DLL Environmentl Issue

Punta Integrated School
School Grade Level Grade 9

Punta, Calamba City
Teacher ROSE ANN Q. TUBURAN Learning Area SCIENCE
August 6, 2019
Date &
6:00 – 6:50 Obedience Quarter First Quarter
Time
12:20 – 1:10 Perseverance
I. OBJECTIVES
A. Content standard The learners demonstrate an understanding of:
 how changes in the environment may affect species
extinction
B. Performance standard The learners shall be able to:

 make a multimedia presentation of a timeline of
extinction of representative microorganisms, plants,
and animals
C. Learning competencies The learners should be able to:

and Code Relate species extinction to the failure of populations of
organisms to adapt to abrupt changes in the environment
(S9LT-Ie-f30)
a. Identify different global environmental issues
affecting our environment
b. Describe how human activities contribute to species
extinction
c. Value the importance of a sustainable society
II. CONTENT Biodiversity and Evolution
III. LEARNING RESOURCES

A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material pages Pages 58-69
3. Additional Materials from Learning
Resource (LR) portal
B. OTHER LEARNING REFERENCES Science and Technology by Zonia Medina-Gerona, Rebecca

C. Nueva España ,Ruben L. Sinugbuhan, Alberto V. Florido
Jr., Ryan V. Lansangan, Josephine M. Calmlam, Jose Isaak
M. Calamlam, Ailene E. Hijara, pp 153-155
https://owlcation.com/stem/The-Top-Ten-Critically-
Endangered-Animals-in-the-Philippines
https://www.youtube.com/watch?v=DqC3ieJJlFM
C. INSTRUCTIONAL MATERIALS PowerPoint Presentation, LM, CG, TG

IV. P R O C E D U R E
A. E L I C I T (Access prior knowledge) The teacher will show the following pictures of extinct and
endangered species.
What do we mean by extinct and endangered?
Vocabulary:
ex·tinct
/ikˈstiNG(k)t/
adjective
 (of a species, family, or other larger group)
having no living members.
 no longer in existence.
en·dan·gered spe·cies
/inˌdā njərd ˈspēSHēz/
noun
 a species of animal or plant that is seriously at
risk of extinction.
A. E N G A G E (Get the students’ minds The teacher will ask the students to analyze the graph below.
focused on the topic (short; question or
picture)
What does the graph mean?

Why do you think such dilemma occur?
B. E X P L O R E (Provide students with a Divide the class into 5 groups. A topic/picture will be
common experience) assigned to each group using a draw-lots.
Tasks:
Each group will be asked to write down how the assigned
topic contributed to the decreasing number of species in the
environment.
C. E X P L A I N (Teach the concept. Should Each group will be asked to present their output in front of
include interaction between teacher and the class.
students)
The teacher will give additional information after the group
presentation.
D. E L A B O R A T E (Students apply the The teacher will play a short video about the most trafficked
information learned in the Explain) animal in the world.
After watching the video, the students will be asked to

answer the following:
 Why are pangolins being trafficked?
 Is it possible for pangolins to be extinct? Why?
E. E V A L U A T E (How will you know the Identify the global environmental issues described in the
students have learned the concept) following sentences. Choose the best answer in the box
below.
Habitat Destruction Pollution Climate change
Invasive Species Overpopulation Overexploitation
1. Hazardous wastes dumped into the rivers and streams
eventually find their way to the ocean.
2. The average temperature of the earth’s atmosphere may
rise as a result of the greenhouse effect.
3. People destruct forests by cutting down trees in a
process called deforestation.
4. Dynamite fishing, muro ami, overharvesting are causes
of destruction of coastal resources.
5. Pollutants in the air like emissions from factories and
exhaust of motor vehicles causes precipitation.
F. E X T E N D (Deepen conceptual Time to Read!
understanding through use in new context)
What environmental issues result to the extinction of these
species?
V. REMARKS
OBEDIENCE PERSEVERANCE
f fx f fx
5
4
3
2
1
0
Total:
Mean:
MPS:
.
VI. R E F L E C T I O N
A. No. of Learners Who Earned 80% In the
Evaluation
B. No. of Learners Who Require Additional

for Remediation Who Scored Below 80%
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 Strategies Worked Well?

Why Did These Work?
F. What Difficulties Did I Encounter Which
My Principal or Supervisor Helped Me
Solved?
G. What Innovation or Localized Materials

Did I Use / Discover Which I Wish to Share
With Other Teachers?
Prepared by:
ROSE ANN Q. TUBURAN

Teacher I
Noted/Checked by:
BERNARDITA O. SALAZAR
Principal II

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Punta Integrated School

School Grade Level Grade 9

B. Performance standard The learners shall be able to:

C. Learning competencies The learners should be able to:

II. CONTENT Biodiversity and Evolution

III. LEARNING RESOURCES

B. OTHER LEARNING REFERENCES Science and Technology by Zonia Medina-Gerona, Rebecca

C. INSTRUCTIONAL MATERIALS PowerPoint Presentation, LM, CG, TG

What do we mean by extinct and endangered?

What does the graph mean?

After watching the video, the students will be asked to

B. No. of Learners Who Require Additional

C. Did the Remedial Lessons Work? No. of

D. No. of Learners Who Continue to Require

E. Which of My Strategies Worked Well?

G. What Innovation or Localized Materials

ROSE ANN Q. TUBURAN

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