Teacher LENY D.

SANTOS Grade Level Grade 9

DAILY LESSON LOG Date June 26, 2019 Learning Area SCIENCE
Section/Time 9:50 -10:40 DAGOHOY
Quarter FIRST

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and
I. OBJECTIVES competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significant and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.

A. Content Standards The learners demonstrate an understanding of the prevention, detection, and treatment of diseases
affecting the circulatory and respiratory 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 based on data gathered from the school or local health workers.

The LEARNERS must be able to:

C. Learning Competencies/Objectives 1. explain the negative effects of cigarette smoking on the circulatory and respiratory systems;
(Write the LC code for each)
2. identify the ways to prevent diseases in the respiratory and circulatory systems.; and
3. appreciate the importance of a healthy lifestyle in avoiding diseases in the respiratory and circulatory systems.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can
be tackled in a week or two.

II. CONTENT UNIT I. LIVING THINGS AND THEIR ENVIRONMENT

Module 1: Respiratory and Circulatory Systems Working with Other Organ Systems

ACTIVITY: Cigarette Smoking: Effects and Prevention

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
APPROACHES
STRATEGY
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
Science Teacher’s Manual pp.16-21
Science Learner’s Manual pp.18-22
1. APEX. Biology Unit 4. Lessons 11 and 12
2. NFE. Ang Respiratory System . 2001. pp.16-24
3. Science for Daily Use 5. Tan, Conchita T. 2012. pp. 34-35 and 38-39
https://www.youtube.com/watch?v=22ZXjCRY-RY
These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by
providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experience and previous knowledge, indicate the time allotment for each step.
CONSTRUCTIVIST APPROACH
DIRECT INSTRUCTION
THE HAPPY GAME!
Happy is very hungry. Pick the right lunch box to keep Happy healthy.
Show the sign to the students and let them give their insights on the given picture
C. Presenting examples/ instances of Ask the students on the particular places where they can see the no smoking signage.
the new lesson.

The learners will do the following tasks with their respective groups.
1. Cigarette Smoking is Dangerous to Your Health (Slogan)
2. Cigarette Smoking is Dangerous to Your Health (Graphic Organizer)
D. Discussing new concepts and
practicing new skills (Activity #1) 3. Prevention is Better Than Cure (Jingle/FlipTop)
4. Prevention is Better Than Cure (Role playing)
5. What’s the Word

Guide Questions:
E. Discussing new concepts and 1. What are the negative effects of smoking in the respiratory and circulatory systems?
practicing new skills (Activity #2) 2. What are the ways to prevent the diseases in the respiratory and circulatory systems?
3. How can lifestyle affect the functioning of the respiratory and circulatory systems?

F. Developing Mastery The teacher will present and discuss the effects of smoking on the body especially the respiratory and circulatory
(leads to Formative Assessment) systems.

The teacher will show empty packs of cigarettes to the students and will let them cite the reasons why the government
G. Finding practical applications of demands the cigarette companies to comply on this.
concepts and skills in daily living
 Economics
Law

Research and Mathematics

Statistics

Values
Statistics -

H. Making Generalization and

abstractions about the lesson Let the students watch the video and reflect afterwards. https://www.youtube.com/watch?v=22ZXjCRY-RY
 Direction: Write TRUE if the state is correct and FALSE if not.

1. Some people can become addicted to nicotine even after only smoking one or two cigarettes

A. True B. False

2. When you smoke, the poisons from the tar in your cigarettes enter your blood and narrow your arteries,
reducing the amount of oxygen rich blood circulating to your organs.

A. True B. False
I. Evaluating Learning
3. Smoking can cause fatal diseases such as pneumonia, emphysema and lung cancer

A. True B. False

4. Participate in local and school-sponsored smoking prevention campaigns

A. True B. False

5. Having a healthy lifestyle can make your body healthy and free from diseases.

A. True B. False

J. Additional activities for Look for an article related to the negative effects of cigarette smoking and make a reflection.
application or remediation

V. REMARKS
 Reflecton your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn? Identify what help your instructional supervisors can provide to you so when you meet them, you can ask
them relevant questions.
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 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:

Checked by:
LENY D. SANTOS
Science Teacher
MRS. PRESCILA D. CABIGTING
Head Teacher I - Science Noted by:

JOSE E. SAMSON JR.

Principal IV
Circulation
When you smoke, the poisons from the tar in your cigarettes enter your blood. These poisons in your blood then:
 Make your blood thicker, and increase chances of clot formation
 Increase your blood pressure and heart rate, making your heart work harder than normal
 Narrow your arteries, reducing the amount of oxygen rich blood circulating to your organs.
Together, these changes to your body when you smoke increase the chance of your arteries narrowing and clots forming, which can cause a heart attack or
stroke.
Heart
Smoking damages your heart and your blood circulation, increasing the risk of conditions such as coronary heart disease, heart attack, stroke, peripheral
vascular disease (damaged blood vessels) and cerebrovascular disease (damaged arteries that supply blood to your brain).
Carbon monoxide from the smoke and nicotine both put a strain on the heart by making it work faster. They also increase your risk of blood clots. Other
chemicals in cigarette smoke damage the lining of your coronary arteries, leading to furring of the arteries.
In fact, smoking doubles your risk of having a heart attack, and if you smoke you have twice the risk of dying from coronary heart disease than lifetime non-
smokers.
The good news is that after only one year of not smoking, your risk is reduced by half. After stopping for 15 years, your risk is similar to that of someone
who has never smoked.
Stomach
Smokers have an increased chance of getting stomach cancer or ulcers. Smoking can weaken the muscle that controls the lower end of your gullet
(oesophagus) and allow acid from the stomach to travel in the wrong direction back up your gullet, a process known as reflux.
Smoking is a significant risk factor for developing kidney cancer, and the more you smoke the greater the risk. For example, research has shown that if you
regularly smoke 10 cigarettes a day, you are one and a half times more likely to develop kidney cancer compared with a non-smoker. This is increased to
twice as likely if you smoke 20 or more cigarettes a day.
Skin
Smoking reduces the amount of oxygen that gets to your skin. This means that if you smoke, your skin ages more quickly and looks grey and dull. The
toxins in your body also cause cellulite.
Smoking prematurely ages your skin by between 10 and 20 years, and makes it three times more likely you'll get facial wrinkling, particularly around the
eyes and mouth. Smoking even gives you a sallow, yellow-grey complexion and hollow cheeks, which can cause you to look gaunt.
The good news is that once you stop smoking, you will prevent further deterioration to your skin caused by smoking.
Bones
Smoking can cause your bones to become weak and brittle. Women need to be especially careful as they are more likely to suffer from brittle bones
(osteoporosis) than non-smokers.
Brain
If you smoke, you are more likely to have a stroke than someone who doesn't smoke.
In fact, smoking increases your risk of having a stroke by at least 50%, which can cause brain damage and death. And, by smoking, you double your risk of
dying from a stroke.
One way that smoking can increase your risk of a stroke is by increasing your chances of developing a brain aneurysm. This is a bulge in a blood vessel
caused by a weakness in the blood vessel wall. This can rupture or burst which will lead to an extremely serious condition known as a subarachnoid
haemorrhage, which is a type of stroke, and can cause extensive brain damage and death.
The good news is that within two years of stopping smoking, your risk of stroke is reduced to half that of a smoker and within five years it will be the same
as a non-smoker.
Lungs
Your lungs can be very badly affected by smoking. Coughs, colds, wheezing and asthma are just the start. Smoking can cause fatal diseases such as
pneumonia, emphysema and lung cancer. Smoking causes 84% of deaths from lung cancer and 83% of deaths from chronic obstructive pulmonary disease
(COPD).
COPD, a progressive and debilitating disease, is the name for a collection of lung diseases including chronic bronchitis and emphysema. People with
COPD have difficulties breathing, primarily due to the narrowing of their airways and destruction of lung tissue. Typical symptoms of COPD include:
increasing breathlessness when active, a persistent cough with phlegm and frequent chest infections.
Whilst the early signs of COPD can often be dismissed as a ‘smoker’s cough’, if people continue smoking and the condition worsens, it can greatly impact
on their quality of life. You can slow down the progression of the disease and stopping smoking is the most effective way to do this.
Mouth and throat
Smoking causes unattractive problems such as bad breath and stained teeth, and can also cause gum disease and damage your sense of taste.
The most serious damage smoking causes in your mouth and throat is an increased risk of cancer in your lips, tongue, throat, voice box and gullet
(oesophagus). More than 93% of oropharyngeal cancers (cancer in part of the throat) are caused by smoking.
The good news is that when you stop using tobacco, even after many years of use, you can greatly reduce your risk of developing head and neck cancer.
Once you've been smokefree for 20 years, your risk of head and neck cancer is reduced to that of a non-smoker.
Reproduction and fertility
Smoking can cause male impotence, as it damages the blood vessels that supply blood to the penis. It can also damage sperm, reduce sperm count and
cause testicular cancer. Up to 120,000 men from the UK in their 20s and 30s are impotent as a direct result of smoking, and men who smoke have a lower
sperm count than those who are non-smokers.
For women, smoking can reduce fertility. One study found that smokers were over three times more likely than non-smokers to have taken more than one
year to conceive. The study estimated that the fertility of smoking women was 72% that of non-smokers.
Smoking also increases your risk of cervical cancer. People who smoke are less able to get rid of the HPV infection from the body, which can develop into
cancer.
Smoking while you are pregnant can lead to miscarriage, premature birth, stillbirth and illness, and it increases the risk of cot death by at least 25%.
If you are pregnant, you can find lots more information on the specialist free support available from the NHS to help you stop smoking here.
The good news is that once you stop smoking, your health improves and your body will begin to recover.
Find out more here

Do the math
Smoking is expensive. Help your teen calculate the weekly, monthly or yearly cost of smoking or vaping every day. You might compare the cost of
smoking with that of smart phones, clothes or other teen essentials.

Heart Pump Project

Find out how the amazing muscles that make up your heart work to keep your blood pumping every day. Make a pump using a jar, a
balloon, and two straws to get an idea of how your heart pumps blood.

**Children under 8 can choke or suffocate on uninflated or broken balloons. Use adult supervision and keep uninflated balloons from
children. Discard broken balloons at once.

What You Need:

 beaker or wide mouth jar
 large balloon**
 2 flexible drinking straws
 wooden skewer
 scissors
 water
 tape
 large pan or sink
What You Do:

1. Fill the jar half full of water.

2. Cut the neck of the balloon off at the part where it starts to widen into a balloon. Set the neck part aside.
3. Stretch the balloon over the opening of the jar, pulling it down as tightly as you can. The flatter you can get the surface of the balloon, the better.
4. Carefully use the tip of a skewer to poke two holes in the surface of the balloon. Make them about an inch apart from each other and near
opposite edges of the jar.
5. Stick the long part of a straw into each hole. The straws should fit securely in the holes so no air can get through around the straws.
6. Slide the uncut end of the balloon neck onto one of the straws and tape it around the straw.
7. Set your pump in a large pan or the sink to catch the pumped water. Bend the straws downward. Gently press in the center of the stretched
balloon and watch what happens to the water in the jar.

What Happened:

You made a simple pump that moved water from the jar through the straws and into the pan. The cut end of the balloon worked as a valve
to stop the water from going back down the straw. Your heart pumps blood out into your body through your arteries in a similar way.

Human hearts have four separate chambers inside. This pump shows how one chamber and its valve works. A valve is used to keep blood
that has been pumped from one chamber to another from flowing back into the chamber it came from. Try taking the balloon valve off of
the straw and pump water again. Did you notice anything different? You likely saw that water still came out of the straw, but without the
valve, there was nothing to keep some water from going back down the straw. In order to keep blood moving through your heart and into
your body, your heart needs valves to separate its chambers.

Original project found here.

Hear Your Heartbeat

Have you ever heard your heart? How about someone else's heart? Doctors use an instrument called a stethoscope to listen to your
heartbeat. In this experiment, you can listen to your heartbeat with a stethoscope like doctors use, or make your own simple stethoscope.

What You Need:

 A partner to help you
 Cardboard tube from a paper towel roll
 Stethoscope
 Stopwatch or minute timer
 Pencil and paper

What You Do:

1. Have your partner sit or stand still, so you can listen to their heartbeat. Place the stethoscope's sensor heard or one end of the cardboard tube
on your partner's chest, slightly to the left. Place the earpieces in your ears. Or, if using a cardboard tube, put your ear up to the other end of the
tube. Listen carefully. Do you hear a steady beat? Move the tube around until you can find the heartbeat.
2. Once you have found a steady heartbeat, set the stopwatch for one minute, and hand it to your partner. Start counting your partner's heartbeats
as soon as your partner presses 'Start' on the stopwatch.
3. At the end of one minute, write down how many heartbeats you were able to count.
4. Have your partner repeat steps 1-3 while listening to your heart.
 5. Now, have your partner exercise for 15 minutes. Examples of this are: jogging around the house, jumping on a trampoline, and walking up and
down the stairs. The key is not what your partner does, just that the activity is continuous for 15 minutes without stopping for a break.
6. After 15 minutes of exercising, measure your partner's heartbeat, counting how many beats there are during one minute. Write this new number
down. Is it different from the number before?
7. Now it's your turn to exercise! Do the same activity that your partner did for 15 minutes without stopping for a break.
8. Once you've finished, have your partner count how many times your heart beats in one minute. Write the new number down.

What Happened:

Exercise makes our heart beat faster. When our bodies are working harder, we need a steady blood supply. Our hearts provide blood to all
parts of the body, even our brains! When we exercise, it also exercises the heart! Our hearts have to work a lot harder to pump blood while
we are exercising. Our blood contains oxygen, which we need during exercise. As we use up the oxygen that our blood supplies, our heart
has to keep pumping new blood into our system. Even after you were done exercising, your heartbeat was still faster than normal. This is
because as your body cools down, you still need a strong oxygen supply. You can try the experiment again with less exercise (5 minutes)
or more exercise (30 minutes). What are some times when your heart beat really fast? Why do you think that is? Sometimes something
scary like riding a rollercoaster will make our hearts beat fast.

Heart Science Lesson

Cardiac Science

Did you know that your heart is made up of muscles? Not just any muscles, though! The muscles that keep your heart pumping are
called cardiac muscles. They are particularly strong and can work constantly without becoming tired or sore the way other muscles often
do.

Cardiac muscles are involuntary muscles, which means that they work whether you think about it or not. Think about the muscles in your
arm. If you want to pick something up, you have to use your muscles to move your arm. Those muscles are voluntary muscles because
you can control them. The muscles that keep your heart pumping are involuntary because you cannot control them. It's a good thing,
because if you forgot to tell your cardiac muscles to pump blood, even for a moment, it would cause a lot of problems for the rest of your
body!

Human hearts have four chambers and work as a pump constantly delivering blood to the body. Deoxygenated blood—which needs a
fresh supply of oxygen—is brought by veins in from the body into the first chamber, known as the right atrium. The heart then pumps the
blood through the first valve and into the right ventricle. Then it is pumped through the next valve and off to the lungs through a large
artery. In the lungs, the blood receives oxygen. From the lungs, the oxygenated blood is brought back to the heart. The blood passes
through the left atrium through another valve and into the left ventricle; from there it is pumped through yet another valve into arteries to
be taken to the rest of the body. This process of pumping blood through the body is called circulation and it repeats itself all day, every
day throughout your life! Valves act like doors in your heart, controlling how much blood goes in and out. The "lub dub" beating sound
your heart makes comes mostly from the valves opening and closing.

Can you think of any other examples of a pump? How about the pump on a soap bottle? A pump like that also has a valve inside that
allows the soap to come out of the tip rather than sliding back down the tube.

How about other kinds of valves? A faucet has a valve that can close off to control how much or how little water comes out. When you
turn the faucet's knobs, you control the valve. A sports drink bottle also has a valve that allows water out, but you can't pour water back in
through it.

The Human Heart

Human hearts have four chambers and work as a pump delivering blood to your body. Deoxygenated blood—which needs a fresh supply
of oxygen—is brought by veins in from the body into the first chamber, known as the right atrium. The heart them pumps the blood into
the right ventricle, and from there it is pumped to the lungs. In the lungs, the blood receives oxygen. From the lungs, the oxygenated blood
is brought back to the heart. The blood passes through the left atrium into the left ventricle, and from there it is pumped through your
arteries to the rest of the body. Check out our heart worksheetto test your knowledge of the five basic parts of the heart.

The largest artery in the body is the aorta and it's located above the left ventricle. This process of moving blood through the body is called
circulation and it repeats itself all day, every day throughout your life! When you were exercising, you needed more oxygenated blood, so
your heart had to work harder! That's why it beat faster after exercise. The sound of your heartbeat is the sound of valves in your heart
closing. Valves act like doors in your heart, controlling how much blood goes in and out.
Blood's circulation path: body >> veins > > right atrium > > right ventricle >> lungs >> left atrium >> left ventricle >> arteries >> body