Daily Lesson Log in Science 9

I.OBJECTIVES
A.Content Standards Demonstrate understanding of how genetic informations is
organized in genes and chromosomes.
B.Performance Standards The learner determine the probability of having a male or
female gender.
C.Learning Competency Objectives Describe the locations of genes in chromosomes.
1.Discuss how sex in human is determined.
2.Illustrate by means as Punnett square the inheritance of the
sex chromosomes.
II.CONTENT Sex chromosomes and sex determination
III.Learning Resources Module,Textbook,PP 36-37
Procedures
A.Reviewing previous lessons/presenting the Multiple allele give examples of multiple allele
new lesson
B.Establishing a purpose for the lesson. The teacher presents a video lesson on the union of egg cell
and sperm cell
C.Presenting examples,instances of the new Explain Gamete formation involving sex chromosomes.
lessons
D.Discussing new concepts and practice new Discuss how sex in human is determined using Punnett
skills #1 square which shows the inheritance of the sex chromosomes.

E.Discussing new concepts and practice new Students answer Activity #4

skills #2 Boy or Girl (by group)
Draw a Punnett square which shows the inheritance of the
sex chromosomes.Represent the female sex chromosomes
with XX and the male chromosomes with XY
F.Developing Mastery Students will answer the guide questions (by group) and
after that they will present output in front.
G.Finding practical applications of concepts Why is it important to know how sex is determined?
and skills in daily living
H.Making generalization and abstraction To sum up the lesson,the teacher will ask the student how
about the lesson. sex in human is determined.
What are the sex chromosome in female and in male
How many chromosome in a cell of an individual
I.Evaluating Learning Teacher give 5 item test.
1._________determine the sex of their children
2._________reproductive cell that unite during sexual
reproduction to form a new cell called zygote.
3.In humans _____ chromosomes determined the femaleness
and 4. _____ determine maleness
5._______chromosomes present in both male and female.
 STRATEGIES Collaborative Learning-students answer the given activity by
group
Problem Solving-student solve the given problem.
Presentation-selected group present their output in front.
Inquiry based-asking student different questions about the
topic.
INTEGRATION MATHEMATICS-ratio and probability

Annotation:
The teacher shows the inheritance of the sex chromosomes through using a punnet square

Prepared by: Noted by:

Nenita S. Esconde Erasto G. Agkis Ed.D.
Teacher III Head Teacher III
 Daily Lesson Log in Science 9
I.Objectives
A.Content Standards Demonstrate and understanding of impulse and momentum,and
conservartion of linear momentum.
B.Performance Standard The learner shall be able to propose ways to enhance sports related
to projectile motion.
C.Learning Competency Relate impulse and momentum to collision of objects example
vehicular collision.
II.Content Investigating Momentum
III.Learning Resources
A.Reference Learners Module
1.Teachers Guide pp.224-225
2.Learners Material pp.256-258
B.Other Learning Resources Laptop,Visual Aids,Board Marker
IV.Procedure
A.Review of the past lesson Acceleration
B.Establishing purpose for the lesson Identifying the factors that affect momentum
C.Presenting examples/instances of the The teacher present figure 12
new lesson. A truck and a car hitting a wall
D.Discussing the new concept and The students perform an activity about momentum.
practice new skills. #1
E.Discussing new concept and After the given working time,the representative of the group
practicing new skills #2 present table 8 stopping distance of the toy cars,
F.Developing Mastery The students will answer the guide questions and after that they
will present output in front.
Q1.Compare the stopping distance of a light toy car to a heavy toy
car?
Q2.Did the two toy cars immediately stop as they hit the block of
wood?
Q3.What do you think happens to the velocity of the two toy cars
as the point of release increases?
Q.4.If momentum is a measure of how difficult it is to stop moving
object,which of the two cars had a greater momentum for the same
point of release?
Q5.How will it be possible for the two bodies of different masses
to have an equal momentum?
G.Finding practical application of Observation of linear momentum
concept and skills in daily living
H.Making generalization and To sum up the lesson,the students should be able to generalize that
abstraction about the lesson affect the momentum.
I.Evaluating learning The teachers gives five item tests
1.Which has more momentum.a huge truck that is not moving or a
small toy car that is moving?
2.A moving car has momentum,if it moves twice as fast.its
momentum would be _______ as much
3,Two cars,one twice as heavy as the other moves down a hill at
the same time,the heavier car would have a _______ momentum
STRATEGIES Collaborative Learning-students answer the given activity by
group
 Presentation-selected group present their output in front
Inquiry based-asking students different questions about the topic
INTEGRATION Mathematics-problem solving

Annotation:
Progressivism-this educational approach emphasizes experimentation and hands on learning or learning
by doing.Students will have more opportunities to explore concepts and build knowledge based on their own
observation and experience if they are allowed to do the task independently.

Activity 6 (Investigating momentum) and are encourage to collaborate with one another.

Prepared by: Noted by:

Nenita S. Esconde Erasto G. Agkis Ed.D.
Teacher III Head Teacher III
 Daily Lesson Log in Science 9
I.Topic Climate Change
II.Competency Describe certain climatic phenomena that occur on a global level S9ES-IIIf-31
III.Content Standard The learners site the effect of changing climate and how to adopt accordingly.
IV.Performance Standard The learners participate in activities that reduce risks and lessen the effect of
climate change.
V.Lesson Objectives 1.To calculate personal carbon emission
2.To take an action to lessen the effect of climate change.
VI.Lesson Development
a.Introduction/Review The teachers ask question about the past lesson
b.Motivation The teacher present a song ‘Masdan mo ang Kapaligiran’followed by a video
on climate change.
c.Presentation Let the students describe the video presented
Ask them who are we going to blame for the outcome.
Introduce the next activity.
Title:Am I a Climate Hero or a Climate Culprit.
d.Evaluation Give a short quiz
VII.Reference Learners Module pp.203-204

Prepared by: Noted by:

Nenita S. Esconde Erasto G. Agkis Ed.D.
Teacher III Head Teacher III