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DAILY School LAGUNA UNIVERSITY- SENIOR HIGH SCHOOL Grade Level

LESSON Teacher MR. ALVIN A. PABORES Learning Area General Biology 2


LOG Teaching Dates and Time August 27 - 31 , 2018 Quarter I
STEM 12 A
SESSION 1 SESSION 2
I. OBJECTIVES
A. Content Standards The Nervous System The Respiratory system and Circulatory system
B. Performance Standards
C. Learning Competencies/Objectives At the end of the session, learners are expected to: At the end of the session, learners are expected to:
1. describe the general and unique characteristics of the different organ systems 1. describe the general and unique characteristics of the different organ
in representative animals systems in representative animals
2. identify the characteristics of each organs in nervous system 2. identify the characteristics of each organs in respiratory and circulatory
3. value the job of nervous system in our body system
3. value the job of respiratory and circulatory system in our body
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from https://mayfieldclinic.com/pe-anatbrain.html https://www.livescience.com/22616-respiratory-system.html
Learning Resources https://www.myvmc.com/anatomy/respiratory-system/
https://www.factmonster.com/dk/encyclopedia/science/circulatory-system
https://www.khanacademy.org/science/high-school-biology/hs-human-
body-systems/hs-the-circulatory-and-respiratory-systems/a/hs-the-
circulatory-system-review
B. Other Learning Resources Campbell Biology, Ninth Edition Campbell Biology, Ninth Edition
Biological Science 2 Systems, Maintenance and Change Biological Science 2 Systems, Maintenance and Change
IV. PROCEDURES
A. Reviewing previous lesson or The teacher can group the class and ask them to line up. The first persons in the Through the dance of aerobic the teacher can start the lesson. These
presenting the new lesson line will be asked a question which they will answer. They will pass the answer to activities will aid in increasing the metabolic rate, thus, has implication on
the person next in line. The message should reach the last person, who will then the student’s circulation and respiration. After the game, ask the student
run towards the teacher to give the answer. The group which garners the most how they feel and what they can observe in terms of their heart rate,
score wins the game. respiratory rate, pulse rate, perspiration, etc.
B. Establishing a purpose for the 1. Ask the leaners about the relationship of the respiration and blood
lesson circulation base on the motivation.
C. Presenting examples/instances of Relate the motivation activity to the generation of impulse throughout the neuron 1. Discuss the respiratory system and circulatory system and its organ.
the new lesson and more importantly, throughout the body. By allowing the student to discuss the 2. Allow the students to explain why circulatory and respiratory system is
lesson in terms of the game, the teacher will be able to discern if the class interdependent to each other especially to its function and purpose.
understood the topic on their own terms.
D. Discussing new concepts and Discuss the nervous system. Allow the students to differentiate CNS and PNS. 1. Show pictures of some diseases of respiratory and circulatory system.
practicing new skill #1 2. The teacher will explain each disease and how that diseases acquire.
3. The students will give their idea on they will protect their respiratory
system and circulatory sytem
E. Discussing new concepts and
practicing new skill #2

F. Developing Mastery The teacher will ask to his students to enumerate the organs system of
circulatory and respiratory systems in proper other.
G. Finding practical applications of Ask the students on how they manage their stress in related to fight or flight
concepts & skills in daily living emotion.
H. Making generalizations & The students will make demonstration/experiment of how cigarette
abstractions about the lesson smoking affects the human body.
I. Evaluating Learning The students will have a quiz about nervous system.
J. Additional activities for application Ask the leaners to put sticky paper on their house. The sticky paper must
or remediation be look likes flag, so that the dust and other pollutants will capture. In the
next meeting the students will report for their home activity.
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 lesson work? No. of
learners who 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?