CONTENT: Ecosystems

CONTENT STANDARD: The learner demonstrate an understanding of:

1. the structure and function of plant parts and organelles involved in
photosynthesis
2. the structure and function of mitochondrion as the main organelle
involved in respiration

PERFORMANCE STANDARD: The learners should be able to design and conduct an investigation to
provide evidence that plants can manufacture their own food.

LEARNING COMPETENCY CODE: S9LT-Ig-j-31

Day 1

I. OBJECTIVES:

1. Identify the parts and functions of the leaves;

2. Label the parts of the leaves; and
3. Appreciate the importance of plants to our life.

II. SUBJECT MATTER

A. Topic: Parts of a leaf

B. Concepts:

A leaf is a highly organized factory – an organ constructed of several kinds of specialized

tissues, each of which has its own duties. The product of the factory is no less than the food
which supports nearly all life on Earth.
C. Materials:

Prepared activity sheets and pen

D. References:

1. EASE Biology (Module 4) Photosynthesis ; Science and Technology 9 (V Smart), pp. 104-
105;

E. Process/ Skills:

Identifying, Describing

F. Values Integration: Appreciation

III. LEARNING TASK:Collaborative

Engage: Word Hunt

S T O M A T A T G C C A
D I D A T R U U B U U C
G M X Y L E M Y R T T T
H E M I T R F H T I I D
T S A L P O R O L H C F
R A M P R E I K I L L R
I L E G H Q E I E E E T
O E T M E O L H P E R H

Explore: GROUP ACTIVITY (Collaborative)

(Reading Resources)

Group 1 - identify and label the external parts of a leaf

Group 2 - identify and label the internal parts of a leaf
Prepared by: Rosemarie P. Compendio, T - 1
Dasmariñas West National High School
 Group 3 - Describe the functions of each part (external) of a leaf
Group 4 -describe the functions of each part (internal) of a leaf

Explain:

1. What are the different external parts of a leaf?

2. What are the internal parts of a leaf?

3. What are the function of each part?

Elaborate:
An ordinary leaf consists of the lower and upper epidermis, the vascular bundles

(veins), the mesophyll, and the stomata.

The chloroplast consists of the inner and outer membrane, stroma, inner membrane

space and thylakoids stacked in grana.

Evaluate: Multiple Choice:

1. The main photosynthetic organ in the plant is the:

a. stem b. root c. leave d. flower
2. Which of the following organelles traps energy from the sun?
a. epidermis b. cuticle c. chloroplast d. chlorophyll
3. Where do we find cells with chloroplasts in the leaves of plants?
a. mesophyll layer b. cuticle c. epidermis d. matrix
4. Cactus makes food through its
a. leaves b. stems c. roots d. flowers
5. Where do we find most of the stomata?
a. upper epidermis c. lower epidermis
b. mesophyll layer d. spongy layer

IV. Agreement / Assignment

What adaptations do leaves have for photosynthesis?

Prepared by: Rosemarie P. Compendio, T - 1

Dasmariñas West National High School
LEARNING COMPETENCY CODE: S9LT-Ig-j-31

Day 2

I. OBJECTIVES:
1. Identify the parts of the chloroplast;
2. Describe the function of each part;

II. SUBJECT MATTER

A. Topic: Photosynthesis

B. Concepts:
Chloroplasts are organelles present in plant cells and some eukaryotic organisms.
Chloroplasts are the most important plastids found in plant cells. It is the structure in a green
plant cell in which photosynthesis occurs.

C. Materials:
Flash cards, enlarged illustration of chloroplast
D. References:
EASE Biology (Module 4) Photosynthesis, pp. 15 - 16

Websites:

http://dendro.cnre.vt.edu/forestbiology/photosynthesis.swf

E. Process/ Skills:
Identifying, Classifying and Describing
F. Values Integration: Appreciation

III. LEARNING TASK: Collaborative,Inquiry

Engage:
Where are chlorophylls for photosynthesis located?

Explore:
Learners will answer activity # __ (The chloroplast)

Explain:
What are the parts and functions of the chloroplast?

Elaborate:

The chloroplast is a disc-shaped structures that are suspended in the cytoplasm of the plant cells.
A double layered membrane encloses the chloroplast.
The chloroplast has the following parts:
Thylakoids - thin, flat, disc-like sac
Stroma - jelly-like fluid
Granum - stack or pile of thylakoids
Outer membrane
Inner membrane
Evaluate: Identify the following

1. An organelle found in plant and algae cells where photosynthesis occurs - chloroplast
2. Located under the smooth outer membrane - inner membrane
3. The smooth outer covering of the chloroplast - outer membrane
4. A stack of thylakoids in chloroplast - granum
5. The fluid of the chloroplast surrounding the thylakoid membrane - stroma

IV. ASSIGNMENT:

In 5 sentences, describe the role of the chloroplast in the process of photosynthesis.

Prepared by: Rosemarie P. Compendio, T - 1

Dasmariñas West National High School
LEARNING COMPETENCY CODE: S9LT-Ig-j-31

Day 3

I. OBJECTIVES:
1. Identify the raw and end products of photosynthesis
II. SUBJECT MATTER
A. Topic: Raw and End products of photosynthesis
B. Concepts:
Photosynthesis is a chemical process which can be explained by the general equation

Sunlight
6CO2 + 6H2O C6H12O6 + 6O2
Chlorophyll
C. Materials:
Audiovisual material (if with available resources)
Concept Map Template, strips of paper manila paper
D. References:
E. Process/ Skills
Identifying
F. Values Integration: Awareness
III. LEARNING TASK:Collaborative
Engage:
Think - Pair - Share
"What materials are involved in the process of photosynthesis?

Explore: GROUP ACTIVITY

1. Students will draw a leaf structure, and use this to illustrate what goes in and what
comes out during photosynthesis.
2. Using a concept map, students will identify the raw and end products of photosynthesis

Explain:

1. What materials are required in the process of photosynthesis?

2. What are the roles of chloroplast and chlorophyll in photosynthesis?

Elaborate:

Photosynthesis is a process whereby green plants and algae convert radiant energy into stored
chemical energy. During the process, light energy is absorb and is used to combine water and carbon
dioxide to produce glucose and oxygen back into the environment.

Evaluate: Multiple Choice:

1. Plants need water, carbon dioxide, and light for photosynthesis. How does the plant absorb water for
photosynthesis?
A. Through the chlorophyll C. Through the leaves
B. Through the roots D. Through the sun
2. Where does the plant get the energy that powers photosynthesis?
A. From chlorophyll C. From sunlight
B. From carbon dioxide D. From water
3. According to the diagram, what absorbs the light energy for photosynthesis?
A. Chlorophyll B. Roots C. Sun D. Carbon dioxide
4. Look at the diagram. What are the ingredients of photosynthesis?
A. Water and chlorophyll C. Water and carbon dioxide
B. Water and oxygen D. Glucose and oxygen
5. What are the products of photosynthesis?
A. Water and chlorophyll C. Water and carbon dioxide
B. Water and oxygen D. Glucose and oxygen

IV. ASSIGNMENT:

Using what you know about photosynthesis, justify why a houseplant that does not receive adequate
amount of sunlight will end up dying?
Prepared by: Rosemarie P. Compendio, T - 1
Dasmariñas West National High School
LEARNING COMPETENCY CODE: S9LT-Ig-j-31

Day 4

I. OBJECTIVES:
1. Show that oxygen is produced by photosynthesis; and
2. Show the effect of light in the rate of photosynthesis.
II. SUBJECT MATTER
A. Topic: Evidence of photosynthesis
B. Concepts
The factors that affect the rate of photosynthesis are temperature, carbon dioxide, water, and light.
Providing the plant with the right amount of these materials will ensure good quality and quantity of
the harvest.
C. Materials:
Activity 3A
Test tube water available plant sample
Activity 3C
2 Beakers 2 test tubes (activity 3C)
2 Funnels 2 Santan leaf or twigs of Hydrilla or Elodea
Glowing splinter
D. References:
Books:
1. Science Grade 9 – Learner’s Manual (pp. 8 - 10)
2. Science Grade 9 – Teacher’s Guide

E. Process/ Skills:
Observing, Describing and Explaining
F. Values Integration: Cooperation
III. LEARNING TASK Inquiry

Engage:

How would you know that plants really make their own food?

Explore:

Learners will investigate evidence of photosynthesis by doing Activity 3 (Evidence of

photosynthesis)
Group 1 & 2 - Activity 3A (Oxygen is produced by Photosynthesis)
Group 3 & 4 - Activity 3C (show the effect of light on the rate of photosynthesis)

Explain:
Group 1 & 2
1. What did you see in the set up?
2. What do these bubbles indicate?

Group 3 & 4
1. Which setup produce more bubble?
2. What happens to the number of bubbles as time passed?

3. What can you infer from your observations in the 2 setups?

Elaborate:
Bubbles were seen in the set up as evidence that oxygen is produced by photosynthesis.
Evaluate:
Can photosynthesis take place in the absence of sunlight? Why?
IV. ASSIGNMENT /AGREEMENT
Bring the following materials
4 Test tubes Drinking straw
2 500 mL empty mineral water bottles with cap
lime water

Prepared by: Rosemarie P. Compendio, T - 1

Dasmariñas West National High School
LEARNING COMPETENCY CODE: S9LT-Ig-j-31

Day 5

I. OBJECTIVES:
1. Show that carbon dioxide is needed in photosynthesis
2. Show the effect of the varying amount of chlorophyll in the rate of photosynthesis

II. SUBJECT MATTER:

A. Topic: Evidence of Photosynthesis

B. Concepts:

Carbon dioxide is one of the important materials to enable plants to produce food.

C. Materials:

Testing for the presence of carbon dioxide

4 Test tubes Drinking straw 4 Rubber stoppers lime water

2 500 mL empty mineral water bottles with cap 1 Graduated cylinder

To show the effect of the varying amount of chlorophyll in the rate of photosynthesis.

1 fresh coleus leaf (mayana) Alcohol lamp Denatured alcohol Beaker

Petri dish Wire gauze Tripod Test tube
Medicine dropper Tincture of iodine

D. References:

1. Science Grade 9 – Learner’s Manual (pp. 11 - 14)

2. Science Grade 9 – Teacher’s Guide

E. Process/ Skills:
Inferring, concluding

F. Values Integration: Cooperation

III. LEARNING TASK Inquiry

Engage:

How do plants obtain carbon dioxide for photosynthesis?

Explore: Group Activity

Group 1 & 2 - Testing for the presence of carbon dioxide

* suggested stations for the teacher to prepare.

Station 1 - Place the light-exposed plants and the box containing the dark-exposed
plants at the station. Label each plant

Station 2 - Fill two 250 ml beakers with 150 ml isopropyl alcohol each. Place each
beaker into a 600 ml beaker filled with 300 ml water. Heat the water enough to bring the
alcohol to a gentle boil.
Fill two 250 ml beakers with 150 ml water each.

Station 3 - Pour iodine solution into each of four small beakers with medicine
droppers.

Group 3 & 4 - To show the effect of the varying amount of chlorophyll in the rate of
Prepared by: Rosemarie P. Compendio, T - 1
Dasmariñas West National High School
 photosynthesis.

*work stations
Station A - remove a leaf from one of the bean plants (or other plants) exposed to
light and cut off the stem with scissors.

Station B - take turns with other groups to place your leaf into the beaker of boiling
alcohol for 3 minutes. Use forceps in removing the leaf. Place the leaf in water for 30
seconds. Remove the leaf from the water and put it in petri dish.

Station C - Drop some iodine solution in the leaf. Record your observation.

Repeat the procedure in 3 stations using the leaf from the plant that is placed inside
the box.

Explain:

1. How do you describe the two test tubes?

2. How does the exposure of plants to light affect their production of sugar?

3. How would starch production be affected if a plant could not obtain carbon dioxide?

Elaborate:

1. Carbon dioxide is one of the important materials to enable plants to produce food.
2. The factors that affect the rate of photosynthesis are temperature, carbon dioxide, water,
and light. Providing the plant with the right amount of these materials will ensure good
quality and quantity of the harvest.

Evaluate:
Presentation of output will be based from the rubric

IV. ASSIGNMENT:
What are the two stages of photosynthesis?

Prepared by: Rosemarie P. Compendio, T - 1

Dasmariñas West National High School
LEARNING COMPETENCY CODE: S9LT-Ig-j-31

Day 1

I. OBJECTIVES:
1. Describe the light and dark reaction stages in photosynthesis.
2. Differentiate light-dependent reaction from light-independent reaction of photosynthesis.

II. SUBJECT MATTER:

A. Topic: Light and Dark reaction of Photosynthesis

B. Concepts:

Photosynthesis is not a simple one-step chemical reaction. It may be divided into two phases:

A. The light-dependent phase reaction that occurs in the granum and requires the presence
of light energy
B. The light independent phase that occurs in the stroma with or without light.

C. Materials:

Strips of paper, Manila paper, coloring materials

D. References:

1. Science in Today’s World, pp. 51-54

2. www.majordifferences.com

E. Process/ Skills

Identifying, Describing

F. Values Integration: Awareness

III. LEARNING TASK Collaborative

Engage:
1. Jumbled Letters (grana, stoma, ATP, NADPH, glucose, Carbon dioxide, oxygen, water)
2. How do producers use light energy to manufacture food?

Explore: Group Activity

Group 1 - make a flowchart (steps in the Light-reaction phase)

Group 2 - make a flowchart (steps in the dark reaction phase)

Group 3 - Concept map (raw materials and end products of both light and dark reaction phases of
photosynthesis)

Group 4 - simulation (light and dark reaction phase)

Group 5 - rap/song/poem (light and dark reaction phases of photosynthesis)

Explain:

1. What are the raw materials of light-dependent and light-independent phases of photosynthesis?

2. What are their respective products?

3. Where does it take place?

Elaborate:

Prepared by: Rosemarie P. Compendio, T - 1

Dasmariñas West National High School
 Light reaction is the first stage in photosynthesis where water is broken in the chlorophyll molecule
into H+ ions and OH- ions in the presence of light resulting in the formation of NADPH and ATP. It occurs
in the grana of chloroplast.
Dark Reaction is the second step in the process. It takes place in the stroma of the chloroplast.
Sugars are synthesized from carbon dioxide (CO2)

Evaluate:

Complete the table.

Comparing Light reaction and Dark reaction Phases of Photosynthesis

Basis of comparison Light Reaction Dark Reaction

Site of occurrence
Raw materials
By-products

IV. ASSIGNMENT:

Prepare for a long quiz next meeting.

Prepared by: Rosemarie P. Compendio, T - 1

Dasmariñas West National High School
LEARNING COMPETENCY CODE: S9LT-Ig-j-31

Day 2

I. OBJECTIVES:
Describe cellular respiration.

II. SUBJECT MATTER:

A. Topic: Cellular Respiration

B. Concepts:

Animals and other heterotrophic organisms depend directly or indirectly on plants and other
photosynthetic organisms for food. Organisms use food as a source of energy.

Cellular respiration is a catabolic process of creating energy from complex substances such as
glucose. It can occur with (aerobic cellular respiration) or without oxygen (anaerobic cellular
respiration).

C. Materials:

LCD Projector, white screen (manila paper as an alternative), laptop and extension socket
(video presentation)

D. References:

Books:
1. Science Links 9, pp. 95 - 97
2. Science in Todays World, p. 55
3. www.study.com

E. Process Skills:

Identifying, Classifying and Integrating lesson in daily activities

F. Values Integration:

Appreciation

III. LEARNING TASK Inquiry

Engage:

1. Word Hunt (terms about cellular respiration)

2. Ask “How do living things harness energy from food?"

Explore:

Option 1: Video presentation

* The teacher may opt to use videos downloaded from YouTube or other websites.

Option 2: Reading resource material

Explain:

After watching the video/reading, the students will answer the following questions.

1. What is cellular respiration? Why is it important?

2. What is ATP? Why is it important?
3. What are the major components of cellular respiration?

Elaborate:

Prepared by: Rosemarie P. Compendio, T - 1

Dasmariñas West National High School
 Cellular respiration is a set of metabolic reactions and processes that take place in the cells of
organisms to convert biochemical energy from nutrients into adenosine triphosphate (ATP), and then
release waste products.
Aerobic respiration requires oxygen (O2) in order to create ATP.
Aerobic metabolism is up to 15 times more efficient than anaerobic metabolism (which yields 2
molecules ATP per 1 molecule glucose). However some anaerobic organisms, such as methanogens
are able to continue with anaerobic respiration, yielding more ATP by using other inorganic
molecules (not oxygen) as final electron acceptors in the electron transport chain.

Evaluate:

What is the difference between aerobic respiration and anaerobic respiration?

IV. ASSIGNMENT:

What is the role of photosynthesis and cellular respiration in the flow of energy from the sun, to the
biosphere, and into the environment?

Prepared by: Rosemarie P. Compendio, T - 1

Dasmariñas West National High School
LEARNING COMPETENCY CODE: S9LT-Ig-j-31

Day 3

I. OBJECTIVES:
Describe each part of the mitochondrion.

II. SUBJECT MATTER:

A. Topic: Mitochondrion

B. Concepts:
Mitochondria are membrane-enclosed organelles distributed through the cytoplasm
of most eukaryotic cells. Their main function is the conversion of the potential energy of
food molecules into ATP. This organelle has important parts.

C. Materials:
Pictures of mitochondria, strips of paper

D. Reference/s:

1. EASE Module 5 (Cellular Respiration), pp. 9 - 10

E. Process / Skills:

Identifying, Describing

F. Values Integration:

Appreciation

III. LEARNING TASK Inquiry

Engage:

Puzzle (picture of mitochondria)

Explore:

Explain:

Based from the illustration, answer the following questions:

1. What are the parts of the mitochondria?

2. Describe each part.

Elaborate:

1. An outer membrane that encloses the entire structure. It contains many complexes
of integral membrane proteins that form openings. A variety of molecules and ions move
in and out of the mitochondrion through the openings.
2. An inner membrane that encloses a fluid-filled matrix. This membrane contains five
complexes of integral proteins such as:
Prepared by: Rosemarie P. Compendio, T - 1
Dasmariñas West National High School
  NADH dehydrogenase
 succinate dehydrogenase
 cytochrome c reductase (the cytochrome b-c1 complex)
 cytochrome c oxidase
 ATP synthase

3. The smooth outer membrane – This encloses the entire organelle and contains porin
protein molecules that serve as diffusion channels for minute protein molecules across the
membrane.
4. The cristae – With their folds, the cristae increase the total surface area of the inner
membrane. The cristae create two sections in the mitochondrion -
5. The intermembrane space – This lies between the outer and inner membranes.
6. The matrix – This is the inner space enclosed by the inner member. The matrix
contains about 2/3rd of the total mitochondrion protein. It also contains several hundred
enzymes, transfer RNA (tRNA) and copies of the mitochondrial DNA genome.

Evaluate:

Label the parts of the mitochondrion as indicated:

IV. Agreement / Assignment:

Describe the following:
1. Glycolysis,
2. Krebs Cycle
3. Electron transport chain.

Prepared by: Rosemarie P. Compendio, T - 1

Dasmariñas West National High School
LEARNING COMPETENCY CODE: S9LT-Ig-j-31

Day 4

I. OBJECTIVES:

Explain the process involved in Glycolysis, Krebs Cycle and Electron transport chain.

II. SUBJECT MATTER

A. Topic: Process of Cellular Respiration

B. Concepts:

Cellular respiration is the process of extracting energy in the form of ATP from the glucose
in the food you eat. How does cellular respiration happen inside of the cell? Cellular respiration is a
three step process.
1. Glucose is broken down in the cytoplasm of the cell called glycolysis.
2. Pyruvate molecules are transported into the mitochondria. In the mitochondria,
the pyruvate will be converted into a 2-carbon molecule then enters the Krebs Cycle in the cristae.
3. In the electron transport chain, the energy molecules are converted into ATP.

C. Materials:
Enlarged illustration of glycolysis, Krebs cycle and electron flow, Projector
D. Reference:
1. Science in Todays World, pp. 56 - 58
2. Science Links, pp. 98 - 101
3. EASE Module 5 (Cellular Respiration) pp, 12 - 17
4. www.ck12.org/book

E. Process / Skills:
Describing, Analyzing
F. Values Integration:
Cooperation
III. LEARNING TASKS: Inquiry
Engage:

Why do you need to breathe?

Explore:

A. Group Activity: (Video presentation) *optional websites

 Glycolysis at http://www.youtube.com/watch?v=piIrBw24c8M (0:44)

 Krebs Cycle at http://www.youtube.com/watch?v=O6bInBQXtmM (5:30)
 Electron Transport Chain at http://www.youtube.com/watch?v=xbJ0nbzt5Kw (3:50)
B. Picture Analysis: *if audiovisual material is not available

Prepared by: Rosemarie P. Compendio, T - 1

Dasmariñas West National High School
Explain:

Glycolysis:

1. Where does glycolysis occur?

2. When glucose is broken down what is produced?
3. Does glycolysis require oxygen?
Krebs Cycle:

1. What is the cristae? Where does it occur? Why is this structure important?
2. What high energy electron carriers are produced by the Krebs cycle? Where do they carry their
electrons?
3. What is the role of acetyl-CoA? Where does it fit into the Krebs cycle?
4. How much ATP is made by the Krebs cycle for every molecule of Pyruvate that enter the cycle?
Electron Transport Chain

1. What is the name of the protein complex that makes ATP?

2. What is the final electron acceptor at the end of the electron transport chain?
3. What is a "mobile transfer molecule"? What is their function?
4. How is the hydrogen ion gradient formed?
5. What is the purpose of the proton (hydrogen ion) gradient?

Elaborate:

1. Most of the steps of cellular respiration take place in the mitochondria.

2. Oxygen and glucose are both reactants in the process of cellular respiration.
3. The main product of cellular respiration is ATP; waste products include carbon
dioxide and water.

Evaluate:

Answer the following: (can be written or oral)

1. Where is glucose broken down to form ATP? What is this process called? Does this
process need oxygen?
2. Write the chemical reaction for the overall process of cellular respiration.
3. What is necessary for the Krebs cycle to proceed?
4. What happens during the Krebs cycle?
5. What is pyruvate?
6. What happens during the electron transport chain?
7. How is ATP made during the third stage of cellular respiration?

AGREEMENT / ASSIGNMENT:
Complete the table below.
Glycolysis Krebs Cycle ETC
Raw material/s
End product/s
Site of occurrence
# of ATP's Produced

Prepared by: Rosemarie P. Compendio, T - 1

Dasmariñas West National High School
LEARNING COMPETENCY CODE: S9LT-Ig-j-31

Day 5

I. OBJECTIVES:

Compare photosynthesis and cellular respiration.

II. SUBJECT MATTER

A. Topic: Comparing photosynthesis and cellular respiration

B. Concepts:

Photosynthesis and cellular respiration are reactions that both provide energy for cellular
functions. However, these two processes differ in many aspects.The products and reactants for
photosynthesis are reversed in cellular respiration

C. Materials:

Activity sheets

D. References:

1. Science Links, pp. 102 - 103

2. Science in Todays World, p. 62

E. Process / Skills:

Analyzing, describing, identifying, comparing

F. Values Integration:

Appreciation

III. LEARNING TASKS: Collaborative

Engage: Picture analysis:

1. What is being depicted in each picture?

2. Name the processes that both these organisms go through.

Explore: Comparing Photosynthesis and Respiration

Prepared by: Rosemarie P. Compendio, T - 1
Dasmariñas West National High School
 Group 1 - Venn diagram

Complete the Venn diagram about photosynthesis and respiration. Use the following terms
(can be used more than once): absorbs, releases, Calvin cycle, chlorophyll, water, carbon dioxide,
mitochondria, Krebs cycle

Respiration
Photosynthesis Both

Group 2 - Table

Complete the table below

Photosynthesis Respiration
Where?
When?
Input
Output
Energy source
Energy result
Equation
Group 3 - Illustration (Activity 6, Learners Module)

Explain:

1. What is the general chemical equation of photosynthesis? Cellular respiration?

2. How do you compare the chemical equations of photosynthesis and cellular respiration?

Elaborate:

Comparative Summary of Photosynthesis and Cellular Respiration

Photosynthesis Cellular Respiration

1. Stores energy in sugar 1. Releases energy from sugar molecules
2. Uses carbon dioxide and water 2. Releases carbon dioxide and water
3. Increases weight 3. Decreases weight
4. Occurs in cells containing chloroplast 4. Occurs in all living cells
5. Produces oxygen 5. Utilizes oxygen in the process
6. Produces ATP with energy from light 6. Produces ATP with energy released from sugar

Evaluate:

Rubric for Scoring: (Optional)

Content:
Time management:
Cooperation:
IV. AGREEMENT / ASSIGNMENT
Prepared by: Rosemarie P. Compendio, T - 1
Dasmariñas West National High School
 Research on the different agriculture practices that will improve the quality and quantity of harvest

LEARNING COMPETENCY CODE: S9LT-Ig-j-31

Day 1

I. OBJECTIVES:

Identify sustainable agriculture practices that will improve the quality and quantity of
harvest.

II. SUBJECT MATTER

A. Topic: Sustainable Agricultural Practices
B. Concepts:
Improved farming practices enhance photosynthesis that results in good harvest.
C. Materials:
Manila paper, writing pens
D. References:
1. Science Links, p. 111
2. Science & Technology 9, pp. 131 - 131
E. Process / Skills:
Describing, Identifying
F. Values Integration:
Cooperation
III. LEARNING TASKS: Collaborative

Engage:

How do we ensure that plants produce enough food to meet human needs?
Explore:

1. Group Activity: (Suggest ways how to improve the quality and quantity of crops)

1. Collage
2. Flowchart
3. Poster
4. Role Play

2. Investigatory Project (Organic fertilizer versus inorganic fertilizer) (optional since it will take
weeks of doing the experimentation)

Explain:

What do you know about the following?

1. Crop rotation
2. Cover crops
3. Organic farming
4. Strip cropping
Elaborate:

To help farmers adopt sustainable practices in farming, it is very important that each one
of us will support the programs and projects implemented by concerned agencies.
As a student, what is your role in maintaining the quality and quantity of harvest of our
farmers?

Evaluate:

If given the chance to talk to a farmer, what advise can you give to our farmers in terms of
improving their crop harvest?

IV. AGREEMENT / ASSIGNMENT:

Conduct a research about URBAN GARDENING.

Prepared by: Rosemarie P. Compendio, T - 1
Dasmariñas West National High School