This document provides a semi-detailed lesson plan for teaching about the digestive system in a general biology class. The lesson plan aims to have students compare and contrast digestive processes in plants and animals. It includes activities for students to brainstorm and diagram the human digestive system. The lesson evaluates students by having them identify parts of the digestive system and explain the function of organs like the mouth, stomach, and intestines. The teacher reflects on what teaching strategies were most effective and how to improve lessons for students still struggling with the concepts.

1. A SEMI-DETAILED LESSON PLAN IN GENERAL BIOLOGY-II
I. OBJECTIVE
At the end of the lesson, the students should be able to:
A. compare and contrast the following processes in plants and animals: digestive
(STEM_BIO11/12-IVa-h-1)
II. SUBJECT MATTER
A. Topic: DIGESTIVE SYSTEM
B. Reference: MERRILL BIOLOGY (pp: 358-370)
C. Teaching Materials: pictures, charts, textbook, OHP, laptop, lung model, respiratory system
model
III. Procedure:
A. ACTIVITY
1. Give the students popcorn (or other treat). Ask them to think about the path that
the popcorn is taking through the body. Popcorn starts in the mouth and ends as
expelled waste, but what happens in between?
2. Brainstorm ideas of the path the popcorn takes and write them on the board
3. Have the students rank the brainstorm ideas in order of occurrence in the digestive
sequence. (2 min.)
B. ANALYSIS
1. Discuss the parts of the digestive system system
The digestive system is a group of organs working together to convert food into energy
and basic nutrients to feed the entire body.
The human digestive system consists of an alimentary canal and accessory glands
When food is swallowed, it is moved through the alimentary canal by peristalsis
-Peristalsis is rhythmic muscle contraction in the walls of the digestive tract
 Mechanical and chemical digestion of food
 Move the food down the gastrointestinal tract
2. Why is water an important nutrient? How can people get the water needed by the body
each day?
3. Identify two chemicals in digestive juice in the stomach and explain what they do.
C. ABSTRACTION
1. Hand out the schematic drawing of the digestive system worksheets and break students
into groups of 2 or 3. Allow them to use the vocabulary sheets to fill in the names of the important
parts of the digestive system. Walk around the room to answer questions and check participation.
2. Challenge the students to use their critical thinking skills to explain the causes of
“indigestion” and “heartburn” in relation to the digestive system.
3. Explain how your mouth helps to digest food.
4. Explain how the liver and pancreas function in the digestion of food.

2. D. APPLICATION: Human Diagram
On nine pieces of paper, write down the following organs of the digestive system: mouth,
teeth, tongue, esophagus, stomach, small intestine, large intestine, rectum and anus. Group the
class into 9 with a leader to come up to the front of the room, and give each person one of the
pieces of paper in a random order. One at a time, have each volunteer read what is written on
her/his paper. Have the remainder of the class put the organs in order of the digestive system by
voting. To complete the visual have the students pass a piece of paper through the digestive system,
with each student tearing off a piece of the paper as they pass it to the next "organ." You can have
one extra student be the "body" and collect the pieces of paper as they are torn off by the organs.
RUBRICS
Analysis 50%
Connections 25%
Presentation 25%
TOTAL: 100%
IV. EVALUATION:
The teacher will ask the students to analyze and explain the function of the respiratory
system. Write your answer in a 1 whole sheet of paper. (3 points each item)
1. Identify structures A through G.
2. Give the letters and names of the organs shown in the diagram through which food does NOT
travel.
3. What is the name and function of organ A?
4. What is peristalsis? Give the letter(s) of the organ(s) in which it occurs.
5. What are organs E and F? How do they compare in size?
V. ASSIGNMENT
1. Write a short essay entitled “A Day in the Life of Popcorn”. Write the essay in first
person and include every step from being put into the mouth until the popcorn is expelled as
waste.
2. Essays will be scored on accuracy and inclusion of important details.

3. VI. Reflection
No. of learners who earned 80% in the evaluation _____________________________________________
No. of learners who require additional activities for remediation who scored below 80% ________________
Did the remedial lessons work? No. oflearners who have caught up with the lesson __________________
No. of learners who continue to require remediation ____________________________________________
Which of my teaching strategies worked well? Why did these work? _______________________________
What difficulties did Iencounter which my principal or supervisor can help me solve? _________________
What innovation or localized materials did Iuse/discover which Iwish to share with other teachers?
____________________________________________________________________________________
Prepared by: Checked and Observed:
LORIE MAE V. VIDUYA CHRISTOPHER V. ZARATE
Teacher III Master Teacher II
MA. RITA D. GARCIA
Master Teacher I