SCIENCE LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN DATE PAGE NO.

GRADE 8 4TH QUARTER / LIVING THINGS 1
AND THEIR ENVIRONMENT

I. OBJECTIVES
The learners should be able to understand:
1. Content Standards 1. the concept of species;
2. the species as being further classified into a hierarchical taxonomic system.

The learners should be able to:

1. report (e.g., through a travelogue) on the activities that communities
2. Performance Standards engage to protect and conserve endangered and economically important
species;

The learners should be able to classify organisms using the hierarchical taxonomic
system;S8LT-IVh-20
3. Learning Competencies/
Objectives At the end of one hour class, the learners must be able to:
Write the LC code for 1. enumerate the general characteristics of vascular plants;
each 2. classify plants based on their distinguishing characteristics; and
3. recognize the importance of plants through citing its ecological and economic
importance.
II. CONTENT Kingdom Plantae: Vascular Plants
III. LEARNING RESOURCES
A. References
Science 8 Teacher’s Guide Unit 4 Module 1Biodiversity. Department of Education. p. 177-
1. Teacher’s Guide pages
179.
Science 8 Learner’s Module Unit 4 Module 1Biodiversity. Department of Education. p. 241-
2. Learner’s Materials pages
248
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
"Heterotroph." Dictionary.com. Accessed August 26, 2017.
http://www.dictionary.com/browse/heterotroph.
"Fungi." Dictionary.com. Accessed August 26, 2017.
B. Other Learning
Resources
http://www.dictionary.com/browse/fungi.
IkenEdu. "Kingdom Plantae." YouTube. February 15, 2013. Accessed August 26,
2017. https://www.youtube.com/watch?v=gJrOATCtV-k.
Laptop, Projector, Chalkboard, Chalk, Paper, Pen
IV. PROCEDURES

PICTURE PICTURE

Show pictures of the following organisms ( PPT) and ask the learners to classify
these organisms, whether fungi or protists.
A. Reviewing previous
lesson or presenting the
1. mushroom (ans: fungi) 4. ring worm (ans: fungi)
new lesson 2. red algae (ans: protist) 5. slime molds (ans: protist)
3. paramecium (ans: protist) 6. bread molds (ans: fungi)

(Note: After the learners answered it correctly, praise him or give positive
feedback,e.g.,great, very good, thank you, etc.)
 SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN DATE PAGE NO.
GRADE 8 4TH QUARTER / LIVING THINGS 2
AND THEIR ENVIRONMENT

4 PICS 1 WORD
Pictures of different species of plants will be flashed on screen and the learners
will guess its local/common name. The first learner to answer correctly will be
B. Establishing a purpose
for the lesson given additional points.
(Note: Only the learners who are raising their right hand silently will be
recognized.)

Show pictures of plants and ask the following questions:

1. Do plants fit into the first two kingdoms that we discussed? Why or why
C. Presenting not?
examples/instances of (Possible answer: No because plants have different characteristics from protist
the new lesson and fungi.)
2. What are the distinguishing characteristics of plants?
(Possible answer: They are producers. Primary source of food.)

The learners will perform Activity: Classify Me!

Procedures:
1. Divide the class into two groups. (Boys & Girls)
2. Give 5 minutes for each group to accomplish the following:
a. Classify plants according to their characteristics.
b. Write down the common characteristics of each group.
(Note: A piece of manila paper with format and pictures will be given to each
group. Allow them to create their group name)
3. Each group will be given a maximum of 3 minutes for the presentation.
( see attached rubrics for presentation)

D. Discussing new concepts
and practicing new skills
#1
Follow-up Questions:
1. How do you come up with your answer?
2. How do you classify the plants? What are your bases on classifying such?
*Based on the activity, have a follow-up discussion about vascular plants: its
characteristics and its major group with the aid of graphic organizers.

largest group
of plants

Vascular Plants

major supplier Vascular have xylem &

of oxygen Plants phloem
Gymnosperm
Angiosperm
(seed borne in
(flowering plant)
cone)

undergo
photosynthesi
Monocot Dicot Conifers,Cycads s

E. Discussing new concepts

and practicing new skills
#2
 SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN DATE PAGE NO.
GRADE 8 4TH QUARTER / LIVING THINGS 3
AND THEIR ENVIRONMENT

Pictures will be flashed on screen. Learners will identify the plants whether it’s an
angiosperm or gymnosperm.
(Note: Oral recitation)
F. Developing mastery 1. pine tree (ans: gymnosperm)
(leads to Formative 2. onion (ans: angiosperm)
Assessment 3)
3. ginkgo biloba tree (ans: gymnosperm)
4. rice plants (ans: angiosperm)
5. rose (ans: angiosperm)

Follow-up question:
-What are the common characteristics of vascular plants?

Ask the learners to enumerate ecological and economic importance of plants,

complete the table below to accomplish this task.(Example: Production of plants
will affect the supply of plants due to the demand of consumer)

G. Finding practical IMPORTANCE OF PLANTS

applications of concepts
and skills in daily living
Ecological Economic
1. 1.
2. 2.
3. 3.

Learners will fill out the missing concept in the given graphic organizer.

(with transport system)

(seed borne in cone) (flowering plants)

H. Making generalizations examples examples

and abstractions about
the lesson
 SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN DATE PAGE NO.
GRADE 8 4TH QUARTER / LIVING THINGS 4
AND THEIR ENVIRONMENT

Direction: In the pool of words(plants), choose all the vascular plants and write it
down on a 1/4 piece of paper.

rosemary orchid moss fern

mushroom narra liverwort apple

I. Evaluating learning
grass palm tree coconut bamboo

hornwort calamansi mahogany banana

malunggay green algae tulip corn

J. Additional activities for List down the vascular plants that can be found in your yard. (Local name/Common
application or
remediation name)
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for 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 materials did I use/discover which I
wish to share with other teachers?

Prepared:

CRISTINE R. ROQUERO
Teacher 1
 SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN DATE PAGE NO.
GRADE 8 4TH QUARTER / LIVING THINGS 5
AND THEIR ENVIRONMENT

RUBRICS FOR GROUP PRESENTATION

Criteria Excellent – 10 pts. Good- 8 pts. Fair- 6 pts. Poor- 4 pts.
The presentation had
The presentation The presentation
organized ideas but There were minimal signs
was well prepared, lacked organization and
Organization could have been of organization or
organized and easy had little evidence of
much stronger with preparation
to understand. preparation
better preparation.
The group mates The group mates
always worked worked with each The group mates
The group mates never
with each other’s other’s idea most of sometimes worked with
worked with each
ideas. It was the time. And it each other’s ideas.
other’s ideas.
Collaboration evident that all seems like everyone However, it seems as
It seems as though only
group members did some work, but though certain people
a few people worked
contribute equally some people are did not do as much work
on the presentation.
to the carrying the as others.
presentation. presentation.
Presentation had
Presentation had
an exceptional Presentation had a
moments where valuable Presentation contained
substance which good amount of
Content material was present but little to no valuable
was extremely material and
as a whole content was material.
beneficial to the benefitted the class.
lacking.
class.
Presenters were
occasionally Presenters were not
Presenters were confident with their consistent with the level Presenters were
very confident in presentation of unconfident and
Presentation delivery and did an however the confidence/preparedness demonstrated little
excellent job in presentation was not they showed the evidence of planning
engaging the class. engaging as it could classroom but had some prior to presentation
have been for the strong moments.
class.