SCHOOL LPNHS ALMANZA GRADE LEVEL 8

Marenella
LEARNING
TEACHER Rabanzo SCIENCE
AREA
TEACHING DATE AND TIME:
GRADE 8 Efficiency: 12:35-1:35
DAILY LESSON PLAN Discipline: 3:50-4:40 QUARTER
IN SCIENCE FOURTH
June 22, 2023
Master Teacher’s Head Teacher’s Principal’s PSDS’ EPS’
Signature Signature Signature Signature Signature

RECHELLE CARRIDO MARICEL S. PACTURAN LEONORA L. LUSTRE MILDRED T. TUBLE LAPRIZAL CASTUERAS

I. OBJECTIVES
The learners demonstrate understanding of
1. The concept of a species
A. Content Standards
2. The species as being further classified into a hierarchical
taxonomic system
The learners should be able to report (e.g., through a travelogue) on the
B. Performance
activities that communities engage in to protect, and conserve
Standards
endangered and economically important species.
C. Most Essential
Learning Competencies Classify organisms using the hierarchical taxonomic
(S8LT-lVg-20)
and Code system.

SPECIFIC OBJECTIVES:
1. Identify the different levels in the hierarchical taxonomic
system.
2. Appreciate the importance of classifying organisms according
D. Objectives
to their distinct characteristics and functions.
3. Create a poster that will present the taxonomic classification
and function of possible herbal plants that can treat or prevent
Covid-19 virus.
II. CONTENT BIODIVERSITY
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material
pp. 19-21
Pages
3. Textbook Pages
4. Additional Material
from LR
B. Other Learning
Laptop,
Resources
IV. PROCEDURES
ELICIT: “Kahoot Game!”
The learners will play kahoot by joining
using the Game Pin that will be reflected
on the screen. The questions are related
A. Review/Presenting
to previous topics. The winner will
new lesson (5 minutes)
receive an electronic load worth P50.
 Have you ever wondered why we look similar to
our parents, why plants and animals produce
their own kind?
Sometimes you hear people say that you have
your father’s height, your mother's nose, your
grandfather’s eyes, and your grandmother’s
mouth.
B. Establishing a Well, traits really are inherited from our parents.
purpose of lesson (3 How did this happen? By discussing our topic
minutes) today, you will understand how traits are passed
from one generation to the next.
ENGAGE: “Think-Pair-Share”
After showing the learning objectives, the learners will get a partner to
whom they can exchange their ideas for 5 minutes and share their
thoughts to the class.

How are you going to help Tina in cleaning her room?

Call two pair of students to share their thoughts and ideas.

ENGAGE: “Show and Tell”

Show different examples of organisms like animals and plants, let the
learners analyze the picture and answer the following guide questions.
C. Presenting instances
of the new lesson (5
minutes)

Guide questions:

1. How would you classify organisms?

2. Why is it important to classify living things?
 EXPLAIN: “Where do I belong?”

All living things can be classified in three Domains: Archaea, Bacteria,

and Eukarya. Make a Venn Diagram for 3 sets for 10 minutes that will

compare these 3 domains according to the following traits:

D. Discussing new
concepts and practicing  Multi cellularity
new skills #1  Cell Wall
 Cell Nucleus
 Cell organelles

The learners will present their outputs by group.

EXPLAIN: “Picture Analysis”

E. Discussing new
(7 Level of Classification)
concepts and practicing
new skills #2
(15 minutes)

Guide questions:
1. What are the different levels of classifying the organisms?
2. What are the basic classifications of living things?
3. In what level of classification shows the physical similarities which
suggest a common ancestry?
4. How are going to differentiate genus from species?
5. What level of cats and dogs are considered to be part of the same
group? Why?

EXPLORE:
Give the classification per level of the given species.

Level Domestic dog

F. Developing mastery Kingdom
(10 minutes) Phylum
Class
Order
Family
Genus
Species
 ELABORATE: “Poster-Making”

Each group will create a poster for 10-minutes that will show taxonomic
classification of possible herbal plants that can treat or prevent covid-19
virus. Explain why it can be a possible treatment.
G. Finding practical
application of concepts
Group 1. Echinacea purpurea- Purple cone flower.
and skills in daily living
Group 2. Curcuma Longa- Turmeric
(5 minutes)
Group 3. Cocos nucifera- Coconut
Group 4. Artemisia Annua- Sweet wormwood

Complete the statement.

I now know something about __________

H. Making generalization First, ________________
(5 minutes) Second, _____________
Further, _____________
Finally, ______________
Now you know what I know something about _____________.

EVALUATION:
Answer the following questions:
1. Not counting the Domain, which of the following is the second
level of classification?
2. What domain has the only trait of multi cellularity?
I. Evaluation (8 minutes) 3. What level of classification shows physical similarities?
4. Which level identifies the second name of an organism’s scientific
name?
5. What level shows the classification of living environment, food
consumption and type of cells?
EXTEND: “Hugot Line”
Post your Takeaway message in our messenger classroom/chat box in
our google meet that will serve as your “hugot line” from what you have
learned about Taxonomic Classification.

V. REMARKS
VI. REFLECTIONS
A. No. of learners who
8 Efficiency________# of learners who earned 80% and above.
earned 80% in the
8 Discipline________# of learners who earned 80% and above.
Evaluation
B. No. of learners who
require additional 8 Efficiency ________# of learners who earned 80% and above
activities for 8 Discipline________# of learners who earned 80% and above.
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of ________ Yes ________ No
learners who caught ________# of learners who caught up the lesson
up the lesson?
D. No. of learners who
continue to require ________# of learners who continue to require remediation
remediation.
___Experiment ___Role Play ___Collaborative Learning
E. Which of my teaching ___Lecture ___Discovery Why?____________________________
strategies worked? ___Complete IMs
Why did this work? Others _________________________________________________________
F. What difficulties did I ___Bullying among pupils ___Pupils’ behavior/attitude
encounter which my ___Colorful IMs ___Science/Computer/Internet lab
principal or ___Unavailable technology equipment (AVR/LCD)
supervisor can help Others _________________________________________________________
me solve?
G. What innovation or ___Localized videos
localized material did ___Making big books from views of the locality
I use which I wish to ___Recycling of plastics for contemporary arts
share with other ___Local music composition
teachers? Others _________________________________________________________