I.

Objectives:
At the end of the lesson, the students will be able to:
A. describe oxygen- carbon dioxide cycle
B. differentiate respiration from photosynthesis
C. draw a diagram of oxygen- carbon dioxide cycle
D. propose ways on how to lessen the effect of climate change
II. Subject Matter
A. Topic: Oxygen- Carbon Dioxide Cycle
B. References:
Capco and Yang, (1996) Biology p.233-236
Ching, Johnny A., (2004) General Biology Compendium p.50- 54
Department of Education, (2013) K-12 Grade 8 Science Module p.317-323
http://www.geneticseducation.nhs.uk/mededu/changes-to-dna-affect-genedosage-or-function/mutations-vs-polymorphisms
http://classroom.synonym.com/happens-mitosis-goes-wrong-8400.html
C. Materials
pictures, tape, cartolina, markers, powerpoint presentation
III. Procedure
Teachers Activity
Students Activity
A. Motivation
Have you heard of Stig Avall Severinsen?
(Students answer
may vary)
Stig Avall Severinsen is the world record holder
of longest time holding his breath underwater
for 22 minutes last May 3, 2012.
In relation to this, you will play a game which
will test if you can beat the record of Stig Avall.
We will call the game Hinga Pa More!. I will
divide the class into three.
Each group should have a representative whom
you think that he or she can hold his/her breath
for a long time. The group with the longest time
of holding breath will be the winner.
(The students will
play
the game)
B. Presentation
Can we hold our breath for one hour?
No.
Why?
Because our body
needs
oxygen.
Without oxygen we
can die.
If we inhale oxygen, what do we exhale in return?
Carbon dioxide.
What do we call the process by which oxygen
and carbon dioxide flows through the organisms
and environment?
Oxygencarbon
dioxide cycle.
C. Lesson Proper
Now that you are all abreast with the basic information on
cell cycle, its time for you to go on the higher level.
1. Orientation
I will divide the class into two. I will give each group
worksheets and materials needed for the activity. I
will only give you ten minutes to finish the task and
maximum of four minutes to present your output.
(Students will go to
their respective

groups)
2. Work Period
Tasks:
Group 1:
(1) Draw a diagram of oxygen- carbon dioxide
cycle.
(2) Explain the process of oxygen- carbon dioxide
cycle.
(3) Construct a Knock, Knock Song using the given
Words.
Group 2:
(1) Relate the given pictures to climate change.
(2) Propose ways on how to lessen our emission of carbon
dioxide in the environment.
3. Culminating Activity
How many percent is oxygen in the
atmosphere?
Twenty one percent.
How is oxygen being produced?
It is produced by plants
through
photosynthesis.
What is photosynthesis?
Photosynthesis is the
process
by which
plants make their
own
food from sunlight,
water,
and carbon dioxide.
Is oxygen the only sole product of
Photosynthesis?
No. Glucose is also one of
the
products which is a sugar
that plants use for
energy.
Why does carbon dioxide
D. Generalization
We are now done discussing cell cycle.
In the board, is a 3,2,1 Countdown.
(The teacher will post a the 3,2,1 Countdown
on the board.
I will call students who will tell 3 facts they
learned today, 2 ways on how they will use the
information they learned today and 1 question they
have in your mind.
E. Application
You will play a game called PMAT Henyo.
I will divide the class into two. Each group should
have a representative who will guess the specific
stage of mitosis that will be given to the group
and the rest of the group will answer his or her
questions by Yes, No, or Maybe. The team who
will get the shortest time will be the winner and will
have additional 2 pts for the quiz later.
game.)

(Students will play the

IV. Evaluation
Direction: Identify what specific phase of the cell cycle is being described.
A. G1
D. Prophase
G. Telophase
B. G2
E. Metaphase
H. Cytokinesis
C. S
F. Anaphase
I. Interkinesis

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1. Centriole reproduction in animal cell

2. Centrioles move apart
3. Centromeres splitted
4. Chromosomes are aligned at the equator of the cell
5. Cytokinesis completed
6. Cytokinesis starts
7. DNA replication
8. Growth of the cell
9. Longest phase of the mitosis
10. Migration phase
11. Mitotic apparatus begin to form
12. Nuclear membrane starts to disappear
13. Nucleolus reappears
14. Preparation for DNA replication
15.the most critical period of the cell cycle

V. Assignment
A. Follow up:
1. Research on the latest treatment used in curing cancer.
2. What is a karyotype?
3. What stage in mitosis is best for karyotyping?
B. Advance:
1. Read about meiosis.
2. List down the different stages of meiosis.
References:
Capco and Yang, (1996) Biology p.233-240
Ching, Johnny A., (2004) General Biology Compendium p.50- 59
Department of Education, (2013) K-12 Grade 8 Science Module p.317-329

DETAILED LESSON PLAN

IN
BIOLOGY
(Stages of Mitosis)

SUBMITTED BY:
BRYAN F. ARUGAY
SUBMITTED TO:
MRS. JOAN C. ZINAMPAN