DAILY School LAGUNA UNIVERSITY- SENIOR HIGH SCHOOL Grade Level 12

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

LOG Teaching Dates and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skill #1
September 3-7 , 2018
STEM 12 A
Monday and Thursday (9:00 – 11:00 am)
SESSION 1
The Respiratory system and Circulatory system
At the end of the session, learners are expected to:
1. describe the general and unique characteristics of the different organ
systems in representative animals
2. identify the characteristics of each organs in respiratory and circulatory
system
3. value the job of respiratory and circulatory system in our body
https://www.livescience.com/22616-respiratory-system.html
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
Campbell Biology, Ninth Edition
Biological Science 2 Systems, Maintenance and Change
Through the dance of aerobic the teacher can start the lesson. These activities
will aid in increasing the metabolic rate, thus, has implication on the student’s
circulation and respiration. After the game, ask the student how they feel and
what they can observe in terms of their heart rate, respiratory rate, pulse rate,
perspiration, etc.
1. Ask the leaners about the relationship of the respiration and blood circulation
base on the motivation.
1. Discuss the respiratory system and circulatory system and its organ.
2. Allow the students to explain why circulatory and respiratory system is
interdependent to each other especially to its function and purpose.
1. Show pictures of some diseases of respiratory and circulatory system.
2. The teacher will explain each disease and how that diseases acquire.
Quarter I
SESSION 2
The Respiratory system and Circulatory system
At the end of the session, learners are expected to:
1. identify the characteristics of each organs in respiratory and circulatory
system
2. appreciate the importance and danger that face by respiratory system in
our daily lives.
http://www.skwirk.com/p-c_s-4_u-106_t-282_c-939/respiratory-and-
circulatory-systems/nsw/respiratory-and-circulatory-systems/go-activity/all-
about-us-the-human-body-/our-body
Campbell Biology, Ninth Edition
Biological Science 2 Systems, Maintenance and Change
Review the important terminologies about circulatory and respiratory system.
1. Ask the learners to present their sticky flags.
1. Give the student a magnifying glass to observe the small particle from
their flags.
2. Students will answer a question about their sticky flags.
3. After the students answered the questions, ask the students to dispose
their sticky flags properly.
 3. The students will give their idea on they will protect their respiratory system
and circulatory system
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
concepts & skills in daily living
H. Making generalizations & The students will make demonstration/experiment of how cigarette smoking
abstractions about the lesson affects the human body.
I. Evaluating Learning The students will have a long quiz about nervous system, respiratory system
and circulatory system and after of the quiz there will be a short discussion
for each question.
J. Additional activities for application Ask the leaners to put sticky paper on their house. The sticky paper must be
or remediation 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?