Republika ng Pilipinas

KAGAWARAN NG EDUKASYON
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SCIENCE GRADE 8

SAMPLE DAILY LESSON PLAN

DETAILED SCIENCE LESSON PLAN

GRADE LEVEL QUARTER/DOMAIN WEEK & DAY NO. PAGE NO.
8 4th Quarter Week 6 – Day 2

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing
I. OBJECTIVES content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.

The learners demonstrate an understanding of:

1. cells are dividing to produce new cells
A. Content Standards
2. meiosis as one of the processes producing genetic variations of the Mendelian
Pattern of Inheritance

B. Performance Standards Report on the importance of variation in plant and animal breeding

Predict phenotypic expressions of traits following simple patterns of inheritance (S8LT-IVf-

18)
C. Learning Competencies /
Objectives At the end of the lesson, the students should be able to:
1. Predict Phenotypic and Genotypic traits of possible offspring using Punnett Square.
2. Identify phenotypic and genotypic ratio based on the results of the Punnett Square.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content
can be tackled in a week or two.
II. CONTENT
Mendelian Genetics (Monohybrid Cross)
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
III. LEARNING RESOURCES learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
learning promotes concept development.

A. References

1. Teacher’s Guide pages N/A

2. Learner’s Materials pages N/A
3. Textbook pages

4. Additional Materials from

Learning Resource (LR)
portal

Holt Science and Technology.

Biggs, A. et al. (2008) Biology. The McGraw-Hill Companies Inc.
B. Other Learning Resources
Reece et al (2014). Campbell biology, tenth edition. Pearson Education Inc.

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always
be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
IV. PROCEDURES learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.

ELICIT (5 mins)
Word Completion
Key words and concepts associated to the previous lesson will be
A. Reviewing previous lesson or presented to the class with missing letters.
presenting the new lesson Key ideas of the words will be provided as descriptor
The students will try to guess the presented words based on the
descriptor and through the recall of their previous lesson.
1. PHENOTYPE
 2. GENOTYPE
3. DOMINANT
4. RECESSIVE
5. HEREDITY
6. HOMOZYGOUS
7. HETEROZYGOUS
8. ALLELE
9. LAW OF SEGREGATION
10. INDEPENDENT ASSORTMENT
ENGAGE (3 mins)
The teacher will present the picture to the class and ask the
following question:
1. Can you roll your tongue like the person in the picture?
The teacher will try to solicit answers from the students and will try
B. Establishing a purpose for
the lesson to ask them to demonstrate.
The teacher will then ask:
“Tongue-rolling ability is a dominant trait, which can be
represented by T. Suppose both parents can roll their tongues and
are heterozygous (Tt) for the trait. What possible phenotypes could
their children have?”

EXPLORE (1) (15 mins)

The Punnett Square
“Do you want to know the possible phenotypes of their children?”
C. Presenting examples/
instances of the new
(Expected answer should be yes)
lesson The teacher will then introduce a tool in predicting phenotypes and
genotype by providing an activity sheet. (see attached Activity No.
1)
The students will present their output

EXPLORE (2) (5 mins)

The teacher will ask each group of students on their observation of
D. Discussing new concepts the outputs of other groups and try to solicit ideas on the
and practicing new skills information provided by the Punnett Square by asking the
#1
following questions:
1. What do you observe in the Punnett Square that you made?
2. What information can we get from a Punnett Square?

EXPLORE (3) (5 mins)

E. Discussing new concepts
and practicing new skills
Students will do the activity “What is a Ratio” using an Activity
#2 Sheet Provided by the teacher. (see attached Activity No. 2)

EXPLAIN (15 mins)

Predicting Phenotypes and Genotypes and their corresponding ratio
1. From the Punnett Square created by the group, the students
will be asked to list the genotypes of the offspring resulting
from each combination.
2. From the genotype list, the students will list the possible
F. Developing Mastery offspring phenotypes that could occur.
(Leads to Formative Assessment)
3. The students will then be asked to write the ratio one
phenotype to the other and the ratio of one genotype to the
other.
4. The students will be presented with three more Punnett
Squares and will do procedure 1-3 of this section for each
Punnett Square.

ELABORATE (5 minutes)
“Albinism is a recessive trait (a) that affects the skin pigmentation.
G. Finding practical If a person who is an albino, marries a normal person, who is a
applications of concepts
and skills in daily living carrier of the gene, what will be the possible phenotypes of their
offspring?”

H. Making generalizations
and abstractions about
 the lesson

EVALUATE (7 minutes)
The dimple dilemma
Parent X, with the genotype Dd, has dimpled cheeks. Parent Y
also has the genotype Dd and has dimpled cheeks as well. To
find out what their offspring might look like, complete the
Punnett square

I. Evaluating learning

EXTEND
J. Additional activities for A pea plant heterozygous for inflated pods (Ii) is crossed with a plant
application or homozygous for constricted pods (ii).
remediation
Draw a Punnett square for this cross to predict genotypic and
phenotypic ratios. Assume that pollen comes from the ii plant.

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What
VI. REFLECTION else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so
when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80%

on the formative assessment

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons work?

No. of learners have caught up
with the lesson

D. No. of learners who continue to

require remediation

E. Which of the teaching strategies

worked well? Why did these
work?
F. What difficulties or challenges
which my principal or
supervisor can help me solve?

G. What innovation or localized

material did I use/discover
which I wish to share with other
teachers?

Prepared by:

Observed and Evaluated by:

_______________________ _______________________ ________________________

Please write comments/suggestions for improvements