School Northern Abra National Highschool Grade Level Grade 8

DETAILED
Teacher JOHN BENEDICK T. AGUNAT Learning Area Science
LESSON PLAN
Teaching Date
February 12, 2025: 8 A: Quarter Fourth Quarter
and Time

I. OBJECTIVES
A. Content Standard One way flow of energy and the cycling of materials in an ecosystem
B. Performance
Make a poster comparing food choices based on the trophic levels.
Standards
C. Learning
Describe the transfer of energy through the tropic levels.
Competencies
 Describe the pyramid of biomass and energy
D. Specific
 Analyze how energy flows through trophic levels and why energy decreases upward
Objectives
 Illustrate a basic energy pyramid and biomass for a given food chain
II. CONTENT PYRAMID OF BIOMASS AND ENERGY
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s
pp. 280-282
Materials Pages
3. Textbook Pages
4. Additional from
Learning Resource
(LR) Portal
B. Other Learning
PowerPoint Presentation, Laptop, Television
Resources
5E’s (Engage, Explore, Explain, Elaborate, Evaluate)
IV. PROCEDURES
Teacher’s Activity Students’ Activity
Preliminary Activities Good morning class! Good morning, Sir!
1. Prayer Before we begin our lesson, please stand, and let us pray In the name of the Father and
Prayer: Creator of the universe, we thank you for the wonders of of the Son and the Holy Spirit
science, for the knowledge we gain, and the mysteries we Amen.
explore. Guide our studies, sharpen our minds, and help us use
our knowledge wisely. Amen
2. Greeting

My name is John Benedick Agunat and I am your teacher today.

How is your day going so far? We are doing well so far sir!

That’s great! I am also feeling good.

3. Checking of Arrange your chairs and sit properly.

Attendance Is there anyone absent? None, sir.
If none, Very Good Class!

A. Reviewing the Before we start our lesson, I will show you a summary table
previous lesson or where you can see your participation and scores in every activity
presenting the new of our lesson. This is where you can see your scores in each
lesson activity.
(ENGAGE)
Groups Picture Cup Energy Meat Evaluation Total
Hunt stacking Leak eater vs True or
plant False
eaters
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6

Criteria 3 2 1
Participation All Some Only few
members members members
participate did not participated in the
d in the participate activity
activity in the
activity
Completeness Finish the Finished Finished only
task 80% of the 50% of the task
completely task
Correctness All entries 1 incorrect 2-3 incorrect
are correct entry entries
Presentation Organized Some Not organized
and clear parts are and very
acceptable confusing
but some
are
confusing

Now, Let’s see what you have learned in our past lesson. Let’s
have a game activity called Picture Hunt: Building the Food
Chain. I need 3 representatives from each group to play this
game.
The first thing that you are going to do is search for pictures of
different organisms in a box for you to form a food chain on the
board.
After that, label the different trophic levels of the organisms in
the food chain. You have to finish that in 5 minutes.
Are you ready?
Time starts now!
Yes sir!

In the activity, what are producers, primary consumers,

secondary consumers, and tertiary consumers collectively
called?
Very good class! Now let’s continue to explore the feeding Trophic levels
 relationships of organisms.
B. Establishing a
To begin with let’s have a game activity called: Stack it up:
purpose for the
lesson Do you know what cup stacking is? Yes sir!
(ENGAGE) In your groupings, you are going to stack up the cups with 5
cups at the base. The first group to finish gets three points. Other
C. Presenting group completed the task get 2 points.
examples/instances
of the new lesson
Great job stacking those cups! What figure is formed after
(ENGAGE) Pyramid
stacking up all the cups?

A pyramid is a 3D figure build with a base of a polygon and

triangular faces all connected together.

Why did I ask you to make a pyramid? How is it related to

organisms feeding relationships?

That is because today we are going to learn about the energy

pyramid and the pyramid of biomass.
D. Discussing new
Now, I want you to discover and describe an ecosystem’s energy
concepts and
pyramid and pyramid of biomass by doing an activity which is
practicing new
entitled “ENERGY leak: Where does it go?”
skills # 1
( EXPLORE) Leaders come and get your activity sheets.
Everybody, read the first objectives of our activity. Students read the first
E. Discussing new So, after doing the activity you are expected to describe how objectives.
concepts and energy flows in an ecosystem, illustrate energy pyramid and
practicing new explain how energy is transferred and used at each trophic.
skills # 2 Get the materials and follow the procedure indicated in the
(EXPLORE) activity sheet.
For this activity, you will be graded base from your group
performance and scores after checking your group answers later Students will get the materials.
on.

Now face your groupmates in 6,5,4,3,2,1. You have 5 minutes to Students will do the activity.
do the activity. Your time starts now!
F. Developing Each group representative
Times up! Let’s have a group presentation
mastery (leads to presents their group answers
formative Teacher checks and scores group reporting. and observations.
assessment 3) (Claps for every presenter)
(EXPLAIN)
Let us now process your answers.

Again, after labelling the cups with trophic levels, what do the Each cup represents an
cups represent? organism

-An organism representing each trophic level. Then the first cup
may represent a grass or vegetable.

Then you filled the first cup with water representing energy that
producers receive from the sun which is then transferred to the
next cup which is a representative organism of the first order
consumers up to the last consumer.

What was again your observation on the amount of water

transferred from the producer’s cup to the last consumer? The amount of energy
decreases at each level.

Where did the water go? It is absorbed by the sand

inside the cup.
How does this demonstrate the concept of energy transfer and
utilization at each trophic level?
It was demonstrated that energy
decreases at each level because
most are absorbed by the sand
It was demonstrated that energy decreases at each level because or use by the organism.
most are absorbed by the sand which shows that energy is used
or utilized by the organism so the amount of energy decreases at
each level.

In an organism’s body, how is energy used? For organism’s growth and

development.
Yes, most energy is used for an organism’s growth and
development, movement, reproduction and all biological
processes needed for an organism’s survival.

When you transferred water from one cup to another, did you
not spill water any amount even a single drop? We did sir.

Those spilled water represents loss energy for metabolism and

during respiration.
It means that the amount of
What do this activity tell us about the energy pyramid?
energy decreases.
Now how is the energy pyramid related to the pyramid of
biomass if biomass refers to the total mass of living organisms in It is the same sir.
a given area or ecosystem at a specific trophic level?

It includes all the organic material in living things such as

carbohydrates, proteins and fats.
 The base of pyramid is the widest because most energy and
biomass is available here which supports all other levels. Only
about 10% of the energy is passed to the next level.

Try to look at the figure. If the grass obtained 10,000 kcal. 10%
of it which is 1000 maybe transferred to the grasshopper that
feeds on the grass. One zero is emitted as you go higher in the
food chain. 100

What is 10% of 1000?

So only 100 kcal may be transferred to the frog that eats the
grasshopper. 10% of 100 which is 10 kcal will then be
transferred to the snake and 10% of 10 which is 1kcal to the
organism in the last which is the eagle.

Correct! the pyramid of biomass follows the same trend as the

energy pyramid because biomass depends on the energy
available at each trophic level. Since biomass also tends to
decrease as you move up the food chain.

G. Finding practical
The pyramid of biomass goes within the states which refers to
applications of
principle that energy cannot be created nor destroyed, only
concepts and skills
transformed from one to another which is essentially the first
in daily living
Law of Thermodynamics stating that the total amount of energy
(ELABORATE)
in a closed system remains constant, meaning energy can only
be transferred or transformed, not created or destroyed. Next the
second law stating that in any energy transfer, the overall
entropy of a system increases, meaning some energy is always
lost unusable.

Now I will give you chance to choose your food in this activity
called Fuel your body: Pick the best energy booster

If you want to get more energy from your meal, which food will
you choose? Explain why did you choose that particular food?

At the count of three one representative will go to the table and

get one food. Wait for my go signal.
(the students may vary
Ready? 1,2,3 GO! answers)
 For us to get more energy, from the foods we eat, we must eat
fruits and vegetables.
To generalize our today’s lesson let us try to answer the
following questions base from the following figures

1.How much biomass of humans can 5,000 kg of corn support? 100 kg of human biomass
Ok very good, we're assuming humans directly convert 10% of
the energy in corn into their own biomass. This is a very
H. Making optimistic estimate, as humans need a far more diverse diet than
Generalization and just corn, and the actual conversion rate is much lower.
abstractions about
the lesson 2. How much biomass of chicken can 5,000 kg of corn support? 2500 kg of chicken
(ELABORATE) Chickens are generally more efficient at converting corn into
biomass than humans. We're assuming a 20% conversion rate
here.

Which is more efficient in converting biomass of producers to

biomass of consumers a meat eater or a plant eater? Plant eater sir.

Excellent class!

Plant eaters are generally more efficient at converting producer

biomass into their own because they consume producers
directly, with less energy loss compared to meat eaters who
consume animals that have already lost energy.
Describe the energy pyramid and pyramid of biomass of It is pyramid because, the
organisms from producers to the last order consumer. energy and biomass are both
highest in the producer’s
tropics level and decreases as
you move up the trophic levels.
I. Evaluating Now let’s see if you really understood our lesson! Here's a
Learning True/False quiz. Show me thumbs up if the statement is true and
 thumbs down if the statement is false
1. The base of a pyramid of biomass is always wider than the True ( thumbs up)
top.
2. A pyramid of energy always shows a decrease in energy at
True ( thumbs up)
each successive trophic level.
3. 100% of the energy from one trophic level is transferred to the
next. False ( thumbs down)

4. The top level of an energy pyramid has the most energy False ( thumbs down)

5. Only 10% of the energy available at one trophic level is True ( thumbs up)
transferred to the next
Okay very good class all of you did your best!

Okay class this will be your assignment

J. Assignment
Analyze the given situation:

A rabbit farmer is concerned about the low weight gain of his

rabbits. He's feeding his rabbits 5000 kg of mixed feed pellets
per month, but the rabbit biomass is significantly less than
expected.
disease, poor feed conversion,
1. What factors could be causing the low rabbit biomass? insufficient corn quality,
2. Draw a pyramid of energy for the rabbit farm, showing the parasites
energy flow from pellets to chicken. Include potential energy
losses at each stage.
3. How can they maximize energy transfer and minimize energy
loss? (The students may vary
answer)
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
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 this work?
F. What difficulties
 did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover which
I wish to share
with other
teachers?

Prepared by: Checked by:

John Benedick T. Agunat Bernadette P. Balaoro
Student Teacher Cooperating Teacher