Unified Budget of Work (BOW) for SCIENCE 9

Subject SCIENCE Grade Level 9

Quarter FIRST QUARTER Total # of Teaching Days for the 48
whole quarter
Content Standards The learners demonstrate understanding of (1) 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
prevention, detection, and treatment of diseases affecting the circulatory and respiratory systems
Performance The learner should be able to conduct an information dissemination activity on effective ways of taking care of
Standards the respiratory and circulatory systems based on data gathered from the school or local health workers

Most Suggested
Week Essential Unpacked Learning *Day/ Activities/Tasks (List Mode of
Lesson Objectives (behavioral
Number Learning Competency (List down the Session in nature & SMART) down the target activities for Assessment
unpacked LCs) F2F/, Home-based/ODL, and/or (Formative & Summative)
Competency Blended)
1 1-5 Conduct Psychosocial Support (PSS) Activities
2 Explain how the Describe the parts and function of 1 a) Identify the key parts of the a) Review of prior knowledge Formative
respiratory and the respiratory system breathing system about the parts of the
circulatory b) Describe the functions of the respiratory system using
systems work different parts of the breathing K-W-L
together to system b) Do Activity 1: Bunch of Formative
transport Grapes
nutrients, gases, c) Discussion of the lesson Formative
and other on the parts and function
molecules to of the respiratory system
and from the d) 5-10 item evaluation Formative
different parts of Explain the mechanics of 2 a) Explain how the lungs work a) Review of previous lesson Formative
the body. breathing b) Describe how the movement of using a diagram
the diaphragm helps the air go b) Do Activity 2: Bottled Formative
in and out of the lungs Balloons
c) Discussion of the lesson Formative
on the mechanics of
breathing
 d) Activity-embedded Formative
assessment
Describe the parts and function of 3 a) Identify the major parts of the a) Recall the previous lesson Formative
the circulatory system circulatory system and their on the mechanics of
functions breathing
b) Describe how the heart b) Use concept map to Formative
functions identify the major parts of
c) Explain how blood is pumped the circulatory system
by the heart c) Do Activity 5: Pump It! Formative
d) Discussion on how the Formative
heart functions
e) 5-10 True-False quiz Formative
Explain the types of circulation 4 a) Explain the types of circulation a) Review the previous Formative
b) Illustrate using diagrams the lesson using a quiz bee
flow of blood in the pulmonary b) Do Activity 4: Let’s Formative
and systemic circulation Organize
c) Establish the connection c) Discussion on the types of Formative
between the types of circulation circulation
to the transport of nutrients, d) 5-10 item Multiple Choice Formative
gases, and wastes Questions
Explain how the respiratory and 5 a) Describe blood flow and gas a) Review the previous Formative
circulatory system work together exchange within the heart, lesson on the types of
circulatory system, and lungs circulation
b) Explain the mechanism of how b) Do Activity 3: Just Go with Formative
the respiratory and circulatory the Flow
systems work together c) Discussion on how the Formative
respiratory and circulatory
system work together
d) Summative Test Summative
3 Infer how one’s Discuss common diseases 1 a.) Identify common a) Review of prior knowledge Formative
lifestyle can involving respiratory and respiratory and circulatory about the common
affect the circulatory systems diseases diseases of the respiratory
functioning of b.) Explain the causes of the system and circulatory
respiratory and common respiratory and systems using K-W-L
circulatory circulatory diseases b) Do a Text Twist Activity Formative
systems about some illnesses

Describe ways of detecting,
preventing, and treating diseases
in the respiratory and circulatory
system
Explain the negative effects of
cigarette smoking on the
circulatory and respiratory
systems
2 a) Identify the symptoms of
diseases in the respiratory and
circulatory system
b) Describe ways to prevent and
treat diseases related to the
respiratory and circulatory
system
c) Create a brochure that
describes common diseases of
the respiratory and circulatory
system, its causes, symptoms,
and possible treatments
3 a) Discuss the dangers of
mainstream, side stream, or
second-hand and third-hand
smoke
b) Enumerate the negative effects
of cigarette smoking on the
circulatory and respiratory
systems
c) Suggest healthy strategies in
the prevention and control of
cigarette smoking
related to respiratory and
circulatory systems
c) Discussion of the lesson Formative
on the common diseases
of the respiratory system
and circulatory systems
d) 5-10 item evaluation Formative
a) Recall the common Formative
diseases of the respiratory
system and circulatory
systems using 4 Pics, 1
Word
b) Do Picture Analysis Formative
Activity
c) Discussion of the lesson Formative
on the ways of detecting,
preventing, and treating
diseases in the respiratory
and circulatory system
d) Create a brochure about Formative
diseases of respiratory
and circulatory systems
e) True- False Questions Formative
a) Review of the previous Formative
lesson using a concept
map
b) Show the picture of Formative
smoker’s body and call
students to describe what
they see
c) Do Activity 7: Cigarette Formative
Smoking Is Dangerous to
Your Health
d) Discussion of the lesson Formative
on the negative effects of
cigarette smoking on the
 circulatory and respiratory
systems
e) Watch a video on the Formative
effects of smoking on the
human respiratory and
circulatory system
f) Lesson exit tickets Formative
Determine how one's lifestyle can 4 a) Identify healthy habits to keep a) Recall previous lesson Formative
affect the respiratory and the respiratory and circulatory using bubble map
circulatory systems system healthy b) Do Activity 8: Prevention Is Formative
b) State the importance of having Better Than Cure
healthy lifestyle. c) Do Activity 9: What’s the Formative
c) Prepare a meal plan that is Word?
good for respiratory and d) Discussion of the lesson Formative
circulatory system on the lifestyle that can
affect the respiratory and
circulatory systems
e) 5-10 Check or Cross Formative
(Healthy or Unhealthy
Lifestyle)
Conduct an information 5 a) Raise public awareness on the a) Review of previous Formative
dissemination activity on effective effective ways of taking care of knowledge using 4 Pics, 1
ways of taking care of the the respiratory and circulatory Word
respiratory and circulatory systems b) Conduct an information Formative
systems based on data gathered b) Develop materials to dissemination activity on
from the school or local health disseminate information on effective ways of taking
workers taking care of the respiratory care of the respiratory and
and circulatory system circulatory systems based
on data gathered from the
school or local health
workers
c) Discussion on the Formative
outcome of the information
dissemination activity
d) Summative Test Summative
(Performance Task)
Content Standards The learners demonstrate understanding of (1) how genetic information is organized in genes on chromosomes
(2) the different patterns of inheritance

Most Suggested Mode of

Week Essential Unpacked Learning *Day/ Activities/Tasks (List
Lesson Objectives (behavioral in Assessment
Number Learning Competency (List down the
Session nature & SMART) down the target activities for
(Formative &
unpacked LCs) F2F/, Home-based/ODL,
Competency and/or Blended)
Summative)

4-5 Explain the Review the concept of 1 a) Differentiate homozygous and a) Conduct a pre- Formative
different Mendelian genetics heterozygous, genotype and assessment to measure
patterns of non- phenotype the students’ prior
Mendelian b) Distinguish between dominant and knowledge about the
inheritance recessive traits lesson
c) Solve genetic problems involving b) Do Activity Observing Formative
monohybrid and dihybrid crosses Your Traits and your
Family Members’ Traits
c) Discussion of the lesson Formative
on the Mendelian
Genetics
d) 5-10 item problem solving Formative
involving Mendelian
Genetics
Differentiate Mendelian from 2 a) Enumerate the three fundamental a) Review previous lesson Formative
non-Mendelian patterns laws of Mendelian genetics and through open-ended
of inheritance examples of non-Mendelian questions
genetics b) Do Venn Diagram Activity Formative
b) Give the similarities and c) Discussion of the lesson Formative
differences between Mendelian on the comparison
and non-Mendelian patterns of between Mendelian and
inheritance non- Mendelian patterns
of inheritance
d) Multiple Choice Questions Formative
Describe the incomplete 3 a) Explain the incomplete dominance a) Review previous lesson Formative
dominance pattern of inheritance pattern of inheritance about Mendelian and non-
b) Illustrate by means of Punnett Mendelian Genetics
square a cross involving Formative

Discuss codominance pattern of
inheritance
Explain how multiple
alleles affect inheritance
incomplete dominance pattern of
inheritance
4 a) Explain the codominance pattern
of inheritance
b) Create a Punnett square to show
the inheritance of codominance
c) Give the phenotypic and genotypic
percentage of the offspring
5 a) Determine the phenotypic and
genotypic blood types of the
offspring on the basis of the known
phenotype of the parents
b) Solve problems that demonstrate
multiple allelism using Punnett
square
b) Do Activity 1: Phenotypes
and Genotypes in
Incomplete Dominance Formative
c) Discussion of the lesson
on the incomplete
dominance pattern of
inheritance Formative
d) Problem-solving involving
Incomplete Dominance
using Punnett square
a) Review previous lesson Formative
about incomplete
dominance pattern of
inheritance
b) Picture analysis. Present Formative
pictures of examples that
demonstrate
codominance and ask the
students to describe what
they see
c) Do Activity 2: Mystery Bull Formative
d) Discussion of the lesson Formative
on the codominance
pattern of inheritance
e) Problem-solving involving Formative
codominance using
Punnett square
a) Review previous lesson Formative
about codominance
pattern of inheritance
b) Do Activity 3: What’s your Formative
blood type?
c) Discussion of the lesson
on the multiple alleles Formative
pattern of inheritance

Explain the sex-linked
inheritance
Discuss sex-limited traits
Explain sex-influenced traits
Describe the different patterns of
non-Mendelian inheritance
d) Problem-solving involving Formative
multiple alleles using
Punnett square
6 a) Discuss how sex in humans is a) Review previous lesson Formative
determined about multiple alleles
b) Recall that the sex chromosomes b) Do Activity 4: Boy or Girl? Formative
in humans are x and y c) Do Activity 5: When
c) Construct a Punnett square to Gender Matters Formative
solve problems related to sex- d) Discussion of the lesson
linked traits. on the sex-linked Formative
d) Identify sex-linked disorders as inheritance
those caused by alleles carried on e) Problem-solving involving
sex chromosomes sex-linked inheritance Formative
using Punnett square
7 a) Define sex-limited traits a) Review previous lesson Formative
b) Give examples of sex-limited traits about sex-linked
inheritance
b) Accomplish the Table 4: Formative
Expression of Lactation in
Cattle
c) Discussion of the lesson Formative
on the sex-limited traits
d) True-False Questions Formative
8 a) Describe sex-influenced traits a) Review previous lesson Formative
b) Give examples of sex-influenced about sex-limited traits
traits b) Accomplish the Table 5: Formative
c) Compare and contrast sex-limited Expression of Pattern
and sex-influenced traits Baldness in Humans
c) Discussion of the lesson Formative
on the sex-influenced
traits
d) True of False Quiz Formative
9 a) Compare and contrast the patterns a) Review previous lesson Formative
of non-Mendelian inheritance about sex-influenced
b) Explain how traits are influenced traits
by the environment Formative
 c) Infer patterns of inheritance in b) Do Situation Analysis
different situations Activity Formative
c) Discussion of the lesson
on the comparison
between the different Formative
patterns of non-Mendelian
inheritance
d) 5-10 Multiple Choice
Questions
Describe the location of genes in 10 a) Identify the components of a DNA a) Review previous lesson Formative
chromosomes. molecule through a quiz bee
b) Relate genes, traits, chromosomes b) Present the structure of a Formative
and DNA nucleotide through
c) Construct a model of a molecule of diagram
DNA c) Do Activity 6: DNA Formative
Modeling
d) Discussion of the lesson Formative
on the location of genes
in chromosomes
e) Summative Test Summative

Content Standards The learners demonstrate understanding of how changes in the environment may affect species extinction
Performance The learners should be able to make a multimedia presentation of a timeline of extinction of representative
Standards microorganisms, plants, and animals

Most Suggested
Week Essential Unpacked Learning *Day/ Activities/Tasks Mode of
Lesson Objectives (behavioral (List
Number Learning Competency (List down the Session in nature & SMART) down the target activities for Assessment
unpacked LCs) F2F/, Home-based/ODL, and/or (Formative & Summative)
Competency Blended)
6 Relate species Explain the importance of 1 a) Define biodiversity a) Unlock prior knowledge Formative
extinction to the biological diversity b) Differentiate the population from about the lesson through I-
failure of the community R-F Chart
populations of c) List the importance of b) Do Picture Analysis Formative
organisms to biodiversity Activity
adapt to Formative
abrupt changes
in the
environment
Assess the amount of biodiversity
and species distribution in a
community
Determine the pattern of
population distribution.
Relate species extinction to the
failure of populations of
organisms to adapt to abrupt
changes in the environment
2 a) Define species richness and
evenness
b) Determine the index of diversity
using a mathematical equation
c) Identify the possible effects of
low and high-density
populations
3 a) Identify the pattern of
population distribution using
mathematical formula
b) Describe different factors that
can affect the size and carrying
capacity of a population
c) Explain how are limiting factors
related to population density
d) Describe how a population’s
density can be used to learn
about the needs and
characteristics of that
population
4 a) Cite human activities that can
cause extinction
b) Distinguish environmental
changes that may result in the
loss of the species
c) Give the impacts of extinction
d) Identify ways to protect
biodiversity
c) Make a slogan about the
importance of biodiversity Formative
d) Discussion of the lesson
on the importance of
biological diversity. Formative
e) Essay Questions
a) Review previous lesson Formative
through open-ended
questions
b) Do Activity 1: Index of Formative
Diversity
c) Discussion of the lesson Formative
on the index of diversity
d) Problem-solving about Formative
index of diversity
a) Review previous lesson Formative
about population density
b) Do Activity 2: Measuring Formative
Population Density
c) Discussion of the lesson Formative
on the population density
d) Problem solving about Formative
population density
a) Review previous lesson by Formative
completing the statement,
“I learned…”
b) Do Activity 5: Making Formative
Predictions
c) Discussion of the lesson Formative
on the species extinction
due to the failure of
 populations of organisms
to adapt to abrupt changes
in the environment
d) Multiple Choice Questions Formative
Make a multimedia presentation of 5 a) Differentiate endangered a) Recall previous lesson Formative
a timeline of extinction of species from extinct species about population density
representative microorganisms, b) Identify some extinct b) Do Activity 3: Endangered Formative
plants, and animals microorganisms, plants and but not Extinct…yet
animals c) Video Analysis. Watch a Formative
c) List the causes of extinction of video about extinction
species d) Discussion of the lesson Formative
on the extinction of
representative
microorganisms, plants,
and animals
e) Summative Assessment Summative
(Performance Task)

Content Standards The learners demonstrate understanding of (1) the structure and function of plant parts and organelles
involved in photosynthesis (2) the structure and function of mitochondrion as the main organelle involved in
respiration
Performance The learners should be able to design and conduct an investigation to provide evidence that plants can
Standards manufacture their own food

Most Suggested
Week Essential Unpacked Learning *Day/ Activities/Tasks (List Mode of
Lesson Objectives (behavioral
Number Learning Competency (List down the Session in nature & SMART) down the target activities for Assessment
unpacked LCs) F2F/, Home-based/ODL, and/or (Formative & Summative)
Competency Blended)
7-8 Differentiate Discuss the basic features and 1 a) Describe photosynthesis a) Review prior knowledge Formative
basic features importance of photosynthesis b) Write the chemical equation of about photosynthesis
and photosynthesis through bubble map
importance of c) List the raw materials and end b) Do Picture Analysis Formative
photosynthesis products of photosynthesis Activity
and d) Give the importance of c) Discussion of the lesson Formative
respiration photosynthesis on the basic features and
 importance of
photosynthesis
d) Exit ticket Formative
Describe the structure and 2 a) Label the internal structure of a a) Review previous lesson on Formative
function of plant parts and leaf the basic features and
organelles involved in b) Identify the parts of a importance of
photosynthesis chloroplast and their functions photosynthesis
b) Do Activity 1: What are the Formative
structures involved in the
food making process in
plants?
c) Discussion of the lesson Formative
on the structure and
function of plant parts and
organelles involved in
photosynthesis
d) 5-10 items Matching Type Formative
Questions
Explain the function of the 3 a) Identify the stomata a) Review previous lesson Formative
stomata b) Describe the role of Stomata in through labeling diagram
photosynthesis b) Do Activity 2: Investigating Formative
the Leaf Stomata
c) Discussion of the lesson Formative
on the function of the
stomata
d) True or False Question Formative
Discuss the light-dependent stage 4 a) Explain what happens during a) Review previous lesson Formative
of photosynthesis the light-dependent phase of through labeling diagram
photosynthesis b) Watch Video about light- Formative
b) Discuss the 2 groups of light- dependent stage of
absorbing molecules, photosynthesis
photosystem I and photosystem c) Discussion of the lesson Formative
II on the light-dependent
c) Give the raw materials and end stage of photosynthesis
product of the light-dependent d) 5-10 Multiple Choice Formative
stage Questions
Discuss the light- independent
stage of photosynthesis
Discuss the basic features and
importance of respiration
Describe the structure and
function of mitochondrion as the
main organelle involved in
respiration
Describe the three stages of
aerobic respiration
5 a) Explain the light-independent
b) Give the raw materials and end
product of light-independent
stage
c) Discuss how sugar is formed
during the light-independent
stage of photosynthesis
6 a) Explain the cellular respiration
b) Write the chemical equation of
cellular respiration
c) Identify the raw materials and
end products of cellular
respiration
d) State the importance of cellular
respiration
7 a) Give the parts of the
mitochondrion
b) Explain the role of
mitochondrion in cellular
respiration
8 a) Identify the 3 stages of cellular
respiration and describe what
happens during each step
b) State the role of oxygen in the
aerobic respiration
a) Review previous lesson Formative
through flow chart
b) Watch Video about light- Formative
independent stage of
photosynthesis
c) Discussion of the lesson Formative
on the light-independent
stage of photosynthesis
d) 5-10 Multiple Choice Formative
Questions
a) Recall previous lesson Formative
through flow chart
b) Watch video about cellular Formative
respiration
c) Discussion of the lesson Formative
on the basic features and
importance of respiration
d) Essay Questions Formative
a) Review previous lesson Formative
through open-ended
questions
b) Do Activity 4: The Power Formative
House!
c) Discussion of the lesson Formative
on the structure and
function of mitochondrion
as the main organelle
involved in respiration
d) True- False Questions Formative
a) Review previous lesson Formative
about the structure and
function of mitochondrion
b) Do Activity 5: Let Us Formative
ReCharge!
Formative

Discuss anaerobic respiration
c) Determine the net gain in ATP
at each stage of the aerobic
pathway
9 a) Describe how alcoholic
fermentation and lactic
fermentation produce energy in
the absence of oxygen
b) Explain the industrial
significance of alcoholic
fermentation in yeast and lactic
fermentation in vertebrate
muscles
c) Discussion of the lesson
on the three stages of Formative
aerobic respiration
d) Activity-Embedded
Assessment
a) Recall previous lesson Formative
about the three stages of
aerobic respiration through
concept map
b) Watch a video about Formative
anaerobic respiration
c) Discussion of the lesson Formative
on the anaerobic
respiration
d) True or False Questions Formative
 Distinguish photosynthesis and 10 a) Explain how photosynthesis a) Review previous lesson Formative
cellular respiration and cellular respiration work about anaerobic
together to provide energy for respiration through
cellular function concept map
b) Compare and contrast b) Do Activity 6: Comparing Formative
photosynthesis and cellular Photosynthesis and
respiration through Venn Respiration
diagram c) Discussion of the lesson Formative
on the photosynthesis and
cellular respiration
d) Summative Test Summative
9 Design and Explain how plants manufacture 1 a) Sum up the processes involved a) Review previous lesson Formative
conduct an their own food in photosynthesis through word cloud
investigation to b) State the importance of glucose b) Picture Analysis Activity Formative
provide in photosynthesis c) Discussion of the lesson Formative
evidence that on the process of plants’
plants can manufacturing their own
manufacture food
their own food d) Essay Questions Formative
(Performance Discuss the evidence that plants 2 a) Identify the evidence that shows a) Recall previous lesson Formative
Task) make their own food the photosynthetic process through simple questioning
b) Conduct experiments to show b) Do Activity 3: Evidence of Formative
the evidence that plants make Photosynthesis (3A-3B)
their own food c) Discussion of the lesson Formative
on the evidence that plants
make their own food
d) Activity-Embedded Formative
Assessment
Investigate conditions for 3 a) Enumerate the factors affecting a) Review previous lesson Formative
photosynthesis the rate of photosynthesis through open-ended
b) Perform experiments involving questions
the factors affecting the rate of b) Do Activity 3: Evidence of Formative
photosynthesis Photosynthesis (3C-3E)
c) Discussion of the lesson Formative
on the factors affecting the