Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Grade 8 School Grade Level 8 Grade 8

Daily Lesson Log Teacher Learning Area Living Things and Their Environment (Biology) Quarter 4
Junior HS Science Teaching Dates Quarter Fourth Page 1

Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
1. The concept of a species.
Content Standard 2. The species as being further classified into a hierarchical taxonomic system.

Able to report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered and economically important
Performance Standard species.

Explain the concept of a species;

Learning Competency Explain the advantage of high biodiversity in maintaining the stability of an ecosystem.

Code: S8LT-IVg-19
Differentiate the three levels Describe the species as a Differentiate natural from Explain the advantage of Summative
of biodiversity. reproductively distinct group man-made biodiversity in high biodiversity over low Test
DAILY TASK
of organisms. Inland and aquatic biodiversity.
ecosystem.
Biodiversity
1.Species diversity
II. CONTENT
2. Hierarchical taxonomic system of classification.
3.Protection and conservation of endangered and economically important species.
III. LEARNING RESOURCES
Teacher’s Guide Pages 169 - 170 Pages 169 - 170
Learner’s Materials Pages 223 - 224 Pages 223 - 224
Additional Materials

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
IV. LEARNING TASKS
What comes into your mind
when you hear the word
Biodiversity.
ELICIT
Post a colored picture showing
biodiversity.
Ask your students to give a word 1. Do you think these
or words to describe what they
see in the picture.
Teacher write students’
responses on the board and use your answer.
them as springboard.
ENGAGE https://www.shutterstock.com/se
arch/biodiversity
Show a video
https://www.youtube.com/watch
?v=GK_vRtHJZu4
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
What makes up biodiversity?
List down on the board the
organisms present in the
picture.
organisms can interbreed with
one another? Why?
2. Can a duck reproduce when
paired with a chicken? Support
(Solicit ideas from the class)
What are the two components
of an ecosystem?
Give examples for each
component.
Show to the class pictures.
What type of ecosystem is
shown in the 1st picture? In
the 2nd picture?
Grade 8
Drill about Natural & Man- Quarter 4
made Ecosystem Page 2
1. Which ecosystem requires
higher energy input?
2. Which needs lower
maintenance?
3. Which has lower
biodiversity?
Show picture of sugarcane
plantation and marine
ecosystem.
Which picture shows more
organisms of different kinds?
How about this one?
And this one?
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Essential Questions: Essential Question: Essential Question: Essential Question: Grade 8

What are the levels of Can we consider species as a How natural biodiversity What is the advantage of high Quarter 4
biodiversity? reproductively distinct group of differs from man-made biodiversity over low Page 3
How do they differ from one organisms? biodiversity in Inland and biodiversity?
another? Why do you think so? aquatic ecosystem?
Video Clip Presentation Group Activity Board work Brain storming
Show to the class a video clip Complete the table: 1. Using the same pictures on List down the different species
showing the different levels of the board, identify which is present in the pictures.
biodiversity Pair of
Can NATURAL & MAN-MADE
https://www.youtube.com/watch organisms
reproduce? Reasons ECOSYTEM and support your What do you think is
YES or NO
?v=7xZz132NEpA answer. considered to have high
Carabao
& Cow 2.Make a table and ask the biodiversity?
Azkal & students to supply the answer.
German
Shepherd
EXPLORE Put √ if is present and x if
absent.
Reporting of Outputs. Man-
Natural
Ecosystem
made
Ecosystem
1. Which one
requires
higher energy
input?
2. Which one
needs lower
maintenance?
3. Which has
greater
biodiversity?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Ask these questions:
1. What is biodiversity?
2. Where does this word
come from?
3. What are the levels of
biodiversity?
4. How can you distinguish
one from the other?
EXPLAIN
Give examples for each level of
biodiversity.
ELABORATE
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Based from what you have
learned in the activity, describe
species as a reproductively
distinct group of organisms.
How can the concept of
species as a reproductively
distinct group of organism be
used in the preservation of
threatened and endangered
species in Negros Island?
Ask these questions:
Why do you think that these
pictures/words belong to
NATURAL biodiversity?
to MAN-MADE biodiversity?
(Give a lecturette)
When can you consider such
ecosystem as man-made? as
natural?
How man-made biodiversity
differs from a natural
biodiversity?
Ask these questions: Grade 8
When can you say that a Quarter 4
certain ecosystem has a high Page 4
biodiversity and has a low
biodiversity?
What do you think are the
effects of high biodiversity and
low biodiversity in the
ecosystem in the following
areas:
1. recycling of nutrients
2. food chain
3. food sources
4. stability of population
Let’s watch this…
https://www.quora.com/In-
what-ways-is-high-
biodiversity-advantageous-
over-low-biodiversity
Why high biodiversity is
considered advantageous?
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

(Paper – pencil Test) (Paper – pencil Test) (Students’ Action Evaluation) (Paper – pencil Test) Grade 8
Differentiate the levels of Describe species as a Instruct the class to STAND Explain the advantage of high Quarter 4
biodiversity by providing the reproductively distinct group of UP if the statement given tells biodiversity over low Page 5
distinguishing feature of the organisms. the difference between natural biodiversity.
three levels of biodiversity. biodiversity and man-made
Rubrics: biodiversity, and REMAIN Rubrics:
Levels of Distinguishing Score Possible answer SITTED if it does not. Score Possible answer
Biodiversity Feature Only organism 1. Man-made biodiversity was In high biodiversity the risk
Species coming from the made/designed by humans, of damage from pest
Biodiversity same species can infestation is minimized
reproduce of their natural biodiversity is naturally leading to better income
Genetic
own kind. made. due to the presence of
Biodiversity 5
Offspring cannot natural predators. Low input
Ecosystem
2. Natural biodiversity in
successfully of pesticides because
Biodiversity develop from Aquatic ecosystem is different pests feed on
parents of different composed of different different plants. Various soil
species. organism living in land, while will be available to different
EVALUATE If the answer is
man-made biodiversity in
plants bec. Of the presence
correct but lacks 5 of other organisms.
3 Aquatic ecosystem is
some points or Organisms can feed on
incomplete composed of the same different organisms, thus it
If the answer is has a continuous supply of
1
incorrect
species of organisms living in food.Nutrient are recycled
water. and it can support more
(Teacher can add more organisms.
statements to test her The higher is the
students’ understanding on biodiversity the more stable
the topic) is the ecosystem.

If the answer is correct but

there are lacking points in
3
the explanation.

If the answer is incorrect.

1

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Provide pictures of the three
levels of biodiversity that you
EXTEND can observe in your community.
What human activities
endanger endemic species in
Negros Island?
(Paper – pencil)
Give your opinion :
If you are a farmer, how can
you increase biodiversity in
your garden?
(Paper – pencil) Grade 8
What is the importance of Quarter 4
planting varied species in Page 6
reforestation rather than
planting one species?

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
 80% and
Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners
who:
 have caught up
with the lesson
 continue to
require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What innovation or Grade 8

localized materials did I
Quarter 4
use/ discover which I
wish to share with other Page 7
teachers?

Prepared by: Checked by:

Grade 8, Quarter 4
Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 1
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8 School Grade Level 8 Grade 8

Daily Lesson Log Teacher Learning Area Living Things and Their Environment (Biology) Quarter 4
Junior HS Science Teaching Dates Quarter Fourth Page 8

Week No. 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
1. The concept of a species.
Content Standard 2. The species as being further classified into a hierarchical taxonomic system.

To report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered and economically important
Performance Standard species.

Classify organisms using the hierarchical taxonomic system.

Learning Competency
Code: S8LT-IVh-20
Give the names of organisms Classify organisms using the Describe the characteristics Describe the Summative
as they are known in your hierarchical taxonomic of organisms under kingdom characteristics of Test
community and recognize the system (domain, kingdom, Archaebacteria and cite organisms under kingdom
DAILY TASK
need to have a system of phylum, class, order, family, examples of these Eubacteria and cite
classifying and genus, species) based on organisms. examples of these
naming organisms. structure and function. organisms.
Biodiversity
Hierarchical taxonomic system of classification.
II. CONTENT
Protection and conservation of Endangered and Economically important species.

III. LEARNING RESOURCES

Teacher’s Guide Pages 170 - 172 Pages Pages 172 Pages 186 - 190
Learner’s Materials Pages 225 -226 Pages 226 - 228 Pages 228 - 266 Pages 266 - 272
Additional Materials

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
IV. LEARNING TASKS
When can you say that an
ecosystem has a high
biodiversity?
ELICIT
What makes an ecosystem with
high biodiversity
advantageous?
(Post on the board the pictures
of ants, dragon fly, bird,
cockroach, & Gumamela.
How do you call these
ENGAGE
organisms in your area and in
other places in the Philippines?
Introduce the concept of
Common Name & Local Name)
Essential Question: Essential Question:
Why it is needed to have a How do you classify organism
system of classifying using the hierarchical system?
organisms?
(Let the students perform
EXPLORE Activity 1 – What’s in the
name? LM pages 225 )
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
What is the importance of
classifying organisms?
List down 20 common
organisms in the community
including the Domesticated
Cat, Dog, & Bangus (varied
organisms from plant & animal
group).
“Dog I.D.”
1. Using the sample
classification of organism in
Table 1 of the LM page 227,
give the Scientific Name of the
DOG.
2. To which domain the Dog
belongs?
What is the highest level in the
hierarchical system of
classification?
What is the lowest level in the
hierarchical system of
classification?
Watch video clip
www.youtube.com/watch?v=Zs
kEUGRIqrl
Essential Question:
What are the distinguishing
characteristics of the
organisms in Kingdom
Archaebacteria?
(Text Reading)
Let the student read LM pages
228 – 229.
Guide Questions:
1. What are the three groups of
organisms under Kingdom
Archaebacteria?
Grade 8
How do you call bacteria that Quarter 4
can survive in acidic Page 9
condition? Give example.
How about bacteria that can
survive in a very cold
condition? Give example.
What comes into your mind
when you hear the word
BACTERIA?
Don’t you know that there are
good bacterias?
Essential Question:
What are the distinguishing
characteristics of organisms
in Kingdom Eubacteria?
Let the student perform
Activity 2, LM pages 232 –
233.
(Yogurt can also be used
instead of Yakult)
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Are there organisms that others
gave the same name as your
group did? (Let the students
give examples)
EXPLAIN
Are there organisms that others
gave a different name as your
group did? What are those
organisms?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
3. List all the other organisms 2. What are the distinguishing Grade 8
(from the list) belonging to characteristics of organisms in Quarter 4
Domain Eukarya. each group? Page 10
4. To which Kingdom the dog 3. What are the common
belongs? examples for each?
5. List all the organisms (from
Domain Eukarya) that belong
to Kingdom Animalia.
6. To which Phylum the Dog
belongs?
7. List all organisms (from
Kingdom Animalia) that can be
classified under Phylum
Chordata.
(Follow the same procedure
until you reach the lowest level
of classification - species )
Give the Scientific Name of the
dog.
Use the Guide questions in the Use the guide questions for Use the guide questions for
LM pages 227-228. analysis. Tabulate students’ analysis.
response on the board:
1. What are the three groups
Group of Distinguishing
Example of organisms in Kingdom
organisms characteristics
Eubacteria based on shape?
2. How do they look like?
3. What are the common
examples for each group?
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Why is this so? As a whole, what are the Grade 8

(Give lecture to further explain
the need of having a system of
classifying organisms)
Why is there a need to have a
system of classifying
ELABORATE
organisms?
More Practice.
Classify Domesticated Cat
using the same list.
distinguishing characteristics of Quarter 4
organisms under Page 11
Kingdom Archaebacteria?
Why do salt ponds are either How can you identify
yellow or orange? organisms under Kingdom
Eubacteria?

EVALUATE First objective can be evaluated Arrange the given levels of Concept Mapping Matching Type
through students’ output during classification from highest to Complete the concept map: A. Match the words in
the activity. Second Objective lowest level. column A with those in
can be evaluated through column B.
Kingdom Archaebacteria
paper-pencil Test. SPECIES
PHYLUM COLUMN A COLUMN B
In only three (3) sentences, why GENUS A. involve in
1. making
do you think it is needed to DOMAIN groups Cyanobacteria sour milk or
have a system in classifying FAMILY yogurt
organisms? KINGDOM 2.
B. plant-like
bacteria
ORDER characteristics Lactobacillus
Rubrics: CLASS 3.
C. causes of
Score Possible answer Bacillus
Tuberculosis
To avoid misunderstanding anthracis
and to have one unifying D. cause of
idea/name of the organism Anthracis
that everybody can
5
understand inspite of having
different languages because
of using one scientific name
which is in “Latin”.
If the answer is correct but
3 lacks some points or
incomplete
1 If the answer is incorrect

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Suppose you are in a Grocery
store and the items there are
not classified, would it be easy
for you to look for what you
EXTEND wanted to buy? What would you
suggest for the sake of ease?
Study in advance LM pages
226- 228.
Advance Research Research on- line or read Study your notes for a Grade 8
books and know some summative test tomorrow. Quarter 4
Read about the Dead Sea and Archaebacteria that survive in Page 12
the Great Lake of Utah, USA. a) acidic and b) cold
What do these have in environments.
common? (They both have a
very high salinity level). What
are the living organisms
present in them?

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What innovation or localized Grade 8

materials did I use/ discover
Quarter 4
which I wish to share with
other teachers? Page 13

Prepared by: Checked by:

Grade 8, Quarter 4
Teacher: School Head:
Daily Lesson Log
Week No. 2 Signature: Signature:
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8 School Grade Level 8 Grade 8

Daily Lesson Log Teacher Learning Area Living Things and Their Environment (Biology) Quarter 4
Junior HS Science Teaching Dates Quarter Fourth Page 14

Week No. 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
1. The concept of a species
Content Standard 2. The species as being further classified into a hierarchical taxonomic system

To report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered and economically important
Performance Standard
species.
Learning Competency Classify organisms using the hierarchical taxonomic system.
Code: S8LT-IVh-20
Describe the characteristics of Discuss the characteristics Differentiate gymnosperms Describe the Summative
organisms under kingdom of organisms under and angiosperms and cite distinguishing Test
DAILY TASK Protista and cite examples of kingdom Plantae and examples of these plants. characteristics of
these organisms. classify them as vascular sponges.
and non-vascular.
Biodiversity
II. CONTENT Hierarchical taxonomic system of classification
Protection and conservation of Endangered and Economically important species.
III. LEARNING RESOURCES
Teacher’s Guide Pages 176 Pages 177 - 178 Pages 178 - 179 Page ---
Learner’s Materials Pages 234 - 240 Pages 241 - 242 Pages 242 - 248 Pages 249
Functional Biology – Modular
Approach by Lilia M. Rabago,
Additional Materials
et.al.; pages 129 – 130

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Life Science - The Challenge of
Discovery by D.C Health &
Company; pages 147 - 149
IV. LEARNING TASKS
Memory Check
Can you still remember your
Grade 7 lesson about Algae?
ELICIT Give example of an algae.
Have you tried eating gulaman or
sea weeds? Are they plants or
animals? Why do you say so?
Let us discover through our
ENGAGE
activity.
Essential Questions:
What are the organisms in
Kingdom Protista?
EXPLORE
What are their distinguishing
characteristics?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Bring live samples of plants.
Let them identify the parts and of plants?
the function of each.
Do all plants have the three
vegetative parts? Let us see
as we do the activity.
Essential Questions:
What are the distinguishing
characteristics of plants?
How do the vascular plant
differs from non-vascular
plant?
Grade 8
Quarter 4
Page 15
What are the common Why are plants important? Have a short
distinguishing characteristics recap of the
Are there harmful plants? activities
Can you name some? yesterday.
How do vascular plants differ
from non-vascular? Any question
about our
lesson
yesterday?
Have you seen Pine trees Do you know Sponge Bob? Present the
around? reasons in
Where can we usually find Let’s sing with the video having
them? www.youtube.com/watch?v summative test
(Show picture of a Pine tree =ImJtoDcb1zo
cone and a mango fruit)
What’s the difference
between the two?
Essential Question: Essential Question:
How gymnosperms differ What are the distinguishing
from angiosperms? characteristics of sponges?
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Text Reading Ocular observations Text Reading Show to the class the Conduct the Grade 8
1. Let the students read LM 1. Observe the collected Let the students read LM actual dried sample of a test. Quarter 4
pages 234 – 240. samples (moss & shrub). pages 242 – 247. sponge (if available). Page 16
2. List down on the board the 2. Compare and list the 1. Let the students read
plant-like and the animal-like difference in terms of LM pages 249.
protists? vegetative parts. 2. List down the
distinguishing
Phototrophs Heterotrophs characteristics of sponge.
(Plant-like) (Animal-like) Sporozoans
_______ _______ ________
_______ _______ ________
_______ _______ ________

What makes them plant-like or 1. What is present in shrubs
animal-like? that is absent in mosses?
2. What is the function of the
Are they multicellular or vascular system in plant?
unicellular? 3. Why mosses don’t need
vascular system?
Follow up with lecturette.
EXPLAIN
Use the guide questions from
the LM for analysis.
How do gymnosperms differ
from angiosperms?
What are the different Checking &
characteristics of recording test
Sponges? (Introduce the results
scientific term Porifera)
How do sponges obtain
food?
What are some of the
common examples of this
group?

In what stage of their life

they are motile? Attached?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What are the contributions of the You are hiking in the Mt. Make your own Plant Profile. How can you distinguish Correct Grade 8
plant-like protist in the Kanlaon Forest Park, and Gymnosperm VS sponges from other misconceptions Quarter 4
ecosystem? there are many plants in that Angiosperm animals? of the students Page 17
forest. As a young scientist,
Gymnosperm Angiosperm
how can you classify vascular Why is this group of
from non-vascular? Type of Seed: ________ ________ organisms important in the
ELABORATE Location: ________ ________ marine ecosystem?
Leaves’ shape: ________ ________
Give more examples of non- Type of reproduction:
vascular and vascular plants. ________ ________
Quality of wood:
________ ________
Economic Value:
________ ________

Paper-pencil Test Paper –pencil Test Paper-pencil Test Identify the following: Summative
Choose the correct answer. 1. Enumerate and discuss the What are the differences 1. Where do sponges live? Test
1. Which of the following does not characteristics of plants. between gymnosperms & 2. What is the scientific
belong to the group? 2. Classify the following plants angiosperms? Complete the name of sponges?
A. Green Algae as vascular or non-vascular: table below. 3. What are sponges made
B. Golden Algae Moss of?
C. Diatoms Fern Characte
Examples 4. In which part of the
D. Dinoflagellates Santan Group ristics
(only 2
sponge thewater moves
examples)
2. Which of the following are NON Hornwort out?
EVALUATE Gymnos
MOTILE and spore forming? 5. What makes them filter
perms
A. Euglena feeders?
B. Red Algae Angiospe
C. Paramecium rms
D. Plasmodium
3. What is the main cause of RED
TIDE?
A. Dinoflagellates
B. E. Muricatum

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

C. Didinium Grade 8
D. Amoeba Quarter 4
4. What type of protist that feed Page 18
on different organism?
A. Phototrophs
B.Sporozoans
C. Heterotrophs
D. Bacteria
5. What protest is NON Motile?
A. Paramecium
B. E.histolytica
C. Plasmodium
D. G. lambia
1. Give the characteristics of Read pages 244-248 of the Differentiate Monocot from Study for a Summative Read pages
Fungi. LM. Dicot based on the following: Test tomorrow. 249-250 of the
EXTEND 2. Examples of Fungi. a. leaf venation LM.
3. Role of fungi in the ecosystem. b. number of cotyledon
4. Economic value of fungi.

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Did the remedial lessons Grade 8

work? No. of Learners who:
Quarter 4
 have caught up with
the lesson Page 19
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Prepared by: Checked by:

Grade 8, Quarter 4
Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 3
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8 School Grade Level 8 Grade 8

Daily Lesson Log Teacher Learning Area Living Things and Their Environment (Biology) Quarter 4
Junior HS Science Teaching Dates Quarter Fourth Page 20

Week No. 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
1. The concept of a species.
Content Standard 2. The species as being further classified into a hierarchical taxonomic system.

To report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered and economically important
Performance Standard species.

Classify organisms using the hierarchical taxonomic system.

Learning Competency
Code: S8LT-IVh-20
Describe the distinguishing Describe the distinguishing Describe the Explain the role Aedes Summative Test
characteristics of characteristics of Flatworms, distinguishing egypti in spreading the
Cnidarians and cite Roundworms and Segmented characteristics of dengue and suggest
DAILY TASK examples of these worms and cite examples of mollusks, echinoderms ways of preventing the
organisms. these organisms. and arthropods and cite dengue.
examples of these
organisms.
Biodiversity
II. CONTENT Hierarchical taxonomic system of classification
Protection and conservation of Endangered and Economically important species.
III. LEARNING RESOURCES
Teacher’s Guide Page 180 Page 180 Pages 181- 183 Pages 181 - 183 Pages 180 - 183
Learner’s Materials Pages 249 - 250 Pages 250 - 252 Pages 252 - 254 Pages 254 - 258 Pages 249 - 258
Additional Materials

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

IV.LEARNING TASKS Grade 8

What are the importance of
ELICIT sponges in the marine
ecosystem?
Imagine you are swimming in
the beach, Suddenly a jelly-
like mass floating nearby
brushes against your skin.
ENGAGE
What would you feel?
Essential Question:
What are the distinguishing
characteristics of Cnidarians?
How important are Cnidarians Differentiate the three types How do echinoderms Quarter 4
economically and of worms. differ from mollusks? Page 21
environmentally?
Brainstorming Real-life question
Can you name a worm that you Are you fond of eating shell Do you know someone
dislike most? You can only name foods? What particular shell who suffers dengue?
a few but food you like most?
in fact, there are more than
20,000 different kinds of worms,
and Earthworm is only one of
them.
Essential Questions: Essential Questions: Essential Questions:
What are the distinguishing What are the distinguishing What is the role of Aedes
characteristics of roundworms? characteristics of Mollusks, egypti in the spread of
Flatworms? Segmented worms? Echinoderms and dengue?
Arthropods?
How do they differ from one How can we prevent
another? What are their differences? dengue?

EXPLORE 1. Let the students read LM Complete the table. Complete the table. Let the students use their
pages 249 – 250. Name
Scientific
Name
Charact
eristics
Exampl
es Name
Scientific
Chara
cterist
Exa
mpl
LM pages 256 – 258.
Name
2. List down the Roundworm ics es

distinguishing characteristics Flatworm Mollusk Instruction: For 10

Segmented
of cnidarians. worm
Echinoderm
minutes, understand and
Arthropod answer the questions in
worm
your LM pages 256-258.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
What are the different
characteristics of Cnidarians?
What are some of the
common examples of this
group?
What are the stinging cells in
cnidarians?
EXPLAIN In what stage of their life they
are motile? Attached?
How can you distinguish
Cnidarians from other
animals?
ELABORATE
What is the economic
importance of Corals?
Paper-pencil Test
Choose the correct answer.
EVALUATE
1. What does the picture tell
us?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Use these guide questions from
the LM pages 250 – 252.
1. What are roundworms? How
does it look like?
2. What are some examples of
this worm?
3. Where can they be found?
4. What are flatworms? How do
they look like?
5. What are the common
examples from this group?
6. Where can we find them?
7. How about segmented worms,
how do they look like?
8. What are the worms belonging
to this group?
9. Where do they live?
What are the benefits and
harmful effects of roundworm,
flatworm, and segmented worm?
Informal Evaluation
The results of the activity serve
for evaluation at the same time.
Use these guide questions
from the LM pages 252 –
256.
What are the benefits and
harmful effects of
roundworm, flatworm, and
segmented worm?
Informal Evaluation
The results of the activity
serve for evaluation at the
same time.
Use the guide questions Grade 8
in the LM to facilitate Quarter 4
learning. Page 22
Follow up questions:
1. How many stages does
A. aegypti go through in
its life cycle?
2. Which stage can easily
be exterminated?
As a student, how can
you prevent the spread of
dengue in our school? In
your community?
Paper-pencil Test
Which among the male or
female A. egypti is
responsible in spreading
dengue. How?
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Rubrics: Grade 8
Score Possible answer
Aedes egypti is the
Quarter 4
carrier of virus that Page 23
caused dengue. The
female mosquito
bites animals and
people for it needs
5 blood for food. It
multiplies by laying
a. The body parts of Cnidarians eggs which grow into
an adult mosquito
b. The different sizes of again, and repeat
Cnidarians the cycle.
c. The environment where If the answer is
Cnidarian grow 3
correct but lacks
d. The life cycle of Cnidarians some points or
incomplete
If the answer is
2. Which is NOT true about 1 incorrect
Cnidarians?
a. They have 3 body parts
namely: head, body & tentacles
b. They have stinging cells
c. Corals belong to Cnidarians
d. Example of fresh water
Cnidarians is Hydra.

3. All are examples of Cnidaria

EXCEPT:
a. sea anemone
b. Tubularia
c. octopus
d. sea fan

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Read pages 250-252 of the Read in advance LM pages 252 Read pages 256 – 258 for Study our lessons for a 1. List down the Grade 8
LM. – 254. our lesson tomorrow. summative test tomorrow. four Quarter 4
characteristics Page 24
present in any
stages in the life
EXTEND cycle of
chordates.
2. Can
vertebrates be
considered as
chordates? Why?

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What difficulties did I Grade 8

encounter which my Principal/
Quarter 4
Supervisor can help me
solve? Page 25
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Prepared by: Checked by:

Grade 8, Quarter 4
Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 4
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8 School Grade Level 8 Grade 8

Daily Lesson Log Teacher Learning Area Living Things and Their Environment (Biology) Quarter 4
Junior HS Science Teaching Dates Quarter Fourth Page 26

Week No. 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
1. The concept of a species.
Content Standard
2. The species as being further classified into a hierarchical taxonomic system.
To report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered and economically important
Performance Standard
species.
Learning Competency Classify organisms using the hierarchical taxonomic system.
Code: S8LT-IVh-20
Describe the distinguishing Identify, describe and Describe the distinguishing Make a personal and Summative
characteristics of chordates differentiate the characteristics characteristics of Birds and group vision for the Test
DAILY TASK and vertebrates and cite of Fishes, Amphibians and Mammals and cite examples future in relation to
examples of these organisms. Reptiles and cite examples of of these organisms. biodiversity.
these organisms.
Biodiversity
II. CONTENT Hierarchical taxonomic system of classification.
Protection and conservation of Endangered and Economically important species.
III. LEARNING RESOURCES
Teacher’s Guide Pages 183 - 184 Page 184 Page 185 Pages 185 - 187
Learner’s Materials Page 258 Pages 259 - 262 Pages 262 - 265 Pages 266 - 267
Additional Materials
IV. LEARNING TASKS
How many stages are there in How can you classify organisms What are the distinguishing Differentiate high
ELICIT the life cycle of A. aegypti? as Chordates? characteristics of fishes, biodiversity from low
reptiles, and amphibians? biodiversity.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

How can we eliminate these Grade 8

organisms? Give advantages of high Quarter 4
over low biodiversity. Page 27

Predict what will happen

Can you name organisms with
backbone?
Post on the board the pictures
(pictures taken from Microsoft
Encarta Kids 2009 & Microsoft
Student Encarta 2009). Ask them
the local names/how they call
these in their own communities.
What is the National bird? How
about the National animal?
Let them sing a song with
action
“ May Tatlong Bebe”
to an ecosystem with
lowbiodiversity.
Part I: My Future World.
Who wants to live in a
beautiful world?
What do you want the
future world to be?

What things or conditions

do you want to see 50
years from now?

ENGAGE

(lizard, burrowing frog, puffer,

Tuna, and mud turtle)

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Essential Question: Essential Question: Essential Question: Essential Question: Grade 8

What are the distinguishing What are the distinguishing What are the distinguishing What do you want the Quarter 4
characteristics of chordates and characteristics of fishes, reptiles characteristics of birds and future world to be? Page 28
vertebrates? and amphibians? mammals?
Instruct the students to use their Instruct the students to use their Give them 20 minutes to do the The students will do
LM page 258 – 260 LM page 259 – 264 activity. Activity 5 : I Create the
Future (LM pages 269-
Board Work: Board Work: Let the students read & answer 272)
Give them 10 minutes to read & Give them 10 minutes to read & LM pages 262 – 266.
understand the texts. Then, ask understand the texts. Then, ask
EXPLORE volunteers to complete the volunteers to complete the table. Complete the table:
table. Characteristics
Fish,
Organism
Charcateris Exampl
Name of Reptile or tics es
(How they
organism Amphibian Bird
look?)
Group of ? Mammal
Characteristics Examples
organism Mud Monotreme
Chordate turtle Marsupial
Vertebrate Placental
Tuna
Lizard
Burrowing
frog
Puffer
What are the distinguishing Based on the table, What are the Use the Guide questions in LM Instruct the students to
characteristics of chordates and distinct characteristics of fishes, pages 262-266 for analysis. post their outputs on the
vertebrates? reptiles, and amphibians? four corners of the
How do they differ from one What are the distinguishing classroom.
another in terms of: characteristics of birds and
EXPLAIN
a. habitat mammals in terms of: Give them 5 mins. to
b. body temperature a. skin covering roam around and learn
c. skin b. egg from the works of others.
d. fertilization c. body temperature
e. type of egg d. embryonic development

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
What happen to the four
characteristics present in the
early stage of life cycle of
ELABORATE
chordates in the case of
humans when it reaches
maturity?
Give the developmental fate of
the following:
1. notochord _____
2. Dorsal hollow nerve cord ___
EVALUATE 3. gill slit _____
4. Post-anal tail ________
5. Give an example of
chordates without backbone in
the adult stage.
Read in advance you LM
Pages 259-264
EXTEND
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
What can you say with Grade 8
your work? With the Quarter 4
works of your Page 29
classmates?
What are the economic and What are the economic and After all, what is in us that
environmental importance of environmental importance of will make this world a
fishes, reptiles, and amphibians? birds and mammals? better place in the future?
Informal Evaluation Informal Evaluation The output of the
Use output in ELABORATE & Use the students’ response in students will serve as
EXPLAIN stage. the ELABORATE stage to their evaluation.
make instructional decision.
Submit an article about fishes, Do Activity 4, bring your output Study for a summative Make a
reptiles, and amphibians with tomorrow. test tomorrow. report (e.g.,
special/ uncommon through a
characteristics. travelogue)
on the
activities that
communities
engage in to
protect and
conserve
endangered
and
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

economically Grade 8
important Quarter 4
species. Page 30

(This is a”
bring home”
output. Give
students
enough
number of
days to
comply the
output)

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What difficulties did I Grade 8

encounter which my Principal/
Quarter 4
Supervisor can help me
solve? Page 31
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Prepared by: Checked by:

Grade 8, Quarter 4
Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 5
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8 School Grade Level 8 Grade 8

Daily Lesson Log Teacher Learning Area Living Things and Their Environment (Biology) Quarter 4
Junior HS Science Teaching Dates Quarter Fourth Page 32

Week No. 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The one-way flow of energy and the cycling of materials in an ecosystem
Performance Standard Make a poster comparing food choices based on the trophic levels.
Describe the transfer of energy through the trophic levels;
Learning Competency Analyze the roles organisms in the cycling of materials;
Explain how materials cycle in an ecosystem.
Code: S8LT-IVi-22 S8LT-IVi-23 S8LT-IVi-24
Describe the transfer of energy Construct a food web in a Analyze the role of organisms in Explain how materials cycle SUMMATIVE
through the trophic levels and given ecosystem and discuss the major biogeochemical cycles in an ecosystem. TEST
DAILY TASK construct a food chain in a the food pyramid. and processes.
given ecosystem.
ECOSYSTEMS
1. Transfer of Energy in the Trophic Levels
2. Cycling of materials in the ecosystem
II. CONTENT 3. Water Cycle
4. Oxygen-carbon cycle
5. Nitrogen cycle
6. Impact of human activities in an ecosystem
III. LEARNING RESOURCES
Teacher’s Guide Pages 199-202 Pages 202-204
Learner’s Materials Pages 273-279 Pages 279-284 Pages 285-289 Pages 285-289
Functional Biology Modular
Additional Materials Approach by Lilia M. Rabago,
Ph.D.et al. pages 32-33

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

IV. LEARNING TASKS Grade 8

What is your idea about food How does energy transfer What informal can be taken What is the role of animals Quarter 4
chain? from one organism to from the food pyramid? in the cycling of nutrients?
ELICIT Page 33
another? How much of the
energy is transferred?
How does energy transfer from What was your dinner last You already learned our What do you think will
one organism to another? night? connectedness with other happen if there were no
organisms. Do you think we are cycling of materials in the
also connected with the physical ecosystem?
component of the environment?
ENGAGE
How? Present the video
www.youtube.com/watch?v
=_1oCoKj7b2o

Essential Question: Essential Question: Essential Question: Essential Question:

How does energy become
transferred from one organism
to another?
Student will do Activity 1 LM
pages 274-279. (They will
answer all the guide questions
EXPLORE in the activity)
After they have finished doing
the activity, let them publish
their outputs.
How does energy become
transferred from one organism
to another?
Student will perform
Activity 2 LM page 280. (They
will answer the guide
questions: Q10 &Q11)
Let them share their work with
their seatmates/classmates.
What are the major roles of How do materials cycle in
organism in the cycling of the ecosystem?
materials in the ecosystem?
Study the pictures in pages 285 Study the picture and
– 287 of the LM. identify the processes
involved in:
Identify the role of organisms in 1. Oxygen-Carbon Cycle
recycling of materials: 2. Water Cycle
1. Cow & plant in O2 and CO2 3. Nitrogen Cycle
cycle.
2. The tree & the cow in the H 2O
Cycle.
3. The plants, horse, fish & the
Nitrogen-fixing bacteria in the
Nitrogen Cycle.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Process learning by using the
guide questions of the activity.
Use the output of the students
as spring board in the
analysis.
EXPLAIN
Give lecturette if needed.
Board work
Write on the board the
following:
Sea weeds
fish
shark
ELABORATE human
bacteria
(ask volunteer students to
construct a food chain, and
volunteers to explain how the
energy is transferred in that
food chain)
Paper-pencil Test
1. Construct a food chain in a
EVALUATE mangrove ecosystem;
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Process discussion by asking
the students using the guide
questions in the LM.
Provide lecturette if needed.
Use Activity 3 LM page 283-
284 for application of
knowledge. Use the guide
questions.
Informal Formative Evaluation
The activity serves as
evaluation at the same time.
In the Oxygen- Carbon Dioxide
Cycle, what is the major role of
animals? Major role of plants? Is
this cycle possible without
plants/animals? Why?
In the cycle of water, what is the
role of plants? What is role of
animals?
In the Nitrogen cycle, how do
bacteria involve itself in the
process?
Explain the role of the Earth’s
subsystems (hydrosphere,
biosphere, atmosphere, &
Lithosphere) in the cycle of
materials.
Informal Evaluation
Instructional decision was based
on students’ response during
discussion.
Using the picture provide Grade 8
lecturette on as to how each Quarter 4
process in every cycle Page 34
contribute in the cycling of
materials.
Now that you have learned
that materials cycle in the
ecosystem. As a student,
what can you contribute to
maintain balance in the
ecosystem?
Enumerate the processes
involve in:
1. Water Cycle
2. Oxygen-Carbon Cycle
3. Nitrogen Cycle
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

2. Explain how energy is Grade 8

transferred through that food
chain.
List down the food your family
have eaten during dinner
tonight.
Quarter 4
Page 35
Make your own food pyramid. Reflect on this statement: Review your notes for a quiz
“Humans are the steward of the tomorrow.
Mother Earth”.

EXTEND What do you thinks is your role

as steward of God’s creation?

Write your reflection on your

science notebook.

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

What difficulties did I Grade 8

encounter which my Principal/
Quarter 4
Supervisor can help me
solve? Page 36
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Prepared by: Checked by:

Grade 8, Quarter 4
Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 6 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8 School Grade Level 8 Grade 8

Daily Lesson Log Teacher Learning Area Living Things and Their Environment (Biology) Quarter 4
Junior HS Science Teaching Dates Quarter Fourth Page 37

Week No. 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Content Standard The one-way flow of energy and the cycling of materials in an ecosystem.
Performance Standard Make a poster showing ways to minimize human impact on the environment.
Describe the transfer of energy through the trophic levels;
Learning Competency Analyze the roles organisms in the cycling of materials;
Explain how materials cycle in an ecosystem.
Code: S8LT-IVj-25
Explain how human activities Describe ways by which Suggest ways to minimize Make poster or video SUMMATIVE
affect the ecosystem. human practices may disrupt human impact on the showing ways to minimize TEST
DAILY TASK
a food chain or environment. human impact on the
food web. environment.
ECOSYSTEMS
1. Transfer of Energy in the Trophic Levels
2. Cycling of materials in the ecosystem
3. Water Cycle
II. CONTENT
4. Oxygen-carbon cycle
5. Nitrogen cycle
6. Impact of human activities in an ecosystem

III. LEARNING RESOURCES

Teacher’s Guide
Learner’s Materials Pages 288-289 Pages 288-289 Pages 289
Additional Materials

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
IV.LEARNING TASKS
What do we mean when we say
ELICIT ecosystem? What are the
components of the ecosystem?
Have you sniffed any human
activities that destroy
ecosystem? Can you name
ENGAGE them?
EXPLORE Essential Question:
How human activities affect the
Ecosystems?
Individual activity:
Give the students 3 minutes to
list down human activities in
their communities which he/she
believes has a negative impact
in the ecosystem.
Group activity:
Group them into 5.
Instruct them to make a
consolidated group report from
their individual output by
sharing their answers to their
group.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
What makes up a food chain
and a food web?
What can you say about this
statement: “Human activities
have a great impact on the food
chain/food web”?
Essential Question:
How human activities disrupt a
Food Chain or Food Web?
Divide the class into groups. Let
them read pages 288 – 289 and
do the given task.
Describe ways by which the
following practices may disrupt
a food chain or food web:
1. monoculture
2. use of insecticides
3. use of fertilizers
After 15 minutes, instruct them
to post their output on the wall
of the room.
Grade 8
What are some farming Performance Task: Quarter 4
practices that disrupt the Give final instruction for the Page 38
ecosystem? whole period activity
Want do you think will happen
to mosquitoes if you have
many lizards at home? Can
you think of other ways of
controlling pests using other
organisms?
Essential Question:
What are the ways to
minimize human impact on
environment?
Divide the class into 3 groups.
Given the same following
practices in yesterday’s
lesson can you device your
own mitigation to minimize
negative impact on the
environment?
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Give each group time to report
on their output.
(Write on the board the
answers of each group , this will
be used as spring board for
discussion)
What are the different human
activities in your communities? chain or food web in the
EXPLAIN How do these activities affect
the ecosystem?
Explain how does the use of
chemicals as herbicide affect
ELABORATE
the ecosystem?
In your locality, give one human
activity that directly affects the
EVALUATE
ecosystem.
Interview a farmer and know
the following:
1. What is the crop/ product of
EXTEND his farm?
2. What are some practices he
uses that may affect the
ecosystem.
V. REMARKS
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
How do humans disrupt food
following cases:
1. in the use of monoculture
2. in the use of herbicides and
insecticides
3. in the use of fertilizers
If you are a farmer, what can
you do to help save the
environment?
Informal Evaluation:
Instructional decision will be
based on students’ responses
during activity & discussion.
What are some practices in your
community which you think help
in maintaining balance the
ecosystem?
Grade 8
Quarter 4
Page 39
What made you think that
your practice could minimize
negative impact? Discuss
each practice.
As student, how can you
contribute in minimizing
human impact in our
environment?
Use the group’s justification
as basis for evaluation.
Bring the following appropriate Finish your video/poster.
materials for tomorrow’s Submit it tomorrow.
activity :
1. materials for poster-making
2. any gadgets with video
recorder
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

VI. REFLECTION Grade 8

From the evaluation, Quarter 4
No. of Learners who earned:
Page 40
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Prepared by: Checked by:

Grade 8, Quarter 4
Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 7 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8 School Grade Level 8 Grade 8

Daily Lesson Log Teacher Learning Area Living Things and Their Environment (Biology) Quarter 4
Junior HS Science Teaching Dates Quarter Fourth Page 41

Week No. 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
1. The digestive system and its interaction with the circulatory, respiratory, and excretory systems in providing the body with nutrients for energy;
Content Standard 2. Diseases that result from nutrient deficiency and ingestion of harmful substances, and their prevention and treatment.
Performance Standard Present an analysis of the data gathered on diseases resulting from nutrient deficiency.
Explain ingestion, absorption, assimilation, and Identify healthful practices Explain how diseases of the
excretion. that affect the digestive digestive system are
Learning Competency
system. prevented, detected, and
treated.
Code: S8LT-Iva-13 S8LT-IVb-14 S8LT-IVc-15
Identify and describe the Explain how enzymes affect Explain how one’s diet and Make and present a poster SUMMATIVE
organs that make up the digestion & how pH affect lifestyle contribute to the or video showing how TEST
digestive system and enzyme activity. function of the human body diseases of the digestive
DAILY TASK
explain how digestion of as a whole and analyze the system are prevented,
food takes place in an consequences of an detected, and treated.
organism. unhealthy diet.
Structures and Functions: Focus on the Digestive System
1. Organs of the digestive system and their interaction with organs of the respiratory, circulatory, and excretory systems.
II. CONTENT 2. Changes in food as it undergoes physical and chemical digestion.
3. Diseases resulting from nutrient deficiency and ingestion of harmful substances.
4. Prevention, detection, and treatment of diseases of the digestive system.
III. LEARNING RESOURCES
Teacher’s Guide Pages 205-211 Pages 211-216 Pages 217-222
Learner’s Materials Pages 291-298 Pages 298-308 Pages 307-316

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

IV.LEARNING TASKS Grade 8

Post on the board the following
words:
HEART STOMACH
SMALL INTESTINE
BLOOD ESOPHAGUS
LARGE INTESTINE
ELICIT URINARY BLADDER
KIDNEY
(Ask the class to pick from the
words the organs of the
Digestive system based on
what they can remember from
their Grades)
Use Activity 1A, LM pages
292-294 (Give them 5 minutes
ENGAGE
to do the activity)
Essential Question:
How does the Digestive
system break down food to
nourish the body?
Let the students read the text
EXPLORE on LM pages 295-297.
Students will perform Activity
1B, Lm pages 297-298
What are the organs involved
in digestion? What are their
specific function?
Don’t you know that your saliva
is an enzyme itself? It is not
just to lubricate the food but
digest.
Essential Question:
How enzymes affect digestion?
How pH affect
enzyme activity?
(Prepare a setup of Activities 2
& 3 from the TG)
Using the prepared set up,
allow the class to observe
while the teacher is
demonstrating the activity.
How does enzyme affects the
process of digestion?
What can you say on this
statement: ‘You are what you
eat”.
Essential Question:
How does one’s diet and lifestyle
contribute to the function of the
human body as a whole?
Instruct the students to
perform Activity 1, LM pages
308 – 312
Ask some volunteer students
to share his/her output.
How does lifestyle affect your Quarter 4
health? Page 42
What happens when
nutritional needs are not
adequately met?
Essential Question:
How diseases of the digestive
system are prevented, detected,
and treated?
Group work:
Make a poster/ a four-minute
video presentation showing
how diseases of the digestive
system are prevented, detected,
and treated.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Ask these questions: In what
ways are the different
digestive systems of animals
similar? In what ways are they
different?
How does crushing the candy
to smaller pieces affect
EXPLAIN
dissolution? What does it
represents?
Use the guide questions in Process discussion by using Grade 8
Activities 2 & 3 LM pages 298- the guide questions in the Quarter 4
302 in processing discussion. activity on pages 308 – 312 of Page 43
the LM.
How enzymes affect digestion?
How pH affect
enzyme activity?

(Give a lecturette if needed.)

How does the digestive

system break down food to
nourish our body?
What was your breakfast this
morning?
How does your digestive
system break down the food
you ate to nourish your body?
Show to the class a video clip:
Journey of the Digestive
system
Link: http://www.youtube.com/
watch?v=e301AdlC8bl
What are the things you
should consider in choosing
the food you eat? Why?

Ask these questions: What

ELABORATE does the movie clip say about
the digestion of food?

What changes happened to the

food as it was moved through
the digestive tract?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Give the correct answer.
1. What organ is responsible in
breaking mechanically food
particles into smaller pieces?
2. Where does final digestion
and absorption happen?
3. What are the two types of
EVALUATE digestions?
What are the different
enzymes involved in the
EXTEND
process of digestion and their
specific function.
1. What is the effect to the rate
of digestion if enzymes are
absent?
2. What is the effect to the rate
of digestion if pH is altered?
Record in a Daily Meal Journal
what you eat for three days;
LM page 308
Paper-pencil Test
How does diet and lifestyle
contribute to the function of the
body as a whole?
Rubrics:
5- if it was clearly stated that
diet and lifestyle are factors in
having proper growth and
development, and to avoid
diseases.
3- if answer is also correct but
was not complete/not clear in
giving the concept.
1- if all the answers are not
correct.
Do activities 2 & 3. Submit
your output next week.
Students’ output will be Grade 8
utilized for evaluation. Quarter 4
Page 44
Rubrics:
5 – presentation is well
organized, clear ideas with
correct content as to the
question.
3 – if ideas are correct but still
needs improvement in the
presentation
1 – if the idea presentation is
not correct.
Study your notes for a
summative test tomorrow.

V. REMARKS

VI. REFLECTION
From the evaluation,
No. of Learners who earned:
 80% and Above:
 Below 80%:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Did the remedial lessons Grade 8

work? No. of Learners who:
Quarter 4
 have caught up with
the lesson Page 45
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Prepared by: Checked by:

Grade 8, Quarter 4
Teacher: School Head:
Daily Lesson Log Signature: Signature:
Week No. 8 Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

Grade 8 School Grade Level 8 Grade 8

Daily Lesson Log Teacher Learning Area Living Things and Their Environment (Biology) Quarter 4
Junior HS Science Teaching Dates Quarter Fourth Page 46

Week No. 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
1. How cells divide to produce new cells.
Content Standard
2. Meiosis as one of the processes producing genetic variations of the Mendelian Pattern of Inheritance.
Performance Standard Report on the importance of variation in plant and animal breeding.
Compare mitosis and meiosis, and their role in the cell-division cycle.
Learning Competency Explain the significance of meiosis in maintaining the chromosome number.
Predict phenotypic expressions of traits following simple patterns of inheritance.
Code: S8LT-IVe-16 S8LT-IVe-17 S8LT-IVe-18
Identify and describe the Compare mitosis and Explain the significance of Predict phenotypic SUMMATIVE
processes involved during meiosis, and their role in meiosis in maintaining the expressions of traits following TEST
DAILY TASK
mitosis and meiosis. the cell-division cycle. chromosome number. simple patterns of
inheritance.
Heredity: Inheritance and Variation of Traits
1. Stages of mitosis
II. CONTENT
2. Stages of meiosis
3. Mendelian Genetics
III. LEARNING RESOURCES
Teacher’s Guide Page 223 Page 224 Page 224 Pages 225-229
Learner’s Materials Pages 317-326 Pages 326-327 Pages 327-329 Pages 329-349
IV. LEARNING TASKS
From your Grade 7, what can What are the stages in How does mitosis differ from How does the chromosome
you remember about the cell? mitosis and in meiosis? meiosis? number of the organism is
ELICIT
What are the organelles maintained in meiosis?
present in the cell?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
What are the physical features
of your parents which you like
best that you also possess? Do
you wonder why you have
them?
Introduce to the class the topic
ENGAGE for the day.
Essential Question:
What are the processes
involved in mitosis and in
meiosis?
Present a video
EXPLORE www.youtube.com/watch?v=C6
hn3sA0ip0
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Can you imagine that you
were once a single cell, but
through the process of
mitosis you are now what
you are? See, the power of
mitosis?
Essential Question:
How mitosis differs from
meiosis?
Individual Activity I
Perform Activity 2, LM
pages 326-327.
(After 10 minutes)
Activity 2 – Board Work
Post a table on the board
like the table in the Activity
Post on the board the table If fate will allow you to marry the Grade 8
showing the number of Miss Universe of Africa, how Quarter 4
chromosomes in the different would your offspring look like? Page 47
organisms.
Pairs of Individual
Name Chromos Chromoso
omes mes
Dog 36 78
Tomato 12 24
Human 23 46
What does the table tell us?
How does the normal number
of chromosomes of every
organism is maintained?
Essential Question: Essential Questions:
What is the significance of What are the different simple
meiosis in maintaining the patterns of inheritance?
chromosome number? How can one predict the
phenotypic expressions of traits
using these simple patterns?
Text Reading Groupings
Give students 10 minutes to Divide the class into 4 groups.
read and analyse Each group will discuss the
gametogenesis in their LM assigned task.
pages 327-328. Group I – Incomplete Dominance
Group II – Co- Dominance
Group III – Multiple Allele
Group IV – Law of Dominance
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Use the video in answering
guide questions for discussion
from Lm pages 323 -237.
Follow up with a lecture. (It
would be better if you have
pictures of the different stages
to show to the class)
EXPLAIN
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
2 of the LM pages 326-
327.
Ask volunteers to complete
the table on the board.
Looking at the table on the
board, is mitosis the same
with Meiosis?
How do they differ?
Give lecturette if needed.
Board Work: Ask the students to post their Grade 8
Post on the board the enlarged output and ash one Quarter 4
illustration (Figure 6, LM page representative from each group Page 48
327) to present their output..
Ask volunteers to count the
number of chromosomes
before meiosis started and at
the end of the process.
Who can explain sperm What is the Law of Dominance?
formation?
How many sperm cells are How does it differ from the other
formed after meiosis? patterns of inheritance?
Any volunteer to explain the
egg formation? Give lecture about the different
How many eggs are formed patterns of inheritance.
after meiosis?
How many number of
chromosomes are there in the
daughter cells after the whole
process?
Based on what we have
discussed, what is the
importance of meiosis in
maintaining the chromosome
number of the organism?
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
In what stage chromosomes
replicate? Why do you think this differ in terms of:
process is important?
Identify and describe the
processes involved i:
a. mitosis
b. meiosis.
ELABORATE
Paper-pencil Test
Choose the word in the box to
identify & describe the
processes during mitosis or
meiosis.
EVALUATE Zygotene metaphase
Anaphase Telophase I
Pachytene Diplotene
Prophase Leptotene
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
In what respect do they
1. location
2. type of cell produced
(haploid & diploid)
3. Number of daughter
cells
Paper-pencil Test
Compare mitosis from
meiosis by putting √ if the
statement happens in
BOTH mitosis & meiosis,
and x if it only happens in
EITHER mitosis or
meiosis.
__1. A process wherein the
cell multiplies its number
by producing new cells.
What do you think would Board Work: Grade 8
happen if along the process of Using the different patterns of Quarter 4
meiosis, something wrong inheritance, predict the possible Page 49
happens? Would it affect the phenotype of:
organism? Why?
1. If a white-colored rabbit pairs
with a black-colored rabbit, what
is the color of their offspring
considering the Co-dominance
pattern of inheritance?
2. Complete the table of the
Blood Type
Mother Father Child
B A
AB O
O B
Informal Evaluation Informal Evaluation
Instructional decision is based Instructional decision will be
on the response of the based on students’ response in
students during the whole the elaborate stage.
process of learning.
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
____1. The chromosomes
begin to pair off.
____2. The chromosomes align
at the center of the cell.
____3. The paired
chromosomes disperse in the
nucleus.
____4. The paired centromeres
of each chromosome begin to
separate.
____5. The mother cell is now
divided into two with half
number of chromosomes for
each new cell.
Study in advance LM pages
326-327.
EXTEND
V. REMARKS
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
__2. It produces a haploid
new cells.
__3. It resulted to the
formation of a Diploid cell.
__4. Occurs in all
organisms.
__5. It produces 2 new
cells.
Study the process of
gametogenesis. LM pages
328-329.
Grade 8
Quarter 4
Page 50
Read & understand LM pages Study your notes for a
329-349. Other references can summative test tomorrow.
also be used or researches on
line, and answer the following:
1. What is Mendelian Law of
Inheritance?
2. What are the different Non-
Mendelian patterns of
inheritance. How do they differ
from one another?
First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL

VI. REFLECTION Grade 8

From the evaluation, Quarter 4
No. of Learners who earned:
Page 51
 80% and Above:
 Below 80%:
Did the remedial lessons
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Prepared by: Checked by:

Grade 8, Quarter 4
Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 9
Date Submitted: Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016