REH Montessori College

Talavera, Nueva Ecija

Telefax No: (044) 411 - 0112
Email Address: [email protected]
Junior High School Department

LEARNING PLAN IN SCIENCE 9

September 3-10 , 2021

I. STANDARD:
A.) CONTENT STANDARD The learners demonstrate an understanding of :
 how 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 prevention ,detection and treatment of diseases affecting the
circulatory and respiratory systems

B.) PERFORMANCE STANDARD The learner should 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.

II.LEARNING FOCUS:
 UNIT TOPIC: Living Things and the Environment : Respiratory and Circulatory System
Working together

 RESOURCES: Self Learning Module 1

Internet Websites

III. DESIRED OUTCOME:

A. (A) Identify and describe the different structures respiratory systems.
B. (M) Describe how the movement of the diaphragm helps the air go in
and out of the lungs

IV. LEARNING PROCESS

A. PRE - ASSESSMENT The teacher will used Waterfall method for the students to share their
prior knowledge about respiratory system. ( online)
The learner will used the K-W-L chart to share his prior knowledge of
the topic.(modular)
B. DELIVERY
1. INTRODUCTION 1. The teacher will ask about the learners’ home learning condition.
2. The teacher will instruct students to exhale and inhale and ask them
what part of their body were used for the activity
3. The teacher will share to students the presentation.
2. PRESENTATION 1. The teacher will present an image of upper and lower respiratory
system image. Ask students to form a square group and label the
image presented.
2. The squared group will be given 2 minutes to answer and will be
shared to a private message., then shared to the whole class.
3. The teacher will then show the correct answer.
4. The teacher and students will now have an exchange of ideas about
the structure and importance of the respiratory system.
 5. The teacher will ask students to prepare their materials in the
upcoming activity
6. The teacher will use an application Flashcard for respiratory
processes.
7. The learners with their prepared materials will construct a lung
model ( second day of synchronous schedule)
1. a liter or 1.5 liter plastic bottle
2. two straws
3. two small balloons
4. a larger balloon
8. The learners will now show and explain to the class what material
represents part of the respiratory system.
9. The learners after doing the lung model will then explain how gas
exchange happens inside the body using the constructed lung-model.
10.The learners will be given a process question for their
asynchronous schedule.
3. DELIVERY ASSESSMENT 1. The learner will visit the google classroom .
2. The learner will used their constructed lung-model to answer the
following process questions:

1. What happens when you pull down the balloon at the

bottom of the lung-model?
2. What happens as you push up the balloon?
3. How does the movement of the diaphragm cause the
air to go in and out of the lungs?
4. What might happen if a virus represented by a sharp
object will come in contact to the lungs?
( 1st day of asynchronous)
3. The teacher will post an alternative response type of assessment in
the classroom.( 2nd day of asynchronous)
4. The teacher will give a link about an article entitled Review of
COVID-19 Prevention Guidelines in the Philippines. Students will give
their reflection about it.
C. ENRICHMENT
1. ACTIVITY Using a sponge, hold it and put it down to a bottle of water. Bring it up
and squeeze the sponge or pressed it until the water is out.
How is this similar to breathing process?
2. VISION - MISSION Resourcefulness
INTEGRATION Learners will exhibit this value by making a lung model.
3. 21ST CENTURY SKILLS Communication and Creativity
INTEGRATION Learners will put their mind and heart in constructing a lung model.
Critical Thinking
Learners will developed this skill by explaining on their own the
breathing process

V. REFERENCES
1. PRINTED COPY Self-Learning Module 1 ( Science 9) pages 15 - 24
2. LINK / WEBSITE https://www.scribd.com/document/176687115/Grade-9-Biology-1-
respiratory process flashcards

https://kidshealth.org/en/kids/cpr.html?ref=search
Prepared By: Checked By:

MARIA ANA C. IBARRA ALORA G. CORPUZ, EdD

Teacher School Principal