A SEMI-DETAILED LESSON PLAN
Baron’s review course
IN SCIENCE 8
Prepared by Mr. Irwin B. Ingan
I. OBJECTIVES:
At the end of the topic, the students are expected to:
Learn:
 name the different parts of the human cell;
 discuss how the different parts of the cell
functions;
 describe the different stages of mitosis and
meiosis and their importance in maintaining
proper functioning of the body;
Love:
 value the importance of cell division for the
growth and development of human beings;
Live:
 demonstrate through simulation and use of
models the different processes involved in cell
division
COMPETENCIES:
1. compare mitosis and meiosis, and their role in
the cell-division cycle; S8LT-IVd-16
2. explain the significance of meiosis in
maintaining the chromosome number; S8LT-
IVe-17
3. predict phenotypic expressions of traits
following simple patterns of inheritance; S8LT-
IVf-18
II. SUBJECT MATTER:
A. TOPIC: Inheritance: Cell Division (Mitosis and
Meiosis) and Mendelian Genetics
B. REFERENCES:
 Aumaga, M.J., et al. (2014). Science and
technology. Philippines: Vibal Publishing
House.
 Denecke, Edward. (2006). New York state
grade 8 intermediate-level science test (2nd
ed.). 250 Wireless Boulevard, Hauppauge,
New York, United States of America:
Barron’s Educational Series, Inc.
 Hunter, G. (2001).
series. Let’s Review: Biology – the living
environment (4th ed.) Hauppauge, New York,
United States of America: Baron’s
Educational Series, Inc.
 Northcutt, E. (Editor). (2000). Pre-GED
science. Austin, Texas, United States of
America: Steck-Vaughnn Company.
 K-12 Curriculum Guide for Science
 Pearson Education, Inc. (2002). Biology.
Annotated teacher’s edition. Guided reading
and study workbook. Upper Saddle River,
New Jersey: Prentice Hall.
C. MATERIALS: Textbook, lecture notebook,
worksheets, intermediate paper, ballpen, chalk,
projector and screen.
D. VALUES INTEGRATION: Cooperation,
Discipline, Perseverance, Patience,
Appreciativeness, Creativity
VISION AND MISSION: Learners study the
process of cell division by mitosis and meiosis and
how it contributes to the attribution of genetic traits.
They understand that meiosis is an early step in
sexual reproduction that leads to variation. Thus
transforming the learning to become critical
thinkers using innovation and research towards
becoming responsible stewards of God’s
creation.
BIBLE INTEGRATION: Genesis 2:7
CONTENT STANDARD: The learner demonstrates
understanding of:
1. how cells divide to produce new cells.
2. meiosis as one of the processes producing
genetic variations of the Mendelian Pattern
of Inheritance.
PERFORMANCE STANDARD: The learner on his
own is able to:
1. report on the importance of variation in plant
and animal breeding.
ESSENTIAL QUESTION:
1. Why is cell division important for living things like
plants, animals, and humans?
ENDURING UNDERSTANDING:
1. Mitosis is important for growth, development, and  Chromosomes
body repair while meiosis is important for  Homologous Chromosomes
development of sex cells or gametes. Through the
 Haploid and Diploid Cells
process of meiosis, living things are able to get
genetic traits from their parents that will help them
adapt and survive to the changes in the Lesson 2: What Changes Do Cells Undergo
environment. During the Cell Cycle?

1. Discuss with the class the concept of the cell

III. PROCEDURE:
cycle.
EXPLORE Supplement the discussion by showing a video
1. Activity No. 1 – What’s In A Cell? – The Parts presentation about the stages of the Cell Cycle
and Functions of a Cell (A Review) 2. Highlight the following phases of the cell cycle
when discussing the lesson:
Video Presentation – Overview of the Parts a. Interphase:
and Functions of the Cell. The students will • Gap 1 (G1) Phase
watch the video and take notes of the different • Synthesis (S) Phase
parts of the animal cell and their functions. • Gap 2 (G2) Phase
• Mitosis*
Activity – Animal Cell Model • Gap 0 (G0) Phase

The students shall be given a worksheet to b. Mitosis:

answer on the different parts and functions of the • Prophase
animal cell. • Metphase
The students shall make a 2-D model of the • Anaphase
animal cell using clay. They will label the • Telophase
different parts and discuss their functions based
on the research they conducted before hand. Lesson 3: Mitosis

B. FIRM-UP Differentiated Activity: Six Sides

Lesson 1: What Parts of the Cell are Involved in 1. Prepare six placards with different tasks.
Cell Division?
Each task is related to learning about the
correct sequence of mitosis.
1. Let the students answer the Activity/Challenge
2. Side 1 will make a short skit. Side 2 will
on page 229 of their textbooks.
make a poem. Side 3 will create their own
2. Discuss on the importance of cell division to
diorama. Side 4 will create their own poster.
living things in terms of bodily growth, repair, and
Side 5 will create an animation using any
development. Using the model they have made
program they choose. Side 6 will create a
in the Explore part of the discussion, have them
song about the stages of mitosis and what
identify the main organelles necessary for
happens in each stage.
mitosis.
3. The students will choose where they can
3. Before discussing cellular division, distribute the
work best.
worksheet on “Genetics Vocabulary: An
4. Present rubric for the activity. Please refer to
Introduction to Cell Division” and have the
Grit Rubric attached to this Lesson Plan.
students answer the worksheet as the
discussion goes on. Highlight the following
Enrichment Activity:
terms:
 DNA
Have the student perform the Laboratory Activity No.
 Genes
20 in their Lab Manual.
 Lead the discussion to what traits are and discuss
Lesson 4: Meiosis the meaning of genotype and phenotype. Show the
video found at the link
Teacher led discussion. Discuss to the students the https://www.youtube.com/watch?v=lYAHx7NiF3g.
following: After, present the main principles of Mendelian
1. What is meiosis? genetics.
2. What are the phases of meiosis? Discuss the
stages of mitosis via a simulation together Proceed the discussion with how to use the Punnet
with the students using drinking straws. Square and give examples of acquiring genetic traits
a. Meiosis I highlighting on predicting phenotypes based on
b. Meiosis II given genotypic structures.

Activity: Using beads or similar material, have the

students demonstrate the process of Meiosis I and
II. Repeat process until students are able to
confidently explain the entire meiosis process.

After the activity, lead the process to the following.

3. What is spermatogenesis? What is
oogenesis?
4. How is mitosis different from mitosis?
5. Let the students answer the Worksheet on
Mitosis and Meiosis.

Lesson 5: Mendelian Genetics

Using the concepts they have learned from Meiosis,

direct their attention to how the genes are
transferred from the parents to the offspring.

Activity – Spot the What

C. DEEPEN

1. Present to the class the picture below:

Activity – What Makes You Beautiful
1. Have the students prepare a picture of them
at present and of their mother and father
when they were almost at their age.
2. They will glue this in a short bond paper
together.
3. Have the students list down the phenotypes
(physical, intellectual, emotional, etc) that
they got from their father and their mother.
4. Have them reflect on how these phenotypes
have helped them adapt in their
environment. Write this down in the same
Ask the class to share their observations on the
paper.
physical traits that the daughter have with her
parents.
BIBLE INTEGRATION: Genesis 1:26-27

Then God said, "Let Us make man in Our image,

according to Our likeness; and let them rule over the
fish of the sea and over the birds of the sky and over
the cattle and over all the earth, and over every
creeping thing that creeps on the earth." God
created man in His own image, in the image of God
He created him; male and female He created them.

Process Questions:
1. Based on the verses above, how can you
relate your creation as a man and woman to
the scientific reality of God?
2. Why should you consider your traits special
and unique?

D. TRANSFER

PERFORMANCE STANDARD: The learner on his

own is able to report on the importance of
variation in plant and animal breeding.

Group the students into small teams with 4-5

members at most. Have them research on the
importance of variation of traits in plant and animal
breeding and how it helps farmers. Each group will
present their outputs via PowerPoint. They will be
graded based on the rubric attached.

IV. ASSESSMENT

Pen and paper test on objectives discussed.

V. ASSIGNMENT

Research on the different animal classification used

in science to categorize the different organisms in
nature. Describe and present its different structures.
 Name :____________________
My Grit Rubric
Growth (4-Advanced)
Taking on Challenges You look forward to the next
challenge and have plans for
new challenges last on.
Learning from You look at a mistake as a
Mistakes right now problem and make a
plan for the next time that
situation comes up.
Accepting Advice from You welcome advice from
others others. You come up with new
plans from the advice you are
given.
Practice and Using You love practicing and see it
Strategies as part of getting better at
something. You create your
own ways to get past
challenges and accomplish a
goal.
Perseverance (focus You “stick to it” and work
on task) confidently until the task is
done.
Asking Questions You ask detailed questions
about your own learning and
look for challenges in all
activities.
Taking Risks You begin tasks confidently,
risk making mistakes and
openly share the work you
make.
Metacognition You think about what you
have done and think about
how to do it better next time
on your own.
Date: _______________
Mixed (3-Proficient)
You might take on
challenges when you have
some past experience with
being good at it.
You look at a mistake as a
right now problem, but are
not sure what to do next.
You see advice as helpful
only sometimes. You are
not always motivated by
advice to keep going.
You practice but a
challenge can make you
want to give up. You ask
for someone to tell you
how to get past a
challenge.
You may persevere with
support. Sometime you
give up when it gets too
hard.
You might ask questions
about a part that you feel
like you can do. If you
think it is too hard, you
might not get help.
You will take risks if the
task is something you feel
comfortable with. You will
turn in work that is not
complete.
You know what you have
done but take actions to
make it better only when
someone tells you to do so.
Fixed (2-Basic)
You don’t really take on
challenges on your own.
You feel that challenges
are too scary.
You look at a mistake as
something you can’t get
better at so you do not
try.
You feel badly when
others give you advice and
often stop the activity you
are working on.
You do not practice and
avoid practicing. You do
not have any strategies of
your own to accomplish
your goals.
You have little persistence
on completing your goals.
You give up at the first
sign of it being hard.
You do not ask questions
or do not know which
questions to ask. You
usually say I don’t get it
when asked.
You do not take risks and
if something is too hard
you usually don’t hand in
anything or hand in a small
part of it.
You do not think about
what you have done and do
not take any action to
make your self better in
the activity.
 Scoring Rubric for Oral Presentations

Total
Category Scoring Criteria Points Score
The type of presentation is appropriate for the topic
Organization and 5
(15 points) audience.
Information is presented in a logical sequence. 5
Presentation appropriately cites requisite number of
5
references.
Introduction is attention-getting, lays out the problem
well, and
5
establishes a framework for the rest of the
Content presentation.
(45 points) Technical terms are well-defined in language
appropriate for 5
the target audience.
Presentation contains accurate information. 10
Material included is relevant to the overall
10
message/purpose.
Appropriate amount of material is prepared, and points
made 10
reflect well their relative importance.
There is an obvious conclusion summarizing the
5
presentation.
Speaker maintains good eye contact with the audience
and is
5
appropriately animated (e.g., gestures, moving around,
Presentation etc.).
(40 points) Speaker uses a clear, audible voice. 5
Delivery is poised, controlled, and smooth. 5
Good language skills and pronunciation are used. 5
Visual aids are well prepared, informative, effective,
and not 5
distracting.
Length of presentation is within the assigned time
5
limits.
Information was well communicated. 10
Score Total Points 100