DETAILED SCIENCE LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
9 FIRST Quarter ________

I. OBJECTIVES
The learners demonstrate an understanding of:
1. how the different structures of the circulatory and respiratory systems work
A. Content together to transport oxygen rich blood and nutrients to the different parts of the
Standards 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
B. Performance
Standards
effective ways of taking care of the respiratory and circulatory systems based on
data gathered from the school or local health workers.
The learners should be able to:
1. explain how the respiratory and circulatory systems work together to transport
nutrients, gases, and other molecules to and from the different parts of the body;
C. Learning Specific objectives
Competencies/
Objectives At the end of the session, the learners should be able to:
(Write the LC code) 1. Identify the parts of the respiratory system and their functions;
2. Trace the breathing mechanism in the body;
3. Appreciate the importance of respiratory system to one’s health.
(9LT-Ia-b-26)
II. CONTENT Respiratory System (Structure and Functions)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
pp. 6-7
Guide pages
2. Learner’s
pp. 5-6
Materials pages
3. Textbook pages Breaking Through Science pp.16-17
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other
VIDEOS, PowerPoint slides, news advisories about respiratory system
Learning Resources
IV. PROCEDURES
A. Reviewing ELICIT Activity 1: 4 Pic 1 Word (in ppt)
previous lesson or Present the image. Let the students guess what the picture all about. All words are associated
presenting the new with the lesson. The first student to raise a hand and guess the correct answer with get a
lesson reward like 50 pesos cellphone load..

(KRA1:2 Used research-based knowledge and principles of teaching and Learning to

enhance professional practice.)
Current research in cognitive science has shown that eliciting prior understandings is a necessary
component of the learning process. Research also has shown that expert learners are much
more adept at the transfer of learning than novices and that
practice in the transfer of learning is
required in good instruction
(Bransford, Brown, and
3
Cocking 2000).
1
B_ _ _T_ _
 _X_ _E _
S_E

4
2
.

(Answers: 1. Breathe, 2. Lungs, 3. Oxygen, 4. Exhale)

B. Establishing a ENGAGE:
purpose for the - Let the students process and analyze the guess picture and answer the following
lesson questions:
1. What organs are involved in breathing? In P.E exercises, cite an example where
techniques in breathing is/are applied?
2. What do you call the breathing activity? For singers, how they manage breathing
C. Presenting styles to achieve high/low keys?
examples/instances 3. Why do we breathe? Do plants breathe?
of the new lesson
 Emphasize the key content by focusing on the terminologies/words that will be used
the activities
 ( Kra1:1 Applied knowledge of content within and across curriculum teaching areas.)
D. Discussing EXPLORE: Let the students do a group activity using a Differentiated Instruction
new concepts and (Cooperative Learning)
practicing new - Conduct a group activities to elicit immediate feedback from learners about their
skills #1
learning (Assessment during the lesson)
E. Discussing
new concepts and - Each group shall have the following score based on their outputs, following the
practicing new scoring rubrics. (See attached Rubrics for Activity)
skills #2  Group 1 (Visual Learners)- Working on the NEWS ADVISORY: have the students
FOCUSED on the CONTENT of the advisory and answer the analysis/guide questions
(to promote literacy and numeracy skills)
 Group 2 (Tactile/Kinesthetic Learners) -Let the students perform the Respiratory
Rate Activity (integration within and across the curriculum like P.E. and Health)
 Group 3: Simulation of Lungs (the movement of lungs by using an empty bottle,
balloons and straws)
( Kra1:1 Applied knowledge of content within and across curriculum teaching areas.)

KRA 2:6 Maintained learning environments that promote fairness, respect and care to encourage
learning is observed here.
KRA1:2( Research based)
Differentiation is a hot-topic in education nowadays. Policy-makers and researchers urge teachers
to embrace diversity and to adapt their instruction to the diverse learning needs of students in their
classrooms (Schleicher, 2016; Unesco, 2017)
Differentiation is a philosophy of teaching rooted in deep respect for students, acknowledgment of
their differences, and the drive to help all students thrive. Such ideas imply that teachers
proactively modify curricula, teaching methods, resources, learning activities, or requirements for
student products to better meet students' learning needs (Tomlinson et al., 2003)

Kra2:8 Applied a range of successful strategies that maintain learning environments that motivate
learners to work productively by assuming responsibility for their own learning,
This is very evident as they perform the task given to them, ( activity sheet).
 KRA 3:9 Designed, adapted and implemented teaching strategies that are responsive to the
learners with disabilities, giftedness and talents.
EXPLAIN: Let the students report their findings and discoveries related to the activities.
After posing questions for clarifications, the teacher will discuss and explain the parts of the
respiratory system if necessary, translating the concepts to MTB, Filipino for easy
F. Developing understanding of the terminologies used, its function, breathing mechanism in the body and
mastery (leads to
also the healthy importance of the respiratory system through a video presentation/clip.
Formative
Assessment 3)
KRA1:4 The teacher here can use verbal and nonverbal classroom communication
strategies, as supplementary language/ facilitating understanding while listening and
viewing the clip.
G. Finding ELABORATE: Let the students answer the following situation below, based on what they
practical have learned:
applications of 1. How will you describe the feature of the lungs?
concepts and skills
2. Would it be possible to work if only one lung is functioning?
in daily living
3. Why do you think the chest expands then relaxes during breathing?
4. What is the importance of respiratory system to our body?
5. During this Pandemic situation, what are the safety measures needed to avoid the
virus?
(by asking this/these question(s) the indicator No.2 is observed where planning and
H. Making delivering teaching strategies that are responsive to the special educational needs of
generalizations and the learners during isolation and chronic illness).
abstractions about Give emphasis to the learners the need to be always preventive especially the IATF protocols
the lesson
and maintaining healthy lifestyle. The Role of Filipino Bayanihan/no discrimination to the
affected patient in our country help us survive this Pandemic situation. Teaching us to become
more flexible during this situation.

KRA2:5 Established safe and secure learning environments to enhance learning emphasizing
the IATF protocols.
I. Evaluating EVALUATE: (Formative Assessment after the discussion)
learning - Let the students answer the individual activity below. After answering, he/she will
find a partner to compare his/her answer and they will discuss and support the
chosen answers.( Here learners are encourage to participate, cooperate and
collaborate in continued learning. KRA 2:7
Direction: I. Choose the best answer that completes the statement or the question. Write the
letter of your answer in a separate sheet of paper.

___1. Which of the following statement is NOT TRUE?

a. Alveoli are tiny sacs at the end of bronchioles.
b. The heart is divided into 4 chambers.
c. Oxygen is delivered to the tissue by respiratory system.
d. Oxygen is taken up in the body during inhalation.
___2. Which of the following sequence is correct?
a. nasal cavity trachea  pharynx  larynx bronchi  alveoli
b. nasal cavity  trachea  larynx  pharynx  bronchi  alveoli
c. nasal cavity  pharynx larynx  trachea  bronchi alveoli
d. nasal cavity  pharynx  trachea  larynx  bronchi  alveoli
___3. Which organ system is for exchanging oxygen and carbon dioxide?
a. Circulatory system b. Respiratory system c. Lungs d. Heart
___4. Which structure moves up and down to alter volume of the chest cavity?
 a. Diaphragm b. Epiglottis c. Larynx d. Trachea
____5. What happens to your lungs when you inhale?
a. inflates b. deflates c. remove gas d. inflate, then deflate

Multiple-choice tests are very popular in education for a variety of reasons – they are easy to grade, offer
greater objectivity, and can allow more content to be covered on a single test. As a result of its popularity
and utility, multiple-choice testing has been the focus of a lot of research. The vast majority of this research
has focused on issues related to assessment (e.g., reliability, validity,etc.)
AndrewButlerhttps://www.learningscientists.org/blog/2017/10/10-1
II. Refer to the diagram, and check your understanding of the breathing system by labelling
each part.

J. Additional EXTEND: Research about the parts and functions of Circulatory System
activities for
application or
remediation
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?

Prepared by:

MERCEDITA O. BONGAR
G-9 Science Teacher III

Noted by:
APRILEEN I. DEL CASTILLO MERLE A. JALA
Master Teacher I Master Teacher I