Republic

Central

Colleges

Angeles City

HIGH

SCHOOL

SCIENCE 8
SCHOOL YEAR 2015-2016

DEPARTMENT

LEARNING PLAN
Quarter:
Second Quarter

Unite II- Heredity; Inheritance and Variation of Traits

Chapter 7: Divide and Conquer
Lesson 1- Stages of Cellular Reproduction
Organelles in Cell Division
Lesson 2- Cell Cycle and Stages of Mitosis
Lesson 3- Stages of Meiosis
Lesson 4- Patterns of Mendelian Inheritance

Submitted by: Mrs. Jeanette G. Cuizon

_______________________________________
A. TOPIC LESSON: DIVIDE AND CONQUER
C. RCCIAN GRADUATE ATTRIBUTE:

He is competent.
He is responsible.
He is committed and reflective lifelong learner.
He is compassionate and service driven.

D. CONTENT STANDARD
The learner demonstrates understanding of:
That cells divide to produce new cells.
That sex cells divide to produce new sex cells.

Number of Class Days: 13 days

Date Submitted: September 11, 2015

Coordinator: Mrs. Jeanette G. Cuizon

Principal: Mrs. Shirly D. Lazatin

______________________________
_

_____________________________

B. RCCIAN GUIDING PRINCIPLES

1. Provide learners with high learning competencies that will suit different
types of learners to develop independent and creative thinking.
2. Ensure that learners are equipped with knowledge, skills, and attitudes to
become responsible productive members of society.
3. Employ effective and flexible strategies that will help learners to
understand the lesson and apply it to real life situation.
4. Possess values that will develop deep sense of commitment to humanity
awareness and intelligent involvement in the present state of the nation.
E. PERFORMANCE STANDARD
Learners in group will:
Explain the importance of mitosis, growth, development, and repair of
somatic cells.
Explain the importance of variation in plant and animal breeding.
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F. TRANSFER GOALS
Students will be able to independently use their learning to:
Practice a healthy lifestyle to boost our bodys ability to renew and
replace worn out cells through the process of mitosis.
Better understand the mechanism of cancer development and
analyze its various treatments to stop uncontrolled cell division.
Compare the processes of mitotic and meiotic cellular divisions.
Realize the importance of breeding techniques among
domesticated animals and understanding propagation techniques in
cultivating plant varieties.
H. MEANING GOALS
Essential Questions:

Enduring Understanding:
Students will understand that
That the ability of cells of different organisms to grow and divide is an
important characteristic in order to increase in size, new cells for growth
and development, replace worn out tissues and means to reproduce
asexually for lower forms of organisms.
Meiosis as a process involving sex cells reproduction, producing
genetically different offspring.

Why is there a need for the cell to divide?

What specific cells can undergo mitosis?
Why should cell division be controlled?
Why do we need to maintain a normal chromosome number of 46 in
human life cycle?
How important is meiosis in sexual reproduction?
How do meiosis and sexual reproduction produce genetically different
offspring?

I. ACQUISITION GOALS
KNOWLEDGE
Students will know:

SKILL

ATTITUDE
2

Cell begets cells

Stages of cellular reproduction
Organelles involved in cellular
reproduction
Cell cycle
Controlling cell division and cancer
Human life cycle
Concept of Homologous chromosomes
Meiosis its importance
Spermatogenesis in males and
oogenesis in females
Life cycle and gamete formation
Monohybrid Cross

Identifying the objectives of cellular reproduction

in organisms
Comparing and contrasting cellular reproduction
in prokaryotic and eukaryotic cells
Identifying organelles in cellular reproduction
Describing stages of cell cycle
Analyzing number of chromosomes of daughter
cells from mitosis
Describing and comparing mitosis and meiosis
Enumerating/Describing events in stages of
Meiosis
Differentiating oogenesis and spermatogenesis
Explaining significance of meiosis in maintaining
chromosome number
Solving problems in monohybrid cross

Realize the importance of cell cycle and

cellular reproduction.
Appreciate process of mitosis for growth and
development and process of meiosis in
creation of genetic variation and sex cells
formation.
Value that being genetically different allows
them to adapt better to changes in the
environment.

J. ASSESSMENT EVIDENCES
DIAGNOSTIC ASSESSMENT
Prior Knowledge
Quick Recall
Pre-Test
Unlocking of Terms
FORMATIVE ASSESSMENT
Think Pair and Share
Interactive Discussion
Anticipation Guide
Video Analysis
Socialized Illustration/Discussion
Practical Laboratory

Pair Reporting
Compare and Contrast
Concept Block
Open Forum
Investigative Activity
Problem Solving / Monohybrid Cross

SUMMATIVE ASSESSMENT
Quiz
Journal Entry
Exit Cards
Question Circles
Pedigree Chart Construction
K. LEARNING EXPERIENCES

L. REMARKS/OBSERVATION
NOTES

Lesson 1- Stages of Cellular Reproduction

Organelles in Cell Division
Lesson 2- Cell Cycle and Stages of Mitosis
A. INTRODUCTION (1 Day) September 18
Activating Prior Knowledge
Begin the lesson by asking students to bring 2 photos of them a baby picture and present picture. Have them scrutinize
the pictures and let them write in their notebook at least 3 changes they noticed to have taken place. Ask students basic
question How do you explain the changes that have taken place in your body from the time you were a baby to the
present time?
Elicit from the students that one of the major changes from these is growth. Continue prodding on students by asking
them to remember when they had a scratch on their knees, or any part on their skin. Ask them further Can they identify
the spot where they got the wounds? How did the healing take place? Explain that wound may not be visible because
new cells have formed and replaced damaged cells.

September 24 HOLIDAY

B. INTERACTION (4 Days) September 21, 22, 23, 25

FORMATIVE ASSESSMENT 1- Think Pair and Share
Pair up the students with their group mates and compare their answers. Let them discuss how the wound looks at the
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start and how gradually heals.

FORMATIVE ASSESSMENT 2- Interactive Discussion

Answer Questions:
1.
2.
3.
4.
5.
6.

What is cellular reproduction?

How are cells formed?
Why do cells divide? [Differentiate for eukaryotic cells and prokaryotic cells]
Why is it necessary for the cell to grow before cell division?
Explain the 2 distinct stages of cellular reproduction.
Name some organelles/cell parts involved in cell division.
How do these organelles interact during cell division?
7. What specific cells of the body can undergo mitosis?
Fill in the chart below:
Kind of Cell

Other Name

Description/Function

1. Somatic
2. Reproductive

FORMATIVE ASSESSMENT 3- Anticipation Guide

Let students answer this anticipation guide below. After answering, allow them to browse their textbook and see if their
answers are accurate.
Statement
1. Interphase is the next stage of cell division.

My Answer

Books Answer

Nothing happens in Interphase.

2. The cell spends most of its time at rest.
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3. Interphase comprise of smaller phases. Where

growth and synthesis of DNA take place.
4. Cells gain weight first before dividing .
5. There are 4 phases in Mitosis.

a. There will be further elaboration of the discussion of Interphase stage of the cell Cycle after this.
b. Teacher will draw the cell cycle to explain further the events in the cycle.

FORMATIVE ASSESSMENT 4- Video Analysis

Search for a video presentation of Mitosis [Cell Division] and answer the following guide questions:
a. What are the different stages of Mitosis?
b. How are these stages of mitosis depicted in this video? [Describe]
c. Do you agree with the depiction of mitosis in this video?

FORMATIVE ASSESSMENT 5- Socialized Illustration/Discussion

From what the students have learned from the video and textbook they will discuss the different parts of mitotic cell
division. You may ask the class to tabulate the important events per phase and Illustrate events using the graphic
organizer below:
Phases
1. Prophase

Description

Illustration

2. Metaphase
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3. Anaphase

4. Telophase
Practical Laboratory
The teacher will show under the microscope actual slides of dividing onion skin cell and let students identify different
phases in mitosis.
FORMATIVE ASSESSMENT 6- Pair Reporting
Let the students pair with their seatmates and let them report about comparison of mitosis in animal and plant cell after
reading the lesson in their textbook. They can research and add information for further elaboration of the lesson.

C. INTEGRATION (2 Days) September 28, 29

SUMMATIVE ASSESSMENT 1- QUIZ
Identify what stage of Cell Cycle are in the following events:
__________________1. Resting stage but actually the cell is active.
__________________2.Two daughter cells are formed.
__________________3. Chromosomes move and align at the center (equator)
__________________4. Nuclear membrane dissolves and spindle fibers are formed.
__________________5. Chromosomes separate and move toward opposite poles.
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SUMMATIVE ASSESSMENT 2- JOURNL ENTRY

Allow the students to reflect and write ideas to the question, how is Mitosis related to cancer?

Lesson 3- Stages of Meiosis

A. INTRODUCTION (1 Day) September 29
8

Activating Prior Knowledge

Ask the students to describe the following words based on their understanding on the previous lessons.
a.
b.
c.
d.
e.

Somatic Cells
Reproductive Cells
Mitosis
Diploid
Haploid

1. What is Meiosis? Why is it important?

2. In what organs we find sex cells?
B. INTERACTION (3 Days) September 29,30 / October 1
FORMATIVE ASSESSMENT 1- Interactive Discussion
Teacher will discuss the Human Life Cycle and will ask questions to be answered by students after reading the lesson in
the book.
1.
2.
3.
4.
5.

Differentiate egg cell and sperm cell.

What is fertilization?
How do mitosis, meiosis and fertilization occur to maintain the chromosome number (46) of man in every generation?
What is the difference between spermatogenesis and oogenesis?
How are homologous chromosomes identified?

FORMATIVE ASSESSMENT 2- Socialized Illustration/Discussion

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Let the students discuss the different parts of Meiotic cell division. They will tabulate the events per phrase and illustrate
events using the graphic organizer.

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1.
2.
3.
4.

How many nuclear divisions happen in meiosis?

How are the stages in meiosis similar to mitosis?
What is the significance of crossing over?
How many daughter cells are produced in meiosis II?

FORMATIVE ASSESSMENT 3- Compare and Contrast

Have the students read their textbook. Let them compare Mitosis and Meiosis and differentiate between the 2 by filling
the table:
Features

Mitosis

Meiosis

1. Cell Division
2. Final Chromosome Number
3. No. of Cell divisions/DNA
replication.

4. No. of Cells formed/cycle

5. Daughter Cells
6. Function

FORMATIVE ASSESSMENT 4- Open Forum

Invite a resource speaker, a nurse to discuss specific processes of spermatogenesis and oogenesis. Let the students ask
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about the following questions after the talk:

1.
2.
3.
4.

Why are men capable of continously producing sperm cells while women cannot continously produce egg cells?
Why do sperm and egg cells have haploid number of chromosomes?
What is the Meiosis I of spermatogenesis and oogenesis that accounts for the variation of traits?
What is Oogenium? Spermatogenium?

C. INTEGRATION (1 Day) October 1

SUMMATIVE ASSESSMENT 1- Question Circle
Let each student make at least one question about the lesson. Form a circle and ask them to crumple the paper with
question and throw at a center and let students pick one paper, read and answer it.
Lesson 3- Patterns of Mendelian Inheritance
A. INTRODUCTION (1 Day) October 2
Activating Prior Knowledge- Concept Connect
Let the students find connections among the following terms below:
Ask them to connect the words by putting phrases to come up with a concept/fact about the lesson on Genetics.
a.
b.
c.
d.
e.

Heredity
Genes
Hybrid
Allele
Homozygous trait

f.
g.
h.
i.
j.

Heterozygous trait
Phenotype
Genotype
Dominant Trait
Recessive Trait

B. INTERACTION (3 Days) October 2, 6, 7

Teacher will discuss elaborately the different terms above after knowing the students prior knowledge.
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FORMATIVE ASSESSMENT 1- Concept Block Research

October 5- Teachers Day

Celebration

Have the students visit the library and research on the following:
Mendels Principles on Heredity:
Mendels Principles
1. Concept of Unit Character

Statements

Brief Explanation

2. Principle of Dominance and

Recessiveness
3. Law of Segregation
4. Law of Independent Assortment

FORMATIVE ASSESSMENT 2- Socialized Discussion

Discuss with students about Monohybrid Cross and its problem solving process. Guide them with the following
questions.
1.
2.
3.
4.
5.

What is Monohybrid Cross? Dihybrid Cross?

What is the importance of Punnett Square?
What is Probability?
What is Pedigree Chart
Differentiate between:
a. homozygous and heterozygous trait
b. dominant and recessive trait
c. phenotype and genotype
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FORMATIVE ASSESSMENT 3- Problem Solving / Monohybrid Cross

Let the students solve problems on Monohybrid Cross:
1. Cross a female who is short with a male who is tall.
Find: a. Phenotype
c. Phenotypic Ratio
b. Genotype
d. % of short and tall offsprings
Use the Punnet Square below:

2. Now cross F1 generation [Tt x Tt] and find

Find: a. Phenotype
c. Genotypic Ratio
b. Genotype
d. % of short and tall offsprings

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C. INTEGRATION (2 Days) October 8, 9

October 11- Fiesta

October 12- No Classes
Post-Fiesta
La Naval

SUMMATIVE ASSESSMENT 1- Quiz

I.

Identify the phase change of the following examples:

October 13- Next Topic about
Taxonomy

________1. It is the transmission of traits from parents to offsprings.

________ 2. Father of Genetics.
________ 3. Allele that masks the other trait/stronger pair of genes.
________ 4. Are contrasting pair of genes.
________ 5. Special grid of boxes representing monohybrid cross.
II.

Enumerate and explain the 4 Mendelian Principles or heredity.

SUMMATIVE ASSESSMENT 2- Pedigree Chart
Let the students construct a Pedigree Chart of their own family from grandparents [Maternal and Paternal] to children.
They will gather pictures of each member of the family and paste on an illustration board. They will label the names of
each member.
They will answer questions:
Mention the trait that you have indicated.
1. Which side of your mother or father did you inherit the trait?
2. Who among your siblings possess the trait?
3. Give the % ratio of offsprings who have contrasting traits. [phenotype]
4. Which trait is more dominant? recessive?

Follow the illustration below and label, My Pedigree Chart

PATERN
AL

MATERN
AL

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Grandfath
er

Grandmother

Grandfath
er

FATHER

Grandmother

MOTHER

Examples of Trait

Big Eyes
Small Eyes

Eldest
Sister

Male

Second
Brother

Youngest
Sister

Criteria:
Organization = 10%
Content
= 10%
Creativity
= 10%
Total
30%

Female

SUMMARY/ CLOSURE:
3 Things I Learned

3-2-1 Chart
2 Things I did Not Understand

1 Thing/Lesson that I can apply to real life

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