LEARNING AREA GRADE LEVEL

Science Grade 9
ACTIVITY TITLE:
How Do I Breathe Without You
CONTENT STANDARD PERFORMANCE STANDARD
Demonstrate an understanding of how the Conduct an information dissemination activity on
different structures of the circulatory and effective ways of taking care of the respiratory
respiratory systems work together to transport and circulatory systems based on data gathered
oxygen-rich blood and nutrients to the different from the school or local health workers.
parts of the body.
COMPETENCY CODE LEARNING COMPETENCY
S9LT-la-b-26 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.

I. OVERVIEW OF LEARNING ACTIVITIES

In grade 6, learners studied the parts and functions of the different organ systems.

In this lesson, learners review the parts of the respiratory system and how the parts function to
maintain a sound body. They make a model to simulate the breathing process. They also disseminate
information about how to protect the respiratory system. This activity is in preparation for the lesson
on how the respiratory and circulatory system work together to transport nutrients, gases, and other
molecules to and from the different parts of the body.

The assessment is focused on both their prior knowledge and new learning.
II. ASSESSMENT CRITERIA
Knowledge
Learners demonstrate understanding of the structure and function of the respiratory system.

Skills
Learners will be able to:

1. Create model to simulate the breathing process;

2. Fully explain the breathing process using the model as an aid;
3. Prepare accurate information about how to protect the respiratory system; and
4. Display the information in ways that reach as many people as possible.
III. ASSESSMENT METHODS (Put an x mark on the blank where appropriate.)
x Observation x Analyses of learner’s products
Tests Talking to learners
IV. ASSESSMENT ACTIVITY
1. Using local materials, learners construct a one-lung or two-lung model to simulate the
breathing process. Use a rubric to assess their models and show how a lung works to explain
the breathing process.

2. Have the learners make information dissemination materials on how to take care of the respiratory
system. They can make a digital poster, short video, or print poster. They can also upload the material
through social media or design an information campaign in school. Collect comments and feedback.
Use a rubric to assess their work.
V. RECORDING METHODS (Put an x mark on the blank where appropriate.)
Checklists (See attached.) Marks
x Class grids Anecdotal records
Grades Comments on learners’ work
x Portfolios Self-assessment records
Audio- recordings, photographs, video footages
VI. MAKING CONSISTENT JUDGEMENTS (Put an x mark on the blank where appropriate.)
x Rubric linked to the assessment criteria

Marks scheme linked to the assessment criteria

VII. FEEDBACK (Put an x mark on the blank where appropriate.)
x Oral feedback from peers/teacher/others

x Written feedback from peers/teacher/others (See attached written feedback sheet.)

x Self-reflection

Rubric for the Lung Model

Criteria Performance Indicators

1 2 3

The model Parts represented the Parts were complete but Need to revise the model.
diaphragm (plastic at the breathing process
bottom), airways (straws), movement not clearly
lung/s (balloon/s) and shown.
breathing process
movement (movement of
the balloon/s).
Using the model to Demonstration was Demonstration was Demonstration did not work
explain the successful and explanation partly successful and and explanation about the
breathing process was detailed and accurate. explanation was breathing process was
(see teachers’ accurate but gave incomplete or incorrect.
notes below) insufficient detail
As information Facebook posting, poster, Facebook posting, Incomplete or inaccurate
dissemination or video gave concise, poster, or video gave information included in
material relevant information about some important Facebook posting, poster, or
how to care for the information about how video. The material was not
respiratory system and to care for the effectively disseminated.
how to prevent serious respiratory system. The
damage. Material was material reached only a
posted in a way that limited audience.
 gained maximum
exposure.

Rubric for the Lung Model

Teachers’ Notes:

Materials: one empty two-liter clear bottle, square-shaped plastic bag big enough to cover the mouth
of the bottle, thick rubber band, balloon/s, drinking straws, masking tape, modeling clay, scissors

A Single-Lung Model: Inside our body, we have two lungs that work together and the diaphragm is
below them. Air goes in and out of both of our lungs at the same time. The plastic at the bottom works
like our diaphragm—a strong muscle that expands and contracts, causing the lungs to fill with air and
then empty out again. The movement of the balloon matches our breathing; when we breathe in, our
lungs are filled with air just like a balloon is filled with air. This is because the diaphragm expands,
making room for air to get in through the straw (which represents our airway, or trachea). When we
breathe out, our diaphragm contracts and pushes all the air out of our lungs. The same thing happens in
the soda bottle model; when you pull down on the plastic, the balloon inflates slightly and when you
push it up, the balloon deflates!

Self-Reflection

1. The most interesting thing I learned about the respiratory system was

2. I felt proud about the way I

3. One thing I would do differently next time would be to

Draw a picture or diagram to show your proud moment