A SEMI-DETAILED LESSON PLAN IN

GENERAL BIOLOGY-II
 I. OBJECTIVE
At the end of the lesson, the students should be able to:
A. compare and contrast the following processes in
plants and animals: digestive
(STEM_BIO11/12-IVa-h-1)
 II. SUBJECT MATTER
A. Topic: DIGESTIVE SYSTEM
B. Reference: MERRILL BIOLOGY (pp: 358-370)
C. Teaching Materials: pictures, charts, textbook, OHP,
laptop, lung model, respiratory system model
 III. Procedure:
A. ACTIVITY
1. Give the students popcorn (or other treat). Ask them to think
about the path that the popcorn is taking through the body.
Popcorn starts in the mouth and ends as expelled waste, but what
happens in between?
2. Brainstorm ideas of the path the popcorn takes and write them on
the board.
3. Have the students rank the brainstorm ideas in order of
occurrence in the digestive sequence. (2 min.)
 B. ANALYSIS
1. Discuss the parts of the digestive system

The digestive system is a group of organs working together to convert

food into energy and basic nutrients to feed the entire body.
The human digestive system consists of an alimentary canal and
accessory glands
When food is swallowed, it is moved through the alimentary canal by
peristalsis
Peristalsis is rhythmic muscle contraction in the walls of
the digestive tract
Mechanical and chemical digestion of food
Move the food down the gastrointestinal tract
2. Why is water an important nutrient? How can people get the
water needed by the body each day?

3. Identify two chemicals in digestive juice in the stomach and

explain what they do.
 C. ABSTRACTION
1. Hand out the schematic drawing of the digestive system worksheets
and break students into groups of 2 or 3. Allow them to use the
vocabulary sheets to fill in the names of the important parts of the
digestive system. Walk around the room to answer questions and check
participation.
2. Challenge the students to use their critical thinking skills to explain
the causes of “indigestion” and “heartburn” in relation to the digestive
system.
3. Explain how your mouth helps to digest food.
4. Explain how the liver and pancreas function in the digestion of
food.
 D. APPLICATION: Human Diagram
On nine pieces of paper, write down the following organs of
the digestive system: mouth, teeth, tongue, esophagus, stomach,
small intestine, large intestine, rectum and anus. Group the class
into 9 with a leader to come up to the front of the room, and give
each person one of the pieces of paper in a random order. One at
a time, have each volunteer read what is written on her/his paper.
Have the remainder of the class put the organs in order of the
digestive system by voting. To complete the visual have the
students pass a piece of paper through the digestive system, with
each student tearing off a piece of the paper as they pass it to the
next "organ." You can have one extra student be the "body" and
collect the pieces of paper as they are torn off by the organs.
 RUBRICS
Analysis 50%
Connections 25%
Presentation 25%

TOTAL: 100%
 IV. EVALUATION:
The teacher will ask the students to analyze and explain the
function of the respiratory system. Write your answer in a 1
whole sheet of paper. (3 points each item)
1. Identify structures A through G.
2. Give the letters and names of the organs shown in the diagram through
which food does NOT travel.
3. What is the name and function of organ A?
4. What is peristalsis? Give the letter(s) of the organ(s) in which it occurs.
5. What are organs E and F? How do they compare in size?
 V. ASSIGNMENT
1. Write a short essay entitled “A Day in the Life of Popcorn”. Write the essay in first person
and include every step from being put into the mouth until the popcorn is expelled as waste.
2. Essays will be scored on accuracy and inclusion of important details.
 VI. Reflection
No. of learners who earned 80% in the evaluation -
_____________________________________________
No. of learners who require additional activities for remediation who
scored below 80% ________________
Did the remedial lessons work? No. of learners who have caught up
with the lesson __________________
No. of learners who continue to require remediation
____________________________________________
Which of my teaching strategies worked well? Why did
these work? _______________________________
What difficulties did I encounter which my principal or
supervisor can help me solve? _________________
What innovation or localized materials did I use/discover
which I wish to share with other teachers?
________________________________________________
Prepared by:

LORIE MAE V. VIDUYA

Teacher III

Checked and Observed:

CHRISTOPHER V. ZARATE
Master Teacher II

MA. RITA D. GARCIA

Master Teacher I