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    Daily Lesson Log in Grade9

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    Jowell Obra Oaña
    This document contains daily lesson logs from a Grade 9 science class covering respiratory and circulatory systems from June 2-6. On Wednesday, students used a "bunch of grapes" model to learn about the parts of the breathing system, including the nose, trachea, bronchi, bronchioles and alveoli. They were assessed on their understanding of the representation and consequences of a failure in one part. On Thursday, students learned about the mechanism of breathing involving contraction of the diaphragm and ribs to inhale air and their relaxation to exhale air. They were tasked to describe the pathway of oxygen through the breathing system.

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    Daily Lesson Log in Grade9

    Uploaded by

    Jowell Obra Oaña
    13K views2 pages
    This document contains daily lesson logs from a Grade 9 science class covering respiratory and circulatory systems from June 2-6. On Wednesday, students used a "bunch of grapes" model to learn about the parts of the breathing system, including the nose, trachea, bronchi, bronchioles and alveoli. They were assessed on their understanding of the representation and consequences of a failure in one part. On Thursday, students learned about the mechanism of breathing involving contraction of the diaphragm and ribs to inhale air and their relaxation to exhale air. They were tasked to describe the pathway of oxygen through the breathing system.

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    This document contains daily lesson logs from a Grade 9 science class covering respiratory and circulatory systems from June 2-6. On Wednesday, students used a "bunch of grapes" model to learn about the parts of the breathing system, including the nose, trachea, bronchi, bronchioles and alveoli. They were assessed on their understanding of the representation and consequences of a failure in one part. On Thursday, students learned about the mechanism of breathing involving contraction of the diaphragm and ribs to inhale air and their relaxation to exhale air. They were tasked to describe the pathway of oxygen through the breathing system.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    13K views2 pages

    Daily Lesson Log in Grade9

    Uploaded by

    Jowell Obra Oaña
    This document contains daily lesson logs from a Grade 9 science class covering respiratory and circulatory systems from June 2-6. On Wednesday, students used a "bunch of grapes" model to learn about the parts of the breathing system, including the nose, trachea, bronchi, bronchioles and alveoli. They were assessed on their understanding of the representation and consequences of a failure in one part. On Thursday, students learned about the mechanism of breathing involving contraction of the diaphragm and ribs to inhale air and their relaxation to exhale air. They were tasked to describe the pathway of oxygen through the breathing system.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Daily Lesson Log in Grade - 9 Science

    1

    June 2, 2014
    Monday
    General Orientation

    June 3, 2014
    Tuesday
    Classroom Orientation
    Subject Overview

    June 4, 2014
    Wednesday
    Objective:
    Identify the key parts of the breathing system.
    Content:
    Respiratory and Circulatory Systems Working with Other Organ Systems
    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.(Content Standard)
    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 (Performance Standard)
    Materials:
    Bunch of grapes
    (or any other bunch of fruits or vegetables such as arosep or lato (seaweed), lanzones,
    cauliflower, etc.)
    Reference:
    Teaching Guide, pp. 5-7
    Strategies:
    Inquiry-based approach
    Science idea:
    The air we breathe goes through the nose, nasal passages, and then through trachea or
    windpipe, which separates into two branches, called bronchial tubes or bronchi, one entering
    each lung. The bronchi subdivide many times inside the lungs, analogous to the branching
    pattern of grapes, finally becoming hairlike tubes called bronchioles. In the last part of the
    terminal bronchioles are tiny bubble like-bunch of structures like bunch of structures called
    alveoli or airsacs.
    Assessment or muscle:
    What does each part of the Bunch of Grapes model represent, in relation to the breathing
    system?
    What will happen if one part of the system fails to carry out its function properly?
    Assignment:
    Bring the following materials:
    2-liter plastic bottle, two straws, two balloons, larger balloon

    Prepared by:
    CLARINDA M. BOADILLA
    Science Teacher

    Checked by:
    ARSENIA G. CORTEZ
    HT III, Science Dept.

    Noted by:
    MYRNA U. LIGAS
    SS Principal I
    Daily Lesson Log in Grade - 9 Science

    2


    June 5, 2014
    Thursday
    Objective:
    Explain the mechanism and activities of the lungs and the diaphragm.
    Content:
    Respiratory and Circulatory Systems Working with Other Organ Systems
    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.(Content Standard)
    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 (Performance Standard)
    Materials:
    Bunch of grapes
    (or any other bunch of fruits or vegetables such as arosep or lato (seaweed), lanzones,
    cauliflower, etc.)
    Reference:
    Teaching Guide, pp. 5-7
    Strategies:
    Inquiry-based approach
    Science idea:
    The mechanism and activities of the lungs and the diaphragm.
    When you breathe in, your diaphragm muscle
    contracts downward and rib muscles pull upward causing air to fill up the lungs. When your
    diaphragm goes lower and ribs shift up, they provide
    more breathing space in your chest. This also reduces the force on your lungs so the air
    will move in from the outside. Breathing out is a reverse process. Your diaphragm
    loosens up and the ribs and lungs thrust in, causing the gas to be exhaled.
    Assessment:
    How will you describe the pathway of oxygen in the breathing system?
    Assignment:
    Bring the following materials:
    2-liter plastic bottle, two straws, two balloons, larger balloon

    June 6, 2014
    Friday
    -ICL-


    Prepared by:
    CLARINDA M. BOADILLA
    Science Teacher

    Checked by:
    ARSENIA G. CORTEZ
    HT III, Science Dept.

    Noted by:
    MYRNA U. LIGAS
    SS Principal IV

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