Lesson Plan in Science 9

Writer: Mary Grace O. Fuentes

Valencia National High School
09356050310

Content Standards: The learners demonstrate an understanding of 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;

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
the data gathered from the school or local health workers;

Learning Competency and Code:the learners should be able to explain 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; (S9LT-Ia-b-26)

Quarter: First Week: 2nd Day: 7-8

I. Objectives:
At the end of 120 minutes, 100% of the learners are expected to:
1. measure and describe pulse/heart rate after several different activities; and
2. explain how to use different time intervals to measure heart rate.

II. Content:
Subject Matter: Respiratory and Circulatory Sytem
Integration:
English: the use of adjectives in describing pulses
Mathematics: counting heart or pulse rates in different time intervals: one full
minute, 10-second count, 15-second count, 20-second count, 30-
second count; solve heart or pulse rate using the divisor of 60; and
determine whether HR or PR taken are within normal range
Music & PE: engaging in different physical activities to differentiate pulse or
eart rate; using music as a stimulant to deviate HR or PR
Strategies: learning by doing; questioning method
Materials: Grade 9 Science learner’s module, A big cutouts of heart, sticky notes or
small meta cards, scissors, scotchtape, LED TV/projector, laptop, extension
wire, VGA or HDMI connectors, speaker, students’ logbook,
References:
 Baguio, SS, et. al. (2014). Breaking Through Science 9. C & E Publishing,
Inc. Quezon City, Philippines
 Science 9 Teacher’s Guide. (2015). Department of Education-Instructional
Materials Council Secretariat (DepEd-IMCS. Pasig City, Philippines
 Science 9 Learner’s Module. (2015). Department of Education-Instructional
Materials Council Secretariat (DepEd-IMCS. Pasig City, Philippines
 Heartbeat Sound Effect ❤️ Slow, Fast, Creepy, Irregular, Normal (2018)
retrieved from https://www.youtube.com/watch?v=fLXLo3rEdrE

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  When do our hearts first start to beat? (2016). British Heart Foundation
retrieved from https://www.youtube.com/watch?v=w9IwUpsBpe0

III. Learning Tasks:

Preliminary Activity:
a. Prayer
b. Greetings
c. Checking of Attendance

ELICIT (Assess prior knowledge) 15 minutes Materials

DAY 1 Grade 9 Science learner’s module
Ask students to refer to the figure of the heart on their
Science module, page 15. Then, students will be asked
with the following questions:
1. What are the valves present in a human heart?
Answer: pulmonary valve, bicuspid/semilunar
valve, tricuspid/mitral valve, aortic valve

2. How do these valves work?

Answer: it keeps the blood to move in only one
direction. They control the movement of the
blood into the heart chambers and out to the aorta
and the pulmonary artery.

3. What sound is produced during the closure and

opening of these valves?
Answer: lubb-dubb

ENGAGE (Get the students’ minds focused on the topic)

15 minutes
Allow students to watch a video clip (1:33 minutes) LED TV/projector
entitled: “When Do Our Hearts First to Beat?” Laptop
Extension wire
Link: https://www.youtube.com/watch?v=w9IwUpsBpe0 VGA/HDMI connectors
Speaker
Questions:
1. When do our hearts first to beat?
2. Apart from this video, have you heard a fetus’
heartbeat already?
3. How do you feel when you have heard the
heartbeat of a fetus?
4. Have you heard your own heartbeat?
5. Have you heard the heartbeat of your mother? Or
your friend?
6. Have you tried counting your heart beat in a
minute?

EXPLORE (Provide students with a common

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experience) 30 minutes
Students will do the “Activity 6: The Rhythm of My Students’ logbook
Heart” , from their learner’s module, page 17 to 18. Science 9 learner’s module
(attached is the activity procedure)
EXPLAIN (Teach the concept. Should include
interaction between teacher and students) 20 minutes
DAY 2 Students’ logbook
Science 9 learner’s module
The teacher wil facilitate answering of the questions
from the explore part of this lesson. Have at least 3 to 5
students to answer each question orally.
1. What was your calculated resting pulse?
2. What was your pulse after exercising?
3. How would you differentiate your heart rates
before and after exercising?
4. What is the advantage of timing for a full minute
to find your pulse?
5. What is the advantage of timing over a shorter
period of time, especially when you have just
finished exercising?
6. According to statistics, the maximum heart rate
should be 220 minus a person's age. How would
you interpret your highest heart rate in relation to
that given number?

Key Concept:
Each time your heart beats, it delivers oxygen-rich blood
to your body, which allows it to function properly. Your
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 slows down, as
your body does not need as much blood as it does
when you exercise.
ELABORATE (Students apply the information learned
in Explain. The teacher will give inputs to deepen the
understanding of students) 20 minutes
LED TV/projector
Let students listen to different qualities of heartbeats: Laptop
Link: https://www.youtube.com/watch?v=fLXLo3rEdrE Extension wire
VGA/HDMI connectors
Questions: Speaker
1. In a slow or weak heartbeat, is a 15 second count of
heart beats be appropriate? Justify your answer.
Possible answer: No, especially when there is irregular
rhythm, a one full minute is much more accurate method
to use. Some beats may be slower or faster at irregular

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second interval.

2. In a dramatic or fast heartbeat, what time interval

would you suggest in measuring the heart rate and why?
Possible answer: (Answers may vary, though). The best
to use would be the 10-second or 15-second interval
method. Within the first 10 to 15 seconds, heartbeats are
faster then tends to decline thereafter. So it is best to get
the accurate dramatic or stimulated heartbeat at earliest
time interval as possible.
EVALUATE 15 minutes
“Hearts Hugot” A big cutouts of heart
Sticky notes/small meta cards
Students will formulate a “hugot line” incorporating the Scissors
conccepts they have learned from the lesson and writing scotchtape
it in the meta card or sticky notes. They can freely use
the local dialect, Filipino or English language. Then they
will paste it inside the big heart shape on the board.

Example:
 “the beating of my heart is like a drum, and it’s
lost, and it’s looking for a rhythm like you.”
 “akong heart mu-tigidig pak boom kung ikaw
kanako mupadulong.”
 “Ang lakas na cguro ng heartbeat mo ano?
Kanina ka pa kasi tumatakbo sa isip ko eh.”

This will then be posted in the board and the teacher will
choose at leat 5-10 hugots to be read to the class. Then
the class reply with “OO” to confirm it’s correct,
“HINDI” if it is wrong and “PWEDE” if some concepts
are not correct.

EXTEND (Deepen conceptual understanding through us

in new context) 5 minutes
Given the chart of normal HR or PR range of different Student’s activity notebook
age levels, research on the different risk factors that
drastically increases heart rate and decreases the amount
of oxygen in the blood. Give at least three (3) and
provide justification of each.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___

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F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

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 The Rhythm of My Heart

Objectives:
a. Measure and describe pulse or heart rate after several different activities; and
b. Explain how to use different time intervals to measure your heart rate.

Materials:
a. Stopwatch/timer
b. Data logbook

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 the inside
of 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 multiplying your count by four, then counting
for 10 seconds and multiplying by six, and so on.
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 resting pulse with your pulse after exercise.
9. After the activity, record your observations and answer the guide questions.

Guide Questions:
7. What was your calculated resting pulse?
8. What was your pulse after exercising?
9. How would you differentiate your heart rates before and after exercising?
10. What is the advantage of timing for a full minute to find your pulse?
11. What is the advantage of timing over a shorter period of time, especially when you
have just finished exercising?
12. According to statistics, the maximum heart rate should be 220 minus a person's age.
How would you interpret your highest heart rate in relation to that given number?

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