DAILY
LESSON
PLAN
School
Grade Level
Grade 9
Teacher
DIGOS CITY NATIONAL HIGH
SCHOOL
Jaime Crispino
Learning Area
Science 9 (Biology)
Teaching Dates
August 29, 2023
Quarter
1st
SCIENCE 9 – Week 1: Day 1
Grade 9 Owl: 6:45-7:30 – August 29, 2023
Grade 9 Ostrich: 7:30-8:15 – August 29, 2023
Grade 9 Oriole: 8:15-9:00 – August 29, 2023
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/
Objectives
(Write the LC
code)
Sub-task
The learners demonstrate an understanding of…
1. how the different structures of the circulatory and respiratory systems work together to transport oxygenrich 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 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.
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-b-26)
The learners should be able to…
1. Identify the parts of human respiratory system. (Knowledge)
2. Discuss the functions of the organs involved in respiratory system. (Understanding)
3. Trace the passage of air through the respiratory system.
II. CONTENT
Human Respiratory System and Mechanics of Breathing
III. LEARNING RESOURCES
References
1. Teacher’s
Guide pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
5. Other
Learning
Resources
pp.
pp.
Digos City Division LRMDS
Printed fact sheets
IV. PROCEDURES
A. Reviewing
previous lesson or
presenting the
new lesson.
ELICIT (3 minutes)
Human Body Systems!
The teacher will present five organs, and the students will identify which human body system each organ
belongs to. The students will be asked about the function of the presented organs and will need to explain
why these organs belong to a specific body system.
1. Stomach -Digestive System
2. Skin
-Integumentary System
3. Brain
-Nervous System
4. Heart
-Circulatory System
5. Lungs
-Respiratory System
B. Establishing a
purpose for the
lesson
ENGAGE (5 minutes)
Name the Parts- Group Activity
Students will be grouped into six and they will be given an illustration of the Human Respiratory System.
The teacher will provide a reading material about the said body system and the students in every group will
label each part of the human respiratory system. Students will be given few minutes to read the material
given and will discuss within their group their answers for this activity.
Group collaboration will be highly encouraged in this activity.
Answers:
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
1.
2.
3.
4.
5.
Nose/ Nasal Cavity
Mouth
Larynx or Voice Box
Lungs
Bronchi
6. Diaphragm
7. Pharynx
8. Trachea or wind pipe
9. Bronchi
10. Bronchioles
11. Alveoli
Outputs in every group will be posted in front of the class.
EXPLORE (15 minutes)
What’s the Function! (Group Activity)
Using the same group, they will be given printed fact sheets of organs involved in human respiratory system
with its functions and characteristics. They will be given time to read and discuss it with their groupmates.
Reporters Choice!
In this part, students will discuss/report the parts and functions of human respiratory system. The teacher will
first discuss the mouth and nasal cavity as the entry and exit points of air in the breathing process. After the
teachers’ discussion, he will select 1 student from group 1 to continue the discussion (Pharynx and Larynx).
After his/her discussion, the student will now have the chance to select
another student from Group 2 to continue the discussion. The same process
will follow with the next group. Each group are encouraged to deepen their
discussion that is not mentioned on the given printed fact sheets which were
based form their prior/ stock knowledge. The selected reporters are
encouraged to use the human torso while doing their discussion.
Flow of Discussion:
Teacher: mouth and nasal cavity
Group 1: Pharynx and Epiglottis
Group 2: Larynx and Trachea
Group 3: Bronchi and Bronchioles
F.
Developing
mastery (leads
to Formative
Assessment 3)
Group 4: Alveoli
Group 5: Lungs
Group 6: Diaphragm
EXPLAIN (7 minutes)
Trace the Passage!
Using the human torso, two selected students will trace the
passage of air from its entry to exit points. They will also briefly
discuss the functions of each parts along the way as the air travels.
Air route/path in the human respiratory system:
1. Mouth or nasal cavity
6. Bronchioles
2. Pharynx
7. Alveoli
3. Larynx
4. Trachea
5. Bronchi
Entry path of air: 1 – 7
Exit path of air: 7 – 1
ELABORATE (5 minutes)
G. Finding
practical
applications of
concepts and
skills in daily
living.
Expound it More!
Teacher will ask the guide questions below. This will deepen their understanding of the roles and functions
of each parts of the respiratory system.
1.
2.
3.
H. Making
generalizations
and
abstractions
about the
lesson
Based on the discussion of each part and functions, do you consider any organ that is less important
than the other organ?
Does each organ play an important role in the system?
How do other organs help the alveoli in the breathing process?
ELABORATE (5 minutes)
Teacher will call 3 students to wrap up the lesson of the day. Line of questioning technique by the teacher
will be given to the students to complete the generalization activity:
1. What did you learn from today’s discussion?
2. What are the organs involved in human respiratory system?
3. What are the functions of the said organs in the human respiratory system?
4. What is the entry and exit path of air in the human respiratory organs?
I.
Evaluating
learning
J.
Additional
activities for
application or
remediation
EVALUATE (4 minutes)
1. Which of the following organs does NOT help in filtering the air we breathe in?
A. bronchi
B. mouth
C. nasal cavity
c. A & B
2. These tiny air sacs in the lungs are responsible for the exchange of oxygen and carbon dioxide.
A. alveoli
B. bronchi
c. nasal cavity
D. trachea
3. Which of the following is one of the function of trachea?
A. gas exchange
B. producing sound
B. filtering air
D. storing oxygen
4. Which of the following organs is also called as the wind pipe?
A. alveoli
B. bronchi
c. nasal cavity
D. trachea
5. Which is the correct path of air going out from the lungs?
A. alveoli – bronchi – bronchioles – nasal cavity – trachea
B. alveoli – trachea – bronchi – nasal cavity – pharynx
C. alveoli – bronchioles – trachea – pharynx – nasal cavity
D. alveoli – bronchi – trachea – larynx – pharynx – nasal cavity
EXTEND
Advance study: Human Circulatory System
VI. REFLECTION
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for remediation
Grade 9 Owl:
Grade 9 Ostrich:
Grade 9 Oriole:
SPA:
Grade 9 Owl:
Grade 9 Ostrich:
Grade 9 Oriole:
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:
JAIME S. CRISPINO, T III
Reviewed & checked by: MARIA CARMELA E. GILLADO, MT III
Signature: ________________
Date:_________
Signature: ________________
Date:_________