School ROSALES NATIONAL HIGH SCHOOL Grade Level 9

DAILY Teacher Learning Area Science

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

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 animals and plants to live? Why activities contribute to
Tell something about the most stable? Why video clip. or why not? the extinction of
picture. are populations that “Endangered species?
How do organisms are more diverse Animals” What What does it mean for a species
interact with each other? usually more stable? does the video to be endangered?
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 kind Limiting Factors and give How would you describe the
and the other one with 5 Carrying Capacity their insights. picture?
different candies. Ask
the students which box What does the picture implies?
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, threatened modernization to the lives of
of species distribution species, and extinct people and the environment?
and diversity in a species are the
community. choices to be
picked for the
game.

D. Discussing new concepts and erform Activity 1: Index Perform Activity Perform Activity 3: Perform Activity 4:
practicing new skills #1 of Diversity in L.M. p.54.
“ Population Density “ Endangered but not L.M. p. 60
Extinct….. Yet
(See attached activity Predict what happens to both
L.M. pp. 58-59
sheet.) islands.

E. Discussing new concepts and

practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment ) Discuss the answer to Discuss the answer Due to explosive human
the activity. to Guide Questions population growth the demand to
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. 2. population’s density survival? engaged that leads to extinction? further understanding.
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? How are becomes activities?
a low or high I.D. for a limiting factors endangered?
particular environment? 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 urban ayungin and belts, alligator boots, accessories
area. made of ivory and other things Make a multimedia
biya. Ask if they that made from endangered presentation of a
know and eat those species? Why or why not? timeline of extinction of
kind of fish. (Let representative
them note that microorganisms, plants,
these are and animals.
commonly found in
Laguna de Bay.) (See Timeline Rubrics
What do you think will
on T.M. p. 51)
happen if a population of
Other endangered
only one specie continue
species like the
to increase in 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? 2. density changes? that a species’
How will the community What are the factors population
of different species be that can be attributed becomes
able to withstand to the change? endangered?
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 the most confusing
important idea happen If population important idea
thing we presented density increases? As population of thing we presente
discussed today? Decreases? people increases it discusse d 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
difficult the three made the
for you big learning
today? ideas/co easy for
ncepts to you
be today?
learned What
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?