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Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL Grade 8 Daily Lesson Log Junior HS Science
Grade 8 Daily Lesson Log Junior HS Science School Grade Level 8

Grade 8 Daily Lesson Log Junior HS Science

School

Grade Level

8

Teacher

Learning Area

Living Things and Their Environment (Biology)

Teaching Dates

Quarter

Fourth

Grade 8

Quarter 4

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.

 

Performance Standard

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

Learning Competency

Explain the concept of a species; Explain the advantage of high biodiversity in maintaining the stability of an ecosystem.

 
 

Code:

S8LT-IVg-19

 

Differentiate the three of biodiversity.

levels

Describe the species as a reproductively distinct group of organisms.

Differentiate natural from man-made biodiversity in Inland and aquatic ecosystem.

Explain the advantage of high biodiversity over low biodiversity.

Summative

DAILY TASK

Test

II.

CONTENT

Biodiversity 1.Species diversity

 

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

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL IV. LEARNING TASKS   What comes into your

IV. LEARNING TASKS

 

What comes into your mind when you hear the word Biodiversity.

What makes up biodiversity?

(Solicit ideas from the class) What are the two components of an ecosystem?

Drill about Natural & Man- made Ecosystem

1.

Which ecosystem requires

   

higher energy input?

ELICIT

Give examples for each component.

2.

Which needs lower

maintenance?

 

3.

Which has lower

biodiversity?

 

Post a colored picture showing biodiversity.

List down on the board the organisms present in the picture.

Show to the class pictures.

Show picture of sugarcane plantation and marine ecosystem.

What type of ecosystem is

Ask your students to give a word or words to describe what they see in the picture.

1.

organisms can interbreed with one another? Why?

Do you think these

shown in the 1 st picture? In the 2 nd picture?

Which picture shows more organisms of different kinds?

Which picture shows more organisms of different kinds?

2.

Can a duck reproduce when

2. Can a duck reproduce when

ENGAGE

Teacher write students’ responses on the board and use them as springboard. https://www.shutterstock.com/se arch/biodiversity

paired with a chicken? Support your answer.

Show a video https://www.youtube.com/watch How about this one?

How about this one?

And this one?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar

First Version: November 2016

Grade 8

Quarter 4

Page 2

Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

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

Grade 8

Quarter 4

Page 3

Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL   Ask these questions : Based from what
 

Ask these questions:

Based from what you have

Ask these questions:

Ask these questions:

1. What is biodiversity?

learned in the activity, describe

Why do you think that these pictures/words belong to NATURAL biodiversity? to MAN-MADE biodiversity?

When can you say that a certain ecosystem has a high biodiversity and has a low biodiversity?

2. Where does this word come from?

species as a reproductively distinct group of organisms.

3. What are the levels of

biodiversity?

   

4.

How can you distinguish one from the other?

(Give a lecturette)

What do you think are the effects of high biodiversity and low biodiversity in the ecosystem in the following areas:

 

When can you consider such ecosystem as man-made? as natural?

EXPLAIN

1. recycling of nutrients

2. food chain

3. food sources

4. stability of population

Let’s watch this…

ELABORATE

Give examples for each level of biodiversity.

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?

How man-made biodiversity differs from a natural biodiversity?

Why high biodiversity is considered advantageous?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar

First Version: November 2016

Grade 8

Quarter 4

Page 4

Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL EVALUATE ( Paper – pencil Test ) Differentiate

EVALUATE

(Paper pencil Test) Differentiate the levels of biodiversity by providing the distinguishing feature of the three levels of biodiversity.

Levels of

Distinguishing

Biodiversity

Feature

Species

 

Biodiversity

Genetic

 

Biodiversity

Ecosystem

 

Biodiversity

(Paper pencil Test) Describe species as a reproductively distinct group of organisms.

Rubrics:

Score

Possible answer

5

Only organism coming from the same species can reproduce of their own kind. Offspring cannot successfully develop from parents of different species.

3

If the answer is correct but lacks some points or incomplete

1

If the answer is incorrect

(Students’ Action Evaluation) Instruct the class to STAND UP if the statement given tells the difference between natural biodiversity and man-made biodiversity, and REMAIN SITTED if it does not.

1. Man-made biodiversity was

made/designed by humans,

natural biodiversity is naturally made.

2. Natural biodiversity in

Aquatic ecosystem is composed of different organism living in land, while man-made biodiversity in

Aquatic ecosystem is composed of the same

species of organisms living in water. (Teacher can add more statements to test her students’ understanding on the topic)

(Paper pencil Test) Explain the advantage of high biodiversity over low biodiversity.

Rubrics:

Score

Possible answer

 

In high biodiversity the risk of damage from pest infestation is minimized leading to better income due to the presence of natural predators. Low input of pesticides because different pests feed on different plants. Various soil will be available to different plants bec. Of the presence

5

of other organisms. Organisms can feed on different organisms, thus it has a continuous supply of food.Nutrient are recycled and it can support more organisms.

The higher is the biodiversity the more stable is the ecosystem.

 

If the answer is correct but

3

there are lacking points in the explanation.

1

If the answer is incorrect.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar

First Version: November 2016

Grade 8

Quarter 4

Page 5

Department of Education

Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

 
 

Provide pictures of the three levels of biodiversity that you can observe in your community.

What human activities endanger endemic species in Negros Island?

(Paper pencil) Give your opinion :

(Paper pencil) What is the importance of planting varied species in reforestation rather than planting one species?

   

EXTEND

If you are a farmer, how can you increase biodiversity in your garden?

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

Grade 8

Quarter 4

Page 6

Department of Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL What innovation or localized materials
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
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
Daily Lesson Log
Week No. 1
Teacher:
School Head:
Signature:
Signature:
Date Submitted:
Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar

First Version: November 2016

Grade 8

Quarter 4

Page 7

Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL Grade 8 Daily Lesson Log Junior HS Science
Grade 8 Daily Lesson Log Junior HS Science School Grade Level 8

Grade 8 Daily Lesson Log Junior HS Science

School

Grade Level

8

Teacher

Learning Area

Living Things and Their Environment (Biology)

Teaching Dates

Quarter

Fourth

Grade 8

Quarter 4

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.

 

Performance Standard

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

Learning Competency

Classify organisms using the hierarchical taxonomic system.

 
 

Code:

S8LT-IVh-20

 
 

Give the names of organisms as they are known in your community and recognize the need to have a system of classifying and naming organisms.

Classify organisms using the hierarchical taxonomic system (domain, kingdom, phylum, class, order, family, genus, species) based on structure and function.

Describe the characteristics of organisms under kingdom Archaebacteria and cite examples of these organisms.

Describe the characteristics of organisms under kingdom Eubacteria and cite examples of these organisms.

Summative

DAILY TASK

Test

II. CONTENT

Biodiversity Hierarchical taxonomic system of classification. 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

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL IV. LEARNING TASKS ELICIT When can you say

IV.

LEARNING TASKS

ELICIT

When can you say that an ecosystem has a high biodiversity?

What is the importance of classifying organisms?

What is the highest level in the hierarchical system of classification?

How do you call bacteria that can survive in acidic condition? Give example.

What makes an ecosystem with high biodiversity advantageous?

What is the lowest level in the hierarchical system of classification?

How about bacteria that can survive in a very cold condition? Give example.

 

(Post on the board the pictures of ants, dragon fly, bird, cockroach, & Gumamela.

List down 20 common organisms in the community including the Domesticated Cat, Dog, & Bangus (varied organisms from plant & animal group).

What comes into your mind when you hear the word BACTERIA?

ENGAGE

How do you call these organisms in your area and in other places in the Philippines?

Don’t you know that there are good bacterias?

Introduce the concept of Common Name & Local Name)

 
 

Essential Question:

Essential Question:

Essential Question:

Essential Question:

Why it is needed to have a system of classifying organisms?

How do you classify organism using the hierarchical system?

What are the distinguishing characteristics of the organisms in Kingdom Archaebacteria?

What are the distinguishing characteristics of organisms in Kingdom Eubacteria?

(Let the students perform Activity 1 – What’s in the name? LM pages 225 )

“Dog I.D.”

(Text Reading)

Let the student perform

EXPLORE

1.

Using the sample

Let the student read LM pages 228 229.

Activity 2, LM pages 232

classification of organism in Table 1 of the LM page 227, give the Scientific Name of the DOG.

233.

 

Guide Questions:

(Yogurt can also be used instead of Yakult)

1. What are the three groups of

2.

To which domain the Dog

organisms under Kingdom Archaebacteria?

 

belongs?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar

First Version: November 2016

Grade 8

Quarter 4

Page 9

Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL EXPLAIN Are there organisms that others gave the
EXPLAIN Are there organisms that others gave the same name as your group did? (Let

EXPLAIN

EXPLAIN Are there organisms that others gave the same name as your group did? (Let the

Are there organisms that others gave the same name as your group did? (Let the students give examples)

Are there organisms that others gave a different name as your group did? What are those organisms?

3. List all the other organisms

(from the list) belonging to

Domain Eukarya.

4. To which Kingdom the dog

belongs?

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 LM pages 227-228.

2. What are the distinguishing

characteristics of organisms in

each group?

3. What are the common

examples for each?

Use the guide questions for analysis. Tabulate students’ response on the board:

Group of

organisms

Distinguishing

characteristics

Example

of organisms Distinguishing characteristics Example Use the guide questions for analysis. 1. What are the

Use the guide questions for analysis.

1. What are the three groups

of organisms in Kingdom

Eubacteria based on shape?

2. How do they look like?

3. What are the common

examples for each group?

in Kingdom Eubacteria based on shape? 2. How do they look like? 3. What are the

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar

First Version: November 2016

Grade 8

Quarter 4

Page 10

Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL Why is this so? (Give lecture to further
Why is this so? (Give lecture to further explain the need of having a system
Why is this so?
(Give lecture to further explain
the need of having a system of
classifying organisms)
As a whole, what are the
distinguishing characteristics of
organisms under
Kingdom Archaebacteria?
Why is there a need to have a
system of classifying
organisms?
More Practice.
Classify Domesticated Cat
using the same list.
Why do salt ponds are either
yellow or orange?
ELABORATE
How can you identify
organisms under Kingdom
Eubacteria?
EVALUATE
First objective can be evaluated
through students’ output during
the activity. Second Objective
can be evaluated through
paper-pencil Test.
Arrange the given levels of
classification from highest to
lowest level.
Concept Mapping
Complete the concept map:
Matching Type
A. Match the words in
column A with those in
column B.
Kingdom Archaebacteria
SPECIES
PHYLUM
COLUMN A
COLUMN B
In only three (3) sentences, why
do you think it is needed to
have a system in classifying
organisms?
GENUS
A.
involve in
1.
DOMAIN
groups
Cyanobacteria
FAMILY
making
sour milk or
yogurt
KINGDOM
B.
plant-like
2.
bacteria
ORDER
characteristics
Lactobacillus
Rubrics:
CLASS
3.
C.
causes of
Score
Possible answer
Bacillus
Tuberculosis
To avoid misunderstanding
and to have one unifying
idea/name of the organism
anthracis
D. cause of
Anthracis
5
that everybody can
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

Grade 8

Quarter 4

Page 11

Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL   Suppose you are in a Grocery store
 

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 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 books and know some Archaebacteria that survive in a) acidic and b) cold environments.

 

EXTEND

Read about the Dead Sea and the Great Lake of Utah, USA. What do these have in common? (They both have a very high salinity level). What are the living organisms present in them?

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%:

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

Grade 8

Quarter 4

Page 12

Department of Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL What innovation or localized materials
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
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
Daily Lesson Log
Week No. 2
Teacher:
School Head:
Signature:
Signature:
Date Submitted:
Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar

First Version: November 2016

Grade 8

Quarter 4

Page 13

Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL Grade 8 Daily Lesson Log Junior HS Science
Grade 8 Daily Lesson Log Junior HS Science School Grade Level 8

Grade 8 Daily Lesson Log Junior HS Science

School

Grade Level

8

Teacher

Learning Area

Living Things and Their Environment (Biology)

Teaching Dates

Quarter

Fourth

Grade 8

Quarter 4

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

 

Performance Standard

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

Learning Competency

Classify organisms using the hierarchical taxonomic system.

 
 

Code:

S8LT-IVh-20

 
 

Describe the characteristics of organisms under kingdom Protista and cite examples of these organisms.

Discuss the characteristics of organisms under kingdom Plantae and classify them as vascular and non-vascular.

Differentiate gymnosperms and angiosperms and cite examples of these plants.

Describe the distinguishing characteristics of sponges.

Summative

DAILY TASK

Test

 

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

 

Additional Materials

Functional Biology Modular Approach by Lilia M. Rabago, 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

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL   Life Science - The Challenge of Discovery
 

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?

Bring live samples of plants.

What are the common distinguishing characteristics of plants?

Why are plants important?

Have a short recap of the activities yesterday.

Let them identify the parts and the function of each.

Are there harmful plants? Can you name some?

ELICIT

Give example of an algae.

How do vascular plants differ from non-vascular?

 

Any question

about our

 

lesson

yesterday?

 

Have you tried eating gulaman or sea weeds? Are they plants or animals? Why do you say so? Let us discover through our activity.

Do all plants have the three vegetative parts? Let us see as we do the activity.

Have you seen Pine trees around? Where can we usually find them? (Show picture of a Pine tree cone and a mango fruit) What’s the difference between the two?

Do you know Sponge Bob?

Present the

reasons in

Let’s sing with the video www.youtube.com/watch?v

having

 

summative test

ENGAGE

 

Essential Questions:

Essential Questions:

Essential Question:

Essential Question:

 

What are the organisms in Kingdom Protista?

What are the distinguishing characteristics of plants?

How gymnosperms differ from angiosperms?

What are the distinguishing characteristics of sponges?

EXPLORE

What are their distinguishing characteristics?

How do the vascular plant differs from non-vascular plant?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar

First Version: November 2016

Grade 8

Quarter 4

Page 15

Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL   Text Reading   Ocular observations Text
 

Text Reading

 

Ocular observations

Text Reading

Show to the class the actual dried sample of a sponge (if available).

Conduct the

1.

Let the students read LM

1.

Observe the collected

Let the students read LM pages 242 247.

test.

pages 234 240.

 

samples (moss & shrub).

2.

plant-like and the animal-like protists?

List down on the board the

2.

difference in terms of vegetative parts.

Compare and list the

 

1.

Let the students read LM pages 249.

2.

distinguishing characteristics of sponge.

List down the

Phototrophs

Heterotrophs

   

(Plant-like)

(Animal-like)

Sporozoans

 
 

What makes them plant-like or animal-like?

1.

What is present in shrubs

Use the guide questions from the LM for analysis.

What are the different characteristics of Sponges? (Introduce the scientific term Porifera)

Checking &

that is absent in mosses?

recording test

 

2.

What is the function of the

 

results

Are they multicellular or unicellular?

vascular system in plant? 3. Why mosses don’t need

How do gymnosperms differ from angiosperms?

vascular system?

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?

Follow up with lecturette.

EXPLAIN

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar

First Version: November 2016

Grade 8

Quarter 4

Page 16

Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL ELABORATE EVALUATE What are the contributions of the

ELABORATE

EVALUATE

What are the contributions of the plant-like protist in the ecosystem?

Paper-pencil Test Choose the correct answer.

1. Which of the following does not

belong to the group?

A. Green Algae

B. Golden Algae

C. Diatoms

D. Dinoflagellates

2. Which of the following are NON

MOTILE and spore forming?

A. Euglena

B. Red Algae

C. Paramecium

D. Plasmodium

3. What is the main cause of RED

TIDE?

A. Dinoflagellates

B. E. Muricatum

You are hiking in the Mt. Kanlaon Forest Park, and there are many plants in that forest. As a young scientist, how can you classify vascular from non-vascular?

Give more examples of non- vascular and vascular plants.

Paper pencil Test

1. Enumerate and discuss the

characteristics of plants.

2. Classify the following plants

as vascular or non-vascular:

Moss

Fern

Santan

Hornwort

Make your own Plant Profile. Gymnosperm VS Angiosperm

Gymnosperm Angiosperm

Type of Seed:

Location:

Leaves’ shape:

Type of reproduction:

Quality of wood:

Economic Value:

Paper-pencil Test

What are the differences between gymnosperms &

angiosperms? Complete the table below.

Characte

Examples

examples)

Gymnos

perms

Angiospe

rms

How can you distinguish sponges from other animals?

Why is this group of organisms important in the marine ecosystem?

Identify the following:

1. Where do sponges live?

2. What is the scientific

name of sponges?

3. What are sponges made

of?

4. In which part of the

sponge thewater moves out?

5. What makes them filter

feeders?

Correct misconceptions of the students

Summative

Test

Group

ristics

(only 2

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar

First Version: November 2016

Grade 8

Quarter 4

Page 17

Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL     C. Didinium        
   

C.

Didinium

       

D.

Amoeba

4.

What type of protist that feed

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 LM.

Differentiate Monocot from Dicot based on the following:

Study for a Summative Test tomorrow.

Read pages 249-250 of the LM.

Fungi.

EXTEND

2. Examples of Fungi.

 

a. leaf venation

 

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

Grade 8

Quarter 4

Page 18

Department of Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL Did the remedial lessons work?
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
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
Daily Lesson Log
Week No. 3
Teacher:
School Head:
Signature:
Signature:
Date Submitted:
Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar

First Version: November 2016

Grade 8

Quarter 4

Page 19

Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL Grade 8 Daily Lesson Log Junior HS Science
Grade 8 Daily Lesson Log Junior HS Science School   Grade Level   8

Grade 8 Daily Lesson Log Junior HS Science

School

 

Grade Level

 

8

Teacher

 

Learning Area

 

Living Things and Their Environment (Biology)

Teaching Dates

 

Quarter

 

Fourth

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.

 

Performance Standard

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

Learning Competency

Classify organisms using the hierarchical taxonomic system.

 
 

Code:

S8LT-IVh-20

 
 

Describe the distinguishing characteristics of Cnidarians and cite examples of these organisms.

Describe the distinguishing characteristics of Flatworms, Roundworms and Segmented worms and cite examples of these organisms.

Describe the distinguishing characteristics of mollusks, echinoderms and arthropods and cite examples of these organisms.

 

Explain the role

Aedes

Summative Test

DAILY TASK

egypti in spreading the dengue and suggest ways of preventing the dengue.

 

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

Grade 8

Quarter 4

Page 20

Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL IV. LEARNING TASKS   ELICIT What are the

IV.

LEARNING TASKS

 

ELICIT

What are the importance of sponges in the marine ecosystem?

How important are Cnidarians economically and environmentally?

Differentiate the three types of worms.

How do echinoderms differ from mollusks?

ENGAGE

Imagine you are swimming in the beach, Suddenly a jelly- like mass floating nearby brushes against your skin. What would you feel?

Can you name a worm that you dislike most? You can only name a few but in fact, there are more than 20,000 different kinds of worms, and Earthworm is only one of them.

Brainstorming Are you fond of eating shell foods? What particular shell food you like most?

Real-life question Do you know someone who suffers dengue?

 

Essential Question:

Essential Questions:

 

Essential Questions:

 

Essential Questions:

What are the distinguishing characteristics of Cnidarians?

What are the distinguishing characteristics of roundworms? Flatworms? Segmented worms?

What are the distinguishing characteristics of Mollusks, Echinoderms and Arthropods?

What is the role of Aedes egypti in the spread of dengue?

How do they differ from one another?

What are their differences?

How can we prevent dengue?

EXPLORE

1.

Let the students read LM pages 249 250.

Complete the table.

 

Complete the table.

 

Let the students use their LM pages 256 258.

Name

Scientific

Charact

Exampl

 

Scientific

Name

Chara

Exa

Name

eristics

es

Name

cterist

mpl

2.

List down the

Roundworm

     

ics

es

 

distinguishing characteristics of cnidarians.

Flatworm

     

Mollusk

     

Instruction: For 10 minutes, understand and answer the questions in your LM pages 256-258.

Segmented

     

Echinoderm

     

worm

 

Arthropod

     

worm

 

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar

First Version: November 2016

Grade 8

Quarter 4

Page 21

Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL   What are the different characteristics of Cnidarians?
 

What are the different characteristics of Cnidarians?

Use these guide questions from the LM pages 250 252.

Use these guide questions from the LM pages 252

Use the guide questions in the LM to facilitate

1.

What are roundworms? How

256.

learning.

What are some of the common examples of this group?

does it look like?

2.

What are some examples of

Follow up questions:

this worm?

1.

How many stages does

 

3. Where can they be found?

A. aegypti go through in its life cycle?

What are the stinging cells in cnidarians? In what stage of their life they are motile? Attached?

4. What are flatworms? How do

they look like?

2.

Which stage can easily

EXPLAIN

5.

What are the common

be exterminated?

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?

 

How can you distinguish Cnidarians from other animals?

What are the benefits and harmful effects of roundworm, flatworm, and segmented worm?

What are the benefits and harmful effects of roundworm, flatworm, and segmented worm?

As a student, how can you prevent the spread of dengue in our school? In your community?

ELABORATE

What is the economic importance of Corals?

 

Paper-pencil Test Choose the correct answer.

Informal Evaluation The results of the activity serve for evaluation at the same time.

Informal Evaluation The results of the activity serve for evaluation at the same time.

Paper-pencil Test Which among the male or female A. egypti is responsible in spreading dengue. How?

EVALUATE

1. What does the picture tell us?

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar

First Version: November 2016

Grade 8

Quarter 4

Page 22

Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL Rubrics: Score Possible answer Aedes egypti is the
Rubrics: Score Possible answer Aedes egypti is the carrier of virus that caused dengue. The
Rubrics:
Score
Possible answer
Aedes egypti is the
carrier of virus that
caused dengue. The
female mosquito
bites animals and
5
a. The body parts of Cnidarians
b. The different sizes of
Cnidarians
people for it needs
blood for food. It
multiplies by laying
eggs which grow into
an adult mosquito
again, and repeat
the cycle.
c.
The environment where
Cnidarian grow
3
d.
The life cycle of Cnidarians
If the answer is
correct but lacks
some points or
incomplete
2.
Which is NOT true about
1
If the answer is
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

Grade 8

Quarter 4

Page 23

Department of Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL Read pages 250-252 of the
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Read pages 250-252 of the
LM.
Read in advance LM pages 252
– 254.
Read pages 256 – 258 for
our lesson tomorrow.
Study our lessons for a
summative test tomorrow.
1.
List down the
EXTEND
four
characteristics
present in any
stages in the life
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

Grade 8

Quarter 4

Page 24

Department of Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL What difficulties did I encounter
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
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
Daily Lesson Log
Week No. 4
Teacher:
School Head:
Signature:
Signature:
Date Submitted:
Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar

First Version: November 2016

Grade 8

Quarter 4

Page 25

Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL Grade 8 Daily Lesson Log Junior HS Science
Grade 8 Daily Lesson Log Junior HS Science School Grade Level 8

Grade 8 Daily Lesson Log Junior HS Science

School

Grade Level

8

Teacher

Learning Area

Living Things and Their Environment (Biology)

Teaching Dates

Quarter

Fourth

Grade 8

Quarter 4

Page 26

Week No. 5

 

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

I.

OBJECTIVES

Content Standard

1.

The concept of a species.

2. The species as being further classified into a hierarchical taxonomic system.

 

Performance Standard

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

Learning Competency

Classify organisms using the hierarchical taxonomic system.

 
 

Code:

S8LT-IVh-20

 
 

Describe the distinguishing characteristics of chordates and vertebrates and cite examples of these organisms.

Identify, describe and differentiate the characteristics of Fishes, Amphibians and Reptiles and cite examples of these organisms.

Describe the distinguishing characteristics of Birds and Mammals and cite examples of these organisms.

Make a personal and group vision for the future in relation to biodiversity.

Summative

DAILY TASK

Test

 

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

 

ELICIT

How many stages are there in the life cycle of A. aegypti?

How can you classify organisms as Chordates?

What are the distinguishing characteristics of fishes, reptiles, and amphibians?

Differentiate high biodiversity from low biodiversity.

 

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar

First Version: November 2016

Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL   How can we eliminate these organisms?  
 

How can we eliminate these organisms?

   

Give advantages of high over low biodiversity.

Predict what will happen to an ecosystem with lowbiodiversity.

 

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?

Part I: My Future World. Who wants to live in a beautiful world?

Let them sing a song with action May Tatlong Bebe”

What do you want the future world to be?

What things or conditions do you want to see 50 years from now?
What things or conditions do you want to see 50 years from now?

What things or conditions do you want to see 50 years from now?

ENGAGE

ENGAGE
ENGAGE
things or conditions do you want to see 50 years from now? ENGAGE (lizard, burrowing frog,

(lizard, burrowing frog, puffer, Tuna, and mud turtle)

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar

First Version: November 2016

Grade 8

Quarter 4

Page 27

Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL Essential Question: Essential Question: Essential
Essential Question: Essential Question: Essential Question: Essential Question: What are the distinguishing
Essential Question:
Essential Question:
Essential Question:
Essential Question:
What are the distinguishing
characteristics of chordates and
vertebrates?
What are the distinguishing
characteristics of fishes, reptiles
and amphibians?
What are the distinguishing
characteristics of birds and
mammals?
What do you want the
future world to be?
Instruct the students to use their
LM page 258 – 260
Instruct the students to use their
LM page 259 – 264
Give them 20 minutes to do the
The students will do
activity.
Activity 5 : I Create the
Future (LM pages 269-
Board Work:
Board Work:
272)
EXPLORE
Give them 10 minutes to read &
understand the texts. Then, ask
volunteers to complete the
table.
Give them 10 minutes to read &
understand the texts. Then, ask
volunteers to complete the table.
Let the students read & answer
LM pages 262 – 266.
Complete the table:
Fish,
Charcateris
Exampl
Characteristics
Organism
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
characteristics of chordates and
vertebrates?
Based on the table, What are the
distinct characteristics of fishes,
reptiles, and amphibians?
How do they differ from one
another in terms of:
Use the Guide questions in LM
pages 262-266 for analysis.
What are the distinguishing
Instruct the students to
post their outputs on the
four corners of the
classroom.
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

Grade 8

Quarter 4

Page 28

Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL         What can you say
       

What can you say with your work? With the works of your classmates?

 

ELABORATE

What happen to the four characteristics present in the early stage of life cycle of chordates in the case of humans when it reaches maturity?

What are the economic and environmental importance of fishes, reptiles, and amphibians?

What are the economic and environmental importance of birds and mammals?

After all, what is in us that will make this world a better place in the future?

 
 

Give the developmental fate of the following:

Informal Evaluation Use output in ELABORATE &

Informal Evaluation Use the students’ response in the ELABORATE stage to make instructional decision.

The output of the students will serve as their evaluation.

 

1. notochord

EXPLAIN stage.

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.

EXTEND

Read in advance you LM Pages 259-264

Submit an article about fishes, reptiles, and amphibians with special/ uncommon characteristics.

Do Activity 4, bring your output tomorrow.

Study for a summative test tomorrow.

Make a report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered and

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar

First Version: November 2016

Grade 8

Quarter 4

Page 29

Department of Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL economically important species. (This is
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
economically
important
species.
(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

Grade 8

Quarter 4

Page 30

Department of Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL What difficulties did I encounter
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?
Grade 8
Quarter 4
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
Daily Lesson Log
Week No. 5
Teacher:
School Head:
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

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL Grade 8 Daily Lesson Log Junior HS Science
Grade 8 Daily Lesson Log Junior HS Science School   Grade Level 8

Grade 8 Daily Lesson Log Junior HS Science

School

 

Grade Level

8

Teacher

 

Learning Area

Living Things and Their Environment (Biology)

Teaching Dates

 

Quarter

Fourth

 

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.

 

Learning Competency

Describe the transfer of energy through the trophic levels; 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 through the trophic levels and construct a food chain in a given ecosystem.

Construct a food web in a given ecosystem and discuss the food pyramid.

Analyze the role of organisms in the major biogeochemical cycles and processes.

Explain how materials cycle in an ecosystem.

SUMMATIVE

DAILY TASK

TEST

 

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

 

Additional Materials

Functional Biology Modular 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

Grade 8

Quarter 4

Page 32

Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL IV. LEARNING TASKS ELICIT What is your idea

IV.

LEARNING TASKS

ELICIT

What is your idea about food chain?

How does energy transfer from one organism to another? How much of the energy is transferred?

What informal can be taken from the food pyramid?

What is the role of animals in the cycling of nutrients?

 

How does energy transfer from one organism to another?

What was your dinner last night?

You already learned our connectedness with other organisms. Do you think we are also connected with the physical component of the environment? How?

What do you think will happen if there were no cycling of materials in the ecosystem?

ENGAGE

Present the video www.youtube.com/watch?v

 
 

Essential Question:

Essential Question:

Essential Question:

Essential Question:

How does energy become transferred from one organism to another?

How does energy become transferred from one organism to another?

What are the major roles of organism in the cycling of materials in the ecosystem?

How do materials cycle in the ecosystem?

Student will do Activity 1 LM pages 274-279. (They will answer all the guide questions in the activity)

Student will perform Activity 2 LM page 280. (They will answer the guide questions: Q10 &Q11)

Study the pictures in pages 285 287 of the LM.

Study the picture and

identify the processes involved in:

EXPLORE

Identify the role of organisms in recycling of materials:

1. Oxygen-Carbon Cycle

   

2. Water Cycle

After they have finished doing the activity, let them publish their outputs.

Let them share their work with their seatmates/classmates.

1.

Cow & plant in O2 and CO2

3. Nitrogen Cycle

cycle.

 

2.

The tree & the cow in the H2O

 

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

Grade 8

Quarter 4

Page 33

Department of Education

Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

 
 

Process learning by using the guide questions of the activity.

Process discussion by asking the students using the guide questions in the LM.

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?

Using the picture provide lecturette on as to how each process in every cycle contribute in the cycling of materials.

   

Use the output of the students as spring board in the analysis.

Provide lecturette if needed.

EXPLAIN

Give lecturette if needed.

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?

 

Board work

Use Activity 3 LM page 283- 284 for application of

Explain the role of the Earth’s subsystems (hydrosphere,

Now that you have learned that materials cycle in the ecosystem. As a student, what can you contribute to maintain balance in the ecosystem?

 

ELABORATE

Write on the board the following:

Sea weeds fish shark human bacteria (ask volunteer students to construct a food chain, and volunteers to explain how the energy is transferred in that food chain)

knowledge. Use the guide questions.

biosphere, atmosphere, & Lithosphere) in the cycle of materials.

 

Paper-pencil Test 1. Construct a food chain in a mangrove ecosystem;

Informal Formative Evaluation The activity serves as evaluation at the same time.

Informal Evaluation Instructional decision was based on students’ response during discussion.

Enumerate the processes involve in:

 

EVALUATE

1. Water Cycle

   

2. Oxygen-Carbon Cycle

 

3. Nitrogen Cycle

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar

First Version: November 2016

Grade 8

Quarter 4

Page 34

Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL   2. Explain how energy is transferred through
 

2. Explain how energy is transferred through that food chain.

     
 

List down the food your family have eaten during dinner tonight.

Make your own food pyramid.

Reflect on this statement:

Review your notes for a quiz tomorrow.

“Humans are the steward of the 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

Grade 8

Quarter 4

Page 35

Department of Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL What difficulties did I encounter
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
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
Daily Lesson Log
Week No. 6
Teacher:
School Head:
Signature:
Signature:
Date Submitted:
Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar

First Version: November 2016

Grade 8

Quarter 4

Page 36

Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL Grade 8 Daily Lesson Log Junior HS Science
Grade 8 Daily Lesson Log Junior HS Science School Grade Level 8

Grade 8 Daily Lesson Log Junior HS Science

School

Grade Level

8

Teacher

Learning Area

Living Things and Their Environment (Biology)

Teaching Dates

Quarter

Fourth

Grade 8

Quarter 4

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.

 

Learning Competency

Describe the transfer of energy through the trophic levels; Analyze the roles organisms in the cycling of materials; Explain how materials cycle in an ecosystem.

 
 

Code:

S8LT-IVj-25

   
 

Explain how human activities affect the ecosystem.

Describe ways by which human practices may disrupt a food chain or food web.

Suggest ways to minimize human impact on the environment.

Make poster or video showing ways to minimize human impact on the environment.

SUMMATIVE

DAILY TASK

TEST

 

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

         

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

 
Department of Education  

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

 

IV.

LEARNING TASKS

 

What do we mean when we say ecosystem? What are the components of the ecosystem?

What makes up a food chain and a food web?

What are some farming practices that disrupt the ecosystem?

Performance Task:

 

ELICIT

Give final instruction for the whole period activity

ENGAGE

Have you sniffed any human activities that destroy ecosystem? Can you name them?

What can you say about this statement: “Human activities have a great impact on the food chain/food web”?

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?

   

EXPLORE

Essential Question:

Essential Question:

Essential Question:

   

How human activities affect the Ecosystems?

How human activities disrupt a Food Chain or Food Web?

What are the ways to minimize human impact on environment?

Individual activity:

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:

Divide the class into 3 groups.

 

Give the students 3 minutes to list down human activities in their communities which he/she believes has a negative impact in the ecosystem.

Given the same following practices in yesterday’s lesson can you device your own mitigation to minimize negative impact on the

Group activity:

1. monoculture

environment?

Group them into 5. Instruct them to make a consolidated group report from their individual output by sharing their answers to their group.

2. use of insecticides

3. use of fertilizers

After 15 minutes, instruct them to post their output on the wall of the room.

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar

First Version: November 2016

Grade 8

Quarter 4

Page 38

Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL   Give each group time to report on
 

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?

How do humans disrupt food chain or food web in the following cases:

What made you think that your practice could minimize negative impact? Discuss

 

EXPLAIN

How do these activities affect the ecosystem?

1. in the use of monoculture

each practice.

2. in the use of herbicides and

 

insecticides

3.

in the use of fertilizers

ELABORATE

Explain how does the use of chemicals as herbicide affect the ecosystem?

If you are a farmer, what can you do to help save the environment?

As student, how can you contribute in minimizing human impact in our environment?

 
 

In your locality, give one human activity that directly affects the ecosystem.

Informal Evaluation:

Use the group’s justification as basis for evaluation.

 

EVALUATE

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?

Bring the following appropriate

 

EXTEND

Interview a farmer and know the following:

1. What is the crop/ product of his farm? 2. What are some practices he uses that may affect the ecosystem.

materials for tomorrow’s activity :

1. materials for poster-making 2. any gadgets with video recorder

Finish your video/poster. Submit it tomorrow.

V.

REMARKS

       

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar

First Version: November 2016

Grade 8

Quarter 4

Page 39

Department of Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL VI. REFLECTION From the evaluation,
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
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?
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
Daily Lesson Log
Week No. 7
Teacher:
School Head:
Signature:
Signature:
Date Submitted:
Date:

Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar

First Version: November 2016

Grade 8

Quarter 4

Page 40

Department of Education

Negros Island Region

DIVISION OF NEGROS OCCIDENTAL

Education Negros Island Region DIVISION OF NEGROS OCCIDENTAL Grade 8 Daily Lesson Log Junior HS Science
Grade 8 Daily Lesson Log Junior HS Science School   Grade Level   8

Grade 8 Daily Lesson Log Junior HS Science

School

 

Grade Level