TOPIC/TITLE How the

Lungs
Work
GRADE LEVEL Science 9
TIME ALLOTMENT 120 min.
LEARNING COMPETENCIES/OBJECTIVES
At the end of the cycle, the students should be able to
 Explain how the lungs work.
 Describe how the movement of the diaphragm helps the
air go in and out of the lungs.
ELICIT (10 minutes) Materials
Show a picture of a jam-packed train. Picture
“Have you experienced being in a jam-packed train?”
ENGAGE (10 minutes)
The teacher will provide jumbled letters and base from the
clues given. Representative students will rearrange the letters to
come up with the correct answer…
1. MGARPHDAI - a muscle; contracts when one inhales;
relaxes when ones exhales
2. UNGLS – primary organ in respiration; chest or thoracic
cavity; diffusion of gases
3. NGEOYX – inhale; animal respiration; fuel in the
production of energy

EXPLORE (30 minutes)

 Divide the class into 5 groups Empty
 Student will perform Activity 2: BOTTLED BALLOONS plastic
 Then students will answer the Guide Questions: bottle
1. What does each part of the lung model represent? 1 big
2. What happens as you pull down the balloon at the balloon
bottom of the model? 2 small
3. What happens as you push up the balloon? balloons
4. How does the movement of the diaphragm cause Sturdy
the air to go in and out of the lungs? straw
5. What might happen as you prick the balloon? Scissors
Rubber
bands
Activity
Notebook

EXPLAIN (20 minutes)

Group Presentation: Manila
 Each student will present their output in class. paper
 Let the students compare and analyze data. Marker pen
 Ask students to generate conclusion from their result.
ELABORATE (20 minutes)
Deepen the discussion by explaining one by one the following
facts:

 Lungs are the primary organs of respiration.

 When one inhales, the diaphragm contracts.
 Inhaling moves the diaphragm down and expands the
chest cavity. Simultaneously, the ribs move up further
increase the chest cavity, thus proving more space and
less air pressure inside the lungs.
 Air pushes in from the outside where there is a higher air
pressure.
 When one exhales, the diaphragm muscle relaxes. The
diaphragm and the ribs return to their original position.
There is now lesser space and greater air pressure inside
the lungs, thus, pushing the air out where there is a lower
pressure.
EVALUATION
 Students will answer the Guide Questions:
1. What does each part of the lung model represent?
2. What happens as you pull down the balloon at the bottom
of the model?
3. What happens as you push up the balloon?
4. How does the movement of the diaphragm cause the air to
go in and out of the lungs?
5. What might happen as you prick the balloon?

 (Please see attached copy of RUBRICS FOR GROUP

WORK)
EXTEND (20 minutes)
Draw the lungs, label the major parts and identify their specific Activity
functions Notebook
Drawing
materials
REFERENCES
1 Teacher’s Guide, pp. 6-7
2 Learner’s Module. Pp. 5-6
3 Breaking Through Science, pp. 16-17

After doing the activity, each group will have a representative who will explain the work of the
group.

Rubrics for Group Work

Team members:

Beginning Developing Accomplished Exemplary

1 point 2 points 3 points 4 points
Contribution One or more All members All members All members
member contribute but contribute contribute
contribute. some equally. equally, and
contribute some even
more than the contribute
others more than was
required.
Cooperation Teacher Members work Member work All members
intervention well together well most of work well
needed often some of the the time. together all the
to help group time. time.
cooperate. Some teacher Does not need
intervention any teacher
needed. reminders.
On task Team needs Team is on Team is on Team is on
frequent task some of task most of task all the
teacher the time. the time. time.
reminder to Needs teacher Does not need Does not need
get on task. reminders. any teacher any teacher
reminders. reminders.
Communicatio Members need Members need All members Each member
n teacher some teacher listen to each listens well to
intervention to intervention to other and each other.
listen to each be able to speak to each Each member
other and listen to each other in equal speaks in a
speak to each other and amounts. friendly and
other speak each encouraging
appropriately. other tones.
appropriately,

Prepared by:

HELEN S. CUNANAN
San Isidro high School
Sta. Ana, Pampanga