Rafaelito Cabaῆas Martinez
National High School
School
DAILY
LESSON
PLAN
Teacher
IRISH MAY M. TROYO
Teaching Dates
& Time
Week No.
June 21, 2023 /7:15am-8:15am/
12:15pm-1:15pm
Day
8
3
Grade & 8 -Tambis/
Section Rambutan
Learning
SCIENCE
Area
Quarter 4
Duration 1 HOUR
CONTENT STANDARD
The learners demonstrate understanding of…
1. the concept of a species
2. the species as being further classified into a hierarchical taxonomic system
PERFORMANCE STANDARD
The learners should be able to report (e.g., through a travelogue) on the activities
that communities engage in to protect and conserve endangered and economically
important species.
MELC: Explain the advantage of high biodiversity in maintaining the stability of an
ecosystem. Week 4 S8LT-IVg-21
At the end of the session, 80% of students are expected to:
1. define biodiversity,
2. differentiate low from high biodiversity;
3. identify ecosystems with low and high biodiversity; and
4. predict what will happen to an ecosystem with low biodiversity.
I.OBJECTIVE/S:
II. SUBJECT MATTER
a. Topic
b. References:
Biodiversity


c. Materials:
d. Subject Integration:
e. Values Integration:
III.PROCEDURE
Routinary Activities:
A. Review
MELC, p. 391
CO_Q4_Science 8_Module 5
Learning modules, illustrations, chalk, laptop
English, Araling Panlipunan, MAPEH, Math
Appreciate the significance of species diversity.
Begin with classroom routine:
a. Prayer
b. Checking of Attendance
c. Quick “kumustahan”
d. Checking of Assignment
“RECALL ME”
Using your phones, type the correct letter of your choice and flash it as the teacher
says “go”.
1. Who pioneered on the study of Genetics?
A. Carolus Linnaeus
C. Gregor Mendel
B. Charles Darwin
D. Robert Brown
2. Homozygous dominant allele is represented by the letters ____________.
A. RR
B. Rr
C. Sr
D. rr
3. It is the study of genes to determine traits inherited by the offspring from the
parents?
A. Botany
B. Histology
C. Genetics
D. Zoology
4. Which genotype of an organism is with the same alleles for a trait?
A. Genes
B. Heterozygous genotype
C. Homozygous genotype
D. Polygenes
5. The genetic makeup of an organism is called ____________.
A. Genotype
B. Heredity
C. Offsprings
D. Phenotype
B. Motivation:
“WHICH IS BETTER? “
Directions: Choose which of the two illustrations in every number is better according
to your personal preference.
C. Lesson Proper

Activity:
Activity 1. Let us Compare!
Directions: Study the illustration below about species diversity in a garden and
answer the questions that follow.
Here are your criteria to follow in answering this task for you to be guided
and lead to an appropriate answer.

Analysis:
Guide Questions:
1.Which species in the garden community has the:
a. highest number?
b. lowest number?
2.What conditions would change if one of the species is lost?
3.Describe the importance of species diversity in maintaining the balance of
ecosystem.

 What is the difference between low and high biodiversity?
 What are examples of ecosystems with low and high biodiversity?
 What will happen to an ecosystem with low biodiversity?
Abstraction:
Compare the given data in the table and determine what will be the sum of the
two fields to obtain the number and abundance of species. Use your numeracy
skills specifically in addition to determine the total number of species.
SPECIES
Buttercup
Dandelion
Daisy
Total
Number of Individuals
FIELD 1
300
345
355
FIELD 2
45
35
920
In the topic of genetics, what is the reason why there is variety of offspring
produced by the parents?
We have discussed the variation of offspring as a result of the cell division called
meiosis. This is the reason why every individual offspring is completely unique from
other offspring of the same parents.

Application:
Activity 3: High or Low
Directions: Given a sample ecosystem, tell if it has high biodiversity/ low
biodiversity and describe the stability if high or low stability.
Sample Ecosystem
1
2
3
4
5
D. Generalizations




High
Biodiversity/
Low
Biodiversity
High Stability/
Low Stability
Grass-goat-man
Tress-grass-giraffe-lionhyena-bacteria
Rabbit-fox-lion
Plant-squirrel-grasshopperscorpion—eagle-foxbacteria-fungi
Plat-trees-grassgrasshopper-birds-frog-ratsnake-eagle-bacteria
What is biodiversity?
What are the three levels of biodiversity?
How will you measure biodiversity?
Why is biodiversity important?
In MAPEH, you have discussed the variety of cultures, traditions, religions and
beliefs, family backgrounds here in the Philippines and abroad but we share
common values like love and understanding despite diversity to obtain peace and
unity for people to strive and live. In our topic about biodiversity, how can you
relate this one?
IV.ASSESSMENT/EVALUATION:
I.Directions: Complete the statement by writing the appropriate word or phrase on
the blank. Choose your answer on the box below.
High diversity
Low diversity
Species evenness
Biodiversity
Species
1. The variety among living organisms is known as __________.
2. The __________is the basic unit of classification.
3. The similarity in abundance of species of a certain community is called
___________.
4. Communities consisting of numerous kinds of species are __________diverse.
5. A community that may be highly populated but may not be diverse has
__________ diversity.
II. Directions: Each illustration shows different species in a community. Choose from
the list inside the box the appropriate description of each community.
A. High species richness
B. High species evenness
C. Low species evenness
D. Low species richness
E. high species dominance
F. low species dominance
V.
AGREEMENT/ASSIGNMENT:
Directions: Draw the hierarchal taxonomic system of classification in an inverted
pyramid and write the classification from largest to smallest. Write your answer on
your science notebook.
VI. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What
works? What else needs to be done to help the students learn? Identify what help your instructional supervisors
can provide for you so when you meet them, you can ask them relevant question.
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for remediation
C. Did the remedial lesson work?
No. of learner who caught up with
the lesson
D. No. of learner 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:
IRISH MAY M. TROYO
Teacher I/ Science Teacher
Checked and Reviewed by:
MARICAR T. CAHAYAGAN
Mathematics and Science Designate/ T-III
Noted:
KRISTINE MARIE V. SOMALO
Department Head/ T-III
Approved:
BENNIE O. GONZALES
Head Teacher I