CALATRAVA NATIONAL HIGH

SHOOL GRADE LEVEL GRADE 8

SCHOOL
PRE SERVICE LEARNING
MAYBELL A. LEUTERIO SCIENCE
TEACHER AREA

I. OBJECTIVES
Content The learner understands the flow of Energy in an Ecosystem.
Standards:
Performance The learner will construct a food chain illustrating the flow of energy within
Standards: the ecosystem.

Learning Describe the transfer of energy through the trophic level:

Competencies: (S8LI-IVi-22)

a. Distinguish between producers and consumers.

b. Analyze the transfer of energy from one organism to another.
c. Construct a food chain in a given ecosystem.
d. Value the importance of organisms in an ecosystem.
II. CONTENT Energy Flow in an Ecosystem

III. LEARNING Science 8 Module

RESOURCES
A. References
1. Teacher’s Most Essential Competencies /MELCS
Guide Pages
2. Learner’s Science Learners Module
Materials Pp 274-277
Pages
3. Textbook
Pages
4. Additional https://youtu.be/GuNle06hglc?si=R6RBSVIgSZyd0dcM
Materials
from Learning
Resource (LR)
portal
B.Other Learning PowerPoint Presentation, Visual Aids, Worksheet for students, Envelope,
Resources Learners Material
IV. PROCEDURES
Teacher’s Activity Students’ Activity RPMS Objectives
A. Reviewing P A. Daily Routine
revious Lesson
or Presenting t I.Prayer
he New Lesson To start with, let us ask the
guidance of our Almighty
Father through a prayer.
please lead the prayer
(Student will lead the
prayer.)
Before you take your seats
please pick up the trashes
that you see.
II. Greetings

Good Morning Class!

Good Morning ma’am!

How are you today?

Great ma’am!
That’s good to hear.

III. Checking of Attendance

Let us check your

attendance.
Class monitor who is
absent today?
No one is absent today,
ma’am.

Very Good.

Give yourselves 5 claps.

IV. Giving of Classroom 5.Managed learner behavior co

nstructively by applying positi
Rules ve and non-violent discipline t
o ensure learning-focused envi
Please be reminded of our 1. Listen to yo ronment.

classroom rules during ur teacher.

discussion. 2. Raise your
hand if you want to
talk.
3. Actively par
ticipate in classroo
m discussion/activ
ities.
4. Avoid
unnecessary
noises, especially
during discussion.
5. Be honest;
Don’t cheat.

B. Review

Now, let’s have a recap abo

ut our lesson.
What is our lesson
yesterday?
Ma’am it’s about
Biodiversity.
Very good!
What is Biodiversity?

The Term biodiversity

means the variety of life
forms and habitats found
in a particular area. It
refers to the whole
variety of life on earth.
Why is biodiversity
important?
Biodiversity is vital for
supporting life on earth
and is the foundation of
all healthy ecosystems.
 Crucial to human well
being, global food
security sustainable
development and poverty
reduction.

Very good! Can you give

examples of Biodiversity
class?
Examples of biodiversity
are bacteria, fungi,
butterflies, plants, birds
and marine life.
Very good!

B. Establis C. Motivation 4.Managed classroom structur

e to engage learners, individu
hing a P This time we will have A ally or in groups, in meaningf
urpose f game called “BEST IN ul exploration, discovery and
or the L SPELLING”. hands-on activity within a ran
ge of physical learning enviro
esson nments.

But before that let us watch

a video entitled “The Food
Chain Song”

1. The students will be g

rouped into 4. Each gr
oup will be given 1 set Activity 1: BEST IN
of jumbled letters. SPELLING
2. Each group will arran Directions: Re-arrange
ge the jumbled letter t the jumbled letters to
o form a word. form words that are
3. Every group has a essential to the topic .
representative to
arrange the letters 1. Odfo
that they are wearing 2. Srpdoceru
4. Groups representative 3. Mrcnsosue
will present it in front 4. Torhpic Vell
and will read the 5. Rygene
words with definition.
5. First group to have a
higher scores will be.
1. FOOD –
Read the direction. Something that
people and animals
eat
2. PRODUCERS -
Organisms that
can make their
own food.
3. CONSUMERS -
Organism that feed
 on another
organism
4. TROPHIC
LEVEL - refers to
the position an
organism occupies
in a food chain or
food web.
5. ENERGY - the
ability to do work
or the capacity for
action.
Very good!
C. Presenting Are you familiar with the
Examples/Inst words that you encountered
ances of the L in our game? Yes ma’am.
esson

Do you have an idea about

Yes ma’am .It is Energy
our lesson for today?
flow in an Ecosystem.

Exactly!

Energy flow in an
ecosystems
The movement of energy
from the sun through
producers, who convert it
into food through
photosynthesis. Consumers
then obtain energy by
eating producers or other
consumers. As organisms
use energy for life
processes, they release heat
into the environment. This
one-way flow of energy
sustains life and shapes
ecosystem dynamics.
Yes ma’am.

Do you understand class?

No ma’am

Do you have any question?

Welcome to another day of

fun learning and experience
of our new lesson for today.
But before that kindly read 2.Used a range of teaching str
ategies that enhance learner a
our objectives. chievement in literacy and nu
a. Distinguish between meracy skills
producers and
consumers.
b. Analyze the transfer
energy from one
organism to another.
c. Construct a food chain
in a given ecosystem.
 d. Value the importance
of organisms in an
ecosystem.

Thank you.
7. Planned, managed, and imp
lemented developmentally seq
uenced teaching and learning
processes to meet curriculum
requirements and varied teac
hing contexts.
D. Discussing Now Let’s have an activity
New concep about Identifying
t and Practi producer and consumers.
cing Students of each group will
New Skil#1 be given different pictures
of organism found in a
given ecosystem
Students will be given 3
minutes to identify the
given pictures. Kindly read Directions: Identify
our direction. whether each organism
in the picture is a
producer or a consumer.

Group 1- Forest ecosystem Group 1

1. Grass(Producer)
2. Leaf(Producer)
3. Grasshopper(Consume
r)
4. Bird(Consumer)
5. Snake(Consumer)
6. Caterpillar(Consumer)
7. Frog(Consumer)
8. Lizard(Consumer)

Group 2- Marine ecosystem Group 2

1. Algae(Producer)
2. Phytoplankton(Produc
er)
3. Krill(Consumer)
4. Fish(Consumer)
5. Shark(Consumer)
6. Zooplankton(Consume
r)
7. Octopus(Consumer)
8. Dolphins(Consumer)
 Group 3- Savanna
ecosystem

Group 3
1. Bamboo
Tree(Producer)
2. Acacia Tree(Producer)
3. Elephant(Consumer)
4. Hyenas(Consumer)
5. Vulture(Consumer)
6. Zebra(Consumer)
7. Lions(Consumer)
8. Hyenas(Consumer)

Group 4- Mountain
ecosystem

Group 4
1. Pine tree(Producer)
2. Mountain
berries(Producer)
3. Deer(Consumer)
4. Coyote(Consumer)
5. Golden
eagle(Consumer)
6. Mountain
goat(Consumer)
7. Red fox(Consumer)
8. Wolf(Consumer)

E.Discussing N Let’s have another activity

ew concept an Based on the picture that I
d Practicing give you, each group will
New Skills #2 construct a food chain.

Kindly read our direction

Direction: Construct a
food chain based on the
given pictures.

Is that clear? Yes ma’am

Group 1
Group 1- Forest ecosystem Sun-Grass-Grasshopper-
Bird-Snake-Decompose

Sun-Leaf-Caterpillar-
Frog-Lizard-Decompose
Group 2- Marine ecosystem Group 2
Sun-Algae-Krill-Fish-
Shark-Decompose

Sun-Phytoplankton-
Octopus-Dolphins-
Decomposer

Group 3
Group 3- Savanna Sun-Bamboo tree-
ecosystem Elephant-Hyenas-Vulture

Sun-Acacia tree-Zebra-
Lion-Hyenas

Group 4- Mountain
ecosystem Group 4
Sun-Pine tree-Deer-
Coyote-Golden eagle

Sun-Mountain berries-
Mountain goat-Red fox-
Wolf-Decomposer
 Very Good Class! Based on
our activity can you now
give the meaning of food
chain.? Food Chain is a series of
eater and eaten
relationship based on
food.

Very good, another idea?

Food Chain composed of
producer that make their
own food and consumers
that eta the producer or
other consumers.

Excellent!

Let us watch a video about

a “Food Chain” to aid some
information about the
words that you encounter
in the previous activity.
Please be quiet and don’t
forget to take down notes.

(The students watch the

video.)

F.Developing
Mastery(Leads At this point, we will have
to Formative A an activity called “Arrange
ssessment 3) Me”

1. Same group of students

will do the activity.
2. Each group will arrange
the organisms from sun
to producer to
Ist order consumer,
2nd order consumer,
3rd order consumer.
And lastly decomposer
3. Each group will be given
3 minutes to identify the
pictures.
4. The group will present
their work in a simple
presentation.

Group 1
 Group 1
 Sun-
Grass(Producer)-
Grasshopper(1st
order consumer)-
Bird (2nd order
consumer)- Snake(3rd
consumer)-
Decomposer
 Sun- Leaf(Producer)-
Worm(1st order
consumer)- Frog(2nd
order consumer)-
Lizard(3rd order
8.Selected,developed,organize
consumer)- d,and used appropriate teachi
Decomposer ng and learning resources,incl
Group 2 uding ICT,to address learning
goals.
 Sun-Algae(Producer)-
Krill(1st order
consumer)- Fish(2nd
order consumer)-
Shark(3rd order
consumer)-
Decomposer
 Sun-
Group 2 Phytoplankton(Prod
ucer)-
Zooplankton(1st
order consumer)-
Octopus(2nd order
consumer)-
Dolphins(3rd order
consumer)-
Decomposer
Group 3
 Sun- Bamboo
tree(Producer)-
Elephant(1st order
consumer)-
Hyenas(2nd order
consumer)-
Vulture(3rd order
consumer)-
Decomposer
 Sun- Acacia
tree(Producer)-
Zebra(1st order
consumer)- Lions(2nd
order consumer)-
Hyenas(3rd order
consumer)-
Decomposer
Group 4
 Sun- Pine
tree(Producer)-
Deer(1st order
consumer)-
Group 3 Coyote(2nd order
consumer)-Golden
eagle(3rd order
consumer)-
 Decomposer
 Sun- Mountain
berries(Producer)-
Mountain goat(1st
order consumer)-
Red fox(2nd order
consumer)- Wolf(3rd
order consumer)-
Decomposer

6.Used differentiated develop

mentally appropriate learning
experiences to address learner
s’ gender, needs, strengths, in
terests, and experiences.

Group 4

(Each group will present

a simple food chain.)

3.Applied a range of teaching

strategies to develop critical a
nd creative thinking as well as
higher order thinking skills.
 Okay, very good class.

Excellent class!

In your own words

Describe the food chain.

G.Finding Prac
tical Applicati
ons of Concept A food chain is a simple
and Skills in D way of showing who eats
aily Living whom in nature. It
illustrates the flow of
energy as one organism
consumes another for
Very Good! Anybody from food, forming a chain of
the class who can dependencies in an
differentiate producer from ecosystem.
consumer.

Producers make their

own food using sunlight, 1. Applied knowledge of cont
water, and carbon ent within and across curricul
um teaching areas.
Excellent! How energy is dioxide, while consumers
transferred from one eat other organisms for
organism to another? food.

Energy is passed from

one organism to another Suggest ways to minimize
Why food chain is when they eat each human impact in the
environment.
important to our other, allowing them to (S8LT-IVj-25)
ecosystem? grow and survive.

The food chain is vital to

ecosystem as it shows
the flow of energy and
nutrients between
organisms. It’s important
because it regulates
 populations, maintains
balance, and supports
Excellent! the overall health of
ecosystem.
Now, what will happen if
one organism removes in
food chain?

If an organism is
removed from the food
chain, it spoils the flow of
energy and nutrient in
the ecosystem. It
disrupts the balance of
the food chain. As a
result, the organisms
which depend on others
As a student how can you for food will die due to
protect and save an starvation.
organism in your
environment?

Possible answers

Save Different Species

by avoiding the following:

H- Habitat destruction
I- Invasion of introduced
species
P- Population increase
P-Pollution
O- Overcollection/ 9.Designed,selected,organized
and used diagnostic,formative
overharvesting of and summative assessment st
resources rategies consistent with curri
culum requirements

In your own words describe

H.Making Gen a food chain?
eralization and
Abstraction ab
out the lesson

Food Chain is a series of

eater and eaten
relationship based on
food. It starts with
plants, which get energy
from the sun. Then,
animals eat the plants.
After that, bigger animals
What are producers? eat the smaller ones. It’s
like a line of who eats
whom in nature.

Producers are plants that

 make their own food
using sunlight, water,
and air. They are the first
step in a food chain
because they provide
What are consumers? energy for other living
things to survive.

Consumers are animals

that eat plants or
animals for food. They
get their energy by
consuming other living
How energy flows in an things in a food chain.
ecosystem?

In an ecosystem, energy
flows through a food
chain. Plants make food
using sunlight, animals
eat the plants, and other
animals eat those
animals, transferring
energy along the chain by
What is trophic level? eating other organism.

Trophic levels are

positions in a food chain,
each representing a step
in energy transfer within
an ecosystem. There are
typically four levels:

Producers (plants)
Primary /Ist order
Consumers (herbivores)
Secondary /2nd Order
Consumers (carnivores)
Tertiary Consumers /3rd
Order Consumer(top
predators)

Each level represents a

transfer of energy as
organisms are eaten by
I.Evaluating L those at the next level
earning EVALUATION: up.
Direction: Select the letter
of the correct answer that
corresponds to each
questions.

1. Which of the following is

a primary source of energy
in an ecosystem?
a) Soil
b) Sun
 c) Air
d) Water

2. What is the primary

source of food in
ecosystem?
a) Providing energy
b) Regulating temperature
c) Maintaining biodiversity ANSWERS
d) Supporting
reproduction 1. B
2. A
3. What type of organisms 3. A
primarily rely on 4. C
photosynthesis to obtain 5. C
food?
a) Producers
b) Consumers
c) Decomposers
d) Predators

4. What is the main source

of energy for consumers?
a) Sunlight
b) Soil nutrients
c) Other organisms
d) Water

5. How do decomposers
obtain energy?
a) By consuming live
organisms
b) By photosynthesis
c) By breaking down dead
organic matter
d) By hunting prey

J. Additional Remedial Activity:

Activities for Make a poster comparing food chain based on the tropic level.
Application or
Remediation
V. REMARKS
VI.
REFLECTION
A. No. of learners
who earned
80% in the
evaluation
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 work
well? Why did
these work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovations or
localized
materials did I
used/discover
which I wish to
share with other
teachers?

Prepared By:
MAYBELL A. LEUTERIO
Pre- Service Teacher

Checked By:
CLARIE-FI F. MOTIN
Cooperating Teacher

Noted by:
JOB F. MALLORCA