Lesson Plan 7es Fourth Quarter

January 14, 2019
8:30- 9:30 Jackfruit 1:00 – 2:00 Guava

10:00-11:00 Avocado 2:00 – 3:00 Sunkist
11:00- 12:00 Pomelo
I. Objective:
- Checking of answers and recording of scores from Third Grading Periodical Examination.
Integration
Values: Honesty and accuracy in checking the answer sheets of your classmates.
Eco- Friendly: Do not leave any undesirable sheets of paper in the classroom. Dispose it
properly.
DRRM : Be cautious of the weather conditions nowadays, keep posted for any weather
updates. Safety first!
II. Subject Matter

a. Topic: Matter
b. Reference: Grade VIII Science Learner`s Module. 2013. Pages 113-167.
c. Materials: Answer sheets, pen, Visual aid (Key answers)
III. Procedure
- Checking of answers and recording of scores.
IV. Evaluation
- Determine the number of students who got the passing and failing scores.
V. Agreement
- Submit your Science Investigatory Project Proposal.
January 15-18, 2019
8:30- 9:30 Jackfruit 1:00 – 2:00 Guava

10:00-11:00 Avocado 2:00 – 3:00 Sunkist
11:00- 12:00 Pomelo
I. Objective:
- Conducts an Item Analysis
- Determine the Upper and Lower Group
Integration
Values : Accuracy in determining the number of responses in every item.
Eco- Friendly : Do not leave any undesirable sheets of paper in the classroom. Dispose it
properly.
DRRM : Be cautious of the weather conditions nowadays, keep posted for any weather
updates. Safety first!
II. Subject Matter
a. Topic: Matter
b. Reference: Grade VIII Science Learner`s Module. 2013. Pages 113-167.
c. Materials: Answer sheets, pen, Visual aid (Key answers)
III. Procedure
a. Determine the total number of students who took up the exam.
b. Arrange the scores from lowest to highest.
c. Determine the UPPER and LOWER group, by getting the 27% of the total number of
students who got the highest and lowest group.
d. Count the number of students who got the responses from options A, B, C, D both from
upper and lower group.
e. Enter the results to the prescribed………
IV. Evaluation
a. Determine which test items needs revision, needs to be discarded, and to be retained.
V. Agreement
a. Submit your Science Investigatory Project Proposal.
January 21, 2019
Class suspension due to tropical Depression “Amang”.

January 22-25, 2019
Checking and editing of Science Investigatory Project Proposal.

January 28, 2019
8:30- 9:30 Jackfruit 1:00 – 2:00 Guava

10:00-11:00 Avocado 2:00 – 3:00 Sunkist
11:00- 12:00 Pomelo
I . OBJECTIVES
 Reviews on the different levels of organizations.
 Enumerates the different organ systems in human.
 Briefly explains the function of each organ system.
Integration
Eco-Friendly : Proper disposal of garbage in order not to contaminate the environment
with wastes.
DRRM : Be alert and ready at all times, heavy rains may bring flash floods.
Values : Appreciates the complexity of the structure of human body.
A. Content Standards
 The learners demonstrate an understanding of the digestive system and its
interaction with the circulatory, respiratory, and excretory systems in
providing the body with nutrients for energy.
B. Performance Standards
 The learners should be able to present an analysis of the data gathered on
diseases resulting to nutrient deficiency.
C. Learning Competencies/ Objectives
Explain ingestion, absorption, assimilation, and excretion
; CODE: S8MT-IVa-13
II. CONTENT
Topic: Human Organ System.
Sub-topic Organs of the Digestive System and their interaction with organs of the
respiratory, circulatory, and excretory system.
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
 Grade 8 Science Teacher`s Guide pages 121-123.
2. Learner’s Materials pages:
 Grade 8 Science Learners Module. 2013. Pages 204-205
3. Textbook pages
 Macalalad, Ernest P.et.al.(2015).Exploring the Realms of Science
8.pages 204-209
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources
- https://www.youtube.com/watch?v=MfopLilIOeA
IV. PROCEDURES
ELICIT
The learners will be directed to watch a video regarding the levels of
organization in human body/ cell structure and functions.
https://www.youtube.com/watch?v=MfopLilIOeA
Guide Questions:
1. What is a cell?
2. What are the different cell organelles?
3. What are the different functions of each organelle?
4. How do cells form a body?
ENGAGE
Activity 1. Identifying organs!
1. What organs are responsible for delivering nutrients and oxygen to the different
parts of the body?
2. What organ is responsible for protecting the internal parts from the external
environment?
3. What organ is responsible for thinking?
EXPLORE
Activity 2. Collecting Thoughts!
Process Questions:
1. Any knowledge regarding CRIS R. MENDE?
2. How is CRIS R. Mende related to human organ system?
EXPLAIN
1. Among the 10 organ system, which of them is more important?

2. Why is/are they important?
ELABORATE
1. What is the importance of the coordinated function of these organ systems?
EVALUATE
A. Identification.
STOMACH MOUTH DIGESTIVE TRACT
ESOPHAGUS SMALL INTESTINE LARGE INTESTINE
ACCESSORY ORGAN
1. Basic structural and functional unit of all living things.
2. This also called "parts”.
3. An organ system responsible for eliminating the wastes from the body.
4. It produces different hormones.
5. It provides support and locomotion.
B. Enumeration
6-15. Enumerate the 10 organ systems of human body.
EXTEND
Research on the different digestive organs.
V. REMARKS: ____________________________________________________________________
VI. REFLECTION
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for remediation
January 15, 2020
8:30- 9:30 Jackfruit 1:00 – 2:00 Guava

10:00-11:00 Avocado 2:00 – 3:00 Sunkist
11:00- 12:00 Pomelo
I . OBJECTIVES
 Reviews on the different levels of organizations.
 Enumerates the different organ systems in human.
 Briefly explains the function of each organ system.
Integration
Eco-Friendly : Proper disposal of garbage in order not to contaminate the environment
with wastes.
DRRM : Be alert and ready at all times, heavy rains may bring flash floods.
Values : Appreciates the complexity of the structure of human body.
II. SUBJECT MATTER

Topic: Human Organ System.
Sub-topic Organs of the Digestive System and their interaction with organs of the
respiratory, circulatory, and excretory system.
References:
Teacher’s Guide pages
Learner’s Materials pages:
Textbook pages
8.pages 204-209
 https://www.youtube.com/watch?v=MfopLilIOeA
Materials:
Speaker, LCD Projector, Laptop
III. PROCEDURES
Preliminary activity
- SVP
1. Cell 4. REproductive
2. Organ 5. Biology
3. Organism
- Motivation
The learners will be directed to watch a video regarding the levels of
organization in human body/ cell structure and functions.
https://www.youtube.com/watch?v=MfopLilIOeA
Guide Questions:
1. What is a cell?
2. What are the different cell organelles?
3. What are the different functions of each organelle?
4. How do cells form a body?
Activity
Activity 1. Identifying organs!
a. What organs are responsible for delivering nutrients and oxygen to the
different parts of the body?
b. What organ is responsible for protecting the internal parts from the external
environment?
c. What organ is responsible for thinking?
Activity 2. Collecting Thoughts!
Process Questions:
a. Any knowledge regarding CRIS R. MENDE?
Analysis
a. How is CRIS R. Mende related to human organ system?
b. Among the 10 organ system, which of them is more important?
c. Why is/are they important?
Abstraction
1. What are the different levels of organization?
2. What are the different organs of the human body?
Application
- What is the importance of the coordinated function of these organ systems?
IV. EVALUATION
A. Identification.
STOMACH MOUTH DIGESTIVE TRACT
ESOPHAGUS SMALL INTESTINE LARGE INTESTINE
ACCESSORY ORGAN
6. Basic structural and functional unit of all living things.
7. This also called "parts”.
8. An organ system responsible for eliminating the wastes from the body.
9. It produces different hormones.
10. It provides support and locomotion.
B. Enumeration
6-15. Enumerate the 10 organ systems of human body.
V. ASSIGNMENT
Research on the different digestive organs.
REMARKS: ____________________________________________________________________
LESSON PLAN IN SCIENCE 8
January 29, 2019
I . OBJECTIVES
 Identify the different organs of the digestive system.
 Distinguishes accessory parts from major organs of digestive tracts
Integration
Eco-Friendly : Becoming wealthy, through healthy practices.
DRRM : During earthquake, always be calm, duck, cover and hold when this occurs.
Values : Value the importance of the organs of the digestive system, eat healthy foods.
- The learners demonstrate an understanding of the digestive system and its
- The learners should be able to present an analysis of the data gathered on
- Explain ingestion, absorption, assimilation, and excretion; CODE: S8MT-IVa-13
II. CONTENT
Topic: DIGESTIVE SYSTEM
Sub-topic : Organs of the Digestive System.

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages:
3. Textbook pages
8.pages 225-238
4. Additional Materials from Learning Resource (LR) portal

 https://www.youtube.com/watch?v=t_f8bB1kf6M
 https://slideplayer.com/slide/6233492/
IV. PROCEDURES
ELICIT
The teacher will present a picture of human digestive system, and will ask the
learners to label its parts.
Process questions:
1. What is the picture all about?
2. What are the different organs that can be seen?
ENGAGE
Process questions:
Based from the picture presented:
1. What do you think are the organs that the food take as it enters and leave
the body?
2. Why are liver, pancreas, and gall bladder included in the system?
3. Why do we need to be familiar of the organ and structures of the digestive
system?
EXPLORE
Activity 2. Film showing: The Organs of the digestive system
https://www.youtube.com/watch?v=zr4onA2k_LY
EXPLAIN
Activity 4. Oral questioning!
1. What is the video all about?
2. What are the organs of the digestive tract?
3. What is an accessory organ?
ELABORATE
Activity 5. Getting to know more!
1. Using the Human Torso Model the teacher will present the different organs of the
digestive system.
2. Students will identify the different organs and will classify these organs as major
organ or accessory organ using the table below.
ORGANS OF THE DIGESTIVE MAJOR ORGAN ACCESSORY PARTS
SYSTEM
1. Mouth
2. Pharynx
3. Esophagus
4. Stomach
5. Small Intestine
6. Large Intestine
7. Salivary glands
8. Liver
9. Gall bladder
10. Pancreas
EVALUATE
A. Name the different organs of the digestive system. Select your answer from the
group of words that can be found in the picture.
B. Identify whether major organ or accessory organ.
1. Pancreas 4. Esophagus
2. Stomach 5. Gall Bladder
3. Salivary Gland
EXTEND
1. Draw and label the organs of the Human Digestive system in a long
bond paper.
RUBRICS:
Accuracy on the name and label of the parts - 15

Completeness of the parts - 10
Neatness - 5
Creativity - 15
Promptness - 5
Total points 50 pts
2. Research on the different functions of the digestive organs.
V. REMARKS: ____________________________________________________________________
VI. REFLECTION
February 4, 2019
8:30- 9:30 Jackfruit 1:00 – 2:00 Guava

10:00-11:00 Avocado 2:00 – 3:00 Sunkist
11:00- 12:00 Pomelo
I . OBJECTIVES
 Describes the different functions of the organs of the digestive system.

 Traces the path of the food
Integration
DRRM : During earthquake, always be calm, duck, cover and hold.
i. The learners demonstrate an understanding of the digestive system and its
i. The learners should be able to present an analysis of the data gathered on
i. Explain ingestion, absorption, assimilation, and excretion
; CODE: S8MT-IVa-13
II. CONTENT
Sub-topic : Organs and its function.

B. References
A. Teacher’s Guide pages
B. Learner’s Materials pages:
 Grade 8 Science Learners Module. 2013. Pages 295-
297
C. Textbook pages
o Macalalad, Ernest P.et.al.(2015).Exploring the Realms of Science
8.pages 225-238
D. Additional Materials from Learning Resource (LR) portal

IV. PROCEDURES
ELICIT
The teacher will present a picture of human digestive system, and will ask the learners to
give its functions.
ENGAGE
Process questions:
1. Do the organs presented above has the same functions?
2. What makes it so?
EXPLORE
Activity 2. Film showing: The human digestive system
EXPLAIN
2. What is/ are the function/s of these organs of the digestive tract?
3. What are the different path that the food take?
4. Explain, how does the digestion process occur?
ELABORATE
Activity 4. Let`s take the journey again!
The class will be directed to watch another the short video.
“ The digestion process- What happens to your food as it travels?

2. What are the major organs?
3. What are the accessory organs?
EVALUATE
A. Identification. Select your answer from the group of words below.
B. Trace the path of
the food that enters the
digestive tract by completing the sentence.
Choose your answer from the following terms below
 Large intestine  Stomach
 Small intestine  Liver
 Mouth  Pancreas
 Esophagus
Food enters the (10.)_________ which is broken down into smaller pieces
by the teeth and swallowed by the tongue, goes through (11.) ________, a long
muscular tube that connects the mouth and (12.)______. Food exits at the
stomach and enter at (13.)_________. Finally, it crosses to (14.)_________,
which is the final section of the digestive tract.
EXTEND
Matching Type
Directions: Match the parts of the digestive system with their appropriate descriptions.
Descriptions Parts of the

Digestive System
1. first peristaltic action takes place here A. Large intestine
2. food is masticated here so its surface area will B. Stomach
increase
3. muscular churning takes place here C. Mouth
4. undigested particles move in this part D. Anus
5. this part is where undigested particles are excreted E. Rectum
F. Esophagus
Research on the different digestive enzymes.
V. REMARKS: ____________________________________________________________________
VI. REFLECTION
February 12, 2019
8:30- 9:30 Jackfruit

10:00-11:00 Avocado
I . OBJECTIVES
 Describes the different functions of the organs of the digestive system.

 Traces the path of the food
Integration
D. Content Standards
i. The learners demonstrate an understanding of the digestive system and its
E. Performance Standards
i. The learners should be able to present an analysis of the data gathered on
F. Learning Competencies/ Objectives
i. Explain ingestion, absorption, assimilation, and excretion
; CODE: S8MT-IVa-13
II. CONTENT
Sub-topic : Organs and its function.

C. References
E. Teacher’s Guide pages
F. Learner’s Materials pages:
 Grade 8 Science Learners Module. 2013. Pages 295-
297
G. Textbook pages
8.pages 225-238
H. Additional Materials from Learning Resource (LR) portal

IV. PROCEDURES
ELICIT
The teacher will present a picture of human digestive system, and will ask the learners to
give its functions.
ENGAGE
Process questions:
1. Do the organs presented above has the same functions?
3. What makes it so?
EXPLORE
Activity 2. Film showing: The human digestive system
EXPLAIN
2. What is/ are the function/s of these organs of the digestive tract?
3. What are the different path that the food take?
4. Explain, how does the digestion process occur?
ELABORATE
Activity 4. Let`s take the journey again!
The class will be directed to watch another the short video.
“ The digestion process- What happens to your food as it travels?

2. What are the major organs?
3. What are the accessory organs?
EVALUATE
B. Identification. Select your answer from the group of words below.
B. Trace the path of
the food that enters the
digestive tract by completing the sentence.
Choose your answer from the following terms below
 Large intestine  Stomach
 Small intestine  Liver
 Mouth  Pancreas
 Esophagus
Food enters the (10.)_________ which is broken down into smaller pieces
by the teeth and swallowed by the tongue, goes through (11.) ________, a long
muscular tube that connects the mouth and (12.)______. Food exits at the
stomach and enter at (13.)_________. Finally, it crosses to (14.)_________,
which is the final section of the digestive tract.
EXTEND
Matching Type
Directions: Match the parts of the digestive system with their appropriate descriptions.
Descriptions Parts of the

Digestive System
1. first peristaltic action takes place here A. Large intestine
2. food is masticated here so its surface area will B. Stomach
increase
3. muscular churning takes place here C. Mouth
4. undigested particles move in this part D. Anus
5. this part is where undigested particles are excreted E. Rectum
F. Esophagus
Research on the different digestive enzymes.
V. REMARKS: ____________________________________________________________________
VI. REFLECTION
February 13, 2019
8:30- 9:30 Jackfruit

10:00-11:00 Avocado
I . OBJECTIVES
 Determine varied digestive enzymes

 Explain the importance of digestive enzymes in chemical digestion.
Integration
- The learners demonstrate an understanding of diseases that result from
nutrient deficiency and ingestion of harmful substances, and their prevention
and treatment
- The learners should be able to present an analysis of the data gathered on
- Explain how diseases of the digestive system are prevented, detected, and
treated, CODE: S8MT-IVa-14
II. CONTENT
Topic: Changes in food as it undergoes physical and chemical digestion.
Sub-topic : Digestive enzymes

A. References
A. Teacher’s Guide pages
B. Learner’s Materials pages:
C. Textbook pages
a. Macalalad, Ernest P.et.al.(2015).Exploring the Realms of Science
8.pages 253-254
D. Additional Materials from Learning Resource (LR) portal

 https://www.youtube.com/digestiveenzymes
IV. PROCEDURES
ELICIT
How does our body able to absorb the nutrients from the food that we eat?
ENGAGE
Activity 1. How do enzymes affect Digestion?
Please refer to Science 8 Learner`s Module. Pages 298-300.
EXPLORE
Activity 2. Film Showing: How does enzyme work?
EXPLAIN

Process questions:
1. What is enzyme?
2. What are different type of enzymes?
3. What happens to the food once enacted by the enzymes?
4. What organs secretes enzymes?
ELABORATE
Completing the table.

BIOMOLECULE ENZYMES ORGAN SITE OF PRODUCTION SIMPLE FORM
FOR ENZYMES
1. Protein
2. Carbohydrate
3. Lipids/Fats
EVALUATE
1. Short Answer Test (Sequencing Events)
Directions: From numbers 1 to 5, give the correct sequence of the chemical

digestion of food, absorption and assimilation of nutrients. Write the number on
the space provided.
___ A. Digested food particles are absorbed through villi and microvilli structures in the
small intestine out of diffusion and other cell transport mechanisms.
___ B. Digestion of fats, (emulsification using bile and digestion through lipase),
carbohydrates (through amylases from pancreas) and protein (through
pancreatic and intestinal enzymes) takes place in the small intestine.
___ C. Liver process food nutrients in blood to become compounds vital for living. Cells
then make use of various nutrients processed in the liver.
___D. Hydrochloric acid and other stomach juices mix with food to break down fats and
proteins into smaller molecules.
___E. Salivary amylase starts to digest carbohydrates breaking it
into smaller compounds.
2. Completing the table.
BIOMOLECULE ENZYMES ORGAN SITE OF PRODUCTION SIMPLE FORM

FOR ENZYMES
Protein Protease Stomach, pancreas, small 6________
intestine
7_________ 8._______ 9. ______________ Glucose
Lipids/Fats 10.________ Pancreas, Small Intestine 11.________
3. Essay
12-15 Explain the importance of enzymes in the digestion process.
Research on the different diseases of digestive system.
V. REMARKS: ____________________________________________________________________
VI. REFLECTION
February 19, 2019
1:00- 2:00 Guava

11:00-12:00 Pomelo 2:00-3:00 Sunkist
I . OBJECTIVES
 Defines chromosomes, genetics, heredity and variation and cell cycle

 Determines the number of chromosomes for some species
Integration
Eco-Friendly : Reduce global warming through tree planting.
DRRM : In the occurrence of natural calamities like earthquake and typhoon, stay calm
and seek for your own safety.
Values : Attentiveness is the key to understanding.
 How cells divide
 The learners should be able to produce new cells
 Compare mitosis and meiosis, and their role in the cell division
cycle, CODE: S8LT-IVd-16
II. CONTENT
Topic: Cell Cycle
Sub-topic : Mitosis

A. References
 Teacher’s Guide pages
o Grade 8 Science Teacher`s Guide pages 205-210.
 Learner’s Materials pages:
o Campo, Pia C. et al.,Grade 8 Science Learners Module. 2013.
Pages 317-323
 Textbook pages
8.pages 268-272
 Additional Materials from Learning Resource (LR) portal

 https://www.youtube.com/Cellcycle
IV. PROCEDURES
ELICIT
Past versus Present!
1. Students will be asked to close their eyes and try to picture out their physical features
when they are still inside their mother`s womb, they are still a child.
2. Teacher will ask her students to identify the different features present while they
were still a baby a child, and now as a teenager.
Follow up questions:
3. What are the major differences when you were still a baby, a child and a teenager?
4. Why do persons age or get old?
ENGAGE
Activity 1. SVP
a. Prokaryote
b. Eukaryote
c. Unicellular
d. Multicellular
e. Somatic
f. Gamete
g. Cell cycle
h. Interphase
i. Cell division
j. Chromosomes
k. DNA
l. genes
EXPLORE
Activity 2. Film Showing: Cell cycle
EXPLAIN

Process questions:
1. What is cell cycle?
2. What are different stages of cell cycle?
3. What are the different sub-stages of interphase?
4. What are the two types of cell division?
5. What are the different stages of mitosis?
ELABORATE
Activity 4. Film showing on cell cycle and mitosis.

EVALUATE
Multiple Choice
Directions: Read each item carefully and encircle the letter that
Correspond to the correct answer.
1. What is the longest part of the cell cycle?

A. S phase
B. G2 phase
C. Interphase
D. Mitotic phase
2. What do you call the protein where the DNA coils around to form a chromatin?
A. histone
B. keratin
C. lactase
D. transcriptase
3. Cells that mature leave the cell cycle and are rested at _____ phase.
A. G 0
B. G 1
C. G 2
D. S
4. Sister chromatids are attached in a point called _______________.
A. centromere
B. kinetochore
C. p arms
D. q arms
5. The specific phase of the cell cycle that ensures the replication of
the DNA is _______.
A. G0
B. G1
C. G 2
D. S
6. What is the role of mitosis?
A. growth and repair of tissues
B. preservation of species
C. formation of gametes
D. variation of species
7. What’s the role meiosis in the living world?
C. control of deformities
D. repair of genes
8. How many daughter cells are produced after mitosis?
A. 2
B. 3
C. 4
D. 5
9. If an organism has 8 chromosomes, how many
chromosomes will be produced in each daughter cell after mitosis?
A. 8
B. 6
C. 4
D. 2
10. How would you describe the nature of daughter cells produced in
mitosis?
A. completely different from the parent cell.
B. partly the same to that of the parent cell.
C. almost alike to that of the parent cell
D. exactly alike from the parent cell.
EXTEND
Picture Analysis
Directions: Using the picture below, arrange the stages of
mitosis and describe each stage.
Picture Credits:
http://www.town.hull.ma.us/Public_Documents/HullMA_HighSchClass/Blair/mitosis
%20questions (w/ modification)
No. Stage Name

First Stage : ___ ____________
Description: _________________________________________
Second Stage : ___ ________

Description: _________________________________________
Third Stage : ___ ________
Description: _________________________________________
Fourth Stage : ___ ________

Description: _________________________________________
V. REMARKS: ____________________________________________________________________
VI. REFLECTION
February 20, 2019
8:30-9:30 JACKFRUIT
10:00- 11:00 AVOCADO
I. OBJECTIVES
- Compare mitosis and meiosis, and their role in the cell division cycle, CODE: S8LT-IVd-16
Subtasks
- enumerates the different stages of cell cycle and mitosis
- describes the significant event that occur in every stages of mitosis
- explain the significance of mitosis
INTEGRATION
Eco-Friendly : Reduce global warming through tree planting.
Values : Attentiveness is the key to understanding.
II.SUBJECT MATTER
A. Topic: Cell Cycle: Mitosis
B. Reference:
- Science and Technology II. Biology Textbook. Revised Edition. 2004. 125-138
- Macalalad, Ernest P.et.al.(2015).Exploring the Realms of Science 8.pages 268-272
- Campo, Pia C. et.al. Science- Grade 8 Learners Module. First Edition, 2013. Page 320-322
C. Materials: Projector, Laptop, Speaker, Chart of Cell Division
III. PROCEDURE:
Motivation: Presentation of Chart in Mitosis
1. Students will be asked of the differences that
will be noticed from the chart or Picture presented
by their teacher.
ACTIVITY: Film Showing! “CELL CYCLE AND MITOSIS”

Guide questions:
1. How many stages are there in cell cycle?
2. Enumerate the different sub-stages of
mitosis
3. What are the significant events that occur in mitosis?
4. How many daughter cells are formed after mitosis?
5. Explain the significance of mitosis.
ANALYSIS
1. Why is does a cell needs to undergo cell division?
2. How does each sub-stages of interphase and mitosis differ from each other?
ABSTRACTION
1. How many stages are there in cell cycle?
2. Enumerate the different sub-stages of mitosis
3. What are the significant events that occur in mitosis?
4. How many daughter cells are formed after mitosis?
APPLICATION
What is the role of mitosis in human development?
IV. EVALUATION
Multiple Choice
Directions: Read each item carefully and encircle the letter that
Correspond to the correct answer.
1. What is the longest part of the cell cycle?

A. S phase C. Interphase
B. G2 phase D. Mitotic phase
2. What do you call the protein where the DNA coils around to form a chromatin?
A. histone C. lactase
B. keratin D. transcriptase
3. Cells that mature leave the cell cycle and are rested at _____ phase.
A. G 0 B. G 1 C. G 2 D. S
4. Sister chromatids are attached in a point called _______________.
A. centromere C. p arms
B. kinetochore D. q arms
5. The specific phase of the cell cycle that ensures the replication of
the DNA is _______.
A. G 0 B. G 1 C. G 2 D. S 6. What is the
role of mitosis?
C. formation of gametes
D. variation of species
7. What’s the role meiosis in the living world?
C. control of deformities
D. repair of genes
8. How many daughter cells are produced after mitosis?
A. 2 B. 3 C. 4 D. 5
9. If an organism has 8 chromosomes, how many
chromosomes will be produced in each daughter cell after meiosis?
A. 8 B. 6 C. 4 D. 2
10. How would you describe the nature of daughter cells produced in mitosis?
A. completely different from the parent cell.
B. partly the same to that of the parent cell.
C. almost alike to that of the parent cell
D. exactly alike from the parent cell.
V. ASSIGNMENT
Picture Analysis
Directions: Using the picture below, arrange the stages of
mitosis and describe each stage.
Picture Credits:
http://www.town.hull.ma.us/Public_Documents/HullMA_HighSchClass/Blair/mitosis
%20questions (w/ modification)

No. Stage Name
First Stage : ___ ____________
Description: _________________________________________
Second Stage : ___ ________

Description: _________________________________________
Third Stage : ___ ________

Description: _________________________________________
Fourth Stage : ___ ________

Description: _________________________________________
Read in advance regarding Mitosis.
Reference: Science and Technology II. Biology Textbook. Revised Edition. 2004. 128-131
-Campo, Pia C. et.al. Science- Grade 8 Learners Module. First Edition, 2013. Page 320-322
REMARKS:
No. of students within mastery level
No. of students needs remediation
February 28, 2019
8:30-9:30 JACKFRUIT 1:00-2:00 GUAVA

10:00 – 11:00 AVOCADO 1:00-3:00 SUNKIST
11:00 – 12:00 POMELO
I. OBJECTIVES
Subtasks
- enumerates the different stages of meiosis
- describes the significant event that occur in every stages of meiosis
- explain the significance of meiosis
INTEGRATION
Eco-Friendly : Becoming wealthy through healthful practices.
Values : Appreciate the significance of meiosis in the perpetuation of life.
II.SUBJECT MATTER
A. Topic: Cell Cycle: Meiosis
B. Reference:
- Science and Technology II. Biology Textbook. Revised Edition. 2004. 128-132
- Campo, Pia C. et.al. Science- Grade 8 Learners Module. First Edition, 2013.pp. 324-326
- Teaching Guide for Senior High School. General Biology 1.pages 40-42
C. Materials: Projector, Laptop, Speaker, Chart of Cell Division
III. PROCEDURE:
Motivation: Presentation of Chart in Meiosis
1. Students will be asked of the information that can
be gathered or noticed from the chart or Picture
presented by their teacher.
ACTIVITY: Film Showing! “MEIOSIS”

Guide questions:
1. How many stages are there in meiosis?
2. What are the significant events that occur
in meiosis?
3. Why does Meiosis has to undergo second round of division?
4. How many daughter cells are formed after meiosis?
ANALYSIS
1. Why is does a cell needs to undergo meiosis?
2. How does each sub-stages of Meiosis I and Meiosis II differ from each other?
ABSTRACTION
1. How many stages are there in meiosis?
2. What are the significant events that occur in meiosis?
3. Why does Meiosis has to undergo second round of division?
4. How many daughter cells are formed after meiosis?
APPLICATION
What is the role of meiosis in human reproduction?
IV. EVALUATION
Matching Type
Directions: Match the stages of meiosis with their corresponding
descriptions.
Descriptions Stages of Meiosis

1. Nucleus starts to re-appear, cytoplasm is A. Prophase 1
finally divided, chromosomes uncoil.
2. Homologous chromosomes break apart and moves B. Telophase 2
towards the opposite poles.
3. Sister chromatids start to re-appear. C. Prophase 2
4. Centromeres break as spindle fibers contract, pulling the D. Anaphase 1
sister chromatids toward the opposite poles.
5. Homologous chromosomes align themselves side by E. Telophase 1
side at the center.
6. Sister chromatids align themselves at the center. F. Metaphase 1
7. Nucleus starts to reappear, sister chromatids uncoil and G. Anaphase 2
become less visible.
8. Homologous chromosomes become visible. H. Metaphase 2
I. Interphase 1
V. ASSIGNMENT
Compare and contrast Mitosis and Meiosis. Use a table for this. Write your answer in your ½
sheet of paper.
Reference: Science and Technology II. Biology Textbook. Revised Edition. 2004. 132-136
-Campo, Pia C. et.al. Science- Grade 8 Learners Module. First Edition, 2013. Page 328-330
REMARKS:
March 4, 2019
8:30-9:30 JACKFRUIT 1:00-2:00 GUAVA

10:00 – 11:00 AVOCADO
11:00 – 12:00 POMELO
I. OBJECTIVES
Subtask
- explains the significance or applications of mitosis and meiosis
INTEGRATION
Eco-Friendly : Becoming wealthy through healthful practices.
Values : Careful in maintaining healthy growth of cells through healthy practices.
II.SUBJECT MATTER
A. Topic: Cell Cycle: 1. Comparing Mitosis and Meiosis
B. Reference:
Science and Technology II. Biology Textbook. Revised Edition. 2004. 128-137
Science Learners Module 8. 2013. Page 326-329
C. Materials: Projector, Laptop, Speaker
III. PROCEDURE:
Motivation: Presentation of Chart between Mitosis and Meiosis
1. Students
will be asked
of the
differences
that will be
noticed from
the chart or
Picture
presented by
their teacher.
ACTIVITY: Film Showing! “MITOSIS VS. MEIOSIS”

Guide questions:
1. How many rounds of cell division in mitosis and meiosis?
2. Is the number of chromosomes in daughter cells, the same with the number
of parent cell after mitosis and meiosis?
3. What are the significant events that occur in meiosis but doesn`t occur in
mitosis?
4. What is the number of cell in mitosis and meiosis?
ANALYSIS
1. How is mitosis different from meiosis?
2. Why does a cell need to undergo “reduction stage”?
ABSTRACTION
MITOSIS VS. MEIOSIS
MITOSIS MEIOSIS
1. DNA REPLICATION YES YES
2. NUMBER OF DIVISION 1 2
3. PAIRING OF HOMOLOGOUS CHROMOSOMES TAKES PLACE OR NO YES

SYNAPSIS (YES/NO)
4. THE DAUGHTER CELLS PRODUCED ARE ALWAYS IDENTICAL IN YES YES

TERMS OF GENETIC MATERIAL. (YES/NO)
5. NUMBER OF DAUGHTER CELLS PRODUCED 2 4
6. CROSSING OVER NO YES
7. NUMBER OF CHROMOSOMES (YES/NO) 2N N
8. FUNCTION SOMATIC GAMETES

CELLS
APPLICATION
What are the possible risks that an individual may encounter if there is a
malfunction of the cell during cell cycle?
IV. EVALUATION
Table Completion
Directions: Given the basis below, compare mitosis from meiosis.
Comparison between Mitosis and Meiosis
Criterion Mitosis Meiosis

Importance
No. of daughter cells produced
No. of stages involved
Daughter cells compared to the parent cell (in genetic content).
No./set of chromosomes (haploid/diploid)
V. ASSIGNMENT
Research on the significance or applications of mitosis and meiosis in humans and plants.
Reference: Science and Technology II. Biology Textbook. Pages 135-137.

Science Learners Module 8. 2013. Page 328-329
REMARKS:

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January 14, 2019

8:30- 9:30 Jackfruit 1:00 – 2:00 Guava

II. Subject Matter

8:30- 9:30 Jackfruit 1:00 – 2:00 Guava

January 21, 2019

Class suspension due to tropical Depression “Amang”.

Checking and editing of Science Investigatory Project Proposal.

8:30- 9:30 Jackfruit 1:00 – 2:00 Guava

III. LEARNING RESOURCES

1. Among the 10 organ system, which of them is more important?

8:30- 9:30 Jackfruit 1:00 – 2:00 Guava

II. SUBJECT MATTER

Activity 2. Collecting Thoughts!

Research on the different digestive organs.

January 29, 2019

III. LEARNING RESOURCES

B. Other Learning Resources

Accuracy on the name and label of the parts - 15

8:30- 9:30 Jackfruit 1:00 – 2:00 Guava

 Describes the different functions of the organs of the digestive system.

III. LEARNING RESOURCES

B. Other Learning Resources

1. What is the video all about?

Descriptions Parts of the

Research on the different digestive enzymes.

8:30- 9:30 Jackfruit

 Describes the different functions of the organs of the digestive system.

III. LEARNING RESOURCES

B. Other Learning Resources

1. What is the video all about?

Descriptions Parts of the

Research on the different digestive enzymes.

8:30- 9:30 Jackfruit

 Determine varied digestive enzymes

III. LEARNING RESOURCES

B. Other Learning Resources

Activity 2. Film Showing: How does enzyme work?

Activity 3. Oral questioning!

Completing the table.

Directions: From numbers 1 to 5, give the correct sequence of the chemical

2. Completing the table.

BIOMOLECULE ENZYMES ORGAN SITE OF PRODUCTION SIMPLE FORM

Research on the different diseases of digestive system.

1:00- 2:00 Guava

 Defines chromosomes, genetics, heredity and variation and cell cycle

III. LEARNING RESOURCES

B. Other Learning Resources

Activity 2. Film Showing: Cell cycle

Activity 3. Oral questioning!

Activity 4. Film showing on cell cycle and mitosis.

1. What is the longest part of the cell cycle?

No. Stage Name

Second Stage : ___ ________

Fourth Stage : ___ ________

ACTIVITY: Film Showing! “CELL CYCLE AND MITOSIS”

1. What is the longest part of the cell cycle?

%20questions (w/ modification)

Second Stage : ___ ________

Third Stage : ___ ________

Fourth Stage : ___ ________

Read in advance regarding Mitosis.

8:30-9:30 JACKFRUIT 1:00-2:00 GUAVA

Second Stage : _ ______

Fourth Stage : _ ______

Second Stage : _ ______

Third Stage : _ ______

Fourth Stage : _ ______