School MUA-AN INTEGRATED 4th
DAILY LESSON LOG SCHOOL Quarter
IN GRADE 8 Teacher Kimberly M. Legaspi /
SCIENCE Section/Time/ 8- MERCURY Grading
Teaching 1:00-1:45 Period
Days Date March 20,
2025
I. OBJECTIVE(S)
A. Content Standards The learners demonstrate understanding of;
1. The concept of a species, and;
2. The species as being further classified into a hierarchical
taxonomic system.
B. Performance Standards The learners should be able to report on the activities that
communities engage in to protect and conserve endangered and.
C. Learning Competency(ies) Classify organisms using the hierarchical taxonomic system.
Objective/s: At the end of the lesson the students are expected to:
1. Classify organisms using the hierarchical taxonomic system.
S8LT-IVg-19
II. CONTENT/TOPIC hierarchical taxonomic system.
III. LEARNING RESOURCES S8LT-IVd-16, https://youtu.be/kKwOlAqQoLk?
(References & other si=kGZwCh8LcuUf6F8_
learning resources)
IV. PROCEDURES
ELICIT The teacher will give a trivia about what is species.
A. Reviewing the previous Ask the learners: What is species? What are the 4 species concept?
lesson or presenting the new
lesson
ENGAGE (MOTIVATION) Show the learners a video from YouTube about the Species
B. Establishing a purpose of the
lesson https://youtu.be/kwfWEDsKxps?si=66jEOZO_o7_HNMk-
1. What was the video all about?
2. What is the taxonomic hierarchy?
3. What are the 8 levels of classification?
For question 4-6. You are going to answer these questions later.
4. Why do we need to understand the taxonomic hierarchy?
5. How important is the taxonomic hierarchy in a life of an
organism?
6. How does knowing the taxonomic hierarchy help us in our
daily living?
EXPLORE a. Unlocking of Difficulties: Analogy and Visualization
C. Presenting examples/ Read out difficult or unfamiliar words and ask the students to read
instances of the lesson them to themselves and then out loud as a class.
Taxonomic Hierarchy, Domain, Kingdom, Phylum, Class, Order,
Family, Genus, Species.
Let the students give the meaning of the following words by filling the
correct answer from the given definition.
Direction: Identify what is asked in the following questions.
Choose your answer from a word bank provided
below.
Taxonomic Hierarchy, Domain, Kingdom,
Phylum, Class, Order, Family, Genus,
Species.
1. _____ The most specific level; organisms that can
interbreed and produce fertile offspring.
2. _____ Differentiates organisms based on basic body
plans (e.g., vertebrates vs. invertebrates).
3. _____ is a system for classifying and organizing living
organisms.
4. _____ A group of closely related species.
5. _______ Groups of closely related families. Carnivora
(meat-eaters) and Herbivora (plant-eaters) are
examples.
6. ________ The highest level, distinguishing between
bacteria and organisms with a true cell nucleus
(Eukarya).
7. _______ Further divides phyla based on shared
characteristics (e.g., mammals, birds, reptiles).
8. _______ Distinguishes between plants, animals, fungi,
etc.
9. ______ Groups of closely related genera.
Answer key: Species, Phylum, Taxonomic
hierarchy, Genus, Order, Domain, Class,
Kingdom, Family.
The class will be divided into 4 groups.
b. Preliminaries on the day’s activity. Giving instructions,
precautions, or introducing the rubrics and giving of fact sheets
Rubrics for presentation:
EXPLAIN (ACTIVITY) Activity: “Taxonomic Hierarchy”
D. Discussing new concepts and
practicing new skills #1 Direction: Classify organisms using the hierarchical taxonomic
system.
Let the students go to their assigned group.
Each group will classify organisms using the hierarchical
taxonomic system.
They will be given 3 minutes to prepare.
Each group will present their output with the allotted time
given.
Group Botany-
Group Genetics-
Group Ecology-
Group Zoology-
E. Discussing new concepts and Let each group present their output.
practicing new skills #2
ELABORATE (ANALYSIS) Botany:
F. Developing Mastery (leads to
formative assessment) Genetics:
Ecology:
Zoology:
G. (APPLICATION)
Finding practical applications of For question 4-6. You are going to answer these questions later.
concepts and skills in daily living
4. Why do we need to understand the taxonomic hierarchy?
5. How important is the taxonomic hierarchy in a life of an
organism?
6. How does knowing the taxonomic hierarchy help us in our
daily living?
H. (ABSTRACTION) Ask the following questions:
Generalizing and abstractions 1. What is taxonomic heirar?
about the lesson 2. What are the 4 species concepts?
3. Describe the 4 species concepts?
Let’s Evaluate!
Directions: Choose your answers below and write them in the space
provided.
1. What is the primary criterion for determining species
under the biological species concept?
A. Morphological similarity
B. Ability to interbreed and produce fertile offspring
C. Genetic similarity
D. Ecological niche
2. Which species concept is based on the idea that
organisms are classified based on their evolutionary history
and common ancestry?
A. Biological Species Concept
B. Typological Species Concept
C. Phylogenetic Species Concept
D. Ecological Species Concept
3. Why might two animals that look very different still be
considered the same species?
A. They live in the same habitat.
B. They have the same genetic makeup.
C. They can interbreed and produce fertile offspring.
D. They are both carnivores.
4. Which of the following is a limitation of the typological
species concept?
A. It relies too heavily on genetic data.
B. It does not account for variations within a species.
C. It is difficult to apply to extinct organisms.
D. It requires extensive ecological data.
5. According to the ecological species concept, what
determines if two organisms are different species?
A. Their ability to interbreed.
B. Their morphological differences.
C. Their ecological niches.
D. Their genetic differences.
EXTEND (ASSIGNMENT) Home Delight!
J. Additional activities for Study about classification of species.
application or remediation
K. REMARKS
VI. REFLECTION
A. No. of learners who earned
75% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remediation work?
No. of learners who caught up
with the lesson.
D. No. 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 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?
PREPARED BY:
KIMBERLY M. LEGASPI
Student Teacher
Checked by:
PHOEBELYN F. MANGLICMOT
Teacher I
Noted: RHODORA M. DANO
School Head
