toaz.info-grade-8-quarter-4pdf-pr_7dc3a949614053fac2d1fdb61df5403c.docx

Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Grade 8
Daily Lesson Log
Junior HS Science
School Grade Level 8 Grade 8
Quarter 4
Page 1
Teacher Learning Area Living Things and Their Environment (Biology)
Teaching Dates Quarter Fourth
Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
Content Standard
1. The concept of a species.
2. The species as being further classified into a hierarchical taxonomic system.
Performance Standard
Able 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
Explain the concept of a species;
Explain the advantage of high biodiversity in maintaining the stability of an ecosystem.
Code: S8LT-IVg-19
DAILY TASK
Differentiate the three levels
of biodiversity.
Describe the species as a
reproductively distinct group
of organisms.
Differentiate natural from
man-made biodiversity in
Inland and aquatic
ecosystem.
Explain the advantage of
high biodiversity over low
biodiversity.
Summative
Test
II. CONTENT
Biodiversity
1.Species diversity
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

IV. LEARNING TASKS Grade 8
Quarter 4
Page 2
ELICIT
What comes into your mind
when you hear the word
Biodiversity.
What makes up biodiversity? (Solicit ideas from the class)
What are the two components
of an ecosystem?
Give examples for each
component.
Drill about Natural & Man-
made Ecosystem
1. Which ecosystem requires
higher energy input?
2. Which needs lower
maintenance?
3. Which has lower
biodiversity?
ENGAGE
Post a colored picture showing
biodiversity.
Ask your students to give a word
or words to describe what they
see in the picture.
Teacher write students’
responses on the board and use
them as springboard.
https://www.shutterstock.com/se
arch/biodiversity
Show a video
https://www.youtube.com/watch
?v=GK_vRtHJZu4
List down on the board the
organisms present in the
picture.
1. Do you think these
organisms can interbreed with
one another? Why?
2. Can a duck reproduce when
paired with a chicken? Support
your answer.
Show to the class pictures.
What type of ecosystem is
shown in the 1st picture? In
the 2nd picture?
Show picture of sugarcane
plantation and marine
ecosystem.
Which picture shows more
organisms of different kinds?
How about this one?
And this one?

Grade 8
Quarter 4
Page 3
Pair of
organisms
Can
reproduce?
YES or NO
Reasons
Carabao
& Cow
Azkal &
German
Shepherd
EXPLORE
Essential Questions:
What are the levels of
biodiversity?
How do they differ from one
another?
Essential Question:
Can we consider species as a
reproductively distinct group of
organisms?
Why do you think so?
Essential Question:
How natural biodiversity
differs from man-made
biodiversity in Inland and
aquatic ecosystem?
Essential Question:
What is the advantage of high
biodiversity over low
biodiversity?
Video Clip Presentation
Show to the class a video clip
showing the different levels of
biodiversity
https://www.youtube.com/watch
?v=7xZz132NEpA
Group Activity
Complete the table:
Reporting of Outputs.
Board work
1. Using the same pictures on
the board, identify which is
NATURAL & MAN-MADE
ECOSYTEM and support your
answer.
2.Make a table and ask the
students to supply the answer.
Put √ if is present and x if
absent.
Brain storming
List down the different species
present in the pictures.
What do you think is
considered to have high
biodiversity?
Natural
Ecosystem
Man-
made
Ecosystem
1. Which one
requires
higher energy
input?
2. Which one
needs lower
maintenance?
3. Which has
greater
biodiversity?

EXPLAIN
Ask these questions:
1. What is biodiversity?
2.Where does this word
come from?
3. What are the levels of
biodiversity?
4.How can you distinguish
one from the other?
Based from what you have
learned in the activity, describe
species as a reproductively
distinct group of organisms.
Why do you think that these
pictures/words belong to
NATURAL biodiversity?
to MAN-MADE biodiversity?
(Give a lecturette)
When can you consider such
ecosystem as man-made? as
natural?
When can you say that a
certain ecosystem has a high
biodiversity and has a low
biodiversity?
What do you think are the
effects of high biodiversity and
low biodiversity in the
ecosystem in the following
areas:
1. recycling of nutrients
2. food chain
3. food sources
4. stability of population
Let’s watch this…
https://www.quora.com/In-
what-ways-is-high-
biodiversity-advantageous-
over-low-biodiversity
Grade 8
Quarter 4
Page 4
ELABORATE
Give examples for each level of
biodiversity.
How can the concept of
species as a reproductively
distinct group of organism be
used in the preservation of
threatened and endangered
species in Negros Island?
How man-made biodiversity
differs from a natural
biodiversity?
Why high biodiversity is
considered advantageous?

Levels of
Biodiversity
Distinguishing
Feature
Species
Biodiversity
Genetic
Biodiversity
Ecosystem
Biodiversity
Grade 8
Quarter 4
Page 5
EVALUATE
(Paper – pencil Test)
Differentiate the levels of
biodiversity by providing the
distinguishing feature of the
three levels of biodiversity.
Describe species as a
reproductively distinct group of
organisms.
Rubrics:
Score Possible answer
Only organism
coming from the
same species can
reproduce of their
5
own kind.
Offspring cannot
successfully
develop from
parents of different
species.
If the answer is
3
correct but lacks
some points or
incomplete
1
If the answer is
incorrect
(Students’ Action Evaluation)
Instruct the class to STAND
UP if the statement given tells
the difference between natural
biodiversity and man-made
biodiversity, and REMAIN
SITTED if it does not.
1. Man-made biodiversity was
made/designed by humans,
natural biodiversity is naturally
made.
2. Natural biodiversity in
Aquatic ecosystem is
composed of different
organism living in land, while
man-made biodiversity in
Aquatic ecosystem is
composed of the same
species of organisms living in
water.
(Teacher can add more
statements to test her
students’ understanding on
the topic)
Explain the advantage of high
biodiversity over low
biodiversity.
Rubrics:
In high biodiversity the risk
of damage from pest
infestation is minimized
leading to better income
due to the presence of
natural predators. Low input
of pesticides because
different pests feed on
different plants. Various soil
will be available to different
plants bec. Of the presence
5 of other organisms.
Organisms can feed on
different organisms, thus it
has a continuous supply of
food.Nutrient are recycled
and it can support more
organisms.
The higher is the
biodiversity the more stable
is the ecosystem.
If the answer is correct but
3
there are lacking points in
the explanation.
1 If the answer is incorrect.

EXTEND
Provide pictures of the three
levels of biodiversity that you
can observe in your community.
What human activities
endanger endemic species in
Negros Island?
(Paper – pencil)
Give your opinion :
If you are a farmer, how can
you increase biodiversity in
your garden?
(Paper – pencil)
What is the importance of
planting varied species in
reforestation rather than
planting one species?
Grade 8
Quarter 4
Page 6
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?

Grade 8
Quarter 4
Page 7
Grade 8, Quarter 4
Daily Lesson Log
Week No. 1
Prepared by: Checked by:
Teacher: School Head:
Signature: Signature:
Date Submitted: Date:
What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?

Grade 8
Daily Lesson Log
Junior HS Science
Quarter 4
Page 8
I. OBJECTIVES
Content 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
DAILY TASK
Give the names of organisms
as they are known in your
community and recognize the
need to have a system of
classifying and
naming organisms.
Classify organisms using the
hierarchical taxonomic
system (domain, kingdom,
phylum, class, order, family,
genus, species) based on
structure and function.
Describe the characteristics
of organisms under kingdom
Archaebacteria and cite
examples of these
organisms.
Describe the
characteristics of
organisms under kingdom
Eubacteria and cite
examples of these
organisms.
Summative
Test
II. CONTENT
Biodiversity
Hierarchical taxonomic system of classification.
Protection and conservation of Endangered and Economically important species.
Teacher’s Guide Pages 170 - 172 Pages Pages 172 Pages 186 - 190
Learner’s Materials Pages 225 -226 Pages 226 - 228 Pages 228 - 266 Pages 266 - 272

Grade 8
Quarter 4
Page 9
IV. LEARNING TASKS
ELICIT
When can you say that an
ecosystem has a high
biodiversity?
What makes an ecosystem with
high biodiversity
advantageous?
What is the importance of
classifying organisms?
What is the highest level in the
hierarchical system of
classification?
What is the lowest level in the
hierarchical system of
classification?
How do you call bacteria that
can survive in acidic
condition? Give example.
How about bacteria that can
survive in a very cold
condition? Give example.
ENGAGE
(Post on the board the pictures
of ants, dragon fly, bird,
cockroach, & Gumamela.
How do you call these
organisms in your area and in
other places in the Philippines?
Introduce the concept of
Common Name & Local Name)
List down 20 common
organisms in the community
including the Domesticated
Cat, Dog, & Bangus (varied
organisms from plant & animal
group).
Watch video clip
www.youtube.com/watch?v=Zs
kEUGRIqrl
What comes into your mind
when you hear the word
BACTERIA?
Don’t you know that there are
good bacterias?
EXPLORE
Essential Question:
Why it is needed to have a
system of classifying
organisms?
Essential Question:
How do you classify organism
using the hierarchical system?
Essential Question:
What are the distinguishing
characteristics of the
organisms in Kingdom
Archaebacteria?
Essential Question:
characteristics of organisms
in Kingdom Eubacteria?
(Let the students perform
Activity 1 – What’s in the
name? LM pages 225 )
“Dog I.D.”
1. Using the sample
classification of organism in
Table 1 of the LM page 227,
give the Scientific Name of the
DOG.
2. To which domain the Dog
belongs?
(Text Reading)
Let the student read LM pages
228 – 229.
Guide Questions:
1. What are the three groups of
organisms under Kingdom
Archaebacteria?
Let the student perform
Activity 2, LM pages 232 –
233.
(Yogurt can also be used
instead of Yakult)

Grade 8
Quarter 4
Page 10
Group of
organisms
Distinguishing
characteristics Example
3. List all the other organisms
(from the list) belonging to
Domain Eukarya.
4. To which Kingdom the dog
belongs?
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.
(Follow the same procedure
until you reach the lowest level
of classification - species )
Give the Scientific Name of the
dog.
2. What are the distinguishing
characteristics of organisms in
each group?
3. What are the common
examples for each?
EXPLAIN
Are there organisms that others
gave the same name as your
group did? (Let the students
give examples)
Are there organisms that others
gave a different name as your
group did? What are those
organisms?
Use the Guide questions in the
LM pages 227-228.
Use the guide questions for
analysis. Tabulate students’
response on the board:
Use the guide questions for
analysis.
1. What are the three groups
of organisms in Kingdom
Eubacteria based on shape?
2. How do they look like?
examples for each group?

Grade 8
Quarter 4
Page 11
COLUMN A COLUMN B
1.
Cyanobacteria
A. involve in
making
sour milk or
yogurt
2.
Lactobacillus
B. plant-like
bacteria
3.
Bacillus
anthracis
C. causes of
Tuberculosis
D. cause of
Anthracis
Why is this so?
(Give lecture to further explain
the need of having a system of
classifying organisms)
As a whole, what are the
distinguishing characteristics of
organisms under
Kingdom Archaebacteria?
ELABORATE
Why is there a need to have a
system of classifying
organisms?
More Practice.
Classify Domesticated Cat
using the same list.
Why do salt ponds are either
yellow or orange?
How can you identify
organisms under Kingdom
Eubacteria?
EVALUATE First objective can be evaluated
through students’ output during
the activity. Second Objective
can be evaluated through
paper-pencil Test.
In only three (3) sentences, why
do you think it is needed to
have a system in classifying
organisms?
Rubrics:
Arrange the given levels of
classification from highest to
lowest level.
SPECIES
PHYLUM
GENUS
DOMAIN
FAMILY
KINGDOM
ORDER
CLASS
Concept Mapping
Complete the concept map:
Kingdom Archaebacteria
groups
characteristics
Matching Type
A. Match the words in
column A with those in
column B.
5
To avoid misunderstanding
and to have one unifying
idea/name of the organism
that everybody can
understand inspite of having
different languages because
of using one scientific name
which is in “Latin”.
3
If the answer is correct but
lacks some points or
incomplete
1 If the answer is incorrect

EXTEND
Suppose you are in a Grocery
store and the items there are
not classified, would it be easy
for you to look for what you
wanted to buy? What would you
suggest for the sake of ease?
Study in advance LM pages
226- 228.
Advance Research
Read about the Dead Sea and
the Great Lake of Utah, USA.
What do these have in
common? (They both have a
very high salinity level). What
are the living organisms
present in them?
Research on- line or read
books and know some
Archaebacteria that survive in
a) acidic and b) cold
environments.
Study your notes for a
summative test tomorrow.
Grade 8
Quarter 4
Page 12
V. REMARKS
VI. REFLECTION
No. of Learners who earned:
 80% and Above:
 Below 80%:
work? No. of Learners who:
 have caught up with
the lesson
 continue to require
remediation
Why did these work?
encounter which my Principal/
Supervisor can help me
solve?

Grade 8
Quarter 4
Page 13
Grade 8, Quarter 4
Daily Lesson Log
Week No. 2
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?

Grade 8
Daily Lesson Log
Junior HS Science
Quarter 4
Page 14
I. OBJECTIVES
Content Standard
1. The concept of a species
2. The species as being further classified into a hierarchical taxonomic system
species.
Learning Competency Classify organisms using the hierarchical taxonomic system.
Code: S8LT-IVh-20
DAILY TASK
Describe the characteristics of
organisms under kingdom
Protista and cite examples of
these organisms.
Discuss the characteristics
of organisms under
kingdom Plantae and
classify them as vascular
and non-vascular.
Differentiate gymnosperms
and angiosperms and cite
examples of these plants.
Describe the
distinguishing
characteristics of
sponges.
Summative
Test
II. CONTENT
Biodiversity
Hierarchical taxonomic system of classification
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
Approach by Lilia M. Rabago,
et.al.; pages 129 – 130

Grade 8
Quarter 4
Page 15
Life Science - The Challenge of
Discovery by D.C Health &
Company; pages 147 - 149
IV. LEARNING TASKS
ELICIT
Memory Check
Can you still remember your
Grade 7 lesson about Algae?
Give example of an algae.
Bring live samples of plants.
Let them identify the parts and
the function of each.
What are the common
distinguishing characteristics
of plants?
How do vascular plants differ
from non-vascular?
Why are plants important?
Are there harmful plants?
Can you name some?
Have a short
recap of the
activities
yesterday.
Any question
about our
lesson
yesterday?
ENGAGE
Have you tried eating gulaman or
sea weeds? Are they plants or
animals? Why do you say so?
Let us discover through our
activity.
Do all plants have the three
vegetative parts? Let us see
as we do the activity.
Have you seen Pine trees
around?
Where can we usually find
them?
(Show picture of a Pine tree
cone and a mango fruit)
What’s the difference
between the two?
Do you know Sponge Bob?
Let’s sing with the video
www.youtube.com/watch?v
=ImJtoDcb1zo
Present the
reasons in
having
summative test
EXPLORE
What are the organisms in
Kingdom Protista?
What are their distinguishing
characteristics?
characteristics of plants?
How do the vascular plant
differs from non-vascular
plant?
Essential Question:
How gymnosperms differ
from angiosperms?
Essential Question:
characteristics of sponges?

Text Reading
1. Let the students read LM
pages 234 – 240.
2. List down on the board the
plant-like and the animal-like
protists?
Phototrophs Heterotrophs
(Plant-like) (Animal-like) Sporozoans
_
_
_
Ocular observations
1. Observe the collected
samples (moss & shrub).
2. Compare and list the
difference in terms of
vegetative parts.
Text Reading
Let the students read LM
pages 242 – 247.
Show to the class the
actual dried sample of a
sponge (if available).
1. Let the students read
LM pages 249.
2. List down the
distinguishing
characteristics of sponge.
Conduct the
test.
Grade 8
Quarter 4
Page 16
EXPLAIN
What makes them plant-like or
animal-like?
Are they multicellular or
unicellular?
1. What is present in shrubs
that is absent in mosses?
2. What is the function of the
vascular system in plant?
3. Why mosses don’t need
vascular system?
Follow up with lecturette.
Use the guide questions from
the LM for analysis.
How do gymnosperms differ
from angiosperms?
What are the different
characteristics of
Sponges? (Introduce the
scientific term Porifera)
How do sponges obtain
food?
What are some of the
common examples of this
group?
Checking &
recording test
results
In what stage of their life
they are motile? Attached?

Grade 8
Quarter 4
Page 17
Group
Characte
ristics
Examples
(only 2
examples)
Gymnos
perms
Angiospe
rms
ELABORATE
What are the contributions of the
plant-like protist in the
ecosystem?
You are hiking in the Mt.
Kanlaon Forest Park, and
there are many plants in that
forest. As a young scientist,
how can you classify vascular
from non-vascular?
Give more examples of non-
vascular and vascular plants.
Make your own Plant Profile.
Gymnosperm VS
Angiosperm
Gymnosperm Angiosperm
Type of Seed:
Location:
Leaves’ shape:
Type of reproduction:
Quality of wood:
Economic Value:
How can you distinguish
sponges from other
animals?
Why is this group of
organisms important in the
marine ecosystem?
Correct
misconceptions
of the students
EVALUATE
Paper-pencil Test
Choose the correct answer.
1. Which of the following does not
belong to the group?
A. Green Algae
B. Golden Algae
C. Diatoms
D. Dinoflagellates
2. Which of the following are NON
MOTILE and spore forming?
A. Euglena
B. Red Algae
C. Paramecium
D. Plasmodium
3. What is the main cause of RED
TIDE?
A. Dinoflagellates
B. E. Muricatum
Paper –pencil Test
1. Enumerate and discuss the
characteristics of plants.
2. Classify the following plants
as vascular or non-vascular:
Moss
Fern
Santan
Hornwort
Paper-pencil Test
What are the differences
between gymnosperms &
angiosperms? Complete the
table below.
Identify the following:
1. Where do sponges live?
2. What is the scientific
name of sponges?
3. What are sponges made
of?
4. In which part of the
sponge thewater moves
out?
5. What makes them filter
feeders?
Summative
Test

C. Didinium
D. Amoeba
4. What type of protist that feed
on different organism?
A. Phototrophs
B.Sporozoans
C. Heterotrophs
D. Bacteria
5. What protest is NON Motile?
A. Paramecium
B. E.histolytica
C. Plasmodium
D. G. lambia
Grade 8
Quarter 4
Page 18
EXTEND
1. Give the characteristics of
Fungi.
2. Examples of Fungi.
3. Role of fungi in the ecosystem.
4. Economic value of fungi.
Read pages 244-248 of the
LM.
Differentiate Monocot from
Dicot based on the following:
a. leaf venation
b. number of cotyledon
Study for a Summative
Test tomorrow.
Read pages
249-250 of the
LM.
V. REMARKS
VI. REFLECTION
 80% and Above:
 Below 80%:

the lesson
remediation
Grade 8
Quarter 4
Page 19
Why did these work?
solve?
other teachers?
Grade 8, Quarter 4
Daily Lesson Log
Week No. 3

Grade 8
Daily Lesson Log
Junior HS Science
Quarter 4
Page 20
I. OBJECTIVES
Content Standard
species.
Learning Competency
Classify organisms using the hierarchical taxonomic system.
Code: S8LT-IVh-20
DAILY TASK
Describe the distinguishing
characteristics of
Cnidarians and cite
examples of these
organisms.
characteristics of Flatworms,
Roundworms and Segmented
worms and cite examples of
these organisms.
Describe the
distinguishing
characteristics of
mollusks, echinoderms
and arthropods and cite
examples of these
organisms.
Explain the role Aedes
egypti in spreading the
dengue and suggest
ways of preventing the
dengue.
Summative Test
II. CONTENT
Biodiversity
Hierarchical taxonomic system of classification
Teacher’s Guide Page 180 Page 180 Pages 181- 183 Pages 181 - 183 Pages 180 - 183
Learner’s Materials Pages 249 - 250 Pages 250 - 252 Pages 252 - 254 Pages 254 - 258 Pages 249 - 258

Name
Scientific
Name
Charact
eristics
Exampl
es
Roundworm
Flatworm
Segmented
worm
Name
Scientific
Name
Chara
cterist
ics
Exa
mpl
es
Mollusk
Echinoderm
Arthropod
worm
Grade 8
Quarter 4
Page 21
IV. LEARNING TASKS
ELICIT
What are the importance of
sponges in the marine
ecosystem?
How important are Cnidarians
economically and
environmentally?
Differentiate the three types
of worms.
How do echinoderms
differ from mollusks?
ENGAGE
Imagine you are swimming in
the beach, Suddenly a jelly-
like mass floating nearby
brushes against your skin.
What would you feel?
Can you name a worm that you
dislike most? You can only name
a few but
in fact, there are more than
20,000 different kinds of worms,
and Earthworm is only one of
them.
Brainstorming
Are you fond of eating shell
foods? What particular shell
food you like most?
Real-life question
Do you know someone
who suffers dengue?
EXPLORE
Essential Question:
characteristics of Cnidarians?
characteristics of roundworms?
Flatworms? Segmented worms?
another?
characteristics of Mollusks,
Echinoderms and
Arthropods?
What are their differences?
What is the role of Aedes
egypti in the spread of
dengue?
How can we prevent
dengue?
1. Let the students read LM
pages 249 – 250.
2. List down the
distinguishing characteristics
of cnidarians.
Complete the table. Complete the table. Let the students use their
LM pages 256 – 258.
Instruction: For 10
minutes, understand and
answer the questions in
your LM pages 256-258.

EXPLAIN
characteristics of Cnidarians?
What are some of the
common examples of this
group?
What are the stinging cells in
cnidarians?
In what stage of their life they
are motile? Attached?
Use these guide questions from
the LM pages 250 – 252.
1. What are roundworms? How
does it look like?
2. What are some examples of
this worm?
3. Where can they be found?
4. What are flatworms? How do
they look like?
examples from this group?
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?
Use these guide questions
from the LM pages 252 –
256.
Use the guide questions
in the LM to facilitate
learning.
Follow up questions:
1. How many stages does
A. aegypti go through in
its life cycle?
2. Which stage can easily
be exterminated?
Grade 8
Quarter 4
Page 22
ELABORATE
How can you distinguish
Cnidarians from other
animals?
What is the economic
importance of Corals?
What are the benefits and
harmful effects of roundworm,
flatworm, and segmented worm?
What are the benefits and
harmful effects of
roundworm, flatworm, and
segmented worm?
As a student, how can
you prevent the spread of
dengue in our school? In
your community?
EVALUATE
Paper-pencil Test
Choose the correct answer.
1. What does the picture tell
us?
Informal Evaluation
The results of the activity serve
for evaluation at the same time.
Informal Evaluation
The results of the activity
serve for evaluation at the
same time.
Paper-pencil Test
Which among the male or
female A. egypti is
responsible in spreading
dengue. How?

Grade 8
Quarter 4
Page 23
a. The body parts of Cnidarians
b. The different sizes of
Cnidarians
c. The environment where
Cnidarian grow
d. The life cycle of Cnidarians
2. Which is NOT true about
Cnidarians?
a. They have 3 body parts
namely: head, body & tentacles
b. They have stinging cells
c. Corals belong to Cnidarians
d. Example of fresh water
Cnidarians is Hydra.
3. All are examples of Cnidaria
EXCEPT:
a. sea anemone
b. Tubularia
c. octopus
d. sea fan
Rubrics:
5
Aedes egypti is the
carrier of virus that
caused dengue. The
female mosquito
bites animals and
people for it needs
blood for food. It
multiplies by laying
eggs which grow into
an adult mosquito
again, and repeat
the cycle.
3
If the answer is
correct but lacks
some points or
incomplete
1
If the answer is
incorrect

EXTEND
Read pages 250-252 of the
LM.
Read in advance LM pages 252
– 254.
Read pages 256 – 258 for
our lesson tomorrow.
Study our lessons for a
1. List down the
four
characteristics
present in any
stages in the life
cycle of
chordates.
2. Can
vertebrates be
considered as
chordates? Why?
Grade 8
Quarter 4
Page 24
V. REMARKS
VI. REFLECTION
 80% and Above:
 Below 80%:
the lesson
remediation
Why did these work?

solve?
Grade 8
Quarter 4
Page 25
other teachers?
Grade 8, Quarter 4
Daily Lesson Log
Week No. 4

Grade 8
Daily Lesson Log
Junior HS Science
Quarter 4
Page 26
I. OBJECTIVES
Content Standard
species.
Learning Competency Classify organisms using the hierarchical taxonomic system.
Code: S8LT-IVh-20
DAILY TASK
characteristics of chordates
and vertebrates and cite
examples of these organisms.
Identify, describe and
differentiate the characteristics
of Fishes, Amphibians and
Reptiles and cite examples of
these organisms.
characteristics of Birds and
Mammals and cite examples
of these organisms.
Make a personal and
group vision for the
future in relation to
biodiversity.
Summative
Test
II. CONTENT
Biodiversity
Hierarchical taxonomic system of classification.
Teacher’s Guide Pages 183 - 184 Page 184 Page 185 Pages 185 - 187
Learner’s Materials Page 258 Pages 259 - 262 Pages 262 - 265 Pages 266 - 267
IV. LEARNING TASKS
ELICIT
How many stages are there in
the life cycle of A. aegypti?
How can you classify organisms
as Chordates?
characteristics of fishes,
reptiles, and amphibians?
Differentiate high
biodiversity from low
biodiversity.

How can we eliminate these
organisms? Give advantages of high
over low biodiversity.
Grade 8
Quarter 4
Page 27
Predict what will happen
to an ecosystem with
lowbiodiversity.
Can you name organisms with
backbone?
Post on the board the pictures
(pictures taken from Microsoft
Encarta Kids 2009 & Microsoft
Student Encarta 2009). Ask them
the local names/how they call
these in their own communities.
What is the National bird? How
about the National animal?
Let them sing a song with
action
“ May Tatlong Bebe”
Part I: My Future World.
Who wants to live in a
beautiful world?
What do you want the
future world to be?
What things or conditions
do you want to see 50
years from now?
ENGAGE
(lizard, burrowing frog, puffer,
Tuna, and mud turtle)

Group of
organism
Characteristics Examples
Chordate
Vertebrate
Organism
Charcateris
tics
Exampl
es
Bird
Mammal
Monotreme
Marsupial
Placental
Grade 8
Quarter 4
Page 28
EXPLORE
Essential Question:
characteristics of chordates and
vertebrates?
Essential Question:
characteristics of fishes, reptiles
and amphibians?
Essential Question:
characteristics of birds and
mammals?
Essential Question:
What do you want the
future world to be?
Instruct the students to use their
LM page 258 – 260
Board Work:
Give them 10 minutes to read &
understand the texts. Then, ask
volunteers to complete the
table.
Instruct the students to use their
LM page 259 – 264
Board Work:
Give them 10 minutes to read &
understand the texts. Then, ask
volunteers to complete the table.
Give them 20 minutes to do the
activity.
Let the students read & answer
LM pages 262 – 266.
Complete the table:
The students will do
Activity 5 : I Create the
Future (LM pages 269-
272)
Name of
organism
Characteristics
(How they
look?)
Fish,
Reptile or
Amphibian
?
Mud
turtle
Tuna
Lizard
Burrowing
frog
Puffer
EXPLAIN
characteristics of chordates and
vertebrates?
Based on the table, What are the
distinct characteristics of fishes,
reptiles, and amphibians?
another in terms of:
a. habitat
b. body temperature
c. skin
d. fertilization
e. type of egg
Use the Guide questions in LM
pages 262-266 for analysis.
characteristics of birds and
mammals in terms of:
a. skin covering
b. egg
c. body temperature
d. embryonic development
Instruct the students to
post their outputs on the
four corners of the
classroom.
Give them 5 mins. to
roam around and learn
from the works of others.

What can you say with
your work? With the
works of your
classmates?
Grade 8
Quarter 4
Page 29
ELABORATE
What happen to the four
characteristics present in the
early stage of life cycle of
chordates in the case of
humans when it reaches
maturity?
What are the economic and
environmental importance of
fishes, reptiles, and amphibians?
What are the economic and
environmental importance of
birds and mammals?
After all, what is in us that
will make this world a
better place in the future?
EVALUATE
Give the developmental fate of
the following:
1. notochord
2. Dorsal hollow nerve cord _
3. gill slit
4. Post-anal tail _
5. Give an example of
chordates without backbone in
the adult stage.
Informal Evaluation
Use output in ELABORATE &
EXPLAIN stage.
Informal Evaluation
Use the students’ response in
the ELABORATE stage to
make instructional decision.
The output of the
students will serve as
their evaluation.
EXTEND
Read in advance you LM
Pages 259-264
Submit an article about fishes,
reptiles, and amphibians with
special/ uncommon
characteristics.
Do Activity 4, bring your output
tomorrow.
Study for a summative
test tomorrow.
Make a
report (e.g.,
through a
travelogue)
on the
activities that
communities
engage in to
protect and
conserve
endangered
and

economically
important
species.
(This is a”
bring home”
output. Give
students
enough
number of
days to
comply the
output)
Grade 8
Quarter 4
Page 30
V. REMARKS
VI. REFLECTION
 80% and Above:
 Below 80%:
the lesson
remediation
Why did these work?

solve?
Grade 8
Quarter 4
Page 31
other teachers?
Grade 8, Quarter 4
Daily Lesson Log
Week No. 5

Grade 8
Daily Lesson Log
Junior HS Science
Quarter 4
Page 32
I. OBJECTIVES
Content Standard The one-way flow of energy and the cycling of materials in an ecosystem
Performance Standard Make a poster comparing food choices based on the trophic levels.
Learning Competency
Describe the transfer of energy through the trophic levels;
Analyze the roles organisms in the cycling of materials;
Explain how materials cycle in an ecosystem.
Code: S8LT-IVi-22 S8LT-IVi-23 S8LT-IVi-24
DAILY TASK
Describe the transfer of energy
through the trophic levels and
construct a food chain in a
given ecosystem.
Construct a food web in a
given ecosystem and discuss
the food pyramid.
Analyze the role of organisms in
the major biogeochemical cycles
and processes.
Explain how materials cycle
in an ecosystem.
SUMMATIVE
TEST
II. CONTENT
ECOSYSTEMS
1. Transfer of Energy in the Trophic Levels
2. Cycling of materials in the ecosystem
3. Water Cycle
4. Oxygen-carbon cycle
5. Nitrogen cycle
6. Impact of human activities in an ecosystem
Teacher’s Guide Pages 199-202 Pages 202-204
Learner’s Materials Pages 273-279 Pages 279-284 Pages 285-289 Pages 285-289
Functional Biology Modular
Approach by Lilia M. Rabago,
Ph.D.et al. pages 32-33

Grade 8
Quarter 4
Page 33
IV. LEARNING TASKS
ELICIT
What is your idea about food
chain?
How does energy transfer
from one organism to
another? How much of the
energy is transferred?
What informal can be taken
from the food pyramid?
What is the role of animals
in the cycling of nutrients?
ENGAGE
How does energy transfer from
one organism to another?
What was your dinner last
night?
You already learned our
connectedness with other
organisms. Do you think we are
also connected with the physical
component of the environment?
How?
What do you think will
happen if there were no
cycling of materials in the
ecosystem?
Present the video
www.youtube.com/watch?v
=_1oCoKj7b2o
EXPLORE
Essential Question:
How does energy become
transferred from one organism
to another?
Essential Question:
How does energy become
transferred from one organism
to another?
Essential Question:
What are the major roles of
organism in the cycling of
materials in the ecosystem?
Essential Question:
How do materials cycle in
the ecosystem?
Student will do Activity 1 LM
pages 274-279. (They will
answer all the guide questions
in the activity)
After they have finished doing
the activity, let them publish
their outputs.
Student will perform
Activity 2 LM page 280. (They
will answer the guide
questions: Q10 &Q11)
Let them share their work with
their seatmates/classmates.
Study the pictures in pages 285
– 287 of the LM.
Identify the role of organisms in
recycling of materials:
1. Cow & plant in O2 and CO2
cycle.
2. The tree & the cow in the H2O
Cycle.
3. The plants, horse, fish & the
Nitrogen-fixing bacteria in the
Nitrogen Cycle.
Study the picture and
identify the processes
involved in:
1. Oxygen-Carbon Cycle
2. Water Cycle
3. Nitrogen Cycle

EXPLAIN
Process learning by using the
guide questions of the activity.
Use the output of the students
as spring board in the
analysis.
Give lecturette if needed.
Process discussion by asking
the students using the guide
questions in the LM.
Provide lecturette if needed.
In the Oxygen- Carbon Dioxide
Cycle, what is the major role of
animals? Major role of plants? Is
this cycle possible without
plants/animals? Why?
In the cycle of water, what is the
role of plants? What is role of
animals?
In the Nitrogen cycle, how do
bacteria involve itself in the
process?
Using the picture provide
lecturette on as to how each
process in every cycle
contribute in the cycling of
materials.
Grade 8
Quarter 4
Page 34
ELABORATE
Board work
Write on the board the
following:
Sea weeds
fish
shark
human
bacteria
(ask volunteer students to
construct a food chain, and
volunteers to explain how the
energy is transferred in that
food chain)
Use Activity 3 LM page 283-
284 for application of
knowledge. Use the guide
questions.
Explain the role of the Earth’s
subsystems (hydrosphere,
biosphere, atmosphere, &
Lithosphere) in the cycle of
materials.
Now that you have learned
that materials cycle in the
ecosystem. As a student,
what can you contribute to
maintain balance in the
ecosystem?
EVALUATE
Paper-pencil Test
1. Construct a food chain in a
mangrove ecosystem;
Informal Formative Evaluation
The activity serves as
evaluation at the same time.
Informal Evaluation
Instructional decision was based
on students’ response during
discussion.
Enumerate the processes
involve in:
1. Water Cycle
2. Oxygen-Carbon Cycle
3. Nitrogen Cycle

Grade 8
Quarter 4
Page 35
2. Explain how energy is
transferred through that food
chain.
EXTEND
List down the food your family
have eaten during dinner
tonight.
Make your own food pyramid. Reflect on this statement:
“Humans are the steward of the
Mother Earth”.
What do you thinks is your role
as steward of God’s creation?
Write your reflection on your
science notebook.
Review your notes for a quiz
tomorrow.
V. REMARKS
VI. REFLECTION
 80% and Above:
 Below 80%:
the lesson
remediation
Why did these work?

solve?
Grade 8
Quarter 4
Page 36
other teachers?
Grade 8, Quarter 4
Daily Lesson Log
Week No. 6

Grade 8
Daily Lesson Log
Junior HS Science
Quarter 4
Page 37
I. OBJECTIVES
Content Standard The one-way flow of energy and the cycling of materials in an ecosystem.
Performance Standard Make a poster showing ways to minimize human impact on the environment.
Learning Competency
Describe the transfer of energy through the trophic levels;
Analyze the roles organisms in the cycling of materials;
Explain how materials cycle in an ecosystem.
Code: S8LT-IVj-25
DAILY TASK
Explain how human activities
affect the ecosystem.
Describe ways by which
human practices may disrupt
a food chain or
food web.
Suggest ways to minimize
human impact on the
environment.
Make poster or video
showing ways to minimize
human impact on the
environment.
SUMMATIVE
TEST
II. CONTENT
ECOSYSTEMS
1. Transfer of Energy in the Trophic Levels
2. Cycling of materials in the ecosystem
3. Water Cycle
4. Oxygen-carbon cycle
5. Nitrogen cycle
6. Impact of human activities in an ecosystem
Teacher’s Guide
Learner’s Materials Pages 288-289 Pages 288-289 Pages 289

Grade 8
Quarter 4
Page 38
IV. LEARNING TASKS
ELICIT
What do we mean when we say
ecosystem? What are the
components of the ecosystem?
What makes up a food chain
and a food web?
What are some farming
practices that disrupt the
ecosystem?
Performance Task:
Give final instruction for the
whole period activity
ENGAGE
Have you sniffed any human
activities that destroy
ecosystem? Can you name
them?
What can you say about this
statement: “Human activities
have a great impact on the food
chain/food web”?
Want do you think will happen
to mosquitoes if you have
many lizards at home? Can
you think of other ways of
controlling pests using other
organisms?
EXPLORE Essential Question:
How human activities affect the
Ecosystems?
Essential Question:
How human activities disrupt a
Food Chain or Food Web?
Essential Question:
What are the ways to
minimize human impact on
environment?
Individual activity:
Give the students 3 minutes to
list down human activities in
their communities which he/she
believes has a negative impact
in the ecosystem.
Group activity:
Group them into 5.
Instruct them to make a
consolidated group report from
their individual output by
sharing their answers to their
group.
Divide the class into groups. Let
them read pages 288 – 289 and
do the given task.
Describe ways by which the
following practices may disrupt
a food chain or food web:
1. monoculture
2. use of insecticides
3. use of fertilizers
After 15 minutes, instruct them
to post their output on the wall
of the room.
Divide the class into 3 groups.
Given the same following
practices in yesterday’s
lesson can you device your
own mitigation to minimize
negative impact on the
environment?

Give each group time to report
on their output.
(Write on the board the
answers of each group , this will
be used as spring board for
discussion)
Grade 8
Quarter 4
Page 39
EXPLAIN
What are the different human
activities in your communities?
How do these activities affect
the ecosystem?
How do humans disrupt food
chain or food web in the
following cases:
1. in the use of monoculture
2. in the use of herbicides and
insecticides
3. in the use of fertilizers
What made you think that
your practice could minimize
negative impact? Discuss
each practice.
ELABORATE
Explain how does the use of
chemicals as herbicide affect
the ecosystem?
If you are a farmer, what can
you do to help save the
environment?
As student, how can you
contribute in minimizing
human impact in our
environment?
EVALUATE
In your locality, give one human
activity that directly affects the
ecosystem.
Informal Evaluation:
Instructional decision will be
based on students’ responses
during activity & discussion.
Use the group’s justification
as basis for evaluation.
EXTEND
Interview a farmer and know
the following:
1. What is the crop/ product of
his farm?
2. What are some practices he
uses that may affect the
ecosystem.
What are some practices in your
community which you think help
in maintaining balance the
ecosystem?
Bring the following appropriate
materials for tomorrow’s
activity :
1. materials for poster-making
2. any gadgets with video
recorder
Finish your video/poster.
Submit it tomorrow.
V. REMARKS

Grade 8
Quarter 4
Page 40
Grade 8, Quarter 4
Daily Lesson Log
Week No. 7
VI. REFLECTION
 80% and Above:
 Below 80%:
the lesson
remediation
Why did these work?
solve?
other teachers?

Grade 8
Daily Lesson Log
Junior HS Science
Quarter 4
Page 41
I. OBJECTIVES
Content Standard
1. The digestive system and its interaction with the circulatory, respiratory, and excretory systems in providing the body with nutrients for energy;
2. Diseases that result from nutrient deficiency and ingestion of harmful substances, and their prevention and treatment.
Performance Standard Present an analysis of the data gathered on diseases resulting from nutrient deficiency.
Learning Competency
Explain ingestion, absorption, assimilation, and
excretion.
Identify healthful practices
that affect the digestive
system.
Explain how diseases of the
digestive system are
prevented, detected, and
treated.
Code: S8LT-Iva-13 S8LT-IVb-14 S8LT-IVc-15
DAILY TASK
Identify and describe the
organs that make up the
digestive system and
explain how digestion of
food takes place in an
organism.
Explain how enzymes affect
digestion & how pH affect
enzyme activity.
Explain how one’s diet and
lifestyle contribute to the
function of the human body
as a whole and analyze the
consequences of an
unhealthy diet.
Make and present a poster
or video showing how
diseases of the digestive
system are prevented,
detected, and treated.
SUMMATIVE
TEST
II. CONTENT
Structures and Functions: Focus on the Digestive System
1. Organs of the digestive system and their interaction with organs of the respiratory, circulatory, and excretory systems.
2. Changes in food as it undergoes physical and chemical digestion.
3. Diseases resulting from nutrient deficiency and ingestion of harmful substances.
4. Prevention, detection, and treatment of diseases of the digestive system.
Teacher’s Guide Pages 205-211 Pages 211-216 Pages 217-222
Learner’s Materials Pages 291-298 Pages 298-308 Pages 307-316

Grade 8
Quarter 4
Page 42
IV. LEARNING TASKS
ELICIT
Post on the board the following
words:
HEART STOMACH
SMALL INTESTINE
BLOOD ESOPHAGUS
LARGE INTESTINE
URINARY BLADDER
KIDNEY
(Ask the class to pick from the
words the organs of the
Digestive system based on
what they can remember from
their Grades)
What are the organs involved
in digestion? What are their
specific function?
How does enzyme affects the
process of digestion?
How does lifestyle affect your
health?
ENGAGE
Use Activity 1A, LM pages
292-294 (Give them 5 minutes
to do the activity)
Don’t you know that your saliva
is an enzyme itself? It is not
just to lubricate the food but
digest.
What can you say on this
statement: ‘You are what you
eat”.
What happens when
nutritional needs are not
adequately met?
EXPLORE
Essential Question:
How does the Digestive
system break down food to
nourish the body?
Essential Question:
How enzymes affect digestion?
How pH affect
enzyme activity?
Essential Question:
How does one’s diet and lifestyle
contribute to the function of the
human body as a whole?
Essential Question:
How diseases of the digestive
system are prevented, detected,
and treated?
Let the students read the text
on LM pages 295-297.
Students will perform Activity
1B, Lm pages 297-298
(Prepare a setup of Activities 2
& 3 from the TG)
Using the prepared set up,
allow the class to observe
while the teacher is
demonstrating the activity.
Instruct the students to
perform Activity 1, LM pages
308 – 312
Ask some volunteer students
to share his/her output.
Group work:
Make a poster/ a four-minute
video presentation showing
how diseases of the digestive
system are prevented, detected,
and treated.

EXPLAIN
Ask these questions: In what
ways are the different
digestive systems of animals
similar? In what ways are they
different?
How does crushing the candy
to smaller pieces affect
dissolution? What does it
represents?
(Give a lecturette if needed.)
How does the digestive
system break down food to
nourish our body?
Use the guide questions in
Activities 2 & 3 LM pages 298-
302 in processing discussion.
How enzymes affect digestion?
How pH affect
enzyme activity?
Process discussion by using
the guide questions in the
activity on pages 308 – 312 of
the LM.
Grade 8
Quarter 4
Page 43
ELABORATE
What was your breakfast this
morning?
How does your digestive
system break down the food
you ate to nourish your body?
Show to the class a video clip:
Journey of the Digestive
system
Link: http://www.youtube.com/
watch?v=e301AdlC8bl
Ask these questions: What
does the movie clip say about
the digestion of food?
What changes happened to the
food as it was moved through
the digestive tract?
What are the things you
should consider in choosing
the food you eat? Why?

EVALUATE
Give the correct answer.
1. What organ is responsible in
breaking mechanically food
particles into smaller pieces?
2. Where does final digestion
and absorption happen?
3. What are the two types of
digestions?
1. What is the effect to the rate
of digestion if enzymes are
absent?
2. What is the effect to the rate
of digestion if pH is altered?
Paper-pencil Test
How does diet and lifestyle
contribute to the function of the
body as a whole?
Rubrics:
5- if it was clearly stated that
diet and lifestyle are factors in
having proper growth and
development, and to avoid
diseases.
3- if answer is also correct but
was not complete/not clear in
giving the concept.
1- if all the answers are not
correct.
Students’ output will be
utilized for evaluation.
Rubrics:
5 – presentation is well
organized, clear ideas with
correct content as to the
question.
3 – if ideas are correct but still
needs improvement in the
presentation
1 – if the idea presentation is
not correct.
Grade 8
Quarter 4
Page 44
EXTEND
enzymes involved in the
process of digestion and their
specific function.
Record in a Daily Meal Journal
what you eat for three days;
LM page 308
Do activities 2 & 3. Submit
your output next week.
V. REMARKS
VI. REFLECTION
 80% and Above:
 Below 80%:

the lesson
remediation
Grade 8
Quarter 4
Page 45
Why did these work?
solve?
other teachers?
Grade 8, Quarter 4
Daily Lesson Log
Week No. 8

Grade 8
Daily Lesson Log
Junior HS Science
Quarter 4
Page 46
I. OBJECTIVES
Content Standard
1. How cells divide to produce new cells.
2. Meiosis as one of the processes producing genetic variations of the Mendelian Pattern of Inheritance.
Performance Standard Report on the importance of variation in plant and animal breeding.
Learning Competency
Compare mitosis and meiosis, and their role in the cell-division cycle.
Explain the significance of meiosis in maintaining the chromosome number.
Predict phenotypic expressions of traits following simple patterns of inheritance.
Code: S8LT-IVe-16 S8LT-IVe-17 S8LT-IVe-18
DAILY TASK
processes involved during
mitosis and meiosis.
Compare mitosis and
meiosis, and their role in
the cell-division cycle.
Explain the significance of
meiosis in maintaining the
chromosome number.
Predict phenotypic
expressions of traits following
simple patterns of
inheritance.
SUMMATIVE
TEST
II. CONTENT
Heredity: Inheritance and Variation of Traits
1. Stages of mitosis
2. Stages of meiosis
3. Mendelian Genetics
Teacher’s Guide Page 223 Page 224 Page 224 Pages 225-229
Learner’s Materials Pages 317-326 Pages 326-327 Pages 327-329 Pages 329-349
IV. LEARNING TASKS
ELICIT
From your Grade 7, what can
you remember about the cell?
What are the organelles
present in the cell?
What are the stages in
mitosis and in meiosis?
How does mitosis differ from
meiosis?
How does the chromosome
number of the organism is
maintained in meiosis?

Grade 8
Quarter 4
Page 47
Name
Pairs of
Chromos
omes
Individual
Chromoso
mes
Dog 36 78
Tomato 12 24
Human 23 46
ENGAGE
What are the physical features
of your parents which you like
best that you also possess? Do
you wonder why you have
them?
Introduce to the class the topic
for the day.
Can you imagine that you
were once a single cell, but
through the process of
mitosis you are now what
you are? See, the power of
mitosis?
Post on the board the table
showing the number of
chromosomes in the different
organisms.
What does the table tell us?
How does the normal number
of chromosomes of every
organism is maintained?
If fate will allow you to marry the
Miss Universe of Africa, how
would your offspring look like?
EXPLORE
Essential Question:
What are the processes
involved in mitosis and in
meiosis?
Essential Question:
How mitosis differs from
meiosis?
Essential Question:
What is the significance of
meiosis in maintaining the
chromosome number?
What are the different simple
patterns of inheritance?
How can one predict the
phenotypic expressions of traits
using these simple patterns?
Present a video
www.youtube.com/watch?v=C6
hn3sA0ip0
Individual Activity I
Perform Activity 2, LM
pages 326-327.
(After 10 minutes)
Activity 2 – Board Work
Post a table on the board
like the table in the Activity
Text Reading
Give students 10 minutes to
read and analyse
gametogenesis in their LM
pages 327-328.
Groupings
Divide the class into 4 groups.
Each group will discuss the
assigned task.
Group I – Incomplete Dominance
Group II – Co- Dominance
Group III – Multiple Allele
Group IV – Law of Dominance

2 of the LM pages 326-
327.
Ask volunteers to complete
the table on the board.
Board Work:
Post on the board the enlarged
illustration (Figure 6, LM page
327)
Ask volunteers to count the
number of chromosomes
before meiosis started and at
the end of the process.
Ask the students to post their
output and ash one
representative from each group
to present their output..
Grade 8
Quarter 4
Page 48
EXPLAIN
Use the video in answering
guide questions for discussion
from Lm pages 323 -237.
Follow up with a lecture. (It
would be better if you have
pictures of the different stages
to show to the class)
Looking at the table on the
board, is mitosis the same
with Meiosis?
How do they differ?
Give lecturette if needed.
Who can explain sperm
formation?
How many sperm cells are
formed after meiosis?
Any volunteer to explain the
egg formation?
How many eggs are formed
after meiosis?
How many number of
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?
What is the Law of Dominance?
How does it differ from the other
patterns of inheritance?
Give lecture about the different
patterns of inheritance.

Grade 8
Quarter 4
Page 49
Mother Father Child
B A
AB O
O B
ELABORATE
In what stage chromosomes
replicate? Why do you think this
process is important?
processes involved i:
a. mitosis
b. meiosis.
In what respect do they
differ in terms of:
1. location
2. type of cell produced
(haploid & diploid)
3. Number of daughter
cells
What do you think would
happen if along the process of
meiosis, something wrong
happens? Would it affect the
organism? Why?
Board Work:
Using the different patterns of
inheritance, predict the possible
phenotype of:
1. If a white-colored rabbit pairs
with a black-colored rabbit, what
is the color of their offspring
considering the Co-dominance
pattern of inheritance?
2. Complete the table of the
Blood Type
EVALUATE
Paper-pencil Test
Choose the word in the box to
identify & describe the
processes during mitosis or
meiosis.
Zygotene metaphase
Anaphase Telophase I
Pachytene Diplotene
Prophase Leptotene
Paper-pencil Test
Compare mitosis from
meiosis by putting √ if the
statement happens in
BOTH mitosis & meiosis,
and x if it only happens in
EITHER mitosis or
meiosis.
1. A process wherein the
cell multiplies its number
by producing new cells.
Informal Evaluation
Instructional decision is based
on the response of the
students during the whole
process of learning.
Informal Evaluation
Instructional decision will be
based on students’ response in
the elaborate stage.

1. The chromosomes
begin to pair off.
2. The chromosomes align
at the center of the cell.
3. The paired
chromosomes disperse in the
nucleus.
4. The paired centromeres
of each chromosome begin to
separate.
5. The mother cell is now
divided into two with half
number of chromosomes for
each new cell.
2. It produces a haploid
new cells.
3. It resulted to the
formation of a Diploid cell.
4. Occurs in all
organisms.
5. It produces 2 new
cells.
Grade 8
Quarter 4
Page 50
EXTEND
Study in advance LM pages
326-327.
Study the process of
gametogenesis. LM pages
328-329.
Read & understand LM pages
329-349. Other references can
also be used or researches on
line, and answer the following:
1. What is Mendelian Law of
Inheritance?
2. What are the different Non-
Mendelian patterns of
inheritance. How do they differ
from one another?
V. REMARKS

Grade 8
Quarter 4
Page 51
Grade 8, Quarter 4
Daily Lesson Log
Week No. 9
VI. REFLECTION
 80% and Above:
 Below 80%:
the lesson
remediation
Why did these work?
solve?
other teachers?

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