Detailed lesson plan in SCIENCE IV

Date: ____________

I. Objective:

 Identifies the digestive system and its major parts.

Values: A system is made up of individual parts that work together as a team.

II. Subject Matter:

The Human Digestive System

A. Science Concept/Idea:

1. The digestive system is the body system in charge of changing the food we eat into a form
that can be used in the body.
2. The mouth, esophagus, stomach, small and large intestine, rectum and anus are the parts of
digestive system.
3. Accessory organs of the digestive system are the salivary glands, liver, gall bladder and
pancreas.

B. Science Processes:
Observing and communicating

C. Materials:
Model of a human torso or enlarge illustration of the parts of the digestive system
Picture of popular basketball players
Picture of different foods

References:
Science Module IV - by Mrs. Jessie A. Villegas p. 28-29
Science and Health for Changing Environment – by Mrs. Estrellita S. Dela Cruz, et. Al. pp. 27-29
The New Illustrated Family Medical and Health Guide pp. 228-230

III. Procedure:
A. Preparatory Activities:
 Review
How do we take good care of muscles?
 Checking of Assignment
 Motivation
 Show the children the picture of different foods. Ask them:
1. Name the foods you see. What is your favorite food from the picture and why?
2. What do foods give us?

B. Presentation:
1. Show the pupil the model or pictures of the digestive system.
2. Let the class see and name all picture of digestive system.

C. Concept Formation:
1. The teacher identifies the digestive system and informs the pupils about its importance.
2. Group the class into two and let each group copy the picture of the digestive system.

D. Generalization:
What are the parts of the digestive system?

E. Application:
Show the class a picture of the popular basketball players in the country today. Ask them the
following questions.
1. Who are the persons in the picture?
2. Are they popular? Why?
Relate this situation to the lesson by telling that the digestive system is composed of
different parts that work together, just like basketball players who work as a team to win. So
in every group work, the participation of each member is really necessary.

IV. Evaluation:
Identify and name the main organs of the digestive system.

V. Assignment:
Do this at home carefully

Observe the fish your mother buys

Find our if it has the same digestive parts as the human digestive system you have studied
 SCIENCE IV

Date: ____________

I. Objective:

 Describes the major pats of the Digestive System

Values: A system is made up of individual parts that work together as a team

II. Subject Matter:

The Human Digestive System (Functions of the Parts of the Digestive System)

A. Science Concept/Idea:

1. The mouth is the start of the process of digestion.

2. All parts of the digestive system help in the conversion of the foods into basic substances that
can be either absorbed in the bloodstream as nutrients or passed out of the body wastes.

B. Science Processes:
Observing and communicating

C. Materials:
Model of a human torso or enlarged illustration of the parts of the digestive system
Picture of popular basketball players
Picture o different foods

References:
Science Module IV - by Mrs. Jessie A. Villegas p. 28-29
Science and Health for Changing Environment – by Mrs. Estrellita S. Dela Cruz, et. Al. pp. 29
The New Illustrated Family Medical and Health Guide pp. 230-231

III. Procedure:
A. Preparatory Activities:
 Review
Define digestion
 Checking of Assignment
 Motivation
Refer again to the picture of the basketball players. Ask the children the following
questions:
1. Do you still remember this picture?
 2. Did you ever watch a basketball game? Where?
3. What can you say about the game?

B. Presentation:
1. Relate the motivation to the lesson by saying that like basketball it is worked by a team in
order to win, the same is true in the digestion of food.
2. Refer the digestive illustration done by the pupils the other day and let each member of the
group trace the path of foods.
3. Each group shall have a reporter to describer the parts of digestive system and how the foods
pass through this system.

C. Concept Formation:
1. The teacher reacts on the report.
2. The teacher describes the functions of the pats of the digestive system.
3. Show them the foods being digested using the digestive model or picture.

D. Generalization:
What are the functions of the parts of the digestive system?

E. Application:
If for example we are going to play basketball game today, what will you do in order to win?
How is this related to the lesson for today?

IV. Evaluation:
Write the correct answer on the blank
_____ 1. What part of the digestive system is the start of digestion?
_____ 2. It produces bile
_____ 3. It is the upper section the small intestine.

V. Assignment:
Draw a picture of the digestive system and its parts on your Science Notebook.
 SCIENCE IV

Date: ____________

I. Objective:

 Explains why food in the digestive system has to be digested

Values: Good food should be eaten slowly and chewed very well, not only to fully relish its taste,
but to prepare it well for digestion.

II. Subject Matter:

The Human Digestive System (Why Food has to be Digested)

A. Science Concept/Idea:

1. The mechanical and chemical digestion, begin in the mouth.

2. The saliva softens the foods
3. The tongue moves the foods around as it is chewed.
4. The mechanical process of mastication is primarily performed by the teeth.

B. Science Processes:
Observing and communicating

C. Materials:
Teeth model or picture of the mouth
Test tubes Water Plastic cups
Biscuits or Breads Iodine Solution

References:
Science Module IV - by Mrs. Jessie A. Villegas p. 30-31
Collier’s Encyclopedia, Vol. 8, pp. 217-218
The New Illustrated Family Medical and Health Guide pp. 232

III. Procedure:
A. Preparatory Activities:
 Review
Describe the functions of the digestive system
 Checking of Assignment
 Motivation
Who came late today? Were you able to eat your breakfast?
 If yes, how did you eat your breakfast since you know you were already late for school?

B. Presentation:
1. Relate the motivation to the lesson.
2. Ask them why food has to be digested.
3. Group the pupils into four and let them do this activity.
Procedure:
Get two equal pieces of biscuit or bread. Immerse one piece in a cup of water. Ground
the other into powder and stir it in another cup of water. Transfer one teaspoon of water from
each cup to two separate test tubes and add a few drops of iodine to each sample. Observe
their reactions.
C. Concept Formation:
1. The teacher reacts on the findings of the pupils.
2. The teacher discusses the main reason why foods should be chewed very well and be digested
thoroughly.

D. Generalization:
Why does food in the digestive system has to be digested?

E. Application:
You are eating you meal, at the same time your friend is about to come after 3 minutes. So
you hurriedly ate the food.
Do you think the foods you have eaten is digested properly?

IV. Evaluation:
Answer the question briefly
Explain the reason why the food should be digested properly.

V. Assignment:
How does chewing help in the digestion of food?
 SCIENCE IV

Date: ____________

I. Objective:

 Explains how starch change in the mouth

Values: Digestion starts from the mouth.

II. Subject Matter:

Human Digestive System (How starch Change in the Mouth)

A. Science Concept/Idea:

1. Ptyalin or amylase is an enzyme that is secreted by the salivary glands

2. Benedict’s solution is a chemical reagent that turns brick red in color when boiled with
simple sugar or glucose.

B. Science Processes:
Observing and communicating

C. Materials:
Unsweetened bread
Test tubes Benedict’s solution
Tube holder Alcohol Burner

References:
Science Module IV - by Mrs. Jessie A. Villegas p. 34-35
Collier’s Encyclopedia, Vol. 8, pp. 219-220

III. Procedure:
A. Preparatory Activities:
 Review
What are the parts of a tooth? Name the kinds of teeth.
 Checking of Assignment
 Motivation
Are you familiar with starch? What food we commonly eat which contains starch?

B. Presentation:
1. Group the children into three
 2. Let them bring out the materials needed for the activity.
3. Remind them of how they should do the activity carefully, accurately, cooperatively and
neatly.
4. Let them follow the procedure
a. Chew a small amount of cooked rice or unsweetened bread. In the meantime, place the
same amount of the material in the test tube and add one teaspoon of Benedict’s solution.
Observe the color reaction.
b. Place the chewed material in another test tube and add one teaspoon of water an a half-
teaspoon of water an a half-teaspoon of Benedict’s solution. Boil the mixture. Observe
the reaction.

C. Concept Formation:
1. Pupils will answer the following question:
a. What is the color of Benedict’s solution and what is it used for?
b. Which mixture produced a brick red color after boiling?
c. What can you infer from this observation?

D. Generalization:
How is starch changed in the mouth?

IV. Evaluation:
Write the correct answer on the blank:
_____ 1. An enzyme that is secreted by the salivary gland.
_____ 2. A chemical reagent that turns brick red when boiled with simple sugar.
_____ 3. It is also known as amylase

V. Assignment:
Bring the following

Egg

soap
 SCIENCE IV

Date: ____________

I. Objective:

 Explains how fats and oils made ready for digestion

Values: No matter how big is the problem there is always a room for understanding

II. Subject Matter:

The Human Digestive System (How are Fats and Oils made Ready for Digestion)

A. Science Concept/Idea:

1. Digestion is partially completed in the stomach.

2. The major work or chemical digestion is accomplished in the small intestine.
3. Secretin secret the hormone
4. Pancreas secrete the enzymes.

B. Science Processes:
Observing, measuring and communicating

C. Materials:
Test tubes Water
Oil Egg white or soap solution

References:
Science Module IV - by Mrs. Jessie A. Villegas p. 38-39
Collier’s Encyclopedia, Vol. 8, pp. 219-220

III. Procedure:
A. Preparatory Activities:
 Review
What is a Benedicts Solution?
What is ptyalin?
 Checking of Assignment
 Motivation
Have you eaten you breakfast before going to school?
What did you eat? Do they have fats and oils?
 B. Presentation:
1. Let the pupils give examples of food which contain fats and oils.
2. Group them and let them perform the activity.
3. Remind them how to work properly, accurately, cooperatively and neatly.

C. Concept Formation:
1. Pupils will answer the following:
a. What happens to the mixture of oil and water in each of the two test tubes?
b. What can you infer from this observation?
c. What substance in the digestive system functions in the same way as soap or egg white?

D. Generalization:
How fats and oils are made ready for digestion?

IV. Evaluation:
Write the correct answer on the blank:
_____ 1. It secretes bile.
_____ 2. A process by which fat is broken down into small drops and mixed thoroughly with
water.
_____ 3. It stimulates the liver.

V. Assignment:
Summarize how fats and oils are emulsified.
 SCIENCE IV

Date: ____________

I. Objective:

 Enumerates and describes some ailments of the digestive system?

Values: Maintaining physical fitness through health practices.

II. Subject Matter:

The Human Digestive System

(Desirable Health Habits to Prevent Ailments of the Digestive Tract)

A. Science Concept/Idea:

1. Some Ailments of the Digestive System

a. Tooth decay and gingivitis
b. Gastritis
c. Mumps
d. Gastric Ulcer
2. Hydrochloric Acid - aid in the digestion of food

B. Science Processes:
Observing, inferring and communicating

C. Materials:
Model of the Teeth
Picture of persons with mumps
Picture of a decayed tooth

References:
Science Module IV - by Mrs. Jessie A. Villegas p. 44
Collier’s Encyclopedia, Vol. 8, pp. 219-220
The New Illustrated Family Medical and Health Guide pp. 146-147

III. Procedure:
A. Preparatory Activities:
 Review
What is emulsification?
 Checking of Assignment
  Motivation
Present the picture of a person with mumps. Ask them the following;
1. What do you notice in the picture of this person?
2. Do you know this ailment?

B. Presentation:
1. Relate the motivation to the lesson
2. Ask them if they have experienced having mumps
3. Group the children. Ask them to think and list down ailments of the digestive system.
4. Each group will present their work through the group leader.

C. Concept Formation:
1. Teacher comments the report of each group.
2. Teacher discusses the ailments in the digestive tract, by showing some pictures.
3. Teacher asks the pupils what are some desirable habits they know so that digestive may
prevent from some ailments.

D. Generalization:
Name some ailments in the digestive system and some desirable health habits.

E. Application:
Your younger brother loves eating too much chocolates and sweets. What would you tell
him?

IV. Evaluation:
Group Activity:
Write a slogan about how we could prevent ailments of the digestive. System.

V. Assignment:
List down ways on how we take good care of our digestive system.

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EVA Y BAYDON MARITES MEJIA RICHARD M.PALATICAN

Teacher MT-I Principal I