School Tondo High School Grade Level Grade 8

DAILY LESSON LOG Teacher M. A. PECAJAS Learning Area Science

Teaching Dates & Time January 7, 2020 (12:45PM-6:50PM) Quarter 4th

DAY: ________________
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the digestive system and its
interaction with the circulatory, respiratory, and excretory systems in
providing the body with nutrients for energy.
B. Performance Standards The learners present an analysis of the data gathered on diseases resulting
from nutrient deficiency.
C. Learning Learners will be able to:
Competencies/Objectives 1. describe the functions of each organ of the digestive system and trace
the pathway of food through the digestive tract (S8LT-IVa-13.1.1);
2. differentiate between physical and chemical digestion.

II. CONTENT UNIT TOPIC: Structures and Functions: The Digestive System
TOPIC: The Different Organs of Digestion
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages • Alumaga, Marie Jessica B., et. al. Science and Technology 8. Vibal
Publishing House, Inc. 2014 p. 205-207.
• Madriaga, Estrellita A., et.al. Science Links 8. Rex Publishing House, Inc.
2015 p. 315-319.
• Pavico, Josefina Ma. F., et.al. Exploring Life Through Science 8. Phoenix
Publishing House, Inc. 2016 p. 318-323.
4. Additional Materials from www.innerbody.com/image/digeov.html
Learning Resource (LR) portal
A. Other Learning Resources G8 Laboratory Manual and Exercises

IV. PROCEDURES Materials

A. ELICIT Strategy: PICTURE PUZZLE
Combine the name of each picture to form a word.

PowerPoint
Presentation

B. ENGAGE Strategy: HOW DOES IT TASTE?

The teacher gives a piece of soda cracker to a member of
each group. Chew it for 3 minutes before swallowing.
Observe the changes the soda cracker will undergo as you
mechanically and chemically digest it. Record your
observation on the table below.
Soda cracker
FOOD ITEM TASTE OF THE FOOD
Soda Cracker Before Chewing After Chewing
1. What organs are
involved in chewing
the soda cracker?
2. What do you
think happened to
the soda cracker in
your mouth?
 C. EXPLORE Strategy: ACTIVITY/EXPERIMENT
Gallery Walk
Students are divided into 6 groups. Each group is asked to
proceed into the 6 stations found in the room. Each station
has different information or activities that the students must Activity sheet,
learn and do. After 5 minutes, each group will proceed to the illustrations
next station, until all the stations are visited by each group.
Station 1: The Entrance (Mouth)
Station 2: The Tunnel (Esophagus)
Station 3: The Storage (Stomach)
Station 4: The Small (Small Intestine)
Station 5: The Big (Big Intestine)
Station 6: The Others (Accessory Organs)

D. EXPLAIN Strategy: REPORTING

After each group went to the different stations, the
students are asked to return to their seats. Then the PowerPoint
teacher asks the leader of each group to draw lots the Presentation
station they will be assigned to discuss. The teacher gives
guide questions to help each group on their report.

E. ELABORATE Strategy: LABEL THE PARTS

PowerPoint
Presentation

F. EVALUATE Strategy: IDENTIFICATION

Identify the organ of digestion described.
1. It is where the final digestion of food happens. Notebook and
2. It is where mastication of food happens. pen
3. The temporary storage of food.
4. The passageway of food.
5. It produces bile.

G. EXTEND Strategy: ASSIGNMENT

1. How does food travel in the digestive system? Notebook and
2. What are the enzymes that help in the digestive pen
process?

V. REFLECTION
The students are really interested if they can relate easily to the topic being
discussed.