Annex 1C to DepEd Order No. 42, s.

2016

Banisil National High

School Grade Level Grade 8
School
8-Avocado
8-Santol
Grades 1 to 12 Teacher Kyle John T. Asperga Section
8-Guyabano
8-STE
DAILY LESSON
Learning
PLAN Teaching Dates April 4, 2024 Science 8
Area
Time Quarter Fourth
Learning
Package
1. OBJECTIVES

A. Content The digestive system and its interaction with, the circulatory, respiratory,
Standards and excretory systems provide the body with nutrients for energy.

B. Performance present an analysis of the data gathered on diseases resulting from nutrient
Standards deficiency

C. Learning Explain ingestion, absorption, assimilation, and excretion

Competencies Objectives:
1. describe the process of mechanical digestion; and
(Write the LC 2. explain how the physical breaking down of food helps in its digestion.
code
for each)

11. CONTENT:
DIGESTIVE SYSTEM
TOPIC

111. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s 291-306
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resources (LR)
portal)
B. Other Learning PPT Slides, Laptop, TV, activity sheets
Resources

1V. 1V. PROCEDURES

A. Preliminary activities

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 Annex 1C to DepEd Order No. 42, s.2016
A. Prayer
The teacher will ask the learners to stand up for a prayer.
B. Greetings

The teacher will start the class with a simple greetings and affirmations
to his/her learners.

C. Checking of Attendance
The teacher will ask the class secretary to monitor the attendance.

D. Reading of House Rules/ Psychosocial Activity

The teacher will post the house rules and let the learners read in chorus
the posted house rules.

1. Respect Others: Treat classmates and teachers with kindness,

respect, and consideration.

2. Be Punctual: Arrive on time for class to avoid disruptions and make

the most of your learning time.

3. Listen Carefully and Keep Quiet: Pay attention when the teacher is
speaking and follow instructions promptly.

[Link] your hand: Raise your hand to ask a question or contribute to

the discussion.

1. ENGAGE Activity #1. GIZMO (DIGESTIVE SYSTEM) (5 Minutes)

A. Reviewing the
previous lesson or ✓ The Teacher will introduce the activity to the learners and give instructions clearly
presenting the ✓ Learners will try to answer online activity in Gizmo site.
new lesson ✓ The learners will understand as they manipulate the digestive activity
✓ Time Limit 5mins

Directions: The teacher will send a link where students can manipulate and puzzle the digestive

system.
B. Establishing a
purpose for the
lesson
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 Annex 1C to DepEd Order No. 42, s.2016
Activity #2: Scramble Words (5 Mins)

✓ The Teacher will Pronounce each word that will be spell

✓ Learners will try to unscramble the words
✓ Time Limit (5 mins)

1. AALHIMENCC Answer: Mechanical

2. LCECIAHM Answer: Chemical

C. Presenting
examples/
Processing/Guide Questions:
instances of the
new lesson
1. Did you enjoy the activity?
2. What do you think these words are for?
Activity 3: Watch and learn! (5 Mins)

[Link] ACTIVITY 4: The Digestion Dash! (10 Minutes)

D. Discussing new Instructions:

concepts and
practicing new 1. Fill the two beakers with warm water. Make sure that the amount of water placed in each glass
skills #1 is about the same. Label the glasses A and B.
2. Prepare two pieces of candies. Wrap a piece of candy in a paper towel and crush it using a
mortar and pestle or any hard object like a piece of wood.
3. Place one piece of candy into the glass of warm water labeled A and place the crushed pieces of
candy in the remaining glass of warm water labeled B.
4. Observe how long it takes for the whole candy in Glass A and the crushed pieces of candy in
Glass B to dissolve.
5. Record your observation.
Q5. How does crushing the candy to smaller pieces affect its dissolution?
Q6. What does crushing the candy represent in the process of digestion?

Guide Questions:

• Ask students about the effect of crushed vs a piece of candy in warm water
• Discuss the function of each part and its importance in the digestion
process.
• Briefly touch on the role of enzymes in breaking down food and the
importance of a balanced diet for good digestion.

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 Annex 1C to DepEd Order No. 42, s.2016

E. Discussing new ✓ The teacher will discuss/describe the process of mechanical digestion
concepts and
practicing new
skills #2

3. EXPLAIN Ask the students what the difference of Mechanical digestion from
Chemical Digestion.
F. Developing
mastery
(Leads to
Formative
Assessment
A
4. ELABORATE

G. Finding
practical
application of
concepts and
skills in daily living

H. Making
generalizations What are these enzymes for?
and abstractions
about the lesson

5. EVALUATE Direction: Encircle the letter of the correct answer.

I. Evaluating
Learning 1. The main function of mechanical digestion is to:

a) Break down food molecules into nutrients.

b) Physically break down food into smaller pieces.
c) Absorb nutrients into the bloodstream.
d) Kill harmful bacteria in food.

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 Annex 1C to DepEd Order No. 42, s.2016

2. Which of the following plays the MOST important role in grinding food into
smaller particles?

a) Esophagus (muscular tube connecting the mouth to the stomach)

b) Tongue (a muscle that helps move food around in the mouth)
c) Molars (teeth with broad, flat surfaces for grinding)
d) Stomach (muscular sac that stores and breaks down food)

3. The muscular contractions that push food down the esophagus towards the
stomach are called:

a) Mastication (chewing)
b) Peristalsis
c) Churning
d) Absorption

4. Why is a larger surface area for food particles beneficial in digestion?

a) It makes food taste better.

b) It allows digestive enzymes to work more efficiently.
c) It helps food move faster through the digestive system.
d) It creates a feeling of fullness.

5. Imagine you are eating a piece of bread. Which of the following is NOT
involved in the mechanical digestion of the bread in your mouth?

a) Grinding by molars
b) Mixing by the tongue
c) Breaking down by stomach acid (happens in chemical digestion)
d) Tearing by incisors

J. Additional
activities for
application or
remediation

V. REMARK
V1 REFLECTION
A. No. of learners
who earned 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
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 Annex 1C to DepEd Order No. 42, s.2016
learners who have
caught up with the
lesson
D. No. of learners
who continue to
require remediation
E. Which of my
teachings 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 used/discover
which I wish to share
with other teachers?
Prepared by: Checked By:

KYLE JOHN T. ASPERGA MIA BEATRIZ R. PERNIA

PST Cooperating Teacher

Noted by:

ROWELL C. TUQUIB

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