DLPs SCIENCE8 1-51

Republic of the Philippines
Department of Education
Division of Cebu Province
SCIENCE 8
Table of Contents
Day Week DLP no. Topics Learning Competencies Writer/Contributor

January 15, 2018 1 1
January 16, 2018 1 2 Explain ingestion, absorption,
Digestive System Florabel G. Arguedo
January 17, 2018 1 3 assimilation and excretion
January 18, 2018 1 4
January 19, 2018 1 5
Explain how diseases of the
January 22, 2018 2 6
Digestive System digestive system are prevented, Florabel G. Arguedo
January 23, 2018 2 7 detected and treated.
January 24, 2018 2 8

Florabel G. Arguedo and
Identify healthful practices that
January 25, 2018 2 9 Digestive System Anna Morena C.
affect the digestive system.
Talaboc
January 26, 2018 2 10

January 29, 2018 3 11
January 30, 2018 3 12 Compare mitosis and meiosis,
Heredity: Inheritance and
January 31, 2018 3 13 and their role in the cell-division Elena B. Mabulay
Variation of Traits
February 1, 2018 3 14 cycle.
February 2, 2018 3 15
February 5, 2018 4 16 Explain the significance of

meiosis in maintaining the
February 6, 2018 4 17 chromosome number
Heredity: Inheritance and
Stephen L. Young
February 7, 2018 4 18 Variation of Traits
Predict phenotypic expressions
February 8, 2018 4 19 of traits following simple patterns
February 9, 2018 4 20 of inheritance.
February 10, 2018 4 21 Biodiversity: Species Diversity

Explain the concept of a species
February 12, 2018 1 22 Biodiversity: Species Diversity
May Edalyn S. Peña

February 13, 2018 1 23 Biodiversity: Hierarchical
Classify organisms using the
taxonomic system of
hierarchial taxonomic system
classification
February 14, 2018 1 24
February 15, 2018 1 25
February 16, 2018 1 26
February 17, 2018 1 27
Biodiversity: Hierarchical
February 19, 2018 2 28 Classify organisms using the
taxonomic system of Eunice A. Borlasa
February 20, 2018 2 29 hierarchial taxonomic system
classification
February 21, 2018 2 30
February 22, 2018 2 31

February 23, 2018 2 32 Biodiversity: Protection and Explain the advantage of high
February 24, 2018 2 33 Conservation of endangered and biodiversity in mainting the Gualberto C. Otadoy
economically important species stability of an ecosystem
Biodiversity: Protection and Explain the advantage of high
Conservation of endangered and biodiversity in mainting the Gualberto C. Otadoy
February 26, 2018 3 34 economically important species stability of an ecosystem
February 27, 2018 3 35
February 28, 2018 3 36
March 1, 2018 3 37 Ecosystem: Transfer of Energy Describe the transfer of energy
Angelo A. Lagancia
March 2, 2018 3 38 in Trophic Levels through the trophic levels.
March 3, 2018 3 39
March 5, 2018 4 40
March 6, 2018 4 41 Ecosystem: Transfer of Energy Analyze the roles of organisms in
Laarni S. Otadoy
March 7, 2018 4 42 in Trophic Levels the cycling of materials
March 8, 2018 4 43
March 9, 2018 4 44
March 10, 2018 4 45 Ecosystem: Cycling of materials
in the ecosystem; water cycle, Explain how materials cycle in an
March 12, 2018 1 46 Cristina P. Guntiñas
oxygen-carbon cycle, nitrogen ecosystem
cycle
March 13, 2018 1 47
March 14, 2018 1 48

Suggest ways to minimize
March 15, 2018 1 49 Ecosystem: Impact of human
human impact on the Hazel D. Bilocura
March 16, 2018 1 50 activities in an ecosystem
environment
March 17, 2018 1 51
Certified True and Correct:
Members of the Quality Assurance Team:
RAUL A. JUMAO-AS
PSDS - Poro District
MARIETA A. GORGONIO
Lead School Head, Poro Secondary Schools
MELNA M. TALABOC
MT-I (SCIENCE) / Subject Coordinator
MELINA A. BORLASA
MT-I (TLE) / Subject Coordinator
Approved by:
Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
1 SCIENCE 8 4 60 mins. 1/15/2018
Learning Competency/ies: Code:
Explain ingestion, absorption,assimilation and excretion
(Taken from the Curriculum Guide) S8LT-IVa-13
Key Concepts / Understandings to
be Developed Ingestion, absorption, assimilation, excretion
Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering Identify the parts of the digestive system.

The fact or condition
of knowing something with
familiarity gained through
experience or association Understanding
Applying
Skills
The ability and
capacity acquired through Analyzing
deliberate, systematic, and
sustained effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge, practice,
aptitude, etc., to do something
Creating
Describe the functions of each part of the digestive system.
Responding to
Attitude Phenomena Answer the questions of the teacher satisfactorily.
Values Valuing Adhere to God's wisdom especially on how the digestive system functions.
2. Content Organs of the digestive system and their interaction with organs of the respiratory system
3. Learning Resources Science 8 Learner's Material pp. 291-292, Science 8 Teacher's Guide pp. 204, SciLinks Module 7
Digestion pp. 4-5
4. Procedures
4.1 Introductory Activity
Preparation of materials. Routinary activities.
3 minutes
4.2 Activity
Present a diagram on the board. (Please see attached) Look at the diagram of the digestive system. Identify
15 minutes the numbered parts. Write the answer on your paper.
4.3 Analysis
What are the parts of the digestive system? Can you describe its function?
10 minutes
4.4 Abstraction
Digestive system is a body system in which food enters the mouth, is moved through a long tube, and exits
the anus as feces. The parts of the digestive system are: mouth, esophagus, stomach, pancreas, small
10 minutes
intestines, rectum, liver, gallbladder, large intestines, appendix and anus.
4.5 Application
Using the same diagram, do Activity 3 in the SciLinks Module 7, Digestion p. 5
10 minutes
4.6 Assessment
Tests Checking of the answers in the Application.
7 minutes
4.7 Assignment
Enhancing / improving the day’s
lesson
Draw the parts of the digestive system and label it.
3 minutes
4.8 Concluding Activity

Say the parts of the digestive system in chorus. Repeat 3x.
2 minutes
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who have caught up with the
A. No. of learners who earned 80% in the evaluation.
lesson.
B. No. of learners who require additional activities for

D. No. of learners who continue to require remediation.
remediation.
E. Which of my learning 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?
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UNDERTAKING
The undersigned members of the LRMDS LESSON PLAN HARVESTING
PROGRAM Team hereby attest to the authenticity and veracity of the harvested
plan as the true and original work of PORO SECONDARY SCIENCE 8
TEACHERS, from PORO, CEBU and that the Team thoroughly ascertained that
no law, particularly the Intellectual Property Law and other related legislations,
orders and regulations have been breached and/or violated by the writer.
Further, that the TEAM take full responsibility of any breach/violation

that will hereinafter maybe discovered and shall take immediate corrective
measures upon its discovery.
Signed in the Municipality of Poro, Cebu, Philippines, this 21st of July

in the year of our Lord Two Thousand Seventeen.
Me l n a m. t a l a b o c Me l i n a a . b o r l a s a
Member/MT 1 - Science Subject Coordinator Member/MT 1 - TLE Subject Coordinator
Ma r i e t a a . g o r g o n i o
Member/Coordinating Principal
RAUL A. J UMAO-AS
Chairman/PSDS-Poro District

Learning Area:
2 SCIENCE 8 4 60 mins. 1/16/2018

OBJECTIVES:
Knowledge Remembering
experience or association Understanding Discuss th concepts that are involved in the processes whicht take place in the digestive system
Applying
Interpret the processes that are involved in the digestive system.
Skills
The ability and
Creating
Attitude Internalizing values Display interest in performing activities.
Values Valuing Share appreciation in the processes of digestive system.
2. Content Organs of the digestive system and their interaction with organs of the circulatory system
3. Learning Resources Science 8 LM pp. 291-294, Science 8 TG pp. 204-207, piece of die, token
4. Procedures
4.1 Introductory Activity Preparatory activities. Let the students read the overview of the digestive system pp. 291-292 of the Science
3 minutes 8 LM.
4.2 Activity
Let the students find their partners. Let them do Activity 1 entitled " A gutsy game".
15 minutes
4.3 Analysis
1. What do the tokens represent? 2. What do the spaces of the board game represent? 3. What do the
10 minutes directions on some of the spaces tell you about the digestive system?
4.4 Abstraction
Digestive system is made up of different organs that work together to break down food and nourish the body.
It follows a sequence on how food is processed. These are: ingestion, digestion, absorption, assimilation and
10 minutes
excretion
4.5 Application
With the same partner, discuss the processes that are involved in the digestive system using the same
diagram in the activity. The teacher will provide concepts on how digestive system processes the food we
7 minutes
eat. They have to guess the processes being given.
4.6 Assessment
The pair must submit their written concepts in one whole sheet of paper during
their discussion and interpretation on the processes that are involved in the
Anlysis of Learners' Products
10 minutes digestive system. They are graded according to the following criteria: good
interpretation - 40%, organization of ideas - 40%, neat and clean - 20%
4.7 Assignment
lesson
Bring two pieces of hard candies, fresh pineapple juice and gelatin if available.
3 minutes
4.8 Concluding Activity The processes that are involved in the digestive system are: ingestion, digestion, absorption, assimilation and
2 minutes excretion.
5. Remarks
6. Reflections
lesson.

remediation.

did these work?


Prepared by:
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RAUL A. J UMAO-AS

Learning Area:
1 SCIENCE 8 4 60 mins. 1/17/2018

OBJECTIVES:
Knowledge Remembering Describe the process of mechnical and chemical digestion.

Applying
Skills
The ability and Analyzing
capacity acquired through
Evaluate how physical breaking down of food and enzymes affect digestion.
Creating
Attitude Internalizing values Perform activities with seriousness.
Values Receiving Phenomena Hold responsible in dealing with the task.
2. Content Physical and Chemical Digestion
3. Learning Resources Science 8 TG pp. 209-212, Science 8 LM pp. 297-299, SciLinks Module 7 Digestion pp. 3-4, hard
candies, fresh pineapple juice and gelatin
4. Procedures
Instruct the students to go to their respective groups. Prepare the materials needed.
3 minutes
4.2 Activity
Instruct the students to follow the procedures in the activity Part 1B and 2 in their Learning Materials. The
15 minutes
facilitator of learning will roam around and supervise the students.
4.3 Analysis
1. What does crushing the candy represent in the process of digestion? 2. There are kind of enzymes in your
10 minutes digestive system, how do these enzymes affect digestion?
4.4 Abstraction
There are two ways that occur to food at different times and places along the digestive tube. Physical change
occurs when large food pieces are broken down into smaller pieces. The food is still in the same form. Only
the size and shape of food particles are different. Chewing by the teeth causes this change in food. Grinding
and mixing also cause physical change. Chemical change occurs when food changes into forms which cells
can use. The digestive system makes chemicals that help with the chemical changes. These chemicals are
There are two ways that occur to food at different times and places along the digestive tube. Physical change
occurs when large food pieces are broken down into smaller pieces. The food is still in the same form. Only
the size and shape of food particles are different. Chewing by the teeth causes this change in food. Grinding
10 minutes and mixing also cause physical change. Chemical change occurs when food changes into forms which cells
can use. The digestive system makes chemicals that help with the chemical changes. These chemicals are
added to food as it moves through the organs of the digestive syste. The chemicals are called enzymes.
4.5 Application
Complete the idea map about digestion.

7 minutes
4.6 Assessment
Answer the following: 1. Identify ways by which food is broken down. 2. How
10 minutes do they differ from each other? Describe.
4.7 Assignment
lesson
Complete the sentence. So far I learned that …
3 minutes
4.8 Concluding Activity Bromelain refers to a group of enzymes from bromeliad plants that break down proteins. They are proteases.
2 minutes Bromelain is found in fresh pineapples.
5. Remarks
6. Reflections
lesson.

remediation.

did these work?


Prepared by:
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RAUL A. J UMAO-AS

Learning Area:
1 SCIENCE 8 4 60 mins. 1/18/2018

OBJECTIVES:
experience or association Understanding Explain what happens to food as it gets digested.
Applying
Skills
The ability and
deliberate, systematic, and Outline how organs of the digestive system work together to carry out digestion of food,
assimilation of nutrients and excretion of wastes through a diagram.
activities or the ability, coming
from one's knowledge, practice, Evaluating
Creating
Attitude Receiving Phenomena Identify independently the important ideas in the video by taking down notes.
Values Valuing Answer faithfully the questions given.
2. Content Digestive System
3. Learning Resources http://www.youtube.com/watch?v=e3O1AdlC8bl , Science 8 LM pp. 303-304, Science 8 TG pp. 213
4. Procedures
Routinary activities. Prepare the materials needed like projector, laptops, flash drives.
3 minutes
4.2 Activity
Instruct the students to get their notes so that they can take down important ideas in the video entitled
15 minutes "Journey into the digestive system".
4.3 Analysis 1. What does the movie clip say about the digestion of food? 2. What changes happened to the food as it was
10 minutes moved through the digestive tract?
4.4 Abstraction
The digestive system carries out the following processes: ingestion of food, digestion of food, absorption of
nutrients and excretion of wastes. These processes are part of a continuous biological event and are related
10 minutes
to each other. These processes work together to enable organisms to obtain energy from the food they eat.
4.5 Application
Make a diagram showing the process of digestion.
7 minutes
4.6 Assessment
Anlysis of Learners' Products Criteria for the diagram: correctness - 40 %, creativity - 40%, neatness - 20%
10 minutes
4.7 Assignment
Enhancing / improving the day’s Research about a common diseases of the digestive system particulary their
3 minutes
lesson signs and symptoms.

In life we go through different journey, it is up to us on how we make the journey fulfilled and successful.
2 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the evaluation. lesson.
B. No. of learners who require additional activities for D. No. of learners who continue to require remediation.
remediation.

did these work?


Prepared by:
Name: School:
Position/ Division:
Designation:
Contact
UNDERTAKING


RAUL A. J UMAO-AS

Learning Area:
5 SCIENCE 8 4 60 mins. 1/19/2018
Learning Competency/ies: Explain how diseases of the digestive system are prevented, Code:
(Taken from the Curriculum Guide) detected and treated S8LT-IVb-14
be Developed Diseases of the digestive system

OBJECTIVES:
Knowledge Remembering List common diseases of the digestive system.

Applying
Skills
aptitude, etc., to do something Describe the signs and symptoms of these diseases or how they aredetected.
Creating
Responding to
Attitude Phenomena Discuss to the class these diseases with utmost caution.
Values Valuing Ask relevant questions that may concern other people who suffer some of these diseases.
2. Content Diseases resulting from deficiency and ingestion of harmful substances
3. Learning Resources SastraSahayi2461.pdf, 18- diseases of the digestive system. pdf
4. Procedures
Preparatory activities. Divide the class into five groups.
3 minutes
4.2 Activity
Present the research within the group. Discuss some of the common diseases of the digestive system.
15 minutes
4.3 Analysis
What are the common diseases of the digestive system?
10 minutes
4.4 Abstraction
Some common diseases of the digestive system are: Appendicitis, Colorectal cancer , Diverticulitis,
10 minutes Salmonellosis, Gastroenteritis , Ulcer, Gastritis, Gastroenteritis, Colitis, Food Poisoninq
4.5 Application Ask one member of the group to report and share the group's sharing in the entire class. Sharing about the
7 minutes diseases and their signs and symptoms.
4.6 Assessment
In one whole sheet of paper, list down some common diseases of the
Tests
10 minutes digestive system and describe their signs and symptoms.
4.7 Assignment
lesson
Research about digestive system diseases and its treatment.
3 minutes

Believe that every ailment has its cure.
2 minutes
5. Remarks
6. Reflections
lesson.
remediation.

did these work?


Prepared by:
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Position/ Division:
Designation:
Contact Email address:

Number:
UNDERTAKING


RAUL A. J UMAO-AS

Learning Area:
6 SCIENCE 8 4 60 mins. 1/22/2018
(Taken from the Curriculum Guide) detected and treated S8LT-IVa-13
be Developed Diseases of the digestive system

OBJECTIVES:
Knowledge Remembering Memorize treatment and procedures affecting digestive system.

Applying
Execute a creative presentation that memorize the treatment and procedures in curing the
Skills digestive system in front of the class.
The ability and
deliberate, systematic, and Analyzing
from one's knowledge, practice, Evaluating
Creating
Responding to
Attitude Recite in front of the class some treatment and procedures affecting the digestive system.
Phenomena
Values Valuing Help their groupmates in memorizing the treatment and procedures affecting digestive system.
3. Learning Resources SastraSayahi2461.pdf, projector, laptop,
4. Procedures
Preparatory activities. Prepare instructionl materials needed.
3 minutes
4.2 Activity
Group the students into five. With the help of their assignment, students will discuss some treatment and
15 minutes procedures affecting the digestive system.
4.3 Analysis What are some treatment affecting the digestive system? Do you think all these procedures are safe and
5 minutes effective?
4.4 Abstraction
PDF Presentation. Teacher
10 minutes will present a pdf file to discuss some procedures and treatment affecting the digestive system.
4.5 Application
With all the discussion with the group and the teacher, each group will list the treatment and procedures for
the cure of some diseases in the digestive system. Afterwards, the group will present a creative presntation
12 minutes
that memorize in unison what's in their list.
4.6 Assessment
Creative Presentation.
Criteria for the
presentation: Creativity - 30%, Coordination - 30%, Over-all Impact -20%,
Maximum Participation - 20%
Creative Presentation.
Criteria for the
10 minutes presentation: Creativity - 30%, Coordination - 30%, Over-all Impact -20%,
Maximum Participation - 20%
4.7 Assignment
Enhancing / improving the day’s Research on some preventive measures in protecting and caring the digestive
3 minutes
lesson system.

If you treat a person in a good way, in return they will treat you in a nice way.
2 minutes
5. Remarks
6. Reflections
lesson.

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

did these work?


Prepared by:
Name: School:
Position/ Division:
Designation:
Contact
Email address:
Number:
UNDERTAKING


RAUL A. J UMAO-AS

Learning Area:
7 SCIENCE 8 4 60 mins. 1/23/2018
(Taken from the Curriculum Guide) detected and treated S8LT-IVb-14
be Developed diseases of the digestive system

OBJECTIVES:
Knowledge Remembering Identify some preventive measures to make the digestive system healthy.
Applying
Skills Dramatize ways to prevent the occurrence of diseases in the digestive system.
The ability and
Evaluating
Creating
Attitude Responding to
Phenomena Perform creatively some ways to prevent diseases in the digestive system.
Values Valuing Initiate oneness in the group task.
3. Learning Resources www. google. com (first concepts from the search engine)
4. Procedures
Preparatory activities. Instruct the students to be in their group.
3 minutes
4.2 Activity
With the help of their assignment, students will discuss ways to prevent diseases from attacking the digestive
8 minutes system.
4.3 Analysis What are ways in preventing diseases from attacking the digestive system? Are you practicing these ways at
10 minutes home or anywhere?
4.4 Abstraction
Some of the ways to prevent diseases in the digestive system are: Proper diet, exercise, good dental
hygiene, wash your hands before eating, prepare food properly, people should not eat raw or undercooked
10 minutes eggs, poultry, or meat, uncooked meats should be keep separate from produce, cooked foods, and ready-to-
eat foods, drink plenty of water everyday.
4.5 Application With the same group, students will be instructed to perform in the form of a drama the preventive measures in
15 minutes caring for the digestive system.
4.6 Assessment
Dramatization. Criteria: creativity - 30%,
Observation
Convincing act - 30% Cooperation - 20%, Over-all impact - 20%
Dramatization. Criteria: creativity - 30%,
Observation
10 minutes Convincing act - 30% Cooperation - 20%, Over-all impact - 20%
4.7 Assignment
lesson
Record your daily food intake yesterday, today and tomorrow.
3 minutes

Prevention is always better than cure.
1 minute
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the evaluation. C. Did the remedial lessons work? No. of learners who have caught up with the
lesson.
remediation.

did these work?


Prepared by:
Name: School:
Position/

Number:
UNDERTAKING


RAUL A. J UMAO-AS

Learning Area:
8 SCIENCE 8 4 60 mins. 1/24/2018
Identify healthful practices that affect the digestive system
(Taken from the Curriculum Guide) S8LT-IVc-15
be Developed Healthful practices that protect digestive system

OBJECTIVES:
Knowledge Remembering List or record your daily meals.

Applying
Skills
The ability and
from one's knowledge, practice, Evaluate if your food intake meets nutritional requirements.
Creating
Attitude Internalizing values Revise future food intakes to meet nutritional requirements.
Values Valuing Hold responsibility in taking care of the body.
2. Content Prevention, detection, and treatment of the digestive system
3. Learning Resources Science 8 LM pp. 308-313, Science 8 TG pp. 216-218
4. Procedures
Preparatory activities. Instruct the students to find a partner.
3 minutes
4.2 Activity
Introduce to the students the Food Pyramid. With a partner, instruct the students to do Activity 1: Am I eating
15 minutes right?
4.3 Analysis
1. Compare your entries in your daily meal with recommended daily amount of servings. Which food group in
the food pyramid do you observe the greatest number of servings? 2. Based on the food pyramid, how many
10 minutes
servings from that group should anyone have eaten?
4.4 Abstraction
The food pyramid recommends eating a variety of foods to ensure that all nutrients are provided in proper
amount and balance. The recommended number of servings vary across age, activity level, gender, if
10 minutes
pregnant or breastfeeding, or body size.
4.5 Application Introduce to the students the Food Plate. Instruct the students to illustrate their own food plate showing
7 minutes particular food products.
4.6 Assessment Criteria for the Food Plate: Illustration accuracy - 40%, creativity - 40%,
10 minutes neatness- 20%
4.7 Assignment
Enhancing / improving the day’s Research on the sources, functions, and the deficiency when amount of
3 minutes
lesson carbohydrates, proteins, fats, vitamins and minerals are not met.

One way of protecting our body is by eating the righ kind of food.
2 minutes
5. Remarks
6. Reflections
lesson.
remediation.

did these work?


Prepared by:
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Number:
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RAUL A. J UMAO-AS

Learning Area:
9 SCIENCE 8 4 60 mins. 1/25/2018

OBJECTIVES:
experience or association Understanding Interpret understanding of diseases that result from nutrient deficiency
Applying
Skills
The ability and
deliberate, systematic, and Distinguish the consequences of an unhealthy diet
Creating
Attitude Valuing Share the research with confidence to the class when nutritional needs are not met.
Values Valuing Hold civic consciusness through explaining their research.
2. Content Prevention, detection, and treatment of the digestive system
3. Learning Resources Science 8 LM pp. 314-315, Science 8 TG p. 219
4. Procedures
Preparatory activities. What is a good diet?
3 minutes
4.2 Activity
Divide the students into five groups. With the help of the assignment, students will do activity 2 entitled "What
15 minutes
happens when nutritional needs are not adequately met?" The teacher supervises each of the groups.
4.3 Analysis
What happens when nutritional needs are not adequately met?
10 minutes
4.4 Abstraction
Food directly affects and makes up the structures of the body. A complete diet is necessary to supply the
nutrients that organisms need for growth, development and maintenance. Dietary deficiencies in these
10 minutes
important nutrients can result in complications and diseases.
4.5 Application
After doing the activity, one member of the group will present their research in front of the class.
7 minutes
4.6 Assessment Criteria for presentation: comprehensiveness - 35%, convincing skills - 35%,
10 minutes confidence - 30%
4.7 Assignment
lesson
Name local products that provide nutrients good for the digestive system.
lesson
Name local products that provide nutrients good for the digestive system.
3 minutes

Health is wealth.
2 minutes
5. Remarks
6. Reflections
lesson.


did these work?


Prepared by:
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RAUL A. J UMAO-AS

Learning Area:
10 SCIENCE 8 4 60 mins. 1/26/2018

OBJECTIVES:
Knowledge Remembering List down some practices that affect the digestive system
Applying
Skills
Evaluating
Creating
Relate activities through games, song, dance which help in promoting a healthy digestive system.
Responding to
Attitude Phenomena Follow activities which help in promoting a healthy digestive system cautiously.
Values Internalizing values Display oneness in promoting a healthy digestive system
2. Content Digestive System
3. Learning Resources LM, TG, Multimedia,CG,cartolina strips,pentel pen
4. Procedures
Present a video clip about the scenario on healthy eating habits.Ask students follow up questions regarding
3 minutes the video clip and let them share what they understand about it.
4.2 Activity
Group the class into 4.Distribute to each group pieces of meta strips wherein the students are going to write
there the common practices that may affect the digestive system.Tell them to identify which are good or bad
15 minutes practices.Let them post their answers on the board and ask a volunteer to report in front.
4.3 Analysis
Guide Questions: 1.Can you state the reason why those practices shared by your classmates are good and
bad practices? 2.What are you going to do inorder to maintain a healthy digestive system? 3.If you
10 minutes
are used to bad practices,what are you going to do to attain a healthy digestive system?
4.4 Abstraction
Discuss to students the importance of the digestive system.Emphasize the benefits of following the healthful
10 minutes practices and the negative effects of not following those practices.
4.5 Application
Suggest activities which are helpful in promoting a healthy digestive system.What are the advantages and
7 minutes disadvantages in implementing these activities.
4.6 Assessment
Group Presentation: Group the class into 3.Tell each group to give a creative
presentation as to what they have understood about the digestive system
Observation including its healthful practices and suggested activities which may help in
promoting it in a healthy way.They may present it through games,singing or
any way which may show their talent & skills.
Group Presentation: Group the class into 3.Tell each group to give a creative
presentation as to what they have understood about the digestive system
Observation including its healthful practices and suggested activities which may help in
10 minutes
promoting it in a healthy way.They may present it through games,singing or
any way which may show their talent & skills.
4.7 Assignment
Enhancing / improving the day’s Research and study on cases or real life situations related to bad practices
3 minutes
lesson and its negative effect on the human digestive system.

A quotation is presented: “Be careful with what you do and eat if you care about your future and health.
2 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the evaluation. C. Did the remedial lessons work? No. of learners who have caught up with the
lesson.


did these work?


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Answer Key
Analysis:
1.Good practices because those can help in attaining a healthy digestive system
Bad practices because they are harmful to the digestive system.
2. Avoid foods which are harmful to the digestive system,keep away from vices like drinking liquor,eat on time (Expected
answers)
3.Start a healthy life style by doing exercises and eating only the foods which are good to the digestive system(Expected
answers)
Application:
Expected answers are: Symposium,Campaign,poster and slogan making contest,video presentation
Advantages: Boost students interest and create student awareness
Disadvantages: The sources,time preparation and availability of the speaker
Assessment:
Rubrics: Creativity - 40%, Appropriateness - 40%, Over-all Impact - 20%
UNDERTAKING


RAUL A. J UMAO-AS
4.5 Application Is it possible that man and dog can procreate? Why? It is not possible. Because man has 46 chromosomes and dog has 52. they don’t have the same genetic
make up.
5 minutes
4.6 Assessment
Anlysis of Learners' Products The answer to the activity serves as the points for the assessment.
0 minutes
4.7 Assignment
Preparing for the new lesson What are the stages of the cell cycle. Describe each stage.
2 minutes
4.8 Concluding Activity Group yourselves as to blood line or relatives. Identify three traits or physical feature that is common to the group.Those who have no relatives will serve as the
3 minutes judge.
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the evaluation. C. Did the remedial lessons work? No. of learners who have caught up with the lesson.
remediation.
E. Which of my learning 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?
A. Bibliography :
1. Pia C. Campo,et al .... Science learners Module, Manila, 2014
2. Link: http://youtu.be/xUrlreMaUrs
B. Attachments:
1. Powerpoint presentation
2. video; *The Chromosome" http://youtu.be/xUrlreMaUrs
3. Activity Sheet
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O.
42, s. 2016)

Learning Area:
12 SCIENCE 8 4 60 January 30,2018
compare mitosis and meiosis, and their role in the cell-division cycle;
(Taken from the Curriculum Guide) S8LT-Ivd-16
Key Concepts / Understandings to be
Developed The Cell Cycle

OBJECTIVES:
The fact or condition of knowing
something with familiarity gained
through experience or association Understanding Explain the cell cycle.
Applying
Skills
The ability and capacity acquired Analyzing
through deliberate, systematic, and
adaptively carryout complex activities or Evaluating
the ability, coming from one's knowledge,
practice, aptitude, etc., to do something
Describe each phase of the cell cycle
Creating
Attitude Valuing Demonstrate interest in tracing the cell cycle as the basis of life.
Values Internalizing values
2. Content Heredity: Inheritance and Variation of Traits; The Mitosis
3. Learning Resources Learners Materials page 320-321; www.google.com; Link: http://youtu.be/WaJ8epyEx2Q , Activity sheets.
4. Procedures
4.1 Introductory Activity How often do you cut your nails? Or have your hair for a trim? What causes the growth of your hair or nails?
5 minutes
4.2 Activity Distribute the activity sheets. Let the students watch a video clip on "cell cycle" http://youtu.be/WaJ8epyEx2Q . ( Refer to the attachment for the activity).
15 minutes
4.3 Analysis Guide questions:
1. What are the two stages of the cell cycle?
2. What stage of the cell cycle where cells undergo rapid growth?
15 minutes 3. Why do cells undergo series of growth?
4. If the cell cannot replicate and duplicate what will happen?The Cell Cycle
4.4 Abstraction The chromosomes of a cell change form as the cell transitions from one stage to another in a typical cell cycle. The cell cycle may be divided into two stages: the
interphase where the chromosomes are long and extended and are also referred to as chromatin, and the cell division phase where the chromosomes become
condensed or thickened. The interphase refers to the period that follows one cell division and precedes another. During this stage, the cell does not divide; it merely
grows. The chromosome doubles or replicates itself because the DNA molecule contained in the chromosome produces an exact copy of itself. The process of the
cell cycle: 1. Protein and
ribonucleic acid (RNA) synthesis. RNA, which is synthesized based on the DNA,
is then used to synthesize proteins. (G1)
2. The period of DNA synthesis or replication.
10 minutes The chromosomes are duplicated in preparation for the next cell division. (S)
3. Represents a period of rapid cell growth to prepare for cell division. (G2)
4. The cell division produces two identical cells with the same number of chromosomes (M)
4.5 Application
Assigned the questions to the 5 groups. Why do wounds heal? Why do branches of trees or plants grow after being cut off?
10 minutes
4.6 Assessment Observation
The answer to the activity serves as the points for the assessment.
0 minutes
4.7 Assignment
Preparing for the new lesson What is mitosis? Describe the stages of mitosis.
2 minutes
Share a quote:
3 minutes
5. Remarks
6. Reflections


these work?


A. Bibliography :
2. Link: http://youtu.be/WaJ8epyEx2Q
B. Attachments:
2. video; The Cell Cycle (http://youtu.be/WaJ8epyEx2Q)
3. Activity Sheet
4.5 Application
Divide the class into 4 groups. Have the group simulate the mitosis stage of cell division.
10 minutes
4.6 Assessment Arrange the sequence of event that happens in mitosis.

5 minutes
4.7 Assignment Enhancing / improving the day’s

What is meiosis? What are the processes that occurs in this stage of the cell cycle? Where is it particularly happens?
2 minutes lesson
Share this qoute: " Always be true and original, because no one can replace you.'
3 minutes
5. Remarks
6. Reflections
remediation.

these work?


A. Bibliography :
2. Link: http://youtu.be/woD6zvp-4E8
B. Attachments:
2. video; The Cell Cycle: Mitosis (http://youtu.be/woD6zvp-4E8)
3. Activity Sheet
4.5 Application
Group the students into four. The group will present a creative simulation on the stages of meiosis.
10 minutes
4.6 Assessment
Anlysis of Learners' Products The points obtained in the activity serves as the basis for the assessment.
0 minutes
4.7 Assignment Enhancing / improving the day’s
What are the similarities and differences of mitosis and meiosis?
2 minutes lesson
Share this qoute: " People respond well to those that are sure of what they want."."
3 minutes
5. Remarks
6. Reflections

remediation.

these work?


A. Bibliography :
2. Link: http://youtu.be/uck1etJgh34
B. Attachments:
2. video; The Cell Cycle: Meiosis (http://youtu.be/uck1etJgh34)
3. Activity Sheet
undergoes two rounds of cell division to produce four
daughter cells, each with half the chromosome number as
the original parent cell and with a unique set of genetic
material as a result of exchange of chromosome segments
during the process of crossing over.
4.5 Application
What if mitosis will not take place, what will happen. Explain. What if meiosis will not happen, what is its effect? Explain.
10 minutes
4.6 Assessment Anlysis of Learners'
Products
The points obtained in the activity serves as the basis for the assessment.
0 minutes
4.7 Assignment Enhancing / improving
the day’s lesson
What is the role of meiosis in gametogenesis?
2 minutes
Share this qoute: " You are absolutely amazing, Know it, Believe it, live it."
3 minutes
5. Remarks
6. Reflections
remediation.
E. Which of my learning strategies worked well? Why did these

work?


A. Bibliography :
2. Link: http://youtu.be/A-mFPZLLbHI & http://youtu.be/MbtSA_uDoMQ
B. Attachments:
2. video; The Cell Cycle: Mitosis (http://youtu.be/A-mFPZLLbHI & http://youtu.be/MbtSA_uDoMQ)
3. Activity Sheet

Learning Area:
16 SCIENCE Grade 8 4th 60 minutes Feb. 5, 2018
Learning Competency/ies: Predict phenotypic expressions of traits following simple patterns of Code:
(Taken from the Curriculum Guide) inheritance. S8LT-IVd-17
Mendelian Genetics
Developed
Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Knowledge
The fact or condition of Remembering Describe inheritance.
knowing something with
Skills Applying Discover the beginnings of the study of inheritance.

The ability
and capacity acquired through
sustained effort to smoothly
and adaptively carryout
complex activities or the Evaluating
ability, coming from one's
knowledge, practice, aptitude,
etc., to do something Creating
Attitude Receiving Phenomena Describe how the concept of inheritance was formed by watching a video clip.
Values Valuing Study how Gregor Mendel helped in taking care of the ecosystem.
2. Content Heredity: Inheritance and Variation of Traits
3. Learning Resources LM pp.329-332, CG, video, computer, projector, multimedia speaker, different types of leaves
4. Procedures
4.1 Introductory Activity Checking of the attendance. Instructing the students to settle down and be comfortable in their seats.
3 minutes
4.2 Activity Guide questions are given to the students prior to the video showing. (see appendix)
Viewing a video clip on Gregor Mendel and Genetics. Tell the students to pay close attention not just on the
20 minutes
scientific studies of Gregor Mendel, but also on his attitude.
4.3 Analysis Why did Mendel choose garden peas (Pisum sativum) in his experiments? What were the results of Mendel's
crosses between hybrid plants? Show to the class 3 types of leaves and ask them why they are different in
5 minutes shape, color, or structure.
Heredity is the study of how traits are passed on from the parents to the offspring.
4.4 Abstraction Genetics is the study of heredity and variation.
The focus of genetics research shifted to understanding what really happens in the transmission of
hereditary traits from parents to children. A number of hypotheses were suggested to explain heredity, but
Gregor Mendel , a little known Central European monk, was the only one who got it more or less
right..Through the selective cross-breeding of common pea plants (Pisum sativum) over many generations,
Mendel discovered that certain traits show up in offspring without any blending of parent characteristics. For
instance, the pea flowers are either purple or white--intermediate colors do not appear in the offspring of
10 minutes cross-pollinated pea plants. Mendel observed seven traits that are easily recognized and apparently only
occur in one of two forms.
Genetic map. Write on a piece of paper the members of your family and write down the traits that are with
4.5 Application
yours. Which member of the family do you have more similarities? Less similarities? What may be the factors
that determine the similarities of your traits?
12 minutes
4.6 Assessment Pen and Paper Test

Tests
10 minutes (Questions and answers are reflected at the Appendix)
4.7 Assignment
Preparing for the new lesson Bring materials for an activity next meeting. Activity sheets
3 minutes
What we are today are the products of selective breeding that makes us unique.
2 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% C. Did the remedial lessons work? No. of learners who
in the evaluation. have caught up with the lesson.
B. No. of learners who require

additional activities for remediation.
E. Which of my learning 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:
Name: School:
Position/
Designation Division:
:
Contact
Email address:
Number:

Learning Area:
Mendelian Genetics
Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
The fact or condition of Remembering
experience or association Understanding Demonstrate the principle of probability
Skills Applying Predict the outcomes of crosses based on the principle of probability.
The ability
Responding to
Attitude Perform the activity with patience and accuracy.
Phenomena
Values Organization Organize data accurately so that it can be useful in interpreting the results of the activity.
3. Learning Resources LM pp.337-339, TG pp.225-226, 2 coins, pc. Of paper, pen or pencil, Activity Sheets
4. Procedures
4.1 Introductory Activity Tell the students to go to their respective groups. Check the materials of each group.
3 minutes
4.2 Activity Assist the students in performing the activity entitled: "Tossing Coins and Probability". Remind the students to
use a calculator if necessary in order to obtain accurate results. Let the students share their findings to the
other members. Teach the students how to solve crosses by using the Punnett square.(refer to the appendix
15 minutes and video presentation from DLP #16)
4.3 Analysis
How is probability useful in the study of Genetics?
10 minutes
The principles of probability can be used to predict the outcomes of genetic crosses. Punnett squares can be
4.4 Abstraction used to predict and compare the genetic variations that will result from a cross. The genotype is the genetic
makeup of an organism. The phenotype is the physical characteristic of an organism. Mendel’s crosses can
be recorded in a chart called a Punnett square. The Punnett square helps us to predict the outcome of a
given cross. It allows us to determine the possible combinations of genes in a cross.
7 minutes
Use the set up to predict different combinations of different crosses. Example curly eyelashes, wide hands,
4.5 Application
…. Think of something unique.
7 minutes
4.6 Assessment (questions found in the activity may serve as assessment)
10 minutes (answers to the questions are found in the appendices)
4.7 Assignment Reinforcing / strengthening Solve for the posiible combinations of genotypes and phenotypes using the
3 minutes the day’s lesson punnett square.
4.8 Concluding Activity What physical and emotional characteristics would you have if your parents were Empoy and Anne Curtis?
5 minutes
5. Remarks
6. Reflections



help me solve?
Prepared by:
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:
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Learning Area:
Learning Competency/ies: Predict phenotypic expressions of tratis following simple patterns of Code:
Mendelian Genetics
Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
experience or association Understanding Classify the genotypic ratio and phenotypic ratio of any given cross.
Skills Applying
The ability
Generate the genotypic ratio and phenotypic ratio of any given cross using the punnett square.
Attitude Receiving Phenomena Perform the activity with patience and accuracy.
Complete a certain group of data with emphasis on careful planning and cooperation among
Values Organization
groupmates.
3. Learning Resources LM pp.340-341, TG p. 226, Activity Sheets, scratch paper
4. Procedures
4.1 Introductory Activity Tell the students to go to their respective groups. Instruct the leader to check the attendance of their group.
Checking of assignment.
3 minutes
4.2 Activity Assist the students in performing the activity entitled: "Comparing Genotypic and Phenotypic Ratios for a
Typical Mendellian Trait". Teach the students how to solve crosses by using the Punnett
15 minutes
4.3 Analysis
What do you think is the significance of writing the possible results of the different crosses?
10 minutes
This activity would allow the students to recognize the different Mendelian ratios based on the different types
4.4 Abstraction of crosses involving parents of various genotypes. Remembering these phenotypic and genotypic ratios
would help solve for genetic problems involving crosses. Ex: DDxDD would produce all dominants , DDxDd
would produce 100% pheno dominant and 1/2 geno homozygous and 1/2 dominant hetero
7 minutes
4.5 Application Each group would prove their answers and would give a certain example using a problem cross with Punnett
square.
7 minutes
4.6 Assessment 1. What genotypic ratio is produced between Ll x Ll? 2. What genotypic ratio is
produced between LL x Ll? 3. What phenotypic ratio is produced between bb
Tests x BB? 4. What genotypic ratio is produced between ddxdd? 5. What
10 minutes phenotypic ratio is produced between Bbxbb?
4.7 Assignment
Preparing for the new lesson Bring materials for tomorrow's activity.
3 minutes
4.8 Concluding Activity Imagine that you have an African American as a father and a Chinese mother, what traits do you think would
dominate? What would be the combined traits?
5 minutes
5. Remarks
6. Reflections



help me solve?
Prepared by:
Name: School:
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:
Contact
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Number:

Learning Area:
Mendelian Genetics
Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
The fact or condition of Remembering Describe a Dihybrid Cross.
Skills Applying Illustrate the genotypes of a Dihybrid cross using a Punnett square.
The ability
Attitude Receiving Phenomena Perform group-oriented task with discipline
Responding to
Values Select roles for each member so that cooperation and efficient work may be achieved.
Phenomena
3. Learning Resources LM pp.341-343, TG pp. 227-228, Activity Sheets, scratch paper
4. Procedures
Distribute the Activity Sheets.
3 minutes
4.2 Activity Assist the students in performing the activity entitled: "Filling Up the Punnett Square for a Dihybrid Cross".
15 minutes
4.3 Analysis
What is a dihybrid cross?
10 minutes
Mendel also studied the inheritance of two pairs of factors in an individual. A cross between individuals that
4.4 Abstraction involve two heterozygous pairs of genes is called a dihybrid cross.
Mendel crossed a plant with genotype RRYY (round, yellow seeds) and a plant with genotype rryy (wrinkled,
green seeds). The F1 peas exhibited the dominant traits for the heterozygous genotype RrYy. Assuming
Mendel’s Law of Segregation, each pair will segregate during the formation of gametes. Each gamete will
therefore receive one allele from each pair. If the pairs of alleles are found on different chromosomes,
7 minutes then each dihybrid will produce four different types of gametes with ¼ probability each .
4.5 Application Each group would prove their answers and would give a certain example using a problem cross with Punnett
square.
7 minutes
4.6 Assessment The answers in the activities would serve as assessment. (found in appendix)
10 minutes
4.7 Assignment
Preparing for the new lesson Research on Law of Independent Assortment.
3 minutes
4.8 Concluding Activity Life consists not simply in what heredity and environment do to us but in what we make out of what they do to
us. - Harry Emerson Fosdick
5 minutes
5. Remarks
6. Reflections



help me solve?
Prepared by:
Name: School:
Position/
:
Contact
Email address:
Number:

Learning Area:
Mendelian Genetics
Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
experience or association Understanding Discuss the Law of Independent Assortment.
Skills Applying
The ability
ability, coming from one's Decsribe the Law of Independent Assortment through basic examples.
Attitude Receiving Phenomena Describe how the Law of Independent Assortment was formed by watching a video clip.
Values Valuing Study how Gregor Mendel helped in taking care of the ecosystem.
3. Learning Resources LM p, 343 CG, video, computer, projector, multimedia speaker
4. Procedures
3 minutes
4.2 Activity Guide questions are given to the students prior to the video showing. (see bibliography)
15 minutes Viewing a video clip on Law of Independent Assortment.
4.3 Analysis
What was the foundation of the Law of Independent Assortment?
10 minutes
The law of independent assortment states that the alleles for a trait separate when gametes are formed.
4.4 Abstraction These allele pairs are then randomly united at fertilization. Mendel arrived at this conclusion by performing
monohybrid crosses. These cross-pollination experiments were performed with pea plants that differed in one
trait, such as the color of the pod.
7 minutes
4.5 Application Study the illustration of the Independent assortment and make your own example.
7 minutes
4.6 Assessment (Questions and answers found in the appendix) (answers will serve as the
Anlysis of Learners' Products assessment)
10 minutes
4.7 Assignment Enriching / inspiring the day’s Is the independend assortment important to Mendel's study of inheritance?
3 minutes lesson How can you apply it in your own life?
4.8 Concluding Activity Heredity is what sets the parents of a teenager wondering about each other. - Laurence J. Peter
5 minutes
5. Remarks
6. Reflections


help me solve?
Prepared by:
Name: School:
Position/
:
Contact
Email address:
Number:
(The process of systematically planning, developing, evaluating and managing the
instructional process by using principles of teaching and learning - D.O. 42, s. 2016)
Learning Area: Detailed Lesson Plan (DLP) Format

21 SCIENCE Grade 8 Fourth 60 minutes February 10, 2018
(Taken from the Curriculum Guide) S8LT-Ivg-19

Species Diveristy
be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
The fact or condition of Remembering List the names of organisms as they are known in the community.
Applying
Skills
The ability and
Analyzing
Creating
Formulate response to questions.
Responding to
Attitude Perform the activity in obedience to the procedure.
Phenomena
Values Organization Integrate protection for the environment.
2. Content Biodiverisity: Species Diversity

CG p. 162, Science 8 TG pp. 170-172, Science 8 LM pp. 224 - 225, laptop, pictures, sheet
3. Learning Resources
of paper
4. Procedures
4.1 Introductory Activity The teacher will initiate the routinary activities. Afterwards, the teacher will pose questions like:
are fungi or seaweeds/algae plants? Are birds' animals? Why do you say so?
5 minutes
4.2 Activity The learners are grouped into 8. The activity is short and easy to do. Pictures of organisms (Bird,
Shark, Gumamela, Dove, Eucheuma, Turmeric)are posted on the board.The learners are then
instructed to get their learner's material and work on the activity entitled: " What's in a name" and
are told to discuss with the group how each of the organisms are called in the community. They
10 minutes are also reminded that they can use vernacular words. They are instructed that after answering
the activity they are going to present their work to the class.
4.3 Analysis Reporting to the class:

1.Are there organisms that others gave the same name as your
group did? 2. Are there organisms that others gave
a different name to as your group did? What are these organisms?
3. What can you say
5 minutes
about your knowledge of the organisms before the other groups' presentation and the teacher's
discussion?
4.4 Abstraction Species Diversity consists of the large number and all different kinds, shapes, colors and sizes or
organisms that inhabit the Earth. It includes smallest and the simpliest bacterium to the complex,
bigger, brightly colored flower or fish. In addition to this, the carabao, the tallest acacia, the
biggest elephant and a human like you. These organisms are found in various places from the
soil, to the rivers, oceans, forests, salty or hot places, in short in every corner of the Earth. Some
of them even live in our body.
Species Diversity consists of the large number and all different kinds, shapes, colors and sizes or
organisms that inhabit the Earth. It includes smallest and the simpliest bacterium to the complex,
bigger, brightly colored flower or fish. In addition to this, the carabao, the tallest acacia, the
biggest elephant and a human like you. These organisms are found in various places from the
5 minutes soil, to the rivers, oceans, forests, salty or hot places, in short in every corner of the Earth. Some
of them even live in our body.
4.5 Application How can you show protection to the plants and animals around you?
5 minutes
4.6 Assessment Create a two-minute jingle about species diversity. Rubrics are read
and given before instructing the learnes on what to do.
Observation
25 minutes
4.7 Assignment Preparing for the new

Search for the meaning of Taxonomy.
3 minutes lesson
4.8 Concluding Activity DIVERSITY among ORGANISMS.
2 minutes
5. Remarks
6. Reflections
A. No. of learners who earned C. Did the remedial lessons work? No. of learners
80% in the evaluation. who have caught up with the lesson.
B. No. of learners who require D. No. of learners who continue to require
additional activities for remediation. remediation.


which my principal or supervisor
can help me solve?

Prepared by:
Name: School:
Position/
Division:
Designation:
Contact
Email address:
Number:

Learning Area:
(Taken from the Curriculum Guide) S8LT-Ivg-19

Species Diveristy
be Developed
Domain Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)
Knowledge
The fact or condition of Remembering Recognize the need to classify organisms.
Skills Applying
The ability
ability, coming from one's Describe how biologists classify organisms.
Attitude Valuing Share realistic examples of organisms with their scientific names.
Values Internalizing values Practice oneness during the teaching-learning process.
2. Content Biodiverisity: Species Diversity
CG p. 162, Exploring Life Through Science 8 By Josefina Ma. Ferriols-Pavico, Anna

3. Learning Resources Cherylle Morales-Ramos, Aristea V. Bayquen, Angelina A. Silverio, John Donnie A.
Ramos (Author-Coordinator) page 195
4. Procedures
4.1 Introductory Activity Routinary Activities. The teacher facilitates the prayer and checking of attendance. After having
the routinary activities, the teacher will establish rapport to the learners. Afterwards, the teacher
will ask: Have you heard about Taxonomy? Do you know how do taxonomists name
organisms?
5 minutes
4.2 Activity The teacher will lead the learners to an interactive discussion with a little round a clock game
on the concept of classifying organisms. The students are to give their insights as to what
comes to their mind about Taxonomy. This activity is to be undertaken by every learner so as to
guarantee an interactive classroom environment. The students will be reminded that points are
to be given to those students who are participative. In this connection, they shall be
10 minutes encouraged to be very attentive during the conduct of the said discussion.
4.3 Analysis The learners will formulate reponses on this questions:

1. How many species of living organisms do you think that have been
named and classified?
2. How do scientists name organisms?
3. What are the advantages of giving
scientific names to organisms? 4. Why is there a
need to classify organisms?
The learners will formulate reponses on this questions:
1. How many species of living organisms do you think that have been
named and classified?
2. How do scientists name organisms?
3. What are the advantages of giving
10 minutes scientific names to organisms? 4. Why is there a
need to classify organisms?
4.4 Abstraction To date, there are around 2 million species of living organisms that have been named and
classified. It is recently revealed that the latest actual number of species is close to around
8.7million species, with most being insects and microscopic organisms in tropical regions
excluding bacteria. Taxonomist name organisms by assigning them with scientific names that
are made of two Latinized words - genus and species which are usually based on the
characteristics of the organism or the location where the organism was first found. The use of
scientific names gives a distinct identity to a particular organism and avoids confusion as
10 minutes opposed to using common names. The use of scientific names has the advantage of being
universal , which makes them understandable to all. Classify organisms will help explain the
great diversity of life on Earth and how organismsare related to each other
4.5 Application
Can you give an example of scientific names posted in the vegetable or herbal garden at our
7 minutes school? Examples are: Ginger - Zingiber officinale, Malunggay - Moringa oliefera
Aside from their particpation in the interactive discussion a short

4.6 Assessment quiz is administered to assess if they have listened to the
discussion.
1.The field of biology that deals with the process of identifying,

Tests naming, and classifying organisms? TAXONOMY
2.Taxis is a greek word
10 minutes
which means _____________.
3. Scientific names are made up of two latinized
words which are : ___________ & _______________
4.7 Assignment Reinforcing / Roam around the herbal garden of your health center / school. List
strengthening the day’s down at least 5 other examples of Scientifc Names posted in the
3 minutes lesson area.
The diversity of life forms on Earth must have an orderly arrangement.
2 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% C. Did the remedial lessons work? No. of
in the evaluation. learners who have caught up with the lesson.


help me solve?
Prepared by:
Name: School:
Position/
:
Contact
Email address:
Number:

Learning Area:
Learning Competency/ies: Classify organisms using the hierarchical taxonomic system Code:
(Taken from the Curriculum Guide) S8LT-Ivh-20

Linnaean System of Classification
Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge Remembering Describe the Linnaean system of classification.
The fact or condition of
Skills Applying
The ability
Create a graphic organizer showing the levels of classification of organisms
Attitude Receiving Phenomena Study hierarchical taxonomic system with determination.
Values Internalizing values Display concern for others in sharing opinions.
2. Content Biodiversity: Hierarchical taxonomic system of classification
CG p. 162, Madriaga, E.A. et.al. Science Links 8 Worktext for Scientific and
Technology Literacy. Rex Book Store, Inc. 2015 pages 365-368
4. Procedures
4.1 Introductory Activity Teacher will initiate the routinary activities. Call learners to recall the topic previously
discussed. Afterwards is the checking of the assignment on the examples of scientific names
of common plants and animals found in the community.
8 minutes
Picture Analysis: The learners are grouped by triads, each member of the group must have
4.2 Activity
the same favorite ice cream flavor. Then, the teacher instructed the learners to analyze the
picture shown to them (An Elephant and A Whale). They are going to cite the similarities and
differences among the two pictures. Afterwards, the teacher will call at least 5 triads to present
their answers.
7 minutes
4.3 Analysis Learners shall formulate response to the questions.

1. Who is Carolus Von Linnaeus? Do you know him? What are his contributions?
2. What is a binomial nomenclature?
3. What are the seven levels of classification?
Learners shall formulate response to the questions.
1. Who is Carolus Von Linnaeus? Do you know him? What are his contributions?
2. What is a binomial nomenclature?
3. What are the seven levels of classification?
10 minutes
4.4 Abstraction Carolus Von Linnaeus is a Swedish botanist who introduced a system of classifying living
things. He was the first to classify living things using structural similarity as basis. There are
two important features in his work - the classification of living things by levels and the binomial
nomenclature. There are seven levels of classification: Kingdom, Phylum, Class, Order,
Family, Genus, Species. This taxonomic concept of Linnaeus places each organisms in a
series of hierarchically arranged categories, which according to him would reflect the degree
of kinship among organisms. Another feature of the Linnaean concept is the binomial
13 minutes nomenclature. The Binomial nomenclature is the system of giving living things a two-part
name, which is Latinized. The idea of Linnaeus was very well accepted by the scientists of his
time.
4.5 Application
Give sample of classification for organisms (man, dog, wolf and milkfish).
7 minutes
Arrange the following words and make a Graphic Organizer to

4.6 Assessment
show the levels of Classification:
Species Family
Anlysis of Learners' Kingdom Order
Products Genus Class
8 minutes Phylum
4.7 Assignment Using the library or online references, give the levels of
Reinforcing / strengthening classification of the following organisms: Lion, Wolf and
5 minutes the day’s lesson Domesticated Cat (please refer to appendix for the table)
4.8 Concluding Activity We are humans under Phylum Chordata, Class Mammalia, Genus Homo, Species sapiens
2 minutes
5. Remarks
6. Reflections


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Archaebacteria
be Developed Adapted Cognitive
Process Dimensions
Domain OBJECTIVES:
(D.O. No. 8, s.
2015)
experience or association Understanding Discuss Kingdom Archaebacteria
Skills Applying
The ability
ability, coming from one's Describe Kingdom Archaebacteria
Responding to
Attitude Practice cooperation in doing the activity.
Phenomena
Values Internalizing values Listen to suggestions with respect for human rights.
CG p. 162, Science 8 TG pp. 172, Science 8 LM pp. 228-229. Exploring Life Through
Science, The New Grade 8. Pavico et al. 2013, p. 207.
Madriaga, E.A. et.al. Science Links 8 Worktext for Scientific and Technology Literacy.
Rex Book Store, Inc. 2015 pages 369-370. Microscope
4. Procedures
4.1 Introductory Activity Teacher will lead the routinary activities and then the teacher will establish rapport to the
learners so that they will be ready and focus for the activity and discussions. Checking of the
assignment will be done. Afterwards the learners will be refreshed on how to use the
microscope.
8 minutes
4.2 Activity The teacher will let the learners examine a preparation of two drops of pond scum under LPO
of the microscope. The teacher will instruct the learners to look for an organism which is the
same as the pictures posted on the board(Oscillatoria, Anabaena and Nostoc). After looking in
the microscope, they are going to draw the organisms in their science activity notebook.
10 minutes
4.3 Analysis 1. Are the organisms you saw under the microscope similar to plants?
2. What are prokaryotic cells?
3. What are the characteristics of an archaebacteria?
4. What are examples of archaebacteria?
1. Are the organisms you saw under the microscope similar to plants?
2. What are prokaryotic cells?
3. What are the characteristics of an archaebacteria?
4. What are examples of archaebacteria?
10 minutes
POWERPOINT PRESENTATION: (See attachments)

4.4 Abstraction Archeans were first discovered in 1983 when scientists took
samples from a hot vent in the Earth's interior under the Pacific Ocean. They are believed to be
the oldest life forms on Earth. Archaea comes from the greek work "archaios" which means
"ancient" or "primitive". They are once categorized together with bacteria beacuse they look
very similar under the microscope. The archaeans are classififed based on the particluar
extreme habitat they occupy:
1. Extreme halophiles (salt lovers)
8 minutes
2. Methanogens (relase methane)
3. Extreme Thermophiles (heat-lovers)
4.5 Application Have you seen a stagnant canal? On the surface of this stagnant canal, you will see a
somewhat bubbly and greenish scum. The orgnisms found in this area are representative
5 minutes examples of the Kingdom Archaea.
Describe Kingdom Archaebacteria by making a poster on a long

4.6 Assessment bondpaper about how this bacteria looks like confirming that it is
Anlysis of Learners' part of the Archaeans.Rubrics are read and given beforehand.
Products
15 minutes
4.7 Assignment Preparing for the new

Secure and if possible bring yogurt.
3 minutes lesson
4.8 Concluding Activity Are you Primitive?
2 minutes
5. Remarks
6. Reflections
A. No. of learners who earned C. Did the remedial lessons work? No. of
80% in the evaluation. learners who have caught up with the lesson.
E. Which of my learning

strategies worked well? Why did
these work?
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Eubacteria
Process Dimensions
Domain OBJECTIVES:
(D.O. No. 8, s.
2015)
experience or association Understanding Explain the uses and diseases caused by bacteria.
Skills Applying
The ability
ability, coming from one's Describe Kingdom Eubacteria.
Responding to
Attitude Practice the values of having positive vision towards work.
Phenomena
Values Valuing Share how to care for the environment.
CG p. 162, Science 8 TG pp. 172, Science 8 LM pp. 230-233. Exploring Life Through
Science, The New Grade 8. Pavico et al. 2013, p. 205-206.
Madriaga, E.A. et.al. Science Links 8 Worktext for Scientific and Technology Literacy.
Rex Book Store, Inc. 2015 pages 371. Microscope
4. Procedures
4.1 Introductory Activity Teacher will lead the routinary activities and then the teacher will establish rapport to the
learners so that they will be ready and focus for the activity and discussions. The learners are
being introduced to the activity.
3 minutes
4.2 Activity The teacher will group the leaners by 5 groups depending on their favorite color. Learners with
two or three members will be grouped to the same color shade.Then, the teacher instructs the
learners to open their Learner's Material to page 232. They are going to follow the procedure
and draw what they have seen under the microscope.
15 minutes
4.3 Analysis Formulate respones to the questions: 1. Describe what you see under the microscope?
2. What is the importance of adding those bacteria in the yogurt?
3. Can you name bacteria that can cause harm to humans?
Formulate respones to the questions: 1. Describe what you see under the microscope?
2. What is the importance of adding those bacteria in the yogurt?
3. Can you name bacteria that can cause harm to humans?
10 minutes
POWERPOINT PRESENTATION: (See attachments)

4.4 Abstraction Kingdom Eubacteria are the most diverse and widespread among the
prokaryotes. They reproduce thier own kind asexually via binary fission. Bacteria are widely
distributed in environments in practically where there is life including in and on the bodies of
animals, plant tissues, soil, water, etc. In the environment, bacteria play various roles in the food
chains as a producer, consumer, and decomposers. Unlike archaeans bacteria cannot make
their own food; therefore, they are classified as heterotrophs. Microbiologist often identify and
classify bacteria based on their shape. Some members of Eubacteria can cause harm to
humans such as Propionibacterium acne which can cause pimples. Tuberculosis, one common
disease in the Philippines is also caused by the bacterium Mycobacterium tuberculosis. Some
10 minutes
bacteria convert cheap materials ito useful products such as food. Examples are Lactobacilli
bulgaricus and Streptococcus thermophilus of the lactic acid bacteria group.
4.5 Application Did you know that farmers plant legumes together with other crops? What do you think is the
advantage?
7 minutes
Short quiz:
4.6 Assessment 1. Give one or two adjectives to describe
Kingdom Eubacteria.
Tests 2. Explain the uses of a bacteria.
10 minutes
3. Explain the diseases caused by a bacteria.
4.7 Assignment
Reinforcing / Comparison of Archaea and Eubacteria: On a table summarize the
strengthening the day’s similarities and differences between the two prokaryotic kingdoms -
3 minutes lesson Eubacteria and Archaea.
4.8 Concluding Activity Do you have pimples? Please wash your face regularly!
2 minutes
5. Remarks
6. Reflections

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Detailed Lesson Plan (DLP)

Learning Area:
26 SCIENCE 8 4 60 February 16, 2018
Classify organisms using the hierarchical taxonomic system
(Taken from the Curriculum Guide) S8LT-IVh-20
Key Concepts / Understandings
to be Developed Kingdom Protists
OBJECTIVES:
The fact or Recognize the characteristics of protists.
condition of knowing
something with familiarity
gained through experience Understanding
or association
Applying
Skills Interpret protists through a comic strip.
The ability
and capacity acquired through Analyzing
complex activities or the
Evaluating
etc., to do something
Creating
Attitude Internalizing values Display cooperation in a group showing interest.
Values Valuing Explain the characteristics of protists showing protection of the environment.
2. Content Hierarchical taxonomic system of classification
Exploring Life Through Science 8 by Josefina Ma. Ferriols-Pavico et.al. (pp. 208-210), Science
3. Learning Resources and Technology for the Modern World 2 by Maria Eliosa Bermio et. al. (pp. 66-67), metacards,
scotch tape, pictures
4. Procedures
Recapitulation of previous lesson. Pictures of an animal, plant and fungi will be shown. Ask three students to
5 minutes tell or describe the pictures based on their physical appearance and habitat.
4.2 Activity Students are to arrange the jumbled words (KINGDOM SOSTPRIT).Five metacards with characteristics of
protists will be posted on the board.
10 minutes
4.3 Analysis What can you say about the characteristics of protists? Why are protists classified invariably by different
5 minutes taxonomists?
4.4 Abstraction
(Copy of the table showing the comparison of major differences of the supergroup of kingdom protista will be
distributed to the students. Interactive discussion and active participation is expected from the learners.)
Organisms under the Kingdom Protista are the most primitive forms but the most diverse among unicellular
eukaryotic organisms. They have distinct cell nuclei and membrane-bound organelles which allow for
compartmentalization and dedication of specific areas of the cell for specific functions. Kingdom Protista
plays a very important role in the phylogeny of all eukaryotes. They serve as the stem group for the fungi,
10 minutes plants, and animals. Major groups within this kingdom include the algae, euglenoids, ciliates, protozoans, and
flagellates. Protists are mostly unicellular organisms, few are colonial and multicellular. Protists have a variety
of nutritional modes. Some members of the kingdom perform photosynthesis while others absorb and ingest
food. Some members reproduce asexually while others reproduce by sexual reproduction. Protists are
mostly found in diverse aquatic environments from marine, freshwater, damp soil, and even in the body fluids
of other organisms.
4.5 Application
The diversity of protists is a challenging endeavor for taxonomists. As a result of their marvelous diversity,
protists are classified invariably by different taxonomists. They are sometimes categorized as plant-like,
5 minutes
animal-like and fungus-like protists.
4.6 Assessment
Students will be grouped into 4. Leaders and secretaries will be identified.
Talking to Learners/ Each group will compose a 1-page comic strip illustrating the life of protists.
20 minutes Conferencing They are to give the title of their story. Criteria- Creativity-5, Content-5,
Teamwork-5, Originality-5
4.7 Assignment Reinforcing / strengthening
Write one sentence about the distinctiveness of Protists.
2 minutes the day’s lesson
There is unity in diversity.
3 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have caught up with the
evaluation. lesson.
B. No. of learners who require additional activities

for remediation. D. No. of learners who continue to require remediation.
E. Which of my learning strategies worked well?

Why did these work?
F. What difficulties did I encounter which my

principal or supervisor can help me solve?

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

Learning Area:
to be Developed Kingdom Fungi
OBJECTIVES:
The fact or List the characteristics of fungi.
or association
Applying
Skills
The ability
Evaluating
knowledge, practice, aptitude, Debate about the positive and negative roles of fungi to human.
Creating
Attitude Receiving Phenomena Discuss within a group with cooperation and accountability.
Values Internalizing values Display critical thinking showing care of the environment.
3. Learning Resources Exploring Life Through Science 8 by Josefina Ma. Ferriols-Pavico et.al. (pp. 213-214), Science
and Technology for the Modern World 2 by Maria Eliosa Bermio et. al. (pp. 67), handouts
4. Procedures
Checking of assignment. Call 5 students and let them write on the board one word regarding what happens
5 minutes when dead organisms cannot be decomposed.
4.2 Activity
Group the students into 5. Handouts will be distributed. Give them time to discuss within the group. Each
15 minutes student must take down important details. Call 10 students to share to the class important points.
4.3 Analysis
Ask the following questions to the learners: Are fungi important to us? What are the roles of fungi?
5 minutes
4.4 Abstraction
(Interactive discussion) Fungi are organisms whose ancestors existed in Earth more than 900 million years
ago based in fossil record. Kingdom Fungi share common characteristics with Kingdom Animalia and it is
believed that fungi and animals descended from a common ancestor. Members of this kingdom include
mushrooms, yeasts, molds, mildews, rusts, bracket fungi, and many more. Most fungi are saprophytic
(absorb nutrients from dead organisms) and parasitic (absorb nutrients from living organisms, while others
are (predatory (kill other organisms for food), or symbiotic (live in close relationship with other organisms).
Fungi reproduce sexually or asexually. Fungi, like animals, store food in the form of glycogen in contrast to
plants, which store food in the form of starch. The Kingdom Fungi includes some of the most important
organisms, both in terms of their ecological and economic roles. By breaking down organic materials, they
10 minutes recycle carbon and other elements, such as nitrogen and phosphorus, back to the environment where they
can be reused by other organisms. The earth would be a very messy place to live without the fungi to break
down the remains of dead organisms. Other fungi provide numerous drugs such as penicillin and other
antibiotics. Foods, like mushrooms, act as agents for fermentation, brewing, and making bread, and are
important "model organisms" for studying problems in generics and molecular biology. Humans are
occasionally infected with ringworm, athlete's foot, and other serious diseases caused by fungi. Because
fungi are more chemically and genetically simiilar to animals than other organisms, fungal diseases are very
difficult to treat. Plant diseases caused by fungi include rusts, smuts, and rots, which may cause severe
damage to crops.
4.5 Application (DEBATE) The class will be divided into 2. They are to defend if fungi are friends or foes. Active participation
20 minutes is expected from the students. The teacher serves as moderator during the activity.
4.6 Assessment
Observation Students' performances serve as points for assessment. Content-5, Delivery-5
2 minutes
What are the five phylogenetic groups of kingdom fungi?
"Sometimes, there are people in our lives disguised as friends and enemies."
1 minutes
5. Remarks
6. Reflections
evaluation. lesson.


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teachers?

Learning Area:
to be Developed Kingdom Plantae
OBJECTIVES:
The fact or Identify the members of the Kingdom Plantae using the given diagram.
or association
Applying
Skills
The ability
Evaluating
Creating
Design a garden or lawn illustrating the members of the Kingdom Plantae.
Attitude Responding to
Phenomena Comply the given group activity with creativity.
Values Internalizing values Share the gathered observations with a partner displaying concern for others.
Exploring Life Through Science 8 by Josefina Ma. Ferriols-Pavico et.al. (pp.211-212), Science
3. Learning Resources and Technology for the Modern World 2 by Maria Eliosa Bermio et. al. (pp. 68-69), metacards,
scotch tapes, projector, speakers, laptop, video clip
4. Procedures
Recapitulation of previous lesson. Checking of assignment. Ask the students to look around. Call 10 students
5 minutes to name 1 kind of plant found. They are to write their answers in a metacard and post it on the board.
4.2 Activity
A diagram revealing the members of the plant kingdom will be distributed. Let the students discuss with a
partner and come up with one common observation of the given diagram. Call 10 students to present their
10 minutes
answers to the class.
4.3 Analysis How do you characterize the Kingdom Plantae? What made this kingdom unique?
5 minutes
4.4 Abstraction
(A video presentation will be shown to the students discussing the members of the Kingdom Plantae.) Plants
are multicellular eukaryotic organisms that are all autotrophic. Plant cells are encloased by rigid cell wall.
Plants are referred to as producers because they provide the needed food for many other forms of
organisms; thus they are found at the base of the ecological food chain. It is believed that plants originated
from ancestors related to the green algae. Members of the Kingdom Plantae can be divided into two general
groups based on the presence or absence of vascular tissues that transport water and nutrients within the
plant body. Non-vascular plants are mostly low-growing and do not possess roots for absorbing water from
the ground. Example of non-vascular plants are bryophytes. Bryophytes lack a well-developed root system,
making them poorly adapted to land environments. Liverworts, hornworts, and mosses are among the
10 minutes
common bryophytes. Bryophytes reproduce sexually and asexually. Vascular plants have true vascular
tissues containing well-defined tubes which are suited for life in dry land and allow them to grow tall.
Tracheophytes, on the other hand, are vascular plants with tracheids, which are further divided into seedless
plants (ferns and horsetails) and seed plants (gymnospems and angiosperms). They also reproduce sexually
nd asexually. Gymnosperms have naked seeds wherein ovules and seeds are not protected by a flower or
fruit tissue. Angiosperms have their seeds enclosed within the protective wall of the ovary.Flowering plants,
the angiosperms, include the monocots (presence of single cotyledon, the seed leaf present in the plant
embryo) and the dicots (presence of two cotyledons).
4.5 Application
A picture of Dr. Eduardo Quisumbing (PhD in Plant Systematics, Taxonomy, and Morphology) will be shown
to the students. His accomplishments in the field of botany will be discussed. The learners are to be
5 minutes
encouraged to be like him to prove the ability of Filipino in the field of Science.
4.6 Assessment
(ARTWORK) Together with the same group, students are to
Anlysis of Learners' Products illustrate/draw/sketch a lawn or garden showing 10 kinds of plants. Label and
15 minutes
identify each plant based from the given diagram. Creativity-5, Originality-5
4.7 Assignment
Preparing for the new lesson Bring 1 picture. Choose if it is a mammal, bird, reptile, amphibian or fish.
2 minutes
Ask 5 students to give one word regarding the Kingdom Plantae.
5 minutes
5. Remarks
6. Reflections
evaluation. lesson.

for remediation.

Why did these work?


teachers?

Learning Area:
29 SCIENCE 8 4 60 20-Feb-18
to be Developed Kingdom Animalia (Vertebrates)
OBJECTIVES:
The fact or Recognize the group of animals according to their characteristics and features.
or association
Applying
Skills Demonstrate the characteristics of vertebrates through an action song.
The ability
Evaluating
Creating
Attitude Valuing Join in a group showing cooperation and cheerful attitude.
Values Valuing Follow correct instructions showing concern for others.
3. Learning Resources and Technology for the Modern World 2 by Maria Eliosa Bermio et. al. (pp. 70-71), projector,
laptop, speakers, video clip
4. Procedures
4.1 Introductory Activity Review of previous lesson. Prepare the assigned pictures of animals. Let the students group themselves
5 minutes according to the kinds of animals brought.
4.2 Activity
Students are to describe the pictures they have. Keywords from their descriptions will be written on the board.
15 minutes
4.3 Analysis
What are the common characteristics of the desribed animals? Do all of them have backbones?
5 minutes
4.4 Abstraction
(A slideshow presentation will be presented to the class.) Kingdom Animalia is far more diverse than
Kingdom Plantae. It consists of the most complex organisms consisting of about two million species.
Heterotrophic, multicellular eukaryotes belong to this kingdom. Organisms of Kingdom Animalia vary in size-
ranging from microscopic to the most gigantic creatures. This Kingdom may be divided into two-animals with
backbones or the vertebrates and those without backbones or the invertebrates. Mammals, birds, reptiles,
amphibians and fishes are examples of vertebrates. Mammals- body of mammals are covered with hair and
they have mammary glands and are warm-blooded animals. Cats, dogs, goats, whales, and dolphins are
examples of mammals. Birds- feathers cover the body of birds. The presence of beak or bill is one
distinguishing characteristic of birds. They also have a pair of wings that enable them to fly. But there are
10 minutes
birds species that are flightless, like penguins. Birds also are warm-blooded animals. All birds lay eggs from
which their young are hatched. Reptiles- the thick, dry scales that cover the body of reptiles prevent the
excessive loss of water. Thus, the cold-blooded reptiles are adapted to live on land. Some reptiles have four
legs, while others have no legs at all. Examples are snakes, alligators, and turtles. Amphibians- generally live
in or near bodies of water during the early part of their life cycles. They return to the water when their bodies
start to dry up. Examples are frogs and salamanders. Fishes- live in water. They have scales as body
covering and they breathe through their gills. They also have lungs for breathing. Examples are bangus, lapu-
lapu, and dalagang bukid. Sharks or rays are cartilaginous fishes.
4.5 Application
(GAME) The class will be grouped into 5. They are to play BINGO. There are 5 rounds. Let each learner in
the group list 5 examples of mammals, birds, reptiles, amphibians and fishes. The students who will get the
20 minutes
total highest score in all 5 rounds win.
4.6 Assessment
Students' participation serves as points for assessment. Rubric: Winner=9-10
Observation
1 minutes pts. Loser=8 pts. and below
4.7 Assignment
Preparing for the new lesson Give 5 animals without backbones.
1 minutes
Let everybody perform the viral song "Baby Shark".
3 minutes
5. Remarks
6. Reflections
evaluation. lesson.


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teachers?

Learning Area:
30 SCIENCE 8 4 60 21-Feb-18
to be Developed Kingdom Animalia (Invertebrates)
OBJECTIVES:
The fact or Recognize the characteristics of invertebrates.
or association
Applying
Skills
The ability
Distinguish invertebrates from vertebrates.
Creating
Attitude Organization Identify correctly the groups of invertebrates with honesty and self-discipline.
Values Responding to
Phenomena Discuss with a group the characteristics of invertebrates showing environmental sustainability.
3. Learning Resources and Technology for the Modern World 2 by Maria Eliosa Bermio et. al. (pp. 71), pictures,
metacards
4. Procedures
Review of yesterday's lesson. Checking of assignment. Students will be divided into seven groups.
5 minutes
4.2 Activity Pictures of invertebrates will be distributed to each group. They are to discuss within the group the features of
the assigned animal, the habitat, etc. Each group will write their answers in metacards and post in on the
20 minutes
board. Let them present their output to the class after their interactions.
4.3 Analysis
What is the main difference of the animals presented today and yesterday? Do they have something in
5 minutes common?
4.4 Abstraction
The invertebrates include Echinoderms, Arthropods, Mollusks, Annelids, Nematodes, Flatworms, snd
Cnidarians. Echinoderms- are marine organisms with spiny skins. The tube feet and system of canals in the
echinoderm body serve as channels for sucking in the seawater to obtain nutrients and vomiting sea water.
Examples are starfishes, brittle stars, sea urchins, and sea cucumbers. Arthropods- one distinguishing
characteristic of arthropods is the presence of three or more pairs of jointed legs. Ants, flies, bees, butterflies,
cockroaches, dragonflies mosquitoes, spiders, crabs, and lobsters belong to this group. Mollusks- they have
soft bodies. Most have protective shells as an outer body covering. Examples aer tahong, talaba, and kuhol.
However, some mollusks like the squid have small soft shell inside their bodies. The octopus has no shell
15 minutes inside it at all. Annelids- characterized by ring-like body parts. They have a mouth at the front end and an
annus at the tail end of their bodies. They have hearts and blood vessels that constitute a circulatory system.
Nematodes- are cylindrical worms with finely tapered tail. The body is covered by a tough, nonliving skin or
cuticle that resists drying and crushing. Examples are ascaris and hookworms. Flatworms- are the simplest
worms. Some are endoparasitic like the tapeworms, bloodflukes and liverflukes. Planaria is a harmless
flatworm. Cnidarians- they possess stinging structures in their tentacles. They are also characterized by their
hollow, tubelike bodies, with a mouth at one end. The corals and jellyfishes of various sizes belong to this
group.
4.5 Application Invertebrates must be preserved and protected because they are part of the biggest kingdom in the living
5 minutes world.
4.6 Assessment
(MOVING TEST) Let them prepare 1/4 sheet of paper. A Moving Exam will be
given to the students. They are to identify what kind of invertebrates are in the
Tests given pictures. There are 10 animals to identify. Each student is only given 30
15 minutes
seconds in each station. Once they hear the bell, everybody should move to
the next station.
4.7 Assignment Enriching / inspiring the day’s Watch more videos about the life of invertebrates and appreciate their
3 minutes lesson existence.
We are made differently with lives full of wonderful things.
2 minutes
5. Remarks
6. Reflections
evaluation. lesson.

for remediation.

Why did these work?


teachers?

Learning Area:
31 Science 8 Fourth 60 minutes February 22, 2018
Learning Competency/ies: Explain the advantage of high biodiversity in maintaining the stability Code:
(Taken from the Curriculum Guide) of an ecosystem. S8LT-IVh-21
to be Developed The variety of species is vital to sustaining life on earth.
OBJECTIVES:
The fact or Identify species based on a specialized niche.
or association
Applying
Skills
The ability
Evaluating
Creating
Generate suggestions on how to deliberate understanding about species diversity.
Attitude Internalizing values Practice thoughtfulness and seriousness while paying attention to the facilitator of learning.
Demonstrate responsibility while accomplishing tasks.

Values Valuing
2. Content Biodiversity
Exploring Life Through Science 8 by Josefina Ma. Ferriols-Pavico, Anna Cherylle Morales-
Ramos, Aristea V. Bayquen, Angelina A. Silverio, John Donnie A. Ramos (Author-Coordinator)
3. Learning Resources pages 218-221, Prepared handouts for the discussion points, Laptop, Pictures, World Wide Web,
DepEd Curriculum Guide for Grade 8 Science.
4. Procedures
The teacher shall be asking the students to recapitulate the previous lesson in chorus. This is meant to
emphasize a non-threatening classroom environment and this is how the learners can establish a
3 minutes commendable rapport with the facilitator of learning. As part of the introductory activity, the students shall be
requested to prepare their lecture notebooks for the discussion points.
4.2 Activity Lead the students in providing initial thoughts about the topic at hand. Interactive discussion shall follow. The
learners are to be reminded to participate actively during the teaching-learning process so as to carry out the
15 minutes objectives of the lesson. It is good to know that verbal rewards are given to students who are eager enough
to grasp the salient points of the lesson.
4.3 Analysis The facilitator of learning shall solicit responses from the students out of the highlighted question:
How important are the diverse
10 minutes species in our lives?
4.4 Abstraction The teacher then disseminates the necessary bits of information to the class. Our planet is shared by millions
of species of living things. In its widest sense, biodiversity is virtually synonymous with "life on Earth."
Species is a set of individuals having the same distinct characteristics and able to mate and produce fertile
offspring. Species diversity refers to the number and variety of life forms present in a biological community.
The number of different kinds of species in a particular area is called species richness while the abundance
10 minutes of the individual members within a particular species is called species evenness. (Note: The classifications of
species based on general and specific ecological niche are duly stipulated on the attached sheets.)
4.5 Application Have the learners reflect the lesson to real-life situations. They are to cite concrete example/ scenario that
emphasizes the salient points of species richness and species evenness. This is to be done in a form of a
7 minutes dyadic interaction wherein each pair gives insights on species diversity.
Picture Analysis: The facilitator of learning shall show to the learners pictures
4.6 Assessment of species and have them identify the types of species based on specialized
Talking to Learners/
niche. The students shall be accomplishing this in their activity notebooks.
Conferencing
They have to be very careful in generating ideas so as to obtain high scores.
(Kindly refer to attached sheets.)
Picture Analysis: The facilitator of learning shall show to the learners pictures
of species and have them identify the types of species based on specialized
niche. The students shall be accomplishing this in their activity notebooks.
Conferencing
They have to be very careful in generating ideas so as to obtain high scores.
10 minutes (Kindly refer to attached sheets.)
4.7 Assignment
The learners are to respond to this question: What are the classifications of
Reinforcing / strengthening
species based on general and specific ecological niche? The students are to
the day’s lesson
3 minutes initiate a freewheeling discussion so as to strengthen the day's lesson.

Encourage the students to take these bits of information: The majority of life forms on earth perform essential
roles in keeping us alive and support our economies. With the help of our scientific knowledge and
2 minutes application of technology, we have converted life forms into products that are beneficial to us from giving us
food, shelter, and medicines.
5. Remarks
6. Reflections
help me solve?
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to be Developed Ecosystems with low and high biodiversity must be given further emphasis.
OBJECTIVES:
The fact or Identify ecosystems with low and high biodiversity.
or association
Applying
Skills
The ability
Differentiate low from high biodiversity.
Evaluating
Creating
Perform assigned tasks diligently and with interest.

Attitude Receiving Phenomena
Follow set of procedures humbly.

Values Valuing
Science 8 Learner's Material pages 266-268, Science 8 Teacher's Guide pages 185-187, DepEd
3. Learning Resources Curriculum Guide in Science 8, Laptop, Handouts for the discussion points, World Wide Web,
Pictures.
4. Procedures
Preliminaries: The teacher shall have a close monitoring with the students so as to guarantee an interactive
learning environment. The learners shall be recapitulating the previous lesson for them to deliberate
3 minutes understanding about the topic at hand. The students shall prepare the necessary materials for the activity.
4.2 Activity
Group Activity: The facilitator of learning shall divide the class into five. Then, he roams around each group
and distributes activity sheets for the learners to have a vivid representation of the lesson. Each group shall
15 minutes designate a leader to ensure maximum participation of the members in the specified activity- "What is the
Importance of Biodiversity to Ecosystems?" (Kindly refer to attached sheets.)
4.3 Analysis
The teacher shall solicit responses from the students based on the questions that need further
10 minutes consideration:How will you describe an ecosystem with low biodiversity? How about with high biodiversity?
4.4 Abstraction
The teacher briefly discusses the salient points of the day's lesson. Among the 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 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 temperate rainforests are found in the temperate regions. Tropical rainforests are found
10 minutes
mostly in Latin America. Others are in West Africa, the Pacific Islands and South East Asia including the
Philippines. Add that rainforests serve to trap rainwater that flows into rivers and streams. Plants that abound
in forests minimize soil erosion, landslides and floods. They are also sources of crops that may resist pests
and diseases or produce more harvest and chemicals that can be made into medicines.
4.5 Application The learners are to cite true-to-life situations in which the distinguishing features of low and high biodiversity
are evident. They is to be done in a form of a dyadic interaction wherein the students are to work by pair in
7 minutes accumulating ideas about the topic.
4.6 Assessment
Picture Analysis: The teacher shall be showing a number of pictures and have
them identify ecosystems with high or low biodiversity. This is meant for the
Talking to Learners/ students to give advantages of high over low biodiversity and predict what will
Conferencing happen to an ecosystem with low biodiversity.The students shall be requested
10 minutes to make use of their activity sheets so that somehow, the facilitator of learning
shall be able to process the answers immediately.
4.7 Assignment To improve the day's lesson, the students will be tasked to give five examples
Enhancing / improving the
of ecosystems with high and low biodiversity. (They have to have a
3 minutes day’s lesson
freewheeling discussion on this.)
4.8 Concluding Activity To sum up everything, Biodiversity forms the foundation of the vast array of ecosystem services that critically
2 minutes contribute to human well-being. (This is to be disseminated to the students.)
5. Remarks
6. Reflections
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Our rare and economically important species need our care and protection for future generations.
Developed
Adapted Cognitive
Domain
Knowledge Process Dimensions OBJECTIVES:
The fact or (D.O. No. 8, s. 2015)
condition of knowing Remembering Identify the different efforts to preserve and conserve biodiversity.
something with
Skills
familiarity gained Understanding
through experience
The ability and or
association
capacity acquired
Applying
through deliberate,
systematic, and
sustained effort to Analyzing
smoothly and
adaptively carryout Evaluating
complex activities or
the ability, coming
Creating
from one's Generate ideas on the top six reasons for losing biodiversity.
knowledge, practice,
Choose to be humble in determining the conservation status of species all over the world.
aptitude, etc., to do Receiving Phenomena
Attitude
something
Demonstrate responsibility while paying attention to the very important details of the lesson.
Exploring Life Through Science 8 by Josefina Ma. Ferriols-Pavico, Anna Cherylle Morales-
Ramos, Aristea V. Bayquen, Angelina A. Silverio, John Donnie A. Ramos (Author-Coordinator)
3. Learning Resources pages 218-221, Prepared handouts for the discussion points, Laptop, Pictures, World Wide Web,
DepEd Curriculum Guide for Grade 8 Science.
4. Procedures
4.1 Introductory Activity The facilitator of learning shall be having the following Preliminaries: Recapitulation, Establishing student-
teacher rapport, and Checking of Attendance. As part of the introductory activity, the students are to glean
insights on the International Union for Conservation of Nature (IUCN) which is said to be the leading
3 minutes
organization dedicated to conserving our natural resources.
4.2 Activity
Activating students' prior knowledge: The teacher shall give initial thoughts of the topic by giving the
categories set by the International Union for Conservation of Nature (IUCN) in determining the conservation
15 minutes status of species all over the world. Interactive discussion shall follow. Have the students grasp the
necessary bits of information so as to heighten their awareness on the Philippine threatened species.
4.3 Analysis
The students shall be requested to respond to this question:
10 minutes In your own understanding, what are the many ways by which we take care of our precious biodiversity?
4.4 Abstraction
The teacher shall give the discussion points for the students to deliberate understandings on the specified
lesson. The ANE (Asia and Near East) region is perhaps the most biodiverse area on Earth. As much as 80
percent of the world's endangered species are found at ANE. The wide variety of life on Earth has been
reduced by human activities at a global scale. The greatest threat to the Earth's biodiversity is the loss and
degradation of species habitat. Today, the region has already lost ninety-five percent of its frontier forests;
countries in the region have lost seventy to ninety percent of their original wildlife habitats; and forest loss has
10 minutes accelerated. As part of this precious environment is lost day by day, many animals are facing extinction faster
than they can be identified by man. Even plant species are dying before they can be tested for possible cure
to deadly diseases we face today. (Note: The top six reasons for losing our biodiversity are highlighted on the
attached sheets.)
4.5 Application Have the students glean some insights on the real-life situations that heighten individual's awareness on
endangered species. The teacher shall initiate a dyadic interaction wherein each pair disseminates bits of
information about worldwide and local biodiversity preservation and conservation efforts.(Kindly refer the
details to attached sheets).
Have the students glean some insights on the real-life situations that heighten individual's awareness on
endangered species. The teacher shall initiate a dyadic interaction wherein each pair disseminates bits of
7 minutes information about worldwide and local biodiversity preservation and conservation efforts.(Kindly refer the
details to attached sheets).
4.6 Assessment Think-Pair-Share: Have the students identify the different efforts to preserve
and conserve biodiversity. They shall be deliberating understandings on the
numerous ways by which they take care of their precious biodiversity. They
Talking to Learners/ have to have this assessment to ensure that the objectives of the lesson are
Conferencing met/achieved. It is assured that they shall be sharing their answers in front of
the class for guidance and information of everybody. The students' responses
10 minutes shall be processed immediately. The rubric is given ahead such as pair
interaction-5, sharing-5.
4.7 Assignment To enhance/improve the day's lesson, let the students give five examples of
Enhancing / improving the endangered species. This is meant for them to accumulate ideas on
day’s lesson organisms which are said to be endangered of extinction. They have have this
3 minutes
in a form of a freewheeling discussion.
4.8 Concluding Activity The learners are to take this apt reminder: Small but collective efforts can still help in saving many species in
2 minutes the brink of extinction.
5. Remarks
6. Reflections
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(Taken from the Curriculum Guide) of an ecosystem. S8 LT-IVh-21
Developed
Adapted Cognitive
Domain
condition of knowing Remembering
something
Skills with
familiarity gained Understanding Explain the different interventions employed in protecting and conserving biodiversity.
through experience
The ability and or
association
capacity acquired Applying
through deliberate,
systematic, and
smoothly and
complex activities or Describe how the identified interventions are employed in protecting and conserving biodiversity.
the ability, coming
Creating
from one's
aptitude, etc., to do Internalizing values
Attitude Display critical thinking while performing the activity.
something
Follow set of procedures humbly.
Values Valuing
3. Learning Resources Curriculum Guide in Science 8, Laptop, World Wide Web, Prepared handouts containing the
essentials of the day's lesson, Pictures, Activity Sheets.
4. Procedures

Preliminaries: The teacher shall be showing pictures about the different interventions employed in protecting
and conserving biodiversity. This is meant for the students to share insights, ideas and feelings on the
3 minutes distinguishing features of biodiversity. The students shall be tasked to prepare the materials for the activity.
4.2 Activity
Group Activity: The teacher shall divide the class into five. Each group shall perform the activity - "I create the
future" (Part 1: My Future World; Part II: Making It Happen) . Have the students follow the specified
procedures so as to make a personal and group vision for the future in relation to biodiversity. The activity
sheets shall be distributed to each group so as to generate suggestions on how to analyze the different ways
15 minutes that government, groups, and individuals are doing in order to arrive at the envisioned future, and this shall
be the most fitting time for the students to take personal action towards conserving biodiversity. Interactive
dicussion shall follow. The students are reminded to listen very attentively so as to carry out the objectives of
the lesson.
The teacher shall be soliciting responses from the students based on the following questions:
4.3 Analysis How to protect and conserve the rare and
economically important species? How are you going to make a list of conditions that you want to see in your
world in the future. The students' responses are to be processed as they suggest ways and take action to
10 minutes make them happen.
4.4 Abstraction The teacher briefly discusses the lesson to the students. Biodiversity can be defined as “the variety of life on
Earth”, including “the variety within and between all species of plants, animals, and micro-organisms and the
ecosystems within which they live and interact”. The current rate of biodiversity loss is hundreds, or even
thousands times higher than the expected natural rate, and is comparable to the five or six mass extinction
events in the earth’s history. It is essential for the future that we do what we can to halt this loss and to save
10 minutes the precious life on our planet. (Note: Kindly refer the different ways/interventions of conserving biodiversity to
the attached sheets.)
4.5 Application
The students shall reflect the lesson to real-life stuations. They are to give insights on the different conditions
that they want to see in the long run. This is to be done in a form of a dyadic interaction wherein each pair
generates suggestions on how to take action action to make the aforementioned conditions happen. (Kindly
refer the students' notions to attached sheets.)
The students shall reflect the lesson to real-life stuations. They are to give insights on the different conditions
that they want to see in the long run. This is to be done in a form of a dyadic interaction wherein each pair
7 minutes generates suggestions on how to take action action to make the aforementioned conditions happen. (Kindly
refer the students' notions to attached sheets.)
4.6 Assessment
Have the students analyze the different ways that government, groups, and
individuals are doing in order to arrive at the envisioned future. This is how the
students can explain the different interventions employed in protecting and
10 minutes conserving biodiversity. The students shall be writing a very brief essay to
formulate responses. They are to be assessed based on a set
criteria/guidelines. (Kindly refer the rubrics to attached sheets.)
4.7 Assignment
Reinforcing / strengthening The learners are to enumerate other conditions that they want to see in the
3 minutes the day’s lesson near future. Have a freewheeling discussion on this.
4.8 Concluding Activity We must have focus and thoughtfulness in conserving and protecting our precious biodiversity. (This should
2 minutes not be forgotten.)
5. Remarks
6. Reflections
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Developed
Adapted Cognitive
Domain
condition of knowing Remembering
something
Skills with
familiarity gained Understanding Discuss the salient points of biodiversity.
through experience
The ability and or
association
capacity acquired
Applying
through deliberate,
systematic, and
smoothly and
complex activities or
the ability, coming
from one's Creating
Design a "future log" for a week so as to contribute to conserving biodiversity.
aptitude, etc., to do Responding to
Attitude
Discuss with determination and positive vision of the daily actions that can be carried out to
something Phenomena protect biodiversity.
Values Valuing Demonstrate responsibility while doing tasks.
Curriculum Guide in Science 8, Laptop, World Wide Web.
4. Procedures
4.1 Introductory Activity Preliminaries:
Think-Pair-Share. Each pair shall discuss the answers to this question:
1. What changes in your daily actions can you carry out to contribute to conserving
3 minutes biodiversity?
The students shall take turns in answering the question. This is meant for them to engage in more
actions, thoughts and words that will help them contribute to the conservation of biodiversity in their locality.
4.2 Activity
Interactive discussion: Lead the students in undertaking a freewheeling discussion on the essentials of the
day's lesson. The students are to activate their prior knowledge on the different efforts in protecting and
15 minutes conserving biodiversity so as to guarantee a bright future in the long run. The teacher shall be asking the
students' lecture notebooks for the necessary bits of information are to be given further consideration.
4.3 Analysis The learners are to formulate responses to this highly subjective question: What can you do to create a
10 minutes positive future? Answers are verified and are then processed.
4.4 Abstraction
The teacher briefly discusses the salient points of the lesson. It is emphasized that with understanding of
what biodiversity can do for humans and the whole world, there is no choice but to care for and conserve
them. Every individual with steadfast adherence on this is encouraged to help in promoting awareness of the
10 minutes importance of biodiversity, help minimize threats to biodiversity and actively participate in programs and
projects for the protection and conservation of biodiversity.
4.5 Application The students shall be requested to reflect the lesson to real-life situations. Have them realize that their
actions, words and thoughts can actually affect their future. They have to have a dyadic interaction on this.
7 minutes Each pair shall be reporting their brief responses in front of the class for further clarification of the topic at
hand.
4.6 Assessment
The teacher will show the class a sample future log. Then, he instructs the
students to design a future log for a week that has in it the information pieces
that encourage them to add more ways, that is, engage in more actions,
thoughts and words that will help them contribute to the conservation and
10 minutes biodiversity in their locality. Then, the students shall be expressing something
about the outputs. The products shall be collected by the facilitator of learning
to deliberate understanding on the topic at hand. (Kindly refer the
guidelines/criteria to attached sheets.)
4.7 Assignment
To improve the day's lesson, the learners shall be paying attention to the daily
actions that can be carried out to contribute to conserving biodiversity. This is
to be done in a form of an interactive discussion with the facilitator of learning.

Take these apt pieces of advice: As students, start right by taking seriously your learning and understanding
of your community's biodiversity, the organisms' importance to and interactions with each other. Use them
wisely and conserve biodiversity. It is only when you understand all of these will you realize that you cannot
2 minutes afford to lose any of these, for all of you and your future, will be affected. "ACT NOW, NO ONE CAN DO
THIS FOR YOU NOR FOR US!"
5. Remarks
6. Reflections
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Describe the transfer of energy through the trophic levels.
(Taken from the Curriculum Guide) S8LT- Ivi- 22

Key ecological roles of organisms in energy transfer
Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
The fact or condition of Remembering Identify the categories of orgnisms on how they obtain energy from the environment.
Skills Applying
The ability
sustained effort to smoothly Differentiate autotrophs from heterotrophs and decomposers.
Responding to
Attitude Discuss the importance of decomposers in an ecosystem with positive vision.
Phenomena
Values Internalizing values Display kindness to others in sharing the ideas about autotrophs, heterotrophs and decomposers.
2. Content Transfer of energy in trophic levels
CG p. 50, TG pp.201- 202, LM pp. 273- 274, Exploring Life Trough Science- Grade 8 pp.234 -
235, paper and pen
4. Procedures
4.1 Introductory Activity The facilitator of learning shall be having the following routinary matters: Opening Prayer, Checking of
attendance, Establishing rapport with the students. Afterwards, ask a student to give a recap of the previous
3 minutes discussion.
4.2 Activity
Lead the students in having an interactive discussion to carry out the elemental objectives of the lesson.
Have the learners participate actively during the teaching-learning process. The learners will be sharing their
15 minutes thoughts in differentiating autotrophs from heterotrophs and detritivores . They will share their ideas by pair.
4.3 Analysis Pair Sharing

1. What are autotrophs? heterotrophs? decomposers?
2. Can you differentiate the roles of these organisms?
10 minutes 3. What is the main role of
decomposers?
4.4 Abstraction
Discussion : Organisms are categorized on how they obtain energy from the environment. First are the
autotrophs, they are the producers which are mainly green plants on land that manufacture their own food
with the aid of sunlight. In aquatic environments, certain microorganisms such as phytoplanktons are the
main producers. Next are the heterotrophs, they are organisms that cannot manufacture their own food and
depend on their producers for foods and energy. They are also known as consumers. Lastly are the
decomposers and detritivores and decomposers, detritivores or detritus feeders are organisms that eat
15 minutes fragments of dead organic matter and return them as nutrients to enrich the soil and decomposers are
microorganisms such as bacteria and fungi that breaks down dead bodies of orgnisms into simpler substance
to enable the materials locked up in them to be returned to the physical environment and be used again by
green plants. Without these decomposers, the world will be filled with plant and animal wastes, dead bodies
and organic garbage.
4.5 Application
Humans and animals are under heterotrophs since we cannot manufacture our own food and we usually
depend on plants and other heterotrophs inorder to gain energy.
Humans and animals are under heterotrophs since we cannot manufacture our own food and we usually
7 minutes depend on plants and other heterotrophs inorder to gain energy.
4.6 Assessment Answer the following questions:

1. Differentiate autotrophs from heterotrophs?
Tests 2. How important are the autotrophs?
5 minutes
3. What is the importance of decomposers in
the ecosystem?
4.7 Assignment
Preparing for the new lesson Please prepare a picture of a food chain.
3 minutes
4.8 Concluding Activity Producers affect the lives of other organisms since they are the source of energy.
2 minutes
5. Remarks
6. Reflections



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37 SCIENCE Grade 8 Fourth 60 minutes March 1, 2018

Feeding Interaction- food chain
Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
experience or association Understanding Discuss the meaning of food chain.
Skills Applying
The ability
sustained effort to smoothly Distinguish the components of food chain.
Display seriousness in doing the activity entitled "how do you identify the components of a food
Attitude Internalizing values
chain in the ecosystem?"
Responding to
Values Practice orderliness in doing the activity.
Phenomena
236, pictures, paper and pen
4. Procedures
Students are asked to prepare their assignments for checking and afterwards will be the recapitulation of the
previous topics/ activities.
3 minutes
4.2 Activity
Lead the students in performing the activity "how do you identify the components of a food chain in the
ecosystem?" In this activity, they will be able to distinguish between producers and consumers. They are to
analyze the transfer of energy from one organism to another. Let them write in their notebooks their answers
15 minutes and explanations. Note:
The situations/ questions are found on page 274 - 276 in the Learner's Material (see the attached
appendices). They will answer it individually.
4.3 Analysis Ask the students the following questions:

1. What is a food chain?
10 minutes 2.What are the components of food chain?
4.4 Abstraction
Discussion: A food chain is a way of describing the flow of energy in food through a community. Each stage
in a food chain is known as trophic level. All food chains begin with organisms called autotrophs. They are
described as producers (refer to appendices for the illustration). In the first illustration it is the grass that
serves as producers. Organisms that obtain their energy by feeding on other organisms are called
consumers. The second link of the food chain is a herbivore, an animal that feeds only on producers. Hence
they are called as the primary consumers. In the illustration, it is the caterpillar. The third link of the food chain
10 minutes is always a carnivore, an animal that feeds on other animals , which feed on herbivores. In the diagram 2 the
monitor lizard is considered a predator- an animal that feeds on other animal called the prey.The second-
level consumers are known as secondary consumers while the third level consumer is known as third order
consumer respectively. in the first diagram it is the chicken that serves as the second order consumer and the
hawk as well as the crocodile serve as the last consumer.
4.5 Application
Corn was eaten by a rat. The rat was eaten by a snake and the snake was eaten by the hawk. This
7 minutes relationship is an example of a food chain.
4.6 Assessment Using the Table (please see the appendices):
Tests 1. Construct at least 5 food chains with at least three organisms representing
10 minutes
the producer, first order consumer and second order consumer.
4.7 Assignment
Preparing for the new lesson Please prepare a picture of a food web.
3 minutes
4.8 Concluding Activity Plants maybe the primary producers of energy but the energy from the sun ultimately supplies all energy
needed by all organisms to survive.
2 minutes
5. Remarks
6. Reflections



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Learning Area:
Feeding Interaction- food web
Developed Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
experience or association Understanding Explain the meaning of food web.
Skills Applying
The ability
sustained effort to smoothly Distinguish food chains given a food web.
Attitude Internalizing values Display patience in identifying food chains given a food web.
Values Internalizing values Practice oneness during the teaching learning process.

237, pictures, paper and pen
4. Procedures
Students are asked to prepare their assignments for checking and afterwards will be the recapitulation of the
3 minutes
4.2 Activity
Lead the students in having an interactive discussion to carry out the elemental objectives of the lesson.
Have the learners participate actively during the teaching-learning process. The learners will be sharing their
10 minutes thoughts in defining food web and identifying food chains given a food web. They will write their answers in
their activity notebooks.
4.3 Analysis Ask the students the following questions:

1. What is a food web?
2.How does food chain differs from food web?
10 minutes 3. Can
you distinguish several food chains given food webs?
4.4 Abstraction Discussions: In nature, many different food chains (way of describing the flow of energy in food through a
community) occur in a community or an ecosystem. They connect and overlap to form a network of food
chains called food web. Food webs show how the same source of food may be part of several food chains.
They can also show different food chains. They can likewise show different organisms that feed at the same
level in the community or ecosystem. See for example the food web in a forest (see the attached
appendices), It begins with the leaves/ grass and fruits that could be seen in the forest and are eaten by a
15 minutes monkey. The monkey is one of the food of a monkey- eating eagle. Another example are the leaves that were
eaten by the flying lemur and this lemur was eaten by the eagle. Thus, food web is comprise of an
interconnected food chains.
4.5 Application
Cite additional examples of food chains that can be seen in the given illustration of food web.
7 minutes
4.6 Assessment Given the food web in the sea (please see the appendices):
Tests
10 minutes 1. Find five food chains and identify what trophic level do they belong.
4.7 Assignment
Without producers, will consumers stay alive? Why?
day’s lesson
Without producers, will consumers stay alive? Why?

Our lives are interconnected with each others just like a food web.
2 minutes
5. Remarks
6. Reflections



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Energy and Biomass Pyramids
Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
The fact or condition of Remembering Discuss the meaning of biomass.
Skills Applying Solve the biomass mass given an amount of producer.

The ability
Attitude Internalizing values Display interest in making the pyramid of biomass.
Values Internalizing values Practice orderliness in soving the biomass of several organisms.
239, picture, paper and pen
4. Procedures
4.1 Introductory Activity Students are asked to prepare their assignments for checking and afterwards will be the recapitulation of the
3 minutes
4.2 Activity Facilitate the students in having an interactive discussion about biomass and on how to find the biomass of
organisms given an energy pyramid. Have the learners participate actively during the teaching-learning
process. Then, the students will construct the pyramid of biomass of several consumers and solve its
15 minutes corresponding value.
4.3 Analysis
Ask the students the following questions:
1. What is the meaning of biomass?
2. Given the energy pyramid, how many
10 minutes percent of biomass and energy are transferred to the next level?
3. Which group of organisms has the greatest
biomass or energy? Which has the least biomass and energy?
4.4 Abstraction
Biomass refers to the total mass of organisms in a food chain or food web. Since the transfer of matter
expressed as biomass and energy in food from one trophic to another are not one hundred used, not all
plants and animals at one level are eaten by organisms at the next level. Only about 10 % of biomass and
energy are transferred to the next level. Given the pyramid of biomass and energy (refer to the attachments),
a large amount of producers at the base of the pyramid will be needed to support only few consumers at the
top. A 10 000 kg of plankton that photosynthesize are needed to support only 1 000 kg of plankton that do not
10 minutes photosynthesize- these planktons are called primary consumers. The 1 000 kg of primary consumers would
support only 100 kg of small fishes, which in turn would sustain only 10 kg of lapu- lapu. Next, the 10 kg of
lapu- lapu will sustain only 1 kg of humans who are the top consumers.hence, the greatest biomass/ energy
is the producer and the last consumer will get the least energy.
4.5 Application
Given the food chain : corns rat snake hawk human
7 minutes How much biomass of hawk can 50 000 kg of corn support?
4.6 Assessment 1. Howthe

Given much biomass
pyramid of chicken
of energy/ can 5 000 kgsee
biomass(please of corn support?
the appendices):
Tests 2. How much biomass of humans can the chickens

10 minutes
support? 3. Which is more effecient in corverting biomass of
producers to biomass of consumers- a meat eater or a plant eater? Give your
4.7 Assignment explanation.
Preparing for the new lesson Have an advance reading about natural ecosystem.
3 minutes
4.8 Concluding Activity In an energy pyramid the base of the pyramid is reduced and only 10% moves to the next level. The loss
goes on at every level until only 0.01 % reaches the top consumer.
2 minutes
5. Remarks
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40 Science 8 Fourth 60 minutes March 5, 2018
Analyze the roles of organisms in the cycling of materials
(Taken from the Curriculum Guide) S8LT-Ivi-23
Natural Ecosystem (Terrestrial and Temperate)
Developed
Domain Dimensions (D.O. No. 8, s. 2015) OBJECTIVES:
Knowledge Remembering Describe a natural ecosystem.
familiarity gained through Understanding
experience or association
Applying
Skills
The ability Analyzing Differentiate the climate in biomes: terrestrial communities and temperate forest.
adaptively carryout complex Evaluating
Creating
Attitude Internalizing values Display open mindedness in sharing ideas.

Values Internalizing values Practice recognizing the importance and value of natural ecosystem with kindness.
2. Content Ecosystems
Exploring Life Through Science by Josefina Ma. Ferriols-Pavico, et., al. pp 245-250, picture of a
natural ecosystem (terrestrial and temperate forest)
4. Procedures
Tell the students that supposing they live in a big city, or in a small town in the countryside. The people
around them form a community. They depend each other, helping in each other live in the environment. The
earth's ecosytems are also communities. The plants and animals that live in each ecosystem depen on each
other for survival. Some places seem to be rich with life and some are considered barren empty. The earth's
5 minutes ecosystems, from the driest deset to the ocean floor, show us great contrasts. Each is unique and is home to
a unique community of plant and animal life. Let us study these communities to help us understand the
richness of life on Earth.
4.2 Activity Picture Analysis: The teacher will group the students into 5 and show picture of a natural ecosystem the
terrestural communuties and the temperate forest. Let the group discuss about their previous knowledge of a
15 minutes natural ecosystem and so with what they have analyzed based on the given pictures.
4.3 Analysis Based on the picture shown, the teacher will ask the students the following questions: What is a natural
ecosystem? What is the climate in a terrestrial community and a in a temperate forest? What terrestrial
10 minutes communities where the greatest variety of plants and animals than any other live?
4.4 Abstraction
Natural ecosystems abound planet Earth. They are biological environments in the planet that are not created
or have not been altered by man. The largest geographic regions containing distinctive plant and animal
communities are what ecologist call biomes. Climates determine the biome's dsitribution throughout the
world. Tropical Rain forest receive incredible amount of rain. The constant constant moist and warm
conditions in the rain forest make it home of the greatest variety of plants and animals than any other land
biome. It is the richest biome in terms of the number of species.Grasslands- Grasses thrive in places that are
too dry for a forest to grow, but too wet for a dessert to develop. Most of the worlds grasslands fall into two
categories. Those in growing in places where the climate is hot all year round are called tropical grasslands.
Those grwoing in places with hot summers and cold winters are called temperate grasslands. The weather in
temperate climate changes with the seasons.Temperate forests are divided into two categories: Deciduous
Forests- are home to deciduous or hardwood trees that she their leaves each winter. They have relatively
warm summers, cold winters and sufficient precipitation. Coniferous Forest (Taiga)- Cold, wet climatess
promote the growth of coniferous trees, primarily spruce and fir.
Natural ecosystems abound planet Earth. They are biological environments in the planet that are not created
or have not been altered by man. The largest geographic regions containing distinctive plant and animal
communities are what ecologist call biomes. Climates determine the biome's dsitribution throughout the
world. Tropical Rain forest receive incredible amount of rain. The constant constant moist and warm
conditions in the rain forest make it home of the greatest variety of plants and animals than any other land
biome. It is the richest biome in terms of the number of species.Grasslands- Grasses thrive in places that are
too dry for a forest to grow, but too wet for a dessert to develop. Most of the worlds grasslands fall into two
10 minutes
categories. Those in growing in places where the climate is hot all year round are called tropical grasslands.
Those grwoing in places with hot summers and cold winters are called temperate grasslands. The weather in
temperate climate changes with the seasons.Temperate forests are divided into two categories: Deciduous
Forests- are home to deciduous or hardwood trees that she their leaves each winter. They have relatively
warm summers, cold winters and sufficient precipitation. Coniferous Forest (Taiga)- Cold, wet climatess
promote the growth of coniferous trees, primarily spruce and fir.
4.5 Application
Describe the natural ecosystem in your community.
7 minutes
4.6 Assessment
The students must be able differentiate the climate in terrestrial communities
Anlysis of Learners' Products and in temeperate forest. Their answers must be reflected on their activity
10 minutes notebook. (See attached rubric on appendices)
4.7 Assignment
Reinforcing / strengthening the How do different ecosystems differ in terms of their location, climate and
3 minutes day’s lesson vegetation?

Natural ecosystems consists of many species of plants and animals. They are naturally sustainable.
2 minutes
5. Remarks
6. Reflections

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Learning Area:
Analyze the roles of organisms in the cycling of materials.
Aquatic Ecosystem
Developed
familiarity gained through Understanding Infer the importance of aquatic ecosystem.
Applying
Skills
The ability Analyzing
Differentiate marine ecosystem and freshwater ecosystem.
Creating

Display critical thinking in formulating ideas.
Values Internalizing values Display responsibility in preserving our ecosystem.
2. Content Ecosystem
3. Learning Resources Exploring Life Through Science by Josefina Ma. Ferriols-Pavico, et., al. pp 251-252.,
4. Procedures
4.1 Introductory Activity Checking of Assignments: How do different ecosystem differ in terms of their location, climate and
5 minutes vegetation?
4.2 Activity Show pictures of the classification of ocean habitats and distinct zones of lakes and ponds. Let the students
10 minutes study the pictures carefully.
4.3 Analysis Based on the picture shown in the classification of ocean habitats and distinct zone of lakes and ponds, how
do the marine ecosystem and freshwater ecosystem differ from each other? What is marine ecosystem? How
10 minutes about fresh water ecosystem? What is an aquatic ecosystem?
4.4 Abstraction
An aquatic ecosystem is an ecosystem that exist in water. An ecosystem is defined as a distinct community
of organisms (including plants, animals) that exists in a particular environment. With an aquatic ecosystem,
the environment is a watery one. Aquatic ecosystems feature various types of organisms. Aquatic
ecosystems can be divided into freshwater ecosystems such as lakes and ponds, and marine ecosystems
suah as sea. Marine Ecosystem is an ecosystem that exists within the sea. An estimated 90 percent of all
photosynthesis and release of free oxygen take place in the sea. Ecologists classify ocean habitats and their
organisms on the basis of depth, type of bottom, and right level. Estuaries, coastal wet lands, mangroves,
and coral reefs are also situated near this zone. The open sea surface (pelagic), extends from the end of the
12 minutes continental shelf to the vast volume of the ocean. Freshwater ecosystems are the only place where we can
easily get fresh, flowing waters. All freshwater environments are strongly connected to terrestrial habitats;
hence, they are easily polluted by human activities. Lakes and ponds have three distinct zones: littoral,
limnetic and profundal. Littoral zone is a shallow zone near the shore where aquatic plants live among with
various predatory insects, amphibians and small fish. The limnetic zone refers to the area that is farther away
from the shore but close to the surface. I The profundal zone is deep water zone that is below the limits of
effective light penetration.
4.5 Application
How can we conserve and/or preserve our aquatic ecosystems?
7 minutes
The students are instructed to get their activity notebook and let them infer the
4.6 Assessment importance of aquatic ecosystems and differentiate marine ecosystem and
freshwater ecosystem.
10 minutes
4.7 Assignment Preparing for the new lesson What is an open ecosystems?
3 minutes
An aquatic ecosystem is an ecosystem in a body of water.
2 minutes
5. Remarks
6. Reflections

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Learning Area:
Open and Interdependent Ecosystems
Developed
Knowledge Remembering Describe open and interdependent ecosystem.
Applying
Skills
The ability Analyzing
Creating Formulate ideas of the importance of interdependence in an ecosystem.
Hold on to the characteristic of being humble in formulating ideas of the importance of an open
Attitude Receiving Phenomena
and interdependent ecosystem.
Display appreciation of every idividuals contribution to the community.
Exploring Life Through Science by Josefina Ma. Ferriols-Pavico, et., al. pp. 253-254, pictures of
3. Learning Resources open and interdependent ecosystems
4. Procedures
The teacher shall ask the students to recapitulate the previous lesson in chorus. This is meant to emphasize
an non-threatening classroom environment and this is how the learners can establish good rapport with the
3 minutes facilitator of learning, afterwhich the teacher shall ask the students if they have done their assignments and
tell them that the checking of it will be done during the teaching and learning process.
4.3 Analysis
4.2 Activity
At the outset, the teacher will post pictures wherein the open and interdependent ecosystems are
shown.Then, the learners will be tasked to be very participative so as to emphasize the teaching-learning
15 minutes process. The teacher will give points and verbal reward so that learners will be motivated to deal with the
freewheeling discussion.
10 minutes
The learners are to formulate responses to these questions: What is an open ecosystem? Why it isc called
10 minutes interdependent ecosystem? What is the importance of interdependence in an ecosystem?
4.4 Abstraction
Open ecosystems are areas that are open to outside surroundings influences. They are also called
interdependent ecosystems because they receive nutrients from bordering land ecosystems that are needed
by its organisms to survive. Estuaries have been called the "nurseries of the sea"because the protected
environment and abundant food provide an ideal location for fish and shellfish to reproduce. An estuary is a
dynamic ecosystem having a connection to the open sea through which the sea water enters with the rhythm
10 minutes of the tides. The sea water entering the estuary is diluted by the fresh water flowing from rivers and streams.
Wet land is the basic name for a kind of ecosystem that develops where fresh or saltwater and land meets.
Saltwater and wetlands are found along coastlines. They include salt marshes and mangrove swamps.
Amphibians, reptiles, small fishes, and water insects thrive in these place.
4.5 Application
Have the students recall the previous discussion and recall their knowledge on the picture shown earlier and
share their ideas on how does a wetland ecosystem work and why are estuaries important to the
7 minutes environment. This can be done in the form of sharing.
4.6 Assessment Think-Pair-Share: The learners shall be formulating ideas of the importance of
interdependent in ecosystem and describe open and interdependent
Talking to Learners/ ecosystem. They have to have this assessment for further clarification of the
Conferencing topic. It is expected that they shall be sharing their answers in front of the
10 minutes class for guidance and information of everybody. The students are to be given
points and verbal rewards.
4.7 Assignment Enhancing / improving the

Study in advance Man-made Ecosystem.
4.8 Concluding Activity An ecosystem is a community of interdependent organisms along with the inorganic components of their
2 minutes environment, including water, soil, and air.
5. Remarks
6. Reflections

remediation.

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Learning Area:
Man-made Ecosystem
Developed
Knowledge Remembering Describe a man made ecosystem.
Applying
Skills
The ability
Creating
Design a man-made ecosystem.

Display critical thinking in designing a man-made ecosystem.
Values Valuing Demonstrate responsibility in designing a man-made ecosytem
Exploring Life Through Science by Josefina Ma. Ferriols-Pavico, et., al. pp. 254-255, sample of
3. Learning Resources man made ecosystem
4. Procedures
The facilitator of learning shall be having the following routinary activities: Opening Prayer and Establishing
rapport with the students. The learners shall be requested to prepare their lecture notebooks for they shall be
3 minutes paying attention to the significant details of the lesson. Checking of assignments shall be done during the
discussion.
4.2 Activity
Let the student group into five. Let them share the things they knew about man made ecosystem as they
were instructed to study in advance man made ecosystem and present it to the class. This will be done in a
free wheeling discussion. The teacher must be knowledgeable enough to deal with the students in order for
15 minutes them to be motivated as well as the teaching and learning process will be dealt properly and for the students
deeper understanding of the said topic.
4.3 Analysis What is the importance of a man made ecosytem? Why it is created? Does it bring good to the environment
10 minutes as well as to the living things?
4.4 Abstraction
Humans create artificial ecosystems through agricultural or urban expansion activities. Artificial ecosystems
usually alter the planet's natural ecosystems through pollution or exploitation of natural resources. Fishpens,
zoos, botanical gardens, farms, and lakes and recliamed ares are examples of man-made ecosystem. These
ecosystems are sustained by human intervention. Singapore's Night Safari, the first night zoo in the world,
maintains artificial representative biomes to the animals' home. Captive animals are not living in cages but
10 minutes can roam in their habitat using the open-zoo system, while visitors can observe them more clearly when most
nocturnal animals are active. Artificial ecosystem are created to mimic the natural ecosystems. It is a human
made system of plants, animals, and people living in area together with their surroundings. Man-made
ecosystem are created to copy the conditions of natural ecosystem.
4.5 Application The learners are to cite examples of a man-made ecosystem.

7 minutes
4.6 Assessment
With the same group let them design a man made ecosystem. A rubrics is
10 minutes given before the activity. (Please see attached rubrics)
4.7 Assignment
lesson
Make a holistic map of an ecosystem Pictures are to be used on the said map.
3 minutes
2 minutes
5. Remarks
6. Reflections

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Grade
DLP No.: Quarter: Duration: Date:
Level:
Learning Competency/ies: Explain how materials cycle in an ecosystem Code:
(Taken from the Curriculum Guide) S8LT-Ivj-24

Biogeochemical cycles and the water cycle
Developed
Knowledge
The fact or condition of Remembering Memorize the cycling process undergone by the Earth's water.
Understanding
Skills
The ability Applying Illustrate the water cycle by group.
Evaluating
knowledge, practice, aptitude, Creating
Attitude Responding to Phenomena Present the water cycle illustration confidently.
Values Organization Relate to the essence and value of the Earth's water to one's life.
2. Content Biogeochemical Cycles: Water cycle
k-12 Science 8 CG (Dec. 2013) p. 50, Science 8 LM p. 284 & 286, laptop,
3. Learning Resources pictures
4. Procedures
4.1 Introductory Activity The teacher facilitates the prayer and checking of attendance. After having the
routinary activities, the teacher will establish rapport to the learners. Then the students
are introduced with the game called "4-Pics, 1-Word". Mechanics are presented for
5 minutes clarification (See Attachments).
4.2 Activity The class in two groups plays the game by guessing the terms sush as evaporation,
condensation, precipitation and water cycle four using four related pictures that
describe them. The group that has the most number of points shall be the winner. A
10 minutes rubric for scoring is presented prior to the activity.
4.3 Analysis 1.To what biogeochemical cycle do the terms in the game refer to? 2. Where does
water come from and where does it go? 3. What processes are involved in the water
cycle? 4. What is evaporation? transpiration? How do they contribute to the water cycle
process? 5. How does condensation occur? 6. What is formed after condensation? 7.
10 minutes What happens during precipitation and in what form is it? 8. After precipitation, where
does water go?
Water circulates around the environment - the oceans, land, air and living organisms.
4.4 Abstraction The cycling process involves evaporation, transpiration, condensation, and
precipitation. When solar energy warms the Earth’s surface, water evaporates from the
oceans, rivers, lakes and land.The escape of water through leaf pores (transpiration)
adds water vapor to the atmosphere.Upon cooling at higher altitude, water vapor
condenses and forms clouds. Eventually, precipitation occurs in the form of rain or
snow. On land, plant roots absorb water.In trophical rainforests, over 90 percent of the
moisture is cycled through transpiration in plants. Some water seeps downwards and
10 minutes replenishes the ground water.The excess eventually overflows into the oceans and the
water cycle continues.
4.5 Application
The class is grouped according to where they live (by sitios). Each group is tasked to
illustrate in a manila paper the water cycle process around their community.
10 minutes Afterwhich, representatives will explain their work in front of the class and be graded
based on a rubric (See attachments).
Aside from the performance-based activity a short quiz is

4.6 Assessment
administered to asses if they have listened to the discussion.
1. What processes are involved in the water cycle?

2. What do you call the process of extracting water from
oceans, rivers, lakes and land when solar energy warms the Earth’s
Tests surface?
3. Where does water from transpiration come from?
10 minutes 4.What happens
to water after evaporation or transpiration?
5. What process occurs when the cloud from
condensation becomes water or snow and falls down to the Earth's
surface?
4.7 Assignment
Reinforcing /
What do you think is the effect of the climate change in the water
strengthening the
3 minutes cycle nowadays?
day’s lesson
Humans and other living things can't survive without water. That's how essential water
4.8 Concluding Activity is to us. Therefore we must learn about its source and process for an effective use and
for water conservation as well.
2 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
E. Which of my learning 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?

Carbon/Oxygen Cycle involves photosynthesis and respiration.
be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
The fact or condition of Remembering Recognize the oxygen-carbon dioxide cycle and its significance to our lives.
Applying
Skills
The ability and
adaptively carryout complex Detect the imbalance nature of the oxygen-carbondioxide cycle nowadays and the changes it
Evaluating
activities or the ability, coming undergoes.
Creating
Responding to
Attitude Tell the current situation in our ecology with sense of responsibility.
Phenomena
Internalizing
Values Display care for the environment in sharing his/her thoughts.
values
2. Content Oxygen- Carbon Dioxide Cycles
3. Learning Resources k-12 Science 8 CG (Dec. 2013) p. 50, Science 8 LM p. 285, laptop, picture
4. Procedures
4.1 Introductory Activity Establishing rapport. The teacher then shows the following pictures to the class and let them identify and
tell something about the pictures.
5 minutes
4.2 Activity Witihin 3 minutes, the students in pairs are tasked to list as much as they can, things that animals, plants
and human share common benefits to one another. Afterwhich, volunteer pairs will present what they
10 minutes have listed.
4.3 Analysis
1. What significant connection of the man and the tree is shown in the picture? 2. What biogeochemical
cycle is presented by the picture? 3. What gas is needed by plants that is produced by humans or
10 minutes animals? 4. What is needed by humans and animals that is produced by plants? 5. What two processes
are involved in the Oxygen-Carbon Dioxide Cycle? 6. Do plants also undergo the process of respiration?
4.4 Abstraction Oxygen and carbon dioxide are continuously availed of by plants and animals through the oxygen-
carbon dioxide cycle. The oxygen-carbon dioxide cycle shows the interdependence among organisms for
these important gases.In the process called photosynthesis, plants use carbon dioxide from human and
animals and produce oxygen. Oxygen produced by plants in the said process s is used by animals when
they respire (respiration); animals in turn produce carbon dioxide.Like animals, plants also carry out the
Oxygen and carbon dioxide are continuously availed of by plants and animals through the oxygen-
carbon dioxide cycle. The oxygen-carbon dioxide cycle shows the interdependence among organisms for
these important gases.In the process called photosynthesis, plants use carbon dioxide from human and
animals and produce oxygen. Oxygen produced by plants in the said process s is used by animals when
they respire (respiration); animals in turn produce carbon dioxide.Like animals, plants also carry out the
10 minutes process of respiration. During respiration, plants use oxygen and produce carbon dioxide.
4.5 Application Thinking of what is happening nowadays, do you think the oxygen-carbon dioxide cycle is still balanced?
Name situations that show imbalance exchange of oxygen and carbon among plants, animals and
humans. What caused these changes in the cycle?  What can we do to help save Mother Earth?
10 minutes
4.6 Assessment True or False Teacher-Made Test
1. Plants require oxygen in the process called photosynthesis.
2. Plants and animals depend on
each other for gases such as oxygen and carbon dioxide.
3. The animals or humans
Tests
10 minutes carry out respiration using carbon dioxide and give off oxygen.
4. Plants give off oxygen
for humans and animals. 5. Animals and human
produces carbon diozide that is needed by plants.

How can we contribute in maintaining the oxygen-carbon dioxide cycle?
4.8 Concluding Activity Always remember, we depend on things in our environment so they do to us in return. Therefore, we
must do some ways to help conserve all of them.
2 minutes
5. Remarks
6. Reflections


can help me solve?

Learning Area:
The Phosphorus Cycle
Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
The fact or condition of Remembering Recognize the phosphorus cycle.
Skills
Applying
The ability
complex activities or the Evaluating Appraise the situation presented based one's learning of the topic by arranging the steps
ability, coming from one's in the phosphorus cycle.
Creating
Attitude Receiving Phenomena Study phosphorus cycle with determination.
Values Internalizing values Display care for the environment in sharing opinions.
2. Content The Phosphorus Cycle
3. Learning Resources k-12 Science 8 CG (Dec. 2013) p. 50, laptop, video clip, pictures
4. Procedures
4.1 Introductory Activity Checking of the assignment: The teacher calls few students to share their answers to the
question: "How can we contribute in maintaining the oxygen-carbon dioxide cycle?"
5 minutes
4.2 Activity Video Clip Presentation: The teacher shows a video clip about the phosphorus cycle.The students
are tasked to take down notes on the key points presented in the video. Based on the video the
teacher tells the students that phosphorous is an essential nutrient for plants and animals so we
10 minutes must learn and understand them deeply.
4.3 Analysis Comprehension Questions based on the video: 1. What is phosphorus and where do we find
them? 2. What is the significant role played by phosphorus in plants and animals? 3. How does
10 minutes phosphorus cycle flow?
4.4 Abstraction Discussion: Phosphorus is a chemical element found on Earth in numerous compound forms,
such as the phosphate ion, located in water, soil and sediments. The phosphorus cycle is the
biogeochemical cycle that describes the movement of phosphorus through the lihosphere,
hydrosphere, and biosphere. Due to rain and weathering rocks release inorganic phosphate which
is then distributed in soils and water.Plant s take these inorganic phosphate from soil. Plants may
then be consumed by animals where inorganic phosphate becomes organic molecules line the
DNA. When plants and animals die and becomes decayed, the organic phosphate is returned to
the soil. In the soil, it is broken down into inorganic forms of phosphorus by bacteria
(mineralisation). Phosphorus in soil can end up in waterways and oceans and become sediments
Discussion: Phosphorus is a chemical element found on Earth in numerous compound forms,
such as the phosphate ion, located in water, soil and sediments. The phosphorus cycle is the
biogeochemical cycle that describes the movement of phosphorus through the lihosphere,
hydrosphere, and biosphere. Due to rain and weathering rocks release inorganic phosphate which
is then distributed in soils and water.Plant s take these inorganic phosphate from soil. Plants may
then be consumed by animals where inorganic phosphate becomes organic molecules line the
DNA. When plants and animals die and becomes decayed, the organic phosphate is returned to
the soil. In the soil, it is broken down into inorganic forms of phosphorus by bacteria
10 minutes
(mineralisation). Phosphorus in soil can end up in waterways and oceans and become sediments
over time.
4.5 Application "What do you think will happen if there is a change in the cycle or if there is an absence of
10 minutes phosphorus in our environment?"
Arrange the following steps in the phosphorus cycle by putting letters
4.6 Assessment
A (first) to E (last) on the blanks.
1. In the soil, it is broken down into inorganic forms of phosphorus
by bacteria.
2. Lastly, inorganic phosphorus will turn to sediments.
Tests 3. Due to rain and weathering rocks release inorganic phosphate

which is then distributed in soils and water.
10 minutes
4. Plants may then be consumed by animals where inorganic
phosphate becomes organic molecules line the DNA.
5. Plant s take these inorganic phosphate from soil.
6. When plants and animals die and becomes decayed, the

organic phosphate is returned to the soil.
4.7 Assignment
Preparing for the new Answer the following: 1.What is nitrogen? 2. How is it useful to plants
3 minutes lesson and animals? 3. How does it look like?
4.8 Concluding Activity Elements like phosphorus has many untold benefits to our everyday life. Continue descovering
2 minutes them so you'll understand their true nature.
5. Remarks
6. Reflections


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The nitrogen cycle
Process Dimensions
Domain
(D.O. No. 8, s.
Knowledge 2015)
Remembering Recognize flow of the nitrogen cycle.
Skills Applying
The ability
Evaluating
Creating Create a diagram that shows the flow of nitrogen cycle.
Responding to
Attitude Tell the current situation in our ecology with sense of responsibility.
Phenomena
Values Internalizing values Display care for the environment in sharing his/her thoughts.
2. Content The Nitrogen Cycle
k-12 Science 8 CG (Dec. 2013) p. 50, Science 8 LM p. 287, Science 8 Exploring Life
Through Science page 242-243. video,laptop, pictures
4. Procedures
4.1 Introductory Activity (Checking of the Assignment)1.What is nitrogen? 2. How is it useful to plants and animals? 3. How
does it look like?
3 minutes
4.2 Activity PICTURE ANALYSIS (See Attachment): The students are tasked to analyze the picture
shown by the teacher. Questions are asked for processing and to ensure students' active
participation.1. What is in the picture? 2. What is there between the Earth and the outer space? 3.
15 minutes How is atmosphere important to all living things?4. Out of all the gases, how many percent is nitrogen
composed of in the Earth’s atmosphere?
4.3 Analysis
(Motive question for the video presentation) 1. How does nitrogen cycle flow?
10 minutes
4.4 Abstraction (Nitrogen Fixation) The cycle begins with the nitrogen-fixing bacteria, that live on the roots of peas,
beans, and some other plant, convert atmospheric nitrogen into nitrates (usable form of nitrogen).
Other nitrogen are formed in the air by lightning which combines the nitrogen and oxygen in the
atmosphere to form a weak nitric acid. These compounds are washed down by rain and contribute to
the nitrogen content of the soil. There, nitrifying bacteria convert these nitrogen compounds into
nitrates, which are taken up by plants through their roots. Some of the nitrogen compounds are eaten
by herbivores and passed on to carnivores, which feed on the herbivores. Nitrogen is ultimately
returned to the soil from animal wastes or from the remains of plants and animals. When plants and
(Nitrogen Fixation) The cycle begins with the nitrogen-fixing bacteria, that live on the roots of peas,
beans, and some other plant, convert atmospheric nitrogen into nitrates (usable form of nitrogen).
Other nitrogen are formed in the air by lightning which combines the nitrogen and oxygen in the
atmosphere to form a weak nitric acid. These compounds are washed down by rain and contribute to
the nitrogen content of the soil. There, nitrifying bacteria convert these nitrogen compounds into
nitrates, which are taken up by plants through their roots. Some of the nitrogen compounds are eaten
by herbivores and passed on to carnivores, which feed on the herbivores. Nitrogen is ultimately
returned to the soil from animal wastes or from the remains of plants and animals. When plants and
10 minutes animals die, soil organisms break down their remains to form nitrogen compounds. Denitrifying
Bacteria reverse this process: they use nitrates for energy and release nitrogen back into the air.
4.5 Application Humans influence the global nitrogen cycle primarily through the use of nitrogen-based fertilizers.
What would be the effect on the agricultural production if the production of synthetic nitrogen
7 minutes fertilizers would stop?
4.6 Assessment
Group Work. Based on the discussion, create a diagram that shows the
Anlysis of Learners' flow of nitrogen cycle. The representative from the group will illustrate the
Products diagram on the board. Rubric is presented prior to the activity.
10 minutes
4.7 Assignment Reinforcing /

strengthening the day’s How do humans affect the nitrogen cycle?
3 minutes lesson
4.8 Concluding Activity Nitrogen is one of the useful gases around us. We must, therefore, be serious in learning about it.
2 minutes
5. Remarks
6. Reflections

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Learning Area:
Suggest ways to minimize human impact on the environment.
(Taken from the Curriculum Guide) S8LT Ivj-25

Natural Hazards
be Developed
Domain Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)
Knowledge
The fact or condition of Remembering Identify natural hazards.
Skills Applying
The ability
sustained effort to smoothly Distinguish the occurrence of natural hazards.
Attitude Valuing Share realistic natural phenomena experiences with honesty.
Values Internalizing values Propose a plan showing disaster risk management regarding natural hazards.
2. Content Impact of human activities in an ecosystem

CG p. 153, Exploring Life Through Science, The New Grade 8. Pavico et al. 2013, pp.
3. Learning Resources 257-258, Science and Technology for the Modern World II. Olivares et al. 2000, p. 45,
pictures
4. Procedures
4.1 Introductory Activity Routinary Activities and recapitulation of the previous lesson. Afterwards, the teacher will ask:
Have you experienced a natural phenomenon? How did you feel?
5 minutes
4.2 Activity Divide the class into three groups. The teacher will show pictures that describe what happened
to a community when natural phenomenon occurs. Give students a minute to write down their
own experiences, observations and actions to the situation. The rapporteur from each group
15 minutes will be given 2 minutes to report their collaborative works.
1. What are natural hazards?

4.3 Analysis 2. Why natural hazards occur?
3. How naturally-occuring phenomena destruct our environment?
4. What are the causes of natural hazards in the ecosystem?
10 minutes 5. What are your possible solutions to prevent or to minimize natural hazards?
4.4 Abstraction Red tide is a naturally occurring phenomenon caused by the accumulation of large numbers of
an algae called dinoflagellates. This results in a brownish-red discoloration of the marine
waters. El Niño phenomenon is characterized by the periodic warming in the Pacific Ocean that
occurs every two to nine years resulting to severe droughts and deadly forest fires in the
Philippines,Australia,or Southeastern Africa whereas in Ecuador, Peru or California, people
may associate it with lashing rainstorms that can trigger destructive floods and mudslides. La
Niña brings torrential rains with very strong winds and devastating floods in the Philippines. The
shift from El Niño to La Niña and back again takes about four years.
Red tide is a naturally occurring phenomenon caused by the accumulation of large numbers of
an algae called dinoflagellates. This results in a brownish-red discoloration of the marine
waters. El Niño phenomenon is characterized by the periodic warming in the Pacific Ocean that
occurs every two to nine years resulting to severe droughts and deadly forest fires in the
Philippines,Australia,or Southeastern Africa whereas in Ecuador, Peru or California, people
may associate it with lashing rainstorms that can trigger destructive floods and mudslides. La
11 minutes Niña brings torrential rains with very strong winds and devastating floods in the Philippines. The
shift from El Niño to La Niña and back again takes about four years.
4.5 Application
Natural hazards are uncontrolled but we can minimize destructions and casualties through
4 minutes preparedness.
4.6 Assessment Written Work
Conferencing Ask the students the question: What will you do before, during and
10 minutes
after a natural pahenomenon? Let them fill in the table on the board.
4.7 Assignment
Preparing for the new
The learners will be looking for the meaning of man-made hazard.
3 minutes lesson
"We cannot stop natural disaters but we can arm ourselves with knowledge: so many lives
4.8 Concluding Activity would'nt have to be lost if there was enough disaster preparedness." Petra Nemcova
2 minutes
5. Remarks
6. Reflections


help me solve?

Suggest ways to minimize human impact on the environment.

Man-made hazards
be Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
The fact or condition of Remembering Identify man-made hazards.
Applying
Skills
The ability and
Analyzing
Describe the cause and effect of man-made hazards.
Creating
Attitude Valuing Initiate an action towards your peer with a corresponding responsibility.
Responding to
Values Present a solution regarding man-made hazards showing protection of the environment.
Phenomena
CG p. 153, Exploring Life Through Science, The New Grade 8. Pavico et al. 2013, pp. 258-
3. Learning Resources 268, Science and Technology for the Modern World II. Olivares et al. 2000, p. 45-
51,videoclip, pictures, laptop,projector, speakers
4. Procedures
4.1 Introductory Activity Routinary activities and recapitulation of the previous lesson. The teacher will ask: What do you
mean by man-made hazards? Differentiate man-made hazards from natural hazards.
5 minutes
4.2 Activity A 4-minute video clipping will be shown. (Please see attached website link). After watching the
video about the effects of hazards in human health and environment, ask the students to identify
10 minutes the man-made hazards through showing pictures.
4.3 Analysis 1. What are man-made hazards?

2. What causes man-made hazards?
3.What are the effects of man-made hazards?
10 minutes 4. How can you help minimizing man-made hazards?
4.4 Abstraction Science and technology bring good and bad products in our society. Because of human error and
exploitation,man-made hazards occur. The invention of weapons and bombs either protect a
country from invasion or harm another.Nuclear power plants scattered around the world provide
an unlimited sources of energy, but release some amount of radioactive waste into the air and
water.Nuclear fallouts may threaten not only humans and other life forms but it can also make the
land inhabitable for a long period of time.Deforestation may give us short-term economic benefits
13 minutes but it has long lasting environmental effects.Pollution is the process by which harmful substances
environment with the increase in human population coupled with the advancement through
industrialization and urbanization.
4.5 Application Cite an example of man made hazards and give its cause and effect and the possible solutions
through a graphic organizer.
10 minutes
4.6 Assessment Quiz
The learners will be tasked to get their activity notebooks and to answer
Tests the following questions:
6 minutes 1. What is man-made hazard?
2. What is pollution and its classification?
3. What is deforestation and its ecological problems?
4.7 Assignment Enriching / inspiring the

What are your reflections after our lesson?
4.8 Concluding Activity "Global warming is real --- it is man-made and it is an important problem. But it is not the end of
the world." Bjorn Lomborg
2 minutes
5. Remarks
6. Reflections


can help me solve?


Learning Area:
Learning Competency/ies: Suggest ways to minimize human impact on the environment. Code:

Human activities that affect an ecosystem.
Developed
Adapted Cognitive
(D.O. No. 8, s. 2015)
Knowledge
experience or association Understanding Discuss the effect of human activities to ecosystem.
Skills Applying
The ability Interpret the impact of human activities to the environment.
Attitude Valuing Study with a group showing open-mindedness.
Values Internalizing values Display awareness to human activities with environmental sustainability.
CG p. 153, Exploring Life Through Science, The New Grade 8. Pavico et al. 2013,
pp.268-269, LM pp. 288-289, internet , pictures,video clip, laptop, projector, speakers
4. Procedures
Routinary activities and recapitulation of the previous lesson.
3 minutes
4.2 Activity Handouts will be distributed per group. They are to study and discuss within themselves the
effect and impact of human activities to ecosystem. To have a better understanding of the
concept, a video clipping will be shown.(Please see attached website link)
15 minutes
4.3 Analysis 1. How do human activities affect the ecosystem?

2. What are the human activities that affect an ecosystem?
5 minutes
4.4 Abstraction Humans interact with the world around us every day, but some of our actions are more harmful
than others.We are the top consumers in many food pyramids. In order to increase food
production, we use methods that have an effect on food chains and food webs, such as
monoculture, herbicides and insecticides and chemical fertilizers. As our population
approaches 7 billion people, the effects of human activities on the ecosystem, including the
water, air, land and the life that we share the world with, are almost immeasurable. But not all
the ways that humans affect the ecosystem are negative. Every time you recycle used paper,
plastic or metal, or pick up a piece of trash from the sidewalk, you have a positive impact on the
15 minutes environment.
4.5 Application Humans contribute to the destruction of ecosystems. To live more responsibly on the Earth,
we must understand how the things we do can have lasting effects.
Humans contribute to the destruction of ecosystems. To live more responsibly on the Earth,
we must understand how the things we do can have lasting effects.
7 minutes
4.6 Assessment Picture analysis
The teacher will show a picture. Instruct the learners to analyze
Talking to Learners/ and list down the possible effects based on the human activities.
Conferencing
8 minutes
4.7 Assignment
Give 3 desirable farming practices to conserve the environment.
Reinforcing / strengthening Afterwards, you may interview a farmer to get his or her opinion on
5 minutes the day’s lesson the desirable practices. Also ask if there are other good practices
that the farmer uses in the farm.
4.8 Concluding Activity "We won't have a society if we destroy the environment." Margaret Mead
2 minutes
5. Remarks
6. Reflections


help me solve?


Learning Competency/ies: Suggest ways to minimize human impact on the environment. Code:
Saving our ecosystem
Process Dimensions
Domain OBJECTIVES:
(D.O. No. 8, s.
Knowledge 2015)
Remembering
The fact or condition of List down various ways to protect and save our ecosystem.
Skills Applying
The ability
Create a slogan about saving our ecosystem.
Responding to
Attitude Perform your task with compassion.
Phenomena
Values Internalizing values Dispaly creativity showing protection of the environment and saving the ecosystem.
3. Learning Resources CG p. 153, internet, pictures, paper bags, bondpaper, pencil, ruler, coloring materials.
4. Procedures
4.1 Introductory Activity Routinary activities and recapitulation of the previous lesson.Afterwards, the teacher will ask the
students: How you conserve wildlife? Think of a chicken which is killed for its meat: its head is
sliced with a knife and feathers taken off. Imagine that you were that chicken. How would it feel?
5 minutes
4.2 Activity
Role Playing: Divide the class into 4 groups. The teacher will distribute the paper bags with
corresponding ways/steps on how to save the ecosystem (per group). The students are asked to
12 minutes "act out" a part. In doing so, they get a better idea and understanding of the concept.
4.3 Analysis
1. How you can take responsibility for saving our ecosystem?
7 minutes
An ecosystem is an area composed of abiotic and biotic factors. As part of the ecosystem, we
4.4 Abstraction are responsible to take care in conserving our ecosystem. There are measures/steps which can
be taken to protect and save our ecosystem. Save forests through reforestation, strict actions
should be taken against people who hunt down animals in order to save wildlife, the authorities
should keep an eye on the proper discharge procedure of factories, garbage categorization can
help in dividing up the garbage and selecting those wastes which can be recycled,developing
more and more environment friendly industries will minimize the pollutants produced by
13 minutes them,following measures on global warming and hazardous chemicals should be banned for
household purposes.
4.5 Application Our ecosystems are getting destroyed because of you, me and every human being on the planet.
Save our beautiful planets for the future and for our next generation.
7 minutes
4.6 Assessment
Instruct the learners to write a slogan about saving our ecosystem.
Afterwards, the learners will read their output within the class. A
Conferencing
11 minutes rubric is presented on the board prior to the unity of slogan.
4.7 Assignment Enriching / inspiring the

What are your reflections after our lesson?
4.8 Concluding Activity "Conservation is a state of harmony between men and land." Aldo Leopold
2 minutes
5. Remarks
6. Reflections

these work?
can help me solve?

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Republic of the Philippines

Day Week DLP no. Topics Learning Competencies Writer/Contributor

January 24, 2018 2 8

January 26, 2018 2 10

February 5, 2018 4 16 Explain the significance of

February 10, 2018 4 21 Biodiversity: Species Diversity

May Edalyn S. Peña

February 22, 2018 2 31

March 14, 2018 1 48

Certified True and Correct:

Members of the Quality Assurance Team:

Detailed Lesson Plan (DLP) Format

Adapted Cognitive Process

Knowledge Remembering Identify the parts of the digestive system.

4.8 Concluding Activity

B. No. of learners who require additional activities for

E. Which of my learning strategies worked well? Why

F. What difficulties did I encounter which my principal

G. What innovation or localized materials did I

Further, that the TEAM take full responsibility of any breach/violation

Signed in the Municipality of Poro, Cebu, Philippines, this 21st of July

Detailed Lesson Plan (DLP) Format

Adapted Cognitive Process

Attitude Internalizing values Display interest in performing activities.

Values Valuing Share appreciation in the processes of digestive system.

B. No. of learners who require additional activities for

E. Which of my learning strategies worked well? Why

F. What difficulties did I encounter which my principal

G. What innovation or localized materials did I

Further, that the TEAM take full responsibility of any breach/violation

Signed in the Municipality of Poro, Cebu, Philippines, this 21st of July

Detailed Lesson Plan (DLP) Format

Adapted Cognitive Process

Knowledge Remembering Describe the process of mechnical and chemical digestion.

Attitude Internalizing values Perform activities with seriousness.

Values Receiving Phenomena Hold responsible in dealing with the task.

2. Content Physical and Chemical Digestion

Complete the idea map about digestion.

B. No. of learners who require additional activities for

E. Which of my learning strategies worked well? Why

F. What difficulties did I encounter which my principal

G. What innovation or localized materials did I

Further, that the TEAM take full responsibility of any breach/violation

Signed in the Municipality of Poro, Cebu, Philippines, this 21st of July

Detailed Lesson Plan (DLP) Format

Adapted Cognitive Process

Values Valuing Answer faithfully the questions given.

2. Content Digestive System

3. Learning Resources http://www.youtube.com/watch?v=e3O1AdlC8bl , Science 8 LM pp. 303-304, Science 8 TG pp. 213

4.8 Concluding Activity

E. Which of my learning strategies worked well? Why

F. What difficulties did I encounter which my principal

G. What innovation or localized materials did I

Further, that the TEAM take full responsibility of any breach/violation

Signed in the Municipality of Poro, Cebu, Philippines, this 21st of July

Detailed Lesson Plan (DLP) Format

Adapted Cognitive Process

Knowledge Remembering List common diseases of the digestive system.

2. Content Diseases resulting from deficiency and ingestion of harmful substances

3. Learning Resources SastraSahayi2461.pdf, 18- diseases of the digestive system. pdf

4.8 Concluding Activity

E. Which of my learning strategies worked well? Why

F. What difficulties did I encounter which my principal