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COT12022 Lesson Plan - Lecture notes 1

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Republic of the Philippines

Department of Education
CARAGA Region
SCHOOLS DIVISION OF AGUSAN DEL SUR
LORETO WEST DISTRICT
STO. TOMAS CENTRAL ELEMENTARY SCHOOL

COT LESSON PLAN I

Name of the Teacher: FABIOLA SHANNAH T. BRANZUELA
Subject Area: Science
Quarter: 2nd Quarter

I. Objectives RPMS: KRA’s &

OBJECTIVES
A. Content Standards The learners demonstrate the understanding of
how the major organs of the human body work
together to form organ systems
B. Performance The learners should be able to name the parts
Standards of the respiratory system and determine its
functions
C. Learning Competencies  The learners should be able to explain how KRA 3
the organs found in the Respiratory system Objective 7: Planned ,managed
work together and implemented
 Describe the main parts and functions of developmentally sequenced
the respiratory system teaching and learning process to
 Identify the main parts of the Respiratory meet curriculum requirements
System and varied teaching context.
II. CONTENT Parts and functions - Respiratory System
LEARNING Teacher’s Manual pp.33-34
RESOURCES Learners’ Material pp 60-68
A. References K to 12 Science Curriculum Guide May 201 6
( S6LT-IIa –b-1)

B. Other Learning pictures, ppt, video clip, projector

Resources
C. Integration ESP- Appreciate the importance of the Respiratory
System and its relevance to our life
Mathematics – Describe the different shapes of the
organs found in the Respiratory System
English – Name the different organs found in the
Respiratory System
III. PROCEDURE
1. Reviewing previous (Applying Literacy) KRA 1
Lesson or What are the 3 major parts of the circulatory Objective 3: Applied a range
presenting new system? Explain the function of each part of teaching strategies to
lesson develop critical and creative
thinking as
well as other higher order
thinking skills
2. Establishing a purpose In this lesson you will learn what organs KRA 2
for the lesson composes the respiratory system and how this Objective 4: Manage classroom
organs work together. structure to engage learners,
individually or in groups, in
meaningful exploration, discovery
and hands-on activities within a
range of physical learning
environments,
A. PRESENTATION
1. Presenting examples/ (Giving of Classroom KRA 3
instances of the new Rules/Standard/Guidelines) Objective 9: Selected, developed,
lesson. organized and used appropriate
teaching and learning resources,

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The teacher will show a video presentation that
talks about the Human Respiratory System
She will also discuss the Major Parts of the Human
Respiratory System via ppt presentation
2. Discussing new Group the pupils into 2 and give the respective tasks KRA 1
concepts and of each group. Choose a rapporteur to present your
practicing new output.
skills.#1
Group 1 – the pupils will label the parts and give the thinking as well as other higher
functions of each part of the respiratory system
Group 2 – the pupils will solve a picture puzzle of a
human respiratory system, will identify each part and
give their functions with the help of a literature.
B. Discussing new Presentation of output
concepts and
practicing new skills
#2
C. Developing mastery What are the part and function of the
Respiratory system?
Why do we need to know the parts and
functions of the Respiratory system?
How do you take care the organs of the
Respiratory Organs?
D. Making What are main parts and functions of the
generalizations and respiratory system?
abstractions about the How do the organs of the respiratory system work
lesson together?
E. Finding Practical What makes the organs so important to us?
applications of concepts How do the organs of the respiratory system
and skills work together?
Body parts protect one another from harm or
injury. The health and condition of the whole
body depends upon the health and condition of
each body part. This principle also applies to a
society of people. Every person is a part of
society. The condition of the whole society
depends upon the condition of each part.
Shouldn’t the parts, therefore, strive to protect
one another?
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including ICT, to address
learning goals.
Objective 3: Applied a range
of teaching strategies to
develop critical and creative
order thinking skills.
KRA 2
Objective 4: Manage classroom
structure to engage learners,
individually or in groups, in
meaningful exploration, discovery
and hands-on activities within a
range of physical learning
environments,
KRA 1
Objective 3: Applied a range of
teaching strategies to develop
critical and creative thinking as
well as other higher order
thinking skills.
KRA 2
Objective 6: Used differentiated,
developmentally, appropriate
learning experiences to address
learners’ gender, needs, strength,
interests and experiences.
KRA 1
Objective 1: Applied knowledge
content within and classroom
curriculum.
KRA 2
Objective 4: Manage classroom
structure to engage learners,
individually or in groups, in
meaningful exploration, discovery
and hands-on activities within a
range of physical learning
environments,
KRA 2
Objective 5: Manage learner
behavior constructively by
applying positive and non-violent
discipline to ensure learning
focused environment.
KRA 4
Objective 10: Designed, selected,
organized formative assessment
strategies consistent with
curriculum requirements.
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IV. Evaluating Learning I. Evaluating learning ( EVALUATION) KRA 4

Multiple Choice: Read each item carefully. Objective 10: Designed,
Circle the letter of the correct answer. selected, organized formative
1. Tiny hairs lined inside the nose prepare air assessment strategies consistent
for the lungs by . with curriculum requirements.
a. cleaning it b. drying it
c. moistening it d. warming it
2. How does the body use the energy
released in its cells?
a. to rest the body
c. for making oxygen
b. to lower body temperature.
d. for muscles to move
3. When you exhale, the diaphragm helps air
leave the body by
a. expanding the lungs
c. pushing air in the lungs
b. making the chest larger
d. making the chest smaller
4. The body’s cells use oxygen to break
sugar into .
a. oxygen and water
c. protein and water
b. carbohydrates and water
d. carbon dioxide and water
5. What happens when you breathe in air?
a. The diaphragm expands and the ribcage
contracts.
b. the diaphragm contracts and the ribcage
expands.
c. the diaphragm expands and the rib cage
collapses.
d. The diaphragm contracts and the ribcage
remain the same.

V. Additional activities for ENRICHMENT : Using their outputs from the

application or Exploration activity, have students assign
remediation numbers to each part to indicate the correct
order of the breathing sequence, from inhalation
to exhalation through the lungs.

ASSIGNMENT: Draw the respiratory

system and label its parts.

Prepared by:

FABIOLA SHANNAH T. BRANZUELA

Teacher – I

Checked and Observed by:

MARILYN M. DEQUIŇA
Master Teacher – II
STCES
Date:_________________

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