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GRADE 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
Write the LC code for each.
II. CONTENT
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
IV.PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
School FLORES INTEGRATED SCHOOL Grade Level 9
Teacher MRS. NOIME DIVINA – REDITO Learning Area SCIENCE
Teaching Dates and Time WEEK 1, JUNE 3 – 7, 2019 Quarter FIRST
9:45-10:45 = 9-GALATIANS, 1-2 = 9-EPHESIANS
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
JUNE 3, 2019 JUNE 4, 2019 JUNE 5, 2019 JUNE 6, 2019 JUNE 7, 2019
The learners demonstrate an understanding of: The learners demonstrate an understanding of:
1. how the different structures of the circulatory and respiratory systems 1. how the different structures of the circulatory and respiratory systems work
work together to transport oxygen-rich blood and nutrients to the different together to transport oxygen-rich blood and nutrients to the different parts of the
parts of the body body
The learners should be able to: The learners should be able to:
conduct an information dissemination activity on effective ways of taking conduct an information dissemination activity on effective ways of taking care of the
care of the respiratory and circulatory systems based on data gathered from respiratory and circulatory systems based on data gathered from the school or local
the school or local health workers health workers
The learners should be able to… The learners should be able to…
1. explain how the respiratory and circulatory systems work together to 1. explain how the respiratory and circulatory systems work together to transport
transport nutrients, gases, and other molecules to and from the different nutrients, gases, and other molecules to and from the different parts of the body;
parts of the body; S9LT-la-b26 S9LT-la-b26
RESPIRATORY AND CIRCULATORY SYSTEMS WORKING WITH THE EDIL FIT’R - RESPIRATORY AND CIRCULATORY SYSTEMS WORKING WITH THE OTHER
OTHER ORGAN SYSTEMS HOLIDAY ORGAN SYSTEMS
a. identify the key parts of the breathing system; c. explain how the lungs work;
b. describe the function of each part of the breathing system; d. describe how the movement of the diaphragm helps the air go in and out of the
lungs.
TG pp 3-7 TG pp 7-8
LM pp 2-5 LM pp 6-7
BEAM II. 4 Organ Systems. Circulatory System. June 2008. BEAM II. 4 Organ Systems. Circulatory System. June 2008.
EASE Biology. Module 11. Lessons 2 and 3. EASE Biology. Module 11. Lessons 2 and 3.
https://www.youtube.com/watch?v=LWWzXYWvn84
Recall the different levels of Recall different parts of the respiratory
organization as they have studied system.
from their Grade 8 Science.

B. Establishing a purpose for the lesson
C. Presenting examples/Instances of the
new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
Pre-assessment
Before starting off an activity, it is useful
to get an idea of the students'
background knowledge and interests.
KWHL is one of the most effective
examples of authentic assessment that
you can use in your classroom as a
diagnostic tool. Ask students to fill in the
KWHL chart. (LM p 3)
Ask the students to breathe in and out.
Let them feel the air moving from the
nose into the throat, through the air
tubes, and into the lungs.
Let the students perform Activity 1 (Part A
& B) for them to identify the key parts of
the breathing system and describe the
function of each part. ( Science LM, pp. 4
– 5)
d.1. The class is divided into groups of 5
and let them perform the activity as a
group.
d.2 Each group is assigned to bring a
small bunch of grapes for the activity
ahead of time. If the students have
difficulty in finding the main material, other
fruits or vegetables that demonstrate
bunching may be used. Suggested
alternatives for grapes are lanzones,
cauliflower, niyug-niyogan, arosep or lato
(sea weeds), or even tree branches.
Continuation of Activity 1
(Part A & B)
Processing of the Science Activity 1
per group
The students should be able to answer
the following guide questions:
Q1. What does each part of the “Bunch
of Grapes” model represent, in relation
to the breathing system? Q2. How will
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Show students a video clip about
respiratory system song about inhaling and
exhaling.
The teacher will introduce the process of
inhalation and exhalation.
b. When you breathe in, your diaphragm
muscle contracts downward and rib
muscles pull upward causing air to fill up
the lungs. Can you explain why?
Let the students perform the next activity Continuation of Activity 2.
(Activity 2), in which they will be able to
explain how lungs work, and describe how
the movement of the diaphragm helps the
air go in and out of the lungs. (Science LM,
pp. 6 – 7)
d.1 The students will perform the activity as
a group.
d.2 Each group is assigned to bring the
materials needed for the activity.
Constructing a model of the human chest cavity and processing of the output per group.
The students should be able to answer the
following guide questions:
Q4. What does each part of the constructed
lung model represent?

G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%
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:
NOIME D. REDITO
TEACHER III
you describe the pathway of oxygen in
the breathing system?
Q3. What will happen if one part of the
system fails to carry out its function
properly?
Have you experienced being in a jam
packed train or trapped in in enclosed
room? How does it feel?
a. What are the key parts of the
Human Breathing System?
b. How will you describe the function of
each part of the breathing system?
c. How will you describe the pathway
of oxygen in the breathing system?
EQUAL OPPORTUNITIES
Checked by:
MA. MAY M. REVAMONTAN
HEAD TEACHER I
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Q5. What happens as you pull down the
balloon at the bottom of the model?
Q6. What happens as you push up the
balloon?
Q7. How does the movement of the diaphragm
cause the air to go in and out of the lungs?
Q8. What might happen if you prick the
balloon?
Why do we believe that life is possible only on
planets where oxygen is present?
a. Explain how the lungs work.
b. How the movement of the diaphragm helps
the air go in and out of the lungs?
Students will construct a model of the human chest cavity.
The students will read journal/article on
different disorder or abnormalities due to the
failure of one of the part of Respiratory
System.
Noted by:
ROBERTO P. SOL,Ph.D.
Assistant Principal II
OIC, OFFICE OF THE PRINCIPAL