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Grade 8 Quarter 4 PDF
Grade 8 Quarter 4 PDF
Grade 8 Quarter 4 PDF
Able to report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered and economically important
Performance Standard species.
Code: S8LT-IVg-19
Differentiate the three levels of Describe the species as a Differentiate natural from Explain the advantage of Summative
biodiversity. reproductively distinct group of man-made biodiversity in high biodiversity over low Test
DAILY TASK Inland and aquatic
organisms. biodiversity.
ecosystem.
Biodiversity
1. Species diversity
II. CONTENT
2. Hierarchical taxonomic system of classification.
3. Protection and conservation of endangered and economically important species.
III. LEARNING RESOURCES
Teacher’s Guide Pages 169 - 170 Pages 169 - 170
Learner’s Materials Pages 223 - 224 Pages 223 - 224
Additional Materials
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Post a colored picture showing List down on the board the Show to the class pictures. Show picture of sugarcane
biodiversity. organisms present in the plantation and marine
picture. What type of ecosystem is ecosystem.
Ask your students to give a word 1.Do you think these shown in the 1st picture? In
or words to describe what they organisms can interbreed with the 2nd picture?
see in the picture. one another? Why?
2. Can a duck reproduce
Teacher write students’ when
responses on the board and use paired with a chicken? Support
them as springboard. your answer.
ENGAGE https://www.shutterstock.com/se
Which picture shows more
arch/biodiversity organisms of different kinds?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Ask these questions: Based from what you have Ask these questions: Ask these questions: Grade 8
1. What is biodiversity? learned in the activity, describe Why do you think that these When can you say that a Quarter 4
2.Where does this word species as a reproductively pictures/words belong to certain ecosystem has a high Page 4
come from? distinct group of organisms. NATURAL biodiversity? biodiversity and has a low
3.What are the levels of to MAN-MADE biodiversity? biodiversity?
biodiversity?
4.How can you distinguish (Give a lecturette) What do you think are the
one from the other? effects of high biodiversity and
When can you consider such low biodiversity in the
ecosystem as man-made? as ecosystem in the following
natural? areas:
EXPLAIN
1. recycling of nutrients
2. food chain
3. food sources
4. stability of population
https://www.quora.com/In-
what-ways-is-high-
biodiversity-advantageous-
over-low-biodiversity
Give examples for each level of How can the concept of How man-made biodiversity Why high biodiversity is
biodiversity. species as a reproductively differs from a natural considered advantageous?
distinct group of organism be biodiversity?
ELABORATE used in the preservation of
threatened and endangered
species in Negros Island?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
(Paper – pencil Test) (Paper – pencil Test) (Students’ Action Evaluation) (Paper – pencil Test) Grade 8
Differentiate the levels of Describe species as a Instruct the class to STAND Explain the advantage of high Quarter 4
biodiversity by providing the reproductively distinct group of UP if the statement given tells biodiversity over low
distinguishing feature of the difference between natural Page 5
organisms. biodiversity.
the three levels of biodiversity and man-made
biodiversity. Rubrics: biodiversity, and REMAIN Rubrics:
Levels of Distinguishing Score Possible answer SITTED if it does not. Score Possible answer
Biodiversity Feature Only organism 1.Man-made biodiversity was In high biodiversity the risk
Species coming from the made/designed by humans, of damage from pest
Biodiversity same species can infestation is minimized
reproduce of their natural biodiversity is naturally leading to better income
Genetic 5
own kind. made. due to the presence of
Biodiversity Offspring cannot 2. Natural biodiversity in natural predators. Low input
Ecosystem successfully of pesticides because
develop from Aquatic ecosystem is different pests feed on
Biodiversity parents of different composed of different different plants. Various soil
species. organism living in land, while will be available to different
EVALUATE If the answer is
man-made biodiversity in
plants bec. Of the presence
5 of other organisms.
3
correct but lacks Aquatic ecosystem is Organisms can feed on
some points or composed of the same different organisms, thus it
incomplete has a continuous supply of
1
If the answer species of organisms living in food.Nutrient are recycled
is water. and it can support more
organisms.
incorrect (Teacher can add more
statements to test her The higher is the biodiversity the
students’ understanding on more stable is the
ecosystem.
the topic)
If the answer is correct but
3
there are lacking points in
the explanation.
If the answer is
1
incorrect.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Provide pictures of the three What human activities (Paper – pencil) (Paper – pencil) Grade 8
levels of biodiversity that you endanger endemic species in Give your opinion : What is the importance of Quarter 4
EXTEND can observe in your community. Negros Island? If you are a farmer, how can planting varied species in Page 6
you increase biodiversity in reforestation rather than
your garden? planting one species?
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners
who earned:
80% and
Above:
Below
80%:
Did the remedial lessons
work? No. of Learners
who:
have caught up
with the lesson
continue to
require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
To report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered and economically important
Performance Standard species.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
3.List all the other organisms 2.What are the distinguishing Grade 8
(from the list) belonging to characteristics of organisms in
Quarter 4
Domain Eukarya. each group?
Page 10
4.To which Kingdom the dog 3.What are the common
belongs? examples for each?
5. List all the organisms (from
Domain Eukarya) that belong
to Kingdom Animalia.
6.To which Phylum the Dog
belongs?
7.List all organisms (from
Kingdom Animalia) that can be
classified under Phylum
Chordata.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
EVALUATE First objective can be evaluated Arrange the given levels of Concept Mapping Matching Type
through students’ output during classification from highest to Complete the concept map: A. Match the words in
the activity. Second Objective lowest level. column A with those in
can be evaluated through Kingdom Archaebacteria column B.
paper-pencil Test. SPECIES
PHYLUM COLUMN A COLUMN B
In only three (3) sentences, why GENUS A. involve in
do you think it is needed to DOMAIN groups 1. making
Cyanobacteria sour milk or
have a system in classifying FAMILY yogurt
organisms? KINGDOM B. plant-like
2.
ORDER characteristics Lactobacillus
bacteria
Rubrics: CLASS 3.
C. causes of
Bacillus
Score Possible answer anthracis
To avoid misunderstanding Tuberculosis
and to have one unifying D. cause of
idea/name of the organism Anthracis
that everybody can
5 understand inspite of having
different languages because
of using one scientific name
which is in “Latin”.
If the answer is correct but
3 lacks some points or
incomplete
1 If the answer is incorrect
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Suppose you are in a Grocery Advance Research Research on- line or read Study your notes for a Grade 8
store and the items there are books and know some summative test tomorrow. Quarter 4
not classified, would it be easy Read about the Dead Sea and Archaebacteria that survive in
for you to look for what you Page 12
the Great Lake of Utah, USA. a) acidic and b) cold
EXTEND wanted to buy? What would you What do these have in environments.
suggest for the sake of ease? common? (They both have a
very high salinity level). What
Study in advance LM pages are the living organisms
226- 228. present in them?
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:
Did the remedial lessons
work? No. of Learners who:
have caught up with
the lesson
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my Principal/
Supervisor can help me
solve?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Performance Standard To report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered and economically important
species.
Learning Competency Classify organisms using the hierarchical taxonomic system.
Code: S8LT-IVh-20
Describe the characteristics of Discuss the characteristics Differentiate gymnosperms Describe the Summative
organisms under kingdom of organisms under kingdom and angiosperms and cite distinguishing Test
DAILY TASK Protista and cite examples of Plantae and examples of these plants. characteristics of
these organisms. classify them as vascular sponges.
and non-vascular.
Biodiversity
II. CONTENT Hierarchical taxonomic system of classification
Protection and conservation of Endangered and Economically important species.
III. LEARNING RESOURCES
Teacher’s Guide Pages 176 Pages 177 - 178 Pages 178 - 179 Page ---
Learner’s Materials Pages 234 - 240 Pages 241 - 242 Pages 242 - 248 Pages 249
Functional Biology – Modular
Additional Materials Approach by Lilia M. Rabago,
et.al.; pages 129 – 130
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Text Reading Ocular observations Text Reading Show to the class the Conduct the Grade 8
1.Let the students read LM 1.Observe the collected Let the students read LM actual dried sample of a test. Quarter 4
pages 234 – 240. samples (moss & shrub). pages 242 – 247. sponge (if available).
Page 16
2.List down on the board the 2.Compare and list the 1.Let the students read
plant-like and the animal-like difference in terms of LM pages 249.
protists? vegetative parts. 2. List down the
distinguishing
Phototrophs Heterotrophs characteristics of sponge.
(Plant-like) (Animal-like)
Sporozoans
_
What makes them plant-like or 1.What is present in shrubs Use the guide questions from What are the different Checking &
animal-like? that is absent in mosses? the LM for analysis. characteristics of recording test
2.What is the function of the Sponges? (Introduce the results
Are they multicellular or vascular system in plant? How do gymnosperms differ scientific term Porifera)
unicellular? 3.Why mosses don’t need from angiosperms?
vascular system? How do sponges obtain
food?
EXPLAIN Follow up with lecturette. What are some of the
common examples of this
group?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
What are the contributions of the You are hiking in the Mt. Make your own Plant Profile. How can you distinguish Correct Grade 8
plant-like protist in the Kanlaon Forest Park, and Gymnosperm VS sponges from other misconceptions
Quarter 4
ecosystem? there are many plants in that Angiosperm animals? of the students
forest. As a young scientist, Page 17
Gymnosperm Angiosperm
how can you classify vascular Why is this group of
from non-vascular? Type of Seed: organisms important in the
ELABORATE marine ecosystem?
Location:
Give more examples of non- Leaves’
vascular and vascular plants. shape:
Type of
reproduction:
Quali
ty of wood:
Economic Value:
Paper-pencil Test Paper –pencil Test Paper-pencil Test Identify the following: Summative
Choose the correct answer. 1.Enumerate and discuss the What are the differences 1. Where do sponges live? Test
1.Which of the following does not characteristics of plants. between gymnosperms & 2.What is the scientific
belong to the group? 2.Classify the following plants angiosperms? Complete the name of sponges?
A. Green Algae as vascular or non-vascular: table below. Examples 3. What are sponges
Characte
B. Golden Algae Moss Group
ristics
(only 2 made
examples)
C. Diatoms Fern of?
D. Dinoflagellates Santan Gymnos 4.In which part of the
perms
EVALUATE 2.Which of the following are NON Hornwort sponge thewater moves
MOTILE and spore forming? Angiospe
out?
A. Euglena rms 5.What makes them filter
B. Red Algae feeders?
C. Paramecium
D. Plasmodium
3.What is the main cause of RED
TIDE?
A. Dinoflagellates
B. E. Muricatum
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
C. Didinium Grade 8
D. Amoeba Quarter 4
3.What type of protist that feed Page 18
on different organism?
A. Phototrophs
B.Sporozoans
C. Heterotroph
s
D. Bacteria
5. What protest
is NON
Motile?
A. Parameciu
m
B. E.histolytica
C. Plasmodiu
m
D. G. lambia
1.Give the characteristics of Read pages 244-248 of the Differentiate Monocot from Study for a Summative Read pages
Fungi. LM. Dicot based on the following: Test tomorrow. 249-250 of the
EXTEND 2. Examples of Fungi. a. leaf venation LM.
3. Role of fungi in the b. number of cotyledon
ecosystem.
4. Economic value of fungi.
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
To report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered and economically important
Performance Standard species.
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
What are the different Use these guide questions from Use these guide questions Use the guide questions Grade 8
characteristics of Cnidarians? the LM pages 250 – 252. from the LM pages 252 – in the LM to facilitate
Quarter 4
1.What are roundworms? How 256. learning.
Page 22
What are some of the does it look like?
common examples of this 2.What are some examples of Follow up questions:
group? this worm? 1. How many stages
3. Where can they be found? does
What are the stinging cells in 4.What are flatworms? How do A. aegypti go through in
cnidarians? they look like? its life cycle?
EXPLAIN In what stage of their life they 5.What are the common 2. Which stage can easily
are motile? Attached? examples from this group? be exterminated?
6. Where can we find
them?
7.How about segmented worms,
how do they look like?
8. What are the worms belonging
to this group?
9. Where do they live?
How can you distinguish What are the benefits and What are the benefits and As a student, how can
Cnidarians from other harmful effects of roundworm, harmful effects of you prevent the spread of
ELABORATE animals? flatworm, and segmented worm? roundworm, flatworm, and dengue in our school? In
segmented worm? your community?
What is the economic
importance of Corals?
Paper-pencil Test Informal Evaluation Informal Evaluation Paper-pencil Test
Choose the correct answer. The results of the activity serve The results of the activity Which among the male or
for evaluation at the same time. serve for evaluation at the female A. egypti is
EVALUATE
1. What does the picture tell same time. responsible in spreading
us? dengue. How?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Rubrics: Grade 8
Score Possible answer
Aedes egypti is the Quarter 4
carrier of virus that Page 23
caused dengue. The
female mosquito
bites animals and
people for it needs
5 blood for food. It
multiplies by laying
eggs which grow into
a. The body parts of Cnidarians an adult mosquito
b.The different sizes of again, and repeat
Cnidarians the cycle.
c. The environment If the answer is
where 3
correct but lacks
Cnidarian grow some points or
incomplete
d. The life cycle of If the answer is
Cnidarians 1
incorrect
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Read pages 250-252 of the Read in advance LM pages 252 Read pages 256 – 258 for Study our lessons for a 1. List down the Grade 8
LM. – 254. our lesson tomorrow. summative test tomorrow. four Quarter 4
characteristics
Page 24
present in any
stages in the life
EXTEND cycle of
chordates.
2. Can
vertebrates be
considered as
chordates? Why?
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:
Did the remedial lessons
work? No. of Learners who:
have caught up with
the lesson
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
ENGAGE
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
What are the distinguishing Based on the table, What are the Use the Guide questions in LM Instruct the students to
characteristics of chordates and distinct characteristics of fishes, pages 262-266 for analysis. post their outputs on the
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
vertebrates? reptiles, and amphibians? four corners of the
How do they differ from one What are the distinguishing classroom.
EXPLAIN another in terms of: characteristics of birds and
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
economically Grade 8
important
Quarter 4
species.
Page 30
(This is a”
bring home”
output.
Give
students
enough
number of
days to
comply the
output)
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:
Did the remedial lessons
work? No. of Learners who:
have caught up with
the lesson
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Process learning by using the Process discussion by asking In the Oxygen- Carbon Dioxide Using the picture provide Grade 8
guide questions of the activity. the students using the guide Cycle, what is the major role of lecturette on as to how each
Quarter 4
questions in the LM. animals? Major role of plants? Is process in every cycle
this cycle possible without contribute in the cycling of Page 34
Use the output of the students
as spring board in the Provide lecturette if needed. plants/animals? Why? materials.
analysis.
EXPLAIN In the cycle of water, what is the
Give lecturette if needed. role of plants? What is role of
animals?
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:
Did the remedial lessons
work? No. of Learners who:
have caught up with
the lesson
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
V. REMARKS
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Ask these questions: In what Use the guide questions in Process discussion by using Grade 8
ways are the different Activities 2 & 3 LM pages 298- the guide questions in the
Quarter 4
digestive systems of animals 302 in processing discussion. activity on pages 308 – 312 of
similar? In what ways are they Page 43
the LM.
different? How enzymes affect digestion?
How pH affect
How does crushing the candy enzyme activity?
to smaller pieces affect
EXPLAIN dissolution? What does it
represents?
What was your breakfast this Show to the class a video clip: What are the things you
morning? Journey of the Digestive should consider in choosing
How does your digestive system the food you eat? Why?
system break down the food Link:
you ate to nourish your body? http://www.youtube.com/
watch?v=e301AdlC8bl
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Give the correct answer. 1.What is the effect to the rate Paper-pencil Test Students’ output will be Grade 8
1.What organ is responsible in of digestion if enzymes are How does diet and lifestyle utilized for evaluation. Quarter 4
breaking mechanically food absent? contribute to the function of the
body as a whole? Page 44
particles into smaller pieces? 2.What is the effect to the rate Rubrics:
2.Where does final digestion of digestion if pH is altered? 5 – presentation is well
Rubrics:
and absorption happen? organized, clear ideas with
5- if it was clearly stated that
3.What are the two types of diet and lifestyle are factors in correct content as to the
EVALUATE question.
digestions? having proper growth and
development, and to avoid 3 – if ideas are correct but still
diseases. needs improvement in the
3- if answer is also correct but presentation
was not complete/not clear in 1 – if the idea presentation is
giving the concept. not correct.
1- if all the answers are not
correct.
What are the different Record in a Daily Meal Journal Do activities 2 & 3. Submit Study your notes for a
enzymes involved in the what you eat for three days; your output next week. summative test tomorrow.
EXTEND process of digestion and their LM page 308
specific function.
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who earned:
80% and Above:
Below 80%:
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
What are the physical features Can you imagine that you Post on the board the table If fate will allow you to marry the Grade 8
of your parents which you like were once a single cell, but showing the number of Miss Universe of Africa, how
Quarter 4
best that you also possess? Do through the process of chromosomes in the different would your offspring look like?
you wonder why you have mitosis you are now what Page 47
organisms.
them? you are? See, the power of
mitosis? Pairs of Individual
Introduce to the class the topic Name Chromos Chromoso
ENGAGE for the day. omes mes
Dog 36 78
Tomato 12 24
Human 23 46
What does the table tell us?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
2 of the LM pages 326- Board Work: Ask the students to post their Grade 8
327. Post on the board the enlarged output and ash one
Quarter 4
illustration (Figure 6, LM page representative from each group
Page 48
Ask volunteers to complete 327) to present their output..
the table on the board.
Ask volunteers to count the
number of chromosomes
before meiosis started and at
the end of the process.
Use the video in answering Looking at the table on the Who can explain sperm What is the Law of Dominance?
guide questions for discussion board, is mitosis the same formation?
from Lm pages 323 -237. with Meiosis? How many sperm cells are How does it differ from the other
How do they differ? formed after meiosis? patterns of inheritance?
Follow up with a lecture. (It Any volunteer to explain the
would be better if you have Give lecturette if needed. egg formation? Give lecture about the different
pictures of the different stages How many eggs are formed patterns of inheritance.
to show to the class) after meiosis?
How many number of
EXPLAIN chromosomes are there in the
daughter cells after the whole
process?
Based on what we have
discussed, what is the
importance of meiosis in
maintaining the chromosome
number of the organism?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
In what stage chromosomes In what respect do they What do you think would Board Work: Grade 8
replicate? Why do you think this differ in terms of: happen if along the process of Using the different patterns of Quarter 4
process is important? 1. location meiosis, something wrong inheritance, predict the possible
happens? Would it affect the Page 49
2.type of cell produced phenotype of:
Identify and describe the (haploid & diploid) organism? Why?
processes involved i: 3.Number of daughter 1.If a white-colored rabbit pairs
a. mitosis cells with a black-colored rabbit, what
b. meiosis. is the color of their offspring
considering the Co-dominance
ELABORATE pattern of inheritance?
Prophase
Leptotene
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
V. REMARKS
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016