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.

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 occurrence of eclipses.
B.
Performance
Standards
The learners should be able to discuss whether or not beliefs and practices
about eclipses have scientific basis.
C. Most
Essential
Learning
Competencies
Explain how solar and lunar eclipses occur using models.
Specific Objectives:
Cognitive: show how eclipses occur.
Affective: discuss the scientific basis of beliefs and practices related to
eclipses.
Psychomotor: discuss safety precautions in observing partial eclipses.
KRA 1
Objective 2
Used research -
based knowledge
and principles of
teaching and
learning to enhance
professional
practice
II. Content Eclipse
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 351-358
2. Textbook
title and Pages
Science And Technology I, Page 324-325
3. Material
from LR(Portal
Learning
Resources)
-Self Learning Module in Science 7
-Quarter 4: Module 5
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. 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
Directions: Fill in the missing letters to complete the word(s) in the given
sentences.
1. The darkest part of the Sun in lunar eclipse is called U_ _R_.
2-3. A solar eclipse happens when the M_o_ blocks the view of the S_N.
4. When only part of the moon enters the Earth’s umbra, it is called
P_ _U_ _RA.
5-6. TO_ _L eclipse is when the entire M_ _N blocks the view of the
Sun.
7. A lunar eclipse happens when the EA_T_ shadow falls on the moon.
8-9. A total S_L_R eclipse occurs when the U_BR_ of the moon’s
shadow on the surface of the Earth.
10. The lighter portion of a shadow is called PE_ _M_R.
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
Activity 2: “Arranged Me”
Directions: Rearrange the jumbled letters to get the correct word(s)
described in the sentence.
1. The eclipse of the Sun is called _____.
R O L A S
2. The dark shadow cast by a solar eclipse _____.
M U B A R
3. It is the casting of a shadow by one heavenly body upon another.
_____.
L I P S E C E
4. The eclipse of the moon is called _____.
R U L A N
5. The partial shadow in an eclipse _____.
B R A E P M U N
KRA 1,2, & 3
Objective no. 1
-Applied knowledge
of content within
and across the
curriculum.
Objective no. 4
-Used effective
verbal and non-
verbal classroom
communication
strategies to
support learner
understanding,
participation,
engagement and
achievement.

3. https://www.youtube.com/results?search_query=bahay+kubo+song+
english+translation
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
.
Guide Questions:
1. What are the different parts of the digestive system?
2. Discuss the function of each part.
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. D. Developing
Mastery/Form
ative
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
Generalization
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.
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
_______________.
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. 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
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
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. 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 can
help me
solve?
g. What
innovation or
localized
materials did I
used/discover
which I wish

7. 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