Republic of the Philippines
UNIVERSITY OF EASTERN PHILIPPINES
University Town, Northern Samar
Website: http://uep.edu.ph Email: uepnsofficial@gmail.com
COLLEGE OF EDUCATION
A DETAILED LESSON PLAN IN SCIENCE 9
I. OBJECTIVES
A. MELC: 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-26
B. LEARNING OBJECTIVES:
At the end of this lesson, students must be able to:
Cognitive
Identify the parts of the circulatory system and their functions;
Psychomotor
Illustrate the general flow of the blood in the body and the mechanism of how
the respiratory and circulatory systems work together; and
Affective
Investigate the relationship of physical activities with pulse rate.
II. LEARNING CONTENT
A. SUBJECT MATTER


Circulatory System (Structure and Functions)
Mechanism of how the respiratory and circulatory systems work
together
B. LEARNING RESOURCES
 Science 9 LM and TG
 Picture Analysis
 http://www.mstworkbooks.co.za/natural-sciences/gr9/gr9-ll04.html
 https://www.khanacademy.org/science/health-and
medicine/circulatory-system/circulatory-systemintroduction/v/flow-through-the-heart
 Video Analysis
 Exploring
the
Heart
The
Circulatory
System!
https://www.youtube.com/watch?v=-s5iCoCaofc
 Simulation
 http://www.henry.k12.ga.us/cur/mybody/circ_lessons.htm
C. OTHER LEARNING RESOURCES
 LRMDS and Slideshare
D. VALUES INTEGRATION
 Appreciation and taking care of the different organs
E. SUBJECT INTEGRATION
 MAPEH (Health)
III. PROCEDURE
TEACHER’S ACTIVITY
A. ROUTINARY ACTIVITIES
STUDENT’S ACTIVITY
1. PRAYER
In the Name of the Father of the Son and of the
Before we start, everybody stand up and let us pray.
Holy Spirit. Amen.
May I call Edilberto to lead the prayer?
2. GREETINGS AND SETTING OF CLASS POLICY
“Good Morning Class!”
So are you ready for a brand new day?
“That's great! “
It's so nice to have you here with me today!
Good morning Sir/Ma’am
Yes, teacher!
Since we are using Zoom as our platform for learning. Let
me share to you our class policy using zoom.






Find a clean, quiet space and dress appropriately.
Make sure your full name shows up appropriately.
Be aware of your background, lighting, and noise.
Mute until you are required to talk. Use the Zoom
functions to communicate if needed (chat, raise
your hand, answer yes/no, etc.).
Be on time to class.
Be prepared to take notes (on your computer or in a
designated notebook)
Can I expect that from you?
“Alright! That's good to know! “
3. CHECKING OF ATTENDANCE
Is there anybody absent from the class?
“Very Good! Perfect Attendance! “
4. COLLECTING OF ASSIGNMENT
Did I give you an assignment?
5. REVIEW
Before we proceed to our next topic let us have first a
short review.
Yes, teacher you can expect that from us.
None, teacher!
None, teacher!
Class, can you still remember your lesson in Grade 5?
Yes, Teacher!
"That's right!"
Now, do you want a game?
Yes, teacher!
“That’s Good! This time we will have a game”
Our game is 4 pics 1 word
I have here four pictures. You are going to guess the word
being describe or represent using the four pictures
presented.
Sir/Ma’am, the answer is HEART
Sir/Ma’am, the answer is LUNGS
Sir/Ma’am, the answer BLOOD
Sir/Ma’am, the answer is BREATH
6. MOTIVATION
Class, watch the video and sing the circulatory song. Then,
answer the questions that follows.
Guide Questions
1. What is song all about?
2. What are the organs mentioned in the
video?
3. Explain how heart works?
B. PRESENTATION OF THE LESSON
Based on the video that we’ve watched and sing,
what have you noticed?
“Wow, Very Good!”
For this morning our discussion will be circulatory
system and the mechanism how the respiratory and
circulatory systems work together.
C. LESSON PROPER
1. Activity
Instruct the learners to form 4 groups and each
group will be given with specific task.
Group 1 – Picture Analysis
You are given with the following pictures and
diagrams. Analyze each by answering the
questions below.
1. The song is all about circulatory system, it's organs
and functions.
2. In a circulatory system, there are mentioned parts.
These are heart, blood, and blood vessels. Under heart
there is atria ventricles. In vessels, there are arteries
3. Heart works by producing blood that circulates
throughout the body. There is blood that is moving in
or out of the heart. The blood vessels are the passage
of the blood. Also, blood passes through the heart
twice pumped from right side heart to the lungs sac
and picks up oxygen. It returns to the left side, pumped
and gives oxygen.
Figure 1
http://www.mstworkbooks.co.za/natural-sciences/gr9/gr9-ll04.html
Figure 2
https://www.khanacademy.org/science/health-andmedicine/circulatory-system/circulatory-system-introduction/v/flowthrough-the-heart
Guide Questions
1.
What are the three major organs of the
circulatory system? Indicate their functions.
2.
Explain the general flow of the blood in
the body based on Figure 2.
1. The three major organs in circulatory system are
Heart, blood vessels and blood. The Heart is muscular
organ that pumps blood throughout your body.
Meanwhile blood vessels, which include your arteries,
veins and capillaries is responsible for to deliver blood
to the organs and tissues in your body. Lastly,
blood is made up of red and white blood cells, plasma
and platelets that has a function of transporting
oxygen and nutrients to the lungs and tissues.
2. As the heart beats, it pumps blood through a system
of blood vessels, called the circulatory system. The
vessels are elastic, muscular tubes that carry blood to
every part of the body. In addition, blood is essential.
In addition to carrying fresh oxygen from the lungs and
nutrients to your body's tissues, it also takes the body's
waste products, including carbon dioxide, away from
the tissues. This is necessary to sustain life and
promote the health of all the body's tissues.
Group 2 – Video Analysis
Watch the 6-minute video about circulatory
system.
Guide Questions
1.
What is the function of the following:
a.
Heart
b.
Blood
c.
Blood Vessel
2.
How does blood circulate on your body?
Flowchart may be used.
3.
Would there be a chance that the blood
may flow faster than its normal flow? How
does it affect pulse rate?
(Your output in picture and video analysis will
be assessed in accordance with the following
rubric)
Group 3 – Pulse Rate Activity
Perform the procedure to determine the
relationship between physical activity and
pulse rate.
1. Count your pulses for 15 seconds. Multiply
this by four to obtain your pulse rate per
minute. (A person’s pulse rate is a direct
measure of heart rate. Normal resting heart
rate of an adult is 60 to 100 beats per
minute.)
1. The heart pulls the blood into it and pushes it back
again. This helps the blood to move enough to go
through your whole body and back. The blood picks up
and drop off things all the time in our body. While, the
blood vessels are like tiny tunnels that run all through
your body. They are made up of arteries that take
oxygen to places in your body and veins that take
carbon dioxide from your body to your lungs.
2. The blood coming from the body will enter the heart
through the right atrium, while the blood coming from
the lungs will enter the heart through left atrium. Then,
it will exit from the heart and move into the body
through left ventricle, while it will exit from the heart
and move to the lungs through right ventricle. And,
repeating the process which are called as cycle.
3. Yes, Sir/Ma'am. This is through physical activities
such as running and walking, because it will result to a
faster heartbeat. With this, the flow of our blood
throughout our body will get faster than its normal
rate. Thus, faster heartbeat is synonymous to faster
pulse rate.
2.
Do the ‘jumping jack’ activity for 16
counts. Try taking your pulse rate again.
Count your pulse for 15 seconds and multiply it
by 4.
3.
Discuss in the group:
a. Did you get the same number of pulse per
minute? Why do you think so?
4.
What is the relationship between the
physical activity and pulse rate?
Record the Data using the table below.
Student
Pulse Rate
Resting
After Exercising
A
B
C
Group 4 – Simulation
Dramatization of the Blood's Trip Through the
Heart (Science/Dramatics Connection)
Objective: to describe the blood's trip
through the body and the function of the heart
Materials:
diagram of circulatory system
"oxygen" tags
a. No, because the pulse rate depends on the physical
activity. After undergoing a physical activity, the pulse
rate is fast and after resting and counting it again, it is
now different from the previous one.
4.The pulse rate following exercise is directly related to
the intensity of the exercise and the resting rate. The
rate of deceleration following exercise is directly
related to the intensity of the exercise and the
elevation of the pulse rate immediately after exercise.
(Students will present their recorded data using the
table)
"carbon dioxide" tags
Procedure:
1.
Set up a large room sized diagram of the
circulatory system.
2.
Students assume the roles of "body
organs and parts." This should include heart,
lungs, arms, legs, etc.
3.
Other students act as the "blood." As the
"blood" travels from the heart to the lungs,
students simulating the blood should be given
several tags labeled "oxygen."
4.
The "blood" then travels back to the
heart and to the other parts of the body. As
the "blood" travels to each body part, it
exchanges "oxygen tags" for tags labeled
"carbon dioxide" and "other wastes."
5.
When the oxygen is used up, the "blood"
then must travel back to the heart and lungs to
exchange the "carbon dioxide and waste" for
new "oxygen."
6.
Choose one documenter of the activity.
After performing the simulation, share your
experiences and ideas you have come up to
the whole class.
2. Analysis
 What did you notice upon doing these
activities?
 What strategy did you used in
performing the simulation?
 Do you think it has a connection to our
topic? How do you say so?
(Students will share their experiences and ideas they
have come up upon performing the simulation)
Sir/Ma'am, in these activities I noticed the
importance of our circulatory system. In which,
the heart, the blood vessels and blood are the
three components of circulatory systems. And, our
pulse rate has something to do with our physical
activities.
Sir/Ma'am, we did the simulation in a systematic
manner. Each of us played our roles as if we are
the circulatory system.
3. Abstraction
The circulatory system is the life support
structure that nourishes your cells with Yes, Sir/Ma'am. Because, the activities showcase
nutrients from the food you eat and oxygen what really happened in an actual circulatory
system.
from the air you breathe.
Another name for the circulatory system is the
cardiovascular system.
The circulatory system functions with other
body systems to deliver different materials in
the body. It circulates vital elements such as
oxygen and nutrients. At the same time, it also
transports wastes away from
the body.
The following are the three major parts of the
circulatory system, with their roles:
1. Heart – pumps the blood throughout the
body
2. Blood vessel – carries the blood throughout
the body
a. Arteries - carry oxygenated blood away from
the heart to the cells, tissues and organs of the
body
b. Veins - carry deoxygenated blood to the
heart
c. Capillaries - the smallest blood vessels in the
body, connecting the smallest arteries to the
smallest veins
- the actual site where gases and nutrients are
exchanged
3. Blood – carries the materials throughout the
body
The Human Heart
Do you know how big your heart is? Take a
look at your fist. The heart is a hollow muscle
which is just as big as your fist. It has four
chambers with specific tasks to do: two
ventricles and two atria. The atria are the
receiving chambers of the heart, accepting
blood from the body (right atrium) and from
the lungs (left atrium). The ventricles are the
pumping chambers, moving blood to the lungs
(right ventricle) and into the
body (left ventricle).
The Human Heart
Major Division of Heart
Mechanism of how the respiratory and
circulatory systems work together
The circulatory and respiratory systems work
together to circulate blood and oxygen
throughout the body. 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, which transports
essential nutrients, oxygen, and other
chemicals to every cell in your body.
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 portion of
your heart, from which it is pumped to the
lungs. Carbon dioxide leaves your body
through the lungs when you exhale.
4. Application
Perform the activity below to show and explain
the mechanism of how the respiratory and
circulatory systems work together
Just Go with the Flow!
Objectives:
 Describe blood flow and gas exchange
within the heart, circulatory system, and
lungs
 Explain the mechanism of how the
respiratory and circulatory systems work
together
Materials:
 Paper strips
 Rope or ribbon
 Marking pen
 Chalk
Procedure:
1. Perform the activity with your group mates
(7-8 persons).
2. Assign and label different areas in the
outdoor setting as: lungs, left atrium, left
ventricle, arteries, capillary, veins, right
ventricle, and right atrium.
3. Using the marking pen, write down the word
oxygen on as many paper strips as you can and
place them in the lung area. The capillary area
should have papers with carbon dioxide
written on them.
4. Use the chalk to mark and define the
different areas such as what is given in the
diagram below. Assign some members of your
group to stand still on the different marked
areas.
Illustration of the gas exchange activity
5. Choose two members from the group to
take the trip around the different posts.
Let the partners start the tour in the lung area
and together pick up a paper labeled as oxygen
from another member standing at his post.
They should carry the strip of paper to the
heart, passing through the left atrium, and
then to the left ventricle. As the partners go to
every station, they must leave a trail of rope or
ribbon held by another member in a
designated area, until the path of the journey
is completely traced.
6. Partners must run along the chalk marks
representing the arteries into the capillary
area.
7. Tell the partners to exchange the strip of
paper representing oxygen for a piece of paper
representing carbon dioxide with a member in
his designated area.
8. Make the partners run along the chalk marks
representing the veins into the heart area, first
to the right ventricle, then to the right atrium.
9. The partners must then run back into the
lung area where the process begins again.
When there are no more strips of paper, the
activity is over. The leader may want to keep
placing new papers into designated areas to
keep the game going on longer.
10. After the activity, record your observations
and answer the guide questions
Guide Questions:
1. How do the heart and the lungs work
together?
2. What takes place when you inhale and
exhale?
3. What does blood deliver to every part of the
body?
4. Why is oxygen important to your body?
5. How will you describe the sequence of
oxygen, carbon dioxide, and blood flow in your
own words?
IV. EVALUATION
Multiple Choice: Read and analyze each item
carefully. Choose and encircle the letter of the
best answer.
Use the figure below to answer questions 1 and
2.
1. What important process happens in the
netlike structure labeled A?
A. Nitrogen and oxygen are exchanged.
B. Carbon dioxide and oxygen are exchanged.
C. Nitrogen and carbon dioxide remain
constant.
D. Carbon dioxide and oxygen diffuse into the
blood.
2. What structure of the Respiratory System is
labeled B in the diagram?
A. Alveolus
C. Bronchiole
B. Bronchi
D. Pharynx
1. they are partners working to make sure your
entire body gets the oxygen needed.
2. Breathing (or ventilation) is the process of
moving air into and from the lungs to facilitate gas
exchange with the internal environment
3. Blood brings oxygen and nutrients to all the
parts of the body so they can keep working.
4. Oxygen is important because it gives energy to
our cells to work not only the cells but also the cell
organelles.
5. Oxygen passes quickly through this air-blood
barrier into the blood in the capillaries. Similarly,
carbon dioxide passes from the blood into the
alveoli and then exhaled. Then the blood is
pumped through the pulmonary artery to the
lungs, where it picks up oxygen and releases
carbon dioxide.
3. Why is the lung considered as the primary
organ of the respiratory system?
A. Because it is the largest organ of the system.
B. Because it has two parts: the right and left
lungs.
C. Because it is located near the middle of the
chest cavity.
D. Because it contains the alveoli that is
responsible for gas exchange.
4. Which of the following statements about the
human respiratory system is false?
A. The bronchioles branch into bronchi.
B. Alveolar ducts connect to alveolar sacs.
C. When we breathe in, air travels from the
pharynx to the trachea.
D. Gas exchange between the lungs and blood
takes place in the alveolus.
5. Which structure is responsible for the
movement of the chest cavity during
the breathing processes?
A. Bronchi and trachea
B. Larynx and pharynx
C. Nasal cavity and pharynx
D. Diaphragm and rib muscle
6. Which is the order of airflow during
inhalation?
A. Nasal cavity, trachea, larynx, bronchi,
bronchioles, alveoli.
B. Nasal cavity, larynx, trachea, bronchi,
bronchioles, alveoli.
C. Nasal cavity, larynx, trachea, bronchioles,
bronchi, alveoli.
D. Nasal cavity, trachea, larynx, bronchi,
bronchioles, alveoli.
7. Which of the following statements about the
circulatory system is false?
A. Blood in the aorta is oxygenated.
B. Blood in the pulmonary vein is oxygenated.
C. Blood in the pulmonary artery is
oxygenated.
D. Blood in the inferior vena cava is
deoxygenated.
8. Which is the main organ of circulation?
A. Blood
C. Capillary
1. B
2. A
3. D
4. A
5. D
6. B
7. C
8. B
9. C
10. D
B. Heart
D. Blood vessels
9. How do arteries differ from veins?
A. Arteries carry blood.
B. Arteries are thin-walled and are used for gas
exchange.
C. Arteries have thicker wall layers to
accommodate the changes in pressure from
the heart.
D. Arteries have thinner wall layers and valves
and move blood by the action of skeletal
muscle.
10. How does the respiratory system work with
circulatory system?
A. Always work independently from one
another.
B. Work together to keep blood pumping to all
parts of the body.
C. Work together only when we are active, and
never when we are resting or sleeping.
D. Work together to deliver oxygen to cells and
remove carbon dioxide from the body.
V. ASSIGNMENT
Goal: Your objective is to present helpful
information to the public about effective ways
of taking care of the respiratory and circulatory
systems based on gathered data. The challenge
is how you will be able to lead the people to
take action rather than merely accepting the
presented information. There are obstacles to
overcome such as the reluctance and
preconceived notion of people against
changing their lifestyle to promote health.
Role: Suppose you work for an advertising
company as a graphic artist and your job is to
create public informational materials. You are
asked to disseminate information to the public
regarding a lifestyle that ensures healthy
condition of the respiratory and circulatory
systems.
Audience: Your target individuals to receive
the information that you will provide are the
people in your school community including all
students, teachers, and school officials. Parents
and other persons who visit your school might
also see your work. Therefore, it is important
that you convince them to consider the ways
of taking care of their bodies, specifically the
circulatory and respiratory systems.
Situation: Upon gathering information from
the school or local health workers, you have
found out that poor lifestyle affects the
performance of the respiratory and circulatory
systems. Many people are unaware of this, so
they simply continue with their busy lifestyles,
neglecting their health, and exploiting their
bodies. The challenge involves dealing with this
by creating a poster that will stir up the
people’s consciousness in having a healthy
lifestyle.
Product: Design a wall poster or placard that
will make members of your audience aware of
how they can effectively take care of their
respiratory and circulatory systems. You may
use any medium for your artwork.
Standards: You will be given three (3) days to
conceptualize and execute your ideas through
poster-making. Once the product is finished,
post it in a conspicuous place such as the
canteen where everyone can see it.
(Your output will be assessed in accordance
with the following rubric)
Prepared by:
LAGRIMAS, RONNEL M.
BSEd-Science 2
BALANQUIT, JOHN REY P.
BSEd-Science 2
SURIO, EDILBERTO C.
BSEd-Science 2
COLO, ANGELICA NIÑA V.
BSEd-Science 2
MAUNIO, MARY JANE L.
BSEd-Science 2
ARGENIO, JONES U.
BSEd-Mathematics 2
Picture Analysis Rubric
(Analytic Rubric)
CATEGORY
Amount of
Information
Clarity
Mechanics
Organization
20
15
10
5
Full photo
analysis of 2
figures.
Contains
complete
factual
information
(what you can
see) as well
as complete
inferred
information
(what you can
guess
because of
what you see).
Figures are
extremely well
explained, and
all
assumptions
are backed up
with good
reasons.
No
grammatical,
spelling or
punctuation
errors.
Full photo
analysis of 1
figure. Factual
and inferred
information is
nearly
complete.
Factual and
inferred
information is
lacking;
analysis relies
too much on
opinion. Only
1 figure is
analyzed.
Photo analysis
relies almost
entirely on
opinion. And
didn’t analyze
the two
figures.
Figures are
well explained
and all
assumptions
have
supporting
reasons.
Explanations
of the figures
are a little
confusing or
incomplete.
Supporting
reasons are
vague.
4-5
grammatical
spelling, or
punctuation
errors.
Explanations
are confusing
and
incomplete.
Assumptions
are not
supported.
Information is
very
organized,
brief, and to
the point.
Information is
organized,
and to the
point.
Information is
organized, but
the analysis is
too complex or
lengthy.
The
information
appears to be
disorganized.
1-3
grammatical,
spelling or
punctuation
errors
6 or more
grammatical,
spelling, or
punctuation
errors.
Score
No. of Points
20 (Excellent)
15 (Above Average)
10 (Average)
5 (Below Average)
Video Analysis Rubric
(Holistic Rubric)
Description of Responses
Student demonstrates understanding of video
production and narrative elements through the use
of correct terminology (keywords) and clearly
describes, discusses, and interprets the video.
The student demonstrates some awareness
of basic video production and narrative
elements and describes, discusses, and
interprets the video.
The student demonstrates satisfactory
awareness of the video production and
narrative elements and briefly describes,
discusses, and interprets the video.
The student demonstrates very little
awareness of basic video production and
narrative elements and makes no effort to
describe, discuss, and interpret the video.
Poster Making Rubric
(Analytic Rubric)
CATEGORY
Presentation
Creativity and
Originality
Accuracy and
Relevance of
the Content
Required
Elements
4
The poster
clearly
communicates
the main idea
and strongly
promotes
awareness
All of the
graphics used
on the poster
reflect an
exceptional
degree of
student
ingenuity in their
creation.
All graphics in
the poster are
accurate and
related to the
topic.
The poster
includes all
required
elements as
well as
additional
information.
3
The poster
communicates
some of the
important ideas
and slightly
promotes
awareness
Most of the graphics
used on the poster
reflect student
ingenuity in their
creation.
Most graphics in the
poster are accurate
and related to the
topic.
All required
elements are
included.
2
The poster
indirectly
communicates
the idea and
hardly promotes
awareness
1
The poster does
not sufficiently
communicate
any idea that
can promote
awareness
The graphics
were made by the
student but were
copied from the
design or ideas of
others.
The graphic
were not made
by the students.
Some graphics in
the poster are
accurate and
related to the
topic.
Few required
elements are
included.
The graphics in
the poster are
neither accurate
nor related to the
topic.
Required
elements are
missing.