ISAT- GRADE LEVEL GRADE 8

SCHOOL CABANNUNGAN
ANNEX
DAILY LESSON TEACHER GINA F. JIMENEZ LEARNING SCIENCE
LOG AREA
TEACHING DATES JANUARY 22, 2019 QUARTER FOURTH
AND TIME 12:30-1:30/1:30-2:30PM

I. OBJECTIVES
The learner demonstrates an understanding of:
A. CONTENT STANDARD The periodic table of elements as an organizing tool to determine the chemical properties
of elements.
The learner shall be able to:
B. PERFORMANCE Trace the development of the periodic table from observations based on similarities in
STANDARD properties of elements.
C. LEARNING The learners should be able to:
COMPETENCIES Trace the development of the periodic table from observations based on similarities in
properties of elements.
D. LEARNING S8MT-IIIg-h-11
COMPETENCIES CODE
E. OBJECTIVES The learners should be able to:
Trace the development of the periodic table;
Describe how the elements are arranged in the periodic table
Devise their own way to arrange the given elements in a periodic table.
II. CONTENT Periodic Table of Elements (PT) Development of the PT
III. LEARNING RESOURCES
A. Reference

1. Teacher’s Guide pages TG pp. 145-147

2. Learners Material pages LM pp.209-213

3. Textbook Pages
4. Additional Materials from www.youtube.com
Learning Resource (LR) portal www.slideshare.com

IV. PROCEDURES Teacher’s Activity Student’s Activity

A. Presentation of the Lesson
The teacher present the lesson by asking the Possible answers:
following questions:
a. What is an element? How many different a. Element is a substance made up of only one
kinds of atom an element is made of? type of atom.
b. Define atomic mass of an element. b. Atomic mass is the mass of an atom of a
c. What is the atomic number of an element? particular element.
c. Atomic number is the number of protons in
an atom.

Let the students perform Activity 1 BUILD Students will work on their activity by group.
1. Activity ME UP
Procedures: Presentation of outputs
1. Build/create your own periodic table
using the set of meta cards with
fictitious elements as reflected
below.

2. Post your created periodic table in a

manila paper for presentation.
Ask the following questions: (Processing)
1. What is your basis for building /creating your
2. Analysis periodic table. Why?
2. Why does Meyer and Mendeleev left blank
spaces in their tables?
Possible answers: (students’ answers may vary)
1. The properties of the elements.
2. The atomic number.
3. The atomic mass.
(Answers vary)
They believed that these space would be filled later with
elements yet to be discovered.

Distribute worksheet 1.
 3. Abstraction/Deepeni Historical Development of the Periodic
ng Table of Elements.
1. What basis did Dobereiner use in
developing his periodic table?
Newlands’? Mendeleev’s?
2. What were the demerits in
Dobereiner’s periodic table?
Newlands’ and Mendeleev?
3. According to Mendeleev, what do
you call the horizontal rows in the
periodic table? What about the
vertical columns?
Video presentation
1. (Answers)
Johann Dobereiner (1817), a German Chemist
formed the triads of elements with similar
properties like the triad of Calcium, Barium and
Strontium.
John Newlands (1863) an English Chemist
proposed the Law of Octaves, He based his
classification of elements on the fact that similar
properties could be noted for every eight elements
on the fact that similar properties could be noted
for every eight elements when they are arranged in
order of increasing atomic masses.
Dimitri Mendeleeve and Lothar Meyer both
came up with periodic tables that showed how
elements should be group. They arranged the
elements in order of increasing atomic mass while
putting in groups those with similar properties.
They also left blank spaces in their tables,
believing that these spaces would be filled later
with elements yet to be discovered.

4. Application Identify a product and name some elements Expected Answers:

present in that product.

Product Elements in Chemical Product Elements in Chemical

the List of Symbol the List of Symbol
Ingredients Ingredients

B. Generalization Did you experienced what the early

scientists have experienced, in terms of Students’ answers may vary, based on how they
grouping elements with similar performed their given task.
characteristics in rows and columns?

V. EVALUATION The success of their tasked activities will Learners’ output during the lesson proper and
evaluate their learning. formative assessment.

Ask students to choose one kind of element Individual outputs.

VI. ASSIGNMENT and make a poster indicating the uses of that
element.

VII. REMARKS

VIII. REFLECTION

Prepared by: Checked by:

GINA F. JIMENEZ JOY J. DIQUIATCO

Teacher III Principal
 ISAT- GRADE LEVEL GRADE 8
SCHOOL CABANNUNGAN
ANNEX
DAILY LESSON TEACHER GINA F. JIMENEZ LEARNING SCIENCE
LOG AREA
TEACHING DATES JANUARY 22, 2019 QUARTER FOURTH
AND TIME 12:30-1:30/1:30-2:30PM

I. OBJECTIVES
The learner demonstrates an understanding of:
A. CONTENT STANDARD Meiosis as one of the producing genetic variations of the Mendelian Pattern of
Inheritance

The learner shall be able to:

B. PERFORMANCE Report on the importance of variation in plant and animal breeding
STANDARD

C. LEARNING The learners should be able to:

COMPETENCIES Predict phenotypic expressions of traits following simple patterns of inheritance.

D. LEARNING S8LT-IVf-18
COMPETENCIES CODE
E. OBJECTIVES The learners should be able to:
a. discuss the contributions of Gregor Mendel on his ideas on inheritance;
b. describe the phenotypic expressions of traits following simple patterns
of inheritance;
c. predict phenotypic and genotypic traits of possible offspring using
Punnett square; table

II. CONTENT MENDELIAN GENETICS

III. LEARNING RESOURCES
A. Reference

1. Teacher’s Guide pages TG pp. 223-230

2. Learners Material pages LM pp. 329-332

3. Textbook Pages
4. Additional Materials from www.youtube.com
Learning Resource (LR) portal www.slideshare.com

IV. PROCEDURES Teacher’s Activity Student’s Activity

The teacher present the lesson by asking the Possible answer:
A. Presentation of the Lesson students to answer the ffolowing:
Cell

B. Activity Let the students recall their lessons about the

cell.

The nucleus
 Activity # 2
What’s Inside the Cell?
Procedure:
1.Locate the missing parts of the cell.
2.Recall the function of the missing parts.
Guide Questions:
1. What part/s makes the cell complete? NUCLEUS, LYSOSOMES, CENTRIOLES
2. What are the functions of those parts Nucleus – regulates or controls all activities
being placed inside the cell? Describe those “BRAIN” of the cell
parts. -control center
LYSOSOMES – food storage/ suicide bag digests
toxic materials
CENTRIOLES – contains microtubules that is
responsible for cell division
MITOCHONDRIA – powerhouse of the cell
Let the students draw the chromosome, DNA,
and gene using clay 30 MINS
C. Analysis 3-min presentation each group (4 grps)

DNA - deoxyribonucleic acid

carrier of genetic information
Procedure:
1. Illustrate chromosome, gene, and DNA. Chromosome – carrier of genetic information
Sister chromatid – exchange of homologous segments of
2. Use the space provided to illustrate the given chromosomes
terms. Centromere – middle part region of chromosome to which
spindle fiber are attached
Guide Question: Short arm – above short structure
What is the relationship among the following Long arm – long structure
terms: chromosome, DNA, and gene?
Gene - expressed through traits, represented by alleles (for
Introduce Mendel of a gene)

D. Abstraction/Deepening

DNA is packed into thread-like structures

called chromosomes where genes
are located.
 E.Application S

Procedure:
1. List down all observable traits in your
family. Use the table provided below.

2. Put a check if there are traits manifested

either from your mother or father.

Guide Questions:

1. What are the traits manifested in your Students will present their outputs.
family?
2. Which of these traits have you inherited
from your mother? From your father? Or
from both parents?
3. What do you mean by inherit?
4. How are these traits passed on from
parents to offspring?

B. Generalization Students will work on the profile of Gregor

Mendel

V. EVALUATION The success of their tasked activities Learners’ output during the lesson proper and
will evaluate their learning. formative assessment.
Research on the contributions of Gregor
VI. ASSIGNMENT Mendel in the field of Genetics.

VII. REMARKS

VIII. REFLECTION

Prepared by: Checked by:

GINA F. JIMENEZ JOY J. DIQUIATCO

Teacher III Principal
 ISAT- GRADE LEVEL GRADE 8
SCHOOL CABANNUNGAN
ANNEX
DAILY LESSON TEACHER GINA F. JIMENEZ LEARNING SCIENCE
LOG AREA
TEACHING DATES JANUARY 22, 2019 QUARTER FOURTH
AND TIME 12:30-1:30/1:30-2:30PM

I. OBJECTIVES
The learner demonstrates an understanding of:
A. CONTENT STANDARD Meiosis as one of the producing genetic variations of the Mendelian Pattern of
Inheritance

The learner shall be able to:

B. PERFORMANCE Report on the importance of variation in plant and animal breeding
STANDARD

C. LEARNING The learners should be able to:

COMPETENCIES Predict phenotypic expressions of traits following simple patterns of inheritance.

D. LEARNING S8LT-IVf-18
COMPETENCIES CODE
E. OBJECTIVES The learners should be able to:
a. discuss the contributions of Gregor Mendel on his ideas on inheritance;
b. describe the phenotypic expressions of traits following simple patterns
of inheritance;
c. predict phenotypic and genotypic traits of possible offspring using
Punnett square; table

II. CONTENT MENDELIAN GENETICS (Continuation)

III. LEARNING RESOURCES
A. Reference

1. Teacher’s Guide pages TG pp. 223-230

2. Learners Material pages LM pp. 329-332

3. Textbook Pages
4. Additional Materials from www.youtube.com
Learning Resource (LR) portal www.slideshare.com

IV. PROCEDURES Teacher’s Activity Student’s Activity

The teacher present the lesson by Possible answer:
A. Presentation of the Lesson

B. Activity Activity # 1 Missing Link

Procedure:
1. The students describe a garden pea
plant. List down observable
characteristics of the plant.
2. Arrange the process of Mendel’s
experiment on pea plants to discuss
his principles.
Ask the students:
*What did Mendel observe on the garden
pea plants that triggered him to conduct such
experiment?
* What did he ask about it
*What scientific attitude exhibited by G.
Mendel?
 Looks Familiar!
C. Analysis
Pea plants have several advantages:
 Pea plants are available in many
varieties with distinct heritable features
(characters) with different variants
(traits).
 Another advantage of peas is that
Mendel had strict control over which
plants mated with which.
 Each pea plant has male (stamen) and
female (pistil) sexual organs.

Image of garden pea plants – contextualization

(chicharo, sweet peas) Pisum sativum
Why do you think Mendel used garden pea POSSIBLE ANSWER:
plants in his experiment? What - characteristics of pea plants (propagation)
advantages did Mendel enjoy by
choosing pea plants?

D. Abstraction/Deepening

Seven Characteristics of Pea Plants

Guide Questions: DOMINANT – masked over recessive traits

1. What traits were manifested during his
experiments?
2. What do you think happened to the other
traits that were not observed?
RECESSIVE - not observable characteristics in an
individual
Key terms:
Pure-breeding – identical individuals (self pollinate)
Hybrid – outcome of an organism or individual that
produced by the parent with diff genotype

Genetics terms you need to know:

Gene – a unit of heredity;

a section of DNA sequence
encoding a single protein
Genome – the entire set
of genes in an organism
 Alleles – two genes that occupy the
same position on homologous
chromosomes and that cover the same
trait (like ‘flavors’ of a trait).
Locus – a fixed location on a strand of
DNA where a gene or one of its alleles
is located.
Homozygous – having identical genes
(one from each parent) for a particular
characteristic.
Heterozygous – having two different
genes for a particular characteristic.

Dominant – the allele of a gene that

masks or suppresses the expression of an
alternate allele; the trait appears in the
heterozygous condition.
Recessive – an allele that is masked by a
dominant allele; does not appear in the
heterozygous condition, only in
homozygous.

E.Application

Students will present their outputs.

B. Generalization Students will work on the profile of Gregor
Mendel

V. EVALUATION The success of their tasked activities Learners’ output during the lesson proper and
will evaluate their learning. formative assessment.
Research on the contributions of Gregor
VI. ASSIGNMENT Mendel in the field of Genetics.

VII. REMARKS

VIII. REFLECTION

Prepared by: Checked by:

GINA F. JIMENEZ JOY J. DIQUIATCO

Teacher III Principal