School: TABAWAN INTEGRATED SCHOOL Grade Level: 9

GRADES 1 to 12 Teacher: GENESIS S. LINGLING Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and
Time: July 29-August 2, 2024 (WEEK 1) Quarter: 1st QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Learners demonstrate an understanding of how the different structures of the circulatory and respiratory systems work together to transport oxygen-
A. Content Standards rich blood and nutrients to the different parts of the body.
The Learners should be able to conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory
B. Performance systems based on data gathered from the school or local health worker.
Standards

C. Learning Explain how the respiratory and circulatory systems work together to transport nutrients, gases, and other molecules to and from the different parts
Competencies/ of the body; S9LT-la-b-26
Objectives
Write the LC code for
each
After the session students After the session students will After the session students will After the session students will be  CATCH UP FRIDAY
will be able to: be able to: be able to: able to:

 Oriented on the on  Describe the organs that  Explain how the lungs  Describe blood flow and After the session students will be
subjects coverage, comprise the Respiratory work. gas exchange within the able to:
requirements and course System. heart circulatory system,  Master all
DAILY content.  Describe how the and lungs. competencies required
TASK/OBJECTIVES  Undertake a pre-  Draw and Label the movement of the for the week.
assessment on the organs of the Respiratory diaphragm helps the air go  Explain the mechanism of  Incorporate Reading,
Module1 (Respiratory System. in and out of the lungs. how the respiratory and comprehension and
and Circulatory Systems circulatory systems work Values in their Daily
Working with Other together. life while learning
Organ Systems ) Science.

Module 1- Respiratory and Module 1- Respiratory and Module 1- Respiratory and Module 1- Respiratory and Module 1- Respiratory and
II. CONTENT Circulatory Systems Working Circulatory Systems Working Circulatory Systems Working Circulatory Systems Working Circulatory Systems Working
with Other Organ Systems. with Other Organ Systems. with Other Organ Systems. with Other Organ Systems. with Other Organ Systems.

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Pages 4-6 Pages 7-8 Pages 8-9
 2. Learner’s Materials Pages 3 Pages 5-7 Pages 7-8 Pages 9-11
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Laptop, Projector Laptop, Projector, Plastic Laptop, Projector, 1 two-liter Laptop, Projector Laptop, Projector, 1 two-
Resources Grapes or Lato (Sea Weeds empty plastic bottle, 3 liter empty plastic bottle, 3
balloons (1 big, 2small) 1 balloons (1 big, 2small) 1
sturdy straw 1 pair of sturdy straw 1 pair of
scissors 5 rubber bands scissors 5 rubber bands

IV. PROCEDURES

A. Reviewing previous Allow students to feel their Present the common answers Ask students to name the parts Ask students: What are the Ask students.
lesson or presenting the chest, Ask them how the of the student during the pre- of the respiratory system and important functions of the What have you learned from
new lesson its function. respiratory system? this week discussion?
feel and what they hear. assessment.

Ask students the major

organ that can produce this
sound or the up and down
movement of their chest.
B. Establishing a purpose Give Students an overview Ask students to put out their Since the students already Allow student to watch a For 5 minutes allow student
for the lesson of the module grapes or lato (Sea Weeds), know the parts and function of video of the circulation of the to read the article titled “My
Ask them what they observe? the respiratory system. Tell heart. Ask students: why is it Respiratory System and Me”.
students that in the next topic, that when you see an
they will learn how these illustration of a heart it is
organs work together and colored red and blue?
function as one unit.

C. Presenting Cite possible topics to be Explain to the students that the Teacher shall state the Ask student how the Ask:
examples/instances of encountered. (Respiratory grapes and Sea Weeds that important function of the respiration process could be 1. What is the article
the new lesson and Circulatory Systems they brought resembles certain respiratory system. related to the circulation of about?
Working with the other parts of the Respiratory the heart?
 Organ Systems) System. 2. From the article read,
what important points
you have understand?

D. Discussing new General Orientation on the Define all the basic parts of When you breathe in, or Air first enters your lungs and Group the students into 3
concepts Subject (Science 9). their respiratory system. inhale, the diaphragm down then into the left part of your Groups. And let them have a
and expands the chest cavity. heart. It is then driven by Talk Show focusing on the
Trachea - also called Simultaneously, the ribs move your heart into the blood things that they have learned
windpipe; a hollow tube that up and increase the size of the stream, all the way through for the week.
serves as passageway of air chest cavity. There is now your body. The heart pumps
into the lungs. more space and less air blood, which transports Every group will present for 5
pressure inside the lungs. Air essential nutrients, oxygen, minutes.
Bronchi - also called bronchial pushes in from the outside and other chemicals to every
tubes; two branching tubes that where there is higher air cell in your body. Once it
connect the trachea to the pressure. It pushes into the reaches the cells, oxygen
lungs. lungs where there is lower air processes the nutrients to
pressure. When you breathe release energy. Carbon
Nose–the organ through which out, or exhale, the diaphragm dioxide is given off during
the air enters and is filtered. muscle relaxes. The diaphragm this process. The blood
and ribs return to their original delivers carbon dioxide into
Nassal Passages- Serve as the place. The chest cavity returns the right portion of your
channel for air flow through to its original size. There is heart, from which it is
the nose in which the air is now less space and greater air pumped to the lungs. Carbon
warmed, cleaned, and pressure inside the lungs. It dioxide leaves your body
moistened. pushes the air outside where through the lungs when you
there is lower air pressure. exhale.
Brronchioles- the finer
subdivisions of the bronchi;
hairlike tubes that connect to
the alveoli.
Alveoli- also called air sacs;
allow the gas exchange in the
lungs
E. Continuation of the Teacher shall give present
discussion of new Activity1: (What a Bunch of
concepts (leads to Grapes). Give the Activities
Formative Assessment objective and procedure with
2)
concrete requirements.

F. Developing mastery Pre-assessment for Unit Q1. What does each part of the Q4. What does each part of the Q9. How do the heart and the
(leads to Formative 1(Living Things and Their “Bunch of Grapes” model constructed lung model lungs work together?
 Assessment 3) Environment) Module represent, in relation to the represent?
1:Respiratory and breathing system? Q10. What takes place when
Circulatory Systems Q5. What happens as you pull you inhale and exhale?
Working with Other Organ Q2. How will you describe the down the balloon at the bottom
Systems. pathway of oxygen in the of the model? Q11. What does blood deliver
breathing system? to every part of the body?
Q6. What happens as you push
Q3. What will happen if one up the balloon? Q12. Why is oxygen
part of the system fails to carry important to your body?
out its function properly? Q7. How does the movement
of the diaphragm cause the air Q13. How will you describe
to go in and out of the lungs? the sequence of oxygen,
carbon dioxide, and blood
Q8. What might happen if you flow in your own words?
pick the balloon?
G. Finding practical
applications of concepts
and skills in daily living
(reflective approach)
H. Makin generalizations  If one organ or the Respiratory
and abstractions about system didn’t function well,
the lesson what will happen to the
person?
I. Evaluating learning 1.

J. Additional activities for Agreement: Bring the Agreement: Bring the Assignment:
application or following materials following materials tomorrow:
remediation tomorrow: 1 two-liter empty plastic bottle 1.What are the different parts
•Plastic Grapes Lato (Sea 3 balloons (1 big, 2 small) of the circulatory system?
Weeds. 1 sturdy straw Give short description and
1 pair of scissors function for each
5rubber bands

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: Checked by: Noted:

GENESIS S. LINGLING Ma. LOURDES B. BABON CYNTHIA S. TARRAYO

SUBJECT TEACHER MT-I/SCIENCE COORDINATOR PRINCIPAL