LESSON PLAN IN SCIENCE 8
Integrating the Principles of Universal Design for Learning (UDL)
2nd Quarter
Claudine D. Baldecasa
A. Content Standard
The learner demonstrates understanding of the structure and function of the digestive
system and its role in the overall functioning of the body.
B. Performance Standard
The learner should be able to describe how the organs of the digestive system work
together to digest food.
C. Learning Competency
S8LT-IIa-14: Describe the main parts and functions of the digestive system.
I. Learning Objectives
At the end of the lesson, students are expected to:
- Knowledge: Identify and describe the main parts of the human digestive system.
- Skills: Trace the path of food as it goes through the digestive system.
- Attitude: Appreciate the importance of each organ in maintaining health and nutrition.
II. Topic
The Digestive System
III. Learning Resources
A. References:
1. K to 12 Curriculum Guide – Science 8
2. Learner’s Module – Science 8, pp. 111–117
3. Teacher’s Guide – Science 8
4. Video: “Journey Through the Digestive System”
5. Materials: Labeled organ cut-outs, chart, projector, PowerPoint, worksheet, Google
Forms quiz
IV. Procedure (with Differentiated Instruction)
Lesson Phase Teacher’s Activity Student’s Activity
Routinary - Greet the class - Participate in the prayer
- Lead a short prayer and energizer
- Facilitate the energizer: - Settle down for the class
"Body Sound Chain"
where students mimic
digestive system sounds
(chewing, gulping,
stomach gurgle)
Engage (10 min) - Play an animated video - Watch video attentively
showing a cheeseburger's - Respond to questions
journey through the - Make initial guesses
digestive system about organ functions
- Ask: "What do you think based on visuals
happens to food once it
enters your mouth?"
- Show flashcards of
digestive organs and ask:
"Can you name this organ
and guess what it does?"
Explore (10 min) - Distribute cut-outs of - Collaborate in mixed-
digestive organs and a ability groups
blank human body outline - Place organs in sequence
to each group - Discuss and record each
- Instruct: "Arrange the organ's possible function
organs in the correct
sequence based on how
food moves through your
body"
- Facilitate group
discussions: "What
happens in the mouth?
What happens in the
stomach?"
Explain (15 min) - Present a labeled diagram - Listen attentively
of the digestive system - Take notes using a
using a PowerPoint provided fill-in-the-blank
- Discuss each organ one diagram
by one: - Ask questions for
- Mouth: Where digestion clarification
begins with chewing and - Answer teacher prompts
saliva
- Esophagus: A muscular
tube that pushes food to the
stomach
- Stomach: Mixes food
with acid and enzymes to
break it down
- Small Intestine: Absorbs
nutrients from digested
food
- Large Intestine: Absorbs
water and forms waste
- Use analogies: "The
stomach acts like a
blender; the small intestine
is like a sponge."
- Check for understanding
through brief questions
Elaborate (15 min) - Present a choice board - Select a task based on
and say: "Choose one of interest and learning style
the following tasks to show - Work independently or
what you learned today" with a partner
1. Create a comic strip - Present or submit
showing the path of food. completed work
2. Write a diary entry as a
cheeseburger going
through digestion.
3. Build a clay model of
the digestive system.
4. Compose a short song
or jingle explaining
digestion.
- Provide rubric and guide
per task
Evaluate (10 min) - Give instructions for the - Complete the quiz using
quiz: "Open the Google Google Forms or paper
Form on your device. You - Submit answers and
will have 10 minutes to receive feedback
complete the quiz."
- Assist students who need
help accessing the form
- Distribute paper versions
if needed
V. Assignment
Digestive Diary: Write a short narrative (5–7 sentences) about what happens to your
favorite food once it enters your mouth. Include at least five organs and describe their
functions.