8

Quarter 1
Lesson Exemplar Lesson

in Science 5
for

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science Grade 8
Quarter 1: Lesson 5 (for Week 5)
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team
Writer/s:
• Jhayzel P. Jocson (Leyte Normal University)

Validator/s:
• Genelita S. Garcia (Philippine Normal University – Manila)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at blr.od@deped.gov.ph.

2
 LESSON EXEMPLAR

SCIENCE /QUARTER 1 / GRADE 8

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners learn that:

Standards 1. Classification of living things shows life’s diversity.

B. Performance By the end of the Quarter, learners will explain that the classification of living things shows the diversity and unity of
Standards living things.

C. Learning Learning Competency

Competencies 1. describe the importance of the six-kingdom system and the three-domain system of classification of living things.
and Objectives
Learning Objectives:
Students should be able to:
1. Determine the scientific names of each organism.
2. Classify each organism, based on the hierarchical taxonomic system of classification.
3. Classify the selected organisms based on the six- kingdom classification system.
4. Acquaint students with the three-domain classification system of common organisms and enhance their
understanding of biological diversity and classification principles.

D. Content Topic: Classification Systems

Sub-topic: Domains and Kingdoms

E. Integration SDG 15: Life on Land: Taxonomic classification is crucial for understanding and preserving biodiversity, By
organizing and categorizing species, the taxonomic system helps in monitoring changes in ecosystems, identifying
threatened species, and guiding conservation efforts.
SDG 14: Life Below Water: A taxonomic classification system is also relevant to the conservation and sustainable
management of marine biodiversity. By categorizing marine organisms, scientists can assess the health of marine
ecosystems, identify vulnerable species, and develop strategies for sustainable fisheries management and marine
conservation.

1
 SDG 3: Good Health and Well-being: Taxonomic classification is important in various aspects of health, including
identifying disease vectors, understanding the ecology of infectious diseases, and discovering new pharmaceutical
compounds from natural sources.

II. LEARNING RESOURCES

● Bailey, R. (2024, May 19). The 6 kingdoms of life. ThoughtCo. https://www.thoughtco.com/six-kingdoms-of-life-373414

● Building the tree of life. (n.d.). https://www.etsu.edu/uschool/faculty/tadlockd/documents/bio_chpt18sec3show.pdf

● Libretexts. (2023, August 31). 1.3: Classification - The three domain system. Biology LibreTexts.
https://bio.libretexts.org/Bookshelves/Microbiology/Microbiology_(Kaiser)/Unit_1%3A_Introduction_to_Microbiology_and_Prokaryotic_
Cell_Anatomy/1%3A_Fundamentals_of_Microbiology/1.3%3A_Classification_-_The_Three_Domain_System

● Practical Science 8. (2018). 4/F SEDCCO 1 Bldg. 120 Thailand corner Legazpi Streets: DIWA Learning Systems INC.

● Practical Science 9. (2018). 4/F SEDCCO 1 Bldg. 120 Thailand corner Legazpi Street: DIWA Learning System.

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Day 1 The teacher can gamify

Knowledge 1. Short Review this activity to enhance
Activity 1. WORD DISCOVERY. Rearrange each set of jumbled letters to form engagement, turning it
the correct term. Refer to the given clues. into a lively five-minute
game session.
1.Group of related species.
Answer
S G N E U
1. Genus
2. Species

2
 2.One or more group (s) of natural population wherein individuals interbreed 3. Taxonomy
and are reproductively isolated from the other groups. 4. Kingdom
5. Systematics
S E P C E S I

3.Science that deals with naming, describing, identifying and classifying

organisms

A T O M X N O Y

4.Level of classification consisting of smaller group called phyla.

I N K G O D M

5.Scientific study of the diversity of organisms and their evolutionary

relationship.

S T E M C A Y T S I S

2. Feedback (Optional)

B. Establishing 1. Lesson Purpose Have students engage with the

Lesson Purpose Activity 2. My Global Name introductory activity by
• Guide Questions: answering the questions
1. Which organisms belong to the same order? provided in the attached
2. Which organisms are closely related? Explain. worksheet labeled "Activity
3. Why are there more similarities between a cat and a dog than between a Number 5.2: My Global Name."
dog and a human? They can work in teams and
4. Which organism is different among the rest? Why? utilize their phones for reference
during the activity.

As students are answering the

questions, circulate among the
groupings and facilitate brief
discussions about the activity.
(35 minutes activity) Following

3
2. Unlocking Content Area Vocabulary the completion of the activity,
Activity 3. Where do you belong. Let the students answer the word puzzle. each group select a
representative to present their
Word Meaning answers to the class.

Domain A domain in biological classification is the highest Source:

taxonomic rank, which groups organisms based on https://puzzlemaker.discoverye
fundamental differences in their cellular and genetic ducation.com/
structure. Answer
Top of Form
Kingdom A biological classification is one of the highest taxonomic
ranks, just below the domain, used to group together all
forms of life that share fundamental structural and
functional characteristics.

Phylum Phylum is a classification level beneath kingdom and

groups together organisms with similar body plans or
structures, allowing scientists to further categorize and
study different types of living things.

Class Class is a classification level below phylum and groups

together organisms that share even more specific See attached worksheets
characteristics. It consist of several orders. Activity 5.3.
Order Order is a classification level beneath class and further
organizes organisms based on even more specific This activity will last for 10
similarities in their characteristics and behaviors. It minutes, and immediate
allows scientists to group together organisms that are assessment and evaluation of
more closely related. It consists of several related families. their answers will be conducted.
This will be a springboard for
Family Family is a taxonomic classification that groups together the lesson discussion.
organisms with even more specific similarities, such as
similar body structures and behaviors. It helps scientists Use these definitions to start
categorize organisms into smaller, more closely related the discussion. Present the big
idea.

4
 groups for further study and understanding. Consist of
several related genera (singular: Genus)

Genus Genus consists of several related species

Species A species is the most specific level of organism

classification in biological taxonomy, representing a group
of individuals that can interbreed and produce fertile
offspring in natural conditions. Members of a species
share common characteristics and genetic similarities.

Scientific Name a unique, two-part name given to each species of

organism. It consists of the genus name (the first part)
the first letter is written in capital letter and the species
name (the second part) this is written in lowercase letter ,
both written in Latin and italicized. This naming system,
known as binomial nomenclature, allows scientists
worldwide to communicate effectively about specific
organisms.
Note: Teachers may allow
students to research on the
• Big Idea: clues using their textbooks or
Classification systems are used to organize and categorize living organisms the internet to help them
based on their characteristics, relationships, and evolutionary history. answer the activity

The most widely used classification system is the Linnaean system, which
categorizes organisms into a hierarchical structure of seven levels:
kingdom, phylum, class, order, family, genus, and species.

• You can show this video: YouTube. (2016, October 9). How are organisms
classified? | evolution | biology | Fuseschool. YouTube.
https://www.youtube.com/watch?v=lnvlMlopu2A

5
C. Developing and Day 2 Answer:
Deepening 1. Explicitation
Understanding Activity 4. Pair Me 1.B
Matching type: Match Column A with Column B. Write the letter of the correct 2.G
answer on the space provided before the number. 3.D
4.C
5.A
6.F
7.E

The teacher can use a diagram

to introduce the SIX-kingdom
classification system and spark
discussion among students.

Fig 1. Six kingdom Classification

Source:
https://www.thoughtco.com/si
x-kingdoms-of-life-373414

Fig 1. Six kingdom Classification

6
 • Big Idea: The six-kingdom classification system was proposed by American
microbiologist and cell biologist Carl Woese in the 1970s. Woese's work
focused on the study of ribosomal RNA (rRNA) sequences, which revealed
significant differences between certain groups of bacteria. This led to the
recognition of the Archaea domain and the proposal of the six-kingdom
system, which provided a more accurate classification of living organisms
based on genetic relationships.

2. Worked Example
• Present this video: YouTube. (2016b, December 13). Basic taxonomy-6
kingdoms of Life-Classification. YouTube.
https://www.youtube.com/watch?v=XQccyAvSR0E

• Let the students answer the Guide Questions:

Guide Questions:
1. What are the six kingdoms in the classification system proposed by Carl
Woese?
2. How does the inclusion of the Archaea domain change our understanding
of microbial diversity?
3.What are the distinguishing characteristics of each kingdom in the six-
kingdom classification system?
4. Why is it important to classify organisms into different kingdoms?

Day
3. Lesson Activity
Activity 5. You Belong with Me See attached worksheets
● Guide Question: entitled “You Belong with Me”
1.What is the mode of nutrition among organisms that belong to Kingdom
Plantae? Answer
2. How do structures of fungi differ from those of plants? 1.Halobacterium
3. What is the common cell type among organisms that belong to the sp./Archaeabacteria
kingdom Archaebacteria? 2.E. coli/ Eubacteria
4. What is the importance of classifying and naming organisms? 3. Microporus xanthopus/Fungi
4.Amoeba proteus/ Protist
5.Aedis aegypti/ Animalia
6.Rhizopus stolonifera/ Fungi

7
Day 3 7.Vanda sanderiana/Plantae
1. Explicitation 8.Nephrolepis exaltata/ Plantae
(5 Min. Review on the 6 KINGDOM classification) 9.Amphiprioninae/ Animalia
Activity 6. 10. Paramecium caudatum/
Protist
11.Thermus aquaticus/
Archaeabacteria
12. Staphylococcus aureus/
Eubacteria

Display this diagram on the

board or let them answer in
their worksheets and allow the
students to categorize
organisms based on their
kingdom.

1. Oryza sativa/ Plantae

2. Lactobacillus casei/
Eubacteria
3. Paramecium/ Protist
• Present this video to the class: YouTube. (n.d.). YouTube. 4. Canis familiaris/ Animalia
https://www.youtube.com/watch?app=desktop&v=EWjYS-DNI 5. Leveillula Taurica/ Fungi
• Guide Questions: 6. Thermophiles/ Archaebacteria

1. Identify the three domains used in classification. How do they differ from
each other?

2. What is the importance of the three-domain system in studying the

evolutionary relationships between organisms?

3. What are the applications of the three-domain system beyond taxonomy.

How does understanding microbial diversity impact fields such as medicine,
biotechnology, and environmental science?

8
2. Worked Example

Image source:
https://plantlet.org/classificati
on-of-life-the-three-domain-
Fig. 2 The Three Domain System system/
• Big Idea:
The three-domain classification system was proposed by American
microbiologist and molecular biologist Carl Woese in the late 20th century.
The three-domain system is a biological classification system that
categorizes all living organisms into three major domains based on
molecular data, primarily ribosomal RNA (rRNA) sequences.

1. Bacteria: Bacteria are a diverse group of single-celled microorganisms

with prokaryotic cells. They are found in various habitats and play crucial
roles in nutrient cycling, decomposition, and symbiotic relationships with
other organisms.
2. Eukarya: Eukarya consists of organisms with eukaryotic cells, which
contain membrane-bound organelles and a true nucleus. This domain
includes protists, fungi, plants, and animals, encompassing a wide range of
multicellular and unicellular organisms.
3. Archaea: Archaea comprise single-celled microorganisms that are
genetically and biochemically distinct from bacteria and eukaryotes. They
are known for their ability to survive extreme environments such as high
temperatures, acidity, and salinity.

Activity 7. Match-Up Madness. See attached worksheets

• Guide Questions: “Match up Madness”
1.Compare and contrast the three-domain system of living organism, in
terms of
1.1 cellular structures
1.2. habitat
1.3 Organization

9
 2. What are the ecological roles and significance of organisms within each
of the three domains in the three-domain system?

3. Lesson Activity The teacher can arrange printed

Activity 8. Classify Me resources for this task. The
● Guide questions: teacher can organize the
1.What are the fundamental distinctions among bacteria, archaea and students into teams to promote
eukarya? interaction.
2. Why is it significant to classify organisms using the three-domain system

Let the students present their

answers to the class.

D. Making Day 4 The teacher may propose other

Generalizations 1. Learners’ Takeaways activities for the learners to
describe their understanding of
Activity 9. Concept Map a concept, idea, and skill
covered in the previous topic.
Let the students supply this concept map to
assess learners learning.

2. Reflection on Learning
Activity 10. Journal The teacher should allow the
In their notebook, the students will write a journal entry consisting of 3-4 learners to document their
sentences, answering ANY of the following questions. ways on how they think about
a. What did I learn about this lesson that I did not know before? their learning (metacognition).
b. Which topic was easy for me?
c. Which topic was challenging to learn?
d. Do I understand it now?

10
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment Answer

Learning Activity 11. Assessment. Choose the letter of the correct answer. 1. C
1. Which of the following is a correct hierarchy of taxonomic classification, from 2. C
broadest to most specific? 3. B
a. Class, Order, Genus, Family, Species 4. B
b. Kingdom, Phylum, Class, Order, Family, Genus, Species 5. C
c. Domain, Phylum, Class, Order, Family, Genus, Species 6. A
d. Kingdom, Class, Order, Phylum, Family, Genus, Species 7. C
8. C
2. Which taxonomic rank is the most inclusive and encompasses all other ranks? 9. A
a. Species 10. B
b. Genus
c. Kingdom
d. Class

3. In the Scientific name Homo sapiens, what does “sapiens” refer to?
a. Genus
b. Species
c. Family
d. Order

4. The taxonomic rank “Domain” is used to classify organisms based on:

a. Anatomical similarities
b. Genetic differences
c. Habitat
d. Feeding habit

5. Which kingdom in the six-kingdom classification system consist of organisms

that are multicellular, photosynthetic and have cell walls made of cellulose
a. Animalia
b. Fungi
c. Plantae
d. Protista

11
6. The Kingdom Animalia is characterized by organisms that:
a. Are multicellular and heterotrophic
b. Obtain energy through photosynthesis
c. Have cell walls made of chitin
d. Lack of true nucleus

7. Which Kingdom in the six-kingdom classification system includes organisms

that are eukaryotic, mostly multicellular and obtain energy through ingestion?
a. Plantae
b. Fungi
c. Animalia
d. Protista

8. The kingdom Fungi is characterized by organisms that:

a. Are Photosynthetic and unicellular
b. Obtain energy through ingestion and are multicellular
c. Obtain energy through absorption and have cell walls made of chitin
d. Lack of true nucleus and are prokaryotic.

9. Which of the following three domains includes organisms that are known for
their ability to thrive in extreme environments such as hot springs and deep-sea
vents?
a. Archaea
b. Bacteria
c. Eukarya

10. Which domain in the three-domain system includes organisms that are
characterized by their diverse metabolic capabilities, including photosynthesis,
decomposition and nitrogen fixation?
a. Archaea
b. Bacteria
c. Eukarya

12
 Test II: Label the diagram below highlighting the Human Taxonomic Rank

The teacher may give

homework for extended
deliberate practice.
2. Homework (Optional)

A. Teacher’s Note observations on This lesson design component

Remarks any of the following Effective Practices Problems Encountered prompts the teacher to record
areas: relevant observations and/or
critical teaching events that
strategies explored he/she can reflect on to assess
the achievement of objectives.
The documenting of
experiences is guided by
possible areas for observation
including teaching strategies
materials used employed, instructional
materials used, learners’
engagement in the tasks, and

13
 learner engagement/ other notable instructional
interaction areas. Notes here can also be
on tasks that will be continued
the next day or additional
activities needed.

Others

B. Teacher’s Reflection guide or prompt can be on: This lesson design component
Reflection ▪ principles behind the teaching guides the teacher in reflecting
What principles and beliefs informed my lesson? on and for practice. Entries on
Why did I teach the lesson the way I did? this component will serve as
inputs for the LAC sessions,
▪ students which can center on sharing
What roles did my students play in my lesson? best practices discussing
What did my students learn? How did they learn? problems encountered and
actions to be taken; and
▪ ways forward identifying anticipated
What could I have done differently? challenges and intended
What can I explore in the next lesson? solutions. Guide questions or
prompts may be provided here.

14