School KABACAN NATIONAL HIGH SCHOOL Grade Level 8
DAILY LESSON Teacher MARY QUEEN D. TERO Learning Area Science
February 10-14, 2024 (AM) 7:10-8:05; 9:20-10:15; 10:15-11:10
LOG Teaching Dates and Time (PM) 1:15-2:10; 3:05-4:00
Quarter 4th
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
a. Content Standards The learners demonstrate an The learners demonstrate an The learners demonstrate an
understanding of: understanding of: understanding of:
1. the digestive system and its 1. the digestive system and its 1. the digestive system and
interaction with the interaction with the its interaction with the
circulatory, respiratory, and circulatory, respiratory, and circulatory, respiratory, and
excretory systems in excretory systems in excretory systems in
providing the body with providing the body with providing the body with
nutrients for energy. nutrients for energy. nutrients for energy.
2. diseases that result from 2. diseases that result from 2. diseases that result from
nutrient deficiency and nutrient deficiency and nutrient deficiency and
ingestion of harmful ingestion of harmful ingestion of harmful
substances, and their substances, and their substances, and their
prevention and treatment. prevention and treatment. prevention and treatment.
b. Performance Standards The learners should be able to The learners should be able to
The learners should be able
to present an analysis of the
present an analysis of the data present an analysis of the data
data gathered on diseases
gathered on diseases resulting gathered on diseases resulting
resulting from nutrient
from nutrient deficiency. from nutrient deficiency.
deficiency.
c. Learning Competencies/ Explain ingestion, absorption, Explain ingestion, absorption, Explain ingestion, absorption,
assimilation, and excretion. assimilation, and excretion. assimilation, and excretion.
Specific Objectives S8MTIIIc-d-9 S8MTIIIc-d-9 S8MTIIIc-d-9
1. Identify and describe the organs 1. Identify and describe the organs 1. Explain how enzymes affect
that make up the digestive system that make up the digestive system digestion & how pH affect enzyme
and explain how digestion of food and explain how digestion of food activity.
takes place in an organism. takes place in an organism.
II. CONTENT Organs of the Digestive Changes in Food as it
3rd Quarter Examination (Processing of answers/ Organs of the Digestive
System Undergoes Physical and
(Day 2) Checking of Test Papers) System
(Continuation) Chemical Digestion
III. LEARNING
RESOURCES
a. References
1. Teacher’s Guide pages Pages 205-211 Pages 205-211 Pages 211-216
2. Learner’s Materials
Pages 291-298 Pages 291-298 Pages 298-308
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
b. Other Learning http://www.youtube.com/watch?
Resources v=e301AdlC8bl
IV. PROCEDURES
Post on the board the following
words:
HEART
STOMACH
SMALL INTESTINE
BLOOD
A. Reviewing previous ESOPHAGUS What are the organs involved in
lesson or presenting the LARGE INTESTINE digestion? What are their
new lesson URINARY BLADDER specific function?
KIDNEY
(Ask the class to pick from the
words the organs of the Digestive
system based on what they can
remember from their previous
grade level)
B. Establishing a purpose
for the lesson Don’t you know that your saliva
Use Activity 1A, LM pages 292-
is an enzyme itself? It is not
294 (Give them 5 minutes to do
just to lubricate the food but
the activity)
C. Presenting digest.
examples/instances of
the new lesson
D. Discussion of new Essential Question:
Essential Question:
How does the Digestive system
concepts and practicing break down food to nourish the
How enzymes affect digestion?
new skills #1 How pH affect enzyme activity?
body?
(Prepare a setup of Activities 2
Let the students read the text on
E. Discussion of new & 3 from the TG)
LM pages 295-297.
Using the prepared set up,
concepts and practicing allow the class to observe
new skills #2 Students will perform Activity 1B,
while the teacher is
Lm pages 297-298
demonstrating the activity.
F. Developing mastery Ask these questions: Use the guide questions in
(Leads to Formative In what ways are the different Activities 2 & 3 LM pages 298-
302 in processing discussion.
Assessment 3) digestive systems of animals
similar?
In what ways are they different?
How does crushing the candy to
smaller pieces affect dissolution? How enzymes affect digestion?
What does it represent? How pH affect enzyme activity?
(Lecture/Discussion)
How does the digestive system
break down food to nourish our
body?
G. Finding Practical Show to the class a video clip:
applications of Journey of the Digestive
system
concepts and skills in
daily living What was your breakfast this
Ask these questions:
morning? How do you think your
digestive system break down the
H. Making generalizations What does the movie clip say
food you ate to nourish your
about the digestion of food?
and abstractions about body?
the lesson What changes happened to the
food as it was moved through
the digestive tract?
I. Evaluating learning Direction: In a ¼ sheet of paper,
Direction: In ½ crosswise,
identify the following: answer the following
questions.
1. What organ is responsible in 1. What is the effect to the rate
breaking mechanically food of digestion if enzymes are
particles into smaller pieces?
absent? Explain.
2. Where does final digestion and
absorption happen? 2. What is the effect to the rate
3. What are the two types of of digestion if pH is altered?
digestions? Explain.
4-5. Give 2 organs in the
Digestive System.
J. Additional Activities for
application of (No additional activities required.) (No additional activities required.)
remediation
IV. REMARKS
V. REFLECTION
a. No of learners who earned 80%
SPA Linnaeus Hooke Priestly Loren Aristotle Watson SPA Linnaeus Hooke Priestly Lorenz Aristotle Watson S Linnaeus Hooke Priestly Lorenz Aristotle Watson S Linnaeus Hooke Priestly Lorenz Aristotle Watson SP Linnaeus Hooke Priestly Lorenz Aristotle Watso
n
z P P A
A A
in the evaluation
b. No. of learners who require
additional activities for
remediation who scored below
80%
c. Did remedial lessons work? No.
of learners who have caught up
with the lesson
d. No. of learner who continue to
require remediation
e. Which of my teaching strategies
work 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
materials did I use/discover which
I wish to share with other
teachers?
Checked by: Noted: Approved:
JEANY A. MANUEL, Ed.D MARIO U. CORPUZ MARY JOY D. BAUTISTA, PhD
Master Teacher I Head Teacher III Principal III
