1. GRADES 1
to 12
DAILY
LESSON LOG
School: Tambongon National high school Grade Level: 8
Teacher: JOVEL T. SANCHEZ Learning Area: Science
Teaching Dates and Time: APRIL 1 - 4,2024 Quarter: 4th
OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 using
Formative Assessment strategies. Valuing objectives support the learning of 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:
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 nutrients deficiency and ingestion of harmful substances, and their prevention and treatment
B. Performance
Standards:
Present an analysis of the data gathered on diseases resulting from nutrient deficiency
C. Learning
Competencies/Objective
s:
Write the LC Code for
each
1.Identify the organs that makes
up the digestive system
2.explain the function of
each organs in the
digestive system
3. Describe how some
accessory organ and
glands help the body
the body in the
digestive process and
4.Explain ingestion,
digestion, absorption,
assimilation and
excretion.
CATCH UP
FRIDAY
I. 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.
(MELC Week 1 S8LT-IVa-13)
II. LEARNING
RESOURCES
Lists the materials to be used in different days. Varied sources of materials sustain 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
2. Learner’s
Materials Pages
Quarter 4-Module 1, pages 1-
13
Quarter 4-Module 1,
pages 1-13
Quarter 4-Module 1,
pages 1-13
Quarter 4-Module 1,
pages 1-13
2. 3. Textbook Pages N/A N/A N/A N/A N/A
4. Additional
Materials from Learning
Resource (LR) portal
B. Other Learning
Resources
Chart
III. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration
of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their
life experiences and previous knowledge. Indicate the time allotment for each step.
3. A. ELICIT The teacher where going to
show a bunch of picture; this
pictures actually body
organs and let the students
answer what is it.
The teacher will have
a recap by asking
the students what
was discussed
yesterday. Student
who will provide the
right answer will
receive a dancing
clap.
The teacher will have a
recap by asking the
students what was
discussed yesterday.
Student who will
provide the right
answer
The teacher will
have a recap by
asking the students
what was discussed
yesterday. Student
who will provide the
right answer .
4. B. ENGAGE Teacher will give an
group activity.
This activity is a
board game that
needs at least two
players. The game
demonstrates the
flow of food into our
digestive system.
The first one to reach
the finish tile wins!
Objectives:
After performing this
activity, you are
expected to:
1. Identify the parts
that compose the
digestive system;
and
2. Describe the
function of each
organ.
Materials Needed:
Game board
A piece of cube dice
or six-sided small
Teacher will give an
activity.
Directions: Label the
main organs involved
in the digestive system
in the figure and
answer the questions
that follow. Write your
answers on a separate
sheet of paper.
1. Label the organ
pointed by the arrow.
Teacher will give an
group activity.
Directions: Study the
figure below and
answer the questions
that follow. Write
your answers on a
separate sheet of
paper.
Questions:
1. When does
ingestion begin?
2. What happens to
food when it is in
your:
A. MOUTH:
B. STOMACH:
5. box with numbers 1
to 6
Playing token (e.g.,
pebble, button, etc.)
Procedure:
1. Find someone
whom you can play
the board game with.
2. Choose a playing
token for you and
your playmate; place
your tokens
on the board’s
starting line.
3. Take turns in
rolling the dice.
4. The number on
the dice tells the
number of boxes you
may move your
token.
5. Should your token
land on a box with
instructions beside it,
execute
the instructions.
C. SMALL
INTESTINE:
6. 6. The player who
first makes it all the
way throughout the
digestive system
and down to finish
line wins the game.
Questions:
1. What does the
playing token
represent?
2. What do the boxes
on the game
represent?
3. What do the
instructions beside
the boxes tell you
about the digestive
system?
7.
8. C. EXPLORE The teacher will be called
two students to answer
the following questions
posted on screen before
discussing the lesson
1. Why do we need to
understand the parts or
organ in the digestive
system?
2. What is the importance
of digestive system in our
body and what is its role?
The teacher will be
called two students
to answer the
following questions
posted on screen
before discussing
the lesson
1. Before we begin,
let's ponder: What is
the main job of each
organ in our
digestive system,
from the mouth to
the intestines?
2.As we prepare to
delve into the
digestive system,
let's think about this:
How does each
organ work together
to break down food
and provide our
bodies with the
nutrients they need?
The teacher will be
called two students
to answer the
following questions
posted on screen
before discussing
the lesson
1. Before we get
started, let's consider:
How do organs like
the liver and
pancreas, along with
glands like salivary
glands, play a role in
helping the body
digest food?
2.As we prepare to
explore the digestive
process, let's think
about this: What do
organs like the liver
and pancreas, as well
as glands such as
salivary glands, do to
assist our bodies in
breaking down food
and absorbing
nutrients?
The teacher will be
called two students to
answer the following
questions posted on
screen before
discussing the lesson
1. Before we start, let's
consider: What
happens during each
stage of the digestive
process, from eating
food to expelling
waste?
2. As we prepare to
discuss digestion, let's
think about this: How
does the body take in
food, break it down,
absorb nutrients, utilize
those nutrients, and
finally, get rid of what it
doesn't need?
9. C. EXPLAIN The teacher
Will describe how some
accessory organ and glands
help the body in the digestive
The digestive tract begins at
the mouth and ends at the
anus. It is like a long
muscular tube, up to 10
meters long, with digestive
organs attached along the
way.
A large reservoir of microbes,
such as bacteria, live within
the large intestine and, to a
lesser degree, in the rest of
the digestive system. These
bacteria play an important
role in healthy digestion. The
exact types of bacteria are
particular to each person.
Other factors that influence
the type of bacteria in your
digestive system include
where you live in the world,
what health conditions you
have and what medications
you have received.
The teacher
Will describe how
some accessory
organ and glands
help the body in the
digestive
There are many
organ systems in the
body. One of these is
known as the
digestive system.
The function of the
digestive system is to
move food from its
opening (i.e. the
mouth) to the end (
anus). The mouth
and the anus are
connected via a
continuous tube
which is divided into
different organs such
as the esophagus,
stomach, small
intestine, and large
intestine. The
primary functions of
the digestive tract
are to break down
food and absorb
nutrients and fluids
from the digestive
tract into the blood.
Explain how the
organs helps in during
digestion process .
You can use a
separate sheet of
paper
the three organs that
are part of the
digestive system and
helps in secretion of
essential substances.
These organs are the
liver, the pancreas and
the gall bladder. The
liver produces bile, a
green fluid that turns
large fat droplets into
smaller ones and
stores them in the gall
bladder. When
necessary, bile gets
into the small intestine
and helps in the
digestion of fat. The
pancreas makes three
different kinds of
enzymes namely
amylase, peptidase,
and lipase released
through a pancreatic
Explain the process of
ingestion, digestion,
absorption, assimilation
and excretion. You can
use a separate sheet of
paper
A. INGESTION is the
first process that
happens in digestive
system. It is the journey
of taking in food or any
substance into the body
through the mouth. The
journey of food starts
when a bit of
hamburger enters your
mouth.
B. DIGESTION
is the second process
involved in digestive
system. It is the
process that involves
break down of large
food molecules into
smaller molecules for
easy absorption of the
cells. Both chemical
and mechanical
digestions begin
immediately in the
10. These nutrients are
then used by cells
throughout the body
to survive and grow.
The organs listed
above are primary
organs of the
digestive system and
are part of the
alimentary tract (also
called the alimentary
canal). This is the
main tube that runs
from the mouth to the
anus. Although there
are other organs
known as accessory
organs that also aid
the digestive tract in
its functions, it is
important to note that
they are not part of
the digestive system
or the alimentary
tract. The four
primary accessory
organs of the
digestive system are
salivary glands,
gallbladder, liver,
and pancreas.
duct that aid in the
digestion of all three
organic compounds
such as
carbohydrates,
proteins, and fats
respectively. The
process takes about
half of a liter of
digestive juices each
day. The liver is the
biggest organ inside
the body with a mass
of about two kilograms.
Gall bladder - a small
pear-shaped sac that
can hold about 50ml of
bile. The pancreas is a
small organ found
below the stomach.
The small intestine is
an organ that breaks
down food further into
substances, such as
glucose, that can be
absorbed by the villi. It
has three parts namely
the duodenum, the
jejunum, and ileum.
The duodenum is the
first and shortest part
of the small intestine
that starts at the lower
mouth. While the food
is in the mouth, the
teeth cut, crush, and
break it apart into tiny
pieces while the
tongue helps mix food
with saliva secreted by
the salivary glands
forming into a moist ball
called bolus so it can
be easily swallowed.
This process is known
as mastication or
chewing considered as
a mechanical digestion,
which is the initial stage
of digestion. The saliva
contains salivary
amylase, the enzyme
that breaks down starch
into smaller
carbohydrate. Then, the
bolus passes from the
mouth to the
esophagus - a tube
that attaches the mouth
to the stomach.
A series of wave-like
muscle contractions
known as peristalsis
push and transport
foods and liquids in
11. end of the stomach
and
extends for about 20
cm to 25 cm in length.
Basically, it is in
charge for the
continuous breaking-
down process as it
partially receives the
chyme from the
stomach, it resumes
chemical digestion of
food, and prepares for
absorption through the
villi. Organic
compounds such as
carbohydrates,
proteins, and fats are
specifically broken
down with the aid of
different enzymes.
Carbohydrates are
broken down into
sugars by enzymes
like amylase, maltase
and lactase. Proteins
are broken down into
amino acids by
enzymes like trypsin
and peptidase. Fats
are broken down into
fatty acids by the
small sections to the
stomach.The stomach
is a J-shaped, bag-like
muscular organ that
can hold approximately
one liter of fluid and
food. The primary
function of the stomach
is to store food, which
turns to chyme after
being acted on by the
stomach acid. Chyme
is a semifluid material
formed from bolus that
is acted upon by the
gastric juices secreted
by the stomach. The
walls of the stomach
have special cells that
secrete gastric juices
like hydrochloric acid
and pepsin that begin
the chemical
breakdown of proteins.
C. Absorption is the
third process that
happens in the
digestive system. It
occurs mostly in the
small intestine where
several digestive juices,
pancreatic juice, and
12. enzyme lipase. After
about four hours, the
stomach pushes food
into the small
intestines. The
production and release
of enzymesand acids
in the digestive system
is called secretion. It
aids in the breaking
down of complex food
molecules into their
chemical building
blocks. The jejunum is
the second part of the
small intestine that is
2.5 cm in length. Its
wall works for
absorption through
enterocytes or
columnar cells of
small nutrient
particles which have
been previously
digested by the
enzymes in the
duodenum.
bile aid in the chemical
digestion of food.
Absorption is the
process of passing the
soluble food molecules
in the wall of the small
intestine through the
villi – the tiny, finger-
like projections from the
epithelial lining of the
intestinal wall. Each
villus contains blood
capillaries that enable it
to absorb water,
glucose, amino acids,
vitamins, minerals, and
fatty acids. It also
increases the amount of
surface area available
for the absorption of
nutrients.
13. A. INGESTION is the
first process that
happens in digestive
system. It is the
journey of taking in
food or any substance
into the body through
the mouth. The journey
of food starts when a
bit of hamburger enters
your mouth.
B. DIGESTION
is the second process
involved in digestive
system. It is the
process
that involves break
down of large food
molecules into smaller
molecules for easy
absorption of the cells.
Both chemical and
mechanical digestions
begin immediately in
the mouth. While the
food is in the mouth,
the teeth cut, crush,
and break it apart into
tiny pieces while the
tongue helps mix food
with saliva secreted by
the salivary glands
forming into a moist
ball called bolus so it
14. can be easily
swallowed. This
process is known as
mastication or chewing
considered as a
mechanical digestion,
which is the initial stage
of digestion. The saliva
contains salivary
amylase, the enzyme
that breaks down
starch into smaller
carbohydrate. Then,
the bolus passes from
the mouth to the
esophagus - a tube that
attaches the mouth to
the stomach.
A series of wave-like
muscle contractions
known as peristalsis
push and transfer
Absorption is the third
process that happens
in the digestive system.
It occurs mostly in the
small intestine where
several
digestive juices,
pancreatic juice, and
bile aid in the chemical
digestion of food.
Absorption is the
process of passing the
15. soluble food molecules
in the wall of the small
intestine
through the villi – the
tiny, finger-like
projections from the
epithelial lining of the
intestinal wall. Each
villus contains blood
capillaries that enable it
to absorb water,
glucose, amino acids,
vitamins, minerals,
and fatty acids. It also
increases the amount
of surface area
available for the
absorption of nutrients.
C. Assimilation
is the fourth process
that occurs in the
digestive system. It is
the movement of
digested food nutrients
into the blood vessels
of the small intestine
through diffusion and
use of nutrients into the
body
cells through the
microvilli - microscopic
cellular membrane
projections that serves
to expand the
surface area for
16. diffusion and also to
lessen any
increase in volume.
The third part of the
small intestine is the
ileum which is about
3.5 meters in length. Its
main function is the
assimilation
(absorption) of B12 and
the re-assimilation
(reabsorption) of
conjugated bile salts.
The Large intestine is
divided into caecum,
ascending colon,
transverse colon,
descending colon, and
sigmoid colon. This is
where reabsorption of
liquid, electrolytes and
some vitamins from the
undigested food takes
place. It secretes
mucus to aid in the
formation of feces and
maintains alkaline
conditions. This is the
last segment of the
gastrointestinal tract
that completes
absorption and
compacts waste.
D. Ingestion is the last
process that occurs in
17. the digestive system. It
is the release
of undigested food
collected in the rectum
called feces and
pushed out of the body
through the anus by
defecation.
E. EVALUATE The teacher will follow up
the questions related to the
topic and let the students
answer it.
Teacher will give
another activity.
Teacher will use a
give-me-a-number
game wherein
students who will
answer the question
will be identified
based on the number
given.
The lucky one shall
identify the part of
main organ of the
digestive system
Teacher will give
another activity.
Teacher will use a
give-me-a-number
game wherein
students who will
answer the question
will be identified based
on the number given.
The lucky one well
identify the different
types of organ and its
functions
Teacher will give
another activity.
Teacher will use a give-
me-a-number game
wherein students who
will answer the
question will be
identified based on the
number given.
The lucky one well
answer what is
ingestion, digestion,
absorption,
assimilation, and
excretion.
18. F. EXTEND The teacher will conduct a
quiz to assess the knowledge
of the students ideas.
The teacher will
conduct a quiz to
assess the
knowledge of the
students ideas.
Explain how the the
organs helps in
digestion, by
answering the question
you can use a
separate sheet of
paper
Explain the process of
ingestion digestion
absorption assimilation
and excretion.by
answering the question
you can use a separate
sheet of paper
19. V. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 work well? Why did
these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovations or
localized materials did I
used/discover which I wish to
share with other teachers?
IV. REMARKS
