Grades 6 School Mabini II Elementary Grade Level

DAILY LESSON Teacher Novie S. Velasquez Learning Area

PLAN Teaching April 18, 2022 8:30-9:20 AM Quarter
Dates Second
and Time

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of how the major organs
of the human body work together to form organ systems.

B. Performance The learners should be able to make a chart showing healthful

Standards habits that promote proper functioning of the respiratory system.

C. Learning Explain how the organs of each organ work together: Respiratory
Competencies/ System
Objectives
Write the LC code for (S6LT –Iia -b-1)
each
Integration:
MT I-IV RUBRIC, English-Compose clean and coherent sentences using appropriate
INDICATOR 5 grammatical structures (VerbTenses,Conjunctions,Adverbs) (EN6G-Ig
-Plans, manages and
4.4.1)
implements
developmentally Health-Demonstrate self- management skill (H6PH-Iab-19)
sequenced teaching
and learning ESP-Nakapagsusuri nang mabuti sa mga bagay na may kinalaman
processes to meet sa sarili at pangyayari-(ESP6PKP-Ia-1-37)
curriculum
requirements P.E.- Displays joys of effort ,respect for others during participation
through various in physical activities-(PE6PF-IVb-h-20)
contexts.
MOV--- Knowledge,
skill and attitude or
KSA is applied in
lesson planning
objectives in order to
meet curriculum
requirements based
on the Curriculum
Guide/CG. Parts of
the DLP are based on
the PPST Modules.
II. CONTENT Respiratory System
II. LEARNING RESOURCES

A.References
 1. Teacher’s Guide pages Curriculum Guide page 100 of 211

2. Learner’s Materials
pages Not yet issued
3. Textbook pages Science Beyond Borders page 62-67

4. Additional Materials
from Learning
Resource (LR) portal
A. Other Learning Activity sheets, pictures, model of Human Anatomy , smart TV, laptop,
Resources power point presentation,

KRA 3, OBJ. # 9 You tube Videos

-Selects, develops,
organizes and uses
appropriate teaching
and learning
resources, including https://youtu.be/bQES_F6c7c8
ICT, to address https://youtu.be/e54m6XOpRgU-Skeleton Dance
learning goals.
MOV---The lesson is
delivered through the
use of power point
presentation, laptop
and smart tv.
MOV---Printed
materials like activity
sheets, assessment
card are given on
clear sheets of meta
card for the pupils to
see and read clearly
and the use of
representations like
the Human Anatomy
Model.
IV. PROCEDURES
A. Reviewing previous (Integration of positive and non-violent discipline)
lesson or presenting the Presenting the classroom standards;
new lesson
1. Be kind, polite, and courteous to others.
KRA 2, OBJ. # 5 2. Keep your hands and feet to yourself.
MT I-IV RUBRIC, 3. Be respectful of classmates, teachers, and property.
INDICATOR 4 4. Listen to the teacher and classmates, and follow directions.
-Manages learner
5. Work hard and always do your best.
behaviour constructively
6. Be safe.
by applying positive and
non-violent discipline to 7. Raise your hand when you would like to speak in class, when
ensure learning-focused leaving your seat or if you need to leave the classroom for a
environment. reason.
 MOV---To avoid and 8. Be ready to take the consequences if you break the rules.
prevent misbehaviour,
house rules/
standards/guidelines are
set before the class starts
or before doing an
activity. Asking for diagnostic questions:
Review the skeletal systems and their functions showing the model of
KRA 4, OBJ. 10
human anatomy.
Designs, selects,
organizes and uses Review the skeletal systems and their functions.
diagnostic, formative and Bones
summative assessment Joints
strategies consistent with Cartilage
curriculum requirements. Ligaments
MOV—Diagnostic Tendons
questions are raised to Function:Gives structural support and shape.
learners to diagnose if
they have background “What happens when one of the major organs of the body does not
information about the function well?”
topic of the day.

(refer to power point presentation)

B. Establishing a purpose for (Integration of Physical Education Skills)

the lesson/Motivation/ Do the Skeleton Dance and be able to answer the first activity
Motive Questions Activity 1:Pulse Reading Time
Direction:
KRA 2, OBJ. # 5 Directions: Study the table and answer the following questions below.
MT I-IV RUBRIC, Write your answer in the activity sheet
INDICATOR 4
-Manages learner
behaviour
(refer to power point presentation)
constructively by
applying positive and
non-violent discipline
to ensure learning-
focused
environment.
MOV---To avoid and
prevent
misbehaviour, house
rules/
standards/guidelines
are set before the
class starts or before
doing an activity.
 KRA 4, OBJ. 10
Designs, selects,
organizes and uses
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements.
MOV—Diagnostic
questions are raised
to learners to
diagnose if they have
background
information about
the topic of the day.
C. Presenting (Integration of HOTS and Across subject areas like Composing clean
examples/instances of and coherent sentences using appropriate grammatical structures
the new lesson (VerbTenses,Conjunctions,Adverbs))
Present/Ask: Try to observe the illustration 1
KRA 1, OBJ. # 3 What can you say?
MT I-IV RUBRIC, Are the two illustration the same?
INDICATOR 2 How do the organs system in respiratory work together?
-Use a range of
(refer to power point presentation)
teaching strategies
that enhance learner
achievement in
literacy and
numeracy skills
MOV---The questions Video Presentation
presented to check
pupils’
comprehension on
pictures and video Standards in viewing a video presentation.
clip presented are
arranged from lower
level to higher level
thinking skills. Pupils
are challenge to think
creatively.

KRA 2, OBJ. # 5
MT I-IV RUBRIC,
INDICATOR 4
-Establish safe and
secure learning
environments to
enhance the learning Follow up questions about the video clip presented:
through the 1. What is the video about?
consistent 2. What are the parts of the respiratory system?
 implementation of
policies ,guidelines (refer to power point presentation)
and procedures.
MOV---To avoid and
prevent
misbehaviour, house
rules/
standards/guidelines
are set before
watching a video clip.
D. Discussing new concepts (Integration of Literacy and Numeracy Skills, Health, and HOTS)
and practicing new skills EXPLANATION(Using the human anatomy)
#1 What is the respiratory system?
The respiratory system is the network of organs and tissues that help you
MT I-IV RUBRIC, breathe. It includes your airways, lungs and blood vessels. The muscles that
INDICATOR 2 power your lungs are also part of the respiratory system. These parts work
-Use a range of teaching together to move oxygen throughout the body and clean out waste gases like
strategies that enhance carbon dioxide
learner achievement in Main Parts of the Respiratory System
literacy and numeracy Mouth and nose: Openings that pull air from outside your body into your
skills. respiratory system.
MOV---Literacy and Sinuses: Hollow areas between the bones in your head that help regulate the
numeracy in giving and temperature and humidity of the air you inhale
understanding the
meaning of difficult Pharynx (throat): Tube that delivers air from your mouth and nose to the trachea
words is shown during (windpipe).
the discussion of new Trachea: Passage connecting your throat and lungs.
concept and practicing Bronchial tubes: Tubes at the bottom of your windpipe that connect into each
new skills. lung.
Other Parts of the Respiratory System and their Functions
Muscles and bones help move the air you inhale into and out of your lungs.
Some of the bones and muscles in the respiratory system include your:
Diaphragm: Muscle that helps your lungs pull in air and push it out.
Ribs: Bones that surround and protect your lungs and heart.
When you breathe out, your blood carries carbon dioxide and other waste out of
the body. Other components that work with the lungs and blood vessels include:
Alveoli: Tiny air sacs in the lungs where the exchange of oxygen and carbon
dioxide takes place.
Bronchioles: Small branches of the bronchial tubes that lead to the alveoli.
Capillaries: Blood vessels in the alveoli walls that move oxygen and carbon
dioxide.
Lung lobes: Sections of the lungs — three lobes in the right lung and two in the
left lung.
Pleura: Thin sacs that surround each lung lobe and separate your lungs from the
chest wall.
Some of the other components of your respiratory system include:
Cilia: Tiny hairs that move in a wave-like motion to filter dust and other irritants
out of your airways.
Epiglottis: Tissue flap at the entrance to the trachea that closes when you
swallow to keep food and liquids out of your airway.
 Larynx (voice box): Hollow organ that allows you to talk and make sounds when
air moves in and out.
Learn Some Mpre
Conditions that can cause inflammation (swelling, irritation and pain) or
otherwise affect the respiratory system include:

Allergies: Inhaling proteins, such as dust, mold, and pollen, can cause
respiratory allergies in some people. These proteins can cause inflammation in
your airways.
Asthma: A chronic (long-term) disorder, asthma causes inflammation in the
airways that can make breathing difficult.
Infection: Infections can lead to pneumonia (inflammation of the lungs) or
bronchitis (inflammation of the bronchial tubes). Common respiratory infections
include the flu (influenza) or a cold.problems. and COVID 19
Disease: Respiratory disorders include lung cancer and chronic obstructive
pulmonary disease (COPD). These illnesses can harm the respiratory system’s
ability to deliver oxygen throughout the body and filter out waste gases.
Aging: Lung capacity decreases as you get older.
Damage: Damage to the respiratory system can cause breathing

E. Discussing new concepts (Integration of positive & non-violent discipline and Differentiated/Tiered Activity)
and practicing new skills
#2
Exploratory Activity
KRA 2, OBJ. # 6
-Uses differentiated,
developmentally
appropriate learning
experiences to
address learners’ Click the link to find out the parts of the respiratory system
gender, needs,
strengths, interests
and experiences.
MOV---The learners
are given
differentiated/tiered
activities according to
their strengths and
interests.
MOV---By applying
differentiated
activities with rubrics,
learners are ensured . Activity 2
of their active Directions: Use the words from the Word Bank to label the parts of the
participation. respiratory system. Then, label each diagram as "inhale" or "exhale," Some
 words will be used more than once.

(refer to power point presentation)

F. Developing mastery (Integration of Contextualization, Localization and Gender-Fair)
(leads to Formative
Assessment 3) Self-Assessment of the Activity
Activity 3: List five reasons why smoking is bad for one’s health.
KRA 1, OBJ. # 1
MT I-IV RUBRIC,
INDICATOR 5 (refer to power point presentation)
-Maintain learning
environments that
promote
fairness ,respect and
care to encourage
learning .
MOV---
Contextualization,
localization and
gender fair are
properly observed in
the manner of giving
activity .Through the
accomplished simple
activities, pupils
relate the situation to
their self.
G. Finding practical (Integration of HOTS, Demonstrate self- management skill)
applications of concepts
and skills in daily living Ask:
 What should you do to have a healthy respiratory system
KRA 1, OBJ. # 3 especially now that we are still in COVID level 2?
 MT I-IV RUBRIC,
INDICATOR 2
-Use a range of 1.Avoid pollutants that can damage your airways, including
teaching strategies to second hand smoke, chemicals and radon (a radioactive gas
develop critical and that can cause cancer).
creative thinking, as 2.Wear a mask if you are exposed to fumes, dust or other types
well as higher-order of pollutants for any reason.
thinking skills. 3.Don't smoke.
MOV---The questions 4.Eat a healthy diet with lots of fruits and vegetables and drink
presented challenge
water to stay hydrated
the pupils to think
5.Exercise regularly to keep your lungs healthy.
critically.
6.Prevent infections by washing your hands often .
KRA 1, OBJ. # 1 7.Get a flu vaccine each year and COVID vaccine t
MT I-IV RUBRIC,
INDICATOR 1
-Applies knowledge
of content within and
across curriculum
teaching areas.
MOV--- Integration
across learning areas
like
Demonstrating self-
management skill
H. Making generalizations
and abstractions about
the lesson Ask:
1. What are the main parts of the respiratory system?
2. What are the other parts of the respiratory system when we inhale?
KRA 4, OBJ. 10 3. What are the other parts of the respiratory system when we
Designs, selects, exhale?
organizes and uses
diagnostic, formative Other Parts of the Respiratory System when We Inhale
and summative
assessment strategies Diaphragm: Muscle that helps your lungs pull in air and push it out.
consistent with Ribs: Bones that surround and protect your lungs and heart.
curriculum
requirements. Other Parts of the Respiratory System when we Exhale
MOV—Formative Alveoli: Tiny air sacs in the lungs where the exchange of oxygen and
questions are raised carbon dioxide takes place.
to learners to Bronchioles: Small branches of the bronchial tubes that lead to the
diagnose how far alveoli.
they have learned or Capillaries: Blood vessels in the alveoli walls that move oxygen and
if the objectives of carbon dioxide.
the lesson are Lung lobes: Sections of the lungs — three lobes in the right lung and
carried. two in the left lung.
Pleura: Thin sacs that surround each lung lobe and separate your
lungs from the chest wall.
Some of the other components of your respiratory system include:
 Cilia: Tiny hairs that move in a wave-like motion to filter dust and
other irritants out of your airways.
Epiglottis: Tissue flap at the entrance to the trachea that closes
when you swallow to keep food and liquids out of your airway.
I. Evaluating learning Evaluation:
(refer to power point presentation)
KRA 1, OBJ. 4
-Displayed a range of Direction: Answer the following questions. Choose the letter of the best
effective verbal and answer:
non-verbal classroom
communication
strategies to support 1. During inhalation the diaphragm contracts or moves down,
learner what happen to the chest cavity?
understanding ,partic a. Expand b. relax c. moves up d. the same position
ipation ,engagement
and achievement . 2. The movement of your ribcage and diaphragm causes the chest
MOV---The use of cavity to
formative assessment a. Expand b. relax c. moves down d. contracts
consistent with
curriculum 3. During exhalation diaphragm becomes
requirements is a. Relax and return to its normal position c. low air pressure
followed in order to b. Contracts d. moves up
interpret the result of
the learners’ 4. When doing strenuous activities breathing will be
progress. a. Speeds up b. slows down c. normal speed d. nothing changes

5. Where do we get energy being used in our body?

a. A. from the sun b. from the foodc. waterd. vitamins and mineral

6. When you used your muscles too much you feel

a. Relax b. comfortable c. tired d. hungry

7. Carbon dioxide leaves in our body through

a. Inhalation b. exhalation c. respiration d. transpiration

8. When air goes to the air sacs oxygen goes to the

a. wall of the air sacs c. wall of bronchioles
b. wall of the lungs c. wall of the heart

9. Why do we need oxygen? All your answers are correct except

one
a. To stay alive c. to have energy
b. break down sugar d. to maintain balance.

10.What is the major organ in the respiratory system?

a. Heart b. lungs c. kidney d. brain

Monitoring and recording of scores

How many got 1-3?__, 4-6?__, 7-10?__
 Out of 7 pupils, ___ got 80% of the test.
Out of7 pupils __ got below 80% of the test.

J. Additional activities for Assignment:TAKE IT HOME

application or A. Read and Understand :
remediation 1.Air enters to the nasal cavity in which cilia moisten the air and it goes to the
trachea down to the bronchi in which it is divided into two smaller tube called
bronchioles then to the lungs.
During inhalation, the diaphragm contracts or move down which causes the
chest cavity to expand allowing air to move into the lungs. The movement of
your ribcage and the diaphragm causes your chest cavity to expand, lowering
the air pressure in your lungs. As a result, air rushes into your lungs causing
them to expand and fill the chest cavity.
Question: As the diaphragm contracts during inhalation ,how does the rib cage
allow the air to move into the lungs?
2.During exhalation, the diaphragm relaxes returning to its normal resting
position. As you breathe out your chest falls and contracts. In the breathing
cycle, inhaling and exhaling, moves air into and out of the lungs and it is where
exchange of gases takes place in the air sacs. Carbon dioxide expel in the body
while oxygen goes to the blood with the nutrients to be distributed to all parts of
the body. The outer movement made by the diaphragm and the muscles in
between your ribs provide the mechanical energy for breathing.
Question:Why does a person feel tired after doing a strenuous activity?

3.Most of the time, breathing is an unconscious response. Its rate depends on

the activity level of the body. When you are asleep, your breathing slows down.
If you do strenuous activities your breathing speeds up. During sleep, your cells
burn and produce less carbon dioxide than when you are awake.
Your mouth, stomach and small intestine digest the food you eat and change the
food into molecules of nutrients. These nutrients pass into the bloodstreams
through your blood and through the walls of your capillaries and to the cells.
Your cells use oxygen to break down sugar into carbon dioxide and water. They
also store the energy so that it can be used later.
Question:Where does your breathing rate depends?
B Create a no –smoking campaign poster for our school
V. REMARKS
VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
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?

Prepared by:

NOVIE SAMORTIN –VELASQUEZ

Master Teacher I Reviewed and checked by;

ALIBEN A. DAGOHOY
Head Teacher III