Instructional Planning

(The process of systematically planning, developing, evaluating, and managing

the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP LEARNING AREA GRADE LEVEL & QUARTER DURATION DATE and TIME
SECTION
Friday, March 28, 2025
COT-1 SCIENCE 8 8- DANDELION 4 45 minutes 6:30 – 7:15AM

I. OBJECTIVES:

Content Standard The learners should be able to explain the different types of biodiversity.
(Taken from the Science 8 Module)

Performance Standard The learners should be able to create a proposal on how to protect and conserve the biodiversity in
(Taken from the Science 8 Module) our ecosystem.

Learning Competency The learners should be able to explain the advantage of high
Code: S8LT-IVh-21
(Taken from the Science 8 Module) biodiversity in maintaining the stability of an ecosystem.
1. Define biodiversity and explain its importance.
Specific Objectives 2. Illustrate the factors affecting biodiversity.
3. Propose ways to conserve biodiversity.

II. SUBJECT MATTER

Lesson Biodiversity
 Science 8 Learning Module, Deped
Learning Resources National Geographic Society, 2025

PROCEDURES
INTRODUCTORY ROUTINES

 The teacher will call the prayer leader for the day and let the students stand to
CLASSROOM utter an opening prayer.
PRELIMINARIES  Before letting them sit, the teacher will let the learners inspect their surroundings
(2 minutes) and throw away garbage and arrange their belongings.
 After letting them sit down, the teacher will check on students’ attendance.

(COI 2, 3, 5)
ACTIVITIES Motivation : “Mystery Ecosystem Box"
(8 minutes)  The teacher will present a closed box containing images of different ecosystems (e.g.,
rainforest, coral reefs, deserts).
 The students will be grouped into 3. Each group will have 1 box, and students will pick
an image and will describe the living organisms they think exist in that ecosystem.
 The students will incorporate basic data interpretation skills by showing biodiversity
statistics.
 The students will predict what type of ecosystem they receive and why some
ecosystems have more diverse life forms than others.

Bridging Activity: "Ecosystem Connection Chart"

 After the "Mystery Ecosystem Box" activity, the teacher will distribute a worksheet per
group with labels: "Ecosystem," "Types of Organisms," and "Threats to Biodiversity".
 The students will fill in the chart based on the ecosystems they explored.
 The teacher will facilitate a brief discussion on patterns they noticed in biodiversity
across ecosystems.
 The teacher will connect this to the next section by asking: "What would happen if
biodiversity declined in these ecosystems?"

“Biodiversity Song”
 The teacher will give lyric sheets per group and once the song is played, the students will
fill-in all the missing lyrics.
 ANALYZING THE ACTIVITY (COI 1 & 4)

After the activity, the teacher will proceed in asking the following questions:
ANALYSIS
 What is biodiversity, and why is it important in an ecosystem?
(5 minutes)
 Which ecosystem has the highest biodiversity? Which has the lowest?
 What does a high number of species recorded in an ecosystem indicate?
 How does the number of endangered species affect biodiversity in an ecosystem?
 If conservation efforts were implemented, how might these numbers change in the
future?
INTERACTIVE DISCUSSION OF THE TOPIC (COI 1, 3, 4, 8)

 The teacher will interactively discuss the key concepts:

- Definition and levels of biodiversity (genetic, species, ecosystem).

Biodiversity or biological diversity is the variation of taxonomic life forms

within a given ecosystem, biome or for the entire Earth.
Biodiversity refers to variety and variability among all groups of living
organisms and the ecosystem complexes in which they occur.

ABSTRACTION
(10 minutes)

- Factors affecting biodiversity :

Because of these threats, biological loss is at hand as represented below:

-The teacher will let the students interpret these graphs and chart.
1. The teacher will encourage students to reflect on how biodiversity affects their own
lives.
2. The teacher will ask the students "How do human activities impact biodiversity?"
 APPLYING CONCEPTS. (COI 7, 8)

Activity: "Think-Pair-Share: Protecting Biodiversity"

1. Think (1 min): Ask students to silently think of one small action they can do to help
protect biodiversity (e.g., not littering, planting a seed, using less plastic).
2. Pair (3 min): Have students pair up and share their ideas with a partner.
3. Share (6 min): Call on a few pairs to quickly share their answers with the class.
APPLICATION Adaptations for diverse learners:
(10 minutes)  Students who struggle with verbal expression can write or draw their answer instead.
 Those who feel shy can let their partner share for them.

Reviewing Concepts (COI 1, 3, 6)

Prior to assessing their learning, the teacher will ask a series of questions to generalize the topic:
- What is biodiversity and why is it important?
GENERALIZATION - Which ecosystem has the highest biodiversity? Which has the lowest?
(3 minutes) - What does a high number of species recorded in an ecosystem indicate?
- How does the number of endangered species affect biodiversity in an ecosystem?
- If conservation efforts were implemented, how might these numbers change in the
future?
Have students interpret a simple biodiversity dataset and explain what the numbers mean.

(COI 4 & 6)

"Emoji Exit"

The teacher will ask students to draw or choose an emoji that

represents what they learned about biodiversity today.

ASSESSMENT
(5 minutes)
Below the emoji, they write one word or phrase explaining
their choice.

Example: "Earth depends on biodiversity."

Example: "I was surprised by how many species are

endangered!"

The teacher will call on 2-3 students to share their emojis and
explanations.

ASSIGNMENT The teacher will give an assignment after checking the exam.
(2 minutes)
Research and report on a local species that is endangered.
Include its habitat, threats, and conservation efforts.
The students will be
given an assignment.
 REINFORCING/STRENGTHENING THE DAY’S LESSON.
Reinforcing and reflecting
on the day’s lesson  The teacher will share the following quote by an American biologist and
naturalist , Edward Osborne Wilson:
(<1 minute)
“"The key to a healthy ecosystem is diversity. The key to a healthy society is the
same."
TEACHER INFORMATION

Name of Teacher
Observed: Name & Designation of JOHN V. SAB-A
MIARMY L. DE LEON Observer/Checker: Master Teacher I

Grade Level Taught: Grade 8 School: Zapatera National High School

Position/Designation: Teacher I Division: Schools Division of Cebu City

Contact: 09973357809 Email address: [email protected]

Name of Approving
Authority
NEZEL B. LEORAG

Position/Designation Principal II