GRADES 1 to 12 School Grade Level Grade 8

 Daily Lesson Log Teacher Learning Area Science 

  Teaching Date and Fourth

Quarter
  Time (BIOLOGY)

DAY:

I. OBJECTIVES  

The learner demonstrates understanding of the digestive system and its

A. Content Standards interaction with the circulatory, respiratory, and excretory systems in
providing the body with nutrients for energy
The learner should be able to present an analysis of the data gathered on
B. Performance Standards 
diseases resulting from nutrient deficiency
Explain ingestion, digestion and absorption and excretion
C. (S8LT-Iva-13)
Learning Competencies /
Objectives 1. Explain how enzymes help in digestion of food
  Write the LC code for each 2. Appreciate the importance of enzymes in the digestion of food

Module 3: THE DIGESTIVE SYSTEM

II. CONTENT
LESSON 2: PHYSICAL AND CHEMICAL DIGESTION

III. LEARNING RESOURCES  

A. References  

1
  Teacher's Guide Pages pp. 210-213
.
2
  Learner's Materials Pages pp. 298-302
.
3 Textbook
     
. Pages
4
  Additional Materials from
. Explaining the Realm of Science by Veronica Simundo, et.al pages 131-132
Learning
Sci-Links by Joyce Marie V. Martinez pages 9-12
  Resource (LR) portal

B. Other Learning Resource  

IV. PROCEDURES  

A.
Reviewing previous lesson or
presenting the new lesson
What are the different parts of the Digestive System?
Explain the functions of each.
Game: Word Parts.
(Teacher will prepare the words part cut-outs for this activity and group the
class into five)
Directions: Posted on the board are words that have been divided into
halves. Find the pieces that fit together and post it on the board.

Establishing a purpose for phagus spinchter sto pyloric

B.
the Lesson
small intes dix co rec

nogen insu eso cardiac

spinchter creas bo tines

appen mach lon lin

 pan tum lus pepsi

C. Presenting examples /
instances of the Give and discuss the different enzymes that affect digestion.
  new lesson

D. Discussing new concepts

and practicing Do the Activity A and B (See Attached Activity Sheet)
  new skills #1

E. Discussing new concepts

and practicing Answer Guide Questions in the Activity (See Attached Activity Sheet)
  new skills #2

F. Developing mastery
(Leads to Formative Discuss the answers in the Guide Questions
  Assessment 3)

G. 1. Why do people sometimes drink while chewing food?

Finding practical applications
2. Which food would enzymes work on more rapidly: a slice of bread or
of concepts
an equal mass of bread crumbs? Explain your answer.
  and skills in daily living

1. What are the different types of digestion?

H. 2. Where does mechanical digestion take place in the human digestive
track?
Making generalizations and
3. Where does chemical digestion take place in the human digestive
abstractions
track?
about the lesson
4. What are the different kinds of enzymes in your digestive system?
5. What role do the digestive enzymes have in digestion?

Choose the letter of the correct answer.

1. The enzyme in the saliva that partially digests carbohydrates
is_________.
a. pepsin b. ptyalin c. amylase d. steapsin

2. Which of the following is NOT an enzyme?

a. amylase b. bile c. pepsin d. hydrochloric acid

3. What is the name of the molecule that protein must be broken

I. Evaluating Learning
down into before they can be digested?
a. amylase b. bile c. pepsin d. hydrochloric acid

4. Which group of organic compounds includes the enzymes?

a. proteins b. starches c. carbohydrates d. lipids

5. Which of the following enzymes is released from the gastric glands

to break down proteins into peptides?
a. lipase b. pancreatic amylase c. trypsin d. pepsin

J. Additional activities for

What are the different accessory organs? Describe the function of each.
application or
Reference: Any Biology Book
  remediation

V. REMARKS  

VI. REFLECTION
 
No. of learners who earned
A.
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 these  
  worked?

F. What difficulties did I encounter

which my principal or
  supervisor can help me solve?
 

G.
What innovation or localized
materials did I
   
Use or discover which I wish to
share with other teachers? 
 

Activity Sheet:

Activity:
A. Complete the concept map below about digestion.

Food is not in final

Physical change
form for cell use

DIGESTION

Chemical Change Food is changed

to a new form

B. Putting Together
Directions: Complete the table by choosing a) which structure produces the given substance (column A), b)
the location where the substance take action (column B), and c) what macromolecule does the substance
hep degrade, from the list provided. Answers maybe used more than once and there maybe more than 1
answer.

Column A Column B Column C

Salivary glands Mouth Fats
Chief cells of the Stomach Proteins
Stomach Small intestine Carbohydrates
Pancreas
liver

Column A Column B Column C

Substance What produces the Where does the What macromolecule
substance? substance take does the substance
action? help digest?
Amylase
Pepsin
Trypsin
 Chymotrypsin
Bile

Analysis:
1. What are the enzymes needed in the digestion of macromolecules?
2. Where do the enzymes come from?
3. What are the different macromolecules digested by these substances?
4. Explain how enzymes help in digesting food.