School Grade Level 9

DAILY LESSON Teacher Learning SCIENCE

LOG Area
Teaching Dates and Time Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
 The learners demonstrate understanding of how the different structures of the respiratory and circulatory systems work together to transport oxygen-rich
blood and nutrients to the different parts of the body

 Prevention, detection, and treatment of diseases affecting the respiratory and circulatory systems

B. Performance Standard
 The learners should be able to conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory
systems based on the data gathered from the school or local health workers

C. Learning
Competency/Objectives
 Identify the key parts of
the breathing system
 Describe the function of
each parts of the
breathing systems
S9LT-Ia-b-26
 Explain how the  Describe blood flows  Identify the component  Identify the composition
lungs work and gas exchange with of the circulatory system of the blood
the heart, circulatory  Name and compare the
 Describe how the system and lungs  Explain the different different types of blood
movement of types of circulation vessels
diaphragm helps the  Explain the
air to go in and out of mechanism of how
the lungs the respiratory and
circulatory system
work together

II. CONTENT
Respiratory parts and functions Main Respiratory organ - Respiratory and Circulatory organs Blood and Blood vessels
Lungs Circulatory system Type of circulation
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
Pp. 2-3 Pp. 4-5 Pp. 6-7 Pp.8-10 Pp. 9-11
2. Learner’s Materials pages
Pp. 2-4 Pp. 5-7 Pp.8-9 Pp. 10-11 Pp. 12-13
3. Textbook pages
E- biology pp.241-242 E-biology pp. 245 248
4. Additional Materials
from Learning
Resource
5. (LR)portal
B. Other Learning Resource https://www.youtube.com/ https://www.youtube.com/ https://www.youtube.com/
watch?v=DCVIEMNPE1E watch?v=_FLjj_Z7SkA watch?v=_FLjj_Z7SkA

IV. PROCEDURES

A. Reviewing previous Recall the different levels of Review the organs of Recall how the lungs work Review the blood flow and gas Recall the three major organs
lesson or presenting the organization in the human Respiratory system in the exchange of gases in exchange within the respiratory of circulatory system.
new lesson body and the mechanism respiration process and circulatory system.
involve in it

B. Establishing a purpose for Discuss the functions of Explain how lungs work and Discuss the blood flow and Name and discuss the Describe and give the functions
the lesson respiratory system describe how the movement gas exchange within the components of circulatory of the different components of
of the diaphragm help the air circulatory and respiratory system the blood.
go system
in and out of the lungs
.
C. Presenting Present the chart or model of Show pictures of the main Using the learners manual Refer to figure 9 page 15 of Show pictures of blood
examples/Instances of the the respiratory organs and respiratory organ- Lungs page 9 the students will learner’s module study the composition.
new lesson explain their functions trace the gas exchange different parts of circulatory Watch the video about blood
activity system to visualize each types
component.
 D. Discussing new Explain the procedure of
concepts and practicing activity 1 and the expected
new skills # 1 learning outcome
E. Discussing new The students will perform the
concepts and practicing Activity 1 What a bunch of
new skills # grapes. (P.4 learners module)
2 (pp.5-7 learners module)
F. Developing mastery Let the students label the parts
and give the functions of
human respiratory system.
G. Finding practical Call student to explain what
application of will happen if one part of the
concepts and skills in system fails to carry out its
daily living function properly
H. Making Video showing about human
generalizations and respiratory parts and functions
abstractions about (the students will watch the
the lesson video)
I. Evaluating learning The students will answer Part
B of activity 1 p.5
The teacher will explain and Discuss the procedure and Compare the three types of Using microscope the students
demonstrate how to make the the materials needed for the blood circulation will focus human blood cells
model of human chest cavity activity
The students perform The students will do the Video showing the animated
Activity 2 activity 3 outside the flow of blood to the different
Bottled balloons classroom. Page 8 learners parts of the body.
module
The students will Discuss the answers of the Fill in the missing parts, Let the students give the
demonstrate breathing given questions in activity description, and functions to functions of blood components
process (Inhale and exhale) 3 complete the entire concept and compare the blood vessels
and make comparison of the mapping of circulatory system
movement of diaphragm page 13 learners module
muscles.
Point out the importance of Demonstrate ways of taking Let the students discuss the use Let the students infer what
living a healthful life style. care respiratory system and importance of would happen if the blood
sphygmomanometer and stopped to flow
stethoscope.
Let the students discuss Ask the students to Ask the students to enumerate Let the students answer the
how the movement of the describe the blood flow and the parts of the blood and their question.
diaphragm cause the air in gas exchange with the heart functions What are the blood vessels and
and out of the lung and lungs. how are they differ?
Evaluation of the constructed Answer the given questions Evaluate the students learning Let the students answer short
model of the human chest on page 9. of concepts of circulatory quiz
activity system by answering the
graphic
 organizer, page 13 of learner’s
module.

J. Additional activities Do the Enrichment activity Invite the school nurse to

for application or page 10 of learners module demonstrate how to get blood
remediation pressure.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial lessons
work? No. of learners
who have
caught up with the lesson

D. No. of learners who

continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?
 School Grade Level 9
DAILY LESSON Teacher Learning SCIENCE
LOG Area
Teaching Dates and Time Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
 The learners demonstrate understanding of how the different structures of the respiratory and circulatory systems work together to transport oxygen-rich
blood and nutrients to the different parts of the body

 Prevention, detection, and treatment of diseases affecting the respiratory and circulatory systems

B. Performance Standard
 The learners should be able to conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory
systems based on the data gathered from the school or local health workers

C. Learning S9LT-Ia-b-26 S9LT-Ia-b-27

Competency/Objectives
 Identify the parts and  Measure and  Explain the negative  Identify ways of  Appreciate the
functions of the heart describe pulse rate effects of Cigarette detecting and preventing importance of a healthy
after several smoking on the diseases in respiratory lifestyle in avoiding such
 Observe and different activities respiratory and and circulatory system disease
describe how the circulatory system
heart function  Explain how to use  Identify which health  Infer how one’s
different time  Identify and describe habits keep the lifestyle can affect the
 Explain how the interval to measure the symptoms of the respiratory and functioning of the
blood is pumped by the heart rate common ailments of circulatory system respiratory and
the heart respiratory and healthy. circulatory system
circulatory system

II. CONTENT
Parts and functions of the heart Heart rate Respiratory and Making Respiratory and Making Respiratory and
Circulatory disorders Circulatory system healthy Circulatory system healthy
III.
LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages

Pp. 9-10 Pp. 11- 12 Pp. 12 -13 Pp. 13 -14 Pp. 14-15
2. Learner’s Materials
pages Pp. 13-15 Pp. 17-18 Pp. 18-19 Pp.21- 22 Pp. 21-23

3. Textbook pages Phoenix Biology 167-169

4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning https://www.youtube.com/ https://www.youtube.com https://www.youtube.com/ https://www.youtube.com/
Resource watch?v=zrFQteTyTPc /watch?v=r-m27szUFjO watch?v=fF7SNcw7kyQ watch?v=0aNNYEUARAk

IV. PROCEDURES

A. Reviewing previous lesson Recall the organs of circulatory Let the students recall the Recall blood circulation Review the common Ask the students to give what
or presenting the new lesson system parts of Human Heart Respiratory and circulatory are the different ways on how
ailments to make respiratory and
circulatory system healthy

B. Establishing a purpose for
the lesson
Do you know how big your
heart is? Its just big as your fist
Discuss Heartbeat and Ask the students to explain
demonstrate how to measure this quotation “Smokers
pulse beat. never grow old but they just
die young “
Discuss way of detecting and Discuss the importance of
preventing diseases. and the healthy lifestyle
healthy habits to keep the
respiratory and circulatory
system healthy

C. Presenting Bring out your books and the students to tell where Show the picture of smokers Cite some government show pictures of different
examples/Instances of the identify the detailed parts of the the sound of their heart is body and call students to agencies that can help and lifestyle and ask the students
new lesson human heart coming from. describe give information in to give the positive and
preventing diseases negative effect to one’s
life

D. Discussing new concepts
and practicing new skills #
E. Discussing new
concepts
practicing new skill
#2
F. Developing mastery
G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
Let the students dissect the
chicken heart and identify the
parts of the heart
Do Activity 5
Pump it
Discuss how the blood pump
by the heart
We believe that heart is the
center of emotions. How can
you control your emotions ?
so that you will
influence others in positive
way.
Label the parts of the heart
In doing the activity, remind Do Activity 7 Cigarette
the students to choose only Smoking Is Dangerous to
the physical activities that your Health
they can tolerate so as to
avoid injury or strain. Watch video on effect of
smoking on the human
respiratory and
circulatory system
The Students will do go out Ask the students to write
from the classroom to some of the common
perform the Activity 6 The ailments of Respiratory and
Rhythm of My Heart circulatory system
.page 11
After discussing the ideas
Discuss the answers from the within the group, stick and
given questions of Activity 6 organize all the responses
page 12 which falls under the
respiratory and
circulatory system
Let the students explain how Let the students suggest the
nicotine in cigarette tobacco different ways how to take
affects breathing rate when it care of the circulatory
enters the bloodstream. system
After exercise, the heart rate The students will describe
increases and eventually and give the symptoms of
returns to resting pulse. the common ailments of
Therefore shorter interval is the circulatory system
needed.
Watch the video Harmful
effects of tobacco on the
human heart
Perform the activity 8
Prevention is Better that cure
Let the students relate their
personal experiences to the
topic to have more meaningful
discussion on prevention
Appreciate the importance of
healthy lifestyle avoiding
such diseases.
Discuss the best way to prevent
diseases in the respiratory and
circulatory systems to have
healthy lifestyle, like balance
diet, regular exercise avoid
cigarette smoking.
The students will cut out
different examples of unhealthy
lifestyles from old magazines
or news papers and create a
collage in your notebook.
Discuss the answers of
questions given on page 23
Learners module
Negative lifestyle weakens
your system while healthy
lifestyle leads to complete
wellness.
Vices, stressful environment,
and unhealthy eating habits
can cause various diseases
specifically of the respiratory
and circulatory systems.
I. Evaluating learning Short quiz ( formative test) Compare the students Give 5 item multiple Answer the missing word on Summative Assessment 10
resting pulse with their choice test page 22 of learner’s module. items multiple choice test
pulse after the given
activities.
Visit other school clinic or
J. Additional activities for your family doctor and
application or remediation interview them about the
common ailments that affect
the respiratory and
circulatory system
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the
evaluation
B. No. of learners who
require additional
activities for remediation who
scored below 80%
C. Did the remedial lessons
work? No. of learners who
have caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 School Grade Level 9
DAILY LESSON Teacher Learning Area SCIENCE
LOG Teaching Dates and Time Quarter FIRST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard 1. How genetic information is organized in genes on chromosome;
2. Traits of organism are inherited through different patterns of inheritance.
B. Performance Standard
C. Learning S9LT-Id-28(describe the location of genes in chromosomes)
Competency/Objectives S9LT-Id-29 (explain the different patterns of Non Mendelian Inheritance)
 Create a K-W-L  Explain the  Analyze problem  Describe Multiple  Describe how sex
Chart to asses prior incomplete regarding Alleles pattern of in humans is
knowledge dominance pattern codominance inheritance using determined
 Measure the of inheritance  Create a Punnett ABO blood type  Draw a Punnett
students’ prior  Illustrate by means of square to show the  Infer the unknown square to explain
knowledge Punnett square a inheritance of phenotypes of how sex genes are
regarding possible combination codominance individuals on the inherited
inheritance and of offspring  Give the basis of the known
variation through involving incomplete phenotypic and phenotypes of their
pre – assessment genotypic family members
test percentage of the  Identify traits that
offspring falls on the Non
Mendelian Pattern
of inheritance
II. CONTENT Unit 1: MODULE 2 Sex Chromosome and Sex
Heredity: Inheritance and Incomplete Dominance Codominance Multiple Alleles Determination
Variation
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages p. 1-2 p. 2-3 p. 3-4 p. 5-6 p. 7-8
2. Learner’s Materials p. 28-30 p. 30-32 p. 32-34 p. 34-36 p. 36-38
pages
3. Textbook pages
4. Additional
materialsfrom Learning
Resource
(LR)portal
B. Other Learning https://www.youtube.com/watch?v=9 https://www.youtube.com/watch?v=k
O5JQqlngFY (Video) MWxuF9YW38
Resource
IV. PROCEDURES
A. Reviewing previous lesson Mendelian Patterns of Let them remember again the “Incomplete dominance” “Codominance” Non Mendelian Pattern of
or presenting the new lesson Inheritance ff. terms; Inheritance
a. Recessive
b. Dominant
c. Phenotype
d. Genotype
e. Alleles
f. Punnett squares
B. Establishing a purpose for What are the exceptions of Picture analysis Picture analysis What is your blood type? Do Sex determination diagram
the lesson Mendelian Pattern of genetics? (Let the student react on what (Let the student react on what you know your parents blood (Let the student analyze the
they see on the pictures) The they see on the pictures) The type? Are your blood types picture and relate it to
Group that will list as many Group that will list as many similar? If not, does it mean meiosis and inheritance) How
reaction as possible in 1 min. reaction as possible in 1 min. that your adopted? does sex genes determined
gets a gets a and inherited?
reward card. reward card.
C. Presenting Since there is an exception in How does pink flower arise Read the procedure and Watch Video for better https://www.youtube.com/watch?v=k
MWxuF9YW38
examples/Instances of the Mendelian pattern of when a red and white flower explain the sample problem understanding (0:00 – 1:21 mins
new lesson inheritance, how does other was cross pollinated? found on LM p. 33 https://www.youtube.com/watch?v=9
only)
O5JQqlngFY
inherited traits that falls Let us investigate!
beyond the exception
of Mendel’s rule follows?
D. Discussing new concepts Before we answer that Do the activity No. 1 Do the activity No. 2 Do the activity No. 3 “What’s Do the activity No. 4 “Boy or
and practicing new skills # 1 question let us answer the Pre “Phenotypes and Genotypes “Mystery Bull” your blood type?” Discussion Girl?”
– Assessment on LM in Incomplete follows right
p. 29 dominance” after the given activity
E. Discussing new concepts (By group) Create a K-W-L Problem solving of Problem solving of Identify the following traits Presenting Punnett square and
and questions Incomplete Dominance using Codominance using and classified it into which answering guide questions
practicing new skills # Punnett square Punnett square Non Mendelian Pattern of
2 Inheritance it belongs
F. Developing mastery
G. Finding practical
application of concepts
and skills in daily living
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught
up with the lesson
How is Mendelian inheritance
different from Mendel’s
observation?
Give examples of the trait that Is there any inherited traits in
does not follow Mendelian
Principle
What happen with those
inherited traits that does not
conform to predicted
outcomes based on Mendel’s
Law of inheritance?
Not yet to be determined
(prior knowledge based on the
result of pre –
assessment test)
Research for The NON –
Mendelian Patterns of
Genetics
What is Incomplete
dominance?
human that follows the
incomplete dominance
pattern of inheritance
How many phenotypes are
expressed in an incomplete
dominance traits?
Evaluation is based on the
result of the activity
Answer the problem set (see
the DLL attachment
for the remediation and
enrichment)
What is codominance?
Is there any inherited traits in
human that follows the
Codominance pattern of
inheritance?
What is codominance?
How do they differ from
incomplete dominance?
Evaluation is based on the
result of the activity
Answer the problem set (see
the DLL attachment
for the remediation and
enrichment)
What is multiple alleles?
Summed up: What are The
Non Mendelian Pattern of
Inheritance?
If you and your parents
happens to have different
blood types? Is that mean that
you are not related to each
other? Why? Or why
not?
Why does human blood types
happens to be the best
example to show multiple
alleles? Is there other human
traits that follow multiple
allele’s
pattern?
See attachment on DLL 1-
10 Paper and pen test
How does sex genes
determined and inherited?
Is it right for the husband to
blame his wife if she could
not bear a male child? Which
chromosomes determine a
person’s sex?
Who determine the sex of
their children? Explain your
answer.
Evaluation is based on the
result of the Punnett square
Research on the ff; Sex
linked genes
Sex limited genes Sex
influenced genes
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 School Grade Level 9
DAILY LESSON Teacher Learning Area SCIENCE
LOG Teaching Dates and Time Quarter FIRST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard 1. How genetic information is organized in genes on chromosome;
2. Traits of organism are inherited through different patterns of inheritance.
B. Performance Standard
C. Learning S9LT-Id-28(describe the location of genes in chromosomes)
Competency/Objectives S9LT-Id-29 (explain the different patterns of Non Mendelian Inheritance)
 Explain the sex
linked – genes
inheritance of traits
 Solve problems
related to sex-
linked traits
II. CONTENT Sex-Linked Genes
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages p.8-9
2. Learner’s Materials pages p. 38-39

3. Textbook pages
4. Additional materialsfrom
Learning Resource
(LR)portal
B. Other Learning Resource

IV. PROCEDURES
A. Reviewing previous lesson “Sex determination”
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills #
1
E. Discussing new concepts
and practicing new skills #
2
F. Developing mastery
G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
J. Additional activities for
application or
remediation
What makes men differs from
women? Let the student write
as many as
they can? Which among these
traits is inherited?
Among those traits listed on -
the board, encircle those that
can be found only in
male/female? (INTRO)
These traits are being
controlled by sex
chromosome, let us
investigate further.
Do Activity 5 “ When
Gender Matters”
What is sex linked genes?
How are these genes
inherited?
Who are most likely to be
affected by sex linked genes
and why?
Sex linked are inherited
through the x chromosome.
What could be the effect of
this disorder in male? What
about in female?
See rubrics for the result of
group discussion/
collaboration
 V. REMARKS .
VI. REFLECTION
A. No. of learners who
earned 80% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of
learners who have caught up
with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other
teachers?
 School Grade Level 9
DAILY Teacher Learning Area Science
LESSON LOG Teaching Dates and Time Quarter First

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards
The learners demonstrate understanding how changes in the environment may affect species extinction.
B. Performance Standards Make a multimedia presentation of a timeline of extinction of representative microorganisms, plants and animals.
C. Learning Competencies/ Objectives Write S9LT - Ie - F – 30
the LC code for each

Explain the importance of Demonstrate using Distinguish

biological diversity. Determine the area simulation activity that environmental changes Cite other human
distribution of a given habitat destruction can that may result in the loss activities that leads to
Measure species population using contribute to species of the species. extinction.
distribution using the mathematical formula extinction.
mathematical way of Assess students acquired
expressing the amount of Infer the possible effects Relate species extinction Realize that the way they skills through Summative
biodiversity and species to the failure of interact with the Assessment.
of low and high density
distribution in the populations of organisms environment may ensure or
community. population. to adapt to abrupt changes deters survival of all living
in the environment. things.

II. CONTENT
Biodiversity and Biodiversity and
Biodiversity and Evolution
Biodiversity and Biodiversity and Evolution Evolution
Causes of Species
Evolution Evolution Causes of Species Extinction Causes of Species
Extinction
Extinction

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages 39 – 41
37- 39 41-43 43 -50 43 – 50
 2. Learner’s Materials pages 50-55 56 – 57
58-59 60 -69 60 – 69
3. Textbook pages Science and Technology I General Science and
Science Technology I
289 -293 General Science
289 -293

4. Additional Materials from Learning

Resources (LR) portal

B. Other Learning Resources http://content.teachen

gineering.org/content/
cub_/activities/cub_bio
/cub_bio_lesson01_ac
tivity1_pop_density_w
orksheet.pdf
IV. PROCEDURES
A. Reviewing previous lessons or Is the world a safe place for all What other human
presenting the new lesson Picture Analysis Which community is Play a short video animals and plants to live? Why or activities contribute to the
Tell something about the most stable? clip. why not? extinction of species?
picture. Why are populations that
How do organisms interact are more diverse usually “Endangered What does it mean for a species to
with each other? more stable? Animals” be endangered?
What does the
video tells us?
B. Establishing a purpose for the Analogy:
lesson Unlocking of word Post a Quotation.
Present two boxes of difficulty: Picture Analysis:
candies, one with 5 Students reflect
Answer Summative
candies of the same kind Limiting Factors and give How would you describe the picture?
Assessment in L.M. p 71
and the other one with 5 Carrying Capacity their insights.
different candies. Ask the What does the picture implies?
students which
box will they choose and
why?
C. Presenting examples/ instances of the Students perform
new lesson Video Analysis “Species Charade
Game”
Unlock term Species, “ Population Growth “
Video Analysis:
Population and A list of endangered
“ Man “
Biodiversity. This will lead What is the message species, threatened
What is the impact of modernization
students to the idea of implied in the video? species, and extinct
to the lives of people and the
species distribution and species are the
environment?
diversity in a community. choices to be
picked for the
game.

D. Discussing new concepts and Perform Activity Perform Activity 3: Perform Activity 4:
Perform Activity 1: Index
practicing new skills #1
of Diversity in L.M. p.54. L.M. p. 60
“ Population Density “ Endangered but not
Extinct….. Yet
(See attached activity L.M. pp. 58-59 Predict what happens to both islands.
sheet.)

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery Discuss the answer to Guide

(Leads to Formative Assessment )
Questions: Discuss the answer to the Discuss the answer Due to explosive human population
activity. to Guide Questions growth the demand to use and
1. How do you compare 9 – 13. overuse our natural resources is
your tree I.D. in a vacant inevitable. Discuss the answer to the
lot from a grass lawn? Based on the result, What happens if the questions.
Explain your answer. what inference can you living conditions of What is its implication in our
2. If humans were give? the organisms are biodiversity? Identify the least learned
concerned about not ideal for their items and discuss the
biological diversity, How can a population’s survival? What activities do people engaged concept for further
would it be best to have a density be used to learn that leads to extinction? understanding.
low or high I.D. for a about the needs and When can we say that
particular environment? species
Why?
 characteristics of that becomes endangered? How do you think or feel about
population? Becomes threatened? these potentially disastrous
How are limiting activities?
factors How do changes in
the environment As an individual, how can you help
affect species the cause of preserving wildlife?
extinction?

G. Finding practical applications of Flash pictures of

concepts and skills in daily living Compare and contrast silver therapon or Will you patronize snakeskin belts,
life in a rural and urban ayungin and alligator boots, accessories made of
area. ivory and other things that made Make a multimedia
biya. Ask if they from endangered species? Why or presentation of a
know and eat those why not? timeline of extinction of
kind of fish. (Let representative
them note that these microorganisms, plants,
are commonly found and animals.
in Laguna de Bay.)
What do you think will (See Timeline Rubrics on
happen if a population of Other endangered T.M. p. 51)
only one specie continue species like the
to increase in number? tamaraw in
Mindoro, mouse
deer in Palawan,
Philippine deer,
monkey-eating
eagle, and dugong
are in danger of
becoming extinct.
H. Making generalizations and Cite different environmental changes
abstractions about the lesson How do you determine Why do species that leads to extinction.
the area distribution of becomes
a given population? endangered? Why should we protect endangered
How does population species?
1. How is biological density changes? When can we say
diversity important? What are the factors that a species’
2. How will the that can be attributed to population becomes
community of different the change? endangered?
species be able to Threatened? And
withstand environmental Extinct?
changes?
How are the species
affected of the
changes in their
environment?

Using the Exit Ticket Using the Exit Ticket

I. Evaluating learning What was What was
What is the most Give a 5 item formative test. What is the most
the most confusing Infer what will happen the most confusing
important idea If population density important idea
thing we presented increases? As population of thing we presente d
discussed today? Decreases? people increases it discusse d today?
today? has great impact on today?
What are What the growth and What are What
the three made the development of the the three made the
big learning community. How big learning
ideas/con easy for will it lead to species ideas/co easy for
cepts to be you extinction? ncepts to you
learned today? be learned today?
from this What from this What
lesson? made the lesson? made the
learning learning
difficult difficult
for you for you
today? today?
J. Additional activities for application
or remediation Do research on why Make a Poster on Conservation of
would an engineer have Wildlife.
to know the population
density in building
edifices or any
infrastructure?

V. REMARKS Due to numerous human activities

affecting the environment and
leading to
extinction, a second day discussion
will be carried out.

VI. REFLECTION
A. No. of learners who earned 80% in
the Evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson works? No. of
learners who have caught up with the lesson

D. No. of learners who continue to

require remediation
E. Which of my teaching strategies
worked well? Why did these works?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovations or localized materials
did I use/discover which I wish
to share with other teachers?
 GRADES 1 to 12 School Grade Level Grade 9
DAILY LESSON LOG Teacher Learning Area Science

Teaching Dates and Time Quarter First Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 Design and conduct an investigation to provide evidence that plants manufacture their own food.
C. Learning Competencies/ Objectives Write Differentiate basic features and importance of photosynthesis.
the LC code for each
S9LT-Ig-j-31

Identify raw materials

Identify parts of organelles and products of Design an experiment to
involved in photosynthesis. photosynthesis. show evidences that Investigate conditions Assess the
plants are capable of for photosynthesis. understanding of
Describe how these Explain the process of making food through students on how
organelles work together to food making in plants. photosynthetic process. photosynthesis takes
produce food. place through
Make a model of differentiated
strategies.
photosynthesis.

II. CONTENT
Flow of Energy and
Flow of Energy and Flow of Energy and Matter in Flow of Energy and Flow of Energy and
Matter in Ecosystem
Matter in Ecosystem Ecosystem Matter in Ecosystem Matter in Ecosystem
PHOTOSYNTHESIS PHOTOSYNTHES PHOTOSYNTHES PHOTOSYNTHES
PHOTOSYNTHESIS

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages 55-62 55-62 63-68 63-68 55-68
 2. Learner’s Materials pages 72-77 77-78
79-85 77-78 72-85
3. Textbook pages Perfect Guide Perfect Guide
Lower Secondary Science Lower Secondary Science
Book B Book B
Christopher N. Prescott Christopher N. Prescott
pp. 178 pp. 176-177
4. Additional Materials from Learning
Resources (LR) portal

B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lessons or
presenting the new lesson
B. Establishing a purpose for the
lesson
http://dendro.cnre.vt.edu http://dendro.cnre.vt.e http://www.skoool.ie/skoo NSF FOCUS Math and
/forestbiology/photosynt du/forestbiology/photo ol/homeworkzone.asp?id= 233 Science Partnership of
hesis.swf synthesis.swf University of California
NSF FOCUS Math IRVINE
and Science Partnership
of University of
California
IRVINE
Perform the Pre-test in 1. What are the raw
L.M. p. 73-74 to assess What are the parts of What processes are involved Cite evidence that shows materials and product
prior knowledge. plants and organelles in food making? photosynthetic process. of photosynthesis?
essential to food making 2. What organelles play
process? Write the word equation of an important role in
photosynthesis. photosynthesis?
3. How do you describe
photosynthesis using
the word equation?
English Learners:
Unlocking of Word
Well, the sun comes Think-Pair-Share:
Difficulty:
Why do you think plants are streaming out of the sky Students will use word
called great food providers? making everything Do plants really capable of triangles to review the
Enzymes, Chloroplast,
grow and keeping us making foods? molecules involved in the
Humidity, Temperature
alive and our main process of
connection to the sun photosynthesis. (To
This will lead to factors
are the complete a word triangle,
green leaves, only affecting photosynthesis.
students draw
 they can make food with one triangle for each
sunshine energy. ( An word and divide the
excerpt from Energy triangle into three bands
and Me CD by Billy B, horizontally. The new
lyrics for The Rock and vocabulary is placed in
Roll of Photosynthesis) the middle band, the
definition of the word is
What is implied in the written on the bottom
song? band and a diagram of the
word is written in the top
band).
C. Presenting examples/ instances of the Picture Analysis. Worked Example with
new lesson Answer Analysis:
Teacher asks students
what materials are Devi covered a part of a Art Education:
involved in the process leaf with a black piece of
of photosynthesis. paper and left the leaf in Students will draw a
Students think about the bright sunlight for several leaf diagram and use this
Show pictures of different
question for one days. to illustrate what goes in
food products locally
minute, then turn to a She then carried out the There’s an old saying that (reactants), and what
made from Khong Guan
shoulder partner and iodine test for starch. goes,” Para maganda ang tubo comes out (products) of
since students are very
discuss their thoughts to What do you think happens ng mga halaman kausapin mo photosynthesis.
familiar with it.
the question. to the leaf? ito palagi.”
How do you think these
(The part of the leaf Is there any truth to this
products are made
covered by the black paper saying?
available for us?
cannot photosynthesize and
(Elicit answer that will
would be unable to What scientific explanation
lead to the concept of how
manufacture sugar and lies behind the saying?
are these foods
starch. Therefore, when GATE:
manufactured.)
tested with iodine solution,
the area would remain pale. Students will sequence
The rest of the leaf would the process of
be positive to the iodine test photosynthesis and
and produce a dark blue identify specific
stain.) reactions involved,
using a “flow map” (or
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment )
G. Finding practical applications of
concepts and skills in daily living
Perform Activity 1: What
are the Structures Involved
In the Food Making
Process in Plants? pp. 75-
77
Discuss the answer to
Discuss the findings in each guide questions in the
Learning Station. activity.
1. What are the parts of
chloroplast and internal
structure of leaf that are
involved in the process of
photosynthesis?
2. What are the raw
materials and products of
photosynthesis?
3. How would you
describe the entire process
of food making?
If one of the organelles or
parts of a leaf will not
function, is there a chance
for photosynthesis to take
place? Why or Why not?
other suitable maps for
Perform Activity sequencing events).
3A.B,C,D: Evidence of
Perform Activity: Photosynthesis in L.M. Perform Activity 3C and 3D
Modelling pp. 79-82 of L.M. pp. 81-83
Photosynthesis
( See attached Activity
Sheet)
Process the Activity: Discuss the answer to the Computer Aided
Guide Questions. Activity:
Observations and data
gathered would lead to the Key Concepts would be Students make a
1. What reactants or discussion of the different Enzymes, Temperature, multimedia
materials are required evidences in photosynthetic Carbon Dioxide, and Light
for the process of process.
photosynthesis?
2. What products are
formed in the process?
3. What happens to the
light energy in the
thylakoid membrane of
the chloroplasts?
4. .How does the presentation of
energy from sunlight photosynthetic
used to build sugars? process.
Students should create Imagine that you are a farmer, Supposed there are 2 jars
an analogy for the what ways would you suggest with burning candle and one
process of to yield better crops? has potted plant inside. Both
photosynthesis and jars are placed near a
compare each part of window in
the process with some strong sunlight.
 other process in everyday Question:
life. (Ex. The process of
photosynthesis is like Why does the burning
baking bread). candle in jar without potted
plant stop burning before
the candle with potted
plant?

H. Making generalizations and

abstractions about the lesson 1. The overall process
of photosynthesis uses What evidences are shown
water and carbon that photosynthetic process
dioxide to produce takes place? What are the factors or
sugars that store conditions that affect
chemical energy. photosynthesis?
2. Sunlight is absorbed
1. What are the using plant pigments
organelles essential to called chlorophyll, and
the process of the process of
photosynthesis? photosynthesis takes
2. How are these place within organelles
organelles work together in called chloroplasts.
the entire process of food 3. Energy from
making? sunlight is captured
during the light-
dependent reactions
and is used to build
sugars during the
light–independent
reactions.

Imagine that you are

I. Evaluating learning applying for a job in Explain the equation: Using the Exit Ticket
photosynthesis company. Using the Exit Ticket
Create a “resume”, Carbon Dioxide What was
explaining (CO2 ) + What is the most What was
your job qualifications the most confusing the most
 and describing how you will Water Chlorophyll important idea What is confusing
efficiently get the job done. (H2O) thing we presented the most idea presented
Descriptions must include Sunlight discusse today? important today?
key vocabulary such as d today? thing we
stomata, water, carbon Glucose + Oxygen What are What made discusse
dioxide, light, energy, the three the learning d today?
chlorophyll and chloroplast. C6H12O6 O2 big easy for you What are What made
ideas/co today? What the three the learning
ncepts to made the big easy for you
be learned learning ideas/co today? What
from this difficult for ncepts to made the
lesson? you today? be learned learning
from this difficult for
lesson? you today?

J. Additional activities for application

or remediation Perform activity 3E: The
Effect of the Amount of
Chlorophyll in
Photosynthesis L.M. pp.
84-85.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the
Evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson works? No.
of learners who have caught up with the
lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies worked
well? Why did these works?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovations or localized materials
did I use/discover which I wish to share with
other teachers?