PIVOT 4A LESSON EXEMPLAR USING THE IDEA INSTRUCTIONAL PROCESS - SCIENCE
SCIENCE
Learning Area
Learning Delivery Modality
School ALAMINOS INHS
LESSON Teacher CLARICE JENN R MALTO
EXEMPLAR
Teaching Date
Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Most Essential Learning
Competencies (MELC)
D. Enabling Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. List of Learning Resources for
Development and Engagement
Activities
Online Distance Learning
Grade Level NINE
Learning Area SCIENCE
OCTOBER 19-20, 2020 FIRST
Quarter
8:30 – 9:30 AM FOUR
Number of Days
At the end of the lesson, learners are expected to:
1. explain the transport of nutrients in the respiratory and circulatory
system.
2. apply their knowledge in respiratory and circulatory system in face
mask designing.
The learners demonstrate an understanding of 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.
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 should be able to 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.
 Explain the transport of nutrients in the respiratory and circulatory
system
 Apply the knowledge in respiratory and circulatory system in face
mask designing.
TRANSPORT OF NUTRIENTS IN THE RESPIRATORY AND
CIRCULATORY SYSTEM
Grade 9 Science Learner’s Module (page 6-12)
Sketch notes – Transport of Nutrients
Activity Sheet – Face Mask Designing
IV. PROCEDURES

The students will start the week with a review of the past
lesson on parts and function of the respiratory system. They
will answer Learning Task 3A on Grade 9 Science
Module page 9. The students will show the similarities and
differences of respiratory and circulatory system using Venn
Diagram.
A. INTRODUCTION
(1 day) Goal Orientation:
 The students will explain the transport of nutrients in
the respiratory and circulatory system.

 The students will apply their knowledge in face mask

designing.

The students will work on Sketch notes about Transport

of Nutrients. They will study and analyze the sketch notes.
They will also answer the questions based on how they
understand the sketch notes.
B. DEVELOPMENT
(1 day)
The students will proceed to Learning Task 4. They will
read carefully the hand-out on Grade 9 Science Module
page 10 about the heart and blood circulation. Then, they
will answer the questions on page 11.

The students will do an activity entitled Face Mask

Designing.

Part I. The students will design their own home-made face

mask. They will utilize the available materials they have at
home. They will take note of the step by step procedure by
C. ENGAGEMENT
accomplishing the face mask design template.
(1 day)

Part II. The students will compare the home-made face

mask to a disposable face mask. They will also give the
economic and environmental implication of using a home-
made face mask.

After the students had learned the two body system that
D. ASSIMILATION
involves in the transport of nutrients in the body, they will
(1 day)
answer the Test Sheet.
 I understand that…______________________________
VI. REFLECTION
I realize that…__________________________________