SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

Week of September 30-October 4, 2013

COMMENTS
Prd 1: See Period 6 of LP dated September 23-27
& SUGGESTIONS
Prd 2:
EVALUATE

I. Objectives
A. Cognitive Teachers Reflection
1. Recall concepts in microbiology, reproduction and ecology ____________________
2. Apply, analyze and evaluate the items in the unit test ____________________
3. Explain key concepts and lessons ____________________
B. Affective ____________________
1. Appreciate the lessons and values gained __________________.
2. Exhibit presence of mind when taking the test
C. Psychomotor
1. Take the unit test
2. Write ones predicted and actual scores

II. Subject Matter

Unit Test 2 Microbiology, Reproduction and Ecology

Valuing: Presence of Mind

III. Materials: UT2

IV. Procedure
A. Motivation
Five minutes is allotted for the question and answer.
B. Presentation
UT2 is administered to the students. If time is available, checking
follows. Students are reminded not to divulge any information in the UT
with anyone.

C. Processing
Q: What were the parts in the test did you find easy?
Q: What were the parts in the test did you find difficult?
Q: What are the things that you learned in the test?
Value of Presence of Mind: How is presence of mind helpful in taking
the test?

D. Synthesis
On their notebooks, students indicate their predicted score (PS) and
actual score (AS)

PS AS
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

Prd 3:
EXPLORE and EXPLAIN

I. Objectives
A. Cognitive Teachers Reflection
1. Enumerate the endangered species ____________________
2. Define bioconservation, bioinvasion ____________________
3. Explain the various environmental issues ____________________
B. Affective ____________________
1. Recognize the role of conservation in sustainable development __________________.
2. Appreciate the positive and constructive efforts towards the
conservation of life
3. Exhibit environmentalism in the study of ecology
C. Psychomotor
1. Make a poster about bioconservation

II. Subject Matter

Applications of Ecological Concepts: Bioconservation, Bioinvasion
etc.

Valuing: Conservation

III. Materials: paper, PPT Presentation

IV. Procedure
A. Motivation
CLS/Round Table. Students list the organisms in the Philippines that
are endangered e.g. pawikan, pilandok, tamaraw, tarsier etc.

B. Presentation
Integration /Poster-Making (Art). Students go to their groups and
come up with a poster on the conservation of species (bioconservation).
Gallery-viewing follows afterwards.
Criteria: Content (5), Creativity (5)

C. Processing
Q: Why are some organisms endangered or extinct? What are the
causes of their endangerment or extinction?
Q: What are the other issues that the ecosystems face?
HOTS: How do humans contribute negatively or positively on the
existence of species?
Q: What is bioinvasion? How do human acts contribute to bioinvasion?
Value of Conservation: What is meant by bioconservation? What
values do you exhibit when you show care towards the various life
forms?

D. Synthesis
CLS/Round Robin. Students recall the seven (7) environmental
principles and explain how they apply in the conservation of life.
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

Prd 4:
EXPLAIN and EVALUATE

I. Objectives
A. Cognitive Teachers Reflection
1. Recall the concepts in microbiology and review for the QE ____________________
2. Differentiate the groups of microorganisms
____________________
3. Enumerate the things one knows about the topic
B. Affective ____________________
1. Gain a greater appreciation of the role of microorganisms ____________________
2. Manifest scientific attitudes in the making of the IP __________________.
3. Recognize the value of curiosity in expanding scientific knowledge
C. Psychomotor
1. Write a dialogue on the given situation

II. Subject Matter

Review I and IP Consultation

Valuing: Curiosity

III. Materials: PPT Presentation

IV. Procedure
A. Motivation
CLS/Think-Pair-Share. Students recall the last time they had flu. Ask
What is flu? How were you feeling? What causes flu? They recall the
groups of microorganisms.

B. Presentation
CLS/Round Robin. Students share interesting things that they learned
about the microorganisms characteristics and ecological significance.
[1] Bacteria
[2] Archaeans
[3] Protists
[4] Fungi

SCA/IP-Making. Students continue working on the list of materials and

procedure for the IP. They write them on a size 1.

C. Processing
Q: Why are microorganisms called as such?
Q: What are the distinguishing characteristics of each group of
microorganisms?
Q: What is the significance of microorganisms?
HOTS: If you are to choose to a topic in microbiology for your IP, what
would it be?
Value of Curiosity: There are still so many things to discover about
microorganisms. What would you still like to discover? What values are
important to increase our scientific knowledge?
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

D. Synthesis
Pose the situation The four kinds of microorganisms are talking with
each other. What do you think will they say to each other?

Prd 5:
EXPLAIN and EVALUATE

I. Objectives
A. Cognitive Teachers Reflection
1. Recall the ecological concepts that have been discussed ____________________
2. Differentiate the various terms in ecology
____________________
3. Relate the diorama to the ecosystem
B. Affective ____________________
1. Develop awareness of the various ecosystems in the environs ____________________
2. Appreciate the diorama as a model of a natural phenomena __________________.
C. Psychomotor
1. Write a reflection or evaluation of the diorama made

II. Subject Matter

Review II and Diorama Checking

Valuing: Environmentalism

III. Materials: diorama, PPT presentation

IV. Procedure
A. Motivation
Students share their diorama with a partner. Ask What ecosystem
does the diorama show? What is the role of each organism in the
diorama?

B. Presentation
CLS/Round Robin. Each group chooses a diorama. They discuss
[1] What ecosystem does the diorama show?
[2] What are the components of the ecosystem?
[3] Give at least a food chain that can be found in the ecosystem?
[4] What are the ecological relationships present in the ecosystem?

The teacher goes around the classroom for the checking of the
diorama.
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

C. Processing
Q: What is the difference between the following autotroph,
heterotroph?
Q: What is the difference between the following producer, consumer,
decomposer? First-order, second-order and third-order consumers?
Q: Is your diorama a food chain or a food web? Whats the difference
between the two?
Q: What happens to the energy as one goes up the food chain or
pyramid?
HOTS: What are the things that you learned from the diorama? In what
situations can you apply your knowledge on ecosystems?
Value of Environmentalism: Can an ecosystem live by itself alone?
How do ecosystems depend on other ecosystems in order to survive?
In a scale of 1-10, how would you rate yourself as a young ecologist?

D. Synthesis
On their notebooks, students evaluate how they could improve on
their diorama and how it could better show the concept of the
ecosystem.

Prd 6: NO CLASSES Home Study Day

***
Lesson Tracker
If Iv Mg Tg
09/30 1 1 1 1

10/01 2&3 2 2&3 2

10/02 4 3 4 3

10/03 5 4&5 5 4&5

10/04 6 6 6 6

Carry-over