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GRADE 9
Learning Module

SCIENCE
(Qtr 1 to 4)

Comp iIet ion by Ben: b h m

1

UNIT 1
Living Things and Their
Environment

Photo Credit: hrtp-// .Fly ing fourrhc rt .c orn/ 2012/0S/2 S/arcuno• ubud/
^'(' D' JI E Respiratory and Circulatory System
Wor with Other O

Your body is a fascinating cr eation that can carry out incredible tasks and
activ£ies. It is like a machine that is able to function wifh proper organization of parts
and systems. However. our bodies also rpuire proper care and maintenance. It is just
fitting to keep going with a healthy lifestyle to ensure fhat each part is maintained
appropriately while gelding the most out of iL
In the pasL you were introduced to the different levels of organizations in the
human body and the mechanisms involved in it. You have Iearne-d that Idie human body
is compased of different systems, which are collections of cells. tissues. and organs.
each of which has a special job that keeps you alive. Whether you eat. play. dance.
sing, or sleep: each part of your organ systems performs particular functions. You also
discovers-d how the digestive system breaks down food to nourish your whole body.
How, you will learn how the different structures of ltte circulatory and
respiratory x ystems vmrk lo9ether to transport oz ygen-rkh brood and nutrients
to the dtferem parts of ltte body. You niil aloo undeistand lhe prevention,
delection, and tiealm eni of diseases affecting ltte respiratory and circulatory
sy slems.
AI the end of this module. you are expected! to:
1. explain the mechanism on how the respiratory and circulatory systems vork
together to transport nutrients. gases. and molecules to and from the different
parts of the body:
2. infer how one’s lifestyle can alTect Idie functioning cf respiratory and
cir culatory systems.
Respiralory syslem is made up of fhe organs in the body that help us to
breathe. Jus remember that fhe vord respiralion is linked to breathing. Circulalory
system is responsible for distribu£ng materials tlJrouqlJout the body. Take note that
circulation means fransporta£on or movement in circles. Bofh systems are essentially
meant for each other. The common purpose not be attained without the other
system.
 In Module 1. you will be able to answer the folDwing key questions:

Direction : Pill in the K-W-H-L Chart bebw to assess your prior knowledge and
understanding cf the topic. Respiratory and CircuBtory Systems, Working with the
other Otgan Systems.
AcGviyl

What a Bunch of Grapes!

• I dentily the key parts of the breathing system

Bunch of grapes
(or any oth+r bunch of fruits or vegetables such as arosep or la/c (seaweed). /anzones.
cauliflower etc )

I. Hold up the bunch of grapes. Let the bunch of grapes represent the breathing
system.
W£hin your group. locate the parts of the breathing system: the main stem as the
trachea the large branching stems as the bronchi. and all the I£t!e stems as the
bronchioles. The individual grapes are the airsac s or aheoll.
Dne by one. gently take out some of the grapes to expose more of the branching
stems (bronchioles). Observe its structure.
4 Trace fhe pathway of oxyqen using Ite "Bunch cf Grapes" model. Hote that air
moves from the nose (nasal cavity) and mouth (oral cavity) to the zachea,
bronchi. bronchioles, and than into the alveoli (air sacs ›. The air we breathe
^ i -• S *79^^ Wh E•n we bre athe. the oxygen goes to the lungs.

BRONCHI
TRACHEA

BRONGHfDLE 5
PART B

• Describe the func£on of each part of the br eathinq system

1. Refer to the diagram and check your understanding of the breathing system by
labeling each part and giving its functions in the box corresponding to the part.
Guide Question:
01. What does each part of Idie "Bdunch Grapes" model represent. in relation to the
breathing system”*

02. How will you describe the pathway of oxygen in the breathing sysfem?

03. \Vhat will happen if one part cf the system fails to carry out its function properly+

KEY CONDEPTS
The air we breathe goes through Idie nose. nasal passages. and Ifien
through the trachea or wind pipe. which separates into tvo branches.
called brcrichia! tubes or bronchi. one entering each lung. The bronchi subdivide
many times inside the lungs. analogous fa Idie branching pattern of grapes. finally
becoming hair like tubes called bionchioles. in the last part of the terminal
bronchioles are tiny bubble-like bunch of str uctures calle-d alveoli or a irsacs.

Previously. you have already learned about Idie essential parts of the breathing
system and their Nnctions. Now. you will understand the mechanism and afivdities
the lungs and Idie diaphragm.
Have you experienced being in a jam-packed train? You almost certainly
not wait to qet out where there are fewer peoqle so you could freely move. This is
analogous to the process that makes air move in and out of your lungs. The air
molecules are either crowded outside and tend fa get into the lungs where there are
fever air molecules (inhalation ). or they tend to get outside because they are too
crcwde-d inside the lungs (exhalation). When you breathe in. your diaphragm muscle
contracts downward and rib muscles pull upward causing air to fill up the lungs. Can
you explain why+ Well. when your diaphragm goes Dwer and ribs shit up. Ifiey 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 Idie gas to be exhakxJ.
Activity 2
Botded Balloons
Oftiectives:
• Explain how the lungs work
• Describe how the movement of Idie diaphragm helps the air qo in and out
of the lungs

1 two-liter empfy plastic boltle 1 sturdy straw 1 pair of scissors

3 balloons (1 big 2 small) 5 rubber bands

I. U sing a pair of scissors, cut Idie bottcm out of the 2-liter plas£c bottle.
2. Create two holes that are apart from each other in Idie cap of the plafic boltle. Make
sure that each hole is just big enough for a straw to fit Through.
3. Stick the two sfraws throu@ the two holes of fhe bottle cap.
4. Place one balloon on the end of each straw. and secure them with rubber bands. as
shown in the figure below.

5. Stick the balloon ends of the sfraws through Idie bottle opening and screw the lid on
t ig htl y.
6. Stretch out the larger balbon and place it over the open boftcrn of the boble. Secure
it with the rubber band as tightly as possible. Refer to the diagram of the finished lung
s. Pull the larger balDon down: that is. away from the boble. in order to blow up the two
small balDons.
â. Push the larger balloon tm’ards the bottle in order to let the air out of the tvo small
balloons.
/. Write down your observations.

04. \Vhat does each pat of the constructed lung model represent

05. Whal happens as you pull down the balloon at the bottom cf the modeI+

06. What happens as you push up the balDon ?

B7. How does the movement of the diaphragm cause Idie air to go in anc! out of the
lungs”?

D8. What might happen I you prick tLe balloon”?

Why do we believe that life is possible only on planels where oxygen is present”*
Dxygen is necessary for lie to exist. Without iL Idie cells in the body vould not be able
to release the energy in food for power. and they would c!ie w£hin minutes. When you
inhale air. your respiratory system gets oxygen. When you exhale. carbon dioxide is
released. How do The r+spiratory and circulatory systems work together to carry out
their common purposes
 Perform the next activity to learn more about fhe gas exchange that fakes place in
the respiratory and circulator y systems.

Activàty 3

Objectives:
• Describe blood flow and gas exchanqe within the heart circulator y system. and
lungs
• Explain the mechanism cf how Idie respiratory anc! circulatory systems work
together

Paper strips Rope or ribhun

Parking pen Chalk

1. Perform the actvity with your group mages (7-B perdons).

Z. Assign and label dTferent areas in th-e outdoor setting ss: lungs. on alrium, leh
ventrlcle, arteries, capllbry, veins, righl venlrfcle, and right atrium.

3. US i ng fhe marking pen. wrte clown the vord oxx9e ^ FI as many paper sfrips as
you can and place them in the lung area. The capillary area should have papers
with cardon c//'ox/de written on them.

4. Use the chalk tc mark and deline Idie different areas such as what is given in the
diagram below. Assign scme members of your group to stand sill on Idie different
marked areas.

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