School Villacastor National High School Grade Level 8

Teacher JACQUILYN D. SUSON Learning Area Science

Time & Dates Monday Quarter 4th

I. OBJECTIVES

1. The concept of a species.

A. Content Standards
2. The species as being further classified into a hierarchical
taxonomic system.
B. Performance
Able to report (e.g., through a travelogue) on the activities that communities e
Standards
and economically important species.

C. Learning Explain the concept of a species;

Competencies/ Explain the advantage of high biodiversity in maintaining the stability of
Objectives (Write an ecosystem.
the code for each
LC)
S8LT IVg-19

D. Specific
Objectives Differentiate the three
levels of biodiversity.
E. Integration of
Content Within
and Across
Curriculum
Biodiversity

II. CONTENT
1.Species diversity
2. Hierarchical taxonomic system of classification.
3.Protection and conservation of endangered and economically
important species.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Material Pages Pages 223 - 224
3. Textbook Pages
4. Additional
Materials from
LR Portal
B. Other Learning
Resources
Learner’s Expected
IV. PROCEDURES Teacher’s Activity/ies
Response/s

Ellicit ( 5 minutes)
What comes into your mind when you hear the The unity of
word Biodiversity. different living
things in one place.
 Post a colored picture showing biodiversity.

Ask your students to give a word or words to

describe what they see in the picture.
Teacher write students’ responses on the
board and use them as springboard.

Engage ( 5 minutes)
Turtle, fishes, corals.
https://www.shutterstock.com/search/biodivers
ity

Show a video
https://www.youtube.com/watch?v=GK_vRtH
JZu4

Essential Questions:
What are the levels of biodiversity?
How do they differ from one another?

Video Clip Presentation

Show to the class a video clip showing the
different levels of biodiversity
Explore ( 25minutes)
https://www.youtube.com/watch?v=7xZz132N The students will watch
EpA attentively.

1. Biodiversity is the
variety and
variability of life on
Earth. Biodiversity is
typically a measure
of variation at the
Ask these questions: genetic, species,
and ecosystem
1. What is biodiversity?
level.
2. Where does this word 2. Originally
Explain ( 15 minutes)
come from? the term was deriv
3. What are the levels of ed from "biological
biodiversity? diversity".
4. How can you distinguish The word
one from the other? BIODIVERSITY ori
ginates from the
Greek word BIOS
= LIFE and
Latin word DIVERS
ITAS = VARIETY or
 DIFFERENCE. The
whole word BIO
DIVERSITY
generally therefore
means: VARIETY
OF LIFE
3. Species
Genetic
Ecosystem

4. 1. Genetic diversity
is all the different
genes contained in
all the living
species, including
individual plants,
animals, fungi, and
microorganisms.
2. Species diversity
is all the different
species, as well as
the differences
within and
between different
species.
3. Ecosystem
diversity is all the
different habitats,
biological
communities and
ecological
processes, as well
as variation within
individual
ecosystems.

Genetic diversity:
Siamese cat, husky
dog.

Species diversity:
Give examples for each level of biodiversity. sunflowers, bacteria,
Elaborate blue whale

 Ecosystem diversity:
Deserts.
 Forests.
 Large marine
ecosystems.
  Marine ecosystems.
 Rainforests.
 Coral reefs.

Differentiate the levels of biodiversity by

providing the distinguishing feature of the
three levels of biodiversity.
Levels of Distinguishing
Biodiversity Feature
Evaluate (10 minutes) Species
Biodiversity
Genetic
Biodiversity
Ecosystem
Biodiversity

Prepared by: Checked by:

JACQUILYN D. SUSON BEVELYN C. PALER

Teacher I School Head
School Villacastor National High School Grade Level 8
Teacher JACQUILYN D. SUSON Learning Area Science
Time & Dates Tuesday Quarter 4rd

II. OBJECTIVES

1. The concept of a species.

F. Content Standards
2. The species as being further classified into a hierarchical
taxonomic system.
G. Performance
Able to report (e.g., through a travelogue) on the activities that communities e
Standards
and economically important species.

H. Learning Explain the concept of a species;

Competencies/ Explain the advantage of high biodiversity in maintaining the stability of
Objectives (Write an ecosystem.
the code for each
LC)
S8LT IVg-19

I. Specific
Objectives Describe the species as a reproductively distinct group
of organisms.
J. Integration of
Content Within
and Across
Curriculum
Biodiversity

II. CONTENT
1.Species diversity
2. Hierarchical taxonomic system of classification.
3.Protection and conservation of endangered and economically
important species.
V. LEARNING
RESOURCES
C. References
5. Teacher’s Guide
Pages
6. Learner’s
Material Pages Pages 223 - 224
7. Textbook Pages
8. Additional
Materials from
LR Portal
D. Other Learning
Resources
Learner’s Expected
VI. PROCEDURES Teacher’s Activity/ies
Response/s
Ellicit ( 5 minutes)
What makes up biodiversity?
.
 List down on the board the organisms present
in the picture.

1. No because
they are
different
species.
Engage ( 5 minutes)
1. Do you think these organisms can interbreed
with one another? Why? 2. No! because they
2. Can a duck reproduce when paired have different
with a chicken? Support your answer. genes.

Essential Question:
Can we consider species as a reproductively
distinct group of organisms?
Why do you think so?

Group Activity
Complete the table:
Pair of Can Reasons
organisms reproduce?
YES or The students will
Explore ( 25minutes) answer the table within
NO?
their group.
Cow and
Carabao Reporting of Outputs.
Azkal and
German
Shepherd
If the animals or plants
have the same
species, they can
interbreed with each
Based from what you have learned in the other. They can
activity, describe species as a reproductively produce another new
Explain ( 15 minutes)
distinct group of organisms. species, if they have
different gene pool or
stays the same as their
parent.

Some
endemic species of
How can the concept of species as a the region which are
already considered
reproductively distinct group of organism be
Elaborate critically endangered a
used in the preservation of threatened and
re the Visayan Warty
endangered species in Negros Island? Pig, the Visayan
Spotted Deer, Visayan
Leopard
Cat, Negros Bleeding
 Heart Pigeon, Visayan
Tarictic Hornbill and
Rufous-headed
Hornbill. The image
below clearly illustrate
the rate of forest loss
in Negros Island.
With the concept of
reproductively distinct
group of organism, by
preserving a female
and a male of a
species for them to
breed.

Describe species as a reproductively distinct

group of organisms.
Rubrics:
Score Possible answer

5 Only organism coming from

the same species can
Evaluate (10 minutes) reproduce of their own kind.
Offspring cannot successfully
develop from parents of
different species
3 If the answer is correct but
lacks some points or
incomplete
1 If the answer is incorrect

Extend

Prepared by: Checked by:

JACQUILYN D. SUSON BEVELYN C. PALER

Teacher I School Head
School Villacastor National High School Grade Level 8
Teacher JACQUILYN D. SUSON Learning Area Science
Time & Dates Wednesday 1-15-20 Quarter 4th

III. OBJECTIVES

1. The concept of a species.

K. Content Standards
2. The species as being further classified into a hierarchical
taxonomic system.
L. Performance
Standards
Able to report (e.g., through a travelogue) on the activities that communities e
and economically important species.

M. Learning Explain the concept of a species;

Competencies/ Explain the advantage of high biodiversity in maintaining the stability of
Objectives (Write an ecosystem.
the code for each
LC)
S8LT IVg-19

N. Specific
Objectives
Differentiate natural from man-made
biodiversity in Inland and aquatic
ecosystem.
O. Integration of
Content Within
and Across
Curriculum
Biodiversity

II. CONTENT
1.Species diversity
2. Hierarchical taxonomic system of classification.
3.Protection and conservation of endangered and economically
important species.
VII. LEARNING
RESOURCES
E. References
9. Teacher’s Guide
Pages
10. Learner’s
Material Pages Pages 223 - 224
11. Textbook Pages
12. Additional
Materials from
LR Portal
F. Other Learning
Resources
VIII. Learner’s Expected
Teacher’s Activity/ies
PROCEDURES Response/s

The students will

Ellicit ( 5 minutes) What are the two components of an answer.
ecosystem?
Give examples for each component.
 Show to the class pictures.
What type of ecosystem is shown in the 1st
picture? In the 2nd picture?

Engage ( 5 minutes)

Essential Question:
How natural biodiversity differs from man-
made biodiversity in Inland and aquatic
ecosystem?
Board work
1. Using the same pictures on the board,
identify which is NATURAL & MAN-MADE
ECOSYTEM and support your answer.
2.Make a table and ask the students to supply
the answer.
Put √ if is present and x if absent.
Natural Man-made
Ecosystem ecosystem
Explore ( 25minutes) Which one
require
higher
energy
input?
Which one
needs lower
maintenanc
e?
Which has
greater
biodiversity?

Why do you think that these pictures/words the students will

Explain ( 15 minutes) belong to NATURAL biodiversity? answer about the
to MAN-MADE biodiversity? peictures.
(Give a lecturette)
When can you consider such
 ecosystem as man-made? as natural?

How man-made biodiversity differs from a  Man-made biodiversity

natural biodiversity? differs from natural
Elaborate because it has all in all
living thing and varied
animals.

Instruct the class to STAND UP if the

statement given tells the difference between
natural biodiversity and man-made
biodiversity, and REMAIN SITTED if it does
not.
1. Man-made biodiversity was made/designed
Evaluate (10 minutes) by humans, natural biodiversity is naturally
made.
2. Natural biodiversity in Aquatic ecosystem is
composed of different organism living in land,
while man-made biodiversity in Aquatic
ecosystem is composed of the same species of
organisms living in water.
(Teacher can add more statements to test her
students’ understanding on the topic)
If you are a farmer, how can you increase The student will give
biodiversity in your garden? their opinion.
Extend

Prepared by: Checked by:

JACQUILYN D. SUSON BEVELYN C. PALER

Teacher I School Head
School Villacastor National High School Grade Level 8
Teacher JACQUILYN D. SUSON Learning Area Science
Time & Dates Thursday 1-16-20 Quarter 4th

IV. OBJECTIVES

1. The concept of a species.

P. Content Standards
2. The species as being further classified into a hierarchical
taxonomic system.
Q. Performance
Standards
Able to report (e.g., through a travelogue) on the activities that communities e
and economically important species.

R. Learning Explain the concept of a species;

Competencies/ Explain the advantage of high biodiversity in maintaining the stability of
Objectives (Write an ecosystem.
the code for each
LC)
S8LT IVg-19
S. Specific
Explain the advantage of high biodiversity over low
Objectives
biodiversity.
T. Integration of
Content Within
and Across
Curriculum
Biodiversity

II. CONTENT
1.Species diversity
2. Hierarchical taxonomic system of classification.
3.Protection and conservation of endangered and economically
important species.
IX. LEARNING
RESOURCES
G. References
13. Teacher’s
Guide Pages
14. Learner’s
Material Pages Pages 223 - 224
15. Textbook Pages
16. Additional
Materials from
LR Portal
H. Other Learning
Resources
Learner’s Expected
X. PROCEDURES Teacher’s Activity/ies
Response/s

The students will

Drill about Natural & Man-made Ecosystem answer.
Ellicit ( 5 minutes) 1. Which ecosystem requires higher energy
input?
2. Which needs lower maintenance?
3. Which has lower biodiversity?
 Show picture of sugarcane plantation and
marine ecosystem.

The students will

Engage ( 5 minutes) answer according
to their
observation.

Which picture shows more organisms of

different kinds?
How about this one?
And this one?
Essential Question:
What is the advantage of high biodiversity
over low biodiversity?
Brain storming
List down the different species present in the
pictures. The student will have
Explore ( 25minutes)
What do you think is considered to have high collaborative ideas.
biodiversity?

Ask these questions:

When can you say that a certain ecosystem has
a high biodiversity and has a low biodiversity?
What do you think are the effects of high
biodiversity and low biodiversity in the The students will
ecosystem in the following areas: cooperate in answering
Explain ( 15 minutes) 1. recycling of nutrients the questions given.
2. food chain
3. food sources
4. stability of population
Let’s watch this…
https://www.quora.com/In-what-
ways-is-high-biodiversity-
advantageous-over-low-biodiversity
Why high biodiversity is considered  Man-made biodiversity
advantageous? differs from natural
Elaborate because it has all in all
living thing and varied
animals.
 The student will follow
(Students’ Action Evaluation) the direction.
Instruct the class to STAND UP if the
statement given tells the difference between
natural biodiversity and man-made
biodiversity, and REMAIN SITTED if it does
not.
1. Man-made biodiversity was made/designed
Evaluate (10 minutes) by humans, natural biodiversity is naturally
made.
2. Natural biodiversity in Aquatic ecosystem is
composed of different organism living in land,
while man-made biodiversity in Aquatic
ecosystem is composed of the same species of
organisms living in water.
(Teacher can add more statements to test her
students’ understanding on the topic)
Give your opinion : The student will give
If you are a farmer, how can you increase their opinion.
Extend biodiversity in your garden?

Prepared by: Checked by:

JACQUILYN D. SUSON BEVELYN C. PALER

Teacher I School Head
School Villacastor National High School Grade Level 8
Teacher JACQUILYN D. SUSON Learning Area Science
Time & Dates FRIDAY 1-17-20 Quarter 4th

V. OBJECTIVES

1. The concept of a species.

U. Content Standards
2. The species as being further classified into a hierarchical
taxonomic system.
V. Performance
Standards
Able to report (e.g., through a travelogue) on the activities that communities e
and economically important species.

W. Learning Explain the concept of a species;

Competencies/ Explain the advantage of high biodiversity in maintaining the stability of
Objectives (Write an ecosystem.
the code for each
LC)
S8LT IVg-19
X. Specific
Objectives
Y. Integration of
Content Within
and Across
Curriculum

II. CONTENT Summative Test

XI. LEARNING
RESOURCES
I. References
17. Teacher’s
Guide Pages
18. Learner’s
Material Pages
19. Textbook Pages
20. Additional
Materials from
LR Portal
J. Other Learning
Resources
XII. Learner’s Expected
Teacher’s Activity/ies
PROCEDURES Response/s
Ellicit ( 5 minutes)

Engage ( 5 minutes)
 Explore ( 25minutes)

Explain ( 15 minutes)

Elaborate

Evaluate (10 minutes)

Extend

Prepared by: Checked by:

JACQUILYN D. SUSON BEVELYN C. PALER

Teacher I School Head