DAILY Teacher RHEA FE O.

PEREZ
LESSON School UNIVERSITY OF SOUTHERN MINDANAO
LOG Grade and Subject 8-SCIENCE
Teaching Dates May 2023

I. OBJECTIVES
A. Content
The learners demonstrate an understanding of the one-way flow of energy and
Standard
the cycling of materials in an ecosystem. [S8LT-IVi-24]
s
B. Performa
nce The learners should be able to make a poster comparing food choices based on
Standard the trophic levels. [S8LT-IVi-24
s
C. Learning Explain how the materials cycle in an ecosystem. [S8LT-IVi-24]
Compete a. Identify at least 3 organisms found in an article “Monfort Bat Cave that are
ncies/ considered as consumers. [S10LT-IIIg-40]
Objective b. Perform correctly on how the transfer of energy happens from one organism to
s another;
Write the c. Recognize the importance of food chain in life cycle.
LC code
for each
II. CONTENT Transfer Of Energy In Tropic Levels (Energy Pyramid)
III. LEARNING
RESOURCES
A. Referenc
es
1. Unit 4- Module 2, Page 199-202
Teacher’s
Guide pages
2. Learner’s Quarter 4- Module 2, Page 273-284
Materials pages
3. Textbook
Unit 4- Module 2, Page 273-284
pages
4.
Additiona
l
Materials
from
Learning
Resourc
e (LR)
portal
B. Other
Learning
Resource
s
IV.
Teacher’s Activity Learners’ Activity
PROCEDURES
Preliminary Activities
1. Prayer
2.
2. Greetings
Good afternoon class. Good afternoon, Ma’am!
3. Attendance
Who is absent today? None, Ma’am.
4. Recalling of Classroom Standards
What will you do if the teacher is in
front? Pay attention to the discussion.
Sit properly.
What if the teacher will ask you a
question? What will you do? Raise a hand if we want to answer.
How about your cell phones? We need to mute our cellphones.
Can I expect you all to follow all the
rules that you made? Yes, Ma’am.
ELICIT Review
A. Reviewing Levels of Biodiversity
previous lesson
or presenting Last meeting we’ve discussed about
the new lesson the three levels of biodiversity.

What are those three levels and The three levels of biodiversity namely
biodiversity and their differences? as different kinds of organisms(genetic
biodiversity) , genetic information that
organisms contain (genetic
biodiversity) and different kinds of
places where organisms live and the
interconnections that bind these
organisms together (ecosystem
biodiversity).

Thank you. At the end of this period,

you are expected to be able to describe
the transfer of energy through the
trophic levels and explain its
importance to all organisms, including
us humans. In yesterday’s discussion,
we encountered lots of terms and one
of them was ecosystem. What is Includes all the living things in an area,
ecosystem? interacting with each other, and with
their non-living environment.

Certain interactions can be good,

whereas others be harmful to other
organisms, and there are interactions
as neither organisms or both benefited
nor harmed.
Interaction with different species is
essential for survival. "No man is an
island,”
does not only apply to humans, but to
all
organisms. To survive, we must rely on
one another.

In order to survive, what do you think is

our most important need in our daily Our most important need in our daily
lives? lives is water.

Activity 1: Producers: List Me!

Instruction: List down at least 3

organisms found in an article,”Monfort
Bat Cave”.

The Island of Samal, part of Davao del

Norte Province, is off the coast of
Mindanao. In this island is the Monfort
Bat Cave which is approximately 245 There are 8 organisms found in the
feet (75 meters) long and has five given article and these are:
entrances. Bats cover 75 percent of its 1. Bats
ceilings and walls. An estimated 1.8 2. Crows
million bats, the largest known 3. Rats
population of Geoffroy’s rousette fruit 4. Pythons
bats in the world, are overloading 5. Monitor lizards
Monfort Bat Cave on the Philippines’ 6. Dogs
Samal Island. 7. Cats
8. Humans
Figure 1. Geoffroy’s rousette fruit bats
clinging on walls and ceiling of the
cave.

Geoffroy’s rousette fruit bats feed on

fruit and nectar. Their role as pollinators
and seed dispersers is essential in
sustaining Philippine forests, including
such important commercial fruits as
durian. Each bat consumes 1½ to 3
times its body weight nightly in fruit and
nectar. This colony could consume 550
tons (500,000 kilograms) of nectar from
durian and other trees, pollinating an
incredible number of flowers.
Worldwide, cave-dwelling bats are in
alarming decline due to human
disturbance and destruction of their
cave roosts. In some areas, including
Samal Island, bats are captured and
eaten by humans. Colonies like the one
in Monfort Bat Cave are now rare and
in urgent need of protection. Their loss
would endanger the health of forests
and human economies. The bat’s
colony should be able to survive natural
predators – crows, rats, 10-foot (3-
meter) pythons and occasional monitor
lizards – just as bat populations do
elsewhere. Untamed dogs and cats,
however, also seem to do bat hunting
at Monfort Bat Cave. © Bat
Conservation International,
www.batcon.org. Used with permission.

What part of the durian trees and other

trees served as food for the bats?
Is it possible that some of the species
that prey on bats also prey on the
predators of bats?
Construct a food chain with at least 3
organisms representing the
producer,1st order consumer, and 2nd
order consumer.
The nectar and the fruits of the durian
trees and other trees serve as the food
for the bats. 
Yes there are organism who feed from
the predator of bats.
Consumer: Durian trees
1st order consumer: Bats
2nd order consumer: Crow and rats
 Activity 2: Connect me!
Instruction: Using an arrow, simply
connect the following organisms to
make it a food chain.

ENGAGE
B. Establishing
a purpose for
the lesson

C. Presenting
examples/instan
ces of the new
lesson

EXPLORE Activity 3: Importance of Food Possible answer:

D. Discussing Chain! The food chain describes who eats
new concepts whom in the wild. Every living thing—
and practicing Instruction: In a 1 whole sheet of from one-celled algae to giant blue
new skills #1 paper, make a paragraph with the whales—needs food to survive. Each
E. Discussing minimum of 2-3 sentences about how food chain is a possible pathway that
new concepts the food chain is important in the life energy and nutrients can follow through
and practicing cycle of organisms. the ecosystem. For example, grass
new skills #2 produces its own food from sunlight.

Food chains may be interconnected to

form a food web. For example, one
kind of food may be eaten by several
consumers. Or several foods may be
eaten by one consumer. A simplified
food web in a Philippine forest is
shown in the Figure 2.
 Figure 2. Interconnected food chains
comprise this simplified food web in a
forest. Many organisms, including the
decomposers, such as bacteria and
fungi are not shown in this food web.

In the Philippine Forest shown in Figure

2, what are the producers? 1st order
consumer? 2nd order consumer?

Figure 3 shows a simplified food web in

a marine environment. Microscopic
algae serve as the producers which are
eaten by zooplankton. Zooplankton, in The producers are leaves, fruits, and
turn, are eaten by small fish and other nuts. The 1st order consumers are
marine organisms monkey, flying semur, tree squirrel,
larvae, and flying squirrel. The 2nd
order consumer are crimson-backed
wood pecker and monkey-eating
eagle.

. Figure 3. Simplified food web in the

sea illustrates the interconnected
feeding relationship between sea
organisms.

1. It describes how energy and

nutrients move through an
ecosystem.
Guide Questions: 2. Producers and consumers won't
1. In your own words, describe a be able to stay alive without
food chain? decomposers. Decomposers are
2. Without decomposers, will the organisms that break down dead
plants, animals, and wastes to
producers still alive? Why?
EXPLAIN produce nutrients that are used
F. Developing by plants. Without decomposers,
mastery (leads 3. Without producers, will both producers and consumers
to Formative consumers stay alive? Why? would not be alive.
Assessment 3) 4. To which group of organisms 3. Producers start food chain,
do you belong? allowing consumers and
5. Which trophic level do you decomposers to survive.
occupy? 4. Tertiary consumer
5. Since humans are omnivores,
we can eat both plants and a few
animals (meat), we belong
between the primary consumers
and secondary consumers.
ELABORATE Transfer of Energy in Trophic Levels
G. Finding
practical The stored energy is transferred to
applications of other organisms for their survival. When
concepts and people and other organisms eat plants,
skills in daily chemical energy from food substances
living is transferred to their bodies. Energy
H. Making moves from one trophic level to
generalizations another. This means that energy flows
and from one organism to another in the
abstractions ecosystem. Organisms that consume
about the food for their energy supply are called
lesson consumers.

Food chains may be interconnected to

form a food web. one kind of food may
be eaten by several consumers or
several foods may be eaten by one
consumer.

Interconnected food chains comprise

this simplified food web in a forest.
Many organisms, including the
decomposers, such as
bacteria and fungi are not shown in this
food web.

Simplified food web in the sea

illustrates the interconnected
feeding relationship between sea
organisms.

Besides the producers and the

consumers, the food web shows the
decomposers consisting of
bacteria and fungi. Decomposers act on
dead organisms and change these to
simple nutrients which plants can use
again.

Food Pyramid

When organisms eat, they take in

matter as well as energy into their
bodies. For example, when you eat
chicken, the flesh of the chicken
containing nutrients and energy enters
your body. You use the nutrients and
energy to build muscles and
other parts of your body and to perform
various activities.

The transfer of matter expressed as

biomass and energy in food from one
trophic level to another are not one
hundred percent used. Biomass is the
total mass of organisms in a food chain
or a food web. Not all plants or animals
at one level are eaten by organisms at
the next level. Some parts of plants or
animals are not edible, for example,
wood, peel of some fruits, some seeds,
shells, and bones. In addition, much of
the energy is lost as heat. Only about
10% of biomass and energy are
transferred to the next level. This
relationship between producers and
consumers can be demonstrated
through a biomass pyramid and an
energy pyramid

The idealized pyramids of biomass

and energy show losses at each
trophic level.

A large amount of producers at the

base of the pyramid will be needed to
support only a few of the consumers at
the top. The largest amount of biomass
and energy are at the base of the
pyramid. A decrease or loss occurs at
each succeeding level. As shown in the
figure above, 10 000 kg
of plankton that photosynthesize are
needed to support only 1 000 kg of
plankton that do not photosynthesize.
Planktons that photosynthesize are
producers used as food by the
planktons that do not photosynthesize,
the primary consumers. In turn, 1 000
kg of the primary consumers would
support only 100 kg of small fish, which
in turn would sustain only 10 kg of lapu-
lapu. At the highest level are humans.
Note that 10 kg of lapu-lapu would
 sustain only 1 kg of the biomass of
humans. Due to the loss of biomass at
each level, 10 000 kg of plankton at the
base of the pyramid would support only
1 kg of humans who are the top
consumers.

In an energy pyramid the base of the

pyramid is reduced and only 10%
moves to the next level. This loss goes
on at every level until only 0.01%
reaches the top consumers. A food web
can also fit into an energy
pyramid. It shows the flow of food
through different organisms living in an
area.

1-5 Multiple Choice: In a ¼ sheet of

paper write the letter that corresponds
to your answer.
Answer Key
1. What organism is considered as 1. D
producer? 2. D
a. bats c. grasshopper 3. A
b. cow d. trees 4. D
2. Food chain: Producer---1st 5. C
consumer---2nd consumer---3rd
consumer. Each category is
called_________.
a. Flow of energy c. Transfer
of energy
b. Food web d. Trophic
Levels
3. Which of the following BEST
describes a food chain?
a. The food chain describes
who eats whom in the wild.
EVALUATE b. A food chain describes how
I. Evalu
energy and nutrients move
ating through an ecosystem.
learni c. The sequence of transfers of
ng matter and energy in the form
of food from organism to
organism.
d. A series of types of living
things in which each one
uses the next lower member
of the series as a source of
food.
4. What term is used to describe an
organism that makes its own
food?
a. consumer c. omnivore
b. decomposer d. producer
5. Which group of organisms do
you belong?
a. 1st consumer c. 3rd
consumer
b. 2nd consumer d. All of the
above

EXTEND Additional Activity: Make your own

J. Additional FOOD WEB
activities for
 Instruction: In a 1 short bond paper,
make your own food web based on
your meal yesterday that consists of
producer, consumer and decomposer.

applications or
remediation

V. REMARKS
(MPS)
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 lesson
work? No. of
learners
who have catch
up with the
lesson
D. No. of
learners who
require to
continue
remediation
E. Which of Strategies used that work well:
my teaching ___Direct Teaching
strategies ___Inquiry Approach
worked well? ___Demonstration by teacher, demonstration by students
Why did these ___Simulation
work? ___Lecture-Discussion
___Cooperative Learning
___Lecture and student recitation
___Hands-on/individual or group practice
Why did this work?
___Cooperation among students in group activities
___Availability of instructional devices
___Availability of instructional materials
___Well-prepared instructional materials
___Availability of downloadable IMs online
F. What ___Lack of preparation on the part of the teacher
difficulties did I ___Students lack attention during the lecture/discussion
encounter which ___Inability of students to express themselves
my Principal or ___Failure to do homework
Supervisor can ___Learning difficulty among some of students
help? ___Students behavior/attitude
___Unavailability of instructional devices/audio-visual materials
___Used of poorly prepared instructional materials
___Used of inappropriate teaching strategy
___Uncooperative students in group activities
___Others: (State it below)
G. What ___Contextualization (Indigenization) of some contents
innovation or ___Utilization of own LCD and laptop in teaching
localized ___Download learning materials from the internet
materials did I ___Utilization of multimedia in teaching
used which I ___ Others: (State it below)
wish to share
with the other
teacher.

Prepared by: Checked by:

RHEA FE O. PEREZ ELLEN JOY M. FARALA

Student Subject Professor