February 10, 2016

Lesson Plan # 3
Science 8-B & 8-C
I. Objectives: At the end of the lesson, the students will be able to:
a. ;
b.; and
c.
Learning Competency:
II. Subject Matter:
A. Topic: Digestive System: Digestion Process Part 1
B. Reference: Science Learners Manual. Campo et.al, Vibal Publishing
House, Inc
pg. 291
Page Keeleys Uncovering Student Ideas in Science,Vol.
4, pg.131
C. Materials: laptop, DLP/projector
Parts of the Digestive System Cards, cracker, tissue paper, iodine
solution, teaspoons, long thin balloons, cooking oil, medicine
dropper/pipette, white bread, zip lock baggies
III. Teaching Procedure:
Teachers Activity

Learners Activity

A. Preliminary Activities
Greetings
Prayers
Checking of Attendance
Classroom Management
B. Review
Lets have a recap in our previous Sir! We discussed about the impacts
lesson. What was our lesson last of human activities in the ecosystem.
meeting?
Very Good! Kindly give some
human activities that affect the
ecosystem?

Sir! Monoculture. This is a cultivation

of a single crop in large areas. By
limiting the cultivation of different
kinds of plants, people also deprived
many animals of their food and home.

Thats right! In addition to that,

only the insect pests that eat the
monocrop remain in the area and
if uncontrolled, these pests can
totally wipe out the monocrop in Sir! The use of herbicides and
insecticides. Farmers spray their crops
a short time.
with insecticides to kill pests, and with
herbicides to kill weeds. However, the
What else?
chemicals also destroy other
organisms including beneficial insects

and soil organisms which help in

decay.
Very Good! Many insect pests
become resistant to chemicals
which may lead to the use of
increased amount of pesticide.
C. Motivation
Create a list in your notebooks
consisting of your favorite lunch
foods. (Encourage students to
share their list with a lab partner.) Sir!
Sir!
When you eat these foods, what Sir!
organs of your body are involved? Sir!
Sir!
Sir!

Mouth
Esophagus
Stomach
Small Intestines
Large Intestines
Colon

Very Good! All your answers are

Sir! Digestive System.
correct!
What system do these organs
belong?
Exactly! Today we
discussing
about
system.

will be
digestive

It turns food into poop; stomach

acid dissolves food.

D. Developmental Activities
What do you know about the
digestive system?
Let the students go their group
mates in Science. Distribute a set
of
Digestive
System
Organ/Structure Cards to each
group.

(Place cards in order, then check with

the list on the board; make any
necessary adjustments on the order: )
Teeth/mouth
Esophagus
Stomach
Ask students to place these cards Small intestine
Large intestine
in order that food would travel
Colon
through the digestive system,
starting with the mouth.

Determine which functions go with

each organ/structure of the
digestive system.

All of you are correct! Now,

distribute the set of Digestive
System Function Cards to each
group.

Use the following AT stems for

discussion:

Write Accountable Talk Stems

(ATS) on the board for students to
use for their discussion:
I
think
this
goes
with
_____because _______.
I
disagree
because_____________________.
I
agree
because
_______________________.

I think this goes with ________because

_________.
I disagree because
______________________.
I agree because
__________________________.
(Students have varied ideas)
By reading the description, we
matched the ones that seemed to go
together first, then what was left we
could tell by what we already knew.
Sir! The teeth grind the food; stomach
acids break down the food.

How did your group determine

Yes Sir!
which function went with each
organ?
Sir! When cracker enters the mouth,
the teeth grind and break up the
cracker.
Now, how might the digestive
system change food into a form
that can be used by the body?
I told you yesterday to bring 1
pack of Sky flakes, each group.
Isnt?

What happened when you put the

cracker inside your mouth?
Very Good!

Sir! Saliva makes the food wet and

makes it easier to swallow so you
dont choke.

The more one chews the more

the cracker is broken up into
smaller pieces. Breaking up the
cracker into smaller pieces is a
physical change because itis still When
something
reacts
with
a cracker. But there is saliva in something, it changes, so if the iodine
reacts with a starch, something
the mouth.
happens like maybe a color change, a
How can saliva be helpful in temperature change, a gas formed;
something like that.
digestion?
Crackers are a starch. Potatoes
and rice are also starches. Iodine
is used as an indicator for starch,
meaning iodine reacts when it
comes into contact with starches.
What does reacts mean?

Explore 1: The Mouth

Materials: 2 Crackers/Sky flakes
5 drops ofSaliva,
1 sheet of bond paper
2 Droppers

Cracker 1
Cracker 2

(The three groups execute the given

procedures. Record observations of
both
crackers.)

Ask students to place the 2

crackers about 3 inches apart on
a paper towel and to label on the
paper towel below the crackers:
#1 & #2. Explain that amylaseCracker1
is
Cracker
One representative
With
a chemical that is found in human
2
each
group
saliva
w/o
saliva where it begins the
presents the result
Saliva
chemical process of digestion.
of
their
After 3
experiment.
Provide amylaseminutes
solution and
After
have students use a dropper to
The color of the
adding
cracker
without
place 5 drops of amylase
iodine
amylase
when
solution/ saliva on cracker #1.
solution
added the iodine is
Place 2 drops of iodine solution
dark purple. The cracker with amylase
on each cracker. Observe the
did not turn dark blue/purple when
change
that
occurs;
record added with iodine.
observations on chart.
Record your observation using Sir! It gets rid of the starch; it
the chart.
Cracker1
Cracker
changes
the 2starch into something
With else. w/o Saliva
After recording their
saliva
observations, let one After 3
representative each minutes
group
share
the After
adding
iodine
solution

results of their experiment.

Sir! Peristalsis.

Very Good! What inference can

we make about amylase?
Exactly!
Saliva
contains
compounds that are important in
breaking down food.
The esophagus is a long muscular
tube that leads to the stomach.
Food doesnt travel by gravity;
rather it is pushed by a wavelike
contraction of muscles known as
_______________________.
Very Good! The esophagus makes
quick work of this job. It can
squeeze food to the stomach in 7
seconds.
Explore 2: The Esophagus
The next activity will simulate
how the esophagus works.
Materials:
Balloon
1 teaspoon cooking
oil
piece of bread
1) Cut the end of the balloon so
that it makes a long, flexible tube.
2) Pour 1 teaspoon (5 ml) of
cooking oil into the balloon.
3) Take the piece of bread and
make it into a ball about the size
of a marble.
4) Stick the bread into one end of
the balloon.
5) Squeeze the balloon behind
the ball of bread with one hand.
Keeping that hand in place, cross
your other hand over the first
hand, continue squeezing to
move the bread down the
balloon.
This
activity
simulates
peristalsis
the
rhythmic,
wavelike contractions of the
muscles that line the digestive

(Students
procedure.)

execute

the

given

tract.
Explore #3: The Stomach
Distribute materials to each pair
of students: 4 unfrosted animal
crackers, zip-lock bag, and cup
of water.
Tell students to place broken
cookies and
water into the zip-lock bag and
squeeze the
bag many times.

E. Application
Lab sheet (1 per student)
2 Ziploc style sandwich bags
(per student)
Water
Assortment of foods (i.e., bread,
chips, grapes)
Beaker or clear container (1 per
group)
Vinegar (approximately 50 mL)
Chalk (1 Piece per group)
Tootsie Roll (1 per student)
Clock
Procedure:
1. Obtain 2 plastic sandwich bags
from the teacher. Carefully fill
each sandwich bag halfway full
with
water.
2. Add food items to both of your
bags. Be sure you:
a) do not overfill the bags
b) add approximately the same
amount and type of food to each
bag
c) carefully remove air and zip
the bags closed ensuring that
they dont leak
d) do not squeeze the bags in
any way
3.
Designate one bag to
represent
No
Muscular
Action(stomach 1) and the other
bag to represent
With Muscular Action (stomach
2).
4.
Taking note of the time,
observe the contents of stomach
1. Record your initial observations

under
No Muscular Action in Data
Table 1. Place the bag off to the
side
and
check/record
observations
again in 5 minutes. Try not to
move the bag too much as you
make your observations. You will
be
conducting 3 trials.
5. Take stomach 2 and gently
squeeze the bag 6 times being
sure not to rip or accidently open
it.
Record your initial observation
under With Muscular Action in
Data Table 1. Place the bag off to
the side. Each time you check the
bag squeeze it 6more times, then
record your observations.
Record your observations every 5
minutes. You willbe conducting 3
trials.
6. While you are waiting, one
person from your group will
obtain a container filled with 50
mL of vinegar
and a piece of chalk from your
teacher. Position the container in
an area where your entire lab
group
can view it. Place the small piece
of chalk into the vinegar and
observe what takes place. In
Figure
2draw, label, and explain what
you observe.
7. Next, obtain from your teacher
a single tootsie roll. Unwrap the
tootsie roll and place it in your
mouth.
Keeping your mouth closed, you
may suck but NOT chew the
tootsie roll. Without ever chewing
you
are going to record in Data Table
3the time it takes for the tootsie
roll to completely dissolve in your
mouth from start to finish. When
finished,
record
both
your
stopping and total times.
8. Once you complete all 3 trials,
take your stomachs to the
designated drop off areas in the
classroom.

F. Generalization

IV. Evaluation

V. Assignment

Number of students within the mastery level:_____________

Number of students need remediation:_____________________
Activity/ies undertaken:______________________________________
Prepared by:

LESTER E. ORPILLA
Student Teacher
Checked by:
MRS. JANETTE U. ABAN
Cooperating Teacher, Science 8