grade 8 science - 4th quarter

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Teacher BALDWIN B. DAMONSONG, JR Grade Level EIGHT (8)
Teaching Date February 20, 2020 Learning Area SCIENCE
Teaching
Time
11:00 – 12:00 SPA Quarter 4TH
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standard. To meet the
objectives, necessary procedure must be followed and if needed, additional lesson exercises and
remedial activitiesmaybe done for the developing content knowledge and competencies. Theseare
assessed during Formative Assessment strategies. Valuing objectives support the learning of the
content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guide.
A. Content Standard
The learners demonstrate an understanding of: (1) the concept of a
species; and (2) the species as being further classified into a
hierarchical taxonomic system.
B. Performance Standards
The learners should be able to: report (e.g., through a travelogue)
on the activities that communities engage in to protect and conserve
endangered and economically important species.
C. Learning Competencies
(Write the LC Codes for
Each)
The learners should be able to explain the concept of a species.
(S8LT-IVg-19)
D. Objectives
At the end of the lesson, the learners should be able to:
1. define biodiversity;
2. actively participate during the class activities; and
3. give importance of biodiversity to our daily life.
II. CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach
in the CG, the content can be tackled in a week or two.
III. LEARNING
RESOURCES
List the materials to be used in different days. Variedmaterialssustain children’s interest in the lesson
and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages Page 223
2. Learners’ Materials
pages
Page 169-170
3. Textbooks pages
4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning
Resources
Laptop, TV
IV. PROCEDURE
These steps should be done across the week. Spread out the activities appropriately so that the
students will learn well. Always be guided bydemonstrationof learning bythe students which you can
infer from formative assessment activities. Sustain learning systematicallybyproviding students with
multiple ways to learn new things, practice their learning, question theirlearning processes, and draw
conclusion about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
A. Reviewing previous lesson
or presenting the new
lesson
The Alphabet Game
Students will be asked to describe Biodiversity through providing words
that starts with every letter of the alphabet which associates
Biodiversity.
(One word/letter)
Ex. Apple, Boy, Cat…
 Based on your activity, how do you define Biodiversity?
 Based on your understanding, biodiversity is composed of
________.

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B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
ENGAGE
VIDEO PRESENTATION 1
The students will watch a short video clip on Biodiversity.
https://www.youtube.com/watch?v=ErATB1aMiSU
Guide Questions:
1. What was the video all about?
2. How is biodiversity important to our ecosystem?
D. Discussing of the new
concepts and practicing
new skills #1
E. Discussing of the new
concepts and practicing
new skills #2
EXPLORE
VIDEO PRESENTATION 2
The students will watch again a short video clip on Biodiversity.
https://www.youtube.com/watch?v=GK_vRtHJZu4
F. Developing mastery
(Leads to formative
assessment)
EXPLAIN
After watching the video, the teacher will group the students into four
(4). Each group will be asked to discuss their understanding on
Biodiversity based on the video through:
Group 1: Song
Group 2: Role Playing
Group 3: Drawing/Sketch
Group 4: Short Poem
RUBRIC
CRITERIA BEGINNER
(5pts)
ACCEPTABLE
(8pts)
PROFICIENT
(10pts)
Process
Skills
Members do
not
demonstrate
targeted
process skills.
Members
occasionally
demonstrate
targeted
process skills.
Members
always
demonstrate
targeted
process skills.
Time
Management
Members do
not finish on
time with
incomplete
data.
Members finish
on time with
incomplete
data.
Members finish
ahead of time
with complete
data.
Cooperation
and
Teamwork
Members do
not know their
tasks and have
no defined
responsibilities.
Group conflicts
have to be
settles by their
teacher.
Members have
defined
responsibilities
most of the
time. Group
conflicts are
cooperatively
managed most
of the time.
Members are
on tasks and
have defined
responsibilities
at all times.
Group
conflicts are
cooperatively
managed at all
times.
Neatness
and
Orderliness
Messy
workplace
during and after
activity.
Clean and
orderly
workplace with
occasional
mess during
and after the
activity.
Clean and
orderly
workplace at
all times
during and
after the
activity.

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G. Finding practical
applications to concepts
and skills in daily living
H. Making generalization and
abstraction
ELABORATE
Ask students the question:
1. As a student, how are you going to protect and conserve
our biodiversity?
I. Evaluating learning
EVALUATION
Paper and Pen Test:
The students are given a TRUE or FALSE type of quiz.
1. “Biodiversity” means “the variety of life on Earth”.
2. All human activities depend directly on the
environment.
3. Humans are dependent on biodiversity for survival.
4. Urbanization causes biodiversity loss.
5. All forests are an important source of oxygen.
J. Additional activities for
application or remediation
Assignment:
The students will communicate with relatives and friends in other
places (e.g., in other islands within the country, if possible) through
text or email on how birds, shark, or green algae (lato/ar-arusep) are
called in their area.
V. REMARKS
VI. REFLECTION
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 students learn? Identify what help your
instructional supervisor can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of the learners earned 80%
in the evaluation
B. No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
Number of learners who have
caught up with the lesson
D. Number of learners 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 my
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:
BALDWIN B. DAMONSONG, JR
Teacher 1
Checked by:
GINA B. TORRECAMPO
Master Teacher 1
Noted by:
SHIELA G. BALBON
Principal 1