BASISTA NATIONAL HIGH

School Grade Level 8

SCHOOL
GRADE 1 to 12 Learning
DAILY LESSON Teacher ROCKY N. SABANGAN
Area
SCIENCE
LOG
Teaching Dates
MARCH 5, 2019 Quarter FOURTH
and Time

 OBJECTIVES:
A. Content Standards:
The learners demonstrate understanding of kingdom animalia.

B. Performance Standards:
 The learners should be able to cite the importance of animals in our life.

C. Learning Competencies/Objectives:
 determine the differences between vertebrate and invertebrate animals;
 describe each phylum of vertebrate animals;
 classify animals according to the phylum they belong;
 promote ways on how to maintain and protect them and their habitat. .

 CONTENT /TOPIC: Vertebrates

 LEARNING RESOURCES:
A. References:
 Pavico, J. M. F., et. al, (2013) Exploring Life Through Science Series: The New
Grade 8, page 215-216, Phoenix Publishing House, Inc.
 Philippines. Department of Education. Science Learners Module 8

B. GAD Core Values: Equalized Opportunities

 PROCEDURE

Teacher’s Activity Learner’s Activity

A. ELICIT (Reviewing previous lesson or
presenting the new lesson)

“Let us pray. May I ask _______ to lead the “Are you ready to pray classmates?”
opening prayer?” “Yes, we are!”
“Lord, We thank you for this day You have given.
Please help us understand our lessons and guide us in
everything we do. In Jesus name we pray, Amen.”
“Thank you ____.”

1. Greetings
“Good morning class!” “Good Morning Sir we’re glad to see you today”

2. Checking of Attendance

“Secretary do we have absentees today?” “Sir, I’m glad to report that everybody is present in our
“It’s nice to hear that all are present today.” class today.

3. Review of the Past lesson

“Now let us have a short review of our topic last “Our topic last time was all about the invertebrates.”
time. ?”
 “What are the different phyla under
invertebrate animals?”
“ The eight phyla of invertebrate animals are the
sponges, cnidarians, flatworms, roundworms,
segmented, mollusk, arthropods, and echinoderms
“Are you ready for our new lesson?”
“Give me love clap if you are ready”
“Yes, Sir”

“the students will do the love clap”

B. ENGAGE (Establishing a purpose for the
lesson)

“Verte-GUESS”

The class will be divided into 5 groups. Each group (The students will do the activity)
must have 1 representative. Each representative will
act or portray the given animals. The group who have
the highest point will be the winner.
C. ENGAGE (Presenting examples / instances of
the new lesson)

“How’s your activity” “It is enjoyable Sir”

“That’s great”

The teacher will ask the following questions:

“What particular feature of all the animals that you’ve “Sir, they all have backbones”
guessed have in common?”

“What do you call the animals that have backbones?” “Sir, Vertebrates”

“What ideas or background do you have about

vertebrate animals?"
D. EXPLORE (Discussing new
practicing new skills )
“Vertebrates are animals with backbones and
examples are the animals we have portrayed”
concepts and

The teacher will discuss the lesson about Kingdom

Animalia, specifically the vertebrate animals. Below are
the guide questions.

“How are vertebrate animals different from “Sir vertebrates are animals that have backbones,
invertebrate animals?” while invertebrates are animals without backbones”

(the teacher will show pictures through

powerpoint presentation in every group of
vertebrates)

“Do fish have backbone’

“Yes Sir”
“How do fish give birth?”
“How about their body covering?” “Sir they lay eggs”

“How do they breathe?”

“Sir they are covered by wet scales’
“How about their body temperature”
“Sir they breathe through their gills”
“Where do they live” “Sir they are cold blooded”

“Who would like to give more examples of “Sir they live in water’
fish?”

“Did you understand the characteristics of

fish” (the students will answer)

“Do reptiles have backbone?”

“Yes Sir”
“How do reptiles give birth?”
“Yes Sir”
“How about their body covering?”
“Sir they lay eggs”

“How do they breathe?” “Sir they are covered by dry scales’

“Sir they breathe through their lungs”

“How about their body temperature”

“Sir they are cold blooded”

“Where do they live”

“Who would like to give more examples of “Sir they live in different environment”
reptiles?”

“Did you understand the characteristics of (the students will answer)

reptiles”

“Yes Sir”
“Do amphibians have backbone’
“Yes Sir”
“How do amphibians give birth?”
“Sir they lay eggs”
“How about their body covering?”
“Sir they are covered by moist skin”
“How do they breathe?”
“Sir they breathe through their gills and lungs”
“How about their body temperature”

“where do they live”

“Sir they are cold blooded”
“Who would like to give more examples of
“Sir they live in water and land”
amphibians?”
(the students will answer)
“Did you understand the characteristics of
amphibians”
“Yes Sir”
 “Do birds have backbone?”

“How do birds give birth?”

“Yes Sir”
“How about their body covering?”
“Sir they lay eggs”
“How do they breathe?”
“Sir they are covered by feathers”
“How about their body temperature” “Sir they breathe through their lungs”
“Where do they live” “Sir they are warm blooded”
“Who would like to give more examples of “Sir they live everywhere as most birds can fly”
bird?”

(the students will answer)

“Did you understand the characteristics of
birds”

“Yes Sir”
“Do mammals have backbone’

“How do mammals give birth?” “Yes Sir”

“How about their body covering?” “Sir they give birth into young and lay eggs”

“How do they breathe?” “Sir they are covered by hair or fur”

“How about their body temperature”

“Sir they breathe through their lungs”
“Where do they live”
“Sir they are warm blooded”

“Do you know the three types of mammals?” “Sir they live everywhere”

“No Sir”
“Do you believe that mammals can also lay
eggs?”
“Yes Sir!”
(the teacher will a show a picture in each type) “No Sir!”
(the teacher will discuss the monotremes, (the students will describe the pictures)
marsupials and placental through presenting a
pictures) (the students are listening)

“Did you understand the characteristics of

mammals”
“Yes Sir”

E. EXPLAIN (Developing Mastery/Leads to Formative

Assessment)

“Verte-BRAIN”

(the teacher will explain the instruction)

Each group must have 5 representatives to do the
activity on the board. Each group must have one
manila paper as a chart. They will complete the table (the students are listening)
about the characteristics of phylum under vertebrates.

(The students will perform the activity)

(The teacher will ask one representative from each
group to explain their activity)
(The students will explain their activity)

“Very Good Group ____”

“Let’s clap for the group _____”

A. ELABORATE (Making generalizations and

abstractions about the lesson)

“Complete the CONCEPT MAP”

(The teacher will give five different pictures and let the
other 5 representatives from each group to classify (the students will do the activity)
each picture)

“Did you enjoy class?” “Yes Sir!”

Did you understand the vertebrates?” 5 groups in

vertebrates? How about their charateristics?” Yes Sir!”

“None Sir”

B. Elaborate (Practical applications)

(The teacher will flash pictures of different

animal pets)

“Who among you here have pets?” “Sir I have.”

“How do you take care of them?” “Sir I feed them.”

 (The teacher will show a picture of an animal)

“How will you help these animal”

“Sir I will give them food and I will take care of them.”
“What will you do to protect your pets?”

“Let’s take care of animals the way how our parents

take care of us. They are just like us so they deserve
to be loved and treasured. So let’s love our pets and
“Very Good______” live with them happily.”
“Any question class?”

“Ok, let’s have your short quiz” “None Sir”

C. EVALUATE (Evaluating learning)

(See Attachment)

D. EXTEND (Additional activities for application or

remediation)
Define the following:
a. Low biodiversity
b. High biodiversity
Identification: identify the following statement, write your answer on the space provided before
each number.
__________1. Kingdom animalia is also known as
__________2. The term use to identify animals with backbones
__________3. The term use to identify animals without backbones
__________4. This group of mammals lay eggs similar to those of birds
__________5. These animals lay eggs with shells to protect them from drying
__________6. This means “double life”. It refers to animals that live part in water and part in land
__________7. These animals have wings and feathers, large flight muscles in the breast bone and
reduced weight
__________8. They have mammary glands that produce milk to nourish their young and most
have hair or fur
__________9. They are known as the Eutherians mammals, they bear fully developed young
inside the mother’s uterus
__________10. Group of mammals and are called the pouched-mammals, they also give birth, and
examples are kangaroo and koala

ANSWERS KEY:
1. Metazoa
2. Vertebrates
3. Invertebrates
4. Monotremes
5. Reptiles
6. Amphibians
7. Birds
8. Mammals
9. Placental
10. Marsupials
 Republic of the Philippines
Department of Education
Region I
Schools Division Office I Pangasinan
BASISTA NATIONAL HIGH SCHOOL
Basista, Pangasinan

A Detailed Lesson Plan

In
Science 8

(Kingdom Animalia:Vertebrates)
March 5, 2019

Prepared by:

ROCKY N. SABANGAN
Practice Teacher

Reviewed by:

MR. RANDY B. CAYABYAB

Cooperating Teacher

Checked by:

REYNALDO A. CASIPIT
MT-II, Science Department

GERALYN R. SORIANO
HT-III, Science Department

Noted:
DR. ARMANDO Q. LOPEZ
School Principal III