UNIT LEARNING PLAN

SY 2025 – 2026
Subject: Science Grade Level and Strand: 8-St.
Claire
Topic: Life Science Quarter: 1

Content Standard: The learner should be able to:

1. Organ systems work together for the growth and survival of the organism.
2. Inherited traits passed from parents to offspring are governed by the rules on the patterns of
inheritance.
3. Classification of living things shows life’s diversity.
4. Photosynthesis and respiration are processes that show how living things obtain energy and
nutrients from the environment.

Performance Standard: By the end of the Quarter, learners critically demonstrate the use of models,
flow charts, and diagrams to illustrate how body systems work together for the growth and survival of an
organism. They represent patterns of inheritance and predict simple ratios of offspring. They explain that
the classification of living things shows the diversity and unity of living things. They describe the processes
of respiration and photosynthesis and plan and record a scientific investigation to verify the raw materials
needed. They use flow charts and diagrams to explain cycles in nature.

EXPLORE
Unit Introduction and Overview:
This unit is about the Life Science.

Living things require energy to perform their Daily tasks. As they

process the food needed to produce energy. by-products are released
and recycled for use by other organisms. The way living things are made
and function is influenced by their genes. In this unit, you will take a
closer look at the fate of food as it enters and leaves the body, how you
are shaped by the genes you inherit from your parents, and how these
traits serve as a basis for how living things are organized and classified.
It will also dwell on material and energy cycling in an ecosystem and
how these cycles become essential in the circle of life.

Hook Activity: Pass the Food Game

Have you ever wondered what happens to your food after you swallow
it? Where does it go—and how does it give you energy? Today, we’re
going to find out by playing a fast game called 'Pass the Food'! You’ll
each become a part of the digestive system, and your job is to pass the
food along in the correct order. Let’s see if we can move the food from
start to finish—before time runs out!"

Objective: Learn the digestive system steps in order.

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 Time: 5 minutes
Players: Whole class, seated in a circle or rows
Materials: A small soft ball or object (representing "food")
Direction:
1. Start the “food” at one student (the "mouth").
2. As the food is passed from one student to the next, each student
must name the next part of the digestive system in order (Mouth →
Esophagus → Stomach → Small Intestine → Large Intestine → Rectum →
Anus).
3. If someone is stuck, the class can help—but the “food” must go back
one step!
4. Optional challenge: Each student also says what their organ does
(e.g., "I'm the stomach—I break food down with acid!").
Goal:

Get the "food" all the way through the digestive system in the
correct order before time runs out!
Process Questions:
 Why do organisms eat?
 How does the digestive system work?

Map of Conceptual Change

KWL Chart
Under the first column, write down what you already know about
Understanding How Life Processes and Systems Work Together
to Sustain Living Organisms. Think about things you've learned in
previous lessons or your own experiences in nature. Skip the “What I
Want to Know” and “What I Have Learned” columns for now — you will
answer these throughout the unit.
What I Know What I Want to What I Have
Know Learned

Essential Question:
How do different life processes and systems—such as body
coordination, inheritance, classification, and energy transformation
—work together to ensure the growth, survival, and continuity of
living organisms?

LEARNING COMPETENCY FIRM – UP

(LC1). A Activity 1. Journey of Water and Nutrients: Inside a Plant’s
Describe how plant organs Transport System
(leaf, stem, roots) work Direction: In this activity, you will explore the parts and functions of a
together as the transport compound microscope. You will also learn how to handle and store it
system. properly. Understanding the parts of the microscope is essential for
effective use in observing cells and other tiny organisms. Let's dive into
Learning target: this hands-on activity to familiarize ourselves with the tools of a life
a. I can identify the Major scientist!
plants parts and their
functions. Instruction:
b. I can explain the plants Create a labeled diagram that shows how water and nutrients move
transportation system. through the roots, stem, and leaves, and explain how the xylem and
c. I can apply my phloem help in this process.
understanding of xylem
to phloem. a. On a long bond paper or illustration board, draw a full plant
showing the roots, stem, and leaves.
b. Use arrows and labels to show the movement of water (via
xylem) from the roots to the leaves, and the movement of food
(via phloem) from the leaves to other parts.
c. Write a short explanation (3–5 sentences) below the diagram
describing how the three plant organs work together to transport
water and nutrients.

Questions to Answer:
1. What is the role of the roots in the plant transport system?
2. How does the stem help in moving substances throughout the
plant?
3. What is the function of the leaves in the transport system?
4. How do xylem and phloem differ in function?
5. Why is the coordination of all plant organs important to the
survival of the plant?
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(LC2). A Activity 2.1: Exploring Life's Diversity through Classification
describe the importance of the Introduction: Throughout history, scientists have developed systems
six-kingdom system and the to classify the vast diversity of living organisms. Understanding the
three-domain system of three-domain system and the six-kingdom classification helps us
classification of living things organize, study, and better understand the relationships among all
forms of life — including ourselves.
Learning target:
a. I can describe how the Instruction:
science of taxonomy Read the information carefully, complete the table, and answer the
came about. questions that follow.
b. I can explain and
describe the three- Part A: Timeline of Taxonomy
domain system and the Instructions: Match the key milestones in the development of
sic kingdom scheme of taxonomy with the correct scientist or system.
classification and how Key Event or Description Scientist/System
humans are classified. Introduced binomial nomenclature ___________________________
c. I can infer the Divided organisms into Plantae and ___________________________
advantage of a Animalia
classification system.
Introduced the three-domain system ___________________________
Proposed the six-kingdom classification ___________________________

Part B: Understanding the Three-Domain and Six-Kingdom

Systems
Instructions: Complete the table by filling in the correct kingdoms
under each domain.
Domain Kingdom(s)

Bacteria ___________________________

Archaea ___________________________

Eukarya ___________________________

___________________________
___________________________
___________________________

Part C: Humans in the Classification System

Instructions: Based on what you've learned, classify humans.
 Domain: ___________________________
 Kingdom: ___________________________
 Phylum: ___________________________
 Class: ___________________________
 Order: ___________________________
 Family: ___________________________
 Genus: ___________________________
 Species: ___________________________

Questions to Answer:
1. How did the classification system evolve from the two-kingdom
to the six-kingdom system?
2. Why do scientists prefer using the three-domain system today?
3. What advantages does having a universal classification system
provide to scientists across the world?
4. In what ways does taxonomy help us better understand our
relationship with other living organisms?
5. Reflect: How does knowing your classification as a human help
you appreciate biodiversity?
Activity 2.2: Map of Conceptual Change
KWL Chart
Now, go back to your KWL chart and fill in the "What I Want to Know"
column. This time, focus on Understanding How Life Processes and
Systems Work Together to Sustain Living Organisms. Think about
questions you have, things you’re curious to learn, or topics that you
want to explore more. After filling in this column, reflect on whether
your initial thoughts have changed or if new questions have come up.
This will help you see how your understanding grows as you learn more.

What I Know What I Want to What I Have

Know Learned

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 Essential Question:
How do different life processes and systems—such as body
coordination, inheritance, classification, and energy transformation
—work together to ensure the growth, survival, and continuity of
living organisms?

LEARNING DEEPEN
COMPETENCY
(LC3). M Activity 3.1: Family Traits: Inheritance in Action
Represent patterns of Introduction: Why do some children look more like their mother or
inheritance of a simple father? Why do some siblings have dimples and others don’t? That’s
dominant/ recessive because of inherited traits—characteristics passed down from parents
characteristic through to their children. These traits follow patterns, as discovered by Gregor
generations of a family. Mendel, the “Father of Genetics.” In this activity, you will act like a
Learning target: young geneticist and create a family tree (pedigree chart) to track
a. I can determine the how a dominant or recessive trait is inherited.
factors that influence
an individual traits and Instruction:
characteristics. Create a three-generation family tree that shows how one inherited trait
b. I can explain the laws (dominant or recessive) is passed from grandparents to children using
of dominance, symbols, colors, or pictures.
segregation and Step 1: Choose a Trait
independent Pick one inherited trait from the list below:
assortment. Trait Dominant or
c. I can apply my Recessive?
understanding on the Dimples
work of Gregor Mendel. Freckles
Tongue Rolling
Widow’s Peak
Attached
Earlobes
Hitchhiker’s
Thumb
Chosen Trait: ____________
Circle if it is Dominant or Recessive.

Step 2: Build Your Family Tree

Draw or use the template below and fill in the family tree with these
generations:
👴👵 Generation 1: Grandfather and Grandmother
👨👩 Generation 2: Their two children (your imaginary parent figures)
🧒👧🧒 Generation 3: Three children (you and your imaginary siblings)
Use symbols or colors to show who has the trait and who doesn’t.
Example:
 😊 = Has the trait
 😐 = Does not have the trait
(You may draw simple stick figures or use a printed chart template.)

Step 3: Assign Genotypes

Use letters to guess the genotypes of each person.
 Capital letter = Dominant allele (e.g., D)
 Small letter = Recessive allele (e.g., d)
🧬 Example:
 Has dimples (dominant): DD or Dd
 No dimples (recessive): dd

Sample Family Tree Diagram (Insert this in worksheet or

PowerPoint)
Generation 1:
[👴 Grandfather (😊)] — [👵 Grandmother (😐)]
↓
Generation 2:
[👨 Father (😊)] — [👩 Mother (😐)]
↓
Generation 3:
[🧒 Child 1 (😊)] [👧 Child 2 (😐)] [🧒 Child 3 (😊)]
Add your own symbols or color coding.

Questions to Answer:

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 1. What trait did you choose? ____________________________
2. Is it dominant or recessive? ____________________________
3. Who in your family tree has the trait? Who doesn’t?
→ ___________________________________________________
4. What genotypes did you assign to each person? Why?
→ ___________________________________________________
5. How did this activity show the Law of Dominance?
→ ___________________________________________________
6. How did you see the Law of Segregation or Independent
Assortment in this activity?
→ ___________________________________________________
7. What did you learn about Gregor Mendel’s work and its
importance in science?
→ ___________________________________________________

Activity 3.2: Map of Conceptual Change

KWL Chart
Review your KWL chart and focus on the “What I Have Learned”
column. Write down what you now understand about Understanding
How Life Processes and Systems Work Together to Sustain
Living Organisms. Reflect on how your ideas have changed or
expanded based on what you’ve learned so far.

What I Know What I Want to What I Have

Know Learned

Essential Question:
How do different life processes and systems—such as body
coordination, inheritance, classification, and energy transformation
—work together to ensure the growth, survival, and continuity of
living organisms?

LEARNING COMPETENCY TRANSFER

Performance Standard: By Scaffold 1: Tracking Nature’s Cycles
the end of the Quarter, Objective: Build understanding of the carbon, oxygen, and water cycles
learners critically conduct a and their importance.
scientific investigation to Activity:
verify the raw materials  Study diagrams or animations of the carbon, oxygen, and
needed for photosynthesis. water cycles.
 Label the diagrams and trace how these cycles are connected to
photosynthesis and respiration.

(L4). T
Plan a scientific investigation
to verify the raw materials
needed for photosynthesis.

Learning target:
a. I can identify the
factors that may
disrupt the cycles in
the nature.
b. I can explain the
effects of carbon,
oxygen, and water
cycles in an ecosystem.
c. I can relate
photosynthesis and
respiration to the
carbon, oxygen, and
water cyles.

Questions:
1. How do plants contribute to the carbon and oxygen cycles?
2. What happens to the water cycle when there is no transpiration

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 from plants?
3. Identify two human activities that disrupt these natural cycles.

Scaffold 2: The Role of Photosynthesis in Nature’s Balance

Objective: Make connections between photosynthesis, respiration, and
biogeochemical cycles.
Activity:
Complete a cause-and-effect chart linking photosynthesis and
respiration to the carbon, oxygen, and water cycles.
Process Cycle Input Output Effect on
Affec Ecosy
ted stem
Photosynthesi Carbon Cycle CO₂ Glucose
s
Photosynthesi Oxygen CO₂ + O₂
s Cycle H
₂
O
Respiration Carbon Cycle Glucose CO₂
Respiration Water Cycle Glucose H₂O
+

O
₂
Questions:
1. How do photosynthesis and respiration complement each other
in maintaining balance in these cycles?
2. What could happen to these cycles if photosynthesis stops or is
disrupted?

Scaffold 3: Design Your Experiment: What Does a Plant Need to Make

Food?
Objective: Prepare students for independent planning of a scientific
investigation.
Activity:
Students work in pairs or groups to plan a simple experiment
that verifies one or more raw materials needed for
photosynthesis.
Guide Prompts:
 What is your problem or research question?
 What variable will you change? What will you keep constant?
 What materials will you need?
 What observations or measurements will prove photosynthesis is
happening?
Sample Idea:
 Cover part of a leaf with foil (blocks sunlight)
 Place a plant in a sealed container without CO₂
 Water vs. no-water comparison

Transfer Goal:
Student in their own and in the long run will be able to plan and
carry out a scientific investigation to verify the essential raw
materials needed for photosynthesis and explain how this
process contributes to the balance of nature’s cycles.

G – Goal:
To verify through a scientific investigation the raw materials needed for
photosynthesis and explain how this supports the balance of
carbon, oxygen, and water cycles in an ecosystem.
R – Role:
You are a student scientist tasked with solving a local environmental
concern related to declining plant growth in your school garden
or community area.
A – Audience:
Your classmates, science teachers, and local eco-club members who are
looking for scientific explanations and solutions.
S – Situation:
There are reports that plants in your area are wilting or dying despite
being watered. You need to determine if essential raw materials
for photosynthesis (carbon dioxide, water, sunlight) are missing
and how this affects the natural cycles.
P – Product:
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A complete scientific investigation (either a mini-lab report or group
poster presentation) including:
 Research question and hypothesis
 Experimental design and setup
 Observations and data collected
 Conclusion relating to the raw materials tested
 Explanation of how this affects the carbon, oxygen, and water
cycles
S – Standards (Rubric Criteria):
 Scientific Accuracy – Clear identification of photosynthesis raw
materials and their functions
 Experiment Design – Well-planned with correct controls and
variables
 Data Collection & Analysis – Accurate observations with clear
conclusions
 Conceptual Understanding – Shows connections between
photosynthesis and natural cycles
 Communication – Clear, organized, and visually appealing
presentation or report

Rubric for Scientific Investigation on Photosynthesis

Criteria Excellent Proficient Developing Beginning

(16–20 pts) (11–15 pts) (6–10 pts) (1–5 pts)

Scientific Accurately Identifies most Identifies Limited or

Accuracy identifies all raw materials some raw incorrect
raw materials with minor materials but identification
of errors in explanations of raw
photosynthesi explanation are vague or materials and
s and clearly partially their functions
explains their correct
functions

Experiment Investigation Good Planning Little to no

Design is well-planned planning, but lacks clarity; planning
with clear some hypothesis evident;
hypothesis, variables or or variables controls and
proper controls are may be variables are
controls, and not clearly missing or unclear or
variables defined incorrect missing

Data Collection & Accurate and Mostly Some data Minimal or

Analysis detailed accurate data; collected but inaccurate
observations; conclusions lacks detail data;
conclusions are acceptable or contains conclusions
are logical and but may lack minor errors; unsupported
strongly strong weak or missing
supported by evidence conclusions
data

Conceptual Demonstrates Shows Basic Lacks

Understanding a deep understanding understandin understanding
understanding but lacks g evident of concepts or
of the link depth or has but with shows major
between minor some errors misconception
photosynthesi misconception or gaps s
s and natural s
cycles
Communication Report or Generally Some parts Disorganized
(Presentation/Rep presentation is clear and unclear or and unclear;
ort) well- organized with disorganized lacks visuals
organized, some ; visuals may or
clear, neat, creativity; be presentation
and creatively visuals incomplete does not
presented; present but or lack support the
visuals are not well- relevance content
informative integrated
and engaging

Self – Assessment:
Complete the statement in each box to ponder on your learnings in this
quarter.

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 AHA! OW! HMM?
My best learning in I enjoyed the activity I have a question or
this unit is… where… clarification with…

Values Integration
Direction: What values did you get and learn from this lesson? Choose
and encircle the core values below then explain your answer.

Faith Hope Love Joy

Peace Justice Integrity of Creation
Stewardship

BIBLIOGRAPHY

Religioso, T. F. (2024). You and the Natural World Grade 7 (4th ed.). Phoenix Publishing House.

Prepared by:

Jessie F. Peralta Jr., Mrs. Angelica Quiloan, and Melbert Garcia

Checked by:

Ms. Baby Jean B. Casta

Noted by:

Sr. Ma. Nancy P. Bacan, SFIC

School Principal

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