Lesson Plan 7es Fourth Quarter
Lesson Plan 7es Fourth Quarter
Lesson Plan 7es Fourth Quarter
I. Objective:
- Checking of answers and recording of scores from Third Grading Periodical Examination.
Integration
Values: Honesty and accuracy in checking the answer sheets of your classmates.
Eco- Friendly: Do not leave any undesirable sheets of paper in the classroom. Dispose it
properly.
DRRM : Be cautious of the weather conditions nowadays, keep posted for any weather
updates. Safety first!
III. Procedure
- Checking of answers and recording of scores.
IV. Evaluation
- Determine the number of students who got the passing and failing scores.
V. Agreement
- Submit your Science Investigatory Project Proposal.
January 15-18, 2019
I. Objective:
- Conducts an Item Analysis
- Determine the Upper and Lower Group
Integration
Values : Accuracy in determining the number of responses in every item.
Eco- Friendly : Do not leave any undesirable sheets of paper in the classroom. Dispose it
properly.
DRRM : Be cautious of the weather conditions nowadays, keep posted for any weather
updates. Safety first!
II. Subject Matter
a. Topic: Matter
b. Reference: Grade VIII Science Learner`s Module. 2013. Pages 113-167.
c. Materials: Answer sheets, pen, Visual aid (Key answers)
III. Procedure
a. Determine the total number of students who took up the exam.
b. Arrange the scores from lowest to highest.
c. Determine the UPPER and LOWER group, by getting the 27% of the total number of
students who got the highest and lowest group.
d. Count the number of students who got the responses from options A, B, C, D both from
upper and lower group.
e. Enter the results to the prescribed………
IV. Evaluation
a. Determine which test items needs revision, needs to be discarded, and to be retained.
V. Agreement
a. Submit your Science Investigatory Project Proposal.
I . OBJECTIVES
Reviews on the different levels of organizations.
Enumerates the different organ systems in human.
Briefly explains the function of each organ system.
Integration
Eco-Friendly : Proper disposal of garbage in order not to contaminate the environment
with wastes.
DRRM : Be alert and ready at all times, heavy rains may bring flash floods.
Values : Appreciates the complexity of the structure of human body.
A. Content Standards
The learners demonstrate an understanding of the digestive system and its
interaction with the circulatory, respiratory, and excretory systems in
providing the body with nutrients for energy.
B. Performance Standards
The learners should be able to present an analysis of the data gathered on
diseases resulting to nutrient deficiency.
C. Learning Competencies/ Objectives
Explain ingestion, absorption, assimilation, and excretion
; CODE: S8MT-IVa-13
II. CONTENT
Topic: Human Organ System.
Sub-topic Organs of the Digestive System and their interaction with organs of the
respiratory, circulatory, and excretory system.
IV. PROCEDURES
ELICIT
The learners will be directed to watch a video regarding the levels of
organization in human body/ cell structure and functions.
https://www.youtube.com/watch?v=MfopLilIOeA
Guide Questions:
1. What is a cell?
2. What are the different cell organelles?
3. What are the different functions of each organelle?
4. How do cells form a body?
ENGAGE
Activity 1. Identifying organs!
1. What organs are responsible for delivering nutrients and oxygen to the different
parts of the body?
2. What organ is responsible for protecting the internal parts from the external
environment?
3. What organ is responsible for thinking?
EXPLORE
Activity 2. Collecting Thoughts!
Process Questions:
1. Any knowledge regarding CRIS R. MENDE?
2. How is CRIS R. Mende related to human organ system?
EXPLAIN
ELABORATE
1. What is the importance of the coordinated function of these organ systems?
EVALUATE
A. Identification.
STOMACH MOUTH DIGESTIVE TRACT
ESOPHAGUS SMALL INTESTINE LARGE INTESTINE
ACCESSORY ORGAN
1. Basic structural and functional unit of all living things.
2. This also called "parts”.
3. An organ system responsible for eliminating the wastes from the body.
4. It produces different hormones.
5. It provides support and locomotion.
B. Enumeration
6-15. Enumerate the 10 organ systems of human body.
EXTEND
Research on the different digestive organs.
V. REMARKS: ____________________________________________________________________
VI. REFLECTION
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for remediation
January 15, 2020
I . OBJECTIVES
Reviews on the different levels of organizations.
Enumerates the different organ systems in human.
Briefly explains the function of each organ system.
Integration
Eco-Friendly : Proper disposal of garbage in order not to contaminate the environment
with wastes.
DRRM : Be alert and ready at all times, heavy rains may bring flash floods.
Values : Appreciates the complexity of the structure of human body.
Materials:
Speaker, LCD Projector, Laptop
III. PROCEDURES
Preliminary activity
- SVP
1. Cell 4. REproductive
2. Organ 5. Biology
3. Organism
- Motivation
The learners will be directed to watch a video regarding the levels of
organization in human body/ cell structure and functions.
https://www.youtube.com/watch?v=MfopLilIOeA
Guide Questions:
1. What is a cell?
2. What are the different cell organelles?
3. What are the different functions of each organelle?
4. How do cells form a body?
Activity
Activity 1. Identifying organs!
a. What organs are responsible for delivering nutrients and oxygen to the
different parts of the body?
b. What organ is responsible for protecting the internal parts from the external
environment?
c. What organ is responsible for thinking?
Process Questions:
a. Any knowledge regarding CRIS R. MENDE?
Analysis
a. How is CRIS R. Mende related to human organ system?
b. Among the 10 organ system, which of them is more important?
c. Why is/are they important?
Abstraction
1. What are the different levels of organization?
2. What are the different organs of the human body?
Application
- What is the importance of the coordinated function of these organ systems?
IV. EVALUATION
A. Identification.
STOMACH MOUTH DIGESTIVE TRACT
ESOPHAGUS SMALL INTESTINE LARGE INTESTINE
ACCESSORY ORGAN
6. Basic structural and functional unit of all living things.
7. This also called "parts”.
8. An organ system responsible for eliminating the wastes from the body.
9. It produces different hormones.
10. It provides support and locomotion.
B. Enumeration
6-15. Enumerate the 10 organ systems of human body.
V. ASSIGNMENT
REMARKS: ____________________________________________________________________
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for remediation
LESSON PLAN IN SCIENCE 8
I . OBJECTIVES
Identify the different organs of the digestive system.
Distinguishes accessory parts from major organs of digestive tracts
Integration
Eco-Friendly : Becoming wealthy, through healthy practices.
DRRM : During earthquake, always be calm, duck, cover and hold when this occurs.
Values : Value the importance of the organs of the digestive system, eat healthy foods.
A. Content Standards
- The learners demonstrate an understanding of the digestive system and its
interaction with the circulatory, respiratory, and excretory systems in
providing the body with nutrients for energy.
B. Performance Standards
- The learners should be able to present an analysis of the data gathered on
diseases resulting to nutrient deficiency.
C. Learning Competencies/ Objectives
- Explain ingestion, absorption, assimilation, and excretion; CODE: S8MT-IVa-13
II. CONTENT
Topic: DIGESTIVE SYSTEM
Sub-topic : Organs of the Digestive System.
IV. PROCEDURES
ELICIT
The teacher will present a picture of human digestive system, and will ask the
learners to label its parts.
Process questions:
1. What is the picture all about?
2. What are the different organs that can be seen?
ENGAGE
Process questions:
Based from the picture presented:
1. What do you think are the organs that the food take as it enters and leave
the body?
2. Why are liver, pancreas, and gall bladder included in the system?
3. Why do we need to be familiar of the organ and structures of the digestive
system?
EXPLORE
Activity 2. Film showing: The Organs of the digestive system
https://www.youtube.com/watch?v=zr4onA2k_LY
EXPLAIN
Activity 4. Oral questioning!
1. What is the video all about?
2. What are the organs of the digestive tract?
3. What is an accessory organ?
ELABORATE
Activity 5. Getting to know more!
1. Using the Human Torso Model the teacher will present the different organs of the
digestive system.
2. Students will identify the different organs and will classify these organs as major
organ or accessory organ using the table below.
ORGANS OF THE DIGESTIVE MAJOR ORGAN ACCESSORY PARTS
SYSTEM
1. Mouth
2. Pharynx
3. Esophagus
4. Stomach
5. Small Intestine
6. Large Intestine
7. Salivary glands
8. Liver
9. Gall bladder
10. Pancreas
EVALUATE
A. Name the different organs of the digestive system. Select your answer from the
group of words that can be found in the picture.
B. Identify whether major organ or accessory organ.
1. Pancreas 4. Esophagus
2. Stomach 5. Gall Bladder
3. Salivary Gland
EXTEND
1. Draw and label the organs of the Human Digestive system in a long
bond paper.
RUBRICS:
V. REMARKS: ____________________________________________________________________
VI. REFLECTION
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for remediation
February 4, 2019
I . OBJECTIVES
A. Content Standards
i. The learners demonstrate an understanding of the digestive system and its
interaction with the circulatory, respiratory, and excretory systems in
providing the body with nutrients for energy.
B. Performance Standards
i. The learners should be able to present an analysis of the data gathered on
diseases resulting to nutrient deficiency.
C. Learning Competencies/ Objectives
i. Explain ingestion, absorption, assimilation, and excretion
; CODE: S8MT-IVa-13
II. CONTENT
Topic: DIGESTIVE SYSTEM
Sub-topic : Organs and its function.
ENGAGE
Process questions:
1. Do the organs presented above has the same functions?
2. What makes it so?
EXPLORE
Activity 2. Film showing: The human digestive system
https://www.youtube.com/watch?v=zr4onA2k_LY
EXPLAIN
Activity 3. Oral questioning!
1. What is the video all about?
2. What is/ are the function/s of these organs of the digestive tract?
3. What are the different path that the food take?
4. Explain, how does the digestion process occur?
ELABORATE
Activity 4. Let`s take the journey again!
The class will be directed to watch another the short video.
“ The digestion process- What happens to your food as it travels?
EVALUATE
A. Identification. Select your answer from the group of words below.
B. Trace the path of
the food that enters the
digestive tract by completing the sentence.
Choose your answer from the following terms below
Large intestine Stomach
Small intestine Liver
Mouth Pancreas
Esophagus
Food enters the (10.)_________ which is broken down into smaller pieces
by the teeth and swallowed by the tongue, goes through (11.) ________, a long
muscular tube that connects the mouth and (12.)______. Food exits at the
stomach and enter at (13.)_________. Finally, it crosses to (14.)_________,
which is the final section of the digestive tract.
EXTEND
Matching Type
Directions: Match the parts of the digestive system with their appropriate descriptions.
F. Esophagus
V. REMARKS: ____________________________________________________________________
VI. REFLECTION
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for remediation
February 12, 2019
I . OBJECTIVES
D. Content Standards
i. The learners demonstrate an understanding of the digestive system and its
interaction with the circulatory, respiratory, and excretory systems in
providing the body with nutrients for energy.
E. Performance Standards
i. The learners should be able to present an analysis of the data gathered on
diseases resulting to nutrient deficiency.
F. Learning Competencies/ Objectives
i. Explain ingestion, absorption, assimilation, and excretion
; CODE: S8MT-IVa-13
II. CONTENT
Topic: DIGESTIVE SYSTEM
Sub-topic : Organs and its function.
IV. PROCEDURES
ELICIT
The teacher will present a picture of human digestive system, and will ask the learners to
give its functions.
ENGAGE
Process questions:
1. Do the organs presented above has the same functions?
3. What makes it so?
EXPLORE
Activity 2. Film showing: The human digestive system
https://www.youtube.com/watch?v=zr4onA2k_LY
EXPLAIN
Activity 3. Oral questioning!
1. What is the video all about?
2. What is/ are the function/s of these organs of the digestive tract?
3. What are the different path that the food take?
4. Explain, how does the digestion process occur?
ELABORATE
Activity 4. Let`s take the journey again!
The class will be directed to watch another the short video.
“ The digestion process- What happens to your food as it travels?
EVALUATE
B. Identification. Select your answer from the group of words below.
B. Trace the path of
the food that enters the
digestive tract by completing the sentence.
Choose your answer from the following terms below
Large intestine Stomach
Small intestine Liver
Mouth Pancreas
Esophagus
Food enters the (10.)_________ which is broken down into smaller pieces
by the teeth and swallowed by the tongue, goes through (11.) ________, a long
muscular tube that connects the mouth and (12.)______. Food exits at the
stomach and enter at (13.)_________. Finally, it crosses to (14.)_________,
which is the final section of the digestive tract.
EXTEND
Matching Type
Directions: Match the parts of the digestive system with their appropriate descriptions.
F. Esophagus
V. REMARKS: ____________________________________________________________________
VI. REFLECTION
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for remediation
February 13, 2019
I . OBJECTIVES
A. Content Standards
- The learners demonstrate an understanding of diseases that result from
nutrient deficiency and ingestion of harmful substances, and their prevention
and treatment
B. Performance Standards
- The learners should be able to present an analysis of the data gathered on
diseases resulting to nutrient deficiency.
C. Learning Competencies/ Objectives
- Explain how diseases of the digestive system are prevented, detected, and
treated, CODE: S8MT-IVa-14
II. CONTENT
Topic: Changes in food as it undergoes physical and chemical digestion.
Sub-topic : Digestive enzymes
IV. PROCEDURES
ELICIT
How does our body able to absorb the nutrients from the food that we eat?
ENGAGE
Activity 1. How do enzymes affect Digestion?
Please refer to Science 8 Learner`s Module. Pages 298-300.
EXPLORE
EXPLAIN
ELABORATE
2. Carbohydrate
3. Lipids/Fats
EVALUATE
1. Short Answer Test (Sequencing Events)
3. Essay
12-15 Explain the importance of enzymes in the digestion process.
V. REMARKS: ____________________________________________________________________
VI. REFLECTION
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for remediation
February 19, 2019
I . OBJECTIVES
A. Content Standards
How cells divide
B. Performance Standards
The learners should be able to produce new cells
C. Learning Competencies/ Objectives
Compare mitosis and meiosis, and their role in the cell division
cycle, CODE: S8LT-IVd-16
II. CONTENT
Topic: Cell Cycle
Sub-topic : Mitosis
IV. PROCEDURES
ELICIT
Past versus Present!
1. Students will be asked to close their eyes and try to picture out their physical features
when they are still inside their mother`s womb, they are still a child.
2. Teacher will ask her students to identify the different features present while they
were still a baby a child, and now as a teenager.
Follow up questions:
3. What are the major differences when you were still a baby, a child and a teenager?
4. Why do persons age or get old?
ENGAGE
Activity 1. SVP
a. Prokaryote
b. Eukaryote
c. Unicellular
d. Multicellular
e. Somatic
f. Gamete
g. Cell cycle
h. Interphase
i. Cell division
j. Chromosomes
k. DNA
l. genes
EXPLORE
EXPLAIN
ELABORATE
Picture Credits:
http://www.town.hull.ma.us/Public_Documents/HullMA_HighSchClass/Blair/mitosis
%20questions (w/ modification)
V. REMARKS: ____________________________________________________________________
VI. REFLECTION
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for remediation
February 20, 2019
8:30-9:30 JACKFRUIT
10:00- 11:00 AVOCADO
I. OBJECTIVES
- Compare mitosis and meiosis, and their role in the cell division cycle, CODE: S8LT-IVd-16
Subtasks
- enumerates the different stages of cell cycle and mitosis
- describes the significant event that occur in every stages of mitosis
- explain the significance of mitosis
INTEGRATION
Eco-Friendly : Reduce global warming through tree planting.
DRRM : In the occurrence of natural calamities like earthquake and typhoon, stay calm
and seek for your own safety.
Values : Attentiveness is the key to understanding.
II.SUBJECT MATTER
A. Topic: Cell Cycle: Mitosis
B. Reference:
- Science and Technology II. Biology Textbook. Revised Edition. 2004. 125-138
- Macalalad, Ernest P.et.al.(2015).Exploring the Realms of Science 8.pages 268-272
- Campo, Pia C. et.al. Science- Grade 8 Learners Module. First Edition, 2013. Page 320-322
C. Materials: Projector, Laptop, Speaker, Chart of Cell Division
III. PROCEDURE:
Motivation: Presentation of Chart in Mitosis
1. Students will be asked of the differences that
will be noticed from the chart or Picture presented
by their teacher.
V. ASSIGNMENT
Picture Analysis
Directions: Using the picture below, arrange the stages of
mitosis and describe each stage.
Picture Credits:
http://www.town.hull.ma.us/Public_Documents/HullMA_HighSchClass/Blair/mitosis
Reference: Science and Technology II. Biology Textbook. Revised Edition. 2004. 128-131
-Campo, Pia C. et.al. Science- Grade 8 Learners Module. First Edition, 2013. Page 320-322
REMARKS:
No. of students within mastery level
No. of students needs remediation
February 28, 2019
I. OBJECTIVES
- Compare mitosis and meiosis, and their role in the cell division cycle, CODE: S8LT-IVd-16
Subtasks
- enumerates the different stages of meiosis
- describes the significant event that occur in every stages of meiosis
- explain the significance of meiosis
INTEGRATION
Eco-Friendly : Becoming wealthy through healthful practices.
DRRM : In the occurrence of natural calamities like earthquake and typhoon, stay calm
and seek for your own safety.
Values : Appreciate the significance of meiosis in the perpetuation of life.
II.SUBJECT MATTER
A. Topic: Cell Cycle: Meiosis
B. Reference:
- Science and Technology II. Biology Textbook. Revised Edition. 2004. 128-132
- Campo, Pia C. et.al. Science- Grade 8 Learners Module. First Edition, 2013.pp. 324-326
- Teaching Guide for Senior High School. General Biology 1.pages 40-42
C. Materials: Projector, Laptop, Speaker, Chart of Cell Division
III. PROCEDURE:
Motivation: Presentation of Chart in Meiosis
1. Students will be asked of the information that can
be gathered or noticed from the chart or Picture
presented by their teacher.
V. ASSIGNMENT
Compare and contrast Mitosis and Meiosis. Use a table for this. Write your answer in your ½
sheet of paper.
Reference: Science and Technology II. Biology Textbook. Revised Edition. 2004. 132-136
-Campo, Pia C. et.al. Science- Grade 8 Learners Module. First Edition, 2013. Page 328-330
REMARKS:
No. of students within mastery level
No. of students needs remediation
March 4, 2019
I. OBJECTIVES
- Compare mitosis and meiosis, and their role in the cell division cycle, CODE: S8LT-IVd-16
Subtask
- explains the significance or applications of mitosis and meiosis
INTEGRATION
Eco-Friendly : Becoming wealthy through healthful practices.
DRRM : In the occurrence of natural calamities like earthquake and typhoon, stay calm
and seek for your own safety.
Values : Careful in maintaining healthy growth of cells through healthy practices.
II.SUBJECT MATTER
A. Topic: Cell Cycle: 1. Comparing Mitosis and Meiosis
B. Reference:
Science and Technology II. Biology Textbook. Revised Edition. 2004. 128-137
Science Learners Module 8. 2013. Page 326-329
C. Materials: Projector, Laptop, Speaker
III. PROCEDURE:
Motivation: Presentation of Chart between Mitosis and Meiosis
1. Students
will be asked
of the
differences
that will be
noticed from
the chart or
Picture
presented by
their teacher.
MITOSIS MEIOSIS
2. NUMBER OF DIVISION 1 2
APPLICATION
What are the possible risks that an individual may encounter if there is a
malfunction of the cell during cell cycle?
IV. EVALUATION
Table Completion
Directions: Given the basis below, compare mitosis from meiosis.
Comparison between Mitosis and Meiosis