School Grade Level 9

Grades 1 – 12 Teacher Learning Area Science

Daily Lesson Log Teaching Date Quarter First
and Time
I OBJECTIVE/S
A CONTENT STANDARDS The Learners demonstrate an understanding of how changes in the
environment may affect species extinction.
B PERFORMANCE STANDARDS The Learners should be able to make a multimedia presentation of a
timeline of extinction of representative microorganisms, plants, and
animals.
C LEARNING COMPETENCIES/ 5. relate species extinction to the failure of populations of organisms to
OBJECTIVES adapt to abrupt changes in the environment; and
Write the LC code for each S9LT-Ie-f-30
1. Identify different environmental issues and problems that
contributes to species extinction
2. Suggest ways in minimizing it’s effect to species extinction
3. Create environmental awareness campaign thru speech, poster and
slogan making.
4. Appreciate the importance of taking good care of the environment.
II CONTENT 1.Biodiversity and Evolution;
1.3. Environmental Issues/ Problems
III LEARNING RESOURCES
A REFERENCES
1.Teacher’s Guide Pages pp. 288- 293
2.Learner’s Material Pages pp. 61-68
3.Textbook Pages None
4.Additional Materials from Learning None
Resources
B Other Learning Resources Youtube, google
IV PROCEDURES
A REVIEWING PREVIOUS LESSON/ Preparatory Activities
PRESENTING THE NEW LESSON  Prayer
 Checking of Attendance
 Review
Presentation of the Lesson’s Competency and Objectives
At the end of the lesson, the students will be able to;
1. Identify different environmental issues and problems that
contributes to species extinction
2. Suggest ways in minimizing it’s effect to species extinction
3. Create environmental awareness campaign thru speech, poster and
slogan making.
Setting House Rules
Let the students established the house rules. Let them answer the
process questions.
1. What will you do when you enter in the classroom?
2. Is it good when you’re late in class? What will you do if you’re
late?
3. Is it good to use cellphone while in class?
4. If you want to have a “pee break”, what will you do?
5. If there will be questions raise during class discussions, what
will you do?
6. If there will be group activity, what will you do?
7. If your classmate is presenting his output, what will you do?

Indicator 5. Managed learner behavior constructively by applying

positive and non-violent discipline to ensure learning focused
 environments.
B ESTABLISHING A PURPOSE FOR THE ELICIT
LESSON Activity 1: FOUR PICS ONE WORD (5 minutes)
All four pictures are connected by one common word that matches
each group of pictures. Students will give the word that defines each
set of pictures.

C PRESENTING EXAMPLES/INSTANCES ENGAGE

OF NEW LESSON Activity 2: YES or NO (5 minutes)

The students will evaluate the community where they live.

They will be given YES and NO placards.
They will read every statement
They will raise YES if the statement is true to their community
 and NO if it is not.

D DISCUSSING NEW CONCEPTS AND EXPLORE Activity 2: Picture Analogy (5 minutes)

PRACTICING NEW SKILLS #1 Activity 3: EX-THINK!
The students will form five groups. This five existing groups
are based upon the students’ different needs and intellectual
capacity.
They will perform the given activity based on their evaluation
on the community where they live; they will list down at
least three (3) environmental problems present in their
community.
They will also write the effects that these problems can create
on the ecosystem and also the ways in minimizing its harmful
effects accordingly.

Environmental Concerns Affected Ways in Minimizing its

and Issues Species/biodiversity Harmful Effects

Presentation must only be in 3 minutes. Each group will choose

their own leader, timekeeper, reporter and a material keeper.
Rubrics will be given
The teacher will give emphasis on the importance of the
following core values to the learners in doing their tasks.
Learners will be using English as their medium of
communication in reporting their output. Creation of sentences
that conforms to correct grammar and syntax in answering
questions in this lesson. Students are to express their learned
concepts. Also writing skills will be enhanced as students will
make an output based on the assigned activity.
English Integration
 Sense of Responsibility (showing responsibility in doing tasks)
Urgency (in submitting outputs)
Respect (showing respect in every individual difference/ideas)
Equity and Fairness (in giving scores)
ESP Integration

Excellent Very Good Satisfactory

(5pts.) (4 pts.) (3 pts.)

Content Exemplary Exact content There is an

(6 pts) content were were used as attempt to
used as wordings in used relevant
wordings in the poem. Not content as
the poem. in-depth wordings in
There is in- relevance. the poem.
depth
relevance.

Delivery Consistently Mostly at Not Some lapses in

during the at ease and at ease confidence, but
presentation confident adequate for
(4 pts.) completion of
performance

Cooperation All of the 2 members did 3-4 members

(4 pts) members not cooperate did not
cooperated before and cooperate
before and during the before and
during the given task. during the
given task. given task.

Time Posted their Posted their Posted their

Management output before output at the output after
(3 pts) the given time. given time the given time.

Neatness No erasures 1 to 2 erasures 3 to more

(3 pts) erasures

TOTAL

E DISCUSSING NEW CONCEPTS AND Asking guide questions

PRACTICING NEW SKILLS #2 1. What are some of the environmental concerns and problems?
2. What are the affected species/biodiversities?
3. What are ways in minimizing its harmful effects?
F DEVELOPING MASTERY (LEADS TO EXPLAIN
FORMATIVE ASSESSMENT 3) Teacher uses lecture method in this part of the lesson using
English/Filipino/ Languages. The teacher may use vernacular if
need arises.
Indicator 2: Displayed proficient use of Mother Tongue, Filipino and
English to facilitate teaching and Learning
Learners are given equal opportunity in answering the
questions given by the teacher. Learners are also encouraged to
ask questions to clear cloud of doubts.
Indicator 5: Maintained learning environments that promote fairness,
respect and care to encourage learning
In this part, environmental issues and concerns that our society
is facing nowadays will be discussed.
Indicator 1: Applied Knowledge of Content Within and Across
Curriculum Teaching Areas
ArPan Integration

Questions will be asked to the students after each

environmental issue and concern.
Indicator 3. Applied a range of teaching strategies to develop critical
and creative thinking as well as other higher-order thinking skills.
Learners will be using English as their medium of
communication. Creation of sentences that conforms to correct
grammar and syntax in answering questions in this lesson.
Students are to express their learned concepts.
English Integration

Local and Global Environmental issues/problems

Deforestation
One of the country’s environmental problems is the rapid rate at which
trees are cut down. In the Philippines, the major causes of deforestation
are:
Kaingin farming
Illegal logging
Conversion of agricultural lands to housing projects
Forest fires
Typhoons
As a consequence of cutting down trees, the following effects could
take place:
 Soil erosion
 Floods
 Decrease in wildlife resources that will eventually lead to extinction

Question to be asked

1. Did you encounter the same problem in your community?

Wildlife Depletion
As human population gets bigger, huge space is needed for shelter, for
growing crops, and for industries. Deforestation is one of the major
causes of the disappearance of wildlife species. If they cannot find
enough space, many will die or become extinct. Some species may
become endangered, or in the verge of becoming extinct.
Questions to be asked

1. What happens to animal populations that are driven away from

their natural habitat?

Air Pollution

Carbon dioxide acts like a blanket over the Earth, holding in the heat
that would otherwise radiate back into space. The trapping of heat by
gases in the earth’s atmosphere is called greenhouse effect. The
greenhouse effect is a natural process. But as carbon dioxide in the
atmosphere increases, greenhouse effect also intensifies–this will lead
to global warming. Global warming is an increase in the earth’s
temperature from the rapid buildup of carbon dioxide and other gases.
This, in turn, could change the world climate patterns.
Water Pollution
A major problem in lakes, rivers and ponds is eutrophication. It
happens when the concentration of organic nutrients that comes from
 domestic garbage and thrown in bodies of water, increases rapidly. It is
supposed to be a slow process, but man’s activities hasten it up.
Another effect of water pollution is mass death of fish, or ‘fish kill’. A
‘fish kill’ usually happens when there is an increase in concentration of
organic nutrients in bodies of water.
1. Have you read articles from the newspapers about ‘fish kill’ in
Manila Bay or some other places? Have you seen such an event
in your area?

Destruction of Coastal Resources

Do you live near coastal areas? Do you remember the times when you
and your friends went to the seashore to gather seashells or played with
some corals or, perhaps, played hide and seek among mangrove trees?
Coral reefs and coastal mangrove forests in the Philippines serve as
breeding grounds and nurseries of marine fishes. But due to man’s
activities, coastal areas are getting destroyed through the years. Some of
these activities include the following:
 Deforestation, agricultural activities, and mining activities
 Dynamite fishing and muro-ami
 Coastal areas’ conversion to beach resorts, residential areas
 Overharvesting
Acid Precipitation
Acid precipitation is commonly known as acid rain. Rainwater is
normally acidic, because carbon dioxide is normally present. Other
pollutants mostly sulfur and nitrogen oxides, make rainwater even more
acidic, with a pH of 5.6 or lower. Emissions from factories and from
exhaust of motor vehicles are some examples of pollutants. Acid rain
can be harmful to living things. It causes yellowing of leaves of trees
and cause leaves to fall. Examine Figure 16. It summarizes the effect of
acid rain.

G FINDING PRACTICALS ELABORATE (Performance Task)

APPLICATIONS OF CONCEPTS AND You are an environmental advocate. On your way back to your
SKILLS IN DAILY LIVING hometown, you saw the destruction brought by the different
environmental problems. You decided to invite your colleagues to come
with you on your next visit with a mission that is to create
environmental awareness among your town mates. You may use your
town mates’ mother tongue language in creating poster, slogan or
speech to accomplish your mission.
 The students will use their artistic skills in creating poster and
slogan.
Indicator 1: Applied Knowledge of Content Within and Across
Curriculum Teaching Areas
MAPEH Integration

H MAKING GENERALIZATIONS AND Teacher’s processing of the activities and wrap-up discussion.
ABSTRACTIONS ABOUT THE LESSON Questions will be asked.
 What are the causes of species extinction?
 What are the different types of environmental issues and problems
that contribute to species extinction that are shown in the video?
 Why do you think people are not paying enough attention to the
environment?
 Will taking action make our lives better or safer, or it will only make a
difference to future generations?
 What can we do to protect the environment?
 As a student, what little things do you think you could do to help
minimize the effect of the said issues to our environment?
Indicator 3. Applied a range of teaching strategies to develop critical
and creative thinking as well as other higher-order thinking skills.

Indicator 1: Applied Knowledge of Content Within and Across

Curriculum Teaching Areas
EsP Integration

(The students will compute their respective points to be put in the

incentive chart.)
Indicator 1: Applied Knowledge of Content Within and Across
Curriculum Teaching Areas
Math Integration
I EVALUATING LEARNING EVALUATE Multiple Choice: (10 minutes)
Science Quiz

1. What is an example of natural air pollution?

a. Cigarette Smoke c. Industrial Emissions
b. Volcanic Ash d. Vehicle Exhaust
2. What happens when the concentration of organic nutrients that comes from domestic
garbage are thrown in bodies of water, increases rapidly one of the effects of water
pollution?
a. eutrophication c. fish kill
b. algal bloom d. biological magnification
3. What is the primary cause of acid rain around the world?
a. Carbon dioxide c. sulphur dioxide
b. carbon dioxide d. Ozone
4. Which of the following is not a solution of global warming?
a. Reducing fossil fuel consumption
b. planting more trees
c. Deforestation
d. None of the above
5. Which of the following best explains why planting trees and putting up urban
gardens can help prevent global warming?
a. Plants absorb oxygen during day time and perform transpiration
b. Plant absorb carbon dioxide that contributes to the rising of Earth’s temperature
c. Plants performs photosynthesis
d. Plant use up carbon dioxide during photosynthesis, release oxygen to the
environment, and perform transpiration.

The students will compute the MPS.

Indicator 1: Applied Knowledge of Content Within and Across
Curriculum Teaching Areas
Math Integration
J ADDITIONAL ACTIVITIES FOR EXTEND
APPLICATION OR REMEDIATION The students will try to make a multimedia presentation of a timeline
of extinction of representative microorganisms, plants, and animals.
V REMARKS

VI REFLECTION

A NO. OF LEARNERS WHO EARN 80% ON

THE FORMATIVE ASSESSMENT
B NO. OF LEARNERS WHO REQUIRE
ADDITIONAL ACTIVITIES FOR
REMEDIATION
C DID THE REMEDIATION LESSONS WORK?
NO. OF LEARNERS WHO HAVE CAUGHT
UP WITH THE LESSON
D NO. OF LEARNERS WHO CONTINUE TO
REQUIRE REMADIATION
E WHICH OF MY TEACHING STRATEGIES
WORKED WELL? WHY DID IT WORKED?
F WHAT DIFFICULTIES DID I ENCOUN- TER
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?