Document Code: SDO-BUL-

QF-SGOD-SMN-002
Republic of the Philippines
Region III
Revision: 01
SCHOOLS DIVISION OF BULACAN
Effectivity date: 08-13-2018
Name of Office: Bocaue Hills
Lesson Plan
Elementary School

Name of the Teacher: JUDY ANN G. OBIŃA

Date & Time: September, 2019 – 8:10 am to 9:00 am

Subject Area: Science

Grade & Section: 6-Matapat

Quarter: 2nd Quarter

I. Objectives RPMS: KRA’s & OBJECTIVES

A. Content Standards The learners demonstrate the understanding of
how the major organs of the human body work
together to form organ systems
B. Performance The learners should be able to make a chart
Standards showing healthful habits that promote proper
functioning of the respiratory system
C. Learning Competencies  The learners should be able to explain how KRA 3
the organs of each organ system work Objective 7: Planned ,managed
together and implemented
 Describe the main parts and functions of developmentally sequenced
the respiratory system teaching and learning process to
 Demonstrate the mechanics of breathing meet curriculum requirements
by using a model and varied teaching context.
 Observe carefulness at all times.

II. CONTENT Parts and functions

Respiratory System
LEARNING RESOURCES Teacher’s Manual pp.33-34
A. References Learners’ Material pp 60-68
K to 12 Science Curriculum Guide May 201 6 (
S6LT-IIa –b-1)

B. Other Learning pictures, ppt, video clip, projector

Resources
III. PROCEDURE
1. Reviewing previous (Applying Literacy) KRA 1
Lesson or presenting What are the 3 major parts of the circulatory Objective 3: Applied a range of
new lesson system? Explain the function of each part teaching strategies to develop
critical and creative thinking as
well as other higher order
thinking skills
2. Establishing a purpose In this lesson you will learn what organs KRA 2
for the lesson composes the respiratory system and how this Objective 4: Manage classroom
organs work together. structure to engage learners,
individually or in groups, in
meaningful exploration, discovery
and hands-on activities within a
range of physical learning
environments,
A. PRESENTATION
1. Presenting examples/ (Giving of Classroom KRA 3
instances of the new Rules/Standard/Guidelines) Objective 9: Selected, developed,
lesson. organized and used appropriate
teaching and learning resources,
 Group the pupils into 4 and give the respective including ICT, to address learning
tasks of each group. Choose a rapporteur to goals.
present your output.
Group 1 – the pupils will label the parts and
give the functions of each part of the
respiratory system using a diagram and a
literature (Activity sheet # 2)
Group 2 – the pupils will solve a jigsaw/picture
puzzle of a human respiratory system, will
identify each part and give their functions with
the help of a literature. (Activity Sheet # 3)
Group 3- the pupils will draw and identify the
parts and functions of the human respiratory
system.
Group 4 – the pupils will role play the path of
air in the human respiratory system.
Group 5 will be tasked to make a lung model
given some materials to work on.

2. Discussing new Presentation of output KRA 1

concepts and
practicing new skills.#1
B. Discussing new
concepts and
practicing new skills #2
Objective 3: Applied a range of
teaching strategies to develop
critical and creative thinking as
well as other higher order
thinking skills.
Process the output of the pupils and discuss KRA 2
the respiratory system using the presentation Objective 4: Manage classroom
found in the web ( http://www.e- structure to engage learners,
learningforkids.org/health/lesson/respiratory- individually or in groups, in
system/ meaningful exploration, discovery
and hands-on activities within a
range of physical learning
environments,

C. Developing mastery
What are the part and function of the
Respiratory system?
Why do we need to know the parts and
functions of the Respiratory system?
How do you take care the organs of the
Respiratory Organs?
KRA 1
Objective 3: Applied a range of
teaching strategies to develop
critical and creative thinking as
well as other higher order
thinking skills.

D. Making What are main parts and functions of the

generalizations and respiratory system?
abstractions about the How do the organs of the respiratory system
lesson work together?
E. Finding Practical What makes the organs so important to KRA 2
applications of us? How do the organs of the respiratory Objective 6: Used differentiated,
concepts and skills system work together? developmentally, appropriate
Body parts protect one another from harm learning experiences to address
learners’ gender, needs, strength,
or injury. The health and condition of the
interests and experiences.
whole body depends upon the health and
KRA 1
condition of each body part. This principle Objective 1: Applied knowledge
also applies to a society of people. Every content within and classroom
person is a part of society. The condition of curriculum.
the whole society depends upon the KRA 2
condition of each part. Shouldn’t the parts, Objective 4: Manage classroom
therefore, strive to protect one another? structure to engage learners,
individually or in groups, in
meaningful exploration, discovery
and hands-on activities within a
range of physical learning
environments,
KRA 2
Objective 5: Manage learner
behavior constructively by
applying positive and non-violent
discipline to ensure learning
focused environment.
KRA 4
Objective 10: Designed, selected,
organized formative assessment
strategies consistent with
curriculum requirements.
IV. Evaluating Learning I. Evaluating learning ( EVALUATION) KRA 4
Multiple Choice: Read each item Objective 10: Designed, selected,
carefully. Circle the letter of the correct organized formative assessment
answer. strategies consistent with
curriculum requirements.
1. Tiny hairs lined inside the nose prepare
air for the lungs by ______.
a. cleaning it b. drying it c.
moistening it d. warming it
2. How does the body use the energy
released in its cells?
a. to rest the body
c. for making oxygen
b. to lower body temperature.
d. for muscles to move
3. When you exhale, the diaphragm helps
air leave the body by _____
a. expanding the lungs
c. pushing air in the lungs
b. making the chest larger
d. making the chest smaller
4. The body’s cells use oxygen to break
sugar into _____.
a. oxygen and water
c. protein and water
b. carbohydrates and water
d. carbon dioxide and water
5. What happens when you breathe in air?
a. The diaphragm expands and the ribcage
contracts.
b. the diaphragm contracts and the ribcage
expands.
 c. the diaphragm expands and the rib cage
collapses.
d. The diaphragm contracts and the ribcage
remain the same.
1.
V. Additional activities for ENRICHMENT : Using their outputs from
application or the Exploration activity, have students
remediation assign numbers to each part to indicate the
correct order of the breathing sequence,
from inhalation to exhalation through the
lungs.
REMEDIATION: Draw the respiratory
system and label its parts.

Observed by:

RONALDO A. CONTRERAS
Principal II