SCHOOL LEON GUINTO MEMORIAL COLLEGE, INC.

GRADE LEVEL 9/FAITH, HOPE, LOVE

GRADES 1 TO 12 TEACHER CHRISTIAN MARK A. AYALA LEARNING AREA Science 9
DAILY LESSON LOG
TEACHING DATES AND (1:20-2:20, 2:20-3:20) (1:20-2:20) (9:00 - QUARTER First/ SESSION 2
TIME 10:00/ 10:20- 11:20 / 11:20 – 12:20 / 2:20-
3:20)

TOPIC/LESSON NAME RESPIRATORY SYSTEM

The learners demonstrate an understanding of:
1. How the different structures of circulatory and respiratory systems work together to
CONTENT STANDARDS transport oxygen-rich 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:
PERFORMANCE STANDARDS Conduct an information dissemination activity on effective ways of taking care of the
respiratory and circulatory system based on data gathered from the local health workers.
The learners should able to...
1. Explain how the respiratory and circulatory systems work together to transport
LEARNING COMPETENCIES nutrients, gases, and other molecules to and from the different parts of the body;
S9LT-la-b-26
2. Infer how’s one lifestyle can affect the functioning of respiratory and circulatory
systems
S9LT-Ic-27

SPECIFIC LEARNING OUTCOMES

TIME ALLOTMENT 180 minutes
MATERIALS Pictures, video clip, laptop, projector
Exploring Life Through Science Series, Josefina Ma. Ferriols-Pavico,. Et. Al. Phoenix
RESOURCES Pub. House. Teacher WrapAround
Exploring Life Through Science Series, Josefina Ma. Ferriols-Pavico, Et. Al. Phoenix
Pub. House.Laboratory Manual
 PROCEDURES MEETING LEARNER’S NEED
INTRODUCTION

Preparatory Activities:
 Prayers
 Greetings
 Checking of Attendance
 Review of the Previous Lesson
EXPLORE

Motivation
 Are breathing and respiration the same?
 Breathing is the mechanical process of taking in and releasing air into and from the
lungs. It is only one phase of respiration, which is the overall process of gas exchange
for the purpose of energy production in cells in the form of ATP.

Engage
 Using the results of laboratory activity 2 as the jump-off topic, discuss the importance
of gas exchange in the body. Ask the students what specific gases are exchanged in the
process. Emphasize that for proper gas exchange to take place inside the body, you
should have a healthy respiratory system.
 Ask the class if they have heard about the Philippine Clean Act (RA 8749). Probe
further by eliciting their insights about this law. To help them understand about
pollutants in the air, have them research on the following topics:
 Most polluted cities in the world
 Most polluted cities in the Philippines
 How polluted Manila (or the place where they live) is
 Make the class present the findings on the next meeting.
FIRM UP

Inter-active Discussion

 Highlight the difference between incidence and prevalence using the case of
tuberculosis (TB) as example. Have them explain that incidence refers to the number
of new cases with TB in a population within a particular period, while prevalence is
the total number of people who are living with TB.
 Lead the students to the Self Check. Facilitate a brief discussion on how to properly
handle yourself when sick by asking students randomly about the repercussions of not
covering your mouth when coughing or sneezing.
 Briefly discuss the features of transmission electron microscopy. Mention that
transmission electron microscopy is a microscopy technique in which a beam of
electrons is transmitted through an ultrathin specimen, interacting with the specimen
as it passes through it. It provides information on the structure, texture, shape, and size
of the sample being studied.
 Ask the students to differentiate acute and chronic bronchitis.
 Ask for suggestions on how patients can relieve the symptoms or slow down the
progress of emphysema.

DEEPEN

Video Watching
 Lead the students to realize the negative effects of smoking by having them watch a video
about how smoking damages the lungs. Emphasize on the gradual blackening of the lungs
of a smoker.
Activity 1
 Love of Lab
Let the student answer the activity on page 17 on their textbooks. Thoroughly orient the
students about the activity and clearly explain and expectations on their output. Discuss
the expected contents, outline of the write-up, and the time frame of the activity.

TRANSFER

Evaluate (quiz)
 Have the students answer Test Yourself on pages 23-25 of the textbook.

Prepared by: Checked by:

CHRISTIAN MARK. A. AYALA CORAZON L. NATIVIDAD

TEACHER PRINCIPAL