Science 9 Final

DAILY School OZAMIZ CITY NATIONAL HIGH SCHOOL Grade Level 9
LESSON Teacher MARVIN S. TUSOY Learning Area SCIENCE

LOG Teaching Week Week 1 Quarter 1
Time:
7:30-8:30 AM (HELIUM
8:30-9:30 AM (KRYPTON) MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
4:00-5:00 PM (SPA)
Date June 5, 2017 June 6, 2017 June 7, 2017 June 8, 2017 June 9, 2017
I. OBJECTIVES
A. Content Standards 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 Standards The Learners should be able to conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on data gathered from the school or local health
workers
C. Learning Competencies 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. Code: S9LT-la-b-26
D. Learning Objectives 1. Get oriented with the course and 1. Assess the students' prior 1. Describe the function of each part of 1. Explain how the lungs work 1. Measure students' understanding on
content. knowledge on Respiratory and the breathing system. 2. Describe how the movement of the the previous lessons.
2. Perform an activity that develops Circulatory Systems. 2. Relate the bunch of grapes to a diaphragm helps the air go in and out
strong bonding among the learners. 2. Identify the key parts of the human breathing system. of the lungs
breathing system.
3. Label the key parts of the human
breathing system
II. CONTENT Getting To Know each Other Activity 1 Activity 2 The Bottled Balloons Formative Assessment
What a Bunch of Grapes! (Part A) What a Bunch of Grapes! (Part B) (Test on the previous topics)
III. LEARNING RESOURCES
A. References K-12 Grade 9 Module K-12 Grade 9 Module K-12 Grade 9 Module
1. Teacher’s Guide Pages 5-7 7 7-8
2. Learner’s Material Pages 4 5-6 7-8
3. Textbook Pages
4. Additional Materials from Google Application Google Application Google Application
Learning Resources
B. Other Learning Resources
IV. PROCEDURES Activity Method Activity Method Inductive Method Differentiated Instruction
A. Reviewing previous lesson or Ask the students on their prior What is human breathing system? Describe the function of the parts of
presenting the new lesson knowledge on respiratory and Relate the bunch of grapes to the parts the human breathing system.
circulatory system. of the human breathing system.
B. Establishing a purpose for the In this activity, the students will know Let the students perform Activity 1 for Let the students perform Activity 2 for Students will explain how lungs work,
lesson each other and share their feelings as them to identify the key parts of the them to describe the function of each and describe how the movement of the
Grade 9 learners. breathing system. part. diaphragm helps the air go in and out
of the lungs.
C. Presenting examples/ Start off by asking the students to Students will present their research for A video clip on how the lungs work will
instances of the new lesson breathe in and out. Let them feel the air classification of other volcanoes in the be presented to the students. A series
moving from the nose into the throat, Philippines in the class. of questions will be asked to the
through the air tubes, and into the students.
lungs.
D. Discussing new concepts and Students will be provided with a sheet Introduce to them the KWL Chart and Through the use of models of human Guide the students on the construction
practicing new skill #1 of paper. They will write their name. In let them answer the space provide in respiratory system, students will of the human chest cavity model. Let
circular form, students will roam each column. Show them a bunch of identify the different parts of human them follow the procedures in the
around. As the sound stops, they will grapes and relate it to the human breathing system. activity sheets.
find partner and exchange their paper. breathing system. The analogy must
The partner will draw any of the parts be clear enough for the students to
of the face. Then, resume singing and remember each part.
look for another partner until the whole
face will be drawn.
E. Discussing new concepts and Guide the students in identifying the Guide the students in describing the Ask:
practicing new skill #2 parts of the breathing system that are parts of the breathing system. 1. What does each part of the
similar to the structure of the bunch of constructed lung model represent?
grapes. 2. What happens as you pull down the
balloon at the bottom of the model?
F. Developing Mastery Students will perform Activity 1-What a Students will perform Activity 2-What a Students will perform Activity 3-The
Bunch of Grapes, Part A. Bunch of Grapes, Part B. Bottled Balloons
G. Finding practical applications What will happen if one part of the What will happen if one part of the Why do we believe that life is possible
of concepts & skills in daily living system fails to carry out its function system fails to carry out its function only on planets where oxygen is
properly? properly? present?
H. Making generalizations & Have students share their feelings on Let them identify the different parts of Let them explain the function of the Describe the effect of high
abstractions about the lesson the activity. the human breathing system. human breathing system. temperature to the formation of gas.
I. Evaluating Learning Let them answer Guide questions on Have students answer Guide questions Have students answer Guide questions
activity sheets. Let them fill in the last on activity sheets. on activity sheets.
column of the KWL chart which is
WHAT I LEARNED.
J. Additional activities for This only be given as the need arises. This only be given as the need arises. This only be given as the need arises. This only be given as the need arises.
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lesson work? No.
of learners who 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: Noted: Approved:
MARVIN S. TUSOY PERPETUA SOCORRO A. PONCE PAT S. RARA

SST -II Head Teacher, Science(Designate) Principal III
8:30-9:30 AM (KRYPTON)
1:00-2:00 PM (GENEROSITY) MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
4:00-5:00 PM (SPA)
I. OBJECTIVES
A. Content Standards 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.
workers
C. Learning Competencies 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. Code: S9LT-la-b-26
D. Learning Objectives 1. describe blood flow and gas 1. distinguish the major parts of 1. identify the components of the 1. illustrate the human heart.
exchange within the heart, circulatory human circulatory system; circulatory system 2. show the importance of the human
system, and lungs. 2. solve a puzzle about the major parts 2. explain the different types of heart.
2. explain the mechanism of how the of circulatory system; circulation
respiratory and circulatory systems 3. discuss the importance of taking
work together. good care of oneself.
II. CONTENT HOLIDAY Activity 3 The Circulatory System Activity 4 The Human heart
Just Go With the Flow Let's Organize!
A. References K-12 Grade 9 Module K-12 Grade 9 Module K-12 Grade 9 Module K-12 Grade 9 Module
1. Teacher’s Guide Pages 8-9 10-12 13-14 13-14
2. Learner’s Material Pages 7-8 8 8-9 8-9
3. Textbook Pages
4. Additional Materials from Google Application Google Application Google Application Google Application
Learning Resources
IV. PROCEDURES Activity Method Expository Method Developmental method Expository Method
A. Reviewing previous lesson or Students will explain the mechanisms Explain the mechanism of how the Let them distinguish the major parts of Identify the components of the
presenting the new lesson and activities of the lungs and respiratory and circulatory systems human circulatory system. circulatory system and explain the
diaphragm during inhalation and work together. different types of circulation.
exhalation.
B. Establishing a purpose for the Students will be able to describe blood Students will be able to identify the In this activity, students will be able to In this activity, students will
lesson flow and gas exchange within the functions of the circulatory system, identify the components of the distinguish the parts of human
circulatory and respiratory systems. identify the parts of the circulatory circulatory system and explain the heart.
system and describe the parts of the different types of circulation.
circulatory system.
C. Presenting examples/ A video clip showing the movement the A box which contains different samples Let them look at their fist. Ask them
instances of the new lesson oxygen and carbon dioxide will be of toy vehicles will presented to the what it looks like and relate it to human
presented to the students. Significant students. Let them open the box and heart.
questions will be asked after the video. identify each.
D. Discussing new concepts and Students will play the game on "Just Explain to them the circulatory system Show pictures of the different parts of Present a video on the parts of human
practicing new skill #1 Go With the Flow" analogous to the in relation to the toy vehicles and its the circulatory system for them to heart. Ask questions to them.
movement of oxygen and carbon functions. visualize each component.
dioxide. The game will be played
outside the classroom. Explain to them
the mechanism of the game.
E. Discussing new concepts and Allow students to simulate the gas Show to them a picture of the three Use web resources of videos showing What is the size, shape and location of
practicing new skill #2 exchange that takes place inside the major parts of human circulatory the animated flow of blood to different the heart? Name the four chambers of
body through circulation and system. Let them differentiate each parts of the body. the heart. What is the function of the
respiration. parts. Explain to them type of valves?
circulation.
F. Developing Mastery Students will perform Activity 3-Just Go Students will fill in the table presenting Use the provided template for the Let them answer the activity on
With the Flow. the three major parts of the circulatory graphic organizer or allow the students Tracing the Flow of Blood through the
system. (Please refer to the activity to map the concepts on their own. Heart. (Please refer to the activity
sheets provided) sheets.)
G. Finding practical applications Why is oxygen important to your body? Discuss the importance of taking good Eating a balance diet, not smoking and
of concepts & skills in daily living care of oneself. exercise can help maintain a normal
and healthy heart.
H. Making generalizations & Have students share their feelings on Let them n explain mechanism of how A video clip presentation on the major Let them define circulatory system and Describe a human heart.
abstractions about the lesson the activity. the respiratory and circulatory systems parts of circulatory system will be explain and differentiate the types of What are the parts of a heart?
work together. presented to them. circulation.
I. Evaluating Learning Let them answer Guide questions on A paper -made test will be given to Let them fill in and complete the A paper -made test will be given to
activity sheets. For essay type, the them. Have students answer the concept map provided to them. them. Have students answer the
teacher will prepare a rubric for questions. questions.
assessment.
J. Additional activities for This only be given as the need arises. This only be given as the need arises. This only be given as the need arises. This only be given as the need arises. This only be given as the need arises.
V. REMARKS
VI. REFLECTION
the evaluation
lesson
require remediation
help me solve?

SST -II Head Teacher, Science (Designate) Principal III
8:30-9:30 AM (KRYPTON)
9:45-10:45 PM (Faith) MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
1:00-2:00 PM (SPA)
I. OBJECTIVES
A. Content Standards 1. 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.
2. The Learners demonstrate an understanding on the prevention, detection, and treatment of diseases affecting the circulatory and respiratory systems
workers
C. Learning Competencies 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. Code: S9LT-la-b-26
2. Infer how one’s lifestyle can affect the functioning of respiratory and circulatory systems. Code S9LT-lc-27
D. Learning Objectives 1. Describe how the heart functions 1. Measure and describe your pulse 1. Explain the negative effects of 1. Identify ways of detecting and 1. Measure students' conceptual
2. Explain how blood is pumped by the (heart rate) after several different cigarette smoking on the circulatory preventing diseases in the respiratory understanding and knowledge on the
heart. activities. and respiratory systems. and circulatory systems. previous topics.
3. Make a heart pump model. 2. Explain how to use different time 2. Make a role play on negative 2. Appreciate the importance of a
intervals to measure your heart rate. effects of smoking on respiratory and healthy lifestyle in avoiding such
circulatory system. diseases.
II. CONTENT How the Heart Works The Rhythm of My Heart Cigarette Smoking is Dangerous to Prevention is Better than Cure Optional
Your Health Summative Assessment
1. Teacher’s Guide Pages 10-11 11-12 12-13 13
2. Learner’s Material Pages 15-16 17-18 18-20 21-21
3. Textbook Pages
Learning Resources
B. Other Learning Resources http://www.smm.org/heart/lessons/movs
/heartPump.htm
IV. PROCEDURES Experimental Method Activity Method Simulation Play Differentiated Activities
A. Reviewing previous lesson or Ask: Ask: Ask: What are the negative effects of
presenting the new lesson 1. Illustrate the human heart. 1. Explain how the human heart works. 1. What is your heart rate? cigarette smoking on the circulatory
2. Show the importance of the human 2. Describe how blood is pumped by 2. What is BPM? and respiratory systems?
heart. the heart.
B. Establishing a purpose for the This activity will enable the students to At this time, students will be able to After performing this activity, students This activity will enable the learners to
lesson describe how the heart functions, and measure and describe their own pulse will be able to explain the negative think of ways of detecting and
explain how blood is pumped by the (heart rate) after several different effects of cigarette smoking on the preventing diseases in the respiratory
heart. activities, and explain how to use circulatory and respiratory systems. and circulatory systems. Also, they will
different time intervals in measuring The activity involves the use of meta appreciate the importance of a healthy
heart rate. plan technique. lifestyle in avoiding such diseases
C. Presenting examples/ You may watch the video for the action Ask the students to tell where the This strategy is simply a card Ask opinions from the students about
instances of the new lesson using this link: sound of their heart is coming from. technique for collecting ideas when a their understanding on the statement
http://www.smm.org/heart/lessons/movs group of people are working together. "Prevention is Better than Cure"
/heartPump.htm Show to them the picture of the
smoker's body. Ask relevant question
about the picture.
D. Discussing new concepts and Discuss with the students that the heart Discuss to them that heartbeat is the As the facilitator, you must learn Let the students create a story that
practicing new skill #1 has valves that direct the current of sound produced by the heart as it moderation techniques in order to illustrates various ways of preventing
blood in one direction. Blood is led pumps blood. draw out the concepts from the diseases that affect the respiratory and
through the flexible membranes which students more effectively. All the circulatory systems. They must also
form the valves. As the blood passes ideas each group has presented must show the importance of keeping our
through the membranes, the valves be collaborated to form the big idea. bodies healthy and free from illnesses.
collapse into a barrier, preventing the
backflow of the blood.
E. Discussing new concepts and Emphasize to the students that the Emphasize that knowledge about our Each participant must be given an They are required to present their story
practicing new skill #2 heart is a muscle and not a mechanical heart rates can help us monitor our opportunity to express his views and in class in the form of role-play, song,
pump. It can also be pointed out that fitness levels and it might even help us the assigned moderators facilitate the poem, slogan or poster. Discussion of
comparison of this kind is known as spot developing health problems. whole process of group work to make the concept will be done after the
reasoning by analogy and is an it organized and well-structured. presentation of the each group.
important part of scientific reasoning.
F. Developing Mastery Manipulative skills Investigating Analyzing Interpersonal skills
Hypothesizing Analyzing Collaborating Communicating
Describing Simulating Collaborating
G. Finding practical applications Students can find examples of pumps Let students aware that strenuous Students may share their own stories Let the students relate their personal
of concepts & skills in daily living and valves in faucets, aerosol sprays, activities may lead to an increased relevant to the topic to be able to experiences to the topic so as to have
automobile fuel pumps, and many heart rate, they can now monitor their inspire the class to take action upon a more meaningful discussion.
household items. Some beverage activities to avoid the dangers of cardio- knowing the negative effects of
containers use a valve that resembles respiratory diseases. cigarette smoking on the respiratory
the valves in the heart. and circulatory systems.
H. Making generalizations & Emphasize to the: Emphasize that each time our heart Explain to them the negative effects of Emphasize to them that the best way
abstractions about the lesson Describe how the heart functions, and beats, it delivers oxygen-rich blood to smoking. to prevent diseases in the respiratory
Explain how blood is pumped by the your body, which allows it to function and circulatory system.
heart. properly.
I. Evaluating Learning A teacher-made test will be answered Let them answer Guide questions on A concept map on the different A teacher-made test will be answered
by the students to test if they fully activity sheets. For essay type, the diseases of respiratory and circulatory by the students to test if they fully
understood the concept of the lesson. teacher will prepare a rubric for system. Let them fill the correct understood the concept of the lesson.
assessment. answer.
J. Additional activities for This only be given as the need arises. This only be given as the need arises. Gather information about other This only be given as the need arises.
application or remediation diseases affecting the circulatory and
respiratory systems may be given to
further strengthen their learning.
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
C. Did the remedial lesson work?
No. of learners who caught up with
the lesson
require remediation
help me solve?

7:30-8:30 AM (M-Th) - HELIUM

8:30-9:30 AM (M-Th) - KRYPTON
9:45-10:45 PM (T-F) - FAITH MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
1:00-2:00 PM (T-F) -SPA
I. OBJECTIVES
A. Content Standards 1. The Learners demonstrate an understanding on the prevention, detection, and treatment of diseases affecting the 2. The Learners demonstrate an understanding on the different patterns of
circulatory and respiratory systems. inheritance.
B. Performance Standards 1. The Learners should be able to conduct an information dissemination activity on effective ways of taking care of the Note: No performance standard stipulated on the Curriculum Guide.
respiratory and circulatory systems based on data gathered from the school or local health workers.
C. Learning Competencies 1. Infer how one’s lifestyle can affect the functioning of respiratory and circulatory systems. Code S9LT-lc-27 2. Explain the different patterns of non-Mendelian inheritance. Code S9LT-Id-29
D. Learning Objectives 1. Identify ways of detecting and 1. Infer how one’s lifestyle can affect 1. Describe the Mendelian Laws of 1. Explain incomplete dominance
preventing diseases in the respiratory the functioning of the respiratory and Inheritance. pattern of inheritance
and circulatory systems. circulatory systems. 2. Differentiate monohybrid cross from 2. Illustrate by means of Punnett square
2. Appreciate the importance of a 2. Use students' analytical thinking in dihybrid cross. a cross involving incomplete dominance
healthy lifestyle in avoiding such answering each set of puzzles. 3. Solve problems involving pattern of inheritance.
diseases. monohybrid and dihybrid cross.
II. CONTENT (Non-Mendelian Patterns of
HOLIDAY Prevention is Better than Cure What’s the Word? (Revisit/Review) Inheritance)
MENDEL’S Law of Inheritance Phenotypes and Genotypes in
Incomplete Dominance
1. Teacher’s Guide Pages 13
2. Learner’s Material Pages 21-21
3. Textbook Pages
Learning Resources
IV. PROCEDURES Differentiated Activities Four Pics - One Word Developmental Method Collaborative Learning
A. Reviewing previous lesson or What are the negative effects of What are ways of detecting and Ask: What is Genetics?
presenting the new lesson cigarette smoking on the circulatory preventing diseases in the respiratory 1. Who is Gregor Mendel? How important is Genetics to our lives?
and respiratory systems? and circulatory systems? 2. What are his contributions to the Differentiate monohybrid and dihybrid
science of Genetics? crossing.
B. Establishing a purpose for the This activity will enable the learners to This activity enables the learners to This lesson is design to re orient the In this lesson the teacher should stress
lesson think of ways of detecting and infer how one’s lifestyle can affect the students on the concept of Mendelian that alleles always remain separate and
preventing diseases in the respiratory functioning of the respiratory and Patterns of Inheritance, since the distinct even in incomplete dominance.
and circulatory systems. Also, they will circulatory systems. proceeding topics are focusing on Non A very common error that students may
appreciate the importance of a healthy - Mendelian Patterns of Inheritance. believe is that alleles themselves blend
lifestyle in avoiding such diseases in incomplete dominance.
C. Presenting examples/ Ask opinions from the students about This activity is a variation of a famous Ask: 1. Show to them white, red and pink
instances of the new lesson their understanding on the statement application game, known as “Four Look around you and notice the flowers (gumamela or any flower will
"Prevention is Better than Cure" Pics –One Word.” Students will use amazing variations among living do).
their analytical thinking in answering organisms. Have you ever wondered 2. If flowers are not available, paint
each set of puzzles. how this happened? What could be
with red and white colors will do. Mix
responsible for this? These are some
of the questions that will be answered the two colors and let students
as you go over the lesson. A follow up interpret the result. Relate this
activity on identification of the features activity to the concept of complete
will be performed. Please refer to the dominance. Ask significant
activity sheets. questions.
D. Discussing new concepts and Let the students create a story that Through the different pictures Have a discussion on the concept of Divide the class into six (6) groups.
practicing new skill #1 illustrates various ways of preventing presented, students will answer the the following terms/names/words: Three (3) of the groups will solve
diseases that affect the respiratory and following questions. 1. Genetics Problem #1 and the other three (3) will
circulatory systems. They must also 1. What idea is common in each set of 2. Heredity solve Problem #2.
show the importance of keeping our pictures? 3. Variation (Refer to the activity sheets for the
bodies healthy and free from illnesses. 2. What are the negative lifestyles that 4. Gregor Mendel question s1 and 2).
are depicted in the pictures? 5. Dominant vs. Recessive
6. Phenotypes vs. Genotypes
7. Homozygous vs. Heterozygous
8. Gene vs. Allele
E. Discussing new concepts and They are required to present their story How can lifestyle affect the functioning Solve problems involving Monohybrid Ask for a volunteer group to present the
practicing new skill #2 in class in the form of role-play, song, of the respiratory and circulatory crossing and dihybrid crossing. Let solution to the problem and discuss the
poem, slogan or poster. Discussion of systems? students interpret the result of the probabilities of the genotypes and
the concept will be done after the cross. Let them compare monohybrid phenotypes obtained from the cross.
presentation of the each group. and dihybrid crossing.
F. Developing Mastery Interpersonal skills Interpreting Hypothesizing Problem solving

Communicating Collaborating Analyzing Analyzing
Collaborating Analyzing Inferring Inferring
Comparing Communicating
G. Finding practical applications of Let the students relate their personal What might happen if a person goes How important is the science of Why is it that in nature we do not always
concepts & skills in daily living experiences to the topic so as to have a on with a negative lifestyle such as Genetics to our lives? observe the dominant - recessive
more meaningful discussion. what was seen in the activity? relationship? Include in the discussion
possible applications to plant breeding.
H. Making generalizations & Emphasize to them that the best way to What are the negative lifestyle Differentiate monohybrid and Let them explain the concept of
abstractions about the lesson prevent diseases in the respiratory and affecting our respiratory and dihybrid crossing. incomplete dominance.
circulatory system. circulatory systems?
I. Evaluating Learning A teacher-made test will be answered A teacher-made test will be answered Problem solving on monohybrid and Problem solving on incomplete
by the students to test if they fully by the students to test if they fully dihybrid crossing. dominance.
understood the concept of the lesson. understood the concept of the lesson.
J. Additional activities for This only be given as the need arises. This only be given as the need arises. This only be given as the need arises This only be given as the need arises
VI. REFLECTION
the evaluation
additional activities for remediation who
scored below 80%
lesson
require remediation
help me solve?

7:30-8:30 AM (M-Th) - HELIUM MONDAY - July 3, 2017 TUESDAY - July 4, 2017 WEDNESDAY - July 5, 2017 THURSDAY - July 6, 2017
8:30-9:30 AM (M-Th) - KRYPTON Helium Helium Helium Helium
9:45-10:45 PM (M, W-F) - FAITH Krypton Krypton Krypton Krypton
1:00-2:00 PM (T-W,F) -SPA Faith
2:00-3:00 PM (Th) - SPA TUESDAY - July 4, 2017 WEDNESDAY - July 5, 2017 THURSDAY - July 6, 2017 FRIDAY - July 7, 2017
SPA Faith Faith Faith
Date SPA SPA SPA
I. OBJECTIVES
A. Content Standards 1. The Learners demonstrate an understanding on the different patterns of inheritance.
B. Performance Standards Note: No performance standard stipulated on the Curriculum Guide.
C. Learning Competencies 1. Explain the different patterns of non-Mendelian inheritance. Code S9LT-Id-29
D. Learning Objectives 1. Explain Monohybrid Cross. 1. Explain Dihybrid Cross. 1. Explain incomplete dominance pattern 1. List the genotypes of the bull and cow in
2. Illustrate by means of Punnett Square a 2. Illustrate by means of Punnett Square a of inheritance. the given problem.
cross involving monohybrid cross involving dihybrid cross. 2. Illustrate by means of Punnett square 2. Explain Codominance pattern of
3. Infer the phenotypes and genotypes of the 3. Infer the phenotypes and genotypes of the a cross involving incomplete dominance inheritance.
results of monohybrid cross. results of dihybrid cross. pattern of inheritance. 3. Give phenotypic percentages of the
offspring.
3. Give phenotypic percentages of the
offspring.
II. CONTENT (Non-Mendelian Patterns of (Non-Mendelian Patterns of
Monohybrid Crosses and the Dihybrid Crosses(Two-factor Cross Inheritance) Inheritance)
Punnet Square(One-factor Cross) and Independent Assortment Phenotypes and Genotypes in Phenotypes and Genotypes in
Incomplete Dominance Codominance
A. References Project EASE Project EASE K-12 Grade 9 Module K-12 Grade 9 Module
1. Teacher’s Guide Pages 30-32 33-34
3. Textbook Pages
Learning Resources
IV. PROCEDURES Expository Method Developmental Method Collaborative Learning Expository Method
A. Reviewing previous lesson or Define the ff.: What is monohybrid cross? Sample problems on dihybrid cross will Show the possible outcome of the cross
presenting the new lesson Dominant, Recessive, Homozygous, Give examples of problem involving a single be solved by the students. between two pink flowered four o’clock plants
Heterozygous, Allele, Phenotypes, Genotypes factor cross. by using the Punnett square.
B. Establishing a purpose for the This lesson is designed to let students know This lesson is designed to let students learned In this lesson the teacher should stress In this activity, students are expected to
lesson the concept of a cross that involves one allele. the cross of that involves two pairs of alleles. that alleles always remain separate and solve problems demonstrating codominance
distinct even in incomplete dominance. of traits.
C. Presenting examples/ The students will examine the diagram The students will examine the diagram Show a red and white paint. Mix the two Introduce the lesson by showing a red and
instances of the new lesson involving a cross of one pair of allele. involving a cross of two pairs of alleles. paints. Observe the result. Ask follow up white shirt hung up on the board. Ask follow
questions. up questions.
D. Discussing new concepts and Introduce the concept that involves one pair of Introduce the concept of a cross that involves Three (3) of the groups will solve Present a picture of a cow to the class,
practicing new skill #1 allele. two pairs of alleles. Problem #1 and the other three (3) will showing the phenotype of the cow with
solve Problem #2. codominant trait.
E. Discussing new concepts and Give them sample problems. Show the result Let them explain and interpret the results of Ask for a volunteer group to present the A problem on codominance will be
practicing new skill #2 using a punnet square. Interpret the result. sample problems on dihybrid cross. Use solution to the problem and discuss the introduced to the students. They will show
Punnet square to illustrate the cross. probabilities of the genotypes and the results through a punnett square.
phenotypes obtained from the cross. Students will present the result and interpret
the phenotypes and genotypes of the given
problem.
F. Developing Mastery Explaining Problem solving Problem solving Problem solving
Analyzing Analyzing Analyzing Analyzing
Communicating Inferring Inferring Inferring
Communicating Communicating
G. Finding practical applications of Why is it that in nature we do not always How would you apply what you have learned
concepts & skills in daily living observe the dominant - recessive to improve the breeds of livestock in your
relationship? Include in the discussion area?
possible applications to plant breeding.
H. Making generalizations & Let them explain the concept of monohybrid Let them explain the concept of dihybrid cross. Let them explain the concept of Emphasize the concepts of codominance.
abstractions about the lesson cross. incomplete dominance.
I. Evaluating Learning Problem solving on monohybrid cross. Problem solving on dihybrid cross Problem solving on incomplete A teacher-made test will be answered by the
dominance. students to test if they fully understood the
concept of the lesson.
J. Additional activities for This only be given as the need arises This only be given as the need arises This only be given as the need arises This only be given as the need arises.
VI. REFLECTION
the evaluation
scored below 80%
lesson
require remediation
help me solve?

7:30-8:30 AM (M-Th) - HELIUM MONDAY - July 10, 2017 TUESDAY - July 11, 2017 WEDNESDAY - July 12, 2017 THURSDAY - July 13, 2017
8:30-9:30 AM (M-Th) - KRYPTON Helium Helium Helium Helium
9:45-10:45 PM (M, W-F) - FAITH Krypton Krypton Krypton Krypton
1:00-2:00 PM (T-W,F) -SPA Faith
2:00-3:00 PM (Th) - SPA TUESDAY - July 11, 2017 WEDNESDAY - July 12, 2017 THURSDAY - July 13, 2017 FRIDAY - July 14, 2017
SPA Faith Faith Faith
Date SPA SPA SPA
I. OBJECTIVES
D. Learning Objectives 1. Measure students' conceptual knowledge 1. Explain genetic phenomena using the 1. Discuss how sex in humans is 1. Solve problems related to sex-linked traits.
and understanding on the previous lessons. concepts of multiple alleles, determined. 2. Explain sex linked genes.
2. Create Punnett Squares to infer the 2. Determine the probability of having 3. Illustrate using a Punnett square the
unknown phenotypes of individuals on the male or female gender by illustrating the probability of having children who will have
basis of the known phenotypes of their family prediction using a Punnett square. normal vision and children who will be color-
members interpret crosses of multiple allele blind.
traits, and
3. Appreciate the value of knowing the
person's blood type
II. CONTENT Formative Assessment Multiple Allele Sex Chromosomes and Sex-related Inheritance: Sex-
Determination Linked Genes
A. References Project EASE K-12 Grade 9 Module K-12 Grade 9 Module
1. Teacher’s Guide Pages 23-24 25-26 27-28
2. Learner’s Material Pages 34-35 36-37 38-39
3. Textbook Pages
4. Additional Materials from biology.arizona.edu/human_bio/problem_sets/ Google Application Google Application
Learning Resources blood_types/inherited.html#calculator
IV. PROCEDURES 4 E's (Engage, Explore, Explain and Elaborate Collaborative Learning Expository Method
A. Reviewing previous lesson or Review on some important concepts of Review on some important concept of Review on some important concepts on sex
presenting the new lesson Codominance. multiple alleles. chromosomes and sex determination.
B. Establishing a purpose for the In this activity, the students will determine all In this activity, students will determine the This activity diagrams a cross involving sex-
lesson possible combinations of genes for a blood probability of having male or female linked genes.
type that a person might have and predict gender by illustrating the prediction using
gene combinations expected in offspring a Punnett square.
based on the genes carried in male and
female gametes.
C. Presenting examples/ Game on "Word Mo, Show Mo". They will be Ask students on how sex is determined Ask students about their knowledge on
instances of the new lesson grouped into two. Each group will be given and inherited. hemophilia and color blindness. Ask follow
envelope with jumbled letters inside. They will up questions.
form it into 2 words.
D. Discussing new concepts and a. Ask them the four blood types. Show a diagram of gamete formation Present a table on genotypes and
practicing new skill #1 b. Introduce to them the genotypes of the four involving only sex chromosomes. Let phenotypes of color blindness in humans.
blood types students interpret the diagram. Ask them some sample disease on X and Y
linked genes.
E. Discussing new concepts and a. Introduce to them sample problems on Students will draw a Punnett square Students will make a Punnett square
practicing new skill #2 blood typing. which shows the inheritance of the sex involving the cross between a color blind
b. Discuss to them how blood type is chromosomes. Let them explain and man and a woman who is the carrier of the
determined using a Punnet square. interpret the results. disease. Let them interpret the results.
F. Developing Mastery Solving, Analyzing, Interpreting and Solving, Analyzing, Interpreting and Solving, Analyzing, Interpreting and
Predicting Predicting Predicting
G. Finding practical applications of Students will be given a "A Bloody Mystery", a What are the other factors that may Ask them questions why color blindness is
concepts & skills in daily living mystery scenario in which they will apply their influence the expression of human more common in males than in females.
knowledge of blood typing and Punnett sexuality?
Squares to solve the mystery.
H. Making generalizations & Emphasize the importance concept of multiple Explain and emphasize the key concepts Explain to them what X and Y liked genes
abstractions about the lesson alleles. of the lesson. are.
I. Evaluating Learning A teacher-made test will be answered by the Problem solving how sex in humans is A teacher-made test will be answered by the
students to test if they fully understood the determined. students to test if they fully understood the
concept of the lesson. concept of the lesson.
J. Additional activities for This only be given as the need arises This only be given as the need arises This only be given as the need arises.
VI. REFLECTION
the evaluation
scored below 80%
lesson
require remediation
help me solve?

Date and Time MONDAY- July 17, 2017 TUESDAY - July 18, 2017 WEDNESDAY - July 19, 2017 THURSDAY - July 20, 2017
7:30-8:30 AM (M-Th) - HELIUM Helium Helium Helium Helium
8:30-9:30 AM (M-Th) - KRYPTON Krypton Krypton Krypton Krypton
9:45-10:45 PM (M, W-F) - FAITH TUESDAY - July 18, 2017 WEDNESDAY - July 19, 2017 THURSDAY - July 20, 2017 FRIDAY - July 21, 2017
1:00-2:00 PM (T-W,F) -SPA Faith Faith Faith Faith
2:00-3:00 PM (Th) - SPA SPA SPA SPA SPA
I. OBJECTIVES
2. Describe the location of genes in chromosomes. Code S9LT-Id-28
D. Learning Objectives 1. Explain what sex-limited is. 1. Explain the concept of sex -influenced 1. Identify the components of a DNA
2. Give other examples of sex-limited traits in traits. molecule
animals. 2. Solve and interpret sample problems 2. Construct a model of a molecule of DNA
3. Solve and interpret sample problems involving sex-influenced traits
involving sex-limited traits.
II. CONTENT Sex-Related Inheritance: Sex- Sex-Related Inheritance: Sex- DNA Modeling
LOCAL HOLIDAY Limited Traits Influenced Traits
A. References K - 12 Grade 9 Module K-12 Grade 9 Module K-12 Grade 9 Module
3. Textbook Pages
Learning Resources
IV. PROCEDURES Developmental Method Collaborative Learning Expository Method
A. Reviewing previous lesson or Explain the concept of sex-linked genes. Explain the concept of sex - limited traits Explain the concept of sex- influenced
presenting the new lesson traits.
B. Establishing a purpose for the This lesson is designed to know the concept This lesson is designed to let students know This activity will introduce the concept of
lesson of sex-limited traits the concept of sex-influenced traits DNA. Students will be able to manipulate
the nucleotides (basic building blocks) of
DNA and get a feel of how the molecule is
produced.
C. Presenting examples/ Ask: Ask to them what baldness in human is all Ask: But what are genes? How do they
instances of the new lesson Have you seen a bald man? What about a about. Relate this discussion to the concept work? How is the genetic code passed from
bald woman? of the lesson. parents to offspring?
D. Discussing new concepts and Explain to them that sex-limited traits are Explain to them the concept of sex- Students will prepare a diagram of the DNA
practicing new skill #1 autosomal. influenced traits. structure.
E. Discussing new concepts and Present to them the table on expression of Present the table on expression of pattern Students will create their own model of the
practicing new skill #2 lactation in cattle. Let the students solve the of baldness in humans. Let them solve and DNA following the same procedure in the
result of the problems using the Punnett interpret the result of the problem given to activity sheet. The model will be shown to
square. them. the class and let them explain it.
F. Developing Mastery Interpreting, Solving, Predicting, Analyzing Interpreting, Solving, Predicting, Analyzing Interpreting, Manipulating and Analyzing
G. Finding practical applications of
concepts & skills in daily living
H. Making generalizations & Explain the concept of sex-limited traits. Explain the concept of sex-influenced traits. Summarize individual responses and relate
abstractions about the lesson the ideas of students of what the DNA is.
I. Evaluating Learning A teacher-made test will be answered by the A teacher-made test will be answered by A teacher-made test will be answered by
students to test if they fully understood the the students to test if they fully understood the students to test if they fully understood
concept of the lesson. the concept of the lesson. the concept of the lesson.
J. Additional activities for This only be given as the need arises This only be given as the need arises This only be given as the need arises.
VI. REFLECTION
the evaluation
scored below 80%
lesson
require remediation
help me solve?

SST - II Head Teacher, Science (Designate) Principal III
Date and Time MONDAY- July 24, 2017 TUESDAY - July 25, 2017 WEDNESDAY - July 26, 2017 THURSDAY - July 27, 2017
9:45-10:45 PM (M, W-F) - FAITH Faith
1:00-2:00 PM (T-W,F) -SPA TUESDAY - July 25, 2017 WEDNESDAY - July 26, 2017 THURSDAY - July 27, 2017 FRIDAY - July 28, 2017
2:00-3:00 PM (Th) - SPA SPA Faith Faith Faith
SPA SPA SPA
I. OBJECTIVES
A. Content Standards 1. The Learners demonstrate an 1. The Learners demonstrate an understanding on how changes in the environment may affect species extinction
understanding on how genetic information is
organized in genes on chromosomes
B. Performance Standards Note: No performance standard stipulated 1. The Learners should be able to make a multimedia presentation of a timeline of extinction of representative microorganisms, plants, and
on the Curriculum Guide. animals.
C. Learning Competencies 1. Describe the location of genes in 1. Relate species extinction to the failure of populations of organisms to adapt to abrupt changes in the environment. Code S9LT-Ie-f-30
chromosomes. Code S9LT-Id-28
D. Learning Objectives 1. Identify the components of a DNA 1. Measure species distribution using 1. Determine the pattern of population 1. Demonstrate, using a simulation activity,
molecule mathematical way of expressing the amount of distribution using mathematical formula. that habitat destruction can contribute to
2. Construct a model of a molecule of DNA biodiversity and species distribution in a 2. Compare the distribution patterns of the species extinction.
community. different populations. 2. Differentiate endangered, threatened and
2. Differentiate between high index and low 3. Differentiate limiting factors and carrying extinct species.
index of diversity. capacity.
II. CONTENT DNA Modeling Index of Diversity Measuring Population Density Endangered But Not Extinct Yet
A. References K-12 Grade 9 Module K - 12 Grade 9 Module K-12 Grade 9 Module K-12 Grade 9 Module
3. Textbook Pages
Learning Resources
IV. PROCEDURES Expository Method Developmental Method Collaborative Learning Expository Method
A. Reviewing previous lesson or Explain the concept of sex- influenced traits. Discuss the levels of biological organization. Explain low and high index of diversity. Define population density.
presenting the new lesson
B. Establishing a purpose for the This activity will introduce the concept of In this activity, the students should be able to In this activity, the students will understand This activity is a simulation designed to
lesson DNA. Students will be able to manipulate the measure species distribution using changes in population, factors affecting show that habitat destruction can be a
nucleotides (basic building blocks) of DNA mathematical way of expressing the amount of population growth and size and learn about factor causing species extinction. This
and get a feel of how the molecule is biodiversity and species distribution in a the needs and characteristics of a activity is best done outdoors but it can also
produced. community. population. be done as a classroom activity.
C. Presenting examples/ Ask: But what are genes? How do they This is an outdoor activity with string or yarn Start the lesson with a picture analysis Introduce the lesson with a Species
instances of the new lesson work? How is the genetic code passed from exercise. The teacher will explain the activity or show a video about Philippine Charade Game. Explain the mechanics of
parents to offspring? mechanics of the activity. biodiversity. the game.
D. Discussing new concepts and Students will prepare a diagram of the DNA Distribute the activity sheets to the students Show different pictures of populations of Distribute the activity sheets to the
practicing new skill #1 structure. and let them perform the activity. Ask students different species of animals or plants which students. Prepare a handout of the
the following questions: are considered to be endangered or You Extinction Simulation Data table. Let
1. What does the exercise illustrate? may also present “TRIVIA ON PHILIPPINE students answer the guide questions and
2. What is the message? BIODIVERSITY” present the result in front of the class.
E. Discussing new concepts and Students will create their own model of the Show some pictures of low and high diversity. Distribute the activity sheets to the students After the discussion of the result of the
practicing new skill #2 DNA following the same procedure in the Let the students categorize each pictures. and let them perform the activity. They will activity, show the Prepared list of
activity sheet. The model will be shown to Explain to the students the comparison of low present and discuss the result of the activity endangered species, threatened species,
the class and let them explain it. and high diversity. in front of the class. (Please refer to the and extinct species. Write their names in
activity sheets). small pieces of paper and place it in a small
box.
F. Developing Mastery Interpreting, Manipulating and Analyzing Analyzing, Interpreting and Categorizing Interpreting, Solving, Playing and Analyzing Hypothesizing, Analyzing, Collaborating
G. Finding practical applications of Students are asked that if humans were What happens if the living conditions of How are you going to protect species from
concepts & skills in daily living concerned about biological diversity, would it organisms are not ideal for their survival? becoming extinct, endangered and
be best to have low or high index of diversity. threatened?
H. Making generalizations & Summarize individual responses and relate Differentiate low and high index of diversity. Explain population density, limiting factors Differentiate endangered, threatened and
abstractions about the lesson the ideas of students of what the DNA is. and carrying capacity. extinct species.
I. Evaluating Learning A teacher-made test will be answered by the A teacher-made test will be answered by the A teacher-made test will be answered by A teacher-made test will be answered by
students to test if they fully understood the students to test if they fully understood the the students to test if they fully understood the students to test if they fully understood
concept of the lesson. concept of the lesson. the concept of the lesson. the concept of the lesson.
J. Additional activities for This only be given as the need arises. This only be given as the need arises This only be given as the need arises This only be given as the need arises.
VI. REFLECTION
the evaluation
scored below 80%
lesson
require remediation
help me solve?

Date and Time MONDAY- July 31, 2017 TUESDAY - August 1, 2017 WEDNESDAY - August 2, 2017 THURSDAY - August 3, 2017
1:00-2:00 PM (T-W,F) -SPA TUESDAY - August 1, 2017 WEDNESDAY - August 2, 2017 THURSDAY August 3, 2017 FRIDAY - August 4, 2017
SPA SPA SPA
I. OBJECTIVES
A. Content Standards 1. The Learners demonstrate an understanding on how changes in the environment may affect species extinction
B. Performance Standards 1. The Learners should be able to make a multimedia presentation of a timeline of extinction of representative microorganisms, plants, and animals.
C. Learning Competencies 1. Relate species extinction to the failure of populations of organisms to adapt to abrupt changes in the environment. Code S9LT-Ie-f-30
D. Learning Objectives 1. Demonstrate, using a simulation activity, 1. Determine differences between two 1. Explain deforestation, wildlife depletion 1. Explain air pollution, coastal destruction
that habitat destruction can contribute to hypothetical islands. and water pollution and acid precipitation
species extinction. 2. List the effects of environmental issues on 2. List the effects of environmental issues 2. List the effects of environmental issues
2. Differentiate endangered, threatened and ecosystem. on ecosystem. on ecosystem.
extinct species. 3. Appreciate the value protecting endangered 3. Appreciate the value protecting 3. Appreciate the value protecting
species in a certain locality. endangered species in a certain locality. endangered species in a certain locality.
II. CONTENT Endangered But Not Extinct Yet Making Predictions Environmental Issues and Environmental Issues and
Concern I Concern II
1. Teacher’s Guide Pages 41-42 43- 43-46 46-51
3. Textbook Pages
Learning Resources
IV. PROCEDURES Developmental Method Collaborative Learning Expository Method Developmental Method
A. Reviewing previous lesson or Define population density. Ask them on the differences among Ask them some environmental issues and Ask them on the effects of deforestation
presenting the new lesson threatened, endangered and extinct. concerns that our city is experiencing and wildlife depletion.
nowadays
B. Establishing a purpose for the This activity is a simulation designed to show This activity will help students understand This activity will help students understand This activity will help students understand
lesson that habitat destruction can be a factor discuss some of the local and global the effects of environmental issues on the effects of environmental issues on
causing species extinction. This activity is environmental issues that contributed to ecosystem. ecosystem.
best done outdoors but it can also species extinction.
be done as a classroom activity.
C. Presenting examples/ Introduce the lesson with a Species Charade Ask this question: One of the country’s environmental Ask students especially those who live near
instances of the new lesson Game. Explain the mechanics of the game. Imagine that you and your friends are being problems is the rapid rate at which trees are the coastal area to say something about
sent to explore two islands. The islands are cut down. Did you encounter the same their pace. Ask students' opinion about it.
very similar in size, age, and location. But one problem in your community?
has human population and the other does not
have. Predict what you will see in each island.
D. Discussing new concepts and Distribute the activity sheets to the students. Synthesize the lesson pointing out to the key Discuss the following causes of Discuss the following.
practicing new skill #1 Prepare a handout of the Extinction concepts deforestation, kaingin farming, Illegal 1. Air pollution
Simulation Data table. Let students answer logging, conversion of agricultural lands to 2. Coastal destruction
the guide questions and present the result in housing projects, forest fires and typhoons 3. Acid precipitation.
front of the class.
E. Discussing new concepts and Show the Prepared list of endangered Discuss the Ecological Principles. Discuss the effects of soil erosion, Discuss the P.D. 1151 otherwise known as
practicing new skill #2 species, threatened species, and extinct floods and decrease in wildlife resources. Philippine Environmental Policy
species. Write their names in small pieces of
paper and place it in a small box.
F. Developing Mastery Hypothesizing, Analyzing, Collaborating Hypothesizing, Analyzing, Collaborating Hypothesizing, Analyzing, Collaborating Hypothesizing, Analyzing, Collaborating
G. Finding practical applications of How are you going to protect species from Natural resources are materials in the How would you protect and conserve our Students will make a brochure on
concepts & skills in daily living becoming extinct, endangered and environment that people use to carry on with environment? List some ways on maintaining and preserving the
threatened? their lives. But are you using these natural maintaining ecological balance of the environment. They will choose any of the
resources wisely? Will the carry on with their ecosystem. issues and concerns both local and global.
lives. But are you using these natural
resources wisely?
H. Making generalizations & Differentiate endangered, threatened and Let them explain the Ecological Principles. Ask students on the causes and effects of Let them explain the P.D. 1151 otherwise
abstractions about the lesson extinct species. deforestation, wildlife depletion and water known as Philippine Environmental Policy
pollution to the ecosystem.
J. Additional activities for This only be given as the need arises. This only be given as the need arises This only be given as the need arises This only be given as the need arises
VI. REFLECTION
the evaluation
scored below 80%
lesson
require remediation
help me solve?

Date and Time MONDAY- August 7, 2017 TUESDAY - August 8, 2017 WEDNESDAY - August 9, 2017 THURSDAY-August 10, 2017
7:30-8:30 AM (M-Th) - HELIUM Helium Helium Helium FRIDAY - August 11, 2017
8:30-9:30 AM (M-Th) - KRYPTON Krypton Krypton Krypton Helium
9:45-10:45 PM (M, W-F) - FAITH Faith SPA Faith Krypton
1:00-2:00 PM (T-W,F) -SPA SPA Faith
2:00-3:00 PM (Th) - SPA SPA
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the structure and function of plant parts and
organelles involved in photosynthesis.
B. Performance Standards The learners should be able to design and conduct an investigation to provide evidence that
plants can manufacture their own food.
C. Learning Competencies Differentiate basic features and importance of photosynthesis and respiration.
Code S9LT-lg-j-31
D. Learning Objectives 1. Identify the cell structures involved in photosynthesis. Review of the Quarter 1 lessons. Measure student's conceptual
2. Describe the process of food making done by plants. understanding, knowledge and skills of the
3. Identify the raw materials and products of photosynthesis. quarter 1 lessons.
II. CONTENT Photosynthesis (Note: This lesson is good for 2 meetings) Review First Grading Examination
A. References K-12 Grade 9 Module
1. Teacher’s Guide Pages 58-62
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources 1. http: //dendro.cnre.vt.edu forestbiology /photosynthesis.swf
2. http://www.youtube.com / watch?v=C1 _uez5WX1o
3. http://earthguide.ucsd.edu/earthguide/ diagrams/photosynthesis/photosynthesis.html
4. http://www.sites.ext.vt.edu/virtualforest /modules/photo.html
IV. PROCEDURES Collaborative Learning
A. Reviewing previous lesson or Review on local and global environmental issues and problems.
B. Establishing a purpose for the In this activity, students will do activities in different learning stations. For each station, the
lesson students will learn a specific concept on photosynthesis such as identifying the cell structures
involved in photosynthesis, describing the process of food making done by plants, identifying
the raw materials and products of photosynthesis.
C. Presenting examples/ The students will listen the "Photosynthesis Song". A follow up questions will follow after the
instances of the new lesson presentation.
D. Discussing new concepts and a. Learning station 1: Plant structures for photosynthesis (Identifying plant structure for
practicing new skill #1 photosynthesis)
E. Discussing new concepts and b. Learning station 2: Photosynthesis (identifying raw materials and products of photosynthesis)
practicing new skill #2 c. Learning station 3: (Understanding the process of photosynthesis)
F. Developing Mastery Generalizing, Conceptualizing, Concept Mapping, Labeling, Identifying, Speaking
G. Finding practical applications of If plant is considered as a great food provider, then why should we take good care of them?
H. Making generalizations & Generalize the lesson by asking the following questions:
abstractions about the lesson 1. Identify the cell structures involved in photosynthesis.
2. Describe the process of food making done by plants.
3. Identify the raw materials and products of photosynthesis.
I. Evaluating Learning A teacher-made test will be answered by the students to test if they fully understood the concept
of the lesson.
J. Additional activities for This only be given as the need arises.
VI. REFLECTION
the evaluation
scored below 80%
lesson
require remediation
help me solve?

SST - II MT-II /Head Teacher, Science (Designate) Principal III
LESSON Teacher MARVIN SINAY TUSOY Learning Area SCIENCE
LOG Teaching Week WEEK 11 Quarter 2
Date and Time MONDAY- August 14, 2017 WEDNESDAY - August 16, 2017 THURSDAY - August 17, 2017 FRIDAY - August 18, 2017
7:30-8:30 AM (M-Th) - HELIUM TUESDAY-August 15, 2017 Helium Helium Faith
8:30-9:30 AM (M-Th) - KRYPTON Helium Krypton Krypton SPA
9:45-10:45 PM (M, W-F) - FAITH Krypton Faith Faith
1:00-2:00 PM (T-W,F) -SPA Faith SPA SPA
2:00-3:00 PM (Th) - SPA SPA
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the development of atomic models that led to the description of the behavior of electrons within atoms
B. Performance Standards No performance standards stipulated in the Curriculum Guide.
C. Learning Competencies The learners should be able to describe how the Bohr model of the atom improved Rutherford’s atomic model. Code S9MT-IIa-21
D. Learning Objectives Measure student's conceptual understanding, 1. Determine the characteristic colors that metal 1. Describe how it is likely to find the electron 1. Explain the principal energy levels.
knowledge and skills of the quarter 1 lessons. salts emit. in an atom by probability. 2. Distinguish the number and type of sublevels
2. Relate the colors emitted by metal salts to the 2. Describe how the Bohr model of the atom and the number of orbitals.
structure of the atom. improved Rutherford’s atomic model
II. CONTENT Predicting the Probable Location of an Principal Energy Levels and Sublevels of
First Grading Examination The Flame Test Electrons Electrons
3. Textbook Pages
4. Additional Materials from Learning Google Application Google Application Google Application
Resources
IV. PROCEDURES
A. Reviewing previous lesson or The students will answer on the equation of The students will identify the colors emitted by The students will describe how the Bohr Model
presenting the new lesson photosynthesis. some metal salts. of the atom improved Rutherford's atomic
model.
B. Establishing a purpose for the The students will find out what happens when In this activity the student will use an analogy In this activity the students will know the
lesson metal salts are subjected to heat and relate the to understand the interpretation of principal energy levels and sublevels of
emitted to the structure of the atom. Schrodinger’s treatment of the atom. electrons.
C. Presenting examples/ A video clip on fireworks will be presented to the Present a game on predicting the probable Arrange the flags according to the continent
instances of the new lesson learners. Follow up questions will be asked after location of a ball using three empty cups. where it b belongs.
the presentation.
D. Discussing new concepts and Let the students perform the activity on Flame Predict the probable location of electrons by Define principal energy level
practicing new skill #1 Test and distinguish the colors emitted by some performing the activity. Activity sheets will be
metal salts. provided to the learners.
E. Discussing new concepts and Relate the emissions of colors of some metal Explain the Uncertainty Principle. Explain the type of sublevels, number of
practicing new skill #2 salts to the structure of an atom. orbitals maximum number of electrons
occupying in each sublevels.
F. Developing Mastery Experimenting, Distinguishing, Explaining Hypothesizing, Predicting, Measuring Explaining, Classifying, Describing
H. Making generalizations & Let the students distinguish the different colors Ask the students on the Principle of
abstractions about the lesson emitted by some metal salts and relate it to the Uncertainty
structures of an atom.
I. Evaluating Learning A teacher-made test will be answered by the A teacher-made test will be answered by the A teacher-made test will be answered by the
students to test if they fully understood the students to test if they fully understood the students to test if they fully understood the
concept of the lesson. concept of the lesson. concept of the lesson.
J. Additional activities for application or This only be given as the need arises. This only be given as the need arises. This only be given as the need arises.
remediation
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lesson work? No. of
learners who 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?

SST - II MT-II /Head Teacher, Science (Designate) Principal III
Date and Time TUESDAY- August 22, 2017 WEDNESDAY - August 23, 2017 THURSDAY - August 24, 2017 FRIDAY - August 25, 2017
9:45-10:45 PM (M, W-F) - FAITH Faith Faith Faith Faith
1:00-2:00 PM (T-W,F) -SPA SPA SPA SPA SPA
2:00-3:00 PM (Th) - SPA
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the development of atomic models that led to the description of the behavior of electrons within atoms
B. Performance Standards No performance standards stipulated in the Curriculum Guide.
C. Learning Competencies 1. The learners should be able to describe how the Bohr model of the atom improved Rutherford’s atomic model. Code S9MT-IIa-21
2. Explain how the Quantum Mechanical Model of the atom describes the energies and positions of the electrons. S9MT-IIa-22
D. Learning Objectives 1. Describe how it is likely to find the electron 1. Explain the principal energy levels. 1. Write the electron configuration of the 1. Measure students' conceptual knowledge
in an atom by probability. 2. Distinguish the number and type of elements in the third period. and understanding on the previous lessons.
2. Describe how the Bohr model of the atom sublevels and the number of orbitals. 2. Determine the pattern of filling the
improved Rutherford’s atomic model orbitals based on the given distribution for
the first 10 elements.
3. Devise rules in filling up the orbitals.
II. CONTENT Predicting the Probable Location of an Principal Energy Levels and Sublevels of Electronic Configuration Formative Assessment
Electrons Electrons
3. Textbook Pages
Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or The students will identify the colors emitted The students will describe how the Bohr Ask the students on their understanding on
presenting the new lesson by some metal salts. Model of the atom improved Rutherford's Bohr's Model of an atom.
atomic model.
B. Establishing a purpose for the In this activity the student will use an analogy In this activity the students will know the In this lesson, students will be acquainted
lesson to understand the interpretation of principal energy levels and sublevels of with the concept of arrangement of
Schrodinger’s treatment of the atom. electrons. electrons in the orbitals of an atom
C. Presenting examples/ Present a game on predicting the probable Arrange the flags according to the continent You may describe an atom by its principal
instances of the new lesson location of a ball using three empty cups. where it b belongs. energy levels, sub-energy levels and atomic
orbitals. Make illustrations for clearer
understanding.
D. Discussing new concepts and Predict the probable location of electrons by Define principal energy level. Introduce to the students the Mnemonics.
practicing new skill #1 performing the activity. Activity sheets will be Discuss its important in electronic
provided to the learners. configuration.
E. Discussing new concepts and Explain the Uncertainty Principle. Explain the type of sublevels, number of Activity
practicing new skill #2 orbitals maximum number of electrons 1. Write the electron configuration.
occupying in each sublevels. 2. Identify the period and group number
without looking at your periodic table.
F. Developing Mastery Hypothesizing, Predicting, Measuring Explaining, Classifying, Describing Explaining, Classifying, Describing
H. Making generalizations & Ask the students on the Principle of Discuss the Bohr's Model of an Atom. Discuss electronic configuration.
abstractions about the lesson Uncertainty
I. Evaluating Learning A teacher-made test will be answered by the A teacher-made test will be answered by the A teacher-made test will be answered by
students to test if they fully understood the students to test if they fully understood the the students to test if they fully understood
concept of the lesson. concept of the lesson. the concept of the lesson.
J. Additional activities for This only be given as the need arises. This only be given as the need arises. This only be given as the need arises.
VI. REFLECTION
the evaluation
scored below 80%
lesson
require remediation
help me solve?

Date and Time TUESDAY- August 29, 2017 WEDNESDAY - August 30, 2017 THURSDAY - August 31, 2017 FRIDAY - September 1, 2017
9:45-10:45 PM (M, W-F) - FAITH Faith Faith Faith Faith
1:00-2:00 PM (T-W,F) -SPA SPA SPA SPA SPA
2:00-3:00 PM (Th) - SPA
I. OBJECTIVES
A. Content Standards 1. The learners demonstrate an understanding of the development of atomic models that led to the description of the behavior of electrons within atoms
2. The learners demonstrate an understanding of how atoms combine with other atoms by transferring or by sharing electrons
B. Performance Standards 1. The learners shall be able to analyze the percentage composition of different brands of two food products and decide on the products’ appropriate percentage composition.
C. Learning Competencies 1. Explain how the Quantum Mechanical Model of the atom describes the energies and positions of the electrons. Code S9MT-IIa-22
2. Explain the formation of ionic and covalent bonds. Code S9MT-IIa-13
D. Learning Objectives 1. Write the electron configuration of the 1. Differentiate atomic number, valence 1. Write the Lewis symbol of the common .
elements in the third period. electrons, electronegativity and electron metals and some non-metals
2. Determine the pattern of filling the orbitals affinity. 2. Show the relationship among the number
based on the given distribution for the first 10 2. Arrange the given elements according to of valence electrons, electronegativity and
elements. atomic number, number of valence, ionization energy.
3. Devise rules in filling up the orbitals. electronegativity and electron affinity.
3. Discuss the importance of being order.
II. CONTENT Electronic Configuration Mapping the Periodic Table Lewis Symbol Holiday
1. Teacher’s Guide Pages 88-89 91 92
3. Textbook Pages
Learning Resources
B. Other Learning Resources Inductive Differentiated Activities Deductive
IV. PROCEDURES
A. Reviewing previous lesson or Ask the students on their understanding on Write the electronic configuration of some Arrange the given elements according to :
presenting the new lesson Bohr's Model of an atom. elements. 1. Atomic number
2. Electronegativity
3. Electron Affinity
4. Valence electrons
B. Establishing a purpose for the In this lesson, students will be acquainted This activity highlights the location of the In this activity, students will be able to write
lesson with the concept of arrangement of electrons metals, non-metals, and noble gases in the the Lewis symbol of the common metals
in the orbitals of an atom periodic table of elements. and some non-metals
C. Presenting examples/ You may describe an atom by its principal Present to the class the periodic table of Ask the students on the number of valence
instances of the new lesson energy levels, sub-energy levels and atomic elements and ask them some information they electrons in each group number of
orbitals. Make illustrations for clearer have learned in it. elements.
understanding.
D. Discussing new concepts and Introduce to the students the Mnemonics. Discuss the following: What is Lewis symbol?
practicing new skill #1 Discuss its important in electronic 1. Atomic number Who proposed the Lewis symbol?
configuration. 2. Electronegativity
E. Discussing new concepts and Activity Let the students arrange the given elements What are the steps in writing Lewis symbol?
practicing new skill #2 1. Write the electron configuration. according to: Write the Lewis symbol of some
2. Identify the period and group number 1. Atomic number representative elements in each group
without looking at your periodic table. 2. Electronegativity number.
F. Developing Mastery Explaining, Classifying, Describing Explaining, Classifying, Describing Explaining, Describing, Determining
H. Making generalizations & Discuss electronic configuration. Explain the arrangement of elements Write the Lewis symbol of some elements.
abstractions about the lesson according to:
1. Atomic number
2. Electronegativity
I. Evaluating Learning A teacher-made test will be answered by the A teacher-made test will be answered by the A teacher-made test will be answered by
students to test if they fully understood the students to test if they fully understood the the students to test if they fully understood
concept of the lesson. concept of the lesson. the concept of the lesson.
VI. REFLECTION
the evaluation
scored below 80%
lesson
require remediation
help me solve?
MARVIN S. TUSOY ARLYN U. GRANADA PAT S. RARA

SST - II MT-I/Head, Science (Designate) Principal III
Date and Time MONDAY- September 4, 2017 TUESDAY - September 5, 2017 WEDNESDAY - September 6, 2017 THURSDAY - September 7, 2017
1:00-2:00 PM (T-W,F) -SPA TUESDAY - September 5, 2017 WEDNESDAY - September 6, 2017 THURSDAY September 7, 2017 FRIDAY - September 8, 2017
SPA SPA SPA
I. OBJECTIVES
A. Content Standards 1. The learners demonstrate an understanding of how atoms combine with other atoms by transferring or by sharing electrons
C. Learning Competencies 1. Explain the formation of ionic and covalent bonds. Code S9MT-IIa-13
D. Learning Objectives 1. Differentiate atomic number, valence 1. Write the Lewis symbol of the common 1. Illustrate how an ionic bond is formed. 1. Explain how covalent bonding takes
electrons, electronegativity and electron metals and some non-metals 2. Show how ions are formed. place.
affinity. 2. Show the relationship among the number of 3. Discuss the importance of making 2. Illustrate the sharing of electrons.
2. Arrange the given elements according to valence electrons, electronegativity and sacrifices. 3. Discuss the importance of sharing
atomic number, number of valence, ionization energy. something to others.
electronegativity and electron affinity.
3. Discuss the importance of being order.
II. CONTENT Mapping the Periodic Table Lewis Symbol Ionic Bonding Covalent Bonding
1. Teacher’s Guide Pages 91 92 93 93-96
3. Textbook Pages
Learning Resources
B. Other Learning Resources Differentiated Activities 4 E's Inductive Inductive
IV. PROCEDURES
A. Reviewing previous lesson or Write the electronic configuration of some Arrange the given elements(Li, Sb, Be, P, O) Write the Lewis Symbol of the following Illustrate the bonding of Mg and Cl, and K
presenting the new lesson elements. according to increasing atomic number and elements: S,F,Kr, O and H and F.
valence electrons
B. Establishing a purpose for the This activity highlights the location of the In this activity, students will be able to write This lesson illustrate the bonding by In this activity, students will gain information
lesson metals, non-metals, and noble gases in the the Lewis symbol of the common metals and transfer of electrons or simple ionic bonding about chemical bonding that involves
periodic table of elements. some non-metals . sharing of electrons.
C. Presenting examples/ Present to the class the periodic table of Game A Miss Universe Questions: Show video clip on the value of sharing
instances of the new lesson elements and ask them some information Call two students to connect the dots and If you were on the position, would you something to other self.
they have learned in it. describe the image formed after the dots are sacrifice your happiness for the happiness
connected. of others? Why?
D. Discussing new concepts and Discuss the following: Ask the students on the number of valence Define Ionic bonding Define Covalent bonding.
practicing new skill #1 1. Atomic number electrons in each group number of elements. Discuss the electronegativity value of some Introduce the steps on how covalent bond is
2. Electronegativity What is Lewis symbol? elements. formed.
3. Electron Affinity Who proposed the Lewis symbol? Introduce the steps on how ionic bonding is Illustrate the covalent bonding among some
4. Valence electrons Introduce to them the steps on how to write formed. compounds
the Lewis symbol. Discuss the Octet Rule.
Write the Lewis symbol of some
representative elements in each group
number.
E. Discussing new concepts and Let the students arrange the given elements Using the information on the activity sheets Discuss how ions are formed. Compare and contrast polar and non-polar
practicing new skill #2 according to: given, arrange the elements in increasing: covalent bonding.
1. Atomic number a. valence electrons
2. Electronegativity b. electronegativity values
3. Electron Affinity c. Ionization energy
F. Developing Mastery Explaining, Classifying, Describing Explaining, Describing, Determining, Drawing Explaining, Describing, Determining Explaining, Describing, Determining
G. Finding practical applications of Relate Lewis Symbol to the different symbols Discuss the value of sacrificing oneself for Discuss the value of sharing something to
concepts & skills in daily living that represent one self. the sake of others. others.
H. Making generalizations & Explain the arrangement of elements Write the Lewis symbol of some elements. What is ionic bonding? Discuss covalent bonding.
abstractions about the lesson according to: Discuss the relationship among valence How is ionic bonding formed? Compare the bonding formation of polar
1. Atomic number electrons, electronegativity value and How are ions formed? and non-polar covalent bond.
2. Electronegativity ionization energy.
VI. REFLECTION
the evaluation
scored below 80%
lesson
require remediation
help me solve?

1:00-2:00 PM (T-W,F) -SPA TUESDAY - September 12, 2017 WEDNESDAY - September, 2017 THURSDAY- September 14, 2017 FRIDAY - September 15, 2017
SPA SPA SPA
I. OBJECTIVES
A. Content Standards 1. The learners demonstrate an understanding of how atoms combine with other atoms by transferring or by sharing electrons.
2. The learners demonstrate an understanding of forces that hold metals together.
C. Learning Competencies 1. Explain the formation of ionic and 1. Explain properties of metals in terms of their 1. Recognize different types of compounds (ionic or covalent) based on their properties
covalent bonds. Code S9MT-IIa-13 structure. Code S9MT-IIc-d-15 such as melting point, hardness, polarity, and electrical and thermal conductivity. Code
S9MT-IIb-14
D. Learning Objectives 1. Explain how covalent bonding takes place. 1. Explain the properties of metal. 1. Recognize ionic and covalent compound based on their physical properties.
2. Illustrate the sharing of electrons. 2. Make a model of a metallic bond. 2. Make an improvised electrical conductivity apparatus.
3. Discuss the importance of sharing 3. Relate the properties of metals to the kind 3. Differentiate ionic and covalent compounds based on their reactions of the improvised
something to others. of bond they are made of. conductivity apparatus.
II. CONTENT Differences Between Ionic and Covalent Compounds
Covalent Bonding Metallic Bonding (Note: This lesson is good for two meetings. The first meeting is allotted to the making of
improvised electrical conductivity apparatus while the second meeting is focused on the
recognizing ionic and covalent compounds using the apparatus.)
3. Textbook Pages
Learning Resources
B. Other Learning Resources Inductive Inductive Inductive
IV. PROCEDURES
A. Reviewing previous lesson or Illustrate the bonding of Mg and Cl, and K Illustrate the bonding of O2, N2 and HCl. Explain the basic properties of metal and how they bond each other.
presenting the new lesson and F.
B. Establishing a purpose for the In this activity, students will gain information In this activity, students will explain the In this activity, the students will recognize ionic and covalent compounds based on their
lesson about chemical bonding that involves sharing bonding that exists between metals. properties using an improvised electrical apparatus.
of electrons.
C. Presenting examples/ Show video clip on the value of sharing Present to the students the different samples Introduce to them the electrical conductivity apparatus. Let them familiarize the materials to
instances of the new lesson something to other self. of materials that are made up of metals. Ask be used in the making of the apparatus.
them the common properties of each sample.
D. Discussing new concepts and Define Covalent bonding. Illustrate how metallic bonding exists. Explain the use of the electrical conductivity apparatus. Let the students make the
practicing new skill #1 Introduce the steps on how covalent bond is apparatus. Test the apparatus by connecting the positive and negative ends. LED will
formed. produce lights if the apparatus is successfully made.
Illustrate the covalent bonding among some
compounds
E. Discussing new concepts and Compare and contrast polar and non-polar Explain the basic properties of metals. Using the apparatus, test some compounds to recognize ionic and covalent compounds.
practicing new skill #2 covalent bonding. Show to them some materials made up of The following compounds to be tested are:
metals. Salt, sugar, wax, vetsin, soy sauce, oil and others.
F. Developing Mastery Explaining, Describing, Determining Classifying, Manipulating, Determining Recognizing, Identifying, Manipulating, Predicting, Hypothesizing
G. Finding practical applications of Discuss the value of sharing something to How important are the characteristics of Ask the students on their physical characteristics in relation to the characteristics that some
concepts & skills in daily living others. metals? compounds possessed.
H. Making generalizations & Discuss covalent bonding. Explain how metallic bonding occurs. Recognize ionic and covalent compounds. List some properties of ionic and covalent
abstractions about the lesson Compare the bonding formation of polar and Explain the properties of metals. compounds.
non-polar covalent bond.
I. Evaluating Learning A teacher-made test will be answered by the A teacher-made test will be answered by the A teacher-made test will be answered by the students to test if they fully understood the
students to test if they fully understood the students to test if they fully understood the concept of the lesson.
concept of the lesson. concept of the lesson.
VI. REFLECTION
the evaluation
scored below 80%
lesson
require remediation
help me solve?

1:00-2:00 PM (T-W,F) -SPA TUESDAY - September 19, 2017 WEDNESDAY - September 20, 2017 THURSDAY- September 21, 2017 FRIDAY - September 22, 2017
SPA SPA SPA
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Learning Objectives
II. CONTENT Attending Regional Invention Attending Regional Invention Attending Regional Invention Attending Regional Invention
Contest and Exhibits (RICE) at Contest and Exhibits (RICE) at CDO Contest and Exhibits (RICE) at Contest and Exhibits (RICE) at
CDO CDO CDO
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
F. Developing Mastery
H. Making generalizations &
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
VI. REFLECTION
the evaluation
scored below 80%
lesson
require remediation
help me solve?

1:00-2:00 PM (T-W,F) -SPA TUESDAY - September 26, 2017 WEDNESDAY - September 27, 2017 THURSDAY September 28, 2017 FRIDAY - September 29, 2017
SPA SPA SPA
I. OBJECTIVES
A. Content Standards 1. The learners demonstrate an
understanding of how atoms combine with The learners demonstrate an understanding of the unit, mole, that quantitatively measures the number of very small particles of matter
other atoms by transferring or by sharing
electrons.
2. The learners demonstrate an
understanding of forces that hold metals
together.
B. Performance Standards 1. The learners shall be able to analyze the percentage composition of different brands of two food products and decide on the products’
appropriate percentage composition.
C. Learning Competencies 1. Use the mole concept to express mass of substances.
D. Learning Objectives 1. Measure students' conceptual knowledge 1. Measure the mass of an object. 1. Measure the mass of a given number of 1. Compute the mass and the molar mass
and understanding of the previous topics. 2. Record the mass with the correct number of objects. of atoms, molecules and formula units or
significant figures. 2. Record the mass with the correct number ions.
3. Relate the mass of the object to the number of significant figures. 2. Differentiate atoms, molecules and
of pieces per item. 3. Convert the number of items to its formula units.
equivalent mass in grams or vice versa
using the equivalents taken from the result
of the activity.
II. CONTENT Summative Assessment Counting by Getting the Mass of an Object Total Count Vs. Mass The Mass of One Mole of a Substance
3. Textbook Pages
Learning Resources
IV. PROCEDURES 4 E's Problem Solving Inductive
A. Reviewing previous lesson or Discuss the differences between ionic and What is a mole? Explain Avogadro's Number.
presenting the new lesson covalent compounds. Why did chemist use mole concept?
B. Establishing a purpose for the This activity is given to the students for them The focus of this activity is to make the This activity is designed to visualize how
lesson to have a feel of how chemists determine the students fully understand that even though one mole of different substances differs in
number of particles based on the mass of the they have the same number of materials, mass.
substance. different types of materials have different
masses.
C. Presenting examples/ Play a video on mole concept. Explain the Show picture of Amadeo Avogadro and let Ask if one mole of different substances
instances of the new lesson content of the video. students synthesized his contribution to have the same mass.
mole concept.
D. Discussing new concepts and Define what a mole is. Explain why chemist Discuss the Avogadro's Number. Define atomic mass and molar mass.
practicing new skill #1 used mole concept.
E. Discussing new concepts and Let the students perform the activity 1 on Let the students perform the activity 2 on Calculate the molar mass of the
practicing new skill #2 Counting by Getting the Mass of an Object. Total Count versus Mass. Let them answer representative atoms, molecules and
Sum up the lesson by letting the students the guide questions and draw conclusions formula units of a substance.
answer the guide questions found on the based on the concept of the lesson.
activity sheets.
F. Developing Mastery Explaining, Describing, Determining Explaining, Describing, Determining Explaining, Determining, Weighing
H. Making generalizations & What is a mole? Discuss the contribution of Amadeo What is atomic mass?
abstractions about the lesson How important is the mole concept to the Avogadro to the mole concept. What is molar mass?
science of chemistry? How to calculate the molar mass of some
particles?
VI. REFLECTION
the evaluation
scored below 80%
lesson
require remediation
help me solve?

SST - II MT-I/OIC, Science Principal III
Date and Time MONDAY- October 2, 2017, 2017 TUESDAY -October 3, 2017 WEDNESDAY - October 4, 2017 THURSDAY - October 5, 2017
1:00-2:00 PM (T-W,F) -SPA TUESDAY - October 3, 2017 WEDNESDAY - October 4, 2017 THURSDAY - October 5, 2017 FRIDAY - October 6, 2017
SPA SPA SPA
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the unit, mole, that quantitatively measures the number of very small particles of matter .
B. Performance Standards The learners shall be able to analyze the percentage composition of different brands of two food products and decide on the products’ appropriate percentage composition.
C. Learning Competencies Use the mole concept to express mass of substances.
D. Learning Objectives 1. Compute the mass and the molar mass of 1. Describe the relationships among the 1. Apply the mole concept in completing a 1. Prepare a concept map on the mole
atoms, molecules and formula units or ions. number of moles, mass and number of given set of data. concept.
2. Differentiate atoms, molecules and particles. 2. Solve problems involving mole concept. 2. Explain the mole map using the mole
formula units. 2. Solve problems involving mass, moles and concept.
number of particles.
II. CONTENT The Mass of One Mole of a Substance The Relationship Among the Number of The Chemist Mole The Mole Map
Moles, Mass and Number of Particles
3. Textbook Pages 152-153 153-154 155
Learning Resources
B. Other Learning Resources Project EASE Project EASE Project EASE Project EASE
IV. PROCEDURES Inductive
A. Reviewing previous lesson or Explain Avogadro's Number. Calculate the molar mass of CO2, H2O and Explain the relationship between mass and Solve mole problems. Please refer to the
presenting the new lesson NaCL number of moles and between moles and activity sheets.
number of particles.
B. Establishing a purpose for the This activity is designed to visualize how one In this activity, students see the This activity will further demonstrate the This activity will give focus to the students’
lesson mole of different substances differs in mass. connections/relationships among the mass, relationships among the mass, number of attention on what to remember about the
number of moles, and number of particles for particles, and number of moles of the mole concept on a conceptual level
a good assimilation of the mole concept substances under study. approach.
C. Presenting examples/ Ask if one mole of different substances have Introduce the materials to be used in the Show the prepared table on the relationship Present the mole concept to the students by
instances of the new lesson the same mass. activity and ask them the uses of each among number of moles, mass and number showing it on the board.
material. of particles.
D. Discussing new concepts and Define atomic mass and molar mass. Obtain the mass of some given compounds Let them complete and fill in the missing Let the students complete the concept map
practicing new skill #1 and let them calculate the number of moles information on the table. on mole concept.
and number of particles. Give them the
formula.
E. Discussing new concepts and Calculate the molar mass of the Explain the relationship among mass, number Explain how each information obtained Discuss the content of the mole concept.
practicing new skill #2 representative atoms, molecules and formula of moles and number of particles. Let them through the given formula on mole concept.
units of a substance. solve some problems on mole concept.
F. Developing Mastery Explaining, Determining, Weighing Calculating, Explaining Calculating, Obtaining, Explaining Mapping, Explaining, Synthesizing
G. Finding practical applications of Explain how the mole concept can be
concepts & skills in daily living applied in daily life such as the ideas of how
many molecules of vitamins and medicines
are introduced to our body.
H. Making generalizations & What is atomic mass? Explain the relationship among mass, number Solve problems on mole concept. Use the Explain the mole concept using the concept
abstractions about the lesson What is molar mass? of moles and number of particles. sample problems found on the modules. map.
How to calculate the molar mass of some
particles?
VI. REFLECTION
the evaluation
scored below 80%
lesson
require remediation
help me solve?

Date and Time MONDAY- October 9, 2017 TUESDAY -October 10, 2017 WEDNESDAY - October 11, 2017 THURSDAY - October 12, 2017
1:00-2:00 PM (T-W,F) -SPA TUESDAY - October 10, 2017 WEDNESDAY - October 11, 2017 THURSDAY - October 12, 2017 FRIDAY - October 13, 2017
SPA SPA SPA
I. OBJECTIVES
A. Content Standards 1. The learners demonstrate an understanding of the unit, mole that quantitatively measures 1. The type of bonds that carbon forms that result in the diversity of carbon compounds.
the number of very small particles of matter.
B. Performance Standards 2. The learners shall be able to analyze the percentage composition of different brands of two
food products and decide on the products’ appropriate percentage composition.
C. Learning Competencies 1. Determine the percentage composition of a compound given its chemical formula and vice 1. Explain how the structure of the carbon atom affects the type of bonds it forms.
versa. Code S9MT-IIj-20 S9MT-IIg-17
D. Learning Objectives 1. Prepare a concept map on the mole 1. Determine the percentage composition of a 1. Explain organic compounds. 1. Observe the properties of common
concept. compound given its chemical formula. 2. Identify some common organic organic compounds; and
2. Explain the mole map using the mole 2. Solve problems about percentage compounds. 2. Relate these properties to their uses.
concept. composition of compounds. 3. Recognize the uses of common organic
3. Discuss the importance of percentage compounds
composition of the compound.
II. CONTENT The Mole Map Percentage Composition of the Compound Organic Compounds: Are they Useful? Properties of Common Organic
Compounds
3. Textbook Pages 155
Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Solve mole problems. Please refer to the Solve the mass of the compound water, H2O Solve the percentage composition of H and Give some organic compounds and discuss
presenting the new lesson activity sheets. O in CO2. its uses.
B. Establishing a purpose for the This activity will give focus to the students’ This activity enables the students to determine In this activity, the students will be able to In this activity, the students will be able to
lesson attention on what to remember about the the percentage composition of elements in a learn about the specific kinds of common observe the properties of common organic
mole concept on a conceptual level given compound. organic compounds that they usually see or compounds and relate these properties to
approach. use. their uses
C. Presenting examples/ Present the mole concept to the students by Give to each group some food products and Show them pictures of the following Introduce some organic compounds to the
instances of the new lesson showing it on the board. let them identify the compounds present in products: gasoline, isopropyl alcohol, ethyl students such as kerosene, lubricating oil,
each product. alcohol, liquefied petroleum gas (LPG), alcohol and diesel oil. Ask them their
acetone, acetic acid (vinegar) physical and chemical properties.
D. Discussing new concepts and Let the students complete the concept map Introduce the formula in calculating the Define organic compounds. Explain the properties of common organic
practicing new skill #1 on mole concept. percentage composition of a compound. Discuss the uses of organic compounds. compounds.
E. Discussing new concepts and Discuss the content of the mole concept. Solve some problems involving the Show the class other examples of organic Show some samples of organic compounds
practicing new skill #2 percentage composition of elements in a compounds and facilitate a brief discussion and facilitate a brief discussion about them
compound. about them or let some students tell about or let some students tell about the
the uses of these compounds properties of these compounds
F. Developing Mastery Mapping, Explaining, Synthesizing Calculating, Problem Solving, Interpreting Identifying, Classifying, Discussing Identifying, Classifying, Discussing
G. Finding practical applications of In what other ways can you make use of the What do you think are the characteristics of Why is it important to know the properties of
concepts & skills in daily living concept on percentage composition in food the materials, which give their uses? these kinds of organic compounds?
making, fertilizer and paint mixing?
H. Making generalizations & What is atomic mass? Discuss the formula in calculating percentage What is organic compound? Explain the properties of some organic
abstractions about the lesson What is molar mass? composition of elements in a compound. What are the uses of organic compounds? compounds.
How to calculate the molar mass of some Solve sample problems on percentage Give other samples of organic compounds.
particles? composition of elements in a compound.
VI. REFLECTION
the evaluation
scored below 80%
lesson
require remediation
help me solve?

Date and Time MONDAY- November 6, 2017 TUESDAY - November 7, 2017 WEDNESDAY - November 8, 2017 THURSDAY - November 9, 2017
1:00-2:00 PM (T-W,F) -SPA TUESDAY - November 7, 2017 WEDNESDAY - November 8, 2017 THURSDAY - November 9, 2017 FRIDAY - November 10, 2017
SPA SPA SPA
I. OBJECTIVES
A. Content Standards The Learners demonstrate an understanding of volcanoes found in the Philippines.
B. Performance Standards The Learner participates in activities that reduce risks and lessen effects of natural phenomenon such as volcanic eruption.
C. Learning Competencies Describe the different types of volcanoes. Differentiate between active and inactive volcanoes. Explain what happens when volcanoes
Code: S9ES -IIIa-25 Code : S9ES -IIIa-27 erupt.
Code: S9ES -IIIb-28
D. Learning Objectives 1. Characterize a volcano. 1. Classify volcanoes as active or inactive. 1. Classify volcanoes as active or inactive. 1. Describe the effect of high temperature
2. Make a concept map on volcano. 2. Plot the location of volcano. 2. Plot the location of volcano. to the formation of gas.
3. Value the advantages and disadvantages 3. Appreciate the value of being active. 3. Appreciate the value of being active. 2. Perform an activity on the effect of
brought by volcano eruption. temperature to the formation of gas.
II. CONTENT Volcano Concept Map Volcanoes in the Philippines Volcanoes in the Philippines Under Pressure
(Continuation)
2. Learner’s Material Pages 165 165-167 165-167 168-169
3. Textbook Pages
Learning Resources
IV. PROCEDURES Activity Method Differentiated Instruction Differentiated Instruction Inductive Method
A. Reviewing previous lesson or Let students recall their prior knowledge on Elicit students’ generalizations about what Ask student on the different samples of Let students recall their knowledge on active
presenting the new lesson volcanoes. volcano is. active and inactive volcanoes. and inactive volcano and their respective
locations.
B. Establishing a purpose for the This lesson is designed to let students know In this activity, students will classify the In this activity, students classify the In this lesson, students will know what
lesson the description of a volcano. volcanoes according to their record of volcanoes according to their record of causes a volcano to erupt.
eruption. eruption
C. Presenting examples/ Ask; Ask students to give different ways oh how Students will present their research for Students will be asked to describe the effect
instances of the new lesson How do you describe a volcano? volcanoes are classified. classification of other volcanoes in the of high temperature to the formation of gas.
Philippines in the class.
D. Discussing new concepts and Teacher will discuss on the understanding Differentiate active from inactive volcano. Explain the effect of temperature on the
practicing new skill #1 the details of volcanism. amount of gas that can be produced in a
liquid.
E. Discussing new concepts and Teacher will facilitate the students in the Discuss the classification of volcanoes Discuss how temperature affects the
practicing new skill #2 discussing the concept map made by the according to their records of eruption. pressure inside the volcano.
students on volcanoes.
F. Developing Mastery Students will perform Activity 1-Concept Students will perform Activity 2-Volcanoes in Students will perform Activity 3- Under
Mapping on Volcanoes. the Philippines. Pressure.
Skills: Concept mapping, Describing, Skills: Comparing, Plotting, Synthesizing Skills: Experimenting, Explaining,
Inferring Hypothesizing and Generalizing
G. Finding practical applications of Cite instances that people need to know the Let them determine the status of Mt. With the use of syrup, relate that magma
concepts & skills in daily living volcanic condition of the Philippines. Malindang in Missamis Occidental and with a large amount of gas is less viscous
nearby active and inactive volcanoes. than that of magma with less amount of gas.
H. Making generalizations & Have students make a generalization about Let them differentiate an active volcano from Describe the effect of high temperature to
abstractions about the lesson the description of a volcano. an inactive one. the formation of gas.
I. Evaluating Learning A teacher-made test will be answered by the A teacher-made test will be answered by the A teacher-made test will be answered by A teacher-made test will be answered by the
students to test if they fully understood the students to test if they fully understood the the students to test if they fully understood students to test if they fully understood the
concept of the lesson. concept of the lesson. the concept of the lesson. concept of the lesson.
J. Additional activities for Assign them to conduct a research on the Group the students and let them make a This only be given as the need arises. This only be given as the need arises.
application or remediation volcanoes found in their neighboring places. simple research for classification of other
volcanoes in the Philippines.
VI. REFLECTION
the evaluation
scored below 80%
lesson
require remediation
help me solve?

SPA SPA SPA
I. OBJECTIVES
C. Learning Competencies Describe the different types of volcanoes. Differentiate between active and inactive volcanoes. Explain what happens when volcanoes
Code: S9ES -IIIa-25 Code : S9ES -IIIa-27 erupt.
Code: S9ES -IIIb-28
D. Learning Objectives 1. Characterize a volcano. 1. Classify volcanoes as active or inactive. 1. Classify volcanoes as active or inactive. 1. Describe the effect of high temperature
2. Make a concept map on volcano. 2. Plot the location of volcano. 2. Plot the location of volcano. to the formation of gas.
3. Value the advantages and disadvantages 3. Appreciate the value of being active. 3. Appreciate the value of being active. 2. Perform an activity on the effect of
brought by volcano eruption. temperature to the formation of gas.
II. CONTENT Volcano Concept Map Volcanoes in the Philippines Volcanoes in the Philippines Under Pressure
(Continuation)
2. Learner’s Material Pages 165 165-167 165-167 168-169
3. Textbook Pages
Learning Resources
IV. PROCEDURES Activity Method Differentiated Instruction Differentiated Instruction Inductive Method
A. Reviewing previous lesson or Let students recall their prior knowledge on Elicit students’ generalizations about what Ask student on the different samples of Let students recall their knowledge on active
presenting the new lesson volcanoes. volcano is. active and inactive volcanoes. and inactive volcano and their respective
locations.
B. Establishing a purpose for the This lesson is designed to let students know In this activity, students will classify the In this activity, students classify the In this lesson, students will know what
lesson the description of a volcano. volcanoes according to their record of volcanoes according to their record of causes a volcano to erupt.
eruption. eruption
C. Presenting examples/ Ask; Ask students to give different ways oh how Students will present their research for Students will be asked to describe the effect
instances of the new lesson How do you describe a volcano? volcanoes are classified. classification of other volcanoes in the of high temperature to the formation of gas.
Philippines in the class.
D. Discussing new concepts and Teacher will discuss on the understanding Differentiate active from inactive volcano. Explain the effect of temperature on the
practicing new skill #1 the details of volcanism. amount of gas that can be produced in a
liquid.
E. Discussing new concepts and Teacher will facilitate the students in the Discuss the classification of volcanoes Discuss how temperature affects the
practicing new skill #2 discussing the concept map made by the according to their records of eruption. pressure inside the volcano.
students on volcanoes.
F. Developing Mastery Students will perform Activity 1-Concept Students will perform Activity 2-Volcanoes in Students will perform Activity 3- Under
Mapping on Volcanoes. the Philippines. Pressure.
Skills: Concept mapping, Describing, Skills: Comparing, Plotting, Synthesizing Skills: Experimenting, Explaining,
Inferring Hypothesizing and Generalizing
G. Finding practical applications of Cite instances that people need to know the Let them determine the status of Mt. With the use of syrup, relate that magma
concepts & skills in daily living volcanic condition of the Philippines. Malindang in Missamis Occidental and with a large amount of gas is less viscous
nearby active and inactive volcanoes. than that of magma with less amount of gas.
H. Making generalizations & Have students make a generalization about Let them differentiate an active volcano from Describe the effect of high temperature to
abstractions about the lesson the description of a volcano. an inactive one. the formation of gas.
I. Evaluating Learning A teacher-made test will be answered by the A teacher-made test will be answered by the A teacher-made test will be answered by A teacher-made test will be answered by the
students to test if they fully understood the students to test if they fully understood the the students to test if they fully understood students to test if they fully understood the
concept of the lesson. concept of the lesson. the concept of the lesson. concept of the lesson.
J. Additional activities for Assign them to conduct a research on the Group the students and let them make a This only be given as the need arises. This only be given as the need arises.
application or remediation volcanoes found in their neighboring places. simple research for classification of other
volcanoes in the Philippines.
VI. REFLECTION
the evaluation
scored below 80%
lesson
require remediation
help me solve?

SPA SPA SPA
I. OBJECTIVES
C. Learning Competencies 1. Explain what happens when volcanoes 2. Illustrate how energy from volcanoes may be tapped for human use. Code : S9ES –IIIc-d-29
erupt. Code: S9ES -IIIb-28
D. Learning Objectives 1. Explain the type of material emissions 1. Explain how is geothermal energy from 1. Explain the negative and positive effects 1. Cite certain precautionary measures
affects the volcano’s slope. the volcano generated? of volcanic eruption. before, during, and after volcanic eruption
2. Relate the volcano's slope to its material 2. List some places in the Philippines that 2. Make a concept map on the positive and 2. Display cooperation in performing group
emission. used geothermal power to generate negative effects of volcanic eruption. tasks
3. Perform an activity on volcano model and electricity. 3. Create a song, advertisement, poster,
slope. and slogan about the safety precautions
before, during, and after volcanic eruption
II. CONTENT Type of Material Emissions Affecting the Energy from the Volcano How do Volcanic Eruptions Affect the Safety Precautions Before, During, and
Volcano’s Slope. Society? After Volcanic Eruption
1. Teacher’s Guide Pages 140 141 141 141-142
3. Textbook Pages
Learning Resources
IV. PROCEDURES Demonstration Developmental Method Concept Mapping Show, Ask, Lead and Act (SALA)
A. Reviewing previous lesson or Recall their knowledge on the factors Recall the types of volcanic cones and How energy is transformed to generate Let students classify the positive and
presenting the new lesson affecting the volcanoes eruptive style. describe each type. electricity in a geothermal power plant. negative effects of volcanic eruption base on
the pictures to be shown.
B. Establishing a purpose for the In this lesson, the students will find out how This lesson is designed to let students In this lesson, students will cite on the In this lesson, students will know the
lesson the type of material emissions affects the explain how geothermal energy from the positive and negative effects of volcanic precautionary measures before, during, and
volcano’s slope. volcano is generated. eruption to the society. after volcanic eruption
C. Presenting examples/ Present pictures showing on volcanoes Use and show pictures of geothermal power Show pictures on the different effects of Present a video clip on the eruption of Mt.
instances of the new lesson showing different shapes of cones. How will plants in the Philippines. volcanic eruption. Krakatoa. A series of questions will be
you describe the slope of Pinatubo Volcano? What is geothermal energy? How does volcanic eruption affect the asked.
society? How to reduce the negative effects of
volcanic eruption to reduce loss and save
lives?
D. Discussing new concepts and What is the relationship between volcanic Point that geothermal power plants are built Let students categorize the effects of Each group will be given an envelope which
practicing new skill #1 emission and the shape of each slope? in an area that has a lot of hot springs, volcanic eruption such as positive and contains a picture puzzle. Students have 2
geysers, or volcanic activity. negative effects. minutes to form the picture and post it on the
board
E. Discussing new concepts and What are the volcanic types according to the Explain to them the steps to be followed to Ask students to make a concept map on What are the precautionary measures to
practicing new skill #2 shapes of their cones? generate electricity in in a geothermal power the positive and negative effects of volcanic practice before volcanic eruption, during
plant. eruption. volcanic eruption and after volcanic
eruption?
F. Developing Mastery Students will perform Activity 5-In and Out Mastery Skills: Comparing, Concept Mapping, Mastery Skills: Comparing, Concept Mastery Skills: Explaining, Acting,
Mastery Skills: Comparing, Explaining, Generalizing Mapping, Generalizing Communicating
Generalizing
G. Finding practical applications of Ask them some geothermal power plant Let students describe the effects of the Students will be grouped and perform the
concepts & skills in daily living located in their society and enumerate its following volcanic eruption: following activities :
advantages and disadvantages. 1. Pinatubo Volcano Song, Advertisement, Slogan Making and
2. Musuan Volcano Poster Making
H. Making generalizations & Let students explain the relationship between Let students describe how energy is Let students explain the negative and Ask:
abstractions about the lesson volcanic emission and the shape of its cone. transformed to generate electricity in a positive effects of volcanic eruption. What are the precautionary measures to
geothermal power plant. practice before volcanic eruption, during
volcanic eruption and after volcanic
eruption?
I. Evaluating Learning Have students answer Guide questions on Have students answer Guide questions on Have students answer guide questions on Have students answer guide questions on
activity sheets. activity sheets. activity sheets. activity sheets.
J. Additional activities for (This only be given as the need arises.) This only be given as the need arises.) This only be given as the need arises.) This only be given as the need arises.)
VI. REFLECTION
the evaluation
scored below 80%
lesson
require remediation
help me solve?

Date and Time MONDAY- December 4, 2017 TUESDAY - December 5, 2017 WEDNESDAY - December 6, 2017 THURSDAY - December 7, 2017
1:00-2:00 PM (T-W,F) -SPA TUESDAY -December 5, 2017 WEDNESDAY - December 6, 2017 THURSDAY - December 7, 2017 FRIDAY - December 8, 2017
SPA SPA SPA
I. OBJECTIVES
C. Learning Competencies Illustrate how energy from volcanoes may be tapped for human use. Code : S9ES –IIIc-d-29
D. Learning Objectives 1. Explain how is geothermal energy from 1. Explain the negative and positive effects of 1. Cite certain precautionary measures 1. Measures students' performance and
the volcano generated? volcanic eruption. before, during, and after volcanic eruption understanding on the previous lessons.
2. List some places in the Philippines that 2. Make a concept map on the positive and 2. Display cooperation in performing group 2. Answer knowledge and thought-provoking
used geothermal power to generate negative effects of volcanic eruption. tasks questions.
electricity. 3. Create a song, advertisement, poster,
and slogan about the safety precautions
before, during, and after volcanic eruption
II. CONTENT Energy from the Volcano How do Volcanic Eruptions Affect the Safety Precautions Before, During, and Summative Assessment
Society? After Volcanic Eruption
1. Teacher’s Guide Pages 141 141 141-142
3. Textbook Pages
Learning Resources
IV. PROCEDURES Developmental Method Concept Mapping Show, Ask, Lead and Act (SALA)
A. Reviewing previous lesson or Recall the types of volcanic cones and How energy is transformed to generate Let students classify the positive and
presenting the new lesson describe each type. electricity in a geothermal power plant. negative effects of volcanic eruption base
on the pictures to be shown.
B. Establishing a purpose for the This lesson is designed to let students In this lesson, students will cite on the In this lesson, students will know the
lesson explain how geothermal energy from the positive and negative effects of volcanic precautionary measures before, during, and
volcano is generated. eruption to the society. after volcanic eruption
C. Presenting examples/ Use and show pictures of geothermal power Show pictures on the different effects of Present a video clip on the eruption of Mt.
instances of the new lesson plants in the Philippines. volcanic eruption. Krakatoa. A series of questions will be
What is geothermal energy? How does volcanic eruption affect the asked.
society? How to reduce the negative effects of
volcanic eruption to reduce loss and save
lives?
D. Discussing new concepts and Point that geothermal power plants are built Let students categorize the effects of volcanic Each group will be given an envelope which
practicing new skill #1 in an area that has a lot of hot springs, eruption such as positive and negative contains a picture puzzle. Students have 2
geysers, or volcanic activity. effects. minutes to form the picture and post it on
the board
E. Discussing new concepts and Explain to them the steps to be followed to Ask students to make a concept map on the What are the precautionary measures to
practicing new skill #2 generate electricity in in a geothermal power positive and negative effects of volcanic practice before volcanic eruption, during
plant. eruption. volcanic eruption and after volcanic
eruption?
F. Developing Mastery Mastery Skills: Comparing, Concept Mastery Skills: Comparing, Concept Mapping, Mastery Skills: Explaining, Acting,
Mapping, Generalizing Generalizing Communicating
G. Finding practical applications of Ask them some geothermal power plant Let students describe the effects of the Students will be grouped and perform the
concepts & skills in daily living located in their society and enumerate its following volcanic eruption: following activities :
advantages and disadvantages. 1. Pinatubo Volcano Song, Advertisement, Slogan Making and
2. Musuan Volcano Poster Making
H. Making generalizations & Let students describe how energy is Let students explain the negative and positive Ask:
abstractions about the lesson transformed to generate electricity in a effects of volcanic eruption. What are the precautionary measures to
geothermal power plant. practice before volcanic eruption, during
volcanic eruption and after volcanic
eruption?
I. Evaluating Learning Have students answer Guide questions on Have students answer guide questions on Have students answer guide questions on
activity sheets. activity sheets. activity sheets.
J. Additional activities for This only be given as the need arises.) This only be given as the need arises.) This only be given as the need arises.)
VI. REFLECTION
the evaluation
scored below 80%
lesson
require remediation
help me solve?

Date and Time MONDAY- December 11, 2017 TUESDAY - December 12, 2017 WEDNESDAY - December 13, 2017 THURSDAY - December 14, 2017
1:00-2:00 PM (T-W,F) -SPA TUESDAY -December 12, 2017 WEDNESDAY - December 13, 2017 THURSDAY - December 14, 2017 FRIDAY - December 15, 2017
SPA SPA SPA
I. OBJECTIVES
A. Content Standards 1. The Learners demonstrate an understanding of factors that affect climate, and the effects of changing climate and how to adapt accordingly
B. Performance Standards 1. The Learners shall be able to participate in activities that reduce risks and lessen effects of climate change
C. Learning Competencies 1. Explain how different factors affect the climate of an area. Code : S9ES-IIIe-30
D. Learning Objectives 1. Explain how latitude affects climate. 1. Explain how altitude affects climate. 1. Explain how distance from the ocean 1. Differentiate land breeze from sea
2. Differentiate climate from weather. 2. Show how humans maintain and promote affects climate. breeze.
3. Perform an activity on the role of latitude in the integrity of places as tourist destination. 2. Compare the effect of heat on water and 2. Relate the importance of bodies of water
varying the climate of different places. 3. Value the importance of restoration, land. in regulating the temperature of a certain
conservation and preservation of nature. 3. Perform different activities to show the place.
effect of heat on water and land.
II. CONTENT How Bodies of Water/Oceans Affect
How Latitudes Affect Climate? How Altitudes Affect Climate? Climate? (This lesson is good for 2 How Bodies of Water/Oceans Affect
meetings) Climate? (Continuation)
1. Teacher’s Guide Pages 145 146-147 147-148 147-148
2. Learner’s Material Pages 183 184 188-191 188-191
3. Textbook Pages
4. Additional Materials from Earth Science by Pearson pp. 54-55, from
Learning Resources internet
IV. PROCEDURES Inductive Method Differentiated Activities Experimental
A. Reviewing previous lesson or Ask students on their prior knowledge on Let them emphasize and explain the Ask:
presenting the new lesson weather, climate, latitude, altitudes, land and relationship of climate and latitude. Explain the relationship of climate and
sea breeze and topography. altitude.
B. Establishing a purpose for the Students should recall their knowledge about Students will show how altitude affects Learners will show their scientific skills that
lesson latitude and longitude their role in varying the climate. they acquired when they performed this
climate of different places. activity.
C. Presenting examples/ Present a globe or map. Ask them its uses Present a video on beautiful places in the Post the questions on the board: “Which
instances of the new lesson and let them locate the Philippines. heats faster: water or soil? Which cools
Location of the Philippines in the globe or Ask: faster: water or soil?
map. 1. Where do people usually go during
summer vacations?
2. Why do they go there?
3. Why is it cold there?
D. Discussing new concepts and Students will differentiate climate and After performing the activity, students will After the activity, the students must
practicing new skill #1 weather. emphasize the relationship of altitudes and emphasize the effect of the distance of
climate. bodies of water.
E. Discussing new concepts and Students will give examples of places that Students will cite some examples to explain Students will revisit the effects of land
practicing new skill #2 are found in Tropical regions, Temperate the relationship altitude and climate. breeze and sea breeze. The teacher will
regions facilitate the students.
and Polar regions. Ask the students, why
does earth have different climate zones?
F. Developing Mastery Students will perform the activity on "When Students will perform the activity on "The Students will perform the activity on "Which Skills: Hypothesizing, Communicating,
the Sun Strike" a paper-and-pen activity Higher, The Colder" a paper-and-pen activity cools and heats faster?" through Generalizing
using the diagram. using the diagram. experiment.
Skills: Hypothesizing, Communicating, Skills: Hypothesizing, Communicating, Skills: Hypothesizing, Communicating,
Explaining Generalizing Generalizing
G. Finding practical applications of This is an outdoor activity. The students will Ask: Ask:
concepts & skills in daily living describe the weather condition of that 1. Why do people usually spend their summer 1. Why do some areas that are far from
particular time. vacation in Baguio? bodies of water have extreme climates?
2. Why do mountain climbers wear jackets 2. Describe the climate of the Philippines.
and thick clothes when they go up in the How does our ocean affect climate?
mountain?
H. Making generalizations & Let them emphasize and explain the Let them emphasize and explain the Explain the effect of the distance of bodies
abstractions about the lesson relationship of climate and latitude. relationship of climate and altitude. of water.
I. Evaluating Learning Have students answer guide questions on Have students answer guide questions on Have students answer guide questions on Have students answer guide questions on
J. Additional activities for (This only be given as the need arises.) (This only be given as the need arises.) (This only be given as the need arises.) (This only be given as the need arises.)
VI. REFLECTION
the evaluation
B. No. of learners who require `
scored below 80%
lesson
require remediation
help me solve?

Date and Time MONDAY – January 1, 2018 WEDNESDAY - January 3, 2018 THURSDAY - January 4, 2018 FRIDAY - January 5, 2018
7:30-8:30 AM (M-Th) - HELIUM Helium Helium Faith
8:30-9:30 AM (M-Th) - KRYPTON Krypton Krypton SPA
9:45-10:45 PM (M, W-F) - FAITH Faith Faith
TUESDAY – January 2, 2018
1:00-2:00 PM (T-W,F) -SPA SPA SPA
2:00-3:00 PM (Th) - SPA
I. OBJECTIVES
A. Content Standards 1. The Learners demonstrate an understanding of factors that affect climate, and the effects of changing climate and how to adapt
accordingly
B. Performance Standards 1. The Learners shall be able to participate in activities that reduce risks and lessen effects of climate change
C. Learning Competencies 1. Explain how different factors affect the climate of an area. Code : S9ES-IIIe-30
D. Learning Objectives 1. Explain how latitude, altitude, and distance 1. Explain how ocean currents affect 1. Explain climate change
from the ocean affect climate. climate. 2. Assess prior knowledge and experiences
2. Perform the activity on how latitude, 2. Discuss and relate of Coriolis Effect. about climate change.
altitude, and distance from the ocean affect 3. List different ocean currents that carry 3. Relate the effect of climate change to
climate and relate the result of the activity to warm and cold water. human and animals.
their explanation.
II. CONTENT Temperature of Different Cities around Ocean Current Getting Ready
Christmas Vacation the World
3. Textbook Pages
4. Additional Materials from http://www.youtube.com/ http://www.plumanities.org.uk/ http://www.wwf.org.ph/
Learning Resources watch?v=E7DLLxrrBV8 geographyn2/higher/atmosphere/atmosphe
ric-circulation
IV. PROCEDURES Developmental Deductive Developmental
A. Reviewing previous lesson or Explain how topography affects climate. Explain how latitude, altitude, and distance Explain how ocean current affects climate.
presenting the new lesson from the ocean affect climate.
B. Establishing a purpose for the This activity will serve as follow-up for the This activity will help learners to explain This activity is an introduction to climate
lesson previous lessons. It focuses on the three how ocean currents affect climate. By using change. This will help to assess learners’
factors that affect climate such as latitude, the \map, learners will be able to identify prior knowledge and misconceptions about
altitude, and distance from the ocean the different ocean currents in the world. climate change.
C. Presenting examples/ Post a big world map on the board. Students Ask the students to look for a partner. One Present the Bingo Card; students will take
instances of the new lesson will locate some major cities around the student will make a straight line on a bond turns in choosing questions. Give out the
world. Paper/cardboard. As one student makes instructions very well. Let two to three
straight line, the other partner will slowly students repeat the instructions.
spin the paper. Finally, ask what shape was
formed? Why is that so?
D. Discussing new concepts and After the activity, the students should After the activity, students will explain how Emphasize that for those who have
practicing new skill #1 emphasize the effects of latitude, altitude, ocean currents affect climate. answered many questions, students are very
and distance from bodies of water. The much aware of the events that are
learners should relate the result of the activity happening in the environment. But for those
to their explanation. who answered few questions, this is the
beginning for them to learn more about
climate change.
E. Discussing new concepts and Use this video link http://www.youtube.com/ Students will explain the different ocean Discuss and explain climate change.
practicing new skill #2 watch?v=E7DLLxrrBV8 as an enrichment currents that carry warm and cold water.
activity. Discuss the content of the video.
F. Developing Mastery Students will perform the activity on Students will perform the activity on "Ocean Students will perform the activity on "Getting
"Temperature of Different Cities around Current" on page 194 Ready" on page 196.
the World" on page 193. Mastery Skills: Explaining, Describing Mastery Skills: Explaining, Describing
Mastery Skills: Mapping, Plotting, Explaining,
Comparing, Describing
G. Finding practical applications of Ask: What are the different ways on how to
concepts & skills in daily living 1. What factor do you think greatly affects the lessen the effect of climate change?
climate of Tokyo? Relate the effect of climate change to human
2. How does the elevation of Paris affect its and animals.
climate?
H. Making generalizations & Explain how latitude, altitude, and distance Explain how ocean current affects climate. Ask:
abstractions about the lesson from the ocean affect climate. 1. Explain climate change
I. Evaluating Learning Have students answer guide questions on Have students answer guide questions on Have students answer guide questions on
J. Additional activities for (This only be given as the need arises.) (This only be given as the need arises.) Students will compose a song, collage, and
application or remediation role paly on climate change. They have to
present their work on the next session.
VI. REFLECTION
the evaluation
scored below 80%
lesson
require remediation
help me solve?

Date and Time MONDAY – January 8, 2018 TUESDAY – January 9, 2018 WEDNESDAY – January 10, 2018 THURSADY – January 11, 2018
7:30-8:30 AM (M-Th) - HELIUM Helium Helium Helium FRIDAY – January 12, 2017
8:30-9:30 AM (M-Th) - KRYPTON Krypton Krypton Krypton Faith
9:45-10:45 PM (M, W-F) - FAITH Faith SPA
1:00-2:00 PM (T-W,F) -SPA TUESDAY - January 9, 2018 WEDNESDAY - January 10, 2018
2:00-3:00 PM (Th) - SPA SPA Faith
SPA
I. OBJECTIVES
A. Content Standards 1. The Learners demonstrate an understanding the relationship between the visible
constellations in the sky and Earth’s position along its orbit
B. Performance Standards 1. The Learners shall be able to discuss whether or not popular beliefs and practices
with regard to constellations and astrology have scientific basis
C. Learning Competencies 1. Infer the characteristics of stars based on the characteristics of the Sun(Code S9ES-IIIg-32)
2. Infer that the arrangement of stars in a group (constellation) does not change
(Code S9ES-IIIh-33)
D. Learning Objectives 1. Infer the size, color and brightness of a 1. Group stars together in a recognizable
star. pattern,
2. Conduct activities that show the size, color 2. Tell a story about student’s own pattern in
and brightness of the star. the sky, and
3. Value the importance knowing the 3. Discuss the importance of following the
characteristics of the star. right pattern to achieve dreams in life.
II. CONTENT Characteristics of Star Pattern in the Sky Performance Product Third Quarter Examination
A. References K-12 Grade 9 Module K-12 Grade 9 Module
1. Teacher’s Guide Pages 159-160 160
2. Learner’s Material Pages 213-216 217
3. Textbook Pages
Learning Resources
B. Other Learning Resources Stelarium Application
IV. PROCEDURES Differentiated Activities 4 A’s
A. Reviewing previous lesson or Explain the relationship between carbon Explain and describe the characteristics of
presenting the new lesson dioxide and temperature. star.
B. Establishing a purpose for the In this activity, students will be able to infer In this activity, students will be able to infer
lesson the relationship between the color of a star that stars are fixed and can be grouped
and its brightness. together.
C. Presenting examples/ Present a picture of a night sky and ask the Show different screen locks that can be found
instances of the new lesson following questions: Are the stars same in in cellphones. Ask significant questions
size? Are the stars same in color? Are the bridging to the subject matter of the lesson.
stars equally bright? .
D. Discussing new concepts and The lesson is divided into three activities: The class will be group into 4 with different
practicing new skill #1 a. Activity 1 stations assigned such as:
The size of the star Station 1- Patterns of Draco and Cassiopeia
Can you really tell the size of the star by just Station 2- Patterns of Ursa Minor and Ursa
looking at it? Major
b. Activity 2 Station 3- Patterns of Cepheus and Lynx
The color of the star Station 4- Patterns of Camelopardalis
What is the relationship between the color They have to answer the given guide
and the temperature of the star? questions
E. Discussing new concepts and c. Activity 3 Introduce some examples of constellations
practicing new skill #2 Brightness of a star with meaning and brief description. Explain to
How is the brightness of the star being them the meaning of constellation.
described?
F. Developing Mastery Students will perform the activity on Students will perform the activity on "Pattern
"Characteristics of Star". on the Sky"
Mastery Skills: Inferring, Comparing, Mastery Skills: Hypothesizing, Comparing,
Describing and Explaining Describing, Drawing and Explaining
G. Finding practical applications of What is the importance of knowing the Given a plain map of stars, the students will
concepts & skills in daily living characteristics of the star in our daily lives? draw any pattern, name it, and tell a story
about the figure.
H. Making generalizations & 1. Explain and describe the characteristics of 1. What is constellation?
abstractions about the lesson star. 2. Explain the different constellations,
symbols and meaning and relevance of
constellation to early people.
I. Evaluating Learning Have students answer guide questions on Have students answer guide questions on
activity sheets. activity sheets.
J. Additional activities for (This only be given as the need arises.) (This only be given as the need arises.)
VI. REFLECTION
the evaluation
scored below 80%
lesson
require remediation
help me solve?

Date and Time MONDAY- January 15,2018 TUESDAY – January 16,2018 WEDNESDAY – January 17,2018 THURSDAY – January 18, 2018
1:00-2:00 PM (T-W,F) -SPA TUESDAY - January 16,2018 WEDNESDAY - January 17,2018 THURSDAY - January 18,2018 FRIDAY - January 19,2018
SPA SPA SPA
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Learning Objectives 1.
II. CONTENT Science Film Viewing Science Film Viewing Science Film Viewing Science Film Viewing
A. References
3. Textbook Pages
Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
E. Discussing new concepts and
F. Developing Mastery
H. Making generalizations &
abstractions about the lesson
I. Evaluating Learning
VI. REFLECTION
the evaluation
scored below 80%
lesson
require remediation
help me solve?

Date and Time MONDAY- January 22, 2018 TUESDAY – January 23, 2018 WEDNESDAY – January 24, 2018 THURSDAY – January 25, 2018
1:00-2:00 PM (T-W,F) -SPA TUESDAY - January 23, 2018 WEDNESDAY - January 24, 2018 THURSDAY - January 25, 2018 FRIDAY - January 26, 2018
SPA SPA SPA
I. OBJECTIVES
A. Content Standards 1. The Learners demonstrate an understanding the projectile motion, impulse and momentum, and conservation of linear momentum
B. Performance Standards 1. The Learners shall be able to propose ways to enhance sports related to projectile motion
C. Learning Competencies 1. Describe the horizontal and vertical motions of a projectile (Code S9FE-IVa-34 )
D. Learning Objectives 1. Describe the Uniformly Accelerated Motion (UAM) qualitatively and quantitatively. 1. Describe the vertical motions of a projectile.
2. Describe the horizontal motions of a an object. 2. Record the time for the ball to reach the ground; and
3. Describe the motion of an object given a distance vs. time or distance vs. time2 graph. 3. Calculate the height of a building;
4. Solve problems involving horizontal dimension. 4. Solve problems involving vertical dimension.
II. CONTENT Uniformly Accelerated Motion: Horizontal Dimension Uniformly Accelerated Motion: Vertical Dimension
Note: This lesson is good for 2 meetings Note: This lesson is good for 2 meetings
A. References
1. Teacher’s Guide Pages K-12 Grade 9 Module K-12 Grade 9 Module
3. Textbook Pages
Learning Resources
IV. PROCEDURES 3 I’s Developmental
A. Reviewing previous lesson or True or false. Describe the Uniformly Accelerated Motion (UAM) qualitatively and quantitatively.
presenting the new lesson Please refer to a separate sheet of a paper. Describe the horizontal motions of a projectile.
B. Establishing a purpose for the In this activity, the students are tasked to determine the acceleration of a rolling object by In this activity, the students will apply the derived formula of the Uniform accelerated Motion
lesson recording the time to travel different distances on an inclined plane. by calculating the height of the building.
C. Presenting examples/ The students should form a group of five members. Everybody should have a part in the This is an outdoor activity. Students will use the admin building in performing the activity.
instances of the new lesson activity. Instruct the students to plot in the graph d vs.t and then d vs. t2. Observe proper precautionary measures.
D. Discussing new concepts and After performing the activity, introduce what Uniformly Accelerated Motion is. Cite specific Discuss briefly the concept of free fall as Galileo Galilei introduced. Explain to them how
practicing new skill #1 situation in describing this kind of motion. Make a short review on acceleration, velocity, uniformly accelerated motion in vertical dimension happens. Show some situations
speed, distance and displacement. involving motion in vertical dimension.
E. Discussing new concepts and Introduce some problems involving horizontal dimension. Let the students answer the Introduce some problems involving vertical dimension. Let students solve the problems.
practicing new skill #2 questions. Let students describe the derivation of formula.
F. Developing Mastery Hypothesizing, Calculating, Analyzing, measuring, Inferring Hypothesizing, Calculating, Analyzing, measuring, Inferring
Students will perform the activity on "Roll, Roll, Roll Away " Students will perform the activity on “Drop Me!”
G. Finding practical applications of Ask the students on some benefits and hazards of fast motion. Relate it to their daily Cite instances that a motion in vertical dimension is use. Relate it to their daily experiences.
concepts & skills in daily living experiences.
H. Making generalizations & Ask: Ask:
abstractions about the lesson What is Uniformly Accelerated Motion? What is Uniformly Accelerated Motion in Vertical Dimension?
Describe the motion if an object is uniformly accelerated.
I. Evaluating Learning Have students answer guide questions on activity sheets. Have students answer guide questions on activity sheets.
VI. REFLECTION
the evaluation
scored below 80%
lesson
require remediation
help me solve?

Date and Time MONDAY- January 29, 2018 TUESDAY - January 30, 2018 WEDNESDAY January 31, 2018 THURSDAY - February 1, 2018
1:00-2:00 PM (T-W,F) -SPA TUESDAY - January 30, 2018 WEDNESDAY - January 31, 2018 THURSDAY - February 1, 2018 FRIDAY – February 2, 2018
SPA SPA SPA
I. OBJECTIVES
C. Learning Competencies 1. Infer that the total momentum before and after collision is equal. Code S9FE-IVb-37
2. Examine effects and predict causes of collision-related damages/injuries. (Code S9FE-IVc-38)
D. Learning Objectives 1. Describe the vertical motions of a 1. Identify the factors that affect momentum. 1. Identify the factors that contribute to the 1. Explain the Law of Conservation of
projectile. 2. Solve problems involving momentum changes of in momentum. Momentum.
2. Record the time for the ball to reach the 3. Relate momentum to collision of an object. 2. Solve problems involving impulse. 2. Illustrate how momentum is conserve.
ground; and 3. Explain why seatbelts and air bags are 3. Solve problems involving conservation of
3. Calculate the height of a building; used as safety devices in a vehicle? momentum.
II. CONTENT Uniformly Accelerated Motion: Vertical Investigating Momentum Impulse: The Change in Momentum Conservation of Momentum
Dimension
3. Textbook Pages Physics by Bienes pp. 126-128
Learning Resources
IV. PROCEDURES Developmental Differentiated Activities Deductive Method 3 I’s
A. Reviewing previous lesson or Describe the Uniformly Accelerated Motion Describe the vertical motions of an object. Identify the factors that affect momentum. Identify the factors that affect momentum.
presenting the new lesson (UAM) qualitatively and quantitatively. What is a free fall phenomenon?
Describe the horizontal motions of a
projectile.
B. Establishing a purpose for the In this activity, the students will apply the In this activity, the students will investigate This activity is intended to introduce the In this activity, students will be able to
lesson derived formula of the Uniform accelerated which factors would affect momentum. concept of impulse to students. describe and explain how momentum is
Motion by calculating the height of the conserve.
building.
C. Presenting examples/ This is an outdoor activity. Students will use Start the module by showing pictures of two This is an outdoor activity. Students will be Perform the Newton’s Cradle in illustrating
instances of the new lesson the admin building in performing the activity. vehicles moving at the same velocity but playing an egg volleyball to illustrate the the conservation of momentum. A follow-up
Observe proper precautionary having different masses. concept of impulse. questions will be asked to the students.
measures.
D. Discussing new concepts and Discuss briefly the concept of free fall as Show pictures illustrating the factors that Discuss the derivation of the formula in Show sample of pictures and video clips
practicing new skill #1 Galileo Galilei introduced. Explain to them affect momentum. impulse. Illustrate how it happens. illustrating how momentum is conserve.
how uniformly accelerated motion in vertical Discuss how each factor affects the
dimension happens. Show some situations momentum of an object. Process the samples and ask questions
involving motion in vertical dimension. relatable to it.
E. Discussing new concepts and Introduce some problems involving vertical Solve problems involving momentum, mass Explain the factors that affect the changes Solve problems involving the conservation of
practicing new skill #2 dimension. Let students solve the problems. and velocity. of momentum. momentum.
Explain the relationship between impulse
and change in momentum.
F. Developing Mastery Students will perform the activity on “Drop Students will perform the activity on Students will perform the activity on Students will perform the activity on “The
Me!” "Investigating Momentum" "Playing Egg Volleyball" Rocket balloon!”
G. Finding practical applications of Cite instances that a motion in vertical How are you going to relate the concept of Can you think of some applications of Ask some situations where momentum is
concepts & skills in daily living dimension is use. Relate it to their daily momentum in real life situation? impulse to our daily lives? conserve.
experiences.
H. Making generalizations & Ask: Ask: Identify the factors that contribute to the Ask:
abstractions about the lesson What is Uniformly Accelerated Motion in Identify the factors that affect momentum. changes of in momentum. 1. Explain the Law of Conservation of
Vertical Dimension? 2. Solve problems involving momentum Explain impulse. Momentum.
2. Illustrate how momentum is conserve.
VI. REFLECTION
the evaluation
scored below 80%
lesson
require remediation
help me solve?

Date and Time MONDAY- February 5, 2018 TUESDAY - February 6, 2018 WEDNESDAY- February 7, 2018 THURSDAY - February 8, 2018
1:00-2:00 PM (T-W,F) -SPA TUESDAY – February 6, 2018 WEDNESDAY – February 7, 2018 THURSDAY - February 8, 2018 FRIDAY – February 9, 2018
SPA SPA SPA
I. OBJECTIVES
D. Learning Objectives 1. Identify the factors that affect momentum. 1. Identify the factors that contribute to the 1. Explain the Law of Conservation of 1. Measure students conceptual
2. Solve problems involving momentum changes of in momentum. Momentum. understanding on the previous topics.
3. Relate momentum to collision of an object. 2. Solve problems involving impulse. 2. Illustrate how momentum is conserve.
3. Explain why seatbelts and air bags are 3. Solve problems involving conservation of
used as safety devices in a vehicle? momentum.
II. CONTENT Investigating Momentum Impulse: The Change in Momentum Conservation of Momentum Formative Assessment
Learning Resources
IV. PROCEDURES Differentiated Activities Deductive Method 3 I’s
A. Reviewing previous lesson or Describe the vertical motions of an object. Identify the factors that affect momentum. Identify the factors that affect momentum.
presenting the new lesson What is a free fall phenomenon?
B. Establishing a purpose for the In this activity, the students will investigate This activity is intended to introduce the In this activity, students will be able to
lesson which factors would affect momentum. concept of impulse to students. describe and explain how momentum is
conserve.
C. Presenting examples/ Start the module by showing pictures of two This is an outdoor activity. Students will be Perform the Newton’s Cradle in illustrating
instances of the new lesson vehicles moving at the same velocity but playing a egg volleyball to illustrate the the conservation of momentum. A follow-up
having different masses. concept of impulse. questions will be asked to the students.
D. Discussing new concepts and Show pictures illustrating the factors that Discuss the derivation of the formula in Show sample of pictures and video clips
practicing new skill #1 affect momentum. impulse. Illustrate how it happens. illustrating how momentum is conserve.
Discuss how each factor affects the
momentum of an object. Process the samples and ask questions
relatable to it.
E. Discussing new concepts and Solve problems involving momentum, mass Explain the factors that affect the changes of Solve problems involving the conservation
practicing new skill #2 and velocity. momentum. of momentum.
Explain the relationship between impulse and
change in momentum.
F. Developing Mastery Students will perform the activity on Students will perform the activity on "Playing Students will perform the activity on “The
"Investigating Momentum" Egg Volleyball" Rocket balloon!”
G. Finding practical applications of How are you going to relate the concept of Can you think of some applications of Ask some situations where momentum is
concepts & skills in daily living momentum in real life situation? impulse to our daily lives? conserve.
H. Making generalizations & Ask: Identify the factors that contribute to the Ask:
abstractions about the lesson Identify the factors that affect momentum. changes of in momentum. 1. Explain the Law of Conservation of
2. Solve problems involving momentum Explain impulse. Momentum.
J. Additional activities for (This only be given as the need arises.) (This only be given as the need arises.) (This only be given as the need arises.)
VI. REFLECTION
the evaluation
scored below 80%
lesson
require remediation
help me solve?

SPA SPA SPA
I. OBJECTIVES
D. Learning Objectives 1. Explain the Law of Conservation of 1. Explain what collision is. 1. Classify a collision as perfectly, slightly 1. Measure students’ conceptual
Momentum. 2. Differentiate elastic from inelastic collision inelastic, moderately elastic, highly elastic understanding on the previous topics.
2. Illustrate how momentum is conserve. 2. Solve problems involving collision. and perfectly inelastic.
3. Solve problems involving conservation of
momentum.
II. CONTENT Conservation of Momentum Elastic and Inelastic Collision Classifications of Collision Formative Assessment
Learning Resources
IV. PROCEDURES 3 I’s Differentiated Activities Deductive Method
A. Reviewing previous lesson or Identify the factors that affect momentum. Explain the Law of Conservation of Differentiate elastic from inelastic collision.
presenting the new lesson Momentum.
B. Establishing a purpose for the In this activity, students will be able to In this lesson, students will know that the total In the next activity, we shall use different
lesson describe and explain how momentum is momentum of the system before the collision types of balls to demonstrate different
conserve. is equal to the total momentum of the system degrees of inelasticity.
after the collision.
C. Presenting examples/ Perform the Newton’s Cradle in illustrating Show pictures on colliding pendulum and
instances of the new lesson the conservation of momentum. A follow-up colliding cars.
questions will be asked to the students. Explain the principles behind it.
D. Discussing new concepts and Show sample of pictures and video clips Discuss collision. Discuss the different classifications of
practicing new skill #1 illustrating how momentum is conserve. Differentiate elastic from inelastic collision. collision.
Show pictures on elastic and inelastic
Process the samples and ask questions collision
relatable to it.
E. Discussing new concepts and Solve problems involving the conservation of Solve problems involving collision of an Show samples of picture and explain it to
practicing new skill #2 momentum. object. the students.
F. Developing Mastery Students will perform the activity on “The Students will solve problems related on Students will perform the activity on "
Rocket balloon!” collision. Bouncy Balls "
G. Finding practical applications of Ask some situations where momentum is Cite some situations where collision is
concepts & skills in daily living conserve. present.
Present it to the class.
H. Making generalizations & Ask: Ask: Ask:
abstractions about the lesson 1. Explain the Law of Conservation of 1. Differentiate elastic from inelastic collision Explain the classifications of collision.
Momentum. 3. Solve problems involving collision.
VI. REFLECTION
the evaluation
scored below 80%
lesson
require remediation
help me solve?

SPA SPA SPA
I. OBJECTIVES
A. Content Standards 1. The Learners demonstrate an understanding the projectile motion, impulse and momentum 1. The Learners demonstrate an understanding the conservation of mechanical energy.
and conservation of linear momentum
B. Performance Standards 1. The Learners shall be able to propose ways to enhance sports related to projectile motion 1. The Learners shall be able to create a device that shows conservation of mechanical
energy
C. Learning Competencies 1. Infer that the total momentum before and after collision is equal. Code S9FE-IVb-37 1. Explain energy transformation in various activities/events (e.g., waterfalls, archery,
2. Examine effects and predict causes of collision-related damages/injuries. amusement rides) (Code S9FE-IVc-39 )
(Code S9FE-IVc-38)
D. Learning Objectives 1. Explain what collision is. 1. Classify a collision as perfectly, slightly 1. Identify the energy forms present in the 1. Define kinetic energy
2. Differentiate elastic from inelastic collision inelastic, moderately elastic, highly elastic operation of simple toys. 2. Solve problems involving kinetic energy.
3. Solve problems involving collision. and perfectly inelastic. 2. Describe the energy transformations in
the toys.
II. CONTENT Elastic and Inelastic Collision Classifications of Collision Energy Transformation Kinetic energy
3. Textbook Pages
Learning Resources
IV. PROCEDURES Differentiated Activities Deductive Method Developmental 3 I’s
A. Reviewing previous lesson or Explain the Law of Conservation of Differentiate elastic from inelastic collision. Enumerate the classifications of collision. Identify the energy transformation in playing
presenting the new lesson Momentum. yoyo.
B. Establishing a purpose for the In this lesson, students will know that the In the next activity, we shall use different In this activity, students can identify the In this activity, students will know that the KE
lesson total momentum of the system before the types of balls to demonstrate different transfers and transformations of the of an object depends on its mass and
collision is equal to the total momentum of degrees of inelasticity. different energy forms present in the use of velocity.
the system after the collision. the toys or objects.
C. Presenting examples/ Show pictures on colliding pendulum and Show tricks or use toys to facilitate Present a picture where kinetic energy is
instances of the new lesson colliding cars. students’ learning and this can be used as illustrated. Let the students describe the
Explain the principles behind it. springboard for the activity. picture.
D. Discussing new concepts and Discuss collision. Discuss the different classifications of Explain mechanical forms of energy. Discuss the derivation of formula for kinetic
practicing new skill #1 Differentiate elastic from inelastic collision. collision. Discuss how energy is transformed. energy. Show to the students the S.I. unit of
Show pictures on elastic and inelastic kinetic energy.
collision
E. Discussing new concepts and Solve problems involving collision of an Show samples of picture and explain it to the Students may trace energy input from the Solve problems involving kinetic energy of
practicing new skill #2 object. students. chemical energies of their hands converted an object.
into mechanical energy as their hands work
to operate toys and objects.
F. Developing Mastery Students will solve problems related on Students will perform the activity on " Students will perform the activity on “Little Let students answer the problems found in
collision. Bouncy Balls " Shop of Toys” activity sheets.
G. Finding practical applications of Cite some situations where collision is How is energy transform in the Filipino
concepts & skills in daily living present. traditional game “sipa”?
Present it to the class.
H. Making generalizations & Ask: Ask: Ask: What is kinetic energy?
abstractions about the lesson 1. Differentiate elastic from inelastic collision Explain the classifications of collision. How is energy transformed into different What will happen to the KE of an object if its
3. Solve problems involving collision. forms? mass is doubled but the velocity remains the
Give other samples where energy same?
transform in a certain object. How about if the velocity is doubled but the
mass remains the same?
VI. REFLECTION
in the evaluation
the lesson
require remediation
which my principal or supervisor
can help me solve?

Date and Time MONDAY- February 26, 2018 TUESDAY - February 27, 2018 WEDNESDAY- February 28, 2018 THURSDAY – March 1, 2018
1:00-2:00 PM (T-W,F) -SPA TUESDAY – February 27, 2018 WEDNESDAY – February 28, 2018 THURSDAY - March 1, 2018 FRIDAY – March 2, 2018
SPA SPA SPA
I. OBJECTIVES
A. Content Standards 1. The Learners demonstrate an understanding the conservation of mechanical energy.
B. Performance Standards 1. The Learners shall be able to create a device that shows conservation of mechanical energy
2. Perform activities to demonstrate conservation of mechanical energy. (S9FE-IVd-40 )
C. Learning Competencies 1. Explain energy transformation in various activities/events (e.g., waterfalls, archery, amusement rides) (Code S9FE-IVc-39 )
D. Learning Objectives 1. Define kinetic energy 1. Explain potential energy. 1. Identify the energy forms present in the 1. Explain the Law of Conservation of
2. Solve problems involving kinetic energy. 2. Perform different activities where potential operation of simple toys. Mechanical Energy.
energy is illustrated. 2. Describe the energy transformations in 2. Show situations on conservation of
3. Solve problems involving potential energy the toys. mechanical energy
3. Solve problems showing the conservation
of mechanical energy.
II. CONTENT Kinetic energy Potential Energy Energy Transformation Conservation of Mechanical Energy
3. Textbook Pages
Learning Resources
IV. PROCEDURES 3 I’s Deductive Method Developmental Collaborative Approach
A. Reviewing previous lesson or Identify the energy transformation in playing Solve sample problems on kinetic energy. Solve sample problems in potential energy. Identify the energy transformation of sepak
presenting the new lesson yoyo. takraw.
B. Establishing a purpose for the In this activity, students will know that the KE In this activity, students can point out that the In this activity, students can identify the In this activity, students can determine how
lesson of an object depends on its mass and higher the object is from the ground, the transfers and transformations of the mechanical energy is conserved.
velocity. greater is its potential energy. different energy forms present in the use of
the toys or objects.
C. Presenting examples/ Present a picture where kinetic energy is Present a picture where potential energy is Show tricks or use toys to facilitate A demonstration using a marble and a mini-
instances of the new lesson illustrated. Let the students describe the illustrated. Let the students describe the students’ learning and this can be used as roller coaster. Using the marble, students
picture. picture. springboard for the activity. demonstrate the transformation of energy.
D. Discussing new concepts and Discuss the derivation of formula for kinetic Point out that the more massive an object is, Explain mechanical forms of energy. Relative to the demonstration, identify the
practicing new skill #1 energy. Show to the students the S.I. unit of the greater is its potential energy. These Discuss how energy is transformed. positions where kinetic energy or potential
kinetic energy. concepts were demonstrated in the problems. energy is at maximum or minimum.
E. Discussing new concepts and Solve problems involving kinetic energy of an Compare the potential energy of an object/s Students may trace energy input from the Explain to the students the law of
practicing new skill #2 object. for different reference level. chemical energies of their hands converted conservation of mechanical energy and
Solve problems involving potential energy. into mechanical energy as their hands work guide them in solving problems on how to
to operate toys and objects. conserve it.
F. Developing Mastery Let students answer the problems found in Students will perform the activity 2 found in Students will perform the activity on “Little Students will perform the activity on
activity sheets. activity sheets. Shop of Toys” “Bashing Ball”
G. Finding practical applications of Ask students on different situations where How is energy transform in the Filipino Why is it necessary to conserve our energy?
concepts & skills in daily living potential energy is illustrated traditional game “sipa”?
H. Making generalizations & What is kinetic energy? Ask: Ask: Ask:
abstractions about the lesson What will happen to the KE of an object if its What is potential energy? How is energy transformed into different What is the law of conservation of
mass is doubled but the velocity remains the Explain the different forms of potential forms? mechanical energy?
same? energy. Give other samples where energy
How about if the velocity is doubled but the transform in a certain object.
mass remains the same?
VI. REFLECTION
in the evaluation
the lesson
require remediation
can help me solve?

Date and Time MONDAY- March 5, 2018 TUESDAY - March 6, 2018 WEDNESDAY- March 7, 2018 THURSDAY – March 8, 2018
1:00-2:00 PM (T-W,F) -SPA TUESDAY – March 6, 2018 WEDNESDAY – March 7, 2018 THURSDAY - March 8, 2018 FRIDAY – March 9, 2018
SPA SPA SPA
I. OBJECTIVES
A. Content Standards 1. The Learners demonstrate an understanding the conservation of mechanical energy.
B. Performance Standards 1. The Learners shall be able to create a device that shows conservation of mechanical energy
C. Learning Competencies 1. Explain energy transformation in various activities/events (e.g., waterfalls, archery, amusement rides). (Code S9FE-IVc-39 )
2. Perform activities to demonstrate conservation of mechanical energy. (S9FE-IVd-40 )
D. Learning Objectives 1. Measure student’s conceptual 1. Construct a simple turbine model. 1. Infer that the kinetic energy of a bouncing
understanding on the concept of 2. Demonstrate mechanical energy transformation and conservation ball is not conserved.
conservation of mechanical energy. 3. Demonstrate Hydroelectric Power (HEP) using a water reservoir system. 2. Perform an activity on the bouncing ball
3. Fill in the given data.
II. CONTENT FORMATIVE ASSESSMENT Simple Turbine Model The Bouncy Balls
A. References K to 12 Modules K to 12 Modules
1. Teacher’s Guide Pages 196-203 205-207
2. Learner’s Material Pages 285-292 297-298
3. Textbook Pages
Learning Resources
B. Other Learning Resources Google Application Google Application
IV. PROCEDURES
A. Reviewing previous lesson or Ask the students on the concept of the Law of Conservation of Mechanical Energy. Let them Review on the concept oh HEP.
presenting the new lesson explain what happens to Potential and Kinetic Energy when the law is applied.
B. Establishing a purpose for the In this activity, students work by group in constructing a) a simple turbine out of glued plastic This activity will verify that the total kinetic
lesson materials to be used as a water wheel; and b) a water storage model. Each group will then energy is not conserved in an inelastic
use these devices to assemble a hydroelectric power (HEP) unit to demonstrate mechanical collision.
energy transformations in harnessing hydropower.
C. Presenting examples/ Show a picture of Maria Cristina Falls. Let them identify the energy transformation present in Call a volunteer to bounce a basketball ball.
instances of the new lesson it. Ask a follow up questions on the said
activity.
D. Discussing new concepts and Present the materials and procedures of the following preparations: Students will fill in the needed data on the
practicing new skill #1 a. Construction of the Turbine Model activity sheets.
b. Construction of the water reservoir model
c. Mechanical Energy in Hydropower
Note: This activity will be performed in the first session.
E. Discussing new concepts and Discussion on the qualitative analysis (Mechanical Energy Conservation) Students will solve sample problems on
practicing new skill #2 Students will answer the guide questions and write their observation based on what they Conservation of Total Mechanical Energy
have made. Equations.
Note: This discussion will be conducted on the second session.
F. Developing Mastery Hypothesizing, Manipulating, Measuring, Interpreting, Communicating and Generalizing Manipulating, Measuring, Interpreting
G. Finding practical applications of Just like the stretched bowstring and the elevated waterfalls, the stored water in the reservoir What happens to the kinetic energy of any
concepts & skills in daily living has potential energy. When water is made to flow down the pen stock, the potential energy objects after its collision with the ground.
changes into kinetic energy.
H. Making generalizations & Explain how mechanical energy is conserved. Cite some examples of situation were ME is Explain the concept of the activity. Let
abstractions about the lesson illustrated. students draw their own conclusion based
on the activity.
I. Evaluating Learning Have students answer guide questions on activity sheets. Have students answer guide questions on
activity sheets.
VI. REFLECTION
in the evaluation
the lesson
require remediation
can help me solve?

Date and Time MONDAY- March 12, 2018 TUESDAY -March 13, 2018 WEDNESDAY- March 14, 2018 THURSDAY – March 15, 2018
1:00-2:00 PM (T-W,F) -SPA TUESDAY – March 13, 2018 WEDNESDAY – March 14, 2018 THURSDAY - March 15, 2018 FRIDAY – March 16, 2018
SPA SPA SPA
I. OBJECTIVES
A. Content Standards 1. The Learners demonstrate an understanding on generation, transmission, and distribution of electrical energy from power plants (hydroelectric, geothermal, wind, nuclear) to home.
B. Performance Standards 1. Analyze how power plants generate and transmit electrical energy.
C. Learning Competencies 1. Explain how electrical energy is generated, transmitted, and distributed. (Code S9FE-IVh-j-46 )
D. Learning Objectives 1. Identify the location of some power plants 1. Trace the path of electricity from the 1. Explain how is the cost of electrical 1. Build a model of a simple electric
in the Philippine map and generating station, transmission station and energy consumption computed, generator,
2. Determine the Region in which the power residential areas, 2. List some ways on how we can save on 2. Discuss how electricity is generated from
plant belongs. 2. Differentiate between a step-up electrical energy consumption, and the interaction between coils and magnets,
transformer and a step-down transformer, 3. Appreciate the importance of saving and
and electrical energy consumption. 3. Relate the motion of a simple electric
2. Identify specific areas where step-up generator to the motion of an actual
transformers and step-down transformers are generator being used in a real-life electric
utilized. power plant
II. CONTENT It's More Power in the Philippines How is Electricity transmitted and Calculating Electrical Energy Used How Does Magnetism Produce
Distributed? Electricity?
3. Textbook Pages
Learning Resources
IV. PROCEDURES 3 I’s Approach Scientific Approach Differentiated Activities Cooperative Learning
A. Reviewing previous lesson or Review on how electricity is produced. Identify the location of some power plants in Review topics on tracing the path of Review on how to compute electrical energy
presenting the new lesson the Philippine map and electricity. consumption.
B. Establishing a purpose for the In this activity, students will identify the In this activity, students can trace the path of In this activity, students will be taught how By performing the simple activity, the
lesson location of the power plant in the map. electricity from the generating station, to compute for their electrical energy students shall see that electricity can be
transmission station and residential areas. consumption. generated even without the usual dry cell or
a voltage
C. Presenting examples/ Start by asking the students if they could Give them pictures and description. Guide Video presentation on electricity power rate Students will make a model on simple
instances of the new lesson trace back the path of electricity when an the students in making a perfect match hikes. electric generator.
electric appliance is switched on. among the pictures and descriptions.
D. Discussing new concepts and Let the students identify the source of 1. Let the students trace the path of electricity Part A. Discussion on electrical basic What is electric generator? Discuss the
practicing new skill #1 energy and from the generating station, transmission quantities. effect of magnetism to the production of
differentiate it from other power plants. station and residential areas, electricity
E. Discussing new concepts and The students shall locate the Region in which 1. Differentiate between a step-up Part B. Calculation on the costs of How generators in these power plants are
practicing new skill #2 the power plant is found. transformer and a step-down transformer, electrical energy consumption. able to produce electricity.
and
2. Identify specific areas where step-up
transformers and step-down transformers are
utilized.
F. Developing Mastery Let students answer the problems found in Let students perform the activity on Tracing Students will perform the activity on Students will perform the activity on “Light
activity sheets. Power, taking into consideration the different “Calculating Electrical Energy Use” Me Up!”
components of power transmission and
distribution.
G. Finding practical applications of How important is electricity? Show some billing information. Ask them on Part C. Developmental activity on saving
concepts & skills in daily living distribution and transmission charges. electrical energy consumption
H. Making generalizations & What is kinetic energy? 1. Trace the path of electricity from the Ask: Discuss the effect of magnetism to the
abstractions about the lesson What will happen to the KE of an object if its generating station, transmission station and Differentiate power from energy. Calculate production of electricity
mass is doubled but the velocity remains the residential areas, some problems on electrical energy usage.
same? 2. Identify specific areas where step-up
How about if the velocity is doubled but the transformers and step-down transformers are
mass remains the same? utilized.
VI. REFLECTION
in the evaluation
the lesson
require remediation
can help me solve?


Science 9 Final

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DAILY School OZAMIZ CITY NATIONAL HIGH SCHOOL Grade Level 9

LESSON Teacher MARVIN S. TUSOY Learning Area SCIENCE

Prepared: Noted: Approved:

MARVIN S. TUSOY PERPETUA SOCORRO A. PONCE PAT S. RARA

MARVIN S. TUSOY PERPETUA SOCORRO A. PONCE PAT S. RARA

Prepared: Noted: Approved:

MARVIN S. TUSOY PERPETUA SOCORRO A. PONCE PAT S. RARA

7:30-8:30 AM (M-Th) - HELIUM

F. Developing Mastery Interpersonal skills Interpreting Hypothesizing Problem solving

Prepared: Noted: Approved:

MARVIN S. TUSOY PERPETUA SOCORRO A. PONCE PAT S. RARA

Prepared: Noted: Approved:

MARVIN S. TUSOY PERPETUA SOCORRO A. PONCE PAT S. RARA

Prepared: Noted: Approved:

MARVIN S. TUSOY PERPETUA SOCORRO A. PONCE PAT S. RARA

Prepared: Noted: Approved:

MARVIN S. TUSOY PERPETUA SOCORRO A. PONCE PAT S. RARA

Prepared: Noted: Approved:

MARVIN S. TUSOY PERPETUA SOCORRO A. PONCE PAT S. RARA

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MARVIN S. TUSOY PERPETUA SOCORRO A. PONCE PAT S. RARA

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MARVIN S. TUSOY PERPETUA SOCORRO A. PONCE PAT S. RARA

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MARVIN S. TUSOY PERPETUA SOCORRO A. PONCE PAT S. RARA

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MARVIN S. TUSOY PERPETUA SOCORRO A. PONCE PAT S. RARA

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MARVIN S. TUSOY ARLYN U. GRANADA PAT S. RARA

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MARVIN S. TUSOY ARLYN U. GRANADA PAT S. RARA

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MARVIN S. TUSOY ARLYN U. GRANADA PAT S. RARA

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MARVIN S. TUSOY ARLYN U. GRANADA PAT S. RARA

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MARVIN S. TUSOY ARLYN U. GRANADA PAT S. RARA

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MARVIN S. TUSOY ARLYN U. GRANADA PAT S. RARA

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MARVIN S. TUSOY ARLYN U. GRANADA PAT S. RARA

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MARVIN S. TUSOY ARLYN U. GRANADA PAT S. RARA

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MARVIN S. TUSOY ARLYN U. GRANADA PAT S. RARA

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MARVIN S. TUSOY ARLYN U. GRANADA PAT S. RARA

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MARVIN S. TUSOY ARLYN U. GRANADA PAT S. RARA

Prepared: Noted: Approved:

MARVIN S. TUSOY ARLYN U. GRANADA PAT S. RARA

Prepared: Noted: Approved:

MARVIN S. TUSOY ARLYN U. GRANADA PAT S. RARA

MARVIN S. TUSOY ARLYN U. GRANADA PAT S. RARA

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MARVIN S. TUSOY ARLYN U. GRANADA PAT S. RARA

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MARVIN S. TUSOY ARLYN U. GRANADA PAT S. RARA

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MARVIN S. TUSOY ARLYN U. GRANADA PAT S. RARA

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MARVIN S. TUSOY ARLYN U. GRANADA PAT S. RARA

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