1``GRADES School MAKATI HIGH SCHOOL Grade Level GRADE 8

1 to 12 DAILY Teacher LUCKY D. REMOS Learning Area CHEMISTRY

LESSON LOG
Teaching Dates and Time APRIL 17 – 20, 2023 Quarter THIRD

Day 1 Day 2 Day 3 Day 4

A. Content The learners demonstrate understanding of the one–way flow of energy and the cycling of materials in an ecosystem.
Standards
B. Performance The learners should be able to Make a poster comparing food choices based on the trophic levels.
Standards
C. Learning MELCs: Describe the transfer of energy
Competencies / through the trophic levels (S8LT-lVg-22)
Objectives
Write the LC code for 1. Construct an energy pyramid
each and explain how the energy
transfer takes place in each
trophic level.

II. CONTENT Flow of energy in an ecosystem

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Q3 SDO Makati Learners Module 5 - 8
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Video lesson, PowerPoint Presentation
Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.

A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a Raymond always went to
purpose for the school without any money.
lesson He usually just sits alone
during lunch break, watching
others eat their lunches.
One day Bryan noticed that
Raymond does not eat
anything.

“Are you hungry Raymond?”

Bryan asked

“Yes, I am hungry Bryan but

I have no money for lunch.”

‘I’m not hungry at all right

now but I need to consume
everything in my lunch box
or else my mother will be
mad at me. Anyway, my
lunch for today is yours if
you want it.” Bryan replied.

Raymond said yes then

Bryan opened his food
container and shared his
lunch with Raymond
Project and let the students read the
situation below, then let them answer
the guide questions after

Guide question
1. Can we say that Raymond benefit
from what happened? How?
2. Can we say that Bryan benefit from
what he did? How?
3. Is there any negative result that
 this event brought to both characters?
How?
4. Which of the following describe the
situation?
a. Biotic -Abiotic relation
b. Biotic-Biotic relation
c. Abiotic-Abiotic relation
Model Response (answers may vary)
Possible answer:
1. Yes, he was able to eat lunch and
relieve his hunger.
2. Yes, he needed to consume his
lunch but wasn’t hungry his mom will
be angry if he will go home with his
lunch untouched and he found
someone to eat it for him.
3. Maybe the way Bryan will lie about
the food to his mother. / None.
4. Since the situation showed a
relationship between two humans we
can say that it is a biotic to biotic
relation (letter b).

C. Presenting Project the picture and let the students

examples/ analyze it.
instances of the
new lesson

Guide question:

1. What are the biotic and abiotic factors

shown in the image?

2. What do you think is being shown in

 the image?

3. What do you think is being transferred

between the organisms in the image?

Model Response (answers may vary)

Possible answer:

1. There’s no abiotic factors in the image.

All are living beings thus all are biotic
factors.

2. It shows which organism eat which

organism. A food chain.

3. Nutrients and energy.

D. Discussing new Unlocking of terms:

concepts and
practicing new skills Producers – usually an autotroph. It
#1 serves as a nutrient source for another
organism.

Consumers – feed on other organisms.

Rely on other organisms for food source.

Types of Consumers

Primary consumers – consumers that

feed directly on plants (herbivores) o
Secondary consumers – consumers that
feed directly on primary consumers
(carnivores)

Tertiary consumers – consumers that

feed on secondary consumers
(carnivores)

Decomposers organism that eat decaying

matter.

E. Discussing new Who eats Who?

concepts and
practicing new skills ACTIVITY PROPER (60 Minutes)
#2
1. Divide the class into groups. One
group will be assigned as Grassland
Ecosystem the other group will be
assigned as Aquatic Ecosystem.
2. For the next 15 minutes, all the
students from each group will think of an
animal that they will represent (the
animals must be found on their assigned
ecosystem). They must come-up with
different animals, no one should be the
same. Also, there should be varied
animals wherein there will be herbivores,
carnivores and omnivores, names should
be written on color coded construction
papers (i.e. blue omnivores, orange
carnivores etc.) and attached to each
member. Secretaries of each group must
write all the member’s name and their
representative animals on the board.

3. Now that they are ready, call all the

members of the grassland group to go in
the center of the classroom and form a
large circle. They should have their
organism name plates attached. All
organisms should be present, the sun,
plant and all the animals.

4. The other group should just sit in one

side of the classroom and observed.

5. The student representing the sun

should be in a very clear spot in the
circle. The students should look around
and ask themselves quietly: Who in this
circle could I give my energy to? (Who
might eat me?) Who in the circle could
give me energy? (Who might I eat?)

6. Explain to the students that the ball of

yarn represents the energy in the
environment. Ask the student who
represents the sun to hold the end of the
yarn tightly and toss the ball to someone
who can use that energy. When that
student catches the yarn, they should
pass the yarn to someone else who could
use the energy. (Example: Sun->green
plant->rabbit->fox) The ball of yarn
should then be returned to the sun and
repeated until every student is part of the
 food web. Refer to the image below:

F. Developing mastery
(Leads to Formative
Assessment 3)

G. Finding practical
applications of
concepts and skills in
daily living

H. Making
generalizations and
abstractions about the
lesson

I. Evaluating learning.

J. Additional activities for

application or
remediation

V. REMARKS Remind the students to bring the following Remind the students to bring the following
on their Exam on their Exam

1. Calculator 1. Calculator

TN: Prepare the following for the ETT TN: Prepare the following for the ETT

1. Printed Periodic Table of Elements 1. Printed Periodic Table of Elements

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

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 lessons work? No.of
learners who have caught up with the
lesson.
D. No.of learners who continue to require
remediation

E. Which of my teaching strategiesworked

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?

Prepared by: Checked by:

Lucky D. Remos Norwena O. Penuliar

Grade 8 Teacher Science Coordinator