R epublic of the P hilippines

D epartment of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
ANDRES BONIFACIO NATIONAL HIGH SCHOOL
A. BONIFACIO, LLANERA, NUEVA ECIJA
7E’s LESSON PLAN
Science 8-Quarter 3
Monday – Thursday May 8, 2023
8-Forever 9:45-10:45
8-Infinity 10:45-11:45

I. OBJECTIVES

Demonstrates understanding of how food changes as it undergoes physical

A. Content Standard
and chemical digestion
B. Performance Conducts an interview with the school nurse or the local health workers on
Standards practices that promote proper care for the organs of the digestive system

C. Learning
At the end of the lesson, the students are expected to:
Competencies/
Objectives a. explains how food changes as it undergoes physical and chemical digestion
(Write the LC code) b. differentiate the different interactions that they have with the digestive
system
II. CONTENT Changes in Food as it Undergoes Physical and Chemical Digestion
III. LEARNING
RESOURCES
A. References Quipper Book
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning Laptop, Television
Resources
IV. PROCEDURES
ELICIT (5mins)
1. The teacher will recall the past lesson about the interaction of digestive
A. Reviewing previous system with other body systems.
lesson or presenting
2. Ask random students to explain the interaction among organs of the
the new lesson
digestive, circulatory and respiratory systems in providing the body with
nutrients for energy
B. Establishing a ENGAGE (5mins.)
purpose for the
 lesson Warm-Up Activity
Relationship Diagram
Materials:
 Illustration board (1/4 sized)
 Drawing materials
 Pins
 Yarn
 Scissors

Procedure:
C. Presenting 1. Draw a simple drawing of a human (an outline will do) on your
examples/instances illustration boards
of the new lesson 2. Pin one end of yarn on where you think the digestive system is.
3. Take the other end of the yarn and pin it to where you think the nervous
system is. There should now be yarn running from the digestive to the
nervous system.
4. Repeat this process by connecting the digestive system to the circulatory,
integumentary, excretory system. Use a new piece of yarn for each.

Guide Questions:
1. What does the yarn represent?
2. Why is there a connection between these systems?
D. Discussing new EXPLORE (10mins)
concepts and 1. The students will watch a video of how digestive system interaction with
practicing new skills integumentary, circulatory, nervous and excretory system of the body.
#1
2. Afterwards, the students will share their observations and insights to their
E. Discussing new
classmates.
concepts and
practicing new skills
#2
EXPLAIN (10mins)
1. The teacher will discuss the interaction between the digestive system and
the integumentary system. How do digestive system and integumentary
system work together?
2. Discuss the interaction between the digestive system and the circulatory
F. Developing mastery system. How do the digestive system and the circulatory system work
(leads to Formative together?
Assessment 3) 3. Discuss the interaction between the excretory system and the digestive
system. How do the digestive system and the excretory system work
together?
4. Discuss the interaction between the excretory system and the digestive
system. How do the digestive system and the excretory system work
together?
G. Finding practical ELABORATE (15mins)
applications of Connection Poster
concepts and skills This activity will allow students to integrate the discussion of the interaction
in daily living
of the digestive system with other organ systems through poster making
H. Making
 Materials:
 Adhesives (e.g., tape)
 Drawing and coloring materials
 Oslo paper
 Scissors

Procedure:
1. Instruct the students to look for a working buddy.
2. Randomly assign to each pair of students the following organ systems.
generalizations and a. Integumentary system
abstractions about b. Circulatory system
the lesson c. Excretory system
d. Endocrine and nervous system
3. For 15 minutes, ask the students to draw a poster about the interaction of
the assigned organ system with the digestive system.
4. Their posters must clearly reflect how the interacting organs help sustain
each other’s functions.
5. Afterward, ask each pair to exhibit their posters around the classroom.
6. Let the students float from one poster to another and ask questions about
their classmate’s work.
7. Guide them as they present their work to their classmates.
8. Conclude this activity by answering the guide questions below.
EVALUATE (10mins.)
Answer the following questions:
1. What will happen to the other systems if the digestive system is not able
to perform its functions properly?
I. Evaluating learning
2. What are the consequences on other body systems regarding energy if the
circulatory system does not function properly?
3. How does the integumentary system aid the digestive system in providing
nutrients?
EXTEND (5mins)
For further information, students can check the following web links:
 To see how the heart pumps nutrients to the other parts of the body,
check out this Ted-Ed video: TED-Ed. ‘How the heart actually pumps
blood’ by Edmond Hui’ https://www.youtube.com/watch?
v=ruM4Xxhx32U
J. Additional activities
 To watch a video on how the nervous system and the digestive system
for application or
remediation interact, click on this link: How Does Our Gut Talk to Our Brain? By
Diego Bohorquez - Ted-Ed https://www.youtube.com/watch?
v=utFG8GEvmfg
 To watch a video on how the nervous system affects other systems,
including the digestive, check out this Ted-Ed link: Ted-Ed, Autonomic
Nervous System https://ed.ted.com/on/CLylCCa3

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

Prepared by:

SHERINE MARIANNE G. IGNACIO

Science Teacher

Checked by:

ROSALINDA G. DURAN
School Principal I