Learner’s Activity Sheet

Assessment Checklist

SCIENCE
Quarter 4 – Week 1

Digestive System

________________________________________________
Learner

________________________________________________
Section

Raslia P. Ronda
________________________________________________
Teacher

________________________________________________
Parent or Guardian

Pindolonan National High School

________________________________________________
School

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Date of Retrieval 8
 TEACHER'S REFERENCE GUIDE (TRG)

School: Pindolonan National High School Grade Level: 8

Teacher: Raslia P. Ronda Learning Area: Science
Teaching
Date: Quarter: 4 Week: 1

I.OBJECTIVES At the end of the lesson, the students should be abe to:

1. describe how the upper and lower gastrointestinal

tracts works;

2. explain ingestion, absorption, assimilation, and

excretion; and

3. identify common ailments of the digestive system.

A. Content The learners demonstrate the understanding of :

Standard
1. the digestive system and its interaction with the
circulatory, respiratory, and excretory systems in
providing the body with nutrients for energy.

2. diseases that result from nutrient deficiency and

ingestion of harmfulsubstances; and their prevention
and treatment.

B. Performance The learners should be able to:

Standard 1. present an analysis of the data gathered on disease
resulting from nutrient deficiency.

C. MELC 1. Explain ingestion, absorption, assimilation, and

excretion. S8LT-IVa-13

II. SUBJECT MATTER The Digestive System

a. References Books:

Campo, Pia C., May R. Chavez, Maria Helen D. H.

Catalan, Leticia V. Catris, Marlene B. Ferido, Ian
Kendrich C. Fontanilla, Jacqeline Rose M.
Gutierrez, Shirley R. Jusayan, Michael Anthony

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 B. Mantala, Cerilina M. Maramag, Marie Paz E.
Morales, Eligio C. Obille, Jr., Digna Paningbatan,
Genevieve Faye Pasamonte, Ma. Dulcelina O.
Sebastian, Rolando M. Tan, and Rodolfo S.
Treyes. "Unit 4 Module 3 The Digestive System."
In Science - Grade 8 Learner's Module, First
Edition, 291-305. Pasig City, Philippines:
Department of Education, 2013.

Madriaga, Estrellita A., Meliza P. Valdoz, Marites D.

Aquino, Mary Anne B. Castillo, and Gil Nonato C.
Santos. "Unit 12 Structure and Functions:
Digestive System." In Science Links 8 Worktext for
Scientific and Technological Literacy, 314-336.
Manila, Philippines: Rex Book Store, Inc., 2015.

Pavico, Josefina Ma. F., Anna Cherylle M. Ramos,

Aristea V. Bayquen, Angelina A. Silverio, and John
Donnie A. Ramos. "Chapter 12 Food Trip." In
Exploring Life Through Science Series The New
Grade 8, Second Edition. 245-263. Quezon City,
Philippines: Phoenix Publishing House, Inc., 2017.

Electronic Resources:

Rmr09. (n.d.). Label the digestive system. Retrieved

December 30, 2020, from

https://www.tes.com/teaching-resource/label-the-
digestive-system-6109934

Digestive system gap fill worksheet. (n.d.). Retrieved

December 30, 2020, from

https://www.liveworksheets.com/md31237tv

Keeping the Digestive System Healthy. (2011, March

22). Retrieved December 30, 2020, from
https://lrmds.deped.gov.ph/detail/16

b. Materials Learner’s Activity Sheets, Assessment Checklist

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 c. Integration MAPEH, Values

III. PROCEDURE
ACTIVITY Let the students perform the activity and answer the
(DO) questions given in their Science Activity Notebook.
Activity 1.1. Concept Map
DIRECTIONS: Using the words/phrases from the word
box, complete the concept map on the Digestive
System.

Activity 1.2. Part A. A Sweet Break

Part B. How Does It Taste?

ANALYSIS Instruction
(THINK) Answer the following key questions in your
Science Activity Notebook.
Q1. What are the parts of digestive system?
Q2. Differentiates ingestion, absorption, assimilation,
and excretion.
ABSTRACTION Deoxyribonucleic acid or DNA - These genetic
(LEARN) materials are passed on from one generation to the
next to ensure the continuity of life.
In eukaryotic cells (cells with organelles), the DNA
are bound with proteins (histones) and are organized
as beads on strings to form chromosomes.
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.
Mitosis- this type of cell division occur in somatic or
body cell which produces two identical cells with the
same number of chromosomes. Mitosis is divided into
four stages: prophase, metaphase, anaphase, and
telophase.
Meiosis- is a special type of cell division where sex cell
(egg cell or sperm cell) or gamete undergoes two rounds

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 of cell division to produce four daughter cells.
Meiosis I- is consist of four stages: prophase I,
metaphse I, anaphase I, and telophase I.
Meiosis II-is mitotic in nature and consist of the
following stages: prophase II, metaphase II, anaphase
II, and telophase II;
Gametes such as eggs and sperms unite during
fertilization, forming a diploid zygote.
Sperm cells are produced in the testes of male
animals.
Egg cells are produced in the ovary of female animals.
APPLICATION The students will anwer the following activities.
(APPLY) Activity 4.1
Part A. Complete the Digestive System
Worksheet
Part B. Let’s Label It!
Activity 4.2 How Does It Happen?
Activity 4.3 My Eating Habit.
Write your answers in your Science Activity Notebook.
EVALUATION Direction: Make an eye-catching poster that will show
at least three healthful practices that will maintain the
normal functioning of your digestive system. Use short
bond paper for your output.

Standards: Your output/product will be assessed

based on the following criteria:

1. Accuracy of content

2. Organization of idea

3. Clarity of message

4. Creativity

SELF-ASSESSMENT Let’s see if you understand the topic! Answer the

following questions.
1. Which among the activities is easy for you to
understand? Why?
2. What did you learn when performing the different

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 activities?
Was I able to perform the different activities?
LEARNERS ACTIVITY SHEET (LAS)
Digestive System
Dear Learner,
Good Day!

Welcome to our Science

subject. The activities for
this week will enable you
to identify the different
parts of the digestive
system and explain
ingestion, absorption,
assimilation, and
excretion. Please
carefully understand and
follow the instructions
provided. If you encounter
difficulties in doing the
tasks, do not hesitate to

Activity 1.1 Concept Map

Objectives
After performing this activity, you should be able to determine the parts of Digestive
System.
DIRECTIONS: Using the words/phrases from the word box below, complete the concept
map on the Digestive System.

Anus Small intestine Esophagus peristalsis

Stomach Large intestine Mouth Water reabsorption
Ulcer Digestive disorders Principal organ Exit of solid waste

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 Digestive System

is responsible for the breakdown of can be affected due to

food imbalance
which starts from which may lead to

11.
1.
such as
to the
moves 12.
2. food
through
3.
to the

acts as
4. the 5.
to the

6.
to the

is the
7. site for
8.
then

serves
9. as the 10.

Activity 1.2
PART A. A Sweet Break
Objective

After performing this activity, you should be able to :

1. describe the process of mechanical digestion; and

2. explain how the physical breaking down of food help in its digestion.

Materials needed

 two 100mL beakers or clear containers

 warm water
 two pieces of candies (hard candies)

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  mortar and pestle
 paper towel
Procedures
1. Filled the two beakers with warm water. See to it that the amount of water placed in
each glass is about similar. And then label the glasses A and B.

2. Prepare two pieces of candies. Wrap a piece of candy in a paper towel and crush it
using mortar and pestle or any hard object like a piece of wood.

3. Place one piece of candy into the glass of warm water labeled A and put the crushed
piece of candy in the remaining glass of warm water labeled B.

4. Observe how long it takes for the whole candy in the Glass A and the crushed piece of
candy in Glass B to dissolve.

Guide Questions
Q1. How does crushing the candy to smaller pieces affect its dissolution?
_______________________________________________________________________
_______________________________________________________________________
Q2. What does crushing the candy represent in the process of digestion?
_______________________________________________________________________
_______________________________________________________________________

PART B. How Does it Taste?

Have a piece of a soda cracker. Chew it for about three (3) minutes before you
swallow it. Observe the changes the soda cracker will undergo as you mechanically and
chemically digest it. Record your observation in the table below.

Taste of the Food

Food Item Before Chewing After Chewing

Soda Cracker/ Biscuit

1. What organs are involved in
chewing the soda cracker?
2. What do you think happened to the
soda cracker in your mouth?

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Instruction
Answer the following key questions before we proceed to discussion.

Q1. Why is it dangerous to skip the main meal? How does it affect the body?
______________________________________________________________________
______________________________________________________________________
Q2. How can we keep our digestive system healthy? What kind of food should we eat and
what should be avoid?
_______________________________________________________________________
_______________________________________________________________________

Digestion is the breakdown of large particles into smaller smaller and absorbable
nutrients needed for energy production, growth, and cellular repair. It begins with ingestion
through the mouth and ends with defecation or excretion. Digestion takes place in the
gastrointenstinal tract in two main forms: mechanical and chemical. Mechanical digestion is
the physical degradation of large food particles into smaller pieces that digestive enzymes can
access through chemical digestion.

Chemical digestion is the enzymatic cleavage of proteins, carbohydrates, and fats into
tiny amino acids, sugars, and fatty acids.

Once food enters the mouth, it mixes with saliva and gets chewed through the process
of mastication. Saliva is rich in mucus and salivary enzymes such as amylase, which helps
break down carbohydrates. And together, with the effects of mastication, it creates a mass
called food bolus. The food bolus then travels down the esophagus via wave-like muscular
contractions, called peristalsis, before it reaches the stomach.

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 At certain instances,
you hear your stomach
rumbling. This is the sound
you hear as the gastric
juices are churned in an
empty stomach. This
indicates that you are
already hungry, and it is
time for you to eat. The
stomach and some glands
start to produce gastric
juices to prepare your
stomach for the food you
will eat. These gastric juices
provide an acidic
environment in the stomach.

Enzymes Where digestion happens

Amylase catalyzes the breakdown of starch into maltose in the
mouth and small intenstine.
Protease, Pepsin catalyzes the breakdown of proteins into amino acids in
the mouth and small intenstine.
Lipase catalyzes the breakdown of fats and oils into fatty acids
and glycerol in the small intenstine.
Maltase catalyzes the breakdown of maltose into glucose in the
small intenstine.

The pancreas is located below the stomach. It secretes a mix of enzymes that together
are called pancreatic juice, which helps neutralize the very acidic chyme when it enters the
small intestine. Pancreatic juice also allows us to digest proteins, fats, and carbohydrates.

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 The liver digest food by producing bile to break down fats, removing toxins, and
breaking down and storing some vitamins and minerals. The gall bladder stores the bile that
is produced by the liver. When needed, bile passes into the small intestine, where it breaks
down fat.
Digestion ends in the small intestine, where
nutrients are absorbed in the small intestine’s villi,
tiny finger-like processes. Villi contains capillary
beds, as well as lymphatic vessels called lacteals.
Fatty acids absorbed from broken-down chyme
passes into the lacteals. Capillaries absorb glucose,
fructose, and galactose transported to all cells of the
body.
As they passed through the alimentary canal
(gut), digested and undigested foods have different
outcomes. https://cutt.ly/7jihYVQ
Assimilation is the movement of digested food molecules into the cells of the body
where they are used. For example:
 Glucose is used in the process of respiration to provide energy.
 Amino acids are used to build proteins.
Wastes that remain after digestion go to the large intestine, where water is also reabsorbed.
These wastes, including the water that are not reabsorbed, are temporarily stored in the
rectum before they are excreted out of the body through the anus. Egestion or excretion
happens when these feces pass out of the body through the anus.

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Read and Learn More!

Different organs in the digestive system work together to make digestion

possible. If any of these organs are not in good condition, the whole system
cannot function properly.

Taking the best care of the digestive system can support the prevention
of ailments. Peptic ulcer, constipation, and other ailments could be avoided if
the digestive system is healthy. That is why practicing health habits is essential
to enable your digestive system to work well. However, many people have
habits that, sometimes not known to them, can cause digestive system illnesses.

"An Ounce of Prevention is Worth a Pound of Cure." Therefore, you

need to learn about some common ailments that may affect parts of your
digestive system and how they can be prevented. Some common ailments of the
digestive system are in the chart below.

AILMENTS DESCRIPTION CAUSE PREVENTION TREATMENT

Gastro Frequent Muscle found at Avoid alcohol Medication or
episodes of acid the end of the and spicy, fatty,
esophageal esophagus does or acidic foods by surgery
reflux not close or beverages
Reflux
(GERD) properly, allows that trigger
acid from the heartburn
stomach, or leaks
into the (a burning
esophagus. sensation in the
chest)
Peptic Ulcer Open sore in the Tissue eroded by Avoid smoking, Medication
stomach or too much taking large
duodenum stomach acid, quantities of tea,
acidic juices,
smoking, alcohol, coffee, alcohol,
and some drugs and some drugs

Constipation Difficulty in Not enough water Eat plenty of Medication

moving vowel fruits and
absorbed in the vegetables,
large intestine drink plenty of
water and move
your bowel
regularly
Colon Cancer Malignancy in Eating foods that Eat plenty of Surgery

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 the area of the are low in fiber fruits, and Radiation
colon and rectum and high in fats vegetables, therapy or
and calories drink plenty of Chemotherapy
water and move
your bowel
regularly
Acute Gallstones in the Collections of Avoid eating Gall bladder
gall bladder. solid material foods with a removal
cholecystitis Severe, steady predominantly high saturated
pain in the upper crystal of fat content.
abdomen. cholesterol in the
gall bladder.

The way the digestive system work has something to do with your health. To keep it
healthy and work smooth;y, you need to know what you can do to take care of your digestive
system.
Learn to practice these habits:
 Have a balanced diet everyday. The food that you eat should contain the right amount of
the different nutrients needed by the body. Nutrients are chemical substances that you eat
and drink to grow and become healthy. These include vitamins and minerals, vegetables
and fruits, meat and fish products, cereals, and other carbohydrates.
 Eat regularly and observe the proper time for eating. When buying ready to eat foods, be
sure they come from covered containers. Bacteria or germs and harmful insects easily
contaminate uncovered foods.
 Chew the food slowly and well. Relax while eating your meals. Do not swallow large
chunks of food.
 Do not eat when you are angry, sad, or tense. The food you take in will not be properly
digested and may cause indigestion.
 Wash uncooked foods thoroughly before eating them.
 Drink about six to eight glasses of water a day. Lessen your intake of sweets during
snacks. Chocolates, cakes, and candies may destroy your appetite.
 Take part in a cheerful and relaxing conversation. It will help stimulate intestinal activity.

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 Activity 4.1

PART A. Complete the Digestive System Worksheet

Objective
After performing this activity, you should be able to determine the sequence correctly
traces the passage of food through the digestive system and identify the different parts of the
digestive system.

I. Complete the flow chart to show the digestive system.

large intestine rectum mouth small intestine
stomach esophagus

2. Order the stages of digestion from numbers 1 to 6.

a. ______ The food is mixed with gastric juices in the stomach.
b. ______ The feces are expelled through the rectum.
c. ______ In the mouth, the teeth crush the food, and it is mixed with saliva.
d. ______ In the small intestine, the food mixes with bile from the liver and the nutrients and
vitamins are absorbed.
e. ______ The food passes down the esophagus and into the stomach.
f. ______ The remains of the food are transformed into feces in the large intestine.
3. Label with what form of digestion occurs in each part.
(Mechanical, Chemical, or Both)

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Part B. Let’s Label It!

Directions: Label the Digestive System with different parts found in the Word Bank below.
Write your answer in the box numbered 1 to 10. Label the different parts with the process/es
that occur (ingestion, digestion, absorption, and excretion). Write your answer in the box
with letters a to e. Choose the best answer that best describes every part of the illustration.

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 ▪ Anus - the opening at the end of the digestive system from which feces (poo) leaves
the body.
▪ Esophagus - the long tube between the mouth and the stomach.
▪ Gall bladder - a small sac below the liver which stores and releases bile into the
small intestine.
▪ Large intestine - the shorter, wider tube that follows the small intestine.
▪ Liver - a large organ that makes bile that neutralizes stomach acid.
▪ Mouth - the first part of the digestive system, where food enters the body.
▪ Pancreas – a gland below the stomach that makes lots of chemicals called enzymes
that help break down food.
▪ Rectum - the lower part of the large intestine, where feces (poo) is stored before it
leaves the body.
▪ Small intestine - the long, thin winding tube that food goes through after it leaves
the stomach.
▪ Stomach - a sack-like, muscular organ that is attached to the esophagus. When food
enters the stomach, it is churned with lots of acids.

Activity 4.2 How Does It Happen?

Objective

After performing this activity, you should be able to describe how the upper and
lower gastrointestinal tracts works.

fats
bile
nutrients
chyme
large
blood
gastric
waste
anus
intestine

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 Use the words in the box to complete the spaces in the text.

The stomach contains acid called _____________ juices. Muscles contract to mix food
with this acid. This makes a thick liquid called _______________.

Chyme from the stomach passes into the small _______________. Here, the chyme
mixes with a liquid from the liver called _______________ and pancreatic juices from
pancreas. These liquids break the chyme into ______________________: proteins,
carbohydrates, ________________, vitamins and minerals can now pass through the
wall of the small intestine and into the _______________.

Any food left in the small intestine is now ________________. This material passes
into the ____________________ intestine where any extra water is absorbed into the
blood. Dry waste passes into the rectum and waits to leave the body through the
___________________.

Activity 4.3 My Eating Habit

Objective
After performing this activity, you should be able to identify the right kind amount of
nutrients through healthy eating habits.

Adolescence is characterized by several major changes and development in the body.

To reach its full potential, the body needs the right kind and amount of nutrients through
healthy eating habits.

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A. Fibers in cereals, fruits, and vegetables clean the intestines. They help prevent
constipation.

Write the fiber foods that you eat in one day. Fill in the table below.

BREAKFAST LUNCH DINNER

B. Eat your meals regularly. Eating on time helps prevent hyperacidity and indigestion.

Write the time you eat your meals each day. Fill in the table below.

DAYS BREAKFAST LUNCH DINNER

Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday

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 Activity 5 EVALUATION

Direction

Make an eye-catching poster that will show at least three healthful practices that will
maintain the normal functioning of your digestive system. Use short bond paper for your
output.

Standards: Your output/product will be assessed based on the following criteria:

1. Accuracy of content

2. Organization of idea

3. Clarity of message

4. Creativity

Self-Assessment

1. Which among the activities is easy for you to understand? Why?

________________________________________________________________________
________________________________________________________________________
2. What did you learn when performing the different activities?
________________________________________________________________________
________________________________________________________________________
3. Was I able to perform the different activities?
________________________________________________________________________
________________________________________________________________________

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 ASSESSMENT CHECKLIST
(To be accomplished by a parent or guardian)
Digestive System
Check ( ) the appropriate observation that corresponds to your child’s
performance in the accomplishment of the activities.

OBSERVATIO
N

Accomplished

Accomplished

Accomplished
Partially
Bases for Evaluation Parent’s/

Fully
Not
Guardian’s
Remarks

Activity 1.1 The learner was able to

rdetermine the parts of Digestive
System.
Activity 1.2 The learner was able to
describe the process of mechanical
digestion; and explain how the
physical breaking down of food help
in its digestion.
Activity 2 The learner was able to
answer the questions.
Activity 3 The learner was able to
explain ingestion, absorption,
assimilation, and excretion.
Activity 4.1 The learner was able to
determine the sequence correctly
traces the passage of food through
the digestive system and identify the
different parts of the digestive
system.
Activity 4.2 The learner was able
to describe how the upper and lower
gastrointestinal tracts works.
Activity 4.3 The learner was able
to identify the right kind amount of
nutrients through healthy eating
habits.
Activity 5 The learner was able to
answer the Evaluation.
Self- Assessment The learner was
able to do the self-assessment.

______________________________________________

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 Name and Signature of Parent or Guardian

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