SCHOOL Andres Bonifacio Integrated GRADE LEVEL 9

School
TEACHER Michelle D. Catchillar LEARNING AREA Living Things &
Their
Environment
DATE & TIME July 4, 2018 - Wednesday QUARTER 1st
6:20 -7:10 – 9- Tungsten
8:00-8;50- 9 – Francium
8:50 -9:40 – 9 – Platinum
10:00 – 10: 50 – 9 – Arsenic
10:50 -11:40 – 9 - Plutonium

I. OBJECTIVES
1. How the different structures of the circulatory and respiratory systems
A. Content Standards work together to transport oxygen rich blood and nutrients to the
different parts of the body.
2. The prevention, detection, and treatment of
B. Performance 1. Conduct an information dissemination activity on the effective ways of
Standards taking care of the Respiratory and circulatory system based on data
gathered from the school or local health workers.
C. Learning 1. Explain how the respiratory and circulatory systems work together to
Competencies transport nutrients, gases, and other molecules to and from the different
(Write the LC code for each) parts of the body.
1. Identify the components of the circulatory system
2. Differentiates the types of circulation.
Learning Objectives:
3. Participate actively in group activity and discussion

II. CONTENT Circulatory System : Body Circulation

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages

2. Learner’s Materials Learner’s module :Unit 1, module 1 pp.12-13

pages Biology by Capco-Yang pp. 158 -160

3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
Chalk and board, learner’s module,
Charts and visual aids
5. Other Learning Materials Teaching Strategy: cooperative learning,
collaborative learning

IV. PROCEDURES
A. Reviewing previous Elicit: Describe what is happening during the following:
(The activities in this section
lesson or presenting will evoke or draw out prior
the new lesson concepts or prior experiences
from the students)
INHALATION EXHALATION

B. Establishing a
purpose for the Do you have any idea on how blood circulates within our body?
lesson
Engage:
(The activities in this section
will stimulate their thinking and
help them access and connect
C. Presenting prior knowledge as a jumpstart
to the present lesson0
examples/instances
of the new lesson
 Explore: I. Answer the following questions:
(In this section, students will be
given time to think, plan, 1. What is the function of the circulatory
investigate, and organize
collected information; or the
system?
performance of the 2. What are the components of the circulatory
planned/prepared activities
from the students’ manual with system?
data gathering with Guide
Questions)
II. Study the illustration in your module pp.12 -13
and answer the questions/activity that follows.

D. Discussing new
concepts and
practicing new skills
#1

Questions:

1 .What materials are transported during blood

circulation?
2 How is the circulatory system important to maintain
life?
3 How are you going to differentiate the types of
 Circulation?
E. Discussing new
concepts and
practicing new skills
#2
Explain:
(In this section, students will be
involved in an analysis of their
F. Developing mastery exploration. Their 1. Ask learners to present their work.
understanding is clarified and
(leads to Formative modified because of reflective 2. Checking of learner’s answers.
Assessment 3) activities)/Analysis of the
gathered data and results and 3. Follow up Discussion.
be able to answer the Guide
Questions leading to the focus
concept or topic for the day.
G. Finding practical
applications of
concepts and skills in Elaborate:
(This section will give students
daily living the opportunity to expand and
solidify/concretize their
H. Making understanding of the concept
generalizations and and/or apply it to a real-world
situation)
Video Presentation:
abstractions about Three Types of Circulation
the lesson
Evaluation: Choose the letter of the correct answer.
(This section will provide
opportunities for concept check
test items and answer key
which are aligned to the
1. What is the circulatory system?
learning objectives – content a. Body’s breathing system c. body’s system of nerves
and performance standards
and address misconceptions- if b. Body’s food processing system d. body’s blood
any)p
transporting system
2. What type of blood circulation which includes movement of
blood from the heart, to the lungs and back to the heart?
a. Coronary circulation c. pulmonary circulation
b. Systemic d. lymphatic
3. Which of the following types of circulations occurs in the
exchange of gases between the blood and the alveoli in the
I. Evaluating learning lungs?
a. Coronary circulation
b. pulmonary circulation
c. systemic circulation
d. systematic circulation
4. What is the organ that pumps blood all throughout the
human body?
a. Lungs b. heart c. kidney d. blood vessels
5. What is the functions of the blood vessels and capillaries?
a. Pump blood to the heart
b. Filter impurities from the blood
c. They carry blood to all parts of the body
d. They carry messages from the brain to the muscles
Extend:
J. Additional activities (This section gives situation
for application or that explains the topic in a new
context, or integrate it to
Draw and label the parts of the Human Heart..
remediation another discipline/societal
concern)

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for

remediation

C. Did the remedial lessons work? No. of learners

who have 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?