School Grade Level 9

DAILY
LESSON LOG Teacher Learning Area Science

Teaching Dates and Quarter First

Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards The learners demonstrate understanding how changes in the environment may affect species extinction.
B. Performance Standards Make a multimedia presentation of a timeline of extinction of representative microorganisms, plants and animals.
C. Learning Competencies/ Objectives S9LT - Ie - F – 30
Write the LC code for each

Explain the importance Demonstrate using Distinguish

of biological diversity. Determine the area simulation activity that environmental changes Cite other human
distribution of a given habitat destruction can that may result in the activities that leads to
Measure species population using contribute to species loss of the species. extinction.
distribution using the mathematical formula extinction.
mathematical way of Assess students
expressing the amount Infer the possible Relate species Realize that the way they acquired skills through
of biodiversity and extinction to the failure interact with the Summative
effects of low and high
species distribution in of populations of environment may ensure Assessment.
the community. density population. organisms to adapt to or deters survival of all
abrupt changes in the living things.
environment.
 II. CONTENT
Biodiversity and Biodiversity and
Biodiversity and Evolution
Biodiversity and Biodiversity and Evolution Evolution
Causes of Species
Evolution Evolution Causes of Species Causes of Species
Extinction
Extinction Extinction

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages 39 – 41

37- 39 41-43 43 -50 43 – 50
2. Learner’s Materials pages 50-55 56 – 57
58-59 60 -69 60 – 69
3. Textbook pages Science and Technology I Science and
General Science Technology I
289 -293 General Science
289 -293

4. Additional Materials from Learning

Resources (LR) portal

B. Other Learning Resources http://content.teachen

gineering.org/content/
cub_/activities/cub_bio
/cub_bio_lesson01_ac
tivity1_pop_density_w
orksheet.pdf
IV. PROCEDURES

A. Reviewing previous lessons or Is the world a safe place for all What other human
presenting the new lesson Picture Analysis Which community is Play a short video animals and plants to live? Why activities contribute to
Tell something about the most stable? clip. or why not? the extinction of
picture. Why are populations species?
 How do organisms that are more diverse “Endangered What does it mean for a species
interact with each other? usually more stable? Animals” to be endangered?
What does the
video tells us?
B. Establishing a purpose for the Analogy:
lesson Unlocking of word Post a Quotation.
Present two boxes of difficulty: Picture Analysis:
candies, one with 5 Students reflect
candies of the same Limiting Factors and give How would you describe the
kind and the other one Carrying Capacity their insights. picture?
with 5 different candies.
Ask the students which What does the picture implies?
box will they choose and
why?
C. Presenting examples/ instances of Students perform Answer Summative
the new lesson Video Analysis “Species Charade Assessment in L.M. p
Game” 71
Unlock term Species, “ Population Growth “
Video Analysis:
Population and A list of
“ Man “
Biodiversity. This will What is the message endangered
What is the impact of
lead students to the idea implied in the video? species,
modernization to the lives of
of species distribution threatened
people and the environment?
and diversity in a species, and
community. extinct species are
the choices to be
picked for the
game.
D. Discussing new concepts and Perform Activity Perform Activity 3: Perform Activity 4:
erform Activity 1: Index
practicing new skills #1
of Diversity in L.M. p.54. L.M. p. 60
“ Population Density “ Endangered but
not Extinct….. Yet
(See attached activity L.M. pp. 58-59 Predict what happens to both
sheet.) islands.
E. Discussing new concepts and
practicing new skills #2

F. Developing mastery
(Leads to Formative Assessment ) Discuss the answer to Discuss the Due to explosive human
the activity. answer to Guide population growth the demand to
Questions 9 – 13. use and overuse our natural
Discuss the answer to resources is inevitable. Discuss the answer to the
Guide Questions: Based on the result, What happens if questions.
what inference can the living What is its implication in our
1. How do you compare you give? conditions of the biodiversity? Identify the least
your tree I.D. in a vacant organisms are not learned items and
lot from a grass lawn? How can a ideal for their What activities do people discuss the concept for
Explain your answer. population’s density survival? engaged that leads to extinction? further understanding.
2. If humans were be used to learn about
concerned about the needs and When can we say How do you think or feel about
biological diversity, characteristics of that that species these potentially disastrous
would it be best to have population? becomes activities?
a low or high I.D. for a How are limiting endangered?
particular environment? factors Becomes As an individual, how can you
Why? threatened? help the cause of preserving
wildlife?
How do changes in
the environment
affect species
extinction?
G. Finding practical applications of Flash pictures of
concepts and skills in daily living Compare and contrast silver therapon or Will you patronize snakeskin
life in a rural and ayungin and belts, alligator boots, accessories
urban area. made of ivory and other things Make a multimedia
biya. Ask if they that made from endangered presentation of a
know and eat species? Why or why not? timeline of extinction of
those kind of fish. representative
(Let them note that microorganisms,
these are plants, and animals.
commonly found in
What do you think will Laguna de Bay.) (See Timeline Rubrics
happen if a population of on T.M. p. 51)
only one specie Other endangered
continue to increase in species like the
number? tamaraw in
Mindoro, mouse
deer in Palawan,
Philippine deer,
monkey-eating
eagle, and dugong
are in danger of
becoming extinct.
H. Making generalizations and Cite different environmental
abstractions about the lesson How do you Why do species changes that leads to extinction.
determine the area becomes
distribution of a given endangered? Why should we protect
population? endangered species?
1. How is biological How does population When can we say
diversity important? density changes? that a species’
2. How will the What are the factors population
community of different that can be attributed becomes
species be able to to the change? endangered?
withstand environmental Threatened? And
changes? Extinct?

How are the

species affected of
the changes in
their environment?

Using the Exit Ticket Using the Exit Ticket

I. Evaluating learning What was What was
What is the most Give a 5 item formative test. What is the most
the most confusing Infer what will happen the most confusing
important idea If population density important idea
thing we presented increases? As population of thing we presented
discussed today? Decreases? people increases it discusse today?
today? has great impact d today?
What are What on the growth and
the three made the development of the
big learning community. How
ideas/con easy for will it lead to
cepts to you species extinction?
be today?
learned What
from this made the
lesson? learning
 What are What
the three made the
big learning
ideas/co easy for
ncepts to you
difficult
be today?
for you
learned What
today?
from this made the
lesson? learning
difficult
for you
today?
J. Additional activities for application
or remediation Do research on why Make a Poster on Conservation
would an engineer of Wildlife.
have to know the
population density in
building edifices or
any infrastructure?

V. REMARKS Due to numerous human

activities affecting the
environment and leading to
extinction, a second day
discussion will be carried out.

VI. REFLECTION

A. No. of learners who earned 80% in

the Evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson works? 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 works?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovations or localized
materials did I use/discover which I wish
to share with other teachers?