TAGSING- BUYO NATIONAL HIGH SCHOOL

Tagsing , Sta. Barbara , Iloilo

A DETAILED LESSON PLAN IN GRADE 8 SCIENCE

Fourth Grading

NANETTE M. ROBLES
Science Teacher
FEBRUARY 4 , 2020
1:00-2:00 PM
I.OBJECTIVES

A. CONTENT STANDARD :
The learners demonstrate an understanding of the one way flow of energy and
the cycling of materials in an ecosystem.
B. PERFORMANCE STANDARD:
The learners should be able to make a poster comparing food choices based on
the trophic level.
C. LEARNING COMPETENCIES:
At the end of the lessons, the learners should be able to:
1. Describe the transfer of energy in trophic levels
2. Explain the importance of the transfer of the energy from one organism to another
3. Suggest ways to minimize human impact on the environment

II. SUBJECT MATTER

A. Content: TRANSFER OF ENERGY IN TROPHIC LEVELS

a.Integration :

1. ICT – provide models and simulation of effective teaching –learning practices.

2. ENGLISH – the students read and understand the Trophic level and the example of
food chains section in the lessons.
3. MATH- using diagram of energy transfer from one organisms to another
4. ARAL. PANLIPUNAN – the producer –consumer relationship in Food Chains.
5. GAD- Cooperation among the students during the Activity

b.Contextualization : Using of examples of organisms found in their home or

nearby places.
B. Reference
Science 8 Learner’s Module. Campo, Pia C. et al. 2013. P273
Code: S8LT-IVi-22-24
C. Materials
Visual aids, pictures, video clip, manila paper, markers
D. Ideas
Producers- autotrophs or the organisms that can produce their own food through
photosynthesis
Consumers- heterotrophs or the organisms that can’t produce their own food and feed on
the producers or other consumers
Food chain- a hierarchical series of organisms each dependent on the next as a source of
food
Food web- a system of interlocking and interdependent food chains
Symbiosis- relationship between two or more organisms that live closely together
Biomass- the total mass of organisms in a food chain or a food web
III. PROCEDURE

TEACHER ACTIVITY

A. ELICIT I. PRELIMINARY ACTIVITIES:

1. Prayer
2. Greetings
3. Checking of Attendance
4. Checking of Assignment
5. Review of the past lesson

What was our lesson yesterday?

B. EXPLORATION A. MOTIVATION
Instruction: (5 mins.)
1. The class will be divided into 4 groups.
2. Each group will be handed the following materials
3. Looking at the video clips , you are going to answers the
questions provided in Manila paper within 60 seconds.

VIDEO CLIPS:
(https://youtu.be/nOxZiav_pv8)

1. A ________ makes its own energy and begin a food

chains
2. A diagram that shows the transfer of energy in one
line.
3. ________an organisms that eats only plants?
4. A type of consumers that eats primary consumers
5. A type of consumers that eats only meat
6. How many percent of energy transferred to one
organisms to the next organisms.
7. What is the relationship between producer and
consumers?

Indicator 2: Uses range of teaching strategies that enhance learner

achievement in literacy and numeracy.
Indicator 3: Applies a range of teaching strategies to develop a
critical and creative thinking as well as other higher order thinking
skills.
 Indicator 8: Selects , develops , organizes , and uses appropriate
teaching and learning resources including ICT , to address learning
goals.
Indicator 1: Applies knowledge of content within and across the
curriculum teaching areas.

C. ENGAGEMENT
B. PRESENTATION

The teachers opens the power point presentation about the trophic
level .
The Food Chain and the Food Web
Living-thing-interaction-Food-Chain-and-Food-Web
-powerpoint-57854

Indicator 3: Applies a range of teaching strategies to develop a

critical and creative thinking as well as other higher order thinking
skills.
Indicator 8: Selects , develops , organizes , and uses appropriate
teaching and learning resources including ICT , to address learning
goals

C. LESSON PROPER
1. PRE – ACTIVITY
a.Un blocking Difficulties
Before we are going to proceed in our lesson proper
let us unblock the following terms:
 Producer
 Consumer
 Food Web
 Food Chain
 Sumbiosis
 Biomass

Indicator 7: Plans , manages and implements , developmentally

sequenced teaching and learning processes to meet curriculum
requirements and varied teaching context.
Indicator 8: Selects , develops , organizes , and uses appropriate
teaching and learning resources including ICT , to address learning
goals

2. ACTIVITY PROPER;
Discussing New Concept :
To help us understand the transfer of energy in trophic levels
and the importance of the transfer of the energy from one
organism to another. Let us watch a short video clip and answer
the guide questions
Video Clips
(https://www.youtube.com/watch?v=FFloV2J-eKI)

Indicator 7: Plans , manages and implements , developmentally

sequenced teaching and learning processes to meet curriculum
requirements and varied teaching context.
Indicator 8: Selects , develops , organizes , and uses appropriate
teaching and learning resources including ICT , to address learning
goals
 Activity: Transfer of Energy in Trophic Level
(10 mins.)
Objective:
1.Describe the transfer of energy in trophic levels
2.Explain the importance of the transfer of the energy from
one organism to another

Instruction:
1. We will have the same grouping.
2. Materials will be given to each group:
- A blank profile board.
- A marker
3. Each group will answer different profile board.
- Group 1 will draw a Food Chain
- Group 2 will draw a Food Web
- Group 3 will draw a biomas pyramid level
- Group 4 will draw a pyramid energy leve
D. EXPLAIN
When done, the learners paste their work on the board.
One representative of each group will report their work.

Guide Question:
1. What is the arrows in food chains shows?
2. What proportion of energy biomass is transferred between
trophic level?
3. How are plants and animals dependent to each other?
4. How does energy flow within an ecosystem?
5. Compare primary consumer to secondary consumer?
6. Can you cite an example of organisms in food chain and food
web in your locality?
Indicator 3: Applies a range of teaching strategies to develop a
critical and creative thinking as well as other higher order thinking
skills.
Indicator 8: Selects , develops , organizes , and uses appropriate
teaching and learning resources including ICT , to address learning
goal.
Indicator 4: Manages classroom structures to engage learners
individually or in groups, in meaningful exploration , discovery and
hands on activities within a range of physical learning environment.
E.ELABORATE Group presentation will be rated using this RUBRICS.

Criteria 5 3 1
Content All answers 1-2 answers Most
are correct incorrect answers
incorrect
Communicatio Reporter Reporter Reporter
n Skills has has has low
confidence confidence confidence
and but and
presents in occasionally speaks in
fluently in speaks in vernacular
English. vernacular.
Collaboration All 1-2 Most
members members members
participated did not did not
participate participate

Indicator 5: Manages learner behavior constructively by applying

positive and non violent discipline to ensure learning – focused
environment .

Indicator 9: Designs , selects , organizes and uses diagnostic ,

formative and , summative assessment strategies , consistent with
curriculum requirements

The teacher will discuss all the things written by the students using
the power point presentation.

Indicator 6: Uses differentiated , developmentally appropriate

learning experiences to address learners ‘ genders , need
strengths , and experiences.
Indicator 8: Selects , develops , organizes , and uses appropriate
teaching and learning resources including ICT , to address learning
goals
 3. POST ACTIVITY
Developing Mastery:
Let us check if you can still recall the concept that we
discussed today.
.(HOT QUESTION)
2. Why food air and water essential for human life?
3. Why food safety is important?
4. How plants produce their own food?
5. What are the different types of consumers?
6. Compare Food Chain become Food Web?
7. Which organisms have the greatest energy? The least
energy?
Indicator 7: Plans , manages and implements , developmentally
sequenced teaching and learning processes to meet curriculum
requirements and varied teaching context.
Indicator 8: Selects , develops , organizes , and uses appropriate
F. EVALUATE teaching and learning resources including ICT , to address learning
goals.
Indicator 3: Applies a range of teaching strategies to develop a
critical and creative thinking as well as other higher order thinking
skill.

D. ABSTRACTION:

1. Generalization

a.Describe the transfer of energy in trophic

levels

b.Explain the importance of the transfer of

the energy from one organism to another

2. Application:
1. Suggest ways to minimize human impact on the
environment
Indicator 5: Manages learner behavior constructively by applying
positive and non violent discipline to ensure learning – focused
environment .

Indicator 9: Designs , selects , organizes and uses diagnostic ,

formative and , summative assessment strategies , consistent with
curriculum requirements

Indicator 3: Applies a range of teaching strategies to develop a

critical and creative thinking as well as other higher order thinking
skill.

Essay:
1. Describe the transfer of energy in trophic levels.
2. Compare Food Chain from Food Web
3. Explain the importance of the transfer of the energy
from one organism to another
4. Suggest ways to minimize human impact on the
environment
 Indicator 5: Manages learner behavior constructively by applying
positive and non violent discipline to ensure learning – focused
environment .

Indicator 9: Designs , selects , organizes and uses diagnostic ,

formative and , summative assessment strategies , consistent with
curriculum requirements
E. EXTEND

Assignment :
Answer the following Work Sheet at home.

Indicator 5: Manages learner behavior constructively by applying

positive and non violent discipline to ensure learning – focused
environment .

Indicator 9: Designs , selects , organizes and uses diagnostic ,

formative and , summative assessment strategies , consistent with
curriculum requirements

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
worked?
F. What difficulties did I encounter which my principal or supervisor can
help me solve?
G. What innovation or localized materials did I use or discover which I
wish to share with other teachers?