DHPNHS Bernabe T. Eroy Jr. JUNE 20-22, 2016 (7:20-8:20; 1-2 PM)
Grade Level Learning Area Quarter
9 Science 9 1st
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objective Competencies/Objectivess
II. CONTENT
The learners demonstrates 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 a able to - Conduct an information dissemination of activity on effective ways of taking care of the respiratory and circulatory systems based on data gathered from the school or local health works. 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; Respiratory and Circulatory Systems
III. LEARNING RESOURCES
A. References 1. Teacher’s Guide Pages 2. Learner’s Materials pages 3. Text book pages 4. Additional Materials from Learning Resources B. Other Learning Resources
Science 9 Manual Pg.1-15 Pg.1-18 Pg. ICT (Videos from Youtube), Activity Sheets and Materials, LRMDS Activities BOOK: Rabago, Lilia M. Ph. D, et.al. 2003. Functional Biology Modular Approach Internet: Extracted facts from from Google: www.google www.google.com/respiartorys .com/respiartorysystemfunctions ystemfunctions and www.google.com/circulatorys www.googl e.com/circulatorysystemsfunctions ystemsfunctions
IV. PROCEDURES
A. Before the Lesson 1. Elicit 2. Engage
At the start of lesson, will show a pictures of bo dy systems. Afterward the students will will be ask to give descriptions of the pictures to extract their prior knowledge. Next, chosen students who were picked randomly will be ask to tell their answers. The teacher will show a video clip about respiratory and circulatory system
(Note: The teacher will ask questions based on the video clip have shown, the teacher will also start checking the prior knowledge on ELICIT phase if they are correct.) B. Lesson Proper 1. Explore
2. Explain C. After the Lesson 1. Elaborate 2. Evaluate 3. Extend
V. REMARKS
The students will go to their respective groups and perform” ACTIVITY 3” (see LM pg.10). The objective is to describe blood flow and gas exchange within the heart. The students will answer GUIDE QUESTIONS. During this phase, the teacher is expected to move around to observe and facilitate Each group will be given a time to share to the class their output The teacher will give inputs on important concepts missed by the students. The teacher will also give feedbacks based on student performance in the said activity. The students are evaluated during the EXPLAIN phase which will determine their results. ASSIGNMENT: How one’s lifestyle affected the functioning of respiratory and circulatory?
(Note: This would be the topic next meeting) If the objective projected not meet, a remedial class will be conducted
VI. REFLECTION
A. No. of learners who earned 80% on the formative assessment 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?
