DAILY LESSON LOG Grade 9 Science

School Pavia National High School Grade Level Grade 9
DAILY LESSON LOG Teacher Kriemehilda Gajo Learning Area Science 9

Teaching Date and Time Quarter First
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. Objectives * Defined heredity and its * List Mendel’s three law of * Discuss Mendel’s second law *Discuss Mendel’s third law of * Perform real-life situation that
development inheritance of inheritance: Law of inheritance: Law of Independent relate heredity and Mendel’s law
* Discussed the life of Gregor * Discuss Mendel’s first law of Segregation Assortment of inheritance
Mendel inheritance: Law of Dominance * Analyzed the genes and * Illustrate by means of punnett
* Discussed how Gregor Mendel * Analyzed the results of gametes produced in a cross square a cross factors
formulated principles of heredity Mendel’s crosses between hybrid between pure-breed and hybrid * Compute the phenotypic and
plants plants genotypic ratio from a cross
* Perform mathematical * Define phenotype and genotype between dihybrid plants
computation in solving the * Demonstrate two techniques of
observed ratio between knowing genotype
contrasting traits * Illustrate how to determine the
possible combinations of genes
in a given cross using a punnett
square
A. Content Standards  Demonstrate understanding that genetic information is organized  Demonstrate understanding that genetic information is organized in genes on chromosomes
in genes on chromosomes  Demonstrate understanding that traits of an organism are transmitted to the offspring
 Demonstrate understanding that traits of an organism are
transmitted to the offspring
B. Performance Standards Illustrate how traits of economically important plants and animals are Illustrate how traits of economically important plants and animals are impoved
impoved
C. Learning  Explain how fertilization produces a diploid zygote out of  Explain how fertilization produces a diploid zygote out of haploid gametes
Competencies/Objectives Write haploid gametes  Describe the location of genes in chromosomes
the LC code for each.  Describe the location of genes in chromosomes
Content is what the lesson is all about it pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Heredity: Inheritance and Heredity: Inheritance and Heredity: Inheritance and Heredity: Inheritance and Heredity: Inheritance and
II. Contents
Variation Variation Variation Variation Variation
 Haploid number in gametes  Haploid number in gametes  Haploid number in gametes  Haploid number in gametes  Haploid number in gametes
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III. Learning Resources
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References  Science and Technology II  Science and Technology II  Science and Technology II  Science and Technology II  Science and Technology II
Biology Textbook Biology Textbook Biology Textbook Biology Textbook Biology Textbook
 Worktext in General  Worktext in General  Worktext in General  Worktext in General  Worktext in General
Zoology Zoology Zoology Zoology Zoology
1. Teacher’s Guide pages

2. Learner’s Materials page
3. Textbook pages  pp .166-177 (science and Technology II Biology textbook )
 Pp. 85-87 (worktext in General Zoology)
4. Additional Materials from Children resemble their parents. (on-line). Available:E:// Mendel as the Father of Genetics _DNA from the beginning_html
Learning Resources (LR)
B.Other Learning Resources
IV. Procedures
A. Reviewing previous lesson or Students assemble model of Recall how Mendel formulated Recall the result obtained by self- Compare Mendel’s crosses Recall conceptual definition of
presenting the new lesson family tree to observed diverse the laws of inheritance and list pollination of F1 peas. (2min) between mono-hybrid from heredity (3 min)
characteristics in each member. the three law of inheritance. dihybrid pea plants. (3 min)
(20 min) Then, name Mendel’s first Law
of Inheritance. (5min.)
B. Establishing purpose for the Analyzed results of student’s Illustrate cross-pollinating peas Ask students why do the Examine the behavior from Relate heredity and Mendel’s law
lesson observations and define heredity with contrasting traits.(10 min) recessive disappears completly dihybrid cross in a pea plant. (3 of inheritance in various
(7 min) and then reappear again in the F2 min) everyday real-life situations.
generation. (7min) (5min)
C. Presenting examples/instances Discussed life of Gregor Mendel Discussed the results when Discussed the gametes produced Discussed Mendel’s law of Students will prepare and
of the new lesson and explained how he formulated crossing the F2 generation and by pure round, pure wrinkled and independent Assortment from the presents short presentation/play
the principles of heredity. (10 distinguish terms based on hybrid round seeded pea plants. cross involving two factors in a that will show the importance of
min) Mendel’s first law of Dominance. (5 min) pea plants. (20 min) heredity and the discovery of
( 20 min) Mendel’s law of inheritance in
D. Discussing new concept and Students sketch their own family Calculate the observed ratio from Demonstrate a cross between Students illustrate dihybrid cross real-life situations.( 30 min)
practicing new skills # 1 tree (5 min) the crosses between hybrid pure-breeding round and using a punnett square by group
plants.(10 min) wrinkled seed peas and define from the given problem.(10 min)
the genotype and phenotype. (17
min)
E. D. Discussing new concept Illustrate two techniques in Students calculate the phenotypic
and practicing new skills # 2 determining the genotype and and genotypic ratio based in the
pea plants. (10 min) punnett square (individually).
(10 min)
F. Developing mastery (Leads to Answer the guide question. (5 Discuss the answers from the Construct a punnett square and Discuss the answer from the
formative Assessment 3) min) given example (5 min) determine the expected result given problem
when two hybrid plants are
crossed. (8 min)
G. Finding practical applications Cite importance of heredity in
of concept and skills in daily human.(5 min)
living
H. Making generalization and Re-discuss the family tree which Asked students to draw a cross Relate the law of segregation in Ask students to generalize the Discuss briefly the presentation
abstractions about the lesson the students assembled in the between hybrid plants up to F2 the aspects of family’s relationship from a cross between by each group. (5 min)
beginning of the class and define generation. And give the ratio. characteristics.(3 min) two factors.(3 min)
heredity. (5 min)
I. Evaluating learning Give a short quiz. (5 min) Give a short quiz. (5 min) Give a short quiz. (5 min) Asked the students to fill-in the Evaluate each group presentation
missing box in a punnett square through a rubric. (5 min)
from a dihybrid cross (group
contest). (4 min)
J. Additional activities for Give additional word problems if Give additional word problems if
application or remediation needed needed
V. Remarks
VI. Reflection Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when meet them, you can ask them relevant question.
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
this 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?

* Review Mendelian Laws of Inheritance * Discuss Second Law of Non- * Discuss Third Law of Non- * Discuss sex chromosome in
* Differentiate Mendelian Laws of inheritance Mendelian Inheritance: Law of Mendelian Inheritance: Multiple humans
from Non- Mendelian Laws of Inheritance Codominance alleles * Illustrate how is sex determined
*List Non-Mendelian Laws of Inheritance * Differentiate Law of Codominance * Identify the unknown phenotypes * illustrate how is sex inherited
I. Objectives
* Discuss firstLaw of Non-Mendelian from Law of Incomplete Dominance of individuals on the basis of the * perform an activity to determine
Inheritance:Incomplete Dominance * Perform an activity that known phenotypes of their family how is sex in human is inherited
* Illustrate by means of punnett square a cross demonstrates codominanace of traits memebers
involving law of incomplete dominance
A. Content Standards  Demonstrate understanding that genetic  Demonstrate understanding that  Demonstrate understanding  Demonstrate understanding
information is organized in genes on genetic information is organized that genetic information is that genetic information is
chromosomes in genes on chromosomes organized in genes on organized in genes on
 Demonstrate understanding that traits of  Demonstrate understanding that chromosomes chromosomes
an organisms are transmitted to the traits of an organisms are  Demonstrate understanding  Demonstrate understanding
offspring transmitted to the offspring that traits of an organisms are that traits of an organisms
transmitted to the offspring are transmitted to the
offspring
B. Performance Standards Illustrate how trait of economically important plants and animals are improved Illustrate how trait of economically important plants and animals are
improved
C. Learning  Explain how fertilization produces a diploid zygote out of haploid gametes  Explain how fertilization produces a diploid zygote out of haploid gametes
Competencies/Objectives Write  Describe the location of genes in chromosomes  Describe the location of genes in chromosomes
the LC code for each. S9LT-Id-28 S9LT-Id-28
II. Contents Content is what the lesson all about it pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Heredity: Inheritance and Variation Heredity: Inheritance and Variation Heredity: Inheritance and Variation Heredity: Inheritance and
 Haploid number in gametes  Haploid number in gametes  Haploid number in gametes Variation
 Haploid number in gametes
 Location of genes in
chromosomes
 Restoration of the diploid
number of chromosomes in
the offspring through
fertilization
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hand-on learning promotes concepts development.
A. References  Worktext in General Zoology  Worktext in General Zoology  Science 9 learner’s  Science 9 learner’s
 Science 9 learner’s module  Science 9 learner’s module module module
 Biology(Curtis,H., et al)
1. Teacher’s Guide pages Pp. 21-22 Pp. 22-23 Pp. 23-25 Pp.25-27
2. Learner’s Materials page Pp. 28-32 Pp. 32-34 Pp. 34-35 Pp. 36-37
3. Textbook pages
4. Additional Materials from “chromosomes.” Microsoft®
Learning Resources (LR) student 2008 [ DVD]. Redmond,
WA: Microsoft Corporation, 2007
IV. Procedures
A. Reviewing previous lesson or Recall Three Laws of Mendel’s Inheritance. Ask students what if Mendelian law Ask the students if it is possible to Ask student how many pair of
presenting the new lesson Check students understanding by filling-up the of Inheritance were not followed. have more than two forms of genes. chromosomes a human body for
punnett square.(12 min) (2 min) (3 min.) both male and female has. (2 min)
B. Establishing purpose for the Differentiate Mendelian Laws of Inheritance Illustrate a punnett square involving a Cite examples of traits with more Identify which set of
lesson from Non-Mendelian Laws of inheritance by cross between a pure red-hair and than two types of genes.(3 min) chromosomes does a male and
demonstrating a cross between two contrasting pure white-hair cattle then ask the female contains. (5 min)
pure-breed four o’clock plant. ( 5min) students if Mendel’s law of
Inheritance was followed or an
intermediate between phenotypes. (5
min)
C. Presenting examples/instances List Non-Mendelian Laws of Inheritance and Discuss law of Codominanace (10 Discuss law of alleles.(15 min) Discuss sex chromosomes in
of the new lesson discuss First Law:Incomplete Dominance min) human.(10 min)
based from the illustration. (10 min)
D. Discussing new concept and Perform activity 1 in LM p. 31 by group and Go back t the punnett square and Perform activity 3 in LM pp. 33-35 Illustrate how sex determine how
practicing new skills # 1 demonstrate the correct answers.(10 min) asked students to identify the ( 20 min) is sex inherited (15 min)
phenotype and the genotype fron
such cross. (5 min)
E. D. Discussing new concept Identify what is asked in the guide questions Students will perform the activity 2 Students will answer activity 4 in
and practicing new skills # 2 individually.(10 min) in lm P. 33 by group. (10 min) LM p.37 individually. (10 min)
F. Developing mastery (Leads to Answer and discuss the guide question (5 min) Answe ( individually)and discuss the Answer and discuss the Guide Answer and discuss the Guide
formative Assessment 3) Guide Questions. (15 min) Questions. (10 min) Questions. (10 min)
G. Finding practical applications Ask students to cite example where Students cross the blood types of Students analyze the
of concept and skills in daily law of codominance occured in their parents to check if his/her chromosomes present in gays or in
living animals.(2 min) blood type is one of the products. lesbian. (3 min)
(3 min.)
H. Making genaralizations and Ask student to generalize the relationship Answer LM pp. 307 (conceptual) ( 5 Ask students to generalize the Asked students to generalize the
abstarctions about the lesson between the phenotype and genotype in min) concept of Multiple Alleles. (5 min) relationship between X and Y
incomplete dominance. (2 min) chromosomes in human sex
determination. (3 min)
I. Evaluating learning Give short quiz.(5 min) Give short quiz.(5 min) Give short quiz.(5 min)
J. Addtional activities for Give additional word problems if Give additional word problems if
V. Remarks
VI. Reflection Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What words? What else needs to be done to help the studentss learn?
Identify what help your instructional supervisors can provide for you so when meet them, you can ask them relevant question.
80%
this work?
teachers?

I. Objectives *List three kinds of sex-related *Discuss sex-limited traits. *Discuss DNA *Discuss DNA *Discuss DNA
inheritance. *Differentiate the chromosomes *Differentiate DNA from RNA *Differentiate DNA from RNA *Differentiate DNA from RNA
*Discuss sex-linked genes. present in sex-limited trait from a *Illustrate the structure of DNA *Illustrate the structure of DNA *Illustrate the structure of DNA
*Identify genes located on the X person controlling sex. and identify its component. and identify its component and identify its component.
and Y chromosomes. *Analyze sex-limited trait by *Analyze the structure of DNA. *Analyze the structure of DNA. *Analyze the structure of DNA.
*Illustrate the inheritance of an discussing the gene for lactation.
X-linked trait. *Differentiate the gene for
*Distinguish the genotype and lactation between female from a
phenotype in a color-blind male cattle.
human. *Discuss sex-influenced traits
*Examine the inheritance of Y- *Differentiate the chromosomes
linked trait. present in sex-influenced trait
*Construct a Punnett square to from a person’s controlling sex.
solve problems related to sex- *Analyze sex-influenced trait by
linked traits. discussing the gene for baldness.
*Evaluate similarities and
differences between sex-limited
from sex-influenced traits.
A. Content Standards  Demonstrate understanding  Demonstrate understanding  Demonstrate understanding  Demonstrate understanding  Demonstrate understanding
that genetic information is that genetic information is that genetic information is that genetic information is that genetic information is
organized in genes on organized in genes on organized in genes on organized in genes on organized in genes on
chromosomes chromosomes chromosomes chromosomes chromosomes
 Demonstrate understanding  Demonstrate understanding  Demonstrate understanding  Demonstrate understanding  Demonstrate understanding
that traits of an organism that traits of an organism that traits of an organism that traits of an organism that traits of an organism
are transmitted to the are transmitted to the are transmitted to the are transmitted to the are transmitted to the
offspring. offspring. offspring. offspring. offspring.
B. Performance Standards Illustrate how traits of economically important plants and animals are Illustrate how traits of economically important plants and animals are improved through breeding.
improved through breeding.
C. Learning  Describes the location of genes in chromosomes  Describes the location of genes in chromosomes
Competencies/Objectives Write  Explains how genes are responsible for some traits  Explains how genes are responsible for some traits
the LC code for each. S9LT-Id-28 S9LT-ID-29
Content is what the lesson all about it pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Heredity: Inheritance and Heredity: Inheritance and Heredity: Inheritance and Heredity: Inheritance and Heredity: Inheritance and
Variation Variation Variation Variation Variation
 Location of genes in  Location of genes in  Location of genes in  Location of genes in  Location of genes in
II. Contents chromosomes chromosomes chromosomes chromosomes chromosomes
 Restoration of the diploid  Restoration of the diploid  Restoration of the diploid  Restoration of the diploid  Restoration of the diploid
number of chromosomes in number of chromosomes in number of chromosomes in number of chromosomes in number of chromosomes in
the offspring through the offspring through the offspring through the offspring through the offspring through
fertilization. fertilization. fertilization. fertilization. fertilization.
List the materials to be used in different days. Varied sources of materials sustain children’s 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-on learning promotes concept development.
Learners’ Module: Activity Learners’ Module: Activity Learners’ Module: Activity Learners’ Module: Activity Learners’ Module: Activity
Sheets Sheets Sheets Sheets Sheets
A. References  Worktext in General  Science 9 Learner’s Module  Science 9 Learner’s Module  Science 9 Learner’s Module  Science 9 Learner’s Module
Zoology  Science and Technology II  Science and Technology II  Science and Technology II
 Science 9 Learner’s Module Biology Textbook Biology Textbook Biology Textbook
 Biology (Campbell, N.A., et  Biology (Campbell, N.A., et  Biology (Campbell, N.A., et
al.) al.) al.)
1. Teacher’s Guide pages Pp. 27-28 Pp. 28-30 Pp. 31-32 Pp. 31-32 Pp. 31-32
2. Learner’s Materials page Pp. 38-39 Pp. 40-41 Pp. 42-45 Pp. 42-45 Pp. 42-45
3. Textbook pages
4. Additional Materials from “chromosome.” Microsoft® student 2008 [ DVD]. Redmond, WA: “Deoxyribunucleic Acid.”Microsoft® student 2008 [ DVD].
Learning Resources (LR) Microsoft Corporation, 2007 Redmond, WA: Microsoft Corporation, 2007
IV. Procedures
A. Reviewing previous lesson or Recall how secx is determined Ask students what if certain Ask students what factors did Ask students what factors did Ask students what factors did
presenting the new lesson and their differences; and list the genes could not be found in sex Mendel based his study to Mendel based his study to Mendel based his study to
three kinds of sex-related chromosomes. (2 min) formulate his theory about formulate his theory about formulate his theory about
inheritance (5 min) heredity, then, describe the heredity, then, describe the heredity, then, describe the
evidence that scientists found to evidence that scientists found to evidence that scientists found to
determine a certain trait. (5 min) determine a certain trait. (5 min) determine a certain trait. (5 min)
B. Establishing purpose for the Discuss sex-linked genes by Discuss sex-linked genes by Recognize James Watson and Recognize James Watson and Recognize James Watson and
lesson identifying genes located on X identifying genes located on X Francis Crick in discovering the Francis Crick in discovering the Francis Crick in discovering the
and Y chromosomes. (5 min) and Y chromosomes. (5 min) DNA structure. (5 min) DNA structure. (5 min) DNA structure. (5 min)
C. Presenting examples/instances Illustrate inheritance of X-linked Analyze the gene for lactation Illustrate structure of DNA and Illustrate structure of DNA and Illustrate structure of DNA and
of the new lesson genes by analyzing hemophilia. between female and male cattle. RNA, then, differentiate the RNA, then, differentiate the RNA, then, differentiate the
(5 min) (10 min) structure of the two. (3 min) structure of the two. (3 min) structure of the two. (3 min)
D. Discussing new concept and Examine the genotype and Ask students what if certain traits Discuss DNA by illustrating the Discuss DNA by illustrating the Discuss DNA by illustrating the
practicing new skills # 1 phenotype in a color-blind were present in both sexes by structure. (10 min) structure. (10 min) structure. (10 min)
human. (10 min) discussing sex-influenced trait. (7 Analyze the structure of DNA (5
min) min)
E. Discussing new concept and Illustrate inheritance of Y-linked Analyze the chromosomes Analyze the structure of DNA. (5 Analyze the structure of DNA. (5 Analyze the structure of DNA (5
practicing new skills # 2 genes by analyzing the present in sex-influenced trait by min) min) min)
occurrence of hypertrichosis discussing the gene for baldness.
pinnae auris mostly in males. (10 (10 min)
min)
F. Developing mastery (Leads to Students perform activity 5 in Students will answer the guide Students will answer the guide Students will answer the guide Students will answer the guide
formative Assessment 3) LM p. 39. (10 min) questions in LM p. 41. (12 min) questions questions questions
G. Finding practical applications Ask students to cite examples of Ask students to cite other Have students debate whether to Have students debate whether to Have students debate whether to
of concept and skills in daily sex-linked inheritance they examples of traits or disorders support cloning or not. (10 min) support cloning or not. (10 min) support cloning or not. (10 min)
living observed in other people whom that occurred or are present in
they associate with. (5 min) sex-limited and sex-influenced
traits. (5 min)
H. Making generalization and Ask students to generalize the Ask students if certain gene is Ask student of the importance of Ask student of the importance of Ask student of the importance of
abstractions about the lesson differences and similarities present in both sexes discovering DNA. (5 min) discovering DNA. (5 min) discovering DNA. (5 min)
between inheritance in X-linked (conceptual). (5 min)
from Y-linked genes. (5 min)
I. Evaluating learning Short quiz. (5 min) Short quiz. (7 min) Short quiz. (8 min)
J. Additional activities for Give additional word problems if Give additional word problems if Give additional word problems if
application or remediation needed needed needed
V. Remarks
VI. Reflection Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week.What works? What else needs to be done to help the students learn?
Identify what help your instructional advisers can provide for you so when you meet them, you can ask them relevant questions.
80%
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teachers?

DAILY LESSON LOG Teacher Kriemehilda Gajo Learning Area Science
*Define species, population and *Describe a balance ecosystem. *Demonstrate probable causes of *Identify local and global *Identify local and global
biodiversity. *Defined population density, species extinction. environmental issues/problems environmental issues/problems
* Explain the importance of limiting factor and carrying *Identify causes of species affecting a certain community. affecting a certain community.
biological diversity. capacity. extinction. *Examine each local and global *Examine each local and global
*Measure species distribution *Demonstrate changes in the *Define endangered, threatened issues or problems and how it issues or problems and how it
I. Objectives
using with the mathematical way population and its needs and and extinct species. affects a certain community. affects a certain community.
of expressing the amount of characteristics. *Demonstrate each local and *Demonstrate each local and
biodiversity and species *Identify factors affecting global issues/problems affecting global issues/problems affecting
distribution in a community. population growth and size. community. community.
*Measure population density.
A. Content Standards  Demonstrates  Demonstrates  Demonstrates  Demonstrates  Demonstrates understanding
understanding that most understanding that most understanding that most understanding that most that most species that have
species that have once species that have once species that have once species that have once once existed are now
existed are now extinct. existed are now extinct. existed are now extinct. existed are now extinct. extinct.
 Demonstrates  Demonstrates  Demonstrates  Demonstrates understanding
understanding that most understanding that most understanding that most that most species become
species become extinct species become extinct species become extinct extinct when the
when the environment when the environment when the environment environment changes and
changes and they fail to changes and they fail to changes and they fail to they fail to adapt.
adapt. adapt. adapt.
B. Performance Standards Makes multi-media presentation of a timeline of extinction of Makes multi-media presentation of a timeline of extinction of representative microorganisms, plants, and
representative microorganisms, plants, and animals. animals.
C. Learning Identifies causes of species Relates species extinction to the Relates species extinction to the failure of populations of organism to adapt to abrupt changes in the
Competencies/Objectives Write extinction failure of populations of environment.
the LC code for each. organism to adapt to abrupt
changes in the environment.
Biodiversity and Evolution Biodiversity and Evolution Biodiversity and Evolution Biodiversity and Evolution Biodiversity and Evolution
II. Contents  Causes of species  Causes of species  Causes of species  Causes of species  Causes of species
extinction: Natural, extinction: Natural, extinction: Natural, extinction: Natural, extinction: Natural,
anthropogenic anthropogenic anthropogenic anthropogenic anthropogenic
manipulative materials as well as paper-based materials. Hands-on learning promotes concepts development.
A. References  Biology: The Web of Life  Biology: The Web of Life  Biology: The Web of Life  Biology: The Web of Life  Biology: The Web of Life
(Strauss, E., et al.) (Strauss, E., et al.) (Strauss, E., et al.) (Strauss, E., et al.) (Strauss, E., et al.)
 Concepts in Biology  Concepts in Biology  Concepts in Biology  Concepts in Biology  Concepts in Biology (Enger,
(Enger, E., et al.) (Enger, E., et al.) (Enger, E., et al.) (Enger, E., et al.) E., et al.)
 Science 9 Learner’s Module  Science 9 Learner’s Module  Science 9 Learner’s Module  Science 9 Learner’s Module  Science 9 Learner’s Module
1. Teacher’s Guide pages pp. 38-39 pp. 39-41 Pp. 41-43 Pp.44-52 Pp.44-52
2. Learner’s Materials page Pp. 53-55 Pp. 55-57 Pp. 58-59 Pp. 61-69 Pp. 61-69
3. Textbook pages
4. Additional Materials from
IV. Procedures
A. Reviewing previous lesson or Presents pictures of different Students will assemble the word Recall a balanced environment Ask students to look around and Ask students to look around and
presenting the new lesson activities showing causes of puzzle to describe a balance and ask students what if this observe what changes do they observe what changes do they
species extinction and ask environment and identify factors environment is not ideal for each discovered in their environment: discovered in their environment:
students to identify each activity. that could affect a balanced organism. (3 min) is it advantageous or is it advantageous or
(5 min) environment (5 min) disadvantageous? (3 min) disadvantageous? (3 min)
B. Establishing purpose for the Assign students to act as certain Show picture of a park reserve in Show pictures of specific species Enumerate some environmental Enumerate some environmental
lesson population and eventually a Calault, Palawan and let and ask students to identify it as issues/problems affecting issues/problems affecting
extinct. (10 min) students to close their eyes endangered or threatened environmental/community and environmental/community and
imagining there was an increase ask students to identify whether ask students to identify whether
of giraffe and zebra population. local or global. ( 5 min) local or global. ( 5 min)
(10 min)
C. Presenting examples/instances Define species, population and Discuss and examine changes in Students perform activity 3 in Students discuss each local and
of the new lesson biodiversity from their activity. the population, factors affecting LM pp. 58-59. (15 min) global environmental
(5 min) population growth and size; and issues/problems (by group). (20
needs and characteristics of min)
population. (15 min)
D. Discussing new concept and Explain the importance of Students assemble certain Identify and discuss probable Students group themselves and
practicing new skills # 1 biodiversity (10 min) population to determine the causes of species extinction. (10 discuss some local and global
pattern of population distribution min) environmental issues/problems
and role play showing factors
affecting population growth and
size; and needs and
characteristics of a population.
(20 min)
E. Discussing new concept and Students will perform the activity
practicing new skills # 2 1 in LM p. 54 (20 min)
F. Developing mastery (Leads to Answer and discuss the guide Answer and discuss the guide Students act out/demonstrate
formative Assessment 3) questions (5 min) questions. (10 min) each local and global
environmental issues/problems
affecting their community.
G. Finding practical applications Ask students to list different Ask students how typhoon Ask students how to preserve or Students predict through
of concept and skills in daily populations located in their Yolanda changed or had affected prevent species extinction demonstration what will happen
living certain area. (3 min) Pavia. (3 min) specifically in their locality. (3 if available natural resources are
min) no longer available. (10 min)
H. Making generalizations and Ask students their generalization Students will predict what if Ask how species become Ask students to describe the
abstractions about the lesson about biodiversity in their local human population continues to endangered eventually in their relationship that is present
area. (5 min) increase but available resources locality. (3 min) between organism ad their
were degrading. (5 min) environment. (3 min)
I. Evaluating learning Give short quiz. (5 min) Give an essay. (assignment) Give a short quiz. (5 min) Give a short quiz. (5 min)
J. Additional activities for Give additional word problems if Give additional word problems if
V. Remarks
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teachers?
Teaching Date and Time Quarter Second
*Enumerate the trends in the *Define electron affinity. *Locate the metals and non- *Locate the metals and non- *Summative test
periodic table. *solve for the electron affinity of metals in the periodic table metals in the periodic table
*Discuss ionization energy. an element. *Identify the group number of *Identify the group number of
*Solve the ionization energy of *identify the charge acquired by metals and non-metals. metals and non-metals.
an element. an element in electron affinity. *Discuss the metals give up its *Discuss the metals give up its
*identify the charge acquired in *Relate the group number and valence electron while non- valence electron while non-
I. Objectives
ionization energy. period which the element belong metals accepts electrons to metals accepts electrons to
*Relate the group number and to the amount of its ionization satisfy octet rule. satisfy octet rule.
period which the element belong energy required.
to the amount of its ionization
energy.
*Relate
A. Content Standards  Learners demonstrate  Learners demonstrate  Learners demonstrate  Learners demonstrate  Learners demonstrate
understanding of how atoms understanding of how atoms understanding of forces that understanding of forces that understanding of forces that
combine with other atoms combine with other atoms holds metals together. holds metals together. holds metals together.
by transferring or by by transferring or by
sharing electrons. sharing electrons.
B. Performance Standards  The learners should be able to explain the formation of ionic and  The learners should be able to explain properties of metals
covalent bonds. in terms of their structure.
 Recognise different types of compounds (ionic or covalent)  Explain how ions are formed.
based on their properties such as melting point, hardness,
polarity and electrical and thermal conductivity.
C. Learning  Explains propeties of metals in terms of their structure.  Recognize the importance of ions when humans obtain nutrients from food.
Competencies/Objectives Write Recognizes different types of compounds (ionic or covalent) based on  Explains the formation of ionic and covalent compounds.
the LC code for each. their properties such as melting point, hardness, polarity and electrical  Explains chemical changes in terms of the breaking of bonds and the rearrangement of atoms to
and thermal conductivity. form new substance.
 Explains how ions are formed.
II. Contents Content is what the lesson all about it pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Periodic Trends Periodic Trends Periodic Trends Periodic Trends Periodic Trends
- ionization energy -electron affinity -metallic and non-metallic -metallic and non-metallic -metallic and non-metallic
property, atomic size property, atomic size property, atomic size
A. References Science Module 9 Science Module 9 Science Module 9 Science Module 9 Science Module 9
1. Teacher’s Guide pages Pp. 90-92 Pp.93-96 Pp. 96-97 Pp. 98-101 Pp. 98-101
2. Learner’s Materials page Pp.113-114 Pp. 115-119 Pp.120-122 Pp. 123-124 Pp. 123-124
3. Textbook pages Pp. 92-97 Pp. 107-109 Pp. 110-112 Pp.113-114 Pp. 113-114
4. Additional Materials from
B.Other Learning Resources Chemistry textbook, Mapa, Chemistry textbook, Mapa, Chemistry textbook, Mapa, Chemistry textbook, Mapa, Chemistry textbook, Mapa,
Fidelino, Rabago Fidelino, Rabago Fidelino, Rabago Fidelino, Rabago Fidelino, Rabago
IV. Procedures
A. Reviewing previous lesson or Recall the different groups and Recall the valence electron of an Recall the location of metals and
presenting the new lesson families in the periodic table. (3 element. nonmetals and noble gases in the
min) periodic table.
B. Establishing purpose for the Discuss ionization energy and Discuss electron affinity and Discuss atomic size and metallic
lesson electron. introduce Lewis symbol. and nonmetallic property.
C. Presenting examples/instances Give at least two elements and Give and discuss at least three Relate ionization energy and
of the new lesson show how to solve its ionization elements and show how to use electron affinity on the size of an
energy. (5 min) the Lewis symbol and solve its atom.
electron affinity and introduce
electronegativity.
D. Discussing new concept and Locate metals and non-metals in Do activity no. 1 Module 2 Unit Give three elements and ask
practicing new skills # 1 the periodic table and describe its 2 entitled “Mapping the Periodic students to arrange the elements
ionization energy. table” according to increasing or
decreasing atomic size.
E. Discussing new concept and Ask students what elements will Answer the guide questions and Review the group number of
practicing new skills # 2 need a higher ionization energy discuss the answer. metals and non-metals and give
and why they acquire a positive three elements and let students
charge. identify which is more and less
metallic.
F. Developing mastery (Leads to Let students answer some Do activity No. 2 Module 2 Unit Give additional examples and let
formative Assessment 3) exercises on the board. 2 entitled “Lewis symbol” and students arrange and identify
answer the Guide questions. which is more and less metallic.
G. Finding practical applications Make thug of war as an analogy Enumerate the application of Enumerate application of metals
of concept and skills in daily to the lesson. electron affinity and and non-metals.
living electronegativity.
H. Making generalization and ask students what happens to the Ask students what happens to the Let students identify what
abstractions about the lesson ionization energy along the electron affinity and happens to the atomic size and
period and group. electronegeativity along the metallic property along the
period and group. period and group.
I. Evaluating learning Give short quiz (5 min) Give 10 item quiz Give a 15 item quiz
J. Additional activities for
application or remediation
V. Remarks
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this work?
teachers?
*Differentiate ionization energy *Identify the number of valence *Write the Lewis Symbol of the *Show how the electron *Show how an ionic bond is
from electron affinity. electrons of atom. common metals and non-metals. configuration of an atom is form.
*Relate the number of valence *Compare the electronegativity *Show the relationship among related to its tendency to give up *Show how ions are formed.
I. Objectives
electrons of the elements to their and ionization energy values of the number of valence electron, or gain electron during chemical
group number in the periodic metals and non-metals. electronegativity and ionization reaction.
table. energy.
A. Content Standards  Describe the trends in the  Describe relationship among  Explain the Lewis Electron  Describe hw metal lost  How atoms combine with
periodic table: ionization valence electron, ionization Dot Structure of different electron, while how non- other atoms by transferring
energy and electron affinity. energy and groups. metal gain electrons during electrons.
 Describe the relationship of electronegativity. chemical reaction.
valence number with group
number
B. Performance Standards Use of periodic table to better understand of ionization and valence Use the periodic table and activity module to
electron
C. Learning
Competencies/Objectives Write
the LC code for each.
II. Contents
A. References Chemistry, Addison-Wesley Chemistry, Addison-Wesley Chemistry, Addison-Wesley Chemistry, Addison-Wesley Chemistry, Addison-Wesley
1. Teacher’s Guide pages Pp. 14 Pp. 15 Pp. 16 Pp. 17 Pp. 17
2. Learner’s Materials page Pp. 113-114 Pp. 114 Pp. 115 Pp. 116 Pp. 116-117
3. Textbook pages
4. Additional Materials from Use of visual aid, Periodic table, Video clips, Activity sheets Use of visual aid, Periodic table, Video clips, Activity sheets Use of visual aid, Periodic table,
Learning Resources (LR) Video clips, Activity sheets
IV. Procedures
A. Reviewing previous lesson or Recall different trends in the Recall how to determine the Ask the students to show how to Recall the previous activity on Recall Lewis Dot Structure to use
presenting the new lesson periodic table. valence electron of some get the valence electron of some Lewis Electron Dot Structure. in ionic bonding.
Let students define ionization common elements and define elements.
energy and electron affinity electronegativity.
B. Establishing purpose for the Differentiate ionization energy Let students infer how valence Ask students to show how to get Relate the number of valence
lesson from electron affinity. electron relate to its ionization te valence electron of some electron to the tendency of atoms
Relate the number of valence energy and electronegativity. elements. to give up its valence electron or
electrons of the elements to their receive electrons from other
group number in the Periodic atoms
table.
C. Presenting examples/instances Ask students why metals become Demostrate/discuss activity 1 in Give example to the student Show/present to students how Students will prepare and present
of the new lesson positive ion and non metals LM Science 9 Mapping the some Lewis Structure of an atom. metal give up their valence a drama or dialogue about ionic
become negative ion. Periodic Table. electron and how non metals gain bonding.
electron.
D. Discussing new concept and Discuss how metals ionize the Let the students answer the Let the students do more exercise Let students practice about the Give students more sample
practicing new skills # 1 valence electron and how now activity sheets on Mapping the on the board to widened their concepts to enhance elements that for ionic bonding to
metals gain electron. periodic table on ionization and understanding about the Lewis understanding further their ideas about the
Expound that ionization energy electronegativity values in structure. concept being discussed.
increases along the period and relation to its valence electron.
decreases down from top to
bottom.
E. Developing mastery (Leads to Answer the Guide Discuss the answer in the activity Answer and discuss the guide Answer and discuss the guide Give short quiz to evaluate their
formative Assessment 3) Questions/Simple recall test. sheet and check the activity. questions questions understanding on ionic bonding.
F. Making generalizations and Re-discuss the concept on Let students make a general Let student re-discuss the Lewis Ask students to generalize the Discuss briefly the presentation
abstractions about the lesson ionization and electron affinity. statement about the valence Dot Structure. relationship of electron by each group (5 min)
electron, ionization and configuration to its tendency to Critiquing the presentation of
electronegativity of element gain or lost electron. students.
along the period and from top to
bottom of a group.
G. Evaluating learning Give short simple quiz for recall Give 5 simple quiz to determine Give short situational multiple- give one or two word problems Evaluate each group presentation
understanding of lesson choice test (5 min) in for evaluation (5 min) through a rubric. (5 min)
H. Additional activities for Give additional word problem if Give additional word problem if Give additional word problem if Give additional word problem if Give additional word problem if
application or remediation needed needed needed needed needed
V. Remarks
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teachers?
 Administer the post  Recognize the use of  Recognize common kinds  Recognize the common  Review on the following
/summative test to common compounds. of alkanes, alkenes, alkynes, uses of alcohols. concepts:
determine students’  Determine the properties of and their uses.  Identify similarities in the - Uses of organic compounds
performance. common organic  Identify the types of bonds structure of different kinds - Recognize common
I. Objectives  Pre-test on hydrocarbon. compounds. formed in alkanes, alkenes of alcohols. hydrocarbon
and alkynes.  Relate the similarities to the - Identify uses of alcohols
 Relate the structure of common properties they  Administer the post-test o
alkanes, alkenes, and have. hydrocarbon.
alkynes to theri properties.
A. Content Standards  Trends in te periodic table  Demonstrate understanding  Demostrate understanding  Demostrate understanding  Demostrate understanding
 Identify the group, period, of the type of bonds that of the type of bonds that of the type of bonds that of the diverse uses of
electron configuration of carbon atom forms resulting carbon atom forms resulting carbon atom forms resulting hydrocarbon in our
elements. to the diversity of carbon to the diversity of carbon to the diversity of carbon everyday life.
 Types of bonding compounds. compounds. compounds.
B. Performance Standards Properties and uses of common Chemical and structural formulas Properties and uses of alcohols Organic compounds.
organic compounds. and properties of hydrocarbon
chain.
C. Learning  Administer the  Recognize the use of  Recognize common kinds  Recognize the common  Review on the following
Competencies/Objectives Write post/summative test to common compounds. of alkanes, alkenes, alkynes, uses of alcohols. concepts:
the LC code for each. determine the students’  Determine the properties of and their uses.  Identify similarities in the - Uses of organic compounds
performance. common organic  Identify the types of bonds structure of different kinds - Recognize common
 Pre-test on hydrocarbon. compounds. formed in alkanes, alkenes of alcohols. hydrocarbon
 Trends in te periodic table  Uses of organic compounds.  Types of hydrocarbon  Types of alcohols  Uses of organic compounds.
II. Contents
 Types of bonding chains  Types of hydrocarbon.
 Types of alcohols.
A. References Books, video clips, visual and Concrete sample of organic Use common sample of
periodic table. compound as an example. hydrocarbon
2. Learner’s Materials page Pp. 111-131 Pp. 131-134 Pp.135-137 Pp.138-139 Pp. 131-139
3. Textbook pages
4. Additional Materials from Video clips on the variety of Video clips on the uses of
Learning Resources (LR) organic compounds in our common hydrocarbon in our
environment. everyday life.
IV. Procedures
A. Reviewing previous lesson or Briefly review the past lesson on Ask students if they know some Ask the students of why car or Ask students what liquid they use Recall concepts on organic
presenting the new lesson chemical bonding : ionic and organic compounds that they are vehicles run or move along the to disinfect their hands from compounds , hydrocarbons and
covalent: polar and non polar usually using at home or at highway. germs if water and soap is not alcohols.
covalent bond. school. Also ask students what they use available.
when they cook their food.
B. Establishing purpose for the To administer post/summative  Recognize the use of  Recognize common kinds  Recognize the common  Review on the following
lesson test on chemical bonding common compounds. of alkanes, alkenes, alkynes, uses of alcohols. concepts:
 Determine the properties of and their uses.  Identify similarities in the - Uses of organic compounds
common organic  Identify the types of bonds structure of different kinds - Recognize common
compounds. formed in alkanes, alkenes of alcohols. hydrocarbon
C. Presenting examples/instances Give instruction and direction to Show to the class common Assign the students in advance to Show students of commercial Discuss the previous lesson on
of the new lesson the students in taking the test organic compound tey are search for the uses of the ff. alcohol. Let students give their organic compound, hydrocarbon,
usually using at home or in Methane, butane, octane, ethane, idea of what is the name of and alcohols.
school. ethyne, propene and propyne. commercial alcohol as
disinfectant.
D. Discussing new concept and Let students identify the concrete Recall the topic about covalent Show the different kinds of Let students give their idea about
practicing new skills # 1 sample of organic compound bond , how non-metal elements alcohols according to their the concept presented.
form a compound. attachment to alkyl group. Show a video clips to further
E. Discussing new concept and Let them ask the uses of sample What types of bonds do non- Discuss the structural and enhance their understanding
practicing new skills # 2 organic compound. metals form in a compound? chemical formula of different about the lesson
Ask properties common to  Single bond sample of alcohols
organic compounds.  Double bond
 Triple bond
F. Developing mastery (Leads to Students read and analyze Discuss the properties of organic Discuss how to write the Let students write on the board Sk students to give an example,
formative Assessment 3) carefully the test item compounds based on viscosity chemical and structural formula the chemical and structural properties and structural formula
and flammability. of alkane, alkene and alkyne formula of alcohol. of organic compound,
hydrocarbon, and alcohol.
G. Finding practical applications What substance use as Discuss the practical use of What are different uses of Let them realize that all things
of concept and skills in daily lubrication in machine? alkane, alkene, alkyne in our life. alcohol at home, in market, in we are using, the food that we eat
living What substance use as fuel? school, in hospital, etc. are oranic compound
H. Making generalizations and Chemical bonding between How important is the knowledge Let students make a general Why alcohol is very important? Why organic compound is very
abstractions about the lesson metals and non-metals will form about the properties of organic statement about the properties What are the properties of useful?
ionic binding whereas between compound in our everyday life, and structure of alkane, alkene, alcohol? What property is common to all
two non-metals will form its behavior, uses and effects on alkyne. organic compound?
covalent bonding. people.
I. Evaluating learning 1-50 items multiple choice test Give 5-10 sample quiz about the Evaluate students’ learning on Give a long or summative test to
objectives of the lesson for today. the chemical and structural evaluate their understanding
formula of alkane. Alkene, and about the lesson.
alkynes.
J. Additional activities for Assignment: Assignment: Search:

application or remediation Search the following concepts: Know the following  Different kinds of alcohol
 Organic compounds hydrocarbons: and their uses
 hydrocarbons  Methane, ethylene
 Butane, octane
V. Remarks
80%
this work?
teachers?

Teaching Date and Time Quarter Third
 Administration for pre-test  Describe the characteristics  Describe the characteristics  Differentiate active from  Illustrate the volcano
in volcano. of a volcano of a volcano inactive volcanoes base on  Identifythe outside parts and
 Types of cone.  Locate on te map of the  Locate on te map of the the history of its eruption. the inside parts of a volcano
I. Objectives
 Types of eruption Philippines the 10 active Philippines the 10 active
 Parts of volcano volcanoes volcanoes
 Types of erupting materials
A. Content Standards Demonstrate understanding of volcanoes found in the Philippines.
B. Performance Standards Use of the Philippine map to locate the location of volcanoes and use Participates in activities that reduces risks and lessen effects of natural phenomenon such as volcanic
of activity to enhance students’ learning. eruption.
C. Learning  Differntiate active from inactive volcano  Explain what happens when volcanoes erupt; and
Competencies/Objectives Write  Descriibe the different types of volcanoes  Illustrate how energy from volcanoes may be tapped for human use.
the LC code for each.
II. Contents
Demonstrate understanding of volcanoes found in the Philippines.
A. References DepEd. Project EASE Integrated (PHILVOCS) Focus on (PHILVOCS) Focus on (PHILVOCS) Focus on (PHILVOCS) Focus on
Science 1 Earthquake and volcanoes Earthquake and volcanoes Earthquake and volcanoes Earthquake and volcanoes
1. Teacher’s Guide pages Science 9 Teacher’s Guide pp. 1- Science 9 Teacher’s Guide pp. 5- Science 9 Teacher’s Guide pp. 5- Science 9 Teacher’s Guide pp. 6 Science 9 Teacher’s Guide pp. 6
13 6 6
2. Learner’s Materials page Science 9 Learner’s Module pp. Science 9 Learner’s Module pp. Science 9 Learner’s Module pp. Science 9 Learner’s Module pp. Science 9 Learner’s Module pp.
163-184 165-167 165-167 165-167 168-169
3. Textbook pages
4. Additional Materials from Use of visual aids, video clips, activity sheets, cut outs to enhance students’ creativity, imagination and understanding.
IV. Procedures
A. Reviewing previous lesson or Recall the Earth’s interior, bodies Recall the Earth’s interior, bodies Review (ask students different Give an example of the recent Recall and differentiate active
presenting the new lesson of water, earthquake and volcanic of water, earthquake and volcanic volcanoes they knew located in eruption like Mt. Pinatubo, how from an inactive volcanoes.
eruption. eruption. the locale and in the Philippines. is it classified...active or inactive.
B. Establishing purpose for the Our lesson for today is to Be able to describe and locate in Locate and label the active and Differentiate an active from an Be able to understand and
lesson diagnose your previous the Philippines using a map. inactive volcanoes in the inactive volcano. identify the parts of a volcano.
understanding about a volcano. Philippine map.
C. Presenting examples/instances The following are the concept What are the characteristics of a Where can we find the following Cite example of active volcanoes Identify these parts of a volcano:
of the new lesson tackled in the pre-test: type of volcano. volcanoes? and give also example of inactive A. Magma chamber
volcano. Type of eruption, type Mayon? Taal? Pinatubo? Mt. volcanoes in the Philippines B. Conduit pipe
of volcanic materials. Everest C. Sills
D. Discussing new concept and Giving instruction in answering Discuss further using video clip Expound the idea about the Expand the concept of D. Parasitic cone
practicing new skills # 1 the test presentation about volcano. volcanoes located in the active/inactive volcano by giving
Philippines mre example.
E. Developing mastery (Leads to Analysis of the test questions. Giving short quiz Students answer the guide Students answer the guide
formative Assessment 3) questions questions
F. Making generalizations and
abstractions about the lesson
G. Evaluating learning Give short simple quiz for recall Give 5 simple quiz to determine Give short situational multiple Give one or two word problems
understanding of lesson. choice test for evaluation.
H. Additional activities for
V. Remarks
80%
this work?
teachers?

 Describe and differentiate  Describe and differentiate  Differentiate and describe  Describe and differentiate  Discuss the types of
the types of volcanic land the types of lava flows ad the types of volcanic the types of volcanic volcanic cone and the
I. Objectives
forms and eruptive styles. give example eruption. materials erupted from material it consist of.
inside of the volcano
A. Content Standards Demonstrate understanding of volcanoes found in the Philippines and its characteristics
B. Performance Standards Use of volcanoes’ diagram and describe its characteristics to enrich Use o f volcanoes’ diagram and describe its characteristics to enrich students’ comprehension.
students’ comprehension.
C. Learning  Differentiate the types of volcanic land form  Differentiate types of volcanic eruption
Competencies/Objectives Write  Describe the different types of lava flows.  Describe different types of erupting materials from volcano
the LC code for each.  Differentiate the types of volcanic cone
II. Contents
Demonstrate understanding of volcanoes found in the Philippines
A. References DepEd. Project EASE Integrated (PHILVOCS) Focus on (PHILVOCS) Focus on (PHILVOCS) Focus on (PHILVOCS) Focus on
Science 1 Earthquake and volcanoes Earthquake and volcanoes Earthquake and volcanoes Earthquake and volcanoes
1. Teacher’s Guide pages Science 9 Teacher’s Guide pp. 8 Science 9 Teacher’s Guide pp. 8 Science 9 Teacher’s Guide pp. 9 Science 9 Teacher’s Guide pp. 10 Science 9 Teacher’s Guide pp. 9-
11
2. Learner’s Materials page Science 9 Learner’s Module pp. Science 9 Learner’s Module pp. Science 9 Learner’s Module pp. Science 9 Learner’s Module pp. Science 9 Learner’s Module pp.
169-170 171-172 173 174-175 175-176
3. Textbook pages
4. Additional Materials from Us eof visual aids, video clips, activity sheets, cut-outs to enhance students creativity, imagination and understanding
IV. Procedures
A. Reviewing previous lesson or Recall the parts of a volcano Recall the Earth’s land form and Review (ask students different Give example: what type of Recall the different types of
presenting the new lesson eruptive type of volcano. volcanoes they knew in the eruption Mt. Mayon experience? pyroclastic materials ejected
Philippines from a volcano
B. Establishing purpose for the  To describe and  To describe and  To differentiate and  To describe and  To discuss the types of
lesson differentiate the types of differentiate the types of describe the types of differentiate the types of volcanic cone and the
volcanic land forms and lava flows ad give example volcanic eruption. volcanic materials erupted material it consist of.
eruptive styles. from inside of the volcano
C. Presenting examples/instances Give examples of different land What are the different lava flows Cite example of volcanic What are the different What type of cone Mayon
of the new lesson forms. eruption like Pinatubo which is pyroclastics materials volcano have?
Plinian
D. Discussing new concept and Elaborate the discussion about Supplement the concept of lava Fortify the idea of volcanic Elaborate
practicing new skills # 1 the formation of volcano. flow by showing the video clips eruption by showing a video
presentation
E. Developing mastery (Leads to Practice by answering the Familiarize the diffrent lava flow Evaluate by giving a short quiz Reassess students’ learning
formative Assessment 3) activity in module by sketching in a paper
F. Making generalizations and Re-discuss the concept on types Let students make a general Let students re-discuss the types Ask students to make a Discuss briefly the important
abstractions about the lesson of volcanic land form statement about the of volcanic eruption generalization volcanic cone
characteristics of volcano
G. Evaluating learning Give short simple quiz for recall Give 5 simple quiz to determine Give short situational multiple Give one or two word problems Evaluate/make a generalization
understanding of lesson. choice test for evaluation.
H. Additional activities for
V. Remarks
80%
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teachers?

 Explain how the latitude  Explain how altitude affect  Explain how bodies of  Explain how bodies of  Explain how bodies of
I. Objectives
affect the climate. the climate water affect the climate water affect the climate water affect the climate
A. Content Standards  How latitude affect the  How altitude affect the  How bodies of water affect  How bodies of water affect  How topography affect the
climate of a certain place or climate of a certain place or the climate of a certain the climate of a certain climate of a certain place or
region region place or region place or region region
B. Performance Standards Use of illustrations to better understand and enhance the students’ learning
C. Learning  Explain how different  Explain how different  Explain how different  Explain how different  Explain how different
Competencies/Objectives Write factors affect the climate of factors affect the climate of factors affect the climate of factors affect the climate of factors affect the climate of
the LC code for each. an area. an area. an area. an area. an area.
 Describe certain climatic  Describe certain climatic  Describe certain climatic  Describe certain climatic  Describe certain climatic
phenomena that occur on a phenomena that occur on a phenomena that occur on a phenomena that occur on a phenomena that occur on a
global level. global level. global level. global level. global level.
 Make strategic plan to help  Make strategic plan to help  Make strategic plan to help  Make strategic plan to help  Make strategic plan to help
mitigate and adapt to the mitigate and adapt to the mitigate and adapt to the mitigate and adapt to the mitigate and adapt to the
effects of climate change effects of climate change effects of climate change effects of climate change effects of climate change
 The effect of latitude to the  The effect of altitude to the  The effect of bodies of  The effect of bodies of  The effect of topography to
II. Contents
climate of a certain place or climate of a certain place or water to the climate of a water to the climate of a the climate of a certain
region region certain place or region certain place or region place or region
A. References  Science Teacher’s Guide  Science Teacher’s Guide  Science Teacher’s Guide  Science Teacher’s Guide  Science Teacher’s Guide
 Science Learner’s Module  Science Learner’s Module  Science Learner’s Module  Science Learner’s Module  Science Learner’s Module
2. Learner’s Materials page Pp. 185 Pp. 186-187 Pp. 188-190 Pp. 188-190 Pp. 191-192
3. Textbook pages
4. Additional Materials from Use of illustrations and activity Use of illustrations and activity  Use of laboratory apparatus  Use of laboratory apparatus Use of illustrations and activity
Learning Resources (LR) sheets sheets as representation in the as representation in the sheets
experiment . (beaker, experiment . (beaker,
thermometer, soil, and thermometer, soil, and
water, tripod, and alcohol water, tripod, and alcohol
lamp) lamp)
IV. Procedures
A. Reviewing previous lesson or  Briefly review the past  Briefly review the past  Briefly review the past  Briefly review the past  Briefly review the past
presenting the new lesson lesson on the difference of lesson about the effect of lesson about the effect of lesson about the effect of lesson about the effect of
climate and weather. latitude to the climate of a latitude to the climate of a latitude to the climate of a latitude to the climate of a
certain place. certain place. certain place. certain place.
B. Establishing purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concept and
practicing new skills # 1
E. Discussing new concept and
practicing new skills # 2
F. Developing mastery (Leads to
formative Assessment 3)
G. Finding practical applications
of concept and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
V. Remarks
80%
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DAILY LESSON LOG Grade 9 Science

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School Pavia National High School Grade Level Grade 9

DAILY LESSON LOG Teacher Kriemehilda Gajo Learning Area Science 9

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1. Teacher’s Guide pages

School Pavia National High School Grade Level Grade 9

School Pavia National High School Grade Level Grade 9

School Pavia National High School Grade Level Grade 9

J. Additional activities for Assignment: Assignment: Search:

School Pavia National High School Grade Level Grade 9

School Pavia National High School Grade Level Grade 9

School Pavia National High School Grade Level Grade 9

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