DAILY LESSON LOG

School : CADALORIA HIGH SCHOOL

Teacher RICHWELL P. SOLIVEN-CARIŃO Learning Area SCIENCE 9
Teaching Dates November 16, 2020 Quarter 1ST
Teaching Time Section

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 Differentiate basic features and importance of

Competencies/ photosynthesis and respiration
objectives
Write the LC code for each
S9LT-lg-j- 31

II. CONTENT
III. LEARNING RESOURCES
A. Reference
1. Teacher’s Guide Pages Science- Grade 9 Teacher’s Guide pages 57-62
2. Learner’s Materials Pages Science- Grade 9 Learner’s Module pages 74-78
LAS page 60-70

3. Textbook Pages
4. Additional Materials form Power point presentation
Learning Resource (LR) portal

B. Materials Activity Sheets

F. PROCEDURES
A. Review previous lesson or
presenting new lesson  How does changes in the environment affect
species extinction?

B. Establishing a purpose for the

Lesson  Who makes food for you? What is your
favorite vegetable food? Where does all these vegetable
foods come from? Do you think plants also make their
own food?

C. Presenting examples/ instances of Discovery Task:

new lesson Identify plant structure for photosynthesis
 (Indicator 4) A. Internal Structure of a leaf

B. Chloroplast

D. Discussing new concepts and POWERPOINT PRESENTATION ABOUT

practicing new skills #1 PHOTOSYNTHESIS

(Indicator 6) GUIDE QUESTIONS:

1. What are the plant structures that enable a

plant to make food?
2. List down the raw materials and products of
photosynthesis.
E. Discussing new concepts and 3. What are the 2 stages of photosynthesis?
practicing new skills #2
Based from the video clip, make a concept map of the
entire process by filling up the figures with the processes
involved, raw materials used & end products of the entire
process of food making.

Each learner will make a summary of the

F. Developing mastery different concepts they learned. Their
(Leads to formative assessment outputs will be based on their skills, interest
and they may use their own dialects.

G. Finding practical applications of
concepts and skills in daily living
(Indicator 2)
Mang Romy planted pechay, after few weeks of
having a good weather, he gathered 500 kilos
on his first harvest & earned 10, 000 pesos. On
his 2nd harvest, he gathered 150 kilos only
because of the bad weather & earned 3, 000
pesos. If Mang Romy spent 500 pesos for the
seedlings and 1000 for the fertilizer, how much
is his profit?

H. Making generalizations and · Why is photosynthesis important to plants?

abstractions about the lesson · Why is photosynthesis important to man?
· How is photosynthesis related to agriculture?
(Indicator 1)

I. Evaluating learning
Assess the following plants:
(Indicator 3)
 J. Assignment
· Ask the students to research on the
evidences that plants are really capable of
making food.

Prepared by:

RICHWELL P. SOLIVEN-CARIŃO
Teacher lll