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Daily Lesson Log Teacher Rey Ann A. Rubio Learning Area Science
Junior HS Science Teaching Dates May 15-19, 2023 Quarter Fourth
Able to report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered and economically important species.
Performance Standard
Code: S8LT-IVg-19
Differentiate the three levels Describe the species as a Differentiate natural from Explain the advantage of Summative
of biodiversity. reproductively distinct group man-made biodiversity in high biodiversity over low Test
DAILY TASK
of organisms. Inland and aquatic biodiversity.
ecosystem.
Biodiversity
1.Species diversity
II. CONTENT
2. Hierarchical taxonomic system of classification.
3.Protection and conservation of endangered and economically important species.
III. LEARNING RESOURCES
Teacher’s Guide Pages 169 - 170 Pages 169 - 170
Learner’s Materials Pages 223 - 224 Pages 223 - 224
Additional Materials
IV. LEARNING TASKS
What comes into your mind What makes up biodiversity? (Solicit ideas from the class) Drill about Natural & Man-
when you hear the word What are the two components of made Ecosystem
Biodiversity. an ecosystem? 1. Which ecosystem requires
higher energy input?
ELICIT Give examples for each 2. Which needs lower
component. maintenance?
3. Which has lower
biodiversity?
Post a colored picture showing List down on the board Show to the class pictures. Show picture of
biodiversity. the organisms present in sugarcane plantation and
the picture. What type of ecosystem is marine ecosystem.
Ask your students to give a word or 1. Do you think these organisms shown in the 1st picture? In
words to describe what they see in can interbreed with one another? the 2nd picture?
the picture. Why?
2. Can a duck reproduce when
Teacher write students’ responses paired with a chicken? Support
on the board and use them as your answer.
springboard.
ENGAGE https://www.shutterstock.com/se
arch/biodiversity Which picture shows more
organisms of different kinds?
Show a video
https://www.youtube.com/watch How about this
?v=GK_vRtHJZu4
one? And this one?
Essential Questions: Essential Question: Essential Question: How Essential Question: Grade 8
What are the levels of Can we consider species as a natural biodiversity differs What is the advantage of high Quarter 4
biodiversity? reproductively distinct group of from man-made biodiversity over low
How do they differ from one organisms? biodiversity in Inland and biodiversity?
another? Why do you think so? aquatic ecosystem?
Video Clip Presentation Group Activity Board work Brain storming
Show to the class a video clip Complete the table: 1. Using the same pictures on the List down the different species
showing the different levels of board, identify which is present in the pictures.
biodiversity Pair of
Can NATURAL & MAN-MADE
https://www.youtube.com/watch organisms
reproduce? Reasons ECOSYTEM and support your What do you think is
YES or NO
?v=7xZz132NEpA answer. considered to have high
Carabao &
Cow 2. Make a table and ask the biodiversity?
Azkal & students to supply the answer.
German
Shepherd Put √ if is present and x if
EXPLORE
absent.
Reporting of Outputs. Man-
Natural
Ecosystem
made
Ecosystem
1. Which one
requires
higher energy
input?
2. Which one
needs lower
maintenance?
3. Which has
greater
biodiversity?
Ask these questions: Based from what you have learned Ask these questions: Ask these questions: Grade 8
1. What is biodiversity? in the activity, describe species as Why do you think that these When can you say that a certain Quarter 4
2. Where does this word a reproductively distinct group of pictures/words belong to ecosystem has a high
come from? organisms. NATURAL biodiversity? biodiversity and has a low
3. What are the levels of to MAN-MADE biodiversity? biodiversity?
biodiversity?
4. How can you distinguish (Give a lecturette) What do you think are the effects
one from the other? of high biodiversity and low
When can you consider such biodiversity in the ecosystem in
ecosystem as man-made? as the following areas:
natural?
1. recycling of nutrients
EXPLAIN
2. food chain
3. food sources
4. stability of population
https://www.quora.com/In-
what-ways-is-high-
biodiversity-advantageous-
over-low-biodiversity
Give examples for each level of How can the concept of species How man-made biodiversity differs Why high biodiversity is
biodiversity. as a reproductively distinct group from a natural biodiversity? considered advantageous?
of organism be used in the
ELABORATE preservation of threatened and
endangered species in Negros
Island?
(Paper – pencil Test) (Paper – pencil Test) (Students’ Action Evaluation) (Paper – pencil Test) Grade 8
Differentiate the levels of Describe species as a Instruct the class to STAND UP Explain the advantage of high Quarter 4
biodiversity by providing the reproductively distinct group of if the statement given tells the biodiversity over low
distinguishing feature of the three organisms. difference between natural biodiversity.
levels of biodiversity. biodiversity and man-made
Rubrics: biodiversity, and REMAIN Rubrics:
Levels of Distinguishing Score Possible answer SITTED if it does not. Score Possible answer
Biodiversity Feature Only organism coming 1. Man-made biodiversity was In high biodiversity the risk of
Species from the same species made/designed by humans, damage from pest infestation is
Biodiversity can reproduce of their minimized leading to better
own kind. natural biodiversity is naturally income due to the presence of
Genetic 5
Biodiversity
Offspring cannot made. natural predators. Low input of
successfully develop pesticides because different
Ecosystem from parents of
2. Natural biodiversity in
pests feed on different plants.
Biodiversity different species. Aquatic ecosystem is Various soil will be available
If the answer is composed of different organism to different plants bec. Of the
correct but lacks presence
3 some points or living in land, while man-made
EVALUATE incomplete biodiversity in Aquatic
5 of other organisms.
Organisms can feed on
1
If the answer is
incorrect
ecosystem is composed of the different organisms, thus it
same species of organisms has a continuous supply of
food.Nutrient are recycled
living in water. and it can support more
(Teacher can add more organisms.
statements to test her The higher is the biodiversity
students’ understanding on the more stable is the
the topic) ecosystem.
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
80% and
Above:
Below 80%:
Did the remedial lessons
work? No. of Learners who:
have caught up
with the lesson
continue to
require
remediation
Which of my teaching
strategies worked well? Why
did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers?
To report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered and economically important species.
Performance Standard
(Let the students perform “Dog I.D.” (Text Reading) Let the student perform
EXPLORE Activity 1 – What’s in the 1. Using the sample Let the student read LM pages Activity 2, LM pages 232 –
name? LM pages 225 ) classification of organism in 228 – 229. 233.
Table 1 of the LM page 227, give
the Scientific Name of the DOG. Guide Questions: (Yogurt can also be
2. To which domain the Dog 1. What are the three groups of used instead of Yakult)
belongs? organisms under Kingdom
Archaebacteria?
3. List all the other organisms 2. What are the distinguishing Grade 8
(from the list) belonging to characteristics of organisms in Quarter 4
Domain Eukarya. each group?
4. To which Kingdom the dog 3. What are the common
belongs? examples for each?
5. List all the organisms (from
Domain Eukarya) that belong to
Kingdom Animalia.
6. To which Phylum the Dog
belongs?
7. List all organisms (from
Kingdom Animalia) that can be
classified under Phylum
Chordata.
EVALUATE First objective can be evaluated Arrange the given levels of Concept Mapping Matching Type
through students’ output during classification from highest to Complete the concept map: A. Match the words in
the activity. Second Objective lowest level. column A with those in
can be evaluated through column B.
Kingdom Archaebacteria
paper-pencil Test. SPECIES
PHYLUM COLUMN A COLUMN B
In only three (3) sentences, why do GENUS A. involve in
1. making
you think it is needed to have a DOMAIN groups characteristics Cyanobacteria sour milk or
system in classifying organisms? FAMILY yogurt
KINGDOM 2.
B. plant-like
Rubrics: ORDER CLASS bacteria
Lactobacillus
3.
Score Possible answer C. causes of
Bacillus anthracis
To avoid misunderstanding and Tuberculosis
to have one unifying idea/name D. cause of
of the organism that everybody Anthracis
can understand inspite of having
5
different languages because of
using one scientific name
which is in “Latin”.
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:
Did the remedial lessons
work? No. of Learners who:
have caught up with
the lesson
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I encounter
which my Principal/ Supervisor
can help me
solve?
What8innovation or localized
Grade
materials did I use/ discover
Quarter
which I 4wish to share with other
teachers?
To report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered and economically important
Performance Standard species.
Learning Competency Classify organisms using the hierarchical taxonomic system.
Code: S8LT-IVh-20
Describe the characteristics of Discuss the characteristics Differentiate gymnosperms Describe the Summative
organisms under kingdom of organisms under and angiosperms and cite distinguishing Test
DAILY TASK Protista and cite examples of kingdom Plantae and examples of these plants. characteristics of
these organisms. classify them as vascular sponges.
and non-vascular.
Biodiversity
II. CONTENT Hierarchical taxonomic system of classification
Protection and conservation of Endangered and Economically important species.
III. LEARNING RESOURCES
Teacher’s Guide Pages 176 Pages 177 - 178 Pages 178 - 179 Page ---
Learner’s Materials Pages 234 - 240 Pages 241 - 242 Pages 242 - 248 Pages 249
Functional Biology – Modular
Approach by Lilia M. Rabago,
Additional Materials
et.al.; pages 129 – 130
Life Science - The Challenge of Grade 8
Discovery by D.C Health & Quarter 4
Company; pages 147 - 149
IV. LEARNING TASKS
Memory Check Bring live samples of plants. What are the common Why are plants important? Have a short
Can you still remember your distinguishing characteristics of recap of the
Grade 7 lesson about Algae? Let them identify the parts and the plants? Are there harmful plants? activities
function of each. Can you name some? yesterday.
ELICIT Give example of an algae. How do vascular plants differ
from non-vascular? Any question
about our
lesson
yesterday?
Have you tried eating gulaman or sea Do all plants have the three Have you seen Pine trees Do you know Sponge Bob? Present the
weeds? Are they plants or animals? vegetative parts? Let us see as around? reasons in
Why do you say so? we do the activity. Where can we usually find Let’s sing with the video having
Let us discover through our them? www.youtube.com/watch?v summative
ENGAGE
activity. (Show picture of a Pine tree =ImJtoDcb1zo test
cone and a mango fruit)
What’s the difference between
the two?
Essential Questions: What Essential Questions: Essential Question: Essential Question:
are the organisms in What are the distinguishing How gymnosperms differ What are the distinguishing
Kingdom Protista? characteristics of plants? from angiosperms? characteristics of sponges?
EXPLORE
What are their distinguishing How do the vascular plant
characteristics? differs from non-vascular
plant?
Text Reading Ocular observations Text Reading Show to the class the Conduct the Grade 8
1. Let the students read LM 1. Observe the collected Let the students read LM actual dried sample of test. Quarter 4
pages 234 – 240. samples (moss & shrub). pages 242 – 247. a sponge (if available).
2. List down on the board the 2. Compare and list the 1.Let the students
plant-like and the animal-like difference in terms of read LM pages 249.
protists? vegetative parts. 2.List down the
distinguishing
Phototrophs Heterotrophs characteristics of sponge.
(Plant-like) (Animal-like) Sporozoans
_
_
_
What makes them plant-like or 1. What is present in shrubs Use the guide questions from What are the different Checking &
animal-like? that is absent in mosses? the LM for analysis. characteristics of Sponges? recording test
2. What is the function of the (Introduce the scientific results
Are they multicellular or vascular system in plant? How do gymnosperms differ term Porifera)
unicellular? 3. Why mosses don’t need from angiosperms?
vascular system? How do sponges obtain
food?
Follow up with lecturette. What are some of the common
EXPLAIN
examples of this group?
Economic Value:
Paper-pencil Test Paper –pencil Test Paper-pencil Test Identify the following: Summative
Choose the correct answer. 1. Enumerate and discuss the What are the differences between 1. Where do sponges live? Test
1. Which of the following does not characteristics of plants. gymnosperms & angiosperms? 2. What is the scientific
belong to the group? 2. Classify the following plants Complete the table below. name of sponges?
A.Green Algae as vascular or non-vascular: 3. What are sponges made
B. Golden Algae Moss of?
C. Diatoms Fern Characte
Examples 4. In which part of the
Group (only 2
D.Dinoflagellates Santan ristics
examples) sponge thewater moves
2. Which of the following are NON Hornwort out?
EVALUATE Gymnos
MOTILE and spore forming? perms
5. What makes them filter
A.Euglena feeders?
B.Red Algae Angiospe
C. Paramecium rms
D.Plasmodium
3. What is the main cause of RED
TIDE?
A.Dinoflagellates
B.E. Muricatum
C. Didinium Grade 8
D. Amoeba Quarter 4
4. What type of protist that feed Page 18
on different organism?
A. Phototrophs B.Sporozoans
C. Heterotrophs
D. Bacteria
5. What protest is NON Motile?
A.Paramecium
B.E.histolytica
C. Plasmodium
D.G. lambia
1. Give the characteristics of Read pages 244-248 of the Differentiate Monocot from Dicot Study for a Summative Read pages
Fungi. LM. based on the following: Test tomorrow. 249-250 of the
EXTEND 2. Examples of Fungi. a. leaf venation LM.
3. Role of fungi in the ecosystem. b. number of cotyledon
4. Economic value of fungi.
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:
Did the remedial lessons Grade 8
work? No. of Learners who:
Quarter 4
have caught up with
the lesson
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I encounter
which my Principal/ Supervisor
can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with other
teachers?
To report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered and economically important species.
Performance Standard
How do they differ from one What are their differences? How can we prevent
another? dengue?
EXPLORE 1.Let the students read LM Complete the table. Complete the table. Let the students use their
pages 249 – 250. Name
Scientific
Name
Charact
eristics
Exampl
es Name
Scientific
Chara
cterist
Exa
mpl
LM pages 256 – 258.
Name
2.List down the Roundworm ics es
How can you distinguish What are the benefits and harmful What are the benefits and As a student, how can you
Cnidarians from other effects of roundworm, flatworm, harmful effects of roundworm, prevent the spread of
animals? and segmented worm? flatworm, and segmented worm? dengue in our school? In
ELABORATE
your community?
What is the economic
importance of Corals?
Paper-pencil Test Informal Evaluation Informal Evaluation Paper-pencil Test
Choose the correct answer. The results of the activity serve for The results of the activity Which among the male or
evaluation at the same time. serve for evaluation at the female A. egypti is
EVALUATE
1. What does the picture tell us? same time. responsible in spreading
dengue. How?
Rubrics: Grade 8
Score Possible answer
Aedes egypti is the Quarter 4
carrier of virus that
caused dengue. The
female mosquito bites
animals and people for
it needs blood for food.
5 It multiplies by laying
eggs which grow into
a. The body parts of Cnidarians an adult mosquito
again, and repeat
b. The different sizes of the cycle.
Cnidarians
c. The environment where If the answer is
Cnidarian grow correct but lacks
3 some points or
d. The life cycle of Cnidarians incomplete
If the answer is
2. Which is NOT true about 1 incorrect
Cnidarians?
a. They have 3 body parts namely:
head, body & tentacles
b. They have stinging cells
c. Corals belong to Cnidarians
d. Example of fresh water
Cnidarians is Hydra.
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:
Did the remedial lessons
work? No. of Learners who:
have caught up with
the lesson
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I encounter Grade 8
which my Principal/ Supervisor
can help me solve?
ENGAGE
(This is a”
bring home”
output. Give
students
enough
number of
days to
comply the
output)
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:
Did the remedial lessons
work? No. of Learners who:
have caught up with
the lesson
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I encounter Grade 8
which my Principal/ Supervisor
can help me solve? Quarter 4
EXPLAIN Give lecturette if needed. In the cycle of water, what is the role
of plants? What is role of animals?
Board work Use Activity 3 LM page 283- Explain the role of the Earth’s Now that you have learned
Write on the board the following: 284 for application of subsystems (hydrosphere, biosphere, that materials cycle in the
Sea weeds fish knowledge. Use the guide atmosphere, & Lithosphere) in the ecosystem. As a student, what
shark questions. cycle of materials. can you contribute to
human maintain balance in the
bacteria ecosystem?
ELABORATE (ask volunteer students to construct
a food chain, and volunteers to
explain how the energy is
transferred in that
food chain)
Paper-pencil Test Informal Formative Evaluation Informal Evaluation Enumerate the processes
1. Construct a food chain in a The activity serves as evaluation Instructional decision was based on involve in:
EVALUATE mangrove ecosystem; at the same time. students’ response during 1. Water Cycle
discussion. 2. Oxygen-Carbon Cycle
3. Nitrogen Cycle
2. Explain how energy is Grade 8
transferred through that food Quarter 4
chain.
Page 35
List down the food your family Make your own food pyramid. Reflect on this statement: “Humans Review your notes for a quiz
have eaten during dinner tonight. are the steward of the Mother tomorrow.
Earth”.
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:
Did the remedial lessons
work? No. of Learners who:
have caught up with
the lesson
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I encounter Grade 8
which my Principal/ Supervisor
can help me solve? Quarter 4
What are the different human How do humans disrupt food What made you think that your
activities in your communities? chain or food web in the practice could minimize
following cases: negative impact? Discuss each
EXPLAIN How do these activities affect the 1. in the use of monoculture practice.
ecosystem? 2. in the use of herbicides and
insecticides
3. in the use of fertilizers
Explain how does the use of If you are a farmer, what can As student, how can you
chemicals as herbicide affect the you do to help save the contribute in minimizing
ELABORATE
ecosystem? environment? human impact in our
environment?
In your locality, give one human Informal Evaluation: Use the group’s justification as
activity that directly affects the Instructional decision will be basis for evaluation.
EVALUATE
ecosystem. based on students’ responses
during activity & discussion.
Interview a farmer and know the What are some practices in your Bring the following appropriate Finish your video/poster. Submit
following: community which you think help in materials for tomorrow’s activity it tomorrow.
1. What is the crop/ product of maintaining balance the :
EXTEND his farm? ecosystem? 1. materials for poster-making
2. What are some practices he 2. any gadgets with video
uses that may affect the recorder
ecosystem.
V. REMARKS
Grade VI.
8 REFLECTION
From the evaluation,
Quarter 4
No. of Learners who earned:
80% and Above:
Below 80%:
Did the remedial lessons
work? No. of Learners who:
have caught up with
the lesson
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I encounter
which my Principal/ Supervisor
can help me solve?
What was your breakfast this Show to the class a video clip: What are the things you should
morning? Journey of the Digestive system consider in choosing the food
How does your digestive system Link: http://www.youtube.com/ you eat? Why?
break down the food you ate to watch?v=e301AdlC8bl
nourish your body?
Ask these questions: What does
the movie clip say about the
ELABORATE digestion of food?
What are the different enzymes Record in a Daily Meal Journal Do activities 2 & 3. Submit Study your notes for a summative
involved in the process of what you eat for three days; LM your output next week. test tomorrow.
EXTEND
digestion and their page 308
specific function.
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:
Did the remedial lessons Grade 8
work? No. of Learners who:
Quarter 4
have caught up with
the lesson
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I encounter
which my Principal/ Supervisor
can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with other
teachers?
Essential Question: What Essential Question: How Essential Question: Essential Questions:
are the processes involved mitosis differs from What is the significance of What are the different simple patterns
in mitosis and in meiosis? meiosis? meiosis in maintaining the of inheritance?
chromosome number? How can one predict the phenotypic
expressions of traits using these
simple patterns?
Present a video Individual Activity I Text Reading Groupings
EXPLORE www.youtube.com/watch?v=C6 Perform Activity 2, LM Give students 10 minutes to read Divide the class into 4 groups. Each
hn3sA0ip0 pages 326-327. and analyse gametogenesis in group will discuss the assigned task.
their LM pages 327-328. Group I – Incomplete Dominance
(After 10 minutes) Group II – Co- Dominance
Group III – Multiple Allele
Activity 2 – Board Work Group IV – Law of Dominance
Post a table on the board like
the table in the Activity
2 of the LM pages 326- Board Work: Ask the students to post their Grade 8
327. Post on the board the enlarged output and ash one representative Quarter 4
illustration (Figure 6, LM page from each group to present their
Ask volunteers to complete the 327) output..
table on the board.
Ask volunteers to count the number
of chromosomes
before meiosis started and at the
end of the process.
Use the video in answering guide Looking at the table on the Who can explain sperm What is the Law of Dominance?
questions for discussion from Lm board, is mitosis the same formation?
pages 323 -237. with Meiosis? How many sperm cells are How does it differ from the other
How do they differ? formed after meiosis? patterns of inheritance?
Follow up with a lecture. (It would Any volunteer to explain the egg
be better if you have pictures of Give lecturette if needed. formation? Give lecture about the different
the different stages to show to the How many eggs are formed patterns of inheritance.
class) after meiosis?
How many number of
chromosomes are there in the
EXPLAIN
daughter cells after the whole
process?
Based on what we have discussed,
what is the importance of meiosis in
maintaining the chromosome
number of the organism?
In what stage chromosomes In what respect do they What do you think would happen Board Work: Grade 8
replicate? Why do you think this differ in terms of: if along the process of meiosis, Using the different patterns of Quarter 4
process is important? 1. location something wrong happens? inheritance, predict the possible
2. type of cell produced Would it affect the organism? phenotype of:
Identify and describe the (haploid & diploid) Why?
processes involved i: 3. Number of daughter 1. If a white-colored rabbit pairs
a. mitosis cells with a black-colored rabbit, what is
b. meiosis. the color of their offspring
considering the Co-dominance
ELABORATE pattern of inheritance?
V. REMARKS
Grade VI.
8 REFLECTION
From the evaluation,
Quarter 4
No. of Learners who earned:
80% and Above:
Below 80%:
Did the remedial lessons
work? No. of Learners who:
have caught up with
the lesson
continue to require
remediation
Which of my teaching
strategies worked well? Why
did these work?
What difficulties did I encounter
which my Principal/ Supervisor
can help me solve?