DAILY LESSON LOG

GRADE 9-SCIENCE (1:00-2:00)

TUESDAY
I.OBJECTIVES
A. Content Standards
The learners demonstrates understanding of:
1. 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
2. the prevention, detection, and treatment of diseases affecting the circulatory and respiratory systems

B. 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 data gathered from the school
or local health workers

C. Learning The Learners should be able to…

Competencies/Objectives
- 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)

- infer how one’s lifestyle can affect the functioning of respiratory and circulatory systems;
(S9LT-lc-27)

II.CONTENT Respiratory and Circulatory Systems Working with the other Organ Systems
Circulatory System
III.LEARNING RESOURCES
A. References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages Pages 14 - 23
3.Textbook Pages Pages 14 - 23
4.Additional Materials from Learning
Resources (LR) portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous lesson or Review: - parts of the heart
presenting the new lesson - how blood is pumped by the heart

B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to formative assessment)
G. Finding practical/applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
Prepared by:
Olga T. Calitong
Teacher
Instruction: Earn points if you will be among the first five who will volunteer to explain how blood is pumped by the heart.
Now, think of songs which contain the words
“RHYTHM OF THE/MY HEART or MY HEART BEATS FOR YOU” or any related words.
Do you have any idea why people often say rhythm of my heart?
Does the heart really have a rhythm?
This time, try to put your fingers (at least two) on your wrist. Can you feel something beating? You can also feel this in your temple, at the sides of your forehead
and more.
Describe what you feel. Is it fast? Slow?
Define:
- HEART RATE/PULSE – the number of times your heart beats in a minute. (BPM or beats per minute)
Check on those who have health issues if anyone is not at his/her best before performing the activity.
PAIRWORK: Let the learners prepare a sheet of paper each where they will record their data.
Explain the procedures in the activity especially how to record and compute for their maximum heart rate.
(Outdoor Activity)
Instruction: Walk with your pair from our classroom to the main gate, up the road going to the Senior High Building and down the new building back to our
classroom and answer the questions in ACTIVITY 6 – pages 17-18 of textbook (attached activity).
Questions:
1. What is your maximum heart rate? Show your solution.
2. Describe your heart rate before going out and after going out? Why is there a difference?
3. What do you think causes the difference in number 2?
In our daily living, what activities/work make our heart rate higher? Slower?
ESSAY:
Differentiate between the heart rate when resting and after performing some strenuous activity. Why does our heart beat faster after doing work?
 DAILY LESSON LOG
GRADE 9-SCIENCE (7:30-8:30)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standards
The Learners demonstrate an understanding of…

- the unit, mole, that quantitatively measures the number of very small particles of matter

B. Performance Standards
C. Learning The learners should:
Competencies/Objectives
- use the mole concept to express mass of substances;
S9MT-IIi-19
II.CONTENT
III.LEARNING
RESOURCES
A. References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources
IV.PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Mole Concept
p. 116 - 127
pages 145-154
Science 9 – Rex Publishing; Chemistry textbook by Capco and Yang; General Chemistry- Williams
Do the pre-assessment on pages Review Mole and Review the result of the
146-147. Avogadro’s number and activities done yesterday.
how to convert them into
particles.
Ask the commodities that they
usually buy from the store. How
do the storekeepers sell them?
By piece? By kilo?
Ask why rice is sold per kilo/per
cavan instead of per piece. Or
why eggs are sold per piece
rather than per kilo.
Perform Activity 1 – Counting by
Getting the Mass of an Object
(page 147-148)
Basing from yesterday’s activity,
let the students come up with
reason as to why there are
varying results to their activities.
(There could be varied reasons,
so how are we going to
measure/count
atoms/molecules/atoms which
are very small?)
 Define and discuss MOLE – the
unit used by chemists.

Discuss AVOGADRO’s NUMBER

(6.02*1023). And give some
values by which they could
imagine how big this number is.
(eg. 6.02*1023 of rice grains
would cover the land masses of
the Earth to a depth of 75
meters)

Show how to convert moles to its

equivalent amount in the number
of particles.
F. Developing mastery Problem-solving on
(Leads to formative assessment) conversion – page 149.
G. Finding practical/applications of
concepts and skills in daily living
H. Making generalizations and Do substances with the
abstractions about the lesson same mass have the same
number of particles?
I. Evaluating Learning Perform:
Activity 2 – pages 149-
150
Activity 3 – pages 151-
152
J. Additional activities for Perform:
application or remediation -Act. 4 – page 152-153
-Act. 5 – pages 153-154
V.REMARKS
VI.REFLECTION
A. No. of learners who earned 80%
of the formative assessment
B. No. of learners who require
additional activities to
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
material did I use/discover which I
wish to share with other teachers?