Science 9 - Learning Plan

IMMACULATE CONCEPTION ACADEMY
of Sta. Maria, Bulacan, Philippines Inc.

Marian Road, Poblacion, Sta. Maria, Bulacan
E-mail: icasmb@gmail.com / Landline #: (044) 268 -7720
LEARNING PLAN
S.Y. 2022 - 2023
SUBJECT: SCIENCE 9 CONTENT STANDARD PERFORMANCE STANDARD COMPETENCIES:

QUARTER: 1ST The learner demonstrates The learner is able to summarize the The learner:
understanding of key concepts function of circulatory and respiratory
TIME FRAME: 6 WEEKS
on how respiratory and system, certain types deviate from 1. Identify the different parts of the respiratory and the
SECTIONS: circulatory systems function circulatory systems.
Mendelian genetics; ways on
TOPICS: BIOLOGY together; how certain types
deviate from Mendelian preserving species become extinct and
2. Explain how the respiratory and the circulatory
genetics; how species become endangered; and process energy
systems work together to transport nutrients, gases,
extinct and endangered; and through photosynthesis and and other molecules to and from the different parts of
how organisms process energy respiration. the body.
through photosynthesis and
respiration. 3. Describe the location of genes in chromosomes
4. Explain the different patterns of non-Mendelian

inheritance
5. Enumerate the natural and anthropogenic reasons

for extinction
6. Identify ways of preserving biodiversity

7. Differentiate the basic concepts and the

importance of photosynthesis and respiration
8. Determine the structure and function of

mitochondrion in the process of respiration
21ST CENTURY SKILLS STRATEGIES LEARNING RESOURCES: REFERENCE/S:

Learning and Innovation Skills:  Textbook
 Cooperative learning  Science in Everyday Living 9
1. Creativity  Visual Aids
 Games/drills  https://www.proprofs.com/quiz-school/build/?
- Thinking creatively  PowerPoint Presentation
- Working creatively with  Pair Activity id=3292298
 Worksheets
others  Problem-based learning
2. Critical Thinking  Discussions
- Reason effectively  Brainstorming
- Reflecting and concluding
accurately  Media Integration
3. Communication
- Peer tutoring
4. Collaboration
- Group Cooperation
Information, Media and Technology

Skills
1. Media Literacy
- Use of technology in
different activities
Life and Career Skills

1. Initiative and Self-direction
2. Leadership and Responsibility
3. Socialization
ESSENTIAL / UNIT QUESTION:

1. How does the circulatory system connect with the respiratory system?
2. What are the different patterns of inheritance that deviate from Mendel’s observations?
3. How do these non-Mendelian patterns describe the process of genetics?
ENDURING UNDERSTANDING:
Students will understand that circulatory system connect with the respiratory system because the respiratory tract filters the air and separates the oxygen from the
particles of dust and other gases. Once oxygen has been processed, the alveoli in your lungs transmit oxygen particles into the bloodstream and receive the carbon
dioxide.
TRANSFER GOAL
The students on their own and in the long run will be able to apply their learning in respiratory and circulatory system.
PERFORMANCE TASK IN GRASPS FORM
GOAL - Your goal is to to describe what makes air go in and out of the lungs using bottles, straw and colored water.
ROLE - You have been ask to be the participant
AUDIENCE - Your audience are your classmates

SITUATION – You will create a representation of lungs and do the process of breathing
PRODUCT/S - You will submit the representation of lungs
STANDARDS - Your representation of lungs must consider the following standards; creativity, durability and presentation.
RUBRICS
RUBRICS FOR GRADING THE FLIP CARDS
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING RATING

CRITERIA
4 3 2 1
All of the designs are

Most of the designs are Some of the designs are None of the design is
appropriate to the
Creativity appropriate to the appropriate to the appropriate to the
representation of
representation of lungs. representation of lungs. representation of lungs.
lungs.
All parts of the Some parts of the

Most parts of the None of the
representation of representation of lungs
Durability representation of lungs representation of lungs
lungs are well-made are well-made and
are well-made and sturdy. was well-made or sturdy.
and sturdy. sturdy.
All of the process in Most of the process in Some of the process in

None of the process in
Presentation breathing will be breathing will be breathing will be
breathing will be
explained. explained. explained.
explained.
Total Rating
ACTIVITIES AND ASSESSMENTS

 Identifying the respiratory and circulatory diseases (Individual work)
ACQUISITION  Identifying how photosynthesis undergone the different process. (Individual work)
 Creating a slogan about detention and treatment of respiratory and circulatory diseases. (Individual work)
MAKE MEANING  Showing the cross between a hemophiliac man and a woman who is a carrier. (Group work)
SCAFFOLD
TRANSFER MINI TASK 1: Listing the kinds of exercises that benefits the respiratory and circulatory system. (Individual work)
MINI TASK 2: Create a karyotype out of a sample set of human chromosomes. (Group work)
MINI TASK 3: Make a short report about natural causes of extinction. (Individual work)
ICA is committed to develop and equip learners with the 5Cs: Critical Thinking, where the learners will be able to analyze and
INSTITUTIONAL CORE evaluate ideas; Communication, where the learners will be able to express their opinions and experiences; Collaboration, where
VALUES the learners will be able to collect and share information to others; Creativity, where the learners will be able to use their
imagination to create new ideas and Christian Values, where the learners will be able to reflect and apply the importance of the
lesson in real life.
LEARNING PLAN
S.Y. 2022 - 2023

QUARTER: 2nd The learner demonstrates The learner is able to show that the The learner:
understanding of key concepts chemical structure of matter composed of
TIME FRAME: 6 WEEKS
on chemical structure of matter, different element interacts with each other. 1. Explain the formation of ionic and covalent bonds
SECTIONS: how the particles within atoms
TOPICS: CHEMISTRY function and interact, how 2. Explain properties of metals in terms of their
atoms are bounded to form structure
compounds, how they become
interdependent and how they 3. Explain how the structure of the carbon atom
are measured. affects the type of bonds it forms
4. Determine the chemical and structural formulas of

carbon compounds
5. Determine the percentage composition of a

compound given its chemical formula and vice versa
6. Identify the empirical and molecular formulas of a

compound

 Worksheets
3. Communication
- Peer tutoring
4. Collaboration
- Group Cooperation

Skills
2. Media Literacy

6. Socialization

1. How does the atomic models improve with the development of the atomic theory?
2. What do the quantum numbers correspond to in the electronic structure of atoms?
3. How do atoms form bonds?
Students will understand the key concepts on chemical structure of matter, how the particles within atoms function and interact, how atoms are bounded to form
compounds, how they become interdependent and how they are measured.
TRANSFER GOAL
The students on their own and in the long run will be able to apply their learning about the structure of matter.
GOAL - Your goal is to describe how the particles within atoms function and interact.
ROLE - You have been asked to be the participant
SITUATION – You will create a representation of atomic model
PRODUCT/S - You will submit the representation of atomic model
STANDARDS - Your representation of atom must consider the following standards; creativity, durability and presentation.
RUBRICS

CRITERIA
4 3 2 1
All of the designs are Most of the designs are Some of the designs are None of the design is
appropriate to the appropriate to the appropriate to the appropriate to the
Creativity
representation of representation of atomic representation of atomic representation of atomic
atomic model. model. model. model.
All parts of the

Most parts of the Some parts of the None of the
representation of
representation of atomic representation of atomic representation of atomic
Durability atomic model are
model are well-made and model are well-made model was well-made or
well-made and
sturdy. and sturdy. sturdy.
sturdy.
All of the process on Some of the process on
Most of the process on
how the particles how the particles within None of the process on
how the particles within
Presentation within atoms function atoms function and how the particles within
atoms function and
and interact will be interact will be atoms function and
interact will be explained.
explained. explained. interact will be explained.
Total Rating

 Identify the Bohr model of the atom improved on Rutherford’s atomic model (Individual work)
ACQUISITION  Identify the electron configuration and quantum numbers of elements. (Individual work)
 Creating an atomic model (Individual work)

MAKE MEANING  Showing the different element with the following quantum numbers. (Group work)
SCAFFOLD
TRANSFER MINI TASK 1: Write the electronic configuration of the following elements.
MINI TASK 2: Identify the parts of the volcano and describe each part. (Group work)
MINI TASK 3: Make a short report about the types of volcanos. (Group work)
LEARNING PLAN
S.Y. 2022 - 2023

QUARTER: 3rd The learner demonstrates The learner is able to design a plan for The learner:
understanding of key concepts possible climate activities and make a
TIME FRAME: 7 WEEKS
of how volcanic eruptions and representation of constellation in the 1. Identify the volcanoes located in the Philippines
SECTIONS: climate activities contribute to sky.
TOPICS: EARTH AND the ever-changing jigsaw 2. Describe the different types of volcanoes according
SPACE puzzle that is Earth, also look to volcanic activity, shape and explosiveness
beyond the planet to discuss
the characteristics and 3. Explain how different factors affect the climate over
classifications of stars and to an area
explore the constellations
4. Describe the climatic phenomena that occur on a
global level
5. Infer the characteristics of other stars, based on the

characteristics of the sun
6. Identify the position of a constellation in the course

of a night

 Worksheets
3. Communication
- Peer tutoring
4. Collaboration
- Group Cooperation

Skills
3. Media Literacy

9. Socialization

4. How do volcanoes form?
5. What are the factors that affect the climate of an area?
6. How are heavenly bodies classified as stars?
Students will design a plan for possible climate activities and make a representation of constellation in the sky.
TRANSFER GOAL
The students on their own design a plan for possible climate activities and make a representation of constellation in the sky.
GOAL - Your goal is to demonstrates understanding of key concepts of how volcanic eruptions and climate activities contribute to the ever-changing jigsaw puzzle that is Earth, also
look beyond the planet to discuss the characteristics and classifications of stars and to explore the constellations.
SITUATION – You will create a representation of volcano and constellations.
PRODUCT/S - You will submit the representation of volcano and constellations.
STANDARDS - Your representation of volcano and constellation must consider the following standards; creativity, durability and presentation.
RUBRICS

CRITERIA
4 3 2 1
All of the designs are Some of the designs are

Most of the designs are None of the design is
appropriate to the appropriate to the
Creativity representation of representation of
representation of volcano representation of volcano
volcano and volcano and
and constellations model. and constellations model.
constellations model. constellations model.
All parts of the
Some parts of the
representation of Most parts of the None of the
representation of
volcano and representation of volcano representation of volcano
Durability volcano and
constellations model and constellations model and constellations model
constellations model are
are well-made and are well-made and sturdy. was well-made or sturdy.
well-made and sturdy.
sturdy.
All of the process on Most of the process on Some of the process on
None of the process on
planning for possible planning for possible planning for possible
Presentation planning for possible
climate activities climate activities climate activities
climate activities
explained.
Total Rating

 Identify the volcanoes located in the Philippines (Individual work)
ACQUISITION  Identify the position of a constellation in the course of a night. (Individual work)
 Creating a volcano model (Individual work)

MAKE MEANING  Describe the different factors affect the climate over an area (Group work)
SCAFFOLD
TRANSFER MINI TASK 1: Identify ways of reducing energy consumption. ( Individual work)
MINI TASK 2: Cite the different methods of harnessing energy from beneath Earth. (Individual work)
MINI TASK 3: Create an advertising campaign that suggests ways of mitigating the effects of climate change (Group work)
LEARNING PLAN
S.Y. 2022 - 2023

QUARTER: 4th The learner demonstrates The learner is able to solve the The learner:
understanding of the free fall projectile motion of an object and the
TIME FRAME: 7 WEEKS
and projectile motion, law of conservation of mechanical 1. Describe the horizontal and vertical motions of a
SECTIONS: momentum and impulse, work projectile
energy
TOPICS: PHYSICS and energy, and electricity and
magnetism 2. Investigate the effect of the initial angle of
projection and initial velocity on the height and range
of the projectile
3. Define momentum and impulses and state their

theorems
4. Relate impulse and momentum to collisions of

objects
5. Explain energy transformation in various

activities/events
6. Infer that the total mechanical energy remains the

same during any process
7.Construct a model to demonstrate that heat can do

work
8. Explain how heat transfer and energy

transformation make heat engines like internal engine
combustion work

 Worksheets
3. Communication
- Peer tutoring
4. Collaboration
- Group Cooperation

Skills
4. Media Literacy

12. Socialization

7. What are the two types of projectile motion?
8. What is the Law of Conservation of Linear Momentum?
9. How is mechanical energy conserved?
Students will able to solve the projectile motion of an object and the law of conservation of mechanical energy.
TRANSFER GOAL
The students on their own demonstrates understanding of the free fall and projectile motion, momentum and impulse, work and energy, and electricity and magnetism.
GOAL - Your goal is to demonstrates the free fall and projectile motion, momentum and impulse, work and energy, and electricity and magnetism

SITUATION – You will perform activities to demonstrate conservation of mechanical energy

PRODUCT/S - You will submit the activities that demonstrate conservation of mechanical energy
STANDARDS - Your representation of activities to demonstrate conservation of mechanical energy must consider the following standards; creativity and presentation.
RUBRICS

CRITERIA
4 3 2 1
All of the designs are

Most of the designs are Some of the designs are
appropriate to the None of the design is
activities to appropriate to the
Creativity activities to demonstrate activities to demonstrate
demonstrate activities to demonstrate
conservation of conservation of
conservation of conservation of
mechanical energy mechanical energy
mechanical energy mechanical energy
All parts of the
activities to Most parts of the Some parts of the
None of the activities to
demonstrate activities to demonstrate activities to demonstrate
demonstrate conservation
Durability conservation of conservation of conservation of
of mechanical energy
mechanical energy mechanical energy are mechanical energy are
was well-made or sturdy.
are well-made and well-made and sturdy. well-made and sturdy.
sturdy.
All of the activities to Some of the activities to
Most of activities to
demonstrate demonstrate None of the activities to
demonstrate conservation
Presentation conservation of conservation of demonstrate conservation
of mechanical energy
mechanical energy mechanical energy of mechanical energy
explained.
Total Rating

 Identify what is projectile motion (Individual work)
ACQUISITION  Identify what is free fall (Individual work)
 Creating an activity that determine the factors that significantly affect the rate of fall of objects (Group work)
MAKE MEANING  (Individual work)
SCAFFOLD
TRANSFER MINI TASK 1: Differentiate elastic and inelastic collision?

MINI TASK 2: Identify the two types of projectile motion. (Individual work)
MINI TASK 3: Create a slogan to promotes electrical safety or suggests ways to lower electric bills (Group work)

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IMMACULATE CONCEPTION ACADEMY

of Sta. Maria, Bulacan, Philippines Inc.

SUBJECT: SCIENCE 9 CONTENT STANDARD PERFORMANCE STANDARD COMPETENCIES:

4. Explain the different patterns of non-Mendelian

5. Enumerate the natural and anthropogenic reasons

6. Identify ways of preserving biodiversity

7. Differentiate the basic concepts and the

8. Determine the structure and function of

21ST CENTURY SKILLS STRATEGIES LEARNING RESOURCES: REFERENCE/S:

Information, Media and Technology

Life and Career Skills

ESSENTIAL / UNIT QUESTION:

ROLE - You have been ask to be the participant

AUDIENCE - Your audience are your classmates

PRODUCT/S - You will submit the representation of lungs

RUBRICS FOR GRADING THE FLIP CARDS

OUTSTANDING SATISFACTORY DEVELOPING BEGINNING RATING

All of the designs are

All parts of the Some parts of the

All of the process in Most of the process in Some of the process in

ACTIVITIES AND ASSESSMENTS

SUBJECT: SCIENCE 9 CONTENT STANDARD PERFORMANCE STANDARD COMPETENCIES:

4. Determine the chemical and structural formulas of

5. Determine the percentage composition of a

6. Identify the empirical and molecular formulas of a

21ST CENTURY SKILLS STRATEGIES LEARNING RESOURCES: REFERENCE/S:

Information, Media and Technology

Life and Career Skills

ESSENTIAL / UNIT QUESTION:

ROLE - You have been asked to be the participant

AUDIENCE - Your audience are your classmates

SITUATION – You will create a representation of atomic model

PRODUCT/S - You will submit the representation of atomic model

RUBRICS FOR GRADING THE FLIP CARDS

OUTSTANDING SATISFACTORY DEVELOPING BEGINNING RATING

All parts of the

ACTIVITIES AND ASSESSMENTS

 Creating an atomic model (Individual work)

SUBJECT: SCIENCE 9 CONTENT STANDARD PERFORMANCE STANDARD COMPETENCIES:

5. Infer the characteristics of other stars, based on the

6. Identify the position of a constellation in the course

21ST CENTURY SKILLS STRATEGIES LEARNING RESOURCES: REFERENCE/S:

Information, Media and Technology

Life and Career Skills

ESSENTIAL / UNIT QUESTION:

ROLE - You have been asked to be the participant

AUDIENCE - Your audience are your classmates

SITUATION – You will create a representation of volcano and constellations.

PRODUCT/S - You will submit the representation of volcano and constellations.

RUBRICS FOR GRADING THE FLIP CARDS

OUTSTANDING SATISFACTORY DEVELOPING BEGINNING RATING

All of the designs are Some of the designs are

ACTIVITIES AND ASSESSMENTS

 Creating a volcano model (Individual work)

SUBJECT: SCIENCE 9 CONTENT STANDARD PERFORMANCE STANDARD COMPETENCIES:

3. Define momentum and impulses and state their

4. Relate impulse and momentum to collisions of

5. Explain energy transformation in various

6. Infer that the total mechanical energy remains the

7.Construct a model to demonstrate that heat can do

8. Explain how heat transfer and energy

21ST CENTURY SKILLS STRATEGIES LEARNING RESOURCES: REFERENCE/S: