Detailed Lesson Plan

Commission on Higher Education
Region V
Calabanga Community College
San Isidro, Calabanga, Camarines Sur
DETAILED LESSON PLAN
SCIENCE
GRADE 9
I. LEARNING COMPETENCIES
A. Competencies
 Explain how the respiratory and circulatory system work together to transport
nutrients, gases, and other molecules to and from the different parts of the body.
S9LT-la-26
 Infers how one lifestyle can affect the functioning of the respiratory amd
circulatory system. S9LT-T-Ic-27
B. Specific objectives:
 Define circulatory system and explain its parts and function;

 Develop an awareness on how to protect the circulatory system;
 Sketch the circulatory system
II. LEARNING CONTENT/ SUBJECT MATTER
A. Topic: Circulatory System
B Reference: Grade 9 Science Book Unit 1 Lesson 1 Pages 4-9
C. Materials: Laptop, projector, activity materials, illustration and picture.
D. Content standard:
The learners demonstrate 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.
E. Performance standard:
The learners should be able to: conduct an information dissemination activity on

effective ways of taking care of the respiratory and circulatory systems based on data
gathered from the school or local health workers
F. Values integration:
Cooperation
III. LEARNING ACTIVITIES/ PROCEDURE
a. Preliminary activity
Teacher’s Activity Learner’s Activity

1. Routinary activity
“Good afternoon class” Good afternoon ma’am!
Please stand and let us pray, Mr/Ms ___please In the name of the father....
lead the prayer. Amen.
While I’m checking your attendance please

arrange your chair properly.
2. Review
“Before we start our lesson for today, who can
give a short review of our lesson yesterday?
Yes Ms/Mr____?
“ma’am our lesson last meeting is all about
respiratory system”
“Very good who else?”

Yes Ms/Mr?
“we tackled about the parts and function of

“Very good!” the respiratory system”
3. Motivation
“Class do you want to play a game before we “ yes ma’am”

start our lesson?
Ok let’s play four pics one word
(playing the game)
“So how’s the game?” “It’s fun ma’am”

4. Introduction of the topic
“ so class our lesson for today is about

circulatory system”
Our lesson objectives are the following:

At the end of 60 minutes discussion the
learners should be able to:
 Define circulatory system and explain

its parts and function;
 Identify and describe the structure of
the organs and tissues composing the
cardiovascular system;
 Trace the flow of the blood in the
cardiovascular system.
b. Developmental activity

1. Activity
“Class let’s have an activity before we

proceed in our discussion.”
“Yes ma’am”
Group 1- make an illustration of the circulatory
system.
Group 2 - solve the puzzle
Group 3 – make a “hugot line” about smoking.
“you have 5 minutes to do that, understand?”
After 5 minutes...
“class please present your “hugot line.” “Yes ma’am”

(students present their hugot line)
“nice presentation”
2. Analysis/ Discussion
“Class let us proceed to our discussion. Our

topic for today is about the circulatory system.
Are you ready to listen?”
“Class what is circulatory system? Who can

give me some information about it?”
“Ma’am circulatory system is the life support
structure that nourishes your cells with nutrients
“Very good” from the food we eat and oxygen from the air
we breathe.”
The circulatory system is responsible in

transporting materials throughout the entire
body. It transport nutrients, water, and oxygen
to the billions of body cells composing the
multicellular body, heals and fights infections,
and at the same time, removes wastes from
them. The circulatory system functions as an
intricate highway that travels throughout the
entire body supplying the body cells with the
materials they need to survive.
The circulatory system has two divisions: the
cardiovascular system- that transports blood
and the lymphatic system- that transport the
fluid called lymph.
The cardiovascular system is the organ that
transports nutrients (digestive products), gases,
hormones, and other materials to and from the
cells of the body it also functions in fighting
disease and help stabilize body temperature
an pH to maintain homeostasis.
This organ system is composed of the heart,
which is a muscular pumping organ; the blood
which is the circulating medium; and a closed
system of blood vessels the arteries, veins, and
capillaries.
The heart
The heart is the muscular organ that pumps
blood to the different parts of the body. It is
located at the middle of the chest cavity with
its tip or apex slightly tilted towards the left. Its
base lies just below the second ribs. The heart is
just as big as one’s own clenched fist. A sac
known as the pericardium encloses it.
Three layers of tissue from the walls of the
heart. The uter layer of the heart wall is the
epicardium, the middle layer is the
myocardium, and the inner layer is the
endocardium. The epicardium is the inner part
of the pericardium that is closely adhered to
the heart; the myocardium is the middle
muscular part that is composed of cardiac
muscle tissue; andthe endocardium is the thin
layer of tissue that lines the muscles of the
heart. Between the outer pericardium and thr
epicardium is the pericardial cavity that is filled
with pericardial fluid.
The chambers of the heart

The human heart is a four chamber heart. The
interior of the heart is divided intonfour
chambers, namely right atrium, right ventricles,
and left ventricle. The muscle called septum
divides the heart in to four chambers.
The atria are the receiving chambers of the
heart. These chambers are thin walled. The
right atrium receives oxygen – poor blood from
the vena cava, a large vein while the left
atrium receives blood from the pulmonary
veins.
The two ventricles are the pumping chambers
that force blood out of the heart. These
chambers are thick-walled. The right ventricle
pumps blood to the lungs for oxygenation,
while the left ventricle pumps oxygen-rich
blood to all parts of the body.
The heart chambers differ in thickness. Such
difference is due to variations in the amount of
myocardium present, which reflects the
amount of force each chamber is required to
generate in order to bring blood toward their
destination
The valves of the heart

Valves are flaps of the muscle that prevent
blood from back flowing. Two sets of valves –
atrioventricular valves and the pulmonary
valves –work to ensure that blood will move
only in one direction.
The atrioventricular valves (also known as
the cuspid valves) are located at the bases of
the large vessels leaving the ventricles.
The right atrioventricular valve is the tricuspid
valve; while the left atrioventricular valve is is
the bicuspid or mitral valve. The valve
between the right ventricle and pulmonary
artery is the pulmonary semilunar valve. The
vlve between the left ventricle and the aorta is
the aortic semilunar valve.
When the ventricles contract, the
atrioventricular valves are closed to prevent
blood from the back flowing into the atria.
When the ventricles relax, the semilunar valves
close to prevent blood from flowing back into
the ventricles.
The Blood Vessels in the Heart
Blood vesselsare connected to the heart. The
vena cava is the largest veinthat is connected
to the h3art. This nein conveys oxygen-poor
blood coming from all parts of the body back
to the right atrium. It is divided into two: the
superior vena cava and the inferior vena
cava.
The aorta is the largest artery. It conveys
oxygen-rich blood pumped by the left
ventricle to all parts of the body.
The pulmonary artery conveys blood
pumped by the right ventricles to the lungs for
oxygenation. It branches into two connecting
to each of the lungs. The pulmonary veins
convey oxygen-rich blood back to the left
atrium of the heart.
The heart, which is the working muscle in the
circulatory system, also needs blood to sustain
itself.the right and left coronary arteries, which
actually are branches of the ascending aorta,
supply blood to the walls of the heart. As the
blood passes through the network of capillaries
that reverse the myocardium, it is collected by
the coronary veins that drain into the coronary
sinus, which opens into the right atrium.
The differet Types of Blood Vessels

Blood vessels are the network of channel
that conveys blood to all parts of the body. As
the blood travels throughout the body, it
remains confined within these blood vessels. It
is for this reason that human circulation, those
of the other vertebrates, is described as closed
circulation. According to structure and
function, blood vessels are classified into three:
arteries, veins, and capillaries.
The structure of an Artery

Arteries conveys oxygen-rich blood away
from the heart. Except for the pulmonary
artereies, that transport blood that has low
oxygen content from the right ventricle to the
lungs, most of the arteries transport
oxygenated blood from hte left ventricles of
the body tissues. Strating from the aorta, the
larges artery in the body, the arteries branch
repeatedly into smaller and smaller arteries
until the branching result in the smallest arteries
called atreioles. The atrioles play a key role in
regulating blood flow into the tissue capillaries.
Arteries are elastic blood vessels. As blood
passes through them, it recoils and rebound in
a pulsating manner. This is because blood
passing through arteries is under high pressure
exerted by the pumping action of the heart.
The structure of the artery is adapted to carry
on its function efficiently.
The arterial walls consist of three layers of

tissues; the tunica media, and tunica intima
The tunica externa is composed of connective

tissue containing varying amounts of elastic
and collagenous fibers. The presence of these
fibers makes this layer tough and strong.
The middle layer is tunica media, the, thickest
layer which is composed primarily of layers of
smooth muscles. This layers support the entire
blood vessel, and, at the same time, changes
the diameter of the vessel to regulate the
blood flow and to handle the high pressure of
the blood flowing through it. The inner most
layer is the tunica intima composed of
connective tissues and lined with simple
squamous epithelium. The layer of epithelium
of epithelium is in direct contact with the blood
flow.
The Structure of a Vein

Just like in the artery, the vein is also
composed pf the three layers of tissues: tunica
adventitia, tunica media, and tunica intima.
However as compared to an artery, the vein
has thinner tunica media, it has a wider lumen
and is equipped with valves that prevent the
back flowing of the blood. Because the tunica
media layer has fewer elastic muscles, the
veins easily collapse when cut.
Functionally, veins convey blood coming
from all parts of the body towards the heart.
From the capillaries of the different tissues and
organs in the body, blood enters the smallest
veins called venules.
From the venules, bloods flow through larger
and larger veins until the blood ends into the
largest vein, which is the vena cava. The blood
passing through the veins has reduced oxygen
content because the oxygen has already
been used for metabolic activities of the cells.
The only blood passing through the veins with
high oxygen content is the blood in the
pulmonary veins because it has just been
oxygenated in the lungs.
The capillaries are the smallest and the most

numerous blood vessels. They form the
connection between the atrioles and the
venules. Their main is the exchange of
materials – gases, nutrients, and waste
products of metabolism between the old and
tissue cells. Structurally, capillaries are one-cell
thick. This is the reason why materials can easily
move in and out of these blood vessels.
Movement of substances through the
capillaries is by diffusion, filtration, and osmosis.
Pulmonary Circulation
In this circuit, blood coming from all parts of
the body is oxygenated. Oxygen-poor blood
returns to the right atrium of the heart by way
of the superior and inferior vena cava. From
the right atrium, the heart pushes the blood
into the right ventricle. Contraction of the right
ventricle forces the blood to the lungs by way
of the pulmonary artery. The pulmonary artery
splits into two carrying the bold to both lungs.
Systematic Circulation
In this circuit, oxygen-rich blood from the
lungs will be distributed to the different parts of
the body and then at the same time collect
from them the impure blood with the help of
veins.
As the heart contracts, oxygen-rich blood
from the left atrium of the heart goes to the left
ventricle. Contraction of the left ventricle
forces the blood out of the heart to the body
tissues via the aorta, which is the major artery
leaving the heart.
The aorta subdivides onto other arteries that
serve different parts of the body. Blood
distribution via the aorta falls into two
categories: blood supply to the upper body,
and blood supply to the lower body. In both
categories, the blood passes through smaller
arteries until the blood reaches the smallest
arteries called arterioles.
The atrioles subdivide into network of
capillaries where exchange of oxygen and
carbon dioxide between tissues and organs of
the body happens. Blood becomes
deoxygenated when it leaves the tissue and
organs. It has to go back again to the heart for
oxygenation in the pulmonary circuit.
Blood coming from the head and neck
region goes back to the right atrium of the
heart by way of the superior vena cava. All of
the blood on the major veins of the lower body
goes back to the right atrium of the heart by
way of the inferior vena cava and the
pulmonary circulation again begins.
4. Application
“we learn about the circulatory system and
“What did you learn today class?” the human heart”
“Make an essay on how to protect circulatory

system. You have 5 minutes to do the activity"
“okay ma’am”
After 5 minutes...
Please pass your paper.
c. Generalization
“Class please answer the worksheet that I be

given to you. And make a graphic organizer
about our topic for today. “yes ma’am”
IV. Assessment
Direction: write the letter of the correct answer for the given statement.
1. The pumping organ of the circulatory system
a. Blood pressure
b. Blood
c. Blood vessel
d. Heart
2. The process of carrying deoxygenated blood to the lung tissues.
a. Atrial contraction
b. Systematic circulation
c. Pulmonary Circulation
d. Ventricle Filling
3. These are the smallest and the most numerous blood vessels.
a. Capillaries
b. Vein
c. Heart
d. Arteries
4. This is the largest artery. It coveys oxygen-rich blood pumped by the left ventricle to all parts of
the body.
a. Aorta
b. Heart
c. Atria
d. Valves
5. This conveys blood pumped by the right ventricles to the lungs for oxygenation.
a. Pulmonary artery
b. Aorta
c. Arteries
d. Heart
V. Assignment
Study our next lesson and research the following:
1. Leukocytes
2. Thrombocytes
3. Erythrocytes
Prepared by:
Alona C. Bravante BSEd 2

Region V
SCIENCE
GRADE 9
I. LEARNING OBJECTIVES
A. Competencies:
 Explain how the respiratory system and circulatory system work together to transport
nutrients, gases, and other molecules to and from the different part of the body. S9LT-Ia-
b-26
 Infer how one lifestyle can affect the functioning of respiratory and circulatory system.
S9LT-Ic-27
 Identify and describe the parts and function of the respiratory.

 Explain how the respiratory and circulatory system works together to transport nutrients,
gases, and molecules to and from the different parts of the body.
 Infer how one's lifestyle can affect the functioning of respiratory and circulatory system.
A. TOPIC: Respiratory System
B. Reference: Grade 9 Science Book Unit 1 Lesson 5 Pages 22-25
C. Materials: Laptop, projector, activity materials, illustrations and picture
The learners demonstrate an understanding of: (a) how the different structures of
circulatory and respiratory system work together to transport oxygen-rich blood and
nutrients to the different parts of the body (b) the prevention, detection, and treatment of
disease affecting the circulatory respiratory system.
The learner should be able to conduct an information dissemination activity on

effective ways of taking care of the respiratory and circulatory system based on data
gathered from school or local health workers.
F. Values integration
Cooperation
a. preliminary activity
Teacher's Activity Learner's Activity
Good morning class!
Please stand and let us pray.

Mr/Ms________ lead the prayer.
Good morning ma'am!
In the name of the father....

While I'm checking your attendance
please pick up the pieces of paper under
your chair.
"Yes ma'am!"
(checking attendance)
2. Review
The lesson that we had last time is about digestive
system
"Before we start our lesson for today let us

have a short review about our lesson we
had last time. Who can give a summary of
it? Yes Ms/ Mr__________?" We tackled about the different parts and function
of digestive system.
Very good, who else? Yes Mr/Ms_________?
"Very good!"
3. Motivation
"Before we start our lesson lets play a

game first. This game is called "arrange
me" i will divide you into two groups. Did "Yes ma'am"
you understand?"
"Please pick one box it contains all the

"Ok ma'am"
letters that you need to arrange in order to
make a word that correspond to the
question included in the box. First group
that will finish first will be given 5 additional
points on the quiz"
( the learners will do the activity)
"So class how's your activity?"

" fun and interesting ma'am"
Our lesson for today is about respiratory

system"

learners should be able to:
 Identify and describe the parts

and function of the respiratory.
 Explain how the respiratory and
circulatory system works together
to transport nutrients, gases, and
molecules to and from the
different parts of the body.
 Infer how one's lifestyle can affect
the functioning of respiratory and
circulatory system.
1. Activity
"Again let’s have an activity. This time I will group

you into 4 groups.
Group1- arrange the first jigsaw puzzle and label

its part
Group 2- will write what will happen if one part of

the first jigsaw puzzle is missing
"Yes ma'am"
Group 3- will also arrange the second jigsaw
( the learners is doing their activity)
puzzle
Group 4- will write what you observe in second

jigsaw puzzle.
After 5 minutes... " yes ma'am"
"Are you done? Please proceed to the ( learners present their group activity)
presentation"
After the presentation....
"How's your activity?"

"Its fun ma'am"
"Okay, what did you observe on the activity that

you do?" Yes Ms/Mr?
"Its all about the respiratory system"
"Very good!
"Let us proceed to our discussion. Our topic is

about respiratory system.
"Let us define first the respiratory system, who can

"Respiratory system is a biological system
define it? Yes Mr/Ms_____?
consisting of specific organs and
structures used for gas exchange in
animals and plants.
"Very good!"
“Class how long can you hold your breath? Is it

possible to hold our breath for atleast one hour?
“Yes ms/mr?”
“No ma’am”
“Why?”
“Because without oxygen supply in our
body we will die”
“exactly”
The primary function of the respiratory system is to

supply the blood with oxygen and to deliver
oxygen rich blood to all parts of the body. The first
step that will supply the blood with oxygen is the
process of breathing. Breathing is the process of
drawing air into the lungs (inhalation) and its
corresponding expulsion (exhalation). Inhalation
and exhalation are the two phase of breathing.
During inhalation, oxygen enters the lungs and
during exhalation, carbon dioxide exits the lungs.
The respiratory system includes many different
organs that work together for gas exchange to
take place.
Nose is the gateway of the respiratory system. Air

(particularly oxygen) enters the body via the
nose. The nasal cavity is lined with tiny hairs called
cilia and mucous membranes that secrete a
sticky fluid that moisten and warm the air that is
breathed and trap dirt and other particles.
Pharynx and Throat is the narrow space located

right after the mouth and nose. The part of the
pharynx that is related to respiration is called
nasopharynx.
Larynx or Voice box is the organ that connects

the pharynx and the trachea. It contains the
vocal chords that produce sounds when vibrated
by air.
Trachea, Bronchi, and Bronchioles
These are the air conducting structures. The

trachea is the narrow and cylindrical tube about
five inches long located right after the larynx. It is
composed of rings of cartilage and is lined with
mucos membrane. The tracheas functions as the
passageway for air going in and out of the lungs.
The trachea splits into two small tubes called

bronchi (sing. bronchus ). The first division of the
trachea is the primary bronchi, each of which
inserts into the lungs. Each bronchus then divide
and subdivides firming the bronchial tree of the
lungs. The smallest subdivisions that are less than
1mm in diameter and which lack cartilage tissue
are the bronchioles. There are about 30,000
bronchioles in each lung. At the distal end of the
bronchiole are the air sacs.
Figure 1. The larynx and trachea
Figure 2: The bronchial tree and bronchial tub

The Air Sacs
The air sacs look like bunches of grapes. The

air sac is considered the functioning system of the
lungs.
Each air sac is composed of several

microscopic out pocketing called alveoli (Sing.
alveolus ). Capillaries surround the alveoli. The
inhaled oxygen passes into the alveoli and then
diffuses through the capillaries. Meanwhile, the
waste-rich blood from the veins releases its
carbon dioxide into the alveoli and then exits the
lungs during exhalation. An average adult lung
contains about 500 million air sacs.
Figure 3: Air sacs look like bunches of grapes.
The Lungs
The lungs are the cone-shaped organs of

respiration in humans. Humans have two lungs
that completely fill the spaces of the chest cavity
and are surrounded by the rib cage. The lungs
are covered with a two-layered membrane
called pleura. On the inner surface of the lungs
are slit like opening called hilum where each
primary bronchus inserts.
Figure 4- The human Lungs
The Diaphragm
The diaphragm is a sheet of smooth muscle

located below the lungs. It works with lungs during
the breathing process.
The Breathing Process
During breathing, the diaphragm, abdominal

muscles, and intercoastal muscles play important
roles. The intercoastal muscles. Are the muscles
that are connected to the ribs. The breathing
process has two phases: inhalation phase and
exhalation phase
Inhalation Phase
During the inhalation phase, the diaphragm

contracts. A contracted diaphragm is flat in
position. Then the intercoastal muscles contract.
The contraction causes the rib cage to moves
upward and outward. The volume of the thoracic
cavity becomes larger than it was before. This is
followed the expansion of the lungs. This makes
the air pressure within alveoli (called intrpulmonic
pressure) lesser than atmospheric pressure (air
pressure outside the lungs). Consequently, the air
naturally flows from outside the body into the
respiratory passages and into the alveoli.
The diagrammatic illustration of the breathing
process.
The Exhalation Phase
During the exhalation phase, the diaphragm

relaxes; that us, resuming its dome shape position.
The intercoastal muscles likewise relax and the
ribcage moves down and in. Thus, the volume of
the thoracic cavity decreases, the lungs recoul or
deflate. This makes the air pressure within the
alveoli (called intrapulmonic pressure) to
increase above atmospheric pressure.
Consequently, air naturally flows from the inside of
the body to the outside.
The oxygen from the air that we breathe

enters the lungs, passes, on the blood stream via
the capillaries in the air sacs and distributed to all
cells in the body. In the cells, oxygen goes to the
mithocondria of the cell using it to release energy
from glucose. This process is called cellular
respiration that was discussed in the previous
chapter.
Exchange of Gases Between the Lungs and

the Blood
The actual exchange of gases occurs

between the blood and the alveoli. Alveoli are
the tiny out pocketing of the air sacs in the lungs.
Each of these alveoli is covered with a mesh of
tiny blood vessels called capillaries. The wall of
the alveolus and the wall of the capillary are both
one-cell thick and this structure allows the
exchange of gases to happen between the
blood and the lungs.
From the thin walls of the alveoli, oxygen

diffuses to the walls of the surrounding capillaries.
Once oxygen has entered the capillaries, it is
taken up by the red blood cells. Hemoglobin, the
pigment associated with the red blood cells,
facilitates the movement of oxygen from the
alveoli to the blood cells. The red blood cells also
release carbon dioxide into the lungs. Carbon
dioxide diffuses from the red blood cells out to the
capillary walls and into the walls of the alveoli, a
path that is reverse to the path that oxygen
follows.
Thus, circulatory system ensures a constant

supply of nutrients and oxygen to and from the
cells via the blood, which is the transporting
medium for the removal of wastes for them. At
the same time, the respiratory system ensures a
constant supply of oxygen and the removal of
carbon dioxide between the blood and the
lungs. The oxygen it supplies to the cells is used by
he cells to release energy from food so they can
perform various life activities that will continue life
to exist.
Disorders That Affect the Circulatory and

Respiratory Systems
Pneumonia is an infection of the alveoli

caused by many kinds of both bacteria and
viruses. Tissue fluids accumulate in the alveoli
reducing the surface area exposed to air. If
enough alveoli are affected, the patient may
need supplemental oxygen.
Asthma is the periodic constriction of the

bronchi and bronchioles that makes breathing
difficult. Airborne irritants to which the person is
allergic to can trigger it.
Emphysema is a disorder in which the

delicate walls of the alveoli break down,
reducing the gas exchange area of the lungs. The
gradual loss of gas -exchange areas forces the
heart to work harder in order to satisfy the body's
needs for oxygen. The added strain can lead to
heart failure.
Thrombosis is a condition where the blood in

an unbroken blood vessel clots easily. This can
lead to strokes or heart attacks.
Conversely if the blood takes too long to clot,

the condition is called hemorrhage. In this case,
too much blood may be lost from the body.
Hemorrhage can be brought about by deficiency
in calcium or by a genetic condition called
hemophilia, a genetic disorder in which the blood
does not clot on its own without the help of
medical intervention.
Atherosclerosis is a condition in which the

arterial wall thickens as the result of a build-up of
fatty materials such as cholesterol- a low density
lipoprotein. It is commonly referred to as the
hardening or furring of the arteries.
Hypertension, more commonly known as high

blood pressure, occurs when blood pressure
remains consistently high. Hypertension is the
major cause of stroke but can also cause
damage to the kidneys, coronary arteries, and
eyes.
Lifestyles and Harmful Substances That Ca

Affect the functioning of the Circulatory and
Respiratory Systems
Any disease that involves the heart or blood

vessels is considered heart disease. According to
the Department of Health, cardiovascular disease
is the leading cause of death in the Philippines.
Surveys shows that the reason is because society's
lifestyle has changed a lot over the years. Many
factors can be the cause of this disease-diet,
cigarette smoking, alcohol consumption, and
stress or a combination of some or all of these.
However, not only these factors caused heart
problems. It has also been observed that a big
population of aging men and women has
become sedentary and being sedentary is also
considered a culprit.
Cigarette smoking causes respiratory

problems like coughing and wheezing and can
lead to lung disease like bronchitis, emphysema,
and cancer. Respiratory problems arise because
cigarettes contain tar and nicotine that make the
gaseous exchange process insufficient. Tar
deposits clog up the alveoli and nicotine causes
the constriction of the blood vessels in the lungs
slowing down the flow of blood in the lungs. In
pregnant women, nicotine impacts the health of
the unborn child and cause infertility and
premature birth. Cigarette smoking also damages
the arteries in the body and can lead to heart
disease. According to the DOH, smoking
increases the risk of dying of a heart attack by
50%.
A good and healthy diet can prevent you

from becoming a victim of circulatory problems.
You have to be aware of the relationship
between your levels of physical activity and how
much energy you are using from the food you
eat. If your physical activity is less than, then
surplus energy you get from food you eat is stored
in the body as fats. This results to becoming
overweight, which in itself increases the risk of
circulatory problems- coronary heart disease,
high blood pressure, diabetes, and difficulty in
breathing.
Ongoing stress has a negative effect on your

cardiovascular system because it increases the
resting heart rate (diastole) and raises blood
pressure.
Sedentary lifestyle is a type of lifestyle with no

or irregular physical activity. A lack of physical
activity is one of the leading causes of
cardiovascular disease. It can result to gaining
weight as calories are not burnt off due to
inactivity.
Heavy alcohol consumption can cause short

and long term effects on the cardiovascular
system. Short term effects happen because the
effects cease or stop the moment alcohol is
eliminated from the body. Short term effects
include slower pulse rate, difficulty in breathing
and low blood pressure. Long term effects like
persistent high blood pressure, cardiac muscle
deterioration (cardiomyopathy), anemia, and
abuse. These long term effects are irreversible,
and, in time, can cause serious health problems
that require hospitalization.
Being healthy is all about eating the right
food, engaging in regular aerobic exercises,
giving your body a complete rest, and shifting to
clean living and healthful lifestyles.
Studies have shown that regular exercise, at

least three times a week- each session lasting for
30 minutes- can make the heart muscles strong
and provide long tern effects on the respiratory
system. Walking, jogging, swimming, cycling,
hiking, and dancing are some examples of
aerobic 3xercises that you can choose from.
"Yes ma'am"
Regular exercise has short and long term
effects on the respiratory system. The short term
effect includes breathing quickly and deeply;
thereby, taking in large volume of air. The long-
term effect of regular exercise includes: the
muscles around your chest cavity become
stronger and your chest cavity larger. As a result,
more air enters the lungs and the exchange of "Yes ma'am!
gases between the lungs and the blood
becomes more efficient.
Engaging in regular physical activity

strengthen the muscles of the heart and the
skeletal muscles as a whole, the blood vessels
grow size and become strong and the red blood
cells grow and increase in number transporting
more oxygen and nutrient in all parts of the body
and at the same time removing wastes from
them. Regular exercise prevents serious health "
problems such as heart attack and stroke.
After exercising. Give yourself a time to rest so

the body can repair and recover. Rest thickens
the heart muscles and allows the capillaries to
grow.
Eating food that are high in fat increase your

cholesterol level. Although the body needs fats,
you should keep track of the fats you consume.
There are two types of cholesterol: the low-density
lipoprotein (LDL) and the high-density lipoprotein
(HDL). They are the bad and good cholesterol.
Respectively. The "bad cholesterol" clogs up
arteries and provides strains in the flow of the
blood, whole HDL helps keeps arteries clear and
break down LDLs. Regular exercise can help in
increasing the HDL level in the body.
With a combination of moderate exercise

and a good diet, you can prevent yourself from
being a victim of cardiovascular disease.
3. Abstraction
" For better understanding of how respiratory

system works, lets watch a video. Is ok with you?"
(the video is playing)
"So class now did you understand how our Yes ma’am!
respiratory system works?
4. Application
"What did you learn today class?"
We learn about the respiratory system"
"Make an insight paper on what did you learn

about our topic and the importance of this as
part of our body. You have 5 minutes to do the
activity."
"Okay ma'am!"
After 5 minutes...
Please submit your paper
"Yes ma'am!"
c. Generalization
Class please make a graphic organizer "Yes ma’am"

about the topic we discuss today. Let us
see if you really understand it."
IV. Assessment
Direction: Encircle the letter of the correct answer.
1. It is a gateway of the respiratory system. And air enters the body through it.
a. Nose
b. Throat
c. Trachea
2. It is a narrow space located right after the mouth and nose.
a. Bronchioles
b. Pharynx
c. Respiratory system
3. The primary function of the ________ is to supply the blood with oxygen and to deliver
oxygen rich blood to all parts of the body.
a. Nose
b. Trachea
c. Respiratory system
4. This are the cone-shaped organs of respiratory in human.
a. Lungs
b. Diaphragm
c. Air sacs
5. This looks like the bunches of grapes. And considered as the functioning system of the
lungs.
a. Diaphragm
b. Air sacs
c. Larynx.
V. Assignment
Study our next lesson for tomorrow discussion and research the following;
1. Inheritance
2. Chromosome
3. DNA and RNA
Prepared by:
Region V
SCIENCE
GRADE 9
A. Competencies
 Differentiate between active and inactive volcanoes;

 Explain what happens when volcanoes erupt.
 Understand some supernatural beliefs and scientific theories about volcanoes;

 relate volcanism to plate tectonic theory;
 enumerate the different features of a volcano.
A. Topic: Introduction to Volcanoes
B Reference: Grade 9 Science Book Unit 8 Pages 216-221
C. Materials: Laptop, projector, activity materials, illustrations and picture
The learners demonstrate an understanding of: volcanoes found in the Philippines.
The learners should be able to;
1. Describe the different types of volcanoes;
F. Values integration:
Cooperation

“Good morning class” Good morning ma’am!

“Please stand up and let us pray”
“Mr./Ms____ please lead the prayer” Yes ma’am!
I will check your attendance and pick up the

pieces of paper under your chair.
(checking of the attendance)
2. Review
“What is our lesson last meeting? Who can give

a brief discussion? Yes Ms_____?” Ma’am our topic yesterday is about mass.
Mass is used to describe something which
Good! involves or affect a very large number of
people.
3. Motivation
Let us have a pass game. I will give you this

dice and when i say stop, the person holding
this will give an example of volcano. Please Yes ma’am!
pass the dice continuously.
Dice was pass
Stop.
Mayon volcano ma’am
Mr.____ give me an example of volcano.
Very good! Pass the dice. Taal volcano
Stop.
Ms___?
“Today class our lesson is about Volcanoes.”

student should be able to:
 Understand some supernatural

beliefs and scientific theories
about volcanoes;
 relate volcanism to plate
tectonic theory;
 enumerate the different
features of a volcano.
1. Activity
I will show you different picture tell me what Ok ma’am!
the picture show.
Picture 1 Mayon Volcano
Picture 2 Hot spring
Picture 3 Cone
Picture 4 Vent
Picture 5 magma
Geomorphology is the study of the relief

features of the Earth’s crust. There are three
primary geologic forces that continually alter
the planet’s surface namely diastrophism,
erosion, and volcanism. Diastrophism refers to
the vertical and horizontal movement of the
crust that typically produces the mountains. It
is also characterized by the large movement
of part of Earth’s crust. Erosion is the physical
removal of rock or wearing down of
landmasses by geomorphic such as running
water, glacial ice, and wind. Diastrophism can
occur due to internal pressures while erosions
are caused by the forces outside Earth’s crust
(exogenous forces). Rocks and other materials
which are exposed to the surface of the earth
and come in contact with the atmosphere
decompose through the process called
weathering.
Vulcanism , sometimes called volcanicity, is
the phenomenon related to various processes
associated with the surface discharge magma
or hot water and streams including volcanoes,
geysers, fumaroles, and hot spring. These
processes are all produced by the strong heat
source in the underground ; however, they
differ in terms of their mechanism. A geyser is a
phenomenon on the surface where the
groundwater beneath the shallow surface is
heated up until it explodes into boiling water
and stream and then refills its plumbing system
with fresh water creating a cycle that can be
observed periodically like in a matter of
minutes or hours. Fumaroles emit mixture of the
stream and other gases such as hydrogen
sulphide which forms into sulfuric acid and
native sulfur upon contact with other elements.
they are feed by conduits that passes through
the water table before reaching the surface of
the ground. Fumaroles are responsible to the
intense chemical activities and brightly
colored rocks in the thermal areas. Lastly,
hotsprings occurs in many geothermal areas
where the surface of the earth intersects the
water table.
A volcano is an example of extrusive
volcanism. It is typically a cone-shaped hill or
mountain formed by the extrusion of lava or
rejection of rock fragments from a vent. It is a
passage or rupture through the Earth’s crust
leading to hot liquid deposits of magma within
the mantle. The term derived its name from
Vulcano, an island off Sicily named after the
Roman god of fire, Vulcan.
In early times, volcanoes were widely
distributed in all the continents of the planets
and on the seafloor. At present, of the 859
active volcanoes in the world, more than 75%
of them are located in the Circle of Fire (also
known as the Ring of Fire).
This circle is the belt of volcanoes that rings
the Pacific Ocean. It runs west of the coast of
America, Chile to Alaska, through the Andres
Mountains, Central America, Mexico,
California, the Cascade mountains, and the
Aleutian Islands; and continues down the east
coast of Asia from Siberia to New Zealand,
through Kamchatka, the Kurile Islands, Japan,
the Philippines, Celebes, New Guinea, the
Solomon Islands, and New Caledonia.
Supernatural Beliefs
Volcanic activities provide us with important

information what really happens at the Earth’s
interior. The most tangible landforms created
by volcanism are lava plateau and volcano.
Lava plateau are flat , wide surface which
are formed by the large outspring of fluid from
long narrow openings in the crust. They are
composed mainly of basaltic lava which
solidifies quickly after the eruption. These
plateaus, such as the Columbian Plateau, in
the United states, the Antrim Plateau in
Northern Ireland, and Lava Plateau3 in Hawaii
Island, take millions of year to form.
As men live with volcanoes throughout their
lives, different explanations about volcanoes
were passed from generations to generations.
Ancient people attributed volcanic eruptions
to supernatural causes such as the
interventions of God and goddesses.
According to Norse mythology, Loki is the
epitome of both aspects of fire: the merry but
potentially dangerous hearth fire, and the
destructive fire of forest and volcano. Because
of his lies and deceitful acts, he was punished
by the gods and goddesses by putting him into
a dark cave. In Iceland, it was believed that
earthquake happens when Loki writhed with
pain and terror causing the earth to quake
and tremble.
Meanwhile, Pacific Northwest Indians

regarded Mount Hood and Mount Adams as
warrior gods fighting over Mount St. Helens, the
prettiest and youngest volcano goddess. In
Hawaii, eruptions are under the control of
Madame Pele. According to the legend, Pele
and her sister created the Hawaiian island
chain by tearing up the ocean floor. Natives
believed that Pele dictates when and where
eruption will happen. In fact when Kilauea
began its eruption in the 1970’s, villagers hired
an airplane and dropped flowers and a bottle
of gin into the lava vent to please Pele.
Christians explained volcanoes as
manipulations of satan or manifested of the
wrath of God. They believed that miracles
must take place; thus, parades of several relics
such as that of St. Agatha’s along Mt. Catania
and St. Januarius in Mt. Vesuvius in Naples, Italy
were initiated.
Theories of Volcanism
Due to lack of scientific investigations and

probably the influence of beliefs, and tradition,
natural phenomena such as earthquakes and
volcanic eruptions are credited to supernatural
dimensions. During the 17th century, even the
German astronomer Johannes Kepler
explained that volcanoes are tear ducts for
the Earth’s tears. Kepler’s idea was not
supported by Jesuit Athanasius KIrcher. Being
able to observe the eruptions of Mount Etna
and Stomboli abd having descended into
smoking crater of Mt. Versuvius in Campania,
Italy, Kircher announced his views of an earth
with great central fire connected to numerous
channels carrying loads of burning sulphur
coal, and bitumen across the crust through
volcanic eruptions.
Volcanism can be explained using the plate
tectonic theory. Plate tectonics is the scientific
study of the origin and arrangement of the
broad structural features of Earth’s surface
known as Lithosphere. It focuses not only on
folds and faults but also mountain belts,
continents, and earthquakes. Basic idea of
plate tectonic is that the earth’s surface is
divided into a few large, thick plates that
moves slowly and change in size. These plates
are moving relatively to another above a
hotter, deeper, and more mobile zone.
The interior of the earth is hot because of the
heat left over during the accretion process
about 4.56 billion years ago. Another factor
that contributes to the planets temperature is
the presence of the natural radioactivity in
rocks. These radioactive elements undergo
decomposition process that release heat that
warms the interior of the Earth. As a result
radioactive decay, convection currents are
formed and cause the plates in the crust to
either move towards each other, away from
the other or slide past each other. Such
movements of the crust are called plate
tectonics. Like earthquakes, volcanic eruptions
occur particularly along or near the
boundaries between plate boundaries.
Features of a Volcano
During 1940s up to 1950s, geologists were

able to study for the first the birth and
development of a new volcano, Paricutin
located near the town of San Juan, Mexico.
The volcano began as a small crack in the
crust from which steam fizzed with volcanic
sulphur odor followed by a brief series of
explosions. Initial eruption began in February
1943, followed by a series of eruptions.
Paricutin was declared active volcanoes
violent explosions were seen during the first five
years hurling pyroclastic debris in all directions.
Its cone grew to 336m (1,100 ft) and continued
to add in size (by about 88m.) for another eight
years. In 1952, Paricutin was declared dormant
due to its inactivity after several years of
continuous explosion.
The features of a volcano are almost the

same as that of the mountain but with more
complicated parts. The following list and chart
present the different features of a volcano:
1. Cone – is the most striking part of the

volcano. It is usually composed of mixture of
lava and pyroclastic. Volcano cones vary in
size and shape depending on the type of
magma that that is ejected by a particular
volcano. For instance, viscous and slow
moving granitic magma forms high-sided
steep cones while fast-moving basaltic
magma creates low to almost fit cones.
2. Vent – is the opening through which an

eruption takes place. This main parts of
volacano supplies the magma from the
underlying source to the top of the volcano.
They can be straight or convulated.
3. Magma chamber – is the large underground

pool of liquid rock found beneath the earth’s
crust. Volcanoes may have deep magma
chamber found many kilometres down that
supplies a shallow chamber near the summit.
4. Crater – is a basin like depression over a vent

at the summit of the cone.
5. Caldera – is a volcanic depression much

larger than the original crater. Calderas can
be created when a volcanoes summit is blown
off by exploding gases (Mount St. Helens in
May 1980) to when a volcano collapses due to
vacated magma chamber (Crater Lake,
Oregon).
6. Lava – is the rock or magma expelled from a

volcano during eruption its temperature upon
ejection can reach up to 700˚c hence, it flows
until it cools and hardens.
7. Dikes – are the barrier or obstacles in a

volcano. Dikes are found in igneous forms that
under great pressure, cut fractures or fissures
across previously formed metamorphic,
sedimentary, or igneous rocks. One of the
largest dikes in the world is the Great dike in
Rhodesia, Africa measuring 483km long and 8
km wide.
8. Sills - - otherwise known as intrusive sheets,

are solidified lava flows that originally forced
their way between and parallel to older layers
of rocks.
9. Conduit – is a channel or pipe conveying

liquid materials such as magma.
10. Flank – is the side of a volcano.
11. Summit – is the highest point or apex of a

volcano.
12. Throat – is the entrance of a volcano.
13, Ash cloud – is expelled in the atmospheric;

volcanic ash or ash cloud is composed of
pulverised rock and glass created during
eruption.
14. Volcanic bombs - are the chunks of lava

blasted into the air which solidify before
reaching the ground. Their sizes may vary and
can measure up to 64 mm in diameter.
15. Pyroclastic flow – are the fast moving

currents of hot gasses and rocks travelling
downhill from volcano. The gases can reach
temperature of more than 1,000˚c and can
move up to a speed of 700 km/hr. This includes
pumice flow, ash flow, black and ash flow,
glowing erupting cloud called nuee ardent,
and avalanche. In terms of size, particles less
than 2 mm diameter are called ash, 2-64 mm
are called lapili and those bigger than 64 mm
in diameter are called blocks and bombs.
16. tephra fall – refers to fragmented material

that consist of pumice, scoria, lithic materials,
or crystals, or combination of the four.
17. Lahar – also called mudflows are flowing

mixture of volcanic debris and water. They are
classified as primarily both which are directly
associated with volcanic eruption or as cold
lahar when they are caused by heavy rainfall.
3. Abstraction
“ I have here a video lets watch this to fully

understand the lesson”
(the video is playing)

“did you understand now the lesson?” Yes ma’am!
4. Application Volcanic eruption triggers when a build up of

pressure in the Earth is released, by the things
“ let’s see what did you learn today” such as plate movement which forces molten
rock to exploded into the air causing a
What triggers volcanic eruptions? volcanic eruption.
Very good!
c. Generalization
Now class make an essay about the

advantage and disadvantages of volcano. Is it Yes ma”am!
useful or not?
IV. Assessment
Define the following:
 Geomorphology
 Pyroclastic flow
 tephra fall
 Summit
 Lahar
V. Assignment
Research about the factors affecting the climate.
Prepared by:

Region V
SCIENCE
GRADE 9
A. Competencies:
Explains how different factors affect climate explain how different factors affect the
climate of an area; S9ES-IIIe-30
 Explain how ocean currents affect climate

 Describe the movement of ocean currents; and
 Give the relationship of ocean currents and climate.
A. Topic: Factors affecting climate
 Ocean currents
B Reference: Science learners Module 9 pages 194-195
C. Materials: Map, bond paper, pen pencil, visual aids
The learners demonstrate understanding the factors that affect climate
The learners should be able to participate in activities that lessen and reduce the
harmful effects of climate change.
F. Values integration: Cooperation


1. Routinary Activity
 Greetings
 Prayer
 Classroom Management
 Checking of attendance
2. Review
Let us Have a recall game first, i will give this

easer and when I say stop, the person holding Yes ma’am
this will answer my question, please pass the
eraser continuously Class. Are we clear?
(eraser was pass)
Stop! We discussed different temperature of

different cities around the world.
What do we discussed last meeting?
Very good!
Lets continue
Stop! It is because there are different factors

Why does the temperature from the different affecting the temperature as well as its climate
cities vary?
That’s right
3. motivation
Now i want you to look for a partner one

student will make a straight line on the paper Students do the task
and the other one will hold and slowly spin the
paper while you are partner is making a
straight line
It forms a circular motion.
What did you observe class? Although i am amking a straight line when it is
What shape was formed? moving, the shape of the line i am making will
be altered.
Very good observation class!

What you did is related to our topic for today
b. Developmental Activity
Teachers activity Learners activity

1. Activity
Noe lets have an activity, open your book in Yes ma’am!

page 194. Study and answer the guide
questions that follows. Students do the activity
2. Analysis
Now class what is ocean current?
Very good and one of these forces is what we

do earlier.what do you call that? Ma’am, it is the coriolis effect. The apparent
force because of the Earths spin on its axis
Yes, that is why ocean currents are deflected

and it goes into circular motion
Now let us answer the guide question.
1.What are the different ocean current thta

carry warm water?
Kuroshio current, Gulf Stream Agulhos current,
Very good. Now how can you say that it is north equator current
carries warm water?
2. What are the different ocean currents that Labrador current, Kamchatke current, fast
carry cold water? Australian current Greenland current
How can you say that it carries cold water? It is because the direction of its arrow goes
towards equator
3. what kind of air does Greenland current
take along? Explain. Cold air because it carries water from ythe
pole towards the equator
3. Abstraction
Ma’am, it is because of the rotation of the
Now class, why do you think that the earth or the carioles effect
movement of the ocean currents are in
circular motion?
That is right, now can you describe the

movement of ocean currents in the Northern In the northern hemisphere, it is the clockwise
and Southern hemisphere? motion while the southern hemisphere is the
counter clockwise motion.
4. Application
The Philippines brings Kuroshio current which
Class, what do you think is the ocean current in caries warm water.
the Philippines bring?
Now what do you think will be the climate It will also bring warm climate because
because of this? Philippines is located near the quarter.
Very good!
c. Generalization
now, how can ocean currents affect climate
Ocean current that bring along cold water in

land make the climate cold on the other hand
ocean current that take along with water to
coastal areas will make water warm
IV. Assessment
Make an essay
“Is climate change real?”
Prepared by:

Region V

SCIENCE
GRADE 8
A. Learning Competencies:
The learner should be able to:
a. identify situations in which work is done and which no work is done.
b. describe how work is related to power and energy
At the end of 60 minuets discussion, students should be able to:
 define work, energy and power.

 illustrate how work, power and energy are related to each other.
 Recognize the importance of work, energy and power in our daily lives
A. Topic: Work and Energy
B Reference: Science Learner’s Module pp. 21-36
C. Materials: laptop, visual aids, book, projector
D. Content standard: The learners should demonstrate an understanding of work using
constant force, power, gravitational potential energy, kinetic energy, and elastic
potential energy
F. Values integration: Cooperation
1. Prayer
2. Checking of attendance
3. Classroom Management

1. Review
What was our topic yesterday? Our topic yesterday ma’am is about the sound.
And what a sound is?

It is consist of vibrations that travel through the air,
and it is important in order to produce music and
tunes.
Very good!
2. Motivation
Before that let’s have a game first. Yes ma’am
I’ll be giving you the meaning of the word

and you will answer it from the words that I
show you on the screen. (Answering the activity)
3. introduction of the topic
Class what do you think is our topic for

today?
Mam it is about work
You’re right and our objectives for this lesson
are:
Please read. (students reading the objectives)
4. Activity
Lets have an activity. With the same groups

you’ll be watching a video clip and after
that you only have 7 minutes to do the task. Yes ma’am!
So, you need to take notes an important
details. Understood?
Alright watch attentively!

(playing the video) (Students are watching the video)
You will be answering the statement I will be
given to you. (students answering answer sheet)
5. Analysis
Alright! let’s see your work. Let’s have group

1
Group 1. A girl pulling her cart.
This is an example of work. The work is done by the
girl on the cart. The force exerted by the girl in pulling
the toy car is in the same direction as the distance
covered when the force is applied.
Group 2. A man is lifting a box to be placed

on a table.
This situation is an example of work because the
force exerted by a man is upward and a box is
displaced upward.
Group 3. A girl carrying a bag walks down

the street.
No, the situation is not an example of a work
because although there is a force (the shoulder
pushes up the bag) and there is displacement (the
bag is moved horizontally). However, the line of
action of the force and the displacement are not
parallel but perpendicular.
Group 4. A mango fruit falling from the
branch.
The situation is an example of work because of the
force of gravity on the mango. The mango loses
energy.
Ok excellent! Clap yourselves with your very

good performance
6. Abstraction
The unit, joule (J) is named after the English
physicist James Prescott Joule. This is also a
unit of energy.
Now that you already understand how the
work is done, I will give you an activity.
Supposed a woman is pushing a grocery Yes ma’am!
cart with a 500 Newton force along the 7
meters aisle, how much work is done in
pushing the cart from one end of the aisle
to the other?
We have a formula for work which is W=Fd. W=Fd
Now try to solve it. W= 500N(7)
=3500J
Very good!
7. Application
So, do energy important to us?

Yes
How?
People possess energy. They get their energy from

the food they eat.
That’s right! We will further discuss that on
the next topic.
Work is done on an object when the force is

applied to it covers a distance in the
direction of the applied force. It is a way of
transferring energy. When work is done by
an object, it loses energy and when work is
done on an object it gains energy. The
energy of an object enables it to do work. A
moving object has energy called energy of
motion or kinetic energy. An object above
a specified level has energy due to its
position called potential energy. An elastic
object that is stretched or compressed or
twisted has energy called potential energy.
Power is the rate of doing work or the rate
of using energy.
8. Generalization
So, what have you learned?

Power is when you use energy. Energy
of an object enables to do work. And work is a way
of transferring energy.
That right! How do you relate power, work

and energy?
Power output is determined by the amount of work
done or energy expended.
Very good!
Excellence class! You’ve learned a lot!
IV. Assessment
A. 1-3 give the meaning of each word:
a. work
b. power
c. energy
B. In graphic organizer, make an illustration of work, power and energy relationship.
c. How can you compute for work?
V. Assignment
1. define heat and temperature.
2. What happens to solids, liquids, or gases when they absorb or release heat?
3. Research about the movement and patterns of stars/ constellation.
4. Give 5 names of constellation and draw their patterns.
Prepared by:

Region V
ALONA C. BRAVANTE
BSEd 2
Mr. Gilbert A. Filipino

Instructor

Region V
RICHELDA S. JARAPA
BSEd 2
Mr. GILBERT A. FILIPINO

Instructor

Detailed Lesson Plan

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Detailed Lesson Plan

Uploaded by

Copyright:

Available Formats

Commission on Higher Education

DETAILED LESSON PLAN

 Define circulatory system and explain its parts and function;

II. LEARNING CONTENT/ SUBJECT MATTER

A. Topic: Circulatory System

B Reference: Grade 9 Science Book Unit 1 Lesson 1 Pages 4-9

C. Materials: Laptop, projector, activity materials, illustration and picture.

The learners demonstrate an understanding of:

The learners should be able to: conduct an information dissemination activity on

III. LEARNING ACTIVITIES/ PROCEDURE

Teacher’s Activity Learner’s Activity

“Good afternoon class” Good afternoon ma’am!

While I’m checking your attendance please

“Very good who else?”

“we tackled about the parts and function of

“Class do you want to play a game before we “ yes ma’am”

Ok let’s play four pics one word

(playing the game)

“So how’s the game?” “It’s fun ma’am”

“ so class our lesson for today is about

Our lesson objectives are the following:

 Define circulatory system and explain

Teacher’s Activity Learner’s Activity

“Class let’s have an activity before we

“you have 5 minutes to do that, understand?”

“class please present your “hugot line.” “Yes ma’am”

“Class let us proceed to our discussion. Our

“Class what is circulatory system? Who can

The circulatory system is responsible in

The chambers of the heart

The valves of the heart

The differet Types of Blood Vessels

The structure of an Artery

The arterial walls consist of three layers of

The tunica externa is composed of connective

The Structure of a Vein

The capillaries are the smallest and the most

“Make an essay on how to protect circulatory

Teacher’s Activity Learner’s Activity

“Class please answer the worksheet that I be

1. The pumping organ of the circulatory system

2. The process of carrying deoxygenated blood to the lung tissues.

Study our next lesson and research the following:

Alona C. Bravante BSEd 2

DETAILED LESSON PLAN

 Identify and describe the parts and function of the respiratory.

II. LEARNING CONTENT/ SUBJECT MATTER

A. TOPIC: Respiratory System

B. Reference: Grade 9 Science Book Unit 1 Lesson 5 Pages 22-25

C. Materials: Laptop, projector, activity materials, illustrations and picture

The learner should be able to conduct an information dissemination activity on

III. LEARNING ACTIVITIES/ PROCEDURE

Teacher's Activity Learner's Activity

Good morning class!

Please stand and let us pray.

In the name of the father....

"Before we start our lesson for today let us

Very good, who else? Yes Mr/Ms_________?

"Before we start our lesson lets play a

"Please pick one box it contains all the

"So class how's your activity?"

4. Introduction of the topic

Our lesson for today is about respiratory