School J. V.

Ferriols National High School Grade Level 9

DAILY LESSON Teacher Jeshiel A. Maniwang Learning SCIENCE
LOG Area
Teaching Dates and Time Week 1 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  Describe blood flows  Describe blood flows  Describe blood flows
and gas exchange with and gas exchange with and gas exchange  Identify the component  Identify the composition
the heart, circulatory the heart, with the heart, of the circulatory system of the blood
system and lungs circulatory system and circulatory system and lungs  Name and compare the
lungs different types of blood
Explain the mechanism  Explain the different vessels
of how the respiratory and Explain the mechanism Explain the mechanism of types of circulation
circulatory system work of how the respiratory how the respiratory and
together and circulatory system circulatory system work
work together together

II. CONTENT Respiratory and Circulatory Respiratory and Circulatory Respiratory and Circulatory
system system system Circulatory organs Type Blood and Blood vessels
of circulation
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Pp. 6-7 Pp. 6-7
Pp. 6-7 Pp.8-10 Pp. 9-11
2. Learner’s Materials pages
Pp.8-9 Pp. 10-11 Pp. 12-13
3. Textbook pages
E-biology pp. 245 248
4. Additional Materials
from Learning
Resource
5. (LR)portal
B. Other Learning Resource https://www.youtube.com/ https://www.youtube.com/
watch?v=_FLjj_Z7SkA watch?v=_FLjj_Z7SkA

IV. PROCEDURES

A. Reviewing previous Recall how the lungs work in the exchange of gases in respiration process Review the blood flow and gas Recall the three major organs
lesson or presenting exchange within the of circulatory system.
the new lesson respiratory and circulatory
system.

B. Establishing a purpose for Discuss the blood flow and gas exchange within the circulatory and respiratory system Name and discuss the Describe and give the functions
the lesson components of circulatory of the different components of
system the blood.
.
C. Presenting Using the learners manual page 9 the students will trace the gas exchange activity Refer to figure 9 page 15 of Show pictures of blood
examples/Instances of learner’s module study the composition.
the new lesson different parts of circulatory Watch the video about blood
system to visualize each types
component.

D. Discussing new concepts Discuss the procedure and the materials needed for the activity Compare the three types of Using microscope the
and blood circulation students will focus human
practicing new skills # 1 blood cells

Video showing the animated

flow of blood to the different
E. Discussing new The students will do the activity 3 outside the classroom. Page 8 learners module parts of the body.
concepts and practicing
new skills #
2

F. Developing mastery Discuss the answers of the given questions in activity 3 Fill in the missing parts, Let the students give the
description, and functions to functions of blood components
complete the entire concept and compare the blood vessels
mapping of circulatory system
page 13 learners
module

G. Finding practical Demonstrate ways of taking care respiratory system Let the students discuss the Let the students infer what
application of concepts use and importance of would happen if the blood
and skills in sphygmomanometer and stopped to flow
daily living stethoscope.

H. Making Ask the students to describe the blood flow and gas exchange with the heart and lungs. Ask the students to enumerate Let the students answer the
generalizations and the parts of the blood and their question.
abstractions about functions What are the blood vessels
the lesson and how are they differ?

I. Evaluating learning Answer the given questions on page 9. Evaluate the students learning Let the students answer short
of concepts of circulatory quiz
system by answering the
graphic organizer, page 13 of
learner’s module.

Invite the school nurse to

J. Additional activities Do the Enrichment activity page 10 of learners module demonstrate how to get blood
for application or pressure.
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: Checked :

JESHIEL A. MANIWANG SARAH B. BACALSO

Teacher I Master Teacher I

 School J. V. Ferriols National High School Grade Level 9
DAILY LESSON Teacher Jeshiel A. Maniwang Learning SCIENCE
LOG Area
Teaching Dates and Time Week 2 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 S9LT-Ia-b-27

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

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

IV. PROCEDURES

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

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

C. Presenting Bring out your books and the students to tell where Show the picture of smokers Cite some government show pictures of different
examples/Instances of the identify the detailed parts of the sound of their heart is body and call students to agencies that can help and lifestyle and ask the students
new lesson the human heart coming from. describe give information in to give the positive and
preventing diseases negative effect to one’s
life
 In doing the activity, remind Do Activity 7 Cigarette The students will cut out
D. Discussing new concepts Let the students dissect the the students to choose only Smoking Is Dangerous to Watch the video Harmful different examples of
and practicing new skills # chicken heart and identify the the physical activities that your Health effects of tobacco on the unhealthy lifestyles from old
parts of the heart they can tolerate so as to human heart magazines or news papers and
avoid injury or strain. Watch video on effect of create a collage in your
smoking on the human notebook.
respiratory and
circulatory system

E. Discussing new The Students will do go out Ask the students to write Perform the activity 8
concepts Do Activity 5 from the classroom to some of the common Prevention is Better that cure
practicing new skill Pump it perform the Activity 6 The ailments of Respiratory and
#2 Rhythm of My Heart circulatory system
.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 meaningful Learners module
Activity 6 page 12 which falls discussion on prevention
under the respiratory and
circulatory system

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

H. Making generalizations Label the parts of the heart After exercise, the heart rate The students will describe Discuss the best way to Vices, stressful environment,
and abstractions about the increases and eventually and give the symptoms of prevent diseases in the and unhealthy eating habits
lesson returns to resting pulse. the common ailments of respiratory and circulatory can cause various diseases
Therefore shorter interval is the circulatory system systems to have healthy specifically of the respiratory
needed. lifestyle, like balance diet, and circulatory systems.
regular exercise avoid cigarette
smoking.
 I. Evaluating learning Short quiz ( formative test) Compare the students Give 5 item multiple choice Answer the missing word on Summative Assessment 10
resting pulse with their test page 22 of learner’s module. items multiple choice test
pulse after the given
activities.
Visit other school clinic or your
J. Additional activities for family doctor and interview them
about the common ailments that
application or remediation 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: Checked by:

JESHIEL. MANIWANG SARAH B. BACALSO

Teacher I Master Teacher I

 School J.V. Ferriols National High School Grade Level 9
DAILY LESSON
Teacher Jeshiel A. Maniwang Learning Area SCIENCE

LOG Teaching Dates and Time Week 3 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 chromosomes)
Competency/Objectives S9LT-Id-29 (explain the different patterns of Non Mendelian Inheritance)
 Create a K-W-L Chart  Explain the  Analyze problem  Describe Multiple  Describe how sex
to asses prior incomplete regarding Alleles pattern of in 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 a inheritance of phenotypes of how sex genes are
regarding possible combination codominance individuals on the inherited
inheritance and of offspring involving  Give the basis of the known
variation through incomplete phenotypic and phenotypes of their
pre – assessment genotypic family members
test percentage of the  Identify traits that
offspring 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 pages p. 28-30 p. 30-32 p. 32-34 p. 34-36 p. 36-38
3. Textbook pages
4. Additional
materialsfrom Learning
Resource
(LR)portal
B. Other Learning Resource https://www.youtube.com/ https://www.youtube.com/
watch?v=9 O5JQqlngFY watch?v=k
(Video) MWxuF9YW38
IV. PROCEDURES
A. Reviewing previous lesson Mendelian Patterns of Let them remember again the “Incomplete dominance” “Codominance” Non Mendelian Pattern of
or presenting the new lesson Inheritance ff. terms; Inheritance
a. Recessive
b. Dominant
c. Phenotype
d. Genotype
e. Alleles
f. Punnett squares
B. Establishing a purpose for What are the exceptions of Picture analysis Picture analysis What is your blood type? Do Sex determination diagram
the lesson Mendelian Pattern of (Let the student react on (Let the student react on 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 will pictures) The Group that will types similar? If not, does it meiosis and inheritance)
list as many reaction list as many reaction 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 in How does pink flower arise Read the procedure and Watch Video for better https://www.youtube.com/
examples/Instances of the Mendelian pattern of when a red and white flower explain the sample problem understanding watch?v=k
new lesson inheritance, how does other was cross pollinated? found on LM p. 33 https://www.youtube.com/ MWxuF9YW38
inherited traits that falls Let us investigate! watch?v=9 O5JQqlngFY (0:00 – 1:21 mins
beyond the exception only)
of Mendel’s rule follows?
D. Discussing new concepts Before we answer that Do the activity No. 1 Do the activity No. 2 “Mystery Do the activity No. 3 “What’s Do the activity No. 4 “Boy or
and practicing new skills # 1 question let us answer the “Phenotypes and Bull” your blood type?” Girl?”
Pre – Assessment on LM Genotypes in Incomplete Discussion follows right after
p. 29 dominance” 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 practicing questions Incomplete Dominance Codominance using and classified it into which and answering guide
new skills # using Punnett square Punnett square Non Mendelian Pattern of questions
2 Inheritance it belongs
F. Developing mastery How is Mendelian inheritance What is Incomplete What is codominance? What is multiple alleles? How does sex genes
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 that Is there any inherited traits Is there any inherited traits If you and your parents Is it right for the husband to
application of concepts does not follow Mendelian in human that follows the in human that follows the happens to have different blame his wife if she could
and skills in daily living Principle incomplete dominance Codominance pattern of blood types? Is that mean not bear a male child? Which
pattern of inheritance inheritance? that you are not related to chromosomes determine a
each other? Why? Or why person’s sex?
not?
H. Making What happen with those How many phenotypes are What is codominance? Why does human blood types Who determine the sex of
generalizations and inherited traits that does not expressed in an incomplete How do they differ from happens to be the best their children? Explain your
abstractions about the conform to predicted dominance traits? incomplete dominance? example to show multiple answer.
lesson outcomes based on alleles? Is there other human
Mendel’s Law of 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 (see Answer the problem set (see Research on the ff;
application or Mendelian Patterns of the DLL attachment for the the DLL attachment for the Sex linked genes Sex
remediation Genetics remediation and remediation and 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 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
localized materials did I
I.use/discover
OBJECTIVESwhich I wish
to shareStandard
A. Content with other teachers? 1. How genetic information is organized in genes on chromosomes.
2. Traits of organism are inherited through different patterns of inheritance.
Prepared by:
B. Performance Standard Checked by:
C. Learning S9LT-Id-28(describe the location of genes in chromosomes)
Competency/Objectives S9LT-Id-29 (explain the different patterns of Non Mendelian Inheritance)
 Describe Multiple  Describe how sex in humans is determined  Explain the sex
JESHIEL A. MANIWANG Alleles pattern of Draw a Punnett square to explain how sex genes are
SARAH B. BACALSO linked – genes
Teacher I inheritance using inherited Master Teacher I inheritance of
ABO blood type traits
 Infer the unknown  Solve problems
phenotypes of related to sex-
individuals on the linked traits
basis of the known
phenotypes of their
family members
 Identify traits that
falls on the Non
Mendelian Pattern
of inheritance
II. CONTENT Sex Chromosome and Sex Determination Sex-Linked Genes
Multiple Alleles
III. LEARNING School J.V. Ferriols National High School Grade Level 9
RESOURCES DAILY LESSON Teacher Jeshiel A. Maniwang Learning Area SCIENCE
A. References LOG Teaching Dates and Time Week 4 Quarter p.8-9 FIRST QUARTER
1. Teacher’s Guide pages p. 5-6 p. 7-8 p. 38-39
2. Learner’s Materials pages p. 34-36 p. 36-38

3. Textbook pages
4. Additional materialsfrom
 Learning Resource (LR)portal

B. Other Learning Resource https://www.youtube.com/ https://www.youtube.com/watch?v=kMWxuF9YW38

watch?v=9 O5JQqlngFY
(Video)
IV. PROCEDURES
A. Reviewing previous lesson “Codominance” Non Mendelian Pattern of Inheritance “Sex determination”
or presenting the
new lesson
B. Establishing a purpose for What is your blood type? Do Sex determination diagram What makes men differs
the lesson you know your parents (Let the student analyze the picture and relate it to meiosis
from women? Let the
blood type? Are your blood and inheritance) student write as many as
types similar? If not, does it How does sex genes determined and inherited? they can? Which among
mean that your adopted? these traits is
inherited?
C. Presenting Watch Video for better https://www.youtube.com/watch?v=kMWxuF9YW38 Among those traits
examples/Instances of understanding (0:00 – 1:21 mins only) listed on the board,
the new lesson https://www.youtube.com/ encircle those that can
watch?v=9 O5JQqlngFY be found only in
male/female? (INTRO)
These traits
are being controlled by sex
chromosome, let us
investigate further.
D. Discussing new concepts Do the activity No. 3 “What’s Do the activity No. 4 “Boy or Girl?” Do Activity 5 “ When
and practicing new skills # your blood type?” Gender Matters”
1 Discussion follows right after
the given activity
E. Discussing new concepts Identify the following traits Presenting Punnett square and answering guide questions
and practicing new skills # and classified it into which
2 Non Mendelian Pattern of
Inheritance it belongs
F. Developing mastery What is multiple alleles? How does sex genes determined and inherited? What is sex linked genes?
Summed up: What are The How are these genes
Non Mendelian Pattern of inherited?
Inheritance?
G. Finding practical application If you and your parents Is it right for the husband to blame his wife if she could not Who are most likely to be
of concepts happens to have different bear a male child? Which chromosomes determine a affected by sex
 and skills in daily living blood types? Is that mean person’s sex? linked genes and why?
that you are not related to
each other? Why? Or why
F. What difficulties did I not? School J.V. Ferriols National High School Grade Level 9
encounter which my
DAILY
H. Making generalizations principal Why Teacher
does human blood types Who determine Jeshiel A. Maniwang LearningSex
the sex of their children? Explain your answer. Area Science
linked are inherited
orand
supervisor can
LESSON LOG
abstractions about Teaching
happens to beDates and Time
the best Week 5 Quarterthrough the x First
help me solve?
the lesson example to show multiple chromosome. What could
G. What innovation or alleles? Is there other human be the effect of this
localized materials did I traits that follow multiple disorder in male?
use/discover which I wish to MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
allele’s What about in female?
share with other pattern?
I. OBJECTIVES
teachers?
I. Evaluating learning See attachment on DLL 1- Evaluation is based on the result of the Punnett square See rubrics for the result
A. Content Standards 10 Paper and pen test of group
The learners demonstrate understanding how changes in the environment may affect species extinction.
discussion/ collaboration
B. Performance Standards Make a multimedia presentation of a timeline of extinction of representative microorganisms, plants and animals.
C.J.Learning
Additional activities forObjectives
Competencies/ Research on the ff; S9LT - Ie - F – 30
application
Write the or remediation
LC code
Prepared for each
by: Sex linked genes Sex Checked by:
limited genes
Explain the Sex influenced
Explain genes the Demonstrate using Distinguish
V. REMARKS importance of importance of Determine the distribution of simulation activity that . environmental changes
VI. REFLECTION biological diversity. biological diversity. a given population using habitat destruction can that may result in the loss
JESHIEL A. MANIWANG mathematical formula SARAH B. BACALSO contribute to species of the species.
A. No. of learners who
Teacher I Measure species Measure species Master Teacher I
extinction.
earned 80% in the
evaluation distribution using the distribution using the Infer the possible effects of
B. No. of learners who require mathematical way of mathematical way of low- and high-density Relate species Realize that the way they
additional activities expressing the expressing the extinction to the failure interact with the
population.
for remediation who scored amount of biodiversity amount of biodiversity of populations of environment may ensure
below 80% and species and species organisms to adapt or deters survival of all
C. Did the remedial lessons distribution in the distribution in the to abrupt changes in living things.
work? No. of community. community. the environment.
II. learners
CONTENTwho have caught up Biodiversity and Evolution
with the lesson Biodiversity and Biodiversity and
D. No. of learners who Biodiversity and Evolution Evolution
continue to require Biodiversity and Evolution
Evolution Causes of Species Extinction Causes of Species
remediation Extinction
E. Which of my teaching
III. strategies
LEARNING RESOURCES
worked well?
Why did these work?
A. References
1. Teacher’s Guide pages 37- 39 39 – 41
37- 39 41-43 43 -50
2. Learner’s Materials pages 50-55 50-55 56 – 57
58-59 60 -69
 3. Textbook pages Science and
Technology I General
Science 289 -293

4. Additional Materials from Learning

Resources (LR) portal

B. Other Learning Resources http://content.teach

engineering.org/co
ntent/cub_/activitie
s/cub_bio/cub_bio
_lesson01_activity
1_pop_density_wo
rksheet.pdf
IV. PROCEDURES
A. Reviewing previous lessons or Is the world a safe place
presenting the new lesson Picture Analysis Picture Analysis Which community is Play a short video clip. “Endangered for all animals and plants
Tell something about the Tell something about most stable? to live? Why or why not?
picture. the picture. Why are Animals”
How do organisms interact How do organisms populations that are What does the video tells us? What does it mean for a
with each other? interact with each other? more diverse usually species to be
more stable? endangered?

B. Establishing a purpose for the Analogy: Analogy: Picture Analysis:

lesson Unlocking of word Post a Quotation.
Present two boxes of Present two boxes of difficulty: How would you describe
candies, one with 5 candies, one with 5 Students reflect and give their the picture?
candies of the same kind candies of the same kind Limiting Factors insights.
and the other one with 5 and the other one with Carrying Capacity What does the picture
different candies. 5 different candies. implies?
Ask the students which Ask the students which Video Analysis: “
box will they box will they Man “
choose and why? choose and why? What is the impact of
modernization to the
C. Presenting examples/ instances of Students perform “Species Charade lives of people and the
Unlock term Species,
the new lesson Unlock term Species, Video Analysis Game” environment?
Population and
Population and Biodiversity.
Biodiversity. This will
This will lead students to the “Population Growth “ A list of endangered species,
lead students to the idea
idea of species distribution threatened species, and extinct
of species distribution
and diversity in a What is the message species are the choices to be picked
and diversity in a How areinlimiting potentially disastrous
community. implied for the game.
community. factors
the video? activities?

D. Discussing new concepts and Perform Activity 1: Index of Perform Activity 1: Index Performing Activity Perform Activity 3: Perform Activity 4:
As an individual, how can
practicing new skills #1 Diversity in of Diversity in you help with preserving
L.M. p.54. L.M. p.54. “Population Density “ Endangered but not Extinct….. Yet L.M. p. 60
wildlife?
L.M. pp. 58-59
(See attached activity Predict what happens to
sheet.) both islands.
G. Finding practical applications of What do you think will Flash pictures of silver therapon or
E. Discussing
concepts newinconcepts
and skills and
daily living happen if a population of Compare and ayungin and biya. Ask if they know Will you patronize
practicing new skills #2 only one species continues contrast life in a and eat those kinds of fish. snakeskin belts, alligator
to increase in number? rural and urban (Let them note that these are boots, accessories made
area. commonly found in Laguna de Bay.) of ivory and other things
that are made from
F. Developing mastery Other endangered species like the endangered species?
What do you think will
(Leads to Formative Assessment ) Discuss the answer to Discuss the answer to Discuss the answer tamaraw
Discuss thein answer
Mindoro,tomouse
Guide deer Why
Due toorexplosive
why not?human
happen if a population
Guide Questions: Guide Questions: to the activity. in Palawan,9 Philippine
Questions – 13. deer, population growth the
of only one species
monkey-eating eagle, and dugong demand to use and
continues to increase
1. How do you compare 1. How do you compare are
Whatin happens
danger ofifbecoming
the living extinct. overuse our natural
in number?
your tree I.D. in a vacant your tree I.D. in a Based on the result, conditions of the organisms are not resources is inevitable.
lot from a grass lawn? vacant lot from a what inference can ideal for their survival?
Explain your answer. grass lawn? Explain you give? What is its implication in
your answer. When can we say that species our biodiversity?
2.If humans were How can a become endangered? Becomes
concerned about biological 2. If humans were population’s density threatened? What activities do
H. Making generalizations and diversity, would it be best concerned about be used to learn Cite different
people
abstractions about the lesson to have a low or high I.D. biological diversity, How
aboutdo you
the needs Why
How do changes
species become
in the environment environmental
engaged those changes
leads to
1. How is biological
for a particular would it be best to determine
and the endangered?
affect species extinction? that lead to extinction.
extinction?
diversity important?
environment? Why? have a low or high distribution of aofgiven
characteristics
2. How will the When can we say that a species’
I.D. for a particular that population?
population? How How do
Why you we
should think or feel
protect
community of different population becomes endangered? about these species?
environment? Why? does population endangered
species be able to Threatened? And Extinct?
density change?
withstand
What are the
environmental changes? How are the species affected of the
factors that can be
attributed to the changes in their environment?
change?
 Using the Exit Ticket
I. Evaluating learning
Give a 5 item formative
test.
What was
What is the most As population of people increases it
the most confusing Infer what will has great impact on the growth and
important idea happen development of the community.
thing we presented If population density How will it lead to species
discussed today? increases? extinction?
today? Decreases?
What are What
the three made the
big learning
ideas/con easy for
cepts to you
be learned today?
from this What
lesson? made the
learning
difficult
for you
today?
J. Additional activities for application
or remediation Do research on why Make a Poster on
would an engineer Conservation of Wildlife.
have 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?
Prepared by: Checked by :

JESHIEL A. MANIWANG SARAH B. BACALSO

Teacher I Master Teacher I
 GRADES 1 to 12 DAILY School J. V. Ferriols National High School Grade Level Grade 9
LESSON LOG Teacher Jeshiel A. Maniwang Learning Science
Area
Teaching Dates and Time Week 6 Quarter First Quarter

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

Identify raw materials and

Identify parts of photosynthesis products. Design an experiment
Cite other human activities organelles involved in to show evidence that Design an experiment to
that lead to extinction. photosynthesis. Explain the process of food plants are capable of show evidence that plants
making in plants. making food through are capable of making food
Describe how these photosynthetic through photosynthetic
organelles work Make a model of process. process.
together to produce photosynthesis.
food.

II. CONTENT
Biodiversity and Flow of Energy and Flow of Energy and Matter
Flow of Energy and Matter Flow of Energy and
Evolution Matter in Ecosystem in Ecosystem
in Ecosystem Matter in Ecosystem
Causes of Species PHOTOSYNTHES
PHOTOSYNTHESIS PHOTOSYNTHES
Extinction PHOTOSYNTHESIS

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages 43 – 50 55-62 55-62 63-68 63-68
 2. Learner’s Materials pages 72-77 77-78 79-85
60 – 69 79-85
3. Textbook pages Science and Technology I Perfect Guide Perfect Guide
General Science 289 - Lower Secondary Science Lower Secondary Science
293 Book B Book B
Christopher N. Prescott Christopher N. Prescott
pp. 178 pp. 178
4. Additional Materials from Learning
Resources (LR) portal

B. Other Learning Resources http://dendro.cnre.vt.e http://dendro.cnre.vt.edu/f

du/forestbiology/photo orestbiology/photosynthes
synthesis.swf is.swf
NSF FOCUS Math and
Science Partnership of
University of California
IRVINE
IV. PROCEDURES
A. Reviewing previous lessons or What other human Perform the Pre-test in
presenting the new lesson activities contribute to L.M. p. 73-74 to assess What are the parts of plants What processes are involved What processes are
the extinction of species? prior knowledge. and organelles essential to in food making? involved in food making?
food making process?
Write the word equation of Write the word equation of
photosynthesis. photosynthesis.
B. Establishing a purpose for the
lesson Well, the sun comes Think-Pair-Share:
Why do you think plants streaming out of the sky
are called great food making everything grow and Do plants really capable of
providers? keeping us alive and our making foods?
main connection to the sun
Answer Summative are the green leaves, only
Assessment in L.M. p 71 they can make food with
sunshine energy.
( An excerpt from Energy
and Me CD by Billy B, lyrics
for The Rock and
Roll of Photosynthesis)
 What is implied in the song?

C. Presenting examples/ instances of Picture Analysis. Worked Example with Worked Example with
the new lesson Answer Analysis: Answer Analysis:
Teacher asks students what
materials are involved in the Devi covered a part of a Devi covered a part of a
process of photosynthesis. leaf with a black piece of leaf with a black piece
Students think about the paper and left the leaf in of paper and left the
Show pictures of question for one minute, bright sunlight for several leaf in bright sunlight
different food products then turn to a shoulder days. for several days.
locally made from Khong partner and discuss their She then carried out the She then carried out
Guan since students are thoughts to the question. iodine test for starch. the iodine test for
very familiar with it. What do you think starch.
happens to the leaf? What do you think
How do you think happens to the
these products are (The part of the leaf leaf?
made available for us? covered by the black paper
(Elicit answer that will cannot photosynthesize (The part of the leaf
lead to the concept of and would be unable to covered by the black
how are these foods manufacture sugar and paper cannot
manufactured.) starch. Therefore, when photosynthesize and
tested with iodine solution, would be unable to
the area would remain manufacture sugar and
pale. The rest of the leaf starch. Therefore, when
would be positive to the tested with iodine
iodine test and produce a solution, the area would
dark blue remain pale. The rest of
stain.) the leaf would be
positive to the iodine
test and produce a dark
blue
stain.)
D. Discussing new concepts and Perform Activity 1: What Perform Activity
practicing new skills #1 are the Structures Perform Activity 3A.B,C,D: 3A.B,C,D: Evidence of
Involved In the Food Evidence of Photosynthesis in L.M.
Making Perform Activity: Modelling Photosynthesis in L.M. pp. 79-82
Process in Plants? pp. Photosynthesis pp. 79-82
 75-77 ( See attached Activity Sheet)

E. Discussing new concepts and

practicing new skills #2

F. Developing mastery Discuss the findings in

(Leads to Formative Assessment ) each Learning Station. Discuss the answer to Process the Activity:
guide questions in the
1. What are the parts activity. Observations and data
of chloroplast and gathered would lead to
internal structure of 1. What reactants or the discussion of the
leaf that are involved materials are required for different evidences in
in the process of the process of photosynthetic process.
photosynthesis? photosynthesis?
2. What are the raw 2. What products are
materials and formed in the process?
products of 3. What happens to the
photosynthesis? light energy in the
3. How would you thylakoid membrane of
describe the entire the chloroplasts?
process of food 4. .How does the energy
making? from sunlight used to build
sugars?
H. Making
If one of the organelles Students should create an Imagine that you are a
generalizations
or parts of a leaf will not analogy for the process of farmer, what ways would you
and
function, is there a photosynthesis and compare suggest to yield better crops?
abstractions Make a multimedia
Discuss the answer to the chance for each part of the process with
about the presentation of a
questions. photosynthesis to take some other process in
lesson timeline of extinction
place? Why or Why not? everyday life. (Ex. The
of representative
microorganisms, Identify the least learned process of photosynthesis is
plants, and animals. items and like baking bread).
discuss the concept for
(See Timeline Rubrics further understanding.
on T.M. p. 51)
materials did I use/discover which I wish to
share with other teachers?

Prepared by: Checked by:

JESHIEL A. MANIWANG SARAH B. BACALSO

Teacher I Master Teacher I
 GRADES 1 to 12 DAILY School J. V. Ferriols National High School Grade Level Grade 9
LESSON LOG Teacher Jeshiel A. Maniwang Learning Science
Area
Teaching Dates and Time Week 7 Quarter First Quarter

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

Cite other human activities

that leads to extinction.

II. CONTENT

III. LEARNING RESOURCES

A. References 63-68
1. Teacher’s Guide pages 77-78 43 – 50
2. Learner’s Materials pages Perfect Guide
Lower Secondary
Science Book B
Christopher N. Prescott
pp. 176-177 60 – 69
3. Textbook pages Science and Technology I
General Science
 289 -293

4. Additional Materials from Learning

Resources (LR) portal
http://
w
B. Other Learning Resources
IV. PROCEDURES
Cite evidence that shows photosynthetic process.
A. Reviewing previous lessons or 1. What are the raw Summative Test Special Instruction
presenting the new lesson materials and product of
Unlocking of Word Difficulty: photosynthesis?
2. What organelles play
Enzymes, Chloroplast, Humidity, Temperature an important role in
photosynthesis?
This will lead to factors affecting photosynthesis. 3. How do you describe
photosynthesis using the
word equation?
B. Establishing a purpose for the English Learners:
lesson
Students will use word
triangles to review the
There’s an old saying that goes,” Para maganda ang molecules involved in the
tubo ng mga halaman kausapin mo ito palagi.” process of photosynthesis.
(To complete a word
Is there any truth to this saying? triangle, students draw one
triangle for each word and
What scientific explanation lies behind the saying? divide the triangle into three
bands horizontally. The new
vocabulary is placed in the
middle band, the definition
of
the word is written on the
bottom band and a diagram
of the word is written in the
top band).
 Art Education:

Students will draw a leaf

diagram and use this to
illustrate what goes in
(reactants), and what comes
out (products) of
photosynthesis.

GATE:
Students will sequence the
process of photosynthesis
and identify specific
reactions involved, using a
“flow map” (or other
suitable maps for
sequencing events).

C. Presenting examples/ instances of

the new lesson
Perform Activity 3C and
3D of L.M. pp. 81-83

D. Discussing new concepts and

practicing new skills #1
E. Discussing new concepts and Discuss the answer to the
practicing new skills #2 Guide Questions.

Key Concepts would be

Enzymes, Temperature,
Carbon Dioxide, and
Light

F. Developing mastery
(Leads to Formative Assessment ) Supposed there are 2 jars with burning candle Computer Aided Activity:
and one has potted plant inside. Both jars are
placed near a window in strong sunlight. Students make a
Question: multimedia

Why does the burning candle in jar without potted

plant stop burning before the candle with potted
plant?

presentation of
photosynthetic process.

G. Finding practical applications of

concepts and skills in daily living

What are the factors or conditions that affect

photosynthesis?
H. Making generalizations and
abstractions about the lesson
Using the Exit Ticket

What was
What is the most
the most confusing
important idea
thing we presented
discusse today?
d today?
What are What made
the three the
big learning
ideas/co easy for you
ncepts to today?
be What made
learned the
from this learning
lesson? difficult for
you today?

I. Evaluating learning
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 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?

Prepared by: Checked by :

JESHIEL A. MANIWANG SARAH B. BACALSO

Teacher I Master Teacher I
 GRADES 1 to 12 DAILY School J. V. Ferriols National High School Grade Level Grade 9
LESSON LOG Teacher Jeshiel A. Maniwang Learning Science
Area
Teaching Dates and Time September 23-27, 2024 Quarter First Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards

B. Performance Standards
C. Learning Competencies/ Objectives
Write the LC code for each

II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages

3. Textbook pages
4. Additional Materials from Learning
Resources (LR) portal

B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lessons or
presenting the new lesson
B. Establishing a purpose for the
lesson

C. Presenting examples/ instances of

the new lesson

D. Discussing new concepts and

practicing new skills #1
E. Discussing new concepts and
practicing new skills #2

F. Developing mastery
(Leads to Formative Assessment )

G. Finding practical applications of

concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson

I. Evaluating learning
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 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?

Prepared: Checked : Noted;

LADY C. CLAVERIA JENNIFER PRAZA JULIETA D. SANTOS

Teacher 1 MASTER TEACHER 1 OIC-HEAD TEACHER

 What are What made
the three the
big learning
ideas/co easy for you
ncepts to today?
be What made
learned the
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