LESSON EXEMPLAR IN SCIENCE 9

TOPIC/TITLE RESPIRATORY SYSTEM

GRADE LEVEL Grade Nine
TIME ALLOTMENT
LEARNING COMPETENCIES/OBJECTIVES

a. Explain the mechanism of the Respiratory system

ELICIT (3mins) MATERIALS

 At the start of the lesson, Video of a boy: running, walking and

the teacher will show jumping
video of a boy running,
jumping and walking. LED TV


What can you say about the Laptop
boy?
 What does he do?
ENGAGE (5mins)


What can you say about the
way the boy breathes, as he
performs the running,
walking and jumping?
EXPLORE (10mins)

 Group the students into 5 Bunch of grapes,

and let them perform the
Activity 1 Part A in the Manila paper,
Learner’s Module.
 Q1. What does each part of Marker
the “Bunch of Grapes” model
represent, in relation to the
breathing system?
 Q2. How will you describe
the pathway of oxygen in the
breathing system?
 Q3. What will happen if one
part of the system fails to
carry out its function
properly?
EXPLAIN (20mins)
 Let the representative of each
group present their work in front Manila paper and marker
of the class.
1. Identify the different parts of the
bunch of grapes relating it to
the human breathing system.
 2. Describe the function of each
part of the breathing system.
ELABORATE (15mins)
 Answer the guide questions on
the Part B of Activity 1 learner’s Power point presentation
module.
 The air we breathe goes LED TV
through the nose, nasal
passages, and then through the
trachea or windpipe, which
separates into two branches,
called bronchial tubes or
bronchi, one entering each
lung. The bronchi subdivide
many times inside the lungs,
analogous to the branching
pattern of grapes, finally
becoming hairlike tubes called
bronchioles. In the last part of
the terminal bronchioles are
tiny bubble-like bunch of
structures called alveoli or
airsacs.
EVALUATE (5mins)
 Given the illustration of the
Respiratory system on the Cartolina
board, the students will label
the parts by pasting the strip of Marker
cartolina on the targeted parts.
EXTEND (2mins)

 Let the students answer this:

 Why do we believe that life is
possible only on planets where
oxygen is present?
REFERENCES
Learner’s module pg. 10 - 12
Teacher’s guide pg. 8 - 9
Breaking Through Sc
ience 24 – 26
www.youtube.com

Prepared by:

Joel D. Mañalac Jr.

Sebitanan Integrated School