Teacher CHERRILYN ORDINARIO Grade Level Grade 8

Teaching Date April 17, 2024 Learning Science 8

Area
Teaching Time 40 minutes Quarter FOURTH

PAMANTASAN NG LUNSOD NG SAN PABLO

College of Teacher Education
Science Department

I. OBJECTIVES

A. Content The learners demonstrate understanding of…

Standards  Report on the importance of variation in plant and animal breeding

B. Performance
Standards

 S8LT-IVf- 18

Predict phenotypic expressions of traits following simple patterns of

inheritance.

At the end of the lesson, the learners will be able to:

 State Mendel’s Principles of Heredity,

Module 4
II. LEARNING MENDELIAN GENETICS
CONTENT

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning  Laptop, Visual Aid, Google Images, Powerpoint Presentation,
Resources YouTube Video
 

Teacher’s Activity Students Activity

1. Prayer
Before we begin, let us all stand for a short In the name of the father and
of the son and of the holy
prayer. (Student’s name) Can you please
spirit…
lead the prayer?
Dear Lord you offer this day
All we do think and say
Give life to our mind to learn
lessons of all kind,
Help us to be obedient, truthful
and loving to all. AMEN

2. Greeting Oh, it’s SCIENCE TIME after all.

Oh, it’s SCIENCE Time after all,
Good morning, grade 8! Before we continue Oh, it’s SCIENCE Time after all,
let us sing. Oh, it’s SCIENCE Time after all,
Oh, it’s SCIENCE Time after all.

IV. PROCEDURES
3. Checking of attendance
Is there any absentees for today?

None?

That’s great since nobody is absent today let’s

give ourselves three claps.

Now before we continue let us recall our

guidelines when we are inside the classroom.

R- Raise your hand if you want to recite.

U- Unite and participate in class discussion.
L- Listen when someone is talking.
E- Engage yourself in class activities. Yes ma'am.
S- Share your ideas to the class.

Follow this rule for a smooth flow of discussions.

Elicit: The activities in this section will evoke or draw out prior concepts or prior experiences from the students.

So, last time we talk about Cell Division.

(Someone from the class
A. Reviewing will raise his/her hand to
previous lesson answer.)
or presenting
the new lesson

Engage: The activities in this section will stimulates their thinking and help them access and connect prior knowledge as a
jumpstart to the present lesson.

Before we proceed to our main topic let’s try to

B. Establishing a analyze the following picture that will be shown
purpose for the on the screen first.
lesson
Direction: The students will identify who are the
real parents of the child base on the obvious
hints that the pictures have provided.

In this picture class, who do you thing is the

real mother of the crying baby?

After analyzing and observing the picture class how

did you predict the real parent of each pictures?

Ma’am, I based my answer

based on the hints
 Picture #1: The color of their
hair.

Yes, that is Right! Picture #2: The color of their

eyes.
Now, let’s have another activity.
Picture# 3: Based on their
birthmarks.
I have here a piece of paper that contains Five
categories which are the hair, face shape, Nose,
Skin Color, and Height. What you are going to
do is to just check the characteristics you think
you have on the the right side.

So, for example for the hair I have curly and

black hair, then I will check those since I have
straight and black hair.

Do you understand class?

Hair □ Straight
□ Curly
□ Black
□ Dark Brown
Face shape □ Round
□ Long
□ Obal
□ Square
Nose □ Pointed
□ Button
□ Upturned
C. Presenting
Skin Color □ Light
examples/instan
□ Medium
ces of the new
□ Dark
lesson
Height □ Short
□ Average
□ Tall

Are you done class?

Okay class, choose your partner. Now class,

exchange your list of answers to your partner
and compare it. Class, do you have the same
traits with your partners? Are you look alike?
Why?

That’s Right! Very Good! No two individuals in

the population are exactly alike. The reason
behind this is the variations occurred during the
process of DNA copying.

do you now have idea what will be our topic for

today?

It is all about genetics, specifically we call it as

Mendelian genetics.

Explore: In this section, students will be given time to think, plan, investigate, and organize collected information; or the
performance of the planned/ prepared activities from the student’s manual with data gathering with Guide Questions.
D. Discussing new For you to know more about Mendelian
concepts and Genetics, let us do the next activity.
 Activity No.3 “ Ten becomes One“

Direction: Each group will be given 10 pieces of

papers that students will put together. Describe
the pictures.
practicing new
Class, are you done? Kindly present your output
skills #1
in the class? Class, kindly describe the first
picture?

Very Good! You described it correctly.

How about that picture? What do you know

about the man in the picture?

E. Discussing new
concepts and
practicing new
skills #2

Explain: In this section, students will be involved in an analysis of their exploration. Their understanding is clarified and modified
because of reflective activities. Analysis of the gathered data and results and be able to answer the Guide Questions
leading to the focus concept or topic for the day.
F. Developing
mastery (leads (Students will answer.)
to Formative
Assessment 3)

s
Elaborate: This section will give students the opportunity to expand and solidify/ concretize their understanding of the concept
and/or apply it to a real-world situation.
G. Finding practical
applications of
concepts and
skills in daily
living
H. Making
generalizations
and abstractions
about the lesson
Evaluation: This section will provide opportunities for concept check test items and answer key which are aligned to the learning
objectives – content and performance standards and address misconceptions – if any.
To check your understanding about the lesson,
try to answer this activity. It is entitled “Let
there be PEAS on EARTH.”

Direction: Read the comics strips and analyze

the story and formulate a concept idea for each
page and answer the given questions afterward.
Your output will be written on a manila paper.

Answer the following:

1. What are the characteristics of the parents?

I. Evaluating 2. What are the the characteristics of the
learning offspring on the First Filial generation?
3. What happen to the other characteristics if all
the offspring are just tall plants?
4. When these two tall plants were crossed,
what are the offspring? Referring to the Second
Filial Generation?
5. Based on the offspring on F2, which is
considered BB as dominant trait? Which is the
recessive trait?

Extend: This section gives situation that explains the topic in a new context or integrate it to another discipline/ societal concern.
A. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of
learners who
earned 80%
in the
evaluation
B. No. of
learners who
require
additional
activities for
remediation
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. Which of my
teaching
strategies
worked well?
Why did
these work?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
materials did
I
use/discover
which I wish
to share with
other
teachers?
Assessment Tool
and Approach

Prepared by:

ORDINARIO, Cherrilyn
Student Intern
Checked by:

MELODY CALAMPIANO
Cooperating Teacher