School STA.

CRUZ NATIONAL HIGH SCHOOL Grade Level 9

DAILY LESSON
LOG Teacher KARINA M. GENTON Learning Area SCIENCE
Teaching Dates and Time JULY 29 – AUGUST 1, 2024 Quarter FIRST – WEEK 1

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 parts of • Explain how the lungs • Describe blood flows • Identify the component • Identify the
the breathing system work and gas exchange of the circulatory composition of the
with the heart, system blood
• Describe the function of • Describe how the circulatory system • Name and compare
each parts of the movement of and lungs • Explain the different the different types of
breathing systems diaphragm helps the types of circulation blood vessels
air to go in and out of • Explain the
the lungs mechanism of how
the respiratory and
circulatory system
work together

II. CONTENT
Respiratory parts and Main Respiratory organ Respiratory and Circulatory organs Blood and Blood vessels
functions Lungs Circulatory system Type of circulation

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
lesson or presenting the Recall the different levels Review the organs of Recall how the lungs Review the blood flow and Recall the three major
new lesson of organization in the Respiratory system work in the exchange of gas exchange within the organs of circulatory
human body and the gases in respiration respiratory and circulatory system.
mechanism involve in it process system.

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

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

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

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

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

I. Evaluating learning The students will answer Evaluation of the Answer the given Evaluate the students Let the students answer
Part B of activity 1 p.5 constructed model of questions on page 9. learning of concepts of short quiz
the human chest activity circulatory system by
answering the graphic
 organizer, page 13 of
learner’s module.
J. Additional activities for application Do the Enrichment Invite the school nurse to
or remediation activity page 10 of demonstrate how to get
learners module 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?
Prepared by:

KARINA M. GENTON
SST – I

Checked by:

VILMA M. CLEOPE
Head Teacher III
 School STA. CRUZ NATIONAL HIGH SCHOOL Grade Level 9
DAILY LESSON LOG
Teacher KARINA M. GENTON Learning Area SCIENCE
Teaching Dates and Time AUGUST 5 - 9, 2024 Quarter FIRST – Week 2

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 parts and • Measure and • Explain the negative • Identify ways of • Appreciate the
functions of the heart describe pulse rate effects of Cigarette detecting and importance of a healthy
after several smoking on the preventing diseases in lifestyle in avoiding
• Observe and different activities respiratory and respiratory and such disease
describe how the circulatory system circulatory system
heart function • Explain how to use • Infer how one’s
different time • Identify and describe • Identify which health lifestyle can affect the
• Explain how the interval to the symptoms of the habits keep the functioning of the
blood is pumped by measure the heart common ailments of respiratory and respiratory and
the heart rate respiratory and circulatory system circulatory system
circulatory system healthy.

II. CONTENT
Parts and functions of the Heart rate Respiratory and Making Respiratory and Making Respiratory and
heart Circulatory disorders Circulatory system healthy 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://www.youtube.com/ https:// https://www.youtube.com/ https://www.youtube.com/
Resource watch?v=zrFQteTyTPc www.youtube.com watch?v=fF7SNcw7kyQ watch?v=0aNNYEUARAk
/watch?v=r-m27szUFjO

IV. PROCEDURES

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

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

C. Presenting Bring out your books and the students to tell where Show the picture of Cite some government show pictures of different
examples/Instances of the identify the detailed parts of the sound of their heart is smokers body and call agencies that can help and lifestyle and ask the
new lesson the human heart coming from. students to describe give information in students to give the positive
preventing diseases and 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 dissect the remind the students to Smoking Is Dangerous to Watch the video Harmful different examples of
concepts and practicing chicken heart and identify choose only the physical your Health effects of tobacco on the unhealthy lifestyles from old
new skills # the parts of the heart activities that they can human heart magazines or news papers
tolerate so as to avoid Watch video on effect of and create a collage in your
injury or strain. smoking on the human notebook.
respiratory and circulatory
system

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

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

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

I. Evaluating learning Short quiz ( formative test) Compare the students Give 5 item multiple Answer the missing word on Summative Assessment 10
resting pulse with their choice test page 22 of learner’s module. items multiple choice test
pulse after the given
activities.
 Visit other school clinic or
J. Additional activities for your family doctor and
application or interview them about the
remediation common 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?

Prepared by:

KARINA M. GENTON
SST – I
Checked by:

VILMA M. CLEOPE
Head Teacher III
 School STA. CRUZ NATIONAL HIGH SCHOOL Grade Level 9
DAILY LESSON Teacher KARINA M. GENTON Learning Area SCIENCE
LOG
Teaching Dates and Time AUGUST 12 -16, 2024 Quarter FIRST – Week 3

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 chromosomes) S9LT-Id-29
Competency/Objectives (explain the different patterns of Non Mendelian Inheritance)
• Create a K-W-L • Explain the • Analyze problem • Describe Multiple • Describe how sex in
Chart to asses prior incomplete regarding Alleles pattern of humans is
knowledge dominance pattern codominance inheritance using determined
• Measure the of inheritance • Create a Punnett ABO blood type • Draw a Punnett
students’ prior • Illustrate by means square to show the • Infer the unknown square to explain
knowledge of Punnett square inheritance of phenotypes of how sex genes are
regarding a possible codominance individuals on the inherited
inheritance and combination of • Give the phenotypic basis of the known
variation through offspring involving and genotypic phenotypes of their
pre – assessment incomplete percentage of the family members
test offspring • Identify traits that
falls on the Non
Mendelian Pattern
of inheritance
II. CONTENT Unit 1: MODULE 2 Sex Chromosome and Sex
Heredity: Inheritance and Incomplete Dominance Codominance Multiple Alleles Determination
Variation
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 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 previous Mendelian Patterns of Let them remember again “Incomplete dominance” “Codominance” Non Mendelian Pattern of
lesson or presenting Inheritance the ff. terms; Inheritance
the new lesson a. Recessive
b. Dominant
c. Phenotype
d. Genotype
e. Alleles
f. Punnett squares
B. Establishing a purpose What are the exceptions of Picture analysis Picture analysis What is your blood type? Sex determination diagram
for the lesson Mendelian Pattern of (Let the student react on (Let the student react on Do you know your parents (Let the student analyze the
genetics? what they see on the what they see on the blood type? Are your blood picture and relate it to
pictures) The Group that pictures) The Group that types similar? If not, does meiosis and inheritance)
will list as many reaction will list as many reaction it mean that your adopted? How does sex genes
as possible in 1 min. gets a as possible in 1 min. gets a determined and inherited?
reward card. reward card.
C. Presenting Since there is an exception How does pink flower arise Read the procedure and Watch Video for better https://www.youtube.com/watch?v=k
examples/Instances of in Mendelian pattern of when a red and white explain the sample understanding MWxuF9YW38 (0:00 –

the new lesson inheritance, how does other flower was cross problem found on LM p. 33 https://www.youtube.com/watch?v=9 1:21 mins only)
O5JQqlngFY
inherited traits that falls pollinated?
beyond the exception of Let us investigate!
Mendel’s rule follows?
D. Discussing new Before we answer that 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 question let us answer the “Phenotypes and “Mystery Bull” “What’s your blood type?” Girl?”
new skills # 1 Pre – Assessment on LM Genotypes in Incomplete Discussion follows right
p. 29 dominance” after the given activity
E. Discussing new (By group) Create a K-W-L Problem solving of Problem solving of Identify the following traits Presenting Punnett square
concepts and questions Incomplete Dominance Codominance using and classified it into which and answering guide
practicing new skills # using Punnett square Punnett square Non Mendelian Pattern of questions
2 Inheritance it belongs
F. Developing mastery How is Mendelian What is Incomplete What is codominance? What is multiple alleles? How does sex genes
inheritance different from dominance? Summed up: What are The determined and inherited?
Mendel’s observation? Non Mendelian Pattern of
Inheritance?
G. Finding practical Give examples of the trait Is there any inherited traits Is there any inherited traits If you and your parents Is it right for the husband
application of that does not follow in human that follows the in human that follows the happens to have different to blame his wife if she
concepts and skills Mendelian Principle incomplete dominance Codominance pattern of blood types? Is that mean could not bear a male
in daily living pattern of inheritance inheritance? that you are not related to child? Which
each other? Why? Or why chromosomes determine a
not? person’s sex?
H. Making What happen with those How many phenotypes are What is codominance? Why does human blood Who determine the sex of
generalizations and inherited traits that does expressed in an How do they differ from types happens to be the their children? Explain your
abstractions about not conform to predicted incomplete dominance incomplete dominance? best example to show answer.
the lesson outcomes based on traits? multiple alleles? Is there
Mendel’s Law of other human traits that
inheritance? follow multiple allele’s
pattern?
I. Evaluating learning Not yet to be determined Evaluation is based on the Evaluation is based on the See attachment on DLL 1- Evaluation is based on the
(prior knowledge based on result of the activity result of the activity 10 Paper and pen test result of the Punnett square
the result of pre –
assessment test)
J. Additional activities for Research for The NON – Answer the problem set Answer the problem set Research on the ff;
application or Mendelian Patterns of (see the DLL attachment (see the DLL attachment Sex linked genes
remediation Genetics for the remediation and for the remediation and Sex limited genes
enrichment) enrichment) Sex influenced genes
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?

Prepared by:

KARINA M. GENTON
SST – I

Checked by:

VILMA M. CLEOPE
Head Teacher III
 School STA. CRUZ NATIONAL HIGH SCHOOL Grade Level 9
DAILY LESSON Teacher KARINA M. GENTON Learning Area SCIENCE
LOG
Teaching Dates and Time Quarter
AUGUST 12 -16, 2024 FIRST – Week 4
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?
Prepared by:

KARINA M. GENTON
SST – I

Checked by:

VILMA M. CLEOPE
Head Teacher III
School Grade Level 9
DAILY Teacher Learning Area Science
LESSON LOG Teaching Dates and Quarter First
Time

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?