School MUTIA NATIONAL HIGH SCHOOL Grade Level 9

DAILY LESSON Teacher CHARLITO S. BOMEDIANO 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 of the circulatory of the blood
with the heart, system • Name and compare the
• Describe how the circulatory system different types of blood
movement of and lungs • Explain the different vessels
diaphragm helps the types of circulation
air to go in and out of • Explain the
the lungs mechanism of how
the respiratory and
circulatory system
work together

II. CONTENT
Respiratory parts and Main Respiratory organ Respiratory and Circulatory organs Blood and Blood vessels
functions 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 https://www.youtube.com/ https://www.youtube.com/ https://www.youtube.com/
Resource watch?v=DCVIEMNPE1E watch?v=_FLjj_Z7SkA watch?v=_FLjj_Z7SkA

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

B.
Establishing a Discuss the functions of Explain how lungs work Discuss the blood flow Name and discuss the Describe and give the
purpose for the respiratory system and describe how the and gas exchange components of circulatory functions of the different
lesson movement of the within the circulatory system components of the blood.
diaphragm help the air and respiratory system
go in and out of the
lungs
 .
C. Presenting Present the chart or model Show pictures of the Using the learners Refer to figure 9 page 15 Show pictures of blood
examples/Instances of the respiratory organs main respiratory organ- manual page 9 the of learner’s module study composition.
of the new lesson and explain their functions Lungs students will trace the the different parts of Watch the video about
gas exchange activity circulatory system to blood types
visualize each component.

D. Discussing new Explain the procedure of The teacher will explain Discuss the procedure Compare the three types of Using microscope the
concepts and activity 1 and the expected and demonstrate how to and the materials needed blood circulation students will focus human
practicing new skills # learning outcome make the model of human for the activity blood cells
1 chest cavity

E. Discussing new The students will perform The students perform The students will do the Video showing the
concepts and the Activity 1 What a Activity 2 activity 3 outside the animated flow of blood to
practicing new skills # bunch of grapes. (P.4 Bottled balloons classroom. Page 8 the different parts of the
2 learners (pp.5-7 learners module) learners module body.
module)

F. Developing mastery Let the students label the The students will Discuss the answers Fill in the missing parts, Let the students give the
parts and give the functions demonstrate of the given questions description, and functions to functions of blood
of human respiratory breathing process in activity 3 complete the entire concept components and
system. (Inhale and exhale) and mapping of circulatory compare the blood
make comparison of system page 13 learners vessels
the movement of module
diaphragm muscles.

G. Finding practical Call student to explain what Point out the Demonstrate ways of Let the students discuss the Let the students infer what
application of will happen if one part of the importance of living a taking care use and importance of would happen if the blood
concepts and skills system fails to carry out its healthful life style. respiratory system sphygmomanometer and stopped to flow
in daily living function properly stethoscope.
 H. Making Video showing about Let the students discuss Ask the students to Ask the students to Let the students answer the
generalizations human respiratory parts how the movement of the describe the blood flow enumerate the parts of the question.
and abstractions and functions diaphragm cause the air and gas exchange with blood and their functions What are the blood vessels
about the lesson (the students will watch the in and out of the lung the heart and lungs. and how are they differ?
video)

I. Evaluating learning The students will answer Evaluation of the Answer the given Evaluate the students Let the students answer
Part B of activity 1 p.5 constructed model of questions on page 9. learning of concepts of short quiz
the human chest circulatory system by
activity answering the graphic

organizer, page 13 of
learner’s module.

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

for application or activity page 10 of demonstrate how to get
remediation learners module blood 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 Teacher Learning Area
LESSON LOG

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

II. CONTENT
Parts and functions of the Heart rate Respiratory and Making Respiratory and Making Respiratory and
heart 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 or presenting
the new lesson
Recall the organs of
circulatory system
Let the students recall the
parts of Human Heart
Recall blood circulation Review the common
Respiratory and circulatory
ailments
Ask the students to give
what are the different ways
on how 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
demonstrate how to
measure pulse beat.
Ask the students to Discuss way of detecting Discuss the importance of
explain this quotation and preventing diseases. healthy lifestyle
“Smokers never grow old and the healthy habits to
but they just die young “ keep the respiratory and
circulatory system healthy

C. Presenting Bring out your books and the students to tell where Show the picture of Cite some government show pictures of different
examples/Instances of the identify the detailed parts of the sound of their heart is smokers body and call agencies that can help and lifestyle and ask the
new lesson the human heart coming from. students to describe give information in students to give the
preventing diseases positive and negative effect
to one’s life

D. Discussing new
concepts and practicing
new skills #
Let the students dissect the
chicken heart and identify
the parts of the heart
In doing the activity,
remind the students to
choose only the physical
activities that they can
tolerate so as to avoid
injury or strain.
Do Activity 7 Cigarette The students will cut out
Smoking Is Dangerous to Watch the video Harmful different examples of
your Health effects of tobacco on the unhealthy lifestyles from old
human heart magazines or news papers
Watch video on effect of and create a collage in your
smoking on the human notebook.
respiratory and
circulatory system

E. Discussing new The Students will do go Ask the students to write Perform the activity 8
concepts Do Activity 5 out from the classroom some of the common Prevention is Better that
practicing new skill Pump it to perform the Activity 6 ailments of Respiratory cure
#2 The and circulatory system
Rhythm of My Heart
.page 11

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
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
Short quiz ( formative test)
Discuss the answers from
the given questions of
Activity 6 page 12
Let the students explain
how nicotine in cigarette
tobacco affects breathing
rate when it enters the
bloodstream.
After exercise, the heart
rate increases and
eventually returns to
resting pulse. Therefore
shorter interval is needed.
Compare the students
resting pulse with their
pulse after the given
activities.
After discussing the
ideas within the group,
stick and organize all the
responses which falls
under the respiratory and
circulatory system
Let the students suggest
the different ways how to
take care of the
circulatory system
The students will
describe and give the
symptoms of the
common ailments of the
circulatory system
Give 5 item multiple
choice test
Visit other school clinic or
your family doctor and
interview them about the
common ailments that
affect the respiratory and
circulatory system
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.
Answer the missing word
on page 22 of learner’s
module.
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.
Summative Assessment 10
items multiple choice test
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 LOG Teacher Learning Area SCIENCE

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) S9LT-Id-

Competency/Objectives 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 square to show the • Infer the unknown square to explain
knowledge of Punnett square inheritance of phenotypes of how sex genes are
regarding a possible codominance individuals on the inherited
inheritance and combination of • Give the basis of the known
variation through offspring involving phenotypic and phenotypes of their
pre – assessment incomplete 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 Mendelian Patterns of
lesson or presenting Inheritance
the new lesson
B. Establishing a purpose What are the exceptions of
for the lesson Mendelian Pattern of
genetics?
C. Presenting Since there is an
examples/Instances of exception in Mendelian
the new lesson pattern of inheritance, how
does other inherited traits
that falls beyond the
exception of Mendel’s rule
follows?
D. Discussing new Before we answer that
concepts and practicing question let us answer the
new skills # 1 Pre – Assessment on LM
p. 29
E. Discussing new (By group) Create a K-W-L
concepts and questions
practicing new skills #
2 Punnett square
F. Developing mastery How is Mendelian
inheritance different from
Mendel’s observation?
Let them remember again “Incomplete dominance” “Codominance” Non Mendelian Pattern of
the ff. terms; Inheritance
a. Recessive
b. Dominant
c. Phenotype
d. Genotype
e. Alleles
f. Punnett squares
Picture analysis Picture analysis What is your blood type? Sex determination
(Let the student react on (Let the student react on Do you know your parents diagram (Let the student
what they see on the what they see on the blood type? Are your analyze the picture and
pictures) The Group that pictures) The Group that blood types similar? If not, relate it to meiosis and
will list as many reaction will list as many reaction does it mean that your inheritance) How does sex
as possible in 1 min. gets as possible in 1 min. gets adopted? genes determined and
a reward card. a reward card. inherited?
How does pink flower arise Read the procedure and Watch Video for better https://www.youtube.com/watch?
v=k MWxuF9YW38
when a red and white explain the sample understanding
https://www.youtube.com/watch?v=9 (0:00 – 1:21 mins
flower was cross problem found on LM p.
O5JQqlngFY only)
pollinated? 33
Let us investigate!
Do the activity No. 1 Do the activity No. 2 Do the activity No. 3 Do the activity No. 4 “Boy
“Phenotypes and “Mystery Bull” “What’s your blood type?” or Girl?”
Genotypes in Incomplete Discussion follows right
dominance” after the given activity
Problem solving of Problem solving of Identify the following traits Presenting Punnett square
Incomplete Codominance using and classified it into which and answering guide
Dominance using Punnett square Non Mendelian Pattern of questions
Inheritance it belongs
What is Incomplete What is codominance? What is multiple alleles? How does sex genes
dominance? Summed up: What are The determined and inherited?
Non Mendelian Pattern of
Inheritance?
G. Finding practical Give examples of the trait Is there any inherited traits Is there any inherited traits
If you and your parents Is it right for the husband
application of that does not follow in human that follows the in human that follows the
happens to have different to blame his wife if she
concepts and skills Mendelian Principle incomplete dominance Codominance pattern ofblood types? Is that mean could not bear a male
in daily living pattern of inheritance inheritance? that you are not related to child? Which
each other? Why? Or why chromosomes determine a
not? person’s sex?
H. Making What happen with those How many phenotypes are What is codominance? Why does human blood Who determine the sex of
generalizations and inherited traits that does expressed in an How do they differ from types happens to be the their children? Explain your
abstractions about not conform to predicted incomplete dominance incomplete dominance? best example to show answer.
the lesson outcomes based on traits? multiple alleles? Is there
Mendel’s Law of other human traits that
inheritance? follow multiple allele’s
pattern?
I. Evaluating learning Not yet to be determined Evaluation is based on the Evaluation is based on the See attachment on DLL 1- Evaluation is based on the
(prior knowledge based on result of the activity result of the activity 10 Paper and pen test result of the Punnett
the result of pre – square
assessment test)
J. Additional activities for Research for The NON – Answer the problem set Answer the problem set Research on the ff;
application or Mendelian Patterns of (see the DLL attachment (see the DLL attachment Sex linked genes
remediation Genetics for the remediation and for the remediation and Sex limited genes
enrichment) enrichment) Sex influenced genes
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 LOG Teacher Learning Area SCIENCE

Teaching Dates and Time Quarter FIRST QUARTER

B. Establishing a purpose for What makes men differs
the lesson from women? Let the
student write as many
as they can? Which
among these traits is
inherited?
C. Presenting Among those traits listed -
examples/Instances on the board, encircle
of the new lesson those that can be found
only in male/female?
(INTRO) These traits are
being controlled by sex
chromosome, let us
investigate further.
D. Discussing new concepts Do Activity 5 “ When
and practicing new skills Gender Matters”
#1
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery What is sex linked
genes? How are these
genes inherited?
G. Finding practical Who are most likely to
application of be affected by sex
concepts and skills in linked genes and why?
daily living
H. Making generalizations Sex linked are inherited
and abstractions through the x
about the lesson chromosome. What could
be the effect of this
disorder in male?
What about in female?
I. Evaluating learning See rubrics for the result of
group discussion/
collaboration
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
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 Quarter
Time

First

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

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

Explain the importance Demonstrate using Distinguish

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

II. CONTENT
Biodiversity and Biodiversity and
Biodiversity and Evolution
Biodiversity and Biodiversity and Evolution Evolution
Causes of Species
Evolution Evolution Causes of Species Causes of Species
Extinction
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 Science and
General 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_bi
o
/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 animals and plants to live? activities contribute to
Tell something about most stable? Why video clip. Why or why not? the extinction of
the picture. are populations that “Endangered species?
How do organisms are more diverse Animals” What does it mean for a species
interact with each usually more What does to be endangered?
other? stable? 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 Limiting Factors and give How would you describe the
Assessment in L.M. p
kind and the other one Carrying Capacity their insights. picture?
71
with 5 different candies.
Ask the students which What does the picture implies?
box will they choose
and why?
C. Presenting examples/ instances of Students perform
the new lesson Video Analysis “Species Charade
Game”
Unlock term Species, “ Population Growth “
Video Analysis:
Population and A list of “ Man “
Biodiversity. This will What is the message endangered What is the impact of
lead students to the idea implied in the video? species, modernization to the lives of
of species distribution threatened people and the environment?
and diversity in a species, and
community. extinct species are
the choices to be
picked for the
game.
D. Discussing new concepts and Perform Activity 1: Index Perform Activity Perform Activity 3: Perform Activity 4:
practicing new skills #1 of Diversity in L.M. p.54.
“ Population Density “ Endangered but L.M. p. 60
not Extinct….. Yet
(See attached activity Predict what happens to both
L.M. pp. 58-59
sheet.) islands.
E. Discussing new concepts and
practicing new skills #2

F. Developing mastery Discuss the answer to

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

characteristics of becomes How do you think or feel about

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

Using the Using the Exit Ticket

I. Evaluating Exit Ticket
learning Give a 5
Infer what item
will formative
happen If As test.
population population
density of people
increases? increases it
Decreases? has great
impact on
the growth
 and
developme
nt of the
community.
How
will it lead to
species
extinction?

What was the What was

What is the most What is the the most
most confusing most confusing
important idea important idea
thing we presented thing we presente d
discussed today? discusse d today?
today? today?
What are the What What are What made
three big made the the three big the learning
ideas/con learning ideas/co easy for you
cepts to be easy for you ncepts to be today?
learned today? learned from What made
from this What made this lesson? the learning
lesson? the learning difficult for
difficult for you today?
you
today?

J. Additional activities for application

or remediation Do research on why Make a Poster on Conservation
would an engineer of Wildlife.
have 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 Quarter First Quarter
Time
 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 Differentiate basic features and importance of photosynthesis.
Write the LC code for each
S9LT-Ig-j-31

Identify raw materials

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

II. CONTENT
Flow of Energy and
Flow of Energy and Flow of Energy and Matter Flow of Energy and Flow of Energy and
Matter in Ecosystem
Matter in Ecosystem in 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 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? Science Partnership of
hesis.swf synthesis.swf id= University of California
NSF FOCUS Math 233 IRVINE
and Science
Partnership of
University of California
IRVINE
IV. PROCEDURES

A. Reviewing previous lessons or Perform the Pre-test 1. What are the

presenting the new lesson in L.M. p. 73-74 to What are the parts of What processes are Cite evidence that shows raw materials and
assess prior plants and organelles involved in food making? photosynthetic process. product of
knowledge. essential to food photosynthesis?
making process? Write the word equation 2. What
of photosynthesis. organelles play an
important role in
photosynthesis?
3. How do you
describe
photosynthesis using
the word equation?
B. Establishing a purpose for the English Learners:
lesson Well, the sun comes Think-Pair-Share: Unlocking of Word
Why do you think plants streaming out of the Difficulty: Students will use word
are called great food sky making Do plants really capable triangles to review the
providers? everything grow of making foods? Enzymes, Chloroplast, molecules involved in
and keeping us Humidity, Temperature the process of
alive and our main photosynthesis. (To
connection to the This will lead to factors complete a word
sun are the green affecting photosynthesis. triangle, students draw
leaves, only

they can make food one triangle for each

with sunshine word and divide the
energy. ( An excerpt triangle into three
from bands horizontally. The
 Energy and Me CD by new vocabulary is
Billy B, lyrics for The placed in the middle
Rock and Roll of band, the definition of
Photosynthesis) the word is written on
the bottom band and a
What is implied in the diagram of the word is
song? written in the top band).

C. Presenting examples/ instances of Picture Analysis. Worked Example with

the new lesson Answer Analysis:
Teacher asks Art Education:
students what Devi covered a part of a
materials are involved leaf with a black piece of Students will draw
in the process of paper and left the leaf in a leaf diagram and
photosynthesis. bright sunlight for several use this to illustrate
Show pictures of
Students think about days. what goes in
different food products There’s an old saying
the question for one She then carried out the (reactants), and
locally made from that goes,” Para
minute, then turn to a iodine test for starch. what comes out
Khong Guan since maganda ang tubo ng
shoulder partner and What do you think (products) of
students are very mga halaman
discuss their thoughts happens to the leaf? photosynthesis.
familiar with it. kausapin mo ito palagi.”
to the question.
(The part of the leaf
How do you think Is there any truth to this
covered by the black
these products are saying?
paper cannot
made available for us?
photosynthesize and
(Elicit answer that will What scientific
would be unable to
lead to the concept of explanation lies
manufacture sugar and
how are these foods behind the saying?
starch. Therefore, when GATE:
manufactured.)
tested with iodine
solution, the area would Students will
remain pale. The rest of sequence the process
the leaf would be positive of photosynthesis and
to the iodine test and identify specific
produce a dark blue reactions involved,
stain.) 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 findings in
each Learning Station.
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?
Perform Activity 3C and other suitable maps for
Perform Activity 3D of L.M. pp. 81-83 sequencing events).
3A.B,C,D: Evidence
Perform Activity: of Photosynthesis in
Modelling L.M. pp. 79-82
Photosynthesis
( See attached Activity
Sheet)
Discuss the answer to Process the Activity: Discuss the answer to the Computer Aided
guide questions in the Guide Questions. Activity:
activity. Observations and data
gathered would lead to Key Concepts would be Students make a
1.What reactants or the discussion of the Enzymes, Temperature, multimedia
materials are required different evidences in Carbon Dioxide, and Light
for the process of photosynthetic process.
photosynthesis?
2. What products
are formed in the
process?
3. What happens
to the light energy in
the thylakoid
membrane of the presentation of
chloroplasts? 4..How photosynthetic
does the energy from process.
sunlight used to build
sugars?
Students should Imagine that you are a Supposed there are 2 jars
create an analogy for farmer, what ways would with burning candle and
the process of you suggest to yield better one has potted plant
photosynthesis and crops? inside. Both jars are
compare each part of placed near a window in
 the process with strong sunlight.
some

other process in Question:

everyday life. (Ex.
The process of Why does the burning
photosynthesis is like candle in jar without
baking bread). potted plant stop burning
before the candle with
potted plant?

H. Making generalizations and c

abstractions about the lesson 1. The overall
process of What evidences are
photosynthesis uses shown that
water and carbon photosyntheti process What are the factors or
dioxide to produce takes place? conditions that affect
sugars that store photosynthesis?
chemical energy.
1. What are the 2. Sunlight is
organelles essential to absorbed using plant
the process of pigments called
photosynthesis? chlorophyll, and the
2. How are these process of
organelles work photosynthesis takes
together in the entire place within
process of food organelles called
making? chloroplasts.
3. Energy from
sunlight is captured
during the
lightdependent
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 Using the Exit Ticket
 company. Create a Carbon Dioxide What was
“resume”, explaining (CO2 ) What is the most
your job qualifications + the confusing What was
most the most
and describing how you Water Chlorophyll importan idea What is confusing
will efficiently get the job (H2O) t thing presented the most idea
done. Descriptions must Sunlight we today? importan presented
include key vocabulary discusse t thing today?
such as stomata, water, Glucose + Oxygen d today? we
carbon dioxide, light, What are What made discusse
energy, chlorophyll and C6H12O6 O2 the three the d today?
chloroplast. big learning What are What made
ideas/co easy for the three the
ncepts to you big learning
be today? ideas/co easy for
learned What ncepts to you
from this made be today?
lesson? the learned What
learning from this made
difficult for lesson? the
you today? learning
difficult for
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?