School Moreno Integrated School Grade Level Grade 9

Teacher Menchie T. Yaba Learning Area Science

DAILY LESSON PLAN
Grade 9 Teaching
Date and September 5, 2023 Quarter First
Time
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 oxygenrich
blood and nutrients to the different parts of the body
B. Performance The learners should be able to conduct an information dissemination activity
Standards 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 learners should be able to explain how the respiratory and circulatory
Competencies systems work together to transport nutrients, gases, and other molecules to
and from the different parts of the body; S9LT-Ia-26

Specific Objectives :
 Stick the cut out parts of the respiratory system in the human image.
 Identify the functions of each parts of respiratory system.
 Appreciate the importance of keeping the respiratory system healthy.
II. CONTENT Functions of the Key Parts of Respiratory System
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages pp. 4-5
2. Learner’s Materials p. 5
3. Textbook Pages Alvarez, Liza A, Ma. Teresa B Delos Santos, Dave G Angeles, Herman l
Apurada, Ma. Pilar P Columna, Oliver A Lahorra, Judith F Marcaida, et al. “Unit
1 Module 2.” In Science – Grade 9 Learner's Module, First Ed., 34–35. FEP
Printing Corporation, n.d., 2014
4. Additional Materials https://www.tesd.net/cms/lib/PA01001259/Centricity/Domain/595/Respiratory
from LR %20System%20Packet%2014.pdf
B. Other Learning
Resources
IV. PROCEDURES
Preliminary Activity Greeting
Prayer
Checking of Attendance by group
Checking of classroom’s orderliness
Setting of Classroom Standards
A. ELICIT (Access What are the parts of the respiratory system?
prior knowledge) The teacher will post on the board an image of a human as shown below and
will ask the students to stick on it the cut out parts of respiratory system. She
will ask the students to label the different parts and trace the pathway of
oxygen and carbon dioxide in the breathing process.
B. ENGAGE (Get the What does the respiratory system do?
student’s mind The teacher will post on the screen a statement and will ask the students
focused on the identify the given statement if it is a function of respiratory system. The
topic) students will be instructed thumbs up if the posted statement is function of
respiratory system and thumbs down if not.

 Allows you to talk and to smell.

 Clotting stops bleeding after injury.
 Warms air to match your body temperature and moisturizes it to the
humidity level your body needs.
 Circulates OXYGEN and removes Carbon Dioxide.
 Provides cells with NUTRIENTS.
 Delivers oxygen to the cells in your body.
 Removes the waste products of metabolism to the excretory organs for
disposal.
 Helps regulate body temperature.
 Removes waste gases, including carbon dioxide, from the body when
you exhale.
 Protects the body against disease and infection.
 Transports HORMONES to target cells and organs.
 Protects your airways from harmful substances and irritants.
C. EXPLORE
(Provide students Activity Proper
with a common Mix and Match
experience)
As shown in the diagram, the parts of the Respiratory System are labelled 1,
2, 3 etc. Below the diagram is a table with three columns. The first column
refers to the labelled parts on the diagram, the second column (A, B, C, etc.)
are the parts of the respiratory system and lastly (r, s, t, etc.) are the functions.
Your first task is to unscramble the letters of each word found in the second
column. Then, match the first column to the second column and to the third
column by writing the letter/s for each number. Write your answer on a
separate sheet of paper.
Example: 1. C – w

No. PARTS OF THE Functions

RESPIRATORY
SYSTEM
1 A. MAIDGRAPH r. also called windpipe; a hollow tube that serves
as passageway of air into the lungs
2 B. CHEATAR s. also called bronchial tubes; two branching
tubes that connect the trachea to the lungs
3 C. ALSAN VACITY t. also called air sacs; allow the gas exchange in
lungs
4 D. SNUGL u. Located behind the nasal cavity and above
the larynx. Food as well as air passes through it
5 E. VIALOLE v. associated with the production of sound; is
situated in the neck of mammals and plays a
vital role in the protection of the trachea
6 F. BONRICH w. the organ through which the air enters and is
filtered
7 G. SCHOOLBRINE x.the finer subdivisions of bronchi; hair like
tubes that connect to alveoli
8 H. XYLARN y.either of the paired respiratory organs, situated
inside the rib cage, that transfer oxygen into
the blood and remove carbon dioxide from it
9 I. HAXYNRP z.muscular wall below the rib cage that contracts
D. EXPLAIN (Teach
the concept) The teacher will deepen students understanding on the lesson through
powerpoint presentation.

The respiratory system has many different parts that work together to help you
breathe. Each group of parts has many separate components.

Your airways deliver air to your lungs. Your airways are a complicated
system that includes your:

Mouth and nose: Openings that pull air from outside your body into your
respiratory system.
Sinuses: Hollow areas between the bones in your head that help regulate the
temperature and humidity of the air you inhale.
Pharynx (throat): Tube that delivers air from your mouth and nose to the
trachea (windpipe).
Trachea: Passage connecting your throat and lungs.
Bronchial tubes: Tubes at the bottom of your windpipe that connect into each
lung.
Lungs: Two organs that remove oxygen from the air and pass it into your
blood.
From your lungs, your bloodstream delivers oxygen to all your organs and
other tissues.

Muscles and bones help move the air you inhale into and out of your lungs.
Some of the bones and muscles in the respiratory system include your:

Diaphragm: Muscle that helps your lungs pull in air and push it out.
Ribs: Bones that surround and protect your lungs and heart.

When you breathe out, your blood carries carbon dioxide and other waste out
of the body. Other components that work with the lungs and blood vessels
include:

Alveoli: Tiny air sacs in the lungs where the exchange of oxygen and carbon
dioxide takes place.
Bronchioles: Small branches of the bronchial tubes that lead to the alveoli.
Capillaries: Blood vessels in the alveoli walls that move oxygen and carbon
dioxide.
Lung lobes: Sections of the lungs — three lobes in the right lung and two in
the left lung.
Pleura: Thin sacs that surround each lung lobe and separate your lungs from
the chest wall.

Some of the other components of your respiratory system include:

Cilia: Tiny hairs that move in a wave-like motion to filter dust and other irritants
out of your airways.
Epiglottis: Tissue flap at the entrance to the trachea that closes when you
swallow to keep food and liquids out of your airway.
Larynx (voice box): Hollow organ that allows you to talk and make sounds
when air moves in and out.

E. ELABORATE
(Students apply How can I keep my respiratory system healthy?
the information Being able to clear mucus out of the lungs and airways is important for
learned) respiratory health.

To keep your respiratory system healthy, you should:

  Avoid pollutants that can damage your airways, including secondhand
smoke, chemicals and radon (a radioactive gas that can cause cancer).
Wear a mask if you are exposed to fumes, dust or other types of
pollutants for any reason.
 Don't smoke.
 Eat a healthy diet with lots of fruits and vegetables and drink water to
stay hydrated
 Exercise regularly to keep your lungs healthy.
 Prevent infections by washing your hands often and getting a flu
vaccine each year.

F. EVALUATE (How
well know the Match the items in column A with the items in column B. Write only the letter of
students have your answer on your paper.
learned the
concepts) A B
___1. Bronchioles a. The tube that connects throat and bronchi
___2. Epiglottis b. The tiny hairs that clean the air.
___3. Trachea c. The large band of muscle that controls the size of
___4. Oxygen the chest cavity
___5. Pharynx d. The two large lightweight organs of the respiratory
___6.Diaphragm system.
___7. Bronchi e. The many little branches of the respiratory system.
___8.Alveoli f. The part of the respiratory system that is the voice
___9. Larynx box.
___10.Cilia g. The grape like clusters of air sacs in the lungs.
h. What we breath in.
i. closes when someone swallows food or drink.
j. Tube that delivers air from your mouth and nose to
the trachea (windpipe).
 G. EXTEND (Deepen
conceptual
understanding
through use in new
content)

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 lesson work? No. of
learners who have caught up w/
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: Noted:

MENCHIE T. YABA MARITES I. ORTUA

Master Teacher II Head Teacher III
If a person sustains an injury to the epiglottis, what would be the physiological result?
“The epiglottis is a region of the larynx that is important during the swallowing of food or drink. As a person
swallows, the pharynx moves upward and the epiglottis closes over the trachea, preventing food or drink
from entering the trachea. If a person’s epiglottis were injured, this mechanism would be impaired. As a
result, the person may have problems with food or drink entering the trachea, and possibly, the lungs. Over
time, this may cause infections such as pneumonia to set in”.