Region V
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE - SIPOCOT
Impig, Sipocot, Camarines Sur
DETAILED LESSON PLAN IN SCIENCE 8
Daily School
CBSUA -SIPOCOT
Grade Level
College
Lesson Name of
Michelle A. Aguenza
Learning Area
Modern
Plan
Teacher
Physics
Teaching
May 26, 2023
Period
2nd
Date
Semester
I. LEARNING COMPETENCIES AND OBJECTIVES
A. Objectives of the
At the end of the lesson, students should be able to:
Lesson
a. Understand the relationship between wavelength, frequency, and
speed of a wave.
b. Calculate the wavelength, frequency, or speed of a wave given
the values of the other two variables.
c. Apply the concept of wavelength, frequency, and speed
relationship to real-life examples.
II. CONTENT
Wavelength, Frequency, and Speed Relationship
II. LEARNING RESOURCES
A. Reference
Campo, P. et al. (2013). Science Learner’s Module 8. Vibal Publishing
House, Inc. 2nd Floor Dorm G, Philsports Complex. pp. 294-295.
1. Teacher’s Guide
K to 12 Curriculum Guide
2. Learner’s Material K to 12 Series Grade 8 Module
3. Textbook Pages
Practical Science Concepts and Skills Pages 28, 46 - 48
4. Additional
- Whiteboard and markers
Material from
- Handouts with practice problems
Learning
- Computer or projector for multimedia presentations
Resources
- Internet access for interactive simulations (optional)
B. Other Learning
Resources
Listening, Observing, Communication, Brainstorming, Critical thinking
C. Skills to Develop
and reasoning.
7E’s (Elicit – Engage – Explore – Explain – Elaborate – Evaluate –
D. Methodology
Extend)
III. LEARNING PROCEDURE
TEACHER’S ACTIVITY
STUDENTS’ ACTIVITY
Preliminary Activities
A. PRAYER
- Alright, May I call Mary to lead the
Let’s all pray. “Dear God… Amen.”
prayer.
B. SECURING
ORDERLINESS/GREETING
Good morning class!
Before you take your sit, kindly pick up the
pieces of paper from the floor and throw it
to the trash bin. Kindly ensure also that
your sits are properly aligned. And after that
you may take your sits.
C. CHECKING OF ATTENDANCE
Can I have the list of those students who
(Student will do the task)
are not around today, Althea?
Yes Sir, here’s the list
D. SETTING OF THE CLASS RULES
Class remember that if there is someone who
are talking or answering, just listen carefully
and when I ask you a question or you have
something that you want to say, just raise your
hand and do not answer me in chorus.
Is that clear class?
Yes Sir
Okay.
Now, it seems like everyone are ready.
Good morning learners!
Good morning Sir!
Thought for the day
The roots of education are bitter,
But the fruit is sweet.
Elicit:
(Recapitulation of the previous topic discussed.)
Okay, before we proceed to our lesson for
today, we will be having pre-test.
Is that clear everyone?
Yes, sir.
Engage:
(The activities in this section will focus on student’s attention, stimulate their thinking and help
them access and connect prior knowledge as a start up to the present lesson).
ACTIVITY 1
Integration across curriculum: MAPEH
(Music)
Now, before we start our discussion, let us first
have an activity which will at least boost your
energy. May I request everybody to stand up,
and sing the song entitled “ It’s our Science
Time”
It’s our science time 2x
Let’s get ready now, it’s our science time
What do we do during science time?
We observe, we compare
We use our eyes, and we use our ears
Hands, nose, and feet
(Repeat)
(Every body are singing)
Did you enjoy singing?
Yes Ma’am!
Okay, that’s good!
ACTIVITY 2
FIND YOUR MATCH
I will be giving a matching words and image.
Each one of you will be holding either words or
image. Your task is to find your match. And
give your idea.
Is that clear?
Dana and Kyle, what did you get?
(The student will answer)
Very good class! All your answers are correct.
Now, class based from our activity, what do
you think is our topic for today?
HABBITS OF THE MIND #4: THINKING
FLEXIBLY
Yes Christine?
Sir based from our activity, I think our topic for
today is about Food chain and Food Web
Precisely!
Our topic for today is all about Structures and
functions: Focus on the Food chain and Food
Web. And as we go on with our discussion you
will further learn these different words which is
important in understanding digestive system.
Presentation of the Lesson Objectives
Before we proceed, allow me to present to you
our Lesson Objectives that will serve as a
guide throughout our discussion today.
Ace, will you please read our lesson
objectives.
At the end of the discussion, at least 80% of the
class should be able to:
a. Identify the organs that make up the
digestive system;
b. Give the function of each organ;
c. Explain ingestion, digestion, absorption,
assimilation, and excretion; and
d. Cite the importance of digestion.
Thank you very much Ace.
Everyone, please be reminded with our lesson
objectives for today.
Explore:
(In this activity, students will be given time to think, test, plan, make decisions, investigate, and
organize collected information; or the performance of the planned/prepared activities from the
students’ manual with data gathering with Guide Questions)
HABITS OF THE MIND #15: THINKING
INTERDEPENDENTLY
Now, at this moment let’s deepen your
understanding about the food chain and food
chaain through a video clip presentation. The
class will be divided into four groups, and you
are going to answer the guide question while
watching the video. Is that okay with you
class?
GUIDE QUESTIONS:
1. What is Food Chain?
2. What is the difference between autotrophs
and heterotrophs?
3.Give example of herbivores, carnivores,
omnivores?
Yes Ma’am
SDG # 14: LIFE ON LAND
(POSSIBLE ANSWERS)
1. A food chain is a linear network of links in
a food web starting from producer
organism and ending at an apex predator
species and decomposer organism.
2. Autotrophs are organism that produced
organic compound using carbon from
simple substances such as generally
using energy from light in organic
chemical reactions, the while the
heterotrophs are the organisms that
cannot produces their own food, instead
taking nutrition from other sources of
organic carbon, mainly plant or animal
matter.
3. Some examples of herbivores are horse,
goat, carabao, elephants, and giraffe. For
carnivores are
And these is the rubrics for our activity, each
group will be graded using this criteria.
20
10
Is that clear class?
RESEARCH BASED INSTRUCTION
SOURCE:
(Viewing a video clip)
Yes Sir
Explain:
(In this activity, students will be allowed to analyze their exploration. Their understanding is
clarified and modified through reflective activities)/Analysis of the gathered data and results and
be able to answer the Guide Questions leading to the focus concept or topic for the day.
This time each group will be given 1-2 minutes (Group 1, 2,3 & 4 are presenting their answers
in the activity)
to present their works. So let’s start class.
Impressive presentation class!
You can now set your chairs properly.
(The teacher will going to rate the group
activity)
How did you find our activity?
I find it very informative Ma’am. I also enjoyed
the activity because we were able to exchange
ideas within a group.
Very good. I am happy that you learned
something in our activity.
The cells in the body need food for energy
used and for growth and repair. Food must be
broken down into a form that these
microscopic cells can use. The body changes
food into a usable form by means of a group of
organs referred to as the digestive system.
Elaboration
(This activity will allow the teacher to expand and solidifies/concretized their understanding of the
concept and /or apply it to a real-world situation.)
Food chain is the group of organism linked in
order of the food they eat, from producers to
consumers, and from prey, predators,
scavengers, and decomposers.
For us to know it better lets discuss it
thoroughly.
Let’s start with producers, what do you think it
is?
Producer is an autotrophic organism that serves
as a source of food for other organisms in a
food chain. It includes green plants, which
produce food through photosynthesis, and
certain bacteria that can convert inorganic
substances into food through chemosynthesis.
Very good, a producer is an organism that
synthesizes its own food using sunlight, water,
and carbon dioxide through the process of
photosynthesis.
Now, how about the consumers?
Consumer is an heterotrophs organism that
depends on producer because they cannot
produce their own food.
Very Good. It also involves physically breaking
down food substances into smaller particles to
more efficiently undergo chemical digestions.
How about chemical digestions? Yes Josh?
Chemical digestion refers to the breakdown of
food in the mouth, stomach, and intestines
using acids and enzymes.
Now, how about the prey?
Prey are the organism that is being hunted or
killed by another organism for food.
Next, how about the predator?
Predator is an organism that primarily obtains
food by the killing and consuming of other
organisms.
Netx, how about the scavengers?
Scavengers are animals that consume dead
organism that have died from causes other than
predation or have been killed by other
predators.
Lastly, how about the decomposer?
A decomposer is an organism that decomposes,
or breakdown, organic material such as the
remains of dead organisms. It includes bacteria
and fungi.
Any organism that feeds on other organisms,
including producers is called a consumer. An
organism that feeds directly on the producers
is called the first-order consumer. An
organism that eats the first-order consumer is
referred to as the second-order consumer,
while those that eat the second-order
consumers are the third-order consumers,
and so on.
Organisms can also be classified according to
the type of food they eat. Those that feed
solely on plants, vegetables, and fruits are
called herbivores, while those that feed on
other animals are called carnivores.
Carnivores feed on herbivores, omnivores and
other carnivores. Some feed on both plants
and animals and are called omnivores. Other
organisms feed on dead plants and animals,
and the smaller pieces of organic matter
provided by scavengers. They are called
decomposers. However, there are organisms
that feed on dead, decaying flesh of an animal,
dead plant materials, or refuse, to break down
their organic materials into smaller pieces.
They are scavengers.
What is food web?
The student will aanswer.
Evaluation:
(This activity will allow the teacher to assess student performance and/or understanding of
concepts, skills, processes and application)
POST-TEST
Directions: Choose the letter of the correct
answer. Write your answers on a separate
sheet of paper.
1. What is the largest internal organ of the
human body?
A. heart
B. gall bladder
C. liver
D. stomach
2. What is the main work of the digestive
system?
A. fights disease
B. regenerates cells
C. breaks down food
D. distributes energy throughout the body
3. What will happen to the undigested food
that pass through the digestive tract?
A. goes to the pancreas to await disposal
B. enters to the stomach and await disposal
C. goes to small intestine and await disposal
D. moves down to the large intestine and await
C
C
D
disposal
4. Where does absorption of nutrients mostly
occur?
A. stomach
B. small intestine
C. large intestine
D. all the above
B
5. Which of the following is the correct order of
the digestive tract?
A. mouth → rectum → esophagus → rectum
→ anus → small intestine → large intestine
C
B. mouth → stomach → esophagus → rectum
→ anus → small intestine →large intestine
C. mouth → esophagus → stomach → small
intestine → large intestine → rectum → anus
D. mouth → esophagus → stomach → small
intestine → anus → large intestine → rectum
Extend:
(This activity provides for more distant transfer, to new contexts, of the new concepts and
understanding)
Assignment:
1. Create an infographic of the digestive
system - parts and functions.
2. What diseases can caused stomach
problems?
Prepared by:
Dante III F. Candelaria
Student Teacher
Reviewed and checked by:
Archie Perpetua
Instructor