DAILY LESSON LOG SCIENCE 9 QUARTER 1

Division of City Schools

CALUMPANG HIGH SCHOOL
GRADE/SECTION/ TEACHING DATE:
Opringville, Calumpang General
TIME: DAHLIA, OCTOBER 3, 2023, 7:30-9:30
Santos City
VALERIAN, PEONY

I. Learning
Targets/Specific
Objectives

A. Content Standards The learners demonstrate an understanding of how changes in the

environment may affect species extinction.

B. Performance Standards Employ appropriate techniques using the compound microscope to

gather data about very small objects. The learners should be able to
make a multimedia presentation of a timeline of extinction of
representative microorganisms, plants, and animals
C. Learning Competencies/ Relate species extinction to the failure of populations of organisms to
Objectives (L.C. Code) adapt to abrupt changes in the environment (S9LT-Ief-30)
Specific (Daily) Objective/s 1. Explain index of diversity
2. Differentiate high from low index of diversity
3. Calculate index of diversity; and
4. Appreciate the importance of a balanced environment in
the survival of the organisms.

II. Learning Content INDEX OF DIVERSITY

III. Learning Resources

A. References
1. Teacher's Guide Pages

2. Learner's Materials Pages Laptop, TV, Picture of sorts, illustrations

3. Textbook Pages Grade 9 Science Learner’s Module pages 50-57

4. Additional Materials from LR

portal

B. Other Learning Resources SSLM 9 Science Quarter 9 Week 5

Integration:
Mathematics – Calculate Index of Diversity
English – vocabulary words, Action Words (Verb)
Values Education – showing importance to different
organisms

IV.
PROCEDURE

A. Reviewing Elicit: Preliminary Activities:

previous  Prayer
(The activities in  Checking of Attendance
lesson or
this section will  Class Rules
presenting the
evoke or draw out
new lesson
prior concepts or Activity 1: “God’s Amazing Wonders!”
prior experiences  The teacher posts a picture and asks the following questions:
 from the
students)

-What are the organisms found in the picture?

-Which organism has the highest in number? Fewest
organism?
-Why do population sizes vary among organisms?
-How do we measure biodiversity?

Farm animals in the Philippines:

B. Establishing Engage:
a purpose for Activity 2: “Close To You”
(The activities in Procedure:
the lesson
this section will  Ask 10 volunteers and let them wear the name of different
C. Presenting stimulate their organisms prepared by the teacher and let them form a circle.
examples/ thinking and help  Instruct one student to start off by holding on to one end of the
instances of them access and yarn/string and passing the ball of the yarn to another student
the new lesson connect prior in a circle with whom the student can be “related” and explain
knowledge as a the significance of that part. For example, the “bird” student
jumpstart to the holds the end of the string. That student passes it to the
present lesson.) “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 exercises, ask students the following questions:
1.) What does the activity illustrates?
2.) What is the message?

D. Discussing Explore: Activity 3: “Index of Diversity”

new concepts
(In this section, Procedure:
& practicing
students will be
new skills #1
given time to  Divide the class into four groups.
E. Discussing think, plan,  Give each team a habitat with 30 beans. Each type of bean
new concepts investigate, and should represent a different “plant” in the habitat.
& practicing organize collected  Assign a letter to each bead type by writing a code on the table
information; or the or asking students to record it in their worksheets.
new skills #2
 Conduct the sampling. Instruct students to randomly choose 10
performance of
beans from their containers, one at a time. Using the letter
 the symbols, they should record each bean as they remove it.
planned/prepared  Their results should look something like this: PBGGWWGBB
activities from the  Count the number of runs in the sample. Group letters that are
students’ manual) the same by drawing alternating lines above and below the
letters. The results from above would look like this:
 _ _ __ ___ _ __
P B GG WW G BB
 The number of runs is the number of groupings, or strings, of
the same plant found consecutively in the sample. A run can
consist of only one plant. This example has six runs.
 Count the number of individuals in the sample. The example
shows nine individual beans.
 Calculate the Diversity Index. Use the following formula:
Diversity Index = number of runs / number of plants = 6/9 = .67
F. Developing Explain: The Diversity Index is a measure of the biodiversity of a group
mastery of organisms in an area. The value of the Diversity Index will vary
(In this section, between 0 (no diversity) and 1 (high diversity). Values around 0.5
students will be indicate that an area is relatively diverse. A healthy forest might
involved in an have a Diversity Index of 0.7 or 0.8 while an agricultural field
analysis of their might have a Diversity Index of 0.02 or less.
exploration. Their
understanding is The teacher will conduct a post activity through presentation of
clarified and output.
modified because
of reflective • How did the Diversity Index values vary from group to group? Note
activities)/Analysis that the variety of beans is not the same from container to container.
In other words, some habitats are more diverse than others.
of the gathered
data and results • Which habitat is the most diverse? (Assume that the container with
and be able to the highest Diversity Index is the most diverse.)
answer the Guide
Questions leading • Which habitat is the healthiest? Why are populations that are more
to the focus diverse usually more stable? Why would a diverse population be more
concept or topic resistant to disease, predation, and invasion?
for the day.)
• Which habitat seems to be dominated by one or two species of
beans? What is the Diversity Index of that habitat? What kind of real-
life habitat might this represent? (It might represent an
area that has been planted for agriculture or an area that has been
invaded by an invasive species.)
• Assume two habitats have the same number of “species” of beans.
One habitat is predominantly one species of bean with just a few
beans of the other species. The other habitat has equal numbers of all
the different species. Which will have the highest Diversity Index?
(The habitat with equal numbers of each species will have the higher
index. The number of
different species [species richness] and the number of individuals of
each species [species
evenness] are both important measures of biodiversity.)
• If you repeated the whole process with the same container of beans,
do you think you would get the same results? (Probably not. This is
why scientists often take several samples and average
the results.
 CRITERIA 15 points 10 points 5 points
Presentation Output was Some parts of The output
well explained the output was not
were not well- presented and
presented and explained
well-explained well.
Cooperation All members Some Most of the
of the group member of member of
cooperate in the group did the group did
the activity not cooperate not cooperate
in the activity in the given
task
Correctness The output is The output The output
free from contains has several
errors minimal errors errors
G. Finding Elaborate:
practical
(This section will
applications of
give students the
concepts and
opportunity to
skills in daily
expand and
living
solidify/concretize
H. Making their
generalizations understanding of
and the concept
abstraction and/or apply it to
a real-world
HOTS QUESTIONS:
situation)
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?

Biodiversity is defined as the variations among living organisms from

all possible sources. It includes the variability within or between the
species and within or between ecosystems.

Discuss about the major components of Earth’s Biodiversity:

 Ecosystem diversity refers to the variation and rate of

occurrence of distinct ecosystems including the variety of
habitats, biotic communities and their change in structure and
composition over time and ecological processes in the
biosphere.
 Species diversity is used to describe the frequency and
variety of species (wild or domesticated) within a geographical
area.
 Genetic diversity refers to contrast of genes and/or genomes
within living organisms, that is, the genetic differences among
populations of a single species and among individuals within a
population.
I. Evaluating Evaluation: MULTIPLE CHOICE
Learning
(This section will Directions: Write the letter of the correct answer.
provide
1. This refers to the variety of life in an area.
opportunities for
a. Biodiversity b. Population c. Individual d. Species
concept check
test items and 2. This refers to a group of living things within a certain area that
answer key which are all of the same species.
are aligned to the a. Biodiversity b. Population c. Individual d. Species
learning
objectives – 3. This refers to a group of organisms that have certain
content and characteristics in common and are able to interbreed.
 performance a. Biodiversity b. Population c. Individual d. Species
standards and
address 4. An increase in population means that the species is doing well
misconceptions- if in the ecosystem.
any) a. True b. False c. Maybe

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 Density d. Population Diversity

7. It indicates that in an area there are few species present.

a. High Index of Diversity c. Species Diversity
Low Index Density d. Population Diversity

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
a. Species diversity c. Genetic diversity
b. Ecological Diversity d. Functional 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

J. Additional Extend: The students answer the question below:

activities for
(This section 1. How is conservation related to biodiversity?
application and
gives situation
remediation
that explains the
topic in a new
context, or
integrate it to
another
discipline/societal
concern)

Prepared by:

ANNIE FRANCIS S. ENDAB

Teacher I

Checked by:

MA. TERESA G. OLINO

Principal I