Mary Help of Christians School (Cebu), Inc.

Minglanilla, Cebu

UNIT PLAN

SCIENCE GRADE 9
2017 – 2018

FIRST QUARTER
Teacher: Mr. Andro A. Dayoha

Title: Living Things and Their Environment Unit 1: Circulatory and Respiratory Systems Working with the Other Organ Systems
Unit Description: This unit tackles on the coordination and interaction of the different structures of the circulatory and respiratory systems in order to transport oxygen, nutrients, antibodies and
hormones to the different parts of the body, the factors that may alter the flow of the system and that learners will become disciplined and more responsible in taking care of their body.
STAGE 1: DESIRED RESULTS

Established Goals: Transfer Goal:

The learners will independently use their learning to conduct an information dissemination activity
Content Standards: on effective ways of taking care of the respiratory and circulatory system and eventually practice
The learners demonstrate understanding of how the different structures of the healthful habits as the best way to overcome health issues confronting them and become
circulatory and respiratory systems work together to transport oxygen-rich blood and nutrients personally responsible and self-disciplined guardians of nature.
to the different parts of the body.
The learners demonstrate understanding of the prevention, detection, and treatment of
diseases affecting the circulatory and respiratory systems.

Performance Standard:
The learners conduct an information dissemination activity on effective ways of taking
care of the respiratory and circulatory systems based on data gathered from the school nurse
or local health workers.
The learners practice healthful habits to maintain proper functioning of the organs of
the respiratory and circulatory systems.

Formation Standard:
The learners become disciplined and more responsible in taking care of one’s self.

Enduring Understanding: Essential Questions:

The learners will understand that…
 the circulatory system transports materials including oxygen, carbon dioxide,
nutrients, vitamins, hormones, waste products, and molecules and cells specialized
for the body’s defenses within blood. Rhythmic pumping of the mammalian heart
drives blood through pulmonary and systemic circuits.
 different organs are involved in the process of transporting blood and fluids that the
body can use.
 a person’s lifestyle can alter the perfect condition of the circulatory system. Few of
the implications of smoking and eating salty and fatty foods are Cardiovascular
The learners will be able to answer the following questions:
 How does the circulatory system transport nutrients, gases, and other molecules to and
from the different parts of the body?
 How important are the different organs of transport in maintaining a smooth flow of traffic
in our body’s highway?
 How can a person’s lifestyle like smoking and regular exercise affect the function of the
circulatory system? What are its implications?
 How important are the lungs in the Respiratory system?
 diseases that could lead to heart attack.  How does gas exchange occur in our body?
 the lungs are the respiratory adaptations of most terrestrial vertebrates and this  Explain how lifestyle like regular exercise and smoking affects the function of the
organ aid in the movement of air in the body which only be accomplished through respiratory system.
breathing.  How does the lymphatic system work with the circulatory system?
 gas or gaseous exchange occurs when we inhale, and oxygen enters our body and
goes to the lungs by passing through the alveoli.
 different lifestyles like smoking and exercise can either be advantageous or
disadvantageous to one’s health. Smoking can cause severe damage to lungs and
too much stress and exposure to infectious and other environmental agents increase
our susceptibility to respiratory problems.
 the lymphatic system acts as a secondary circulatory system

Knowledge: Skills: Disposition:

The learners will know… The learners will be able to… The learners will acquire…
 Circulatory system  describe the parts and main functions of the circulatory and  appreciation on the importance of the circulatory
o types of Circulatory system respiratory system and the respiratory system
o blood vessels  identify the parts of the respiratory system  awareness on how to take care of one’s body and
o heart  explain the mechanism on how the circulatory system maintain good health
o human blood transports nutrients, gases, and other molecules to and from  responsibility on how to nourish the immune
o lymphatic system and immunity the different parts of the body system
o problems in the circulatory system  explain the mechanics involved in breathing  self-discipline in following the do’s and don’ts in
o healthy circulatory system  explain how harmful substances affect the respiratory and maintaining a healthy lifestyle
 Respiratory System circulatory systems
o functions and parts of the respiratory system  describe and differentiate the structure and function of blood
o the respiration process vessels
o respiratory problems  infer how one‘s lifestyle can affect the functioning of
respiratory and circulatory systems;
o taking care of the respiratory system
Stage 2-ASSESSMENT EVIDENCE

Differentiated Performance Task Other Evidences:

 quizzes
Goal: Your goal is to conduct an information dissemination activity on effective ways of taking  Chapter test
care of the respiratory and circulatory systems.  Formative test
To widen understanding on the importance and the proper ways to maintain a healthy  Summative test
circulatory and respiratory system through launching a campaign with the help of the locality of  Laboratory activities
Minglanilla.  Project
 IP projects
ROLE:
You are journalists.

AUDIENCE:
Local government / Barangay officials

SITUATON:
Health week is annually celebrated in your school. This year’s theme is focused on healthy
lifestyle. In line with these journalists present their contributions to the special edition of the
news magazine of the school that will highlight the proper way to maintain a healthy circulatory
and respiratory system.

PRODUCTS:
Choose one of the following which you are going to use in implementing your campaign:
1. Product 1(computer and graphic poster)
2. Product 2(two-page article news)
3. Product 3(presentation of infomercial on proper way to maintain healthy circulatory system)

STANDARDS:
Your product will be evaluated based on the following:
 Content
 Impact
 Creativity
 Relevance

Performance Task 2
Goal: To be scheduled for a panel interview to be conducted by the school’s SCIENCE
Organization for the health week program celebration in a certain university.

ROLE: You are a university Science professor and is practicing medicine in a private hospital.

AUDIENCE: Students and members of the Science Organization

SITUATION: There is an alarming increase of the total number of patients with respiratory
tract infections accompanied by heat strokes in the province of Cebu. The whole province is
under “state of calamity”. The whole country is looking at it as a total concern. One of the
considered factors that caused this disease is the heightened level of air pollution and the
changes of the weather especially the wrath of El Nino.

PRODUCTS:
Product 1(Video Presentation)

STANDARDS: Your product will be evaluated based on:

 Content
 Impact
 Relativity
 Organization of Ideas

Performance Task 3
GOAL: To be scheduled for an interview in one of the biggest TV network wherein you will
give a talk on one of the most threatening Corona virus of today that leads to deaths
worldwide.

ROLE: You are a WHO (World Health Organization) member

AUDIENCE: Tele viewers

SITUATION: The potentially fatal MERS virus that originated in Saudi Arabia two years ago
has spread to Turkey for the first time, the World Health Organization said. In a report on its
website, the organization attributed the spread to a 42-year-old Turkish citizen who had been
working in the Saudi city of Jidda; he fell ill there last month and flew two weeks ago to the
Turkish city of Hatay, where he was hospitalized and died within days. The organization said
medical investigators confirmed that the man had suffered from MERS, or Middle East
Respiratory Syndrome, and they were checking others in Turkey and Saudi Arabia who had
been in contact with him during his symptomatic phase.

PRODUCTS: You may choose any of the following:

1. Animated Video
2. Flyers illustrating the spread of the MERS virus
3. Video clip collection which contain news from different countries affected by the said virus

STANDARDS: Your product will be evaluated based on:

 Content Accuracy
 Organization of ideas
 Impact
 Creativity
 Stage 3-LEARNING PLAN
Time Learning Content
Learning Activities Modification Remarks
Frame and Objectives

Week Content: 1. Pre-assessment

1 The Mechanism of the Undergo pre-assessment to introduce the human circulatory system with a preliminary
Circulatory system assessment to measure what the students learning.
Day 1 1.1 Among the three major blood vessels, which blood vessel does the exchange of
Learning important substances and wastes occur?
Competency: A. Capillaries C. Arteries
 Describe the parts B. Veins D. B and C
and functions of the
circulatory system 1.2 Which statement best describes the Circulatory system?
A. The body’s antibodies producing system
Science and B. The body’s breathing system
Engineering C. The body’s blood transporting system
Practice: D. The body’s framework.
 Ask questions and
define problems 1.3 The following are the functions of the Circulatory system except
 Obtain, Evaluate, A. Transportation C. Protection
and communicate B. Regulation D. Excretion
information
1.4 The following best describes the structure of the heart except
Valuing: A. It is made of cardiac muscle
 To develop the value B. It is divided into five compartments called chambers
of perseverance and C. It has a strong muscular wall that separates the right side of the heart from the left
patience in D. weigh less than a pound
answering the test
 Recognize the 1.5 The following are problems in the Circulatory system except
importance of the A. Heartburn C. Stroke
Circulatory system B. Hypertension D. Leukemia

Instructional 1.6 Which body system works best together with the Circulatory system
Materials A. Circulatory System-Digestive System
 Pre-assessment B. Circulatory System-Lymphatic system
papers C. Circulatory System- Reproductive system
D. Circulatory System- Respiratory system
 Video clips about the
circulatory system
1.7 Which of the following statement best describe the Lymphatic system
and water system
A. supplies blood throughout the body
 Chalk
B. Defend the body from viruses
 Activity aids C. Helps the immune system to remove and destroy wastes, toxins, dead blood cells,
pathogens, and even the cancer cells.
Resources D. Carries digested food from the small intestine to the other parts of the body
 Abistado, Valdoz,
Aquino, Bascara, 1.8 Among the three components of the blood, which one carries oxygen from the lungs to
Santos, Worktext in
 Science and the body cells?
Technology-Science A. White blood cells C. Red blood cells
Links 9, REX Book B. Platelets D. Plasma
Store, 2014
 2008 Pearson 1.9 Which statement best describes an Open system
Education, Inc., A. Efficiency of circulation increases due to the enhancement of supply
publishing as B. Flow of blood through a tissue is regulated by the contraction and regulation and
Pearson Benjamin relaxation of the muscles
Cummings C. Speed of circulation is more rapid
 Exploring the Heart- D. The materials between the cells and the blood exchange directly
The Circulatory
1.10 The cardiovascular system is composed of the following except
System, Feb 3, 2014,
A. heart C. trachea
https://www.youtub B. blood vessels D. lymph
e.com/watch?v=-
s5iCoCaofc Respiratory system
 The water 1.11 Which of the following statement best describes the function of the respiratory
circulation.flv, Nov 1, system?
2010, A. the exchange of oxygen and carbon dioxide between the atmosphere and the blood
https://www.youtube. B. It collects wastes from the atmosphere like carbon dioxide
com/watch? C. Breaks down food and make it easily absorbed in the body
v=WkG8ST0x8iQ D. It is composed of glands and functions as a communication system.

1.12 Which of the following permits the exchange of gases, oxygen, and carbon dioxide
through their thin
walls?
A. Diaphragm C. Alveoli
B. Bronchi D. Pharynx

1.13 Which of the following shows the correct pathway of air as it gets inside our body
A. Nasal Cavity Pharynx Larynx Lungs
B. Nasal Cavity Nostrils Larynx Pharynx Lungs
C. Nostrils Trachea Bronchi Alveoli Bronchioles
D. Nostrils Larynx Epiglottis Pharynx

1.14 The following are daily activities that require respiratory apparatus except
A. Yawning C. Coughing
B. Laughing D. Sweating

1.15 What happens when you breathe in?

A. Nothing happens
B. Your diaphragm expands and your rib cage contracts
C. Your diaphragm explodes and your rib cage contracts
D. Your diaphragm contracts and your rib cage expands.
Explore:
 Present a video about water circulation in a swimming pool.
https://www.youtube.com/watch?v=WkG8ST0x8iQ
a. What is the video all about?
b. What is the purpose why the water should circulate?
c. In relation to our body system, what organ system is responsible for
circulation?

 Objective Presentation:
Given varied learning activities, the Grade 9 students are expected to:
a. identify the pumping organ system of the body and its parts and functions;
b. give importance of the parts of the circulatory system.

Firm-up:
 Choose the exact part/function from the choices to fill the blank boxes to make it
correct.

1. a muscular organ in humans and other animals, which

pumps blood through the blood vessels of the circulatory system
2. is a body fluid in humans and other animals that delivers necessary
substances such as nutrients and oxygen to the cells and
transports metabolic waste products away from those same cell
3. a tubular structure carrying blood through the tissues and organs.
4. Atria
5. Ventricle
6. Arteries
7. Veins
8. exchange with body cells
-Blood -Heart -Capillaries -Blood Vessels -receive blood -pump
blood
-carry deoxygenated blood to the heart - carry oxygenated blood away from the
heart
 Complete the sentence
The superior vena cava and inferior vena cava flow into the ____________.

 After the activity, these questions will be asked:

a. What are the parts of the circulatory system?
b. How do these parts function?
c. Why is it important for us to know these parts and its function?
Deepen
 Let’s Organize
Identify the components of the circulatory system and explain the different types of
circulation

What are the types of circulation?

How these circulations affect our body?

Transfer
 Write the 3 parts of the circulatory system and its function.
Week Content:
1 The Mechanism of the Explore
Day 2 Circulatory system Think-Pair-Share
 Let the students do loop activity.
What makes your heart beat fast? Check (⁄) on the blank if the given situation causes your
Learning heart to beat faster than normal.
Competency: ___ you crossed a busy street ___ you forgot your ID
 Explain the you took Math exams you forgot your wallet
mechanism on how ___ your campus crush sat beside you __ you lost your cell phone
the circulatory ___ your teacher wants to meet you ___ you did not do your assignment
system transports ___ you lost your way home you will donate blood
nutrients, gases, and ___ you went home late you heard the ambulance coming
other molecules to
and from the  Objective presentation
different parts of the Given varied learning activities, the Grade 9 students are expected to:
body a. describe how the heart functions;
b. explain how blood is pumped by the heart;
Science and c. perform an activity of circulatory system;
Engineering
Practice:
 Ask questions and Firm Up
define problems  Brainstorming Activity
 Plan and carry out Start the discussion by asking the students to identify the strongest muscle in their body.
investigations From their responses, lead them to identify the correct answer, which is the heart. Then ask
them to state reasons why they think the heart is the body’s strongest muscle. Facilitate the
Valuing: discussion by showing a diagram of the heart. Ask the students to respond to the following
 To develop the value questions.
of self-discipline, A. Does the heart work or function periodically? How frequent does the heart work
responsibility inside our body?
 Practice unity and B. How does the heart function?
cooperation n group C. Why is the heart necessary to our well-being?
work
Instructional Firm Up
Materials  The student will perform an activity elaborating the function of heart
 Activity sheets
 Books as references Pump It!
 Power Point Materials:
Presentation 1 beaker or wide mouthed jar 1 balloon
2 flexible drinking straws 1 pair of scissors 1 large pan or sink adhesive tape
Resources water
 Abistado, Valdoz, Procedure:
Aquino, Bascara, 1. Fill the jar half full of water.
Santos, Worktext in 2. Cut the neck of the balloon off at the part where it starts to widen into a balloon. Set
Science and the neck part aside to be used later on.
Technology-Science 3. Stretch the balloon over the opening of the jar, pulling it down as tightly as you can.
 Links 9, REX Book The flatter you can get the surface of the balloon, the better.
Store, 2014 4. Carefully poke two holes in the surface of the balloon. Make them about an inch
 K-12 Science apart from each other and near opposite edges of the jar.
Learner’s Material 5. Stick the long part of a straw into each hole. The straws should fit securely in the
Grade 9 holes so no air can get through around the straws.
6. Slide the uncut end of the balloon neck onto one of the straws and tape it around
the straw.
7. Set your pump in a large pan or the sink to catch the pumped water. Bend the
straws downward. Gently press in the center of the stretched balloon and watch
what happens to the water in the jar.
8. Refer to the photo below to know what your setup must look like

Guide Questions:
1. What does the water inside the jar represent?
______________________________________________________________________
2. How will you compare the heart pump model and the human heart?
______________________________________________________________________
3. How does the heart function as a pump?
______________________________________________________________________
4. Will the heart model be able to function properly if the straw is blocked? Explain your
answer.
______________________________________________________________________

Assignment
 Library Work
Have the students research about the following using different resources available either at
the school library or at home:
A. List some activities that contribute to building a stronger heart.
B. How would a weak heart affect the movement of blood through the body?
C. Name some ways a weak heart might affect a person’s daily activities.
D. Tell why an exercise program for the elderly needs to be different from younger
adults.

Week Content: Explore

1 The Mechanism of the  Brief recap of last discussion.
Day 3 Circulatory system

Learning  Objective presentation

Competency: Given varied learning activities, the Grade 9 students are expected to:
 Explain the a. describe the mechanism of circulatory system;
mechanism on how b. explain the mechanism of transporting substance in other system of the body.
the Circulatory
system transports Firm Up
substances to and
 from the different Investigate
parts of our body Let the students answer the activity.

Science and
Engineering Pulse Rate Check
Practice: Let’s be fit and have a pulse rate check.
 Plan and carry out I. Material
investigations  Stopwatch
 Engage in an II. Procedures
argument from 1. Sit properly.
evidence 2. Hold your hand in front of you and locate the pulse in your left wrist using your right
index and middle fingers.
Valuing: 3. Using stopwatch, count the pulsating beats for 60 seconds. Record your pulse rate.
 Show appreciation 4. Stand in a place where you feel comfortable.
and support to due 5. Repeat procedure 2 and 3
process in decision 6. Walk around for 2 minutes. Then, repeat procedure number 5.
making 7. Rest your body for 1 minute.
 Practice orderliness 8. Jog in place for 2 minutes.
and system in doing 9. Afterwards, repeat the instructions in numbers 2 to 3 and record it in the data table.
work 10. Do the push-ups 10 times and repeat the instructions in numbers 2 and 3 record it
in the data table.
Instructional 11. Check your pulse rate in the Normal Pulse Rate chart below. Answer the questions
Materials that follow.
 Questionnaire/
Laboratory III. DATA TABLE
worksheet
 Stopwatch
Sitting Standing Walking Jogging Push-Up
 Calculator

Resources
Abistado, Valdoz,
Aquino, Bascara,
Santos, Worktext in
Science and PULSE RATE
Technology-Science
Links 9, REX Book
Store, 2014
Age Pulse Rate
Abistado, Valdoz, Babies up to age 1 100-160
Aquino, Bascara,
Children age 1 to 10 60-140
Santos, Worktext in
Children over 10 and adults 60-100
Science and
Fit Athletes 40-60
Technology -Science
Links 9 Teacher’s
Resource Material, Target Heart Rate: You can gain the most benefits and lessen the risks when you exercise
REX Book Store, 2014 in your target heart rate zone. Usually this is when your exercise heart rate (pulse) is 60
 percent to 80 percent of your maximum heart rate.
Maximum Heart Rate: The maximum heart rate is the highest pulse rate you can get. To
calculate your predicted maximum heart rate, use the formula: 220—Your Age= Predicted
Maximum Heart Rate

IV. Questions for Analysis

1. Do you have a normal heart rate? Why?
__________________________________________________________________
2. If you found out that you have an abnormal pulse rate, what is the best thing that
you must do? _______________________________________________________
3. What is the possible cause of having an abnormal pulse rate?
__________________________________________________________________
4. When does your pulse rate increase and when does it decrease?
__________________________________________________________________
5. Why is exercise beneficial to you?
__________________________________________________________________
6. How often do you exercise?
__________________________________________________________________
7. Aside from exercise, how do you keep your heart healthy?
__________________________________________________________________
8. While you are doing the exercise, what do you notice in your breathing?
__________________________________________________________________
9. Why is it hard for you to breathe when you run and do heavy activities?
__________________________________________________________________
10. Is breathing relevant to the pulse rate? Justify your answer.
__________________________________________________________________

Transfer
 Dramatization
Group the class into two. Let them create a story of the flow of blood using the major parts
of the circulatory system as characters in the story. Provide them with tags to indicate
his/her role in the system. Have the students assume the roles of body organs and parts.
This should include heart, lungs, arms, legs, etc. Other students will act as the blood. As the
blood travels from the heart to the lungs, students simulating the blood should be given
several tags labelled oxygen. The blood then travels back to the heart and to the other parts
of the body. As the blood travels to each body part, it exchanges oxygen tags for tags
labelled carbon dioxide and other wastes. When the oxygen is used up, the blood then must
travel back to the heart and lungs to exchange the carbon dioxide and waste for new
oxygen.
Ask the students: “What factors do you think might affect the efficiency of circulation in real
bodies?

Week Content: Explore

1 The Mechanism of the  Pictures will be presented and students are going to interpret each picture.
Day 4 Circulatory system

Learning
Competency:
 Predict the effect of
a disturbance in the
normal function of
the circulatory
system

Science and
Engineering
Practice:
 Ask questions and
define problems
 Analyze and
interpret data

Valuing:
 Practice unity and
cooperation in group
work.
Instructional 1. What did you observe in each picture?
Materials 2. Why these happen?
 wide mouth 3. What are the causes of pipeline rapture?
jar(plastic), 4. How are you going to relate these occurrences in our circulatory system?
 balloons,
 skewer,  Objective presentation:
Given varied learning activities, the Grade 9 students are expected to:
 two flexible straws,
a. name common problems in circulatory system;
scissor,
b. identify the preventive measures of a certain problem.
 tube or pail to collect
water spills,
Firm Up
and sponge
 Inputs about diseases of circulatory system will be given by asking these questions:
Resources
a. What are the common ailments of circulatory system?
Abistado, Valdoz,
b. How do these ailments be acquired by an individual?
Aquino, Bascara,
c. Why these ailments common to most individuals?
Santos, Worktext in
d. What are symptoms for every ailment?
Science and
e. How to prevent these ailments?
Technology-Science
f. What are the preventive measures of these ailments?
Links 9, REX Book
Deepen
Store, 2014
 There are 4 stations, each station has questions to be answered. Each group of
Abistado, Valdoz, students will be then assigned in each learning station and will answer the
Aquino, Bascara, questions individually. There will be rotation every after 1 minute until all students
Santos, Worktext in have answered all stations.
 Science and
Technology -Science
Links 9 Teacher’s
Resource Material,
REX Book Store, 2014
What to do when someone has:
Station 1 - Atherosclerosis
Station 2 – Stroke
Station 3 – Hypertension
Station 4 – Heart Failure

Transfer
Name at least 4 common ailments of circulatory system and briefly describe each.

Week Content: Firm Up

1 The Mechanism of the Recap of the previous lesson.
Day 5 Circulatory system
Deepen
 Short quiz
Objective: A short quiz will be taken up in the class.
 Make a
journal and
construct a Transfer
chart of Conclusion
diseases  Journal Writing
affecting the Have the students answer the question below.
circulatory “What do you think might be the effect of zero gravity (as experienced in space flight)
system and on the circulatory system?
their
prevention,  Chart making
detection, and Let the students make a chart of diseases affecting the circulatory system and their
treatment prevention, detection, and treatment.

Science and
Engineering
Practice:
 Ask questions and
define problems
 Analyze and
interpret data

Valuing:
Recognize the
importance of the
circulatory system
Instructional
Materials
 Journal notebook
  Questionnaire for the
short quiz
Chart
Resources
Abistado, Valdoz,
Aquino, Bascara,
Santos, Worktext in
Science and
Technology-Science
Links 9, REX Book
Store, 2014

Abistado, Valdoz,
Aquino, Bascara,
Santos, Worktext in
Science and
Technology -Science
Links 9 Teacher’s
Resource Material,
REX Book Store, 2014

Week Content: Explore

2 The Mechanism of the
Day 1 Respiratory system RESPIRATORY SYSTEM
 Mind Pick
Objective: Ask the students to take a deep breath and hold it for as long as they can. Ask them why
 Describe the we could not go for more than a couple of minutes without air. And ask them questions:
process of  What do you feel after holding your breath for a couple of time?
respiration in  In our body system, what system is responsible for these inflows of air?
humans Objective presentation
Given varied learning activities, the Grade 9 students are expected to:
Science and a. Identify the parts of respiratory system;
Engineering b. Describe the process of respiration;
Practice: c. Give the importance of respiratory system.
Ask questions and
define problems
Firm-Up
Valuing:  Film Viewing
Accept and respect Have the students watch the respiration video taken from www.
God’s plans and argosymedical.com/Respiratory/samples/animations/Respiration/index.html.Have them
purposes watch attentively and let them write down notes describing the function of all body parts
involved in the respiratory system. Ask for volunteers to explain how air enters and leaves
the body. Ask for another volunteer to name the two gases utilized in the lungs during
respiration.
Instructional
 Materials Deepen
 Video of the BODY
respiratory system  Label the parts
Ask the students to label the diagram below. Use the following words: larynx, epiglottis,
 Notebook
trachea, nose diaphragm, right bronchitis, diaphragm, right bronchus, left bronchus, and
 Diagram nasal cavity.
Resources
Abistado, Valdoz,
Aquino, Bascara,
Santos, Worktext in
Science and
Technology-Science
Links 9, REX Book
Store, 2014

Abistado, Valdoz,
Aquino, Bascara,
Santos, Worktext in
Science and
Technology -Science
Links 9 Teacher’s
Resource Material,
REX Book Store, 2014

https://
www.youtube.com/
watch?
v=o2OcGgJbiUk
Transfer
Uploaded on Jul 21,
Give at least 5 parts respiratory system and its function.
2010 Ibrahim Shah
Give the correct pathway of air as it gets inside our body.
Khan

Week Content: Explore

2 The Mechanism of the Objective presentation
Day 2 Respiratory system Given varied learning activities, the Grade 9 students are expected to:
a. describe the factors that will affect the normal respiratory rate of an individual;
Objective:
 Describe the Firm Up
factors that Experiential Learning
will affect the Tell the students that, when they exhale, muscles cause the chest to expand, making the
normal lungs do the same. When this happens, air is sucked into the lungs. In this lesson, they will
respiratory make a model of the lungs using the following materials: large clear plastic bottle, three-way
rate of an hose connector, 2 rubber bands, modelling clay, plastic tube, 3 small balloons, and scissors.
individual. Procedure:
 a. Push the plastic tube into one opening of the hose connector. Use modelling clay, if
Science and necessary, to make an airtight seal. Fix the balloons tightly onto the other opening
Engineering with rubber bands. Make sure that the joints between the connector and the
Practice: balloons are airtight.
 Ask questions and b. Carefully cut off the bottom, 1 inch from the bottle, using the scissors. Make sure
define problems the cut edge of the bottle is smooth. Place the balloons and connector inside. Seal
 Obtain, Evaluate, the plastic tube into the neck of the bottle with the modelling clay to make an airtight
and communicate fit.
information c. Tie a knot in the neck of the third balloon. Then carefully cut it in half, crossways.
Gently stretch the knotted part of the balloon over the lower end of the bottle, and
Valuing: pull it around the sides. Make the balloon as taut as you can, like a drum skin. Now
To develop the value hold it by its knot.
of self-discipline, d. The lower balloon represents the diaphragm, the main breathing muscle. Pull it
responsibility, and down as you would when you inhale. This lowers the air pressure in the bottle. Air
resiliency from outside rushes in and makes the two balloons expand just like the real lungs in
Instructional your chest.
Materials
 large clear plastic
bottle, Deepen
 three-way hose Laboratory
connector, Laboratory Activity 1: Respiratory Rate Comparison
 2 rubber bands,
 modelling clay, Background Information:
The exchange of Oxygen from the environment for Carbon dioxide from the body cells
 plastic tube,
refers to the process of respiration. Respiration is controlled by the automatic nervous
 3 small balloons,
system. It is an involuntary movement of our body that can be modified or altered. We can
 and scissors. hold our breath but we can’t stop it forever.
 Laboratory The main objective of the process of respiration is to gain oxygen for the body’s metabolic
worksheets processes. Oxygen helps in the burning of fats, carbohydrates, and other proteins. It also
 Chart helps in maintaining our normal body temperature. Everyone has to maintain their normal
respiratory rate to be able to gain the advantages of having a good health and lessen the
Resources risks of diseases. In this laboratory activity,
Abistado, Valdoz, you will learn further the factors that may alter your normal respiratory rate and why you
Aquino, Bascara, should maintain it.
Santos, Worktext in
Science and
Technology-Science Objective:
Links 9, REX Book  Describe the factors that will affect the normal respiratory rate of an individual.
Store, 2014
Materials:
Abistado, Valdoz,  Stopwatch
Aquino, Bascara,
Santos, Worktext in
Science and Procedure:
Technology -Science 1. Sit properly and feel comfortable with your place.
Links 9 Teacher’s 2. Count the number of your breaths for one minute.
Resource Material,
 REX Book Store, 2014 3. Record the number in the chart below.
4. Then perform two minutes of jumping just in your place.
5. After exercising, count your breaths for one minute again and record the results in
the chart below.

RESPIRATORY RATE
RESPIRATORY RATE AT REST
DURING ACTIVITY

1. Discuss your normal respiratory rate compared to your respiratory rate after
exercise.

2. What other situations can affect the respiratory rate.

3. How are we going to maintain our normal respiratory rate?

4. Explain the flow of air in the body.

Conclusion:
How and in what way can you help maintain your normal respiratory rate?

Week Content: Explore

2 The Mechanism of the Objective presentation
Day 3 Respiratory system Given varied learning activities, the Grade 9 students are expected to:
a. Name common ailments affecting respiratory system;
Objective: b. Give importance of taking care of respiratory system
 Name
common
ailments Firm Up
affecting Inputs about ailments affecting respiratory system will be presented by asking these
respiratory questions:
system a. What are the common ailments of respiratory system?
. b. How do these ailments be acquired by an individual?
c. Why these ailments common to most individuals?
Science and d. What are symptoms for every ailment?
Engineering e. How to prevent these ailments?
Practice: f. What are the preventive measures of these ailments?
 Ask questions
 and define Deepen
problems Library Work
 Obtain, After discussion on the respiratory ailments, tell the students that they will compile their
Evaluate, and learning on the subject in this activity which involves research work.
communicate Have the students complete the Respiratory Disease Fact Chart below by filling in the
information missing information. Tell them to visit the school library or use the Internet in getting the
information. Include illustrations for better discussion.
Valuing: DISEASE SIGNS ETIOLOGY TREATMENT PREVENTION
To develop the value /SYMPTOMS
of self-discipline, Common Cold Usually viral
responsibility, and
resiliency
Instructional Red, inflamed
Materials throat and
 PowerPoint painful
presentation swallowing
Aimed at
symptoms-quit
Resources smoking
Abistado, Valdoz, Laryngitis
Aquino, Bascara,
Santos, Worktext in
Science and Vaccine
Technology-Science
Links 9, REX Book
Store, 2014

Abistado, Valdoz, Chest pain,

Aquino, Bascara, fever, chills,
Santos, Worktext in dyspnea
Science and Mycobacterium
Technology -Science tuberculosis
Links 9 Teacher’s Anti-
Resource Material, inflammatory
REX Book Store, 2014 drugs,
broncho-
Dilators
Emphysema

Week Content: Explore

2 The Coordinated Objective presentation
Day 4 Mechanism of the Given varied learning activities, the Grade 9 students are expected to:
Circulatory and a. Describe the transport of substance in the Circulatory and Respiratory System;
Respiratory system b. Differentiate Respiratory and Circulatory System.
Objective: Firm Up
Describe the transport Graphic Organizer
of substances in the Have the students complete the Venn diagram by writing the similarities and differences
Circulatory and between the circulatory system and the respiratory system.
Respiratory system

Science and
Engineering
practice:
 Ask questions and
define problems
 Obtain, Evaluate,
and communicate
information

Valuing:
Recognize the
importance of taking
care of one’s body and
become responsible
and better stewards of
nature.

Instructional CONCLUSION:
Materials 1. KWL Chart
 Venn diagram Ask the students to complete the last column of the KWL Chart. They have to write the
things they have learned in this lesson and align it with what they have written in the K and
 KWL chart
W columns.
 notebook KWL Chart (Respiratory System)
 ballpen What I Know What I want to know What I learned
 book

Resources
Abistado, Valdoz,
Aquino, Bascara,
Santos, Worktext in
Science and
Technology-Science
Links 9, REX Book
Store, 2014

Abistado, Valdoz,
Aquino, Bascara,
Santos, Worktext in
Science and
 Technology -Science
Links 9 Teacher’s
Resource Material,
REX Book Store, 2014

Transfer
Week Content:  Journal Entry
2 The Coordinated What are some of the substances in cigarettes that are harmful to the respiratory system?
Day 5 Mechanism of the
Circulatory and  Research Activity
Respiratory system As a final activity for the class, ask them to research the following facts:
Studies have shown that majority of the cardiovascular and lung diseases are linked with
Objective: smoking. According to most health authorities, smoking is the leading cause of preventable
Describe the transport premature death in countries like the United States. Thus, governments ban television
of substances in the advertising of cigarettes and require the tobacco industry to put health warnings on
Circulatory and packages and in print ads. Anti-smoking and health groups have proposed that cigarette
Respiratory system advertising be banned entirely. Currently, our government has passed a law that imposes
through any of the higher tax for cigarettes. What are the arguments in favor and in opposition of the total ban
activities to be given on cigarette use? Do you favor or oppose such ban? What are the arguments in favor and
by the teacher in opposition of the imposition of higher taxes on cigarette products? Do you favor or
oppose such measure?
Science and
Engineering  Performance Task
Practice: Let the students do a brainstorming of the interrelationship between the circulatory and
 Ask questions and respiratory systems. Tell them to discuss and present their ideas in one of the options
define problems below.
 Construct Option 1: Write a two or three- page science fiction story
explanations and Option 2: Draw a cartoon strip
design solutions Option 3: Perform a chant or rap.

Valuing:
Recognize the
importance of taking
care of one’s body and
become responsible
and better stewards of
nature.
Instructional
Materials
 books
 notebooks
 chalk
 ballpen
Resources
Abistado, Valdoz,
Aquino, Bascara,
Santos, Worktext in
Science and
Technology-Science
Links 9, REX Book
Store, 2014

Abistado, Valdoz,
Aquino, Bascara,
Santos, Worktext in
Science and
Technology -Science
Links 9 Teacher’s
Resource Material,
REX Book Store, 2014