Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
1 SCIENCE 9 1st 60
Learning Competency/ies: Code:
Explain how the respiratory and circulatory systems work together to
(Taken from the Curriculum Guide) transport nutrients, gases, and other molecules to and from the
S9LT-Ia-b-26
different parts of the body

Key Concepts / Understandings The parts of the respiratory system that are in charge of supplying oxygen are the nose, nasal passage
to be Developed windpipe, lungs, and diaphragm.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge
The fact or Remembering Identify the key parts of the breathing system
condition of knowing
something with familiarity
gained through experience Understanding
or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating Describe the function of each part of the breathing system
from one's knowledge,
practice, aptitude, etc., to do
something
Creating
Draw a "model" that shows the parts of the lungs

Attitude Valuing Demonstrate self-confidence and self-worth upon doing the activities

Values Valuing Display appreciation and importance of the beauty of nature

2. Content The Human Breathing System

3. Learning Resources Science 9 Learner's Module pp. 2-5 , Teacher's Guide pp 2-5 ,
Video clip (www.youtube.com/watch?v=kacMYexDgHg )
4. Procedures
4.1 Introductory Activity
A. Preliminaries
B. WORD GAME : Students are grouped into three. Each group picks a strip of paper with an o
5 minutes written on it and with jambled letters ( the body systems). They are tasked to form the word that matche
system involved with the organ. The first group to form will be declared as the "winner". ( See Appendix

4.2 Activity
Student inhale and exhale for 1 minute. Students watch a video clip about respiratory system (Science:
Respiratory System - See Appendix B for the link )
 Student inhale and exhale for 1 minute. Students watch a video clip about respiratory system (Science:
8 minutes Respiratory System - See Appendix B for the link )
After the previous activity, teacher asks the following questions:
4.3 Analysis a. How did you feel upon watching the video?
b. What organ/s is/are involved in our respiratory system presented in the
video?
c. What are the different parts of respiratory system presented in the video
15 minutes
d. What is the function of each part of the respiratory system presented in the video?

e. What is the main function of our respiratory system presented in the video?
4.4 Abstraction
The teacher discuss the key concepts of the respiratory system. (refer to Science LM pages 3-5)
10 minutes
4.5 Application
GROUP ACTIVITY: Students are grouped into three. Each group is given a "respiratory model" by the
teacher (eg. Lanzones, lato, grapes). Within the group, members locate the parts of the breathing syste
10 minutes
Then, each group chooses one representative to present their model to the class.
4.6 Assessment Students are given a copy of Activity 1 Part B to be answered. ( See Ap
Anlysis of Learners' Products
5 minutes C)
4.7 Assignment
With the same grouping as in the application part, each group is asked t
assigned members to bring 1 two-liter empty plastic bottle, 3 baloons (1
Preparing for the new lesson
3 minutes small), 1 sturdy straw, 1 pair of scissors, 5 rubber bands to be used for t
activity the next day.
4.8 Concluding Activity "No man is an island. We need each other in order to survive." Just like our body systems, they need e
4 minutes other in order to do their functions well.
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.
E.   Which of my learning 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:

Name: School:
Jenny A. Tradio Mohon NHS
Position/
Designatio Division:
n: T1 Cebu Province
Contact Email address:
Number: 9506230254 [email protected]
 Date:
June 5, 2017
Code:

S9LT-Ia-b-26

are the nose, nasal passageways,

tivities

,
exDgHg )

cks a strip of paper with an organ

to form the word that matched the
the "winner". ( See Appendix A )

respiratory system (Science:

respiratory system (Science:

atory system presented in the

ystem presented in the video?

nted in the video?

he video?

cience LM pages 3-5)

a "respiratory model" by the

e parts of the breathing system.
e class.

B to be answered. ( See Appendix

n part, each group is asked to

y plastic bottle, 3 baloons (1big,2
ubber bands to be used for the

r body systems, they need each

com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation

Talking to Learners/ Conferencing

Anlysis of Learners' Products

Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
2 SCIENCE 9 1 60
Learning Competency/ies: Code:
Explain how the respiratory and circulatory systems work together to
(Taken from the Curriculum Guide) transport nutrients, gases, and other molecules to and from the
S9LT-Ia-b-26
different parts of the body
Key Concepts / Understandings The diagphragm muscle contracts when you breathe in (inhale) and the diaphragm muscle relaxes whe
to be Developed breathe out (exhale).
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge
The fact or Remembering
condition of knowing
something with familiarity
gained through experience Understanding Explain how the lungs work
or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge, Describe how the movement of the diaphragm helps the air go in and out of the lungs
practice, aptitude, etc., to do
something
Creating

Attitude Internalizing values Act responsibly in a group task

Values Internalizing values Practice cleanliness before, during and after an activity

2. Content Structures of the Respiratory System

3. Learning Resources Science 9 Learner's Module pp. 6-7 & Teacher's Guide pp. 7-8

4. Procedures
4.1 Introductory Activity
A. Preliminaries
B. R
previous lessons
3 minutes
C. The teacher checks the
materials brought by the members of each grouped assigned the other day
4.2 Activity
GROUP TASK: Conducting an experiment entitled "Bottled Balloons" ( refer to page 6-7 on LM )
15 minutes
Based from the activity, ask the following questions:
4.3 Analysis
a. What does each part of the construc
lung model represent?
b. What happens as you pull down the balloon at the bottom of the model?

c. What happens as you push-up the balloon?

d. What does the movement of the diaphragm cost the air to go in and out of the lungs?
 Based from the activity, ask the following questions:
a. What does each part of the construc
lung model represent?
b. What happens as you pull down the balloon at the bottom of the model?
10 minutes
c. What happens as you push-up the balloon?
d. What does the movement of the diaphragm cost the air to go in and out of the lungs?
e. What might happen if you prick the ba
4.4 Abstraction

The teacher discusses the concept of how the lungs work.

5 minutes

4.5 Application
GROUP TASK: Students are grouped into 3. Each group creates a graphic organizer (flow chart) on ho
10 minutes lungs work.

4.6 Assessment ESSAY WRITING: How the lungs work? Students write 50-70 words
Anlysis of Learners' Products
10 minutes explaining how the lungs work. (See Appendix D for the criteria)
4.7 Assignment
Preparing for the new lesson Research on the parts of circulatory system.
2 minutes
4.8 Concluding Activity
"Breath is the finest gift of nature. Be grateful for this wonderful gift" - by Amit Ray
5 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.
E.   Which of my learning 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:

Name: School:
Jenny A. Tradio Mohon National High School
Position/
Designatio Division:
n: T-I Cebu Province
Contact
Number: Email address:
9506230254 [email protected]
 Date:
June 6, 2017
Code:

S9LT-Ia-b-26

aphragm muscle relaxes when you

in and out of the lungs

B. Review

C. The teacher checks the

y

er to page 6-7 on LM )

oes each part of the constructed

of the model?

n and out of the lungs?

oes each part of the constructed

of the model?

n and out of the lungs?

ght happen if you prick the balloon?

c organizer (flow chart) on how the

udents write 50-70 words

dix D for the criteria)

mit Ray

gh School

o.com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation

Talking to Learners/ Conferencing

Anlysis of Learners' Products

Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
3 SCIENCE 9 1 60
Learning Competency/ies: Code:
Explain how the respiratory and circulatory systems work together to
(Taken from the Curriculum Guide) transport nutrients, gases, and other molecules to and from the
S9LT-Ia-b-26
different parts of the body

Key Concepts / Understandings The circulatory system is responsible for distributing materials throughout the body through its major pa
to be Developed heart,blood vessels and blood.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge
The fact or Remembering Identify the parts of the circulatory system
condition of knowing
something with familiarity
gained through experience Understanding
or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating Locate the parts of circulatory system
from one's knowledge,
practice, aptitude, etc., to do
something
Creating

Attitude Valuing Display personal discipline in taking care of the heart

Values Valuing Show concern for others and for oneself in caring for the heart

2. Content THE CIRCULATORY SYSTEM

3. Learning Resources Science 9 Learner's Module pp. 11 & Teacher's Guide pp. 12

4. Procedures
4.1 Introductory Activity
A. Preliminaries
B. Review previous lesson
C. Concept Mapping: Students think of a word which is related to circula
3 minutes
system. The teacher write the words on the board through a concept map. The students share their ide
about circulatory syatem based from the concept map.

4.2 Activity Video clip: Circulatory system- How the body works (www.youtube.com/watch?v=MG6ILGiNTvw). The
teacher shows a video clip about parts of circulatory system. Students take notes on the different parts
system.
 Video clip: Circulatory system- How the body works (www.youtube.com/watch?v=MG6ILGiNTvw). The
teacher shows a video clip about parts of circulatory system. Students take notes on the different parts
3 minutes
system.
a. What did you learn from the video?
4.3 Analysis b. What is circulatory system as presented in the video

What are the parts of the circulatory system as presented in the video?
9 minutes d. How does each p
function as presented in the video?
e. Why is taking care of the heart important?
4.4 Abstraction
The teacher discusses the concept of the circulatory system. (refer to Science LM page 11)
15 minutes
4.5 Application
Picture identification: The teacher posts a picture of a human circulatory system. (see appendix G).Stud
10 minutes are given strips of paper containing its parts and they have to locate these to the given picture.

4.6 Assessment Tests Pen and paper test ( See appendix H )

5 minutes
4.7 Assignment Preparing for the new lesson Research on the three types of circulation.
5 minutes
4.8 Concluding Activity
"Treat your heart as you would treat a new born baby, fragile and delicate." - pictureqoutes.com
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.

E.   Which of my learning 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:

Name: School:
Jenny A. Tradio Mohon NHS
Position/
Designatio Division:
n: T-1 Cebu Province
Contact Email address:
Number: 9506230254 [email protected]
 Date:
June 7, 2017
Code:

S9LT-Ia-b-26

he body through its major parts:

ord which is related to circulatory

The students share their idea

atch?v=MG6ILGiNTvw). The
e notes on the different parts of the
atch?v=MG6ILGiNTvw). The
e notes on the different parts of the

m as presented in the video?

c.

d. How does each part

art important?

nce LM page 11)

stem. (see appendix G).Students

to the given picture.

" - pictureqoutes.com
om
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation

Talking to Learners/ Conferencing

Anlysis of Learners' Products

Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process
by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
4 SCIENCE 9 1 60
Learning Competency/ies:
Explain how the respiratory and circulatory systems work together to
(Taken from the Curriculum Guide) transport nutrients, gases, and other molecules to and from the
different parts of the body

Key Concepts / Understandings

to be Developed There are three types of circulation: Pulmonary, Coronary and Systemic.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge
The fact or Remembering
condition of knowing
something with familiarity
gained through experience Understanding Explain the different types of circulation
or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained Organize the concept of circulatory system through a graphic organizer
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating

Attitude Valuing Demonstrate honesty in accomplishing a graphic organizer

Values Valuing Show concern for others and for oneself in caring for the heart

2. Content THE CIRCULATORY SYSTEM

3. Learning Resources Science 9 Learner's Module pp. 12-13 & Teacher's Guide pp. 13-14

4. Procedures
4.1 Introductory Activity
A. Preliminaries
B. Review of the previous lesson
5 minutes c. The teacher posts pictures of the different types of circulatio
the different corners of the room. Students observe each picture.
4.2 Activity
Gallery walk: The teacher groups the students into 4. Each group looks at the pictures of the different t
10 minutes circulation. The group chooses one representative to share his/her observation to the class about the p
4.3 Analysis The teacher asks the following questions:
1. What is common in the picture?
5 minutes 2. H
can you describe the movement of blood in each picture?
4.4 Abstraction

The teacher discusses the types of circulation. (refer to Science LM page 12)
10 minutes

4.5 Application With the same group, Students do activity 4 and present to class their output written on a manila paper
10 minutes ( Science LM: Activity 4 page 13)
4.6 Assessment
Tests Pen and paper test ( see appendix J)
5 minutes
4.7 Assignment
Preparing for the new lesson Study about the parts of the heart.
5 minutes
4.8 Concluding Activity
"Keep calm and take care of your circulatory system."
10 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with the
evaluation. lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.

E.   Which of my learning 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:

Name: School:
Jenny A. Tradio Mohon NHS
Position/
Designatio Division:
n: T-1 Cebu Province
Contact Email address:
Number: 9506230254 [email protected]
anaging the instructional process
42, s. 2016)

mat
Duration: Date:
60 June 8, 2017
Code:

S9LT-Ia-b-26

ry and Systemic.

BJECTIVES:

hrough a graphic organizer

aphic organizer

aring for the heart

acher's Guide pp. 13-14

posts pictures of the different types of circulation on

h picture.

ach group looks at the pictures of the different types of

are his/her observation to the class about the picture.
 1. What is common in the picture?
2. How
?

Science LM page 12)

to class their output written on a manila paper.

appendix J)

the heart.

? No. of learners who have caught up with the

o require remediation.

hon NHS

u Province

[email protected]
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation

Talking to Learners/ Conferencing

Anlysis of Learners' Products

Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
5 SCIENCE 9 1 60
Learning Competency/ies: Code:
Explain how the respiratory and circulatory systems work together to
(Taken from the Curriculum Guide) transport nutrients, gases, and other molecules to and from the
S9LT-Ia-b-26
different parts of the body
Key Concepts / Understandings
to be Developed The human heart has four chambers : the right ventricle, the right atrium, the left ventricle and the left a
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge
The fact or Remembering Identify the parts of the heart
condition of knowing
something with familiarity
gained through experience Understanding
or association

Applying
Skills Illustrate the parts of the heart
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained Distinguish the function of the different parts of the heart
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating

Attitude Internalizing values Display seriousness in taking care of the heart

Values Valuing Share ideas on how to take care of the heart in order to help other

2. Content Respiratory and Circulatory system work together

3. Learning Resources Science 9 Learner's Module pp. 14-16 & Teacher's Guide pp. 10-11

4. Procedures
4.1 Introductory Activity A. Preliminaries
B. Review of the previous topic
C.
7 minutes Students watch a video clip about the human heart (www.youtube.com/watch?v=_qmNCJxpsr0). They
notes of the parts being shown on the video.The teacher asks the students about the different parts of t
heart and their function based from the video clip.
4.2 Activity
Students do the activity 5: "Pump It" on the book (Science 9 LM, page 15-16)
15 minutes
4.3 Analysis The teacher asks the following:
a. What does the water inside the jar represent?
b. How will you compare the heart pump mod
the human heart?
5 minutes
c. How does the heart function as a pump?
d. Will the heart model be able to function prope
the straw is blocked? Explain your answer.
4.4 Abstraction The teacher discusses the key concept of the human heart. (refer to Science 9 LM, page 16)
10 minutes
4.5 Application
Students are grouped into 5. The teacher distributes a copy of a picture of a heart in each group. Each
8 minutes labels the different parts of the heart with its corresponding function.

4.6 Assessment
Anlysis of Learners' Products Pen and paper test ( see appendix K)
10 minutes

4.7 Assignment Reinforcing / strengthening the Students are tasked to draw on a clean sheet of bond paper the differen
3 minutes day’s lesson of the heart.
4.8 Concluding Activity
"Keep a healthy heart, so you won't be apart."
2 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.

E.   Which of my learning 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:

Name: School:
Jenny A. Tradio Mohon NHS
Position/
Designatio Division:
n: T-1 Cebu Province
Contact Email address:
Number: 9506230254 [email protected]
 Date:
June 9,2017
Code:

S9LT-Ia-b-26

he left ventricle and the left atrium.

her

10-11

s topic
C.
tch?v=_qmNCJxpsr0). They take
about the different parts of the

16)
ompare the heart pump model and

del be able to function properly if

nce 9 LM, page 16)

a heart in each group. Each group

et of bond paper the different parts

o.com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation

Talking to Learners/ Conferencing

Anlysis of Learners' Products

Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
6 SCIENCE 9 1 65
Learning Competency/ies: Code:
Explain how the respiratory and circulatory systems work together to
(Taken from the Curriculum Guide) transport nutrients, gases, and other molecules to and from the
S9LT-Ia-b-26
different parts of the body
Key Concepts / Understandings
to be Developed Your heart rate or your pulse rate is the number of times your heart beats in a minute.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge
The fact or Remembering
condition of knowing
something with familiarity
gained through experience Understanding Explain how to use different time intervals to measure your heart rate
or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge, Measure and describe your pulse (heart rate) after several different activities
practice, aptitude, etc., to do
something
Creating

Responding to
Attitude Phenomena Wellness: Perform a short exercise that will make the heart beats faster

Values Internalizing values Oneness: Display harmony in performing the exercise

2. Content Respiratory and Circulatory system work together

3. Learning Resources Science 9 Learner's Module pp. 17-18 & Teacher's Guide pp. 11-12

4. Procedures
4.1 Introductory Activity A. Preliminaries
B. Review of the previous topic
5 minutes C.
Students relax and close their eyes for 2 minutes. They check their pulse rate after relaxing.
4.2 Activity
Students do the activity 6: "The rhythm of my heart" on the book (Science 9 LM, page 17)
15 minutes
4.3 Analysis The teacher asks the following:
a. What was your calculated resting pulse?
b. What was your pulse after exercising?
c. How would you differentiate y
heart rates before and after exercicing?
d. What is the advantage of timing for a full minute to
your pulse? e. Wha
the advantage of timing over a shorter period of time, especially when you have just finished exercising
 The teacher asks the following:
a. What was your calculated resting pulse?
b. What was your pulse after exercising?
c. How would you differentiate y
heart rates before and after exercicing?
d. What is the advantage of timing for a full minute to
15 minutes
your pulse? e. Wha
the advantage of timing over a shorter period of time, especially when you have just finished exercising

f. According to statistics, the maximum heart rate should be 220 minus a person's ag
How would you interpret your highest heart rate in relation to that given number?
4.4 Abstraction
The teacher discusses the key concept of the heart rate or pulse rate.(refer to Science 9 LM, page 18)
5 minutes
4.5 Application
Students perform a simple dance from Live.Love.Party video. (refer to appendix L for the link) By pair, t
10 minutes ask each other what are their pulse rate after the activity.

4.6 Assessment Students answer the following questions orally:

1. What is pulse rate or heart rate?
2. How do you measure yo
Tests
10 minutes pulse rate and your heart rate? 3. How
measuring your pulse rate or heart rate after activity differ from your puls
while relaxing?
4.7 Assignment
Students are grouped into 3. Each group should bring 40 paper strips w
Preparing for the new lesson written words on them (20 pieces-oxygen ; 20 pieces carbon dioxide) ,
3 minutes
marking pen, and rope or ribbon to be used for the activity the next day.

4.8 Concluding Activity

Vigorous exercise makes your heart beats faster.
2 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.

E.   Which of my learning 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:

Name: School:
Jenny A. Tradio Mohon NHS
Position/
Designatio Division:
n: T-1 Cebu Province
Contact
Number: Email address:
9506230254 [email protected]
 Date:
June 12, 2017
Code:

S9LT-Ia-b-26

n a minute.

art rate

erent activities

ats faster

11-12

s topic
C.
ate after relaxing.

9 LM, page 17)

e after exercising?
How would you differentiate your

of timing for a full minute to find

e. What is
have just finished exercising?
e after exercising?
How would you differentiate your

of timing for a full minute to find

e. What is
have just finished exercising?

d be 220 minus a person's age.

mber?

r to Science 9 LM, page 18)

endix L for the link) By pair, they

ally:
rate?
2. How do you measure your
3. How does
r activity differ from your pulse rate

hould bring 40 paper strips with

20 pieces carbon dioxide) ,
for the activity the next day.
om
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation

Talking to Learners/ Conferencing

Anlysis of Learners' Products

Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
7 SCIENCE 9 1 60
Learning Competency/ies: Code:
Explain how the respiratory and circulatory systems work together to
(Taken from the Curriculum Guide) transport nutrients, gases, and other molecules to and from the
S9LT-Ia-b-26
different parts of the body

Key Concepts / Understandings Oxygen enters the respiratory system through inhalation, and enters the blood stream to be circulated
to be Developed throughout the body. Carbon dioxide from the tissues enter the blood then to the lungs where it is exha

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge
The fact or Remembering Describe blood flow and gas exchange within the heart, circulatory system and lungs
condition of knowing
something with familiarity
gained through experience Understanding
or association

Applying
Skills Illustrate the flow and gas exchange within the heart, circulatory system and lungs
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating

Attitude Receiving Phenomena Practice responsibility and accountability in accomplishing some activities

Values Valuing Practice cleanliness before, during and after accomplishing some activities

2. Content Respiratory and Circulatory system work together

3. Learning Resources Science 9 Learner's Module pp. 8-10 & Teacher's Guide pp. 7-8

4. Procedures
4.1 Introductory Activity
A. Preliminaries
B. Review of the previous topic
7 minutes C. The teacher shows a video
"Science-Respiratory system) (www.youtube.com/watch?v=kacMYexDgHg)
4.2 Activity
Do Activity 3 : Just go with the flow! (refer to Science LM pages 8-9)
10 minutes
4.3 Analysis a. How do the heart and the lungs work together?
b. What takes place when you inhale and exhale?
c. What does blood deliver to every part of the body?
d. Why is oxygen important to your body?
e. How will you describe the sequence of oxygen, carbon dioxide, and blood flow
own words?
 a. How do the heart and the lungs work together?
b. What takes place when you inhale and exhale?
c. What does blood deliver to every part of the body?
10 minutes d. Why is oxygen important to your body?
e. How will you describe the sequence of oxygen, carbon dioxide, and blood flow
own words?
4.4 Abstraction
The teacher discusses on how the lung and the heart works together. (refer to Science LM page10)
8 minutes
4.5 Application Group Task: Students are grouped into five. They are tasked to make a graphic organizer ( Venn diagra
showing the similarities and differences of the heart and lungs.They write their output on a clean sheet
10 minutes
short bond paper.
4.6 Assessment Essay Writing : "Heart and Lungs: Partners to live". Students are tasked
Tests write a two paragraph essay with at least 3 sentences each about the gi
10 minutes
topic. (see appendix D)
4.7 Assignment Students are asked to bring an empty pack of cigarette to be used for th
Preparing for the new lesson
3 minutes activity the next day.
4.8 Concluding Activity "Two heads are better than one. But more heads are the best." Just like our body system, they help ea
2 minutes other for the person to live well.
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.

E.   Which of my learning 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:

Name: School:
Jenny A. Tradio Mohon NHS
Position/
Designatio Division:
n: T-1 Cebu Province
Contact
Number: Email address:
9506230254 [email protected]
 Date:
June 13,2017
Code:

S9LT-Ia-b-26

ood stream to be circulated

to the lungs where it is exhaled.

tory system and lungs

y system and lungs

me activities

me activities

-8

The teacher shows a video clip

g)

bon dioxide, and blood flow in your

 bon dioxide, and blood flow in your

r to Science LM page10)

aphic organizer ( Venn diagram )

heir output on a clean sheet of

to live". Students are tasked to

sentences each about the given

of cigarette to be used for the

ur body system, they help each

o.com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation

Talking to Learners/ Conferencing

Anlysis of Learners' Products

Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
8 SCIENCE 9 1 60
Learning Competency/ies: Code:
Infer how one's lifestyle can affect the functioning of respiratory and
(Taken from the Curriculum Guide) circulatory systems S9LT-Ic-27
Key Concepts / Understandings
to be Developed Cigarette smoking can cause different diseases in circulatory and respiratory systems.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge
The fact or Remembering
condition of knowing
something with familiarity
gained through experience Understanding Explain the negative effects of cigarette smoking on the circulatory and respiratory systems
or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained Organize ideas through graphic organizer
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating

Responding to
Attitude Phenomena Practice personal discipline in one's lifestyle

Values Valuing Share social responsibility in promoting cigarette free environment

2. Content Respiratory and circulatory system diseases

3. Learning Resources Science 9 Learner's Module pp. 18-20 & Teacher's Guide pp. 12-13

4. Procedures
4.1 Introductory Activity
A. Preliminaries
5 minutes B. Gallery walk of different pictures depicting diseases brought about by cigarette smo

4.2 Activity
Do Activity 7 : Cigarette smoking is dangerous to your health (page 18-20)
10 minutes
4.3 Analysis Ask the following:
a. W
are the possible effects of cigarette smoking?
b. What are the respiratory diseases brought
by smoking cigarette?
c. What are the circulatory diseases brought about by smoking cigarette?
d. What can you possibly do to impr
your lifestyle and avoid respiratory and circulatory diseases?
 Ask the following:
a. W
are the possible effects of cigarette smoking?
b. What are the respiratory diseases brought
10 minutes by smoking cigarette?
c. What are the circulatory diseases brought about by smoking cigarette?
d. What can you possibly do to impr
your lifestyle and avoid respiratory and circulatory diseases?
4.4 Abstraction
The teacher discusses the negative effects of cigarette smoking to the respiratory and circulatory syste
10 minutes

4.5 Application QUIZ BOWL : Students are grouped into five. They are tasked to identify if the given disease (asthma,
8 minutes cancer, emphysema, colds, chronic bronchitis, tuberculosis) is either a respiratory or circulatory disease
4.6 Assessment Using a graphic organizer (meta-plan), students will identify which is
Tests respiratory and circulatory disease among the given diseases. ( See Ap
10 minutes
M)
4.7 Assignment Students are tasked to list common diseases in the respiratory and circu
Preparing for the new lesson
2 minutes system
4.8 Concluding Activity
" Health is Wealth."
5 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.
E.   Which of my learning 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:

Name: School:
Jenny A. Tradio Mohon NHS
Position/
Designatio Division:
n: T-1 Cebu Province
Contact
Number: Email address:
9506230254 [email protected]
 Date:
June 14, 2017
Code:
S9LT-Ic-27

ry systems.

tory and respiratory systems

ment

12-13

ought about by cigarette smoking.

a. What

espiratory diseases brought about

e?
t can you possibly do to improve
 a. What

espiratory diseases brought about

e?
t can you possibly do to improve

piratory and circulatory system.

the given disease (asthma, lung

piratory or circulatory disease.
ents will identify which is
he given diseases. ( See Appendix

es in the respiratory and circulatory

o.com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation

Talking to Learners/ Conferencing

Anlysis of Learners' Products

Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
9 SCIENCE 9 1 60
Learning Competency/ies: Infer how one's lifestyle can affect the functioning of respiratory Code:
(Taken from the Curriculum Guide) and circulatory systems S9LT-Ic-27
Key Concepts / Understandings
to be Developed The best way to prevent diseases in the respiratory and circulatory systems is to have a healthy lifestyl
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge
The fact or Remembering Identify ways of detecting and preventing diseases in the respiratory and circulatory systems
condition of knowing
something with familiarity
gained through experience Understanding
or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating Develop a tagline illustrating various ways of preventing diseases that affect the respiratory a
circulatory systems.

Attitude Internalizing values Display camaraderie in sharing ideas upon making a tagline

Responding to
Values Phenomena Makatao: Tell the importance of a healthy lifestyle in avoiding such diseases

2. Content Healthy lifestyle

3. Learning Resources Science 9 ( LM & TG ); multimedia presentation (https://www.youtube.com/watch?

v=fF7SNcw7kxQ&spfreload=1 )
4. Procedures
4.1 Introductory Activity A. Preliminaries
B. The teacher checked the students' assignment the other day
6 minutes C. GAME
pics 1 word" ( See Appendix P )
4.2 Activity VIDEO CLIP: Ways to keep your Respiratory and Circulatory systems healthy
5 minutes a. What message (refer to appendix
is conveyed by theOvideo?
for the video link )
4.3 Analysis b. What are the ways to keep y
respiratory and circulatory systems healthy?
c. How can lifestyle affect the functioning of the respiratory and
circulatory system?
 a. What message is conveyed by the video?
b. What are the ways to keep y
respiratory and circulatory systems healthy?
c. How can lifestyle affect the functioning of the respiratory and
10 minutes
circulatory system?

4.4 Abstraction
The teacher discusses the importance of having a healthy lifestyle to prevent respiratory and circulatory
10 minutes diseases. (refer to Science LM page 21)

4.5 Application GROUP ACTIVITY: Students are grouped into five. Each group makes a tagline/slogan related to preve
20 minutes of respiratory and circulatory diseases and having a healthy lifestyle.
4.6 Assessment
Tests Students answer a 5-item True or False quiz. ( refer to appendix Q)
5 minutes
4.7 Assignment Enhancing / improving the Students are tasked to think and list practical ways of preventing respirato
2 minutes day’s lesson and circulatory system.
4.8 Concluding Activity
" Prevention is better than Cure"
2 minutes
5.      Remarks

6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.

E.   Which of my learning 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:

Name: School:
Jenny A. Tradio Mohon NHS
Position/
Designatio Division:
n: T-1 Cebu Province
Contact
Number: Email address:
9506230254 [email protected]
 Date:
June 15, 2017
Code:
S9LT-Ic-27

ms is to have a healthy lifestyle.

ratory and circulatory systems

ses that affect the respiratory and

such diseases

youtube.com/watch?

s' assignment the other day

C. GAME: "4

ealthy

b. What are the ways to keep your

oning of the respiratory and

b. What are the ways to keep your

oning of the respiratory and

vent respiratory and circulatory

tagline/slogan related to prevention

z. ( refer to appendix Q)

al ways of preventing respiratory

o.com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation

Talking to Learners/ Conferencing

Anlysis of Learners' Products

Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
10 SCIENCE 9 1 56
Learning Competency/ies: Infer how one's lifestyle can affect the functioning of respiratory and Code:
(Taken from the Curriculum Guide) circulatory systems S9LT-Ic-27
Key Concepts / Understandings It is very important to take proper precautions in order to avoid different types of circulatory and respira
to be Developed system diseases.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Identify prevention, detection and treatment of diseases affecting the circulatory and respira
The fact or Remembering
condition of knowing system
something with familiarity
gained through experience Understanding
or association

Applying Dramatize prevention, detection and treatment of diseases affecting the circulatory and
Skills respiratory system
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating

Attitude Internalizing values Display camaraderie in role-playing

Responding to
Values Phenomena Makatao: Tell the importance of a healthy lifestyle in avoiding such diseases

2. Content

3. Learning Resources Science 9 ( LM & TG ); Script of the group

4. Procedures
4.1 Introductory Activity A. Preliminaries
B. Review previous lesson focusing on the respiratory and circulatory disease
3 minutes

4.2 Activity
Picture Analysis: The teacher posts pictures showing lung cancer patient and a healthy and unhealthy l
5 minutes Students observe the pictures posted by the teacher. ( see appendix R)

4.3 Analysis Ask the following questions:

1. What do you feel upon looking at the pictures ?
2. What are the possible causes that lead to th
death of this man (first picture)?
3. What do you think happened to the second picture?
4. What are the possible ways to prevent these from happening
5. Why is it important to avoid respiratory and circulatory
diseases?
 Ask the following questions:
1. What do you feel upon looking at the pictures ?
2. What are the possible causes that lead to th
death of this man (first picture)?
8 minutes 3. What do you think happened to the second picture?
4. What are the possible ways to prevent these from happening
5. Why is it important to avoid respiratory and circulatory
diseases?
4.4 Abstraction
The teacher discusses the possible ways in preventing the respiratory and circulatory diseases. Focusi
the tips on how to prevent circulatory and respiratory system as discussed by Andrea Nicole, 2014
5 minutes
(http://nicolepuyat.blogspot.com/)
4.5 Application Students are grouped into four. Each group is assigned to present a three-minute presentation showing
20 minutes prevention of respiratory and circulatory diseases. ( See Appendix S for the criteria )
4.6 Assessment
Tests Teacher asks some questions for the students to answer ( see appendix
10 minutes

4.7 Assignment Enhancing / improving the day’s Students are tasked to list down ways on how to take care of the respira
2 minutes lesson and circulatory systems.
4.8 Concluding Activity
"A healthy lifestyle is a key for longer life."
3 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.

E.   Which of my learning 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:

Name: School:
Jenny A. Tradio Mohon NHS
Position/
Designatio Division:
n: T-1 Cebu Province
Contact Email address:
Number: 9506230254 [email protected]
 Date:
June 16,2017
Code:
S9LT-Ic-27
es of circulatory and respiratory

ng the circulatory and respiratory

ecting the circulatory and

such diseases

atory and circulatory diseases

nd a healthy and unhealthy lungs.

s?
ossible causes that lead to the

to the second picture?

revent these from happening?
d respiratory and circulatory
s?
ossible causes that lead to the

to the second picture?

revent these from happening?
d respiratory and circulatory

circulatory diseases. Focusing on

by Andrea Nicole, 2014

minute presentation showing

e criteria )

nts to answer ( see appendix T)

ow to take care of the respiratory

o.com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation

Talking to Learners/ Conferencing

Anlysis of Learners' Products

Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
11 SCIENCE 9 1 60
Learning Competency/ies: Infer how one's lifestyle can affect the functioning of respiratory and Code:
(Taken from the Curriculum Guide) circulatory systems S9LT-Ic-27
Key Concepts / Understandings
to be Developed Prevention, detection and treatment of diseases affecting the circulatory and respiratory system
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge
The fact or Remembering Identify ways of taking care of the respiratory and circulatory system
condition of knowing
something with familiarity
gained through experience Understanding
or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating
Develop a presentation on how to take care the respiratory and circulatory systems

Attitude Internalizing values Make a stand on having a healthy lifestyle

Responding to
Values Phenomena Propose ways on helping others to have a healthy lifestyle

2. Content Prevention, detection and treatment of diseases affecting the circulatory and respiratory sys

3. Learning Resources Bond paper, paper and pen

4. Procedures
4.1 Introductory Activity A. Preliminaries
B. Review previous lesson
5 minutes

4.2 Activity
The teacher presents a picture showing a no smoking poster. Students observe the picture. (see appen
5 minutes
4.3 Analysis a. What does the picture imply?
b. Why is it important to avoid smoking cigarette?
5 minutes
4.4 Abstraction
Cigarette smoking can cause many ailments especially on respiratory and circulatory system.
 Cigarette smoking can cause many ailments especially on respiratory and circulatory system.
5 minutes
4.5 Application
The class is divided into four groups. Each group makes a slogan implying an information to public that
should stop smoking. (see appendix V for the rubrics)
25 minutes

4.6 Assessment Talking to Learners/ Students answer an open-ended question given by the teacher. (see ap
10 minutes Conferencing W)
4.7 Assignment Students are tasked to bring a cartolina, coloring materials and marking
Preparing for the new lesson
3 minutes be used the next day.
4.8 Concluding Activity
"A healthy lifestyle is a key for longer life."
2 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.

E.   Which of my learning 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:

Name: School:
Jenny A. Tradio Mohon NHS
Position/
Designatio Division:
n: T-1 Cebu Province
Contact
Number: Email address:
9506230254 [email protected]
 Date:
June 19,2017
Code:
S9LT-Ic-27

nd respiratory system

ystem

d circulatory systems

irculatory and respiratory system

serve the picture. (see appendix U)

oid smoking cigarette?

circulatory system.
circulatory system.

an information to public that they

given by the teacher. (see appendix

oring materials and marking pen to

o.com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation

Talking to Learners/ Conferencing

Anlysis of Learners' Products

Tests
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
12 SCIENCE 9 1 60
Learning Competency/ies: Infer how one's lifestyle can affect the functioning of respiratory and Code:
(Taken from the Curriculum Guide) circulatory systems S9LT-Ic-27
Key Concepts / Understandings
to be Developed Awareness is very essential to have a healthy lifestyle.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing
something with familiarity Explain the importance of having a healthy lifestyle to take care the respiratory and circulat
gained through experience Understanding
or association systems

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating
Design placards implying healthy lifestyle

Attitude Valuing Accountability: Initiate an information drive inside the school campus about taking care of
respiratory and circulatory system

Values
Responding to Show concern for others by informing them the importance of taking care of the respiratory
Phenomena circulatory system

2. Content Prevention, detection and treatment of diseases affecting the circulatory and respiratory sys

3. Learning Resources Students' outputs, paper and pen

4. Procedures
4.1 Introductory Activity A. Preliminaries
B. Review on the previous activity
3 minutes C. Check the materials
the students brought in class.
4.2 Activity Group activity: Sudents are grouped into five. Each group makes a placard on having a healthy lifestyle
12 minutes ( refer to appendix V for the rubrics )
4.3 Analysis a. What is the common idea in your outputs?
b. What are the ways on taking care of your respiratory and circulatory system?
c. How will you maintain having a healthy hear
lungs?
d. Why is having a healthy lifestyle important?
 a. What is the common idea in your outputs?
b. What are the ways on taking care of your respiratory and circulatory system?
c. How will you maintain having a healthy hear
10 minutes
lungs?
d. Why is having a healthy lifestyle important?
4.4 Abstraction
Several lifestyle choices can affect a person's risk for developing respiratory diseases. Negative lifestyl
weakens your system while healthy lifestyle leads to complete wellness. Vices, stressful environments,
10 minutes
unhealthy eating habits can cause various diseases, specifically of the respiratory and circulatory syste

4.5 Application
Students are asked to post their outputs in a conspicous place inside the school campus where everyo
10 minutes see it.

4.6 Assessment
Student write a paragraph consisting at least 5 sentences about public
Observation
8 minutes awareness of having a healthy lifestyle. (see appendix D for the criteria)

4.7 Assignment Enhancing / improving the day’s

lesson
Instruct students to study module 1 for a summative test the next meetin
5 minutes
4.8 Concluding Activity
"Love yourself enough to live a healthy lifestyle."
2 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for remediation.

E.   Which of my learning 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:

Name: School:
Jenny A. Tradio Mohon NHS
Position/
Designatio Division:
n: T-1 Cebu Province
Contact Email address:
Number: 9506230254 [email protected]
 Date:
June 20, 2017
Code:
S9LT-Ic-27

e the respiratory and circulatory

ampus about taking care of

aking care of the respiratory and

irculatory and respiratory system

he previous activity
C. Check the materials that

on having a healthy lifestyle.

d circulatory system?
aintain having a healthy heart and
d circulatory system?
aintain having a healthy heart and

y diseases. Negative lifestyle

ces, stressful environments, and
piratory and circulatory systems.

chool campus where everyone can

st 5 sentences about public

e appendix D for the criteria)

mmative test the next meeting

o.com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation

Talking to Learners/ Conferencing

Anlysis of Learners' Products

Tests