Iligan City East National

School Grade Level Grade 8

High School-Sta. Filomena
BIOLOGY Teacher Miss Jane L. Paglinawan Learning Area Science 8
Daily Teaching February 12-15,
Lesson Plan Dates and 2019 / 8:00-9:00 AM Quarter Fourth
Time
The learners demonstrate an understanding of

Content Standard
 the concept of species
 the species as being further classified into a hierarchical taxonomic
system
The learners shall be able to
Performance  report (e.g., through a travelogue) on the activities that communities
Standards engage in to protect and conserve endangered and economically
important species

DAY 1

Subject Matter
Topic: KINGDOM PROTISTA
References:
 K-12 Curriculum Guide pp. 151
 Learner’s Module pp. 228-229
 Teacher’s Guide pp. 223
Materials: Images, Laptop, speaker, multimedia (projector)

INTRODUCTION
A. Objectives: At the end of the period, learners shall be able to:
 classify the three groups of protists;
 enumerate the members of each group; and
 appreciate the importance of protists in other organisms.

B. Review
 Bacteria are organisms that belong to kingdom eubacteria and are all microscopic and unicellular.
They are referred to as the true bacteria. Their cell walls are made of peptidoglycan which is a
carbohydrate. Bacteria consist of a very diverse group. They can be found in almost all kinds of
places, in soil, water, air, raw or spoiled food and even in your body. They also cause disease and are
harmful however they have varied uses for the environment and for humans.

C. Motivation
 Video presentation:

- 6 Kingdoms of Life Classification and its characteistics

INTERACTION
D. Presentation
Activities:
  Learners will play CHARADES. The class will be divided into 2 groups (according to classroom
arrangement). There will be 5 terms/words to be guessed by every group. Each group is given
60seconds to guess. If the group is unable to guess, the other group is given 10seconds to
steal. The game is ‘race-to-3”.
 Value: unlocking of terms
INTEGRATION
Application
- Ask the students to recall the different terms/words presented from the game.
- The teacher proceeds to the video presented earlier.
As follow-up question, ask the learners:
a. Which among the images from the video presented ae plant-like, animal-like, o fungi?
b. What is the importance of Protists to other organisms?
E. Synthesis/ Generalization
Students are given guide questions to take note from the video presented.
1. What are Protists?
2. What are the different types of Protists?

F. Evaluation
A. Answer directly.
1-3. What are the three categories of protists.

B. Choose your answer on the box below.

Malaria Trichonympha Pyrodinium bahamanse

Pseudopod Slime Brown algae Water mold
1. White cottony growths on dead fish or plant parts.
2. A fungi-like protist that grows on rotting logs usually yellow, orange or whitish in color.
3. A disease that is caused by Plasmodium and is transmitted by Anopheles mosquito.
4. These organisms are usually found in the intestines of termites wherein they help digest the
wood they eat.
5. Known as false feet.
6. A dinoflagellate that produces toxin and causes red tide.
7. Kind of algae that contains alginic acid that is used as an ingredient in making ice cream,
toothpaste, candy, and cream cosmetics.

V. ASSIGNMENT
Direction: Answer directly in a ¼ sheet of paper.
During red tide, people should not eat clams and mussels in the affected areas? Why is that so?

DAY 2
Subject Matter
Topic: KINGDOM FUNGI
References:
 K-12 Curriculum Guide pp. 151
  Learner’s Module pp. 228-229
 Teacher’s Guide pp. 223
Materials: Images, Laptop, speaker, multimedia (projector)

INTRODUCTION
A. Objectives: At the end of the period, learners are expected to:
 Identify the general characteristics of fungi
 Appreciate the importance of fungi

B. Review
 Members of Kingdom Protista come from unrelated ancestors. This grouping is referred to by
biologists as an artificial grouping.The inclusion of the large number of unicellular organisms
under this kingdom is just for convenience. Protists differ in size, movement and method of
obtaining energy. Most protists are microscopic, but some can grow to as high as several meters.
Protists are classified in terms of their method in obtaining energy such as phototrophs,
heterotrophs, and sporozoan.

C. Motivation
Video: Kingdom Fungi Characteristics

INTERACTION
D. Presentation
Ideas
 Fungi are eukaryotic.
 Fungi need moist, warm places in order to grow.
 Their cell walls are made of chitin.
 They do not have chlorophyll, which means they cannot produce their own food. Some
fungi are parasitic, others are saprophytes.
 Fungi can reproduce either sexually or asexually.
 They are carried by wind, water, animals or humans. When these spores land in areas
suitable for their growth, a new fungus develops.
 They produce sexually when male and female hyphae join together.
Activity:

 PINOY HENYO. The class will be divided into 3 clusters. Each group will have a representative.
There are 5 words to be guessed. The 1st group to get 3 points wins the game.

INTEGRATION
Application
What is the importance of fungi to other organisms?

E. Synthesis/ Generalization
Students will give one to two sentences on what should be given emphasis regarding the lesson of
the day.

F. Assignment:
 In a ½ sheet of paper give 5 diseases that we can get from fungi. How do these diseases
acquired?

DAY 3

Subject Matter
Topic: KINGDOM PLANTAE
References:
 K-12 Curriculum Guide pp. 151
 Learner’s Module pp. 228-229
 Teacher’s Guide pp. 223
Materials: Images, Laptop, speaker, multimedia (projector)

INTRODUCTION
A. Objectives: At the end of the session, learners are expected to:
 Identify the general characteristics of plants
 Differentiate Nonvascular and Vascular Plants
 Appreciate the importance of Nonvascular and Vascular Plants

B. Review
 Fungi are eukaryotic. Fungi need moist, warm places in order to grow. Their cell walls are made of
chitin. They do not have chlorophyll, which means they cannot produce their own food. Some fungi
are parasitic, others are saprophytes. Fungi can reproduce either sexually or asexually. They are
carried by wind, water, animals or humans. When these spores land in areas suitable for their
growth, a new fungus develops. They produce sexually when male and female hyphae join together.

C. Motivation
Video: Vascular vs. Nonvascular Plants

INTERACTION
D. Presentation
- Discuss the background of Kingdom Plantae: classification and characteristics.
- Ideas
 Vascular plants have leaves, roots, and stems.
 Vascular plants have xylem and phloem and can grow very tall.
 Xylem transports water from the roots to the rest of the plant.
 Phloem transports food made in the leaves to the rest of the plant.
 Nonvascular plants do not have stem, leaves and roots.
 Nonvascular plants do not have xylem and phloem.
 Nonvascular plants grow close to the ground.
 Nonvascular plants are found in moist environments.
Activities:
 Group Activity. The class will be grouped into 5. You will be given lists of definition
wherein you will identify whether it belongs to Nonvascular or Vascular plants according to
the video. But before that, let me present the rubrics. You will be graded according to the
rubrics Allow the students to come up an idea on the main purpose of doing the activity
that is doing the scientific method.
 3 2 1
Time Limit The work was finished The work was finished The work was finished
before the given time exactly on the given time after the given time
Participation All members are 1-2 members are not 3 or more members are
participating participating not participating
Content and presentation All answers are correct 2-3 answers are incorrect All answers are incorrect

INTEGRATION
Application
What is the importance of vascular and nonvascular plants to the environment and other
organisms?

E. Synthesis/ Generalization
Students will give one to two sentences on what should be given emphasis regarding the lesson of
the day.
F. Evaluation
Answer the following questions:
1-2. What are the two groups of plants?
3-4. What are the differences between the two?
5. What do you call the vascular tissue that transports water from the roots to the rest of the
plant?
6. What do you call the vascular tissue that transports food made in the leaves to the rest of the
plant?
7. How do seedless plants reproduce?
8-10. Give me three examples of nonvascular plants.
G. Assignment
Direction: Answer directly in a ¼ sheet of paper.
How do liverworts, mosses, and hornworts differ in appearance?

DAY 4
ASSESSMENT: Long quiz
Topics: Kingdom Protista, Fungi, Plantae

Monitored by:
MS. DAREEN C. CORPUZ
Department Head

Date Submitted: February 12, 2019

Iligan City East National

School Grade Level Grade 8
High School-Sta. Filomena
BIOLOGY Teacher Miss Jane L. Paglinawan Learning Area Science 8
Daily Teaching February 19-22,
Lesson Plan Dates and 2019 / 8:00-9:00 AM Quarter Fourth
Time
The learners demonstrate an understanding of

Content Standard
 the concept of species
 the species as being further classified into a hierarchical taxonomic
system
The learners shall be able to
Performance  report (e.g., through a travelogue) on the activities that communities
Standards engage in to protect and conserve endangered and economically
important species

DAY 1

Subject Matter
Topic: KINGDOM ANIMALIA
References:
 K-12 Curriculum Guide pp. 151
 Learner’s Module pp. 228-229
 Teacher’s Guide pp. 223
Materials: Images, Laptop, speaker, multimedia (projector)

INTRODUCTION
A. Objectives: At the end of the period, learners shall be able to:
 identify the nine major phyla of animals and give an example each;
 enumerate the members of each group;
 describe the major characteristics of each nine phyla of animals; and
 appreciate the importance of the presence of these nine phyla in our daily living.

B. Review
 Teacher conducts 10-item quiz. Set of pictures are shown and students will identify to which
kingdom they belong.

C. Motivation
 Video presentation:
 - 6 Kingdoms of Life Classification and its characteristics
INTERACTION
D. Presentation
 Animals really can’t make their own food. It means they are Heterotrophs. The cells of animals
make up tissues and organs that form systems or they are multicellular. They have no cell wall.
They are organism with membrane -bound nucleus (Eukaryotic). All animals belong to one of two
groups- the vertebrates and the invertebrates.

Activity: Decoding the Number (Phylum in Kingdom Animalia)

The class will be divided into 5 groups (according to classroom arrangement). Each group will
use cell phones to identify what is being decoded. Each group is given 30seconds to guess. If
the group is unable to guess, the other groups are given 5seconds to steal. The game is ‘race-
to-5”. As the answes on the activity are revealed, discussion follows using the powerpooint
presentation.
Codes:
1. 7-44-999-555-88-6 space 7-666-777-444-333-33-777-2 (Phylum Porifera)
2. 7-44-999-555-88-6 space 222-66-444-3-2-777-444-2-66-7777 (Phylum Cnidarian)
3. 7-44-999-555-88-6 space 222-66-444-3-2-777-444-2-66-7777 (Phylum
Platyhelminthes)
4. 7-44-999-555-88-6 space 66-33-6-2-8-666-3-2 (Phylum Nematoda)
5. 7-44-999-555-88-6 space 2-66-66-33-555-444-3-2 (Phylum Annelida)
6. 7-44-999-555-88-6 space 33-222-44-444-66-666-3-33-777-6-2-8-2 (Phylum
Echinodermata)
7. 7-44-999-555-88-6 space 6-666-555-555-88-7777-222-2 (Phylum Mollusca)
8. 7-44-999-555-88-6 space 2-777-8-44-777-666-7-666-3-2 (Phylum Arthropoda)
9. 7-44-999-555-88-6 space 222-44-666-777-3-2-8-2 (Phylum Chordata)

 Value: unlocking of terms, teamwork, interactive

INTEGRATION
Application
- Ask the students to recall the different terms/words presented from the game.

- As follow-up question, the teacher asks the learners:

a. What is the difference between invertebrates and vertebrates?
b. What are the different types of organisms in the kingdom animalia?

E. Synthesis/ Generalization
Students are given guide questions to take note from the video presented.
a. How are the organisms in kingdom Animalia identified?
b. What is the importance of every organism to other organisms in a certain habitat?
F. Evaluation
In a ½ sheet of paper, answer the following:

Animal classification

Use the following terms to complete the concept map:

many cells; tissues, organs, systems; bilateral; invertebrates; food; vertebrates; move;
radial.

Cannot make their own ___________.

Most can _______from place to place.

Multicellular made of ____________.

Traits

Cells organized into

ANIMALS _____________________________.
_______
Symmetry _________or _________.

____________ without backbones.

Classification
____________ with backbones.

IDENTIFICATION
Direction: Read the following statements and give what is asking for.
1. A cut arm easily regrows into a new sea star. What type or reproduction is this?
2. In Phylum Echinodermata, what part of their body they used to get their food, moving
around and gas exchange?
3. This is used as an ingredient for chopsuey and soups.
4. This organism is a one-part shell.
5. They are the five pairs of legs.
6. They form the largest group among the arthropods.
7. They are fish that have no jaws and are not covered with scales.
8. They are the pouched mammals that also give birth to live young.
9. It is also known as the placental mammals.
10. Homo sapiens mean _________________.
 G. Assignment
1. How will you describe an ecosystem with low biodiversity?
2. What is the importance of biodiversity to ecosystems?

Iligan City East National

School Grade Level Grade 8
High School-Sta. Filomena
BIOLOGY Teacher Miss Jane L. Paglinawan Learning Area Science 8
Daily Teaching March 18-22,
Lesson Plan Dates and 2019 / 8:00-9:00 AM Quarter Fourth
Time
The learners demonstrate an understanding of
Content Standard  how genetic information is organized in genes on chromosomes;
 the different patterns of inheritance
Performance
Standards

DAY 2

Subject Matter
Topic: CLASSICAL GENETICS: Mendelian Principles of Inheritance
References:
 BEAM: Second Year – Your Genetic Book of Life
 Learner’s Module pp. 329-343
 APEX Unit 6 Genetics Lesson 3 The Structure of DNA
Materials: Images, Laptop, speaker, multimedia (projector)

INTRODUCTION
A. Objectives: At the end of the period, learners shall be able to:
 solve for the phenotypic and genotypic ratios of any given cross;
 use a Punnett square when soling for dihybid crosses; and
 develop a sense of uniqueness despite variation and diversity

B. Review
 Teacher conducts a review/evaluation from the previous activity performed entitled, ”Tossing
coins and Probability”.

C. Motivation
 Video presentation: How Mendel’s pea plants helped us understand Genetics.
INTERACTION
D. Presentation
Unlocking of Terms Difficulty:
1. Heredity-is the passing on of characteristics from one generation to the next.
2. Phenotype – observable characteristic of an organism
3. Genotype – pair of alleles present in and individual written in letter form.
4. Homozygous – two alleles of trait are the same (YY or yy)
5. Heterozygous – two alleles of trait are different (Yy)
6. Dominant - the allele that masks the presence of the other.
7. Recessive - the allele that is masked by the other.
Pre-activity: Comparing genotypic and phenotypic ratios for a certain Mendelian trait
(Monohybrid cross)

INTEGRATION
E. Application
- Students are asked to group themselves according to their groupings and perform the following
activity.
Activity 5: Filling up the Punnett square for a dihybrid cross.
Procedure: Given the cross RrYy x RrYy, copy and fill the Punnett Square on the
table. Base the answers to the given questions on the completed diagram.

F. Synthesis/ Generalization
A trait is an observable characteristic of an organism. Traits are passed from parents to
their offspring in a process known as heredity. The study of heredity is called genetics.
Phenotype is an observable characteristic of an organism while genotype is pair of alleles present
in and individual written in letter form.

When the genotype of your father is homozygous BB and your mother homozygous bb, do you
think you have the chance to have homozygous alleles? Why?

a.) No because the offspring should acquire different alleles from the parents.
b.) Yes, because the parents have homozygous alleles.

G. Evaluation

Choose the letter of the correct answer.

1. A genotype with a symbol Aa is said to be _______.

a) Dominant c) Homozygous
b) Heterozygous d) Recessive

2. Which of the following is a phenotype?

a) Light blue c) Bb
b) Bb d) BB

3. The father of Genetics is _____.

 a) Pedro Calderon c) Bill Gates
b) Gregor Mendel d) Albert Einstein

4. The passing of genetic information from 1 generation to the next is called ______.

a) nuclei
b) heredity
c) cloning RNA
d) genes
 5. When the genotype consists of a dominant and a recessive allele, the phenotype will be like
_________________ allele.
a) the dominant
b) the recessive
c) neither
d) none of the above

H. Assignment

Research o some human genetic disorders. Complete the table below

Disorder Dominant or Symptom Defect Frequency

recessive among birth