School Scandinavian National High Grade Level GRADE 9
School
Teacher Albert J. Rosete Learning Area Science 9
Grade
s 1 to Teaching June 1, 2022 Quarter 4th
12 Dates and 1:00- 2:00 pm
DAILY Time
LESS
ON
PLAN
I. OBJECTIVES
A. Content The learners demonstrate understanding of how changes in the environment may
Standards affect species extinction
B. Performance The learners should be able to make a multimedia presentation of a timeline
Standards of extinction of representative microorganisms, plants, and animals
C. Learning
Competencie Relate species extinction to the failure of populations of organisms to adapt
s/ Objectives to abrupt changes in the environment(S9LT -Ie - f -30)
Write the LC code
for each
II. CONTENT SPECIES EXTINCTION
III. LEARNING
RESOURCES
A. References
1. Teacher’s
pp.23-24
Guide pages
2. Learners
Material pp.34-35
pages
3. Textbook
pages
4. Additional
Materials
from
Science 9 LAS (pp. 20-21)
Learning
Resource
(LR) portal.
B. Other
Learning
Resource
IV. PROCEDURES
A. Reviewing ELICIT (Asynchronous)
previous lesson Group Activity (Cooperative Learning)
or presenting the
new lesson. The teacher will divide the class into 4 groups according to their
interests, each group will have their respective work.
1. Group 1- The learners will be given a link to a video entitled
“Scientists Finally Know The Real Reason Dodo Birds Went Extinct”
2. Group 2- An article will be given entitled “The Dodo Bird- A Lesson in
Extinction”
3. Group 3- The learners will play a game called “DoDo GoGo”
After the activity, learners are going to summarize the different factors and
events that led to the extinction events given in the video, article, and game.
B. Establishing a ENGAGE (Synchronous)
purpose for the Endangered but not Extinct… yet (Game-based learning)
lesson
This activity is a simulation designed to show that habitat destruction can be
a factor causing species extinction.
The teacher will introduce the lesson with a Virtual Species Charade
Game.
A list of endangered species, threatened species, extinct species will be
prepared. Illustrations of the word being guessed will be drawn using
Jamboard.
C. Presenting The teacher introduces the following concepts using Mentimeter
examples/instan Interactive Presentation (Inquiry-based)
ces of the new
lesson 1. Deforestation
2. Wildlife Depletion
3. Destruction of Coastal Resources
4. Acid Precipitation
D. Discussing the EXPLORE (Asynchronous)
new concepts Virtual Symposium (Problem-based)
and practicing
new skills # 1 As part of the joint programs to achieve United Nations’ Millennium
Development Goal (MDG) to ensure sustainability, the United Nations
Country Team (UNCT) in the Philippines organizes a forum entitle “Are We
in the Middle of a Sixth Mass Extinction?
You are one of the groups of Biologist invited to share your research/study
on the said issue. You are to present through multimedia presentation, a
timeline of extinction events. From these data, draw out patterns,
conclusions, and formulate recommendations in relation to biodiversity and
species conservation.
Presentation will be recorded and submitted in the google classroom
submission tab provided for the task.
Rubric:
E. Discussing the Making Predictions (Asynchronous)
new concepts
and practicing Learners are to be grouped according to their ideal place to spend a
new skills # 2 vacation. After which, they will be asked to visit remote-tourism.com to see
the chosen place of the group. Aside from showing the beautiful spots of the
place, the website also shows common local and global environmental
issues affecting biodiversity in the place.
Learners are going to tabulate predictions about possible effects to the place
if the global or local environmental issue remains unanswered/unsolved.
Answers will be posted via Jamboard.
F. Developing EXPLAIN (Synchronous)
Mastery Discussion and Analysis (Inquiry-based)
Numbered Heads Together
Each member shall be assigned with a number as identifier. The guide
questions will be processed by randomly selecting a group to answer the
question. The member who will answer the question will be determined
through random picker wheel.
Guide Questions:
1. If the population of species of a particular area is doubled, what effect
would this have on the resources of the community?
2. In a population, limiting factors and population density are often
related. Suppose the population density of plant seedlings in an area
is very high, explain how limiting factors may affect population
density.
3. In a farm, Soy beans were the only crop that was planted on several
hectares of land. A farmer noticed that a fungus was growing all over
the beans field. Predict what might eventually happen to the soy
beans and the fungus.
4. How is forest ecosystem affected when trees are cut down?
5. What is the main cause of extinction in plant and animal species?
Explain.
G. Finding practical ELABORATE (Asynchronous)
application of Taking Action
concepts and (How can species be saved from the threat of extinction?)
skills in daily
living Learners will be given websites that show what people from around the
world are doing to solve certain crisis.
1. www.haribon.org.ph
H. Making 2. www.natureconservancy.ca
generalization 3. www.conservation.org
and abstraction They will be asked what they can contribute to saving species from the
about the lesson threat of extinction. From the websites provided, learners are to choose an
activity which they think they can do in their own community.
After which, Learners will be tasked to create a blog about their experiences
in helping to save species from extinction using www.wix.com
I. Evaluating EVALUATION
Learning
Answer Activity Sheet No. 5 on pages 18-21 (LAS Science 9)
J. Additional EXTEND
activities for
application or Describe how a population’s density can be used to learn about the needs
remediation characteristics of that population.
V. Remarks
VI. Reflection
A. No.of
learners who
earned 80%
on the
formative
assessment.
B. No.of
learners who
require
additional
activities 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
remediatio
n
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?
Prepared:
ALBERT J. ROSETE
SST-1 Science 9
Checked:
BRENDA F. BALDESCO
MT-1/Science Subject Coordinator
Noted:
LYDIA M. GABORNES
School Head