Prototype Detailed Lesson Plan in Science 8

(for Teachers)
Fourth Quarter

I. Objectives:
A. Content Standards: the digestive system and its interaction with the
circulatory, respiratory, and excretory systems in providing the body with
nutrients for energy
B. Performance Standards: present an analysis of the data gathered on
diseases resulting from nutrient deficiency
C. Learning Competencies/ Objectives: explain ingestion, absorption,
assimilation, and excretion

Competency Code: S8LT-Iva-13

Learning Objectives: At the end of the discussion, the learners are expected to:
a. identify the organs and their functions in the digestive system;
b. trace the flow of foods being digested; and
c. cite the importance of digestive system.

II. Content: The Digestive System

A. References:
1. Teacher’s Guide Pages:
2. Learner’s Material Pages: pp. 292-296
3. Textbook Pages:
4. Additional Materials from Learning Resource Portal
B. Other Learning Resources:
C. Values Integration: Choosing of nutritious foods, taking care of digestive
system

III. Procedures

A. Reviewing previous lesson or presenting the new lesson

What are the common elements have you remembered?

Where can you find these elements?

Can you find them in what you eat?

Just like this one.

The elements we find on these foods are important for our body.

B. Establishing a purpose for the lesson

MARK JOSEPH S. ARIOLA

Prototype Detailed Lesson Plan in Science 8
(for Teachers)
Fourth Quarter

I have here a picture of a family eating their dinner.

What can you say?

C. Presenting examples/ instances of the new lesson

I have here a picture of different foods. Which of these is your favorite one?

If your favorite food is not here, then you can tell us.

D. Discussing new concepts and practicing new skills #1

(from Science 8 Learner’s Material)

Activity: It’s a gutsy game!
Materials: game board, a piece of die, tokens or playing pieces

Procedures:

1. Find a classmate with whom you can play the board game.
2. Choose a token for you and your classmate; place the tokens on the board’s
starting line.
3. Take turns rolling the die.
4. The number on the die determines how many spaces you will move your token.
5. Follow the directions -- if there is any -- on the space you land your token.
6. The player who first makes it all the way through the digestive system and down to
the finish line wins the game.

E. Discussing new concepts and practicing new skills #2

Guide Questions:

MARK JOSEPH S. ARIOLA

Prototype Detailed Lesson Plan in Science 8
(for Teachers)
Fourth Quarter
1. The game you are about to play is an analogy of the digestive system.
What do the tokens represent?
2. What do the spaces on the board game represent?
3. What do the directions on some of the spaces tell you about the digestive
system?
4. Describe the illustrations on the board game. What do these illustrations
represent?
5. What do the spaces or boxes drawn on the board game represent?

F. Developing mastery
Compare the illustrations on the board game with the actual structures or
organs of the digestive system.

Are these structures also found in other organisms?

Are these structures in the digestive system of humans the same as those
found in other organisms?

Do they serve the same or similar functions?

The Human Digestive System

What do you think is the function of this structure?

*Mouth
*Tongue

MARK JOSEPH S. ARIOLA

Prototype Detailed Lesson Plan in Science 8
(for Teachers)
Fourth Quarter
*Salivary Glands
*Esophagus
*Stomach
*Liver
*Gall Bladder
*Pancreas
*Small Intestine
*Large Intestine
*Rectum
*Anus

What is the function of the digestive system?

Remember: Food enters the mouth, passes through the long tube, and exits as
feces through the anus.

G. Finding practical application of new concepts and skills in daily living

Guide Questions:
1. What

H. Making generalizations and abstractions about the lesson

Guide Questions:
1. What are the organs involved in the digestion process?
2. What are the functions of the different organs in the digestive system?
3. What is the function of the digestive system?
4. Where does the digestion start? Where does it end?
5. How important is the digestive system? Cite your examples.

I. Evaluating learning

Direction: Choose the best answer and write the letter on the space provided.

______ 1. Digestion is ___________.

a. The breakdown of food into smaller substance that can be absorbed

by the body
b. The breakdown of food in the mouth which contains salivary amylase
c. The breakdown of starches into simple sugars to be easily swallowed
in the esophagus
d. The breakdown of protein into smaller peptides.

______ 2. It is where the process of digestion begins.

a. Tongue
b. Teeth
c. Mouth
d. Esophagus

MARK JOSEPH S. ARIOLA

Prototype Detailed Lesson Plan in Science 8
(for Teachers)
Fourth Quarter
______ 3. The enzyme which is responsible for protein digestion.
a. Chyme
b. Salivary amylase
c. Pepsin
d. Hydrochloric acid

______ 4. A ring-shaped muscle where food enters from esophagus to

stomach.
a. Pyloric sphincter
b. Cardiac sphincter
c. Epiglottis
d. Pyloric valve

______ 5. Where does the absorption of water occur?

a. Stomach
b. Liver
c. Small intestine
d. Large intestine

J. Additional activities for application or remediation

V. REMARKS

VI. REFLECTION
Teacher:
A. No. of learners who earned 80% in the evaluation:
B. No. of learners who require additional activities for remediation who
scored below 80%:
C. Did the remedial lesson work?
No. of learners who caught up with the lesson:
D. No. of learners who continue to require remediation:
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my principal or supervisor can help
me solve?
G. What innovation or localized materials did I use/discover which I wish to
share with other teachers?
Learners:

Evaluation/ Assessment

Game Board:

MARK JOSEPH S. ARIOLA

Prototype Detailed Lesson Plan in Science 8
(for Teachers)
Fourth Quarter

MARK JOSEPH S. ARIOLA

Prototype Detailed Lesson Plan in Science 8
(for Teachers)
Fourth Quarter
Prepared by:

Name: MARK JOSEPH S. ARIOLA

Baccalaureate Degree: Bachelor of Secondary Education- General Science
Master’s Degree: Master of Arts in Education- Science Education (CAR)
Position: Teacher I
School: Azpetia National High School
District: Prosperidad VI
Division: Agusan del Sur

MARK JOSEPH S. ARIOLA