DAILY Teacher RIENALYN B.

RAMA
LESSON School KABACAN NATIONAL HIGH SCHOOL
LOG Learning Area SCIENCE 8
Quarter Quarter 3
Date and Time April 3, 2023- Monday
6:40-7:20 Harvey 7:20-8:00 Pasteur 9:00-9:40 Mendel
9:40-10:20 Darwin 10:20-11:0 Aristotle

I. OBJECTIVES
A. Content The learners demonstrate an understanding of the digestive system and its interaction with the circulatory,
Standards respiratory, and excretory systems in providing the body with nutrients for energy.
B. Performan
The students should be able to present an analysis of the data gathered on diseases resulting from nutrient
ce
Standards deficiency.
C. Learning Explain ingestion, absorption, assimilation, and elimination (S8LT-IVa-13)
Competen
cies/  Describe the coordinated functions of the organs of the digestive system;
Objectives  Trace the path of food as it is being digested; and,
Write the  Realize the importance of digestive system in sustaining life.
LC code
for each

II. CONTENT THE DIGESTIVE SYSTEM

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
Science 8 pp125-128
2. Learner’s
Materials pages
Science 8 pp 291-297
3. Textbook
pages Science 8
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other
Learning Visual Aids, Laptop, Television
Resources
IV.
PROCEDURES
Teacher’s Activity Students’ Activity

(A student leads the prayer)

May we all rise for the opening prayer. Who can lead the prayer?
Good morning class. Good morning ma'am!
Let’s check the attendance. Class secretary are all present today?
Yes Maam.
PRELIMINARY Very Good! Everybody is present.
TASKS
A. Prayer Before we start our lesson, let us first recall our classroom rules.
B. Greetings
C. Checking of What will you do when the class has already started?
attendance Listen attentively and focus on the
D. Setting of What will you do if you have something important to say or ask? lesson.
Classroom Standards
E. Energizer What will you do during activities? Raise our right hand properly.

Can I expect all of these from you? We should participate actively.

Are you familiar with the peel banana song class? Yes Ma’am.
Everybody stand. Let’s sing the Peel the Banana song.
(Students sings the banana song)

Activity 1: Identify Me!

Direction: Identify what digestive process is describe in the following statements. 1. Ingestion
ELICIT 1. Involves the consumption of food through the mouth
A.Reviewing previous
2. Elimination
2. Removal of undigested food 3. Absorption
lesson or presenting the
3. Passage of nutrients from the digestive track to the into the bloodstream
new lesson
4. Breaking down of food into smaller pieces. 4. Digestion
 Activity 2 Digestive Roadmap
Direction: Guess the name of the organ to move forward to the next stage.

1. Mouth
2. Esophagus
3. Stomach
4. Intestine
5. Rectum

ENGAGE
B.Establishing a purpose for
the lesson
C.Presenting
examples/instances of the
new lesson
What does the roadmap implies?
What do you think will happen to the food as it passes through these organs?
Let’s find out in our discussion today.

Base on our activities, what do you think is our lesson for today? At the end of the lesson the
students are expected to:
With that, everyone read our objectives. a. Describe the coordinated
functions of the organs of the
digestive system;
b. Trace the path of food as it is
being digested; and,
c. Realize the importance of
digestive system in sustaining
life.
Activity 3 Dive into Digestive System
 Activity will be by group
 Performance will be assessed using a rubric.

Direction: Read the article provided. Within a 10-minute preparation, perform the
tasks assigned per group.

Procedures:

1. Read the article.

EXPLORE (Students will do the activity)

D.Discussing new concepts
and practicing new skills #1
E.Discussing new concepts
and practicing new skills #2

Digestion is the breaking down of food into nutrients. While the food
is in the mouth, the teeth cut, crush, and break it apart into tiny pieces
while the tongue helps mix food with saliva secreted by the salivary glands
forming into a moist ball called bolus so it can be easily swallowed. The
bolus passes from the mouth to the esophagus - a tube that attaches the
mouth to the stomach in a wave-like muscle contractions known as
peristalsis which pushes and transports foods and liquids in small sections
to the stomach. In the stomach gastric juices is added to the bolus and
churns it forming a chyme - is a semi fluid material.
 As the digested food called chyme is stored in the stomach, the liver
and pancreas produces digestive juices to further help in digestion. The
liver produces bile, a green fluid that turns large fat droplets into smaller
ones and stores them in the gall bladder. The digested food moves further
and reaches the small intestine wherein it will be broken down food into
further substances, such as glucose, that can be absorbed by the villi. Villi
are the the tiny, finger-like projections from the epithelial lining of the
intestinal wall. Each villus contains blood capillaries that enable it to
absorb water, glucose, amino acids, vitamins, minerals, and fatty acids.

After it digested food nutrients moves into the blood vessels of the
small intestine through diffusion and use of nutrients into the body cells
through the micro villi – microscopic cellular membrane. There is always a
by product in digestion. Unlike the nutrients found from the food, the
undigested food will be go into the large intestines wherein re-absorption
of liquid, electrolytes and some vitamins takes place. Lastly, the
undigested food left will be collected in the rectum called feces and
pushed out of the body through the anus.

2. Perform the task assigned each group

Group 1: Perform a news casting report about the coordinated functions of the
organs of the digestive system.
Group 2: Perform a role play about the journey of the food inside our body.
Group 3: Use a clay to illustrate the digestive system.
Group 4: Write and perform a speech choir about the importance of digestive
system.

Guide Questions:
1. What is digestion?
2. Identify the organs of digestive system and describe their function.

Rubric for group activity.

Digestion- Process of turning food

into a nutrient and energy needed
 The teacher formally provides explanations using student’s previous by our body.
knowledge as a basis for explaining concepts and encourages students to Digestive System - groups of
explain concepts and definitions in their own. organs that functions in the
 The learners listen to other’s explanations, record, and make connections digestion of food.
to previous knowledge. Mouth: Grinds food
EXPLAIN Esophagus: Moves food into the
F.Developing mastery Guide Questions: stomach
(leads to Formative
Assessment 3) 1. What is digestion? Stomach: Temporary storage of
2. Identify the organs of digestive system and describe their function. food and mixes it with acids
Small Intestines: Absorbs the
nutrient from the digested food.
Large Intestine: Reabsorbs water
and removes undigested food.
Rectum: Holds waste and removes
it from the body.
Now let us watch a short video about the digestive system. After watching the
ELABORATE video lets answer this question.
Digestion is important because
G.Finding practical
during digestion we get the nutrients
applications of concepts a. How important is digestion?
and skills in daily living and energy that our body needs to
VIDEO
H.Making generalizations live.
and abstractions about the Activity 4 Label me up!
lesson

Direction: Label the parts of digestive system.

 It seems like you have understood our topic. Let us have a 5-item quiz.
Direction: Encircle the letter of the correct answer.
1. Which of the following describes the function of small intestine?
A. Moves food into the stomach
B. Absorbs nutrient from the digested food
C. Reabsorbs water from the undigested food
D. Temporary storage of food and mixes it with acids
2. What is the function of the stomach?
A. Moves food into the rectum
B. Absorbs nutrient from the digested food
C. Reabsorbs water from the undigested food
Answers:
D. Temporary storage of food and mixes it with acids
1. B
EVALUATE 3. Which of the following is the correct path of food as it is being digested?
2. D
I.Evaluating A. Mouth-Stomach-Esophagus-Small Intestine-Large Intestine- Rectum
3. B
learning B. Mouth-Esophagus-Stomach-Small Intestines-Large Intestine- Rectum
4. C
C. Mouth-Esophagus-Small Intestines-Large Intestine-Stomach- Rectum
5. A
D. Mouth-Stomach-Esophagus-Small Intestines-Large Intestine- Rectum
4. In what organ does the absorption of nutrients happens?
A. Esophagus
B. Mouth
C. Small Intestine
D. Stomach
5. Which of the following statements shows the importance of digestion?
A. Absorption of Nutrients
B. Elimination of toxins
C. Improve body posture
D. Regularization of bowel movement
Additional activity
Directions: Create an infographic of the digestive system- parts and functions as
well as the disorders that you might be getting from malfunction of some organs
of the system.

Note: An infographic is a collection of images, diagrams, and text that provides

an easy-to-understand general idea of a topic. Most infographics use prominent
EXTEND and attractive illustrations to converse the facts quickly and clearly.
J.Additional Scoring Rubric
activities for
20 points Discussion and illustrations are
applications or
complete with no misconception.
remediation
15 points Discussion and illustrations are
incomplete with minor misconception.
10 points Discussion and illustrations are
disorganized with minor
misconception.
5 points There is no proper discussion and
illustration shown.
V. REMARKS
(MPS)
VI. REFLECTION
A. No. of learners HARVEY PASTEUR MENDEL DARWIN ARISTOTLE
who earned 80% in
the
evaluation
B. No. of learners
who require
additional activities
for remediation
who scored below
80%
C. Did the
remedial lesson
work? No. of
learners
who have catch up
with the lesson
D. No. of learners
who require to
continue
remediation
E. Which of my Which of my teaching/strategies worked well? Why did these work?
teaching strategies __Direct Teaching
worked well? __Inquiry Approach
Why did these __Demonstration by teacher,
work? demonstration by students
__Simulation
__Lecture-discussion
__Cooperative learning
__Lecture and student recitation
__Hands-on/ individual or group practice

Why did these work?

__Cooperation among students in group activities
__Availability of instructional devices
__Availability of instructional materials
__Used of well-prepared instructional materials
F. What What difficulties did I encounter which my principal or superior can help me solve?
difficulties did I
encounter which __Lack of preparation on the part of the teacher
my __Students lack of attention during the explanation
Principal or __Inability of students to express themselves
Supervisor can __Failure to do homework
help? __Learning difficulty among some of the students
__Students behavior/ attitude
__Unavailability of instructional devices/audio-visual materials
__Used of poorly prepared instructional materials
__Used of inappropriate strategy in teaching strategy
__Uncooperative students in group activities
__Learning difficulty among some

G. What innovation What innovation or localized materials did I use/discover which I wish to share with other teachers?
or localized
materials did I used __Contextualization (Indigenization) of some contents
which I wish to __Utilization of own LCD and laptop in teaching
share with the
other teacher.

Prepared by: Checked by:

R IE N A L Y N B . R A M A JU N A L Y N A . K A D IL
Pre-service Teacher Cooperating Teacher

Observed by:

E L L E N JO Y M . F A R A L A
Department Head Observer Observer