BASIC EDUCATION ASSISTANCE FOR MINDANAO

LEARNING GUIDE

Elementary Science Grade 5

The Human Respiratory System
Module 2 - Airway
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Written, edited and produced by Basic Education Assistance for Mindanao, April 2008
 BASIC EDUCATION ASSISTANCE FOR MINDANAO
ELEMENTARY SCIENCE GRADE 5
THE HUMAN RESPIRATORY SYSTEM
MODULE 2 - AIRWAY

Information about this Learning Guide

Recommended number of lessons for this Learning Guide: 7

Basic Education Curriculum Competencies

Grade 5 science: The human respiratory system
• Explain how the respiratory system works
– Recall prior ideas regarding the path of air that is inhaled and exhaled
– Identify the parts of the respiratory system where air passes during inhalation and
exhalation and describe the function of each part
– Use a model to demonstrate inhalation and exhalation.
– Infer the relationship between changes in size of chest cavity and breathing in/ out
using a soft plastic bottle
– Analyze a table of the composition of inhaled and exhaled gases
– Infer the particular gas the body uses and produces
– Describe common ailments of the respiratory system including their prevention and
cure

Objectives
At the end of this unit, the pupils should be able to:
• name the parts and function of the respiratory system;
• trace the path of air in the human body;
• demonstrate the inhalation and exhalation process; and
• name common respiratory ailments, causes, prevention and cure.

Essential concepts, knowledge and understandings targeted

• The parts of the respiratory system are the nose/mouth, pharynx, larynx, trachea,
bronchial tubes, bronchioles, alveoli, diaphragm and lungs.
• The function of the respiratory system is to provide the body with oxygen and remove
carbon dioxide and other gaseous wastes.
• The air enters and leaves the body as controlled by the diaphragm. Air enters the nasal
cavity, passes through the pharynx, larynx, trachea, bronchial tube, bronchioles and
finally into the alveoli inside the lungs.
• Common respiratory diseases include common colds, influenza, asthma, pneumonia,
bronchitis and tuberculosis.
• Cigarette smoking is the common cause of chronic bronchitis and emphysema.
• The body will be free from respiratory diseases by eating healthy food, staying away
from people with the disease and keeping the surroundings clean all the time.

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ELEMENTARY SCIENCE GRADE 5
THE HUMAN RESPIRATORY SYSTEM
MODULE 2 - AIRWAY

Specific vocabulary introduced

• pharynx-a region of the alimentary canal that lies between the mouth and esophagus
• larynx-an organ of voice production containing vocal chords located between the level of the
root of the tongue and the top of the trachea
• trachea-windpipe
• bronchial tube-a tubular passage forming part of a network of airways to and within the lungs
• bronchioles-a narrow tube inside the lungs that branches off the main air passages
• lungs-pair of breathing organs located within the chest which remove carbon dioxide from and
bring oxygen to the blood
• inhale-to breathe air in
• exhale-to breath air out
• diaphragm-a curved muscular membrane that separates the abdomen from the area around
the lungs
• respiration-the act of breathing air in and out
• oxygen-a colorless odorless gas needed by the body
• carbon dioxide-a heavy colorless odorless atmospheric gas;waste air from the body
• alveoli-final branching of the respiratory tree and act as the primary gas exchange units of the
lungs
• path-way or track made for a particular purpose

Suggested organizational strategies

• Most of the activities require the pupils to be working in groups.
• Activities may be done inside or outside of the classroom.

Opportunities for Peace Education

• English as a medium of instruction during group work discussion and in oral reporting.
• Art as a way to enhance their skills in drawing a respiratory system chart and in constructing a
lung model.

Activities in this Learning Guide

Activity 1: What Body System Am I?

Multiple Intelligences
• Body/Kinaesthetic
• Verbal/Linguistic
• Interpersonal

Skills
• Compare and discriminate between ideas

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ELEMENTARY SCIENCE GRADE 5
THE HUMAN RESPIRATORY SYSTEM
MODULE 2 - AIRWAY

• Observation and recall of information

Text Types
• Review
• Discussion

Activity 2: I Want to Know about . . .

Multiple Intelligences
• Verbal/Linguistic
• Interpersonal

Skills
• Use information
• Observation and recall of information

Text Types
• Information Report
• Personal Response

Activity 3: Tha Path of Air in my Body

Multiple Intelligences
• Body/Kinaesthetic
• Verbal/Linguistic
• Interpersonal

Skills
• Organization of parts
• Seeing patterns
• Grasp meaning

Text Types
• Procedure
• Discussion
• Explanation

Activity 4: How Do I Breathe?

Multiple Intelligences
• Body/Kinaesthetic
• Verbal/Linguistic
• Interpersonal

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ELEMENTARY SCIENCE GRADE 5
THE HUMAN RESPIRATORY SYSTEM
MODULE 2 - AIRWAY

Skills
• Interpret facts, compare, contrast
• Organization of parts
• Grasp meaning

Text Types
• Procedure
• Explanation

Activity 5: What Gases Do I need?

Multiple Intelligences
• Verbal/Linguistic
• Interpersonal

Skills
• Interpret facts, compare, contrast
• Compare and discriminate between ideas
• Grasp meaning

Text Types
• Discussion
• Explanation

Activity 6: Why Bad?

Multiple Intelligences
• Body/Kinaesthetic
• Verbal/Linguistic
• Interpersonal

Skills
• Use old ideas to create new ones
• Identification of components
• Predict, draw conclusions
• Grasp meaning
• Observation and recall of information

Text Types
• Information Report
• Discussion
• Explanation

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ELEMENTARY SCIENCE GRADE 5
THE HUMAN RESPIRATORY SYSTEM
MODULE 2 - AIRWAY

Activity 7: Let's Do It!

Multiple Intelligences
• Body/Kinaesthetic
• Verbal/Linguistic
• Interpersonal

Skills
• Mastery of subject matter
• Understanding information
• Identification of components
• Knowledge of major ideas
• Generalize from given facts

Text Types
• Factual Description
• Personal Response

Activity 8: I care for my Body

Multiple Intelligences
• Visual/Spatial
• Body/Kinaesthetic
• Verbal/Linguistic

Skills
• Translate knowledge into new context
• Mastery of subject matter
• Identification of components
• Generalize from given facts

Text Types
• Narrative
• Explanation

Activity 9: I Learned that . . .

Multiple Intelligences
• Verbal/Linguistic
• Interpersonal

Skills
• Mastery of subject matter

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ELEMENTARY SCIENCE GRADE 5
THE HUMAN RESPIRATORY SYSTEM
MODULE 2 - AIRWAY

• Knowledge of major ideas

• Generalize from given facts

Text Types
• Narrative
• Personal Response

Key Assessment Strategies

• Oral Assessment
• Performance assessment

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ELEMENTARY SCIENCE GRADE 5
THE HUMAN RESPIRATORY SYSTEM
MODULE 2 - AIRWAY

Mind Map
The Mind Map displays the organization and relationship between the concepts and activities in
this Learning Guide in a visual form. It is included to provide visual clues on the structure of the
guide and to provide an opportunity for you, the teacher, to reorganize the guide to suit your
particular context.

Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that the
stages do not represent individual lessons. Rather, they are a series of stages over one or more
lessons and indicate the suggested steps in the development of the targeted competencies and in
the achievement of the stated objectives.

Assessment
All six Stages of Learning in this Learning Guide may include some advice on possabible formative
assessment ideas to assist you in determining the effectiveness of that stage on student learning.
It can also provide information about whether the learning goals set for that stage have been
achieved. Where possible, and if needed, teachers can use the formative assessment tasks for
summative assessment purposes i.e as measures of student performance. It is important that
your students know what they will be assessed on.

1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they know
about the topic and connect it with their past learning. Activities could involve making personal
connections.
Background or purpose
In this stage, the activity is designed to recall the prior knowledge of the pupils about some of
the body systems that they have learned or heard in the past. Pupils will be working in groups to
assemble and identify picture puzzles.

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ELEMENTARY SCIENCE GRADE 5
THE HUMAN RESPIRATORY SYSTEM
MODULE 2 - AIRWAY

Strategy
Picture Puzzle- a strategy which makes use of puzzle pieces to be assembled by the learners. It
is a challenging activity to win the interest of the pupils where all members in a group are
involved to accomplish the task at a given time.
Materials
Teacher's Use:
● poster of Human Body System page 19.
Student's Use:
● picture of each body system cut into puzzle pieces (unlabeled)
like digestive, muscular, and skeletal system (from page 20)
● sheets of manila paper, masking tapes, pair of scissors, marking pens

Activity 1 – “What Body System Am I?” (15 minutes)

What to do:
1. Prior to this activity , prepare the materials like picture puzzle see Activity Sheet 1.1
Digestive System, Activity 1.2 Muscular System, Activity 1.3 Skeletal System, masking
tapes, sheets of manila paper, pair of scissors for cutting the tapes. Make one set to be
kept in a separate envelope and give to each group. Also prepare one poster of the
Human Body System see Teacher Resource Sheet No., page 19.
2. Motivate the class by showing the poster of the Human Body System.
3. Ask the class to identify picture. Give them time to think about the name of the poster.
Then say that it is about the Human Body System.
4. Tell them to close their eyes for two seconds and think back of the human body systems
they already know or have learned. Ask what they have recalled. Accept all answers.
5. Invite them to play picture puzzle game. Ask anybody who have experienced in playing
this game. Let them share their ideas on the mechanics on how to do but if none, then
give the mechanics.
6. Divide pupils into three groups. Provide each group with the materials you prepared
beforehand.
7. Tell them to assemble the picture puzzle. Once assembled, let them stick the picture on
a sheet of Manila paper using masking tapes. Tell them to label it then write the role of
their identified picture .
8. Give them ten minutes to do the task. Remind pupils in each group to work cooperatively
and respect one's idea.
9. Let them display their outputs by sticking it on the wall. Process each one by letting
them say something about their assembled picture. They may be led to mention about
some of their roles/parts.
Formative Assessment
Their performance in doing the activity may be assessed using rubric found on page 45.
Roundup
Pupils should have recalled some of the organ systems they learned or that they are familiar
with.

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ELEMENTARY SCIENCE GRADE 5
THE HUMAN RESPIRATORY SYSTEM
MODULE 2 - AIRWAY

2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the
objectives/expectations for the learning experience and an overview how the learning experience
will fit into the larger scheme.
Background or purpose
In order to gather some information of the things that students already know and wanted to
know about the respiratory system, the activity in this stage is focused on filling-in a KWL Chart.
Strategy
KWL- a chart to ascertain what pupils KNOW, what they WANT to know and what they have
LEARNED about a topic.
Materials
● KWL chart, marking pen

Activity 2 – “I Want to Know about . . .?” (15 minutes)

1. Prior to this activity, prepare on a one half sheet of manila paper a KWL chart. Label it.
See Teacher Resource Sheet No.2.2, page 24
2. Show to them the poster of the respiratory system. See Teacher Resource Sheet No. 2.1
page 23. Solicit if they have some ideas about it. Say that it is a poster of a Respiratory
system.
3. Tell them that you wanted to find out what they already know about this system by
filling-in the KWL Chart.
4. Provide each group with the KWL chart. Instruct them to fill in only the first two
columns: “What they Already Know” and “What they Wanted to know “ about the
respiratory system while the third column will be answered after all lessons are done.
5. Give them 10 minutes to think and share with their group.
6. Let them post their work on the chalkboard.
7. Process their ideas and tell them that the second column about what they wanted to
know will be the focus of the activities they are going to learn. Clarify responses if
needed. Set aside their chart, revisit later and continue to the next activity.
8. Introduce the topic and the objectives of this lesson.
Formative Assessment
Oral assessment
Listen as each reporter reads their report orally. You may assess their performance using a rubric
on oral communication skills.
Roundup
Pupils should have recalled their prior knowledge about the respiratory system and expressed
their ideas on what they wanted to know about it. They should have been oriented with the
topic and its objectives as well.

3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students. Students
should be encouraged to discover their own information.

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ELEMENTARY SCIENCE GRADE 5
THE HUMAN RESPIRATORY SYSTEM
MODULE 2 - AIRWAY

Background or purpose
In this stage, the pupils will perform hands-on, minds-on activities that provide opportunities for
interaction with peers. These will also help them understand the concepts about the respiratory
system and the same time develop manipulative and thinking process skills. The following
information provides an overview of the activities in this stage:
• Activity 3 will allow pupils to know about the respiratory system; its major parts and
functions; to trace the path of air as it enters and leaves the body; and to describe what
happens as it undergoes the process;
• Activity 4 will help demonstrate the mechanism of breathing by constructing a lung-chest
model;
• Activity 5 will ask the pupils to analyze a graph to identify the composition of inhaled and
exhaled gases; and
• Activity 6 will help describe some common ailments of the respiratory system including their
prevention and cure.
Activity 3 - “The Path of Air in my Body”

Strategy
Group Work Discussion – a strategy where all members of the group feel connected to each other
in the accomplishment of a common goal. All individuals must cooperate for the group to
succeed.

Materials
● picture of the respiratory system cut into puzzle pieces, page 26
● labels of the respiratory system, page 30.
● Activity sheet 3, “The Path of Air in my Body”, page 25
● manila paper, masking tape, pair of scissors, paper arrows (blue, 7pcs. and red,7pcs.)
per group

Instructions:
1. Prepare several sets of the above materials ahead of time according to the number of
groups desired.
2. Start the activity by asking the class where they think air first enters the body. Accept all
answers.
3. Tell the class that they will do an activity by group. Prior to this, introduce the terms like
inhale, exhale, breathe, path and other vocabulary terms which you think are difficult
for them to understand. See attached Teacher Resource Sheet no. 8, Vocabulary, page
46.
4. Distribute the materials to each group. Assist them to read and understand the
instructions in the activity sheet and how the materials will be used.
Dividing the given text into chunks may also be an option. (i.e. assigning each group only
a paragraph/portion of the given text then consolidating them later as a whole).
5. Allow enough time to share their ideas in analyzing the correct pathway of the air going
to the lungs.
6. Once done, let them post their work on the wall enough for everybody to see. Call only
one pupil from the whole class to share what their group has learned from the text they
read. The others will just share other information not mentioned by the reporter.

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ELEMENTARY SCIENCE GRADE 5
THE HUMAN RESPIRATORY SYSTEM
MODULE 2 - AIRWAY

7. Process the finished outputs and enhance a short lecture or presentation on the flow of
air as it passes through each part. This will be done to check and enhance their
understanding of the previous task. See attached Teacher Resource Sheet No.3.2,
Supplementary Information page 27 .
8. Ask questions to come up with the concepts desired from the lesson such as :
What are the parts of the respiratory system?
What gas is inhaled? What gas is exhaled?
Where does exchange of gases happen?
9. Check their constructed model of the respiratory system .
10. Call one or two pupils to trace and show to the class the flow of air in the diagram.
Formative Assessment
Rubric for assessing Performance task
See attached rubric page 45
Roundup
Lead the pupils to state the parts and functions of the respiratory system and the path of air as
it enters and leaves the human body.
Activity 4 - “How Do I Breathe?”

Strategy
Do It Yourself is a strategy that provides learners the chance to make some manipulative
materials that would aid in his/her understanding of concepts.

Materials/group
a) 1 piece 150 mm transparent plastic jar with cover (transparent)
b) cotton
c) 5 inches long transparent plastic hose to form Y-shape (transparent)
d) 2 pieces plastic juice drink straw (e.g from any juice drink)
e) 2 pieces ice candy wrapper
f) Activity sheet “ How Do I Breathe?” per group on page 34
g) nail # 6, alcohol lamp, match, long nose plier, masking tape, pair of
scissors

What to do:
1. Motivate the pupils by doing inhale/exhale exercises. Let them feel the air that enters
and comes out of the body.
2. Get them to observe their chest cavity as they inhale and exhale. You may ask the
following questions to help them understand the concept:
What happens to the size of your chest cavity as you inhale? Exhale?
What caused these changes to happen?
3. Tell the pupils that breathing would be likely demonstrated through a lung model. Their
activity is to construct a lung model by following the illustration indicated in their
activity sheet.

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ELEMENTARY SCIENCE GRADE 5
THE HUMAN RESPIRATORY SYSTEM
MODULE 2 - AIRWAY

4. With the same grouping of pupils, provide them with the needed materials.
5. Tell them to carefully read the instructions in the activity sheet. Ask for any
clarifications before they will start the activity. Give some precautionary measures to
remind them when working with laboratory materials.
6. Give them about 30 minutes or so to do the task. Move around to each group and check
the participation of the members.
7. Let them display their output. Call somebody from each group to demonstrate how their
model works.
8. Process their output. Ask the following questions;
• When you pulled the plastic sheet downward, what happens to the lungs? Why?
• When you pulled the plastic sheet upward, what happens to the lungs? Why?
9. Conduct a short lecture about how respiration works using the lung model.
10. Revisit their model and check the quality of their work.
Formative Assessment
Group Work Performance using rubric. See attached rubric page 45.
Roundup
Lead the pupils to state the process of how breathing happens in the respiratory system and how
this process changes the size of the chest cavity.
Activity 5 - “What gases do I need?'

Strategy
Small Group Discussion

Materials
● activity sheet 5 “What Gases Do I Need?”, page 36.

Activity
What to do:
1. In this activity, the pupils will identify the gases inhaled and exhaled by the body through
a bar graph.
2. Pupils will still be working in groups. Give each group a copy of activity sheet. See
attached activity 5 page 36.
3. Tell them to carefully analyze the bar graph to help them answer the given questions in
the activity sheet.
4. Call a representative from each group to read their work to the class. Process their
output by asking questions based on the data. You may just ask one reporter to do the
task and the rest will just add some ideas which may be missed out. Please refer to
Teacher Resource Sheet 4, The gases In and Out of the Body, page 37 for the expected
answers.
5. Ask these questions to come up with the concepts.
• What gases do we inhale and exhale? (oxygen, nitrogen and carbon dioxide)
• Why do you think the amount of nitrogen does not vary in inhaled and exhaled air? (Our
body does not use it)

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ELEMENTARY SCIENCE GRADE 5
THE HUMAN RESPIRATORY SYSTEM
MODULE 2 - AIRWAY

• Why does oxygen decrease and carbon dioxide increase in exhaled air? (The body uses
oxygen but not carbon dioxide).
Formative Assessment
Oral Assessment
You may assess how pupils respond to the questions asked in formulating the concepts .
Roundup
Lead the pupils to state the different gases used and released by the body.
Activity 6- “Why Bad ?”

Strategy
Think,Pair,Share - a strategy wherein pupils think individually about an issue, question or
problem and record response. Discuss ideas with a partner and record what they have shared.
Share with whole group or join another pair to reach consensus

Materials
● Activity sheet 6 “Why bad?”, page 38
● Teacher Resource Sheets 5.1 -5.5, “Why bad?” Pictures, page 39.

Activity
What to do:
1. Motivate the pupils to name some respiratory ailments they had experienced particularly
the very common ones. They maybe written on the chalkboard.
2. Based on their answers, tell them that they will do an activity to find out the causes of
these diseases.
3. Organize the pupils into two groups.
4. Give the activity sheet 6,“Why bad?” to each group.
5. Let them do the task in about 15 minutes. Move around and invite maximum
participation of the members.
6. Give them enough time to think and share ideas within their group.
7. Call someone from each group to read their work then process. You may record some of
their responses on the chalkboard.
8. Conduct a short lecture to enhance their knowledge of some respiratory ailments,
prevention and cure. See attached Teacher Resource Sheet 3.2, Background Information
page 27.
9. Ask questions to come up with the concepts desired such as “What are some of the
common ailments in the respiratory system? How can these diseases be prevented?

Formative Assessment
Rubric for assessing Performance task. See attached rubric page 45.

Roundup
Lead the pupils to name some common respiratory ailments, their prevention and cure. They
should have realized the importance of taking care of their respiratory system.

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ELEMENTARY SCIENCE GRADE 5
THE HUMAN RESPIRATORY SYSTEM
MODULE 2 - AIRWAY

4. Check for Understanding of the Topic or Skill

This stage is for teachers to find out how much students have understood before they apply it to
other learning experiences.
Background or purpose
In this stage, the activities will assess pupil's understanding of the concepts by performing
situational tasks by group.
Strategy
Gallery Walk – a strategy that allows teams rotate around the classroom, giving answers to
questions as well as reflecting upon the answers given by other groups. Questions are posted on
charts or just pieces of paper located in different parts of the classroom. Each chart or "station"
has its own question that relates to an important concept. The technique closes with an oral
presentation in which each group synthesizes comments to a particular question.
In this stage' activity, group outputs are posted around the room and the groups are asked to go
around to view, reflect and make comments (for a specified amount of time) about other groups'
work.
Materials
● sheets of manila paper, marking pens
● Task cards, Teacher Resource Sheet No. 4, page 44

Activity 7 – “Let's Do it!”

What to do:
1. Prior to this activity, prepare task cards to be used (the number corresponds to the
number of groups formed in the class).
2. Divide the pupils into about 6 groups.
3. Each group will be provided with one task card.
4. Give them about 30 minutes to do the task.
5. When finished, let them post their work on the wall. Give the instruction on how to
conduct gallery walk. Comments and suggestions must be recorded for a post discussion
later on.
6. Lead the pupils to state the basic concepts about inhalation and exhalation process,
changes in the chest cavity during breathing, and the path of air as it enters and leaves
the body.
Formative Assessment
You may assess pupils' participation using a checklist on page 48.
Roundup
The pupils should have demonstrated their understanding of the concepts through their outputs
and ideas shared. They should have described inhalation and exhalation process, changes in the
chest cavity during breathing, and the path of air as it enters and leaves the body.

5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and
transfer their learning to new or different situations.

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ELEMENTARY SCIENCE GRADE 5
THE HUMAN RESPIRATORY SYSTEM
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Background or purpose
In this stage, the pupils will be given an activity to show how they could use their knowledge and
skills in a relevant situation.
Strategy
Jigsaw Puzzle – a strategy which will help develop pupils' imagination by expressing their
thoughts and understanding of the concept. In this lesson, they will be asked to draw, cut and
assemble the parts of the respiratory system.
Materials
● bond paper, pencil, assorted colored papers, crayons, manila paper

Activity 5 – “I Care For My Body!”

What to do:
1. Prior to this, assign pupils to bring the materials enumerated above.
2. Instruct them to draw the parts of the respiratory system. They should be using different
colored papers for this task. One specific color for a particular part (e.g nose,red;
pharynx-orange; larynx-green; etc.) Let them cut, arrange and paste on the sheet of
manila paper. When done, let them write a short paragraph to make a commitment on
how to take good care of their own respiratory system.
You may assign other groups to make a poster of an environment showing good practices
in keeping the respiratory system healthy. Ask them to write a slogan as well.
3. Give them enough time to do the task.
4. Display their outputs for everybody to see. Rate each work using a rubric.
5. Return pupils' work for their portfolio.
Formative Assessment
Rubric for Assessing Performance Task on page 45
Rubric for poster-slogan on page 47
Roundup
Lead the pupils to cite some practices that will make their respiratory system healthy.

6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives
and summarize the learning gained. Teachers can also foreshadow the next set of learning
experiences and make the relevant links.
Background or purpose
To end the topic, the pupils will give a short statement about what they learned from the lesson
on respiratory system. They will be led to cite and write the concepts learned from the lesson.
Strategy
KWL- a strategy that is in form of a chart wherein pupils will write what they already Know
indicated on the first column; what I Want to know on the second column; and What I have
Learned on the third column.

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ELEMENTARY SCIENCE GRADE 5
THE HUMAN RESPIRATORY SYSTEM
MODULE 2 - AIRWAY

Material
● KWL chart from stage 1

Activity 9 – “I Learned that . . . .”

What to do:
1. Bring pupils' attention to the partially completed KWL chart. Review the second column,
“What I Want to Know about the Respiratory System?, and find out if all inquiries had
been addressed. Clarify some doubts if any. Then, let them fill in the third column “What
I Have Learned about the Respiratory System?”.
2. Allow about 15 minutes for them to write their answers.
3. Display the chart on the wall. Focus on the entry in the third column. Read their
responses and appreciate what they have done.
4. At this point you may lead them to ask some clarifying questions, if there are some and
address them properly.
Formative Assessment
Check each group's chart on the enumerated concepts they have learned.
Roundup
Pupils should have mentioned the following essential concepts:
The respiratory system is a system that takes care of breathing in oxygen and breathing out
carbon dioxide from the body.
It consists of nose/mouth, pharynx, larynx, trachea, bronchi, bronchioles, alveoli, lungs, and
diaphragm.
Common ailments affecting the respiratory system include cold, influenza, pneumonia,
tuberculosis, emphysema and asthma.
Some preventive measures against common ailments of the respiratory system include proper
ventilation, healthy diet, clean home environment, deep breathing exercise, avoiding smoking
and polluted air, staying free from stress and feeling happy.

Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide)
The ways I will evaluate the success of my teaching this unit are:
1.
2.
3.

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ELEMENTARY SCIENCE GRADE 5
THE HUMAN RESPIRATORY SYSTEM
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Teacher Resource Sheet 1

The Human Body System
Instruction: Show this picture to help pupils recall their prior knowledge about the different
body systems.

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Teacher Resource Sheet 1.1

PICTURE PUZZLE
Digestive System

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Teacher Resource Sheet 1.2

PICTURE PUZZLE
MUSCULAR SYSTEM

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Teacher Resource Sheet 1.3

PICTURE PUZZLE
SKELETAL SYSTEM

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Teacher Resource Sheet No. 2.1

HUMAN RESPIRATORY SYSTEM

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Teacher Resource Sheet 2.2

KWL Chart

What I Know about the Respiratory What I Want to Know about the Respiratory What I Have Learned about the Respiratory
System? System? System?

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Activity 3
“The Path of Air in my Body?”
Objectives:
1.Construct a respiratory system chart; and
2.Trace the path of inhaled and exhaled air.
Materials:
puzzle pieces
½ meter piece of yarn (blue and red)
sheets of manila paper
red and blue paper arrows
masking tapes, word cards, glue/scotch tape
Directions:
1. Assemble the puzzle pieces provided to you. Identify it.
2. Stick the assembled picture on the sheet of manila paper.
3. Read the text below. Follow the flow of air inhaled and exhaled using the
appropriate paper arrows (Inhaled gas -red; Exhaled gas -blue). Stick the
word cards in sequence as it happens .
4. You are given 30 minutes to make your model. Select one from your group to
share your work with the class. Cooperate in doing the task.
5. Display your work on the wall.

The Respiratory System

When you breathe in, air (specifically oxygen) enters through your nose or mouth. It
passes to a tube called pharynx connecting the nose down through the larynx. Then it
goes down to the tube called trachea, down through the bronchi, a tube going to the
lungs. In the lungs, the bronchi are divided into smaller and smaller tubes called
bronchioles ending in the air sacs called alveoli where the exchange of gases (oxygen
and carbon dioxide) happens. In here, Oxygen enters into the blood vessels surrounding
the air sacs. Oxygen then travels with the blood to all parts of the body where it is
used.
Carbon dioxide on the other hand, is produced from all parts of the body and is
collected by the blood going to the alveoli and into the tubes found in the lungs called
bronchioles up through the bronchi and trachea to the larynx, into the pharynx and
out through the nose or mouth.

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Teacher Resource Sheet 3.1

The Human Respiratory System

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Teacher Resource Sheet 3.2

Supplementary Information
The Respiratory System

A. The Path of Air inside the Body

When you breathe in, air (specifically oxygen) enters through your nose or mouth. It passes to a
tube called pharynx connecting the nose down through the larynx. Then it goes down to the
tube called trachea, down through the bronchi, a tube going to the lungs. In the lungs, the
bronchi are divided into smaller and smaller tubes called bronchioles ending in the air sacs
called alveoli (refer to Teacher Resource Sheet 3.5, page 33 for the structure of the alveoli)
where the exchange of gases (oxygen and carbon dioxide) happens. In here, Oxygen enters into
the blood vessels surrounding the air sacs. Oxygen then travels with the blood to all parts of the
body where it is used.
Carbon dioxide on the other hand, is produced from all parts of the body and is collected by the
blood going to the alveoli and into the tubes found in the lungs called bronchioles up through
the bronchi and trachea to the larynx, into the pharynx and out through the nose or mouth.
B. How do we breathe?
Breathing is simply the mechanical process of taking air into the lungs (inhaling) and letting it
out (exhaling). One breathing cycle consists of one inhalation and one exhalation. Normally, we
repeat this cycle fifteen to eighteen times per minute. After exercise, the rate of breathing is
increased.

C. Changes in the Chest Cavity

When the diaphragm contracts, the chest cavity enlarges, reducing the pressure inside. To
equalize the pressure, air rushes into the lungs. When the diaphragm relaxes, the elasticity of
the lungs and chest wall pushes air out of the lungs.

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D. Disorders of the Respiratory system

A widespread ailment of the respiratory system is the common cold. It is described as an
infection of the mucous membranes of the nose, throat and sometimes the lungs. When we have
a cold, we experience a runny nose and difficulty in breathing. Sometimes this is accompanied
by fever.
The throat or pharynx may be infected which results in sore throat and hoarseness of the voice.
The inflammation of the larynx is known as laryngitis. When a cold spreads to the lungs,
bronchitis or at worst, pneumonia, may result.
Tubercle Bacilli attack the lungs causing tuberculosis. Lung cancer may be traced to breathing
polluted air. Smoking is also blamed for causing cancer.
E. Care of the Respiratory system
1. Avoid prolonged exposure to very cold weather. Wear warm clothing.
2. Eat plenty of fruits and vegetables that are rich in vitamin C everyday.
3. Drink plenty of liquids and get sufficient sleep and rest.
4. Protect yourself from polluted air.
5. Inhale and exhale properly. Always maintain a good posture.
6. Do breathing exercise daily.
F. Frequently asked questions
Why Do I Yawn?
When you are sleepy or drowsy the lungs do not take enough oxygen from the air. This causes a
shortage of oxygen in our bodies. The brain senses this shortage of oxygen and sends a message
that causes you to take a deep long breath---a YAWN.
Why Do I Sneeze?
Sneezing is like a cough in the upper breathing passages. It is the body's way of removing an
irritant from the sensitive mucous membranes of the nose. Many things can irritate the mucous

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MODULE 2 - AIRWAY

membranes. Dust, pollen, pepper or even a cold blast of air are just some of the many things
that may cause you to sneeze.
What Causes Hiccups?
Hiccups are the sudden movements of the diaphragm. It is involuntary --- you have no control
over hiccups, as you well know. There are many causes of hiccups. The diaphragm may get
irritated, you may have eaten to fast, or maybe some substance in the blood could even have
brought on the hiccups.

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Teacher Resource Sheet No. 3.3

LABELS OF THE RESPIRATORY SYSTEM

NOSE PHARYNX
RIGHT LEFT
BRONCHUS BRONCHUS
TRACHEA LARYNX
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ALVEOLI LUNGS
BRONCHIOLES

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Teacher Resource Sheet 3.4

1.

2.

3.
4.

5.

6.
7.

9.

8.

Source: http://lessontutor.com/im_respiratory.html

Answer Key:
1. nose
2. pharynx
3. larynx
4. trachea
5. left bronchus
6. right bronchus
7. bronchioles
8. alveoli
9. diaphragm

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Teacher Resource Sheet 3.5

Structure of the Alveoli

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Activity 4

How Do I Breathe?
Objective:
Construct a lung model and demonstrate how it works.
Materials:
• 1 piece 150 mm transparent plastic jar with cover (transparent)
• cotton, office cutter/knife
• 5 inches long transparent plastic hose to form Y-shape (transparent)
• 2 pieces plastic juice drink straw (e.g from any juice drink)
• 2 pieces ice candy wrapper
• nail # 6, alcohol lamp, match, long nose plier, pair of scissors
Directions:
1. Construct a lung model like the sample picture shown.
2. Light the alcohol lamp. Using the long nose plier, heat the end point of the
common nail and use it to punch a hole at the bottom middle portion of the jar.
3. Measure 5 inches long plastic hose using a ruler. Cut it.
4. Cut two (2) incisions alongside one (1) end of the 5 inches plastic hose, the
result will be like Y-shape. Insert the two straws into this plastic hose opening.
Use masking tape to close the joint.
5. Measure 3 inches long plastic ice candy wrapper. Cut it.
6. Place cotton inside the two (2) ice candy wrappers and attach the mouths to the
two (2) free ends of the straw using masking tapes. The resulting contraption
will serve as the “lung” assembly.
7. Get the smoked cellophane. Insert to the opening of the jar to close and tape it.
Tie the end of the smoked cellophane with masking tape. You have a lung model
now.
8. Pull the plastic sheet downward. Then push it upward. Do these repeatedly.
Answer the following questions:
• What happens to the lungs when you pull the plastic sheet downward?
• Why do you think this happens to the lungs?
• What happens to the lungs when you push the plastic sheet upward?
• Why do you think this happens to the lungs?
• Which objects in the model represents the part of the respiratory system?

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– The gallon plastic jar represents the ________

– Y- transparent plastic tube represents the __________
– Two ice candy wrappers represents the ________
– Plastic sheet _________________

Safety Precautions:
1. Observe safety and presence of mind when using office cutter for
cutting.
2. Always use the right tool/s in doing work.
3. When making holes to the plastic parts, hold the material to be
used in piercing the hole (like nail, wire or spoke) with the long
nose pliers before heating it using alcohol lamp. Do not hold the
piercing material with your bare hand to avoid getting burned
since heat travels normally from hot to cold region of the material.

9. Explain the mechanical process of breathing. Include in your answer the names
of the structures involved, the roles they play and the reasons why the lungs
inflate.

Source:
http://www.nstic.net.ph/text%20files/diyweb/Human_Lung%20Rev2.htm

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Activity 5
What Gases Do I Need?
Objectives:
1. Compare the amount of inhaled and exhaled gases using the graph; and
2. Infer the kind of gases needed by the body
What to do:
1. Look at the bar graph which shows the percentage of some gases in the air
we inhale and exhale.

water vapor

2. Share ideas with your group mates.

3. Answer these questions:
Based on the chart,
(a) What gas/es is/are needed by the body?
(b) What gas/es is/are not needed by the body?
(c) Why do you think the amount of nitrogen does not vary in inhaled
(d) and exhaled air? The body does not use it.
(e) Why does oxygen decrease and carbon dioxide increase in exhaled air?

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 water vapor

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Teacher Resource Sheet No. 4

What Gases Do I Need?

Objectives:
1. Compare the amount of inhaled and exhaled gases using the graph; and
2. Infer the kind of gases needed by the body
What to do:
1. Look at the bar graph which shows the percentage of some gases in the air
we inhale and exhale.

water vapor

2. Share ideas with your group mates.

3. Answer these questions:
Based on the chart,
(a) What gas/es is/are needed by the body? Oxygen
(b) What gas/es is/are not needed by the body? Nitrogen and carbon dioxide
(c) Why do you think the amount of nitrogen does not vary in inhaled
(d) and exhaled air? The body does not use it neither is it a waste of the body.
(e) Why does oxygen decrease and carbon dioxide increase in exhaled air? The
body needs Oxygen but not Carbon dioxide.
Based on the chart,
(a) What gases do we inhale? Oxygen, carbon dioxide, Nitrogen
(b) What gases do we exhale? ___________________

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water vapor
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Activity 6
“Why Bad?”

Objective:
Identify the bad effects of the environment to the respiratory system
Materials:
pictures
What to do:
1. Look at each picture carefully. Group the pictures that are similar.
2. Stick these pictures on the manila paper.
3. At the bottom of the pictures, copy the table chart below and write your
answers under each proper column.
4. You are given 20 minutes only to do the task. Each member should help in
sharing ideas/cite decisions so that you can finish your task on time.
5. Be able to read your work to the class.

Describe the picture What respiratory diseases Symptoms Cure Prevention

do you think can you get
from this?

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Teacher Resource Sheet 5.1

Why Bad?

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Teacher Resource Sheet 5.2

Why Bad?

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Teacher Resource Sheet 5.3

Why Bad?

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Teacher Resource Sheet 5.4

Why Bad?

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Teacher Resource Sheet 5.5

Why Bad?

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Teacher Resource Sheet No.6

TASK CARDS
Direction: Prepare the following task cards.

Show the appearance of the lungs

during inhalation through the lung model.

Draw the position of the diaphragm

during exhalation.

Using arrows, trace the path of air

during exhalation.
Specify the parts involved.

Show the appearance of the lungs

during exhalation through the lung model.

Using arrows, trace the path of air

during inhalation.
Specify the parts involved.

Draw the position of the diaphragm

during inhalation.

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Teacher Resource Sheet 7

Rubric for Assessing Performance Tasks

Very Satisfactory Satisfactory Needs Improvement

Pupils correctly Pupils correctly Pupils misunderstood
completed the task and completed the task. Able the task or make little
Group No.
able to identify the to identify the parts but or no effort to complete
parts and describe their is not able to describe all the task.
functions. of their functions
(4)
(10) (7)

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Teacher Resource Sheet 8

Vocabulary

1. Alveoli- final branching of the respiratory tree and act as the primary gas exchange units
of the lung.
2. Bronchioles – a narrow tube inside the lungs that branches off the main air passages
bronchi.
3. Bronchial tube- a tubular passage forming part of a network of airways to and within the
lungs.
4. Carbon dioxide- a heavy colorless odorless atmospheric gas. A waste air from the body.
5. Cilia – a hairlike structure found inside the nose.
6. Diaphragm – a curved muscular membrane in humans that separates the abdomen from
the area around the lungs.
7. Exhale – breathe air out.
8. Inhale- breathe air in.
9. Larynx – an organ of voice production, containing vocal cords located between the level
of the root of the tongue and the top of the trachea.
10. Oxygen – a colorless odorless gas that is the most abundant element needed by the plant
and animal respiration. A component of fresh air from the environment.
11. Pharynx – a region of the alimentary canal in humans that lies between the mouth and
esophagus.
12. Respiration – the act of breathing air in and out.
13. Trachea – windpipe.

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Teacher Resource Sheet 9

Poster Rubric
Graphics - All graphics are All graphics are All graphics Graphics do not
Relevance
related to the related to the relate to the relate to the
topic and make topic and most topic. One or topic OR several
it easier to make it easier to two borrowed borrowed
understand. All understand. graphics have a graphics do not
borrowed Some borrowed source citation. have a source
graphics have a graphics have a citation.
source citation. source citation.
Attractiveness The poster is The poster is The poster is The poster is
exceptionally attractive in acceptably distractingly
attractive in terms of design, attractive though messy or very
terms of design, layout and it may be a bit poorly designed.
layout, and neatness. messy. It is not
neatness. attractive.
Grammar There are no There are 1-2 There are 3-4 There are more
grammatical/me grammatical/me grammatical/me than 4
chanical chanical chanical grammatical/me
mistakes on the mistakes on the mistakes on the chanical
poster. poster. poster. mistakes on the
poster.

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Teacher Resource Sheet 10

Group participation checklist

Attention Ability to Does not Listens to

Alertness in Showing spirit to task
Name of students follow disrupt the others
responding of volunteering
directions class ideas

1
2
3
4
5
6
7
8
9
10

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For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.

Stage
1. Activating Prior 2. Setting the 3. Learning 4. Check for 5. Practice and 6. Closure
Learning Context Activity Sequence Understanding Application

Strategies

Activities from the

Learning Guide

Extra activities you

may wish to include

Materials and
planning needed

Estimated time for

this Stage

Total time for the Learning Guide Total number of lessons needed for this Learning Guide

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