RAISEPlus WEEKLY PLAN FOR BLENDED LEARNING

Learning Day/ Time Materials/ Learning Learning Tasks Learning Learning Tasks
Area References Competencies Lesson Flow Face-to-Face Competencies Home-Based
Monday Science 9 Relate species REVIEW 1. The teacher will ask the students to Relate species The students will read the
Science 9 7:30 – 8:30 Learner’s Module extinction to the (Elicit) arrange the following from the extinction to the Introductory Concept and will
(9-RTB) Pages 53-55 failure of populations lowest to the highest hierarchical failure of answer the activities found in
8:30 – 9:30 of organisms to adapt taxonomic system: phylum, populations of the Science 9 Q1 LAS Week 6
(SSC 9-LA) Science 9 Q1 LAS to abrupt changes in species, genus, domain, family, organisms to adapt (Biodiversity and Evolution)
10:45 – 11:45 Week 6 (Biodiversity the environment. class, order, and kingdom. to abrupt changes in pages 1-7.
(9-AE) and Evolution) pages (S9LT-Ie-f-30) 2. The teacher will present pictures of the environment.
(Engage)
2:30 – 3:30 1-7 a banana plantation and a forest (S9LT-Ie-f-30)
(9-MJH) and a school of fish and a reef. The
3:30 – 4:30 Podcast-Based teacher will ask: What differences
(9-MFS) Lesson for Quarter 1: can you see between a banana
Week 6 (Biodiversity plantation and a forest? Between
and Evolution) a school of fish and a reef?
ACTIVATE 1. The students will be divided into
e-Book Lesson for (Explore) groups and they will perform
Quarter 1: Week 6 Activity 1: Index of Diversity (taken
(Biodiversity and from the Learner’s Module page
Evolution) 54).
(Explain) 2. Each group will answer the guide
questions and present them to the
class.
IMMERSE 1. The teacher will discuss the guide The students may also listen to
(Elaborate) questions and correct the Podcast-Based Lesson for
misconceptions if any. Quarter 1: Week 6 (Biodiversity
2. The teacher will introduce and and Evolution).
define population, biodiversity,
and index of diversity. The students may also refer to
SYNTHESIZE The teacher will ask the students: the e-Book Lesson for Quarter 1:
How does population affect Week 6 (Biodiversity and
biodiversity? Evolution).
EVALUATE The teacher will give a short test on
(Evaluate) population, biodiversity, and index of
diversity.
PLUS The students will list down examples of
(Extend) population and biodiversity that are
seen in their community.

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 RAISEPlus WEEKLY PLAN FOR BLENDED LEARNING
Learning Day/ Time Materials/ Learning Learning Tasks Learning Learning Tasks
Area References Competencies Lesson Flow Face-to-Face Competencies Home-Based
Tuesday Science 9 Relate species REVIEW 1. The teacher will name samples of Relate species The students will read the
Science 9 7:30 – 8:30 Learner’s Module extinction to the (Elicit) population and biodiversity. The extinction to the Introductory Concept and will
(9-RTB) Pages 56-57 failure of populations students will identify if the given failure of answer the activities found in
8:30 – 9:30 of organisms to adapt example is for population or for populations of the Science 9 Q1 LAS Week 6
(SSC 9-LA) Science 9 Q1 LAS to abrupt changes in biodiversity. organisms to adapt (Biodiversity and Evolution)
10:45 – 11:45 Week 6 (Biodiversity the environment. (Engage) 2. The teacher will give this scenario: to abrupt changes in pages 1-7
(9-AE) and Evolution) pages (S9LT-Ie-f-30) A number of animals like giraffes the environment.
2:30 – 3:30 1-7 and zebras are placed in an area. (S9LT-Ie-f-30)
(9-MJH) There are plenty of plants to serve
3:30 – 4:30 Podcast-Based as food for the giraffe and zebra
(9-MFS) Lesson for Quarter 1: populations. The herd of giraffe
Week 6 (Biodiversity and zebra are assumed to be
and Evolution) healthy and begin to multiply
faster as expected. Predict what
e-Book Lesson for will happen if the giraffe and zebra
Quarter 1: Week 6 population continues to increase
(Biodiversity and in the park area.
Evolution) ACTIVATE 1. Divide the class into groups with
(Explore) three (3) students for each group.
They will answer Activity 2:
Measuring Population Density
(taken from the Learner’s Module The students may also listen to
page 56). the Podcast-Based Lesson for
2. Each group will answer the guide Quarter 1: Week 6 (Biodiversity
(Explain)
questions and present them to the and Evolution).
class.
IMMERSE 1. The teacher will discuss the guide The students may also refer to
(Elaborate) questions and correct the e-Book Lesson for Quarter 1:
misconceptions if any. Week 6 (Biodiversity and
2. The teacher will discuss limiting Evolution).
factors and carrying capacity.
SYNTHESIZE The teacher will ask the students:
1. How are the limiting factors
related to population density?
2. What will happen if the
population size rises above the
carrying capacity?
EVALUATE The teacher will give a short test on

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(Evaluate) population density, limiting factors, and
carrying capacity.
PLUS Look for a particular area in your
(Extend) neighborhood. Determine the
population densities of organisms found
in that area. Present your answers using
the table in your activity.

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 RAISEPlus WEEKLY PLAN FOR BLENDED LEARNING
Learning Day/ Time Materials/ Learning Learning Tasks Learning Learning Tasks
Area References Competencies Lesson Flow Face-to-Face Competencies Home-Based
Wednesday Science 9 Relate species REVIEW 1. The teacher will ask the students to Relate species The students will read the
Science 9 7:30 – 8:30 Learner’s Module extinction to the (Elicit) define limiting factors and carrying extinction to the Introductory Concept and will
(9-RTB) Pages 58-59 failure of populations capacity in their own words. failure of answer the activities found in
8:30 – 9:30 of organisms to adapt (Engage) 2. The teacher will show images of populations of the Science 9 Q1 LAS Week 6
(SSC 9-LA) Science 9 Q1 LAS to abrupt changes in extinct animals such as dinosaurs, organisms to adapt (Biodiversity and Evolution)
10:45 – 11:45 Week 6 (Biodiversity the environment. woolly mammoth, and Tasmanian to abrupt changes in pages 1-7
(9-AE) and Evolution) pages (S9LT-Ie-f-30) tiger. What can you say about the environment.
2:30 – 3:30 1-7 these pictures? (S9LT-Ie-f-30)
(9-MJH) ACTIVATE 1. Create teams of seven (7)
3:30 – 4:30 Podcast-Based (Explore) members. Each team will perform
(9-MFS) Lesson for Quarter 1: Activity 3: Endangered but not
Week 6 (Biodiversity Extinct… Yet. (taken from the
and Evolution) Learner’s Module page 58).
(Explain) 2. Each group will answer the guide
e-Book Lesson for questions and present them to the
Quarter 1: Week 6 class.
(Biodiversity and IMMERSE 1. The teacher will discuss the guide
Evolution) (Elaborate) questions and correct
misconceptions if any.
2. The teacher will discuss the
differences and will give examples
of threatened, endangered, and The students may also listen to
extinct species. the Podcast-Based Lesson for
3. The teacher will present existing Quarter 1: Week 6 (Biodiversity
environmental laws that aim to and Evolution).
conserve and protect wildlife
resources. The students may also refer to
SYNTHESIZE The teacher will ask the students: the e-Book Lesson for Quarter 1:
In what way does failure of organisms Week 6 (Biodiversity and
to adapt to changes in the Evolution).
environment contribute to species
extinction?
EVALUATE The teacher will give a short test on
(Evaluate) threatened, endangered, and extinct
species.
PLUS Make a multimedia presentation of a
(Extend) timeline of the extinction of
representative microorganisms, plants,

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 and animals.

RAISEPlus WEEKLY PLAN FOR BLENDED LEARNING

Learning Day/ Time Materials/ Learning Learning Tasks Learning Learning Tasks
Area References Competencies Lesson Flow Face-to-Face Competencies Home-Based
Thursday Science 9 Relate species REVIEW 1. The teacher will present an activity Relate species The students will read the
Science 9 7:30 – 8:30 Learner’s Module extinction to the (Elicit) wherein the students will extinction to the Introductory Concept and will
(9-RTB) Pages 60-68 failure of populations unscramble the letters to form the failure of answer the activities found in
8:30 – 9:30 of organisms to adapt word that is being described. These populations of the Science 9 Q1 LAS Week 6
(SSC 9-LA) Science 9 Q1 LAS to abrupt changes in words include SPECIES, organisms to adapt (Biodiversity and Evolution)
10:45 – 11:45 Week 6 (Biodiversity the environment. POPULATION, ENDANGERED, to abrupt changes in pages 1-7
(9-AE) and Evolution) pages (S9LT-Ie-f-30) THREATENED, AND EXTINCT. the environment.
2:30 – 3:30 1-7 2. The teacher will present the (S9LT-Ie-f-30)
(Engage)
(9-MJH) scenario given in Activity 4: Making
3:30 – 4:30 Podcast-Based Predictions from page 60 of the
(9-MFS) Lesson for Quarter 1: Learner’s Module. Scenario:
Week 6 (Biodiversity Imagine that you and your friends
and Evolution) are being sent to explore two
islands. The islands are very
e-Book Lesson for similar in size, age, and location.
Quarter 1: Week 6 But one has a human population
(Biodiversity and and the others do not. Predict
Evolution) what you will see on each island.
3. The teacher will ask: How would
you explain the differences that
you will see on each island?
ACTIVATE 1. The teacher will divide the class The students may also listen to
(Explore) into groups. Each group will be the Podcast-Based Lesson for
given two pictures. Their task is to Quarter 1: Week 6 (Biodiversity
describe what they see in the and Evolution).
picture. (The pictures show human
activities which have negative The students may also refer to
impacts on the environment and the e-Book Lesson for Quarter 1:
wildlife species.) Week 6 (Biodiversity and
2. Each group should also be able to Evolution).
cite the effects of these activities
on the environment and wildlife
species.
3. The students will present their
(Explain) answers to the class.

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 IMMERSE 1. The teacher will provide additional
(Elaborate) information or correct
misconceptions, if necessary.
2. The teacher will present other local
and environmental issues which
were not included in the activity.
3. The teacher will discuss
sustainable development.
SYNTHESIZE The teacher will ask the students:
What will happen to the environment
and the wildlife species if these human
activities persist for a longer period of
time?
EVALUATE The teacher will give a short test on
(Evaluate) human activities and their effects to the
environment and wildlife species.
PLUS The students will draw an
(Extend) environmental issue that they can
observe in their community. They will
explain how this affects the
environment and the organisms around
it.

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 RAISEPlus WEEKLY PLAN FOR BLENDED LEARNING
Learning Day/ Time Materials/ Learning Learning Tasks Learning Learning Tasks
Area References Competencies Lesson Flow Face-to-Face Competencies Home-Based
Friday Printed Summative Relate species REVIEW 1. The teacher will administer the Relate species The students will answer the
Science 9 7:30 – 8:30 Test for Week 6 extinction to the (Elicit) summative test for Week 6 extinction to the Printed Summative Test for
(9-RTB) (Biodiversity and failure of populations (Biodiversity and Evolution) to the failure of Week 6 (Biodiversity and
8:30 – 9:30 Evolution) of organisms to adapt students. populations of Evolution).
(SSC 9-LA) to abrupt changes in (Engage) 2. After answering, the summative organisms to adapt
10:45 – 11:45 Summative Test the environment. test will be checked and recorded. to abrupt changes in The teacher can administer the
(9-AE) using Socrative (S9LT-Ie-f-30) the environment. summative test using Socrative,
2:30 – 3:30 (S9LT-Ie-f-30) if applicable.
(9-MJH) ACTIVATE
3:30 – 4:30 (Explore)
(9-MFS)

(Explain)
IMMERSE
(Elaborate)

SYNTHESIZE

EVALUATE
(Evaluate)

PLUS
(Extend)

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