Learning Area Science 9

Learning Delivery Modality Modular Distance Modality (Learners-Led Modality)

School Tanauan School of Fisheries Grade Level Grade 9
Teacher Marites B. Tibay Learning Area Science 9
LESSON Teaching Date November 16 – 27, 2020 Quarter First
EXEMPLAR 10 (see PIVOT 4A BOW for the number of days)
Teaching Time No. of Days

I. OBJECTIVES At the end of the lesson the learners must be able to:
1. Differentiate photosynthesis and respiration.
2. Identify the raw materials and end products of photosynthesis and respiration.
3. Identify the organelles involved in photosynthesis and cellular respiration.
4. Described how stored energy is changed to chemical energy for cell use.
5. Appreciate the importance of photosynthesis and cellular respiration.
A. Content Standards  The learners demonstrate understanding of
 the structure and function of plant parts involved in photosynthesis.
 The structure and function of mitochondrion as the main organelle involved in
respiration.
B. Performance  Design and investigate to provide evidence that plants can manufacture their own food.
Standards
C. Most Essential  MELC 5: Differentiate basic features and importance of photosynthesis and respiration.
Learning Competencies S9LT-Ig-j-31
(MELC)
D. Enabling
Competencies
(If available, write
the attached
enabling
competencies)
II. CONTENT  Photosynthesis and Respiration
III. LEARNING
RESOURCES
A. References
a. Teacher’s K-12 Teacher’s Guide pages. 57-73
Guide Pages
b. Learner’s Alvarez, Liza A, Ma. Teresa B Delos Santos, Dave G Angeles, Herman l Apurada, Ma. Pilar
Material Pages Columna, Oliver A Lahorra, Judith F Marcaida, et al. “Unit 1 Module 2.” In Science – Grade
9 Learner's Module, First Ed., 34–35. FEP Printing Corporation, n.d., 2014
Delos Santos, Ma. Teresa B. Science 9 Learner's
Module. First ed. Pasig City, Philippines: Department of Education, 2014.

c. Textbook Abistado, Jonna M., Meliza P. Valdoz, Marites D. Aquino, Mary Anne T. Bas-
Pages cara, and Gil Nonato C. Santos. Worktext in Science and Technology - Science Links 9.
Seamless K-12 Edition. Quezon City, Philippines: Rex
Bookstore, Inc., 2014.
d. Additional Alvarez, Liza, and Angeles Dave et al. Learner’s Module, Pasig City:
Materials Department of Education, 2015
from Faraon, Genevive. Biology (Science Series), Quezon City: Phoenix Publishing House, Inc,
Learning
 Resources 2004

Pagunsan, Manuel. Connecting with Science Biology, Makati City: Salesiana Publishers, Inc.,
2004
Sandico, Peter Michael and Celis Majorie et al, Frontiers in Science and Technology
(Biology II), Makati City: Diwa Scholastic Press Inc., 2002
B. List of Learning Kidz, Peekaboo. "How Your Heart Works? - The Dr. Binocs Show | Best Learning Videos for
Resources for Kids | Peekaboo Kidz." YouTube. August 17, 2018.
Development Accessed June 18, 2020. https: www.youtube.com/watch? v=tg_ObDJEaGo.
and
Engagement
Activities
IV. PROCEDURES
A. Introduction What I need to know?
 The content of the lesson will be presented.
 Learning objectives will also be introduced to guide the learners on the learning targets found
on KSAV principles.

 The learners will differentiate basic features and importance of photosynthesis and
respiration.
 In their notebook, the learners will do the Learning Task No.1

Learning Task 1: Observe the diagram showing the exchange of materials during
photosynthesis and cellular respiration. Answer the guide question based on the diagram.

Guide Questions:
1. In which part of the cell does photosynthesis happen?
2. In which part of the cell does respiration happen?

3. What energy is needed by photosynthetic organisms during the process of

 photosynthesis?
4. What energy is needed by organisms during cell respiration?
5. What are the materials needed during photosynthesis?
6. What are the materials produced after the process of photosynthesis?
7. What are the materials needed during cell respiration?
8. What are the materials produced after the process of cell respiration?

9. Describe the materials needed during photosynthesis, where does they come from?
10.Describe the materials needed during cell respiration, where does they come from?

B. Development What I know?

 The learners will answer the Learning Task No. 2 by reading the paragraph. They will
perform the task in each part. They will write the answer in their notebook.
The activity will help the learners to explore the photosynthesis equation.

Learning Task 2:
PHOTOSYNTHESIS EQUATION
This activity will help you explore the photosynthesis equation.

Photosynthesis is the process used by plants and some bacteria to create energy
from sunlight. Chlorophyll is the green pigment in plants that is responsible for this
conversion process. During photosynthesis, photoautotrophs use energy from the sun,
along with carbon dioxide and water, to form glucose and oxygen.

1. Illustrate the photosynthesis equation and label properly.

 2. Fill in the table below to describe the stages of photosynthesis. There are two
stages of photosynthesis, the light-dependent reactions, and the Calvin cycle.

REQUIRES existSUN
3. Draw a sample plant and animal. Illustrate how photosynthesis and respiration between
STAGE LOCATION EVENTS
LIGHT?

these two organisms. Write a simple story about photosynthesis and respiration.

My Plant and Animal:

The story of photosynthesis and respiration.

What is in?
 The learners will answer the Learning Task No. 3 by reading the paragraph and they will
perform the task in each part. They will write the answer in their notebook.

Learning Task 3:
RESPIRATION PROCESS AND EQUATION

Respiration is the process of taking oxygen from the air and cycling it through
the lungs, which then gives oxygen to blood to be used in the body. The carbon dioxide
waste is expelled out of the lungs. Cellular respiration us-es glucose, or sugars, from
food molecules and turns them into carbon dioxide, water, and ATP a nucleotide
essential to the body.
 Cellular respiration can occur both aerobically (using oxygen), or an-
aerobically (without oxygen). During aerobic cellular respiration, glucose re-acts with
oxygen, forming ATP that can be used by the cell. Carbon dioxide and water are
created as byproducts
A. Illustrate the cellular respiration equation and label properly.

TERM MEANING

1. The process happening inside the cells of organisms

2. The primary energy carrier in living things

3. It is where cellular respiration occurs

4. The jelly-like substance that fills the space between

5. Process that requires oxygen

6. Process that does not require oxygen

An anaerobic pathway for breaking down glucose

7.

WORD POOL
Aerobic Mitochondria Cytoplasm
Adenosine triphosphate Fermentation Cellular respiration
Anaerobic

A. Engagement What is More?

1. The learners will do the Learning
Task No. 4 by answering the given
questions after performing the
activity. They will write their
answers in their notebook.
 Learning Task 4:
PLANTITO AND PLANTITA
In this activity, you prove the effect of photosynthesis in plants. Get the needed
materials as listed below and follow the steps on how to pre-pare the experiment.

Materials:
2 garden pots or any empty container of the same size
Garden soil to fill your pots or container
10 pcs mongo seeds
Procedure:
2. Prepare garden pots / container.
3. Fill the garden pots / container with same amount of soil.
4. Water the soil, then put 5 mongo seeds in each pot / container.
5. Put one pot / container outside the house where sunlight is available
and the other pot inside the house where there is no sunlight.

5. Water the OUTSIDE INSIDE

Day 5 Day 8 Day 10 Day 15 Day 5 Day 8 Day 10 Day 15

Number of seeds grown

Color of stem and leaves

Length of stem and leaves

plants daily. Observe the growth of seeds.

6. Fill in the table below for your

observation.

7. Guide Questions:
1. Which location can the plants grow faster? Why?
2. Which leaves and stems are greener in color? Why?
3. What contributes to the difference in the appearance of plants?
Supplementary Activity
What I can Do?
 The learners will conduct a Case Study if sunlight needed by plants to make food.

A case study if sunlight needed by plants to make food

Downey read that some plants grow better if plants have enough sunlight. This conform with
 the plants of her aunt Nengneng which are placed on a hanging modified plant box at edge of the
window which is facing the sun. He cannot believe that a plant can grow better when exposed to
sunlight. So, Downey decides to test if plants will grow better when plants are properly exposed to
sunlight. He performs a simple experiment by putting three potted plants outdoor where there is
enough sunlight for his plants. Another three potted plants where placed indoor where the potted
plants could not avail enough sunlight. This is the design of his experiment. These plants have
almost the same height, watered every day and same type of planting medium, same age at the
beginning of his experiment. He assumes that these two set groups have the same carbon dioxide
requirement supplied by the air in the area. He measures the growth of plants every week for five
weeks and record the result in a data notebook as shown below. At end of the fifth week, the
leaves of the plants in the shaded room started to turn yellow.
Analyze the result of Downey’s experiment and answer the guide questions.

Week Average height of 3 potted plants Average height of 3 potted

exposed to sunlight (cm) plants in a shaded room (cm)

1 10 10

2 12.4 11.5

3 14.8 13.0

4 18.0 15.7

5 21.4 17. 8

Guide Questions:
1. Graph the result of Downey’s experiment using a single bar graph.
2. What have you noticed in the result of the two experimental set- up of
Downey’s experiment?
3. Why do you think he got this result?
4. How do you describe the role of sunlight in the process food making in
plants?
5. How do you relate Downey’s experiment on the light requirement of
planting rice? Do you think rice plants will grow better in shady areas and
produce better yields for the Filipino people who are dependent
on rice as their staple food?
6. Based on the paragraph, what are other requirements for photosynthesis
to take place?
D. Assimilation What I have learned?
 The learners will answer the Learning Task No.5 by studying the table before answering
the given question. They will write their answer their notebook.
Learning Task 5:
Differentiating Cellular Respiration and Photosynthesis

The table below are the comparison between cellular respiration and
photosynthesis. Fill in the number in each space to differentiate the two.

Cellular Respiration Photosynthesis

1.__________________________ Occurs only in all green plants, algae,

and in some bacteria.

The entire process occurs in Mitochondria. 2.____________________________

3._________________________ Carbon dioxide, water, and light energy

are the reactants of this process.

Carbon dioxide, water, and energy (ATP) 4.__________________________

are the products.

5._______________________ Undergoes Anabolic Process.

Oxygen is taken in and carbon dioxide 6.__________________________

is liberated out.

7._________________________ In this process, food is synthesis by

capturing the energy.

It is an exergonic reaction as energy is 8.__________________________

released.

9._____________________________ This process requires sunlight since

photosynthesis occurs only in the presence
of sunlight.

The chemical reaction of cellular Respiration 10.__________________________

is C6H12O6 + 6O2 → 6CO2 +
6H2O

Guide Questions:
How will you describe cellular respiration in your own words? What about
photosynthesis?

Supplementary Activity
→  The learners will answer the concept map by using the words found inside the box.

Concept Map of Photosynthesis

Photosynthesis
 Requirements occurs rate can be products
inside the affected by

1 1 1 1 2

2 2

Converted to
3
3

consists 1
4 Function
Of
in cells

2
1

3
2

1. Carbon dioxide concentration 10. Fats

2. Glucose 11. sucrose
3. Oxygen 12. Amino acid
4. Sunlight 13. carbon dioxide
5. Light reaction 14. water
6. Dark reaction 15. starch
7. Chloroplast 16. cellulose
8. Chlorophyll
9. Light intensity

Assessment
Multiple Choice. Choose the letter of the correct answer and write it on the separate sheet of
paper.
1. Mang Wilfred is experiencing a problem in growing his organic crops. Most of the leaves
of the crops are turning yellow. ` Which of the following will likely result from the yellowing of the
leaves of crops?
A. It will increase the production of food.
B. It will decrease the production of food.
C. The production of food will remain the same.
D. It will not affect food production.
2. How is ATP synthesized?
A. Addition of a phosphate and energy to ADP.
B. Removal of phosphate and energy from ADP.
C. Addition of a phosphate to and removal of energy from ADP.
D. Removal of a phosphate from and addition of energy to ADP.
3. The energy released from the breakdown of food molecules in respiration is trapped in
___________.
A. ADP
B. ATP
C. carbon dioxide
D. water
4. Jenny wants to know if the leaves are capable of making food during nighttime. Which
of the following experimental design should Jenny do to get an accurate answer to her question?
A. Cover the plant with paper bag overnight and test for the presence of starch.
B. Put one potted plant in a very dark place over night and test for the presence of
starch
C. Cover one leaf of a potted plant with carbon paper for two hours and test for the
presence of starch.
D. Put one potted plant under the sun and the other in a dark room for three hours and
test for the presence of starch.
5. Which of the following materials are cycled out by the chloroplast and mitochondrion?
A. Sugar, water, oxygen, and ATP
B. Sugar, water, sunlight, and oxygen
C. Carbon dioxide, water, oxygen, and ATP
B. Carbon dioxide. Water, sugar, and oxygen
6. When cells breakdown a sugar molecule completely to produce chemical energy (ATP),
the cells need _________.
A. sugar only
B. sugar and water
C. sugar and oxygen
D. sugar and carbon dioxide
7. In an agriculture class, the students want to increase their harvest. Which of the
following conditions should they consider?
A. The kind of soil only
B. The amount of water only
C. The location of plots only
D. The kind of soil, amount of water and the location of plots
 8. Plants obtain water for photosynthesis through _______.
A. xylem of roots
B. phloem of roots
C. stomata of leaves
D. lenticels of stem
9. Which of the following happens if ATP and NADPH are already used up at night?
A. Less oxygen will be produced.
B. Glucose production will stop.
C. Less carbon dioxide will be used.
D. Water molecule will split to form electrons.
10. Which body muscle is expected to have the greatest number of mitochondria?
A. leg
B. neck
C. cheek
D. abdomen
11. What is required in aerobic respiration?
A. Alcohol
B. Oxygen
C. Lactic acid
D. Carbon dioxide
12. Which of the following is a product of fermentation?
A. Alcohol
B. Lactic acid
C. Carbon dioxide
D. All of the above
Use the information below to answer numbers 13-14.
A sprig of elodea was placed in a test tube as shown below. The test tube was then placed under
direct sunlight for six hours.
13. The bubbles of gas in the diagram are composed mainly of _________.
A. nitrogen
B. oxygen
C. carbon dioxide
D. carbon monoxide
14. The bubbles of gas in the diagram are mostly a result of ___________.
A. Photosynthesis
B. Aerobic respiration
C. Anaerobic respiration
D. Chemosynthesis
15. Yeast cells can carry out both aerobic respiration and fermentation. If they shift from
aerobic respiration to fermentation, _____________.
A. water is absent
B. water is present
C. oxygen is absent
D. oxygen is present
V. REFLECTION  The learners will write their personal insights about the lesson in their notebook, journal,
or portfolio same as below.
I understand that
 __________________________________________________________________.

I realized that
__________________________________________________________________
__________________________________________________________________.

Prepared by:

MARITES B. TIBAY
Teacher III

Checked:

JHURAYDA C. NONES FE M. LIZARDO

Master Teacher I- Science Head Teacher III, Related Subjects Dept.

Noted:
SHIRLEY C. SIMAN, Ph.D. ROWENA C. TERCERO
Vocational School Administrator II Public School District Supervisor, West 2

Validated by:

DENNIS BAITA MASANGCAY, Ph. D EDNA U. MENDOZA___

Education Program Supervisor, Science Chief Education Supervisor

Recommending Approval:

RHINA O. ILAGAN___________
OIC, Assistant Schools Division Superintendent

Approved:

HELEN A. RAMOS_____
Schools Division Superintendent
 SUPPLEMENTARY ACTIVITIES

Name: ________________________________________________ Date: ________________________________

Grade and Section: ______________________________________ Score: ________________________________
Parent’s Signature: ______________________________________

MELC 5: Differentiate basic features and importance of photosynthesis and respiration (S9LT-Ie-f-30)
Lesson: Photosynthesis and Respiration

Activity 1
A case study if sunlight needed by plants to make food
Downey read that some plants grow better if plants have enough sunlight. This conform with the plants of her aunt
Nengneng which are placed on a hanging modified plant box at edge of the window which is facing the sun. He cannot
believe that a plant can grow better when exposed to sunlight. So, Downey decides to test if plants will grow better when
plants are properly exposed to sunlight. He performs a simple experiment by putting three potted plants outdoor where
there is enough sunlight for his plants. Another three potted plants where placed indoor where the potted plants could not
avail enough sunlight. This is the design of his experiment. These plants have almost the same height, watered every day
and same type of planting medium, same age at the beginning of his experiment. He assumes that these two set groups
have the same carbon dioxide requirement supplied by the air in the area. He measures the growth of plants every week for
five weeks and record the result in a data notebook as shown below. At end of the fifth week, the leaves of the plants in the
shaded room started to turn yellow.
Analyze the result of Downey’s experiment and answer the guide questions.
Week Average height of 3 potted plants Average height of 3 potted
exposed to sunlight (cm) plants in a shaded room (cm)

1 10 10

2 12.4 11.5

3 14.8 13.0

4 18.0 15.7

5 21.4 17. 8

Guide Questions: 1. B
1. Graph the result of Downey’s experiment using a single bar graph. a
2. What have you noticed in the result of the two experimental set- up of s
Downey’s experiment? e
3. Why do you think he got this result? d
4. How do you describe the role of sunlight in the process food making in
plants?
5. How do you relate Downey’s experiment on the light requirement of planting
rice? Do you think rice plants will grow better in shady areas and produce
better yields for the Filipino people who are dependent on rice as
their staple food?
on the paragraph, what are other requirements for photosynthesis to take place?
 Name: ________________________________________________ Date: ________________________________
Grade and Section: ______________________________________ Score: ________________________________
Parent’s Signature: ______________________________________

MELC 5: Differentiate basic features and importance of photosynthesis and respiration

Lesson: Photosynthesis and Respiration

QUIZ NO. 5

Multiple Choice. Choose the letter of the correct answer and write it on the separate sheet of paper.
1. Mang Wilfred is experiencing a problem in growing his organic crops. Most of the leaves of the crops are
turning yellow. Which of the following will likely result from the yellowing of the leaves of crops?
A. It will increase the production of food.
B. It will decrease the production of food.
C. The production of food will remain the same.
D. It will not affect food production.
2. How is ATP synthesized?
A. Addition of a phosphate and energy to ADP.
B. Removal of phosphate and energy from ADP.
C. Addition of a phosphate to and removal of energy from ADP.
D. Removal of a phosphate from and addition of energy to ADP.
3. The energy released from the breakdown of food molecules in respiration is trapped in ___________.
A. ADP
B. ATP
C. carbon dioxide
D. water
4. Jenny wants to know if the leaves can make food during nighttime. Which of the following experimental
design should Jenny do to get an accurate answer to her question?
A. Cover the plant with paper bag overnight and test for the presence of starch.
B. Put one potted plant in a very dark place over night and test for the presence of starch
C. Cover one leaf of a potted plant with carbon paper for two hours and test for the presence of starch.
D. Put one potted plant under the sun and the other in a dark room for three hours and test for the presence of
starch.
5. Which of the following materials are cycled out by the chloroplast and mitochondrion?
A. Sugar, water, oxygen, and ATP
B. Sugar, water, sunlight, and oxygen
C. Carbon dioxide, water, oxygen, and ATP
B. Carbon dioxide. Water, sugar, and oxygen
6. When cells breakdown a sugar molecule completely to produce chemical energy (ATP), the cells need
_________.
A. sugar only
B. sugar and water
C. sugar and oxygen
D. sugar and carbon dioxide
7. In an agriculture class, the students want to increase their harvest. Which of the following conditions should
they consider?
A. The kind of soil only
B. The amount of water only
C. The location of plots only
D. The kind of soil, amount of water and the location of plots
8. Plants obtain water for photosynthesis through _______.
 A. xylem of roots
B. phloem of roots
C. stomata of leaves
D. lenticels of stem
9. Which of the following happens if ATP and NADPH are already used up at night?
A. Less oxygen will be produced.
B. Glucose production will stop.
C. Less carbon dioxide will be used.
D. Water molecule will split to form electrons.
10. Which body muscle is expected to have the greatest number of mitochondria?
A. leg
B. neck
C. cheek
D. abdomen
11. What is required in aerobic respiration?
A. Alcohol
B. Oxygen
C. Lactic acid
D. Carbon dioxide
12. Which of the following is a product of fermentation?
A. Alcohol
B. Lactic acid
C. Carbon dioxide
D. All of the above
Use the information below to answer numbers 13-14.
A sprig of elodea was placed in a test tube as shown below. The test tube was then placed under direct sunlight for six
hours.
13. The bubbles of gas in the diagram are composed mainly of _________.
A. nitrogen
B. oxygen
C. carbon dioxide
D. carbon monoxide
14. The bubbles of gas in the diagram are mostly a result of ___________.
A. Photosynthesis
B. Aerobic respiration
C. Anaerobic respiration
D. Chemosynthesis
15. Yeast cells can carry out both aerobic respiration and fermentation. If they shift from aerobic respiration to
fermentation, _____________.
A. water is absent
B. water is present
C. oxygen is absent
D. oxygen is present