DAILY School SAN FRANCISCO HIGH SCHOOL Grade Level IX

LESSON Teacher ACZA JAIMEE C. KALAW Learning Area SCIENCE - BIOLOGY

LOG Teaching Week Week 1 Quarter I

Grade Level/Sections: Grade IX / Adoration, Benevolence, Diligence, Humility

Time: 12:45-6:40 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Date JUNE 16 JUNE 17 JUNE 20 JUNE 21 JUNE 22
I. OBJECTIVES
A. Content Standards The Learners demonstrate an understanding of:
a. 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.
b. the prevention, detection, and treatment of diseases affecting the circulatory and respir atory systems
B. Performance Standards The Learners should be able to:
 conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems bas ed on data
gathered from the school or local health workers
C. Learning The Learners should be able to:
Competencies/ 1. explain how the respiratory and circulatory systems work together to transport nutrients, gases, and other molecules to and f rom the different
parts of the body; (S9LT-la-b-26)
2. infer how one’s lifestyle can affect the functioning of respiratory and circulatory systems. (S9LT-lc-27)
Specific Objectives  describe the different  explain how the lungs  describe the different  trace the pathways of the  measure and describe
respiratory organs based work by creating a lung circulatory organs based blood from the lungs to pulse (heart rate) after
on its structure and model; and on its structure; and the heart and other parts several different
overall function; and  simulate the breathing  create a graphic of the body and vice activities; and
 trace the pathway of air mechanism using a lung organizer that will versa;  explain how to use
between man and its model coherently show and  explain how blood is different time intervals in
environment describe the function of pumped by the heart. measuring heart rate.
the circulatory system.
II. CONTENT Parts &Function of the Breathing Mechanism Parts & Function of the Pumping Mechanism of The Rhythm of the Heart
Respiratory System Inhalation & Exhalation Circulatory System the Heart The Heart Rate
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages TG: pp. 5-7 TG: pp. 7-8 TG: pp. 10-11 TG: pp. 8-9; pp. 12-14 TG: pp. 14-15
2. Learner’s Material LM: pp. 3-5 LM: pp. 6-7 LM: pp. 11-13 LM: pp. 8-10; pp. 14-16 LM: pp. 17-18
Pages
3. Textbook Pages Rabago, L., et.al, (2010). Rabago, L., et.al, (2010). Rabago, L., et.al, (2010). Rabago, L., et.al, (2010). Rabago, L., et.al, (2010).
Functional Biology - Modular Functional Biology - Modular Functional Biology - Modular Functional Biology - Modular Functional Biology - Modular
Approach. 2nd ed. Approach. 2nd ed. Approach. 2nd ed. Approach. 2nd ed. Approach. 2nd ed.
Philippines: Vibal Publishing Philippines: Vibal Publishing Philippines: Vibal Publishing Philippines: Vibal Publishing Philippines: Vibal Publishing
House, Inc; p.278 House, Inc; pp. 278-281 House, Inc; pp. 286-287 House, Inc; pp. 287-289 House, Inc, pp. 289-290
4. Additional Materials  EASEBiology M11 Energy
from Learning Resources Producing & Distributing
Systems Lessons 2 & 3
B. Other Learning Internet Websitel
Resources Published: May 5, 2010
Retrieved: June 15, ’16
https://www.youtube.com/w
atch?v=hc1YtXc_84A
IV. PROCEDURES
A. Reviewing previous Analogous Objects: Present
lesson or presenting the different objects. Ask the
new lesson students to come up with
organs analogous to the
object presented. Allow
them to give the reason for
their comparison . (citing
structure or function)
a. Eyeglasses - eyes
b. Speaker - ears
c. Sponge - kidney
d. Blender - stomach
e. Grapes - lungs
B. Establishing a purpose Ask: What are the parts of
for the lesson the respiratory system
essential for breathing?
 EASEBiology M11 Energy  BEAM: Second Year –  EASEBiology M11 Energy  EASEBiology M11 Energy
Producing & Distributing Biology Organ System - Producing & Distributing Producing & Distributing
Systems Lessons 2 & 3 Circulatory System Systems Lessons 2 & 3 Systems Lessons 2 & 3
 BEAM: Second Year –  BEAM: Second Year –
Biology Organ System - Biology Organ System -
Circulatory System Circulatory System
Internet Website:
Published: August 10, 2015
Retrieved: June 15, ‘16
http://www.bbc.co.uk/schoo
ls/gcsebitesize/pe/appliedan
atomy/respiratory/1_anatom
y_respiratorysys_act.shtml
The Breathing Exercise – Let
the students meditate, and
feel their internal organs
working.
After the exercise, ask some
questions for students to
ponder.
 what parts of the body
worked while you are
breathing?
 If you are going to
dedicate a song to your
respiratory system, what
would it be and why?
 Can you live without it?
How exactly do we
breathe?
 How does air move in
and out of the lungs?
 How does our body
know when to inhale or
exhale?
Ask: How does breathing
works?
C. Presenting examples/
instances of the new
lesson
D. Discussing new
concepts and practicing
new skill #1
E. Discussing new
concepts and practicing
new skill #2
F. Developing Mastery
G. Finding practical
applications of concepts &
skills in daily living
H. Making generalizations
& abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
Ask:
How do we allow gases to
go in and out of our body?
What are the organs we use
to breathe in and out the
gases of our body?
Students will cite the criteria
for comparison of parts of
the respiratory system to
that of a bunch of grapes.
Teacher will let the students
infer the flow of gases in
and out of the respiratory
system through a flow chart.
Students will perform:
Activity 1 –What a Bunch of
Grapes; LM pp. 4-6
Seatwork 1: Tracing the Air
Flow through the RS
(see attached sheet)
Take one out: Students will
point out how the absence
of one organ affects the
overall function of the
Respiratory System.
Have students make a
generalization about the
importance of the organs of
the Respiratory system to
the human body.
Have students answer a 10
item quiz.
(see attached sheet)
Quipper online lesson
Ask:
What causes the air to go in
and out of the lungs during
inhalation and exhalation?
Students will investigate
how the air goes in and out
of the lungs by constructing
and manipulating the lung
model.
Discuss what happens to the
lungs and the diaphragm
during inhalation and
exhalation through a chart.
Students will perform:
Activity 2: Bottled Balloon;
LM: pp. 6-7
Seatwork 2: The Breathing
Mechanism Chart
(see attached sheet)
Post it: Students will make a
“hugot” post citing the
importance of a functional
respiratory system to the
breathing mechanism.
Allow the students to
complete the sentences
describing the breathing
mechanism.
Groups of students will
present a short report about
the breathing mechanism.
(see attached rubrics)
Quipper online lesson
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lesson
work? No. of learners who
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:
ACZA JAIMEE C. KALAW
Teacher
No.of cases who got a score 3-5 No.of cases who got a score
: 3-5 :
1-2 : 1-2 :
For students who scored 2 and For students who scored 2
below. and below.
After remediation /re teaching, After remediation /re
no. of students who scored 3 teaching, no. of students who
and above scored 3 and above
Number of students who scored Number of students who
2 and below scored 2 and below
Pointer why it worked well: Pointer why it worked well:
Why it did not work well: Why it did not work well:
Assistance from my Assistance from my
Dept. head: Dept. head:
Principal: Principal:
Supervisor: Supervisor:
Innovation or Localized Innovation or Localized
materials used to be shared with materials used to be shared
other teachers= with other teachers=
Checked by: Noted:
MICAH G. PACHECO DR. VICTORIA B. MANGOSONG
Head Teacher IV School Principal IV
Grade IX Date: June 16, 2016

I. OBJECTIVES
A. CONTENT STANDARD:
The Learners demonstrate an understanding of:
a. 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.
b. the prevention, detection, and treatment of diseases affecting the circulatory and respiratory
systems

B. PERFORMANCE STANDARD
The Learners should be able to:
 conduct an information dissemination activity on effective ways of taking care of the respir atory
and circulatory systems based on data gathered from the school or local health workers

C. LEARNING COMPETENCIES
The Learners should be able to:
a. 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; (S9LT-la-b-26)
b. infer how one’s lifestyle can affect the functioning of respiratory and circulatory systems. (S9LT-
lc-27)

Specific Objectives:
Given the necessary materials, 80% of the students should be able to:
a. describe the different respiratory organs based on its structure and overall function; and
b. trace the pathway of air between man and its environment

II. CONTENT (SUBJECT MATTER)

Parts &Function of the Respiratory System

III. LEARNING RESOURCES:

A. References
1. Teacher’s guide pages: pp. 5-7
2. Learner’s Materials pages: pp. 3-5
3. Textbook pages:
Rabago, L., et.al, (2010). Functional Biology - Modular Approach. 2nd ed.
Philippines: Vibal Publishing House, Inc; p.278
4. Additional Materials from Learning Resource (LR) Portal
EASEBiology M11 Energy Producing & Distributing Systems Lessons 2 & 3
5. Other Learning Resources
Internet Website
Published: May 5, 2010
Date Accessed: June 15, 2016
https://www.youtube.com/watch?v=hc1YtXc_84A

Published: August 10, 2015

Date Accessed: June 15, 2016
http://www.bbc.co.uk/schools/gcsebitesize/pe/appliedanatomy/respiratory/1_anatom
y_respiratorysys_act.shtml
IV. PROCEDURES
A. Review of the past lesson or presenting the new lesson
Analogous Objects: Present different objects. Ask the students to come up with organs analogous to
the object presented. Allow them to give the reason for their comparison . (citing structure or
function)
a. Eyeglasses - eyes
b. Speaker - ears
c. Sponge - kidney
d. Blender - stomach
e. Grapes – lungs

B. Establishing a purpose for the lesson

Ask: What are the parts of the respiratory system essential for breathing?

C. Presenting examples/instances of the new lesson

Ask: How do we allow gases to go in and out of our body? What are the organs we use to breathe in
and out the gases of our body?
 D. Discussing new concepts and practicing new skill #1
Students will cite the criteria for comparison of parts of the respiratory system to that of a bunch of
grapes.

E. Discussing new concepts and practicing new skill #2

Teacher will let the students infer the flow of gases, in and out of the respiratory system through a
flow chart.

F. Developing Mastery
Ask the students to perform the following:
 Activity 1 –What a Bunch of Grapes; LM pp. 4-6
 Seatwork 1: Tracing the Air Flow through the Respiratory System
(see attached sheet)

G. Finding practical applications of concepts & skills in daily living

Take one out:
Students will point out how the absence of one organ affects the overall function of the Respiratory
System.

H. Making generalizations & abstractions about the lesson

Have students make a generalization about the importance of the organs of the Respiratory system
to the human body.

I. Evaluating Learning
Have students answer a 10 item quiz.

A. Multiple Choice. Write the letter of the correct answer.

1. The function of the respiratory system includes which of the following?

I. Bringing air containing oxygen into the body
II. Releasing carbon dioxide into the atmosphere
III. Exchanging oxygen with carbon dioxide in blood cells
IV. Transporting oxygen to cells throughout the body
A. I only C. I, II, and III
B. I and II D. I, II, III, and IV
2. Where does exchange of gases take place?
A. Alveoli C. bronchioles
B. Bronchi D. diaphragm
3. The chemical process in which oxygen and carbon dioxide are exchanged between the outside
air and the cells is called
A. Breathing C. exhaling
B. Inhaling D. respiration
B. Using the words in column A write the correct sequence in column B.

Column A Column B
air sacs/alveoli 1.
bronchioles 2.
nose 3.
trachea 4.
pharynx 5.
bronchi 6.
larynx 7.

J. Additional activities for application or remediation: QUIPPER Online lesson.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
No. of cases who got a score:
3-5 :
1-2 :

B. No. of learners who require additional activities for remediation who scored below 80%
Students who scored 2 and below:_______

C. Did the remedial lesson work? No. of learners who caught up with the lesson
After remediation /re teaching, no. of students who scored 3 and above:

D. No. of learners who continue to require remediation

Number of students who scored 2 and below:

E. Which of my teaching strategies worked well? Why did these work?

Pointer why it worked well:

Why it did not work well:

F. What difficulties did I encounter which my principal or supervisor can help me solve?
Assistance from:
Dept. head:

Principal:

Supervisor:

G. What innovation or localized materials did I use/discover which I wish to share with other teachers?
Innovation or Localized materials used to be shared with other teachers:
 SW#1: Tracing the Air Flow through the Respiratory System
PART A: DIRECTION: Using a blue pen trace the air pathway in the respiratory system.

PART B: Create a flowchart showing the air pathway.

 QUIZ no. 1

Name: Date:

Section: Time:

A. Multiple Choice. Write the letter of the correct answer.

1. The function of the respiratory system includes which of the following?

I. Bringing air containing oxygen into the body
II. Releasing carbon dioxide into the atmosphere
III. Exchanging oxygen with carbon dioxide in blood cells
IV. Transporting oxygen to cells throughout the body
A. I only C. I, II, and III
B. I and II D. I, II, III, and IV
2. Where does exchange of gases take place?
A. Alveoli C. bronchioles
B. Bronchi D. diaphragm
3. The chemical process in which oxygen and carbon dioxide are exchanged between the outside
air and the cells is called
A. Breathing C. exhaling
B. Inhaling D. respiration
B. Using the words in column A write the correct sequence in column B.

Column A Column B
air sacs/alveoli 1.
bronchioles 2.
nose 3.
trachea 4.
pharynx 5.
bronchi 6.
larynx 7.
 SW#2: The Breathing Mechanism Chart

DIRECTION: Complete the chart by using verbs that would describe what happens to your lungs and diaphragm
during inhalation and exhalation. Choose from the pool of words below.

POOL OF WORDS

DEFLATES INFLATES

CONTRACTS
EXPANDS

MOVES UP
RELAXES

MOVES DOWN
RUBRICS: Student reporting about the Breathing Mechanism.

Poor Excellent

PRESENTATION SKILLS 1 2 3 4 5

Were the main ideas presented in an orderly and clear manner?.................................................     

Did the presentation fill the time allotted? ...................................................................................     

Did the talk maintain the interest of the audience? ......................................................................     

Was there a theme or take-home message to the presentation? ................................................     

Was the presenter responsive to audience questions? ................................................................     

Score: /5

KNOWLEDGE BASE

Was proper background information on the topic given? ............................................................     

Was enough essential information given to allow the audience to effectively .............................     

evaluate the topic?

Was irrelevant or filler information excluded? ..............................................................................     

Did the presenter have a clear understanding of the material presented? ..................................     

Score: /5

CRITICAL THINKING

Were the main issues in this area clearly identified? ....................................................................     

Did the main conclusions of the presentation follow from the material presented? ...................     

Were competing explanations considered and dealt with properly? ...........................................     

Score: /5

OVERALL IMPRESSION ........................................................................................................................................ / 15

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