Lesson Plan COT Esp

Instructional Planning
(The process of systematically planning, developing, evaluating and

managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)

DLP No.: 1 Learning Area: Grade Level: Quarter: Duration:
ARTS 9 2ND 45 min
Learning A9EL – IIa - 2

Analyze art elements and principles in the production of
Competency/i
es: work following a specific art style.
Key
Concepts/
Understandin The learners can identify the elements and principle of Arts.
g to be
Developed
1.Learning
Recognize the elements and principle of arts.
Objectives Knowledge
Skills Create an artwork by applying the principle of arts.

Show cooperation and participation in the activity.
Attitudes
Appreciate the importance of elements and principles of
Values arts for the realization of an art piece.
2.Content
The Elements and Principle of Arts
Learning Q2_SHLT_ARTS 9_week 1 .docx
Resources
3. Procedures
3.1 Introductory
Activity (2min.)
A. PREPARATORY ACTIVITIES
* Prayer
* Greetings
* Checking of Attendance
B. MOTIVATION
The teacher will show pictures. The first set of image suggests the
ELEMENTS OF ARTS and the second picture is all about PRINCIPLES OF
ARTS. The students will discover the topic because the teacher will also provide
a jumbled letter. The student will guest the hidden word.
3.2 Abstraction
(18 min.)
The teacher will discuss the following:
ELEMENTS OF ARTS - these are the visual tools that the artist uses to create an art
piece.
1. Line/s - it is consist of points
2. Shape - it is a 2D, Flat , and this is formed when a line connects to itself.
3. Form - it is a 3D , It has height, depth, and width.
4. Color - an element that makes the art alive.
5. Texture - it refers to how art piece looks like it feels.
6. Space - The area around the subject in art.
7. Value - the lightness and darkness of color within a work of art.
PRINCIPLES OF ARTS - it represents how the artist uses elements of arts to create
effect and to help convey the artist’s intent.
1. Patterns - it can be created with lines, shapes and colors which is repeated
2. Contrast - differences or opposite in the work of art.
3. Emphasis - it is the main focus of an art piece. It is the first thing that our eyes
sees first.
4. Balance - it is the distribution of visual weight of objects in a work of art.
3 TYPES OF BALANCE
SYMMETRICAL
ASYMMETRICAL
RADIAL
5. Unity - it refers to the uniformity of details in an artwork
6. Proportion – it refers to the size of something compared to what is next to it.
7. Movement -- visual elements in a work of art that create a sense of action or
Implied motion.
3.3 Analysis
(5min.)
Let’s analyze!
What principle of art is present in the picture? Why do you say it so?
What principle of art is present in the picture? Why do you say it so?
3.4 Activity
(10 min.) The teacher will divide the class into 5 groups. Each group will pick a principle
design . Whatever principle they have picked, they should create an artwork
about the principle they have picked. They will create it by group.
CONTINUATION OF ACTIVITY
Each group will present their ARTWORK to the class.

The teacher will ask the students about their group artwork. Students can share their
3.5 Application learnings and understanding during the artwork presentation.
(10 min.)
Multiple Choices:
1. An element of art that is consist of points.
a. Line b. shape c. Form d. color
2. An element of art that makes the art alive.
a. Line b. shape c. Form d. color
3. A principle of art that refers to differences or opposite in the work of art.
a. Patterns b. contrast c. emphasis d. Balance
4. A principle of art that refers to the distribution of visual weight of objects in a
4 . Assessment work of art. A. Patterns b. contrast c. emphasis d. Balance
(5 min.)
Enumeration
1-3 What are the primary colors?
4-6 What are the 3 TYPES of balance?
5.Assignment In a short bond paper create an artwork applying your learning and
(2 min) understanding about principles of arts. You can use any coloring materials.
Submit your artwork tomorrow.
5.1 Concluding A great artist must follow and apply the elements and principle of design in order
Activity (1 min) to create a great art
5. 2
REMARKS
5.3
REFLECTIONS
Prepared by: Checked by:
JAMES CLYDE J. GENERALE JUDY R. TAPERE DevEdD

MAPEH Teacher School Head

DLP Learning Area: Grade Level: Quarter: Duration:
No.: 2 Science 9 2ND 45 min
Learning Explain how the Quantum Mechanical Model of the (S9MT-IIb-14)

Competency/ies: atom describes the energies and positions of the
electrons.
Key Concepts/ The learners can determine the pattern of filling the atomic orbitals
Understanding to
based on the given electron distribution of the first 10 elements.
be Developed
1.Learning Identify the energy levels, sublevels, and atomic orbitals

Objectives Knowledge in an atom
Skills Infer that electrons can stay only in definite energy levels
Determine the maximum number of electrons that can
Attitudes stay in an energy level
Relate colors of light emitted by metals to the structure of

Values the atom
2.Content
Electron Configuration
3.Learning Q2_Sci.9_Mod.1_v1.0.pdf
Resources
4.Procedures
4.1 Introductory Teacher will share a short insight about atoms.
Activity (2min.)
1. Matter is composed of atoms. Atoms are made up subatomic
particles namely protons, neutrons, and electrons. The position
of electrons within the atoms plays a vital role in the way atoms
interact with one another to form compounds.
2. Tracking down the location of a given electron in an atom is
similar to tracking where a person lives. To find this person you
need to know his complete home address: City, Barangay, and
house number. These corresponds to energy levels, sublevels,
and atomic orbitals in an atom
3. In order to track where all the electrons in an atom are, chemists
use notation called electron configuration. This electron
configuration is the most stable arrangement in which the
electrons have the lowest energy. An example of electron
configuration is 1s22s22p6 for neon atom.
4.2 Activity (10 Write the electron configuration of the elements and show the orbital
min.)
diagram using the Hund’s Rule and Pauli’s Principle.
4.3 Analysis (5min.) The electrons and the nucleus interact to make the most stable
arrangement possible. The way in which electrons are distributed in the
different orbitals around the nucleus is called the electron configuration.
Table 1: Distribution of electrons in the atomic orbitals of the first 10

elements.
Q1. Do you see any pattern in the electron configuration of the

elements?
Q2. What are these patterns?
4.4 Abstraction (18 Three rules are applied in deriving the electron configuration.
min.)
1. Aufbau’s Principle
2. Pauli’s Exclusion Principle
3. Hund’s rule of multiplicity
4.5 Application (10 Have you noticed the nutrient label in your favorite snack? What are the
min.) elements present in it? List five (5) elements present in your snack and
make an element card which shows the element name, element
symbol, atomic number and electron configuration. Use short bond
paper and cut into four for your card.
4.6 Assessment (12 A. Multiple Choice: Select the letter of the best answer from among the
min.) given choices.
1.Which statement is NOT correct for an atom with an electron
configuration of 1s22s22p63s23p5?
A. It has 17 electrons B. It has 3 main energy levels.
C. The 3p orbitals are completely field. D. The s orbitals are
completely filled
2.Which electron configuration below is correct?
A. 1s22s22p53s23p6 B. 1s22p63s23p3
C. 1s22s23s22p63p4 D. 1s22s22p63s23p4
3.Which is the correct configuration of P15 using the Hund’s Rule.
A. 1s2 2s2 2px 2 2py 2 2pz 2 3s2 3px 2 3py 1 3pz
B. 1s2 2s2 2px 2 2py 2 2pz 2 3s2 3px 1 3py 1 3pz 1
C. 1s2 2s2 2px 2 2py 2 2pz 2 3s2 3px 1 3py 1 3pz 4s1
D. 1s2 2s2 2px 2 2py 2 2pz 2 3s2 3px 1 3py 3pz 1 4s1
B. Write the electron configuration of Ca20 and show its orbital
diagram.
4.7 Assignment (2 Shown here are the orbital configurations for the elements named.
min) Each configuration is incorrect in some way. Identify the error in each
and write the correct configuration.
4.8 Concluding THINK SHARE ACTIVITY
Activity (1 min)
Teacher will ask this question to the class, “ What have you learned
about electron configuration?”
5. REMARKS
6. REFLECTIONS Theoritical Perspective
This lesson is important for students to understand that the

characteristics of matter are related to how electrons are distributed
inside the atom
A. No.of learners who

earned 80% in the
evaluation.
B. No. of learners who
require
additional activites
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
learning 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?

VIANNEY B. CAMACHO MARISSA S. DIEPARINE, Ed.D
Science Teacher School Head

Learning - Recognize different types of compounds (ionic and

S9MT-IIb-14
Competency/ies: covalent) based on their properties such as melting
point, hardness, polarity and electrical and thermal
conductivity
Key Concepts/ - How atoms combine with other atoms by transferring or by

Understanding to
sharing electrons; and
be Developed
- Forces that holds metals together
1.Learning Explain the formation of ionic and covalent bonds

Recognize different types of compounds (ionic or
Skills covalent) based on their properties such as melting point,
hardness, polarity and electrical and thermal conductivity

Values the atom
2.Content
IONIC AND COVALENT BOND
3.Learning https://www.youtube.com/watch?v=Sk7W2VgbhOg
Resources
https://www.youtube.com/watch?v=DEdRcfyYnSQ
https://www.youtube.com/watch?v=LkAykOv1foc
4.Procedures
4.1 Introductory
1. The teacher will ask the question, “What are valence
Activity (2min.)
electrons?” then he/she will spin the wheel with names of students
to answer the question. Sharing ideas about valence electrons.
1. Teacher will say, Operationally define as electronegativity and
ionization energy.
2. Discuss Lewis structure.
4.2 Activity (10 1. Teacher will show how to write the Lewis Structure of an element.
min.)
Students will also practice writing the Lewis Structure.
2. students will answer the Activity # 1: What’s in the number?
Directions: Using the periodic table of elements, answer the given activity below.
 See attached periodic table of elements at the last page.

3. Then, students will also answer Activity # 2: Four Pics one Word
Directions: This game presents you with four pictures to let you guess what
specific word fits with the theme of the photos presented. Hope you enjoyed
the activity. For the next activity, your mission is to identify the properties of
metals and non-metals.
4.3 Analysis (5min.) Teacher will let students answer the activity for analytical concept about the lesson.
Tittle: Am I an Ionic or Covalent?

Directions: Classify the following properties as Ionic or Covalent compounds. Write
ionic or covalent on the space before each property.
__________1. Atoms share electrons to become stable.

__________2. High melting and boiling points
__________3. Conduct electricity when melted
__________4. Usually occurs between non-metals.
__________5. Poor electrical conductors in all phases
4.4 Abstraction (18 The teacher will discuss the ionic and covalent bond.
min.) - Valence electrons are the electrons involved in forming bonds to form
compounds. It is important that you know the valence electrons so
that you can illustrate how bonds are formed. It is good that you have
found out that metals have low electronegativity and non-metals have
high electronegativity because this property plays an important role in
forming compounds.
- Electronegativity is a measure of the tendency of an atom to attract
electrons, the higher its value, the higher its tendency to attract
electrons. Chemical bonds are formed when valence electrons, the
electrons in the outermost electronic “shell” of an atom, interact.
- Chemical bonds are forces that hold atoms together to make
compounds or molecules. It is the connection between atoms in a
molecule. Atoms with the largest electronegativity differences (such
as metals bonding with nonmetals), the bonding interaction is called
ionic, and the valence electrons are typically represented as being
transferred from the metal atom to the nonmetal. Ex. Magnesium and
fluorine combine to form an ionic compound
- Covalent bonds are a class of chemical bonds where valence electrons
are shared between two atoms, typically two nonmetals. The
formation of a covalent bond allows the nonmetals to obey the octet
rule and thus become more stable. For example: fluorine and carbon
4.5 Application (10 The teacher will relate the lesson to a love story.
min.) Tittle: Salt Love Story
Directions: Read and understand the story and answer the questions below.
Guide Questions:
1. Who are the characters in the story?
___________________________________________________________________
2. How many valence electrons does sodium and chlorine have?
___________________________________________________________________
3. What do you think is the type of bond that occurs among them?
___________________________________________________________________
4.6 Assessment (12 Directions: Choose the letter of the correct answer and place it on the corresponding
min.) space before the number.
1. Which of the following properties of atoms is the most suitable reference for the
kind of bond that will take place between/ among them?
A. Atomic Size B. Electronegativity C. Electron Affinity D. Ionization Energy
2. When does covalent bonding takes place?
A. When atoms attain stability
B. When atoms collide with one another
C. When the attraction between atoms is strong
D. When atoms share electrons with one another
3. Which of the following types of bonds will have the highest electrical and thermal
conductivity?
A. Ionic bond B. nonpolar covalent bond C. Metallic bond D. Polar covalent bond
4. The kind of chemical bond that will form between two oxygen atoms.
A. Ionic bond B. nonpolar covalent bond C. Metallic bond D. Polar covalent bond
5. Nitrogen(N) belongs to family 5A and it is diatomic. How many nonpolar covalent

bonds will there be in N2 molecule?
A. 1 B. 3 C. 2 D. 4
4.7 Assignment (2 ASSIGNMENT: Find me in your Home

min) Directions: List down at least 5 things you see inside your house that involves ionic
and covalent compounds.
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
4.8 Concluding Teacher will let the students continue the activity in application entitled
Activity (1 min) Salt Love Story.
5. REMARKS

inside the atom.

earned 80% in the
evaluation.
require
for remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
continue to require
remediation.
E. Which of my
learning strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?


Learning - Recognize different types of compounds (ionic and

S9MT-IIb-14
Competency/ies: covalent) based on their properties such as melting
point, hardness, polarity and electrical and thermal
conductivity
Key Concepts/ - How atoms combine with other atoms by transferring or by sharing
Understanding to electrons; and
be Developed - Forces that holds metals together
1.Learning Explain the formation of ionic and covalent bonds

Recognize different types of compounds (ionic or covalent)
Skills based on their properties such as melting point, hardness,
polarity and electrical and thermal conductivity
Determine the maximum number of electrons that can stay in
Attitudes an energy level
Relate colors of light emitted by metals to the structure of the

Values atom
2.Content
IONIC AND COVALENT BOND
3.Learning https://www.youtube.com/watch?v=Sk7W2VgbhOg
Resources
https://www.youtube.com/watch?v=DEdRcfyYnSQ
https://www.youtube.com/watch?v=LkAykOv1foc
4.Procedures
4.1 Introductory Let the students answer the activity.
Activity (2min.)
Activity # 3: Unlock Me!!!
Directions: Unlock your vocabulary using the words below.
4.2 Activity (10 1. Teacher will say, How did you find the activity? For your next mission,
min.)
differentiate ionic from covalent bonds using the previous knowledge on their
properties.
2. Students will do the Activity: The Singing Bond (Band)! Let us try to loosen up
with the technicalities of chemical bonds. This song may not be within your genre
but it’s a very common song you’ve heard in your favorite radio stations, videoke
bar, or hummed by you mother. Join this music just for fun.
Chemical bonding Song

To the tune of Dancing Queen
First we'll start with ionic bonds, A metal and nonmetal are involved. The metal
gives over electrons, the nonmetal ... it receives. The atoms become IONS! Metals
might have 1,2 or 3 Electrons for the nonmetal to receive It all depends on what's
needed, to make the number 8 For the nonmetals' outer shell. AND IF IT HAPPENS
FOR THEM ... They both become IONS ...... CHARGED ATOMS..... They become IONS!
The metal's positive, the nonmetal's negative, they become IONS, oh yeah. The
metal's plus, the nonmetal minus, and opposites they do attract. So what you get,
when they come together, is an IONIC BOND. So what about those covalent bonds?
It's not about loss and gain of electrons. Valence electrons they are shared, to
complete the outer shells of the nonmetals set to bond. IT'S WHEN NONMETALS
JOIN ....to make covalent bonds With shared electrons ,,,, they're covalent bonds.
Not a transfer, instead they share valence electrons, oh yeah! Ionic bonds ... covalent
bonds..........................................both of them chemical bonds. How are they made?
What's the difference? Play the song again! Ionic bonds, covalent
bonds.........................................both chemical bonds!
Questions:
1. What composes a covalent bond? Hint: 5th stanza of the song
2. How did the valence electrons in a covalent compound achieve the octet? Hint: 4
th stanza of the song
3. How will you differentiate an ionic compound from covalent compound? Hint:
bonds, type: metal & non-metal.
4.3 Analysis (5min.) Teacher will let students answer the activity for analytical concept about the lesson.
Activity: Compare Me Not!!!
Directions: Compare and contrast ionic compound based on their properties such as
melting point, hardness, polarity and electrical and thermal conductivity. On the left
side of the circle write all about ionic, at the center their similarities and on the right
side write all about covalent.
Did you ever wonder how water is formed? What bonds does it work on?
4.4 Abstraction (18 The teacher will discuss the ionic and covalent bond.
min.)
Difference of Ionic and Covalent Bonds based on their properties.
4.5 Application (10 Let the students answer the activity.

min.) ACTIVITY: We Bond through our Negativities!
Directions: Using the periodic table of elements, use the electronegativity to
complete the table below:
4.6 Assessment (12 Directions: Choose the letter of the correct answer and place it on the
min.) corresponding space before the number.
1. A chemical bond formed when two atoms share electrons is called a(n)
A. covalent bond B. ionic bond C. crystal bond D. polyatomic bond
2. Which of the following compounds will have the highest melting temperature?
A. Lead wire B. Sodium chloride (salt) C. Paraffin wax D. Sucrose (table sugar)
3. Which of the following two statements about covalent bond are correct?
1. It can be formed between two metal atoms.

2. It can be formed between two non-metal ions.
3. It is formed by the transfer of electrons between atoms.
4. It is formed by sharing of electrons between atoms.
A. 1 and 3 B. 2 and 3 C. 1 and 4 D. 2 and 4
4. The salts NaCl and CaCl is __________________.
A. are good conductors of electricity B. Are positively charged

C. Held together by ionic bonds D. Both a and b
5. What bond holds the atoms of the elements in group 1 and 2 of the periodic
table?
A. non polar covalent bond B. metallic bond

C. polar Covalent bond D. ionic bond
4.7 Assignment (2 ASSIGNMENT: Find me in your Home
min) Directions: List down at least 5 things you see inside your house that involves ionic
and covalent compounds.
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
4.8 Concluding Teacher will let the students continue the activity in application entitled Salt
Activity (1 min) Love Story.
5. REMARKS
This lesson is important for students to understand that the characteristics of

matter are related to how electrons are distributed inside the atom.

earned 80% in the
evaluation.
require
for remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
continue to require
remediation.
E. Which of my
learning strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?


Learning Explain how ions are formed.

Competency/ies:
Key Concepts/
Differentiate cations from anions based on their tendency to lose or gain
Understanding to
electrons.
be Developed
1.Learning Describe ions and how it is formed;

Differentiate cations from anions based on their tendency to lose or
Skills gain electrons;
Show the formation of ions using Lewis Electron Dot Symbols
Attitudes (LEDS);
Write chemical formula of ionic compounds based on the charges of

Values ions
2.Content
IONS: HOW ARE THEY FORMED?
3.Learning
Resources
4.Procedures
Activity (2min.)
min.)

elements.

elements?
min.)
completely filled
A. 1s22s22p53s23p6 B. 1s22p63s23p3
C. 1s22s23s22p63p4 D. 1s22s22p63s23p4
diagram.

Activity (1 min)
5. REMARKS

inside the atom

earned 80% in the
evaluation.
require
for remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
continue to require
remediation.
E. Which of my
learning strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?


Date: Learning Area: Grade Level: Quarter: Duration:
Science 9 2ND 45 min
Learning Explain how the structure of the carbon atom affects the
(S9MT-IIg-h-17)
Competency/ies: type of bonds form.
Key Concepts/ The learners can determine acidic and basic solutions change their color
Understanding to
be Developed using camote tops extracts.
1.Learning
Define acid, base and pH
Experiment some compound examples as acid or bases using
Skills indicator.
Determine examples of acid and bases.
Attitudes
Relate examples of compounds in every day life.
Values
2.Content
ACID AND BASE
Resources
Acids and Bases | DP Chemistry - IB Recap
www.youtube.com
4.Procedures
4.1 Introductory 1. Teacher will give a short review about organic and inorganic
Activity (2min.)
compound. Then, she will ask this question to the class “What do you
think of when I say "acid" or "base"? What compounds comes to your
mind?
2. Identifying the object and pictures as acid or base.
Example: lemon – acid vinegar – acid
Soda – acid baking soda – base
Ammonia – base soap – base
Milk – acid coffee – acid
Blood – base bleach – base
4.2 Activity (10
min.) 1. Student will explore the pH of the following water, vinegar, sanitizers,
bleach, sugar, baking powder, calamansi juice and sprite using camote tops
extract. Observation.
2. Students will arrange the color and identify the acidity and bases of the
following compounds using Ph scale.
3. Writing of observation and analysis about the experiment.
4. Sharing of experience using analysis question.
4.3 Analysis (5min.) Analysis Question:

Why are acids and bases relevant to life?
Possible answer: Acids and bases are important in living things because most
enzymes can do their job only at a certain level of acidity. Cells secrete acids and
bases to maintain the proper pH for enzymes to work. Example every time you digest
food, acids and bases are at work in your digestive system.
4.4 Abstraction (18 * Acids – a solution with a pH lower than 7

min.) * Bases – a solution with a pH higher than 7
* Pure water has a pH of 7
* Acids have higher concentration of hydronium ions than pure water, and a
pH lower than 7
* Bases have lower concentration of hydronium ions than pure water, and a
pH higher than 7
* The pH (power of hydrogen) scale runs from 1 to 14 and displays the range
of acids and bases from top to bottom.
* pH paper, litmus, or red and blue test strips, will tell you whether a solution is
an acid or base.
*Acid – base indicator are weak organic acids that change color depending on
the pH of the solution
4.5 Application (10 Teacher will share some application of acids and bases in every day life.
min.) 1. Toothpaste and pH – brushing of teeth everyday already experienced
base of the day. Toothpaste, which contains sodium fluoride, belongs
to the group of weak bases. The high pH of toothpaste helps kill any
bacteria that reside in the mouth at the time of brushing.
2. pH of Food Products
3. Cleaning Products
4.6 Assessment (12 QUIZ. MULTIPLE CHOICE

min.)
Direction: Read the question properly and encircle the letter of the best
answer.
1.A hydronium ion is:
a. Negatively charged c. Able to act as a base
b. Is created when water takes on a proton d. All of the above
2. In a solution where a reversible reaction is at equilibrium, both the forward
and reverse reactions:
a. Speed up b. Slow down c. Stop d. Continue at the same rate
3. In a container of pure water at equilibrium:
a. There are water molecules, hydronium ions, and hydroxide ions
b. There are only water molecules and hydronium ions
c. There are only water molecules
d. There are only hydroxide ions and hydronium ions
4. According to the Bronsted-Lowry definition, NH¬3 is:
a. A base, because, when it is mixed with water, an OH- ion is
created in the resulting solution
b. A base, because it accepts an H+ ion
c. An acid, because water donates an H+ ion
d. An acid, because it contains three hydrogen atoms
5. The equilibrium reaction: H3O+ <-> H2O <-> H+ + OH- is important
to acid-base chemistry because:
a. Acid base reactions are always equilibrium reactions
b. Acids and bases are only found in water
c. Water determines the pH of a solution
d. It shows how water can act as both an acid and a base
4.7 Assignment (2 Give 10 example of acids and bases. Write your answer in Science notebook.
min)
Activity (1 min)
Teacher will ask this question to the class, “ How do you identify an acid or a
base?”
5. REMARKS
Acids and bases are important in living things because most enzymes can do
their job only at a certain level of acidity. Cells secrete acids and bases to
maintain the proper pH for enzymes to work. For example, every time you
digest food, acids and bases are at work in digestive system.

earned 80% in the
evaluation.

require additional
activites for remediation.
C. Did the remedial lessons

work? No. of learners
who have caught up with
the lesson.
continue to require
remediation.
E. Which of my learning
strategies worked well?
Why did these work?
F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?
localized materials did I
use/discover which I wish
to share with other
teachers?

NAME: ______________________________ YR & SEC. ____________ DATE: ________
Acids, Bases, and pH Worksheet

Tittle
SUBSTANCE CAMOTE TOPS INDICATOR APPROXIMATE pH

COLOR
WATER
VINEGAR
SANITIZER
BLEACH
SUGAR
BAKING POWDER
SPRITE

Learning Explain how the Quantum Mechanical Model of the (S9MT-IIb-14)

Competency/ies: atom describes the energies and positions of the
electrons.
Key Concepts/ The learners can determine the pattern of filling the atomic orbitals
Understanding to
based on the given electron distribution of the first 10 elements.
be Developed
1.Learning Identify the energy levels, sublevels, and atomic orbitals

Objectives Knowledge in an atom
Skills Infer that electrons can stay only in definite energy levels

Values the atom
2.Content
Electron Configuration
Resources
4.Procedures
Activity (2min.)
min.)

elements.
elements?
min.)
completely filled
A. 1s22s22p53s23p6 B. 1s22p63s23p3
C. 1s22s23s22p63p4 D. 1s22s22p63s23p4
diagram.

Activity (1 min)
5. REMARKS

inside the atom

earned 80% in the
evaluation.
require
for remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
continue to require
remediation.
E. Which of my
learning strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?

DLP No.: 1 Learning Area: Science Grade Level: 9 Quarter:1st Duration: 45 min
DATE: AUG.29,2023
Learning Explain how the respiratory and circulatory systems work

(S9LT – Ia-b-
Competency/ies: together to transport nutrients, gases and other molecules
26)
to and from the different parts of the body
Key Concepts/ Shows the part of the respiratory and circulatory systems work together to
Understanding to
transport nutrients, gases and other molecules to and from the different parts of
be Developed
the body
1.Learning .Identify the parts of the respiratory system

Describe the main function of each part of the respiratory
Skills system
Cite a situation on how to maintain a healthy & well- functioning
Attitudes respiratory system
Values
2.Content
Parts of the Respiratory System
3.Learning Science 9 Book (Exploring Life through Science pp.6-10, Science 9
Resources
Module 1,
4.Procedures
4.1 Introductory
Activity (2min.) What body system is composed of group of organs in our body that enables us
to breath? (Respiratory System)
What are the main organs of the respiratory system that looks like a sponge
located in the chest cavity? (Lungs)
What process is involved in the respiratory system when taking in oxygen and
releasing the waste carbon dioxide from the lungs? (Breathing)
4.3 Analysis (5min.)
1. What are the parts of the respiratory system?

2. How do these parts of the respiratory system work?
3. Why do you need to take care all the parts of the respiratory system?
4. When can you say that your respiratory system is in a good condition?
4.4 Abstraction (18 The teacher will discuss the following:

min.) 1. The function of respiratory system (Refer to the module in science 9-week 1
p.1)
2. The parts and functions of the respiratory system (Refer to the module in
science 9 week 1, p.10)
3. How to maintain a healthy and well-functioning part of the respiratory system
4.5 Application (10 Directions: Make a concept map on the parts of the respiratory system as
min.) illustrated below. See to it that all parts of the respiratory system are complete.
Respiratory System
composed of
4.6 Assessment (12 Let the students answer the questions correctly.
min.) Test I—Completion Type
Directions: Complete each sentence with the correct word/s to come up the
correct answers.
1.The process of moving air in and out of the body is called____________.
2. An _____________ is a special part of body that has a specific form and
function.
3. The group of organs in our body that enables us to breath is called _______
system.
4. A____ is the passage connecting the throat & lungs
5.The tiny sacs in the lungs___
Test II-Multiple Choice Type
Directions: Choose the letter for the correct answer from the given choices.
1. Which of the following are the major organs of the respiratory system?
A. Eyes, Ears & Mouth B. Nose, Trachea & Heart
C. Trachea, Lungs & oxygen D. Nose, Trachea & Lungs
2. Where gas exchange happens?
A. alveoli B. heart C. mouth D. raveoli
3.Air moves into the lungs due to_____.
A. active transport B. decrease air pressure in the lungs
C. pressure of diaphragm on lungs D. throat muscles contracting
4.What surrounds the alveoli?
A. bronchioles B. capillaries C. carbon dioxide D. oxygen
5.To help gas exchange the surface of the lungs must NOT be______.
A. dry B. large C. thin D. wet
4.7 Assignment (2
min) Bring the following localized materials for the use in the making of a lung model.
1) 3 pcs balloon -2 small-1 big
2) 1 empty bottle of 1.5 liter coke
3) 3 rubber band
4) 2 sturdy straw
4.8 Concluding
Activity (1 min)
5. REMARKS
6. REFLECTIONS Respiratory system---is a system composed of group of organs in our body that
enables us to breath
Lungs --are respiratory organs situated inside the rib cage that transfer oxygen into the
blood and resume carbon dioxide from it.
VIANNEY B. CAMACHO JUDY R. TAPERE, DevEd.D

Teacher I School Head
DLP No.: 2 Learning Area: Science Grade Level: 9 Quarter:1st Duration:45 min
DATE: AUG.30,2023

(S9LT – Ia-b-
26)
Key Concepts/
Identify the parts and functions of the Human Respiratory System
Understanding to
be Developed
1.Learning Check the localized materials to be used in the construction of
Objectives Knowledge the lungs model
Construct a model of the lungs (human chest cavity) using the
Skills localized materials
Observe safety precautions in using hazardous equipment in
Attitudes constructing a model of the lungs
Values
2.Content
Making Lungs Model
3.Learning Science 9 Learner’s Module by DepEd pp.6-7
Resources
4.Procedures
4.1 Introductory Tell the leader of the group to check the assigned materials for the activity.
Activity (2min.) Give 10 points for every member who brought the materials as their rewards.
This time the teacher will ask
the following questions:
What organs in the respiratory system are involved when oxygen is taking in
and taking out the carbon dioxide? (Lungs & Diaphragm)
What are the main body parts used for breathing?
4.2 Activity (10 Activity # 2: Making Lung Model
min.) Directions: Construct a Lung model using localized materials
What are Needed:
1 empty bottle of 1.5-liter coke, 3 pieces of balloons,
(1 big & 2 are small) 2 pieces of sturdy straws,1 pair
of scissors and 5 pieces of rubber bands
What to Do:
1.Using a pair of scissors, cut the bottom part of the 1.5-liter plastic bottle of
coke
2.Create 2 holes that are apart from each other in the cap of the plastic bottle.
Make sure that each hole is just big enough for a straw to fit through.
3. Stick the 2 straws through the holes of the bottle cap.
4. Place one balloon on the end of each straw and secure them with rubber
bands as shown the illustration below.
5.Stick the balloon ends of the straws through the bottle opening and screw the
lid on tightly.
6. Stretch out the larger balloon and place it over the open bottom of the plastic
bottle. Secure it with rubber band as tightly as possible.
Refer to the diagram of the finished lung model below.

A constructed model of the human chest cavity
7. Pull the larger balloon down that is away from the bottle in order to blow up
the two small balloons
8. Push the larger balloon towards the bottle in order to let the air out of the two
small balloons
9. Write down your observations.
4.3 Analysis (5min.) 1.Which part of the lung model represents the lungs?
2 Which part of the lung model represents the thin sheet of muscle?
3. What happens as you pull down the balloon at the bottom of the model.
4. What happens when you push-up the balloon?
5. Were you able to handle the equipment carefully? Why?
min.)
1. About lungs with their structures and functions
2. What helps the lungs become bigger and smaller?
3. How does the diaphragm help when we breath in and out?
4.5 Application (10
min.) Directions: Use the word bank on
the box to solve the crossword
puzzle below.
WORD BANK
lungs, larynx, pharynx, nasal
cavity, bronchi, trachea, rib,
diaphragm
min.) Test I-Completion type
Directions: Fill in the correct words to complete each sentence.
1. When the diaphragm contracts, the chest moves____. (2) This causes
the lungs become _____(3) and air comes in our lungs when we_____. (4)
When we exhale the diaphragm _____ (5) and it moves____ (6) towards the
_____. (7) This causes the lungs to become___ (8) and air is force _____ of
our lungs. When air is intake into the lungs it is called_____(9) while when air is
release from the lungs it is called______(10)
Test II- Multiple Choice Type
1. The main muscle that controls breathing by changing pressure in the chest
cavity when it contracts or relaxes
A. alveoli B. diaphragm C. mouth D. pharynx
2. How is carbon dioxide released from the body?
A. When we exhale B. When we inhale
C. When we sweat D. When we urinate
3. When a person exhales, which of the following is TRUE?
A. The thoracic pressure decreases
B. The diaphragm relaxes & moves up
C. The diaphragm contracts & moves up
D. The diaphragm contracts, moves up & thoracic pressure decreases
4. Which of the following body parts that work together to force air in and out of
the body?
A. Lungs& trachea B. Rib cage & nasal passage
C. Ribcage and diaphragm D. Diaphragm & nasal passage
4.7 Assignment (2 Research the following questions:
min) 1. How the lungs and diaphragm work together in the breathing process?
2. What happens to the diaphragm and the lungs when we breath in and out?
4.8 Concluding
Activity (1 min)
5. REMARKS
6. REFLECTIONS Lungs --are respiratory organs situated inside the rib cage that transfer oxygen
into the blood and resume carbon dioxide from it.
Diaphragm—is a special muscle that helps our lungs to move.


DATE: AUG.31,2023

(S9LT – Ia-b-
26)
Key Concepts/
Familiarize the parts of the breathing system.
Understanding to
be Developed
1.Learning Explain how the lungs & diaphragm work together using a
Objectives Knowledge model
Describe the movement of the lungs with the other organ like
Skills diaphragm muscle using a model
Attitudes
Appreciate the importance of the lungs in the respiratory
Values system
2.Content
How the Lungs Work
3.Learning Science 9 Learner’s Module by DepEd pp.6-7
Resources
4.Procedures
4.1 Introductory What have you done to make your lung model successfully made?
Activity (2min.)
Did all your members of the group, work collaboratively? How did you know?
Did they help each other?
What if, some members of the group did not cooperate in performing the
group activity, what would you do as a leader?
In relation to the present topic, the teacher will ask this question:
Why do physical education teachers instruct their students to do exercising by
breathing before their execution?
4.2 Activity (10 Activity #3 The Breathing
min.) Process
Directions: Make a graphic organizer for a breathing process to show &
explain how the lungs & diaphragm work together. Use the text written below.
The Working Diaphragm & the Lungs during the Breathing
Process
Breathing involves two processes the inhalation and exhalation. Inhalation is
the breath in of an air while exhalation is the breath out of an air. In the
inhalation process the diaphragm contract & flattens, the volume in the
thoracic cavity increased, the lungs expand, air pressure in the lungs
decreased, and the difference in air pressure causes air to rush into the lungs.
The exhalation processes the diaphragm expands & relaxes, volume in the
thoracic cavity decreased, the lungs compress, air pressure in the lungs
increased and air rush out of the lungs.
4.3 Analysis (5min.) 1.What are the two processes involved in breathing?
2. What kinds of gas are exchanged during breathing?
3. What is the function of a diaphragm to our body?
What about the lungs?
4. What are the structures and functions of the lungs?
5. How does air move in and out of the body?
6. Why do lungs important to our body?
4.4 Abstraction (18

min.) The teacher will discuss the following:
1. The structures and functions of the lungs and diaphragm
2. How the lungs and diaphragm work together during the breathing process
3. The important of the lungs in the respiratory system
4.5 Application (10
min.) Directions: Describe the movement of the lungs with the diaphragm during the
breathing process using a model below and write your answers on the box
provided.
There are two stages in the act of breathing, the inhalation & exhalation.
During inhalation the muscles contract, the contraction of diaphragm muscle
causes the diaphragm to flatten, thus enlarging the chest cavity. The chest
cavity expands thus reducing air pressure causing air to passively drawn into
the lungs. Air presses from the higher pressure outside the lungs to the low
pressure inside the lungs. During exhalation, the muscles relax and no longer
contracting then the diaphragm curves 7 rises, the ribs & chest volume
decreases.
min.) Test I-Completion type
Directions: Fill in the correct words to complete each sentence.
1. When the diaphragm contracts, the chest moves____. (2) This causes
the lungs become _____(3) and air comes in our lungs when we_____. (4)
When we exhale the diaphragm _____ (5) and it moves____ (6) towards the
_____. (7) This causes the lungs to become___ (8) and air is force _____ of
our lungs. When air is intake into the lungs it is called_____(9) while when air is
release from the lungs it is called______(10)
Test II- Multiple Choice Type

1. The main muscle that controls breathing by changing pressure in the chest
cavity when it contracts or relaxes
A. alveoli B. diaphragm C. mouth D. pharynx
2. How is carbon dioxide released from the body?
A. When we exhale B. When we inhale
C. When we sweat D. When we urinate
3. When a person exhales, which of the following is TRUE?
A. The thoracic pressure decreases
B. The diaphragm relaxes & moves up
C. The diaphragm contracts & moves up
D. The diaphragm contracts, moves up & thoracic pressure decreases
4. Which of the following body parts that work together to force air in and out of
the body?
A. Lungs& trachea B. Rib cage & nasal passage
C. Ribcage and diaphragm D. Diaphragm & nasal passage
4.7 Assignment (2
min) Answer the questions correctly & logically.
1. What are the causes & effects of the damaged lungs?
2. Why do lungs need to maintain in a healthy condition?
4.8 Concluding
Activity (1 min)
5. REMARKS
6. REFLECTIONS There are two stages in the act of breathing, the inhalation &
exhalation. During inhalation the muscles contract, the contraction of
diaphragm muscle causes the diaphragm to flatten, thus enlarging the chest
cavity. The chest cavity expands thus reducing air pressure causing air to
passively drawn into the lungs. Air presses from the higher pressure outside the
lungs to the low pressure inside the lungs. During exhalation, the muscles relax
and no longer contracting then the diaphragm curves 7 rises, the ribs & chest
volume decreases.

DATE: SEPT.1,2023

(S9LT – Ia-b-
26)
Key Concepts/ Identify the causes & effects of the damaged lungs.
Understanding to
be Developed
1.Learning Identify the causes of the damaged lungs
List down the effects of the damaged lungs to our body
Skills
Suggest ways on how to keep the lungs healthy
Attitudes/
Values
2.Content
The Causes & Effects of the Damaged Lungs
3.Learning https://www.webmd.com/lung/lung-diseases-overview
Resources
4.Procedures
4.1 Introductory Have you ever tried to observe a certain person whose condition is not good?
Activity (2min.)
What would you do if you were not feeling well?
4.2 Activity (10 Activity #4 The Causes & Effects of the Damaged Lungs
min.) Directions: Using the text below write five (5) causes and five (5) effects of the
damaged lungs
Present your answers in a tabulated form.
The Causes & Effects of Lung Damaged

1. Molds—produced spores into the air caused chronic obstruction pulmonary disease
2. Airbags—contain sodium azide to help push forward to protect you during car crash
and it can trigger the inflammation of the lungs
3. Radon—is a radioactive particle & natural uranium that gets into building through
cracks in floors & walls around plumbing & electrical wires and it can lead damaged to
lungs
4. Fireworks—the color is created by different bits of metal that explode a fine powder
into the air and can cause asthma
5. Gas appliances—contain chemical called nitrous oxide that can inflame the lungs.
Causes of the Damaged Lungs Effects of the Damaged Lungs
1.
2.
3.
4.
4.3 Analysis (5min.) 1.Based from your answers on the activity, how will you keep your lungs
healthy?
2. If you have breathing trouble, what would you do?
3. Why do we need to have a regular check up by a doctor?
4. Do you believe that early diagnosis of the condition can help to prevent from
becoming severe? Why?
4.4 Abstraction (18
min.) The teacher will discuss the following:
1.The Causes & Effects of the damaged Lungs
2. Ways on how to keep the lungs healthy
3. Tips on how you keep your body from illnesses
4.5 Application (10 Directions: Suggest ways on how to keep the lungs healthy by listing down
min.) your answer on the box illustrated on the picture below.
4.6 Assessment (12 Let the students answer the following questions:
min.) Test I Multiple Choice
Directions: Choose the letter for the correct answer.
1. Breathing exercise can give the lungs_____
A. boost B. ruin C. dry D. wet
2. To keep your lungs healthy you should ______
A. take high salty foods B. take fatty foods C. sit down always D. eat
healthy diet
3. What type of disease is also called a chronic disease
A. asthma B. bronchitis C. pneumonia D. influenza
4. Which types of diseases can lead to pneumonia?
A. infection B. influenza C. bronchitis D. allergies
5. What device can tell how much air we inhale & exhale?
A. CT scan B. MRI C. Stethoscope D. Spirometer
Test II-True or False

Directions: Write True if the statement is correct and False if the statement is
not correct
1.A disease that damages the bronchial tube & alveoli of the lungs called lung
cancer____
2. Persistent coughing to clear excess mucus may result to tuberculosis_____
3. Cigarette smoking damages alveoli whose main function is to push out the
excess mucus _______
4. Tuberculosis cannot be cured_____
5. Diarrhea & sore throat are some of the diseases caused by cigarette
smoking _____
4.7 Assignment (2
min) Tell the students to study their notes for the preparation of the weekly test.
4.8 Concluding
Activity (1 min)
5. REMARKS
6. REFLECTIONS To keep your lungs healthy, you should: :

1. Avoid pollutants that can damage your airways like:
Second hand smokers
Away from chemicals like radioactive gas that can cause cancer
Do not expose to fumes, dust and other type of pollutants
2.Do not smoke
3. Eat healthy diet with lost of fruits and vegetables
4.Exercise regularly to keep your lungs healthy
5. Frequent washing your hands always to prevent infections

DATE: SEPT.4,2023

(S9LT – Ia-b-
26)
Key Concepts/ The respiratory and circulatory systems work together to transport
Understanding to
be Developed nutrients, gases and other molecules to and from the different parts of
the body
1.Learning Evaluate the students’ understanding through a weekly test

Skills Follow the given instructions of each type of test

Answer the test honestly & religiously
Attitudes/
Values
2.Content
Weekly Test
3.Learning Science 9 Module 1Week 1
Resources
4.Procedures
4.1 Introductory Give a sort of review taken from the previous lessons
Activity (2min.)
Give 5 minutes to scan their notes before the test starts
Let them prepare a sheet of paper for the answer sheets
Remind them to observe silence and exhibit the value of honesty while taking the test
4.2 Activity (10
min.) ▪ Orient them on the different instructions of the test
▪ Distribution of the test papers to the students
▪Give them enough time to finish per test item
▪ Ask them to review their answers before submitting their test papers
▪ Checking of the correct answers
▪ Recording of the scores
4.3 Analysis (5min.) After checking the test papers, ask the students the following questions:
1. Which test item/s is/are difficult for you to answer?

2. Which of the test item/s is/are easy for you to answer?
3. What would you do, to get easily capture the correct answers?
4.4 Abstraction (18 The teacher will give inputs to students on how to comprehend and get easily the correct
min.)
answers like:
Give 10 minutes study habit before going to bed
Include your study habit in your daily routine
Always practice the method of studying
4.5 Application (10 Test Proper
min.)
Tell the students not to make any unnecessary noise if the test is started.
Checking of the correct answers in the test papers
Recording of the scores
4.6 Assessment (12 The teacher must examine the test results using the test analysis and determine the
min.)
degree to which each student has mastered the lesson. If 75 % of the students had
answered correctly then the teacher shall continue to the next module, however if more
than 30% fails then the teacher makes an intervention before to continue to the next
module.
4.7 Assignment (2
min)
The teacher will give assignments to the students in preparation for the next lesson
4.8 Concluding
Activity (1 min)
Give some tips on how to recall the concepts from the previous lessons
5. REMARKS
6. REFLECTIONS

DATE: SEPT.5,2023
Learning How one’s lifestyle can affect the functioning of Code: S9LT-Ic-27
Competency/ies: respiratory and circulatory systems
Key Concepts/ Llifestyle can affect the functioning of respiratory and circulatory systems
Understanding to
be Developed
1.Learning Identify the diseases or disorders in the respiratory systems
Objectives Knowledge resulted from the various lifestyles
Describe each type of disorder or disease of the respiratory
Skills systems
Suggest ways on how these diseases in the respiratory system
Attitudes/ can be prevented
Values
2.Content
Respiratory Diseases Resulting of the Different Lifestyles
3.Learning Exploring Life through Science Grade 9 pp. 41-45
Resources
4.Procedures
4.1 Introductory ▪ What diseases are very common by most people right now? (Heart diseases,
Activity (2min.)
lung diseases, etc.)
▪ Why do people suffer from these diseases? (because of their lifestyles)
4.2 Activity (10 The Different Diseases of the Respiratory System Resulting to Various Lifestyles
min.)
Directions: Make a diagram as shown below and write the respiratory diseases and its
descriptions caused by lifestyles. Follow the diagram below.
▪Lung cancer
▪Pneumonia
▪COPD ▪Asthma
▪Tuberculosis ▪Bronchitis
Fibrosis ▪Emphysema

▪What are the respiratory diseases resulted to various lifestyles?
▪What respiratory structures are affected by various lifestyles?
▪How important is the respiratory system in maintaining life?
min.)
1. The respiratory diseases resulting on the various lifestyles
2. The descriptions of each respiratory disease caused by various
lifestyles
3. The preventive ways on how the respiratory diseases can be treated
4.5 Application (10 Directions: Write the different types of diseases in the respiratory system.
min.)
4.6 Assessment (12 Let the students answer correctly on the given items.
min.)
Test I-Multiple Choice:
Directions: Choose the letter for the correct answer from the given choices.
1. What obstructive lung disease involved damaged to the alveoli caused by
exposure to toxic chemicals or cigarette smoke?
A. Asthma B. Emphysema C. Sleep Apnea D. Congestive Heart Failure
2. Which two diseases could result in COPD?
A. Asthma & Chronic B. Congestive Heart Failure
C. Emphysema D. Emphysema & Chronic Bronchitis
3. Which of the following is a cause of Congestive Heart Failure?
A. Emphysema B. Hypertension C. Smoking D. Coronary Artery Disease
4.Which respiratory diseases is characterized as inflammation of the bronchi &
bronchial tubes, due to infections, smoking & pollutants?
A. Asthma B. Emphysema C. Chronic Bronchitis D. COPD
5. Which of the following would be a possible treatment for Asthma?
A. Oxygen therapy B. PAD device C. Nebulizer D. Oximetry
4.7 Assignment (2 Research on how does a respiratory problem can be avoided or prevented.
min)
4.8 Concluding Lifestyles are modifiable habits and ways of life that can greatly influence or
Activity (1 min) affect the overall health and well-being.
Respiratory diseases caused by lifestyle choices are the following:
1. Asthma
2. Chronic Obstructive Pulmonary Disease (COPD)
3. Emphysema
4. Lung cancer
5. Pneumonia
6. Chronic bronchitis
5. REMARKS
6. REFLECTIONS

DATE: SEPT.6,2023
Learning How one’s lifestyle can affect the functioning of Code: S9LT-Ic-
Competency/ies: respiratory and circulatory systems 27
Key Concepts/
Understanding to
be Developed
1.Learning Identify the diseases or disorders in the circulatory systems
Objectives Knowledge resulted from the various lifestyles
Describe each type of disorder or disease of the circulatory
Skills systems
Suggest ways on how these diseases in the circulatory system
Attitudes/ can be prevented
Values
2.Content
Circulatory Diseases Resulting of the Different Lifestyles
3.Learning Exploring Life through Science Grade 9 pp. 41-45
Resources
4.Procedures
4.1 Introductory
Activity (2min.)
▪Why do some people suffer from Circulatory diseases?
▪What would you do to avoid this kind of disease?
4.2 Activity (10 The Different Diseases of the Circulatory System Resulting to Various Lifestyles
min.) Directions: Make a diagram as shown below and write the circulatory diseases and its descriptions caused
by lifestyles. Follow the diagram below.
▪ Coronary
Heart
disease
▪Atherosclerosis
▪Hypertensive heart disease,

▪Rheumatic heart disease
What are the circulatory diseases resulted to various lifestyles?
▪What circulatory structures are affected by various lifestyles?
▪ How important is the circulatory system in maintaining life?
4.4 Abstraction (18
The teacher will discuss the following:
min.)
1. The circulatory diseases resulting on the various lifestyles
2. The descriptions of each circulatory disease caused by various lifestyles
3. The preventive ways on how circulatory diseases can be treated
4.5 Application (10 Directions: Identify the type of disease in the circulatory system due to
min.) lifestyles which is susceptible for the given organs indicated.
4.6 Assessment (12 Let the students answer correctly of what is asking.
min.)
Test I Completion Type:
Directions: Fill in the missing words in the sentences using the words from the
box. You can use each word more than once.
THE CIRCULATORY SYSTEM
The circulatory______ carries _____around your body in tubes called____
vessels. Your blood takes oxygen_____ to all the cells in your body. There
three types of blood vessels and carried away from the____ are also large and
carry blood towards the heart.
Test II-Multiple Choice:
Directions: Read each item and write the letter of the correct answers.
1. Which behavior increases your risk of heart disease?
A. Smoking B. Eating unhealthy diet
C. Not getting enough exercise D. All of these
2. What health condition increase your risk for heart disease?
A. Diabetes B. High blood pressure
C. High cholesterol D. All of these
3. What is the most common symptom of a heart attack?
A. Chest pain/ pressure B. Upper body pain
C. Shortness of breath D. All of these
4. What causes a heart attack?
A. A heart valves stops working properly B. No enough blood reaches the heart
C. A pulmonary embolism D. None of these
4.7 Assignment (2 Research on how does a circulatory problem can be avoided.
min)
4.8 Concluding
Activity (1 min)
5. REMARKS
6. REFLECTIONS Circulatory diseases caused by lifestyles choices are the following

1.Atherosclerosis
2. Stroke
3. coronary heart disease
4. Hypertensive Heart Disease
5. Rheumatic Heart Disease

DATE: SEPT.7,2023
Learning How one’s lifestyle can affect the functioning of Code: S9LT-Ic-
Competency/ies: respiratory and circulatory systems 27
Key Concepts/ Lifestyle can affect the functioning of respiratory and circulatory systems
Understanding to
be Developed
1.Learning Identify the causes and effects of the different lifestyles
Skills
Discuss the causes and effects of the different lifestyles
Attitudes/
Cite the benefits of a good lifestyle
Values
2.Content
The Causes and Effects of the Various Lifestyles
3.Learning https://phdessay.com/unhealthy-lifestyle/
Resources
4.Procedures
4.1 Introductory Why do some people suffer from various diseases?

Activity (2min.) ▪ What do you think are the causes of these diseases?
▪What do you think will happen to your body if you have unhealthy choice?
4.2 Activity (10 Directions: Make a graphic organizer as shown below to write the causes and
min.)
effects of various lifestyles. Write the causes on the circle and the effects on the
rectangle
4.3 Analysis (5min.) What are causes and effects of lifestyles diseases?
▪ What contributes of unhealthy lifestyle?
▪ What might happen if a person goes on with negative lifestyle?
▪How can these unhealthy lifestyles be prevented /to promote wellness?

min.)
1. The Causes and Effects of various Lifestyles
2. The descriptions of Causes and effects of various Lifestyles
3. The Benefits of a Good Lifestyle
4.5 Application (10 Directions: Make a fishbone diagram for the causes and effects of unhealthy
min.) lifestyles. Write the causes in the box while the effects in the lines Label the
head for the Causes & Effects of Unhealthy Lifestyles
min.)
Directions: Choose the letter of the correct answer from the given choices.
1. Which of the respiratory diseases causes swelling 7 soreness of the airway’s
walls?
A. Asthma B. Lung cancer C. Pneumonia D. Cystic fibrosis
2. A disease which a common cause of smoking----
A. COPD B. Emphysema C. Pneumonia D. Asthma
3. Where do arteries carry blood? To the___
A. heart B. lungs C. away from lungs D. at the center of the lungs
4. What is your heart made of?
A. muscle B. tissue C. skin D. bones
5. What is composed of the circulatory system?
A. heart, blood, blood vessels B. heart, brain and lungs
C. lungs, blood, blood vessels D. brain, heart, blood vessels
Test II- TRUE or FALSE:
Write TRUE if the statement is correct if not write FALSE on the space
provided for.
___1. Life stops when circulation stops
___2. COPD is the chronic obstructive pulmonary disease
___3. Blood circulates through the body only a few times a day
___4. Respiration is the transport of materials in living things
____5. The heart is the most active muscle in our body
4.7 Assignment (2
min)
▪ Cut out the different pictures/examples of unhealthy lifestyles from old
magazines or newspapers and create a collage out of the cut outs in
your assignment notebook.
4.8 Concluding
Activity (1 min)
5. REMARKS
6. REFLECTIONS These are different causes of lifestyle’s choice

1. Unhealthy diet
2. Smoking
3. Alcohol consuming
4. Drug abuse
5. Stress
The Effects
1.malnutrition
2. Increased risk of lung cancer
3. Increased of heart diseases
4. Unwanted weight/gain obesity

DATE: SEPT.8, 2023
Learning How one’s lifestyle can affect the functioning of respir - Code: S9LT-Ic-
Competency/ies: atory and circulatory systems 27
Key Concepts/
Understanding to
be Developed
1.Learning Identify a lifestyle that can affect the normal functioning of the
Objectives Knowledge respiratory and circulatory systems
Explain how each lifestyle affect the respiratory and
Skills circulatory systems
Attitudes/
Cite preventive measures of the different lifestyle practices
Values
2.Content
The Different Lifestyles
3.Learning Science 9 Module 1 week 2 pp.11-15
Resources
4.Procedures
4.1 Introductory ▪What is your lifestyle choice?
Activity (2min.)
▪How is your lifestyle choice right now?
▪What is the best thing for you to do so that you can maintain and sustain
a good physical and mental health?
4.2 Activity (10
min.)
Directions: Write the different lifestyles that can affect the functioning of the
respiratory & circulatory systems. Discuss each lifestyle.
4.3 Analysis (5min.) How can one’s lifestyle affect the functioning of the respiratory & circulatory
systems?
▪How can these negative lifestyles be changed?
▪What might happen if a person goes on with the negative lifestyle?
min.)
1. The lifestyles that affect the functioning of the respiratory & circulatory
systems
2. Discuss on how each lifestyle affect the respiratory & circulatory systems
3. The preventive measures of the lifestyle practices
4.5 Application (10 Directions: Make a ladder diagram and write the preventive measures
min.) and healthy lifestyle practices.
min.)
Directions: Choose the letter of the correct answer from the given choices.
1. How you can have a healthy body image? It can be changed _____.
A. with your mood B. your environment
C. your experiences D. all of these
2. Which one of these describes healthy ways to cope with stress?
A. Exercise B. Get enough rest C. Learn to relax D. All of these
3. It is a lifestyle with no or irregular physical activity.
A. Good & healthy habit B. Alcohol consumption
C. Sedentary lifestyle D. Cigarette smoking
4. After exercising, give yourself a time to rest so that the body can ___ and __
A. Grow & repair B. Repair & recover
C. Allow the heart fast beating D. All of these
5.What do human beings need from their environment to live a healthy life?
A. Eat fatty foods & junk foods
B. Drink clean water & breath clean air
C. Take cold water & eat mineral foods
D. Breath in polluted air & drink river water
Test II- Completion type
1. Diseases or disorders happen due to_____ (lifestyle, activity) that can affect
the respiratory system
2. More commonly called___ (stroke, hypertension) known as high blood
pressure
3. It is a condition where the blood un broken blood vessel clots easily and
called___ (thrombosis, atherosclerosis)
4.7 Assignment (2 Make a poster on how to take care of the respiratory and circulatory systems.
min) Use long bond paper and landscape for the layout.
4.8 Concluding
Activity (1 min)
5. REMARKS
6. REFLECTIONS The best way to prevent diseases in the respiratory and circulatory systems is
to have a healthy lifestyle which includes balance diet, regular exercise,
adequate rest, proper hygiene and avoiding vices like smoking and alcohol
drinking.Respiratory and circulatory disease can easily be detected with regular
health check-up and physical screening.

DATE: SEPT.11,2023
Learning Explain the different patterns of Non-Mendelian (S9LT-Id-29)

Competency/ies: inheritance
Key Concepts/ The different patterns of Non-Mendelian inheritance

Understanding to
be Developed
1.Learning Define the important terms useful in understanding the Non-
Objectives Knowledge Mendelian Principles of Heredity.
Skills List the Non-Mendelian Patterns of Inheritance.

Recognize the difference of Non-Mendelian from
Attitudes/
Values
Mendelian Principles
2.Content
Introduction to Non-Mendelian Patterns of Inheritance
3.Learning SLM Science 9, Module 3
Resources
BSE, Compiled Lesson Plans (Biology), Unit VI: Genetics, pp. 20-36
4.Procedures
4.1 Introductory Activity 1: Let the learners answer the short activity.
Activity (2min.) Directions: Arrange first the jumbled letters in each box to form a word or term.
Possible Answers:
1. Energy
2. Iris
3. Nucleus
4. Egg
5. Recessive
6. Inherit
7. Hybrid
8. Allele
9. Nitrogen
10. Trait
11. chromosome
II. Use the words or terms in part 1 to answer the following questions. Find the
term that bears the initial given.
1.What I is found in your eyes that gives your eye color?
2.What N in your body body cells where DNA are found?
3.What H which refers to the offspring resulting from a cross of purebreds?
4.What E is the female reproductive cell?
5.What R that describes the trait that does not appear in offspring?
6.What I which means to receive a trait or gene from a parent?
7.What T which means a feature or adaptation of an organism?
8.What A is a variant form of a given gene?
9.What N is a component of proteins?
10.What C are structures in the cell nucleus along which the genes are
located?
11.What E is needed to cause changes?
4.2 Activity (10 Activity 1: Tell whether each statement below expresses Mendelian or Non-
min.) Mendelian principles of heredity.
1. Neither gene is totally dominant over the other. - Non-Mendelian

2. Inheritance traits are controlled by genes. - Mendelian
3. One trait is dominant over another. - Mendelian
4. One allele is not dominant over the other - Non-Mendelian
5. Members of gene pairs (alleles) segregate and are inherited independently of
other pairs of genes. - Mendelian
6. A gene that exists in three or more allelic forms are called multiple alleles.
- Non-Mendelian
4.3 Analysis (5min.) Analysis:

1. How did you find the activity?
2. What are the statements mentioned in the activity that express the
Mendelian principles? Non-Mendelian principles?
3. Based on your understanding, how do you explain the difference
between Mendelian and non-Mendelian principles of heredity?
4.4 Abstraction (18 The teacher shall discuss the following:
min.)
1.Terms and definitions of some important genetic terms that will be repeatedly
mentioned while learning the Non-Mendelian Patterns of Inheritance;
2. History of Non-Mendelian Principles;
3. Non-Mendelian Patterns of Heredity (definitions only)
4. Punnet square and test-cross
4.5 Application (10 Let the learners solve 1 problem involving the Mendelian principle and 1 for the
min.) non-Mendelian principle. They can illustrate their answer through test cross or
Punnet square.
1.A pea plant is homozygous for round seed and the other pea plant is
heterozygous for this trait (Rr) . What percent of the offspring will be
heterozygous?
Answer: 50% heterozygous
2.A red-flowered rose was crossed with a white-flowered rose. This cross
resulted to a pink-flowered rose. Illustrate this expression of pink flower.
Answer: 100% pink (RW)
3.Which problem is Non-Mendelian? Mendelian? Why?

Answer:
Problem 2 is non-Mendelian, incomplete dominance.
Problem 1 is Mendelian.
4.6 Assessment (12 Let the learners answer Exercise 1:
min.)
Part A. Word Hunt
Directions: Search in the jar the word or phrase being described or defined by
each sentence below.
1.It is a unit of inheritance.

2. It refers to the appearance or external expressions of the trait.
3. It refers to the internal genetic constitution.
4. It refers to the individual with one kind of factor as TT or tt.
5. It refers to individual with two kinds of factors as in Tt.
6.It refers to the sex cells, the egg and sperm cells.
7. It is a chart used to determine possible combinations of genes among
offspring, given the genotypes of their parents.
8. It describes traits that are not expressed in an organism.
9. It refers to the prevailing traits or the expressed traits of an organism.
10. A trait with multiple alleles.
Part B:
1. State/define the following:
A. Incomplete Dominance
B. Co-dominance
C. Multiple Alleles
D. Punnet Square
4.7 Assignment (2 Research work:
min) 1. Make a list of traits that follow the incomplete dominance pattern of
inheritance.
2. What are lethal genes?
4.8 Concluding
Activity (1 min)
5. REMARKS
6. REFLECTIONS The main difference between Mendelian and non-Mendelian inheritance is that
Mendelian inheritance describes the determination of traits by dominant and
recessive alleles of a particular gene, while non-Mendelian inheritance
describes the inheritance of traits that do not follow Mendel’s laws.
The non-Mendelian patterns of heredity are Incomplete Dominance, Co-

dominance, Multiple Alleles, Sex-limited traits, and Sex-influenced traits.

DLP No.: Learning Area: Science Grade Level: 9 Quarter:1st Duration:45 min
DATE: SEPT.19,2023

Key Concepts/
Understanding to
Different Patterns of Non-Mendelian inheritance
be Developed
I. Learning Define incomplete dominance.
Illustrate a cross involving an incomplete dominance
Skills pattern of inheritance by means of Punnet square.
Attitudes/
Recognize traits that show incomplete dominance
Values
II.Content
Non-Mendelian Patterns of Inheritance: Incomplete Dominance
Learning SLM Science 9, Module 3
Resources
III. Procedures
Introductory Activity Activity 1: Let the learners answer the following.
(2min.)
Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. What pattern of inheritance that explains the expression of pink color of a
four o’clock flower?
A. Co-dominance B. Incomplete dominance
C. Multiple Alleles D. Sex-linked traits
2. If red gumalela flower is crossed with pink gumamela flower, what is/are the
possible phenotype/s of the offspring?
A. Red and pink gumamela flowers B. All pink gumamela flowers
C. All red gumamela flowers D. Pink and white gumamela flowers
3. A pattern of inheritance where both alleles are expressed equally in the
phenotype of the heterozygote is _______.
A. codominance B. Incomplete dominance
C. Multiple alleles D. Sex-linked traits
4. Xia’s father has type B blood (IBi)while her mother has type A (IAi) blood.
What are the possible blood types of Xia and her two brothers?
A. A and B B. O and A C. A, B, and O D. A, B, AB and O
5. A form of intermediate inheritance in which one allele for a specific trait is not
completely dominant over the other.
A. Co-dominance B. Incomplete dominance
C. Multiple alleles D. Sex-linked traits
Answers:
B, A, A, D & B
Activity (10 min.) Activity 1: Determining Phenotypes and Genotypes in Incomplete Dominance
You will need:
pen paper
Procedure:
1. Solve the following problems below.
Problem 1: Cross a white four o’clock flower (WW) with a pink four o’clock (RW)
using a Punnet square.
A. What is the phenotype of a heterozygous four o’clock flower?
B. What are the possible offspring in this cross?
C. What are the possible genotypes of the offspring in this cross?
D. How many phenotypes that would possibly come out.
Problem 2: Show by means of diagrams the cross between black chicken of a

certain strain (BB) with splashed white chicken (with black splashes) (WW) the
offspring of which are blue (Andalusian breed).
A. What are the genotypes of parents and offspring in this cross?
B. What is the new phenotype that results in this cross?
C. How do you explain the formation of new phenotype in this cross?
Problem 3: What phenotypes would result if the blue offspring of chicken is

crossed with another blue offspring? Use Punnet square in solving this.
A. What are the phenotypes in this cross?
B. What are the genotypes in this cross?
C. Give the genotypic ratio of the offsprings.
D. Check the answers of the students. Ask 3 volunteers to illustrate their
answers on the board and explain. Process well the right procedure on
how to arrive at the right answer.
Analysis (5min.) 1. What can you say about the activity?
2. Were you able to get the right answers? Why? Why not?
3. How do you define incomplete dominance based on the activity you have
done?
Abstraction (18 min.) The teacher shall discuss the following:

1. Incomplete Dominance
Have you tried mixing red and white paint colors? What is the resulting
color? It is neither red nor white that comes out. The two colors blended
together to form a new or intermediate color which is pink. This blending
is comparable to some traits that show incomplete dominance.
Incomplete dominance or intermediate dominance is a pattern of
inheritance in which neither gene is totally dominant over the other. This
results to an intermediate form of other two phenotypes.
The following illustrations show crosses of red and white four o’clock
flowers and of both pink flowers.
Application (10 min.) Instruct the learners to solve 1 problem.
Directions: Illustrate by means of Punnet square the following crosses involving

incomplete dominance. Identify the phenotype/s and genotype/s with their
percentage of the offspring.
1. In cats, the tail exhibits incomplete dominance. If you cross a long-tailed
(HH) cat with a short-tailed (hh), what are the possible genotype/s and
phenotype/s of the offspring?
Answer:
Check the answers of the learners by writing the illustration on the board.
Ask a volunteer to do it.
IV. ASSESSMENT Instruct the learners to answer the following problem.
(12 min.)
1. In four o’clock flower plant, the allele for red-flower (R)color is incompletely
dominant over the allele for white-flower (W). A farmer crossed two different
colors of four o’clock flower and produced red and pink flowers. What possibly
be the alleles of these two flowers that the farmer crossed?
V. ASSIGNMENT(2 Research work:

min) 1. Make a table of comparison between incomplete dominance and co-
dominance patterns of heredity.
VI. REMARKS
VII. Incomplete dominance or intermediate dominance is a form of intermediate

REFLECTIONS
inheritance in which one allele for a specific trait is not completely dominant
over the allele. This results in the third phenotype in which the expressed
physical trait is a combination of the dominant and recessive phenotypes.

DATE: SEPT.20,2023

Key Concepts/ Different Patterns of Non-Mendelian inheritance

Understanding to
be Developed
I. Learning Define co-dominance.
Illustrate a cross involving a co-dominance pattern of
Skills inheritance by means of Punnet square.
Attitudes/
Recognize traits that express co-dominance.
Values
II. Content
Non-Mendelian Patterns of Inheritance: Co-dominance
Resources
III.Procedures
Introductory Activity Activity 1: Incomplete Dominance or Co-dominance?
(2min.) Download and print images of traits that show incomplete dominance and co-
dominance from the internet. Let the learners identify whether the picture shows
incomplete dominance or co-dominance.
Activity (10 min.) Activity 1. Solving for Genetic Problems on Co-dominance
You will need:
Pen and paper
Procedure:
1. Solve the different problems dealing with co-dominance. Construct a
Punnet square to support your answers to the guide questions in every
problem.
Problem 1: Jon’s black feathered hen has five chicks which are erminette, a
feather color that comes out from black and white hen and roaster.
A. What are the genotypes and phenotypes of the chicks?
B. What are the genotypes of the roaster and hen?
C. What are the phenotypes of the hen and roaster?
Problem 2: Give the possible traits of the chicks if:

A. White (WW) chicken is mated with an erminette (RW) chicken.
B. Erminette chicken is mated with another erminette chicken.
Check the answers of the students. Ask 2 volunteers to illustrate their answers
on the board and explain. Process well the right procedure on how to arrive at
the right answer.
Analysis (5min.) 1. How did you find the activity?
2. How will you compare solving genetic problems involving co-dominance
with incomplete dominance?
3. Define co-dominance based on the activity that you have just done.

1. Codominance
Another non-Mendelian pattern of inheritance is co-dominance. This occurs
when one allele is not dominant over the other. Both traits of parents are
expressed in the offspring. This can be seen commonly in plants’ leaves and
petals and in animals’ fur, hair, skin or feather. If you spot leaves or petals that
have more than one pigment colors, then those exhibit co-dominance. What is
the color of your pet dog or cat?
Study the following examples of co-dominance below.
1.Human MN Blood Group
There are several blood group systems discovered by experts. One of them is
the MN blood group. This blood group in human beings exhibits co-dominance.
M and N are antigens found on the surface of the human red blood cells. This
group of antigens is controlled by a pair of co-dominant alleles, the LM and LN.
The pairing of these alleles will determine the blood type of an individual and
there are three: M, MN, N.
Group
Table 1: Human MN blood types and their genotypes
Analyze the following diagrams.
All offsprings are expressing heterozygote condition with LM and LN alleles.

This means that M and N antigens are present in their red blood cells.
2. The Roan Fur in Cattle
The fur color of cattle is a good example of codominance. Do you raise cattle?
What are the colors of their fur? Take a look at the illustrations below.
IV. APPLICATION Instruct the learners to solve 1 problem.

(10 min.) Directions: Illustrate by means of Punnet square the following crosses involving
1. In rabbits, black coat color (CB) and white color (CW) are co-dominant
and dominant over albino (c), heterozygote (CWCB) are spotted. Show
the possible phenotype/s and genotype/s of the offspring from a cross
of heterozygous black-coated (CBc) and homozygous white-coated
(CWCW) rabbits.
Answer:
V. ASSESSMENT Let the learners solve the following:

(12 min.)
1. Express the possible phenotypes and genotypes of offsprings whose father’s
blood type is MN and mother’s is M. Use a Punnet square.
2. Red haired bull mated with roan furred cow. What are the possible genotypes
and phenotypes of the offspring?
VI. ASSIGNMENT Determine the blood types of your family by asking your parents or siblings.
(2 min) 1. Father’s blood type:____
2. Mother’s blood type:__
3. Your blood type:___
4. Continue the number depending on how many brothers and sisters you have,
just indicate their names.
4.8 Concluding
Activity (1 min)
5. REMARKS
6. REFLECTIONS Co-dominance occurs when one allele is not dominant over the other. Both
traits of parents are expressed equally in the phenotype of the heterozygote.

DATE: SEPT.21,2023


Understanding to
be Developed
I. Learning Define multiple alleles.
Illustrate a cross involving multiple alleles pattern of
Skills inheritance by means of Punnet square.
Attitudes/
Recognize traits that express multiple alleles.
Values
II.Content
Non-Mendelian Patterns of Inheritance: Multiple Alleles
Resources
III. Procedures
4.1 Introductory Activity 1: Let the learners answer the following exercise.
Activity (2min.)
Table 1: Human ABO blood types. Antigen(s) present and their genotype/s.
Exercise 1
Directions: Fill in the blanks with the right antigen or blood type to complete the
sentence. Refer to table 1 above.
1. The gene for blood type A is dominant over the gene for blood type ___.
2. The gene for blood type B is dominant over the gene for blood type ___.
3. The gene for blood type __ is not dominant over the gene for blood type __.
4. The gene for blood type B is not dominant over the gene for blood type __.
The gene for blood type __ is recessive to genes ___ and ___.
Answers:
1. O 2. O 3. A & B 4. A 5. O, A & B
Activity (10 min.) Activity 1. What’s the Child’s Blood Type?
Materials:
Pen and paper
Procedure:
1. Use the given the blood types of the father and mother in determining
the possible blood types of the child. Support your answer through
Punnet square or test cross.
2. Study and analyze the following diagrams and answer the questions
below.
Questions:
1. What are the genotype/s of the parents if the child is of type AB?
2. What kind of parents would produce children having four blood groups?
3. If one parent is heterozygous and the other is homozygous, what are the
genotypes of the children?
4. If a child is type B and the mother is type O, the father could not be O and A,
and AB. Show this by means of a punnet square or diagram.
Check the answers of the students. Ask 4 volunteers to illustrate their answers
on the board and explain. Process well the right procedure on how to arrive at
the right answer.
Analysis (5min.) 1. How did you find the activity?
2. Can you tell now if you are a real child of your parents? How?
3. Define multiple alleles.

1. Multiple Alleles
A gene that exists in three or more allelic forms are called multiple alleles. The
ABO blood group in human is the best example of this pattern of inheritance.
There are three alleles responsible for this blood system: IA, IB, and i. The
absence and presence of antigens in the blood determines the person’s blood
type. There are only two antigens, the A and B. Individuals with blood type O do
not have antigens in their blood because allele i does not code for an antigen.
Application (10 Instruct the learners to solve 2 problems.

min.) Directions: Illustrate by means of Punnet square the following crosses involving
1. A father of four children has blood type B. The mother has blood type A.
Explain why none of their children has blood type A nor B .
Answer:
1. Both parents are homozygous of the blood type. Their genotypes are
IAIA & IBIB.
Offspring: 100% IAIB - Blood type AB
IV. ASSESSMNET Let the learners solve the following:
(12 min.)
1. A father of heterozygous blood type B and a mother of heterozygous
blood type A produced offsprings of four blood types. What is the blood
type of the offspring that shows codominance? AB
ANSWER:
V. ASSIGNMENT(2
min) Instruct the learners to answer the following.
Direction: Given the blood types of the mother and child, determine the possible
blood types of the father.
REMARKS
REFLECTIONS A gene that exists in three or more allelic forms are called multiple alleles. Like
in humans, blood type is a single trait with four phenotypes: A, B, AB, O. Blood
type is controlled by three alleles: A, B, and O.

DATE: SEPT.22,2023


Understanding to
be Developed
I.Learning Explain incomplete dominance, co-dominance, and multiple
Objectives Knowledge alleles.
Solve genetic problems related to the different non-Mendelian
Skills patterns of inheritance.
Display honesty in answering the test.
Attitudes/
Values
II.Content
Solving Non-Mendelian Patterns of Inheritance-Related Problems
Resources
III. Procedures
Introductory Activity Activity:

(2min.)
1. Allow the learners to review important concepts about incomplete
dominance, co-dominance and multiple alleles.
2. Remind them the process of solving genetic problems and the importance of
following instructions.
Activity (10 min.) Activity: Instruct the learners to solve the genetic-related problem by applying
the non-Mendelian principles of heredity.
Directions: Solve the following genetic related problems below applying the
non-Mendelian principles of heredity.
1. A friend of yours felt confused after learning that her blood type is O while
her parent are having blood types A and B.
A. What will you do to erase her confusion?
B. What would be her parents’ genotype to produce an offspring of blood type
O?
C. What are the possible genotypes and phenotypes of their children?
D. How many percent is the chance that they would produce offspring of blood
type AB?
2. Farmer John bought a roan furred bull from his cousin because he wished to
raise many cattles with roan and white color. He mated his three red-hair
colored cow with his newly bought roan-furred bull.
A. Is there a possibility to produce cattle with white hair? Roan furr? What color
of the cow which you think would not be produced and why?
B. How are you going to convince John about his expectations to produce white
and roan after crossing red and roan cattle?
C. What are the genotypes and phenotypes of offsprings from red cow and
roan bull cross?
D. What is the percentage of producing roan from the same cross?
3. Mia collected seeds of white and red Flordelis flower from a flower garden
where she passed by and scattered them on her garden at home. Only red and
white Flordelis filled her front garden. But several months after she noticed that
pale and dark pink Flordelis came out which made her wonder because she
never scattered any pink seeds there.
A. Make a diagram that would show why pink Flordelis grew in Mia’s garden.
B. If you will only plant pink Flordelis in your garden, will you expect to see
other colors of its flower after several months? Support your answer?
C. What colors of Flordelis you will possibly spot.
Check the answers of the learners and ask volunteers to illustrate the
phenotypes and genotypes on the board.
Analysis (5min.) 1. Which problem is the easiest? The hardest? Why?
2. How significant is learning incomplete dominance, co-dominance and
multiple alleles to you?
3. Explain incomplete dominance, co-dominance and multiple alleles.
Abstraction (18 min.)

The teacher shall rediscuss the important concepts on incomplete dominance,
co-dominance and multiple alleles to develop mastery.
IV. APPLICATION
(10 min.) Checking of answers will follow.
The teacher must examine the test results using the test analysis and
determine the degree to which each student has mastered the lesson. If 75% of
the students had answered correctly then the teacher shall continue to the next
module, however if more than 30% fails then the teacher should make
interventions before going to the next module.
V. ASSESSMENT Test Proper:

(12 min.) I. Multiple Choice. Choose the letter of the best answer. Write the
chosen letter on a separate sheet of paper.
1. In MN human blood group system, what kind of person is expressing co-

dominance?
A. a person with blood type N B. a person with blood type M
C. a person with blood type MN D. None of the above
2. In ABO human blood group system, what kind of person is expressing co-
dominance?
A. a person with blood type A B. a person with blood type B
C. a person with blood type AB D. a person with blood type O
3. What pattern of inheritance that explains the expression of pink color of the
four o’clock flower?
A. Codominance B. Incomplete dominance
C. Multiple Alleles D. Sex-linked traits
4. If the mother is heterozygous of blood type A, the child is of blood type B, the
father must be of _________.
A. Type B or type O B. Type A
C. Type AB or type B D. Type O
5. If red gumalela flower is crossed with pink gumamela flower, what are the
possible phenotypes?
A. Red and pink gumamela flowers B. All pink gumamela flowers
C. All red gumamela flowers D. Pink and white gumamela flowers
II. Solve the following problems.

1. Illustrate using a Punnet square the genotypes of the offspring from a cross
of a homozygous white cow and a roan bull. What are the phenotypes of the
offsprings?
2. A mother of blood type O and a father of blood type AB would possibly
produced offspring of what blood type/s? Support your answer through Punnet
square or test cross.
Answer:
I. C, C, B, C, A, A, D, B, A, & B
VI. ASSIGNMENT Let the students perform the additional activities.
(2 min)
A. Polygenic inheritance is another non-Mendelian pattern of heredity.
Research the following about polygenic inheritance.
1. What is polygenic inheritance?
2. Give examples of traits that show polygenic inheritance.
3. Solve this problem below that involves polygenic inheritance.
Problem: Skin color is one of the traits in human which is determined by

polygenic inheritance system because it is possibly involving as many as 9
genes. To make this simple, let us consider the influence of 2 genes: A and B.,
where dark skin color is dominant. Suppose a man who is AABb marries a
woman who is Aabb, what would be the genotypes of their children. Prove your
answer by using a Punnet square.
REMARKS
REFLECTIONS

Teacher I School Hea
DATE: SEPT.18,2023


Understanding to
be Developed
I. Learning Define the important terms useful in understanding the Non-
Objectives Knowledge Mendelian Principles of Heredity.
Skills List the Non-Mendelian Patterns of Inheritance.

Recognize the difference of Non-Mendelian from Mendelian
Attitudes/ Principles.
Values
II. Content
Introduction to Non-Mendelian Patterns of Inheritance
Resources
BSE, Compiled Lesson Plans (Biology), Unit VI: Genetics, pp. 20-36
III. Procedures
Introductory Activity Activity 1: Let the learners answer the short activity.
(2min.)
Directions: Arrange first the jumbled letters in each box to form a word or term.
Answers:
1. Energy
2. Iris
3. Nucleus
4. Egg
5. Recessive
6. Inherit
7. Hybrid
Use the words or terms in part 1 to answer the following questions. Find the
term that bears the initial given.
1. What I is found in your eyes that gives your eye color?
2. What N in your body body cells where DNA are found?
3. What H which refers to the offspring resulting from a cross of
purebreds?
4. What E is the female reproductive cell?
5. What R that describes the trait that does not appear in offspring?
6. What I which means to receive a trait or gene from a parent?
7. What T which means a feature or adaptation of an organism?
8. What A is a variant form of a given gene?
9. What N is a component of proteins?
10. What C are structures in the cell nucleus along which the genes are
located?
11. What E is needed to cause changes?
Activity (10 min.) Activity 1: Tell whether each statement below expresses Mendelian or Non-
Mendelian principles of heredity.
1. Neither gene is totally dominant over the other. - Non-Mendelian
2. Inheritance traits are controlled by genes. - Mendelian
3. One trait is dominant over another. - Mendelian
4. One allele is not dominant over the other - Non-Mendelian
5.Members of gene pairs (alleles) segregate and are inherited independently of
other pairs of genes. - Mendelian
6.A gene that exists in three or more allelic forms are called multiple alleles.
- Non-Mendelian
Analysis (5min.) Analysis:
1. How did you find the activity?
2. What are the statements mentioned in the activity that express the Mendelian
principles? Non-Mendelian principles?
3. Based on your understanding, how do you explain the difference between
Mendelian and non-Mendelian principles of heredity?

1. Terms and definitions of some important genetic terms that will be
repeatedly mentioned while learning the Non-Mendelian Patterns of
Inheritance;
2. History of Non-Mendelian Principles;
3. Non-Mendelian Patterns of Heredity (definitions only)
4. Punnet square and test-cross
IV.APPLICATION(10 Let the learners solve 1 problem involving the Mendelian principle and 1 for the
min.) non-Mendelian principle. They can illustrate their answer through test cross or
Punnet square.
1. A pea plant is homozygous for round seed and the other pea plant is
heterozygous for this trait (Rr) . What percent of the offspring will be
heterozygous?
Answer: 50% heterozygous
2. A red-flowered rose was crossed with a white-flowered rose. This cross

resulted to a pink-flowered rose. Illustrate this expression of pink flower.
Answer: 100% pink (RW)
3. Which problem is Non-Mendelian? Mendelian? Why?

Answer:
Problem 2 is non-Mendelian, incomplete dominance.
Problem 1 is Mendelian
V.ASSESSMENT(12 Part A. Word Hunt
min.)
Let the learners answer Exercise 1:
Part A. Word Hunt
1.It is a unit of inheritance.

2. It refers to the appearance or external expressions of the trait.
3. It refers to the internal genetic constitution.
4. It refers to the individual with one kind of factor as TT or tt.
5. It refers to individual with two kinds of factors as in Tt.
6.It refers to the sex cells, the egg and sperm cells.
7. It is a chart used to determine possible combinations of genes among
offspring, given the genotypes of their parents.
8. It describes traits that are not expressed in an organism.
9. It refers to the prevailing traits or the expressed traits of an organism.
10. A trait with multiple alleles.
Part B:
1. State/define the following:

A. Incomplete Dominance
B. Co-dominance
C. Multiple Alleles
D. Punnet Square
VI. ASSIGNMENT(2 Research work:
min) 1. Make a list of traits that follow the incomplete dominance pattern of
inheritance.
2. What are lethal genes?
VII. REMARKS
VIII.REFLECTION The main difference between Mendelian and non-Mendelian inheritance is that
S
Mendelian inheritance describes the determination of traits by dominant and
recessive alleles of a particular gene, while non-Mendelian inheritance
describes the inheritance of traits that do not follow Mendel’s laws.
The non-Mendelian patterns of heredity are Incomplete Dominance, Co-

dominance, Multiple Alleles, Sex-limited traits, and Sex-influenced traits.

DATE: SEPT.25,2023


Understanding to
be Developed
I. Learning Explain the sex-limited traits
Skills Identify the genotypic and phenotypic expression of being

Explain how sex-limited traits affect the phenotypic traits of
Attitudes/
being
Values
II. Content
SEX-LIMITED TRAITS
Learning Science 9 Learner’s Module pp. 40
Resources Source: why is cock feathering a sex limited traits - Google Search;
Horns, Head, Eyes and Ears (shetland-sheep.org)
III. Procedures
Introductory Activity Show the picture to the class.) Look at the picture in
(2min.)
Figure 1, what have you noticed to the feathers of both chicken?
Fig.1 Phenotypic expression of different genotypes for
plumage in poultry
Source: why is cock feathering a sex limited traits - Google Search
Source: Horns, Head, Eyes and Ears (shetland-sheep.org)
It appears that gender matters in the expression of

traits as well.
Activity (10 min.) Group Activity:

Directions: Supply the phenotypic expression in the lactation of humans given with the
specific genotypes.
(Please see attached activity sheet –
Table 1. Expression of Lactation in Humans)
-Group reporting will follow.

Analysis (5min.) 1.) What are the phenotypic expressions in the male genotypes?
2.) How about the phenotypes in the female genotypes?
3.) What difference you noticed in the phenotypes of both male and female?
4.) Why does an (LL) and (Ll) genotypes in male considered not lactating
phenotypes? Explain.
5.) Why does sex limited traits expressed only in one sex?
Abstraction (18 min.) • In sex limited traits, genes are inherited by both male and female but is
express only in one sex due to sex hormones.
• Traits that are not found in the X and Y chromosomes are called
autosomal, a characteristic present in Sex Limited Traits, which expresses in
only one gender.
• The genes behave exactly the same way that any autosomal gene
behaves but the difference here come in the expression of the genes in the
phenotype of the individual. Though the genes are present in both sexes of
sexually reproducing species but are expressed in only one sex and have no
penetrance or are simply “turned off” in the other.
IV.APPLICATION(10
Is beard growth a sex-limited trait? Explain.
min.)
V.ASSESSMENT(12 ¼ sheet of paper

min.) Direction: Multiple Choice. Choose the letter of the correct answer. (10pts.)
1.) The sex influenced traits are present in __________.

A. Autosome
B. Sex chromosome
C. Mitochondrial chromosome
D. These are epigenetic traits
2.) Which of the following is TRUE regarding sex-limited traits?
A. They are always X-linked.
B. They are phenotypically expressed in only one sex.
C. They are recessive in one sex and dominant in the other.
D. They do not exist.
3.) Which one of the following will not be expressed in female even in homozygous
form?
A. Cock feathering B. Cleft palate
C. Osteoporosis D. Color blindness
4.) Appearance of cock feather in chicken is _____
A. X linked B. Y linked
C. Sex influenced D. Sex limited
5.) A scientist is studying an animal and determines that a gene is located on autosome
two. It controls antler production in the male animals. Note that females do not
produce antlers. This is an example of a:
A. Carrier trait B. Dominant trait
C. Sex-linked trait D. Sex-limited trait
6.) Appearance of cock feather in chicken is ________________
A. X linked B. Y linked C. Sex influenced D. Sex limited
7.) If a bull doesn’t express the milking factor, where m+ is normal and m is a mutant
gene, its genotype is?
A. m+/m+ B. m+/m C. m/m D. Can’t be specified
8.) Sex limited inheritance refers to the traits that are located on the X and Y
chromosome.
A. True B. False
9.) The gene that causes beards to grow in the faces of humans is located on an
autosome but is usually expressed in males and not in females. What is this example?
A. Sex-limited traits B. sex-influenced traits
C. Sex-linked traits D. none of these
10.) Cock feathering is a ____ trait that is expressed in____.
A. recessive: both male and female chickens
B. dominant; female chickens only
C. recessive; male chickens only
D. dominant; both male and female
VI. ASSIGNMENT(2 Notebook:
min)
Solve for the genetic problems related to sex-limited traits, if the male is non-lactating
and female is lactating.
1.) What are the genotypes and phenotypes of the offspring?

2.) What is the percentage of both genotypes and phenotypes?
VII. REMARKS
VIII.REFLECTION
S

DATE: SEPT.26,2023


Understanding to
be Developed
I. Learning Recall concepts relating to sex-limited traits
Identify the phenotypic and genotypic expressions of animals
Skills involving sex-limited traits
Attitudes/
Solve problems involving sex-limited traits using a Punnett square
Values
II. Content
SEX-LIMITED TRAITS
Learning Science 9 Learner’s Module pp. 40
Resources Source: possible questions about sex limited traits - Google Search
© 2009 W. H. Freeman and Company - ppt download (slideplayer.com)
Cock feathering is a trait and expressed in . A. recessive: both male and female chickens B. dominant: female chickens only C. recessive: male
chickens only D. dominant: male chickens only E. dominant: both male and female chickens | Homework.Study.com
III. Procedures
Introductory Activity Review of the previous lesson:

(2min.)
1.) What is sex limited traits?
2.) How are sex limited traits affect the phenotypic expression of being?
Directions: Each group will choose two possible parents out of six possible genotypes.
Then determine the expected phenotype ratio percentages and the expected
genotype ratio percentages in the tables based on the selected genotypes.
Group reporting…
Analysis (5min.) 1.) What is the expected phenotype ratio?
Cock-feathered male: ____ %
Hen-feathered male: ____ %
Hen-feathered female: ____ %
2.) What is the expected genotype ratio?
HH male ____ %
Hh male ____ %
Hh male ____ %
HH female ____ %
Hh female ____ %
Hh female ____ %
3.) Why is chicken cock feathering limited to males?

Abstraction (18 min.) • Cock feathering is a recessive trait and is expressed in male chickens
only. Male chickens will only express the cock feathering trait if they inherit two
copies of the recessive allele. However, female chickens will never express this
trait, even if they have the recessive genotype. This is because cock feathering
is a sex-limited trait. Males and females have different levels of sex hormones.
Females produce more estrogen, while males have higher levels of androgens.
Expression of the cock feathering trait is influenced by these hormone levels,
meaning only males have the correct sex hormone levels to allow for
expression of the cock feathering trait. Females always have the hen feathering
phenotype instead.
IV.APPLICATION(10  List all possible genotypes for the chicken shown.

min.)
A. Figure 1.a
B. Figure 1.b
C. Figure 1.c
Fig. 1.b
Figure 1. Sex limited characteristics is encoded by autosomal genes that are expressed in only one sex.
What are the genotypes in Figure 1.a, 1.b, and 1.c?
V.ASSESSMENT(12 ½ crosswise
min.)
Supply the answer. (10pts.)
1.) Cock feathering is an autosomal recessive, sex-limited trait in domestic chickens
that is only expressed in males. (A chicken without cock feathering is said to have hen
feathering.) If a male with cock feathering is crossed to a female with hen feathering
who does not carry the cock feathering mutation. What could be the possible
phenotypes of the offspring?
VI. ASSIGNMENT(2 Notebook:

min)
1.) List down at least (5) examples of sex-limited traits in animals both male and
female.
VII. REMARKS
VIII.REFLECTION
S

DATE: SEPT.27,2023


Understanding to
be Developed
I.Learning Define sex-influenced traits
Explain how sex-influenced traits affect the phenotypic expression
Skills of an individual
Provide examples of sex-influenced traits

Attitudes/
Values
I. Content
SEX-INFLUENCED TRAITS
Learning Science 9 Learner’s Module pp. 40-41
Resources Source: Sex -Linked Inheritance in Humans (guyhowto.com)
III. Procedures
Introductory Activity
(2min.)
Look at the picture in Figure 1, what gender is baldness most likely to occur?
Figure 1. Baldness Pattern
Source: Sex -Linked Inheritance in Humans
(guyhowto.com)
*Remember: Sex-Influenced Traits is also
autosomal, it means that their genes are not
carried on to the sex chromosomes.

(Please see attached sheet- Table 1. Expression of Pattern Baldness in Humans)
Group reporting…
Analysis (5min.) 1.) What phenotypic expressions is shown if the male has the following
genotypes:
BB = ______
Bb = ______
Bb = ______
2.) What are the corresponding female genotypes if it has a phenotypic

expression of female bald and female non-bald?
3.) Why is baldness more common in males that in females? How will you
relate it in sex-influenced trait?
Abstraction (18 min.)  Sex influenced trait occurs in both males and women but it is more typical in one
sex. It is controlled by an allele that is revealed as dominant in one sex however
recessive in the other. This difference in expression is because of hormonal
differences between the sexes.
 Pattern baldness is a sex-influenced trait. Much more males than women are bald.
It is acquired as an autosomal dominant characteristic in males however as an
autosomal recessive characteristic in females. A heterozygous male is bald but a
heterozygous woman is not. A woman can be bald just when she is homozygous
recessive.
IV.APPLICATION(10
If a homozygous bald man has children with a woman who is heterozygous for
min.)
baldness, what are the expected genotypes and phenotypes of their children?
min.) Direction: Multiple Choice. Choose the letter of the correct answer. (10pts.)
1.) What will be the phenotype and genotype of a daughter born to bald mother and
non-bald father?
A. b+/b+ non-bald B. b+/b+ bald
C. b/b+ non-bald D. b/b+ bald
2.) Choose the odd one out on the basis of sex influence.
A. Cleft palate B. Club foot C. Gout D. Osteoporosis
3.) Sex influenced genes will not occur in ____________.
A. Homologous autosome
B. Homologous part of sex chromosome
C. Short arm of human Y chromosome
D. On autosomes of male
4.) If A is a sex influenced trait that is more expressed in males, then which of the
following is false?
A. Only male having a homozygous recessive form of this gene will not express it
B. No female will express the gene
C. The gene is autosomal
D. Heterozygous female will not express this gene
5.) Patterned baldness is a sex influenced trait more expressed in a male. If b+ is
normal allele making non-bald phenotype and b is mutant leading to bald phenotype,
for a cross between a bald mother and normal father, what is the probability of a bald
son?
A. 0 B. ¼ C. ½ D. 1
6.) Homozygous bald gene, a sex influenced gene, is equally expressed in men and
women.
A. True B. False
7.) If present of horn in a breed of sheep is due to the presence of h+ allele which is
sex influenced and more expressed in male, choose the off one out.
A. Female with h+ h+ B. Male with h+ h+
C. Female with h h+ D. Male with h h+
8.) Sex influenced traits are only related to females.
A. True B. False
9.) The sex influenced traits are present in _________
A. Autosome B. Sex chromosome
C. Mitochondrial chromosome D. These are epigenetic traits
10.) Which of the following are expressed in both sexes but more frequently in one sex
than in the other?
A. Sex-influenced trait B. Sex-limited traits
C. Autosome D. X and Y chromosome
VI. ASSIGNMENT(2 (Long-size bond paper)
min)
Cut-out at least three (3) pictures / examples showing sex-influenced traits.
VII. REMARKS
VIII.REFLECTION
S

DATE: SEPT.28,2023


Understanding to
be Developed
I. Learning Recall concepts relating to sex-influenced traits
Skills Solve problems involving sex-influenced traits

Illustrate through a Punnett square a cross involving sex- influenced
Attitudes/ traits
Values
II. Content
SEX-INFLUENCED TRAITS
Resources Source: In some sheep, horns are produced by an autosomal allele (H) that is dominant to the hornless allele (h) in males, but recessive in females. A horned
female sheep is crossed with a hornless male. A. What are the genotypes and phenotypes of the F1 offsprin | Homework.Study.com
does clubfoot a sex influenced trait - Google Search
III. Procedures
Introductory Activity Review of the previous lesson:

(2min.)
1.) What is sex-influenced traits?
2.) Why are sex-influenced traits considered also as autosomal?
3.) Who is most affected in sex-influenced traits?
(Please see attached sheet- Table 1. Horn Expression in Sheep)
Group reporting…
Analysis (5min.) 1.) What are the genotypes and phenotypes of the offspring?
2.) If the F1 offspring are crossed, what would be the possible phenotypes and
genotypes of the F2 offspring?
3.) Why are horns in sheep only visible in males?
Abstraction (18 min.)  If a horned male sheep is crossed with a hornless female sheep, offspring will be
hornless and horned.
 If F1 offspring are crossed, it can produce 1 horned and 3 hornless.
 Horned character in sheep is dominant in male and recessive in female. This
influenced is believed to be mainly due to male and female hormones.
IV.APPLICATION(10
min.)  In some sheep, horns are produced by an autosomal allele (H) that is dominant to
the hornless allele (h) in males, but recessive in females. A horned female sheep is
crossed with a hornless male.
A. What are the genotypes and phenotypes of the F1 offspring?
B. You cross a female F1 with a hornless male. What proportion of the male and
female offspring from this cross will have horns?
V.ASSESSMENT(12 ½ crosswise
min.)
Answer correctly: (10 pts.)
1.) A male homozygous for clubfoot reproduces with normal homozygous female.
What are the genotypes and phenotypes of their children if testosterone alters the
phenotypic expression of the trait in the heterozygous expression?
Let F represent normal feet
Let f represent clubfoot
VI. ASSIGNMENT(2
min) Notebook:
Two heterozygous individuals get married and have lots of children. The father suffers
with a painful condition called gout? What are the genotypes and phenotypes of the
children?
Let G represent no gout, and g represent gout.
VII. REMARKS
VIII.REFLECTION
S

DATE: SEPT.29,2023


Understanding to
be Developed
I.Learning Compare sex-limited traits and sex- influenced traits
Skills
Attitudes/
Values
II.Content
SEX-LIMITED TRAITS AND SEX-INFLUENCED TRAITS
Resources Source: pictures of sex limited and sex influenced traits examples - Google Search
III. Procedures
Introductory Activity Review of the previous lessons:

(2min.)
1.) What have you learned about sex-limited trait? Sex- influenced trait?
2.) What is the vital role of autosome in sex-limited traits and sex-influenced traits?
Students are to make a Venn Diagram showing the similarities and differences of sex-
limited traits and sex-influenced traits.
(Please see attached sheet- Venn Diagram)

Group reporting…
Analysis (5min.)
1.) In what way are sex limited traits and sex-influenced traits similar?
2.) What is the main difference between sex-limited traits and sex-influenced traits?
Abstraction (18 min.)  Similarities:
Sex -limited traits and sex-influenced traits are both autosomal. Autosomal,
meaning that their genes are not carried on the sex chromosomes (x and Y).
 Differences:
Sex -limited traits are expressed only in one sex while sex influenced traits varies
on how males and females express a gene
IV.APPLICATION(10
(Please see attached sheet)
min.)

min.) Direction: Tell whether the following sentences are sex-limited traits or sex-influenced
traits. Write (SLT) for Sex Limited Traits and (SIT) for Sex Influenced Traits.
(10pts.)
______1.) Expressed only or carried by an individual of a particular sex.
______2.) Heavy beard only shows in men.
______3.) The genes for baldness.
______4.) Certain genes are dominant over the other in one sex and recessive in the
other.
______5.) Expressed in one sex but not the other.
______6.) Ability to produce milk, only females have breast, the milk producing glands.
______7.) Susceptibility of prostate cancer, because only males have prostate gland
______8.) Expressed in both sexes but more frequently in one than in the other sex.
______9.) Growth of beard in males
______10.) The gene is NOT on a sex chromosome, but SEX affects the phenotype.
VI. ASSIGNMENT(2
min) Notebook:
Define the following terms:
1.) Biodiversity
2.) Extinct
3.) Endangered
4.) Species
5.) Population
VII. REMARKS
VIII.REFLECTION
S

DATE: OCT.2, 2023
Learning Relate species extinction to the failure of populations of

(S9LT-Ie-f-30)
Competency/ies: organism to adapt to abrupt changes in the environment
Key Concepts/ Biodiversity (Population Size)

Understanding to
be Developed
I.Learning Explain population size
Enumerate the limiting factors in an ecosystem
Skills
Suggest ways how to sustain the carrying capacity in an
Attitudes/ ecosystem
Values
II.Content
Biodiversity (Population Size)
Learning 1. Department of Education. (2014), Unit 1: Module 3: Biodiversity and
Resources
Evolution, Science 9 Learner’s Material (pages 50 -71). City Pasig,
Philippines
2. Department of Education. (2014), Unit 1: Module 3: Biodiversity and
Evolution, Science 9 Teacher’s Guide (pages1-23). Pasig City,
Philippines
III. Procedures
Introductory Activity Look at the picture below:
(2min.) 1. What do these pictures show?
2. What do you call a group of organisms living an area?
Activity (10 min.) The map below shows the population distribution of fish, water bugs, frogs and
water lily plants in a pond.
Answer these questions:
1. Which species has the largest population in the community?
2. What factors might influence the change in population
(Refer to attachment 1)
Analysis (5min.) 1.What is a population?
2.In the activity above, what are examples of population?
3. Which population has the greatest number of species? __ least___?
Abstraction (18 min.) Populations can be of the same size, but they may have different densities.
Differences in population density in any community may be attributed to many
factors.
 Population sizes change when new members move into the ecosystem. They
decrease when members move out of an ecosystem.
 The birth rate and death rates can also affect a population’s 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.
IV.APPLICATION(10 Do activity on Measuring Population Density
min.)
V.ASSESSMENT(12 I. Choose your answers inside the box. Words may be used many times
min.)
a. Carrying capacity
b. Limiting factor
c. Population
d. Population size
e. Biodiversity
f. Density of the population
1. Pertains to the number of organisms of the same species living in a certain

place. Population
2. It refers to the variety of life in an area. Biodiversity
3. It changes when new members move into the ecosystem. Population size
4. These are environmental conditions that keep a population from increasing in
size. Limiting factor
5. It is affected by changes in the environment. carrying capacity
6. It refers to the number of individuals per unit area. Density of the population
7. It changes with the number of births. Population size
8. They help determine the types of organisms that can live in an ecosystem.
Limiting factor
9. It refers to the maximum size an environment can support. Carrying capacity
10. They decrease when members move out of an ecosystem. Population size.
II. Answer briefly: (5pts)
How does a population size affect the carrying capacity of an ecosystem?
VI. ASSIGNMENT(2
min) 1. What is a species?
2. When do species become threatened? endangered or extinct?
VII. REMARKS
VIII.REFLECTION
S

DATE: OCT.3, 2023
Learning : relate species extinction to the failure of populations of

(S9LT-Ie-f-30)
Key Concepts/ Causes of Species Extinction

Understanding to
be Developed
I.Learning Differentiate endangered and threatened species.
Skills Enumerate the possible causes of species extinction
Demonstrate ways to protect species from becoming extinct

Attitudes/
Values
II.Content
Causes of Species Extinction
Learning 1. Department of Education. (2014), Unit 1: Module 3: Biodiversity and
Resources Evolution, Science 9 Learner’s Material (pages 50 -71). City Pasig, Philippines
2.Department of Education. (2014), Unit 1: Module 3: Biodiversity and

Evolution, Science 9 Teacher’s Guide (pages1-23). Pasig City, Philippines
3.https://www.cbd.int/countries/profile/?country=ph
III. Procedures
Introductory Activity Directions:

(2min.) Arrange the jumbled letters below to form a word.
1. Gerednaden - when its population has become so low that it is possible of
becoming extinct.
2.Noitexinct- occurs when the last member of a species dies.
3. Denetreath - when the population of a species begins declining rapidly.
4. Ciespes – a group of organisms that have certain characteristics in
common.
5.tisyveridoib- refers to the variety of life in an area.
Activity (10 min.) Directions:
A. Photo Quiz. The words in the box are some of the causes of species
extinction. Look at the pictures below and identify which cause of extinction
matches each group of pictures. Write your answer in another sheet of paper
a. Taking Animals for Profit

b. Introduced species
c. Hunting and Trapping
d. Destruction of habitat
Analysis (5min.) Answer these questions:

1. When do species become endangered? threatened or extinct?
2. What do you think are the major causes of species extinction?
3. How can changes in the environment affect the continued survival of the
species?
4. What should we do to protect species from becoming endangered,
threatened or extinct?
Abstraction (18 min.) Human actions have resulted in habitat loss and degradation that have
accelerated the rate of extinction. Extinction occurs when the last member of a
species dies.
In the Philippines, some terrestrial species like the tamaraw in Mindoro, mouse
deer in Palawan, Philippine deer, Monkey-eating eagle, and aquatic species
like the dugong found in Negros, Batangas and in Leyte are endangered of
extinction.
IV.APPLICATION(10 Let the students read and answer the questions below:
min.)
Biodiversity Facts
Questions:
1. What does the Philippines ranked based on the number of plant species?
2. How many threatened species are there in the Philippines thus making it in
the biodiversity hotspot?
3. What government agency keeps a record of threatened and endangered
species?
4. Based on the administrative order issued by the DENR, how many were
recorded critically endangered plant species and endangered?
V.ASSESSMENT(12 Let the students answer this test.
min.) (Refer to attachment 3)
VI. ASSIGNMENT(2 Write down at 5 species in the Philippines which are considered in danger of
min) becoming extinct.
VII. REMARKS
VIII.REFLECTION
S
DATE: OCT.4-6, 2023
Learning relate species extinction to the failure of populations of

(S9LT-Ie-f-30)
Key Concepts/ Local Issues affecting the Community

Understanding to
be Developed
I.Learning Identify local and global issues that affects our community
Skills Explain how these issues affects our community
Suggest ways on how to minimize/solve these issues.

Attitudes/
Values
II.Content
Local Issues affecting the Community
Learning 1. Department of Education. (2014), Unit 1: Module 3: Biodiversity and Evolution,
Resources Science 9 Learner’s Material (pages 50 -71). City Pasig, Philippines
2. Department of Education. (2014), Unit 1: Module 3: Biodiversity and

III. Procedures
Introductory Activity Guided Questioning:

(2min.)
1.Have you eaten?
2.Did you turn on an electric light, ride a tricycle or jeepney, or use a computer
today?
3. Are you using these natural resources wisely?
Will the time come when these materials will no longer be available to you?
Activity (10 min.) Photo Quiz. Below are pictures showing local and environmental issues.
Write a one sentence description about the photo and one sentence
expressing a solution to the issue.
Analysis (5min.) Answer the given questions:

1.How does a Deforestation affect the wildlife resources?
2.What are the causes of deforestation?
3.What are other environmental problems that have caused destruction to our
community?
4.How could these be prevented or solved?
Abstraction (18 min.) Some of the local and global environmental issues/problems that are also
affecting our community:
A. Deforestation
 In the Philippines, the major causes of deforestation are:
 Kaingin farming
 Illegal logging
 Conversion of agricultural lands to housing projects
 Forest fires
 Typhoons
 As a consequence of cutting down trees, the following effects could take

place:
 Soil erosion
 Floods
 Decrease in wildlife resources that will eventually lead to extinction
B. Water Pollution
 Eutrophication is one of the effects of water pollution. It is supposed to be a
slow process, but man’s activities hasten it up.
 Other pollutants found in water are heavy metals such as lead, mercury and
in cadium. These metals come from factories that dump their wastes into
rivers or lakes.
C. Air Pollution
Metro Manila where a great volume of cars travel each day, smog blankets the
area, nitrogen oxides and hydrocarbons from car exhausts react with water
vapor or dust particles and produce new irritating chemicals.
 Factories and power plants that burn coal are also major contributors to air
pollution.
D. Destruction of Coastal Resources
Due to man’s activities, coastal areas are getting destroyed
through the years. Some of these activities include the following:
 Deforestation, agricultural activities and mining activities
 Dynamite fishing and muro-ami
 Coastal areas conversion to beach resorts, residential areas
 Overharvesting
E. Acid Precipitation
Acid precipitation is commonly known as acid rain.
Acid rain can be harmful to living things. It causes yellowing of leaves of trees
and cause leaves to fall.
IV.APPLICATION(10
min.)
Directions:
Read and analyze situations below. Identify what enviromnental issue is
being refered to. Write only the letter of the correct answer in another
sheet of paper.
1. The principal causes of these are illegal logging, kaingin , farming and
conversion of agricultural lands to housing projects.
2. It is caused by dynamite fishing and muro – ami.
3. This is a result of air pollution mostly from factories and motor
vehicles.
4. Cars are one of the major contributors of this problem.
5. Effects of this environmental problem is massive deaths of fish or
“fishkill”.
6. Notable effects of these environmental problems are, soil erosion,
floods and decrease in wildlife resources that will eventually lead to
extinction.
7. A major problem in lakes, rivers and ponds is eutrophication.
8. Oxygen in air is no longer available for animal life.
9. Factories and power plants are the major contributirs to this problem.
10. Conversion of coastal areas to beach resorts, residential areas and
overharvesting.
V.ASSESSMENT(12 Direction: Write True if the statement is correct and False if the statement is
min.) not correct.
_____ 1. Hunting is a human activity which help the protection of animals.
_____ 2. Deforestation causes soil erosion, floods and decrease in wildlife
resources.
_____ 3. The growing number of human populations require huge spaces
and shelter.
_____ 4. Conversion of agricultural lands to residential houses disturb the
natural habitat of animal populations.
_____ 5. In eutrophication, nutrients are kept to enrich the bodies of water.
_____ 6. A “fish kill” usually happens when there is a decrease in concentration
of organic nutrients in bodies of water.
_____ 7. The trapping of heat by gases in the earth’s atmosphere is called
ozone layer.
_____ 8. Overharvesting and coastal areas’ conversion to beach resources are
c causes of destruction of coastal resources.
_____ 9. Acid rain causes yellowing of leaves of trees and cause leaves to fall.
_____ 10. Sustainable development means that a society should live under the
carrying capacity of the environment.
VI. ASSIGNMENT(2 1.Differentiate a greenhouse effect from a global warming? 2. What causes a
min) global warming?
VII. REMARKS
VIII.REFLECTION
S

DATE: OCT.9-10,2023

(S9LT-Ie-f-30)
Key Concepts/
Understanding to be Performance Task (Biodiversity)
Developed
I.Learning Discuss Biodiversity
Skills List down the causes of loss of biodiversity
Relate biodiversity loss to human actions and activities.

Attitudes/
Values
II.Content Performance Task (Biodiversity)
Learning Resources 1.Department of Education. (2014), Unit 1: Module 3: Biodiversity and

Evolution, Science 9 Learner’s Material (pages 50 -71). City Pasig, Philippines
III. Procedures
Introductory Activity Review of the previous lesson.

(2min.)
• The principal causes of deforestation are illegal logging, kaingin farming,
forest fires and conversion of agricultural lands to housing projects and
typhoon.
• The effects of deforestation include soil erosion, floods and depletion of
wildlife resources.
• The major cause of wildlife extinction is the loss of habitat.
• Coral reef destruction is caused by dynamite fishing and muro-ami, while
mangrove destruction is caused by overharvesting and conversion of the area
into other uses.
• In eutrophication, nutrients are washed away from the land to enrich bodies of
water. It causes excessive growth of aquatic plants and algae and results in
algal bloom, which eventually die and decompose. The process depletes the
oxygen dissolved in water, causing fish and other aquatic organisms to die.
• Acid rain is a result of air pollution mostly from factories and motor vehicles
Activity (10 min.) Let the students make a concept map using a long bond paper.
A sample is provided below:
Analysis (5min.)
1.What are the causes of biodiversity loss?
2.What should you do as student to protect our natural resources?
Reporting or sharing of outputs (concept map by group representative)
IV.APPLICATION(10 Rubrics for scoring outputs:

min.)
Creativity: 10 pts
Content : 20 pts
Delivery : 10 pts
Neatness: 10 pts
Overall score: 50 points
V.ASSESSMENT(12
min.) Submission of group outputs for checking and recording
VI. ASSIGNMENT(2
min) Prepare for a weekly test
VII. REMARKS
VIII.REFLECTIONS

DATE: OCT.11,2023

(S9LT-Ie-f-30)
Key Concepts/
Understanding to be
Developed
I.Learning Recall concepts learned
Skills Answer the test items correctly
Demonstrate honesty in answering the test

Attitudes/
Values
II. Content
Weekly examination
Learning Resources 1.Department of Education. (2014), Unit 1: Module 3: Biodiversity and
Evolution, Science 9 Learner’s Material (pages 50 -71). City Pasig, Philippines
III. Procedures
Introductory Activity 1.Brief review of the lesson/topic

(2min.)
2.Test papers are provided for them to answer.
3.Follow directions carefully:
4.Good Luck!
Activity (10 min.)
Analysis (5min.)
IV.APPLICATION(10
min.)
V.ASSESSMENT(12
min.)
Directions:
Read and analyze situations below. Identify what enviromnental issue is
being refered to. Write only the letter of the correct answer in another
sheet of paper.
1. The principal causes of these are illegal logging, kaingin , farming and
conversion of agricultural lands to housing projects.
2. It is caused by dynamite fishing and muro – ami.
3. This is a result of air pollution mostly from factories and motor
vehicles.
4. Cars are one of the major contributors of this problem.
5. Effects of this environmental problem is massive deaths of fish or “fish
kill”.
6. Notable effects of these environmental problems are, soil erosion,
floods and decrease in wildlife resources that will eventually lead to
extinction.
7. A major problem in lakes, rivers and ponds is eutrophication.
8. Oxygen in air is no longer available for animal life.
9. Factories and power plants are the major contributors to this problem.
10. Conversion of coastal areas to beach resorts, residential areas and
overharvesting.
VI. ASSIGNMENT(2
min)
VII. REMARKS
VIII.REFLECTIONS

DATE: OCT.12,2023
Learning Differentiate basic features and importance of S9LT-Ig-j-31

Competency/ies: photosynthesis and respiration.
Key Concepts/ The overview of Cellular Respiration

Understanding to
be Developed
I.Learning
Explain the basic features of cellular respiration
Describe the function and structure of mitochondria as a
Skills site for cellular respiration.
Recognize the importance of cellular respiration to our
Attitudes/ daily life.
Values
II.Content
The overview of Cellular Respiration
Learning Resources 1. (Alvarez et al.,2014, pages 72 -95). Science 9 Learner’s Module.
Bureau of Secondary Education, Department of Education. Pasig City
Philippine: FEP Printing Corporation.
2. (Alvarez et al.,2015, pages 55- 80). Science 9 Teacher’s Guide.
Philippine: FEP Printing Corporation
3.https://study.com/academy/lesson/what-is-respiration-definition-
process-equation.html
4.https://commons.wikimedia.org/wiki/
File:Animal_mitochondrion_diagram_en.svg
5.https://www.diffen.com/difference/
Aerobic_Respiration_vs_Anaerobic_Respiration
6.https://courses.lumenlearning.com/wmopen-nmbiology1/chapter/
outcome-cellular-respiration/
III. Procedures
Introductory Activity Directions: Study the scrambled letters and try to rearrange the letters to form a word
(2min.) or phrase.
Scrambled Words
1. CIBNROAEA NOITARIPSER
2. SOGLUCE
3. GNYEXO
4. SOSYLCIYGL
5. CTILCA CAID
6. CULELRAL ITONRERSAIP
7. AOUTTROHP
8. BSKER LECCY
9. FFICIETNE
10. SIESHTNYSOTOPH
Guide Questions:
1. How do you find the activity?
2. Give at least two words that you have form from the activity.
Activity (10 min.) Activity 1: The Role of Mitochondria in Cellular Respiration.
Directions: Label the part of mitochondrion where the cellular respiration
take place. Choose your answer in the statement below.
Mitochondrion is the site for two stages of cellular respiration such as

Krebs cycle and electron transport chain. It has an inner and outer
membrane. The cristae expand the surface area of the inner
mitochondrial membrane, enhancing its ability to produce ATP. The
space enclosed by the inner membrane is called the matrix. Matrix is the
site of ATP synthesis and the location of the Krebs cycle. The third
stage, electron transport, takes place on the inner membrane.
Analysis (5min.) Guide Questions:

1. Describe the structure of mitochondrion/mitochondria.
2. What is the function of mitochondrial matrix?
3. Is mitochondrion important in cellular respiration? Why?
Abstraction (18 min.) Strengthen your Understanding on Cellular Respiration.

All organisms need energy to carry out their functions in life. Since
animals are heterotrophic, they depend on plants and other organisms
for food, unlike plant which is autotrophs make their own food through
the process of photosynthesis using energy from the sun. Heterotrophs
cannot make their own food, so they must eat or absorb the food
produce by autotrophs. The energy from food cannot be directly used by
cells. Cells convert the energy stored in nutrients into a more usable form
known as Adenosine Triphosphate or ATP, through the process of
cellular respiration.
Glucose- a simple sugar which is an important energy source in living organisms and is
a component of many carbohydrates. It is the main product of photosynthesis.
ATP- Adenosine triphosphate is the primary energy carrier in all living organism on
earth. Microorganisms capture and store energy metabolized from food and light
sources in the form of ATP.
Cellular Respiration- The term cellular respiration refers to the biochemical pathway
by which cells release energy from the chemical bonds of food molecules and provide
that energy for the essential processes of life. All living cells must carry out cellular
respiration. It can be aerobic respiration in the presence of
Oxygen or anaerobic respiration. Prokaryotic cells
Carry out cellular respiration within the cytoplasm or on the inner surfaces of the cells.
More emphasis here will be placed on eukaryotic cells where the mitochondria are the
site of most of the reactions. The energy currency of these cells is ATP, and one way to
view the outcome of cellular respiration is as a production process for ATP.
Cellular respiration involves many biochemical reactions. However, the overall process
can be summed up in a single chemical equation:
Structures of Mitochondrion/ Mitochondria

Mitochondrion is the site for two stages of cellular respiration such as Krebs
cycle and electron transport chain. It has an inner and outer membrane. The space
enclosed by the inner membrane is called the matrix. The second stage of cellular
respiration, the Krebs cycle, takes place in the matrix. The third stage, electron
transport, takes place on the inner membrane.
Two Processes of Cellular Respiration

1. Aerobic processes only occur if oxygen is present. When a cell needs to release
energy, the cytoplasm and mitochondria initiate chemical exchanges that launch the
breakdown of glucose. This sugar is carried through the blood and stored in the body
as a fast source of energy. The breakdown of glucose into adenosine triphosphate
(ATP) releases carbon dioxide (CO2), a byproduct that needs to be removed from the
body. In plants, the energy-releasing process of photosynthesis uses CO2 and releases
oxygen as its byproduct.
2. Anaerobic processes do not use oxygen, so the pyruvate
Product ATP is one kind of pyruvate that remains in place to be broken down or
catalyzed by other reactions, such as what occurs in muscle tissue or in fermentation.
Lactic acid, which builds up in muscles' cells as aerobic processes fail to keep up with
energy demands, is a byproduct of an anaerobic process. Such anaerobic breakdowns
provide additional energy, but lactic acid build-up reduces a cell's capacity to further
process waste; on a large scale in, say, a human body, this leads to fatigue and muscle
soreness. Cells recover by breathing in more oxygen and through the circulation of
blood, processes that help carry away lactic acid.
Stages of Cellular respiration

1. Glycolysis- the 6 –carbon sugar or glucose is broken down into two molecules of a
3- carbon molecules called pyruvate. It take place in cytosol of cytoplasm.
2. Krebs cycle- occurs in the mitochondria matrix. It begins when acetyl-CoA combines
with a four-carbon molecule called OAA (oxaloacetate). This produces citric acid,
which has six carbon atoms. This is why the Krebs cycle is also called the citric acid
cycle.
3. Electron Transport Chain during this stage, high-energy electrons are released from
NADH and FADH2, and they move along electron-transport chains on the inner
membrane of the mitochondrion. An electron-transport chain is a series of molecules
that transfer electrons from molecule to molecule by chemical reactions.
IV.APPLICATION(10 Direction: Complete the pathway of Cellular
min.)
Respiration and answer the guide questions.
Guide Questions
1. What is cellular respiration?
2. What are the three energy- carrying molecules involved in cellular respiration?
3. Why cellular respiration important in human and other organisms?
V.ASSESSMENT(12 Direction: Read and answer the following questions;
min.)
Test I: Describe the structure and function of mitochondrion:
1. cristae
2. matrix
3. inner Membrane
Test II: Fill in the Blank.

Direction: Fill in the correct words to complete the sentences below. Choose your
answer in the box provided.
1. The principal source of energy for cellular respiration is known as___________.

2. ___________ __________is oxygen-less respiration aided by chemical reaction to
transfer energy from reactant glucose to the cell.
3. During___________, glucose molecules are broken down into two smaller pyruvate
molecules.
4. __________assists in cellular respiration by reacting with glucose to produce a
usable form of energy.
5. ___________ __________is the process in which organisms break down glucose
from food to create ATP.
Answer Key Test II

1. Glucose
2. Anaerobic respiration
3. Glycolysis
4. Oxygen
5. Cellular respiration
VI. ASSIGNMENT(2 Let the students research the answer of the following questions.
min)
1. In which part of the cell does glycolysis take place?
2. What are the product of glycolysis?
3. What is the main function of the Krebs cycle?
VII. REMARKS
VIII.REFLECTIONS

DATE: OCT.13,2023

Key Concepts/ The Glycolysis and Krebs Cycle

Understanding to be
Developed
I.Learning Identify the raw material and product of glycolysis and Krebs cycle.
Skills Illustrate the process of glycolysis and Krebs cycle

Observe obedience and cooperation in doing activities related to
Attitudes/ glycolysis and Krebs cycle.
Values
II.Content
The Glycolysis and Krebs Cycle
3.https://courses.lumenlearning.com/wmopen-nmbiology1/chapter/
outcome-cellular-respiration/)
III. Procedures
Introductory Activity Show picture of plant and animal cell in the class. Let the class analyze
(2min.)
the picture and ask them questions.
Questions:
1. What is a cell?
2. What are the organelles found in a cell?
3. What is the different between plant cell and animal cell?
Activity (10 min.) Group the class into three, each groups will perform Activity 1 and 2.
Choose one member of the group to present their answers in front of the
class.
Activity 1: Let Us Recharge!

Direction: Look at the diagram below and briefly describe the first step of
cellular respiration, emphasizing the location, raw materials needed and
end the products.
Activity 2: Let us go round and round!
Directions: Arrange the following events in the Krebs Cycle
_______A. In a series of steps, the hydrogen and highly energy

electrons are remove from the
2 –carbon molecule.
_______B. The 2- carbon molecule enters the cycle and joins a 4-carbon
molecule.
_______C. One ATP is formed.
_______D. Two carbon dioxide are released.
_______E. Three NAD⁺ are converted to 3 NADH and 3 H⁺.
_______F. At the end of the cycle, nothing remains of the original
glucose molecule.
_______G. One FAD is converted into 1 FADH₂.
Analysis (5min.) Guide Questions

For Activity 1
1. Which of the terms found in the diagram is considered a process?
2. In which part of the cell does the process take place?
3. What is the raw material?
4. What is the product?
For Activity 2
1. What is the waste gas created by Krebs cycle?
2. What is the net gained by the Krebs Cycle?
3. Does the Krebs cycle will continue its process if glucose is not converted into
pyruvate? Why?
Abstraction (18 min.) Glycolysis-
The word glycolysis means “splitting of sugar” and that exactly happens
during this pathway. Glucose, a six 6 –carbon sugar is broken down into
two three carbon sugars. These smaller sugars are then iodize and their
remaining atom rearranged to form two molecules called pyruvate. It take
place in cytosol of cytoplasm. As glycolysis proceeds, energy is
released, and the energy is used to make four molecules of ATP. As a
result, there is a net gain of two ATP molecules. During this stage, high-
energy electrons are also transferred to molecules of NAD + to produce
two molecules of NADH, another energy-carrying molecule. NADH is
used in stage III of cellular respiration to make more ATP. Thus, the net
gain of glycolysis are 2 ATP molecules and 2 NADH molecules
Figure 2: In glycolysis, a glucose molecule is converted into two pyruvate

molecules. (source:https://courses.lumenlearning.com/wmopen-
nmbiology1/chapter/outcome-cellular-respiration/)
Krebs Cycle
The Krebs Cycle is named after Hans Krebs, The German- British
scientist who largely responsible for elucidating the pathway in the
1930s. The cycle has eight steps, each step catalyzed by a specific
enzyme. Krebs cycle occurs in the mitochondria matrix. It begins when
acetyl-CoA combines with a four-carbon molecule called OAA
(oxaloacetate). This produces citric acid, which has six carbon atoms.
This is why the Krebs cycle is also called the citric acid cycle.
The following are the steps in Krebs Cycle

1. Acetyl CoA adds its two-carbon fragment to oxaloacetate, producing
citrate.
2. Citrate is converted to its isomer isocitrate by removal of one water
molecule and addition of another.
3. Citrate loses a CO₂ molecule, and the resulting compound is oxidized,
reducing NAD⁺ to NADH.
4. Another CO₂ is lost and resulting compound is oxidized, reducing
NAD⁺ to NADH. The remaining molecules is then attached to coenzyme
A by an unstable bond.
5. CoA is displaced by a phosphate group, which is transferred to GDP,
forming GTP, and then to ADP, forming ADP substrate- level
phosphorylation.
6. Two hydrogen are transferred to FAD to from FADH₂
7. Addition of a water molecule rearranges bonds in the substrate.
8. The substrate is oxidized, reducing NAD⁺ to NADH and regenerating
oxaloacetate.
Figure 1: The Reaction that occurs in Krebs cycle
Source:
https://commons.wikimedia.org/wiki/File:2507_The_Krebs_Cycle.jpg
IV.APPLICATION(10 With same group in the previous activity, Each group will compare and
min.) contrast glycolysis and Krebs cycle. Below are the procedures to be
follow.
1. Complete the table below by supplying the correct term or phrase that
best describe the process of glycolysis and Krebs cycle.
2. Use the word bank for the answer.
3. Write your answer in manila paper and choose one member of the
group to present their answers in front of the class.
V.ASSESSMENT(12 Let the students read and answer the questions in test I and test II.
min.) Test I: MULTIPLE CHOICES
Direction: Choose the letter of the best answers. Write your answer in
your assessment notebook.
1. The first step in cellular respiration that begins releasing energy in

glucose
A. Electron Transport Chain B. Glycolysis
C. Krebs Cycle D. Photosynthesis
2. The Krebs cycle occurs in______________.
A. Chloroplast B. Cytosol
C. Mitochondrial matrix D. Nucleus
3. It is a high-energy molecule needed by working cells.
A. ATP B. FADH₂ C. NAD D. NADH
4. The carbon-compound that enters the Krebs cycle.
A. acetyl- CoA B. Carbon dioxide
C. Citric acid D. Pyruvic acid
5. The end product of glycolysis.
A. 2 ATP molecules and 2 NADH molecules
B. 3 NADH, 1 FAHD₂, and 2 ATP molecules
C. Carbon dioxide and water
D. Oxygen at ATP
TEST II: TRUE OR FALSE

Direction: Write TRUE if the statement is Correct, and FALSE if not.
1. Glycolysis take place in cytosol of cytoplasm. TRUE
2. Carbon dioxide is the waste product of Krebs Cycle TRUE
3. In the second step of Krebs Cycle, citrate is converted to its isomer
oxaloacetate, by removal of one water molecule and addition of
another. FALSE
4. Glycolysis harvests chemical energy by oxidizing glucose to pyruvate.
TRUE
5. Glycolysis and Krebs cycle supply electron via FADH₂ to transport
chain. FALSE
VI. ASSIGNMENT(2
min)
Let the class answer the following questions
1. What is the final acceptor of the Electron Transport Chain?
2. What is the important of FADH₂ and NADH in the process of electron
transport Chain?
VII. REMARKS
VIII.REFLECTIONS

DATE: OCT.16,2023

Key Concepts/ The Electron Transport Chain

Understanding to be
Developed
I.Learning Objectives
Explain the process of Electron transport Chain
Knowledge
Skills Illustrate the flow of Electron Transport Chain

Discuss the important of NADH and FADH₂ in Electron
Attitudes/ Transport Chain
Values
II.Content
The Electron Transport Chain
3. (Campbell et al.,2002, page 155- 173). Biology, 6th edition. Pearson
Education, Inc., 1301 Sansome Street, San Francisco, CA 94111.
4.:https://medium.com/countdown-education/3-simple-stages-in-cellular-
respiration-and-how-they-work-4de3abc5f819
III. Procedures
Introductory Activity 4 PICTURES IN 1 WORD
(2min.) Students will play the game "4 pictures in 1 word." After which, the
teacher will ask the students the following questions.
Questions:
1. What are the words that you have formed from the game?
2. Choose at least one word from the activity/game and use it in a
sentence.
Activity (10 min.) Let the class arrange the following events in the Electron Transport
Chain in a proper sequence. Assign number in the space provided to
indicate the correct sequence of events.
______The ATP synthase generates ATP from ADP.

______NADH transfers electrons from sugar to electron transport chain.
______Oxygen combines with electrons and H⁺, forming water.
______Electron transport chain releases energy that is used to pump H⁺
ions across the inner membrane.
______The H⁺ ions flow back through and ATP synthase, causing it to
spin.
1. What enzyme is part of the electron transport chain?
2. What compound is used to transfer electrons from sugar to electron
transport chain?
3. Why Electron Transport Chain is important?
Abstraction (18 min.) Electron Transport Chain

The electron transport chain is a series of four protein complexes
that couple redox reactions, creating an electrochemical gradient that
leads to the creation of ATP in a complete system named oxidative
phosphorylation. It occurs in the cristae of mitochondria in both cellular
respiration and photosynthesis.
During this stage, high-energy electrons are released from NADH
and FADH2, and they move along electron-transport chains on the inner
membrane of the mitochondrion. An electron-transport chain is a series
of molecules that transfer electrons from molecule to molecule by
chemical reactions. Some of the energy from the electrons is used to
pump hydrogen ions (H+) across the inner membrane, from the matrix
into the inter membrane space. This ion transfer creates an
electrochemical gradient that drives the synthesis of ATP.
The ETC makes 34 ATP (30 from 10 NADH, 4 from FADH2),
returns the electron acceptor molecules (10 NAD+ and 2 FAD) so that
they can be used again in cellular respiration, and combines the H+ ions
with electrons and oxygen atoms to make 6H₂O. So the end product of
ETC is ATP and the waste product is carbon dioxide and water.
Figure 1: The Step in Electron Transport Chain

Source:https://medium.com/countdown-education/3-simple-stages-in-
cellular-respiration-and-how-they-work-4de3abc5f819
IV.APPLICATION(10 1. Group the class into four.
min.) 2. Each group will make a concept map/graphic organizer to illustrate the
flow of electron transport chain. Write your answer in manila paper.
3. Let group choose one member to present their concept map/graphic
organizer in front of the class.
4. The following Rubric should be followed in making the concept map.
RUBRICS
1. The concept map/graphic organizer illustrate the correct flow of
Electron Transport Chain- 25%
2. The concept map/graphic organizer is organize and clearly present the
thorough knowledge of the groups on the Electron Transport Chain. 15%
3. Each group show teamwork and the presenter is effective in
presenting their concept map/graphic organizer in front of the class- 10%
Total= 50%
V.ASSESSMENT(12 Test 1: Multiple Choices

min.)
Direction: Choose the letter of the best answer in the given questions.
1. Which of the following happen during the Electron Transport Chain?
A. High energy electrons travel down the electron transport chain,
pumping the hydrogen ion H⁺ into the intermembrane space
B. Hydrogen ion H⁺ travel down to the electron transport chain, pumping
high energy electrons into the intermembrane space
C. Hydrogen ion H⁺ diffuse through ATP Synthase turning it so it can
make ATP.
D. None of the above.
2. NADH and FADH₂ release what into the mitochondrial matrix?
A. H⁺ B. ATP C. Electrons D. Both H⁺ and electron
3. Which passes high energy electron into the electron transport chain?
A. Acetyl CoA B. ATP and ADP
C. Citrix Acid D. NADH and FADH₂
4. What enzyme in the ETC is responsible for generating the ATP
molecules?
A. ATP synthase B. Hexokinase C. Maltase D. Succinate
5. What is the reactant for Electron Transport Chain?
A. ATP B. NADPH C. Oxygen D. Water
Test II: Essay

Direction: Read and explain each questions.
1. What do you think is the importance of NADH and FADH₂ in the

electron transport chain?
2. How will you describe the flow of electrons?
VI. ASSIGNMENT(2 min)

Using the assignment notebook, the class will answer the following
questions:
1. What is the different between photosynthesis and cellular respiration?
2. What are the two stages of photosynthesis?
3. Why is photosynthesis and cellular respiration important in plants and
animals?
VII. REMARKS
VIII.REFLECTIONS

DATE: OCT.17,2023

Key Concepts/ Photosynthesis and Cellular Respiration

Understanding to be
Developed
I.Learning Determine the different between photosynthesis and
Objectives Knowledge cellular respiration.
Describe the parts of organelles involved in
Skills photosynthesis and cellular respiration
Recognize the importance of photosynthesis and cellular
Attitudes/ respiration to continue life in earth.
Values
II.Content
Photosynthesis and Cellular Respiration

3. (Campbell et al.,2002, page 155- 173). Biology, 6th edition. Pearson
Education, Inc., 1301 Sansome Street, San Francisco, CA 94111.
III. Procedures
Introductory Activity Show pictures of different activities perform by human. Ask questions
(2min.)
afterward.
Questions:
1. What do you think is required for us to perform those different
activities shown in the pictures?
2. What is energy?
3. How human obtain energy? How about plant?
Activity (10 min.)
Group the class into 4. Each group must categorize the meta card that
contain the information about photosynthesis and cellular respiration in a
manila paper. Within 5 minutes, let the group organize which meta card
falls under photosynthesis and cellular respiration. Assign one member
of the group to present their works in front of the class.

1. What are the products of photosynthesis? How about the cellular
respiration?
2. Where does photosynthesis take place? How about cellular
respiration?
3. What is the different between photosynthesis and cellular respiration?
4. Why photosynthesis and cellular respiration is important to sustain life
of an organism?
Abstraction (18 min.) Photosynthesis and Cellular respiration
All organisms need energy to carry out their functions in life. Since
animals are heterotrophic, they depend on plants and other organisms
for food, unlike plant which is autotrophs make their own food through
the process of photosynthesis using energy from the sun. Heterotrophs
cannot make their own food, so they must eat or absorb the food
produce by autotrophs. The energy from food cannot be directly used by
cells. Cells convert the energy stored in nutrients into a more usable form
known as Adenosine Triphosphate or ATP, through the process of
cellular respiration
Photosynthesis take place in the chloroplast which include the outer

and inner membranes, intermembrane space, stroma and thylakoids
stacked in grana. The chlorophyll is built into the membrane of thylakoids
that absorbs sunlight for photosynthesis.
There are two stages in photosynthesis: light-dependent reaction and

Calvin cycle. Light –dependent reaction happens in the presence of light.
It occurs in the thylakoids membrane and convert light energy to
chemical energy. Water is one of the raw materials of photosynthesis is
utilized during this stage and facilitate the formation of free electrons and
oxygen. The energy harvested during this stage Is stored in the form of
ATP and NADPH. These products will be needed in the next stage to
complete photosynthetic process. Calvin cycle or dark reaction is a light-
independent phase that take place in the stroma and converts carbon
dioxide (CO₂) into sugar
The chemical reaction for photosynthesis is
Cellular respiration is the aerobic process by which living cells break
down glucose molecules, release energy, and form molecules of ATP.
Overall, this three-stage process involves glucose and oxygen reacting
to form carbon dioxide and water. The first stage of cellular respiration,
called glycolysis, takes place in the cytoplasm. In this step, enzymes split
a molecule of glucose into two molecules of pyruvate, which releases
energy that is transferred to ATP. The second stage of cellular
respiration, called the Krebs cycle, takes place in the matrix of a
mitochondrion. The third and final stage of cellular respiration, called
oxidative phosphorylation, takes place on the inner membrane of the
mitochondrion. An Electrons transport chain is a series of molecules that
transfer electron from molecules to molecule by chemical reactions.
The chemical equation of cellular respiration
IV.APPLICATION(10 Direction: Study the diagram below and supply the necessary information
min.) on Table 1
V.ASSESSMENT(12 Let the students read and answer the questions and choose the letter of
min.)
the best answer inside the box. Write the answer in the assessment
notebook.
_____1. Organism that make their own food. C
_____2. Site of photosynthesis A
_____3. Process that occurs in a mitochondria G
_____4. The process which does not require oxygen H
_____5. Process that require oxygen I
_____6. Adenosine diphosphate B
_____7. Energy storing molecule of a cell F
______8. The aerobic process of splitting glucose and forming two
molecules of pyruvic acid. E
______9. This process begins with the production of Acetyl-CoA D
______10. Organism that cannot make their own food. K
VI. ASSIGNMENT(2
min)
Remind the student to study their note for the weekly examination
VII. REMARKS
VIII.REFLECTIONS

DATE: OCT.18,2023

Key Concepts/
Understanding to be
Developed
I.Learning
Objectives Evaluate the learners understanding through weekly test
Knowledge
Skills Achieve 75 % of performance in weekly test
Attitudes/ Recognize the important of honesty in getting the test.

Values
II.Content
Weekly Test
2. Science 9 module 7
III. Procedures
Introductory Activity 1. Prayer
(2min.)
2. checking of attendance
3. Setting the mood of students by quick kamustahan.
4. Let the student prepare their Quiz notebook.
Activity (10 min.)
1. Review the class by asking question on Cellular Respiration to test
their skills and mastery of the topic that have discussed.
2. Remind the class to be silence and practice honesty in answering the
weekly test
Analysis (5min.) 1. The teacher will ask question to the students and clarify their
misconception.
2. Let the student review their answers.
Abstraction (18 min.) The teacher will distribute the test questionnaire to the students, and give
instruction on how they will answer the test. The teacher will prepare two
types of test. Test 1 is Multiple Choices and Test II is Identification.
SEE ATTACHMENT FOR THE WEEKLY TEST AT THE END OF THIS

PROTOTYPE LESSON PLAN.
IV.APPLICATION(10 Test Proper

min.)
Checking and recording the weekly test.

V.ASSESSMENT(12 Check the percentage of the students who pass in the weekly test. Give
min.) feedback and solution on how to improve the score of the students
during examination.
VI. ASSIGNMENT(2
min)
Read and study on the Electronic Structure of matter and bring the
periodic table of the elements.
VII. REMARKS
VIII.REFLECTIONS

DATE: OCT.19, 2023
Learning Differentiate basic features and importance of ( S9LT-lg-j-31)

Competency/ies: photosynthesis
Key Concepts/ Identifying the Internal Structure of a Leaf and Chloroplast

Understanding to be
Developed
I.Learning Identify plant structures involved in the process of
Objectives Knowledge photosynthesis
Describe how these plant structures work together to
Skills produce food
Attitudes/ Suggest ways in taking good care of the plants

Values
II.Content
Identifying the Internal Structure of a Leaf and Chloroplast
Learning Resources Science 9, Module 6, Teacher’s Guide pp.55-62
III. Procedures
Introductory Activity Show a picture of a plant
(2min.)
1. Why are plants called great providers?
(They make their own food through photosynthesis)
2. What are the plant structures that enable a plant to make their own
food?(Leaf & chloroplast)
Activity (10 min.) Activity 1. Label Me!
Label the parts of the internal structure of a leaf and the chloroplast.
Choose your answers inside the box.
A. Internal Structure of A Leaf
Xylem Epidermis
Cuticle Phloem
Stomata Spongy Layer
B. Chloroplast
Granum
Stroma
Inner Membrane
Stroma Lamellae
C. Complete Me!
Identify and describe the plant structures involved in photosynthesis.
(Provide the students with Science 9 Learner’s Module as reference)
Plant Structure Description
1. Green pigment that absorbs
sunlight energy
Chloroplast 2.
Vascular bundles 3.
4. A thin waxy covering on the
outer surface of the leaf
Mesophyll 5.
6. A stack of thylakoids
Stomata 7.
8. A disc-shaped structure
where chlorophyll is
embedded
Stroma 9.
10. Regulates the opening and
closing of the stomata
Analysis (5min.) 1. What are the internal structures of a leaf?
2. What are the parts of a chloroplast?
3. How do these parts function during photosynthesis?
Abstraction (18 min.) The teacher will discuss the following:

1. Internal Structure of a Leaf
2. The Parts of Chloroplast
3. Description/ Function of each part and its role in the process of
photosynthesis
4. Let the students suggest ways on how to take good care of the plants.
IV.APPLICATION(10 A. Mark My Words.
min.)
Directions. Find the 5 concepts related to photosynthesis.
E A R T B A L R N C
R E S T R O M A S H
E R Y F N X E R Q L
T H Y L A K O I D O
S E O L T A V B A R
D G R A T R W Y A O
I R E M C E B R T P
B A S T H R O E S L
O N P A W H E N T A
P U T U P M P E R S
S M B T Y U K L E T
E A K S T O M A T A
V.ASSESSMENT(12 Multiple Choice.
min.) Directions: Choose the letter for the correct answer.
1. A process of food making by the plants
A. Photosynthesis B. Protein Synthesis
C. Chlorophyll D. Thylakoids
2. An opening where gases enter and exit the leaf
A. Chloroplast B. Cuticle C. Stomata D. Mesophyll
3. A structure which serves as the site of photosynthesis
A. Granum B. Cuticle C. Stroma D. Chloroplast
4. The transporting vessels of manufacture of food and water.
A. Guard Cell B. Vascular Bundles
C. Mesophyll D. Chloroplast
5. The liquid-filled space surrounding the granum
A. Stomata B. Stroma C. Chloroplast D. Thylakoid
6. The green pigment that absorbs sunlight energy.
A. Chlorophyll B. Granum C. Mesophyll D. Cuticle
7. A disc-shaped structure where chlorophyll is embedded.
A. Stroma B. Cuticle C. Guard Cell D. Thylakoid
8. A thin waxy covering on the outer surface of the leaf.
A. Stomata B. Chloroplast C. Cuticle D. Chlorophyll
9. A stack of thylakoids.
A. Granum B. Stroma C. Chloroplast D. Cuticle
10. It contains the most number of chlorophyll in plants
A. Stomata B. Mesophyll C. Cuticle D. Thylakoid
VI. ASSIGNMENT(2
min)
Describe the stages/phases of photosynthesis.
VII. REMARKS
VIII.REFLECTIONS

DATE: OCT.20, 2023

Key Concepts/ Light Dependent Reaction
Understanding to be
Developed
I.Learning Identify the raw materials and products of light dependent
Objectives Knowledge reaction
Skills Describe the steps in light reaction
Attitudes/ Appreciate the importance of light dependent reaction

Values
II.Content
Light Dependent Reaction
Learning Resources Science 9, Module 6
Science 9 Learner’s Module pp.76-78
Teacher’s Guide pp. 60-62
III. Procedures
Introductory Activity 1. In what organelle does photosynthesis take place?(chloroplast)
(2min.)
2. What do you call the green pigment in plants that absorbs sunlight
energy? (chlorophyll)
3. What is photosynthesis?
Activity (10 min.) Activity 2. What’s the Reaction?
Study the diagram and answer the guide questions that follow.
An Overview of Photosynthesis
Guide Questions:
1. What is the name of the organelle where photosynthesis takes place?
2. What compound or green pigment necessary for photosynthesis is
contained in the thylakoids?
3. What substances are the reactants in photosynthesis?
4. What is the energy source for photosynthesis?
5. What substances are produced during photosynthesis?
6. Photosynthesis occurs in two parts- the light-dependent reactions and
the light-independent reactions.
a. In what part of the chloroplast do the light-dependent reactions occur?
b. In what part of the chloroplast do the light-independent reactions
occur?
7. What raw materials are used in the light dependent reaction?
8. What substances are produced in the light dependent reaction
Analysis (5min.) Analysis on the answer of the Guide Questions:
1. What is the name of the organelle where photosynthesis takes place?
(Chloroplast)
2. What compound or green pigment necessary for photosynthesis is
contained in the thylakoids? (Chlorophyll)
3. What substances are the reactants in photosynthesis?
(Carbon dioxide, Water, Light energy)
4. What is the energy source for photosynthesis? (Sunlight energy)
5. What substances are produced during photosynthesis?
(glucose and oxygen)
6. Photosynthesis occurs in two parts- the light-dependent reactions and
the light-independent reactions.
a. In what part of the chloroplast do the light-dependent reactions occur?
(thylakoid)
b. In what part of the chloroplast do the light-independent reactions
occur? (stroma)
7. What raw materials or substances used in the light dependent
reaction? (water, sunlight)
8. What substances are produced in the light dependent reaction?
(oxygen, ATP, NADPH)
Abstraction (18 min.) The teacher will discuss the following:

1. Steps of light dependent reaction.
2. Raw material and products of light dependent reaction
3. Why light dependent reaction should occur first before the dark
reaction
IV.APPLICATION(10 Complete the concept map. Choose your answer from the words below.
min.)
ATP NADPH thylakoid energy

from sunlight
oxygen water Excitation of photosystem
Production of ATP light-dependent reaction
Reduction of NADP+ photolysis of water
V.ASSESSMENT(12 In light-dependent reaction 3 main steps are involved to describe its

min.) process. Arrange in chronological order the sub-steps for each main step
where it belongs.
The sub-steps:
A. Water is split by light energy into H+ ions and oxygen
B. Excited electrons from Photosystem I are used to reduce NADP
C. Excited electrons from Photosystem II are used to contribute to
generate a proton gradient
D. ATP synthase in thylakoids generates ATP using the proton gradient
E. Absorption of light by photosystems generates excited electrons
F. Transfer of excited electrons occurs between carriers in thylakoid
membranes
Step1: Excitation of photosystems by light energy

1. _______________________
2. _______________________
Step 2: Production of ATP via an electron transport chain
1. _______________________
2. _______________________
Step 3: Reduction of NADP+ and the photolysis of water
1. ________________________
2. ________________________
VI. ASSIGNMENT(2 Describe the stages light independent reaction (Calvin Cycle)
min)
VII. REMARKS
VIII.REFLECTIONS

DATE: OCT.23, 2023

Key Concepts/ Dark Reaction (Calvin Cycle)

Understanding to be
Developed
I.Learning
Objectives
Describe the stages of the dark reaction (Calvin cycle)
Knowledge
Skills Differentiate dark reaction from light dependent reaction

Appreciate the importance of dark reaction in the process
Attitudes/ of photosynthesis
Values
II.Content
Dark Reaction (Calvin Cycle)
Learning Resources Science 9 Module 6
Science 9 Learner’s Module
pp.79-80
Teacher’s Guide, p.64
III. Procedures
Introductory Activity Recall the lessons on light dependent reaction.
(2min.)
1. What are the raw materials and products of light dependent reaction
2. What are the steps of light dependent reaction?
3. Why does light reaction occur first before the dark reaction?
Activity (10 min.) Activity 3. Mark My Words
A. Identify the correct concepts about light-independent reaction. Mark 
with the space provided for each item.
___1. Light-independent reaction is also known as Calvin cycle.
___2. Light-independent reaction needs the sunlight energy.
___3. Calvin cycle occurs in the stroma of the chloroplast.
___4. The source of energy for light-independent reaction is the ATP and
NADPH.
___5. Oxygen is the raw material in the cycle.
___6. Glucose is the product of Calvin cycle.
___7. Calvin cycle happens at night.
___8. There are 5 basic stages in Calvin cycle.
___9. The first stage of Calvin cycle is the carbon fixation.
___10. ATP and NADPH helps to convert a 3- carbon molecule into a 3-
carbon sugar called G3P.
Analysis (5min.) Process the answers of the activity.
1. Which concepts from the activity describe the dark reaction?

2. What happens during dark reaction phase of photosynthesis?
Abstraction (18 min.) The teacher will discuss the following
1. Raw materials and products of dark reaction.
2. The steps in the dark reaction
3. Comparing light dependent reaction from dark reaction
4. Why is dark reaction necessary in the process of photosynthesis?
IV.APPLICATION(10 Complete the concept map. Choose your answer from the words below.
min.)
ATP regeneration
light- independent reaction
carbon dioxide NADP
stroma fixation
oxygen glucose
reduction
V.ASSESSMENT(12 I. Arrange the steps of the light-independent reaction. Write the number
min.) on the space provided for.
___ The conversion of G3P produced ADP, +NADP, and phosphate
which can be used in the light-dependent reaction
___ Each molecule of 3-PGA is converted into another three-carbon
molecule, the G3P
___CO2 diffuses into the stroma from the surrounding cytosol
___ Most of the G3P is converted back into RuBP
___ CO2 molecules combined with RuBP
___ One molecule of G3P is used to make organic compounds
___ A six-carbon molecule splits immediately into a pair of three-carbon
molecules known as 3-PGA
II. Compare light dependent reaction from dark reaction.
VI. ASSIGNMENT(2 Bring the following materials to be used in conducting an investigation to

min)
provide evidence that plants can manufacture their own food.
1. Santan leaf/ Hydrilla
2. transparent glass
3. mayana leaves
4. denatured alcohol
5. iodine solution or betadine
6. medicine dropper
7. box of matches
VII. REMARKS
VIII.REFLECTIONS

DATE: DEC.5, 2023 Learning Area: Science Grade Level: 9 Quarter:1st Duration:45 min
Learning Explain the formation covalent bonds 9MT-IIa-13

Competency/ies:
Key Concepts/
Understanding to be How atoms combine with other atoms by sharing electrons.
Developed
I. Learning Identify the elements with its Electronic Configuration
Write electronic configuration of given elements
Skills
Appreciate the formation of covalent bonds
Attitudes/ Values
II. Content Electron Configuration
Learning Resources Harvested Lesson Plan 2019 Compilation, Chemistry book, Visual aids and
Periodic Table of Elements
III. Procedures
Introductory Activity - Yesterday we tackled the topic in Chapter 4 from Rutherford’s Atomic
Model to Bohr’s Model. Am I right class? Yes ma’am.
- So, let us recall what you have learned yesterday. Can anyone recall
our lesson yesterday? Yesterday, we were able to tackled the
inadequacy of Rutherford’s Model and Bohr’s Model.
- Okay. Very good.
- Now I have here printed copies of the periodic table of elements. I will
give you this. Please get one and pass.
- Now, this periodic table of elements will be useful in our discussion for
today’s lesson.
Activity (10 min.) - So now, as you can see at the bottom part of the periodic table of
elements that I gave you, there is a mnemonic device. What do you
think it is? The Aufbau Mnemonic device.
- Very good.
- What comes into your mind when you hear the word “mnemonic”?
Mnemonic means assisting or designed to assist the memory.
- Very good.
- What do you think is the use of it? It is use to determine or understand
the location of electrons in an atom and their corresponding energy
levels.
- Very good.
- I want you to watch this video presentation. This has something to do
with our lesson for today, which is all about the electron configuration.
Also, I will pause the video and try to answer the question indicated in
the video.
- Okey very good class. You got the right answer.

Analysis (5min.) - This time, I have here a bigger picture of the Aufbau mnemonic device. I
will post it on the board.
- The mnemonic is used to remember the order of “filling” of atomic

orbitals during the construction of the ground state electron
configurations of the elements. The presentation of this diagram is
largely disconnected from any physical meaning. Memorize the
diagram, learn to use it, and you’re guaranteed to get the right answer.
- Analytical Activity: Color Code Activity
1. Students will be group into 4 groups.
GROUP 1- fill the blue color (S Group)
GROUP 2- fill the violet color (P Group)
GROUP 3- fill the pink color (D Group)
GROUP 4- fill the orange color (F Group)
2. Students will going to memorize first the elements in the color they are
assigned. Then, after 5 minutes students will write the elements in their
respective colors assigned for each group for another 5 minutes.
3. Students will present their output to the class.
(Students are strategizing and memorizing the elements)
4. Presentation of the activity
GROUP 1- (S Group) GROUP 2- (P Group)
GROUP 3- (D Group) GROUP 4- (F Group)

- All of you done an amazing work.
Abstraction (18 min.) - At this moment, let us proceed to our discussion about the electron
configuration and the Aufbau mnemonic device. We are going to use this in
finding the electronic configuration of the elements in the periodic table.
- As you can see here in the mnemonic device, the order of filling the orbitals is
to be listed as 1s, 2s, 2p, 3s, 3p, s, 3d, 4p, 5s, 4d, 5p, 6s, 4f d, 6p, 7s,… This
order is followed in writing the electron configuration distributing the
electrons in the orbitals of the sublevels as they are struck by the consecutive
arrows.
- In Electronic Configuration there are two ways to distribute the electrons.
- First is the spdf notation and the second is orbital diagram. But then we will
focus on the spdf notation. In spdf notation we need to follow the
arrangement of Electronic Distribution Mnemonic device. One thing you
should take note in the spdf notation is that there are maximum electrons that
can be shared by the element and these are:
- I have here an example of the electron configuration of the element sodium:

Element Total electrons Spdf notation
Na 11 1s² 2s² 2p6 3s1
- Electronic configuration tells information about electrons in an atom. It tells
how the electrons are arranged in the subshells. In addition, it identifies the
valence electrons. Valence electrons are the electrons found in the subshells
of the highest principal quantum number n.
- Now, with the same groupings. You are going to make the electronic
configuration of the elements you have presented a while ago. You are going
to make the electron configuration of the last 5 elements that was assigned to
your group. This is good for 5 minutes please work with your groupmates.
GROUP 1 - the assigned elements in the S block are Sr=38, Cs=55, Ba=56, Fr=87, Ra=
88.
GROUP 2 - the assigned elements in the P block are Fl=114, Mc=115, Lv=116, Ts=117,
Og=118.
GROUP 3 - the assigned elements in the D block are Hs=108, Mt=109, Ds=110, Rg=111,
Cn=112
GROUP 4 - the assigned elements in the F block are Es=99, Fm=100, Md= 101, No=
102, Lr=103
- Write your answer on the board.
IV.APPLICATION(10 - Knowledge of the electron configuration is very useful in understanding
min.) the structure of the periodic table of elements. This is also useful for
describing the chemical bonds that hold atoms together.
- In bulk materials, this same idea helps explain the peculiar properties of
lasers and semiconductors.
- Now class, I want you to answer this verbally and share it with your
class. In your own opinion, “What do you think is the importance of
studying electron configuration?”
V.ASSESSMENT(12
- This time you are going to answer this assessment. Be able to answer this
min.)
assessment for 5 minutes, and after 5 minutes I am going to collect your papers.
- QUIZ
Direction: You are going to complete table. You are going to identify what element has
the given electrons, and at the same time you are going to make the electron
configuration of the element.
Element Total Electrons SPDF Notation
Selenium (Se) 34 1s²2s²2p6 3s2 3p6 4s2 3d10 4p6
Osmium (Os) 76 1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p6
5s2 4d10 5p6 6s2 4f14 5d10
Cadmium (Cd) 48 1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p6
5s2
Gadolinium (Gd) 64 1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p6
5s2 4d10 5p6
Meitnerium (Mt) 109 1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p6
5s2 4d10 5p6 6s2 4f14 5d10 6p6 7s2
5f14 6d10
- Checking of answers
VI. ASSIGNMENT(2 - Answer in a whole sheet of paper.
min)
- Direction: Write the element of the following electron configuration.
1. 1s2 2s2 2p6
2. 1s2 2s2 2p1
3. 1s2 2s2 2p6 3s2 3p6
4. 1s2 2s2 2p6 3s 3p6 4s2
5. 1s2 2s2 2p6 3s2 3p 4s2 3d10
VII. REMARKS
VIII. REFLECTIONS

DATE: OCT.25, 2023

Key Concepts/
Understanding to be
Developed
I.Learning
Skills
Attitudes/
Values
II.Content
Learning Resources
III. Procedures
Introductory Activity
(2min.)
Activity (10 min.)
Analysis (5min.)
IV.APPLICATION(10
min.)
V.ASSESSMENT(12
min.)
VI. ASSIGNMENT(2
min)
VII. REMARKS
VIII.REFLECTIONS

DATE: OCT.25, 2023
the new lesson Bohr’s Model. Am I right class?

So, let us recall what you
(ELICIT) have learned yesterday. Can Yes sir.
Yesterday, we were able to
anyone recall our lesson tackled the inadequacy of
yesterday? Rutherford’s Model, and the
Nature of Light.
Okay. Very good.
What else? What did we
discuss yesterday? Also, we were able to
discussed the Wave-Particle
Duality of Nature, and the
Okay. Very good. Bohr’s Model.
Now I have here printed
copies of the periodic table of

For Educational purposes o
elements. I will give you this.
Please get one and pass
onto your classmates.

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Instructional Planning

(The process of systematically planning, developing, evaluating and

Detailed Lesson Plan (DLP)

Learning A9EL – IIa - 2

Skills Create an artwork by applying the principle of arts.

Each group will present their ARTWORK to the class.

Prepared by: Checked by:

JAMES CLYDE J. GENERALE JUDY R. TAPERE DevEdD

Detailed Lesson Plan (DLP)

Learning Explain how the Quantum Mechanical Model of the (S9MT-IIb-14)

1.Learning Identify the energy levels, sublevels, and atomic orbitals

Relate colors of light emitted by metals to the structure of

Table 1: Distribution of electrons in the atomic orbitals of the first 10

Q1. Do you see any pattern in the electron configuration of the

6. REFLECTIONS Theoritical Perspective

This lesson is important for students to understand that the

A. No.of learners who

Prepared by: Checked by:

Detailed Lesson Plan (DLP)

Learning - Recognize different types of compounds (ionic and

Key Concepts/ - How atoms combine with other atoms by transferring or by

1.Learning Explain the formation of ionic and covalent bonds

Relate colors of light emitted by metals to the structure of

2. students will answer the Activity # 1: What’s in the number?

 See attached periodic table of elements at the last page.

Tittle: Am I an Ionic or Covalent?

__________1. Atoms share electrons to become stable.

A. Atomic Size B. Electronegativity C. Electron Affinity D. Ionization Energy

2. When does covalent bonding takes place?

A. When atoms attain stability

B. When atoms collide with one another

C. When the attraction between atoms is strong

D. When atoms share electrons with one another

5. Nitrogen(N) belongs to family 5A and it is diatomic. How many nonpolar covalent

4.7 Assignment (2 ASSIGNMENT: Find me in your Home

6. REFLECTIONS Theoritical Perspective

This lesson is important for students to understand that the

A. No.of learners who

Prepared by: Checked by:

VIANNEY B. CAMACHO MARISSA S. DIEPARINE, Ed.D

Detailed Lesson Plan (DLP)

Learning - Recognize different types of compounds (ionic and

1.Learning Explain the formation of ionic and covalent bonds

Relate colors of light emitted by metals to the structure of the

Chemical bonding Song

1. What composes a covalent bond? Hint: 5th stanza of the song

4.5 Application (10 Let the students answer the activity.

A. covalent bond B. ionic bond C. crystal bond D. polyatomic bond

1. It can be formed between two metal atoms.

4. The salts NaCl and CaCl is __________________.

A. are good conductors of electricity B. Are positively charged

A. non polar covalent bond B. metallic bond

6. REFLECTIONS Theoritical Perspective

This lesson is important for students to understand that the characteristics of

A. No.of learners who

Prepared by: Checked by:

VIANNEY B. CAMACHO MARISSA S. DIEPARINE, Ed.D

Detailed Lesson Plan (DLP)

Learning Explain how ions are formed.

1.Learning Describe ions and how it is formed;

Write chemical formula of ionic compounds based on the charges of

Table 1: Distribution of electrons in the atomic orbitals of the first 10

Q1. Do you see any pattern in the electron configuration of the

NAME: ______________________ YR & SEC. DATE: