ROMBLON NATIONAL HIGH

School Grade Level - 8

SCHOOL
Learning Area
SEMI Teacher JULIE ANN M. MOAJE
SCIENCE
DETAILED Teaching April 20, 2024
LESSON Date and Quarter FOURTH
PLAN Time 1:00 – 2:00

For INSET DEMONSTRATION TEACHING 2024 ANNOTATION

LESSON OBJECTIVES:
PRELIMINARIE At the end of the lesson, the students are expected to:
S 1. Identify the different digestive
processes.
2. Identify the different organs
involved in each process.
3. Reflect on the importance of
eating healthy, balanced and on
time meals.

SUBJECT MATTER:
A. TOPIC: The Digestive Processes COT INDICATOR 3
B. REFERENCES: The Internet, Biology Book *Applied a range of
teaching strategies to
C. MATERIALS: Videos, Activity Sheets, Human Torso,
develop critical
Pictures thinking, as well as
D. METHODS/ STRATEGIES OF TEACHING: deductive higher-order thinking
method, activity method, collaborative approach, PROBEX, skills
metacognition
E. INTEGRATION: Math, Health and Nutrition, TLE,
F. VALUE FOCUS: Cooperation, Resourcefulness
I.OBJECTIVE The learner demonstrates understanding of:
S the digestive system and its interaction with the
Content circulatory, respiratory, and excretory systems in
Standard providing the body with nutrients for energy.
Performance The Learners should be able to:
Standard present an analysis of the data gathered on diseases
resulting from nutrient deficiency.
Learning The Learners should be able to…
Competency / 1. explain ingestion, absorption, assimilation, and excretion;
Objectives
Lesson 1. Identify the different digestive processes.
Objectives 2. Identify the different organs involved in each process.
3. Reflect on the importance of eating healthy, balanced
and on time meals.
II. CONTENT

References G8 Science LM, Teacher’s Guide, Biology Books and The

Internet
Teacher’s Page 204-208
Guide
pages
Learner’s Page 291-297
Materials
pages
Code S8LT-IVa-13
III.
PROCEDURES
A. Reviewing A short review about organ systems (lesson in grade 7) COT INDICATOR 1
previous will be done through a game called FACT OR BLUFF. *Applied knowledge of
lesson or content within and
presenting 1. Respiratory system is a system that transports across curriculum
the new nutrients, respiratory gases and metabolic products teaching areas.
lesson throughout a living organism. – BLUFF
2. Circulatory System is a system that takes in oxygen
and expels carbon dioxide. - BLUFF
3. Digestive System is involved in the breakdown of
food into smaller components until they can be
absorbed and assimilated into the body. - FACT

B. Establishing Objectives of the lesson will be posted on the board.

a purpose of The teacher will ask her students the following:
the lesson
Have you eaten your breakfast today? What is your
breakfast? (Some may say yes and others might say no.
Their type of breakfast will also reflect the student’s socio-
economic status) This question will be processed during the
application part of the lesson.
C. Presenting Using PROBEX, the teacher will present the lesson by COT INDICATOR 3
examples/ arousing students interest by giving them chocolates. The *Applied a range of
instances of students will predict, observe and explain what will happen teaching strategies to
the new lesson to the chocolate after being eaten. develop critical
Students will present varied answers that will lead them to thinking, as well as
connect prior knowledge to the new lesson. higher-order thinking
skills.

C. Discussing MATCH, ORGANIZE AND IDENTIFY COT INDICATOR 3

new Students will be given 5 minutes to answer the group activity *Applied a range of
concepts worksheets. teaching strategies to
and develop critical
practicing The teacher will let the students match and organize the thinking, as well as
new skills different stages of food processing to its meaning. higher-order thinking
Afterwards, using the human torso, they will identify the skills.
digestive organs involved in each stage of food processing.

Ingestion MOUTH SMALL INTESTINE

ESOPHAGUS LARGE INTESTINE

Digestion
STOMACH RECTUM
Absorption GALL BLADDER ANUS

Elimination
*Post Laboratory discussion:
After the activity, post laboratory discussion will take
place. Checking of output and processing of answers will
likewise follow.
D. Developing Afterwards, the teacher will give follow up and COT INDICATOR 3
mastery additional learning to students through a powerpoint *Used a range of
(leads to presentation. teaching strategies
Formative During the discussion the teacher will also help that enhance learner
Assessment develop the mathematical/ numeracy skills of her achievement in literacy
students by letting them calculate the time that the food will and numeracy skills.
be totally digested and will be ready for elimination.
 GAME
E. Finding MEAL OR NO MEAL COT INDICATOR 3
practical *Applied a range of
application Students will be grouped into 4. The usual game DEAL OR teaching strategies to
of concepts NO DEAL will be modified with different twists. The teacher develop critical
and skills in will show pictures of foods with corresponding nutritional thinking, as well as
daily living value. Each group will be given time to choose foods which higher-order thinking
they think will complete the daily recommended nutrional skills.
needs of each person for one meal. Each group will have to
choose one box/briefcase with a price in it. The teacher/
game master will ask them (MEAL or NO MEAL?)

MEAL means they think that their chosen foods complete

the daily recommended needs of a person.
NO MEAL means they think their chosen foods do not
compelete the daily recommendedneeds of a person.

If their chosen foods got higher nutritional value than the

daily recommended needs of a person, then they will get the
price from the briefcase/box.
 COT INDICATOR 8
(In case there are students who belong to Indigenous
*Adapted and used
People/IP, some native and exotic delicacies that might be
culturally appropriate
familiar to them can also be included in the food choices
teaching strategies to
during the activity.)
address the needs of
learners from
indigenous groups.

COT INDICATOR 7
After the game, the teacher can ask the students about the * Established a
importance of the digestion process as well as the learner-centered
importance of eating a balanced and on time meal. culture by using
strategies that respond
*The teacher can also explain to her students why they to their linguistic,
really need to eat their breakfast (the teacher already asked cultural, socio-
the students about this question before the lesson starts), or economic and religious
merienda to emphasize the importance of eating complete backgrounds.
meals on time. Their answers may tell about their socio-
economic status and it is the role of the teacher to COT INDICATOR 1
always remind them the importance of eating complete *Applied knowledge of
meals within a day. The teacher can also suggest content within and
budget-friendly meals that could suit their family across curriculum
 income teaching are
COT INDICATOR3
* The teacher will also ask the students about their *Applied a range of
knowledge about some different religious beliefs about teaching strategies to
fasting. Ex. Ramadan for Muslim (eating only one meal develop critical
before dawn and after sunset, 40 day fast for Roman thinking, as well as
Catholics during lenten season. higher-order thinking
skills.
*The teacher will also stress out the interdisciplinary
connection and relatedness of the lesson in subjects
like TLE wherein students are thought to prepare meals that
are nutritious and balanced based on the needed
recommended dietary allowance.

*The teacher can also emphasize its relatedness in MAPEH

( Health and P.E) wherein healthy living, healthy eating and
good exercise helps people achieve a healthy mind, body
and tummy for better digestion

F. Making To assess how deep the students have learned from the
generalizati lesson, the teacher will incorporate the metacognition
ons and strategy. Students will supply the starter phrases with the
abstractions knowledge they have learned from the lesson.What do you
about the call the process where food is taken into METACOGNITION
lesson Worksheet in Metacognition for Stating Knowledge

Starter phrases :
My chosen word is digestion.

I know that I know something about digestion.

First I know that there are four processes involved in

digestion.

In addition, I know that ingestion is first process which

involves when food is ingested using the mouth. Digestion
follows the process of ingestion. Chemical and mechanical
digestion both happens in the mouth and stomach.

Finally, I know that absorption takes place in the small

intestine and egestion happens when waste materials are
egested in the anus.

Now you know something that I know about digestion.

G.Evaluating A 10 – item test will be administered to evaluate student

Learning learning.

Evaluation:
Use the choices below to answer the questions. Choose the
letter of the correct answer.
a. Ingestion c. Digestion
b. Elimination d. Absorption
 1. What dou you call the process wherein food is
ingested through the mouth?
2. What do you call the process wherein food is broken
down into smaller pieces?
3. What do you call the process wherein nutrients enter
the blood cells and body cells?
4. What do you call the process wherein the waste
products of digestion are removed in the body?
5. Which is the correct arrangement of the digestion
process?
a. A-B-C-D c. A-C-D-B
b. B-C-D-A d. A-D-C-B
6. For numbers 6-
10, choose from
the pool of
answers below.
What organs are
involved in each
digestive
processes.Ingest
ion
7. Digestion
8. Absorption
9. Elimination
10. What digestive organ is responsible for digestion
fats?

Prepared By: Checked By:

JULIE ANN M. MOAJE ROSALIE T.
MONTENEGRO
TEACHER III HT III – Science