School: LUSSOC NATIONAL HIGH SCHOOL Grade Level: 9

GRADES 1 to 12 Teacher: Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and
Time: WEEK 7 Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of how changes in the environment may affect species extinction.

B. Performance Standards The learners should be able to make a multimedia presentation of a timeline of extinction of representative microorganisms, plants, and animals

C. Learning Competency/
LC code Relate species extinction to the failure of populations of organisms to adapt to abrupt changes in the environment. S9LT-Ie-f30

Specific Objectives 1.Define biodiversity and
explain its importance.
2.Find out the amount of
biodiversity and species
distribution in a community.
3.Recognize and appreciate
the diversity of life that exists in
our planet.
1. Determine the pattern of
population distribution using
mathematical formula
2. Compare the distribution patterns of
the different populations.
3. Recognize and
appreciate the diversity of life
that exists in our planet.
1. Differentiate threatened from
endangered species
2.Demonstrates the probable
causes of species extinction.
3. Recognize the role of man in
maintaining balance in nature.
1. Discuss the local and SCI – FUN TIME
global environmental
issues that contributed to MOVIE WATCHING – ICE
AGE 3
species extinction.
2. Recognize the role of
man in maintaining
balance in nature.

Index of Diversity Population Density Endangered but not Environmental Issues/ Problems
II. CONTENT
Extinct….Yet

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages pp. 38 -39 pp. 39 -40 pp. 41 – 43 pp. 44 – 47
2. Learner’s Materials pages pp. 51– 55 pp. 56– 57 pp. 58– 59 pp. 60 – 64
3. Textbook pages You and the Natural World 9 by
Religioso et. al pp. 66 - 68
4. Additional Materials from https://www.youtube.com/watch? https://people.uwec.edu/jolhm/eh4/
Learning Resource (LR) v=vpxmTZ02FXg extinction/causeslink.html
portal
 https://www.youtube.com/watch? https://video.nationalgeographic.co
v=n_Jdh8XJuE4 m/video/101-videos/climate-101-
causes-and-effects

B. Other Learning Video clips or Pictures for each

Resources environmental issue
IV. PROCEDURES
A. Reviewing previous The teacher tells the students The teacher starts/ presents the The teacher introduces the The teacher asks:
lesson or presenting the to study Figure 1 and 2. lesson with picture analysis activity. lesson with a Species  Give examples of….
new lesson Charade Game. - endangered species
(Elicit)  At least 5 students - threatened species
pick a piece of paper - extinct species
from the list prepared
and pretend to be the
Picture yourself swimming and Look at the Figure. This is an area in animal written on it.
diving in Tubbataha Reef Calauit, Palawan set aside as a park The rest of the
Marine Park. preserve, and no hunting is allowed in students guess what it
(Trivia: Tubbataha Reef National Marine
Park located at the middle of the Sulu Sea, the park. The herd of giraffe and zebra is.
181 kilometers southeast of Puerto are assumed to be healthy and begin
Princess, Palawan. It covers 33,200 to multiply faster than expected.
hectares including the north and south
reefs. It is a marvelous marine wilderness  Predict what will happen if
with a very high density of marine
species, with 80% coral cover of 46 coral
the giraffe and zebra
genres and 376 fish species and a special population continues to
ecosystem much appreciated for its
beauty as well as its scientific value.)
increase in the park area.
 What organisms are
in Figure 1?
 How many kinds of
organisms do you
think you will see?

Imagine yourself standing in a

coconut plantation.
 Which species do you
think dominates this
area?

Compare the population of the

2 ecosystems.
B. Establishing a purpose The teacher asks: The teacher asks: The teacher posts on the The teacher asks?
for the lesson  What is biodiversity?  What is a population? board the question:  Have you eaten?
 What brings about  What happens if the  Did you turn on an
(Engage)
changes in the living conditions of electric light, ride a
population? organisms in a tricycle or jeepney, or
particular area are not use a computer today?
ideal for their When you do any of these
survival? activities, you use one or more
natural resources. Natural
resources are materials in the
environment that people use to
carry on with their lives.
 But are you using these
natural resources
wisely?
 Will time come when
these materials will no
longer be available to
you? Explain your
answer.

C. Presenting examples/ Activity - Index of Activity - Measuring Activity - Endangered but not The teacher guides the students
instances of the new Diversity Population Density Extinct…..Yet in understand the effects of
lesson  Within the group  In triads, students study  Within the group, environmental issues on
(Engage) (7 members), the ecosystems.
(5 members), the three patterns of  Deforestation
students observe population distribution students perform  Wildlife Depletion
species distribution and calculate the density the simulation  Water Pollution
in the school activity.
of each population
grounds or
community

D. Discussing new concepts The class presents their data The class presents their data The class presents their The class discusses the key
and practicing new skills and discusses the activity and discusses the concepts data and discusses the key concepts using the ff. guide
#1 using the ff. guide using the ff. guide questions: concepts using the ff. guide questions:
(Explore) questions: questions:
  Calculate the Index  Compare the distribution  What happened to  One of the country’s
of Diversity (I.D.) patterns of the three the toothpick environmental
using the given populations. grasshoppers over problems is the rapid
formula rate at which trees are
 Which population has time?
 Compare how your cut down. Did you
the greatest density?  What factors might
tree I.D. would be encounter the same
 Infer from recorded data account for problem in your
different in a vacant
lot than that in from the possible causes differences in the community?
a grass lawn. for the differences in the graphs and /or  What happens to
Explain your population density. total number of animal populations that
answer.  What conditions could toothpick are driven away from
 If humans were change the density of grasshoppers in their natural habitat?
concerned about any of the population. each group?  What are the effects of
biological diversity,  Describe how a  In nature, what water pollution?
would it be best to population’s density can environmental
have a low or high
be used to learn about factors might
I.D. for a particular
the needs and account for
environment?
characteristics of that differences in
Explain your
answer. population. the total number
of grasshoppers?
 What effects do
you think will
habitat reduction
have on the
toothpick
grasshoppers’
population?

E. Discussing new concepts Populations can be of the same  

size, but they may have different
and practicing new skills
densities. Differences in
#2
population density in any
(Explain) community may be attributed to
many factors.
  What are the factors
affecting population size?

Anything that limits the size of a

population like certain
environmental conditions are
called limiting factors. Limiting
factors keep a population from
increasing in size and help balance
an ecosystem. Examples of
limiting factors are the availability
of food, water, and living
conditions. Light, temperature and
soil nutrients are also limiting
factors because they help
determine the types of organisms
that can live in an ecosystem. The
maximum population size an
environment can support is called
its carrying capacity. If the
population size rises above the
carrying capacity, organisms die
because they cannot meet all their
needs.
 How are limiting factors
related to population
density?
 What happens if the
population size rises
above the carrying
capacity?

F. Developing mastery Which of the following organisms 

is endangered? threatened?
(leads to Formative
extinct?
Assessment 3)
(Explain)
G. Finding practical
applications of concepts
and skills in daily living
(Elaborate)
H. Making generalizations The teacher asks:
and abstractions about  What are the
the lesson knowledge/skills/va
(Elaborate) lues you learned
from the lesson?
I. Evaluating learning The teacher assesses the
(Evaluate) KSAs gained by the
students from the lesson.
 Given a data,
calculate the Index
of Diversity (I.D.)
using the I.D
formula.
The teacher asks:
 What is a population?
 How is population
density determined?
 What brings about
changes in the
population?
The teacher assess the KSA’s
gained by the students from the
lesson.
 If the population species
of a given area is doubled,
what effect would this
have on the resources of
the community?
 In a population, limiting
factors and population
The teacher asks: The teacher asks:
 When is a species  What are concepts or
considered as insights you gained
endangered? from the lesson?
 When is a species
said to be threatened?
 When is a species
said to be extinct?
 Give examples of….
- endangered
species
- threatened
species
- extinct species
The teacher assess the KSA’s The teacher assess the KSA’s 
gained by the students from gained by the students from the
the lesson. lesson.
Fill in the blanks to 1. What are the principal
complete the key concepts causes and effects of
of the lesson: deforestation?
1. occur 2. What is the major cause
s when the last of wildlife extinction?
member of that
species dies.
 DATA TABLE density are often related. 2. When the population 3. Explain the effects of
School Ground / A B Suppose that the of a species begins eutrophication on
Jungle
population density of declining rapidly, the aquatic organisms.
Number of species 5 30
Number of runs 5 10 plant seedlings in an area species is said to be a
Number of trees 10 50 is very high, explain how specie
Index of Diversity limiting factors may affect s.
 What happens to a population density. 3. A species is
community when Work on the following problems: when
its species  Suppose 60 ants live in a 4 its population has
diversity is sq m plot of grass. What become so low that it
reduced? would be the population is possible of
 Explain the density of the ants? becoming extinct.
importance of  If 40 carabaos live in a 1 4. Human actions have
biological ½ sq m area, what is their resulted in
diversity. population density per sq. loss
km.? and degradation that
have accelerated the
rate of extinction.
5. In the Philippines,
some terrestrial
species like the
tamaraw in Mindoro,
mouse deer in
Palawan, Philippine
deer, Monkey-eating
eagle are in danger of
.

J. Additional activities for The teachers tells the The teacher tells the students to The teacher instructs the The teacher assigns the
application students to read about list down at least three endangered students to make a research students to read more about the
population density. species, threatened species and on local and global issues causes of species extinction.
or remediation extinct species. that contributed to species
(Extend) extinction.

V. REMARKS
VI. REFLECTION

A. No. of learners who

earned 80% in
the evaluation
B. No. of learners who
require additional
activities for remediation
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?

GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
D. Content Standards
E. Performance Standards
F. Learning Competency/
LC code
Specific Objectives
II. CONTENT
III. LEARNING RESOURCES
C. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR) portal
School: LUSSOC NATIONAL HIGH SCHOOL Grade Level: 9
Teacher: Learning Area: SCIENCE
Teaching Dates and
Time: WEEK 8 Quarter: 1ST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learners demonstrate an understanding of how changes in the environment may affect species extinction.
The learners should be able to make a multimedia presentation of a timeline of extinction of representative microorganisms, plants, and animals
Relate species extinction to the failure of populations of organisms to adapt to abrupt changes in the environment. S9LT-Ie-f30
1. Discuss the local and Make a multimedia presentation of a timeline of extinction of 1. Assess the knowledge
global environmental representative microorganisms, plants, and animals and skills gained by the
issues that contributed students from Module 2
to species extinction. 2. Practice honesty during
2. Recognize the role of the summative test and
man in maintaining checking of papers
balance in nature.
Environmental Issues/ Problems Timeline of Extinction of Organisms Summative Test - Biodiversity and
Evolution
pp. 48 – 50 pp. 48 – 50 pp. 37 – 54
pp. 65 – 68 pp. 50 – 52 pp. 50 – 71
You and the Natural World 9 by You and the Natural World 9 by Religioso et. al pp. 63 - 66 You and the Natural World 9 by
Religioso et. al pp. 69 – 71 Religioso et. al pp. 58-74
 D. Other Learning
Resources
IV. PROCEDURES
K. Reviewing previous The teacher asks: The teacher asks: The teacher asks 
lesson or presenting the  What are the principal  What are the effects  Are you ready to take the
causes and effects of environmental issues summative test?
new lesson
of deforestation? on ecosystems?
(Elicit)  What is the major
cause of wildlife
extinction?
 Explain the effects of
eutrophication on
aquatic organisms.
L. Establishing a purpose The teacher asks: The teacher shows the Ice Age 3 The teacher give instructions about
for the lesson  What are the trailer to the students and asks: the summative test.
composition of the air?  What is the focus of
(Engage)
the movie?

M. Presenting examples/ The teacher guides the students The teacher guides the students in doing their Performance Task - The teacher supervises the
instances of the new in understand the effects of Timeline of Extinction of microorganisms, plants, and animal by giving students in taking the test
lesson environmental issues on tips, showing an example and explaining the criteria in assessing their
(Engage) ecosystems. performance task.
 Air Pollution
 Destruction of Coral
Resources CRITERIA POINTS
 Acid Precipitation Contents/Facts 4
Dates 4
Learning of Content 4
Resources 4
TOTAL 20

N. Discussing new The class discusses the key The students present their output The students answer the test items
concepts and practicing concepts using the ff. guide in class. given with the guidance of the
new skills #1 questions: teacher.
(Explore)  What are the effects of
air pollution?
 Explain why coastal
areas are getting
 destroyed through the
years.
 What are the effects of
acid rain?

O. Discussing new The teacher gives follow up

concepts and practicing questions to deepen understanding
new skills #2 of the concepts
(Explore)
P. Developing mastery 
(leads to Formative
Assessment 3)
(Explain)
Q. Finding practical
applications of concepts
and skills in daily living
(Elaborate)

R. Making generalizations The teacher asks: What are the knowledge, skills
and abstractions about  What are the and values you learned from the
concepts/skills/values activity?
the lesson
(Elaborate) you learned from the
lesson?
S. Evaluating learning The teacher assess the KSA’s The teacher assesses the The teacher asks:
(Evaluate) gained by the students from the learnings of the students.  What are the
lesson.  Give at least 3 events in knowledge/skills/values
1. What are the major the Timeline you made. you gained from the
contributors to air lessons on “Biodiversity
pollution? and Evolution”?
2. What are the causes
coral reef destruction?
mangrove destruction?
3. How acid rain affects
living things?
T. Additional activities for The teacher assigns the The teacher instructs the students The teacher solicits comments,
application or students to bring their laptop to prepare for the summative test. suggestions or recommendations
remediation
 (Extend) about the teaching-learning
process of Module 3.

V. REMARKS

VI. REFLECTION

H. No. of learners who

earned 80% in
the
evaluation
I. No. of learners who
require additional
activities for
remediation
J. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
K. No. of learners who
continue to require
remediation
L. Which of my
teaching strategies
worked well? Why did
these work?
M. What difficulties did
I encounter which
my
principal or supervisor
can help me solve?
N. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?