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School

Teacher
Date and
Time

DHPNHS
Bernabe T. Eroy Jr.
JUNE 20-22, 2016 (7:208:20; 1-2 PM)

Grade Level
Learning Area
Quarter

9
Science 9
1st

I. OBJECTIVES
A. Content Standards

B. Performance Standards

C. Learning Competencies/Objectives

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide Pages
2. Learners Materials pages
3. Text book pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources

The learners demonstrates an understanding of:


1. How the different structures of the circulatory and respiratory systems
work together to transport oxygen-rich blood and nutrients to the
different parts of the body
2. The prevention, detection, and treatment of diseases affecting the
circulatory and respiratory systems.
The learners should be a able to
- Conduct an information dissemination of activity on effective ways of
taking care of the respiratory and circulatory systems based on data
gathered from the school or local health works.
The learners should be able to:
1.
Explain how the respiratory and circulatory systems work together to
transport nutrients, gases, and other molecules to and from the different parts
of the body;
Respiratory and Circulatory Systems
Science 9 Manual
Pg.1-15
Pg.1-18
Pg.
ICT (Videos from Youtube), Activity Sheets and Materials, LRMDS Activities
BOOK: Rabago, Lilia M. Ph. D, et.al. 2003. Functional Biology Modular
Approach
Internet: Extracted facts from Google:
www.google.com/respiartorysystemfunctions and
www.google.com/circulatorysystemsfunctions

IV. PROCEDURES
A. Before the Lesson
1. Elicit

2. Engage

B. Lesson Proper
1. Explore

2. Explain
C. After the Lesson
1. Elaborate
2. Evaluate
3. Extend

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of Learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of learners

At the start of lesson, will show a pictures of body systems. Afterward the
students will be ask to give descriptions of the pictures to extract their prior
knowledge. Next, chosen students who were picked randomly will be ask to tell
their answers.
The teacher will show a video clip about respiratory and circulatory system
(Note: The teacher will ask questions based on the video clip have shown, the
teacher will also start checking the prior knowledge on ELICIT phase if they are
correct.)
The students will go to their respective groups and perform ACTIVITY 3 (see
LM pg.10). The objective is to describe blood flow and gas exchange within the
heart. The students will answer GUIDE QUESTIONS.
During this phase, the teacher is expected to move around to observe and
facilitate
Each group will be given a time to share to the class their output
The teacher will give inputs on important concepts missed by the students.
The teacher will also give feedbacks based on student performance in the said
activity.
The students are evaluated during the EXPLAIN phase which will determine
their results.
ASSIGNMENT:
How ones lifestyle affected the functioning of respiratory and circulatory?
(Note: This would be the topic next meeting)
If the objective projected not meet, a remedial class will be conducted

who have caught up with the lesson.


D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by:
Mr. Bernabe T. Eroy Jr.