Here are some tips to maintain a healthy respiratory system:
- Practice deep breathing exercises daily
- Exercise regularly to strengthen respiratory muscles
- Spend time outdoors in fresh air
- Drink plenty of water and eat a healthy diet
- Quit smoking and avoid secondhand smoke
- Get recommended vaccinations like flu shots
- Manage stress levels which can exacerbate respiratory issues
- See a doctor if experiencing persistent coughs, wheezing or shortness of breath
Taking care of your overall health helps support a healthy respiratory system. Prioritizing
activities like exercise, good nutrition, stress management and avoiding irritants can help
keep your lungs functioning at their best.
1. An Entry Presented to the Division
S.Y. 2017-2018
CHATLEEN R. TIL-ADAN
Cuyago Elementary School
Jabonga District 2
Division of Agusan del Norte
G
ra
d
e
6
3. 3
Ahoy matey! I’m Jack. Come and
sail with me as we pirate the respir-
atory system and find the treasure
chest. Aaarrrrr!
4. 4
Here is the map!
Guide Card
Activity Card
Assessment Card
Enrichment Card
Reference Card
Answer Key Card
T O
H O W
U S E S I M
You are expected to perform
the following:
Jumbled Treasure
Health is Wealth
Breath of Life
Contains the over-
view, main task and
subtask about the
entire SIM.
For wider information about the
respiratory system, do the follow-
ing enrichment activities:
Who am I?
Voyage to the Chest
Count your Blessings
After performing the different activi-
ties, check up test is given to find how
much have you learn from the topic.
Cross Down
X Mark the Spot
Trace Your Chest
More readings are attached for
additional information resources
for comprehensive knowledge
about the Respiratory System.
Answer keys to the
various activities are found
in this card.
5. 5
This SIM
contains
lesson where
pupils
investigate the
parts of
Respiratory
System,
its functions and
anatomy. After
experiencing
these
activities, the
pupils can easily
grasp the ideas
regarding the
latter.
G U I D E C A R D
Inhale...Exhale. Observe your chest and abdomen as it rises and
fall every time you breath. Listen to the flow of air in your nostrils, feel
the warmth of soft air as it flows to your nose. Doesn’t that feel
great? That’s your respiratory at work.
The Respiratory System is made up of organs and tissues that
help you to breath. The goal of breathing is to deliver oxygen to the
body and take away carbon dioxide. Although it is under- stood as re-
sponsible for breathing, pupils need to know the functions, activity and
facts about the Respiratory System.
6. 6
1.Identify the parts of Respiratory
System.
2.Value the importance of healthy
lungs.
3.Trace the air path of the Respira-
tory System.
M A I N T A S K
Explain how the organs of respiratory system work together.
(S6LT- IIa-b-1 )
7. 7
Hi! Its me, Jack. We need to do the activity in order
to find the treasure chest. My friends and I are going to
guide you as we navigate the respiratory system. Are
you ready for the adventure?
8. 8
1. lead to open spaces in the nose
called the nasal passages
2. tiny hairs that filtering out dust
3. covers the air-only passage
when we swallow, keeping food
and liquid from going into our
lungs
4. voice box, is the uppermost
part of the air-only passage
5. more commonly known as
throat
Here is our first pirate task:
The chest is heap with coins inside the lungs. Every coin has let-
ter on it. Your task is to arrange the letters in order to answer what is
ask on each item.
9. 9
What are these codes ?I think we have to identi-
fy the corresponding letter of each number to de-
code the mystery words. Good Luck!
A B C D E F G H I J K L M
1 2 3 4 5 6 7 8 9 10 11 12 13
N O P Q R S T U V W X Y Z
14 15 16 17 18 19 20 21 22 23 24 25 26
1 18 20 8 13 1
2 18 15 14 3 8 9 20 9 19
16 14 5 21 13 15 14 12 1
chronic respiratory condition caused by consistent
inflammation of the airways. Symptoms include lung
spasms with wheezing and shortness of breath.
caused by an infection in the air sacs in the
lungs. The infections can be caused by bacteria,
a virus or a fungi
inflammation of all or part of the bronchial tree
(the bronchi), through which air passes into the
lungs
10. 10
It looks like the mystery words
are the diseases that you’ll get if you
don’t take care of your respiratory
system. Dead men tell no tales .Take
care!
11. 11
Identify the respiratory parts in the Picture A.
The name of parts can be found in Picture B. Hunt
them down!
A D V B S F N I M
S W T E G L B N O
T Q R E N A L U I
D I A P H R A G M
G R H X R Y A I U
H Y E L U N G S M
T R A U A X R C B
E B R O N C H U S
1.
2.
3.
4.
5.
12. 12
2 1
3
4 5
6
DOWN
1.Fill thoracic cavity. This tissue is porous and
spongy- it floats. (NGLUS)
3.Nose passages (STRONILS)
5. The air we breath in (YONGEX)
Across
2. The hair in your nose that filters dirt. (LCIAI)
4. When food is swallowed, this closes over the
opening to the larynx, preventing food from enter-
ing the lungs. (SILIPEGOTT)
6.Windpipe. 4.5" long. Walls are alternate bands
of membrane and c-shaped rings of hyaline carti-
lage to keep it open. (CRATHEA)
Direction: Fill the grids
with the appropriate an-
swer. The clues are found
after the items.
Did you know that we fishes, cannot breath through
our nostrils? We breath through our gills.
13. 13
Mark X (cross) if it is bad habits for your respiratory
system and mark (check) if otherwise.
Trivia: Birds’ lungs do not
expand and contract dur-
ing the breathing cycle.
We Have an extensive
s y s t e m o f a i r
sacs distributed through-
out their bodies and we
do not have dia-
phragms.
1. Smoking.
2. Drinking plenty of water.
3. Filling the lungs with fresh air.
4. Eating dairy products.
5. Drink concentrated fruit juices.
6. Eliminate regularly.
7. Eat too many fruits.
8.Inhaling Dust.
9. Practice deep abdominal breathing.
10. Avoid places with dirty air.
14. 14
Tongue
Oral Cavity
Left
Lung
Right Lung
We are getting closer! Trace the air path then name the parts of res-
piratory system. Choose the answers in the bottle inside the barrel.
16. 16
Answer the following questions:
1. When does breathing rate faster?
2. Why does breathing becomes faster after exercise?
3. What are the ways of taking care of our respiratory system?
4. Why should we take care of our respiratory?
Materials : Stopwatch
Notebooks
Procedures: 1. Copy these on your notebooks:
Number of breathing at rest : ___________
Number of breathing after exercise : ___________
2. One of you will hold the chest of the other and then count how many
times it rises in 1 minute. Record the number on your note. (One at a time)
3. Let your classmate stand up and jog in place for 2 minutes.
4. After the exercise, count the number of how many times the chest rises for 1 mi
nute. Record the number on your notes.
5. The partner exchange roles and follow the 1-4 steps.
Every breath we take is a blessing. Let’s count how much blessing you have in a
minute. Look for a partner and follow the procedures below.
17. 17
Get a boat and venture your way to the treasure by answering
the items with True or False. Roll a dice and read the number that
you rolled. Follow the numbers on the board to move forward. You
can do this with a partner. If you land on a question, answer it and
flip the tile to check. If your answer is right, remain at the tile. If not,
go back in your last post. Take turns and the first person to reach the
chest wins. Von voyage!
False True
True True False
False True True
12 13 14 15 16 17
11 10 9 8 7 6
1 2 3 4 5
18. 18
What’s in the chest? Flip it to see the treasure.
Itishealth
thatisrealwealth
andnot piecesof
silverandgold.
-MahatmaGandhi
19. 19
Respiratory sys-
tem consists of the or-
gans that help to
breathe. Respiration
also known as breath-
ing is the process
which delivers oxygen
from the external at-
mosphere to the body
and removes the car-
bon dioxide from body
and expels out. The
main parts of the res-
piratory system and
their functions are as
follows
The nostrils
Trachea
Bronchi
Lungs
Alveolus
Diaphragm
20. 20
Main Parts of the Respiratory System and their Function
The nostrils: Nostrils are involved in air intake, i.e. they bring air into the nose, where air is
warmed and humidified. The tiny hairs called cilia filters out dust and other particles present
in the air and protects the nasal passage and other regions of the respiratory tract.
Trachea: The trachea is also known as windpipe. The trachea filters the air we inhale and
branches into the bronchi.
Bronchi: The bronchi are the two air tubes that branch off of from the trachea and carry at-
mospheric air directly into the lungs.
Lungs: The main organ of the respiratory system is lungs. Lungs are the site in body where
oxygen is taken into and carbon dioxide is expelled out. The red blood cells present in the
blood picks up the oxygen in the lungs and carry and distribute the oxygen to all body cells
that need it. The red blood cells donate the oxygen to the cells and picks up the carbon diox-
ide produced by the cells.
Alveolus: Alveolus is the tiny sac like structure present in the lungs which the gaseous ex-
change takes place.
Diaphragm: Breathing begins with a dome-shaped muscle located at the bottom of the lungs
which is known as diaphragm. When we breathe in the diaphragm contracts and flatten out
and pull downward. Due to this movement the space in the lungs increases and pulls air into
the lungs. When we breathe out, the diaphragm expands and reduces the amount of space
for the lungs and forces air out.
21. 21
Maintain a Healthy Respiratory System:
1. Practice breathing.
2. Exercise, especially outside in fresh air. Physical exercise strengthens the muscles as
well as the muscles of the diaphragm. It relaxes the body, increasing blood circulation.
The body is better able to eliminate waste and toxic materials more quickly,
allowing the body to benefit from better quality oxygen.
3. Breathe fresh air as much as possible. Make sure your house is well ventilated, not
too dry or too humid, and that your heating/cooling system is clean.
4. Drink plenty of pure water.
5. Eat a healthy diet.
6. Eliminate regularly. We need to have 2 or more bowel movements per day and maintain
a healthy intestinal flora.
7. Reduce acidity in the body.
Foods that Nourish the Respiratory System:
G a r l i c
O n i o n s
L e e k s
T u r n i p
G r a p e s
P i n e a p p l e
D a r k l e a f y g r e e n s
F r e s h v e g e t a b l e j u i c e s
· C a r r o t s
W a t e r c r e s s
A p p l e s
23. 23
1. NOSTRIL
2. CILIA
3. EPIGLOTTIS
4. LARYNX
5. PHARYNX
A S T H M A
1 18 20 8 13 1
B R O N C H I T I S
2 18 15 14 3 8 9 20 9 19
P N E U M O N I A
16 14 5 21 13 15 14 12 1
24. 24
A D V B S F N I M
S W T E G L B N O
T Q R E N A L U I
D I A P H R A G M
G R H X R Y A I U
H Y E L U N G S M
T R A U A X R C B
E B R O N C H U S
1. LARYNX
2. TRACHEA
3. BRONCHUS
4. LUNGS
5. DIAPHRAGM
25. 25
C I L I A
U N
N O
E P I G L O T T I S
S X T
Y R
G I
T R A C H E A L
N S
1. X
2.
3.
4. X
5. X
6.
7. X
8. X
9.
10.
1. Nasal Cavity
2. Epiglottis
3. Larynx
4. Trachea
5. Bronchus
26. 26
Q1. False Q5. True
Q2. True Q6. True
Q3. True Q7. True
Q4. False Q8. False
1. Breathing rate is faster after
exercise
2. The breathing gets faster be-
cause we gasp for more air af-
ter exercise
3. The ways for taking care of our
respiratory system are: drinking
plenty of water, avoid smoking,
practice breathing exercise,
etc.
4. We should take care of our res-
piratory system for our own
sake. If we don’t, we might get
the diseases such as pneumo-
nia and bronchitis.
1. Oxygen
2. Mucus
3. Respiratory System
28. 28
It is commonly observe that pupils get low performance
in science especially in anatomical parts of the body. In fact,
Philippines ranked 43rd out of 46 countries according to
trends in International Mathematics and Science Study in the
quality of Mathematics and Science education. (Dela Cruz,
J.M., 2017)
SIM has been known to improve the performance of pu-
pils in specific learning area. It is specifically designed for the
least learned pupils.
In teaching, we use different strategies to provide ac-
tive learning for the pupils. The teacher-researcher of this
SIM observed that pupils focus better when there is fun and
a taste of adventure in learning. To build and to foster robust
science learning , hence this Strategic Intervention Materials
(SIM) in Science 5 was developed.
With the help of this SIM, pupils can be facilitated stra-
tegically and intensively in filling gaps in their science con-
cepts in a way that brings them up to a higher level of learn-
ing.
29. 29
This study aims to determine the effectiveness of the
teacher-made Science Strategic Intervention Material in in-
creasing the performance level of the Grade six pupils of
Cuyago Elementary School in the specified competency.
Specifically, the study aims to answer the question:
1. Is there a significant difference between the scores of
the selected grade six pupils on their pretest and their scores
on the posttest given after the teacher-researcher used SIM.
Based on the foregoing research, the researcher formu-
lated the following hypothesis:
Ho: There is no significant difference between the scores
of the selected grade six pupils on their pretest and their
scores on the posttest given after the teacher-researcher used
SIM.
30. 30
For the pupils:
1.SIM serves as an effective learning tool where the pupils
are effectively engaged in the process rather than mere
passive recipient of knowledge.
2.This study is exclusively designed for those pupils who are
really in need of remediation. These pupils may fall one or
two units below the deviations of means according to the
result of standard test.
3.SIM are materials designed to re-teach concepts which are
not mastered by pupils.
4.It is a strategy use to deepen the understanding of the pu-
pils on a specified competency with difficult topics.
31. 31
For the teachers:
1. This study will be the springboard of teachers who seeks to de-
velop an effective instructional materials as a tool in enhancing
the gained knowledge of the students.
2. This SIM will serve as a guide to the teachers on how to become
a better catalyst for learning.
3. This SIM will encourage the teachers to become more creative in
the delivery of lessons to the pupils, especially to the least
learned lessons.
For the administrators:
1. This study will serve as a guide in providing additional venues for
the professional growth of the teachers.
2. This SIM will help in the enhancement on the learning outcome of
learners in their premise.
32. 32
This study was conducted in selected Grade 5 pupils of
elementary schools in Jabonga District 2,Division of Agusan
del Norte, Caraga Region. Namely; Maraiging Elementary
School, Baleguian Elementary School and Cuyago Elementary
School. The respondents of the study were randomly select-
ed.
This study was conducted in selected Grade 6 pupils of
Cuyago Elementary Schools in Jabonga District 2,Division of
Agusan del Norte, Caraga Region. The respondents were the
least learned pupils during the lesson on respiratory system.
They were determined through their performance in formative
test on the subject matter.
Pupils – a term used to anyone who are officially enrolled
in the school
Pre-Test – test before giving the SIM
Post-Test – test after giving the SIM
SIM – Strategic Intervention Material
34. 34
This chapter discusses and presents the
methodology used in the study. It consist the
following: research design, research locale, re-
search respondents, research instrument and
statistical technique used.
The researcher used the descriptive type of
research in the investigation. It involves the collec-
tion of data to determine the nature and degree of
conditions. Using this method, the significant dif-
ference between the scores of Pre-Test and Post-
Test of Grade 6 pupils of selected schools in
Jabonga 2 was analyzed, discovered and deter-
mined.
35. 35
This study was conducted in Cuyago Elementary School, Jabonga
District 2,Division of Agusan del Norte, Caraga Region during school
year 2017-2018.
This study was conducted in select Grade 6 pupils of Cuyago Ele-
mentary Schools in Jabonga District 2,Division of Agusan del Norte, Cara-
ga Region. The respondents were the least learned pupils during the les-
son on respiratory system. They were determined through their perfor-
mance in formative test on the subject matter. Table 1 shows the distri-
bution of the population .
Section N n
A 19 5
B 28 8
Table 1
36. 36
The researcher formulated a set of questions based from
the discussed lessons in the second quarter of the SY 2017 –
2018. The questionnaire was used as the principal tool in
gathering data.
To analyze and interpret the data, the following statistical
technique was utilized.
Small Sample T-Test
This analysis was employed to determine the strength of
the relationship between paired observations.
37. 37
The table 2 shows the result of the data obtained from
13 (thirteen) respondents in determining the difference be-
tween the scores in the pretest over the score in the posttest
by the selected Grade 5 pupils of Cuyago Elementary Schools
in Jabonga District 2,Division of Agusan del Norte, Caraga Re-
gion. During the School Year 2017-2018
Problem
Is there a significant difference between the scores of
the selected grade six pupils on their pretest and their scores
on posttest, which was given after the teacher-researcher
used SIM.
39. 39
Table 3
This tables 3 shows that calculated t-value is greater than the table val-
ue at an alpha level of .05. Both p-values are less than the alpha level: p
<.05. We can reject the null hypothesis. Hence, there is significant differ-
ence between the scores of the selected grade six pupils on their pretest and
their scores on the posttest given after the teacher-researcher used SIM.
Note: You can ignore the minus sign when comparing the two t-values, as
± indicates the direction; the p-value remains the same for both directions.
t-Test: Paired Two Sample for Means
Pre-Test Post-Test
Mean 2.846153846 7.384615385
Variance 1.641025641 3.923076923
Observations 13 13
Pearson Correlation 0.747818177
Hypothesized Mean 0
df 12
Calculated t value -12.302350429
P value one-tail 0.000000018
t Critical one-tail 1.782287556
P value two-tail 0.000000037
t Critical two-tail 2.17881283
40. 40
Based on the data that gathered, analyzed, and inter-
preted, the teacher-researcher came up with the conclu-
sion:
The null hypothesis was rejected. Hence, the scores of
the selected grade six pupils of Cuyago Elementary School
increased after the remediation given by the teacher-
researcher who utilized the Strategic Intervention Materials
about the Respiratory System.
Based on the findings of the study, the following recom-
mendations are offered for consideration:
1. The administrators should encourage teachers to frame SIM.
2. The teachers should help themselves to provide more venues
for professional growth, such as crafting SIM.
3. The pupils should engage and participate in every school ac-
tivity that will enhance their capabilities and potentials.
4. The future researchers should search further other forms of
strategic intervention for learners and on how to come up
with a better SIM.
42. 42
1. What part of respiratory system lead to open spaces in the nose called the nasal passages?
a. cilia b. nostril c. pharynx d. diaphragm
2. What is the tiny hairlike structure that trap the bacteria in the trachea?
a. cilia b. nostril c. pharynx d. diaphragm
3. What part of respiratory system which covers the air-only passage when we swallow, keeping food
and liquid from going into our lungs?
a. diaphragm b. nose c. epiglottis d. larynx
4. Known as the voice box, it is the uppermost part of the air-only passage.
a. bronchus b. epiglottis c. pharynx d. larynx
5. More commonly known as throat
a. bronchus b. epiglottis c. pharynx d. larynx
6. The thin-walled air sacs of respiratory system is _______________.
a. trachea b. lungs c. epiglottis d. alveoli
7. More commonly known as windpipe
a. trachea b. lungs c. epiglottis d. alveoli
8. The air we breathe is _________________.
a. hydrogen b. carbon dioxide c. oxygen d. nitrogen
9. It is a group of organs and tissues that help you breathe.
a. Circulatory System b. Respiratory System c. Heart d. Urinary System
10. Which is the correct pathway of air in the lungs?
a. Nostrils-nasal cavity-pharynx-larynx-trachea-bronchus-bronchiole-alveoli
b. Nostrils-pharynx-nasal cavity-larynx-bronchus-bronchiole-trachea-alveoli
c. Nostrils-larynx-pharynx-nasal cavity-trachea- bronchiole-bronchus-alveoli
d. Nasal cavity-pharynx-larynx-Nostrils-bronchus- pharynx- Nostrils-larynx
43. 43
1. It is a group of organs and tissues that help you breathe.
a. Circulatory System b. Respiratory System c. Heart d. Urinary System
2. Which is the correct pathway of air in the lungs?
a. Nostrils-nasal cavity-pharynx-larynx-trachea-bronchus-bronchiole-alveoli
b. Nostrils-pharynx-nasal cavity-larynx-bronchus-bronchiole-trachea-alveoli
c. Nostrils-larynx-pharynx-nasal cavity-trachea- bronchiole-bronchus-alveoli
d. Nasal cavity-pharynx-larynx-Nostrils-bronchus- pharynx- Nostrils-larynx
3. What part of respiratory system lead to open spaces in the nose called the nasal passages?
a. cilia b. nostril c. pharynx d. diaphragm
4. What is the tiny hairlike structure that trap the bacteria in the trachea?
a. cilia b. nostril c. pharynx d. diaphragm
5. What part of respiratory system which covers the air-only passage when we swallow, keeping food and liquid
from going into our lungs?
a. diaphragm b. nose c. epiglottis d. larynx
6. The thin-walled air sacs of respiratory system is _______________.
a. trachea b. lungs c. epiglottis d. alveoli
7. More commonly known as windpipe
a. trachea b. lungs c. epiglottis d. alveoli
8. The air we breathe is _________________.
a. hydrogen b. carbon dioxide c. oxygen d. nitrogen
9. Known as the voice box, it is the uppermost part of the air-only passage.
a. bronchus b. epiglottis c. pharynx d. larynx
10. More commonly known as throat
a. bronchus b. epiglottis c. pharynx d. larynx
45. 45
N O S T R I L s
C I L I A
E P I G L O T T I S
L A R Y N X
P H A R Y N X
46. 46
Q7. Bronchi are tiny
sac like structure pre-
sent in the lungs.
Q8. Diaphragm is
located at the
bottom of the
lungs.
Q6. Trachea is
commonly
known as
windpipe
Q5. Cilia is the tiny
hair-like structure
that trap the bac-
teria.
Q4. Circulatory
system is a group
of organs and tis-
sues that help you
breathe.
Q1. We breathe
out oxygen.
Q2. Without mus-
cles and bones we
would not be able
to breathe.
Q3. Smoking is
bad to any or-
gans.
12 13 14 15 16 17
11 10 9 8 7 6
1 2 3 4 5
