Teacher Jocelyn F.

Matiga Learning Area Science

Teaching Date May 3, 2024 Quarter 4th
Quarter
Teaching Time 8:30-8:50 am Grade & Section 8-Abueva

I. OBJECTIVES
The learners demonstrate understanding of the concept of a species and
A. Content Standards
the species as being further classified into a hierarchical taxonomic system
The learners should be able to report (e.g., through a travelogue) on the activities that communities
B. Performance Standards
engage in to protect, and conserve endangered and economically important species.
C.Learning Competencies
(Write the LC code for
each) Classify organisms using the hierarchical taxonomic system (S8LT-lVg-20).

At the end of the session, learners are expected to:

 Identify the different levels in the hierarchical taxonomic system.
 Classify organisms using hierarchical taxonomic system, give examples in each kingdom, and state
Specific (Daily) Objective/s:
their economic importance.
 Appreciate the importance of classifying organism.

II. CONTENT HIERARCHICAL TAXONOMIC CLASSIFICATION

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
Pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
5. Other Learning Materials
IV. PROCEDURES
A. Reviewing
previous lesson or
presenting the new
lesson
Definitive Budget of Work 2023-2024, page- 12
G8 Science – Learner’s Materials pages 223-230
Science 8- Learner’s Module pages 223-230
https://www.youtube.com/watch?v=YHHEhZIq9TM
Laptop, projector, marker, tarpapel
Elicit: Preliminary Activities
(The activities in
this section will Prayer
evoke or draw out
 Greetings
prior concepts or
prior experiences
from the students)  Classroom Rules
 Checking of Attendance)

Reviewing Past Lesson

The students will be tasked to complete the concept map by putting each word in its correct
place.

SPECIES GENETIC
DIVERSITY DIVERSITY
ECOSYSTEM
DIVERSITY
B. Establishing a Engage: WHAT’S IN YOUR BAG?
(The activities in
purpose for the
lesson
this section will
stimulate their
The students will be tasked with emptying their bags and placing everything on their
thinking and help
C. Presenting them access and desks. The teacher will then instruct them to organize their belongings, so they are neatly
connect prior
examples/instance knowledge as a arranged on the desk.
s of the new jumpstart to the
present lesson.) Guide Questions:
lesson
1. What factors do you consider when organizing the contents of your bag?
2. What is the process for organizing items so they can be properly categorized
into their respective groups?"
3. Why there is a need to classify them?
Indicator 1: Applied knowledge of content within and across curriculum teaching areas is
being observed as students may be able to integrate their lessons about arts, as to how
they organize things to showcase the element of beauty in something.
 Indicator 3: Applied a range of teaching strategies to develop critical and creative
thinking, as well as other higher order thinking skills is observed as students encourages
D. Discussing new Explore: to make predictions, engage in logical reasoning, and answer questions based on their
LECTURE DISCUSSION
(In this section,
concepts and students will be The teacher will discuss about hierarchical taxonomic classification focusing on different
practicing new given time to think,
plan, investigate, kinds of organisms that inhabit the earth, that they come in different shapes, colors, and
skills #1 and organize
collected sizes.
information; or the
performance of the These organisms are found in various places from the soil to the rivers, oceans, forests,
planned/prepared
activities from the salty or hot places, in short in every corner of the world.
students’ manual
with data gathering Scientists devise a way of naming and classifying organisms that they called hierarchical
with Guide
Questions) taxonomic system.
This system of classification or categories consist of the Domain, Kingdom, Phylum,
Class, Order, Family, Genus and Species.

E. Discussing new
concepts and
practicing new
skills #2 Students will analyze the Sample classification of organisms in the table.
Categor Domesticate
Dog Bangus Wolf Lion
y d Cat
Kingdom Animalia Animalia Animalia Animalia Animalia
Phylum Chordata Chordata Chordata Chordata Chordata
Class Mammalia Mammalia Actinopterygii Mammali Mammali
a a
Order Carnivora Carnivora Gonorynchiformi Carnivora Carnivora
s
Family Felidae Canidae Canidae Canidae Felidae
Genus Felis Canis Chanos Canis Panthera
Species catus familiaris chanos lupus leo
Scientific Canis
Chanos Canis Panther
Name Felis catus familiari
chanos lupus a leo
s
explain: Cooperative learning
(in this section,
students will be The teacher will divide the class into four (4) groups, each group will be given set of
involved in an
analysis of their activities that they will present afterwards.
exploration. their
understanding is
clarified and
modified because
of reflective
activities)/analysis
of the gathered
data and results
and be able to
answer the guide
questions leading
to the focus
concept or topic for
the day.

F. developing
mastery (leads to
formative
assessment 3)

Annotation:
Indicator 7: Established a learner-centered culture by using teaching strategies that
respond to their linguistic, cultural, socio-economic and
religious backgrounds is observed. This was evident as students were tasked with
naming different organisms based on their knowledge within their community. This
activity reflects their appreciation for their culture, as they demonstrate knowledge of
their language and show awareness of the protection and value of these organisms in
 their respective communities.

Annotation:
Indicator 3: Applied a range of teaching strategies to develop critical and creative
thinking, as well as other higher order thinking skills is observed as students assigned to
perform differentiated activity, it encourages students to make predictions, engage in
logical reasoning, and answer questions based on their hands-on experiences. By
actively participating in the learning process and reflecting on their actions, students can
deepen their understanding and develop critical thinking skills.
Rubrics:

Annotation:
Indicator 9:Used strategies for providing timely, accurate and constructive feedback to
improve learner performance is observed as students’ performance/presentation is
assess through a scoring rubric.

G. Finding practical Elaborate: Students will watch a short- video about Conserving Philippine Biodiversity highlighting
(This section will
applications of
 concepts and skills the country’s home for diverse kind of species of life and how indigenous people in the
in daily living Philippines have preserve species and took care of different species in their community.

H. Making
generalizations
and abstractions
about the lesson
https://www.youtube.com/watch?v=YHHEhZIq9TM
Guide Questions:
 The video presents statistics on various species in the Philippines. How would
you compare the number of animal and plant species in the Philippines? How
do they differ between the past and present?
give students the  How have indigenous people in the Philippines preserved species and cared for
opportunity to
expand and different species in their community?
solidify/concretize
their understanding  Are all living organism related to one another? Why?
of the concept
and/or apply it to a
real-world situation)
 Why is there a need to classify organism?
Annotation:
Indicator 2: Used a range of teaching strategies that enhance learner achievement in
literacy and numeracy skills is evident, as students will respond to a statistical data
question and conduct their own analysis or reflection on what they have watched.

Indicator 8: Adapted and used culturally appropriate teaching strategies to address the
needs of learners from indigenous groups is observed through this video presentations
Students will engage in understanding how indigenous people preserve various species
in the Philippines, reflecting our diverse culture.

Indicator 7: Established a learner-centered culture by using teaching strategies that

respond to their linguistic, cultural, socio-economic and religious backgrounds is
observed as the video showcases various organisms that reflect the way of life and
beliefs of people within a community.
Evaluation:
(This section will EVALUATION:
provide
opportunities for
Answer the following questions by identifying what is being describe in each statement.
concept check test
items and answer
1.Not counting the Domain, which of the following is the second level of classification?
key which are 2.What domain has the only trait of multi cellularity?
I. Evaluating learning aligned to the
learning objectives 3.What level of classification shows physical similarities?
– content and
performance 4.Which level identifies the second name of an organism’s scientific name?
standards and
address 5.What level shows the classification of living environment, food consumption and type of
misconceptions- if
any)
cells?
Extend:
(This section gives
J. Additional activities situation that Assignment:
explains the topic in
for application or a new context, or Illustrate through a graphic organizer what are the three-domain used by scientist to
integrate it to
remediation another classify all organism? Then give the kingdom under in this domain.
discipline/societal
concern)

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

Prepared by: Checked and Approved by:

Jocelyn F. Matiga ROWENA M. REYES
Teacher I Head Teacher IV – Science Department

Checked by:
Annabelle F. Lagula
Master Teacher II