DETAILED LESSON PLAN IN Science 9

SCHOOL: San Luis National High School Grade Level: Grade 9

Name of Teacher: KHAREN P, TRAZONA Quarter: First
Teaching Date/Time: Nov. 21, 2023 7:40-8:40 Section: Bonifacio

I-Objectives: At the end of the lesson, at least 80% of the students are expected to:

1) Explain the role of the circulatory system in delivering oxygen and nutrients to the muscles
during physical activity. *1
2) Calculate the average heart rate of students before and after exercise and analyze the data to
understand the impact of physical activity on the circulatory system. *1*2
3) Write a persuasive essay on the importance of maintaining a healthy circulatory system and
the benefits of regular exercise. *1*2

II- Content:
Topic: Circulatory System
Time Frame: 60 minutes
Code: S9LT-Ia-b-26
Strategies: Lecture and Discussion, Cooperative Learning, Inquiry-Based Learning,
Interactive Quizzes, Experiential Learning *3

III-Learning Resources
Reference: Science 9 Learning Module
Materials: PowerPoint presentation, quiz cards, markers, worksheets
IV-Procedure:
A. Prayer
B. Checking of Attendance
C. Review
 Before starting the activities and lesson, the teacher should clearly
communicate and discuss classroom expectations to emphasize the importance
of respect and active participation. (*5)
 The teacher will conduct a quick quiz on the circulatory system to assess prior
knowledge and generate interest in the topic. (Interactive quiz)
 Divide the students into teams and play a quiz game where they have to
answer questions about the circulatory system. The team with the most correct
answers wins.

D. Motivation/Drill
 The teacher will conduct an activity which allows students to visualize the
flow of blood through the circulatory system and understand the different
components involved. The rubric will be showed to the students to guide them
in performing the activity.
  Students must be encouraged to collaborate effectively and contribute to a
positive learning environment while performing the activity.*6
 Then, the teacher will provide each student with red and blue pipe cleaners,
straws, and a plastic cup filled with water.
 Instruct students to create a model of the circulatory system using the pipe
cleaners to represent blood vessels and the straws to represent the heart. The
red pipe cleaners symbolize oxygenated blood, while the blue pipe cleaners
represent deoxygenated blood.
 The teacher will ask students to demonstrate the flow of blood by moving the
pipe cleaners and straws, showing how the heart pumps blood to and from
different parts of the body.

E. Lesson Proper
 Using a PowerPoint presentation, the teacher will give a lecture on the
structure and functions of the circulatory system, emphasizing how it
transports nutrients, gases, and other molecules to and from different parts of
the body.
 The teacher will facilitate a discussion with the students, encouraging them to
ask questions and clarify any doubts.
 The teacher will provide examples that are culturally diverse, highlighting
unique perspectives of different cultures (local tribes) on health, wellness and
traditional remedies related to cardiovascular health (*7)
Analysis:

Activity: Case Study

 The teacher will provide each student with a case study scenario from different cultures
or backgrounds related to circulatory system disorders or diseases.
 Then, the teacher will instruct students to analyze the scenario and identify potential
causes, symptoms, and effects on the circulatory system. Encourage students to express
their thoughts and opinions in both Filipino and English. (*4)
 The teacher will ask students to suggest possible treatments or lifestyle changes that can
improve circulatory system health.
 The rubrics will be clarified by the teacher to guide the learners in completing the
activity. (*6)

Abstraction
 The teacher will group students into 5. Each group will create a concept map or diagram
that illustrates the key components and connections within the circulatory system
 Then, the teacher will ask students to represent the heart, blood vessels, and different
types of blood cells with symbol or images. Encourage them to use arrows or lines to
depict the flow of blood and its journey through the body.
 Rubric will be used by the teacher to assess this activity (*6). The teacher will then
provide constructive feedback to help students understand strengths and areas for
improvement in their visual representation of the circulatory system. (*9)
Application: (*2-Numeracy)
 The teacher will divide the students into small groups and provide each group with
worksheets to perform the activity “Exploring the Impact of Exercise on Heart Rate”. The
teacher must identify students who have health problems and offer them alternative
exercises that are less strenuous or assign them in time keeping or recording observations.
 Then, instruct students to measure their resting heart rate (before exercise).
 The teacher will lead the class in a moderate exercise activity (jumping jacks, walking,
etc) for 5 minutes.
 The teacher will have students measure their heart rate for their team members before and
after exercise. Then, each group will compile their data on a chart.
 Facilitate a class discussion about the observed changes in heart rate and relate it to
circulatory system’s response to physical activity. Then, let the students reflect on the
importance of regular exercise for cardiovascular health.

Valuing

 The teacher will ask students, how do you think understanding the importance of a
healthy circulatory system and maintain a regular exercise positively impact personal
well-being?
 Encourage a dialogue among students where they can share their different religious
perspective about maintaining a healthy lifestyle while ensuring that all students can
engage comfortably by respecting each other’s beliefs.*7

Evaluation (*6)
1. Which is the function of circulatory system?
a. Removing wastes from tissues
b. Delivering carbon dioxide to cells
c. Transferring impulses
d. All of the above
2. Which are the components of the circulatory system?
a. Heart and lungs
b. Blood vessels, blood, and lungs
c. Blood vessels, blood, and heart
d. Heart and blood
3. In the heart, the mixing of oxygen-rich and oxygen-poor blood is prevented by
a. Mitral valve
b. Tricuspid valve
c. Septum
d. Pulmonary valve
4. Explain the process of gas exchange in the lungs and its connection to the circulatory
system.
5. Describe the role of blood vessels in the transport of nutrients and waste products in the
circulatory system.*2 (Literacy)

Assignment
  Students will create a healthy lifestyle plan that includes exercise routines, dietary
recommendations, and stress management techniques to promote a healthy circulatory
system. They should explain the rationale behind their choices and provide a step-by-step
guide for implementation. Encourage students to integrate local knowledge, beliefs and
practices related to health and well-being in creating the healthy lifestyle plan especially
those who belong to indigenous groups. *8

Prepared by:

KHAREN P. TRAZONA
SST-I