Republic of the Philippines

Department of Education
Region III
Schools Division of Aurora

CANILI AREA NATIONAL HIGH SCHOOL

San Juan, Maria Aurora, Aurora

Topic/Title ECOSYSTEMS – TRANSFER OF ENERGY IN TROPHIC LEVEL

(FOOD CHAIN)
Date June 7, 2022
Grade Level Grade 8
Time Allotment 60 minutes
Content Standard The learners demonstrate an understanding of the one-way flow of energy and the
cycling of materials in an ecosystem.
Learning Competency The learners should be able to describe the transfer of energy through the trophic
levels Code: (S8LT-IV i-22)
 Determine how energy transfer from one organisms to another
 Describe food chain as one-way flow of energy.
 Differentiate producer, consumer and decomposer according to their role in
the transfer of energy.
 Construct food chain.
Appreciate the role of each organism in the flow of energy and cycling of materials in
an ecosystem.
LEARNING TASKS
ANNOTATIONS
Daily Routines  Prayer Videoclip KRA 2- Objective 5
 Checking of Attendance Established safe and
 Classroom Management secure learning
environments to enhance
learning through the
consistent implementation
of policies, guidelines and
procedures.

1. I started by an opening
prayer to ask the
guidance of our almighty
God.
2. I checked the
attendance of the
students and always
reminded them to
observe safety/health
protocols .
ELICIT (5 minutes) Playing Hep-hep – Hooray Games Slides KRA 1- Objective 4
showing Used effective verbal and
Biodiversity  Classifying picture as low or pictures of non-verbal classroom
Love for nature is love for high biodiversity low and high communication strategies
 Arranging scrambled letters to biodiversity to support learner
biodiversity
form the correct statement understanding,
Love not loss participation, engagement
 Differentiate low and high
Ask the following questions: biodiversity base on the number and achievement.
of species present.
1. By performing the Hep-
hep, Hooray action
students will lively have
participated on the
activity.

ENGAGE (10 minutes) Slide KRA 2- Objective 6

presenting
 PIC –A-WORD-PUZZLE Maintained learning
the picture
 Let the students watch a video clip with the song Circle of Life. environments that
puzzle\
promote fairness, respect
Ask the students “What is meant by the circle of life” shown in the video
Video clip and care to encourage
clip and how does this circle of life related to Food Chain?
learning.
(Lion Kings
circle of life) 1. I always give positive
feedbacks and
encouraged my learners
to actively participated in
our discussion.
KRA2 – Objective 7
Maintained learning
environments that nurture
and inspire learners to
participate, cooperate and
collaborate in continued
learning.
1.. I gave rewards to
those groups who got a
highest score during the
activity.
KRA 1- Objective 1
Applied knowledge and
content within and across
curriculum teaching
areas.
1. I presented a videoclip
(Circle of Life) which is
aligned from the
competency needed to
achieve.
2. Integrated Values
Education subject as they
analyze the value of each
living organisms to one
another and to the
balance of nature.

EXPLORE (15 minutes) KRA 3 – Objective 9

  Activity by Group Picture of Designed, adapted and
Let the students by group create a simple circle of life – food different implemented teaching
chain organisms strategies that are
responsive to learners
Glue
with disabilities,
Scissors giftedness and talents.
Paper plate 1. I grouped my students
using random basis.I
grouped them according
to their abilities.
KRA 3 – Objective 10
Adapted and used
culturally appropriate
teaching strategies to
address he needs of
learners from indigenous
groups.
1. I grouped my students
and give the name of
each group based on
cultural category (Canao,
Tapis, Gong, Bahag
Group).

EXPLAIN (10minutes) Students KRA 1 – Objective 3

Output
A member of each group will be asked to report their output Displayed proficient use
(Sample
of Mother Tongue ,
Circle of Life
Filipino and English to
– Food
facilitate teaching and
Chain)
learning.
1. During the presentation
of students output they
explained the result of
their activity using
Filipino/English medium
of communication for
enable them to elaborate
more their understanding
about the topic.
ELABORATE (10 minutes) Power point KRA 2 – Objective 8
presentation
The teacher presented a presentation about Food chain Applied a range of
successful strategies that
maintain learning
environments that
 motivate learners to work
productively by assuming
responsibility for their own
learning.
1. I used different kind o
teaching strategies like
using ICT tools in
presenting my lesson,
motivate them by
watching videoclip,
games that enables my
students to participate
actively(enjoying while
learning , by giving
rewards and group
activities that enable them
to accomplished their task
responsibly.

EVALUATE (5 minutes)
Students will answer the following questions
Choose the letter of the correct answer. Write the letter of your answer on
your paper.
1. A ________ shows how energy passes from one organisms to another in an ecosystem.

a. Food chain b. Producer c. Consumer

2. An Organism that makes its own food.

a. Producer c. Consumer d. Decomposer

3. An organism that eats other organisms

a. Consumer b. Decomposer d. Producer

4. An organisms that breaks down dead plant and animal materials

a. Consumer b. Decomposer d. Producer

5. Plant act as producer that needs ________ to provide energy in order to manufacture their own
food.

a. Carbon dioxide b. Sunlight c. Water

Activity
II. Fit Me In 2. Understanding Food Chain!
Directions: Group the following organisms according to their classification in the feeding process.
Complete the table below by indicating the name of the organisms. Write your answers
on a separate sheet of paper.

Illustrated by: Jenile Y. Orias

Secondary
Producer Primary Consumer Tertiary Consumer
Consumer
 EXTEND (5 minutes) KRA 1- Objective 2
Used research-based
knowledge and principles
of teaching and learning
to enhance professional
practice.
As a young member of your community how will 1. By doing this activity
you contribute to the balance of the ecosystem students will research on
found in your community? their essential
contribution in the
 Capture and print a picture, of organisms (plants/animals) found in your community and
balance of ecosystem
bring it tomorrow.
specially in this time of
Global Warming Issue.
This activity enables them
to think their responsibility
to save the nature from
distructions.
References
1. Science 8 Learner’s Material, pp. 274-277
2. Science 8 Teacher’s Guide
3. https://www.youtube.com/watch?v=uixfXt2M-xs
4. https://www.youtube.com/watch?v=bW7PlTaawfQ

Prepared by:

MARY JOY E. AGUSTIN

Subject Teacher

Observed and Noted by:

JONALYN O. CALADO
School Head
 ANNOTATIONS
I planned and designed this lesson using different
activities that enable my students to participate
actively and lively during the discussions. I was
designed activities that enables my students to do or
performed their tasks with cooperation, collaboration,
sharing and respect with their group member’s
idea .The designed activities focus on learners –
centered method of teaching and learning process.