Science 8 Lesson Plan 20 Food and Energy

CONTEXTUALIZED LESSON PLAN IN
SCIENCE 8
LESSON 20
FOOD AND ENERGY
Prepared by:
CHARIDEL S. SALANGA
MAY ANN M. MOISES
RITZ D. PUQUIZ
SCIENCE 8 LESSON PLAN 20
FOOD AND ENERGY
Key Idea
The relationships among organisms and how energy is transferred can be represented in food
chains.
LESSON COMPONENT 1-Short Review
Time: 7 mins
 Ask students to write down their answer in the space provided on their worksheet.
1. What do we call this diagram?

2. Which organism is the producer?
3. Which organisms are the consumers?
4. Among the consumers, identify the herbivore and the carnivores.
5. The fox eats carrots and other animals. Therefore, what do we call the fox? Give a reason
for your answer.
6. Why does an organism eat another organism?
 Ask students to volunteer to read out their answers, giving positive feedback. Read out a sample
answer for all students to listen to and write down. This may come from one of the students or from
the sample answer.
Sample answers:
1. It is called food chain.
2. The carrots.
3. The consumers are rabbit, fox, and lion.
4. The rabbit is the herbivore and the fox, and the lion are the carnivores.
5. The fox is an omnivore as it eats both plants and animals.
6. To obtain energy.
LESSON COMPONENT 2- Lesson Purpose /Intention
Explain to the students that this lesson is about interpreting scientific texts and diagram and how
important comprehending them is for learning and when answering questions.
E.g., The lesson is about food chains. We want to be sure we know and understand about food
chains and the transfer of energy through trophic levels.
Component 3: Lesson Language Practice
Time: 5 mins
 Read out the following phrase (from the students’ worksheets) and ask the students to read it to
themselves and then out loud as a class.
Trophic level
 Ask the students to write one sentence using that phrase. Read out some answers for all
students to write down. This may come from one or several of the students or from the following
sample answer.
Sample answer: A trophic level is the step in a food chain that determines the level of energy.
Component 4: Lesson Activity.
Time: 25 mins
Component 4A
Refer students to the main lesson stimulus and read out the text.
 Ask the students to read the text to themselves.
MANLELUAG NATIONAL PARK-some producers and consumers

Producers and Consumers Plants and Animals
3rd order consumers Wild boar
2nd order consumers Monitor Lizard, snake
st
1 order consumers Grasshopper, rats, deer, mice
Primary Producers Ferns, grass, mahogany, kamagong, narra
 Ask the students if there are any words that they are not familiar with (or suggest examples such
as plants and animals in the national park) and give descriptions of any words that may be
problematic.
Materials: Colored paper (yellow, green, orange, red and blue), pencil, scissor , paste/glue
Directions:
1. Cover the parts of pyramid with colored paper. Arrange the color from the lighter to darker color
(the higher the energy the lighter the color of paper)
3. Using the table above, arrange the organism according to the energy level intake or used.
4. On the colored energy pyramid, write the name of an organism which you think suits the level
on the pyramid.
Figure 1
Component 4B
 Read out the following questions and ask students to answer in their worksheet.
Q1. What trophic level does the Grass belong to?
Q2. What trophic level does a snake belong to?
Q3. Which animal is in the highest trophic level in Manleluag National Park?
 Ask students to volunteer their answers, giving positive feedback.

 Select a sample answer for all students to write down. This may come from one of the students
or from the following sample answer.
Sample answers:
Q1. It belongs in trophic level 1.
Q2. The snake would belong in trophic level 3.
Q3. The animal in the highest trophic level is the wild boar.
Component 4C
 Read out the following questions and ask students to answer in the space on their worksheet.
Q1. Which trophic level holds the most energy?

Q2. How much energy is usually passed on from one trophic level to the rest?
Q3. If the amount of energy of ferns eaten by the mice contained 100,000 calories how many
calories would the wild boar get?
Ask the students to volunteer their answers, giving positive feedback.

Select a sample answer for all students to write down. This may come from one of the students or
from the following sample answer.
Sample answers:
Q1. Trophic level 1.
Q2 About 10% of the original energy is passed on.
Q3. The wild boar would get about 100 calories.
Component 5: Lesson Conclusion
Time: 5 mins
 The focus of this lesson was to use technical language in complex scientific texts about food
chains and trophic levels.
 Ask students to answer the following questions either by class discussion or writing the answers
in their worksheet.
Q1. Has this lesson helped you to use more technical language when talking about food chains.
If so, give an example.
Q2. Has this lesson helped you to remember and or understand the idea of energy levels in food
chains?
 Let students know that good learners reflect on their learning.

REMINDER: Collect student workbooks after each lesson to review and analyze student’s learning.

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CONTEXTUALIZED LESSON PLAN IN

1. What do we call this diagram?

LESSON COMPONENT 2- Lesson Purpose /Intention

MANLELUAG NATIONAL PARK-some producers and consumers

 Ask students to volunteer their answers, giving positive feedback.

Q1. Which trophic level holds the most energy?

Ask the students to volunteer their answers, giving positive feedback.

 Let students know that good learners reflect on their learning.

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