SANTA CRUZ INSTITUTE (Marinduque) Inc.

,
SANTA CRUZ, MARINDUQUE
S.Y. 2019-2020

LEARNING PLAN
GRADE 9
UNIT TOPIC Living Things and Their Environment
CONTENT STANDARDS
The learners demonstrates an understanding of:
1. 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
2. the prevention, detection, and treatment of diseases affecting the circulatory and respiratory
systems
3. how genetic information is organized in genes on chromosomes
4. the different patterns of inheritance
5. how changes in the environment may affect species extinction
6. the structure and function of plant parts and organelles involved in photosynthesis
PERFORMANCE STANDARDS
The learners should be able to:
1. 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
2. make a multimedia presentation of a lifetime of extinction of representative microorganisms,
plants, and animals
3. design and conduct an investigation to provide evidence that plants can manufacture their
own food
LEARNING COMPETENCIES/OBJECTIVES
At the end of the lessons, learners should be able to:
1. discuss the different parts and the function/s of each part of the circulatory – respiratory systems
2. explain how the circulatory and respiratory systems work together to transport nutrients, gases, and other molecules to
and from the different parts of the body
3. demonstrate understanding of the prevention, detection, and treatment of diseases affecting the circulatory-respiratory
systems
4. infer how one’s lifestyle can affect the functioning of the respiratory-circulatory systems
5. conduct an information dissemination activity on effective ways of taking care of the circulatory-respiratory systems
based on data gathering
LEARNING TARGETS
 I can explain the mechanism on how the respiratory and circulatory systems work together to transport nutrients, gases,
and molecules to and from the different parts of the body.
 I can infer how one’s lifestyle can affect the functioning of respiratory and circulatory systems.
EXPLORE
ACTIVITY 1: K-W-H-L Chart
Fill in the K-W-H-L Chart below to assess your prior knowledge and understanding of the topic, Respiratory and Circulatory
Systems, Working with the other Organ Systems.
K W H L
What do I want to find out? How can I find out what I
What do I know? What did I learn?
want to learn?

Skills I expect to use:

ACTIVITY 2: PART A. What a Bunch of Grapes!

Objective: Identify the key parts of the breathing system.

PART B
Objective: Describe the function of each part of the breathing system.
Guide Questions:
Q1: What does each part of the “Bunch of Grapes” model represent, in relation to the breathing
system?
Q2: How will you describe the pathway of oxygen in the breathing system?
Q3: What will happen if one part of the system fails to carry out its function property?

FIRM UP
ACTIVITY 3: Bottled Balloons
 SANTA CRUZ INSTITUTE (Marinduque) Inc.,
SANTA CRUZ, MARINDUQUE
S.Y. 2019-2020

Objectives: Explain how the lungs work and describe how the movement of the diaphragm helps the air go in and out of the
lungs.

Guide Questions:
Q1. What does each part of the constructed lung model represent?
Q2. What happens as you pull down the balloon at the bottom of the model?
Q3. What happens as you push up the balloon?
Q4. How does the movement of the diaphragm cause the air to go in and out of the lungs?
Q5. What might happen if you prick the balloon?

ACTIVITY 4: Cigarette Smoking is Dangerous to Your Health

Objective: Explain the negative effects of cigarette smoking on the circulatory and respiratory systems.

Procedure: Look at the picture of the smoker’s body and take note of the illnesses that might develop due to
cigarette smoking.

ACTIVITY 5: What’s the Word?

Objective: Infer how one’s lifestyle can affect the functioning of the respiratory and circulatory systems.
Guide Questions:
Q1. What idea is common in each set of pictures?
Q2. What are the negative lifestyles that are depicted in the pictures?
Q3. How can lifestyle affect the functioning of the respiratory and circulatory systems?
Q4. How can these negative lifestyles be changed?
Q5. What might happen if a person goes on with a negative lifestyle such as what were seen in the
activity?

DEEPEN
ACTIVITY 6: Just Go with the Flow
Objectives: Describe blood flow and gas exchange within the heart, circulatory system, and lungs and explain the mechanism of
how the respiratory and circulatory systems.
Guide Questions
Q1. How do the heart and lungs work together?
Q2. What takes place when you inhale and exhale?
Q3. What does blood deliver to every part of the body?
Q4. Why is oxygen important to your body?
Q5. How will you describe the sequence of oxygen, carbon dioxide, and blood flow in your own
words?

ACTIVITY 7: Pump It!

Objectives: Describe how the heart functions and explain how blood is pumped by the heart.
Guide Questions:
Q1. What was your calculated resting pulse?
Q2. What was your pulse after exercising?
Q3. How would you differentiate your heart rates before and after exercising?
Q4. 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?

ACTIVITY 8:
Complete the chart.

TRANSFER
ACTIVITY 9. Framework
 SANTA CRUZ INSTITUTE (Marinduque) Inc.,
SANTA CRUZ, MARINDUQUE
S.Y. 2019-2020

In the given framework of the human body, illustrate the blood flow and gas exchange in the
respiratory and circulatory systems using diagrams and arrows. Color your work to show the distinction of
oxygen and carbon dioxide carried in the blood.

ACTIVITY 10. Let’s Organize!

Objectives: Identify the components of the circulatory system and explain the different types of circulation
Procedure: Using the given graphic organizer, fill in the missing parts, description, and
functions to complete the entire concept.

ACTIVITY 11: Prevention is Better than Cure

Objectives: Identify ways of detecting and preventing diseases in the respiratory and circulatory systems and appreciate the
importance of a healthy lifestyle in avoiding such diseases.
Procedures:
1. With your group mates, create a story that illustrates 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 your guide in completing the given task.

STORY-MAKING AND ROLE-PLAYING CRITERIA

CRITERIA Percentage
Preparation 15%

Achievement of Objective 35%

Imagination and Creativity 30%

Presentation 20%

TOTAL 100%

ACTIVITY 12: Poster Making: Information Dissemination on How to Take Care of the Respiratory and
Circulatory Systems
GOAL: Your objective is to present helpful information to the public about effective ways of taking care of the respiratory and
circulatory systems based on gathered data.

ROLE: Suppose you work for an advertising company as a graphic artist and your job is to create public informational materials.
You are asked to disseminate information to the public regarding a lifestyle a lifestyle that ensures healthy condition of the
respiratory and circulatory systems.

AUDIENCE: Your target individuals to receive the information that you will provide are the people in your school community
including all students, teachers, and school officials.

SITUATIONS: Upon gathering information from the school or local health workers, you have found out that poor lifestyle affects
the performance of the respiratory and circulatory systems.

PRODUCT: Design a wall poster or placard that will make members of your audience aware of how they can effectively take
care of their respiratory and circulatory systems. You may use any medium for your artwork.

STANDARDS: You will be given three (3) days to conceptualize and execute your ideas through poster-making.
RUBRIC

CATEGORY 4 3 2 1
The poster The poster does not
The poster clearly The poster indirectly
communicates some of sufficiently
communicates the communicates the idea
Presentation the important ideas and communicate any idea
main idea and strongly and hardly promotes
slightly promotes that can promote
promotes awareness. awareness.
awareness. awareness.
All of the graphics
Most of the graphics The graphics were
used on the poster
used on the poster made by the student
Creativity and reflect an exceptional The graphics were not
reflect student but were copied from
Originality degree of student made by the student.
ingenuity in their the designs or ideas of
ingenuity in their
creation. others.
creation.
Accuracy and All graphics in the Most graphics in the Some graphics in the The graphics in the
Relevance of the poster are accurate and poster are accurate and poster are accurate and poster are neither
 SANTA CRUZ INSTITUTE (Marinduque) Inc.,
SANTA CRUZ, MARINDUQUE
S.Y. 2019-2020

Content related to the topic. related to the topic. related to the topic. accurate nor related to
the topic.
The poster includes all
required elements as All required elements Few required elements Required elements are
Required Elements
well as additional are included. are included. missing.
information.

Prepared by:

MS. JULIE ANN M. LOGATOC

Checked by:

MRS. HONORATA D. RICAMARA