R epublic of the P hilippines

D epartment of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
ANDRES BONIFACIO NATIONAL HIGH SCHOOL
A. BONIFACIO, LLANERA, NUEVA ECIJA
7E’s LESSON PLAN
Science 8-Quarter 3
Monday – Thursday June 5, 2023
8-Forever 9:45-10:45
8-Infinity 10:45-11:45

I. OBJECTIVES

Demonstrates understanding of the one-way flow of energy and the cycling

A. Content Standard
of materials in an ecosystem
B. Performance Makes a poster comparing food choices based on the trophic levels
Standards
C. Learning Describes the transfer of energy through the trophic levels
Competencies/ At the end of the lesson, the students are expected to:
Objectives a. classify organisms whether they are producers or consumers
(Write the LC code) b. describe how each organism in the community is related
II. CONTENT Food Chain and Food Web
III. LEARNING
RESOURCES
A. References Quipper Book
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning Laptop, Television
Resources
IV. PROCEDURES
ELICIT (5mins)
1. Recall organisms under Prokarya. What are the prokaryotes?
A. Reviewing previous 2. Recall the organisms that belong to Eukarya. What are the eukaryotic
lesson or presenting
organisms?
the new lesson
3. Recall the concept of the ecosystem and its components? What is an
ecosystem? What are the components of an ecosystem?
B. Establishing a ENGAGE (5mins.)
purpose for the Warm-Up Activity
lesson
 How Organisms are Connected in a Community

Materials:
 Photos of different organisms
 Organism Cards
https://drive.google.com/file/d/1FgJs8nZb0s8Bvdb3nUOMRI9zFH9
GklvO/vie w?usp=sharing

Procedures:
1. Ask the students to form a big circle. Assign one organism for each
student.
2. Position the student with the sun to be at the center, and he will start
the game
3. The sun should look around and other organisms: “Who in this circle
could I give my energy to?”
4. In response, the students with the assigned organism that could get
energy from the sun should connect himself to the student with the
C. Presenting sun illustration using one hand.
examples/instances
of the new lesson 5. Next, the person who recently connected should ask the circle body:
“Who might eat me?”
6. In response, the students with the assigned organism that could eat the
previous organism should connect himself to the student with the sun
illustration using one hand.
7. Repeat steps 5 and 6 until all organisms are interconnected and
formed a pyramid of connected organisms.

Guide Questions:
1. What is the importance of the sun in the formed connection?
2. What do you think is the role of those organisms that connected to the
sun?
3. What do you think is the role of those organisms that consume the
organisms that directly get energy from the sun?
4. What do you think is the importance of this interconnection in
sustaining the community?
5. What’s the role of humans in the connection?

D. Discussing new EXPLORE (15mins)

concepts and Food Chain Skit
practicing new skills In this activity, students will try to make a skit showing the different
#1
components of a food chain.
E. Discussing new
concepts and
Materials:
practicing new skills
#2  props for the skit

Procedures:
1. Ask the students to form a group of seven members.
2. Let each group brainstorm and create a three-minute skit concerning
 food chains.
3. The skit must highlight the role of the following components of a
food chain.
a. Sun
b. Producers
c. Consumers
4. After the provided time, ask each group to present their work in class.
5. Ask the students to answer the guide questions.

Guide Questions:
1. What is the role of the sun most skit presented by your classmates? It
provides the energy needed by the organisms.
2. What is the role of the producer in a food chain? It converts energy
from sunlight to stored chemical energy, which can be utilized by the
consumers.
3. What is the role of the consumer in the food chain? It transfers the
energy to higher trophic levels.
EXPLAIN (10mins)
1. Introduce the concept of the food chain. What is a food chain?
F. Developing mastery 2. Discuss the different trophic levels within the food chain. What are the
(leads to Formative
common components of a food chain?
Assessment 3)
3. Discuss the food web. What is a food web? What is the role of this system
in the ecosystem?
G. Finding practical ELABORATE (10mins)
applications of Food Web Complexity
concepts and skills In this activity, students will form a model that shows a complex food web
in daily living
H. Making Materials:
generalizations and
abstractions about  adhesives or pin
the lesson  bond paper
 markers
 string

Procedures:
1. Ask the students to form a group of twelve members.
 2. Show the figure above as a sample food web.
3. Ask each group to make a model of a food web, where each person
represents an organism. A name tag must be made for each member
4. Use the string to represent the connection between each member.
5. After the preparation, ask each group to present their human models
of the food web. One of the group members will explain their
constructed model.
6. Let the entire class answer the guide questions

Guide Questions:
1. What is the distinct property of the food web? The presence of
several interconnected organisms.
2. What does the string represent in the model? It shows the connection
and interaction between each member.
3. Do you think a food web can be this simple in natural environments?
No, food webs are more complex in natural environments
EVALUATE (10mins.)
Answer the following questions based on the given food web below.
1. Name all the producers.
2. Name all the primary consumers.
3. Name all the secondary consumers.
4. Which level gets the least amount of energy in the food web?
5. Which level gets the highest amount of energy in the food web?

I. Evaluating learning

EXTEND (5mins)
For further information, the students can check the following web links:
 Food Web: Concepts and Applications Nature. 2012. ‘Food Web:
J. Additional activities
Concepts and Applications.’
for application or
remediation https://www.nature.com/scitable/knowledge
 Energy flow in the ecosystem Moreau, Jen. 2013. ‘Food and Energy.’
https://scienceaid.net/biology/ecology/food.html

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
 remediation
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?

Prepared by:

SHERINE MARIANNE G. IGNACIO

Science Teacher

Checked by:

ROSALINDA G. DURAN
School Principal I