DETAILED LESSON PLAN (DLP)

Republic of the Philippines

Department of Education
Region X
Division of Misamis Oriental

MISAMIS ORIENTAL GENERAL COMPREHENSIVE HIGH SCHOOL

Learning Area: SCIENCE Quarter: 4 Grade Level: 8

Teaching Date and 6:55 – 7:50 AM (Grade 8 Blissful) DAMASING, 2ND

February 17 – 21, 2025
Time: 8:45 – 9:40 AM (Grade 8 Careful) BESRA B, 2ND
Monday - Friday
9:55 – 10:50 AM (Grade 8 Austere) BESRA D, 1ST
10:50 – 11:45 AM (Grade 8 Friendly) QRF, 3RD
Objectives
A.​ Content Standards: The learners demonstrate an understanding of:
1.​ the digestive system and its interaction with the circulatory,
respiratory, and excretory systems in providing the body with
nutrients for energy
2.​ diseases that result from nutrient deficiency and ingestion of
harmful substances, and their prevention and treatment
B. Performance Present an analysis of the data gathered on diseases resulting from
Standards: nutrient deficiency
C. Learning The learners should be able to:
Competencies/
Objectives: Write the LC 1.​ Explain ingestion, absorption, assimilation, and excretion
Code for each ●​ S8LTIVa-13

Learning Objectives:

By the end of the lesson, 80% of the students will be able to:

1.​ Identify the organs that make up the digestive system;

2.​ Give the function of each organ;

3.​ Describe how some accessory organs and glands help the
body in the digestive process; and
4.​ Explain ingestion, absorption, assimilation, and excretion.

Structures and Functions of the Digestive System

Content
B. REFERENCES
1. Teacher’s Guide Pages
CO_Q4_Science 8_ Module 1 .Pages 6-7
Learning 2. Learner’s Material Pages
Resource
3. Textbook Pages Rubi Sereño, A., L. (Ed.). (n.d.). Science –
s
Grade 8 Alternative Delivery Mode Quarter 4

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 – Module 1: Structures and Functions of the
Digestive System First Edition, 2020 (first
edition). pp. 1-26

https://depedtambayan.net/wp-content/uploa
ds/2022/05/SCI8-Q4-MOD1.pdf

4. Additional Materials https://www.sciencelearn.org.nz/labelling_interactives/14-

from Learning Resource label-the-human-digestive-system
(LR) portal
SMART TV
Lapel Microphone
Chalk
C. OTHER LEARNING Slide
RESOURCES Presentation
Image of
Digestive
System

Procedures

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

ELICIT

A. Introduction and Reviewing Previous Lesson

or Presenting the New Lesson

“Good morning, class!”

“Good morning, Ma’am!”
“Let us pray first. In the name of the Father, the
Son, and the Holy Spirit​ Amen.” (The students participate in prayer)

“Good morning once again. Grade “Good morning, Ma’am Leslie”

8-Austere/Friendly!”
(The students will arrange their chairs and pick
“Before you sit down, please arrange your chairs
and pick up pieces of trash.” up pieces of trash.)

(The students sit on their respective chairs.)

“ You may take your seat”

"It was okay."

"Tiring."
“So how was your day class?”
“Very yes ma’am!”

“I know it was tiring because you still cannot move on

to your exam last week? Am I right?

“It’s okay, we have to move on to that moment

because today we will be moving on to our new topic.”
B. Establishing a Purpose for the Lesson

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 “ Since we will be moving on to our new topic
because we are now in our last quarter (4th
Quarter). We will be exploring new topics for this
quarter.”
“ No, ma’am.”
“ Do you have any idea what will be our new topic
for today’s class?” “More on animals, cells, systems, etc.”
“Okay, I’ll give you a clue. Biology!”
“ Biology is a branch of science that deals with
“Does anyone know what Biology is?” living organisms and their vital processes.
Biology encompasses diverse fields, including
botany, conservation, ecology, evolution,
genetics, marine biology, medicine,
microbiology, molecular biology, physiology,
and zoology.”

“ Very good!” “Yes, ma’am!”

“So are you excited exploring this type of topic?”

“For today, we will be tackling the Structures and

Functions of the Digestive System.”

“ We will be studying about the human digestive

system and what is really happening inside our
body/ stomach when we are eating.” “ Always ready ma’am!”

“Are you ready?”

ENGAGE

C. Presenting Examples / Instances of the

Lesson

Activity 1. A Gutsy Game!

This activity is a board game that needs at least

two players. The game demonstrates the flow of
food into our digestive system. The first one to
reach the finish tile wins!

Materials Needed:
●​ Game board
●​ A piece of cube dice or six-sided small box
with numbers 1 to 6
●​ Playing token (e.g., pebble, button, etc.)

Procedure: (The students will group themselves into two

1. Find someone whom you can play the groups. )
board game with.

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 2. Choose a playing token for you and
your playmate; place your tokens
on the board’s starting line.
3. Take turns in rolling the dice. (The student will choose one representative who
4. The number on the dice tells the will play the board game, and the members will
number of boxes you may move your take turns in rolling the dice.)
token.
5. Should your token land on a box with
instructions beside it, execute
the instructions.
6. The player who first makes it all the
way throughout the digestive system and
down to the finish line wins the game.

After the game the teacher will ask some (The rest of the members should brainstorm or
questions regarding their activity. answer the questions provided by the teacher.)

Questions: Answers:
1. What does the playing token represent? 1.​ The token represents the food that was
eaten.
2. What do the boxes on the game represent? 2.​ The boxes on the board game represent the
different organs of the digestive system.
3. What do the instructions beside the boxes tell 3.​ The directions on some of the boxes describe
you about the digestive system? the physical and chemical conditions that
affect proper functioning of the digestive
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 system.

EXPLORE

D. Discussing New Concepts and Practicing New

Skills

Activity 2:Labeling Diagrams

(The teacher will group the students into two

(The same group from the previous activity.)
groups.)

The teacher will provide unlabeled diagrams and have (The students will label the unlabeled parts of
students not only label the parts but also write a brief the digestive system with the brief description
description of the function of each organ. at the back of the flashcards.)

Answers:

Parts and Functions

1.​ esophagus - a tube that attaches the mouth 1.​ esophagus
to the stomach 2.​ stomach
2.​ stomach is a J-shaped, bag-like muscular
3.​ liver
organ that can hold approximately one liter of
4.​ gall bladder
fluid and food.
3.​ liver- Organ that processes nutrients and 5.​ pancreas

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 filters toxins from blood, produces bile and 6.​ duodenum
many other functions. 7.​ small intestine
4.​ gall bladder- a small pear-shaped sac that 8.​ large intestine
can hold about 50ml of bile. 9.​ rectum
5.​ pancreas- Organ that secretes digestive
enzymes and produces hormones such as
insulin. Small organ found below the stomach.
6.​ small intestine- is an organ that breaks down
food further into substances, such as glucose,
that can be absorbed by the villi.
7.​ duodenum is the first and shortest part of the
small intestine that starts at the lower end of
the stomach and extends for about 20 cm to
25 cm in length.
8.​ large intestine-This is where reabsorption of
liquid, electrolytes and some vitamins from the
undigested food takes place.
9.​ rectum- stores indigestible food matter for
disposal

EXPLAIN

E. Finding Practical Applications and Concepts

and Skills

(While the teacher is discussing, the teacher should

check if the answers of the students are correct.
Correct their answers and discuss the functions of (The students will listen.)
each part.)

In Activity 1, you must have inferred that the digestive

system is composed of different organs that work
together to break down food and nourish the body. It
also involves important processes in order to carry out
the function of the digestive system.

The function of the digestive system is digestion.

“Okay, I’ll ask, what is digestion?” Student 1: Process that breaks down the food
you eat into tiny pieces that your body can use
“Very good” for energy, growth, and repair.

The breakdown of organic compounds into their simple

forms for use by the cells. Digestion is the chief
function of the digestive system. It breaks down food
mechanically and chemically.

Let us take a journey throughout the human digestive

system to see how it works and how the organs
coordinate in order to carry out the processes of
digestion.

“ While I am discussing, let us check your answers

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throughout the discussion.”

“Are you ready?”

“ Yes, ma’am”

“To make it a little more interesting, try to imagine

what happens to a hamburger when eaten.”

“Okay what are the ingredients or toppings in a

burger?” “ Patty or meat”
“Mayonnaise”
“Ketchup”
“Lettuce”
“Remember that ground meat is mostly protein, (other possible toppings)
mayonnaise is mostly fat, and the bun is mostly
carbohydrate. The journey of the food starts from the
mouth down to the anus takes about 18-20 hours.”

There are four processes of the Digestive System.

1.​ Ingestion
2.​ Digestion
3.​ Absorption
4.​ Assimilation
5.​ Egestion

Let us first discuss the first process that happens in

the digestive system.

A.​ INGESTION

It is the journey of taking in food or any

substance into the body through the mouth.
The journey of food starts when a bit of
hamburger enters your mouth.

B.​ DIGESTION

Second process involved in the digestive

system. It is the process that involves

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breakdown of large food molecules into smaller
molecules for easy absorption of the cells. Both
chemical and mechanical digestions begin
immediately in the mouth. While the food is in
the mouth.

“What part of our mouth is used to crush,cut,

and break the food into pieces.” “The teeth ma’am.”

“Yes, correct.”

Teeth cut, crush, and break it apart into tiny

pieces “Yes.”
“Moving the food.”
“"Is the tongue part of the digestive process, “Mixing with saliva and swallowing.”
and if so, how does it help?"

while the tongue helps mix food with saliva

secreted by the salivary glands forming into a
moist ball called bolus so it can be easily
swallowed. This process is known as
mastication or chewing considered as a
mechanical digestion, which is the initial stage
of digestion. The saliva contains salivary
amylase, the enzyme that breaks down starch
into smaller carbohydrates.
“Esophagus”
“After that, where does the bolus pass?

Then, the bolus passes from the mouth to the

esophagus - a tube that attaches the
mouth to the stomach. A series of wave-like
muscle contractions known as peristalsis push
and transport foods and liquids in small
sections to…

“Where will it go next?”

To the stomach.
“Stomach”

“What happens to it in the stomach?"

(Mixing, breaking down)

The stomach is a J-shaped, bag-like muscular

organ that can hold approximately one liter of
fluid and food. The primary function of the

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 stomach is to store food, which turns to chyme
after being acted on by the stomach acid.
Chyme is a semifluid material formed from
bolus that is acted upon by the gastric juices
secreted by the stomach. The walls of the
stomach have special cells that secrete gastric
juices like hydrochloric acid and pepsin that
begin the chemical breakdown of proteins.

Liver

“Let us take a short detour into the three organs that

are part of the digestive system and helps in secretion Pancreas
of essential substances. These organs are the liver,
the pancreas and the gall bladder. “

The liver produces bile, a green fluid that turns large

fat droplets into smaller ones and stores them in the
gall bladder.

When necessary, bile gets into the small intestine and

helps in the digestion of fat. The pancreas makes
three different kinds of enzymes namely amylase,
peptidase, and lipase released through a pancreatic
duct that aid in the digestion of all three organic Gall bladder
compounds such as carbohydrates, proteins, and fats
respectively. The process takes about half of a liter of
digestive juices each day. The liver is the biggest
organ inside the body with a mass of about two
kilograms.

Gall bladder - a small pear-shaped sac that can hold

about 50ml of bile. The pancreas is a small organ
found below the stomach.

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 The small intestine is an organ that breaks down
food further into substances, such as glucose, that can Small Intestine
be absorbed by the villi. It has three parts namely the
duodenum, the jejunum, and ileum.

The duodenum is the first and shortest part of the

small intestine that starts at the lower end of the
stomach and extends for about 20 cm to 25 cm in
length. Basically, it is in charge for the continuous
breaking-down process as it partially receives the
chyme from the stomach, it resumes chemical
digestion of food, and prepares for absorption
through the villi.

Organic compounds such as carbohydrates, proteins,

and fats are specifically broken down with the aid of
different enzymes. Carbohydrates are broken down
into sugars by enzymes like amylase, maltase and
lactase. Proteins are broken down into amino acids
by enzymes like trypsin and peptidase. Fats are
broken down into fatty acids by the enzyme lipase.
After about four hours, the stomach pushes food into
the small intestines.

The jejunum is the second part of the small intestine

that is 2.5 cm in length. Its wall works for absorption
through enterocytes or columnar cells of small nutrient
particles which have been previously digested by the
enzymes in the duodenum.

C. ABSORPTION

The third process that happens in the digestive

system. It occurs mostly in the small intestine
where several digestive juices, pancreatic juice,
and bile aid in the chemical digestion of food.
Absorption is the process of passing the soluble
food molecules in the wall of the small intestine
through the villi – the tiny, finger-like
projections from the epithelial lining of
the intestinal wall. Each villus contains blood
capillaries that enable it to absorb water,
glucose, amino acids, vitamins, minerals, and
fatty acids. It also increases the amount of
surface area available for the absorption of
nutrients.

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D. ASSIMILATIONT

The fourth process that occurs in the digestive

system. It is the movement of digested food
nutrients into the blood vessels of the small
intestine through diffusion and use of nutrients
into the body cells through the microvilli –
microscopic cellular membrane projections that
serves to expand the surface area for diffusion
and also to lessen any increase in volume.

The third part of the small intestine is the

ileum which is about 3.5 meters in length. Its
main function is the assimilation (absorption)
of B12 and the re-assimilation (reabsorption) of
conjugated bile salts.

Large Intestine
The Large intestine is divided into caecum,
ascending colon, transverse colon, descending
colon, and sigmoid colon. This is where
reabsorption of liquid, electrolytes and some
vitamins from the undigested food takes place.
It secretes mucus to aid in the formation of
feces and maintains alkaline conditions. This is
the last segment of the gastrointestinal tract
that completes absorption and compacts waste.

E. EGESTION

The last process that occurs in the digestive

system. It is the release of undigested food
collected in the rectum called feces and
pushed out of the body through the anus by
defecation.

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 ELABORATE

Activity 3: My Food Diary (By pair)

Have students keep a food diary for one week, noting

what they eat and reflecting on how their diet might
Time Foods/Drinks Notes/Com
affect their digestive health.
ments
Group discussion on the importance of each organ in
7:00 am Oatmeal with Felt full and
the digestive system and how different lifestyles
banana and a energized
(e.g., diet, exercise) can impact digestion.
glass of milk after this.

12:00 nn Chicken salad Tasted good,

Discussion: Students will share their food diaries sandwich on but felt a
and discuss how their eating habits relate to the whole wheat little heavy
lessons learned about the digestive system. bread afterwards.
Maybe too
much mayo?

3:00pm Yogurt with Refreshing!

berries

7:00 pm Spaghetti with Enjoyed

meat sauce dinner. Salad
and salad added some
fiber.

Throughout Water I tried to

the day drink at least
8 glasses.

"I realized I eat way too much junk food. No

wonder my stomach sometimes hurts! I'm
going to try to eat more fruits and vegetables."

"I noticed when I eat a lot of fiber, I feel much

better. I'll add more whole grains and beans to
my diet."

"My diary helped me see I need to eat more

regularly. Skipping meals isn't good for my
digestion."

“ This week's food diary made me realize a few

things about my diet and how it might be
affecting my digestion. I noticed that on the
days I ate more fruits and vegetables, like the
apple slices and the salad with dinner, I felt
better and more regular. The oatmeal in the
morning also seemed to help.”

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 EVALUATE

G. Evaluating Learning

Directions: Choose the letter of the correct answer. Answers:

Write your answers on a separate sheet of paper.
1.​ D.
1. The following organs are part of the human digestive 2.​ A.
system EXCEPT: 3.​ D.
A. mouth 4.​ A.
B. esophagus 5.​ D.
C. small Intestine 6.​ C.
D. gastro vascular cavity 7.​ B.
8.​ C.
2. In which part of the digestive system does the breaking 9.​ D.
down of food into tinier pieces occur? 10.​B.
11.​D.
A. mouth B. stomach C. small intestine D. large Intestine 12.​C.
13.​C.
3. Which of the following helps in the digestion of food in 14.​B.
the mouth? 15.​D.
A. amylase B. bile C. protease D. saliva

4. What enzyme aids the digestion of lipids in the small

intestine?

A. amylase B. gastric enzyme C. lipase

D. pepsin

5. Which tiny structures line the internal surface of the

small intestine to increase its surface area for the
absorption of nutrients?

A. bile ducts B. cilia C. salivary glands D. villi

6. What is the largest internal organ of the human body?

A. heart B. gall bladder C. liver D. stomach

7. Which of the following is produced by the liver?

A. amylase B. bile C. pepsin D. renin

8. Which organ stores bile and pumps it into duodenum?

A. appendix B. colon C. gall bladder D. pancreas

9. What is the result of chemical digestion of

carbohydrates?

A. amino acid B. bile C. fatty acids D. simple sugars

10. Where does absorption of nutrients mostly occur?

A. stomach B. small intestine C. large intestine D. all the

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above

11. What aids the passage of food through the digestive

tract?
A. pull from the anus
B. chemical absorption
C. movement of the cilia
D. wavelike muscle contractions

12. What is the main work of the digestive system?

A. fights disease
B. regenerates cells
C. breaks down food
D. distributes energy throughout the body

13. Which of the following is the correct order of the

digestive tract?
A. mouth → rectum → esophagus → rectum → anus →
small intestine → large intestine

B. mouth → stomach → esophagus → rectum → anus →

small intestine →large intestine

C. mouth → esophagus → stomach → small intestine →

large intestine → rectum → anus

D. mouth → esophagus → stomach → small intestine →

anus → large intestine → rectum

14. How do nutrients from digested food reach the blood?

A. by passing through the esophagus into the blood
B. by being absorbed into the blood through the blood
vessels
C. by being absorbed into the blood through the walls of
the lungs
D. by passing through the small intestine into the large
intestine, then into the blood

15. What will happen to the undigested food that pass

through the digestive tract?
A. goes to the pancreas to await disposal
B. enters to the stomach and await disposal
C. goes to small intestine and await disposal
D. moves down to the large intestine and await disposal

EXTEND

ACTIVITY 3: I Create You Gullet! (By group of 5

members)

Directions: Create a comic strip of the digestive process on (The students will choose their own

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a sheet of bond paper based on the situation below. Put the members.)
title of your comic strip on one square. Make ten more
squares for your story. Each square shall show both
drawings and words to tell your story. The following terms
and concepts should include in your comic strip:

● Mechanical digestion
● Stomach
● Chemical digestion
● Small intestine
● Mouth
● Villi
● Saliva
● Large intestine
● Esophagus
● Rectum
● Peristalsis
● Anus

Situation: Imagine that you are a piece of food (bread,

pizza, mango, etc.) that is about to be eaten by a human
being! As you journey through the digestive system, starting
from the first bite and ending with your exit from the human
body, you are able to meet the different organs and enzymes
that interact with you.

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Prepared by: Checked, reviewed and observed by:

VENUS A. CAGO
Cooperating Teacher
LESLIE M. TORRALBA
Student Teacher

MR. JASON M. MADRONER

ST COORDINATOR

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