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UNDERSTANDING BY DESIGN

Unit I – LIVING THINGS AND THEIR ENVIRONMENT
No. of Meetings
First Quarter

Established Goals

Chapter I- Respiratory and Circulatory
Systems Working with the Other Organ

STAGE I – DESIRED RESULTS
TRANSFER

Students will be able to independently use their learning to….

Practice healthful habits to maintain proper functioning of the organs of the respiratory and
circulatory systems

Systems

MAKE MEANING
Enduring Understandings

Essential Questions

Students will understand that…

Students will keep considering…

1. The human respiratory and circulatory
systems work together in transporting vital
substances and removing wastes to ensure our
normal bodily functions.
2. Unhealthy lifestyle, exposure to infectious
and other environmental agents increase our
susceptibility to respiratory and circulatory
problems.

Students will know…

1. How are the vital substances and wastes
delivered and removed by the body?
2. How can we protect ourselves against
respiratory and circulatory system disorders?

ACQUISITION OF KNOWLEDGE

1. Parts and functions of the respiratory and
circulatory system

AND SKILLS

Students will be skilled at…

1. describing the parts and functions of the
respiratory and circulatory systems

2. Mechanism of blood transport
3. Respiratory and circulatory system disorders

2. discussing how the respiratory and
circulatory systems work together to
transport nutrients, gases, and other
molecules to and from the different parts of
the body;
3. explaining how harmful substances affect the
respiratory and circulatory systems
4. explaining how lifestyle (e.g., regular
exercise, smoking) affects the functioning of
the respiratory and circulatory systems
5. making a chart of diseases affecting the
respiratory and circulatory systems and their
prevention, detection, and treatment

STAGE 2: EVIDENCES
Code

Evaluative Criteria
Pre-Assessment is evaluated according to
-

Number of correct answer

A. Level of Understanding
- Accuracy/Correctness
- Completeness
B. Level of Product
- Engaging
- Skillful

TRANSFER TASK(S):
DIFFERENTIATED ASSESSMENT TASK
GOAL- You are to display an understanding on how diet and lifestyle can affect the
circulatory and respiratory systems
ROLE- You can be a:




Visual artist
Singer or composer
Columnist in a daily newspaper
Dietician or nutritionist
Physical Fitness Instructor

AUDIENCE- The general public
SITUATION- Pollution in this modern time is at its peak. Alcoholic beverages and cigarettes can
be bought about the counters in all stores and supermarkets. Traffic congestion is an everyday
problem. Our daily activities cause us a lot of stress and “instant food” can be bought
everywhere. You were tasked by the Department of Health (DOH) to conduct an information

drive on how diet and stressful lifestyle can affect the circulatory and respiratory systems.
PRODUCT/PERFORMANCE:

1. Make a poster slogan about how cigarette smoking and liquors can affect the
respiratory and circulatory systems
2. Compose a jingle whose lyrics or contents talk about the effect of stressful
lifestyle on the circulatory and respiratory system
3. Make a health advisory newsletter that will provide information on how diet and
lifestyle affect the circulatory and respiratory system
4. Formulate activities and prepare meals with brief and accurate explanation on how
to can keep the two organ-systems healthy
5. Present a dance exercise that is healthy for the respiratory and circulatory
systems
STANDARDS- Your product will be assessed based on the following criteria:





Accuracy of content
Organization of idea
Clarity of the message
Use of appropriate illustrations/props
Presentation/execution

OTHER EVIDENCE
Teaching Strategies:
Think pair share
Brainstorming
Experiments
Collaborative activity
Assessment strategies:
Journal Writing
Research work

Graphic organizer
Quiz
Summative Test
Performance task

STAGE 3: LEARNING PLAN
Code

ORIGINAL PLAN

REMODELED PLAN

Topic: Unit I – LIVING THINGS AND THEIR

Topic: Unit I – LIVING THINGS AND THEIR

ENVIRONMENT

ENVIRONMENT

Graduate Attributes: Steward of God’s creation,

Graduate Attributes: Steward of God’s creation, Physically

Physically Fitted Individuals

Fitted Individuals

21st Century Literacy: Communication, Collaboration

21st Century Literacy: Communication, Collaboration

Subject Integration: CLE, Physical Education

Subject Integration: CLE, Physical Education

Multiple Intelligence: Visual, Intrapersonal and

Multiple Intelligence: Visual, Intrapersonal and

Interpersonal

Interpersonal

1. The human respiratory and circulatory systems work
together in transporting vital substances and removing
wastes to ensure our normal bodily functions.
2. Unhealthy lifestyle, exposure to infectious and other
environmental agents increase our susceptibility to
respiratory and circulatory problems.

1. The human respiratory and circulatory systems work
together in transporting vital substances and removing wastes
to ensure our normal bodily functions.
2. Unhealthy lifestyle, exposure to infectious and other
environmental agents increase our susceptibility to
respiratory and circulatory problems.

EUs:

EUs:

EQs

EQs

Reference (Technology): Phoenix, You and the Natural

Reference (Technology): Phoenix, You and the Natural

1. How are the vital substances and wastes delivered and
removed by the body?
2. How can we protect ourselves against respiratory and
circulatory system disorders?
Values Integration: Service, Simplicity, Obedience

1. How are the vital substances and wastes delivered and
removed by the body?
2. How can we protect ourselves against respiratory and
circulatory system disorders?
Values Integration: Service, Obedience, Simplicity
World Science 9

REMARKS

World Science 9

Daily Routine:
Opening Prayer/Greetings

Daily Routine:
Opening Prayer/Greetings
Checking of Attendance

Checking of Attendance

Hook:
Hook:
Show pictures of various cases of circulatory and
respiratory system diseases.
Swap/Talk: What are the possible causes of these

Show pictures of various cases of circulatory and
respiratory system diseases.
Swap/Talk: What are the possible causes of these
diseases?

diseases?

Introduction of Performance Task, EU’s and EQ’s

Introduction of Performance Task, EU’s and EQ’s

Pre-Assessment: Frayer diagram
Fill up the diagrams below:

Pre-Assessment: Diagnostic test
1. What comes in your mind when you hear the word
circulatory? respiratory?
2. Cite at least three organs/parts of the
Circulatory and Respiratory systems?
3. How does the circulatory system and respiratory
system help you?
Think-Pair-Share: Encourage students to briefly

RESPIRATORY SYSTEM
Related Vocabularies

Parts/Organs

discuss their respective answers.
CIRCULATORY SYSTEM
KWL Chart: Ask the students to fill up the two columns
of the KWL chart. The last column will be filled up as
the lesson concluded.

Related Vocabularies

Description/function

Day 2

Parts/Organs

Related diseases

Topic: Respiratory System
Graduate Attributes: Competent Achiever, Critical
Thinker

Skills :

 Explain how respiratory system works.
 Discuss the vital role of oxygen in sustaining life
and the importance of expelling carbon dioxide
 Reflect on the importance of the respiratory
system in a broader scale of life.
st
21 Century: Global Awareness, Media Literacy
Subject Integration: English, AP
Multiple Intelligence: Information Literacy, Intrapersonal
and Interpersonal

EU: Respiratory system maintain a delicate balance of
cycle in the human body
EQ: Why do we need to breathe?
Why is oxygen essential to life?

One Stray-Group Stay: Assigned reporters of each
group will briefly discuss their respective answers to
other groups. Limit the discussion to not more than
three minutes.
KWL Chart: Ask the students to fill up the two columns
of the KWL chart. The last column will be filled up as the
lesson concluded.
Day 2-3
Topic: Respiratory System
Graduate Attributes: Physically Fitted Individual
21st Century Literacy: Communication, Collaboration
Subject Integration: CLE, Physical Education

Values Integration: Simplicity, Integrity
Reference (Technology): Youtube, Google images and
Phoenix You and the Natural World for Grade 9

Daily Routine:
 Opening prayer
 Checking of attendance
 Putting the room in order

Multiple Intelligence: Visual, Intrapersonal and
Interpersonal
EUs:
1. The human respiratory and circulatory systems work
together in transporting vital substances and removing
wastes to ensure our normal bodily functions.
2. Unhealthy lifestyle, exposure to infectious and other
environmental agents increase our susceptibility to
respiratory and circulatory problems.

 Review of the previous lesson

Motivation:
Watch a video clip entitled “You are the Lungs”
Media Literacy:
 Who was the video made for?
 Does the video express a fact, opinion or
something else?
 What ideas, values, information or point of view
are conveyed by the video presentation?
 Why is the video entitled “You are the Lungs”
Presentation of the lesson: THE HUMAN RESPIRATORY
SYSTEM
Discussion:
Processing questions:
S-1

 What is the primary function of the respiratory
system?
 What is the vital role of oxygen in sustaining life?
 Why do we need to expel carbon dioxide?
 What is cellular respiration?
 How is inhaling different from exhaling?
(Use the diagram below)

EQs
1. How are the vital substances and wastes delivered and
removed by the body?
2. How can we protect ourselves against respiratory and
circulatory system disorders?
Learning Competencies: At the end of the lesson, the

learner will be skilled at…
1. describing the parts and functions of the
respiratory system
2. discussing how the respiratory system work to
transport gases to and from the different parts
of the body;
Values Integration: Service, Simplicity, Obedience
References (Technology): Phoenix, You and the Natural
World Science 9, Vibal, Science and Technology, Rex,
Science Links
Daily Routine:



Opening prayer
Checking of attendance
Putting the room in order
Review of the previous lesson

Objectives:

1. Describe the parts and functions of the
respiratory system
2. Explain the mechanism on how the respiratory
system works
3. Describe the structural and behavioral
adaptations of the body to protect the

respiratory system
Motivation: Watch a GMA news report about e-cigarettes.
Processing Questions:

BIBLE INTEGRATION:

Then the Lord God formed the man of dust from the ground
and breathed into his nostrils the breath of life, and the man
became a living creature. Genesis 2:7
S-7
 Do you believe in this bible passage? Why?
 How can you give thanks to God for giving us the
breath of life?
SYNTHESIS: CSI
COLOR
What color can you
associate with the
respiratory
system?

SYMBOL
What symbol can
represent the two
essential gases
involve in
breathing?

IMAGE
What image can
represent the
importance of
respiration?

EVALUATION: Fill in the GAPS
 During inhalation, the diaphragm ___1__ and
moves __2___.
 This allow the expansion of the ribcage thus
___3__ the __4___.
 This expansion lowers the __5___ in the lungs
 During exhalation, the diaphragm __6___and

1. Why did the World Health Organization (WHO)
wanted to regulate the market for e-cigarettes?
2. What are the risks of using e-cigarettes?
3. Given the advantages and disadvantages of ecigarettes are you in favor on a total ban of this
product? Put yourself in the shoes of the following
person in making your decision.
A smoker
A mother/father
A vendor
A researcher
Presentation of the lesson: THE HUMAN RESPIRATORY
SYSTEM
Group task:
Task No. 1: Label the parts of the respiratory system and give
the function of each part.

moves __7___.
 The ribcage __8___ thus the lungs
becomes__9___.

Task No. 2: Describe the structural and behavioral
adaptations of the body to protect the respiratory system

 Because of the smaller lung volume, gas pressure
inside the lungs __10___.

DAY 3
Topic: Parts and Function of the Respiratory System
Graduate Attributes: Competent Achiever, Critical
Thinker

Skills :

 Describe the parts and functions of the
respiratory system
 Explain the four major actions carried out by the
respiratory system as it supply oxygen to the
different parts of the body
 Reflect on the importance of the respiratory
system in a broader scale of life.
st
21 Century: Global Awareness Literacy
Subject Integration: English, AP
Multiple Intelligence: Intrapersonal and Interpersonal
EU: Respiratory system maintain a delicate balance of
cycle in the human body
EQ: Why do we need to breathe?
Why is oxygen essential to life?

Task No. 3: Respiratory System Creative Writing
Directions: Write a brief story using the words below

Values Integration: Simplicity, Integrity
Reference (Technology): Youtube, Google images and
Phoenix You and the Natural World for Grade 9

Daily Routine:



Opening prayer
Checking of attendance
Putting the room in order
Review of the previous lesson

Motivation:
Respiration Word Chop

Directions: The table below contains words that have been
chopped in half. Find the pieces that fit together and write them
in the answer area below.
na
chi
Hea
Hale
Hragm
lottis
brea
Sal
phary
alv
bronc
nx
Ynx
Eoli
hioles
lar
lu
Bron
trac
ci
thing
lia
Exc
ygen
epig
in
Hange
Diap
ngs
ox

Group report: One stray-group stay
A selected reporter from each group will be given 5 minutes
to report their output. Each group will be given a chance to
ask questions and to rate each group according to the learning
competencies and rubrics below.

Answers:
SCALE
1=Little or no competence, 3=Above average competence,

2=Average competence, 4=Very competent
Learning Competencies
describing the parts and

Rate from 1 to 4

functions of the respiratory
Discussion:
Processing questions:

 What are the parts of the upper respiratory
tract?
 What are the parts of the lower respiratory
tract?
 What are the major actions of the respiratory
system as it supply oxygen to the different parts
of the body?

system
discussing how the
respiratory system work to
transport gases to and from
the different parts of the
body

Rubrics
Accuracy of the content and

Rate from 1 to 4

explanation
Clarity of the message
Organization and coherence

Reflection:
1 Corinthians 6:19-20
Do you know that your bodies are temples of the Holy
Spirit, who is in you, whom you have received from God?
You are not your own; you were bought at a price.
Therefore honor God with your bodies.
S-13
 Why do we need to value our body?
 What do you think are the actions that may
dishonor one’s body?

of idea
Discussion: Parts and Functions of the Upper and Lower
Respiratory Tract
Reflection: Genesis 2:7
The LORD God forms the man from dust of the ground and
breathed into his nostrils the breath of life, and the man
became a living being.

1. What blessing did God gave us according to the
bible verse?
2. How can we value the breath of life that God gave

 How can we prepare our body to honor God?
Synthesis:

us?

Synthesis: Force Connection:

Concept Connect

Breathing is like a ________.

Let the students list down the significant terms that

Evaluation: True or False

they had learned from the discussion. Let them connect
the terms by using them in a sentence.

DAY 4
Topic: Prevention, Detection and Treatment of
Diseases of the Respiratory System
Graduate Attributes: Competent Achiever, Critical
Thinker

Skills :
 Explain how harmful substances affect the
respiratory system
 Explain how lifestyle affects the functions of the
respiratory system
 Demonstrate understanding of the prevention,
detection and treatment of diseases affecting
the respiratory system
st
21 Century: Global Awareness, Media Literacy
Subject Integration: English, AP
Multiple Intelligence: Intrapersonal and Interpersonal
EU: Respiratory system maintain a delicate balance of

1. When food is swallowed, the epiglottis closes the
opening of the larynx to prevent food particles
from entering the windpipe.
2. If other particles other than air enter the nasal
cavity, coughing reflex is produced to remove the
substance
3. The incomplete ring of the trachea allows us to
widen the trachea when we want to inhale more
air.
4. The tiny air sacs called alveoli are the actual site
of gas exchange.
5. The lungs provide us with that vital oxygen while
also removing carbon dioxide before it can reach
hazardous levels.
6. The vocal cords are the structures that are mainly
involved in producing sounds for speaking.
7. Both food and air can pass through the pharynx
8. The mucus and tiny hair in the nasal cavity
moistened and filter the air.
9. Larynx is also known as our throat
10. Tonsils are tissues present in our nasal cavity.

cycle in the human body
EQ: Why do we need to breathe?
Why is oxygen essential to life?

Values Integration: Humility, Integrity
Reference (Technology): Youtube, Google images and
Phoenix You and the Natural World for Grade 9

Daily Routine:



Opening prayer
Checking of attendance
Putting the room in order
Review of the previous lesson

Motivation:
Watch a news report about MERSCOV.
Media Literacy:
 What was the video about?
 Who might benefit from this report?
 What kind of actions might you take in response
to this report?

Day 4
Topic: Respiratory System
Graduate Attributes: Physically Fitted Individual
21st Century Literacy: Communication, Collaboration
Subject Integration: CLE, Physical Education
Multiple Intelligence: Visual, Intrapersonal and
Interpersonal
EUs:
1. The human respiratory and circulatory systems work
together in transporting vital substances and removing
wastes to ensure our normal bodily functions.
2. Unhealthy lifestyle, exposure to infectious and other
environmental agents increase our susceptibility to
respiratory and circulatory problems.
EQs
1. How are the vital substances and wastes delivered and
removed by the body?
2. How can we protect ourselves against respiratory and
circulatory system disorders?
Learning Competencies: At the end of the lesson, the

learner will be skilled at…
Group Task: Role Playing
Each group will have an assigned respiratory disorder.
Their task is to perform a role play that will give

1. describing the parts and functions of the
respiratory system
2. discussing how the respiratory system work to
transport gases to and from the different parts

emphasis on the symptoms, causes and treatment of the
disease assigned to their group.
Processing Questions:
S-22

 Did anything like on the presentations similarly
happened to you?
 If you were in the same situation of the person
who has a respiratory disorder on your
presentation, what would you feel? How will you
change your lifestyle?
 How will you deal with persons suffering from
severe respiratory diseases?
Synthesis: Think at right angle
List the facts that you have learned in the lesson in column A and
write what you learned about them in column B.

of the body;
Values Integration: Service, Simplicity, Obedience
References (Technology): Phoenix, You and the Natural
World Science 9, Vibal, Science and Technology, Rex,
Science Links
Daily Routine:



Opening prayer
Checking of attendance
Putting the room in order
Review of the previous lesson

Obejctives:
1. Explain the mechanism of breathing
2. Design a model that shows the process of
respiration
Motivation:

FACTS:

WHAT YOU
LEARNED ABOUT
THE GIVEN
FACTS?

Respiration Word Chop

Directions: The table below contains words that have been
chopped in half. Find the pieces that fit together and write them in
the answer area below.
lu
ox
respi
alv
ngs
se
hea
athe
nchi
bro
oat
epigl
no
ottis
eoli
trac
us
ynx
thr
ration
lar
bre
ygen
muc
Laboratory experiment: Making a Lung Model

Materials: Plastic bottle, pen case, balloons, cutter,
rubber band, clay, scissors

DAY 5
Topic: Circulatory System and the Heart
Graduate Attributes: Competent Achiever, Critical
Thinker

Skills :

Explain how the circulatory system works
Explain why the heart beat
Describe the flow of blood as the heart beats
Demonstrate understanding of how the different
structures of the circulatory system work
together along with other organs to support life.
st
21 Century: Global Awareness, Media Literacy



Subject Integration: English, AP
Multiple Intelligence: Intrapersonal and Interpersonal
EU: All forms of life require to process and utilize
oxygen
in their environment in order to live.
EQ: What happens once air becomes processed by the
respiratory system
How does the circulatory system facilitate oxygen
intake and usage within our body?

Procedures:
1. Using a pair of scissors, cut the bottom out of the 2-liter
plastic bottle.
2. Create two holes that are apart from each other in the cap
of the plastic bottle. Make sure that each hole is just big
enough for a straw to fit through.
3. Stick the two straws through the two holes of the bottle
cap.
4. Place one balloon on the end of each straw, and secure them
with rubber bands
5. Stick the balloon ends of the straws through the bottle
opening and screw the lid on tightly.
6. Stretch out the larger balloon and place it over the open
bottom of the bottle. Secure it with the rubber band as
tightly as possible.
7. Pull the larger balloon down; that is, away from the bottle,
in order to blow up the two small balloons.
8. Push the larger balloon towards the bottle in order to let
the air out of the two small balloons.
9. Write down your observations

Guide Questions:
Q1. What does each part of the constructed lung model
represent?
Q2. What happens as you pull down the balloon at the
bottom of the model?
Q3. What happens as you push up the balloon?

Values Integration: Simplicity, Integrity
Reference (Technology): Youtube, Google images and
Phoenix You and the Natural World for Grade 9

Daily Routine:



Q4. How does the movement of the diaphragm cause the
air to go in and out of the lungs?
Q5. What might happen if you prick the balloon?
Discussion: How is inhaling different from exhaling?
(Use the diagram below)

Opening prayer
Checking of attendance
Putting the room in order
Review of the previous lesson

Motivation:
Circulation Maze:
As the respiratory system initiates gas exchanges
within the body, another system supplies our cells with
oxygen, the circulatory system.
Your Goal is to carry oxygen to the cell in a given period
of time.

Discussion: The Heart

Reflection: Genesis 1:30
And to all the beasts of the earth and the birds of the
air and all the creatures that move on the groundeverything that has the breath of life in it- I give every
green plant for food.” And it was so.
1. What was the reminder given to us by this bible
verse?
2. How can we a steward of God’s creation to
everything that received the breath of life?

Synthesis: Concept Connect
Let the students list down the significant terms that
they had learned from the discussion. Let them connect

the terms by using them in a sentence.

description
related
vocabulary

Evaluation

function

Fill in the Gaps: Use the words below to complete the
given statements.

Processing Questions:



What causes HEART BEAT?
What is the main function of the heart?
What are the different parts of the heart?
How will you describe the flow of blood inside the
heart?

Pressure

Expand

Contracts

Ribcage

Upward

Relaxes

Downward

Increases

Lungs

Exhale

Diaphragm

Smaller

During inhalation, the _____________ contracts and
moves _____________ .This allow the expansion of the
ribcage thus _____________ the

Reflection:

_____________.This expansion lowers the
_____________ in the lungs. During exhalation, the
diaphragm _____________ and moves _____________

SYNTHESIS: CSI
COLOR
What color can you
associate with the
Heart?

.The ribcage _____________ thus the lungs
SYMBOL
What symbol can
represent the role
of the circulatory
system?

IMAGE
What image can
represent the
importance of
blood circulation?

becomes_____________ .Because of the smaller lung
volume, gas pressure inside the lungs _____________.

Day 5
Topic: Respiratory System
Graduate Attributes: Physically Fitted Individual
21st Century Literacy: Communication, Collaboration

Evaluation: Answer Test your understanding, page 27,

Subject Integration: CLE, Physical Education

number 2-A and B.

DAY 6
Topic: Blood Vessels and the Blood
Graduate Attributes: Competent Achiever, Critical
Thinker

Skills :
 Explain the role of blood vessels in blood
circulation
 Differentiate the different types of blood
vessels
 Demonstrate understanding of how the different
structures of the circulatory system work
together along with other organs to support life.
st
21 Century: Global Awareness, Media Literacy
Subject Integration: English, AP
Multiple Intelligence: Intrapersonal and Interpersonal
EU: All forms of life require to process and utilize
oxygen
in their environment in order to live.
EQ: What happens once air becomes processed by the
respiratory system
How does the circulatory system facilitate oxygen
intake and usage within our body?

Multiple Intelligence: Visual, Intrapersonal and
Interpersonal
EUs:
1. The human respiratory and circulatory systems work
together in transporting vital substances and removing
wastes to ensure our normal bodily functions.
2. Unhealthy lifestyle, exposure to infectious and other
environmental agents increase our susceptibility to
respiratory and circulatory problems.
EQs
1. How are the vital substances and wastes delivered and
removed by the body?
2. How can we protect ourselves against respiratory and
circulatory system disorders?

Learning Competencies: At the end of the lesson, the

learner will be skilled at…
1. explaining how harmful substances affect the
respiratory system
2. explaining how lifestyle (e.g., regular exercise,
smoking) affects the functioning of the
respiratory system
3. making a chart of diseases affecting the
respiratory system and their prevention,
detection, and treatment
Values Integration: Service, Simplicity, Obedience
References (Technology): Phoenix, You and the Natural
World Science 9, Vibal, Science and Technology, Rex,
Science Links

Daily Routine:
Values Integration: Simplicity, Integrity
Reference (Technology): Youtube, Google images and
Phoenix You and the Natural World for Grade 9

Daily Routine:



Opening prayer
Checking of attendance
Putting the room in order
Review of the previous lesson

Motivation: Picture analysis




Opening prayer
Checking of attendance
Putting the room in order
Review of the previous lesson

Objectives:

1. Explain how harmful substances affect the
respiratory system
2. Discuss how lifestyle affects the functioning of
the respiratory system
3. Make a chart of the diseases affecting the
respiratory system and their prevention, detection
and treatment
Motivation: Respiratory Rate Comparison
Let the students count the number of their breath per
minute while their resting. Students will record the
number in a chart. Then, have them perform 2 minutes of
vigorous exercise, such as running in place, or jumping.
Have them count and record their number of breath per
minute again.
Once this is done, find the range and mean respiratory

See-Think-Wonder (S-24)
Describe what you can see on the picture, what you
think about the picture and what do you wonder about
the picture?

rate of their group.
Student’s Name

Respiratory Rate

Respiratory rate

at Rest

After Activity

Discussion:
Processing Questions:
 What is the role of the blood vessels in blood
circulation?
 What are the different types of blood vessels?
Comparison and Contrast: Venn Diagram

1. What is the range of respiratory rates of your
group at rest?_______ after activity? _______
2. What is the average respiratory rate of your
group at rest? _______ after activity? _______
3. How do these rates compare with the normal rates
discussed in your text?
4. Describe other situations that can affect the
respiratory rate.
Library (Research) Work:
After a discussion on the respiratory ailments, tell students
that they will compile their learning on the subject in this
activity which will involve research work. Have the students
complete the Respiratory Disease Fact Chart by filling in the
missing information. Tell them to visit the school library or
get information using internet resources. Include illustrations
for better discussion.
Disease

Signs
Symptoms

Common
cold
Lung

Reflection:
“Realized that everything connects to everything else”
-Leonardo da Vinci

Cancer
Tuberculosis

Pneumonia
Emphysema
Asthma

Etiology

Treatment

Prevention

S-17
 What message is conveyed by this statement?
 In what way is this statement related to our
lesson?

Bronchitis
Rhinitis

Reflection:
1 Corinthians 6:19-20
Do you know that your bodies are temples of the Holy Spirit,

Synthesis:
Make a bumper sticker of what you have learned today.
EVALUATION :
Answer Blood Vessel worksheet

who is in you, whom you have received from God? You are not
your own; you were bought at a price. Therefore honor God
with your bodies.
1. Why do we need to value our body?
2. What do you think are the actions that may dishonor
one’s body?
3. How can we prepare our body to honor God?
Synthesis: See-think-Wonder

DAY 7
Topic: The Blood
Graduate Attributes: Competent Achiever, Critical
Thinker

Skills :
 Explain the importance of blood as fluid of life
 Identify and describe the functions of the
different components of blood
 Demonstrate understanding of how the different
structures of the circulatory system work
together along with other organs to support life.
st
21 Century: Global Awareness, Media Literacy
Subject Integration: English, AP

1. What do you see in the picture?
2. What do you think about the picture?
3. What makes you wonder about the picture?

Day 6-7
Topic: Circulatory System
Graduate Attributes: Physically Fitted Individual

Multiple Intelligence: Intrapersonal and Interpersonal

21st Century Literacy: Communication, Collaboration

EU: All forms of life require to process and utilize

Subject Integration: CLE, Physical Education

oxygen

Multiple Intelligence: Visual, Intrapersonal and
Interpersonal
EUs:
1. The human respiratory and circulatory systems work
together in transporting vital substances and removing
wastes to ensure our normal bodily functions.
2. Unhealthy lifestyle, exposure to infectious and other
environmental agents increase our susceptibility to
respiratory and circulatory problems.
EQs
1. How are the vital substances and wastes delivered and
removed by the body?
2. How can we protect ourselves against respiratory and
circulatory system disorders?

in their environment in order to live.
EQ: What happens once air becomes processed by the
respiratory system
How does the circulatory system facilitate oxygen
intake and usage within our body?

Values Integration: Simplicity, Integrity
Reference (Technology): Youtube, Google images and
Phoenix You and the Natural World for Grade 9

Daily Routine:



Opening prayer
Checking of attendance
Putting the room in order
Review of the previous lesson

Motivation: Sentence-Phrase-Word
Think of a word, phrase and a sentence that describe
our blood. Use the organizer below

Learning Competencies: At the end of the lesson, the

learner will be skilled at…
1. describing the parts and functions of the
circulatory system
2. explaining how the circulatory system transports
nutrients, gases, and other molecules to and from
the different parts of the body
Values Integration: Service, Simplicity, Obedience
References (Technology): Phoenix, You and the Natural
World Science 9, Vibal, Science and Technology, Rex,
Science Links
Daily Routine:
 Opening prayer

 Checking of attendance
 Putting the room in order
 Review of the previous lesson

wor
d

Objectives:

BLOO
D
phra
se

Group Activity:
Complete the graphic organizer below.

sentenc
e

1. Describe the parts and function of the circulatory
system
2. Trace the pathway of blood flow through the
heart
3. Describe the components of blood
4. Differentiate the three kinds of blood vessels
Motivation:
Do what the Frayer Model below is asking for:
Identify the organ

Give at least three
characteristics of this
organ

Give a function of this

What is NOT a function

organ

of this organ

Task No. 1: Label the parts of the heart

Task No. 2: Read the following sentences carefully and
determine the logical order of the events that take place
in the heart.
_____Blood passes through the tricuspid valve
_____It goes back to the heart through the pulmonary
veins
_____Blood rushes to the pulmonary artery
_____Blood is now oxygenated
_____The blood is poured into the left atrium
Discussion:
Processing questions:
 Why is blood important?
 What is our blood made of?
 What are the types of blood cells? Distinguish
one from the other
 What is the role of plasma in our body?

_____It enters the right ventricle
_____Deoxygenated blood enters the inferior and
superior vena cava
_____Blood then pours into the right atrium
_____Then the blood enters the left ventricle and unto
the aorta for the delivery of blood to cells
_____Blood releases carbon dioxide and picks up oxygen
in the lungs

Reflection: Colossians 1:20

And through him to reconcile to himself all things, whether
on earth or in heaven, making peace by the blood of his cross.
S-25

Task no. 3: Identify the composition of blood and

 How did God bring peace to this world?
 Based on this bible verse, what does blood
represent and what is its importance?
 How is sacrifice shown in this bible passage?
 What sacrifices did you made that is similar to
the sacrifice made by Jesus Christ to reconcile
all things?

describe its role to the body using the concept map
below.

Synthesis:
Make an acrostic of the word BLOOD

DAY 8
Topic: Types of Circulation
Graduate Attributes: Competent Achiever, Critical
Thinker

Skills :

 Trace the pathway of blood as it transport
oxygen and nourishment to the body cells
 Explain the mechanism on how the circulatory
system delivers nutrients, gases and other
molecules to and from the different parts of the
body
 Demonstrate understanding of how the different
structures of the circulatory system work
together along with other organs to support life.
st
21 Century: Global Awareness, Media Literacy
Subject Integration: English, AP
Multiple Intelligence: Intrapersonal and Interpersonal

Task No. 4: Differentiate the kinds of blood vessels.
Blood
Vessel
Artery

Vein

Capillary

Description

Function

Illustration

EU: All forms of life require to process and utilize
oxygen
in their environment in order to live.
EQ: What happens once air becomes processed by the
Group report: One stray-group stay

respiratory system
How does the circulatory system facilitate oxygen
intake and usage within our body?

A selected reporter from each group will be given 5 minutes
to report their output. Each group will be given a chance to
ask questions and to rate each group according to the learning
competencies and rubrics below.

Values Integration: Simplicity, Integrity

SCALE

Reference (Technology): Youtube, Google images and

1=Little or no competence, 3=Above average competence,

Phoenix You and the Natural World for Grade 9

2=Average competence, 4=Very competent

Daily Routine:



Learning Competencies
describing the parts and

Opening prayer
Checking of attendance
Putting the room in order
Review of the previous lesson

Rate from 1 to 4

functions of the circulatory
system
explaining how the
circulatory system

Motivation:

transports nutrients, gases,

Circulatory Creative Writing
Directions: Write a brief story using the words below.
“The Journey of Blood”

Blood

Blood vessels

Hemoglobin

and other molecules to and
from the different parts of
the body
Rubrics
Accuracy of the content and

Artery

explanation

Rate from 1 to 4

Lungs
Heart

Thrombocyte
s

Erythrocytes

Leukocytes

Plasma

Vein

Capillary

Clarity of the message
Organization and coherence
of idea
Discussion: Parts and Functions of the Circulatory System
Reflection: Exodus 12:13
The blood will be a sign for you on the houses where you
are; and when I see the blood, I will pass over you. No

Watch a video showing the mechanism of blood
transport through systemic and pulmonary circulation
Discussion: Media literacy

 What was the video about?
 What parts of the body’s system was shown in
the video?
 What mechanisms of blood transport were shown
in the video?
 How will you differentiate systemic circulation
from pulmonary circulation?

SCIENCE RACE: Just Go with the Flow

 Assign and label different areas in the outdoor
setting as: lungs, left atrium, left ventricle,
Pulmonary artery, pulmonary vein, aorta, capillary,
right ventricle and right atrium.
 Use a chalk to mark the different areas. Follow
the given pattern below.

destructive plague will touch you when I strike Egypt.

1. What does blood on the bible verse represent?
2. How did the Israelites show their faith in God?
Evaluation: Use the following key in answering the
following items
Heart
Blood vessels
Blood
Hemoglobin
Valves
Platelets
Plasma
1. Prevent the blood from back flowing
2. The passageways of the blood
3. Pump blood and keep the blood moving throughout
the body
4. Carry nutrients, water, oxygen and waste products
to and from your body cells
5. Help stop bleeding
6. Give blood its red color

Trace the flow of blood in the following organs by putting
number 1 on the first organ and number 9 on the last
organ
____Aorta
____Left atrium
____Right ventricle

 Using a marking pen, write down the word oxygen
on paper strips and place them in the lungs. The
capillary area should have papers with carbon
dioxide written on them.
 The goal of each group was to deliver the oxygen
papers from the lungs to the capillary and pick up
carbon dioxide papers from the capillary and
deliver them to the lungs.
Reflection:
“Realized that everything connects to everything else”
-Leonardo da Vinci
S-17
 What message is conveyed by this statement?
 In what way is this statement related to our
lesson?
Synthesis:
Concept Connect
Let the students list down the significant terms that
they had learned from the discussion. Let them connect

____Right atrium
____Left ventricle
____All parts of the body
____Lungs
____Pulmonary artery
____Pulmonary veins

Day 6-7
Topic: Circulatory System
Graduate Attributes: Physically Fitted Individual
21st Century Literacy: Communication, Collaboration
Subject Integration: CLE, Physical Education
Multiple Intelligence: Visual, Intrapersonal and
Interpersonal
EUs:
1. The human respiratory and circulatory systems work
together in transporting vital substances and removing
wastes to ensure our normal bodily functions.
2. Unhealthy lifestyle, exposure to infectious and other
environmental agents increase our susceptibility to
respiratory and circulatory problems.

the terms by using them in a sentence.

DAY 9
Topic: Prevention, Detection and Treatment of
Diseases of the Circulatory System
Graduate Attributes: Competent Achiever, Critical
Thinker

Skills :

 Explain how harmful substances affect the
circulatory system
 Explain how lifestyle affects the functions of the
circulatory system
 Demonstrate understanding of the prevention,
detection and treatment of diseases affecting
the circulatory system
st
21 Century: Global Awareness, Media Literacy
Subject Integration: English, AP
Multiple Intelligence: Intrapersonal and Interpersonal
EU: All forms of life require to process and utilize
oxygen
in their environment in order to live.
EQ: What happens once air becomes processed by the
respiratory system
How does the circulatory system facilitate oxygen
intake and usage within our body?

EQs
1. How are the vital substances and wastes delivered and
removed by the body?
2. How can we protect ourselves against respiratory and
circulatory system disorders?
Learning Competencies: At the end of the lesson, the

learner will be skilled at…
1. explaining how the respiratory and circulatory
systems work together to transport nutrients,
gases, and other molecules to and from the
different parts of the body;
Values Integration: Service, Simplicity, Obedience
References (Technology): Phoenix, You and the Natural
World Science 9, Vibal, Science and Technology, Rex,
Science Links
Daily Routine:



Opening prayer
Checking of attendance
Putting the room in order
Review of the previous lesson

Objectives:
1. Explain how the functions of the respiratory and
circulatory systems are interconnected
2. Explain how circulatory system transports
nutrients, gases and other substances to and from
the different parts of the body
Motivation: refer to the activity manual
Exercise and Heart Rate

Values Integration: Simplicity, Integrity
Reference (Technology): Youtube, Google images and
Phoenix You and the Natural World for Grade 9

Daily Routine:



Opening prayer
Checking of attendance
Putting the room in order
Review of the previous lesson

Motivation:
Show a sphygmomanometer.
 What do you think is the use of this device?
 How do we measure blood pressure using this
device?
 Why is it important to monitor one’s blood
pressure?

Group Task: Role Playing
Each group will have an assigned circulatory disorder.
Their task is to perform a role play that will give
emphasis on the symptoms, causes and treatment of the
disease assigned to their group.

1. Take your pulse while at complete rest for one
minute and observe your breathing pattern and
how your chest moves. Record your observations in
your notebook
2. With a partner as the recorder, jog in place for
around 2 minutes and perform 10 jumping jacks.
3. Immediately after, ask your partner to take your
pulse for another minute and observe your
breathing pattern
4. After 10 minutes of complete rest, get your pulse
rate once again. Record your observations in your
notebook.
Data Table:
Activity
At rest
After an exercise
At rest after an exercise

Pulse Rate per minute

1. How did your pulse rate at rest compare to your
pulse rate after an exercise?
2. What happened to your pulse rate when you took a
rest after an exercise?
3. How would you describe your breathing pattern
and pulse rate before and immediately after an
exercise?
4. Why does the body take in greater amounts of air
for a while after an exercise and return to normal
after some time?
5. How does the respiratory and circulatory system
work together?
Think-Pair-Share: Systemic and Pulmonary Circulation

Processing Questions:
S-22

 Why is it important to have a healthy lifestyle?
 What are the things that you do which you may
consider healthy? Unhealthy?
 What advice can you give to people who suffer
from circulatory system disorder?

Synthesis: Think at right angle
List the facts that you have learned in the lesson in column A and
write what you learned about them in column B.

FACTS:

WHAT YOU
LEARNED
ABOUT THE

1. How does blood get to the lungs?
2. Why are arteries shown as red and veins displayed
as blue?
3. How do you think oxygen gets into the blood?
4. Explain how respiratory and circulatory systems
work as a team to support life.
Reflection: Video clip about the importance of teamwork.
1. Why is it important to work as a team?
2. What do you think will happen if the respiratory
and circulatory systems do not work together?
Synthesis: Concept Connect
Let the students list down the significant terms that
they had learned from the discussion. Let them connect

Day 10-11 Performance task

the terms by using them in a sentence.

Students will show that they really understand by evidence

Evaluation:

of…
Students will show that they really understand by evidence
of…
G- To lead the people to take action in changing their
lifestyle to promote health;

how do the
circulatory and
respiratory
systems work
together in the
human body?

R- You are part of a team of a Health and Fitness Volunteer
A- Barangay community who will receive information on how
to consider ways of taking care of their bodies.
S-.

Poor

lifestyle

affects

the

performance

respiratory and circulatory systems.

of

the

Many people are

unaware of this, so they simply continue with their busy
lifestyles, neglecting their health and exploiting their bodies.
P- Your job is to create an information material that will
stir up the people’s consciousness in having a healthy
lifestyle. The challenge involve the given task below to make

Day 8

your information material convincing.

Topic: Circulatory System

 Conduct an interview with a doctor, a school
nurse or a local health worker on practices that
promote proper care for the organs of the
circulatory and respiratory system.
Gather
information on cases of tuberculosis, pneumonia,
heart attack and other respiratory and
circulatory system diseases.

S- Your presentation will be graded according to the
following criteria

Graduate Attributes: Physically Fitted Individual
21st Century Literacy: Communication, Collaboration
Subject Integration: CLE, Physical Education
Multiple Intelligence: Visual, Intrapersonal and
Interpersonal
EUs:
1. The human respiratory and circulatory systems work
together in transporting vital substances and removing
wastes to ensure our normal bodily functions.
2. Unhealthy lifestyle, exposure to infectious and other
environmental agents increase our susceptibility to
respiratory and circulatory problems.

EQs
1. How are the vital substances and wastes delivered and
removed by the body?
2. How can we protect ourselves against respiratory and
circulatory system disorders?
Learning Competencies: At the end of the lesson, the

learner will be skilled at…
1. explaining how harmful substances affect the
circulatory system
2. explaining how lifestyle (e.g., regular exercise,
smoking) affects the functioning of the
circulatory system
Values Integration: Service, Simplicity, Obedience
References (Technology): Phoenix, You and the Natural
World Science 9, Vibal, Science and Technology, Rex,
Science Links

Daily Routine:



Opening prayer
Checking of attendance
Putting the room in order
Review of the previous lesson

Objectives:
1. Explain how lifestyle affects the functioning of
the circulatory system
2. Explain how harmful substances affect the
circulatory system
Motivation:

Show a sphygmomanometer.
 What do you think is the use of this device?
 How do we measure blood pressure using this
device?
 Why is it important to monitor one’s blood
pressure?
Group Task: Role Playing
Each group will have an assigned circulatory disorder.
Their task is to perform a role play that will give
emphasis on the symptoms, causes and treatment of the
disease assigned to their group.
Reflection:

 Why is it important to have a healthy lifestyle?
 What are the things that you do which you may
consider healthy? Unhealthy?
 What advice can you give to people who suffer
from circulatory system disorder?
SYNTHESIS: CSI
COLOR associated
with the
circulatory system

SYMBOL that will
represent the
impact of lifestyle
to the functioning
of the circulatory
system

IMAGE that will
represent the
importance of
healthy lifestyle in
keeping the
circulatory system
healthy
Evaluation: Fill in the table below. Choose at least 2
circulatory system related diseases

Disease

Signs

Etiology

Treatment

Prevention

Symptoms

DAY 9-10
PERFORMANCE TASK
DIFFERENTIATED ASSESSMENT TASK
GOAL- You are to display an understanding on how diet and
lifestyle can affect the circulatory and respiratory systems
ROLE- You can be a:
 Visual artist
 Singer or composer
 Columnist in a daily newspaper
 Dietician or nutritionist
 Physical Fitness Instructor
AUDIENCE- The general public
SITUATION- Pollution in this modern time is at its peak.
Alcoholic beverages and cigarettes can be bought about the
counters in all stores and supermarkets. Traffic congestion is
an everyday problem. Our daily activities cause us a lot of
stress and “instant food” can be bought everywhere. You were
tasked by the Department of Health (DOH) to conduct an
information drive on how diet and stressful lifestyle can
affect the circulatory and respiratory systems.
PRODUCT/PERFORMANCE:
1. Make a poster slogan about how cigarette smoking and
liquors can affect the respiratory and circulatory

systems
2. Compose a jingle whose lyrics or contents talk about
the effect of stressful lifestyle on the circulatory and
respiratory system
3. Make a health advisory newsletter that will provide
information on how diet and lifestyle affect the
circulatory and respiratory system
4. Formulate activities and prepare meals with brief and
accurate explanation on how to can keep the two organsystems healthy
5. Present a dance exercise that is healthy for the
respiratory and circulatory systems
STANDARDS- Your product will be assessed based on the
following criteria:




Accuracy of content
Organization of idea
Clarity of the message
Use of appropriate illustrations/props
Presentation/execution