Detailed Lesson Plan in Science 8

Prepared by: Jerlan E. Tambola Teacher- I

I. LEARNING OBJECTIVES
After the discussion, the learners are expected to:
a. Define fault and earthquakes;
b. Internalize the importance of understanding the occurrence of earthquakes; and
c. Make models or illustrations to explain how movements along faults generate earthquakes.

II. SUBJECT MATTER & REFERENCE

Topic: EARTHQUAKES AND FAULTS
References:

 K-to-12 Grade 8 Science Learner’s Module, DepEd, pp. 115-135

 K-to-12 Grade 8 Science Teacher’s Manual, DepEd, pp. 67-88

Scientific Processes: Creative Questioning and Collaborative Learning

Value Integration: “Prevention is better than cure"

III. INSTRUCTIONAL MATERIALS

 Two- sheets of card board
 fine sand
 ruler
 Sheets of paper/ newspaper
 scissor
 3 small boxes
 Manila paper
 marker
 scotch tape
 Rubber band
 paper clip
 little house/animal toys
IV. PROCEDURE

A. Preliminaries
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
May I request everybody to please rise for our
opening prayer. (The students stand for the opening prayer.)

Good morning class! Good morning Sir!

You may now take your seats. (The students do as what is being told.)
Let me check your attendance first. Who is/are
absents today? None Sir.
Very good! We have a perfect attendance. Let
us give a wow clap for that. (The learners perform the wow clap.)
Before we proceed. Let us set first our
classroom agreement.
Please read. RESPECT!
Alright thank you.
RESPECT such a simple world yet very
powerful.

Speaking about this very powerful word. I am

going to ask you. How would you show your We are going to listen attentively.
respect when someone is talking?
 Very good!
We need to listen attentively.

How about if you want to answer or simply We are going to raise our hand as a sign of respect.
you want to go outside?

Excellent! You need to raise your hand if you

want to ask, answer and even when you want
to go outside. Yes Sir!
Everything that we do here should be guided
with the word RESPECT. Did you get me?
Thank you so much and I’ll be looking
forward to it.

B. Motivation
How are you today? We are fine Sir.
Have you eaten your breakfast? Yes Sir.
Alright, were going to use your energy and
presence of mind with the first activity that we
are going to play to today in order to open our
lesson this morning.

Are you familiar with the game “4 PIC’s 1

WORD”? (Varied answers from the learners.) Activity:

Here is how your going to play this game.

Please everybody read the mechanics of this
game. 4 PIC’s 1 WORD
Direction:
• Identify the 4 given pictures that depicts 1 situation.
• Guess what the pictures are all about.
• Jumbled letters are provided.
Any question about the game? None sir.
The let us start the game! Here the first Questions:
pictures?

What do these pictures was trying to

emphasize and depicts? It depicts our planet Earth.
Very good!

How about these pictures? What do you think

happened which led to this devastating effect? That is because of an Earthquake.
Excellent! Clap your hands, that is because of What does these pictures depict?
an earthquake.

How about these third set of pictures, what

idea does these pictures was trying to relay to
us? Faults!

C. Presentation
Bravo! You got it right it showed a fault.
Now base on the three words we have
unscrambled from that short game. What do you
think is our lesson for today?

Yes, your raising your hand. Our lesson for today is all about Earthquake and
Faults.
Excellent! Before moving to the exciting part of
these lesson. Let us first inform ourselves with the
objectives of this lesson. May I request everybody
to read it loudly. LEARNING OBJECTIVES
After the discussion, the learners are
expected to:
a. Define fault and earthquakes;
b. Internalize the importance of earthquake
preparedness through a drama; and
c. Make models or illustrations to explain how
movements along faults generate earthquakes.
 Thank you so much, I guess it was loud and clear
to everybody to what are your goals for this
lesson. Am I right? Yes Sir!
Very good!

D. Lesson Proper

(Show a recap of the Important Terms)

Excellent! The digestive system is the group of
organs that break down food in order to absorb its
nutrients. The nutrients in food are used by the
body as fuel to keep all the body systems (Varied answers from the learners.)
working. The leftover parts of food which cannot
be broken down, digested, or absorbed are
excreted as bowel movements (stool).

What are the major parts of the digestive system?

Yes, Sir. We are truly blest that we have our

digestive system.

Digestive system consists of different organs in the

body which prepares food to be use by all body
For your next activity. Please get ¼ sheet of a cells.
paper and match the organs in the column A to
the column B which signifies to the organ’s basic
function in the digestive process.

Any question or clarifications?

Alright let us start.

(After the activity)

Mouth.
Let us check your papers and see if you really Esophagus.
understand each function played by the major Stomach.
organs for digestion. Small Intestine.
Large Intestine.
Rectum and
Anus.

None Sir.
(The learners do the activity.)

• Mouth. Digestion starts at the very

beginning, with food being chewed in the mouth.
Food is broken down into smaller pieces and the
saliva in the mouth begins digesting it. An enzyme
in saliva called amylase breaks certain starches
down into the smaller sugars, maltose, and dextrin.
• Esophagus. The esophagus is a tube that's
inside the throat, behind the windpipe. After food
is chewed and swallowed, it travels down through
the esophagus and to the stomach. The muscles in
the esophagus contract to move food along, which
is called peristalsis.
• Stomach. After the food is deposited in
the stomach, the digestive process continues. The
 food is mixed with the acids and enzymes that are
secreted from the stomach wall. After the food is
thoroughly broken down, it is moved along into
the small intestine.
• Small Intestine. The small intestine is a
long tube where most of the vitamins and nutrients
are absorbed from food into the bloodstream.
More enzymes are added into the small intestine as
the food moves through to help facilitate the
process. The small intestine is composed of three
parts, the duodenum, the jejunum, and the ileum.
• Large Intestine. After moving through
the small intestine, the food is now partially
digested and mostly in a liquid form as it passes
through a sphincter called the ileocecal valve and
enters the large intestine. The large intestine is
where much of the water is absorbed from the
(The teacher will give special recognition for waste material. By the time the stool reaches the
those who got high scores.) end of the large intestine, it is in a more solid
form. The sections of the large intestine are called
Now I am going to show you a video on the the cecum, ascending colon, transverse colon,
journey of the food that we eat throughout the descending colon, and sigmoid colon.
digestive process. Go get your notes and pen and • Rectum. At the end of the large intestine
jot down all the important information you can is the rectum, a reservoir that holds stool until it
possibly encounter. can be passed out of the body. When the rectum
becomes full with stool, it gives off a signal to the
(The teacher will play the video and give a little brain that it's time to go to the bathroom.
discussion using a chart of the digestive system. ) • Anus. The anus has two sphincters that
serve to hold stool inside the body until it is time
to pass it. When a person consciously relaxes their
external sphincter, the stool can then leave the
body.

The learners get their notes and pen.

F. Discussion
Let us play a game this game is called “FEED ME
YOUR BANANA”. Prior to this game I will
divide this class into 4 groups. Start counting
here. The learners will count from one to four.

How to play the game?

Here is the mechanics of the game. Please read it
loudly. Four groups will compete for this game with 5
members each. Each group will form a circle
facing outside while their hands are
interconnected. From a distance 5 bananas are put
on a table. As their time starts they are going to
travel to the table were the banana are place and
each group member should grab a single banana
without disconnecting their arms. When each
member has all the banana that’s the time that
they are going to feed the banana they hold to the
groupmate next to them. When all of the bananas
are eaten the whole group will shout “HEALTH
IS WEALTH!” The group who can do the task
with the shortest time will be the winner.

Alright, thank you. Now any question about the

game? None sir.
 Since you don’t have queries then let’s get it on
and start the game.
(After the game.)

There are 4 important phases that happen during

the digestive processes and what are those? The ingestion, digestion, assimilation and
excretion.
Excellent! During our previous game did you
observed the process ingestion there? Yes sir.
Which part of the game? The moment we put the banana in our mouth sir.
Very good. The moment we put something into
our mouth ingestion happened.

How about digestion? Did it happen during the

game? Yes sir. When we chewed the banana in digestion
already occur.

Very good! Always remember that digestion

doesn’t just happen inside our stomach. Primary
digestion occurs the moment we start grinding the
food in our mouth as it mixed with our saliva
which contains the enzyme amylase which helps
in digestion.

Note that there are two types of digestion. The chemical and mechanical digestion.
What are those?

Mechanical digestion is simply physically

breaking down substance into smaller particles to
more efficiently undergo chemical digestion. It occurs when we grind the ingested food and
Which portion of the digestive process it occurs? even the movement of our stomach (Churning)
Chemical digestion happens when there are
Perfectly said! How about chemical digestion? chemical involvement.

Yes exactly! When enzymes are involved

chemical digestion occurs.

How about assimilation? Did you observe it No sir.

during the game?
Yes, we don’t observe it but does it mean it (The learners answer varied responses.)
doesn’t happen?

We did not observe it during the game since

assimilation is the movement of digested food
molecules into the cells of the body where they
are used. Which means assimilation happen inside
our body.

Lastly excretion. Did you observe it during the No sir. Since it will only occur when a waste
game? product of digestion leaves out from our body.

Yes definitely! Removal of undigested food out

of the body in a form of feces or stool means
excretion is completed.

G. Application
For now, let’s have another activity. Same
group with our last game.

This time you are going to make a Flow Chart

of the digestive process using the major
organs of the digestive system.

In your group you are going to choose a

reporter to present to the whole class your
output while discussing the journey of the
food we ate during the digestive process by
using the flowchart you just made. Remember
 that this is a group activity which means you
will be graded as a group.

Now speaking grades before I will give you

the materials let me give you first the rubric
for this activity which will be the bases of
your performance and output’s grading
system. Please read.

FLOWCHART and REPORTING RUBRIC

POINTS
CRITERIA
4 3 2 1

No spelling Has less than 3 Has 3 to 5 Has more than 5

Spelling errors. spelling errors. spelling errors. spelling errors.

The The The The

information’s information’s information’s information’s
are 100% are mostly are somewhat are mostly
Content Accuracy
correct. correct with only correct with 3 to incorrect and has
1 or 2 mistakes. 5 mistakes. many mistakes.

Very neat and Has only I or 2 Has 3 to 5 Very sloppy and

Neatness organized. erasures. erasures. unorganized.

Holds attention Consistent use Displayed No eye contact

of entire of direct eye minimal eye with the
audience with contact. contact with the audience.
Eye contact the use of direct audience.
eye contact.

Use of fluid Satisfactory use Display some Consistently

speech and of inflection, but level of uses s monotone
inflection, does not inflection voice.
Voice maintain the consistently throughout the
interest of the used fluid delivery.
audience. speech.

Thankyou any clarifications about the rubric?

Alright so here are materials for this activity. None sir.
(Marker and manila paper)
This activity must be finish within 3 min. So,
if you don’t have questions then you can start
making it now.
(The learners are doing the activity.)
(After 3 min.)

Alright, your time is up. Let us start your

presentation from the group one up to the last
group.
(The learners presented their output as well as used
their chart on tracking the journey of the food we ate
during the digestive process.)
Let us give ourselves a TELMA CLAP for
doing great in the activity a while ago.

(The teacher will give a little follow up (The learners do the TELMA CLAP.)
discussion on the said activity.)

H. Generalization
Have you enjoyed the pass games and activity
we did? Yes sir.
Well that’s great because if you enjoyed the
pass activities we did. You must enjoy more
from this next activity that I have prepared.

Still the same group. Now we already knew

more about our digestive system like how it
works and how specific organs work together to
make possible. But on the other we haven’t
mention on how to prevent and treat the
digestive system diseases from nutrient
deficiency and ingestion of harmful substances.

We just knew it exist and how important it is

but we don’t know how to protect it like doing
ways on how to keep it healthy. Since we
believe that “HEALTH IS WEALTH”

So, in your next activity you are going to share

ways on how to prevent and treat the digestive
system diseases from nutrient deficiency and
ingestion of harmful substances through a short
drama. But before we jump in to your next
activity let us read first our rubric for your short
drama presentation. Please read.
SHORT DRAMA RUBRIC
POINTS
CRITERIA
3 2 1
Group 100% of the group 1 to 3 members of the Many group members did
Participatio members contributed to group are not not participate.
n the group ideas. participating.
Presentation Everybody speaks loudly Only few can be barely Everybody are silent and
and clearly. audible. lack of clarity.

Content The content of the drama The content of the drama The content of the drama is
clearly showed the desired is confusing and was not very far from what is being
content clearly emphasized the ask.
desired content

Any question for our rubric? None sir.

You have to finish this for 6 min. Did you get
me? Yes sir.
Since you don’t have questions then you may
start. (The learners make their short drama.)

(After 6 minutes.)

Alright, may I request everybody to moveout

your chairs for your drama presentation. (The learners do as what is being told.)

As usual the first group to present is the group

one and to be followed by the next groups.
Shall we start? Yes sir!

(The learners presented their short drama about the

ways on how to prevent and treat the digestive
system diseases from nutrient deficiency and
ingestion of harmful substances.)
A big2 hand to all of you who manage to do the
task. Your efforts are greatly appreciated. (The learners do as what is being told. )

(The teacher will present a few slides on the

different ways to prevent and treat the digestive
system diseases from nutrient deficiency and
ingestion of harmful substances.)

Now, let us review and checked whether we

manage to achieve all the learning objectives
for this lesson.

Can you now explain ingestion, digestion,

absorption, assimilation, and excretion? Yes sir!
Alright! Did you make a Flow Chart of the
digestive process using the major organs of the
digestive system? Yes sir!
Yes, you did.

Lastly, did you share ways on how to prevent

and treat the digestive system diseases from
nutrient deficiency and ingestion of harmful
substances through a short drama? Yes sir!

Yes! you did! Therefore, I am happy to tell that

we manage to complete and fulfill all the
learning objectives that we are aiming. Let’s
give ourselves an FPG CLAP. (The learners do the FPG CLAP.)

To sum it up, everything that we did. I will give

you few questions just to test whether you have
a knowledge or something which you can add
up to your bag and bring at home. For that, I
want you to get a ¼ sheet of a paper for a short
quiz. (The learners do as what is being told.)
V. EVALUATION
DIRECTION: Choose the letter of the best answer.

1. What is the organ that serves as the pathway of the food from the mouth to the stomach?
a. Esophagus b. small intestine c. large intestine d. anus
2. What is the small movable lid just above the larynx that prevents food and drinks from entering
the windpipe?
a. Epiglottis b. esophagus c. villi d. sphincter
3. Which of the following accessory organ that serves as the storage for bile production?
a. Gall bladder b. liver c. pancreas d. sphincter
4. What is the wave-like muscle contractions that move food through the digestive tract?
a. Peristalsis b. villi c. enzymes d. salivary gland
5. Which of the following is TRUE about the large intestine?
a. It absorbs the digested food.
b. It serves as the pathway of the bolus from mouth to the stomach.
c. It absorbs the excess water.
d. None of the above
6. What is the food that has been chewed and mixed in the mouth with the saliva?
a. chyme b. chime c. bolus d. bulos
7. What is the small finger-like projection found inside the inner wall of the small intestine,
specialized for food absorption?
a. Epiglottis b. esophagus c. chyme d. villi
8. Which of the following organ that secrete bile, process and purify the blood containing newly
absorbed nutrients that are coming from the small intestines?
a. Pancreas b. gall bladder c. liver d. stomach
9. Which digestive organ is the site for most and final chemical digestive process?
a. Small intestine b. large intestine c. anus d. stomach
10. Which digestive process is involved in removing undigested food out of the body?
a. Ingestion b. digestion c. assimilation d. excretion

VI. ASSIGNMENT
DIRECTION: Read and study about Cell division on your textbook (PAGE 321- 327). In a ½ sheet of a
paper. Compare mitosis and meiosis, and their role in the cell-division cycle.