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 TABLE OF CONTENTS

Page
FRONT OUTSIDE COVER 1
TABLE OF CONTENTS 2
QUARTER 1 Living Things in the Environment 4
Activity 1 Creating Lung Model 5
Activity 2 Parts and Functions of the Breathing System 9
Activity 3 Let’s Origanize 15
Activity 4 A Circulatory System Relay 18
Activity 5 Prevention is Better than Cure 22
Activity 6 Color Mixing Lab 25
Activity 7 Mystery Bull 28
Activity 8 What’s Your Blood Type 31
Activity 9 Is It a Boy or a Girl 34
Activity 10 DNA Origami 37
Activity 11 Measuring Population Density 40
Activity 12 Causes of Extinction 43
Activity 13 Structures Involved in the Food Making Process in Plants 46
Activity 14 Get Energized! 50
QUARTER 2 Diversity of Materials in the Environment 57
Activity 1 Predicting the Probable Location of an Electron 58
Activity 2 Electron Configuration 63
Activity 3 Mapping the Periodic Table 65
Activity 4 Lewis Symbol 68
Activity 5 Bonding by Sharing of Electrons 70
Activity 6 Difference Between Ionic and Covalent Compounds 74
Activity 7 Bonding by Transfer of Electrons 77
Activity 8 The Hydrocarbons 81
Activity 9 Organic Compounds: Are they Useful 84
Activity 10 Alcohols and Their Uses 87

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 Activity 11 Counting and Getting the Mass of an Object 91
Activity 12 It’s Grocery Time 92

Page
QUARTER 3 Earth and Space 93
Activity 1 Type of Volcanoes 94
Activity 2 Volcano Model 96
Activity 3 Volcanic Eruption 98
Activity 4 Geothermal Energy: Harnessing the Power of the Earth 101
Activity 5 Imaginary Continent 102
Activity 6 Latitude is Everything 108
Activity 7 Climate Phenomenon 110
Activity 8 Causes and Effects of Climate Change 112
Activity 9 Arrangement of Stars in A Group 115
Activity 10 Trace Me 117
QUARTER 4 Force and Energy 120
Activity 1 Roll, Roll, and Away 121
Activity 2 Drop Me 124
Activity 3 You Raised Me Up! 127
Activity 4 Curve a Like 130
Activity 5 Investigating Momentum 133
Activity 6 Balloon Rocket 136
Activity 7 Little Shop of Toys 139
Activity 8 Bouncy Balls 142
Activity 9 Heat and Internal Energy 145
Activity 10 The Reverse of It 148
Activity 11 Fill Me in 151
Activity 12 More Power in the Philippines 152
Activity 13 Tracing Power 157

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 9

Quarter 1
Living Things in the
Environment
Development Team of the SLR

Writer: Kristine Nova M. Asuncion

Illustrator: Novo Obligado
Layout Artist: Mary Claire C. Payawal
Content Editors: Leonila Gas
Language Editor: Kim Lemuel A. Garcia

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 SCIENCE LEARNING ACTIVITY SHEET
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. LC CODE
st
GRADE 9 1 QUARTER/LIVING THINGS WEEK 1 DAY1 S9LT-la-b-26
AND ITS ENVIRONMENT
Name : ______________________________ Year & Section: ____________

TOPIC: The Human Breathing System

LEARNING COMPETENCY: The learners should be able to 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.

Activity No. 1
Creating Lung Model: Just Breathe

I. OBJECTIVES:

1. Explain how the lungs work.

2. Create a model of the lungs and explain what happens to them when you inhale and
exhale.

II. LESSON OVERVIEW:

Every cell of the body needs oxygen to stay alive and healthy. Your body also needs to
get rid of carbon dioxide. This gas is a waste product that is made by the cells during their
normal, everyday functions. These processes are indispensable to life. It follows that the human
body must have an organ system to do these life processes. The lungs, as the center of the
respiratory (breathing) system, are incredible organs which are specially designed to exchange
oxygen and carbon dioxide every time you breathe in and out.
Let’s take a closer look at this amazing organ!

III. A.MATERIALS:

Each group needs:

 2-liter empty plastic bottle with cap

 2 plastic drinking straws; available inexpensively at restaurant supply stores or donated
by fast-food chains; do not use the flexible drinking straws
 2 9-inch balloons
 1 larger balloon; for example, for a punch ball
 2 rubber bands

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 B. REFERENCES:

Science 9 Learner’s Module. pp. 6 - 7

Capco, Carmencita M. et. al. (2014) Biology - You and the Natural World (Second Year.
Third Edition) Phoenix Publishing House pp. 195-198
https://www.teachengineering.org/activities/view/cub_human_lesson09_activity1
https://sciencing.com/classroom-activities-on-the-respiratory-system-12746882.html

IV. PROCEDURE:

1. Prepare the materials needed for the activity.

2. Peel off the labels, if any, on the 2-liter bottles.
3. Tell students that the 2-liter bottle represents the human chest cavity.
4. Stick two drinking straws through the two holes in the bottle cap.
5. Place one 9-inch balloon on the end of each straw and secure them with rubber bands, as
shown in Figure 1.

Figure 1. Example model "lungs" created for the experiment setup.

6. Tell students that the straws represent the bronchi and the balloons represent the lungs.
7. Stick the balloon ends of the straws through the bottle opening and tightly screw on the lid.
8. Stretch out the larger balloon and place it over the open bottom of the bottle.
9. Tell students that this larger balloon represents the diaphragm. Now they have a finished
model of the lungs! (See Figure 2,) Next, it is time to make the lungs work!

Figure 2. A model of the lungs.

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10. Pull the diaphragm (balloon) down (that is, away from the lungs) in order to inflate the lungs.
(Note: This makes the chest cavity larger and decreases the pressure.)
11. Push the diaphragm (balloon) in (towards the lungs) in order to deflate the lungs. (Note: This
makes the chest cavity smaller and increases the pressure.)

Figure 3. A model of the human chest cavity.

V. ANALYSIS:

Q1. What does each part of the constructed lung model represent?

___________________________________________________________________________
Q2. What happens as you pull down the translucent plastic at the bottom of the model?

___________________________________________________________________________

Q3. What happens as you push up the balloon?

___________________________________________________________________________

Q4. How does the movement of the diaphragm cause the air to go in and out of the lungs?

___________________________________________________________________________

Q5. What might happen if you prick the balloon?

___________________________________________________________________________

VI. GENERALIZATION:

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 Describe the process of inhalation and exhalation.
VII. APPLICATION:

Why do you need to sleep in a well-ventilated room?

VIII. ENRICHMENT ACTIVITY:

Do some readings on respiratory diseases by searching in the internet. Complete the

table below.

Respiratory Disease Affected Structure How does the disease affect

the function of the respiratory
system
Ex. Emphysema Alveoli Those who suffer from
emphysema have trouble
exhaling air from their lungs.
Cigarette smoke damages the
air sacs in the lungs to a point
where they can no longer
repair themselves.

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 ACTIVITY SHEET IN SCIENCE
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. LC CODE
GRADE 9 1st QUARTER/LIVING THINGS WEEK 1 DAY 3 S9LT-la-b-26
AND ITS ENVIRONMENT
Name : ______________________________ Year & Section: ____________

TOPIC: The Human Breathing System

LEARNING COMPETENCY: The learners should be able to 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.

Activity No. 2
Parts and Functions of the Breathing System

I. OBJECTIVES:

1. Identify the key parts of the breathing system.

2. Describe the function of the breathing system.

II. LESSON OVERVIEW:

If you didn’t breathe, you couldn’t live. Whether you’re wide awake or asleep, you don’t
have to think about breathing. Each day we breathe about 20,000 times. All of this breathing
couldn’t happen without help from the respiratory system.
The respiratory system consists of specialized structures that allow oxygen in the air to
be taken into the body, while also enabling the body to get rid of carbon dioxide.

III. A.MATERIALS:

Each group needs:

 Activity sheet (for each station)

 Laptop/cellphone/tablet
 Timer

B. REFERENCES:

Science 9 Learner’s Module. pp. 6 - 7

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 Capco, Carmencita M. et. al. (2014) Biology - You and the Natural World (Second Year.
Third Edition) Phoenix Publishing House pp. 195-198
https://www.youtube.com/watch?v=kZzn_8ztPMA

IV. PROCEDURE:

1. Prepare the materials needed for the activity.

2. The teacher will assign each group to proceed to the station where the teacher
assigned you . The learning station serves as the area where the learners will focus.
Learning Station 1 Getting Some Details
Learning Station 2 Labelling the Parts
Learning Station 3 Crossword Puzzle
Learning Station 4 Exercise
3. Directions for each learning station will be given.
A. Learning Station 1 – Watch the video and get the facts using the 2-column notes
template.

2 Column Notes
Topic: ______________________________________

Main Idea or Vocabulary Word Details

B. Learning Station 2 – Label the parts of the breathing system.

Label the diagram of the respiratory system below with the following parts, then
color your diagram.

left bronchus trachea mouth pharynx (throat) diaphragm

nose alveoli right lung left lung oral cavity
right bronchus bronchiole nasal cavity epiglottis larynx(voice box)

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11
 C. Learning Station 3 – Answer the crossword puzzle.

D. Learning Station 4 – Students will observe breathing patterns at rest and after exercise.
They will sit for 30 seconds and then do jumping jacks for 30 seconds. Students
should get their number of breaths per minute at rest and after exercise
E. Assign one member from each group to report on the details/result of the observations
conducted.

V. ANALYSIS:

Q1. What is the function of each part of the breathing system?

________________________________________________________________________

Q2. How will you describe the pathway of oxygen in the breathing system?

Q3. What will happen if one part of the system fails to carry out its function properly?

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 ________________________________________________________________________

VI. GENERALIZATION:

Write an entry in your synthesis journal. (What Have You Learned?)

VII. APPLICATION:

What might happen if air tubes are clogged with phlegm?

VIII. ENRICHMENT ACTIVITY:

Do a research report about COVID-19 and how does it affect the respiratory system of
humans.

RUBRIC FOR RESEARCH REPORT

IDEAS The report fully The report mostly The report partially The report minimally
develops and develops and develops and/or develops/answers the
extends answers to answers the answers the prompt. Reasons,
the prompt with prompt with a prompt. More details, and/or facts
well-chosen reasons, clear topic reasons, details, are unclear and may
details, and/or facts supported by and/or facts are need to be narrowed
that strongly reasons, details, needed to clarify or expanded. The
support topic using and/or facts that the topic, or the report needs to show
multiple sources. come from the reasons, details, the research that was
required number and/or facts are completed.
of sources for the confusing. More
assignment. types of sources
should be used.
ORANIZATION The introduction is The report is The introduction, The introduction,
interesting. The divided into an body and/or body, and conclusion
body supports the introduction, a conclusion need run together.
focus. The body, and a more A works-cited page is
conclusion works conclusion. development. needed.

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 well. A works-cited page A works-cited page
A works-cited page is included, and is included, but
is included, and all most entries are only some entries
entries are correctly correctly are correctly
formatted. formatted. formatted.
VOICE The voice sounds The voice sounds The voice sounds The voice cannot be
confident, well-informed unsure. heard.
knowledgeable, and most of the time.
enthusiastic.
WORD CHOICE The word choice Some specific Too many general General or missing
makes the essay nouns and action words are used. words make this essay
very clear, verbs make the Specific nouns and hard to understand.
informative, and fun essay clear and verbs are needed.
to read. informative. Some words need
Unfamiliar terms to be defined.
are defined.
SENTENCE The variety of Most of the Many short, Many sentences are
FLUENCY sentences used sentences read choppy sentences choppy or incomplete
makes the paper smoothly, but need to be and need to be
easy to read. more variety is combined to make rewritten.
needed. a better variety of
sentences.
CONVENTIONS Punctuation and The report has a The report has Many errors make the
grammar are few minor errors several errors in report confusing and
correct. Spelling is in punctuation, punctuation, hard to read. Help is
correct. spelling, or spelling, or needed to make
grammar. grammar causing corrections.
confusion.

ACTIVITY SHEET IN SCIENCE

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. LC CODE
GRADE 9 1st QUARTER/LIVING THINGS WEEK 2 DAY 1 S9LT-la-b-26
AND ITS ENVIRONMENT

Name : ______________________________ Year & Section: ____________

TOPIC: The Human Circulatory System

LEARNING COMPETENCY: The learners should be able to 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.

Activity No. 3
Let’s Organize!
I. OBJECTIVES:

1. Identify the components of the circulatory system.

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 2. Describe the structures of the heart and their functions.

II. LESSON OVERVIEW:

In this activity, you will learn about the highly organized structures of the circulatory
system. Humans and most animals are complex, multicellular organisms that require a
mechanism for transporting nutrients throughout their bodies and for removing waste products.
The blood, heart, and the complex network of blood vessels work jointly to reach all parts of the
body. It looks like a highway system that runs throughout every cells, tissues, and organs of our
body.

III. A.MATERIALS:
 Activity sheet
 graphic organizer
B. REFERENCES:

Science 9 Learner’s Module. pp. 13 - 15

Capco, Carmencita M. et. al. (2014) Biology - You and the Natural World (Second Year.
Third Edition) Phoenix Publishing House pp. 178-190
https://www.medicalnewstoday.com/articles/320565

IV. PROCEDURE:

A. 1. Label the parts of the heart on the diagram.

2. Use the following words in the word bank to identify the different parts of the heart.

aorta right ventricle right pulmonary artery

superior vena cava left ventricle right pulmonary vein
inferior vena cava tricuspid valve left pulmonary artery
right atrium mitral valve left pulmonary veins
left atrium apex

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B. Using the graphic organizer below, fill in the missing parts, descriptions, and functions to
complete the entire concept.

V. ANALYSIS:

Q1. Explain how the heart works.

________________________________________________________________________
Q2. Evaluate how the heart can be compared to a mechanical pump.
________________________________________________________________________
Q3. What does the heart need to survive?
________________________________________________________________________

VI. GENERALIZATION:

1. Name the components of the circulatory system.

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 2. What does blood do for the body?
3. Distinguish arteries from veins.
4. What are the four chambers of your heart?
5. Why is adding on weight can be burdensome for your heart?

VII. APPLICATION:

Gather clippings and collect data on the newest trends or breakthroughs in

artificial heart or heart transplants.

VIII. ENRICHMENT ACTIVITY:

Research about some common heart ailments – how they are acquired and how they can
be cured or prevented. Complete the table below:

Common Heart Ailments
Ex. Coronary Heart Disease
How They Are Acquired
When cholesterol builds up on
the artery walls, creating
plaques.
How They Can be Cured
There is no cure for CHD.
However, change of lifestyle
might help, such as quitting
smoking, adopting healthful
diet, and getting regular
exercise.

ACTIVITY SHEET IN SCIENCE

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. LC CODE
GRADE 9 1st QUARTER/LIVING THINGS WEEK 2 DAY 3 S9LT-la-b-26
AND ITS ENVIRONMENT

Name : ______________________________ Year & Section: ____________

TOPIC: The Human Circulatory System

LEARNING COMPETENCY: The learners should be able to 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.

Activity No. 4
A Circulatory System Relay
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I. OBJECTIVES:

1. Describe blood flow and gas exchange within the heart, circulatory system, and
lungs.
2. Explain the mechanism of how the respiratory and circulatory systems work
together.

II. LESSON OVERVIEW:

In the previous activities, you have learned about the structures of Respiratory and
Circulatory systems. Take a deep breath and then breathe it out. What do you think happen?
What you just did is inhalation and exhalation and the same time you keep blood circulation
going.

This activity focuses on the collaboration of the two complex systems – Respiratory and
Circulatory, to ensure that organ tissues receive enough oxygen and get rid of carbon dioxide.

III. A.MATERIALS:

Each group needs:

 5 inflated red balloons

 5 inflated blue balloons
 poster or drawing of the lungs
 playground chalk or masking tape

B. REFERENCES:

Science 9 Learner’s Module. pp. 8 - 9

Capco, Carmencita M. et. al. (2014) Biology - You and the Natural World (Second Year.
Third Edition) Phoenix Publishing House pp. 178-190
http://www.pdcfaculty.org/jpatterson3/Science/Projects/CHROME/Circulatory
%20System%20Relay.htm
IV. PROCEDURE:

1. Study the relay course and review the circulatory pathway.

2. Work in teams. Red balloons will represent oxygenated blood cells. Meanwhile, the blue
balloons will represent carbon dioxide loaded blood cells.
3. You are going to have a relay race to see which group can complete the relay in the
shortest amount of time.
4. Proceed, one blood cell (an actual person) at a time. One student (blood cell) must go
through the entire circulatory system before the next blood cell may continue. You will
be timed. Each blood cell should take about 20 to 25seconds to complete the circuit.

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V. ANALYSIS:

Q1. How do the heart and the lungs work together?

________________________________________________________________________
Q2. What takes place when you inhale and exhale?
________________________________________________________________________
Q3. How does blood carry oxygen and carbon dioxide?
________________________________________________________________________
Q4. How does blood flow through the body?
________________________________________________________________________

VI. GENERALIZATION:

How will you describe the sequence of oxygen, carbon dioxide, and blood flow in your
own words?

VII. APPLICATION:

1. What factors do you think might affect the efficiency of circulation in real bodies?
2. What do you think might be the effect of zero gravity (as experienced in space flight)
on the circulatory system?

VIII. ENRICHMENT ACTIVITY:

Write a creative story featuring the journey of a red blood cell entering the heart and
going towards the body organs. Include the major parts of the circulatory system as characters in
the story.

RUBRIC FOR CREATIVE STORY

NEEDS FAIR GOOD EXCELLENT

IMPROVEMENT 2 3 4
1

Creativity & Use No creative language Very few creative Some creative The story is filled
of Lit. Devices is used. It is evident terms are used. language is used. with creative and
that the writer did not Potentially terms Literary devices descriptive
put forth any feeling have been used out are used within language. The writer
and emotion into the of context, but context but do not engages the reader
story. The story is not student makes allow for the flow with an entertaining
made personal. valiant effort to of the story to tale of an event that
place them in continue on point. the audience can
his/her writing. relate to.

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Character Student fails to use Character Student uses some The main character
Development descriptive details to development needs descriptive details is thoroughly
develop the character. improvement, but to develop the developed through
Characters lack depth. the reader gets a character. direct and indirect
sense of the Characters are characterization
character and who somewhat such as speech,
s/he is. interesting and actions, description,
have some depth. etc.

Plot Development Story development Story development Story development Story contains
does not exist and needs to be follows story exposition, rising
does not follow improved or sequence but some action, climax,
sequence. revised. There are components could falling action,
pieces missing. be better developed resolution.
for the reader to The story is easy to
follow. follow.
Grammar More than 9 7-9 grammatical 3-6 grammatical 1-2 grammatical
grammatical errors errors made which errors made which errors made which
were made which interfere with the interfere with the interfere with the
interfere with the telling of the story. telling of the story. telling of the story.
telling of the story.
Conflict No conflict has been Conflict is vague or Conflict is depicted Conflict is clearly
presented. The writer unclear. The story in the story and the depicted in the story
neglects to develop fails to adequately story is somewhat and the story is
internal/external integrate the developed around developed around
conflicts amongst conflict. the conflict. the conflict.
character(s).

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 ACTIVITY SHEET IN SCIENCE
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. LC CODE
GRADE 9 1st QUARTER/LIVING THINGS WEEK 2 DAY 5 S9LT-lc-27
AND ITS ENVIRONMENT

Name : ______________________________ Year & Section: ____________

TOPIC: How to take care of the Respiratory and Circulatory Systems

LEARNING COMPETENCY: The learners should be able to infer how one’s lifestyle can
affect the functioning of respiratory and circulatory systems

Activity No. 5
Prevention is Better than Cure

I. OBJECTIVES:

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 1. Identify ways of detecting and preventing diseases in the respiratory and
circulatory systems.
2. Appreciate the importance of a healthy lifestyle in avoiding such diseases.

II. LESSON OVERVIEW:

When it comes to our health, prevention is much better than cure. Several diseases and
injuries are preventable and can be managed much better if identified earlier on.

Our Respiratory and Circulatory systems are targets for a wide range of toxic
environmental contaminants. It is sensible for us to stop a bad thing or an illness from happening
in the first place than to have to deal with awful problems, worse health issues or damages later.

III. A.MATERIALS:

Each group needs:

 manila paper, marker

B. REFERENCES:

Science 9 Learner’s Module. pp. 21 - 25

Capco, Carmencita M. et. al. (2014) Biology - You and the Natural World (Second Year.
Third Edition) Phoenix Publishing House pp. 178-190
https://flexbooks.ck12.org/cbook/ck-12-middle-school-life-science-2.0/section/11.35/primary/
lesson/respiratory-system-health-ms-ls

IV. PROCEDURE:

1. Identify the negative lifestyles that affect the functioning of the respiratory and
circulatory systems.
2. Distinguish the illnesses that are brought about by these negative lifestyles.
3. List ways to keep your respiratory and circulatory systems healthy.

Ways to Keep Respiratory

Illnesses Brought by
Negative Lifestyles
Negative Lifestyle
Ex. Smoking Lung Cancer
and Circulatory Systems
Healthy
 Stop smoking and stay
away from secondhand
smoke.
 Avoid indoor and outdoor
air pollution.

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V. ANALYSIS:

Q1. How can lifestyle affect the functioning of the respiratory and circulatory systems?
________________________________________________________________________
Q2. How can these negative lifestyles be changed?
________________________________________________________________________
Q3. What might happen if a person goes on with a negative lifestyle for such a long
period of time?
________________________________________________________________________

VI. GENERALIZATION:

How can you detect and prevent diseases of the respiratory and circulatory system?

VII. APPLICATION:

If you are sick, what should you do to slow or reduce the spread of infection?

VIII. ENRICHMENT ACTIVITY:

SCRAPBOOK MAKING : Information Dissemination on How to Take Care of the

Respiratory and Circulatory System

RUBRIC FOR SCRAPBOOK

NEEDS FAIR GOOD EXCELLENT

IMPROVEMENT 2 3 4
1

UNDERSTANDING The scrapbook The scrapbook The scrapbook The scrapbook

Demonstration that shows no shows little is planned is planned
instructions and understanding of evidence of adequately; carefully;
concepts are the concepts and understanding understanding understanding
understood. instructions. the concepts of some of most
and concepts and concepts and
instructions. instructions instructions is
shown shown.
Craftsmanship/ The scrapbook The The scrapbook The scrapbook

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Skill shows poor sccrapbook shows good shows
Neatness, precision, craftmanship shows average craftmanship outstanding
care. and no attention craftmanship and attention to craftmanship,
to detail. and little detail. with clear
attention to attention to
detail. detail.
Creativity/ The scrapbook The scrapbook The scrapbook The scrapbook
Originality lacks evidence demonstrates demonstrates demonstrates
Inventiveness, of personal an average some personal original
expression of ideas expression. amount of expression and personal
and imagination. personal logical expession and
expression. problem outstanding
solving skills. problem
solving skills.
Effort The student put The student put The student put The student put
What it takes to forth no effort or forth the effort forth the effort forth
finish the project as the project was required to required to extraordinary
well as possible, not completed; finish the complete the effort to
time dedicated to class time was project; used project well; complete the
the project inside not used well. class time used class time project well as
and/or out of class. adequately. well. possible; used
class time
extremely well.

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