MODULE L3A1 - Sample Weekly Home Learning Plans - MANDIA - TEAM DENNIS

SAMPLE WEEKLY HOME LEARNING PLANS
Sample Weekly Home Learning Plan for Modular Distance Learning
Weekly Home Learning Plan for Grade 9

Week 1, Quarter 1, October 5-9, 2020
Day & Time Learning Area Learning Competencies Learning Tasks Mode of Delivery
8:00- 9:00 Wake up, make up your bed, eat breakfast and get ready for an awesome day!
9:00 – 9:30 Have a short exercise/meditation/bonding with family.
Explain how the DAY 1

Monday Science 9 respiratory and circulatory
systems work together to PRE-TEST: Send outputs to Messenger
to transport nutrients, gases, Direction: Read each item carefully and choose the letter
and other of the correct answer.
Thursday molecules to and from the 1. What are the major organs of the respiratory Have the parent hand-in the
different parts of the system? output to the teacher/LGU in
body. S9LT-la-b-26 a. Eyes, ears and mouth the assigned area.
9:30 AM – b. Nose, trachea and heart
11:30 AM c. Trachea, lungs and oxygen
d. Nose, trachea and lungs
2. What is the correct name of the organ labeled (i)
shown in the diagram in the right?
a. Heart b. Trachea
c. Alveoli d. Diaphragm
3. What is the gas that we inhale?
a. Oxygen b. gasoline
c. methane d. carbon dioxide
(continue up to number 10)
Activity 1: Parts of the Respiratory System
Directions: Study the diagram below. Label the parts of the
respiratory system and identify its function by filling up the
given column.
Parts of the Function

Respiratory System
1.
2.
(continue up to number 7 and answer the questions that
follows)
DAY 2
Activity 2: Make A Lung Model

Materials: 1 two-liter empty plastic bottle, 3 balloons (1
big, 2 small), 1 sturdy straw, 1 pair scissors, 5 rubber bands
Note: If you can’t provide balloons, you can use
plastic bags.
Procedure:
1. Using a pair of scissors, cut the bottom out of the
2-liter plastic bottle.
2. Create two holes that are apart from each other in
the cap of the plastic bottle.
Make sure that each hole is just big enough for a
straw to fit through.
3. Stick the two straws through the two holes of the
bottle cap.
(continue up to procedure number 9 and answer the

questions that follows)
DAY 3
Activity 3: How Does Breathing Take Place?

Why does your chest move when you breathe?
Some people think that air in the lungs makes their chest
move in and out. This is incorrect. It is actually the moving
of your chest that makes your lungs expand and contract.
Your chest size changes when you breathe because of the
actions of your rib muscles and your diaphragm muscle.
Direction: Based on the diagram at the right side. Choose
the correct word and write it in the blank.
1. When you inhale,

a. The ribs move _______________ (inward or
outward).
b. The diaphragm moves _______________
(upward or downward).
Activity 4: Just Go with the Flow

Procedure:
Study the diagram below. It shows the coronary circulation
of the blood.
1. Trace the movement of the blood through the heart.
(follow the arrows)
2. Write your answer on the space provided.
DAY 4
Activity 5: You Color My Life
Materials: blue and red crayons, printed diagram
The following shows the heart and the major arteries and
veins going into and out of it.
Direction: Start with oxygen-poor blood (blue) entering the
right hand side of the heart (on YOUR left). Follow the
arrows and color blue until you reach “x”. at this time,
switch colors to red. Continue on with red until you reach
another “x”
then
switch to
blue.
Blue = Oxygen-poor Red = Oxygen-rich

blood blood
Activity 6: Heart Cutouts
Materials: scissors, hole punch, 5 brass fasteners,
transparent tape
Procedure:
1. Cut out the following three sheets of heart parts.
2. Hole punch the black dots found on some pieces. Be sure
to leave the numbers behind!
3. Fold the tab on the outside view of the heart along the
dotted line. Tape this under the view of the inside of the
heart. If you have done this properly, you should be able to
turn back the view of the outside of the heart to reveal the
inside of the heart.
4. Using a pencil, label the following: right atrium, right
ventricle, left atrium, left ventricle, septum, valve.
5. As you read the following passage to trace the blood
flow through the heart, assemble your heart as instructed.
(continue by reading the passage and answering the
questions)
Friday
9:30 -11:30 Self-Assessment Tasks; Portfolio Preparation, e.g., Reflective Journal; Other Learning Area Tasks for Inclusive Education
11:30-1:00 LUNCK BREAK

1:00-3:00 Self-Assessment Tasks; Portfolio Preparation, e.g., Reflective Journal; Other Learning Area Tasks for Inclusive Education
3:00-onwards FAMILY TIME
Note: Under the Learning Task column, write the title of the module, the tasks (consider all parts) in the module and the teacher may prepare a checklist
of the module’s parts for additional monitoring guide for both teacher and the learner.

Developed by Anna Falcon of DepEd-BLD

Day & Learning Area Learning Competencies Learning Tasks Mode of Delivery
Time
9:00 – Have a short exercise/meditation/bonding with family.

9:30
Explain how the respiratory Day 1
Monday Science 9 and circulatory systems
work together to transport Activity 7: Respiratory and Circulatory Send outputs to Messenger
to nutrients, gases, and other Working with Other Organ System
molecules to and from the
Procedure:
Thursday different parts of the body. Have the parent hand-in
1. Study the organ systems below.
S9LT-la-b-26 the output to the
9: 30 AM teacher/LGU in the
– 11:30 Infer how one’s lifestyle can assigned area.
AM affect the
functioning of respiratory
and circulatory
systems. S9LT-lc-27
2. Answer the following questions.
a. How do respiratory and circulatory systems
work with other organ systems like digestive
and excretory?
b. What if one of these organ system failed to do
its function, what will happen to the other
systems?
Activity 8: Measuring Your Pulse Rate

Materials: notebook, ball pen and stopwatch
Procedure:
1. Draw a table like the one shown below.
Pulse follow)
Beats in 15 Beats in 1
seconds minute
At rest DAY 2
After exercise
Activity
9: What’s the Word?
Direction: All four pictures in each given set depict
negative ways of living. They are connected by one
common word that indicates the effect of one’s lifestyle on
the functioning of the respiratory and circulatory systems.
The expected answers are illnesses that are brought about
by the negative lifestyles. Write your answers in the box
provided for each number.
What’s the word?
A____A

follow)
DAY 3
Activity 10: Our Lifestyle Say It All

Direction: Match the description in Column B with the
disease/disorder in Column A. Then, identify if the
disease/disorder happen in the respiratory and circulatory
system.
Column A
_________1. Hypertension
_________2. Emphysema
_________3. Angina Pectoris
_________4. Anemia
_________5. Asthma
_________6. Cystic Fibrosis
_________7. Coronary Thrombosis
_________8. Leukemia
(look for column B on the module)
Post-test:
Direction: Read each item carefully and choose the letter
of the best answer.
1. Respiratory system is made up of the organs in the
body that help us to breathe. Which part of the
respiratory system filters and warm the air upon
entering it?
a. Air sacs b. bronchi
c. nasal cavity d.
diaphragm
2. Refer to the figure of the respiratory
system at the right. Which is the correct
order of how the air passes to the respiratory
system?
a. Nose- nasal passage- trachea- bronchi-
bronchioles- alveoli
b. Nose- nasal passage-trachea-bronchioles-
bronchi-alveoli
c. Nasal cavity- nose- trachea- bronchioles- bronchi-
alveoli
d. Nasal cavity-alveoli- trachea- bronchioles-
bronchi-nose
Friday Self-Assessment Tasks; Portfolio Preparation, e.g., Reflective Journal; Other Learning Area Tasks for Inclusive Education
9:30
-11:30
11:30- LUNCK BREAK

1:00
3:00- FAMILY TIME

onwards


Day & Learning Area Learning Learning Tasks Mode of Delivery

Time Competencies
8:00- Wake up, make up your bed, eat breakfast and get ready for an awesome day!
9:00
9:30
Explain the DAY 1
Monday Science 9 different patterns
of non- Pre-Test: Send outputs to Messenger
to Mendelian Direction: Read and analyze every item and the choose the
inheritance. S9LT- best answer.
Thursday Id-29 Have the parent hand-in the
1. If the image in the right side were real, it would
output to the teacher/LGU in the
represent what type of inheritance?
assigned area.
9:30 AM a. Incomplete dominance
– 11:30 b. Codominance
AM c. polygenic inheritance
d. complete dominance
2. What is a phenotype?
a. The expression of a trait; physical appearance.
b. Refers to the genetic makeup of an individual.
c. An organism that has the same genes for a trait. (ex.
TT or tt)
d. The passing of traits from parent to offspring.
Activity 1: Phenotypes and Genotypes in

Incomplete Dominance
Procedure: Part 1.1

1. Read the given problems.
In four o’clock plants, R is the allele
for red color and W is allele for
white color. Two pink four o’clock
flower plants were crossed.
Show the possible outcome of the cross between two pink four
o’clock flower plants by using the Punnett square.
(continue up to procedure number 5 and answer the questions that
follow)
DAY 2
Part 1.2
In horses, some of the genes for hair color are incompletely
dominant. Genotypes are as follows: chestnut brown horse are
BB, white horse are bb and a Bb genotype creates a yellow-
tannish colored horse with a white mane and tail, which is
called “palomino”.
photo from slideplayer.com/amp/15142999

Show the genetic crosses between the following horses and
record the genotypic and phenotypic percentages:
(continue using Punnett square and answer the questions that
follow)
DAY 3
Activity 2.1: Mystery Bull

Procedure:
1. Read the given problem.
Mang Marcelino owns purebred red cows. In his farm he
noticed that he noticed that after a typhoon several months
ago, all of the fences that separate his cattle from his
neighbor’s cattle were destroyed. During the time that the
fences were down, three bulls, one from each neighbor,
mingled with his cows. For a while, he thought that none of the
bulls found his cows, but over the months, he noticed that all
of his cows are pregnant. He suspected that one of the bulls is
the father. Which bull is it? Help Mang Marcelino look for the
father by solving the given problem.
(continue up to procedure number 4 and answer the questions that
follow)
DAY 4
Activity 2.2: What’s Your Blood Type?

Direction: Study the given data and use it to answer the
questions.
Human blood types are determined by genes that follow the
CODOMINANCE pattern of inheritance.
There are two dominant alleles (A & B) and one recessive allele
(O).
Blood Type Genotype Can Can

(Phenotype) Donate Receive
Blood to: Blood
from:
O Ii A, B, AB O
and O
(universal
donor)
AB IAIB AB A, B, AB,
and O
(universal
receiver)
A IAIA or IAi AB, A O, A
B IBIB or IBi AB, B O, B
(continue by answering numbers 1-8)
9:30
-11:30
11:30- LUNCK BREAK

1:00
1:00- Self-Assessment Tasks; Portfolio Preparation, e.g., Reflective Journal; Other Learning Area Tasks for Inclusive Education
3:00
3:00- FAMILY TIME
onwards


Time Competencies
9:00
9:30
Explain the different DAY 1
Monday Science 9 patterns of non-
Mendelian Activity 3: When Gender Matters Send outputs to Messenger
to inheritance. S9LT-Id- Objective: Solve problems related to sex-linked traits.
29 Procedure:
Thursday 1. Read the given problem: Have the parent hand-in the output
A. Color-blindness is a recessive, sex-linked to the teacher/LGU in the assigned
disorder in humans. A color blind man has a area.
9:30 AM child with a woman who is a carrier of the
– 11:30 disorder.
AM KEY: X= normal vision X C= color
blindness
follow)
DAY 2
Activity 4: Case Analysis

Direction: Read the article/case below and answer the
questions that follow.
Hemophilia is a bleeding disorder characterized by
slow blood clotting process. People with this condition
experience prolonged bleeding following an injury, surgery,
or having a tooth pulled. In severe cases, bleeding occurs
after minor trauma or even without an injury. Hemophilia is
an inherited disorder. Consider the following cases.
(read each case and answer the questions that follow)
DAY 3
Activity 5: Sex-Limited and Sex-Influenced Traits

Direction: Refer to the tables below and answer the
questions that follow.
Table 1: Expression of Lactation in Cattle
Female Genotypes Female Phenotypes
XXLL Female Lactating
XXLl Female Lactating
XXll Female Not
Lactating
Male Genotypes Male Phenotypes
XYLL Male Not Lactating
XYLl Male Not Lactating
XYll Male Not Lactating
Guide Questions:
1. What can you infer from the table above? What is
sex-limited traits?
2. Can you give other examples of sex-limited traits?
(refer also on Table 2 and answer the questions that
follow)
DAY 4
Activity 6: Boy or Girl?

Procedure:
1. Draw a Punnett square which shows the inheritance
of the sex chromosomes. Represent the female sex
chromosomes with XX and the male sex
chromosomes with XY.
(do the Punnett square and answer the questions
that follow)
Post-Test:
Direction: Read each item carefully and choose the letter of
the best answer.
1. Mario’s thinning hair is like that of his father. This

characteristic of baldness is influenced by ______.
a. Crossing-over b. linked genes
c. mutation d. sex chromosomes
2. Red-green color blindness is caused by a recessive
gene found in the X-chromosome. Can two normal
parents produce a color-blind son?
a. No
b. Yes, at all times.
c. Yes, if the female parent is a carrier.
d. Yes, if the male parent is carrier.
9:30
-11:30
11:30- LUNCK BREAK

1:00
3:00
3:00- FAMILY TIME
onwards


Week 5, Quarter 1, November 03-06, 2020
Day & Time Learning Area Learning Competencies Learning Tasks Mode of Delivery
9:00 – 9:30 Have a short exercise/meditation/bonding with family.
Relate species extinction to DAY 1

Monday Science 9 the failure of populations of
organisms to adapt to PRE-TEST: Send outputs to Messenger
to abrupt changes in the Direction: Read each item carefully and choose the
environment. S9LT-Ie-f-30 best answer.
Thursday Have the parent hand-in the
1. Which of the following best describes the word
output to the teacher/LGU in
“biodiversity”?
the assigned area.
9:30 AM – a. Endangered species
11:30 AM b. Different kinds of planets in the solar system
c. The variety of all life on earth
d. Biographies about famous biologists
2. Which of the following is the most serious
threat to biodiversity?
a. Scientists collecting specimen
c. tourists
b. Habitat loss
d. pollution
Activity 1: Investigating Ecosystems
Direction: Answer the following questions.
1. The environment is made up of many different

ecosystems. What is an ecosystem?
2. Biodiversity is the variety of different species
living in a habitat. Fill in the gaps using the
words in the box to complete the text about
biodiversity.
Natural ecosystems have __________
biodiversity because they have
developed over many years, and
because there may be _________
external factors acting on the habitat.
Artificial ecosystems that have been
created by humans tend to have
_________ biodiversity. This means that
only a few different species live in them.
Sometimes, biodiversity is determined
by _________. For example, _________
and desert regions generally support
much fewer than _________ and
oceans.
Activity 2: Measuring Population Density

Materials: ruler, pencil and paper
Procedure:
1. Study the
three
patterns of
population
distribution
in Figure 4.
2. Using the
given
formula for
computing population density, calculate the
density of each population.
Density= no.of individuals
Size of area
(continue up to procedure number 5 and answer the
questions that follow)
DAY 2
Activity 3: Too Many To Count!

Procedure:
1. Estimating population density using quadrats

In this activity, you are scientists who want to know
how many plants are in a particular area. The model for
the area is Figure 1; plants are represented by leaf
symbols on the page (each leaf represents one plant).
The study area is represented by the rectangle. It is not
practical to try and count every plant on the page, so
you will be using a sampling system to estimate the
total number of plants. You will be using “quadrats”
(represented by squares of card stock) to take sub-
samples of the total population of plants. You will use
these sub-samples to estimate the total population on
the page.
(continue up to procedure number 2 and answer all
the data sheet)
DAY 3
Activity 4: Why Species Become Extinct

Direction: Read the article below and fill up the table
that follows.
Woodly Mammoths are thought to have

become extinct somewhere around 10, 000 years ago.
From studying the fossil record scientists can tell
Mammoth lived in a Steppe habitat of Arctic Tundra
grassland which was cold, windy and dusty. The
Mammoths had a coat of hair three layers thick and up
to 3-foot-long in places to keep them warm.
Mammoths had 4 inches of fat to insulate them and
small ear and tail to reduce heat loss.
(continue reading the article and fill up the table below)
DAY 4
Activity 5: Habitat Destruction

Humans are the leading cause of plants and
animals becoming endangered or extinct. An
endangered species has so few members that the
species may die out. Unless something is done to
protect an endangered species, they will be gone
forever. We will not have any more of that kind of plant
or animal on Earth.
The most dangerous things humans do to
endangered animals is destroying their habitats. This is
usually because we do not pay very close attention.
When there is an area of land we want to use, we don’t
notice what is already living there.
(continue reading the passage and answer the
questions that follow)
POST-TEST:
Direction: Read each item carefully and choose the

letter of the correct answer.
1. Which of the following is an example of an

extinct animal?
a. Sea turtle b. dodo bird
c. California condor d. tiger
2. What is an endangered species?

a. A species that has become domesticated
b. A species that is very aggressive
c. A species that is at risk of becoming extinct
d. A species that is included in catch and
release programs
9:30 -11:30
11:30-1:00 LUNCK BREAK

3:00- FAMILY TIME

onwards



Time Competencies
9:00
9:30
Differentiate basic DAY 1
Monday Science 9 features and
importance of PRE-TEST: Send outputs to Messenger
to photosynthesis and Direction: Read teach item carefully and choose the
respiration. S9LT-Ig- letter of the best answer.
Thursday j-31 Have the parent hand-in the output
1. Plants make food by absorbing water and
to the teacher/LGU in the assigned
carbon dioxide. Which of the following
area.
9:30 AM substances is the origin of oxygen released as
– 11:30 gas by green plants during photosynthesis?
AM a. Water b. sugar
c. carbon dioxide d. ribulose-1, 5-

biphosphate
2. Oxygen and carbon dioxide are gases that cycle
out in the ecosystem. Which of the following
gases is important to photosynthesis?
a. Ozone gas b. water vapor
c. oxygen d. carbon dioxide
DAY 2
Activity 1: Photosynthesis Crossword

Direction: Solve for the puzzle about photosynthesis.
(look for
the
clue)
DAY 3
Activity 2: Photosynthesis: Making Energy
Direction: Read the article and answer the questions
that follow.
Chloroplasts
Photosynthesis is a process in which sunlight energy is
used to make glucose. The site of photosynthesis is in
the chloroplast – an organelle found in the leaves of
green plants. The main functions of chloroplasts are to
produce food (glucose) during photosynthesis, and to
store food energy. Chloroplasts contain the pigment,
chlorophyll. Chlorophyll absorbs most of the colors in
the color spectrum, and reflects only green and yellow
avelengths of light. This is why we see leaves as green
or yellow – because these colors are reflected into our
eyes. (answer the seven questions)
Photosynthesis
Glucose is another name for sugar. The molecular formula
for glucose is C6H12O6. Plants make sugar by using the energy
from sunlight to transform CO 2 from the air with water from
the ground into glucose. This process, called photosynthesis
occurs in the chloroplast of the plant cell. During this
process, oxygen (O2) is created as a waste product and is
released into the air for us to breath. The formula for
photosynthesis.
(continue reading about photosynthesis and answer
questions 8-16)
DAY 4
Activity 3: Cellular Respiration: Breaking

down Energy
Direction: Read the article and answer the questions

that follow.
Mitochondria are known as the powerhouses of

the cell. They are organelles that act like a digestive
system that takes in nutrients, breaks them down, and
creates energy for the cell. The process of creating cell
energy is known as cellular respiration. Most of the
chemical reactions involved in cellular respiration
happens in the mitochondria. A mitochondrion is
shaped perfectly to maximize its efforts.
Answer the questions that follow)
9:30
-11:30
11:30- LUNCK BREAK
1:00
3:00
3:00- FAMILY TIME
onwards



Time Competency
9:00
9:30
Differentiate basic DAY 1
Monday Science 9 features and
importance of Activity 4: Comparison of Photosynthesis and Send outputs to Messenger
to photosynthesis and Respiration
respiration. S9LT-Ig-
Thursday j-31 Direction: Cut out the boxes below to make the Have the parent hand-in the output
to the teacher/LGU in the assigned
equations for photosynthesis and respiration. Include
the organelles that are used in the processes. Check area.
9:30 AM your answers then glue the final product in your
– 11:30 notebook.
AM
DAY 2
Activity 5: Factors Affecting the Rate of

Photosynthesis and Cellular Respiration
Direction: Read the following information and take
notes on the process. Additionally, answer all of the
questions at the bottom.
The Importance of Photosynthesis

Without photosynthesis, most life on Earth would not
exist. This vital process enables producers (autotrophs)
to transform solar energy into chemical energy. The
chemical energy is stored in the bonds of simple sugars
until it is needed.
Cells need a constant supply of energy in order to carry
out life processes. So, the ability to store and use
energy is critical for all life on Earth.
(continue reading and answer the guide questions)
DAY 3
Activity 6: Photosynthesis and Temperature

Direction: Read and study the given data and answer
the questions that follow.
Many things affect the rate (speed) at which

photosynthesis occurs: the amount of light (light
intensity), the temperature, and the amount of carbon
dioxide are a few factors. Scientists know that
temperature affects the speed of chemical reactions.
Photosynthesis is a series of chemical reactions.
Scientists did an experiment on aspen trees to see how
the rate of photosynthesis was affected by increasing
temperature. They determined the speed of
photosynthesis by measuring how much carbon dioxide
was taken in to be used in photosynthesis.
(continue by graphing the data and answering the
questions)
DAY 4
POST-TEST:
Direction: Read each item carefully and choose the
best answer.
1. Where do respiration and photosynthesis take
place?
a. Respiration is in the mitochondria and
photosynthesis is in the chloroplast.
b. Respiration is in the chloroplasts and
photosynthesis is in the mitochondria.
c. Respiration and photosynthesis both occur
in the electron transport chain.
d. Respiration and photosynthesis both occur
in animals.
2. Oxygen and carbon dioxide are gases that cycle
out in the ecosystem. Which of the following
gases is important to photosynthesis?
a. Ozone gas c. Oxygen
b. Water vapor d. Carbon
dioxide
9:30
-11:30
11:30- LUNCK BREAK

1:00
3:00
3:00- FAMILY TIME
onwards
Prepared by: Checked by: Noted by:

BERNARDO JOSE B. MANDIA DENNIS A. SOLAMILLO NONATO R. MAGTIBAY
Master Teacher I Head Teacher III Principal IV

MODULE L3A1 - Sample Weekly Home Learning Plans - MANDIA - TEAM DENNIS

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SAMPLE WEEKLY HOME LEARNING PLANS

Sample Weekly Home Learning Plan for Modular Distance Learning

Weekly Home Learning Plan for Grade 9

9:00 – 9:30 Have a short exercise/meditation/bonding with family.

Explain how the DAY 1

Parts of the Function

Activity 2: Make A Lung Model

(continue up to procedure number 9 and answer the

Activity 3: How Does Breathing Take Place?

1. When you inhale,

Activity 4: Just Go with the Flow

Blue = Oxygen-poor Red = Oxygen-rich

11:30-1:00 LUNCK BREAK

3:00-onwards FAMILY TIME

SAMPLE WEEKLY HOME LEARNING PLANS

Sample Weekly Home Learning Plan for Modular Distance Learning

Weekly Home Learning Plan for Grade 9

9:00 – Have a short exercise/meditation/bonding with family.

Activity 8: Measuring Your Pulse Rate

What’s the word?

(continue up to number 3 and answer the questions that

Activity 10: Our Lifestyle Say It All

11:30- LUNCK BREAK

3:00- FAMILY TIME

SAMPLE WEEKLY HOME LEARNING PLANS

Sample Weekly Home Learning Plan for Modular Distance Learning

Weekly Home Learning Plan for Grade 9

Day & Learning Area Learning Learning Tasks Mode of Delivery

Activity 1: Phenotypes and Genotypes in

Procedure: Part 1.1

photo from slideplayer.com/amp/15142999

Activity 2.1: Mystery Bull

Activity 2.2: What’s Your Blood Type?

Blood Type Genotype Can Can

11:30- LUNCK BREAK

SAMPLE WEEKLY HOME LEARNING PLANS

Sample Weekly Home Learning Plan for Modular Distance Learning

Weekly Home Learning Plan for Grade 9

Activity 4: Case Analysis

Activity 5: Sex-Limited and Sex-Influenced Traits

Activity 6: Boy or Girl?

1. Mario’s thinning hair is like that of his father. This

11:30- LUNCK BREAK

Sample Weekly Home Learning Plan for Modular Distance Learning

Weekly Home Learning Plan for Grade 9

9:00 – 9:30 Have a short exercise/meditation/bonding with family.

Relate species extinction to DAY 1

1. The environment is made up of many different

Activity 2: Measuring Population Density

Activity 3: Too Many To Count!

1. Estimating population density using quadrats

Activity 4: Why Species Become Extinct

Woodly Mammoths are thought to have

Activity 5: Habitat Destruction

Direction: Read each item carefully and choose the

1. Which of the following is an example of an

c. California condor d. tiger

2. What is an endangered species?

11:30-1:00 LUNCK BREAK

3:00- FAMILY TIME

SAMPLE WEEKLY HOME LEARNING PLANS

Sample Weekly Home Learning Plan for Modular Distance Learning

Weekly Home Learning Plan for Grade 9