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Toaz - Info Science 9 DLL 1st Grading PR
Toaz - Info Science 9 DLL 1st Grading PR
Toaz - Info Science 9 DLL 1st Grading PR
Prevention, detection, and treatment of diseases affecting the respiratory and circulatory systems
B. Performance Standard
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 the data gathered from the school or local health workers
C. Learning S9LT-Ia-b-26
Competency/Objectives Describe blood flows Describe blood flows
and gas exchange with and gas exchange Identify the component Identify the composition
the heart, circulatory with the heart, of the circulatory of the blood
system and lungs circulatory system system Name and compare the
and lungs different types of blood
Explain the mechanism Explain the different vessels
of how the respiratory Explain the types of circulation
and circulatory system mechanism of how
work together the respiratory and
circulatory system
work together
IV. PROCEDURES
NO CLASSES
A. Reviewing previous Recall how the lungs work in the exchange of gases in Review the blood flow and Recall the three major
lesson or presenting respiration process EID’L FRT gas exchange within the organs of circulatory
the new lesson respiratory and circulatory system.
system.
B. Establishing a purpose Discuss the blood flow and gas exchange within the Name and discuss the Describe and give the
for the lesson circulatory and respiratory system components of circulatory functions of the different
system components of the blood.
.
C. Presenting Using the learners manual page 9 the students will trace Refer to figure 9 page 15 of Show pictures of blood
examples/Instances of the gas exchange activity learner’s module study the composition.
the new lesson different parts of circulatory Watch the video about
system to visualize each blood types
component.
D. Discussing new Discuss the procedure and the materials needed for the Compare the three types of Using microscope the
concepts and activity blood circulation students will focus human
practicing new skills # blood cells
1
Video showing the
animated flow of blood to
E. Discussing new The students will do the activity 3 outside the classroom. the different parts of the
concepts and Page 8 learners module body.
practicing new skills #
2
F. Developing mastery Discuss the answers of the given questions in activity 3 Fill in the missing parts, Let the students give the
description, and functions to functions of blood
complete the entire concept components and compare
mapping of circulatory the blood vessels
system page 13 learners
module
G. Finding practical Demonstrate ways of taking care respiratory system Let the students discuss the Let the students infer what
application of use and importance of would happen if the blood
concepts and skills in sphygmomanometer and stopped to flow
daily living stethoscope.
H. Making Ask the students to describe the blood flow and gas Ask the students to Let the students answer the
generalizations and exchange with the heart and lungs. enumerate the parts of the question.
abstractions about blood and their functions What are the blood vessels
the lesson and how are they differ?
I. Evaluating learning Answer the given questions on page 9. Evaluate the students Let the students answer
learning of concepts of short quiz
circulatory system by
answering the graphic
organizer, page 13 of
learner’s module.
Invite the school nurse to
J. Additional activities Do the Enrichment activity page 10 of learners module demonstrate how to get
for application or blood pressure.
remediation
V. REMARKS
VI. REFLECTION
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
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?
Prevention, detection, and treatment of diseases affecting the respiratory and circulatory systems
B. Performance Standard
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 the data gathered from the school or local health workers
II. CONTENT
Parts and functions of the Heart rate Respiratory and Making Respiratory and Making Respiratory and
heart Circulatory disorders Circulatory system healthy Circulatory system healthy
III. LEARNING
RESOURCES
A. References
4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning https://www.youtube.com/ https://www.youtube.com https://www.youtube.com/ https://www.youtube.com/
Resource watch?v=zrFQteTyTPc /watch?v=r-m27szUFjO watch?v=fF7SNcw7kyQ watch?v=0aNNYEUARAk
IV. PROCEDURES
A. Reviewing previous Recall the organs of Let the students recall the Recall blood circulation Review the common Ask the students to give
lesson or presenting the circulatory system parts of Human Heart Respiratory and circulatory what are the different ways
new lesson ailments on how to make respiratory
and circulatory system
healthy
B. Establishing a purpose Do you know how big your Discuss Heartbeat and Ask the students to Discuss way of detecting Discuss the importance of
for the lesson heart is? Its just big as your demonstrate how to explain this quotation and preventing diseases. healthy lifestyle
fist measure pulse beat. “Smokers never grow old and the healthy habits to
but they just die young “ keep the respiratory and
circulatory system healthy
C. Presenting Bring out your books and the students to tell where Show the picture of Cite some government show pictures of different
examples/Instances of the identify the detailed parts of the sound of their heart is smokers body and call agencies that can help and lifestyle and ask the
new lesson the human heart coming from. students to describe give information in students to give the positive
preventing diseases and negative effect to one’s
life
In doing the activity, Do Activity 7 Cigarette The students will cut out
D. Discussing new Let the students dissect the remind the students to Smoking Is Dangerous to Watch the video Harmful different examples of
concepts and practicing chicken heart and identify choose only the physical your Health effects of tobacco on the unhealthy lifestyles from old
new skills # the parts of the heart activities that they can human heart magazines or news papers
tolerate so as to avoid Watch video on effect of and create a collage in your
injury or strain. smoking on the human notebook.
respiratory and
circulatory system
E. Discussing new The Students will do go Ask the students to write Perform the activity 8
concepts Do Activity 5 out from the classroom to some of the common Prevention is Better that
practicing new skill Pump it perform the Activity 6 The ailments of Respiratory cure
#2 Rhythm of My Heart and circulatory system
.page 11
After discussing the Let the students relate their Discuss the answers of
F. Developing mastery Discuss how the blood Discuss the answers from ideas within the group, personal experiences to the questions given on page 23
pump by the heart the given questions of stick and organize all the topic to have more Learners module
Activity 6 page 12 responses which falls meaningful discussion on
under the respiratory and prevention
circulatory system
G. Finding practical We believe that heart is the Let the students explain Let the students suggest Appreciate the importance Negative lifestyle weakens
application of concepts center of emotions. How how nicotine in cigarette the different ways how to of healthy lifestyle avoiding your system while healthy
and skills in daily living can you control your tobacco affects breathing take care of the such diseases. lifestyle leads to complete
emotions ? so that you will rate when it enters the circulatory system wellness.
influence others in positive bloodstream.
way.
H. Making Label the parts of the heart After exercise, the heart The students will Discuss the best way to Vices, stressful
generalizations and rate increases and describe and give the prevent diseases in the environment, and unhealthy
abstractions about the eventually returns to symptoms of the respiratory and circulatory eating habits can cause
lesson resting pulse. Therefore common ailments of the systems to have healthy various diseases
shorter interval is needed. circulatory system lifestyle, like balance diet, specifically of the
regular exercise avoid respiratory and circulatory
cigarette smoking. systems.
I. Evaluating learning Short quiz ( formative test) Compare the students Give 5 item multiple Answer the missing word on Summative Assessment 10
resting pulse with their choice test page 22 of learner’s items multiple choice test
pulse after the given module.
activities.
Visit other school clinic or
J. Additional activities for your family doctor and
application or interview them about the
remediation common ailments that
affect the respiratory and
circulatory system
V. REMARKS
VI. REFLECTION
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
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?
Prepared: Checked : Noted;
I. OBJECTIVES
A. Content Standard 1. How genetic information is organized in genes on chromosome;
2. Traits of organism are inherited through different patterns of inheritance.
B. Performance Standard
C. Learning S9LT-Id-28(describe the location of genes in chromosomes)
Competency/Objectives S9LT-Id-29 (explain the different patterns of Non Mendelian Inheritance)
Describe Multiple Describe how sex in humans is determined Explain the sex
Alleles pattern of Draw a Punnett square to explain how sex genes linked – genes
inheritance using are inherited inheritance of
ABO blood type traits
Infer the unknown Solve problems
phenotypes of related to sex-
individuals on the linked traits
basis of the known
phenotypes of their
family members
Identify traits that
falls on the Non
Mendelian Pattern
of inheritance
II. CONTENT Sex Chromosome and Sex Determination Sex-Linked Genes
Multiple Alleles
III. LEARNING
RESOURCES
A. References p.8-9
1. Teacher’s Guide pages p. 5-6 p. 7-8 p. 38-39
2. Learner’s Materials p. 34-36 p. 36-38
pages
3. Textbook pages
4. Additional materialsfrom
Learning Resource
(LR)portal
B. Other Learning https://www.youtube.com/watch?v=9 https://www.youtube.com/watch?v=kMWxuF9YW38
O5JQqlngFY (Video)
Resource
IV. PROCEDURES
A. Reviewing previous “Codominance” Non Mendelian Pattern of Inheritance “Sex determination”
lesson or presenting the
new lesson
B. Establishing a purpose What is your blood type? Sex determination diagram What makes men differs
for the lesson Do you know your parents (Let the student analyze the picture and relate it to from women? Let the
blood type? Are your blood meiosis and inheritance) student write as many
types similar? If not, does How does sex genes determined and inherited? as they can? Which
it mean that your adopted? among these traits is
inherited?
C. Presenting Watch Video for better https://www.youtube.com/watch?v=kMWxuF9YW38 Among those traits
examples/Instances of understanding (0:00 – 1:21 mins only) listed on the board,
the new lesson https://www.youtube.com/watch?v=9 encircle those that can
O5JQqlngFY
be found only in
male/female?
(INTRO) These traits
are being controlled by
sex chromosome, let us
investigate further.
D. Discussing new concepts Do the activity No. 3 Do the activity No. 4 “Boy or Girl?” Do Activity 5 “ When
and practicing new skills “What’s your blood type?” Gender Matters”
#1 Discussion follows right
after the given activity
E. Discussing new concepts Identify the following traits Presenting Punnett square and answering guide
and practicing new skills and classified it into which questions
#2 Non Mendelian Pattern of
Inheritance it belongs
F. Developing mastery What is multiple alleles? How does sex genes determined and inherited? What is sex linked
Summed up: What are The genes? How are these
Non Mendelian Pattern of genes inherited?
Inheritance?
G. Finding practical If you and your parents Is it right for the husband to blame his wife if she could Who are most likely to
application of concepts happens to have different not bear a male child? Which chromosomes determine a be affected by sex
and skills in daily living blood types? Is that mean person’s sex? linked genes and why?
that you are not related to
each other? Why? Or why
not?
H. Making generalizations Why does human blood Who determine the sex of their children? Explain your Sex linked are inherited
and abstractions about types happens to be the answer. through the x
the lesson best example to show chromosome. What
multiple alleles? Is there could be the effect of
other human traits that this disorder in male?
follow multiple allele’s What about in female?
pattern?
I. Evaluating learning See attachment on DLL Evaluation is based on the result of the Punnett square See rubrics for the
1-10 Paper and pen test result of group
discussion/
collaboration
J. Additional activities for Research on the ff;
application or Sex linked genes
remediation Sex limited genes
Sex influenced genes
V. REMARKS .
VI. REFLECTION
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
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?
A. Content Standards
The learners demonstrate understanding how changes in the environment may affect species extinction.
B. Performance Standards Make a multimedia presentation of a timeline of extinction of representative microorganisms, plants and animals.
C. Learning Competencies/ Objectives S9LT - Ie - F – 30
Write the LC code for each
A. References
1. Teacher’s Guide pages 39 – 41
37- 39 41-43 43 -50
2. Learner’s Materials pages 50-55 56 – 57
58-59 60 -69
3. Textbook pages Science and
Technology I
General Science
289 -293
F. Developing mastery
(Leads to Formative Assessment ) Discuss the answer to Discuss the Discuss the answer to Guide Due to explosive
Guide Questions: answer to the Questions 9 – 13. human population
activity. growth the demand to
1. How do you What happens if the living use and overuse our
compare your tree I.D. conditions of the organisms are natural resources is
in a vacant lot from a Based on the not ideal for their survival? inevitable.
grass lawn? Explain result, what
your answer. inference can you When can we say that species What is its implication
2. If humans were give? becomes endangered? Becomes in our biodiversity?
concerned about threatened?
biological diversity, How can a What activities do
would it be best to population’s How do changes in the people
have a low or high I.D. density be used to environment affect species engaged that leads to
for a particular learn about the extinction? extinction?
environment? Why? needs and
characteristics of How do you think or
that population? feel about these
How are limiting potentially disastrous
factors activities?
As an individual, how
can you help the cause
of preserving wildlife?
A. Content Standards
The learners demonstrate an understanding of the structure and function of plant parts and organelles involved in photosynthesis.
B. Performance Standards Design and conduct an investigation to provide evidence that plants manufacture their own food.
C. Learning Competencies/ Objectives Differentiate basic features and importance of photosynthesis.
Write the LC code for each
S9LT-Ig-j-31
II. CONTENT
Biodiversity and Flow of Energy and
Flow of Energy and Matter Flow of Energy and
Evolution Matter in Ecosystem
in Ecosystem Matter in Ecosystem
Causes of Species
PHOTOSYNTHESIS PHOTOSYNTHES
Extinction PHOTOSYNTHESIS
A. References
1. Teacher’s Guide pages 43 – 50 55-62 55-62 63-68
2. Learner’s Materials pages 72-77 77-78
60 – 69 79-85
3. Textbook pages Science and Technology Perfect Guide
I Lower Secondary Science
General Science Book B
289 -293 Christopher N. Prescott
pp. 178
4. Additional Materials from Learning
Resources (LR) portal
V. REMARKS
VI. REFLECTION
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 works? 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 works?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovations or localized
materials did I use/discover which I wish
to share with other teachers?
A. Content Standards
The learners demonstrate an understanding of the structure and function of plant parts and organelles involved in photosynthesis.
B. Performance Standards Design and conduct an investigation to provide evidence that plants manufacture their own food.
C. Learning Competencies/ Objectives Differentiate basic features and importance of photosynthesis.
Write the LC code for each
S9LT-Ig-j-31
II. CONTENT
A. References 63-68
1. Teacher’s Guide pages 77-78 43 – 50
2. Learner’s Materials pages Perfect Guide
Lower Secondary
Science Book B
Christopher N. Prescott
pp. 176-177 60 – 69
3. Textbook pages Science and Technology I
General Science
289 -293
GATE:
F. Developing mastery
(Leads to Formative Assessment ) Supposed there are 2 jars with burning candle Computer Aided Activity:
and one has potted plant inside. Both jars are
placed near a window in strong sunlight. Students make a
Question: multimedia
presentation of
photosynthetic process.
What was
What is the most
the most confusing
important idea
thing we presented
discusse today?
d today?
What are What made
the three the
big learning
ideas/co easy for
ncepts to you today?
be What made
learned the
from this learning
lesson? difficult for
you today?
I. Evaluating learning
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
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 works? 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 works?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovations or localized
materials did I use/discover which I wish
to share with other teachers?
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
Write the LC code for each
II. CONTENT
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
F. Developing mastery
(Leads to Formative Assessment )
I. Evaluating learning
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
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 works? 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 works?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovations or localized
materials did I use/discover which I wish
to share with other teachers?