A DETAILED LESSON PLAN IN SCIENCE 8

Date: _______________ Grade and Section: ______________

Subject: Science 8 Time: _________________

I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding between the differences of low and high
biodiversity as their need to live and survive; learning and understanding the
community’s biodiversity, the organisms’ importance to and interactions with each other.
B. Performance Standard
The learner transfers learning by making a personal and group vision for the
future in relation to biodiversity which may be used on predicting possible things that
might happen to the various organisms and its effects on human lives.
C. Learning Competencies
S8LT-IVh-21: Explain the advantage of high biodiversity in maintaining the stability of
an ecosystem.
D. Objectives
At the end of the lesson, students should be able to:
a. differentiate low from high biodiversity;
b. make a group vision for the future in relation to biodiversity; and
c. develop awareness on how to protect and conserve biodiversity.

II. SUBJECT MATTER

A. Topic: Low and High Biodiversity
B. References: Learning Module for Science 8, p. 266-272
https://study.com/academy/lesson/how-to-identify-
relationships-between-general-and-specific-ideas.html
C. Materials: visual aids, laptop, projector, screen, PowerPoint presentation
D. Values Integration: Teamwork, Discipline, Enthusiasm
 E. SUBJECT INTEGRATION: English, Math
F. Teaching Strategies: Cooperation, Inquiry Method

III. PROCEDURE

Teacher’s Activity Students’ Activity

A. Daily Routines

a. Prayer
Let God be the center of our life and of
today’s lesson. Everybody, kindly stand for
a short prayer.
(The teacher will call a student to lead the
prayer.) Lord, we adore and glorify You for this
wonderful day. Please guide us in all our
endeavors. Amen.
b. Greetings
Good afternoon class! Good afternoon Ma’am!

I’m so glad to see all of you. It’s another

day to conquer the world of learning.
HOO! HAA!
Grab your blessings!

c. Putting the class in order

Do you know that cleanliness is next to
Yes, Ma’am.
Godliness?
With your beautiful hands and tantalizing
eyes, kindly pick up all the litters that you
(The students will follow.)
see around.
(The teacher will roam around to check the
orderliness of the classroom.)
Thank you, Ma’am.
You may now take your seats.
 d. Checking of Attendance
Let’s take a look first if everyone is here. I’m glad to say that everybody is present,
Marc Dave, is everybody present today? Ma’am.

Very good! It only means that all of you are

really interested to learn today.

e. Checking of Assignment
I remember that I gave you an assignment Yes, Ma’am!
yesterday.
Did you make your assignments?
(Princess will read her assignment.)
Wow! Let me see.
Yes, Princess kindly read your assignment.

Very good! (Christopher will read his assignment.)

Another?
Yes, Cristopher.
Nice answer!

Let’s find out more about how organisms

are classified and what biodiversity do these
organisms belong. (The students will pass their assignment.)

Now, pass your assignment forward.

f. Review of the Past Lesson

Ma’am, our lesson yesterday was all about
(ELICIT)
Biodiversity
Who among you could share what we have
discussed last meeting?
Biodiversity means many forms of life.
Yes, Bea.

Again, what is biodiversity?

Yes, Jahaziel
That’s Right!
Ma’am it includes species biodiversity,
genetic and ecosystem biodiversity.
Can you enumerate the three categories in
biodiversity?
Yes, Lindsay
Very good! Species diversity means a group of
genetically distinct organisms, genetic
What was the differences among the three? biodiversity means that the genes of species
Yes, John Angelo varies and the ecosystem biodiversity means
that the ecosystem of living things varies
Is there any question regarding our past from another.
lesson?
None, Ma’am.
B. Motivation (ENGAGE)
Before we proceed to our new lesson, let us
have an activity entitled “GUESS ME”.

I will group the class into two. Each group

will choose their representative who is good
at acting.
The representative will pick a piece of paper
inside the box and act out either an animal
or any other organism found in our
environment while his/her groupmates are
guessing what it is.
One correct answer is equivalent to one
point. The group who will get the highest
point will receive a special reward.

Each group will be given two minutes to do

the activity.

Are you ready?

Those animals all requires energy to Yes, Ma’am.

survive. (The class will perform the activity.)
But how could this thing happen? We will
find that out later on our discussion.

C. Presentation of the Lesson

Before we go deeper with our discussion, I
want to give something to the three lucky
students here. Because earlier this morning
someone gave me four different colors of
envelopes I think from…____________.
This is the envelope for you Allysa, Jericho,
Benedict and Christopher.

(The students will get and open their

envelope)
Open it now (The students were surprised because those
are the lesson objectives

(Allysa will read the note)

At the end of the lesson, students should be
able to:
a. differentiate low from high
How about the second one?
Yes, Jericho. biodiversity;

The last one?

b. make a personal and group vision for
Yes, Benedict
the future in relation to biodiversity;
and
Thank you. Those are the lesson objectives
that we need to achieve throughout the
whole period of our class today. So please c. develop awareness on how to protect
listen attentively and participate actively on and conserve biodiversity.
our discussion ad activities that were going
to have later.
Is that clear?
Can I count on you, class?

EXPLORE (pre activity)

Since summer month is approaching, my
friend from Korea is asking me to tour her Yes, Ma’am.
with her friends around our country. Class Yes, Ma’am.
could you help me to decide as to where
should I bring them first?

(The teacher will present two pictures

showing the low and the high biodiversity.)

Any suggestion class?

Yes, Ely

Okay, Thank you! How about the others,

would you choose the same? (Students will raise their hands)

Now, how can you describe the first Ma’am I’d rather choose the first image
picture? which is a scenery of a beach.
Yes, Jericho
(Students will answer)

Ma’am, the picture shows a very beautiful

Very Well said! scenery, a calm, blue sea and a surrounding
How about the second one? full of green plants that supplies clean oxygen
for us humans which is very appropriate for
Yes, Althea the summer season.
That’s Right! Ma’am the second picture is a desert, as you
can see it has a hot temperature and only
EXPLAIN small number of animals can survive in such
kind of place.
Which kind of ecosystem do you think has
the high and the low biodiversity?
Yes, Hannah

The image of the sea has a high biodiversity

How could you say so? and the desert has a low biodiversity

Ma’am, it is because it has a greatest number

of species living on it compared to a desert
Now, is high biodiversity advantageous with only a limited number of species.
over low biodiversity?
Yes, Ma’am
Why is high biodiversity advantageous over
low biodiversity?
Yes, Maezel

That’s Right!
In high biodiversity, the risk of damage is
(The teacher will show a picture of a coral minimized leading to better income while at
reef ecosystem) low biodiversity the whole plantation will be
wiped out and even the smallest animals will
also die.

Can you classify what kind of biodiversity

is this one, is it high biodiversity or a low
biodiversity?
Yes, Lindsay
What do you think is the reason that makes The image shows a coral reef ecosystem
this ecosystem as a high biodiversity? which is a kind of a high biodiversity.

Ma’am it is because the temperature and

Absolutely correct! location suits to almost all the organisms
present on such kind of ecosystem. The
Based from the picture, what biotic reason why various organisms can live and
components do you think are present on it? survive.
Yes, Mariela

Okay. Thank you.

Another?
Yes, Dan Ma’am, fishes and coral reefs.

Does ecosystem like coral reef ecosystem

affects the survival and harmonious
existence of different organisms living on to Ma’am, algae and sponges.
it?

Yes, Danica
That’s Right!

Another example of a high biodiversity is a

rainforest. Yes, Ma’am most especially when it comes to
their interaction with other biotic components
Okay Let’s have another image. as well as their ability to reproduce.

(The teacher will show a picture of a

banana plantation)
The image shows a banana plantation, does
it have a low or a high biodiversity?

Yes, Lovely
That’s right!

What will happen if a pest will attack the

banana plants? Banana plantation is an example of a low
biodiversity.
Yes, Benny Boy
That’s right!

What will happen if a strong typhoon comes

and heavy flooding occurs?
Many banana plants will be affected or
Yes, Regine damaged or die.
That’s right!

How will this affect the helpers and owners

of the plantation?
Banana plants may be washed to other areas,
Yes, Fiona or whole plantation will be wiped out and
That’s right! even small animals will die.

Another example of a low biodiversity is a

hot and icy desert.
Farmers will have no income and owners will
There are lots species which have decreased lose his harvest and profit.
in number and tend to disappear. The best
way to remember the causes of species
decline is through the acronym “HIPPO”

H- Habitat Destruction
I- Invasion of Introduced Species
P- Population Increase
P- Pollution
O- Overharvesting of Resources

As a student, can you cite some of the least

thing that you can do to protect the
biodiversity which you have in your
community at present?

Yes, Angel
Very Good!
(The students will raise their hands.)

Another?
Yes, Brian
That Right! I will dispose garbages properly and will
perform the 3 R’s, the reduce, reuse and
Do you have any question or clarification? recycle

D. Application (ELABORATE) Avoid the use of hazardous chemicals that

To see if you really care for our may harm different organisms.
biodiversity, let’s have a group activity
entitled “Our Future World”. None, Ma’am.

Listen carefully to my instructions.

I already grouped the class into four. Each
group will perform different activities such
as Actors, Writers, Singers, and Artists.
Before we start, the representative of each
group will proceed here in front to pick for
their group’s assigned task.
(The students will pay attention to what the
In doing this activity, you will ask teacher is saying.)
yourselves this question: What do we want
the future world to be?
You will be guided with the additional
instructions inside your envelopes.

Three (3) minutes will be given to do the

activity and one minute for your
presentation.

You will be graded using the following

criteria:
Content – 10 points
Presentation – 10 points
Cooperation – 5 points

The group with the highest point will be

given a reward.

Are my instructions clear?

You may now proceed to your respective
groups.

Yes, Ma’am.
(The students will perform the activity and
will present it in front of the class by group.)

ACTORS
Perform a short role play regarding the
question: What do we want the future world
to be?

WRITERS
Write a two-stanza free verse poem about the
question: What do we want the future world
to be?
SINGERS
Sing in the tune of your group’s favorite song
about your answer to the question: What do
Let’s give ourselves a Bongga Clap. we want the future world to be?
ARTISTS
E. Generalization Create an artwork displaying your answer to
Did you learn from our lesson today? the question: What do we want the future
world to be?
Now, let’s have this cabbage rolling.
You will pass this cabbage while the music 1, 2, 3, 1, 2, 3, Bongga! Bongga! Bongga!
is playing. Once the music stops, the lucky
student will peel one leaf and will answer
the question written in it. Yes, Ma’am.

Describe an ecosystem with low

biodiversity.

Differentiate high from low biodiversity.

Give other examples of ecosystems with

high biodiversity. A low biodiversity is an unhealthy or
degraded environment wherein there are only
Why is high biodiversity advantageous over few number of living species could be found.
low biodiversity?
A marine ecosystem and a rainforest like the
amazon rainforest are the best example of an
ecosystem with high biodiversity.

A healthy and undisturbed environment with

Give ways on how to protect and conserve many species is said to be have a high
biodiversity. biodiversity while the low biodiversity is
characteristics of an unhealthy and degraded
environment.

F. Valuing I will dispose garbages properly, perform the

Class, take a look at this picture. 3 R’s and avoid the use of hazardous
(The teacher will show a picture of a chemicals that may harm different organisms.
destructed biodiversity.)

What have you felt upon looking with this

picture?
Do you find the same situation in your place
or community?

How can you spread awareness regarding (Students are allowed to express their feelings
this problem? and emotions regarding the picture.)

Why is biodiversity important?

In your own little ways, how can you help

conserve and protect biodiversity?

(The teacher will refine students’ answers.)

It’s really nice to live while seeing the

beauty of our environment where everyone
feels safe and nurtured.

Thank you for your answers.

I believe that you will become better
individuals who will help save our
environment.

IV. Evaluation (EVALUATE)

Multiple Choice: Choose and encircle the
letter of the correct answer.

1. ___________ tells about the

sustainability of an ecosystem and on
how rich an ecosystem in different
species of living things.
a. Biodiversity b. Ecology
c. Environment d. Genetics
a. Biodiversity
2. Low biodiversity means that the rate of
species of extinction is ________.
a. high b. dangerous
c. risky d. low
3. ____________ is the best example of
high biodiversity due to its high rate of
rainfall and its large number of plants that a. high
provides shelter, water, and food for
organisms.
a. Tundra b. Dessert
c. Iceland d. Rainforest
d. Rainforest
4. Dessert, icy places like _____________,
and the deep sea have low biodiversity.
a. Columbia Plateau b. Argentina
c. North Pole and South Pole d. Nile

5. ___________ is one of the primary

causes of the decreasing number of c. North Pole and South Pole
species.
a. Forest fire b. Weathering of
rocks
c. Habitat destruction d. Nuclear fission

c. Habitat destruction

V. Assignment (EXTEND)
1. Review today’s lesson and have an
advanced reading about Interaction.
2. Make a slogan on how you can conserve
and protect Biodiversity.
(The students will copy their assignment.)
Is there any question?

If that is so, Good bye class!

None, Ma’am!

Good bye Ma’am! What a wonderful learning

experience!

Prepared by:
______________________________
Biological Sciences, Student Teacher