Republic of the Philippines

DEPARTMENT OF EDUCATION
REGION V (Bicol)
Schools Division Office of Albay
SAN AGUSTIN INTEGRATED SCHOOL
San Agustin, Libon Albay
School Year 2022-2023
_______________________________________________________________________________________

Teacher Maybelle P.Pasardoza Grade 9

Level
SCIENCE Teaching August 22,2022 Learning SCIENCE
Daily Dates Area
Lesson Log Teaching 8:30-9:30 am Quarter 1st
Time

I. Learning Targets/
Specific Objectives
A. Content Standards The learners demonstrate an understanding of 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
B. Performance
Standards
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 system work
Competencies/ together to transport nutrients, gases and other molecules to and from the different parts of
Objectives (L.C. Code) the body (S9LT-la-b-26)
The learners should be able to:
1. Define respiration operationally
Specific (Daily)
Objective/s
2. differentiate the internal and external respiration
3. explain cellular respiration briefly
4. appreciate the importance of respiration through skit writing
II. Learning Content RESPIRATORY SYSTEM: AN OVERVIEW
III. Learning Resources
A. References Pages 3 – 4
1. Teacher's Guide
Pages
2. Learner's Materials Pages 2 – 3
Pages
3. Textbook Pp. Pages 3 – 4
4. Additional Materials pictures, power point presentation, activity sheet
from LR portal
B. Other Learning
Resources
IV.
PROCEDUR
E
A. Reviewing Elicit: Let the class play the game:
previous (The activities
in this section 4PICS:1WORD
lesson or will evoke or
With the same result or word to find.
draw out prior
presenting concepts or
the new prior
experiences
lesson from the
students)
B.
Establishin
ga Engage:
(The activities
purpose in this section
will stimulate
for the their thinking
The teacher writes the word respiration on the board and the students define and connect
lesson and help them

C. Presenting
access and
connect prior
the other words.
knowledge as
examples/ a jumpstart to
instances the present
lesson.)
of the new
lesson
D. Divide the class into several groups for a short skit that shows how they appreciate the
Discussing Explore:
(In this section, importance of respiration.
new students will be
given time to
concepts & think, plan,
practicing investigate,
and organize
new skills information; or
the
#1 performance of
the
E. Discussing planned/prepar 1. The teacher gives additional information about the topic.
new ed activities
2. The students may ask questions about the topic.
from the
concepts & students’
manual with
practicing data gathering
new skills with Guide
Questions)
#2
F. Explain: Students present their output(whether they finished or not)
Developin Discuss how it shows appreciation in the importance of respiration.
g mastery
G. Finding The teacher defines respiration based on the terms they connect it with. It includes the
practical following concepts or ideas:
application 1. Animal cells generate ATP in aerobic respiration, which consumes O2 and
s of generated CO2 as a waste product.
concepts
Elaborat 2. Respiration is the physical movement of air into and out of the body.
and skills 3. Respiration is the act of exchanging gases. External respiration is gas exchange
e:
in daily between an organism’s body and its environment; internal respiration is gas
living exchange between tissue cells and the bloodstream.
H. Making I learned that ___________________________
generalizat
ions and
abstraction
Evaluatio Answer the following questions:
I. Evaluating n: 1. What is Respiration?
Learning 2. How does Internal respiration takes place?

J. Additional Extend:
activities
for Assignment:
application How do gas exchange systems facilitate the exchange of gases between the environment
and and the cells of organisms?
remediatio
n
 V.
REMARKS
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?

PREPARED BY:

MAYBELLE P.PASARDOZA
TEACHER
NOTED BY:

NICK P. AZAÑA,JD.
PRINCIPAL
 Republic of the Philippines
DEPARTMENT OF EDUCATION
REGION V (Bicol)
Schools Division Office of Albay
SAN AGUSTIN INTEGRATED SCHOOL
San Agustin, Libon Albay
School Year 2022-2023

Teacher Maybelle Grade Level 9

P.Pasardoza
SCIENCE Teaching August 29,2022 Learning Area SCIENCE
Daily Dates
Lesson Log Teaching 8:30-9:30 am Quarter 1st
Time

I. Learning Targets/
Specific Objectives
A. Content Standards The learners demonstrate an understanding of 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
B. Performance Standards ways of taking care of the respiratory and circulatory systems based on data gathered from
the school or local health workers
The learners should be able to explain how the respiratory and circulatory system work
C. Learning Competencies/
Objectives (L.C. Code)
together to transport nutrients, gases and other molecules to and from the different parts of
the body (S9LT-la-b-26)
The learners should be able to:
1. Identify the parts of circulatory system
2. explain the functions of the heart, blood and
Specific (Daily) Objective/s
blood vessels in the circulatory system
3. illustrate how the organs work together in
circulation
II. Learning Content CIRCULATORY SYSTEM: PARTS AND FUNCTIONS
III. Learning Resources
A. References Pages 12 - 14
1. Teacher's Guide Pages
2. Learner's Materials Pages Pages 11 - 13
3. Textbook Pp.
4. Additional Materials from
LR portal
B. Other Learning Resources

IV. PROCEDURE

A. Reviewing Elicit:
previous (The activities in 1.What distributes the nutrients that you get from the food you eat to the different parts of
this section will
lesson or evoke or draw out the body?
presenting the prior concepts or
prior experiences 2.What part of the body transports the blood?
new lesson from the students)

B. Establishing a Students form words from the

purpose for the Engage: given jumbled letters.
lesson
(The activities in
this section will 1. THREA - HEART
stimulate their
thinking and help
2. NEVI - VEIN
C. Presenting them access and 3. BOLDO - BLOOD
connect prior
examples/ knowledge as a 4. TARYRE - ARTERY
instances of the jumpstart to the
present lesson.) 5. PILARALCY –
new lesson
CAPILLARY
D. Discussing Explore: Show Figure 6 found on LM page 11. Let them label the parts and give their function.
 new concepts
& practicing
new skills #1
Students present their out per group.
Guide Questions:
1. What are the organs found in circulatory system?
2. What are the functions of each organ?
(In this section,
students will be
given time to think,
plan, investigate,
and organize
collected
information; or the
E. Discussing performance of the
new concepts planned/prepared
activities from the
& practicing students’ manual
with data gathering
new skills #2 with Guide
Questions)

Explain: 1. Heart – pumps the blood throughout the body

(In this section,
students will be 2. Blood vessel – carries the blood throughout the body
involved in an
analysis of their Arteries – carry oxygenated blood away from the heart to the cells, tissues, and organs of the
exploration. Their
understanding is
body
F. Developing
clarified and
modified because
3.Veins – carry deoxygenated blood to the heart
mastery of reflective Capillaries - the smallest blood vessels in the body,connecting the
activities)/Analysis
of the gathered smallest arteries to the smallest veins
data and results
and be able to - the actual site where gasesand nutrients are exchanged
answer the Guide
Questions leading Blood – carries the materials throughout the body
to the focus
concept or topic for
the day.)

Show a video identifying the different parts of the circulatory system and their
functions.
Exploring the Heart - The
Circulatory System! https://youtu.be/-s5iCoCaofc how the heart works
https://youtu.be/tg_ObDJEaGo
The teacher facilitates the discussion with the following concepts.
1. 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.
2. Circulatory system is also known as the cardiovascular system.
G. Finding 3. The circulatory system functions with other body systems to deliver
practical materials in the body. It circulates vital elements such as oxygen and nutrients.
Elaborate:
applications of (This section will At the same time, it also transports wastes away from the body.
give students the
concepts and opportunity to 4. The three major parts of the circulatory system is the heart,
skills in daily expand and
blood vessel and blood.
solidify/concretize
living their understanding 5. The heart pumps the blood throughout the body.
of the concept
and/or apply it to a 6. The blood vessel carries the blood throughout the body.
real-world situation)
7. The arteries carry oxygenated blood away from the heart to the cells, tissues and
organs in the body.
8. The veins carry deoxygenated blood to the heart.
9. The capillaries are the smallest blood vessels in the body, connecting
the smallest arteries to the smallest veins. It is the actual site where gases and nutrients are
exchanged.
10. Blood transports the materials throughout the body.

H. Making I learned that ___________________________

generalizations
and abstraction
I. Evaluating Evaluation: The teacher shows Figure 6. The Human Circulatory
Learning (This section will
provide System found in LM page 11. The learners label the parts and functions using the strips of
opportunities for
concept check test paper.
items and answer
key which are
aligned to the
learning objectives
Adapted Figure from LM page 11.
 – content and
performance
standards and
address
misconceptions- if
any)

Extend: What happens if one of the different parts does not function as expected?
J. Additional (This section gives
situation that Take Home Task:
activities for explains the topic in
Make a heart riddle.
a new context, or
application and integrate it to
remediation another
discipline/societal
concern)

V. REMARKS
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?

PREPARED BY:

SCIENCE DEPARTMENT (JHS)

NOTED BY:

NICK P. AZAÑA,JD.
PRINCIPAL