LESSON PLAN IN SCIENCE

School: BARBAZA NATIONAL HIGH SCHOOL Grade Level:

Name of Teacher: ANTONETTE M. CRUZ Learning Area: SCIENCE

Teaching Date and Quarter: 3rd

Time:
Duration: 1 hour

I. OBJECTIVES

A. Content Cell Cycle a. Mitosis b. Meiosis

Standard

B. Performance (Not indicated in the Science Most Essential Learning Competencies)

Standard

C. Learning *Describe the stages of mitosis/meiosis given 2n=6 A review of this competency could be done since it has
Competency with been taught in Grade 8 (S8LT-IVd-16 Compare mitosis and meiosis, and their role in the cell-division cycle)
code
*Explain the significance or applications of mitosis/ meiosis

*Identify disorders and diseases that result from the malfunction of the cell during the cell cycle

D. Learning At the end of the lesson, the Grade 7-students should be able to perform the following task with 80%
Objectives success:

1. Students will able to define mitosis and meiosis.

2. Students will able to identify what occurs at each phase of cell division.
3. Students will also be able to compare and contrast mitosis and meiosis.

II.CONTENT

Topic: Mitosis and Meiosis

Subject
Integration:
III.LEARNING
RESOURCES

A. Materials Laptop, LCD projector, extension cord, video presentation, Power point presentation, Lab activity
Needed sheets, cards.

B. References

B.1. Teaching
Guide

B.2. Learner’s
Material

B.3. Additional
Materials from
Learning
Resource (LR)
Portal

C. Other
Learning
Resources

IV. Assessment/ Activities

PROCEDURE

A.Reviewing Introductory Activities: (5 minutes)

previous lesson or
presenting the A. Prayer
new lesson B. Checking of Attendance

C. Review

To refresh our minds in regards to our previous lesson, I will ask simple questions if you still remember our
past lesson.
It is the smallest structural and functional unit of an
 Alright, let us have a brief recap on what is cell, anyone who have an idea what is cell? organism.

Good job everyone! It seems like you still remember our past lesson.

To further test your knowledge, let me ask you again. Membrane-enclosed organelle that contains the cells
genetic information and chromosome is a packaged and
What is the definition of a nucleus? And what is chromosome? organized structure containing most of the DNA of a living
organism.
All of you did a good job in remembering our previous lesson! Any questions or clarifications regarding this
topic?

If none, we will proceed into the next topic.

Today we are going to learn about the two different types of cell division, but this activity

B. Establishing a (It is recommended that students will read the lesson objectives)- (3 Minutes)
purpose for the
lesson At the end of the lesson, the Grade 8-students should be able to perform the following task with 80%
success:

1. Students will able to define mitosis and meiosis.

2. Students will able to identify what occurs at each phase of cell division.
3. Students will also be able to compare and contrast mitosis and meiosis.

C. Presenting Individual activity

examples/instance
s of the new At the beginning of the lesson, the class will do a ‘Think-Pair-Share to discuss the objective.
lesson Students will create a drawing for each stage of cell division and create an acronym to help remember the
(ELICIT) different each stage in order.
D. Discussing the 1. Review the definition of a cell with students (Smallest structural and functional unit of an organism.)
new concepts and 2. Review the definition of a nucleus (membrane-,enclosed organelle that contains the cells genetic
practicing new information)and chromosome (a packaged and organized structure containing most of the DNA of a
skills living organism)
3. Tell students they are going to learn about two different types of cell division, but this activity only
(ENGAGE) focuses on one (mitosis)

STUDENT ACTIVITY group activity

1.Give group of students a set of mitosis task cards(provided in the lesson plan)

2. Ask them to sequence the steps of mitosis.

3. Let them work on this for a while before you tell them the correct sequence.

4. Talk through what is happening in each stage.

5. Then give them the labels and define the prefixes for each stage. See if they can match the name of the
stages.

1. Inter- interphase means “between”

2. Pro- prophase means “advance”

3. Meta- metaphase means “along with”

4. Ana –anaphase means “up or apart”

5. Telo – telophase means “final or distant”

6. Tell the students they will be learning more about mitosis as well as the other kind of cell division called
meiosis.
 The teacher will help to clear any misconceptions about mitosis and meiosis.

Estimated class time for the engagement:20 minutes

Students think all divided call have the same genetic

material as the parent cell.

E. Discussing new This student-centered station lab is set up so students can begin to explore mitosis and meiosis. Four of the
concepts and stations are considered input stations are considered input stations where students are learning new
practicing new information about mitosis and meiosis and four of the stations are output stations where students will be
skills demonstrating their mastery of the input stations. Each of the station is differentiated to challenge students
using a different learning style.
(EXPLORE)

EXPLORE IT!

Students will be working in pairs to better understand mitosis and meiosis. They will be using a series of cards
illustrating the stages of cell division and the descriptions of each stage. Students will try to match up what
card goes with the description card. They will follow the steps and record their observations on their lab
sheet.

(Attached lab sheet)

F. Developing Discussion of answers in the activity
mastery (Leads to
Formative Estimated class time for the exploration 10 minutes
Assessment)
The explanation activities will become much more engaging for the class once they have completed the
(EXPLAIN)
exploration station lab. During the explanation piece, the teacher will be clearing up any misconceptions
about the mitosis and meiosis with an interactive PowerPoint, anchor charts, and notes.

(The mitosis and meiosis lesson includes a PowerPoint with activities scattered throughout to keep the
students engaged.)
 The students will also be interacting with their journals while taking notes from the PowerPoint.

G. Finding The elaboration section is intended to give students choice on how they can prove mastery of the concept.
practical When students are given choice the ‘buy-in ‘is much greater than when the teacher tells them the project they
applications of will have to create. The elaboration project will allow students to create a number of different project ideas
concepts and ranging from info graphics to scrapbooks.
skills in daily
living

(ELABORATE) (Lab sheet attached)

H. Making Directions: Students who can answer open-ended questions about the lab truly understand the concepts that
generalizations are being taught. At this station, the students will be answering the task cards: What is meiosis and where
and abstractions does it happen? Describe the vocabulary terms, interphase, prophase…How are mitosis and meiosis
different?
about the lesson
I. Evaluating At this station, students will be watching a short video explaining mitosis and meiosis. Students will then
Learning answer questions related to the video and record their answers on their lab station sheet.

(EVALUATE) https://youtu.be/A-mFPZLLbHI

1. Write a true statement about cells after they go through the process of mitosis.
2. What are the two main types of cells and where are they found in the human body?

J. Additional Directions: Student will explore an interactive webpage which goes through the steps of mitosis and meiosis. Rubric for Group 1
activities for
application for Criteria Excell Satisfactory Fair Needs
ent (3) (2) Improvement
remediation
(1)
(4)
(EXTEND)
1.Content 4 3 2 1
and
Accuracy

2.Organizati 4 3 2 1
on of

Ideas

3. Neatness 4 3 2 1
V.REMARKS

VI.REFLECTIO
NS

A. No. of learners
who earned 80% in
evaluation

B. No. of learners
who require
additional
activities for
remediation who
scored below 80%

C. Did the
remedial lessons
work? No of
learners who have
caught up with the
lesson

D. No. of learners
who continue to
require
remediation

E. With of my
teaching strategies
worked well? Why
did these work?

F. What
difficulties did I
encounter which
my principal or
superior can help
 me solve?

G. What
innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by: Noted: Approved:

ANTONETTE CRUZ ANNIVIC OTAYDE MARIA COZETTE A. PEÑAFLORIDA

(Student Teacher) (Cooperating Teacher) (Principal II)