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A Semi-Detailed Lesson Plan in General Biology-Ii

This lesson plan aims to compare and contrast the digestive processes in plants and animals. Students will discuss the major organs of the digestive system and their functions. They will learn about mechanical and chemical digestion, and the roles of the mouth, esophagus, stomach, small intestine, large intestine and other organs. Students will create a diagram labeling the key parts of the digestive system and explain processes like peristalsis and the roles of the liver and pancreas. They will also analyze causes of indigestion and be assigned an essay describing the journey of food through the digestive system.

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Mhimi Viduya
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262 views17 pages

A Semi-Detailed Lesson Plan in General Biology-Ii

This lesson plan aims to compare and contrast the digestive processes in plants and animals. Students will discuss the major organs of the digestive system and their functions. They will learn about mechanical and chemical digestion, and the roles of the mouth, esophagus, stomach, small intestine, large intestine and other organs. Students will create a diagram labeling the key parts of the digestive system and explain processes like peristalsis and the roles of the liver and pancreas. They will also analyze causes of indigestion and be assigned an essay describing the journey of food through the digestive system.

Uploaded by

Mhimi Viduya
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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A SEMI-DETAILED LESSON PLAN IN

GENERAL BIOLOGY-II
 
I. OBJECTIVE
At the end of the lesson, the students should be able to:
A. compare and contrast the following processes in plants and
animals: digestive
(STEM_BIO11/12-IVa-h-1)
II. SUBJECT MATTER
A. Topic: DIGESTIVE SYSTEM
B. Reference: MERRILL BIOLOGY (pp: 358-370)
C. Teaching Materials: pictures, charts, textbook, OHP,
laptop, lung model, respiratory system model
 
III. Procedure:
A. ACTIVITY
1. Give the students popcorn (or other treat). Ask them to think
about the path that the popcorn is taking through the body.
Popcorn starts in the mouth and ends as expelled waste, but what
happens in between?
2. Brainstorm ideas of the path the popcorn takes and write them on
the board.
3. Have the students rank the brainstorm ideas in order of
occurrence in the digestive sequence. (2 min.)
B. ANALYSIS
1. Discuss the parts of the digestive system

The digestive system is a group of organs working together to convert


food into energy and basic nutrients to feed the entire body.
The human digestive system consists of an alimentary canal and
accessory glands
When food is swallowed, it is moved through the alimentary canal by
peristalsis
Peristalsis is rhythmic muscle contraction in the walls of
the digestive tract
Mechanical and chemical digestion of food
Move the food down the gastrointestinal tract
2. Why is water an important nutrient? How can people get the
water needed by the body each day?

3. Identify two chemicals in digestive juice in the stomach


and explain what they do.
C. ABSTRACTION
1. Hand out the schematic drawing of the digestive system worksheets
and break students into groups of 2 or 3. Allow them to use the
vocabulary sheets to fill in the names of the important parts of the
digestive system. Walk around the room to answer questions and check
participation.
2. Challenge the students to use their critical thinking skills to explain
the causes of “indigestion” and “heartburn” in relation to the digestive
system.
3. Explain how your mouth helps to digest food.
4. Explain how the liver and pancreas function in the digestion of food.
 
D. APPLICATION: Human Diagram
On nine pieces of paper, write down the following organs of the
digestive system: mouth, teeth, tongue, esophagus, stomach, small
intestine, large intestine, rectum and anus. Group the class into 9 with
a leader to come up to the front of the room, and give each person one
of the pieces of paper in a random order. One at a time, have each
volunteer read what is written on her/his paper. Have the remainder of
the class put the organs in order of the digestive system by voting. To
complete the visual have the students pass a piece of paper through the
digestive system, with each student tearing off a piece of the paper as
they pass it to the next "organ." You can have one extra student be the
"body" and collect the pieces of paper as they are torn off by the
organs.
RUBRICS
Analysis 50%
Connections 25%
Presentation 25%
   
TOTAL: 100%
   
IV. EVALUATION:
The teacher will ask the students to analyze and explain the
function of the respiratory system. Write your answer in a 1
whole sheet of paper. (3 points each item)
 
1. Identify structures A through G.
2. Give the letters and names of the organs shown in the diagram through
which food does NOT travel.
3. What is the name and function of organ A?
4. What is peristalsis? Give the letter(s) of the organ(s) in which it occurs
5. What are organs E and F? How do they compare in size?
V. ASSIGNMENT
1. Write a short essay entitled “A Day in the Life of Popcorn”. Write the essay in first person and
include every step from being put into the mouth until the popcorn is expelled as waste.
2. Essays will be scored on accuracy and inclusion of important details.
VI. Reflection
No. of learners who earned 80% in the evaluation ­
_____________________________________________
No. of learners who require additional activities for remediation who
scored below 80% ________________
Did the remedial lessons work? No. of learners who have caught up
with the lesson __________________
No. of learners who continue to require remediation
____________________________________________
Which of my teaching strategies worked well? Why did
these work? _______________________________
What difficulties did I encounter which my principal or
supervisor can help me solve? _________________
What innovation or localized materials did I use/discover
which I wish to share with other teachers?
_______________________________________________
_
Prepared by:
 
LORIE MAE V. VIDUYA
Teacher III

Checked and Observed:

CHRISTOPHER V. ZARATE
Master Teacher II
 

MA. RITA D. GARCIA


Master Teacher I
 
 

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