LESSON PLAN IN GRADE 9 SCIENCE Section: Narra

Time: 7:30-8:30

I.Objectives: At the end of the lesson, the students should be able to:

a. Describe the parts of organelles involved in photosynthesis;b. Make a concept map on the process of food making by plants; andc. Appreciate the importance of photosynthesis to human lives.

II. Subject Matter: Photosynthesis Materials: Computer, Liquid Crystal Display (LCD), Projector, Pictures, bondpaper, felt-knibbed pen, and manila paper

Process Involved: Cooperative Learning References:

Science Teachers Guide. 2014.

Capco, Carmelita M. et.al.2000. Phoenix Publishing

Company.Quezon Avenue, Quezon City.

Carter, J., 2014. Photosynthesis. Available @

http: //biology.clc.uc.edu/courses/bio104/photosyn.htm.

Retrieved on May 27, 2014.

Dela Cruz, Susana B. et.al.2003.Phoenix Publishing Company.

Quezon Avenue,Quezon City.

Lozano, Lourdes F. et. al.2003.Diwa Scholastic

Press Incorporated. Makati City.

Martinez, Neyvelinda M. et.al.2002.JO-ES Publishing House,

Inc.Valenzuela City; Rabago,Lilia M. et.al.2003. Vibal

Publishing House.Quezon City.

III. StrategiesA. Motivation

Group Activity The students will answer the Anticipation - Reaction

Guide.

B. Activity Proper The students will be given an activity composed of three parts entitled “What are the structures involved in the food making process in plants?”They will be grouped into three (3) and will answer the questions given based on the video clip presented on photosynthesis.First Part: Plant Structure of a Leaf

Direction: Label the parts of a chloroplast and the internal structure of a leaf.

Second Part: Raw Materials and End Product of Photosynthesis Direction: Complete the table presented by writing the raw materials and products of photosynthesis.

Third Part: Understanding the Process of food making Direction: After watching the video clip on photosynthesis,

make a concept map of the entire process by filling up the figures with the processes involved, raw materials used, and the end products of the entire process of food making.

A. Analysis Based on the activity you have performed; formulate a key concept on photosynthesis using the following key words: plants, chlorophyll, chloroplast, light energy, chemical energy

B. AbstractionThe teacher will present the misconceptions regarding the topic

and let the students realize and discover the correct concepts.

Misconceptions:

1. Photosynthesis refers to a process that occurs only during daytime.2. Photosynthesis can occur in the absence of any of its raw materials.3. Photosynthesis is a simple process.

New Ideas:

1. Photosynthesis refers to a process that occurs even during night time.2. Photosynthesis will not occur in the absence of any of its raw materials.3. Photosynthesis is a complex process.4. Photosynthesis originated from two words: photo which means” light” and synthesis which means “ putting things together”.4. Plants have green pigments called chlorophyll stored in the

chloroplast. This pigment aids in capturing light energy from the sun that enables plants to change it into chemical energy stored in the food. This process is called photosynthesis.6. Photosynthesis is a process of food making done by plants and other autotrophic organisms. The presence of chlorophyll enables these organisms to make their own food. Autotrophic organisms require carbon dioxide, light energy, and water to make food (sugar).7. In plants, photosynthesis primarily takes place in the leaves and little or none in stems depending on the presence of chlorophyll.

Typical parts of the leaves:a. Upper and lower epidermis- protects the leaves and has nothing

to do with photosynthesis.

b. Mesophyll-has the most number of chloroplasts that contain chlorophyll.

c. Vascular bundles-phloem and xylem serve as transporting vessels of manufactured food and water.

d. Stomates- serve as the exit point of oxygen and entrance point of carbon dioxide that are collected in the spongy layer.

e. The parts of a chloroplast include the outer and inner membranes Intermembrane space, stroma and thylakoids stacked in grana. The chlorophyll is built in into the membranes of the thylakoids. Chlorophyll absorbs white light but looks green because white light consists of three primary colors: red, blue, and green. Only red and blue light is absorbed thus making these colors unavailable to be seen by our eyes while the green light is reflected which makes the chlorophyll looks and green. However, it is the energy from red light and blue light that are absorbed and will be used in the photosynthesis.The green light that we can see is not absorbed by the plant and thus, cannot be used in photosynthesis.

f. There are two stages of photosynthesis: 1.) Light reaction and 2.) dark reaction.

C. ApplicationDirection: Answer the questions below briefly but substantially.

The Rubrics is provided for you to be guided in achieving a remarkable score.

1.What is the significance of photosynthesis in maintaining the balance of nature?2.How does photosynthesis contribute in mitigating global warming?3.Is knowledge in photosynthesis indispensable in agriculture? Why?

Rubrics:1. Content--------------------------------------------50%2. Relevance-----------------------------------------25%3. Logical organization of Ideas/Coherence----20%4. Neatness--------------------------------------------5%

100%IV. Agreement/Assignment

In a group composed of ten members, present a role play in the class showing the concept map of photosynthesis. Adhere to the Rubrics presented below for a successful result.

Mastery----------------------------------40%Originality-------------------------------30%Stage Deportment----------------------15%Props--------------------------------------15%

100%

Prepared by:

ALDIN A. HERMOCILLA Teacher Demonstrator

Butuan City Division

LESSON PLAN IN GRADE 9 SCIENCE

I. Objectives: At the end of the lesson, the students should be able to:

a. Describe the parts of organelles involved in photosynthesis;b. Make a concept map on the process of food making by plants; andc. Appreciate the importance of photosynthesis to human lives.

II. Subject Matter: Photosynthesis Materials: Computer, Liquid Crystal Display (LCD), Projector, Pictures

Processes Involved: Cooperative Learning References:

Science Teachers Guide. 2014.

Capco, Carmelita M. et.al.2000. Phoenix Publishing

Company.Quezon Avenue, Quezon City.

Carter, J., 2014. Photosynthesis. Available @

http: //biology.clc.uc.edu/courses/bio104/photosyn.htm.

Retrieved on May 27, 2014.

Dela Cruz, Susana B. et.al.2003.Phoenix Publishing Company.

Quezon Avenue,Quezon City.

Lozano, Lourdes F. et. al.2003.Diwa Scholastic

Press Incorporated. Makati City.

Martinez, Neyvelinda M. et.al.2002.JO-ES Publishing House,

Inc.Valenzuela City; Rabago,Lilia M. et.al.2003. Vibal

Publishing House.Quezon City.

III. StrategiesC. Motivation

Group Activity The students will answer the Anticipation - Reaction

Guide.

D. Activity Proper The students will be given an activity composed of three parts entitled “What are the structures involved in the food making process

in plants?”They will be grouped into three (3) and will answer the questions given based on the video clip presented on photosynthesis.First Part: Plant Structure of a Leaf

Direction: Label the parts of a chloroplast and the internal structure of a leaf.Second Part: Raw Materials and End Product of Photosynthesis Direction: Complete the table presented by writing the raw materials and products of photosynthesis.

Third Part: Understanding the Process of food making Direction: After watching the video clip on photosynthesis,

make a concept map of the entire process by filling up the figures with the processes involved, raw materials used, and the end products of the entire process of food making.

D. Analysis Based on the activity you have performed; formulate a key concept on photosynthesis using the following key words: plants, chlorophyll, chloroplast, light energy, chemical energy

E. AbstractionThe teacher will present the misconceptions regarding the topic

and let the students realize and discover the correct concepts.

Misconceptions:

1. Photosynthesis refers to a process that occurs only during daytime.

2. Photosynthesis can occur in the absence of any of its raw materials.

3. Photosynthesis is a simple process.

New Ideas:

1. Photosynthesis refers to a process that occurs even during night time.2. Photosynthesis will not occur in the absence of any of its raw materials.3. Photosynthesis is a complex process.4. Photosynthesis originated from two words: photo which means” light” and synthesis which means “ putting things together”.5. Plants have green pigments called chlorophyll stored in the

chloroplast. This pigment aids in capturing light energy from the sun that enables plants to change it into chemical energy stored in the food. This process is called photosynthesis.6. Photosynthesis is a process of food making done by plants and other autotrophic organisms. The presence of chlorophyll enables these

organisms to make their own food. Autotrophic organisms require carbon dioxide, light energy, and water to make food (sugar).7. In plants, photosynthesis primarily takes place in the leaves and little or none in stems depending on the presence of chlorophyll.

Typical parts of the leaves:4. Upper and lower epidermis- protects the leaves and has nothing to do

with photosynthesis.5. Mesophyll-has the most number of chloroplasts that contain

chlorophyll.6. Vascular bundles-phloem and xylem serve as transporting vessels of

manufactured food and water.7. Stomates- serve as the exit point of oxygen and entrance point of

carbon dioxide that are collected in the spongy layer.8. The parts of a chloroplast include the outer and inner membranes

Intermembrane space, stroma and thylakoids stacked in grana. The chlorophyll is built in into the membranes of the thylakoids. Chlorophyll absorbs white light but looks green because white light consists of three primary colors: red, blue, and green. Only red and blue light is absorbed thus making these colors unavailable to be seen by our eyes while the green light is reflected which makes the chlorophyll looks and green. However, it is the energy from red light and blue light that are absorbed and will be used in the photosynthesis. The green light that we can see is not absorbed by the plant and thus, cannot be used in photosynthesis.

9. There are two stages of photosynthesis: 1.) Light reaction and 2.) dark reaction.

F. ApplicationDirection: Answer the questions below briefly but substantially.

The Rubrics is provided for you to be guided in achieving a remarkable score.

1.What is the significance of photosynthesis in maintaining the balance of nature?2.How does photosynthesis contribute in mitigating global warming?3.Is knowledge in photosynthesis indispensable in agriculture? Why?

Rubrics:1. Content--------------------------------------------50%2. Relevance-----------------------------------------25%3. Logical organization of Ideas/Coherence----20%4. Neatness--------------------------------------------5%

100%IV. Agreement/Assignment

In a group composed of ten members, present a role play in the class showing the concept map of photosynthesis. Adhere to the Rubrics presented below for a successful result.

Mastery----------------------------------40%Originality-------------------------------30%Stage Deportment----------------------15%Props--------------------------------------15%

100%

Prepared by:

HYDIE C. DIOLA

Teacher Demonstrator Agusan Del Norte

Division

A Lesson Plan in Science for Grade IX

I. Objectives

At the end of the lesson, the students are able to:

a. Define photosynthesis and other terminologies involved along the process.

b. Appreciate the importance of photosynthesis to human lives.

C. Illustrate the process of photosynthesis.

II. Subject Matter

Topic : Photosynthesis

Materials : Computer, Liquid Crystal Display (LCD), Projector

Processes Involved: Cooperative Learning

References:

Science Teachers Guide. 2014.

Capco, Carmelita M. et.al.2000. Phoenix Publishing Company.Quezon Avenue, Quezon City.

Carter, J., 2014. Photosynthesis. Available @ http://biology.clc.uc.edu/courses/bio104/photosyn.htm. Retrieved on

May 27,2014.

III. Strategies

1. Motivation

Picture Analysis and let the students answer the Anticipation-Reaction Guide.

The teacher will present pictures regarding the topic.

1. Activities

Other activities can be found in the learning materials pages 4-6.

3. Analysis

The teacher will ask the following questions:

1. Scientists on another planet have made an exciting discovery about a new photosynthetic plant. The plant appears black instead of green. What does the plant’s color tell you about its photosynthesis?

2. Jan Van Helmont hypothesized that in order for a tree to grow and gain mass, it must find food somewhere else. He carefully weighed a tree and the soil that he wanted to plant the tree in. Time passed, and the tree grew. After five years, he reweighed the tree, which had grown quite large, and the soil. To his surprise, the soil weighed basically the same amount, suggesting to Jan that the plant couldn’t be gaining mass from the soil. If you were Jan, what would you do next to try to figure out what the plant was consuming for food?

4. Abstraction

The teacher will present the misconceptions regarding photosynthesis and correct it.

The students will answer the Reaction column in the Anticipation-Reaction Guide.

5. Application

The teacher will ask the following:

1. Are plants more important to people, or are people more important to plants? Explain.

2. Why can’t we humans perform photosynthesis?

IV. Agreement/AssignmentRead in advance about the importance of mitochondria in the process of photosynthesis.Bring the following materials for the next activity:1. Bond paper2. Clay3. Styrofoam4. Thread

Prepared by:

Analou J. Ocio Subject Teacher

A Lesson Plan in Science for Grade IX

I. Objectives

At the end of the lesson, the students are able to:

a. Describe how hydroelectric power plants generate, transmit

and distribute electrical energy.

b. Appreciate the importance of hydroelectric power plants to

human lives.

C.Illustrate hydroelectric power plants generation,

transmission, and distribution.

II. Subject Matter

Topic : Transmission and Distribution of Electrical Energy

from Power Plants to Homes

Subtopic: Hydroelectric Power Plants

Materials : Computer, Liquid Crystal Display (LCD), ice pop

sticks, straw, thread, bond paper, and Projector

Processes Involved: Cooperative Learning References: Science Teachers Guide. 2014.

http://water.usgs.gov/edu/hyhowworks.htmlhttp://www.mannvit.com/HydroelectricPower/HydroelectricPowerPlants/http://www.usbr.gov/power/edu/pamphlet.pdfIII. Strategies

1. Motivation

Picture Analysis and let the students answer the Anticipation-Reaction Guide.

The teacher will present pictures regarding the topic.

2. Activities

The teacher will give an activity regarding hydroelectric power plants.

3. Analysis

The teacher will ask questions to the students.

4. Abstraction

The teacher will present the misconceptions regarding the topic and let the students realize and discover the correct concepts.

The teacher will present a video lesson related to the topic and let the students answer the reaction column of Anticipation-Reaction Guide.

5. Application

(Group Activity)

Let the students perform an activity. Make a model of hydroelectric power plants using the materials given.

IV. Agreement/Assignment

Read in advance the process of transmission of other source of energy like geothermal, wind, nuclear power

Prepared by:

Analou J. OcioSubject Teacher

Plant Structure of a LeafPart I

A. Direction: Label the parts of the internal structure of a leaf.

B. Direction: Label the parts of the chloroplast.

Part IIRaw Materials and End Product of Photosynthesis Direction: Complete the table presented by writing the raw materials and products of photosynthesis.

Raw Materials Products

Part III.

Understanding the Process of Food makingDirection: After watching the video clip on photosynthesis, make a concept map of the entire process by filling up the figures with the processes involved, raw materials used, and the end products of the entire process of food making.