8

Lesson Exemplar Quarter

Lesson

in Science 5
for

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science Grade 8
Quarter 1: Lesson 5 (for Week 5)
SY 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.

Development Team
Writer/s:
 Jhayzel P. Jocson (Leyte Normal University)

Validator/s:
 Genelita S. Garcia (Philippine Normal University – Manila)

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

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 (02) 8634-1072 and 8631-6922 or by email at [email protected].

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 LESSON EXEMPLAR

SCIENCE /QUARTER 1 / GRADE 8

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners learn that:

Standards
1. Classification of living things shows life’s diversity.

B. Performance By the end of the Quarter, learners will explain that the classification of living things shows the diversity and unity of
Standards living things.

C. Learning Learning Competency

Competencies
1. describe the importance of the six-kingdom system and the three-domain system of classification of living things.
and Objectives

Learning Objectives:
Students should be able to:
1. Determine the scientific names of each organism.
2. Classify each organism, based on the hierarchical taxonomic system of classification.
3. Classify the selected organisms based on the six- kingdom classification system.
4. Acquaint students with the three-domain classification system of common organisms and enhance their
understanding of biological diversity and classification principles.

D. Content Topic: Classification Systems

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 Sub-topic: Domains and Kingdoms

E. Integration SDG 15: Life on Land: Taxonomic classification is crucial for understanding and preserving biodiversity, By
organizing and categorizing species, the taxonomic system helps in monitoring changes in ecosystems, identifying
threatened species, and guiding conservation efforts.
SDG 14: Life Below Water: A taxonomic classification system is also relevant to the conservation and sustainable
management of marine biodiversity. By categorizing marine organisms, scientists can assess the health of marine
ecosystems, identify vulnerable species, and develop strategies for sustainable fisheries management and marine
conservation.
SDG 3: Good Health and Well-being: Taxonomic classification is important in various aspects of health, including
identifying disease vectors, understanding the ecology of infectious diseases, and discovering new pharmaceutical
compounds from natural sources.

II. LEARNING RESOURCES

● Bailey, R. (2024, May 19). The 6 kingdoms of life. ThoughtCo. https://www.thoughtco.com/six-kingdoms-of-life-373414

● Building the tree of life. (n.d.). https://www.etsu.edu/uschool/faculty/tadlockd/documents/bio_chpt18sec3show.pdf

● Libretexts. (2023, August 31). 1.3: Classification - The three domain system. Biology LibreTexts.
https://bio.libretexts.org/Bookshelves/Microbiology/Microbiology_(Kaiser)/
Unit_1%3A_Introduction_to_Microbiology_and_Prokaryotic_Cell_Anatomy/1%3A_Fundamentals_of_Microbiology/
1.3%3A_Classification_-_The_Three_Domain_System

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 ● Practical Science 8. (2018). 4/F SEDCCO 1 Bldg. 120 Thailand corner Legazpi Streets: DIWA Learning Systems INC.

● Practical Science 9. (2018). 4/F SEDCCO 1 Bldg. 120 Thailand corner Legazpi Street: DIWA Learning System.

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Day 1 The teacher can gamify

Knowledge this activity to enhance
1. Short Review
engagement, turning it
Activity 1. WORD DISCOVERY. Rearrange each set of jumbled letters to form into a lively five-minute
the correct term. Refer to the given clues. game session.

1.Group of related species. Answer

1. Genus

S G N E U 2. Species
3. Taxonomy
4. Kingdom
2.One or more group (s) of natural population wherein individuals interbreed
and are reproductively isolated from the other groups. 5. Systematics

S E P C E S I

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 3.Science that deals with naming, describing, identifying and classifying
organisms

A T O M X N O Y

4.Level of classification consisting of smaller group called phyla.

I N K G O D M

5.Scientific study of the diversity of organisms and their evolutionary

relationship.

S T E M C A Y T S I S

2. Feedback (Optional)

B. Establishing 1. Lesson Purpose Have students engage with the

Lesson Purpose introductory activity by
Activity 2. My Global Name
answering the questions
 Guide Questions: provided in the attached
1. Which organisms belong to the same order? worksheet labeled "Activity
2. Which organisms are closely related? Explain. Number 5.2: My Global Name."
3. Why are there more similarities between a cat and a dog than between a They can work in teams and
dog and a human? utilize their phones for
4. Which organism is different among the rest? Why? reference during the activity.

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 As students are answering the
questions, circulate among the
groupings and facilitate brief
discussions about the activity.
(35 minutes activity) Following
the completion of the activity,
each group select a
representative to present their
answers to the class.
2. Unlocking Content Area Vocabulary
Activity 3. Where do you belong. Let the students answer the word puzzle. Source:
https://puzzlemaker.discoverye
ducation.com/
Word Meaning
Answer
Domain A domain in biological classification is the highest
Top of Form
taxonomic rank, which groups organisms based on
fundamental differences in their cellular and genetic
structure.

Kingdom A biological classification is one of the highest taxonomic

ranks, just below the domain, used to group together all
forms of life that share fundamental structural and
functional characteristics.

Phylum Phylum is a classification level beneath kingdom and

groups together organisms with similar body plans or
structures, allowing scientists to further categorize and
study different types of living things.

Class Class is a classification level below phylum and groups

together organisms that share even more specific

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 characteristics. It consist of several orders.

Order Order is a classification level beneath class and further

organizes organisms based on even more specific
See attached worksheets
similarities in their characteristics and behaviors. It
Activity 5.3.
allows scientists to group together organisms that are
more closely related. It consists of several related families.

Family Family is a taxonomic classification that groups together This activity will last for 10
organisms with even more specific similarities, such as minutes, and immediate
similar body structures and behaviors. It helps scientists assessment and evaluation of
categorize organisms into smaller, more closely related their answers will be
groups for further study and understanding. Consist of conducted. This will be a
several related genera (singular: Genus) springboard for the lesson
discussion.
Genus Genus consists of several related species

Species A species is the most specific level of organism

classification in biological taxonomy, representing a group Use these definitions to start
of individuals that can interbreed and produce fertile the discussion. Present the big
offspring in natural conditions. Members of a species idea.
share common characteristics and genetic similarities.

Scientific Name a unique, two-part name given to each species of

organism. It consists of the genus name (the first part)
the first letter is written in capital letter and the species
name (the second part) this is written in lowercase letter ,
both written in Latin and italicized. This naming system,
known as binomial nomenclature, allows scientists
worldwide to communicate effectively about specific
organisms.

 Big Idea:
Classification systems are used to organize and categorize living organisms

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 based on their characteristics, relationships, and evolutionary history.

The most widely used classification system is the Linnaean system, which
categorizes organisms into a hierarchical structure of seven levels:
kingdom, phylum, class, order, family, genus, and species.

 You can show this video: YouTube. (2016, October 9). How are organisms
classified? | evolution | biology | Fuseschool. YouTube.
https://www.youtube.com/watch?v=lnvlMlopu2A

Note: Teachers may allow

students to research on the
clues using their textbooks or
the internet to help them
answer the activity

C. Developing and Day 2 Answer:

Deepening
1. Explicitation
Understanding
Activity 4. Pair Me 1.B
Matching type: Match Column A with Column B. Write the letter of the correct 2.G
answer on the space provided before the number.
3.D

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 4.C
5.A
6.F
7.E

The teacher can use a diagram

to introduce the SIX-kingdom
classification system and spark
discussion among students.

Fig 1. Six kingdom Classification Fig 1. Six kingdom Classification

Source:
 Big Idea: The six-kingdom classification system was proposed by American https://www.thoughtco.com/si
microbiologist and cell biologist Carl Woese in the 1970s. Woese's work x-kingdoms-of-life-373414
focused on the study of ribosomal RNA8 (rRNA) sequences, which revealed
 D. Making Day 4 The teacher may propose other
Generalizations activities for the learners to
1. Learners’ Takeaways
describe their understanding of
Activity 9. Concept Map a concept, idea, and skill
covered in the previous topic.
Let the students supply this concept map to
assess learners learning.

2. Reflection on Learning
Activity 10. Journal
In their notebook, the students will write a journal entry consisting of 3-4
sentences, answering ANY of the following questions.
a. What did I learn about this lesson that I did not know before? The teacher should allow the
learners to document their
b. Which topic was easy for me? ways on how they think about
their learning (metacognition).
c. Which topic was challenging to learn?
d. Do I understand it now?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment Answer

Learning
Activity 11. Assessment. Choose the letter of the correct answer. 1. C

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1. Which of the following is a correct hierarchy of taxonomic classification, from 2. C
broadest to most specific?
3. B
a. Class, Order, Genus, Family, Species
4. B
b. Kingdom, Phylum, Class, Order, Family, Genus, Species
5. C
c. Domain, Phylum, Class, Order, Family, Genus, Species
6. A
d. Kingdom, Class, Order, Phylum, Family, Genus, Species
7. C
8. C
2. Which taxonomic rank is the most inclusive and encompasses all other ranks?
9. A
a. Species
10. B
b. Genus
c. Kingdom
d. Class

3. In the Scientific name Homo sapiens, what does “sapiens” refer to?
a. Genus
b. Species
c. Family
d. Order

4. The taxonomic rank “Domain” is used to classify organisms based on:

a. Anatomical similarities

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b. Genetic differences
c. Habitat
d. Feeding habit

5. Which kingdom in the six-kingdom classification system consist of organisms

that are multicellular, photosynthetic and have cell walls made of cellulose
a. Animalia
b. Fungi
c. Plantae
d. Protista

6. The Kingdom Animalia is characterized by organisms that:

a. Are multicellular and heterotrophic
b. Obtain energy through photosynthesis
c. Have cell walls made of chitin
d. Lack of true nucleus

7. Which Kingdom in the six-kingdom classification system includes organisms

that are eukaryotic, mostly multicellular and obtain energy through ingestion?
a. Plantae
b. Fungi
c. Animalia

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d. Protista

8. The kingdom Fungi is characterized by organisms that:

a. Are Photosynthetic and unicellular
b. Obtain energy through ingestion and are multicellular
c. Obtain energy through absorption and have cell walls made of chitin
d. Lack of true nucleus and are prokaryotic.

9. Which of the following three domains includes organisms that are known for
their ability to thrive in extreme environments such as hot springs and deep-sea
vents?
a. Archaea
b. Bacteria
c. Eukarya

10. Which domain in the three-domain system includes organisms that are
characterized by their diverse metabolic capabilities, including photosynthesis,
decomposition and nitrogen fixation?
a. Archaea
b. Bacteria
c. Eukarya

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Test II: Label the diagram below highlighting the Human Taxonomic Rank

2. Homework (Optional) The teacher may give homework

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 for extended deliberate practice.

A. Teacher’s Note observations on This lesson design component

Remarks any of the following Effective Practices Problems Encountered prompts the teacher to record
areas:
relevant observations and/or
critical teaching events that
strategies explored he/she can reflect on to assess
the achievement of objectives.
The documenting of experiences
is guided by possible areas for
observation including teaching
strategies
employed, instructional
materials used, learners’
materials used engagement in the tasks, and
other notable instructional
areas. Notes here can also be
on tasks that will be continued
the next day or additional
activities needed.

learner engagement/
interaction

Others

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B. Teacher’s Reflection guide or prompt can be on: This lesson design component
Reflection guides the teacher in reflecting
▪ principles behind the teaching on and for practice. Entries on
this component will serve as
What principles and beliefs informed my lesson? inputs for the LAC sessions,
which can center on sharing
Why did I teach the lesson the way I did?
best practices discussing
problems encountered and
actions to be taken; and
▪ students
identifying anticipated
What roles did my students play in my lesson? challenges and intended
solutions. Guide questions or
What did my students learn? How did they learn?
prompts may be provided here.

▪ ways forward

What could I have done differently?

What can I explore in the next lesson?

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