Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Grade 8 School Grade Level 8 Grade 8

Daily Lesson Log Teacher Learning Area Living Things and Their Environment (Biology) Quarter 4
Junior HS Science Teaching Dates Quarter Fourth Page 1

Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
1. The concept of a species.
Content Standard 2. The species as being further classified into a hierarchical taxonomic system.

Able to report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered and economically important species.
Performance Standard

Explain the concept of a species;

Learning Competency Explain the advantage of high biodiversity in maintaining the stability of an ecosystem.

Code: S8LT-IVg-19
Differentiate the three levels Describe the species as a Differentiate natural from Explain the advantage of Summative
of biodiversity. reproductively distinct group man-made biodiversity in high biodiversity over low Test
DAILY TASK
of organisms. Inland and aquatic biodiversity.
ecosystem.
Biodiversity
1.Species diversity
II. CONTENT
2. Hierarchical taxonomic system of classification.
3.Protection and conservation of endangered and economically important species.
III. LEARNING RESOURCES
Teacher’s Guide Pages 169 - 170 Pages 169 - 170
Learner’s Materials Pages 223 - 224 Pages 223 - 224
Additional Materials

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
IV. LEARNING TASKS
What comes into your mind
when you hear the word
Biodiversity.
ELICIT
Post a colored picture showing
biodiversity.
Ask your students to give a word or
words to describe what they see in
the picture.
Teacher write students’ responses
on the board and use them as
springboard.
ENGAGE https://www.shutterstock.com/se
arch/biodiversity
Show a video
https://www.youtube.com/watch
?v=GK_vRtHJZu4
Junior HS Science Weekly Lesson Log & Lesson Plan
What makes up biodiversity?
List down on the board the
organisms present in the
picture.
1. Do you think these organisms
can interbreed with one another?
Why?
2. Can a duck reproduce when
paired with a chicken? Support
your answer.
(Solicit ideas from the class)
What are the two components of
an ecosystem?
Give examples for each
component.
Show to the class pictures.
What type of ecosystem is
shown in the 1st picture? In
the 2nd picture?
Grade 8
Drill about Natural & Man- Quarter 4
made Ecosystem Page 2
1. Which ecosystem requires
higher energy input?
2. Which needs lower
maintenance?
3. Which has lower
biodiversity?
Show picture of sugarcane
plantation and marine
ecosystem.
Which picture shows more
organisms of different kinds?
How about this one?
And this one?
First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Essential Questions: Essential Question: Essential Question: How Essential Question: Grade 8
What are the levels of Can we consider species as a natural biodiversity differs What is the advantage of high Quarter 4
biodiversity? reproductively distinct group of from man-made biodiversity over low Page 3
How do they differ from one organisms? biodiversity in Inland and biodiversity?
another? Why do you think so? aquatic ecosystem?
Video Clip Presentation Group Activity Board work Brain storming
Show to the class a video clip Complete the table: 1. Using the same pictures on the List down the different species
showing the different levels of board, identify which is present in the pictures.
Can
biodiversity Pair of NATURAL & MAN-MADE
reproduce? Reasons
https://www.youtube.com/watch organisms
YES or NO ECOSYTEM and support your What do you think is
?v=7xZz132NEpA Carabao & answer. considered to have high
Cow 2. Make a table and ask the biodiversity?
Azkal & students to supply the answer.
German
Shepherd
Put √ if is present and x if
EXPLORE
absent.
Reporting of Outputs. Man-
Natural
Ecosystem
made
Ecosystem
1. Which one
requires
higher energy
input?
2. Which one
needs lower
maintenance?
3. Which has
greater
biodiversity?

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Ask these questions:
1. What is biodiversity?
2. Where does this word
come from?
3. What are the levels of
biodiversity?
4. How can you distinguish
one from the other?
EXPLAIN
Give examples for each level of
biodiversity.
ELABORATE
Junior HS Science Weekly Lesson Log & Lesson Plan
Based from what you have learned
in the activity, describe species as
a reproductively distinct group of
organisms.
How can the concept of species
as a reproductively distinct group
of organism be used in the
preservation of threatened and
endangered species in Negros
Island?
Ask these questions:
Why do you think that these
pictures/words belong to
NATURAL biodiversity?
to MAN-MADE biodiversity?
(Give a lecturette)
When can you consider such
ecosystem as man-made? as
natural?
How man-made biodiversity differs Why high biodiversity is
from a natural biodiversity?
Ask these questions: Grade 8
When can you say that a certain Quarter 4
ecosystem has a high Page 4
biodiversity and has a low
biodiversity?
What do you think are the effects
of high biodiversity and low
biodiversity in the ecosystem in
the following areas:
1. recycling of nutrients
2. food chain
3. food sources
4. stability of population
Let’s watch this…
https://www.quora.com/In-
what-ways-is-high-
biodiversity-advantageous-
over-low-biodiversity
considered advantageous?
First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

(Paper – pencil Test) (Paper – pencil Test) (Students’ Action Evaluation) (Paper – pencil Test) Grade 8
Differentiate the levels of Describe species as a Instruct the class to STAND UP Explain the advantage of high Quarter 4
biodiversity by providing the reproductively distinct group of if the statement given tells the biodiversity over low Page 5
distinguishing feature of the three organisms. difference between natural biodiversity.
levels of biodiversity. biodiversity and man-made
Rubrics: biodiversity, and REMAIN Rubrics:
Levels of Distinguishing Score Possible answer SITTED if it does not. Score Possible answer
Biodiversity Feature Only organism coming 1. Man-made biodiversity was In high biodiversity the risk of
Species from the same species made/designed by humans, damage from pest infestation is
Biodiversity can reproduce of their minimized leading to better
own kind. natural biodiversity is naturally income due to the presence of
Genetic 5
Biodiversity
Offspring cannot made. natural predators. Low input of
successfully develop pesticides because different
Ecosystem from parents of
2. Natural biodiversity in
pests feed on different plants.
Biodiversity different species. Aquatic ecosystem is Various soil will be available
If the answer is composed of different organism to different plants bec. Of the
correct but lacks presence
3 some points or living in land, while man-made
EVALUATE incomplete biodiversity in Aquatic
5 of other organisms.
Organisms can feed on
1
If the answer is
incorrect
ecosystem is composed of the different organisms, thus it
same species of organisms has a continuous supply of
food.Nutrient are recycled
living in water. and it can support more
(Teacher can add more organisms.
statements to test her The higher is the biodiversity
students’ understanding on the more stable is the
the topic) ecosystem.

If the answer is correct but

there are lacking points in
3 the explanation.

If the answer is incorrect.

1

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Provide pictures of the three levels
of biodiversity that you can
EXTEND observe in your community.
What human activities endanger
endemic species in Negros
Island?
(Paper – pencil)
Give your opinion :
If you are a farmer, how can
you increase biodiversity in
your garden?
(Paper – pencil) Grade 8
What is the importance of Quarter 4
planting varied species in Page 6
reforestation rather than
planting one species?

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
 80% and
Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up
with the lesson
 continue to
require
remediation

Which of my teaching
strategies worked well? Why
did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What innovation or Grade 8

localized materials did I Quarter 4
use/ discover which I wish Page 7
to share with other
teachers?

Prepared by: Checked by:

Grade 8, Quarter 4 Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 1 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8 School Grade Level 8 Grade 8

Daily Lesson Log Teacher Learning Area Living Things and Their Environment (Biology) Quarter 4
Junior HS Science Teaching Dates Quarter Fourth Page 8

Week No. 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
1. The concept of a species.
Content Standard 2. The species as being further classified into a hierarchical taxonomic system.

To report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered and economically important species.
Performance Standard

Classify organisms using the hierarchical taxonomic system.

Learning Competency
Code: S8LT-IVh-20
Give the names of organisms Classify organisms using the Describe the characteristics Describe the Summative
as they are known in your hierarchical taxonomic of organisms under kingdom characteristics of Test
community and recognize the system (domain, kingdom, Archaebacteria and cite organisms under kingdom
DAILY TASK
need to have a system of phylum, class, order, family, examples of these Eubacteria and cite
classifying and genus, species) based on organisms. examples of these
naming organisms. structure and function. organisms.
Biodiversity
Hierarchical taxonomic system of classification.
II. CONTENT
Protection and conservation of Endangered and Economically important species.

III. LEARNING RESOURCES

Teacher’s Guide Pages 170 - 172 Pages Pages 172 Pages 186 - 190
Learner’s Materials Pages 225 -226 Pages 226 - 228 Pages 228 - 266 Pages 266 - 272
Additional Materials

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
IV. LEARNING TASKS
When can you say that an
ecosystem has a high
biodiversity?
ELICIT
What makes an ecosystem with
high biodiversity advantageous?
(Post on the board the pictures
of ants, dragon fly, bird,
cockroach, & Gumamela.
How do you call these organisms
ENGAGE
in your area and in other places in
the Philippines?
Introduce the concept of
Common Name & Local Name)
Essential Question:
Why it is needed to have a
system of classifying
organisms?
(Let the students perform
EXPLORE Activity 1 – What’s in the
name? LM pages 225 )
Junior HS Science Weekly Lesson Log & Lesson Plan
What is the importance of
classifying organisms?
List down 20 common
organisms in the community
including the Domesticated Cat,
Dog, & Bangus (varied organisms
from plant & animal group).
Essential Question:
How do you classify organism
using the hierarchical system?
“Dog I.D.”
1. Using the sample
classification of organism in
Table 1 of the LM page 227, give
the Scientific Name of the DOG.
2. To which domain the Dog
belongs?
What is the highest level in the
hierarchical system of
classification?
What is the lowest level in the
hierarchical system of
classification?
Watch video clip
www.youtube.com/watch?v=Zs
kEUGRIqrl
Essential Question:
What are the distinguishing
characteristics of the organisms
in Kingdom Archaebacteria?
(Text Reading)
Let the student read LM pages
228 – 229.
Guide Questions:
1. What are the three groups of
organisms under Kingdom
Archaebacteria?
Grade 8
How do you call bacteria that Quarter 4
can survive in acidic condition? Page 9
Give example.
How about bacteria that can
survive in a very cold condition?
Give example.
What comes into your mind
when you hear the word
BACTERIA?
Don’t you know that there are
good bacterias?
Essential Question:
What are the distinguishing
characteristics of organisms in
Kingdom Eubacteria?
Let the student perform
Activity 2, LM pages 232 –
233.
(Yogurt can also be used
instead of Yakult)
First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

3. List all the other organisms 2. What are the distinguishing Grade 8
(from the list) belonging to characteristics of organisms in Quarter 4
Domain Eukarya. each group? Page 10
4. To which Kingdom the dog 3. What are the common
belongs? examples for each?
5. List all the organisms (from
Domain Eukarya) that belong to
Kingdom Animalia.
6. To which Phylum the Dog
belongs?
7. List all organisms (from
Kingdom Animalia) that can be
classified under Phylum
Chordata.

(Follow the same procedure until

you reach the lowest level of
classification - species )

Give the Scientific Name of the

Are there organisms that others
gave the same name as your group
did? (Let the students give
examples)
EXPLAIN
Are there organisms that others gave
a different name as your group did?
What are those organisms?
dog.
Use the Guide questions in the Use the guide questions for
LM pages 227-228. analysis. Tabulate students’
response on the board:
Group of Distinguishing
organisms characteristics
Use the guide questions for
analysis.
1. What are the three groups of
Example organisms in Kingdom
Eubacteria based on shape?
2. How do they look like?
3. What are the common
examples for each group?

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Why is this so? As a whole, what are the Grade 8

distinguishing characteristics of Quarter 4
(Give lecture to further explain organisms under Page 11
the need of having a system of Kingdom Archaebacteria?
classifying organisms)
Why is there a need to have a More Practice. Why do salt ponds are either How can you identify
system of classifying Classify Domesticated Cat using yellow or orange? organisms under Kingdom
ELABORATE
organisms? the same list. Eubacteria?

EVALUATE First objective can be evaluated Arrange the given levels of Concept Mapping Matching Type
through students’ output during classification from highest to Complete the concept map: A. Match the words in
the activity. Second Objective lowest level. column A with those in
can be evaluated through column B.
Kingdom Archaebacteria
paper-pencil Test. SPECIES
PHYLUM COLUMN A COLUMN B
A. involve in
In only three (3) sentences, why do GENUS 1. making
you think it is needed to have a DOMAIN groups characteristics Cyanobacteria sour milk or
system in classifying organisms? FAMILY yogurt
B. plant-like
KINGDOM 2.
bacteria
Rubrics: ORDER CLASS Lactobacillus
3.
C. causes of
Score Possible answer Bacillus anthracis
Tuberculosis
To avoid misunderstanding and
to have one unifying idea/name D. cause of
of the organism that everybody Anthracis
can understand inspite of having
5
different languages because of
using one scientific name
which is in “Latin”.

If the answer is correct but lacks

3 some points or
incomplete
1 If the answer is incorrect

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Suppose you are in a Grocery store Advance Research Research on- line or read books Study your notes for a summative Grade 8
and the items there are not and know some Archaebacteria test tomorrow. Quarter 4
classified, would it be easy for you Read about the Dead Sea and that survive in
Page 12
to look for what you wanted to the Great Lake of Utah, USA. a) acidic and b) cold
EXTEND buy? What would you suggest for What do these have in common? environments.
the sake of ease? (They both have a very high
salinity level). What are the living
Study in advance LM pages organisms
226- 228. present in them?

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I encounter
which my Principal/ Supervisor
can help me
solve?

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What innovation or localized Grade 8

materials did I use/ discover Quarter 4
which I wish to share with other Page 13
teachers?

Prepared by: Checked by:

Grade 8, Quarter 4 Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 2
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8 School Grade Level 8 Grade 8

Daily Lesson Log Teacher Learning Area Living Things and Their Environment (Biology) Quarter 4
Junior HS Science Teaching Dates Quarter Fourth Page 14

Week No. 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
1. The concept of a species
Content Standard 2. The species as being further classified into a hierarchical taxonomic system

To report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered and economically important
Performance Standard species.
Learning Competency Classify organisms using the hierarchical taxonomic system.
Code: S8LT-IVh-20
Describe the characteristics of Discuss the characteristics Differentiate gymnosperms Describe the Summative
organisms under kingdom of organisms under and angiosperms and cite distinguishing Test
DAILY TASK Protista and cite examples of kingdom Plantae and examples of these plants. characteristics of
these organisms. classify them as vascular sponges.
and non-vascular.
Biodiversity
II. CONTENT Hierarchical taxonomic system of classification
Protection and conservation of Endangered and Economically important species.
III. LEARNING RESOURCES
Teacher’s Guide Pages 176 Pages 177 - 178 Pages 178 - 179 Page ---
Learner’s Materials Pages 234 - 240 Pages 241 - 242 Pages 242 - 248 Pages 249
Functional Biology – Modular
Approach by Lilia M. Rabago,
Additional Materials
et.al.; pages 129 – 130

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Life Science - The Challenge of Grade 8

Discovery by D.C Health & Quarter 4
Company; pages 147 - 149 Page 15
IV. LEARNING TASKS
Memory Check Bring live samples of plants. What are the common Why are plants important? Have a short
Can you still remember your distinguishing characteristics of recap of the
Grade 7 lesson about Algae? Let them identify the parts and the plants? Are there harmful plants? activities
function of each. Can you name some? yesterday.
ELICIT Give example of an algae. How do vascular plants differ
from non-vascular? Any question
about our
lesson
yesterday?
Have you tried eating gulaman or sea Do all plants have the three Have you seen Pine trees Do you know Sponge Bob? Present the
weeds? Are they plants or animals? vegetative parts? Let us see as around? reasons in
Why do you say so? we do the activity. Where can we usually find Let’s sing with the video having
Let us discover through our them? www.youtube.com/watch?v summative test
ENGAGE
activity. (Show picture of a Pine tree =ImJtoDcb1zo
cone and a mango fruit)
What’s the difference between
the two?
Essential Questions: What Essential Questions: Essential Question: Essential Question:
are the organisms in What are the distinguishing How gymnosperms differ What are the distinguishing
Kingdom Protista? characteristics of plants? from angiosperms? characteristics of sponges?
EXPLORE
What are their distinguishing How do the vascular plant
characteristics? differs from non-vascular
plant?

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Text Reading Ocular observations Text Reading Show to the class the Conduct the Grade 8
1. Let the students read LM 1. Observe the collected Let the students read LM actual dried sample of a test. Quarter 4
pages 234 – 240. samples (moss & shrub). pages 242 – 247. sponge (if available).
Page 16
2. List down on the board the 2. Compare and list the 1.Let the students read
plant-like and the animal-like difference in terms of LM pages 249.
protists? vegetative parts. 2.List down the
distinguishing
Phototrophs Heterotrophs characteristics of sponge.
(Plant-like) (Animal-like) Sporozoans
_
_
_

What makes them plant-like or 1. What is present in shrubs
animal-like? that is absent in mosses?
2. What is the function of the
Are they multicellular or vascular system in plant?
unicellular? 3. Why mosses don’t need
vascular system?
Follow up with lecturette.
EXPLAIN
Use the guide questions from
the LM for analysis.
How do gymnosperms differ
from angiosperms?
What are the different Checking &
characteristics of Sponges? recording test
(Introduce the scientific results
term Porifera)
How do sponges obtain
food?
What are some of the common
examples of this group?

In what stage of their life they

are motile? Attached?

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What are the contributions of the
plant-like protist in the ecosystem?
ELABORATE
You are hiking in the Mt. Make your own Plant Profile. How can you distinguish Correct Grade 8
Kanlaon Forest Park, and there Gymnosperm VS sponges from other misconceptions Quarter 4
are many plants in that forest. As Angiosperm animals? of the students Page 17
a young scientist, how can you
Gymnosperm Angiosperm
classify vascular from non- Why is this group of organisms
vascular? Type of Seed: important in the marine
Location: ecosystem?
Leaves’ shape:
Give more examples of non- Type of reproduction:
vascular and vascular plants.
Quality of wood:

Economic Value:

Paper-pencil Test Paper –pencil Test Paper-pencil Test Identify the following: Summative
Choose the correct answer. 1. Enumerate and discuss the What are the differences between 1. Where do sponges live? Test
1. Which of the following does not characteristics of plants. gymnosperms & angiosperms? 2. What is the scientific
belong to the group? 2. Classify the following plants Complete the table below. name of sponges?
A.Green Algae as vascular or non-vascular: 3. What are sponges made
B. Golden Algae Moss of?
Examples
C. Diatoms Fern Group
Characte
(only 2 4. In which part of the
ristics
D.Dinoflagellates Santan examples) sponge thewater moves
2. Which of the following are NON Hornwort out?
EVALUATE Gymnos
MOTILE and spore forming? perms 5. What makes them filter
A.Euglena feeders?
B.Red Algae Angiospe
rms
C. Paramecium
D.Plasmodium
3. What is the main cause of RED
TIDE?
A.Dinoflagellates
B.E. Muricatum

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

C. Didinium Grade 8
D. Amoeba Quarter 4
4. What type of protist that feed Page 18
on different organism?
A. Phototrophs B.Sporozoans
C. Heterotrophs
D. Bacteria
5. What protest is NON Motile?
A.Paramecium
B.E.histolytica
C. Plasmodium
D.G. lambia

1. Give the characteristics of Read pages 244-248 of the Differentiate Monocot from Dicot Study for a Summative Read pages
Fungi. LM. based on the following: Test tomorrow. 249-250 of the
EXTEND 2. Examples of Fungi. a. leaf venation LM.
3. Role of fungi in the ecosystem. b. number of cotyledon
4. Economic value of fungi.

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Did the remedial lessons Grade 8

work? No. of Learners who:
Quarter 4
 have caught up with
the lesson Page 19
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I encounter
which my Principal/ Supervisor
can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with other
teachers?

Prepared by: Checked by:

Grade 8, Quarter 4 Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 3 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8 School Grade Level 8 Grade 8

Daily Lesson Log Teacher Learning Area Living Things and Their Environment (Biology) Quarter 4
Junior HS Science Teaching Dates Quarter Fourth Page 20

Week No. 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
1. The concept of a species.
Content Standard 2. The species as being further classified into a hierarchical taxonomic system.

To report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered and economically important species.
Performance Standard

Classify organisms using the hierarchical taxonomic system.

Learning Competency
Code: S8LT-IVh-20
Describe the distinguishing Describe the distinguishing Describe the Explain the role Aedes Summative Test
characteristics of characteristics of Flatworms, distinguishing egypti in spreading the
Cnidarians and cite Roundworms and Segmented characteristics of dengue and suggest
DAILY TASK examples of these worms and cite examples of mollusks, echinoderms ways of preventing the
organisms. these organisms. and arthropods and cite dengue.
examples of these
organisms.
Biodiversity
II. CONTENT Hierarchical taxonomic system of classification
Protection and conservation of Endangered and Economically important species.
III. LEARNING RESOURCES
Teacher’s Guide Page 180 Page 180 Pages 181- 183 Pages 181 - 183 Pages 180 - 183
Learner’s Materials Pages 249 - 250 Pages 250 - 252 Pages 252 - 254 Pages 254 - 258 Pages 249 - 258
Additional Materials

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

IV.LEARNING TASKS Grade 8

What are the importance of
ELICIT sponges in the marine
ecosystem?
Imagine you are swimming in the
beach, Suddenly a jelly- like mass
floating nearby brushes against
your skin.
ENGAGE
What would you feel?
Essential Question:
What are the distinguishing
characteristics of Cnidarians?
How important are Cnidarians Differentiate the three types of How do echinoderms Quarter 4
economically and worms. differ from mollusks? Page 21
environmentally?
Brainstorming Real-life question
Can you name a worm that you Are you fond of eating shell Do you know someone
dislike most? You can only name a foods? What particular shell who suffers dengue?
few but food you like most?
in fact, there are more than 20,000
different kinds of worms, and
Earthworm is only one of
them.
Essential Questions: Essential Questions: Essential Questions:
What are the distinguishing What are the distinguishing What is the role of Aedes
characteristics of roundworms? characteristics of Mollusks, egypti in the spread of
Flatworms? Segmented worms? Echinoderms and Arthropods? dengue?

How do they differ from one What are their differences? How can we prevent
another? dengue?

EXPLORE 1.Let the students read LM Complete the table. Complete the table. Let the students use their
pages 249 – 250. Name
Scientific
Name
Charact
eristics
Exampl
es Name
Scientific
Chara
cterist
Exa
mpl
LM pages 256 – 258.
2.List down the Roundworm
Name
ics es

distinguishing characteristics Flatworm Mollusk Instruction: For 10 minutes,

Segmented
of cnidarians. worm Echinoderm
understand and answer the
Arthropod
worm
questions in your LM
pages 256-258.

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
What are the different
characteristics of Cnidarians?
What are some of the common
examples of this group?
What are the stinging cells in
cnidarians?
In what stage of their life they
EXPLAIN are motile? Attached?
How can you distinguish
Cnidarians from other
animals?
ELABORATE
What is the economic
importance of Corals?
Paper-pencil Test
Choose the correct answer.
EVALUATE
1. What does the picture tell us?
Junior HS Science Weekly Lesson Log & Lesson Plan
Use these guide questions from
the LM pages 250 – 252.
1. What are roundworms? How
does it look like?
2. What are some examples of
this worm?
3. Where can they be found?
4. What are flatworms? How do
they look like?
5. What are the common
examples from this group?
6. Where can we find them?
7. How about segmented worms,
how do they look like?
8. What are the worms belonging to
this group?
9. Where do they live?
What are the benefits and harmful
effects of roundworm, flatworm,
and segmented worm?
Informal Evaluation
The results of the activity serve for
evaluation at the same time.
Use these guide questions
from the LM pages 252 –
256.
What are the benefits and
harmful effects of roundworm,
flatworm, and segmented worm?
Informal Evaluation
The results of the activity
serve for evaluation at the
same time.
Use the guide questions Grade 8
in the LM to facilitate Quarter 4
learning.
Page 22
Follow up questions:
1. How many stages does
A. aegypti go through in
its life cycle?
2. Which stage can easily be
exterminated?
As a student, how can you
prevent the spread of
dengue in our school? In
your community?
Paper-pencil Test
Which among the male or
female A. egypti is
responsible in spreading
dengue. How?
First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Rubrics: Grade 8
Score Possible answer Quarter 4
Aedes egypti is the
carrier of virus that Page 23
caused dengue. The
female mosquito bites
animals and people for
it needs blood for food.
5 It multiplies by laying
eggs which grow into
a. The body parts of Cnidarians an adult mosquito
again, and repeat
b. The different sizes of the cycle.
Cnidarians
c. The environment where If the answer is
Cnidarian grow correct but lacks
3 some points or
d. The life cycle of Cnidarians incomplete
If the answer is
2. Which is NOT true about 1 incorrect
Cnidarians?
a. They have 3 body parts namely:
head, body & tentacles
b. They have stinging cells
c. Corals belong to Cnidarians
d. Example of fresh water
Cnidarians is Hydra.

3. All are examples of Cnidaria

EXCEPT:
a. sea anemone
b. Tubularia
c. octopus
d. sea fan

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Read pages 250-252 of the Read in advance LM pages 252 Read pages 256 – 258 for Study our lessons for a 1. List down the Grade 8
LM. – 254. our lesson tomorrow. summative test tomorrow. four Quarter 4
characteristics Page 24
present in any
stages in the life
EXTEND cycle of
chordates.
2. Can
vertebrates be
considered as
chordates? Why?

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What difficulties did I encounter Grade 8

which my Principal/ Supervisor
can help me solve? Quarter 4
Page 25
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Prepared by: Checked by:

Grade 8, Quarter 4 Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 4 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8 School Grade Level 8 Grade 8

Daily Lesson Log Teacher Learning Area Living Things and Their Environment (Biology) Quarter 4
Junior HS Science Teaching Dates Quarter Fourth Page 26

Week No. 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
1. The concept of a species.
Content Standard
2. The species as being further classified into a hierarchical taxonomic system.
To report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered and economically important
Performance Standard
species.
Learning Competency Classify organisms using the hierarchical taxonomic system.
Code: S8LT-IVh-20
Describe the distinguishing Identify, describe and Describe the distinguishing Make a personal and Summative
characteristics of chordates differentiate the characteristics characteristics of Birds and group vision for the Test
DAILY TASK and vertebrates and cite of Fishes, Amphibians and Mammals and cite examples future in relation to
examples of these organisms. Reptiles and cite examples of of these organisms. biodiversity.
these organisms.
Biodiversity
II. CONTENT Hierarchical taxonomic system of classification.
Protection and conservation of Endangered and Economically important species.
III. LEARNING RESOURCES
Teacher’s Guide Pages 183 - 184 Page 184 Page 185 Pages 185 - 187
Learner’s Materials Page 258 Pages 259 - 262 Pages 262 - 265 Pages 266 - 267
Additional Materials
IV. LEARNING TASKS
How many stages are there in the How can you classify organisms as What are the distinguishing Differentiate high
ELICIT life cycle of A. aegypti? Chordates? characteristics of fishes, biodiversity from low
reptiles, and amphibians? biodiversity.

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

How can we eliminate these Grade 8

organisms? Give advantages of high Quarter 4
over low biodiversity. Page 27
Predict what will happen
to an ecosystem with
lowbiodiversity.
Can you name organisms with Post on the board the pictures What is the National bird? How Part I: My Future World.
backbone? (pictures taken from Microsoft about the National animal? Who wants to live in a
Encarta Kids 2009 & Microsoft beautiful world?
Student Encarta 2009). Ask them the Let them sing a song with
local names/how they call these in action What do you want the
their own communities. “ May Tatlong Bebe” future world to be?

What things or conditions

do you want to see 50 years
from now?

ENGAGE

(lizard, burrowing frog, puffer, Tuna,

and mud turtle)

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Essential Question: Essential Question: Essential Question: Essential Question: Grade 8

What are the distinguishing What are the distinguishing What are the distinguishing What do you want the Quarter 4
characteristics of chordates and characteristics of fishes, reptiles and characteristics of birds and future world to be? Page 28
vertebrates? amphibians? mammals?
Instruct the students to use their Instruct the students to use their Give them 20 minutes to do the The students will do
LM page 258 – 260 LM page 259 – 264 activity. Activity 5 : I Create the
Future (LM pages 269-
Board Work: Board Work: Let the students read & answer LM 272)
Give them 10 minutes to read & Give them 10 minutes to read & pages 262 – 266.
understand the texts. Then, ask understand the texts. Then, ask
EXPLORE volunteers to complete the table. volunteers to complete the table. Complete the table:
Fish, Charcateris Exampl
Name of
Characteristics
Reptile or Organism tics es
(How they
organism look?) Amphibian Bird
Group of ? Mammal
Characteristics Examples
organism Mud Monotreme
Chordate turtle Marsupial
Vertebrate Placental
Tuna
Lizard
Burrowing
frog
Puffer
What are the distinguishing Based on the table, What are the Use the Guide questions in LM Instruct the students to
characteristics of chordates and distinct characteristics of fishes, pages 262-266 for analysis. post their outputs on the
vertebrates? reptiles, and amphibians? four corners of the
How do they differ from one What are the distinguishing classroom.
another in terms of: characteristics of birds and
EXPLAIN
a. habitat mammals in terms of: Give them 5 mins. to roam
b. body temperature a. skin covering around and learn from the
c. skin b. egg works of others.
d. fertilization c. body temperature
e. type of egg d. embryonic development

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What can you say with Grade 8

your work? With the Quarter 4
works of your
Page 29
classmates?
What happen to the four What are the economic and What are the economic and After all, what is in us that
characteristics present in the early environmental importance of fishes, environmental importance of will make this world a better
stage of life cycle of chordates in reptiles, and amphibians? birds and mammals? place in the future?
ELABORATE
the case of humans when it
reaches
maturity?
Give the developmental fate of the Informal Evaluation Informal Evaluation The output of the
following: Use output in ELABORATE & Use the students’ response in the students will serve as
1. notochord EXPLAIN stage. ELABORATE stage to make their evaluation.
2. Dorsal hollow nerve cord _ instructional decision.
EVALUATE 3. gill slit
4. Post-anal tail _
5. Give an example of chordates
without backbone in
the adult stage.
Read in advance you LM Submit an article about fishes, Do Activity 4, bring your output Study for a summative Make a report
Pages 259-264 reptiles, and amphibians with special/ tomorrow. test tomorrow. (e.g., through
uncommon characteristics. a travelogue)
on the
activities that
communities
EXTEND
engage in to
protect and
conserve
endangered and

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

economically Grade 8
important Quarter 4
species.
Page 30
(This is a”
bring home”
output. Give
students
enough
number of
days to
comply the
output)

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What difficulties did I encounter Grade 8

which my Principal/ Supervisor
can help me solve? Quarter 4
Page 31
What innovation or localized
materials did I use/ discover
which I wish to share with other
teachers?

Prepared by: Checked by:

Grade 8, Quarter 4 Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 5 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8 School Grade Level 8 Grade 8

Daily Lesson Log Teacher Learning Area Living Things and Their Environment (Biology) Quarter 4
Junior HS Science Teaching Dates Quarter Fourth Page 32

Week No. 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The one-way flow of energy and the cycling of materials in an ecosystem
Performance Standard Make a poster comparing food choices based on the trophic levels.
Describe the transfer of energy through the trophic levels; Analyze the
Learning Competency roles organisms in the cycling of materials;
Explain how materials cycle in an ecosystem.
Code: S8LT-IVi-22 S8LT-IVi-23 S8LT-IVi-24
Describe the transfer of energy Construct a food web in a Analyze the role of organisms in Explain how materials cycle SUMMATIVE
through the trophic levels and given ecosystem and discuss the major biogeochemical cycles in an ecosystem. TEST
DAILY TASK construct a food chain in a the food pyramid. and processes.
given ecosystem.
ECOSYSTEMS
1.Transfer of Energy in the Trophic Levels
2.Cycling of materials in the ecosystem
II. CONTENT 3.Water Cycle
4.Oxygen-carbon cycle
5.Nitrogen cycle
6.Impact of human activities in an ecosystem
III. LEARNING RESOURCES
Teacher’s Guide Pages 199-202 Pages 202-204
Learner’s Materials Pages 273-279 Pages 279-284 Pages 285-289 Pages 285-289
Functional Biology Modular
Additional Materials Approach by Lilia M. Rabago,
Ph.D.et al. pages 32-33

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
IV. LEARNING TASKS
What is your idea about food
chain?
ELICIT
How does energy transfer from one What was your dinner last
organism to another?
ENGAGE
Essential Question:
How does energy become
transferred from one organism to
another?
Student will do Activity 1 LM
pages 274-279. (They will
answer all the guide questions in
the activity)
EXPLORE
After they have finished doing the
activity, let them publish their
outputs.
Junior HS Science Weekly Lesson Log & Lesson Plan
How does energy transfer from
one organism to
another? How much of the
energy is transferred?
night?
Essential Question:
How does energy become
transferred from one organism to
another?
Student will perform
Activity 2 LM page 280. (They
will answer the guide questions:
Q10 &Q11)
Let them share their work with
their seatmates/classmates.
What informal can be taken
from the food pyramid?
You already learned our
connectedness with other organisms.
Do you think we are also connected
with the physical component of the
environment? How?
Essential Question:
What are the major roles of organism
in the cycling of materials in the
ecosystem?
Study the pictures in pages 285
– 287 of the LM.
Identify the role of organisms in
recycling of materials:
1.
Cow & plant in O2 and CO2
cycle.
2.
The tree & the cow in the H2O
Cycle.
3.
The plants, horse, fish & the
Nitrogen-fixing bacteria in the
Nitrogen Cycle.
Grade 8
What is the role of animals in Quarter 4
the cycling of nutrients? Page 33
What do you think will
happen if there were no
cycling of materials in the
ecosystem?
Present the video
www.youtube.com/watch?v
=_1oCoKj7b2o
Essential Question:
How do materials cycle in
the ecosystem?
Study the picture and
identify the processes
involved in:
1. Oxygen-Carbon Cycle
2. Water Cycle
3. Nitrogen Cycle
First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Process learning by using the guide Process discussion by asking the In the Oxygen- Carbon Dioxide Using the picture provide Grade 8
questions of the activity. students using the guide Cycle, what is the major role of lecturette on as to how each Quarter 4
questions in the LM. animals? Major role of plants? Is this process in every cycle Page 34
Use the output of the students as cycle possible without contribute in the cycling of
spring board in the analysis. Provide lecturette if needed. plants/animals? Why? materials.

EXPLAIN Give lecturette if needed. In the cycle of water, what is the role
of plants? What is role of animals?

In the Nitrogen cycle, how do

bacteria involve itself in the
process?

Board work Use Activity 3 LM page 283- Explain the role of the Earth’s Now that you have learned
Write on the board the following: 284 for application of subsystems (hydrosphere, biosphere, that materials cycle in the
Sea weeds fish knowledge. Use the guide atmosphere, & Lithosphere) in the ecosystem. As a student, what
shark questions. cycle of materials. can you contribute to
human maintain balance in the
bacteria ecosystem?
ELABORATE (ask volunteer students to construct
a food chain, and volunteers to
explain how the energy is
transferred in that
food chain)

Paper-pencil Test Informal Formative Evaluation Informal Evaluation Enumerate the processes
1. Construct a food chain in a The activity serves as evaluation Instructional decision was based on involve in:
EVALUATE mangrove ecosystem; at the same time. students’ response during 1. Water Cycle
discussion. 2. Oxygen-Carbon Cycle
3. Nitrogen Cycle

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

2. Explain how energy is Grade 8

transferred through that food
chain.
List down the food your family
have eaten during dinner tonight.
Quarter 4
Page 35
Make your own food pyramid. Reflect on this statement: “Humans Review your notes for a quiz
are the steward of the Mother tomorrow.
Earth”.

EXTEND What do you thinks is your role as

steward of God’s creation?

Write your reflection on your science

notebook.

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What difficulties did I encounter Grade 8

which my Principal/ Supervisor
can help me solve? Quarter 4
Page 36
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Prepared by: Checked by:

Grade 8, Quarter 4 Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 6 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8 School Grade Level 8 Grade 8

Daily Lesson Log Teacher Learning Area Living Things and Their Environment (Biology) Quarter 4
Junior HS Science Teaching Dates Quarter Fourth Page 37

Week No. 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The one-way flow of energy and the cycling of materials in an ecosystem.
Performance Standard Make a poster showing ways to minimize human impact on the environment.
Describe the transfer of energy through the trophic levels; Analyze the
Learning Competency roles organisms in the cycling of materials;
Explain how materials cycle in an ecosystem.
Code: S8LT-IVj-25
Explain how human activities Describe ways by which Suggest ways to minimize Make poster or video SUMMATIVE
affect the ecosystem. human practices may disrupt human impact on the showing ways to minimize TEST
DAILY TASK
a food chain or environment. human impact on the
food web. environment.
ECOSYSTEMS
1.Transfer of Energy in the Trophic Levels
2.Cycling of materials in the ecosystem
3.Water Cycle
II. CONTENT
4.Oxygen-carbon cycle
5.Nitrogen cycle
6.Impact of human activities in an ecosystem

III. LEARNING RESOURCES

Teacher’s Guide
Learner’s Materials Pages 288-289 Pages 288-289 Pages 289
Additional Materials

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
IV.LEARNING TASKS
What do we mean when we say
ELICIT ecosystem? What are the
components of the ecosystem?
Have you sniffed any human
activities that destroy
ecosystem? Can you name
ENGAGE them?
EXPLORE Essential Question:
How human activities affect the
Ecosystems?
Individual activity:
Give the students 3 minutes to list
down human activities in their
communities which he/she believes
has a negative impact in the
ecosystem.
Group activity:
Group them into 5.
Instruct them to make a
consolidated group report from
their individual output by sharing
their answers to their group.
Junior HS Science Weekly Lesson Log & Lesson Plan
What makes up a food chain
and a food web?
What can you say about this
statement: “Human activities have
a great impact on the food
chain/food web”?
Essential Question:
How human activities disrupt a
Food Chain or Food Web?
Divide the class into groups. Let
them read pages 288 – 289 and do
the given task.
Describe ways by which the
following practices may disrupt a
food chain or food web:
1. monoculture
2. use of insecticides
3. use of fertilizers
After 15 minutes, instruct them to
post their output on the wall of
the room.
Grade 8
What are some farming Performance Task: Quarter 4
practices that disrupt the Give final instruction for the Page 38
ecosystem? whole period activity
Want do you think will happen
to mosquitoes if you have many
lizards at home? Can you think
of other ways of controlling pests
using other organisms?
Essential Question:
What are the ways to
minimize human impact on
environment?
Divide the class into 3 groups.
Given the same following
practices in yesterday’s lesson
can you device your own
mitigation to minimize
negative impact on the
environment?
First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Give each group time to report on
their output.
(Write on the board the answers
of each group , this will be used as
spring board for discussion)
What are the different human
activities in your communities?
EXPLAIN How do these activities affect the
ecosystem?
Explain how does the use of
chemicals as herbicide affect the
ELABORATE
ecosystem?
In your locality, give one human
activity that directly affects the
EVALUATE
ecosystem.
Interview a farmer and know the
following:
1. What is the crop/ product of
EXTEND his farm?
2. What are some practices he
uses that may affect the
ecosystem.
V. REMARKS
Junior HS Science Weekly Lesson Log & Lesson Plan
How do humans disrupt food
chain or food web in the
following cases:
1. in the use of monoculture
2. in the use of herbicides and
insecticides
3. in the use of fertilizers
If you are a farmer, what can
you do to help save the
environment?
Informal Evaluation:
Instructional decision will be
based on students’ responses
during activity & discussion.
What are some practices in your
community which you think help in
maintaining balance the
ecosystem?
Grade 8
Quarter 4
Page 39
What made you think that your
practice could minimize
negative impact? Discuss each
practice.
As student, how can you
contribute in minimizing
human impact in our
environment?
Use the group’s justification as
basis for evaluation.
Bring the following appropriate Finish your video/poster. Submit
materials for tomorrow’s activity it tomorrow.
:
1. materials for poster-making
2. any gadgets with video
recorder
First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

VI. REFLECTION Grade 8

From the evaluation, Quarter 4
No. of Learners who earned: Page 40
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I encounter
which my Principal/ Supervisor
can help me solve?

What innovation or localized

materials did I use/ discover
which I wish to share with other
teachers?

Prepared by: Checked by:

Grade 8, Quarter 4 Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 7 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8 School Grade Level 8 Grade 8

Daily Lesson Log Teacher Learning Area Living Things and Their Environment (Biology) Quarter 4
Junior HS Science Teaching Dates Quarter Fourth Page 41

Week No. 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard
Performance Standard
Learning Competency
1. The digestive system and its interaction with the circulatory, respiratory, and excretory systems in providing the body with nutrients for energy;
2. Diseases that result from nutrient deficiency and ingestion of harmful substances, and their prevention and treatment.
Present an analysis of the data gathered on diseases resulting from nutrient deficiency.
Explain ingestion, absorption, assimilation, and excretion. Identify healthful practices Explain how diseases of the
that affect the digestive digestive system are
system. prevented, detected, and treated.

Code: S8LT-Iva-13 S8LT-IVb-14 S8LT-IVc-15

Identify and describe the Explain how enzymes affect Explain how one’s diet and Make and present a poster SUMMATIVE
organs that make up the digestion & how pH affect lifestyle contribute to the or video showing how TEST
digestive system and enzyme activity. function of the human body diseases of the digestive
DAILY TASK
explain how digestion of as a whole and analyze the system are prevented,
food takes place in an consequences of an detected, and treated.
organism. unhealthy diet.
Structures and Functions: Focus on the Digestive System
1. Organs of the digestive system and their interaction with organs of the respiratory, circulatory, and excretory systems.
II. CONTENT 2. Changes in food as it undergoes physical and chemical digestion.
3. Diseases resulting from nutrient deficiency and ingestion of harmful substances.
4. Prevention, detection, and treatment of diseases of the digestive system.
III. LEARNING RESOURCES
Teacher’s Guide Pages 205-211 Pages 211-216 Pages 217-222
Learner’s Materials Pages 291-298 Pages 298-308 Pages 307-316

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

IV.LEARNING TASKS Grade 8

Post on the board the following What are the organs involved in How does enzyme affects the How does lifestyle affect your Quarter 4
words: digestion? What are their process of digestion? health? Page 42
HEART STOMACH specific function?
SMALL INTESTINE
BLOOD ESOPHAGUS
LARGE INTESTINE
ELICIT URINARY BLADDER
KIDNEY
(Ask the class to pick from the
words the organs of the Digestive
system based on what they can
remember from
their Grades)
Use Activity 1A, LM pages Don’t you know that your saliva What can you say on this What happens when
292-294 (Give them 5 minutes to is an enzyme itself? It is not statement: ‘You are what you eat”. nutritional needs are not
ENGAGE
do the activity) just to lubricate the food but adequately met?
digest.
Essential Question: Essential Question: Essential Question: Essential Question:
How does the Digestive How enzymes affect digestion? How does one’s diet and lifestyle How diseases of the digestive system
system break down food to How pH affect contribute to the function of the are prevented, detected, and treated?
nourish the body? enzyme activity? human body as a whole?
Let the students read the text (Prepare a setup of Activities 2 Instruct the students to Group work:
EXPLORE on LM pages 295-297. & 3 from the TG) perform Activity 1, LM pages Make a poster/ a four-minute
308 – 312 video presentation showing how
Students will perform Activity Using the prepared set up, diseases of the digestive system are
1B, Lm pages 297-298 allow the class to observe Ask some volunteer students to prevented, detected, and treated.
while the teacher is share his/her output.
demonstrating the activity.

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Ask these questions: In what
ways are the different digestive
systems of animals similar? In
what ways are they different?
How does crushing the candy to
smaller pieces affect dissolution?
What does it represents?
EXPLAIN
(Give a lecturette if needed.)
How does the digestive
system break down food to
nourish our body?
What was your breakfast this
morning?
How does your digestive system
break down the food you ate to
nourish your body?
ELABORATE
Junior HS Science Weekly Lesson Log & Lesson Plan
Use the guide questions in Process discussion by using the Grade 8
Activities 2 & 3 LM pages 298- guide questions in the activity on Quarter 4
302 in processing discussion. pages 308 – 312 of the LM. Page 43
How enzymes affect digestion?
How pH affect
enzyme activity?
Show to the class a video clip: What are the things you should
Journey of the Digestive system consider in choosing the food
Link: http://www.youtube.com/ you eat? Why?
watch?v=e301AdlC8bl
Ask these questions: What does
the movie clip say about the
digestion of food?
What changes happened to the
food as it was moved through the
digestive tract?
First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Give the correct answer.
1. What organ is responsible in
breaking mechanically food
particles into smaller pieces?
2. Where does final digestion
and absorption happen?
3. What are the two types of
EVALUATE digestions?
1. What is the effect to the rate of
digestion if enzymes are absent?
2. What is the effect to the rate of
digestion if pH is altered?
Paper-pencil Test Students’ output will be Grade 8
How does diet and lifestyle contribute utilized for evaluation.
Quarter 4
to the function of the body as a
whole? Page 44
Rubrics:
5 – presentation is well organized,
Rubrics:
clear ideas with correct content as
5- if it was clearly stated that diet
and lifestyle are factors in having to the question.
proper growth and development, 3 – if ideas are correct but still
and to avoid diseases. needs improvement in the
3- if answer is also correct but presentation
was not complete/not clear in 1 – if the idea presentation is not
giving the concept. correct.
1- if all the answers are not
correct.

What are the different enzymes
involved in the process of
EXTEND
digestion and their
specific function.
Record in a Daily Meal Journal Do activities 2 & 3. Submit Study your notes for a summative
what you eat for three days; LM your output next week. test tomorrow.
page 308

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Did the remedial lessons Grade 8

work? No. of Learners who:
Quarter 4
 have caught up with
the lesson Page 45
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I encounter
which my Principal/ Supervisor
can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with other
teachers?

Prepared by: Checked by:

Grade 8, Quarter 4 Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 8 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8 School Grade Level 8 Grade 8

Daily Lesson Log Teacher Learning Area Living Things and Their Environment (Biology) Quarter 4
Junior HS Science Teaching Dates Quarter Fourth Page 46

Week No. 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
1. How cells divide to produce new cells.
Content Standard
2. Meiosis as one of the processes producing genetic variations of the Mendelian Pattern of Inheritance.
Performance Standard Report on the importance of variation in plant and animal breeding.
Compare mitosis and meiosis, and their role in the cell-division cycle. Explain the
Learning Competency significance of meiosis in maintaining the chromosome number.
Predict phenotypic expressions of traits following simple patterns of inheritance.
Code: S8LT-IVe-16 S8LT-IVe-17 S8LT-IVe-18
Identify and describe the Compare mitosis and Explain the significance of Predict phenotypic SUMMATIVE
processes involved during meiosis, and their role in meiosis in maintaining the expressions of traits following TEST
DAILY TASK
mitosis and meiosis. the cell-division cycle. chromosome number. simple patterns of
inheritance.
Heredity: Inheritance and Variation of Traits
1. Stages of mitosis
II. CONTENT
2. Stages of meiosis
3. Mendelian Genetics
III. LEARNING RESOURCES
Teacher’s Guide Page 223 Page 224 Page 224 Pages 225-229
Learner’s Materials Pages 317-326 Pages 326-327 Pages 327-329 Pages 329-349
IV. LEARNING TASKS
From your Grade 7, what can you What are the stages in mitosis How does mitosis differ from How does the chromosome
remember about the cell? What and in meiosis? meiosis? number of the organism is
ELICIT
are the organelles maintained in meiosis?
present in the cell?

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
What are the physical features of
your parents which you like best
that you also possess? Do you
wonder why you have them?
Introduce to the class the topic
for the day.
ENGAGE
Essential Question: What
are the processes involved
in mitosis and in meiosis?
Present a video
EXPLORE www.youtube.com/watch?v=C6
hn3sA0ip0
Junior HS Science Weekly Lesson Log & Lesson Plan
Can you imagine that you
were once a single cell, but
through the process of mitosis
you are now what you are?
See, the power of mitosis?
Essential Question: How
mitosis differs from
meiosis?
Individual Activity I
Perform Activity 2, LM
pages 326-327.
(After 10 minutes)
Activity 2 – Board Work
Post a table on the board like
the table in the Activity
Post on the board the table showing If fate will allow you to marry the Grade 8
the number of chromosomes in the Miss Universe of Africa, how would Quarter 4
different organisms. your offspring look like? Page 47
Pairs of Individual
Chromos Chromoso
Name
omes mes
Dog 36 78
Tomato 12 24
Human 23 46
What does the table tell us?
How does the normal number of
chromosomes of every
organism is maintained?
Essential Question: Essential Questions:
What is the significance of What are the different simple patterns
meiosis in maintaining the of inheritance?
chromosome number? How can one predict the phenotypic
expressions of traits using these
simple patterns?
Text Reading Groupings
Give students 10 minutes to read Divide the class into 4 groups. Each
and analyse gametogenesis in group will discuss the assigned task.
their LM pages 327-328. Group I – Incomplete Dominance
Group II – Co- Dominance
Group III – Multiple Allele
Group IV – Law of Dominance
First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Use the video in answering guide
questions for discussion from Lm
pages 323 -237.
Follow up with a lecture. (It would
be better if you have pictures of
the different stages to show to the
class)
EXPLAIN
Junior HS Science Weekly Lesson Log & Lesson Plan
2 of the LM pages 326- Board Work: Ask the students to post their Grade 8
327. Post on the board the enlarged output and ash one representative Quarter 4
illustration (Figure 6, LM page from each group to present their Page 48
Ask volunteers to complete the 327) output..
table on the board.
Ask volunteers to count the number
of chromosomes
before meiosis started and at the
end of the process.
Looking at the table on the Who can explain sperm What is the Law of Dominance?
board, is mitosis the same formation?
with Meiosis? How many sperm cells are How does it differ from the other
How do they differ? formed after meiosis? patterns of inheritance?
Any volunteer to explain the egg
Give lecturette if needed. formation? Give lecture about the different
How many eggs are formed patterns of inheritance.
after meiosis?
How many number of
chromosomes are there in the
daughter cells after the whole
process?
Based on what we have discussed,
what is the importance of meiosis in
maintaining the chromosome
number of the organism?
First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
In what stage chromosomes
replicate? Why do you think this
process is important?
Identify and describe the
processes involved i:
a. mitosis
b. meiosis.
ELABORATE
Paper-pencil Test
Choose the word in the box to
identify & describe the processes
during mitosis or meiosis.
Zygotene metaphase
EVALUATE
Anaphase Telophase I
Pachytene Diplotene
Prophase Leptotene
Junior HS Science Weekly Lesson Log & Lesson Plan
In what respect do they
differ in terms of:
1. location
2. type of cell produced
(haploid & diploid)
3. Number of daughter
cells
Paper-pencil Test
Compare mitosis from
meiosis by putting √ if the
statement happens in BOTH
mitosis & meiosis, and x if it
only happens in EITHER
mitosis or meiosis.
1. A process wherein the
cell multiplies its number by
producing new cells.
What do you think would happen Board Work: Grade 8
if along the process of meiosis, Using the different patterns of Quarter 4
something wrong happens? inheritance, predict the possible Page 49
Would it affect the organism? phenotype of:
Why?
1. If a white-colored rabbit pairs
with a black-colored rabbit, what is
the color of their offspring
considering the Co-dominance
pattern of inheritance?
2. Complete the table of the
Blood Type
Mother Father Child
B A
AB O
O B
Informal Evaluation Informal Evaluation
Instructional decision is based on Instructional decision will be based
the response of the students on students’ response in the
during the whole process of elaborate stage.
learning.
First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
1. The chromosomes
begin to pair off.
2. The chromosomes align at
the center of the cell.
3. The paired
chromosomes disperse in the
nucleus.
4. The paired centromeres of
each chromosome begin to
separate.
5. The mother cell is now
divided into two with half
number of chromosomes for
each new cell.
Study in advance LM pages
326-327.
EXTEND
V. REMARKS
Junior HS Science Weekly Lesson Log & Lesson Plan
2. It produces a haploid Grade 8
new cells. Quarter 4
3. It resulted to the formation Page 50
of a Diploid cell.
4. Occurs in all
organisms.
5. It produces 2 new
cells.
Study the process of Read & understand LM pages Study your notes for a
gametogenesis. LM pages 329-349. Other references can summative test tomorrow.
328-329. also be used or researches on line,
and answer the following:
1. What is Mendelian Law of
Inheritance?
2. What are the different Non-
Mendelian patterns of
inheritance. How do they differ
from one another?
First Version: November
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

VI. REFLECTION Grade 8

From the evaluation, Quarter 4
No. of Learners who earned: Page 51
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well? Why
did these work?
What difficulties did I encounter
which my Principal/ Supervisor
can help me solve?

What innovation or localized

materials did I use/ discover
which I wish to share with other
teachers?

Prepared by: Checked by:

Grade 8, Quarter 4 Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 9 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan First Version: November