BAGUIO CITY NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT DAILY LESSON LOG
(CLASSROOM OBSERVATION)
DAILY LESSON LOG
School BAGUIO CITY NATIONAL HIGH SCHOOL Grade Level GRADE 8- CONGENIALITY
Teacher FRANCISCO D. ANDAQUIG Learning Area SCIENCE
JUNE 9, 2023 FOURTH
Teaching dates Quarter
(11:00 AM – 12:00 AM) 2022 – 2023
I: OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the one-way flow of energy and the cycling of materials in an ecosystem.
B. Performance Standards The learners should be able to make a poster comparing food chains based on the trophic levels.
C. Learning The learners should be able to describe the transfer of energy through the trophic levels (S8LT-IVi-22).
Competencies /
Objectives (Write the
LC Code for each)
D. Lesson By the end of the activities, all activities should be able to:
Objectives 1. define a food chain;
2. describe how organisms obtain energy and how they affect and interact with each other as well as with the environment they live in;
3. trace the flow of energy in a food chain; and
4. construct a food chain in a given ecosystem.
II.
FOOD CHAIN
CONTENT
III. LEARNING RESOURCES
A. 1.Teacher’s Pages 199-204 2.Learner’s Material Learners Material pages 273-288
Reference Guide pages pages
s 3.Textboo Learners 4.Additional Materials from Learning Resource (LR) portal https://the
k Pages Material biologynotes.com/trophic-level/
pages 273-
288
B. Other Learning Teacher Instructional Materials: Pictures, Powerpoint Presentation,
Resources Video, Cut-out pictures
Instructional Direct Indirect Instruction Interactive Instruction Experiential Instruction Independent Study
Strategy: Indicate Instruction
example of Lecture- Observing Guided Instruction Small Group Teaching Strategy Objective 8- used appropriate
chosen discussion Group Work teaching and learning resources
strategy/ies Brainstorming/
puzzle
IV. PROCEDURES ANNOTATIONS
A. Reviewing previous Check the student’s attendance and note if there is someone absent. Objective 5- applying positive and non-
lesson or presenting the Remind the students proper behavior when someone is talking or reciting. violent discipline to ensure learning
new lesson Be cooperative in doing any activity, work collaboratively and follow procedures. focused environments
Group the students a day before the lesson for them to be prepared.
Present the learning objectives.
Conduct a review of the past lesson-terms used to describe interactions. (5min)
B. Establishing a Cite the importance of sequence of transfers of matter and energy in the form of food from one organism to
purpose for the lesson another. (5min)
C. Presenting examples Before we start our lesson, let’s have a short review on biodiversity, ecological interactions and the symbiotic Objective 2- used a range of teaching
/ instances of the new relationships and its different types. There are three types of symbiotic relationship, give one type of it? strategies.
lesson (10min)
1. Competition
2. Predation
3. Symbiosis (e.g. mutualism, commensalism, parasitism)
To unlock our topic for today, show a picture of a food chain and let the students describe. Students to form a puzzle. Objective 4- hands-on activities
D. Discussing new Let’s watch a simple video on some food chain, be a good listener and viewer so that you will understand the
concepts and practicing concept and take note of the important details. (20min) Objective 6- interests of learners
new skills #1
Based on the video that you’ve watched what is a food chain?
The sequence of transfers of matter and energy in the form of from one organism to the another.
It shows where organisms get their food. Food chains trace energy sources across different organisms. Objective 2- achievement in literacy and
All food chains start with a producer and generally have atleast two or more trophic levels with a maximum of five numeracy skills.
trophic levels. Interpret lesson in Math about
The arrows in the food chain depict the direction in which energy and nutrients flow (i.e the arrow always points fundamental counting principles (e.g.
from the eaten to the eater). Trophic level 1- producer, level 2- 1st
consumer, level 3- 2nd consumer etc.
In English about transitional devices (ex.
first, second, third or primary, secondary,
tertiary).
Objective 6- interests, needs of learners.
Objective 1- content within and across
curriculum teaching areas.
Objective 3- art of questioning: HOTS
What does food chain show? What is the main source of energy? How about the organisms that make their food from the
sunlight? And they are also called as _______________?
E. Discussing new If the plants can utilize sunlight to produce their food, other organisms on the other hand, feeds on other Objective 7- developmentally sequenced
concepts and practicing organisms. What letter C, are they called? teaching and learning processes.
new skills #2
Based on the picture what is the biggest part of the pyramid?
Activity: “Construct Chaining”
Mechanics:
1. Construct a food chain using the pictures inside the envelope.
2. Explain your work showing the transfer of energy from the food chain you have constructed.
3. You will given 3 minutes to finish the task and present your output afterwards.
F. Developing mastery Show pictures of organisms and the students will tell or classify whether it is a producer, an herbivore,
carnivore, omnivore, or a decomposer.
G. Finding practical applications of
concepts and skills in daily living
Food chains are important because they show the intricate relationships in ecosystems. They can reveal how
each organism depends on someone else for survival. Food chains also display what happens when a problem
occurs and a producer or consumer is lost.
H. Making generalizations
What science concept did you learn today? What comprises a food chain? Who could give me the other names of
and abstractions about the Objective 9- assessment strategies
lesson consumers?
I. Evaluating learning
consistent with curriculum requirements.
From the illustration above, identify the following:
Main source of energy: __________________
Producer: _________________
First Order Consumer: _________________
Second Order Consumer: ________________
Third Order Consumer: __________________
J. Additional activities for List down organisms found in your community. Classify the organisms according to the following categories as organism, producer, first order consumer, second order
application or remediation consumer, and third order consumer.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use / discover which I wish to share with other
teachers?
Teacher’s Signature: Head Teacher’s
Remarks:
Date Submitted: June 9, 2023 Head Teacher’s Date: June 8, 2023
Noted: Signature:
HANNAH F. RAPADAS MARISSA A. WAYAN
INSTRUCTIONAL LEADER / MT I SCIENCE HEAD TEACHER III
