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GRADE 9

I. OBJECTIVES: At the end of the lesson, the students are able to:
1. identify the key parts of the breathing system;
2. trace the pathway of oxygen using a “ Bunch of Grapes” model.
3. appreciate each part and its function using the RESPIRATORY SONG.

II. SUBJECT MATTER: Living Things and Their Environment


Topic: Respiratory and Circulatory Systems, Working with other Organ System
Reference: Curriculum guide, Learner’s Material, Teachers Guide, Internet
Material: Laptop, Television

III. LESSON PROPER:


a. Preliminaries:
Classroom Setting
Prayer
Attendance

MOTIVATION: Pre-Assessment. Fill in the K-W-H-L Chart to assess the learning of the students about
Respiratory and Circulatory Systems, Working with the other Organ Systems.
K W H L
What do I know? What do I want to find How can I find out What did I learn?
out? what want to learn?

Skills I expect to use:

ACTIVITY:
“WHAT A BUNCH OF GRAPES!”

OBJECTIVE: Identify the key parts of the breathing system.


Materials: Bunch of grapes or any other bunch of fruits or vegetables such as Ar-arosep or
lato( seaweed), lanzones, cauliflower, etc.
1. Within their groups, they have to locate the parts of the breathing system:
2. Observe its structure.
3. Trace the pathway of oxygen using the “Bunch of Grapes” model.

ANALYSIS:
1. How will you describe the pathway of oxygen, in the breathing system using the “Bunch of Grapes”?
2. How does a “Bunch of Grapes” model related to the breathing system?

ABSTRACTION:
Trachea- Main Stem
Bronchi- Large Branching Stems
Bronchioles- Little stems
Alveoli- the individual grapes or the airsacs.

The air moves from the nose (nasal cavity) and mouth (oral cavity) to the trachea, bronchi, bronchioles
and then into the alveoli (airsacs). The air we breathe carries oxygen. When we breathe, the oxygen goes
to the lungs.

APPLICATION:
Trace the pathway of oxygen using the “bunch of Grapes” model.

EVALUATION: Quiz.
Label the parts of the “bunch of Grapes” model in the human breathing system and give
its function.
ASSIGNMENT: Describe the following parts of the breathing system.
1. Trachea
2. Alveoli
3. Bronchi
4. Bronchioles
5. Lungs

Prepared by: Checked and Assessed by:

SHIELA MAE P. DEGUMA NIṄO A. FERNANDEZ


TEACHER I MASTER TEACHER II
Grade 8

Learning Competency:
Identify situations in which work is done and in which no work is done.

I. Objectives:
1. Identify situations in which work is done and on no work is done.
2. Analyze the given illustrations
3. Relate “Work” on human activities.

II. Subject Matter: Work, Power, and Energy


Topic: WORK
Materials: Laptop, Flat screen TV, Activity sheets
Skills: Use old ideas to create new ones
Relate knowledge from several areas
Multiple Intelligences: • Visual/Spatial • Intrapersonal

III. Learning Procedures:


a. Preliminaries
 Prayer
 Greetings
 Setting of class
 Checking of attendance
b. Motivation: Picture Analysis
Title: My Task at Home
Questions:
• How do you use those objects to carry out the tasks?
• Why do you get tired when you work?
• Is it necessary to be “energized” while doing your tasks/work at home? Why?
• What indicators would tell/show that you are doing work?
• How do you feel when you perform your tasks at home?
• Describe work in your own words.

IV. Activity: Sort it Out!


Directions: In their respective groups, the teacher will distribute the activity sheets.
The students must identify the one that illustrates work being done.

Analysis:

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