DAILY LESSON PLAN MORENO INTEGRATED Grade GRADE 9

School SCHOOL
Grade 9 Level
MENCHIE TOGORES YABA Learning SCIENCE
Teacher
Area
Observable
Teaching
Objective
Date and Quarter 2nd
Time
I. OBJECTIVES:
A. Content Standards Demonstrate understanding on the structure and function of
plant parts and organelles involved in photosyntheis.
B. Performance Design and conduct investigation to provide evidence that parts
Standards can be manufacture their own food.
C. Learning Differentiate basic features and importance of photosynthesis
Competencies/ and respiration.S9LT-lg-j-31
Objectives At the end of the lesson the students must be able to :
 Describe the process photosynthesis.
 Identify the raw materials and products of
photosynthesis.
 Write the chemical equation and word equation of
photosynthesis.
 Recognize the importance of photosynthesis to all life
forms.
II. CONTENT Photosynthesis
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 57-59
Pages
2. Learner’s Materials pp. 77-78
3. Textbook Pages
4. Additional Materials Strategic Intervention Material (SIM)
from LR
B. Other Learning Laptop, projector, lapel, tarpaulin instructional materials,
Resources Strategic Intervention Material (SIM)
C. Learning Strategies Cooperative Learning, Game, ICT Integration, Picture Analysis,
Learning by Doing, ICON, Manipulative Strategy, Brainstorming,
Inquiry Based Instruction, Differentiated Instruction, Paper &
Pencil Test, Think Pair Share
IV. PROCEDURES
Routinary Activity Greeting
Prayer
Checking of Attendance
 For student(s) who will be absent from the class, they will 2. Evaluate
be given the learning activity worksheet prepared by the with
teacher. It will be sent via email or mesenger. If not colleagues
applicable to students other means of intervention like teaching
tutorials via google meet or video calls, chat, text strategies that
messaging and phone calls. Or if still not applicable a are responsive
hard copy of Strategic Intervention Material made by the to the special
teacher will be sent to them through mail, courier or educational
rider. This strategies will be done by the teacher to reach needs of the
out the students depending on the agreement made by learners in
the teacher and parent in order not to deprive them difficult
especially this time of Covid 19 pandemic. circumtances,
including:
geopgraphical
isolation;
chronic
illnesses;
displacement
due to armed
conflict; urban
 resettlement or
disasters; child
abuse and
child labor
practices.
Checking of classroom’s orderliness
Establishing Classroom Standards
 You can show respect by listening to the teacher and to
the one who is talking.
 You can show respect by listening to the teacher and to
the one who is talking.
 You can be responsible by completing the assigned task.
A. ELICIT (Access
prior knowledge) Review :

Teaching Strategies : The recall will be done in the form of a game – “Pass the
Game, cabbage”
Inquiry Based  Students pass the cabbage with fast background music
Instruction, on and when the music stops, the person holding the
Learning by cabbage must take off a layer, read aloud the question
Doing, and answer it. The game continues until all the questions
Picture Analysis, on the cabbage have answered.
 The teacher will discuss how the lesson is 1. Model
interconnected with their previous lesson. effective
applications of
The teacher will present the objectives of the lesson content
knowledge
within and
accross
curriculum
teaching
areas.

A. ENGAGE (Get Motivation :

the student’s mind
focused on the The teacher will present a short story entitled “Lydia the Leaf”. 1. Model
topic) After which she will ask the students the following questions: effective
Teaching Strategies : applications of
Inquiry Based  What 'ingredients' are needed for Lydia to perform content
Instruction, photosynthesis? knowledge
Story Telling  Where does each ingredient came from? within and
 Where are the ingredients combined? accross
 What products are created? curriculum
 What happens to these products? teaching
areas.
(English)
 B. EXPLORE When you got hungry you might decide to raid the cookie jar or
(Provide students ask your mom to make you a sandwich.You do this because
with a common humans get their energy from the food they eat. But what about
experience) the plants? Where did they get their energy? Why do they
Teaching Strategies :
survive? Plants make their own food in the process called
Cooperative
Learning, photosynthesis.
Brainstorming, Pre Activity :
Manipulative The teacher will tell the students that they should finish the
Strategy, activity within five minutes.
Differentiated The students were group according to what type of learners they
Instruction are. (Based from the result of survey form given a day before
the lesson)
 Word Smart (Linguistic)
 Picture Smart (Visual)
 Music Smart (Musical)
 Nature Smart (Naturalistic)
 Body Smart (Bodily-Kineasthetic)

Activity Proper :

1. Model
effective
applications of
content
knowledge
within and
accross
curriculum
teaching
areas.
(English)
1. Model
effective
applications of
content
knowledge
within and
accross
curriculum
teaching
areas. (Arts,
Mathematics)

1. Model
effective
applications of
content
knowledge
within and
accross
curriculum
teaching
areas. (Music)

1. Model
effective
applications of
content
knowledge
within and
accross
curriculum
teaching
areas. (EsP)

1. Model
 effective
applications of
content
knowledge
within and
accross
curriculum
teaching
areas. (P.E)

C. EXPLAIN (Teach Post Activity :

the concept)
Teaching Strategies : Presentation of Group Output
Inquiry Based
Instruction,  What is phothosynthesis?
Brainstorming  What are the raw materials and products of
photosynthesis?
 Illustrate the chemical and word equation of
photosynthesis?

D. ELABORATE
(Students apply Application:
the information Why it is advised not to sleep under trees at night?
learned)
Teaching Strategies : Valuing:
Inquiry Based Why are the plants called “Lungs of the nature”? 1. Model
Instruction, What is the importance of photosynthesis to all life forms? effective
Think Pair Share What are the benefits of trees to us especially this global applications of
pandemic? content
knowledge
Generalization : within and
(In pair of two students will be asked to brainstorm on the accross
following questions) curriculum
What was the most important thing you learned from the lesson? teaching
What is still unclear about the lesson? What questions do you areas. (EsP)
still have?
What is one thing about the topic that you want to know more
about?

E. EVALUATE (How
well know the
students have
learned the
concepts)
Teaching Strategies :
Picture Analysis
Paper and
Pencil Test
 F. EXTEND Net Exploration 3. Advise and
(Deepen Watch the video on “Environmental Laws in the Philippines” by guided
conceptual clicking the link https://www.youtube.com/watch? collegues in
understanding v=80G1Z2rhBBo and answer the questions below: the selection,
through use in  Is it illegal to remove a tree on your property? Why or organization,
new content) why not? development
Teaching Strategies :  What environmental laws covers this prohibition? and use of
ICT Integration appropriate
Enhancement teaching and
learning
resources
including ICT,
to address
specific
learning goals.
1. Model
effective
applications of
content
knowledge
within and
accross
curriculum
teaching
areas. (TLE &
AP)

V. REMARKS

Legend :
80 above = MASTERED INDEX OF MASTERY ______________
60-79 = MOVING TOWARDS
MASTERY INTERPRETATION ________________
60 below = LOW MASTERY

Prepared by:

MENCHIE T. YABA
Master Teacher II