daily lesson log week 4. science 9 first quarter

0
GRADES 1 to 12
DAILY LESSON LOG
School: TUNGAWAN NATIONAL HIGH SCHOOL Grade Level: 9
Teacher: CINDY C. WAGAS Learning Area: SCIENCE AND TECH.-9
Teaching Dates and Time: WEEK 4 September 25-29, 2023 Quarter: 1ST
QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of the prevention, detection, and treatment of diseases affecting the circulatory and respiratory systems.
B. Performance Standards
The learners should be able to 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
C. Learning
Competency/LC code
The learners should be able to 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.
S9LT-la-b26
The learners should be able to infer how one’s lifestyle can affect the functioning of respiratory and circulatory systems. S9LT-lc-27
Specific Objectives 1. Prove how the respiratory and
circulatory systems are closely
connected.
2. Explain how both would be
unable to perform their
functions without the other.
1. Explain the
negative effects of
cigarette smoking
on the circulatory
and respiratory
systems
HOLIDAY DISTRICT POLICY
CONFERENCE/ DISTRICT
CARAVAN
CIVIL SERVICE
CULMINATION
II. CONTENT
How do the respiratory and circulatory
systems work with each other?
Cigarette Smoking Is Dangerous
to One’s Health
III. LEARNING RESOURCES
References
1. Teacher’s Guide pages Pp 11 - 12 pp. 12 - 13
2. Learner’s Materials pages pp. 17 -18 pp. 19 - 20
3. Textbook pages
1. Additional Materials from
Learning Resource (LR)
portal
Other Learning Resources
IV. PROCEDURES
A. Reviewing previous The teacher shows packs of

lesson or presenting the
new lesson
(Elicit)
cigarettes and asks the following
questions:
What can you see on the packs
of cigarettes shown?
Why are graphic health
warnings placed on the
packs?
B. Establishing a purpose
for the lesson
(Engage)
 The teacher shows a picture of a
Smoker’s Body and posts the
question:
 What are the effects of
cigarette smoking on
the circulatory and
respiratory systems?
C. Presenting examples/
instances of the new
lesson
(Explore)
Activity - Rest and Exercise Lab: Connecting the
Respiratory and Cardiovascular Systems
 In pairs, the students take their
heart rate and breathing rate
under the following conditions:
at rest and after exercise
(jogging in place, jumping or
walking)
 Data presentation and
discussion follows:
Respiration Rate (# of breaths per minute)
Na
me
At rest After
Exercise
Trial A
v
e
Trial Av
e
1 2 1 2
Heart Rate (# of heart beats per minute)
Nam
e
At rest After
Exercise
Trial Ave Trial Ave
1 2 1 2
Activity - Cigarette Smoking Is
Dangerous to Your Health
 Within the group, the
students brainstorm
ideas about the effects
of cigarette smoking on
a person’s respiratory
and circulatory systems
using the meta plan
strategy.


D. Discussing new concepts
and practicing new skills
#1(Explain)
Guide Questions:
1. What is your calculated respiration
rate at rest? heart rate at rest?
2. What is your respiration rate after
exercise? heart rate after exercise?
3. Differentiate your respiration rate and
heart rate at rest and after exercise.
4. How does exercise affect your
respiration rate and the heart rate?
5. What does this tell you about the
connection between the respiratory and
circulatory systems?
Strenuous activities may lead to an
increased respiration and heart rates. *
How can you protect yourself from the
dangers of cardio-respiratory diseases?
The group stick and organize all
the responses on the blackboard
to categorize which answer falls
under the respiratory and
circulatory systems.
Students present their data.
Discussion of the concept using
the ff. guide questions follows:
* What are the effects of
cigarette smoking on a person’s
respiratory system? circulatory
system?
E. Discussing new concepts
#2
(Explain)
F. Developing mastery
(leads to Formative
Assessment 3)
(Explain)
Students share their own stories
relevant to the topic to be able to
inspire the class to take action
upon knowing the negative
effects of cigarette smoking on
the respiratory and circulatory
systems.
G. Finding practical
applications of concepts
and skills in daily living
(Elaborate)
Why do we feel tired after exercise (in
relation to cellular respiration)?
Why do we have less energy when we
don’t eat (in relation to cellular
respiration)?
Many people say smoking
should be banned from all public
places. How do you feel about
this statement?
.
H. Making generalizations
and abstractions about
the lesson
Story Wheel. The teacher will ask the
students to give their summary of what
The teacher raises this question:

(Elaborate) they learned from the lesson. Spin the
story wheel. The story wheel contains
important terms
Note: The story was prepared before the lesson.
I. Evaluating learning
(Evaluate)
Write FACT if the statement is
correct and BLUFF if it is
incorrect.
1. Cigarette smoking harms only
the respiratory and circulatory
systems.
2.Cigarette smoking causes
many illnesses affecting one’s
health in general.
3.The negative effects of
smoking on the circulatory
system include increased heart
rate and blood pressure.
4. Arteriosclerosis is an illness of
the respiratory system.
5. Chronic bronchitis and
emphysma are diseases of the
respiratoy system caused by
smoking.
J. Additional activities for
application or
remediation
(Extend)
Gather information about other
diseases affecting the circulatory
and respiratory systems.
V. REMARKS

VI. REFLECTION
No. of learners who earned 80%
in the evaluation
No. of learners who require
additional activities for
remediation
Did the remedial lessons work?
No. of learners who have caught
up with the lesson
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did these
work?
What difficulties did I encounter
which my principal or supervisor
can help me solve?
What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?
Prepared by: Checked by:
CINDY C. WAGAS JENNIFER T. BAGUIO
Teacher – III Master Teacher- III

daily lesson log week 4. science 9 first quarter

GRADES 1 to 12
DAILY LESSON LOG
QUARTER
I. OBJECTIVES
Content Standards
Performance Standards
Learning Competency/
LC code
The learners should be able to 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.
S9LT-la-b26
The learners should be able to infer how one’s lifestyle can affect the functioning of respiratory and
circulatory systems. S9LT-lc-27
Specific Objectives 1. Explain the mechanism of
how the respiratory and
circulatory systems work
together.
2. Describe blood flow and
gas exchange within the
heart, circulatory system,
and lungs
2. Prove how the
respiratory and
circulatory systems are
closely connected.
3. Explain how both would
be unable to perform
their functions without
the other.
1. Explain the negative
effects of cigarette
smoking on the
circulatory and
respiratory systems
1. Identify ways of detecting and preventing diseases in the
respiratory and circulatory systems.
2. Appreciate the importance of a healthy lifestyle in avoiding
such diseases.
II. CONTENT
How do the respiratory and
circulatory systems work with each
other?
other?
Cigarette Smoking Is
Dangerous to One’s Health
Prevention Is Better Than Cure
References
1. Teacher’s Guide pages pp. 7 - 8 Pp 11 - 12 pp. 12 - 13 p. 13
2. Learner’s Materials pages pp. 8 - 10 pp. 17 -18 pp. 19 - 20 p. 21
3. Textbook pages

portal
Other Learning Resources https://www.youtube.com/watch?
v=CWFyxn0qDEU
IV. PROCEDURES
A. Reviewing previous
new lesson
(Elicit)
Thumbs Up, Thumbs Down!
If the statement is true, thumbs up.
If it is false, thumbs down.
1. The respiratory system provides
the body with oxygen and removes
carbon dioxide.
2. The circulatory system moves
materials throughout the body.
3. Blood travels in both directions in
veins.
The teacher shows packs of
cigarettes and asks the
following questions:
What can you see on the
packs of cigarettes shown?
warnings placed on the packs?
Pass the hat
A hat will be passed
while the music is
playing. When the music
stops, the one holding
the hat will do the task.
Task: Share the data
you gathered about the
different diseases
affecting the RS and CS.
for the lesson
(Engage)
The teacher asks:
 How do the respiratory and
circulatory systems work
together.
The teacher shows a picture of
a Smoker’s Body and posts the
question:
 What are the effects
of cigarette smoking
on the circulatory and
The teacher asks:
 Can we detect
and prevent the
diseases
affecting the RS
and CS? How?
C. Presenting
examples/instances of
the new lesson
(Explore)
Activity - Just Go with the Flow!
 The students illustrate the
gas exchange activity with
their groupmates (8
members/group)
Activity - Rest and Exercise Lab: Connecting the
Respiratory and Cardiovascular Systems
 In pairs, the students take
their heart rate and
breathing rate under the
following conditions: at rest
and after exercise (jogging
in place, jumping or walking)
 Data presentation and
discussion follows:
Respiration Rate (# of breaths per minute)
Nam
e
At rest After
Exercise
Trial Ave Trial Ave
1 2 1 2
students brainstorm
ideas about the
smoking on a
person’s respiratory
and circulatory
systems using the
meta plan strategy.
Activity - Prevention Is
Better Than Cure
 In collaboration
with their
groupmates,
the students
create a story
that illustrates
ways of
detecting and
preventing
diseases that
affect the
respiratory and
circulatory
Activity - Prevention Is Better Than Cure
 The 5 groups present the story
they created by means of role-
playing.
*The activity allows the students to develop their
linguistic, kinesthetic and interpersonal abilities.
Story-making and Role-playing Criteria
CRITERIA PERCENTAGE
Preparation 15 %
Achievement of
Objective
35 %
Imagination and
Creativity
30 %

Heart Rate (# of heart beats per minute)
Nam
e
At rest After
Exercise
Trial Ave Trial Ave
1 2 1 2
systems. Presentation 20 %
TOTAL 100 %
#1 (Explain)
Guide Questions:
How do the heart and the lungs
work together?
What takes place when you inhale
and exhale?
What does blood deliver to every
part of the body?
Why is oxygen important to your
body?
How will you describe the sequence
of oxygen, carbon dioxide, and
blood flow in your own words?
Guide Questions:
1. What is your calculated respiration
rate at rest? heart rate at rest?
2. What is your respiration rate after
exercise? heart rate after exercise?
3. Differentiate your respiration rate
and heart rate at rest and after
exercise.
4. How does exercise affect your
respiration rate and the heart rate?
5. What does this tell you about the
connection between the respiratory
and circulatory systems?
The group stick and organize
all the responses on the
blackboard to categorize which
answer falls under the
respiratory and circulatory
systems.
#2 (Explain)
Strenuous activities may lead to an
increased respiration and heart rates.
* How can you protect yourself from
the dangers of cardio-respiratory
diseases?
Discussion of the concept
using the ff. guide questions
follows:
cigarette smoking on a
person’s respiratory system?
circulatory system?

(leads to Formative
Assessment 3)
(Explain)
Sequence the pathway of air
through the respiratory organs from
the atmosphere to the circulatory
organs and back to the atmosphere
Students share their own
stories relevant to the topic to
be able to inspire the class to
take action upon knowing the
negative effects of cigarette
smoking on the respiratory and
.
(Elaborate)
Why do we feel tired after exercise (in
relation to cellular respiration)?
Why do we have less energy when
we don’t eat (in relation to cellular
respiration)?
should be banned from all
public places. How do you feel
about this statement?
Do you have a personal experience/s
about the topic? Relate it to the class.
the lesson
(Elaborate)
Explain the mechanism of how the
respiratory and circulatory systems
work together.
Describe blood flow and gas
exchange within the heart,
circulatory system, and lungs
Story Wheel. The teacher will ask the
students to give their summary of
what they learned from the lesson.
Spin the story wheel. The story wheel
contains important terms
Note: The story was prepared before the lesson.
The teacher raises this
question:
.
How are diseases of the RS and CS
detected? prevented?
Is lifestyle important in avoiding
diseases of the RS and CS? Explain
your answer.
(Evaluate)
Complete the concept map. Write FACT if the statement is
incorrect.
1. Cigarette smoking harms
only the respiratory and
health in general.
Complete the following concepts.
1.___________ lifestyle is the best way
to prevent diseases in the RS & CS.
2. Diseases in the RS & CS can be
prevented by having balanced ______,
regular______, adequate ______,
proper _______, and avoiding cigarette
_____and alcohol _____.
3. Circulatory and respiratory diseases
can easily be detected with regular
health ________ and physical
_________.

4. Arteriosclerosis is an illness
of the respiratory system.
emphysema are diseases of
the respiratory system caused
by smoking.
application or
remediation
(Extend)
diseases affecting the
circulatory and respiratory
systems.
Prepare your props and
costume for the role-play
Write a Pledge of Commitment to
practice what you have learned and to
promote a healthy lifestyle.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
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:
CINDY C. WAGAS
Teacher - III
Checked by:
JENNIFER T. BAGUIO
Master Teacher- III
GRADES 1 to 12
DAILY LESSON LOG
QUARTER
I. OBJECTIVES
B. Performance Standards
C. Learning Competency/
LC code
The learners should be able to 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.
S9LT-la-b26
The learners should be able to infer how one’s lifestyle can affect the functioning of respiratory and
circulatory systems. S9LT-lc-27
Specific Objectives Infer how one’s lifestyle can affect
the functioning of the respiratory
and circulatory systems
1. Prove how the respiratory
and circulatory systems are
closely connected.
2. Explain how both would be
unable to perform their
functions without the other.
Explain the negative effects of
cigarette smoking on the
systems
1. Identify ways of detecting and preventing diseases in the
respiratory and circulatory systems.
2. Appreciate the importance of a healthy lifestyle in avoiding such
diseases.

II. CONTENT
Effect of One’s Lifestyle on the
functioning of the Respiratory and
Circulatory Systems
other?
Cigarette Smoking Is
Dangerous to One’s Health
Prevention Is Better Than Cure
A. References
1. Teacher’s Guide pages pp. 14 - 15 pp 11 - 12 pp. 12 - 13 p. 13
2. Learner’s Materials pages pp. 22 - 23 pp. 17 -18 pp. 19 - 20 p. 21
3. Textbook pages
portal
B. Other Learning Resources
IV. PROCEDURES
new lesson (Elicit)
The teacher instructs the students
to post on the board the collage
they made.
What idea is common in each set of
pictures?
The teacher shows packs of
cigarettes and asks the
following questions:
What can you see on the
packs of cigarettes shown?
warnings placed on the packs?
Pass the hat
A hat will be passed
while the music is
playing. When the music
stops, the one holding
the hat will do the task.
Task: Share the data
you gathered about the
different diseases
affecting the RS and CS.
for the lesson
(Engage)
The teacher asks the question: The teacher shows a picture of
a Smoker’s Body and posts the
question:
 What are the effects
of cigarette smoking
on the circulatory and
The teacher asks:
 Can we detect
and prevent the
diseases
affecting the RS
and CS? How?
C. Presenting
the new lesson
(Explore)
Activity - Four Pics – One Word.
The teacher guides the students in
performing Activity 9 on page 14 of
the LM. (The activity is a variation of
a famous application game, known
as “Students uses their analytical
students brainstorm
ideas about the
Activity - Prevention Is
Better Than Cure
 In collaboration
with their
groupmates,
the students
create a story
Activity - Prevention Is Better Than Cure
 The 5 groups present the story
they created by means of role-
playing.
*The activity allows the students to develop their
linguistic, kinesthetic and interpersonal abilities.

thinking in answering each set of
puzzles.)
smoking on a
person’s respiratory
and circulatory
systems using the
meta plan strategy.
 Output presentation
that illustrates
ways of
detecting and
preventing
diseases that
affect the
respiratory and
circulatory
systems.
Story-making and Role-playing Criteria
CRITERIA PERCENTAGE
Preparation 15 %
Achievement of
Objective
35 %
Imagination and
Creativity
30 %
Presentation 20 %
TOTAL 100 %
#1 (Explain)
The class discusses the key
concept using the ff. guide question:
Concept Map page 21
#2 (Explain)
How can lifestyle affect the
functioning of you respiratory and
Several lifestyle choices can affect a
person’s risk for developing RS & CS
diseases.
Discussion of the concept
using the ff. guide questions
follows:
cigarette smoking on a
person’s respiratory system?
circulatory system?
(leads to Formative
Assessment 3)
(Explain)
Students share their own
stories relevant to the topic to
be able to inspire the class to
take action upon knowing the
negative effects of cigarette
smoking on the respiratory and
.
(Elaborate)
should be banned from all
public places. How do you feel
about this statement?
Do you have a personal experience/s
about the topic? Relate it to the class.
the lesson
(Elaborate)
The teacher raises this
question:
How are diseases of the RS and CS
detected? prevented?
Is lifestyle important in avoiding

.
diseases of the RS and CS? Explain
your answer.
(Evaluate)
Write True if the statement is
correct and False if it is incorrect.
Write FACT if the statement is
incorrect.
1. Cigarette smoking harms
only the respiratory and
health in general.
4. Arteriosclerosis is an illness
of the respiratory system.
emphysema are diseases of
the respiratory system caused
by smoking.
Complete the following concepts.
1.___________ lifestyle is the best way
to prevent diseases in the RS & CS.
2. Diseases in the RS & CS can be
prevented by having balanced ______,
regular______, adequate ______,
proper _______, and avoiding cigarette
_____and alcohol _____.
3. Circulatory and respiratory diseases
can easily be detected with regular
health ________ and physical
_________.
application or
remediation
(Extend)
The teachers instructs the students
to bring the data they gathered
about the RS and CS and art
materials
diseases affecting the
systems.
Prepare your props and
costume for the role-play
Write a Pledge of Commitment to
practice what you have learned and to
promote a healthy lifestyle.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
activities for remediation
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson

continue to require
remediation
Why did these work?
encounter which my
can help me solve?
teachers?
Prepared by:
CINDY C. WAGAS
Teacher- III
Checked by:
RICHIE N. CANDIDO
School Principal-III

GRADES 1 to 12
DAILY LESSON LOG
Teacher: CINDY C. WAGAS Learning Area: SCIENCE AND TECHN.-9
Teaching Dates and Time: WEEK 1 Quarter: 1ST
QUARTER
I. OBJECTIVES
D. Content Standards
The learners demonstrate an understanding of 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.
E. Performance Standards
F. Learning
Competency/LC code
The learners should be able to 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. S9LT-la-b26
Specific Objectives 1. Identify the key
parts of the
breathing
system.
2. Describe the
function of
each part of
each part of
the breathing
system.
3. Appreciate and
admire the
body by
knowing the
4. Explain how the lungs
work.
5. Describe how the
movement of the
diaphragm helps the
air go in and out of
the lungs.
6. Appreciate and
admire the body by
knowing the
structures and
functions of each part
and the beauty of
their coordinated
1. Identify the
components of the
circulatory system.
2. Explain the different
types of circulation.
3. Appreciate and
admire the body by
knowing the
structures and
functions of each
part and the beauty
of their coordinated
work.
2. Describe how the heart
functions
3. Explain how blood is
pumped by the heart.
4. Appreciate and admire the
body by knowing the
structures and functions of
each part and the beauty
of their coordinated work.
SCI – FUN TIME

structures and
functions of
each part and
the beauty of
their
coordinated
work.
work.
II. CONTENT
The Human Breathing System How the Lungs Work? The Circulatory System How the Heart Works?
References
1. Teacher’s Guide pages pp. 3 - 6 pp. 6 - 7 pp. 8 - 10 pp. 10 -11
2. Learner’s Materials pages pp. 2 - 5 pp. 6 - 7 pp. 11 -13 pp. 14 - 16
3. Textbook pages
portal
www.bogglesworldesl.com
https://www.youtube.com/watch?
v=AJpur6XUiq4
https://www.youtube.com/watch?
v=B1w3s9m3hIg
http://
www.sumanasinc.com/
webcontent/animations/
content/humanheart.html
http://www.dnatube.com/
video/2864/
Blood-circulation
Home Science Tools -
http://www.hometrainingtools.com/
make-a-heart-pump-science-
project/a/1852/
http://www.smm.org/heart/
lessons/movs/ heartPump.htm
Other Learning Resources Animation video of gas exchange How the lungs work animation Animated flow of blood to
different parts of the body
How the Heart Works Animation
Video
IV. PROCEDURES
K. Reviewing previous
new lesson
(Elicit)
The teacher starts off by eliciting
a 100% participation from the
students in performing
simultaneously the Breath in and
out Exercise for 2 minutes.
 How does oxygen get
into our body?
 Likewise; how does
carbon dioxide get out
from our body?
The teacher presents situations and
asks:
 Have you tried to hold your
breath even for just 10
seconds?
 Have you ever been to a place
where there was little or no
ventilation?
 What did you experience?
Why?
The teachers calls the
students to share the story
they made.
Teacher’s Instruction
Pass the ball.
A small ball will be passed while
the music is playing. When the
music stops, the one holding the
ball gives insights from yesterday’s
lesson.

L. Establishing a purpose
for the lesson
(Engage)
The teacher asks:
 What body system is
responsible for taking in
oxygen and giving off
carbon dioxide?
The teacher posts the question:
 How do the lungs work?
The teacher posts the
question on the board:
 What does the
circulatory system
do?
The teacher asks:
 How does the heart work?
M. Presenting examples/
instances of the new
lesson
(Explore)
Activity - What a Bunch of
Grapes!
students locate the
parts of the breathing
system using bunch of
grapes or any other
bunch of fruits or
vegetables such as
cauliflower, neem,
blackberry or seaweed
(ar-arosip) etc.
 The students complete
the diagram of the
human respiratory
system by labeling each
part and giving its
functions in the box
corresponding to the
part.
 The students present
their output by group
Activity - Bottled Balloons
 The class is divided into 5 and
they construct a Lung Model
using 1 two-liter empty plastic
bottle, 3 balloons (1 big, 2
small), 1 sturdy straw and 5
rubber bands
 Output presentation and
discussion by group
The teacher utilizes power
point presentation about the
different parts of the
circulatory system for them to
visualize each component
and animated flow of blood to
different parts of the body
Activity - Pump It!
 The class is divided into 5
and they construct a Heart
Pump Model using beaker
or wide mouthed jar, 1
balloon, 2 flexible drinking
straws, 1 large pan or
sink, adhesive tape and
water.
N. Discussing new concepts
#1
(Explain)
The class discusses the
concepts/ skills using the ff.
guide questions:
 What does each part of
the Bunch of Grapes”
model represent, in
relation to the breathing
system?
 What are the functions
The class discusses the key concepts
using the ff. guide questions:
 What does each part of the
constructed lung model
represent?
 What happens as you pull
down the balloon at the bottom
of the model?
 What happens as you push up
Activity - Let’s Organize!
 In pairs, students
complete the graphic
organizer based on
the power point
presentation
 Output presentation
and discussion by
group
Guide Questions:
 What does the water
inside the jar represent?
 How will you compare the
heart pump model and the
human heart?
 How does the heart
function as a pump?
 Will the heart model be

of each part?
 How will you describe
the pathway of oxygen
in the breathing
system?
Power point Presentation to
discuss comprehensively the
lesson
the balloon?
 How does the movement of
the diaphragm cause the air to
go in and out of the lungs?
 What might happen if you prick
the balloon?
Power point Presentation
able to function properly if
the straw is blocked?
Explain your answer.
O. Discussing new concepts
#2
(Explain)
Video Watching- How the Heart
Works Animation
P. Developing mastery
(leads to Formative
Assessment 3)
(Explain)
Riddle Time: Who am I?
Inhale these scrambled words.
Exhale the answers of the
riddles.
1. I am an organ through
which the air enters and
is filtered. ESNO
2. I am hollow tube that
serves as passageway
of air into the lungs.
AAERTCH
3. There are 300 millions
of me in your lungs.
LOVEALI
4. I go through the air
sacs and into the blood.
YXGONE
5. We are the two
branching tubes that
connect the trachea to
the lungs. CHINROB
Based on the
picture, give five
descriptions of
how the lungs
work. Present
your answer in a
concept map.
Label
My
Parts and Types!
Q. Finding practical
(Elaborate)
What will happen if one part of
the system fails to carry out its
function properly?
What should you do avoid such
condition?
What will happen if the lungs or
diaphragm are damaged?
What happens to a person
when the path of blood
circulation is blocked?
Explain you answer.
What happens when a person’s
heart stop beating? Explain your
answer
R. Making generalizations
the lesson
What are the parts and functions
of the breathing system?
Explain how the lungs work.
Describe how the movement of the
What are the major parts of
the circulatory system?
Describe how the heart functions
Explain how blood is pumped by
the heart.

(Elaborate) diaphragm helps the air to go in and out
of the lungs.
Explain the different types of
circulation.
S. Evaluating learning
(Evaluate)
Label Me! TRUE or FALSE
1. When we
breathe in, the
diaphragm
muscle
contracts.
2. Exhaling moves
the diaphragm
down and
expands the
chest cavity.
3. When we
breathe out, the
diaphragm
muscle relaxes.
4. Inhaling moves
the diaphragm
and ribs return
to their original
place.
5. The respiratory
system serves
as the gateway
that facilitates
the entry of the
air in the body.
Confidently answer the
question with a Heart
How do parts of the
circulatory system work
together?
Fill in the blanks to complete the
concepts
1. The _______is a hollow
muscular organ, about the
size of your fist, located in
the center of the chest
between the lungs.
2. The heart acts as a
________ that pushes
blood through your
circulatory system.
3. Blood enters the upper
two chambers of the
heart, called the ______
4. Blood leaves through the
lower two chambers of the
heart, called the
________.
5. The oxygen-rich ______
travels from the lungs to
the heart and is pumped
to the rest of the body.
T. Additional activities for
application or
remediation
(Extend)
Inhale…Exhale… Answer
the Puzzle.
Write a short story of how the lungs
work.
Part Description
1. Pharynx A. the organ through which the air enters and is filtered
2. B. hair-like tubes that connect to the alveoli
Larynx tiny air sacs where gas exchange occurs
Part Description
1. Pharynx A. the organ through which the air enters and is filtered
2. B. hair-like tubes that connect to the alveoli
Larynx tiny air sacs where gas exchange occurs
Part Description
1. Pharynx A. the organ through which the air enters and is
filtered
2. Nose B. hair-like tubes that connect to the alveoli
Part Description
1. Pharynx A. the organ through which the air enters and is
filtered
2. Nose B. hair-like tubes that connect to the alveoli

V. REMARKS
VI. REFLECTION
No. of learners who earned 80%
in the evaluation
No. of learners who require
additional activities for
remediation
Did the remedial lessons work?
No. of learners who have caught
up with the lesson
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did these
work?
What difficulties did I encounter
which my principal or supervisor
can help me solve?
What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?

Prepared by:
CINDY C. WAGAS
Teacher- III
Checked by:
RICHIE N. CANDIDO
GRADES 1 to 12
DAILY LESSON LOG
Teacher: CINDY C. WAGAS Learning Area: SCIENCE AND TECHNOLOGY-9
Teaching Dates and Time: WEEK 3 Quarter: 1ST
QUARTER
I. OBJECTIVES
The learners demonstrate an understanding of 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.
B. Performance
Standards
The learners should be able to 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
C. Learning Competency/
LC code
The learners should be able to 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. S9LT-la-b26
Specific Objectives Infer how one’s lifestyle can
affect the functioning of the
systems.
Present helpful information about effective ways of taking care
of the respiratory and circulatory systems based on gathered
data.
1. Assess the knowledge
and skills gained by
the students from
Module 1
2. Practice honesty
during the summative
test and checking of
SCI – FUN TIME

papers
II. CONTENT
Effect of One’s Lifestyle on
the Functioning of the
Respiratory and Circulatory
Systems
Effective ways of Taking Care of the Respiratory and
Circulatory Systems
Respiratory and Circulatory
Systems Working with Other
Organ Systems
References
1. Teacher’s Guide pages pp. 14 – 15 pp. 16 - 17 pp. 1 – 27
2. Learner’s Materials pages pp. 22 – 23 pp. 24 - 25 pp. 1 – 19
3. Textbook pages
portal
Other Learning Resources
IV. PROCEDURES
lesson or presenting
the new lesson (Elicit)
The teacher instructs the
students to post on the board
the collage they made.
 Tell something about
your output.
The teacher calls the
students to recite the
short poem they
composed in front of the
class.
The teacher asks
 Are you through
with your
information
dissemination
material?
The teacher asks
 Are you ready to take
the summative test?
for the lesson (Engage)
The teacher asks the
question:
 Is lifestyle really
affect the functioning
of the Respiratory and
Circulatory Systems?
How can you disseminate
the information you
gained from the previous
lessons to the public
regarding a lifestyle that
ensures healthy condition
of the respiratory and
The teacher tells
reminds the students
about the criteria in
assessing their tasks to
encourage/motivate
them to give their best in
making their IDM
The teacher gives the
students 3 minutes to prepare
for the summative test.
C. Presenting
the new lesson
(Engage)
The teacher guides the
students in performing
Activity 9 on page 14 of the
LM. (The activity is a
variation of a famous
The teacher guides the
students in doing their
Performance Task on
pages 24-25 of the LM.
The students create
The teacher supervises
the students in
continuing their
Performance Task on
pages 24-25 of the LM.
The teacher supervises the
students in taking the test

application game, known as
“Four Pics – One Word.”
Students uses their analytical
thinking in answering each set
of puzzles.)
information materials
such as poster to
convince the school
community to consider
the ways of taking care
of their bodies,
specifically the
circulatory and
respiratory systems.
The students create
information materials
such as poster to
convince the school
community to consider
the ways of taking care
of their bodies,
specifically the
circulatory and
respiratory systems.
D. Discussing new
concepts and practicing
new skills #1 (Explain)
The class discusses the key
concept using the ff. guide
question:
 What idea is common
in each set of
pictures?
 What are the negative
lifestyles that are
depicted in the
pictures?
 How can these
negative lifestyles be
changed?
 What might happen if
a person goes on with
a negative lifestyle
such as what was seen
in the activity?
The students present their
output in class. The
following criteria serves as
guide in assessing the
information material they
made:
CRITERIA
Presentation
Creativity and Originality
Accuracy and Relevance of the
Content
Required Elements
Over-all Impact
TOTAL
The students answer the test
items given with the guidance
of the teacher.
E. Discussing new
concepts and practicing
new skills #2 (Explore)
How can lifestyle affect the
functioning of you respiratory
and circulatory systems?
How do you take care of
your respiratory and
The teacher gives follow up
questions to deepen
understanding of the concepts
(leads to Formative
Write True if the statement is
correct and False if it is
Give at least 5 effective
ways of taking care of the
The teacher asks:
 Give your reflections/

Assessment 3)
(Explain)
incorrect.
1. Several lifestyle
choices can affect a
person’s risk for
developing RS & CS
diseases.
2. Healthy lifestyle
weakens our system.
3. Vices and unhealthy
eating habits can
cause diseases RS and
CS.
4. Negative lifestyle
leads to complete
wellness.
5. Stressful environment
affects the functioning
of the respiratory and
systems.
insights you gained
from Module 1
applications of
concepts and skills in
daily living
(Elaborate)
Compose a short poem about
how one’s lifestyle can affect
the functioning of the
systems.
The teacher instructs the
students to enhance their
IDM
Post your information
material in a conspicuous
place such as the canteen
where everyone can see it.
The teacher solicits comments,
suggestions or
recommendations about the
teaching-learning process of
Module 1.
the lesson (Elaborate)
(Evaluate)
application or
remediation
(Extend)
V. REMARKS

VI. REFLECTION
earned 80% in the
evaluation
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
teachers?
Prepared by:
CINDY C. WAGAS
Teacher- III
Checked by:
RICHIE N. CANDIDO

daily lesson log week 4. science 9 first quarter

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