School
DAILY LESSON Teacher
LOG
I.OBJECTIVE
A. Content Standards
B. Performances Standards
C. Learning Competencies/
Objectives Write the LC code
for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1.Teachers Guide pages
2. Learners Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson.
Grade Level 8- Pearl
Learning Area SCIENCE
Teaching Dates and February 13, 2019 Quarter 4th
Time 7:30-8:30
- Identify the meat eaters and plant eaters
- Infer the biomass pyramids
- Explain how efficient in converting biomass of producers to biomass consumers ( a meat eater or a plant eater)
- demonstrates understanding of the one way flow of energy and the cycling of materials in an ecosystem
- makes a poster comparing food choices based on the trophic levels
Analyses the roles of organisms in the cycle in an ecosystem
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in week or
two.
Food web (Meat eaters vs. Plant eaters)
List materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a
mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Ask the students:
- Describe a food chain.
- Without decomposers will producers stay alive? Why?
- Without producers, will consumers stay alive? Why?
- call a volunteer, ask them to make a small food web
Ask the students:
- To which group of organisms do you belong?
- Which trophic level do you occupy?
- Let the students open page 280-282 and ask them to read for 5 minutes.
- After the time given, the teacher ask some questions:
1. Which group of organisms has the greatest biomass? Which has the greatest energy?
2. Which group of organisms has the least biomass? Which has the least energy?
3. What happens to the amount of biomass from the bottom to the top of the pyramid?
 D. Discussing new concepts and Group activity:
practicing new skills #1 Activity 3: Meat eaters vs. plant eaters
- Divide the class into groups with five students each.
- The teacher distribute the activity sheets
- Let the students read the procedure 1-1-2
- Each group answer the guide questions 1-4
- The teacher give 15 minutes to do the activity no. 3.
- After the time given, let each group exchange their activity sheets to the other group.
- Each group have one representative to read the questions and give their answer.
E. Discussing new concepts and The teacher discuss the activity given:
practicing new skills #2 1. How much biomass of chicken can 5 000 kg of corn support?
2. How much biomass of humans can the chickens support?
3. How much biomass of humans can 5 000 kg of corn support?
4. Which is more efficient in converting biomass of producers to biomass of consumers – a meat eater or a plant
eater? Give your explanation.
F. Developing mastery (Leads to
Formative Assessment
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for application Create a food web
or remediation
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%.
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 these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
PREPARED BY:

Teacher