G8 QUARTER 4 Biology W Integration

GRADES 1 to 12 School Grade Level Grade 8
Daily Lesson Learning

Teacher Science
Log Area
Teaching Date Fourth
Quarter
and Time (Biology)
DAY:
I. OBJECTIVES
The learner demonstrates

understanding of the
digestive system and its
A interaction with the
Content Standards
. circulatory, respiratory, and
excretory systems in
providing the body with
nutrients for energy
The learner should be able
to present an analysis of
B
Performance Standards the data gathered on
.
diseases resulting from
nutrient deficiency
C Explain ingestion, digestion and
. absorption and excretion
(S8LT-IVa-13)
1. Identify and describe the
Learning Competencies / Objectives functions that make up the
Write the LC code for each digestive system

2. Arrange the parts of the
digestive system
Module 3: THE
DIGESTIVE SYSTEM
II. CONTENT
LESSON 1: ORGANS OF
THE DIGESTIVE SYSTEM
III. LEARNING RESOURCES
A
References
.
1. Teacher's Guide Pages pp. 204-207
2. Learner's Materials Pages pp. 292-295
3. Textbook Pages
Exploring the Realms of Science
4. (Biology) page 135
Additional Materials from
https://www.google.com.ph/
Learning
search?
Resource (LR) portal
q=digestive+system+puzzle+printa
ble&biw
B
Other Learning Resource
.
IV. PROCEDURES
A
. Reviewing previous lesson or presenting Recall the different structures of
the new lesson
the Digestive System.
(Elicit)
(Teacher can also use
video presentation.)
B Establishing a purpose for the Lesson
https://www.youtube.com/
. (Engage #1)
watch?v=-Zyk0H1HmjA
C
. Presenting examples / instances of the Give and discuss the different parts
new lesson and functions of the Digestive
(Engage #2) System
D
. Discussing new concepts and practicing Do the Activity: Gutsy Game
new skills #1
(Learner’s Module pp. 292-295)
(Explore #1)
E
. Discussing new concepts and practicing Answer Guide Questions in the
new skills #2 Activity (Learner’s Module pp.
(Explore #2) 294)
F
. Developing mastery Discuss the answers in the Guide
(Leads to Formative Assessment 3)
Questions
(Explain)
G What happens when you eat?

. Finding practical applications of What will happen to your digestive
concepts and skills in daily living
system if one part of it is not
(Elaborate #1) working properly? Explain.
Answer the following questions:
1. What are the different
H parts of the digestive
. Making generalizations and abstractions system?
about the lesson 2. Describe the function
(Elaborate #2) of each part of the
digestive system.
Directions: Identify the different

parts of the Digestive System
I Evaluating Learning
. (Evaluate)
J Additional Activity: What happens
. when you eat? (See figure below)
(Note: Teacher can enlarge the
picture)
Directions: Color the different parts
of the digestive system. Cut them
out and glue them in the right place
on the body. Label each part.
Additional activities for application or

remediation
(Extend)
V. REMARKS
VI. REFLECTION

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?

Grade
School Grade 8
GRADES 1 to 12 Level
Learning
Daily Lesson Log Teacher Science
Area
Fourth
Teaching Date and Time Quarter
(BIOLOGY)
DAY:
I. OBJECTIVES
The learner demonstrates understanding of the

A
digestive system and its interaction with the
. Content Standards
circulatory, respiratory, and excretory systems in
providing the body with nutrients for energy
B The learner should be able to present an analysis of
Performance
. the data gathered on diseases resulting from nutrient
Standards
deficiency
C Explain ingestion, digestion and absorption and excretion
. Learning (S8LT-IVa-13)
Competencies / 1. Explain how enzymes help in digestion of food
Objectives
2. Appreciate the importance of enzymes in the
Write the LC code for
each digestion of food
Module 3: THE DIGESTIVE SYSTEM

II. CONTENT LESSON 2: PHYSICAL AND CHEMICAL
DIGESTION
III. LEARNING

RESOURCES
A
. References
1 Teacher's Guide
pp. 210-213
. Pages
2 Learner's Materials
pp. 298-302
. Pages
3 Textbook

. Pages
4 Additional Explaining the Realm of Science by Veronica Simundo, et.al
. Materials from pages 131-132
Learning
Resource (LR) Sci-Links by Joyce Marie V. Martinez pages 9-12
portal
B
Other Learning
.
Resource
IV. PROCEDURES
A Reviewing previous
. lesson or presenting What are the different parts of the Digestive System?
the new lesson Explain the functions of each.
(Elicit)
Game: Word Parts.
(Teacher will prepare the words part cut-outs for this
activity and group the class into five)
Directions: Posted on the board are words that have
been divided into halves. Find the pieces that fit
together and post it on the board.
phagus spinchter sto pyloric

B Establishing a purpose
. for the Lesson small intes dix co rec
(Engage #1)
nogen insu eso cardiac
spinchter creas bo tines
appen mach lon lin
pan tum lus pepsi
C Presenting examples /
. instances of the new
Give and discuss the different enzymes that affect digestion.
lesson

(Engage #2)
D Discussing new
. concepts and
Do the Activity A and B (See Attached Activity Sheet)
practicing new skills #1

(Explore #1)
E Discussing new
. concepts and Answer Guide Questions in the Activity (See Attached Activity
practicing new skills #2 Sheet)

(Explore #2)
F Developing mastery
. (Leads to Formative
Discuss the answers in the Guide Questions
Assessment 3)

(Explain)
G 1. Why do people sometimes drink while chewing
Finding practical
. food?
applications of
2. Which food would enzymes work on more rapidly:
concepts and skills in
a slice of bread or an equal mass of bread
daily living
crumbs? Explain your answer.
(Elaborate #1)
Making generalizations 1. What are the different types of digestion?
and abstractions about 2. Where does mechanical digestion take place in
the lesson the human digestive track?
(Elaborate #2) 3. Where does chemical digestion take place in the
H human digestive track?
. 4. What are the different kinds of enzymes in your
digestive system?
5. What role do the digestive enzymes have in
digestion?
(Integrate this concept into bread and pastry)
Choose the letter of the correct answer.

1. The enzyme in the saliva that partially digests
carbohydrates is_________.
a. pepsin b. ptyalin c. amylase
d. steapsin
2. Which of the following is NOT an enzyme?

a. amylase b. bile c. pepsin d.
hydrochloric acid
3. What is the name of the molecule that protein

must be broken down into before they can be
I Evaluating Learning digested?
. (Evaluate) a. amylase b. bile c. pepsin d.
hydrochloric acid
4. Which group of organic compounds includes

the enzymes?
a. proteins b. starches c.
carbohydrates d. lipids
5. Which of the following enzymes is released

from the gastric glands to break down proteins
into peptides?
a. lipase b. pancreatic amylase c.
trypsin d. pepsin
J Additional activities for

What are the different accessory organs? Describe the
. application or
function of each.
remediation
Reference: Any Biology Book
(Extend)
V. REMARKS
VI. REFLECTION

No. of learners who
A
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?
School Grade Level Grade 8

GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter Fourth
Time
DAY:
I. OBJECTIVES
The learner demonstrates understanding of the

A
digestive system and its interaction with the
. Content Standards
circulatory, respiratory, and excretory systems in
providing the body with nutrients for energy
B The learner should be able to present an analysis of
. Performance Standards the data gathered on diseases resulting from nutrient
deficiency
C Explain ingestion, digestion and absorption and excretion
. (S8LT-Iva-13)
Learning Competencies 1. Identify the accessory organs of digestive system
/ Objectives 2. Appreciate the importance of the accessory
Write the LC code for organs

each Suggest ways on how to maintain a healthy
digestive system

II. CONTENT LESSON 3: ACCESSORY ORGANS OF THE
DIGESTIVE SYSTEM
III. LEARNING

RESOURCES
A
. References
Teacher's Guide
1.
Pages
2. Learner's Materials
Pages
Textbook
3.
Pages
4. Additional Materials
https://www.google.com.ph/
from Learning
Resource (LR) https://online.science.psu.edu
portal
B
Other Learning
.
Resource
IV. PROCEDURES
. lesson or presenting What are the enzymes needed in the digestion of
the new lesson macromolecules?
(Elicit)
L G A A D E
L I V B C L
B P E D A R
L C R F B N
A E S G C B
. for the Lesson
R A O L L A
(Engage #1) Science Word Drill Directions: From the pool of
letters below, form three words that are related to the
accessory organs of the digestive system.
. instances of the new Give and Discuss the different accessory organs of the
lesson Digestive System

(Engage #2)
D Discussing new
. concepts and practicing
Do the Fill Me Up (See Attached Activity Sheet)
new skills #1

(Explore #1)
E Discussing new
Answer Guide Questions in the Activity
new skills #2

(Explore #2)
Assessment 3)

(Explain)
G Finding practical
1. What will happen if a person’s gall bladder did
. applications of
function properly?
concepts
2. Suggest ways on how to maintain these organs
and skills in daily living
healthy.
(Elaborate #1)
H Making generalizations 1. What are the accessory organs of the digestive
. and abstractions system? What are the functions of each?
2. Where can you find the liver, gall bladder and the
about the lesson pancreas in the digestive system?
(Elaborate #2)
(Integrate this concept into Nutrition)
Directions: Choose the letter of the correct answer.
1. What is the job of the bile?

a. It breaks down proteins
b. It emulsifies fats and neutralizes stomach
acid.
c. It creates the correct pH conditions for
pepsin
2. Which organ produces bile?

a. Gall bladder b. Liver c. Pancreas d.
Small intestine
. (Evaluate) 3. Which secretion does not contain enzymes but
speeds up fat digestion?
a. Bile b. Intestinal juice c. Mucus d.
Pancreatic juice
4. Which is the function of the gall bladder?

a. It produces insulin and glucagon.
b. It produces bile.
c. It stores bile
d. It stores pancreatic juice
5. It is a long slender organ near the stomach that
secretes digestive enzymes.
a. Gall bladder b. Liver c. Pancreas d.
Small intestine
Identify common diseases in the Digestive System such as
1. Canker sores
2. Gastritis
Additional activities for
J 3. Peptic Ulcer
application or
. 4. Constipation
remediation
5. Diarrhea
(Extend)
6. Appendicitis

V. REMARKS
VI. REFLECTION

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



the lesson
remediation

can help me solve?
teachers?

GRADES 1 to 12
Daily Lesson
Teacher Learning Area Science
Log
Quarter
and Time (BIOLOGY)
DAY:
I. OBJECTIVES
The learner demonstrates understanding of diseases that

A Content result from nutrient deficiency and ingestion of harmful
. Standards substances, and their
prevention and treatment
The learners should be able to present an analysis of the data
B Performance
gathered on
. Standards
diseases resulting from nutrient deficiency
C Explain how diseases of the digestive system are prevented, detected
. Learning and treated
Competencies / (S8LT-IVb-14)
Objectives 1. Identify common diseases of digestive system
Write the LC 2. Suggest possible ways for preventing diseases of
code for each digestive system

II. CONTENT
LESSON 4: COMMON DISEASES OF DIGESTIVE SYSTEM
III. LEARNING

RESOURCES
A
References
.
1 Teacher's

. Guide Pages
Learner's
2
Materials
.
Pages
Textbo
3
ok
.
Pages
4 Additional

. Materials Greisheimer, Esther M. And Mary P. Wiedman. Physiology and
from Anatomy, 9th ed. Philadelphia: JB. Lippincott Co. pp. 446-447
Learning https://www.youtube.com/

Resource
(LR) portal
B Other Learning

. Resource
IV. PROCEDURES
A Reviewing
. previous lesson
Give the different accessory organs of the digestive system and its
or presenting
function
the new lesson
(Elicit)
Video presentations about different diseases of digestive
system (See video compilations)
Establishing a
B purpose for the
https://www.youtube.com/watch?v=yQHx9WEfT-Y
. Lesson
(Engage #1)
https://www.youtube.com/watch?v=Y7F21iDu5T4
C Presenting
. examples /
instances of the Give and discuss the common diseases of the Digestive System
new lesson
(Engage #2)
D Discussing new
. concepts and
Do the Activity Part I – Word Search
practicing new
Part II – Am I Complete?
skills #1
(Explore #1)
E Discussing new
. concepts and
practicing new Answer Guide Questions in the Activity
skills #2
(Explore #2)
F Developing
. mastery
(Leads to
Formative

Assessment 3)
(Explain)
G Finding
. practical 1. Why should defecation be done regularly at least once
applications of day?
concepts 2. Aside from the minerals and vitamins found in them,
and skills in why is it advisable to eat fruits and vegetables?
daily living
(Elaborate #1)
H Making
1. Enumerate the common diseases of the Digestive
. generalizations
System.
and
2. What are its causes?
abstractions
3. How can it be prevented?
about the
lesson
(Elaborate #2)
Directions: Identify what common disease of the digestive system is
being described in the following statements.
________________ 1. It is due to intake of contaminated food and
water, over indulgence in creamy food, certain fruits or due to
emotional stress.
________________ 2. It develops when stomach lining is already
eroded and underlying tissues are damaged by gastric juice.
________________ 3. Ulcerations of these blisters make them
Evaluating painful.
I
Learning ________________ 4. It is described as the inflammation of the
.
(Evaluate) stomach lining.
________________ 5. It is the inflammation of the appendix.
Answer:
1. Diarrhea
2. Peptic Ulcer
3. Canker Sores
4. Gastritis
5. Appendicitis
J Additional
. activities for Record your daily meal for the past three days including breakfast,
application or snack(am), lunch, snack(pm) and dinner.
remediation
(Extend)
V. REMARKS
VI. REFLECTION

No. of learners
A
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?

GRADES 1 to 12
Teaching Date and Fourth
Quarter
Time (BIOLOGY)
DAY:
I. OBJECTIVES
The learner demonstrates understanding of diseases

A
that result from nutrient deficiency and ingestion of
. Content Standards
harmful substances, and their
prevention and treatment
B The learners should be able to present an analysis of the
Performance
. data gathered on
Standards
diseases resulting from nutrient deficiency
C Identify healthful practices that affect digestive system
. (S8LT-IVc-15)
Learning 1. Determine if your food intake adequately meets
Competencies / nutritional requirements
Objectives
2. Make a record of your daily meals
each 3. Suggest healthy practices that will help in
maintaining a healthy digestive system
Module 4: NUTRITION AND WELLNESS

II. CONTENT
LESSON 5: PROPER NUTRITION AND WELLNESS
III. LEARNING

RESOURCES
A References
.
1 Teacher's Guide

. Pages
2 Learner's
pp. 308-309
. Materials Pages
3 Textboo

. k Pages
Additional
Materials from
4
Learning
.
Resource (LR)
portal
B
Other Learning
.
Resource
IV. PROCEDURES
. lesson or presenting
What are the different diseases of the digestive system?
the new lesson
(Elicit)
Establishing a What are the foods that you eat in your meals?
B
purpose for the
. (breakfast, lunch and dinner)
Lesson
(Engage #1)
Presenting examples
C / instances of the
. new lesson Discussion about Food Pyramid for Teenagers.
(Engage #2)

D Discussing new
. concepts and
Do the Activity Am I Eating Right? (Learners’ Module pp. 308-
practicing new skills
311)
#1
(Explore #1)
E Discussing new
. concepts and
practicing new skills Answer Guide Questions in the Activity
#2
(Explore #2)
Assessment 3)

(Explain)
G 1. What should be taken by teenagers like you to
Finding practical
. ensure a healthy digestive system and maintain a
applications of
good nutrition?
concepts
2. What will happen to a person who has an insufficient
and skills in daily
intake of nutrients?
living
(Elaborate #1)
H Making 1. What is the role of water and food rich in fiber in the
. generalizations and process of digestion?
abstractions about 2. Give healthful practices in maintaining a healthy
the lesson digestive system.
(Elaborate #2)
I Evaluating Learning Directions: Choose from the following activities which are helpful
in maintaining a healthy digestive system. Group them into two if
it is for your diet and for your hygiene. Write your answers on the
box provided.
Eat a high-fiber diet

Avoid vices such as smoking and drinking alcoholic
beverages
Eat food quickly
Exercise Regularly
Eat on schedule
Drink Adequate water
. (Evaluate)
Eat fatty and greasy foods
Your Your
diet.... hygiene....
Interview your school nutritionist, school nurse, or barangay

health worker on the kind and amount of food that you should eat
to meet your nutritional requirements.
Additional activities
You should have gathered from your interview that you need to
for application or
J remediation eat a variety of foods since no naturally occurring food has every
. (Extend) nutrient. The Food and Nutrition Research Institute (FNRI) has
developed a food pyramid for Filipinos, a simple and easy to
follow daily eating guide. This guide is useful in helping people
select food that supply all the nutrients for energy and growth.
V. REMARKS
VI. REFLECTION

No. of learners who
A
earned 80% in the
.
evaluation
activities for
remediation who
scored below 80%
C Did the remedial
. lessons work? No. of
learners
who have caught up
with the lesson
remediation
. strategies worked

well? Why did these

worked?

can help me solve?
. localized materials did
I use or discover which
I wish to share with
other teachers?

GRADES 1 to 12
Quarter
Time (BIOLOGY)
DAY:
I. OBJECTIVES
The learner demonstrates an understanding of

 how cells divide to produce new cells
A
Content Standards  meiosis as one of the processes
.
producing genetic variations of
the Mendelian Pattern of Inheritance
The learners should be able to:
 present an analysis of the data gathered
on diseases resulting from nutrient
B
Performance Standards deficiency
.
 report on the importance of variation in
plant and animal
breeding
C Learning Competencies / Compare mitosis and meiosis, and their role in the cell
. Objectives division cycle
Write the LC code for each (S8LT-IVd-16)
1. Identify the parts of the chromosomes and
their role in cell division
2. Emphasize that the chromosome number
plays an important role in the characteristic of
an organism
3. Draw and label the parts of the chromosomes
Module 5: CELLULAR REPRODUCTION AND
II. CONTENT GENETICS
LESSON 6: THE CHROMOSOMES
A
References
.
1. Teacher's Guide Pages
Learner's Materials
2. pp. 317-319
Pages
Textbook
3.
Pages
Additional Materials Strategic Intervention Material Science 2 Biology by:
4. from Learning Daisy T. Rayela
B
.
IV. PROCEDURES
A Reviewing previous lesson

. or presenting the new
What is a Food Pyramid?
lesson

(Elicit)
Picture Analysis
Establishing a purpose for

B
the Lesson
.
(Engage #1)
Are you familiar with this family? Who are they?

Look at the parents, what are the distinguishing
features that you have acquired from them?
Those traits are unique based on the trait
acquired and that is termed as variation.
. Give overview about heredity and variation.
instances of the new lesson
Discussion about the role of chromosomes in genetics.
(Engage #2)
D Discussing new concepts
. Do the Activity; The Parts of the Chromosomes (See
and practicing new skills #1
Attached Activity Sheet)
(Explore #1)
E Discussing new concepts
. and practicing new skills #2 Answer Guide Questions in the Activity
(Explore #2)
Assessment 3)

(Explain)
G 1. Why is there a need for the DNA molecules to
. be packed in the form of chromosomes?
Finding practical
Prove your answer.
applications of concepts
2. In a situation of Sen. Grace Poe, Mara and
Clara, and Ina Macaspac in Pangako Sa’yo,
(Elaborate #1)
how will DNA testing help in solving their
problems in knowing who are their parents?
H Making generalizations and 1. What is chromosome?
. abstractions 2. What makes up the chromosome?
about the lesson 3. Explain the role of chromosome in an
(Elaborate #2) organism.
Identify the parts of the chromosome, write your answer
on the lines below.
1. ___________________________
2. ___________________________
3. ___________________________
I Evaluating Learning 4. ___________________________
. (Evaluate)
Additional activities for Draw the different types of chromosomes based on the
application or remediation position of the centromere.
(Extend) Reference: Any Biology Book
V. REMARKS
VI. REFLECTION

A No. of learners who earned
. 80% in the evaluation
B No. of learners who require
. additional activities for

remediation who scored

below 80%
who have caught up with the

lesson
D No. of learners who continue
. to require
remediation
. 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?
GRADES 1 to 12
Quarter
Time (BIOLOGY)
DAY:
I. OBJECTIVES
The learner demonstrates an understanding

of
A  how cells divide to produce new cells
Content Standards
.  meiosis as one of the processes
 present an analysis of the data
gathered on diseases resulting from
B
Performance Standards nutrient deficiency
.
 report on the importance of variation
in plant and animal
breeding
C Learning Competencies / Compare mitosis and meiosis, and their role in the
. Objectives cell division cycle
Explain the significance of meiosis in maintaining the
chromosome number
(S8LT-IVde-17)
1. Describe the phases of cell cycle

2. Give the significance of cell cycle
regulators
3. Observe the changes in the different
phases of the cell cycle.
Module 5: CELLULAR REPRODUCTION
II. CONTENT AND GENETICS
LESSON 7: THE CELL CYCLE
A
References
.
2. Learner's Materials Pages pp. 320
Textbook
3.
Pages
Science and Technology II Manual page 158
SciLinks Module 2 by Marilou H. Laylay pages 4 and
4. Learning
11
B
.
IV. PROCEDURES
A Reviewing previous lesson or

. presenting the new lesson What are the different parts of the chromosome?
(Elicit)
What do you prepare before Christmas time
or before “Noche Buena”?
Just like you, the cell also prepares itself
Establishing a purpose for the
B before the coming of a big event. And that is
Lesson
. what we call Cell Cycle.
(Engage #1)
What is cell cycle? Let us find out by
watching this video clip.
C Video Clip Presentation about Cell Cycle

. Presenting examples / https://www.youtube.com/watch?
instances of the new lesson v=lf9rcqifx34https://www.youtube.com/watch?
(Engage #2) v=U5vAO_f2LDQ
D Discussing new concepts and Do the Activity: The Cell Cycle

. practicing new skills #1 Word Pool and Color Key (See
(Explore #1) Attached Activity Sheet)
E Discussing new concepts and
. practicing new skills #2 Answer Guide Questions in the Activity
(Explore #2)
Assessment 3)
(You may integrate to this topic the water cycle)
(Explain)
G Finding practical applications
. of concepts and skills in daily If the cell cycle is uncontrolled what will happen to the
living cell?

(Elaborate #1)
H Making generalizations and
. abstractions about the lesson What are the phases of the cell cycle? Describe each
phase.
(Elaborate #2)
Choose the letter of the correct answer
1. Which pair is correct?

Answer: B
a. G1 phase, DNA replication
b. G2 phase, preparation for mitosis
c. S phase, cell division
d. M phase, cell growth
2. Which of the following is the correct statement

about the events of the cell cycle?
Answer: D
a. Little happens during the G1 and G2 phases.

b. DNA replicates during cytokinesis.
c. The M phase is usually the largest phase.
d. Interphase consists of the G1, S1 and G2 phases.
3. Which of the following is Not a correct statement

about the events of the cell cycle?
. (Evaluate) Answer: A
a. Interphase is usually the longest phase.
b. DNA replicates during the S phase
c. Cell division ends in cytokinesis
d. The cell grows during the G2 phase
4. In the process of cell cycle, when does the cell’s

DNA being replicated?
Answer: C
a. G1 phase c. S phase
b. G2 phase d. M phase
5. What does the repeated drama of cell division is

commonly called?
Answer: B
a. interphase b. cell cycle c. cell phase d.
cytokinesis
Additional activities for Using localized material (e.g. used magazines,

application or remediation beads, indigenous material available in the
(Extend) community) make a collage of Stages of Cell Cycle
V. REMARKS
VI. REFLECTION

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

remediation who scored below

80%
C Did the remedial lessons work?
. No. of learners

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?

. materials did I
Use or discover which I wish to
share with other teachers?
Grade
School Grade 8
Learning
Area
Teaching
Fourth
Date and Quarter
(BIOLOGY)
Time
DAY:
I. OBJECTIVES

A  how cells divide to produce new cells
. Content Standards  meiosis as one of the processes
B gathered on diseases resulting from
. Performance Standards nutrient deficiency
plant and animal
breeding
C Learning Competencies / Compare mitosis and meiosis, and their role in the cell
. Objectives division cycle
Explain the significance of meiosis in maintaining the
chromosome number
(S8LT-IVd-17)
1. Identify the different stages of mitosis

2. Differentiate plant and animal mitosis
3. Arrange the stages of plant and animal
II. CONTENT GENETICS
LESSON 8: MITOSIS
A
. References
1. Teacher's Guide Pages pp. 222

Learner's Materials
2. pp. 321-323
Pages
Textbook
3.
Pages
Additional Materials from Science and Technology II, SEDP Series page
4. Learning 239
B
. Other Learning Resource
IV. PROCEDURES CONSTRUCTIVISM APPROACH ( Thinking Skills)
Reviewing previous lesson

A or presenting the new
. lesson
T S O I M I S
What are the different stages of cell cycle? Explain what
(Elicit) happens to the cell on each stages`

WORD DRILL
R E
L N D E I P B
S I F
Rearrange the letter in the box to get the correct
word.
Clue: All the terms are related to mitosis
B Establishing a purpose for T O K C Y R S N I S E

. the Lesson
(Engage #1)
. instances of the new lesson Video Presentation Phases of Mitosis
https://www.youtube.com/watch?v=mXVoTj06zwg
(Engage #2)
Give and discuss about the different phases of mitosis
D Discussing new concepts Do the Activity: Observing Mitosis (Learners’ Module p.

. and practicing new skills #1 323)
(Explore #1)
(Explore #2)
Assessment 3)

(Explain)
G 1. What is the importance of mitosis to
Finding practical
. unicellular organisms?
2. What is the method of reproduction in
unicellular organisms involving mitosis?
(Elaborate #1)
H Making generalizations and 1. What are the different stages of mitosis?
. abstractions about the 2. What is the difference between plant
lesson mitosis and animal mitosis?
(Elaborate #2)
Directions: Put a checkmark () for all correct
statements only. Use the line before the number.
________ 1. The chromosomes are thicker
and shorter because of repeated coiling during the
prophase stage.
________ 2. The nuclear membrane has
I Evaluating Learning disappeared in the metaphase stage.
. (Evaluate) ________ 3. Telophase is the final stage of
mitosis.
__________4. Cleavage furrow is a structure
forms on plant cell during cytokinesis.
________ 5. Anaphase is the stage where
there is separation of sister chromatids.
1. Make a comic strip about a cell that needs to divide

on a ¼ manila paper
2. Must have at least four frames.
application or remediation
3. Must include all four phases of Mitosis including
(Extend)
descriptions and drawings of each phase.
V. REMARKS
VI. REFLECTION



80%
. No. of learners

lesson
. require
remediation
did these worked?
F
.
which my principal or
supervisor can help me solve?

. materials did I use or discover
which I wish to share with other
teachers?
Grade
School Grade 8
Learning
Area
Fourth

Teaching Date and Time Quarter (BIOLOG

Y)
DAY:
I. OBJECTIVES
The learner demonstrates an

understanding of
 how cells divide to
produce new cells
A. Content Standards  meiosis as one of the
processes producing
genetic variations of
the Mendelian
Pattern of Inheritance
B. Performance Standards The learners should be able
to:
 present an analysis
of the data gathered
on diseases resulting
from nutrient
deficiency
 report on the
importance of
variation in plant and
animal
breeding
C. Compare mitosis and meiosis, and
their role in the cell division cycle
(S8LT-IVd-16)
Explain the significance of meiosis in
maintaining the chromosome number
(S8LT-IVd-17)
1. Describe the events in
Learning Competencies / Objectives
Write the LC code for each the stages of meiosis

2. Compare meiosis I and
meiosis II
3. Draw the changes in
each stages of meiosis I
and meiosis II
Module 5: CELLULAR
REPRODUCTION AND
II. CONTENT
GENETICS
LESSON 9: MEIOSIS
A. References
Textbook
3.
Pages
Science and Technology II,
4. Learning
Reproduction page 161-162
B.
IV. PROCEDURES
A. Reviewing previous lesson or What are the different stages of

presenting the new lesson mitosis? What happens to the cell on
(Elicit) each stages?
Establishing a purpose for the Lesson Video clip presentation of the phases
B. of mitosis
(Engage #1)
https://www.youtube.com/watch?
v=16enC385R0w
C. Presenting examples / instances of the
Give and Discuss the stages of
new lesson
meiosis.
(Engage #2)
D. Discussing new concepts and
Do the Activity: Meiosis (See
Attached Activity Sheet)
(Explore #1)
E. Discussing new concepts and
Answer Guide Questions in the
Activity
(Explore #2)
F. Developing mastery Discuss the answers in the Guide
Questions

(Explain)
G. Finding practical applications of

Why is meiosis important to sexually
reproducing organisms?
(Elaborate #1)
H. 1. What are the stages of meiosis I
Making generalizations and abstractions and II?
about the lesson 2. How will you differentiate meiosis
(Elaborate #2) I and meiosis II?
Directions: Choose the letter of the

correct answer.
1. How many haploid cells are formed
from one cell during meiosis?
a. one b. two c. three d. four
2. What phase of meiosis do sister

chromatids separate?
a. Prophase I
c. Anaphase II
b. Telophase I
d. Telophase II
3. What phase of meiosis do

homologous chromosomes cross
over?
a. Prophase I
Evaluating Learning c. Telophase I
I. b. Anaphase I
(Evaluate)
d. Telophase II
4. Metaphase I of meiosis occurs

when ______________ appear at the
equator.
a. cells
c. cross overs
b. homologous chromosomes
d. 46 chromosomes
5. Meiosis result in the direct

production of _____________.
a. zygotes
c. heterozygous cells
b. gametes
d. homozygous cells
Additional activities for application or What is the importance of meiosis to:

remediation a. individuals organism
(Extend) b. species as a whole
V. REMARKS
VI. REFLECTION

No. of learners who earned 80% in the
A.
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lessons work? No. of
learners
D. No. of learners who continue to require

remediation
E. Which of my teaching strategies 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?
Grade
GRADES 1 to School Grade 8
Level
12
Daily Lesson Learnin
Teacher Science
Log g Area
Fourth
Teaching Date and Time Quarter (BIOLOG
Y)
DAY:
I. OBJECTIVES

 how cells divide to produce new
cells
A
.
the Mendelian Pattern of
Inheritance
gathered on diseases resulting from
B
Performance Standards nutrient deficiency
.
 report on the importance of
variation in plant and animal
breeding
C Learning Competencies / Compare mitosis and meiosis, and their role in the
. Objectives cell division cycle
Explain the significance of meiosis in maintaining
the chromosome number
(S8LT-IVd-17)
1. Differentiate mitosis from meiosis
2. Value the importance of mitosis and
meiosis in the life of organism
Module 5: CELLULAR REPRODUCTION
AND GENETICS
II. CONTENT
LESSON 10: COMPARISON BETWEEN
MITOSIS AND MEIOSIS
A
References
.
1. Teacher's Guide Pages p. 223
Textbook
3.
Pages
Laboratory Activities in Biology Science II
(BEC-BASED) pages 84-85
4. Learning
B
.
IV. PROCEDURES
A Reviewing previous lesson or M

. What are the different stages of meiosis? What
presenting the new lesson
happens to the cell on each stages?
(Elicit)
M
Fill in the boxes with missing letters.
1. Type of cell division

C intended for the gametes
B
Establishing a purpose for the D
Lesson or reproductive cell
.
(Engage #1)
2. Type of cell division intended for the somatic cell
3. This process takes place in all type of cell and is

responsible for the formation of new cell
C Presenting examples / Compare mitosis from meiosis.

. instances of the new lesson How does mitosis differ from meiosis regarding
chromosome number in the resulting daughter
(Engage #2) cells?
D Discussing new concepts and

. Do the Activity: Comparing Mitosis and Meiosis
(Learners’ Module pp. 326-328)
(Explore #1)
(Explore #2)
Assessment 3)

(Explain)
G 1. Explain the significance of cell
Finding practical applications
. division in sexual reproduction.
of concepts and skills in daily
2. What will happen to organisms if the
living
cells failed to divide?
(Elaborate #1)
. Give the comparisons between mitosis
abstractions about the lesson
and meiosis
(Elaborate #2)
Directions: Draw a Venn diagram showing the
similarities and differences of mitosis and meiosis.
(5 pts.)
Evaluating Learning
I.
(Evaluate)
J. Additional activities for You are a poet or a singer. As such, write 3-5
application or remediation stanza poem/song
MITOSISstatingMEIOSIS
the importance of cell
(Extend) division and its types.
V. REMARKS
VI. REFLECTION

. in the evaluation


80%
. No. of learners

lesson
. require
remediation
worked?
F What difficulties did I encounter
. which my principal or supervisor

can help me solve?

teachers?

GRADES 1 to 12
Teaching Fourth

Date and Quarter (BIOLOGY

Time )
DAY:
I. OBJECTIVES

A
.
 present an analysis of the data gathered
on diseases resulting from nutrient
B
Performance Standards deficiency
.
plant and animal
breeding
C Predict phenotypic expression of traits following simple
. patterns of inheritance
Learning Competencies / (S8LT-IVf-18)
Objectives 1. Identify phenotypes as the expressions of
Write the LC code for each inherited characteristics.
2. Differentiate dominant trait from a recessive
trait
3. Write the genotype and phenotype names of
organisms
GENETICS
II. CONTENT
LESSON 11: MENDELIAN GENETICS:
Phenotype and Genotype
A
References
.
1. Teacher's Guide Pages p. 225
Learner's Materials
2. pp. 327-332
Pages
3. Textbook Pages
Strategic Intervention Material Science 2 Biology by:
Additional Materials Daisy T. Rayela
4. from Learning
Resource (LR) portal Laboratory Manual pages 94-97
B
.
IV. PROCEDURES
Reviewing previous lesson

A or presenting the new Differentiate mitosis from meiosis?
. lesson What is the importance of these types of cell division in
(Elicit) an organism?
B Establishing a purpose for A. Look around you and notice the amazing
. the Lesson variations among living organisms. Have you
(Engage #1) ever wondered how this happened? What
could be responsible for this?
Now focus your attention to the traits
of you family members. Your family
members include your mother,
father, brothers and sisters.
(The teacher will show the picture to
the students to show some traits that
can be inherited from the parents)
Variation in hairline and earlobes

(pictures from clip art collection)
Who among your family members

look similar to you?
Who has the most number of
differences with you?
C Discuss the following terms:

. Allele – one of the pair of genes located at the same
position on both members of a pair of chromosomes that
conveys the characteristics that are alternately inherited
based on Mendelian Law
Genetics – is a branch of Biology that deals with heredity
and in similar or related plants and animals
Genotype – alleles that can be represented by paired
letters; refers to the genetic composition of the person
Presenting examples /
Phenotype – is the physical appearance of feature of the
person
(Engage #2)
Dominant trait – a form of trait that appears to dominate
or mask another form of the same trait
Recessive trait – is a form of trait that appears least
often in offspring
Homozygote – an organism that has two identical alleles
for a trait
Heterozygote – refers to an organism that has two
different alleles for a trait

. Do the Activity: Genotype and Phenotype of an Organism
(See Attached Activity Sheet)
(Explore #1)
(Explore #2)
Assessment 3)

(Explain)
G 1. What dominant forms of traits in this activity
. do you inherit? How about its recessive
Finding practical
forms?
2. Without knowing your parents’ phenotypes,
how can you be sure of any of your
(Elaborate #1)
genotypes?
H Making generalizations and 1. Differentiate dominant trait from a recessive

. abstractions about the trait.
lesson 2. What is genotype? How about the genotype?
(Elaborate #2)
Directions: Write TRUE if the statement is correct and
FALSE if the statement is wrong. Write your answer
on the space provided before the number.
____________ 1. A recessive trait is always
homozygous. (TRUE)
____________ 2. In heterozygous pair of genes, the
dominant trait is always being read first.
(TRUE)
. (Evaluate)
____________ 3. In hybrids, the recessive form is visible,
and the dominant form is hidden.
(FALSE)
____________ 4. Phenotype is the appearance of an
individual. (TRUE)
____________ 5. Genotype is the set of alleles the
individual has for a given trait.
(TRUE)
Give the meaning of the following. Write it in your

notebooks
a. Monohybrid cross
application or remediation b. Dihybrid cross
J (Extend) c. Punnett Square
. d. Genes
e. Alleles
Reference: Learners’ Module pp. 329-332
V. REMARKS
VI. REFLECTION





80%
C
Did the remedial lessons
.
work? No. of learners

lesson

. to require
remediation
did these worked?
. encounter which my principal

solve?
which I wish to share with
other teachers?
GRADES 1 to 12
Teaching
Fourth
Date and Quarter
(BIOLOGY)
Time
DAY:
I. OBJECTIVES

A
Content Standards  meiosis as one of the processes producing
.
genetic variations of
 present an analysis of the data gathered on
B diseases resulting from nutrient deficiency
Performance Standards
.  report on the importance of variation in plant
and animal
breeding
(S8LT-IVf-18)
Learning Competencies / 4. Identify phenotypes as the expressions of
Objectives inherited characteristics.
Write the LC code for each 5. Differentiate dominant trait from a recessive trait
6. Write the genotype and phenotype names of
organisms

GENETICS
II. CONTENT
LESSON 12: MENDELIAN GENETICS:
Monohybrid Cross
A
References
.
1 Teacher's Guide

. Pages
2 Learner's Materials
pp. 329-332
. Pages
3 Textbook

. Pages
Biology SEDP pages 94-94
Additional Materials
4
from Learning
. Laboratory Manual pages 94-97
B
.
IV. PROCEDURES
Describe the following terms:
1. allele
2. genetics
Reviewing previous
3. genotype
lesson or presenting the
A 4. phenotype
new lesson
. 5. dominant trait
(Elicit)
6. recessive trait
7. homozygote
8. heterozygote
Picture Analysis ( See attached sheet for picture analysis)
Establishing a purpose
B What are the similarities and differences among different
for the Lesson
. groups of organisms?
(Engage #1)
How did this happen?
Discuss how to solve Monohybrid cross
lesson

(Engage #2)
. and practicing new skills Do the Activity: Solving Monohybrid Cross (See Attached
#1 Activity Sheet)

(Explore #1)
. and practicing Answer Guide Questions in the Activity
new skills #2

(Explore #2)
Assessment 3)

(Explain)
G Finding practical
. applications of concepts
How do we predict the traits of our offspring?

(Elaborate #1)
H Making generalizations
. and abstractions about What is monohybrid cross?
the lesson
(Elaborate #2)
Directions: Solve the given problem using monohybrid
I Evaluating Learning cross.
. (Evaluate) In man, brown eyes (B) are dominant over blue
eyes (b). If a homozygous brown-eyes man marries a blue-
eyed man woman, what percent of their children will be
blue-eyed?
Problem Solving
Additional activities for Show the given cross below.

application or Axial flower (A) in peas is dominant over terminal
remediation flowers (a) in peas. A homozygous axial pea plant is
(Extend) crossed with a homozygous terminal pea plant. What will be
the genotypes of all the possible offspring?
V. REMARKS
VI. REFLECTION



below 80%
C
.

the lesson

remediation
principal or supervisor can

help me solve?
teachers?
Grade
School Grade 8
Learning
Area
Fourth
Teaching Date
Quarter (BIOLO
and Time
GY)
DAY:
I. OBJECTIVES

A
Content Standards  meiosis as one of the processes producing genetic
.
variations of
 present an analysis of the data gathered on diseases
B resulting from nutrient deficiency
.  report on the importance of variation in plant and
animal
breeding
(S8LT-IVf-18)
Learning Competencies / 1. Define dihybrid cross
Objectives 2. Solve problems involving dihybrid cross
Write the LC code for each
3. Use a Punnet Square to predict the result of a
cross

GENETICS
II. CONTENT
LESSON 13: MENDELIAN GENETICS: Dihybrid
Cross
A
References
.
1. Teacher's Guide Pages pp.226-227
Learner's Materials
2. pp. 330-331
Pages
3. Textbook Pages
Additional Materials Biology SEDP pages 176-177
4. from Learning
Laboratory Manual pages 94-97
B
.
IV. PROCEDURES
. or presenting the new What is a monohybrid cross? Do organisms have only one
lesson trait?

(Elicit)
B Can we predict the traits of the offspring by crossing the
the Lesson
. parents with the known traits?
(Engage #1)
Discuss how to solve Dihybrid Cross
lesson

(Engage #2)
. and practicing new skills Do the Activity: Filling Up the Punnett Square for a
#1 Dihybrid Cross (Learners’ Module 342-343

(Explore #1)
. and practicing new skills
#2

(Explore #2)
Assessment 3)

(Explain)
G 1. What are some of the dominant traits you have
Finding practical
. inherited from your parents?
2. Who among your family members or classmates have
each trait
(Elaborate #1)
1. What is dihybrid cross?
. abstractions about the
2. What is Punnett Square?
lesson
(Elaborate #2)
Directions: Given the cross AaBb x AaBb construct a
Punnett Square and determine the genotypic ratio and
phenotypic ratio of the resulting offspring from a cross. (5
. (Evaluate)
pts)
AB Ab aB ab
AB AABB AABb AaBB AaBb
Ab AABb AAbb AaBb Aabb
aB AaBB AaBb aaBB aaBb
GR: Ab AaBb
1:2:1:2:4:2:1:2:1 Aabb aaBb aabb
PR:
9:3:3:1
Define the following terms

a. Biodiversity
Additional activities for b. Species
application or remediation c. Domain
J (Extend) d. Scientific Name
.
Reference: LM pages 223-227
V. REMARKS
VI. REFLECTION



below 80%
C
.

lesson

. to require
remediation
did these worked?
F
.

solve?

. materials did I use or
discover which I wish to
Grade
School Grade 8
Learning
Area
Fourth
Teaching Date
Quarter (BIOLOG
and Time
Y)
DAY:
I. OBJECTIVES
The learner demonstrates an

understanding of
A  the concept of a species
Content Standards
.  the species as being further
classified into a hierarchical
taxonomic system
 report (e.g., through a
travelogue) on the activities that
B communities engage in to
. protect and conserve
endangered
and economically important
species
C Explain the concept of species
. (S8LT-IVg-19)
1. Give the names of organisms that are
Learning Competencies / Objectives known in your community
Write the LC code for each 2. Recognize the need to have a system of

classification
Module 1: BIODIVERSITY
LESSON 14: CLASSIFYING AND
II. CONTENT
NAMING ORGANISMS
SPECIES DIVERSITY
A
References
.
3. Textbook Pages
4. Learning
B
.
IV. PROCEDURES
A
Reviewing previous lesson or
. What is a dihybridization? What diagram can
best illustrate dihybrid crosses?
(Elicit)
The teacher will show pictures of organisms and
ask students how they are called in the
B community. (See attached sheet)
Lesson
.
(Engage #1)
Is grouping important?
What is the importance of grouping?
C Presenting examples / instances of
. Give and discuss overview about biodiversity.
the new lesson
How do we classify and name organisms?
(Engage #2)
. Do the Activity: Classification of Organisms
(Learner’s Module p. 227)
(Explore #1)
(Explore #2)
F Discuss the answers in the Guide Questions
Developing mastery
.
(Explain)
G Finding practical applications of
. Why is there a need to have a system of
classification in an organism?
(Elaborate #1)
H 1. What is domain?
Making generalizations and
. 2. What is species?
3. How do we classify organism?
(Elaborate #2)
I. Evaluating Learning Directions: Identify the following. Write your
(Evaluate) answer on the space before the number.
______________1. A group of similar organisms
and capable of reproducing their own kind.
______________ 2. The largest category into
which organisms have been classified.
______________ 3. It is the smallest category
into which organisms have been classified.
______________ 4. The way of naming
organisms.
______________ 5. The name given to unique
for each organism by scientist for easy
identification.
Answer:
1. Species
2. Domain
3. Species
4. Binomial system of classification
5. Scientific name
Enumerate the six kingdom classification of an

J Additional activities for application
organism and give examples of each organism
. or remediation
(Extend)

V. REMARKS
VI. REFLECTION

. evaluation
B No. of learners who require additional
. activities for remediation who scored
below 80%
C
learners

D

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

GRADES 1 to 12
Quarter
and Time (BIOLOGY)
DAY:
I. OBJECTIVES

. Content Standards  the species as being further classified into a
hierarchical
taxonomic system
B  report (e.g., through a travelogue) on the activities that
. Performance Standards communities engage in to protect and conserve
endangered
and economically important species
C Classify organisms using hierarchical taxonomic
. system
(S8LT-IVh-20)
1. Define taxonomy
2. State the level of biological classification in the
Learning Competencies / hierarchical order
Objectives 3. Discuss briefly the binomial system of classification
4. Classify organisms according to their structural
similarities by performing simple activity
5. Appreciate the value of being organized and systematic
at all times
LESSON 15: CLASSIFYING AND NAMING
II. CONTENT
ORGANISMS
SPECIES DIVERSITY
A
. References
1. Teacher's Guide pp. 169-171

Pages
Learner's Materials
2. pp. 227-265
Pages
Textbook
3.
Pages
4. from Learning
B
IV. PROCEDURES
A What ways of grouping or classifying organisms did you

Reviewing previous
. use?
lesson or presenting the
Is grouping organisms into different levels important? If so,
new lesson
what is its importance?
(Elicit)
PICTURE PARADE
Different pictures of organisms are posted on the board.

The students will classify and group the
B Establishing a purpose for
organisms into six. After the activity, students will state
. the Lesson
their basis for classifying and grouping the different
(Engage #1)
organisms in the picture.
(See attached sheet for the pictures)
. instances of the new Give and discuss ways on how to classify organisms.
lesson (Refer to LM pp. 226-227)

(Engage #2)
D Discussing new concepts Do the Activity: Grouping Organisms (See attached activity
. and practicing new skills sheet)
#1
(Explore #1)

#2

(Explore #2)
Assessment 3)

(Explain)
Students will be able to appreciate the value of being
organized and systematic at all times. They will also realize
the other scientific values of taxonomist are key to their
success.
Explain how you will apply this in your daily life.
Finding practical
G
.
(Elaborate #1)
1. What is the binomial system of classification?

H 2. What are the different levels of biological
. classification?
Making generalizations
3. What are the six-kingdom classifications of
and abstractions about
organisms?
the lesson
(Elaborate #2)
(You may integrate this in mathematics by groupings
numbers)
I Evaluating Learning Directions: Choose the letter of the correct answer.

. (Evaluate)
1. The highest level or the biggest group of organisms
is ____________.
a. Kingdom b. Phylum c. Class
d. Order
2. The lowest level or the smallest group of organisms
is ____________.
a. Kingdom b. Phylum c. Class
d. Species
3. The class is a group of similar organism which are
further subdivided into smaller groups called
_______________.
a. Species b. Genus c. Family
d. Order
4. The members of an order are subdivided on the
basis of differences in characteristics. Each group
is called ______________.
a. Species b. Genus c. Family
d. Order
5. Group members are put together because of
a. Structural similarities
b. Functional similarities
c. A & B
d. None of the two
1. What is Archaebacteria? Eubacteria?

2. Give the economic importance of this kind of
Additional activities for organism.
(Extend) Reference: LM pp. 228-234
Any Biology Book
V. REMARKS
VI. REFLECTION



below 80%
C
.

the lesson

remediation
F
.
encounter which my

help me solve?

Grade
School Grade 8
Learning
Area
Quarter
and Time (BIOLOGY)
DAY:
I. OBJECTIVES

 the concept of a species
A
Content Standards  the species as being further classified into a
.
hierarchical
taxonomic system
 report (e.g., through a travelogue) on the
B
Performance Standards activities that communities engage in to protect
.
and conserve endangered
. system
(S8LT-IVh-20)
Learning Competencies / 1. Identify the common name of organisms
Objectives under Kingdom Archaebacteria
Give the importance of organisms under
Archaebacteria group
II. CONTENT LESSON 16: KINGDOM
ARCHAEBACTERIA
A
References
.
3. Textbook Pages
4. Learning
B
Other Learning Resource Google Images, Other Internet Sources
.
IV. PROCEDURES

. presenting the new lesson What are the six-kingdoms of organisms?
Name some organisms belonging to each kingdom?
(Elicit)

B What comes into your mind when you hear the
Lesson
. word bacteria?
(Engage #1)
C Presenting examples / instances
. of the new lesson Give and discuss characteristics of organisms under
Kingdom Archaebacteria.
(Engage #2)
Do the Activity: Picture Analysis
1. Look at the picture. Identify the name of

organisms under Kingdom
Archaebacteria
D 2. Tell where do organisms under this
. group mostly live.
Discussing new concepts and 3. Give the characteristics and economic
practicing new skills #1 importance of each organisms.
(Explore #1)
E Answer Guide Questions in the Activity

. Discussing new concepts and 1. Where do organisms under archaebacteria
practicing new skills #2 mostly lived?
(Explore #2) 2. What are the different organisms under this

kingdom?
3. Give the characteristics of each.
Assessment 3)

(Explain)
G Finding practical applications of Explain why animal waste is used as Biogas.
. concepts and skills in daily
living

(Elaborate #1)
H 1. Describe archaebacteria.
. 2. What are Methanogens?
halophiles? thermophiles?
(Elaborate #2)
Directions: Identify the following.
1. Members of this group of organisms inhabit

digestive tracts of animals and ponds where
animal, human and domestic wastes are treated.
(Methanogens)
2. A cheap alternative source of energy that
came from utilizing methane in animal waste.
(Biogas)
. (Evaluate)
3. Group of archaebacteria that can live in
places with high temperature. (Thermophiles)
4. An archaebacteria adapted to a very salty
environment. (Halophiles)
5. Organisms that belong in this kingdom live
in various places, some even in most severe
environments. (Archaebacteria)
Research and read about the Dead Sea and

Great Salt Lake in Utah, USA. What do these
application or remediation have in common?
J (Extend)
. Reference: Internet
V. REMARKS
VI. REFLECTION

A No. of learners who earned 80% in
. the evaluation
. additional activities for remediation
C
Did the remedial lessons work?
.
No. of learners

lesson

. require
remediation
worked?

can help me solve?


teachers?

GRADES 1 to 12
Quarter
and Time (BIOLOGY)
DAY:
I. OBJECTIVES

hierarchical
taxonomic system
. Performance Standards communities engage in to protect and conserve
endangered
. system
Learning Competencies / (S8LT-IVh-20)
Objectives 1. Identify bacteria present in fermented food or drink
Write the LC code for each 2. Describe bacteria observed under the microscope
3. Explain the use of bacteria in food or drink making
II. CONTENT
LESSON 17: KINGDOM EUBACTERIA

A
. References
Teacher's Guide
1. pp. 172-175
Pages
Learner's Materials
2. pp. 230-234
Pages
Textbook
3.
Pages
4. from Learning
B
. Other Learning Resource Google Images, Other Internet Sources
IV. PROCEDURES

. or presenting the new What are the diagnostic features of archaebacteria?
lesson What are the organisms that belong to this kingdom?
(Elicit)
Most of the time you, you probably think of diseases when
B Establishing a purpose for
bacteria are refer to as “germs”. But not all bacteria are
. the Lesson
bad. Some are good and helpful to some organisms.
(Engage #1)
These bacteria belong to the Kingdom Eubacteria.
Give and discuss characteristics of organisms under
Kingdom Eubacteria
lesson
Name some examples of organisms under this group.
(Engage #2)
Do the Activity: How do bacteria in yogurt look like?

(Learners’ Module 232)
Procedure:
1. Place a drop of diluted yogurt on a slide.
2. Add a drop of methylene blue and cover with a
D cover slip.
. Discussing new concepts 3. Observe under the LPO and HPO of the
and practicing new skills microscope.
#1
(Explore #1)

. and practicing new skills Answer Guide Questions in the Activity (Learners’ Module
#2 p. 233)

(Explore #2)
Assessment 3)

(Explain)
Finding practical
G applications of concepts Have you heard about “oil-eating” bacteria? Some
. and skills in daily living members of eubacteria are able to break down or remove
pollutants through the process of bioremediation. Explain
this process and name bacteria that are used in
(Elaborate #1)
bioremediation.
1. What is the appearance of bacteria present in

fermented yogurts? Describe it.
H Making generalizations 2. How does the bacteria in yogurt help in
. and abstractions about the digestion of human?
lesson 3. Name other ways how bacteria can be helpful.
(Elaborate #2)
(Integrate this lesson to health issue regarding bacteria)

1. Name two bacteria that are useful in making
food products. (Lactobacilli bulgaricus and
Streptococcus thermophilus)
2. It is a bacteria present in the starter to the
skimmed milk. (Lactobacilli bulgaricus)
3. It is a bacteria that changes milk sugar to lactic
. (Evaluate)
acid. (Lactase)
4. It referred to as “True” Bacteria. Kingdom
Eubacteria
5. Give the importance of yogurt drink to
humans. (It aids in digestion)
Study about Kingdom Protist

J (Extend) Reference: LM pages 234-239
. Any Biology Books
V. REMARKS
VI. REFLECTION



below 80%
C
.

lesson

. to require
remediation
did these worked?
F
.

solve?


GRADES 1 to 12
Learning
Area
Fourth
Teaching Date
Quarter (BIOLOGY
and Time
)
DAY:
I. OBJECTIVES

A
Content Standards  the species as being further classified into a
.
hierarchical
taxonomic system
 report (e.g., through a travelogue) on the activities
B
Performance Standards that communities engage in to protect and
.
conserve endangered
C Learning Competencies / Classify organisms using hierarchical taxonomic
. Objectives system
Write the LC code for each (S8LT-IVh-20)
1. Name the unique features of protists
2. Differentiate each group of protists from
one another
3. Distinguish the beneficial from harmful
protists and identify their harmful effects
on man.
II. CONTENT
LESSON 18: KINGDOM PROTISTS
A
References
.
3. Textbook Pages
4. Learning
B
.
IV. PROCEDURES
A Reviewing previous lesson or What are the unique features of archaebacteria?

. presenting the new lesson What are the economic importance of
(Elicit) archaebacteria?

B Do you know the deadly “red tide” that could kill
Lesson
. thousand people are protist!
(Engage #1)
C Presenting examples / Give and discuss characteristics of organisms under
. instances of the new lesson Kingdom Protists
(Engage #2) Name some examples of organisms under this group.
. practicing new skills #1 Do the Activity: Observing Protozoans
(Explore #1) (See Attached Activity Sheet)
(Explore #2)
Assessment 3)

(Explain)
Why is it important for a scientist or a technician
. of concepts and skills in daily
working in water purification plant to be able to
living
identify protozoans?
(Elaborate #1)
H Making generalizations and 1. What are Protists? Give examples.
. abstractions about the lesson 2. What are the benefits and harms that you can get
(Elaborate #2) from this group of organisms?
. (Evaluate) Directions: Encircle the letter of the correct answer.
1. Most biologist think that protist, although

relatively simple and unicellular in some
particular cases, should be grouped as
eukaryotic because ___________________.
a. Some are multicellular
b. Some a heterotrophic
c. Some are autotrophic
d. Their cells contain membrane-bound nuclei
and organelles
2. The flagellates, ciliates, sarcodines and
sporozoans are grouped together as Protozoans
because __________________.
a. They are plant-like cell wall and green
pigments.
b. They are animal-like without cell walls,
with some sort of locomotors structures.
c. They are multi-cellular and eukaryotic.
d. They are diseases carrying agents.
3. Sarcodines moved by means of
______________.
a. Cilia b. Flagella c.
Pseudopods d. Trichomes
4. Pseudopodia are __________________.
a. Cell walls of prokaryotes
b. Extension of cytoplasm
c. Flagellated cells
d. Hair-like projections
5. Agar-agar, brown algae, red algae and brown
algae are classified under ____________.
a. Fungi
b. Photosynthetic protists
c. Protozoa
d. Plant
1. What are fungi?

2. What are the diagnostic features of the fungi?
Additional activities for 3. What group of fungi are useful?harmful?
(Extend) Reference: LM pp. 240-241
Any Biology Book
V. REMARKS
VI. REFLECTION

. in the evaluation


80%
C
Did the remedial lessons work?
.
No. of learners

lesson

. require
remediation
worked?
can help me solve?

teachers?

GRADES 1 to 12
Teaching
Fourth
Date and Quarter
(BIOLOGY)
Time
DAY:
I. OBJECTIVES

A
. Content Standards
 the species as being further classified into a hierarchical
taxonomic system
Performance
. communities engage in to protect and conserve
Standards
endangered
C Learning Classify organisms using hierarchical taxonomic system
. Competencies / (S8LT-IVh-20)
Objectives 1. Point out the distinguishing characteristics of fungi
Write the LC code for 2. Classify fungi on the basis of their spore forming
each structure
3. Observe the structure of yeast, bread mold,
mushroom
4. Cite the importance of fungi
II. CONTENT
LESSON 19: KINGDOM FUNGI
III. LEARNING

RESOURCES
A
. References
1 Teacher's Guide
pp. 176
. Pages
2 Learner's
pp. 234-237
. Materials Pages
3 Textboo

. k Pages
Additional Rabago, L. M... Joaquin, C. C. Lagunsad, C. B. (1977)
Materials from
4 Science and Technology II Biology, Quezon City: SD
Learning
.
Resource (LR) Publications, Inc. pp. 121-124
portal
B
Other Learning
.
Resource
IV. PROCEDURES
. lesson or presenting What re the diagnostic features of protists?
the new lesson What are the group of protists?
(Elicit)
Teacher may share an anecdote.
One day, Robert arrived home from school,
Establishing a suddenly feeling some itchiness around his toes. He started
B
purpose for the complaining to his mother about it. His mother tried to comfort
.
Lesson him. Arriving in school early the following day, he told the
(Engage #1) teacher about his feet. He asked him what caused the
itchiness. What do you think his teacher told him?
C Presenting
. examples / instances Give and discuss characteristics of organisms under Kingdom
of the new lesson Fungi
D Discussing new
. concepts and
practicing new skills Do the Activity: Observing Fungi (See Attached Activity Sheet)
#1
(Explore #1)
Discussing new
concepts and Answer Guide Questions in the Activity
E practicing new skills
. #2
(Explore #2)
Assessment 3) Discuss the answers in the Guide Questions

(Explain)
G Finding practical Yeast is very important in the vinegar and wine industry. Wine
. applications of and other intoxicating drinks are freely advertised on television
concepts and skills and newspaper. If you are the chairman of the Board of Censors
in daily living or Director of the Food and Drug Administration (FDA) what will
(Elaborate #1) you do?
1. What are the characteristics of fungi?
Making
2. What are the classifications/groups of fungi?
generalizations and
H 3. Give the economic importance of fungi.
abstractions about
.
the lesson
(Integrate your topic to a diseased caused by fungi)
(Elaborate #2)
1. Organisms that feed on decaying matter are called
_______________.
a. Autotrophs
b. Heterotrophs
c. Saprophytes
d. Bryophytes
2. Fungi get their food by ________________.
a. living in or on their food
b. using flagella
c. using photosynthesis
d. reproducing
3. Structures that make up most of the fungi
______________.
I Evaluating Learning a. ascus
. (Evaluate) b. basidia
c. hyphae
d. spores
4. Fungi that are used as food
a. Aspergillus flavus
b. Trichoderma harzianum
c. Volvariella sp.
d. T.rubrum
5. Fungi that are involved in decomposing organic
material.
a. Saccharomyces rouxii
b. Trichoderma harzianum
c. Trycophyton mentagrophytes
d. T. rubrum
1. What are the types of plants classified as lower

vascular plant?
Additional activities 2. How do liverworts, hornworts, mosses differ in
for application or appearance?
J remediation
. (Extend) Reference: LM pages 241-242
Any Biology Book
V. REMARKS
VI. REFLECTION

No. of learners who
A
earned 80% in the
.
evaluation
activities for
remediation who
scored below 80%
C Did the remedial
learners
who have caught up
with the lesson
remediation
. strategies worked

well? Why did these

worked?
F
.
encounter which my

can help me solve?

other teachers?
Grade
School Grade 8
Learning
Area
Fourth
Teaching Date
Quarter (BIOLOG
and Time
Y)
DAY:
I. OBJECTIVES

of
Content Standards
.  the species as being further classified into a
hierarchical
taxonomic system
B
Performance Standards activities that communities engage in to
.
protect and conserve endangered
C Learning Competencies / Objectives Classify organisms using hierarchical
. Write the LC code for each taxonomic system
(S8LT-IVh-20)
1. Name the distinguishing features of Non-
Vascular Plants(Bryophytes)
2. Give the three main classes of non-
vascular plants
3. Determine their economic importance
II. CONTENT LESSON 20: NON-VASCULAR
PLANTS
A
References
.
1. Teacher’s Guide Pages
2. Learner’s Materials Pages pp. 241-242
3. Textbook Pages
Additional Materials from Laboratory Manual in Biology St. Martin de
4. Learning Porres Publications
B
.
IV. PROCEDURES
A What are the distinguishing features of the

Reviewing previous lesson or
. fungi?
How are the fungi classified?
(Elicit)
What is their economic importance?
Teacher will show the following pictures to the
students and ask if they had found one.

B
Lesson
.
(Engage #1)
C Give and discuss characteristics of Non-

Presenting examples / instances of
. Vascular Plants
the new lesson
Name some examples of organisms under this
(Engage #2)
group.
D Do the Activity: Classifying Non-Vascular
. Discussing new concepts and Plants (See Attached Activity Sheet)
(Explore #1)

(Explore #2)
. (Leads to Formative Assessment 3)
(Explain)
. How is the sphagnum mosses used for
protecting fragile materials and plant grafting?
(Elaborate #1)
Making generalizations and 1. What are the characteristics of
H abstractions about the lesson non-vascular plants?
. 2. Enumerate some of its groups.
(Elaborate #2) 3. What is its economic importance?
Directions: Choose the letter of the correct

answer.
1. Which of the following is NOT
present in non-vascular plants?
a. cuticle
b. leaf-like structures
c. root-like structures
d. stem-like structures
Use the following structure of a

moss in answering questions 2
and 3.
C
. (Evaluate)
2. Structure A is called
_____________.
a. gametophyte
b. fiddle head
c. leaves
d. sporophyte
3. Structure B is called
_____________.
a. fiddlehead
b. gametophyte
c. leaves
d. sporophyte
4. Structure C is called
____________.
a. roothair
b. root
c. rhizome
d. rhizoid
5. Which structure is/are green?
a. A b. B c. C. d.
both A and B
Additional activities for application or 1. What are vascular plants?

remediation 2. What are the two groups of
(Extend) vascular plants?
3. What are the distinguishing
features of the lower vascular
plants?
Reference: LM pages 242-247

Any Biology
Book
V. REMARKS
VI. REFLECTION

. evaluation
below 80%
C
learners

D

remediation

E


F
solve?

G
. What innovation or localized materials
did I use or discover which I wish to

GRADES 1 to 12
Learning
Area
Fourth
Teaching Date
Quarter (BIOLOG
and Time
Y)
DAY:
I. OBJECTIVES

of
Content Standards
hierarchical
taxonomic system
B
.
C Classify organisms using hierarchical
. taxonomic system
(S8LT-IVh-20)
Learning Competencies / 1. Describe vascular plants
Objectives 2. Differentiate ferns from higher vascular plants
3. Observe the structures of fern
4. Enumerate the uses of ferns
II. CONTENT
LESSON 21: VASCULAR PLANTS
A
References
.
3. Textbook Pages
LM pages 243-244
4. Learning Science and Technology II Textbook. 1st ed.
Resource (LR) portal SEDP Series Quezon City: Author pp. 82-84
B
.
IV. PROCEDURES
A Reviewing previous lesson or Name the distinguishing features of the

. presenting the new lesson Bryophytes. Give representative examples of
(Elicit) bryophytes.
Arrange the following jumbled letters to form
group of plants.
Establishing a purpose for the A G P I RN S OM R E

B
Lesson R P S E O S
.
(Engage #1)
E F S R N
G P S E Y R M N S O
C Give and discuss characteristics of Vascular

. Plants
the new lesson
(Engage #2)
group.
D Do the Activity: Vascular Plant – Fern
.
Prior to the activity proper teacher assigned the
students to bring fern plant ( e.g.pako)
Discussing new concepts and
(Explore #1) Procedure:

1. Using a fresh fern plant, observe the spores
underneath the leaf of the sample fern plant.
2. Draw your observations.

E 1. What are the reproductive structures of a fern?
. 2. From where are the spores released?
(Explore #2)
What triggers the spores to be released

. (Leads to Formative Assessment
3) Discuss the answers in the Guide Questions

(Explain)
What is the economic importance of ferns?
. concepts and skills in daily living
(Elaborate #1)
H 1. Describe fern plant.
. 2. How do ferns reproduce?
3. Where can you see ferns?
(Elaborate #2)
Directions: Choose the letter of the correct
answer.
1. Ferns reproduce by means of
__________.
a. spores b. seeds
b. c. stenus d. roots
2. Ferns, gymnosperm and angiosperm

are vascular plants because
_____________________.
a. Seed bearing plants
b. They develop from embryo
c. They water and nutrient
transport
. (Evaluate)
d. They have specialized stems for
storing food.
3. Spores are found in
______________.
a. prothalli b. sporangia
c. anthenidia d. Archegonia
4. Ferns are mostly found in

______________.
a. desert b. sand
c. moist places d. moist
& shaded
1. What are gymnosperms?

2. What are the distinguishing features of
Additional activities for application
gymnosperm?
J or remediation
. (Extend) Reference: LM pages 244-245
Any Biology book
V. REMARKS
VI. REFLECTION

A No. of learners who earned 80% in
. the evaluation
. additional activities for remediation
C
. Did the remedial lessons work? No.
of learners

D
No. of learners who continue to
.
require
remediation

E
worked well? Why did these worked?

F
my principal or supervisor can help
me solve?

. materials did I
Use or discover which I wish to share
with other teachers?
Grade Grade
School
GRADES 1 to 12 Level 8
Learnin Scien
Daily Lesson Log Teacher
g Area ce
Fourt
h
Teaching Date and Time Quarter
(BIOL
OGY)
DAY:
I. OBJECTIVES

A
. Content Standards
 the species as being further classified into a hierarchical
taxonomic system
Performance
. communities engage in to protect and conserve
Standards
endangered
C Classify organisms using hierarchical taxonomic system
. Learning (S8LT-IVh-20)
Competencies / 1. State the distinguishing features of gymnosperm
Objectives
2. Compare gymnosperm from angiosperm
each 3. Appreciate the uses of pine tree
II. CONTENT LESSON 22: VASCULAR PLANTS-FERNS AND
GYMNOSPERMS
III. LEARNING

RESOURCES
A
. References
Teacher's Guide
1. pp. 178-179
Pages
Learner's Materials
2. pp. 243-244
Pages
Textbook
3.
Pages
Additional Department of Education Culture and Sports (DECS),
Materials from Instructional Materials Corporation (IMC). 1990. Science
4. Learning st
and Technology II, Textbook, 1 ed. SEDP Series, Quezon
Resource (LR) City: Author pp. 83-84.
portal
B
Other Learning
.
Resource
IV. PROCEDURES
. lesson or presenting What characteristics do the ferns have to be between the non-
the new lesson vascular and vascular plants?
(Elicit)
Directions: Complete the letters to form a word
1.
G Y N O S E R
. for the Lesson 2.
(Engage #1)
N S E M
3.
P N T E
. instances of the new Give and discuss characteristics of Ferns and Gymnosperms
lesson Name some examples of organisms under this group.

(Engage #2)
D Discussing new Do the Activity:
. concepts and I. Identify Examples of Gymnosperms
practicing new skills #1 II. The Importance of Gymnosperm

(Explore #1) III. Comparison of Gymnosperm and Angiosperm
E Discussing new
. concepts and

(Explore #2)
. (Leads to Formative Discuss the answers in the Guide Questions
Assessment 3)

(Explain)
G Finding practical
. applications of
concepts and skills in What are the uses of Pine Trees?
daily living
(Elaborate #1)
1. Gymnosperms are naked, seedless plants while
Making generalizations
H angiosperms are the flowering plants.
and abstractions about
. 2. Pine trees, cycads, sand conifers, ginkgoes,
the lesson
gnetophytes are gymnosperms. Santan, gumamela, rose,
(Elaborate #2)
etc. are some examples of angiosperms.
Directions: Encircle which is not included in the group.
1. moss, pine tree, cycad, conifer
2. hornwort, liverwort, moss, pine tree
3. santan, rose, gumamela, narra
. (Evaluate)
4. camia, cycad, calachuchi. carnation
5. ginkgoes, conifers, gnetophytes, mango
1. Differentiate monocot from dicot plants.

2. Bring examples of monocot and dicot plant
application or Reference
J remediation LM page 246
. (Extend) Any Biology Book
V. REMARKS
VI. REFLECTION

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


C
.

the lesson

D
No. of learners who
.
continue to require
remediation

F
.
encounter which my

can help me solve?

use or discover which I

Grade
School Grade 8
Learning
Area
Fourth
Teaching Date
Quarter (BIOLOG
and Time
Y)
DAY:
I. OBJECTIVES

of
Content Standards
hierarchical
taxonomic system
B
.
C Learning Competencies / Objectives Classify organisms using hierarchical
. Write the LC code for each taxonomic system
(S8LT-IVh-20)
1. Describe the characteristics of
angiosperm
2. Classify angiosperm into monocot or
dicot
II. CONTENT LESSON 23: VASCULAR PLANTS-
ANGIOSPERMS
A
References
.
3. Textbook Pages
Laboratory Manual in Biology (Basic Education
Curriculum)
4. Learning
Department of Education (DepEd) St. Martin
de Porres Publications, pages (164-165)
B
.
IV. PROCEDURES
. presenting the new lesson What are the distinguishing features of
Gymnosperm?
(Elicit)
Teacher will show a variety of flowers and
Establishing a purpose for the he/she will ask the students to give the
B
Lesson characteristics of those flowers.
.
(Engage #1) (Teacher need to prepare variety of flowers
before the lesson)
C
. Give and discuss characteristics of
Angiosperms
the new lesson
(Engage #2)
group.
D Discussing new concepts and Do the Activity: Comparison of Monocot and

. practicing new skills #1 Dicot (See Attached Activity Sheet)
(Explore #1)
(Explore #2)
F
. Developing mastery Discuss the answers in the Guide Questions
(Explain) (You may integrate the male or female gender)
G Make a list of monocot and dicot plant at home

Finding practical applications of
. and tell what economic value they can get out
of them.
(Elaborate #1)
What is the difference between a monocot
. abstractions about the lesson
plant from a dicot plant?
(Elaborate #2)
Directions: Based on the given heading,
choose the item that does not belong to the
group. Write letter only.
1. Angiosperms:
a. Gumamela b. Ampalaya
c. Cogon grass d. Pine Tree
2. Dicot
a. Coconut b. Cogon
c. Mongo d.Orchids
3. Leaf Arrangement
. (Evaluate)
a. Opposite b. alternate
c. stipulate d. whorl
4. Tree
a. Mango b. Star apple
c. banana d. Avocado
5. Monocot
a. beans b. corn
c. mongo d. peanut
1. Give the characteristics of organisms

under animal kingdom.
2. Give specific examples of invertebrates.
3. Bring pictures of invertebrates and pencil.
Additional activities for application or References:
remediation LM pages 248-257
J (Evaluate) Rabago, L. M. Joaquin C. C. &
. Lagunzard, C.B. (1997).
Science and Technology II,
Workbook, Quezon City:
SP Publications Inc. pp. 92-93
V. REMARKS
VI. REFLECTION

. evaluation
below 80%
C
learners

D
remediation

E

F
solve?

G What innovation or localized materials
. did I use or discover which I wish to


GRADES 1 to 12
Learning
Area
Fourth
Teaching Date
Quarter (Biology
and Time
)
DAY:
I. OBJECTIVES

Content Standards
.  the species as being further classified into a hierarchical
taxonomic system
 report (e.g., through a travelogue) on the activities that
B
Performance Standards communities engage in to protect and conserve
.
endangered
. Objectives system
1. Identify the different groups of invertebrate
animals.
2. Classify the invertebrate’s animals according to
their phyla
3. Draw the symbols that will describe the
characteristics of organism
II. CONTENT LESSON 24:THE ANIMAL KINGDOM -
Invertebrates
A
References
.
Teacher's Guide
1. pp. 180-182
Pages
Learner's Materials
2. pp. 248-252
Pages
3. Textbook Pages
Additional Rabago, L. M. Joaquin C. C. & Lagunzard, C.B. (1997).
Materials from Science and Technology II, Workbook, Quezon City:
4. Learning SP Publications Inc. pp. 92-93
Resource (LR) Capco, C.M. & Yang, G.C. (1990). Biology (1st ed.) Quezon
portal City; Phoenix Publishing House
B
.
IV. PROCEDURES
. lesson or presenting the
What are the distinguishing characteristics of angiosperms?
new lesson

(Elicit)
GUESSING GAME
1. What distinguishing feature will you look
for to identify the invertebrates from the
rest of animals?
Establishing a purpose 2. Point out the variations that exist among
B
for the Lesson the clam, squid, and snail.
.
(Engage #1) Answers:
1. Animals without backbones
2. Variations in shells, organs for
locomotion, organs used for getting
food.
C
. Give and discuss characteristics of organisms under
instances of the new
kingdom Animals
lesson
Name some examples of organisms under this group.
(Engage #2)
D Discussing new
. concepts and practicing Do the Activity: ANIMAL CONCENTRATION ACTIVITY(See
new skills #1 Attached Activity Sheet)

(Explore #1)
E Discussing new
new skills #2

(Explore #2)
. (Leads to Formative Discuss the answers in the Guide Questions
Assessment 3)

(Explain)
G Finding practical
Select an endangered species that you care about. Write a
. applications of concepts
poem or draw a picture illustrating why this species is
important to you.
(Elaborate #1)
What distinguishes the invertebrates from the rest of the
animals?
H Making generalizations
. and abstractions about
the lesson
(Elaborate #2)
Assessment will be based on the Activity Paper
. (Evaluate)
1. Give the different classes of vertebrates. Write
their distinguishing characteristics.
2. Word meaning
Warm blooded
Cold blooded
application or Oviparous
J remediation Viviparous
. (Extend)
Reference:
Any Biology Book
V. REMARKS
VI. REFLECTION



below 80%
C
.

the lesson

D
No. of learners who
.
continue to require
remediation

F
.
encounter which my

help me solve?

teachers?
GRADES 1 to 12
Learning
Area
Teaching Fourth

Date and Quarter (BIOLOGY

Time )
DAY:
I. OBJECTIVES

A
Content Standards  the species as being further classified
.
into a hierarchical
taxonomic system
 report (e.g., through a travelogue) on
B
Performance Standards the activities that communities engage
.
in to protect and conserve endangered
. Objectives system
1. State the distinguishing characteristics
of chordates
2. Compare the different classes of
chordates
3. Enumerate the orders of mammals
4. Realize the importance of conserving
II. CONTENT LESSON 25: THE ANIMAL KINGDOM-
Chordates
A
References
.
Learner's Materials
2. pp. 258-266
Pages
3. Textbook Pages
4. from Learning DECS Instructional Materials
B
.
IV. PROCEDURES

. presenting the new lesson What are the different groups of invertebrate animals?
(Elicit)
Ask the students to give examples of chordates. Record
B them and check if their answers are correct. Then
the Lesson
. proceed to discuss the different groups of mammals and
(Engage #1)
their characteristics.
C
. Presenting examples / Give and discuss characteristics of organisms under
instances of the new lesson animal kingdom-chordates
D Discussing new concepts Do the Activity: COMPARING CHORDATES (See

. and practicing new skills #1 Attached Activity Sheet)
(Explore #1)
(Explore #2)
Assessment 3)

(Explain)
. of concepts and skills in Give examples of animals which are in danger of
daily living extinction. How can you help preserve them?

(Elaborate #1)
1. What are the characteristics of chordates?
2. What are mammals? How do they differ from the other
H Making generalizations and groups of chordates?
. abstractions about the 3. Enumerate the different groups of mammals.
lesson
(Elaborate #2) (Integrate this lesson to algebra or in mathematics
which is something to do with groupings)
I Evaluating Learning Directions: Identify to which class each of the following

. (Evaluate) animals belong.
1. duck 6. lamprey
2. dog 7. shark
3. frog 8. salamanders
4. lizard 9. mice
5. milk fish 10. whales
Be ready for a unit test.

Additional activities for Bring photos of different ecosystem
J (Extend) Reference: Internet
.
V. REMARKS
VI. REFLECTION



80%
C
. Did the remedial lessons work?
No. of learners

lesson

D
. No. of learners who continue to
require remediation

did these worked?
F
. What difficulties did I encounter
which my principal or
supervisor can help me solve?

teachers?
GRADES 1 to School Grade Level Grade 8
12
Daily Lesson
Teacher Learning Area Science
Log
Teaching
Fourth
Date and Quarter
(BIOLOGY)
Time
DAY:
I. OBJECTIVES

hierarchical
taxonomic system
B  report (e.g., through a travelogue) on the activities
Performance
. that communities engage in to protect and
Standards
conserve endangered
C Explain the advantages of high biodiversity in maintaining the
. stability of an ecosystem (S8LT-IVh-21)
Learning 1. Differentiate low from a high biodiversity
Competencies / 2. Give advantages of high over low biodiversity
Objectives 3. Identify ecosystems with low and high biodiversity
Write the LC code 4. Predict what will happen to an ecosystem with low
for each biodiversity
II. CONTENT
LESSON 26: LOW AND HIGH BIODIVERSITY
III. LEARNING

RESOURCES
A
. References
1 Teacher’s
pp.185
. Guide Pages
2 Learner’s
pp. 266-269
. Materials Pages
Textbo
3
ok
.
Pages
Additional
Materials from
4
Learning
.
Resource (LR)
portal
B
Other Learning
. Internet Source
Resource
IV. PROCEDURES
A Reviewing
. previous lesson or
Enumerate the different classes of chordates and give
presenting the
representative examples for each class.
new lesson

(Elicit)
In the earlier grades, you learned that among different ecosystems,
the rainforest has the highest biodiversity. This means that it has
the greatest number of species living in it. Rainforests have a high
rainfall, thus have lots of plants in them. This condition provides a
shelter, water and food to many species that can survive drought or
disasters as well as competition with other species. This results to
a stable ecosystem with lesser rate of species loss. Tropical
rainforests are located in places near the equator, while
temperature rainforests are located in places near the equator,
while temperate rainforests are found in the temperate regions.
(Teacher can show a picture of rainforest.)
Establishing a
B
purpose for the
.
Lesson
(Engage #1)
Based on the discussion above, how will you describe an

ecosystem with low biodiversity?
(Students’ answers basis for opening the activity)
C Presenting
. examples / Give and discuss differences between High and Low Biodiversity.
instances of the
new lesson
(Engage #2)
D Discussing new
Do the Activity: What is the importance of biodiversity to
. concepts and
ecosystems?
practicing new
(See Attached Activity Sheet)
skills #1
(Explore #1)
E Discussing new
. concepts and
practicing new Answer Guide Questions in the Activity
skills #2
(Explore #2)
F Developing
. mastery
(Leads to
Formative

Assessment 3)
(Explain)
G Finding practical
. applications of
concepts and skills How can people both, young and old, help conserve biodiversity?
in daily living
(Elaborate #1)
1. Differentiate low biodiversity from a high biodiversity.
Making 2. What are the advantages of having a high biodiversity
H generalizations and in the ecosystem?
. abstractions about 3. Give examples of an ecosystem with low biodiversity?
the lesson
(Elaborate #2) (Integrate the concept of protecting our forest)
4.
1. Which ecosystem has high biodiversity?

a. banana plantation c. fish pond
b. forest d. rice field
2. Which is a good characteristic of an ecosystem?
a. energy-intensive c. low productivity
b. high biological diversity d. labor-intensive
3. What is an on-site conservation of biodiversity?
a. maintenance of wildlife in captivity
b. maintenance of wildlife in their natural habitat
4. Why is offsite conservation carried out
Evaluating I. To stop endangered species from declining
I
Learning further
.
(Evaluate) II. To remove the cause of decline of species
III. To ensure that the remaining members of the
species will live and reproduce their kind.
a. I c. I and II
b. II d. I and III
5. What does highest diversity means?
a. Has greatest number of species living in an
ecosystem
b. Some species have disappeared
c. Only some kind of species can be found in
area/ecosystem
d. Many species are endemic
Additional Give/ suggest at least five possible ways to attain high

activities for biodiversity in the forest.
J application or References:
.
remediation LM pages 269-272
(Extend) Any biology textbook
V. REMARKS
VI. REFLECTION

No. of learners who
A
earned 80% in the
.
evaluation
activities for
remediation who
scored below 80%
C Did the remedial
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?
principal or
supervisor can help
me solve?
. localized materials
did I
Use or discover
which I wish to share
GRADES 1 to 12
Teaching

Date and Quarter Fourth

Time
DAY:
I. OBJECTIVES
The learners demonstrate an understanding of:

A
 the one-way flow of energy and the cycling
. Content Standards
of materials in an
ecosystem
B The learners should be able to make a
Performance
. poster comparing food
Standards
choices based on the trophic levels’
C Describe the transfer of energy through the tropic levels
. Learning (S8LT-IVi-22)
Competencies / 1. Distinguish between producers and consumers
Objectives 2. Analyze the transfer of energy from one
Write the LC code for organism to another.
each 3. Construct a food chain in a given ecosystem
Module 2: INTERACTIONS
II. CONTENT
LESSON 28: FOOD CHAIN
III. LEARNING

RESOURCES
A
. References
1 Teacher’s Guide

. Pages
2 Learner’s
pp. 273-279
. Materials Pages
3 Textbook

. Pages
Additional
Materials from
4
Learning
.
Resource (LR)
portal
B
Other Learning
.
Resource
IV. PROCEDURES
. lesson or presenting What government agency is primarily concerned with the
the new lesson protection of the environment?
(Elicit)
The organisms in an ecosystem can be compared to the
members of a family. (Compare a family to an ecosystem). What
is your role in your family?
Establishing a
B Each of them has its own role to play in the environment,
purpose for the
. where they belong. You have your parents; you are their sons or
Lesson
daughters. Plants and animals help one another in order to
(Engage #1)
survive and on the contrary. These are also those that depend on
other organisms. Let’s try to know more about relationship
existing among organisms in the ecosystem.
C
Presenting examples
. Discuss about the overview of Module 2: Interaction among
/ instances of the
diversity of organisms in the ecosystem.
new lesson
Give examples of organisms interacting with one another.
(Engage #2)
D Discussing new
. concepts and
Do the Activity: How do you identify the components of a food
chain in an ecosystem? (LM pp. 274-279)
#1
(Explore #1)
E Discussing new
. concepts and
practicing new skills Answer Guide Questions in the Activity
#2
(Explore #2)
Assessment 3)

(Explain)
Explain the importance of each part of the food chain.
Finding practical
applications of
concepts and skills
G in daily living producers consumers decomp
. (Elaborate #1) SUN
osers

1. You have just analyzed the transfer of energy by
Making categorizing the organisms according to their trophic
generalizations and level. In your own words, describe a food chain.
H abstractions about
2. What are the producers? How about the consumers?
. the lesson
(Elaborate #2) (Integrate the BATELEC system to the topic)
1. Which of the following are decomposers?

a. amoeba, euglena, bacteria c. fungi,
plasmodium, paramecium
b. virus, bacteria, euglena d. fungi,
bacteria, actimonysites
2. An organism that feed only on consumers
I Evaluating Learning a. herbivore c. decomposer
. (Evaluate) b. carnivore d. saprophyte
3. Consumer feeding only on producers
a. herbivore c. decomposer
b. carnivore d. omnivore
4. Organism that feed on dead organism
a. consumer b. producer c. decomposer
d. nitrogen-fixers
5. Make a food chain from the list of organism below:
chicken, rice plant, worm, bacteria
for application or
remediation
(Extend)
V. REMARKS
VI. REFLECTION

No. of learners who
A
earned 80% in the
.
evaluation
activities for
remediation who
scored below 80%
C Did the remedial
learners
who have caught up

with the lesson
remediation
. strategies worked

well? Why did these

worked?

can help me solve?
other teachers?

GRADES 1 to 12
Quarter
and Time (BIOLOGY)
DAY:
I. OBJECTIVES

A
 the one-way flow of energy and the cycling of
. Content Standards
materials in an
ecosystem
B The learners should be able to make a poster
. Performance Standards comparing food
C Describe the transfer of energy through the tropic
. levels
(S8LT-IVi-22)
4. Identify the role of consumer in a food
Learning Competencies /
web.
Objectives
5. State the importance of decomposer in a
food web.
6. Create a food web using common
terrestrial organism
II. CONTENT
LESSON 29: FOOD WEB
A
. References

Learner's Materials
2. pp. 280
Pages
Textbook
3.
Pages
Science Links by Marites D. Aquino, et.al. Rex Bookstore
4. from Learning
Publishing pages 190-191
B
IV. PROCEDURES

. or presenting the new Without consumers, can producers and decomposers
lesson live?
(Elicit)
Teacher will show the picture of a food web. Students will
B Establishing a purpose for analyze the picture and teacher will ask some question
. the Lesson regarding the food web.
(Engage #1) (See other pictures in LM pages 278-279)
C
. Presenting examples / Discuss Making Food Web
instances of the new lesson Give examples of producers, consumers and
(Engage #2) decomposers
D
Discussing new concepts
. Do the Activity: Making Food Web (See attached Activity
Sheet)
(Explore #1)
(Explore #2)
Assessment 3)

(Explain)
Think of the food your family ate for supper last night.
G Make a food web based on your meal. Then answer
Finding practical
. the questions below. Remember, your food web must
have producers, consumers, and decomposers.
1. To which group of organisms do you belong?
(Elaborate #1)
2. Which trophic level do you occupy?
3.
1. What is a food web?
Making generalizations and 2. How do we create a food web?
H abstractions about the
. lesson
(Elaborate #2) (Integrate this topic to marketing or economics)
I Evaluating Learning Directions: Construct a simple food web using the

organisms below. (5 pts.)
plant, planktons, animal, plankton, small fishes, lapu-lapu,
. (Evaluate)
Ana
1. Can a food chain be fitted into food pyramid?

2. How does food chain form food pyramid?
J application or remediation References: LM pages 280-282
. (Extend) Science and Technology II SEDP series
pp. 227-229
V. REMARKS
VI. REFLECTION



below 80%

lesson
. to require
remediation
Which of my teaching
E strategies worked well? Why
. did these worked?


solve?
which I wish to share with
other teachers?
GRADES 1 to 12
Learning
Area
Fourth
Teaching Date
Quarter (BIOLOGY
and Time
)
DAY:
I. OBJECTIVES
The learners demonstrate an
understanding of:
A
Content Standards  the one-way flow of energy and
.
the cycling of materials in an
ecosystem
The learners should be able to
B make a poster comparing food
. choices based on the trophic
levels’
C Describe the transfer of energy through the tropic
. levels
Learning Competencies / (S8LT-IVi-22)
Objectives 1. Fit the food chain into a food pyramid
Write the LC code for each 2. Determine the amount of food eaten by a
person according to his place in the food
pyramid
II. CONTENT
LESSON 30: FOOD PYRAMID
A
References
.
3. Textbook Pages
Science and Technology II SEDP Series pp.
4. Learning
229-230
B
.
IV. PROCEDURES
. presenting the new lesson What are carnivores? omnivores? herbivores?
(Elicit)
Establishing a purpose for the Who among you prefer to eat chicken, pork, and beef
B
Lesson as a normal part of your diet? Let us see how much
.
(Engage #1) food energy we get out of this.
C Presenting examples / Discuss about food pyramid and explain the amount
. instances of the new lesson of energy in food received from one trophic level to
(Engage #2) another.
D
. Do the Activity: Meat Eaters VS Plant Eaters (LM pp.
283-284)
(Explore #1)
(Explore #2)
Assessment 3)

(Explain)
. of concepts and skills in daily Can a person live by eating plants alone without
living suffering from malnutrition? Explain.

(Elaborate #1)
1. What do you call the person who eats vegetables
and fruits alone? 2. Does this person get the essential
vitamins, fats, carbohydrates, and mineral needed by
H
the body?
. Making generalizations and
3. Between a meat eater and a plant eater, who gets
(Elaborate #2) the maximum energy?
(Integrate and make a research on how the pyramid

used in mathematics)
. (Evaluate) Use the diagram below to M
answer the given
questions. an
5
kg
Goat
500 kg
Vegetables
5000 kg
1. If a man has eaten 50 kg of goat meat,
how much of the goat will be left?
2. How many more persons weighing about
50 kg could the goat support?
3. Suppose a man has eaten 50 kg of
vegetables, how many more persons of
the same weight can the green plant
support?
Study Oxygen-Carbon Dioxide Cycle then answer the

following questions.

J application or remediation
. (Extend)
1. Do animals take in oxygen from the

atmosphere day and night?
2. What gas is given off by plants which are
needed by animals?
Reference: LM page 285

Science and Technology II SEDP Series pp. 217-219
V. REMARKS
VI. REFLECTION

. in the evaluation


80%
. No. of learners

lesson
. require remediation

E
worked well? Why did these
worked?

F
.
can help me solve?

teachers?

GRADES 1 to 12
Quarter
and Time (BIOLOGY)
DAY:
I. OBJECTIVES
The learners demonstrate an

understanding of:
A
Content Standards  the one-way flow of energy and
.
the cycling of materials in an
ecosystem
The learners should be able to
B make a poster comparing food
. choices based on the trophic
levels’
C Analyze the roles of organism in the cycling of
. materials
(S8LT-Ivi-23, S8LT-IVi-23)
Learning Competencies /
Explain how materials cycle in an ecosystem
Objectives
1. Explain the process of oxygen-carbon
dioxide cycle
2. Give the importance of this cycle in an
organism
II. CONTENT LESSON 31: OXYGEN-CARBON DIOXIDE
CYCLE
A
References
.
Learner's Materials
2. pp. 284-285
Pages
Textbook
3.
Pages
4. Learning
B
.
IV. PROCEDURES

. presenting the new lesson Between a meat eater and a plant eater, who gets the
maximum amount of energy?
(Elicit)
Teacher will ask the student to sit properly and breathe
B in and out or inhale and exhale.
Lesson
. Where does the air we breathe come from?
(Engage #1)
C Organisms use and produce gases in photosynthesis
. and respiration. These gases flow through organisms
and the environment in a cyclic process called the
(Engage #2)
oxygen-carbon dioxide cycle.
Do the Activity: Oxygen-Carbon Dioxide Cycle
Study the figure below. (Refer to LM for a bigger figure.

p. 285)

. practicing new skills #1
(Explore #1)
E Answer Guide Questions in the Activity

. 1. What gas do plants produce that animals
use?
(Explore #2) 2. What gas do animals produce that plants
use?
Assessment 3)

(Explain)
G Finding practical applications What will happen to the cycle if the plant component
. of concepts and skills in daily will be removed?
living Give the importance of each organism in the cycle?

(Elaborate #1)
1. What is the role of plants and animals in the oxygen-
carbon dioxide cycle?
H Making generalizations and 2. How do plants produce gas? How about the animals?
. abstractions about the lesson
(Explore #2) (Integrate the harmful effects of Mining)
I Evaluating Learning Based from the plants and animals in your locality,
. (Evaluate) draw how Oxygen-Carbon Dioxide Cycle takes place.
Explain your drawing. See attached rubric.
1. Read about water cycle.
2. Define the following process.
a. evaporation
b. transpiration
Additional activities for c. condensation
application or remediation d. precipitation
J (Extend)
References:
LM page 286
Any Biology Book
V. REMARKS
VI. REFLECTION

. in the evaluation


80%
. No. of learners

lesson
. require
remediation
worked?
F
.
can help me solve?

teachers?
GRADES 1 to 12
Quarter
and Time (BIOLOGY)
DAY:
I. OBJECTIVES

A  the one-way flow of energy and the
Content Standards
. cycling of materials in an
ecosystem
The learners should be able to make a
B
Performance Standards poster comparing food
.
C Analyze the roles of organism in the cycling of materials
. (S8LT-Ivi-23, S8LT-IVi-23)
Learning Competencies / Explain how materials cycle in an ecosystem

Objectives (S8LT-Ivi-23, S8LT-IVi-24)
Write the LC code for each 1. Explain the process of water cycle
2. Identify processes involve in the water cycle
3. Give the importance of this cycle in an
ecosystem
II. CONTENT
LESSON 32: WATER CYCLE
A
References
.
Teacher's Guide
1.
Pages
Learner's Materials
2. pp. 286
Pages
3. Textbook Pages
4. from Learning
B
.
IV. PROCEDURES
. or presenting the new What gas do plants produce that animals use?
lesson What gas do animals produce that plants use?

(Elicit)
At the end of every day, we wash off the blackboard with a
wet sponge. Is the water still there on the board the next
Establishing a purpose for morning? Let’s check this out. Wipe a wet sponge across the
B
the Lesson board. Where does the water go?
.
(Engage #1) Take the ideas from the students what is happening
to the water. Then, introduce the topic about water cycle.
. instances of the new Water circulates around the environment – the oceans, land,
lesson air and living organisms. This is process is call Water Cycle.

(Engage #2)
Do the Activity: (See Attached Activity Sheet)
#1

(Explore #1)
#2

(Explore #2)
Assessment 3)

(Explain)
G With your partner, come up with at least three examples of
Finding practical
. evaporation that you have seen in nature and give its
importance in cycling of water in the ecosystem.

(Elaborate #1)

abstractions about the
lesson
(Elaborate #2)
H
.
(See LM p. 286 for bigger image)
1. Explain the different processes happening in a
water cycle?
2. What is the importance of this cycle in the
ecosystem?
(Integrate water conservation)

1. It is process wherein water escape in the leaf
spores. (transpiration)
2. It is a physical change wherein the water vapor is
changed back to liquid water droplets due to cold
temperature. (condensation)
I Evaluating Learning 3. It is process wherein water changes to gaseous
. (Evaluate) form called water vapor. (evaporation)
4. It is an evaporation exhibited in most animals.
(perspiration)
5. It is a process that takes place when the water
from the clouds is returned back to the land in
the form of rain, sleet, hail, dizzle, or snow,
(precipitation)
1. Read about Nitrogen Cycle Reference:
LM page 287
Additional activities for 2. Explain the following process
application or remediation Any Biology Book
J (Extend) a. denitrification
. b. nitrogen-fixation
V. REMARKS
VI. REFLECTION



below 80%

lesson
D
. No. of learners who continue
to require remediation

did these worked?

solve?

GRADES 1 to 12
Teaching
Fourth
Date and Quarter
(BIOLOGY)
Time
DAY:
I. OBJECTIVES

A
 the one-way flow of energy and the cycling
. Content Standards
of materials in an
ecosystem
B The learners should be able to make a
Performance
. poster comparing food
Standards
C Analyze the roles of organism in the cycling of materials
. (S8LT-Ivi-23, S8LT-IVi-23)
Learning
Competencies /
Explain how materials cycle in an ecosystem
Objectives
1. Explain the process of nitrogen cycle
each
2. Identify processes involve in the nitrogen cycle
3. Give the importance of this cycle in an ecosystem
II. CONTENT
LESSON 33: NITROGEN CYCLE
III. LEARNING

RESOURCES
A
. References
1 Teacher’s Guide

. Pages
2 Learner’s
pp. 287
. Materials Pages
3 Textboo

. k Pages
Additional
Materials from
4
Learning
.
Resource (LR)
portal
B
Other Learning
.
Resource
IV. PROCEDURES
. lesson or presenting
What are the different processes involve in a water cycle?
the new lesson
(Elicit)
What is the most abundant gas in the atmosphere?
Do you know that the atmosphere is mostly composed of
nitrogen?
In fact, 78% of the atmosphere is made up of nitrogen
gas, 21% of our atmosphere is composed of oxygen,
Establishing a while the remaining 1% is shared by other gases like oxygen,
B
purpose for the carbon dioxide, argon and helium.
.
Lesson Nitrogen is very important in chemical composition of
(Engage #1) organisms in the formation of some biomolecules like DNA, RNA,
amino acids and proteins. And since it is in the form of gas it is
not readily use by organisms, how can this very important
component gets in to the system of the organisms. Let us
find out by studying the Nitrogen Cycle.
C Presenting examples
. / instances of the Show illustration of Nitrogen Cycle and discuss some important
new lesson terms.

(Engage #2)
Do the Activity:
D Discussing new
. concepts and Study the illustration.
#1
(Explore #1)
Discussing new Answer Guide Questions in the Activity

concepts and 1. What are the different ways can nitrogen become
E practicing new skills usable to organisms?
. 2. What are the stages in nitrogen cycle?
#2
3. Explain what happens in each stages
(Explore #2)
Assessment 3)

(Explain)
G Finding practical
. applications of
Explain why mushrooms are abundant during lightning.
concepts and skills
in daily living
(Elaborate #1)
H Making 1. What is nitrogen-fixation?denitrification?
. generalizations and 2. Give the importance of this cycle in an organism?
abstractions about
the lesson (Integrate the different chemical components of
(Elaborate #2) Fertilizer)
1. It is the most abundant gas in the atmosphere.
(nitrogen)
2. It is a process that converts nitrogen to ammonia and
nitrate. (nitrogen-fixation)
I Evaluating Learning 3. It converts nitrogen to ammonium. (nitrogen-fixing
. (Evaluate) bacteria)
4. It is process that converts ammonia in soil back to
nitrate. (denitrifaction)
5. It breakdown ammonium to individual hydrogen and
nitrogen gases. (denitrifying bacteria)
How does pollution affect ecological balance?

for application or Reference: Any Biology Book
J remediation
. (Extend)
V. REMARKS
VI. REFLECTION

No. of learners who
A
earned 80% in the
.
evaluation
activities for
remediation who
scored below 80%
C Did the remedial
learners
who have caught up

with the lesson
remediation
. strategies worked

well? Why did these

worked?

can help me solve?
other teachers?
Grade Grade
School
GRADES 1 to 12 Level 8
Learning Scienc
Daily Lesson Log Teacher
Area e
Fourth
Teaching Date and Time Quarter (BIOLO
GY)
DAY:
I. OBJECTIVES

A
 the one-way flow of energy and the cycling of
. Content Standards
materials in an
ecosystem
B The learners should be able to make a poster
Performance
. comparing food
Standards
C Learning Analyze the roles of organism in the cycling of materials
. Competencies / (S8LT-Ivi-23, S8LT-IVi-23)
Objectives
Write the LC code for Explain how materials cycle in an ecosystem
each (S8LT-Ivi-23, S8LT-IVi-24)
1. Identify human activities that affect the ecosystem
II. CONTENT
LESSON 34: Impact of Human Activities in Ecosystem
III. LEARNING

RESOURCES
A
. References
Teacher's
1.
Guide Pages
Learner's
2. pp. 288-289
Materials Pages
Textbook
3.
Pages
4. Additional Biology Textbook page 344-357
Materials from
Learning
Resource (LR)
portal
B
Other Learning
.
Resource
IV. PROCEDURES
. lesson or
What are the different ways can nitrogen become usable to
presenting the new
organisms?
lesson

(Elicit)
What are some of the farming practices in your community that
affect the food chain and food webs?
Below are the lists of farming practices. Check the column
for YES or NO if you think that the practices will affect the food
chains and the food we
TABLE 1. Farming Practices in the Community
Farming Practices YES NO
1. Monoculture – cultivation of single crop in

large areas. Vast tracts of land are converted
to rice farms, sugar farms and coconut farms.
2. Herbicides and insecticides – chemicals
destroy other organisms, including beneficial
insects and soil organisms which help in the
decay.
Establishing a 3. Using chemical fertilizers – chemical fertilizer
B
purpose for the may increase soil acidity, thus destroying soil
.
Lesson structure.
(Engage #1) 4. Organic farming practices – use of vermicast
or organic fertilizers in farming
C Presenting
. examples /
instances of the
Give and discuss some human activities that affect the ecosystem
new lesson
(Engage #2)
Do the Activity
Being Part of the Solution and Not of the Problem
Procedure:
1. With your group, analyze the problem in Table 2.
Discussing new Problem No. 1 – Group 1 and 2
concepts and Problem No. 2 – Group 3 and 4
practicing new Problem No. 3 – Group 5 and 6
skills #1 (Explore 2. Imagine the situation that has given rise to the
#1) problem.
3. Make a sketch of an effect of practices listed in Table
1.
D 4. Make a sketch of your suggested solution.
. 5. Present and explain your sketches and let your
classmates critique them.
TABLE 2: Environmental Problems
Problem No. 1 Farms pests are no longer killed by ordinary pesticides
concentrations of more toxic chemical pesticides are b
Problem No. 2 Farm soil has become acidic because of continuous us

1. Describe one way which the following practices may
Discussing new disrupt a food chain or food web?
E concepts and a. monoculture
. practicing new b. use of insecticide
skills #2 (Explore c. use of fertilizers
#2) 2. Could the problem have been prevented from

occurring? If yes, how?
Assessment 3)

(Explain)
1. Who can contribute to the solution of environmental
problems in your community?
2. Some of the suggested solutions describe in the
Finding practical
G lesson are the responsibility of government at different
applications of
. levels - national, provincial, city, town and barangay.
concepts and skills
What about you? Will you not do anything because
in daily living
you feel you can only do a little?
(Elaborate #1)

(Integrate Scientific Method in solving or finding
solutions to a problem)
H Making
. generalizations and 1. What are some of the human activities that affect the
abstractions about ecosystem?
the lesson 2. Give some desirable practices to conserve the
(Elaborate #2) environment.
. (Evaluate) Directions: Write the word True if the statement is
correct and False if the statement is wrong.
1. To conserve the environment, we must grow a
variety of crops instead of only one crop.
(TRUE)
2. Spray their crops with insecticides to kill insect
pests and with herbicides to kill weeds.
(FALSE)
3. Microorganisms are responsible for returning plant
nutrients to the soil.
(TRUE)
4. Biological control of insect pest is one desirable
practice to conserve the environment.
(TRUE)
5. Organic farming using natural fertilizers for crops
is the best way instead of using chemical
fertilizers. (TRUE)
J Additional activities Study your lessons from Module 1-4 and be ready
. for application or for a Summative Test.
remediation
(Extend)

V. REMARKS
VI. REFLECTION

No. of learners who
A
earned 80% in the
.
evaluation
activities for
remediation who
scored below 80%
C Did the remedial
learners
who have caught up

with the lesson
remediation
. strategies worked

well? Why did these

worked?
principal or
supervisor can help

me solve?
. localized materials
did I use or discover
which I wish to share

G8 QUARTER 4 Biology W Integration

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GRADES 1 to 12 School Grade Level Grade 8

Daily Lesson Learning

The learner demonstrates

1. Teacher's Guide Pages pp. 204-207

2. Learner's Materials Pages pp. 292-295

G What happens when you eat?

Directions: Identify the different

Additional activities for application or

The learner demonstrates understanding of the

Module 3: THE DIGESTIVE SYSTEM

phagus spinchter sto pyloric

spinchter creas bo tines

appen mach lon lin

pan tum lus pepsi

(Integrate this concept into bread and pastry)

Choose the letter of the correct answer.

2. Which of the following is NOT an enzyme?

3. What is the name of the molecule that protein

4. Which group of organic compounds includes

5. Which of the following enzymes is released

J Additional activities for

School Grade Level Grade 8

The learner demonstrates understanding of the

Module 3: THE DIGESTIVE SYSTEM

Directions: Choose the letter of the correct answer.

1. What is the job of the bile?

2. Which organ produces bile?

4. Which is the function of the gall bladder?

School Grade Level Grade 8

The learner demonstrates understanding of diseases that

Module 3: THE DIGESTIVE SYSTEM

School Grade Level Grade 8

The learner demonstrates understanding of diseases

Module 4: NUTRITION AND WELLNESS

Eat a high-fiber diet

Interview your school nutritionist, school nurse, or barangay

School Grade Level Grade 8

The learner demonstrates an understanding of

III. LEARNING RESOURCES

A Reviewing previous lesson

Establishing a purpose for

Are you familiar with this family? Who are they?

The learner demonstrates an understanding

1. Describe the phases of cell cycle

III. LEARNING RESOURCES

A Reviewing previous lesson or

C Video Clip Presentation about Cell Cycle

D Discussing new concepts and Do the Activity: The Cell Cycle

1. Which pair is correct?

2. Which of the following is the correct statement

a. Little happens during the G1 and G2 phases.

3. Which of the following is Not a correct statement

4. In the process of cell cycle, when does the cell’s

5. What does the repeated drama of cell division is

Additional activities for Using localized material (e.g. used magazines,

The learner demonstrates an understanding of

1. Identify the different stages of mitosis

III. LEARNING RESOURCES

1. Teacher's Guide Pages pp. 222

IV. PROCEDURES CONSTRUCTIVISM APPROACH ( Thinking Skills)

Reviewing previous lesson

B Establishing a purpose for T O K C Y R S N I S E