Module 1: Living Things and Their Environment

Lesson 1: Respiratory and Circulatory System Working with the Other Systems
Content: Content Standards:
 Structures of Respiratory and Circulatory Demonstrate an understanding of
Systems  how the different structures of the respiratory
 Gas Exchange and circulatory systems work together to
 Blood Transport transport oxygen-rich blood and nutrients to
 Prevention, Detection, and Treatment of the the different parts of the body; and
Diseases Affecting the Respiratory and  the prevention, detection, and treatment of the
Circulatory Systems diseases affecting the respiratory and
circulatory systems.
Performance Standard: Learning Competencies: The learner
The learner should be able to:  explains how the respiratory and circulatory
 Conducts an information dissemination systems work together to transport nutrients,
activity on effective ways of taking care of the gases, and other molecules to and from the
respiratory and circulatory systems based on different parts of the body; and
data gathered from the school or local health  infers how one’s lifestyle can affect the
workers. functioning of respiratory and circulatory
systems.

Lesson 1A: Respiratory System

EXPLORE
Activity 1:
Let the learners perform the following activities:
a. Resting/Relaxing
b. Walking
c. Jogging/Running
For each activity, let them record their resting heart rate (RHR) per minute and training heart rate
(THR) per minute.
Activity 2:
Ask the learners to make a table and graph from the data they gathered from their activity, and
write down their observations of what they had noticed.
Activity 3:
Ask the learners to fill in the first, second, and third columns of the KWHL Chart Below. It will
help you check their understanding of the lesson.
Respiratory System
What you WANT to What I have
What you KNOW HOW will you find out
know LEARNED

FIRM UP:
Activity 4: Structures of the Respiratory System
Present a video clip to the class and ask the following questions:
(https://www.youtube.com/watch?v=UTR1lsX55dc)

1. What is Respiratory System? What is/are it function/s?

2. What makes up the respiratory system? What are the functions of each part?

Activity 5:
Let the learners solve the picture puzzle by labeling the parts of the respiratory system (page 25,
Activity 1.1 I and II)
DEEPEN:
Activity 6: Mechanics of Breathing
Let the learners do inhale and exhale and count their breaths for a minute. After the activity, ask
them how many did they got, ask them who got 12-15 counts and tell them that it is the breathing rate
most of the people had.
Activity 7:
Present a video clip and picture that shows how the work of breathing is done.
(https://www.youtube.com/watch?v=mZvzl8KH6il )

PROCESS QUESTION:
1. What happened to your diaphragm when you are breathing in? to your chest cavity? to your
lungs?
2. What happened to the air during inhalation?
3. What happened to your diaphragm when you are breathing out?
4. What happened to the air during exhalation?

Activity 8: Gas Exchange

Present a picture that shows how does gas exchange occurs.
PROCESS QUESTION:
1. How does gas exchange occurs?
2. What happened to the oxygen and carbon dioxide?
3. Where does the gas exchange happened?
4. What is the process of gas exchange?

Activity 9:
Call someone and let him/her pick an index card with question that s/he needs to answer.
1. What or who controls your life?
2. How does it/this controls you?
3. How about your movements, is there someone/something that controls it?
4. How’s your breathing as of now? Is it fast or slow? What controls it?
5. How does your breathing change?

TRANSFER
Activity 10: Lung Model
Let the learners make a lung model showing what
happened to your respiratory system upon breathing,
(inhalation and exhalation).
Materials:
Plastic bottle (1.5 L of soft drinks) Rubber
bands
3 Balloons (1 big, 2 small)
Clay
Straw
Procedure:
 1. Using a pair of scissors, cut the bottom out of the plastic bottle.
2. Create a letter Y from the straw. Place the 2 small balloons at the end of each straw, and
secure them with rubber bands and clay. Make sure that the air will pass by to the balloons.
3. Create a hole in the cap of the plastic bottle. Make sure that the hole is enough for the straw
to fit through.
4. Stick the straw through the hole of the bottle cap and screw the lid on tightly. Secure it with a
clay.
5. Stretch out the larger balloon and place it over the open bottom of the bottle. Secure it with
the rubber band as tightly as possible.

Lesson 1B: Circulatory System

EXPLORE
Activity 1:
Ask the learners to fill in the first, second, and third columns of the KWHL Chart Below. It will
help you check their understanding of the lesson.
Circulatory System
What you WANT to What I have
What you KNOW HOW will you find out
know LEARNED

Activity 2:
Let the learners relax and count the beat of their heart and tell them some trivia regarding the
beat of the heart.
FIRM UP
Activity 3: What is Circulatory System?
Present the presentation to the class and have discussions about:
1. What is Circulatory System? What is/are it function/s?
2. What makes up the circulatory system? What are the functions of each?
3. Where can you compare the circulatory system?
Activity 4:
 Let the learners solve the picture puzzle by labeling the parts of the heart (page 26, Activity 1.2 -
I).

DEEPEN
Activity 5: Blood Circuits
Present a picture showing the difference of blood circuits, between the systemic and pulmonary
circuits.
1. What is pulmonary circuit?
2. What is systemic circuit?
3. What is/are the difference between the two?

Activity 6: Types of Circulatory System

Present a picture showing the types of circulatory system and elaborate to the class the
differences of them.

Activity 7: Blood Transport

Present the presentation showing the chart of blood transport and how do circulatory and
respiratory systems work together.

TRANSFER
Activity 8:
Blood Model
Let
the learners
make a blood
model showing the components of blood (red blood cells, white blood cells, platelets, and plasma).
Materials:
Clear jar (preferably stik-o jar) Newspaper
1 bottle cooking oil medium sized white marshmallows
Red clay Sprinkles candy
Procedure:
1. Place the newspaper on the table to secure the cleanliness.
2. Create a biconcave shape made out of red clay and place it inside the jar.
3. Put at least 6 pieces of medium sized white marshmallows and sprinkles candy in the jar.
4. Pour the cooking oil in the jar. Make sure that the clays, marshmallows and sprinkles are in
the half level of the cooking oil.
 5. Screw the lid on tightly.

Lesson 1C: How Respiratory and Circulatory Systems Work Together?

EXPLORE
Activity 1:
Present a video clip to the class showing how respiratory and circulatory systems work together
in our body.
https://www.youtube.com/watch?v=CWFyxn0qDEU

FIRM UP
Activity 2: How do circulatory and respiratory systems work together?

The respiratory and circulatory system works with circulatory system in transporting
oxygen.

Activity 3: Activities that affect the functioning of the circulatory and respiratory systems
Enumerate to the class the healthy lifestyle and unhealthy lifestyle that affect the
functioning of the circulatory and respiratory systems.

DEEPEN
Activity 4: Diseases of the Circulatory and Respiratory Systems
Present a video clip to the class showing the diseases of the Circulatory and Respiratory Systems.
Activity 5: Risks From Smoking
Ask the learners to do Activity 1.1 on pages 18-19 of their book.

TRANSFER
Performance Task
Information Dissemination Activity
Goal: Your objective is to present helpful information to the school community about effective
ways of taking care of the respiratory and circulatory systems based on gathered data. The
challenge is how you will be able to lead the people to take action rather than merely accepting
the presented information. There are obstacles to overcome such as the reluctance and
preconceived notion of people against changing their lifestyle to promote health.
Role: Suppose you work for an advertising company as a graphic artist and your job is to create
a public informational materials. You are asked to disseminate information to the public
regarding a lifestyle that ensure healthy condition of the respiratory and circulatory systems
Audience: Your target individuals to receive the information that you will provide are the people
in your school community including all students, teachers, and school officials. Parents and other
persons who visit your school might also see your work. Therefore, it is important that you
convince them to consider the ways of taking care of their bodies, specifically the circulatory and
respiratory systems.
Situation: Upon gathering information from the school or local health workers, you have found
out that poor lifestyle affects the performance of the respiratory and circulatory systems. Many
people are unaware of this, so they simply continue with their busy lifestyles, neglecting their
health, and exploiting their bodies. The challenge involves dealing with this by creating a poster
that will stir up the people’s consciousness in having a healthy lifestyle.
Product: Design a wall poster or placard that will make members of your audience aware of
how they can effectively take care of their respiratory and circulatory systems. You may use any
medium for your artwork.
Standards: You will be given three (3) days to conceptualize and execute your ideas through
poster-making. Once the product is finished, post it in a conspicuous place such as the canteen
where everyone can see it.
Output will be assessed in accordance with the following rubric:

Poster Making: Information Dissemination on How to Take Care of the Respiratory and
Circulatory Systems
Content 4 3 2 1
Use of Time Students use their Students use most Students use Students does not
time to work of their time to some of their use their time to
productively and work time to work work
efficiently productively and productively and productively and
efficiently efficiently efficiently
Pictures/Graphics Pictures and Most pictures and Few pictures and Pictures and
graphics are clear graphics are clear graphics are clear graphics are not
and relevant and relevant and relevant clear and relevant
Required Elements All of the Most of the
Few of the Missing most or
required elements required elements required elements all of the required
are clearly are clearly
are clearly elements.
visible, visible, visible,
organized, and organized, andorganized, and
well placed. well placed. well placed.
Some may be
missing elements.
Visual Clarity and The project has The project has a The project needs The project needs
Appeal an excellent nice design and improvement in significant
design and layout. It is neat design, layout or improvement in
layout. It is neat and easy to read. neatness. design, layout or
and easy to neatness.
understand the
content.
Content The project has The project has 1- The project has 3 The project has
Spelling excellent 2 spelling, – 5 spelling, multiple spelling,
Grammar spelling, grammar, grammar, grammar,
 Punctuation grammar, punctuation punctuation punctuation
punctuation, and errors with errors with errors. Some
original content. original content. original content. content is copy
paste or
plagiarized.

Module 1: Living Things and Their Environment

Lesson 2: Heredity: Inheritance and Variation
Content:
 Structures of Chromosomes and Genes
 Location of Genes on Chromosomes
 Genetic Information on Genes
 Non-Mendelian Patterns of Inheritance
 Multiple Genes
Performance Standard:
The learner should be able to:
 design a chromosome model which illustrates
the location of genes on it and how the genetic
information is organized on genes.
Content Standards:
Demonstrate an understanding of
 how genetic information is organized in genes
on chromosomes
 the different patterns of inheritance
Learning Competencies: The learner
 describe the location of genes in
chromosomes
 explain the different patterns of non-
Mendelian inheritance

Lesson 2A: Chromosomes and Genes

EXPLORE
Activity 1:
Ask the learners the following questions:
1. What is traits?
2. Is it inherited or acquired?
3. What are those traits that can be inherited? Acquired?

Activity 2:
Present a picture of Spongebob and
Sandy. Ask them to imagine that if Spongebob and
Sandy have their children, what will be it look
like?

FIRM UP
Activity 3:
Present the power point presentation and have discussion about Heredity until The Location of
Genes in Chromosomes.

Activity 4:
Present to the class an animation which will show a typical human cell, moving from larger to
smaller cell structures.
(https://sciencenetlinks.com/tools/from-cell-to-dna/ )

DEEPEN
Activity 5:
Continue the presentation and have discussion about The Non Mendelian Inheritance.

Activity 6:
Present a video clip regarding the Non Mendelian Inheritance for further understanding.
TRANSFER
Activity 7: Chromosome Model
Let the learners make a chromosome model showing the location of genes using the
following materials:
Long marshmallows Newspaper
Gummy candies (in 4 different designs) tooth picks

Module 1: Living Things and Their Environment

Lesson 3A: Biodiversity and Evolution
Content: Content Standards:
1.1 Causes of Species Extinction Demonstrate an understanding of
  Natural  how changes in the environment may affect
 Anthropogenic species extinction
Performance Standard: Learning Competencies: The learner
The learner should be able to:  traces and explains the evolution of life forms
 make a multimedia presentation of a timeline on Earth;
of extinction of representative  appreciates the existence of diverse forms of
microorganisms, plants and animals. living things;
 relate species extinction to the failure of
populations of organisms to adapt to abrupt
changes in the environment

EXPLORE
Activity 1:
Show sample pictures of biodiversity and have the students observe and analyze.

Activity 2:
Present a video about biodiversity and
why is it important.
(
h ttps://www.youtube.c
om/watch?v=7tgNamjTRkk )

FIRM UP
Activity 3:
Present the animation of Pikachu of Pokemon of how he transform being Raichu. Ask the
following questions:
1. What have you observe of Pikachu?
2. How does the transformation done?

Activity 4:
Present the power point presentation and have discussion about Evolution.

DEEPEN
Activity 5:
Present the power point presentation and continue the discussion about Human Evolution.

Activity 6:
Let the learners watch the video “Neanderthal 2001 Full Documentary”.

TRANSFER
Activity 7:
Ask the learners to create a multimedia presentation of a timeline of the documentary using
power point.

Lesson 3B: Species Extinction

EXPLORE
Activity 1:
Ask the learners the following questions:
 1. What do we mean by species? Extinction?
2. What do we mean by species extinction?

Activity 2:
Present a video clip showing reality that the rate of species loss is becoming greater due to
different factors.

FIRM UP
Activity 3:
Present the power point presentation and have discussion about Species Extinction.

Activity 4:
Relate the topic to the Amazon Rainforest (the largest one) in Brazil of what is happening this
past few weeks. Ask the learners to write a brief reaction about it.

DEEPEN
Activity 5:
Ask the learners to expand on what they have learned by creating additional scenarios that fit
into the categories of Causes of Species Extinction.

Activity 6:
We all know that all species are created by God. As a KCCF Student, what can you do or share
to protect our natural resources? How can you show to others that you can lead in taking care of the
other endangered species?

TRANSFER
Activity 7
Now that the learners have understood the causes of species
extinction, ask them to make a multimedia presentation of a
timeline of extinction of representative microorganisms, plants,
and animals.