GRADE 8 School Pangasinan School of Arts and Trades Grade Level 8

DAILY LESSON PLAN Learning

Teacher Ma. Ester Berliese G. Frias Science
Area
Teaching Dates February 6, 2019 Quarter
Fourth
and Time 2:30 p.m.–3:30 p.m.

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding how cells divide to produce new cells.
B. Performance The learners shall be to present an analysis of the data gathered on diseases resulting from
Standard nutrient deficiency.
C. Learning Compare mitosis and meiosis, and their role in the cell-division cycle. (S8LT-IVd-16)
Competency
D. Objectives 1. Explain the meaning of mitosis.
2. Identify and explain the different phases of mitosis as well as their processes.
3. Elaborate the importance of mitosis to all living organisms.
II. CONTENT Mitosis

III. LEARNING
RESOURCES
A. References
1. Teachers Guide Grade 8 Science Teacher’s Module, Department of Education, Philippines, p. 223
pages
2. Learner’s Material Grade 8 Science Learner’s Module, Department of Education, Philippines, p. 320–322
pages
3. Textbook pages IGCSE Biology Course book Second edition, pages 194–195
B. Other Resources https://www.mitosisppt.gov
IV. PROCEDURES
A. Reviewing Conduct a review about the cell and its organelles involved in cell division by
previous lesson asking students to participate in the game called “Bring Me With a Twist”.
or presenting the Students will identify what is being described by each the following statements
new lesson and spell the answer by showing the objects found in their bags.
a. It is considered as the basic unit of life. (cell)
ELICIT
b. It is the control center of the cell. (nucleus)
(5 min)
c. It contains the genetic material called genes. (DNA)
d. It is the basic unit of heredity. (genes)
Tie-breaker:
e. It refers to any difference between cells, individual organisms, or group of
organisms. (variation)

B. Establishing a Ask the following questions:

purpose for the a. Do you still remember your appearance as a child, say, when you were
lesson four or five years old? How would you compare your appearance then vs.
now? (We changed a lot. We grew up.)
b. In what aspect did your body change? (in height and in weight)
C. Presenting
c. How do you think did this happen? What enables you to grow? (Students
examples/instanc ENGAGE
might answer that cells grow bigger as one gets older. Correct this
es of the new (5 min)
misconception by emphasizing that cells do not “grow” or become large,
lesson
rather, cells reproduce more cells.)

Say: Cellular reproduction is what makes our bodies grow and develop. One
type of cellular reproduction is mitosis.

D. Discussing new Present a picture of an onion root tip. Ask:

concepts and EXPLORE a. What do you see in this picture? (an onion root tip)
practicing new (15 min) b. Have you ever wondered what do the cells of an onion root tip look like?
skills #1 Let’s try to magnify it. Now, how would you describe them? (They look like
E. Discussing new tiny blocks.)
concepts and
practicing new Say: We are going to explore the cells of an onion root tip and see what’s
skills #2 happening inside them. Are you up for a challenge?
 Divide the class in small groups. Distribute copies of the activity sheet (see
attachment—Examining an Onion Root Tip) and ask the groups to answer the
questions that follow.
a. What can you say about the appearance of an onion root tip? Do they
look similar or different? (They look different from each other.)
b. Why do you think the cells of onion root tip are similar/different? (They
look different because they undergo different stages/phases.)
c. Identify by encircling at least four cells that you think are in different stages.
Label them as A, B, C, D,… according to how you think they occur
sequentially.
d. What does this imply about the cells of onion root tip? (Cells divide at
different times.)

F. Developing Have the students watch a video about mitosis. Afterwards, conduct a
mastery discussion about mitosis using the following guide questions:
a. Based on the video, what is the meaning of mitosis?
b. Explain the three reasons for mitosis.
c. In your own words, what is the difference between a somatic cell and a
germ cell?
d. What are the stages/phases of mitosis?
e. What are the events during prophase, metaphase, anaphase, and
telophase?
EXPLAIN
f. In your own opinion, is mitosis important in living organisms? Why or why
(20 min)
not?
g. Could you imagine if there is no mitosis? If yes, what will be the possible
outcome? (If there is no mitosis, there won’t be cellular growth and
development. After fertilization, mitosis immediately takes place. Without
it, multicellular organisms including humans will not exist.)

Emphasize to the class the differences between animal and plant cell mitosis.

G. Finding practical ELABORATE Present the following situations:

application of (10 min) Say: I’m going to show you a series of pictures and tell me what you observe in
concepts and each case.
skills in daily
living First situation:
H. Making
generalization
and abstractions
about the lesson

1. W h a t d o y o u o b
(Manny Pacquiao has a bleeding wound near his eyes.)
2. What about in the second picture? Is Manny still wounded? (His wound
already healed.)

Second situation:

3. What do you observed in the pictures? (Catriona Gray grew up from being
a child to a beautiful woman.)

Third situation:

4. How would you compare the two pictures? (The first picture shows a
normal shoulder while the second picture has a lump or cyst.)
5. So, based on the scenarios presented,
 a. What biological process enabled the wound of Manny Pacquiao to
heal?
b. What biological process enabled Catriona Gray to grow up?
c. What biological process caused the development of a lump/cyst In the
shoulder?
The answers to these questions involve mitosis.
I. Evaluating Ask the students to identify what phase of mitosis is being shown by the figure
learning EVALUATE (see attachment—QUIZ).
(4 min)

J. Additional Ask the students to research about the end product of mitosis in humans and
activities for EXTEND how it differs from meiosis.
application or (1 min)
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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:

MA. ESTER BERLIESE G. FRIAS

Teacher I

Checked by:

VERGIE V. JORDA
Head Teacher VI

Rizaldy O.