R epublic of the P hilippines

D epartment of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
ANDRES BONIFACIO NATIONAL HIGH SCHOOL
A. BONIFACIO, LLANERA, NUEVA ECIJA
7E’s LESSON PLAN
Science 8-Quarter 3
Monday – Thursday June 6, 2023
8-Forever 9:45-10:45
8-Infinity 10:45-11:45

I. OBJECTIVES

Demonstrates understanding of the one-way flow of energy and the cycling

A. Content Standard
of materials in an ecosystem
B. Performance Makes a poster comparing food choices based on the trophic levels
Standards
C. Learning Describes the transfer of energy through the trophic levels
Competencies/ At the end of the lesson, the students are expected to:
Objectives a. describe how energy is transferred from one organism to another
(Write the LC code) b. classify level of organisms in the food web
II. CONTENT Transfer of Energy in Trophic Levels
III. LEARNING
RESOURCES
A. References Quipper Book
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning Laptop, Television
Resources
IV. PROCEDURES
ELICIT (5mins)
A. Reviewing previous 1. Recall food chains. What is a food chain?
lesson or presenting 2. Recall the concept of food webs. What is a food web?
the new lesson 3. Recall the basic pattern of energy flow in food chains and food webs?
Which level gets the highest energy? Which one has the lowest energy?
B. Establishing a ENGAGE (5mins.)
purpose for the Warm-Up Activity
lesson
 Interactions of Life

Materials:
 laptop ●
 internet connection

Procedures:
1. Open your browser and go to the virtual laboratory via the link
provided below.
 Virtual Laboratory: Interactions of Life. Glencoe. 2014.
‘Interactions of Life.’
http://www.glencoe.com/sites/common_assets/science/virtual_la
bs/CT06/CT06.html
2. Click the video button and watch the clip. Observe and note the
mechanism of how energy is transferred in the community.
3. Click the tier of cards and examine the five organisms from an
ecosystem. The given organisms can be part of a desert or temperate
C. Presenting forest ecosystem and each is part of a five-level food chain.
examples/instances 4. Drag each card to the information tab to determine the details per
of the new lesson organisms. Use the information provided to know its proper
placement in the ecosystem.
5. Afterwards, drag the card to its proper position in the food chain
6. Repeat the procedure for the remaining organisms.
7. For checking, press the check button. A red highlight will appear if
the organisms were arranged incorrectly.
8. Answer the guide questions.

Guide Questions:
1. Is it possible to find an energy transfer interconnection containing 10
components? Why?
2. What do you think is the importance of plants in the constructed
connection?
3. In energy transfer, how do plants differ from the animals
4. If you will place the bacteria in the connection, what do you think will
be its role?
5. Differentiate the energy transfer connection between the desert and
the temperate forest ecosystem.
D. Discussing new EXPLORE (15mins)
concepts and Energy Allocation
practicing new skills In this activity, the students will try to create an energy allocation plan for
#1
primary and secondary productivity in ecosystems
E. Discussing new
concepts and
Materials:
practicing new skills
#2  art materials
 Manila paper
Procedures:
 1. Divide the class into groups with three members each.
2. After discussing the concepts of primary and secondary productivity,
ask each group to make an allocation plan for the energy being
generated from primary and secondary production.
3. The map must show the expenditure of the producer and consumer
involved in the energy production process.
4. Use the figure below as an example

5. Ask the group to present their work in class. The students must
explain the steps in their created figures.
6. Afterward, let the class answer the guide questions.

Guide Questions:
1. Which organisms are involved in primary production? The producers
or autotrophs are the ones involved in the primary production in
ecosystems.
2. Which organisms are involved in secondary production? The
consumers are the organisms in the ecosystem that are involved in
secondary production.
3. Which part of the energy allocation in the ecosystem takes much
energy? The energy needed for the metabolic processes of the actual
organism for survival requires energy. Examples include digestion
and respiration
EXPLAIN (10mins)
1. Discuss energy production in the ecosystem. What components of the
F. Developing mastery ecosystem are involved in energy production?
(leads to Formative 2. Discuss the different ecological pyramids. What are the ecological
Assessment 3) pyramids? What is a pyramid of numbers?
3. Discuss the pyramid of energy and biomass. What is the pyramid of
energy? What is the pyramid of biomass?
G. Finding practical ELABORATE (10mins)
applications of Organizing Us
concepts and skills In this activity, students will try to construct their own pyramid of numbers
in daily living
based on the actual food chain in their environment.
H. Making
generalizations and
Materials:
abstractions about
  art materials
 bond paper

Procedures:
1. Ask the class to form groups with three members each.
2. Facilitate an outdoor discussion regarding food chains in the
ecosystem.
3. Ask the class to go out of the room and list all the organisms they can
see in the designated area. They must also take note of the number of
individuals per organism they noted.
4. After doing the observation, ask the group to make a theoretical
pyramid of numbers for their food chain
5. You may show the figure below as an example of the expected
the lesson
pyramid of numbers.
6. After the given time, let the groups post their outputs on the board
and explain them.
7. Ask the students to answer the guide questions.

Guide Questions:
1. What are the considerations in constructing a pyramid of numbers?
The types of organisms involved and the number of individuals.
2. What is the use of the pyramid of numbers? It allows people to track
energy transfer in the food webs of ecosystems.
3. Do you think the pyramid of numbers is helpful for you to fully
understand food chains? It can be confusing but it allows people to
understand energy transfer patterns.
I. Evaluating learning EVALUATE (10mins.)
Answer each question based on the given figure below.

1. Which part of the energy pyramid shows the primary productivity

value?
2. Which organisms are involved in the primary production of energy?
3. Which part of the energy pyramid shows the secondary productivity
value?
4. Which organisms are involved in the secondary production of energy?
5. If decomposers will be added in the pyramid, which part should it be
 placed?
EXTEND (5mins)
Challenge Yourself
1. What process allows solar energy to enter an ecosystem?
2. What is the difference between primary and secondary energy
J. Additional activities production?
for application or 3. What is the difference between pyramid of numbers from pyramid of
remediation energy?
4. Why is the pyramid of energy always broad at the base and narrow at
the top?
5. Why are shorter food chains more efficient than longer food chains?

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation
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 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?

Prepared by:

SHERINE MARIANNE G. IGNACIO

Science Teacher

Checked by:

ROSALINDA G. DURAN
School Principal I