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School SAN ROQUE NATIONAL HIGH SCHOOL Grade Level 8

DAILY
Teacher MRS. MARIA ROSARIO N. PONGASI, MR. JONATHAN Learning Area BIOLOGY
LESSON
M. NAYRE, MS. SARAH MARIE R. ANGELES, MS.
LOG
ADRIANA T. SANTOS
Teaching Dates and Time Quarter 4

DAY: ________________________

I. OBJECTIVES

The learners demonstrate an understanding of:


A. Content Standards meiosis as one of the processes producing genetic variations of the Mendelian Pattern of
Inheritance

The learners shall be able to: report on the importance of variation in plant and animal breeding
B. Performance Standards

explain the significance of meiosis in maintaining the chromosome number;


C. Learning Competencies/
Objectives S8LT-IVe-17
Write the LC code for each
Specific Objectives:
Given the necessary materials, at the end of the period, 75 % of the students will be able to;
1. describe the different phases of meiosis and what occurs during each phase;
2. compare and contrast gametogenesis in male and female animals.
3. show awareness on the result if gametes which are not fully mature will undergo fertilization.

II. CONTENT A. Topic: Cellular Reproduction and Genetics


Subtopic: Gametogenesis

III. LEARNING RESOURCES

1. 1. Science 8 Learners Module. Campo, Pia C., et al. 2013. p. 91.


A. References
2. Boundless Biology

1. Teachers Guide pages Science Teachers Guide pp 224

2. Learners Material pages Science Learners Module pp. 327 - 328

3. Textbook pages Biology by Capco and Yang


4. Additional Materials from
Learning Resource (LR) portal

B. Other Learning Resources www.boundless.com

IV. PROCEDURES

A. Reviewing previous lesson or DIAGRAM ANALYSIS


presenting the new lesson- Show to the class a diagram showing stages or phases of meiosis.
ELICIT Teacher will prepare a cut out of the phase names and descriptions.
Ask students to analyze the diagram and describe what occurs during each phase by matching a strip of
paper written with a description of each phase.
STAGES OF MEIOSIS
Prophase I During my phase, the nuclear envelope breaks down, a spindle forms,
homologous chromosomes pair up and crossing over occurs.

Metaphase I During my phase, homologous pairs align at the equatorial plane of the spindle.

Anaphase I During my phase, homologous pairs separate and move to the poles.

Telophase I My phase begins when the chromosomes reach the poles. During my phase, the
spindle breaks down and cytokinesis begins.

Prophase II During my phase, the nuclear envelope breaks down, chromosomes condense
and the spindle reforms.

Metaphase II During my phase, the duplicated chromosomes align at the equatorial plane of the
spindle.

Anaphase II During my phase, the chromatids move towards the poles of the spindle.

Telophase II My phase begins when the chromosomes reach the poles. During my phase, the
spindle breaks down and cytokinesis begins.

B. Establishing a purpose for the


lesson-ENGAGE M or F
Teachers will show a word and its definition.
Students will raise a sign if the word presented is for
or refers to a boy or a girl.
C. Presenting examples/instances oocyte
of the new lesson-ENGAGE a gametocyte or a cell that develops into an egg or
ovum;
spermatocyte
a gametocyte, from which a spermatozoon develops
spermatogenesis
the production of sperm
oogenesis
the production of egg
polar body
one of the small cells that are by-products of the
meiosis that forms an egg
gamete
a reproductive cell, male (sperm) or female (egg),
that has only half the usual number of chromosomes
haploid
a cell having a single set of unpaired chromosomes
diploid
a cell, having a pair of each type of chromosome,
one of the pair being derived from the ovum and the
other from the spermatozoon
meiosis
cell division of a diploid cell into four haploid cells,
which develop to produce gametes
Gametogenesis
the production of sperm and eggs
D. Discussing new concepts and Comparing SO (SPERMATOGENESIS and
practicing new skills #1- OOGENESIS)
EXPLORE
Divide the class into 2 groups preferably all male and
all female group. Provide an enlarge diagram of
oogenesis and spermatogenesis for girls and boys
respectively. Allow them to study the diagram and
share their ideas in class about the process.

The following can serve as guide questions as point


of discussion.

1. Where is spermatogenesis and oogenesis takes


place? In which part of the body?
2. When does the process begin and end?
3. How many gametes were produced in each
processes?

E. Discussing new concepts and COMPARE AND CONTRAST SPERMATOGENESIS


practicing new skills #2- and OOGENESIS
EXPLORE
Ask the group to tabulate similarities and differences
of the two processes base on the following area.

F. Developing mastery Ask the following questions to the students


(Leads to Formative Assessment 1. What is the role of meiosis in
3)-EXPLAIN gametogenesis?
2. What is Gametogenesis?
3. How does spermatogenesis different
from oogenesis?

G. Finding practical applications


H. of Teacher will ask the question below and let Teenage Pregnancy Risks
concepts and skills in daily students give their opinion. Infants born to teenage mothers are at
living-ELABORATE I. What will be the result if the gametes undergo increased risk for a number of health
L. Making generalizations and fertilization which is not fully mature or risks, including the following:
abstractions about the lesson - premature?
ELABORATE J. Students will give the possible effects of Teenage mothers are less likely to gain
premature fertilization or teenage pregnancy. adequate weight during their pregnancy,
K. leading to low birthweight. Low
birthweight is associated with several
infant and childhood disorders and a
higher rate of infant mortality. Low-
birthweight babies are more likely to
have organs that are not fully developed,
which can result in complications, such
as bleeding in the brain, respiratory
distress syndrome, and intestinal
problems.

Teenage mothers have a higher rate of


poor eating habits than older women and
are less likely to take recommended
daily prenatal multivitamins to maintain
adequate nutrition during pregnancy.
Teens also are more likely to smoke
cigarettes, drink alcohol, or take drugs
during pregnancy, which can cause
health problems for the baby.

Teenage mothers receive regular


prenatal care less often than older
women. Prenatal care is essential for
monitoring the growth of the fetus and
the health of the mother. During prenatal
care, medical professionals provide
important information about good
nutrition and about other ways to ensure
a healthy pregnancy. According to the
American Medical Association (AMA),
babies born to women who do not have
regular prenatal care are 4 times more
likely to die before the age of 1 year.
Children Born to Teenage Mothers
In addition to increased health risks,
children born to teenage mothers are
more likely to experience social,
emotional, and other problems. These
problems may include the following:

Children born to teenage mothers are


less likely to receive proper nutrition,
health care, and cognitive and social
stimulation. As a result, they are at risk
for lower academic achievement.

Children born to teenage mothers are at


increased risk for abuse and neglect.

Boys born to teenage mothers are 13


percent more likely to be incarcerated
later in life.

Girls born to teenage mothers are 22


percent more likely to become teenage
mothers themselves.
Teacher will give a five item quiz.
M. Evaluating learning-EVALUATE Read each questions carefully and choose the letter of the correct answer.
1. The process by which the sperms are produced is known as ____________.
a. ovulation b. spermatogenesis c. oogenesis d. gestation
2. The onset of the reproductive age is called _____________.
a. menstruation b. menarche c. menopause d. puberty
3. How many spermatozoa are produced by a single primary spermatocytes in spermatogenesis?
a. 8 b.6 c. 4 d. 2
4. Process of gametes formation is called
a. mitosis b. gametogenesis c. cogenesis d. spermatogenesis
5. In gametogenesis, meiosis is undergone on diploid gamete-mother cells to form
a. diploid egg cells c. haploid egg cells
b. haploid gametes d. diploid gametes

N. Additional activities for


application or remediation- What do you think will happen when something
EXTEND goes wrong during Meiosis?
What variation or changes will occur in plants,
animals especially humans?

Who is Gregor Mendel?


Describes Mendelian law of inheritance and give
example.

Science Learners Module pp. 328 - 335

V. REMARKS

VI. REFLECTION
SECTIONS
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 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?

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