School: San Antonio National High School Paranaque Grade Level: 9

Teacher: EVA CARMELA C. ESCASA Learning Area: SCIENCE

Teaching Dates and Time: SEPT. 4 – 8, 2023 TIME
GRADES 1 to 12 12:10 – 6:00PM Narra, Tanguile, Talisay, Yakal
DAILY LESSON
LOG
FIRST DAY
At the end of the lesson, the students
should be able to:
 Provide an overview of the course
content, objectives, and learning
outcomes;
 Explain how the course fits into the
curriculum and its relevance to
I. OBJECTIVES students' academic goals;
 Explain the assessment methods used
in the course (e.g., exams, quizzes,
projects, presentations); and
 Discuss the grading criteria, rubrics,
and how final grades will be
determined.
SECTIONS
SECOND DAY
At the end of the lesson, the students
should be able to:
 Answer the pretest with honesty and
integrity; and
 Reflect on their pretest performance
to set goals for their own learning
and growth during the unit.
THIRD DAY
At the end of the lesson, the students
should be able to:
 Define what significant figures are
and understand their importance in
scientific measurements and
calculations; and
 Apply the rules for counting
significant figures, including those
with leading and trailing zeros.
Quarter: FIRST
FOURTH DAY
At the end of the lesson, the students
should be able to:
 Convert numbers from scientific
notation to standard notation by
moving the decimal point
according to the exponent; and
 Convert numbers from standard
notation to scientific notation by
adjusting the decimal point and
determining the appropriate
exponent.

A. Content Standards: N/A

B. Performance Standards: N/A

C. Learning Competencies/Objectives:
Write the LC Code for each
II. CONTENT
At the end of this module, the students
are expected to:
-explain how the respiratory and
circulatory systems work together to
transport nutrients, gases, and other
molecules to and from the different
parts of the body. (S9LT-la-b-26)
BIOLOGY
RESPIRATORY SYSTEM
At the end of this module, the students
are expected to:
-explain how the respiratory and
circulatory systems work together
to transport nutrients, gases, and
other molecules to and from the
different parts of the body.
(S9LT-la-b-26)
RESPIRATORY SYSTEM
At the end of this module, the students
are expected to:
-explain how the respiratory and
circulatory systems work
together to transport nutrients,
gases, and other molecules to and
from the different parts of the
body. (S9LT-la-b-26)
RESPIRATORY SYSTEM
At the end of this module, the students
are expected to:
-explain how the respiratory and
circulatory systems work together
to transport nutrients, gases, and
other molecules to and from the
different parts of the body. (S9LT-
la-b-26)
RESPIRATORY SYSTEM

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES

 Greet the students and introduce
yourself.
A. Reviewing Previous Lesson or Presenting  Explain the purpose of the class
the New Lesson orientation session.
(ELICIT)
 Provide an overview of the subject,
highlighting its relevance and
importance.
 Hand out the pretest question paper
to each student.
 Instruct them to read the questions
carefully and answer to the best of
their knowledge without any
external help.
Ask the students these questions: Ask the students this question:
 What do you understand by the
term "significant figures" in the Imagine you have the number
context of measurements and 6,500,000,000 (6.5 billion). How could
calculations? you express this number easier?
 Why is it important to consider
significant figures when reporting
measurements in science?

 Discuss the main objectives and
learning outcomes of the subject.
B. Establishing a Purpose for the Lesson
(ENGAGE)  Emphasize expectations for
attendance, participation, and
academic integrity.
 Discuss the grading system and its
component.
40% - Written Works
40% - Performance Task
20% - Quarterly Assessment
C. Presenting Examples/Instances of the
Lesson
(ENGAGE)
D. Discussing New Concepts and Practicing
New Skills #1
(EXPLORE)
 Students will answer the pretest
 Collect the completed answer sheets
from the students.
 Checking of test paper
 Item Analysis
Post these questions:
 Why is it important to be accurate
when making measurements?
 Have you ever encountered
situations where small
measurement errors led to
significant mistakes?
Activity:
 Divide the class into pairs or small
groups.
 Provide each group with a ruler or
measuring tape and a few objects to
measure (coins, pencils, books,
etc.).
Instruct them to measure the
objects and record their
measurements.
 Encourage them to discuss the
precision of their measurements
and how they might differ from the
measurements of other groups.
Guide Questions:
1. How many digits did you record
for each measurement? Why did
you choose those digits?
2. Compare your measurements with
those of another group. Were there
any significant differences? If so,
why might those differences have
occurred?
Post this question:
 What do you think significant
figures are, and why might they be
important in science and
mathematics?
Begin by writing two numbers on the
board: 4,200,000 and 0.000012.
Ask students which number looks larger
and which looks smaller. Discuss their
responses briefly.
Activity:
 Show very small or very large
numbers on the screen
 Let the students identify whether
this number is BIG NUMBER or
SMALL NUMBER.
 Then, ask them to write the
number on the board.
Guide Question:
1. What challenge/s did you encounter
when writing very small or very
large numbers on the board?
2. How can you write these numbers
easier?
Post this question:
What is scientific notation, and why is it
used in science and mathematics?

E. Developing Mastery Explain that significant figures are the
(EXPLAIN) digits in a measurement that contribute
to its accuracy and precision.
 All nonzero digits are always
significant.
 Any zeros between significant
digits are significant.
 Leading zeros (zeros to the left of
the first nonzero digit) are not
significant.
 Trailing zeros (zeros to the right of
Explain the rules in converting standard
notation to scientific notation and vice
versa.
Converting Scientific Notation to
Standard Notation:
 Write down the coefficient part (the
number between 1 and 10) of the
scientific notation.
 Move the decimal point to the right
(for positive exponent) or left (for

F. Finding Practical Applications of
Concepts and Skills in Daily Living
(ELABORATE)
G. Making Generalizations and
Abstractions about the Lesson
(ELABORATE)
the last nonzero digit) are
significant only if they appear after
a decimal point.
Discuss the rules of significant figures
using different mathematical operations:
Addition/Subtraction:
When adding or subtracting numbers,
the result should be rounded to the least
number of decimal places present in any
of the numbers being added or
subtracted.
Multiplication/Division
When multiplying or dividing numbers,
the result should have the same number
of significant figures as the number with
the fewest significant figures in the
calculation.
Ask the students regarding what are
some possible applications of the
significant figures in real life.
Examples:
1. Builders and architects use significant
figures to ensure accurate dimensions
and alignment in construction
projects.
2. In culinary arts, precise
measurements are crucial for
consistent recipes and desired flavors.
3. Researchers use significant figures
when recording data and reporting
results to maintain transparency and
precision in their work.
4. In sports, accurate timing and
measurements are essential to
determine records and rankings.
3-2-1 Activity:
Call some students to answer
3 Things I’ve Learned
2 Questions I Still Have / 2
Examples
1 Big Idea or Generalization
negative exponent) the number of
places indicated by the exponent.
Converting Standard Notation to
Scientific Notation:
 Write down the significant digits of
the number without any leading or
trailing zeros.
 Count the number of places the
decimal point must be moved to
make the number between 1 and
10.
 If the decimal point was moved to
the left, the exponent is positive. If
it was moved to the right, the
exponent is negative.
Present some real life examples of
scientific notation.
Examples:
1. Speed of light: The speed of light
in a vacuum is approximately 3.00 ×
10^8 meters per second. This notation
simplifies discussions about the
fastest speed possible.
2. Cell size: The size of cells and
microscopic organisms can vary
widely. Scientific notation is used to
represent sizes ranging from the very
small (e.g., viruses) to the larger (e.g.,
human cells).
3. National debt: The national debt of
a country can be in the trillions of
dollars. Using scientific notation
helps convey the enormity of these
figures.
3-2-1 Activity:
Call some students to answer
3 Things I’ve Learned
2 Questions I Still Have / 2
Examples
1 Big Idea or Generalization
 Determine the number of significant Convert the standard notation to
figures for each number: scientific notation:
1) 6403 4) 4520044000 1) 39 000 000
2) 0.00231 5) 3000. 2) 461 000 000 000 000
3) 0.0060450 6) 501.002060 3) 0. 000 000 000 235
H. Evaluating Learning
(EVALUATE) Solve the following items using the Convert the scientific notation to
rules in significant figures. standard notation:
1) 12.03 + 32.3 1) 4.5 x 109
2) 94.006 - -4.8 2) 6.2 x 10-7
3) 5.231 x 4.3
4) 16.5 / 1.5
Write down three (3) examples Convert the standard notation to
following the number of significant scientific notation:
figures: 1) 0.000 353
 4 significant figures using non-zero 2) 92 000 000 000
I. Additional Activities for Application or digits 3) 0. 000 000 832
Remediation  5 significant figures using zeros in
(EXTEND) between non-zero digits Convert the scientific notation to
 3 significant figures using trailing standard notation:
zeros 1) 6.43x 106
 3 significant figures using leading 2) 7.83 x 10-5
zeros

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the

evaluation
B. Which of my teaching strategies work well?
Why did these work?

Prepared by: Checked by: Approved by:

EMERSON S. LAZARO LILIBETH D. SANTAMARIA

Teacher I Subject Coordinator Principal II

MA. OFELIA P. RUIZ

Department Head – AP and Science