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School: Grade Level: 9

Name of Teacher Learning Area: SCIENCE
DAILY LESSON LOG
Teaching Dates and Time: Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learners demonstrate an understanding of how the different structures of the circulatory and respiratory systems work together to transport
A. Content Standard
oxygen-rich blood and nutrients to the different parts of the body.
The learners should be able to conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory
B. Performance Standard systems based on data gathered from the school or local health workers.
The Learners should be able to explain how the respiratory and circulatory systems work together to transport nutrients, gases, and other
C. Learning
molecules to and from the different parts of the body; (S9LT-la-b-26)
Competencies/
Objectives
1. Identify the key parts of 1. Explain how the lungs 1. Identify the components of 1. Explain how blood is 1. Answer the questions
Specific Objectives:
the breathing system; and work; and the circulatory system; and pumped by the heart; and correctly.
2. Describe the function of 2. Describe how the movement 2. Explain the different types 2. Explain the mechanism of 2. Demonstrate honesty in
each part of the breathing of the diaphragm helps the air of circulation. how the respiratory and taking the test.
system. go in and out of the lungs. circulatory systems work
together.
II. CONTENT Respiratory and Circulatory System
III. LEARNING
RESOURCES
 Science 9 Quarter 1-  Science 9 Quarter 1-  Science 9 Quarter 1-  Science 9 Quarter 1-  Science 9 Quarter 1-
A. References Living Things Module 1 Living Things Module 1 Living Things Module 1 Living Things Module 1 Living Things Module 1
 Science 9 Teacher’s  Science 9 Teacher’s  Science 9 Teacher’s  Science 9 Teacher’s  Science 9 Teacher’s
Guide.(2015). Guide.(2015). Guide.(2015). Guide.(2015). Guide.(2015).
 Science 9 Learner’s  Science 9 Learner’s  Science 9 Learner’s  Science 9 Learner’s  Science 9 Learner’s
Module.(2015). Module.(2015). Module.(2015). Module.(2015). Module.(2015).
Link:  Smart TV Link:  Smart TV Teacher-made test
B. Other Learning Respiratory System -  Extension wire https://youtu.be/  Extension wire
Resources Learning the Human Body  HDMI 5i0qieeSmkU  HDMI
for kids - YouTube  Smart TV
 Smart TV  Extension wire
 Extension wire  HDMI
 HDMI

IV. PROCEDURES
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A. Reviewing previous lesson or ELICIT ELICIT ELICIT ELICIT ELICIT

presenting the new lesson The teacher will: To elicit prior knowledge, Have a KWL chart posted Activity: Reflect, Write, Giving 5 minutes for the
conduct a game entitled the teacher will ask the on the board. Call students and Share students to review before
“Fact or Bluff”. students to close their eyes to write on the chart the The teacher will let the taking the summative test.
things they “know”, and
Mechanics of the Game: and breathe. Let them inhale “want to know” about the students think of anything
1. The teacher will divide and exhale. Do this for a Circulatory system. Leave they know about the Human
the class into two groups. minute. the “what I learned” part. Heart. Write down words or
2. Questions related to After 1 minute, tell the class This will be filled up after phrases associate with
their topic on the Digestive to inhale but this time they they are done with the the Heart on the meta card
System (which was should hold their breathe for activity. and have it posted on the
discussed in Grade 8) and 20 seconds. board. Allow at least 2 or 3
the Respiratory system will Ask: students to share their
be projected on screen. 1. Can you survive without answers briefly.
3. The groups can only breathing for several
choose “FACT” or minutes?
“BLUFF” as their answer. 2. Is it alright to just inhale?
They need to decide within Or just exhale?
their groups their consensus
answer.
4. The representative of
the group will then raise
“FACT” or “BLUFF” to
show their answer after
the count of 5.
5. The group that has more
correct answer will win
the game.

The teacher will connect

the function of the
gastrointestinal system to
the respiratory and
circulatory systems which
are the high light of this
grading period.

ENGAGE ENGAGE ENGAGE ENGAGE ENGAGE

B. Establishing a purpose for the The teacher will present a Students will describe the The students will perform The teacher will present a Preparing the learners for
lesson video presentation of the path of oxygen through the Activity 4: Missing Parts model of human heart. Call the test by asking them to sit
C. Presenting examples/ instances Respiratory System and respiratory system by filling found in their learning a volunteer to pump it and properly and bringing out a
Its Functions. in the map posted on the modules. let them analyze the blood ½ lengthwise.
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of the new lesson Guide questions: board. They will search for the 10 flow. The teacher will distribute
1. What is the video all names of the different parts of Guide questions: the test paper.
about? the circulatory system in the 1. What does the water
2. What organ is word search grid. inside the jar represent?
responsible for breathing? 2. How will you compare
the heart pump model and
the human heart?
3. Will the heart model be
able to function properly if
one of the tubes is blocked?

D. Discussing new concepts and EXPLORE EXPLORE EXPLORE EXPLORE EXPLORE

practicing new skills #1 The students will perform They will perform Activity The teacher will let the The students will be divided Reading the direction and
E. Discussing new concepts and Activity no. 1 “Fill Me”. no. 2 “Bottled Balloon” students perform Activity: into 5 and have them make let the students apply their
practicing new skills #2 They have to describe the The teacher will present a Let’s Organize a model of how heart and knowledge acquired by
parts of the breathing lung model. The teacher will present a lungs work together. The answering the test
system by completing a video presentation and the teacher will provide a questionnaire.
diagram. Guide Question: students will complete a picture of the heart and
They can refer to the 1. What does each lung part graphic organizer filling in lungs.
distributed hand-outs as of the lung model represent? the missing parts, They will trace the flow of
their reference in 2. What happens as you pull description, and functions to blood from the body to the
answering the activity. down the balloon at the complete the entire lungs and vice versa.
bottom of the model? concept.
Guide Question: 3. What happens as you Guide questions:
1. How will you describe push up the balloon? Guide Questions:
1. What is the role of
the pathway of oxygen in 4. What might happen if 1. What are the parts of the
circulatory system in blood
the breathing system? you prick one of the small circulatory system?
flow?
balloons? 2. What are the different
2. What is the role of
types of blood circulation?
respiratory system in blood
flow?
3. Why is it necessary for
the respiratory and
circulatory
systems to work together?
F. Developing mastery EXPLAIN EXPLAIN EXPLAIN EXPLAIN EXPLAIN
The teacher will call Presentation of Output of The teacher will call a The teacher will call a Let the students answer the
representatives from each the Students. presentative from each presentative from each questionnaire based on their
group present their output. group to present their output group to present their output understanding.
Using the constructed Lung and answer the guide and answer the guide
Using the Big picture of Model of the activity, the questions. questions.
the activity, tell the groups groups will explain the
to post their output on the mechanism of breathing
board for reporting. using their output.
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G. Finding practical applications ELABORATE ELABORATE ELABORATE ELABORATE ELABORATE

of concepts and skills in daily 1. What will happen if one To deepen students The teacher will discuss the Using a Human Torso, the Checking of the test paper.
living part of the system fails to understanding, the teacher parts and functions of the teacher will trace the flow
H. Making generalizations and carry out its function will show a video clip on circulatory system using of blood and gases
abstractions about the lesson properly? how the lungs work and power point. exchange between heart and
how the movement of Guide Questions: lungs to show the
the diaphragm helps the air 1. How does our circulatory interaction between the two
go in and out of the lungs. system work? body systems they belong.
Guide Question: 2. Differentiate Pulmonary,
1. Based on the video, how Coronary, and Systemic
does the movement of the Circulations.
diaphragm cause the air to 3. What do you think will
go in and out of the lungs? happen if one of the parts of
the circulatory system
doesn’t work properly?
I. Evaluating learning EVALUATE EVALUATE EVALUATE EVALUATE EVALUATE
The students will answer Activity 3: Oxygen –Carbon Match the parts of the The students will answer Letting the students explain
Activity 1: Mix and Match Dioxide Exchange circulatory system with its Activity 6: Working some of the most commonly
in the self-learning Arrange the statements in function. Together in their learning mistaken questions.
module. alphabetical order from A-O modules.
based on the processes of
oxygen and carbon dioxide
exchange.
J. Additional activities for EXTEND EXTEND EXTEND EXTEND EXTEND
application or remediation In cases like you are Divers are able to survive How cigarette smoking Giving remediation for
having colds and your under water for several affects our circulatory learners who fail the test by
nostrils are clogged, what minutes without breathing. system? asking them to make a
organ do you use for How does this become summary reflection of the
breathing? Is this organ possible? Research lessons.
part of the breathing on how these individuals
system? Why yes or why manage to lengthen the time
not? of inhaling and exhaling.
What is the unique feature
of the nose that makes it
suitable entrance for the
air we breathe?

Lesson carried. Move on to the next Lesson not carried.

V. REMARKS objective. NOTE:

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Students did not find difficulties in answering the lesson.

Students found difficulties in answering the lesson.
Students did not enjoy the lesson because of lack knowledge, skills and interest about the lesson.
VI. Students were interested on the lesson, despite of some difficulties encountered in answering the questions asked by the teacher.
REFLECTION Students mastered the lesson despite of limited resources used by the teacher.
Majority of the students finished their work on time.
Some students did not finish their work on time due to unnecessary behavior.
A. No. of learners who earned
80% on the formative out of Grade earned 80% above
assessment/diagnostic test.
B. No. of learners who require out of Grade require additional activities for
additional activities remediation.
for remediation.
C. Did the remedial lessons Yes No
work? out of Grade earned 80% above
No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation. out of Grade continue to require remediation
Strategies used that work well:
Metacognitive Development: Self – assessments, note taking and studying techniques, and vocabulary assignments.
Bridging: Thin-pair-share, quick-writes, and anticipatory charts
Schema-Building: Compare and contrast, jigsaw learning, peer teaching, and projects.
Contextualization: Demonstrations, media, manipulative, repetition, and local opportunities.
Text Representation: Student created drawings, videos and games.
Other Techniques and Strategies used:
Explicit Learning Group Collaboration
Gamification/Learning through play Answering preliminary activities
Rereading of Paragraphs Differentiated Instruction
E. Which of my teaching Role Playing/Drama Discovery Method
strategies worked well? Why Lecture Method Others (specify):
did this work?

Why?
Complete LMs Availability of materials
Students’ eagerness to learn
Group member’s collaboration/cooperation in doing their tasks
Audio Visual Presentation of the lesson
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Bullying among students Students’ behavior/attitude Colorful LMs Unavailable Technology

F. What difficulties did I Equipment
encounter which my principal Science/Computer/Internet Lab Additional clerical works
or supervisor can help me
solve?
G. What innovation or localized Planned Innovations:
materials did I Contextualized/Localized and Indigenize4d IM’s
use/discover which I wish to
share with other teachers?

Localized Videos
Making module from views of the locality
Recycling of materials to be used as Instructional Materials
Local poetical composition
Prepared by:

Checked by: