School SOUTHERN DAVAO NATIONAL HIGH Grade Level Grade 9

SHOOL
Teacher ANNE CLARENCE B. TAGPUNO Learning SCIENCE
Area
Teaching WEEK 6 Quarter FIRST
Dates and QUARTE
Time

Topic BIODIVERSITY AND EVOLUTION

Total Time Allotment 5 HOURS
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 Make a multimedia presentation of a timeline of extinction of
representative microorganisms, plants, and animals
C. Learning Competencies The learners shall be able to:
relate species extinction to the failure of populations of
organisms to adapt to abrupt changes in the environment.
S9LT-Ie-f30

At the end of the lesson the learners shall be able to:

• Identify Biodiversity
• Explain the importance of Biodiversity
• Create ways on how to conserve Biodiversity
Learning Content BIODIVERSITY AND EVOLUTION
Learning Resources
A. References
1. Teacher’s Guide Pages
2. Learners’ Materials Pages
3. Textbook Pages
4. Additional Materials from LR
portal
B. Other Learning Resources
C. Strategies 
D. Philosophy of Teaching Employed  CONSTRUCTIVISM

Mode of Delivery
Procedure Face to Face Modular Annotation
A. Preliminaries Prayer
Checking of Attendance
Checking of Classroom
 Arrangement/Structuring
and Cleanliness
House rules
Energizer
B. Reviewing the (Session 1) ELICIT:
previous lesson or The teacher will put four The student will answer
presenting the new chairs with corresponding the five-item (5) pretest in
lesson letters at the front. The their notebook.
student will answer the
five-item (5) pretest by . If you were to take a
standing in line at their count of the diversity of
desired letter of choice. species in your town,
what would you be
measuring?
a. Genetic diversity
b. Habitat diversity
c. Biodiversity
d. Species richness

2. Which of the following

factors most likely
threaten the survival of
the
species?
a. A common animal
species are hunted.
b. A plant species is
farmed as a crop.
c. Members of an
endangered species
reproduce.
d. A species has fewer
and fewer offspring.

3. Biodiversity refers to
______.
a. diversity of species
b. diversity of culture
c. diversity of genes
d. diversity of genes,
species, and ecosystem

4. The development of
cities and towns can have
all of the following effects
EXCEPT:
 a. to produce pollutants
that kill endangered
species.
b. to bring exotic species
of plants to an area that
take over and kill
native species.
c. to fragment breeding
areas and interfere with
normal migration
patterns.
d. all of these are effects
of development

5. What is mass
extinction?
a. the entire killing of
multiple species
b. the mass boost in the
population of a species
c. the mass release of
methane gas
d. when animals become
smarter than humans
C. Establishing a The teacher will show ENGAGE:
purpose for the lesson different pictures of
plants, animals and their The student will go
habitat. outside their house and
observe the
surroundings.
Guide questions:
Guide questions:
 What have you
observed in the  What have you
given pictures? observed in the
 Are all the animals surroundings?
the same? Are  Are all the animals
they different? the same? Are
 How about the they different?
plants? Can you  How about the
identify the names plants? Can you
of those plants? identify the names
 What do you think of those plants?
is the reason why  What do you think
these plants and is the reason why
 animals are these plants and
different from one animals are
another? different from one
another?
(note: the students’
answer must contain the
word/thought ‘DIVERSE’
and ‘UNIQUE’)
D. Presenting examples
or instances of the
new lesson Guide Questions: Guide Questions:
1. Based on your 1. Based on your
observations, which observations, which
community is more community is more
diverse? diverse?

2. How many species Does species richness

mean the same thing as
are in the diagram (a)
species evenness?
and diagram (b)?

3. Does species
richness mean the
same thing as species
evenness?
E. Discussing new (Session 2) EXPLORE
concepts and
practicing new skills The teacher will give The teacher will give an
#1 an activity, ‘Map Me.’ activity, ‘Map Me.’

The students will have The students will be

a 4-member team. The grouped according to
teacher will assign their address. Those
them in an area students who are living
around the classroom near with each other
based on draw lots. can create a 3 to 4-
member group. They
The students will will pick an area near
identify the population their place.
distribution of the
organisms living in that The students will
area. identify the population
distribution of the
They will take notes organisms living in that
about the detail and
 present their data next area.
session.
They will take notes
about the detail and
present their data next
session.
F. Discussing new Session 3 EXPLAIN
concepts and
practicing new skills The students will present The student will pass
#2 their data to the class. their data to the teacher
via messenger.
Their data should have
the following details and Their data should have
must answer the the following details and
following questions: must answer the
following questions:
What type of ecosystem
is present in your area? What type of ecosystem
is present in your area?
What are the available
species in the area? What are the available
species in the area?
Which species has the
largest population in the Which species has the
community? largest population in the
community?
(means of verification
such as pictures and (means of verification
videos of the area and such as pictures and
the organisms should videos of the area and
also be presented to the the organisms should
class.) also be sent together with
the data)
G. Developing mastery If a certain type of If a certain type of
animal/organism has the animal/organism has the
highest population living highest population living
in a certain area, what in a certain area, what
does it mean? does it mean?

Does the population of Does the population of

that certain that certain
animal/species affect the animal/species affect the
other organism? How? other organism? How?
H. Finding practical Session 4 ELABORATE -
applications of The teacher will group
concepts and skills in the students into 6 The student will ask the
 daily living groups. the group will following question:
think of the factors that
might influence a change What factors might
in the population. influence a change in the
population?
The student will pick one
factor they think that has The students will identify
the most impact/influence and explain why those
to the population. factors influence a
change in the population.
One student will
represent their group and
discuss their choice to
the class.
G. Making The students will answer The students will answer
generalizations and the following questions: the following questions:
abstraction
How can you conserve How can you conserve
and protect biodiversity? and protect biodiversity?

H. Evaluating learning Session 5 EVALUATE

The students will answer The students will answer

the given questions: the given questions:

Multiple Choice Multiple Choice

Read each item carefully Read each item carefully
and choose the letter of and choose the letter of
the best answer from the the best answer from the
choices below. Write your choices below. Write your
answer on a separate answer on a separate
sheet of paper. sheet of paper.

1. What level of 1. What level of

biodiversity involves a biodiversity involves a
variety of habitats and variety of habitats and
communities? communities?
a. ecosystem diversity. a. ecosystem diversity.
b. population diversity. b. population diversity.
c. genetic diversity. c. genetic diversity.
d. species diversity. d. species diversity.

2. Which of the following 2. Which of the following

is not a cause for loss of is not a cause for loss of
biodiversity? biodiversity?
a. Destruction of habitat a. Destruction of habitat
b. Invasion by alien b. Invasion by alien
species species
c. Keeping animals in c. Keeping animals in
zoological parks zoological parks
d. Over-exploitation of d. Over-exploitation of
natural resources natural resources

3. Which sentence does 3. Which sentence does

not describe a structural not describe a structural
adaptation? adaptation?
a. An elephant has a long a. An elephant has a long
trunk that it uses to reach trunk that it uses to reach
leaves high in a leaves high in a
tree. tree.
b. A dog walks to a b. A dog walks to a
stream and drinks when it stream and drinks when it
gets thirsty. gets thirsty.
c. A hummingbird has a c. A hummingbird has a
long, thin beak to sip long, thin beak to sip
nectar from flowers. nectar from flowers.
d. A rosebush has thorns d. A rosebush has thorns
to protect it from animals to protect it from animals
that might eat it. that might eat it.

4. What is species 4. What is species

richness? richness?
a. numbers of individuals a. numbers of individuals
of each species present. of each species present.
b. ability of larger animals b. ability of larger animals
to enrich themselves by to enrich themselves by
successfully successfully
preying on smaller ones. preying on smaller ones.
c. number of different c. number of different
species in the habitat. species in the habitat.
d. feeding levels at which d. feeding levels at which
the animals are located. the animals are located.

5. What is the main 5. What is the main

function of structural function of structural
adaptations? adaptations?
a. They help the a. They help the
organism survive in its organism survive in its
environment. environment.
b. They help the b. They help the
organism find a mate in organism find a mate in
 other environments. other environments.
c. They serve no useful c. They serve no useful
purpose. purpose.
d. They provide a home d. They provide a home
for the organism for the organism

I. Additional activities for

application and
remediation
Remarks

Reflection
A. No. of learners
who earned 80 %
in the evaluation.
B. No. of learners
who require
additional activities
for remediation.
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
that my principal or
supervisor can
help me solve?
G. What innovation or
localized materials
did I use/discover
that I wish to share
with other
teachers?

Prepared by:

ANNE CLARENCE B. TAGPUNO

SCIENCE 9 TEACHER

Checked by:

CHRISTINE JOY B. BULIGAN

MASTER TEACHER I

Noted by:

MARIVENE P. ESPINOSA
PRINCIPAL III