2. Content Standard
The learners demonstrate an understanding of:
1. the digestive system and its interaction with the
circulatory, respiratory, and excretory systems in
providing the body with nutrients for energy;
2. diseases that result from nutrient deficiency and
ingestion of harmful substances, and their prevention
and treatment.
3. Performance Standard
The learners shall be able to present an
analysis of the data gathered on diseases
resulting from nutrient deficiency.
5. OBJECTIVES
At the end of the lesson, students must have:
1. defined digestive system;
2. identified the organs that make up the digestive system;
3. described the function of each organ;
4. explained the digestive processes; and
5. formulated healthful practices to prevent common
digestive diseases.
8. DIGESTIVE SYSTEM
is the system by which ingested food is acted
upon by physical and chemical means to provide
the body with absorbable nutrients and to excrete
waste products.
9. ENGAGE
Guessing Game
Direction: Pictures of the different parts of digestive
system will be shown to you, you are going to guess what
part of digestive system is shown and you are going to
share what do you know about that organ. You may use
mother tongue, filipino, or english to express your ideas.
INDICATOR 2 – Display proficient use of Mother Tongue, Filipino and English to
facilitate teaching and learning.
16. EXPLORE
A GUTSY GAME
Objective:
After performing the activity, learners should be able to infer that the
digestive system is made up of different organs that work together to break
down food and nourish the body.
Materials Needed:
Game board (students will be provided)
A piece of die
Tokens or playing pieces
17. A GUTSY GAME
Procedure:
1. Find a classmate with whom you can play the board game.
2. Choose a token for you and your classmate; place the tokens on the board’s
starting line.
Q1. The game you are about to play is an analogy of the digestive system. What
do tokens represent?
3. Take turns rolling the die.
4. The number on the die determines how many spaces you will move your
token.
Q2. What do the spaces on the board game represent?
18. A GUTSY GAME
5. Follow the directions—if there is any—on the space
you land your token.
Q3. What do the directions on some of the spaces tell
you about the digestive system?
6. The player who first makes it all the way through the
digestive system and down to the finish line wins the
game.
INDICATOR 6 – Maintain learning environments that nurture
and inspire learners to participate, cooperate and collaborate
in continued learning.
INDICATOR 7 – Apply a range of successful strategies that
maintain learning environments that motivate learners to
work productively by assuming responsibility for their own
learning.
19. EXPLAIN
DIGESTIVE TRACT
Mouth
Esophagus
Stomach
Small Intestine
Large Intestine
Rectum
Anus
INDICATOR 1 – Apply knowledge of content within curriculum teaching areas.
(Describe the main function of the major organs. [F9PU-Iva-ba58])
20. MOUTH
The digestive process starts in your
mouth when you chew. Your
salivary glands make saliva, a
digestive juice, which moistens food
so it moves more easily through
your esophagus into your stomach.
Saliva also has an enzyme that
begins to break down starches in
your food.
21. ESOPHAGUS
The esophagus serves to
pass food and liquids from
the mouth down to the
stomach. This is
accomplished by periodic
contractions (peristalsis).
22. STOMACH
After food enters your
stomach, the stomach muscles
mix the food and liquid
with digestive juices. The
stomach slowly empties its
contents, called chyme, into
your small intestine.
23. SMALL INTESTINE
The muscles of the small intestine mix
food with digestive juices from the
pancreas, liver, and intestine, and push
the mixture forward for further
digestion. The walls of the small
intestine absorb water and the digested
nutrients into your bloodstream. As
peristalsis continues, the waste
products of the digestive process move
into the large intestine.
24. LARGE INTESTINE
Waste products from the digestive
process include undigested parts of
food, fluid, and older cells from the
lining of your GI tract. The large
intestine absorbs water and
changes the waste from liquid into
stool. Peristalsis helps move the
stool into your rectum.
25. RECTUM
The lower end of your
large intestine, the
rectum, stores stool
until it pushes stool
out of your anus
during a bowel
movement.
26. ANUS
The anus is the opening at the
far end of the digestive tract
through which stool leaves the
body. A muscular ring (anal
sphincter) keeps the anus
closed until the person has a
bowel movement.
28. SALIVARY GLANDS
Salivary glands play an important
role in digestion because
they make saliva. Saliva helps
moisten food so we can swallow it
more easily. It also has an enzyme
called amylase that makes it
easier for the stomach to break
down starches in food.
29. LIVER
Your liver makes a digestive
juice called bile that helps
digest fats and some
vitamins. Bile ducts carry
bile from your liver to your
gallbladder for storage, or to
the small intestine for use.
30. PANCREAS
Your pancreas makes a
digestive juice that has
enzymes that break down
carbohydrates, fats, and
proteins. The pancreas
delivers the digestive juice to
the small intestine through
small tubes called ducts.
31. GALL BLADDER
Your gallbladder stores bile
between meals. When you
eat, your gallbladder
squeezes bile through the
bile ducts into your small
intestine.
33. INGESTION
is the process of taking
food through the mouth
where food is mechanically
broken down into smaller
pieces by the teeth.
34. ABSORPTION
is the process of
absorbing food in the
form of nutrients into
the blood stream of the
body.
35. ASSIMILATION
is the process where nutrients are being
absorbed by each cell of the body in the form of
energy.
36. EXCRETION
is the process of
eliminating unwanted
and excess substances
from the body after the
food has been digested.
37. ELABORATE
Direction: In a short size bond paper,
make a drawing given the situations
below.
1. Practices that could damage your
digestive system.
2. Practices that could help your
digestive system become healthy.
INDICATOR 3 – Use effective verbal and non-
verbal classroom communication strategies
to supporrt learner understanding,
participation, engagement and achievement.
Score 50 40 30 20 10
Criteria All information is
detailed,
accurate,
relevant, and
properly cited;
layout is
aesthetically
pleasing and
appropriate for
topic.
Information is
detailed,
accurate,
relevant, and
properly cite;
layout is clear
and appropriate
for topic.
Most
information is
detailed,
accurate,
relevant, and
properly cted;
layout is
generally clear
and appropriate
for topic.
Some
information is
detailed,
accurate,
relevant, and/or
properly cited;
layout may be
somewhat
unclear and/or
appropriate for
topic.
Little
information is
detailed,
accurate,
relevant, and/or
properly cited;
layout may be
somewhat
unclear and/or
not appropriate
for topic.
38. EVALUATE
Direction: In a ½ sheet of paper, answer the questions
below. Please refer to the criteria of scoring. Content – 5
points, Relevance – 5 points, Organization – 5 points, a
total of 15 points.
1. What do you think will be the effect to one’s life if one
of the digestive processes will not take place?
2. How will you take care of the organs of your digestive
system?
39. EXTEND
Direction: You will be grouped per Barangay. You will conduct a survey on common
diseases in your community and you will formulate healthful practices on how to
prevent these diseases.
INDICATOR 1 – Apply knowledge of content across curriculum teaching areas.
(Naitatala ang nalikom na datos sa pnanaliksik [F9PU-IVa-ba58])
INDICATOR 4 – Establish safe and secure learning environments to enhance learning through the
consistent implementation of policies, guidelines and procedures.
Score 100 90 80 70 60
Criteria All information is
detailed, accurate,
relevant, and properly
cited and appropriate
for topic.
Information is
detailed, accurate,
relevant, and properly
cited and appropriate
for topic.
Most information is
detailed, accurate,
relevant, and properly
cted and appropriate
for topic.
Some information is
detailed, accurate,
relevant, and/or
properly cited and/or
appropriate for topic.
Little information is
detailed, accurate,
relevant, and/or
properly cited and/or
not appropriate for
topic.
