grade-9-dll-science.docx

DAILY LESSON
LOG
School TALAVERA NATIONAL HIGH SCHOOL Grade Level 9
Teacher MR. VIGE YU ALVARADO Learning
Area
SCIENCE
Teaching Dates and Time M/T/TH/F – 7:45 to 9:45 AM Quarter FIRST
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard
 The learners demonstrate understanding of how the different structures of the respiratory and circulatory systems work together to transport
oxygen-rich blood and nutrients to the different parts of the body
 Prevention, detection, and treatment of diseases affecting the respiratory and circulatory systems
B. Performance Standard
 The learners should be able to conduct an information dissemination activity on effective ways of taking care of the respiratory and
circulatory systems based on the data gathered from the school or local health workers
C. Learning
Competency/Objectives
S9LT-Ia-b-26
 Identify the key parts of
the breathing system
 Describe the function of
each parts of the
breathing systems
 Explain how the
lungs work
 Describe how the
movement of
diaphragm helps the
air to go in and out of
the lungs
 Describe blood flows
and gas exchange
with the heart,
circulatory system
and lungs
 Explain the
mechanism of how
the respiratory and
circulatory system
work together
 Identify the component
of the circulatory
system
 Explain the different
types of circulation
 Identify the composition
of the blood
 Name and compare the
different types of blood
vessels
II. CONTENT
Respiratory parts and
functions
Main Respiratory organ -
Lungs
Respiratory and
Circulatory system
Circulatory organs
Type of circulation
Blood and Blood vessels

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages Pp. 2-3 Pp. 4-5 Pp. 6-7 Pp.8-10 Pp. 9-11
2. Learner’s Materials
pages Pp. 2-4 Pp. 5-7 Pp.8-9 Pp. 10-11 Pp. 12-13
3. Textbook pages
E- biology pp.241-242 E-biology pp. 245 248
4. Additional Materials
from Learning
Resource
5. (LR)portal
B. Other Learning
Resource
https://www.youtube.com/
watch?v=DCVIEMNPE1E
watch?v=_FLjj_Z7SkA
watch?v=_FLjj_Z7SkA
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
Recall the different levels
of organization in the
human body and the
mechanism involve in it
Review the organs of
Respiratory system
Recall how the lungs
work in the exchange of
gases in respiration
process
Review the blood flow and
gas exchange within the
respiratory and circulatory
system.
Recall the three major
organs of circulatory
system.
B. Establishing a purpose
for the lesson
Discuss the functions of
respiratory system
Explain how lungs work
and describe how the
movement of the
diaphragm help the air go
in and out of the lungs
Discuss the blood flow
and gas exchange within
the circulatory and
respiratory system
Name and discuss the
components of circulatory
system
Describe and give the
functions of the different
components of the blood.
C. Presenting
examples/Instances of
the new lesson
Present the chart or model
of the respiratory organs
and explain their functions
Show pictures of the main
respiratory organ- Lungs
Using the learners
manual page 9 the
students will trace the
gas exchange activity
Refer to figure 9 page 15 of
learner’s module study the
different parts of circulatory
system to visualize each
component.
.
Show pictures of blood
composition.
Watch the video about
blood types

D. Discussing new
concepts and
practicing new skills #
1
Explain the procedure of
activity 1 and the expected
learning outcome
The teacher will explain
and demonstrate how to
make the model of human
chest cavity
Discuss the procedure
and the materials needed
for the activity
Compare the three types of
blood circulation
Using microscope the
students will focus human
blood cells
E. Discussing new
concepts and
2
The students will perform
the Activity 1 What a bunch
of grapes. (P.4 learners
module)
The students perform
Activity 2
Bottled balloons
(pp.5-7 learners module)
The students will do the
activity 3 outside the
classroom. Page 8
learners module
Video showing the
animated flow of blood to
the different parts of the
body.
F. Developing mastery Let the students label the
parts and give the functions
of human respiratory
system.
The students will
demonstrate breathing
process (Inhale and
exhale) and make
comparison of the
movement of diaphragm
muscles.
Discuss the answers of
the given questions in
activity 3
Fill in the missing parts,
description, and functions to
complete the entire concept
mapping of circulatory
system page 13 learners
module
Let the students give the
functions of blood
components and compare
the blood vessels
G. Finding practical
application of
concepts and skills in
daily living
Call student to explain what
will happen if one part of the
system fails to carry out its
function properly
Point out the importance
of living a healthful life
style.
Demonstrate ways of
taking care respiratory
system
Let the students discuss the
use and importance of
sphygmomanometer and
stethoscope.
Let the students infer what
would happen if the blood
stopped to flow
H. Making
generalizations and
abstractions about
the lesson
Video showing about
human respiratory parts and
functions
(the students will watch the
video)
Let the students discuss
how the movement of the
diaphragm cause the air
in and out of the lung
Ask the students to
describe the blood flow
and gas exchange with
the heart and lungs.
Ask the students to
enumerate the parts of the
blood and their functions
Let the students answer the
question.
What are the blood vessels
and how are they differ?
I. Evaluating learning The students will answer
Part B of activity 1 p.5
Evaluation of the
constructed model of the
human chest activity
Answer the given
questions on page 9.
Evaluate the students
learning of concepts of
circulatory system by
answering the graphic
Let the students answer
short quiz

organizer, page 13 of
learner’s module.
J. Additional activities
for application or
remediation
Do the Enrichment
activity page 10 of
learners module
Invite the school nurse to
demonstrate how to get
blood pressure.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

I. OBJECTIVES
A. Content Standard
 The learners demonstrate understanding of how the different structures of the respiratory and circulatory systems work together to transport
oxygen-rich blood and nutrients to the different parts of the body
 Prevention, detection, and treatment of diseases affecting the respiratory and circulatory systems
 The learners should be able to conduct an information dissemination activity on effective ways of taking care of the respiratory and
circulatory systems based on the data gathered from the school or local health workers
C. Learning
S9LT-Ia-b-26 S9LT-Ia-b-27
 Identify the parts
and functions of the
heart
 Observe and
describe how the
heart function
 Explain how the
blood is pumped by
the heart
 Measure and
describe pulse
rate after several
different activities
 Explain how to
use different time
interval to
measure the heart
rate
 Explain the negative
effects of Cigarette
smoking on the
respiratory and
circulatory system
 Identify and describe
the symptoms of the
common ailments of
respiratory and
circulatory system
 Identify ways of
detecting and
preventing diseases in
respiratory and
circulatory system
 Identify which health
habits keep the
respiratory and
circulatory system
healthy.
 Appreciate the
importance of a healthy
lifestyle in avoiding
such disease
 Infer how one’s
lifestyle can affect the
functioning of the
respiratory and
circulatory system
II. CONTENT
Parts and functions of the
heart
Heart rate Respiratory and
Circulatory disorders
Making Respiratory and
Circulatory system healthy
Making Respiratory and
Circulatory system healthy
DAILY LESSON
LOG
Area
SCIENCE
Teaching Dates and Time M/T/TH/F – 7:45 to 9:45 AM Quarter FIRST

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
Pp. 9-10 Pp. 11- 12 Pp. 12 -13 Pp. 13 -14 Pp. 14-15
pages Pp. 13-15 Pp. 17-18 Pp. 18-19 Pp.21- 22 Pp. 21-23
3. Textbook pages Phoenix Biology 167-169
4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning
Resource
watch?v=zrFQteTyTPc
https://www.youtube.com
/watch?v=r-m27szUFjO
watch?v=fF7SNcw7kyQ
watch?v=0aNNYEUARAk
IV. PROCEDURES
lesson or presenting the
new lesson
Recall the organs of
circulatory system
Let the students recall the
parts of Human Heart
Recall blood circulation Review the common
Respiratory and circulatory
ailments
Ask the students to give
what are the different ways
on how to make respiratory
and circulatory system
healthy
for the lesson
Do you know how big your
heart is? Its just big as your
fist
Discuss Heartbeat and
demonstrate how to
measure pulse beat.
Ask the students to
explain this quotation
“Smokers never grow old
but they just die young “
Discuss way of detecting
and preventing diseases.
and the healthy habits to
keep the respiratory and
circulatory system healthy
Discuss the importance of
healthy lifestyle
C. Presenting
examples/Instances of the
new lesson
Bring out your books and
identify the detailed parts of
the human heart
the students to tell where
the sound of their heart is
coming from.
Show the picture of
smokers body and call
students to describe
Cite some government
agencies that can help and
give information in
preventing diseases
show pictures of different
lifestyle and ask the
students to give the positive
and negative effect to one’s
life

D. Discussing new
concepts and practicing
new skills #
Let the students dissect the
chicken heart and identify
the parts of the heart
In doing the activity,
remind the students to
choose only the physical
activities that they can
tolerate so as to avoid
injury or strain.
Do Activity 7 Cigarette
Smoking Is Dangerous to
your Health
Watch video on effect of
smoking on the human
respiratory and
circulatory system
Watch the video Harmful
effects of tobacco on the
human heart
The students will cut out
different examples of
unhealthy lifestyles from old
magazines or news papers
and create a collage in your
notebook.
E. Discussing new
concepts
practicing new skill
# 2
Do Activity 5
Pump it
The Students will do go
out from the classroom to
perform the Activity 6 The
Rhythm of My Heart
.page 11
Ask the students to write
some of the common
ailments of Respiratory
and circulatory system
Perform the activity 8
Prevention is Better that
cure
F. Developing mastery Discuss how the blood
pump by the heart
Discuss the answers from
the given questions of
Activity 6 page 12
After discussing the
ideas within the group,
stick and organize all the
responses which falls
under the respiratory and
circulatory system
Let the students relate their
personal experiences to the
topic to have more
meaningful discussion on
prevention
Discuss the answers of
questions given on page 23
Learners module
application of concepts
and skills in daily living
We believe that heart is the
center of emotions. How
can you control your
emotions ? so that you will
influence others in positive
way.
Let the students explain
how nicotine in cigarette
tobacco affects breathing
rate when it enters the
bloodstream.
Let the students suggest
the different ways how to
take care of the
circulatory system
Appreciate the importance
of healthy lifestyle avoiding
such diseases.
Negative lifestyle weakens
your system while healthy
lifestyle leads to complete
wellness.
H. Making
generalizations and
abstractions about the
lesson
Label the parts of the heart After exercise, the heart
rate increases and
eventually returns to
resting pulse. Therefore
shorter interval is needed.
The students will
describe and give the
symptoms of the
common ailments of the
circulatory system
Discuss the best way to
prevent diseases in the
systems to have healthy
lifestyle, like balance diet,
regular exercise avoid
cigarette smoking.
Vices, stressful
environment, and unhealthy
eating habits can cause
various diseases
specifically of the
systems.

I. Evaluating learning Short quiz ( formative test) Compare the students
resting pulse with their
pulse after the given
activities.
Give 5 item multiple
choice test
Answer the missing word on
page 22 of learner’s
module.
Summative Assessment 10
items multiple choice test
J. Additional activities for
application or
remediation
Visit other school clinic or
your family doctor and
interview them about the
common ailments that
affect the respiratory and
circulatory system
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
activities for remediation
who scored below 80%
C. Did the remedial
learners who have caught
up with the lesson
continue to require
remediation
strategies worked well?
Why did these work?
encounter which my
principal or supervisor can
help me solve?
localized materials did I
use/discover which I wish
to share with other
teachers?

DAILY LESSON
LOG
Teacher MR. VIGE YU ALVARADO Learning Area SCIENCE
Teaching Dates and Time M/T/TH/F – 7:45 to 9:45 AM Quarter FIRST QUARTER
I. OBJECTIVES
A. Content Standard 1. How genetic information is organized in genes on chromosome;
2. Traits of organism are inherited through different patterns of inheritance.
C. Learning
S9LT-Id-28(describe the location of genes in chromosomes)
S9LT-Id-29 (explain the different patterns of Non Mendelian Inheritance)
 Create a K-W-L
Chart to asses prior
knowledge
 Measure the
students’ prior
knowledge
regarding
inheritance and
variation through
pre – assessment
test
 Explain the
incomplete
dominance pattern
of inheritance
 Illustrate by means
of Punnett square a
possible
combination of
offspring involving
incomplete
 Analyze problem
regarding
codominance
 Create a Punnett
square to show the
inheritance of
codominance
 Give the
phenotypic and
genotypic
percentage of the
offspring
 Describe Multiple
Alleles pattern of
inheritance using
ABO blood type
 Infer the unknown
phenotypes of
individuals on the
basis of the known
phenotypes of their
family members
 Identify traits that
falls on the Non
Mendelian Pattern
of inheritance
 Describe how sex
in humans is
determined
 Draw a Punnett
square to explain
how sex genes are
inherited
II. CONTENT Unit 1: MODULE 2
Heredity: Inheritance and
Variation
Incomplete Dominance Codominance Multiple Alleles
Sex Chromosome and Sex
Determination
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages p. 1-2 p. 2-3 p. 3-4 p. 5-6 p. 7-8
pages
p. 28-30 p. 30-32 p. 32-34 p. 34-36 p. 36-38
3. Textbook pages

4. Additional
materialsfrom Learning
Resource
(LR)portal
B. Other Learning
Resource
https://www.youtube.com/watch?v=9
O5JQqlngFY (Video)
https://www.youtube.com/watch?v=k
MWxuF9YW38
IV. PROCEDURES
new lesson
Mendelian Patterns of
Inheritance
Let them remember again
the ff. terms;
a. Recessive
b. Dominant
c. Phenotype
d. Genotype
e. Alleles
f. Punnett squares
“Incomplete dominance” “Codominance” Non Mendelian Pattern of
Inheritance
for the lesson
What are the exceptions of
Mendelian Pattern of
genetics?
Picture analysis
(Let the student react on
what they see on the
pictures) The Group that
will list as many reaction
as possible in 1 min. gets a
reward card.
Picture analysis
(Let the student react on
what they see on the
pictures) The Group that
will list as many reaction
as possible in 1 min. gets a
reward card.
What is your blood type?
Do you know your parents
blood type? Are your blood
types similar? If not, does
it mean that your adopted?
Sex determination diagram
(Let the student analyze
the picture and relate it to
meiosis and inheritance)
How does sex genes
determined and inherited?
C. Presenting
examples/Instances of the
new lesson
Since there is an exception
in Mendelian pattern of
inheritance, how does
other inherited traits that
falls beyond the exception
of Mendel’s rule follows?
How does pink flower arise
when a red and white
flower was cross
pollinated?
Let us investigate!
Read the procedure and
explain the sample
problem found on LM p. 33
Watch Video for better
understanding
https://www.youtube.com/watch?v=9
O5JQqlngFY
https://www.youtube.com/watch?v=k
MWxuF9YW38
(0:00 – 1:21 mins
only)
D. Discussing new
concepts and practicing
new skills # 1
Before we answer that
question let us answer the
Pre – Assessment on LM
p. 29
Do the activity No. 1
“Phenotypes and
Genotypes in Incomplete
dominance”
“Mystery Bull”
“What’s your blood type?”
Discussion follows right
after the given activity
Do the activity No. 4 “Boy
or Girl?”
E. Discussing new
concepts and
2
(By group) Create a K-W-L
questions
Problem solving of
Incomplete Dominance
using Punnett square
Problem solving of
Codominance using
Punnett square
Identify the following traits
and classified it into which
Non Mendelian Pattern of
Inheritance it belongs
Presenting Punnett square
and answering guide
questions

F. Developing mastery How is Mendelian
inheritance different from
Mendel’s observation?
What is Incomplete
dominance?
What is codominance? What is multiple alleles?
Summed up: What are The
Non Mendelian Pattern of
Inheritance?
How does sex genes
determined and inherited?
application of
concepts and skills in
daily living
Give examples of the trait
that does not follow
Mendelian Principle
Is there any inherited traits
in human that follows the
incomplete dominance
pattern of inheritance
Is there any inherited traits
in human that follows the
Codominance pattern of
inheritance?
If you and your parents
happens to have different
blood types? Is that mean
that you are not related to
each other? Why? Or why
not?
Is it right for the husband
to blame his wife if she
could not bear a male
child? Which
chromosomes determine a
person’s sex?
H. Making
generalizations and
abstractions about the
lesson
What happen with those
inherited traits that does
not conform to predicted
outcomes based on
Mendel’s Law of
inheritance?
How many phenotypes are
expressed in an
incomplete dominance
traits?
What is codominance?
How do they differ from
incomplete dominance?
Why does human blood
types happens to be the
best example to show
multiple alleles? Is there
other human traits that
follow multiple allele’s
pattern?
Who determine the sex of
their children? Explain your
answer.
I. Evaluating learning Not yet to be determined
(prior knowledge based on
the result of pre –
assessment test)
Evaluation is based on the
result of the activity
result of the activity
See attachment on DLL
1-10 Paper and pen test
result of the Punnett
square
application or
remediation
Research for The NON –
Mendelian Patterns of
Genetics
Answer the problem set
(see the DLL attachment
for the remediation and
enrichment)
Answer the problem set
(see the DLL attachment
for the remediation and
enrichment)
Research on the ff;
Sex linked genes
Sex limited genes
Sex influenced genes
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
activities for remediation
who scored below 80%
C. Did the remedial
up with the lesson

continue to require
remediation
Why did these work?
encounter which my
help me solve?
to share with other
teachers?

I. OBJECTIVES
A. Content Standard 1. How genetic information is organized in genes on chromosome;
2. Traits of organism are inherited through different patterns of inheritance.
C. Learning
S9LT-Id-28(describe the location of genes in chromosomes)
S9LT-Id-29 (explain the different patterns of Non Mendelian Inheritance)
 Explain the sex
linked – genes
inheritance of traits
 Solve problems
related to sex-
linked traits
II. CONTENT Sex-Linked Genes
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages p.8-9
pages
p. 38-39
3. Textbook pages
4. Additional materialsfrom
Learning Resource
(LR)portal
B. Other Learning
Resource
IV. PROCEDURES
new lesson
“Sex determination”
DAILY LESSON
LOG
Teacher MR. VIGE YU ALVARADO Learning Area SCIENCE
Teaching Dates and Time M/T/TH/F – 7:45 to 9:45 AM Quarter FIRST QUARTER

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

V. REMARKS .
VI. REFLECTION
earned 80% in the
evaluation
require additional activities
for remediation who scored
below 80%
C. Did the remedial
up with the lesson
continue to require
remediation
Why did these work?
encounter which my
help me solve?
to share with other
teachers?

I. OBJECTIVES
A. Content Standards
The learners demonstrate understanding how changes in the environment may affect species extinction.
B. Performance Standards Make a multimedia presentation of a timeline of extinction of representative microorganisms, plants and animals.
C. Learning Competencies/ Objectives
Write the LC code for each
S9LT - Ie - F – 30
Explain the importance
of biological diversity.
Measure species
distribution using the
mathematical way of
expressing the amount
of biodiversity and
species distribution in
the community.
Determine the area
distribution of a given
population using
mathematical formula
Infer the possible
effects of low and high
density population.
Demonstrate using
simulation activity that
habitat destruction can
contribute to species
extinction.
Relate species
extinction to the failure
of populations of
organisms to adapt to
abrupt changes in the
environment.
Distinguish
environmental changes
that may result in the
loss of the species.
Realize that the way they
interact with the
environment may ensure
or deters survival of all
living things.
Cite other human
activities that leads to
extinction.
Assess students
acquired skills through
Summative
Assessment.
II. CONTENT
Biodiversity and
Evolution
Biodiversity and
Evolution
Biodiversity and Evolution
Causes of Species
Extinction
Biodiversity and
Evolution
Causes of Species
Extinction
Biodiversity and
Evolution
Causes of Species
Extinction
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
37- 39
39 – 41
41-43 43 -50 43 – 50
DAILY
LESSON LOG
Teacher MR. VIGE YU ALVARADO Learning Area Science
Teaching Dates and
Time
M/T/TH/F – 7:45 to 9:45 AM Quarter First

2. Learner’s Materials pages 50-55 56 – 57
58-59 60 -69 60 – 69
3. Textbook pages Science and Technology I
General Science
289 -293
Science and
Technology I
General Science
289 -293
4. Additional Materials from Learning
Resources (LR) portal
B. Other Learning Resources http://content.teachen
gineering.org/content/
cub_/activities/cub_bio
/cub_bio_lesson01_ac
tivity1_pop_density_w
orksheet.pdf
IV. PROCEDURES
A. Reviewing previous lessons or
presenting the new lesson Picture Analysis
Tell something about the
picture.
How do organisms
interact with each other?
Which community is
most stable?
Why are populations
that are more diverse
usually more stable?
Play a short video
clip.
“Endangered
Animals”
What does the
video tells us?
Is the world a safe place for all
animals and plants to live? Why
or why not?
What does it mean for a species
to be endangered?
What other human
activities contribute to
the extinction of
species?
B. Establishing a purpose for the
lesson
Analogy:
Present two boxes of
candies, one with 5
candies of the same
kind and the other one
with 5 different candies.
Ask the students which
box will they choose and
why?
Unlocking of word
difficulty:
Limiting Factors
Carrying Capacity
Post a Quotation.
Students reflect
and give
their insights.
Picture Analysis:
How would you describe the
picture?
What does the picture implies?
Answer Summative
Assessment in L.M. p
71

C. Presenting examples/ instances of
the new lesson
Unlock term Species,
Population and
Biodiversity. This will
lead students to the idea
of species distribution
and diversity in a
community.
Video Analysis
“ Population Growth “
What is the message
implied in the video?
Students perform
“Species Charade
Game”
A list of
endangered
species,
threatened
species, and
extinct species are
the choices to be
picked for the
game.
Video Analysis:
“ Man “
What is the impact of
modernization to the lives of
people and the environment?
D. Discussing new concepts and
practicing new skills #1
Perform Activity 1: Index
of Diversity in L.M. p.54.
Perform Activity
“ Population Density “
(See attached activity
sheet.)
Perform Activity 3:
Endangered but
not Extinct….. Yet
L.M. pp. 58-59
Perform Activity 4:
L.M. p. 60
Predict what happens to both
islands.
E. Discussing new concepts and
F. Developing mastery
(Leads to Formative Assessment )
Discuss the answer to
Guide Questions:
1. How do you compare
your tree I.D. in a vacant
lot from a grass lawn?
Explain your answer.
2. If humans were
concerned about
biological diversity,
would it be best to have
a low or high I.D. for a
particular environment?
Why?
the activity.
Based on the result,
what inference can
you give?
How can a
population’s density
be used to learn about
the needs and
Discuss the
answer to Guide
Questions 9 – 13.
What happens if
the living
conditions of the
organisms are not
ideal for their
survival?
When can we say
that species
Due to explosive human
population growth the demand to
use and overuse our natural
resources is inevitable.
What is its implication in our
biodiversity?
What activities do people
engaged that leads to extinction?
Discuss the answer to the
questions.
Identify the least
learned items and
discuss the concept for
further understanding.

characteristics of that
population?
How are limiting
factors
becomes
endangered?
Becomes
threatened?
How do changes in
the environment
affect species
extinction?
How do you think or feel about
these potentially disastrous
activities?
As an individual, how can you
help the cause of preserving
wildlife?
G. Finding practical applications of
concepts and skills in daily living
What do you think will
happen if a population of
only one specie
continue to increase in
number?
Compare and contrast
life in a rural and
urban area.
Flash pictures of
silver therapon or
ayungin and
biya. Ask if they
know and eat
those kind of fish.
(Let them note that
these are
commonly found in
Laguna de Bay.)
Other endangered
species like the
tamaraw in
Mindoro, mouse
deer in Palawan,
Philippine deer,
monkey-eating
eagle, and dugong
are in danger of
becoming extinct.
Will you patronize snakeskin
belts, alligator boots, accessories
made of ivory and other things
that made from endangered
species? Why or why not?
Make a multimedia
presentation of a
timeline of extinction of
representative
microorganisms,
plants, and animals.
(See Timeline Rubrics
on T.M. p. 51)

H. Making generalizations and
abstractions about the lesson
1. How is biological
diversity important?
2. How will the
community of different
species be able to
withstand environmental
changes?
How do you
determine the area
distribution of a given
population?
How does population
density changes?
What are the factors
that can be attributed
to the change?
Why do species
becomes
endangered?
When can we say
that a species’
population
becomes
endangered?
Threatened? And
Extinct?
Cite different environmental
changes that leads to extinction.
Why should we protect
endangered species?
How are the
species affected of
the changes in
their environment?
I. Evaluating learning
Using the Exit Ticket
Infer what will happen
If population density
increases?
Decreases?
As population of
people increases it
has great impact
on the growth and
development of the
community. How
will it lead to
species extinction?
Give a 5 item formative test.
What is
the most
important
thing we
discussed
today?
What was
the most
confusing
idea
presented
today?
What is
the most
important
thing we
discusse
d today?
What was
the most
confusing
idea
presente
d today?
What are
the three
big
ideas/con
cepts to
be
learned
from this
lesson?
What
made the
learning
easy for
you
today?
What
made the
learning
difficult
for you
today?
What are
the three
big
ideas/co
ncepts to
be
learned
from this
lesson?
What
made the
learning
easy for
you
today?
What
made the
learning
difficult
for you
today?

J. Additional activities for application
or remediation Do research on why
would an engineer
have to know the
population density in
building edifices or
any infrastructure?
Make a Poster on Conservation
of Wildlife.
V. REMARKS Due to numerous human
activities affecting the
environment and leading to
extinction, a second day
discussion will be carried out.
VI. REFLECTION
A. No. of learners who earned 80% in
the Evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson works? No.
of learners who have caught up with the
lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these works?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovations or localized
materials did I use/discover which I wish
to share with other teachers?

GRADES 1 to 12
DAILY LESSON LOG
School TALAVERA NATIONAL HIGH SCHOOL Grade Level Grade 9
Area
Science
Teaching Dates and
Time
M/T/TH/F – 7:45 to 9:45 AM Quarter First Quarter
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of the structure and function of plant parts and organelles involved in photosynthesis.
B. Performance Standards Design and conduct an investigation to provide evidence that plants manufacture their own food.
C. Learning Competencies/ Objectives
Write the LC code for each
Differentiate basic features and importance of photosynthesis.
S9LT-Ig-j-31
Identify raw materials
Identify parts of
organelles involved in
photosynthesis.
Describe how these
organelles work together
to produce food.
and products of
photosynthesis.
Explain the process of
food making in plants.
Make a model of
photosynthesis.
Design an experiment
to show evidences that
plants are capable of
making food through
photosynthetic
process.
Investigate conditions
for photosynthesis.
Assess the
understanding of
students on how
photosynthesis
takes place through
differentiated
strategies.
II. CONTENT
Flow of Energy and
Matter in Ecosystem
PHOTOSYNTHESIS
Flow of Energy and
Matter in Ecosystem
PHOTOSYNTHESIS
Flow of Energy and Matter
in Ecosystem
PHOTOSYNTHES
Flow of Energy and
Matter in Ecosystem
PHOTOSYNTHES
Flow of Energy and
Matter in Ecosystem
PHOTOSYNTHES
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 55-62 55-62 63-68 63-68 55-68

2. Learner’s Materials pages 72-77 77-78
79-85 77-78 72-85
3. Textbook pages Perfect Guide
Lower Secondary Science
Book B
Christopher N. Prescott
pp. 178
Perfect Guide
Lower Secondary Science
Book B
Christopher N. Prescott
pp. 176-177
4. Additional Materials from Learning
Resources (LR) portal
B. Other Learning Resources http://dendro.cnre.vt.edu
/forestbiology/photosynt
hesis.swf
http://dendro.cnre.vt.e
du/forestbiology/photo
synthesis.swf
NSF FOCUS Math
and Science
Partnership of
University of California
IRVINE
http://www.skoool.ie/skoo
ol/homeworkzone.asp?id=
233
NSF FOCUS Math and
Science Partnership of
University of California
IRVINE
IV. PROCEDURES
A. Reviewing previous lessons or
presenting the new lesson
Perform the Pre-test in
L.M. p. 73-74 to assess
prior knowledge.
What are the parts of
plants and organelles
essential to food
making process?
What processes are
involved in food making?
Write the word equation of
photosynthesis.
Cite evidence that shows
photosynthetic process.
1. What are the raw
materials and product
of photosynthesis?
2. What organelles play
an important role in
photosynthesis?
3. How do you describe
photosynthesis using
the word equation?
B. Establishing a purpose for the
lesson
Why do you think plants
are called great food
providers?
Well, the sun comes
streaming out of the
sky making
everything grow and
keeping us alive and
our main connection
to the sun are the
green leaves, only
Think-Pair-Share:
Do plants really capable
of making foods?
Unlocking of Word
Difficulty:
Enzymes, Chloroplast,
Humidity, Temperature
This will lead to factors
affecting photosynthesis.
English Learners:
Students will use word
triangles to review the
molecules involved in
the process of
photosynthesis. (To
complete a word
triangle, students draw

they can make food
with sunshine energy.
( An excerpt from
Energy and Me CD by
Billy B, lyrics for The
Rock and Roll of
Photosynthesis)
What is implied in the
song?
one triangle for each
word and divide the
triangle into three
bands horizontally. The
new vocabulary is
placed in the middle
band, the definition of
the word is written on
the bottom band and a
diagram of the word is
written in the top band).
Art Education:
Students will draw a
leaf diagram and use
this to illustrate what
goes in (reactants),
and what comes out
(products) of
photosynthesis.
GATE:
Students will
sequence the process
of photosynthesis and
identify specific
reactions involved,
using a “flow map” (or
C. Presenting examples/ instances of
the new lesson
Show pictures of
different food products
locally made from
Khong Guan since
students are very
familiar with it.
How do you think these
products are made
available for us?
(Elicit answer that will
lead to the concept of
how are these foods
manufactured.)
Picture Analysis.
Teacher asks
students what
materials are involved
in the process of
photosynthesis.
Students think about
the question for one
minute, then turn to a
shoulder partner and
discuss their thoughts
to the question.
Worked Example with
Answer Analysis:
Devi covered a part of a
leaf with a black piece of
paper and left the leaf in
bright sunlight for several
days.
She then carried out the
iodine test for starch.
What do you think
happens to the leaf?
(The part of the leaf
covered by the black
paper cannot
photosynthesize and
would be unable to
manufacture sugar and
starch. Therefore, when
tested with iodine
solution, the area would
remain pale. The rest of
the leaf would be positive
to the iodine test and
produce a dark blue
stain.)
There’s an old saying that
goes,” Para maganda ang
tubo ng mga halaman
kausapin mo ito palagi.”
Is there any truth to this
saying?
What scientific
explanation lies behind
the saying?

D. Discussing new concepts and
Perform Activity 1: What
are the Structures
Involved In the Food
Making Process in
Plants? pp. 75-77
Perform Activity:
Modelling
Photosynthesis
( See attached Activity
Sheet)
Perform Activity
3A.B,C,D: Evidence of
Photosynthesis in L.M.
pp. 79-82
Perform Activity 3C and
3D of L.M. pp. 81-83
other suitable maps for
sequencing events).
E. Discussing new concepts and
F. Developing mastery
(Leads to Formative Assessment )
Discuss the findings in
each Learning Station.
1.What are the parts of
chloroplast and internal
structure of leaf that are
involved in the process
of photosynthesis?
2. What are the raw
materials and products
of photosynthesis?
3. How would you
describe the entire
process of food making?
guide questions in the
activity.
1.What reactants or
materials are required
for the process of
photosynthesis?
2. What products are
formed in the
process?
3. What happens to
the light energy in the
thylakoid membrane
of the chloroplasts?
4..How does the
energy from sunlight
used to build sugars?
Process the Activity:
Observations and data
gathered would lead to
the discussion of the
different evidences in
photosynthetic process.
Discuss the answer to the
Guide Questions.
Key Concepts would be
Enzymes, Temperature,
Carbon Dioxide, and Light
Computer Aided
Activity:
Students make a
multimedia
presentation of
photosynthetic
process.
G. Finding practical applications of
concepts and skills in daily living
If one of the organelles
or parts of a leaf will not
function, is there a
chance for
photosynthesis to take
place? Why or Why not?
Students should
create an analogy for
the process of
photosynthesis and
compare each part of
the process with some
Imagine that you are a
farmer, what ways would
you suggest to yield better
crops?
Supposed there are 2 jars
with burning candle and
one has potted plant
inside. Both jars are
placed near a window in
strong sunlight.

other process in
everyday life. (Ex. The
process of
photosynthesis is like
baking bread).
Question:
Why does the burning
candle in jar without
potted plant stop burning
before the candle with
potted plant?
H. Making generalizations and
abstractions about the lesson
1. What are the
organelles essential to
the process of
photosynthesis?
2. How are these
organelles work together
in the entire process of
food making?
1. The overall process
of photosynthesis
uses water and
carbon dioxide to
produce sugars that
store chemical
energy.
2. Sunlight is
absorbed using plant
pigments called
chlorophyll, and the
process of
photosynthesis takes
place within
organelles called
chloroplasts.
3. Energy from
sunlight is captured
during the light-
dependent reactions
and is used to build
sugars during the
light–independent
reactions.
What evidences are
shown that photosynthetic
process takes place? What are the factors or
conditions that affect
photosynthesis?
I. Evaluating learning
Imagine that you are
applying for a job in
photosynthesis
company. Create a
“resume”, explaining
your job qualifications
Explain the equation:
Carbon Dioxide
(CO2 ) +
What is
the most
What was
the most
confusing
What was
the most

and describing how you
will efficiently get the job
done. Descriptions must
include key vocabulary
such as stomata, water,
carbon dioxide, light,
energy, chlorophyll and
chloroplast.
Water Chlorophyll
(H2O)
Sunlight
Glucose + Oxygen
C6H12O6 O2
important
thing we
discusse
d today?
idea
presented
today?
What is
the most
important
thing we
discusse
d today?
confusing
idea
presented
today?
What are
the three
big
ideas/co
ncepts to
be
learned
from this
lesson?
What made
the
learning
easy for
you today?
What made
the
learning
difficult for
you today?
What are
the three
big
ideas/co
ncepts to
be
learned
from this
lesson?
What made
the
learning
easy for
you today?
What made
the
learning
difficult for
you today?
J. Additional activities for application
or remediation Perform activity 3E: The
Effect of the Amount of
Chlorophyll in
Photosynthesis L.M. pp.
84-85.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the Evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson works? No.
of learners who have caught up with the
lesson
D. No. of learners who continue to
require remediation

E. Which of my teaching strategies
worked well? Why did these works?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovations or localized
materials did I use/discover which I wish
to share with other teachers?

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