Date: June 2, 2014 (Monday) IX – 3, IX – 5 & IX – 8 part of the terminal bronchioles are tiny bubble like-bunch of structures like

are tiny bubble like-bunch of structures like bunch of

Components: Grade 9 BIOLOGY structures called alveoli or airsacs.
Assessment:
GENERAL ORIENTATION - What does each part of the “Bunch of Grapes” model represent, in relation to
the breathing system?
- What will happen if one part of the system fails to carry out its function
Date: June 3, 2014 (Tuesday) IX – properly?
3, IX – 5 & IX – 8 Assignment:
Components: Grade 9 BIOLOGY Bring the following materials:
2-liter plastic bottle, two straws, two balloons, larger balloon
Classroom Orientation
Subject Overview

Prepared by:
Date: June 4, 2014 (Wednesday) IX – 3, IX – 5 & IX – 8 JOWELL O. OAÑA
Components: Grade 9 BIOLOGY Science Teacher

Objective: Checked by: Noted by:

Identify the key parts of the breathing system.
Content: ARSENIA G. CORTEZ MYRNA U. LIGAS
Respiratory and Circulatory Systems Working with Other Organ Systems HT III, Science Dep’t. SS Principal III
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.(Content Standard) Date: June 5, 2014 (Thursday) IX – 3, IX – 5 & IX – 8
Conduct an information dissemination activity on effective ways of taking care of Components: Grade 9 BIOLOGY
the respiratory and circulatory systems based on data gathered from the school or local
health workers (Performance Standard) Objective:
Materials: Explain the mechanism and activities of the lungs and the diaphragm.
- Bunch of grapes (or any other bunch of fruits or vegetables such as arosep or lato Content:
(seaweed), lanzones, cauliflower, etc.) Respiratory and Circulatory Systems Working with Other Organ Systems
Reference: How the different structures of the circulatory and respiratory systems work
Teaching Guide, pp. 5-7 together to transport oxygen-rich blood and nutrients to the different parts of the
Strategies: body.(Content Standard)
Inquiry-based approach Conduct an information dissemination activity on effective ways of taking care of
Science idea: the respiratory and circulatory systems based on data gathered from the school or local
The air we breathe goes through the nose, nasal passages, and then through health workers (Performance Standard)
trachea or windpipe, which separates into two branches, called bronchial tubes or bronchi, Materials:
one entering each lung. The bronchi subdivide many times inside the lungs, analogous to the - Bunch of grapes (or any other bunch of fruits or vegetables such as arosep or
branching pattern of grapes, finally becoming hairlike tubes called bronchioles. In the last lato (seaweed), lanzones, cauliflower, etc.)
Reference:
 Teaching Guide, pp. 5-7 ARSENIA G. CORTEZ MYRNA U. LIGAS
Strategies: HT III, Science Dep’t. SS Principal III
Inquiry-based approach
Science idea: Date: June 9, 2014 (Monday) IX – 3, IX – 5 & IX – 8
The mechanism and activities of the lungs and the diaphragm. When you breathe Components: Grade 9 BIOLOGY
in, your diaphragm muscle contracts downward and rib muscles pull upward causing air
to fill up the lungs. When your diaphragm goes lower and ribs shift up, they provide more Objectives:
breathing space in your chest. This also reduces the force on your lungs so the air - Explain how the lungs work
will move in from the outside. Breathing out is a reverse process. Your diaphragm - Describe how the movement of the diaphragm helps the air go in and out of the
loosens up and the ribs and lungs thrust in, causing the gas to be exhaled. lungs
Assessment: Content:
How will you describe the pathway of oxygen in the breathing system? - Respiratory and Circulatory Systems Working with Other Organ Systems
Assignment: How the different structures of the circulatory and respiratory systems work
Bring the following materials: together to transport oxygen-rich blood and nutrients to the different parts of the body.
2-liter plastic bottle, two straws, two balloons, larger balloon (Content Standard)
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 (Performance Standard)
Prepared by: Materials:
JOWELL O. OAÑA 1 two-liter empty plastic bottle 1 sturdy straw 1 pair of scissors
Science Teacher 3 balloons (1 big, 2 small) 5 rubber bands
Reference:
Checked by: Noted by: Teaching Guide, pp. 7-8
Strategies:
ARSENIA G. CORTEZ MYRNA U. LIGAS Students will perform Activity 2-Bottled Balloons
HT III, Science Dep’t. SS Principal III Science idea:
When you breathe in, or inhale, the diaphragm muscle contracts. Inhaling moves
the diaphragm down and expands the chest cavity. Simultaneously, the ribs move up and
Date: June 6, 2014 (Friday) IX – 3, IX – 5 & IX – 8 increase the size of the chest cavity. There is now more space and less air pressure inside
Components: Grade 9 BIOLOGY the lungs. Air pushes in from the outside where there is a higher air pressure. It pushes into
the lungs where there is a lower air pressure. When you breathe out, or exhale, the
ICL diaphragm muscle relaxes. The diaphragm and ribs return to their original place. The chest
cavity returns to its original size. There is now less space and greater air pressure inside the
lungs. It pushes the air outside where there is lower air pressure.
Prepared by: Assessment:
JOWELL O. OAÑA - How does the movement of the diaphragm cause the air to go in and out of the
Science Teacher lungs?
Assignment:
Checked by: Noted by: - Why do we believe that life is possible only on planets where oxygen is
present?
 - How do the respiratory and circulatory systems work together to carry out When you breathe in, or inhale, the diaphragm muscle contracts. Inhaling moves the
their common purpose? diaphragm down and expands the chest cavity. Simultaneously, the ribs move up and
increase the size of the chest cavity. There is now more space and less air pressure inside
Remarks: the lungs. Air pushes in from the outside where there is a higher air pressure. It pushes into
the lungs where there is a lower air pressure. When you breathe out, or exhale, the
diaphragm muscle relaxes. The diaphragm and ribs return to their original place. The chest
Prepared by: cavity returns to its original size. There is now less space and greater air pressure inside the
JOWELL O. OAÑA lungs. It pushes the air outside where there is lower air pressure.
Science Teacher Assessment:
- How does the movement of the diaphragm cause the air to go in and out of the
Checked by: Noted by: lungs?
Assignment:
ARSENIA G. CORTEZ MYRNA U. LIGAS - Why do we believe that life is possible only on planets where oxygen is
HT III, Science Dep’t. SS Principal III present?
- How do the respiratory and circulatory systems work together to carry out
their common purpose?
Date: June 10, 2014 (Tuesday) IX – 3, IX – 5 & IX – Remarks:
8
Components: Grade 9 BIOLOGY
Prepared by:
Objectives: JOWELL O. OAÑA
- Explain how the lungs work Science Teacher
- Describe how the movement of the diaphragm helps the air go in and out of the
lungs Checked by: Noted by:
Content:
Respiratory and Circulatory Systems Working with Other Organ Systems ARSENIA G. CORTEZ MYRNA U. LIGAS
How the different structures of the circulatory and respiratory systems work HT III, Science Dep’t. SS Principal III
together to transport oxygen-rich blood and nutrients to the different parts of the body.
(Content Standard)
Conduct an information dissemination activity on effective ways of taking care of Date: June 11, 2014 (Wednesday) IX – 3, IX – 5 & IX – 8
the respiratory and circulatory systems based on data gathered from the school or local Components: Grade 9 BIOLOGY
health workers (Performance Standard)
Materials: Objectives:
1 two-liter empty plastic bottle 1 sturdy straw 1 pair of scissors - Describe blood flow and gas exchange within the heart, circulatory system, and
3 balloons (1 big, 2 small) 5 rubber bands lungs
Reference: - Explain the mechanism of how the respiratory and circulatory systems work
Teaching Guide, pp. 7-8 together
Strategies: Content:
Inquiry-based approach Respiratory and Circulatory Systems Working with Other Organ Systems
Science idea:
 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.
(Content Standard) Date: June 12, 2014 (Thursday) IX – 3, IX – 5 & IX – 8
Conduct an information dissemination activity on effective ways of taking care of Components: Grade 9 BIOLOGY
the respiratory and circulatory systems based on data gathered from the school or local
health workers (Performance Standard) NO CLASSES: “Independence Day”
Materials: Date: June 13, 2014 (Friday) IX – 3, IX – 5 & IX – 8
paper strips rope/ribbon marking pen chalk Components: Grade 9 BIOLOGY
Reference:
Teaching Guide, pp. 9-10 ICL
Strategies:
Performance of Activity 3- Just Go With the Flow! Date: June 16, 2014 (Monday) IX – 3, IX – 5 & IX – 8
Science idea Components: Grade 9 BIOLOGY
Air first enters your lungs and then into the left part of your heart. It is then driven by
your heart into the bloodstream, all the way through your body. The heart pumps blood, Objectives: Describe blood flow and gas exchange within the heart, circulatory system, and lungs
which transports essential nutrients, oxygen, and other chemicals to every cell in your body. Explain the mechanism of how the respiratory and circulatory systems work
Once it reaches the cells, oxygen processes the nutrients to release energy. Carbon together
dioxide is given off during this process. The blood delivers carbon dioxide into the right Content:
portion of your heart, from which it is pumped to the lungs. Carbon dioxide leaves your Respiratory and Circulatory Systems Working with Other Organ Systems
body through the lungs when you exhale. How the different structures of the circulatory and respiratory systems work
Assessment: together to transport oxygen-rich blood and nutrients to the different parts of the body.
- How do the heart and the lungs work together? (Content Standard)
- What takes place when you inhale and exhale? Conduct an information dissemination activity on effective ways of taking care of
- What does blood deliver to every part of the body? the respiratory and circulatory systems based on data gathered from the school or local
- Why is oxygen important to your body? health workers (Performance Standard)
Assignment: Materials: coloring pen (blue and red)
- How will you describe the sequence of oxygen, carbon dioxide, and blood flow Reference:
in your own words? Teaching Guide, pp. 10
Remarks: Strategies:
Enrichment activity
Science idea:
Air first enters your lungs and then into the left part of your heart. It is then driven by
Prepared by: your heart into the bloodstream, all the way through your body. The heart pumps blood,
JOWELL O. OAÑA which transports essential nutrients, oxygen, and other chemicals to every cell in your body.
Science Teacher Once it reaches the cells, oxygen processes the nutrients to release energy. Carbon
dioxide is given off during this process. The blood delivers carbon dioxide into the right
Checked by: Noted by: portion of your heart, from which it is pumped to the lungs. Carbon dioxide leaves your
body through the lungs when you exhale.
ARSENIA G. CORTEZ MYRNA U. LIGAS Assessment:
HT III, Science Dep’t. SS Principal III - How do the heart and the lungs work together?
 - What takes place when you inhale and exhale? right sides. Every side is divided into two chambers, the atrium and the ventricle, each of
- What does blood deliver to every part of the body? which has left and right portion, totalling to four chambers altogether. The top chamber is
- Why is oxygen important to your body? the atrium (plural: atria). The bottom chamber is called the ventricle. The valve acts as a
Assignment: one-way door, allowing blood to flow either forward into the next chamber, or out of the
Bring at least two sheets of short bond paper heart.
Remarks: Assessment:
Explain how the heart works.
Prepared by: Assignment:
JOWELL O. OAÑA Evaluate how the heart can be compared to a mechanical pump.
Science Teacher
Remarks:
Checked by: Noted by:

ARSENIA G. CORTEZ MYRNA U. LIGAS

HT III, Science Dep’t. SS Principal III Prepared by:
JOWELL O. OAÑA
Science Teacher
Date: June 17, 2014 (Tuesday) IX – 3, IX – 5 & IX – 8
Components: Grade 9 BIOLOGY Checked by: Noted by:

Objectives: ARSENIA G. CORTEZ MYRNA U. LIGAS

Identify the components of the circulatory system. HT III, Science Dep’t. SS Principal III
Explain the different types of circulation.
Content:
Respiratory and Circulatory Systems Working with Other Organ Systems Date: June 18, 2014 (Wednesday) IX – 3, IX – 5 & IX – 8
How the different structures of the circulatory and respiratory systems work Components: Grade 9 BIOLOGY
together to transport oxygen-rich blood and nutrients to the different parts of the body.
(Content Standard) Objectives:
Conduct an information dissemination activity on effective ways of taking care of Identify the components of the circulatory system.
the respiratory and circulatory systems based on data gathered from the school or local Explain the different types of circulation.
health workers (Performance Standard) Content:
Materials: bond paper Respiratory and Circulatory Systems Working with Other Organ Systems
Reference: How the different structures of the circulatory and respiratory systems work
Teaching Guide, pp. 10 together to transport oxygen-rich blood and nutrients to the different parts of the body.
Learner’s Manual, pp. 14-15 (Content Standard)
Strategies: Conduct an information dissemination activity on effective ways of taking care of
Performance of Activity 4, “Let’s Organize!” the respiratory and circulatory systems based on data gathered from the school or local
Science idea: health workers (Performance Standard)
The heart is a hollow muscular organ, about the size of your fist, which is located in Materials: bond paper
the center of your chest between the lungs. It is a double pump that pumps on the left and Reference:
 Teaching Guide, pp. 10 How the different structures of the circulatory and respiratory systems work
Learner’s Manual, pp. 14-15 together to transport oxygen-rich blood and nutrients to the different parts of the body.
Strategies: (Content Standard)
Inquiry-based approach. Conduct an information dissemination activity on effective ways of taking care of
Science idea: the respiratory and circulatory systems based on data gathered from the school or local
The heart is a hollow muscular organ, about the size of your fist, which is located in health workers (Performance Standard)
the center of your chest between the lungs. It is a double pump that pumps on the left and Materials: stopwatch/timer data logbook
right sides. Every side is divided into two chambers, the atrium and the ventricle, each of Reference:
which has left and right portion, totaling to four chambers altogether. The top chamber is the Teaching Guide, pp. 13-14
atrium (plural: atria). The bottom chamber is called the ventricle. The valve acts as a one- Learner’s Manual, pp. 17-19
way door, allowing blood to flow either forward into the next chamber, or out of the Strategies:
heart. Inquiry-based approach.
Assessment: Science idea:
Explain how the heart works. Each time your heart beats, it delivers oxygen-rich blood to your body, which allows it
Assignment: to function properly. Your heart rate or pulse is the number of times your heart beats in a
Evaluate how the heart can be compared to a mechanical pump. minute (BPM or beats per minute). Shorter time intervals may be used in taking the
pulse as long as it comes to 60 seconds upon multiplying with a factor. When you are
Remarks: resting, your heart rate slows down, as your body does not need as much blood as it does
when you exercise.

Prepared by: Assessment:

JOWELL O. OAÑA What was your calculated resting pulse?
Science Teacher What was your pulse after exercising?
How would you differentiate your heart rates before and after exercising?
Checked by: Noted by:
Assignment:
ARSENIA G. CORTEZ MYRNA U. LIGAS Bring the following:
HT III, Science Dep’t. SS Principal III Meta cards marking pen adhesive tape

Remarks:
Date: June 19, 2014 (Thursday) IX – 3, IX – 5 & IX – 8
Components: Grade 9 BIOLOGY

Objectives: Prepared by:

Measure and describe your pulse (heart rate) after several different activities. JOWELL O. OAÑA
Explain how to use different time intervals to measure your heart rate. Science Teacher

Content: Checked by: Noted by:

Respiratory and Circulatory Systems Working with Other Organ Systems
ARSENIA G. CORTEZ MYRNA U. LIGAS
HT III, Science Dep’t. SS Principal III

Date: June 20, 2014 (Friday) IX – 3, IX – 5 & IX – 8

Components: Grade 9 BIOLOGY

ICL