MATATAG K TO 10 CURRICULUM

School: BACO NATIONAL HIGH SCHOOL Grade Level: VIII

MATATAG Name of Teacher SARAH JOY V. TAÑEDO Learning Area: SCIENCE
K to 10 Curriculum
Weekly Lesson Log Teaching Dates and Time: JUNE 16 – 20, 2025 (WEEK 1) Quarter: First

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.

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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 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.
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 a group of
organs working together to
Let students identify the different organs of the body and facilitate the guide
perform a certain function.
questions given:
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

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nervous system, responsible for

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

2. Feedback (Optional)

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B. Establishing 1. Lesson Purpose (Day 1, x minutes)

Lesson Purpose
Activity 1.
Let students accomplish Activity #1: My Favorite Food and facilitate See Learning Activity Sheet:
classroom discussion Activity #1: My Favorite Food

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?

2. Unlocking Content Area Vocabulary

Activity 2.
Let students accomplish the Activity #2: Crossword puzzle on Digestive
System. Facilitate a class discussion to check their answers. See Learning Activity Sheet:
Activity #2: Crossword puzzle
on Digestive System
Clues for Activity 2

ACROSS
1. The semi-fluid mass of partially digested food and gastric juices that are formed
in the stomach and passed into the small intestine

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5. An enzyme produced in 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
of food into smaller molecules for absorption
3. Small finger-like projections in the lining of the small intestine that increase its
surface area for absorption
4. The physical breakdown or digestion of food into smaller pieces by chewing,
grinding, and churning
6. Tiny hair-like structures on the surface of villi that further increase the surface
area available for nutrient absorption
Note: Teachers may allow
7. The digestion process of breaking down food into simpler chemical compounds students to research on the
through enzymatic reactions clues using their textbooks or
the internet to help them
8. An enzyme that breaks down proteins into amino acids) answer the activity
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 already know the parts of the
1. Explicitation
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
Guide Questions (GQs):
2. Pharynx
1. What are the parts of the
digestive system? 3. Esophagus

2. What do you know about the 4. Stomach

functions of the digestive
5. Small Intestine
system?
6. Pancreas
3. How can we classify the parts of
the digestive system?

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7. Large Intestine

Image Source: https://shorturl.at/NNymU 8. Rectum

9. Liver

10. Gall Bladder

2. Worked Example
Activity 3. GQ2: Student Answers may vary

 Let students watch the following YT Videos and accomplish Activity #3:
Parts and Functions of the Digestive System
GQ3: By its function or pathway of
food

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
See Learning Activity Sheet:
Activity #3: Parts and Functions
 Facilitate a classroom discussion about the videos they watched. of the Digestive System

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 with the digestion of food?

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3. Lesson Activity

● From the discussion on the digestive system, let the students create a story
on the journey of food in the alimentary canal

● 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 begins in the mouth with chewing
and saliva breaking down food and continues in the small intestine where
most nutrient absorption occurs.
2. All Bacteria in the Gut Are Harmful. The gut contains a mix of
beneficial and harmful bacteria. Beneficial bacteria aid in digestion,
produce essential nutrients, and support the immune system.
3. Digestive Issues Are Solely Caused by Food. While diet plays a
significant role in digestive health, other factors such as stress,
medications, genetics, and underlying medical conditions can also
This activity can be done by a
contribute to digestive problems.
group and as an assignment
4. Chewing Gum Takes 7 Years to Digest. This is a common myth;
chewing gum is not digested like food. It usually passes through the
digestive system without being broken down and is eventually expelled The teacher may facilitate fact

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from the body. or bluff activity on the common

misconceptions on the digestive
5. Spicy Food Causes Stomach Ulcers. Spicy food can exacerbate existing
system. Teachers may add
ulcers or cause discomfort in some individuals, but it does not directly
other students’ misconceptions
cause stomach ulcers. Most ulcers are caused by bacterial infection
they know about the Digestive
(Helicobacter pylori) or prolonged use of nonsteroidal anti-inflammatory
System.
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
stress, emotions, hormones, and overall health can influence digestive
function.

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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 food travel in the digestive system?
2. How will you show the pathway of the food through a model?

2. Worked Example
Activity 4.
 Let students do Activity #4: Model of food pathway in the Digestive System
Guide Questions:
1. How does your model show 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
Activity 5.

● Let students recall their experiences and insights in the model they created
for the digestive system. Ask them to answer Activity #5: Taking Care of the
Parts of the Digestive System.

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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 maintain a
healthy digestive system?
3. Why is it important to take care of our digestive system?

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
See Learning Activity Sheet:
(repeat 4x) Activity #4: Model of food
pathway in the Digestive
System
 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
Activity 6.
See Learning Activity Sheet:
● Assign each group to work on a certain body and brainstorm how the Activity #5: Taking Care of the
Parts of the Digestive System

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digestive system works with them.

● Sample groupings and assignments 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

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/ The digestive system provides nutrients required

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Urinary for kidney function in filtering blood and

removing waste products generated by other
bodily systems. See Learning Activity Sheet:
Activity #6: Body Systems
Working Together

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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.
3. Lesson Activity
 Let students create a mind-map on how the digestive system works with
other body systems. See sample figure below.

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 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.

Image Source:

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https://miro.medium.com/v2/r
esize:fit:720/format:webp/1*6c
s9om4YMrortwsSa1z0aA.jpeg

This can be done in a group.

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
3-2-1 Exit Ticket on the Digestive System covered in the previous topic.

Items Response

3 Things I learned The teacher should allow the

learners to document their
2 Things I like about the lesson ways on how they think about
their learning (metacognition).
1 Question I have

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2. Reflection on Learning
Post a large picture of the Digestive system on the board. Distribute post it to
students and let them write their commitments to take care of their digestive
system.

Teachers may use the same

picture in the first sub-topic.

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
contractions
1. Which of the following is NOT a part of the digestive system?
a. Liver 3. a. Absorption of nutrients

b. Kidney 4. b. Circulatory system

c. Stomach 5. a. Producing bile

d. small intestine 6. b. Through muscle

contractions

7. b. Emulsification
2. How does the nervous system regulate digestion?
8. b. Nutrients move from the
a. By producing enzymes
digestive tract into the

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b. By secreting hormones bloodstream

c. By controlling muscle contractions 9. a. Absorption of water and
minerals
d. By filtering waste products
10. c. By transporting waste
products
3. What is the main function of the small intestine?
11. d. Spreadsheet
a. Absorption of nutrients
12. c. Plants do not have a
b. Mechanical processing of food circulatory system
c. Secretion of digestive enzymes 13. d. Producing insulin
d. Storage of bile
14. b. Emulsifying fats

15. a. Nervous system

4. Which body system transports nutrients absorbed by the digestive system?
16. c. To lubricate food
a. Nervous system
17. b. Waste products are
b. Circulatory system expelled from the body
c. Respiratory system 18. d. Enzymatic breakdown
d. Endocrine system 19. a. By transporting
nutrients absorbed by the
digestive system
5. What roles do the liver and gallbladder play in digestion?
20. a. By providing visual
a. Producing bile representations
b. Absorbing nutrients
c. Filtering blood

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d. Pumping oxygen

6. How does food move through the digestive tract?

a. Through diffusion
b. Through muscle contractions
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

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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

12. How does the plant transport system differ from the human digestive
system?

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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

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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
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

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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 any of

Effective Practices Problems Encountered
This lesson design component prompts
Remarks the following areas: the teacher to record relevant
observations and/or critical teaching
events that he/she can reflect on to
strategies explored assess the achievement of objectives.
The documenting of experiences is
guided by possible areas for

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materials used observation including teaching

strategies employed, instructional
materials used, learners’ engagement
in the tasks, and other notable
learner engagement/ instructional areas. Notes here can
interaction also be on tasks that will be continued
the next day or additional activities
needed.

Others

B. Teacher’s Reflection guide or prompt can be on: This lesson design component guides
Reflection the teacher in reflecting on and for
▪ principles behind the teaching practice. Entries on this component
will serve as inputs for the LAC
What principles and beliefs informed my lesson? sessions, which can center on sharing
the best practices discussing problems
Why did I teach the lesson the way I did? encountered and actions to be taken;
and identifying anticipated challenges
and intended solutions. Guide
questions or prompts may be
▪ students
provided here.
What roles did my students play in my lesson?

What did my students learn? How did they learn?

▪ ways forward

What could I have done differently?

What can I explore in the next lesson?

Prepared by: Checked by: Noted by:

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SARAH JOY V. TAÑEDO IRENE M. BLANCO MICHAEL R. ALCALA

Science Teacher Head Teacher III Principal III

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