GRADES 1 to 12 School STO.

TOMAS NHS Grade Level 8

DAILY LESSON Teacher MEGY ALCHE A. GUDELOSAO Learning Area Science
Plan Teaching February 14, 2025 Quarter FOURTH
Dates and 3:15 PM – 4:00 PM
Time

A. Content The learners demonstrate an understanding of the digestive system and its interaction with
Standards the circulatory, respiratory, and excretory systems in providing the body with nutrients for
energy
B. Performance The learners should be able to present an analysis of the data gathered on diseases
Standard resulting from nutrient deficiency
C. Learning
Competencies The learners should be able to explain ingestion, absorption, assimilation, and excretion;
Write the LC S8LT-IVa13
code for each
I. OBJECTIVES
At the end of this lesson, 75% of the learners were be able to:
a. Cognitive Define the process of Digestion (ingestion, absorption, assimilation, and excretion),
b. Psychomotor Trace the processes involved in digestion through an analogy of the digestive system,
c. Affective Explain the importance of maintaining a healthy digestive system and its impact on overall
well-being.
II. CONTENT
Topic The Digestive System
III. TEACHING METHODS:
Experiential, Inquiry-Based, and Collaborative Learning are seamlessly integrated to foster
active engagement and deeper understanding. Experiential Learning is demonstrated in
activities like Let’s Eat Aw, where students physically engage with the concept by eating and
reflecting on how food is digested, connecting real-life experiences to scientific knowledge.
Inquiry-Based Learning is incorporated through the Gutsy Game, where students investigate
the digestive process by exploring the game, asking questions, and uncovering how different
organs function. Finally, Collaborative Learning is highlighted in the Put Me Where I Belong
activity, where students work together to identify and label parts of the digestive system,
promoting teamwork and enhancing their collective understanding of the topic. This combined
approach encourages a more interactive, student-centered lesson.
IV. LEARNING RESOURCES:
A. References
1. Teacher’s Guide p.206-222
pages
2. Learners Material p.291-305
pages
B. Other Learning Online Resources: National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK). (n.d.).
Resource Digestive system: How it works [Image]. National Institute of Diabetes and Digestive and Kidney
Diseases. https://www.niddk.nih.gov/health-information/digestive-diseases/digestive-system-how-it-
works
C. Materials -Laptop
-Dice
-TV monitor
-Markers
-Worksheets
-Board game
IV. PROCEDURES Students’ Response
Preliminaries and Prayer
Classroom Let us start our class with a prayer to be led In the name of the Father, and the Son, and
Management by the assigned student of the day. the Holy Spirit, Amen.
(3 minutes)
Greetings
Good afternoon, everyone! Good afternoon, Ma’am Megs.

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 How are you class? We are fine, Ma’am! How about you?

I am also fine and I am very happy as we

will going to learn another topic.

Before you take your seat, kindly pick up (Students pick up the pieces of papers on the
some pieces of trash on the floor and floor and arranges their armchairs properly)
arrange your armchairs properly.

Checking of Attendance
You may now take your seat.
Is anyone absent today?
No one ma’am!
Very good! No one is absent today!

Classroom Rules
Here are the classroom rules that we need
to practice inside the classroom:

Kindly read everyone.

Alright! do you have any questions

regarding with our classroom rules? None so far, Ma’am.
ELICIT (The activities in LET’S EAT AW!
this section will evoke or
draw out prior concepts of Directions:
or experiences from the  In this activity, the teacher will ask 3
students.) volunteers from the students. Each (Students will actively participate)
(3 minutes)
volunteer will be given a task to eat
a food prepared by the teacher. The Possible answers:
first student to finish the food will be
the winner. 1.(the winner will share his/her experience to
 After the activity, the teacher will the class.)
then ask the students questions a. “As I chewed the food, it was slowly break
such as: down into mall pieces, and I believe it travels
1. Who finish the food first? down in my stomach.”
2. Share your experience while eating the b. The small and large intestines, stomach,
food. and other digestive organs.
3. Which parts of the body are responsible
for absorbing the food you eat?
ENGAGE (The activities PUT ME WHERE I BELONG Possible answers:
in this section will stimulate
their thinking and help Instructions:
them access and connect 1.. The teacher will provide a picture of the
prior knowledge as a digestive system and ask 12 learners to
jumpstart to the present participate.
lesson.)
(3 minutes)
2. Each student will identify the different

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 parts of the digestive system.
3. Students will take turns placing the labels
for each part in the correct location on the
picture.

SALIVARY GLANDS

EXPLORE (In this A GUTSY GAME

section, students will be
given time to think, plan, The game is an analogy of the digestive
investigate, and organize system.
collected information ; or
the performance of the
planned/prepared activities
from the student’s manual
with data gathering and
Guide questions)
(10 minutes)

Materials Needed:
 game board
 a piece of die
 tokens or playing pieces
Procedure:
1. The class will be divided into 4 groups to
play the board game.
2. Choose a token for you and your
classmate; place the tokens on the board’s
starting line.

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 3. Take turns rolling the die.
4. The number on the die determines how
many spaces you will move your token.
5. Follow the directions -- if there is any -- on
the space you land your token.
6. The player who first makes it all the way Possible answer:
through the digestive system and 1. The tokens represent the food that we
down to the finish line wins the game. eat.
2. The spaces on the board game
represent the different organs of the
Guide Questions: digestive system.
1. What do the tokens represent? 3. The directions show what happens to
2. What do the spaces on the board game food at different stages of digestion. For
represent? example, some spaces might tell us to
3. What do the directions on some of the “move forward” because food is being
spaces tell you about the digestive system? pushed by muscles (peristalsis), while
others might tell us to “skip a turn” if
digestion takes longer, like when food is
*Please see attached worksheet for clearer broken down in the stomach.
copy.

EXPLAIN (In this section,

students will be involved in
an analysis of their
exploration. Their
understanding is clarified
and modified because of
reflective
activities)/Analysis of the
gathered data and results
and be able to answer the
Guide Questions leading to
the focus concept or topic
of the day.)
(15 minutes)

 Mouth: Where food is broken down

by chewing and mixed with saliva to
begin digestion.
 Salivary glands: Produce saliva to
moisten food and begin the breakdown
of carbohydrates.
 Esophagus: Transports swallowed food
from the mouth to the stomach through
a series of muscle contractions.
 Liver: Produces bile to help digest fats
and filters toxins from the blood.
 Gallbladder: Stores and concentrates
bile produced by the liver to help digest
fats.
 Stomach: Breaks down food with
gastric juices, including acids and
enzymes, and starts protein digestion.
 Pancreas: Produces digestive enzymes
and bicarbonate to neutralize stomach
acid and aid digestion in the small

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 intestine.
 Large intestine: Absorbs water and
salts, and forms solid waste (feces).
 Small intestine: Most digestion and
nutrient absorption take place here,
where enzymes break down food
further.
 Rectum: Stores solid waste until it is
excreted from the body.
 Anus: The opening through which
waste is expelled from the body.
 Appendix: A small organ with no
essential function in digestion but may
play a role in immunity.

Describe the process of digestion.

Possible answer:

Guide
Questions:

1. What is the first step of digestion?

Ingestion is the process of taking in food

 It is the first step of digestion or through the mouth.
intake of food.
 It is a process where food is taken
in through the mouth and broken
down by teeth and saliva.

2. How about the next step?

 This is the process of absorbing
food in the form of nutrients into the Absorption is the process of taking nutrients
any blood stream of the body. from the digestive system into the blood so
they can be used in the body.
a. Where does absorption takes place?
In the small intestine.
3. After absorbing the nutrient, what
comes next? Assimilation is the process by which
 The process of nutrients being absorbed nutrients are transported and used
absorbed by each cell of the body in by the body's cells for energy, growth, and
the form of energy. That's why, if we repair.
eat more rice or any carbohydrate
foods, we can became more active
and energetic.

4. What is the final step? Excretion is the process of removing waste

products and excess substances from the
body, primarily through the kidneys, lungs,
and skin.

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  It is a process by which metabolic
waste or removing wastes and
excess water is eliminated from an
organism or from the body.
ELABORATE ( This Pictures of different types of digestive Possible answer:
section will give students issues. 1.
the opportunity to expand 1. Digestive problems can be caused by
and solidify / concretize unhealthy eating habits, such as eating too
their understanding of the fast, overeating, or consuming too much oily,
concept and / or apply it to spicy, or processed food. They can also
real –world situation)
result from infections, bacteria, stress, lack of
fiber in the diet, dehydration, and certain
medications. Poor hygiene, such as not
Indigestion Diarrhea washing hands before eating, can also lead
to digestive issues.

2.We can prevent digestive problems by

eating a balanced diet rich in fiber, drinking
plenty of water, and avoiding excessive oily,
Peptic Ulcers spicy, and processed foods. Practicing good
hygiene, such as washing hands before
Guide Questions: eating and ensuring food is clean and
1. What might cause these problems? properly cooked, also helps. Additionally,
2. How can we prevent them? (ask random managing stress, eating slowly, and
students) exercising regularly contribute to a healthy
3. Why is it important to take care of our digestive system.
digestive system?
3. If our digestive system is healthy, our body
* Relate digestion to balanced nutrition and can absorb all the nutrients we need to stay
healthy eating habits. strong and energetic. If digestion is poor, we
might feel weak, tired, or even get sick.

EVALUATION ( This Instructions: Read each question carefully Answer Key:

section will provide for and choose the best answer.
concept check test items I. MCQ
and answer key which are 1. C
aligned to the learning I. Multiple Choice 2. B
objectives - content and 3. D
performance standards
and address
1. Which organ is responsible for most 4. B
misconceptions – if any) of the nutrient absorption in 5. B
digestion?
a) Stomach
b) Large intestine
c) Small intestine
d) Esophagus

2. What is the function of bile in

digestion?
a) It breaks down proteins
b) It helps digest fats
c) It absorbs water
d) It transports food

3. What is the final step of digestion,

where waste is removed from the

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 body?
a) Ingestion
b) Absorption
c) Assimilation
d) Excretion

4. The esophagus is responsible for

breaking down food using acid.
a) statement is correct
b) statement is incorrect
c) statement is partially correct
d) none of the above

5. What is the correct process of

digestion?
a) ingestion-assimilation-absorption-
excretion
b) ingestion-absorption-
assimilation-excretion
c) absorption-assimilation-excretion-
ingestion
d)absorption-assimilation-ingestion-
excretion.
EXTEND (This section Assignment: Maintaining a Healthy
give situation that Digestive System
explains the topic in a
new context, or integrate Instructions:
it to another discipline / Research and list at least 5 tips on how to
societal concern) maintain a healthy digestive system. Write
each tip in a complete sentence and explain
briefly why it is important.
Example:
1. Eat fiber-rich foods – Fiber helps in
digestion by promoting regular
bowel movements and preventing
constipation.

Guidelines:
 Use your textbook, online
resources, or ask family members
for ideas.
 Write neatly and organize your
answers in a list format. (Use your
portfolio notebook.)
 Be ready to share your answers in
the next class discussion.

Deadline: next meeting.

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 75% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 75%
C. Did the remedial
lesson worked? No. of

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

Prepared by:
MEGY ALCHE A. GUDELOSAO
DNSC Pre-Service Teacher

Reviewed by:
SUZETTE B. VILLARINO
Cooperating Teacher