GRADE 9 School RECTO MEMORIAL NATIONAL HIGH SCHOOL
DAILY
LESSON Teacher SHILLEM L. MITRA
LOG Teaching Dates and Time August 29, 2023 – September 2, 2023
Monday Tuesday
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial
I. OBJECTIVES activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies
and enable children to find significance and joy in learning the lessons.
The learners demonstrate an
understanding of
1. how the different
structures of the circulatory
and respiratory systems work
A. Content Standards
Holiday together to transport oxygen-
rich blood and nutrients to the
different parts of the body
2. the prevention, detection,
and treatment of diseases
affecting the circulatory and
respiratory systems.
The learners shall be able to
conduct an information
dissemination activity on
effective ways of taking care
B. Performance Standards of the respiratory and
circulatory systems based on
data gathered from the school
or local health workers.
1.Describe the parts and
functions of the organs that
make up the respiratory and
circulatory systems
C. Learning Competencies/ 2. Explain the process by
Objectives which the respiratory system
takes in oxygen and expels
carbon dioxide
3.Trace the flow of blood in
the blood vessels in the body
This is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach from the Curriculum Guide.
I. CONTENT Respiratory and Circulatory
Systems
Wednesday
The learners demonstrate an
understanding of
1. 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
2. the prevention, detection,
and treatment of diseases
affecting the circulatory and
respiratory systems.
The learners shall be able to
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.
1.Describe the parts and
functions of the organs that
make up the respiratory and
circulatory systems
2. Explain the process by
which the respiratory system
takes in oxygen and expels
carbon dioxide
3.Trace the flow of blood in
the blood vessels in the body
Respiratory and Circulatory
Systems
Grade Level 9
Learning Area
Quarter
Thursday
The learners demonstrate an
understanding of
1. 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
2. the prevention, detection,
and treatment of diseases
affecting the circulatory and
respiratory systems.
The learners shall be able to
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.
1. Identify the key parts of
the breathing system
2. Describe and give the
functions of each part of the
breathing system
Respiratory and Circulatory
Systems
SCIENCE
1
Friday
The learners demonstrate an
understanding of
1. 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
2. the prevention, detection,
and treatment of diseases
affecting the circulatory and
respiratory systems.
The learners shall be able to
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.
1. Identify the key parts of
the breathing system
2. Describe and give the
functions of each part of the
breathing system
Respiratory and Circulatory
Systems
 III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Material pages
3.Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
MELC Science G9 Q1, PIVOT
BOW R4QUBE pages 123-
124; K to 12 Science
Curriculum Guide
CLMD4A pages 6 - 13
Videos for Science 9, activity
sheets
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment for each step.
• The learners will be asked to list
down the physiological needs of
our body for it to survive.
• They will be asked how these
materials are acquired by the
body.
• They will answer the Learning
Task 1, page 8 of the learner’s
material.
MELC Science G9 Q1,
PIVOT BOW R4QUBE pages
123-124; K to 12 Science
Curriculum Guide
CLMD4A pages 6 - 13
Videos for Science 9, activity
sheets
• The learners will be asked to
list down the physiological
needs of our body for it to
survive.
• They will be asked how these
materials are acquired by the
body.
• They will answer the Learning
Task 1, page 8 of the learner’s
material.
MELC Science G9 Q1,
PIVOT BOW R4QUBE pages
123-124; K to 12 Science
Curriculum Guide
CLMD4A pages 6 - 13
Videos for Science 9, activity
sheets
RESPIRATORY AND
CIRCULATORY SYSTEM
RESPIRATORY SYSTEM -
Respiratory system is made up
of the organs in the body that
help us to breathe.
Parts of the respiratory system
1. NOSE - The prominent
structure between the eyes that
serves as the entrance to the
respiratory tract
2. NASAL CAVITY - The nasal
passages filter and warm the air,
and make it moist before it goes
into the lungs.
3. PHARYNX - commonly called
the throat, is a muscular, funnel-
shaped passageway inside the
body.
4. LARYNX - It's a hollow tube
that lets air pass from your
throat (pharynx) to your trachea
on the way to your lungs.
5. TRACHEA - is the empty tube
that serves as passageway of
air into the lungs
MELC Science G9 Q1,
PIVOT BOW R4QUBE
pages 123-124; K to 12
Science Curriculum Guide
CLMD4A pages 6 - 13
Videos for Science 9,
activity sheets
RESPIRATORY AND
CIRCULATORY SYSTEM
RESPIRATORY SYSTEM -
Respiratory system is made up
of the organs in the body that
help us to breathe.
Parts of the respiratory system
1. NOSE - The prominent
structure between the eyes that
serves as the entrance to the
respiratory tract
2. NASAL CAVITY - The nasal
passages filter and warm the air,
and make it moist before it goes
into the lungs.
3. PHARYNX - commonly called
the throat, is a muscular, funnel-
shaped passageway inside the
body.
4. LARYNX - It's a hollow tube
that lets air pass from your
throat (pharynx) to your trachea
on the way to your lungs.
5. TRACHEA - is the empty tube
that serves as passageway of
air into the lungs
 6. BRONCHI - are the two
branching tubes that connect
the trachea to the lungs
7. BRONCHIOLES - hairlike
tubes that connect to the alveoli
8. ALVEOLI - air sacs that allow
gas exchange in the lungs.
9. LUNGS - a pair of spongy,
air-filled organs located on
either side of the chest (thorax)
10. DIAPHRAGM - a large,
dome-shaped muscle that
contracts rhythmically and
continually, and most of the
time, involuntarily
6. BRONCHI - are the two
branching tubes that connect
the trachea to the lungs
7. BRONCHIOLES - hairlike
tubes that connect to the alveoli
8. ALVEOLI - air sacs that allow
gas exchange in the lungs.
9. LUNGS - a pair of spongy,
air-filled organs located on
either side of the chest (thorax)
10. DIAPHRAGM - a large,
dome-shaped muscle that
contracts rhythmically and
continually, and most of the
time, involuntarily

• The learners will be watching a

C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
• The learners will be watching a
series of videos posted on the
Google Classroom with the
following titles:
 Respiratory System
 Breathing
 Circulatory System
 Three Routes of
Circulation
• The learners will jot down
relevant contents from the video
and take down questions from the
topics which seem difficult for
them to understand.
• The learners will answer the
Learning Task 2, page 8 of the
same learner’s material.
series of videos posted on the
Google Classroom with the
following titles:
 Respiratory System
 Breathing
 Circulatory System
 Three Routes of
Circulation
• The learners will jot down
relevant contents from the video
and take down questions from
the topics which seem difficult
for them to understand.
• The learners will answer the
Learning Task 2, page 8 of the
same learner’s material.

F. Developing mastery
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application or
• The learners will accomplish
learning task no. 4 and 5. They
will read the passage in page 10
of the same learner’s material.
• Then answer the guide
questions in page 11 of the same
learner’s material.
• Examine the diagram showing
the pulmonary and systemic
circuit. A blood that carries gases
enters into the venules and gas
exchange happens in the
capillaries.
• The learners will do the
Learning Task 5 in page 12.
Outputs are:
• 3 face masks of different
textures
• Table with complete data
• Answers to the guide questions.
Senator Manny “Pacman”
Pacquiao is a great Filipino boxer.
He won 8 division world titles.
During his fights, Pacman is seen
to breathe faster.
1. Why does Manny Pacquiao
need to breathe faster?
2. Do respiratory and circulatory
system work together during his
fight? If yes, why do they need to
do so?
• Are you proud of him as a
Filipino? Why?
• The learners will accomplish
learning task no. 4 and 5. They
will read the passage in page 10
of the same learner’s material.
• Then answer the guide
questions in page 11 of the
same learner’s material.
• Examine the diagram showing
the pulmonary and systemic
circuit. A blood that carries
gases enters into the venules
and gas exchange happens in
the capillaries.
• The learners will do the
Learning Task 5 in page 12.
Outputs are:
• 3 face masks of different
textures
• Table with complete data
• Answers to the guide
questions.
Senator Manny “Pacman”
Pacquiao is a great Filipino
boxer. He won 8 division world
titles. During his fights, Pacman
is seen to breathe faster.
1. Why does Manny Pacquiao
need to breathe faster?
2. Do respiratory and circulatory
system work together during his
fight? If yes, why do they need
to do so?
• Are you proud of him as a
Filipino? Why?
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your
VI.REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 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
works?
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?

INDEX OF MASTERY

N = Total number of students SECTION: ____________________ SECTION: ____________________ SECTION: ____________________ SECTION: ____________________ SECTION: ____________________
Item x Item x Item x Item x Item x
T = Total score ITEMS
No. of
No. of ITEMS
No. of
No. of ITEMS
No. of
No. of ITEMS
No. of
No. of ITEMS
No. of
No. of
HPS = Highest possible score Student student Student student Student student Student student Student student
IM = Index of mastery 5 ____ ____ 5 ____ ____ 5 ____ ____ 5 ____ ____ 5 ____ ____
Remarks = either reteach/next lesson
4 ____ ____ 4 ____ ____ 4 ____ ____ 4 ____ ____ 4 ____ ____
3 ____ ____ 3 ____ ____ 3 ____ ____ 3 ____ ____ 3 ____ ____
2 ____ ____ 2 ____ ____ 2 ____ ____ 2 ____ ____ 2 ____ ____
1 ____ ____ 1 ____ ____ 1 ____ ____ 1 ____ ____ 1 ____ ____
N = ___ T = ___ N = ___ T = ___ N = ___ T = ___ N = ___ T = ___ N = ___ T = ___
N x HPS = ______ N x HPS = ______ N x HPS = ______ N x HPS = ______ N x HPS = ______
IM = __________ IM = __________ IM = __________ IM = __________ IM = __________
REMARKS: _______________ REMARKS: _______________ REMARKS: _______________ REMARKS: _______________ REMARKS: _______________

SECTION: ____________________ SECTION: ____________________ SECTION: ____________________ SECTION: ____________________ SECTION: ____________________
Item x Item x Item x Item x Item x
No. of No. of No. of No. of No. of
ITEMS No. of ITEMS No. of ITEMS No. of ITEMS No. of ITEMS No. of
Student student Student student Student student Student student Student student
 5 ____ ____ 5 ____ ____ 5 ____ ____ 5 ____ ____ 5 ____ ____
4 ____ ____ 4 ____ ____ 4 ____ ____ 4 ____ ____ 4 ____ ____
3 ____ ____ 3 ____ ____ 3 ____ ____ 3 ____ ____ 3 ____ ____
2 ____ ____ 2 ____ ____ 2 ____ ____ 2 ____ ____ 2 ____ ____
1 ____ ____ 1 ____ ____ 1 ____ ____ 1 ____ ____ 1 ____ ____
N = ___ T = ___ N = ___ T = ___ N = ___ T = ___ N = ___ T = ___ N = ___ T = ___
N x HPS = ______ N x HPS = ______ N x HPS = ______ N x HPS = ______ N x HPS = ______
IM = __________ IM = __________ IM = __________ IM = __________ IM = __________
REMARKS: _______________ REMARKS: _______________ REMARKS: _______________ REMARKS: _______________ REMARKS: _______________

Prepared by: Checked by: Noted by:

PRINCESS ANN B. SALES MARIA ANNALIZA L. BALABABA VICTOR EMMANUEL D. MADERAZO

MT-1, SCIENCE DEPT. SST- III, OIC-SCIENCE DEPT. PRINCIPAL III