October 7-11, 2019

Department of Education
Region IX, Zamboanga Peninsula

Division of Zamboanga
RAMON ENRIQUEZ HIGH SCHOOL
Labuan, Zamboanga City
___________________________________________________________________________
Daily Lesson Plan
Subject: EARTH & LIFE SCIENCE

Year & Section: HUMSS 11B, AQUACULTURE 11C, STEM 11A, & H.E, 11D
Date: October 7, 2019
Day 1:
Content Standard:
The learners demonstrate an understanding of:
1. Nutrition: getting food to cells.
Performance Standard:
The learners shall be able to:
1. Make a presentation of some diseases that are associated with the various organ
systems.
Learning Competencies:
The learners:
1. Explain the different metabolic processes involved in the various organ systems
S11/12LT -IIIaj-20
I. Objectives:
At the end of the session, the learners will be able to:
1. Explain the different metabolic processes involved in the various organ systems.
2. Perform the activity being set
3. Give importance the value of metabolic processes.
II. SUBJECT MATTER:
A. Topic: Animal Survival, Earth and Life Science

Sub-topic: Nutrient Absorption in Cells
B. Reference: Introduction to Earth Science, Quipper
C. Materials: Laptop, LCD, Bond Paper, Muti-media
D. Teaching Methodologies: Cooperative Learning, and Collaborative Learning,
E. Teaching Strategies: Brainstorming, and Recitation.
___________________________________________________________________________
III. PROCEDURES:
A. Daily Routine
 Prayer
 Greetings
 Checking of Attendance
 Classroom Management
IV. LEARNING STRATEGIES
A. PRIMING
1. Recall: The students will recall their previous lesson
2. MOTIVATION:
A. Priming Picture
1. What can you say about the picture?

2. Can you get nutrients from the apple by staring at it?
3. What will do to be able to get its nutrients?
B. ACTIVITY
1. The students will be grouped and be given the instructions of the activity
2. Video Cliff
___________________________________________________________________________
C. ANALYSIS
Digestion is the process of breaking down food into nutrients which will be
needed by the body cells. The following are the parts of the digestive system responsible to the
digestion to happen.
Teeth- The strongest stuff in the body! Their purpose is to rip, grind, mash and generally pulverize all
that food we put into our mouths. Why? So that it fits down our throats.
Epiglottis- This trap door belongs to both the respiratory system and the digestive systems. Swallowing
triggers its closing over the trachea to prevent food and fluids from draining into our lungs.
Liver- One of the accessory‘ organs of digestion. Food doesn’t actually pass through this organ. Instead,
this
organ secretes bile that is passed along to the gall bladder for concentration and storage.
Gall Bladder- Another accessory organ. Food doesn’t touch this one, either. It is a pear-shaped sac about 4
inches long and is the reservoir, or storage tank, for bile. Concentrated bile is released into
the
duodenum as needed to break down fats into an absorbable form.
Bile Duct- As close to a transport highway as we’ve visited so far. This duct collects donations from the
liver
and the gall bladder (bile) as it passes along to the duodenum of the small bowel.
Large Bowel - Is it poop yet? (We’ll call it ‘feces’ [sounds like ‘fee-cees’] or ‘stool’ from now on rather than
‘poop’ or other ‘s’ words) Getting close. There are many sections to the large bowel – the
appendix, caecum, ascending (rising) colon, transverse (across) colon, descending (going
down)
colon, sigmoid colon, the rectum and the anus. The main purposes of the large intestine is to
pass remaining essential nutrients into the bloodstream and the storage and elimination of
waste left-overs. As the nutritional fluids are absorbed and transfered out to the
bloodstream,
the contents get more solid and compact.
Appendix - Little is understood about this little worm-like accessory structure that extends from the first
section of the large bowel. Sometimes a piece of food gets stuck in here (like bubblegum)
causing an infection.
Salivary Gland - 3 main salivary glands deliver their juices, saliva, into the mouth. Have you ever noticed
yourself drooling when someone’s baking your favourite cookies? This fluid enzyme helps
to
soften up the food, the first chemical action along the digestive trail.
___________________________________________________________________________
Tongue - One very strong muscle made for rolling food around your mouth so your teeth can work best.
It also houses taste buds; sensors of sweet, sour, salty and bitter tastes. If it doesn’t taste
good, are you going to swallow it? Probably not. The tongue can also act as a drawbridge –
blocking the passage of food from entering further down the digestive tract and
pushing it back out the mouth. (The tongue is also important for pronunciation,
but how often do you eat your words?)
Esophagus. (a.k.a. oesophagus) – A muscular canal running from the pharynx to the stomach. The tongue
pushes a ‘bolus’ of food into the esophagus to start it on its way to the
stomach. Peristalsis is the name used to describe the rhythmic contract
and release actions of this muscle and most all others along the
digestive
tract.
Pancreas - The body’s sugar control board. If your blood sugar gets too high, insulin is released to
counteract
it. If your sugars are low, glucagon is released into the blood stream. Both insulin and glucagon
are
produced by the pancreas.
D. ABSTRACTION:
 digestive system is the body system that digests food mechanically and
chemically and absorbs nutrients. The digestive system also eliminates
solid food waste. The major organs of the digestive system include the
mouth, esophagus, stomach, and small and large intestines. These organs
make up the long tube called the gastrointestinal (GI) tract, which goes
from the mouth to the anus.
 Chemical digestion depends on the work of digestive enzymes and other

substances. These are secreted into the GI tract by organs of the digestive
system or by the pancreas, liver, or gall bladder.
 Digestion starts in the mouth. When food is swallowed, it travels through

the esophagus to the stomach. In the stomach, digestion continues and a
small amount of absorption of nutrients takes place.
 Most chemical digestion and nearly all absorption of nutrients take place in
the small intestine. This organ consists of three parts: duodenum, jejunum,
and ileum.
___________________________________________________________________________
 Excess water is absorbed from food waste in the large intestine before it
passes out of the body through the anus as feces. Trillions of helpful
bacteria also live in the large intestine. They carry out important roles, such
as making vitamins.
 Common digestive system problems include foodborne illness and food

allergies. Following healthy food-handling practices may decrease your risk
of foodborne illness. Food allergy symptoms can be prevented by avoiding
the offending foods.
APPLICATION
 Bodybuilders consume a lot of protein-rich foods and protein drinks when they attempt
to build muscles. But why do some of them still gain a lot of fat instead of muscles?
V. EVALUATION: Short Quiz
Directions: Choose the best answer from the four given options. Write only the letter of your
answer.
1. It is the process by which food is changed into simpler and soluble forms
A. digestion B. absorption C. ingestion D. excretion
2. It is the passage of nutrients through the intestinal walls and into the blood
A. digestion B. absorption C. ingestion D. excretion
3. It is the primary site of absorption.
A. stomach B. large intestine C. esophagus D. small intestine
4. Which of the following is true about the metabolic process of nutrients?
A. Metabolic process happens at the cellular level.

B. Digestive enzymes are essential in this process.
C. The small intestine plays an important role in the reassembly of digested
nutrients.
D. Digestive enzymes require vitamins and minerals for metabolic process to
occur.
5. Which of the following products will not come from the complete breakdown of fats?
A. urea B. ammonia C. carbon dioxide D. ATP

Prepared by:
VICTORIO R. BROÑOLA JR.

___________________________________________________________________________
Subject Teacher
Checked by: Approved:
SOCORRO MARAVILLA ANALU J. ABARRO

Science Coordinator Teacher-In-Charge
Daily Lesson Plan

Day 2:
Content Standard:
1. nutrition: getting food to cells.

2. gas exchange with the environment
3. circulation: the internal transport system.
4. the need for homeostasis
5. salt and water balance and waste removal.
6. the immune system: defense from disease.
7. how hormones govern body activities
8. the nervous system
9. the body in motion
1. Make a presentation of some diseases that are associated with the various organ systems
___________________________________________________________________________
The learners:
1. Explain the different metabolic processes involved in the various organ systems
I. Objectives:
1. Explain the different metabolic processes involved in the various organ systems.
3. Give importance the value of metabolic processes.
II. SUBJECT MATTER:
A. Topic: Animal Survival, Earth and Life Science

Sub-topic: Gas Exchange of Organisms
III. PROCEDURES:
A. Daily Routine
 Prayer
 Greetings
A. PRIMING
2. MOTIVATION:
A. Priming Picture
___________________________________________________________________________
1 Have you ever wondered how fish breathe?

B. ACTIVITY
C. ANALYSIS
1. What makes animals breathe?
2. What are the parts of the animals that make them breathe?
D. ABSTRACTION:
1. Ask students to make a recap about the topic discussed for the day.
Prepared by:

Subject Teacher

___________________________________________________________________________
Daily Lesson Plan

Day 3:
Content Standard:

The learners:
1. Describe the general and unique characteristics of the different organ systems in
representative
animals , S11/12LT -IIIaj-21
I. Objectives:
1. describe the characteristics of the different organs in the distribution of nutrients and
transportation of wastes.
2. sketch the circulatory system
3. Appreciate the importance of the circulatory system
4. Perform the activity set for them.
___________________________________________________________________________
II. SUBJECT MATTER:
A. Topic: Nutrient and Waste Transport System

III. PROCEDURES:
A. Daily Routine
 Prayer
 Greetings
A. PRIMING
2. MOTIVATION:
A. Priming Picture
B. ACTIVITY
___________________________________________________________________________
C. ANALYSIS
1. Circulatory system
- the main transport system of animal
- plays a central role in an organism’s survival
Human circulatory system
Comprises
1. Heart- muscular organ in most animals, which pumps blood through the blood vessels of the
circulatory system.
2. Blood- body fluid in humans and other animals that delivers necessary substances such as
nutrients and oxygen to the cells and transports metabolic waste products away from those
same cells.
3. Blood vessels
a. arteries
b. veins
c. capillaries.
Circulatory System
The functions of the circulatory system are to distribute the nutrients and oxygen to all body cells
and transport waste products to the liver, kidneys, and lungs.
This system works through diffusion—the movement of molecules from an area of high
concentration to an area of low concentration. However, diffusion only occurs over short distances such as
between blood and air in the lungs. In terms of the distribution of blood throughout the human body, the
process of bulk flow takes place.
Bulk flow is the movement of the blood from an area of high pressure to an area of low pressure
through the action of the heart that pumps the blood and pressurizes it to flow. This process allows a rapid
transport of blood in all parts of the body.
The heart is the muscle that pumps blood throughout the body. It consists of four chambers. The
top two chambers are called atria while the bottom two are called ventricles.
___________________________________________________________________________
The atria are the receiving chambers for blood returning to the heart. The blood from the
circulation enters the right atrium while the re-oxygenated blood from the lungs enters the left atrium.
The atria are thin-walled chambers because they need to contract only minimally to squeeze blood
into the ventricles. In contrast, the ventricles have thicker walls because they need to contract harder to
pump blood out of the heart and into the circulation. The right ventricle pumps blood into the pulmonary
trunk while the left ventricle ejects blood into the aorta.
The delivery system of the heart is separated into two circuits: the pulmonary and the systemic
circuits. The pulmonary circuit, supplied by the right side of the heart, receives the returning blood and
pumps the blood to the lungs for re-oxygenation and dispatch of carbon dioxide. On the other hand, the
systemic circuit, supplied by the left side of the heart, transports the oxygenated blood to the entire body.
D. ABSTRACTION:
1. Ask student to do the recap of the lesson based on the picture.
Prepared by:

Subject Teacher

___________________________________________________________________________
Daily Lesson Plan

Day 4:
Content Standard:


___________________________________________________________________________
The learners:
1. Describe the general and unique characteristics of the different organ systems in
Representative, animals , S11/12LT -IIIaj-21
I. Objectives:
1. Explain how the human body maintains homeostasis.

3. Appreciate the value of the different organ systems.
II. SUBJECT MATTER:
A. Topic: Animal Survival

Sub-topic: Homeostasis
III. PROCEDURES:
A. Daily Routine
 Prayer
 Greetings
A. PRIMING

___________________________________________________________________________
2. MOTIVATION:
A. Priming Picture
B. ACTIVITY
C. ANALYSIS
1. What is homeostasis?
2. How does the human body maintain homeostasis?
D. ABSTRACTION:
1. Ask students to make a recap about the topic discussed for the day.
Prepared by:

Subject Teacher

___________________________________________________________________________

October 7-11, 2019

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Department of Education

Region IX, Zamboanga Peninsula

Daily Lesson Plan

Subject: EARTH & LIFE SCIENCE

The learners demonstrate an understanding of:

1. Nutrition: getting food to cells.

The learners shall be able to:

At the end of the session, the learners will be able to:

II. SUBJECT MATTER:

A. Topic: Animal Survival, Earth and Life Science

IV. LEARNING STRATEGIES

1. Recall: The students will recall their previous lesson

1. What can you say about the picture?

 Chemical digestion depends on the work of digestive enzymes and other

 Digestion starts in the mouth. When food is swallowed, it travels through

 Common digestive system problems include foodborne illness and food

V. EVALUATION: Short Quiz

A. digestion B. absorption C. ingestion D. excretion

A. digestion B. absorption C. ingestion D. excretion

3. It is the primary site of absorption.

A. stomach B. large intestine C. esophagus D. small intestine

4. Which of the following is true about the metabolic process of nutrients?

A. Metabolic process happens at the cellular level.

A. urea B. ammonia C. carbon dioxide D. ATP

VICTORIO R. BROÑOLA JR.

Checked by: Approved:

SOCORRO MARAVILLA ANALU J. ABARRO

Daily Lesson Plan

Subject: EARTH & LIFE SCIENCE

The learners demonstrate an understanding of:

1. nutrition: getting food to cells.

The learners shall be able to:

At the end of the session, the learners will be able to:

II. SUBJECT MATTER:

A. Topic: Animal Survival, Earth and Life Science

IV. LEARNING STRATEGIES

1. Recall: The students will recall their previous lesson

1 Have you ever wondered how fish breathe?

VICTORIO R. BROÑOLA JR.

Checked by: Approved:

SOCORRO MARAVILLA ANALU J. ABARRO

Daily Lesson Plan

Subject: EARTH & LIFE SCIENCE

The learners demonstrate an understanding of:

1. nutrition: getting food to cells.

The learners shall be able to:

At the end of the session, the learners will be able to:

II. SUBJECT MATTER:

A. Topic: Nutrient and Waste Transport System

1. Recall: The students will recall their previous lesson

1. What can you say about the picture?

Human circulatory system

1. Ask student to do the recap of the lesson based on the picture.

VICTORIO R. BROÑOLA JR.

Checked by: Approved:

SOCORRO MARAVILLA ANALU J. ABARRO

Daily Lesson Plan

Subject: EARTH & LIFE SCIENCE

The learners demonstrate an understanding of:

1. nutrition: getting food to cells.

The learners shall be able to:

At the end of the session, the learners will be able to:

1. Explain how the human body maintains homeostasis.