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Republic of the Philippines
Department of Education
REGION X – NORTHERN MINDANAO
DIVISION OF BUKIDNON
TALAKAG NATIONAL HIGH SCHOOL
TALAKAG, Bukidnon
Subject: SCIENCE 8
Division Bukidnon
School Talakag National High School Grade Level 8
Teacher Frelvic Jean D.Bontes Learning Area Science
Time & Dates March 3-5 /1:45-2:30 PM Quarter 4
I. OBJECTIVES
The learners demonstrate an understanding of: 1. how cells divide to produce new cells 2.
A. Content Standards meiosis as one of the processes producing genetic variations of the Mendelian Pattern of
Inheritance
The learners should be able to: present an analysis of the data gathered on diseases
B. Performance
resulting from nutrient deficiency report on the importance of variation in plant and
Standards
animal breeding
4. compare mitosis and meiosis, and their role in the cell-division cycle; S8LT-IVd
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C. Learning
Competencies/
Define heredity, inheritance, and variation.
Objectives (Write
Explain the role of genes and chromosomes in inheritance.
the code for each
LC) Identify dominant and recessive traits.
Heredity: Inheritance and Variation of Traits
2.1 Stages of mitosis
II. CONTENT
2.2 Stages of meiosis
2.3 Mendelian Genetics
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pp. 321-3261
Pages
2. Learner’s Material
pp. 132-133
Pages
3. Textbook Pages
1. EASE Biology. Module 12. Lessons 1 and 2. 2. BEAM II. Unit 5. Learning Guide.
4. Additional Reproductio n. Cell Growth and Reproductio n. April 2009. 3. Science and Technology II:
Materials from LR Biology Textbook. NISMED. 2012. 4. Science and Technology II: Biology Textbook.
Portal NISMED. 2004.. 5. Science 8 Learner’s Module. Campo, Pia C., et al. 2013.. Meiosis model
2. Mitosis model
Learner’s Expected
IV. PROCEDURES Teacher’s Activity/ies
Response
Elicit (2minutes)
2
(one student will lead the
Prayer and Greetings prayer)
“Let us pray first. Lead us a prayer” “Good morning, ma’am!
“Good morning, class, “
Checking of attendance The student will say present
The teacher will call the names of the or absent
student
“Who are absent today class?”
“Very Good, everybody is present.
(Students will follow the
Before we start our class for today, kindly arrange instructions properly)
your chairs properly and make sure that your places
are well organized and distraction- free.
A. Reviewing Before we start our new lesson, let us
previous lesson or have a short recap about our previous
presenting the new Topic.
lesson
What was our topic last meeting? Yes,
Very Good!
The teacher
will show the
jumbled letters
together with
the clues
given
Great Job
everyone, the
answer is
Electricity!
Class, can
you imagine
your
3
life#without
electricity
Engage (4 minutes)
Activity: Begin with a captivating
A. Establishing a visual – photos of family members The students will follow the
purpose for the showing similar traits (eye color, instruction
lesson hair color, etc.). Ask students to
discuss similarities they see within
families. Answer may varied
B. Presenting
examples/
instances of the
new lesson
C. Discussing new
concepts and Explore (15 minutes)
practicing new
Using Phet
skills
The student will form a small
group
Colorado
Simulation of
Ohm’s
Law: Showing
Illustration
via Phet
simulation.
Integration of
Mathematics
(Numeracy)
The teacher
4
will divide the
class into four
(4) groups.
Students will
use their
phones
to answer the
provided
activity
sheets.
We will use
the Phet
Colorado to
better
understand
our
discussion
about the
relationship
of current to
voltage and
5
resistance
Activity: Students will conduct a
simple experiment simulating
inheritance. For example, using
colored beads (representing
alleles) to model the inheritance of
a single trait (e.g., flower color).
They'll create "parent"
combinations and observe the
resulting "offspring" traits.
Explain (4 minutes)
Discussion: Introduce the concept
Socratic method
of heredity – the passing of traits
from parents to offspring. Pose
questions like: "Why do siblings
look alike, yet different?" "How are
traits passed down?"
Direct Instruction: Introduce key
vocabulary (gene, allele,
D. Developing chromosome, dominant, recessive,
mastery genotype, phenotype, Punnett
square).
Modeling: Demonstrate the use of
Punnett squares to predict the
probability of inheriting specific
traits. Start with simple
monohybrid crosses.
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Elaborate (20 minutes)
Activity: Students will work in
groups to research and present on
different inheritance patterns (e.g.,
incomplete dominance, Answer may varied
codominance, sex-linked traits).
F. Making
generalizations
and abstractions
about the lesson
Evaluate (3 minutes) .
The students will accomplish
test assessing understanding of the activity.
key concepts and ability to use
Punnett squares.
E. Evaluating (work sheet are provided)
learning
Answer may varied
The student will answer the
following question
Extend (2 minutes)
E. Additional activities Students could research genetic
disorders, genetic engineering, or
for application or
cloning. They could create a
remediation presentation, poster, or
infographic to share their
findings.
V. REMARKS
VI. REFLECTION
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A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use / discover
which I wish to
share with other
teachers?
Prepared by: Checked by
FRELVIC JEAN D. BONTES KAREN P. SALE
Teacher I Master Teacher I
Approved by:
VERGILIA O. PANCHO
Secondary School Principal
