School Grace Baptist Church and Schools of Baguio City, Inc.
Grade Level 9 - Maldives
Teacher Rodel Fagsao Wad-ingan
Week No. 5 (August 19-23)
I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Textbook Pages
B. Teaching Materials
IV. LEARNING PROCEDURE
A. Review previous lesson/
Present new lesson
Grading Period 1ST QUARTER
Teaching Time 8:45-9:45
Monday Tuesday Thursday Friday
The learners demonstrate an understanding of:
1. how the different structures of the circulatory and respiratory systems work together to 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 conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on data
gathered from the school or local health workers.
Enumerate some harmful substances Enumerate ways to detect and prevent Identify the parts of the heart, Trace the process of cell division and
that affect the respiratory and certain diseases of the respiratory and circulatory and respiratory system. fertilization.
circulatory systems and give their circulatory systems. Differentiate pulmonary artery and Explain how fertilization produces a
symptoms. pulmonary vein from other arteries and diploid zygote out of a haploid gamete.
Describe how these substances affect veins.
these systems. Explain the function of hemoglobin,
healthier to breathe with nose than
mouth.
Diseases associated with Respiratory Detection and Prevention of Respiratory Test Yourself Chromosome and Fertilization
and Circulatory System and Circulatory Diseases
Page 6-7 Page 6-7 Page 12-13
Page 16-24 Page 26-27 Page 29-31
Books and laptop Books and laptop Activity Notebook and Books Chromosome and Laptop
Ask the students who among them has Let the students watch a video about the Explain to the students the rules in Let the students, read the text box on
a history of high blood and asthma. diseases related to respiratory and taking the quiz. page 29 of the book then write on the
circulatory systems. board the words:
Ask their symptoms and the things they
 need to avoid from triggering them
B. Discuss new concepts #1 Relate the motivating activity with the
lesson about the harmful substances
that affect the respiratory and
circulatory systems.
Let the students watch a video about
the diseases related to the respiratory
system.
C. Discuss new concepts #2 Let the students watch videos about
illnesses that affect the circulatory
system and cite symptoms and
treatment of these diseases.
D. Developing mastery #3 Do the question and answer portion
with the students about the diseases
associated with respiratory and
circulatory system.
Randomly ask the students to enumerate
ways to detect and prevent these
ailments and how to have a healthy body.
Let the students watch a video
presentation about how the doctors
detect the diseases (presented on the
motivating activity).
Let the students read about the
prevention of the disease found on their
books.
Draw a table on the board and let the
students fill it.
Disease Detection Prevention
1. Chromosome
2. Fertilization
3. Diploid zygote
4. Haploid zygote
Let the students take the quiz. For the chromosome: Randomly call for
students to share information about
After taking the quiz, let them exchange Gregor Mendel and his works.
activity notebooks.
Let the students watch a video about
the cell division. Based from the video,
let them define and fill the table:
Terms Define
Somatic cells
Sex cells
Diploid
Haploid
Homologous
Call for students to answer the quiz. Let the students watch a video about
fertilization and let them explain what
happens to the chromosomes when
they undergo this process.
Supplement the answers of the students Draw a table on the board and let them
and include additional information. trace the stages of cell division and
process of fertilization by filling it.
Stages of Cell What Happens
Division
 Process of Cell’s Poidy
Fertilization

E. Generalization Randomly call for students to continue Randomly call for students to continue The teacher will do the generalization. Randomly call for students to continue
the statement ‘After the discussion, I the statement ‘After the discussion, I have the statement ‘After the discussion, I
have learned that…’ learned that…’ have learned that…’

F. Evaluation TEST YOURSELF Activity Notebook:

A. Visualizing Concept
B. Checking Ideas
C. Thinking Critically
1. ESSAY: 10 points
Explain how fertilization produces
diploid zygote from haploid gamete.

2. Fill-up the Table: 2 Point Per Item

Stages of Cell What Happens

Division

Process of Cell’s Ploidy

Fertilization