Grade 1 to 12 9- 9-Nitrogen,

School MONDRAGON AGRO-INDUSTRIAL HIGH SCHOOL Grade Level

DAILY LESSON LOG Krypton, &Helium
Teacher Miss. PAULA BIANCA C. SIAGO Learning Area Science
Teaching Dates and Time September 11-15, 2023 Quarter First Quarter

Monday-Tuesday Wednesday Thursday-Friday

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of 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.
B. Performance Standards 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.
C.Learning The learner should be able to explain how the respiratory and circulatory systems work together to transport nutrients, gases, and
Competencies/Objectives other molecules to and from the different parts of the body. S9LT-Ia-b-26
Write the LC code for each
II. CONTENT: Respiratory and Circulatory Systems, Working with Other Organ Systems
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 7-8 8-9 10-11
2. Learners Materials pages 8-10 11-14 15-16
3. Textbook pages
4. Additional Materials form Paper strips, marker pen, rope or Manila paper/cartolina 1 beaker or wide mouthed jar, 1 balloon, 2
Learning Resource (LR) ribbon, chalk flexible drinking straws, 1 pair of scissors, 1
portal large pan or sink, adhesive tape, water
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or REVIEW REVIEW REVIEW
presenting the new lesson The teacher will let her students recall The teacher recalls the blood flow and The teacher recalls the three major organs of
B. Establishing a purpose for the how the lungs work in the exchange of gas exchange within the respiratory and circulatory system.
lesson gases in respiration circulatory system.
process.
MOTIVATION
C. Presenting MOTIVATION The teacher will show the students MOTIVATION
examples/instances of the Using the learners manual page 9 the pictures of different parts of the The teacher will let her describe and give
new lesson students will trace the gas exchange circulatory system for them to visualize the functions of the different components
activity each component. of the blood.

ACTIVITY
Let’s Organize!
ACTIVITY ACTIVITY
D. Discussing new concepts and Just Go with the Flow! The teacher will refer this activity on Pump It!
practicing new skills #1 Learner’s Module, pages 11-15.
E. Discussing new concepts and The teacher will refer this activity on The teacher will refer this activity on Learner’s
practicing new skills #2 Learner’s Module, pages 8-10. Module, pages 15-16
F.
G. Developing mastery (leads to ANALYSIS ANALYSIS ANALYSIS
formative assessment 3) How do the heart and the lungs work Explain how the heart works. What does the water inside the jar represent?
together? Ans: The heart propels the blood, which Ans: The water inside the jar represents the
Ans: The heart pumps the blood that carries all the vital materials and removes blood that is pumped by the heart.
transports the inhaled oxygen to every the waste products that we do not need.
cell of the body. Carbon dioxide is given How will you compare the heart pump model
off in the process and is carried by the Evaluate how the heart can be compared and the human heart?
blood to the lungs and is released to a mechanical pump. Ans: The heart pump model moves water
through exhalation. Ans: The heart is a double pump that
from the jar through the straws into the pan.
pumps blood on every side, the left and
The heart pumps blood out into the body
What takes place when you exhale and the right, to circulate the blood
through the arteries in a similar way.
exhale? throughout the body.
Ans: Gas exchange happens when we
inhale and exhale. We take in oxygen, How does the heart function as a pump?
and emit carbon dioxide. Ans: The heart is filled with blood which is
squeezed out to circulate through the whole
What does blood deliver to every part body.
of the body?
Ans: Blood delivers nutrients, oxygen, Will the heart model be able to function
and other substances that are needed properly if the straw is blocked? Explain your
by the body. answer.
Ans: No. The blood will not be pumped out of
the heart into the body because there is an
obstruction.
H. Making generalization and ABSTRACTION ABSTRACTION ABSTRACTION
abstraction about the lesson  Air first enters your lungs and then  There are three major parts of the  The heart is a hollow muscular organ, about
into the left part of your heart. It is circulatory system, which are as follow: the size of your fist, which is located in the
then driven by your heart into the a. Heart-pumps the blood center of your chest between the lungs. It is
bloodstream, all the way through throughout the body. a double pump that pumps on the left and
your body. The heart pumps blood, b. Blood vessel- carries the blood right sides. Every side is divided into two
which transports essential nutrients, throughout the body chambers, the atrium and the ventricle,
 Arteries- carry oxygenated each of which has a left and right portion,
oxygen, and other chemicals to blood away from the heart to totaling to four chambers altogether. The
every cell in your body. Once it the cells, tissues, and organs top chamber is the atrium (plural: atria). The
reaches the cells, oxygen processes of the body. bottom chamber is called the ventricle. The
the nutrients to release energy.  Veins- carry deoxygenated valve acts as a one-way door, allowing blood
Carbon dioxide is given off during blood to the heart. to flow either forward into the next
this process. The blood delivers  Capillaries- the smallest chamber, or out of the heart.
carbon dioxide into the right portion blood vessels in the body,  The heart has two pumps. Each pump has
of your heart, from which it is connecting the smallest two chambers, the upper and lower
arteries to the smallest veins. chambers. The upper chamber is the atrium
pumped to the lungs. Carbon
- The actual site where gases that receives blood coming in from the
dioxide leaves your body through
and n veins. The lower chamber is the ventricle
the lungs when you exhale.
- nutrients are exchanged. that forces the blood out into the arteries.
c. Blood- carries the materials There is a valve between each atrium and
throughout the body. ventricle to prevent the blood from flowing
 There are three types of circulation, backwards. The valves are like one-way
namely: pulmonary circulation, doors that keep the blood moving in only
coronary, circulation, and systemic one direction. Valves control movement of
circulation. Pulmonary circulation is blood into the heart chambers and out to
the movement of blood from the the aorta and the pulmonary artery.
heart, to the lungs, and back to the
heart. Coronary circulation is the
movement of blood through the
tissues of the heart. Systemic
circulation is the movement of blood
from the heart to the rest of the
body, excluding the lungs.

I. Finding practical application of APPLICATION APPLICATION APPLICATION

concepts and skills The teacher will demonstrate ways of The teacher will let the students discuss The teacher will let the students infer what
taking care respiratory system. the use and importance of would happen if the blood stopped to flow.
sphygmomanometer and stethoscope.

J. Evaluating learning . EVALUATION EVALUATION

EVALUATION In a ¼ sheet of paper, the students will In a ¼ sheet of paper, the students will
In a ¼ sheet of paper, the students will complete the crossword puzzle with the identify the parts of the heart.
answer the following questions: given first letter of each word.

1. Why is oxygen important to your

body?
2. How will you describe the sequence
of oxygen, carbon dioxide, and blood
flow in your own words?

Answers:
1. Oxygen is important to our body
because it is one of the substances
needed by the cells in order to make
energy.
2. Oxygen enters the respiratory
system through inhalation, and enters
the blood stream to be circulated
throughout the body. Carbon dioxide
from the tissues enter the blood then
to the lungs where it is exhaled.
ASSIGNMENT ASSIGNMENT ASSIGNMENT
K. Additional activities for The teacher will let her students do the Study in advance about how the heart Study in advance about how to measure and
application or remediation Enrichment Activity page 10 of learner’s works using Module 9, pages 15-16. describe their own pulse (heart rate) after
module several different activities using the Learner’s
. Module , pages 17-18.
I. REMARKS
II. REFLECTION
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 work 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: Checked by: Noted by:

PAULA BIANCA C. SIAGO ANGELICA A. LUCBAN JAKE M. HENA

Science Teacher Subject Coordinator Science and Math Dep’t. Head