Name of School : DAPA NATIONAL HIGH SCHOOL

Address : DAPA, SURIGAO DEL NORTE

Teacher : JOAN MARIE PELIAS-CALAMBA
Subject : SCIENCE 8
Grade Level : Grade 8
Section : Jenner 2
Date & time : May 26, 2022 – 12:50-1:50 PM
Time Frame : 60 mins
I. OBJECTIVES
The learners demonstrate an understanding of:
1. How the different structures of the circulatory and respiratory systems
work together to transport oxygen-rich blood and nutrients to the
Content Standards different parts of the body
2. The prevention, detection, and treatment of diseases affecting the
circulatory and respiratory systems
The learners should be able to:
Conduct an information dissemination activity on effective ways of
Performance Standards
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:
Learning Competencies/ Objectives (with  Identify the key parts of the breathing system (S9LT-la.1-26)
LC Code for each)  Explain the function of each part of the Respiratory System
(S9LT-la.2-26)
The Learners should be able to:
a. Identify the key parts of the human breathing system and their functions
Lesson Objectives b. Trace the pathway of oxygen in the beathing system; and
c. Appreciate the importance of the key parts of the respiratory system by
identifying ways of taking care of it.
II. CONTENT PARTS AND FUNCTIONS OF THE
HUMAN RESPIRATORY SYSTEM
III. LEARNING RESOURCES
A. References
Teacher’s Guide Teacher’s Guide Book
Learner’s Guide Learner’s Module
Additional Materials Paper, Activity sheet, Laptop and Projector
B. Other Learning Resources ScienceLinks 8, OER
IV. LEARNING TASKS
 You can show respect by listening to the teacher and to the one who
is talking.
 There should be no cross-room conversations during work time
 You can be responsible by completing the assigned task
Setting of Standards
Indicator 4 – Establish safe and secure learning environments to enhance learning through the
consistent implementation of policies, guidelines and procedures
Indicator 5 - Maintain learning environments that promote fairness, respect and care to
encourage learning

ELICIT

Indicator 2 - Display proficient use of Mother Tongue, Filipino and English to facilitate teaching
and learning.
Indicator 3 - Use effective verbal and non-verbal classroom communication strategies to
support learner understanding, participation, engagement and achievement
Annotation:
 The teacher will ask questions about the physical features of the fruits like;
What will happen to each granules if the little stem will be damage?
ENGAGE  What is in the picture? Can you recall concepts or related terms
regarding the general structure of human body?

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 Indicator 1 – Apply knowledge of content within and across curriculum teaching areas.
Indicator 3 – Use effective verbal and non-verbal classroom communication strategies to support
learner understanding, participation, engagement and achievement.
Annotation:
 The teacher will relate the topic in EsP about family tree, wherein they will be asked what will
happen if there will be one member will gone or become ill.
Activity 1 – PART A: What a bunch of grapes!
Procedure A:
1. Let the bunch of malig-ang represent the breathing system.
2. Within your group, locate the parts of the breathing system.
(The main stem as the trachea, the large branching stems as the bronchi, and
all the little stems as the bronchioles. The individual grapes are the airsacs or
alveoli.)
Question:
1. What does each part of the bunch of fruits represent, in relation to the
breathing system?
Main stem =
Two large branching stems =
Little stems =
Individual fruits =
Continuation of procedure:
3. One by one, gently take out some of the fruits to expose more of
the branching stems (bronchioles). Observe its structure.
4. Trace the pathway of oxygen using the “Bunch of grapes” model.
(Note that air moves from the nose (nasal cavity) and mouth (oral cavity) to
the trachea, bronchi, bronchioles, and then into the alveoli (air sacs). The air
we breathe carries the gas oxygen. When we breathe, the oxygen goes to the
lungs.)
Can identify the parts of breathing system that is pointed by the arrow?

EXPLORE …………
Question:
2. How will you describe the pathway of oxygen in the breathing system?

Part B: Students’ Got Respira Talent

Translate the functions and key parts of the human breathing system and
ways on how to take care of it in the form of:

SHORT SONG
POEM/SPOKEN POETRY
SLOGAN
CRITERIA
Integration of Scientific Concepts - 35 pts
Presentation - 25 pts
Originality & Creativity - 25 pts
Teamwork - 15 pts
Total - 100 pts

Annotation:
Indicator 5 – Maintain learning environments that promote fairness, respect and care to encourage
learning
Indicator 8 – Design, adapt and implement teaching strategies that are responsive to learners with
disabilities, giftedness and talents.
 The teacher will guide and assist the learner with special needs. Part 2 activity specifically
SLOGAN, will be most applicable to a child with disability.
 Further elaboration or discussion of teacher will be done to correct the misconception from the
learner’s presentation of output.
EXPLAIN Presentation of output
Describe the pathway of oxygen when we breath in? when we breath out?

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 1. What does each part of the “Bunch of grapes” model represent, in
relation to the breathing system?
 main stem = trachea
 two large branching stems = bronchi
 little stems = bronchioles
 individual grapes = alveoli
2. How will you describe the pathway of oxygen in the breathing system?
 From the nose and mouth, oxygen travels to the trachea,
bronchi, bronchioles, and then into the alveoli
Indicator 9 – Adapt and use culturally appropriate teaching strategies to address the needs of learners
from indigenous groups.

ELABORATE

If you were living in Legazpi City where Mt. Mayon is located, how will
you take care of your respiratory system especially during the eruption
of the said volcano?
How will you relate the quotation “Health is Wealth” to the topic?
Note: this will be the part wherein the teacher will integrate the project
WINS (Wash in School) to protect their health from risk of having
some respiratory diseases.
Annotation:
Indicator 1 – Apply knowledge of content within and across curriculum teaching areas.
Indicator 6 – Maintain learning environment that nurture and inspire learners to participate, cooperate and
collaborate in continued learning.
EVALUATE Test I. Fill in the blanks. Use the words inside the box to complete the
concept.

NASAL PASSAGE NOSE

TRACHEA WARMED
BRONCHI ALVEOLI
CONNECT MAIN PASSAGEWAY
BRONCHIOLES DAMPED SITE

The air we breathe enters the (1) ____ so that the cilia or the tiny hair
structure will filter the dust particles contained I n it. Then, air will pass through
the (2) ____ where it is further cleaned, (3) ____ and (4) ____. The air will go

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 down the windpipe also known as (5) ____. This tube is long and hollow tube
which serves as the (6) ____of air to the lungs. The air will pass through the
two branching tubes called (7) ____. These tubes (8) ____ the trachea to the
lungs. Then, air enters the finer tubes called (9) ____ that connect to the air
sacs. These tiny bubble-like structures called (10) ____ are the (11) ____ of
the gas exchange in the lungs.

Test II. Label each parts.

Annotation:
Indicator 3 – Use effective verbal and non-verbal classroom communication strategies to
support learner understanding, participation, engagement and achievement.
Indicator 8 – Design, adapt and implement teaching strategies that are responsive to learners
with disabilities, giftedness and talents.
Give three ways on how you can maintain the healthy condition of your
breathing system.
EXTEND Annotation:
Indicator 7 – Apply a range of successful strategies that maintain learning environments that
motivate learners to work productively by assuming responsibility for their own learning
V. REMARKS
VI. REFLECTION

Prepared by:

JOAN MARIE PELIAS-CALAMBA

Subject Teacher

Observed by:

AISSA D. IJAPON, PhD

Master Teacher I

ELIZA C. TIU
Master Teacher I

Checked and Revied by:

MARIETTA C. ASIGNAR, HT - IV
Science Department Head

Noted:

JOVY C. LIZA, PhD

School Principal IV

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