Learning Area Science

Learning Delivery Modality Face to Face (Learners-Led Modality)

School CALABARZON National HS Grade Level Grade 9

LESSON Teacher Ms. Windie M. Bemida Learning Area Science (JHS)
EXEMPLAR Life Science - Biology
Teaching Date Week 2 Quarter First Quarter
Sept. 4 – Sept. 08, 2023
Teaching Time 6:00 am – 12:00nn No. of Days 5 days (Based on PIVOT 4A
6 teaching loads BOW).

I. OBJECTIVES At the end of the lesson, learners are expected to:

A. Content Standards
B. Performance Standards
a. Identify the major parts and functions of the organs in the
circulatory systems (K).
b. Explain the role/function of the circulatory system in the body (K).
c. Demonstrate mastery of the different parts and functions of the
respiratory and circulatory system using model (S).
d. Discuss the relationship between the respiratory and circulatory
systems. (K)
e. Understanding of the importance of the different organs of the
respiratory and circulatory systems (A/V).
Students demonstrate an understanding of 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.

Explain how the respiratory and circulatory systems work together to

transport nutrients, gases, and other molecules to and from the different
parts of the body.
D. Enabling Competencies
(If available, write the attached
enabling competencies)
II. CONTENT Living Things and the Environment :
Parts and Function of Respiratory and Circulatory Systems

III. LEARNING RESOURCES

A. References

a. Teacher’s Guide Pages

b. Learner’s Material Pages CLMD4A-Science 9_Q1 pp.6-13

c. Textbook Pages

d. Additional Materials from

Learning Resources
B. List of Learning Resources for
Development and Engagement
Activities
C. Teaching Strategies
Video
Respiratory System: https://www.youtube.com/watch?v=v_j-
LD2YEqg&pp=ygUScmVzcGlyYXRvcnkgc3lzdGVt
Circulatory System:
https://www.youtube.com/watch?
v=_vZ0lefPg_0&pp=ygUiY2lyY3VsYXRvcnkgc3lzdGVtIGFtb2ViYSBzaXN0ZXJz
IA%3D%3D
Picture analysis, Video analysis, Inquiry-Based Approach

IV. PROCEDURE Integration/ Indicators/

Annotation

A. Introduction
MANAGEMENT OF LEARNING:
Prayer/Greetings
Checking of Attendance
 House Rules

What do I need to know?

 The learners will do the walkthrough of
the lesson objectives.

What’s new?
 Picture Analysis:
Students will identify or deduce the Active-Learning via
organ system and its function. Reciprocal Questioning
Approach
- Students are given
opportunities to question
or pose questions related
to the presented topic
and identify its purpose
in a real-life context.

Guide Question:
 Are you familiar with the organ system
and its function?
 Can you identify some of the organs
involved in this system?

B. Development What do I know?

 The teacher will recall the parts and
functions of the respiratory system and
determine the airflow during breathing
and respiration.
 The teacher will ask learners about
their prior knowledge of the Circulatory
system. Assessment for Learning
What’s in? Provides information on how
 The teacher will give guide questions to the teacher will
the students before providing a comic develop/devise/adopt/modify
strip about the Circulatory System. learners' needs-based
 The students will read the comic strip. activities.

What is it?
 The students will be tasked to answer
the guide questions. The teacher will
also discuss the relationship between
the circulatory and respiratory
systems.
C. Engagement What’s more?
 The students will do/perform the Collaborative/Cooperative
activities indicated in the module. Learning Approach
These activities include the following: This will help/encourage
(a) Lung Model students to engage in group
(b) Heart Pump Model tasks that will enhance their
Examples: learning experiences.

What I can do?

 The students will demonstrate an
understanding of the parts and
functions of the respiratory and
circulatory systems using models.
 Rubric:
Cooperation – 20%
Creativity/Neatness – 20%
Functionality – 30%
Punctuality- 10%
Guide Questions-20%

What other enrichment activities can I

engage in? (Additional Activities) Inquiry-Based Learning
 To further enrich learners’ knowledge, is a learning process
skills, and attitudes/values (KSAVs), that engages students
they will answer the given case study: by making real-world
The virus is known to affect the respiratory connections through
and circulatory systems where most patients exploration and high-
experience breathing difficulties and heart level questioning.
failure leading to untimely death. With this
information, research on the specific effects of
the COVID-19 virus on the different parts of
the respiratory and circulatory systems.

Expected output: Research Essay/Narrative

Rubric:
Content and Relevance – 40%
Coherence and Clarity of discussion – 30%
Grammar usage – 20%
Punctuality of submission – 10%

D. Assimilation What I have learned?

Students will undertake a Post-Test activity
to measure their mastery of the lesson.

What I can do? (Assessment)

The learners will answer the questions
provided. They may check their answers using
the key answer found in the latter part of the
module.
V. REFLECTION  The learners, in their notebooks,
journal, or portfolio will write their
insights about the lesson using the
prompts below.

I understand that__________.
I realize that _____________.

Prepared by:

WINDIE M. BEMIDA
(Subject Teacher)

Checked by:

MR. VICENTE D. REVOTA JR. MRS. MARICRIS D. PABLO

(OIC-AP) (Principal)