School LICEO DE MASBATE Grade Level 9

DAILY LESSON LOG Teacher MARISOL B. CASTILLO Learning Area SCIENCE

Teaching Dates and Time 7:45-8:45 AM, 9:45-10:45, 2:00-3:00PM Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
• The learners demonstrate understanding of how the different structures of the respiratory and circulatory systems work together to transport
oxygen-rich blood and nutrients to the different parts of the body

• 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
Competency/Objectives
• Identify the key parts of
the breathing system
• Describe the function of
each parts of the
breathing systems
S9LT-Ia-b-26
• Explain how the lungs • Describe blood flows • Identify the component • Identify the composition
work and gas exchange of the circulatory of the blood
with the heart, system • Name and compare the
• Describe how the circulatory system different types of blood
movement of and lungs • Explain the different vessels
diaphragm helps the types of circulation
air to go in and out of • Explain the
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
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 and respiratory organ- Lungs manual page 9 the learner’s module study the composition.
the new lesson explain their functions students will trace the gas different parts of circulatory Watch the video about blood
exchange activity system to visualize each types
component.
 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 animated
concepts and the Activity 1 What a Activity 2 activity 3 outside the flow of blood to the different
practicing new skills # bunch of grapes. (P.4 Bottled balloons classroom. Page 8 parts of the body.
2 learners (pp.5-7 learners module) learners module
module)

F. Developing mastery Let the students label the The students will Discuss the answers Fill in the missing parts, Let the students give the
parts and give the functions demonstrate breathing of the given questions description, and functions to functions of blood
of human respiratory process (Inhale and in activity 3 complete the entire concept components and
system. exhale) and make mapping of circulatory compare the blood
comparison of the system page 13 learners vessels
movement of module
diaphragm 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 use and importance of would happen if the blood
concepts and skills system fails to carry out its style. respiratory system sphygmomanometer and stopped to flow
in daily living function properly stethoscope.

H. Making Video showing about human Let the students discuss Ask the students to Ask the students to Let the students answer the
generalizations and respiratory parts and how the movement of the describe the blood flow enumerate the parts of the question.
abstractions about 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 questions on page 9. learning of concepts of short quiz
the human chest activity circulatory system by
 answering the graphic

organizer, page 13 of
learner’s module.

J. Additional activities Do the Invite the school nurse to

for application or Enrichment activity demonstrate how to get
remediation page 10 of blood pressure.
learners module
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?

School Grade Level 9

DAILY LESSON LOG Teacher Learning Area SCIENCE

Teaching Dates and Time Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
• The learners demonstrate understanding of how the different structures of the respiratory and circulatory systems work together to transport
oxygen-rich blood and nutrients to the different parts of the body

• 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 S9LT-Ia-b-27

Competency/Objectives

• Identify the parts and • Measure and • Explain the negative • Identify ways of • Appreciate the
functions of the heart describe pulse rate effects of Cigarette detecting and importance of a healthy
after several smoking on the preventing diseases in lifestyle in avoiding
• Observe and different activities respiratory and respiratory and such disease
describe how the circulatory system circulatory system
heart function • Explain how to use • Infer how one’s
different time • Identify and describe • Identify which health lifestyle can affect the
• Explain how the interval to the symptoms of the habits keep the functioning of the
blood is pumped by measure the heart common ailments of respiratory and respiratory and
the heart rate respiratory and circulatory system circulatory system
 circulatory system healthy.

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

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Materials
pages

3. Textbook pages

4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning https://www.youtube.com/ https:// https://www.youtube.com/
Resource watch?v=zrFQteTyTPc www.youtube.com watch?v=fF7SNcw7kyQ https://www.youtube.com/
/watch?v=r-m27szUFjO 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 circulatory system parts of Human Heart Respiratory and circulatory what are the different ways
the new lesson ailments on how to make respiratory
and circulatory system
healthy
 B. Establishing a purpose
for the lesson
Do you know how big your
heart is? Its just big as your
fist
Discuss Heartbeat and
demonstrate how to
measure pulse beat.
Ask the students to Discuss way of detecting Discuss the importance of
explain this quotation and preventing diseases. healthy lifestyle
“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 is smokers body and call agencies that can help and lifestyle and ask the
new lesson the human heart coming from. students to describe give information in students to give the positive
preventing diseases and negative effect to one’s
life

D. Discussing new
concepts and practicing
new skills #
Let the students dissect the
chicken heart and identify
the parts of the heart
In doing the activity,
remind the students to
choose only the physical
activities that they can
tolerate so as to avoid
injury or strain.
Do Activity 7 Cigarette The students will cut out
Smoking Is Dangerous to Watch the video Harmful different examples of
your Health effects of tobacco on the unhealthy lifestyles from old
human heart magazines or news papers
Watch video on effect of and create a collage in your
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 ailments of Respiratory cure
#2 The and circulatory system
Rhythm of My Heart
.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
application of concepts
and skills in daily living
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
We believe that heart is the
center of emotions. How can
you control your emotions ?
so that you will influence
others in positive way.
Label the parts of the heart
Short quiz ( formative test)
Let the students explain
how nicotine in cigarette
tobacco affects breathing
rate when it enters the
bloodstream.
After exercise, the heart
rate increases and
eventually returns to
resting pulse. Therefore
shorter interval is needed.
Compare the students
resting pulse with their
pulse after the given
activities.
Let the students suggest
the different ways how to
take care of the
circulatory system
The students will
describe and give the
symptoms of the common
ailments of the circulatory
system
Give 5 item multiple
choice test
Visit other school clinic or
your family doctor and
interview them about the
common ailments that
affect the respiratory and
circulatory system
Appreciate the importance Negative lifestyle weakens
of healthy lifestyle avoiding your system while healthy
such diseases. lifestyle leads to complete
wellness.
Discuss the best way to Vices, stressful
prevent diseases in the environment, and unhealthy
respiratory and circulatory eating habits can cause
systems to have healthy various diseases
lifestyle, like balance diet, specifically of the
regular exercise avoid respiratory and circulatory
cigarette smoking. systems.
Answer the missing word on Summative Assessment 10
page 22 of learner’s module. items multiple choice test
 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?
School Grade Level 9
DAILY LESSON LOG Teacher Learning Area SCIENCE
Teaching Dates and Time Quarter FIRST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
1. How genetic information is organized in genes on chromosome;
2. Traits of organism are inherited through different patterns of inheritance.
S9LT-Id-28(describe the location of genes in chromosomes) S9LT-Id-29
(explain the different patterns of Non Mendelian Inheritance)
 • Create a K-W-L
Chart to asses prior
knowledge
• Measure the
students’ prior
knowledge
regarding
inheritance and
variation through
pre – assessment
test
II. CONTENT Unit 1: MODULE 2
Heredity: Inheritance and
Variation
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
• Explain the • Analyze problem • Describe Multiple • Describe how sex in
incomplete regarding Alleles pattern of humans is
dominance pattern codominance inheritance using determined
of inheritance • Create a Punnett ABO blood type • Draw a Punnett
• Illustrate by means square to show the • Infer the unknown square to explain
of Punnett square inheritance of phenotypes of how sex genes are
a possible codominance individuals on the inherited
combination of • Give the phenotypic basis of the known
offspring involving and genotypic phenotypes of their
incomplete percentage of the family members
offspring • Identify traits that
falls on the Non
Mendelian Pattern
of inheritance
Sex Chromosome and Sex
Incomplete Dominance Codominance Multiple Alleles Determination

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
lesson or presenting Inheritance the ff. terms;
the 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
for the lesson Mendelian Pattern of (Let the student react on
genetics? what they see on the
pictures) The Group that
will list as many reaction
as possible in 1 min. gets a
reward card.
C. Presenting Since there is an exception How does pink flower arise
examples/Instances of in Mendelian pattern of when a red and white
“Incomplete dominance”
Picture analysis
(Let the student react on
what they see on the
pictures) The Group that
will list as many reaction
as possible in 1 min. gets a
reward card.
Read the procedure and
explain the sample
“Codominance”
What is your blood type?
Do you know your parents
blood type? Are your blood
types similar? If not, does
it mean that your adopted?
Watch Video for better
understanding
Non Mendelian Pattern of
Inheritance
Sex determination diagram
(Let the student analyze the
picture and relate it to
meiosis and inheritance)
How does sex genes
determined and inherited?
https://www.youtube.com/watch?v=k
MWxuF9YW38 (0:00 –

the new lesson inheritance, how does other flower was cross problem found on LM p. 33 https://www.youtube.com/watch?v=9 1:21 mins only)
O5JQqlngFY
inherited traits that falls pollinated?
beyond the exception of Let us investigate!
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 or
concepts and practicing question let us answer the “Phenotypes and “Mystery Bull” “What’s your blood type?” 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

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 Mendelian Principle incomplete dominance Codominance pattern of blood types? Is that mean could not bear a male
in 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 are What is codominance? Why does human blood Who determine the sex of
generalizations and inherited traits that does expressed in an How do they differ from types happens to be the their children? Explain your
abstractions about not conform to predicted incomplete dominance incomplete dominance? best example to show answer.
the lesson outcomes based on traits? 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 1- Evaluation is based on the
(prior knowledge based on result of the activity result of the activity 10 Paper and pen test result of the Punnett square
the result of pre –
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
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?