Detailed Science Lesson Plan: Grade Level

DETAILED SCIENCE LESSON PLAN
GRADE REGION XI GRADE 8

LEVEL
LEVEL
8 TEACHER JENNIFER D. LINAGA LEARNING SCIENCE
AREA
TEACHING DATES AND ACACIA 7:30-8:30 ANGELO 2:30-3:30 QUARTER FOURTH
TIME ALMASIGA 10:46-11:46 LAWAAN 3:30-4:30
I. OBJECTIVES
The learners demonstrate an understanding of:
A. Content Standards the digestive system and its interaction with the circulatory, respiratory, and
excretory systems in providing the body with nutrients for energy
The learners should be able to: present an analysis of the data gathered on diseases
B. Performance Standards
resulting from nutrient deficiency
C. Learning Competencies/
The learners should be able to
Objectives
Explain ingestion, absorption, assimilation, and excretion; (S8LT-IVa13)
(Write the LC code)
At the end of the lesson, the students should be able to:

 Explain how ingestion, absorption, assimilation and excretion takes place in
specific organs in the digestive system;
D. Specific Objectives  Describe how the basic organs and the accessory organs help carry out the
function of the digestive system.
 Appreciate the importance of digestive system to maintain healthy body.
II. CONTENT Digestive System
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
EASE Biology. Module 1. Lesson 1.
2. Learner’s Materials pages Science and Technology II: Biology Textbook. NISMED. 2012. pp. 99; 109- 110.
SLM Module Quarter 4 Module 1 : Digestive System
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Human Torso Model
portal
B. Other Learning Resources
Preliminary:
 Prayer
 Greetings
 Attendance
IV. PROCEDURES  Class rules
(Objective 4. Establish safe and secure learning environments to enhance learning through
the consistent implementation of policies, guidelines and procedures)
A. Reviewing previous lesson ELICIT

or presenting the new “JUMBLED JUMBLE”
lesson  Arrange the jumbled letters to form the different parts of the digestive
system.
 CERMUT - RECTUM
 UNSA - ANUS
 CRAENAPS – PANCREAS
 IREVL - LIVER
 LLAG DEBRALD – GALL BLADDER
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 ACHTOMS - STOMACH
 AHSOEPUSG - ESOPHAGUS
 THOMU - MOUTH
(Objective 3. Use effective verbal and non-verbal classroom communication strategies to
support learner understanding, participation, engagement and achievement)
B. Establishing a purpose for ENGAGE

the lesson “GO WITH THE FLOW”
 The students will be given the materials intended for the activity. Using the
human torso model, the students will try to arrange the flow of the digestive
track by putting the rights parts in the torso model. The students will give
some insights on what specific part assigned to them.
C. Presenting (Objective 6. Maintain learning environments that nurture and inspire learners to participate,
examples/instances of the cooperate and collaborate in continued learning**)
new lesson (Objective 7. Apply a range of successful strategies that maintain learning environments that
motivate learners to work productively by assuming responsibility for their own
learning**)
(Objective 9. Adapt and use culturally appropriate teaching strategies to address the needs of
learners from indigenous groups***)
D. Discussing new concepts EXPLORE

and practicing new skills #1 “POOP IN THE MAKING”
This is so fun! I know! Let’s get going!
 Directions: The students will make their own model of the digestive
system and see what happens at each step along the way. Each student will
have a participation on the said activity.
E. Discussing new concepts
and practicing new skills #2 (Objective 1. Apply knowledge of content within and across curriculum teaching areas)
INTEGRATION: TLE (Food Processing)
 Be aware of the time element of this activity. Practice the advocacy of the
WATCH, time consciousness and honesty in doing the activity.
EXPLAIN
 Post- Activity”
 Discuss the data with the class. Through inquiry questions, allow students to
F. Developing mastery (leads answer questions.
to Formative Assessment 3)
(Objective 2. Display proficient use of Mother Tongue, Filipino and English to facilitate
teaching and learning)
G. Finding practical ELABORATE

applications of concepts
and skills in daily living “RECALL AND REFRESH”
H. Making generalizations and Isn’t it fun? You’re doing a really good job.
abstractions about the
 The students will be asked “WHAT IS THE IMPORTANCE OF DIGESTIVE
lesson
SYSTEM IN MAINTAINING HEALTHY BODY?”
(Objective 5. Maintain learning environments that promote fairness, respect and care to
encourage learning)
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EVALUATE
“LET US ASSESS”
Good job students! Now, let us answer the following questions!
Directions: Choose the letter that corresponds to the correct answer. Write your
answer on your answer sheet.
1. Which of the following is the correct sequence of the processes involved with
digestive function?
a. excretion → assimilation → absorption → ingestion
b. ingestion → absorption → assimilation → excretion
c. assimilation → absorption → ingestion → excretion
d. absorption → excretion → assimilation → ingestion
2. Which of these organs help the small intestine in its function?

a. stomach and liver c. pancreas and liver
I. Evaluating learning b. duodenum and ileum d. liver and salivary gland
3. Food must be changed into simple and absorbable forms with the help of
enzymes. Which of these processes is involved?
a. mechanical digestion c. mastication
b. chemical digestion d. assimilation
4. Which process refers to taking in of food in the mouth?

a. excretion c. absorption
b. assimilation d. ingestion
5. Which is described as the process by which cells utilize the nutrients from the
food we eat?
a. excretion c. absorption
b. assimilation d. ingestion
EXTEND
J. Additional activities for  Now that you are already familiar with the Digestive systems’ parts and
application or remediation functions, list down some diseases related to Digestive tract.
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
LEVEL
LEVEL
AREA
solve?
G. What innovation or localized materials did I use/discover which I wish to
share with other teachers?
Prepared and Submitted by:
JENNIFER D. LINAGA
Ratee
NOTED BY:
CHARLENE K. ROZ KIMBERLY S. SALAZAR DAHLIA D. SUELLO

Rater Rater Rater
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LEVEL
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Begin a discussion by showing the bananas and crackers and asking:

• What happens when we eat our food? It goes into our mouth – then the stomach – intestines – and then we poop
it out.
• But it looks different when it comes out! It is mushy, mixed up, has a different color, and smells different. Where
does this difference come from? All the healthy ingredients are gone. Where are they?
• Somehow, we broke down the food and absorbed all the healthy ingredients. How did this happen?
• Let’s make our own model of the digestive system and see what happens at each step along the way.

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DETAILED SCIENCE LESSON PLAN

GRADE REGION XI GRADE 8

At the end of the lesson, the students should be able to:

A. Reviewing previous lesson ELICIT

B. Establishing a purpose for ENGAGE

D. Discussing new concepts EXPLORE

G. Finding practical ELABORATE

2. Which of these organs help the small intestine in its function?

4. Which process refers to taking in of food in the mouth?

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

Prepared and Submitted by:

CHARLENE K. ROZ KIMBERLY S. SALAZAR DAHLIA D. SUELLO

Begin a discussion by showing the bananas and crackers and asking:

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