GRADE 9

DAILY LESSON LOG

School: KNCHS EXTENSION- Grade 9-Atis
PARAISO Level/Section:
Teacher: ROWENA C. NIM Learning Area: Science
Teaching Date and July 29, 2019 Quarter: First
Time: 1:00-2:00 p.m. Week: 9

Define population density.

OBJECTIVES
A. Content Standard:
B. Performance Standard
C. Learning
Competencies/Objectives:
Write the LC Code for each
Calculate the pattern of population distribution using
mathematical formula.
Compare the distribution patterns of the different
populations.
How changes in the environment may affect species extinction
Make a multimedia presentation of a timeline of extinction of representative
microorganisms, plants, and animals.
 (S9LT-Ie-f-30) Relate species extinction to the failure of populations of
organisms to adapt to abrupt changes in the environment.

SUBJECT MEASURING POPULATION

MATTER DENSITY
List the materials to be used in different days. Varied sources of materials sustain
students’ interest in the lesson and in learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-
LEARNING on learning promotes concept development.
RESOURCES References:
Internet
Teacher’s Guide
Learner’s Manual
Materials:
PPT/LED TV
Pictures
Paper strips
Printed Sheets
Other visual aid

Preliminary Activity:
Prayer
Greetings
Checking of Attendance
PROCEDURES Discuss the House Rules in the power point

CLASS RULES
Listen attentively to the teacher.
Respect each other’s views.
Switch off mobile phones while sessions are ongoing.
Actively participate in all activities.
Be selfless in sharing knowledge and ideas.
 Reading the lesson Objectives
A. Reviewing Previous
Lesson or Presenting the
New Lesson
B.Establishing a purpose for
a lessons /Motivation
Interactive Game- THE LAST MAN CLAPPING. Students need to be alert. The last student who
will clap in a group will answer the question.
Instruction:
THE LAST MAN CLAPPING…Group 4
THE LAST MAN CLAPPING …Group 3
THE LAST MAN CLAPPING…Group 1
THE LAST MAN CLAPPING…Group 2
Picture Identification-The pictures below are some causes of species extinction. Tell the correct
word that best describe the pictures.
Strategy: Picture analysis
Who among you here love plants and animals?
Do you have plants at home? What about animals?
Flash the picture on the screen and ask the following questions:
 Picture yourself swimming and diving in Tubbataha Reef Marine Park
What organisms are in Figure 1?
How many different kinds of organisms do you think you will see?
Now, imagine yourself standing in a coconut plantation.
Which species do you think dominates this area?
Which area have many number of individuals/ population? Low number of individual?
What refers to the number of individuals per unit area?
Based on the pictures, what is population density?

C. Presenting
Examples/Instances of the
lesson Strategy: Lecture/Drill
Showing a sample problem to illustrate the population density.
 60 ants live in a 4 sq m plot of grass. What would be the population density of
the ants?

Strategy: Cooperative Learning

D. Discussing New Concepts and
practicing New skills #1 To fully understand the lesson, the teacher will instruct the students that they will
perform the activity “MEASURING POPULATION DENSITY!” The class is divided into
six groups. A pre-activity instructions will be given.
What to do:
Study the three patterns of population distribution in Figure 1.
Using the given formula for computing population density, calculate the density
of each population.
DENSITY=number of individuals
Size of area
Count the total number for each population. Record the number in the table
Calculate the density of each population. Record it in the table.
E. Discussing New Concepts and
practicing New skills #2

Table 1 Population Density

Population name Number of organisms Density

Guide Questions:
Q1. Compare the distribution patterns of the three populations.
Q2. Which population has the greatest density?
Q3. Infer from recorded data, what the possible causes for the differences in the
population density?
Q4. What conditions could change the density of any of the population.

Your group output will be assessed using RUBRIC. You should cooperate in
performing activities.
The teacher distributes the activity sheets with RUBRIC (see attachment).
The group will report the result of the activity in class. Reporters will be given 5
minutes for their presentation. They will assessed using the following criteria.

Rubric for Group Activity/Reporting

5 4 3 2
Participation Group member Group member Group member Group member
fully participated participated in participated in did not
in every almost every few every participate in
discussion and discussion and discussion and any discussion
decision decision decision and decision
Presentation Information is Information is Information is Information is
presented in a presented in an partially presented in a
very organized organized way organized disorganized
way way
Group The whole The whole The group did There was little
collaboration group worked group worked not worked well or no group
incredibly well well together together collaboration
together
 Rubric for the accuracy of group answers
Criteria Points
Answered all data correctly 20
Have 15-19 correct answers 15
Have 5-14 correct answers 10

After each presentation, give due recognition for their effort. The teacher will clarify and
process the activity to support their understanding.

F. Developing Mastery (Leads to Strategy: Interactive Game. “TAKE IT OR LEAVE IT?”

TAKE IT- Means accepting the challenge to answer the problem and a chance to win the prize.
Formative Assessment 3)
LEAVE IT- Means not accepting the challenge to solve the problem instead he/she will find a
PERSON to take the challenge.
Students need to be flexible and alert. With the use of folded paper, students will take turns in
passing the paper until the music stops. The last person holding the paper will stand and answer
the “TAKE IT OR LEAVE IT” question.
 1. What would the population density of 100 ants live in an 8 sq m plot of grass?
 2. If 40 carabaos live in a 2.5 sq m area, what is their population density per sq.
km.?
 A 33 monkeys live in a ¾ sq. km. area. What is the population density of the
monkey?

Rubric for Interactive Game

Criteria Points
TAKE IT-Answered the Problem 20
correctly
LEAVE IT-But perform the 10
consequence

Let the student’s responses be explained.

G. Finding Practical Applications of
Strategy: Video Clip Presentation
Concepts and skills in Daily Living
A short video clip presentation on the importance of population’s density.

After a short video presentation, the teacher asks:

1. Why is it that there is a need to study the population density?
2. In what field does population applied?

Entertain and process questions from the students to support their

understanding

H. Making Generalizations and Let students make a generalizations about the lesson. Ask them to conceptualize their
own ideas based on what they learned in the activity.
Abstractions about the Lesson
Populations can be of the same size, but they may have different densities.
Population density- the number of individuals per unit area .
Population sizes vary among organisms. They change with the number of births and when they
move into an ecosystem. They also change when members die or move out of an ecosystem.
Limiting factors are environmental conditions that keep a population from increasing in size and
help balance ecosystems.
Examples of limiting factors are the availability of food, water, and living conditions.
Light, temperature and soil nutrients.
Carrying capacity is the maximum population size an environment can support.
If the population size rises above the carrying capacity, organisms die because they
cannot meet all their needs.
The carrying capacity is affected by changes in the environment.
 I. Multiple Choice. Choose the letter of the correct answer.
1. Which illustration describes population?
I. Evaluating learning

For number 2-3, the map below shows the population distribution of fish, water bugs,
frogs and water lily plants in four different ponds.

2. Which pond has the lowest population density?

A. Pond A C. Pond C
B. Pond B D. Pond D
3. Which species has the largest population in the community?
A. fish C. water bug
B. frog D. water lily
4. The following are the examples of limiting factor EXCEPT:___
A. Availability of food and water C. temperature
B. light D. air
5. It refers to the number of individuals per unit area.
A. limiting factor C. carrying capacity
B. population density D. population

II. Problem Solving: Calculate the population density of the following.

1. If 50 cows live in a 2.5 sq m area, what is their population density per sq. km.?
2. What would the population density of 200 ants live in a 10 sq m plot of grass?
3. A 60 monkeys live in a 5 sq. km. area. What is the population density of the monkey?

J. ASSIGNMENT
ASSIGNMENT: Activity notebook
1. Differentiate Endangered species from threatened species. (10pts)
Prepared by:

ROWENA C. NIM
Teacher I

Checked & Observed by:

ALYHERSON C. HERRERA, MT II
OIC-Principal