DAILY LESSON School Grade Level

LOG USING &-E Teacher Learning Area

Monday Tuesday Wednesday Thursday Friday

I. Objectives Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for
developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
objectives support the learning content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learners demonstrate an understanding of the one-way flow of energy and the cycling of materials in an ecosystem
B. Performance Standards The learners should be able to make a poster comparing food choices based on the trophic levels
C. Learning Competency describe the transfer of energy through the trophic explain how materials suggest ways to
levels; cycle in an ecosystem; minimize human
S8LT-IVi-22 S8LT-IVi-24 impact on the
analyze the roles of environment.
organisms in the S8LT-IVi-25
cycling of materials;
S8LT-IVi-23
D. Specific Objectives At the end of the lesson At the end of the At the end of the At the end of the At the end of the
the students should be lesson the students lesson the students lesson the students lesson the students
able to: should be able to: should be able to: should be able to: should be able to:
a. distinguish between a. describe food web; a. describe the cycling a. cite ways to a. attain 75% and
producers and b. determine the materials in the conserve the above score in
consumers; importance of a ecosystem; and environment; and weekly quiz/
b. analyze the transfer food pyramid; and b. construct a concept b. make a slogan performance task;
of energy from one c. construct an map showing the about b. collaboratively
organism to another; energy pyramid processes of the environmental work with other
and based on the given different cycling awareness students during
c. construct a food food web. materials. cooperative
chain in a given learning; and
ecosystem. c.

II. CONTENT Transfer of Energy in Trophic Levels Cycling of materials Impact of human Cooperative
Learning/ Weekly
activities in an Quiz/ Performance
in the ecosystem
ecosystem Task Activity/
Remedial
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide 199-202 202-203 203
pages
2. Learner’s Materials 273-279 280-282 284-287
pages
3. Textbook pages
4. Additional Materials
from Learning Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
Review concepts about Review the past Group the students into Review the concept  Explanation of the
living things and their lesson about food 5. of ecosystem and its directions of the
characteristics. chain and its Each group will be components. activity/ quiz
components. given envelope  Grouping of the
A. ELICIT Name living things you containing the class.
Reviewing previous know. What are their components of food  Cooperative
lesson or presenting characteristics? chain, food web and learning
the new lesson food pyramid. activity/Performan
Supply the necessary ce Task/ Proper
components needed in  Analysis of
the food chain, web activities/quiz and
and pyramid. output of the
B. ENGAGE Show pictures of flow of Show a picture of Show pictures of the Watch a video clip students
Establishing a energy in the ecosystem organisms and ask following and ask the about environmental  Checking of the
purpose for the lesson outputs of the
such as lion eating a students to give the student to describe degradation.
students.
deer or a grasshopper ‘food’ they eat. them.
 Remedial
eating the leaves of a 1. caterpillar 1. wheel Answer the following
plant. 2. lion 2. clock questions: instruction proper
3. ants 3. recycling logo 1. What happen to for student who
4. shark the environment? did not get 75%
5. frog 2. What causes the and above.
destruction of the
environment?
Ask the following Ask students to think Group students into 5. Group students into
questions: of the food their family Each group will pick 5.
1. Where do plants get ate for supper last one envelope. Each Each group are given
their energy? night. Make a food envelope contains one environmental
2. What are the raw web based on your cycling material in the problem and they will
materials from the meal. The food web ecosystem. suggest solutions to
environment needed in should have The group will lessen/reduce the
photosynthesis? producers, consumers describe, draw a said problem.
C. ENGAGE
3. How does energy and decomposers. diagram or make a
Presenting
transfer from one trophic concept map about the
Group 1 – Air
examples/instances of
level to another? cycling material they
pollution
the new lesson
4. What is a food chain? chose. Group 2 – Water
What are its pollution
components? Group 3 –
Deforestation
Group 4 – Soil
Pollution
Group 5 - Waste
Disposal
D. EXPLORE Students read the short Students answer the Students answer the Students answer the
Discussing new article about Monfort Bat guide questions in the guide questions in the guide questions in
concepts and Cave and answer guide activity. activity. the activity.
practicing new skills questions.
#1
E. EXPLORE Group presentation Construct an energy Group presentation Group presentation
Discussing new pyramid based on the
concepts and food web in Figure 5
practicing new skills
#2 pp. 281
F. EXPLAIN Process the results of Process the results of Process the results of Process the results of
Developing mastery the activity the activity the activity the activity
(leads to Formative
Assessment 3)
Show an ecosystem to Key Questions: Key Questions: Key Questions:
G. ELABORATE the class. Ask the Without decomposers, What are the different What are the ways to
Finding practical students to make a food will producers and cycling materials in the conserve and protect
applications of chain from it. consumers stay alive? ecosystem? the environment?
concepts and skills in Expound. What are the
daily living importance of these
cycling of materials?
Key Questions: Key Questions: Explain the processes As a student, in your
1.How is energy 1. What is a food web? of each cycling of own little way, how
H. ELABORATE transferred in the 2. Differentiate food material. will you contribute in
Making chain from food web. preserving and
ecosystem?
generalizations and 3. What is the protecting the
2. How important is the
abstractions about the importance of food environment?
lesson transferring of energy
from one organism to pyramid?
another?
I. EVALUATE Construct 3 food chains Answer the following Using the words below, In a long coupon
Evaluating learning from each ecosystems questions: (5 pts each) construct a concept bond (landscape),
found in Figure 277, 278 1. Which group of map showing the construct a slogan
and 279. organisms has the processes of the about environmental
greatest biomass? different cycling awareness.
greatest energy? materials.
2. which group of
organisms has the Photosynthesis,
least biomass? least oxygen, carbon
energy? dioxide, animals,
3. what happens to the plants, evaporation,
amount of biomass precipitation,
from the bottom to the condensation,
top of the pyramid? transpiration,
denitrification, nitrogen
fixation, nitrates in soil,
decomposition.
Mosquitoes cause Read about low and Give the importance of Read about articles
J. EXTEND
dengue. As a student, high biodiversity having a high about environmental
Additional activities for
how will you contribute in biodiversity within an preservation and
application or
preventing dengue in ecosystem. protection.
remediation
your community?
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?