School Grade Level 9

DAILY LESSON Teacher Learning Area SCIENCE

LOG
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 S9LT-Ia-b-26
Competency/Objectives
• Identify the key • Explain how the • Describe blood flows • Identify the • Identify the
parts of the lungs work and gas exchange with component of the compositio
breathing system the heart, circulatory circulatory n of the
• Describe how the system and lungs system blood
• Describe the movement of • Name and
function of each diaphragm helps • Explain the mechanism • Explain the different compare
parts of the the air to go in and of how the respiratory types of circulation the different
breathing systems out of and circulatory system types of
the lungs work together blood
vessels

II. CONTENT
Respiratory parts and Main Respiratory organ Respiratory and Circulatory organs Blood and
functions Lungs Circulatory system Type of circulation 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 https://www.youtube.com/ https://www.youtube.com/ https://www.youtube.com/
Resource watch?v=DCVIEMNPE1E watch?v=_FLjj_Z7SkA watch?v=_FLjj_Z7SkA

IV. PROCEDURES
A.
Reviewing previous Recall the different levels Review the Recall how the lungs Review the blood flow Recall the three major
lesson or presenting of organization in the organs of work in the and gas exchange within organs of circulatory
the new lesson human body and the Respiratory exchange of gases the respiratory and system.
mechanism involve in it system in respiration circulatory system.
process
B.
Establishing a Discuss the functions of Explain how lungs Discuss the blood Name and discuss the Describe and give the
purpose for the lesson respiratory system work and describe flow and gas components of circulatory functions of the different
how the exchange within the system components of the blood.
movement of the circulatory and
diaphragm help respiratory system
the air go in and
out of the lungs
.
C. Presenting Present the chart or Show pictures of Using the learners Refer to figure 9 page 15 Show pictures of blood
examples/Instances model of the respiratory the main manual page 9 the of learner’s module study composition.
of the new lesson organs and explain their respiratory organ- students will trace the different parts of Watch the video about
functions Lungs the gas exchange circulatory system to blood types
activity visualize each
component.
 D. Discussing new Explain the procedure of The teacher will explain Discuss the procedure Compare the three Using
concepts and activity 1 and the expected and demonstrate how to and the materials types of blood microscope the
practicing new skills # learning outcome make the model of needed for the activity circulation students will
1 human chest cavity focus human
blood cells

E. Discussing new The students will perform The students perform The students will do the Video showing the
concepts and the Activity 1 What a Activity 2 activity 3 outside the animated flow of
practicing new skills # bunch of grapes. (P.4 Bottled balloons classroom. Page 8 blood to the
2 learners (pp.5-7 learners module) learners module different parts of the
module) body.

F. Developing mastery Let the students label the The students will Discuss the answers Fill in the missing Let the
parts and give the demonstrate of the given questions parts, description, students give
functions of human breathing process in activity 3 and functions to the functions
respiratory system. (Inhale and exhale) complete the entire of blood
and make comparison concept mapping of components
of the movement of circulatory system and compare
diaphragm muscles. page 13 learners the blood
module vessels

G. Finding practical Call student to explain Point out the Demonstrate ways of Let the students Let the students
application of what will happen if one importance of living a taking care discuss the use and infer what would
concepts and skills part of the system fails to healthful life style. respiratory system importance of happen if the
in daily living carry out its function sphygmomanometer blood stopped
properly and stethoscope. to flow

H. Making Video showing about Let the students discuss Ask the students to Ask the students to Let the students
generalizations human respiratory parts how the movement of the describe the blood flow enumerate the parts answer the
and abstractions and functions diaphragm cause the air and gas exchange with of the blood and question.
about the lesson (the students will watch in and out of the lung the heart and lungs. their functions What are the
the video) blood vessels
and how are
they differ?

I. Evaluating learning The students will answer Evaluation of the Answer the given Evaluate the Let the
Part B of activity 1 p.5 constructed model of questions on page 9. students learning of students answer
the human chest concepts of short quiz
activity circulatory system
 by answering the
graphic

organizer, page 13 of learner’s

module.

J. Additional activities Do the Invite the school nurse to

for application or Enrichment demonstrate how to get blood
remediation activity page 10 of pressure.
learners module
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?
 School LASICAM-PERRAL NATIONAL HIGH SCHOOL Grade Level 9
Teacher JESSEL A. BASADRE Learning SCIENCE
Area
Teaching Dates SEPT. 12-16, 2022/10:00-11:00AM Quarter FIRST
DAILY LESSON and Time
LOG

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 S9LT-Ia-b-26 S9LT-Ia-b-27

Competency/Objectives
• Identify the • Measure • Explain the negative • Identify ways of • Appreciate
parts and and effects of Cigarette detecting and the
functions of describe smoking on the preventing diseases in importance of
the heart pulse rate respiratory and respiratory and a healthy
after circulatory system circulatory system lifestyle in
• Observe several avoiding
and different • Identify and describe • Identify which health such disease
describe activities the symptoms of the habits keep the
how the common ailments of respiratory and • Infer how
heart function • Explain how respiratory and circulatory system one’s
to use circulatory system healthy. lifestyle can
• Explain different affect the
how the time functioning of
blood is interval to the
pumped by measure respiratory
the heart the heart and
rate circulatory
system
II. CONTENT
Parts and Heart rate Respiratory and Making Respiratory and Making
functions of the Circulatory disorders Circulatory system healthy Respiratory and
heart 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 https:// https:// https:// https://
Resource www.youtube.co www.youtube.com www.youtube.com/ www.youtube.com/
m/ watch? /watch?v=r- watch?v=fF7SNcw7kyQ watch?
v=zrFQteTyTPc m27szUFjO v=0aNNYEUARAk

IV. PROCEDURES

A. Reviewing previous Recall the organs Let the students Recall blood Review the common Ask the students to give
lesson or presenting of recall the parts of circulation Respiratory and what are the different
the new lesson circulatory Human Heart circulatory ailments ways on how to make
system respiratory and
circulatory system
healthy

B. Establishing a purpose Do you know how Discuss Heartbeat Ask the students to Discuss way of detecting Discuss the importance
for the lesson big your heart is? and demonstrate explain this quotation and preventing diseases. of healthy lifestyle
Its just big as how to measure “Smokers never grow and the healthy habits to
 your fist pulse beat. old but they just die keep the respiratory and
young “ circulatory system
healthy

C. Presenting Bring out your the students to tell Show the picture of Cite some government show pictures of
examples/Instances of the books and where the sound of smokers body and agencies that can help different lifestyle and
new lesson identify the their heart is coming call students to and ask the students to give
detailed parts of from. describe give information in the positive and
the human heart preventing diseases negative effect to one’s
life

In doing the activity, Do Activity 7 Cigarette The students will cut out
D. Discussing new Let the students remind the students Smoking Is Dangerous Watch the video different examples of
concepts and practicing dissect the to choose only the to Harmful effects of unhealthy lifestyles from
new skills # chicken heart physical activities your Health tobacco on the human old magazines or news
and identify that they can tolerate heart papers and create a
the parts of the so as to avoid injury Watch video on effect of collage in your notebook.
heart or strain. smoking on the human
respiratory and
circulatory system

E. Discussing new The Students will do Ask the students to Perform the activity 8
concepts Do Activity 5 go out from the write some of the Prevention is Better
practicing new skill Pump it classroom to common ailments of that cure
#2 perform the Activity Respiratory and
6 The circulatory system
Rhythm of My Heart
.page 11
After discussing the Let the students relate Discuss the answers of
F. Developing mastery Discuss how the Discuss the answers ideas within the group, their personal questions given on page
blood from the given stick and organize all experiences to the 23
pump by the questions of the responses which topic to have more Learners module
heart Activity 6 page 12 falls under the meaningful discussion
respiratory and on prevention
circulatory system

G. Finding practical We believe that Let the students Let the students Appreciate the Negative lifestyle
application of concepts heart is the explain how nicotine suggest the different importance of healthy weakens your system
and skills in daily living center of in cigarette tobacco ways how to take care lifestyle avoiding such while healthy lifestyle
emotions. How affects breathing rate of the circulatory system diseases. leads to complete
can you control when it enters the wellness.
your emotions ? bloodstream.
so that you will
influence others
in positive way.

H. Making Label the parts After exercise, the The students will Discuss the best way Vices, stressful
generalizations and of the heart heart rate increases describe and give the to prevent diseases in environment, and
abstractions about the and eventually symptoms of the the respiratory and unhealthy eating habits
lesson returns to resting common ailments of circulatory systems to can cause various
pulse. Therefore the circulatory system have healthy lifestyle, diseases specifically of
shorter interval is like balance diet, the respiratory and
needed. regular exercise avoid circulatory systems.
cigarette smoking.

I. Evaluating learning Short quiz ( formative Compare the students Give 5 item multiple Answer the missing word Summative
test) resting pulse with their choice test on page 22 of learner’s Assessment
pulse after the given module. 10 items
activities. multiple
choice test
Visit other school clinic
J. Additional activities or your family doctor
for and interview them
application or about the common
remediation ailments that affect the
respiratory and
circulatory system
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?
 School
LASICAM-PERRAL NATIONAL HIGH Grade Level 9
DAILY SCHOOL
LESSON LOG Teacher JESSEL A. BASADRE Learning Area SCIENCE
Teaching Dates and Time SEPT. 19-23,2022 10:00AM-11:00AM Quarter FIRST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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.
B. Performance Standard
C. Learning S9LT-Id-28(describe the location of genes in
Competency/Objectives chromosomes) S9LT-Id-29 (explain the different patterns of
Non Mendelian Inheritance)
• Create a K-W-L • Explain the • Analyze problem • Describe • Describe
Chart to asses incomplete regarding Multiple Alleles how sex in
prior dominance codominance pattern of humans is
knowledge pattern of • Create a Punnett inheritance determined
• Measure the inheritance square to show using ABO • Draw a
students’ prior • Illustrate by the blood type Punnett
knowledge means of inheritance of • Infer the square to
regarding Punnett square codominance unknown explain
inheritance and a possible • Give the phenotypes of how sex
variation through combination of phenotypic and individuals on genes are
pre – offspring genotypic the basis of the inherited
assessment involving percentage of known
test incomplete the offspring phenotypes of
their family
members
• Identify traits
that falls on the
Non Mendelian
Pattern of
inheritance
II. CONTENT Unit 1: MODULE 2 Sex Chromosome
Heredity: Inheritance Incomplete Dominance Codominance Multiple Alleles and Sex
and Variation Determination
III. LEARNING
RESOURCES
A. References
 1. Teacher’s Guide p. 1-2 p. 2-3 p. 3-4 p. 5-6 p. 7-8
pages
2. Learner’s Materials p. 28-30 p. 30-32 p. 32-34 p. 34-36 p. 36-38
pages
3. Textbook pages

4. Additional
materialsfrom Learning
Resource
(LR)portal
B. Other Learning https://www.youtube.com/watch?v=9 https://www.youtube.com/watch?v=k
O5JQqlngFY (Video) MWxuF9YW38
Resource

IV. PROCEDURES
A. Reviewing Mendelian Let them remember “Incomplete “Codominance” Non Mendelian Pattern of
previous lesson or Patterns of again the ff. terms; dominance” Inheritance
presenting the new Inheritance a. Recessive
lesson b. Dominant
c. Phenotype
d. Genotype
e. Alleles
f. Punnett
squares
B. Establishing a What are the Picture analysis Picture analysis What is your blood type? Sex determination diagram
purpose for the lesson exceptions of (Let the student react
(Let the student Do you know your (Let the student analyze the
Mendelian Pattern on what they see on react on what they parents blood type? Are picture and relate it to
of genetics? the pictures) The see on the pictures) your blood types similar? meiosis and inheritance) How
Group that will list as
The Group that will If not, does it mean that does sex genes determined
many reaction as list as many your adopted? and inherited?
possible in 1 min. reaction as possible
gets a reward card. in 1 min. gets a
reward card.
C. Presenting Since there is an How does pink flower Read the procedure Watch Video for better https://www.youtube.com/watch?v=k
examples/Instances of exception in arise when a red and and explain the understanding MWxuF9YW38 (0:00 –

the new lesson Mendelian pattern white flower was sample problem https://www.youtube.com/watch?v=9 1:21 mins only)
O5JQqlngFY
of inheritance, cross pollinated? found on LM p. 33
how does other Let us investigate!
inherited traits that
falls beyond the
exception of
Mendel’s rule
follows?
D. Discussing new Before we answer Do the activity No. 1 Do the activity No. 2 Do the activity No. 3 Do the activity No. 4 “Boy or
concepts and practicing that question let “Phenotypes and “Mystery Bull” “What’s your blood type?” Girl?”
new skills # 1 us answer the Pre Genotypes in Discussion follows right
– Assessment on Incomplete after the given activity
LM p. 29 dominance”
E. Discussing new (By group) Create Problem solving Problem solving of Identify the following traits Presenting Punnett square
concepts and a K-W-L questions of Incomplete Codominance using and classified it into which and answering guide
practicing new skills Dominance Punnett square Non Mendelian Pattern of questions
#2 using Punnett Inheritance it belongs
square

F. Developing mastery How is Mendelian What is Incomplete What is What is multiple alleles? How does sex genes
inheritance dominance? codominance? Summed up: What are determined and inherited?
different from The Non Mendelian
Mendel’s Pattern of Inheritance?
observation?
G. Finding practical Give examples of Is there any Is there any inherited If you and your parents Is it right for the husband to
application of the trait that does inherited traits in traits in human that happens to have different blame his wife if she could
concepts and skills not follow human that follows follows the blood types? Is that mean not bear a male child? Which
in daily living Mendelian the incomplete Codominance that you are not related to chromosomes determine a
Principle dominance pattern pattern of each other? Why? Or person’s sex?
of inheritance inheritance? why not?
H. Making What happen with How many What is Why does human blood Who determine the sex of
generalizations and those inherited phenotypes are codominance? How types happens to be the their children? Explain your
abstractions about traits that does not expressed in an do they differ from best example to show answer.
the lesson conform to incomplete incomplete multiple alleles? Is there
predicted dominance traits? dominance? other human traits that
outcomes based follow multiple allele’s
on Mendel’s Law pattern?
of inheritance?
I. Evaluating learning Not yet to be Evaluation is based Evaluation is based See attachment on DLL Evaluation is based on the
determined (prior on the result of the on the result of the 1-10 Paper and pen test result of the Punnett square
knowledge based activity activity
on
the result of pre –
assessment test)
J. Additional activities for Research for The Answer the problem Answer the problem Research on the ff;
application or NON – Mendelian set (see the DLL set (see the DLL Sex linked genes
remediation Patterns of attachment for the attachment for the Sex limited genes
Genetics remediation and remediation and Sex influenced genes
enrichment) enrichment)
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?
 School Grade Level 9
DAILY LESSON Teacher Learning Area SCIENCE
LOG

Teaching Dates and Time Quarter FIRST QUARTER

B. Establishing a purpose for What makes men differs
the lesson from women? Let the
student write as many as
they can? Which among
these traits is inherited?
C. Presenting Among those traits listed on -
examples/Instances of the board, encircle those
the new lesson 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 Do Activity 5 “ When Gender
and practicing new skills # Matters”
1
E. Discussing new concepts
and practicing new skills #
2
F. Developing mastery What is sex linked genes?
How are these genes
inherited?
G. Finding practical Who are most likely to be
application of concepts affected by sex linked
and skills in daily living genes and why?
H. Making generalizations Sex linked are inherited
and abstractions about through the x
the lesson 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
J. Additional activities for
application or remediation

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?

School Grade Level 9

DAILY Teacher Learning Area Science
LESSON LOG Teaching Dates and Quarter
Time

First
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 S9LT - Ie - F – 30
Write the LC code for each

Explain the importance Demonstrate using Distinguish

of biological diversity. Determine the area simulation activity that environmental changes Cite other human
distribution of a given habitat destruction can that may result in the activities that leads to
Measure species population using contribute to species loss of the species. extinction.
distribution using the mathematical formula extinction.
mathematical way of Assess students
expressing the amount Infer the possible Relate species Realize that the way they acquired skills through
of biodiversity and effects of low and high extinction to the failure interact with the Summative
species distribution in of populations of environment may ensure Assessment.
density population.
the community. organisms to adapt to or deters survival of all
abrupt changes in the living things.
environment.
II. CONTENT
Biodiversity and Biodiversity and
Biodiversity and Evolution
Biodiversity and Biodiversity and Evolution Evolution
Causes of Species
Evolution Evolution Causes of Species Causes of Species
Extinction
Extinction Extinction

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages 39 – 41
37- 39 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 Science and
General Science Technology I
289 -293 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 Is the world a safe place for all What other human
presenting the new lesson Picture Analysis Which community is Play a short animals and plants to live? Why activities contribute to
Tell something about the most stable? Why video clip. or why not? the extinction of
picture. are populations that “Endangered species?
How do organisms are more diverse Animals” What What does it mean for a species
interact with each other? usually more stable? does the video to be endangered?
tells us?

B. Establishing a purpose for the Analogy:

lesson Unlocking of word Post a Quotation.
Present two boxes of difficulty: Picture Analysis:
candies, one with 5 Students reflect
Answer Summative
candies of the same Limiting Factors and give How would you describe the
Assessment in L.M. p
kind and the other one Carrying Capacity their insights. picture?
71
with 5 different candies.
Ask the students which What does the picture implies?
box will they choose and
why?
C. Presenting examples/ instances of Students perform
the new lesson Video Analysis “Species Charade
Game”
Unlock term Species, “ Population Growth “ Video Analysis:
Population and A list of “ Man “
Biodiversity. This will What is the message endangered What is the impact of
lead students to the idea implied in the video? species, threatened modernization to the lives of
of species distribution species, and extinct people and the environment?
and diversity in a species are the
community. choices to be
picked for the
game.
D. Discussing new concepts and Perform Activity 1: Index Perform Activity Perform Activity 3: Perform Activity 4:
practicing new skills #1 of Diversity in L.M. p.54.
“ Population Density “ Endangered but not L.M. p. 60
Extinct….. Yet
(See attached activity Predict what happens to both
L.M. pp. 58-59
sheet.) islands.

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery Discuss the answer to

(Leads to Formative Assessment ) Guide Questions: Discuss the answer to Discuss the answer Due to explosive human
the activity. to Guide Questions population growth the demand to
1. How do you compare 9 – 13. use and overuse our natural
your tree I.D. in a vacant resources is inevitable. Discuss the answer to the
lot from a grass lawn? Based on the result, What happens if questions.
Explain your answer. 2. what inference can the living What is its implication in our
If humans were you give? conditions of the biodiversity? Identify the least
concerned about organisms are not learned items and
biological diversity, How can a ideal for their What activities do people discuss the concept for
would it be best to have population’s density survival? engaged that leads to extinction? further understanding.
a low or high I.D. for a be used to learn about
particular environment? the needs and When can we say
Why? that species

characteristics of becomes How do you think or feel about

that population? How endangered? these potentially disastrous
are limiting factors Becomes activities?
threatened?
As an individual, how can you
How do changes in help the cause of preserving
the environment wildlife?
affect species
extinction?
G. Finding practical applications of Flash pictures of
concepts and skills in daily living Compare and contrast silver therapon or Will you patronize snakeskin
life in a rural and urban ayungin and belts, alligator boots, accessories
area. made of ivory and other things Make a multimedia
biya. Ask if they that made from endangered presentation of a
know and eat those species? Why or why not? timeline of extinction of
kind of fish. (Let representative
them note that microorganisms, plants,
these are and animals.
commonly found in
What do you think will Laguna de Bay.) (See Timeline Rubrics
happen if a population of on T.M. p. 51)
only one specie Other endangered
continue to increase in species like the
number? tamaraw in
Mindoro, mouse
deer in Palawan,
Philippine deer,
monkey-eating
eagle, and dugong
are in danger of
becoming extinct.
H. Making generalizations and Cite different environmental
abstractions about the lesson How do you Why do species changes that leads to extinction.
determine the area becomes
distribution of a given endangered? Why should we protect
population? endangered species?
1. How is biological How does population When can we say
diversity important? 2. density changes? that a species’
How will the community What are the factors population
of different species be that can be attributed becomes
able to withstand to the change? endangered?
environmental Threatened? And
changes? Extinct?

How are the

species affected of
the changes in
their environment?

Using the Exit Ticket Using the Exit Ticket

I. Evaluating learning What was What was
What is the most Give a 5 item formative test. What is the most
the most confusing Infer what will the most confusing
important idea happen If population important idea
thing we presented density increases? As population of thing we presente
discussed today? Decreases? people increases it discusse d today?
today? has great impact d today?
What are What on the growth and What are What
the three made the development of the the three made the
big learning community. How big learning
ideas/con easy for will it lead to ideas/co easy for
cepts to you species extinction? ncepts to you
be today? be today?
learned What learned What
from this made the from this made the
lesson? learning lesson? learning
difficult for difficult
you for you
today? today?
J. Additional activities for application or
remediation Do research on why Make a Poster on Conservation of
would an engineer have Wildlife.
to know the population
density in building
edifices or any
infrastructure?

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 School Grade Level Grade 9

DAILY LESSON LOG Teacher Learning
Area

Science
Teaching Dates and Quarter First Quarter
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 Differentiate basic features and importance of photosynthesis.
Write the LC code for each
S9LT-Ig-j-31

Identify raw materials

Identify parts of and products of Design an experiment
organelles involved in photosynthesis. to show evidences that Investigate conditions Assess the
photosynthesis. plants are capable of for photosynthesis. understanding of
Explain the process of making food through students on how
Describe how these food making in plants. photosynthetic process. photosynthesis
organelles work together takes place through
to produce food. Make a model of differentiated
photosynthesis. strategies.

II. CONTENT
Flow of Energy and
Flow of Energy and Flow of Energy and Matter Flow of Energy and Flow of Energy and
Matter in Ecosystem
Matter in Ecosystem in Ecosystem Matter in Ecosystem Matter in Ecosystem
PHOTOSYNTHESIS PHOTOSYNTHES PHOTOSYNTHES 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 Perfect Guide
Lower Secondary Science Lower Secondary Science
Book B Book B
Christopher N. Prescott pp. Christopher N. Prescott pp.
178 176-177
4. Additional Materials from Learning
Resources (LR) portal

B. Other Learning Resources http:// http://dendro.cnre.vt.e http://www.skoool.ie/skoo NSF FOCUS Math and
dendro.cnre.vt.edu du/forestbiology/photo ol/homeworkzone.asp?id= Science Partnership of
/forestbiology/photosynt synthesis.swf 233 University of California
hesis.swf NSF FOCUS Math and IRVINE
Science
Partnership of
University of California
IRVINE
IV. PROCEDURES
A. Reviewing previous lessons or Perform the Pre-test in 1. What are the
presenting the new lesson L.M. p. 73-74 to assess What are the parts of What processes are Cite evidence that shows raw materials and
prior knowledge. plants and organelles involved in food making? photosynthetic process. product of
essential to food photosynthesis?
making process? Write the word equation of 2. What organelles
photosynthesis. play an important role in
photosynthesis?
3. How do you
describe photosynthesis
using the word
equation?
B. Establishing a purpose for the English Learners:
Unlocking of Word
lesson Well, the sun comes Think-Pair-Share:
Difficulty:
Why do you think plants streaming out of the Students will use word
are called great food sky making Do plants really capable triangles to review the
Enzymes, Chloroplast,
providers? everything grow and of making foods? molecules involved in
Humidity, Temperature
keeping us alive and the process of
our main connection photosynthesis. (To
This will lead to factors
to the sun are the complete a word
affecting photosynthesis.
green leaves, only triangle, students draw
 they can make food one triangle for each
with sunshine energy. word and divide the
( An excerpt from triangle into three bands
Energy and Me CD by horizontally. The new
Billy B, lyrics for The vocabulary is placed in
Rock and Roll of the middle band, the
Photosynthesis) definition of the word is
written on the bottom
What is implied in the band and a diagram of
song? the word is written in
the top band).
C. Presenting examples/ instances of Picture Analysis. Worked Example with
the new lesson Answer Analysis:
Teacher asks students
what materials are Devi covered a part of a Art Education:
involved in the leaf with a black piece of
process of paper and left the leaf in Students will draw a
photosynthesis. bright sunlight for several leaf diagram and use
Show pictures of Students think about days. this to illustrate what
different food products the question for one She then carried out the There’s an old saying that goes in (reactants),
locally made from Khong minute, then turn to a iodine test for starch. What goes,” Para maganda ang and what comes out
Guan since students are shoulder partner and do you think happens to tubo ng mga halaman (products) of
very familiar with it. discuss their thoughts the leaf? kausapin mo ito palagi.” photosynthesis.
to the question.
How do you think these (The part of the leaf Is there any truth to this
products are made covered by the black saying?
available for us? (Elicit paper cannot
answer that will lead to photosynthesize and What scientific
the concept of how are would be unable to explanation lies behind
these foods manufacture sugar and the saying?
manufactured.) starch. Therefore, when GATE:
tested with iodine
solution, the area would Students will sequence
remain pale. The rest of the process of
the leaf would be positive photosynthesis and
to the iodine test and identify specific
produce a dark blue stain.) reactions involved,
using a “flow map” (or
D. Discussing new concepts and Perform Activity 1: What Perform Activity 3C and other suitable maps for
practicing new skills #1 are the Structures Perform Activity 3D of L.M. pp. 81-83 sequencing events).
Involved In the Food 3A.B,C,D: Evidence of
Making Process in Perform Activity: Photosynthesis in L.M.
Plants? pp. 75-77 Modelling pp. 79-82
Photosynthesis
( See attached Activity
Sheet)

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery
(Leads to Formative Assessment ) Discuss the answer to Process the Activity: Discuss the answer to the Computer Aided
guide questions in the Guide Questions. Activity:
Discuss the findings in
activity. Observations and data
each Learning Station.
gathered would lead to the Key Concepts would be Students make a
1.What reactants or discussion of the different Enzymes, Temperature, multimedia
1.What are the parts of
materials are required evidences in Carbon Dioxide, and Light
chloroplast and internal
for the process of photosynthetic process.
structure of leaf that are
photosynthesis?
involved in the process of
2. What products
photosynthesis?
are formed in the
2. What are the raw
process?
materials and products
3. What happens
of photosynthesis? 3.
to the light energy in
How would you describe
the thylakoid
the entire process of
membrane of the presentation of
food making?
chloroplasts? 4..How photosynthetic process.
does the energy from
sunlight used to build
sugars?
G. Finding practical applications of If one of the organelles
concepts and skills in daily living or parts of a leaf will not Students should create Imagine that you are a Supposed there are 2 jars
function, is there a an analogy for the farmer, what ways would with burning candle and
chance for process of you suggest to yield better one has potted plant
photosynthesis to take photosynthesis and crops? inside. Both jars are
place? Why or Why not? compare each part of placed near a window in
the process with some strong sunlight.
 other process in Question:
everyday life. (Ex. The
process of Why does the burning
photosynthesis is like candle in jar without potted
baking bread). plant stop burning before
the candle with potted
plant?

H. Making generalizations and c

abstractions about the lesson 1. The overall
process of What evidences are
photosynthesis uses shown that photosyntheti
water and carbon process takes place? What are the factors or
dioxide to produce conditions that affect
sugars that store photosynthesis?
chemical energy.
1. What are the 2. Sunlight is
organelles essential to absorbed using plant
the process of pigments called
photosynthesis? chlorophyll, and the
2. How are these process of
organelles work together photosynthesis takes
in the entire process of place within organelles
food making? called chloroplasts.
3. Energy from
sunlight is captured
during the
lightdependent
reactions and is used
to build sugars during
the light–independent
reactions.

Imagine that you are

I. Evaluating learning applying for a job in Explain the equation: Using the Exit Ticket
photosynthesis company. Using the Exit Ticket
Create a “resume”, Carbon Dioxide What was
explaining your job (CO2 ) + What is the most
qualifications the most confusing What was
the most
 and describing how you Water Chlorophyll important idea What is confusing
will efficiently get the job (H2O) thing we presented the most idea
done. Descriptions must Sunlight discusse d today? important presented
include key vocabulary today? thing we today?
such as stomata, water, Glucose + Oxygen What are What made discusse d
carbon dioxide, light, the three the learning today?
energy, chlorophyll and C6H12O6 O2 big easy for you What are What made
chloroplast. ideas/co today? the three the learning
ncepts to What made big easy for you
be learned the ideas/co today?
from this learning ncepts to What made
lesson? difficult for be learned the
you today? from this learning
lesson? 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?