Lesson Plan in Science 8

Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OFFICE OF BATAAN
LIMAY NATIONAL HIGH SCHOOL
DUALE, LIMAY, BATAAN
LESSON PLAN IN SCIENCE 8

School Limay NHS Grade Level Grade 8
Teacher Maricel M. Cantara Subject Biology
Teaching Date/Time May 26, 2022/1:00-2:00PM Quarter Fourth
I. OBJECTIVES
The learners demonstrate an understanding of:
1. how cells divide to produce new cells
A. Content Standards 2. meiosis as one of the processes producing genetic variations of the
Mendelian Pattern of Inheritance
The learners should be able to report on the importance of variation in

B. Performance
plant and animal breeding.
Standards
The learners should be able to predict phenotypic expressions of traits
following simple patterns of inheritance. - S8LT-IVf-18
1. describe how Mendel worked on the garden peas as his

genetic tool;
2. analyze Mendel’s experiment on garden peas to illustrate the
Mendelian principles of inheritance;
3. recognize the value of Mendel’s study in today’s
understanding of inheritance and variations of traits.
C. Learning Objective 2: Used research-based knowledge and/or principles of teaching

Competencies and learning used as basis for planning / designing the lesson.
ANNOTATIONS:
The teacher has used Bloom’s Taxonomy in writing Learning Objectives.

Based on Cognitive Process Dimensions adopted from Anderson &
Krathwohl (2001), it provides a scheme for classifying educational goals,
objectives, and standards. It also defines a broad range of cognitive
processes from basic to complex.
II. CONTENT Heredity: Inheritance and Variation of Traits Mendelian Genetics

List the materials to be used on different days. Varied sources of
materials sustain children’s interest in the lesson and in learning. Ensure
III. LEARNING
that there is a mix of concrete and manipulative materials as well as
RESOURCES
paper-based materials. Hands-on learning promotes concept
development.
A. REFERENCES
Address: Duale, Limay, Bataan 2103

Telephone Number: (047) 633-6995
Email Address: linah_066@yahoo.com / limaynhs.junior@gmail.com /Facebook: Limay NHS - Junior HS
1. Teacher’s Guide pages Science 8 Teacher’s Guide pp. 224-227
2. Learner’s Materials pages Science- Grade 8 Learner’s Module. 2014
3. Textbook
pages/Additional
Materials
Explore Cornell - Home Gardening - Vegetable Growing Guides - Growing
Guide.
Accessed August 25,
2017.http://www.gardening.cornell.edu/homegardening/
scene9697.html.
Calverley, Mrs. "7th ch 5 & 6: Genetics." Pinterest. December 21, 2012.
Accessed August 25, 2017.
B. OTHER LEARNING https://www.pinterest.com/pin/420523683925513256/.
RESOURCES Ferguson, Alaina. "3.03: Genetics, Punnett squares." SlidePlayer. August
24, 2017.
Accessed August 25, 2017. http://slideplayer.com/slide/6200505/.
Clark, Magnus. "GENETICS 1." SlidePlayer. August 24, 2017. Accessed
August 25, 2017. http://slideplayer.com/slide/6373155/.
"Concept 3 Genes don't blend." Genes don't blend: DNA from the
Beginning. Accessed August 25, 2017. http://www.dnaftb.org/3/.
These steps should be done across the week. Spread out the
activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by
IV. PROCEDURES providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about
what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
Mirror! Mirror!
Ask the learners to look at the mirror. Then, after doing so, ask
them to describe himself/herself based on what they saw. The
learners can identify as many physical traits as they can, such as
the color of the hair, the shape of the face, the body built, the
color of the skin, etc.
A. Reviewing the previous  Give emphasis that these listed physical traits or
lesson or presenting the new characteristics were based on what they have observed
lesson using their eyes. These traits are referred to as
phenotypes.
*Possible answer: Straight hair, pointed nose, round shape face, the
white
color of the skin.
B. Establishing a purpose Match or Scratch?

for the lesson Instruct the learners to look for a partner and exchange their list of
answers. Compare their list to one another and let them see if they have
the same set of traits.
 Are all people look-a-like? Why or why not?

REGION III
*Possible answer: No, there are no two individuals who are exactly the
same.
Take a look at this plant; a Garden Pea plant. Ask the learners to
describe it.
C. Presenting
examples/Instances of the
new lesson
*Possible answer:
Tall, green, with many fruits.
Emphasis on these observable traits or phenotypes led Gregor Mendel in

choosing this plant to be used in conducting his experiment. You can
also mention that Gregor Mendel studied the pattern of inheritance using
garden pea which led us to the study of genetics.
Note: After describing, provide positive feedback/ praises to the learners,

e.g., well said, very good, thank you, etc.
D. Discussing new concepts Let there be PEA’s on Earth.

and practicing new skills
Ask the learners to read the comic strips projected on the screen using
PPT presentation slides and analyze the story and formulate a concept
idea for each slide and let them answer the given questions afterward
(by group - learners will be grouped according to their gender). Their
output will be written on a white cartolina provided by the teacher.

Answer the following questions, based on the reading selection:
1. What are the characteristics of the parents?

Answer: A tall (TT) and a short (tt) pea plant.
2. What are the characteristics of the offspring on the First Filial

generation?
Answer: two tall plants (Tt).
3. What happens to the other characteristic if all the offspring are

just tall plants?
Answer: There is a trait that covers the other trait. That’s why
one trait is only seen.
4. When these two-tall plants (Tt) were crossed, what are the
offspring? Referring to the Second Filial generation.
Answer: 3 Tall (TT,Tt,Tt) plants and 1 short (tt) plant.
5. Based on the offspring on F2, which is considered BB as a

dominant trait? Which is the recessive trait?
Answer: Tall is the dominant trait and short one is the recessive
trait.
Annotation:
Students naturally make connections between pieces of knowledge.
When those connections form knowledge structures that are accurately

REGION III
and meaningfully organized, students are better able to retrieve and
apply their knowledge effectively and efficiently.
The group work will be evaluated using this rubrics.
Points of Excellent Very Good Fair

Observation (5 points) (4 points) (2 points)
Scientific All ideas are Most ideas are Some ideas
Accuracy accurate accurate are accurate
X5
Participation All members Most members Some
X5 of the group of the group members of
participate participate the group
and provide and provide participate
substantial substantial and provide
ideas ideas substantial
ideas
Presentation Speaks clearly Good job Ideas cannot
X5 and express
accurately clearly
Let the learners analyze the result of the crosses used in the previous
activity.
E. Discussing new
concepts and practicing
new skills #2
The learners will describe the Mendelian principles of inheritance based

on the diagram of the above crosses
F. Developing mastery Picture! Picture!
Ask the Learners to formulate a statement out of the given pictures.

1. 2. 2.2.
2. 4. 5.
5. 5.
*Possible answers:
1. Children’s resemblance to their parents.
2. Genes come in pair.
3. Genes don’t blend
4. Some genes are dominant.
5. Genes are real.
Objective 2: Used research-based knowledge and/or principles of teaching

and learning used as basis for planning / designing the lesson.
ANNOTATIONS:
The students were able to formulate statements out of the given pictures.
The production texts can also include secondary visual data based on the
researcher taking pictures during the process and can show levels of
engagement, something Pithouse and Mitchell (2007) in an article called
‘Looking at looking” describe as a result of the visual representations of
the engagement of children looking attheir own photographs.

REGION III
Have the learners identify the physical traits and characteristics they
G. Finding practical have listed in Activity 1 as to whether it is a resemblance to their mother
applications of concepts or to their father. Let them see and prove that Mendel’s principle of
and skills in daily living Inheritance is true.
Complete each given statement.
Mendel’s Principles of Inheritance
Inherited traits are transmitted by 1.______ which occur in

alternate forms called 2._________ 3. ________________________
when two forms of the same gene are present the dominant allele is
expressed. 4. ___________________________ - in meiosis two alleles
H. Making Generalizations separate so that each gamete receives only one form of the gene.
and abstractions about 5. ___________________________ - each trait is inherited independent
the lesson of other traits.
Answer key:
1. Genes
2. Allele
3. Principle of Dominance
4. Principle of Segregation
5. Principle of Independent assortment
G. Evaluating learning Ask the learners to get a ¼ sheet of paper and answer the following.
Tell if the given statement is a Fact or a Bluff

1. There is pair of factors that controls the appearance of a trait.
2. According to Mendel’s experiment both genes are dominant.
3. Law of segregation states that different pairs of genes
separate independently of each other during meiosis.
4. The pair of genes separate.
5. Offspring can acquire 100% of his characteristics to his father
only.
Answer key:
1. Fact
2. Bluff – One of the genes is dominant and the other is recessive
3. Bluff- It is the Law of Independent assortment
4. Fact
5. Bluff- Offspring’s characteristics can be acquired from his
father and mother.
Objective 2: Used research-based knowledge and/or principles of teaching
and learning used as basis for planning / designing the lesson.

ANNOTATIONS:
The True or False (Fact or Bluff) support a quantitative model in which

students approach each question with varying degrees of comprehension,
which we label as mastery, partial mastery, and informed reasoning, rather
than uniform random guessing. Assessment instruments have been used
commonly in undergraduate science education to measure student
achievement for the purposes of assigning grades, these instruments can
also play a formative role in the learning process (Angelo, 1998;
Handelsman, Miller, & Pfund, 2007).
IV. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about
your students’ progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn? Identify what help your instructional
supervisors can provide for you so that when you meet them, you can
ask them relevant questions.
A. No. of learners who 35/35
earned 80% in the
evaluation
B. No. of learners who 0/35
require additional
activities for
remediation
C. Did the remedial N/A
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who 0/35
continue to require
remediation
E. Which of my teaching The group activity on analyzing the story in order for learners to
strategies worked formulate the ideas and concepts in the given comic strips
well? Why did these
work?
F. What difficulties did I
encounter that 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?

REGION III
Prepared by: Checked:
MARICEL M. CANTARA GINA M. MANRIQUE

Teacher III Master Teacher I, Science
Noted:
ALEXANDER J. SALAZAR
Head Teacher III- Science

Make Self
Portrait which shows one of your daily activities that describes how you applied
forces on an object while illustrating linear equations on the forces acting on an
object. The portrait must incorporate the design, form, and spirit of Southeast Asian
artifacts and objects in one’s creation


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Republic of the Philippines

LESSON PLAN IN SCIENCE 8

The learners should be able to report on the importance of variation in

1. describe how Mendel worked on the garden peas as his

C. Learning Objective 2: Used research-based knowledge and/or principles of teaching

The teacher has used Bloom’s Taxonomy in writing Learning Objectives.

II. CONTENT Heredity: Inheritance and Variation of Traits Mendelian Genetics

Address: Duale, Limay, Bataan 2103

B. Establishing a purpose Match or Scratch?

 Are all people look-a-like? Why or why not?

Address: Duale, Limay, Bataan 2103

Emphasis on these observable traits or phenotypes led Gregor Mendel in

Note: After describing, provide positive feedback/ praises to the learners,

D. Discussing new concepts Let there be PEA’s on Earth.

Address: Duale, Limay, Bataan 2103

1. What are the characteristics of the parents?

2. What are the characteristics of the offspring on the First Filial

3. What happens to the other characteristic if all the offspring are

5. Based on the offspring on F2, which is considered BB as a

Address: Duale, Limay, Bataan 2103

The group work will be evaluated using this rubrics.

Points of Excellent Very Good Fair

The learners will describe the Mendelian principles of inheritance based

F. Developing mastery Picture! Picture!

Ask the Learners to formulate a statement out of the given pictures.

Address: Duale, Limay, Bataan 2103

Objective 2: Used research-based knowledge and/or principles of teaching

Address: Duale, Limay, Bataan 2103

Complete each given statement.

Mendel’s Principles of Inheritance

Inherited traits are transmitted by 1.______ which occur in

Tell if the given statement is a Fact or a Bluff

Address: Duale, Limay, Bataan 2103

The True or False (Fact or Bluff) support a quantitative model in which

Address: Duale, Limay, Bataan 2103

Prepared by: Checked:

MARICEL M. CANTARA GINA M. MANRIQUE

Address: Duale, Limay, Bataan 2103

Address: Duale, Limay, Bataan 2103

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