f

PROTOTYPE AND CONTEXTUALIZED

DAILY LESSON PLANS
IN GRADE 8 SCIENCE

Quarter IV
 DEVELOPMENT TEAM – SORSOGON DIVISION
Grade 8- Science (Quarter 4)

WRITERS:

1. Maria Elena E. Escolano 8. Ralph Arthur E. Jarabejo

2. Christie C. Evasco 9. Rey Eugene G. Lee
3. Ernesto B. Gile Jr. 10. Merly D. Pagao
4. Ma. Cristina V. Grefaldo 11. Lynnan E. Porcalla
5. Maria Blessilda D. Griarte 12. Rose Ann B. Rios
6. Enelia R. Halim 13. Maria Sherry S. Soler
7. Ana Marie Jao

QUALITY ASSURANCE TEAM/ CONTENT REVIEWERS/ VALIDATORS:

1. Mary Jeane B. Castillo

2. Homer E. Ereño
3. Ernesto B. Gile Jr.
4. Maria Blessilda D. Griarte
5. Rey Eugene G. Lee
6. Hilger O. Tarraya
7. Michelle H. Guadamor, EPS-I (Science)/ Team Head

DEMO TEACHERS:

1. Merly D. Pagao 11. Maria Blessilda D. Griarte

2. Ronaldo Jao 12. Melissa H. Escribano
3. Aljean Rimonte 13. Rose Ann B. Rios
4. Enelia R. Halim 14. Ma. Cristina V. Grefaldo
5. Arlene M. Gimena 15. Lynnan E. Porcalla
6. Manelyn J. Gosim 16. Roselia E. Estareja
7. Cynthia B. Bancual 17. Christie C. Evasco
8. Eva A. Girado 18. Olive F. Cenil
9. Maria Elena E. Escolano 19. Ernesto B. Gile Jr.
10. Ofelia E. Estonanto

OBSERVERS/ VALIDATORS:

1. Jay N. Beltran 7. Eden F. Guerrero

2. Dolores E. Endraca 8. Cristy L. Pena
3. Rowena C. de Leon 9. Arme D. Marbin
4. Welimen C. Oseo 10. Josefina F. Pura
5. Ma. Elena E. Escolano 11. Ma. Theresa C. Comahig
6. Ofelia E. Estonanto 12. Severino R. Cantuba Jr.

LAYOUT ARTIST:

Roman B. Jebulan

ii
 TABLE OF CONTENTS
Grade 8 – Science
Quarter 4 (Biology)

LC 1. Explain ingestion, absorption, assimilation, and

excretion. 1
Lesson 1.1 The Digestive System 2
Activity 1. Part A: When I EAT YOU!
Activity 1. Part B: My Food Trip To The
Stomach!
Word Hunt Activity (Engagement Part for
Average Learners)
Activity for Group 1 (For Advance Learners)
A sweet break!
Activity for Group 2 How do enzymes affect
digestion?
Activity for Group 3 How does pH affect
enzyme activity?
Activity for Group 4 Comparison between
Mechanical and Chemical
Digestion
Lesson 1.2 The Digestive System 24
Activity 2 How your digestive system works?
Sample Assessment 40

LC 2. Explain how diseases of the digestive system are 44

prevented, detected, and treated.
Lesson 2.1 Prevention, detection, and treatment of 45
diseases of the digestive system
Lesson 2.2 Diseases resulting from nutrient deficiency 55
and ingestion of harmful substances
Sample Assessment 67

LC 3. Identify healthful practices that affect the digestive

system 70
Lesson 3.1 Food Pyramid and Food Plate 71
Lesson 3.2 Healthful Practices to Avoid Diseases that 85
Affect the Digestive System
Activity 3.2. Using essential concepts in
nutrition to planning a menu
Sample Assessment 97

LC 4. Compare mitosis and meiosis, and their role in the

cell-division cycle. 101
Lesson 4.1 The Cell Cycle 102
Activity 4.1. The Cell Cycle (For Average
Learners)
Activity 4.1. The Cell Cycle (For Advance
Learners)
iii
 Lesson 4.2 Mitosis 112
Activity 4.2 The Stages of Mitosis
Lesson 4.3 Meiosis 121`
Activity 4.3 Simulating Meiosis
Activity 4.3 Find My Match!
Lesson 4.4 Comparing Mitosis and Meiosis 135
Sample Assessment 144

LC 5. Explain the significance of meiosis in maintaining the

chromosome number. 146
Lesson 5.1 Mendelian Genetics/Gametogenesis 147
Activity 5.1 Gametogenesis
Lesson 5.2 Mendelian Genetics/Meiosis 154
Sample Assessment 159

LC 6. Predict phenotypic expressions of traits following

simple patterns of inheritance. 163
Lesson 6.1 Principles of Dominance 164
Lesson 6.2 Law of Segregation 171
Lesson 6.2 Law of Independent Assortment 177
Sample Assessment 181

LC 7. Explain the concept of a species. 183

Lesson 7.1 Species Diversity 184
Lesson 7.2 Species Diversity 193

LC 8. Classify organisms using the hierarchical taxonomic

system. 215
Lesson 8.1 Hierarchical Taxonomic System of 216
Classification Classifying Organisms into
their Big Groups
Activity 8.1 Where Do I Belong?
Lesson 8.2 The Binomial System of Classification 227

LC 9. Explain the advantage of high biodiversity in

maintaining the stability of an ecosystem. 234
Lesson 9. Low and High Biodiversity 235
Sample Assessment 252

LC 10. Describe the transfer of energy through the trophic

levels 255
Lesson 10. Transfer of Energy in Trophic Levels 256

LC 11. Analyze the roles of organisms in the cycling of

materials. 265
Lesson 11. Roles of Organisms in the Cycling of
Materials in an Ecosystem 266
Activity 11.1. Cycling of Materials in an
Ecosystem

iv
 Activity 11.2
Analyzing the Role of
Decomposers (Bacteria and
Fungi) in the Cycling of
Materials (For advance
students)
Sample Assessment 275

LC 12. Explain how materials cycle in an ecosystem 277

Lesson 12. Cycling of Materials in an Ecosystem 278
(Explain How Materials Cycle in an
Ecosystem)
Activity 12.1 Activity on The Oxygen-Carbon
Dioxide Cycle
Activity 12.2 Activity on The Water Cycle
Activity 12.3 Activity on The Nitrogen Cycle
LC 13. Suggest ways to minimize human impact on the
environment 288
Lesson 13. Impact of Human Activities in an
Ecosystem 289
Lesson 14. Ways to Minimize the Impact of Human
Activities in an Ecosystem 298

v
 UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Quarter: ___4_____

Content Performance Learning

Content Code
Standard Standard Competency
1. Structures The learners The learners shall The learners S8LT-
and demonstrate an be able to: should be able Iva-13
Functions: understanding of: present an to:
Focus on the analysis of the 1. explain
Digestive data gathered on ingestion,
System diseases resulting absorption,
from nutrient assimilation, and
deficiency excretion;

Learning Explain ingestion, absorption, assimilation and

Competency/ excretion. (S8LT-IVa-13)
Code:
Unpacked Time
(Objectives)
Learning Frame
Competency: 1. Identify the different digestive 2 meetings
processes.
2. Explain the process of ingestion.
3. Describe the process of mechanical
and chemical digestion.
4. Cite the importance of mechanical and
chemical digestion.

1
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date 2 meetings Quarter Fourth

I. OBJECTIVES
The learners demonstrate understanding of:
1. the digestive system and its interaction with
the circulatory, respiratory, and excretory
A. Content systems in providing the body with the
Standard nutrients for energy.
2. diseases that result from nutrient deficiency
and ingestion of harmful substances, and their
prevention and treatment.
The learners should be able to present an analysis of
B. Performance
the data gathered on diseases resulting from nutrient
Standard
deficiency.
LC:

Explain ingestion, absorption, assimilation, and

excretion. ( S8LT-IVa-13)
C. Learning
Competencies/
Objectives:
Objectives
At the end of the lesson, the students should be able
to:
(Write the LC
1. Identify the different digestive processes;
code
2. Explain the process of ingestion;
for each)
3. Describe the process of mechanical and
chemical digestion; and
4. Cite the importance of mechanical and
chemical digestion.
II. CONTENT The Digestive System
III. LEARNING
RESOURCES
A. References
1. Teacher‟s
pp. 205-216
Guide pages
2. Learner‟s
Materials pp. 291-303
pages
Philippines. Department of Education. (2003).
3. Textbook Science and Technology for the Modern World II.
pages Makati City: DNS Company, Inc. pp.142-145

2
 Gliceria, B.R., Miriam, P. DV., (1999). Biology
Science Fundamentals for High School, Quezon City:
Trinitas Publishing, Inc., pp.163-166
4. Additional
Materials from
Learning
Resource
(LR) portal
Link:https://www.google.com/search?biw=1366&bih
=666&tbm=isch&sa=1&ei=yKZqXNqsEsSl9QOR1p
GoAg&q=mechanical+and+chemical+processes+in+
the+mouth&oq

https://quizlet.com/278258910/digestion-flash-cards/
B. Other Learning
Link:https://airfreshner.club/quotes/mouth-parts-oral-
Resources
or-cavity.html

Link:https://www.google.com/search?biw=1366&bih
=666&tbm=isch&sa=1&ei=yKNqXIvSFs2e9QPQu
JOACw&q=parts+of+the+stomach&oq=parts+of+the+
stomach&gs_l

IV. PROCEDURE A B
 Preparation Check  Preparation Check

 The teacher will  The teacher will

present a picture present a labeled
ofHuman Digestive picture of the Human
System. The students Digestive System.
A. Elicit will be asked to label From the given list of
the parts and give the functions posted on the
functions using board, the student will
metacards prepared be asked to choose
by the teacher. one organ and describe
its functions using the
concept strips.

Pictures of organisms The students will be asked

getting food found in about the food they have
their locality will be eaten or the teacher will
shown to the students. cite common local
They will be asked to foodseaten during
B. Engage describe the different breakfast, lunchtime, and
pictures. dinner.(Contextualization-
( Contextualization- Localization)
Localization) smoked fish
1. Predator eating fried egg
prey rice

3
 2. Arboreal chicken adobo
organisms sweet potato
climbing trees to cassava
gather fruits
3. Fish swimming in The teacher will ask the
schools in search students the question:
for food 1. Why is food
The teacher will ask the important to
following questions: organisms?
1. What are
common in these The teacher will let the
pictures? students answer a word
2. Why is food hunt puzzle. The students
important to would be able to list down
organisms? the following words from
the puzzle:
The teacher will let the
students answer by Absorption
groupa set of jumbled Assimilation
letters and will arrange it Digestion
to form a word. Egestion
Ingestion
EGESIONT
GINTESINOT What are these words?
DGIESIOTN
BAOSRPTINO The food that we eat has
S A SIM A L I N I O T to undergo these different
processes before our body
What are these words? can utilize it.

Thefood that we eat has The teacher will:

to undergo these - Ask the students what
different processes they want to learn.
before our body can - Present the objectives
utilize it. of the lesson.
- Emphasize that the
The teacher will: focus of today‟s
- Ask the students lesson is about the
what they want to processes of
learn. ingestion and
- Present the digestion.
objectives of the Key questions:
lesson.  How does the
- Emphasize that the digestive
focus of today‟s system
lesson is about the breakdown
processes of food to nourish
ingestion and the body?
digestion.  How do
Key questions: ingestion and

4
  How does the digestion take
digestive place?
system
breakdown
food to
nourish the
body?
 How do
ingestion and
digestion take
place?
 Prior to the activity,  Prior to the activity, the
the teacher will post teacher will post some
some reminders on reminders on the board
the board in doing the in doing the activity.
activity.  The students will
 The students will perform the activity by
perform the activity. group.
The materials are  An activity sheet will be
given and prepared provided by the teacher
ahead of time. The and the students will
students will be perform the activity by
divided into five group.
groups.  Each group will write
 An activity sheet will their answers in the
be provided by the manila paper.
teacher and the
students will perform Activity 1
the activity by
following the steps Part A: When I Eat You!
C. Explore
and the procedure.
 Each group will write Part B: My Food Trip to
their answers in the the Stomach!
manila paper.
(Please refer to the
 Group 1 attached activity
A Sweet Break! sheets. Appendix A
(LM. pp.297-298) and B)

 Group 2
How do enzymes
affect digestion?
(LM pp. 298-299)

 Group 3
How does pH affect
enzyme activity?
(LM pp. 301-302)

5
  Group 4
Comparison between
Mechanical and
Chemical Digestion

 Group 5
Ingestion Process
When I Eat You!

(Please refer to attached

activity sheets.
Appendix A, E, F,G,H)
Each group will present
their outputs or will assign
the specific group to
discuss the answers to the
guide questions.
Group 1- will explain the
answer for questions 1
Each group will present and 2
their outputs. Group 2- will explain the
answer for questions 3
The teacher takes note and 4
of the misconceptions to Group 3- will explain the
be clarified after all the answer for questions 5
groups have presented. and 6
Group 4- will explain the
From the guide answer for questions 7
questions in the activity, and 8
the students will be Group 5- will explain the
D. Explain asked to explain the answer for questions 9
following: and 10.
1. How does
ingestion take The teacher takes note of
place? the misconceptions to be
2. How does clarified after all the
digestion take groups have presented.
place?
3. What happens From the guide questions
during the in the activity, the students
digestion will be asked to explain
process? the following:
1. How does ingestion
take place?
2. How does digestion
take place?
3. What happens
during the digestion
process?

6
  How do physical and
chemical breakdown
of food help in
 How do physical and
digestion?
chemical breakdown of
 Where do physical food help in digestion?
and chemical
 Where do physical and
digestionsof food
chemical digestions of
start?
food start?
 Where does chemical
 Where does chemical
digestion of protein
digestion of protein
start?
start?
 How does enzyme
 How does enzyme help
help the digestion
E. Elaborate the digestion process?
process?
 How does hydrochloric
 How does
acid/pancreatic juice
hydrochloric
aid in the digestion
acid/pancreatic juice
process?
aid in the digestion
 Why is there a need to
process?
chew the food
 Why is there a need
properly?
to chew the food
 How does chewing aid
properly?
the chemical digestion
 How does chewing
process?
aid the chemical
digestion process?

When a person
When a person feels a experiences vomiting,
burning sensation in bloating and diarrhea after
his/her chest or throat, drinking milk and/ or
F. Extend he/she is experiencing eating other dairy
heartburn. Why do you products, he/she could be
think this health lactose intolerant. Why do
condition occurs? you think lactose
intolerance occurs?

7
 Multiple Choice Multiple Choice

Choose the letter of the Choose the letter of the

correct answer. correct answer.
1. Which of the following 1. Which of the following
statements best statements best
explains the ingestion explains the ingestion
process? process?
A. Removal of A. Removal of
undigested food undigested food
from the body via from the body via the
the anus anus
B. Mechanical and B. Mechanical and
breakdown of food breakdown of food
into smaller and into smaller and
simpler products simpler products
C. Food is taken into C. Food is taken into
the body the body
2. Which of the following 2. Which of the following
is NOT TRUE about is NOT TRUE about
the mechanical the mechanical
digestion in the digestion in the mouth?
mouth? A. Food is broken down
G. Evaluate A. Food is broken into pieces
down into pieces B. Involves tearing,
B. Involves tearing, biting, chewing
biting, chewing C. Starch is broken
C. Starch is broken down into maltose
down into maltose by salivary enzyme
by salivary enzyme amylase
amylase 3. How does chemical
3. How does chemical digestion happen in the
digestion happen in stomach?
the stomach? I. Churning and mixing
I. Churning and mixing the food (chyme) with
the food (chyme) gastric juices
with gastric juices II. Enzyme pepsin starts
II. Enzyme pepsin the digestion process
starts the digestion A. I only
process B. II only
A. I only C. Both I and II
B. II only 4. The following
C. Both I and II statement is/are TRUE
4. The following about mechanical and
statement is/are chemical digestions
TRUE about EXCEPT ____.
mechanical and A. Mechanical and
chemical digestion chemical digestion
EXCEPT ____. both start in the
A. Mechanical and mouth

8
 chemical digestion B. During chemical
both start in the digestion, food is
mouth broken down into
B. During chemical smaller and simpler
digestion, food is molecules and
broken down into absorbed by the
smaller and body
simpler molecules C. During mechanical
and absorbed by digestion, food
the body undergoes
C. During mechanical chemical change,
digestion, food changing the
undergoes chemical structure
chemical change, of food.
changing the 5. Which mechanical
chemical structure process in the mouth
of food. makes food easier to
5. Which mechanical swallow and increase
process in the mouth the surface area
makes food easier to available for enzyme
swallow and increase action?
the surface area A. Biting
available for enzyme B. Chewing
action? C. Slicing
A. Biting
B. Chewing
C. Slicing

V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation.
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
strategies worked well?

9
 Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did I
use/discover which I
wish to share with other
teachers?

10
Appendix A

ACTIVITY 1

Part A: When I EAT YOU!

I. Objectives:
After performing the activity, you should be able to:
1. Explain ingestion process;
2. Determine what happens to the food once it is ingested; and
3. Describe how mechanical and chemical digestions take place in the
mouth.

II. Materials:
Picture of the oral cavity
Manila paper
Marker

III. Procedure:
1. Look at the picture of the oral cavity.
2. Using the diagram, answer the following questions.

Source:https://www.google.com/search?biw=1366&bih=666&tbm=isch&sa=1&ei=yK
ZqXNqsEsSl9QOR1pGoAg&q=mechanical+and+chemical+processes+in+the+mouth
&oq

11
 Source: https://airfreshner.club/quotes/mouth-parts-oral-or-cavity.html

IV. Guide Questions:

1. What is ingestion?
2. What happens to the food once it is ingested?
3. What are the different parts in the oral cavity that aid in the mechanical
digestion process?
4. How does saliva help in the digestion process?
5. What is the role of enzyme amylase in chemical digestion process?
6. What is the end product of mechanical and chemical digestion in the
mouth?

12
Appendix B

ACTIVITY 1

Part B: My Food Trip To The Stomach!

I. Objectives:
After performing the activity, you should be able to:
1. Describe what happens to the bolus in the stomach; and
2. Explain how mechanical and chemical digestions happen in the
stomach.

II. Materials:
Diagram of the stomach
Manila paper
Marker

III. Procedure:
1. Study the figures below.
2. Answer the guide questions.

Source:https://www.google.com/search?biw=1366&bih=666&tbm=isch&sa=1&ei=yK
NqXIvSFs2e9QPQuJOACw&q=parts+of+the+stomach&oq=parts+of+the+stomach&g
s_l

13
 Source:https://www.google.com/search?biw=1366&bih=666&tbm=isch&sa=1&ei=za
VqXMrXB8SCyAPv4rgBg&q=mechanical+and+chemical+processes+in+the+stomac
h&oq

IV.Guide Questions:

1. How does mechanical digestion happen in the stomach?

2. What is the acid secreted in the stomach? What is its role in the digestion
process?
3. What is the role of the enzyme pepsin in the chemical digestion process?
4. Where does protein digestion start?
5. What is the end product after the mechanical and chemical digestion
process in the stomach?

14
Appendix C

Source:https://www.google.com/search?biw=972&bih=638&tbm=isch&sa=1&ei=27l8
XJzJJdGvyAO3p7ngCQ&q=digestive+system+with+labeled+parts&oq=digestive+sys
tem+with+labeled+parts&gs_l=img.3..0j0i67l2j0j0i67l5j0.311266.323780..324507...0.
0..1.2263.4309.0j3j1j0j1j0j1j9-1......0....1..gws-wiz-
img.....0.o4HnaupHoAQ#imgrc=9FvPuQRDa2RVxM:

15
Appendix D
Word Hunt Activity (Engagement Part for Average Learners)
Direction: Find the the hidden word in the puzzle. Words are running in
diagonal, vertical, and horizontal position.

S O N O I T S E G N I N
G L M G R O T R S G O S
B K N O I T S E G I D R
S H L W D F G H T R E E
F D G M A N P A R C F D
G F L E D O L T S T W A
E C I S A I H K L O S N
A E T D M O R I U R M N
B R E I H L P O G E K G
N L S K E G E S T I O N
K S N T L R E Y H B N R
A B S O R P T I O N Y E

16
Appendix E
Activity for Group 1 (For Advance Learners)
A sweet break!
Objectives:
After performing the activity, you should be able to:
1. describe the process of mechanical digestion; and
2. Explain how the physical breaking down of food helps in digestion.

Materials:
two 100 mL beakers or clear containers
warm water
two pieces of candies (hard candies)
mortar and pestle
paper towel

Procedure:
1. Fill the two beakers with warm water. Make sure that the amount of
water placed in each glass is about the same. Label the glasses A and
B.

2. Prepare two pieces of candies. Wrap a piece of candy in a paper towel

and crush it using a mortar and pestle or any hard object like a piece of
wood.
3. Place one piece of candy into the glass of warm water labeled A and
place the crushed pieces of candy in the remaining glass of warm
water labeled B.
4. Observe how long it takes for the whole candy in Glass A and the
crushed pieces of candy in Glass B to dissolve.
5. Record your observation.

Guide Questions:
1. How does crushing the candy to smaller pieces affect its dissolution?
2. What is being represented by crushing the candy in the process of
digestion?
3. How does physical breaking down of food help in digestion?

17
Appendix F
Activity for Group 2
How do enzymes affect digestion?
Objectives:
After performing this activity, you should be able to:
1. Explain how enzymes affect digestion; and
2. Infer chemical changes in food as it undergoes chemical digestion.

Materials:
1 tablespoonful of granulated gelatin spoon
10 mL fresh pineapple juice 100 mL graduated cylinder
10 mL bromeliad leaf juice 10 mL graduated cylinder
Water 3 droppers
measuring cup 3 test tubes
test tube rack hot plate
markers
Procedure
1. Number and label the test tubes ( 1-water, 2-fresh pineapple juice,
and 3-bromeliad leaf juice).
2. Prepare one tablespoonful of granulated gelatin in the measuring
cup using 100 mL of boiling water.
3. Stir well with a spoon until the gelatin is dissolved.
4. Place 3 mL of water into test tube 1, 3 mL of fresh pineapple juice
into test tube 2, and 3 mL of bromeliad leaf juice into test tube 3.
5. Add 10 mL of gelatin mixture to each test tube. Shake well to mix
thoroughly.
6. Refrigerate the samples overnight.
7. On Day 2, check the contents of each test tube for solidification of
the contents. Record your observations.
Table 1
Test Contents How do the contents of the test tube look
Tube like on Day 2?
1 Water and gelatin
2 Fresh pineapple
juice
and gelatin
3 Bromeliad leaf juice
and gelatin

Guide Questions:
1. How did bromelian affect the protein in gelatin?
2. Which of your observations show this effect?
3. There are other kinds of enzymes in your digestive system. How do
these enzymes affect digestion?

18
Appendix G

Activity for Group 3

How does pH affect enzyme activity?
Objectives:
After performing this activity, you should be able to:
1. describe the process of chemical digestion; and
2. explain how enzymes act as a catalyst during digestion.

Materials:
1 tablespoonful of granulated gelatin 3 droppers
10 mL fresh pineapple juice 3 test tubes
Water test tube rack
Measuring cup markers
Spoon hot plate
100 mL graduated cylinder 1 M HCl
10 mL graduated cylinder 1 M NaOH

Procedure:
1. Label the test tubes ( A-acid, B- base, C- control –water)
2. Prepare one tablespoonful of granulated gelatin in the
measuring cup using 100 mL of boiling water.
3. Stir well with a spoon until the gelatin is dissolved.
4. Place 3 mL of pineapple juice into each of the labeled test tubes.
Transfer 1 mL each of HCl, NaOH, and water into the
corresponding test tubes of pineapple juice.
5. Transfer 10 mL of gelatin mixture to each test tube.
6. Using a spoon, stir the gelatin well until it dissolves completely.
7. Refrigerate the test tubes overnight.
8. On day 2, observe the contents of each test tube. Record your
observations?

Table 2. Effect of pH on enzyme activity

Test Contents How do the contents of the test tube
Tube look like on Day 2?
A Acid added on gelatin
with pineapple juice
B Base added on gelatin
with pineapple juice
C Water added on gelatin
with pineapple juice

19
Guide Questions:
1. What role do the digestive enzymes have in digestion?
2. In which test tube did you observe the greatest amount of protein
digestion?
3. In which test tube did you observe the least amount of protein
digestion?
4. How do you explain your results?
5. Did your result support your hypothesis?
6. In the human digestive tract, where is protein digested chemically?

20
Appendix H
Activity for Group 4
Comparison between Mechanical and Chemical Digestion
I.Objectives:
At the end of the activity, you should be able to:
1. Define digestion process;
2. Compare mechanical from chemical digestion; and
3. Explain the importance of mechanical and chemical digestion
process.
Procedure:
1. Complete the graphic organizer using the following concepts below.
2. Write the concepts in the colored paper.

Types of Description Organs of Processes

Digestion Digestive involved
System where it
happens

Mouth Chewing Mechanical

Tearing Stomach Mixing
Small intestine Churning
Grinding Chemical
biochemical process where enzymes are involved
food undergoes physical change
food is broken down into smaller and simpler molecules
food is broken down into smaller pieces

Guide Questions:
1. What is digestion?
2. How does mechanical digestion differ from chemical digestion?
3. Why are mechanical and chemical digestions important?

21
 RUBRICS IN RATING THE GROUP ACTIVITY
_________________________________
Activity Title
Activity Number: ___________________ Date Started:
____________
Group Number: ____________________ Date Submitted:
__________

Leader
Assistant Leader
Secretary
Time-keeper
Material keeper
Reporter/s
Member/s

CRITERIA OUTSTANDING VERY GOOD GOOD

(10pts.) (7 pts.) (5pt)

Content Answered all the Got a score of Got a score lower

guide questions more than half of than half of the
correctly the perfect item perfect item
number number
Presentation Explained the Explained the Explained the
concepts correctly concepts correctly concepts correctly
with clarity and with clarity but but without clarity
spontaneity without and spontaneity
spontaneity
Punctuality The output was done The output was The output was
on the exact given done exceeding done exceeding
working time the allotted time the allotted time
for more than ten for more than 15
minutes. minutes.
Orderliness The group observed The group Some of the
cleanliness, observed group members
cooperation and well- cleanliness and are not working
modulated voice cooperation in a and disturbing the
disturbing noise other groups
Rated by:
_______________________________________

22
 UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Quarter: ___4_____

Content Performance Learning

Content Code
Standard Standard Competency
The learners shall The learners S8LT-
be able to: should be able Iva-13
present an to:
analysis of the 1. explain
data gathered on ingestion,
diseases resulting absorption,
from nutrient assimilation, and
deficiency excretion;

Learning Explain ingestion, absorption, assimilation and

Competency/ excretion. (S8LT-IVa-13)
Code:
Unpacked Time
(Objectives)
Learning Frame
Competency: 1. Explain what happens to food as it gets 2 meetings
digested in the small intestine.
2. Infer how the organ of digestive system
work together to carry out digestion of food,
absorption, and assimilation of nutrients.
3. Explain the process of egestion /excretion.
4. Cite the importance of egestion process.

Assessment 1meeting

23
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE
Time & Date 2 meetings Quarter Fourth

I. OBJECTIVES
The learners demonstrate understanding of:
1. the digestive system and its interaction with
the circulatory, respiratory, and excretory
systems in providing the body with the
A. Content nutrients for energy.
Standard 2. diseases that result from nutrient deficiency
and ingestion of harmful substances, and their
prevention and treatment.

The learners should be able to present an analysis of

B. Performance
the data gathered on diseases resulting from
Standard
nutrientdeficiency.
LC:
Explain ingestion, absorption, assimilation, and
excretion. (S8LT-IVa-13)

C. Learning Objectives:
Competencies/ At the end of the lesson, the students should be able
Objectives to:
(Write the LC 1. Explain what happens to food as it gets
code digested in the small intestine;
for each) 2. Infer how the organs of the digestive system
work together to carry out digestion of food,
absorption and assimilation of nutrients;
3. Explain the process of egestion/excretion; and
4. Cite the importance of egestion process.
II. CONTENT The Digestive System
III. LEARNING
RESOURCES
A. References
1. Teacher‟s
Guide pp.205-216
pages
2. Learner‟s
Materials pp.303-305
pages
Philippines. Department of Education. (2003).
Science and Technology for the Modern World II.
3. Textbook
Makati City: DNS Company, Inc. pp.142-145
pages
Gliceria, B.R., Miriam, P. DV., (1999). Biology

24
 Science Fundamentals for High School, Quezon
City: Trinitas Publishing, Inc., pp.163-166

Essenfeld, Gontang and Moore, (1996). Addison-

Wesley Biology, Second Edition. Metro Manila:
Academe Publishing House,Inc., pp. 690-694
4. Additional
Materials
from
Learning
Resource
(LR) portal
http://www.youtube.com/watch?v=e301AdlC8bl
B. Other
https://www.youtube.com/watch?v=Og5xAd
Learning
C8EUI
Resources
IV. PROCEDURE A B
Preparation Check Preparation Check

The teacher will use a The students will be

graphic organizer to recall asked to identify what
the process of ingestion, digestive processes is
mechanical and chemical being describe in the
digestion. following:
The student will be asked
to complete the data on 1. The process of
the table. mechanical and
(The teacher will prepare chemical
a table with five columns.) breakdown of
Column I- Pathway food into particles
(Mouth, that can be
Esophagus,Stomach) absorbed by the
Column 2- Gland individual cells
A. Elicit
Column 3- Secretions of the digestive
Column 4- Enzymes tract.
Column 5- Processes 2. A type of
digestion where
Choices for the table food undergoes
Gland Enzymes physical change
Gastric amylase by tearing,
Mucus pepsin grinding and
Salivary ptyalin chewing without
Parotid changing the
Secretions chemical
Mucus structure of food.
Gastric juice 3. A type of
Saliva digestion where
Hydrochloric acid food is broken
into smaller and

25
 simpler
Processes molecules and
Mechanical absorbed by the
Chemical body.
4. A process of
The teacher will present taking in food
the objectives of the through the
lesson. mouth.

The teacher will present

the objectives of the
lesson.
The students will be The students will be
asked to sequence the asked to sequence the
events of the digestive events of the digestive
processes. processes.
(The group who can (The group who can
arrange the digestive arrange the digestive
processes first in order processes first in order
will be the winner.) will be the winner.)

Assimilation Assimilation
Digestion Digestion
Ingestion Ingestion
Absorption Absorption
B. Engage Egestion Egestion

Key Questions: Key Questions:

 How does the  How does the
digestive system digestive system
breakdown food to breakdown food
nourish the body? to nourish the
 How do absorption, body?
assimilation and  How do
egestion take absorption,
place? assimilation and
egestion take
place?

Prior to the activity, the

Prior to the activity, the teacher will post some
teacher will post some reminders on the board
reminders on the board in in doing the activity.
doing the activity.
C. Explore The students will watch
The students will watch a a video clip entitled
video clip entitled “How “How your digestive
your digestive system works”- Emma
system works” – Emma Bryce
Bryce Link:

26
 Link:https://www.youtube. https://www.youtube.
com/watch?v=Og5xAd com/watch?v=Og5xAd
C8EUI C8EUI
(Please refer to appendix (Please refer to
C for the activity sheets.) appendix C for the
activity sheets.)
Each group will be given
specific task to do. Each group will be given
specific task to do.
Groups 1 and 2- Explain
the process of absorption Group 1 and 2- Explain
and assimilation in the the process of
small intestine absorption and
Groups 3 and 4- Explain assimilation inthe small
the process of absorption intestine
in the large intestine and Group 3 & 4- Explain the
egestion process process of absorption in
Group 5- Sequencing and the large intestine and
describing the events of egestion process
digestive process Group 5- Sequencing
and describing the
events of digestive
processes
Each group will present Each group will present
their outputs. their outputs.
The teacher takes note of The teacher takes note
the misconceptions to be of the misconceptions to
clarified after all the be clarified after all the
D. Explain groups have presented. groups have presented.

(The teacher shall (The teacher shall

introduce the difference introduce the difference
between egestion and between egestion and
excretion.) excretion.)
The teacher will ask the The teacher will ask the
following questions to the following questions to
students: the students:

 How does absorption  How does absorption

of nutrients happen in of nutrients happen in
the small intestine? the small intestine?
 What happens during  What happens during
E. Elaborate
the assimilation the assimilation
process? process?
 How does egestion  How does egestion
process happen in the process happen in
rectum? the rectum?
 Why is egestion/  Why is egestion/
excretion process excretion process
important? important?

27
 The digestive system
together with the The digestive system
circulatory, respiratory together with the
and excretory system circulatory, respiratory,
show coordinated and excretory systems
functions during the show interactions for the
F. Extend
digestion process. How survival of the
do these four organ organisms. How do
systems show these organ systems
coordination with each help in the survival of an
other during the digestion organism?
process?
Modified True or False Multiple Choice

Direction: Write the word Direction: Choosethe

TRUE if the statement is letter of the correct
correct. If the statement is answer.
FALSE, change the
underlined word to make 1. Which of the following
the statement correct. digestive organs is
the site where the
1. The digestion is digestion process is
completed and all the completed and all the
nutrients are absorbed nutrients are
in thestomach. absorbed?
A. Mouth
2. The villi increase the B. Large intestine
surface area for C. Small intestine
absorption of digested D. Stomach
G. Evaluate food materials and 2. The lining of the small
allow efficient diffusion. intestine has many
folds and covered
3. During assimilation, with tiny projections
the simple molecules called villi. What is
that result from the importance of this
chemical digestion structure in the
pass through cell absorption process?
membranes of the A. Increase the
lining of the small acidic
intestine into the blood. environment in
the small intestine
4. The movement of B. Increase the
digested food surface area
molecules into the through which
cells of the body where food can be
they are used is called absorbed
assimilation. C. Increase the
fluidity of the
5. Egestion/Excretion is water in the
the removal of stomach

28
undigested food from D. Increase the
the body via the anus. absorption of
water in the large
intestine
3. The removal of
undigested food from
the body via the anus
refers to -------.
A. Absorption
B. Assimilation
C. Egestion/
Excretion
D. Digestion

4. Which of the following

statements explains
the assimilation
process?
A. Food is taken into
the body
B. Removal of
undigested food
from the body
C. Food is broken
down into
smaller, simpler
products
D. Movement of
digested food
molecules into
the cells of the
body where they
are used
5. Why is egestion
process important?
A. It removes
digested material
in the body.
B. It removes solid
undigested waste
material in the
body.
C. It increases the
nutrients in the
body.
D. It reduces the
nutrients in the
body.

29
V. REMARKS

VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
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
strategies worked well?
Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did I
use/discover which I
wish to share with other
teachers?

30
Appendix A (For Advance and Average Learners)

Activity 2

How your digestive system works?

I. Objectives:
After performing this activity, you should be able to:
1. infer how the organs of the digestive system work together to carry
out digestion of food, absorption and assimilation of nutrients; and
2. explain what happens to food as it gets digested.

II. Materials Needed:

Video clips:
How your digestive system works- Emma Bryce
Link:https://www.youtube.com/watch?v=Og5xAdC8EUI

Journey of the digestive system

Link: http://www.youtube.com/watch?v=e3O1AdlC8bI

Writing Materials

III. Procedure:
1. Your teacher will show a movie clip entitled, “How your digestive
system works”.
2. Take down notes as you watch the movie clip.
3. On a separate sheet of paper, answer the following questions.

Groups 1& 2 – Explain the process of absorption and assimilation in the small
intestine

Groups 3& 4- Explain the process of absorption in the large intestine and
egestion process

Group 5- Sequence the events of digestive processes

31
Activity Sheet
Groups 1& 2 Explain the process of absorption and assimilation in small
intestine

Link:https://www.google.com/search?tbm=isch&sa=1&ei=hTptXIvkHJW5rQGF9qzQ&
q=picture+of+small+intestine

https://www.google.com/search?tbm=isch&sa=1&ei=1UptXJj7Osq68QWzoZzoBw&q
=picture+ofcross+section+s

Guide Questions:
1. What happens to the chyme as it enters the small intestine?
2. The pancreas, a gland outside the digestive tract, secretes the pancreatic
fluid. What is the role of the pancreatic fluid in chemical digestion
process?
3. What is the role of the bile produced by the liver and stored in the
gallbladder until needed?
4. Why are villi important in the absorption process in the small intestine?
5. How do absorption and assimilation happen in the small intestine?

32
Activity 2
Groups 3 & 4 Explain the process of absorption in the large intestine and
egestion process.

Link:https://www.google.com/search?biw=972&bih=638&tbm=isch&sa=1&ei=-
FZtXIzTF8mv9QPm_ptg&q=absorptionprocess+in+the++large+intestine+in+the+dige
stive+system&oq=absorptionprocess+in+the++large+intestine+in+the+digestive+syst
em&gs_l=img.3...55879.63247..63936...0.0..2.558.7493.0j8j13j7j0j1......0....1..gws-
wiz-img.......0j0i7i30j0i8i30.A4amrqCPBa8#imgrc=3IyuV9NG2qZ6OM:

33
Guide Questions:
1. What is the role of the large intestine in the absorption process?
2. What is the solid waste matter remained when most of the water has
been removed from the undigested material?
3. How does egestion process take place?
4. What is the importance of the egestion process?

Group 5 Sequencing and describing the digestive processes

Procedure:

1. Using the concepts /phrases below, complete the diagram by

sequencing the different digestive processes with their descriptions.

Legend:

Digestive processes

Organs of the digestive system

Description of digestive processes

34
Use the following concepts to complete the graphic organizer

For Digestive Processes:

Absorption Digestion - Mechanical Digestion Egestion/Excretion

Assimilation Chemical Digestion Ingestion

For Description of the processes:

 Food is taken into the body

 Mechanical and chemical breaking down of large, insoluble food molecule
into smaller, simpler pieces
 Removal of undigested food from the body via the anus
 Distribution and use of products of digestion as energy source and
conversion into other substances required for growth
 Soluble food molecules such as fatty acids, glucose, amino acids diffuse
through the intestinal wall into the blood stream

For Digestive organs:

Rectum Mouth Small Intestine
Stomach Small Intestine/ Liver

35
The Small Intestine

The small intestine performs three major functions on chyme (is a thick
liquid made up of partially digested proteins, starches and acids, and
undigested sugars and fats) that enters from the stomach. The small intestine
digests carbohydrates and fats, completes the digestion of proteins, and
absorbs digested nutrients. The small intestine is long, but its diameter is
smaller than that of the large intestine. An adult‟s small intestine is about 2.5
cm wide and 7 m long.
Some of the digested fluids and enzymes that digest food in the small
intestine come from glands located in the small intestine. These glands
produce enzymes that digest proteins and carbohydrates. The pancreas, a
gland outside the digestive tract, secretes pancreatic fluid into the small
intestine. Pancreatic fluid contains enzymes that digest proteins, fats, and
carbohydrates. Pancreatic fluid also contains sodium bicarbonate, which
neutralizes the acid in the chyme, protecting the lining of the small intestine
and enabling some enzymes to work.
Fats in the small intestine are broken down into smaller droplets by
bile. Bile is a salt containing a detergent that is secreted into the small
intestine by the gallbladder. Bile is produced by the liver and stored in the
gallbladder until needed.
Most nutrients are absorbed into the bloodstream through the cells that
line the small intestine. The internal surface of the intestine is lined with
fingerlike projections called villi. Villi increase the surface area of the lining of
the small intestine, making absorptions more efficient. Nutrients are absorbed
through blood vessels and lymph vessels in the villi. Blood vessels absorb
carbohydrates and proteins. Lymph vessels called lacteals absorb fats and
fatty acids. Most of the nutrients used by the body are absorbed through the
lining of the small intestine. Undigested material leaves the small intestine
through a valve and enters the large intestine.

Source: Essenfeld, Gontang and Moore, (1996). Addison-Wesley Biology, Second

Edition. Metro Manila: Academe Publishing House,Inc., pp. 690-694

36
The Large Intestine

The large intestine, also called the colon, is about 6 cm wide and 1.5 m
long. The large intestine absorbs water from the material remaining in the
digestive tract. Water-soluble vitamins are absorbed along with water. The
water is then distributed to the body‟s tissues to maintain proper water-
balance.

When most of the water has been removed from the undigested
material, a solid waste matter, called feces remains. Peristalsis propels the
feces through the large intestine and into the rectum, the last few inches of
the large intestine. Eventually, feces that collect in the rectum are eliminated
through the anus. Sometimes a disease or disorder prevents large intestine
from absorbing enough water. The result is diarrhea, or watery feces. Severe
diarrhea can result in a loss of water, or dehydration, that can be fatal.

Large numbers of bacteria live in the large intestine. These bacteria

rely on the small amounts of sugars and amino acids not absorbed in the
small intestine as a source of energy. Some intestinal bacteria make vitamin K
and vitamin B12, which the large intestine absorbs. Surprisingly, about half
the material that makes up the feces consists of intestinal bacteria.

The complete journey through the digestive tract is along one. From
mouth to anus, a bite of food must travel a distance of about 9 m. Twelve to
24 hours pass from the time you pop the first bite of a meal into your mouth
until that bite completes its passage.

Source:Essenfeld, Gontang and Moore, (1996). Addison-Wesley Biology, Second

Edition. Metro Manila: Academe Publishing House,Inc.,
pp. 690-694

37
Absorption and Assimilation

So once you eat your food, how does the body extract the ingredients
that it requires? Would you be surprised to know that this function actually
happens in your small intestine? The process is known as Absorption and
Assimilation. Let us learn about it here

Absorption and Assimilation

As the food gets broken down into smaller and simpler particles, it has
to get absorbed into the bloodstream. It is only through the blood and
circulatory system that the digested food reaches various cells and tissues.
Blood coming from the digestive organs carries simple sugars, glycerol, amino
acids, and a few vitamins and salts to the liver. The liver stores and processes
these substances. They are also detoxified here. It delivers the nutrients to
the rest of the body, as and when needed. This entire process is summed up
as Absorption and Assimilation.

The process through which the end products of digestion are absorbed
into the blood or lymph from the intestinal mucosa is called as Absorption.
This process occurs either by the passive, active or facilitated transport
mechanisms in the body. The small intestine is the organ where absorption
occurs. It is specially adapted to carry out this function.

What happens to the Digested Food in the Small Intestine?

The small intestine has special cells that help absorb nutrients from the
intestinal lining into the bloodstream. It has many physiological features that
help in this absorption process. It is a long convoluted tube-like organ, which
is around ten feet in length and has a diameter of one inch. There is a thin
membrane called the mesentery that surrounds the small intestine and
anchors it in place.
Many blood vessels, lymphatic vessels, nerves pass through the mesentery.
They provide support to the tissues of the small intestine and also help in the
transport of nutrients from intestines to the rest of the body.
The small intestine is divided into three regions:
Duodenum- It is the first section which connects to the pyloric sphincter of the
stomach. It is the shortest region of the intestine. The chyme gets mixed with
bile and pancreatic juice here.
Jejunum – It is the middle section and is the primary site of nutrient
absorption. This region measures around 3 feet in length.
Ileum – It is the final section of the small intestine that empties into the large
intestine. At a length of 6 feet, it completes the absorption of the remaining
nutrients

38
Absorptive area of the Small Intestine

The huge absorptive surface area of the small intestine is due to the
presence of the mucosal folds, villi, and microvilli. These are the three
distinguishing features of the small intestine. The rest of the structure is
similar to the other areas of the alimentary canal.

The villi and microvilli are exposed to the intestinal lumen. The vast
microvillar surface creates a brush border. This increases the rate of nutrient
absorption to a great extent. Through the epithelium of the villi, the digested
food molecules pass from the lumen of the intestine to the blood capillary
network or lacteals.

Amino acids and monosaccharides that enter the blood capillary

network are carried away by the blood. But, larger molecules from the
digestion of fat enter the lacteal. These are then emptied into the lymphatic
system, which eventually discharges its contents into the blood system.
Through the processes of Osmosis and Diffusion, water and fatty acids are
absorbed. The other nutrients such as glucose, amino acids, & minerals are
absorbed by active transport.

Assimilation

In the process of absorption and assimilation after digestion and

absorption, the nutrients that are present in the blood reach the target cells
and tissues which utilize them for their activities. This process of synthesizing
the biological compounds (macromolecules) from the absorbed simple
molecules is called assimilation. It helps in the cell growth and development
and new cell production.

Source: https://www.toppr.com/guides/biology/digestion-and-absorption/absorption-
and-assimilation

39
 SAMPLE ASSESSMENT

At the end of the quiz, 75% of the students should be able to:

1. describe the different digestion processes;

2. differentiate mechanical from chemical digestion;
3. explain how ingestion, digestion, absorption, assimilation and egestion
process take place; and
4. cite the importance of the different digestive processes.

I. Matching Type

Match the words in Column A with their correct descriptions in

Column B. Write the letters only.

Column A Column B

1. Absorption A. Food is taken into the body

B. Removal of undigested food from the body via
2. Assimilation the anus
C. Distribution and use of products of digestion as
3. Digestion energy source and conversion into other
substance required for growth
4. Egestion D. Mechanical and chemical breaking down of
large, insoluble food molecule into smaller,
5. Ingestion simpler pieces
E. Soluble food molecules such as fatty acids,
glucose, amino acids diffuse through the
intestinal wall into the blood stream

II. Multiple Choice. Choose/ Write the letter of the correct answer.

6. Which of the following statement/s is/ are TRUE about mechanical

digestion process?

I. Food is broken down into pieces

II. Involves tearing, biting, chewing
II. Involves enzymes to speed up the digestion process

A. I only C. III only

B. I and II only D. I, II and III

7. How does chemical digestion process happens in the stomach?

I. Churning and mixing the food (chyme) with gastric juices

II. Enzyme pepsin starts the digestion of process

A. I only B. II only C. Both I and II D. Neither I and II

40
8. The following statement is/are TRUE about mechanical and chemical
digestions EXCEPT ____.
A. Mechanical and chemical digestions both start in the mouth
B. During chemical digestion, food is broken down into smaller and
simpler molecules and absorbed by the body
C. During mechanical digestion, food undergoes chemical change,
changing the chemical structure of food.
D. A, B and C

9. Which mechanical process in the mouth makes food easier to swallow and
increase the surface area available for enzyme action?
A. Biting B. Chewing C. Slicing D. Tearing

10. Which of the following digestive organs is the site where the digestion
process is completed and all the nutrients are absorbed?
A. Mouth C. Small intestine
B. Large intestine D. Stomach

11. The lining of the small intestine has many folds and covered with tiny
projections called villi. What is the importance of this structure in the
absorption process?
A. Increase the acidic environment in the small intestine
B. Increase the surface area through which food can be absorbed
C. Increase the fluidity of the water in the stomach
D. Increase the absorption of water in the large intestine

12. The following statements explain how nutrients are absorbed by the body
EXCEPT_________
A. It takes place in the small intestine.
B. The soluble food molecules diffuse through the intestinal wall into the
blood stream.
C. The products of digestion are used as energy source.
D. The fatty acids and glycerol pass through the walls of lacteal into the
bloodstream

13. What happens to the undigested food and unabsorbed materials in the
digestive tract?
A. The undigested food passes from the small intestine to the large
intestine.
B. The indigestible food passes through thelarge intestine and water is
absorbed from it.
C. The indigestible food residue called feces, istemporarily stored in the
rectum
D. All of the above

14. What happens during the egestion process?

A. The food is taken into the body.
B. The large, insoluble food is broken down into smaller and simpler
products.
C. The undigested food is removed from the body via the anus.
D. The simple molecules are absorbed into the bloodstream.

41
15. Why is egestion process important?
A. It removes digested material in the body.
B. It removes solid undigested waste material in the body.
C. It increases the nutrients in the body.
D. It reduces the nutrients in the body.

42
Topic: The Human Digestive System

Answer Key:

1. E
2. C
3. D
4. B
5. A
6. B
7. B
8. C
9. B
10. C
11. B
12. C
13. D
14. C
15. B

43
 UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Quarter: 4

Content Performance Learning

Content Code
Standard Standard Competency
1.2 Changes 2. explain how S8LT-
in food as it diseases of the IVb-14
undergoes digestive system
physical and are prevented,
chemical detected, and
digestion treated;

Learning Explain how diseases of the digestive system are

Competency/ prevented, detected, and treated. (S8LT-IVb-14)
Code:
Unpacked Time
(Objectives)
Learning Frame
Competency: Focus Disease: Acid reflux and stomach
Ulcer
1 meeting
1. Identify causes, symptoms, detection
treatment and prevention of Gastro
esophageal Reflux Disease(GERD)and
stomach (gastric) ulcer
Focus Disease: Diarrhea and constipation
2. Differentiate diarrhea and constipation
based on their causes and symptoms.
3. Describe some cancer detection
procedures, treatment and prevention.
1 meeting
4. Appreciate technological advancement
and research in detection and treatment of
digestive diseases.

44
 LESSON PLAN IN SCIENCE 8
School Grade Level Grade 8
Teacher Learning Area SCIENCE
Time & Date 2 meetings Quarter Fourth
I. OBJECTIVES
A. Content Standard The learners demonstrate an
understanding of: Diseases that result
from nutrient deficiency and ingestion of
harmful substances, and their prevention
and treatment
B. Performance Standard The learners should be able to:
Present an analysis of the data gathered
on diseases resulting from nutrient
deficiency
C. Learning LC:
Competencies/Objectives Explain how diseases of the digestive
(Write the LC code system are prevented, detected, and
for each) treated. (S8LT-IVb-14)

OBJECTIVES:
At the end of the session the students will
be able to:
1. Identify causes, symptoms,
detection treatment and prevention
of Gastroesophageal Reflux
Disease (GERD) , stomach
(gastric) ulcer.
2. Differentiate diarrhea and
constipation based on their causes
and symptoms.
3. Describe some cancer detection
procedures, treatment and
prevention.
4. Appreciate technological
advancement and research in
detection and treatment of
digestive diseases.

II. CONTENT Prevention, detection, and treatment of

diseases of the digestive system
III. LEARNING RESOURCES
A. References
1. Teacher‟s Guide
pages
2. Learner‟s Materials
pages
3. Textbook pages

45
 4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resource
IV. PROCEDURE A B
A. Elicit Fast-Talk Style: Arrange the following
Sentence completion: JUMBLED words based
1. Prevention is on the provided CLUE to
better than form concepts we have
_______. previously discussed.

2. Causes of
1. Health condition or
digestive diseases
issues that needs
may include
proper medical
improper diet
attention:
intake, pathogens,
and __________. EDSAESSI (diseases)
3. It is easier to
______ diseases 2. A healthy way to keep
than to cure it. our body free from
4. Some digestive diseases
diseases shows ONVEPTREIN
similar _______ (prevention)
but may require 3. A process of curing
different treatment. diseases using
5. If symptoms medicine or surgery.
persist ______ a
doctor. TENTMERTA
(treatment)

4. Pertaining to Organ
System that turns food
into soluble form which
the body can use.
GITIVDEES
(digestive)
5. A collective term used
to describe what a
person manifest/ feel
when she is sick.
MOSTYPSM
(symptoms)

46
B. Engage The teacher will show a The teacher will show a
Table of the Common chart and pictures of the
Digestive Diseases ( different digestive
Attachment A) diseases; its causes,
Students will be grouped symptoms, detection,
and assigned 1 disease treatment and prevention.
to discuss to the class ( Attachment A)
using different graphic
organizers presented (
Attachment B)
(Teacher will provide the
students the materials
needed)
C. Explore The 5 most common The 5 most common
Digestive Diseases are : Digestive Diseases are :
GERD or GERD or
Gastroesophageal Gastroesophageal Reflux,
Reflux, Stomach Ulcer, Stomach Ulcer,
Constipation, Diarrhea, constipation, Diarrhea,
and colon Cancer) and colon Cancer)
Groups will work on with
their Graphic organizer
and will discuss the
digestive disease
assigned to them. (2
meetings)
D. Explain Each group will present The Teacher shall discuss
their output . the disease coupled with
Rubrics for the final pictures ( Attachment E)
performance task may be
used for this activity
(Attachment E day 1 )
The teacher provides
additional information/
processes the
discussion/ provides
HOTS question, and
clears out
misconceptions (if there
are any, during output
presentation)
E. Elaborate 1. Survey results show Give the importance of
that Cancer cases in proper diet and nutrition,
the United States is and maintaining ideal
weight.
higher than any other
developing countries
in Asia. What could
be the reason behind
this findings

47
 2. Cite instances or
personal experiences
to prove that
emotional stress
causes diarrhea.

F. Extend Remind the students of Remind the students of

their final performance the final output Which is a
output on the digestive SLOGAN and POSTER.
system diseases.
(distribute a copy of the
RUBRIC)
Attachment E, LC2 Day 1
G. Evaluate
Make a checklist of all Make a checklist of all the
the preventive ways to preventive ways to
achieve a happy and achieve a happy and
healthy digestive system. healthy digestive system.
V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who require
additional activities for remediation.
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 strategies
worked well? Why did it work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
material/s did I use/discover which I
wish to share with other teachers?

48
Attachment A – for LC2 day 2-3
Common Digestive Diseases
Nature and Common Typical Detection Treatment Prevention
Name of Cause/s Symptoms Process Options
Disease
GERD Malfunctioni Pain in the Physical Prescribed Avoid risk
(Gastroesop ng of LES upper Examinatio medicine, factors,
hageal (lower abdomen, n, Lifestyle avoid large
Reflux esophageal burning Symptom modificatio meals,
Disease) sphincter), chest pain evaluation, n, surgery avoid late
- A reflux or obesity, (heartburn upper meals,
backflow caffeine, ), Food endoscopy, Avoid lying
of acid consumption getting H. pylori down after
of fatty or stacked testing, meals.
and
oily foods, (dysphagi Barium
stomach some oral a), acid swallow,
contents medicines taste in esophageal
due to the throat, PH
opening of regurgitati monitoring
Lower on and
Esophage manometry
al
Sphincter

Stomach or Helicobacter Nausea Laboratory Antibiotics Stop

Gastric pylori with tests may to smoking,
Ulcer infection, vomiting, include: eradicated eat a high
- Lesions Genetic, dark or Upper H. pylori, fiber diet,
in the Alcohol black endoscopy, antacids, avoid
wall of intake, colored barium surgical alcohol,
smoking, stool as a swallow treatment aspirin and
the
reaction to result of and x-ray, caffeine
stomach some drugs, bleeding, urea breath
stress blood test
vomit, loss
of weight
Diarrhea Bacteria, Bloating in Stool exam Over the Take
A condition amoeba, or the belly, to counter regular
of having viral cramps, determine and exercise,
loose bowel infection, thin or the cause prescriptio eat a
for at least food allergy, loose or of diarrhea n healthy diet,
three times ingesting watery medicine, promote
a day food that stool, oral good
upsets urgent rehydration hygiene,
stomach, feeling to salt, wash raw
lactose have a Antibiotics food
intolerance, bowel thoroughly
indigestion movement before
, nausea eating
and
vomiting,
malaise

49
Constipation Suppression Difficulty A doctor Prescribed Take
A condition of urge to in passing may check oral regular
of having or defecate, stool, the laxative, exercise,
passing inadequate decrease patient‟s increase eat a
hard stool fluid and frequency disease amount of healthy diet.
fiber in diet,, of history or dietary Move bowel
chronic defecation perform fiber and regularly
anxiety , passing abdominal fluid
acute of harm, and rectal intake,
emotional lumpy examinatio lifestyle
stress, lack stools n change
of physical
exercises
COLON Genetics, symptoms Cancer Doctors Stop
CANCER Diet, Lack of may Screening, may smoking,
Alteration of Exercise, include physical perform stay active,
the healthy Obesity constipatio examinatio surgery, reduce or
colon cells ,Smoking, n/ n, digital chemo- eliminate
Heavy use diarrhea, rectal therapy, red and
of Alcohol, blood in examinatio radiation processed
excessive stool, n, therapy, meat,
red meat narrow colonoscop targeted maintain
consumption stool, y, biopsy therapy healthy
unexplain weight.
ed
anemia,
abdominal
pain,
unexplain
ed weight
loss,
weakness
and
fatigue.

50
Attachment B
Graphics Organizers to Choose From

Column Chart
Radial Circle

Describing Wheel

Purpose Chart

Concept Map

https://www.edrawsoft.com/science-graphic-organizer.php

51
Attachment C

http://theawkwardyeti.com/comic/pusher/
http://theawkwardyeti.com/comic/pusher/

52
 Attachment F for Average Learners

https://www.google.com/search?rlz=1C1SQJL_enPH782PH782&biw=1366&bih=
657&tbm=isch&sa=1&ei=u7-2XN-TG-
Ur7wP3aiQ8Ak&q=images+for+GERD+sysmptoms&oq=images+for+GERD+sys
mptoms&gs_l=img.3...421450.432862..433097...0.0..0.265.3846.0j20j4......1....1..
gws-wiz-img.......35i39j0j0i24.SjsZmzJ0wd0#imgrc=7VYqT7lj-5SE7M:

53
 UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Quarter: ___4_____

Content Performance Learning

Content Code
Standard Standard Competency
1.2 Changes 2. explain how S8LT-
in food as it diseases of the IVb-14
undergoes digestive system
physical and are prevented,
chemical detected, and
digestion treated;

Learning Explain how diseases of the digestive system are

Competency/ prevented, detected, and treated. (S8LT-IVb-14)
Code:

Unpacked Time
(Objectives)
Learning Frame
Competency: Focus Disease: Acid reflux and stomach
Ulcer

1. Analyze the different symptoms, 2 meetings

causes, detection, treatment, and
prevention of digestive diseases
2. Describe common medical procedure in
detection and treatment of the diseases
of the digestive system.
3. Explain why prevention is a key factor
in achieving a healthy digestive system.

Assessment 1 meeting

54
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date 2 meetings Quarter Fourth
I. OBJECTIVES
A. Content Standard The learners demonstrate an
understanding of diseases that result from
nutrient deficiency and ingestion of
harmful substances, and their prevention
and treatment
B. Performance Standard The learners should be able to
present an analysis of the data gathered
on diseases resulting from nutrient
deficiency
C. Learning LC:
D. Competencies/Objectives Explain how diseases of the digestive
(Write the LC code
for each) system are prevented, detected, and
treated. (S8LT-IVb-14)

OBJECTIVES:
At the end of the session the students will
be able to:

1. Analyze the different symptoms,

causes, detection, treatment and
prevention of Digestive diseases.
2. Describe common medical
procedure in detection and
treatment of the diseases of the
digestive system, and
3. Explain why prevention is a key
factor in achieving a healthy
digestive system

II. CONTENT Diseases resulting from nutrient deficiency

and ingestion of harmful substances
III. LEARNING RESOURCES
A. References
1. Teacher‟s Guide pages
2. Learner‟s Materials
pages
3. Textbook pages

4. Additional Materials from https://lrmds.deped.gov.ph/download/6314

55
 Learning Resource (LR)
portal
B. Other Learning Resources

IV. PROCEDURE A B
A. Elicit (Contextualized)
a. Students will be (Contextualized)
asked to identify the a. Students will be
common digestive asked to identify the
ailments or problems common digestive
that are frequently felt ailments or problems
by people in their that are frequently felt
barangay, who treats by people in their
these diseases and barangay, who treats
what treatment are these diseases and
given. what treatment are
See Attachment A given.
( Table Template ) See Attachment A
‟ ( Table Template )
-Students may write ‟
answers in their -Students may write
notebook. answers in their
(Accept local terms notebook.
for health conditions (Accept local terms for
they are familiar with) health conditions they
b. Recognize are familiar with)
students‟ answer b. Recognize students‟
through a brief answer through a brief
recitation of their recitation of their work.
work.
B. Engage Process Questions: Process Questions:
Q1. Based from your Q1. Based from your
observations, observations, where do
where do people people in the barangay
in the barangay usually go to seek
usually go to medical help? Why do
seek medical you think some people
help? Why do go to Hilot and Quack
you think some Doctors instead of real
people go to Hilot doctors?
and Quack
Doctors instead Q2. What method does
of real doctors? a quack doctor (
Q2. How does a manghihilot ) do to treat
quack doctor
his/her patients?
diagnose and
treat stomach Do you think it is
aches? Do you effective enough?
think the patients

56
 were diagnosed Q3. Can a quack doctor
properly? treat all kind of digestive
Q3. What should one diseases? If no, where
do if he or she is
should the patient go for
experiencing any
of the following: proper check up?
persistent
abdominal The teacher may
pain,vomiting,diffi appreciate cultural
culty in beliefs on traditional
defecation, medicine but may
bloody stool? emphasize that it is also
Q4. Who do you think necessary to seek
are the right proper medical help
persons to detect, from health
treat, and give professionals.
health advice to The teacher will tell the
people suffering students that here are
from diseases? many diseases of the
The teacher will digestive system but
emphasize that there only 5 will be discussed
are many diseases of in this 5-day lesson
the digestive system
but only 5 will be State the objectives of
discussed in this 5- the lesson for the day.
day lesson.
State the objectives of
the lesson for the day.
C. Explore To determine prior To determine prior
knowledge and knowledge and
familiarize students familiarize students with
with the diseases, the diseases,
symptoms, causes, symptoms, causes,
detection procedures, detection procedures,
treatment and treatment and
prevention of common prevention of common
digestive diseases, digestive diseases, the
the teacher will teacher will randomly
randomly show show relevant pictures
relevant pictures (Attachment B).
(Attachment B).
Then, the students will
Then, the students classify the pictures as
will classify the prevention, treatment,
pictures as symptoms, detection, or
prevention, treatment, cause by raising color
symptoms, detection, coded metacards:
or cause by raising
color coded PREVENTION ( green
metacards: color)
TREATMENT ( Yellow

57
 PREVENTION color)
( green color) SYMPTOMS
TREATMENT ( Red color)
(Yellow color) DETECTION (Orange)
SYMPTOMS CAUSE ( Blue )
( Red color)
DETECTION
(Orange)
CAUSE ( Blue ) The teacher shall take
note of misconceptions
The teacher shall take
note of
misconceptions based
on students‟ answers.

D. Explain (This part is This part is Discussion/

Discussion/ Interaction, the teacher
Interaction, the may strategize a
teacher may creative way to achieve
strategize a creative 100% student
way to achieve 100% participation)
student participation) The teacher may use
The teacher may use the pictures (Attachment
the pictures B) to aid the discussion
(Attachment B) to aid 1. Name some
the discussion common digestive
1. Name some diseases.
common digestive Do these diseases
diseases. have similar causes
Do these diseases and symptoms?
have similar
causes and 2. Do all the diseases
symptoms? require medical
operation? Can
2. How is the some be cured by
treatment done for oral antibiotics?
each digestive
disease? Does it 3. From your
follow a understanding of the
procedure? causes, prevention
and treatment of
3. From your diseases, how would
understanding of you assess the
the causes, beliefs of the people
prevention and regarding digestive
treatment of system problems in
diseases, how your community?
would you assess

58
 the beliefs of the 4. Is it right to play
people regarding doctor? What are the
digestive system dangers in doing so?
problems in your
5. Why is prevention
community?
important? Cite some
4. Is it proper to self- preventive ways to
medicate? Why? achieve a healthy
digestive system.
5. Why is prevention
important? Cite
some preventive
ways to achieve a
healthy digestive
system.

E. Elaborate Situational Analysis Situational Analysis

( Attachment C) ( Attachment C)
Expand and relate Expand and relate these
these famous saying famous saying to the
to the lesson for the lesson for the day.
day.
a. “Health is wealth”
a. “An ounce of
prevention is more
than a pound of
cure.”

“He who conceals his

disease cannot be
cured.”
F. Extend The teacher will group
students into 4 and
will give them a
specific digestive On day 5, students will
disease to research either make a working
on. SLOGAN or a POSTER
The teacher will promoting healthy
emphasize that they digestive system
will be presenting a
unique performance ( Slogan and posters
task on the detection will be posted on
prevention and designated places in the
treatment of the school and should earn
disease assigned to as many likes or smiley
them in a form of any icons as possible )
of the following: role
play, a news cast, a
song composition o

59
 talk show acting.
Presentation will be
on day 4
Grades will based on
a RUBRIC for
performance.
(Attachment E)

G. Evaluate Formative
Assessment Formative Assessment
Read each item Read each item choose
choose the best the best answer
answer (Attachment C)
(Attachment C)
V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for
remediation.
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 strategies
worked well? Why did it work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
material/s did I use/discover which
I wish to share with other
teachers?

60
 Attachment A

Common Digestive Ailments/Diseases in My Community

61
(Attachment B)

62
63
 Attachment C

Situational Analysis:
Bernard, age 40, is a successful engineer. He is fond of eating in fast
food chains and one of his favorite dishes is grilled beef. He also smokes and
loves to party with friends almost every weekend. Bernard continued with this
kind of lifestyle for several more years and became obese. One day he
visited his doctor after complaining of diarrhea, sudden loss of appetite and
abdominal pain. The doctor advised him for a cancer screening which resulted
to a finding of stage 2 colon cancer.
Q1. Describe Bernard‟s lifestyle. Do you think his lifestyle affects his health
condition?
Q2. What was Bernard‟s health condition? What were the underlying causes?
What symptoms did he feel?
Q2. What could be the risk factor for Bernard‟s colon cancer?
Q3. In the situation given, what can you conclude, as to the frequency of
Bernard‟s visit to the doctor?
If you are one of Bernard‟s friends and you will give him an advice, what will
you tell him? Write a short letter to Bernard.

64
 Attachment D
Sample Assessment:
A. Modified True or False. Write the word TRUE if the statement is correct
and FALSE, if it is not, UNDERLINE the word that makes a statement
false.

_________1. Health issues or problems that need medical attention are called
diseases.
_________2. Cancer screening is a form of treatment for cancer.
_________3. Constipation and diarrhea have the same symptoms and the
same treatment.
_________4. Prevention of diseases requires a personal decision.
_________5. Early detection is a preventive way to treat cancer.

B. Essay (5 points)
1. Why is proper detection of diseases important? What may go wrong if
diseases are not properly detected?

65
 Attachment E

PERFORMANCE PUBRICS

66
 Sample Assessment
TEST I.
Match the concepts in column A with its description in column B. Write the
letter of your answer on the blank provided.

COLCOLUMN A COLUMN B

a. A wound in in the stomach

_____1. Endoscopy
membrane caused by factors such
_____2. Barium Swallow as bacterial infection or acid
_____3. Fiber erosion.
b. A bowel disease which is treated
_____4. Sphincter through colonoscopy
_____5. Diarrhea c. A detection procedure which
produces image of the esophagus
_____6. Genetics
while swallowing.
_____7. Gastric Ulcer d. Acid reflux in GERD is due to the
relaxing or opening of this
_____8. Colon Cancer
structure.
_____9. Helicobacter pylori e. Characterized by frequent bowel
_____10. Heart Burn movement, watery stool, stomach
pain and nausea.
f. A detection procedure to check
esophagus, stomach and small
intestine using a scope connected
to a monitor.
g. A food component which is good for
cleansing the intestines.
h. A burning sensation in the chest in
persons with GERD.
i. This attributes to a person‟s DNA
make up.
j. A type of bacteria that infects and
damages the gastric walls.
k. Gas pains and bloating

67
TEST II.
IDENTIFICATION: Tell whether the following words/phrases talks about
cause, symptoms, detection, treatment and prevention of digestive diseases.
Use the following letters for your answer: C for cause of disease , S for
symptoms , D for detection process, T for treatment and P for prevention.
_________1. Difficulty in passing of stool
_________2. Avoid foods that trigger stomach upset
_________3. Colonoscopy
_________4. Surgery
_________5. Helicobacter pylori infection
_________6. Nausea and vomiting
_________7. Barium swallow
_________8. Regular exercise
_________9. Abdominal cramps
_________10, Stool examination
_________11, Chronic anxiety
_________12. Radiation therapy
_________13. Avoid alcohol, aspirin and caffeine
_________14. Unexplained weight loss
_________15. Antibiotics to eradicate bacteria

TEST III
ESSAY: ( 5 pts ) Provide a 2 paragraph discussion on diseases of the
digestive system, giving emphasis on prevention of diseases.

68
 UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Quarter: ___4_____

Content Performance Learning

Content Code
Standard Standard Competency
1.3 Diseases 3. identify S8LT-
resulting healthful IVc-15
from nutrient practices that
deficiency affect the
and digestive
ingestion of system;
harmful
substances

1.4
Prevention,
detection,
and
treatment of
diseases of
the digestive
system

Learning Identify healthful practices that affect the digestive

Competency/ system. (S8LT-IVc-15)
Code:

Unpacked Time
(Objectives)
Learning Frame
Competency: 1. Describe the food pyramid and food plate. 2 meetings
2. Recognize the recommended dietary
allowance for teenagers
3. Compare their food intake to the
recommended daily amount of serving for
the teenagers and;
4. Determine if their food intake adequately
meets nutritional requirements.

69
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

2 meetings
Time & Date Quarter Fourth

I. OBJECTIVES
A. Content Standard The learners demonstrate an
understanding of:
1. the digestive system and its
interaction with the
circulatory, respiratory, and
excretory systems in
providing the body with
nutrients for energy;
2. diseases that result from
nutrient deficiency and
ingestion of harmful
substances, and their
prevention and treatment.

B. Performance Standard The learners should be able to:

present an analysis of the data
gathered on diseases resulting
from nutrient deficiency.
C. Learning Competencies/Objectives LC:
(Write the LC code Identify healthful practices that
for each) affect the digestive system. S8LT-
IVc-15
Objectives:
At the end of the lesson, the
learners should be able to:
1. Describe the food pyramid
and food plate;
2. Recognize the
recommended dietary
allowance for teenagers;
3. Compare their food intake
to the recommended daily
amount of serving for the
teenagers; and
4. Determine if their food
intake adequately meets
nutritional requirements.

70
II. CONTENT Nutrition and Wellness
Topic: Food Pyramid and Food
Plate
III. LEARNING RESOURCES
A. References
1. Teacher‟s Guide pages pp.217-219,221-222
2. Learner‟s Materials pages pp.307-313
3. Textbook pages

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURE A B
A. Elicit Diseases of the Digestive Diseases of the
System Digestive System
Show the names of the Matching type: Match the
diseases in metacards. Let name of the diseases of
the students describe each the digestive system in
(if possible, include the column A to its correct
causes, treatment and description in column B.
prevention).
(See attached page,
Appendicitis
appendix 1)
Ulcer
Gallstones

Diarrhea

GERD
B. Engage Present a video clip of Present a video clip of
Nestle (Health Goal mo ay Nestle (Health Goal mo
Wellness). If they know the ay Wellness). If they
steps, let them dance. know the steps, let them
Source: Nestle Wellness dance.
Dance. Source: Nestle Wellness
https://m.youtube.com/ Dance.
watch?v=VpGmi ZRet0 https://m.youtube.com/
Guide Question: watch?v=VpGmi_ZRet0
What is the main advocacy Guide Question:
of the Nestle in the video What is the main
presented? (Focus on the advocacy of the Nestle in
lyrics of the video) the video presented?
(Focus on the lyrics of
the video)?
C. Explore Group the students into Divide the class into four
three or four. Each group groups. Let the students
will be assigned to bring out their Daily Meal
interview a school Journal (It is given as an

71
nutritionist, school nurse, assignment prior to the
barangay health worker or introduction of the topic.
medical doctor on the kind Students may write the
and amount of food that an local terms for the food
active teenager should eat they ate.)
to meet the nutritional (Contextualization-
requirements. The Localization)
students can also interview Each group will choose 5
other Science teachers daily meal journal to be
especially Biology major presented as a group
teachers. output.
(See Appendix 2).
Member 1 will contribute
Each group will have a his/her breakfast meal.
creative presentation of the Member 2 will be
data gathered from the assigned for the snacks
interview. They may in the morning, member 3
present it through talk for the lunch meal,
show, broad casting, or member 4 for the snacks
infographics. in the afternoon and
member 5 will be
assigned for dinner meal.
(Remind the students to
write member 1 instead
of writing the true name
of the student who
contributed to the group
output.)
Show the food pyramid
(See Appendix 6). Let
them compare their food
intake to the
recommended daily
intake for the teenager
based on the Food
pyramid. Then ask the
group to answer the
guide questions.
Guide Questions:
1. What food group/s
present in your meals
come/s in large
quantity?
2. What food group is
lacking in your daily
meal journal?
3. Do you think the
meals you have
eaten meet the
required nutritional

72
 intake of an active
teenager? Why or
why not?

D. Explain Each group will show the Each group will present
result of their interview their output to the class.
through creative Discuss the Daily
presentations. Servings of different food
Discuss the Daily Servings groups using the food
of different food groups pyramid and table for the
using the food pyramid and food groups and
table for the food groups equivalent serving (See
and equivalent serving Appendix 5) and describe
(See Appendix 5) and the Food Plate (See
describe the Food Plate Appendix 6).
(See Appendix 6).
Guide Questions: Guide Questions:
1. What is the primary 1. What is the primary
function of the food function of the food
pyramid and food pyramid and food
plate? plate?
2. What are the different 2. What are the different
food groups? food groups?
3. What are the 3. What are the
recommended amount recommended
of each food groups amount of each food
suitable for a groups suitable for a
teenager? teenager?
4. How can a person 4. How can a person
determine a healthy determine a healthy
diet? (Emphasize that diet? (Emphasize that
all people, not only all people, not only
teenagers must eat teenagers must eat
food based on the food food based on the
pyramid to meet the food pyramid to meet
required nutritional the required
needs.) nutritional needs.)
E. Elaborate Present the illustration of Present the illustration of
food pyramid and food food pyramid and food
plate (Appendix 5) and let plate (Appendix 5) and let
the students generalize the the students generalize
lesson by answering the the lesson by answering
following questions: the following questions:
 How will you describe a  What is a food
food pyramid? food pyramid? food plate?
plate?  What are the
 How many servings are appropriate servings
needed daily for each of each food groups to
food groups to meet the meet the nutritional
nutritional requirements?

73
 requirements?  How do food pyramid
 How does the food and food plate help
pyramid and food plate you meet the
ensure the health and adequate nutritional
wellness of teenagers? requirements?
F. Extend Research on the different  Ask the students to
macronutrients and make their own one-
micronutrients, their day menu that meets
recommended amount of their nutritional needs
intake, food sources as a teenager. Use the
(include the local food local produce.
sources), the effects of (Contextualization-
deficiency and oversupply Localization)
of these nutrients.
G. Evaluate Refer to the given Refer to the given
illustrations of the two food illustration of a food plate.
plates. (Also attached in
(Also attached in appendix appendix 4)
4)
Answer the following Answer the following
questions: questions:

Food Plate A

1. What are the food

groups in the food
Food Plate B plate?
2. Which food group
is lacking in the
food plate?
3. Which food group
should have the
highest servings in
the food plate?
The least
servings?
1. List down the food 4. Why is food plate
groups of each important?
plate.
2. Which food group is
present in one plate
that is lacking in the
other food plate?

74
 3. Which food group
should have the
highest servings in
the food plate? The
least servings?
4. Why is food plate
important?

V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for
remediation.
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 strategies

worked well? Why did it work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?
G. What innovation or localized
material/s did I use/discover which
I wish to share with other
teachers?

75
Appendix 1.

Matching type (for the Elicit part).

Direction: Match the name of the diseases of the digestive system in column
A to its correct description in column B.

Column A Column B

1. Appendicitis a. a person experiences heartburn due to too much

acid from the stomach to the esophagus
2. GERD b. characterized by pain in the lower part of the
abdomen due to the inflammation of the appendix
3. Diarrhea c. deposition of supersaturated pebble-like bile with
fats in the gallbladder
4.Ulcers d. can be caused by virus or bacterial infection
characterized by watery stools
5. Gallstones e. open sore in the stomach or duodenum caused by
too much stomach acid, smoking and drinking
alcohol

76
Appendix 2

Name : ____________________________________________
Work: School Nutritionist
School Nurse
Biology Teacher
Barangay Health Worker Barangay: __________________
Medical Doctor Hospital/Clinic: ______________
___________________________
Questions:
1. What is a food pyramid? ____________________________________
________________________________________________________

2. What is a food plate? _______________________________________

________________________________________________________

3. What should an active teenager eat?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

4. Why are fibers and water important to the diet of a teenager?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

5. What is the recommended intake/serving of each food groups should

teenagers have daily to meet their nutritional requirement?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

77
Appendix 3

(Photo credit: Maria Blessilda D. Griarte)

Food plate for the average learners

Source: https://i.imgur.com/TarXnbm_d.jpg?maxwidth=640&shape=thumb&fidelity=medium

78
Appendix 4

Source: Daily Nutritional Guide Pyramid for Filipino Children (13 -19 years old)
http://www.fnri.dost.gov.ph/index.php?option=content&task=view&id=16 76

79
Appendix 5
Food Groups Recommended Equivalent of one (1) serving portion
intake of common foods
Fats and oil 6-8 teaspoons 1 teaspoon coconut oil (5 grams)

= 1 tablespoon coconut cream

= 1 teaspoon mayonnaise
= 1 teaspoon margarine/butter
= 2 teaspoons peanut butter
Sugar/sweets 5-6 teaspoons 1 teaspoon sugar (5 grams)

= 1 teaspoon honey
= 1 teaspoon fruit flavored drink
(powder) = 2 teaspoons
jam/jellies/preserves
= 1/5 glass softdrink/flavored drink = 2-3
teaspoons fruit flavored drink
(concentrate)
= 1 piece hard candy
Fish, 2 ½ servings 1 serving
shellfish,
meat & = 1 piece medium size fish
poultry, dried = 1/3 cup shellfish, shelled
beans and = 3 centimeters cube cooked pork/
nuts beef/chicken
= 1/3 cup cooked dried beans/nuts
= ½ cup tofu
= 1 piece tokwa/tofu
= 1 slice cheese
Egg 1 piece 1 piece chicken egg
Milk and milk 1 glass 1 serving
products
= 1 glass whole milk
= 4 tablespoons powdered whole milk
diluted to 1 glass of water
= ½ cup evaporated milk diluted to ½
glass of water
Vegetable 3 servings 1 serving of leafy vegetables

= 1 cup raw or ½ cup cooked 1 serving

of other vegetables
= ½ cup raw or ½ cup cooked

Fruits 3 servings 1 serving of vitamin C rich food

= 1 medium sized fruit or 1 slice of a big

fruit 1 serving of other fruits
= 1 medium sized fruit or 1 slice of a big
fruit

80
Rice, rice 6-8 servings 1 serving
products,
corn, root = 1 cup rice
crops, bread, = 4 slices loaf bread
noodles = 2 slices puto
= 5 pieces small pandesal
= 1 cup corn
= 2 cups noodle
= 1 cup cooked yellow kamote

Food groups and the equivalent of one serving portion of common foods
Source: http://www.fnri.dost.gov.ph

81
Appendix 6

Source: PinggangPinoy: Healthy Food Plate for Filipino Adults

https://www.doh.gov.ph/sites/default/files/styles/full_img/public/basic-page/pinggang-
pinoy.jpg?itok=7ZgnQhT4

82
Appendix 7

Each group will choose 5 daily meal journal to be presented as part of a group
output.
Member 1 will contribute his/her breakfast meal. Member 2 will be assigned
for the snacks in the morning, member 3 for the lunch meal, member 4 for the
snacks in the afternoon and member 5 will be assigned for dinner meal.
Write member 1 instead of writing the true name of a group member who
contributed to the output.
Follow the format of the table below.

Member Meal Time Food Amount of

Serving
Member 1 Breakfast
Member 2 Snacks
Member 3 Lunch
Member 4 Snacks
Member 5 Dinner

Guide Questions:
1. What food group/s present in your meals come/s in large quantity?
2. What food group is lacking in your daily meal journal?
3. Do you think the meals you have eaten meet the required nutritional
intake of an active teenager? Why or why not?

83
 UNPACKED LEARNING COMPETENCIES

SCIENCE 8
Quarter: 4

Content Performance Learning

Content Code
Standard Standard Competency
1.3 Diseases 3. identify S8LT-
resulting healthful IVc-15
from nutrient practices that
deficiency affect the
and digestive
ingestion of system;
harmful
substances
1.4
Prevention,
detection,
and
treatment of
diseases of
the digestive
system

Learning Identify healthful practices that affect the digestive

Competency/ system. (S8LT-IV-15)
Code:
Unpacked Time
(Objectives)
Learning Frame
Competency: 1. Describe nutrient deficiency 2 meetings
2. Identify the possible diseases when
nutritional needs are not adequately met
3. Identify some of healthful practices that may
affect the digestive system
4. Describe healthful practices that may affect
the digestive system
5. Explain the harmful effects of eating fatty
foods, low-fiber intake and overeating (For
average students) and;
6. Create a brochure/flyers/slogan/poem or
song when promotes healthy practices that affect
the digestive system.
Assessment 1 meeting

84
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date 2 meetings Quarter Fourth
I. OBJECTIVES
The learners demonstrate an understanding of:
A. Content Standard
1. the digestive system and its interaction with
the circulatory, respiratory, and excretory
systems in providing the body with nutrients
for energy;
2. diseases that result from nutrient deficiency
and ingestion of harmful substances, and
their prevention and treatment.
B. Performance The learners should be able to: present an
Standard analysis of the data gathered on diseases
resulting from nutrient deficiency.
C. Learning LC:
Competencies/Ob Identify healthful practices that affect the digestive
jectives system. S8LT-IVc-15
(Write the LC Objectives:
code At the end of the lesson, the learners should be
for each) able to:
1. Describe nutrient deficiency;
2. Identify the possible diseases when
nutritional needs are not adequately met;
3. Identify healthful practices that may affect
the digestive system;
4. Describe healthful practices that may affect
the digestive system;
5. Explain the harmful effects of eating fatty
foods, low-fiber intake and overeating; and
6. Create a brochure/ flyers/slogan/poem or
song which promotes healthy practices that
affect the digestive system. (For advance
learners)

II. CONTENT Nutrition and Wellness:

Topic: Healthful Practices to Avoid Diseases
that Affect the Digestive System
III. LEARNING RESOURCES
A. References
1. Teacher‟s Guide pages pp.220-221
2. Learner‟s Materials pages pp.314-315
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal

85
 B. Other Learning https://www.wvi.org/burundi/article/child-big-worm-his-body
Resources https://www.sciencedaily.com/ireleases//2014/04/1404070990220.htm
https://www.everydayhealth.com/digestive-health/tips-for-better-digestive-health/
https://www.californiadriedplums.org/nutrition/digestive-health/10-steps-to-build-and-maintain-digestive-health

IV. PROCEDURE A B
A. Elicit Ask the students the Post a picture of food
following questions: pyramid to the class.
1. What is a food Answer the following
pyramid? Food plate? questions:
2. What are the different 1. What is a food
food groups? pyramid?
3. Give the 2. Give the daily meal
recommended intake of
servings of the
each food groups?
following food groups:
a. Water and
beverage
b. Fats and oils
c. Vegetable
d. Fruits
e. Rice products,
cereals and root
crops
f. Meat, fish and
poultry products
3. Why is following the
recommended
servings in the food
pyramid and food plate
important?
B. Engage Picture Analysis Picture Analysis

Show pictures of fat and Show pictures of fat and

thin children. (See thin children. (See
Appendix 1). Let the Appendix 1). Let the
students compare the students compare the two
two pictures. pictures.
Questions: Questions:
1. What can you 1. What can you observe
observe about the about the health
health conditions of conditions of the two
the two children? students/children?
Describe each Describe each picture.
picture. 2. What are the
2. Why do you think probable conditions
these children these children
experience such experience?
conditions?

86
 The teacher may briefly
The teacher may briefly discuss malnutrition in
discuss malnutrition in relation to the pictures
relation to the pictures presented, (addressing
presented, (addressing the misconception of the
the misconception of the term “malnourished” which
term “malnourished” is usually linked to the thin
which is usually linked to physique) and also
the thin physique) and focusing on nutrient
also focusing on nutrient deficiency that can be
deficiency that can be bridged to the group
bridged to the group activity.
activity.
C. Explore Group the class into Group the class into
four. Using differentiated four.
activities, assign each Assign each group a
group an activity. specific healthful
Group 1- brochure/flyers practice and fill in the
Group 2- slogan data needed in the
Group 3- song table. (See appendix 2)
Group 4- poem
(The teacher may also *For the schools with
suggest dramatization.) accessible internet
The content should connection, the
include healthful following links may be
practices that affect the shared to the students:
digestive system and the For carbohydrates:
benefits of these http://www.healthgoesup
healthful practices. The .com/articles/1331/1/
learners can also include symptoms-of-
the effects of nutrient carbohydrate-deficiency-
deficiency (sign, 1.html
symptoms and For protein:
https://www.healthline.co
diseases). Local m/ nutrition/protein-
produce may be deficiency-symptoms
included. For vitamins and
Present the rubrics for minerals (fruits and
scoring (See Appendix vegetable)
3) https://www.livestrong.co
m/article/445867-
vegetable-deficiency-
symptoms/
and
https://www.healthline.co
m /nutrition/vitamin-
deficiency
For fibers
https://www.webmd.co
m /food-
recipes/features/4-

87
 warning-signs-your-
diet-may-lack-fiber
and
https://www.self.com
/story/5-signs-you‟re-
not-getting-enough-
fiber/amp

*if internet access is not

accessible to the school,
the teacher may download
and provide the same
articles to the students as
a reference guide during
the activity.
D. Explain Let the students present All of the groups will
each of their output in present their output to the
the class. class.
Guide Questions: Guide Questions:
1. What are the 1. What are the healthful
healthful practices practices included in
included in your your presentation?
presentation? 2. How will these healthful
2. How will these practices affect the
healthful practices digestive system?
affect the
digestive system? Present the 10 Tips for
Better Digestion. (See link
Present the 10 Tips for https://www.everydayhealt
Better Digestion. h
.com/digestive-health/tips
See link -for-better-digestive-
https://www.everyday health/
health .com/ digestive-
health/ tips-for-better- The teacher may also
digestive-health/ include the following
concepts:
 Eating fruits 30 minutes
before meal
 Drinking water 30
minutes before meal
for better digestion
(minimal only during
meal)
 Drinking tap or warm
water especially when
eating fatty food
 Avoid drinking
carbonated drinks
during meal for this

88
 increases the risk of
obesity
Avoid lying with full
stomach

E. Elaborate What happens when the What happens when the

body‟s nutritional needs body‟s nutritional needs
are not adequately met? are not adequately met?
How can you make your What are the different
digestive system ways to take care of your
healthy? digestive system?
Why do we have to What are the effects of
avoid the following eating fatty foods, low-
practices? fiber intake and
a. eating fatty foods; overeating?
b. low-fiber intake; and
c. overeating.

F. Extend Give this activity to the Give this activity to the

same groupings of the same groupings of the
class. class.
Using essential concepts Using essential concepts
in nutrition, plan a in nutrition, plan a
healthythree-day menu healthythree-day menu
that reflects the that reflects the balanced
balanced meal and meal and provides the
provides the recommended nutritional
recommended nutritional intake of an active
intake of an active teenager. Use the local
teenager. Use the local produce. (See Appendix
produce. (See Appendix 4)
4)

G. Evaluate Yes-No Concept Yes-No Concept

Place the different Place the different
practices shown below practices shown below in
in YES or NO column. YES or NO column. The
The students will infer if students will infer if the
the said practices are said practices are helpful
helpful for the digestive for the digestive system. If
system. If it is still it is still helpful, it should
helpful, it should be be placed in YES column.
placed in YES column. If If it is not, it should be
it is not, it should be placed in NO column.
placed in NO column.  (Post the pool of
 (Post the pool of words on the board
words on the board and let the students
and let the students put it in either Yes or
put it in either Yes or No Column)
No Column)

89
 Is it helpful for the
Digestive System?
YES NO

Is it helpful for the

Digestive System?  Drinking water 15-
YES NO 30 minutes before
meal
 Drinking too much
alcohol
 Eating fruits before
meal
 Drinking tap/warm
 Drinking water water
15-30 minutes  Exercising at least
before meal 30 minutes
 Drinking too much everyday
alcohol  Eating burger and
 Eating fruits fries everyday
before meal  Lying with full
 Drinking cold stomach
water with fatty  Eating fatty foods
food  Choosing lean
 Exercising at meat
least 30 minutes  Skipping meals
everyday
 Eating burger and
fries everyday
 Lying with full
stomach
 Eating fatty food
 Choosing lean
meat
 Skipping meals

V. REMARKS

VI. REFLECTION

90
VII. OTHERS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
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
strategies worked well?
Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
material/s did I use/discover
which I wish to share with
other teachers?

91
Source: A Child with a Big Worm in his Body, November 4,2013,
https://www.wvi.org/burundi/article/child-big-worm-his-body

92
Source: Jaimie Duplas, “Over a Lifetime, Childhood Obesity costs $19,000 per child,”
April 7, 2014,https://www.sciencedaily.com/ireleases//2014/04/1404070990220.htm

93
Appendix 2
Some Healthful Practices that affect the Digestive System
1. Using the table below as a guide, research on the sources of
carbohydrates, protein, fibers (include the local produce) gathered in
the given healthful practices, the benefits of these healthful practices,
and the health problems that result when the requirement for these
nutrients are not adequately met.
2. For group 1, eating food with carbohydrates will be assigned to them;
eating fruits and vegetables for group 2; Eating food rich in protein for
group 3;and eating food rich in fiber for group 4.
3. Follow the format of the table for presentation.
4. Present your data in the class.

Healthful Sources Benefits Deficiency

Practices (Local signs and
produce) symptoms
Eating foods rich
in Carbohydrates
Eating fruits and
vegetables
Eating Foods rich
in protein
Eating Food Rich
in fiber

94
Appendix 3
Rubrics for Scoring
Criteria Outstanding Very Good Good Needs
Improvement
20 points – 15 points – 10 points – 5 points –
includes 5 or includes 4 or include 3 or includes only
more healthful less healthfulless healthful 2 or less
practices that practices thatpractices that healthful
affect the affect the affect the practices that
Content

digestive digestive digestive affect the

system, 5 system, 3 system, 3 digestive
benefits of these benefits of benefits of system, only
practices and these these 2 or less
local produce is practices and practices; benefits of
included local produce local produce healthful
is included is not practices
included
10 points- words 8 points- 6 points- 4 points-
are words are some words words should
Organization of

appropriately appropriate are not be revised

planned and but not clearly clearly and are not
Ideas

clearly expressed; expressed; clearly

expressed; organization of ideas need to expressed;
organization of ideas is be ideas need to
ideas is well- executed rearranged. be
executed rearranged.
10 points- 8 points- 6 points- 4 points-
collaborative Collaborative Collaborative Group effort is
Collaborative Effort

effort of the effort of the effort is minimal; not

group is clearly group is shown; not all group
shown during shown during all group members
the the members perform their
presentation; all presentation; perform their part.
group members group part.
perform well. members
perform their
part.
Total: 40 Total: 32 Total: 24 Total: 20
points points points

95
Appendix 4
Activity
Using essential concepts in nutrition to planning a menu

Objectives:
After performing this activity, you should be able to:
1. design a three-day menu that reflects balanced meals and provides the
recommended daily allowance to an active teenager, and
2. incorporate local produce in your menu.

Procedure:
1. Design a three-day menu that reflects balanced meals and provides the
recommended daily allowance to an active teenager.
2. Incorporate locally produced food products in your menu.
3. Present your output to the class. (if there is still enough time)
Source: Science 8 Learner‟s Module, p.315

Rubrics for scoring a three-day menu:

20 points- if the menu includes balanced meals with the right amount of
serving. Local produce are used.
15 points- if some of the menu are composed of fatty foods, with lesser
amount of servings of fruits and vegetables. Some food included are not
locally-available

96
 SAMPLE ASSESSMENT
I. Multiple Choices. Choose the letter of the best answer.
For Questions 1-3.
Elisa, a teenager, wrote the food she ate in her daily meal journal. Below are
the food and the amount of food she ate last Saturday.
Meal Food Amount
Breakfast Milk 1 glass
Rice 1 cup
Tinapa 1 pc, medium
Water 1 glass
Snack Orange juice 1 glass
Bread 1 pc
Lunch Rice 1 cup
Menudo 1 serving
Water 2 glasses
Snack Suman 1 pc, medium size
Water 1 glass
Dinner Rice 1 cup
GinataangPaksiwnaTulingan 1 slice/pc
AdobongSitaw 1 serving

1. What food group has the highest amount of serving?

a. Rice group
b. Fish and Meat group
c. Vegetables group
d. Fats and Lipid group

2. Which food group is lacking in Elisa‟s meal?

a. Fish and meat group
b. Fruits group
c. Rice Group
d. Sugar and Sweets group

3. How many servings of vegetables should Elisa include in her daily

meal?
a. 2 servings
b. 1 serving only
c. 3 servings
d. 4 servings
4. What is the main function of the food pyramid?
a. It serves as a guide in the proper food groups and right amount of
servings to be taken by a person.
b. It provides a list of food with the right amount of calorie to be taken
by a person.

97
 c. It shows what food groups should be included in the plate.
d. It is a pyramid that show the percentage of calorie from the food
groups.

5. What is the main function of carbohydrates?

a. It helps maintain muscle mass.
b. It serves as the body‟s main energy source.
c. It regulates body‟s temperature.
d. It strengthens the immune system.

6. Which of the following diseases is the result of carbohydrate

deficiency?
a. Kwashiorkor
b. Marasmus
c. Ketosis
d. Goiter

7. What is the function of protein?

a. It helps maintain muscle and repair tissue.
b. It gives our body the energy it needs.
c. It fights diseases.
d. It helps our body with the proper blood flow.

8. When a person experiences constipation frequently, which of the

following nutrients is lacking in his/her diet?
a. Fiber
b. Carbohydrate
c. Vitamins
d. Protein

9. Tony loves eating food. He makes sure that he gets a balanced meal
every day. Which of the following should he also practice to take care
his digestive system?
a. Lie down with full stomach.
b. Exercise at least 30 minutes every day.
c. Drink carbonated drinks during meal.
d. Drink cold water with fatty food.

10. Which of the following symptoms would a person likely experience

when he/she is lacking vitamins and minerals?
a. Brittle nail
b. Hair loss
c. Poor vision
d. All of the above

98
II. True or False. Write True if the following practice is healthful to the
digestive system and False if it is not healthful.
_________ 1. Eat fruits 30 minutes before meal.
_________ 2. Drink probiotics drink.
_________ 3. Eating burger and fries everyday.
_________ 4. Drinking softdrinks during meal.
_________ 5. Eat fruits and vegetables everyday.

III. Draw a food pla te that shows a balanced meal. (5 points)

99
Key to Correction:
I.
1.a
2.b
3.c
4.a
5.b
6.a
7.a
8.a
9.b
10.d
II.
11. True
12. True
13. False
14. False
15. True
III.
Rubrics of Scoring
5 points- the food plate contains all the necessary food groups (fruits,
vegetables, go food and grow foods)
3 points- the food plate contains only three food groups (either fruits or
vegetable, go food and grow foods only).
2 points- the food plate only contain two food groups (go and grow foods
only, or go food and vegetables only).

100
 UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Quarter: 4_____

Content Performance Learning

Content Code
Standard Standard Competency
Heredity: The learners The learners shall Compare mitosis S8LT-
Inheritance demonstrate be able to: and meiosis, and IVd16
and understanding of: report on the their role in the
Variation of 1. how cells importance of cell-division
Traits divide to produce variation in plant cycle
new cells and animal
2.1 Stages breeding
of mitosis 2. meiosis as one of
2.2 Stages the processes
of meiosis producing genetic
2.3 variations of the
Mendelian Mendelian Pattern
Genetics of Inheritance

Learning  Compare mitosis and meiosis, and their role in the

Competency/ cell-division cycle. (S8LT-IVd16)
Code:

Unpacked Time
(Objectives)
Learning Frame
Competency: 1. Describe cell cycle
2. Identify the stages of cell cycle. 1 meeting
3. Describe the important events that take
place during G1, S, and G2 and M- phases
4. Appreciate the importance of DNA
replication in cell reproduction.

101
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date 1 Session Quarter Fourth
I. OBJECTIVES
A. Content Standard The learners demonstrate
understanding of…

1. how cells divide to produce new

cells
2. meiosis as one of the processes
producing genetic variations of the
Mendelian Pattern of Inheritance
B. Performance Standard The learners should be able to…

report on the importance of variation in

plant and animal breeding
C. Learning LC:
Competencies/Objectives Compare mitosis and meiosis, and their
(Write the LC code role in the cell-division cycle;(S8LT-
for each) IVd16)

Objectives:
1. Describe cell cycle;
2. Identify the stages of cell cycle;
3. Describe the important events
that take place during Interphase
(G1, S and G2) and M phases;
and
4. Appreciate the importance of
DNA replication in cell
reproduction.

II. CONTENT The Cell Cycle

III. LEARNING RESOURCES
A. References
1. Teacher‟s Guide pages
2. Learner‟s Materials pages pp. 132-133
3. Textbook pages Functional Biology-Modular Approach, 2nd edition.
Philippines: Vibal Publishing House,Inc. pp. 106-108
Science and Technology II: Biology Textbook.
NISMED.2012.
Philippines Department of Education. (2003).
Science and Technology for the Modern World II.
Makati City: DNS Company,Inc.pp. 168-169

102
 4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURE A B
A. Elicit The teacher presents a The teacher presents a
picture of an animal cell picture of the three main
and will be asked to parts of a cell (cell
identify and label the membrane, nucleus and
three main parts of the cytoplasm).
cell which are involved
in the cell cycle and give
The students will be asked
its function. to identify the three basic
parts of the cell and give its
The teacher presents function using prepared
the objectives of the meta cards.
lesson.
The teacher presents the
objectives of the lesson.

B. Engage The teacher presents a The teacher presents a

picture of cells in the picture of cells in the body.
body. The students will The students will be asked
be asked to answer the to answer the following
question: questions:

1. How do cells 1. What happens to the

grow and cells of an organism
reproduce? as they grow?
2. Do cells growin size
The teacher solicits and or do they increase
writes answers of the in number?
students on the board or
manila paper that will be The teacher solicits
considered as their and writes the
hypothesis and to be answers of the
revisited during the students that will
generalization part. serve as hypothesis
and to be revisited
during the
generalization part.
C. Explore  Prior to the • Prior to the activity, the
activity, the teacher will post some
teacher will post reminders on the board in
some reminders doing the activity.
on the board in • An activity will be
doing the activity. provided by the teacher
 An activity will be and the students will
provided by the perform the activity by
teacher and the following the procedure.

103
 students will •Each group will write their
perform the answers in the manila
activity by paper.
following the (Refer to Appendix A)
procedure.
 Each group will
write their
answers in the
manila paper.
 Using locally
available
materials, the
students will
create their own
model of the cell
cycle.
(Localization-
Contextualization)

(Refer to Appendix B)
D. Explain Each group presents Each group presents their
their outputs. outputs.

The other groups will The other groups will make

make questions related questions related to the
to the ideas not clearly ideas not clearly presented
presented by the by the reporter/s per group.
reporter/s per group.
The teacher takes note of
The teacher takes note the misconceptions to be
of the misconceptions to clarified after all the groups
be clarified after all the have presented.
groups have presented.
From the guide questions
From the guide in the activity, the students
questions in the activity, will be asked to explain the
the students will be following:
asked to explain the 1. What is cell cycle?
following: 2. What are the stages
1. What is cell of cell cycle?
cycle? 3. What happens during
2. What are the Interphase and Mitosis?
stages of cell cycle?
3. What happens during
Interphase and Mitosis?

E. Elaborate Using the diagram, let Using the diagram, let the
the students describe students describe the
the significant events in significant events in each
each stage of the Cell stage of the Cell Cycle.

104
 Cycle.
The teacher revisits the
The teacher revisits the answers of the students
answers of the students from the engage part and
from the engage part clarifies misconception.
and
clarifiesmisconception. In-depth discussion of the
cell cycle will be done by
In-depth discussion of the teacher and will
the cell cycle will be emphasize the following
done by the teacher and concepts:
will emphasize the  during S phase of
following concepts: interphase, the
 during S phase of chromosomes of the cell
interphase, the replicate. Chromosomes
chromosomes of the must replicate so there
cell replicate. will be a complete copy
Chromosomes must of each chromosome in
replicate so there each of the new cells
will be a complete
copy of each  not all types of cell can
chromosome in each undergo the two general
of the new cells stages of the cell cycle,
and that there are few
 not all types of cell types of cell such as the
can undergo the two brain cells and nerve
general stages of cells that reach only up
the cell cycle, and to the Interphase stage.
that there are few
types of cell such as
the brain cells and
nerve cells that
reach only up to the
Interphase stage.

F. Extend The teacher asks the The teacher asks the

students to answer the student to answer this
following questions: question:
1. What is most likely to
occur when your brain Is cell cycle occurring in
cells completely your body right now? If so,
undergo the cell where? Explain your
cycle? answer.
2. What will happen
when your skin
experienced rapid
growth?

G. Evaluate Modified TRUE or Multiple Choice

FALSE (Write the word (Choose the letter of the

105
TRUE if the statement is correct answer.)
correct and if false,
change the underlined For items number 1-5, refer
word to make the to the given diagram of the
statement correct.) Cell Cycle. (Refer to the
attachment, Appendix C.)
For items number 1-5,
refer to the given 1. The following statements
diagram of the Cell are TRUE about
Cycle. (Refer to the Interphase EXCEPT
attachment, Appendix ____.
C.) A. It has three sub-stages,
G1,S, and G2.
1. The G1, S and G2 B. The cell does not
stages are the divide; it merely grows.
stages cells C. The chromosome
undergo during doubles or replicates
Mitosis. D. The cell divides.
2. During G1 or
Growth 1 stage, 2.In what substage of
the organelles interphase the
start to double in chromosomes double or
number. replicate?
3. During G2 or A. G1
Growth 2 stage, B. G2
the chromosomes C. S
replicate. D. G1, andG2
4. M stage or
Mitosis, is where 3. Which period of the
the cell divides three substages of the
and it involves Interphase represents a
four main stages. period of rapid cell growth
5. Cytokinesis ?
completes the A. G1
process of Cell B. G2
Cycle. C. S
D. G1, andG2

4. Which stage of cell cycle

has prophase, metaphase,
anaphase, and telophase
as substages and
wherein cell divides?

A. Interphase
B. Cytokinesis
C. Karyokinesis
D. Metaphase

6. 6. If a normal cell

106
 undergone a successful
DNA replication, which of
the following gives the
correct product of cell
cycle?

a. Two cells which are

exact copy of the
parent cells are
produced.
b. Cells with varying sizes
are produced.
c. Cells with altered no. of
chromosomes are
produced
d. Cells different from
parent cells are
produced.
V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who require additional
activities for remediation.
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 strategies
worked well? Why did it work?
F. What difficulties did I encounter which
my principal or supervisor can help
me solve?
G. What innovation or localized
material/s did I use/discover which I
wish to share with other teachers?

107
Appendix A ( For Average Learners)
The Cell Cycle

I. Objectives:
1. Describe cell cycle.
2. Identify the stages of cell cycle.
3. Describe the important events that take place during Interphase (G1, S,
and G2) and
M phases.

II. Materials:
cut-out shapes
glue
scissors
manila paper
marking materials

III. Procedure:
1. Arrange the cut-out shapes to come up with the diagram of Cell Cycle.
2. Label the parts of stages of Cell Cycle.
3. Answer the guide questions.
4. Present your output.

III. Guide Questions:

1. What are the main stages of the Cell Cycle?
2. How will you describe the main stages( Interphase, Mitosis,
Cytokinesis) of the Cell Cycle?
3. Accomplish the table.

Stage Description Number of Cells

Interphase
Mitosis

108
Appendix B ( For Advanced Learners)
The Cell Cycle

I. Objectives:
1. Create a model of Cell Cycle.
2. Describe cell cycle.
3. Identify the stages of cell cycle.
4. Describe the important events that take place during G1, S and G2 and M
phases.

II. Materials:
Locally available materials in the community
glue
scissors
manila paper
marking materials

III. Procedure:
1. Using locally available materials in the community create a model of
the Cell Cycle.
2. Label the parts of stages of Cell Cycle.
3. Answer the guide questions.
4. Present your output.

III. Guide Questions:

1. What are the main stages of the Cell Cycle?
2. How will you describe the main stages (Interphase and Mitosis,) of the
Cell
Cycle?
3. Accomplish the table.

Stage Description Number of Cells

Interphase
Mitosis

109
Appendix C
For Advanced and Average Learners
(Diagram of the Cell Cycle)

Source:
https://www.google.com/search?q=cell+cycle+diagram&tbm=isch&source=iu&ictx=1
&fir=P8tONy0ha6c2eM%253A%252CGLotBIHr4CZVcM%252C_&vet=1&usg=AI4_k
QNwivSMVx3gPPMS411PPGvit4jQ&sa=X&ved=2ahUKEwiRsvXZ29PhAhWOiXAKH
TCXCTcQ9QEwB3oECAcQEg#imgrc=D-xk3zGwTb0WPM:&vet=1

Source:
https://www.google.com/search?q=cell+cycle+diagram&tbm=isch&source=iu&ictx=1
&fir=P8tONy0ha6c2eM%253A%252CGLotBIHr4CZVcM%252C_&vet=1&usg=AI4_-
kQNwivSMVx3gP-
PMS411PPGvit4jQ&sa=X&ved=2ahUKEwiRsvXZ29PhAhWOiXAKHTCXCTcQ9QEw
B3oECAcQEg#imgrc=rjLa-xIYQEMnkM:&vet=1

110
 UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Quarter: 4_____

Content Performance Learning

Content Code
Standard Standard Competency
Heredity: The learners The learners shall Compare mitosis S8LT-
Inheritance demonstrate be able to: and meiosis, and IVd16
and understanding of: report on the their role in the
Variation of 1. how cells importance of cell-division
Traits divide to produce variation in plant cycle
new cells and animal
2.1 Stages breeding
of mitosis 2. meiosis as one of
2.2 Stages the processes
of meiosis producing genetic
2.3 variations of the
Mendelian Mendelian Pattern
Genetics of Inheritance

Learning  Compare mitosis and meiosis, and their role in the

Competency/ cell-division cycle. (S8LT-IVd16)
Code:

Unpacked Time
(Objectives)
Learning Frame
Competency: 1. Describe the stages of mitosis. 1 meeting
2. Recognize the importance of Mitosis

111
School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date 1 meeting Quarter Fourth

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of…
1. how cells divide to produce new cells
2. meiosis as one of the processes producing
genetic variations of the Mendelian Pattern of
Inheritance
B. Performance The learners should be able to…
Standard
report on the importance of variation in plant and
animal breeding
C. Learning LC: Compare mitosis and meiosis, and their role
Competencies/Obj in the cell-division cycle;(S8LT-IVd16)
ectives
(Write the LC code Objectives:
for each) 1. Describe the stages of mitosis.
2. Recognize the importance of mitosis.
II. CONTENT Mitosis
III. LEARNING RESOURCES
A. References
1. Teacher‟s Guide 223
pages
2. Learner‟s Materials 321 - 323
pages
3. Textbook pages
4. Additional Materials Hands-on Laboratory Materials in
from Learning Science and Technology pp. 121 – 123
Resource (LR) portal
B. Other Learning Biology An Everyday Experience, pages:
Resources 377 – 378
Biology : The Unity and Diversity of Life
Study guide and Workbook‟ page 103
Star and Taggart; Taylor and Jackson
IV. PROCEDURE A B
A. Elicit Let the students recall Let the students recall the
the concept of cell cycle concept of cell cycle by
by showing diagram showing diagram
(refer to attachment 1) (attachment 1) by asking
asking the following the questions:
questions: 1. Label the parts of the
1. Label the parts of the cell cycle.
cell cycle. 2. Describe what happens

112
 2. Describe what in each stage of cell
happens in each cycle.
stage of the cell cycle. 3. What happens to the
3. What happens to the cell during mitotic cell
cell during mitotic cell division?
division?
B. Engage The teacher presents a Show a diagram of
bowl with materials dividing cell, and remind
inside (yarn). Let the the students that these
students make a guess, two cells are the
what is inside the bowl. “daughters” cell that has
Then the teacher asks a just undergone cell
volunteer to remove the division. Then the teacher
cover of the bowl. Ask asks the following
the students if they have questions:
guessed it correctly. 1. How do these
Then the teacher asks daughters cells
the question: compare to the
 How will you original parent cell?
describe the 2. Why are daughter
yarn? cells genetically
The teacher recognizes identical to the
student‟s responses or parent cell?
observations. The 3. How do the
observations may daughter cells
include the yarn‟s color, obtain exactly the
texture, and length. same number and
Then the teacher kind of
challenges the students chromosomes as
to divide the yarn into the parent cell?
two equal parts. The In the next
process questions will activity/discussion you will
be as follows: find out what happens
1. Did you find it easy to during the process of
divide the yarn into mitosis.
two equal parts?
2. How will you know
that you have divided
the yarn equally?
3. What material inside
the cell resembles the
yarn? How about the
bowl?
The next activity will help
you defines what is
mitosis, and identify the
stages of mitosis.
C. Explore The students are The students are grouped
grouped into four. Let into four. Let each group
each group describe the describe the changes that

113
 changes that takes place takes place in every stage
in every stage of mitosis. of mitosis.
Activity 1 Activity 1
Each group is given Each group is given
illustrations and illustrations and
metacards where they metacards where they can
can write their write their observations on
observations on the the changes that occur in
changes that occur in each stage of mitosis.
each stage of mitosis. Each group will describe
Each group will describe the assigned stage of
the assigned stage of mitosis to them:
mitosis to them: Group 1 – Prophase
Group 1 – Prophase Group 2 – Metaphase
Group 2 – Metaphase Group 3 – Anaphase
Group 3 – Anaphase Group 4 – Telophase
Group 4 – Telophase
Guide questions:
1. What are the
different stages of
mitosis?
2. Describe each
stage of mitosis.
D. Explain Representative of each Presentation of group
group presents their outputs.
output for Activities 1 1. What is mitosis?
Guide questions: 2. Identify each stage of
1. Why do cells divide? mitosis, and describes
2. What are the what happen to the
important features of chromosomes during
each stage of that process.
mitosis?
3. Define mitosis
E. Elaborate The students sum-up the Activity 2
salient features of each The students are asked
stage of mitosis and its about the characteristics
importance. of mitosis by presenting
Activity 2 the table below. They are
The students present the asked to choose from the
characteristics of mitosis given options:
in table form Characteristics of Mitosis
Characteristics of Description Options
Mitosis Number of 1 2
Description divisions
Number of Type of cell So Ga
divisions involved ma me
Type of cell tic tes
involved cell or
Number of se
daughter x
cells cell
produced s
Chromosom Number of 2 4

114
 e number of daughter
each cells
daughter cell produced
Similarity of Chromosome
the parent number of Ha Dip
and daughter each plo loi
cells daughter cell id d
Similarity of
the parent diff si
and daughter ere mil
cells nt ar
F. Extend Explain the importance Research on the
of cell division in importance of cell division
medicine or in in medicine or in
agriculture through agriculture.
multimedia presentation.
G. Evaluate Let the students With the use of diagrams
synthesize their learning of the stages of mitosis,
by answering the identify each stage and
following questions: describe what happen in
1. What are the four each stage. (refer to the
stages of mitosis? attached sheet)
2. What happen to the
chromosomes in each
stage of mitosis?
3. Do all cells undergo
the mitotic cell
division?
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation.
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 strategies worked
well? Why did it work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized material/s
did I use/discover which I wish to share
with other teachers?

115
Attachment 1
For Elicit Part

Figure 1 The Stages of Cell Cycle

Adapted from Biology: Study Guide and Workbook, p. 103
Source: (Star and Taggart‟s: Taylor and Jackson, 2001)

Procedure:
1. Label the parts of the cell cycle.
2. Describe what happens in each stage of cell cycle.
3. What happens to the cell during mitotic cell division?

116
Attachment 2
Evaluation for Average Students

Directions: Identify each of the mitotic stages by writing the correct stage in the blank. Select
from prophase, metaphase, anaphase, telophase, and daughter cells.Describe the
chromosomes on each stage.

1. ___________ 2. _____________ 3. _______________

4. __________________ 5. _____________

117
Attachment 3
Engage part – Average Learner

Figure 1 Dividing Cell

Biology An Everyday Experience, page 378

Figure 2 The Daughter Cells

Source: Biology An Everyday Experience, page 378

118
Attachment 4
Activity 2
The Stages of Mitosis

Procedure:
1. Identify the stages of mitosis in the figure below.
2. Describe the chromosomes in each stage, and answer the guide questions on the
activity

Figure 3 ______________ Figure 4_______________

Biology An Everyday Experience, page 377 Biology An Everyday Experience, page 377

Figure 5 ________________ Figure 6______________

Biology An Everyday Experience, page 377 Biology An Everyday Experience, page 378

119
 UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Quarter: 4_____

Content Performance Learning

Content Code
Standard Standard Competency
Heredity: The learners The learners shall Compare mitosis S8LT-
Inheritance demonstrate be able to: and meiosis, and IVd16
and understanding of: report on the their role in the
Variation of 1. how cells importance of cell-division
Traits divide to produce variation in plant cycle
new cells and animal
2.1 Stages breeding
of mitosis 2. meiosis as one of
2.2 Stages the processes
of meiosis producing genetic
2.3 variations of the
Mendelian Mendelian Pattern
Genetics of Inheritance
Learning  Compare mitosis and meiosis, and their role in the
Competency/ cell-division cycle. (S8LT-IVd16)
Code:
Unpacked Time
(Objectives)
Learning Frame
Competency: 1. Describe the stages of meiosis 1 meeting
2. Appreciate the importance of meiosis in the
formation of gametes.

120
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date Quarter Fourth

1 meeting
I. OBJECTIVES
A. Content Standard The learners demonstrate an
understanding of:
1. how cells divide to produce new
cells
2. meiosis as one of the processes
producing genetic variations of the
Mendelian Pattern of Inheritance
B. Performance Standard The learners should be able to:report on
the importance of variation in plant and
animal breeding
C. Learning LC:
Competencies/Objectives Compare mitosis and meiosis, and their
(Write the LC code role in the cell-division cycle. (S8LT-IVd-
for each) 16)
Objectives:
At the end of the lesson, the learners
should:
1. Describe the stages the stages of
meiosis.
2. Appreciate the importance of
meiosis in the formation of
gametes.
II. CONTENT CELLULAR REPRODUCTION AND GENETICS
Topic: Meiosis
III. LEARNING RESOURCES
A. References
1. Teacher‟s Guide pages pp.223-224
2. Learner‟s Materials pages pp.321-327
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning University of the Philippines National Institute
Resources for Science and Mathematics Education
Development (UP NISMED). (In Press):
Practical work in high school biology.
Sourcebook for teachers (vol.3). Quezon City:
Author
Bautista,A.M. Laboratory Manual.Science&
Technology . Biology.2006.Vicarish
Publication & Trading, Inc.

121
IV. PROCEDURE A B
A. Elicit Let the students form the Let the students filled-up
concept map on the the missing terms in the
board using the given concept map.
terms and linking
phrase. (attachment #1)
B. Engage Let the students watch a Let the students watch a
video clip showing the video clip showing the
stages of meiosis in stages of meiosis in
animation animation (https://youtu.be/
(https://youtu.be/ c5hA0WCv1lg ).
c5hA0WCv1lg ). Questions:
Questions: 1. Is the cell division
1. Based on the video shown in the video clip
clip, describe how a mitotic division?
cells divide? 2. What type of cell
2. What type of cell division is shown in the
division is shown in video?
the video?
C. Explore Pre-Activity: . Pre-Activity:
1.Groupings 1. Groupings
2. Explain the directions
of the activity. Grp IA & IB
Grp IIA & IIB
Activity: Simulating Grp IIIA & IIIB
Meiosis (attachment no. (with at least 4 members
2) per group)
Tasks: 2. Explain the directions
1. Prepare the “cell” (4 of the activity.
bond papers) & the
“chromosomes”(cut-out (Grp IA,IIA & IIIA will
colored papers). perform activity on meiosis
2. Simulate the events I; Grp IB, IIB & IIIB will do
that occur during each meiosis II)
stage of meiosis.
Activity: Find My Match !
3. Answer the given (attachment no. 3 )
questions. Tasks:
1. Arrange the
4.Select a representative illustrations in correct
to present the output. sequence based on
the stages of meiosis.
Teacher supervises the 2. Find the correct
students in doing the description that
activity. matched with the
illustration.

3. Answer the given

questions.

122
 4. Combine with other
groups to complete the
stages of meiosis.
Group IA with Grp IB;
Grp IIA with IIB; Grp
IIIA with Grp IIIB.

5. Select a representative
to present the output.
D. Explain 1. Each group 1.Each group
representative presents representative presents
their output. their output.
2.Process students‟ 2.Process students‟
responses/output responses/output
E. Elaborate Discussion on Meiotic Let the students fill-up the
Cell Division and its table and then synthesize
Stages their understanding on
Ask: meiosis.
1. What type of cell is
involved in meiosis?
2. How many divisions Meiosis
of cells take place Type of cell
during meiosis? where the
3. Describe what process occur
happens during No. of cell
meiosis I in terms of division
the number of new Chromosome
no. of parent
cells formed and the
cell(Diploid/
chromosome Haploid)
number of the Chromosome
daughter cells as no. of
compared to parent daughter cells
cell. (Diploid/
4. What happens Haploid)
during meiosis II in No. of
terms of the number daughter cells
of new cells formed produced.
and the
chromosome What is the significance of
number of the the reduction of the
daughter cells as chromosome numbers of
compared to parent daughter cells during
cell? meiosis?
5. What is the
significance of the
reduction of the
chromosome
numbers of daughter
cells during meiosis?

123
F. Extend Make an “Album of Construct a model to show
Meiosis” using the what happens during each
pictures of the events phase of meiosis. Use
during simulation of discarded or indigenous
meiosis. Arrange the and low-cost materials
pictures in correct available in the
sequence; describe community.
every phase and write
captions.
G. Evaluate Refer to attachment no.4 Refer to attachment no.4

V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for
remediation.
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 strategies
worked well? Why did it work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
material/s did I use/discover
which I wish to share with other
teachers?

124
ATTACHMENT NO. 1
I. Concept Map for Advanced Learners:

TERMS LINKING PHRASES

 MITOSIS  As the
 DIPLOID  Is a cell division of
DAUGHTER CELLS  Producing two
 BODY CELLS  With the same number & kind of
 CHROMOSOMES
 PARENT CELL

II. Concept Map for the Average learners:

Choices: TERMS
 MITOSIS
 DIPLOID
is a cell division of DAUGHTER CELLS
 PARENT CELL
 CHROMOSOMES
 BODY CELLS
producing two

with the same number & kind of

as the

125
ATTACHMENT NO. 2
ACTIVITY: Simulating Meiosis
Objectives:
1. Simulate each stage of meiosis.
2. Describe the change in the chromosome number of particular stage of
meiosis.

Materials:

4 pieces of bond paper

Scissors
Masking tape
4 colors cut-out colored paper
(teacher may assign 4 different colors
of colored paper)
4 same color buttons/shells (represent centrioles)

Procedure:
A. Preparation of the cell and the chromosomes.
1. Cut-out the “homologous chromosomes” using the given template.
Each pair of chromosomes represents one color of colored
paper(example: IA blue, IB green, IIA pink & IIB yellow).
2. Attached each chromosome to its duplicate using masking tape.
3. Arrange the 4 pieces of paper side by side. Join the papers with a tape
on the center at each contact point or where they meet.
Together the pieces of paper represent a cell that will undergo meiosis.
4. Place the pair of centrioles in the cell.
5. Take picture every event that your group were able to simulate.
Note: Procedure 1-3 should be done a day before the activity.

MEIOSIS I
B. Prophase I
During the prophase the chromosome undergo an activity called synapsis. At
Prophase genetic recombination occurs wherein paternal and maternal genes
exchange.
1. Get the long pair of chromosomes. Pair them side-by-side up along
with their identical copies. This side-by-side pairing of homologous
chromosomes is called synapsis.
2. Carry out synapsis for the short pair of chromosomes. Sometimes
during synapsis, crossing over occurs. The inner chromosomes cross
over and exchanges of genetic materials occur. When the arms
overlap, this is called crossing over point.

126
 3. Cut both ends of the arms (chromosome) that overlap. Interchange the
cut part s and neatly attach to the arm by a small piece of masking
tape. Each arm will now appear to have color of the side arm that it
exchanged materials (color) with. E.g. if the color of the end of the arm
is blue, the end will then appear yellow and vice versa.
4. Position the two pairs of centrioles.

Question 1. How many chromosomes are there in the cell at Prophase I?

C. Metaphase I
1. Line up the homologous chromosomes along the equator.
D. Anaphase I
1. Separate the homologous chromosomes.
2. Move one of each pair of homologous chromosome to opposite
sides of the cell.
E. Telophase I (Cell Division I)
1. Cut the pieces of paper into two.
Remember that the original cell was represented by 4 pieces of
paper.
Question 2. How many chromosomes are present in each nucleus formed at
Telophase I?
Question 3. At the end of cell division I, each cell is represented by
_________ pieces of bond paper.
Question 4. How many cells are produced at the end of cell division I?

Immediately, after telophase I, meiosis II will begin. There is no interphase

stage, so chromosomes and DNA will not be replicated , thus, the cells
maintain their haploid chromosomal number. In meiosis II, the target of the
cells is to divide like the mechanism observed in mitosis.
F. Prophase II
Centrioles are doubled.
G. Metaphase II
1. Line up the sister chromosomes in each of the cells along the
equator.
H. Anaphase II
1. Cut the centromere such that each chromatid separates.
2. Detach the chromosomes of each pair from its duplicate.
3. Separate the duplicates.
4. Move each duplicate to opposite sides of the cells.
I. Telophase II (Cell Division II)
1. Cut the pieces of paper.

127
Question 5. How many cells do you now have?
Question 6. How many chromosomes are in each new cell?
Question 7. How many chromosomes were in the original cell or parent cell?

Source:
University of the Philippines National Institute for Science and Mathematics
Education Development (UP NISMED). (In Press): Practical work in high school
biology. Sourcebook for teachers (vol.3). Quezon City: Author.

128
 Cut-out colored paper Template
(Homologous Chromosomes)

IA IB

II A II B

129
ATTACHMENT NO.3

ACTIVITY: Find My Match!

PROCEDURE:
Procedure #1. Arrange the pictures in correct sequence from Prophase I to
Telophase I (for Grp IA,IIA,& IIIA

A B C D

Procedure #2. Arrange the pictures in correct sequence from Prophase II to

Telophase II (for Grp IB,IIB& IIIB)

E F G H

Source:
Mitosis-and Meiosis-8th-grade-gt ppt
https://8gtascience.files.wordpress.com

Note: The teacher may photocopy the pictures and cut-out so that students can
manipulate the pictures when they arrange it in correct sequence.)

130
Procedure #3. Find the correct description that matches with the illustration
then identify what particular phase/stage of meiosis is shown in the picture.

DESCRIPTIONS:
MEIOTIC I ((for Grp IA,IIA,& IIIA)

Description no.1.
Centrioles are visible on opposite sides of the nucleus.
Nucleolus disappears.
Homologous chromosomes pair forming a tetrad.
Crossing-over may also occur.

Description no. 2.
Spindle fibers attach to the chromosomes at the centromere.
Homologous chromosomes align at the center.

Description no.3
Spindle fibers pull the homologous chromosomes toward
opposite ends of the cell.
Homologous chromosomesseparateand move towards the
opposite ends of the cell.
Cleavage furrow begins.

Description no. 4
Nuclear membranes form around chromosomes.
Daughter nuclei form
Cytoplasm divides forming 2 daughter cells.

Questions:
1. How many chromosomes are there in the cell at Prophase I?
2. How many chromosomes are present in each nucleus formed at
Telophase I?
3. How many cells are produced at the end of meioticI?

Note: After Meiosis I, cells enter meiosis II. No DNA replication occurs
between Meiosis I and Meiosis II.

131
MEIOTIC II ((for Grp IB,IIB,& IIIB)
Description no. 1.
Centrioles are visible on opposite sides of the nucleus.
Nucleoli disappear.
Nuclear envelope starts to disappear.
Description no. 2.
Nuclear envelopes and nucleoli disappear completely.
Sister chromatids align at the center.
Sister chromatids are attached to the spindle at the centromere.

Description no. 3
Spindle fibers pull the sister chromatids toward opposite ends of
the cell.
Sister chromatids separate and move towards the opposite ends
of the cell.
Cleavage furrow begins.

Description no. 4
Nuclear membranes form around chromosomes.
Daughter nuclei form
Division of cytoplasm occur forming four daughter cells.
Source:
Mitosis-and Meiosis-8th-grade-gt ppt
https://8gtascience.files.wordpress.com

Questions:
4. How many chromosomes are there in the cell at Prophase II?
5. How many chromosomes are present in each cell formed at
Telophase II?
6. How many cells are produced at the end of meiotic II?

Procedure #4. To complete the stages of meiosis, Grp IA will combine with Grp IB,
Grp IIA, with Grp IIB & Grp IIIA, with Grp IIIB.
Arrange the pictures and description in correct sequence.

Question 7. Compare the chromosomes in the cell at Prophase I and

the chromosomes at Telophase II in terms of kinds and number. Place a
check mark(√) to the space that corresponds to your answer.
Basis of Comparison Similar Different
Kind of chromosomes in
Prophase I & in Telophase II
Number of chromosomes in Prophase I Telophase II
Prophase I & in Telophase II
(Haploid or Diploid)

132
ATTACHMENT NO. 4
ASSESSMENT
I.Multiple Choice:
1. What significant event happens during prophase I of meiosis?
A. Formation of cleavage furrow
B. Tetrad formation
C. Homologous chromosomes align at the center.
D. Homologous chromosomes sepate and move towards the opposite ends
of the cell.
2. Which of the following BEST describes a cell that is in metaphase II?
A. The cell starts to furrow.
B. The chromosomes appear as threadlike particles.
C. The chromosomes start moving to the opposite poles.
D. The chromosomes line up along the equatorial plate.
3. Where does meiosis take place?
A. Brain cells C. Skin cells
B. Reproductive cells D. Roots and Stem

4. Which of the following statements is NOT TRUE about meiosis?

A. In meiosis, four haploid daughter cells are produced after meiotic II.
B. In meiosis, two haploid cells are formed after the first meiotic division.
C. During Prophase II, homologous chromosomes pair forming a tetrad.
D. During Metaphase I, homologous chromosomes align along the equatorial
plate.
5. What is the significance of the reduction of the chromosome numbers of
daughter cells during meiosis?
A. For growth & development of an organism.
B. For repairing of wounds of an organism.
C. For the formation of gametes or sex cells of an organism.
D. For the replacement of dead or worn-out cells of an organism

II. Fill-in the missing terms in the blank to complete the sentence. Choose your
answer from the terms in the box below. (For average learners only).

Haploid Four Diploid

Two Half Crossing over
Complete Unique Gametes

Meiosis is a cell division of reproductive cells, where the cell undergoes

__(1)___rounds of cell division to produce __(2)____daughter cells, each with
_(3)___the chromosome number as the original parent cell and with a ___(4)______
set of genetic material as a result of exchanged of chromosome segments during the
process of ______(5)_________

133
 UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Quarter: 4_____

Content Performance Learning

Content Code
Standard Standard Competency
Heredity: The learners The learners shall Compare mitosis S8LT-
Inheritance demonstrate be able to: and meiosis, and IVd16
and understanding of: report on the their role in the
Variation of 1. how cells importance of cell-division
Traits divide to produce variation in plant cycle
new cells and animal
2.1 Stages breeding
of mitosis 2. meiosis as one of
2.2 Stages the processes
of meiosis producing genetic
2.3 variations of the
Mendelian Mendelian Pattern
Genetics of Inheritance

Learning  Compare mitosis and meiosis, and their role in the

Competency/ cell-division cycle. (S8LT-IVd16)
Code:
Unpacked Time
(Objectives)
Learning Frame
Competency: 1. Compare mitosis from meiosis in terms of:
a. Type of cell involve 1 meeting
b. Number of cells produced
c. Pairing of homologous chromosome
d. Number of chromosomes of parent and
daughter cells (diploid or haploid); and
2. Identify the role of mitosis and meiosis in cell
reproduction.

Assessment 1 meeting

134
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date Quarter Fourth

1 meeting
I. OBJECTIVES
A. Content The learners demonstrate an understanding of:
Standard 1. how cells divide to produce new cells
2. meiosis as one of the processes producing
genetic variations of the Mendelian Pattern of
Inheritance

B. Performance The learners should be able to:report on the

Standard importance of variation in plant and animal breeding
C. Learning LC:
Competencies/ Compare mitosis and meiosis, and their role in the
Objectives cell-division cycle;S8LT-IVd-16
(Write the LC Objectives:
code At the end of the lesson, the learners should:
for each) 1. Compare mitosis from meiosis in terms of:
a. Type of cell involve
b. Number of cells produced
c. Pairing of homologous chromosome
d. Number of chromosomes of parent and
daughter cells (diploid or haploid); and
2. Identify the role of mitosis and meiosis in cell
reproduction.
II. CONTENT CELLULAR REPRODUCTION AND GENETICS
Topic: Comparing Mitosis and Meiosis
III. LEARNING
RESOURCES
A. References
1. Teacher‟s Guide pp.223-224
pages
2. Learner‟s Materials pp.326-327
pages
3. Textbook pages

4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning
Resources

135
IV. PROCEDURE A B
A. Elicit Recall the processes of Show flashcards with
mitosis and meiosis by description of mitosis
asking the following and meiosis and ask
questions: the students to
1. What is mitosis? identify what is being
2. What is meiosis? described.
3. What are the  Division of body cells
stages of mitosis? (mitosis)
4. In what kind of cell  Division of gametes
does mitosis (meiosis)
occur? How about  Alignment of the
meiosis? chromosome in the
equatorial plate
(metaphase)
 Exchange of part of
the sister chromatid
to the other same part
of the homologous
chromosome
(Crossing-over)

B. Engage Show pictures or Show cut-out pictures of

diagrams of mitosis and the stages of mitosis and
meiosis. (See Appendix 1 meiosis. (See Appendix
and 2) 1 and Appendix 2.)
Guide Questions: The teacher should
1. Which diagram is make two columns of
showing mitotic cell Mitosis and Meiosis on
division? Meiotic cell the board. Let the
division? students classify the
2. How can you pictures under the
distinguish mitosis column of Mitosis or
from meiosis? Meiosis.
Guide Questions:
1. How can you
distinguish mitosis
from meiosis?
C. Explore Group the class into four. Group the class into
Using foldable table, four.
compare mitosis from Compare mitosis and
meiosis with the given meiosis in the table using
comparison. Answer the the given pool of words
guide questions in the below. The students may
activity. refer to the pictures
(See Appendix 3) posted on the board
(under the columns of

136
 Mitosis and Meiosis) as a
guide.
 Does not occur
 Occurs during
Prophase 1
 1
 Diploid (2N)
 2
 Body cells
 Reproductive cells
 2 identical cells
 4 non-identical cells

Basic

Meiosis
Mitosis
Comparison

Number of
Division
Pairing of
Homologous
Chromosome
Number of
Daughter
Cells
Produced
Number of
chromosomes
produced
Types of Cells
involved

Guide Questions:
1. How is mitosis differ
from meiosis?
2. Why is pairing up of
chromosome
necessary?

D. Explain Presentation of the group Presentation of the group

output. output.
The teacher checks the The teacher checks the
answers in the group answers in the group
output. output.
The teacher processes The teacher processes
the answers of the the answers of the

137
 students in the guide students in the guide
questions. questions.
E. Elaborate How significant is mitosis What are the roles of
and meiosis in cell mitosis and meiosis in
reproduction? cell reproduction?
F. Extend Create a power point Cite 5 examples that
presentation showing the shows the application of
applications of meiosis cell division (mitosis and
and mitosis in the meiosis) in Health and
different areas like Health Medicine.
and Medicine. (See
Appendix 4 for the rubrics
of scoring)
G. Evaluate Modified True or False True or False
Write True if the Write True if the
statement is correct and if statement is correct and
the underlined word/s False if it is wrong.
is/are wrong, change it to 1. Mitosis happen in
make the statement reproductive cells.
correct. 2. There are four haploid
1. Mitosis happen in daughter cells formed
reproductive cells. after meiosis.
2. There are four haploid 3. The main role of
daughter cells formed mitosis is for growth and
after meiosis. repair of body tissues.
3. The main role of 4. After mitosis, the
mitosis is for growth and number of chromosomes
repair of body tissues. of the cells produced is
4. After mitosis, the reduced to half of the
number of chromosomes original number of
of the cells produced is chromosomes of the
reduced to half of the parent cell.
original number of 5. Gametes undergo
chromosomes of the meiotic division.
parent cell. 6. Two cells identical to
5. Gametes undergo the parent cell are
meiotic division. produced after mitosis.
6. Two cells identical to 7. Production of gametes
the parent cell are is the role of meiosis.
produced after mitosis. 8. Pairing of homologous
7. Production of gametes chromosomes occurs in
is the role of meiosis. mitosis.
8. Pairing of homologous 9. During meiosis, 2 cell
chromosomes occurs in divisions occur.
mitosis. 10. Diploid daughter cells
9. During meiosis, 2 cell are produced in meiosis.
divisions occur.
10. Diploid daughter cells
are produced in meiosis.
1.

138
V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
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
strategies worked well?
Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
material/s did I use/discover
which I wish to share with
other teachers?

139
Appendix 1

Source: https://www.artgumbo.org/upoad/2018/04/05/cell-division-and-mitosis-
worksheet-pichaglobal-mitosis-practice-worksheet-I-24ff1663ccd8b963.jpg

140
Appendix 2

Source: http://i.imgur.com/MjOXvRJ.jpg

141
Appendix 3

Comparing Mitosis and Meiosis

Direction: Compare mitosis from meiosis using foldable table and answer the
guide questions below.

BASIS OF COMPARISON
Number of Division

Pairing of Homologous
chromosomes

Number of daughter cells

produced

Number of chromosomes
produced (each daughter
cells)
Type of cells produced

Guide Questions:
1. How mitosis differ from meiosis?
2. In what phase of meiosis pairing up of chromosome happen?
3. Why is pairing up of chromosome necessary?

142
Appendix 4

Rubrics of Scoring for Power point Presentation

Criteria Description Points
Content of Information The power point 20
presentation shows
more than 5 application
related to cell division;
integration of cell
division to Health,
medicine and other
fields are observed.
Information is well-
researched.
Organization of Ideas The presentation of 10
ideas is organized. Lay-
outing of the pictures
and information is well-
planned.
Style of Presentation Creative presentation 10
and animation is
observed in each slide.

143
 SAMPLE ASSESSMENT

Cell Division

A. Directions: Read and analyse each question carefully. Answer the

question by writing the correct letter on the answer sheet.

1. During which of the following stages of the cell cycle will a diploid cell
contain twice the amount of DNA found in a gamete?
a. Prophase b. entire S phase c. entire G1 phase d. entire G2 phase

2. Which of the following describes anaphase stage?

a. Nucleolus is still visible.
b. Nuclear envelope and nucleolus reappear
c. Sister chromatids are aligning at the center.
d. Each pair of centrioles moves to the opposite poles.

3. An organism has 16 chromosomes. It undergoes meiosis. How many

chromosomes are found in each daughter cell?
a. 32 b. 16 c. 8 d. 4

4. If a parent has 6 chromosomes at the start of interphase, how many

chromosomes will each daughter cell eventually have at the end of
mitosis?
a. 1 b. 3 c. 6 d. 12

For Q5, refer to the table below

Difference Mitosis Meiosis
No. of daughter cells 2 _________
Chromosomes number 2N _________

5. What information can be provided in the table?

a. 2 – N or haploid c. 4 – N or haploid
b. 2 – 2N or haploid d. 4 – 2N or diploid

6. Which stage of cell cycle has prophase, metaphase, anaphase, and

telophase as substages and wherein cell divides?
a. Interphase b. cytokinesis c. karyokinesis d. metaphase

7. If a normal cell undergone a successful DNA replication, which of the

following gives the correct product of cell cycle?
a. Two cells which are exact copy of the parent cells are produced.
b. Cells with varying sizes are produced.
c. Cells with altered number of chromosomes are produced.
d. Cells different from parent cells are produced.

8. Meiosis is a division mechanism that produces _______.

a. Two cells b. two nuclei c. eight cells d. four nuclei

144
 9. How does the number of chromosomes in a sex cell compare to the
number in the original cell before meiosis?
a. The same number of chromosomes with the original cell.
b. It doubles the number of chromosomes of the original cell.
c. It has more than the chromosomes number of the original cell.
d. Sex cell has half the number of chromosomes with the original cell.

10. Which statement is TRUE about meiosis?

a. A cell plate is form.
b. It occurs in the body cells.
c. Four haploid daughter cells are produced.
d. Two identical daughter cells are produced.

B. Directions: Write True if the statement is correct and if the statement is

not correct, change the underlined word to make the statement correct.

1. Mitosis happens in the reproductive cells.

2. There are four haploid daughter cells formed after meiosis.
3. Two cells identical to the parent cell are produced after mitosis.
4. During meiosis, two cell divisions occur.
5. Pairing of homologous chromosomes occurs in mitosis.

145
 UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Quarter: 4_____

Content Performance Learning

Content Code
Standard Standard Competency
Heredity: The learners The learners shall Explain the S8LT-
Inheritance demonstrate be able to: significance of IVe17
and understanding of: report on the meiosis in
Variation of 1. how cells importance of maintaining the
Traits divide to produce variation in plant chromosome
new cells and animal number;
2.1 Stages breeding
of mitosis 2. meiosis as one
2.2 Stages of the processes
of meiosis producing genetic
2.3 variations of the
Mendelian Mendelian Pattern
Genetics of Inheritance
Learning  Explain the significance of meiosis in maintaining
Competency/ the chromosome number; (S8LT-IVe17)
Code:

Unpacked (Objectives) Time Frame

Learning 1. Describe gametogenesis. 2meetings
Competency: 2. Describe the role of meiosis in the
formation of gametes.

146
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date 2 meetings Quarter Fourth

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of…

1. How cells divide to produce new cells

2. Meiosis as one of the processes producing
genetic variations of the Mendelian Pattern
of Inheritance

B. Performance The learners should be able to…

Standard report on the importance of variation in plant and
animal breeding

C. Learning LC:
Competencies/ Explain the significance of meiosis in maintaining
Objectives the chromosome number;
(Write the LC code ( S8LT-IVe17)
for each)
Objectives:
1. Describe Gametogenesis
2. Describe the role of meiosis in the formation of
gametes
II. CONTENT Mendelian Genetics/Gametogenesis
III. LEARNING
RESOURCES
A. References
1. Teacher‟s Guide p. 224
pages
2. Learner‟s pp. 327-329
Materials pages
3. Textbook pages

4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Biology Matters by: Lam Peng Kwan and
Resources Eric Y K Lam
Concepts in Biology by: Enger/Ross

147
IV. PROCEDURE A B
A. Elicit Ask the students the Ask the students the
following questions: following questions:
1. What are the 1. What is the
organisms that difference of mitosis
reproduced through from meiosis?
sexual process? (Mitosis is a process
(organisms including that produces body
human beings) cells while meiosis is a
process that produces
2. When sperm cell and sex cells)
an egg cell joined
together, what is being
formed? (new individuals)
B. Engage Think-Pair-Share Think-Write-Share
How are gametes formed How does a
to continue life sperm/egg cell
existence? produced?
C. Explore
Students are provided Students watch a
with a diagram of video of
Gametogenesis. Based Spermatogenesis and
from the diagram, Oogenesis
students answer the Source:
guide questions. (https://www.youtube.co
m/ watch?v=vsiZOHernd0.
Attached is the Activity Based from the video
Sheet students answer the
guide questions:
1. How are genetic
material passed down
from parents to
offspring?
2. How many sperm
cells are produced
after
spermatogenesis?
How about egg cell
after oogenesis?
3. What happens to
the chromosome
number after
gametogenesis?

D. Explain Students present their Presentation of Output

output
Process the results of

148
 Process the results of the the activity
activity
What did you observe in What have you
the diagram? observed from the
Why do you think the video?
chromosome number Why do you think the
reduced to half after the chromosome number
gametogenesis? reduced to half after
the gametogenesis?

E. Elaborate Go back to the responses Go back to the

of students in the Think- responses of students
Pair-Share. in the Think-Write-
Let them correct the Share. Let them
concepts based from the correct the concepts
ideas gained from the based from the ideas
activity gained from the
activity

F. Extend The purpose of meiosis is Meiosis is the process

to shuffle genetic when an egg and
information and cut the sperm cell combine
cellular chromosome during fertilization, the
number in half, from 46 resulting embryo will
chromosomes to 23 inherit the appropriate
chromosomes. When an amount of unique
egg and sperm cell genetic information
combine during from each parent.
fertilization, the resulting
embryo will inherit the
appropriate amount of 1. Is it possible for
unique genetic errors to occur in
information from each meiosis process?
parent 2. what will happen if
there are errors in the
What could possibly process of meiosis?
interrupt gametogenesis
or meiosis?
G. Evaluate True or False
Give a brief description 1. Meiosis begins with
of… a diploid cell that has
two copies of
1. Gametogenesis DNA,one comes from
2. Spermatogenesis the father and one
3. Oogenesis from the mother.
4. Meiosis 2.Meiotic cell division
5. chromosomes is a two-step process
that produce four
haploid daughter cells.

149
 3. Gametogenesis is
the development of
mature haploid
gametes from either
haploid or diploid
precursor cells.
4. Gametogenesis
process in males that
leads to the formation
of spermatozoa or
sperm is called
spermatogenesis.
5. In females, the
production of egg cell
or ova is called
oogenesis.
6. The process of
gametogenesis occurs
in the gonads.
7. Both male and
female undergo
gametogenesis
through meiosis.
8.In maturation of sex
cells, in females polar
bodies typically die
without dividing while
in males, all the
immature gametes
develop into mature
spermatids.
9. The cell copies its
chromosomes, but
then separates the 23
pairs to ensure that
each daughter cell has
complete copy of each
chromosome.
10.The cells in our
bodies contain 23
pairs of chromosomes
- giving us 23
chromosomes in total.
V. REMARKS

VI. REFLECTION

150
VII. OTHERS
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who require
additional activities for remediation.
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 strategies
worked well? Why did it work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
material/s did I use/discover which I
wish to share with other teachers?
H. What innovation or localized
material/s did I use/discover which I
wish to share with other teachers?

151
 Attachment 1

Activity 1. Gametogenesis

Source: Learners Material pg. 328

Guide Questions
1. How are genetic material passed down from parents to offspring
2. How many sperm cells are produced after spermatogenesis? How about
egg cell after oogenesis?
3. What happens to the chromosome number after gametogenesis?

152
 UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Quarter: 4

Content Performance Learning

Content Code
Standard Standard Competency
Heredity: The learners The learners shall Explain the S8LT-
Inheritance demonstrate be able to: significance of IVe17
and understanding of: report on the meiosis in
Variation of 1. how cells importance of maintaining the
Traits divide to produce variation in plant chromosome
new cells and animal number;
2.1 Stages breeding
of mitosis 2. meiosis as one of
2.2 Stages the processes
of meiosis producing genetic
2.3 variations of the
Mendelian Mendelian Pattern
Genetics of Inheritance
Learning  Explain the significance of meiosis in maintaining
Competency/ the chromosome number; (S8LT-IVe17)
Code:

Unpacked Time
(Objectives)
Learning Frame
Competency: 1. Identify the causes of genetic problem in 2 meetings
certain abnormalities.
2. Explain the significance of meiosis in
maintaining the chromosomes

Assessment 1 meeting

153
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

Fourth
Time & Date 2 meetings Quarter

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding
of…
1. How cells divide to produce new cells
2. Meiosis as one of the processes
producing genetic variations of the
Mendelian Pattern of Inheritance

B. Performance Standard The learners should be able to…

report on the importance of variation in
plant and animal breeding
C. Learning LC:
Competencies/Objectives Explain the significance of meiosis in
(Write the LC code maintaining the chromosome number
for each) S8LT-lVe17

Objectives:
1. Identify the causes of genetic
problem in certain abnormalities
2. Explain the significance of meiosis in
maintaining the chromosome
number
II. CONTENT Mendelian Genetics/Meiosis
III. LEARNING RESOURCES
A. References
1. Teacher‟s Guide p. 224
pages
2. Learner‟s Materials pp. 328-329
pages
3. Textbook pages

4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Concepts in Biology by: Enger/Ross
Resources

IV. PROCEDURE A B
A. Elicit Ask the following Ask the following
questions: questions:

154
 1.What is the process of 1. What is the connection
development and of chromosomes to
formation of sex cells or genetic material?
gametes? 2. Who is to be blamed
2. What happens after of the physical
the meiosis process? characteristics of the
child?
B. Engage Present a focus Present a focus
question: question:

What will happen when What will happen when

something goes wrong something goes wrong in
in meiosis? meiosis?
C. Explore Students will make a Students will make a
case study of an research report of an
individual having a individual having a
genetic problem due to genetic problem due to
defect in meiosis defect in meiosis.
process.
D. Explain Output presentation Each group will present
Discuss briefly the their Output.
presentation of each Discuss briefly the
group. presentation of each
group
E. Elaborate Emphasize how Emphasize how
important the process of important the process of
meiosis in maintaining meiosis in maintaining
the chromosome the chromosome
number. Ask them the number. Ask them the
role of meiosis in role of meiosis in
fertilization fertilization
F. Extend Write a reflection on the Write a reflection on the
following questions: this question:

1. What is your What attitude is

responsibility toward expected in you if ever
theseindividuals with there is someone with
genetic disorder? this health condition in
the family?
2. What are the ways to
be considered in order to
avoid or decrease birth
defects?
G. Evaluate
Evaluate each groups Evaluate each groups
presentation through a presentation through a
rubric rubric

5th Session: Assessment 5th Session: Assessment

155
V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation.
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
strategies worked well?
Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did I
use/discover which I wish
to share with other
teachers?

156
 Attachment 1

Rubric for Research Report

Source: https://www.cbd.int/ibd/2008/Resources/teachers/appendix3.shtml

157
 Attachment 2

Source: https://www.slideshare.net/practicalenglish/case-study-evaluation-rubriC

158
 SAMPLE ASSESSMENT

A. Directions: Choose the letter of the correct answer.

1. Meiosis is essential in animal fertilization resulting in the formation of
zygote, furthermore meiosis results in formation of …
a. clones
b. gametes
c. egg
d. sperm
2. Meiosis can be carried out by cells in the…
a. hair
b. skin
c. ovaries
d. all of the given
3. During reproduction of cells, meiosis helps in …
a. keeping the chromosomes align at the center plate
b. keeping the number of chromosomes equal in all autosomes
c. producing sex cells with half of the amount of chromosomes
required
d. producing autosomes with identical copy of chromosomes from
parent cells
4. In human male, meiosis is significant in the formation of …
a. 4 diploid (2n) sperm
b. 4 haploid (n) sperm
c. 23 diploid (2n) sperm
d. 23 haploid (n) sperm
5. Which of the following processes meiosis will be significant?
a. Binary Fission
b. Budding
c. Parthenogenesis
d. Gametogenesis
6. Which of the following statements correctly describe the importance of
meiosis in sexual reproduction?
a. Meiosis allows the formation of cells having identical number of
chromosomes.
b. Meiosis causes the cells to have haploid number of chromosomes.
c. Meiosis allows variation in the number of chromosomes in each
cell.
d. Meiosis causes daughter cells to have similar copy of traits.

159
 7. Which of the following statements is FALSE?
a. During spermatogenesis, primary spermatocytes undergo mitosis.
b. In Oogenesis, the cells that undergo meiosis are called primary
oocytes.
c. The secondary oocytes undergo meiosis II.
d. As a result of meiosis, human sperm is haploid containing 23
chromosomes.

Use the diagram below to answer item # 8 – 10

Source: Resmah Joseph, Gametogenis, retrieved from

https://teachmephysiology.com/reproductive-system/embryology/gametogenesis/

8. What will happen if the primary spermatocyte will not undergo meiosis?
a. Spermatogonium will be directly developed into spermatid.
b. Sperm will contain haploid number of chromosomes.
c. Secondary spermatocyte having haploid chromosomes will not be
developed.
d. Spermatids will contain diploid number of chromosomes.
9. Considering the significance of meiosis in sexual reproduction, at what
part of the diagram meiosis II takes place?
a. Secondary spermatocyte to spermatids
b. Primary spermatocyte to secondary spermatocyte
c. Spermatogonium to primary spermatocyte
d. Spermatids to sperm development

160
10. Which of the following statements correctly explain the significance of
meiosis in gametogenesis as shown in diagram?
a. Meiosis helps in producing sex cells having haploid number of
chromosomes from parent cells.
b. Meiosis helps in producing body cells having diploid number of
chromosomes from parent cells.
c. Meiosis helps in maintaining the chromosome number of parent
cells to their daughter cells.
d. Meiosis helps in maintaining the chromosome number of body cells
to sex cells.

B. Direction: Do the task.

 Describe the process of Oogenesis by creating a diagram. Indicate
where in the process meiosis I and meiosis II occur. (for 5pts)

161
Answer Key
Part A
1. B 6. B
2. C 7. A
3. C 8. C
4. B 9. A
5. D 10. A

Part B - Sample Diagram (drawing):

Points:
 Correct Label
 Correct number of Chromosomes
 Position of meiosis I
 Position of meiosis II
 Correct drawing
(5 points)

2N

Meiosis I

2N 2N

Meiosis II

N N N N

Source: http://apl.jspayne.com/php/HTMLGet.php?FindGo=Gametocytes

162
 UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Quarter: 4_____

Learning
Content Performance
Content Competen Code
Standard Standard
cy
Heredity: The learners The learners shall Predict S8LT-IVf18
Inheritance demonstrate be able to: phenotypic
and understanding of: report on the expressions
Variation of 1. how cells importance of of traits
Traits divide to produce variation in plant following
new cells and animal simple
2.1 Stages breeding patterns of
of mitosis 2. meiosis as one of inheritance
2.2 Stages the processes
of meiosis producing genetic
2.3 variations of the
Mendelian Mendelian Pattern
Genetics of Inheritance
Learning  Predict phenotypic expressions of traits following
Competency/ simple patterns of inheritance. (S8LT-IVf18)
Code:

Unpacked Time
(Objectives)
Learning Frame
Competency: 1. Identify the dominant and recessive trait present 2
in the sample organism
meetings
2. Predict the genotype and phenotype of simple
patterns of inheritance using the law of
dominance
3. Appreciate the importance of the principle of
dominance to agriculture

163
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date 2 meetings Quarter Fourth

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of
meiosis as one of the processes producing
genetic variations of the Mendelian Pattern
of Inheritance.
B. Performance Standard The learners should be able to report on the
importance of variation in plant and animal
breeding.
C. Learning LC:
Competencies/Objectiv The learners predict phenotypic expressions
es of traits following simple patterns of
(Write the LC code inheritance.(S8LT-IVf18)
for each) Objectives:
1. Identify the dominant and recessive
trait present in the sample organism.
2. Predict the genotype and phenotype
of simple patterns of inheritance
using the law of dominance.
3. Appreciate the importance of the
principle of dominance to agriculture.
II. CONTENT HEREDITY: INHERITANCE AND
VARIATION OF TRAITS
-PRINCIPLES OF DOMINANCE-
III. LEARNING
RESOURCES
A. References
1. Teacher‟s Guide 224
pages
2. Learner‟s Materials 329-331
pages
3. Textbook pages Science and Technology for the Modern
World by: Olivares et. Al
Second Year Textbook
Copyright 2003
DIWA SCHOLASTIC PRESS INC. 200
BIOLOGY II
Science & Technology Textbook for Second
Year
Reprint Edition, 2006,2009., 165-170

164
 4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning LCD projector, laptop, powerpoint
Resources presentation, activity sheet, handouts
https://www.sciencelearn.org.nz/resources/2000-
mendel-s-principles-of-inheritance

https://www.google.com/amp/www.interactive-
biology.com/3879/mendels-law-of-
dominance/amp
IV. PROCEDURE A B
A. Elicit A. Present five jumbled A.Flash on the screen/
words. Ask the show the following
students to rearrange words… to the
the letters to form the students.
right word/s. -GENE
-EMSOCMOROHE -HEREDITY
(CHROMOSOME) -GENETICS
-ENGE (GENE)
-SEIMIOS (MEIOSIS) ASK: How are the
-TYDERIHE given words related to
(HEREDITY) each other?
-TISEGECN
(GENETICS)

Ask: How are the given

words related to each
other?
B. Engage Show a picture of a Show a picture of a
family (e.g. Father with family (e.g. Father with
straight hair, mother straight hair, mother
and children with curly and children with curly
hair) hair)
Observe the traits of Observe the traits of
the parents and the the parents and the
children. children.
Ask the students the Ask the students the
following questions: following questions:
-What do you think -What do you think
why most of the trait of why most of the trait of
the children inherit the the children inherit the
fathers‟ trait? fathers‟ trait?
-What traits are -What traits are
common for the common for the
family? family?
-How do you relate
*Present the objectives your observation to the
of the lesson. concepts of the
ASK: principle of

165
 -How can you predict dominance?
the possible traits that
would be inherited by *Present the objectives
the offspring from their of the lesson.
parents? ASK:
-Is there any device or -How can you predict
diagram that can be the possible traits that
used to predict the would be inherited by
traits of the offspring? the offspring from their
*Introduce the Punnett parents?
square.
*Introduce some terms
*Introduce some terms (phenotype, genotype,
(phenotype, genotype, homozygous,
homozygous, dominant, recessive)
dominant, recessive)
Let the students be
Let the students be familiar with the above-
familiar with the above mentioned terms.
mentioned terms.
C. Explore C.Present the main C.Present the main
focus of the activity. focus of the activity.

*Predict the D.Group students into

phenotypes and five.
genotypes of a cross *Let them observe the
between two traits traits studied by
using the PUNNET Mendel.
SQUARE. *Refer to table 2 p. 30,
table 3-p.331, & table
D.Group students into 4, p. 332 (Learners‟
five. Module)
*Let them observe the
traits studied by ASK:
Mendel. *What do you observe
*Refer to table 2 p. 30, about:
table 3-p.331, & table -the results of
4, p. 332 (Learners‟ Mendel‟s crosses
Module) between pure breeding
plants?
ASK: -Mendel‟s crosses
*What do you observe between hybrid plants?
about: -the traits of the pea
-the results of plant?
Mendel‟s crosses
between pure breeding **Using Punnett
plants? square, cross F1 peas.
-Mendel‟s crosses -Heterozygous round
between hybrid plants? pea to heterozygous
-the traits of the pea round pea plant.
plant? (Utilizing plastic bottle

166
 cap to represent round
**Using Punnett trait; tanzan to
square, cross F1 peas. represent wrinkled
-Heterozygous round trait)
pea to heterozygous
round pea plant.
(Utilizing plastic bottle
cap to represent round
trait; tanzan to
represent wrinkled
trait)
D. Explain Presentation and Presentation and
processing of students‟ processing of students‟
output. output.
-What are the -What are the
phenotypes and phenotypes and
genotypes of the genotypes of the
offspring? offspring?
-What percent of the
offspring appeared
round? Wrinkled?
What trait is dominant?
Recessive?
E. Elaborate Practical Application: Practical Application:
-What do you think is What do you think is
the importance of the the importance of the
Principles of Principles of
Dominance to plant Dominance to plant
growers/breeders? growers?

Generalization: Generalization:
Guide the students in ________ trait are the
summarizing the ones‟ visibly present
important concepts of while _____ are not.
the Principles of
Dominance.
F. Extend Investigate about the Investigate about the
traits of your family. traits of your family.
-What traits are -What traits are
common in your common in your
family? family?
-Identify the dominant -Identify the dominant
and recessive trait. and recessive trait.

-What percent of the

offspring appeared
round? Wrinkled?
What trait is dominant?
Recessive?

167
G. Evaluate Predict the phenotype Predict the phenotype
of the offspring using of the offspring using
punnett square. Punnett Square.

A. Homozygous A. Homozygous
long stem (LL) long stem (LL)
pea plant is pea plant is
crossed with a crossed with a
homozygous homozygous
short stem (ll) short stem (ll)
pea plant. pea plant.
** Which trait is ** Which trait is
dominant? dominant? recessive?
recessive?

V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
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
strategies worked well?
Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized material/s did I
use/discover which I wish
to share with other
teachers?

168
 Attachment 1

Source: curly hair retrieved from https://diana-

cdn.naturallycurly.com/Articles/ls_Holiday-photo.jpg

169
 UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Quarter: 4_____

Content Performance Learning

Content Code
Standard Standard Competency
Heredity: The learners The learners shall Predict S8LT-
Inheritance demonstrate be able to: phenotypic IVf18
and understanding of: report on the expressions of
Variation of 1. how cells importance of traits following
Traits divide to produce variation in plant simple patterns
new cells and animal of inheritance
2.1 Stages breeding
of mitosis 2. meiosis as one of
2.2 Stages the processes
of meiosis producing genetic
2.3 variations of the
Mendelian Mendelian Pattern
Genetics of Inheritance
Learning  Predict phenotypic expressions of traits following
Competency/ simple patterns of inheritance. (S8LT-IVf18)
Code:

Unpacked Time
(Objectives)
Learning Frame
Competency: 1. Describe the law of segregation 1 meeting
2. Identify the phenotype and genotype of the
sample organism
3. Interpret the phenotypic expressions ratios.

170
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date 2 meetings Quarter Fourth

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of
meiosis as one of the processes producing
genetic variations of the Mendelian Pattern of
Inheritance.
B. Performance Standard The learners should be able to report on the
importance of variation in plant and animal
breeding.
C. Learning LC:
Competencies/Objecti The learners predict phenotypic expressions
ves of traits following simple patterns of
(Write the LC code inheritance.(S8LT-IVf18)
for each)
Objectives:
1. Describe the Law of Segregation
2. Identify the phenotype and genotype of
the sample organism
3. Interpret phenotypic expressions ratios.
II. CONTENT HEREDITY: INHERITANCE AND
VARIATION OF TRAITS
(LAW OF SEGREGATION)
III. LEARNING
RESOURCES
A. References
1. Teacher‟s Guide 224
pages
2. Learner‟s Materials 332-335
pages
3. Textbook pages Science and Technology for the Modern
World by: Olivares et. Al
Second Year Textbook
Copyright 2003
DIWA SCHOLASTIC PRESS INC. 200
BIOLOGY II
Science & Technology Textbook for Second
Year
Reprint Edition, 2006,2009., 165-170
4. Additional Materials
from Learning

171
 Resource (LR) portal
B. Other Learning LCD projector, laptop, powerpoint
Resources presentation, activity sheet, handouts
https://www.sciencelearn.org.nz/resources/2000-
mendel-s-principles-of-inheritance

IV. PROCEDURE A B
A. Elicit A man with brown What does the
complexion marries a principle of
woman who has white dominance tells
complexion. They have 3 us?
daughters who has brown
complexion. What do you
think is the reason why the
daughters inherit the
complexion of their father?
B. Engage Introduce the learning Introduce the
competency and the learning
objectives of the lesson. competency and
-Show pictures of the Law the objectives of
of Segregation and ask the lesson.
the student to interpret the -Show pictures
picture. of the Law of
Segregation and
ask the student
to interpret the
picture.

Source: LM pg 333
Present a focused
question:
What happens to the
alleles during gamete Source: LM pg
formation? 333
Present a
focused
question:
What happens to
the alleles during
gamete
formation?
C. Explore Students perform an Students perform
activity entitled “Tossing an activity
Coins and Probability” entitled “Tossing
LM 337-338 Coins and
Probability”
Divide the class into small LM 337-338

172
 groups. Divide the class
(15-20 minutes to perform into small groups.
the activity) (20-25 minutes
to perform the
activity)
D. Explain Student presentation of Student
group outputs (provide presentation of
feedbacks) group outputs
Answer Guide Questions (provide
-Discussion on knowing feedbacks)
the genotype. Answer Guide
1. Self-Fertilization Questions
Technique -Discussion on
2. Testcross Techniques knowing the
Diagramming a cross genotype.
using Punnett square. 1. Self-
Fertilization
Technique
2. Testcross
Techniques
Diagramming a
cross using
Punnett square.
E. Elaborate THINK-PAIR-SHARE THINK-PAIR-
When can we apply the SHARE
knowledge we have -What traits
learned from the Law of would you desire
Segregation in our daily in a pet?
living?
Questions: -How can you
-What traits would you get your desired
desire in a pet? trait for a pet?
-How can you get your
desired trait for a pet? -Discuss with
partner. Let them
-Discuss with partner. Let write their
them write their answer on answer on a
a paper and call paper and call
somebody to share it to somebody to
the class share it to the
Ask 2 to 3 students to tell class
what they have learned
from the lesson.
F. Extend Research on the new Ask the students:
techniques utilized by Pepe wonders
animal breeders in how he can
selecting desirable traits produce a
for breeding domesticated homozygous
animals stripe eggplant

173
 from a
homozygous
violet parent
plant. If you are
his friend, what
will be your
advice?
G. Evaluate Determine the gametes of What will be the
a homozygous dominant genotype of the
Violet gumamela plant offspring if the
crossed with a parent plant is a
heterozygous white homozygous
gumamela plant. Present orange flowered
your answer in a Punnett zenia and a
square. heterozygous
yellow?
Show your
answer through
a Punnett square
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
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
strategies worked well?
Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did I
use/discover which I
wish to share with other
teachers?

174
 Attachment 1

Source: Science LM p. 333 Source: Science LM p. 333

Figure 7. Gamete formation of pure-breeding round- and wrinkled
seed-bearing pea plants.

Now recall what we have learned in meiosis. During anaphase I of meiosis I,

the chromosome pairs separate and move to opposite poles. Now remember that a
trait is governed by a pair of alleles. Each allele is found in a chromosome of a
chromosome pair. In other words, the chromosomes serve as vehicles for these
alleles. So when these chromosomes segregate during anaphase I, the alleles they
carry also segregate. This becomes the chromosomal basis of Mendel’s first law
(see Figure 8).

175
 UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Quarter: 4_____

Content Performance Learning

Content Code
Standard Standard Competency
Heredity: The learners The learners shall Predict S8LT-
Inheritance demonstrate be able to: phenotypic IVf18
and understanding of: report on the expressions of
Variation of 1. how cells importance of traits following
Traits divide to produce variation in plant simple patterns
new cells and animal of inheritance
2.1 Stages breeding
of mitosis 2. meiosis as one of
2.2 Stages the processes
of meiosis producing genetic
2.3 variations of the
Mendelian Mendelian Pattern
Genetics of Inheritance
Learning  Predict phenotypic expressions of traits following
Competency/ simple patterns of inheritance. (S8LT-IVf18)
Code:

Unpacked Time
(Objectives)
Learning Frame
Competency: 1. Identify the gametes produced in a dihybrid
genotype
1 meeting
2. Explain the law of independent assortment
using diagramming and the Punnett square.
3. Relate the importance of the law of
independent assortment to
agriculture/horticulture/aquaculture and the
common people.

176
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date 2 meetings Quarter Fourth

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of meiosis
as one of the processes producing genetic variations
of the Mendelian Pattern of inheritance.
B. Performance The learners should be able to report on the
Standard importance of variation in plant and animal breeding.
C. Learning LC:
Competencies/Ob The learners predict phenotypic expressions of traits
jectives following simple patterns of inheritance.(S8LT-IVf-
(Write the LC 18)
code
for each) Objectives:
a. Identify the gametes produced in a dihybrid
genotype
b. Explain Law of Independent Assortment using
diagramming and Punnett square.
c. Relate the importance of the Law of
Independent Assortment to
agriculture/agriculture/horticulture.
II. CONTENT HEREDITY: INHERITANCE AND VARIATION
(LAW OF INDEPENDENT ASSORTMENT)
III. LEARNING
RESOURCES
A. References
1. Teacher‟s Guide 224
pages
2. Learner‟s pp. 343-344
Materials pages
3. Textbook pages Science & Technology for the modern World by:
Olivares et.al
Second Year Textbook
Copyright 2003
DIWA SCHOLASTIC PRESS INC., 2000
BIOLOGY II
Science & Technology Textbook for Second Year
page 177
Reprint Edition, 2006, 2009
4. Additional
Materials from
Learning
Resource (LR)

177
 portal
B. Other Learning LCD projector, laptop, powerpoint presentation,
Resources activity sheets, hand-outs.
IV. PROCEDURE A B
A. Elicit Review the Law of Recall the Law of
Segregation Segregation
Guide Questions: Guide Questions:
1. What happens to 2. What happens
the allele during to the allele
gamete formation? during gamete
formation?
B. Engage Show the diagram to the Introduce to the
students students the Dihybrid
cross.
Have the students
perform a sample
exercises on Dihybrid
cross

Source: Science LM p. 342 Fill up the Punnett

square
Self-fertilization of F1 peas
produced four phenotypes. RY Ry rY ry
The phenotypes with a Ry
ratio 9:3:3:1 are as follows: RY
9 (round, yellow seed) rY
3 (round, green seed) Ry
3 (wrinkled, yellow seed)
1 (wrinkled, green seed)

Can you show, using a

Punnett square, how this
phenotype is obtained?
Introduce Dihybrid Cross
to the students.
C. Explore Make a dihybrid cross for Have the students
flower position and stem Perform Activity 5
length using Punnett Filling up the Punnett
square. square for a dihybrid
Refer to the table below. cross (Learners
Characters Dominant Recessive Material pp. 342-343)
Studied Trait Trait
Seed shape Round Wrinkled
(R) (r)
Seed color Yellow Green
(Y) (y)
Seed coat Colored White
color (C) (c)

Pod shape Inflated Constricted

(I) (i)

178
 Pod color Green Yellow
(G) (g)
Flower Axial Terminal
position (A) (a)
Stem Long Short
length (L) (l)

Guide Questions:
Q1. What are the male
gametes? female
gametes?
Q2. What proportion of the
offspring will have the
following phenotype: AL,
Al, aL, and al?
Q3. How many kinds of
genotypes will the offspring
have?
Q4. What is the probability
that an individual will have
a genotype of AAll? AaLl?
Aall? AALL?
D. Explain Presentation of the results Presentation of the
of the activity results of the activity
Process the results of the Process the results of
activity. the activity.
E. Elaborate Does the allele for flower Does the allele for
position affect the allele for
seed shape affect the
stem length? allele for seed color?
What happens to the What happens to the
different alleles during different alleles during
gamete formation? gamete formation?
F. Extend Make a report analysis on Make a report analysis
the different techniques on the different
employed by horticulturist techniques employed
in the prediction of by animal breeders in
possible outcomes of the the prediction of
offspring of their farm. possible outcomes of
the offspring of their
farm.
G. Evaluate Group analysis: Make a dihybrid cross
Pilar‟s garden is full of for pod shape and pod
zenia‟s plant with four color using Punnett
different colors of flower. square.
She wonders why her Refer to the table
garden has several colored below.
flower. She just planted an Characters
Studied
Dominant Recessive
Trait Trait
orange and pink zenia Seed Round Wrinkled
when she started the shape (R) (r)
flower garden. Knowing Seed Yellow Green
the Law of Independent color (Y) (y)
Seed Colored White

179
 assortment, how would coat (C) (c)
you explain to Pilar that it color
Pod Inflated Constricted
is because of genetic (i)
shape (I)
factor? Pod Green Yellow
color (G) (g)
Flower Axial Terminal
position (A) (a)
Stem Long Short
length (L) (l)

V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who require additional
activities for remediation.
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 strategies
worked well? Why did it work?

F. What difficulties did I encounter which

my principal or supervisor can help
me solve?

G. What innovation or localized

material/s did I use/discover which I
wish to share with other teachers?

180
 SAMPLE ASSESSMENT

PART I - Evaluate the given questions intelligently. Select the best answer.

1. The chart use to determine possible contribution of genes among

offspring given the genotypes of the parents.
A. Gene chart C. Phenotypic Chart
B. Punnett Square D. Heredity Chart

2. The factors that controls the appearance of traits.

A. Genes B. Alleles C. Chromosomes D. Heredity

3. When the trait mashed with other trait, it is said to be____________.

A. Recessive B. dominant C. homozygous D. heterozygous

4. Making a cross between heterozygous round tomatoes. It will produce

a _____________.
A. ¼ homozygous round; ½ heterozygous round and ¼
homozygous wrinkled.
B. ½ homozygous round; ¼ heterozygous round and ¼ homozygous
wrinkled.
C. ¼ homozygous round; ¼ heterozygous round and ½ homozygous
wrinkled.
D. ¼ homozygous round; ¼ heterozygous wrinkled.

5. The cross in item number 1 will have _______________ of its

phenotypes.
A. ¾ round and ¼ wrinkled
B. ¼ round and ¾ wrinkled
C. ½ round and ½ wrinkled
D. ALL round

6. Which of the following refers to the transfer of traits from the parent to
the offspring?
A. genetics B. heredity C. variation D. evolution

7. The offspring of crosses between pure parents showing contrasting

traits is ______.
A. F1 generation C. Hybrid
B. Dominant D. Homozygous

181
For Questions no. 8-15 refer to the given diagram.

8. What are the genotypes of the given organism?

A. Ry, ry C. RY, rY
B. RY, Ry, Ry, ry D. ry, Ry, rY

9-13 . What are the possible offspring when you cross homozygous round
violet eggplant (RV) and homozygous oblongated (rv) eggplant ? Show your
solution, using Punnett square.
Answer.
RV RV
rv RrVv RrVv
rv RrVv RrVv

14-15 . What is the phenotype of the offspring? Answer: 100% Round and Violet

16-20. As a practicing horticulturist, Pedro breed a local plant SURRANGGA

in the hope of producing variety of flowers. He planted white and violet
SURRANGGA. Explain why he observed four different colors in the second
generation.

-Varied answers of students :

Principles of Dominance; Law of Segregation and Law of independent
Assortment.

Rubrics

5 If ideas about Medelian heredity is properly explained

4 Only two of the Medelian laws are explained
3 Only one of the Medelian Law is explained
2 Principles/Laws were cited but not properly explained
1 Ideas are not properly explained

182
 UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Quarter: Fourth

Content Performance Learning

Content Code
Standard Standard Competency
Biodiversity The learners The learners Explain the S8LT-
3.1 Species demonstrate shall be able to concept of a IVg-19
diversity understanding of: report (e.g., species;
3.2 through a
Hierarchical 1. the concept of travelogue) on
taxonomic a species the activities
system of 2. the species as that
classification being further communities
3.3 classified into a engage in to
Protection hierarchical protect and
and taxonomic conserve
conservation system endangered and
of economically
endangered important
and species
economically
important
specie `

Learning Explain the concept of a species (S8LT- IVg-19)

Competency/
Code:

Unpacked (Objectives) Time Frame

Learning 1. Define species.
Competency: 2. Differentiate endangered, critically endangered,
3 meetings
extinct and endemic species.
3. Determine endangered and economically
important species
4. Describe their characteristics, traits, and
economic importance.
5. Give names of species known in the
community.

183
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date Quarter Fourth

3 meetings
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of…
the concept of a species

B. Performance The learners should be able to…

Standard report (e.g., through a travelogue) on the activities that
communities engage in to protect and conserve
endangered and economically important species

C. Learning LC: The learners should be able to:

Competencies/Obje
ctives  explain the concept of a species;
(Write the LC code (S8LT-Ivg-19)
for each)
Objectives:
1. Define species;
2. Differentiate endangered, critically
endangered, extinct and endemic species;
3. Determine endangered and economically
important species;
4. Describe their characteristics, traits, and
economic importance;
5. Give names of species known in the
community
II. CONTENT Living Things and Their Environment
1. Biodiversity
1.1 Species diversity (1)
III. LEARNING
RESOURCES
A. References
1. Teacher‟s Guide Asuncion et al., Science – Grade 7 Teacher‟s
pages Guide (DepEd Phil-2013). Pages 85-89
Campo, et al., Science – Grade 8 Teacher‟s
Guide (DepEd Phil-2013). Pages 169-170
2. Learner‟s Campo, et al., Science – Grade 8 Learner‟s
Materials pages Module (DepEd Phil-2013). Pages 223-224
3. Textbook pages 223 – 224

4. Additional

184
 Materials from
Learning
Resource (LR)
portal
B. Other Learning McKnight, Katherine S. - The Teacher‟s BIG
Resources BOOK of Graphic Organizers (Jossey-Bass,
US-2010). Pages 29, 31, 39 and 45

Basic Education Assistance for Mindanao

Learning Guide,(DepEd Phil-2009) p.17
IV. PROCEDURE A B
A. Elicit  Do the MOL.  Do the MOL.
 Present the objective/s  Present the
of the lesson for the objective/s of the
day. lesson for the day.
 Recall on Grade 7  Recall on Grade 7
lesson regarding lesson regarding
Living Things other Living Things other
than Plants and than Plants and
Animals. Animals.

 The teacher may ask  The teacher may

the following: ask the following:
1. Are mushroom 1. Are mushroom
andar-arusep(lató) andar-
also plants? arusep(lató) also
2. Are bird‟s animals? plants?
3. Why do you say so? 2. Are bird‟s
animals?
3. Why do you say
so?

Photo by A. Encarnacion
2012
Common/Local Name:
Tubó(Bulusan, Sorsogon)
English Name:
Mushroom

Photo by A.
Encarnacion 2012
Common/Local Name:
Tubó(Bulusan,

185
 Common/Local Name: Sorsogon)
Lató(Bulusan, Sorsogon) English Name:
English Name: Caulerpa Mushroom

 Let them share their

learned knowledge on
the given questions
above to recap on their
Grade 7 Science
lessons through
Think.Pair.Share Common/Local Name:
technique with their Lató(Bulusan,
Sorsogon)
seatmates, by using a English Name: Caulerpa
Circle Model Organizer
(see attachment).  Let them share
Mushroom and ar- their learned
arusep are kinds of knowledge on the
living organisms that given questions
possessed some of above to recap on
the diversified their Grade 7
characteristics of Science lessons
plants that made them through
also plant. Think.Pair.Share
technique with their
seatmates, by
using a Circle
Model Organizer
(see attachment).
Mushroom and ar-
arusep are kinds of
living organisms
that possessed
some of the
diversified
characteristics of
plants that made
them also plant.

B. Engage Using contextualized Using

photos of organisms contextualized
found in their locality photos of
(see attachment), the organisms found in
teacher will show their locality (see
several images either attachment), the
through a PPT
teacher will show
presentation or printed
copy of photographed several images

186
 local organisms to the either through a
class for them to PPT presentation
develop ideas on what or printed copy of
is a/an photographed local
species/organism, organisms to the
with the help of the class for them to
star organizer below,
develop ideas on
posted on the board.
what is a/an
species/organism,
with the help of the
star organizer
below, posted on
SPECIES the board.

SPECIES
The teacher may ask
the following key
questions:
The teacher may ask
What is a species?
the following key
Why do species questions:
become
What is a species?
endangered?
Why do species
Are species
become
economically
endangered?
important? Why?
Note:The students’ responses Are species
may be listed in a sheet of economically
paper to check if their shared important? Why?
ideas are correct at the
Explain phase of the lesson. Note:The students’
responses may be listed in
a sheet of paper to check
if their shared ideas are
correct at the Explain
phase of the lesson.

C. Explore Activity 1 (Session 1) Activity 1 (Session 1)

The class will form  The class will be
triad, each team will divided into five
move out the groups with eight
classroom to observe members.
the assigned area to
them.  Through the cut
out illustration, they

187
 If there is no will assemble the
available area suited image (see
for the activity, the attachment of
teacher may take a suggested photos)
local video of a site
 The teacher may
where several
also take photos of
species are
the available
observable.
species in the
The teacher will school vicinity or in
monitor the class while the community.
doing their outdoor
activity.  Based from the
assembled image,
With their record note, each group will
they will list down the describe what they
name of at least five have formed.
living organisms and
describe their
observable
characteristics. Note: The teacher will
conduct first an MOL
before proceeding to
Note:The teacher will the next activity
conduct first an MOL (Activity 2)
before proceeding to the
next activity (Activity 2)
Activity 2 (Session 1)
Activity 2 (Session 1)
 The student will
 The student will make make any of the
any of the following to following to
illustrate an organism: illustrate an
poster, poem, song, organism: poster,
and or slogan poem, song, and or
individually in a short slogan by pair in a
bond paper based short bond paper
from the observed based from the
characteristics of observed
organisms in Activity 1. characteristics of
organisms in
Note: The teacher will Activity 1.
conduct first an MOL before
proceeding to the next Note:The teacher will
activity (Activity 3) conduct first an MOL
before proceeding to the
next activity (Activity 3)

188
 Activity 3 (Session 2-3) Activity 3 (Session 2-3)
 With a partner, the  The teacher will
students will make a provide handouts
research of to students
endangered and regarding
economically important endangered and
species in the economically
Philippines. important species
in the Philippines.
 The teacher will
provide the following  Students will be
Guide Questions: ask to read the
given instructional
1. What is an
materials.
endangered
species?  The teacher will
provide the
2. Where can you find
following Guide
the listed
Questions for them
endangered
to answer by pair:
species? Are there
any species present 1. What is an
in your locality? endangered
species?
3. Why are they
endangered? 2. Where can you
find the listed
4. Give name/s of
endangered
species known in
species? Are
your locality.
there any
species present
in your locality?
3. Why are they
endangered?
4. What are their
economic
importance?
5. Give name/s of
species known
in your locality.

D. Explain Activity 1-4 (Session 1- Activity 1-4 (Session

3) 1-3)
 Each team
representative  Each team
representative

189
 presents the activity presents the
output to the class. activity output to
the class.
 The teacher processes
the activity output.  The teacher
processes the
activity output.
E. Elaborate The teacher emphasizes The teacher
that aside from the emphasizes that aside
endangered and from the endangered
economically important and economically
species in the important species in
Philippines, there are the Philippines, there
also lots of endangered are also lots of
and economically endangered and
important species in the economically
world and cites examples important species in
of those species. the world and cites
examples of those
species.

F. Extend The students make a The students make a

concept map of concept map of
endangered and endangered and
economically important economically
species and their important species and
characteristics found in their characteristics
their locality. found in their locality.
G. Evaluate (Session 5) (Session 5)
 Conduct an
assessment in class  Conduct an
using the following assessment to
questions: class using the
1. How will you following questions:
describe a
species? 1. How will you
describe a
2. Describe a species?
situation that
shows group of 2. Describe a
species that are situation that
being: shows group of
a. Endangered species that are
b. Critically being:
endangered a. Endangered
c. Extinct b. Critically
d. Endemic endangered
c. Extinct

190
 d. Endemic

V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation.
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
strategies worked
well? Why did it
work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?

191
 UNPACKED LEARNING COMPETENCY
SCIENCE 8
Quarter: 4____

Content Performance Learning

Content Code
Standard Standard Competency
Biodiversity The learners The learners Explain the S8LT-
3.1 Species demonstrate shall be able to concept of a IVg-19
diversity understanding of: report (e.g., species;
3.2 through a
Hierarchical 1. the concept of travelogue) on
taxonomic a species the activities
system of 2. the species as that
classification being further communities
3.3 classified into a engage in to
Protection hierarchical protect and
and taxonomic conserve
conservation system endangered and
of economically
endangered important
and species
economically
important
specie `
Learning Explain the concept of a species (S8LT- IVg-19)
Competency/
Code:

Unpacked (Objectives) Time Frame

Learning
Competency: 1. Cite ways on how to protect and conserve
endangered and economically important
1 meeting
species.
2. Realize the significance or importance both the
endangered and economically important
species.
Assessment 1 meeting

192
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date Quarter Fourth

1 meeting
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of…
the concept of a species

B. Performance The learners should be able to…

Standard report (e.g., through a travelogue) on the activities
that communities engage in to protect and conserve
endangered and economically important species
C. Learning LC: The learners should be able to:
Competencies/Objecti  Explain the concept of a species;
ves (S8LT-Ivg-19)
(Write the LC code
for each) Objectives:
1. Cite ways on how to protect and conserve
endangered and economically important
species
2. Realized the significance or importance of
both the endangered and economically
important species
3. Conduct Assessment

II. CONTENT Living Things and Their Environment

2. Biodiversity
1.1 Species diversity (2)
III. LEARNING
RESOURCES
A. References
1. Teacher‟s Guide Asuncion et al., Science – Grade 7 Teacher‟s
pages Guide (DepEd Phil-2013). Pages 85-89

Campo, et al., Science – Grade 8 Teacher‟s

Guide (DepEd Phil-2013). Pages 169-170
2. Learner‟s Campo, et al., Science – Grade 8 Learner‟s
Materials pages Module (DepEd Phil-2013). Pages 223-224
3. Textbook pages

4. Additional
Materials from
Learning
Resource (LR)
portal

193
 B. Other Learning
Resources McKnight, Katherine S. - The Teacher‟s BIG
BOOK of Graphic Organizers (Jossey-Bass,
US-2010). Pages 29, 31, 39 and 45

Basic Education Assistance for Mindanao

Learning Guide,(DepEd Phil-2009) p.17

IV. PROCEDURE A B
A. Elicit  Do the MOL.  Do the MOL.
 Present the  Present the
objective/s of the objective/s of the
lesson for the day. lesson for the day.
 Recall on the  Recall on the
students‟ research students‟ research
output on output on
endangered and endangered and
economically economically
important species. important species.
The teacher may ask The teacher may ask
the learner to identify the learner to identify
the listed endangered the listed endangered
and economically and economically
important species in important species in
the Philippines. the Philippines.

B. Engage  Divide the class  Divide the class

into five groups. into five groups.
Each group Each group
solves a picture solves a picture
puzzle. puzzle.

Note: Picture puzzle Note: Picture puzzle

will be about the will be about the
environmental environmental
problems encountered problems encountered
by the community that by the community that
affect the species. affect the species.
 The teacher lets  The teacher lets
each group post each group post
the assembled the assembled
output on the output on the
board and board and
describe the describe the
puzzle. puzzle.

C. Explore Activity 4 Activity 4

 In a small group  The students fill out
discussion, the a Hand Model

194
 students fill out an graphic organizer
Idea Web graphic (see attachment for
organizer (see the template) to cite
attachment 1.2 for ways on how to
the template) to cite protect and
ways on how to conserve
protect and endangered and
conserve economically
endangered and important species.
economically  The teacher
important species. provides meta cards
with written
precautionary
measures, and the
students pick out
the proper way/s to
protect and
conserve
endangered and
economically
important species
from the meta cards
posted on the
board.
D. Explain  Each team  Each team
representative representative
presents the activity presents the activity
output to the class. output to the class.
 The teacher
processes the  The teacher
activity output. processes the activity
output.

E. Elaborate  The teacher lets the  The teacher lets the

students realize the students realize the
significance/importa significance of both
nce of both the the endangered and
endangered and economically
economically important species.
important species.  Using the Linear
Using the Linear Model Model graphic
graphic organizer (see organizer (see
attachment 1.3), the attachment 1.3), the
class identifies the class identifies the
significance/importance significance/
of both the endangered importance of both
and economically the endangered and
important species. economically
important species.

195
F. Extend The students develop The teacher provides a
interview questions and copy of survey
survey questionnaire to questionnaire to
conduct an interview conduct a survey with
and survey with the the Barangay Officials
MENRO and Barangay in the coastal or upland
Officials in the coastal areas about the
or upland areas about precautionary
the precautionary measures they
measures they implement to protect
implement to protect and conserve the
and conserve the endangered and
endangered and economically important
economically important species present in their
species present in their locality.
locality.
G. Evaluate  Conduct an  Conduct an
assessment to class assessment to class
using the following using the following
questions: questions:
Explain at least Explain at least
five economic five economic
importance of importance of
species. species.
Give ten ways on Give five ways
how to protect on how to
and conserve protect and
endangered and conserve
economically endangered and
important economically
species. important
species.

196
V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation.
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 strategies
worked well? Why
did it work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to
share with other
teachers?

197
Attachment 1.1
Activity 1
(Average Learners)
Assemble the following photos/images
(Can be pasted on a card board/ illustration board)

Common/Local Name: Sulog(Bulusan, Sorsogon)

English Name: Rooster

198
 Photo: Cyren Alvin T. Evasco

Common/Local Name: Ulod(Bulusan, Sorsogon) or Uod(Tagalog)

English Name: Caterpillar

199
Common/Local Name: Gaway(Bulusan, Sorsogon)or Gabi (Tagalog)
English Name: Taro

200
Common/Local Name: Kakaw(Bulusan, Sorsogon)
English Name: Cacao

201
Common/Local Name: Kutitob(Bulusan, Sorsogon)
English Name: Ant

202
Common/Local Name: Kapayas(Bulusan, Sorsogon)
English Name: Papaw or Papaya

203
Common/Local Name: Gumamela(Bulusan, Sorsogon)
English Name: Hibiscus

204
Attachment 1.2
Activity 4
Idea Web(Advance Learners) and Hand Model(Average Learners)Template
(Template can be printed bigger for group/class use)

For Advanced Learner

205
For Average Learners

206
Attachment 1.3
Activity 5
Linear Model Template
(Template can be printed bigger for group/class use)

207
Attachment 1.4
Engage:
Visual Material (Contextualized photos/images)

Common/Local Name: Pato(Bulusan, Sorsogon)

English Name: Duck

208
Common/Local Name: Pinya(Bulusan, Sorsogon)
English Name: Pineapple

209
Common/Local Name: Mangga(Bulusan, Sorsogon)
English Name: Indian Mango

210
Common/Local Name:Kulibangbang(Bulusan, Sorsogon)
English Name: Butterfly

211
Attachment 1.5
Elicit
(photo of mushroom and ar-arusep)

Photo by A. Encarnacion 2012

Common/Local Name: Tubó(Bulusan, Sorsogon)

English Name: Mushroom

212
Common/Local Name: Lató(Bulusan, Sorsogon)
English Name:Caulerpa

213
Attachment 1.6

Elicit
(Template can be printed bigger for class use)

214
 UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Quarter: 4

Content Performance Learning

Content Code
Standard Standard Competency
Biodiversity The learners The learners Classify S8LT-
3.2 demonstrate shall be able to organisms IVh-20
Hierarchical understanding of: report (e.g., using the
taxonomic through a hierarchical
system of 2. the species as travelogue) on taxonomic
classification being further the activities system;
classified into a that
hierarchical communities
taxonomic engage in to
system protect and
conserve
endangered and
economically
important
species
Learning Classify organism using hierarchical taxonomic
Competency/ system (S8LT-IVh-20)
Code:

Unpacked Time
(Objectives)
Learning Frame
Competency: 1. Classify organisms based on their 1 meeting
structural similarities and differences
(focusing on the bigger groups, domain,
and kingdom).
2. Identify the basis in classifying organisms;
and
3. Describe the distinguishing characteristics
of organisms under the six-kingdom
scheme of classification.

215
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date Quarter Fourth

1 meeting
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of
the species as being further classified into a
hierarchical taxonomic system.
B. Performance The learners should be able to…
Standard
The learners shall report (e.g., through a
travelogue) on the activities that communities
engage into protect and conserve endangered
and economically important species.

C. Learning LC:
Competencies/Objecti Classify organisms using the hierarchical
ves taxonomic system (S8LT-IVh-20)
(Write the LC code
for each) Objectives:

1.Classify organisms based on their

similarities and differences (focusing on the
bigger groups, domain and kingdom);
2. Identify the basis in classifying organisms;
and
3. Describe the distinguishing characteristics
of organisms under the six-kingdom
scheme of classification.
II. CONTENT Hierarchical Taxonomic System of Classification
(Classifying Organisms into their Big Groups)
III. LEARNING
RESOURCES
A. References
1. Teacher‟s Guide pages
2. Learner‟s Materials 226-228
pages
3. Textbook pages Capco & Yang. Biology Textbook pp. 311-313

4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources

216
IV. PROCEDURE B B
A. Elicit The teacher shows The teacher presents
pictures of cells, tissues, the following set of
organs, and organ labelled pictures to
systems to be identified the students:
by the students. The Then the teacher
teacher may ask the
following questions: Organ systems,
1. How are the pictures cells, organs,
related to one tissues, organism
another?
2. How would you
arrange those asks the students to
components in an arrange the labelled
organism, in picture from the
increasing simplest to the most
size/order? complex structureof
3. Do we have that kind the biological
of biological organization of
organization? How organisms.
about the dogs?
bacteria? coconut Which organisms
tree? possessed such kind
of organization?
The teacher makes the Name examples of
students recall the multicellular
concept of biological organisms.
levels of organization as
discussed from Grade 7
Science.
B. Engage The teacher shows a The teacher shows a
picture of different picture of different
organisms where the organisms where the
students will identify students will identify
their names (local or their names (local or
common name) and may common name) and
ask the following may ask the following
questions. questions.
Note:The teacher may
provide pictures of Note:The teacher
organisms found in their may provide pictures
locality. of organisms found in
1. Can you name some their locality.
organisms in the
picture that you 1. Can you name
know? some organisms in
2. Which among those the picture that you
organisms can be know?
found in your 2. Which among
community? those organisms

217
 can be found in
The teacher then points your community?
out that organisms are
grouped into six major The teacher then
classifications. The points out that
teacher will ask the organisms are
students if they are grouped into six
familiar to such major classifications
classification. namely:
1. Archaebacteria
2. Eubacteria
3. Plants
4. Animals
5. Protist
6. Fungi
C. Explore Activity: Where Do I Activity: Where Do I
Belong? Belong?
(please see attachment (please see
1 for the worksheet) attachment 1 for the
worksheet)
The teacher groups the
students into five. Each The teacher groups
group is given each set the students into ten.
of tables for the major Each group is given
characteristics of the six- each set of tables for
kingdom classification the major
scheme (see Attachment characteristics of the
2.1 and 2.2) and at least six-kingdom
10 pictures of different classification scheme
organisms. (see Attachment 1.1
and 1.2) and
Note: This given set of onepicture of an
pictures of organisms organism.
(each set of pictures
must have a Note:The pictures of
representative organism organisms to be
of all six groups) may given to each group
locally found in the must be a
community and must be representative
prepared before the organism of all six
implementation of the groups/kingdoms and
lesson. those that maybe
found in the
Each group of students community and must
classify/group these be prepared before
organisms accordingly to the implementation of
their respective kingdom the lesson.
by comparing their
characteristics based on Each group of
the given table. The students

218
 teacher may explain/give classify/group these
clarifications as to the organisms
terms on the table e.g. accordingly to their
the meaning of motility respective kingdom
etc. Students are by comparing their
required to enumerate characteristics based
the steps in classifying on the given table.
those pictures and The teacher may
identify the basis in explain/give
classifying them. clarifications as to the
terms on the table
e.g. the meaning of
motility etc. Students
are required to
enumerate the steps
in classifying those
pictures and identify
the basis in
classifying them.
D. Explain Each group presents Each group presents
their output on their output on
classifying pictures of classifying pictures of
organisms and their organisms and their
answers for guide answers for guide
questions as follows: questions as follows:

1. What were the 1. What were the

information found information found
on the table that on the table that
helped you helped you
correctly classify correctly classify
each organism? each organism?
2. What were the 2. What were the
major bases did major bases did
you use in you use in
classifying those classifying those
pictures of pictures of
organisms? organisms?
3. Did you find it 3. Did you find it easy
easy classifying classifying the
the pictures of pictures of
organisms? organisms?
Explain your Explain your
answer. answer.
4. In what ways are 4. In what ways are
the organisms the organisms
similar? different? similar? different?

219
 The students check their The students check
outputs with the help of their outputs with the
the teacher. The teacher help of the teacher.
challenges students to The teacher
defend their answers challenges students
and come up with to defend their
clarification of concepts. answers and come
up with clarification of
concepts.

E. Elaborate The teacher points out The teacher shows

that organisms flashcards containing
belonging to each group different concepts
has various related to specific
characteristics, thus kingdom scheme of
regrouping them is also classification (this
done by the scientist to may include sample
further described them. organisms,
subgroups within
The teacher also each kingdom and/or
discusses the specific
relationship between the characteristics of
development of each kingdom). Then
classifying organisms the students are
vis-à-vis the basis on asked to identify to
how they are classified, which group/kingdom
and the general each concept/idea
characteristics used in belongs. The teacher
classifying organisms may give additional
into the six kingdoms. information about
each concept.
F. Extend Using a triad, the Using a triad, the
students look for students look for
endemic organisms in endemic organisms in
their locality and identify their locality and
to which big group identify to which big
(kingdom) of organism it group (kingdom) of
belongs write the organism it belongs
observable write the observable
characteristics of the characteristics of the
organism. organism.

G. Evaluate The students are asked In a one-minute

to complete the table essay the students
below (the teacher may answer the question:
replace the name of How are organisms
organism listed or add classified?
up columns for
additional organisms).

220
 Narra
Kingdom
Basis of
classifying the
organism to the
kingdom
Distinguishing
characteristic of
the organism
V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation.
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
strategies worked well?
Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did I
use/discover which I wish
to share with other
teachers?

221
 Attachment 1

Activity 1: Where Do I Belong?

Objectives:
1. Classify organisms based on their similarities, differences and
distinguishing characteristics.
2. Identify the major basis in classifying organisms.

Materials:
Pictures of different organisms
Manila paper
Glue/paste

Procedure:

1. Observe the pictures given to your group.

2. Using the table of the major characteristics of the six group of
organisms identify to which group/kingdom does each organism
belongs.
3. Look for other organisms that possess similar characteristics.
4. Paste pictures with the similar characteristics in a sheet of manila
paper.
5. Write the basis in classifying those pictures below the name of each
group.
6. Post your output on the blackboard and be ready for the presentation.

Guide Questions:

1. In what way did the table help you in grouping/classifying organisms in

their respective kingdom?
2. What were the information found on the table that helped you correctly
classify each organism?
3. What were the major bases did you use in classifying the pictures of
organisms?
4. Did you find it easy classifying the pictures of organisms? Explain your
answer.
5. In what ways are the organisms similar? Different?
6. Among the different groups of organisms, which is the most abundant?
Most useful to us? Explain your answer.
7. Which organisms are important in the cycle of materials? Explain your
answer.

222
 Attachment 2.1

Source: https://studylib.net/doc/6827513/six-kingdoms-characteristics-chart

223
 Attachment 2.2

Source: http://3ubio.weebly.com/taxonomy.html

224
 Attachment 3

Source: https://www.biologycorner.com/worksheets/protista_concept_key.html

225
 UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Quarter: Fourth

Content Performance Learning

Content Code
Standard Standard Competency
Biodiversity The learners The learners Classify S8LT-
3.2 demonstrate shall be able to organisms IVh-20
Hierarchical understanding of: report (e.g., using the
taxonomic through a hierarchical
system of 2. the species as travelogue) on taxonomic
classification being further the activities system;
classified into a that
hierarchical communities
taxonomic engage in to
system protect and
conserve
endangered and
economically
important
species
Learning Classify organism using hierarchical taxonomic
Competency/ system (S8LT-IVh-20)
Code:

Unpacked Time
(Objectives)
Learning Frame
Competency: 1. Explain the binomial system of 1 meeting
classifications.
2. Explain the different levels of classification
(taxa).

226
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

1 meeting
Time & Date Quarter Fourth

I. OBJECTIVES
A. Content Standard The learners demonstrate an
understanding of the species as being
further classified into a hierarchical
taxonomic system.
B. Performance Standard The learners shall report (e.g., through a
travelogue) on the activities that
communities engage into protect and
conserve endangered and economically
important species.
C. Learning
Competencies/Objectives LC:
(Write the LC code Classify organisms using the hierarchical
for each) taxonomic system (S8LT-IVh-20).

Objectives:

1. Explain the binomial system of

classification;
2. Explain the different levels of
classification (taxa).
3. Classify the organisms using the
hierarchical taxonomic system

II. CONTENT The Binomial System of Classification

III. LEARNING
RESOURCES
A. References
1. Teacher‟s Guide
pages
2. Learner‟s Materials 226-265
pages
3. Textbook pages Salvacion L. Dorado and Gilbert C. Yang.
The Living World., pp. 216-218; 221-268
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources

227
IV. PROCEDURE A B
A. Elicit The teacher will ask the The teacher will ask the
students to recall how students to recall how
organisms are classified organisms are classified
into the six-kingdom into the six-kingdom
classification scheme. classification scheme.
B. Engage The teacher shows The teacher shows some
some pictures of plants pictures of plants and
and animals (through animals (through
PowerPoint presentation PowerPoint presentation
or print out) to the class or print out) to the class
and pose the following and pose the following
questions: questions:
1. Are you familiar with
1. Are you familiar
these organisms?
with these organisms?
How do you call them
How do you call them in
in your place? How
your place? How are they
are they called in
called in other places?
other places?
2. What is the
2. What is the
importance of giving
importance of giving
names to different
names to different
organisms?
organisms?
3. Given that one
3. Given that one
organism is called
organism is called
differently depending on
differently depending
the language/dialect of a
on the
specific place, how will
language/dialect of a
confusion in naming them
specific place, how
be avoided?
will confusion in
naming them be
The teacher processes
avoided?
student‟s responses,
The teacher processes check for misconceptions
student‟s responses, and will point out that
check for scientist used a system of
misconceptions and will naming called “binomial
point out that scientist nomenclature” developed
used a system of by Carolus Linnaeus to
naming called “binomial give generic names to all
nomenclature” organisms, and that this
developed by Carolus system involves the use of
Linnaeus to give generic different taxon (levels of
names to all organisms, classification) which also
and that this system helps in identifying
involves the use of organisms that are closely
different taxon (levels of related.
classification) which also
helps in identifying
organisms that are

228
 closely related.
C. Explore Activity: Be a Young The teacher prepares (or
Taxonomist! the teacher could give it as
an assignment to the
The teacher prepares
(or the teacher could students) various pictures
give it as an assignment of organisms (may include
to the students) various organisms belonging to all
pictures of organisms six kingdoms)found in the
(may include organisms Philippines. Each having
belonging to all six their specific scientific
kingdoms) found in the names, taxonomic level of
Philippines. Each having classifications, and major
their specific scientific characteristics/features
names, taxonomic level printed at the back of the
of classifications, and picture or below it (please
major characteristics/ refer to attachment 1 as a
features printed at the sample).
back of the picture or
below it (please refer to
attachment 1 as a The teacher divides the
sample). class into five groups,
each group will be asked
The teacher groups the to answer Activity 1:
students into five. Each What’s in a Name, Q1 –
group will be given five Q8 found on pages 225-
pictures of organisms. 227 of Science 8 Learner‟s
Using the information Material.
available for each
organism they will make
a table and plot the
different taxa levels of
each organism on a
table like the Table 1,
entitled Sample
Classification of
Organisms found on
page 227 of Science 8
Learning Material. After
doing so, the students
must also answer the
following guide
questions:
1. How many word/s
composed the name
of each organism?
2. What is the proper
way of writing ORYZA
SATIVA as the
scientific name of rice
plant?

229
 3. What language was
used in the given
name?
4. How many categories
composed the
hierarchical
taxonomic system?
Which of these levels
are the most specific?
Most general?
5. In which level/
category do
organisms with
greatest similarity
belong? Explain your
answer.
6. Which among the
organisms from your
group, are closely
related? Least
related? Explain your
answer?
7. Would two organisms
belonging to the
same genus, but
different species
reproduce a healthy
offspring? Explain
your answer.
D. Explain Each group is asked to Each group is asked to
present their work in present their work in front
front of the class and of the class and explains
explains their answers their answers on the guide
on the guide questions. questions. After
After processing the processing the answers of
answers of each group, each group, the teacher
the teacher explains explains further on
further on binomial binomial nomenclature
nomenclature and and hierarchical taxonomic
hierarchical taxonomic levels (taxon) and their
levels (taxon) and their descriptions. The teacher
descriptions. The also posts the importance
teacher also posts the of Taxonomy as a field of
importance of Taxonomy Science and the students
as a field of Science and are asked to explain each
the students are asked importance in their point of
to explain each view.
importance in their point
of view.

230
E. Elaborate To elaborate on the To elaborate on the topic,
topic, the teacher asks the teacher asks the
the following questions: following questions:

1. Have you ever 3. Have you ever

wondered how a wondered how a letter
letter reaches its reaches its destination/
destination/ the the receiver?
receiver? 4. How are these letters
2. How are these letters segregated of classified
segregated of in the post office?
classified in the post
office? The teacher processes
students‟ responses and
The teacher processes shows the table below:
students‟ responses and Domain Continent
shows the table below: Phylum Country
Domain Continent Class Region
Phylum Country Order Province
Class Region Family Town/City
Order Province Genus Barangay
Family Town/City Species Street/Purok
Genus Barangay
Species Street/Purok The teacher relates the
different levels of
The teacher relates the taxonomic hierarchy to the
different levels of levels of our specific
taxonomic hierarchy to addresses. And that the
the levels of our specific analogy is when you go
addresses. And that the down from the Country to
analogy is when you go the Barangay the area
down from the Country becomes smaller thus in
to the Barangay the area the level of taxonomy the
becomes smaller thus in organisms become
the level of taxonomy closely-related and as you
the organisms become go up from Barangay to
closely-related and as Continent the area
you go up from becomes larger/bigger
Barangay to Continent thus the similarities among
the area becomes organisms becomes more
larger/bigger thus the broad/general.
similarities among
organisms becomes
more broad/general.

F. Extend Some endemic species Some endemic species of

of organisms in the organisms in the
Philippines are named Philippines are named
after the island/place after the island/place
where they are found. where they are found.

231
 Look for at least one Look for at least one
example and give its example and give its
economic importance or economic importance or
role in the environment. role in the environment.
G. Evaluate In a ½ crosswise piece In a ½ crosswise piece of
of paper let the students paper let the students
answer the following answer the following
questions: questions:
1. What is a scientific 1. Explain the difference
name? between an
2. Explain the organisms‟ scientific
importance of giving name and common
each organism their name? How do they
corresponding differ and what are
scientific name using their uses?
the binomial system 2. Enumerate and
of classification? explain the levels of
3. Why is the “scientific taxonomic hierarchical
name” in Latin classification from the
language? most specific to
4. Enumerate and general.
explain the levels of
taxonomic
hierarchical
classification from
the most specific to
general.

V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lessons work?
D. 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 it work?
G. What difficulties did I encounter which
my principal or supervisor can help
me solve?
H. What innovation or localized
material/s did I use/discover which I
wish to share with other teachers?

232
 Attachment 1

233
 UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Quarter: ___4___

Content Performance Learning

Content Code
Standard Standard Competency
Biodiversity The learners The learners Explain the S8LT-
3.3 demonstrate shall be able to advantage of IVh-21
Protection understanding of: report (e.g., high
and through a biodiversity in
conservation 1. the concept of travelogue) on maintaining the
of a species the activities stability of an
endangered 2. the species as that ecosystem;
and being further communities
economically classified into a engage in to
important hierarchical protect and
specie taxonomic conserve
` system endangered and
economically
important
species
Learning Explain the advantage of high biodiversity in
Competency/ maintaining the stability of an ecosystem.
Code:
(S8LT_IVh21)
Unpacked Time
(Objectives)
Learning Frame
Competency: 1. Define biodiversity and describe the 1 meeting
levels of biodiversity.
2. Differentiate low biodiversity from high
biodiversity.
3. Explain the advantage of high
biodiversity in maintaining the stability of
ecosystem
4. Give advantages of high biodiversity 1 meeting
over low biodiversity.
5. Identify ecosystems with low and high
biodiversity
6. Predict what will happen to an
ecosystem with low biodiversity.
ASSESSMENT 1 meeting

234
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date 2 meetings Quarter Fourth

I. OBJECTIVES
A. Content Standard The learners demonstrate
understanding of…
1. the concept of a species

2. the species as being further

classified into a hierarchical
taxonomic system

B. Performance 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

C. Learning LC:
Competencies/Objectives Explain the advantage of high
(Write the LC code biodiversity in maintaining the stability of
for each) an ecosystem
(S8LT-IVh-21)

Objectives:
1. Define biodiversity and describe
the levels of biodiversity
2. Differentiate low from high
biodiversity,
3. Give advantages of high over
low biodiversity,
4. Identify ecosystems with low and
high biodiversity, and
5. Predict what will happen to an
ecosystem with low biodiversity.
6. Explain the advantage of high
biodiversity in maintaining the
stability of ecosystem
II. CONTENT Low and High Biodiversity
III. LEARNING RESOURCES
A. References
1. Teacher‟s Guide pages 185-194

235
 2. Learner‟s Materials 224, 266-272
pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURE A B
A. Elicit The teacher makes an The teacher writes the
inquiry on what students word BIODIVERSITY in
already know, and what the blackboard. In few
they want to know about minutes the students are
Biodiversity using the K- asked to write words that
W-L chart. In groups, they think related to it.
students fill up the K and Accept all possible
W columns of the answers however, the
following chart. The chart teacher may ask follow-
will be written in the up questions to the
manila paper. students to get the exact
Biodiversity idea of the students.
K W L
What I What I What I After this, let the students
know want learne recall the different levels
to d of biodiversity by
know rearranging the jumbled
letters that corresponds
to it while the description
of the said level of
The students is given 5 biodiversity is given
minutes to accomplish opposite to it.
this. After which the
students will be ask to 1.PIECESS TIEDIVRSY
post their manila paper in -refers to different kinds
the board and asks for of organisms.
volunteers to share their
answers to the class. 2.TEENGIC ITDRIVESY
-refers to genetic
Then the teacher will information that
process student‟s organisms contain
responses and point out
that Biodiversity is coined
from two words: Biology 3.COSTSEEYM
and diversity which refers SIDEVRITY
to the variety of -refers to the different
organisms in a habitat. kinds of places where
organisms live and the
This will also be made by interconnections that bind
the teacher as a these organisms together
springboard to introduce

236
 the concept of the At the end of the activity
different levels of the students must be able
biodiversity: to define on their own
 Species diversity words BIODIVERSITY.
 Genetic diversity;
and
 Ecosystem
diversity

At the end of the activity

the students must be able
to define BIODIVERSITY.

B. Engage The teacher shows The teacher shows

picture found on picture found on
Attachment no. 1 and Attachment no. 1 and
asks the students the asks the students the
following questions: following questions:
 How many  How many
individual fish are individual fish are
there in Habitat A; there in Habitat A;
in Habitat B? in Habitat B?
 How many species  How many species
of fish are there in of fish are there in
Habitat A; in Habitat A; in
Habitat B? Habitat B?
 How many  How many
individuals of each individuals of each
species of fish are species of fish are
there in: Habitat A; there in: Habitat A;
Habitat B? Habitat B?
 In which habitat is  In which habitat is
one species more one species more
common or rare common or rare
than any of the than any of the
others? others?
 Both habitats have  Both habitats have
identical species identical species
richness, but which richness, but which
habitat do you habitat do you
think has the most think has the most
biodiversity? biodiversity?
Explain why. Explain why.

At the end of this activity At the end of this activity

the teacher points out the teacher points out
that biodiversity does not that biodiversity does not
depend on the number of depend on the number of
population in an population in an
ecosystem but on the ecosystem but on the

237
 wide distribution of wide distribution of
several species of several species of
organisms. organisms.

C. Explore The teacher divides the Let the students answer

class into 5 groups. Each Activity 4 What is the
group is given a picture importance of biodiversity
of a specific type of to ecosystems? Found on
ecosystem with pages 266-269 of the
corresponding guide Science 8 Learner‟s
questions for each picture Material in groups
as follows: (minimum of five groups).
They must be able to
1. A banana plantation answer Questions 60-78.
(Guide Questions
adapted from page 267
of Science 8 LM)
1. Does it have a high
or low biodiversity?
2. What will happen if
a pest will attack
banana plants?
3. What will happen if
a strong typhoon
comes and heavy
flooding occurs?
4. How will this affect
the helpers and
owner of the
plantation?

2. A coral reef ecosystem

(Guide Questions
adapted from page 268
of Science 8 LM)
1. What biotic
components are
present in this
ecosystem?
2. Describe some
relationships and
interactions that
occur among these
biotic components.
3. Predict the effect of
the presence of
many bigger fish to
the ecosystem and
its biotic
components.

238
 4. Do you consider this
ecosystem as having
low biodiversity or
high biodiversity?
Why? Explain your
answer.

3. A lake ecosystem
1. What are the main
group of organisms
do you think are
found in this
ecosystem?
2. Do you consider this
ecosystem as high in
biodiversity? Yes or
No? Why?
3. What do you think will
happen to the
organisms and water
in the lake if the
surrounding trees are
cut down?
4. What benefits can the
community gain from
this type of
ecosystem?

4. A rice field ecosystem

1. What are the most
common type of
animals are found in
this ecosystem?
How about plants?
2. How do these
animals affect the
said ecosystem?
3. What will happen if
there is a sudden
increase of rats in
the rice fields? How
will the farmers be
affected?
4. Is the rice field an
example of a low
biodiversity
ecosystem or a high

239
 biodiversity
ecosystem? Explain
your answer.
5. A rainforest
1. What kind of
resources are
commonly from
rainforests?
2. Are the organisms
mostly found in
rainforests can also
be found in other
ecosystems? Yes or
No? Why?
3. Why do we need to
conserve our
rainforests?
4. Can you consider
this ecosystem as a
high biodiverse
ecosystem? Yes or
No? Why?

Students are asked to

identify whether the given
ecosystem is having a
low biodiversity or high
biodiversity. They are to
answer some set of
questions regarding the
given ecosystem and be
prepared to present their
work in front of the class.
For this task the students
may be given maximum
of 10 minutes to finish.
(See Attachment nos. 2.1
to 2.5)

NOTE:
For modification purposes
the teacher may
show/give pictures of
ecosystem in their
locality.
D. Explain The groups assign a After the Explore activity
member to discuss their using Carousel Sharing
answers in front of the strategy a representative
class. The teacher must member from each group

240
be very critical in will simultaneously share
checking for some their groups answer to
misconceptions. The the other groups. On
discussion will circle teachers cue each
around the guide representative will go
questions given for each from one group to
group. The teacher another. The sharing
however may ask based from the activity
clarificatory questions or will focus on the following
follow-up questions. For questions:
this activity each group 1. Which ecosystem
may be given 3-5 minutes have more species
to present their work of organisms?
while the class is Why did they say
encouraged to ask further so?
questions. 2. Which ecosystem
have more
The students after this relationships/
activity is expected to interactions
identify low from high between or among
biodiversity ecosystems the organisms?
and impacts of low 3. Which of the two
biodiverse ecosystems as ecosystems is
well as the advantage of more stable?
high biodiversity Why?
especially in maintaining 4. Which ecosystem
the stability of an is richer in
ecosystem. resources?
5. Which of the two
ecosystems (a)
banana plantation
and (b) coral reef
ecosystem is high
or low in
biodiversity. They
must be able to
explain their
answers.
6. Why is high
biodiversity
advantageous over
low biodiversity?

The representatives per

group will report in front
of the class whether they
have common answers
with the other groups or
not.

241
 The students after this
activity is expected to
identify low from high
biodiversity ecosystems
and impacts of low
biodiverse ecosystems as
well as the advantage of
high biodiversity
especially in maintaining
the stability of an
ecosystem.

E. Elaborate The teacher posts the two The teacher asks the
blank charts on the students to name
blackboard about the ecosystems near their
advantage of high locality that has high or
biodiversity and low biodiversity and their
disadvantage of low importance to their
biodiversity. The students community.
are guided by the teacher
through a discussion on Then the teacher
how Ecosystem, presents the chart that
Economics, Health and discusses the advantages
Agriculture benefit from of high biodiversity and
high biodiversity, and on disadvantages of low
the other hand negatively biodiversity. The students
affected by low may add up to the ideas
biodiversity. that are being presented.
(See Attachment no. 3.1) (See Attachment no. 3.2)
F. Extend Let the students research Let the students research
on the different activities on the different activities
that their communities that their communities
engage into to conserve engage into to conserve
the local biodiversity. This the local biodiversity. This
may be done through an may be done through an
interview to Local interview to Local
Government Units and Government Units and
other related activities. other related activities.
This is in preparation for This is in preparation for
their performance task their performance task
which is to make a report which is to make a report
(e.g., through a (e.g., through a
travelogue) on the travelogue) on the
activities that activities that
communities engage in to communities engage in to
protect and conserve protect and conserve
endangered and endangered and
economically important economically important
species. species.

242
 G. Evaluate Let the students complete Using the 3-2-1 strategy,
their K-W-L chart by on a ¼ piece of paper, let
writing all their learning the students write:
gained from the lesson on 3 – ideas/concepts
the L column of the chart. learned from the lesson
The teacher may ask 2 – things that they do not
volunteers to share their understand so much
answers in front of the about the lesson and;
class. 1 – thing that they want to
learn more about the
topic.
V. REMARKS

VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation.
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
strategies worked well?
Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized material/s did I
use/discover which I wish
to share with other
teachers?

243
 Attachment no. 1

Source:http://www.landlearn.net.au/print/biodiversity1.htm Date
retrieved: 08/25/2012

244
Attachment no. 2.1

Task for Group 1

Study the photo below and answer the questions that follows:

A banana plantation. Photo by Vultur Sebastian. Retrieved from:

https://www.shutterstock.com/image-photo/banana-plantation-757562647 Date
retrieved: 02/14/2019

Guide Questions adapted from page 267 of Science 8 LM:

1. Does this type of place have a high or low biodiversity?

2. What will happen if a pest will attack banana plants?
3. What will happen if a strong typhoon comes and heavy flooding
occurs?
4. How will this affect the helpers and owner of the plantation?

245
 Attachment no. 2.2

Task for Group 2

Study the photo below and answer the questions that follows:

A coral reef ecosystem. Photo by Greg Asner / DivePhoto.org. Retrieved from:

https://imgs.mongabay.com/wp-content/uploads/sites/20/2018/01/02123303/fig-1-
coral-reef-in-the-Sulug-Sea-off-Borneo-divephoto.jpg. Date retrieved: 02/14/2019

Guide Questions adapted from page 268 of Science 8 LM:

1. What biotic components are present in this ecosystem?

2. Describe some relationships and interactions that occur among these

biotic components.

3. Predict the effect of the presence of many bigger fish to the ecosystem
and its biotic components.

4. Do you consider this ecosystem as having low biodiversity or high

biodiversity? Why? Explain your answer.

246
 Attachment no. 2.3

Task for Group 3

Study the photo below and answer the questions that follows:

An aerial view of Irosin (Danao) Lake. Photo retrieved from:

http://tourism.irosin.gov.ph/attractions/natural-attractions/irosin-lake.html#Pictures
Date retrieved: 02/14/2019

Guide Questions:

1. What are the main group of organisms do you think are found in this
ecosystem?

2. Do you consider this ecosystem as high in biodiversity? Yes or No?

Why?

3. What do you think will happen to the organisms and water in the lake if
the surrounding trees are cut down?

4. What benefits can the community gain from this type of ecosystem

247
 Attachment no. 2.4

Task for Group 4

Study the photo below and answer the questions that follows:

The Vast rice fields of Irosin. Photo by parakodak on 17 January 2012 and published
over Panoramio. Retrieved from:
http://ph.geoview.info/vast_rice_field_of_irosin,65086961pDate retrieved: 02/14/2019

Guide Questions:
1. What are the most common type of animals are found in this
ecosystem? How about plants?

2. How do these animals affect the said ecosystem?

3. What will happen if there is a sudden increase of rats in the rice fields?
How will the farmers be affected?

4. Is the rice field an example of a low biodiversity ecosystem or a high

biodiversity ecosystem? Explain your answer.

248
 Attachment no. 2.5

Task for Group 5

Study the photo below and answer the questions that follows:

A dense forest along the road to Bulusan lake. Photo by Alma P. Gamil. Retrieved
from: https://bulusanruralvagabond.wordpress.com/tag/bulusan-volcano-natural-
park/. Date retrieved: 02/14/2019

Guide Questions:

1. What kind of resources are commonly from rainforests?

2. Are the organisms mostly found in rainforests can also be found in
other ecosystems? Yes or No? Why?
3. Why do we need to conserve our rainforests?
4. Can you consider this ecosystem as a high biodiverse ecosystem? Yes
or No? Why?

249
 Attachment no. 3.1

ADVANTAGES OF HIGH BIODIVERSITY

ECOSYSTEM ECONOMICS
High Biodiversity

HEALTH
AGRICULTURE

DISADVANTAGES OF LOW BIODIVERSITY

ECOSYSTEM ECONOMICS
Low Biodiversity

HEALTH
AGRICULTURE

Source: Graphic organizer adapted from the contextualized DLL prepared by

participants from Masbate City Division for the Regional Training-Workshop on
Interdisciplinary Contextualization for Science Education held lastNovember 22-24,
2016 at Bicol University, College of Science sponsored by DOST-SEI.

250
 Attachment no. 3.2

ADVANTAGES OF HIGH BIODIVERSITY

Balance and increase in number Economic growth and

of species development

(Ecosystem) (Economics)

High Biodiversity

Favorable environment for better Increased production of

health agricultural products and services

(Health) (Agriculture)

DISADVANTAGES OF LOW BIODIVERSITY

Migration and/or extinction of Scarcity in supply

species

(Ecosystem) (Economics)

Low Biodiversity

Health problems and diseases Decreased production of

(such as dengue fever) agricultural products and services

(Health) (Agriculture)

Source: Graphic organizer adapted from the contextualized DLL prepared by

participants from Masbate City Division for the Regional Training-Workshop on
Interdisciplinary Contextualization for Science Education held last November 22-24,
2016 at Bicol University, College of Science sponsored by DOST-SEI

251
 SAMPLE ASSESSMENT
Grade 8

I.MULTIPLE CHOICE: Read each item carefully and select the best answer.
Write the letter only.

1. Which of the following pertains to species that is at risk of extinction?

a. Critically endangered c. endemic
b. Endangered d. extinct
2. Among the following choices, which refers to species that no longer
exist?
a. Critically endangered c. endemic
b. Endangered d. extinct
3. It pertains to species that is extremely endangered
a. Critically endangered c. endemic
b. Endangered d. extinct
4. Using unnecessary devices in fishing is one of the reasons why
species became endangered. Which of the following refers to it?
a. Dynamite fishing c. kaingin
b. Improper waste disposal d. pollution
5. Throwing garbage everywhere is one of the major problems of our
country, which results into loss of species. Which human activity is
involved?
a. Dynamite fishing c. kaingin
b. Improper waste disposal d. pollution
6. There were several types of pollution, which is described by this
situation? One community in the town of Bulusan suffered from poor
harvest of corn due to infertility of soil. Which affects the given
situation?
a. Air pollution c. soil pollution
b. Noise pollution d. water pollution
7. Non-vascular plants differ from vascular plants because of the following
characteristic, EXCEPT
a. It grows lowly in the ground. c. it has no true stems
b. It has no true roots d. it has transport system
8. What is the basis of classifying mammals?
a. Mammals don‟t feed their young‟s.
b. Mammals contain fins and scales.
c. Mammals live their siblings after birth
9. Which of the statements below correctly describes an invertebrate?
a. Invertebrate has backbone that supports their body.
b. Invertebrate has no backbone or spinal column in their body.
c. Invertebrate has vertebral column that aids their body to stand.
d. Invertebrate has no support system that aids their body to stand.
10. In Binomial Nomenclature or naming system introduced by Carolus
Linnaeus or naming system, which pairs composes the scientific Name
of an organism?
a. Domain and kingdom c. Family and order
b. Phylum and class d. genus and specied

252
 11. Which of the following is the scientific name of dog?
a. Canis familiars c. Felis cactus
b. Chanos chanos d. Oryza sativa
12. Which of the following characteristics DOES NOT point to a dicot
plant?

a.lacks cambium c. leaves with netted veins

b.shows secondary growth d. flowers are in multiples of 4 or 5

II. IDENTIFICATION:
A. Read the given situation below and identify the type of economic
importance being described. Select your answer from the box below.
Industrial products ecological importance Scientific Importance
Tourism and Recreation Ethical and Spiritual Importance Medicine

__________13. Angela has falling hair and she is very conscious with her
damaged hair. One of her friends suggested to her to use one
brand of shampoo. After a week she noticed that there is less
falling hair, so she decided to continuously use it.
__________14. Carlo and his friends want to visit Dancalan Beach and
Bulusan Lake this weekend.

B. For items 15 – 18, refer to the question below:

Which of the listed statements describes the characteristics of high
biodiversity in maintaining the stability of an ecosystem? Select the
letter only.
a. It contains great number of species.
b. Plants are rich in nutrients and minerals.
c. Poor component of animals living in a habitat.
d. Diversity of both plants and animals are observed in an ecosystem.
e. Poor reproduction of plants is observable.
f. Damaged leaves of plants are present in an ecosystem.
g. Fertile soil is noticeable.

III. ESSAY: Explain your answer briefly (2 points).

19 – 20. What is the importance of a species?

253
ANSWER KEY:

1. b
2. d
3. a
4. a
5. b
6. c
7. d
8. c
9. b
10. d
11. a
12. c
13. industrial products
14. tourism and recreation
15. a
16. b
17. d
18. g
19. – 20. Answer may vary

254
 UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Quarter: ___4___

Content Performance Learning

Content Code
Standard Standard Competency
Ecosystems The learners The learners 1. Describe the S8LT-
1. Transfer of demonstrate shall be able transfer of IVi-22
energy in understanding to:make a energy
Trophic of: poster through the
Levels one-way flow comparing trophic level.
2. Cycling of
of energy and food choices
Materials
in the the cycling of based on the
Ecosystem materials in trophic levels’
3. Impact of an ecosystem
human
activities in
an
ecosystem
Learning Describe the transfer of energy through the trophic level.
Competency/ S8LT-IVi-22
Code:

Unpacked Time
(Objectives)
Learning Frame
Competency: 1. Identify producers and consumers in a food
chain.
2 meetings
2. Describe the transfer of energy through the
trophic levels
3. Trace the sequence of energy flow through the
trophic level

255
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date 2 meetings Quarter Fourth

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of
the one-way flow of energy and the cycling
of materials in an ecosystem
B. Performance Standard The learners should be able to make a
poster comparing food choices based on
the trophic levels’
C. Learning LC: Describe the transfer of energy
Competencies/Objectives through the trophic levels (S8LT-IVi-22)
(Write the LC code
for each) Objectives:
1. Identify producers and consumers in a
food chain.
2. Describe the transfer of energy through
the trophic levels.
3. Trace the sequence of energy flow
through the trophic levels.
II. CONTENT Transfer of Energy in Trophic Levels
III. LEARNING RESOURCES
A. References
1. Teacher‟s Guide pp. 199-204
pages
2. Learner‟s Materials pp. 273-284
pages
3. Textbook pages

4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Pictures of sun, producers and consumers
Resources (use organisms found in the locality),
laptop, projector

IV. PROCEDURE A B
A. Elicit Show pictures of Show pictures of
interacting organisms. interacting organisms.
Ask the learners to Ask the learners to
describe the pictures describe the pictures
(Picture Analysis) (Picture Analysis)

256
 B. Engage Think-Pair-Share Concept cartoon on the
How do you describe the Transfer of Energy in
transfer of energy in the Trophic Levelswill be
ecosystem? presented to introduce
the lesson. (Attached is
the concept cartoon)
C. Explore a. Pre-activity Perform Activity 1: How
● Give instruction on do you identify the
how to do the activity components of a food
● Distribute the chain in an ecosystem?
materials (LM pp. 274-277, TG pp.
b. Activity 200-202)
● Each group performs
the activity/task given.
● As the groups do their
activity/ investigation,
the following are
considered in preparing
their scientific report:
►Question/ Problem
►Hypothesis/
Prediction
►Materials used
►Procedure
►Observations/ Result
►Conclusion
● Let students arrange
the pictures to illustrate
the flow of energy in the
ecosystem
● Teacher supervises
the students in doing the
activity
D. Explain ● Each group ● Each group
representative presents representative presents
the results of the the results of the
activity/output. activity/output.
● Process students‟ ● Process students‟
responses/output. responses/output.
● Help students .● Help students
synthesize their own synthesize their own
understanding about understanding about
how does energy how does energy
become transferred from become transferred from
one organism to one organism to
another? another?
E. Elaborate ● Present a focused The teacher will guide
question: the students in
formulating concepts and
How do you describe the essential understanding.

257
 transfer of energy in the Guide question:
ecosystem? How do you describe the
transfer of energy in the
(Energy flow in the ecosystem?
ecosystem is a one-way
process)
F. Extend Make a poster Make a poster comparing
comparing food choices food choices based on
based on the trophic the trophic levels. Note:
levels. Note: The poster The poster should
should portray the portray the different
different kinds of kinds of consumers:
consumers: herbivore, herbivore, carnivore,
carnivore, omnivore and omnivore and it must
it must show the food show the food choices of
choices of each each consumer. Use
consumer. Use organisms found in your
organisms found in your locality.
locality.
G. Evaluate 1. Which of the following 1. Which of the following
organisms are producers organisms are producers
and consumers? and consumers?
2. Analyze the picture 2. Analyze the picture
below, which consumer below, which consumer
will have more energy will have more energy
than the other? than the other?
3. Show a food product 3. Show a food product
to students, have the to students, have the
students draw a food students draw a food
chain to trace it back chain to trace it back
from the sun to producer from the sun to producer
or fellow consumer or fellow consumer
Example Burger Example Burger
Sun-grass-cow Sun-grass-cow
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners who
have caught up with
the lesson.

258
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did
I use/discover which I
wish to share with
other teachers?

259
 Attachment 1

Source: Jeff Grader, Ecosystem Parts & Organism Interactions

https://sites.google.com/site/humboldt7science/9-standard-make-up/7-4-2-1-1---
ecosystem-parts-organism-interactions

260
 Attachment 2

Sources: https://www.how-to-draw-funny-cartoons.com/cartoon-teacher.html
http://worldartsme.com/student-cartoon-clipart.html#gal_post_38521_student-
cartoon-clipart-1.jpg
https://www.123rf.com/stock-
photo/classroom_cartoon.html?sti=mrv83jqlzv1659lfrs|

https://www.pinterest.ph/pin/833658580996510647/

261
Attachment 3.1

Source: transparentpng.com, Watercolor Sun png

Transparent,http://www.transparentpng.com//details/watercolor-sun-
transparent_5468.html. Attribution 4.0 International (CC BY 4.0)

Source: Hoang Duy Tan, “The Legend of Rice Grains”, Health, nutrition and a
mother’s devotion, May 2017, https://culturemagazin.com/the-legend-of-rice-grains

262
 Attachment 3.2

Source: The Mail man,The Advantages of Native Chicken Farming, February 24,
2016, http://www.agricultureph.com/2016/02/the-advantages-of-native-chicken-
farming.html

263
 Attachment 4

Source: Spowwow.com Powered by Education ©2019, “Food Chains” Voice Your

School, February 16, 2018, https://spowwow.com/courses/food-chains/

264
 UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Quarter: __4__

Content Performance Learning

Content Code
Standard Standard Competency
Ecosystems The learners The learners 2. Analyze the S8LT-
1. Transfer of demonstrate shall be able roles of IVi-23
energy in understanding to:make a organisms in the
Trophic of: poster cycling of
Levels one-way flow comparing
2. Cycling of materials.
of energy and food choices
Materials
in the the cycling of based on the
Ecosystem materials in trophic levels’
an ecosystem

Learning Analyze the roles of organisms in the cycling of

Competency/ materials. S8LT-IVi-23
Code:

Unpacked Time
(Objectives)
Learning Frame
Competency: 1. Cite the materials that are being cycled
in the ecosystem.
1 meeting
2. Analyse the role of bacteria and fungi in
the cycling of materials in the
ecosystem through respiration and
decomposition.
3. Cite the importance of organisms in the
cycling of materials in the ecosystem.

265
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date 1 meeting Quarter Fourth

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding
of the one-way flow of energy and the
cycling of materials in an ecosystem.
B. Performance Standard The learners should be able to make a
poster comparing food choices based on
the trophic levels’.
C. Learning LC:
Competencies/Objectives The learners should be able to analyze
(Write the LC code the roles of organisms in the cycling of
for each) materials. (S8LT-IVi-23)

Objectives: At the end of the session the

learners, should be able to:
1. Cite the materials that are being
cycled in the ecosystem.
2. Analyze the roles of decomposers
(bacteria and fungi) in the cycling
of materials through the processes
of respiration and decomposition.
3. Cite the importance of organisms
in the cycling of materials in the
ecosystem.
II. CONTENT Ecosystems
4.1 Transfer of Energy in the Trophic
Levels
4.2 Cycling of Materials in the
Ecosystems
- Roles of Organisms in the
Cycling of Materials in the
Ecosystem
III. LEARNING RESOURCES
A. References
1. Teacher‟s Guide pages 199 – 204
2. Learner‟s Materials 273 – 287
pages
3. Textbook pages 75 – 85 Biology (DepEd, reprint ed.,2009)
4. Additional Materials
from Learning
Resource (LR) portal

266
 B. Other Learning
Resources

IV. PROCEDURE A B
A. Elicit What are the organisms What are the
that return nutrients organisms that
through the cycle? What return nutrients
other life processes show through cycle?
cycle of matter? What other life
processes show
cycle of matter?
B. Engage Show pictures of fungi and Show pictures of
bacteria. Can you identify fungi and bacteria.
these organisms? Can you identify
these organisms?
Key Question:
What are the roles of Key Question:
these organisms in the Describe the role
cycling of materials in of the organisms
the ecosystem? involve in the
cycling of matter.
C. Explore The student will perform The student will
an activity to cite the perform Activity 1 –
materials that are being Cycling of Materials
cycle in the ecosystem. in an Ecosystem.
(Please refer to the
Activity 1- Cycling of attached activity
Materials in an sheet)
Ecosystem.(refer to the
attached activity sheet) Activity 2 The Role
of Decomposers in
Activity 2 – The Role of Cycling of Materials
Decomposers in Cycling of in the Ecosystem.
Materials in the Ecosystem (refer
(refer to the attached to attached activity
activity sheet) sheet)

D. Explain Presentation of the group Presentation of

output: Activity 1 group output:
Activity 1
Guide question:
What materials that Guide question:
are being cycled in Cite the
the ecosystem? materials that
are being
Activity 2 cycled in the
Guide questions: ecosystem.
1. What is main role of
decomposer in Activity 2
Guide Questions:

267
 carbon – oxygen 1. What are the
cycle? In nitrogen roles of
cycle? producer,
2. How do these consumers,
organisms and
(decomposers) help decomposers?
in the release and 2. Why are there
returning of the arrows pointing
substances within to
an ecosystem? decomposers?
3. What will
happen to the
nutrients in the
dead bodies of
organisms, if
there are no
decomposers?
E. Elaborate Activity 3 Activity 3 – Food
From the ecological Chain and the Role
principle, all forms of life of Participating
are important. What is the Organisms
role of decomposers in the algae Snails Duck
cycle of matter and
nutrients?
Decomposer
Another ecological
principle states that: refer to the figure
“Everything must go above to answer the
somewhere”, Why is cycle following guide
of elements important in questions:
the ecosystem? 1. What are the
roles of algae,
snails, and duck?
2. What is the role
of decomposer if
these organisms
will die?
3. How are the
nutrients being
transferred from
one organism to
the next
organism?
F. Extend Design a procedure how Interview some
to build compost using farmers about the
empty plastic containers or farming practices
used tires. (Work by group they apply to
of 4 or 5) maintain the cycling
of materials
G. Evaluate 1. In the cycle of 1. In carbon –

268
 matter, name the oxygen cycle,
elements/substance what are the
s that undergo cycle materials that are
in carbon – oxygen being cycled in
and nitrogen cycle? the ecosystem?
2. What are the roles 2. In nitrogen cycle,
of decomposers in name the
the cycling of material that is
materials in the cycled in the
ecosystem? ecosystem?
3. What is the 3. How do
importance of decomposers
organisms help in the
(producer, cycling of
consumer and materials within
decomposer) in the an ecosystem?
cycling of 4. What is the
materials? importance of
producers and
consumers in the
cycling of
materials?
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for
remediation.
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 strategies
worked well? Why did it work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
material/s did I use/discover
which I wish to share with other
teachers?

269
 Attachment 1
Activity 1. Cycling of Materials in an Ecosystem

Objective: Cite materials that are being cycled in the Ecosystem

Figure 2. Carbon Dioxide Cycle

Source: eo.ucar.edu.file:///storage/emulated/0/download

Figure 3. Nitrogen Cycle

Source: wormfarmguru.com. file:///storage/emulated/0/download

Questions: What are the materials that are being cycled in figure 2 above? In
figure3?

270
Activity 2. Analyzing the Role of Decomposers (Bacteria and Fungi) in the
Cycling of Materials (For average students)

Figure 4. Food Web Showing the Flow of Food from the Producers to the
Consumers to Decomposers

Source: Biology DepEd Reprint Ed. 2009, page 85/LM, figure 4, page 279

Guide questions:
1. What are the roles of producer, consumers, and decomposers?
2. Why are there arrows pointing to decomposers?
3. What will happen to the nutrients in the dead bodies of organisms, if
there are no decomposers?

271
 Attachment 2

Activity 2 Analyzing the Role of Decomposers (Bacteria and Fungi) in the

Cycling of Materials (For advanced students)

Objective: To analyze the role of decomposers (fungi and bacteria) in

the cycling of materials through the process of respiration and
decomposition.

Procedure: Study figures 2 and 3 in Activity 1, and read the attached

article to perform the following:

1. Create a graphic organizer that will show the role of decomposers and
other organisms (producers and consumers) in the cycling of materials.
2. Answer the guide questions on the activity.

272
 Attachment 3

The Cycling of Matter and the Role of Microorganisms through Different Life
Processes

Decomposition is the state of rotting or decay of organic materials. One of the

materials being recycled is carbon. This element is present in all organisms. When
animals consume food, which is the product of plants or other animals the carbon
element is transferredto the animal. Eventually, plants and animals die, organism of
decay will breakdown organic matter such as glucose into carbon dioxide and
methane in their body.Minerals are broken down by decomposing bacteria and fungi,
and these recycle minerals are absorbed by new plants and used in their growth.

The Importance of Microorganisms

Decomposing bacteria and fungi are microorganisms that play an important

role in breaking down dead organisms. Microorganisms help return minerals and
nutrients back into the environment so that other organisms can use the materials.

Decomposers break down the dead organisms and return the carbon in their
bodies to the atmosphere as carbon dioxide by respiration.

Decomposers cause the breakdown and release of organic nutrients.

Carbon dioxide enters the atmosphere as carbon dioxide from respiration

and combustion. Producers to make glucose in photosynthesis absorb carbon
dioxide.

Animals feed on the plant passing the carbon compounds along the food
chain. Most of the carbon consumed is exhale as carbon dioxide during aerobic
respiration.

Source: Grade 8 Learner’s Manual (LM)DepEd LM, page 279

273
 Attachment 4

Sample Diagrams (Used as instructional aid in the lesson)

algae snails ducks decomposer

Figure 4. Food Chain and the Role of Participating Organisms

Source: Biology DepEd Reprint Ed. 2009, page 109

fruit
fruit bats crow
durian

What organism/s will act on durian, fruit bats, and crow if they will die?
Source: Biology DepEd Reprint Ed. 2009, page 109

274
 SAMPLE ASSESSMENT
Grade 8

A. Directions: Read each item carefully and select the correct answer.
Write your answer on your answer sheet.

1. How would you illustrate the flow of energy in the ecosystem through
food chain?
a. Bacteria - - - - rice - - - - chicken - - - - snake
b. Snake - - - - bacteria - - - - rice - - - - chicken
c. Rice - - - - chicken - - - - snake - - - - bacteria
d. Chicken - - - - rice - - - - snake - - - - bacteria

2. What does the shape of the energy pyramid above indicate?

I. It tells the maximum amount of energy available in the
ecosystem.
II. It indicates the energy lost at each successive trophic level.
III. It indicates that the top level consumer have far less energy
available to them than the lower level consumer.
a. I b. I & II c. II & III d.I, II, & III
3. What is true about the organisms at the highest trophic level in an
energy pyramid?
a. They are producers
b. They are the first order consumers.
c. The least amount of energy is transferred to them.
d. The greatest amount of energy is transferred to them.
4. If there are 10 kg of biomass in the third trophic level, how much
biomass is present at the first trophic level?
a. 1 kg b. 10 kg c. 100 kg d. 1 000 kg
5. In a food web, both cow and goat feed on grass. What will happen if
cow and goat are both gone?
a. Decomposers will die.
b. More grass will grow.
c. There will be more food for children.
d. More chickens will be available to human.
6. Why are decomposers valuable to the biosphere?
a. Photosynthetic bacteria are also producers.
b. Decomposers consist mostly of bacteria and fungi.
c. Decomposers can act even in the absence of oxygen.
d. Decomposers return nutrients from the biosphere back to the non-
living world through decay of organisms.

275
 Refer to the figure shown
on the left. Use the choices
below to answer items 7 –
8
a. Carbon dioxide
b. Decay organism
c. Organic carbon
d. Plants and animals

7. What gas is produce by animals and use by plants?

8. What organisms return the carbon into the environment?

B. Short response test. Answer the following briefly.

9. Using the following organisms: snake, bird, bacteria, grasshopper, and
plant, illustrate the flow of energy in the ecosystem through food
chain.(1 pt)
10. How will deforestation affect the oxygen-carbon cycle? (2 pts.)
11. What will happen if nitrogen fixing bacteria were to become extinct? (2
pts.)
12. The earth is almost ¾ water, but why still we do not have enough water
to drink? (2 pts.)

276
 UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Quarter: 4

Content Performance Learning

Content Code
Standard Standard Competency
Ecosystems The learners The learners 3. Explain how S8LT-
demonstrate shall be able materials IVi-24
Cycling of Materials understanding to:make a cycle in an
in the Ecosystem of: poster ecosystem;
one-way flow comparing and
of energy and food choices
the cycling of based on the
materials in trophic levels’
an ecosystem

Learning Explain how materials cycle in an ecosystem.

Competency/ S8LT-IVi-24
Code:

Unpacked (Objectives) Time Frame

Learning
Competency: 1. Explain how the materials cycle in an
ecosystem 2 meetings
2. Describe the different cycles through an
illustration
3. infer that proper cycling of materials results
to balanced in ecosystem

Assessment 1 meeting

277
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

Time & Date 2 meetings Quarter Fourth
I. OBJECTIVES
A. Content The learners demonstrate understanding of…
Standard The one-way flow of energy & the cycling of
materials in an ecosystem.

B. Performance The learners should be able to…

Standard Make a poster comparing food choices based on
the trophic levels.

C. Learning LC: Explain how materials cycle in an

Competencies/O ecosystem S8LT-IVi-24
bjectives
(Write the LC Objectives:
code 1. Explain how the materials cycle in an
for each) ecosystem.
2. Describe the different cycles through an
illustration.
3. Infer that proper cycling of materials
results to balanced ecosystem.
II. CONTENT Cycling of Materials in an Ecosystem
(Explain how materials cycle in an ecosystem)
III. LEARNING
RESOURCES
A. References
1. Teacher‟s
Guide pages
2. Learner‟s Science Learner‟s Module
Materials
pages
3. Textbook 285-287
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Science Breakthrough pp. 143-148
Learning
Resources

278
IV. PROCEDURE A B
A. Elicit 1. Have a simple recall on 1. Have a simple recall
biotic & abiotic factors. on biotic & abiotic
Ask the following factors.
questions: Ask the following
a. What are the biotic questions:
components? a. What are the biotic
b. What are the components?
abiotic b. What are the
components? abiotic
c. Is there a tendency components?
that this c. Is there a tendency
components be that this
totally gone & components be
consumed? totally gone &
consumed?
B. Engage 1. Show the following 1. Show the
pictures to the following pictures
class: to the class:
a. Trees a. Trees
b. Animals b. Animals
c. Clouds c. Clouds
d. Ocean d. Ocean
e. Rain e. Rain
f. Soil f. Soil
g. Sun g. Sun

2. Let the students 2. Let the students

describe each & describe each &
ask its uses & ask its uses &
importance. importance.
C. Explore 1. Prepare the 1. Prepare the
activity sheets & cycles in three
materials needed. stations:
2. Group the Station 1:
students into Oxygen-Carbon
three. Dioxide Cycle
3. Let each group Station 2: Water
assign a leader & Cycle
a secretary. Station 3:
4. Distribute the Nitrogen Cycle
activity sheet & 2. Assign a
materials to each discussant for
group. each of the
Group I – Oxygen- station who will
Carbon dioxide explain the cycle
Cycle assigned.
Group II – Water 3. Group the
Cycle students into
three.

279
 Group III – 4. Present the
Nitrogen Cycle guide questions
5. Give the objectives to be answered
of the activity. for each of the
6. Explain the station & cycle
procedure. explained.
7. Present the guide 5. Instruct the
questions. students to
8. Allot time for the transfer to the
activity to work on. other station
9. Entertain after the
clarificatory cyclewas
questions. discussed.
10. Supervise while 6. Remind that
each group is there are three
working. stations that they
have to transfer.
D. Explain 1. Each leader will 1. The group leader
report their group assigned will
output. report in front the
2. The class will result of their
process the output discussion
presented to regarding the
determine its task given.
strength & 2. The class will
weaknesses in process to
doing the activity. determine
whether it has
done correctly.
E. Elaborate 1. With the present 1. With the present
groupings, let groupings, let
them do another them do another
activity wherein activity wherein
they will draw & they will draw &
explain what will explain what will
happen in the happen in the
following following
situations: situations:

Group I – An Group I – An
environment which environment
has more number which has more
of animals than number of
trees. animals than
trees.
Group II – An
environment which Group II – An
has more number environment
of plants than which has more
animals wherein number of plants

280
 there is an than animals
excessive amount wherein there is
of evaporation. an excessive
amount of
Group III – If evaporation.
nitrogen-fixing
bacteria were to Group III – If
become extinct. nitrogen-fixing
2. Let them formulate bacteria were to
a conclusion & become extinct.
give 2. Let them
recommendations formulate a
based on their conclusion &
group task. give
3. The teacher will recommendation
provide the s based on their
materials to be group task.
used such as 3. The teacher will
manila paper, provide the
pentel pen, materials to be
crayons & scotch used such as
tape. manila paper,
4. Further pentel pen,
discussions be crayons & scotch
given by the tape.
teacher for 4. The teacher will
additional add the
information & important
important concepts informations,
for emphasis & details &
better concepts
understanding. regarding the
cycle.
F. Extend 1. Another group task 1. Each group will
be given based on be given ample
this scenario: „A time to explain
terrible disaster briefly the
happened in importance of
which all plants & discussing the
the environment different cycles
of the world were in the
suddenly ecosystem.
destroyed’…

Group I – make a
short skit showing
the scenario.

Group II – list the

effects in the

281
 ecosystem/environ
ment based on the
scenario showed
by group I.
Group III – Cite
ways on how to
renew, develop &
put back what was
lost in the
surroundings in
order for the
ecosystem to be
balanced again &
the different cycles
to continue.
G. Evaluate A written exam will A written exam will be
be given. Briefly given.Read each item
explain the carefully & choose the
questions given letter of your choice.
below. 1. What are the
1. What are the processes involved in
materials the use of oxygen &
needed for the carbon dioxide in the
following cycle?
cycles? a. Perspiration &
a. oxygen- respiration
carbon b. Photosynthesis
dioxide & respiration
cycle c. Respiration &
b. Water cycle urination
c. Nitrogen d. Respiration &
cycle defecation
2. How do plants
2. How do these use the oxygen in the
materials cycle cycle?
in the a. When eaten by
ecosystem? animals
b. When acted by
3. Why is the the decomposers
cycling of c. Plants use both
materials the oxygen & carbon
essential within dioxide at the same
an ecosystem? time as they
photosynthesize.
d. At night, when
plants are in darkness
& cannot
photosynthesize, they
breathe like animals &
take in oxygen then

282
 give off carbon
dioxide.
3. Why do
organisms use
nitrogen in the cycle?
a. To produce
lightning.
b. To produce more
microorganisms.
c. To have good
harvest for legumes.
d. To build proteins,
nucleic acids &
ammonia.
4. What is essential
in the nitrogen cycle?
a. Denitrifying
bacteria
b. Lightning
c. Nitrogen-fixing
bacteria
d. Both a & c
5. – 10. Study the
diagram below and
complete the
processes involved.

CO2 in the air

5. 6. 6. animals

plant

Nitrogen in the air

7.
animals

7 7.8.
8 plants decomposers

9.10.

Nitrogen compounds in the soil

V. REMARKS

283
VI. REFLECTION

VII. OTHERS
H. No. of learners
who earned
80% on the
formative
assessment
I. No. of learners
who require
additional
activities for
remediation.
J. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
K. No. of learners
who continue
to require
remediation.
L. Which of my
teaching
strategies
worked well?
Why did it
work?
M. What
difficulties did I
encounter
which my
principal or
supervisor can
help me
solve?
N. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with
other
teachers?

284
 Activity Sheet
The Oxygen-Carbon Dioxide Cycle

I- Objectives:
1. Identify the components of the cycle.
2. Construct the Oxygen-Carbon Dioxide Cycle.

II- Materials:
Manila paper, Glue/double sided tape, Pentel pen
Illustrations/pictures of:
a. Plants/trees
b. Terrestrial animals
Metacards (where the following are written)
a. Oxygen
b. Carbon dioxide
c. Photosynthesis
d. Respiration (2pcs)

III- Procedure:
1. Arrange horizontally the manila paper on the table.
2. Paste the following pictures & metacards:
a. Picture of the animals at the middle of the right side of the paper.
b. Picture of the plants at the middle of the left side of the paper.
c. Metacard with „oxygen‟ written on it at the center upper part of the
paper.
d. Metacard with „carbon dioxide‟ written on it at the center lower part
of the paper.
e. Metacard with „respiration‟ written on it at the right side of the
picture of animals.
f. Metacard with „photosynthesis‟ written on it at the right side of the
picture of the plants/trees.
g. Metacard with „respiration‟ written on it at the left side of the picture
of plants/trees.
3. Draw the following arrows using the pentel pen:
a. Arrow from the metacard oxygen to the picture of animals.
b. Arrow from the metacard oxygen to the picture of plants.
c. Arrow from the picture of animals to the metacard carbon dioxide.
d. Arrow from the picture of plants to the metacard carbon dioxide.
e. Arrow from the metacard carbon dioxide to the picture of plants.
f. Arrow from the picture of plants to the metacard oxygen.

IV- Guide Questions:

1. What is the cycle all about?
2. What does the animal inhale?
3. How is carbon dioxide removed from the air? Returned to the air?
4. In the process of photosynthesis, what gas is taken in by the plants?
What is given off?
5. Why is the cycle important to the ecosystem?

285
 Activity Sheet
The Water Cycle

I – Objectives:
1. Identify the components of the cycle.
2. Construct a water cycle.

II – Materials:
Manila paper, Glue/double sided tape, Pentel pen
Illustrations/pictures of:
a. Organisms (plants & animals) d. Rain
b. Clouds e. Bodies of water
c. Sun
Metacards (where the following are written)
a. Evaporation c. Precipitation
b. Condensation d. Transpiration

IV – Procedure:
1. Arrange the manila paper horizontally on the table.
2. Paste the following pictures:
a. Picture of the sun on top of the paper.
b. Picture of the clouds at the center upper part of the paper.
c. Picture of the organisms at the middle right side of the paper.
d. Picture of the rain at the middle left side of the paper.
3. Paste the metacards:
a. Condensation metacard below the picture of the clouds.
b. Precipitation metacard beside the picture of the rain.
c. Evaporation metacard above the picture of the bodies of water.
d. Transpiration metacard beside the picture of organisms
4. Connect the arrows using the pentel pen:
a. From the picture of the clouds to the picture of the rain.
b. From the picture of the rain to the picture of bodies of water.
c. From the picture of bodies of water to the picture of clouds.
d. From the picture of the organisms to the picture of clouds.

IV – Guide Questions:
1. What is the cycle all about?
2. What are the processes involved in the cycle?
3. How does the water cycle maintain the quantity of water on Earth?
4. Cite evidences that water cycle is important to human beings.

286
 Activity Sheet
The Nitrogen Cycle
I – Objectives:
1. Identify the components of the cycle.
2. Trace correctly the flow of the cycle.

II – Materials:
Diagram of the nitrogen cycle that lacks the needed components.
Metacards (where the needed components for the cycle is written):
a. Nitrogen in the air
b. Nitrogen in the soil
c. Animals
d. Plants
e. Decomposers

III – Procedure:
1. Study the diagram given.
2. Take note & analyze the directions of the arrows.
3. Check whether the five metacards are complete,
4. Identify & describe the components written on the metacards.
5. Fill in the diagram.

IV – Guide Questions:
1. What is the diagram all about?
2. Why do living things need nitrogen?
3. How many percent of nitrogen is present in the air?
4. How do plants get nitrogen they need? Animals get their supply of
nitrogen?
5. How nitrogen compounds removed from the soil? Returned to the soil?

eaten by death

death

acted on by bacteria acted on by bacteria

absorbed by decay

287
 UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Quarter: __4____

Content Performance Learning

Content Code
Standard Standard Competency
Ecosystems The learners The learners Suggests S8LT-
demonstrate shall be able ways to IVj-25
Impact of human understanding to:make a minimize
activities in an of: poster human
ecosystem one-way flow comparing impact on
of energy and food choices the
the cycling of based on the environment.
materials in trophic levels’
an ecosystem

Learning Suggests ways to minimize human impact

Competency/ on the environment. S8LT-IVi-25
Code:

Unpacked Time
(Objectives)
Learning Frame
Competency: 1. Cite human activities (farming practices)
that directly disturb balance in nature.
2. Prepare a graphic organizer showing the
environmental problems caused by human 2 meetings
activities and its effects on the
environment.
3. Explain how each activity disrupts the
balance of an ecosystem.
4. Appreciate the efforts of the community to
lessen the activities that can disturb the
balance of nature.

288
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

2 meetings
Time & Date Quarter Fourth

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of…
The one-way flow of energy and the cycling of
materials in an ecosystem.

B. Performance The learners should be able to…

Standard Make a poster comparing food choices based
on the trophic levels.

C. Learning LC: Suggest ways to minimize human

Competencies/Objecti impact on the environment. (S8LT-IVj-25)
ves
(Write the LC code
for each)
Objectives:
1. Cite human activities (farming practices)
that directly disturb balance in nature.
2. Prepare a graphic organizer showing
the environmental problems caused by
human activities and its effects on the
environment.
3. Explain how each activity disrupts the
balance of an ecosystem.
4. Appreciate the efforts of the community
to lessen the activities that can disturb
the balance of nature.

II. CONTENT Impact of Human Activities in an

Ecosystem
III. LEARNING
RESOURCES
A. References
1. Teacher‟s Guide
pages
2. Learner‟s pp.288-289
Materials pages
3. Textbook pages

4. Additional

289
 Materials from
Learning
Resource (LR)
portal
B. Other Learning Science Explorer Grade 7.Pearson
Resources Education,Inc.2009.p.508
IV. PROCEDURE A B
A. Elicit Present a picture of Present a picture of
the CO2 –O2 Cycle.
CO2 –O2 Cycle.
Question:
Question: What gas is given off
What role do by an animal that is
producers play in the absorbed by plants?
CO2 –O2 Cycle?
B. Engage Present a picture of a Present a picture of a
Kaingin (cut & burn) Kaingin (cut & burn)
farming. farming.
.
Questions: Questions:

1.What will be the 1.What will happen to

effect to the CO2 –O2 the amount of CO2 in
cycle if trees or the environment if
producers are burned trees/producers are
down to clear the remove from the
area? ecosystem?
2.Who is responsible
for this destruction of
the ecosystem?

3. Aside from kaingin

farming, what are
Source: Science some farming
Explorer Grade 7 practices in your
Pearson
community which you
Education,Inc.2009.p.50
8 (attachment no.1) think could destroy or
2.Who is responsible endanger your
for this destruction of environment? .
the ecosystem?
3.Aside from kaingin
farming, what are
some farming
practices in your
community which you
think could destroy or
endanger your
environment?

290
C. Explore Pre-Activity: Pre Activity:
1. Give instruction 1. Explain the
on how to do directions of the
the activity. activity.
2. Check the 2. Distribute the
materials. materials.
(1 envelope per
Activity: group with
metacards(refer to
.Each group is attachment no. 2)
assigned with one
environmental Activity:
problem(farming Tasks:
practice). 1. Each group is task
to construct a
Tasks: consequence map
1.To construct a using the materials
graphic organizer on given to them.
farming practice that
causes the 2. Within each group,
environmental problem discuss the possible
and pose great impact causes and effects of
in the environment. the assigned farming
practice..
2. Within each group,
discuss the possible 3.Make a
causes and effects of consequence map on
the assigned farming the causes and
practice.. effects of the
assigned farming
3.Construct a graphic practice.
organizer on the
causes and effects of 4.Identify other
the assigned farming environmental
practice.. problems caused by
monoculture, use of
4.Identify other herbicides, pesticides
environmental and chemical
problems caused by fertilizer (inorganic
monoculture, use of fertilizer) and kaingin
herbicides, pesticides system.
and chemical fertilizer
(inorganic fertilizer) 5.Select a
and kaingin system. representative to
present their output.
5.Select a
representative to Teacher supervises
present their output. the students in the
doing activity.
Teacher supervises

291
 the students in doing
the activity.

D. Explain 1.Each group 1.Each group

representative representative
presents their output. presents their output.

2.Process students‟ 2.Process students‟

responses/output responses/output.
3.Help students
3.Help students synthesize their own
synthesize their own understanding on the
understanding on the impact of human
impact of human activities on the
activities on the environment.
environment.
E. Elaborate How do the following What are the effects
farming practices may of Kaingin,mono-
disrupt a food chain or culture and the use of
food web? insecticides and
a. Monoculture chemical fertilizers for
b. Use of farming on the food
insecticides/He chain or food web in
rbicides an ecosystem?
c. Use of
Chemical Using the
fertilizers consequence map,
d. Kaingin explain how farming
Farming practicesdisrupt the
normal flow of
Explain how farming materials and energy
practices disrupt the in an ecosystem?
balance of an
ecosystem? Did you observe any
of these activities
Did you observe any of conducted in your
these activities community? Are
conducted in your there some measures
community? Are there done by the residents
some measures done in your community to
by the residents in stop it or to lessen its
your community to effects?
stop it or to lessen its
effects?

Note: Assign students Note: Assign

to: students to:
1. bring the 1.bring the materials
materials needed for the poster
needed for the making in the next

292
 collage making lesson and;
in the next
lesson and; 2.research on the
different measures
2. research on the employed by the
different government to
measures protect and conserve
employed by the environment.
the government
to protect and
conserve the
environment.
F. Evaluate Choose one farming Choose one farming
method/practice and method/practiceand
then explain its effect make a consequence
on the environment map to explain its
through a concept effect on the
map. environment.
G. Extend
Make a research study Identify some farming
on the farming practices that disrupt
practices that disrupt the environment in
the environment in your community and
your own community. describe how it
affects your
community. Propose
a plan on how to
minimize it.
V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners who
have caught up with
the lesson.

293
D. No. of learners who
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to
share with other
teachers?

294
ATTACHMENT NO.1

Source: Science Explorer Grade 7 Pearson Education,Inc.2009.p.508

295
ATTACHMENT NO. 2 (FOR THE METACARDS)

MONOCROP FARMING
(Monoculture)
 Prohibit other species of organisms to thrive.
 Pests & diseases can build up very fast.
 Require large amounts of chemical fertilizer.
 Overpopulation
 High demands of crops/products.
 High income.
 Easy to manage.
 Availability of the resources.
OVERUSE OF HERBICIDES/INSECTICIDES
 Kill beneficial insects.
 Kill beneficial soil organisms.
 BIOMAGNIFICATION
 Loss of predators of pests.
 Increase soil acidity.
 EUTROPHICATION
 Monocrop farming
 Pests & diseases build up very fast
USE OF CHEMICAL FERTILIZER
 High demands of the crop/products.
 Poor soil fertility.
 BIOMAGNIFICATION
 Kill beneficial soil organisms.
 Diminishing soil fertility.
 Limited food choices
KAINGIN FARMING
 deforestation
 Fewer trees to draw or remove Carbon dioxide from the atmosphere.
 Depletion of wildlife
 Soil erosion
 Siltation
 High demands of crops or products.
 Unavailability of land area for planting crops.

296
 UNPACKED LEARNING COMPETENCIES
SCIENCE 8
Quarter: __4____

Content Performance Learning

Content Code
Standard Standard Competency
Ecosystems The learners The learners Suggests S8LT-
demonstrate shall be able ways to IVj-25
Impact of human understanding to:make a minimize
activities in an of: poster human
ecosystem one-way flow comparing impact on
of energy and food choices the
the cycling of based on the environment.
materials in trophic levels’
an ecosystem

Learning Suggests ways to minimize human impact

Competency/ on the environment. S8LT-IVi-25
Code:

Unpacked Time
(Objectives)
Learning Frame
Competency: 1. Suggest ways to minimize the impact
human activities on the environment.
3 meetings
2. Describe the different measures employ by
the Philippine government or local
communities to protect and preserve the
environment.
3. Appreciate human efforts to minimize the
impact of human activities on the
environment.

297
 LESSON PLAN IN SCIENCE 8

School Grade Level Grade 8

Teacher Learning Area SCIENCE

3 meetings
Time & Date Quarter Fourth

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of…
The one-way flow of energy and the cycling of
materials in an ecosystem.

B. Performance The learners should be able to…

Standard Make a poster comparing food choices based on
the trophic levels.

C. Learning LC: Suggest ways to minimize human impact

Competencies/Objecti on the environment. (S8LT-IVj-25)
ves
(Write the LC code
for each)
Objectives:
1. Suggest ways to minimize the impact
of human activities on the
environment.
2. Describe the different measures
employed by the Philippine
government or local communities to
protect and preserve the environment.
3. Appreciate human efforts to minimize
the impact of human activities on the
environment.

II. CONTENT Ways to Minimize the Impact of Human

Activities in an Ecosystem
III. LEARNING
RESOURCES
A. References
1. Teacher‟s Guide
pages
2. Learner‟s Science Learner‟s Material Grade 8 .pp.288-289
Materials pages Science Learner‟s Material Grade 7.pp. 159-160

298
 3. Textbook pages

4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Rabago, L.M. et al. Functional Biology Modular
Resources Approach 2nd Edition.2010.Vibal Publishing
House,Inc.

IV. PROCEDURE A B
A. Elicit Show a picture of a food Show a picture ofa
chain. food chain.

Question: Question:
How are What is the role of
materials/nutrientscycled bacteria and fungi in
in a food chain? a food chain?
B. Engage What is the best way to What do you do with
deal with food wastes in food wastes in your
your home or school? home or school?

How does this Do you think it can

activityprevent the lessen the problem
worsening ofthe problem on wastes in your
on wastes in your community? Why?
community?
C. Explore Pre-Activity: Pre Activity:
1.Groupings 1. Groupings
( each group is 2. Explain the
consist of 3-5 directions of
members) the activity.
3. 2.Give instruction on
how to do the activity. Activity:
Activity: Tasks:
Tasks: Each group is task to
Each group is task to design a poster that
design a 3D collage that shows ways on how
shows ways on how to to minimize the
minimize the impact of impact of human
farming practices on the activities on the
environment. environment.

a.Discuss within the a. Discuss within the

group the different ways group the different
on how to minimize the ways on how to
impact of farming minimize the impact
practices on the of farming practices
environment. on the environment.

299
 b. Make a plan on what b.Make a plan on
strategies/ways should what strategies/ways
be placed in their poster. should be placed in
their poster.
c.Prepare the 3D
collage. c. Prepare the poster.
.
d.Select a represen- d. Select a represen-
tative to present their tative to presents
output. their output.

Teacher supervises
Teacher supervises the the students in doing
students in doing the the activity.
activity.

D. Explain Each group Each group

(2nd session) representative presents representative
the output. presents the output.

Process students‟ Process students‟

responses/output responses/output.

Give emphasis on the Give emphasis on the

proposed ways on how proposed ways on
to minimize the farming how to
practices that disrupt the minimizefarming
environment in their practices that disrupt
community. the environment in
their community.
E. Elaborate
How do the following What are the positive
farming practices protect effects of the
the environment? following farming
a. Grow a variety of practices to our
crops instead of environment?
one crop. a. Grow a variety of
b. Use of biological crops instead of
control of insect one crop.
pests. b. Use of biological
c. Organic farming control of insect
pests.
Describe some desirable c. Organic farming
practices utilized by the
farmers in your What are some
community. desirable practices
utilized by the

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 What are the different farmers in your
measures employed by community?
the Philippine
government or local
communities to protect What are the different
and preserve the measures employed
environment? by the Philippine
government or local
Cite a situation on how communities to
those protect and preserve
measuresemployed by the environment?
the government and
local communities Cite a situation on
protect and preserve the how those measures
environment.. employed by the
government and local
communities protect
and preserve the
environment..

F. Evaluate
Choose one important As a student what
role (such as Municipal can you contribute to
Mayor, Brgy Captain, minimize the impact
etc) in the community of human activities in
and describe how you your school or
can minimize the impact community?
of human activities on
the environment.

G. Extend Produce brochure/flyers Produce

regarding the proper brochure/flyers
farming practices and regarding the proper
distribute to school club farming practices and
officers and to the distribute to school
farmers in your club officers and to
community. the farmers in your
(3rd session) community.
Note: Document the
activity. Note: Document the
activity.
V. REMARKS

VI. REFLECTION

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VII. OTHERS
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation.
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 strategies
worked well? Why
did it work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to
share with other
teachers?

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ATTACHMENT NO.1 Rubrics for Brochure Evaluation

Tri-fold Brochure Rubric

Excellent Good Satisfactory Needs

(15-13 pts) (12-10 pts) (9-6 pts) Improvement
(5-0 pts)
Organizati Each section 75% or more 60% or more Less than half
on of in the sections of sections of of the sections
Information brochure has the brochure the brochure of the
presented a clear have a clear have a clear brochure have
beginning, beginning, beginning, a clear
middle and middle and middle and beginning,
end. end. end. middle and
end.
Content- All facts in the 99-90% of 89-80% of Fewer than
Accuracy brochure are the facts in the facts in 80% of the
and accurate and the brochure the brochure facts in the
information match cited are accurate. are accurate. brochure are
Validity resources. accurate.
Spelling & No spelling No more No more More than 3
mechanics errors and all than 1 than 3 spelling and/or
sections of spelling spelling writing errors
brochure are and/or and/or are present.
free of writing writing errors writing errors
errors. are present. are present.
Attractiven The brochure The The The brochure‟s
ess & has brochure has brochure has formatting and
organizatio exceptionally attractive well- organization of
n attractive formatting organized material is
formatting and and well- information confusing to
well-organized organized or format but the reader.
information. information. not both.
Graphics/P Graphics Graphics go Graphics go Graphics do
ictures match the well with the well with the not go with the
topic and text text, but text, but accom-
in section there are so there are too panying text or
where placed. many (more few (less appear to be
Each section than two per than three randomly
has no more section) that graphics for chosen.
than two they distract entire
graphics and from the text. brochure)
there are at and the
least a total of brochure
three graphics seems “text-
used. heavy”.

Source:mshartman.weebly.com/uploads/2/3/4/3/2343373/trifold_brochure_rubric.pdf

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