GRADE LEVEL
8
DETAILED LESSON PLAN IN SCIENCE 8
QUARTER/DOMAIN
WEEK AND DAY
4th
NO.
PAGE NO.
I. OBJECTIVES
1. Content Standards
2. Performance
Standards
1. Learning
Competencies/
Objectives
(Write the LC code)
II. CONTENT
III. 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
Resources
The learners demonstrate an understanding of:
the structure of biomolecules, which are made up mostly of a
limited number of elements, such as carbon, hydrogen,
oxygen, and nitrogen S10MTIVc-d-22
Using any form of media, present chemical reactions involved in
biological and industrial processes affecting life and the environment
The learners should be able to:
 Distinguish the different classifications of Carbohydrates.
Specifically: Monosaccharide, Disaccharide, Polysaccharide;
 Create a graphic organizer on the different classifications of
carbohydrates; and
 Appreciate the importance of maintaining good carbohydrate
intake.
BIOMOLECULES: CARBOHYDRATES
Pages 291-306
Pictures, visual aid, marker, and television.
Internet
IV. PROCEDURES
Facilitator’s Activity
ELICIT
Prayer
“Good morning class!”
A. Reviewing previous
lesson or presenting
new lesson
Learners’ Activity
One student will lead the
prayer.
“Good morning, Ma’am”
“Before sitting, arrange your chairs
properly, pick up unnecessary things
on the floor and put them on garbage
bin.”
“Be seated.”
Checking of Attendance
Row Leaders: “All
“Row leaders, may I have the names present Ma’am.”
of absentees in your row? If you
already have it with, kindly submit it
are
to me.”
“Before we proceed to our new topic,
let’s have a little review. Who can tell (Students raise their hands)
me what was our previous topic?”
“Yes Kathryn?”
“Our previous lesson was all
about the different Gas
Laws.”
“Good.?”
What are the different Gas Laws that
we have discussed?
(Students raise their hands)
“Yes, Marianne?”
“The different Gas Laws that
we have discussed are:
Boyle’s Law, Charles’ Law,
“Very Good! Let’s give Mariane three Gay-Lussac’s Law, and
claps!”
Avogadro’s Law. Thus, they
play an important role in our
everyday life.”
(Students clap)
ENGAGE
“Okay, since its crystal clear that you (Students raise their hands)
have already learned our past lesson,
today we will have another activity
entitles 4 PICS 1 WORD.”
B. Establishing a purpose
for the lesson
ACTIVITY MECHANICS:
Group the students into 4 groups.
Using a projector/smart TV, the
teacher will let the students
maneuver the computer to create a
word or group of words relating to
the new topic out of the 4 pictures
flashed. One member from each
group will go in front to do the
activity. Coaching from group
members is allowed.
(Each group representative
“Okay from Group 1, we have Roann.” will stand and do the clicks
“That’s great, you got it right”
to create a word out of the
flashed pictures)
“From Group 2, we have Lesley”
“Okay, good.”
“Rudelito for group 3”
“Wow, easy pizzi Lito”
“Last but not the least, for group 4 we
have Efren”
“Thank you, Efren”
(Students clap their hands)
“Since all words are given, let us all
clap our hands for a well-done job.”
“Please, be seated but still with your
groups”
Process Question/s:
“Carbohydrates Maam”
 From the words unlocked in
our activity, what do you
think is our lesson for today?
(Students will read the
PRESENTATION OF THE NEW LESSON
objectives)
Kindly read our lesson objectives on
the projected image. (ENGLISH1
EN9OL–Id-d-1.14)
EXPLORE
1. Activity 1 (Time Frame: 5
mins)
‘Do you have with you the food “Yes maam. We have.”
wrappers that I asked you to bring
yesterday?”
“kindly bring it up because we will use
it for our mini-activity”
Activity Mechanics:
i.
The same groups.
C. Presenting examples /
instances of the new
lesson
ii.
The student will hold
with them the food
wrappers that the
teacher asked them
to bring for their
activity.
iii.
In each group, they
will list the food
wrappers that they
brought in a manila
paper and they will
also indicate the total
carbohydrates that is
present in the food
wrapper that can be
seen in the nutritional
facts.
iv.
After listing all of
those, they will sum
up
all
of
the
carbohydrates they
have listed.
v.
Then
they
will
present their work in
front of the class
“Are you done?”
“Yes maam!”
2. LABELING AND GROUPING OF
PICTURES (Time Frame: 8
mins)
“The groups will be given activity
sheet containing a short text with
different pictures of food found on
the short story they read. They will
cut the pictures and label them. After
wards, they have to paste them on 2
different columns. Column A is for
Carbo Group and B for Non-Carbo
Group. (ENGLISH7 EN7WC-IV-C1.3)
Below each column is a total box
wherein the students will count how
many foods belong to each group.
“Are you ready?”
“Yes Ma’am.”
You will be given 10 minutes to finish
the task and a member from the
group will report it to the class.
Understood?
“If you are done post your work on
the board.”
“2 minutes left.
“Not yet Ma’am.”
“Is everybody done?”
“Yes Ma’am.”
EXPLAIN
The teacher will check and discuss The students will report their
their work.
work.
“We will start the sharing of works
from group 1 to 4. But before that,
everybody, please read the short
article.’
“Alright, let us hear from group 1”
Group 1
“Good morning, Ma’am and
good morning classmates.
This is the work of Group 1.
“Thank you, coke claps for Group !. (Students clap their hands)
We will evaluate your works after all “Okay maam”
groups are done presenting. Is that
okay with you”
D. Discussing new
concepts and
practicing new skills
E. Discussing new
concepts and
practicing new skills
F. Developing mastery
(leads to Formative
Assessment 3)
“This time, Group 2 will present their Group 2
work.”
“Good morning Ma’am and
good morning classmates.
This is the work of Group 2.
“Thank you, coke claps for Group 2.”
Group 3
“May we hear from group 3?”
Good morning, maam good
morning classmates. This is
the work of Group 3.
“Thank you, coke claps for Group 2.”
Group 4
“Last but not the least, let us hear “Good morning, Ma’am and
from Group 4.”
good morning classmates.
This is the work of Group 4.”
“Thank you, coke claps for Group 2.”
“For group 1, you got everything
correct. So got a total of 20pts. For
group 2, everything fell in its proper
column, therefore you also have 20
pts from me. For group 3,
congratulations, still you got 20 pts
for correct answers and for group 4,
all are correct also, you got 20pts.”
(Discussions will vary according to the
output of the students)
“Too much consumption of
carbohydrates may lead to: Obesity,
diabetes, constipation,
atherosclerosis, and heart diseases
*Across Curriculum: Health*
“So, you must monitor your
carbohydrate intake for you not to
experience these things.”
“Everybody clap your hands, all
groups got correct answers”
ELABORATE
(Further elaboration via PowerPoint
Presentation.)
Biomolecules are an organic molecule Students share their ideas.
that includes carbohydrates, protein,
lipids, and nucleic acids. They are
important for the survival of living
cells. Some of valuable biomolecules
have huge demand, which cannot be
fulfilled from their renewable
resources.
G. Finding practical
applications of
concepts and skills in
daily living
Carbohydrates or carbs are the
sugars, starches, and dietary fiber
that occur in plant foods and dairy
products.
Carbohydrates play several roles in
living organisms, including providing
energy.
Carbohydrates are mainly found in
plant foods. They also occur in dairy
products in the form of a milk sugar
called lactose. Foods high in
carbohydrates include bread, pasta,
beans, potatoes, rice, and cereals.
Elements present/General Formula:
CHO
Classifications Of Carbohydrates
1. Monosaccharides
Monosaccharides, also called simple
sugars, are the simplest forms of
sugar and the most basic units from
which all carbohydrates are built.
They are usually colorless, watersoluble, and crystalline solids.
Contrary to their name, only some
monosaccharides have a sweet taste.
Example: glucose, fructose and
galactose
2. Disaccharide
Disaccharide (also called a double
sugar) is the sugar formed when two
monosaccharides (simple sugars) are
joined by glycosidic linkage. Like
monosaccharides, disaccharides are
soluble in water.
Examples: maltose, sucrose, lactose
3. Oligosaccharide
Oligosaccharides
represent carbohydrates that contain
between 3 and 10 single sugar
residues and are not relatively
abundant in the diet when compared
to
other
more
common
carbohydrates like those in the
disaccharide category
Examples:
raffinose,
stachyose,
verbascose
4. Polysaccharide
H. Making
generalizations and
abstractions about the
lesson
Polysaccharides are polymers of
monosaccharides. They are highmolecular
weight
carbohydrate
molecules that contain many
monosaccharide units.
Polysaccharides function as storage
units for plants and animals and
structural units for plants, fungi,
crustaceans, and insects.
Examples: starch, glycogen, cellulose,
chitin and pectin
Review what they learned.
“What are your common meals? Do Students share their ideas.
they contain carbo-rich foods?”
Do you think carbohydrate intake in
the human body is important? If so,
then why?
What are the different classifications
of carbohydrates?
Carbohydrate is an essential
biomolecule that our body needs for
us to have sufficient energy that we
need so that our body can actively do
our daily work.
Carbohydrates can be found in the
foods that we usually eat but we must
make sure that we just take the right
amount of carbohydrates so that we
will not suffer the consequences.
I.
Evaluating learning
EVALUATE
a. In a 1whole sheet of paper,
create a graphic organizer on
the 4 classifications of
carbohydrates.
b. Arrange the foods taken by
Charles during breakfast on
the list from the food with the
least carbohydrate content to
the one with the most
carbohydrate content. Then
compute
his
total
carbohydrate intake in 1
meal.
Yogurt 42 grams
Banana 27 grams
Apple Juice 28 grams
Strawberries 11 grams
Carrot 8 grams
Rice 50 grams
Bread 12 grams
A. Additional activities
for application or
remediation
EXTEND
Research what are lipids.
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: Chrisitne C. Canoy, LPT