K TO 12 School Grade Level Grade 9

DAILY LESSON LOG Teacher Learning Area Science

Teaching Dates and Time Quarter First

I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday

A. Content Standards The learners demonstrate an understanding of how changes in the environment may affect species extinction.
B. Performance Standard The learners should be able to make a multimedia presentation of a timeline of extinction of representative microorganisms, plants, and animals.
C. Learning
Competencies/Write the LC The learners should be able to relate species extinction to the failure of populations of organisms to adapt to abrupt changes in the environment (S9LT-Ie-f-30)
code for each
The learners are expected to: The learners are expected to: The learners are expected to: The learners are expected The learners are expected
Objectives: -demonstrate the probable -predict the results of human -distinguish threatened species to: to:
causes of species extinction impact to community. from endangered species -compare and discuss -present a multimedia
through simulation activity. -explain why should we protect different causes of presentation of a timeline
threatened species and extinction. of extinction of
endangered species -cite some environmental representative
issues or problems that microorganisms, plants
may contribute to species and animals.
extinction.
Biodiversity and Evolution
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
pp. 58-69 pp. 58-69 pp. 58-69 pp. 58-69 pp. 58-69
4. Additional Materials
from Learning Science 8 Learner’s Module. Campo, Pia C., et al. 2013.
Resource (LR) portal
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B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Arrange the following cards Ask a volunteer to make a Picture analysis: Time to Think: Ask students to
lesson or presenting the based on key concept of short recap of the simulation A picture will be shown to the Think of your activity that enumerate some
new lesson measuring population density. activity. class. Ask the students about you did yesterday. environmental issues or
their observation regarding the What is the difference problems that may
FACTORS A picture. between a threatened contribute to species
species and an endangered extinction.
ECOSYSTEM SIZE species?

IN HELP

POPULATION INCREASING

LIMITING BALANCE A (Tamaraw)

AN KEEP

FROM AND

Limiting factors keep a

population from increasing in
size and help balance an
ecosystem.
B (Mousedeer)
AFFECTED THE

ENVIRONMENT CAPACITY

IN CHANGES

CARRYING THE
C(Pawikan)
BY IS
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 The carrying capacity is affected
by changes in the environment.

B. Establishing a purpose In a farm, soy beans were the Natural resources are Let students fill in the box using Activity: Identifying
for the lesson only crop that was planted on materials in the environment the clue. environmental problems
several hectares of land. A farmer that people use to carry on Let students read
noticed that a fungus was with their lives. When a species’ population newspaper and magazine
growing all over the soy bean Are you using these natural becomes so low that only a few articles (assignment before
fields. Predict what might resources wisely? Will the remain. the activity) with reports
eventually happen to the time come when these on environmental
soybeans and the fungus. materials will no longer problems. Note the areas
available to you? where the environmental
ENDANGERED exist. Enter all findings in a
table similar to the
following:
Environmental Areas where
problems problems exist
A particular species that
declines so fast that it becomes
endangered.

THREATENED

The disappearance of a species

when the last of its members die.

EXTINCTION

C. Presenting Time to think: As a class, create a KWL chart Brainstorming:

examples/instances for the Let students give their own ideas and fill in the K and W columns. Prompt students to
new lesson to the following questions: This step will help students start assemble into groups of
Living things create niches for reflecting on biodiversity, and is five or six. Let students
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 other living things. But what an opportunity to introduce new give their own ideas to the
happens if the living conditions terms. following questions.
of these organisms are not ideal Based from the activity
for their survival? that you did a while ago,
which of the problems
pertain to pollution?
Can air pollutants cause the
rain to become acidic?
Which problems pertain to
wildlife depletion?
Which of the problems
pertain to the degradation
of our natural resources? In
which areas do many
environmental exist?
Account for this situation.

D. Discussing new concepts To demonstrate the probable Refer to Learner’s Module p In teams of three, each team is Facilitate an interactive Ask students to present
and practicing new skills #1 causes of species extinction, let 60 to determine differences instructed to find an endangered lecture-discussion on some their multimedia
students work on the next between two hypothetical animal that you would like to of the local and global presentation of a timeline
. activity. Endangered but not islands. work towards saving and create issues/problems that are of extinction of
extinct....Yet Refer to Learner’s a colorful, interesting, and affecting our community. representative
Module pp 58-59 informative poster that could be -deforestation microorganisms, plants,
placed in parks, schools, and -wildlife depletion and animals.
communities to draw attention to -water pollution
environmental issues and your -air pollution
animal’s threat of extinction. -acid precipitation
Critical Thinking Rubric must
be given before the activity.
Refer to Appendix 1.
E. Discussing new concepts
and practicing new skills # 2

F. Developing mastery Discuss the Discuss the Upon completion of the activity, A picture can paint a Facilitate a lecture-
(Leads to Formative a) Result of activity 3. a) Result of activity 4. each team will present its poster thousand words. What do discussion on the timeline
Assessment 3) b) Guide Questions (with b) Guide Questions (with before the class and answer the following pictures tell of extinction of
answers) Refer to Learner’s answers) Refer to Learner’s questions about their output. you? representative
Module p 58. Module p 60. Let students relate it with their Identify the causes of microorganisms, plants,
moral and social obligations as a extinction and explain the and animals.
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 superior beings who have the consequences or effects
ability to defend and protect that could take place in the
every organisms. following pictures.

Picture A

Picture B

Picture C

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 Picture D

Picture E

G. Finding practical Why should we protect Do you have a part in the How can you as an individual As an individual, how do Why should everyone be
applications of concepts endangered species? (Some destruction of our help this cause? you feel about this ongoing concerned with the issues
and skills in daily living possible answers might include: environment? global and potentially pertaining to the
(1) saving species preserves disastrous problem? extinction of species?
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 ecosystems: species are an
important part of what make up
ecosystems; maintaining healthy
ecosystems ensures a healthy
biosphere; (2) practical uses of
species: when species become
extinct, we may lose a potentially
valuable product; and (3)
aesthetic reasons: when species
become extinct, we lose objects
of fascination, wonder, and
beauty.)

H. Making generalizations Ask the students what they had Ask the students to complete Ask students to distinguish Ask students explain what Ask students to generalize
and abstractions about the learned and then write the sentence below. threatened species from causes extinction and cite what they had learned
lesson conclusions on the board. Direct What Have I learned? endangered species and explain some environmental issues from the multimedia
them to note down the Complete the sentence I why should we protect or problems that may presentation on the
conclusions on their notebooks. learned that.... threatened species and contribute to species timeline of species
endangered species extinction. extinction.
I. Evaluating Learning Accomplished activity will serve Accomplished activity will Accomplished activity will serve Paper and Pen Test (10- Though this output is a
as evaluation. serve as evaluation. as evaluation. 1tem Test) group task, students will
be assessed individually
using the Critical
Thinking Rubric.

J. Additional activities for Advance preparation: multimedia

application for remediation presentation of a timeline of
extinction of representative
microorganisms, plants, and
animals.
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.

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B. No. of learners who
require additional
activities for remediation
who scored below 80%.

C. Did the remedial lessons

work? 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 work?

F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Appendix 1.

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The “Art” of Advertising:
Since posters are a form of advertising, it is important to approach your project thinking about what will be the most interesting, persuasive, enlightening, and effective way to reveal your
endangered animal to the public. Since the endangered species problem is essentially about life and death and the ongoing deterioration of the world, you may want your posters and
profiles to include eye-opening statistics and other related scientific data. You may also decide to simply appeal to your audience’s emotions by presenting some sad or affecting aspects
about your special animal. Though presenting basic facts and statistics is effective, it seems that gaining the public’s often-distracted attention about this very serious and dangerous matter
calls for more creative approaches.

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