AURORA NATIONAL SCIENCE HIGH SCHOOL

BALER, AURORA
Semi-Detailed Lesson Plan in Science 8
January 15, 2019

LEARNING COMPETENCIES: Analyze the roles of organisms in the cycling of materials. (S8LT-IV-24)

OBJECTIVES:

a) Describe the processes involved in the oxygen-carbon dioxide cycle.

b) Perform a creative presentation of the oxygen-carbon dioxide cycle.
c) Develop awareness of taking care of nature.

SUBJECT MATTER: The Oxygen- Carbon Dioxide Cycle

a) Reference: Science 8 (Learners’ Module page 285)

b) Materials:
1. Chalk
2. Blackboard
3. Visual aids
c) Inter-disciplinary focus: Proper Conservation of Forests

PROCEDURE:

a) Routinary Activities: Prayer, greetings, checking of attendance, checking of learning environment.

b) Recap: Some students will be asked to recall concepts and from their previous science classes.

c) Motivation: The teacher will conduct a breathing exercise.

1. What process of the body did we perform?

2. What did we inhale?
3. What did we exhale?
4. With billions of people and animals breathing why don’t we run out of oxygen?

d) Lesson Proper:
1. Pre-activity discussion: Statement of Rules, time allotment.
2. Activity Proper: The first group will present their creative presentation.
i. After the presentation the leader will ask 10 questions about the oxygen-carbon dioxide
cycle.
3. Post- Activity discussion: The teacher will give feedback on the presentation.
4. Teacher guided discussion:
i. What is the oxygen-carbon dioxide cycle?
ii. What are the three major processes of the oxygen-carbon dioxide cycle?
1. What is respiration?
2. What is Photosynthesis
3. What is Combustion?
iii. How do people and animals get oxygen?
iv. How do plants get carbon dioxide?
v. What are the sources of oxygen?
vi. What are the sources of carbon dioxide?
vii. Does photosynthesis occur at night?
viii. Do plants compete with humans in oxygen consumption?
e) Synthesis:
From your classmate’s presentation and the discussion can you all summarize what we have
learned?
i. What are the 3 processes that makes it possible for the oxygen-carbon dioxide cycle?
Describe each.
 f) Valuing:
1. Is there a possibility that our oxygen may ran out?
2. What happens if there is more carbon dioxide that oxygen?
3. As a student, how will we prevent the destruction of our forests?
4. What do you think is the root cause of too much carbon dioxide production?
5. What are certain ways in preventing too much carbon dioxide production?

g) Evaluation: Student’s understanding of terms and concepts will be informally assessed through a paper
and pencil test.
1. Oxygen-Carbon Dioxide Cycle a cycle the shows the interdependence among organisms for
important gases through photosynthesis and respiration.
2. When plants photosynthesize they use carbon dioxide to produce oxygen.
3. Animals take oxygen in the atmosphere and give off carbon dioxide.
4. Photosynthesis is the process of plants to convert energy from the sun into chemical energy.
5. Respiration a process in living organisms involving the production of energy, typically with the
intake of oxygen and the release of carbon dioxide.
6. Combustion the process of burning something which releases CO2 example of this are volcanic
eruptions.
7-10 Give 4 ways of reducing carbon dioxide production.

ASSIGNMENT:

` Reminder: Water Cycle Group will perform their creative presentation tomorrow.

Prepared by: Noted by:

Timn Howard Lanuza Andrada Mrs. Elizabeth L. Picart

Practice Teacher Cooperative Teacher