LEsson-Guide-G9-Biology Module 1 On Template

Lesson Guide in Science Grade 9
TO THE TEACHER
This Lesson Guide (LG) in Science serves as a framework of

everyday teaching - learning episode. It aims to develop competence
and reinforce the delivery of instruction to improve learners’
performance.
This material is aligned with the existing Learner’s Module and
Teacher’s Guide anchored in the K to 12 Basic Education Curriculum
packed with suggested activities, strategies and video clips. It also
coupled with suggested Daily Lesson Log (DLL) template.
Let us take part in the present revolution in education by
rendering quality instruction and making science easy and meaningful
to develop scientifically literate 21st century learners.
THE AUTHORS
.
Quarter 1 Module 1 - Living Things and Their Environment

Page 1
First Quarter

Page 2
Topic Outline
Grade 9 Science- First Quarter
Living Things and Their Environment
Content Topic Code

I. Respiratory and Circulatory Systems 1. The Breathing System: The Parts and Its Functions
Working Together with the other 2. How Lungs Work
Organs Systems 3 Blood Flow and Gas Exchange
4. Circulatory System: Its Components and Tyeps of Circulation S9LT-la-b-26
5. How Heart Works
6. The Rhythm of the Heart
7 Negative Effects of Cigarette Smoking
8. Ways of Preventing and Detecting Diseases in Respiratory
S9LT-lc-27
and Circulatory System
II. Heredity: Inheritance and Variation
2.1 Location of genes on chromosomes 1. DNA: The Genetic Material and DNA Modeling S9LT-Id-28
2.2 Non-Mendelian Genetics 2. The Chromosome Structure
2.2.1 Incomplete Dominance 3. Incomplete Dominance
2.2.2 Sex-Linked Traits 4. Human Blood Types
2.2.3 Multiple Alleles 5. Sex Determination and Sex Chromosomes S9LT-Id-29
2.3 Multiple Genes 6. Sex-Linked Genes
7. Sex-Limited Traits
8. Sex-Influenced Traits
III. Biodiversity and Evolution
3.1 Causes of Species Extinction 1. Index of Diversity
3.1.1 Natural 2. Population Density
3.1.2 Anthropogenic S9LT-Ie-f-30
3. Causes of Species Extinction: Endangered and Extinct
4. Environmental Issues/Problems

Page 3
Writers:
OLIVER R. GUEVARRA
Teacher III, Bayorbor NHS
EVELYN C. MADLANGBAYAN
Teacher III, Bauan Technical HS
Editors/ Evaluators:
Ma. MAGDALENA D. CARNERO
Head Teacher VI, Balayan NHS
LINA P. FALTADO
Head Teacher III, Bauan Technical HS
EDNA T. TORRES
Head Teacher I, Sta. Anastacia-San Rafael NHS
MARIO B. MARAMOT
Education Program Supervisor I-Science

Page 4
Lesson 1
Competency: 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.
Objective(s): 1. Describe the general function of the Human Respiratory

System.
2. Identify the different parts of the human respiratory system.
3. Describe the function of each part of the breathing system.
Topic: Human Breathing System

Resources Needed: Activity Sheet
Coloring Materials
References: Learner’s Module for Grade 9
Preliminary Activity/Priming: Students will be asked to perform a simple

breathing exercise for about 30sec.
Activity 1A:
Procedure:
1. Read the background information about the Human
Breathing System.
2. Check your understanding of the breathing system by
coloring each part of the Human Respiratory System. Use
the designated colors to identify the parts.
Nose – yellow Bronchi - green

Nasal Passage – orange Bronchioles - pink
Trachea – blue Alveoli - red
3. Write the function of each part based on the background

information in the box.
THE HUMAN BREATHING SYSTEM

Respiratory system is made up of the organs in the body that help us to
breathe. Just remember that the word respiration is linked to breathing. The parts of
the respiratory system that are in charge of supplying oxygen are the nose, nasal
passageways, windpipe, lungs, and diaphragm. In the nose and nasal passages, the
entering air is made warm, damp, and clean of unknown particles. Next, the air moves
down through the trachea, bronchi, bronchioles and alveoli. Trachea is the empty tube
that serves as passageway of air into the lungs. Bronchi are the two branching tubes
that connect the trachea to the lungs. Bronchioles are the hair like tubes that connect
to the alveoli. Alveoli are the air sacs that allow gas exchange in the lungs.

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Activity 1B:
Procedure:
1. Hold up the bunch of malunggay leaves to represent the parts of
the respiratory system.
2. Within your group, locate the parts of the breathing system.
3. Present in front the analogous parts of the Human Respiratory
System.
Guide Questions:
1. What does each part of malunggay leaves represent?
2. Describe the pathway of oxygen in the breathing system.
3. What will happen if one part of the system fails to carry out its function
properly?
Analysis:
1. What are the different parts of the human respiratory system?

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Abstraction:
Respiratory System – made up of the organs in the body that help us to
breathe.
PARTS FUNCTION
Nose and Nasal Passages It is where the air that enters is made
warm, damp and clean of unknown
particles.
Trachea The empty tube that serves as
passageway of air into the lungs.
Bronchi Two branching tubes that connect the
trachea to the lungs.
Bronchioles Hair-like tubes that connect to the
alveoli.
Alveoli The air sacs that allow gas exchange
in the lungs.
Application:
What will happen if one part of the system fails to carry out its function
properly?
Assessment:
I. Human Breathing System
A. Respiratory System
1. Topic: Organs of the Respiratory System
Competency: Describe the parts and functions of the human respiratory

system
Objective/s:
1. Identify the different parts of the human respiratory system
Multiple Choice
Directions: Read each question carefully and choose the statement that best
answers each question.
1. In the lungs, oxygen is absorbed into the blood. In which part of the lungs
does this mainly happen?
a. alveoli b. bronchi c. bronchioles d. trachea
2. Which of the following correctly name the parts labeled in the diagram on
the right?
a. A = alveolus, B = bronchiole
b. A = bronchiole, B = trachea
c. A = trachea, B = bronchiole
d. A = trachea, B = bronchus

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3. Analyze the diagram of the human breathing

system on the left. Which of the following is the
correct order for air passing through the lungs?
a. trachea, bronchus, bronchiole, alveoli
b. trachea, alveoli, bronchi, bronchioles
c. bronchus, trachea, bronchioles, alveoli
d. bronchus, alveoli, trachea, bronchioles
Source: imageshttp://images.wisegeek.
com/respiratory-system-cutaway.jpg
4. Which process does not occur in the nasal cavity?

a. Exchange of gases
b. Humidification of inhaled air
c. Trapping of large foreign bodies
d. Warming of inhaled air
5. Which of the choices below is not a functional process performed by the
respiratory system?
a. external respiration c. pulmonary ventilation
b. pulmonary respiration d. transport of respiratory gases
Answers: 1. a 2. c 3. a 4. a 5. d
Agreement:
1. What is the role of the mouth in human respiratory system?
2. Bring the following materials:
2 liter empty plastic bottle
1 sturdy straw
1 pair of scissors
3 balloons (1 big, 2 small)
5 rubber bands

Page 8
Lesson 2

together to transport nutrients, gases, and other molecules
to and from the different parts of the body.
Objectives:
1. Explain how the lungs work.
2. Describe how the movement of the diaphragm helps the air go in
and out of the lungs.
Topic: Parts and Function of the Respiratory System
Resources Needed: 1 two-liter empty plastic bottle

1 sturdy straw
1 pair of scissors
3 balloons (1 big, 2 small)
5 rubber bands
Reference: Learner’s Module for Grade 9 pp. 7-9
Preliminary Activity/ Priming:

The teacher will ask the students to inhale and exhale for 10 seconds.
Activity:
Procedure:
1. Using a pair scissors, cut the bottom out of the 2-liter plastic bottle.
2. Create two holes that are apart from each other in the cap of the palstic
bottle. Make sure that each hole is just big enough for a straw to fit
through.
3. Stick the two straws through the holes of the bottle cap.
4. Place one balloon on the end of each straw and secure them with
rubber bands, as shown in the figure below:
Figure 3. The two straws with the balloons are inserted into the plastic
bottle cap.
5. Stick the balloon ends of the straws through the bottle opening and
screw the lid on tightly.
6. Stretch out the larger balloon and place it over the open bottom of the
bottle. Secure it with the rubber band as tightly as possible. Refer to
the diagram of the finished lung model below.

Page 9
Figure 4. A constructed model of the human chest cavity
7. Pull the larger balloon down; that is away from the bottle, in order to
blow up the two small balloons.
8. Push the larger balloon towards the bottle in order to let the air out of
the to small balloons.
9. Write down your observations.
Guide Questions;
1. What does each part of the constructed lung model represent?
2. What happens as you pull down the balloon at the bottom of the
model?
3. What happens as you push up the balloon?
4. How does the movement of the diaphragm cause the air to go in and
out of the lungs?
5. What would likely to happen if you prick the balloon?
Analysis:
1. What happens to our diaphragm as we inhale and exhale?
2. Based from the activity, how does the diaphragm affect the
movement of the lungs?
3. Will the process of breathing be possible even without the
diaphragm? Why or why not?
Abstraction:
When you breathe in, or inhale, the diaphragm muscle contracts.
Inhaling moves the diaphragm down and expands the chest cavity.
Simultaneously, the ribs move up and increase the size of the chest cavity.
There is now more space and less air pressure inside the lungs. Air pushes in
from the outside where there is a higher air pressure. It pushes into the lungs
where there is a lower air pressure. When you breathe out, or exhale, the
diaphragm muscle relaxes. The diaphragm and ribs return to their original
place. The chest cavity returns to its original size. There is now less space
and greater air pressure inside the lungs. It pushes the air outside where
there is a lower air pressure.
Application:
Page 10
Why do we believe that life is possible only on planets where oxygen is

present?
Assessment:
Directions: Read each question carefully and choose the statement that best
answers each question.
1. Which of the following DOES NOT happen during inhalation?

a. The diaphragm moves up.
b. The air moves into the lungs.
c. The ribs move upward and outward.
d. The pressure in the lungs decrease.
2. What happens when you breathe in?

a. Your diaphragm expands. c. Your diaphragm explodes.
b. Your diaphragm contracts. d. Nothing happens to the diaphragm.
3. As the diaphragm muscle relaxes, the chest cavity returns to its original
size. This creates lesser space as compared to when diaphragm is
contracted. Which of the following will result due to an increase in the intra-
alveolar pressure above the total atmospheric pressure outside the body as
an effect of the relaxation of the diaphragm muscle?
a. blowing of air out of the lungs c. paralysis of the diaphragm muscle
b. moving of air into the lungs d. severe hypoventilation
Answers: 1. a 2. b 3. a
Agreement:
1. Describe the function of the heart.
2. Enumerate the different parts of the human heart.
Red and blue marker
Manila paper

Page 11
Lesson 3

together to transport nutrients, gases and other molecules to
Objective(s):
1. Describe blood flow and gas exchange within the heart, circulatory
system, and lungs;
2. Explain the mechanism of how the respiratory and circulatory systems
work.
.
Topic: Respiratory and Circulatory System-Blood Flow and Gas Exchange
within the heart, circulatory system and lungs
Resources Needed: Activity Sheet

Marking pen (red and blue)
References: Learner’s Material pp. 9-13

https://www.youtube.com/watch?v=BEWjOCVEN7M
Preliminary Activity/Priming:
Puzzle Game (a-maze-ing)

Directions: Students will be divided into two (2) groups. Each group will be
given a set jumbled letters found inside the brown envelope about the lesson.
The students will be given time to solve the puzzle by posting their answers
on the board. The group who will solve the puzzle correctly will be the winner.
Activity:
Procedure:
1. Perform the activity with your group mates.
2. Using the marker pen, trace the pathway of blood through the heart on
the maze. The blue marker represents deoxygenated blood and the red
marker represents oxygenated blood.
3. Be ready to present your work in class.

Page 12
a-Maze-ing
Guide Questions:
1. What does the red marker represent? The blue marker?
2. What are the different parts where the red mark pass through? Hoew
about the blue mark?
3. What happens to the blood as it enters to the different chambers of the
heart?
4. How does tricuspid valve and bicuspid valve help in blood flow?
5. What is the correct pathway of blood within the heart?
Analysis:
1. What is the chronological pathway of blood with in the heart?
2. How do the lungs support the heart to perform its functions?
3. What will happen if the blood does not pass through the lungs?
4. Why is oxygen important to your body?
Abstraction:
The Blood Flow

Oxygen pour blood on your body returns to the right atrium of the heart,
blood from your upper body returns to the superior vena cavae. Blood from
the lower body returns to the inferior vena cavae. As the right atrium (RA) is
filled with blood it contracts. The tricuspid valve opens and blood is pumped
into the right ventricle of your heart. When the RV is full, the tricuspid closes
to prevent blood from flowing back into the RA. The right ventricle contracts,
pulmonary valves opens and blood is pumped into the pulmonary artery and
through your lungs. The pulmonary valve closes to prevent blood from flowing
back into the ventricle. Oxygen rich blood returns to the left atrium (LA) of the
heart. As the left atrium is filled with blood, it contracts. The mitral valve opens
Page 13
and blood is pumped into the left ventricle of your heart. This occurs at the
same time as the right atrium pumps blood into the right ventricle on the other
side of the heart.
As the LV is full, the mitral valve closes, the aortic valve opens the left
ventricle contracts and oxygen rich blood is pumped into the aorta to reach all
parts of your body. This happen s at the same time as the right ventricle
pumps blood into the pulmonary artery of the other side of the heart. The
aortic valve quickly closes to prevent blood from flowing back to the heart.
Meanwhile, the atria have filled with blood and the cycle repeats itself.
Application:
Why do you think some people experienced difficulty in breathing?
Assessment:
Essay (10 points)
Explain the process of blood circulation.
Agreement:
1. What are the components of the circulatory system?
2. What are the different types of circulation?
Manila paper, Marker

Page 14
Lesson 4
together to transport nutrients, gases and other molecules to
Objective(s):
1. Identify the components of the circulatory system
2. Explain the different types of circulation
Topic: Circulatory and Respiratory System- Components of the Circulatory

System and Types of Circulation
Resources Needed:
Manila paper , marker, masking tape, pair of scissors
Information sheet about the components and type of circulation
References:
Learner’s Material pp.12-13
https://www.youtube.com/watch?v=yaXna8LmoiY
Situation:
The teacher will show a tumbler with strawberry juice and the students
will be asked to cite the components of the juice similar to the blood.Then, the
teacher will relate the answer of the students to the lesson.
Activity: Fill Me In…
Analysis:
1. Explain the main role of the circulatory system in the human body.
2. What are the different components of the circulatory system?
3. What role does each component play in the circulatory system?
4. What are the different types of blood vessels? Explain the function
ofeach type.
5. How can you compare the different types of circulation?
Abstraction:
The circulatory system is the life support structure that nourishes

your cells with nutrients from the food you eat and oxygen from the air you
breathe. It can be compared to a complex arrangement of highways, avenus
and lanes connecting all the cells together into a neighborhood. Sequentially,
the community of cells sustains the body to stay alive. Another name for the
circulatory system is the cardiovascular system.
The circulatory system functions with other body systems to deliver the
different materials in the body. It circulates vital elements such as oxygen and
nutrients. At the same time, it also transports wastes away from the body. The
following are the three major parts of the circulatory system, with their roles:
1. Heart-pumps the blood throughout the body

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2. Blood vessel- carries the blood throughout the body.
a.Arteries –carry oxygenated blood away from the heart

to the cells, tissues and organs of the body.
b.Veins- carry deoxygenated blood to the heart.
c.Capillaries- the smallest blood vessels in the body,

connecting the smallest arteries to the smallest veins; the
actual site where gases and nutrients are exchanged.
3. Blood-carries the materials throughout the body.
TYPE OF
DESCRIPTION DIAGRAM
CIRCULATION
Movement of
blood from the
1. Pulmonary
heart, to the
Circulation
lungs, and back
to the heart
Movement of
2. Coronary blood through
Circulation the tissues of
the heart
Movement of
blood from the
3. Systemic heart to the rest
Circulation of the body,
excluding the
lungs

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Application:
The blood plays a vital role in the body. It transport materials

and nutrients throughout our body sytem. Why do you think the blood
has to flow on pulmonary and coronary circulation instead on focusing
on systemic circulation only? Why do the blood needs to pass through
the lungs and the heart? Will the systemic circulation be possible
without pulmonary and coronary circulation?
Assessment:
Multiple Choice. Choose the letter of the correct answer.
1. It is the movement of the blood from the heart to the rest of the body,
excluding the lungs.
A. Pulmonic Circulation C. Coronary Circulation
B. Systemic Circulation D. Open Circulation
2. Heart : Blood Lungs: ___________

A. Carbon Dioxide C. Vessels
B. Oxygen D. Valve
3. Which of the following does NOT belong to the group?

A. Capillaries C. Arteries
B. Veins D. Vave
Answer: 1. B 2. B 3. D
Agreement:
1. Explain how blood is being pumped by the heart.
350mL empty mineral water bottle
2 disposable plastic cups
3 balloons
Blue and red food color
Water
Flexible drinking straw/ plastic tubing
Basin/ tray

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Activity 4
Fill Me In…
Procedure:
Using the given graphicorgnizer, fill in the missing parts, description
and functions to complete the entire concept.
Guide Questions:
1. What is circulatory system?
2. Describe the components of the respiratory system.
3. How does the types of blood vessels differ from one another in terms of
the role they play in circulatory system?
4. How does the blood circulate in the body? How will you describe the
differents types by which blood is transported from one organ to
another or from organs to systems and back to the heart?

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Lesson 5

together to transport nutrients, gases, and other molecules
to and from the different parts of the body.
Objectives:
1. Describe how the heart functions.
2. Explain how blood is pumped by the heart.
Topic: The Human Circulatory System
Resources Needed:
350mL empty mineral water bottle
2 disposable plastic cups
3 balloons
Blue and red food color
Water
Flexible drinking straw/ plastic tubing
Basin/ tray
Reference: https://www.youtube .com/watch? v=oHMmtqKgs50

Learner’s Module for Grade 9
The students will be asked to feel their heart. Then, post the
following question:
 What are the situations that trigger your heart to beat faster?
slower?
Activity:
Procedure:
1. Fill the two (2) disposable plastic cups half full of water.
2. Cut the neck of the balloon off and stretch the balloon over the opening
of the glass, pulling it down as tightly as you can. The flatter the
surface, the better.
3. Carefully poke hole on the stretcher balloon of each glass. Glass A
carrying a blue colored water, glass B carrying colorless water.
4. Connect a long plastic tubing or flexible drinking straw from Glass A
(blue colored water) to the 350 mL mineral water bottle (half full with
red-colored water).
5. Connect a separate straw or tubing from the mineral water bottle to
glass B (colorless water).
6. Pump Glass A to transfer the blue-colored water to the mineral water
bottle.
7. Pump the mineral water bottle carrying a red-colored water to glass B
(colorless water).

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8. Refer to the figure below for the possible set-up.
Aorta
Lungs (Glass A)
Guide Questions:
1. What does the water inside the jar represent?
2. What indicates the changing of color from blue-colored water (right
atrium) to red-colored water (left ventricle)?
3. Will the heart model be able to function properly if the straw is blocked?
Explain your answer.
Analysis:
1. What is the function of the heart?
2. Based on the activity, explain how blood is pumped by the heart.
3. What is the importance of having a separate chamber for oxygenated
and deoxygenated blood?
Abstraction:
The heart is a hollow muscular organ, about the size of your fist, which
is located in the center of your chest between the lungs. It is a double pump
that pumps on the left and right sides. Every side is divided into two
chambers, the atrium and the ventricle, each of which has left and right
portion, totaling to four chambers altogether. The top chamber is the atrium
(plural; atria) which serves as the receiving chamber of the heart. The bottom
chamber is called the ventricle, which serves as the collecting chamber of the
heart. The valve acts as one-way door, allowing blood to flow either forward
into the next chamber, or out of the heart.
Application:
Suggest ways on how to take care of your heart.

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Assessment:
Directions: Read each statement/question carefully and choose the statement
that best answers each question.
1. How do the heart and the lungs work together? Arrange the following
statements in correct order of how the human breathing system works.
1. Carbon dioxide diffuses from the blood to the alveoli and is released
during exhalation.
2. Gas exchange takes place between the capillaries and alveoli in the
lungs.
3. Inhaled oxygen enters the bloodstream through diffusion from the
alveoli into the capillaries.
4. Oxygenated blood flows back to the heart through pulmonary vein.
5. The heart pumps deoxygenated blood that enters the lungs through
the pulmonary artery.
6. The heart pumps the blood and enters the aorta, the oxygen, to be
distributed throughout the body.
a. 1 – 4 – 3 – 6 – 2 – 5 c. 6 – 2 – 1 – 3 – 4 – 5
b. 5 – 2 – 3 – 1 – 4 – 6 d. 6 – 4 – 1 – 3 – 2 – 5
2. Which of the following is the critical first event in human respiration?
a. Collapse of the alveoli
b. Relaxation of the diaphragm muscle
c. Muscular constriction of the windpipe
d. Contraction of the diaphragm muscle
3. Which of the choices below determines the direction of respiratory gas
movement?
a. molecular weight and size of the gas molecule
b. partial pressure gradient
c. solubility in water
d. temperature
4. Which of the following correctly states the relationship between CO 2 and
blood acidity?
a. Higher amount of CO2 activates acid-forming enzymes within blood
leukocytes.
b. Higher amount of CO2 increases the carrying of oxygen by
hemoglobin.
c. Higher amount of CO2 increases the combination of carbon dioxide
with H2O in thousands of erythrocytes.
d. Higher amount of CO2 releases nitrogen from tissue cells during their
metabolism.

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5. What happens to blood when it is pumped into the thin-walled blood

vessels of the lungs?
a. Blood fills the lungs and causes coughing.
b. Carbon dioxide is replaced with oxygen.
c. Platelets are exchanged for plasma.
d. Nothing -- the lungs are just a place blood goes through on its way
back to the heart.
Answers: 1. b 2. d 3. b 4. a 5. b
Agreement:
Bring stopwatch and data book tomorrow.

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Lesson 6

together to transport nutrients, gases, and other molecules to
Objectives:
1. Measure and describe ones pulse (heart rate) after performing
different activities.
2. Explain the importance of using different time intervals in measuring
heart rate.
Topic: The Human Circulatory System

Resources Needed: Stopwatch/ timer Data log book
The teacher will present a mystery box with a mystery object inside (it
will be a teacher’s discretion on the type of object he/she will put inside the
box as long as it excites the students). A volunteer will be asked to feel the
mystery object in the box without peeping. Then, he/she will guess what the
object is. The teacher will ask how the student feel while doing the activity.
Activity: WARNING: IF YOU HAVE A SERIOUS MEDICAL CONDITION, DO
NOT PERFORM THIS ACTIVITY.
Procedure:
1. Sit quietly for a few minutes before beginning the activity.
2. When you are ready, place your first two fingers either on your neck
or on your wrist and locate your pulse.
3. Once you find your pulse, start the watch, and for 60 seconds,
count the number of beats you feel. That is your pulse.
4. Try the experiment again, but this time count for only 30 seconds.
When you are done, multiply your count by two. Compare your
pulses.
5. Repeat by counting for 15 seconds and multiply your count by four,
then count for 10 seconds and multiply it by six.
6. Once you have determined your resting pulse, go to a place where
you can exercise vigorously for at least one minute. Exercise of this
sort might include a fast jog, running stairs, skipping rope, or doing
pushups. When you are done, you should be breathing hard.
7. Choose the length of the test you wish to perform and find your
pulse again.
8. Compare your testing pulse with your pulse after exercise.

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9. After the activity, record your observations and answer the guide
questions.
Analysis:
1. Differentiate your heart rates before and after exercising.
2. According to statistics, the maximum heart rate should be 220 beats
minus a person’s age. Interpret your highest heart rate in relation to
that given number.
Abstraction:
Heart rate or pulse is the number of times your heart beats in a minute
(BPM or beats per minute). Shorter time intervals may be used in taking the
pulse as long as it comes to 60 seconds upon multiplying with a factor. When
you are resting, your heart rate sows down, as your body does not need as
much blood as it does when you exercise.
Application:
What is the importance of exercise to our body?
Assessment:
Explain the use of different time intervals in measuring heart rates.
Agreement:
Bring clippings about the health risks acquired from cigarette smoking.

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Lesson 7
Competency: Infer how one’s lifestyle can affect the functioning of respiratory
and circulatory systems.
Objective(s):
1. Explain the negative effects of cigarette smoking on the circulatory and
respiratory systems.
Topic: Circulatory and Respiratory System- Negative Effects of Cigarette

Smoking
Resources Needed: Health or News clippings about the effects of cigarette

smoking
Materials vary depending on the type of presentation
Reference(s): Learner’s Material pp. 19-21
Preliminary Activities/Priming:
Look at the picture of the smoker’s body below, and take note of the
illnesses that might develop due to cigarette smoking.

Page 25
Activity:
The students will be asked to read clippings about the negative effects
of cigarette smoking. After reading the clippings, the group will creatively
present their insights regarding what they have read. They may choose from
the following options depending on their capability. This aims to unleash their
optimum learning through multiple intelligences.
 Poster
 Poem
 Jingle
 Skit
 Broadcasting
NEGATIVE EFFECTS OF CIGARETTE SMOKING CRITERIA
CRITERIA PERCENTAGE
Preparation 15%
Achievement of Objective 15%
Imagination and Creativity 30%
Presentation 20%
TOTAL 100%
Guide Questions:
1. What are the different dangerous effects of cigarette smoking on
circulatory and respiratory system?
2. How do the government aid in disseminating information about the
danger of cigarette smoking?
3. Explain the quote: “Today it’s me because of you! But tomorrow it’s
you, because of me! Quit Smoking before Smoking Quits you!”
(www.smokingquotes.in)
Analysis:
1. What are the negative effects of cigarette smoking on the
circulatory and respiratory systems?
Abstraction:
Cigarette smoking harms nearly every organ in the body, causing many
illnesses and affecting health in general. The negative effects of smoking on
circulatory system include increased heart rate and blood pressure, coronary
heart disease, arteriosclerosis, and vascular diseases. The respiratory
diseases caused by smoking are chronic bronchitis, emphysema, asthma,
cough, colds, tuberculosis, lung cancer, and other respiratory infections.
Application:
Page 26
In your own way, how can you convince a smoker to quit smoking?
Assessment:
Directions: Read each statement/question carefully and choose the statement

that best answers each question.
1. Smokers may develop a condition known as emphysema. What is this

condition?
a. a type of lung cancer c. an infection of the pleural membranes
b. an infection of the bronchial tree d. breakdown of the alveolar walls
2. A person with history of smoking, and is suffering from abnormal

permanent enlargement of the alveoli, cough, and dyspnea suggest that he
has chronic obstructive pulmonary disease (COPD). Which of the following
diseases is it?
a. Asthma c. Chronic Bronchitis
b. Emphysema d. Obstructive Sleep Apnea
3. What would happen to people who have an open wound and whose blood
did not clot naturally?
a. They may bleed to death.
b. They would have to take regular doses of plasma.
c. They would have to take regular doses of platelets.
d. Nothing. Clotting is not important.
4. Which of the following is the best way to take good care of your respiratory
and circulatory systems?
a. eating healthy foods
b. having regular exercise
c. avoiding unhealthy lifestyle such as smoking
d. all of the above
Answers: 1. d 2. b 3. a 4. d
Agreement:
1. Give at least five (5) ways to prevent diseases in the respiratory and
circulatory systems.

Page 27
Lesson 8
Competency: Infer how one’s lifestyle can affect the functioning of respiratory
Objectives:
1. Identify ways of detecting and preventing diseases in the respiratory
2. Appreciate the importance of a healthy lifestyle in avoiding such
diseases.
Topic: Ways of Detecting and Preventing Diseases in the circulatory and

Respiratory System.
Resources Needed: varying props for role play
Preliminary activity/ Priming:

Explain the quote: “Prevention is better than cure.”
Activity:
Procedure:
1. With your group mates, create a story that illustrates various
ways of preventing diseases that affect the respiratory and
circulatory systems. You must also show the importance of
keeping our bodies healthy and free from illnesses.
2. Present the story that you made in front of the class by
means of role-playing.
3. Consider the following criteria to serve as guide in
completing the given task.
STORY- MAKING AND ROLE PLAYING CRITERIA

CRITERIA PERCENTAGE
Preparation 15%
Achievement of Objective 15%
Imagination and Creativity 30%
Presentation 20%
TOTAL 100%

Page 28
Abstraction:
The best way to prevent diseases in the respiratory and circulatory
systems is to have a healthy lifestyle, which includes balanced diet, regular
exercise, adequate rest, proper hygiene, and avoiding vices such as cigarette
and alcohol drinking. Circulatory and respiratory disease can easily be
detected with regular health check –up and physical screening.
Application:
Face a mirror and ponder for a while and ask yourself “Does the things
that you do promote a health you?”
Assessment:
Evaluating group presentations/Students’ performance
Agreement:
Describe the following respiratory and circulatory illnesses:
 Asthma Hypertension Anemia
 Arteriosclerosis Tuberculosis

Page 29

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Lesson Guide in Science Grade 9

This Lesson Guide (LG) in Science serves as a framework of

Quarter 1 Module 1 - Living Things and Their Environment

Quarter 1 Module 1 - Living Things and Their Environment

Content Topic Code

Quarter 1 Module 1 - Living Things and Their Environment

Quarter 1 Module 1 - Living Things and Their Environment

Objective(s): 1. Describe the general function of the Human Respiratory

Topic: Human Breathing System

References: Learner’s Module for Grade 9

Preliminary Activity/Priming: Students will be asked to perform a simple

Nose – yellow Bronchi - green

3. Write the function of each part based on the background

THE HUMAN BREATHING SYSTEM

Quarter 1 Module 1 - Living Things and Their Environment

Quarter 1 Module 1 - Living Things and Their Environment

1. Topic: Organs of the Respiratory System

Competency: Describe the parts and functions of the human respiratory

Quarter 1 Module 1 - Living Things and Their Environment

3. Analyze the diagram of the human breathing

4. Which process does not occur in the nasal cavity?

Quarter 1 Module 1 - Living Things and Their Environment

Competency: Explain how the respiratory and circulatory systems work

Topic: Parts and Function of the Respiratory System

Resources Needed: 1 two-liter empty plastic bottle

Reference: Learner’s Module for Grade 9 pp. 7-9

Preliminary Activity/ Priming:

Quarter 1 Module 1 - Living Things and Their Environment

Figure 4. A constructed model of the human chest cavity

Why do we believe that life is possible only on planets where oxygen is

1. Which of the following DOES NOT happen during inhalation?

2. What happens when you breathe in?

Quarter 1 Module 1 - Living Things and Their Environment

Competency: Explain how the respiratory and circulatory systems work

Resources Needed: Activity Sheet

References: Learner’s Material pp. 9-13

Puzzle Game (a-maze-ing)

3. Be ready to present your work in class.

Quarter 1 Module 1 - Living Things and Their Environment

The Blood Flow

Quarter 1 Module 1 - Living Things and Their Environment

Topic: Circulatory and Respiratory System- Components of the Circulatory

Activity: Fill Me In…

The circulatory system is the life support structure that nourishes

Quarter 1 Module 1 - Living Things and Their Environment

2. Blood vessel- carries the blood throughout the body.

a.Arteries –carry oxygenated blood away from the heart

b.Veins- carry deoxygenated blood to the heart.

c.Capillaries- the smallest blood vessels in the body,

3. Blood-carries the materials throughout the body.

Quarter 1 Module 1 - Living Things and Their Environment

The blood plays a vital role in the body. It transport materials

2. Heart : Blood Lungs: ___________

3. Which of the following does NOT belong to the group?

Quarter 1 Module 1 - Living Things and Their Environment

Quarter 1 Module 1 - Living Things and Their Environment

Competency: Explain how the respiratory and circulatory systems work

Topic: The Human Circulatory System