DAILY LESSON LOG Grade Level/Sections: Time: 12:45-6:40 Date I. OBJECTIVES A. Content Standards
B. Performance Standards
School Teacher Teaching Week
SAN FRANCISCO HIGH SCHOOL
Grade Level
ACZA JAIMEE C. KALAW Week 1
Grade IX / Adoration, Benevolence, Diligence, Humility MONDAY TUESDAY JUNE 16 JUNE 17
Learning Area Quarter
WEDNESDAY JUNE 20
IX SCIENCE - BIOLOGY I
THURSDAY JUNE 21
FRIDAY JUNE 22
The Learners demonstrate an understanding of: a. 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. 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
C. Learning Competencies/
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; (S9LT-la-b-26) 2. infer how one’s lifestyle can affect the functioning of respiratory and circulatory systems. (S9LT-lc-27) Specific Objectives • describe the different • explain how the lungs • describe the different • trace the pathways of the • measure and describe respiratory organs based work by creating a lung circulatory organs based blood from the lungs to pulse (heart rate) after on its structure and model; and on its structure; and the heart and other parts several different overall function; and of the body and vice activities; and • simulate the breathing • create a graphic mechanism using a lung organizer that will versa; • trace the pathway of air • explain how to use between man and its model coherently show and • explain how blood is different time intervals in environment describe the function of pumped by the heart. measuring heart rate. the circulatory system. II. CONTENT Parts &Function of the Breathing Mechanism Parts & Function of the Pumping Mechanism of The Rhythm of the Heart Respiratory System Inhalation & Exhalation Circulatory System the Heart The Heart Rate III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages TG: pp. 5-7 TG: pp. 7-8 TG: pp. 10-11 TG: pp. 8-9; pp. 12-14 TG: pp. 14-15 2. Learner’s Material LM: pp. 3-5 LM: pp. 6-7 LM: pp. 11-13 LM: pp. 8-10; pp. 14-16 LM: pp. 17-18 Pages 3. Textbook Pages
Rabago, L., et.al, (2010). Functional Biology - Modular Approach. 2nd ed. Philippines: Vibal Publishing House, Inc; p.278
Rabago, L., et.al, (2010). Functional Biology - Modular Approach. 2nd ed. Philippines: Vibal Publishing House, Inc; pp. 278-281
Rabago, L., et.al, (2010). Functional Biology - Modular Approach. 2nd ed. Philippines: Vibal Publishing House, Inc; pp. 286-287
Rabago, L., et.al, (2010). Functional Biology - Modular Approach. 2nd ed. Philippines: Vibal Publishing House, Inc; pp. 287-289
Rabago, L., et.al, (2010). Functional Biology - Modular Approach. 2nd ed. Philippines: Vibal Publishing House, Inc, pp. 289-290
4. Additional Materials from Learning Resources
•
EASEBiology M11 Energy Producing & Distributing Systems Lessons 2 & 3
•
EASEBiology M11 Energy Producing & Distributing Systems Lessons 2 & 3
•
BEAM: Second Year – Biology Organ System Circulatory System
•
• B. Other Learning Resources
IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson
B. Establishing a purpose for the lesson
Internet Websitel Published: May 5, 2010 Retrieved: June 15, ’16 https://www.youtube.com/w atch?v=hc1YtXc_84A
Internet Website: Published: August 10, 2015 Retrieved: June 15, ‘16 http://www.bbc.co.uk/schoo ls/gcsebitesize/pe/appliedan atomy/respiratory/1_anatom y_respiratorysys_act.shtml
Analogous Objects: Present different objects. Ask the students to come up with organs analogous to the object presented. Allow them to give the reason for their comparison. (citing structure or function) a. Eyeglasses - eyes b. Speaker - ears c. Sponge - kidney d. Blender - stomach e. Grapes - lungs
The Breathing Exercise – Let the students meditate, and feel their internal organs working. After the exercise, ask some questions for students to ponder. • what parts of the body worked while you are breathing? • If you are going to dedicate a song to your respiratory system, what would it be and why? • Can you live without it? How exactly do we breathe? • How does air move in and out of the lungs? • How does our body know when to inhale or exhale? Ask: How does breathing works?
Ask: What are the parts of the respiratory system essential for breathing?
EASEBiology M11 Energy Producing & Distributing Systems Lessons 2 & 3 BEAM: Second Year – Biology Organ System Circulatory System
•
•
EASEBiology M11 Energy Producing & Distributing Systems Lessons 2 & 3 BEAM: Second Year – Biology Organ System Circulatory System
C. Presenting examples/ instances of the new lesson
Ask: How do we allow gases to go in and out of our body? What are the organs we use to breathe in and out the gases of our body?
Ask: What causes the air to go in and out of the lungs during inhalation and exhalation?
D. Discussing new concepts and practicing new skill #1
Students will cite the criteria for comparison of parts of the respiratory system to that of a bunch of grapes.
E. Discussing new concepts and practicing new skill #2
Teacher will let the students infer the flow of gases in and out of the respiratory system through a flow chart. Students will perform: Activity 1 –What a Bunch of Grapes; LM pp. 4-6 Seatwork 1: Tracing the Air Flow through the RS (see attached sheet) Take one out: Students will point out how the absence of one organ affects the overall function of the Respiratory System. Have students make a generalization about the importance of the organs of the Respiratory system to the human body. Have students answer a 10 item quiz. (see attached sheet)
Students will investigate how the air goes in and out of the lungs by constructing and manipulating the lung model. Discuss what happens to the lungs and the diaphragm during inhalation and exhalation through a chart. Students will perform: Activity 2: Bottled Balloon; LM: pp. 6-7 Seatwork 2: The Breathing Mechanism Chart (see attached sheet) Post it: Students will make a “hugot” post citing the importance of a functional respiratory system to the breathing mechanism. Allow the students to complete the sentences describing the breathing mechanism.
F. Developing Mastery
G. Finding practical applications of concepts & skills in daily living
H. Making generalizations & abstractions about the lesson
I. Evaluating Learning
J. Additional activities for application or remediation V. REMARKS
Quipper online lesson
Groups of students will present a short report about the breathing mechanism. (see attached rubrics) Quipper online lesson
VI. REFLECTION A. No. of learners who earned 80% in the evaluation
No.of cases who got a score 3-5 : 1-2 :
No.of cases who got a score 3-5 : 1-2 :
B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lesson work? No. of learners who 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?
For students who scored 2 and below.
For students who scored 2 and below.
After remediation /re teaching, no. of students who scored 3 and above Number of students who scored 2 and below
After remediation /re teaching, no. of students who scored 3 and above Number of students who scored 2 and below
Pointer why it worked well:
Pointer why it worked well:
Why it did not work well:
Why it did not work well:
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?
Assistance from my Dept. head: Principal: Supervisor: Innovation or Localized materials used to be shared with other teachers=
Assistance from my Dept. head: Principal: Supervisor: Innovation or Localized materials used to be shared with other teachers=
Prepared by: ACZA JAIMEE C. KALAW Teacher
Checked by: MICAH G. PACHECO Head Teacher IV
Noted: DR. VICTORIA B. MANGOSONG School Principal IV
Grade IX I.
Date: June 16, 2016
OBJECTIVES A. CONTENT STANDARD: The Learners demonstrate an understanding of: a. 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. the prevention, detection, and treatment of diseases affecting the circulatory and respiratory systems B. PERFORMANCE STANDARD 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 COMPETENCIES The Learners should be able to: a. 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-la-b-26) b. infer how one’s lifestyle can affect the functioning of respiratory and circulatory systems. (S9LTlc-27) Specific Objectives: Given the necessary materials, 80% of the students should be able to: a. describe the different respiratory organs based on its structure and overall function; and b. trace the pathway of air between man and its environment
II. CONTENT (SUBJECT MATTER) Parts &Function of the Respiratory System III. LEARNING RESOURCES: A. References 1. Teacher’s guide pages: pp. 5-7 2. Learner’s Materials pages: pp. 3-5 3. Textbook pages: Rabago, L., et.al, (2010). Functional Biology - Modular Approach. 2nd ed. Philippines: Vibal Publishing House, Inc; p.278 4. Additional Materials from Learning Resource (LR) Portal EASEBiology M11 Energy Producing & Distributing Systems Lessons 2 & 3 5. Other Learning Resources Internet Website Published: May 5, 2010 Date Accessed: June 15, 2016 https://www.youtube.com/watch?v=hc1YtXc_84A Published: August 10, 2015 Date Accessed: June 15, 2016 http://www.bbc.co.uk/schools/gcsebitesize/pe/appliedanatomy/respiratory/1_anatom y_respiratorysys_act.shtml IV. PROCEDURES A. Review of the past lesson or presenting the new lesson Analogous Objects: Present different objects. Ask the students to come up with organs analogous to the object presented. Allow them to give the reason for their comparison. (citing structure or function) a. Eyeglasses - eyes b. Speaker - ears c. Sponge - kidney d. Blender - stomach e. Grapes – lungs B. Establishing a purpose for the lesson Ask: What are the parts of the respiratory system essential for breathing?
C. Presenting examples/instances of the new lesson Ask: How do we allow gases to go in and out of our body? What are the organs we use to breathe in and out the gases of our body?
D. Discussing new concepts and practicing new skill #1 Students will cite the criteria for comparison of parts of the respiratory system to that of a bunch of grapes. E. Discussing new concepts and practicing new skill #2 Teacher will let the students infer the flow of gases, in and out of the respiratory system through a flow chart. F. Developing Mastery Ask the students to perform the following: • Activity 1 –What a Bunch of Grapes; LM pp. 4-6 • Seatwork 1: Tracing the Air Flow through the Respiratory System (see attached sheet) G. Finding practical applications of concepts & skills in daily living Take one out: Students will point out how the absence of one organ affects the overall function of the Respiratory System. H. Making generalizations & abstractions about the lesson Have students make a generalization about the importance of the organs of the Respiratory system to the human body. I.
Evaluating Learning Have students answer a 10 item quiz. A. Multiple Choice. Write the letter of the correct answer. 1. The function of the respiratory system includes which of the following? I. Bringing air containing oxygen into the body II. Releasing carbon dioxide into the atmosphere III. Exchanging oxygen with carbon dioxide in blood cells IV. Transporting oxygen to cells throughout the body A. I only C. I, II, and III B. I and II D. I, II, III, and IV 2. Where does exchange of gases take place? A. Alveoli C. bronchioles B. Bronchi D. diaphragm 3. The chemical process in which oxygen and carbon dioxide are exchanged between the outside air and the cells is called A. Breathing C. exhaling B. Inhaling D. respiration B. Using the words in column A write the correct sequence in column B. Column A air sacs/alveoli bronchioles nose trachea pharynx bronchi larynx
J.
Column B 1. _______ 2. _______ 3. _______ 4. _______ 5. _______ 6. _______ 7. _______
Additional activities for application or remediation: QUIPPER Online lesson.
V. REMARKS
VI. REFLECTION A. No. of learners who earned 80% in the evaluation No. of cases who got a score: 3-5 :_______ 1-2 :_______ B. No. of learners who require additional activities for remediation who scored below 80% Students who scored 2 and below:_______ C. Did the remedial lesson work? No. of learners who caught up with the lesson After remediation /re teaching, no. of students who scored 3 and above: ________ D. No. of learners who continue to require remediation Number of students who scored 2 and below: ________ E. Which of my teaching strategies worked well? Why did these work? Pointer why it worked well: Why it did not work well: F. What difficulties did I encounter which my principal or supervisor can help me solve? Assistance from: Dept. head:
Principal: Supervisor:
G. What innovation or localized materials did I use/discover which I wish to share with other teachers? Innovation or Localized materials used to be shared with other teachers:
SW#1: Tracing the Air Flow through the Respiratory System PART A: DIRECTION: Using a blue pen trace the air pathway in the respiratory system.
PART B: Create a flowchart showing the air pathway.
QUIZ no. 1
Name:
Date:
Section:
Time:
A. Multiple Choice. Write the letter of the correct answer. 1. The function of the respiratory system includes which of the following? I. Bringing air containing oxygen into the body II. Releasing carbon dioxide into the atmosphere III. Exchanging oxygen with carbon dioxide in blood cells IV. Transporting oxygen to cells throughout the body A. I only C. I, II, and III B. I and II D. I, II, III, and IV 2. Where does exchange of gases take place? A. Alveoli C. bronchioles B. Bronchi D. diaphragm 3. The chemical process in which oxygen and carbon dioxide are exchanged between the outside air and the cells is called A. Breathing C. exhaling B. Inhaling D. respiration B. Using the words in column A write the correct sequence in column B.
Column A air sacs/alveoli bronchioles nose trachea pharynx bronchi larynx
Column B 1. _______ 2. _______ 3. _______ 4. _______ 5. _______ 6. _______ 7. _______
SW#2: The Breathing Mechanism Chart
DIRECTION: Complete the chart by using verbs that would describe what happens to your lungs and diaphragm during inhalation and exhalation. Choose from the pool of words below.
POOL OF WORDS
DEFLATES INFLATES
EXPANDS
CONTRACTS
RELAXES
MOVES UP
MOVES DOWN
RUBRICS: Student reporting about the Breathing Mechanism.
PRESENTATION SKILLS
Poor
Excellent
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5
Were the main ideas presented in an orderly and clear manner? ................................................. ,
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Did the presentation fill the time allotted? ................................................................................... ,
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Did the talk maintain the interest of the audience? ...................................................................... ,
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Was there a theme or take-home message to the presentation? ................................................ ,
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Was the presenter responsive to audience questions? ................................................................ ,
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Score: ______/5____ KNOWLEDGE BASE
Was proper background information on the topic given? ............................................................ ,
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Was enough essential information given to allow the audience to effectively ............................. ,
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evaluate the topic?
Was irrelevant or filler information excluded? .............................................................................. ,
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Did the presenter have a clear understanding of the material presented? .................................. ,
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Score: ______/5____ CRITICAL THINKING
Were the main issues in this area clearly identified? .................................................................... ,
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Did the main conclusions of the presentation follow from the material presented? ................... ,
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Were competing explanations considered and dealt with properly? ........................................... ,
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Score: _____/5____ OVERALL IMPRESSION ........................................................................................................................................ _______ / 15 COMMENTS
