I.

OBJECTIVES
Content Standard: The learner demonstrate an understanding of the digestive tract and its interaction with the
circulatory, respiratory and excretory systems in providing the body with nutrients for
energy.
Performance The learners should be able to present an analysis of the data gathered on diseases resulting
Standard: from nutrients deficiency.
Learning The learners should be able to explain ingestion, absorption, assimilation and excretion.
Competency:
Code: S8LT-Iva-13
Daily Task: The learners should be able to:
a. identify organs of digestive tract,
b. determine the function of the organs in digestive tract, and
c. arrange accordingly the organs in the digestive tract.
Values Integration: HEALTH IS WEALTH.
Understanding of the various functions of these organs will lead to a better care of our
body.
II. CONTENT ORGANS IN THE DIGESTIVE TRACT
III. LEARNING RESOURCES
Teacher’s Guide: SCIENCE 8 Teacher’s Guide
Learner’s Material: Learner’s Module
Additional Materials: Breaking Through Science 8, Science Link 8
IV. LEARNING TASKS:
A. ENGAGE ( Math, , English, ICT)

Motivation:
ACTIVITY 1: TELL ME THROUGH COUNTING!
1. 6 + 15 + 15 + 4 = FOOD
2. 4 + 9 + 7 + 5 + 19 + 20 + 9 + 15 + 14 = DIGESTION
3. 13 + 15 + 21 + 20 + 8 = MOUTH

ACTIVITY 2: INQUISITIVE APPROACH

The teacher will ask the following questions:
1. Have you eaten your breakfast/lunch earlier? If yes, what did you eat? If not, then I will give you something
to eat.
The teacher will then give biscuits to the students and ask some more processed questions.
2. How did you eat your food?
3. When you put the food in your mouth, what did you do next?
4. Upon chewing your food, what happens to the food that you put into your mouth?
5. When the food is already broken into smaller pieces, what happened next?
6. After is swallowed, where did it go?
7. Upon entering the stomach, where does the food passed through?
8. When the food is already in your stomach, what do you think is happening?

ACTIVITY 3: In relation to activity 1, the teacher will show a short video clip about what happened to the food when
it enters in our body.

B. EXPLORE (Math, English, Differentiated Learning)

ACTIVITY 4: DO ME NOW!
The teacher will group the class into three groups and each will be given different task based on the video that they
watched.

The groupings will be based on what area they are good at: Labelling, Match Making or Arranging.

Group 1: They are tasked to identify the organs of the digestive tract by labelling the different organs.
Group 2: They are tasked to match the different organs with its corresponding function.

Group 3: They are tasked to arrange the organs in the digestive tract accordingly in a way that it shows the passage
of food from the beginning organ up to the end.

C. EXPLAIN (MATH, LANGUAGE)

The group will then share their insights using the given criteria:

Content (Accuracy): 5 points

Presentation (Explanation, Delivery): 3 points
Conclusion: 2 points

TOTAL: 10 points

Processed Questions:

Group 1:
1. What organ/s did you identified?
2. How did you identify a particular organ?
3. Explain your work.

Group 2:
1. What are the organs in the digestive tract that have been given to you?
2. What are the functions being given?
3. How did you match a particular organ to a particular function? Defend your work.

Group 3:
1. What are the organs involved in the digestive tract?
2. How did you arrange these organs in the digestive tract?
3. Explain your work.
D. ELABORATE (English)

The teacher deepens the lesson by asking thought-provoking questions and give additional
information.

ORGANS OF THE DIGESTIVE TRACT

THE MOUTH
- The mouth or the oral cavity is the first organ of digestion where food begins as it travel through
the digestive tract.
- There are three digestive functions of the mouth:
a. Receives food through the process called ingestion.
b. Prepares food for digestion.
c. Initiates the breakdown of starch.

THE TONGUE
- The tongue is the muscular organ that projects in the oral cavity. It is referred to as the organ of
taste because of its specialized cell called taste buds by which taste sensations such as bitter,
sweet, sour and salty can be differentiated.
- It also helps shape the food into a ball called bolus, thus facilitating chewing and swallowing. It is
also considered as the principal organ of speech.

THE TEETH
- The teeth are used for cutting, smashing and grinding of solid food, making it easier to swallow and
 to be acted upon by digestive enzymes.
- Humans develop 20 milk teeth during the first few years of life. Between the ages 6-12, these milk
teeth fall out and replaced by 32 permanent teeth.

THE PHARYNX (THROAT)

- These are openings leading to the esophagus and trachea (windpipe). Chewed food or bolus mixed
with saliva is pushed by the tongue into the pharynx. A flap, leaf-shaped cartilage called the
EPIGLOTTIS covers the opening of the larynx (air passage) to prevent food from entering the
respiratory tract. Thus the swallowed food is moved into the esophagus.

THE ESOPHAGUS
- The esophagus is a muscular tube about 25 cm (10 inches) long. It conveys chewed food from the
pharynx to the stomach. Food is lubricated with mucus in the esophagus and move by PERISTALSIS
into the stomach. No digestion occurs in the esophagus.

THE STOMACH
- The stomach is the expanded J-shaped organ located in the upper left region of the abdominal
activity. When the stomach is empty, the lining forms many folds called RUGAE. The stomach is
highly elastic that it can stretch to accommodate about 2 liters of food and drink, enough to satisfy
one’s hunger for many hours.

THE SMALL INTESTINE

- The small intestine is the longest part of the digestive tract or alimentary canal. It is about 3 meters
(10 feet) in length with an average width of 2.5 cm (1 inch).
- There are 3 main regions of the small intestine. The first 25 cm (10 in) of the small intestine is
called the duodenum. The next two-fifths of the small intestine, about 2.5 m long is the jejunum.
The ileum constitutes the remaining portion of the small intestine.
- The small intestine is the major organ of chemical digestion and nutrient absorption. It is well
suited for the task of absorbing nutrients. This is due to millions of tiny finger like projections called
villi which gives the inner surface the velvety appearance. Aside from the villi, the small intestine
has small projections called microvilli. These remarkably increase the total surface available in the
small intestine for the absorption of nutrients.

THE LARGE INTESTINE

- The large intestine or the colon is the last section of the digestive system. It is about 6.5 cm (2.5 in)
in diameter and about 1.5 m (1 in) in length.
- The large intestine is the horse-shaped , like an inverted letter U. The ascending colon extends
upward along the right side of the abdomen toward the liver. The transverse colon extends across
the abdomen. The descending colon extends downward on the left side of the abdomen into the
pelvis.

THE RECTUM
- Located at distal end of the sigmoid colon
- It is eight inches long basically serve as a warehouse for the undigested residue or feces.

THE ANUS
- End part of rectum that functions as the exit point for fecal materials.

APPLICATION: HOTS
 ACTIVITY 5: HUMAN TORSO CHALLENGE
The students are divided into two groups according to their sex: male or female. Each group shall be given
chance to correctly arrange the organs of the digestive tract via Human Torso. The first to finish the task
shall be the winner and a prize awaits.
E. EVALUATE (MATH)

Identify the functions of each organ by

matching column to the right to the
corresponding function in the left.

V. ASSIGNMENT

List accessory organs of the digestive system and identify its function.

LESSON PLAN IN SCIENCE 8

Prepared by: Checked by:

NEDY P. TALEON MA. EDEN P. MACARAMPAT

Science Teacher Principal II