K TO 12 Grade Level 9

School QUEZON NATIONAL HIGH SCHOOL

DAILY LESSON LOG
Teacher ANNALEA ANGELIQUE B. CAABAY Learning Area Science

Teaching Dates Quarter 1(week 1)

and Time

MONDAY TUESDAY WEDNESDAY THURSDAY FFRIDAY

I. OBJECTIVES
A. Content Standards 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
different parts of the body
2. the prevention, detection, and treatment of diseases affecting the circulatory and respiratory systems.
B. Performance The learners should be able to:
Standards 1. 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.
C. Learning The learners should be able to…
Competencies / 1. explain how the respiratory and circulatory systems work together to transport nutrients, gases, and other molecules to and from the different
Objectives Write the parts of the body;
LC code for each (S9LT-la-b-26)

The learners are expected The learners are expected to: The learners are expected The learners are The learners are
to: to: expected to: expected to:
1. Describe the function of
1. Identify the key parts of each part of the breathing 1.Explain how the lungs 1. Explain blood flow 1. Identify the
the breathing system system work. and gas exchange within components of the
2. Describe how the the heart, circulatory circulatory system
movement of the
system, and the lungs
diaphragm helps the air go 2. Explain the different
in and out of the lungs 2. Explain the types of circulations
mechanism of how the
respiratory and
circulatory systems
1|Page
 work together

II. CONTENT 1. Respiratory and Circulatory Systems Working with the other Organ Systems

III. LEARNING
RESOURCES

A. References 1. Phoenix 9- Exploring 1. Phoenix 9- Exploring Life 1. Phoenix 9- Exploring 1. Phoenix 9- Exploring 1. Phoenix 9- Exploring
Life Through Science Through Science Life Through Science Life Through Science Life Through Science

2.https:// 2.https:// 2.ttps:// 2.www.wou.edu/

www.google.com.ph/ www.youtube.com/watch? www.youtube.com/ ~bledsoek/
search? v=iUd_wcbKv2c watch?v=oE8tGkP5_tc 103materials/
q=Human+Body+organizati presentations/
on&source=lnms&tbm=isch 3.https:// 3.www.wou.edu/ circulatory_system.ppt
&sa=X&ved=0ahUKEwiQo www.youtube.com/watch? ~bledsoek/
8X9- v=iUd_wcbKv2c 103materials/ 3.
vjTAhXKfLwKHT0tAYEQ presentations/
_AUIBigB&biw=1366&bih circulatory_system.ppt4.
=624

1. Teacher’s Guide TG pages 4-5 TG pages 5 TG page 6 TG page 7 TG page 8

pages
2. Learner’s Materials LM page 4 LM pages 5-6 LM pages 6-8 LM pages 8-12 LM pages 13-15
pages
3. Textbook pages pp. 5-8 pp. 5-9 pp. 5-9 pp. 29 pp 34
4. Additional Science and Technology
Materials from EASE II. Chemistry Module EASE II. Chemistry Module Science and Technology Science and Technology III: Chemistry Textbook
Learning Resource 14. Lesson 1. 14. Lesson 1. III: Chemistry Textbook III: Chemistry Textbook for Third Year. Mapa,
(LR) portal for Third Year. Mapa, for Third Year. Mapa, Amelia P., Ph.D., et al.
Amelia P., Ph.D., et al. Amelia P., Ph.D., et al. 1999
1999. 1999.
B. Other Learning Projector/Laptop/Bunch of Projector/Laptop/Periodic 1 Two-L empty plastic bag, Projector/Laptop/ Periodic Table of
Resources grapes or any other bunch of table sheets/Marker/ Activity 3 balloons, 1 sturdy straw, Periodic table Elements, Ionic
2|Page
 fruits or vegetables such as sheets 1 pair of scissors, 5 rubber sheets/Marker/ Activity compounds NaCland
Ar-arosep or lato (seawed), https://www.youtube.com/ bands. sheets etc.
lanzones, bignay, etc. watch?v=iUd_wcbKv2c
IV. PROCEDURES
A. Reviewing previous As a review present a Review the previous topic Review the previous topic Review the previous Presenting a Circulatory
lesson or presenting picture of a Human Organ such as the key parts of the such as the functions and lesson on how the lungs System Using PPT. Let
the new lesson System. Let them breathing system. Let the parts of the breathing work, this time the the students Identify the
Familiarize/identify the students post the lessons they system. Let the students students will display and Parts and Functions as a
organs in the human body. accomplished and learned in post the lessons they observed their finished simple recall.
a wall assigned to the them. accomplished and learned model of lungs to
in a wall assigned to the Display Gallery (Gallery
them Walk)

https:// www.olemiss.edu/
www.google.com.ph/ projects/nmgk12/.../
search? CIRCULATORY/
q=Human+Body+organizati Circulatory
on&source=lnms&tbm=isch %20System.ppt
&sa=X&ved=0ahUKEwiQo
8X9-
vjTAhXKfLwKHT0tAYEQ
_AUIBigB&biw=1366&bih
=624

3|Page
B. Establishing a The students will follow the Let the students play the Using Video clip Present a model
purpose for the lesson Aerobic Dance through PPT game “Blow me”. The presentation of Blood manikin of Circulatory
for 3 min. group will play by blowing flow. Let the students system. Let the students
Let the students inhale and the balloon 10 seconds, the watched and learned. familiarize the parts by
exhale for a while to relax balloon will be measured https:// assembling the model
and reflex and the biggest balloon www.youtube.com/ manikin.
https://www.youtube.com/ will win. watch?v=oE8tGkP5_tc Note : The manikin
watch?v=iUd_wcbKv2c
Think-pair share will be
used to describe the picture
given.
Note: Any available pictures
will be used for this
presentation.
model already available.
C. Presenting Based on the picture Through exercise, relating After the game the students After the student Refer to LM pages 13
examples/ instances of analysis. Let the students aerobics to the topic and let will be group again into watched the video clip. For the group activity.
the new lesson read the procedures of the the students do the activity five. Presenting the lesson Present a PPT of Discussed the procedure
activity on LM page 4-5. on LM page 5. and procedure for the circulatory system as and let the students do
Enhancement of PPT about activity (LM pages 6-8) tool guide for the the task in the activity 4.
the Human respiratory The students will use prior activity.
system will be post on the knowledge to simulate the www.wou.edu/
screen. process of breathing ~bledsoek/
103materials/
presentations/
circulatory_system.ppt

4|Page
D. Discussing new In group. Let the students Let the students label each The students (Group) will In group: Consider Using a Model of
concepts and draw in a manila paper the part and give the functions in perform the activity 2: activity 3 on page 8. Let Circulatory system as
practicing new skills analogy of respiratory the box corresponding to the bottled Balloons. Using the students follow the guide fill in the missing
#1 system using plant sample, part of the breathing system. Figure 4, answer the procedure and label parts, description and
then (Refer to LM page 5, figure questions Q4 to Q6.. different areas in the functions on the graphic
label 2. outdoor settings. Refer organizer provided by
each to o LM page 8. facilitator.
parts

E. Discussing new Group In group; the students will This time the group will In group: Consider With the same group.
concepts and Discussion/Brainstorming brainstorm the pathway of explain the movement of activity 3 on page 8. Let The next task is to
practicing new skills The students will Present oxygen in the breathing diaphragm causing the air the students follow the familiarize how the
#2 their output. (3min per system. to go in and out of the procedure and describe human heart works
presentation) lungs. Use figure 4 to the illustration using
. answer the questions Q7 to Figure 5 on LM page 9.
Q8. Answer the guide
questions on LM page 9

Note: Output will be

posted on the area given
to them. And 3 min
presentation will be
given for presentation
F. Developing mastery The students will trace the Using the LM page 5, Let the Consolidation of output Using the framework of Let the students explain
(Leads to Formative pathway of oxygen Using students answer the questions and Brainstorming. the human body on extra the pulmonary
Assessment 3) Bunch of grapes or any Q1 to Q3. Let the students (Group) working sheet provided circulation and systemic
related bunch of fruit. (refer present and explain their Illustrate the blood flow circulation
to LM page 5 procedure #4) output. (3 to 5 min/group) and gas exchange in the Use PPT as guide for
Note: Discussion or Pencil respiratory and this discussion. Present
and paper will be used circulatory systems the two types of
using the diagrams and circulation to enhance
arrows color coding is the learning process.
necessary to www.wou.edu/
distinguished oxygen ~bledsoek/
and carbon dioxide. 103materials/

5|Page
 (Pencil and Paper) presentations/
circulatory_system.ppt
G. Finding practical Giving importance of plants Discuss the importance of Let the students Present the importance The students must
applications of in releasing oxygen which Aerobic exercise to the brainstorm/discuss why do of Oxygen and Carbon inform the importance
concepts and skills in the animals used in breathing system. we believe that life is dioxide exchange from of Heartbeat and oxygen
daily living breathing. Think-pair and Share. possible only in planets both plants and animals intake in Playing and
where oxygen is present? exercising. Must
(Refer to LM page 8 for emphasize why students
details) collapse during playing
and exercising.
H. Making What are the key parts of Describe the functions of 1. Explain how the lungs 1.The students describe 1. Let the students
generalizations and the breathing system? each part of the breathing work using a model the the blood flow and gas identify the components
abstractions about the system. students made? exchange within the of the circulatory
lesson Parts will be viewed on 2. Described how the heart, circulatory system system
screen for the process. movement of the and lungs 2. explain the different
diaphragm helps the air go 2. Explain the types of circulation.
in and out of the lungs. mechanism of how the
respiratory and
circulatory systems
work together.
I. Evaluating learning Through presentation of a The group The group The group The group
picture with different parts output/presentation will be output/presentation will be output/presentation will output/presentation will
of it. Students will identify rated using the rubric in scale rated using the rubric in be rated using the rubric be rated using the rubric
the key parts of the of 1 to 5. scale of 1 to 10. in scale of 1 to 10. in scale of 1 to 5.
breathing system
(Paper pencil Test)
J. Additional activities The student task is to prepare Enrichment activity:
for application or the materials in LM page 5 Let the students master
remediation for the coming simulation the terms on Circulatory
activity. system. (Refer to LM
pages 11 to 12.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment

6|Page
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 ___Experiment ___Games/Minute to Win it ___Differentiated Instructions ___Worksheets ___Film Viewing ___RAFT ___Tiered Activities
___Assessment ___Lecture ___Complete IM’s ___Debate ___Picture Talk ___Linguistic Enthusiast ___KWL Chart
teaching strategies ___Collaborative Learning ___Sharing/Story Telling ___Jazz Chant/Rap ___Modular ___Diagrams/Web ___The Talking Stones ___Role Play
worked well? Why did ___Cooperative Learning ___Spelling Bee Contest ___Ppt Presentation ___Creative Intelligence ___MOL ___Group Report ___Book Characters’ Parade
___Problem-Solving ___Flexible Grouping ___Strength Charts ___Genius Hour ___Badges Award ___Integrated Video Games ___Competition
these work? ___Field Trip/______ ___Q & A ___Inquiry-Based Instruction ___ Discovery ___Technology in Classroom ___Behavior Mgmt. ___Critical Thinking
___Song Interpretation Others. Specify _______________________________________

Why?

F. What difficulties did Students’ attitude during the class is seen as a problem. Dealing with the students in this class is a challenge.
I encounter which my
I encountered difficulty in the use of localized instructional materials for my class, sometimes the availability is an issue.
principal or supervisor
can help me solve? Bullying among my classmates is bearable but needs proper guidance from my superior.

Tardiness among SHS students was observed this week. It is something that is beyond the teacher’s control. What’s important is they are being reminded to come to school on time.

The competencies specified in the curriculum guide might be a little too complicated for my students.

I need the help of a superior so I can adjust, and remediate of needed, before working on the competencies.

G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

7|Page
8|Page
9|Page
10 | P a g e