SCHOOL SAN MARIANO NATIONAL HIGH GRADE 8 A

SCHOOL LEVEL DETAILED

TEACHER RICHELLE L. MALANA LEARNING Science LESSON
AREA PLAN
DATE QUARTER FOURTH

I. OBJECTIVES
1. the digestive system and its interaction with thecirculatory, respiratory, and excretory systems
A. Content
in providing the body with nutrients for energy
Standards
2. diseases that result from nutrient deficiency and ingestion of harmful substances, and their
prevention and treatment
B. Performance The learners should be able to:
Standard Present an analysis of the data gathered on diseases resulting from nutrient deficiency
C. Learning
Competencies The learners Explain ingestion, absorption,
(Write the LC code for assimilation, and excretion
each) (MELC Week 1 S8LT-IVa-13)
Learning Objectives:
At the end of 45 minutes
discussion 75% of the
students will be able to;
1. Explain the process of
digestive process
[Link] the pathway of
digestive process
3. Identify the interaction of
digestive system to other
organ sytem.
At the end of 45 minutes
discussion 75% of the
students will be able to;
1. Explain the process of
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digestive process
[Link] the pathway of
digestive process
3. Identify the interaction of
digestive system to other
organ sytem.
At the end of 45 minutes
discussion 75% of the
students will be able to;
1. Explain the process of
digestive process
[Link] the pathway of
digestive process
3. Identify the interaction of
digestive system to other
organ sytem.
At the end of 45 minutes
discussion 75% of the
students will be able to;
1. Explain the process of
2
 digestive process
[Link] the pathway of
digestive process
3. Identify the interaction of
digestive system to other
organ sytem.
At the end of 45 minutes discussion 75% of the students will be able to;
1. Explain the process of digestive process
[Link] the pathway of digestive process
3. Identify the interaction of digestive system to other organ system.
II. CONTENT Structures and Functions of the Digestive System
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Page 2-21
2. Learner’s Materials Department of Education. (2014). K-12 Basic Education Curriculum. Science 8 Learner’s Material
Pages (pp.281-303
3. Textbook pages
4. Additional Materials BUREAU OF SECONDARY EDUCATION Department of Education, Project
from EASE Effective and Alternative Secondary Education) INTEGRATED
Learning Resource (LR) SCIENCE I
Portal
5. Other Learning
Materials

IV. PROCEDURES
 Reviewing Teacher’s Activity Student’s Activity
previous lesson
or presenting the Let us all stand and acknowledge the
new lesson presence of our Lord Jesus. Lorrian, will you
(ELICIT) lead us a prayer? (Students do as told)

Good Morning, Pearl!

Before you take your seat, pick up those
litters around you. Thank you! Good morning, ma’am!

(Students do as told)

Are all of you present today? Yes, ma’am!

Great! Always remember that you will learn

something only if you pay attention. I
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encourage you to be active always. Yes, ma’am!

To maintain the orderliness and cooperation

within the class. May I ask someone to read
us the “THE DOs AND DON’Ts” “THE DOs AND DON’Ts”

1. Refrain from making unnecessary

noise which is not related to the
discussion.
2. Put your phone on silent mode and
refrain from using it while having class
discussion to avoid distractions inside
the class.
3. If the instructions and guidelines in
the activity are not clear, politely ask
for the teacher’s assistance so that he
can address it right away.
4. Working collaboratively with your
group mates is a must.
Class, I have here three boxes that
correspond to your group color. Every
participation from your group is equivalent to
a candy. 1 candy correspond to one (1) point. Yes, ma’am!
Is that clear, class?
Class, we have a visitor today. Do you know No, ma’am.
who he is?

Do you want to know who he is? Yes ma’am!

For us to know his name, he wants us first to

fix his broken puzzles. Do you want to give it Yes ma’am!
a try?

I have here a box containing the pieces of

puzzle and each part of the puzzle contains a
question that you need to answer. After you
are able to answer the question, you will
paste it on the board until you form the whole
puzzle.
Yes, ma’am!
Is that clear, class?

Ok, so, let’s get started! Questions embedded on the puzzle pieces:

How the
Digestion
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 occur?
Give each
Since you have already fixed the puzzle, So
student a
piece of
what’s the name of our visitor, class?

Very good!
Everyone, meet Dr. Binocs!
And as reward for the help you gave, he
wants us to watch a video he prepared. cracker
Are you ready to watch the video, class?
and tell
(THE TEACHER PRESENTS AN
ANIMATION VIDEO HE PREPARED) them to
Class, what is the story all about?
Anyone?
take a bite.
What is digestion?
Ask them
not to
chew or
Where do they can absorbed

The process of digestion has a few stages,

what are they?
swallow
What do you call to the organ that can boost
the
our immunity?
cracker,
just hold in
their
mouth. Ask
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 the
following
question.
1. What
happen to
cracker
when it
was in
your
mouth
2. Why did
it start to
get softer?
3. What
did it
taste?
How the Digestion occur?
Give each student a piece of cracker and tell
them to take a bite. Ask them not to chew or
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 swallow the cracker, just hold in their mouth.
Ask the following question.
1. What happen to cracker when it was in your
mouth?
Answer: The cracker start to get
soft
2. Why did it start to get softer?
Answer: Because of the moisture
inside the mouth
3. What did it taste?
Answer: It taste like something salty

Dr. Binocs, ma’am!

Yes, ma’am!

(Students are paying attention on the

animation video)

The story is all about the human digestive

system.

It is a simple process where large insoluble

food particles are broken down into smaller
water soluble molecules.

So that they can absorbed by blood and give

energy to different parts of the body.

Stages of digestions begins with the mouth,

esophagus, stomach, small intestines,
accessories organs and large intestines.

The large intestines.

 Establishing a TEACHER’S ACTIVITY STUDENT’S ACTIVITY
purpose for the To widen our topic, let us take a journey
lesson throughout the human digestive system to
(ENGAGE) see how it works and how the organs
coordinate in order to carry out the process of
digestion.

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 But before that let’s define what is digestive
system? It is the system of organs responsible for
getting food into and out of the body and for
Take a look at this picture. making use of food to keep the body healthy.

 Presenting
examples/ The process of digestion.
instances of the What did you observed?
new lesson
The journey of the food starts from the mouth
down to the anus and it takes about 18-20
hours.

Each group is given 10 minutes to perform

the activity. Answer the guide questions
provided. Paste your diagram on the given
manila paper same as with your answers on
the guide question. When your group is
through answering, they shall recite their
group’s yell. Afterward, each group will post
their output in their designated area on the
board and present their output in the class.

(the students start working on the activity)

(Each group will present their outputs)

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 Are the objectives, directions and guide
question clear to you, class?

Good to hear then!

And for the guidelines in performing this

activity, Maribele, read it.

Is that clear? Your time starts now!

Post – Activity
Your time is up! Everyone, please wrap things
up and let us now check your work. Shall we
start with the group 1? May we have the
presenter here in front?

That was a brilliant presentation! Since

everyone did well, we all deserve a round of
applause and gold coins!

 Discussing new TEACHER’S ACTIVITY STUDENT’S ACTIVITY

concepts and This time, we are going to have another
practicing new activity. May I have each group to have one Organisms will be presented on the board.
skills #1 representative for this activity. And for the Each representative from the group will be
EXPLORE mechanics of this may I have Dave to read it? given arrows and they have to paste them to
Discuss new make a food chain.
concepts and
practicing new Your time starts now. (Representative from each group starts on
skills #2 working)

(The teacher will check the students work

and make necessary questions and
corrections if needed)

Class, I want you to take a look at the

illustration formed by your classmates. Any
observation?
Yes, Alexis? There are a lot of organisms involved in the
illustration.

Nice observation, Alexis.

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Comparing this illustration to the first one you
did by group, which is more complex? The illustration presented here in front right
Anyone? Yes, PJ? now is more complex than the first diagram
we formed. Because this illustration has more
links/arrows than the first one.

Brilliant observation, PJ!

What about on the consumers and the The illustration has 3 producers and more
producers, do you have any observation? than 1 consumer that eats it.

Nice one, Jestine!

This time, how shall we name the illustration

presented here in front? FOOD WEB, ma’am!

Exactly!

Everyone, read

Food Web is the totality of interacting food

chains in an ecological community. Just like
food chain, energy is transferred from one
trophic level to the next.

Take a look at this photo,

What have you observed?

The amount of available energy decreases

From that observation/explanation we can from one trophic level to another. This means
then conclude that the flow of energy in the that not all of the energy available to
food chain and food web is INEFFICIENT. organisms at one level can be absorbed by
organisms at the next level.
Class, why do you think that the shape of the
illustration is pyramid? Anyone?

Nice answer!
Since energy is lost as it transfers from one
From that then, how do we describe the organism to another, its shape is represented
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 amount of energy stored in each trophic level in the form of pyramid.
in a food chain and food web?

Brilliant! There is more energy available at the

producer level, and the top consumers in a
A while, I have mentioned that the flow of food chain receive the least amount of
energy is inefficient. Why do you think so, energy.
class?

Very well said! The flow of energy is inefficient because as

Now, I want you to read this. energy transfers from one organism to

 Developing TEACHER’S ACTTIVIY STUDENT’S ACTIVITY
mastery (leads to Class, are you familiar of a Venn diagram? Yes, ma’am!
Formative
Assessment 3) I have here a blank Venn diagram and all you
(EXPLAIN) have to do is to fill it out using the strips of
 Finding practical paper I’m holding. You just need to paste the
applications of strips of paper with words written on it on the
concepts and blank illustration, the venn diagram.
skills in daily
living Is that clear, class? Yes, ma’am!
(ELABORATE)
Making generalizations
and abstractions about Now, May I ask volunteers from the class who
the lesson is willing to help me. Anyone?
(The students are raising their hands)

Ok, volunteers you may now start.

(The students do what is told)
Expected outcome:

FOOD WEB
FOOD CHAIN
- A single line of a - It branches out in all
producer to animals directions with arrows
- It shows us pointing with
that tells us what it
the transfer of something to as many
eats
energy in an as other things it eats.
ecosystem. - Has complex
11 - The sun is
overlapping
links/arrows.
the ultimate
source of
energy in an
ecosystem
 -. Has simple links/arrows.

Class, I want you to read this quotation:

“NO MAN IS AN ISLAND”

What do you think is the meaning of this

quotation? Anyone?
Yes, Heaven?
The quotation means that everyone is
interconnected; we depend on one another to
Excellent explanation, Heaven! survive.

Teacher’s Activity Student’s Activity

For the last activity this morning, may I have Create a two stanza poem on the importance
someone to please read the guideline? Yes, of studying the ENERGY FLOW IN AN
anyone? ECOSYSTEM. You’re given 5-minutes to
accomplish this task. The medium in writing
the said activity is English.
 xEvaluating
learning
(EVALUATE)
Your POEM will be graded using this rubric: RUBRICS
Substance of the Content--------------- 40%
Relevance to the theme-----------------30%
Organization and clarity of ideas------20%
Mechanics --------------------------------10%
TOTAL:

ASSIGNMENT:
 Additional 1. What is a Biogeochemical cycle?
activities for 2. What are the different Biogeochemical cycles?
application or You may use this references:
remediation
(EXTEND) Madriaga, Estrellita A., et al., “SCIENCE LINKS: WORKTEXT FOR SCIENTIC AND
TECHNOLOGICAL LITERACY”. Pp. 427-438”

V. REMARKS
VI. REFLECTION
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? 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?
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 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?

Prepared by:

RICHELLE L. MALANA
Teacher

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