GRADE 8 DAILY LESSON LOG OBJECTIVES A. Content Standard B. Performance Standard School Libato National High School Grade Level Eight Teacher Glaidel Key P. Cruz Learning Area Science Teaching Date and Time May 15-16 ,2023 (10:25-11:25) Venus Quarter Fourth 1. Discuss ingestion, absorption, assimilation, and excretion 2. Appreciate digestive system and its interaction with the circulatory, respiratory, and excretory systems in providing the body with nutrients for energy C. Learning Competency/Objectives CONTENT LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resource PROCEDURES INDICATOR Establish safe and secure learning environments to enhance learning through the consistent implementation of policies, guidelines and procedures 3. Conduct activity that enables students to track does food move through in digestive system? The learners demonstrate an understanding of: 1. the digestive system and its interaction with the circulatory, respiratory, and excretory systems in providing the body with nutrients for energy 2. diseases that result from nutrient deficiency and ingestion of harmful substances, and their prevention and treatment The learners should be able to present an analysis of the data gathered on diseases resulting from nutrient deficiency Explain ingestion, absorption, assimilation, and excretion S8LT-IVa-13 THE DIGESTIVE SYSTEM PIVOT 4A / Grade 8 Science Teachers’ Guide PIVOT 4A, dice Begin with classroom routine: a. Prayer b. Reminder of the classroom health and safety protocols c. Checking of attendance d. Quick “Kumustahan” RACE GAME! Are you ready, class? Use the list of elements in decreasing order of reactivity as shown in the box. A. Reviewing the previous lesson or presenting the new lesson INDICATOR Apply knowledge of content within and across curriculum teaching areas. 1. Which statement about the reactivity of these metals is correct? A. Zinc is less reactive than Iron. C. Copper is more reactive than Potassium. B. Sodium is less reactive than Calcium. D. Calcium is more reactive than Magnesium. 2. Based on the reactivity series, which metal is the most reactive? A. Copper (Cu) B. Zinc (Zn) C. Sodium (Na) D. Potassium (K) 3. Which of the following sets of metals is arranged according to increasing reactivity? A. K, Mg, Na, B. Mg, Ca, Na, K C. Mg, Na, Cu, K D. Mg, Zn, H, Ca 4. One isotope of oxygen has the atomic number 8 and the mass number 18. An atom of this isotope contains _____________. A. 8 protons B. 8 neutrons C. 9 neutrons D. 18 electrons 5. Element A has a mass number of 100 while element B has an atomic number of 118. What will be the number of electrons of element B? A. 59 B. 60 C. 118 D. 120 B. Establishing a purpose for the lesson INDICATOR Apply knowledge of content within and across curriculum teaching areas. C. Presenting examples/instances of the new lesson EXPLICIT TEACHING STRATEGY Food plays a central role in the survival of species. Food gives organisms energy that enables them to carry out the many activities they do each day; this includes predators chasing a prey or a prey escaping a predator, arboreal organisms climbing trees to gather fruits, or fish swimming in schools in search for food, to name a few. Organisms are able to obtain energy from the foods they eat through digestion. Digestion of food is carried out by the organs and substances of the digestive system. During digestion, food is broken down to smaller parts -- a fraction of which is made up of nutrients. These nutrients are circulated to the different parts of the body through the bloodstream and assimilated by cells. Teaching/ Modeling The processes of digestion include six activities: ingestion, propulsion, mechanical or physical digestion, chemical digestion, absorption, and defecation. INDICATOR Maintain learning environments that promote fairness, respect and care to encourage learning INDICATOR Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning Analysis Part 1A. A Gutsy game Procedure: 1. Find a classmate with whom you can play the board game. 2. Choose a token for you and your classmate; place the tokens on the board’s starting line. 3. Take turns rolling the die. 4. The number on the die determines how many spaces you will move your token. 5. Follow the directions -- if there is any -- on the space you land your token. 6. The player who first makes it all the way through the digestive system and down to the finish line wins the game. https://images. D. Discussing new concepts and practicing new skills # 1 CONSTRUCTIVISM APPROACH INQUIRY-BASED APPROACH Questions: 1. The game you are about to play is an analogy of the digestive system. What do the tokens represent? 2. What do the spaces on the board game represent? 3. What do the directions on some of the spaces tell you about the digestive system? Guided Practice E. Discussing new concepts and practicing new skills # 2 INDICATOR Use effective verbal and non-verbal classroom communication strategies to support learner understanding, participation, engagement and achievement F. Developing mastery (leads to Formative Assessment 3) CONSTRUCTIVISM APPROACH INDICATOR Design, select, organize and use diagnostic, formative and summative assessment strategies consistent with curriculum requirements. G. Finding practical application of concepts and skills in daily living H. Making generalizations and abstractions about the lesson A Sweet Break! Procedure: 1. Fill the two beakers with warm water. Make sure that the amount of water placed in each glass is about the same. Label the glasses A and B. 2. Prepare two pieces of candies. Wrap a piece of candy in a paper towel and crush it using a mortar and pestle or any hard object like a piece of wood. 3. Place one piece of candy into the glass of warm water labeled A and place the crushed pieces of candy in the remaining glass of warm water labeled B. 4. Observe how long it takes for the whole candy in Glass A and the crushed pieces of candy in Glass B to dissolve. 5. Record your observation. Questions: 1. How does crushing the candy to smaller pieces affect its dissolution? 2. What does crushing the candy represent in the process of digestion? How do enzymes affect digestion? Procedure: 1. Number and label the test tubes (1-water, 2-fresh pineapple juice, and 3-bromeliad leaf juice). 2. Prepare a bar or one tablespoonful of granulated gelatin in the measuring cup using 100 mL of boiling water. 3. Stir well with a spoon until the gelatin is dissolved. 4. Place 3 mL of water into test tube 1, 3 mL of fresh pineapple juice into test tube 2,and 3 mL of Bromeliad leaf juice into test tube 3. 5. Add 10 mL of gelatin mixture to each test tube. Shake well to mix thoroughly. 6. Refrigerate the samples overnight. 7. On Day 2, check the contents of each test tube for solidification of the contents. Record your observations. Food undergoes physical and chemical change as it moves from one part of the gastrointestinal tract to the other. Digestion makes the nutrients found in food available to the different parts of the body for the organism’s nourishment and overall wellness. In Learning Task 2, an enzyme called bromelain which is present in fresh pineapple juice and in bromeliad plants is used to demonstrate digestion of proteins. Questions: 1. How did bromelain affect the protein in gelatin? 2. Which of your observations show this effect? 3. There are other kinds of enzymes in your digestive system. How do these enzymes affect digestion? Application 1. How does food move through your digestive system? Generalization 1. Explain ingestion, absorption, assimilation, and excretion Assessment Journey into the digestive system The Human Digestive System Use the words to fill in the blanks I. Evaluating learning INDICATOR Use effective verbal and nonverbal classroom communication strategies to support learner understanding, participation, engagement and achievement All animals need to eat ________________to get __________________to live. But in order to use this food, they have to break it down in a process called ______________________. And so, all animals have a group of connected organs called the digestive____________________. In humans the process of digestion begins in the ________________ where food is _____________________into small pieces by the teeth. The_______________________ helps by moving these pieces around. These pieces are covered by _____________ or spit. The saliva makes the food slippery so that it is easier to _____________. It also helps to break down the food. Once the food is swallowed, it passes through the_____________, which is like a gate that sends food into the____________________________ and air into the lungs. The food travels down the esophagus and into the ____________________. Once the food is mixed with _____________and crushed some more. After spending some time in the stomach, the food is sent into the ___________________where nutrients are ____________________. The _________________helps by producing some digestive juices called bile. Next, the remaining food goes into the ________________where the _____________are absorbed. The remaining food is called____________ and it is pushed into the __________________where it wait’s before leaving the body. J. Additional activities for application or remediation V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did these work? What difficulties did I encounter which my principal or supervisor can help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers? B. C. D. E. F. G. Prepared by: GLAIDEL KEY P. CRUZ Science Teacher Noted by: EMELY C. PANALIGAN School Head
