DETAILED LESSON PLAN IN
SCIENCE
GRADE LEVEL
GRADE 9
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
QUARTER WEEK & DAY NO. Topic
1ST QUARTER WEEK 1 DAY 4
The learners demonstrate an understanding of:
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.
The learners demonstrate an understanding of:
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.
The learners shall be able to:
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
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 (S9LT-Ia-b-26)
At the end of the session the learners are expected to:
 Identify the parts and functions of the circulatory system.
 Explain how the circulatory system works to transport gases to and from
the different parts of the body.
 Demonstrate understanding of the circulatory system.
TOPIC/TITLE: The Human Breathing System
Page 10
Page 11-12
1 https://tinyurl.com/ybv43cel
2 https://tinyurl.com/y7r9jwdl
3 https://tinyurl.com/ycg8lh8e
4 https://tinyurl.com/y98ycq35
5 https://tinyurl.com/y7cen3od
https://tinyurl.com/yy39wafb
https://tinyurl.com/ycfebhed
Curriculum Guide S9LT-Ia-b-26
Activity No. 1: Fact or Bluff!
Instruction:
1. Divide the class into three groups. Give each group a bell or a whistle.
2. Let the learners guess the answer to the statement that is posted on the
board or flashed on the screen (projector).
3. The first group to ring the bell or blow the whistle will get to answer first
and if the answer is not correct, the other group can steal.
B. Establishing a purpose for
the lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts
and practicing new skills #1
Activity No. 2: Read the Message!
Instruction:
1. Have the learners read the article entitled “A City of Cells” posted on the
board of flashed on the screen (projector).
2. Once the learners read the article, the teacher will ask the following
questions.
A City of Cells
Think of your body as a city of cells. Each cell is like a house. A house needs
fuel, energy, water and raw materials. A house must also have a sewer
system and garbage pick up to get rid of wastes. Your body must take in
needed materials and get rid of waste materials just like a house does.
https://tinyurl.com/yy39wafb
Guide Questions:
1. What makes a delivery system efficient? An efficient delivery system follows
a certain procedure or process to provide quality service.
2. Imagine you are in charge of a package delivery service. What things might
make your job harder? If there are information missing, like name and
address. Make your job easier? If the information is complete and the
procedures and followed.
***This activity will introduce the human delivery system – the Circulatory
System.
Instruction:
1. Tell the learners that we have a delivery system in our bodies that is as
efficient as it is important.
2. Show the learners a picture of the circulatory system.
3. Let the learners take a moment to study the image.
4. > Tell the learners that the respiratory system and circulatory system is like
the streets in the city. With lots of cars flowing through the streets to and
from different directions.
> The circulatory system can be compared to a complex arrangement of
highways, avenues and lanes connecting all the cells together into a
neighborhood. Sequentially, the community of cells sustains the body to
stay alive.
Activity No. 3: An Amazing Circuit!
Instructions:
1. Reiterate the safety measures in performing a simple experiment.
2. Divide the class into groups.
3. Present to the class the group rubrics. (See attached rubrics)
4. Each group will perform Activity No. 3: An Amazing Circuit! (See attached
Activity Sheet)
https://tinyurl.com/ycfebhed
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
1. Let them answer the guide questions.
2. Guide the learners during the activity.
Presentation of output of Activity 3: An Amazing Circuit!
Each group will have one representative to present their collaborative work
and the teacher facilitates the presentation and correcting misconceptions
along the way.
Each group will briefly explain their answers to the guide questions.
Guide Questions:
1. What circulates around our bodies’ every day? blood
2. What do arteries carry? Oxygenated blood
3. What do veins carry? Deoxygenated blood
4. What does the capillaries do? Exchange of gases and nutrients
5. How the gases delivered to and from the different parts of the body? The
heart, blood and blood vessels work together to service the cells of the
body. Using the network of arteries, veins and capillaries, blood carries
carbon dioxide to the lungs (for exhalation) and picks up oxygen.
Activity 4: Blockage
Using the same model, place a small lump of clay to the straw that is
connected to the cup. This serves as an obstruction to the blood vessels.
Instruct the learners to observe what happened to the blood flow.
GUIDE QUESTIONS:
1. What have you observed of the blood flow when there is no obstruction?
The blood flows continuously without blockage. When there is an
obstruction? Blood flow has a blockage, thus there is no or minimal blood
that flows.
2. What do you think will happen in the human body if there is an obstruction
in your blood vessel? The human body will be deprived of oxygen and
nutrients needed by the body.
The class will sum up all their learnings.
The teacher will ask, how the circulatory system works to transport gases to and
from the different parts of the body.
INFORMATION:
The circulatory system is made up of blood vessels that carry blood away
from and towards the heart. Arteries carry blood away from the heart and
veins carry blood back to the heart. The circulatory system carries oxygen,
nutrients, and hormones to cells, and removes waste products, like carbon
dioxide.
In your body, cells are served by blood in the circulatory system. Blood
flows through a series of tubes in your body called vessels. The blood brings
food, water, and oxygen to each cell “house.” The blood also removes
wastes produced by your cells, including carbon dioxide gas, through a
series of vessels. The carbon dioxide is carried to your lungs where you
breathe it out. At the center of your network of blood vessels is your heart-
the power pump of your circulatory system. Your heart pumps blood
through a network of blood vessels. The network and your heart together
are
called a “circulatory” system. Blood carries oxygen to all of the cells in your
body. The blood gets the oxygen from your lungs, which is a part of your
breathing machine called the respiratory system.
 https://tinyurl.com/y7cen3od
I. Evaluating learning Instruction: 1. Fill out the Venn diagram (vein-artery-capillary)

VEIN
Carries deoxygenated blood
Carry blood towards the heart
ARTERY
Carries oxygenated blood
Carry blood away from the heart
CAPILLARY
Carry blood between arteries and veins
VEIN, ARTERY AND CAPILLARY
Carry blood to and from the heart

J. Additional activities for Activity No. 5: Search Me!

application or remediation Instruction:
1. Locate the given words below by underlining the words.
 V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
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?

Prepared by: Louie Jan H. Sarno Checked by: Bernie D. Empimo

SST-I TIC/T-III