SUBJECT : SCIENCE

GRADE : NINE
UNIT/STRAND : I
TEACHERS : MISS

Term Standards Institutional Core Values

No: Unit Topic: Content/ Competencies/ Assessment Activities Resources/ Materials (PMVGO)
Month: Performance Skills
First Quarter Respiratory and I. The learners 1. explain how the As1. Let’s Explore Ac1. What a Bunch Insight: Holistic Service to our community -
Circulatory demonstrate an respiratory and It of Grapes! Approach in Science 9. As a healthy individual,
June: Week 2 Systems Working understanding of circulatory (Multiple Choice) (Identify Key Parts Science 9 Learning they will be able to perform
with the other systems work f:Insight 9/ p.10-11 of Breathing Module their duties as a good
a. how the different together to System) picture citizen of the community.
Organ Systems
structures of the transport
circulatory and nutrients, gases, As2. Let’s Take On Ac2. Bottled balloons Love for God - After
respiratory and other The Challenge Balloons(Explain 1.5 bottle knowing the diseases that
1. Respiratory molecules to and (Labeling the Parts How the Lungs rubber band can affect the respiratory
systems work
System from the different of the Respiratory Work) straw and circulatory system, the
together to
transport oxygen- parts of the body; System) students will value the life
S9LT-la-b26 f:Insight 9/ p.12 Ac3. Just Go With Paper strips Rope which is given by God
rich blood and
The Flow or ribbon Marking through maintaining a
nutrients to the
(Describe the blood pen healthy lifestyle.
different parts of flow and gas Chalk
the body exchange within
the heart,
circulatory system,
and lungs)

b. the prevention, 2. infer how one’s As3. Let’s Wonder Ac4. What’s The PowerPoint Care for the Environment -
detection, and lifestyle can affect On It Word! presentation The students as concern
treatment of the functioning of (Essay) (Identify the sets of pictures citizens will inform the
diseases affecting respiratory and f:Insight 9/ p. 13 illnesses brought other citizens to stop
the circulatory and circulatory about by the smoking in order to help
respiratory systems; negative lifestyles) lessen air pollution.
S9LT-lc-27 (4 pics 1 word)
systems
 Term Standards Institutional Core Values
No: Unit Topic: Content/ Competencies/ Assessment Activities Resources/ Materials (PMVGO)
Month: Performance Skills
June: 4th week to Respiratory and a. how the different 1. explain how the As1. Let’s Explore Ac1. How Is Your picture Care for the environment -
July 1st week Circulatory structures of the respiratory and It Heart The students will have a
Systems Working circulatory and circulatory systems (Identifying clear understanding of
with the other respiratory work together to Parts/Matching Ac2. Let’s long bondpaper taking care of oneself and
Organ Systems systems work transport Type/Multiple Organize! pencil/pen the environment.
together to nutrients, gases, Choice) (Identify the
2. Circulatory transport oxygen- and other f:Insight 9/ p.24 - 26 components of the
System rich blood and molecules to and circulatory system;
nutrients to the from the different As2. Let’s Take On Explain the
different parts of parts of the body; the Challenge different types of
the body S9LT-la-b26 (Sequencing of circulation)
Events)
f:Insight 9/ p. 26 Ac3. Pump It! 1 beaker or wide
(Describe how the mouthed jar
heart functions) 1 balloon
2 flexible
drinking straws
1 pair of scissors
1 large pan or sink
adhesive tape
water

b. the prevention, 2. infer how one’s As3. Let’s Wonder Ac4. Prevention Is script
detection, and lifestyle can affect On It Better Than Cure
treatment of the functioning of (Essay) (Role-Playing)
diseases affecting respiratory and f:Insight 9/ p. 28 Identify ways of
the circulatory and circulatory detecting and
respiratory systems; preventing diseases
systems S9LT-lc-27 in the respiratory
and circulatory
systems
 Term Standards Institutional Core Values
No: Unit Topic: Content/ Competencies/ Assessment Activities Resources/ Materials (PMVGO)
Month: Performance Skills
July: 2nd week to Heredity: a. how genetic 1. describe the As1. Let’s Take On Ac1. Let’s Explore Achiever of Competence in
3rd week Inheritance and information is location of genes in The Challenge It paper the K to 12 Curriculum -
Variation organized in chromosomes; (Problem Analysis) (Survey of Traits) pen The students will learn
genes on S9LT-Id-28 f:Insight 9/ p. 42 f: Insight 9/ p. 41 their origin as well as they
chromosomes will respect each other’s
differences.
b. the different 2. explain the As2. Let’s Learn By Ac2. “Phenotypes Activity sheets
patterns of different patterns Doing and Genotypes in Manila paper
inheritance of non-Mendelian (Completion of Incomplete Marking pen
inheritance; Table) Dominance”
S9LT-Id-29 f: Insight 9/. 43 (Explain
incomplete
dominance pattern
of inheritance

As3. Let’s Wonder Ac3. Mystery Bull Paper

On It (Diagram and Pencil
(Essay) complete a Punnett
f:Insight 9/ p. 44 square)

Ac4. What’s your Activity sheets

blood type? Pen
(Infer the unknown paper
phenotypes of
individuals on the
basis of the known
phenotypes of their
family members)
Term Standards Institutional Core Values
No: Unit Topic: Content/ Competencies/ Assessment Activities Resources/ Materials (PMVGO)
Month: Performance Skills
The learners should GRASP
be able to conduct Brochure Making
an information Goal: To create a
dissemination brochure that will be
activity on effective used for disseminating
ways of taking care information on
of the respiratory effective ways of
and circulatory taking care of the
systems based on respiratory and
data gathered from circulatory systems.
the school or local Role: A lay-out artist
health workers and an active member
of school organization.
Audience: Junior and
Senior High Schools
Situation: As part of
celebrating nutrition
month on July, the
school principal
requested each school
students’ organization
to conduct an
information
dissemination activity.
For disseminating
information on
effective ways of
taking care of the
respiratory and
circulatory systems.
Your group was
assigned to create a
brochure
Product: Brochure
The product will be
graded based on its
creativity, content and
organization.
 Term Standards Institutional Core Values
No: Unit Topic: Content/ Competencies/ Assessment Activities Resources/ Materials (PMVGO)
Month: Performance Skills
July: 4th week Biodiversity and a. how changes in 1. relate species As1. Let’s Learn By Ac1. Let’s Explore Insight 9 textbook Love for God - The students
Evolution the environment extinction to the Doing It pen will learn how to value the
may affect species failure of (Essay and Cause- (Biodiversity paper creations of God like the
extinction populations of and-Effect Diagram) Discussion) plants and animals.
organisms to f:Insight 9/p.64-65 f: Insight 9/p.61
adapt to abrupt Care for the environment -
changes in the As2. Let’s Wonder On Ac2. Let’s Explore Insight 9 textbook The students will help
environment It It pen promote awareness of
S9LT-Ie-f30 (Essay) (Search for paper species extinction to the
f:Insight 9/p.66 Endangered community.
Species: Knowing
its Origins)
f: Insight 9/p.62

Ac3. Let’s take On Insight 9 textbook

the Challenge pen
(Table Completion) paper
f: Insight 9/p.63
The learners should PERFORMANCE TASK
be able to make a 1. Give students tips on
multimedia how to prepare the
presentation of a timeline.
a. Decide what the
timeline of
timeline will include. b.
extinction of Make a list of events to
representative include
microorganisms, c. Decide when it will
plants, and animals begin and end. (8 to 15
events is a good
number to include for
most timelines)
d. Aim to present a well-
rounded history. e.
Layout the timeline. f.
Choose any available
multimedia material.
2. Evaluate the timelines
using the suggested
attached.
 Term Standards Institutional Core Values
No: Unit Topic: Content/ Competencies/ Assessment Activities Resources/ Materials (PMVGO)
Month: Performance Skills
Aug: 1st week Ecosystems a. the structure and 1. differentiate basic As1. Let’s Explore It Ac1. Let’s Take On Insight 9 textbook Care for the environment –
function of plant features and (Matching Type and the Challenge pen Aceans will help in planting
Flow of Energy and parts and importance of Compare and (Puzzle) paper trees.
Matter in organelles photosynthesis Contrast) f:Insight 9/p.80
Ecosystems involved in and respiration f:Insight 9/p.78-79
photosynthesis S9LT-lg-j31
As2. Let’s Wonder Ac2. Let’s Learn By Insight 9 textbook
b. the structure and On It Doing pen
function of (Essay) (Labeling Diagram) paper
mitochondrion as f:Insight 9/p.82 f:Insight 9/p.81
the main organelle
involved in
respiration
The learners should PRODUCT/PROJECT
be able to design and MAKING: Finally,
conduct an the class will make
investigation to a product that will
provide evidence be helpful for the
that plants can community
manufacture their members to put up
own food. a vegetable urban
garden at home or
in the community.
The students will
make a collection of
strategies on how to
improve the
quantity and
quality of harvest of
crops in an urban
garden. To do this,
the students will
collect data through
interview, survey
and internet
search. Students
will conduct
interviews with the
officer-in-charge,
staff of the city
agriculture office
and farmers in the
locality. A survey
will be done in the
community to
determine the
number of residents
who know how to
plant crops and are
willing to put up an
urban garden in
their homes. An
internet search will
be done to gather
more information
about different
styles or lay-out of
urban gardens
suited for different
residential building
designs, and lot
areas. The product
can be a
multimedia
presentation, a
brochure, webpage,
or a blog that will
be presented during
a culminating
activity. You may
invite farmers,
community
members or local
government
officials that will
serve as audience
for the students’
presentation.
The creation of their
project should be
guided with a
product/project
rubric that can also
be used as a scoring
guide for grading
the students’
performance and
learning output.
Task, progress and
group contribution
checklists must be
given to the
students to help
them monitor
progress and
promote self
direction. Use
planning template
to guide students to
think how they will
go about completing
the task.