TOPIC Photosynthesis: How Plants Make Their Own Food

GRADE LEVEL Grade 9 STE

Learning Area Science
TEACHER
Teaching Dates and BACOLOD CITY
Time NATIONAL HIGH SCHOOL

I. OBJECTIVES PPST INDICATORS

A. Content
Standards

B. Performance
Standards

1. Importance of OHS Procedures

C. Learning
Competencies 1.1 Recognize the importance of OHS
with LC Code
TLE_HECK718OHSP-Oh-8

At the end of the session, the learner should have:

1. discussed the stages of photosynthesis and their raw

materials and products (K);
2. determined the role of organelles and plant structures in
the photosynthesis (K);
D. Objectives 3. investigated the phenomena to provide evidence that
photosynthesis occurs in plants (S)’
4. designed a digital poster to show the role of plants in food
production (S); and
5. Appreciated the importance of plants by promoting
advocacies to protect and conserve the environment (A).

● Face to Face class (modifiable for hybrid or pure

E. Modality
online class)

ICT 8:
● Understand the function of each photoshop/canva
tools
● Apply the different Photoshop/Canva tools in
creative design Objective 1 Modelled
effective applications
F. Cross-
ESP 9: of content knowledge
Curricular
within and across
Content ● Natataya ang adbokasiya ng iba’t ibang liunag curriculum teaching
sibil batay sa kontribusyon ng mga ito sa areas.
katarungang panlipunan, pang ekonomiya
pagunlad, pakikilahok ng mamayan,
pangangalaga ng kapaligiran, kapayapaan,
pagkakapantay ng kababihan at kalalakihan,
ispiritwalidad (EsP9PL-Ih-4.4)
 Photosynthesis
● Light Dependent & Light Independent Reactions

● Raw materials
II. CONTENT
● Products and Waste Products

● Organelles & Structures involved

● Importance of plants in food production

III. LEARNING RESOURCES

Grade 9 Learner’s Manual

A. References EASE Biology
[Link]

● Internet
B. Other
Learning ● Mentimeter
Resources
● Messenger

● TV LED

● YouTube

● Laptop
IV. PROCEDURES

SESSION 1 (60 MINUTES)

ELICIT (10 min) Classroom Reminders: 3 min.

1. Cleaning the room Objective 4 Modeled
and supported
2. Prayer
colleagues in the
3. CLAYGO proficient use of
4. Seat arrangements Mother Tongue,
5. ID & Uniform Filipino, and English
to improve teaching
6. Classroom Rules on Activities & groupings
and learning ,as well
7. Teacher checks learner’s connection in the internet as to develop the
8. Reminds learners that the medium of instruction in all learners’ pride of
of the activities all throughout the class is expected. their language,
heritage and culture.

Note: Learners are expected to exhibit respect to

individualism and show courtesy. Learners are given the Objective 5 Exhibited
opportunity to freely express themselves to encourage a effective strategies
conducive learning environment. that ensure safe and
secure learning
Class Groupings: (2 min) environments to
Teacher groups learners according to their MI/Learning Styles enhance learning
through the
as provided by their section counselor. Seats will be
consistent
rearranged in circles to allow discussion among members. implementation of
Each group must assign their TL (Team Leader) & Scribe. policies, guidelines
and procedures.
Activity 1: Memory-meter (Recall using Mentimeter) (5
minutes Objective 6 Exhibited
effective practices to
Note: Teacher provides instructions how to use the foster learning
Mentimeter website. environments that
promote fairness,
respect, and care to
1. With their groups, learners will be asked to come up
encourage learning.
with words related to PHOTOYNTHESIS as they recall
their lessons back in elementary. Vocabulary stocks
are expected from this activity.
 Teacher Asks:
What are the words you could associate with
photosynthesis?

2. Teacher may guide the students as to the things they

want to know: the structures involved, products and
raw materials, or definition of terms.

1. After 5 minutes, teacher recognizes the BIG WORDS Objective 4 Modeled

found in MENTIMETER and ask 1 or 2 learners who and supported
colleagues in the
could give their thoughts on the words. The learner’s proficient use of
ability to explain their operational understanding will Mother Tongue,
help determine their command of English medium Filipino, and English
to improve teaching
and learning ,as well
Teacher asks: What can you recall about these words as to develop the
when they relate to photosynthesis. learners’ pride of
their language,
Bridging Statement & Objective Setting (1 minute): heritage and culture.
ENGAGE (5 min)
Teacher relates the words and statements discussed
by the learner to the Explore part of the lesson.
Teacher says: These words aptly describe
photosynthesis.

But how do we know that this phenomenon really

exists? Let us do the following task.

Teacher then discusses the objectives of the day and

the expected outputs thru a PPT presentation.
EXPLORE and Activity 2: Evidence of Photosynthesis: An Investigation Objective 3
EXPLAIN (10 (5 minutes) Developed and
applied effective
min) teaching strategies to
1. Learners will be re-oriented to the pre-activity set up of
promote critical and
the experiment. This set-up was a shared discussion creative thinking, as
from the learners. well as other higher
order thinking skills
● At 10:00 AM today, a leaf should be submerged in a
clear bowl filled with water.
● The set up must be exposed to sunlight for a few
hours.
● To ensure that the leaf is submerged, put a stone on
top of the leaf to weigh it down.

2. Learners will be asked to take out their set up and

observed what happened.

3. Here, the learner’s ability to execute the experiment,

follow the scientific processing skills, and develop
organizational skills to come up with a relevant and
accurate discussion out of the activity help facilitate the
foundation for HOTS.
Activity 2: Processing (10 minutes) Objective 3
Developed and
Key Questions: applied effective
1. What do you see on the leaf? teaching
2. What do these represent? strategies to
3. Where do you think they come from? promote critical
and creative
4. How did it get out the leaf?
thinking, as well
5. What do you think happened in the leaf to produce
 such phenomena? as other higher
order thinking
skills
● Ask the learners to write their answers on an
application in their mobile phone or laptop. Send their
answers with their group number and members in the
messenger. The learner’s ability to construct
sentences and organize their thoughts are measured
in this activity.

● Teacher projects one or two groups to discuss their

answer. The learners are required to infer,
encouraging critical thinking.

● Teacher may provide follow up questions to probe the

learner’s understanding of the activity.

Teacher processes the responses of the presentation and list

down any possible alternate concepts mentioned. Teacher
clarifies the alternate concepts through a PPT presentation. Objective 1
Teacher discusses the following: Modelled
effective
Photosynthesis applications of
ELABORATE content
● Operational definition
knowledge
(10 minutes) ● Light Dependent & Light Independent Reactions within and
across
● Raw materials curriculum
teaching
● Products and Waste Products
areas.
● Organelles & Structures involved

EXTEND 1 Teacher relates the activity to swimmers breathing Objective 1

underwater: expending Carbon Dioxide and creating bubbles Modelled effective
(5 minutes) as it reacts with water. applications of
content
Teacher emphasizes the importance of leaf as it contains the knowledge within
essential organelles to make food. and across
curriculum
Teacher asks learners: teaching areas.
● How important then is photosynthesis in autotrophs?
Objective 7
Exhibited a
● What will happen if autotrophs cease to exist?
learner-centered
● What do you think shall be done to protect plants in culture by using
teaching
the environment? strategies that
● How are leaves used in homes? Do your parents used respond to their
linguistic, cultural,
it in various situations? socio-economic
and religious
Teacher recaps the lesson and prepares the class for a quick backgrounds.
formative assessment.
Objective 8 Develop
and applied
teaching strategies
to address
effectively the
needs of learners
from indigenous
groups.
 Learners will be asked to prepare ¼ piece of paper for a quick
test. Objective 9 Used
effective strategies
Questions: for providing timely,
accurate and
1. It is the process by which plants use light energy in constructive
EVALUATION making their own food. (Photosynthesis) feedback to
2-3 What are the primary materials in Light Dependent encourage learners
(10 minutes) reaction? (Water & Sunlight) to reflect on and
improve their own
4. Which structure does light independent reaction learning .
occurs? (stroma)
5. What is the waste product at the end of the light
dependent reaction? (oxygen)

Learner Reflection
Objective 1 Modelled
effective applications
● Teacher emphasizes the importance of plants in the of content knowledge
food pyramid. Teacher empowers the learners to use within and across
curriculum teaching
their voice and social media positively by advocating areas.
protection and conservation of plants (and trees).
Emphasize how important the role of trees (plants) is
for oxygen production and in the food pyramid.

● Teacher relates Esp LC (EsP9PL-Ih-4.4) on the

learner’s responsibility to the environment.

● Teacher may show the Amazon Forest as the Lungs of

the Earth and emphasize the ways to help preserve it.
Objective 3
Developed and
● Graph will be shown to show the decline of the forest applied effective
EXTEND 2/ teaching strategies to
EVALUATE 2 over the years. Ask learners to give their interpretation
promote critical and
of the graph. creative thinking, as
(10 minutes) well as other higher
order thinking skills
● Teacher then instructs learners to work with their
groups and develop a digital poster highlighting these
advocacies and ideals. Using the principles and
concepts learned in ICT, they may use Canva or
photoshop to develop the material. The learner’s
creative way of voicing out their advocacies are in
checked in this activity.

● As initial requirement, learners will be asked to send

their advocacy statement without the design in the
messenger for grammar check.

Rubrics:

Creativity (Design and Aesthetics) – 20 points ; Originality –

15 points ; Relevance (Message, Theme) – 15 points ;Total –
15 points

Prepared by: APPROVED:

JOEY IAN C. SINGSON

Master Teacher II RICHARD M. GELANGRE, PhD
Checked and Reviewed:

Aline D. Vieja Secondary School Principal IV

Head Teacher VI, Science & Technology