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SCHOOL
DAILY LESSON LOG
I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC Code for
each
II.CONTENT
III.LEARNING RESOURCES
A. References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR) portal
B. Other Learning
Resources
IV.PROCEDURES
Aupagan National High School GRADE LEVEL Grade 8
TEACHER Maricres A. Fabiano LEARNING Science
AREA
TEACHING DATES January 20-23, 2020 QUARTER Fourth Quarter
AND TIME 11:00-1 2:00 AM(Mon-Fri)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and
competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Demonstrate an understanding of the digestive system and its interaction with the circulatory, respiratory and
excretory system in providing the body with nutrients for energy.
Present an analysis of the data gathered on diseases resulting from nutrient deficiency.
Explain ingestion, Explain ingestion, Explain ingestion, absorption, Explain ingestion,
absorption, assimilation absorption, assimilation assimilation and excretion absorption, assimilation and
and excretion S8LT-IVa- and excretion S8LT-IVa- S8LT-IVa-13 excretion S8LT-IVa-13
13 13
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 a week or two.
Organs of the digestive Organs of the digestive Physical and Chemical Digestive System
system and their system and their Digestion
interaction with organs of interaction with organs of
the respiratory system the circulatory system
List the 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.
These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment
 activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge, indicate the time allotment for each step.
A. Reviewing previous What is digestive system? What is digestive system? Instruct the students to go to Explain what happens to
food as it gets digested.
lesson or presenting the their respective groups. Prepare
new lesson the materials needed.
B. Establishing a purpose Present a diagram on the Let the students find their Instruct the students to follow Instruct the students to get
for the lesson board. (Please see partners. Let them do the procedures in the activity their notes so that they can
attached) Look at the Activity 1 entitled " A Part 1B and 2 in their take down important ideas
diagram of the digestive gutsy game". Learning Materials. The in the video entitled
system. Identify the facilitator of learning will "Journey into the digestive
numbered parts. Write the roam around and supervise system".
answer on your paper. the students.
C. Presenting What are the parts of the 1. What do the tokens 1. What does crushing the candy 1. What does the
examples/instances of the digestive system? Can represent? 2. What do the represent in the process of
you describe its function? spaces of the board game movie clip say about
new lesson digestion? 2. There are kind of the digestion of food?
represent? 3. What do the enzymes in your digestive 2. What changes
directions on some of the system, how do these enzymes happened to the food
spaces tell you about the affect digestion? as it was moved
digestive system? through the digestive
tract?
D. Discussing new concepts Describe the functions of Interpret the processes Evaluate how physical breaking Identify independently the
and practicing new skills each part of the digestive that are involved in the down of food and enzymes important ideas in the video
#1 system. digestive system. affect digestion. by taking down notes.
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery Checking of the answers The pair must submit their Answer the following: 1. Criteria for the diagram:
(Leads to formative assessment) in the Application. written concepts in one Identify ways by which food correctness - 40 %,
whole sheet of paper is broken down. 2. How do creativity - 40%, neatness -
during their discussion they differ from each other? 20%
and interpretation on the Describe.
processes that are
involved in the digestive
system. They are graded
according to the following
criteria: good
interpretation - 40%,
organization of ideas -
40%, neat and clean -
20%
 G. Finding
practical/applications of
concepts and skills in
daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
Using the same diagram, With the same partner, Complete the idea map about Make a diagram showing
do Activity 3 in the discuss the processes that digestion. the process of digestion.
SciLinks Module 7, are involved in the
Digestion p. 5 digestive system using the
same diagram in the
activity. The teacher will
provide concepts on how
digestive system
processes the food we eat.
They have to guess the
processes being given.
Digestive system is a body Digestive system is There are two ways that The digestive system carries
system in which food made up of different occur to food at different out the following processes:
enters the mouth, is organs that work times and places along the ingestion of food, digestion
moved through a long together to break down digestive tube. Physical of food, absorption of
tube, and exits the anus food and nourish the change occurs when large nutrients and excretion of
as feces. The parts of the body. It follows a food pieces are broken wastes. These processes are
digestive system are: sequence on how food down into smaller pieces. part of a continuous
is processed. These The food is still in the same biological event and are
mouth, esophagus,
are: ingestion, form. Only the size and related to each other. These
stomach, pancreas, small
digestion, absorption, shape of food particles are processes work together to
intestines, rectum, liver, different. Chewing by the enable organisms to obtain
assimilation and
gallbladder, large teeth causes this change in energy from the food they
excretion.
intestines, appendix and food. Grinding and mixing eat.
anus. also cause physical change.
Chemical change occurs
when food changes into
forms which cells can use.
The digestive system makes
chemicals that help with the
chemical changes. These
chemicals are added to food
as it moves through the
organs of the digestive
syste. The chemicals are
called enzymes.
Say the parts of the The processes that Bromelain refers to a group of In life we go through
digestive system in are involved in the enzymes from bromeliad plants different journey, it is up
chorus. Repeat 3x. digestive system are: that break down proteins. They to us on how we make the
ingestion, digestion, are proteases. Bromelain is journey fulfilled and
absorption, found in fresh pineapples. successful.
assimilation and

J.Additional activities for
application or remediation
V.REMARKS
excretion.
Draw the parts of the Bring two pieces of hard Complete the sentence. So far I Research about a common
digestive system and label candies, fresh pineapple learned that … diseases of the digestive
it. juice and gelatin if system particulary their
available. signs and symptoms.

VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works?
What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for
you so when you meet them, you can ask relevant questions.
A.No. of learners who earned
80% of the formative assessment
B.No. of learners who require
additional activities to
remediation
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?
G.What innovation or localized
material did I use/discover which
I wish to share with other
teachers?
Prepared by: Noted by:

MARICRES A. FABIANO ROLAND S. CAPALAR, Ph. D

SST-I PRINCIPAL II