July 15-19, 2019

Content Standard Performance Standard

The learners should demonstrate an The learners should be able to make a
understanding of the structure abd fuction of design and conduct an investigation to provide
plants parts and organelles involved in evidences that plants can manufacture foods.
photosynthesis.

1st 2nd 3rd 4th 5th 6th E. Values:

Meeting Meeting Meeting Meeting Meeting Meeting
We should appreciate everything,
9AC 9AC 9C 9AC 9AC 9AC July
July 15, July 16, July 17, July 17, July 18, 19, 2019
our life even the smallest details we don’t notice
2019 2019 2019 2019 2019 that helps us to survive life. We must be thankful
that we are created wonderfully.
9B 9B 9A July 9B 9B 9B F. Skills:
July 16, July 17, 16, 2019 July 18, July 18, July 19, Observing, comparing, and inferring
2019 2019 2019 2019 2019
9B
III. Learning Experiences:
July 17,
2019
A. Daily Routine: Greetings and classroom
management
First Meeting 1. Recall
Review the Previous lesson through their
I. Objectives seatwork.
B. Lesson Proper
At the end of the period, the pupils should be able 1. Engage
to: “Picture analysis” The students will create
a. define autotrophs and heterotrophs; an idea related to the Flow of Energy and Matter in
b. identify the two types of autotrophs; and an ecosystem through the given pictures. The
c. describe hetero and autotrophs. students will to share their ideas about it.
II. Content: 2. Explore
A. Topic: Flow of Energy and Matter in Ask:
Ecosystem 1. Describe the picture.
B. Reference: Laurente, Jomar Aries et al. 2. What are your ideas about the picture?
2015Science for the 21st Century Learner 7. 3. What does the pictures is trying to convey?
Makati City. DIWA Learning Systems Inc. Explain
C. Materials:Powerpoint, board and chalk The teacher will discuss the following Flow
D. Concepts: of Energy and Matter in Ecosystem with its
Autotrophs are organisms that illustrative images.
produce their own food using different raw e.g 1. Autotrophs are organisms that
materials from the environment. produce their own food using different raw
Heterotrophs are organisms that materials from the environment.
depends on autotrophs, cannot produce their
own food. 2 types of autotrophs
Chemoautotrophs use inorganic
materials to produce foods. 1. Chemoautotrophs use inorganic materials
Photoautotrophs such as plants, to produce foods.
algae and cyanobacteria manufacture food 2. Photoautotrophs such as plants, algae
through process called photosynthesis, and cyanobacteria manufacture food through
wherein the energy from the sun is process called photosynthesis,
converted to chemical energy. wherein the energy from the sun is
converted to chemical energy.
 3. Extend
The teacher will define Heterotrophs and
Autotrophs using their Greek words.
Heteros means other, trophe means food
Autos means self, trophe means food.
4. Evaluate
The students will give examples that show
Heterotrophism and Autotrophism.
IV. Assignment:
Have an advance reading about the
Photosynthesis.
 2 main stages and their features
 Raw materials that plants use
 Chemical equation of photosynthesis
Accomplished: Yes No
Reason/s: _____________________________
Second Meeting:
I. Objectives
At the end of the period, the pupils should be able
to:
a. identify two main components or stages of
photosynthesis and its features;
b. list the raw materials that pants use to make their
own food; and
c. write the chemical reaction of photosynthesis.
II. Content:
A. Topic: Photosynthesis
B. Reference: Laurente, Jomar Aries et al.
2015Science for the 21st Century Learner 7.
Makati City. DIWA Learning Systems Inc.
C. Materials:Powerpoint, board and chalk
D. Concepts:
Photosynthesis is divided into two
main stages or components: the light
dependent reaction and the light
independent reaction. These two stages
have the following features:
1. Capturing energy from the sun
2. Using energy to make ATP and NADPH
3. Using ATP and NADPH to produce
biomolecules from CO2
Raw materials that plants use to make their
own food:
a. Water
b. Carbon dioxide
c. Light
General Chemical reaction of
Photosynthesis:
6 H2O + 6 CO2 + light energy -> C6H12O6 + 6 O2
E. Values:
Life should not just welcome good times but
also bad times. Everything has process we should
welcome problems in our life and solve it so in it we
learn and become stronger.
F. Skills:
Observing, comparing, and inferring.
III. Learning Experiences:
A. Daily Routine: Greetings and classroom
management
1. Recall
Review about Flow of Energy and Matter in
Ecosystem
B. Lesson Proper
1. Engage
“Animated GIF Image” The teacher will
show an image showing a person inhaling and
exhaling. The teacher will ask question in
building up the idea in photosynthesis.
2. Explore
Ask:
1. What are the gasses involve when we
inhale and exhale?
2. Where does two gasses being produce?
3. What process is involve when the plants
produces O2?
3. Explain
The teacher will discuss the two main
stages or components of photosynthesis with their
features, the raw materials that plants use and the
general equation of photosynthesis.
4. Extend
The teacher will discuss how food
preparation takes place in chloroplast.
5. Evaluate
In ¼ sheet of paper
I. enumerate the following:
 2 main stages or components of
photosynthesis and their features
 Raw materials that plants use
II. Write a complete chemical reaction of
photosynthesis
IV. Assignment:
Have an advance reading about
Photosynthesis: The light dependent reaction.
Science for the 21st century learners 9 Pp 68.
Accomplished: Yes No
Reason/s: _____________________________
Third and Fourth Meetings:
I. Objectives
At the end of the period, the pupils should be able
to:
a. define light-dependent reaction;
b. identify the segments that shows process of
light-dependent reaction; and
c. describe light-dependent reaction processes in
each segment.
II. Content:
A. Topic: Photosynthesis
B. Subtopic: Light-Dependent Reaction
C. Reference: Laurente, Jomar Aries et al.
2015Science for the 21st Century Learner 7.
Makati City. DIWA Learning Systems Inc.
D. Materials: Powerpoint Presentation, board,
riso paper and chalk
E. Concepts:
Light-dependent reaction is the
photo- part of photosynthesis.
Photosystems are the most
important part in the series of proteins. They
are the light-harvesting centers (LHCs) that
absorbs photons. These raise the energy
levels of the electrons, which then make
photosynthesis work.
F. Values:
Life might be complicated
sometimes but these things will not be given
to us if we can’t make it.
G. Skills:
Observing, comparing, and inferring.
III. Learning Experiences:
A. Daily Routine: Greetings and classroom
management
1. Recall
Review the stages of Photosynthesis and its
features, raw materials that plants use and the
chemical reaction of photosynthesis.
B. Lesson Proper
1. Engage
“Puzzle” The class will be divided into four
groups wherein they are task to put together the
puzzle to create the diagram showing the light
dependent reaction of photosynthesis.
2. Explore
Ask:
1. Based on what you’ve read in the light-
dependent reaction, what are the segments that
completes the light dependent reaction?
3. Explain
The teacher will discuss on what light-
dependent reaction is and its segments.
e.g Segment A: Photosystem II and electron
transport.
4. Extend
The teacher will use the diagram showing
the light-dependent reaction in discussing the light-
dependent reaction.
5. Evaluate
The students will arrange the segments and
steps in light-dependent reaction. (See riso paper)
IV. Assignment:
Accomplished: Yes No
Reason/s: _____________________________
Fifth Meeting:
I. objectives
At the end of the period, the pupils should be able
to:
a. recall the light dependent reaction segments and
its processes;
b. develop mastery of the lesson; and
c. build interconnectedness with one ideas to
another.
II. Taskt:
A. Topic: Practice Exercise in Light-
Dependent Reaction
B. Reference: Laurente, Jomar Aries et al.
2015 Science for the 21st Century Learner 9.
Makati City. DIWA Learning Systems Inc.
C. Materials: PowerPoint presentation, chalk
and board
D. Concepts:
Light-dependent reaction is the
photo- part of photosynthesis.
Photosystems are the most
important part in the series of proteins. They
are the light-harvesting centers (LHCs) that
absorbs photons. These raise the energy
levels of the electrons, which then make
photosynthesis work.
 E. Values: Extinction is the end of species’existence.
Be aware and be informed so in that way we Normal or natural extinction is the standard
know how to act. rate extinction before humans became primary
G. Skills: contributors of extinction of organisms. The rate is
identifying, inferring slower than the other type of extinction
III. Learning Experiences: Mass extinction is a widespread and rapid
A. Daily Routine: Greetings and classroom decrease in the amoung of biodiversity. It occurs
management when the rate of extinction is faster than the rate of
1. Recall speciation.
Review about the light-dependent reaction Conservation of species is the practice of
B. Lesson Proper protecting wild species and their habitats in order to
1. Engage prevent species from going extinct.
“Brain storming” The teacher will post a International Union for Conservation
blank diagram of light-dependent reaction. The of Nature (IUCN) is known for its assessment of the
students will form a circle wherein they can talk and conservation status of species and collection of the
share ideas about it. list known species.
2. Explore E. Values:
The students will go their proper seating Past experiences prepare us for future. We
arrangements and get ready to the practice should never forget the lesson we’ve learned
exercise. yesterday as we might use it in the future.
3. Explain G. Skills:
The students will answer the practice identifying, describing, inferring
exercise based on their brain storming and sharing III. Learning Experiences:
ideas about the light-dependent reaction. A. Daily Routine: Greetings and classroom
4. Extend management
The students will form again a circle and will 1. Recall
have collaboration and sharing ideas about their Review about the topics discuss in Preserve
answers. and Protect: Biodiversity conservation.
5. Evaluate B. Lesson Proper
The teacher will collect the practice exercise 1. Arrangement of chairs
output for grading purposes. 2. Discussion of instructions and quiz rules
3. Distribution of quiz papers
IV. Assignment: 4. Collection of quiz papers

Accomplished: Yes No IV. Assignment:

Reason/s: _____________________________ Have an advance reading about Photosynthesis:
The light dependent reaction. Science for the 21st
century learners 9 Pp 70-80
Sixth Meeting:
Accomplished: Yes No
I. objectives Reason/s: _____________________________
At the end of the period, the pupils should be able
to:
a. recall the lesson in preserve and protect:
Biodiversity and conservation; and
b. answer the test items with honesty

II. Task:
A. Topic: 2nd Quiz in Preserve and Protect:
Biodiversity Conservation
B. Reference: Laurente, Jomar Aries et al.
2015 Science for the 21st Century Learner 9.
Makati City. DIWA Learning Systems Inc.
C. Materials: PowerPoint presentation, chalk
and board
D. Concepts: