8

Lesson Exemplar Quarter 1

Lesson

for Science 1
for

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science Grade 8
Quarter 1: Lesson 1 of 5 (for Week 1)
SY 2025-2026

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2025-
2026. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or
utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team
Writer:
• Darryl Roy T. Montebon, Ph.D. (PNU Manila)

Reviewed and Revised:

• Genelita S. Garcia, Ph.D. (PNU Manila)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].
SCIENCE /QUARTER 1 / GRADE 8

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.
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
Let students identify the different organs of the body and facilitate the guide organs working together to
questions given: perform a certain function.
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
nervous system, responsible for
transmitting signals between
different parts of the body and
Image Source: https://online-learning-college.com/knowledge-hub/gcses/gcse-biology-
help/organ-systems-in-humans/
coordinating bodily functions;
the endocrine system, which
produces hormones that
regulate various bodily

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 Guide Questions: functions; the musculoskeletal
1. What is a body system? What makes up a body system? system, providing structure,
2. From the pictures given, identify at least one body’s system and identify support, and movement; the
its function. immune system, defending the
3. Why is studying body systems important? body against pathogens and
foreign substances; and the
2. Feedback (Optional) reproductive system, involved
in producing offspring and
maintaining sexual
characteristics.
3. Studying the body systems is
important because it helps us
understand how the human
body functions. Knowing our
body systems maintains our
health and developing practices
for healthy living

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

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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
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 Note: Teachers may allow
of food into smaller molecules for absorption students to research on the
3. Small finger-like projections in the lining of the small intestine that increase its clues using their textbooks or
surface area for absorption the internet to help them
4. The physical breakdown or digestion of food into smaller pieces by chewing, answer the activity
grinding, and churning
6. Tiny hair-like structures on the surface of villi that further increase the surface
area available for nutrient absorption
7. The digestion process of breaking down food into simpler chemical compounds
through enzymatic reactions
8. An enzyme that breaks down proteins into amino acids)
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 1. Explicitation already know the parts of the
Understanding digestive system, hence only
• Post a picture of the digestive system on the board. Let students identify the recall.
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
2. Pharynx
3. Esophagus
4. Stomach
5. Small Intestine
6. Pancreas
Guide Questions (GQs): 7. Large Intestine
1. What are the parts of the digestive 8. Rectum
system? 9. Liver
2. What do you know about the functions of 10. Gall Bladder
the digestive system?
3. How can we classify the parts of the GQ2: Student Answers may vary
digestive system?
GQ3: By its function or pathway of
food
Image Source: https://shorturl.at/NNymU

2. Worked Example
Activity 3. See Learning Activity Sheet:
• Let students watch the following YT Videos and accomplish Activity #3: Parts Activity #3: Parts and Functions
and Functions of the Digestive System of the Digestive System

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 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

• Facilitate a classroom discussion about the videos they watched.

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?

3. Lesson Activity
● From the discussion on the digestive system, let the students create a story This activity can be done by a
on the journey of food in the alimentary canal group and as an assignment
● Check for student’s conceptual understanding on the functions of the The teacher may facilitate fact
digestive system and its processes. Correct misconceptions as it surfaces or or bluff activity on the common
as you have observed them. misconceptions on the digestive
system. Teachers may add
● Some common misconceptions to watch for are: other students’ misconceptions
1. Digestion Happens Only in the Stomach. While the stomach is a crucial they know about the Digestive
organ for digestion, the process begins in the mouth with chewing and saliva System.
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,
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 genetics, and underlying medical conditions can also contribute to digestive
problems.
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 from the body.
5. Spicy Food Causes Stomach Ulcers. Spicy food can exacerbate existing
ulcers or cause discomfort in some individuals, but it does not directly cause
stomach ulcers. Most ulcers are caused by bacterial infection (Helicobacter
pylori) or prolonged use of nonsteroidal anti-inflammatory 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.

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.

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 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 See Learning Activity Sheet:
Guide Questions: Activity #4: Model of food
1. How does your model show food travel in the digestive system? pathway in the Digestive
2. What insights have you learned from the model? System
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 See Learning Activity Sheet:
Parts of the Digestive System. Activity #5: Taking Care of the
Parts of the Digestive System
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
(repeat 4x)

• 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

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 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.
● Assign each group to work on a certain body and brainstorm how the See Learning Activity Sheet:
digestive system works with them. Activity #6: Body Systems
Working Together
● 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.

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 6 Excretory/Ur The digestive system provides nutrients required
inary for kidney function in filtering blood and
removing waste products generated by other
bodily systems.

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.

Image Source:
https://miro.medium.com/v2/
resize:fit:720/format:webp/1*6
cs9om4YMrortwsSa1z0aA.jpeg

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 • Let students present their concept map in class and facilitate class This can be done in a group.
discussion. Ask students to identify one idea that they have learned from the
lesson.

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

Items Response
The teacher should allow the
learners to document their
3 Things I learned ways on how they think about
their learning (metacognition).
2 Things I like about the lesson

1 Question I have

2. Reflection on Learning
Post a large picture of the Digestive system on the board. Distribute post it to Teachers may use the same
students and let them write their commitments to take care of their digestive picture in the first sub-topic.
system.

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
1. Which of the following is NOT a part of the digestive system? contractions
a. Liver
3. a. Absorption of nutrients
b. Kidney
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 c. Stomach 4. b. Circulatory system
d. small intestine 5. a. Producing bile
6. b. Through muscle
2. How does the nervous system regulate digestion?
contractions
a. By producing enzymes
b. By secreting hormones 7. b. Emulsification
c. By controlling muscle contractions 8. b. Nutrients move from the
d. By filtering waste products digestive tract into the
bloodstream
3. What is the main function of the small intestine? 9. a. Absorption of water and
a. Absorption of nutrients minerals
b. Mechanical processing of food
10. c. By transporting waste
c. Secretion of digestive enzymes
d. Storage of bile products
11. d. Spreadsheet
4. Which body system transports nutrients absorbed by the digestive system? 12. c. Plants do not have a
a. Nervous system circulatory system
b. Circulatory system 13. d. Producing insulin
c. Respiratory system 14. b. Emulsifying fats
d. Endocrine system
15. a. Nervous system
5. What roles do the liver and gallbladder play in digestion? 16. c. To lubricate food
a. Producing bile 17. b. Waste products are
b. Absorbing nutrients expelled from the body
c. Filtering blood 18. d. Enzymatic breakdown
d. Pumping oxygen 19. a. By transporting
nutrients absorbed by the
6. How does food move through the digestive tract?
a. Through diffusion digestive system
b. Through muscle contractions 20. a. By providing visual
c. Through osmosis representations
d. Through passive transport

7. Which of the following is a mechanical processing step in digestion?

a. Absorption
b. Emulsification

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 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

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?
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

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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
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 This lesson design component

Remarks any of the following Effective Practices Problems Encountered prompts the teacher to record
areas: relevant observations and/or
critical teaching events that
strategies explored he/she can reflect on to assess
the achievement of objectives.
The documenting of
materials used experiences is guided by
possible areas for observation
including teaching strategies
learner engagement/
employed, instructional
interaction
materials used, learners’
engagement in the tasks, and
others other notable instructional
areas. Notes here can also be
on tasks that will be continued
the next day or additional
activities needed.

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

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