Grade 9 • Unit 1: Respiratory and Circulatory Systems

LESSON 1.3
Circulation of Blood in the Body
Table of Contents

Learning Competency 1

Learning Objectives 1

Suggested Time Frame 1

Essential Question 1

Prerequisite Topics 2

Lesson Proper 2
A. Introduction to the Lesson 2
B. Discussion 7
C. Practice & Feedback 17

Assess Performance 19

Synthesis 22

Bibliography 23
 Grade 9 • Unit 1: Respiratory and Circulatory Systems

Unit 1 | Respiratory and Circulatory Systems

Lesson 3: Circulation of Blood in the Body

Learning Competency
At the end of this lesson, the given DepEd learning competency should be met
by the students.
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-la-b-26).

Learning Objectives
In this lesson, the students should be able to do the following:
● Discuss the two circulation loops in the human body.
● Explain pulse rate as it relates to cardiac function.

Suggested Time Frame

2 sessions (or approximately 1 hour and 40 minutes)

Essential Question
At the end of this lesson, the student should be able to answer the following question.
● How does the blood flow inside the body?

Prerequisite Topics
The students should know the following prerequisite topics before proceeding with the
lesson.
● The function of heart

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 Grade 9 • Unit 1: Respiratory and Circulatory Systems

● Parts and functions of the circulatory system

Lesson Proper

A. Introduction to the Lesson

Start the lesson by introducing the following concepts and/or asking the provided
questions to the students. The suggested activities after the questions may also be done in
class. You may use any of the suggested activities below.

Link to the downloadable presentation slides: 1.3. Circulation of Blood in the

Body

1. Recall pulse rate. What is the pulse rate? How do we get our pulse rate?
a. Our heartbeat influences the expansion and contraction of a blood vessel in
our body known as the artery. When these arteries perform their activity, it
produces what we call the pulse. The pulse rate is the same as the
heartbeat rate.
b. Use Option A to ensure that the students know what pulse rate is all about.

Option A: My Pulse Rate

In this activity, the students will identify their pulse rate by doing different
activities.

Duration: approximately 10 minutes

Quipper Reference: Unit 1: Respiratory and Circulatory Systems, Lesson 3:

Circulation of Blood in the Body

Procedure:

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 Grade 9 • Unit 1: Respiratory and Circulatory Systems

1. Ask the students to do the following steps to determine the pulse rate.
a. Do each activity below for one minute then count your pulse for ten
seconds by putting your left middle and index finger to your right
wrist.
b. Finally, multiply the number of the pulse by six to get the pulse rate
per minute.

Activity Pulse Number Pulse Rate

sitting down

walking

jogging

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 Grade 9 • Unit 1: Respiratory and Circulatory Systems

walking down the stairs

walking up the stairs

Guide Questions:
1. Were there differences in your pulse rate after performing each of the
activities?
Answer: Yes, the pulse rate increases after performing the given activities.
2. What do you think are the reasons for the differences?
Answer: It is because of the type of activity performed.

2. Recall the function of the heart. How does the heart act as a pump?
a. The heart is composed of strong cardiac muscle tissues that continuously
contract and relax.
b. The heart plays a vital role in pumping blood throughout the body.
i. It has four major chambers: two atria and two ventricles.
ii. These four chambers are highly coordinated in pumping blood that
must deliver oxygen to the tissues and take carbon dioxide for
disposal.
iii. The valves in the heart prevent the backflow of blood.

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 Grade 9 • Unit 1: Respiratory and Circulatory Systems

c. After recalling the heart’s function, use Options B and C to identify the role
of the heart and how much blood it pumps

Option B: How Much Blood Does the Heart Pump?

In this activity, students are going to know how much blood circulates in the body
through the pumping action of the heart.

Duration: approximately 15 minutes

Materials:
● a bucket with 4 liters of water
● an empty bucket
● a 5-ounce cup
● timer

Procedure:
1. Ask the students to perform the following steps in order to have an idea of
how much blood does the heart pump.
a. Using the 5-ounce cup, transfer the water from the 4-liter bucket
into the empty bucket.
b. The other team member will use a timer to record how long it takes
for the representative to transfer the 4 liters of water using the
5-ounce cup.
c. This activity can also be a battle with other teams. The first team
who can transfer the 4 liters of water will win the game. You should
still track the time it takes to transfer the water.

Guide Questions:
1. How long did it take your representative to transfer the 4 liters of water?
Answer varies.

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 Grade 9 • Unit 1: Respiratory and Circulatory Systems

2. The 5-ounce cup represents the amount of blood that the heart can pump
in every beat. It only takes the heart one minute to pump 4 liters of blood.
Given this information, how will you compare your rate to the heart's rate
in pumping fluids?
Answer: The heart rate is faster and more efficient in pumping.
3. Using the information in no. 2, how much blood does the heart pump each
day?
Answer: The heart can pump 5,760 liters of blood per day.

Teacher’s Notes
The activity is used to elicit students’ previous knowledge about the heart.

Option C: The Heart is a Muscle!

In this activity, students are going to identify the role of the heart in the human
body.

Materials:
● one tennis ball per student
● timer

Procedure:
1. Ask the students to follow the steps below.
a. Hold the tennis ball in your hand and squeeze it tightly.
b. Continue squeezing the ball as hard as you can for one minute.
Record how many times the ball is squeezed.
c. Repeat step 2 using your other hand. Record.

Guide Questions:
1. What do you feel after a minute of squeezing the ball?

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Answer: My hands feel weak.

2. What does this tell you about how the heart's muscles work?
Answer: The heart’s muscles work very hard and the pumping action of the
heart is not an easy role.
3. What does the force needed to exert in squeezing the ball represent?
Answer: It represents the force needed by the heart to pump blood.

.
B. Discussion
Using the jumping boards presented in the introduction, start the discussion of the lesson
by using the flow below.

1. Trace the flow of blood inside the body. What are the two circulation loops? How does
the blood flow inside the body?
a. There are two major circulation loops namely the systemic and the
pulmonary circulation loops.
i. The systemic circulation loop is where oxygenated blood
(oxygen-rich, carbon dioxide-poor) is distributed into the body’s
systems (heart to the other organs).
ii. Coronary circulation is a part of the systemic circulation loop that is
the circulation of blood in the blood vessels of the heart muscle.
iii. The pulmonary circulation loop is when the deoxygenated blood
(oxygen-poor, carbon dioxide-rich) from the systemic circulation
returns to the heart. It enables the refilling of the oxygen in the blood
and the release of carbon dioxide.
b. The flow of blood in the systemic circulation is the following:
i. Blood enters the heart via the two large veins called the inferior and
superior vena cava.
ii. The blood leaves the heart through the pulmonary arteries that lead
to the lungs.
iii. The oxygenated blood returns to the heart via the pulmonary veins.

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iv. To prevent backflow of the blood, the heart has two valves namely the
tricuspid valve and the mitral valve. These two valves alternately
open and close during the pumping of the blood.
c. Pulse rate is the number of heartbeats per minute.
d. Use Options A, B, and C to help the students practice tracing the blood flow
in the body

Option A: The Journey of the Blood

In this activity, the students are asked to trace the blood flow in the heart.

Duration: approximately 10 to 15 minutes

Teacher's Preparation:
● Print the following heart model prior to the activity. The number of copies
depends on the number of students. To minimize the copies to print, this
activity can also be done in pairs.

Materials:
● coloring materials

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Procedure:
1. Distribute the printed copy of the heart model to each student. If the
copies are insufficient, this activity can be done in pairs.
2. Ask the students to do the following:
a. Label the parts of the heart.
b. Trace the flow of blood through the heart by drawing lines to show
the path.
c. Color the pathway blue if the blood passing that part is
deoxygenated.
d. Color the pathway red if the blood passing that part is oxygenated.
e. Write the order of the blood flow from the body to the lungs and
from the lungs to the other parts of the body.

Guide Questions:
1. Why is the pulmonary artery different from the other types of the artery?
Answer: It is because the pulmonary artery is the only artery that carries
deoxygenated blood.
2. Why is the pulmonary vein different from the other types of vein?
Answer: It is because the pulmonary vein is the only vein that carries
oxygenated blood.
3. Why are the vena cava and aorta bigger than the other blood vessels?
Answer: The vena cavae are big because it drains blood from all the parts
of the body. Similarly, the aorta is big because it is where blood passes
going to all parts of the body.
4. What is the flow of blood (a) from the body to the lungs and (b) from the
lungs to the other parts of the body?
Answer: (a) vena cava→ right atrium → tricuspid valve → right ventricle →
pulmonary valve → pulmonary artery → lungs (b) pulmonary vein → left
atrium → bicuspid valve → left ventricle → aortic valve → aorta → all parts
of the body.

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Option B: Circulation Game

In this activity, the students are asked to relate the function of the respiratory and
circulatory systems.

Duration: approximately 10 to 15 minutes

Teacher’s Preparation:
● Click the link to download and print the game board and the game tokens
that will be used in this activity.

Inner Body. 2019. Cardiovascular System’.

http://www.ellenjmchenry.com/homeschool-freedownloads/life
sciences-games/documents/CirculationGame.pdf

● After printing, prepare the board game by doing the following steps:
○ Cut the excess white spaces around the illustration. You should only
have the border and the illustration in it.
○ Tape all the illustrations together (except the section with the vena
cava and aorta label printed on it). You should form a human body
similar to the completed figure found on the link.
○ Find the dotted lines along the heart area. Using a cutter, cut a slit
following the dotted lines.
○ Cut out the aorta and vena cava. Slide it on the slit in the heart area.
Refer to the completed figure on the link.
○ The game board is now complete. Optional: glue the printouts on
cardboard or used folders to make the board game and token
durable.

Procedure:
A. Before the game

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1. Tell the students to prepare for the game by putting the following tokens in
their respective areas:
a. two carbon dioxide tokens (one for each team) near the head, foot,
and hand.
b. two waste tokens (one for each team) near the head, foot, and
hand.
c. all the sugar/food tokens on either side of the intestines.
d. all the oxygen tokens on either side of the lungs.
e. all red blood cells on the femur (the part in the game board with a
picture of red blood cells on it)

B. During the game

1. Explain the following rules of the game to the students:
a. There will be two teams for each game board. It can be two single
players or two teams with two to four members.
b. The objective of the game is to deliver all the oxygen and sugar
tokens to the cells, all the carbon dioxide tokens to the lungs, and all
the waste tokens to the kidneys.
c. Determine the first player to take a turn by flipping a coin.
d. The first team will roll a dice. The number on the dice represents the
beat of the heart. The player will move a token based on that
number of spaces.
e. Players must start delivering oxygen and food tokens to the cells.
i. To move a food token, simply put it out of the intestine and
move based on where the arrow is pointing and based on
the number of spaces that you rolled.
ii. To move an oxygen token, put it on top of a red blood cell
first before moving into the bloodstream. Both oxygen and
carbon dioxide ride on RBC. The journey of the RBC starts at
the femur.

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f. The tokens should circulate space by space based on the arrows. If

a blood cell token reaches the lungs, it could pick up oxygen if it
needs one, or drop off carbon dioxide if it has been carrying one.
The food and waste token do not pick up or drop off anything in the
lungs, they just pass through.
2. Tell the students to remember the following situations:
a. If the food or oxygen token stops at the cell located in the hand,
foot, and head, it will stay there for the rest of the game.
b. If the waste token reaches the kidneys, it stays there for the rest of
the game
c. If the red blood cell token drops off oxygen in the cell, it will pick up
the carbon dioxide token. If the food token is dropped off, it will get
the waste token.
3. The first team who will get all their oxygen and food tokens into the cells,
all waste tokens to the kidneys, and all the carbon dioxide tokens to the
lungs, will win the game.

Guide Questions:
1. Is the activity helpful in determining the blood circulation in the body? Why
or Why not?
Answer: Yes, it is helpful since it clearly determines the path of the
respiratory gases and nutrients in the body.
2. Where should the food, oxygen, and waste tokens stay? What is its relation
to the human body system?
Answer: The food and oxygen will stay on the cells while the waste tokens
will stay in the kidneys. In the human body system, the cells need oxygen
and nutrients while the waste products go to the kidneys to be filtered.

Teacher’s Notes

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This activity can help students visualize the roles of the respiratory and
circulatory systems.

Option C: Let it Flow!

In this activity, the students are asked to identify the two circulatory loops:
pulmonary and systemic.

Duration: approximately 30 minutes

Materials:
● balloon
● three beans
● blue and red yarn
● four paper cups
● paint to color the straw
● straw
● tape

Procedure:
1. Tell the students to secure that all the materials are complete. Then,
follow the steps below:
a. Using tape, secure the open ends of the two cups together. Do the
same for the other two cups
b. Poke a hole in each cup. Refer to the illustration below.

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The location of the holes that should be poked on the cups.

c. Cut one straw into four equal pieces. Color or paint two pieces with
blue and the other two pieces with red.
d. Insert and glue the blue straws in opening A and B and the red
straws in opening C and D.
e. Insert and glue one blue yarn on each blue straw and red yarn on
each red straw.
f. Inflate a balloon until its diameter reaches 10 cm (4 inches). Tie it
off.
g. Using colored pens, draw blue lines on the left side of the balloon
and red lines on the right side. The lines should look like tiny blood
vessels.
h. Stick the free end of the blue yarn in opening B into the blue lines
on the surface of the balloon.
i. Stick the free end of the red yarn in opening D into the red lines on
the surface of the balloon.

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Red straw in opening C and blue straw in opening B should be attached to an

inflated balloon.

j. Cut five to Six pieces of red yarn and five to six pieces of blue yarn
with each measuring 3 cm long.
k. Glue one end of the blue yarn on the left part of the lima bean and
one end of the red yarn on the right side.
l. Glue the other end of the blue and red yarn that you made in step
12 into the free end of the blue yarn attached to opening A and red
yarn attached to opening C respectively.

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The complete blood circulation model

Guide Questions:
1. What do the blue and red straws, cups, balloon, and lima beans represent?
Answer: The blue and red straws represent veins and arteries, cups serve
as heart chambers, the balloon represents lungs, and the lima beans are
the tissues.
2. What is the flow of blood based on the completed blood circulation
model?
Answer: lima beans → blue straw (upper) → upper right cup → blue straw
(lower) → lower right cup → balloon → red straw (upper) → upper left cup
→ lower left cup → red straw (lower) → cycle repeats.

Teacher’s Notes
This activity simulates systemic circulation. Make sure that the analogy of the
materials to the parts of the heart is clear to the students.

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C. Practice & Feedback

Use the following strategies to assess student understanding. Ask the students to
individually answer the following in their notebooks. Afterward, it will be checked and
graded. Ensure to provide immediate feedback on their responses or answers.

1. Put a check on the ‘True’ column if the statement is correct. If the statement is
false, underline the word that makes the statement incorrect, then write the correct
word on the column provided.

True False/Reason Statement

The superior and inferior vena cava are arteries

found in the heart.

Aorta separates the left and right sides of the

heart.

Among the blood vessels, capillaries have the

thickest walls.

The pulmonary vein carries blood from the

heart to the lungs to receive oxygen.

The left ventricle is the chamber where

oxygenated blood enters first.

The left ventricle is thicker than the other.

There are four chambers in the heart.

The atriums are located below the ventricles.

Pulmonary veins take deoxygenated blood

away from the heart.

The bicuspid valve is located on the left side of

the heart.

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Answer Key:
True False/Reason Statement

The superior and inferior vena cava are arteries

veins
found in the heart.

Aorta separates the left and right sides of the

septum
heart.

Among the blood vessels, capillaries have the

arteries
thickest walls.

The pulmonary vein carries blood from the

artery
heart to the lungs to receive oxygen.

The left ventricle is the chamber where

✓
oxygenated blood enters first.

✓ The left ventricle is thicker than the other.

✓ There are four chambers in the heart.

above The atriums are located below the ventricles.

Pulmonary veins take oxygenated blood away

towards
from the heart.

The bicuspid valve is located on the left side of

✓
the heart.

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Assess Performance
Use the following activities to assess understanding.

Ask the students to individually answer the following in their notebooks.

I.
Afterward, it will be checked and graded.

1. Identify the part of the circulatory system that is being described in each
item.
a. The biggest artery. Answer: aorta
b. The vein that carries oxygenated blood towards the heart. Answer:
pulmonary vein
c. The artery that carries deoxygenated blood towards the heart. Answer:
pulmonary artery.
d. The smallest blood vessel. Answer: capillaries
e. The heart's chamber that receives oxygenated blood. Answer: left
atrium
f. The chamber of the heart that receives deoxygenated blood. Answer:
right atrium
g. A blood vessel where deoxygenated blood from the body flow. Answer:
vein
h. The chamber with a thicker muscle. Answer: left ventricle
i. The heart's chamber above the ventricle. Answer: atrium
j. The valve between the left atrium and left ventricle. Answer: mitral
valve

2. Trace the flow of deoxygenated blood from the foot going to the lungs.

capillary bed of the foot → systemic veins → __________________ → right atrium →

__________________ → __________________ → pulmonary valve → __________________ →
__________________

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Answer Key:

capillary bed of the foot → systemic veins → inferior vena cavae → right atrium →
tricuspid valve → right ventricle → pulmonary valve → pulmonary artery → lungs

3. Trace the flow of oxygenated blood from the lungs going to the foot.

Lungs → __________________ → left atrium → __________________ → left ventricle →

__________________ → __________________ → systemic artery → __________________

Answer Key:

Lungs → pulmonary vein → left atrium → mitral valve → left ventricle → aortic
valve → aorta → systemic artery → capillary bed of the foot.

Use the Check Your Understanding section in the study guide. Students
II. may answer it in their notebooks, and they will be checked and graded
afterward. Choose only selected items if not possible due to time.

A. Write true if the statement is correct. Otherwise, write false.

1. The human heart is made up of four chambers. Answer: true
2. The two lower chambers of the heart are called ventricles. Answer: true
3. The right atrium sends deoxygenated blood. Answer: true
4. As the left ventricle contracts, the blood leaves the heart through the
pulmonary arteries that lead to the lungs. Answer: false
5. Pulmonary circulation carries oxygen-poor blood to the lungs and brings
back oxygen to the heart. Answer: true
6. Systemic circulation is the passage movement of oxygenated blood from
the heart for distribution throughout the body. Answer: true
7. Pulse rate is the number of heartbeats in an hour. Answer: false
8. Valves open simultaneously to ensure backflow. Answer: false

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9. The valves in the heart are the mitral valve and the tricuspid valve.
Answer: true
10. Aorta is the largest artery in the heart. Answer: true

B. Using the words found below, construct a diagram or cycle that will show
the correct pathway of the circulation of the blood.
1. left ventricle 6. body cells
2. right ventricle 7. right atrium
3. aorta 8. arteries
4. tricuspid valve 9. lungs
5. left atrium 10. mitral valve

Answer Key:

III. Additional worksheets during class when time permits or after class.

Recall Worksheet 10-item matching type quiz

(Level 1) Appendix A1. Assess-Recall Worksheet

Comprehension Worksheet 16-points table completion quiz

(Level 2) Appendix A2. Assess-Comprehension Worksheet

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Application Worksheet 10-point short-response essay quiz

(Level 3) Appendix A3. Assess-Application Worksheet

Synthesis
Use the following strategies to end the lesson.

1. Summarize and conclude the lesson by asking the following questions.

a. Why is blood circulation important?
Answer: To deliver nutrients and respiratory gases needed by the cells to
function properly.
b. How is the respiratory and circulatory system related?
Answer: The respiratory system aids in taking in and out respiratory gases.
The blood, a part of the circulatory system, is responsible for delivering these
respiratory gases throughout the body.
2. To further deepen understanding, you may also ask the following questions.
a. Why are the three types of blood vessels different sizes and how does it help
to carry out its function?
Answer: Their sizes are necessary in order to carry out their function properly.
The aorta and vena cava are big in size because they transport blood from
the heart throughout the body, and draw in blood from all parts of the body,
respectively. Capillaries are small in size in order for the gases and nutrients
to diffuse easily.
b. What is the role of the lungs in blood circulation?
Answer: The lungs have tiny air sacs that are only one cell thick and
surrounded by capillaries. These sacs are termed as alveoli. Blood from the
heart flows through these capillaries and collects oxygen from the alveoli. At
the same time, carbon dioxide passes out of the capillaries and into the
alveoli.
3. Read in advance the next lesson which discusses in detail the processes involved in
the transport of nutrients, gases, and other molecules.

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Bibliography

Johnson, George B. and Peter H. Raven. 2001. Biology: Principles & Explorations. Austin: Holt,
Rinehart and Winston.

Mader, Sylvia S. 2014. Concepts of Biology. New York: McGraw-Hill Education.

McLaughlin, Daniel P., Jonathan A. Stamford, and David A. White. 2007. Human Physiology.
London: Routledge.

Reece, Jane B. and Neil A. Campbell. 2011. Campbell Biology. Boston: Benjamin
Cummings/Pearson.

Riddel, Jennifer. 2012. Your Body's Systems. Pdf. Open School BC.

Weller, Alan. 2011. Human Anatomy. New York: Dover Pictura Electronic.

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Appendix A1. Recall Worksheet

(with Answer Key)

Matching Type. Refer to the figure below. Write the letter of the part that is described in
each item (10 points).

1. The blood vessel where oxygenated blood flows from the lungs to the heart.
Answer: L
2. The chamber of the heart where the oxygenated blood enters first. Answer: J
3. It is the biggest artery that supplies oxygenated blood throughout the body.
Answer: K
4. The blood vessel where the exchange of gases from the body and blood occurs.
Answer: G

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5. The veins which carry deoxygenated blood to the heart (three answers). Answer:
B, E, F
6. The chamber of the heart where the deoxygenated blood enters first. Answer: C
7. The thickest chamber of the heart. Answer: I
8. The blood vessel where deoxygenated blood flows from the heart to the lungs.
Answer: A
9. The blood vessel where the exchange of gases from the lungs and blood occurs.
Answer: M
10. The heart chamber below the right atrium. Answer: D

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Appendix A2. Comprehension Worksheet

(with Answer Key)

Table Completion. Identify if the given part of the circulatory system has oxygenated or
deoxygenated blood flowing through it. Then, write the function of the given part (16
points).

Part of the Oxygenated or

Function
Circulatory System Deoxygenated blood

Vena cava

Aorta

Pulmonary Artery

Pulmonary Vein

Right Atrium

Right Ventricle

Left Atrium

Left Ventricle

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Answer Key:

Part of the Oxygenated or

Function
Circulatory System Deoxygenated blood

The largest vein which carries

vena cava deoxygenated
deoxygenated blood to the heart

It is the biggest artery that supplies

aorta oxygenated oxygenated blood throughout the
body.

The blood vessel where

pulmonary Artery deoxygenated deoxygenated blood flows from the
heart to the lungs.

The blood vessel where oxygenated

pulmonary Vein oxygenated blood flows from the lungs to the
heart.

The chamber of the heart where the

right Atrium deoxygenated
deoxygenated blood enters first.

It pumps blood from the heart to the

right Ventricle deoxygenated
lungs.

The chamber of the heart where the

left Atrium oxygenated
oxygenated blood enters first

left Ventricle oxygenated The thickest chamber of the heart.

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Appendix A3. Application Worksheet

(with Answer Key)

Short-Response Essay. Provide concise and accurate answers to the following questions
(10 points).

1. A TV game show wants to help schools in various communities by going to different

barangays and collecting plastic bottles. In return, the plastic bottles will be directed
to the game show’s partner company that manufactures plastic chairs. How would
you compare the game show to how the circulatory system works? Which part
represents the heart, lungs, oxygen, carbon dioxide, and blood vessels? (7 points)

Answer: The oxygen is the chairs and the plastic bottles are the carbon dioxide.
The blood, on the other hand, is the truck. Similar to the heart, the game show
receives deoxygenated blood in the form of a truck loaded with plastic bottles,
which is the carbon dioxide. Then, it delivers chairs, which is the oxygen, to the
chosen school in a barangay. The blood is the truck because that is the
transporting medium. It is the one responsible for transporting those chairs and
plastic bottles.

The road that the truck takes out of the game show’s network is the artery
because like the arteries, it carries oxygen which is the chairs to be delivered to
barangays. The road that the truck takes from the barangay going back to the
game show’s network is the vein because it carries deoxygenated blood (the
plastic bottles) towards the network. The capillaries can be compared to the
streets or the narrow roads because like the capillaries, that is the place where
exchange of gases similar to the exchange of plastic bottles from the citizens and
chairs occurs.

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2. While watering your garden using a water hose, you accidentally covered a part of
its hole and observed changes in water flow. How would you compare this in the
blood flow in arteries? (3 points)

Answer: When the arteries are blocked with fats, the blood pressure increases
similar to the water pressure in the water hose when a part of it is blocked.

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