DEPARTMENT OF EDUCATION

NATIONAL CAPITAL REGION

DIVISION OF PASIG CITY

Daily Lesson Log

School RIZAL HIGH SCHOOL Grade Level GRADE 9

Teacher Mrs. Cyril A. Constantino Learning Area SCIENCE
Date and Time Quarter First

I. OBJECTIVES
The learners demonstrate understanding of the ff:
1. the structure and function of plant parts and organelles involved in
A. Content Standards photosynthesis.
2. the structure and function of mitochondrion as the main organelle
involved in respiration
The learners should be able to:
B. Performance Standards 1. design and conduct an investigation to provide evidence that plants can
manufacture their own food.
The learners should be able to:
1. differentiate basic features and importance of photosynthesis and
respiration.
Specific objectives:
C. Learning Competencies/ 1. Describe the parts of mitochondrion.
Objectives 2. Explain the different stages of cellular respiration (glycolysis, Krebs cycle,
electron transport chain) and their interdependencies.
3. Illustrate the stages of cellular respiration through models or simulations.
4. Appreciate the complexity of cellular respiration and its fundamental role in
energy conversion for living organisms.

II. CONTENT Cellular Respiration

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 74 – 78
2. Learner’s Manual pages 91 – 93
1. Science and Technology K-12 Grade 9 Worktext, Alumaga, M.
3. Textbook pages
et al. pp.88 – 90
1. www.youtube.com
4. Additional Materials from 2. www.google.com
Learning Resource (LR) portal 3. www.slideshare.com

1. Gecomo, J., Soriano, M., Tabligan, M.C. Science – Grade 9

B. Other Learning Resources Module. Quarter 1: Living Things Module 5: Ecosystem: Life
Energy. First Edition, 2020
IV. PROCEDURES
A. REVIEW : Reviewing previous Mitochondria: The Powerhouses of Cells - K-W-L Chart
lesson or presenting new Using K-W-L Chart let the students collaborate
lesson
Ask students:
B. MOTIVATION: Establishing a
What does your body need to survive?
purpose of the lesson
What do you think happens in the body when you breathe?
C. PRE-ACTIVITY: Presenting
examples/instances of the new 1. Explaining the rules/procedures on how to conduct the activity #1
lesson
1. Perform Activity 1: What are the structures involved in the food making
D. ACTIVITY PROPER:
process in plants?
 E. DEEPENING: Video Showing about photosynthesis
Discussing new concepts and
practicing new skills
F. POST ACTIVITY: Developing 1. Answering the guide questions of the activity.
mastery
G. APPLICATION: Finding Based on the lesson that we just finished, how do a plants makes the
practical applications of earth livable by human and other animals?
concepts and skills in daily
living
Plants have green pigments called chlorophyll stored in the chloroplast. This
pigment aids in capturing light energy from the sun that enables plants to
change it into chemical energy stored in the food. This process is called
H. GENERALIZATION: Making photosynthesis.
generalizations and
abstractions about the lesson Sunlight
Carbon Dioxide + Water Glucose + Oxygen
(CO2) (H2O) Chlorophyll (C6H12O6) (O2)

I. ASSESSMENT: Evaluating
5 item short quiz
learning

J. REMEDIAL: Additional 1. Make a powerpoint presentation about the the local and global
activities for application or environmental issues/problems that are affecting your
remediation community.
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 lesson 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
that my principal or supervisor
can help me solve?
G. What innovation of localized
materials did I use/discover that
I wish to share with other
teachers?

1. The gas that the animals need to survive is oxygen. It is released as a by-product during
photosynthesis. Where does oxygen come from?
a. When carbon dioxide combines chemically with water
b. When water reacts with sunlight.
c. From the splitting of Carbon dioxide into carbon and oxygen
d. From the splitting of water molecules into hydrogen and oxygen
2. A plant makes food in order to survive. Which of the following factors does NOT affect the food
manufacturing of plants?
 a. Water supply b. Nutrients of the soil c. Carbon dioxide in the atmosphere d. light

3. Which of the following equations shows the correct path of the overall process of photosynthesis?
a. Glucose + water + sunlight → oxygen + carbon dioxide
b. Glucose + carbon dioxide + sunlight → oxygen + water
c. Carbon dioxide + water + sunlight → glucose + oxygen
d. oxygen + water + sunlight → Glucose + carbon dioxide
4. Oxygen and carbon dioxide are gases that cycle out in the ecosystem. Which of the following
gases is important to photosynthesis?
a. ozone gas b. water vapor c. oxygen d. carbon dioxide
5. Plants are considered as food makers. In which of the following cell organelles does
photosynthesis occur?
a. ribosome b. chlorophyll c. chloroplast d. mitochondrion

August 10, 2018 – Seatwork was given to students (Teacher attended a division seminar)
 DEPARTMENT OF EDUCATION
NATIONAL CAPITAL REGION
DIVISION OF PASIG CITY

Name: _______________________________________ Date: _______________

Grade & Section: _______________________________ Score: ______________

Worksheet # 1
Index of Diversity
Materials: Pen and Paper
Procedure:
1. This is an outdoor activity. Go to the area designated by your teacher.
2. Record the number of different species of trees present in the area. (It is not
necessary to know their names, just make sure that they differ by species.) Record this
number in your data table.

DATA TABLE
Number of species
Number of runs
Number of trees

3. Go to the designated area again. This time, make a list of the trees by assigning each
a number as you walk by it.
4. Place an X under Tree 1 on your list. If tree 2 is the same species as Tree 1, mark
another X under Tree 1. Continue to mark an X under the trees as long as the species is
the same as the previous one.
5. When a different species is observed, mark an O under that tree on your list. Continue
to mark an O if the next tree is the same species as the previous. If the next tree is
different, mark an X.
6. Record in your data table:
a. The number of “runs”. Runs are represented by a group of similar symbols in a row.
Example – XXXXOOXO would be 4 runs (XXXX – 1 run, OO – 1 run, X – 1 run, O – 1
run).
b. The total number of trees counted.
7. Calculate the Index of Diversity (I.D.) using the given formula:
Number of species x number of runs
Index of diversity =
Number of trees
Guide Questions:
Q 1. Compare how your tree I.D. would be different in a vacant lot than that in
a grass lawn. Explain your answer.
Q 2. If humans were concerned about biological diversity, would it be best to have
a low or high I.D. for a particular environment? Explain your answer.