School Natulinan National High School Grade Level 10

DAILY LESSON Teacher Anna Mae V. Luma-ad Learning Area Science

LOG Teaching Dates and Time Quarter 1st

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Learners demonstrate an understanding of:
Standards how the different structures of the circulatory and respiratory systems work together to transport oxygen-rich blood and nutrients to the different parts of the body
B. Performance The Learners should be able to:
Standards conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on data gathered from the school or
local health workers
C. Learning After the session students will The Learners should be able The Learners should be able The Learners should be able to.. The Learners should be able
Competencies/ be able to: to.. to.. 1. Explain how the respiratory to..
Objectives 1. Oriented on the on 1. Explain how the 1. Explain how the and circulatory systems 1. Explain how the
subjects coverage, respiratory and respiratory and work together to transport respiratory and
requirements and circulatory systems circulatory systems work nutrients, gases, and other circulatory systems
course content. work together to together to transport molecules to and from the work together to
2. Undertake a pre- transport nutrients, nutrients, gases, and other different parts of the body; transport nutrients,
assessment on the gases, and other molecules to and from S9LT-la-b-26 gases, and other
Module 1 molecules to and from the different parts of the After the session students will be molecules to and from
( Respiratory and the different parts of body; able to: the different parts of
Circulatory Systems the body; S9LT-la-b-26 1. Describe blood flow and the body;
Working with Other S9LT-la-b-26 After the session students will gas exchange within the S9LT-la-b-26
Organ Systems ) After the session students be able to: heart, circulatory system, After the session students
will be able to: 1. Explain how the and lungs will be able to:
1. Describe the organs that lungs work 2. Explain the mechanism of 1. Identify parts of the
comprise the 2. Describe how the how the respiratory and Circulatory System
Respiratory System movement of the circulatory systems work 2. Describe the three type
2. Draw and Label the diaphragm helps the together. of circulation.
organs of the air go in and out of
Respiratory System the lungs
II. CONTENT Module 1- Respiratory and Module 1- Respiratory and Module 1- Respiratory and Module 1- Respiratory and Module 1- Respiratory and
Circulatory Systems Working Circulatory Systems Circulatory Systems Working Circulatory Systems Working Circulatory Systems
with Other Organ Systems Working with Other Organ with Other Organ Systems with Other Organ Systems Working with Other Organ
Systems Systems
III. LEARNING
RESOURCES
A. Reference
1. Teacher’s Guide Pages 4-6 Pages 7-8 Pages 8-9 Page 10
pages
2. Learner’s Material Pages 3 Pages 5-7 Pages 7-8 Pages 9-11 Pages 12-13
pages
3. Textbook Pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources

IV. PROCEDURES
A. Reviewing Allow students to feel their
previous lesson or chest, Ask them how the feel
presenting the and what they hear.
new lesson Ask students the major organ
that can produce this sound or
the up and down movement of
their chest.
B. Establishing a Give Students an overview of
purpose for the the module
lesson
C. Presenting Cite possible topics to be
examples/ encountered. (Respiratory and
instances of the Circulatory Systems Working
new lesson with the other Organ Systems)
D. Discussing new General Orientation on the
concepts and Subject (Science 9)
practicing new Assign permanent groupings
skills # 1 for science activities.
Present the common
answers of the student
during the pre-assessment.
Ask students to put out their
grapes or lato (Sea Weeds),
Ask them what do they
observe?
Explain to the students that
the grapes and Sea Weeds
that they brought resembles
certain parts of the
Respiratory System.
Define all the basic parts of
the respiratory system.
Trachea - also called
windpipe; a hollow tube
that serves as passageway
of air into the lungs
Bronchi - also called
bronchial tubes; two
branching tubes that
connect the trachea to the
lungs
Nose – the organ through
Ask students to name the parts
of the respiratory system and
its function2.
Since the students already
know the parts and function of
the respiratory system. Tell
students that in the next topic,
they will learn how these
organs work together and
function as one unit.
Teacher shall state the
important function of the
respiratory system.
When you breathe in, or
inhale, the diaphragm down
and expands the chest cavity.
Simultaneously, the ribs move
up and increase the size of the
chest cavity. There is now
more space and less air
pressure inside the lungs. Air
pushes in from the outside
where there is a higher air
pressure. It pushes into the
lungs where there is a lower
Ask students: What are the
important functions of the
respiratory system?
Allow student to watch a video
of the circulation of the heart.
Ask students: why is it that when
you see an illustration of a heart
it is colored red and blue?
Ask student how could the
respiration process be related to
the circulation of the heart?
Air first enters your lungs and
then into the left part of your
heart. It is then driven by your
heart into the bloodstream, all
the way through your body. The
heart pumps blood, which
transports essential nutrients,
oxygen, and other chemicals to
every cell in your body. Once it
reaches the cells, oxygen
processes the nutrients to release
energy. Carbon dioxide is given
Call a volunteer from each
group that can recite and
illustrate the circulation of
the blood within the human
heart.
Ask students what do you
think will happen if you
have stopped breathing or
your heart stopped
pumping?
Flash a picture of a person
who suffered from smoke
and suffocation. Ask
students what do they
observe?
The following are the three
major parts of the circulatory
system, with their roles:
1. Heart – pumps the blood
throughout the body
2. Blood vessel – carries the
blood throughout the body
 Arteries - carry
oxygenated blood away
from the heart to the cells,
tissues and organs of the
body  Veins - carry
 which the air enters and is
filtered
Nassal Passages- Serve as
the channel for air flow
through the nosein which
the air is warmed, cleaned
and moistened.
Brronchioles- the finer
subdivisions of the bronchi;
hair like tubes that connect
to the alveoli.
Alveoli- also called aisacs;
allow the gas exchange in
the lungs.
E. Discussing new Teacher shall give present
concepts and Activity 1 (What a Bunch
practicing new of Grapes). Give the
skills # 2 Activities objective and
procedure with concrete
requirements.
F. Developing Pre-assessment for Unit Q1. What does each part of
mastery 1( Living Things and Their the “Bunch of Grapes”
(Lead to Environment ) Module 1: model represent, in relation
Formative Respiratory and Circulatory to the breathing system?
Assessment 3) Systems Working with Other Q2. How will you describe
Organ Systems the pathway of oxygen in
the breathing system?
Q3. What will happen if one
part of the system fails to
carry out its function
properly?
air pressure. When you breathe
out, or exhale, the diaphragm
muscle relaxes. The diaphragm
and ribs return to their original
place. The chest cavity returns
to its original size. There is
now less space and greater air
pressure inside the lungs. It
pushes the air outside where
there is lower air pressure.
Q4. What does each part of the
constructed lung model
represent?
Q5. What happens as you pull
down the balloon at the bottom
of the model?
Q6. What happens as you push
up the balloon?
Q7. How does the movement
of the diaphragm cause the air
to go in and out of the lungs?
off during this process. The
blood delivers carbon dioxide
into the right portion of your
heart, from which it is pumped
to the lungs. Carbon dioxide
leaves your body through the
lungs when you exhale.
Q9. How do the heart and the
lungs work together?
Q10. What takes place when you
inhale and exhale?
Q11. What does blood deliver to
every part of the body?
Q12. Why is oxygen important
to your body?
Q13. How will you describe the
sequence of oxygen, carbon
dioxide, and blood flow in your
deoxygenated blood to the
heart
 Capillaries - the smallest
blood vessels in the body,
connecting the smallest
arteries to the smallest veins
- the actual site where gases
and nutrients are exchanged
3. Blood – carries the
materials throughout the
body
1. Pulmonary
Circulation
Movement of blood
from the heart, to
the lungs, and back
to the heart
2. Coronary
Circulation
Movement of blood
through the tissues
of the heart
3. Systemic
Circulation
Movement of blood
from the heart to the
rest of the body,
excluding the lungs
Identify the parts of the
circulatory system that is
being stated.
1. An organ that is the size
of a person’s fist that
pumps the blood
throughout the body
2. It is the smallest blood
vessels in the body,
connecting the
smallest arteries to the
 Q8. What might happen if you
pick the balloon?
own words? smallest veins - the
actual site where gases
and nutrients are
exchanged
3. It carry oxygenated
blood away from the
heart to the cells,
tissues and organs of
the body
4. It carries the blood
throughout the body
5. It carries the materials
throughout the body
6. It is the Movement of
blood from the heart, to
the lungs, and back to
the heart
7. Movement of blood
from the heart to the
rest of the body,
excluding the lungs
8. Coronary Circulation
Movement of blood
through the tissues of
the heart
10-20 Illustrate the
circulation of the heart and
give a brief explanation.

G. Finding practical
applications of
concepts and
skills in daily
living
H. Making
generalizations
and abstractions
about the lesson
I. Evaluating
learning
J. Additional Agreement: Bring the Agreement: Bring the Assignment:
activities for following materials tomorrow: following materials 1. What are the different
 application or • Plastic Grapes tomorrow: parts of the circulatory
remediation Lato (Sea Weeds) 1 two-liter empty plastic system? Give short
bottle description and function
3 balloons (1 big, 2 small) for each.
1 sturdy straw 1 pair of
scissors 5 rubber bands
V. REMARKS
A. No.of learners who
earned 80%on the
formative assessment
B. No. of learners who
require additional
activities for remediation.
C. Did there media
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: Noted by:

Anna Mae V. Luma-ad Charls Ryde S. Manos

Science Teacher Head Teacher I