SEMI-DETAILED LESSON PLAN IN SCIENCE

GRADE LEVEL QUARTER / DOMAIN DATE PAGE NO.

_9_ 1st Grading Period July 23, 2019 1

I. OBJECTIVES
The Learners demonstrate an understanding of:
A. Content Standards
How changes in the environment may affect species extinction.

The Learners shall be able to:

B. Performance Standards
Make a multimedia presentation of a timeline of extinction of representative
microorganisms, plants, and animals.
The Learners should be able to…

C. Learning Competencies Relate species extinction to the failure of populations of organisms to adapt to
(w/ LC code)
abrupt changes in the environment. (S9LT-Ie-f30)

At the end of the session, learners should be able to:

1. Explain index of diversity;
2. Differentiate high from low index of diversity;
D. Specific Objectives 3. Calculate index of diversity; and
4. Appreciate the importance of a balanced environment in the survival of the
organisms.

Mathematics – Calculating Index of Diversity

D. Integration English – vocabulary words, Action words (verb)
Val.Ed – showing importance to different organisms

II. CONTENT Index of Diversity

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Page 54
2. Learner’s Materials
Pages 48 - 49
pages
3. Textbook pages
Nadora,Anna Cristina G., et, al. Conceptual Science and Beyond 7 (Brilliant
4. Other Learning
Creations Publishing, Inc., 2013)
Resources

B. Materials Pictures, laptop, string or yarn

IV. PROCEDURES
 Prayer
A. Preliminary Activities  Checking of Attendance
 Class Rules

B. Reviewing previous lesson

or presenting the new “Observe ‘Mo ‘To”
lesson (ELICIT)  The teacher posts a picture and asks the following questions:

 What are the organisms found in the picture?

 Which organism has the highest in number? Fewest organism?
 Why do population sizes vary among organisms?
 SEMI-DETAILED LESSON PLAN IN SCIENCE
GRADE LEVEL QUARTER / DOMAIN DATE PAGE NO.
_9_ 1st Grading Period July 23, 2019 2

 How do we measure biodiversity?

C. Establishing a purpose for “Close To You”

the lesson (ENGAGE)
Ask 10 volunteers and let them wear the name of different organisms prepared
by the teacher and let them form a circle.

Instruct one student to start off by holding on to one end of the string and
passing the ball to another student in a circle with whom the student can be
“related” and explain the significance of that part. For example, the “bird”
student holds the end of the string. That student passes it to the “earthworm”
student and says, “I am a bird that eats the earthworm.”

Remind student to continue making connections and follow the same

procedure until everyone has participated and the yarn is intertwined into a
web.

The teacher will act as agent of destruction by cutting the connections inside
the circle while describing the destruction of each link. Continue to cut
connection until the web is destroyed.

After the exercise, ask students the following questions:

1. What does the exercise illustrate?
2. What is the message?

Lesson Proper
D. Discussing new concepts “Index of Diversity”
and practicing new skills
(EXPLORE) Students will be divided into five (5) groups. Each group will be given materials
and will perform Activity 1.
See activity sheet attachment.

The students complete table 1.

The students calculate index of diversity using the formula:

𝐼𝑛𝑑𝑒𝑥 𝑜𝑓 𝐷𝑖𝑣𝑒𝑟𝑠𝑖𝑡𝑦 = 𝑁𝑜.𝑜𝑓 𝑠𝑝𝑒𝑐𝑖𝑒𝑠 𝑥 𝑁𝑜.𝑜𝑓 𝑟𝑢𝑛𝑠

𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 Individuals

 After the activity, the students present their output on the table being
presented to them.

 Students will be graded based on the rubric presented.

Criteria 15 points 10 points 5 points

E. Developing mastery
(leads to Formative Some parts of
The output
Assessment) (EXPLAIN) Output was the output were
was not
Presentation well not well-
presented and
explained. presented and
explained well.
well-explained.
Some member Most of the
All members
of the group member of the
of the group
Cooperation did not group did not
cooperate in
cooperate in cooperate in
the activity.
the activity. the given task.
 SEMI-DETAILED LESSON PLAN IN SCIENCE
GRADE LEVEL QUARTER / DOMAIN DATE PAGE NO.
_9_ 1st Grading Period July 23, 2019 3

The output is The output

The output has
Correctness free from contains
several errors.
errors. minimal errors.
After the Lesson
F. Finding practical  The pictures used in the elicit part can be posted again for
application of concepts generalization and concepts formation. The following questions can
and skills in daily living be asked by the teacher.
(ELABORATE)
HOTS Questions:
1. What is population?
2. What is biodiversity?
3. What is index of diversity?
4. When can we say that a community has a high index of
diversity? Low index of diversity?
5. Is a balanced environment important in the survival of
organisms? Why?

The major components of Earth’s Biodiversity

 Functional Diversity - biological and chemical processes such
as energy flow and matter recycling needed for survival of
species, communities, and ecosystems.
 Genetic Diversity – variety of genetic material within a species
population
 Ecological Diversity – variety of terrestrial and aquatic
ecosystems found in an area or on the earth
 Species Diversity – the number and abundance of species
present in different communities.

G. Evaluating learning
(EVALUATE) Multiple Choice
Directions: Encircle the letter of the correct answer.

1. This refers to the variety of life in an area.

a. Biodiversity b. Population c. Individual d. Species
2. This refers to a group of living things within a certain area that are
all of the same species.
a. Biodiversity b. Population c. Individual d. Species
3. This refers to a group of organisms that have certain characteristics
in common and are able to interbreed.
a. Biodiversity b. Population c. Individual d. Species
4. An increase in population means that the species is doing well in
the ecosystem.
a. True b. False c. Maybe d.
5. It is the mathematical way of expressing the amount of biodiversity
and species distribution in a community.
a. Index of Diversity c. Genetic Diversity
b. Population Density d. Species Diversity
6. Indicates that in a community there are many different species
a. High Index of Diversity c. Species Diversity
b. Low Index of Diversity d. Population Density
7. It indicates that in an area there are few species present.
a. High Index of Diversity c. Species Diversity
b. Low Index of Diversity d. Population Density
8. Mary has 3 dog pets of different variety. What specific Earth’s
diversity does Mary’s dog illustrate.
a. Species diversity c. Genetic diversity
b. Ecological Diversity d. Functional Diversity
9. The following are the major component of Earth’s biodiversity
EXCEPT
 SEMI-DETAILED LESSON PLAN IN SCIENCE
GRADE LEVEL QUARTER / DOMAIN DATE PAGE NO.
_9_ 1st Grading Period July 23, 2019 4

a. Species diversity c. Genetic diversity

b. Ecological Diversity d. International Diversity

10. Calculate the Index of Diversity using the following given:

Number of species = 3
Number of individuals = 15
Number of runs = 6

a. 1.2 b. 0.6 c. 2.0 d. 2.2

10 Additional activities for  The students answer the question below:

application or
remediation (EXTEND)
1. How is conservation related to biodiversity?

V. REMARKS