Topic / Title Biodiversity (Population Density)

Grade Level Grade 9 –Science

Time Allotment 60 minutes
Content Standards
The learners demonstrate understanding of how changes in the environment may affect species
extinction.
Performance Standards
Make a campaign video on how you will protect our environment and save our endangered
species.
Learning Competencies and Objectives
Relate species extinction to the failure of populations of organisms to adapt to abrupt changes in
the environment. (S9LT-Ie- f-30)
At the end of the lesson, the students are expected to:
1. Explain and measure the pattern of distribution using a mathematical formula.
2. Identify the different factors that can affect the species distribution in a community.
3. Appreciate the importance of a balanced environment in the survival of the organism.

ELICIT 5 minutes MATERIALS

A. Daily Routine: PowerPoint
1. Prayer Presentation
2. Checking of Attendance
3. Reminding about safety protocols.
B. Let the students analyze the set of pictures below. Ask the students
“Which one has greater amount of biodiversity? Why?”

TS: Picture Analysis

Interdisciplinary: Araling Panlipunan
ENGAGE 5 minutes
GUESS WHAT? PowerPoint
1. Guess the word to be formed by doing addition and subtraction from Presentation
the given pictures and letters. Then, give the definition of the given
words.

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 TS: Guess What (Brainteaser)
EXPLORE 15 minutes
1. To introduce the lesson, the teacher will do the following: PowerPoint
a. Show three different sizes of containers. Presentation
b. Let each group choose one container. Activity sheets,
Balls, pen and
c. Ask them to put candies in each container until it is full.
paper.
d. Let them count the number of candies in each container.
e. Introduce the population density and its equation.
2. Divide the class into three groups.
3. Explain the task of each group and let them do Performance Task No. 4.7
Group 1: Full of Space
Group 2: Count Me In
Group 3: Overcrowded
4. Refer to attached activity sheets.
5. Let the students perform the activity for 10 minutes.

TS: Analogy/Differentiated Activity by Group

Interdisciplinary: Mathematics
EXPLAIN 15 minutes
 Each group will present their output and will be graded based on a PowerPoint
given rubric. Presentation
 The teacher will facilitate collaborative discussion among students and
will deepen the lesson on population density, carrying capacity and
limiting factors?

Group P TS: Group Presentation /Teacher’s input

Interdisciplinary: Mathematics
ELABORATE 10 minutes

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 A. Generalization (Metacognition for Stating the Knowledge) PowerPoint
Direction: Complete the sentence below. Presentation
My Chosen Word is POPULATION DENSITY.
I know that Population density is a mathematical way of expressing
the _______________________.
First, I know that carrying capacity is the____________________.
The carrying capacity should always be _________ (greater, lesser)
than population density.
In addition, there are different factors that are attributed to the
difference in population density of an ecosystem. Limiting factors
can be defined as ________________. Limiting factors help
balance an ecosystem by preventing the population from
_______________ (increasing, decreasing).
Lastly, the limiting factors include the following
______________________________________________________.
B. Application
Direction: Read each situation below. Indicate the specific limiting
factor that is being described.
1. Mrs. Samson has 55 students in her science class, but she has a
room for 45. Because the room was crowded, the 10 students
were asked to go to the grade level coordinator to change their
schedule.
2. Dinoflagellates (fire algae) in Laguna increase in population
due to increase in organic substance in the body of water
brought by water pollution.
3. A new strain of dengue virus breaks out in the country.
4. Decrease in population of birds when they move to another
place due to unfavorable weather conditions.
5. Super typhoon Goring caused may residents to leave their
houses in Cagayan Valley
C. Valuing:
Population density in an ecosystem may vary. Some populations
have high density, and some have low density. Population density
changes over time due to different factors. It can have positive or
negative effects on the ecosystem. In life, we also experience
changes every day, how do you deal with those changes? As
Heraclitus says, “Change is the only constant in life”
Values: One’s ability to adapt to those changes will determine
your success in life.

TS : Metacognition for Stating Knowledge/Concept Mapping

Interdisciplinary: MAPEH and ESP
EVALUATE 8 minutes
Direction: Paper and pen
Multiple Choice. Write the letter of your answer on the space provided for.
1. A specific island in Davao City reached the maximum number of
fruit bats that its environment can sustain. What is that number?
a. sustainable capacity c. environmental capacity
b. greatest capacity d. carrying capacity
2. The term population density refers to
c. A measurement of the number of individuals for a specific size
of an area.
b. A measurement of the number of species in an area

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 c. A measurement of all the individuals in an area.
d. A measurement of the number of communities in an
area.
3. Suppose 80 ants live in a 4 square meter plot of grass? What would
be the population density of the ants?
a. 320 ants per square meter
b. 20 ants per square meter
c. 76 ants per square meter
d. 84 ants per square meter
4. What will happen to the demand for resources in a community as
the population density increases,?
a. increases c. remains the same
b. decreases d. unpredictable
5. How limiting factors help in balancing an ecosystem?
a. keeping organisms in one place
b. supporting the needs of the species
c. preventing the population from increasing in size
d. preventing the population from increasing in size

TS: Paper and Pen Test

EXTEND 2 minutes
Assignment:
Direction:
1. Solve and analyze the following:
a. A population of 820 insects lives in 1.2-acre area. They gather
nectar from a population of 560 flowering plants. The plants live
in a 0.2-acre area. Which population has the greater density? Why?
2. Describe and give examples of species that are considered threatened,
endangered and extinct.
References
Teacher’s Guide pages 38-39
Learner’s Module (Book) pages 56-58
Learner’s Module Quarter 1 – Module 6 Biodiversity

Prepared by: Submitted to:

SAIRAH D. SAMSON ERMINA M. ASIS

Teacher – II Science Coordinator/MT II
Grade 9 – Science Teacher

Noted by:

ROMAN M. CARREON
Secondary School Principal IV

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