LESSON EXEMPLAR

GRADE LEVEL QUARTER/DOMAIN WEEK NO.1 DAY 1

SCIENCE 8 4th Quarter

 Identify the organs that make up the digestive system;

I. OBJECTIVES
A. Content Standards
B. Performance Standard
 Describe the function of each organ;
 Cite healthy tips/ practices that affect the digestive system and create ways to share it.
The digestive system and its interaction with the circulatory, respiratory, and excretory
systems in providing the body with nutrients for energy
Present an analysis of the data gathered on diseases resulting from nutrient deficiency

C. Learning Competencies Explain ingestion, absorption, assimilation, and excretion (8LTIVa-13)

Write the LC code for each

II. CONTENT The Digestive System

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages Science 8 Curriculum Guide and Teachers Guide (MELCs)
2. Learners Material pages Science 8 Learners Module pp. 291-296.
LM Science Grade 8, DIWA Textbook (2018) pp. 313-319
3. Textbook pages 251-263 and 219-223
B. Other Learning https://www.youtube.com/watch?v=Og5xAdC8EUI The Digestive System
Resource https://www.youtube.com/watch?v=9wl4yTkKj6Y Digestive System Remix
https://www.youtube.com/watch?v=SyVcyT-fOao
C. Values Integration Health is Wealth
IV. PROCEDURES
A.Reviewing Preliminary Activities Good afternoon mam, and
previous  Good afternoon class! Before anything else, requested everyone to we are all fine.
lesson or please stand for our opening prayer.
presenting  Please be seated. Who are not around? Richel, kindly list down the Oh God Almighty, behold us
the new absentees. Thy loving children offering
lesson  This afternoon I already divided you into 3 groups of 5-6 members Thee today our works and
based on your unique ability. Since, this day activities need your study.
special skills to carry out our objectives which is not just to learn Help us dear lord, to be
but to share what we have learn to others through various media. obedient to our teacher, kind
G1 CARB Group(Kinesthetic/Tiktokers), to our companions and
G2 PROTEIN Group(Visual-Mathematical/Artists) and diligent to our studies.
G3 LIPID Group(Verbal-Logical/Writers) So that we may merit Thy
blessings to ourselves, to our
G1 CARB Group G2 PROTEIN G3 LIPID
(Bodily-Kinesthetic/ Group (Visual- Group (Verbal-
school and to our beloved
Tiktokers) Mathematical/ Logical/Writers) country the, PHILIPPINES,
Artists) Amen.
Kyrie, Gretel, Sam, Janice, Junah, Richel, Julieta, Michelle,
Feloche, Julie Noel, Merlyn Almie, Ram, Mary None mam, we are all
Ann Jun Jason present.
 You will be graded based on the rubrics. (Posted on the board/TV
Screen). Depends on the tasks given to the students. Do you have Yes, mam, we have no
any queries with regards to our rubrics? If none, then let us queries.
proceed.
RUBRIC (Explore) RU BRIC (Elaborate)
Creativity 10 pts
Answered the guide questions correctly 10 pts
10 pts
Presentation of outputs artistically and 10 pts Originality Answers may vary:
clearly 10 pts  Rice
Relevance of the Theme
All group members cooperate diligently 10 pts  Adobo
during the activity Most numbered ( ) in FB 10 pts  Fish
ELICIT  Dried fish
 As the students settled down. The teacher will ask  Mango
 Apple….etc.
Guide Questions:
1. What have you eaten during your lunch?
B.Establishing ENGAGE Yes, mam.
a purpose for  Mmmmm, its yummy. Did you know class that studies shown,
the lesson Filipinos love to eat? Yes of course, evidently it is manifested with SET 1 Tomato
C.Presenting our bongacious celebrations such as birthdays, fiestas or festivals. Group 1 Orange
Group 2 Egg
examples/ins (pictures will be posted on TV)
Group 3 Grapes
tances of the  In relation to that, this afternoon we will perform
new lesson. Activity 1 GUTSY GAME
MECHANICS: SET (Apple)
-The movement of the tokens G1: Egg,
( ) G2: Guava,
G3:Avocado

CARB, PROTIEN and LIPID depends on the

part of the digestive system and determined SET 3 ( Fish)
also through the FOOD ROULETTE instead of G1: hamburger,
G2: rambutan,
tossing dice.
G3: chicken nuggets
MECHANICS:
The teacher will say a Food Word SET 1(tomato)
and Group 1 will say another food word from the last letter
of the food given by the teacher (orange), then group 2 from
group 1(egg) and group 3 from group 2 (grapes). Until one group will
got the wrong answer. Each will be given 1second to answer.
Let us start. Apple….
D.Discussing EXPLORE 1. Carbohydrates:
the new Based on the foods we mention a while ago… hamburger
concepts and 1. Differ them as Carbohydrates, Proteins and Lipids. Sayote (Cellulose)
practicing 2. Which part of the digestive system these particular type of foods be Eggplant
new skills digested? To answer these question let us preform the activities below. Guava,
 The students will perform with their group mates independently. Avocado
 Each group will perform different tasks according to the materials
Proteins:
given to them.
Egg,
Activity 2 Label Me! (Bodily-Kinesthetic) CARB GROUP chicken nuggets
Objectives: Fish
1. Identify the organs that makes up digestive system
2. Describe the function of each organ Lipids:
NUTS
Materials:
Gutsy Game Board Meta strips
Paste 2. Carbohydrates are initially
Procedures: digested in the mouth and
1. Using the meta strips containing the function of each organ in the completely digested at the
digestive system LABEL the Gutsy Game Board posted on the small intestine.
board in front without detaching it.
Guide Questions: Proteins are digested in the
1. What do the tokens represent? ________________________ small intestine
2. What do the spaces of the board game represent? _________
3. What are the different organs in the digestive system? ______ Lipids are digested most at
Leader:___________________ the stomach and less at the
Secretary:_________________ small intestine
Members:_________________ _________________
__________________
NOTE: TO PROCESS YOUR OUTPUT:
 Take a picture of your worksheet and send it to your
teacher via Bluetooth /messenger
 Explain only the Guide Questions.
Activity 3 Food Route! (Visual-Mathematical) PROTEIN
GROUP

Objectives:
1. Determine the average length of the human digestive tube
2. Determine the average time it takes for food to pass through the
human digestive tube.
Materials:
Tape measures Note cards (Stickers)
Marker (optional) Masking Tape
CARD BODY APPROXIMATE APPROXIMATE TIME
PART(S) LENGTH (cm) OF FOOD TRAVEL (S)
1 Mouth ⁓8cm ⁓5-30seconds
 2 Pharynx and ⁓6cm ⁓10seconds
Esophagus
3 Stomach ⁓16cm ⁓7200-10800seconds
(2-3hours)
4 Small ⁓475cm ⁓10800seconds
Intestine (4.75m) (3hours)
5 Large ⁓125cm ⁓172800seconds
Intestine (1.25m) (48hours)
Procedures:
1. Together with you group mates, stick the masking tape (6.5m in
length) on the floor of the corridor.
2. Use the notecards to mark the starting point of the tape. Measure
the length of the tape that corresponds to the length stated on the
note card. Place each card to serve as your mark and continue to
measure until you reach the final note card.

Guide Questions:
1. Based on the activity, which part of the digestive system does
food stay the longest? _____________. Which part does food stay
the shortest? __________
2. Which part of the digestive system is NOT involved in
digestion? ________
3. What do you think is the digestion occurs in the mouth?
Leader:___________________
Secretary:_________________
Members:_________________ _________________
__________________
NOTE: TO PROCESS YOUR OUTPUT:
 Take a picture of your worksheet and send it to your
teacher via bluetooth /messenger
 Explain only the Guide Questions.
Activity 4 Turn them to Droplets! (Verbal-Logical) LIPID
GROUP

Objective:
1. Simulate the detergent-like action of the human bile to digest fat
droplets

Materials:
Oil Spoon Beaker
Water Liquid detergent
Procedures:
1. Prepare two glasses of warm water. Mark Setup A and Setup B.
2. Add a tablespoon of cooking oil into each glass. Observe what
happens.
3. Add another tablespoon of liquid dishwashing detergent to the
first glass (Setup A) and leave the second glass without detergent
(Setup B).
4. Stir the mixtures in each glass. Compare what happens to the oil
in each glass.
Guide Questions:
1. Based on your observations, in which of the glasses did the fat
droplets dissolve?
2. At which part of the digestive system does fat digestion take
place?
3. How does emulsification of fat change the surface area of the oil?
How does it speed up digestion?
Leader:___________________
Secretary:_________________
Members:_________________ _________________
__________________
NOTE: TO PROCESS YOUR OUTPUT:
 Take a picture of your worksheet and send it to your
teacher via bluetooth /messenger
 Explain only the Guide Questions.
E. Developing EXPLAIN PRESENTATION OF
mastery OUTPUTS
(Leads to  Each group will present their outputs.
formative  SPINZONE TIME using a Wheel of Names do the (Q & A) on
assessment fun facts and trivia about digestive system (1 question per
3) group). GROUP1:
G1: Answer: Tokens represents
1. What do the tokens represent? the food we eat.
2. What do the spaces of the board game represent?
3. What are the different organs in the digestive system? Answer: The spaces
represents the process that
G2: occurs at the specific parts
1.Based on the activity, which part of the digestive system does food of the digestive system.
stay the longest? ________Which part does food stay the shortest?
2. Which part of the digestive system is NOT involved in digestion? Answer: SEQUENCE:
3.What do you think is the digestion occurs in the mouth? Mouth,
Esophagus,
G3: Stomach,
1. Based on your observations, in which of the glasses did the fat Small Intestine,
droplets dissolve? Large Intestine,
2. At which part of the digestive system does fat digestion take place? Rectum,
3. How does emulsification of fat change the surface area of the oil? Anus
How does it speed up digestion?
GROUP2:
Answer: Large Intestine.
 The teacher will emphasize the significant role of each and Esophagus
everyone to be able to live not just longer but healthy as well.
Answer: Esophagus

Answer: Mechanical and

 Let the students watch video clips on how digestive system Chemical Digestion
works
GROUP3:
Answer: The glass with oil
 Ask another set of questions for all after watching the video. and liquid dishwashing
Using a Wheel of Fortune with names of students in it roll the detergent
(Roleta) who’s the lucky one to answer the questions.
Answer: At the small
1. You cannot swallow food when you are upside-down? intestine (duodenum)
TRUE FALSE where pancreatic juices
2. Digestion starts in the stomach and bile are being
TRUE FALSE released.
3. As food passes through the digestive tract, it becomes less complex
and the nutrients are more readily available to the body. Answer: The liquid
TRUE FALSE dishwashing detergent
emulsifies fats by
breaking large fat globules
into smaller droplets
which can be easily
digested.

1. FALSE
2. FALSE
3. TRUE

F. Finding ELABORATE
practical  Each group will be given 1 netbook with the corresponding
application activity in it.
of concepts
and skills in  ACTIVITY 5 Group 1 (Kinesthetic) TIKTOKERS: Group1:
daily living Create a TIKTOK (or a video using CAPCUT, KINE
G.Making MASTER or FILMORA) about digestive (Songs are provided in the VIDEO MAKING
generalizatio netbook given to you). Post the video using your FB account. Tag
n and people as many as you can to share your knowledge. Let them
abstraction you for points other emoji NOT counted.
about the
lesson
  ACTIVITY 6 Group 2 (Visual-Mathematical) ARTISTS: Group 2:
Create a POSTER with the Theme: “ Health is Wealth” or
“You are what you eat” select 1.Use PAINT, MS POWERPOINT or POSTER MAKING
MS PUBLISHER . Publish you POSTER using FB your account.
Tag people as many as you can to share your knowledge. Let them
you for points other emoji NOT counted.

 ACTIVITY7 Group 3 (Verbal-Logical) WRITERS: Group 3:

Create a FLYER/BROCHURE on Healthy Tips/ Practices for
digestive system.Use MS PUBLISHER . Publish your POSTER using FLYER/
your FB account. Tag people as many as you can to share your BROCHURE
knowledge. Let them you for points other emoji NOT counted. MAKING

H. Evaluating EVALUATION (5 item test) ANSWER KEY:

learning
Quiz: DIGESTIVE FINAL We can connect mam.
On you search engine type the link below to answer your individual I cannot mam…
quiz. Can you connect? If not, there’s an alternative form.
Answer and correct immediately. HONESTY IS LIFE!!! YES, mam.

https://www.purposegames.com/game/Od6arxXavSS 1. D
1. Which of the following is NOT a function of digestive system? 2. A
A. Ingestion B. Absorption C. Assimilation D. Protection 3. B
2. Which of the following can be partially digested in the 4. D
mouth? 5. A
A. Carbohydrates B. Fats C. Proteins D. Lipids
3. In which of the following organs complete digestion take
place?
A. Large Intestine B. Small Intestine C. Mouth D. Stomach
4. Which part of the digestive system reabsorption of water
happens?
A. Small intestine B. mouth C. Stomach D. Large intestine
5. Which organ allows the passage of air and food?
A. Pharynx B. Esophagus C. Epiglottis D. Larynx
I. Additional EXTEND Yes mam.
activities for Label Me: Go to the link below and screenshot your score with the
application shortest time you have done answering the challenge.
or https://www.purposegames.com/game/digestive-system-labeling-
remediation interactive-game

V. REMARKS
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 lesson worked? 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 this work?
What difficulties did I encounter which my principal or supervisor can help me solve?
What innovation or localized
material did I use/discover which I
wish to share with other teachers?

Subject Integration: Math, EsP, Araling Panlipunan (Filipino Culture) MAPEH and English

Prepared by:
JENEBEL A. DAGOHOY
Teacher III

Reviewed by: Approved by:

EMMA C. CATIAG SOFIA S. VAILOCES

Head Teacher I Principal I