Our Lady of the Pillar College-Cauayan
San Fermin, Cauayan City, Isabela
GRADUATE SCHOOL DEPARTMENT
BIOLOGY FOR TEACHERS
(SCIENCE 303)
S.Y. 2023-2024
Lesson Plan with Differentiated Instruction for Grade 8
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies/
Objectives
Write the LC code
for each
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
IV. PROCEDURES
A. Reviewing
previous lesson or
presenting the new
lesson (Elicit)
The learners demonstrate 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
Present an analysis of the data gathered on diseases resulting from nutrient
deficiency
The students will explain ingestion, absorption, assimilation, and excretion.
S8LTIVa-13
1. Identify and give the functions of each organ that make up the digestive
system.
2. Describe how some accessory organs and glands help the body in the
digestive process;
3. Explain ingestion, digestion, absorption, assimilation, and excretion; and
4. Perform activities that involve Digestive System
MELCs
Science – Grade 8 Alternative Delivery Mode
Quarter 4 – Module 1: Structures and Functions of the Digestive System
First Edition, 2020
Pictures, YouTube Videos, Laptop, TV, Activity Sheet, PPT
Ask the students with the following questions:
1. Why do we eat?
2. Is eating necessary in keeping us alive?
3. Where do we get the energy that enables us to carry out the many
activities that we do each day?
Our Lady of the Pillar College-Cauayan
San Fermin, Cauayan City, Isabela
4. How do we obtain materials needed for the growth and repair of body
parts?
(Answering the question and a simple introduction with the main topic:
Digestion/Digestive System)
B. Establishing a
purpose for the
lesson (Engage)
The teacher will connect the given question on the lesson.
The teacher will communicate the learning objectives to the students.
Activity 1:
A Gutsy Game!
This activity is a board game that needs at least two players. The game
demonstrates the flow of food into our digestive system. The first one to
reach the finish tile wins!
Objectives:
After performing this activity, you are expected to:
1. Identify the parts that compose the digestive system; and
2. Describe the function of each organ.
C. Presenting
examples/instances
of the new lesson
(Engage)
Materials needed:
-Game board (see illustration attached on the module)
-A piece of cube dice or six-sided small box with numbers 1 to 6
-Playing token (button)
Procedure:
1. Find someone whom you can play the board game with.
2. Choose a playing token for you and your playmate; place your tokens on
the board’s starting line.
3. Take turns in rolling the dice.
4. The number on the dice tells the number of boxes you may move your
token.
5. Should your token land on a box with instructions beside it, execute the
instructions.
6. The player who first makes it all the way throughout the digestive system
and down to finish line wins the game.
Guided questions:
1. What does the playing token represent?
2. What do the boxes on the game represent?
3. What do the instructions beside the boxes tell you about the digestive
system?
D. Discussing new
concepts and
practicing new
skills #1 (Explore)
The teacher will show and discuss the topic Digestive System and Its
process.
Our Lady of the Pillar College-Cauayan
San Fermin, Cauayan City, Isabela
E. Discussing new
concepts and
practicing new
skills #2 (Explore)
The teacher will group the students according to their learning style, abilities,
or interest.
Activity 2.1: Digestive System Role-Play (Kinesthetic)
Objective: Students will demonstrate understanding of the sequence of
events in digestion.
Activity: Assign each student a role representing a different part of the
digestive system (e.g., mouth, stomach, small intestine). Students will act out
the process of digestion, narrating their actions and interactions with other
"organs."
Scoring Rubrics
Criteria
Knowledge
of Digestive
System
F. Developing
mastery (Explain)
Role Play
Delivery
Creativity
and
Originality
Excellent
(5)
Demonstrates
thorough
understanding
of the
digestive
system,
including
organs
involved, their
functions, and
the process of
digestion.
Role play is
engaging,
wellrehearsed, and
effectively
portrays the
processes
involved in
digestion.
Characters are
clearly defined
and interact
convincingly.
Demonstrates
creativity in
the
presentation of
the role play,
with
innovative
ways to
illustrate the
processes of
digestion.
Good
(4)
Shows good
understanding
of the
digestive
system, but
may miss
some details
or concepts.
Fair
(3)
Demonstrates
basic
knowledge of
the digestive
system, but
lacks of
accuracy.
Poor
(2)
Shows little
to no
understanding
of the
digestive
system.
Role play is
mostly
engaging,
with some
minor lapses
in delivery or
portrayal of
characters.
Role play is
somewhat
engaging, but
delivery is
inconsistent or
lacks clarity in
character
portrayal.
Role play is
poorly
rehearsed, or
lacks
convincing
portrayal of
characters.
Shows some
creativity in
the
presentation,
but lacks on
originality in
ideas.
Attempts to be
creative, but
the execution
lacks
imagination or
originality.
Lacks
creativity and
originality in
presentation.
Our Lady of the Pillar College-Cauayan
San Fermin, Cauayan City, Isabela
Offers original
insights or
perspectives.
Collaboration Exhibits
and
seamless
Teamwork
collaboration
and teamwork
among group
members, with
each member
contributing
effectively to
the role play.
Transitions
between
scenes or
characters are
smooth.
Shows good
teamwork
overall, but
there are
some
instances of
disjointedness
or lack of
coordination
among group
members.
Collaboration
among group
members is
evident, but
there are
noticeable
gaps or
inconsistencies
in teamwork.
Teamwork is
poor, with
little
coordination
among group
members.
Transitions
are awkward
or unclear.
Total Score: _________
Activity 2.2: Digestive System Graphic Organizer (Visual)
Objective: Students will organize information about the digestive system
components and processes.
Activity: Provide a blank graphic organizer with sections for organs,
functions, and processes involved in digestion. Students will fill in each
section with information learned from class materials or research.
Scoring Rubrics
Criteria
Clarity
Accuracy
Organization
Creativity
5
Information is
clear, concise,
and organized.
Diagrams and
labels enhance
understanding.
All
information is
accurate and
demonstrates
a deep
understanding.
Information is
logically
organized and
follows a clear
structure.
4
Information
is mostly
clear but may
be slightly
disorganized.
3
2
Information
is confusing
or
disorganized.
Some
information
is unclear or
poorly
organized.
Most
information
is accurate,
with minor
inaccuracies.
Some
information
is inaccurate
or
misleading.
Information
is largely
inaccurate or
misleading.
Information
is mostly
organized,
but some
connections.
Information
lacks clear
organization
or structure.
Creative
presentation
enhances
understanding.
Unique
Presentation
is somewhat
creative, but
lacks
innovation.
Some
sections lack
clear
organization
or
connections.
Presentation
lacks
creativity or
originality.
Presentation
is dull or
uninspired.
Our Lady of the Pillar College-Cauayan
San Fermin, Cauayan City, Isabela
elements or
approaches
are evident.
Total Score: ________
Activity 2.3: Digestive System Jingle (Auditory)
Objective: Students will create a jingle about the digestive system
components and processes.
Activity: The students will create a 2-3 minutes jingle then present into the
class.
Scoring Rubric
Creativity (0-5 points):



Uniqueness: Is the jingle original and inventive?
Catchiness: Does the jingle have a memorable tune or rhythm?
Originality: Does the jingle incorporate creative lyrics or concepts?
Accuracy (0-5 points):
 Scientific Content: Does the jingle accurately represent the process of
digestion?
 Clarity: Are the digestion processes explained clearly and correctly?
 Use of Terminology: Does the jingle use appropriate scientific
terminology?
Presentation (0-5 points):
 Vocal Performance: Is the jingle sung clearly and with enthusiasm?
 Musical Accompaniment (if any): Does the music complement the jingle
without overshadowing it?
 Overall Delivery: Is the jingle delivered confidently and engagingly?
Adherence to Requirements (0-5 points):
 Length: Does the jingle meet the required duration (if specified)?
 Theme: Does the jingle adhere to the theme of digestion?
 Format: Is the jingle presented in the required format (audio, video, live
performance, etc.)?
Total Score: ______
G. Finding practical
applications of
concepts and skills
in daily living
(Elaborate)
H. Making
generalizations and
abstractions about
the lesson
(Elaborate)
I. Evaluating learning
(Evaluate)
The digestive system is an important part of our body. It helps our body
breaks down bulk of food, absorb essential nutrients from what we eat and
even get rid of its waste product. Digestive system may suffer complications
that ranges from mild to severe so it is important to recognize common
problems related to digestion.
Have you ever experienced or suffered from indigestion? What are you going
to do in case of your problem?
Assessment Activity (See attached activity on the module)
Our Lady of the Pillar College-Cauayan
San Fermin, Cauayan City, Isabela
Activity 4. I Create You Gullet!
Directions: Create a comic strip of digestive process on a sheet of bond paper
based on the situation below. Put a title of your comic strip on one square.
Make ten more squares for your story. Each square shall show both drawings
and words to tell your story. The following terms and concepts should
include in your comic strip:
J. \Additional
activities for
application or
remediation
(Extend)
● Mechanical digestion ● Stomach ● Chemical digestion ● Small intestine ●
Mouth ● Villi ● Saliva ● Large intestine ● Esophagus ● Rectum ●
Peristalsis ● Anus
Situation: Imagine that you are a piece of food (bread, pizza, mango, etc.)
that is about to be eaten by a human being! As you journey through the
digestive system, starting from the first bite and ending with your exit from
the human body, you are able to meet the different organs and enzymes that
interact with you.
2
1
0
Scoring Rubric (per square)
Discussions and illustrations are complete with no
misconception.
Discussions and illustrations are incomplete with
minor misconception.
There is no discussion and illustration shown
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 this 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?
Reflection:
28 attended the class
2 (due to absenteeism)
The teacher will send the powerpoint
presentation and video presentation regarding to
the topic.
None
Contextualization, and integrative learning
None
ICT integration in ppt on the use of visualization
and HOTS questions