DETAILED SCIENCE LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 4th QUARTER/– LIVING THINGS AND THEIR 8th WEEK & 1 DAY 151
ENVIRONMENT

I. OBJECTIVES
The learners demonstrate an understanding of the species as being further classified
A. Content Standards
into a hierarchical taxonomic system.

The learners should be able to report (e.g., through a travelogue) on the activities that
B. Performance
Standards
communities engage in to protect and conserve endangered and economically important
species.

Competency:
The learners should be able to:
• Classify organisms using the hierarchical taxonomic system.
C. Learning Specific Objectives:
Competencies/
Objectives
At the end of the discussion, the students are expected to:
(Write the LC • identify each category of taxonomic system from domain to species;
code) • classify organisms using the hierarchical system of taxonomy; and
• explain the importance of naming and classifying organisms.

S8LT-IVh20
Biodiversity
II. CONTENT  Hierarchical taxonomic system of classification
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
Science Vistas 8 , pages 326-334
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
(LR) portal
B. Other
Learning
Resources
IV. PROCEDURES
A. PRELIMINARY ACTIVITIES

1.Greetings
Good morning students!
Students’ responses:
Good morning, Ma’am!

2. Prayer
A. Reviewing previous Everybody please stand for our prayer.
lesson or 3. Checking of Attendance
presenting the new Is there anyone who is absent today?
lesson
Students’ responses:
None Ma’am.

4.Review of previous lesson

Before introducing the new lesson, let’s have a brief recapitulation of the previous
lesson. What topics did we discuss yesterday?
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 4th QUARTER/– LIVING THINGS AND THEIR 8th WEEK & 1 DAY 151
ENVIRONMENT

Students’ responses:
 Our previous lesson was about the different species concepts.
 We discussed how a species is formed based on different concepts formulated
by biologists. Some consider appearance, interbreeding, ancestry, and genetics
as bases.
 We also talked about several concepts from taxonomists that help explain what
a species is such as biological species concept, phylogenetic species concept,
species genetic concept and typological species concept.

B. ELICIT (2 minutes)
Short activity: “Where do I Belong?”
The teacher will show pictures of different animals and ask the students first to
identify the organisms shown in the pictures. The teacher then will ask the students to
try and group them.

The teacher will ask the students:

 How did you group the organisms?

Expected Answers:
 We grouped them according to their characteristics, such as their physical
appearance.
 We grouped them based on how they produce offspring. For example, if they lay
eggs or not.
 We grouped them based on where they live. Whether they live on land or water,
or both.

B. Establishing a C. ENGAGE (1 minute)

purpose for the
lesson The teacher will present an example:
 Have you played the game “Pinoy Henyo”? This is a kind of game where you
D. Presenting guess the word by asking questions from your partner who answers yes or
examples/instances no. In playing this game, you might ask your partner if the word is living thing
of the new lesson
or not, an animal or plant, a place or movie title, and so on.

E. Discussing new D.EXPLORE (10 minutes)

concepts and The teacher will group the class into 5 for a group activity where they will be handed out
practicing new
skills #1 notes that contains different pictures of “Pokemons”. The student’s task will be to try to
classify the organisms found on the handouts according to what group they think it
belongs to.
F. Discussing new
concepts and Activity title: “Pokemon Classification”
practicing new Objective: Classify organisms based on their characteristics.
skills #2 What you need:
 Pair of scissors
 Glue
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 4th QUARTER/– LIVING THINGS AND THEIR 8th WEEK & 1 DAY 151
ENVIRONMENT

 Pictures of pokemon

What to do (You may see the worksheet attachment for this activity)

Observations and result:

Creature E
SUBDIVISION 1 Creature H
Creature E

Creature H
Creature E
Creature A

DIVISION 1

Creature A
Creature H
Creature I Creature I Creature A

Creature E
Creature A

SUBDIVISION 2 Creature I

Creature H

Creature I Creature K Creature F Creature F

Creature F
Creature K
Creature F

Creature J
Creature K

Creature J
Creature K

Creature J

SUBDIVISION 3

Creature B
Creature B

DIVISION 2

Creature D

Creature D

Creature B Creature D SUBDIVISION 4

Creature G

Creature L
Creature G
Creature L Creature G
Creature G Creature L

Creature C Creature L

Creature C

Creature C
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 4th QUARTER/– LIVING THINGS AND THEIR 8th WEEK & 1 DAY 151
ENVIRONMENT

Questions and analysis:

1. How did you classify the pokemon creatures into groups?
2. Did you and your classmate have the same classification with suitable traits?
3. Did you have difficulty in grouping them?
4. Why do you think classifying objects is important?

Expected Answers:
 Answers may vary

E. EXPLAIN (3 minutes)
The teacher will explain the observation of the students from the result of the activity
through the concepts behind it.
 What you did in the activity is what biologists do to organisms in order to study
them. Living organisms are very complex. Hence, they are classified based on
characteristics in order to organize them easily. Living things are classified into
groups that start out large and become more specific as living things are grouped
together that share similar characteristics. This system of classification is called
G. Developing taxonomy. Scientists classify living things at different levels. In order to do this,
mastery (leads to they look at characteristics, such as their appearance, reproduction, and
Formative movement, to name a few.
Assessment 3)
 In 1970, Carolus Linnaeus, a Swedish botanist and zoologist tried to classify living
things, which led to our modern naming scheme called Binomial nomenclature.
He is also known as the father of taxonomy. At first, Linnaeus classified
organisms into three kingdoms- animal, vegetable, and mineral kingdoms. Then
these kingdoms were further divided into classes. With his discovery, scientists
today classified living things into eight major groups- domain, kingdom, phylum,
class, order, family, genus, and species.

H. Finding practical F. ELABORATE (2 minutes)

applications of
concepts and skills
in daily living  The highest rank in the taxonomic
classification is the domain. Living things
are divided into three domains namely:
Bacteria, Archaea, and Eukarya based on
how they synthesize protein.
 Followed by the domain is the
kingdom. There are six kingdoms:
I. Making Archaebacteria from domain Archaea;
generalizations and
abstractions about Eubacteria from domain Bacteria; and the
the lesson kingdoms Protista, Fungi, Animalia, and
Plantae from domain Eukarya.

The teacher will present an example chart of the taxonomy of organisms, and ask the
students which organisms in the chart are of the same family of cats.
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 4th QUARTER/– LIVING THINGS AND THEIR 8th WEEK & 1 DAY 151
ENVIRONMENT

Expected Answers:
 pardalis (Ocelot) and pardus (Leopard)

G. EVALUATE

Formative Assessment
Direction: In a 1 whole sheet of paper, read and answer the following.

Part I. Matching Type. Match Column A from Column B. Write the letter of the correct
answer from Column B on the space provided before the number in Column A.

Column A Column B

____ 1. The highest rank of organisms. A. Kingdom

____ 2. It consists of a group of all related genera. B. Species
____ 3. The basic unit of taxonomic classification. C. Domain
____ 4. It consists of all related phyla. D. Family
____ 5. It consist of all similar classes. E. Order
____ 6. It consists of all related orders. F. Phylum
____ 7. It consists of related species. G. Class
____ 8. It consists of all related family. H. Genus
J. Evaluating learning
Part II. Explanation. In a minimum of 3 sentences and maximum of 5 sentences, answer
the following based on what you learned on the activity and discussion.

1. What are the bases in organizing and classifying organisms? Mention at least 2.
2. What is the importance of naming and classifying organisms?
Expected Answers:

Part I.
1. C
2. D
3. B
4. A
5. F
6. G
7. H
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 4th QUARTER/– LIVING THINGS AND THEIR 8th WEEK & 1 DAY 151
ENVIRONMENT

8. E
Part II.
1. The answers may vary
2. The answers may vary

H. EXTEND

Assignment: Choose a particular organism and create a chart for its taxonomy from
domain to species. Put your chart in a short bond paper or construction paper. You may
use crayons or any medium of your choice to make your chart creative.

Rubrics:
CRITERIA Exemplary Proficient Basic Minimal POINTS
(10) (8) (6) (3)
Creativity Eye catching. Contains Not very Lacks original
Great use of students own appealing. artwork. Not
colors, texture, writing and Limited use of students own
shapes, and drawing. Good creative drawing/writing.
spacing. Artwork use of colors, materials. Not Not good use of
is the student’s shapes, and a lot of space on poster.
own and is neat. appealing color/shapes/desi Messy. Lacks
Writing is easy to design. Shows gn. Most of color.
K. Additional activities read. Shows the the student the drawings/
for application or student can spent time writing is the
remediation express ideas creating an student's own.
through art. artistic piece.
Content All content Most of the content The content is Content is
throughout the is accurate but generally typically
accuracy
presentation is there is one piece of accurate, but one confusing or
information that
accurate. There piece of contains more
might be inaccurate.
are no factual information is than one factual
errors. clearly flawed or error. It is difficult
inaccurate. to understand.

Format/ The chart is of The chart is the The chart is in a Not on required
presentation exceptional correct size, clean correct paper paper size and
quality and and neatly size, but poorly poorly presented,
presentation. displayed. presented, submitted late.
Submitted on Submitted on submitted late
time. time.
TOTAL

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
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:

CHERRY ANN G. GORDON, LPT

Teacher I