1``GRADES School MAKATI HIGH SCHOOL Grade Level GRADE 8

1 to 12 DAILY Teacher LUCKY D. REMOS Learning Area LIVING THINGS AND THEIR
LESSON LOG ENVIRONMENT
Teaching Dates and Time JUNE 5 – 9, 2023 Quarter FOURTH

Day 1 Day 2 Day 3 Day 4

A. Content The learners demonstrate understanding of the one–way flow of energy and the cycling of materials in an ecosystem.
Standards
B. Performance The learners should be able to Make a poster comparing food choices based on the trophic levels.
Standards
C. Learning 2nd Summative Test in Quarter 3 Describe the transfer of energy through the Describe the transfer of energy through the 2nd Performance Task
Competencies / Science 8 trophic levels (S8LT-lVg-22) trophic levels (S8LT-lVg-22)
Objectives Construct an energy pyramid and explain Construct an energy pyramid and explain The learners should be able to Make a
Write the LC code for how the energy transfer takes place in each how the energy transfer takes place in poster comparing food choices based on the
each trophic level. each trophic level. trophic levels.

Flow of energy in an ecosystem Flow of energy in an ecosystem

I. Food chain I. Food chain

II. CONTENT
II.Food web II. Food web
III. Energy pyramid III. Energy pyramid

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Q4- SDO Makati Module 5 - 8 Q4- SDO Makati Module 5 – 8 Q4- SDO Makati Module 5 - 8
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Printed worksheet PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation
Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment
for each step.

A. Reviewing previous Tell the students to review their notes Picture analysis Choose the letter that corresponds to the
lesson or presenting the for 10mins. Have the students analyze the images and best answer.
new lesson enumerate anything that you can observe.
After enumerating, categorize if it is a living 1. Which describes species diversity?
or non-living. A. A species that live in an area

B. An individual of each species on earth

C. The number of species that gets extinct

each year

D. The number of species and individuals

of each species in a given area

2. Which ecosystem shows high species

diversity?

A. A pond ecosystem populated by a

single species of frogs.

B. A marsh ecosystem covered by a single

let them complete the table below for 5
species of grasses.
minutes, the call students and ask them to
write their answers on the designated C. A desert ecosystem populated only by
columns. cacti, camels and armadillo lizards.

D. Forests, wetland, and freshwater

ecosystems populated by different kinds of
After 2 minutes, process what the students
species
have written on each column.
3. Which of the following is correct about
the interrelatedness of biodiversity

and sustainability?

A. Biodiversity has nothing to do with

sustainability.

B. The lower the biodiversity, the greater

the sustainability.

C. The higher the biodiversity, the greater

the sustainability.

D. The higher the biodiversity, the less

sustainable the ecosystem

4.Which is considered as most diverse

community?
 A. Community 1

B. Community 2

C. Community 3

D. Community 4

5. Why is high biodiversity advantageous

over low biodiversity?

A. High biodiversity has a smaller number

of organisms.

B. High biodiversity cannot sustain a lot of

food for more organisms.

C. High biodiversity is more advantageous

because it can sustain a lot of food for
more organisms.

D. There is no advantage of high

biodiversity over low biodiversity because
they can both sustain food for more
organisms.

B. Establishing a Tell the students that they will be Project and let the students read the Reading passage
purpose for the taking their 2nd Summative Test and situation below, then let them answer the
lesson they should answer each item guide questions after.
carefully.
Raymond always went to school
without any money. He usually just
sits alone during lunch break,
watching others eat their lunches.
One day Bryan noticed that
Raymond did not eat anything.

“Are you hungry Raymond?” Bryan

asked.

“Yes, I am hungry Bryan, but I have

no money for lunch.”

‘I’m not hungry at all right now but I

need to consume everything in my
lunch box or else my mother will be
mad at me. Anyway, my lunch for
today is yours if you want it.” Bryan
replied.

Raymond said yes then Bryan

opened his food container and
shared his lunch with Raymond

Guide question

1. Can we say that Raymond benefited from

what happened? How?

2. Can we say that Bryan benefited from

what he did? How?

3. Is there any negative result that this event

brought to both characters? How?

Model Response (answers may vary)

Possible answer:

1. Yes, he was able to eat lunch and relieve

his hunger.

2. Yes, he needed to consume his lunch but

wasn’t hungry his mom will be angry if he will
 go home with his lunch untouched and he
found someone to eat it for him.

3. Maybe the way Bryan will lie about the

food to his mother. / None.

C. Presenting The teacher will distribute a copy of Genius challenge Explore:

examples/ the weekly test papers to the students.
instances of the show image and group the animals in the
new lesson The teacher may also state the respective column. You may also put more
questions orally or project on a wider The teacher will project the image and the organisms in the table that you can think.
students will have to analyze the connection
 screen using slide presentations. of one organism with another organism using
an arrow.
Remember to observe exact time
allotment for students in taking the
test.

Guide question:

1. What are the biotic and abiotic factors

shown in the image?

2. What do you think is being shown in the

image?

3. What do you think is being transferred

between the organisms in the image?

Model Response (answers may vary)

Possible answer:

1. There’s no abiotic factors in the image. All

are living beings thus all are biotic factors.

2. It shows which organism eats which

organism. A food chain.

3. Nutrients and energy

D. Discussing new Pen and Paper Quiz Concept discussion Where do I belong?
concepts and
practicing new skills - Discuss the instructions of the quiz Producers – usually an autotroph. It serves
Analyze the given statement and answer
#1 and the time allotment as a nutrient source for another organism.the questions that follow. In a given
ecosystem the following organisms can be
- after 30 minutes, let the students Consumers – feed on other organisms. Rely found: grass, snake, rabbit, shrew, mouse,
exchange their answer sheet. And on other organisms for food sources. hawk, shrub, cabbage, lizard, bacteria,
post the answer key worm, and beetle.
Types of Consumers

Primary consumers – consumers that feed

directly on plants (herbivores) Secondary
 consumers – consumers that feed directly on 1. Classify the organisms mentioned
primary consumers (carnivores) above into their proper group.

Tertiary consumers – consumers that feed

on secondary consumers (carnivores)
2. From the table above what are the
Decomposers organism that eats decaying organisms considered as producers?
matter. consumers?
Energy pyramid is a graphical representation 3. What are the organisms that eat plants?
of the energy flow in an ecosystem.
4. What are the organisms that eat
animals?

5. What are the organisms that feed on

dead organic matters?

E. Discussing new Test Proper Construct a food web using the organisms
concepts and mentioned above:
practicing new skills
#2

List 3 food chains interconnected in the

food web you constructed.

F. Developing mastery The teacher will record the scores of Picture analysis Find my place:
(Leads to Formative the learners and have to determine the
Assessment 3) mastery level of the class and design Place the organisms in each food chain
strategy for immediate intervention into the proper location on the energy
Answer the following questions using the pyramid. Fill in the organisms and energy
image. amounts on the pyramid to the right.

1. Name the living things in the food web that

are producers.

2. Name the living things in the food web that

 are consumers.

3. Which living things does the snake eat?

4. Which living things does the hawk eat?

5. What is eaten by the rabbit?

6. Which of the following will probably get the

most energy?

7. Which of the following will get the least

amount of energy?

8. If the producers contain 40 000 kJ, how

much energy will the mouse get?

9. If the producers contain 40 000 kJ, how

much energy will the snake get?

10. If the producers contain 40 000 kJ, how

much energy will the hawk get?

Possible answer

1. Wildflowers & Grass

2. Rabbit, Mouse, Snake & Hawk

3. Rabbit or Mouse

4. Snake, Rabbit, or Mouse

5. Grass or Wildflower

6. Mouse or Rabbit

7. Hawk

8. 4 000 kJ

9. 400 kJ

10. 40 kJ

G. Finding practical Ask the students the following Big question: Many animals and plants are now being
applications of questions: endangered of being extinct in the
concepts and skills in Project and let the student answer on their Philippines due to loss of their habitat.
daily living Which part of the test that you find How would this affect the world we live in
 hard to answer? own. in the long run? What can you do to stop
this problem?
(Will depend on the result of the test) 1. Is it safe to say that all living beings are
connected and that if one population
What difficulties did you encounter changes everything will be affected? How?
while taking the test?

(Will depend on the result of the test)

Explain that:
Which part of the test you did well?
Every living organism has their own function
(Will depend on the result of the test) and responsibility in the ecosystem. Each
living being provides balance to life. If one
population changes, another population in
the ecosystem will be affected as well.

H. Making Ordering: • Food chain is a series of events in which

generalizations and organism eats another and
abstractions about the
lesson obtains energy.
Put the following organisms in order on the
pyramid from producer to consumer and the • Food web consists of all the food chains
teacher will project a word that will in a single ecosystem.
summarize the lesson.
• Energy pyramid is a diagram that
Grass, Frog, Eagle, Hawk, Snake compares the energy used by

producers, primary consumers, and other

trophic levels.

As you move up the pyramid, through the

trophic levels to primary, secondary and
tertiary consumers, the amount of energy
decreases and the levels become smaller.
While energy cannot be created or destroyed
it is released as heat within each level.
Approximately only 10% of energy is passed
from one level to the next.

I. Evaluating learning. 5 Item quiz 5 Item quiz

J. Additional activities for

application or
 remediation

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

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
learners who have caught up with the
lesson.
D. No.of learners who continue to require
remediation

E. Which of my teaching strategiesworked

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: Checked by:

Lucky D. Remos Norwena O. Penuliar

Grade 8 Teacher Science Coordinator