Detailed

Lesson Plan in
Science Grade
7
Prepared by:

DESIREE C. PAJELA
Student

Checked by:
I. OBJECTIVES:
At the end of the 45 minutes lesson, the students must be able to:

a. define waves as energy carriers;

b. differentiate transverse and longitudinal wave;
c. illustrate the transverse and longitudinal wave
d. share the importance of safety protocol during earthquake.

II. SUBJECT MATTER:

Topic: Heredity: Cell Division
References: Science 7 Learner’s Material Unit 3 Module 2 page 187-203.
Hewitt. P. (2006). Conceptual Physics 10th Ed. ISA. Pearson Addison -Wesley
Materials: Power Point, Visual Aids, slinky, virtual simulation
Values Integration: Safety and Awareness

III. PROCEDURE:

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

A. Preliminary

a. Greetings
Good morning class!
Students: Good morning Ma’am. It’s nice to
see you today!
Before we start, check if there are
pieces of papers under your chairs,
pick it up and arrange your chairs
properly. (The students checks if there is any pieces of
paper and trash under their chair and pick it
up then throw it in the garbage can)

b. Prayer
Everybody please stand up and let us
pray. May I ask Robert to lead the
opening prayer. (The students will stand up, bow their head
and pray)
(Robert will come in front to lead a prayer)

Robert: Lord, as we start this day,

Grant us wisdom, kindness, and joy.
Guide our learning, support our efforts.
In your name, we pray.

Amen.

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c. Checking of Attendance (Diane checks if there is any absent in their
class)
Is there any absent today Miss Diane?

Diane: None Ma’am.

“It is nice to hear that all of you are
present today.”
(The students will stand up)
“Because you’re present today , let’s
do a gwenchana clap” please stand up.
Students: 1,2,3…1,2,3…gwenchana?”
Please follow after me class
1,2,3…1,2,3…gwenchana?” (The students perform a “gwenchana clap”
together in unison)

e. Review
Class, observe this figure.

(The students start examining the figure)

Can someone describe the figure? (Students raising their hands)

Yes, Mr. Jericho Jericho: Ma’am the figure is typhoon.

So, what are the characteristics of a (The students start raising their hands)
Typhoon?

Jeremy: Ma’am a typhoon has speed,

Yes, Mr. Jeremy? direction and velocity Ma’am

Excellent Mr. Jeremy, based on the

answer of Mr. Jeremy can someone
give me our topic yesterday? (Angela start’s raising her hand)

Yes Miss Angela?

Angela: Energy in Motion Ma’am.

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 Fabulous answer Miss Angela. I’m glad
that you still remember and
understand our topic.

Because of that we will do a Merkel

clap.
(Student’s starts to stand up)
Stand up class!

Just follow me. Stand up class.

Ok first do this 1,2,3 clap clap clap

clap, 1,2,3 clap clap . Merkel!!

Ok settled down.

B. Development of the Lesson

Students : Yes Ma’am
a. Elicit

“Now class I want you to listen

carefully. To start our lesson for this
morning, we will have a game. Do you
want to play a game? (The students were listening)

We can call it “UNSCRAMBLE ME”.

Here I want you class to unscramble
the words as fast as you can.
Students : Yes Ma’am

If you have questions don’t hesitate to

ask questions. Is it clear class? Students: okay Ma’am

Are you sure?

(The students start to examine the picture)
Ok let’s start.

Students: Wave Ma’am !

First one

(The teacher shows the presentation)

1. VAWE Students: Transverse wave Ma’am !

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 Students: Longitudinal Ma’am!
2. Ntrsaevers ewav

Students: Vibration Ma’am!

3. Loidugnaltan wvae

Students: Disturbance Ma’am!

4. Abvriiton

5. Ecnaburtsid

Well Done class!

(Billy and Aela raise their hands)

b. ELICIT

“Before we proceed to our next topic. (Students raise their hands)

Who among you know how to play
guitar?

(Students raise their hands)

Who among have cellphone?

(Students raise their hands)

Who among you have microwave?

Who among you have seen a Xray (Students raising their hands)

(Students observing their teacher)

Lastly who among you experienced the
last strong earthquake here in
Pangasinan?

Students: Ok Ma’am.
(The teacher shows a basin filled with
water)

Ok class, I have a basin here. Observe

the water as I make a disturbance)

(Students start’s to tell the name of the hero)

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Based on your observations class, what
happened?

(The teacher flash the picture of

Wolverine)

(The students start rasing their hands)

(Taehyung raise his hand)

Taehyung: Ma’am Wolverine Ma’am .

Ok, raise your hands class.

Yes Taehyung?
(Students start’s to tell the name of the hero)

Correct Mr. Taehyung! Thank you for

answering.

How about this one?

(The teacher flash the picture of (The students start rasing their hands)
Deadpool)

Jungkook: Dead pool Ma’am

(Jay raise his hand)

Ok, raise your hand class.
Yes Mr. Jungkook
You really know this
Jungkook, that’s right.
Jay: Ma’am Deadpool and X-Men share a
similarity in their exceptional body
stuff Mr. regeneration abilities, allowing rapid healing
of injuries or damages.

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Wolverine and Deadpool are very
unique heroes class, can someone tell
me their similarities?”

Alright Mr. Jay have an idea about this

two heroes. Can you share it Mr. Jay

(Suga raising his hands)

Suga: Humans lack the ability to regenerate

“Fantastic observation Jay. Very good.
Class, Wolverine and Deadpool can
regenerate or grow their body just like
starfish, lizard and other organisms
however, we human don’t have the
ability to do this, what do you think is
the reason class?
extensively like characters in fiction or some
animals due to the complexity of our biology.
Fictional abilities are imaginative, and real-life
regeneration is limited in humans compared
to organisms with specialized regenerative
adaptations.

Yes Suga, what do you think?

(The students were listening attentively)

(Pekto raising his hand)

Pekto: Their ability to wound heal and repair

I’m impressed by your answer Mr.
Suga. tissue.

Yes class, our body is so complex. We

don’t possess same level of
regenerative abilities as functional (The students were actively listening and
characters like Wolverine. slowly nodding )

What are the abilities human that are

also fascinating? (The students were excited, and begin to find
their group mates)

Yes Pekto? Any idea ?

(The students were listening attentively to

Yes that’s right humans have an ability
the instructions of teacher)
to heal but limited only, because it
needs more time. How did this
happen?

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We will find out if we do this game, we
can call it “CRYPTIC PUZZLE “

Class please settle down. Students: Yes Ma’am

For your instructions:

1. I will divide you into 5 groups to do
the activity.
2. Each group have 3 mins. to find the (The students actively participating)
missing piece of the picture.
3. Students must complete the puzzle
first to reveal the hidden word.

After the game group must choose

one member to describe the
picture.

Is it clear class?
(Group 1 start’s finding their half jigsaw
Puzzle
(The teacher starts to group the hands)
students into 5)
(Group 2 start’s to find the half of their
jigsaw puzzle)
Ok you may start now class.
(Group 3 can’t find the half of their jigsaw
PROPHASE puzzle)

(Group 4 finished to finding the half of their

jigsaw puzzle)

-METAPHASE
(Group 5 finished the activity first)

-ANAPHASE

-TELOPHASE

-CELL
REPLICATION (Each group will go in front and describe the
figure)

-GROWTH AND
REPAIR

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 Since, you decipher the cryptic game
let’s clap our hands. Students: (Mitosis Ma’am)

Very good class.

Now each group leader come in front

to describe the figure.

“Ok, settle down Class, now guess our

lesson for today this picture based on
our last activity “

(The teacher will show a picture) (Students Clap their hands happily)

(Students were listening carefully)

Very good, you guessed our topic for

today.

Clap your hands class

(The class starts to examine the simulation)

So our topic for today is all

about…...Mitosis

c. Exploration
(Janien raising her hand)
To better understand our topic, let’s
have this virtual simulation . This will (Janien come in front and starts to examine
help you to have a deeper the simulation)
understanding to the basics stages of
mitosis. (The students were concentrating in the
simulation)

https://biomanbio.com/
HTML5GamesandLabs/Genegames/
mitosismoverpage.html ”I enjoyed doing the simulation; it helped me
understand the basics of the cell cycle, how
one cell divides, and the stages of mitosis.”
Ok, who wants to try class?

Yes, Miss Pino please come in front.

(The simulation is ongoing)

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 “Impressive performance miss Janien,
after doing the simulation, what are
your observations and ideas?”
(Kim is raising her hand)

Kim: the simulation helps us understand The

“Excellent observations, keep up the stages of Mitosis and demonstrate how a cell
great work!” division process in somatic cells that
maintains chromosome number. It results in
two genetically identical cells, each receiving
d. Explanation a copy of every chromosome from the
original cell.
Can someone discuss what’s the
purpose of the simulation?
(The students clap their hands)

Yes Kim, any idea?

(Clarisa, is raising her hand)

Clarisa: Mitosis is the process of cell division

where a single cell divides into two identical
Very good insights Miss Kim, that’s daughter cells, each with the same number of
right class, I hope you gain knowledge chromosomes as the original cell.
after doing the activity.

Now, lets move on for deeper

understanding the stages of mitosis.

So what is mitosis? (Jame raise his hands hands)

Yes, Clarisa

Any idea?

“Chromosomes condense, spindle fibers form.

Its a prophase
Thank you Clarisa.

Who wants to observe then describe

the figure

Yes Jame?
(Jeric is raising his hand)

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 Jeric: chromosomes align at cell’s center, it’s
a metaphase Ma’am.

Based on this figure class what can you

observe??

Vivian. Anaphase Ma’am .Chromatids

separate to opposite poles.

Yes, Jeric?

Janien: Telophase the Nuclear envelopes

form, chromosomes decondense
Excellent Mr. Jeric, next Miss Vivian?

Lastly, Miss Janien.

.

Students: 1,2,3 1,2,3 clap clap clap clap clap

clapang galing galing.

(Bamboo raise his hand)

Fabulous Miss Janien , let’s give them
a ang galing galing clap! Bamboo: cell division plays a crucial role in
everyday life by enabling the repair and
1,2,3 1,2,3 clap clap clap clap clap
replacement of damaged cells.
clapang galing galing.

e. Elaboration

Class why do cells need to divide?

(Shy raised her hand)

Shy: “Mitosis is at play as skin cells rapidly

Good idea Mr. Bambo. divide to replace the damaged ones,

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Ok for you to understand I’ll give you promoting healing and the restoration of
a situation then tell me how mitosis normal skin function.”
works.

Situation: A person accidentally burns

their hand while cooking.

Yes, Shy

(students raise their hands)

Ephraim: Mitotic division ensures the creation

Correct, there will be a tissue of new skin cells, forming a protective layer
regeneration over the wound. This process contributes to
the closure of the cut and minimizes the risk
How about this situation: of infection”

Scenario: Vivian sustains a cut while

gardening.

Yes Ephraim what’s your answer?

Lucky: Mitosis aids in the swift production of

new cells, closing the wound and reducing
the chances of bacteria entering the body.
This quick response helps prevent infections
Correct , it’s wound healing and supports the body’s defense
mechanisms.
Last situation: A child scrapes their
knee while playing outside.
(Students clap their hands too)
Yes Mr. Lucky

(The students follow the steps of mitosis

(The teacher clap her hands)
using hand gestures)
Very good, I’m happy that you
understand well our topic

I will show you a trick to do the steps

Mitosis
(The students wait for the video presentation
using hand gestures.
to be played.)
(The teacher do the hand gestures
stages of mitosis) (The students start’s to watch the video
presentation)

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 f. Values Integration

(The teacher flash a video presentation

about genetic diversity)

Okay class, I want you to watch this

video presentation and after the video (Mary Jane raise her hand)
I will ask someone to share what are
their insights based on the video.
Mary jane: The video clip shows how
(The video start’s to play) important diversity and the essence of
creating an environment that not only
( End of the video presentation) recognizes and celebrates differences among
individuals but also actively seeks to include
Now, who wants to share their and engage everyone, regardless of their
insights? background, identity, or characteristics.
Yes, Miss Mary Jane, feel free to share
your ideas.

Students: 1.2.3 Clap clap clap. 1,2,3 Clap

clap clap ang galing galing !

Commendable insights, I appreciate

your thoughtful perspective and the
way you connected different ideas.
Keep up the great work!

Class give Miss Orte a ang galing

galing clap.
Students Thank you Ma’am

Always remember class that we are all

different in all aspects we are all
individual for reason that what makes
us unique, so respect each other’s
differences.

Thank you for listening, please take

care always.

IV. EVALUATION:

A. Multiple choices. Choose the right answer for the following questions:

1. Which of the following accurately describes an event that occurs during metaphase
of mitosis?

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 A) Chromosomes condense and become visible.
B) Sister chromatids separate and move towards opposite poles.
C) Spindle fibers attach to the centromeres of chromosomes.
D) Nuclear envelope reforms around separated sister chromatids.

Answer: C) Spindle fibers attach to the centromeres of chromosomes.

2. During which stage of mitosis do chromosomes condense and become visible?

A. Prophase
B. Metaphase
C. Anaphase
D. Telophase
Answer: A. Prophase

3. What happens during metaphase of mitosis?

A. Chromosomes align at the equatorial plane

B. Chromosomes replicate
C. Nuclear envelope breaks down
D. Chromatids separate
Answer: A. Chromosomes align at the equatorial plane

4. When do sister chromatids separate and move towards opposite poles during mitosis?

A. Prophase
B. Metaphase
C. Anaphase
D. Telophase
Answer: C. Anaphase

5. Which stage marks the beginning of nuclear envelope reformation in mitosis?

A. Prophase
B. Metaphase
C. Anaphase
D. Telophase
Answer: D. Telophase

II. Create a mind map that outlines the stages of mitosis and its role in cell division.

V. ASSIGNMENT:

Family Traits Project: Unraveling the Genetic Tapestry

Direction: Create a family tree for a made-up family, showcasing inherited traits. Understand
how traits are passed down, including simple and complex patterns.

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Steps:

1. Draw the Family Tree:

- Sketch a family tree, including parents, children, and multiple generations.
- Use symbols to represent different family members and relationships.

2. Inherited Traits Exploration:**

- Choose specific traits (like hair color, eye shape, or dimples) and assign them to family
members.
- Highlight traits that follow Mendelian patterns (dominant or recessive) and those that don’t.

3. Pattern Analysis:
- Examine the family tree for patterns of trait inheritance.
- Identify instances where traits seem to follow Mendel’s principles and those that show more
complex inheritance.

4. Discussion of Conditions:
- Consider the possibility of genetic disorders or conditions within the family.
- Discuss how certain traits or patterns might indicate the presence of genetic issues.

Submission Guidelines:
- Submit the drawn family tree with symbols and assigned traits.
- Include a brief analysis pointing out Mendelian and non-Mendelian inheritance patterns.
- Write a short discussion about potential genetic conditions in the family, based on observed
traits.

Rubrics:

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