FIRST-quarter-PART-1-daily lesson log science 9cx

DAILY LESSON
LOG
School STA. MARIA INTEGRATED SCHOOL Grade Level 9
Teacher ROJEGARMIL C. LAGO Learning
Area
SCIENCE
Teaching Dates and Time Quarter FIRST
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard
 The learners demonstrate understanding of how the different structures of the respiratory and circulatory systems work together
to transport oxygen-rich blood and nutrients to the different parts of the body
 Prevention, detection, and treatment of diseases affecting the respiratory and circulatory systems
B. Performance Standard
 The learners should be able to conduct an information dissemination activity on effective ways of taking care of the
respiratory and circulatory systems based on the data gathered from the school or local health workers
C. Learning
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
https://
www.youtube.com/
watch?v=_FLjj_Z7SkA
https://
www.youtube.com/
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
Show pictures of the
main respiratory organ-
Lungs
Using the learners
manual page 9 the
students will trace
Refer to figure 9 page 15
of learner’s module study
the different parts of
.
Show pictures of
blood composition.
Watch the video

functions the gas exchange
activity
circulatory system to
visualize each
component.
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 Evaluation of the Answer the given Evaluate the Let the students

answer Part B of
activity 1 p.5
constructed model of
the human chest
activity
questions on page
9.
students learning of
concepts of
circulatory system by
answering the
graphic
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?

DAILY LESSON
LOG
Teacher NANETTE S. MORADO Learning
Area
SCIENCE
Teaching Dates and Time Quarter FIRST
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
Competency/Objective
s
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

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
Pp. 9-10 Pp. 11- 12 Pp. 12 -13 Pp. 13 -14 Pp. 14-15
2. Learner’s
Materials pages Pp. 13-15 Pp. 17-18 Pp. 18-19 Pp.21- 22 Pp. 21-23
3. Textbook pages Phoenix Biology 167-
169
4. Additional Materials
from Learning
Resource (LR)portal
B. Other
Learning
Resource
https://
www.youtube.com/
watch?v=zrFQteTyTPc
https://
www.youtube.com
/watch?v=r-m27szUFjO
https://
www.youtube.com/
watch?v=fF7SNcw7kyQ
https://
www.youtube.com/
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
B. Establishing a
purpose for the lesson
Do you know how big
your heart is? Its just big
as your fist
Discuss Heartbeat
and demonstrate
how to measure
pulse beat.
Ask the students to
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
Bring out your books and
identify the detailed parts
the students to tell
where the sound of
Show the picture of
smokers body and
Cite some government
agencies that can help
show pictures of different
lifestyle and ask the

the new lesson of the human heart their heart is coming
from.
call students to
describe
and give information in
preventing diseases
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
Label the parts of the
heart
After exercise, the heart
rate increases and
eventually returns to
The students will
describe and give the
symptoms of the
Discuss the best way to
prevent diseases in the
respiratory and
Vices, stressful
environment, and
unhealthy eating habits

the lesson resting pulse. Therefore
shorter interval is
needed.
common ailments of
the circulatory system
circulatory systems to
have healthy lifestyle,
like balance diet,
regular exercise avoid
cigarette smoking.
can cause various
diseases specifically of
the respiratory and
circulatory 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 5
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
A. No. of learners
who earned 80% in
the
evaluation
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
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 ROJEGARMIL C. LAGO Learning Area SCIENCE
Teaching Dates and Time August 12-16, 2024/ 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
codominanc
e
 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
human
s is
determ
ined
 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
2. Learner’s
Materials 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
the 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
B. Establishing a
purpose 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 #
Before we answer that
question let us answer
the Pre – Assessment on
Do the activity No. 1
“Phenotypes and
Genotypes in
Do the activity No.
2 “Mystery Bull”
“What’s your blood
type?” Discussion
“Boy or Girl?”

1 LM
p. 29
Incomplete
dominance”
follows right
after the given activity
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
Evaluation is based on
the result of the activity
See attachment on
DLL 1-5
Paper and pen test
Evaluation is based
on the result of the
Punnett square
J. Additional activities for
application or
remediation
Research for The NON
– Mendelian Patterns
of Genetics
Note: MDL
Activities on the LP will be
given to students to answer
at home.
Answer the problem
set (see the DLL
attachment
for the remediation
and enrichment)
Note: F2F
Answer the problem
set (see the DLL
attachment
for the remediation
and enrichment)
Note: MDL
Activities on the LP will
be given to students to
answer at home.
Note: F2F
Research on
the ff; Sex
linked genes
Sex limited
genes Sex
influenced
genes
Note: F2F
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
Prepared by:
D. No. of learners
who continue to
require
remediation
strategies worked
well? Why did these
work?
encounter which my
can
help me solve?
wish to share with
other
teachers?

DAILY LESSON
LOG
School BARCELONA NATIONAL HIGH SCHOOL Grade Level 9
Teacher JONAS CHRISTIAN S. ESTOR Learning Area SCIENCE
Teaching Dates and Time 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)
 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
2. Learner’s
Materials pages
p. 38-39
3. Textbook pages
4. Additional
materialsfrom Learning
Resource
(LR)portal
B. Other
Learning
Resource
IV. PROCEDURES

the new lesson
“Sex determination”

B. Establishing a purpose
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
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?
encounter which my
can help me solve?
wish to share with
other
teachers?

DAILY
LESSON LOG
School BARCELONA NATIONAL HIGH SCHOOL Grade Level 9
Teacher JONAS CHRISTIAN S. ESTOR Learning Area Science
Teaching Dates
and Time
Quarter First
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

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/conten
t/
cub_/activities/cub_bi
o
/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
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?
Answer Summative
Assessment in L.M.
p 71

candies. Ask the
students which
box will they choose
and why?
What does the picture implies?

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.
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,
Discuss the answer
to the activity.
Based on the
result, what
inference can you
give?
How can a
Discuss the
answer to Guide
Questions 9 –
13.
What happens if
the living
conditions of the
organisms are
not ideal for
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
Discuss the answer to the
questions.
Identify the least
learned items and
discuss the concept
for further
understanding.

would it be best to
have a low or high I.D.
for a particular
environment?
Why?
population’s density
be used to learn
about the needs and
their survival?
When can we
say that species
engaged that leads to
extinction?

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
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?
How are the
species affected
of the changes in
their
environment?
Cite different environmental
changes that leads to
extinction.
Why should we
protect endangered
species?
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
importan
t thing
we
discusse
d
today?
What
was the
most
confusin
g idea
presente
d today?
What is
the most
importa
nt thing
we
discuss
e d
today?
What
was the
most
confusin
g idea
presente
d today?
What
are the
three
big
ideas/co
n cepts
What
made
the
learning
easy for
you
What
are the
three
big
ideas/co
ncepts
What
made
the
learning
easy for
you

to be
learned
from
this
lesson?
today?
What
made
the
learning
difficult
for you
today?
to be
learned
from
this
lesson?
today?
What
made
the
learning
difficult
for you
today?

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
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 BARCELONA NATIONAL HIGH SCHOOL Grade Level Grade 9
Teacher JONAS CHRISTIAN S. ESTOR Learnin
g Area
Science
Teaching Dates
and Time
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 parts of
organelles involved in
photosynthesis.
Describe how these
organelles work
together to produce
food.
Identify raw
materials 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
Flow of Energy and
Matter in
Ecosystem
PHOTOSYNTHES
Flow of Energy
and Matter in
Ecosystem
PHOTOSYNTHES
Flow of Energy
and Matter in
Ecosystem
PHOTOSYNTHES

PHOTOSYNTHESIS
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 55-62 55-62 63-68 63-68 55-68

2. Learner’s Materials pages 72-77 77-78
79-85 77-78 72-85
3. Textbook pages Perfect Guide
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/ph
oto 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
Well, the sun comes Think-Pair-Share:
Unlocking of
Word Difficulty:
English Learners:
Students will use

plants are called great
food providers?
streaming out of
the sky making
everything grow
and keeping us
alive and our main
connection to the
sun are the
green leaves, only
Do plants really
capable of making
foods?
Enzymes,
Chloroplast,
Humidity,
Temperature
This will lead to factors
affecting
photosynthesis.
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
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
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?

would remain pale. The
rest of the leaf would
be positive to the iodine
test and produce a dark
blue
stain.)
process of
photosynthesis and
identify specific
reactions involved,
using a “flow map” (or

D. Discussing new concepts
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).
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?
Discuss the answer
to 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
photosyntheti
c process.
G. Finding practical applications If one of the organelles

of concepts and skills in daily
living
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
confusin
g
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
importa
nt thing
we
discusse
d today?
idea
presente
d today?
What is
the most
importa
nt thing
we
discuss
e d
today?
confusin
g idea
presente
d 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?
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

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?

FIRST-quarter-PART-1-daily lesson log science 9cx

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