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Prevention, detection, and treatment of diseases affecting the respiratory and circulatory systems
B. Performance Standard
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 the data gathered from the school or local health workers
C. Learning S9LT-Ia-b-26
Competency/Objectives
Identify the key parts Explain how the Describe blood Identify the Identify the composition
of the breathing lungs work flows and gas component of the of the blood
system exchange with the circulatory system Name and compare the
Describe how the heart, circulatory different types of blood
Describe the function movement of system and lungs Explain the vessels
of each parts of the diaphragm helps the different types of
breathing systems air to go in and out of Explain the circulation
the lungs mechanism of how
the respiratory
and circulatory
system work
together
II. CONTENT
Respiratory parts and Main Respiratory organ - Respiratory and Circulatory organs Blood and Blood vessels
functions Lungs Circulatory system Type of circulation
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III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages Pp. 2-3 Pp. 4-5 Pp. 6-7 Pp.8-10 Pp. 9-11
2. Learner’s Materials
pages Pp. 2-4 Pp. 5-7 Pp.8-9 Pp. 10-11 Pp. 12-13
3. Textbook pages
E- biology pp.241-242 E-biology pp. 245 248
4. Additional
Materials from
Learning Resource
5. (LR)portal
B. Other Learning https://www.youtube.com/ https://www.youtube.com/ https://www.youtube.com/
Resource watch?v=DCVIEMNPE1E watch?v=_FLjj_Z7SkA watch?v=_FLjj_Z7SkA
IV. PROCEDURES
A. Reviewing previous Recall the different levels Review the organs of Recall how the lungs Review the blood flow and Recall the three major
lesson or presenting of organization in the Respiratory system work in the exchange of gas exchange within the organs of circulatory
the new lesson human body and the gases in respiration respiratory and circulatory system.
mechanism involve in it process system.
B. Establishing a purpose Discuss the functions of Explain how lungs work Discuss the blood flow Name and discuss the Describe and give the
for the lesson respiratory system and describe how the and gas exchange within components of circulatory functions of the different
movement of the the circulatory and system components of the blood.
diaphragm help the air go respiratory system
in and out of the lungs
.
C. Presenting Present the chart or model Show pictures of the main Using the learners Refer to figure 9 page 15 of Show pictures of blood
examples/Instances of of the respiratory organs respiratory organ- Lungs manual page 9 the learner’s module study the composition.
the new lesson and explain their functions students will trace the different parts of circulatory Watch the video about
gas exchange activity system to visualize each blood types
component.
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D. Discussing new Explain the procedure of The teacher will explain Discuss the procedure Compare the three types of Using microscope the
concepts and activity 1 and the expected and demonstrate how to and the materials needed blood circulation students will focus human
practicing new skills # learning outcome make the model of human for the activity blood cells
1 chest cavity
E. Discussing new The students will perform The students perform The students will do the Video showing the
concepts and the Activity 1 What a bunch Activity 2 activity 3 outside the animated flow of blood to
practicing new skills # of grapes. (P.4 learners Bottled balloons classroom. Page 8 the different parts of the
2 module) (pp.5-7 learners module) learners module body.
F. Developing mastery Let the students label the The students will Discuss the answers of Fill in the missing parts, Let the students give the
parts and give the functions demonstrate breathing the given questions in description, and functions to functions of blood
of human respiratory process (Inhale and activity 3 complete the entire concept components and compare
system. exhale) and make mapping of circulatory the blood vessels
comparison of the system page 13 learners
movement of diaphragm module
muscles.
G. Finding practical Call student to explain what Point out the importance Demonstrate ways of Let the students discuss the Let the students infer what
application of will happen if one part of the of living a healthful life taking care respiratory use and importance of would happen if the blood
concepts and skills in system fails to carry out its style. system sphygmomanometer and stopped to flow
daily living function properly stethoscope.
H. Making Video showing about Let the students discuss Ask the students to Ask the students to Let the students answer the
generalizations and human respiratory parts how the movement of the describe the blood flow enumerate the parts of the question.
abstractions about and functions diaphragm cause the air and gas exchange with blood and their functions What are the blood vessels
the lesson (the students will watch the in and out of the lung the heart and lungs. and how are they differ?
video)
I. Evaluating learning The students will answer Evaluation of the Answer the given Evaluate the students Let the students answer
Part B of activity 1 p.5 constructed model of the questions on page 9. learning of concepts of short quiz
human chest activity circulatory system by
answering the graphic
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organizer, page 13 of
learner’s module.
Prevention, detection, and treatment of diseases affecting the respiratory and circulatory systems
B. Performance Standard
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 the data gathered from the school or local health workers
Identify the parts Measure and Explain the Identify ways of Appreciate the
and functions of describe pulse negative effects of detecting and importance of a
the heart rate after several Cigarette smoking preventing diseases healthy lifestyle in
different on the respiratory in respiratory and avoiding such disease
Observe and activities and circulatory circulatory system
describe how the system Infer how one’s
heart function Explain how to Identify which lifestyle can affect
use different time Identify and health habits keep the functioning of the
Explain how the interval to describe the the respiratory and respiratory and
blood is pumped by measure the symptoms of the circulatory system circulatory system
the heart heart rate common ailments of healthy.
respiratory and
circulatory system
II. CONTENT
Parts and functions of the Heart rate Respiratory and Making Respiratory and Making Respiratory and
heart Circulatory disorders Circulatory system healthy Circulatory system healthy
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III. LEARNING
RESOURCES
A. References
4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning https://www.youtube.com/ https://www.youtube.com https://www.youtube.com/ https://www.youtube.com/
Resource watch?v=zrFQteTyTPc /watch?v=r-m27szUFjO watch?v=fF7SNcw7kyQ watch?v=0aNNYEUARAk
IV. PROCEDURES
A. Reviewing previous Recall the organs of Let the students recall the Recall blood circulation Review the common Ask the students to give
lesson or presenting the circulatory system parts of Human Heart Respiratory and circulatory what are the different ways
new lesson ailments on how to make respiratory
and circulatory system
healthy
B. Establishing a purpose Do you know how big your Discuss Heartbeat and Ask the students to Discuss way of detecting Discuss the importance of
for the lesson heart is? Its just big as your demonstrate how to explain this quotation and preventing diseases. healthy lifestyle
fist measure pulse beat. “Smokers never grow old and the healthy habits to
but they just die young “ keep the respiratory and
circulatory system healthy
C. Presenting Bring out your books and the students to tell where Show the picture of Cite some government show pictures of different
examples/Instances of the identify the detailed parts of the sound of their heart smokers body and call agencies that can help and lifestyle and ask the
new lesson the human heart is coming from. students to describe give information in students to give the positive
preventing diseases and negative effect to one’s
life
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In doing the activity, Do Activity 7 Cigarette The students will cut out
D. Discussing new Let the students dissect the remind the students to Smoking Is Dangerous to Watch the video different examples of
concepts and practicing chicken heart and identify choose only the physical your Health Harmful effects of unhealthy lifestyles from old
new skills # the parts of the heart activities that they can tobacco on the human magazines or news papers
tolerate so as to avoid Watch video on effect of heart and create a collage in your
injury or strain. smoking on the human notebook.
respiratory and
circulatory system
E. Discussing new The Students will do go Ask the students to write Perform the activity 8
concepts Do Activity 5 out from the classroom to some of the common Prevention is Better that
practicing new skill Pump it perform the Activity 6 The ailments of Respiratory cure
#2 Rhythm of My Heart and circulatory system
.page 11
After discussing the Let the students relate their Discuss the answers of
F. Developing mastery Discuss how the blood Discuss the answers from ideas within the group, personal experiences to the questions given on page 23
pump by the heart the given questions of stick and organize all the topic to have more Learners module
Activity 6 page 12 responses which falls meaningful discussion on
under the respiratory and prevention
circulatory system
G. Finding practical We believe that heart is the Let the students explain Let the students suggest Appreciate the importance Negative lifestyle weakens
application of concepts center of emotions. How how nicotine in cigarette the different ways how to of healthy lifestyle your system while healthy
and skills in daily living can you control your tobacco affects breathing take care of the avoiding such diseases. lifestyle leads to complete
emotions ? so that you will rate when it enters the circulatory system wellness.
influence others in positive bloodstream.
way.
H. Making Label the parts of the heart After exercise, the heart The students will Discuss the best way to Vices, stressful
generalizations and rate increases and describe and give the prevent diseases in the environment, and unhealthy
abstractions about the eventually returns to symptoms of the respiratory and circulatory eating habits can cause
lesson resting pulse. Therefore common ailments of the systems to have healthy various diseases
shorter interval is needed. circulatory system lifestyle, like balance diet, specifically of the
regular exercise avoid respiratory and circulatory
cigarette smoking. systems.
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I. Evaluating learning Short quiz ( formative test) Compare the students Give 5 item multiple Answer the missing word Summative Assessment 10
resting pulse with choice test on page 22 of learner’s items multiple choice test
their pulse after the module.
given
activities.
Visit other school clinic or
J. Additional activities for your family doctor and
application or interview them about the
remediation common ailments that
affect the respiratory and
circulatory system
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
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4. Additional
materialsfrom Learning
Resource
(LR)portal
B. Other Learning https://www.youtube.com/watch?v=9 https://www.youtube.com/watch?v=k
O5JQqlngFY (Video) MWxuF9YW38
Resource
IV. PROCEDURES
A. Reviewing previous Mendelian Patterns of Let them remember again “Incomplete dominance” “Codominance” Non Mendelian Pattern of
lesson or presenting the Inheritance the ff. terms; Inheritance
new lesson a. Recessive
b. Dominant
c. Phenotype
d. Genotype
e. Alleles
f. Punnett squares
B. Establishing a purpose What are the exceptions of Picture analysis Picture analysis What is your blood type? Sex determination diagram
for the lesson Mendelian Pattern of (Let the student react on (Let the student react on Do you know your parents (Let the student analyze
genetics? what they see on the what they see on the blood type? Are your blood the picture and relate it to
pictures) The Group that pictures) The Group that types similar? If not, does meiosis and inheritance)
will list as many reaction will list as many reaction it mean that your adopted? How does sex genes
as possible in 1 min. gets a as possible in 1 min. gets a determined and inherited?
reward card. reward card.
C. Presenting Since there is an exception How does pink flower arise Read the procedure and Watch Video for better https://www.youtube.com/watch?v=k
MWxuF9YW38
examples/Instances of the in Mendelian pattern of when a red and white explain the sample understanding
new lesson inheritance, how does flower was cross problem found on LM p. 33 https://www.youtube.com/watch?v=9 (0:00 – 1:21 mins
other inherited traits that pollinated? O5JQqlngFY only)
falls beyond the exception Let us investigate!
of Mendel’s rule follows?
D. Discussing new Before we answer that Do the activity No. 1 Do the activity No. 2 Do the activity No. 3 Do the activity No. 4 “Boy
concepts and practicing question let us answer the “Phenotypes and “Mystery Bull” “What’s your blood type?” or Girl?”
new skills # 1 Pre – Assessment on LM Genotypes in Incomplete Discussion follows right
p. 29 dominance” after the given activity
E. Discussing new (By group) Create a K-W-L Problem solving of Problem solving of Identify the following traits Presenting Punnett square
concepts and questions Incomplete Dominance Codominance using and classified it into which and answering guide
practicing new skills # using Punnett square Punnett square Non Mendelian Pattern of questions
2 Inheritance it belongs
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F. Developing mastery How is Mendelian What is Incomplete What is codominance? What is multiple alleles? How does sex genes
inheritance different from dominance? Summed up: What are The determined and inherited?
Mendel’s observation? Non Mendelian Pattern of
Inheritance?
G. Finding practical Give examples of the trait Is there any inherited traits Is there any inherited traits If you and your parents Is it right for the husband
application of that does not follow in human that follows the in human that follows the happens to have different to blame his wife if she
concepts and skills in Mendelian Principle incomplete dominance Codominance pattern of blood types? Is that mean could not bear a male
daily living pattern of inheritance inheritance? that you are not related to child? Which
each other? Why? Or why chromosomes determine a
not? person’s sex?
H. Making What happen with those How many phenotypes What is codominance? Why does human blood Who determine the sex of
generalizations and inherited traits that does are expressed in an How do they differ from types happens to be the their children? Explain your
abstractions about the not conform to predicted incomplete dominance incomplete best example to show answer.
lesson outcomes based on traits? dominance? multiple alleles? Is there
Mendel’s Law of other human traits that
inheritance? follow multiple allele’s
pattern?
I. Evaluating learning Not yet to be determined Evaluation is based on the Evaluation is based on the See attachment on DLL Evaluation is based on the
(prior knowledge based on result of the activity result of the activity 1-10 Paper and pen result of the Punnett
the result of pre – test square
assessment test)
J. Additional activities for Research for The NON – Answer the problem set Answer the problem set Research on the ff;
application or Mendelian Patterns of (see the DLL attachment (see the DLL attachment Sex linked genes
remediation Genetics for the remediation and for the remediation and Sex limited genes
enrichment) enrichment) Sex influenced genes
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson
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I. OBJECTIVES
A. Content Standard 1. How genetic information is organized in genes on chromosome;
2. Traits of organism are inherited through different patterns of inheritance.
B. Performance Standard
C. Learning S9LT-Id-28(describe the location of genes in chromosomes)
Competency/Objectives S9LT-Id-29 (explain the different patterns of Non Mendelian Inheritance)
Explain the sex
linked – genes
inheritance of traits
Solve problems
related to sex-
linked traits
II. CONTENT Sex-Linked Genes
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages p.8-9
2. Learner’s Materials p. 38-39
pages
3. Textbook pages
4. Additional materialsfrom
Learning Resource
(LR)portal
B. Other Learning
Resource
IV. PROCEDURES
A. Reviewing previous “Sex determination”
lesson or presenting the
new lesson
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V. REMARKS .
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
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A. References
1. Teacher’s Guide pages 39 – 41
37- 39 41-43 43 -50 43 – 50
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learning difficult
difficult for you
for you today?
today?
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VI. REFLECTION
A. No. of learners who earned 80% in
the Evaluation
B. No. of learners who require additional
activities for remediation who
scored below 80%
C. Did the remedial lesson works? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
works?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovations or localized
materials did I use/discover which I wish
to share with other teachers?
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A. Content Standards
The learners demonstrate an understanding of the structure and function of plant parts and organelles involved in
photosynthesis.
B. Performance Standards Design and conduct an investigation to provide evidence that plants manufacture their own food.
C. Learning Competencies/
Objectives Write the LC code for Differentiate basic features and importance of photosynthesis.
each
S9LT-Ig-j-31
Identify raw materials
Identify parts of and products of Design an experiment
organelles involved in photosynthesis. to show evidences Investigate conditions Assess the
photosynthesis. that plants are for photosynthesis. understanding of
Explain the process capable of making students on how
Describe how these of food making in food through photosynthesis
organelles work photosynthetic takes place
plants.
together to produce process. through
food. Make a model differentiated
strategies.
of
photosynthesis.
II. CONTENT
Flow of Energy and Flow of Energy and Flow of Energy and Flow of Energy and Flow of Energy and
Matter in Ecosystem Matter in Ecosystem Matter in Matter in Ecosystem Matter in
PHOTOSYNTHESI Ecosystem PHOTOSYNTHESI Ecosystem
S PHOTOSYNTHESIS PHOTOSYNTHESIS S PHOTOSYNTHESIS
A. References
1. Teacher’s Guide pages 55-62 55-62 63-68 63-68 55-68
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B. Other Learning Resources http://dendro.cnre.vt.edu http://dendro.cnre.vt.e http://www.skoool.ie/skoo NSF FOCUS Math and
/forestbiology/photosynt du/forestbiology/photo ol/homeworkzone.asp?id= Science Partnership of
hesis.swf synthesis.swf 233 University of California
NSF FOCUS Math IRVINE
and Science
Partnership of
University of California
IRVINE
IV. PROCEDURES
A. Reviewing previous lessons or Perform the Pre-test in 1. What are the raw
presenting the new lesson L.M. p. 73-74 to assess What are the parts of What processes are Cite evidence that shows materials and product
prior knowledge. plants and organelles involved in food making? photosynthetic process. of photosynthesis?
essential to food 2. What organelles play
making process? Write the word equation of an important role in
photosynthesis. photosynthesis?
3. How do you describe
photosynthesis using
the word equation?
B. Establishing a purpose for the English Learners:
Unlocking of Word
lesson Well, the sun comes Think-Pair-Share:
Difficulty:
Why do you think plants streaming out of the Students will use word
are called great food sky making Do plants really capable triangles to review the
Enzymes, Chloroplast,
providers? everything grow and of making foods? molecules involved in
Humidity, Temperature
keeping us alive and the process of
our main connection photosynthesis. (To
This will lead to factors
to the sun are the complete a word
green leaves, only affecting photosynthesis.
triangle, students draw
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D. Discussing new concepts and Perform Activity 1: What other suitable maps for
practicing new skills #1 are the Structures Perform Activity sequencing events).
Involved In the Food 3A.B,C,D: Evidence of
Making Process in Perform Activity: Photosynthesis in L.M. Perform Activity 3C and
Plants? pp. 75-77 Modelling pp. 79-82 3D of L.M. pp. 81-83
Photosynthesis
( See attached Activity
Sheet)
F. Developing mastery
(Leads to Formative Assessment ) Discuss the answer to Process the Activity: Discuss the answer to the Computer Aided
Discuss the findings in guide questions in the Guide Questions. Activity:
each Learning Station. activity. Observations and data
gathered would lead to Key Concepts would be Students make a
1. What are the parts of 1. What reactants or the discussion of the Enzymes, Temperature, multimedia
chloroplast and internal materials are required different evidences in Carbon Dioxide, and Light
structure of leaf that are for the process of photosynthetic process.
involved in the process photosynthesis?
of photosynthesis? 2. What products are
2. What are the raw formed in the
materials and products process?
of photosynthesis? 3. What happens to
3. How would you the light energy in the
describe the entire thylakoid membrane presentation
process of food making? of the chloroplasts? of
4..How does the photosynthetic
energy from sunlight process.
used to build sugars?
G. Finding practical applications of If one of the organelles
concepts and skills in daily living or parts of a leaf will not Students should Imagine that you are a Supposed there are 2 jars
function, is there a create an analogy for farmer, what ways would with burning candle and
chance for the process of you suggest to yield better one has potted plant
photosynthesis to take photosynthesis and crops? inside. Both jars are
place? Why or Why not? compare each part of placed near a window in
the process with some strong sunlight.
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and describing how you Water Chlorophyll important idea What is confusing
will efficiently get the job (H2O) thing we presented the most idea
done. Descriptions must Sunlight discussed today? important presented
include key vocabulary today? thing we today?
such as stomata, water, Glucose + Oxygen What are What made discussed
carbon dioxide, light, the three the learning today?
energy, chlorophyll and C6H12O6 O2 big easy for What are What made
chloroplast. ideas/co you today? the three the
ncepts to What made big learning
be the learning ideas/co easy for
learned difficult for ncepts to you today?
from this you today? be What made
lesson? learned the
from this learning
lesson? difficult for
you today?
J. Additional activities for
application or remediation Perform activity 3E:
The Effect of the
Amount of Chlorophyll
in Photosynthesis L.M.
pp. 84-85.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the Evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson works? No.
of learners who have caught up with the
lesson
D. No. of learners who continue to
require remediation
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