8

Lesson Exemplar Quarter

Lesson

for Science 2
for

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science Grade 8
Quarter 1: Lesson 2 of 5 (Week 2)
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. Describe the parts and functions of the plant transport system
and Objectives
2. Compare the human digestive system with that of the plant transport system
3. Perform an activity to observe plants transport systems in action

Learning Objectives:
Students should be able to:
1. Discuss the similarities and differences in parts and functions of organ systems and plant transport systems
2. Observe under the microscope the different parts of the plant transport system
3. Conduct an experiment to observe plant transport system in action

D. Content Topic: Plant Transport System

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 Sub-topic: Parts, Function, and Processes of Plants Transport Systems

E. Integration Integrating the Sustainable Development Goal (SDG) 15: Life on Land, into a lesson on plant transport systems can
emphasize the importance of preserving terrestrial ecosystems. By highlighting how plants utilize their transport
systems to absorb nutrients, water, and distribute them throughout their structures, students can understand the
vital role plants play in sustaining biodiversity and combating desertification.

II. LEARNING RESOURCES

Aberdeen City Council. (2021). Celery experiment - Xylem and phloem. Retrieved from
https://www.aberdeencity.gov.uk/sites/default/files/2021-05/Celery%20experiment%20-%20Xylem%20and%20Phloem_0.pdf

Oxford University Press. (n.d.). Sample chapter from Oxford Progressive English for Hong Kong Student’s Book 1. Retrieved from
https://www.oupchina.com.hk/website/var/assets/bio-website/bio_sample_chapter_e_watermarked_sample.pdf

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Day 1

Knowledge
1. Short Review
Facilitate a game called Charades game on the parts and function of the The teacher may modify or

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 digestive system. change the activity to suit the
type of learners.

1. Write down the names of different parts of the digestive system on

separate pieces of paper or index cards. Fold them and place them in a
bowl or hat.
2. Decide who will start as the "actor" for the first round.
3. The actor selects a paper from the bowl without revealing it to the other
players.
4. Without speaking or making any sounds, the actor must use gestures and
movements to convey the name of the chosen part of the digestive system.
5. The other players observe the actor's movements and attempt to guess the
name of the part being acted out.
6. Players can ask questions related to the digestive system to gather clues.
7. Once a player thinks they know the answer, they can make a guess.
8. If the guess is correct, that player earns a point, and a new round begins
with a new actor.
9. If the guess is incorrect, play continues with the same actor until someone
guesses correctly.
10.Rotate the role of the actor, giving each player a chance to act out a part
of the digestive system.
11.Keep track of the points, and the player with the most points at the end of
the game wins.

2. Feedback (Optional)

B. Establishing 1. Lesson Purpose

Lesson Purpose
Activity 1.
Bring the students to the school garden for class observation. Assign them to See Learning Activity Sheet:

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 study and observe a specific plant. Let them collect samples of plant parts and Activity #1: Plant parts and
complete Activity #1: Plant parts and their Functions. their Functions

Guide Questions:
1. What are the different plant parts and their function?

2. How do the plants help them survive?

2. Unlocking Content Area Vocabulary

Present the graphic organizer below and let the students complete it with Teachers may add more circles
words that they can associate with plant transport systems. when needed.

Teachers may allow students to

research the clues using their
textbooks or the internet to
help them answer the activity

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 Ask students to define the words they have listed in the graphic organizer.
Some words to expect:
1. Xylem: The tissue in vascular plants that conducts water and dissolved
nutrients upward from the root and helps to form the woody element in the
stem.

2. Phloem: The tissue in vascular plants that conducts sugars and other
metabolic products downward from the leaves.

3. Transpiration: The process where plants absorb water through the roots
and then give off water vapor through pores in their leaves.

4. Root pressure: The upward push of sap in the xylem of vascular plants,
resulting from osmotic pressure in the roots.

5. Capillary action: The ability of a liquid to flow in narrow spaces without

the assistance of, or even in opposition to, external forces like gravity.

6. Sieve tube: A series of elongated cells in phloem, through which food

materials are transported in vascular plants.

7. Vascular bundle: A strand of conducting vessels in the stem or leaves of a

plant, typically with phloem on the outside and xylem on the inside.

8. Translocation: The transport of soluble food material from one part of a

plant to another.

9. Guard cell: One of two specialized cells that border a stoma and regulate
gas exchange and water loss.

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 10. Stoma (plural: stomata): Tiny openings or pores in plant tissue that allow
for gas exchange.

C. Developing and Day 2

Deepening
1. Explicitation
Understanding
Activity 2.
 Let students read the story in Activity #2: A Tale of Two Systems: Humans See Learning Activity Sheet:
vs Plants. Activity #2: A Tale of Two
 Facilitate a classroom discussion about the story. Systems: Humans vs Plants

Guide questions:
1. How are the organ systems of humans and plants similar in terms of
food digestion? How are they different?
2. Are there any similarities and differences between human organ
systems working together and plant parts working together?
3. Why is it important to take care of plants?

The teache r may opt to provide

Day 3 available slides showing
the plant
2. Worked Example transport system.

Activity 3.

 Do Activity #3: Observing Plant Transport System in a Microscope as a

class.
 Facilitate a classroom discussion about the experiment.
See Learning Activity Sheet:
Guide Questions: Activity #3: Observing Plant
1. How will you describe the form and structure of the plant’s Transport System in a
transport system?

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 2. How do these structures aid in transporting materials in plants? Microscope

Day 4
3. Lesson Activity
Activity 4.

● Facilitate a class discussion on the plant transport system. Direct students

on the words that they have listed in the graphic organizer to check their See Learning Activity Sheet:
understanding (See Unlocking Content Area Vocabulary) Activity #4: Plant transport
system in action
● Let students perform the experiment in Activity #4: Plant transport system
in action.

● Allow students to present their observations in class.

D. Making 1. Learners’ Takeaways

Generalizations
Let students accomplish the exit ticket to check their understanding and
gather feedback on the lesson. The teacher may propose other
activities for the learners to
describe their understanding of
a concept, idea, and skill
covered in the previous topic.
3-2-1 Exit Ticket on the Plant Transport System

Items Response

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 3 Things I learned

2 Things I like about the lesson

1 Question I have

2. Reflection on Learning
In their notebook, the students will write a journal entry consisting of 3-4
sentences, answering ANY of the following questions.

a. What did I learn about this lesson that I did not know before?
b. Which topic was easy for me?
c. Which topic was challenging to learn?
The teacher should allow the
d. Do I understand it now?
learners to document their
ways on how they think about
their learning (metacognition).

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment Answer Key:

Learning

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Let students answer the following multiple choice test questions: 1. B
1. What is the primary function of xylem in plants? 2. B
A. Transporting sugars 3. C
B. Transporting water and nutrients 4. B
C. Providing structural support 5. A
D. Facilitating gas exchange 6. C
7. D
8. B
2. Which of the following is responsible for transporting sugars in plants? 9. C
A. Xylem 10. B
B. Phloem 11. D
C. Stomata 12. B
D. Guard cells 13. A
14. B
3. What is transpiration? 15. C
A. The process of photosynthesis 16. B
B. The process of water absorption by roots 17. A
C. The process of water loss through leaves 18. A
D. The process of nutrient absorption by roots 19. C
20. A
4. What is root pressure responsible for?

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 A. Pulling water from the soil into the roots
B. Pushing water from the roots to the leaves
C. Regulating gas exchange in the roots
D. Breaking down nutrients in the roots

5. What is capillary action?

A. The movement of water through narrow tubes
B. The movement of nutrients from roots to leaves
C. The movement of sugars from leaves to roots
D. The movement of gases through stomata

6. Which of the following is NOT a function of phloem?

A. Transporting sugars
B. Transporting amino acids
C. Providing structural support
D. Transporting hormones

7. What is a sieve tube in plants?

A. A type of leaf structure
B. A type of root structure
C. A type of xylem vessel

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 D. A type of phloem vessel

8. What is the primary role of vascular bundles in plants?

A. To provide structural support
B. To transport water and nutrients
C. To produce sugar through photosynthesis
D. To regulate gas exchange

9. What is translocation in plants?

A. The process of water absorption by roots
B. The process of nutrient absorption by roots
C. The transport of sugars and other nutrients throughout the plant
D. The movement of gases through stomata

10. What is the role of guard cells in plants?

A. Absorbing water from the soil
B. Regulating the opening and closing of stomata
C. Transporting sugars in the plant
D. Providing structural support to leaves

11. Which of the following is NOT a part of the plant transport system?

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 A. Xylem
B. Phloem
C. Stomata
D. Chloroplasts

12. What is the main function of stomata in plants?

A. Absorbing sunlight for photosynthesis
B. Exchanging gases with the environment
C. Transporting water from roots to leaves
D. Providing structural support to leaves

13. What is the movement of water from roots to leaves called?

A. Transpiration
B. Translocation
C. Root pressure
D. Capillary action

14. Which of the following statements about xylem is true?

A. Xylem transports sugars from leaves to roots.
B. Xylem vessels are made of dead cells.
C. Xylem is responsible for opening and closing stomata.

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 D. Xylem transports amino acids in plants.

15. What is the function of phloem in plants?

A. Transporting water and minerals
B. Providing structural support
C. Transporting sugars and other organic nutrients
D. Regulating gas exchange

16. How do guard cells regulate the opening and closing of stomata?
A. By absorbing water and swelling
B. By changing shape due to changes in turgor pressure
C. By secreting hormones that stimulate opening
D. By responding to changes in light intensity

17. What is the role of root hairs in the plant transport system?
A. Absorbing water and nutrients from the soil
B. Transporting sugars from leaves to roots
C. Providing structural support to the roots
D. Regulating gas exchange at the roots

18. What is the function of a vascular bundle in a plant?

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 A. To transport water and nutrients
B. To absorb sunlight for photosynthesis
C. To store excess sugars
D. To protect the plant from pathogens

19. Which of the following is NOT a factor that affects the rate of transpiration?
A. Light intensity
B. Humidity
C. Soil pH
D. Temperature

20. What is the term for the upward movement of water in plants against gravity?
A. Transpiration pull
B. Capillary action
C. Root pressure
D. Translocation

2. Homework (Optional) The teacher may give homework

for extended deliberate practice.

B. Teacher’s Note observations on Effective Practices Problems Encountered This lesson design component

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 Remarks any of the following 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 experiences

is guided by possible areas for
observation including teaching
materials used strategies employed,
instructional materials used,
learners’ engagement in the
tasks, and other notable
instructional areas.

learner engagement/ Notes here can also be on tasks

interaction that will be continued the next
day or additional activities
needed.

others

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

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