Q2_LESSON _Science 6_Lesson 1_Week 1.pdf

NICE

1. PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM























6
Lesson Exemplar
for Science

Lesson
1
Quarter 1
Lesson 1
Quarter 2

2. 2

Lesson Exemplar for Science Grade 6
Quarter 2: Lessons 1 (Week 1)
S.Y. 2024-2025

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.



Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers [phone] and 8631-6922 or by email at [email protected].

Development Team
Writer:
• Jill Christine H. Miralles (Leyte Normal University)

Validator:
• Dominador D. Mangao (Philippine Normal University Manila)


Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

3. 1

LESSON EXEMPLAR

SCIENCE (BIOLOGY)/QUARTER 2/GRADE 6

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standards
Learners learned that using drawings, tables, and flowcharts is an important skill in learning science concepts and in
learning about science processes.
B. Performance
Standards
By the end of the Quarter, learners describe and create models of the body systems whose function is to help humans
grow, develop, and reproduce.
C. Learning
Competencies
and Objectives

Identify from pictures and diagrams the parts of the circulatory system as heart, blood, and blood vessels, and
describe how they work

Lesson Objective 1. Identify the major parts of the circulatory system in pictures and diagrams of the respiratory
system.
Lesson Objective 2. Describe the function of each part of the circulatory system
Lesson Objective 3. Label the parts of the heart.
Lesson Objective 4. Trace the pathway of blood flow throughout the body.
Lesson Objective 5. Create a simple model of the circulatory system.
D. Content The circulatory system
E. Integration Health and Wellness

II. LEARNING RESOURCES
● Department of Education. (Year). MATATAG Curriculum in Science. DepEd Complex, Meralco Avenue, Pasig City, Philippines.
● Vengco, L., Capili, R., Flores, R., Navaza, D. & Zarcal, M.L. (2014). Science for Active Learning 5. Sibs Publishing House, Inc. pp. 22-33.
● Department of Education, Papua New Guinea (2020). National Science Textbook 6. Department of Education, Papua New Guinea, pp.
139-144
● Department of Education, Papua New Guinea (2020). Science Teacher’s Manual 6. Department of Education, Papua New Guinea,
pp.128-135

4. 2

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS
A. Activating Prior
Knowledge

DAY 1
1. Short Review
Start the lesson by doing the activity: Digestion and Delivery where
students will be able to review the key stages of food processing in the
digestive system (chewing, squishing, absorbing) and introduce the
concept of nutrients being delivered throughout the body.
Digestion & Delivery
1. Gather students in a circle.
2. Explain that you'll be playing a game about what happens to food
after we eat.
3. Call out four actions one by one: Chew, Squish, Absorb, Deliver
4. For each action, students need to make a silly pose that represents
that action:
o Chew: Students pretend to chew with exaggerated
movements of their mouth and teeth.
o Squish: Students squeeze their hands together repeatedly.
o Absorb: Students hold their arms out with palms facing up,
then quickly close their hands as if grabbing something.
o Deliver: Students run in different directions for a few
seconds.
5. Once you've called out all the actions, show them pictures of
mouth, stomach, small intestine, large intestine, blood). They will
identify what is the picture about and they will act its work,
whether it chews, squishes, absorbs, or delivers.



Guide the students in doing this
activity. You may show and perform
each action (Chew, Squish, Absorb,
Deliver) with exaggerated expressions.
Then encourage students to copy your
silly actions.

After doing the activity, say this “Do
you know what strong pump delivers
the nutrients all throughout the body?
Give students a moment to think and
answer the question.
The goal is to prompt them to consider
that this strong pump is our heart, and
it's part of a special system in our body
called the circulatory system.
This system uses blood to transport the
good parts of food (nutrients) everywhere
we need them to keep us healthy and
energized.

The next lesson, we'll explore this
amazing circulatory system in more
detail!

5. 3

B. Establishing
Lesson Purpose
1. Lesson Purpose
For the Traffic Flow! (Using a Map) Activity, use a city roadmap. This
activity sparks curiosity about the circulatory system and its role in
delivering nutrients to cells.

Materials:
• A simple road map (printed or projected)
• Markers (optional)

Instructions:
1. Start by saying this "Imagine our body is like a bustling city full of
life! Just like houses in a city need supplies, our body cells need
oxygen and nutrients to work properly."
2. Then show the map: "Cities use roads to transport these supplies.
Can you show me some roads on this map?" (Point to different
roads)
3. Let students give example of a one-way route and name the streets
covered in the map.
4. Tell them that "Many city roads are one-way. Cars travel in to pick
up people who buy food groceries (relate to nutrients) and takes
fuel (relate to oxygen), then head back home. Our body has a
similar system!"
5. Let students give example of two-way or multiple routes and name
the streets covered in the map.
6. Now ask this question, “How would it be different if all the streets
were two-way? (Traffic jams, confusion!)
2. Unlocking Content Area Vocabulary - Crossword Puzzle
Distribute the crossword puzzle worksheets. Explain that they will be
learning about the amazing circulatory system, which is responsible for
delivering oxygen and nutrients throughout the body.

Instructions: Use the clues to complete the puzzle.
Connecting to Learning:
“Just like a city needs a well-organized
traffic system, our body needs a special
system to transport oxygen and food
nutrients.”
























Offer a small prize (sticker, etc.) for the
first student to finish the puzzle
correctly (optional).

6. 4















ACROSS
2. It carries oxygen and nutrients to your cells.
3. Blood vessels that carry blood away from the heart.
4. Gas that is carried in your blood and helps your cells work properly.

DOWN
1. Tiny building blocks of your body that need oxygen and nutrients.
2. Blood vessels that take blood away from your cells.
3. It is the muscular organ that pumps blood throughout your body.



Answer Key to Crossword Puzzle:
ACROSS
2. Blood
3. Arteries
4. Oxygen

DOWN
1. Cells
2. Veins
3. Heart

C. Developing and
Deepening
Understanding
DAY 2
SUB-TOPIC 1: The Heart
1.1 Explicitation
After completing the "Traffic Flow" activity using a map, use students'
understanding of city traffic systems to introduce the human body's
circulatory system.

Guiding Questions:
1. In our traffic flow activity, we planned routes to deliver goods
throughout the city. Why do you think our bodies also need a delivery
system? (Possible answers: to deliver oxygen, nutrients, remove waste)
Begin this part by going back to the
activity about traffic flow. Then ask
some guide questions that will leverage
their prior knowledge to build
understanding of the circulatory
system.

Based on student responses, introduce
key parts of the circulatory system:

7. 5

2. How might a delivery system in our bodies be similar to, or different
from, a city's traffic system? (Similarities: organized routes, specific
destinations; Differences: body system is internal, uses blood instead of
vehicles)
3. In the traffic flow activity, what were some important parts of the
system? (Roads, vehicles, traffic lights, destinations) Can you think of any
parts our body's delivery system might have? (Elicit ideas like tubes, a
pump, valves, different organs to deliver to).



Activity 1. Heartbeat Lab
Ask these questions before introducing the activity:
- How many times does your heart beat in a minute while sitting?
- How about after jumping for 1 minute?
To check your pulse at your wrist, place two fingers between the bone and
the tendon over your radial artery — which is located on the thumb side of
your wrist. When you feel your pulse, count the number of beats.

Allow students to work out their pulse and breathing rates using the
formula given and record in the table. Make sure every child can be able to
feel their pulse before the activity is carried out

Facilitate a discussion about the findings.
Ask questions like:
• Did everyone get the same heart rate? Why or why not?
• What happened to your heart rate after exercise?
• Why do you think it's important to rest after exercise?




• Blood: The "cargo" being
delivered, carrying oxygen and
nutrients.
• Blood vessels: The "roads" that
carry blood throughout the body
(arteries, veins, capillaries).
• Heart: The powerful "pump" that
keeps blood circulating.
• Organs: The "destinations"
where blood delivers oxygen and
nutrients (e.g., lungs, muscles,
brain).
Explain that the circulatory system is a
complex network that keeps our bodies
functioning properly.
Guide the students in doing the
activity. Mention that a healthy pulse
rate can vary depending on age and
activity level.
This activity will help the students
locate their pulse point and calculate
their heart rate at rest and after
exercise. The students will also observe
how physical activity increases heart
rate compared to a resting state, and
connect the concept of heart rate to the
circulatory system and blood flow.
(See the Worksheet Activity 1-Heartbeat
Lab for the details)

8. 6


1.2. Worked Example
Activity 2. Mission Heart possible!

1. Divide the class into small groups (ideally 3-4 students).
2. Within each group, assign roles:
• Heart Size & Location Scouts: These students will be responsible for
researching the size and location of the human heart.
• Heart Composition Investigators: These students will focus on what
the heart is made of (muscle tissue).
• Chamber & Function Experts: The remaining students will research
the different chambers (atria and ventricles) and their functions.
• Blood Flow Navigators: These students will delve into the typical
blood flow pathway through the heart's chambers.
3. Provide each group with a photocopy of a resource material that they
will use in doing this activity.
4. Give students time within their groups to research their assigned topics
using the provided resources. Encourage them to take notes, draw
diagrams, or discuss their findings with each other.
5. Once research time is up, have each group come to the front and
present their findings to the class.

After all group presentations, facilitate a class discussion to solidify
understanding:

Use a large labeled diagram of the heart on the board and highlight the
key points as a class, emphasizing the connection between chambers and
blood flow.
1. Look at the atria and ventricles on the diagram. What is the main
difference in their size?
2. Why do you think the ventricles, especially the left ventricle, need
to be thicker and more muscular than the atria?
3. Can you find any valves on the diagram? Where are they located?
4. How do you think these valves help with blood flow?


Introduce that the heart works tirelessly to
pump blood throughout our body. The
heart pumps thousands of liters of blood to
all parts of our body everyday. Show a
simple labeled diagram of the heart to the
whole class.

Based on the diagram, ask what are the
different parts of the heart. Then this will
be followed by a group activity (see
Worksheet Activity 2)
Heart Size & Location Scout:
• average size of the heart (fist-sized)
and its location (center of the chest,
slightly to the left).
Heart Composition Investigator:
• Heart is a muscular organ.
• Teacher may add (We can control
our arm and leg muscles, but we
cannot control the heart muscle.
This muscle in our heart works all
the time even while we are sleeping.)
Chamber & Function Experts:
• the different chambers (atria -
receiving, ventricles - pumping) and
their roles using diagrams.
Blood Flow Navigator:
• the blood flow through the heart
chambers (right atrium → right
ventricle → lungs → left atrium →
left ventricle → body), using arrows
on a diagram or clear explanation.

Answer Key:
1. (Ventricles are larger and muscular)
2. (For strong pumping action)
3. (Point to the valves between atria and
ventricles)
4. (Ensure one-way flow from atria to ventricles)

9. 7

Based on the activity, describe the heart (chambers, size, location,
composition, and functions) by filling out the boxes.



1.3. Lesson Activity
Activity 3. The Mighty Heart
Identify the major parts of the human heart by coloring it using the code
below. Then write its function in the box. See Worksheet Activity 3.

10. 8


Activity 4. Ruby The Explorer
Have you ever wondered what happens inside your body? Today, we'll join
a curious red blood cell named “Ruby” on an exciting adventure! Ruby
lives in a cozy place called the lungs, but she's eager to explore where she
goes next.

Help Ruby solve the mystery!
Read the clues carefully and use your detective skills to figure out where
Ruby travels through the heart and body. Write down your guesses next
to each clue. See Worksheet Activity 4.
Here are the Clues:


KEY to Activity 4:
1. "I am a small, muscular room where
Ruby enters first. It feels a bit crowded
here." (Right Atrium)

2. "I push Ruby out with a strong
squeeze. It feels like a workout in here!"
(Right Ventricle)
3. "This place is full of air! Ruby can't
stay here long, but she picks up
something important." (Lungs)
4. "Another small room, but quieter
than the first one. Ruby feels refreshed
here." (Left Atrium)
5. "The strongest squeeze yet! Ruby
feels a rush as she gets pushed out of
here." (Left Ventricle)
6. "This is where Ruby's journey ends
for now. She delivers her precious cargo
to all parts of the body." (Body)

11. 9




1. Trace the complete path Ruby takes through the heart and body using
the clues?

2. What do you think Ruby picks something up in the lungs?
3. How does the squeezing action in some of the clues relate to the heart's
function?






You may also ask questions tracing the blood flow.
1. Point to the right atrium on the diagram. If a blood droplet enters
here, where will it travel next?
2. Why does blood need to travel to the right ventricle from the right
atrium?
3. Once in the right ventricle, where will the blood go next?
4. After the lungs, where will the oxygen-rich blood return to the
heart?
5. From the left atrium, where will the blood travel next?
6. The left ventricle is the strongest chamber. Why do you think this
might be important for blood flow?
Finally, where does the blood exit the left ventricle to reach the rest of the
body? (Aorta, arteries)

Answer Key:
1. (Right Atrium -> Right Ventricle ->
Lungs -> Left Atrium -> Left Ventricle -
> Body.)

2. (Ruby picks up oxygen in the lungs,
which is essential for the body's cells to
function.)
3. (squeezing action in the ventricles
(clues 2 & 5) to the heart's job of
pumping blood throughout the body)

Answer Key:
1. (Right ventricle)
2. (To be pumped to the lungs)
3. (Lungs)
4. (Left atrium)
5. (Left ventricle)
6. (Needs more force to pump oxygen-
rich blood throughout the body)

12. 10

DAY 3
SUB-TOPIC 2: Blood Vessels
1. Explicitation.
Activity: Think-Pair-Share

Think: Ask students to think individually for about a minute: "What do
you already know about the blood vessels?"
Pair-Share: Have students pair up with a classmate. In their pairs, they
can share their individual thoughts about the blood vessels and discuss
any similarities or differences in their understanding.
Class Discussion: Call on a few pairs to share their thoughts with the
class. Write down key ideas on the board/chart paper.
Then show a simple labeled diagram of the human body illustrating the
blood vessels. Based on the diagram, ask these questions:
• Can you point to the arteries on the diagram? How can you tell
them apart from the veins?
• Where is the heart located? Can you trace the path of blood flow
starting from the heart?
• Can you find the capillaries on the diagram? Where are they
located in the body?
• Based on the diagram, what do you think is the difference between
the thickness of arteries and veins?
• Imagine what would happen if there were no blood vessels in our
bodies. How would that affect the organs and tissues?
• Why do you think a healthy diet and regular exercise are important
for maintaining healthy blood vessels?

2. Worked Example
Activity 5: Blood Vessel Mapping Challenge
Directions. Map the journey of blood through the circulatory system by
using a red and blue colored pencil. Label the blood vessels.


Differentiation:
• For struggling students, provide
sentence starters or prompts to
guide their thinking during the
Think-Pair-Share activity.
Before introducing the blood vessels in
detail, ask questions to gauge students'
prior understanding:
"What do you already know about the
blood vessels?"







Instruct students to map the journey of
blood through the circulatory system
using their diagrams.
(See Lesson 2 Worksheet Activity 5

13. 11

















Answer the following:
1. On your diagram, using arrows, trace the path of oxygen-rich blood
throughout the body, starting from the left ventricle of the heart.
2. Where do arteries typically branch out to deliver oxygen-rich blood?
3. What is the role of capillaries in the circulatory system?
4. On your diagram, using arrows, trace the path of oxygen-depleted blood
returning to the heart.
5. Where do veins typically collect blood from?
6. What is the importance of blood flow for overall body function?

Hold a class discussion to review the key points:
• Path of oxygen-rich and deoxygenated blood.
• Function of arteries, capillaries, and veins.
• Importance of blood flow for overall body function.

Path of Oxygen-Rich Blood:
1. Starts in the left ventricle of the heart, the strongest pumping
chamber.
2. Travels through the aorta, the largest artery in the body.
Blood Vessel Mapping Challenge.)

Ask them to use a red colored pencil to
trace the path of oxygen-rich blood
starting from the left ventricle of the
heart through the arteries. Encourage
them to label key points along the way,
such as major arteries to the brain,
lungs, kidneys, etc.
Once they reach the capillaries (often
shown near organs and tissues), have
them use a different color (e.g., pink) to
draw arrows or lines connecting the
ends of small arteries to the beginnings
of small veins near these capillaries.
Capillaries represent the exchange site
where oxygen and nutrients are
delivered to cells and waste products
are picked up.
Finally, instruct them to use a blue
colored pencil to trace the path of
oxygen-depleted blood from the
capillaries through the veins on the
diagram, leading back to the right
atrium of the heart.

14. 12

3. Branches out into smaller arteries that deliver oxygen-rich blood to
all organs and tissues throughout the body.

Path of deoxygenated blood:
1. After delivering oxygen and nutrients to cells, blood becomes
depleted of oxygen and picks up waste products.
2. This oxygen-depleted blood flows through tiny vessels called
capillaries.
3. Capillaries allow for the exchange of gases (oxygen and carbon
dioxide) and nutrients between the blood and tissues.
4. From the capillaries, the blood flows into veins, which are larger
vessels that carry blood back to the heart.
5. Veins typically have thinner walls compared to arteries and contain
valves to prevent backflow.
6. Two major veins, the superior vena cava (drains upper body) and
inferior vena cava (drains lower body), empty oxygen-depleted blood
into the right atrium of the heart.

Importance of Blood Flow for Overall Body Function:
Blood flow delivers oxygen, provides nutrients, removes waste, maintains
body temperature, and fights infection
































ARTERIES
➢ Carry oxygen-rich blood away from
the heart under high pressure.
➢ Have thick, muscular walls to
withstand the pressure.
➢ Deliver oxygen and nutrients to
organs and tissues throughout the
body.
CAPILLARIES
➢ Microscopic vessels that connect
the smallest arteries to the smallest
veins.
➢ Allow for the exchange of gases
(oxygen and carbon dioxide) and
nutrients (glucose, amino acids)
between the blood and tissues.
➢ Have very thin walls to facilitate
this exchange.
VEINS
➢ Carry deoxygenated blood back
to the heart under lower pressure.
➢ Have thinner walls compared to
arteries.
➢ Contain valves to prevent blood
from flowing backward.

15. 13

3. Lesson Activity

Please see Worksheet Activity 6 for details.
Guide them in completing the Chart by the use of prompt questions:

Arteries: Where do arteries originate from? What kind of blood do they
carry? What is their structure like?

Veins: Where do veins lead to? What kind of blood do they carry? What
special feature helps blood flow in veins?

Capillaries: Where are capillaries located? What is their size compared to
other vessels? What is their main function?
































Extension Activities:
• Create a simple model of the
circulatory system using
playdough or construction paper
to represent the heart, vessels,
and blood flow.

16. 14

DAY 4
SUB-TOPIC 3: Blood
1. Explicitation
Begin this topic by asking,
“Have you had a cut before in any part of your body? How did it happen?
Did you bleed? How would you describe the blood? What did you do to
stop bleeding?

Introduce the concept of blood as a special liquid that travels throughout
our body. Mention that blood has different components that play
important roles.

Then begin the “What’s in the Bag Activity”. This activity engages
students' sense of touch and sparks curiosity about the components
found in blood. It's a fun and non-graphic way to introduce the topic
before diving into the specifics.

What's in the Bag?
Instructions:
1. Show the students the bag and explain they will be participating in a
guessing game using their sense of touch.
2. Place the objects representing blood components (red bean bag, sponge,
cotton ball, etc.) inside the bag, ensuring they are well mixed.
3. Have students stand in a circle or line.
4. Ask the first student to reach into the bag without looking and feel one
object for a few seconds. Encourage them to describe the texture, shape,
and size of the object they felt.
5. Other students can listen and share their guesses about what the
object might be (avoid revealing the connection to blood yet).
6. After each guess, carefully remove the object from the bag and show it
to the class.
7. Briefly discuss the object's properties and how it might relate to the
components of the blood (e.g., the red bean bag could be something small
and round that carries things, similar to red blood cells).


Safety Considerations:
• Ensure all objects placed in the
bag are safe for students to
touch and free of allergens.
• Instruct students to keep their
hands inside the bag during
exploration and avoid reaching
for their faces.
Optional: After revealing all the
objects, show pictures or diagrams of
blood components and ask the
students to name it based on the
activity.















After completing this activity, you can
transition to a more detailed
explanation of each blood component's
function. Discuss how they work
together within the circulatory system.

Red blood cells
(erythrocytes)
White blood cells
(leukocytes)
Platelets
(thrombocytes)

17. 15

2. Worked Example
This activity aims to identify the functions of the major components of
blood: red blood cells, white blood cells, platelets, and plasma. Please see
Worksheet Activity 7 for details.
















Process Questions:
1. What are the components of the blood? (Solid- RBCs, WBCs, &
platelets, Liquid- Plasma)
2. What is the main job of red blood cells? (Carry oxygen)
3. Why are white blood cells important for our body? (Fight infection)
4. How do platelets help keep us healthy? (Blood clotting)
5. What does the plasma do?
6. What might happen if our bodies didn't have enough red blood cells? (Lack of
oxygen delivery)

3. Lesson Activity
Activity 8: Blood Cell Symphony (15 minutes):
Allow students to work in small groups or as a whole class to arrange the
phrases into a song format or chant.
Activity 7: What’s in the Blood!

You may also here that plasma is the
largest part of your blood. It makes up
more than half (about 55%) of its
overall content. Then red blood cells are
the second most abundant component,
followed by white blood cells and
platelets in much smaller quantities.

18. 16

• If creating a song, guide students in developing a simple melody
or choose a familiar tune to adapt the lyrics to. Alternatively,
choose a familiar tune (e.g., "Twinkle, Twinkle Little Star") and
adapt the lyrics to fit the blood cell phrases.
• If creating a chant, establish a rhythm using clapping,
stomping, or percussion instruments.
• Write your composed song or chant in the box.
Performance and Sharing (5 minutes):
• Have each group (or the class) perform their Blood Cell Symphony
creation for the others.
• Encourage enthusiastic singing or chanting and use any musical
instruments available to add to the fun.

Extended Activity:
Ask students to research how smoking affects the heart and blood
vessels. Point that smoking increases the risk of heart and
peripheral vascular disease.

Also can do research on the effects of high cholesterol and how to
avoid it in the circulatory system.
3. Making
Generalizations
1. Learners’ Takeaways
• What are the key things you learned about the circulatory system?
• Can you explain the circulatory system in your own words?
• Why is it important to take care of your circulatory system?

2. Reflection on Learning
a. The One Minute Paper
Provide each student with a blank one-minute paper or write the prompts
on the board/projector. Give students 1 minute to answer the following
prompts thoughtfully:

19. 17













IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A. Evaluating
Learning
1. Formative Assessment
Part 1: Identification and Matching (Understanding) (15 points)
A. Label the following parts of the circulatory system on the provided
diagram (5 points):
















Answer Key:
Part 1
A.
1. Capillaries
2. Veins
3. Lungs
4. Heart
5. Arteries









Heart

Arteries

Lungs

Veins

Capillaries

20. 18



B. Match the following terms with their corresponding functions
(10 points):






Part 2: Short Answer (Application)
1. Sam had a bad fall. He hurt his knee and was bleeding. Soon his wound
stopped bleeding, leaving a red lump on the wound. What kind of cell in
the blood helped to stop the bleeding? (2 pts)
2. Which of the blood components are likely to increase in quantities when
the body is under attack from bacteria? (2 pts)
3. Why is it important for the circulatory system to function properly? (4
pts)
4. Imagine you are a blood cell traveling through the circulatory system.
Describe your journey, starting from the right atrium of the heart and
ending back in the right atrium. Use the arrow in showing the path of the
blood cell. (7 points).





Answer Key:
Part 1
B.
1. B
2. A
3. E
4. D
5. C




Answer Key:
Part 2

1. Platelets/Thrombocytes

2. White Blood Cells/Leukocytes

3. the circulatory system is in charge of
the exchange of gases pumping blood
so that the whole body receives oxygen
and nutrients, without it all other
systems will malfunction

4. (Right Atrium -> Right Ventricle ->
Pulmonary Artery -> Lungs ->
Pulmonary Vein -> Left Atrium -> Left
Ventricle -> Body -> Capillaries -> Vena
Cava -> Right Atrium)

21. 19

A. Teacher’s
Remarks

Note observations on
any of the following
areas:
Effective Practices
Problems
Encountered

strategies explored


materials used


learner engagement/
interaction


others
B. Teacher’s
Reflection

Reflection guide or prompt can be on:
▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?