SCHOOL GSCNSSAT EXTENSION GRADE 8

LEVEL
TEACHER ANDREI JOSHUA L. GONZAGA LEARNING BIODIVERSITY
AREA
TEACHING 10:00-11:00, 11:00-12:00 AM
TIME/DATE AND 1:00-2:00, 2:00-3:00 PM QUARTER FOURTH
SECTION FEBRUARY 18, 2019
ACACIA, MOLAVE, CEDAR, YAKAL

I. OBJECTIVES
At the end of the lesson, the students should be able to:
a. distinguish high biodiversity and low biodiversity;
and
b. perform the concept of biodiversity and its
importance in a creative form.

II. SUBJECT MATTER

a. Topic: Biodiversity: High and Low Biodiversity
b. References
Book: Natural World Science Book, page 336-337
Website: https://www.conserve-energy-future.com/what-is-
biodiversity.php
c. Instructional Materials: mystery box, laptop, LED TV,
PowerPoint presentation, pictures, timer, paper cut outs with
words, bell, stars

III. PROCEDURE
A. Preliminary Activities
1. Prayer
2. Greetings
3. Attendance
4. Review
“A Star for an Answer!”
The teacher will let the students wear their
thinking hats. The teacher will flash questions on the screen. Each question has
a corresponding point. When the points get higher, the questions get difficult as
well. (5 minutes)
 B. Lesson Proper
1. Activity
“Word Hunter!”
The teacher will post papers with words inside
the different sides of the classroom. Each group has an assigned color, white, red,
blue, black and green. The teacher will ask two (2) representatives in each group.
The representatives will be called “Word Hunters”. The word hunters will look for
the papers of their group color and give it to the other members of the group. The
members will arrange the words to form a sentence and post it on the board. The
team who can complete the task in three (3) minutes will be receiving five (5)
stars. (5 minutes)

2. Analysis
How do you find the activity?
How do you feel after performing the activity?
What values have you learned on the activity?
Are there any improvements from your group?
Based on the arranged words, what do you
think would be our topic for today?
 3. Abstraction
“Post and Tell!”
The teacher will first discuss about Biodiversity
and its two classes; High Biodiversity and Low Biodiversity. After discussing, the
teacher will give each group a picture. The students will be given two (2) minutes
to discuss with their group mates about the picture. After discussing within their
team, the teacher will ask a group presenter. The presenter will post the picture on
the board, whether the picture is High Biodiversity or Low Biodiversity. (15
minutes)
 4. Application
“Question and Answer!”
The teacher will ask questions one (1)
representative each team. The teacher will ask the representative the same
question. The representative will begin their answers with “I believe!” and ends with
“And I, Thank you!” (5 minutes)
These are the following questions:
What is Biodiversity?
What is High Biodiversity?
What is Low Biodiversity?
How important is Biodiversity?
IV. EVALUATION
a. Paper and Pencil Test
Test 1. “Is it High or is it Low?!”
In your science notebook, write LB if the
picture is Low Biodiversity and HB if the picture is High Biodiversity.
 b. Performance Test
Test 2. “Show Me What You Got!”
The teacher will ask one (1) representative
each team to pick a topic in the box to know what will be their topic and what way
to present. Some of the group will perform their topic in broadcasting way,
readers theater, through a poem, and role play. The group will be given three (3)
minutes to practice and their performance should not exceed in two (2) minutes.
The students should perform a creative
presentation that explains what biodiversity is, and distinguish the High and Low
Biodiversity as well as its importance mankind. The students will be rated on the
given criteria below:

V. ASSIGNMENT
In a long bond paper, create a slogan about how to save
biodiversity, which is worth 100 points and to be pass next meeting.

CRITERIA

Creativity 60%
Content 30%
Neatness 10%

100%

Prepared by:

ANDREI JOSHUA L. GONZAGA

Practice Teacher

Checked by:

MARY ROSE M. TOLEDO

Cooperating Teacher