Week 6

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ST.

JOHN BERCHMANS HIGH SCHOOL INCORPORATED


Magsaysay, Cordon, Isabela
3312 Philippines

QUARTER 1: September 18-22, 2023


Weekly Plan in Science 9
I. OBJECTIVES
CONTENT STANDARD
The learners demonstrate that an understanding on how changes in the environment may affect species
extinction is essential in boosting the ecosystems productivity where each species, no matter how small, all have
an important role to play.

PERFORMANCE STANDARD
The learners should be able to make a multimedia presentation of a timeline of extinction of
representative microorganisms, plants, and animals.

MOST ESSENTIAL LEARNING COMPITENCY


 Define biodiversity and extinction; S9LT-le-f-30
 Discuss the connection of species extinction to the failure of populations of organisms to adapt to
abrupt changes in the environment;
 Define biodiversity and extinction; S9LT-lf-34

OBJECTIVES

At the end of the lesson the students should be able to:


 Explain the difference between biodiversity and extinction.
 Discuss the different types of biodiversity.
 Identify the natural and anthropogenic causes of extinction.

II. TOPIC: Biodiversity and Extinction


III. REFERENCES
• Ferriols – Pavico, Josefina Ma., et. al (2015) Exploring Life Through Science:
Quezon City: Phoenix Publishing House, Inc
• Alumaga, Marie Jessica B., et. al (2019) Science and Technology 9: Quezon
City: Vibal Group Incorporated
• Moros, Evelyn M., et. al (2018) Practical Science: Makati City: Diwa
Learning Systems Incorporated

IV. LEARNING DEVELOPMENT


CLASSROOM BASED-LEARNING
DAY 1
Begin with classroom routine:
a. Prayer
b. Reminders of health and classroom protocols
c. Checking of attendance
d. Quick “kamustahan”

A. Recall (Elicit)
Ask the students knowledge about species, diversity, conservation, and protection that were briefly introduced
in grade 8.

B. Motivation (Engage)
Let the students analyze carefully the given map that shows the population distribution of fish, water bugs, frogs
and water lily plants in a pond. Ask them the question: Which species has the largest population in the
community? What factors might influence a change in population?
C. Discussion of concepts (Explore)
 Flash the word “biological diversity (or biodiversity) on the board”. Allow the students to come up with a
definition of biodiversity.
 Explain the three components of biodiversity: ecosystem diversity, genetic diversity, and species diversity.
Make sure that the students will be able to confidently distinguish one concept from the other.
 Explain the difference between species richness and species evenness, give examples/situations.
 Discuss the use of biodiversity index. Mention that it describes the amount of species diversity in a given
area. Show them how to solve for the biodiversity index of a certain area.

D. Developing Mastery (Explain)


Let the learners answer the activity: Biodiversity Index.

E. Application and Generalization (Elaborate)


Let learners ask questions for clarification. Show the map that was used in the beginning of class and ask them
to give their conclusion based on the discussion.

F. Evaluation
Let the students use a Frayer’s model to determine biodiversity.

DAY 2
Begin with classroom routine:
a. Prayer
b. Reminders of health and classroom protocols
c. Checking of attendance
d. Quick “kamustahan”

A. Recall (Elicit)
Ask the students knowledge about extinction. Let them give examples of extinct animals, plants and other
species.

B. Motivation (Engage)
Show them a three-minute multimedia presentation of a timeline of extinction of representative microorganism,
plant or animal.

C. Discussion of concepts (Explore)


 Show pictures of extinct plants and animals to introduce the types of extinction; two of which are premature
and commercial extinction.
 Discuss the five mass extinctions in biological history. Compare and contrast each period.

D. Developing Mastery (Explain)


Let the learners answer the activity: Mass extinction.

E. Application and Generalization (Elaborate)


Let learners ask questions for clarification. Show another clip of an extinct species and let them give conclusion
on the topic of extinction.

F. Evaluation
Let the students use a Venn diagram to differentiate the Biodiversity and extinction.

G. Additional/Enrichment Activity (Extend)


Allow the student to work by pair and answer the activity: I AM SURVIVOR.
Ask the leading questions:
What was the objective of the activity?
Why is it important to broaden our understanding of biodiversity?
Is it just to consume all food resources in the environment when survival is at stake?
Why is biodiversity important to our lives?

DAY 3
Begin with classroom routine:
a. Prayer
b. Reminders of health and classroom protocols
c. Checking of attendance
d. Quick “kamustahan”
A. Recall (Elicit)
Ask the students knowledge about biodiversity and extinction.

B. Motivation (Engage)
Show students pictures of biodiversity and extinction, ask them about their observations.

C. Discussion of concepts (Explore)


 Explain and analyze the interaction of species to their environment
 Mention that it is very important to know how the species interact to their environment.
 Explore the different species who have the ability to adapt environment for them to survive.

D. Developing Mastery (Explain)


Let the learner’s identify the importance of interaction of species to their environment.

E. Application and Generalization (Elaborate)


Let learners ask questions for clarification. Show the picture that was shown at the beginning of the class and
ask them again what do they think about the images.

F. Evaluation
Let the students make an essay based on the video that they have watched.

DAY 4
Begin with classroom routine:
a. Prayer
b. Reminders of health and classroom protocols
c. Checking of attendance
d. Quick “kamustahan”

A. Recall (Elicit)
Ask the students knowledge about how the animals, plants and other species interact to their environment?

B. Motivation (Engage)
Show them a pictures of extinction plants and animals

C. Discussion of concepts (Explore)


 Differentiate extinction of plants and animals to the environment
 Analyze how species undergo extinction

D. Developing Mastery (Explain)


Let the learners explain the plants and animals undergo extinction

E. Application and Generalization (Elaborate)


Let learners ask questions for clarification. Describe the extinction of plants and animals and how they undergo

F. Evaluation
Let the students answer about how the species undergo extinction?

Prepared by: Checked by:

Randy M. Manuel,LPT Bernie T. Alejo,LPT


Subject Teacher JHS Academic Coordinator

Approved by:
Arlene U. Punzalan,LPT
Subject Teacher Benalyn D. Duran,LPT,MaEd
OIC-Principal

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