School Moreno Integrated School Grade Level Grade 9

Teacher Menchie T. Yaba Learning Area Science

DAILY LESSON PLAN
Grade 9 Teaching
Date and September 4, 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 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 Competencies The learners should be able to 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-26

Specific Objectives :
1. Identify the key parts of the breathing system.
2. Trace the pathway of oxygen and carbon dioxide in the breathing
process.
3. Differentiate inhalation and exhalation process.
4. Cite the importance of each parts of the human breathing system.

II. CONTENT Parts of Respiratory System

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages pp. 4-5
2. Learner’s Materials p. 4
3. Textbook Pages
4. Additional Materials DepEd - Bureau of Learning Resources (BLR) Illustrations. Blank
from LR Respiratory System Diagram. https://lrmds.deped.gov.ph

B. Other Learning Powerpoint presentation, projector, picture of human respiratory system,

Resources activity paper

IV. PROCEDURES
Preliminary Activity Greeting
Prayer
Checking of Attendance by group
Checking of classroom’s orderliness
Setting of Classroom Standards

A. ELICIT (Access
prior knowledge) The teacher will ask:
Do you know all the body systems? What body system are you most familiar
with? (If the students find it difficult to answer, the teacher may introduce the
acronym DR. REN C. SMILE which stands for all the systems of the body. (The
teacher may even challenge the students to guess the corresponding system
which each letter corresponds. D-digestive, R- respiratory, Reproductive, E-
endocrine, N-nervous, C-circulatory, S-skeletal, M-muscular, I-integumentary,
L-lymphatic, E-excretory)

The teacher then will point out that among systems of the body, discussions
will only focus on the respiratory and circulatory systems.

B. ENGAGE (Get the Take a deep breath. Where did the air come in?
student’s mind What part of your body got bigger?
focused on the Name the parts of your body that are used for breathing.
topic)
C. EXPLORE The teacher will ask the students to present the local fruit they bring that
(Provide students resembles the human breathing system. (Note: This must be given as an
with a common assignment before the activity proper. Objects may include a bunch of Malig-
experience) Ang, fruit of golden duranta, etc.)

The teacher will ask one of the students to explain why he or she chose to
bring such fruit in relation to human breathing system.

What a Bunch of Grapes

Objectives :
 Identify the key parts of the breathing system
 Trace the pathway of oxygen and carbon dioxide in the breathing
process.
Materials :
 Bunch of malig-ang (or any other bunch of fruits or vegetables such as
arosep or lato (seaweed), lanzones, cauliflower, etc.

Procedure :
1. Hold the bunch of malig-ang. Let the bunch of grapes represent the
breathing system.
2. Within your group, locate the parts of the breathing system: the main
stem as the trachea, the large branching stems as the bronchi, and all
the little stems as the bronchioles. The individual grapes are the airsacs
or alveoli.

 What does each part of the bunch of fruits represent, in relation to the
breathing system?
 Main stem =
 two large branching stems =
 little stems =
 individual fruits =

3. One by one, gently take out some of the fruits to expose more of the
branching stems (bronchioles). Observe its structure.
4. Compare each parts of the grapes to the human breathing system.
5. Study the diagram of the human respiratory system. Copy
the diagram and label the parts correctly. Choose form the words listed
in the word bank.

WORD BANK

Trachea

Pharynx
D. EXPLAIN (Teach The teacher will show a picture of the different parts of respiratory system and
the concept) will let the students to identify each parts.

The teacher will also let the students to arrange this pictures of the different
parts starting from where oxygen gets into and let them explain how the
breathing process occurs.

The teacher will show to the class a respiratory system model to deepen their
understanding on the differents parts of respiratory system and the pathway of
oxygen and carbon dioxide during the breathing process.

The human respiratory system is composed of the nasal cavity, pharynx,

larynx, trachea, bronchi, and lungs. It is liable for the method of respiration
that's vital to the survival of living beings.

Nose and Mouth (Nasal Cavity)

 The nose is what we normally use to inhale and exhale. It has two holes
called nostrils through which air passes. The skin lining both nostrils is
embedded with tiny hairs called cilia, which act like a filter to catch dust
and other small particles in the air we breathe. The mouth is what we
use to breathe when we need more air than what can be taken in
through the nostrils, as when we pant or puff when we are exhausted.
Pharynx and Larynx
 The pharynx is the opening just behind the nose and mouth and is part
of both the respiratory and digestive systems. Both food and air pass
through the pharynx; it is lined with tissues called tonsils which can
partially obstruct the passage of either of the two. Like when
swallowing, respiration is interrupted. The pharynx ends in the
esophagus and the larynx. The larynx is also known as the "voice box"
because it houses the vocal chords and the different muscles used in
producing sounds. The epiglottis, a cartilage found at the top of the
larynx, aids in closing it tightly to prevent the passage of food or liquids.
Trachea and Bronchi
 The trachea, also referred to as the windpipe, is a tube through which
respiratory gas transport takes place. It is lined with ciliated cells to
push particles out, and cartilage rings to guard it against pressure when
breathing. The end of the trachea is split into two tubes called the
bronchi, which also have several thin-walled branches called
bronchioles. These bronchioles lead to air sacs called alveoli, where
most of the gas exchange happens.
 Lungs
 The lungs are the most essential organ for respiration. They consist of a
cluster of bronchioles and alveoli, blood vessels, and elastic tissue.
Their main function is to transfer oxygen into the bloodstream, and to
excrete carbon dioxide into the air.

E. ELABORATE
(Students apply What pulls the air to enter our body and pushes it to leave?
the information We call the process inhalalation and exhalation.
learned)
“Inhalation (inspiration) and exhalation (expiration) are the processes by which
the body takes in oxygen and expels carbon dioxide during breathing.
You breathe with the help of the diaphragm and the intercostal muscles
between your ribs.The diaphragm is shaped like a parachute and located
below your lungs. It divides the chest cavity from the abdomen, while
intercostal muscles are located between your ribs.”

● Breathing in (Inhalation)
“When you breathe in (inhale), your diaphragm contracts (tightens) and moves
downward. In this way, it could provide a bigger space for your lungs to expand
in the chest cavity. Also, the intercostal muscles help widen the
area in the chest cavity. They contract to pull your rib cage both upward and
outward when you breathe.As your lungs expand, air enters the nose and
mouth, traveling towards your windpipe and into your lungs”

● Breathing out (Exhalation)

“When you breathe out (exhale), your diaphragm relaxes and moves
upwardinto the chest cavity. The intercostal muscles also relax to decrease the
area in the chest cavity. As the space in the chest cavity reduced, carbon
dioxide is pushed out of your lungs and windpipe, and then out of your nose or
mouth”

Each of the following goes with inhaling or exhaling. Place a checkmark

in the box where you think each statement belongs.

INHALING EXHALING
1. air moves out of the lungs
2. air moves into the lungs
3. ribs move out
4. ribs move in
5. chest space becomes smaller
6. chest space becomes larger
7. diaphragm moves down
8. Diaphragm moves up

How will you take care of your respiratory system?

“Aerobic activities like walking, running or jumping rope give your heart and
lungs the kind of workout they need to function efficiently. Muscle
strengthening activities like weight-lifting or Pilates build core strength,
improving your posture, and toning your breathing muscles”.

F. EVALUATE (How
well know the I. Fill in the blanks. Use the words inside the box to complete the concept.
students have
learned the NASAL PASSAGE NOSE TRACHEA BRONCHIOLES
WARMED BRONCHI ALVEOLI SITE
concepts)
CONNECT MAIN PASSAGEWAY
 The air we breathe enters the (1) ____ so that the cilia or the tiny hair structure
will filter the dust particles contained in it. Then, air will pass through the (2)
____ where it is further cleaned, (3) ____ and damped. The air will go down
the windpipe also known as (4) ____. This tube is long and hollow tube which
serves as the (5) ____of air to the lungs. The air will pass through the two
branching tubes called (6) ____. These tubes (7) ____ the trachea to the lungs.
Then, air enters the finer tubes called (8) ____ that connect to the air sacs.
This tiny bubble like structures called (9) ____ are the (10) ____ of the gas
exchange in the lungs.

II. Arrange the order of the path of air through the respiratory system by
writing 1 (being the first) – 6 (being the last).
____ 1. bronchi
____ 2. nose
____ 3. trachea
____ 4. bronchioles
____ 5. alveoli
____ 6. nasal passage

G. EXTEND (Deepen INHALE-EXHALE SEQUENCE

conceptual
understanding
through use in new
content)

Respiration begins at the nose as air enters through the ______. Inside
the nose are tiny hairs which filter the dust and germs from the air. _______
along the walls of the nose warm and moisten the air. That is why at the end of
the day, the inside of your nose becomes dirty.
Air goes down the _______. It serves as the passageway for both air and food.
It leads to a long tube called _______. There is a little flap on top of the
trachea. It is called _____. The epiglottis closes the windpipe when one
swallows food or liquids.

The trachea branches out into pipes called _____ or bronchi . These lead
to the lungs. The bronchi further branch out into smaller tubes called _____.
These bronchioles look like the branches of a tree whose ends have
balloonlike sacs or bags. These sacks are called _____. The ____ are the
lightest organs in the body. It filters the air. The actual exchange of gases takes
place in the ________.

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:

MENCHIE T. YABA
Master Teacher II

Noted:

MARITES I. ORTUA
Head Teacher III