K TO 12 School Grade Level 9

DAILY LESSON LOG Teacher Learning Area Science

Teaching Dates and Time Quarter 1(week 1)

MONDAY TUESDAY WEDNESDAY THURSDAY FFRIDAY

I. OBJECTIVES

A. Content Standards 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.
B. Performance The learners should be able to:
Standards 1. 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 The learners should be able to…
Competencies / 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
Objectives Write the LC body;
code for each (S9LT-la-b-26)

The learners are expected to:
1. Identify the key parts of
the breathing system
The learners are expected to:
1. Describe the function of
each part of the breathing
system
The learners are expected to:
1.Explain how the lungs
work.
2. Describe how the
movement of the
diaphragm helps the air go
in and out of the lungs
The learners are expected
to:
1. Explain blood flow and
gas exchange within the
heart, circulatory system,
and the lungs
2. Explain the mechanism
of how the respiratory and
circulatory systems work
together
The learners are expected
to:
1. Identify the
components of the
circulatory system
2. Explain the different
types of circulations

1. Respiratory and Circulatory Systems Working with the other Organ Systems
II. CONTENT

1|Page
III. LEARNING
RESOURCES
A. References 1. Phoenix 9- Exploring Life
Through Science
2.https://www.google.com.ph/
search?q=Human+Body+orga
nization&source=lnms&tbm=i
sch&sa=X&ved=0ahUKEwiQ
o8X9-
vjTAhXKfLwKHT0tAYEQ_
AUIBigB&biw=1366&bih=62
4
1. Teacher’s Guide pages TG pages 4-5
2. Learner’s Materials LM page 4
pages
3. Textbook pages pp. 5-8
4. Additional Materials
from Learning Resource EASE II. Chemistry Module
(LR) portal 14. Lesson 1.
B. Other Learning Projector/Laptop/Bunch of
Resources grapes or any other bunch of
fruits or vegetables such as Ar-
arosep or lato (seawed),
lanzones, bignay, etc.
IV. PROCEDURES
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1. Phoenix 9- Exploring Life
Through Science
2.https://www.youtube.com/wa
tch?v=iUd_wcbKv2c
3.https://www.youtube.com/wa
tch?v=iUd_wcbKv2c
TG pages 5
LM pages 5-6
pp. 5-9
EASE II. Chemistry Module 14.
Lesson 1.
Projector/Laptop/Periodic table
sheets/Marker/ Activity sheets
https://www.youtube.com/watc
h?v=iUd_wcbKv2c
1. Phoenix 9- Exploring Life
Through Science
TG page 6
LM pages 6-8
pp. 5-9
Science and Technology III:
Chemistry Textbook for
Third Year. Mapa, Amelia P.,
Ph.D., et al. 1999.
1 Two-L empty plastic bag, 3
balloons, 1 sturdy straw, 1
pair of scissors, 5 rubber
bands.
1. Phoenix 9- Exploring
Life Through Science
2.ttps://www.youtube.com/
watch?v=oE8tGkP5_tc
3.www.wou.edu/~bledsoe
k/103materials/presentatio
ns/circulatory_system.ppt
4.
TG page 7
LM pages 8-12
pp. 29
Science and Technology
III: Chemistry Textbook for
Third Year. Mapa, Amelia
P., Ph.D., et al. 1999.
Projector/Laptop/Periodic
table sheets/Marker/
Activity sheets
1. Phoenix 9- Exploring
Life Through Science
2.www.wou.edu/~bledso
ek/103materials/present
ations/circulatory_syste
m.ppt
3.
TG page 8
LM pages 13-15
pp 34
Science and Technology
III: Chemistry Textbook
for Third Year. Mapa,
Amelia P., Ph.D., et al.
1999
Periodic Table of
Elements, Ionic
compounds NaCl and etc.
A. Reviewing previous As a review present a picture
lesson or presenting the of a Human Organ System. Let
new lesson them Familiarize/identify the
organs in the human body.
https://www.google.com.ph/se
arch?q=Human+Body+organiz
ation&source=lnms&tbm=isch
&sa=X&ved=0ahUKEwiQo8
X9-
vjTAhXKfLwKHT0tAYEQ_
AUIBigB&biw=1366&bih=62
4
B. Establishing a
purpose for the lesson
Think-pair share will be used
to describe the picture given.
Note: Any available pictures
will be used for this
presentation.
C. Presenting examples/ Based on the picture analysis.
instances of the new Let the students read the
lesson procedures of the activity on
LM page 4-5. Enhancement of
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Review the previous topic such
as the key parts of the breathing
system. Let the students post the
lessons they accomplished and
learned in a wall assigned to the
them.
The students will follow the
Aerobic Dance through PPT for
3 min.
Let the students inhale and
exhale for a while to relax and
reflex
https://www.youtube.com/watc
h?v=iUd_wcbKv2c
Through exercise, relating
aerobics to the topic and let the
students do the activity on LM
page 5.
Review the previous topic
such as the functions and
parts of the breathing system.
Let the students post the
lessons they accomplished
and learned in a wall assigned
to the them
Let the students play the
game “Blow me”. The group
will play by blowing the
balloon 10 seconds, the
balloon will be measured and
the biggest balloon will win.
After the game the students
will be group again into five.
Presenting the lesson and
procedure for the activity
Review the previous lesson
on how the lungs work, this
time the students will
display and observed their
finished model of lungs to
Display Gallery (Gallery
Walk)
Using Video clip
presentation of Blood flow.
Let the students watched
and learned.
https://www.youtube.com/
watch?v=oE8tGkP5_tc
After the student watched
the video clip. Present a
PPT of circulatory system
Presenting a Circulatory
System Using PPT. Let
the students Identify the
Parts and Functions as a
simple recall.
www.olemiss.edu/projec
ts/nmgk12/.../CIRCULA
TORY/Circulatory%20S
ystem.ppt
Present a model manikin
of Circulatory system.
Let the students
familiarize the parts by
assembling the model
manikin.
Note : The manikin
model already available.
Refer to LM pages 13
For the group activity.
Discussed the procedure
 PPT about the Human
respiratory system will be post
on the screen.
D. Discussing new In group. Let the students draw
concepts and practicing in a manila paper the analogy
new skills #1 of respiratory system using
plant sample, then label each
parts
E. Discussing new Group
concepts and practicing Discussion/Brainstorming
new skills #2 The students will Present their
output. (3min per presentation)
. Use figure 4 to answer the
F. Developing mastery The students will trace the
(Leads to Formative pathway of oxygen Using
Assessment 3) Bunch of grapes or any related
bunch of fruit. (refer to LM
page 5 procedure #4)
Note: Discussion or Pencil and
paper will be used
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Let the students label each part
and give the functions in the
box corresponding to the part of
the breathing system. (Refer to
LM page 5, figure 2.
In group; the students will
brainstorm the pathway of
oxygen in the breathing system.
Using the LM page 5, Let the
students answer the questions
Q1 to Q3.
(LM pages 6-8) The students
will use prior knowledge to
simulate the process of
breathing
The students (Group) will
perform the activity 2: bottled
Balloons. Using Figure 4,
answer the questions Q4 to
Q6..
This time the group will
explain the movement of
diaphragm causing the air to
go in and out of the lungs.
questions Q7 to Q8.
Consolidation of output and
Brainstorming.
Let the students (Group)
present and explain their
output. (3 to 5 min/group)
as tool guide for the
activity.
www.wou.edu/~bledsoek/
103materials/presentation
s/circulatory_system.ppt
In group: Consider activity
3 on page 8. Let the
students follow the
procedure and label
different areas in the
outdoor settings. Refer to o
LM page 8.
In group: Consider activity
3 on page 8. Let the
students follow the
procedure and describe the
illustration using Figure 5
on LM page 9. Answer the
guide questions on LM
page 9
Note: Output will be posted
on the area given to them.
And 3 min presentation will
be given for presentation
Using the framework of the
human body on extra
working sheet provided
Illustrate the blood flow
and gas exchange in the
respiratory and circulatory
systems using the diagrams
and arrows color coding is
and let the students do
the task in the activity 4.
Using a Model of
Circulatory system as
guide fill in the missing
parts, description and
functions on the graphic
organizer provided by
facilitator.
With the same group.
The next task is to
familiarize how the
human heart works
Let the students explain
the pulmonary circulation
and systemic circulation
Use PPT as guide for this
discussion. Present the
two types of circulation
to enhance the learning
process.
 necessary to distinguished www.wou.edu/~bledsoe
oxygen and carbon dioxide. k/103materials/presenta
(Pencil and Paper) tions/circulatory_system
.ppt

G. Finding practical Giving importance of plants in Discuss the importance of Let the students Present the importance of The students must inform
applications of concepts releasing oxygen which the Aerobic exercise to the brainstorm/discuss why do Oxygen and Carbon the importance of
and skills in daily living animals used in breathing. breathing system. we believe that life is possible dioxide exchange from both Heartbeat and oxygen
Think-pair and Share. only in planets where oxygen plants and animals intake in Playing and
is present? exercising. Must
(Refer to LM page 8 for emphasize why students
details) collapse during playing
and exercising.
H. Making What are the key parts of the Describe the functions of each 1. Explain how the lungs 1.The students describe the 1. Let the students
generalizations and breathing system? part of the breathing system. work using a model the blood flow and gas identify the components
abstractions about the Parts will be viewed on screen students made? exchange within the heart, of the circulatory system
lesson for the process. 2. Described how the circulatory system and 2. explain the different
movement of the diaphragm lungs types of circulation.
helps the air go in and out of 2. Explain the mechanism
the lungs. of how the respiratory and
circulatory systems work
together.
I. Evaluating learning Through presentation of a The group output/presentation The group output/presentation The group The group
picture with different parts of will be rated using the rubric in will be rated using the rubric output/presentation will be output/presentation will
it. Students will identify the scale of 1 to 5. in scale of 1 to 10. rated using the rubric in be rated using the rubric
key parts of the breathing scale of 1 to 10. in scale of 1 to 5.
system
(Paper pencil Test)
J. Additional activities The student task is to prepare Enrichment activity:
for application or the materials in LM page 5 for Let the students master the
remediation the coming simulation activity. terms on Circulatory
system. (Refer to LM pages
11 to 12.
V. REMARKS
VI. REFLECTION 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 instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% on the
formative assessment

5|Page
B. No. of learners who
require additional
activities for remediation.
C. Did the remedial
lessons 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 or
localized materials did I
use/discover which I wish
to share with other
teachers?

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