A Detailed Lesson Plan

A DETAILED LESSON PLAN
IN
GRADE 8 SCIENCE
UNIT 4 LIVING THINGS AND THEIR ENVIRONMENT

MODULE 2: INTERACTION
SUBTOPIC: FOOD CHAIN
Prepared by:
MELANIE T. TRINIDAD
Checked by:
TERESITA F. WAJE
MT 1 SCIENCE
Noted by:
PRINCESS RUHAMA P. BUCASAS

HT-1 SCIENCE
Content Standard
The learners demonstrate an understanding of:

The one-way flow of energy and the cycling of materials in an ecosystem
Performance Standard:
The learners should be able to:

Make a poster comparing food choices based on the trophic levels.
Learning Competency
The learners should be able to classify organisms using the hierarchical

taxonomic system. S8LT-IVi- 22
I. LEARNING OBJECTIVES
At the end of the lesson, the students should be able to;

a. Describe a food chain;
b. Explain the transfer of energy from one organism to another in a
food chain;
c. Make a simple food chain to show the relationship among
producers, consumers and decomposers
II. SUBJECT MATTER
Topic: UNIT 4: Living Things and their Environment

MODULE 2: INTERACTIONS
Sub-Topic: FOOD CHAIN
Grade Level: GRADE 8
Materials: pictures of different organisms
cartolina, manila paper
adhesive tape, permanent marker
Ideas:
A food chain is a linear sequence of organisms “who eats whom” through
which nutrients and energy pass through the primary producers, primary
consumers, and higher-level consumers. There is a single path through the
chain. Each organism in a food chain occupies what is called a trophic
level.
The bottom of the food chain consists of photosynthetic organisms (plants
and/or phytoplankton), which are called primary producers. The
organisms that consume the primary producers are herbivores: the
primary consumers. Secondary consumers are usually carnivores that eat
the primary consumers. Tertiary consumers are carnivores that eat other
carnivores and so on, up to the organisms at the top of the food chain.
Reference: Science Learner’s Module Gr. 8 Page 273- 277 ,Internet Resources
Skills: Describing, Identifying, Giving examples
Values: Cooperation with the group
Realizing the importance of biodiversity
Appreciation for life
Strategies: Picture Analysis, Cooperative Learning, Graphic
Organizer
III. LEARNING STRATEGIES
Teachers Activity Students Activity
A. Preliminary Activities
. Checking of attendance
. Recall of the previous lesson
Good morning, Class! Good morning, Mam
You may take your seats The group leaders will report
Who are absent today? the absent.
Thank you.
We already finished the Module 1 and

today, we’re going to discuss about
Interactions.
Ask students to name some foods they have The students will answer
eaten recently. “What did you eat for lunch chicken, pork and some
today?” vegetables
Engage prior knowledge of ecological roles. ● Quickwrite: Ask students to answer the question: What did I
eat for lunch today? ● Then, project, hold up images, or draw three organisms: one plant, one animal, and
one fungus that can be found in their community. ● Students should then answer the same question for
these three organisms. Ask a few students to share their responses. Each of these organisms obtains energy
in a different way, which we will explore next.
Divide students in groups and assign terms to each group. Break students into small groups of 3-4
individuals and assign each one of the following groups to research: primary producer, consumer,
decomposer, herbivore, omnivore, carnivore. Explain that they will do an “Each-one-teach-one” with each
of these term
Students will work in groups to create presentations about different

ecological roles: producers,
consumers, decomposers.
Have groups fill out the handout with information for each role.
Give each student the Food Web Roles: Expert Groups Worksheet.
Students will have 3 minutes
to present their findings to the group in a creative way–through a skit,

song, or other
presentation. Have other students fill out a graphic organizer as each

group presents. After each
presentation, review with students the ecological role and examples of

this in their local
communities.
Culminating Activity
Students will work in groups to create presentations about different

ecological roles: producers,
consumers, decomposers.

A Detailed Lesson Plan

Uploaded by

Copyright:

Available Formats

A Detailed Lesson Plan

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

A Detailed Lesson Plan

Uploaded by

Copyright:

Available Formats

A DETAILED LESSON PLAN

UNIT 4 LIVING THINGS AND THEIR ENVIRONMENT

PRINCESS RUHAMA P. BUCASAS

The learners demonstrate an understanding of:

The learners should be able to:

The learners should be able to classify organisms using the hierarchical

At the end of the lesson, the students should be able to;

II. SUBJECT MATTER

Topic: UNIT 4: Living Things and their Environment

III. LEARNING STRATEGIES

Teachers Activity Students Activity

. Recall of the previous lesson

Good morning, Class! Good morning, Mam

We already finished the Module 1 and

Students will work in groups to create presentations about different

to present their findings to the group in a creative way–through a skit,

presentation. Have other students fill out a graphic organizer as each

presentation, review with students the ecological role and examples of

Students will work in groups to create presentations about different

You might also like