GRADES 1 TO 12 School BULACAO COMMUNITY HIGH SCHOOL Grade Level GRADE 8

DAILY LESSON LOG Teacher GLENDEL GERALDEZ- LASTIMOSA Learning Area SCIENCE 8
Teaching Dates and Time February Quarter FOURTH

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.
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.
- Diseases that result from nutrient deficiency and ingestion of harmful substances, and their prevention and treatment.
The learner…
-
The learners should be able to…
 Explain ingestion, absorption, assimilation, and excretion
 Identify organs that make up the digestive system
 Describe the function of each organ
 Describe the process of mechanical digestion
 Explain how the physical breaking down of food helps in digestion
 Explain how enzymes affect digestion
 Infer chemical changes in food as it undergoes chemical digestion
 Explain how diseases of the digestive system are prevented, detected, and treated.
 Identify healthful particles that affect the digestive system
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
 Structures and Functions: Focus on the Digestive System
Organs of the Digestive system and their interaction with organs of the respiratory, circulatory, and excretory systems
Changes in food as it undergoes physical and chemical digestion
Diseases resulting from nutrient deficiency and ingestion of harmful substances
Prevention, detection, and treatment of diseases of the digestive system
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances for
the new lesson
D. Discussing new concepts and
practicing new skills #1
Internet access Internet access Internet access Internet access Internet access
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 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.
 A. Preliminaries (Prayer A. Preliminaries (Prayer   
and checking of and checking of
attendance) attendance)
B. Review on what they
B. Review of the previous
have learned about
digestive system. topic.
What have you eaten during  Let the students go to
your lunch? their respective group.
After you put your food inside  Distribute the jumbled
your mouth, what are you letters and let them
going to do? arrange the jumbled
What do you think will happen letters to form a word.
to your food after swallowing Give them 2 minutes to
it? arrange the words.
 Ask each group what are
How does the digestive those words.
system break down food to
nourish the body?
 Let the students do  Present a video clip about
Activity 1 “A gutsy game”. the journey of the
This may be played in digestive system.
pairs.
 Let the students identify  Let them explain the
the organs at make up the process of digestion.
digestive system and  Facilitate student’s
describe the function of learning.
each organ.
 *Guide questions must be
raised before playing.
Guide questions:
1. The game you are
about to play is an
analogy of the
 digestive system.
What do the tokens
represent?
2. The number on the
die determine how
many spaces you will
move your token.
What do the spaces
on the board game
represent?
3. What do the spaces
or boxes drawn on
the board game
represent?

E. Discussing new concepts and
practicing new skills #2
Discuss with the students Discuss with the students
what they understood that not just the organs play
about the concept of critical role in digestion,
enzymes too.
digestion and the
processes involved in the
digestive system.

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
After which, ask them what
other things they would learn
about the digestive system.
Let them realize that some
important enzymes are being
released by the different
accessory glands such as:
liver, gall bladder, and
pancreas.

H. Making generalizations and

abstractions about the lesson

I. Evaluating learning
J. Additional activities for application
for remediation

V. REMARKS

GRADES 1 TO 12 School BULACAO COMMUNITY HIGH SCHOOL Grade Level GRADE 8

DAILY LESSON LOG Teacher GLENDEL GERALDEZ- LASTIMOSA Learning Area SCIENCE 8
Teaching Dates and Time February Quarter FOURTH

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
Write the LC code for each
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate an understanding of:
- The importance of cells and its organelles
- The functions of organelles
- That cells divide to produce new cells
- That Mendel’s laws can be used in explaining the role of meiosis in producing genetic variation
The learner…
- reports on the importance of variation in plant and animal breeding
The learners should be able to…
 Understand what is cell.
 Differentiate between a prokaryotic and a eukaryotic cell.

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
 Understand the cell theory
 Students will be able to identify the parts of a plant and animal cell.
 The students will be able to explain cell organelle functions.
 Students will be able to differentiate between plant and animal cells.
 Identifies organelles that are involved in cell division
 Identifies organelles
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
CELL STRUCTURE AND ITS FUNCTIONS
HEREDITY: Inheritance and Variation of Traits
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Internet access Internet access Internet access Internet access Internet access
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 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.
H A. Preliminaries (Prayer and A. Preliminaries (Prayer and A. Preliminaries (Prayer and A. Preliminaries (Prayer and
O checking of attendance) checking of attendance) checking of attendance) checking of attendance)
B. Review of the previous B. Review of the previous B. Review of the previous topic.
topic. topic.
L Group the students into 5 and Present a quotation about Review the definition of a cell
I let each group arrange the the importance of cells. with students (Smallest
jumbled words to make a “Biology is the most powerful structural and functional unit
sentence. technology ever created. of an organism).
Choose one representative to DNA is software, protein are Review the definition of a
explain the sentence. hardware, and cells are nucleus (membrane-enclosed
factories.” organelle that contains the
Pre-test about cell and Let them realize how cells cell’s genetic information) and
heredity are important by asking chromosome (a packaged and
motivated questions; organized structure containing
most of the DNA of a living
organism).

C. Presenting examples/instances for
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
D Checking student’s Present the short video clip
A answer. Give them about the cell theory and its
Y feedback. history.
Discuss the importance of the
discovery of the cell.
Present a picture of bacteria
and a plant cell. Let the
students describe the picture
and let them compare the
organelles (different parts) of
the cell.
Let the student view a
prepared onion root tip slide
to observe the shape of the
plant cell.
Let the students make a Venn
diagram to compare and
contrast the animal and plant
cell.
Motivated questions to be
followed.
1. What are the
differences between
animal and plant cell?
1. How are cells
important to our
lives?
2. How do cell function
as one?
Let the students go to their Tell students they are going to
group and let them listen to learn about two different types
a song about the cell and its of cell division, but this activity
parts. only focuses on one (mitosis).
Ask the students what are
the organelles that they’ve
heard.
Distribute the passage about What are mitosis and meiosis?
“Smart Workers of Cell What occurs at different
Company”. Let the student phases in cell division?
read it silently. After reading, How are mitosis and meiosis
read again the story for them similar and different?
to understand thoroughly.
Then let them answer the
questions that follow.
Then let them answer the Provide students with a one
questions that follow: page reading about mitosis and
1. What are the two meiosis. Students will get learn
groups of organelles the differences between cell
in the story that are division, mitosis, and meiosis.
quarreling with one There are 4 follow-up
another? questions that the students will
2. Why are these answer to show reading
organelles comprehension of the subject.
complaining?
3. Do you agree or
disagree with the
first group? Why?
4. How important are
these organelles in
the company?
5. Give their duties.

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Check the student’s work and
discuss it.
6. What makes
lysosomes describe
himself as a cleanup
crew?
7. If you will be given a
chance to be one of
these organelles,
who do you want to
be? Why?
Check and discuss student’s
answer.
Check and discuss student’s The questions are set up in a
answer. standardized format with
multiple choice answers. Some
questions include:
Which stage of mitosis will
come next?
Describe what is happening in
this stage of mitosis.
How is meiosis different from
mitosis?
A
cell
is
like
our
school.

Each
part
of
the
cell (and

school) has
responsibilities

that
must
be
done
and

certain
organelles
 (people

or
places) to
do
them.
Let
the students identify
the

function
of
the
following

parts
of
the
cell.
Then,
identify
which
person
does

the
 same
job (or
a
place

like
it) in
the
school.

I. Evaluating learning
J. Additional activities for application
for remediation
Pre-test Distribute the pictogram Let the students answer the
puzzle (cell model) to each questions on www.quizzez.join
group, let each group solve it to evaluate students learning
and let them label each part about mitosis.
of the cell.
Let each group post their
labeled model on the board
and ask each member the
function of each organelle
for student’s evaluation.

V. REMARKS
 GRADES 1 TO 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives Write
the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
School BULACAO COMMUNITY HIGH SCHOOL Grade Level GRADE 8
Teacher GLENDEL GERALDEZ- LASTIMOSA Learning Area SCIENCE 8
Teaching Dates and Time March 11-15, 2019 Quarter FOURTH
Monday Tuesday Wednesday Thursday Friday
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
The learners demonstrate an understanding of:
- Demonstrates understanding that cells divide to reproduce new cells
- Demonstrates understanding that Mendel’s laws can be used in explaining the role of meiosis in producing genetic variation
The learner…
 Reports on the importance of variation in plant and animal breeding
The learners should be able to…
 Identifies organelles that are involved in cell division
 Describes and compares the process of mitosis and meiosis, and their role in the cell division cycle
 Understand the process of mitosis and its importance
 Understand the process of meiosis
 Describes and compares the process of mitosis and meiosis, and their role in the cell division cycle
 Compares the number of chromosomes of the daughter cells resulting from mitosis and meiosis
 Differentiates oogenesis and spermatogenesis
 Explains the significance of meiosis in maintaining the chromosome number
 Describes how the union of egg and sperm cells results in variation
 Identifies of inherited characteristics
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Organelles of the cell involved in cell division
Stages of mitosis
Stages of meiosis
Mendelian Genetics
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
pp. 320-322 pp. 322-324 pp. 324-325
B. Other Learning Resources Internet access Internet access Internet access Internet access Internet access
IV. PROCEDURES 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 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.
A. Reviewing previous lesson or A. Preliminaries (Prayer A. Preliminaries (Prayer and checking of A. Preliminaries (Prayer and A. Preliminaries (Prayer A. Preliminaries (Prayer
presenting the new lesson and checking of attendance) checking of attendance) and checking of and checking of
attendance) B. Review of the previous topic. B. Review of the previous attendance) attendance)
B. Review of the previous topic. B. Review of the B. Review of the previous
topic. previous topic. topic.
B. Establishing a purpose for the Help students focus on cell Let the student view again the allium cepa Present a short video clip
lesson division by asking questions (onion) root tip to visualize the stages of about oogenesis and
such as: mitosis. spermatogenesis.
 Has your body Let the student find the different stages of Let them unlock the
changed in the past mitosis such as prophase, metaphase, motivated questions:
six months? anaphase, and telophase. 1. What is the
 How did you difference between
recognize this oogenesis and
change? spermatogenesis?
 Are you taller? Did 2. How important are
your hair grow? they?
 Has anyone broken a
bone recently?
 How does your body
repair itself?

C. Presenting examples/instances Let the students go to their Present a short video clip about the
for group and play the music comparison of mitosis and meiosis.
the new lesson video. Guide questions will be given before
Present the guide questions
presenting the video clip.(
before playing the music
video. https://study.com/academy/lesson/what-
Guide questions: is-meiosis-steps-results.html )
1. Why cells undergone
cell division? Guide questions:
(to make cells grow 1. How does mitosis and meiosis differ
and from each other?
divide/reproduce)

D. Discussing new concepts and
practicing new skills #1
2. What are the 2. Why does the daughter cell
different stages of reproduce 23 chromosomes where
mitosis? human has 46 chromosomes?
3. What is the first step
Facilitate student’s answer.
in mitosis?
4. How important DNA
in cell division?
5. How important
nucleus in cell
division?
Unlock the guide questions Distribute the diagram of mitosis and meiosis.
for better understanding. Let the student compare the two diagrams.
1. Why cells undergone Motivate students to ask questions for the
cell division? basis of their comparison.
(to make cells grow Motivated questions:
and
divide/reproduce) - How is meiosis different from
2. What are the mitosis?
different stages of - What are the two main types of cells
mitosis? and where are they found in the
Prophase human body?
metaphase 
anaphase 
telophase
3. What is the first step
in mitosis?
Prophase
4. How important DNA
in cell division?
DNA is very
important because it
carries the genetic
material.
5. How important
nucleus in cell
division?
Nucleus is very
important since
nucleus is the house
of the chromosome

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment
3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
which carries the
DNA.
Discuss that in eukaryotic
cells, there are two types of
cell division: MITOSIS and
MEIOSIS
Compare the process of
MITOSIS from MEIOSIS.
1. When does MITOSIS
happen? Meiosis?
2. What are the
different stages of
mitosis?
PowerPoint presentation of
the stages of mitosis.
Assess pairs/groups in a few different ways:
Distribute the pictures of the
different stages of mitosis
and let them arrange it.
Then, let each group to label
the stages and match the
description of each stage.
Choose one representative
to discuss their answers.
 Student pairs will draw and cut out all
the necessary parts of chromosomes
to visually show the process of
meiosis.
 Once students are finished coloring
and cutting out their chromosomes,
they will use them to model the
process of meiosis, naming each
phase as they go.
 Go from group to group and ask
them to show the process using their
materials.
Have students create a slideshow or
video of the process using devices.
PowerPoint, Google Slides, or the
YouTube app can be used to
accomplish this relatively easily.
Digital products can then to submit
electronically.
J. Additional activities for
application
for remediation
V. REMARKS
 GRADES 1 TO 12 School BULACAO COMMUNITY HIGH SCHOOL Grade Level GRADE 8
DAILY LESSON LOG Teacher GLENDEL GERALDEZ- LASTIMOSA Learning Area SCIENCE 8
Teaching Dates and Time March 18-22, 2019 Quarter FOURTH

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate an understanding of:
- Demonstrates understanding of the concept of a species as a reproductively distinct group of organisms
- Demonstrates understanding that species are further classified into hierarchical taxonomic system ( domain, kingdom, phylum, class, order, family, genus,
species)
The learner…
 Reports on the importance of variation in plant and animal breeding
The learners should be able to…
 Explains the concept of species as a reproductively distinct group of organisms
 describe how biodiversity contributes to the sustainability of an ecosystem
 give importance on how to sustain our biodiversity
 Classifies organisms using the hierarchical taxonomic system (domain, kingdom, phylum, class, order, family, genus, species) based on structure and
function
 Explains the advantage of high biodiversity over low biodiversity in maintaining the stability of an ecosystem
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
BIODIVERSITY
- Species diversity
- Hierarchical taxonomic system of species
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
pp. 300-303 pp. 303-306 pp. 306-309
Internet access Internet access Internet access Internet access Internet access
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 providing students with multiple ways to learn new

A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances for
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
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.
A. Preliminaries (Prayer A. Preliminaries (Prayer and A. Preliminaries (Prayer and A. Preliminaries (Prayer and A. Preliminaries (Prayer and
and checking of checking of attendance) checking of attendance) checking of attendance) checking of attendance)
attendance) B. Review of the previous B. Review of the previous B. Review of the previous B. Review of the previous topic.
B. Review of the previous topic. topic. topic.
topic.
Present the learning
objectives for today’s class.
.
Help students focus on
biodiversity by presenting the
different pictures and let
them analyze and compare
the two pictures.
Motivated questions will be
followed:
1. What have you
observed in this
picture?
2. How do this picture
differ from each
other?
3. Present another
pictures and let them
compare those.
Students will then be
instructed to watch a 4-
minute video about
biodiversity and make a list as
to why it is
important. Teacher and
students will then cover
relevant vocabulary.
Students will be working in
pairs to observe 2 different
ecosystems. Students will
describe differences between
 the two ecosystem
populations and identify
which is more diverse. Once
students have completed
their observations, they will
then be asked to infer the
outcomes of each ecosystem
if certain species were to be
removed.
Students will record their
observations in their
notebook and ask volunteer
to describe their answers in
front.
F. Developing mastery
(Leads to Formative Assessment 3)

G. Finding practical applications of

concepts and skills in daily living

H. Making generalizations and

abstractions about the lesson

I. Evaluating learning Let the students make a

reflection on how to preserve
the biodiversity.
J. Additional activities for application
for remediation

V. REMARKS