dailylessonlogs_science_ 9_q1week_1.docx

Grade 1 to 12
DAILY LESSON LOG
School TELABASTAGAN INTEGRATED SCHOOL Grade Level NINE
Teacher MR. ALVIN MARC M. DANCEL Learning Area SCIENCE
Teaching Dates and Time WEEK 1 (AUGUST 29-SEPTMEBER 01,2023)
(7:30-8:20) NEWTON
(11:10-12:00) EINSTIEN
(1:00-1:50) GALILEO
Quarter FIRST
Monday Tuesday Wednesday Thursday Friday
AUGUST 28, 2023 AUGUST 29, 2023 AUGUST 30, 2023 AUGUST 31, 2023 SEPTEMBER 01, 2023
I. OBJECTIVES Objectives must be met over the week and connected to curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial
activities may be done for developing content knowledge and competencies. These are assessed during Formative Assessment strategies. Valuing objectives support the learning of content and competencies
and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A.Content Standards The learners demonstrate an understanding of:
 How the different structures of the circulatory and respiratory work together to transport oxygen-rich blood and nutrients to
the different parts of the body.
 The prevention, detection, and treatment of diseases affecting circulatory and respiratory systems.
B.Performance Standards The learners should be able:
 Conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on the data
gathered from the school or local health workers
C.Learning Competencies/Objectives
Write the LC code for each
 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; (S9LT-Ia-b-26)
 Infer how one’s lifestyle can affect the functioning of respiratory and circulatory systems.
OBJECTIVES:
1. Describe blood flow and gas exchange within the heart, circulatory system, and lungs.
2. Explain the mechanism of how the respiratory and circulatory systems work together.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
NATIONAL HEROES’ DAY CLASS OR SUBJECT
ORIENTATION THE HUMAN BREATHING SYSTEM
(Coordinated Function of Respiratory System and Circulatory System)
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
A.References
1.Teacher’s Guide pages 1-8

2.Learner’s Material pages 1-11
3.Textbook pages
4.Additional Materials from
Learning Resource (LR) portal
B.Other Learning Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn things, practice their learning, question their learning
processes and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A.Reviewing previous lesson or
presenting the new lesson
An opening prayer will be
conducted
DAY 2
What are the different Human Systems?
What do you think are the different parts of Respiratory and Circulatory System?
FACT or BLUFF: Write the word Fact if the statement is correct and Bluff if it is
not.
1. Small intestine is larger than the large intestine.
2. The digestive system breaks down food and liquids into nutrients our
body can use for energy.
3. Bacteria and germs found in food are killed by digestive juice.
4. Food comes to the large intestine after small intestine.
5. As food passes through the digestive tract, it becomes less complex,
and the nutrients are more readily available to the body.
B. Establishing a purpose for the
lesson
1. Do you know why people breathe?
2. Why does your respiratory system work tirelessly to bring oxygen
into your body?
3. Why is breathing important?
Presenting examples/instances of the
new lesson
Let’s Study
The Human Breathing System
Breathe in and out. Notice your chest and belly moving and feel the
soft air passing from the nose. Listen to the quiet sounds of
breathing in and out. Imagine the air moving from the nose into the
throat, through the air tubes, and into the air sacs. The parts of the
respiratory system that are in charge of supplying oxygen are the

nose, nasal passageways, windpipe, lungs, and diaphragm. In the
nose and nasal passages, the entering air is made warm, damp, and
clean of unknown particles. Next, the air moves down through the
trachea, bronchi, bronchioles, and alveoli. Trachea is the empty tube
that serves as passageway of air into the lungs. Bronchi are the two
branching tubes that connect the trachea to the lungs. Bronchioles
are the hair-like tubes that connect to the alveoli. Alveoli are the air
sacs that allow gas exchange in the lungs.
C.Discussing new concepts and
practicing new skills #1
The teacher will discuss
the ffg. agenda;
Vision and Mission
Classroom Rules and
Regulations
Grading System
Req. of the Subject
ETC.
DAY 3
ACTIVITY 1: WHAT A BUNCH OF GRAPES!
D.Discussing new concepts and
practicing new skills #2
DAY 4
Activity 2: BOTTLED BALLOONS
.

E. Developing mastery The teacher will explain all the concepts related to RESPIRATION
Respiration is usually confused with breathing. The two concepts are related
process, but they are not the same. Respiration is the overall exchange of gases
(how the body gets oxygen gas (O2) and gets rid of carbon dioxide (CO2) among
the atmosphere, the blood and the cells. Breathing is just a phase in respiration.
Respiration in land vertebrates, including human contains four phases: breathing,
external respiration, internal respiration and cellular respiration. Breathing is the
act of taking in air (inspiration) and out of the lungs (expiration). External
respiration is the exchange of oxygen gas and carbon dioxide between the air and
the blood within the lungs. Internal respiration is the exchange of oxygen gas and
carbon dioxide between the blood and the body cells and cellular respiration is the
process of using oxygen gas to break down sugar in food, producing energy (ATP)
in cells and releasing carbon dioxide as a waste product.
Air contains oxygen gas. Our body cells need a continuous supply of oxygen
gas to support the energy-producing processes. As a result of this processes, your
cells can perform all the vital tasks that keep us alive. The body system that gets
oxygen gas into our body and removes carbon dioxide from the body is the
respiratory system.
Respiratory system is an organ system responsible for the supply of oxygen
gas and removed carbon dioxide in the body. It consists of organs and breathing
structures that allow gas exchange to happen. It brings oxygen gas into the body
and gets rid of carbon dioxide from the body. It is divided into two tracts: the upper
and lower respiratory tracts. The upper respiratory tract contains the nose, nasal
cavities, pharynx and larynx.
The air that we breathe in is inhaled through the nose, where it is filtered through
the openings called the nostrils. Coarse hair in the nostrils trap the large dust
and dirt particles, which are coated with mucus from glands in nasal cavity/nasal
passages. Nasal cavity/nasal passage serves as the channel for airflow through
the nose in which the air is warmed, filtered,
F. Finding practical applications of
concepts and skills in daily living
Check the numbers that best illustrates the proper care for the respiratory system.
______ 1. taking a bath regularly to avoid infections
______ 2. smoking
______ 3. getting enough sleep and rest
______ 4. consulting a doctor only when really needed
______ 5. covering the mouth and nose when sneezing
______ 6. wearing a mask in construction sites

______ 7. avoiding dust and smoke
______ 8. eating nutritious foods
______ 9. relaxing when feeling stressed
______ 10. cleaning the nose regularly and properly
G.Making generalizations and
abstractions about the lesson
•Air enters the body through the nose, nasal passages, and then through windpipe or
trachea, which divides into two branches, called bronchial tubes or bronchi. The bronchi
subdivide many times inside the lungs, forming hair-like tubes called bronchioles. At the
end of the bronchioles are tiny bubble-like structures called alveoli.
•When you breathe in or inhale, the diaphragm muscle contracts. When you breathe out,
or exhale, the diaphragm muscle relaxes. The diaphragm helps the air go in and out of
the lungs.
H.Evaluating learning SAMPLE ITEMS:
Fill in the blanks with the correct word or words based on what you have
learned from the lesson.
1. The primary task of the respiratory system is
____________________________.
2. The gas needed by the cells of the body to produce energy from food
is _______.
3. The ___________________ closes to prevent food from getting into
the trachea.
4. The lungs contain the__________________ in which gas exchange
takes place.
5. The trachea divides into two
_________________________________________.
I. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A.No. of learners who earned 80% in
the evaluation

B.No. of learners who require
additional activities for remediation
who scored below 80%
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 this work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I used/discover which I
wish to share with other teachers?
Prepared by: Checked by: Noted:
Alvin Marc M. Dancel Danica D. Guevarra Jennifer S. Lumanug
Teacher III Master Teacher I Principal II

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