DETAILED LESSON PLAN IN SCIENCE 8

February 27, 2020

Content Standard: The learners should demonstrate an understanding of the species as being further
classified into a hierarchical taxonomic system.

Competency Standard: The learners should be able to report (e. g., through a travelogue) on the activities
that communities engage in to protect and conserve endangered and economically
important species.

Learning Competency: The learners should be able to classify organisms using the hierarchical taxonomic
system (S8LT-IVh-20).

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

A. identify the characteristics of mollusks and echinoderms;
B. describe the animals that belongs to class gastropods, bivalves and cephalopods; and
C. give the environmental importance of mollusks and echinoderms.
II. Subject Matter
Topic: Mollusks and Echinoderms
Materials: cartolina, scotch tape, marker, pictures, envelop, visual aids, chalk,
Reference: Science Learner’s Module 8 pp. 252-255
Strategy: 4As
Time Allotment: 60 minutes
Values integration: Protection and conservation of mollusks and echinoderms

III. Procedure:

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. Preparatory Activities
a. Prayer
Everybody, please stand. May I request
Annabel to lead the prayer? Yes, Ma’am.
Everyone let us pray.

Good morning, class! Good morning, Ma’am!

Good morning, classmates!
Mabuhay!

You may now take your seats.

Thank you, Ma’am.
How are you today? We’re great!
That’s good to know.

b. Checking of Attendance
Class monitor, kindly list down the
absentees this morning and hand it to me
afterwards. Yes, Ma’am!

c. Checking of Assignment
Please pass your assignments.

d. Setting of Standards
Before we will start our lesson this
morning, and to have a productive
discussion, please listen and pay
attention to our discussion. Do not
do unnecessary actions that can
disturb your classmate or the whole
class and cooperate to group
activities. Are we clear? Yes, Ma’am!

Very good!
 e. Review
Class, what was our last topic?
Yes, Maybe? Our previous topic was all about the
flatworms, roundworms and segmented
worms.
Very good!

How can we differentiate

roundworms, flatworms and
segmented worms?
Yes, your raising your hand
Charice? Roundworms have a long, cylindrical and
slender bodies. Flatworms as their name
suggests are flat and ribbon-like organisms.
Segmented worms are characterized by a
segmented or repeated body parts.

Correct!

What are the examples of

roundworms, flatworms and
segmented worms?
Yes, Steve? We have Ascaris for roundworms. Planaria
in flatworms, and earthworm for segmented
worms.

Very good, Steve!

Any questions/clarifications about

our previous topic? None, Ma’am!

B. Developmental activity

a. Motivation

Before we start our new lesson this morning,

I have pictures here. All you have to do is to
observe what are the pictures all about or
what can you say about the pictures. Then, I
will be asking questions later.
Am I clear class? Yes, Ma’am!

(Presenting the pictures of Sea Star, Clams,

Mussels, Squid, Golden Kuhol)

Anyone from the class who can give an idea

about what the pictures in the board shows?
Yes, Crizza? These are animals that can be found in the
bodies of water, Ma’am.

Very, good! Nice observation!

Can we eat these?

Yes, Katherine? Yes, Ma’am!

Can you identify their common

characteristic?
Yes, Amer? They are soft-bodied animals, Ma’am with an
outer shell that protects their body.

Very, well said.

Now, class from the pictures that I had

presented. Do you have any idea what is our
topic for this morning?
Yes, Renier? Our topic for today is all about the sea
 animals, Ma’am!
Yes, excellent!

b. Presentation of New Lesson/

Learning Objectives

Our lesson for today is all about Mollusks

(Phylum Mollusca) and Echinoderms
(Phylum Echinodermata).
And for this session, please read aloud our
lesson objectives.
A. identify the characteristics of
mollusks and echinoderms;
B. describe the animals that belongs to
class gastropods, bivalves and
cephalopods; and
C. give the environmental importance of
mollusks and echinoderms.

c. Unlocking of Difficulties

For the clarifications of the word meanings

of today’s lesson, please read aloud the Visceral – an internal organ of the body;
definition of terms. Go! especially one located in the great cavity of
the trunk proper.

Terrestrial – living or growing on land

instead of in water or air.

Radiate – to go out in a direct line from a

central point or area.

Spines – a sharp, pointed part on an animal

or plant.

Prey – an animal that is hunted or killed by

another animal (predator) for food.

D. Lesson Proper
a. Activity

This time let’s have an activity. This

activity is entitled “LEARNING
TOGETHER.”
You may now go to your respective group
and form your chairs into a circle. I will
be distributing an envelope that has an
instruction for your group tasks, a
handout, marker and a manila paper
inside. You are given 3 minutes to
discuss the types and characteristics of
mollusks and echinoderms. And another
2 minutes to write in the manila paper
the important details that you’ve
discussed within your group mates.
Afterwards, I will be the one to choose a
group representative for the presentation
of your groups’ output with these
criteria:
Time management – 5 pts.
Content/Creativity – 10 pts.
Presentation – 10 pts.
Cooperation – 5 pts.
Total 30 pts.

We also have a MINUS POINT CHART

 No participation – 2 pts./head
 Noisy group – 5 pts./head
Yes, Ma’am!
 Am I clear?
Group leaders, kindly get your envelope
here in front.
G1: Mollusks General Characteristics
G2: Mollusks: Gastropods
G3: Mollusks: Bivalves
G4: Mollusks: Cephalopods
G5: Echinoderms General Characteristics
You may start.
Time’s up!
Please tack on the board your groups’
output now.
Let us hear the report of Group 1 with
Alan as their group representative.
Thank you, Alan! Let us give the first
group a 5 claps.
For the second group, let us have
Christian as their group representative.
Thank you, Christian! Let us give the
second group a 5 claps.
The third group will be represented by
Virginia.
Thank you, Virginia! Let us give the
third group a 5 claps.
Let us listen to Kearl as the fourth
group representative.
Thank you, Kearl! Let us give the
fourth group a 5 claps.
Lastly, let us have Christope to
represent the fifth group.
(Group Activity)
Mollusks (Phylum Mollusca) are soft-bodied
invertebrates with most of them covered by a
shell. The mollusk’s body has three parts: a
muscular foot for locomotion, a mantle that
produces the shell, and the visceral mass
that contains their internal organs.
(5 Claps)
Gastropods, also called univalves, has only
one shell. They are mostly marine with
freshwater and terrestrial members. Those
living in seas have gills for breathing and
those on land use the lining of their mantle
as lungs. Sea and land slugs, as well as
nudibranchs are examples of gastropods.
(5 Claps)
Bivalves are molluscs with two shells
attached to each other. Some bivalves are
attached to rocks while others remain in the
sand or mud. They use their mantle cavity to
feed by trapping suspended particles in
water and for gas exchange. Mussels,
oysters and clams are bivalves.
(5 Claps)
The cephalopod group include the squid and
cuttlefish with internal skeleton. The
chambered nautilus has external skeleton
while the octopus is shell-less. All
cephalopods are described as the most
active mollusks, moving very fast using arms
and tentacles in catching prey.
(5 Claps)
Echinoderms (Phylum Echinodermata) are
found in a marine environment. Parts of
most echinoderms radiate from the center of

Thank you, Christope! Let us give
the fifth group a 5 claps.
Any clarifications, questions,
additions for our topic this morning?
b. Analysis
Processing Questions:
1. How sea stars get their new
arm after being cut?
2. How do sea urchins help to
maintain the coral reefs
healthy environment?
3. How do sea stars help to
maintain the coral reefs
healthy environment?
c. Abstraction
What are the three classes of
Phylum Mollusca?
Yes, Efraim?
Very good!
Does taklobo belongs to bivalves?
Yes, Naivy?
Very good!
What about the famous Golden
Kuhol? Is it a bivalve?
Yes, Excel?
Very good, Excel!
What about the squid and
octopus?
Yes, Apple?
You are right, Apple!
What species of echinoderms that
uses as food to us humans?
the body. They also have spines which are
extensions made of hard calcium. Under the
skin, these form an internal skeleton called
endoskeleton. Sea stars, sea urchins and
sea cucumber are echinoderms.
(5 Claps)
None, Ma’am.
Sea stars have the ability to regenerate. A
cut arm can easily regrow into a new sea
star.
Sea urchins are important to coral reefs
because they consume algae that otherwise
overgrow and can kill the corals.
Sea stars do not help on maintaining a
healthy coral reefs, instead they are
predators of coral polyps posing a threat to
the existence of the reefs.
We have the Gastropods also called
univalves because they only have one shell.
Bivalves consists of two shells attached to
each other, and cephalopods described as
the most active mollusks, moving very fast
using their arms and tentacles in catching
their prey, Ma’am!
Yes, Ma’am because it has two shells
attached to each other.
No, Ma’am. It is a gastropod because it has
only one shell.
Squids and octopuses are cephalopods,
Ma’am.
There are also some members of
echinoderms that are edible like the sea
 Yes, Raymond? urchins and the sea cucumber, Ma’am.

You are right, Raymond!

None at all, Ma’am!

Are there still questions about the

mollusks and echinoderms?

d. Application

How are we going to protect the By disseminating awareness to the

endangered species of mollusks such as the community about the importance of these
taklobo? species to the whole marine ecosystem.
Yes, Bernadeth?

Very good, Bernadeth! We can protect these species, Ma’am by

disciplining ourselves not to throw garbage
Another answer from the class? in the bodies of water that threatens the
Yes, Steve? lives of these creatures.

You are absolutely right, Steve!

This time, let us have now

another group activity entitled “TO
MOLLUSKS OR TO ECHINODERMS”.

I will be presenting statements.

Your group will going to raise the board with
a word MOLLUSKS if the statement describe
a/the mollusks, and ECHINODERMS if the
statement describe an echinoderm. Each
correct answer is equivalent to 1 point. Each Yes, Ma’am!
group has only 5 seconds to read the
statement and wait for the word GO before
you raise the board. Am I clear?

Group leaders, kindly get your

boards here in front.

Let’s start! MOLLUSKS

1. They are soft-bodied invertebrates MOLLUSKS

with most of them covered by a shell. MOLLUSKS
2. Gastropods, bivalves and MOLLUSKS
cephalopods.
3. Sea slugs, clams and squids.
4. Golden kuhol, Taklobo and octopus. ECHINODERMS
5. They radiate from the center of their
body and have spines which are ECHINODERMS
extensions made of hard calcium.
6. Sea stars, sea urchins and sea ECHINODERMS
cucumber.
7. All can be found in marine
environment.
IV. Evaluation

Directions: Read and analyze the given statements. Write AAA if the statement is True and write BBB
if the statement is False.

1. Mollusks and echinoderms are vertebrate animals. BBB

2. Mollusks are hard-bodied invertebrates. BBB
3. Gastropods belongs to Phylum Echinodermata. BBB
4. Sea stars do not have the ability to regenerate. BBB
5. Sea urchins and sea cucumber belongs to Phylum Mollusca. BBB
6. Sea stars are predators of coral polyps posing a threat to the existence of the reefs. AAA
7. Sea urchins are important to coral reefs because they consume algae that otherwise overgrow and
can kill corals. AAA
8. Gastropods, also called univalves, has only one shell. AAA
9. Bivalves have two shells attached to each other. AAA
10. Cephalopods are described as the most active mollusks, moving very fast using arms and tentacles
in catching prey. AAA

V. Assignment

Study in advance about the arthropods pages 255-256 of your Science 8 Learners Module.

Prepared by: Angelesdiosa T. Paman

Student Teacher