Division Lanao del Norte

School Tambacon Integrated School Grade Level 8

Applied:
Teacher Trisha Melrose M. Aguinid Learning Area Science
Time & Dates 8:00-9:00 am Quarter 4
June 3,2022

I. OBJECTIVES
The learners demonstrate an understanding of the concept of species
A. Content Standards and the species as being furthered classified into hierarchical taxonomic
system
The learners shall be able to report (e.g. through a travelogue) on the
B. Performance Standards activities that communities engage in to protect and conserve
endangered and economically important species.
C. Learning Competencies/ The learners should be able to explain the advantages of high
Objectives (Write the biodiversity in maintaining the stability of an ecosystem
code for each LC) MELCs S8Lt-Ivh-21
At the end of the lesson, students should be able to:
1. explain the advantages of high biodiversity in maintaining the stability
D. Specific Objective of an ecosystem;
2. create a role play portraying the high and low biodiversity; and
3. discuss ways on how to protect and conserve biodiversity.
E. Integration of Content English, Values Education
Within
and Across Curriculum
II. CONTENT High and Low Biodiversity
III. LEARNING
RESOURCES
A. References
Discovery Science 8 by Campo, Pia C. et al. Pp. 157-159
1. Textbook Pages
[Link]
million-year-old-tropical-
B. Other Learning
[Link]
Resources
[Link]

TEACHER’S ACTIVITY LEARNER’S

IV. PROCEDURES EXPECTED
RESPONSES
Elicit(3 minutes)
A. presenting the new
Ask the students the following questions:
lesson
1. What were the animals that can be found
in the zoo, mountains or oceans? Horse,
cows,crocodiles .
2. What kind of ecosystem where the animals
can be found or live? Some of animals
can be found in
oceans, forest and
mountains.

B. Establishing a Engage(4 minutes)

purpose for the lesson
C. Presenting .examples/ Show pictures of different ecosystems and let
instances of the new them describe based on the number of plants and
lesson animals.

[Link]
extraordinary-species- .
diversity-within-a-14-7-
million-year-old-tropical-
rainforest-and-sheds-light-
on-evolution/

[Link]
form
 Ask the students the following questions:
1. What are the two types of ecosystem? The two types of
ecosystem in front
are the tropical
rainforest and the
desert.

2. Describe in terms of living components

found in both ecosystems. I have observed
that in the tropical
rainforest there are
a lot of trees and
animals while in the
desert it is dry and
only plants and
animals are found.
D. Discussing new Explore (15 minutes)
concepts and 1. Let the students work in groups (4)
practicing new skills
Mechanics:
1. You will be grouped into four. Each group must Group 1 Tropical
select a leader, a secretary and a material Rainforest
manager. Materials:
Picture of tropical
2. Each group will be provided with envelop which
rainforest
contains the materials need in the activity.
3. Read the procedure carefully and answer the
guide questions written in the activity sheets.
4. Present your output in the class after five
minutes.

Procedures:
1. Observe the
diorama below and
answer the guide
questions.
Guide Questions:
1. How many plant
species found in the
tropical forest
model?
2. How many
animal species
found in the tropical
rainforest model?
3. Why can we see
many species in this
area?

Group 2 Desert
Materials:
Picture of a desert
ecosystem

Procedures:
1. Observe the
diorama below and
answer the guide
questions
Guide Question:
1. How many plant
species found in the
 desert model?
2. How many
animals species
found in the desert
model?
3. Why can we see
few species in this
area?

Group 3 Coral
Reef Ecosystem
Materials:
Diorama of a Coral
reef ecosystem

Procedures:
1. Observe the
diorama below and
answer the guide
questions.
Guide Questions:
1. How many plant
species found in the
coral reef model?
2. How many
animal species
found in the coral
reef model?
3. Why can we see
many species in this
area?
Group 4 Tundra
Ecosystem
Materials:
Picture of a Tundra
System

Procedures:
1. Observe the
diorama below and
answer the guide
questions.
Guide Questions:
1. How many plant
species found in the
tundra model?
2. How many
animal species
found in the tundra
model?
3. Why can we see
few species in this
area?

E. Developing mastery Explain (10 minutes)

Let the students watch and listen carefully to this
video clip ([Link]
v=GK_vRtHJZu4&t=82s) and take note of the
following guide questions:
1. Define biodiversity
 Biodiversity is the
variability among
organism from all
courses, including
terrestrial, marine,
and other aquatic
ecosytem; this
include diversity
within species,
between species
2. Compare the number of species and the and of ecosystem.
variety of plants and present in the high
and low biodiversity.
If there are many
species of plants
and animals present
in an ecosystem, it
is considered as
high biodiversity
and if there are few
species in an
ecosystem, it has
low biodiversity.

3. Describe the interaction and reproduction

between the two types of biodiversity.

Since there is
limited number of
species and plants
in the low
biodiversity the
interaction would be
minimal and since
species have lesser
interaction the
interaction would be
also lesser. In the
high biodiversity,
there would be
great variety of
species and their
interaction.

F. Finding practical Elaborate (16 minutes)

applications of Ask the following guide questions:
concepts and skills in
daily living 1. If there is a typhoon or any natural disaster
which biodiversity will you think can cope
G. Making generalization
up to the disaster? Why? If there would be a
and abstractions
typhoon or any
about the lesson
natural disaster the
high biodiversity
would be able to
cope with the
environmental
stressors since high
biodiversity has a
variety of species
so it can
compensate for the
loss of other
species thus
minimizing the
effect of the
environment

2. If you were to choose which biodiversity

would you prefer? Is it high or low
biodiversity? Why?
 If I were to choose
which biodiversity, I
will choose high
biodiversity
because it has vast
of resources in
terms of food,
shelter and water in
3. Which biodiversity do you think is capable which I can survive
in maintaining the stability of an for a longer time.
ecosystem?
The biodiversity that
is capable in
maintaining the
stability of an
ecosystem is the
high biodiversity
because it has a
high rate in terms of
4. How will you compare the ecosystem resources,
before and today’s ecosystem? interaction and
production.

5. Since, there are already a lot of damage in We can see the

our ecosystem, as a student what can you beauty and healthy
do to preserve and conserve the ecosystem before
ecosystem? but now it it slowly
destroyed due to
human intervention.

Since our
ecosystem has
already a lot of
damage we need to
preserve and
conserve our
biodiversity. As a
student, I can
preserve and
conserve our
ecosystem by
throwing my
garbage properly,
apply the 3R’s, turn
off lights if not used
and plant more
trees.

H. Evaluating learning Evaluate (10 minutes)

Multiple Choice. Choose the letter of the best Answers:
answer.
1.D
1. Which of the following ecosystem shows a high 2.A
biodiversity? 3. B
a. Tundra 4. B
b. Desert 5. C
c. Savanna
 d. Rainforest

2. How is high biodiversity able to maintain the

stability of an ecosystem?
a. by coping with the environmental stressors and
species can compensate the loss of other
organism.
b. by adapting on the chance of climate but lesser
production
c. by preserving the different species within the
ecosystem
d. by terminating the resources available in the
ecosystem

3. The following are ways in preserving and

conserving our ecosystem EXECPT.
a. Reuse, reduce and recycle
b. throw garbage anywhere
c. Conserve water
d. plant more trees

4. How is high biodiversity being advantageous?

High biodiversity can
a. able to maintain the produce vast number of
species
b. able to maintain the stability of the ecosystem
c. able to consume all the resources in the
ecosystem
d. able to minimize the changes in the environment
5. If a natural disaster will come to the low
biodiversity, what do you think will happen to the
species and their resources?
a. there will be a vast variety of species within the
ecosystem
b. there will the same population in terms of plants
and animals
c. there will be a great lost in the variety of plants
and animals.
d. the resources will be more abundant

Extend (2 minutes)
Directions: In a short bondpaper, draw your own
ecosystem showing the high biodiversity. Refer the
I. Additional activities for Criteria below. (15pts)
application or Criteria:
remediation Creativity: 10
Neatness: 5
Total: 15 points

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% on the
formative assessment

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 worked well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?

G. What innovation or
localized materials did I
use / discover which I
wish to share with other
teachers?

Observed by:

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