BUDGET OF WORK

(MODULE 1)
Grade 8 –Digestive System

Quarter: Fourth
Content Standard: The learners demonstrate an understanding of:
1. Digestive system and it’s interaction with the Circulatory, Respiratory and Excretory systems providing the body nutrients for
energy.
PERFORMANCE STANDARD: The Learners should be able to present and analysis of the data gathered on diseases resulting from nutrients deficiency
1. Learning Competency: explain ingestion, absorption, assimilation, and excretion;

Code: S8LT-IV-a-13
Content: Structure and Function: Focus on the Digestive system:
1:1- Organs of the Digestive System and their interaction with organs of the respiratory, Circulatory and Excretory system;
1:2- Changes in food as it undergoes Physical and Chemical Digestion
1:3- Diseases Resulting from Nutrient Deficiency and ingestion of Harmful substances
1:4- Prevention, Detection and Treatment of Diseases of the Digestive System
Week 1
1. Learning Competency: explain ingestion, absorption, assimilation, and excretion; Code: S8LT-IV-a-13

Day 1 Day 2 Day 3 Day 4

Specific 1. Explain How the Organs of
objectives 1. Identify the different the Digestive system and 1. Explain how enzymes
1. Define Mechanical and chemical
Organ system in the circulatory system work together act as catalyst during
Digestion
Human Body to carry out digestion of food and digestion
assimilation of nutrients
2. Specify the system that
performs Ingestion, 2. Describe Mechanical and 2. Explain what happens to
Absorption, Assimilation Chemical Digestion food as it gets digested
and Excretion
3. 3. Define and Identify the parts
3. Illustrate and elaborate
of the Digestive system
Mechanical and chemical digestion
Week 2 Learning Competency: explain how diseases of the Digestive system are prevented, detected and treated. ; Code: S8LT-IV-b-14

Day 1 Day 2 Day 3 Day 4

Specific
objectives
1. Define disease
2. Identify the types of Diseases
that affects Digestive system
3. Explain the diseases that
affects Digestive System
1. Determine ways to
1. Identify symptoms related 1. Determine ways to treat
prevent diseases that could
to the diseases of the diseases that affect the Digestive
possibly affect the Digestive
Digestive system system
system
2. Determine ways to detect
diseases that affect the
Digestive system

LEARNING COMPTENCY: Identify helpful practices that affect the Digestive system

LEARNING CODE: S8LT-IV-c-15

Week 3 LEARNING COMPTENCY: Identify helpful practices that affect the Digestive system; CODE: S8LT-IV-c-15

Day 1 Day 2 Day 3 Day 4

Specific 1. Explain how to promote
1. Define Nutrition and 1. Identify organic 1. Determine adequate nutritional
objectives proper nutrition and overall
Wellness compounds in food requirements
wellness
2. Determine Nutritional 2. Design menu that reflects
2. Describe organic
Food Requirement balance meal and provides the
compounds in food
recommended daily allowance
3. Prepare menu that reflects
3. Identify ways to take
balance meal and provides the
care Digestive System
recommended daily allowance
 BUDGET OF WORK
MODULE 2
SCIENCE 8: Heredity: Inheritance and Variation

Quarter: Fourth
Content Standard: The learners demonstrate an understanding of how cells divide to produce new cells.
Performance Standard: The learners shall be able to report on the importance of variation in plant and animal breeding.
Content: Heredity: Inheritance and Variation of Traits
2.1 Stages of mitosis
2.2 Stages of meiosis
2.3 Mendelian Genetics
Learning Competency: Compare mitosis and meiosis, and their role in the cell-division cycle

Code: S8LT-IVd-16

Week 4 LEARNING COMPTENCY :Compare mitosis and meiosis, and their role in the cell-division cycle; CODE: S8LT-IVd-16
Day 1 Day 2 Day 3 Day 4
Specific 1. Describe the organization of
objectives 1. Define cell division. 1. Define Mitosis 1. Define Meiosis and Synapses
genetic material
2. Describe the structure of a 2. Identify the major stages 2. Identify the 4 phases of
2. Identify the phases of Meiosis
chromosome of cell cycle. Mitosis
3. Describe the changes of 3. Describe the changes of the
3. Explain the role of genes to
3. Explain cell cycle the genetic materials in the genetic materials in the different
heredity and variation.
different stages of Mitosis stages of Meiosis I
1. Describe the organization of
1. Define cell division. 1. Define Mitosis 1. Define Meiosis and Synapses
genetic material
LC: Compare mitosis and meiosis, and their role in the cell-division cycle- S8LT-IVd-16
Explain the significance of meiosis in maintaining the chromosomes number –S8LT-IVe-17
CODE: S8LT-IVd-16, S8LT-IVe-17

Week 5 L.C: Compare mitosis and meiosis, and L.C: Explain the significance of meiosis in maintaining the chromosomes number
their role in the cell-division cycle L.C: –S8LT-IVe-17
L.C:- S8LT-IVd-16
Day 1 Day 2 Day 3 Day 4
L.C: S8LT-IVd-16 L.C.: S8LT-IVe-17 L.C.: S8LT-IVe-17 L.C.: S8LT-IVe-17
Specific 1. Describe what happens to the cell and to 1. Define what is 1. Identify the traits that
objectives its genetic material in the different stages oogenesis and 1. Define genetics came out in F1 generation
of Meiosis II spermatogenesis in Mendel's Experiment
2.Compare Mitosis and Meiosis in terms of
the following: number of cellular division,
2. Describe the process 2. Give the contribution of 2. Identify the traits that
number of daughter cells produced,
of gametogenesis and Gregor Mendel in the field of came out in F2 generation
consequence to the genetic material of the
oogenesis modern Genetics in Mendel's Experiment
daughter cell, types of cell in the body that
undergo the process
3. Explain the
significance of meiosis 3. Outline the important
in maintaining the events of the life of Gregor
chromosome number of Mendel in the field of Genetics
species

Week 6 MODULE 2: Heredity: Inheritance and Variation

LC: Predict the phenotypic expressions of traits following simple patterns of inheritance. S8LT-IVf-18
CODE: S8LT-IVf-18 (week 6)
Day 1 Day 2 Day 3 Day 4
Specific 1. Illustrate Mendel's crosses to 1. Determine the genotype
1. Describe what is 1. Describe what is a dihybrid
objectives determine the phenotype of the of the parents through test
monohybrid cross cross
F1 generation cross techniques
2. Determine the phenotype
2. Explain the basic terminologies 2. Predict the outcomes of 2. Determine the phenotype and
and genotpye of an offspring
related to Mendel's pattern of crosses based on the genotype of an offspring from a
from a given monohybrid
inheritance principle of probability given dihybrid cross
cross
3. Explain the Laws of 3. Explain the Law of 3. Explain the Law of
Dominance segregation Independent Assortment.
 BUDGET OF WORK
MODULE 3
SCIENCE 8: Biodiversity
Quarter: Fourth
Content Standard: The Learners demonstrate an understanding of the concept of the species.
Performance Standard: The Learners should be able to report (e.g., through a travelogue) on the activities that communities engage to protect and
conserve endangered and economically important species
Learning Competency: Explain the concept of a species –S8LT-IVg-19
Classify organisms using the hierarchical taxonomic system –S8LT-IVh-20
Code: S8LT-IVg-19, S8LT-IVh-20
Content: Biodiversity
3.1- Species Diversity
3.2- Hierarchical Taxonomic system of classification
3.3- Protection and conservation of Endangered and economically important species

Week 7 L.C- Explain the concept of a species – L.C- Classify organisms using the hierarchical taxonomic
L.C: S8LT-IVg-19 system L.C–S8LT-IVh-20
Day 1 Day 2 Day 3 Day 4
Specific 1. Identify the categories of 1. Describe the characteristics of
objectives 1. Identify the six kingdoms
1. Define species hierarchical taxonomic Kingdom Fungi and Kingdom
of classifying organisms
system Plantae

2. Describe each categories

2. Give examples of species
2. Describe the
of hierarchical taxonomic
characteristics of Kingdom 2. Differentiate Vascular and
system ( Domain, Kingdom,
Archaebacteria and Kingdom Non-vascular plants
Phylum, Class, Order,
Eubacteria
Family, Genus, Species)

3. Enumerate examples of
3. Explain what is species 3. Enumerate examples of
Kingdom Archaebacteria and
diversity vascular and non-vascular plants
Eubacteria
Week 8 MODULE 3: BIODIVERSITY
LC: The learner should be able explain the advantage of high biodiversity in maintaining the stability of an ecosystem. S8LT-IVh-21
The learner should be able explain the advantage of high biodiversity in maintaining the stability of an ecosystem. S8LT-IVh-21
The learner should be able explain the advantage of high biodiversity in maintaining the stability of an ecosystem. S8LT-IVh-21

CODE: S8LT-IVh-21 (week 8)

Day 1
Specific
objectives 1. Define Biodiversity
2. Identify what comprises
Biodiversity.
3. Identify ecosystems with low
and high biodiversity.
Day 2 Day 3 Day 4
1. Differentiate low
1. Predict what will happen to an
biodiversity from high 1. Define Ecosystem
ecosystem with low biodiversity.
biodiversity.
2. Illustrate activities that
2. Give the advantages of 2. Discuss the components of communities engaged in protecting
high over low biodiversity. ecosystem and conserving endangered and
economically important species.
3. Identify the types of
ecosystem
 BUDGET OF WORK
MODULE 4
SCIENCE 8: Ecosystem
Quarter: Fourth
Content Standard: The Learners demonstrate an understanding of on the one-way flow of energy and the cycling of materials in an ecosystem.
Performance Standard: The Learners should be able to make a poster comparing food choices based on the trophic levels.
Learning Competency: The learners will be able to describe the transfer of energy through the trophic levels. S8LT-IVi-22
The learners will be able to analyze the roles of organisms in the cycling of materials. S8LT-IVi-23
The learners will be able to explain how materials cycle in an ecosystem. S8LT-IVi-24
Code: S8LT-IVi-22, S8LT-IVi-23, S8LT-IVi-24
Content: Ecosystems
4.1-Transfer of Energy in Traffic levels
4.2- Cycling of materials in Ecosystems
4.3- Impact of Humans Activities in an Ecosystem
Week 9 LC: The learners will be able to describe the transfer of energy through the trophic levels. S8LT-IVi-22
The learners will be able to analyse the roles of organisms in the cycling of materials. S8LT-IVi-23
The learners will be able to explain how materials cycle in an ecosystem. S8LT-IVi-24
CODE: S8LT-IVi-22, S8LT-IVi-23, S8LT-IVi-24
Day 1 Day 2 Day 3 Day 4
Specific 1. Arrange the given pictures
objectives with corresponding labels to
1. Describe a food chain. 1. Define a food web. 2. 1. Define the energy pyramid. show oxygen-carbon dioxide
cycle, water cycle, and nitrogen
cycle.
2. Discuss the relationship of
2. Trace the transfer of
3. 2. Analyze the transfer of energy the different components of
energy from one organism
from one organism to another in the energy pyramid. 4. 2. Describe how materials cycle
to another in a food web by
a food chain through the given in an ecosystem.
writing arrows in the given
illustration.
illustration.
3. Construct an energy
5. 3. Construct a food chain in a 3. Construct a food web in a 6. 3. Explain the role of organism in
pyramid based on the food
given ecosystem. given ecosystem. cycling of materials.
web given.
Content Standard: The Learners demonstrate an understanding of

1. The one-way flow of energy and the cycling of materials in an ecosystem.

Content: The learners will be able to suggest ways to minimize human impact on the environment. S8LT-IVj-25

Week 10 LC: The learners will be able to suggest ways to minimize human impact on the environment
CODE: S8LT-IVj-25
Day 1 Day 2 Day 3 Day 4
Specific
1. Identify the human impact
objectives 1. Create a brochure that
1. Identify the different that contributes to
suggest ways to minimize 1. Present the brochure to the
environmental problems that environmental problems that
human impact on the class
affect the ecosystem. your school have
environment
experienced right now

2. Determine the possible causes 2. Predict the causes and

of the problem in the ecosystem effect of such problem