Lesson Plan in Science Grade 9

Writer: Neil Ian G. Cabiling

Guinuyoran National High School
09351666431

Content Standards: The learners demonstrate 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 worker

Learning Competency and Code:

Explain how the respiratory and circulatory systems work together to transport nutrients,
gases, and other molecules to and from the different parts of the body; (S9LT-Ia-b-26)

Quarter: 1 Week:1 Day: 5 and 6

I. Objectives:
At the end of 120 minutes, 100% of the learners are expected to:
1. Describe how the heart functions; and

2. Explain how blood is pumped by the heart

II. Content:
Subject Matter: Respiratory and Circulatory System
Integration:
MAPEH – Health: Practices in identifying ways of detecting and preventing diseases
in the circulatory system
Strategies: Cooperative learning, Questioning Method, Graphic organizer/ Mind Map/
Concept map
References:
 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

III. Learning Tasks:

ELICIT (Assess prior knowledge ) 3 Minutes Materials

To elicit prior knowledge, the teacher will show a big Heart
to the students. Instruct the students that the heart will be
passed around the room and the person holding the heart after
the teacher says “STOP” will give her/his “Hugot” about
love. Continue doing the activity until 5 or more of the

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students are able to give their “hugot”.

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

5 Minutes

Activity: Reflect, Write, and Share Meta cards

- Think of anything you know about the Human Marker pen
Heart. Write down words or phrases that you associate with Scotch tape
the Heart on the metacard. Paste this on the mind map on the Scissors
board. After all pairs have pasted their metacards, allow 2-3
students to share their answers briefly to the class

HEART

EXPLORE (Provide students with a common experience)

12 Minutes
General Instruction 1 beaker or wide mouthed
jar
A. Assign the materials to be brought by the students 1 balloon
beforehand so there is time for preparation. Let them 2 flexible drinking straws
identify what each part of the set-up represents. 1 pair of scissors
B. In the fourth step of the procedure, it is important to 1 large pan or sink
adhesive tape
carefully insert the straw through each hole in the
water
balloon. The straws should fit as tightly as possible. If Manila paper
there are gaps between the straws and the balloon, Marker pen
students have to start over with a new balloon. Scotch tape
C. You may watch the video for the action using this
link:http://www.smm.org/heart/lessons/movs/heartPu
mp.htm
D. Discuss with the students that the heart has valves
that direct the current of blood in one direction. Blood
is led through the flexible membranes which form the
valves. As the blood passes through the membranes,

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 the valves collapse into a barrier, preventing the
backflow of the blood.
E. Students can find examples of pumps and valves in
faucets, aerosol sprays, automobile fuel pumps, and
many household items. Some beverage containers use
a valve that resembles the valves in the heart.
F. Emphasize to the students that the heart is a muscle
and not a mechanical pump. It can also be pointed out
that comparison of this kind is known as reasoning by
analogy and is an important part of scientific
reasoning.

Activity: Pump It!

Objectives

 Describe how the heart functions

 Explain how blood is pumped by the heart

Materials

 1 beaker or wide mouthed jar

 1 balloon
 2 flexible drinking straws
 1 pair of scissors
 1 large pan or sink
 Adhesive tape
 water

Procedure:

1. Fill the jar half full of water.

2. Cut the neck of the balloon off at the part where it starts to
widen into a balloon. Set the neck part aside to be used later
on.
3. Stretch the balloon over the opening of the jar, pulling it
down as tightly as you can. The flatter you can get the surface
of the balloon, the better.
4. Carefully poke two holes in the surface of the balloon.
Make them about an inch apart from each other and near
opposite edges of the jar.
5. Stick the long part of a straw into each hole. The straws
should fit securely in the holes so no air can get through
around the straws.
6. Slide the uncut end of the balloon neck onto one of the
straws and tape it around the straw.

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7. Set your pump in a large pan or the sink to catch the
pumped water. Bend the straws downward. Gently press in
the center of the stretched balloon and watch what happens to
the water in the jar. 8. Refer to the photo below to know what
your setup must look like.

google.com

Let the students answer the guide questions in a manila to be

posted on the board.
1. What does the water inside the jar represent?
-Possible answer: The water inside the jar represents
the blood that is pumped by the heart.
2. How will you compare the heart pump model and the
human heart?
-Possible answer: The heart pump model moves water
from the jar through the straws and into the pan. The
heart pumps blood out into the body through the
arteries in a similar way.

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
By pair, let them answer each question
Guide Questions:
1. How does the heart function as a pump?
-Possible answer: The heart is filled with blood which
is squeezed out to circulate through the whole body.
2. Will the heart model be able to function properly if the
straw is blocked? Explain your answer.
- Possible answer: No. The blood will not be pumped
out of the heart into the body because there is an obstruction.
ELABORATE (Students apply the information learned in
the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
The teacher will discuss the functions of the heart and will
explain how blood is pumped by the heart using power point.
Activity 4: Think-Pair-Share

Guide Questions:
1. Evaluate how the heart can be compared to a
mechanical pump.
- Possible answer: The heart is a double pump that
pumps on every side, the left and the right, to

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 circulate the blood throughout the body
2. Why is the human heart called a double pump?
- Possible Answer: The heart pumps on every side,
the left and right side, to circulate the blood
throughout the body.

EVALUATE
Essay
Procedure
1. Group the students into five groups
2. Let them answer the question below and present it to
the class
3. Students will be graded through rubrics
Questions:
1. Trace the flow of blood from the body to the lungs.
- Possible answer: Air first enters your lungs and
then into the left part of your heart. It is then
pumped by your heart into the bloodstream, all the
way through your body. Once it reaches the cells,
oxygen processes the nutrients to release energy.
Carbon dioxide is the waste material given off
during this process. The blood delivers carbon
dioxide into the right portion of your heart, from
which it is pumped to the lungs. Carbon dioxide
leaves your body through the lungs when you
exhale.
2. Explain the important role of the heart to human body
systems.
- Possible answer: It pumps the blood throughout
the body
EXTEND (Deepen conceptual understanding through use in
new context). 2 minutes
Procedure
1. Let each group answer the question below and present
it to the class
2. Students will be graded through rubrics

Question:
1. What will happen if oxygen is not transported by the
blood to the different parts of the body?
- Possible answer: The cells in our body will not be
able to process the nutrients to provide energy for
the body and they will die
2. Since the valves act as the doors of the heart, what
might happen if these doors do not close?
- Possible answer: If the valves of the heart do not
close, the blood will flow backwards. Blood will
escape back into the chambers rather than flowing

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 forward through the heart or into an artery

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: ___
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? ___

Rubric Scoring Guide:

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CATEGORY 4 3 2 1
Presentation Well-rehearsed Rehearsed with Delivery not Delivery not
(50%) with smooth fairly smooth smooth, but able to smooth and
delivery that holds delivery that holds maintain interest of audience attention
audience attention. audience attention the audience most often lost.
Explanations most of the time. of the time. Explanations are
presented are easy Explanations Explanations very vague and the
to follow and there presented are easy presented not very presenters settle
is no script reading to follow and there easily understood with reading the
or definition is script reading or and there is script whole
reading during the definition reading reading or presentation.
presentation. during the definition reading
Props used are presentation. during the
very useful during presentation.
the presentation
Participation Students actively Students Students somehow Students are not
(20%) participate during participate the participate in doing participating the
the activity; do the group activity, the group activity. activity; no sharing
hands-on and deliberate ideas of observations
manipulating of and observations and ideas.
objects; shared to their classmates.
ideas and
observations to
group mates.
Scientific Students correctly Students answered Students answer the Students are not
Explanation answered the the questions questions; able to answer
or Ability to questions with correctly with Explanations are questions;
Answer explanation; high reasoning skills somewhat Explanations not
Questions reasoning skills accurately stated by accurately stated.
(30%) the students There are many
misconceptions
identified in the
explanations

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