SCHOOL LAS PIṄAS NATIONAL GRADE LEVEL 9

HIGH SCHOOL-MAIN
TEACHER LEARNING AREA SCIENCE

DAY DAY 3: QUARTER FIRST QUARTER

DAILY LEARNING PLAN DATE SECTION TIME

I EPS/PSDS SIGNATURE PRINCIPAL’S SIGNATURE HEAD TEACHER/

COOR’S
SIGNATURE
I. OBJECTIVES
A. Content Standards The learners demonstrate 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.
B. Performance Standards 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 data gathered from the school
or local health workers.
C. Learning Competencies and Explain how the respiratory and circulatory systems work together to (S9LT-Ia-b-26)
Code transport nutrients, gases, and other molecules to and from the different
parts of the body
Objectives
1. Identify the key parts and function of the respiratory system.
2. Construct a simple model of respiratory system
3. Appreciate the importance of each part of the respiratory system
II. CONTENT PARTS AND FUNCTIONS OF THE RESPIRATORY SYSTEM
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages pp.
2. Learner’s Material Pages pp.
3. Textbook Pages
4. Additional Material from LR Printable images, TV, HDMI,Printable materials for Assessment

B. Other Learning Resources wordwall.net/resource/21337220

IV. PROCEDURES
A. Review / Presenting New Elicit: Picture Analysis
Lesson
(3 minutes) Students will try to name each body organ given on
the printable pictures on the board. After which they
will tell the body system in which each organ isi
incorporated with.

B. Establishing a Purpose of Engage: Find the Word

Lesson Students will try to find words/terms related to the
(2 minutes) topic of Respiratory System .

C. Presenting instances of the Engage: Video Analysis

new Lesson Students will watch a short video presentation by Dr. Seuss about the
(5 minutes) different parts of the Respiratory System. After the video, they need to
answer guide questions related On what have they watch.
D. Discussing new concepts and
practicing new skills #1
(15 minutes)
Explore: Group Activity
Each group will be given a particular respiratory system
organ that they need to state the locations, characteristic/s
and function/s.
Group 1: Nose and Pharynx
Group 2: Larynx and Trachea
Group 3: Bronchi and Bronchioles
Group 4: Diaphragm
Group 5: Lungs and Alveoli

Criteria: Correct location-3 pts

Correct characteritics-2 pts each
Correct function- 2 pts each

E. Developing Mastery Explain: Group Presentation

(15 minutes) Each group will post their output on the board and further explain their output.
The learners will answer the guide questions and discuss among their group.
1. What is the hairlike structure located inside the nose and its function?
2. Differentiate larynx from Trachea. Why is it called windpipe?
3. Differentiate Bronchi from Bronchioles.
4. Describe diaphragm and its purpose as part of respiratory system.
5. Differentiate the right lung from left lung.
6.
F. Finding Practical application Elaborate: STORY-time
of concepts and skills in daily Students will read a short story and they need to
living Find out part/s of the respiratory system that is not
(5 minutes) functioning well or affected based on the story.

G. Making Generalization Elaborate:Put Me In

(3 minutes)
Students will identify the parts of the respiratory system.
They need to place the assigned shapes to the respiratory
parts to its proper location.

H. Evaluation Evaluate: Quizziz

(8 minutes)

Q.4

Q.5

I. Additional activities for Extend: LAW Week 1 Activity 1

Remediation
(2 minutes)
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned 80% in _______# of learners who earned 80% _______# of learners who earned 80% _______# of learners who earned 80%
the Evaluation and above and above and above
B. No. of learners who require ______# of learners who require ______# of learners who require ______# of learners who require
additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation
who scored below 80%
C. Did the remedial lesson work? No. _____Yes _____No _____Yes _____No _____Yes _____No
of learners who caught up the ______# of learners who caught up in the ______# of learners who caught up in the ______# of learners who caught up in the
lesson? lesson lesson lesson
D. No. of learners who continue to ______# of learners who continue to ______# of learners who continue to ______# of learners who continue to
require remediation. require remediation require remediation require remediation

E. Which of my teaching strategies ___Experiment ___Experiment ___Experiment

worked? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
material did I use which I wish to
share with other teachers?
___Role Play
___Lecture
___Discovery
___Collaborative Learning
Why?____________Complete IMs
___Bullying among pupils
___ Colorful/Ms
___ Pupil’s behaviour/attitude
___Unavailable technology
equipment(AVR/LCD)
___Science/Computer/Internet Lab
___Localized videos
___Recycling of plastics for
contemporary arts
___ Making big books from the views of
the locally
___Local music compilation
___Role Play
___Lecture
___Discovery
___Collaborative Learning
Why?____________Complete IMs
___Bullying among pupils
___ Colorful/Ms
___ Pupil’s behaviour/attitude
___Unavailable technology
equipment(AVR/LCD)
___Science/Computer/Internet Lab
___Localized videos
___Recycling of plastics for
contemporary arts
___ Making big books from the views of
the locally
___Local music compilation
___Role Play
___Lecture
___Discovery
___Collaborative Learning
Why?____________Complete IMs
___Bullying among pupils
___ Colorful/Ms
___ Pupil’s behaviour/attitude
___Unavailable technology
equipment(AVR/LCD)
___Science/Computer/Internet Lab
___Localized videos
___Recycling of plastics for
contemporary arts
___ Making big books from the views of
the locally
___Local music compilation

Prepared by: Checked by:

MA.CARMEL E. MACASINAG
Science Teacher – Grade 9 Master Teacher II

Approved by:

OMEGA C. DELOS SANTOS

Master Teacher II-TIC Science Dept.

Noted by:

IGNACIO L. SON JR.

Secondary School Principal IV

SCHOOL LAS PIṄAS NATIONAL GRADE LEVEL 9

HIGH SCHOOL-MAIN
TEACHER LEARNING AREA SCIENCE

DAY DAY 4: QUARTER FIRST QUARTER

DAILY LEARNING PLAN DATE SECTION TIME

 I EPS/PSDS SIGNATURE
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies and Code
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Material from LR
PRINCIPAL’S SIGNATURE HEAD TEACHER/
COOR’S
SIGNATURE
The learners demonstrate 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 should 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.
Explain how the respiratory and circulatory systems work together to (S9LT-Ia-b-26)
transport nutrients, gases, and other molecules to and from the different
parts of the body
Objectives
1. Explain how the lungs work
2. Describe the movement of diaphragm as air goes in and out of the body
through Lung Model.
3. Cite ways on how to properly take care of the lungs.
LUNGS AND ITS MODEL
pp.
pp.
Printable images, TV, HDMI,Printable materials for Assessment

B. Other Learning Resources (4) How Vaping vs Smoking Dry Herb Affects Your Lungs - You Must See This! - YouTube

IV. PROCEDURES
A. Review / Presenting New Elicit: MATCHING TYPE
Lesson
The class will going to answer the
(3 minutes)
homework given yesterday as part of
their review on parts of the respiratory
system.

B. Establishing a Purpose of Engage: Spelling Bee

Lesson Students will try to spell correctly terms related
(2 minutes) Lungs and Lung Model.
Example:

1. Pleura
2. Thoracic cavity
3. Ribs
4. Lobes
5. Alveolus
C. Presenting instances of the new Engage: Sentence Completion
Lesson
Students will try to complete the paragraph
(5 minutes)
by providing the correct word/term from the
given choices. This is about how air enters
the body and be able to reach the lungs.
D. Discussing new concepts and Explore: Group Activity
practicing new skills #1
(15 minutes) Each group needs to create a sample of
respiratory or Lung Model using the following
materials:
1. 1.5 L PET bottle
2. Scissor
3. Straws/ V shape tube
4. Clay
5. Balloons

Criteria: Presentation-10 pts

Label-10 pts
Guide Questions-10 pts
Total- 30 pts

E. Developing Mastery Explain: Group Presentation

(15 minutes) Each group will post their output on the board and further explain their output.
The learners will answer the guide questions and discuss among their group.
1. What are the following materials represents as part of the respiratory system?
A. PET bottle D. Balloons Under the PET bottle
B. Balloons Inside
C. Straws
2. What happened to the two balloons inside the PET bottles as you contract the balloon under the PET
bottles? What about after you release the balloon?
3. Explain the relationships of lungs and diaphragm on the way the movement of the 2 balloons and
the ballon under the PET bottle.

F. Finding Practical application of Elaborate: Compare-Time

concepts and skills in daily living Students will watch a short video on the effects of
(5 minutes) Vape and cigarettes on the lung model.
This is synonymous to the effects of cigarettes
on the human lungs.
The teacher will ask reactions on the students
Regarding the video such as:
1. What did you observe on the cotton inside the
PET bottles as vape is introduced to it?
What about if cigarettes is introduced?
2. Is it really not harmful to use vape? Why and Why not?
G. Making Generalization Elaborate:Word Splash
(3 minutes) Each group will try to create a one sentence
summary of the topic using all the terms/words
flashes the screen.The first group to decode
The sentence wins.

Answer: Lungs is the largest organ of the

respiratory tract where exchange of gases
only happened.
H. Evaluation Evaluate: Identification
(8 minutes)

I. Additional activities for Extend: Answer the image on your notebook.

Remediation
(2 minutes)
V. REMARKS
VI. REFLECTIONS
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 caught up the lesson?
D. No. of learners who continue to
require remediation.
_______# of learners who earned 80%
and above
______# of learners who require
additional activities for remediation
_____Yes _____No
______# of learners who caught up in the
lesson
______# of learners who continue to
require remediation
_______# of learners who earned 80%
and above
______# of learners who require
additional activities for remediation
_____Yes _____No
______# of learners who caught up in the
lesson
______# of learners who continue to
require remediation
_______# of learners who earned 80%
and above
______# of learners who require
additional activities for remediation
_____Yes _____No
______# of learners who caught up in the
lesson
______# of learners who continue to
require remediation

E. Which of my teaching strategies ___Experiment ___Experiment ___Experiment

worked? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized material
did I use which I wish to share with other
teachers?
___Role Play
___Lecture
___Discovery
___Collaborative Learning
Why?____________Complete IMs
___Bullying among pupils
___ Colorful/Ms
___ Pupil’s behaviour/attitude
___Unavailable technology
equipment(AVR/LCD)
___Science/Computer/Internet Lab
___Localized videos
___Recycling of plastics for
contemporary arts
___ Making big books from the views of
the locally
___Local music compilation
___Role Play
___Lecture
___Discovery
___Collaborative Learning
Why?____________Complete IMs
___Bullying among pupils
___ Colorful/Ms
___ Pupil’s behaviour/attitude
___Unavailable technology
equipment(AVR/LCD)
___Science/Computer/Internet Lab
___Localized videos
___Recycling of plastics for
contemporary arts
___ Making big books from the views of
the locally
___Local music compilation
___Role Play
___Lecture
___Discovery
___Collaborative Learning
Why?____________Complete IMs
___Bullying among pupils
___ Colorful/Ms
___ Pupil’s behaviour/attitude
___Unavailable technology
equipment(AVR/LCD)
___Science/Computer/Internet Lab
___Localized videos
___Recycling of plastics for
contemporary arts
___ Making big books from the views of
the locally
___Local music compilation

Prepared by: Checked by:

MA.CARMEL E. MACASINAG
Science Teacher – Grade 9 Master Teacher II

Approved by:

OMEGA C. DELOS SANTOS

Master Teacher II-TIC Science Dept.

Noted by:

IGNACIO L. SON JR.

Secondary School Principal IV