GRADES 1 TO 12 School Grade Level GRADE 9
DAILY LESSON LOG Teacher Learning Area SCIENCE 9
Teaching Dates and Time
Week No. 4 Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
[Link] Standards 1. how the different structures of the circulatory and
The learners demonstrate an understanding of: respiratory systems work together to transport oxygen-rich
1. how genetic information is organized in genes on chromosomes
blood and nutrients to the different parts of the body
2. the prevention, detection, and treatment of diseases
affecting the circulatory and respiratory systems 2. the different patterns of inheritance
[Link] Standards conduct an information dissemination activity on effective conduct an information dissemination activity on effective ways of taking care of the
The learners should: ways of taking care of the respiratory and circulatory systems respiratory and circulatory systems based on data gathered from the school or local
based on data gathered from the school or local health health workers
workers
[Link] Competencies 1. Infer how one’s lifestyle can affect the functioning of 1. describe the location of genes in chromosomes;
The learners should be able to: respiratory and circulatory systems
CODE
S9LT-lc-27 S9LT-lc-27 S9LT-ld-28 S9LT-ld-28 S9LT-ld-28
Infer how one’s lifestyle can Conduct summative Conduct summative Identify the Components of Construct a model of a
affect the functioning of the assessment to measure assessment to measure DNA Molecule Molecule of DNA
DAILY TASK/ DAILY OBJECTIVE
repiratory and circulatory student’s knowledge on the student’s knowledge on the
systems topic topic
II. CONTENT Respiratory and
Heredity: Inheritance Heredity: Inheritance
Circulatory Systems SUMMATIVE
PRE- ASSESSMENT and Variation and Variation
Working with the other ASSESSMENT
Organ Systems
III. LEARNING RESOURCES
1. Teacher’s Guide pages pp. 7- 8 pp. 31 pp. 31
2. Learner’s Material pages p. 21- 25 pp.42- 43 pp.42- 43
3. Textbook pages
3. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources Ppt presentation Ppt presentation Ppt presentation
IV. LEARNING TASKS
Show photos of different Preparation of Preparation of Do you have brothers Ask the student to
lifestyles common to questionnaires questionnaires and/or sisters? prepare the materials
ELICIT Filipino people. Do you look alike or needed
different from each other?
ENGAGE Are the lifestyles Giving of instructions Giving of instructions What materials are Giving of instructions
presented also common genes made of? about the activity
in your family? How is the genetic code
Community? passed from parents to
offspring?
Perform activity 9, Test proper Test proper Perform activity 6, “DNA The student will
“What’s the word?!” on Modeling” In the perform the activity
the Learners’ manual Learner’s Manual “Making of the DNA
Model
EXPLORE
Let the students discuss What are the different Presentation of the
and explain their works. components of the DNA student’s output and
EXPLAIN - Discuss the guide molecule? discussion of the guide
questions What are the common questions
parts of the nucleotide?
ELABORATE (Key concept) Several Key concept: A molecule Key concept: DNA is
lifestyle choices can of deoxyribose joins composed of chains of
affect a person’s risk of with phosphate and nucleotides built on a
developing respiratory anyone of the four sugar and phosphate
and circulatory diseases. bases to form a backbone and
Negative lifestyle chemical compound wrapped around each
weakens your system called a nucleotide. A other in the form of a
while healthy lifestyle nucleotide is named for double helix. The
leads to complete the base that joins with backbone supports
wellness. Vices, stressful deoxyribose. For four bases: guanine,
environments, and example, if thymine cytosine, adenine, and
unhealthy eating habits attaches to deoxyribose, thymine. Guanine and
can cause various the molecule is called a cytosine are
diseases, specifically of thymine nucleotide. complementary,
the respiratory and always appearing
circulatory systems. opposite each other on
the helix, as are
adenine and thymine.
This is critical in the
reproduction of the
genetic materials, as it
allows a strand to
divide and copy itself,
since it only needs half
of the material in the
helix to duplicate
successfully.
In group, the student Answering of the test Answering of the test Performance task:
will do the poster Explain the DNA
EVALUATE making contest model made by the
(Rubric is on page 25 of student
the Learner’s manual)
Cut out different Bring the following Video presentation
examples of unhealthy materials: about DNA
lifestyles from old Pair of scissors [Link]
magazines or Glue or adhesive tape m/watch?v=o_-6JXLYS-k
EXTEND newspaper, and create a Coloring materials
college out of the cut
outs in your notebook or
journal.
V. REMARKS
[Link]
From the Evaluation,
No. of learners who earned
80% and above
below 80%.
Did the remedial lessons work?
No. of learners who:
have caught up with the lesson
continue to require remediation
Which of my teaching strategies worked well? Why did
these work?
What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovation or localized materials did I use/discover
which I wish to share with other teachers?
GRADES 1 TO 12 Prepared by: Checked by:
DAILY LESSON LOG
Teacher: School Head:
Signature: Signature:
Date Submitted: Date: