Instructional Plan (iPlan)

Name of Nina Lorraine N. Herrera Grade/Year Level Grade 8

Teacher
Learning Area: Science Quarter: 4
Competency: Describe the transfer of energy through the trophic levels

Lesson Food Chain Duration (minutes / 1 hour

No.2 hours)

Key Understanding to be developed: Food chain, in ecology, the sequence of transfer

of nutrients and energy in the form of food from organism to organism

Knowledge Identify and describe the three main parts of a food chain.
Skills Create a food chain and explain how energy flows through the
chain.
Attitudes Be aware of the purpose of every organism
Resource Materials: Printed pictures, Visual aids, PowerPoint presentation
s Needed References:
Book: LM’s Unit 4, Module 2, pp.273-279
Internet: https://www.britannica.com/science/food-chain
http://www.sheppardsoftware.com/content/animals/kidscorner/f
oodchain/foodchain.html

Elements of the Methodology

Plan
Preparations Motivation/Introductor
y Activity - Prayer
This activity serves as a warm up - Checking of Attendance
for the students to be ready about
the lesson. This would give them
an idea on what would be the
lesson is all about.

Motivating questions:

1. What did you eat for dinner last night?

2. What ingredients make spaghetti, do you
know?
LPresentation Activity
- Students will be grouped by row. They will
This is one of the activities
that would help students to
recall their prior knowledge.
be given envelopes with picture that is
being cut inside. This activity is called “
Picture perfect “. They need to form a
picture from the pieces of paper. They will
finish it for 2 mins and after that, they will
share their ideas about the picture they
formed.
GROUP 1
GROUP 2
 GROUP 3

GROUP 4

Analysis
The teacher will ask the following questions:
There are essential questions
included for the teacher and the 1. What animals are involved in the pictures?
students to be guided about the
topic. There will be exchanging of
2. How are the animals and plants related to
ideas and thoughts. each other?

Abstraction
 Food chain is the sequence of transfer
This outlines the key concepts, of nutrients and energy in the form of
important skills that should be
enhanced, and the proper attitude food from organism to organism
that should be emphasized. This is  Parts of the food chain
organized as a lecturette that
summarizes the learning
 Energy Pyramid
emphasized from the activity,
analysis and new inputs in this
part of the lesson.
Practice Application
This part is structured to ensure
the commitment of the learners to
do something to apply their new
learning in their own
environment.
The students will group themselves into 5 groups.
The students will be given crown with pictures
pasted on it. They need to look for someone who
can complete the food chain that they will be
forming. The students will do a brainstorming about
their food chain and present it in the class. You can
present your ideas in a creative way that you want
as a group. The presentation will be graded based
on the rubric.

Assess Assessment Matrix

- Levels of Assessment What will How will I How will I score?
ment I assess? assess?
 Knowledge Students will
(Refer (refers to the substantive content of the create their own
to curriculum, facts and information that the food chain and
DepED student acquires)
What do we want students to know?
explain it.
Order (relevance and adequacy)
No. 73, How do we want students to express or Question: How is
provide evidence of what they know one animal
s. 2012
affected when its
for the source of food is
exampl scarce? Share
es) your thoughts.

Process or Skills
(refers to skills or cognitive operations that
the student performs on facts and
information for the purpose of constructing
meanings or understandings.)
Skills as evidenced by student’s ability to
process and make sense of information, and
may be assessed in the following criteria:
understanding of content and critical
thinking
 Understanding(s)
(refers to enduring big ideas, principles and
generalizations inherent to the discipline,
which may be assessed using the facets of
understanding or other indicators of
understanding which may be specific to the
discipline

Products/performances
(Transfer of Understanding)
(refer to the real-life application of
understanding as evidenced by student’s
performance of authentic tasks)

Assign- Reinforcing the day’s

ment lesson
Enriching the day’s
lesson
Enhancing the day’s
lesson
Preparing for the new Read about the Food Web and take note of the following guide
lesson questions:
1. What is food web? Create a food web.
2. Differentiate food chain from food web.
Prepared by:
Niña Lorraine N. Herrera