School DHPNHS Grade Level 9

Teacher Bernabe T. Eroy Jr. Learning Area Science 9

Date and JUNE 20-22, 2016 (7:20- Quarter 1st
Time 8:20; 1-2 PM)

I. OBJECTIVES

A. Content Standards The learners demonstrates an understanding of:

B. Performance Standards
C. Learning Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources
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.
The learners should be a able to
- Conduct an information dissemination of activity on effective ways of
taking care of the respiratory and circulatory systems based on data
gathered from the school or local health works.
The learners should be able to:
1. Explain how the respiratory and circulatory systems work together to
transport nutrients, gases, and other molecules to and from the different parts
of the body;
Respiratory and Circulatory Systems
Science 9 Manual
Pg.1-15
Pg.1-18
Pg.
ICT (Videos from Youtube), Activity Sheets and Materials, LRMDS Activities
BOOK: Rabago, Lilia M. Ph. D, et.al. 2003. Functional Biology Modular
Approach
Internet: Extracted facts from Google:
www.google.com/respiartorysystemfunctions and
www.google.com/circulatorysystemsfunctions
IV. PROCEDURES
A. Before the Lesson At the start of lesson, will show a pictures of body systems. Afterward the
1. Elicit students will be ask to give descriptions of the pictures to extract their prior
knowledge. Next, chosen students who were picked randomly will be ask to tell
their answers.
2. Engage The teacher will show a video clip about respiratory and circulatory system
(Note: The teacher will ask questions based on the video clip have shown, the
teacher will also start checking the prior knowledge on ELICIT phase if they are
correct.)

B. Lesson Proper The students will go to their respective groups and perform” ACTIVITY 3” (see
1. Explore LM pg.10). The objective is to describe blood flow and gas exchange within the
heart. The students will answer GUIDE QUESTIONS.
During this phase, the teacher is expected to move around to observe and
facilitate
2. Explain Each group will be given a time to share to the class their output
C. After the Lesson The teacher will give inputs on important concepts missed by the students.
1. Elaborate The teacher will also give feedbacks based on student performance in the said
activity.
2. Evaluate The students are evaluated during the EXPLAIN phase which will determine
their results.
3. Extend ASSIGNMENT:
How one’s lifestyle affected the functioning of respiratory and circulatory?

(Note: This would be the topic next meeting)

V. REMARKS If the objective projected not meet, a remedial class will be conducted
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
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 teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

Mr. Bernabe T. Eroy Jr.