Division of Cadiz City

Dr. Vicente F. Gustilo Memorial National High School

SCIENCE & TECHNOLOGY DEPARTMENT
DAILY LESSON PLAN
SY 2019-2020 | 1st QUARTER

Subject/Learning Area: Grade Level: Teaching Date:

SCIENCE Grade 9
Time Period: Teacher: Esmeralda C. Bernasol

I. Objective
At the end of the cycle, the students should be able to

a. Describe how the heart functions

b. Explain how blood is pumped by the heart.
a. Explore the structure and function of the heart and blood vessels.
A. Content Standard C. Learning
1. how the different structures of the circulatory and respiratory systems work together to transport Competency/
oxygen-rich blood and nutrients to the different parts of the body Objectives
Write the LC code
2. the prevention, detection, and treatment of diseases affecting the circulatory and respiratory for each
systems
B. Performance Standard S9LT-la-b26
conduct an information dissemination activity on effective ways of taking care of the respiratory
and circulatory systems based on data gathered from the school or local health workers
II. CONTENT (Topic)
How the Lungs, Heart and Circulatory System Work Together
III. LEARNING Details Annotations
RESOURCES
References Teacher’s Guide, pp.
Learner’s Module, pp. 8-9
Other References You Tube (How the Heart Works)

IV. PROCEDURE Details Materials Annotations

ELICIT (10 minutes)
Show to the class a sponge soaked in a glass jar of water  Picture A
with soap… As I grip the sponge, observe what happen to the glass jar with
water inside the jar… As I release the sponge, observe what water and
happen to the water inside the jar… soap
sponge
(Use Mirror Prompt in reading the questions)

Q: How is the sponge related to the human body? What organ

in the circulatory system has the same function as a sponge? Video
TV set
The students will watch a video clips showing how the heart laptop
works…

Q: How does the heart pumps blood? Observe closely as to

what happen to the blood as the heart squeeze-in and release
voluntarily…
Activity notebook
Manila paper
EXPLORE (30 minutes)
Divide the class into five groups. Illustrating the
Let students draw figures of the major divisions of the human heart
heart and identify its detailed parts.
(Use hands and Eyes to end the Drawing activity)

EXPLAIN (20 minutes)

Students are called to identify the following parts of the heart
and give the function of each: Flow Chart
a. Heart d. Left ventricle illustrating blood
b. Left atrium e. Right atrium flow activity
Right atrium f. Valves

ELABORATE (30 minutes)

Deepen the discussion by explaining one by one the following Activity

facts: Notebook
 The heart is a hollow muscle organ, about the size of a Drawing
fist which is located at the center of the chest, in- materials
between the lungs.
 It is a double pump that pumps on the left and right
sides.
 Each side is divided into two chambers: top chamber
are the atria and bottom chamber are the ventricles
The valve act as a one-way door, allowing the blood to either
forward in the next chamber or out of the heart.

In a given framework of the human body below, illustrate the Activity

blood flow and gas exchange in the respiratory and circulatory Notebook
systems using diagrams and arrows. Color your work to show
the distinction of oxygen and carbon dioxide carried in the Drawing
blood. materials

EVALUATE (20 minutes)

I. Identification. Evaluation
1 The organ that pumps the blood throughout the body. Notebook
2 The chamber that pumps the blood into the body.
3 What is delivered to the right portion of the heart then
pumped out to the lungs and leaves the body when
exhaling?
4 Its function is to accept the blood pumped out by the
ventricles.
5 It serves as a one-way door that keep the blood
moving in one direction.
II. Essay. (5points)
Describe how the heart function. In your own words.

IV. REMARKS
ML: ID:

V. REFLECTIONS

Remarks |Recommendations |Suggestions

Checked by Date Checked

Division of Cadiz City
Dr. Vicente F. Gustilo Memorial National High School
SCIENCE & TECHNOLOGY DEPARTMENT
DAILY LESSON PLAN
SY 2019-2020 | 1st QUARTER

Subject/Learning Area: Grade Level: Teaching Date:

SCIENCE Grade 9
Time Period: Teacher: Esmeralda C. Bernasol

I. Objective
At the end of the cycle, the students should be able to

b. Explain how the lungs work.

c. Describe how the movement of the diaphragm helps the air go in and out of the lungs.
A. Content Standard C. Learning
1. how the different structures of the circulatory and respiratory systems work together to transport Competency/
oxygen-rich blood and nutrients to the different parts of the body Objectives
Write the LC code
2. the prevention, detection, and treatment of diseases affecting the circulatory and respiratory for each
systems
B. Performance Standard S9LT-la-b26
conduct an information dissemination activity on effective ways of taking care of the respiratory
and circulatory systems based on data gathered from the school or local health workers
II. CONTENT (Topic)
How the Lungs Work
III. LEARNING Details Annotations
RESOURCES
References Teacher’s Guide, pp. 6-7
Learner’s Module. Pp. 5-6
Other References Breaking Through Science 16 –17

IV. PROCEDURE Details Materials Annotations

ELICIT (20 minutes) ICT
Show a picture of a jam-packed train. Picture
“Have you experienced being in a jam-packed train?”
What can you say about the boy?
What does he do?

The teacher will provide jumbled letters and base from the
clues given. Representative students will rearrange the letters
to come up with the correct answer…
(Use Score Board Prompt)
1. MGARPHDAI - a muscle; contracts when one inhales;
relaxes when ones exhales
2. UNGLS – primary organ in respiration; chest or thoracic
cavity; diffusion of gases
3. NGEOYX – inhale; animal respiration; fuel in the
production of energy

EXPLORE (40 minutes)

Divide the class into 5 groups
Student will perform Activity 2: BOTTLED BALLOONS
Then students will answer the Guide Questions: Empty plastic
1. What does each part of the lung model bottle
represent? 1 big balloon
2. What happens as you pull down the balloon at 2 small balloons
the bottom of the model? Sturdy straw
3. What happens as you push up the balloon? Scissors
4. How does the movement of the diaphragm Rubber bands
cause the air to go in and out of the lungs? Activity
5. What might happen as you prick the balloon?
Notebook
(Use Hands and Eyes prompt to end the constructing activity)
Empty plastic
bottle
1 big balloon
 2 small balloons
Sturdy straw
Scissors
Rubber bands
Activity
Notebook
Manila paper
Marker pen

Activity
EXPLAIN (20 minutes) Notebook
Group Presentation:
 Each group will present their output in class.
 Groups will present their answers to the guide
questions.
 Let the students compare and analyze data.
Ask students to generate conclusion from their result.

ELABORATE (20 minutes)

Deepen the discussion by explaining one by one the following

facts:

 Lungs are the primary organs of respiration.

 When one inhales, the diaphragm contracts.
 Inhaling moves the diaphragm down and expands the
chest cavity. Simultaneously, the ribs move up further
increase the chest cavity, thus proving more space and
less air pressure inside the lungs.
 Air pushes in from the outside where there is a higher
air pressure.
When one exhales, the diaphragm muscle relaxes. The
diaphragm and the ribs return to their original position. There
is now lesser space and greater air pressure inside the lungs,
thus, pushing the air out where there is a lower pressure.

Using Teach! And Switch! Prompt, students will echo the

teacher’s discussion.
Drawing
EVALUATE (20 minutes) materials
Draw the actual chest cavity and the balloon chest cavity
model and label the major parts that are common to both
models then identify their specific functions.
IV. REMARKS
ML: ID:

V. REFLECTIONS

Remarks |Recommendations |Suggestions

Checked by Date Checked