Grades 9 School Grade Level 9
Daily Lesson Log Teacher Learning Area Science
Teaching Date and Time Quarter First
I. OBJECTIVES
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
A. Content Standards
the prevention, detection, and treatment of diseases affecting the circulatory and respiratory systems
conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on data gathered from the school
B. Performance Standards
or local health worker
C. Learning Competencies/ explain how the respiratory and circulatory systems work together to transport nutrients, gases, and other molecules to and from the different parts of the
Objectives Write the LC code body;
for each S9LT-la-b-26
Respiratory and Circulatory Systems Respiratory and Circulatory Systems Respiratory and Circulatory Systems Respiratory and Circulatory Systems
Working with the other Organ Working with the other Organ Working with the other Organ Working with the other Organ
II. CONTENT
Systems. Systems. Systems. Systems.
The Human Breathing System Activity 1. What a Bunch of Grapes. Respiratory Song Activity 2. Bottled Balloons
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 3-5 3-5 3-5 7-8
2. Learner’s Material pages 2-3 2-3 2-3 7-8
3. Textbook pages 2-3 2-3 2-3 7-8
IV. PROCEDURES
Pre-assessment using K-W-H-L to Identify the Different Key Parts of the Let the students practice the Review the different parts and
motivate curiosity and enthusiasm Breathing System. Respiratory Song downloaded from functions of each part of the
A. Reviewing previous lesson
about the topic they are about to Youtube for 10 minutes. Respiratory System
or presenting the new lesson
learn.
Students will be told to inhale and Students will compare the different Students of five groups perform the Ask students to construct the model
exhale. parts of the breathing system with the Respiratory Song in the class for 5 of the lungs based on available
B. Presenting examples/ Compare what they feel before and bunch of grapes. minutes materials for the activity.
instances of the new lesson after the process. Simulate how lungs function.
What does breathing do with the
body.
Students will identify the respiratory Let the students think that not all of Let the students talk on how does the Students will realize the importance
C. Discussing new concepts organs where the air travelled to and the parts of the bunch of grapes is song help them memorize the parts of partial pressure differences in and
and practicing new skills #1 fro the nose and mouth. comparable with the respiratory and functions of each organ of the outside the lungs in order for gas
system. Identify what are those. Respiratory System exchange to happen.
V. EVALUATION/ Summative Test. Summative Test. Summative Test. Summative Test.
FORMATIVE (Any form of 1. What does the oxygen do to our 1. Draw and label the different parts of 1. Identify and give the function of 1.How do lungs function in process
Summative Test/Performance body? the Respiratory System. each part of the Respiratory System of gas exchange.
Test). Give a brief description 2. Identify the key parts of breathing
and sample questions. system.
VI. REFLECTION
A. Were all the objectives
attained? Why or why not?
B. What went well? What went
wrong?
C. Mastery level of the learner.
% of those who did not master
the competencies (80% below)
% of those who averagely
mastered the competency/ies
(81%-91%)
% of those who proficiently
mastered the competency/ies
(91%-100%)
VI. UTILIZED LOCALIZED/ Localized drill on breathing. Suggested alternatives for grapes are Downloaded file song in the internet Plastic bottle
INDIGENIZED LEARNING cauliflower, niyug-niyogan, arosep or Straw
RESOURCES (Kindly identify) lato (sea weeds), even tree branches. Balloon
VII. LOG
Grades 9 School Grade Level 9
Daily Lesson Log Teacher Learning Area Science
Teaching Date and Time Quarter First
I. OBJECTIVES
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
A. Content Standards
the prevention, detection, and treatment of diseases affecting the circulatory and respiratory systems
conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on data gathered from the school
B. Performance Standards
or local health worker
C. Learning Competencies/ explain how the respiratory and circulatory systems work together to transport nutrients, gases, and other molecules to and from the different parts of the
Objectives Write the LC code body;
for each S9LT-la-b-26
Respiratory and Circulatory Systems Working with the other Organ Systems. Respiratory and Circulatory Systems
Activity 3 Just Go with the Flow! Working with the other Organ
II. CONTENT
Systems.
Activity 4. Let’s Organize
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 8-9 10-12
2. Learner’s Material pages 9-11 12-14
3. Textbook pages 9-11 12-14
IV. PROCEDURES
A. Reviewing previous lesson Describe the Simulation of Respiratory System with that of Bottled Balloons. Describe the Actual of Blood flow with
or presenting the new lesson the use of Heart Model.
Students will describe the blood flow to and fro the body and the heart using a schematic diagram. Present the Graphic Organizer.
B. Presenting examples/
Allow students to make their own.
instances of the new lesson
Relate the coordination of the respiratory system with the function of circulatory system. Students will identify, define,
C. Discussing new concepts
visualize, learn the functions each
and practicing new skills #1
parts of the circulatory system.
Summative Test. Summative Test. Summative Test.
V. EVALUATION/
Make a schematic diagram of the blood flow showing lungs and the different Draw the parts of the heart and show Draw and label the parts of the
FORMATIVE (Any form of parts of the heart the actual flow of blood. Show the Circulatory System
Summative Test/Performance
steps with assigned numbers.
Test). Give a brief description
and sample questions.
VI. REFLECTION
A. Were all the objectives
attained? Why or why not?
B. What went well? What went
wrong?
C. Mastery level of the learner.
% of those who did not master
the competencies (80% below)
% of those who averagely
mastered the competency/ies
(81%-91%)
% of those who proficiently
mastered the competency/ies
(91%-100%)
VI. UTILIZED LOCALIZED/ Recycled paper strips and rope Model of the Heart from the Used Calendar
INDIGENIZED LEARNING Laboratory
RESOURCES (Kindly identify)
VII. LOG
Grades 9 School Grade Level 9
Daily Lesson Log Teacher Learning Area Science
Teaching Date and Time Quarter First
I. OBJECTIVES
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
A. Content Standards
the prevention, detection, and treatment of diseases affecting the circulatory and respiratory systems
conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on data gathered from the school
B. Performance Standards
or local health worker
explain how the respiratory and circulatory systems work together to transport infer how one‘s lifestyle can affect the functioning of respiratory and circulatory
C. Learning Competencies/
nutrients, gases, and other molecules to and from the different parts of the systems;
Objectives Write the LC code S9LT-la-c-27
body;
for each
S9LT-la-b-26
Respiratory and Circulatory Systems Respiratory and Circulatory Systems Respiratory and Circulatory Systems Respiratory and Circulatory Systems
Working with the other Organ Working with the other Organ Working with the other Organ Working with the other Organ
II. CONTENT Systems. Systems. Systems. Systems.
Activity 5. Pump It! Activity 6. Rhythm of my Heart Activity 7. Cigarette smoking is Activity 8. Prevention is better than
Dangerous to your Health cure.
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
IV. PROCEDURES
Describe and explain the parts and Identify and explain the different How do you measure pulse/heart What is the video clip on smoking is all
A. Reviewing previous lesson
functions of the heart in the graphic valves of the heart. rate. about?
or presenting the new lesson
organizer.
How is a deep-well function properly? Measure and describe own pulse What do you observe with persons What does the popular adage, “an
What happen if its valve (sapeta) (heart rate) after several different
who are smoking. Describe his/her ounce of prevention is better than a
B. Presenting examples/
malfunctioned? Will it enable to bring activities. Explain how to use different
physical characteristics and attributes pound of treatment” mean?
instances of the new lesson
down water from below? time intervals in measuring heart rate.
from head to toe. *Role Play
*Meta plan technique *4 pics, 1 word
C. Discussing new concepts Students will explain the importance Can we identify heart problems base Explain the negative effects How will you protect your body
and practicing new skills #1 of minor parts of the heart such as on measuring heart rate? How? against diseases? How are you going
valves to carry out its functions What are the heart problems that we of cigarette smoking on the to maintain a balanced and healthy
properly. can identify? What we can do about circulatory and respiratory systems life?
it?
Summative Test. Summative Test. Summative Test. Identify the different diseases of
V. EVALUATION/ Explain what will happen to a person What happen to pulse rate after a Identify the different diseases arises respiratory and circulatory systems
FORMATIVE (Any form of with heart that has a malfunctioning strenuous activities? Why? from smoking. and identify ways to prevent it.
Summative Test/Performance valve. Compare oxygenated and non- What is a secondhand smoke? Explain
Test). Give a brief description
oxygenated blood. why it is more dangerous than side
and sample questions.
streamed smoke.
VI. REFLECTION
A. Were all the objectives attained?
Why or why not?
B. What went well? What went wrong?
C. Mastery level of the learner.
% of those who did not master the
competencies (80% below)
% of those who averagely mastered the
competency/ies (81%-91%)
% of those who proficiently mastered
the competency/ies (91%-100%)
VI. UTILIZED LOCALIZED/ Localized material for heart model.- Manual counting with high accuracy Empty paper strips or blank cards Pictures for the game 4 pics 1 word.
INDIGENIZED LEARNING jar-straw and precision.
RESOURCES (Kindly identify)
VII. LOG
School Grade Level 9
Grades 9 Teacher Learning Area Science
Daily Lesson Log Teaching Date and Time Quarter First
I. OBJECTIVES
how genetic information is organized in genes on
chromosomes
A. Content Standards
the different patterns of inheritance
B. Performance Standards manipulate and perform problems in Punnett Square and explain the data obtained in non-Mendelian
describe the location of genes in chromosomes;
C. Learning Competencies/
S9LT-Id-28
Objectives Write the LC code
explain the different patterns of non-Mendelian inheritance
for each
S9LT-Id-29
Heredity: Inheritance and Variation Heredity: Inheritance and Variation Heredity: Inheritance and Variation Heredity: Inheritance and Variation
Activity 1. Phenotypes and Activity 2. Mystery Bull Activity 3. What’s your blood type? Problem Solving on Punnett Square
II. CONTENT
Genotypes in Incomplete Dominance showing the possible blood types of
parents of each blood type.
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
IV. PROCEDURES
A. Reviewing previous lesson How is non-Mendelian inheritance What is Incomplete Dominance? Differentiate Incomplete Dominance What are the phenotypes and
or presenting the new lesson different from Mendel’s observations with Codominance. genotypes of each blood type?
Can Rule of Dominance be applied on What if the two allele is both Explain why blood typing is a clear What will happen if wrong blood type
B. Presenting examples/
non-Mendelian inheritance? Why? expressed, what will happen? example of Codominance. has been transfused to the patient?
instances of the new lesson
Why not?
What is the appearance or the Differentiate Codominance from What are the phenotypes and Explain how blood typing is done.
C. Discussing new concepts
phenotype of different combinations Incomplete Dominance. Give genotypes of the different blood What do you observe? What are the
and practicing new skills #1
varying allele (genotype)? examples. types? antigens? What is agglutination?
V. EVALUATION/ Problem Solving on Punnett Square Problem Solving on Punnett Square of What are the possible blood types of What are the possible blood types of
FORMATIVE (Any form of with Phenotype interpretations based Incomplete Dominance and parents of the different blood types? parents of the different blood types?
Summative Test/Performance on obtained Genotype. Codominance. Differentiate. Show it with Punnett Square. Show it with Punnett Square.
Test). Give a brief description
and sample questions.
VI. REFLECTION
A. Were all the objectives attained?
Why or why not?
B. What went well? What went wrong?
C. Mastery level of the learner.
% of those who did not master the
competencies (80% below)
% of those who averagely mastered the
competency/ies (81%-91%)
% of those who proficiently mastered
the competency/ies (91%-100%)
VI. UTILIZED LOCALIZED/ Rubik Cube showing different possible Colored picture of red, white, pink Picture of American Civil War showing Pictures on the process of blood
INDIGENIZED LEARNING combinations on inheritance of traits. flowers and red, white, roan bulls. injured soldiers needing blood typing.
RESOURCES (Kindly identify) transfusions.
VII. LOG
