Ecosystems

School: TUNGAWN NATIONAL HIGH SCHOOL Grade Level: 9

GRADES 1 to 12 Teacher: CINDY C. WAGAS Learning Area: SCIENCE AND TECH.-9
DAILY LESSON LOG Teaching Dates and Time: WEEK 1 Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of the structure and function of plant parts and organelles involved in photosynthesis and cellular respiration.

B. Performance Standards The learners should be able to design and conduct an investigation to provide evidence that plants can manufacture their own food

C. Learning Competency/
LC code Differentiate basic features and importance of photosynthesis and respiration. S9LT-lg-j31

Specific Objectives 1. Identify the cell structure 1. Identify the factors that affect the rate of photosynthesis. 1. Describe parts of SCI-FUN TIME
and functions of plants 2. Participate actively in performing the activity organelles involved in
involved in the food cellular respiration.
making process. 2. Describe how stored
2. Identify the raw materials energy from food is
needed for photosynthesis. changed to chemical
3. Explain the phases energy for cell us
involved in photosynthesis

Structures involved in the food Factors affecting the rate of Photosynthesis Cellular Respiration
II. CONTENT making process in Plants

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages pp. 74 - 78 pp. 81 - 82 pp. 85 - 91
3. Textbook pages
4. Additional Materials from https://www.youtube.com/watch? http://www.nuffieldfoundation.org/practical-biology/investigating-factors- https://www.youtube.com/
Learning Resource (LR) v=xMSNBlCX8LA affecting-rate-photosynthesis watch?v=OYQPQEOdCU8
portal https://www.youtube.com/
watch?v=_UQwbb00UV0
https://www.youtube.com/
 watch?v=EYLr3pVNd7U
B. Other Learning Resources Activity Sheets Act. A - 2 Beakers, 2 test tubes, 2 Funnels, 2 Santan leaf or twigs of Charts, ICT Facilities
ICT Facilities Hydrilla or Elodea, Glowing splinter

Act B - Small fresh leaves drinking straw Water 2 Test tubes

Limewater 2 Rubber stoppers Test tube rack

Act. C - 4 Test tubes, Drinking straw, 4 Rubber stoppers, lime

water, 2 - 500 mL empty mineral water bottles with cap, 1 Graduated
cylinder
IV. PROCEDURES
A. Reviewing previous lesson Song Analysis: The teacher draws a name from the Song Analysis:
or presenting the new The teacher plays the song bowl to give a reflection of The teacher plays the song
lesson Photosynthesis Song. yesterday’s lesson. Cellular Respiration Song.
(Elicit)  Did you enjoy listening to  Did you enjoy listening
the song? to the song?
 What does the song imply?  What does the song
 Why are plants called imply?
great food providers?

B. Establishing a purpose for The teacher posts the question: The teacher asks: The teacher posts the question:
 What are the plant  What are the factors  What is cellular
the lesson
structures that enable a affecting the rate of respiration?
(Engage)
plant to make food? photosynthesis?

C. Presenting examples/ Activity - What are the structures Activity A – Effect of Light on the Activity – Let Us Recharge
instances of the new lesson involved in the food making process Rate of Photosynthesis  The class (divided into
(Engage) in plants? 4 groups) do activities
 The class (divided into 3 Activity B – Effect of Carbon dioxide in different learning
groups) do activities in on Photosynthesis
stations prepared in
different learning stations advance by the
prepared in advance by Activity C - Effect of the varying
amount of Chlorophyll on the rate of teacher.
the teacher in the Photosynthesis.
computer laboratory room.  The class is grouped into 3. LS 1 – The Powerhouse
(If the computer laboratory Group 1 performs Act. 1, LS 2 - Understanding
room is not available, three Group 2- Act. 2 while Group Glycolysis
computer units or laptop in LS 3 – Let’s go round and round
3 performs Activity 3 LS 4 – Pump it! Watch a video
the science laboratory
clip
room for the three learning
 stations may be set up. If simultaneously. about oxidative
ICT infrastructure is not phosphorylation
available, the LM or charts
for each learning station
can be used.)

LS 1 - Plant structures for

Photosynthesis
http://dendro.cnre.vt.edu/forestbiolo
gy/photosynthesis.swf
LS 2 - Photosynthesis
http://www.youtube.com/watch?
v=C1_uez5WX1o
http://earthguide.ucsd.edu/earthguid
e/diagrams/photosynthesis/photosy
nthesis.html
LS 3 - Understanding the process of
Photosynthesis
http://www.sites.ext.vt.edu/
virtualforest/modules/photo.html

D. Discussing new concepts The class discusses the concepts/ The class discusses the key Guide Questions:
skills using the following as guide. concepts using the guide LS1
and practicing new skills #1 questions: Describe each part of the
LS 1. Label the parts of a chloroplast
(Explore) and the internal structure of a leaf. Write A. Which setup produced mitochondrion
your answer in the box. more bubbles?
What do the bubbles LS 2
C. Discussing new concepts A. Internal structure of a leaf Which of the terms found in the
indicate?
and practicing new skills #2 diagram is considered a
What gas is collected process?
(Explore) by the downward In which part of the cell does
displacement of water the process take place?
in the test tube? What is the raw material?
What happens to the What are the products?
B. Chloroplast number of bubbles as
LS 3
time passed?
Arrange the following events in
How did you know that the Krebs Cycle in proper
photosynthesis has sequence.
taken place? _____ A. In a series of steps,
How does the amount the hydrogen and high energy
of light affect the rate electrons are removed from the
LS 2. Complete the table below: of photosynthesis? 2-carbon molecule.
Write the raw materials and _____ B. The 2-carbon
B. What happened to the
molecule enters the cycle and
 products of photosynthesis. contents of the two joins a 4-carbon molecule.
test tubes? Why? _____ C. One ATP is formed.
Raw Materials Products C. What changes did you _____ D. Two carbon dioxide
observe? are released.
_____ E. Three NAD+ are
What do you think converted to 3 NADH and 3
caused the changes? H+. _____ F. At the end of the
LS 3 - Make a concept map of the What happened to the cycle, nothing remains of the
entire process by filling up the leaf after boiling? Q22. original glucose molecule.
figures with the processes involved, What can you infer _____ G. One FAD is converted
raw materials used, and end from your into 1 FADH2.
products of the entire process of observation?
food making. LS 4
Which part of the leaf How will you describe the flow
is shaded? of electrons?
Which part of the leaf What do you think is the
produced more importance of NADH and
starch? FADH2 in the process?
How does the What is the final acceptor of the
presence of green electron in the process?
pigment affect the What compound is formed
production of starch? when the electron combines
with the last acceptor?

D. Developing mastery (leads Each group makes a summary of Write a story or compose a
to Formative Assessment 3) the different concepts they learned song focused on Cellular
(Explain) from each learning station and Respiration
presents in class.
Note: Rubric will be used in assessing the
content and delivery of their presentation.

E. Finding practical Abby wants to know if leaves

applications of concepts and are capable of making food
skills in daily living during nighttime. What
(Elaborate) experimental design should
Abby do to get an accurate
answer to her question?

F. Making generalizations and What are the concepts/insights you Give a summary of the day’s Describe the parts of organelles
 abstractions about the gained from the day’s lesson? lesson. involved in cellular respiration.
lesson
(Elaborate) Describe how stored energy
from food is changed to
chemical energy for cell us
G. Evaluating learning The teacher assesses the KSAs What are the factors affecting Fill in the blanks.
(Evaluate) gained from the students. the rate of photosynthesis? 1. __________ occurs in
Fill in the Blanks: the mitochondria of the
1. Plants have green cells.
pigments called ________ 2. Organisms release
stored in the chloroplast. stored ________ in
2. Chlorophyll aids in food through the
capturing _______ energy process of respiration.
from the sun that enables 3. Respiration breaks
plants to change it into down ________ into
chemical energy stored in carbon dioxide, water
the food. and energy (ATP) in
3. The process of food the presence of
making done by plants and oxygen.
other autotrophic 4. The summary equation
organisms is called _____ of respiration is as
4. _____________ reaction follows: Glucose +
occurs in the thylakoid oxygen carbon
membrane and converts dioxide + water +
light energy to chemical ________________
energy. 5. The breakdown of
5. _____________ is a light- glucose involves three
independent phase that major steps:________,
takes place in the stroma Krebs cycle; electron
and converts Carbon transport chain
dioxide (CO2) into sugar.

H. Additional activities for Bring the materials needed in Prepare for the Post laboratory
application or remediation investigating the factors affecting Discussion.
(Extend) the rate of photosynthesis.

V. REMARKS
 VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
B. No. of learners who require
additional activities for
remediation
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 these 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?

Prepared by:

CINDY C. WAGAS
Teacher- III

Checked by:

JENNIFER T. BAGUIO
Master Teacher- II
 School: TUNGAWAN NATIONAL HIGH SCHOOL Grade Level: 9
GRADES 1 to 12 Teacher: JENNIFER TOMAS-BAGUIO Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and Time: WEEK 10 Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of the structure and function of plant parts and organelles involved in photosynthesis and the structure and function of mitochondrion as
the main organelle involved in respiration.

B. Performance Standards The learners should be able to design and conduct an investigation to provide evidence that plants can manufacture their own food

C. Learning Competency/
LC code Differentiate basic features and importance of photosynthesis and respiration. S9LT-lg-j31

Specific Objectives Comparing Photosynthesis and Design and conduct an investigation to provide evidence that Summative Test Administer the First Quarterly Assessment
Respiration plants can manufacture their own food.
Evidence of Photosynthesis Ecosystem : Life Energy First Quarterly Assessment
II. CONTENT

III. LEARNING RESOURCES

 D. References
1. Teacher’s Guide pages
2. Learner’s Materials pages pp. 92 -93 pp. 79 - 80 pp. 94 - 95
3. Textbook pages You and the Natural World 9
by Religioso et. al pp. 58-74
4. Additional Materials from
Learning Resource (LR)
portal
E. Other Learning Set 1-Test tube water available plant sample-Santan
Resources leaf or Elodea
Set 2 - Tincture of iodine Medicine dropper Wire gauge
Denatured alcohol Beaker Box of matches Water bath
Petri dish Fresh leaf of mayana Alcohol lamp Tripod

IV. PROCEDURES
A. Reviewing previous The teacher calls a student to give a reflection or insights 
lesson or presenting the gained from yesterday’s lesson
new lesson
(Elicit)

B. Establishing a purpose The teacher asks:

for the lesson  How can you prove that plants can manufacture
(Engage) their own food?

C. Presenting examples/ Experiment 1 - Oxygen is produced by Photosynthesis

instances of the new Experiment 2 - Sugar is produced by Photosynthesis
lesson
(Engage)
D. Discussing new concepts The class discusses the concepts/ skills using the following
and practicing new skills as guide.
#1 A. What did you see on the leaf/plant?
(Explore) Did you see any bubbles in the set-up?
What do these bubbles indicate?
B. What can you infer from your observation?

E. Discussing new concepts The class discusses the concepts/ skills using the following
and practicing new skills as guide.
 #2
(Explore)
F. Developing mastery 
(leads to Formative
Assessment 3)
(Explain)

G. Finding practical
applications of concepts
and skills in daily living
(Elaborate)

H. Making generalizations
and abstractions about
the lesson
(Elaborate)

I. Evaluating learning
(Evaluate)
J. Additional activities for
application or
remediation
(Extend)

V. REMARKS

VI. REFLECTION

D. No. of learners who

earned 80% in the
evaluation
E. No. of learners who
require additional
activities for remediation
F. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
G. No. of learners who
continue to require
remediation
H. Which of my teaching
strategies worked well?
Why did these work?
I. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
J. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by:

JENNIFER TOMAS-BAGUIO
MT-I

Checked by:

DIOMEDES S. CANICON JR.

School Principal-IV