FIRST QUARTER

Week 7 October 9 to 13, 2023

1st Meeting October 9, 2023
9C 8:50-9:50
9J 11:10-12:10
9O 1:10-2:10
9G 2:10-3:10

I. OBJECTIVES
A. Identify and describe the different types of biodiversity;
B. Explain the importance of biodiversity; and
C. Relate the human activities to the loss of biodiversity.

II. SUBJECT MATTER

A. Topic: Types of Biodiversity (Discussion)
LC: Relate species extinction to the failure of populations of organisms to adapt to
abrupt changes in the environment.
B. Reference: S. Baguio, C. Felicerta, S. Manosa, C. Santisteban-Cook and A. Bonifacio
(BREAKING THROUGH SCIENCE Updated Second Edition ) C and E Publishing,
Inc. 2023
C. Materials: Ipad and LED TV; chalkboard and chalk,
D. Value Focus: LSVMS Graduate Attribute: Confident

III. PROCEDURE
A. Presentation of the Objectives
B. Identifying Prior Knowledge/ Motivation
 Show pictures of biodiversity before and after the 21st century.
C. Lesson Proper/ Processing
Focused Instruction
1. The teacher introduces from the picture shown, define biodiversity.
2. Relate the destruction of natural biodiversity to human activities.
Guided Instruction
3. Ask the students to get a partner and list down the different types of biodiversity
and their importance to living organisms;
Collaborative Learning
By Pair Activity:
Working in pairs, students create an ad campaign for the protection of biodiversity.
Add a theme, logo, slogan or tagline to your campaign ad.
Independent Learning/ Evaluation
The evaluation of the day will be based on their activity.
D. Meaningful Closure
Two W’s
 What did you learn today?
 What strives you to listen to our lesson?

IV. AGREEMENT
 For October 10
Students will bring the materials needed for tomorrow’s activity. See page 73 of your
book.

V. REMARKS

2nd Meeting October 10, 2023

9C 8:50-9:50
9J 11:10-12:10
9O 1:10-2:10
9G 2:10-3:10

I. OBJECTIVES
A. Identify and describe the different types of biodiversity;
B. Explain the importance of biodiversity; and
C. Relate the human activities to the loss of biodiversity.

II. SUBJECT MATTER

A. Topic: Types of Biodiversity (Activity)
LC: Relate species extinction to the failure of populations of organisms to adapt to
abrupt changes in the environment.
B. Reference: S. Baguio, C. Felicerta, S. Manosa, C. Santisteban-Cook and A. Bonifacio
(BREAKING THROUGH SCIENCE Updated Second Edition ) C and E Publishing,
Inc. 2023
C. Materials: Ipad and LED TV; chalkboard and chalk,
D. Value Focus: LSVMS Graduate Attribute: Confident

III. PROCEDURE
A. Presentation of the Objectives
B. Identifying Prior Knowledge/ Motivation
 Show pictures of biodiversity before and after the 21st century.
C. Lesson Proper/ Processing
Focused Instruction
1. The teacher introduces from the picture shown, define biodiversity.
2. Relate the destruction of natural biodiversity to human activities.
Guided Instruction
3. The teacher asks the students to get a partner and list down the different types of
biodiversity and their importance to living organisms;
Collaborative Learning
By Pair Activity:
Working in pairs, students create an ad campaign for the protection of biodiversity.
Add a theme, logo, slogan or tagline to your campaign ad.
Independent Learning/ Evaluation
page 2

The evaluation of the day will be based on their activity.

D. Meaningful Closure
 Two W’s
 What did you learn today?
 What strives you to listen to our lesson?

IV. AGREEMENT
For October 11
Read and study page 65-75 in your book.
V. REMARKS

3rd Meeting October 11, 2023

9C 8:50-9:50
9J 11:10-12:10
9O 1:10-2:10
9G 2:10-3:10

I. OBJECTIVES
A. Explain adaptation is a key factor for the organisms’ survival;
B. Distinguish the three types of adaptations and describe each type; and
C. Explain the role of sexual reproduction in the process of adaptation.

II. SUBJECT MATTER

A. Topic: Adaptations as Key Factors for Species Survival
BE-MELC: Relate species extinction to the failure of populations of organisms to adapt to
abrupt changes in the environment
B. Reference: Madriaga, Valdoz, Aquino & Castillo (2017). SCIENCE LINKS 8.
Manila, Philippines: REX
C. Materials: Ipad and LED TV; chalkboard and chalk
D. Value Focus: LSVMS Graduate Attribute: Confident

III. PROCEDURE
A. Presentation of the Objectives
B. Identifying Prior Knowledge/ Motivation
 The students connect or relate as many words as they can think of to the
following concepts:
page 3
 C. Lesson Proper/ Processing
Focused Instruction
1. The teacher elicits ideas from the students about Extinction and Adaptation
2. Define each word
3. Describe the 3 types of adaptation.
Guided Instruction
4. The students discuss their chances of survival and their mechanism to survive in
their home or foreign environments.
Collaborative Learning
5. Group Activity: Model Drawing
12.1 Have each student’s create a picture story of their home life using a plant or
animal (either modern or ancient) as a subject.
Independent Learning/ Evaluation
6. Answer the following questions on a ½ SOP:
13.1 The teacher asks the students to describe the difference between Extinction and
Adaptation

D. Meaningful Closure
Two W’s
 What did you learn today?
 What strives you to listen to our lesson?

IV. AGREEMENT
For October 12
Read your book on page 48-53.

V. REMARKS
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

4th Meeting October 12, 2023

9C 8:50-9:50
9J 11:10-12:10
9O 1:10-2:10
9G 2:10-3:10
page 4

I. OBJECTIVES
A. Explain the different patterns of non-Mendelian inheritance;
 B. Solve genetic problems involving the different patterns of inheritance; and
C. Express the genotype and phenotype of the offspring formed by the different crosses
solved.

II. SUBJECT MATTER

A. Topic: Practice on Solving Problems involving Phenotypic and Genotypic Ratio
BE-MELC: Explain the different patterns of Non-Mendelian Inheritance
B. Reference: Madriaga, Valdoz, Aquino & Castillo (2017). SCIENCE LINKS 8.
Manila, Philippines: REX Book Store.
C. Materials: Ipad and LED TV; chalkboard and chalk,
D. Value Focus: LSVMS Graduate Attribute: Confident

III. PROCEDURE
A. Presentation of the Objectives
B. Identifying Prior Knowledge/ Motivation
1. Review the previous topic on getting the genotypic and phenotypic ratios.Lesson
Proper/ Processing
Focused Instruction
2. Give sample problem and let the students solve for it using Punnet square.
Guided Instruction
3. The teacher will give some sample problems representatives from each group
will answer the problems on the board.
Collaborative Learning
4. Group Activity:
4.1.
The students will form a big circle. In their respective groups they will solve the
following problems in the manila paper.
4.2 Analyze and solve the following genetic problems. You can assign your own
letter / symbol to represent the alleles for the traits given. Answer the questions
after each problem.
4.3 In horses, chestnut and white coat colors are both dominant. Horses
heterozygous for this trait are golden tan in color. They are called Palominos.
Suppose a golden tan horse is bred to a white- colored horse. How many of the
offspring will be white? Palominos? Show your cross on a Punnett square.
4.4 One representative from the group will present their work.
Independent Learning/ Evaluation
The evaluation of the day will be based on their activity.
D. Meaningful Closure
Three W’s
 What did you learn today?
 What strives you to listen to our lesson?

IV. ASSIGNMENT
For October 13
Read your book on page 21.

V. REMARKS
___________________________________________________________________________
page 5

___________________________________________________________________________
__________________________________________________________________________
5th Meeting October 13, 2023
9C 8:50-9:50
9J 11:10-12:10
9O 1:10-2:10
9G 2:10-3:10

I. OBJECTIVES
A. Construct SIP introduction
B. Demonstrate cooperativeness

II. SUBJECT MATTER

A. Topic: SIP Introduction
LC: SIP Activity
B. Reference: internet, different resources
C. Materials: computers and book
D. Value Focus: systematic and organized

III. PROCEDURE
A. Presentation of the Objectives
B. Research Work
1. The teacher gives and explains the instructions in writing introduction.
2. The students will work on per group.
3. They will submit their written
output as a group.
4. Value Integration
Is being systematic and organized in making the project important?
Why?
IV. AGREEMENT
Encode your written output in a short bond paper and submit it on or before October 30,
2023.

V. REMARKS
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
page 6