GRADE 8 School Panulawan Integrated Grade Level 8
DAILY LESSON School
PLAN
Teacher RECHELIE A. PARAN Learning Area Science
Teaching Dates and Quarter 4th
Time
I. OBJECTIVES
A. Content Standards The digestive system and its interaction with the circulatory, respiratory, and excretory
systems in providing the body with nutrients for energy.
B. Performance Present an analysis of the data gathered on diseases resulting from nutrient deficiency.
Standards
C. Learning The learners should be able to explain ingestion, absorption, assimilation, and excretion.
Competencies/Objective (S8LT-IVa-13).’
SPECIFIC OBJECTIVES At the end of 60-minute period, the students will be able to:
a. identify the parts of the digestive system involve in the digestion process through
an interactive online quiz;
b. understand the importance of the digestive system by listing some of the
important practices that help maintain the balance of the system; and
c. create a diagram that shows the digestion process (ingestion, absorption,
assimilation, and excretion).
II. CONTENT Structure and Functions: Focus on the Digestive System
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide pages
2. Learner’s Materials pages Pp. 303-305
3.Textbook pages Campo, P. C., et.al. (2013). Science - Grade 8 Learner’s Module (1st Ed.) ISBN: 978-
971-9990-72-7
Philippines. Department of Education. (2009). Science and Technology II textbook.
(Rev. ed.). Pasig City: Instructional Materials Development Corporation
Rabago, L. M. (2003). Functional Biology Modular Approach. Vibal Publishing House,
Inc. 1253 G. Araneta Ave., Quezon City, Philippines.
4.Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Human Torso Model, if available (if not available, substitute it with printed
illustrations), visual aids, materials for hands-on experiment, presentation
slides (ppt), pen, Manila paper, etc.
IV. PROCEDURES
A.Reviewing previous lesson Preliminaries:
or presenting the new
lesson Start the session with a prayer.
Check students’ attendance.
(ELICIT)
Set classroom rules.
Encourage students to participate in the class activity. Offer praises
or motivating words, respect opinions of others etc.
Start with a review of different structures of the digestive system and their functions. These
are the lesson the students have learned in Grades 5, 6, and 7. Draw out the students’
attention and interaction by doing the activity below.
4 Pics 1 Word. It presents you with four pictures and then tasks you with guessing
what specific word fits with the theme of the photos presented.
MECHANICS:
The teacher will introduce the name of the activity which is 4Pics1Word give them
the mechanics of the game.
• A student will guess a word based on the four presented pictures.
• They have a maximum of 15 seconds to answer.
⦁ If they fail, another student gets a chance to respond.
B.Establishing a purpose for Categorizing Parts
the lesson
(ENGAGE)
The teacher will introduce the following terms:
Alimentary Tract- also known as the gastrointestinal tract is the passage way digestive
system that leads from the mouth to anus.
Accessory Organ- organs that secrete substances needed for the chemical digestion of
food, but through which does not actually pass as it is digested.
Using the organs/parts presented in the game let the student identify whether it is directly
involved in eating/digestion process. Call a random student to identify whether the organ is
part of the alimentary tract or an accessory organ.
Part of the Alimentary Tract Accessory Organ
Answer to this activity will be discussed during discussion.
C. Presenting Posing Provocative Questions
examples/ instances of the
new lesson
The teacher will ask the students these questions:
(ENGAGE)
Why do we need to eat or why do we need food in our body?
Have you ever wondered what happens top the food that we eat?
Values integration: INTELLECTUAL
D. Discussing new Lecture-Discussion (ICT Integration)
concepts and practicing
new skills #1
(EXPLORE)
1. The teacher will explain the meaning of digestion of food and digestive
system with parts and functions; and,
2. differentiate mechanical and chemical
3. will discuss the digestive processes: Ingestion, Absorption, Assimilation,
and Excretion.
E. Discussing new concepts Learning Check -Through Kahoot (Interactive Online Game)
and practicing new skills
#2
(EXPLORE) To secure the understanding and memory retention of the lesson on the
components, functionalities, and processes of digestion, students will actively
participate in the Kahoot interactive online game.
Link will be sent to the class group chat, or they can enter the code presented on
the screen.
F. Developing mastery Experiment Time (Mimicking the Digestion Process)
(Leads to Formative
Assessment)
(EXPLAIN)
The teacher will demonstrate together with the students the digestive processes by using a
DIY Digestive Process. Students will perform this by group. This simulation provides a
hands-on experience of the digestive process, demonstrating the roles of various
components in breaking down and absorbing nutrients from food.
G. Finding practical Application. Working by Groups
applications of concepts
and skills in daily living
(ELABORATE) a. Each group will be given 10 minutes to make a diagram that shows the
digestive process.
b. Below or beside the diagram, the students should write some of common
practices that may help in maintaining the proper function of the digestive
system.
c. The teacher will choose a representative to report the output in front of the
class.
d. For the criteria in judging the work of the group, use the rubric below.
H. Making GENERALIZATION
generalizations and
abstractions about the
lesson
The teacher will ask for volunteers from the students to answer the following question:
(ELABORATE)
In your own words, how will you describe digestion?
Why is it important to have proper diet and nutrition?
I. Evaluating learning Quiz. The Quick Tour: A Journey into the Digestive System!
(EVALUATE)
J. Additional activities for Assignment.
application or remediation
(EXTEND)
Instruction: In a 1/2 sheet of paper list all the digestive disorders that affect the Filipinos
and the ways to prevent it. Pass it tomorrow.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
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 these work?
F. What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?
Prepared by: Checked by:
RECHELIE A. PARAN JOAN MARIE SIL B. TRIPOLI
Teacher I Master Teacher I
Approved by:
ROBERTO R. BINAG
Cluster XII Head
