8

Quarter 1
Lesson Exemplar Lesson

in Science 1
for

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science Grade 8
Quarter 1: Lesson 1 (for Week 1)
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team
Writer/s:
• Darryl Roy T. Montebon, Ph.D. (PNU Manila)

Validator/s:
• Genelita S. Garcia, Ph.D. (PNU Manila)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].

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 LESSON EXEMPLAR

SCIENCE /QUARTER 1 / GRADE 8

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners learn that:

Standards 1. Organ systems work together for the growth and survival of the organism.

B. Performance By the end of the Quarter, learners demonstrate the use of models, flow charts, and diagrams to illustrate how body
Standards systems work together for the growth and survival of an organism.

C. Learning Learning Competency

Competencies 1. Using a labeled diagram, trace how food travels through the digestive tract and explain how different digestive
and Objectives processes work, including mechanical processing, secretion, digestion, absorption, and elimination.
2. Use models, flow charts, diagrams, and simulations to explain how body systems work together, such as digestion
and excretion.

Learning Objectives:
Students should be able to:
1. Identify the parts and functions of the digestive system.
2. Create a model to show how food travels in the digestive system.
3. Provide measures on how to take care of the digestive system.
4. Describe how the digestive system interacts with other bodily systems.

D. Content Topic: Digestive System Processes

Sub-topic: Parts, Function and Models of Digestive System

E. Integration Incorporating Sustainable Development Goal (SDG) 3, "Good Health and Well-being," into a lesson on the digestive
system involves highlighting the importance of nutrition for overall health. Students can explore how the digestive
system functions to extract nutrients from food, emphasizing the role of balanced diets in preventing diseases.

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II. LEARNING RESOURCES

● Online Learning College. (n.d.). Organ Systems in Humans. Online Learning College. https://online-learning-college.com/knowledge-
hub/gcses/gcse-biology-help/organ-systems-in-humans/

● Peace and Equity Foundation. (2019). SCIGR8Q4-Reg [PDF]. Peace and Equity Foundation. https://peac.org.ph/wp-
content/uploads/2019/10/SCIGR8Q4-Reg.pdf

● Rochelle A. (n.d.). 5 Steps to Create an Effective Mind Map. Medium. https://rochellea.medium.com/5-steps-to-create-an-effective-

mind-map-1e18d6bfd34f

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior (Day 1) Suggested answers to GQ:

Knowledge 1. Short Review 1. Body systems are group of
Let students identify the different organs of the body and facilitate the guide organs working together to
questions given: perform a certain function.
2. Student answers may vary
but here are some ideas: The
body systems include the
cardiovascular system,
responsible for circulating blood
and nutrients throughout the
body; the respiratory system,
which facilitates gas exchange
and oxygenation of blood; the
digestive system, involved in
breaking down food and
absorbing nutrients; the
nervous system, responsible for
transmitting signals between

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 Image Source: https://online-learning-college.com/knowledge-hub/gcses/gcse-biology- different parts of the body and
help/organ-systems-in-humans/ coordinating bodily functions;
the endocrine system, which
Guide Questions: produces hormones that
1. What is a body system? What makes up a body system? regulate various bodily
2. From the pictures given, identify at least one body system and identify functions; the musculoskeletal
its function. system, providing structure,
3. Why is studying body systems important? support, and movement; the
immune system, defending the
2. Feedback (Optional) body against pathogens and
foreign substances; and the
reproductive system, involved in
producing offspring and
maintaining sexual
characteristics.
3. Studying the body systems is
important because it helps us
understand how the human
body functions. Knowing our
body systems maintain our
health and developing practices
for healthy living

B. Establishing 1. Lesson Purpose (Day 1, x minutes) See attached worksheet entitled

Lesson Purpose Let students accomplish Activity 1.1: My Favorite Food and facilitate Activity 1.1: My Favorite Food
classroom discussion

Guide Questions:
1. Why do you like the food that you have chosen?
2. Is your favorite healthy? Why?
3. How does your body make use of the nutrients from your favorite food?
What system helps it absorb the nutrients?

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2. Unlocking Content Area Vocabulary See attached worksheet entitle
Let students accomplish the Activity 1.2: Word Puzzle on Digestive System Activity 1.2: Word puzzle on
function. Facilitate a class discussion to check their answers. Digestive System

Clues for Activity 1.2

ACROSS
1. The semi-fluid mass of partially digested food and gastric juices that is formed
in the stomach and passed into the small intestine
5. An enzyme produced in the saliva and pancreas that breaks down
carbohydrates into simpler sugars)
10. The process by which digested nutrients are taken up by the cells lining the
digestive tract and transported into the bloodstream
11. The involuntary muscle contractions that propel food and liquid through the
digestive tract
12. An enzyme that breaks down fats into fatty acids and glycerol

DOWN
2. Biological molecules that speed up chemical reactions, such as the breakdown Note: Teachers may allow
of food into smaller molecules for absorption students to research on the
3. Small finger-like projections in the lining of the small intestine that increase its clues using their textbooks or
surface area for absorption the internet to help them
4. The physical breakdown or digestion of food into smaller pieces by chewing, answer the activity
grinding, and churning
6. Tiny hair-like structures on the surface of villi that further increase the surface
area available for nutrient absorption
7. The digestion process of breaking down food into simpler chemical compounds
through enzymatic reactions
8. An enzyme that breaks down proteins into amino acids)
9. A rounded mass of food that has been chewed and mixed with saliva in the
mouth, ready to be swallowed

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C. Developing and (Day 2) In grade 5, they are expected to
Deepening 1. Explicitation already know the parts of the
Understanding digestive system, hence only
• Post a picture of the digestive system on the board. Let students identify recall
the parts of the digestive system.
• Using post-it note pad, let students write what they know about the
identified parts of the digestive system.

Answers for GQs

GQ 1
1. Mouth
2. Pharynx
3. Esophagus
4. Stomach
5. Small Intestine
6. Pancreas
7. Large Intestine
8. Rectum
9. Liver
10. Gall Bladder

GQ2: Student Answers may vary

Guide Questions (GQs):
1. What are the parts of the GQ3: By its function or pathway of
digestive system? food
2. What do you know about
the functions of the parts of the
digestive system?
3. How can we classify the
parts of the digestive system?

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2. Worked Example

• Let students watch the following YT Videos and accomplish Activity 1.3:
Functions of the Organs of the Digestive System

Links for Videos:

a. Parts and functions of the Digestive System:

https://www.youtube.com/watch?v=ZBZWgrfZFbU
b. Processes in the Digestive System:
https://www.youtube.com/watch?v=W55-QiHCYGA
c. How the digestive system works:
https://www.youtube.com/watch?v=_T_vmcLyTzI

• Facilitate a classroom discussion about the videos they watched.

Guide Questions:
1. What are the functions of the different organs of the Digestive
System?
2. What are the different processes that happen during digestion?
3. How do the digestive organs help in digestion of food?

3. Lesson Activity

● From the discussion on the digestive system, let students create a story on
the journey of food in the alimentary canal (Activity 1.3: Food’s Journey
through the Digestive System).

● Check for student’s conceptual understanding on the functions of the

digestive system and its processes. Correct misconceptions as it surfaces or
as you have observed them.

● Some common misconceptions to watch for are:

1. Digestion Happens Only in the Stomach. While the stomach is a
crucial organ for digestion, the process actually begins in the mouth with
chewing and saliva breaking down food and continues in the small
intestine where most nutrient absorption occurs.
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2. All Bacteria in the Gut Are Harmful. In reality, the gut contains a mix
of beneficial and harmful bacteria. Beneficial bacteria aid in digestion,
produce essential nutrients, and support the immune system. This activity can be done by
3. Digestive Issues Are Solely Caused by Food. While diet plays a group and as an assignment
significant role in digestive health, other factors such as stress,
medications, genetics, and underlying medical conditions can also
contribute to digestive problems.
4. Chewing Gum Takes 7 Years to Digest. This is a common myth; The teacher may facilitate a fact
chewing gum is not digested like food. It usually passes through the or bluff activity on the common
digestive system without being broken down and is eventually expelled misconceptions on the digestive
from the body. system. Teachers may add
5. Spicy Food Causes Stomach Ulcers. Spicy food can exacerbate existing other student misconceptions
ulcers or cause discomfort in some individuals, but it does not directly they know about the Digestive
cause stomach ulcers. The majority of ulcers are caused by bacterial System.
infection (Helicobacter pylori) or prolonged use of nonsteroidal anti-
inflammatory drugs (NSAIDs).
6. Fasting Detoxifies the Body. While intermittent fasting or detox diets
may have some benefits, the idea that they detoxify the body by cleansing
the digestive system of toxins is largely unfounded. The liver and kidneys
are primarily responsible for filtering and eliminating toxins from the body.
7. Everyone Needs to Eat Three Meals a Day. The ideal number of meals
varies for everyone. Some people may feel better with three meals a day,
while others may prefer smaller, more frequent meals or intermittent
fasting. It's essential to listen to your body's hunger and fullness cues.
8. Digestive Enzymes Aid Weight Loss. While digestive enzymes help
break down food, there's little evidence to support the claim that they
promote weight loss. Weight loss is primarily achieved through a
combination of a balanced diet, regular physical activity, and lifestyle
changes.
9. Stomach Acid Causes Heartburn. Contrary to popular belief, heartburn
is often caused by a weakened lower esophageal sphincter (LES) allowing
stomach acid to reflux into the esophagus. While excess stomach acid can
exacerbate symptoms, it's not always the primary cause.
10. The Digestive System Works Independently of the Rest of the
Body. The digestive system is intricately connected to other bodily systems,
including the nervous, endocrine, and immune systems. Factors such as

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 stress, emotions, hormones, and overall health can influence digestive
function.

Day 3
SUB-TOPIC 2: Model of Food Passage
1. Explicitation

• Ask student volunteers to read the story they created in the previous
section. Gather feedback from the class about the presenter’s work.

Guide Questions:
1. How does the food travel in the digestive system?
2. How will you show the pathway of the food through a model?

2. Worked Example

• Let students do Activity 1.4: Model of food pathway in the Digestive System

Guide Questions:
1. How does your model show the food travel in the digestive system?
2. What insights have you learned from the model?
3. How will you improve the model?

3. Lesson Activity
● Let students recall their experiences and insights in the model they created See Activity Sheet 1.5: Activity
for the digestive system. Ask them to answer Activity 1.5: Taking Care of 1.5: Model of food pathway in
the Parts of the Digestive System. the Digestive System

Guide Questions:
1. How do we take care of the different parts of the digestive system?
2. What are specific measures that we should observe to maintaining a
healthy digestive system?
3. Why is it important to take care of our digestive system?

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Day 4
SUB-TOPIC 3: Digestive System and Other Organs
1. Explicitation
• Let students sing a stanza in the song “Ang Lahat ng Bagay”

Ang lahat ng bagay ay magkaugnay

Magkaugnay ang lahat
Ang lahat ng bagay ay magkaugnay
Magkaugnay ang lahat
Ang lahat ng bagay ay magkaugnay
Magkaugnay ang lahat
Ang lahat ng bagay ay magkaugnay
Magkaugnay ang lahat

• After the song, facilitate a reflection activity on what does the song means.
Encourage them to share any new insights or perspectives they gained
from the song. Ask the linking question: In relation to our lesson, “How
does the digestive system work with other systems?”

2. Worked Example See Activity 1.6: Taking Care of

● Assign each group to work on a certain body and brainstorm how the the Parts of the Digestive
digestive system works with them (See Activity Sheet 1.6: Body Systems System
Working Together)

● Sample groupings and assignment can be:

Groupings Body System Relation to Digestive System

1 Skeletal The digestive system supplies nutrients essential

for the growth and repair of bones.

2 Muscular Nutrients from the digestive system fuel muscle

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 activity, whether it involves skeletal, smooth, or
cardiac muscle.

3 Respiratory The digestive system furnishes nutrients to

support the diaphragm's function in facilitating
breathing.

4 Circulatory Nutrients from the digestive system sustain the

heart's function by providing it with essential
substances necessary for circulation.

5 Nervous The digestive system supplies energy for the

brain to carry out cognitive functions and
regulate other bodily systems.

6 Excretory/Ur The digestive system provides nutrients required

inary for kidney function in filtering blood and
removing waste products generated by other
bodily systems.

Guide Questions:
1. Which organ systems benefit from the functions of the digestive
system?
2. What additional organ systems, not addressed in the preceding
information, receive services from the digestive system?
3. What do you think would happen to the other body systems if the
digestive system fails in its functions?

• Let students present their work and process the given guide questions.

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 3. Lesson Activity Image Source:
• Let students create a mind map on how the digestive system works with https://miro.medium.com/v2/
other body systems. See sample figure below. resize:fit:720/format:webp/1*6
cs9om4YMrortwsSa1z0aA.jpeg

This can be done in a group.

• Let students present their concept map in class and facilitate class
discussion. Ask students to identify one idea that they have learned from
the lesson.

D. Making 1. Learners’ Takeaways The teacher may propose other

Generalizations activities for the learners to
Let students accomplish the exit ticket to check their understanding and describe their understanding of
gather feedback on the lesson. a concept, idea, and skill
covered in the previous topic.

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 3-2-1 Exit Ticket on the Digestive System

Items Response

3 Things I learned

2 Things I like about the lesson

1 Question I have

2. Reflection on Learning
Post a large picture of the Digestive system on the board. Distribute post it to The teacher should allow the
students and let them write their commitments to take care of their digestive learners to document their
system. ways on how they think about
their learning (metacognition).

Teachers may use the same

picture in the first sub-topic.

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IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment Answer Key:

Learning Let students answer the following multiple choice test questions: 1. b. Kidney
2. c. By controlling muscle
1. Which of the following is NOT a part of the digestive system? contractions
a. Liver
3. a. Absorption of nutrients
b. Kidney
c. Stomach 4. b. Circulatory system
d. small intestine 5. a. Producing bile
6. b. Through muscle
2. How does the nervous system regulate digestion? contractions
a. By producing enzymes 7. b. Emulsification
b. By secreting hormones 8. b. Nutrients move from the
c. By controlling muscle contractions
digestive tract into the
d. By filtering waste products
bloodstream
3. What is the main function of the small intestine? 9. a. Absorption of water and
a. Absorption of nutrients minerals
b. Mechanical processing of food 10. c. By transporting waste
c. Secretion of digestive enzymes products
d. Storage of bile 11. d. Spreadsheet
12. c. Plants do not have a
4. Which body system transports nutrients absorbed by the digestive system?
a. Nervous system circulatory system
b. Circulatory system 13. d. Producing insulin
c. Respiratory system 14. b. Emulsifying fats
d. Endocrine system 15. a. Nervous system
16. c. To lubricate food
5. What roles do the liver and gallbladder play in digestion?
17. b. Waste products are
a. Producing bile
b. Absorbing nutrients expelled from the body
c. Filtering blood 18. d. Enzymatic breakdown
d. Pumping oxygen 19. a. By transporting
nutrients absorbed by the

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6. How does food move through the digestive tract? digestive system
a. Through diffusion 20. a. By providing visual
b. Through muscle contractions representations
c. Through osmosis
d. Through passive transport

7. Which of the following is a mechanical processing step in digestion?

a. Absorption
b. Emulsification
c. Enzymatic breakdown
d. Chemical digestion

8. What happens during the process of absorption in the digestive system?

a. Food is broken down into smaller molecules
b. Nutrients move from the digestive tract into the bloodstream
c. Waste products are eliminated from the body
d. Enzymes are secreted to aid in digestion

9. What is the primary function of the large intestine?

a. Absorption of water and minerals
b. Absorption of nutrients
c. Production of bile
d. Secretion of digestive enzymes

10. How do body systems work together in digestion and excretion?

a. By producing hormones
b. By sharing nutrients
c. By transporting waste products
d. By regulating body temperature

11. Which of the following is NOT an example of a model used to explain body
systems working together?
a. Flow chart
b. Diagram
c. Simulation
d. Spreadsheet

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12. How does the plant transport system differ from the human digestive system?
a. Plants do not have digestive enzymes
b. Plants do not absorb nutrients
c. Plants do not have a circulatory system
d. Plants do not undergo elimination

13. Which of the following is NOT a function of the liver in digestion?

a. Producing bile
b. Storing glycogen
c. Filtering toxins from the blood
d. Producing insulin

14. What is the function of bile in digestion?

a. Breaking down carbohydrates
b. Emulsifying fats
c. Absorbing water
d. Transporting nutrients

15. Which body system controls muscle contractions in the digestive tract?
a. Nervous system
b. Circulatory system
c. Muscular system
d. Respiratory system

16. What is the purpose of mucus secretion in the digestive system?

a. To absorb nutrients
b. To eliminate waste products
c. To lubricate food
d. To break down food molecules

17. What happens during the process of elimination in the digestive system?
a. Nutrients are absorbed into the bloodstream
b. Waste products are expelled from the body
c. Enzymes break down food molecules

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 d. Bile is produced by the liver

18. Which of the following is NOT a component of mechanical processing in

digestion?
a. Chewing
b. Mixing
c. Segmentation
d. Enzymatic breakdown

19. How does the circulatory system interact with the digestive system?
a. By transporting nutrients absorbed by the digestive system
b. By producing digestive enzymes
c. By regulating muscle contractions in the digestive tract
d. By filtering waste products from the blood

20. How do models, flow charts, diagrams, and simulations contribute to

understanding body systems working together?
a. By providing visual representations
b. By producing hormones
c. By eliminating waste products
d. By absorbing nutrients

2. Homework (Optional)
Giving homework for extended deliberate practice (optional)

A. Teacher’s Note observations on This lesson design

Remarks any of the following Effective Practices Problems Encountered component prompts the teacher
areas: to record
relevant observations
strategies explored and/or critical teaching events
that he/she can reflect on to
assess the achievement of
materials used objectives. The

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 learner engagement/ documenting of
interaction experiences is guided by
possible areas for
observation including
others teaching strategies
employed, instructional
materials used, learners’
engagement in the
tasks, and other notable
instructional areas.
Notes here can also be on tasks
that will be
continued the next day or
additional activities needed.

B. Teacher’s Reflection guide or prompt can be on: This lesson design

Reflection ▪ principles behind the teaching component guides the teacher
What principles and beliefs informed my lesson? in reflecting on and for
Why did I teach the lesson the way I did? practice. Entries on this
component will serve as inputs
▪ students for the LAC sessions, which
What roles did my students play in my lesson? can center on sharing best
What did my students learn? How did they learn? practices discussing
problems encountered and
▪ ways forward actions to be taken; and
What could I have done differently? identifying
What can I explore in the next lesson? anticipated challenges and
intended solutions. Guide
questions or
prompts may be
provided here.

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