School San Nicolas National Grade Level & Grade 9- Science

High School Learning Area

Teacher Vincent C. Class and Time Helium 10:00-11:00 (MTWF)
Remocaldo Krypton 11:00-12:00 (TWThF)
Xenon 3:00-4:00 (TWThF)
Teaching September 19, 2023 Quarter First (LIVING THINGS AND
Date THEIR ENVIRONMENT)

Topic LIVING THINGS AND THEIR ENVIRONMENT

Sub Topic Differentiating Photosynthesis and Cellular Respiration
Time Allotment 60 minutes
Learning Competencies and Objectives
Content Standard: The learner demonstrate on the structure and function of mitochondrion as
the main organelle involved in respiration.
Learning The learners should be able to differentiate basic features and importance of
Competency and photosynthesis and respiration.
Code S9LT-Ig-j-31

Performance The learners should be able to design and conduct an investigation to

Standard: provide evidence that plants can manufacture their own food.

Objectives: At the end of the period, the students should be able to:
a.) Identify what is photosynthesis and cellular respiration;
b.) differentiate photosynthesis and cellular respiration; and
c.) Understand the photosynthesis and cellular respiration through video
presentation.

Teacher’s Activities Student’s Activities Materials/

ELICIT 5 minutes Assessment
Tools
The teacher will facilitate the activity to review the The students will play a Paper ball
previous lesson with a game called "Pass the "Pass the ball" and answer
Ball". The students will play a game while they the questions given by the
are singing a "Bahay kubo" when the students teacher.
hear the word respiration by the teacher they will 1.) erobic respiration is the
stop singing and the one who hold the ball process by which cells in
answer the question given by the teacher. the body generate energy
1.) What aerobic respiration? from glucose and oxygen.
After the student answer the question, the game 2.) Anaerobic respiration is
will still continue until the last questions. a metabolic process that
2.) What anaerobic respiration activities? allows cells to generate
3.) Give an examples of aerobic anaerobic energy from glucose without
exercise. the use of oxygen.
3.) Walking, swimming,
biking, hiking, dancing, and
jogging.
ENGAGE (Get the student’s mind focus on the topic: 5 minutes minutes)

The teacher will group the whole class into 8 The students will answer the Laptop, PPT
groups and the teacher will ask the students given question by the
about teacher.
Why plants are important to us? 1.It's a source of food
1.It's a source of food 2.it provides resources for
2.it provides resources for humans with aesthetic humans with aesthetic
and economic value and economic value
3.it provides habitats for different orgsnism 3.it provides habitats for
4. Because of its role in the biochemical cycles different orgsnism
5. It maintains the earth atmosphere through 4. Because of its role in the
photosynthesis biochemical cycles
5. It maintains the earth
atmosphere through
photosynthesis
EXPLORE (Provide students with a common experience: 5 minutes minutes)
The teacher will share a video to the group about Each group will watch and Cellphone, and
photosynthesis and cellular respiration through observe the video and the videos
the usage of the cellphone, and the students will chosen representative of
watch the video shared by the teacher. After 5 each group will discuss the
minutes the teacher will call one representative of given topic to the class.
each group to discuss their topic.
EXPLAIN (Teach the concept: 15 minutes)
The teacher will explain the definition of The students will listen the Laptop,PPT
photosynthesis and cellular respiration teacher during the
 Photosynthesis converts carbon dioxide discussion.
and water into oxygen and glucose.
Glucose is used as food by the plant and
oxygen is a by-product.
 Cellular respiration converts oxygen and
glucose into water and carbon dioxide.
Water and carbon dioxide are by- products
and ATP is energy that is transformed from
the process.
ELABORATE (Students apply the information learned in the Explain. The teacher will give inputs to deepen the understanding of the students: 20 minutes)
Connecting Cellular Respiration and The students will listen the Laptop,PPT
Photosynthesis teacher during the
Photosynthesis and cellular respiration are discussion.
connected through an important relationship.
This relationship enables life to survive as we
know it. The products of one process are the
reactants of the other. Notice that the equation
for cellular respiration is the direct opposite of
photosynthesis:
Cellular Respiration: C6H12O6 + 6O2 →
6CO2 + 6H2O
Photosynthesis: 6CO2 + 6H2O → C6H12O6+
6O2
Photosynthesis makes the glucose that is
used in cellular respiration to make ATP. The
glucose is then turned back into carbon
dioxide, which is used in photosynthesis.
 While water is broken down to form oxygen
during photosynthesis, in cellular respiration
oxygen is combined with hydrogen to form
water. While photosynthesis requires carbon
dioxide and releases oxygen, cellular
respiration requires oxygen and releases
carbon dioxide. It is the released oxygen that
is used by us and most other organisms for
cellular respiration. We breathe in that oxygen,
which is carried through our blood to all our
cells. In our cells, oxygen allows cellular
respiration to proceed. Cellular respiration
works best in the presence of oxygen. Without
oxygen, much less ATP would be produced.

Cellular respiration and photosynthesis are

important parts of the carbon cycle. The
carbon cycle is the pathways through which
carbon is recycled in the biosphere. While
cellular respiration releases carbon dioxide
into the environment, photosynthesis pulls
carbon dioxide out of the atmosphere. The
exchange of carbon dioxide and oxygen
during photosynthesis (Figure below) and
cellular respiration worldwide helps to keep
atmospheric oxygen and carbon dioxide at
stable levels.

EVALUATE (Assess students learning: 10 minutes)

The teacher will give an activity sheet to the each The students will answer the Printed answer
students. given activity individually. sheets
Complete the diagram using the following keywords:
mithocondria, water, carbon dioxide, oxygen, glucose
and chloroplast.
EXTEND (Deepen conceptual understanding through use in the new context.)
The students will bring the following;
1.) crayons
2.) pcs cardboard
3.) Marker
4.) Pencil
REFERENCES
Teacher’s Guide
Learners’ Material
REMARKS

a. Does it indicate special cases

including but not limited to
continuation of lesson plan to
the following day in case of re-
teaching or lack of time, transfer
of the lesson to the following day
in cases of class suspension,
etc.?
REFLECTION

1. Which teaching technique(s),

strategy(ies), method(s) and
approach(es) are:
a. Effective and why?

b. Ineffective and why not?

2.What difficulties/challenges did

I encounter today and how can I
address or handle them?

3. What help do I need from my

cooperating teacher to address
the difficulties/challenges I
encountered?
Prepared by: Checked by:
VINCENT C. REMOCALDO LIEZEL F. NGOHO
Pre-Service Teacher Cooperating Teacher