DEPARTMENT OF EDUCATION

NATIONAL CAPITAL REGION

DIVISION OF PASIG CITY

Daily Lesson Log

School RIZAL HIGH SCHOOL Grade Level GRADE 9

Teacher CYRIL A. CONSTANTINO Learning Area SCIENCE 9
Date and
Quarter First
Time

I. OBJECTIVES
The learners demonstrate understanding of the ff:
1. how the different structures of the circulatory and respiratory
systems work together to transport oxygen-rich blood and
A. Content Standards nutrients to the different parts of the body
2. the prevention, detection, and treatment of diseases affecting the
circulatory and respiratory systems

The learners;
1. conduct an information dissemination activity on effective ways of
B. Performance
taking care of the respiratory and circulatory systems based on
Standards data gathered from the school or local health workers

The learners should be able to:

1. 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
(Code: S9LT-la-b-26)
C. Learning
Competencies/ Specific objectives:
Objectives At the end of the learning-teaching activity the students should be able to:
aDescribe how the heart functions
b. Explain how blood is pumped by the heart
c. Appreciate the importance of the heart.
with at least 75% mastery level.

II. CONTENT Heart and its function

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 12 – 14
pages
2. Learner’s Manual 16 – 17
pages
1. Science and Technology K-12 Grade 9 Worktext, Alumaga,
3. Textbook pages
M. et al. pp.88 – 90
1. www.youtube.com
4. Additional Materials
2. www.google.com
from Learning
3. www.slideshare.com
Resource (LR) portal
B. Other Learning 1. Rabago, L., et.al, (2010). Functional Biology - Modular Approach.
Resources 2nd ed. Philippines: Vibal Publishing House, Inc
IV. PROCEDURES
A. REVIEW : Reviewing Matching Type. Match the description of with the type of
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 previous lesson or circulation.
presenting new lesson
B. MOTIVATION: Video showing about heart and its function.
Establishing a purpose
of the lesson
C. PRE-ACTIVITY:
Presenting 1. Discussion of the procedure.
examples/instances of
the new lesson

D. ACTIVITY PROPER: 1. Perform Activity 5: Pump it!

Discussing new
concepts and
practicing new skills 1
*The heart is a hollow muscle, which is just as big as your fist. It has four
chambers with specific tasks to do: two ventricles and two atria.
*The atria are the receiving chambers of the heart, accepting blood from
the body (right atrium) and from the lungs (left atrium).
*The ventricles are the pumping chambers, moving blood to the lungs
(right ventricle) and into the body (left ventricle).
*The heart has two pumps. Each pump has two chambers, the upper
and lower chambers. The upper chamber is the atrium that receives blood
E. DEEPENING: coming in from the veins. The lower chamber is the ventricle that forces
Discussing new the blood out into the arteries.
concepts and *There is a valve between each atrium and ventricle to prevent the
practicing new skills
blood from flowing backwards. The valves are like one-way doors that
keep the blood moving in only one direction. Valves control movement of
blood into the heart chambers and out to the aorta and the pulmonary
artery.
*All of the muscle tissues of the heart do not contract at the same time.
Different parts of the heart contract at different times. When the top portion
contracts, the bottom part relaxes. When the bottom contracts, the top
relaxes. When a chamber contracts, it becomes smaller and the blood
inside gets squeezed or pumped out.
F. POST ACTIVITY: 1. Answering the guide questions of the activity.
Developing mastery

G. APPLICATION: 1. Since the valves act as the doors of the heart, what might happen if
Finding practical these doors do not close?
applications of
concepts and skills in 2. Why the human heart is called a double pump?
daily living
1. 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
H. GENERALIZATION:
nutrients, oxygen, and other chemicals to every cell in your body.
Making generalizations
Once it reaches the cells, oxygen processes the nutrients to release
and abstractions about
energy. Carbon dioxide is given off during this process. The blood
the lesson
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.
I. ASSESSMENT: 5 item short quiz
Evaluating learning
J. REMEDIAL: 1. Describe the each part of the heart.

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 Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
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
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation of
localized materials did
I use/discover which I
wish to share with
other teachers?

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 DEPARTMENT OF EDUCATION
NATIONAL CAPITAL REGION
DIVISION OF PASIG CITY

Name: _______________________________________ Date: _______________

Grade & Section: _______________________________ Score: ______________

Worksheet # 1
Index of Diversity
Materials: Pen and Paper
Procedure:
1. This is an outdoor activity. Go to the area designated by your teacher.
2. Record the number of different species of trees present in the area. (It is not necessary to know their
names, just make sure that they differ by species.) Record this number in your data table.

DATA TABLE
Number of species
Number of runs
Number of trees

3. Go to the designated area again. This time, make a list of the trees by assigning each a number as
you walk by it.
4. Place an X under Tree 1 on your list. If tree 2 is the same species as Tree 1, mark another X under
Tree 1. Continue to mark an X under the trees as long as the species is the same as the previous one.
5. When a different species is observed, mark an O under that tree on your list. Continue to mark an O
if the next tree is the same species as the previous. If the next tree is different, mark an X.
6. Record in your data table:
a. The number of “runs”. Runs are represented by a group of similar symbols in a row. Example –
XXXXOOXO would be 4 runs (XXXX – 1 run, OO – 1 run, X – 1 run, O – 1 run).
b. The total number of trees counted.
7. Calculate the Index of Diversity (I.D.) using the given formula:
Number of species x number of runs
Index of diversity =
Number of trees
Guide Questions:
Q 1. Compare how your tree I.D. would be different in a vacant lot than that in
a grass lawn. Explain your answer.
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Q 2. If humans were concerned about biological diversity, would it be best to have
a low or high I.D. for a particular environment? Explain your answer.

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