Other Learning Resources


IV. PROCEDURES

A. Reviewing previous lesson or Ask the students to breathe in and out. Let them feel the air moving from
presenting the new lesson the nose into the throat, through
the air tubes, and into the lungs.

B. Establishing a purpose for the lesson Ask them what happens to their Show a picture of a Respiratory
diaphragm. System

C. Presenting examples/ instances of Discuss the human breathing system Identify the parts of the breathing Describe blood flow and gas Describe how the heart functions
the new lesson system and give their functions. exchange within the and explain how blood is pumped
circulatory and respiratory by the heart
systems.

D. Discussing new concepts and Perform Activity #3


practicing new skills #1
E. Discussing new concepts and Perform the activity# 2 Perform activity #1 Perform Activity #4 Perform activity #5
practicing new skills #2
F. Developing Mastery Level (leads to Discuss the answers in the activity Discuss the answers in the activity Discuss the answers in the Discuss the answers in the activity
Formative Assessment #3) given. given. activity given. given.

G. Finding practical applications of Ask students the role of respiratory Ask students how the heart
concepts and skills daily living system and circulatory system in the functions and how blood is
human body. pumped all over the body.

H. Making generalizations and Re-discuss the human breathing Re-discuss the functions of Re-discuss the process of Re-discuss the functions and
abstractions about the lesson system. respiratory system using the activity blood flow and gas explain how blood is pumped by
given. exchange within the the heart
circulatory and respiratory
systems using the activity
given.
I. Evaluating learning Presentation of the group activity.

J. Additional activities for applications Bring a picture of respiratory system


or remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in


the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Prepared by:

RODALYN Q. AQUINO
Teacher I
Checked by:
JOSEPHINE Y. BALLESTEROS
Head Teacher I
DAILY LESSON LOG School: SCALA I/S Grade Level: 9

Teacher: RODALYN Q. QUIONAL Learning Area: SCIENCE

Teaching Dates and Time: June 27-29/7:30-8:30 Quarter: I

Monday Tuesday Wednesday Thursday

I. WEEKLY OBJECTIVES At the end of the session the learners are expected to:
1. Infer how one’s lifestyle can affect the functioning of respiratory and circulatory systems.
A. CONTENT STANDARD The learners demonstrate an understanding of the prevention, detection, and treatment of diseases affecting the circulatory and respiratory
systems.

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

C. LEARNING COMPETENCIES (LC S9LT-lc-27


CODE)
II. CONTENT Respiratory and Circulatory Systems Working with the other Organ Systems

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages

2. Learner’s Materials pages 18-19 20-21 22-23 24-25

3. Textbook Pages

4. Additional Materials from LR


portal
B. Other Learning Resources
IV. PROCEDURES

A. Reviewing previous lesson or Recall some strenuous activities Ask the students to give their Ask the students to use their Class discusses what they have learned
presenting the new lesson that may lead to an increased own ideas about the saying analytical thinking in from the past activity.
heart rate. “Prevention is better than cure”. answering each set of
puzzles.

B. Establishing a purpose for the Show a picture of a man smoking Ask them to think of ways of Show them different pictures Let the students assume that they work
lesson cigarette. detecting and preventing of one’s lifestyle that affect for an advertising company as graphic
diseases in the respiratory and the functioning of respiratory artist and their job is to create public
circulatory systems. and circulatory systems. informational materials.

C. Presenting examples/ instances Discuss the negative effects of Discuss the best way to prevent Encourage the students to Let the students gather information from
of the new lesson cigarette smoking on the diseases in the respiratory and explain their answers to see the school or local health workers about
circulatory and respiratory circulatory systems. if they understand how each how poor lifestyle affects the performance
systems. picture relates to the given of the respiratory and circulatory systems.
word.

D. Discussing new concepts and


practicing new skills #1
E. Discussing new concepts and Perform Activity 7 in LM Perform activity 8 in LM Perform Activity 9 The students will design a wall poster or
practicing new skills #2 placard how they can effectively take care
of their respiratory and circulatory
systems.

F. Developing Mastery Level (leads Discuss the answers in the activity Present the activity given. Discuss the answers in the Presentations of students’ work.
to Formative Assessment #3) given. activity given.

G. Finding practical applications of Ask the students how they can Let the students relate their
concepts and skills daily living prevent the leading causes of personal experiences to the
death around the world especially topic.
diseases affecting the respiratory
and circulatory systems.

H. Making generalizations and Re-discuss the negative effects of Re-discuss the best way to Teacher summarizes how
abstractions about the lesson cigarette smoking on the prevent diseases in the one’s lifestyle can affect the
circulatory and respiratory respiratory and circulatory functioning of the respiratory
systems. systems using the activity and circulatory systems.
provided.

I. Evaluating learning Presentation of the group


activity.

J. Additional activities for Agreement: Bring materials


applications or remediation used in poster making.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned


80% in the evaluation

B. No. of learners who require


additional activities for
remediation

C. Did the remedial lessons


work? No. of learners who
have caught up with the
lesson.

D. No. of learners who continue


to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

Prepared by:

RODALYN Q. QUIONAL
Teacher I
Checked by:

JOSEPHINE Y. BALLESTEROS
Head Teacher I
DAILY LESSON LOG School: SCALA I/S Grade Level: 9

Teacher: RODALYN Q. QUIONAL Learning Area: SCIENCE

Teaching Dates and Time: July 3-6, 2017/7:30-8:30 Quarter: I

Monday Tuesday Wednesday Thursday

I. WEEKLY OBJECTIVES At the end of the session the learners are expected to:
1. Describe the location of genes in chromosomes and explain their role in specific trait.
2. Illustrate how human traits are inherited using different patterns of inheritance.
3. Perform a monohybrid cross using the Punnet square.
4. Apply the probability of genetic cross using the Punnnet square.
5. Show appreciation of inherited traits.
A. CONTENT STANDARD The learners demonstrate an understanding of how genetic information is organized in genes on chromosomes and the different patterns of
inheritance.

B. PERFORMANCE STANDARD None

C. LEARNING COMPETENCIES (LC CODE) S9LT-Id-28/S9LT-Id-29

II. CONTENT Location of Genes in the Non-Medelian Inheritance: Codominance Multiple Alleles
Chromosomes Incomplete Dominance
III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages

2. Learner’s Materials pages 51-52 32-33 36-37 39

3. Textbook Pages

4. Additional Materials from LR


portal
B. Other Learning Resources

IV. PROCEDURES

A. Reviewing previous lesson or Recall the concept of heredity Ask the students to present Review what incomplete Differentiate the difference between
presenting the new lesson their family picture. dominance is. incomplete dominance and
codominance.

B. Establishing a purpose for the lesson Show a picture of a DNA. Ask them if there are similarities Show a red and white colored
and differences in the physical shirt and ask the students if red
features among family and white combines, can a pink
members. color be produced.

C. Presenting examples/ instances of Discuss the parts of a DNA. Discuss incomplete dominance Discuss codominance using the Discuss the multiple alleles using the
the new lesson using the Punnet square. Punnet square. Punnet square.

D. Discussing new concepts and


practicing new skills #1
E. Discussing new concepts and Perform Activity 6 in LM Perform activity 1 in LM Perform Activity 2 in LM Perform activity 3 in LM
practicing new skills #2
F. Developing Mastery Level (leads to Discuss the answers in the activity Discuss the answers in the Discuss the answers in the Discuss the answers in the activity
Formative Assessment #3) given. activity given. activity given. given.

G. Finding practical applications of Ask the students the role of genes Ask the students in how Ask students how blood transfusion
concepts and skills daily living in the human development. incomplete dominance related works.
in plant breeding.

H. Making generalizations and Re-discuss the parts of a DNA Re-discuss the concept of Re-discuss the concept of Re-discuss the concept of multiple
abstractions about the lesson using the template of the nitrogen incomplete dominance using the codominance using the activity alleles using the activity provided.
bases. activity provided. provided.

I. Evaluating learning Presentation of the group activity.


J. Additional activities for applications Bring a family picture Research an application of
or remediation codominance in the medical
science.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in


the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Prepared by:

RODALYN Q. QUIONAL
Teacher I
Checked by:

JOSEPHINE Y. BALLESTEROS
Head Teacher I
DAILY LESSON LOG School: SCALA I/S Grade Level: 9

Teacher: RODALYN Q. QUIONAL Learning Area: SCIENCE

Teaching Dates and Time: July 10-13 , 2017/7:30-8:30 Quarter: I

Monday Tuesday Wednesday Thursday

I. WEEKLY OBJECTIVES At the end of the session the learners are expected to:
1. Apply the probability of genetic cross using the Punnnet square.
2. Show appreciation of inherited traits.
A. CONTENT STANDARD The learners demonstrate an understanding of how genetic information is organized in genes on chromosomes and the different patterns of
inheritance.

B. PERFORMANCE STANDARD None

C. LEARNING COMPETENCIES (LC CODE) S9LT-Id-28/S9LT-Id-29

II. CONTENT Non- Medelian inheritance: Multiple Alleles/Multiple genes

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages

2. Learner’s Materials pages 39-40 41 42-43

3. Textbook Pages

4. Additional Materials from LR portal

B. Other Learning Resources


IV. PROCEDURES

A. Reviewing previous lesson or Do you know what’s your blood Show a video clips to the Let the students analyze the
presenting the new lesson is? students. images in figure 5. Sex linked
genes.

B. Establishing a purpose for the lesson Divide the class into four groups. Ask the students what they’ve Provide other examples of sex
Assign a student per group to understand about the video linked traits by showing pictures.
make a record of the different clips.
blood types of the group members
and prepare a tally using the given
table.

C. Presenting examples/ instances of Discuss the parts of the activity Discuss sex chromosomes and Show inheritance of sex linked
the new lesson “What’s your blood type?” before sex determination. traits using table 3 (Genotypes
doing the said activity. and phenotypes of color
blindness in humans).

D. Discussing new concepts and


practicing new skills #1
E. Discussing new concepts and Perform the Activity #3. Let the students perform Instruct students to work on the
practicing new skills #2 Activity 4 by group. activity to solve problems related
to sex linked traits and calculate
expected genotypic and
phenotypic ratios.

F. Developing Mastery Level (leads to The chosen reporter per group will Ask the students to work on the Assign students to prepare a
Formative Assessment #3) present their output and discuss it activity to help them understand family and trace the inheritance
on the class. the determination of sex. of baldness in their family.
G. Finding practical applications of Ask the students how the blood Have you noticed that in female
concepts and skills daily living types is controlled by the three cattle, if at least one gene pair is
alleles. for lactation (L), the female
produces milk?

H. Making generalizations and Re-discuss the four blood types Ask a student volunteer to Emphasize the difference
abstractions about the lesson (phenotypes) in humans. discuss the sex determination between sex limited and sex
using the shown figure 4 during influenced traits.
the discussion.

I. Evaluating learning Presentation of the group activity. Presentation of the group Weekly Exam.
activity.

J. Additional activities for applications


or remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in


the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Checked by:

JOSEPHINE Y. BALLESTEROS
Head Teacher I
DAILY LESSON LOG School: SCALA I/S Grade Level: 9

Teacher: RODALYN Q. QUIONAL Learning Area: SCIENCE

Teaching Dates and Time: July 17-20 , 2017/7:30-8:30 Quarter: I

Monday Tuesday Wednesday Thursday

I. WEEKLY OBJECTIVES At the end of the session the learners are expected to:
1. Relate species extinction to the failure of populations of organisms to adapt to abrupt changes in the environment.
A. CONTENT STANDARD The learners demonstrate an understanding of how changes in the environment may affect species extinction.

B. PERFORMANCE STANDARD The learners should be able to make multimedia presentation of a timeline of extinction of representative microorganisms, plants, and animals.

C. LEARNING COMPETENCIES (LC CODE) S9LT-Ie-f-30

II. CONTENT Causes of Species Extinction: natural / anthropogenic


III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages

2. Learner’s Materials pages 51-53 54-55 56-57 58-59

3. Textbook Pages

4. Additional Materials from LR portal

B. Other Learning Resources

IV. PROCEDURES

A. Reviewing previous lesson or Photo Quiz: (51-53 on LM) Ask the students to picture their Ask the students to recall their Show a video about Philippine
presenting the new lesson selves swimming and diving in answers to the following
Tubbataha Reef Marine Park, questions: Biodiversity.
where very high densities of
What does the exercise
marine species are found.
illustrate?

What is the message?

To relate student’s answers to


the first activity.

B. Establishing a purpose for the Let the students analyze the map Ask the students how many Divide the students into 6 groups. Show different pictures of
lesson that shows the population different kinds of organisms Inspect the area where the populations of different species of
distribution of fish, water bugs, they think they will see. students are expected to do the animals or plants which are
frogs and water lily plants in a activity. considered to be endangered.
pond.

C. Presenting examples/ instances Which species has the largest Ask the students to imagine Let the students to be properly Can environmental factors affect the
of the new lesson population in the community? their selves standing in a oriented about the procedure of population growth and size?
coconut plantation. the activity.
What factors might influence a Predict what will happen to these
change in the population? Which species do you think populations of species if the
dominates this area? environment is not favorable for their
survival.

D. Discussing new concepts and Instruct students to choose from Perform Activity 1: Index of
practicing new skills #1 the environment, anything they Diversity
would like to be.

E. Discussing new concepts and Discuss the factors that might Instruct one student to start off Divide the students into 6 groups and
practicing new skills #2 influence a change in the by holding on to one end of the let them Perform Activity 2:
population. string and passing the ball to Measuring Population Density.
another student in the circle
with whom the student can be
related and explain the
significance of that part

F. Developing Mastery Level (leads The teacher will act as the agent Discuss the answers on the given Ask for some volunteer groups to
to Formative Assessment #3) of destruction by cutting the activity. present and discuss their output.
connections inside the circle
while describing the destruction
of each link.

G. Finding practical applications of Ask the students how changes in Ask the students the following If humans were concerned about
concepts and skills daily living the environment can affect questions: biological diversity, would it be
species extinction. best to have a low or high I.D for
What does the exercise
a particular environment?
illustrate?

What is the message?

H. Making generalizations and Re-discuss the factors that might Let the students give their ideas Emphasize the key concepts. Re-discuss factors affecting
abstractions about the lesson influence a change in the why population sizes vary population growth and size.
population and the students will among organisms.
give some examples.

I. Evaluating learning Presentation of the group activity.

J. Additional activities for Bring the following for tomorrow’s


applications or remediation activity: box of toothpicks, stopwatch
and flour.

V. REMARKS
VI. REFLECTION

A. No. of learners who earned 80%


in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Checked by:

JOSEPHINE Y. BALLESTEROS
Head Teacher I