This document provides a semi-detailed lesson plan for a classroom observation on the layers of the atmosphere. The objectives are to identify and describe the five layers of the atmosphere, explain the basis for their division, and relate the importance of the atmosphere to humankind. The lesson plan outlines the procedures which include an engaging activity to review renewable and non-renewable resources, a video on the song "Bahay Kubo" to discuss vegetables, and an activity labeling the parts of the digestive system. Formative assessment is through presentation of student outputs and a cloze passage activity integrating reading skills. The lesson aims to explain the importance of the digestive system to survival.
This document contains a lesson plan for a classroom observation on eclipses. The objectives are for students to demonstrate understanding of how eclipses occur, discuss beliefs about eclipses, and explain eclipses using models. The lesson plan outlines the procedures, which include a review, engaging video, explaining concepts through discussion and activities, finding practical applications, and assessment. Formative assessments include cloze passages and worksheets about the digestive system to check students' understanding of concepts like ingestion, absorption, assimilation and excretion.
The document outlines a 7th grade science lesson plan about the digestive system. The lesson objectives are to identify the parts and functions of the digestive system, understand the importance of each organ in processing food, and trace the correct pathway of food inside the digestive system. The lesson includes activities like a puzzle game about nutrient deficiency diseases and matching organs to their functions. It evaluates students through a matching quiz and illustrating the food pathway. The teacher reflects on which teaching strategies worked well and areas needing improvement.
This document contains a daily lesson log for a Grade 6 class covering a week of lessons on food preservation. The lessons focus on having student groups present preserved food projects, discussing factors to consider when selecting foods for preservation like availability and market demands, and emphasizing safety and sanitation practices like handwashing and cleaning tools and surfaces. Key points covered include food preservation techniques like drying, salting, freezing and processing; ensuring food is produced hygienically; and that food preservation can provide additional income if certain factors are considered. Students are asked to identify safe food preservation practices and think of ways to apply these principles and potentially earn income from preserving local foods.
The daily lesson log outlines a lesson on food preservation for 6th grade students. The lesson objectives are for students to demonstrate an understanding of and skills in food preservation. Students will preserve foods using appropriate tools and materials while applying food preservation principles and skills. The lesson content discusses food preservation. Procedures include student group presentations on preserved food products and a discussion of safety rules in food processing. The lesson emphasizes sanitation and safety practices for processed foods.
The document outlines a lesson plan for a Grade 12 Earth and Life Science class on the topic of Earth's internal structure. The lesson uses strategies like a guided gallery walk and tic-tac-toe activity to help students identify and differentiate the layers of the Earth, relate them to the composition of a hard boiled egg, and create a project on Earth's layers. The lesson aims to help students understand the composition and properties of the crust, mantle, and core.
1. The document outlines a lesson plan for a biology class on nutrition and the digestive system. It details the learning objectives, approach, materials, steps, and assessment.
2. The lesson plan uses a Student Teams Achievement Divisions model where students are organized into groups to discuss worksheets on the functions of nutritious food, food requirements, and the roles of different foods.
3. Assessment includes observation of student attitude, evaluation of group discussions and presentations, and a test to assess student knowledge.
1. The document outlines a lesson plan for a biology class on nutrition and the digestive system. It details the learning objectives, approach, materials, steps, and assessment.
2. The lesson plan uses a Student Teams Achievement Divisions model where students will be organized into groups, work on a worksheet, and present their discussions.
3. The assessment will evaluate students' attitudes, discussion/presentation skills, and knowledge through a test.
1. The document outlines a lesson plan for a biology class on nutrition and the digestive system. It details the learning objectives, approach, materials, steps, and assessment.
2. The lesson plan uses a Student Teams Achievement Divisions model where students will be organized into groups, work on a worksheet, and present their discussions.
3. The assessment will evaluate students' attitudes, discussion/presentation skills, and knowledge through a test.
This document contains a lesson plan for a classroom observation on eclipses. The objectives are for students to demonstrate understanding of how eclipses occur, discuss beliefs about eclipses, and explain eclipses using models. The lesson plan outlines the procedures, which include a review, engaging video, explaining concepts through discussion and activities, finding practical applications, and assessment. Formative assessments include cloze passages and worksheets about the digestive system to check students' understanding of concepts like ingestion, absorption, assimilation and excretion.
The document outlines a 7th grade science lesson plan about the digestive system. The lesson objectives are to identify the parts and functions of the digestive system, understand the importance of each organ in processing food, and trace the correct pathway of food inside the digestive system. The lesson includes activities like a puzzle game about nutrient deficiency diseases and matching organs to their functions. It evaluates students through a matching quiz and illustrating the food pathway. The teacher reflects on which teaching strategies worked well and areas needing improvement.
This document contains a daily lesson log for a Grade 6 class covering a week of lessons on food preservation. The lessons focus on having student groups present preserved food projects, discussing factors to consider when selecting foods for preservation like availability and market demands, and emphasizing safety and sanitation practices like handwashing and cleaning tools and surfaces. Key points covered include food preservation techniques like drying, salting, freezing and processing; ensuring food is produced hygienically; and that food preservation can provide additional income if certain factors are considered. Students are asked to identify safe food preservation practices and think of ways to apply these principles and potentially earn income from preserving local foods.
The daily lesson log outlines a lesson on food preservation for 6th grade students. The lesson objectives are for students to demonstrate an understanding of and skills in food preservation. Students will preserve foods using appropriate tools and materials while applying food preservation principles and skills. The lesson content discusses food preservation. Procedures include student group presentations on preserved food products and a discussion of safety rules in food processing. The lesson emphasizes sanitation and safety practices for processed foods.
The document outlines a lesson plan for a Grade 12 Earth and Life Science class on the topic of Earth's internal structure. The lesson uses strategies like a guided gallery walk and tic-tac-toe activity to help students identify and differentiate the layers of the Earth, relate them to the composition of a hard boiled egg, and create a project on Earth's layers. The lesson aims to help students understand the composition and properties of the crust, mantle, and core.
1. The document outlines a lesson plan for a biology class on nutrition and the digestive system. It details the learning objectives, approach, materials, steps, and assessment.
2. The lesson plan uses a Student Teams Achievement Divisions model where students are organized into groups to discuss worksheets on the functions of nutritious food, food requirements, and the roles of different foods.
3. Assessment includes observation of student attitude, evaluation of group discussions and presentations, and a test to assess student knowledge.
1. The document outlines a lesson plan for a biology class on nutrition and the digestive system. It details the learning objectives, approach, materials, steps, and assessment.
2. The lesson plan uses a Student Teams Achievement Divisions model where students will be organized into groups, work on a worksheet, and present their discussions.
3. The assessment will evaluate students' attitudes, discussion/presentation skills, and knowledge through a test.
1. The document outlines a lesson plan for a biology class on nutrition and the digestive system. It details the learning objectives, approach, materials, steps, and assessment.
2. The lesson plan uses a Student Teams Achievement Divisions model where students will be organized into groups, work on a worksheet, and present their discussions.
3. The assessment will evaluate students' attitudes, discussion/presentation skills, and knowledge through a test.
1. The document outlines a lesson plan for a biology class on nutrition and the digestive system. It details the learning objectives, approach, materials, steps, and assessment.
2. The lesson plan uses a Student Teams Achievement Divisions model where students are organized into groups to discuss worksheets on the functions of nutritious food, food requirements, and the roles of different foods.
3. Assessment includes observation of student attitude, evaluation of group discussions and presentations, and a test to assess student knowledge.
1) The document describes a lesson plan for a grade 7 ESL class on healthy eating. It includes activities to introduce the topic, reading passages and videos to build knowledge, and a final project to integrate learning.
2) The lesson incorporates strategies like think-pair-share to develop oral language skills and uses cooperative learning structures to build collaboration skills.
3) Formative assessments include teacher observation of discussions, peer feedback on recipes, and a summative assessment of students' final healthy eating recipe books.
1) The lesson aims to teach 30 secondary ESL students about healthy eating through a 6-period unit.
2) Activities include reading texts and videos about nutrition, discussing food choices in groups, and writing recipes using modal verbs.
3) Students will apply their knowledge by writing messages evaluating family meals and creating a class recipe book using modal verbs.
This document is a daily lesson log for a 7th grade science teacher, Mrs. Charline A. Radislao, for the weeks of August 28-31 and September 3-5, 2018. The log outlines the objectives, content, learning resources, and procedures for lessons on microscopy, biological organization, and animal and plant cells. The objectives are aligned with curriculum standards and focus on understanding microscope parts and functions, levels of biological organization, and distinguishing between animal and plant cells. Learning resources include textbooks, references, and materials from an online portal. The procedures describe reviewing previous lessons, presenting new content, discussions, activities, and assessments to help students develop mastery of the concepts.
This document is a daily lesson log for a 7th grade science class. Over the course of a week, the teacher Mrs. Charline A. Radislao aims to teach students about microscopy, biological organization, and cells.
The objectives are to understand the parts and functions of the compound microscope, employ microscope techniques, describe biological organization from cells to the biosphere, and differentiate between plant and animal cells. Learning resources include textbooks, references on microscopy and the levels of biological organization.
Procedures across the week include reviewing concepts, establishing lesson purposes, examples, discussions, formative assessments, and evaluations. The teacher reflects on student progress and identifies strategies that worked well and difficulties that could be addressed with
COT-SCIENCE6 QUARTER 1 SEPERATING MIXTURES THROUGH HAND PICKING by TEACHERKJV...PagadalanTiParparoro
1. The lesson plan describes teaching students techniques for separating mixtures through handpicking.
2. Students will participate in an activity where they separate mixtures of paper clips, corn seeds, and garlic using their hands.
3. The teacher will explain that handpicking can be used to separate mixtures that are a combination of solid materials like removing impurities from grains.
This document contains a daily lesson plan for an Agriculture 10 class. The plan outlines the objectives, content, learning resources, and procedures for the week. The objectives are to identify required farm tools and equipment, check for defects, demonstrate safe handling techniques, and select proper personal protective equipment. The content focuses on supporting horticultural work. Learning resources listed include textbooks, references, and an online source. The procedures provide steps for each day including activities, discussions, and an evaluation. The reflection section allows the teacher to assess student progress and determine areas needing improvement.
This document provides a daily lesson log for a 7th grade science teacher covering a week of lessons on microscopy, biological organization, and plant and animal cells. The log outlines objectives aligned to standards, topics to be covered each day, learning resources, teaching procedures and activities, and a reflection on student progress and areas for improvement. The lessons guide students to identify microscope parts, focus specimens, describe levels of biological organization, and differentiate plant and animal cells. Formative and summative assessments are used to evaluate learning.
Lesson Plan Science 9 August-28-Sept.-1-2023.docxarianemiranda17
This document contains a daily lesson log for a science teacher teaching lessons about the circulatory and respiratory systems over the course of a week. Each day's objectives are outlined, including content standards, performance standards, and learning competencies. The lessons cover topics like the key parts and functions of the respiratory and circulatory systems, types of circulation, and how the two systems work together to transport gases and molecules through the body. Learning activities are planned each day to reinforce the concepts, and formative assessments are included to evaluate student learning. The teacher reflects on strategies that worked well and difficulties encountered.
This weekly learning plan outlines science lessons for 9th grade students on the respiratory and circulatory systems over 3 days. Day 1 focuses on identifying parts of the respiratory system and how the lungs work. Students participate in activities to label respiratory system diagrams and simulate breathing with balloons. Day 2 covers the circulatory system components and types of circulation. An activity has students organize circulatory system parts. Day 3 describes heart function and how blood is pumped, with the teacher using a powerpoint presentation. Evaluation includes questions and an essay assignment.
This document contains a daily lesson plan for an Agriculture 10 class at Lanton High School. The plan covers the week of July 29 - August 2, 2019. The objectives for the week are for students to identify required materials, tools, and equipment for crop production; check tools for faults; demonstrate proper handling techniques; select suitable personal protective equipment; and provide work support according to health and safety requirements. Content will focus on supporting horticultural work. Learning resources listed include textbooks, additional materials from an online learning portal, and Google.com. Planned activities include analyzing pictures, listing tools for cultivation, and discussing concepts like the origins of horticultural science and the importance of horticulture. The plan outlines procedures for each
To wrap up the collection of CLIL curricula, lessons and resources created during the two years of Hands On CLIL implementation by the partners’ schools, emerges the Good Practices Catalogue. It aims to clarify methodologies and approaches to be followed by teachers intending to implement CLIL methodology in their teaching practice, providing not only resources that have been previously implemented (and can be freely used) but also offer a step-by-step guide - the CLIL Tool Kit - with classroom principles, lesson framework, tips for designing a CLIL lesson and CLIL assessment & evaluation tools, within the Hands On CLIL project framework for Primary Education.
This lesson plan outlines a lesson on the human digestive system for 4th grade students with disabilities. The goals are for students to understand the functions of the digestive system and be able to name its primary structures. The lesson includes examining posters and models of the digestive system, discussing each part, and using computers to interact with diagrams. Students will label diagrams of the digestive system and write about the journey of food through it. Their understanding will be evaluated through worksheets and questions.
DLL GRADE 7 SECOND QUARTER.docx for secondaryElysaMicu
This document contains a daily lesson log for an English teacher covering 5 days of lessons for 7th grade students. The objectives are to develop students' listening comprehension skills by having them use listening strategies to extract information and details from short texts. Throughout the week, students will listen to and answer questions about passages on the human heart and food donations by Boy Scouts. The teacher will model listening strategies, have students practice skills with guided activities, and assess their mastery through formative assessments. At the end of the week, the teacher will reflect on what teaching methods were most effective and how administrators can provide further support.
Q2 week 5 Earth and life science grade 11romelynm123l
This 7-page daily lesson log outlines a lesson plan for teaching 11th grade Earth and Life Science. The lesson focuses on describing the general and unique characteristics of different organ systems in representative animals. Specific learning objectives are to identify different organ systems and explain their functions and relationships to ensure animal survival. The lesson involves an organ system puzzle activity and lecture discussing the organ systems. Students will take a 10 question quiz assessment and complete additional reading for application.
This document outlines an action research and innovation session that aims to:
1. Discuss what action research is and how to plan an action research project.
2. Develop teachers' skills in conducting action research and innovating.
3. Have participants plan their own action research projects to present at the end of the workshop.
The session involves introducing action research, discussing how to conduct effective action research projects, and having participants analyze examples and plan their own projects to share their outputs. The goal is to help teachers improve their skills in research, innovation, and developing innovative practices.
This document provides information about a science learning module on matter for 7th grade students, including:
- The module was developed by the Private Education Assistance Committee to be used in online, blended, and remote learning.
- It encourages independent and self-regulated learning as well as developing 21st century skills.
- The module covers topics like scientific values, the scientific method, and designing experiments through various learning activities and assessments.
Nature, concepts and purposes of curriculum developmentjanehbasto
This document discusses the key components of curriculum development: aims/goals/objectives, subject matter/content, learning experiences, and evaluation approaches. It provides examples of objectives for different education levels based on Philippine policy, including developing skills, patriotism, work orientation. Content selection criteria include self-sufficiency, significance, validity, interest, utility, and learnability. Instructional strategies should achieve objectives using methods that stimulate learner development and styles. Evaluation assesses curriculum results.
Current Ms word generated power point presentation covers major details about the micronuclei test. It's significance and assays to conduct it. It is used to detect the micronuclei formation inside the cells of nearly every multicellular organism. It's formation takes place during chromosomal sepration at metaphase.
When I was asked to give a companion lecture in support of ‘The Philosophy of Science’ (https://shorturl.at/4pUXz) I decided not to walk through the detail of the many methodologies in order of use. Instead, I chose to employ a long standing, and ongoing, scientific development as an exemplar. And so, I chose the ever evolving story of Thermodynamics as a scientific investigation at its best.
Conducted over a period of >200 years, Thermodynamics R&D, and application, benefitted from the highest levels of professionalism, collaboration, and technical thoroughness. New layers of application, methodology, and practice were made possible by the progressive advance of technology. In turn, this has seen measurement and modelling accuracy continually improved at a micro and macro level.
Perhaps most importantly, Thermodynamics rapidly became a primary tool in the advance of applied science/engineering/technology, spanning micro-tech, to aerospace and cosmology. I can think of no better a story to illustrate the breadth of scientific methodologies and applications at their best.
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3. Assessment includes observation of student attitude, evaluation of group discussions and presentations, and a test to assess student knowledge.
1) The document describes a lesson plan for a grade 7 ESL class on healthy eating. It includes activities to introduce the topic, reading passages and videos to build knowledge, and a final project to integrate learning.
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This document is a daily lesson log for a 7th grade science class. Over the course of a week, the teacher Mrs. Charline A. Radislao aims to teach students about microscopy, biological organization, and cells.
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This document provides a daily lesson log for a 7th grade science teacher covering a week of lessons on microscopy, biological organization, and plant and animal cells. The log outlines objectives aligned to standards, topics to be covered each day, learning resources, teaching procedures and activities, and a reflection on student progress and areas for improvement. The lessons guide students to identify microscope parts, focus specimens, describe levels of biological organization, and differentiate plant and animal cells. Formative and summative assessments are used to evaluate learning.
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3. Have participants plan their own action research projects to present at the end of the workshop.
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This document discusses the key components of curriculum development: aims/goals/objectives, subject matter/content, learning experiences, and evaluation approaches. It provides examples of objectives for different education levels based on Philippine policy, including developing skills, patriotism, work orientation. Content selection criteria include self-sufficiency, significance, validity, interest, utility, and learnability. Instructional strategies should achieve objectives using methods that stimulate learner development and styles. Evaluation assesses curriculum results.
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When I was asked to give a companion lecture in support of ‘The Philosophy of Science’ (https://shorturl.at/4pUXz) I decided not to walk through the detail of the many methodologies in order of use. Instead, I chose to employ a long standing, and ongoing, scientific development as an exemplar. And so, I chose the ever evolving story of Thermodynamics as a scientific investigation at its best.
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Or: Beyond linear.
Abstract: Equivariant neural networks are neural networks that incorporate symmetries. The nonlinear activation functions in these networks result in interesting nonlinear equivariant maps between simple representations, and motivate the key player of this talk: piecewise linear representation theory.
Disclaimer: No one is perfect, so please mind that there might be mistakes and typos.
dtubbenhauer@gmail.com
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EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...Sérgio Sacani
Context. With a mass exceeding several 104 M⊙ and a rich and dense population of massive stars, supermassive young star clusters
represent the most massive star-forming environment that is dominated by the feedback from massive stars and gravitational interactions
among stars.
Aims. In this paper we present the Extended Westerlund 1 and 2 Open Clusters Survey (EWOCS) project, which aims to investigate
the influence of the starburst environment on the formation of stars and planets, and on the evolution of both low and high mass stars.
The primary targets of this project are Westerlund 1 and 2, the closest supermassive star clusters to the Sun.
Methods. The project is based primarily on recent observations conducted with the Chandra and JWST observatories. Specifically,
the Chandra survey of Westerlund 1 consists of 36 new ACIS-I observations, nearly co-pointed, for a total exposure time of 1 Msec.
Additionally, we included 8 archival Chandra/ACIS-S observations. This paper presents the resulting catalog of X-ray sources within
and around Westerlund 1. Sources were detected by combining various existing methods, and photon extraction and source validation
were carried out using the ACIS-Extract software.
Results. The EWOCS X-ray catalog comprises 5963 validated sources out of the 9420 initially provided to ACIS-Extract, reaching a
photon flux threshold of approximately 2 × 10−8 photons cm−2
s
−1
. The X-ray sources exhibit a highly concentrated spatial distribution,
with 1075 sources located within the central 1 arcmin. We have successfully detected X-ray emissions from 126 out of the 166 known
massive stars of the cluster, and we have collected over 71 000 photons from the magnetar CXO J164710.20-455217.
ESR spectroscopy in liquid food and beverages.pptxPRIYANKA PATEL
With increasing population, people need to rely on packaged food stuffs. Packaging of food materials requires the preservation of food. There are various methods for the treatment of food to preserve them and irradiation treatment of food is one of them. It is the most common and the most harmless method for the food preservation as it does not alter the necessary micronutrients of food materials. Although irradiated food doesn’t cause any harm to the human health but still the quality assessment of food is required to provide consumers with necessary information about the food. ESR spectroscopy is the most sophisticated way to investigate the quality of the food and the free radicals induced during the processing of the food. ESR spin trapping technique is useful for the detection of highly unstable radicals in the food. The antioxidant capability of liquid food and beverages in mainly performed by spin trapping technique.
The binding of cosmological structures by massless topological defectsSérgio Sacani
Assuming spherical symmetry and weak field, it is shown that if one solves the Poisson equation or the Einstein field
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spherical shell without any underlying mass. Moreover, a large-scale structure which exploits this solution by assembling
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mitigated, at least in part.
ESPP presentation to EU Waste Water Network, 4th June 2024 “EU policies driving nutrient removal and recycling
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hematic appreciation test is a psychological assessment tool used to measure an individual's appreciation and understanding of specific themes or topics. This test helps to evaluate an individual's ability to connect different ideas and concepts within a given theme, as well as their overall comprehension and interpretation skills. The results of the test can provide valuable insights into an individual's cognitive abilities, creativity, and critical thinking skills
THEMATIC APPERCEPTION TEST(TAT) cognitive abilities, creativity, and critic...
SemiDetailedLPExemplarAtmospherCHU.docx
1. Guiling-Coliling National High School
Semi-Detailed Lesson Plan for Classroom Observation Tool
Teacher Marichu S. Ramos Date Time
I. Objectives (Annotations)
-PPST -
Indicators/KRA/Obj
ectives to be
observed during
the classroom
observation
I. Objectives
A. Content
Standards
The learners demonstrate understanding of the different phenomena that
occur in the atmosphere.
B.
Performance
Standards
The learners will participate in projects that will reduce build-up of
greenhouse gases.
C. Most
Essential
Learning
Competencies
Cite and explain ways of using Earth’s resources sustainably.
Specific Objectives:
Cognitive: identify and describe the features of the 5layers of the
atmosphere.
Affective: explain the basis for the division of the layers of atmosphere.
Psychomotor: relate the importance of atmosphere to human kind.
KRA 1
Objective 2
Used research -
based knowledge
and principles of
teaching and
learning to
enhance
professional
practice
II. Content Layers of the Atmosphere
III. Learning
Resources
KRA 1
Objective 2
Used research -
based knowledge
and principles of
teaching and
learning to
enhance
professional
practice
A. References
1. Learner’s
Material Title
and Pages
-Science 7, Page 312-314
2. Textbook
title and
Pages
Science And Technology I, Page 272-275
Grade Level 7
Learning Area Science
Quarter Fourth
Learning Modality Modular Distance Modality
Republic of the Philippines
Department of Education
Region I
Pangasinan Division II
2. 3. Material
from
LR(Portal
Learning
Resources)
-Self Learning Module in Science 7
-Quarter 4: Module 3
B. Other
Learning
Resources
Google images, Laptop, T.V., Power Point Presentation, Activity Sheets,
https://www.google.com/search?
youtube.com/results?search-query=the +human+digestive+system
https://www.google.com/search?q=human+digestive+system+drawing&rlz=ICIC
HBF
KRA 1:
Objective no. 2
Used research -
based knowledge
and principles of
teaching and
learning to
enhance
professional
practice
Strategy:
Integration of ICT
for teaching and
learning process.
IV.
Procedures
A. Review/
Presenting
New Lesson
ELICIT
A. Preliminaries
- Checking of Attendance, proper sitting arrangement, cleanliness
and orderliness
- Remind the health safety protocols
- Prayer
Activity no. 1: “SORT ME”
Part A:
Directions: Choose ten objects that you use everyday. List the objects in
the table. Complete the table by identifying the materials that make up each
object. (The first item is given as an example)
COMMON OBJECTS
OBJECT MATERIALS OBJECT MATERIALS
1. Pencil wood 6.
2. 7.
3. 8.
4. 9.
5. 10.
Part B:
Directions: Classify each material you listed in PART A as a renewable or
non-renewable resource. Then list the materials that can be recycled.
RENEWABLE NON-RENEWABLE RECYCLABLE
https://www.google.com/search?
KRA 1
Objective no. 4
-Used effective
verbal and non-
verbal classroom
communication
strategies to
support learner
understanding,
participation,
engagement and
achievement.
KRA 2
Objective no. 5
-Established safe
secure learning
environments to
enhance learning
through the
consistent
implementation of
policies, guidelines
and procedures.
Objectives 6
-Maintained
learning
environments that
promote fairness
and care to
encourage
learning.
B. Establishing
a purpose of
Lesson
ENGAGE
Video Presentation
Reminders for the
Activity 2: “Food Haus”
KRA 1,2, & 3
Objective no. 1
-Applied
knowledge of
content within and
3. Instructions: The learners listen/watch a video of the song entitled “Bahay
Kubo”. Answer the following questions
1. How many vegetables found in “Bahay Kubo”
1.What are the vegetables found in “Bahay Kubo”?
2. What is the message of the song “Bahay Kubo”?
https://www.youtube.com/results?search_query=bahay+kubo+song+
english+translation
across the
curriculum.
Objective no. 4
-Used effective
verbal and non-
verbal classroom
communication
strategies to
support learner
understanding,
participation,
engagement and
achievement.
Objective no. 9
-Designed adapted
and implemented
teaching strategies
that are responsive
to learners with
disabilities,
giftedness and
talents.
Objective no. 10
-Adapted and used
culturally
appropriate
teaching strategies
to address the
needs of learners
from indigenous
group.
C. Discussing
new concept
and practicing
new skills
EXPLORE
Video Presentation about Digestive System
The learners watch a video entitled “Parts of the Digestive System”.
youtube.com/results?search-query=the +human+digestive+system
The students will answer Activity 3: The Digestive System
Instructions: Name and label the parts of the Digestive System
.
KRA 2 & 4
Objective no. 7
-Maintained
learning
environments that
that nurture and
inspire learners to
participate,
cooperate and
collaborate in
continued learning.
Objective no. 8
-Applied a range of
successful
strategies that
maintain learning
environments that
motivate learners
to work
productively by
assuming
responsibility for
their own learning.
Objective 16
-Applied personal
philosophy of
teaching that is
learner -centered
4. Guide Questions:
1. What are the different parts of the digestive system?
2. Discuss the function of each part.
D. Developing
Mastery/For
mative
Assessment)
EXPLAIN
Instruction: Presentation of output and discussion.
Activity will perform individually to observe social distancing. A
representative from the students will present and discuss his/her output.
KRA 1
Objective no. 3
-Displayed
proficient use of
Mother-Tongue,
Filipino and English
to facilitate
teaching and
learning.
Objective no. 4
-Used effective
verbal and non-
verbal classroom
communication
strategies to
support learner
understanding,
participation,
engagement and
achievement.
G. Finding
practical
application of
concepts and
skills in daily
living.
ELABORATE
Activity no.4,Title: “Food, A Gift of God”
The teacher will show a video clip of family dinner. Let the students realize
the value of food and proper eating.
Questions:
1. How do you feel after watching the video?
2. What are the value of food and proper eating?
3. How will you apply what you’ve learned from the video to your family?
https://www.youtube.com/watch?v=03kCl45jjik
KRA 1
Objective 1
-Applied
knowledge of
content within and
across the
curriculum.
ESP-Integration of
moral respect in
God the value of
family being
together.
Mapeh(Health)-
Integration of
concepts about the
proper ways of
taking care of one’s
health
H. Making
Generalizatio
n
ELABORATE
Activity no. 5, Title: “Cloze Passage”
Direction: Read the paragraph in activity 2 and complete the cloze
passage about the digestive system, with the words inside the box below.
Mouth/oral cavity Ingestion Stomach
Teeth
Small intestine Excretion Large intestine
Absorption
Anus Esophagus Saliva
Assimilation
KRA 1
Objective 1
-Applied
knowledge of
content within and
across the
curriculum.
English-Integration
in reading skills.
5. The digestive system starts in the 1_________. Food is broken down into
smaller pieces by chewing with our 2_________. The first step of digestion
called 3_______. The food get mixed with juice called 4_________in the
mouth. The food goes through the 5_______________ to the 6_________.
Here it mixes with the digestive juices. Food is then passed into the
7________. Here nutrients from the food are taken in by the blood in the
process known as 8_______. When the nutrients from the food is in the
bloodstream, it will then be absorbed by each cell of the body in a process
called __________ to provide energy to the cells. The undigested food
passes into the 10_______________ and finally is thrown out of the body
through the 11 ___________ in the process known as 12
_______________.
I. Making
generalization
about the
lesson
Why digestive system is important to survival?
Digestion is important for breaking down food into nutrients, which
the body uses for energy, growth, and cell repair. Food and drink must
be changed into smaller molecules of nutrients before the blood absorbs
them and carries them to cells throughout the body.
J. Evaluation Assessment worksheet No. 6 on page10
Guiling-Coliling National High School
Most Essential learning Competency: Explain ingestion, absorption,
assimilation, and excretion.
Name:____________________ Date:___________
Grade/Section:______________ Score: __________
Activity 1: “The Kid’s Choice
Directions: Select the letter of your choice and write it on the space before
each number or multiple response using Kahoot application.
1. The body’s food processing system is called___________.
A. Circulatory system C. Excretory system
B. Digestive system D. nervous system
2. It is about 7 meters in length and 3.5 cm. in diameter.
A. esophagus B. large intestine C. liver D. small intestine
3. The process of breaking down food into substances that can be used by
the body.
A. absorption B. assimilation C. excretion D. digestion
4. The process where undigested foods are eliminated from the body.
A. absorption B. assimilation C. excretion D. ingestion
5. The process where nutrients are absorbed into the blood stream of the
body.
A. absorption B. assimilation C. excretion D. ingestion
6. A green liquid stored in the liver is secreted to breakdown fats is
called_________.
A. bile B. hydrochloric acid C. mucus D. pancreas
7. Choose the correct order of digestion.
A. absorption-ingestion-excretion-assimilation
B. ingestion-absorption-assimilation-excretion
C. ingestion-assimilation-absorption-excretion
D. ingestion-excretion-assimilation-absorption
8. Digestion in the mouth begins in the _____________.
A. teeth, tongue and saliva C. cheeks, lips and tongue
B. lips, tongue and teeth D. tonsils, lips and salivary glands
9. Which of the following statements are correct as food bolus arrives at the
pharynx?
I. The trachea reopens
II. Esophageal sphincter relaxes
III. Swallowing reflex is triggered
KRA 3
Objective no. 9
-Designed adapted
and implemented
teaching strategies
that are responsive
to learners with
disabilities,
giftedness and
talents.
Objective no. 10
-Adapted and used
culturally
appropriate
teaching strategies
to address the
needs of learners
from indigenous
group.
Objective no. 11
-Adapted and
implemented
learning programs
that ensure
relevance and
responsiveness to
the needs of all
learners.
6. IV. Movement of the larynx tips the epiglottis down
A. I, II ,IV only C. I, III, IV only
B. II, IV only D. I, II, III, IV
10. Harmless bacteria live on the unabsorbed organic material in the human
colon and they generate gases as by-products of their metabolism that are
expelled through the anus. Which of the following gases is responsible for
the offensive odor of flatulence or fart?
A. hydrogen sulfide C. both a and b
B. methane D. none of these
K. Extend for
application or
remediation
Activity no. 6: Title: “Fit At Home”
Make something good for the body. Ask the students to perform exercise
or zumba, Do this for one week and take a video and send it to GC
Activity no. 7: Title: Digestive Process
Self- Learning Module, Page 15
Activity no. 8: Title: Label It!
Name the labeled parts of the digestive system
Activity no.9: Title: Follow Me!
Indicate the missing parts to correct order of the food pathway from
ingestion to excretion.
KRA 3 & 4
Objective no. 9
-Designed adapted
and implemented
teaching strategies
that are responsive
to learners with
disabilities,
giftedness and
talents.
Objective no. 16
-Applied personal
philosophy of
teaching that is
learner-centered
V. Remarks
VI. Reflections
a. Number of
learners who
earned 80% in
the evaluation
b. Number of
learners who
require
additional
activities for
remediation
c. Did the
remedial
lessons work?
Number of
learners who
caught up
with the
lesson
d. Number of
learners who
continue to
require
remediation
e. Which of
my teaching
strategies
worked well?
Why did this
work?
f. What
difficulties did
I encounter
which my
head teacher,
principal and
supervisor
7. can help me
solve?
g. What
innovation or
localized
materials did I
used/discover
which I wish
to share with
other
teachers?
Prepared by: Checked:
MARICHU S. RAMOS CARLITO A. BRAGADO
SST-III, Science/Ratee Head Teacher III/Rater
Noted:
EMELITA N. SORIANO, EdD
Principal IV