8 Index of Diversity DLP

Pavia National High School
Science Department
Department of Education
Detailed Lesson Plan

GRADE 9 BIOLOGY
HEREDITY: INHERITANCE AND VARIATION
I. Objectives
At the end of the class discussion, the Grade 9 learners must have:
 Defined species, population and biodiversity.
 Explained the importance of biological diversity.
 Measured species distribution using with the mathematical way of expressing the amount of biodiversity
and species distribution in a community.
II. Learning Content
A. Subject Matter
 Biodiversity and Evolution - Index of Diversity
B. Content Outline
 Define species
 Define population  Importance of biodiversity
 Define biodiversity  Measuring species distribution using Index
of diversity
C. Science Concept
 Species are group of animals or plants that are similar and can produce young animals or plants.
 A population is a group of living things within a certain area that are all of the same species.
 Biodiversity refers to the variety of life in the area.
 A community with many different species have a high index of diversity or is diverse. This will enable the
communities to withstand environmental changes better than communities with only a few species or low
index of diversity or is not diverse.
 Index of diversity is a mathematical way of expressing the amount of biodiversity and species distribution
in a community.
D. Science Process Skills
 Observing
 Inferring
 Problem solving
 Communicating
E. Value Focus
 Shows interest in the lesson
 Actively participates in the lesson
 Shows honesty in answering the problems
III. Instructional Materials
A. Visual Aids
 Printed images, charts
 Key Concepts written in Manila paper
 Video clips
Science Department
B. References
 Science 9 Learner’s Module, Module 3 pp. 1-8
 Science 9 Teacher’s Guide, pp. 37-39
IV. Lesson Development

Lesson
Teacher’s Activity Student’s Activity Teacher’s Note/Remarks
Development
“Please stand, let us pray” The students stand in attention to The teacher will ask a
pray. volunteer to lead the prayer.
“Good morning class.”
“Yesterday we have just finished module 2

which is heredity and variation.”
“Who can give a summary of module 2” “In our topic about heredity and A student will volunteer to
variation, we discussed about non- recite.
Mendelian patterns of inheritance.
First is the incomplete dominance,
example is the heterozygote pink
four o’clock flower. Second is
codominance, example is the roan
cow. Third is the multiple allele,
example is ABO blood type
Engagement system. We also discussed about
15 mins sex-linked, sex-limited and sex-
influenced traits. And the last topic
is about the DNA structure.
“Very good.”
“and now, lets proceed to module 3 biodiversity

and evolution.”
“The first topic we’re going to discuss is about

index of diversity”
“But before that, I will show to you a video The teacher will let the
showing how diverse Philippines is and you will students watch the video
see what wonders our nature can offer.” clip.
Science Department
“As you can see here, I have different images of

trees arranged in a circular way.” After watching the video,
the teacher will let the
“What you’re going to do is to count how many students work on an activity
species of trees you can find and how many related to
individual trees are there. You will also count measuring Index of
how many are there.” Diversity.
“Do you know how to count how many runs are “No Ma’am”
there?”
“In order to identify how many runs are there, Expected answer:
you have to place an X under Tree 1 on your list.
If tree 2 is the same species as Tree 1, mark Runs:
another X under Tree 1. Continue to mark an X XXXOOOOXXOOOOXX
Exploration
under the trees as long as the species is the same XXOOXX = 7
10 mins
as the previous one. When a different species is Species: 5
observed, mark an O under that tree on your list. Trees: 21
Continue to mark an O if the next tree is the no.ofSpeciesXno.ofRuns
same species as the previous. If the next tree is I .D 
no.ofTrees
different, mark an X.”
= 5x 7
“Understood?” “Yes Ma’am”
= 35
21
I.D. = 1.6 21
“And then solve it using this formula:”
no.ofSpeciesXno.ofRuns
I .D 
no.ofTrees
“Re
cord that in your one half sheet of paper”
“Start now.”
Science Department
“Before we’ll check your answers, let us first

define population.” The teacher will call a name
to answer.
“Based on your readings, what is a population?” “Population is a group of living
things within a certain area that are
“Very good.” all of the same species”
“How about Biodiversity.” “Biodiversity refers to the variety

of life in the area.”
“Now, how will you define index of diversity?” “Index of Diversity is a

mathematical way of expressing
the amount of biodiversity and
species distribution in a
“Very good.” community.”
“Let’s proceed to your activity.” A student will volunteer to

“Who can answer how many species are there in “There are 5 species Ma’am.” answer.
Explanation our example?”
20 mins The teacher will write their
“How about the number of trees?” “21 trees” answers as given in the
problem and substitute the
“How many runs are there?” “7 runs ma’am” formula.
“Now, who can solve the problem?”

A student will volunteer to
“So what will be the final answer?” “Index of diversity equals to 1.6” solve on the board.
“Very good.”
“How can you say that a specific area have “When there are fewer species
diverse species or not?” distribution.”
“For example is when a garden is dominated by

only one species of flower, it is not a diverse
garden.”
“Understood?” “Yes Ma’am”
“In summary, a community with many different

species have a high index of diversity. This will
Elaboration enable the communities to withstand
10 mins environmental changes better than communities
with only a few species or low index of
diversity.”
Essay: The teacher will let the

students answer the
1. Explain the relation of index of diversity to questions in an essay form
Evaluation
the number of species present in an area. to freely express their
5 mins
thoughts.
2. What is the importance of biodiversity?
Prepared by: Noted by:
Louise Meara C. Severo Mrs. Kriemehilda Gajo

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Pavia National High School

Detailed Lesson Plan

IV. Lesson Development

“Yesterday we have just finished module 2

“and now, lets proceed to module 3 biodiversity

“The first topic we’re going to discuss is about

“As you can see here, I have different images of

“Before we’ll check your answers, let us first

“How about Biodiversity.” “Biodiversity refers to the variety

“Now, how will you define index of diversity?” “Index of Diversity is a

“Let’s proceed to your activity.” A student will volunteer to

“Now, who can solve the problem?”

“For example is when a garden is dominated by

“Understood?” “Yes Ma’am”

“In summary, a community with many different

Essay: The teacher will let the

Prepared by: Noted by:

Louise Meara C. Severo Mrs. Kriemehilda Gajo

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