Debbie L.

Vinculado BSED SCIENCE 2B

I. Objective
 Identify the parts of the Digestive System.
 Draw the different parts of the Digestive System.
 Explain how Digestive System Functions

II. Content
Subject matter/ topic
 The Digestive System - Grade 7

III. Learning Resources /Materials

Curriculum Guide , Visual Aids , Power point Presentation

IV. Procedure

A. Preliminary Activity

 Ecumenical Prayer (call someone to lead the prayer)

LO1 Drill : Let Your Students Spell the following :
 Salivary Glands.
 Pharynx.
 Esophagus.
 Stomach.
 Small Intestine.
 Large Intestine.
 Rectum.

LO2 Review :
Ask your students about the previous discussion about the circulatory system.

LO3. Motivation
Ask the students a question.
“ Do you ever wonder what happened to the food that we eat? “
“ Do you ever wonder how important digestive system in our body?
“What would happen to the food we digest ?

V. Developmental Activity

A . Activity : Unlocking of Terms

Digestive system – the system by which ingested food is acted upon by physical and chemical
means to provide the body with absorbable nutrients and to excrete waste products; in mammals
the system includes the alimentary canal extending from the mouth to the anus, and the

hormones and enzymes assisting in digestion.

Mouth- the mouth is the beginning of the digestive tract; and, in fact, digestion starts here when
taking the first bite of food.

Esophagus- located in your throat near your trachea (windpipe), the esophagus receives food
from your mouth when you swallow.

Stomach- the stomach is a hollow organ, or "container," that holds food while it is being mixed
with enzymes that continue the process of breaking down food into a usable form.

Small intestine- made up of three segments - the duodenum, jejunum, and ileum - the small
intestine is a 22-foot long muscular tube that breaks down food using enzymes released by
the pancreas and bile from the liver.

Pancreas- the pancreas secretes digestive enzymes into the duodenum, the first segment of
the small intestine.

Liver- the liver has multiple functions, but its main function within the digestive system is
to process the nutrients absorbed from the small intestine.

Gallbladder-the gallbladder stores and concentrates bile, and then releases it into the
duodenum to help absorb and digest fats.

Colon (large intestine)- the colon is a 6-foot long muscular tube that connects the small
intestine to the rectum.

Rectum-the rectum (Latin for "straight") is an 8-inch chamber that connects the colon to
the anus.

B. Analysis : group students into two groups and then let them arrange the scramble words
below.
1. OMTHU - anterior opening of the alimentary canal is the
2. ALIVARSY SLANDG - exocrine glands that produce saliva in the oral cavity.

3. HSTOAMC- a sac-like organ 

4. LLSMA INSTENINE - is a long tube, which loosely coils in the abdomen area. Here,
enzymes from the pancreas and liver further break down the food. 
 5. GARLE INSTENINE- The large intestine is a long muscular tube that has different
parts, which are caecum, colon, and rectum. 

C. Abstraction : Ask the students question in relation to the activity above .

Q: What is digestion?

Ans. Digestion is the process of converting complex food substances (molecules) into simpler forms
to facilitate absorption.

Q: What are the various organs and parts associated with the Human Digestive System?

Ans. The Digestive System in humans starts with the mouth or oral cavity, leading to the alimentary
canal. The alimentary canal consists of the following – pharynx, esophagus, stomach, small
intestine, large intestine, and anus. The small intestine divides into three parts namely, the
duodenum, jejunum, and ileum, while the large intestine divides into an appendix, caecum, colon,
and rectum. The liver, gallbladder, pancreas, teeth, salivary glands, tongue, etc. also have a role to
play in the digestive system.

D. Application: let the students make their own model or version of the digestive system
and label it.

1. Assessment

Let the students present their work in the class and explain how does each part function.

2. Assignment :

“Do a research about the nervous system and advance reading about it. “

VI. Remarks/ reflection

 The lesson is carried

Remarks:

A. No of learners who earned 80 % in the evaluation ___________________

B. No. of learners who require additional activities for remediation: _________________
 C. Which of my teaching strategies worked well? Why did this work?
No. of students who: _____ ______ ______ ______ ______
MASTERED _____ ______ ______ ______ ______
NEEDS REMEDIATION _____ ______ ______ ______ ______
MPS _____ ______ ______ ______ ______

Royeras, John Louie P.

I. OBJECTIVE
 Identify the processes of Water cycle
 Compare and contrast the different processes of Water cycle
 Explain why Water cycle occurs

II. CONTENT
Topic: Water cycle
Subtopic: Processes of Water cycle
III. LEARNING REFERENCES
A. References:
1. K-12 Curriculum Guide for Science Grade 7; S7ES-IVj-11 pp. 143 of 150
Other References: Science Vistas 7 pp. 357-360; TIB pp. 165-172

B. Materials: Visual aids, module, books, chalk, pictures.

IV. PROCEDURES:

A. Preliminary Activities

ELICIT
 Drill : Recall the previous lessons.
 What causes the water to evaporate?
 Why there are rains?
ENGAGE
 Let the students arrange the Jumbled letters.

TIONPITACIPRE – It is where water falls in a form of rain.
DENSACONTION – It is where water vapor turns back to water
POREVAATION – It is where water becomes vapor
Answer: 1. Precipitation
2. Condensation
3. Evaporation

B. Developmental activity

EXPLORE
Students will group themselves into 3 and perform the ff. tasks.
  Task 1: Drop a water into the ground and observe what will happen to the
water. Where does the water go?
Our topic for today is about “Water cycle”. Our objective is to explain how Water
cycle occur. The teacher gives the instructions on the activity to be performed by the
students. Please refer to learners’ material in Science 7 pp. 351-353. (Activity 12
“Are there shadows in space?”).

EXPLAIN. Students will explain their insights from the activity.

 Presentation of the student’s output
 Discussion of the result
 The teacher will further explain the topic

Teaching Part:
Evaporation happens when sunlight or air convert water into a water vapor and rises
into the atmosphere. Afterwards, Condensation takes place when water vapor turns back
into water and forming a dome of cloud due o suspended water droplets. Finally, a
Precipitation occurs due to large mass of water and it drops into the land in a form of rain.

ELABORATE. Teacher will further discuss the topic.

 From the activity, where does the water vapor go and how will it turns
back to water?

EVALUATE

Multiple Choice

Identification. Write your answer in the blank before the number.

1. It is the process where water becomes vapor.

2. It is the process where water vapor turns back into water.
3. It is the process of dropping of water in a form of rain.

EXTEND
Assignment: ½ sheet of paper.
1. What is Dew point?
2. What are the factors affecting Water cycle?

V. Remarks/ Reflection

D. No of learners who earned 80 % in the evaluation ___________________

E. No. of learners who require additional activities for remediation: _________________
F. Did the lesson work? No. of learners who have caught up with the lesson ___________
G. Which of my teaching strategies worked well? Why did this work?