School Ramon Magsaysay Memorial Grade Level Grade 8

Colleges

Teacher Eugene S. Atienza Learning Area Science

Time and Date Quarter 4

I. Objectives At the end of the session, the students should be able to:

a) describe the transfer of energy in a food web;

b) realize the importance of the transfer of energy from producers

to consumers;

c) construct a food web.

A. Content Standards The learners demonstrate an understanding of:

the one-way flow of energy and the cycling of materials in an

ecosystem

B. Performance Standards The learners should be able to:

make a poster comparing food choices based on the trophic

levels’

C. Learning Competencies Describe the transfer of energy through the trophic levels.

S8LT-IVi-22

II. Learning Resources

A. References

1. Teacher’s Guide

2. Learner’s Materials Science 8 (DepEd Learner’s Module)

3. Textbook Pages Quarter 4, Module 8, pg. 10-14

4. Additional Materials from LR

Portal

B. Other Learning Resources

III. Procedures

A. Preliminaries
 1. Prayer

Before we start our class today I want you to be confident knowing

you are a child of God.

May I ask everyone to please remove unnecessary distractions

and put your presence to our God and let’s pray.

(The teacher plays a video prayer)

1. Greetings

Good Morning Class!

I’m Eugene Atienza or you can just call me Sir Jin. I will be your
teacher for today. Can I ask if how is your day today? I everything
fine or are you happy today? Don’t bother to ask me class? Okay?
If everyone is good and settled, shall we start our class? Okay
good!

2. Checking of attendance

In checking of your attendance I want you to think of an adjective

that corresponds to the first letter of your name which is also
corresponds to yourself. State your chosen adjective and your
name if you are called.

Example: Eugene Atienza! Energetic Eugene!

Furthermore, please tell me if they are any of your classmates that

have been absent for consecutive days so may I know of his/her
condition.

Class, I want you to correct me if I mispronounced your name.

3. Reminders

Tomorrow we will be having an online quiz here at our classroom

using your mobile phones or laptops.
Make sure that you have a stable internet connection to avoid any
unnecessary issue.

A. Reviewing the previous Elicit:

lesson or Presenting the new
lesson. The previous lesson was all about Food Chain

The teacher shall ask the following questions about the previous
lesson:

1. What is the primary source of energy?

2. How would you define producers and consumers??

3.Describe the transfer of energy from one organism to another

B. Establishing a purpose for the Engage: Notice Me!
lesson.
The teacher will show some images and ask some questions
afterwards.
A. Presenting
examples/instances of the
new lesson.

The teacher shall ask the following

leading questions:

1. By looking at the image have you ever tried eating one of

them? Was it delicious?

2. What is your favorite food?

3. When we eat, do we get energy from it?

4. How does eating our daily meals important?

5. Relate the “eating our daily meals” to transfer of energy from

producers to consumers.

6. What is the impact of human activities in the transfer of energy

and in maintaining the balance in the ecosystem?

The teacher will present the topic and have the students read the
objectives aloud and the teacher will explain afterwards.

B. Discussing new concepts Explore: Describe Me!

and practicing new skills #1.
The teacher will pass out organism signs to students and select a
C. Discussing new concepts producer, primary secondary, tertiary, and sun card to come to the
and practicing new skills #2. front of the room.

1. The teacher will ask the class to place students in order,

diagramming a whom eats whom situation.

2. The teacher will then connect the chain by using a yarn. The
different sizes represent the energy transferring from one level
to the next.

3. Students will combine the food chains to create a food web.

Students will scatter around the classroom.

4. The person holding the sun card will hold one end of a of yarn
 and transfer energy to all the primary consumers.

5. Primary consumers will then take a different size yarn and pass
their energy to the secondary consumers.

6. Finally, the secondary consumers will take another size of yarn

and pass their energy to the tertiary consumers.

At the end of the anecdote the teacher shall ask the questions:

1. What do you think of the size of the yarn corresponds for?

2. Which organism the can produce their own food?

3. Share your insights from our activity.

D. Developing mastery. Explain: Describe Me!

E. Finding practical applications The teacher will group the students into four (4) groups.
of concepts and skills in daily
living. Directions: Identify the role of each organism in the food chain
below as: producer, first-order consumer, second-order
consumer, third-order consumer and decomposer. Describe
the transfer of energy through the trophic levels.

1.

The teacher will assign the group 1 to describe the first-order

consumer and its energy, the group 2 is second-order
consumer along its energy, the group 3 is third-order consumer
also its energy, and lastly the group 4 is decomposer with its
energy.

2. The students should brainstorm for their presentation.

Everyone must collaborate and share their ideas.

3. The students will present their output along with the assigned
trophic level and the transfer of energy must be thoroughly
discussed.

The teachers shall ask the following leading questions:

1. What are organisms that you found from the activity?

2. How are the organisms related with one another?

How are you going to present the transfer of energy from one
 organism to another?

F. Making generalization and Elaborate:

abstractions about the
lesson. The teacher will know summarize the topic about food web.

A food web shows an interlocking pattern of food chains. It allows

one to see the precise feeding relationship among populations. It
is very rare for an organism to feed only on one type of food. Most
of the time, carnivores eat other carnivores, as well as herbivores
as shown in Figure 2 below. Some may even eat both animals and
plants. If we list every species that is present in an ecosystem and
then draw arrows connecting them to each of their food sources,
we would see many interlocking arrows that would give the
appearance of a spider web. We call the entire complex array of
feeding relationship in an ecosystem as a food web.

To further understand our lesson about Food Web, let us have an

activity.

Know Me!

The teacher will show an image and ask them the trophic level of
the organism. The students must identify (answer in chorus) their
trophic level.

Directions: Determine their role as producer, first-order consumer,

second-order consumer and third-order consumer.

G. Evaluating learning. Evaluate: Construct Me!

Directions: Construct a food web using the following organisms

below. Write your answers on a separate sheet of paper.
H. Additional activities for Extend:
application or remediation.
The teacher will ask the students to brainstorm different
ecosystems in their locality. Know the different human activities
and their impact on the natural flow of energy in sustaining the
balance of the ecosystem. And write a reflection paper about the
impacts of human activities in the ecosystems of your locality.

IV. Remarks

V. Reflection