Annex B to depEd

Order No. 42,s. 2016

GRADES 1 TO ESPERANZA NATONAL Grade
School EIGHT
12 HIGH SCHOOL Level
DAILY Learning
Teacher ARNOLD C. PAGDATO SCIENCE
LESSON LOG Area
Teaching Dates JUNE 17, 2022/ 12:30-1:30 FOURTH
and Time
Quarter
PM
I.OBJECTIVES
A. Content The learners demonstrate understanding of the digestive system and its interaction with the
Standards circulatory, respiratory, and excretory systems in providing the body with nutrients for energy
B.
The learners shall be able to present an analysis of the data gathered on diseases resulting from
Performance
nutrient deficiency
Standards
C. Learning Explain ingestion, absorption, assimilation, and excretion
Competencies
LC Code S8LT-IVa-13
Specific 1. identify the different organs that comprises the digestive system
Learning 2. describe the function of the organs of digestive system
Objectives 3. trace the path of food in the digestive system.
4. suggest ways on how to take care of the digestive system
II.CONTENT/ Unit IV: LIVING THINGS AND THEIR ENVIRONMENT
Topic Module 1: DIGESTIVE SYSTEM
III.LEARNING
RESOURCES
1. Teacher's Pages 32-37
Guide pages
2. Learner's Pages 234-239
Materials
pages
3. Curriculum Pages 390-391
Guide pages
4. Additional The human digestive system. Edition 2
materials from
LRMDS portal
b. Other https://www.youtube.com/results?search_digestive https://www.youtube.com/watch?v=N9ncfAsmiSg,
Learning www.google.com, www.slideshare.net
Resources and https://www.youtube.com/watch?v=lo-BTdXEweI&t=2359s
Materials glue, paper and pen, scissors, masking tape, human torso

IV.
PROCEDURES
A. Reviewing  Review the students about the previous lesson (RPMS Indicators within: 1,2,3,5)
previous  Ask the students to identify the processes of digestion shown in the picture. They will choose
lesson or their answer from the words written inside the box.
presenting the • ASSIMILATION
new lesson • INGESTION
• DIGESTION
(ELICIT) • ABSORPTION

B. Establishing STRATEGY: QUESTION AND ANSWER/PAIR-GAME STRATEGY (RPMS Indicators within: 1,2,3,4,5,6,9)
a purpose for  Ask questions to the students to engage them into the lesson proper
the lesson  Have you eaten your lunch?
(ENGAGE)  Try to guess what happened to the food you ate in your lunch.

 Have the students play the game called “Banana Eating”

 They need to eat the banana quickly, the students who will win the game will receive
a prize.
 Ask the students the following:
 How do you feel while eating a banana?
 What did you do to eat the banana quickly?
C. Presenting  Where did the banana go after you swallow?
examples  What organs in your body responsible for the breakdown of banana into small pieces?
/instances of  What do you think is the organ system involve in the digestion of your food?
the new lesson  Why do we need to study digestive system including its component organs?
(ENGAGE) VIDEO PRESENTATION/ANALYSIS (RPMS Indicators within: 1,2,5)

 Present a video about digestive system and its processes. Ask the students
afterwards using the following guide questions.
 What are the different organs in our digestive system?
 Where is the beginning of digestive system takes place?
 What happen to the food when it goes inside our stomach?
 Which organ is responsible for the absorption of nutrients from the food?

 The objectives of the lesson will be presented and explained to the students.

D. Discussing GROUP-SIMULATION ACTIVITY/DIFFERENTIATED LEARNING PROCESS/ICT INTEGRATION

new concepts (RPMS Indicators within: 1,2,3,4,5,6,7,8,9)
and practicing  The class will be divided into four group and will perform activities simultaneously
#1  Each group will have a specific activity to perform depending on their interests for a
(EXPLORE) differentiated learning process.
 The teacher will describe and give the instructions of the activity
 All groups will be given 5 minutes to do their respective tasks.

Group 1 (Dissect My Gut)

 The group will study the digestive system using the human torso model
 They will locate the different organs of the digestive system
E. Discussing  They will present to the class their observation and will describe the parts and function of the
new digestive system.
concepts and  Their presentation will be rated using the rubric below.
practicing #2
(EXPLORE)

Group 2 (What’s Our Label?)

 Activity materials will be given to the group
 They will label the parts of the digestive system
 They will present and discuss their output to the class
 Their output presentation will be rated using the rubric below.
 Group 3 (Put Me Where I Belong)
 Activity materials will be given to the group
 They will match the specific function to the corresponding parts or organs of the digestive
system
 They will present their output to the class and will describe the parts and function of the
digestive system.
 Their output presentation will be rated using the rubric below

Group 4 (The Right Path)

 Activity materials will be given to the group
 They will trace the path of food in the digestive system by writing the specific organ in the
boxes provided.
 They will present and discuss the path of food in the digestive system
 Their output presentation will be rated using the rubric below

Group 5 (Explore me in the Gadget)

 The students will use a gadget/tablet to explore ideas about the digestive system
 They will read the content of the interactive e-book and will play the interactive games
provided. discuss the path of food in the digestive system
 They will share their observation to the class.
F. Developing STRATEGY: GROUP PRESENTATION/LECTURE-DISCUSSION (RPMS Indicators within: 1,2,3,7,8,9)
mastery  The 5 groups will present their output to the class.
 They will discuss their output based on the task given to them
(EXPLAIN)
 Post-Activity Discussion: Processing of students’ output and presentation

 Lecture-discussion of the digestive system and its component organs.

G. Finding STRATEGY: GROUP PRESENTATION/LECTURE-DISCUSSION (RPMS Indicators within: 1,2,3,5,7,8,9)

practical  Finding Real Life Concept
applications  Ask the students: “In your life now, how do you make sure that the foods you eat are
of concepts healthy and nutritious?”
and skills in
daily living  Always looks the back label of the food you are
buying. Check the nutrition facts to know the nutrient
(ELABORATE) contents of the food.

POINTS TO REFLECT: DID YOU KNOW THAT?

 Stomach is afraid when you don't eat breakfast.
 The gallbladder is scared when you don't sleep till 11pm and don't wake up at sunrise.
 The small intestine gets scared when you eat cold, expired foods.
 The large intestines get scared when you eat more fried and spicy food.
 Liver gets scared when you eat heavy fried food, junk, and fast food.
 The pancreas is afraid when you eat more sugar because of the taste and freely available.
 Take care of the different parts of your body and do not scare them.
 All these organs are not available in the market.
 The ones available are very expensive and probably can't fit into your body.
 So keep your organs healthy.

 In this time of pandemic, we must keep ourselves healthy taking care of our digestive system.
Maintain a good diet and eat healthy food rich in nutrients.
 Think of our current situation, the COVID-19 pandemic. What can you suggest in taking care of
our digestive system some?

H. Making VIDEO PRESENTATION/ANALYSIS/DISCUSSION (RPMS Indicators within: 1,2,5)

generalizations  Present again the video about digestive system and its processes.
and  The teacher will discuss the processes of digestion and the organs by pausing the
abstractions video on the important points.
about the
lesson
(ELABORATE)

 Ask the students “why is digestion important?

 Digestion is important for breaking down food into nutrients, which the body uses for energy,
growth, and cell repair. Food and drink must be changed into smaller molecules of nutrients
before the blood absorbs them and carries them to cells throughout the body. The body breaks
down nutrients from food and drink into carbohydrates, protein, fats, and vitamins.

I. Evaluating  Students’ score during the activity and presentation of their output may be used in assessing
learning students’ understanding about the lesson

(EVALUATE) Part 1: Identify and label the parts of the digestive system.
 Part 2: Describe the function of the parts of the digestive system:
1. Mouth
2. Stomach
3. Small intestine
4. Liver
5. Rectum
6. Large intestine
7. Pancreas
8. Esophagus
9. Anus
10. Gall bladder

Part 3: Trace the path of the food in the digestive system. Write your answer on the blank/space
provided.

Part 4: Enumerate at least 5 ways/habits in taking care of the digestive system.

J. Additional Assignment:
activities for Monitor your food intake for the coming week. List down all the foods you have eaten, the time, and
application or the activities you have done. Take also the record of your bowel movement as well. Write them down
remediation on the chart below.
(EXTEND)
Days of the Week Weekly Habits
Food Eaten Activities Done Bowel Movement
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
SUNDAY

Based on these data, complete the following sentences:

1. I have eaten more during _____________________________________.
2. Because of ________________________________________________.
3. I plan to improve my eating habits by ____________________________.

V.REMARKS
VI.
REFLECTION
 A.No.of learners
who earned
80% in the
evaluation
B.No.of learners
who required
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial lesson
work? No. of
learners who
have caught up
with the lesson
E.Which
teaching
strategies
worked well?
Why did these
work?
F.What
difficulties did I
encounter
which principal
or supervisor
can help me
solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other teachers

Prepared by: Checked by:

ARNOLD C. PAGDATO JOY L. OGUES

Teacher II MT-II

Observed by:

_______________________ _______________________ _________________________