Republic of the Philippines

Department of Education
DIVISION OF ILIGAN CITY
HINAPLANON NATIONAL HIGH SCHOOL
Hinaplanon, Iligan City
(063) 224-1778
__________________________________________________________________

DETAILED LESSON PLAN

SCHOOL: HNHS GRADE LEVEL 8

TEACHER: VETHANY L. QUIMADA LEARNING SCIENCE
DATE May 2022 QUARTER 4th Quarter
I. Objectives ANNOTATIONS

A. Content Standards The learners demonstrate an understanding of

the digestive system and its interaction with the
circulatory and excretory systems in providing
the body with nutrients for energy.

B. Performance The learners shall be able to present an analysis

Standards of the data gathered on diseases resulting from
nutrient deficiency

C. Learning The learners will be able to explain ingestion,

Competencies absorption, assimilation, and excretion

II. Content DIGESTIVE SYSTEM PROCESSES

III. Learning Resources

A. References

1. Teacher’s Guide

2. Learners Material SCIENCE 8 Quarter 4 – Module 1

B. Other Learning
Resources

IV. Procedures

A. Review A. Preliminary Activity

Previous/Present New
1. Prayer INDICATOR 4:
Lessons
2. Greetings
Consistent reminding of
3. Checking of Attendance classroom policies, health
4. Classroom Management (Reminding protocols and safety
classroom policies and Health protocols) guidelines throughout the
5. Reviewing the Previous Lesson lesson promotes safe and
secure learning
environments.
DIGESTION IN A BALLOON INDICATOR 6:
(EXPERIMENT)
Hands-on
activity/experiment is
The learners will perform an experiment that
done in structured groups
models the process of food in the Digestive in order to assess the
System. learners’ individual needs.
Learners are provided
The teacher will group the class and each group with different tasks and
are asked to bring the materials prior on the day goals which engages them
to participate, cooperate
of the activity.
and collaborate with each
other that promotes
Materials: continued learning.
 A Balloon
 Vegetable oil or Olive oil
 Bread
 Vinegar
 rubber bands

Directions:

1. Place 10 drops of oil into the balloon and spread

it to create a lining inside of the balloon. This
represent the mucus membrane layer of the
stomach.
2. Place the zip tie on the neck of the balloon,
closest to the bulb. This represents the circular
sphincter muscle.
3. “Eat” the bread by adding it into the balloon.
Once all of the bread is inside the balloon the
stomach is “full.” (Well, maybe there’s still
room for dessert!)
4. Using a dropper, place 10 drops of vinegar (or 1
teaspoon if you add more bread) into the balloon.
This represents stomach acid.
5. Close the zip tie, then “digest” the food by
gently mixing and mashing the contents of the
balloon.
6. The balloon models the stomach, rectum and
intestines. Open the zip tie and squeeze the
contents of the balloon onto the tray by starting
at the largest part of the balloon. The digestion
process is finished and the waste (poop) is on the
tray.
Source: https://science.discoveryplace.org/stay-at-home-
science/discover-how-the-digestive-system-breaks-down-what-
you-consume

Process questions:

1. What happens when you eat?

2. What are the different organs of the
digestive system?
3. What is the function of the stomach,
 mouth, esophagus, etc.?
4. What is the correct path way of food as it
enters our body?

B. Establishing purpose At the end of the lesson, the learners will be able
for the lesson to:
a. Identify the structures of the digestive
system
b. Present an analysis of the path way of the
food as it is digested
c. Show precautionary measures to
maintain healthy digestive system and
body
C. Presenting TA: Do you have any idea what is the path way
examples/instances of of our food as it enters our body?
the new lessons TA: Excellent! Digestion starts as our food
enters our mouth, and it goes down to the
esophagus, stomach, small intestine, large
intestine and excreted in our rectum then anus.
TA: Who has an idea what are the basic
processes involved in the digestive system?
TA: Great! They are Ingestion, Assimilation,
Absorption, and Excretion. Today, let’s discuss
deeper on the digestive processes.
A. Discussing new The students will be introduced about the INDICATOR 7:
concepts and digestive system processes through an
practicing new skills Internet-based
interactive internet-based app EDUCANDY.
#1 applications that are
The teacher will give a deeper explanation about interactive teaching
the topic: strategy greatly promotes
learners’ active
engagement and
motivation in the lesson.

1. Digestion
2. Ingestion
3. Assimilation
4. Absorption
5. Excretion
6. Enzymes

B. Discussing new
concepts and
practicing new skills The students will be taught about the INDICATOR 1:
 #2 chronological process of DIGESTION Interdisciplinary
through using a FLOW CHART. Connection: FLOW
The students will fill in the boxes about the CHART (ENGLISH)
digestion process in the body.

QUESTIONS:
1. What is the first process in digestion?
2. What happens in Ingestion?
Assimilation? Absorption? Excretion?
3. What are the enzymes involved in the
Digestion Process?
4. Why does these processes important?

C. Developing Mastery THINK-PAIR-SHARE ACTIVITY INDICATOR 3:

THINK-PAIR-SHARE
The students will be shown a Video Presentation activity promotes open
about the Digestive System Diseases/Disorders. communication between
After watching, the students will be given time the teacher and learners,
to present their ideas in front of the class. as well as, among learners
and their peers since
collaboration and
cooperation are involved
in doing the activity.

RPMS OBJECTIVE 2:
Constructivist teaching
where learning occurs as
Source: https://www.youtube.com/watch?v=njJEicQhfDc learners are actively
involved in a process of
Process Questions: meaning and knowledge
1. What are the diseases shown in the construction rather than
presentation that may occur in the digestive passively receiving
system? information. This is done
2. What are the causes of these diseases? through THINK-PAIR-
3. How can you prevent or treat these diseases? SHARE Activity
4. What are the possible ways to maintain a
healthy body?

D. Finding Practical The students will read a short selection on INDICATOR 1:

Applications of how COVID-19 impacts digestive system. Interdisciplinary
concept and skills in Connection: READING
daily living The COVID-19 mainly affects the respiratory system COMPREHENSION
and the cells lining your airway. A fever, dry cough, (ENGLISH)
 and shortness of breath are the hallmark signs of
COVID-19 (Nazario, 2020). However, this does not
necessarily mean that other body systems are not
destroyed by COVID-19.

Patients with severe COVID-19 are at particularly

high risk for developing gastrointestinal
complications. Some of these complications include
acute liver injury and elevated transaminases, acute
cholecystitis, acute pancreatitis, ileus and feeding
intolerance, acute colonic pseudo-obstruction, and
mesenteric ischemia. Nearly two-thirds of patients
with severe COVID-19 develop elevated liver
transaminases (Zhao et al., 2021), with reported
mean aspartate aminotransferase (AST) and alanine
aminotransferase (ALT) above 400 units per liter of
serum (Kaafarani et al., 2020).  Acute cholecystitis
has been widely reported in patients with COVID-
19, especially those who are critically ill. In most
patients, the cholecystitis is acalculous, and the
etiology remains largely unclear) (Kaafarani, 2021).

The most serious gastrointestinal complication

reported in critically ill COVID-19 patients is
mesenteric ischemia. In cohort studies of critically ill
COVID-19 patients admitted to a single institution,
the incidence was reported at 3.8 to 4 percent. The
mortality rate of COVID-19 patients who develop
mesenteric ischemia is currently reported to be as
high as 40 percent, with more than 92 percent of the
deaths occurring within the immediate postoperative
days due to multiorgan failure or refractory septic
shock (Kaafarani, 2021).
Source:https://scholar.harvard.edu/cvt/covid-long-
haulers-gastrointestinal-system%C2%A0

Questions:
1. What is the article all about?
2. What are the two main organ systems
affected by COVID-19?
3. What are the possible complications in
the digestive system due to COVID-19?
4. What do you think will happen if the
complications in the digestive system
will not be treated immediately?
E. Making TA: Again, what are the major organs of the INDICATOR 2:
Generalization & Digestive System? Science Lesson discussion
Abstractions about uses proficient ENGLISH
the lessons SA: The organs that make up the digestive in facilitating learning due
system are mouth, teeth, esophagus, stomach, to scientific terms and
small and large intestine, liver, rectum, and explanations.
anus.

TA: Great! What are the 4 digestive processes

and their correct pathway of food as it enters our
body?
SA: The 4 digestive processes are Ingestion,
Assimilation, Absorption, and Excretion.
Digestion starts with Ingestion which starts with
the mouth. In the mouth, food is chewed, mixed
with saliva, which begins to break down
starches, and kneaded by the tongue into a ball
for swallowing. Peristalsis propels it through the
esophagus and the rest of the alimentary canal.
In the stomach, food mixes with acid and
enzymes, which further break it down The
mixture, called chyme, enters the duodenum, the
first part of the small intestine. Bile from the
liver breaks up fat globules. Enzymes from the
pancreas and intestinal glands act on specific
molecules, breaking carbohydrates down into
simple sugars, proteins into amino acids, and
fats into glycerol and fatty acids. These products
are absorbed by the bloodstream. Indigestible
substances, such as fiber, pass into the large
intestine, where water and ions are reabsorbed
and feces held for excretion.

TA: Excellent! What do you think will happen if

one of the organs is damaged or one of the
process will malfunction?

SA: Some diseases/disorders might happen in

our Digestive System INDICATOR 9:

The teacher will ask the students on the Giving the students
preventive measures and cure that they time to share their own
usually do at home. experiences assesses the
cultural background of
TA: How can you prevent these diseases and
the learners and it
maintain a healthy body?
promotes respect and
SA: To help prevent digestive diseases, doctors cultural awareness.
recommend to chew food thoroughly, and don't
overeat, get plenty of fluids. Also, we need to
eat a variety of foods that contain dietary fiber,
limit your intake of fats and alcohol, exercise
daily, and wash your hands with soap and water
or hand sanitizer before preparing food and
eating. Some digestive diseases cannot be
prevented so it is important to consult the doctor
immediately.

TA: Great! Now we fully understand the

importance of digestive system in our body, we
can internalize that we should take good care of
 it by maintaining a healthy body.

F. Evaluating Learning The students will answer a short quiz.

Instructions: Arrange the following events of the

Digestion Process in chronological order from 1-
6.

_______The food is formed into a small ball called a

bolus, which is pushed to the back of the mouth by
the tongue.

_________Involuntary muscle contractions in the

pharynx then push the bolus down towards the
esophagus.

_________The sigmoid colon temporarily stores the

stool until a mass movement empties it into the
rectum. After swallowing, involuntary muscles begin
pushing the food through the esophagus into the
stomach.

________Chewing mechanically mixes food with

saliva from the salivary glands. Amylase in saliva
chemically digests starch in the food.

________The rectum's external opening, the anus, is

controlled by a set of muscles. When filled by a mass
movement from the sigmoid colon, the rectum is
stretched and produces the desire to defecate

________Food is mixed with gastric juice. Strong

muscular contractions in the stomach wall reduce the
food to chyme - a thick milky material

II. Label the parts of the Digestive System.

III.Essay. Explain the following in 3-5

sentences. a. What is the importance of
the Digestive System?
b. How can we keep our body healthy?

G. Additional Activities In a short bond paper, print out at least 5

for application or pictures of the digestive diseases and write a
remediation short description and its possible treatment.

V. Remarks INDICATOR 5: INDICATOR 5:

 Interaction between the
 Had thrown questions and asked the learners teacher and the learners
to answer sensibly. during open discussion
promotes inclusivity,
 Reinforced activity with post-interrogative
motivation and exhibits
questions to elicit bright ideas sensitivity.
INDICATOR 8: INDICATOR 8:

 Planned and delivered teaching strategies Differentiated tasks

demonstrates an expanded
that are responsive to the special educational
understanding of the
needs of learners educability of individual
learners. This assesses the
special educational needs
of each learners.
VI. Reflections

A. No. of learners who earned

80% on the formative
assessment.
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:

Vethany L. Quimada
Teacher I
Approved by:

Patricio G. Corona
Master Teacher I