Scribd
Upload
17 views

I. Weekly Objectives: Teaching Dates and Time

The document outlines a science lesson plan for teaching 8th grade students about biodiversity, specifically distinguishing between vertebrates and invertebrates. The plan details learning objectives, content, activities, assessments, and reflections. Students will learn characteristics of different animal groups, their roles in the environment, and how animals are distinguished from other organisms.

Uploaded by

maricel fernandez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
17 views

I. Weekly Objectives: Teaching Dates and Time

The document outlines a science lesson plan for teaching 8th grade students about biodiversity, specifically distinguishing between vertebrates and invertebrates. The plan details learning objectives, content, activities, assessments, and reflections. Students will learn characteristics of different animal groups, their roles in the environment, and how animals are distinguished from other organisms.

Uploaded by

maricel fernandez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

School CAMP VICENTE LIM I.

S Grade Level 8
Learning
DAILY Teacher MARICEL R. FERNANDEZ SCIENCE
Area
LESSON LOG March 12, 2020
7:15 – 8:15 (Feynman)
Teaching Dates and 9:45 – 10:45 (Rutherford)
Time Quarter FOURTH
10:45 – 11:45 (Qurra)
12:15 – 1:15 (Perkin)
1:15 – 2:15 (Heisenberg)

I. WEEKLY OBJECTIVES
The concept of a species
A. Content Standards
The species as being further classified into a hierarchical taxonomic system
Report on the activities that communities engage in to protect and conserve endangered
B. Performance Standards
and economically important species
Explain the concept of a species
1. Identify the diverse characteristics, uses and roles in the environment of
different animals
C. Learning Competencies/
Objectives 2. Differentiate between invertebrates and vertebrates
3. Describe how are animals distinguished from the other groups as to their
reaction to stimuli

Module No. 3 Unit 4: Module:1 BIODIVERSITY


II. CONTENT
Topic: 4 VERTEBRATES AND INVERTEBRATES
III. LEARNING RESOURCES
A. References
1. Textbook Pages Science 8 Teacher’s Guide, pp. 241 – 243
2. Learner's Materials Science 8 Learner’s Material, pp. 251 – 255
3. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Science Link 8 pp. 400 – 404
IV. PROCEDURES
Differentiate Vascular and Non-Vascular Plants
A. Reviewing yesterday's Recall the diff characteristics of animals
Lesson or Presenting the new
Lesson( ELICIT Inquiry Based

B. Establishing a purpose for Present a short video of two major groups of animals the invertebrates and
the lesson (ENGAGE) vertebrates
Integration of ICT through slide What are the characteristics of each group?
deck)

C. Presenting Examples/
instances of the new lesson Emphasize the role of animals in agriculture, livelihood and medicine
(ENGAGE)
D. Discussing new concepts
and practicing new skills #1 Collaborative work: Ask each group to cite or describe the characteristics/roles of
( Leads to Formative Assessment each animals: Sponges, Cnidarians, Flatworms, Segmented worms, and
#1) (EXPLORE - Collaborative Roundworms
Activity)
How are animals distinguished from the other groups as to their reaction to
E. Discussing new concepts
stimuli? Which Cnidarians are attached? Which are free-swimming?
and practicing new skills #2
( Leads to Formative Assessment Why do you think parasitic flatworms do not have a digestive
#2) (EXPLORE) system?

F. Developing Mastery
( Leads to Formative Assessment Process the answers of each group. Discuss how are animals distinguished
#3) (EXPLAIN- Communication from the other groups as to their reaction to stimuli
Skill will be used)
G. Finding practical application
of concepts and skill in Daily What are the diverse characteristics, uses and roles in the environment of
Living (ELABORATE- Students’ different animals?
literacy skill will be utilized)
H. Making generalization and What are the differences between invertebrates and vertebrates animals? What
abstraction about the lesson are the diverse characteristics, uses and roles in the environment of different
(ELABORATE)
invertebrate animals

Multiple Choices: Choose the letter of the correct answer.


1. Animals whose tentacles contain stinging cells called nematocysts
A. Cnidarians B. Spores C. Worms D. Squid
2. These are simplest animals, belong to phylum Porifera. They live in
shallow and deep oceans
A. Cnidarians B. Sponges C. Worms D. Squid
3. These group of animals have backbones
I. Evaluating Learning
(EVALUATE- Critical Thinking A. Vertebrates B. invertebrates C.Mollusca D. Porifera
skill will be assessed)
4. These animals are characterized by segmented or repeated body parts
A. roundworms B. flatworms C. segmented worms D.Flukes
5. Animals that belong to phylum Nematoda, a lot of them are found in decaying
organic matter.
A. Earthworms B. planaria C. ascaris D.Flukes

J. Additional Activities for Research on other uses and roles in the environment of the ff. animals: Sponges,
Application or Remediation Flatworms, Jellyfish
(EXTEND – Reflective)
Feynman Neumann Heisenberg Perkin Qurra Rutherford
5
4
3
2
V. REMARKS
1
0
N
Mean
MPS
VI. REFLECTIONS
A. No of learners who earned
80% of the evaluation
B. No of learners who require
additional activities for evaluation
C. Did the remedial lesson work?
No of learners who caught up
with the lessons
D. No of learners who continue to
require remediation
E. Which of my teaching
strategies worked well? Why did
this work?
F. What difficulties did I
encounter which my
principal/supervisor can help me
to solve?

Prepared by: Checked by: Noted by:

MARICEL R. FERNANDEZ MIRASOL Q. DOMINGO, Ed.D. MILDRED M. DE LEON


Teacher I Head Teacher III - Science Principal III

You might also like