Teacher: Bautista, Shaina May L.

De Vera, Jasthine Nicole D.

DAILY LESSON LOG Munoz, Kimberly Ann V.
Poyaoan, Hanee Lyn A.
Villamor, Jhavy C.
Villegas, Mark Angelo Z.
Grade Level/ Learning
Grade 8 Science
Area:
Quarter: Fourth Quarter- Unit IV

I. OBJECTIVE
A. Content Standards The learners demonstrate an understanding of the one-way flow of energy and the cycling of materials in an ecosystem.
B. Performance Standards The learners should be able to: make a poster comparing food choices based on the trophic levels.
C. Most Essential Learning
Explain how materials cycle in an ecosystem. ( S8LT-IVi-24)
Competencies
At the end of the 45-minutes lesson, at least 75% of the students should be able to do the following with at least 80% level of proficiency in the following:
D. Learning 1. describe high biodiversity and its advantages in the ecosystem,
Competencies/Objectives 2. explain the importance of food chain, food web and food pyramid; and
3. compute for the transfer of energy from one tropic level to another in the ecosystem.
II. CONTENT Ecosystems: Transfer of Energy in Trophic Levels
III. TIME FRAME 1 session - 45 minutes
IV. LEARNING RESOURCES
A. References
1. Teacher’s Guide Page p. 106-108
2. Learner’s Material Pages p. 123-125
3. Textbook Pages
4. Additional materials from References:
Learning Resource ((LR) Portal
Energy flow and trophic levels. (n.d.). In Encyclopedia Britannica.
Masicon, J. (2024). Sci8_Q4_M5_The-Flow-of-Energy-in-the-Ecosystem (1). Scribd. https://www.scribd.com/document/723549040/Sci8-Q4-M5-The-Flow-
of-Energy-in-the-Ecosystem-1
Trophic level. (2023, August 29). Biology Articles, Tutorials & Dictionary Online; Biology Online. https://www.biologyonline.com/dictionary/trophic-level

Links:
https://youtu.be/0glkXIj1DgE?si=T8QMv1Z42TDU4o6J
https://youtu.be/-oVavgmveyY?si=Ry3basp87TGjCqE9
https://youtu.be/YuO4WB4SwCg?si=Jqp4IPJjQmZwC8g3
https://youtu.be/SNF8b7KKJ2I?si=1wbkuRBHii5uLF65
https://youtu.be/FhaldPmkoNE?si=R4b8tI4dckWiYttq
https://images.app.goo.gl/D7fkgJ5WAFTxH67x9
https://images.app.goo.gl/3Joqg7ubWDHSGuCR9
https://images.app.goo.gl/annD1xwBxrcpSZfHA
https://images.app.goo.gl/nMzmzQD8qEanpFg38
https://images.app.goo.gl/25DuShyCcZ8YgCwm8
 https://images.app.goo.gl/K8zkscVFhffY5Zww5
B. Other learning Resources PowerPoint Presentation
V. PROCEDURE
A. Elicit The teacher start the lesson by showing two contrasting images: a rainforest (high
The activities in this section will biodiversity) and a (low biodiversity).
evoke or draw out prior concepts or
prior experiences from the students

Picture 1: High Biodiversity Picture 2: Low Biodiversity

Ask Questions:
1. What differences do you notice between Picture 1 (High Biodiversity) and Picture 2 (Low Biodiversity)?
2. Which ecosystem do you think is more stableto environmental changes, and why?
3. How might the loss of biodiversity in Picture 2 affect the animals, plants, and people who depend on it?
B. Engage Picture Analysis: The students will analyze the picture being presented by the teacher and the student will unlock the hidden words/terminologies and
The activities in this section will answer the following guide questions.
stimulate their thinking and help them
access and connect prior knowledge
as a jump start to the present lesson
Fill the missing letters

A_T_TR_PH A producer makes their own food using light or chemical

Answer: Autotroph energy.
H_RB_V_RE An organism gain energy by eating primary producer.
Answer: Herbivore

O_MN_VORE An animals that eat both plants and animals.

Answer: Autotroph

C_RN_VO_E An organism that eat another animals.

Answer: Carnivore

D_C_MP_SER An organism that cause organic material to break down.

Answer: Decomposer

Ask Question:
1. How do different organisms interact in an ecosystem?
 Answer: Organisms depend on each other for food and survival

2. What happens when one species disappears?

Answer: It can cause problems for other animals that rely on it for food.

3. How does biodiversity help maintain balance in an ecosystem?

Answer: More types of living things help keep the ecosystem healthy and stable
C. Explore Group Activity: Ecosystem Energy Flow
In this section, students will be given
time to think, plan, investigate, and Objective: Students will work in groups to arrange organisms in the correct order for food chains, food webs, and energy pyramids, reinforcing their
organize collected information; or the understanding of energy flow in ecosystems.
performance of the planned/prepared
activities from the students’ manual Materials:
with data gathering with Guide  3 envelopes (one labeled Food Chain, one Food Web, and one Energy Pyramid)
Questions.  Images of different organisms (plants, herbivores, carnivores, decomposers)
 Provided models

Instructions:
1. Divide the class into three groups.
2. Each group will receive one envelope containing organism cards for either a food chain, food web, or energy pyramid.
a) Food Chain Group: Arrange the organisms in a simple linear sequence from producer to top predator.
b) Food Web Group: Connect multiple food chains, showing how different species interact.
c) Energy Pyramid Group: Organize organisms into trophic levels, placing producers at the bottom and top predators at the top.

D. Explain Each group will choose a representative to present their Group Activity: Ecosystem Energy Flow.
In this section, students will be
involved in an analysis of their Ask Question
exploration. Their understanding is For food chain:
clarified and modified because of 1. How does energy move through food chain?
reflective activities. Analysis of the Answer: Energy moves from plants to animals and gets weaker at each step
gathered data and results and be 2. What happens if one species no longer existing?
able to answer the Guide Question Answer: It can cause problems for the other animals that need it.
leading to the focus concept or topic For food web:
for the day. 1. How does energy move through food web?
Answer: Energy moves through different food chains that are connected.
2. Can a secondary consumer become a primary consumer in another food chain?
Answer: Yes, if it eats plants in another food chain.
For food pyramid:
1. How does energy move through food pyramid?
Answer: Energy gets weaker as you move up from plants to animals
2. Which group of organisms has the greatest energy?
Answer: Plants have the most energy.
3. Which group of organisms has the least energy?
Answer: Top predators have the last energy.
E. Elaborate Discuss how human activities affect biodiversity
This section will give the students the
opportunity to expand and solidify/
concretize their understanding of the
concept and/or apply it to real world
situation.

Overfishing Pesticides Use Deforestation

Ask Question
1. How does catching too many fish affect other marine animals and people who rely on fishing?
Answer: May vary.
2. How does using pesticides on crops affect the food chain, especially for insects and other animals?
Answer: May vary.
3. What happens to animals and their food sources when forests are destroyed?
Answer: May vary.
E. Evaluating Learning Directions: Choose the letter that corresponds to the correct answer. Use a separate sheet for your answer.

1. Which of the following is known as the total mass of organisms in a 6. What distinguishes producers from other organisms?
food chain or food web? a. They feed at different trophic levels.
a. biomass b. They consume a variety of foods.
b. food chain c. They produce their own food.
c. trophic level d. They decompose matter.
d. food pyramid
7. Which of the following shows the amount of energy contained in each
2. Which of the following group of organisms get the most energy in an trophic level?
ecosystem? a. energy pyramid
a. producers b. ecological pyramid
b. decomposers c. biomass pyramid
c. primary consumers d. number pyramid
d. secondary consumers
8. Which of the following food chains correctly shows the path of matter
3. Which group of organisms in a food web is responsible for recycling and energy through an ecosystem?
the nutrients of dead plants and animals? a. bird → grasshopper → grass → snake
a. producers b. grasshopper → snake → bird → grass
b. primary consumers c. grass → grasshopper → bird → snake
c. secondary consumers d. snake → grasshopper → grass → bird
d. Decomposers
9. Which of the following is a linear diagram that illustrates feeding
4. Which of the following conditions is NOT favorable for high relationships of living organisms?
biodiversity? a. food web
a. high rainfall b. food chain
 b. availability of food c. energy pyramid
c. availability of water d. number pyramid
d. unavailability of shelter
10. What happens to all the energy as it moves from one trophic level to
5. Which of the following refers to the position a certain organism another in a food chain?
occupies in the food chain? a. It recycles back to the producers.
a. energy pyramid b. It is transformed to another food chain.
b. number pyramid c. It goes to the decomposer populations.
c. trophic level d. It is dissipated in the environment in the form of heat.
d. biomass

F. Extend Imagine a coastal community in the Philippines that heavily relies on fishing for food and livelihood. Due to overfishing, the population of small fish (primary
This section gives situation that consumers) decreases. As a result, larger fish (secondary and tertiary consumers) struggle to find enough food, leading to a decline in their population as
explains the topic in a new context, or well. Over time, this disruption affects the entire marine food web, making it difficult for local fishermen to catch enough fish to sustain their families.
integrate it to another
discipline/societal concern. This situation highlights how human activities impact energy transfer in an ecosystem and emphasizes the importance of sustainable fishing practices in
maintaining biodiversity and ecological balance. It also connects to environmental conservation and socio-economic issues, making it relevant to both
biology and social studies.
VI. REMARKS
VII. REFLECTION
A. No. of learners who earned 80%
on the formative assessment
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 this work?
F. What difficulties did I
encountered 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?

Date/s Taught and Section