DAILY LESSON PLAN in SCIENCE GRADE 8

Quarter Period Date & Week Time Teacher

Fourth Quarter June 22, 2022 / Week 8 10:00 – 11:00 AM Mr. Ramir C. Becoy
I. OBJECTIVES
The learners demonstrate an understanding of:
1. How cells divide to produce new cells
a. Content Standard
2. Meiosis as one of the processes producing genetic variations of the Mendelian
Pattern of Inheritance
The learners should be able to:
b. Performance Standard
1. Report on the importance of variation in plant and animal breeding
The learners should be able to:
c. Learning Competencies
1. Predict phenotypic expressions of traits following simple patterns of inheritance.
(Write the LC code for each)
(S8LT-IVf-18)

II. CONTENT My Ka-Look Alike

III. LEARNING RESOURCES
a. Teacher’s Guide Science 8 T. Campo, Pia C., et al. 2013. Pp. 225-228
b. Learner’s Materials Science 8 Learner’s Module. Campo, Pia C., et al. 2013. P. 334.
c. Textbook pages
d. Additional Materials/
Self-Learning Module, instructional materials
Resources
IV. PROCEDURES
Begin with classroom routine:
a. Prayer
b. Reminder of the classroom health and safety protocols
c. Checking of attendance
d. Quick “kumustahan” and reminders

Activity 1: PMAT
1. Differentiate meiosis from mitosis by completing the table below.

a. Reviewing previous lesson 2. Label the following stages of Meiosis I and II.
ELICIT

Figure 1. Stages of Meiosis

(Retrieved from Science 8 Learner’s Material)

Teacher will facilitate the learning of the students to check the prior knowledge of the
lesson.
 (Indicator 1, Indicator 2, Indicator 3, Indicator 4, Indicator 7) Integrating MAPEH
Activity 2: Boom Alien!

Directions:
1. Flip a coin to determine the combination of alleles your alien has for each trait. A
head represents a dominant allele, and a tail represents a recessive allele. Write
“H” or “T” (for head or tail) in the “Flip 1” and “Flip 2” columns on the attached
chart.
2. The combination of your two flips determines your genotype. Using the letters
b. Establishing purpose for the assigned to each trait (found in the table below) write your alien’s genotype on the
lesson & presenting new attached chart.
lesson 3. Use the information found in the table below to determine your alien’s phenotype
ENGAGE for each trait and record on the attached chart. Note: Skin Color and Limb Length
exhibit Incomplete Dominance!
4. Use the information provided in the “Notes” section of the table to determine how
the traits should look and draw a simple sketch of each trait in the space provided
on the attached chart.

Teacher will provide enough time for the learners to complete the tasks then select
students to present their output.
Teacher will also present the objectives of the lesson to connect the new lesson.

(Indicator 1, Indicator 2, Indicator 3, Indicator 6, Indicator 7) Integrating Math

Activity 3: Tossing Coins and Probability!

Procedure:
1. On a piece of paper, make a chart similar to what is shown.
2. Toss the to coins together. If a head-head combination appears, mark column 1; if
head-tail, mark column 2; and if tail-tail mark column 3.
3. Make 20 tosses of the coins. Get the total number of times each combination
c. Presenting appears. Calculate percentage of the appearance of each combination. Follow the
examples/instances of the formula below to compute the percentage.
new lesson ( Total of face / 30 ) x 100%
EXPLORE
Head – Head (HH) Head – Tail (Hh) Tail – Tail (hh)
Total of counts
Percentage
Ration of combinations

Let us assume that the coin represents the genotype of parents, and each face is an
allele, with the head as the dominant allele (H) and the tail as the recessive allele (h).

d. Discussing new concepts and (Indicator 2, Indicator 3, Indicator 5, Indicator 6)

developing mastery of new Law of Segregation
skills
EXPLAIN In Mendel’s experiments, the pure-breeding parent plants had two identical genes for
a trait: round seed= RR, wrinkled seed= rr. Mendel hypothesizes that: The pair of
genes segregate or separate from each other during gamete formations. This is now
known as the Law of Segregation.

Following Mendel’s reasoning, a pure-breed, round seeded parent plant has an allelic
combination or genotype of RR while a pure breed, wrinkled parent plant has a
genotype of rr. Individuals that are pure-breeding for a particular character, therefore,
have identical alleles. These individuals have a homozygous genotype.

The expression of the genotype of an individual for a particular character is referred to

as its phenotype.

Punnett Square

Mendel’s crosses can be recorded in a chart called a Punnett square. The Punnett
square helps us to predict the outcome of a given cross. It allows us to determine the
possible combinations of genes in a cross. Look at figure 3. How many kinds of
genotypes and phenotypes are possible in this cross between Rr (Round) x Rr
(Round).
 (Indicator 1, Indicator 2, Indicator 3, Indicator 4, Indicator 5, Indicator 6, Indicator 7) Integrating Math
Activity 4: Comparing genotypic and phenotypic ratios for a typical Mendelian
trait

Procedure:
Let D= dominant allele and d= recessive allele, while DD, Dd, and dd represent
the homozygous dominant, heterozygous dominant, and homozygous recessive
genotype, respectively. For each type of cross, determine the genotypic and
e. Finding practical application/ phenotypic ratios, respectively. The first cross was already done for you.
making generalizations
ELABORATE

Let students to show their Punnet square solution on the board. Teacher will facilitate
in checking the student’s answers.
Use ¼ sheet of paper.
Directions: Complete the Punnett square for a cross between a black chicken (BB)
and a white chicken (WW). Give the phenotype and genotype of the
offspring in the F1 generation.

f. Evaluating learning
EVALUATE

(Indicator 7)
Activity 5: Look Alike!

Procedure:
g. Additional Activities 1. Find a picture of the family.
EXTEND 2. List down traits or characteristics that are manifested in every family member.
3. Make a table to show these traits and characteristics. Put a check if these traits
got either from your father or mother. On the other hand, put both checks if
those traits got from your both parents.

V. REMARKS

VI. REFLECTION
a. No. of learners in mastery
level
b. No. of learners need
remediation
c. Best practices in remediation
activities/innovation used

Prepared by: Checked/Observed by:

RAMIR C. BECOY JOCELYN P. BALASUELA, EdD

Science Teacher School Head / HT-II
Date: