Learning Plan Science 9

LEARNING PLAN
Subject: Science 9
Date: June 10 – 14, 2019
UNIT TOPIC: Respiratory and Circulatory Systems Working with the other organ System
UNIT STANDARDS:
The learners will gain a deeper understanding of the digestive, respiratory, and circulatory systems to
promote overall health.
LEARNING COMPETENCIES
1. Describe the function of each part of the breathing system.
2. Explain how the respiratory and circulatory system work together to transport nutrients, gases, and other
molecules to and from the different parts of the body.
LEARNING TARGETS
- Identify the key parts of the breathing system.
- Describe the function of each part of the breathing system
EXPLORE
Fill the K-W-H-L chart below to assess your prior knowledge and understanding of the topic, Respiratory and
Circulatory systems, Working with the other organ system.
What do I know? What do I want to find How can I find out What did I learn?
out? what I want to learn?
FIRM UP
Activity 1: Waste materials when breathing.
Activity 2: What a bunch of Grapes!
DEEPEN
Process Question:
1. Explain how the lungs work.
2. Describe how the movement of the diaphragm helps the air go in and out of the lungs.
TRANSFER:
The students will create a lung model with the use of various materials. And explain to the class how air
enters and leaves the lungs.
Northwestern Agusan Colleges

Bay View Hill, Nasipit, Agusan del Norte
Prepared by: Submitted to:
JOY V. PACEÑO MA. LUZ J. GOLOSINO, MSTM, PhD. (CAR)

Science Teacher High School Principal
LEARNING PLAN
Subject: Science 9
Date: June 17 - 21, 2019
UNIT STANDARDS:
1. Explain the different types of circulation.
2. Identify the components of the circulatory system.
LEARNING TARGETS
- Explain the circulatory system.
- Describe how circulatory system works.
EXPLORE
Unlocking of terms
Discuss the Circulatory System
The Type of Circulation
FIRM UP
Activity: Pump It!
Describe how heart functions and explain how blood is pumped by the heart.
Guided Questions:
1. What does the water inside the jar represent?
2. How will you compare the heart pump model and the human heart?
3. How does the heart function as a pump?
4. Will the heart model be able to function properly if the straw is blocked? Explain.
DEEPEN
Activity: Let’s Organize!
The students will make a graphic organizer in identifying the components of circulatory
system and explain the different types of circulation.
TRANSFER:
In the given framework of the human body, the student will illustrate the blood flow and gas exchange in the
respiratory and circulatory systems using diagrams and arrows.


LEARNING PLAN
Subject: Science 9
Date: June24 - 28, 2019
UNIT STANDARDS:
1. Infer how one’s lifestyle can affect the functioning of respiratory and circulatory system.
2. Identify ways of detecting and preventing diseases in the respiratory and circulatory system.
LEARNING TARGETS
- Analyze how one’s lifestyle affect the respiratory and circulatory system.
- Promote ways in preventing the respiratory and circulatory diseases.
EXPLORE
Four picture one word: Let the student guest the word by showing them pictures. This will develop the
students analytical thinking.
FIRM UP
Explain the negative effects of cigarette smoking on the circulatory and respiratory system.
Activity: Cigarette Smoking is Dangerous to your Health.
DEEPEN
-Gather and write down information about the different diseases affecting the respiratory and
circulatory system, and their common causes.
- Cut out different examples of unhealthy lifestyles from old magazines or newspapers, and create a
collage out of the cut- outs, that will serve as an awareness.
TRANSFER:
Compose a short poem about how one’s lifestyle can affect the functioning of the respiratory and circulatory
systems, and recite it in front of the class.
Objective: Identify ways of defecting and preventing diseases in the respiratory and circulatory systems.
Criteria Percentage
Achievement of objective 40 %
Imagination and Creativity 35 %
Presentation 25 %
Total 100 %



LEARNING PLAN
Subject: Science 9
Date: July 22-26, 2019
UNIT TOPIC: Heredity: Inheritance and Variation
UNIT STANDARDS:
The learners will become familiar with some technologies that introduce desired traits in economically
important plants and animals.
1. Describe the process of genetic engineering.
2. Arrange the steps of genetic engineering to its correct sequence.
3. Identify the process of DNA fingerprinting.
4. Apply skill in extracting DNA.
LEARNING TARGETS
- Explain the process of genetic engineering.
- Follow the steps of genetic engineering.
- Explain how DNA fingerprinting is done.
- Extract DNA from onion bulb.
EXPLORE
Answer Wordstorm page 45
Present new terms in the class
Let’s Split for now Activity
FIRM UP
 Present “Connect me if I’m Wrong”. This will be by group and each group will be given 5 minutes to
do the task. (Emphasize the Brainstorming)
 The teacher will present the correct sequence of the process of genetic engineering.
 The teacher will then present an illustration about the process of genetic engineering using a plasmid
from a bacterium.
 Present the samples used for DNA fingerprinting.
DEEPEN
 Experience being in a virtual laboratory on DNA extraction. Visit http://learn.genetics.utah.edu
 Picture Analysis:
a. The teacher will present pictures of genetically modified organisms.
b. The following questions will be asked:
1. What have you observed in the picture?
2. Why do they have different characteristics/features given that they are of the same species?
3. How do these GMOs address the demand of the growing population?
TRANSFER:
Activity: DNA Extraction
Objectives:
1. Extract DNA from an onion bulb.
2. Apply the skills in extracting DNA.
Materials:
- Onion
- 20 mL Detergent
- 20 g iodized salt
- 300mL distilled water
- 5 g meat tenderizer
- 95 mL alcohol (ice cold)
- Paper strainer or coffee filter
Guide Questions:
1. What is the role of salt and detergent in DNA extraction?
2. Why ice-cold alcohol needed in separating the DNA from the mixture?
3. What can you conclude from the activity?

LEARNING PLAN
Subject: Science 9
Date: July 1-4
UNIT TOPIC: Heredity: Inheritance and Variation
UNIT STANDARDS:
1. Describe the location of genes in chromosomes.
2. Explain the chromosomal basis of inheritance.
3. Identify the components of a DNA molecule.
LEARNING TARGETS
- Describe the structure of DNA
- Explain the role of genes in transferring traits from parents to offspring.
- Describe the parts of Nucleotide.
EXPLORE
Presentation of new terms
FIRM UP
 Picture analysis on parents and children shared traits.
 Discuss the parts of nucleotide.
DEEPEN
 Identify the genotype of an individual.
 Apply the Punnet square to identify the offspring.
 Answer problem 3 on page 34.
TRANSFER:
 Perform a virtual activity found at http://wwww.mhhe.com/biosci/genbio/virtual
_labs_2K8/labs/BL_06/.


LEARNING PLAN
Subject: Science 9
Date: July 8-12
UNIT TOPIC: Biodiversity and Evolution
UNIT STANDARDS:
1. Explain the importance of biological diversity.
2. Measure species richness and evenness.
3. Investigate how changes in the environment can affect species extinction.
LEARNING TARGETS
- Discuss the importance of biological diversity.
- Identify the species richness and evenness.
- Identify the cause of species extinction.
EXPLORE
Measure the biodiversity index
FIRM UP
 Discuss species richness and species evenness.
 Measure the Population Density
DEEPEN
 Perform the Biodiversity Simulation
 Discuss the Natural Causes of extinction.
TRANSFER:
 Perform Activity Endangered but not Extinct…yet
Guide Questions:
1. What happened to the toothpick grasshoppers over time?
2. What factors might account for differences in the graphs?
3. What effects do you think will habitat reduction have on the toothpick grasshoppers’ population?


LEARNING PLAN
Subject: Science 9
Date: July 15-19
UNIT TOPIC: Biodiversity and Evolution
UNIT STANDARDS:
1. Distinguish environmental changes that may result in the loss of species.
2. Relate species extinction to the failure of populations of organisms to adapt to abrupt change in
the environment.
3. Explain how government and other civic organizations protect and conserve biodiversity.
LEARNING TARGETS
- Identify the environmental changes that may result in the loss of species.
- Cite example on the species extinction that results on the abrupt change in the environment.
- Identify how the government and other organizations protect and conserve the biodiversity.
EXPLORE
Unlocking of new terms
Picture analysis on identifying the cause of extinction
FIRM UP
 Identifying animals that are extinct and endangered.
 Discuss the causes of anthropogenic extinction
DEEPEN
 Identify the conservation categories of species
 Discuss the Threatened Species Categories criteria.
TRANSFER:
 Article reading: What really matters
Guide questions:
1. What are the factors that cause the dieback and collapse of many woodlands in the world?
2. How do different organizations help in minimizing the loss of woodlands?
3. If you are one of the residents of living near the woodlands, how can you help minimize the
effects of fire and spread of pest and disease on the area?


LEARNING PLAN
Subject: Science 9
Date: July 22-26
UNIT TOPIC: Ecosystem: Photosynthesis
UNIT STANDARDS:
1. Describe the parts of organelles involves in photosynthesis.
2. Describe how leaves are adapted to perform the function of photosynthesis.
3. Explain how leaves harness light energy from the sun.
LEARNING TARGETS
- Identify the parts of organelles involve in the photosynthesis.
- Explain how leaves perform photosynthesis.
- Illustrate how leaves harness light energy from the sun.
EXPLORE
Answer wordstorm page 81
FIRM UP
 Illustrate the role of photosynthesis
 Explain n the internal structure of the leaf
DEEPEN
 Make a diagram on the two stages of photosynthesis.
 Discuss how ATP and NADPH are produced.
 Explain the equation that represents the photosynthesis
TRANSFER:
 Activity: Presence of starch in a leaf
Guide questions:
1. What is the role of alcohol in the experiment?
2. Why should the leaves be immersed in boiling water and ethyl alcohol before testing for starch?
3. What happen when iodine solution was added to the boiled leaf?


LEARNING PLAN
Subject: Science 9
Date: July 29-31
UNIT TOPIC: Ecosystem: Respiration
UNIT STANDARDS:
1. Differentiate the basic features and importance of respiration.
2. Describe the parts of organelles involve in respiration.
3. Explain the process of cellular respiration.
LEARNING TARGETS
- Identify the basic features and importance of respiration.
- Illustrate the functions of the parts of organelles involve in the respiration.
- Discuss the process of cellular respiration.
EXPLORE
Answer wordstorm page 93
FIRM UP
 Perform Lunch pad page 94
 Explain the equation of cellular respiration.
DEEPEN
 Discuss the phases of glycolysis.
 Explain the Krebs cycle
 Illustrate the electron transport chain.
TRANSFER:
 Create your own write up about the experiment. Follow the steps in the scientific method.
Visit http://www. Glencoe.com/sites/common_assets/science/virtual_labs/LSO1.html


LEARNING PLAN
Subject: Science 9
Date: August 5-8, 2019
UNIT TOPIC: Electronic Structure of Matter
UNIT STANDARDS:
Learners can explain how new materials are formed when atoms are rearranged. They recognize that a wide
variety of useful compounds may arise from such rearrangements.
1. Describe how the Bohr model of the atom improved Rutherford’s atomic model.
2. Explain how the Quantum Mechanical Model of the atom describes the energies and positions of
the electrons.
LEARNING TARGETS
- Compare Bohr and Rutherford atomic model.
- Discuss the quantum mechanical model.
EXPLORE
Pre-test
Conduct activity about the flame test
FIRM UP
 Explain the atomic spectroscope
 Discuss Bohr’s model through illustration
DEEPEN
 Explain the behavior of electron through mathematical calculation.
 Determine the electron configuration of an element in the periodic table
 Analyze the pattern of filling the orbitals based on the electron configuration.
TRANSFER:
Make a Venn Diagram and describe Bohr and Rutherford model of atom.


LEARNING PLAN
Subject: Science 9
Date: August 9, 2019
UNIT TOPIC: Chemical Bonding
UNIT STANDARDS:
1. Explain the physical properties of some substances.
LEARNING TARGETS
- Identify the physical properties of some substances.
EXPLORE
Familiarize the periodic table
FIRM UP
 Mapping the periodic table to identify the number of valence electrons of an atom.
DEEPEN
 Locate the metals, non-metals and noble gases in the periodic table.
TRANSFER:
Perform an activity: Solubility
Objective:
To be able to introduce what is solubility.
To be able to identify the types of bonds present in the substance.
Materials:
Table salt test tubes
Sugar spatula
Powdered naphthalene stirring rod
Water scooper
Kerosene graduated cylinder
Gloves
Procedure:
1. Place one scoop of table salt, sugar, and naphthalene in each separate test tube.
2. Add 5 mL of water for every test tube. Then stir each gently using the stirring rod.
3. Repeat steps 1 and 2, but this time, add 5 mL of kerosene in each test tube.
Note: Wear gloves when you transfer the kerosene in each test tube. Do not let the
kerosene come in contact with any part of your skin.
Guide Questions:
1. What substances were soluble in water? How about those that were soluble in kerosene?
2. Why were those substances soluble in water? How about those soluble in kerosene?
3. Among the substances that you use every day, which of them are soluble in water? Which
are soluble in kerosene?

LEARNING PLAN
Subject: Science 9
UNIT STANDARDS:
1. Classify compound based on its type of chemical bond.
2. Differentiate the different types of chemical bonds.
LEARNING TARGETS
- Identify the different types of chemical bond.
- Explain the different types of chemical bonds.
EXPLORE
Answer wordstorm on page 115
FIRM UP
 Discuss what is chemical compound
 Explain the Lewis Dot Symbol.
DEEPEN
 Answer problem on page 121
TRANSFER:
Perform an activity: What Kind of Bond I am?
Objective:
To be able to measure the properties of various substances
Guide Questions:
1. Which of the solid substances were soluble in water?
2. Why are those substances soluble in water?
3. What type of chemical bonding occurs in those substances?


LEARNING PLAN
Subject: Science 9
UNIT STANDARDS:
3. Classify compound based on its type of chemical bond.
4. Differentiate the different types of chemical bonds.
LEARNING TARGETS
- Identify the different types of chemical bond.
- Explain the different types of chemical bonds.
EXPLORE
Answer wordstorm on page 115
FIRM UP
 Discuss what is chemical compound
 Explain the Lewis Dot Symbol.
DEEPEN
TRANSFER:
Perform an activity: What Kind of Bond I am?
Objective:
To be able to measure the properties of various substances
Guide Questions:
4. Which of the solid substances were soluble in water?
5. Why are those substances soluble in water?
6. What type of chemical bonding occurs in those substances?


LEARNING PLAN
Subject: Science 9
UNIT STANDARDS:
1. Predict the properties of a compound based on the nature of its chemical bonds.
2. Explain properties of metal in terms of their structure.
LEARNING TARGETS
- Identify the properties of a compound.
- Identify the properties of metals
EXPLORE
FIRM UP
 Explain how covalent takes place and illustrate the sharing of electrons
DEEPEN
 Make a model of metallic bond.
 Relate the properties of metal to the kind of bond they are made of.
TRANSFER:
Perform an activity: Strength of a metallic bond.
Objective:
To be able to describe the relative strength of metallic bond using iron nails.
Materials:
Five iron nails beaker
Iron stand iron ring
Wire gauze graduated cylinder
Bunsen burner water
Procedure:
1. Place 10 mL of water in a beaker.
2. Drop the five small nails. Then stir.
3. Apply heat until the water dries up.
Note: Be careful when using the Bunsen burner. Wear gloves for this activity. Also, do not
handle the beaker directly after heating it.
Guide Questions:
1. What was the appearance of the nail before and after heating?
2. Was the nail affected by the heat? Why or why not?
3. Based on your observations, what kind of bond existed in the nail?
4. What have you learned about metals after doing the activity?


LEARNING PLAN
Subject: Science 9
Date: September 9-13, 2019
UNIT TOPIC: Variety of Carbon Compounds
UNIT STANDARDS:
1. Describe the unique property of a carbon.
2. Predict the relationship of the number of carbon atoms and their physical properties.
3. Explain how the structure of carbon atom affects the types of bonds it forms.
LEARNING TARGETS
- Identify the properties of carbon.
- Explain the relationship of carbon atoms and their physical properties.
- Create a structure of carbon atom.
EXPLORE
Pre-test
Perform launch pad on page 145
FIRM UP
 Discuss organic compound are they useful?
 Explain the nature of organic chemistry.
DEEPEN
 Identify the properties of a carbon
 Compare organic and inorganic compound
TRANSFER:
Build you own organic compound using clay and toothpicks.


LEARNING PLAN
Subject: Science 9
Date: September 16-20, 2019
UNIT TOPIC: Variety of Carbon Compounds
UNIT STANDARDS:
1. Classify organic compound based on their functional group.
2. Identify organic compounds present in some common products.
LEARNING TARGETS
- Identify organic compound based on their functional group.
- Identify organic compounds present in some common products.
EXPLORE
Complete the table about the uses of the compounds. Using a check mark, indicate the uses of the
compounds. You may have more than one check mark per sample depending on its use/s.
Organic Compound
FIRM UP Gasoline Ethanol AcetoneLPG Kerosene Acetic Acid
Beverage
 Discover
Food the organic compound present in some common products.
Uses
 Explain the classes of organic compounds

Antiseptic
Fuel
Cleaner
DEEPEN
 Compare hydrocarbons.
 Construct bar graph that shows the relationship between the number of carbon atoms in an alkane
and its physical properties.
TRANSFER:
- Investigate how a common organic compound namely ethyne can ripen fruits faster than the natural
way.

LEARNING PLAN
Subject: Science 9
Date: September 30- October 4, 2019
UNIT TOPIC: Mole Concept
UNIT STANDARDS:
1. Use mole concept to express mass of substance.
2. Explain the relationship between mole and mass.
LEARNING TARGETS
- Apply the mole concept to express mass of substance.
- Discuss the relationship between mole and mass.
EXPLORE
- Pre-test
- Answer wordstorm on page 117
FIRM UP
 Measure the mass of an object.
 Relate the mass of the object to the number of pieces per item.
DEEPEN
 Convert the mass sample to the number of moles
 Discuss the Mole to Mass Relationship
TRANSFER:
- Activity: Total Count Vs. Mass
To convert the number of items to its equivalent mass in grams or vice versa using the
equivalents taken from the result of the activity.


LEARNING PLAN
Subject: Science 9
Date: October 7-11, 2019
UNIT TOPIC: Mole Concept
UNIT STANDARDS:
1. Explain what is percentage composition.
2. Identify empirical and molecular formula.
3. Perform calculations involving mole, mass, percentage composition, and empirical and molecular
formulas.
LEARNING TARGETS
- Discuss the percentage composition.
- Differentiate empirical and molecular formula.
- Calculate mole, mass, percentage composition, and empirical molecular formulas.
EXPLORE
- Unlocking of new terms.
- Discover some compounds and their formulas in different food and household product labels.
FIRM UP
 Discuss the empirical formula and molecular formula.
 Compute for the empirical formula.
DEEPEN
 Compute the molecular formula of different compound using molar mass.
 Apply the mole concept in completing a given set of data.
TRANSFER:
- Make a concept map with the appropriate terms using the following words: ions, Avogadro’s number,
mole, atoms, molecules, particles, mass, compound, g/mole (molar mass), element

LEARNING PLAN
Subject: Science 9
Date: November 5, 2019
UNIT TOPIC: Volcano: Volcanic Eruption
UNIT STANDARDS:
1. Identify the different parts of volcano.
2. Describe why do volcanoes erupt.
3. Explain what happen when volcanoes erupt.
LEARNING TARGETS
- Label the parts of volcano.
- Give brief explanation why volcanoes erupt.
- Explain the effects of volcanic eruption.
EXPLORE
- Presentation of objectives.
- Unlocking of new terms
FIRM UP
 Show videoclip about Mayon Volcano as an active volcano.
 Explain how volcano formed?
 Label the parts of a volcano
DEEPEN
 Describe why volcano erupt?
 Identify the theories that explain what cause a volcano to erupt.
 Inculcate the NACIAN core values (Integrity, Self-Discipline, and Social Responsibility)
TRANSFER:
- List down the effects of volcanic eruption.
- Suggest safety tips for people living near a volcano.


Learning Plan Science 9

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LEARNING PLAN

Northwestern Agusan Colleges

Prepared by: Submitted to:

JOY V. PACEÑO MA. LUZ J. GOLOSINO, MSTM, PhD. (CAR)

Northwestern Agusan Colleges

Prepared by: Submitted to:

JOY V. PACEÑO MA. LUZ J. GOLOSINO, MSTM, PhD. (CAR)

Northwestern Agusan Colleges

Prepared by: Submitted to:

JOY V. PACEÑO MA. LUZ J. GOLOSINO, MSTM, PhD. (CAR)

Northwestern Agusan Colleges

Prepared by: Submitted to:

JOY V. PACEÑO MA. LUZ J. GOLOSINO, MSTM, PhD. (CAR)

JOY V. PACEÑO MA. LUZ J. GOLOSINO, MSTM, PhD. (CAR)

Northwestern Agusan Colleges

Prepared by: Submitted to:

JOY V. PACEÑO MA. LUZ J. GOLOSINO, MSTM, PhD. (CAR)

Northwestern Agusan Colleges

Prepared by: Submitted to:

JOY V. PACEÑO MA. LUZ J. GOLOSINO, MSTM, PhD. (CAR)

Northwestern Agusan Colleges

Prepared by: Submitted to:

JOY V. PACEÑO MA. LUZ J. GOLOSINO, MSTM, PhD. (CAR)

Northwestern Agusan Colleges

Prepared by: Submitted to:

JOY V. PACEÑO MA. LUZ J. GOLOSINO, MSTM, PhD. (CAR)

Northwestern Agusan Colleges

Prepared by: Submitted to:

JOY V. PACEÑO MA. LUZ J. GOLOSINO, MSTM, PhD. (CAR)

Northwestern Agusan Colleges

Prepared by: Submitted to:

JOY V. PACEÑO MA. LUZ J. GOLOSINO, MSTM, PhD. (CAR)

Prepared by: Submitted to:

JOY V. PACEÑO MA. LUZ J. GOLOSINO, MSTM, PhD. (CAR)

Northwestern Agusan Colleges

Prepared by: Submitted to:

JOY V. PACEÑO MA. LUZ J. GOLOSINO, MSTM, PhD. (CAR)

Northwestern Agusan Colleges

2. Was the nail affected by the heat? Why or why not?

3. Based on your observations, what kind of bond existed in the nail?

Prepared by: Submitted to:

Northwestern Agusan Colleges

Prepared by: Submitted to:

JOY V. PACEÑO MA. LUZ J. GOLOSINO, MSTM, PhD. (CAR)

Northwestern Agusan Colleges

 Explain the classes of organic compounds

Prepared by: Submitted to:

JOY V. PACEÑO MA. LUZ J. GOLOSINO, MSTM, PhD. (CAR)

Prepared by: Submitted to:

JOY V. PACEÑO MA. LUZ J. GOLOSINO, MSTM, PhD. (CAR)

Northwestern Agusan Colleges

Prepared by: Submitted to:

JOY V. PACEÑO MA. LUZ J. GOLOSINO, MSTM, PhD. (CAR)

Prepared by: Submitted to:

JOY V. PACEÑO MA. LUZ J. GOLOSINO, MSTM, PhD. (CAR)

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