LESSON PLAN School University of the East Grade Level Grade 9

Teacher Jenela O. Moron Learning Area Science

Teaching Date January 7, 2019 Quarter Third
and Time 7:00 am-8:15 am Quarter

At the end of the school year, the Grade 9 students are expected to attain the following standards for the subject area
Science, specialized in Biology.

The learner demonstrates an understanding of:

Content Standards

Performance Standards

I. LEARNING COMPETENCIES/OBJECTIVES
At the end of the lesson, the learners will be able to:
1. Define extinction.
2. Determine the most extinct taxon of animals.
3. Explain the reason why we need to worry about the loss of species.

II. CONTENT
A. Topic:
-Rate of Extinction

B. References:
-K-12 Science Curriculum Guide

C. Materials:
-
III. PROCEDURES:
TEACHER’S ACTIVITY
A. ROUTINARY ACTIVITY
PRAYER “Everyone, please stand up for the
opening prayer, ______ kindly
lead us.”
GREETINGS “Good morning class!”
“Kindly greet your teachers at the
back”
CLASSROOM MANAGEMENT “Before you take a seat, please
arrange your chairs properly and
pick up the pieces of trash that
you see around the classroom.”
CHECKING OF ATTENDANCE (The teacher checks the
attendance according to the
prepared seat plan)
STUDENTS’ ACTIVITY
( Student A leads the prayer)
“Classmates, let us pray, In the
name of the Father, and of the
Son, and of the Holy Spirit…..
Amen.
“Good morning Ma’am”
“Good morning Sir Gonzales,
good morning Ma’am Lorsi!”
(The students do what the teacher
have told them.)
B. REVIEWING THE “So today we are going to “Yes Ma’am”
PREVIOUS LESSON continue the discussion on
AND MOTIVATION Biodiversity and Extinction. As we
proceed, we’ll have an activity
entitled “X-think-tion”. Is that
cool?”

“So this is group 1 (pertaining to

the students sitting at right side)
and this is group 2 (pertaining to
the students sitting at the left side)

(The teacher reads the

mechanics of the activity)

Mechanics:
1. Each group must have one
representative.
2. Questions will be flashed on
the TV screen, one at a time.
3. The representatives must not
look at the TV but they will be
the one to write the answers
on the board, each member of
the group can contribute and
teach the representative.
4. Every wrong answer
corresponds to elimination of 5
members.
5. The group with the higher
 number of remaining members
will be declared as winner.

“Do you have any questions
regarding the game?”
(one student will ask for
clarification)
“You mean Ma’am, we can talk to
each other regarding the question
for us to come up with the right
answer?

“Yes of course. Cooperation and “None so far”

sharing of ideas are needed.
Anymore question?”

“Okay, let’s start. Choose one (The chosen students stand at the
representative in your group.” center)

(The teacher gives each

representatives a chalk that they
will use in writing the answers.

(activity session)

(After the activity the teacher

declares the winner.)

As you can see, the correct

answers are all related to our topic
yesterday and for today.
“Now let us digest the activity in
relation to our topic for today..”

“considering that the winners are

Species 1 and this group
(pertaining to the other group) as
species 2. What happened to the “our members are lessen as the
your members as our activity goes activity goes on..”
on?
“Very good. Now, who can draw
the representation of that
conclusion?” (Students raise their hand.)

(The teacher calls for students to

do the task.)

“So he used the variables time

and the number of students, very
good. You see, if we analyze
further, and as shown in the
graphs, during the activity we are (Students are thinking..)
creating what?

“Starts with letter P” “PATTERNS”

“Alright! This is just somehow the

same of the what happens to a
specific species. Number of
species has not been steady just
like how your members decreases
 due to some factors maybe
because of miscommunication that
leads to the wrong answer. And
then patterns are created”

C. LESSON PROPER “Now let us go deeper. {Students are listening)

(The teacher is presenting ideas
about patterns of extinction
through a power point
presentation.)
“The Patterns of extinction of
extinction on earth has been
increasing since the beginning of
life…..”

(the teacher is discussing the five (Students are listening)

mass extinctions in Earth’s
history.)

(Related questions are being (students volunteer to answer)

asked)

D. SUMMARY

E. APPLICATION

F. EVALUATION Let see if you have learned

something today. Here’s a
questionnaire for you to answer.
The scores you’ll get will be
recorded.