GAD-based iC CEBU
Lesson Exemplar
Grade Level: Twelve Learning Area: Gen. Bio. 2 Quarter: II Duration: 60 minutes
Learning Area/s Integrated: MAPEH (Health), Chemistry, English, Esp & TLE (ICT)
Integration Approach Used: (Please tick.)
√ Multidisciplinary Interdisciplinary Transdisciplinary
* Theme-based
I. 21st Century Skills to be developed (Please tick.)
√ Communication Learning and Innovation √ Problem Solving
√ Critical Thinking √ Information Media and Technology √ Life and Career
II. Focused Learning Competency
STEM_BIO11/12-IVa-h-1 compare and contrast process in plants and animals: transport and
circulation
III. Focused GAD-based Principle to be Integrated
use gender-sensitive language during discussion
IV. Intended Learning Outcomes
Knowledge identify the major components of circulatory system
Skills develop a model of human circulatory system
Attitude employ enthusiasm and critical thinking in performing the task
show appreciation on the importance of circulatory system through
Values
creating a presentation
V. Learning Content/s Students learn about circulatory system by developing a
model
Concept The Circulatory System is made up of the heart, blood
and blood vessels. Heart pumps blood throughout the
body through a closed system of tubes. These tubes that
carry the blood are called blood vessels. There are three
types of blood vessels: arteries, veins, and capillaries.
Blood is a fluid that transports oxygen, nutrients and cell
waste throughout the body.
Themes
Circulatory System plays a vital role in the body. Life
cannot go without it.
Learning Materials Activity sheet, cartolina, scissors, glue, paper cup, bottle
cap, still pictures, pentel pen, acitivity notebook, blue
and red thread and yarn, slide deck and video clip
differentiate safe and unsafe (danger) situations
DRRE Concepts identify necessary basic actions, such as protecting
oneself, to cope with common natural hazards related to
plants e.g. trees
Curriculum Guide, Teacher’s Guide (Teaching Guide for
Senior High School General Biology II), pp. 190-192
References httsp://youtu.be/-s5iCoCaofc,
https://study.com/academy/lesson/the-human-circulatory-
system-parts-and-functions.html,
file:///C:/Users/owner/Desktop/BIOLOGY/Gen%20bio%202/Ci
rculatory%20System/Biology%20C%20-%20Lesson%201%20-
%20Circulatory%20System.pdf,
https://www.teacherplanet.com/pages/circulatory-system-
lesson, https://betterlesson.com/lesson/632213/introduction-
to-the-circulatory-system
VI. Learning Experiences (5 Es)
1. Engage Do:
(5 minutes)
To engage the students the teacher will let them read the statement
below. Once students have read the statement, they complete a
Journal Writing in their Activity notebook.
A City of Cells
Think of your body as a city of cells. Each cell
is like a house. A house needs fuel, energy,
water, and raw materials. A house must also
have a sewer system and garbage pickup to
get rid of wastes. Your body must take in
needed materials and get rid of waste
materials just like a house does.
REFLECT and WRITE. Journal Writing
The teacher can use the guide questions below:
(a)What makes a delivery system efficient?; (b) Imagine you are in
charge of a package delivery service, what things might make your job
harder, what things might make your job easier, and what would be
the most important parts of a successful delivery company?; (c) Write
a paragraph to explain your ideas, you may include any lists,
diagrams, or drawings that help your explanation.
Do:
1. Ask one/two volunteers from the class to share their work.
2. End the section of this lesson by telling students that we have a
delivery system in our bodies that is as efficient as it's important.
3. Show them the picture below and tell them to take a moment to
look at the meaning of the image.
Ask:
1. What can you see in the picture?
Possible Answer: It shows the lungs, heart and the cell and
particularly red blood cells.
2. What do you think the red and the blue arrows represent?
Possible Answer: Blue arrow represents deoxygenated blood and
the red arrow represents the oxygenated blood.
3. What is your significant observation about the picture?
Possible Answer: There is a street, the blood follows a pathway.
Say:
Your circulatory system is like the streets of a city, with lots of traffic
flowing through the streets to and from different destinations. In
today’s lesson you will recall about what you have learned in your
past lesson about the circulatory system.
2. Explore Do:
(25 minutes)
The teacher will have an activity called MAKE and ANALYZE (Group
Activity. In this section of lesson students begin to explore the
structure and function of the circulatory system by developing a
model. Provide the students the necessary materials they needed in
the activity (you can ask them ahead of time to prepare such).
Say:
In this activity you will learn about all the parts of your circulatory
system and what they do. Let's start by building a model that can
serve as your guide to the parts of the circulatory system and how
they fit together.
Procedure and Materials needed in the activity are attached in the
annex.
Ask:
1. What did you find out in the activity?
Possible Answer: Answers may vary.
2. What do the following materials represent: bottle cap, cup,
straw, balloon, blue and red thread, and the yarns?
Possible Answer: Bottle cap – body cells, Cup – heart model,
Straws – blood vessels, balloon – lungs, blue and red thread –
tiniest blood vessels, yarns – blood vessels corning to and leaving
the heart
3. Explain the path of blood in your model.
Possible Answer: Answers may vary.
3. Explain Do:
(10 minutes)
WATCH and LEARN. The teacher will show a video clip
(animation), which discusses components of the circulatory
system (heart, blood and blood vessels).
While the students are watching the video they will answer
the following questions:
1) The red blood cell rides the highways of the _____________
_____________.
2) What shape comes to mind when you hear the word circulatory?
3) What circulates around our bodies everyday?
4) What is the name given to the small "tunnels" found in our bodies?
5) What do arteries carry? What do veins carry?
6) How does our blood move?
7) At least how many times does your heart beat?
8) Name all the "rooms" found in the heart.
9) What do red blood cells need to pick up before making
deliveries? Where do they pick up this package?
10) What color does the red blood cell change to after it dropped
oxygen?
11) What does the red blood cell pick up after it's dropped off all its
oxygen?
12) Where does this new package end up in? What do you think the
lungs do with this package?
4. Elaborate PICK and COMPLETE. (Board work)
(8 minutes)
Direction: Pick a strip of word to complete the statements posted on the
board.
These are the following statements:
1. The __________ carry blood back to the heart.
2. Blood vessels that carry blood away from the heart are called
_____________.
3. The heart, blood vessels and blood make up the
_____________, life cannot go without it.
4. Blood moves from arteries to veins through tiny blood vessels
called ______________.
5. The _________ pumps blood all throughout the body.
Possible Answers:
1. Veins 2. Arteries 3. Circulatory System, 4. Capillaries 5. Heart
5. Evaluate ANALYZE and SYNTHESIZE. In this section the teacher will let the
(10 minutes) students begin to start working on an Exit Slip where they are required
to create a presentation on the circulatory system. The focus of the
presentation is how blood receives and carries oxygen throughout the
body. Exit Slip is attached in the annex.
VII. Learning Enablement COLLABORATE and PERFORM. (Differentiated Activities).
(2 minutes)
NOTE: Utilize the same groupings you had in the previous activity and
provide the instructions on how to accomplish the task.
Directions: Show your appreciation to our circulatory system through:
Group 1 – Dance
Group 2 – Jingle
Group 3 – Video blog
Group 4 – Role play
Group 5 – Poster
Note: Every performance must show/possess circulatory system and its
importance and the different parts / functions.
Reflection (DepED Order No. 42, s. 2016)
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work?
D. No. of learners who have caught up with the lesson
E. No. of learners who continue to require remediation
F. Which of my learning strategies worked well? Why did these work?
G. What difficulties did I encounter which my principal or supervisor can help me solve?
Prepared by:
AILEE MAE A. VILLO
Special Science Teacher I
Buanoy National High School, Balamban District II
Noted by:
EDWIN L. MARIBAO
ASSISTANT SCHOOL PRINCIPAL, SHS
Buanoy National High School, Balamban District II
