Republic of the Philippines

DEPARTMENT OF EDUCATION
MIMAROPA Region
SCHOOLS DIVISION OFFICE - ROMBLON
CAJIDIOCAN NATIONAL HIGH SCHOOL
Poblacion, Cajidiocan, 5512 Romblon, Philippines
=================================================================================

DAILY LESSON PLAN IN SCIENCE 8

(7E’s Lesson Plan)

SCHOOL CAJIDIOCAN NATIONAL HIGH SCHOOL GRADE LEVEL EIGHT

TEACHER YROLL VANN ROLDAN LEARNING AREA SCIENCE
NO. OF SESSION 1 hour QUARTER FOURTH

I. OBJECTIVES
The learners demonstrate understanding of :
A. Content Standards
The one way flow of energy and the cycling of materials in an ecosystem.
The learners should be able to :
B. Performance Standards
Make a poster comparing food choices based on the trophic levels.
Learning Competencies/Codes:
Describe the transfer of energy through the trophic levels.
S8LT-IVi-22

C. Learning Competencies/ Specific Objectives:

Objectives
At the end of the lesson, students should be able to:
Write the LC code for each
1. Infer the effect of event at one level to the entire food chains as well as in food web.
2. Construct a food chain and a food web.
3. Appreciate the roles of organisms in an ecosystem during food chain and food web
interactions.
II. CONTENT Food Chain and Food Web
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials Pages
3. Textbook pages
4. Additional Materials from Pinterest, Earth Pen Food web and Food chain animation.
Learning Resource (LR) Portal
5. Other Learning Materials Tarpapel, Monitors, PowerPoint
6.Contexualization/
Localization
IV. PROCEDURES
Teacher’s Activity Student’s Activity
Daily Routine Prayer•
May I request everyone to please stand for the
opening prayer.

Greetings•
Good morning class?
Good morning sir!
How are you?
We are fine sir!
I'm happy that you are all fine.

Checking of attendance•
Is there any absent from the class today?
None sir!
Very good! You have a perfect attendance. Give
yourselves 3 clap.

Checking of assignment•
Do we have an assignment last time?
Yes sir.
Okay please pass your assignments.
Elicit: Before we proceed to our new lesson, let's have a
(The activities in this section short recap about our topic last time by having an
will evoke or draw out prior activity, and it is called LUCKY NUMBER!
concepts or prior experiences
from the students) Kindly check under your chairs because I put a piece
of paper with a number on it.
A. Reviewing previous lesson
or presenting the new I will pick a piece of paper inside a box which
lesson contains a number. If your number got picked up,
you have to answer the following questions.

Are you ready class?

Yes sir!
Okay let's do our first activity with the title LUCKY
NUMBER.

John, please read the directions.

Directions: Read and analyze the
following questions and choose
the correct answer
Our first lucky number is number 10. Okay it's you
Angelica. Please answer this .
1. What does the sun give to the plants?

(https://www.google.com/search?client=ms-android-
xiaomi)

a. Energy
b. Nutrients
c. Water

What's your answer?

My answer is letter A sir.
Correct. It's letter A.

Our next lucky number is 11. Who got the number

11? Okay it's you Michelle. Here's your question.

2. What do the plants give to the giraffe?

((https://www.google.com/search?client=ms-
android-xiaomi)

a. Energy and Nutrients

b. Energy only
c. Nutrients only

Now what's your answer?

That's right! It's letter A. My answer is letter A sir.

Our 3rd lucky number is number 2. Please stand up

lucky number 2. Okay it's you Paul. Here's your
question.

3. What does the giraffe gives to the lions?

 (https://www.google.com/search?client=ms-android-
xiaomi)

a. Nutrients
b. Energy
c. Nutrients and energy

What's your answer? My answer is letter C sir.

Very good. It's letter C.

Did you understand now our previous topic? Yes sir.

Engage: Since you have clearly understand our previous
(The activities in this section lesson, let's move on to our new lesson by having a
will stimulate their thinking and group activity with the title WATCH ME.
help them access and connect
prior knowledge as a jumpstart Brent, please read the directions.
to the present lesson) Directions: While watching the
video, focused on the order of
B. Establishing a purpose for events happened.
the lesson In doing you group activity, here are some reminders
C. Presenting for you to remember.
examples/instances of the
new lesson

So now, let's watch a video presentation.

Before we proceed to the presentation of your work,

Here are the rubrics in giving points to your group
output. RUBRICS:
Content - 50%
Presentation - 30%
Teamwork - 20%
100%
Did you enjoy the video?
Yes sir!
Did you understand the content of it?
Yes sir!
Now, let's answer the following questions by doing
the activity.

You may start now the activity.

Group 1 (Answers)
1. What is the first event you saw in the video? 1. Producers absorb energy from
2. How about the second event? sunlight through photosynthesis.
3. What is the third event that you observed from the 2. The grass eats by grasshopper.
video? 3. The mouse eats the
grasshopper.
 Very good!

Group 2 (Answers)
1. What is the fourth event that you observed from 1. The snake eats the mouse.
the video? 2. The hawk eats the snake.
2. What is the fifth event that you observed from the 3. The spider eats the grasshopper.
video?
3. What is the sixth event that you observed from the
video?
Very good!

Exactly!

Group 3
1. What is the last event that you observed from the
video? (Answers)
2. What do you think is the reason why they eat each 1. The role of decomposers
other? 2. They eat each other in order to
survive.
Excellent!

Group 4
1. Why do organisms need food?
2. Why do organisms need energy? (Answers)
1. Organisms need food to gain
energy and nutrients.
2. Organisms need energy to
Exactly! survive, to move, to grow, and
reproduce.
From the video that you have watched, what do you
think is our topic for today?

You are right! Our topic for today is all about

food chain and food web.
Please read the objectives Sabrina.

Specific objectives:
At the end of the lesson, students
should be able to:
1. Infer how an event at one level
affect the entire food chains as
well as in food web.
2. Construct a food chain and a
food web.
3. Appreciate the roles of
organisms in an ecosystem during
Can you define now what the food chain is? food chain and food web
interactions.
Do you have any idea Mark?
Yes sir!

A food chain is a series of events

Very good answer! that happen where energy transfer
among organisms to survive.
Do you want to know more about food chain?

How about the food web?

Yes sir!
From the video presented, are you now familiar with
the producers and levels of consumer? Yes sir!

This time, as we proceed with our new lesson, we Yes sir!

will identify what is the producer, the primary
consumer, secondary consumer and decomposer.
Explore: Let's proceed to another group activity which is
(In this section, students will be called KNOW MY WORTH.
given time to think, plan,
investigate, and organize Activity: KNOW MY WORTH!
collected information; or the Directions: From the first video you observed,
performance of the identify the producer, the first consumer, secondary
planned/prepared activities from consumer, and decomposer by doing this activity.
the students’ manual with data
gathering with Guide Group 1 (Answers)
Questions) 1. What is a producer? 1. Organisms that can make their
2. What is the role of producer? own food.
D. Discussing new concepts 3. What do you think will happen to other organism 2. Provides energy to the primary
and practicing new skills if there's no producer? consumer.
#1 3. The food chain is incomplete.
E. Discussing new concepts
and practicing new skills Group 2 (Answers)
#2 1. What is primary consumer? 1. Organisms that eats only plants
2. What is the source of food by primary consumer? or herbivores.
2. The source of food by a primary
consumer is the producer.

Group 3 (Answers)
1. What is secondary consumer? 1. Organism that eats meat.
2. What is the organism eaten by secondary 2. Organism that eats by
consumer? secondary consumer is the primary
consumer.

Group 4 (Answers)
1. What is the role of decomposer? 1. Breakdown dead bodies.
2. How decomposer help the producer in food chain 2. Breakdown dead bodies to give
and food web? nutrients to the producer.

Explain: From the first video, what is the organism that serve
(In this section, students will be as a producer? Yes Janice?
involved in an analysis of their Sir, it is grass.
exploration. Their How did you say that the grass is the producer in the
understanding is clarified and video that you have observed?
modified because of reflective Because only the grass is the
activities)/Analysis of the organism that make their own
gathered data and results and be food from the video we have
able to answer the Guide watched sir.
Questions leading to the focus Yes that's right! The grass is the producer.
concept or topic for the day.
How about the primary consumer? Yes Angel Shine?
F. Developing mastery (leads Sir, the primary consumer is the
to Formative Assessment) grasshopper.
Why do you think that the grasshopper is the primary
consumer?
Because the grasshopper is the one
who eats the producer sir.
Very good! The grasshopper is the one who ate the
grass. That's why the grasshopper is the primary
consumer.

What is the secondary consumer? Desireee?

Sir, the secondary consumer is the
rat.
But how?
Because the rat is the one who ates
the primary consumer which is the
grasshopper sir.
Yes that's right! The rat is the secondary consumer.

From the video presented, what is the secondary

consumer? Oggie?
Sir, the secondary consumer from
the video presentation is the snake.
How did you say that snake is the secondary
consumer?
Because the snake eats the rat sir.
Yes that's right. The secondary consumers are the
 animals that eats meat or the carnivores.

Can you give an example of decomposers Rhea?

Sir, bacteria.
Correct! The decomposers are organisms that
breakdown dead bodies.

What can you infer on what will happen if one

organisms in the food chain is remove?
May I have the idea of Sabrina?
Sir, for me, if one organism is
removed, the organism next to it
will don't have any something to
eat.
Very good! If one organism is being removed in the
food chain, it is unbalance.

Now, you already know the roles of organisms in a

food chain and food web, this time were going to
have another activity.
Elaborate: Activity: WHOSE NEXT?
(This section will give students Directions: Construct a simple food chain and food
the opportunity to expand and web by doing this activity.
solidify/concretize their
understanding of the concept Group 1 (Answers)
and/or apply it to a real-world Directions: Arrange the food chain using the plastic
situation) cup.

G. Finding practical Questions:

applications of concepts 1. What organism is in the bottom of food chain?
and skills in daily living 2. What organism is the producer?
H. Making generalizations 3. What organism is on top of the food chain?
and abstractions about the
lesson 1. Producer
2. Grass
3. Owl

Group 2
Directions: Construct food chain by using pictures
and arrows.

Questions:
1. How many consumer are there in a food chain?
2. What organism gives food to the primary 1. There are four consumers.
consumer? 2. The grass
3. What organism is the secondary consumer? 3. The frog is the secondary
consumer.

Group 3
Directions: Create a food web by a arranging the
pieces of puzzle.

Questions:
1. How many food chain are present in this food
web?
2. How many primary consumer are present in this
food web?
3. Without producers, will consumer stay alive? 1. There are 7 food chain.
Why? 2. There are 4 primary consumers.
3. No, because the producers are
the organisms who can make food.
 Group 4
Directions: Construct a food web by using arrows
and pictures.

Questions:
1. If the last consumer will die, what will happen to
the dead body? 1. Decomposers will decompose
2. What organism is responsible for decomposing the the dead bodies.
dead body? 2. Decomposers like bacteria and
3. Without decomposers, will producers stay alive? fungi.
Why? 3. No, because the producers
cannot gain nutrients from the soil
anymore.

Now, you already know what food chain and food

web is, and how to construct food chain as well as
food web.
Yes sir!
Can you define now what a food web is?
Sir, the food web is the
What is food web? Yes Ezekiel? combination of multiple food
chain.

Brilliant!

Now who can differentiate food chain from food Food chain is a single pathway
web? Yes Shane, what's your answer? while food web contains two or
more food chains.
Very good! Food web is the interconnected or
multiple connection of food chain.

Now you already understand what food chain and

food web is. Let's have a Trivia question.

Trivia Question:
What will happen if there is no producers and no
decomposers in the ecosystem? Okay Michelle Sir, If there is no producers and no
what's your answer? decomposers in the ecosystem, the
consumers will die and if it
happens, there's no organism who
is responsible to breakdown the
dead bodies.

Very good! Give her 5 claps! (5 claps)

Another idea? Yes Shane? Sir, the role of every organism in a
food chain and food web is very
important. If one organism is
absent, the foos chain and food
web is become unbalance.

(5 claps)
You are right! Another 5 claps for her.

So do you understand now our topic for today?

Yes sir.
Evaluation: If that so, we will have short quiz. Kindly get ¼
(This section will provide sheet of paper then write your name, section and
opportunities for concept check date.
test items and answer key which Directions: Write the letter of the correct answer. (Answers)
are aligned to the learning 1. What is food chain?
objectives – content and a.) A group of interconnected food webs. 1. B
performance standards and b.) Describes how energy is transferred from one 2. A
address misconceptions- if any) organism to another organism. 3. C
c.) A combination of two or more food chain. 4. D
I. Evaluating learning 5. B
2. What is food web?
a.) A combination of two or more food chain.
b.) A group of interconnected food webs.
c.) Describes how energy is transferred from one
organism to another organism.

3.

W X Y Z

The diagram shows organism W, X, Y, Z involve in

forming a food chain. Which of the following
arrangements shows the right sequence?
a.) X - Y - W - Z
b.) W - X - Y - Z
c.) Y - Z - W - X

For number 4-5

A B C D

4. What is the producer given on the pictures above?

5. Which serves as a secondary consumer?

Extend: Study the cycling of materials in the ecosystem. See
(This section gives situation that page 284 of your Science leaner's Module.
explains the topic in a new
context, or integrate it to Are there any question regarding our topic today?
another discipline/societal None sir.
concern) If none, then that's all for today.

J. Additional activities for Goodbye class.

application or remediation Goodbye sir!

V. REMARKS

VI. REFLECTION

K. No. of learners who earned 80% in the evaluation

L. No. of learners who require additional activities for remediation
M. Did the remedial lessons work? No. of learners who have caught up with the lesson
N. No. of learners who continue to require remediation
O. Which of my teaching strategies worked well? Why did these works?
P. What difficulties did I encounter which my principal or supervisor can help me
solve?
Q. What innovation or localized materials did I use/discover which I wish to share
with other teachers?
 Prepared by:

YROLL VANN R. ROLDAN

Practice Teacher

Checked by:

ALBERT R. DEMAISIP
Cooperating teacher