SCHOOL LEON GUINTO MEMORIAL COLLEGE, INC.

GRADE LEVEL 9/FAITH, HOPE, LOVE

GRADES 1 TO 12 TEACHER CHRISTIAN MARK A. AYALA LEARNING AREA Science 9
DAILY LESSON LOG
TEACHING DATES AND (1:20-2:20, 2:20-3:20) (1:20-2:20) (9:00 - QUARTER First/ SESSION 1
TIME 10:00/ 10:20- 11:20 / 11:20 – 12:20 / 2:20-
3:20)

TOPIC/LESSON NAME RESPIRATORY SYSTEM

The learners demonstrate an understanding of:
1. How the different structures of circulatory and respiratory systems work together to
CONTENT STANDARDS 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.
The learners should be able to:
PERFORMANCE STANDARDS Conduct an information dissemination activity on effective ways of taking care of the
respiratory and circulatory system based on data gathered from the local health workers.
The learners should able to...
1. Explain how the respiratory and circulatory systems work together to transport
LEARNING COMPETENCIES nutrients, gases, and other molecules to and from the different parts of the body;
S9LT-la-b-26
2. Infer how’s one lifestyle can affect the functioning of respiratory and circulatory
systems
S9LT-Ic-27
Identify the parts of the respiratory system
SPECIFIC LEARNING OUTCOMES Discuss the main functions of the respiratory system
Illustrate the phases involved in human gas exchange.
Explain the mechanics involved in breathing.
TIME ALLOTMENT 180 minutes
MATERIALS Pictures, video clip, laptop, projector
Exploring Life Through Science Series, Josefina Ma. Ferriols-Pavico,. Et. Al. Phoenix
RESOURCES Pub. House. Teacher WrapAround
Exploring Life Through Science Series, Josefina Ma. Ferriols-Pavico, Et. Al. Phoenix
Pub. House.Laboratory Manual
 PROCEDURES MEETING LEARNER’S NEED
INTRODUCTION

Preparatory Activities:
 Prayers
 Greetings
 Checking of attendance
 Review of the Previous Lesson
EXPLORE

Motivation
Begin the lesson by asking students to answer this riddle:

“You can see it or taste it, yet it is as real as land and water. When it blows, you can feel it against
your face. You can also see its effect on drifting clouds, quivering leaves, and pounding waves. It
can turn windmills and blow sailboats across the sea.” What it is? (Air)

Activity 1
 Ask the student to create a schematic diagram tracing the steps in respiration, tracing the
flow of oxygen and carbon dioxide during this process. They can interpret figure 1-1 and
base their answers on their interpretation of the figure.

Guide Question:
 Why is air important to you?
You need air to stay alive. Air is a mixture of gases. It contains oxygen, which supports
the energy-producing processes that take place in human and animal cells, and keeps you
alive.

Self Check

 What are the phases of gas exchange in humans?

Breathing, external respiration, internal respiration and cellular respiration
FIRM UP

Explain
 Briefly identify the organs of the respiratory system and their function. Allow the
students to examine figures 1-2 to 1-5 in the textbook to visualize the respiratory system
and show how respiration occurs.

Guide Question:
 Why organs are collectively called a system?
- A system is made of organs that work together to perform a collective function.
 What does an organ achieve by working together?
- These organs get oxygen from the environment and take it into the body; likewise,
they release carbon dioxide from the body to the environment.
 Through what organs does air pass as it travels to the lungs?

Inter-active Discussion

 The teacher will discuss the Upper and Lower Respiratory System.

 Ask the students to identify the organs and their functions, making sure that their answer
follow the correct sequence for the pathway of air.

Self Check
 Why are alveoli referred to as the sites of respiration?
- Alveoli are small air sacs in the lungs, which serve as the gateway of oxygen into the
body. This is the place where the exchange of oxygen and carbon dioxide takes place.
DEEPEN

Activity 2

 Have the students write a short story from the perspective of an oxygen molecule passing
through the different organs of the respiratory system. The story should include where the
oxygen molecule has travelled, detailed descriptions of what it saw, and how it was
changed by the travel.

Mechanism of Gas Exchange

 Group the class into four and assign each group a mechanism of gas exchange that they
would report to class. Afterward, explain to the students the different mechanisms of gas
exchange.

Laboratory 1
 Tell students that some factors, such as temperature, can affect breathing rate. Let them
explore this idea by performing Activity 1 Respire...Breathe...Survive. Link this activity to
the warming of the planet as a result of human-induced activities. Let the students infer
the effect of global warming to the survival of organisms.

Laboratory 2

 Ask the class to perform Activity 2 Take My Breath Away. Students should compare their
lung capacities and explain the differences in their findings. They should be able to realize
that people differ in terms of lung capacity due to different factors like gender, age
strength of diaphragm and chest muscles and diseases. Ask some post –laboratory
questions to help direct the discussion on the importance of breathing.
TRANSFER

Evaluate (quiz) Answer:

 Administer a quiz on identification of organs.

1. The openings in the nose that allow entry and exit of the air. 1. Nostrils
2. Carry deoxygenated blood to the lungs. 2. Pulmonary artery
3. Contains vocal chords responsible for voice production. 3. Larynx
4. Protect lungs from strong impact. 4. Rib cage
5. Site of respiration in lungs where gas exchange occurs. 5. Alveoli
6. Contains glands that coat hair strands in nostrils with mucus to protect you from 6. Nasal cavity
inhaling dust. 7. Trachea
7. Called windpipe; main passageway of air into lungs. 8. Lungs
9. Capillaries
8. Sponge-like organs that are the main of the respiratory system.
10. Diaphragm
9. Blood vessels that surround alveoli to facilitate gas exchange between lungs and
blood.
10. Muscle nesting the lungs that contract and expand when breathing.

Prepared by: Checked by:

CHRISTIAN MARK. A. AYALA CORAZON L. NATIVIDAD

TEACHER PRINCIPAL