DLL - Science 8 - Q4
DLL - Science 8 - Q4
DLL - Science 8 - Q4
1. the digestive system and its interaction with the circulatory, respiratory, and excretory systems in providing the body with nutrients for energy
B. Performance Standard The learners should be able to: present an analysis of the data gathered on diseases resulting from nutrient deficiency
C. Learning Competencies / At the end of this lesson, the given DepEd learning competency should be met by the students.
Write the LC code for each
● explain ingestion, absorption, assimilation, and excretion (S8LT-IVa-13).
At the end of this lesson, students should be able to: At the end of this lesson, students should be able to:
● give the functions of the different organs of the ● give the functions of the different organs of the digestive system; and
digestive system; and
● identify the different processes of digestion that serve to provide energy to the body.
Objectives: ● identify the role of these organs in digestion.
II. CONTENT
1 | Page
III. LEARNING
RESOURCES
A. References
3. Textbook pages
IV. PROCEDURES
A. Reviewing previous lesson Recall the levels of organization in complex Recall the muscular system with an emphasis on its general function and types of
or presenting the new lesson multicellular organisms. What are the different levels muscles. What is the major function of the human muscular system? What are the
of organization in multicellular organisms? different types of muscle tissue?
B. Establishing a purpose for ● What are the functions of the digestive system? ● What are the functions of the digestive system?
the lesson
● What are the components of the digestive system ● What are the components of the digestive system and their functions?
and their functions?
2 | Page
D. Discussing new concepts Enumerate the three major divisions of the digestive Discuss ingestion, propulsion, and digestion events that take place in the digestive
and practicing new skills # 1 system, and discuss the structural and functional system. How does the digestive system facilitate ingestion, propulsion, and digestion?
aspects of the mouth as its first division. What are the Discuss ingestion, propulsion, and digestion events that take place in the digestive
major divisions of the digestive system? What are the system. How does the digestive system facilitate ingestion, propulsion, and digestion?
functional components of the mouth and pharyngeal
region?
F. Developing mastery Enumerate and briefly describe the three major Enumerate the events that take place in the digestive system to perform its function.
divisions of the human digestive system.
(Leads to Formative
Assessment 3)
G. Finding practical Relate scientific process in solving real life situation. Relate scientific process in solving real life situation.
applications of concepts and
skills in daily living
H. Making generalizations The teacher will ask the students about what they have
and abstractions about the learned from the lessons.
lesson The teacher will ask the students about what they have learned from the lessons.
V. REMARKS
3 | Page
VI. REFLECTION
-diseases that result from nutrient deficiency and ingestion of harmful substances, and their prevention and treatment
B. Performance Standard The learners should be able to: present an analysis of the data gathered on diseases resulting from nutrient deficiency
C. Learning Competencies / At the end of this lesson, the given DepEd learning competency should be met by the students.
Write the LC code for each
● explain ingestion, absorption, assimilation, and excretion (S8LT-IVa-13).
● explain how diseases of the digestive system are prevented, detected, and treated
(S8LT-IVb-14).
At the end of this lesson, students should be able to: At the end of this lesson, At the end of this lesson,
Objectives: students should be able students should be able to:
● explain how the digestive system interacts with to:
other systems of the body; and ● identify healthful
● identify the effect of practices that affect the
● differentiate the different interactions that they have these diseases on the digestive system;
with the digestive system. digestive system.
4 | Page
● differentiate the positive
and negative effects of
different practices on the
digestive system.
Interaction of the Digestive System with Other Body Diseases of the Digestive Taking Care of Our
Systems System Digestive System
II. CONTENT
III. LEARNING
RESOURCES
A. References
3. Textbook pages
IV. PROCEDURES
A. Reviewing previous lesson Recall the human integumentary system. What are the Recall the organs of the Recall the organs of the
or presenting the new lesson structures and functions of the human integumentary digestive system. How digestive system and the
system? are the organs of the events that take place in
digestive system divided? association with digestion.
What are the functions of What are the organs of the
each of these organs? digestive system? How do
5 | Page
the organs of the digestive
system work together to
accomplish the role of the
organ system?
B. Establishing a purpose for ● How does digestion occur? ● identify the effect of ● What are the proper ways
the lesson these diseases on the of taking care of the
digestive system. digestive system?
D. Discussing new concepts Discuss the interaction between the digestive system Discuss the diseases that Discuss the different good
and practicing new skills # 1 and the integumentary system. How do the digestive take place in the oral habits for the digestive
system and the integumentary system work together? cavity. What are the system. What are the
causes of tooth decay and different good habits for the
gingivitis? What are their digestive system?
symptoms and how can
they be treated?
E. Discussing new concepts Relationship Diagram Construct a Food Pyramid Digestion Poster Making
and practicing new skills # 2
This activity will allow the students to create a simple This activity will allow This activity will require
diagram that will show the connection between the the students to determine the students to draw a
digestive system and other organ systems. the practices that can poster that reflects the best
maintain the health of the practices toward having a
digestive system. healthy digestive system.
6 | Page
F. Developing mastery What do you think will happen if the endocrine cells You and your friends are
of the digestive system become non-functional? planning to visit an isolated
(Leads to Formative How do oral rehydration village in the mountainous
Assessment 3) salts treat diarrhea? region of the Cordillera.
What are the considerations
that you should take in
order to maintain a healthy
digestive system?
G. Finding practical Relate scientific process in solving real life situation. Relate scientific process Relate scientific process in
applications of concepts and in solving real life solving real life situation.
skills in daily living situation.
H. Making generalizations Ask the students what they have learned about the Ask the students what Ask the students what they
and abstractions about the lesson. they have learned about have learned about the
lesson the lesson. lesson.
II.Evaluating Learning Paper and pen test Paper and pen test Paper and pen test
7 | Page
V. REMARKS
VI. REFLECTION
A. Content Standards The learners demonstrate an understanding of: 1. how cells divide to produce new cells 2. meiosis as one of the processes producing genetic
variations of the Mendelian Pattern of Inheritance
The learners should be able to: present an analysis of the data gathered on diseases resulting from nutrient deficiency report on the importance of
B. Performance Standard
variation in plant and animal breeding
C. Learning Competencies / At the end of this lesson, the given DepEd learning At the end of this lesson, the given DepEd learning competency should be met by the
Write the LC code for each competency should be met by the students. students.
● compare mitosis and meiosis, and their role in the ● explain the significance of meiosis in maintaining the chromosome number
cell-division cycle (S8LT-IVd-16).
(S8LT-IVe-17).
8 | Page
At the end of this lesson, At the end of this lesson, At the end of this lesson, the students should be able to:
the students should be able the students should be
Objectives: to: able to: ● explain the significance of meiosis in maintaining chromosome number;
● explain how the phases ● compare mitosis and ● determine the factors that dictate chromosome number; and
of mitosis contribute to meiosis, and their role in ● differentiate between female and male gametogenesis.
cell reproduction; and the cell cycle;
II. CONTENT
III. LEARNING
RESOURCES
A. References
3. Textbook pages
9 | Page
IV. PROCEDURES
A. Reviewing previous lesson Recall the levels of Recall the cell cycle and Discuss the human reproductive system. What is the role of the reproductive system as
or presenting the new lesson organization in living its role in cellular an organ system? What are the organs of the male and female human reproductive
organisms. What are the reproduction. What is the system?
different levels of cell cycle? What are the
organization in living events that take place in
organisms? the cell cycle? How do
these events contribute to
cellular reproduction?
B. Establishing a purpose for How do cells reproduce, ● How do cells ● How do cells reproduce, and how does cell reproduction affect the organism’s way of
the lesson and how does cell reproduce, and how does life?
reproduction affect the cell reproduction affect
organism’s way of life? the organism’s way of
life?
D. Discussing new concepts Introduce to the students Introduce to the students Discuss the human chromosomes. How are the chromosomes of humans classified?
and practicing new skills # 1 the concept of cell the concept of meiotic
division. What is cell division. What is How many chromosomes do humans have? What is the technique used to observe the
division? What are the key meiosis? What type of structure of the chromosomes?
players during the division cells undergoes meiotic
of a cell? division? What types of
cells are produced from
10 | Page
the meiotic division?
E. Discussing new concepts The Cell Cycle Poster Arranging Meiosis Karyotyping Analysis
and practicing new skills # 2
This activity will allow the This activity will allow This activity will allow the students to look at a sample karyotype and analyze its
students to illustrate the the students to recall the elements.
events that take place in molecular properties of
the cell cycle. DNA and the role of
proteins in living
organisms.
F. Developing mastery Given that an organism has Describe the most Enumerate the cells involved in the process of spermatogenesis and indicate the event
10 chromosomes (2N) important events that that gave rise to them.
(Leads to Formative before the synthesis of the take place in each of the
Assessment 3) DNA, how many
chromosomes will a cell following stages of
have during each of the meiosis I.
stages?
G. Finding practical Relate scientific process in Relate scientific process Relate scientific process in solving real life situation
applications of concepts and solving real life situation in solving real life
skills in daily living situation
H. Making generalizations Ask a student to define Ask the student what Ask the student what they have learned.
and abstractions about the solute and solvent. they have learned.
lesson
III. Evaluating Learning Paper and pen test. Paper and pen test. Paper and pen test
11 | Page
V. REMARKS
A. Content Standards The learners demonstrate an understanding of: 1. how cells divide to produce new cells 2. meiosis as one of the processes producing genetic
variations of the Mendelian Pattern of Inheritance
B. Performance Standard The learners should be able to: report on the importance of variation in plant and animal breeding
C. Learning Competencies / predict phenotypic expressions of traits following simple patterns of inheritance
12 | Page
Write the LC code for each (S8LT-IVf-18).
At the end of this lesson, the students should be able At the end of this lesson,
to: the students should be able
to:
● know Mendel’s life and experiments;
At the end of this lesson, ● predict phenotypic
● determine the basis of Mendel’s experiments and the students should be able expressions of traits
Objectives:
how these relate to inheritance; to: following simple patterns of
● explain how Mendel’s observations led to the ● discuss Mendel’s three inheritance;
proposition of inheritance concepts; and laws of inheritance; ● identify traits that humans
● determine the factors that affect inheritance. ● differentiate between the can inherit;
concepts proposed by the ● understand their effects
three laws; on human health; and
● determine how these ● know how they are
concepts play a role in inherited from parent to
how traits are passed on offspring.
from one
● identify the
consequences of these
laws on how traits are
inherited.
II. CONTENT
III. LEARNING
RESOURCES
13 | Page
A. References
3. Textbook pages
IV. PROCEDURES
A. Reviewing previous lesson Recall mitosis and meiosis. In which part of the cell Recall the meiotic type of Recall the chromosomes
or presenting the new lesson cycle do mitosis and meiosis take place? What are the cell division. What is and how they are
objectives of these types of cell division? What are meiosis? What is the distributed to the sex cells
their differences? purpose of meiotic via the meiotic division.
division? What are chromosomes?
What is the importance of
chromosomes number?
What is the role of meiotic
division in relation to
chromosome number?
B. Establishing a purpose for What are Gregor Mendel’s contributions to the science What are Gregor Mendel’s ● What are the factors that
the lesson of Genetics and how did these contributions help in contributions to the affect how organisms
shaping what we know about inheritance today? science of Genetics and inherit traits from their
how did these parents?
contributions help in
shaping what we know ● What are the different
14 | Page
about inheritance today? disorders that humans can
acquire by being inherited?
How do these affect human
health?
D. Discussing new concepts Discuss the beginnings of Gregor Mendel and how he Discuss the different Discuss heredity and
and practicing new skills # 1 contributed to the science of genetics. Who is Gregor genetic terminologies that genetic variations. What is
Mendel? How did Gregor Mendel become the father will be relevant to heredity? What are the
of genetics? analyzing genetic crosses. ways in which genetic traits
What are the different vary?
terms commonly used in
analyzing genetic crosses?
15 | Page
involved in the inheritance traits.
of traits.
F. Developing mastery Ask the following questions in class. A student will be Ask the following Ask the following questions
selected to answer the question. If the answer is questions in class. A in class. A student will be
(Leads to Formative incorrect or insufficient, you may call on another student will be selected to selected to answer the
Assessment 3) student to answer. answer the question. If the question. If the answer is
answer is incorrect or incorrect or insufficient,
insufficient, you may call you may call on another
on another student to student to answer.
answer.
G. Finding practical Relate scientific process in solving real life situation. Relate scientific process in Relate scientific process in
applications of concepts and solving real life situation. solving real life situation.
skills in daily living
H. Making generalizations and The teacher will ask the students about what they have The teacher will ask the The teacher will ask the
abstractions about the lesson learned from the lessons. students about what they students about what they have
have learned from the learned from the lessons.
lessons.
IV. Evaluating Learning Output will serve as evaluation Prepare a 15 item quiz Prepare a 10 item quiz
V. REMARKS
16 | Page
VI. REFLECTION
17 | Page
A. Content Standards The learners demonstrate an understanding of: 1. the concept of a species 2. the species as being further classified into a hierarchical taxonomic
system
The learners should be able to: report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered
B. Performance Standard
and economically important species
C. Learning Competencies / At the end of this lesson, the following DepEd learning competency should be met by the students:
Write the LC code for each
● explain the concept of a species (S8LT-IVf-18).
At the end of this lesson, students should be able to: At the end of this lesson, At the end of this lesson,
students should be able to: students should be able to:
● describe and differentiate the three levels of
Objectives: biodiversity; and ● describe and classify ● describe and classify
prokaryotes; eukaryotes;
● identify the consequences of having high or low
biodiversity for each of these levels. ● identify their defining ● identify examples of
characteristics; and eukaryotes; and
II. CONTENT
18 | Page
III. LEARNING
RESOURCES
A. References
3. Textbook pages
IV. PROCEDURES
A. Reviewing previous lesson Recall the concept of the ecosystem and its Review cell structure that Discuss the basic
or presenting the new lesson components? What is ecosystem and its components? is common in organisms. classification of organisms.
What are the parts of What is the difference
cells? between prokaryotic and
eukaryotic organisms?
B. Establishing a purpose for ● What is biodiversity? ● What are the ● What are eukaryotes?
the lesson components of the Earth
● What are the components of the Earth that make up that make up its ● What are the common
its biodiversity? biodiversity? examples of eukaryotic
organisms?
● What are the different
organisms on Earth? ● How prokaryotes are
different from eukaryotes?
19 | Page
● What are prokaryotes?
C. Presenting We’re Part of the System We’re Part of the System Nuclear Membrane
examples/instances for the
new lesson In this activity, the students will present a role play In this activity, the In this activity, the students
showing the role of biotic and abiotic components in students will try to make will present a short skit
the ecosystem. their own illustration of showing the importance of
the structure of the cell. nuclear membrane in
organisms.
D. Discussing new concepts Introduce the concept of biodiversity. What is Discuss the science of Discuss eukaryotes and its
and practicing new skills # 1 biodiversity? What are the types of diversity? taxonomy. How organisms characteristics. What makes
are classified into different eukaryotes different from
Elaborate on the concept of species diversity and its groups? prokaryotes?
metrics. What is species diversity? How do we
measure diversity? Discuss more details about Introduce protists and fungi.
prokaryotes. What are the What are the distinct
distinct characteristics of characteristics of these
prokaryotic organisms? group of eukaryotic
organisms?
F. Developing mastery Ask the following questions in class. A student will be Ask the following Ask the following questions
selected to answer the question. If the answer is questions in class. A in class. A student will be
(Leads to Formative
20 | Page
Assessment 3) incorrect or insufficient, you may call on another student will be selected to selected to answer the
student to answer. answer the question. If the question. If the answer is
answer is incorrect or incorrect or insufficient,
insufficient, you may call you may call on another
on another student to student to answer.
answer.
G. Finding practical Relate scientific process in solving real life situation. Relate scientific process in Relate scientific process in
applications of concepts and solving real life situation. solving real life situation.
skills in daily living
H. Making generalizations The teacher will ask the students about what they have The teacher will ask the The teacher will ask the
and abstractions about the learned from the lessons. students about what they students about what they
lesson have learned from the have learned from the
lessons. lessons.
V.Evaluating Learning Output will serve as evaluation Prepare a 15 item quiz Prepare a 10 item quiz
V. REMARKS
VI. REFLECTION
21 | Page
School Rizal Special Education Learning Center Grade Level Grade 8
The learners should be able to: report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered
B. Performance Standard
and economically important species
C. Learning Competencies / At the end of this lesson, the following DepEd learning competency should be met by the students:
Write the LC code for each
● classify organisms using the hierarchical taxonomic system (S8LT-IVg-19)
● explain the advantage of high biodiversity in maintaining the stability of an ecosystem (S8LT-IVh-21).
At the end of this lesson, At the end of this lesson, At the end of this lesson, students should be able to:
students should be able to: students should be able
to: ● identify threats to biodiversity; and
Objectives: ● use the binomial system
of classification in naming ● explain the advantages ● explain the practices that can answer these threats.
organisms; and of having high
biodiversity to maintain
● use the dichotomous key an ecosystem’s
in classifying and
22 | Page
identifying organisms. stability; and
● identify the
significance of having
high biodiversity.
III. LEARNING
RESOURCES
A. References
3. Textbook pages
IV. PROCEDURES
A. Reviewing previous lesson Discuss the diversity of Recall the concept of the Recall the concept of ecosystem and its components? What is an ecosystem and its
or presenting the new lesson organisms by reviewing ecosystem and its components?
prokaryotes. What are components. What is an
prokaryotes? ecosystem and its
23 | Page
components?
B. Establishing a purpose for ● What is binomial ● What advantages of ● What are the common threats to ecosystem?
the lesson nomenclature? having high biodiversity
to maintain an ● What should be done to preserve biodiversity?
● How is binomial ecosystem’s stability?
nomenclature used in
naming organisms? ● What is the
significance of having
high biodiversity?
D. Discussing new concepts Introduce the binomial Discuss the overall Enumerate the different threats to biodiversity. What are the common drivers of
and practicing new skills # 1 nomenclature and its rules.
benefits of high biodiversity loss?
How does binomialbiodiversity. Why is it
nomenclature works in important to maintain a Discuss biodiversity conservation. What is biodiversity conservation?
naming organisms? high diversity of
organisms in the
Discuss the dichotomous ecosystem?
key. What is a
dichotomous key? Discuss ecosystem
resilience as one benefit
of high diversity. What is
ecosystem resilience?
24 | Page
and practicing new skills # 2 In this activity, students In this activity, students In this activity, students will try to write a song regarding the importance of biodiversity
will try to make a will try to enumerate the conservation.
dichotomous key by effect of disturbances in
identifying contrasting biodiversity.
traits of individuals.
F. Developing mastery If you discovered a new How can you help Given the current situation in the Philippines, do you think the effort of our country is
species of organisms, how sustain high biodiversity enough to sustain biodiversity in the country? Explain your answer.
(Leads to Formative should you name this in the ecosystem?
Assessment 3) organism according to the
rule of nomenclature?
G. Finding practical Relate scientific process in Relate scientific process Relate scientific process in solving real life situation
applications of concepts and solving real life situation in solving real life
skills in daily living situation
H. Making generalizations Ask a student to define Ask the student what Ask the student what they have learned.
and abstractions about the solute and solvent. they have learned.
lesson
VI. Evaluating Learning Paper and pen test. Paper and pen test. Paper and pen test
V. REMARKS
25 | Page
School Rizal Special Education Learning Center Grade Level Grade 8
A. Content Standards The learners demonstrate an understanding of: the one-way flow of energy and the cycling of materials in an ecosystem
B. Performance Standard The learners should be able to: make a poster comparing food choices based on the trophic levels’
C. Learning Competencies / At the end of this lesson, the following DepEd learning competency should be met by the
Write the LC code for each
students:
At the end of this lesson, students should be able to: At the end of this lesson, students should be able to:
● classify organisms whether they are producers or ● describe how energy is transferred from one organism to another; and
Objectives: consumers; and
● classify level of organisms in the food web.
● describe how each organism in the community is
26 | Page
related.
II. CONTENT Food Chain and Food Web Transfer of Energy in Trophic
Levels
III. LEARNING
RESOURCES
A. References
3. Textbook pages
IV. PROCEDURES
A. Reviewing previous lesson Recall organisms under Prokarya. What are the Recall food chains. What is a food chain?
or presenting the new lesson prokaryotes?
B. Establishing a purpose for ● What are the producers and consumers in an ● How is energy transferred from one organism to another?
the lesson ecosystem?
● What are the levels of organisms in the food web?
27 | Page
● How are the organisms in the ecosystem related?
D. Discussing new concepts Introduce the concept of the food chain. What is a Discuss energy production in the ecosystem. What components of the ecosystem are
and practicing new skills # 1 food chain? involved in energy production?
F. Developing mastery If hunting of wild animals is being practiced by the Energy transfer from one organism to another is inefficient due to losses. What do you
people of your village, and you know that it could think can be done to reduce these losses?
(Leads to Formative affect natural food chains in the area, what can be
Assessment 3) done to avoid its effect on ecosystem stability?
G. Finding practical Relate scientific process in solving real life situation Relate scientific process in solving real life situation
applications of concepts and
skills in daily living
H. Making generalizations Ask the student what they have learned. Ask the student what they have learned.
and abstractions about the
lesson
28 | Page
VII. Evaluating Learning Paper and pen test. Paper and pen test
V. REMARKS
29 | Page
based on the trophic levels
C. Learning Competencies / At the end of this lesson, ● explain how materials ● suggest ways to minimize human impact on the environment (S8LT-IVi-25).
Write the LC code for each the following DepEd cycle in an ecosystem
learning competency (S8LT-IVi-24).
should be met by the
students:
At the end of this lesson, At the end of this lesson, At the end of this lesson, students should be able to:
students should be able to: students should be able
to: ● identify human activities that affect the ecosystem; and
● describe what
decomposition is; ● describe what ● describe how these activities affect the ecosystem.
decomposition is;
● enumerate processes
involved in the ● enumerate processes
decomposition; and involved in the
decomposition; and
● Identify the importance
of living organisms in the ● Identify the
process of decomposition. importance of living
organisms in the process
of decomposition.
II. CONTENT The Roles of Organisms in Biogeochemical Cycles Ways to Minimize Human Impact on the Environment
the Cycling of Materials
30 | Page
III. LEARNING
RESOURCES
A. References
3. Textbook pages
IV. PROCEDURES
A. Reviewing previous lesson Recall the major sources of Recall how energy is Recall the concept of the ecosystem. What is an ecosystem?
or presenting the new lesson energy in ecosystems. being transferred from
Where does the energy in one organism to another
ecosystems come from? in food chains and food
webs. How does energy
flow from one organism
to another?
B. Establishing a purpose for ● What is decomposition? ● What are the common ● What are the common human activities that affect the ecosystem?
the lesson biogeochemical
● What are the processes processes in ecosystems? ● How do human activities affect the ecosystem?
involved in
decomposition? ● What are the steps of
these processes?
31 | Page
● What are the roles of
organisms in
decomposition?
D. Discussing new concepts Discuss the process of Introduce the concept of Discuss the human activities that affect the ecosystem. What practices of humans affect
and practicing new skills # 1 decomposition. What is biogeochemical cycle ecosystems?
decomposition? and discuss the water
cycle. What is the Discuss the ways on how to mitigate the effects of human activities on ecosystems.
Discuss the decomposition importance of the water
process. What are the steps cycle in the ecosystem? How can we preserve ecosystems?
of decomposition?
Discuss the carbon-
oxygen cycle. What
happens during the
carbon-oxygen cycle?
32 | Page
F. Developing mastery The soil serves as a Altering a Given the rate of biodiversity loss and habitat destruction due to climate change, do you
reservoir of a lot of biogeochemical cycle think regulating some human activities can help solve this problem? Why?
(Leads to Formative nutrients generated during through human
Assessment 3) decomposition. intervention is common
in order to address the
How do you think soil can needs of society. Do you
be protected from think these practices can
pollution and other factors harm the ecosystem?
that can affect its role in
the ecosystem?
G. Finding practical Relate scientific process in Relate scientific process Relate scientific process in solving real life situation
applications of concepts and solving real life situation in solving real life
skills in daily living situation
H. Making generalizations Ask a student to define Ask the student what Ask the student what they have learned.
and abstractions about the solute and solvent. they have learned.
lesson
VIII. Evaluating Learning Paper and pen test. Paper and pen test. Paper and pen test
V. REMARKS
33 | Page
34 | Page