School Cagayan National High School
GRADES 1 to 12 Teacher ERIC B. PASION
DAILY LESSON LOG
Teaching Dates and Time January 15-19, 2018
WEEK 01
A. Content Standards
Monday- Jan 15 The learners demonstrate an
understanding of the concept
of species as being further
classified into hierarchical
taxonomic system
Tuesday - Jan 16 The learners demonstrate an
understanding of the concept
of species as being further
classified into hierarchical
taxonomic system
Wednesday - Jan 17
Thursday - Jan 18 The learners demonstrate an
understanding of the concept
of species as being further
classified into hierarchical
taxonomic system
Friday - Jan 19 The learners demonstrate an
understanding of the concept
of species as being further
classified into hierarchical
taxonomic system
School Cagayan National High School
GRADES 1 to 12 Teacher Eric B. Pasion
DAILY LESSON LOG
Teaching Dates and Time January 22-26, 2018
WEEK 02
A. Content Standards
I. OBJECTIVES
B. Performance Standards
The learners should be able to
report (e.g. through a travelogue) on
the different activities that
communities engage in to protect
and conserve endangered and
economically important species
The learners should be able to
report (e.g. through a travelogue) on
the different activities that
communities engage in to protect
and conserve endangered and
economically important species
The learners should be able to
report (e.g. through a travelogue) on
the different activities that
communities engage in to protect
and conserve endangered and
economically important species
The learners should be able to
report (e.g. through a travelogue) on
the different activities that
communities engage in to protect
and conserve endangered and
economically important species
I. OBJECTIVES
B. Performance Standards
Grade Level EIGHT
C. Learning Competencies /
Objectives Write the LC code
for each
The learners shall be able to The Plant Kingdom
explain the concept of
species, classify organisms
using the hierarchical
taxonomic system, and
explain the advantage of high
biodiversity in maintaining the
stability of an ecosystem.
The learners shall be able to
explain the concept of
species, classify organisms
using the hierarchical
taxonomic system, and
explain the advantage of high
biodiversity in maintaining the
stability of an ecosystem.
The learners shall be able to
explain the concept of
species, classify organisms
using the hierarchical
taxonomic system, and
explain the advantage of high
biodiversity in maintaining the
stability of an ecosystem.
The learners shall be able to The Animal Kingdom
explain the concept of
species, classify organisms
using the hierarchical
taxonomic system, and
explain the advantage of high
biodiversity in maintaining the
stability of an ecosystem.
C. Learning Competencies /
Objectives Write the LC code
for each
Learning Area SCIENCE
Quarter FOURTH
III. LEARNING IV. P
A. References
A. Reviewing previous C. Presenting examples/
II. CONTENT B. Establishing a purpose for D. Discussing new concepts
lesson or instances of the new
2. Learner’s the lesson and practicing new skills #1
Materials pages presenting the new lesson lesson
241-248 What do you know about How are plants classified. Let students cite What are Bryophytes or non-
plats? How are plants Show students a concept examples on each vascular plants? What plants
classified? What are the map on the classification of classification found on the belong to this group? What are
general characteristics of plants from Vascular and Non- concept map their general characteristics? In
plants? vascular to Monocots and which places do these plants
Dicots mostly found?
The Animal Kingdom pp 248-266 In your observation, how What are the nine common Given list of animals, What are sponges?
(Sponges, Cnidarians, are animals distinguished animal phyla? group them according to cnidarians? flatworms?
Flatworms, Segmented from the other groups as to phylum. roundworms? and segmented
Worms, Roundworms) their reaction to stimuli? worms? Discuss the general
characteristics of each group
The Animal Kingdom pp 248-266 Review of the 5 initially What are the remaining phyla What are mollusks? What are the general
(Mollusks, discussed phyla of animal from the 9 common phyla of echinoderms? characteristics of each phyla?
Echinoderms, kingdom Kingdom Animalia that we arthropods?
Arthropods) weren't discussed yet? From
the activity performed in the
previos lesson, what
organisms belong to each of
the 3 remaining phyla
(Phylum Chordata will have a
separate discussion)?
pp 248-266 Review of the 8 initially What are chordates? What are the four What are invertebrate
(Chordata) discussed phyla of Kingdom characteristics that are chordates? vertebrate
Animalia present in any of the chordates?
stages in the life cycle of
chordates?
Grade Level EIGHT
Learning Area SCIENCE
Quarter FOURTH
III. LEARNING IV. P
A. References
A. Reviewing previous C. Presenting examples/
II. CONTENT B. Establishing a purpose for D. Discussing new concepts
lesson or instances of the new
2. Learner’s the lesson and practicing new skills #1
Materials pages presenting the new lesson lesson
 IV. PROCEDURES VI. REFLECTION
G. Finding
practical H. Making B. No.of learners who
C. Did the remedial
F. What difficulties did I
G. What innovation or
F. Developing Mastery A. No.of learners who lessons work? No.of D. No.of learners who E. Which of my teaching localized materials did I
E. Discussing new concepts and applications of generalizations I. Evaluating J. Additional activities for application or V. REMARKS require additional encounter which my
(Leads to Formative earned 80% in the
activities for remediation
learners who have continue to require strategiesworked well?
principal or supervisor
use/discover which I
practicing new skills #2 concepts and and abstractions learning remediation evaluation. caught up with the remediation Why did these work? wish to share with other
Assessment) who scored below 80%. can help me solve?
skills in daily about the lesson lesson. teachers?
living
What are vascular plants? What are What are monocots and List down Let students Administer a
gymnosperms? What are dicots? Give general importance of recite what they short quiz
angiosperms? What are their general characteristics of monocots angiosperms. have learned.
characteristics. Give examples of and dicots. What is the Focus on the
angiosperms and gymnosperms greatest classification,
contribution of characteristics
plants to living and benefits of
things on earth? plants.

Check students grouping of animals in Which cnidarians are Identify harms Let students Administer a
the preliminary activity given. Identify attached? Which are free- and benefits of contruct a short quiz
which animal is misplaced. living? Why do you think these organisms. graphic
parasitic flatworms do not organizer of
have a digestive system? these 5 phyla of
How many openings does an animals
Ascaris body have?

How would you describe univalves? How do arthropods diiffer Let students Let students Admonister a
bivalves? Into which group is halaan from echinoderms? What is perform Activity construct a short quiz
classified? the giant African snail? the function of the 3 found on page graphic
taklobo? exoskeleton of arthropods? 256 of the organizer of
Which arthropod group has Learner's these 3 phyla of
no antenna? How do legs of Module animals.
insects and arachnids differ?

What are jawless fish?cartilaginous Which placental mammals What Let students Admonister a
fish? bony fish? Give organisms that are primates? How do characteristics construct a short quiz
belong to amphibians, reptiles, birds humans differ from other differentiate graphic
and mammals. Give their primates? mammals from organizer of
characteristics. What are marsupials, other animals? chordates
eutherines and monotremes? How are
these mammals different from one
another?

IV. PROCEDURES VI. REFLECTION

F. Developing Mastery
E. Discussing new concepts and
(Leads to Formative
practicing new skills #2
Assessment)
G. Finding
practical H. Making B. No.of learners who
C. Did the remedial
F. What difficulties did I
G. What innovation or
A. No.of learners who lessons work? No.of D. No.of learners who E. Which of my teaching localized materials did I
applications of generalizations I. Evaluating J. Additional activities for application or V. REMARKS require additional encounter which my
earned 80% in the
activities for remediation
learners who have continue to require strategiesworked well?
principal or supervisor
use/discover which I
concepts and and abstractions learning remediation evaluation. caught up with the remediation Why did these work? wish to share with other
who scored below 80%. can help me solve?
skills in daily about the lesson lesson. teachers?
living
 Monday - Jan 22 The learners demonstrate an
understanding of the concept
of species as being further
classified into hierarchical
taxonomic system
Tuesday- Jan 23 The learners demonstrate an
understanding of the one-way
flow of energy and the cycling
of materials in an ecosystem
Wednesday - Jan 24
Thursday - Jan 25 The learners demonstrate an
understanding of the one-way
flow of energy and the cycling
of materials in an ecosystem
Friday- Jan 26
School Cagayan National High School
GRADES 1 to 12 Teacher Eric B. Pasion
DAILY LESSON LOG
Teaching Dates and Time January 28 - February 1, 2018
WEEK 03
The learners should be able to
report (e.g. through a travelogue) on
the different activities that
communities engage in to protect
and conserve endangered and
economically important species
The learners should be able to make The learners shall be able to Interactions
a poster compairing food choices
based on the trophic level
The learners should be able to make The learners shall be able to Cycling of Materials in
a poster compairing food choices
based on the trophic level
I. OBJECTIVES
The learners shall be able to High and Low
explain the concept of
species, classify organisms
using the hierarchical
taxonomic system, and
explain the advantage of high
biodiversity in maintaining the
stability of an ecosystem.
describe the transfer of
energy through the trophic
levels, analyze the roles of
organisms in the cycling of
materials, explain how
materials cycle in an
ecosystem, and suggest
ways to minimize human
impact on the environment
describe the transfer of an Ecosystem
energy through the trophic
levels, analyze the roles of
organisms in the cycling of
materials, explain how
materials cycle in an
ecosystem, and suggest
ways to minimize human
impact on the environment
Adminster Summative
Assessment on Biodiversity
and Interactions
pp 266-272 How you describe an Let students perform Activity Let students analyze Does the photo show a high or
Biodiversity ecosystem with low 4 (What is the Importance of photos of various low biodiversity? What will
biodiversity? Biodiversity to Ecosystems) ecosytems. happen if pest will attack
found on page 266-2667 of banana plantation? What will
the Learners' Module happen if a strong typhoon
comes and heavy flooding
occurs?
pp 273-284 How is energy transferred What are the organisms Based on the Without decomposers, will
from one organism to found in the surrounding area classification that you had producers and consumers stay
another? Let the students of Monfort Bat Cave? What made, construct a food alive? Without producers, will
read the article about group of organisms are chain with at least 3 consumers stay alive? Why?
Monfort Bat Cave on page considered as producers. organinsms representing
275 of the Learners Module. Classify the organisms as the producer, 1st order
Producers, 1st Order consumer and 2nd order
Consumer and 2nd Order consumer. In your own
Consumer words, describe a food
chain.
pp. 284-289 The physical parts of the What gas do plant produce let students study the Let students discuss oxygen-
ecosystem cycle constantly. that animal use? What gas do diagram of the oxygen- carbon dioxide cycle. Focus on
animals produce that plant carbon dioxide cycle, photosynthesis and respiration.
use? water cycle and nitrogen Let students discuss on the
cycle. water cycle. Focus on
transpiration.
Grade Level EIGHT
Learning Area SCIENCE
Quarter FOURTH
III. LEARNING IV. P
A. References
A. Reviewing previous C. Presenting examples/
II. CONTENT B. Establishing a purpose for D. Discussing new concepts
lesson or instances of the new
the lesson and practicing new skills #1
presenting the new lesson lesson
What biotic component is found in the Why is high biodiversity Let students What changes in The students are
picture? Describe some relationships advantageous over low perform Activity our daily actions evaluated based
and interactions that occur among biodiversity? What is the 5 (I Create the can you carry ut on the result of
these biotic components. Predict the importances of biodiversity to Future) found on to contribute to their activities
effect of the presence of many crown ecosystems? page 269-272 of conserving
of thorns sea star to the ecosystem the Learner's biodiversity? A
and its biotic components. Module good way to
remember the
causes of
species decline
is trhough the
acronym HIPPO-
Habitat
destruction,
Invasion of
introduced
species,
Population
increase,
Pollution,
Overcollection/
overharvesting
of resources

Let students perform Activity 2 Which group of organisms Let students In most administer short
(Making Food Webs) on page 280 of has the greatest biomass? perform Activity ecosystems, quiz
the Learners Module. What is a food Which has the greatest 3 (Meat Eaters energy does not
web? Let students transform the food energy? What happens to vs Plant Eaters) follow simple
web and the food chain into a food the amount of biomass from found on page straight paths
pyramid. To which group of organisms the bottom to the top of the 283 of the because
do each level belong? Which trophic pyramid? Learners Module individual
level do they occupy? animals often
feed at several
trophic levels.
Biomass is the
total mass of
organisms in a
food chain or a
food web.

Let students discuss on the nitrogen Let students summarize the How do humans Let students adminsiter short
cycle - assimilation, ammonification, processes involved in each affect the illustrate water quiz
nitrification, denitrification cycle discussed. ecosystem? cycle, oxygen-
focus on carbon dioxide
monoculture, cycle and
use of herbicides nitrogen cycle
and pesticides
and chemical
fertilizers

IV. PROCEDURES VI. REFLECTION

F. Paglinang sa Kabihasaan
E. Discussing new concepts and
(Leads to Formative
practicing new skills #2
Assessment)
G. Finding
practical H. Making B. No.of learners who
C. Did the remedial
F. What difficulties did I
G. What innovation or
A. No.of learners who lessons work? No.of D. No.of learners who E. Which of my teaching localized materials did I
applications of generalizations I. Evaluating J. Additional activities for application or V. REMARKS require additional encounter which my
earned 80% in the
activities for remediation
learners who have continue to require strategiesworked well?
principal or supervisor
use/discover which I
concepts and and abstractions learning remediation evaluation. caught up with the remediation Why did these work? wish to share with other
who scored below 80%. can help me solve?
skills in daily about the lesson lesson. teachers?
living

WEEK 03
A. Content Standards
The learners demonstrate an
understanding of the digestive
system and its interaction with
the circulatory, respiratory, and
ecretory systems in providing
the body with nutrients for
energy
Monday- Jan 28
The learners demonstrate an
understanding of the digestive present an analysis of the data
system and its interaction with gathered on diseases resulting from absorption, assimilation and
the circulatory, respiratory, and nutrient deficiency
ecretory systems in providing
the body with nutrients for
energy
Tuesday - Jan 29
Wednesday-Jan 30
The learners demonstrate an
understanding of the digestive
system and its interaction with
the circulatory, respiratory, and
ecretory systems in providing
the body with nutrients for
energy
Thursday-Jan 31
The learners demonstrate an
understanding of the digestive
system and its interaction with
the circulatory, respiratory, and
ecretory systems in providing
the body with nutrients for
energy
Friday-Feb 1
School CAGAYAN NATIONAL HIGH SCHOOL
GRADES 1 to 12 Teacher ERIC B. PASION
DAILY LESSON LOG
Teaching Dates and Time FEBRUARY 4-8, 2018
WEEK 04
A. Content Standards
B. Performance Standards
The learners should be able to The learners should be able
present an analysis of the data to explain ingestion,
gathered on diseases resulting from
nutrient deficiency
The learners should be able to
The learners should be able to
present an analysis of the data
gathered on diseases resulting from
nutrient deficiency
The learners should be able to
present an analysis of the data
gathered on diseases resulting from
nutrient deficiency
I. OBJECTIVES
B. Performance Standards
C. Learning Competencies /
Objectives Write the LC code
for each
absorption, assimilation and
excretion; explain how
diseases of the digestive
sytem are prevented,
detected, and treated; and
itentify healthfy practices for
the digestive system
The learners should be able
to explain ingestion,
excretion; explain how
diseases of the digestive
sytem are prevented,
detected, and treated; and
itentify healthfy practices for
the digestive system
The learners should be able
to explain ingestion,
absorption, assimilation and
excretion; explain how
diseases of the digestive
sytem are prevented,
detected, and treated; and
itentify healthfy practices for
the digestive system
The learners should be able
to explain ingestion,
absorption, assimilation and
excretion; explain how
diseases of the digestive
sytem are prevented,
detected, and treated; and
itentify healthfy practices for
the digestive system
C. Learning Competencies /
Objectives Write the LC code
for each
A. Reviewing previous C. Presenting examples/
II. CONTENT B. Establishing a purpose for D. Discussing new concepts
lesson or instances of the new
2. Learner’s the lesson and practicing new skills #1
Materials pages presenting the new lesson lesson
The Digestive System pp 292-306 How does digestive system Let students perform activity What do the spaces on What are the processes
breakdown food and 1A. A Gutsy Game found on the board game involved in digestion? What are
nourish the body? page 292 of the Learners represent? What do the the parts of the digestive
Module directions on some of the system of human? Give the
spaces tell you about the function of each part. What
digestive system? other digestive organs are
found on other species of
animals?
Chemical Digestion pp 298-306 How does enzymes affect What would be the effect if Let students perform How did the bromelein affect
digestion only mechanical digestion Activity 2 found on page the protein in gelatin? Which of
takes place? 298-300 of the Learners your observations show this
Module effect?
Nutrition and Wellness pp 308- 316 Explain the adage: You are Let students perform activity Which group of the food Let students analyze and
what you eat. 1 (Am I Eating Right?) found pyramid do you observe discuss the food groups and
on page 308 of the Learners the greatest number of their equivalent of one serving
Module servings? Let students portion and the recommended
analyze the food pyramid intake.
for Filipinos as
recomended by the FNRI
Administer Summative
Assessment
Grade Level EIGHT
Learning Area SCIENCE
Quarter FOURTH
III. LEARNING IV. P
A. References
A. Reviewing previous C. Presenting examples/
II. CONTENT B. Establishing a purpose for D. Discussing new concepts
lesson or instances of the new
2. Learner’s the lesson and practicing new skills #1
Materials pages presenting the new lesson lesson
 G. Finding
practical H. Making B. No.of learners who
C. Did the remedial
F. What difficulties did I
G. What innovation or
F. Paglinang sa Kabihasaan A. No.of learners who lessons work? No.of D. No.of learners who E. Which of my teaching localized materials did I
E. Discussing new concepts and applications of generalizations I. Evaluating J. Additional activities for application or V. REMARKS require additional encounter which my
(Leads to Formative earned 80% in the
activities for remediation
learners who have continue to require strategiesworked well?
principal or supervisor
use/discover which I
practicing new skills #2 concepts and and abstractions learning remediation evaluation. caught up with the remediation Why did these work? wish to share with other
Assessment) who scored below 80%. can help me solve?
skills in daily about the lesson lesson. teachers?
living
let students perform activity 1B (A What is mechanical What is the What is Administer a
Sweet Break!) found on page 297-298 digestion? What is chemical importance of digestion? What short quiz
of the learners module than answer digestion? good digestion of are the function
the guide questions. food to our body of each part of
system? the digestive
system?

Let students perform activity 3 of the In the human digestive tract, How are Let students Administer short
Learners Module. In which test tube where is protein digested proteins, perform activity 4 quiz
did you observe the greatest degree of chemically? What is the role carbohydrates, (A Journey into
protein digestion? of digestive enzymes in fats and lipids the Digestive
digestion? digested. In what System)
part in the
digestive tract is
digestion of
these
fcompleted?

What happens when nutritional needs Let students Students are

are not adequately met? design a three- evaluated based
day menu that on the result of
reflects balanced the activity and
meals and as performance
provides the output
recommended
daily allowance
to an active
teenager

IV. PROCEDURES VI. REFLECTION

F. Paglinang sa Kabihasaan
E. Discussing new concepts and
(Leads to Formative
practicing new skills #2
Assessment)
G. Finding
practical H. Making B. No.of learners who
C. Did the remedial
F. What difficulties did I
G. What innovation or
A. No.of learners who lessons work? No.of D. No.of learners who E. Which of my teaching localized materials did I
applications of generalizations I. Evaluating J. Additional activities for application or V. REMARKS require additional encounter which my
earned 80% in the
activities for remediation
learners who have continue to require strategiesworked well?
principal or supervisor
use/discover which I
concepts and and abstractions learning remediation evaluation. caught up with the remediation Why did these work? wish to share with other
who scored below 80%. can help me solve?
skills in daily about the lesson lesson. teachers?
living
 The learner demonstrates an
understanding of how cells
divide to produce new cells;
meiosis as one of the
processes producing genetic
variations of the Mendelian
Pattern of Inheritance
Monday-February 4
The learner demonstrates an
understanding of how cells
divide to produce new cells;
meiosis as one of the
processes producing genetic
variations of the Mendelian
Pattern of Inheritance
Tuesday-Feb 5
Wednesday-Feb 6
The learner demonstrates an
understanding of how cells
divide to produce new cells;
meiosis as one of the
processes producing genetic
variations of the Mendelian
Pattern of Inheritance
Thursday-Feb 7
The learners should be able to
present an analysis if the data
gathered on diseases resulting from
nutrient deficiency; report on the
importance of plant and animal
breeding;
The learners should be able to
present an analysis if the data
gathered on diseases resulting from
nutrient deficiency; report on the
importance of plant and animal
breeding;
The learners should be able to
present an analysis if the data
gathered on diseases resulting from
nutrient deficiency; report on the
importance of plant and animal
breeding;
Compare mitosis and
meiosis, and their role in the
cell-division cycle; Explain
the significance of meiosis in
maintaining the chromosome
number; Predict phenotypic
expression of traits following
simple patterns of inheritance
Compare mitosis and
meiosis, and their role in the
cell-division cycle; Explain
the significance of meiosis in
maintaining the chromosome
number; Predict phenotypic
expression of traits following
simple patterns of inheritance
Compare mitosis and
meiosis, and their role in the
cell-division cycle; Explain
the significance of meiosis in
maintaining the chromosome
number; Predict phenotypic
expression of traits following
simple patterns of inheritance
The Chromosome 317-319 What does omnis cellula e What is found on the nucleus What are somatic cells? What carries the genetic make
cellula mean? of the cell? What are vegetative cells? up of an individual? What is
DNA? What is a chromosome?
Let students analyze the
formation of chromatin fiber
from the coiling of DNA
molecule around the histone
protein
The Cell Cycle 320-321 Show students the diagram What are the stages of the What are the two types of Which stage of the cell cycle
of the cell cycle for them tl cell cycle? cell division. What type of covers the longest period
analyze. cell undergoes mitosis? based on the diagram? What is
What type of cell Interphase stage? What
undergoes meiosis? happens during interphase?
Mitosis 321-323 What proceeds after the What is mitosis? What are the stages of Let the students analyze
Interphase for somatic cells mitosis? illustrations of the stages of
or vegetative cells? mitosis. Let students arrange
the stages into Prophase,
Metaphase, Anaphase and
Telephase
Let students analyze (with an aid of What are the parts of a Introduce All living things administer short
visuals) the formation of chromatid chromosome? What is chromosome contain genetic quiz
through the continuous looping of kinetochore? What is number. Why do materials that
chromatin and the formation of centromere? different serve as the set
chromatid of identical copy of itself organisms have of intructions
through replication unique number that direct the
of activities and
chromosomes? functions of the
cells. These
genetic
materials, also
known as the
DNA are boudn
with proteins and
are organized as
beads on strings
to form
chromosomes.

What happens during Gap 1, What happens during How does the Cell grows
Synthesis, and Gap 2 stage of the replication. Why is replication cell appear during
Interphase? an important stage in the during the interphase. The
synthesis phase? interphase? chromosome
What happens doubles or
next after the replicates itself
interphase. Do
all organ cells
require the same
amount of time
to undergo cell
division?

What happens during each stage of Let students perform activity Let students Mitosis has four Administed short
mitosis 1 (Observing Mitosis) illustrate their stages: quiz
observations Prophase
(disappearance
of the nuclear
envelope),
Metaphase
(chromosomes
align at the
metaphase
plate), Anaphase
(double stranded
chromosome
separate to
individual
chromatids) and
Telophase
(separates the
nuclei and
cytoplasm of
resulting diploid
daughter cells
 The learner demonstrates an
understanding of how cells
divide to produce new cells;
meiosis as one of the
processes producing genetic
variations of the Mendelian
Pattern of Inheritance
The learners should be able to
present an analysis if the data
gathered on diseases resulting from
nutrient deficiency; report on the
importance of plant and animal
breeding;
Compare mitosis and Meiosis pp 234- 236 What proceeds after the what is meiosis? What are the stages of What happens during each
meiosis, and their role in the Interphase for reproductive meiosis? stage of meiosis?
cell-division cycle; Explain cells or gametes?
the significance of meiosis in
maintaining the chromosome
number; Predict phenotypic
expression of traits following
simple patterns of inheritance

Friday-Feb 8

School CAGAYAN NATIONAL HIGH SCHOOL Grade Level EIGHT

GRADES 1 to 12 Teacher ERIC B. PASION Learning Area SCIENCE
DAILY LESSON LOG
Teaching Dates and Time FEBRUARY 12-16 Quarter FOURTH

III. LEARNING IV. P

WEEK 05
A. Content Standards
The learner demonstrates an
understanding of how cells
divide to produce new cells;
meiosis as one of the
processes producing genetic
variations of the Mendelian
Pattern of Inheritance
I. OBJECTIVES
B. Performance Standards
The learners should be able to
present an analysis if the data
gathered on diseases resulting from
nutrient deficiency; report on the
importance of plant and animal
breeding;
A. References
A. Reviewing previous C. Presenting examples/
II. CONTENT B. Establishing a purpose for D. Discussing new concepts
lesson or instances of the new
C. Learning Competencies / 2. Learner’s the lesson and practicing new skills #1
Materials pages presenting the new lesson lesson
Objectives Write the LC code
for each
Compare mitosis and Role of Meiosis during 327-329 What happens during What is the role of meiosis in What is gametogenesis? How does spermatogenesis
meiosis, and their role in the Gamete Formation meiosis? What type of cells gamete formation? take place?
cell-division cycle; Explain undergo meiosis?
the significance of meiosis in
maintaining the chromosome
number; Predict phenotypic
expression of traits following
simple patterns of inheritance

Monday-Feb 12
The learner demonstrates an
understanding of how cells
divide to produce new cells;
meiosis as one of the
processes producing genetic
variations of the Mendelian
Pattern of Inheritance
The learners should be able to
present an analysis if the data
gathered on diseases resulting from
nutrient deficiency; report on the
importance of plant and animal
breeding;
Compare mitosis and
meiosis, and their role in the
cell-division cycle; Explain
the significance of meiosis in
maintaining the chromosome
number; Predict phenotypic
expression of traits following
simple patterns of inheritance
Mendelian Genetics 329-344 How is the behavior of the How did Gregor Mendell Why did Mendell use What is an allele? What is a
chromosomes during discover the principles of garden pea plants? What dominant trait? Recessive
meiosis related to heredity? heredity? is a parental generation? trait?
first filial generation?
second filial generation?

Tuesday-Feb 13

Wednesday-Feb 14
Why is the Meiosis I and Meiosis II? What is the importance of Let students Administer short
compare the Prophase I, Metaphase I, gamete formation? Compare illustrate the quiz
Anaphase I and Telophase I to and contrast mitosis and stages of
Prophase II, MetaphaseI I, Anaphase meiosis. meiosis
II and Telophase II

IV. PROCEDURES VI. REFLECTION

F. Paglinang sa Kabihasaan
E. Discussing new concepts and
(Leads to Formative
practicing new skills #2
Assessment)
How does oogenesis take place? What is the effect when
something goes wrong
during meiosis?
G. Finding
practical H. Making B. No.of learners who
C. Did the remedial
F. What difficulties did I
G. What innovation or
A. No.of learners who lessons work? No.of D. No.of learners who E. Which of my teaching localized materials did I
applications of generalizations I. Evaluating J. Additional activities for application or V. REMARKS require additional encounter which my
earned 80% in the
activities for remediation
learners who have continue to require strategiesworked well?
principal or supervisor
use/discover which I
concepts and and abstractions learning remediation evaluation. caught up with the remediation Why did these work? wish to share with other
who scored below 80%. can help me solve?
skills in daily about the lesson lesson. teachers?
living
What is Down's Spermatogenesi
Syndrome? Cri s is the formation
du chat of sperm cells. It
syndrome? takes place in
the seminiferous
tubules of the
testis. The
ovaries of the
females are the
sites of
oogenesis.
Gametogenesis
is the formation
of the sex cells-
the sperm and
the egg.

What Mendel's princicles of heredity? let students complete Punett let student give a administer short
What is the Law of Dominance? the Square for monohybrid brief summary of quiz
Law of Segregation? the Law of cross. the lesson
independent assortment?
 The learner demonstrates an
understanding of how cells
divide to produce new cells;
meiosis as one of the
processes producing genetic
variations of the Mendelian
Pattern of Inheritance
The learners should be able to
present an analysis if the data
gathered on diseases resulting from
nutrient deficiency; report on the
importance of plant and animal
breeding;
Compare mitosis and Knowing the Genotype 329-344 Review on Punett Square How would we determine the What are the genotypic How do we determine the
meiosis, and their role in the genotype of the offsprings and phenotypic ratios genotype using the Self-
cell-division cycle; Explain and their phenotypic and during self-fertilization? FertilizationTechnique
the significance of meiosis in genotypic ratios?
maintaining the chromosome
number; Predict phenotypic
expression of traits following
simple patterns of inheritance

Thursday-Feb 15
Friday-Feb 16 The learner demonstrates an
understanding of how cells
divide to produce new cells;
meiosis as one of the
processes producing genetic
variations of the Mendelian
Pattern of Inheritance
The learners should be able to
present an analysis if the data
gathered on diseases resulting from
nutrient deficiency; report on the
importance of plant and animal
breeding;
Compare mitosis and
meiosis, and their role in the
cell-division cycle; Explain
the significance of meiosis in
maintaining the chromosome
number; Predict phenotypic
expression of traits following
simple patterns of inheritance
Non-Mendellian Genetics
What are the principles of Are all traits controlled by a
the Non-Mendelian genetics dominant and recessive
gene? What about traits that
have more than one
phenotypes? Do they follow
Mendelian patterns of
inheritance?
Let students perform What is incomplete
activity 6 and 7 on page dominance? How manhy types
345 and 347 of the of gametes will each parent
Learners Module produce? What are the
phenotypes of the offsprings?
What is codominance?
How do we determine the genotype Let students perform activity Give students Mendel's Administer short
using the Test Cross technique? 3 on page 337 of the seatwork on crosses can be quiz
Learners Module Diagramming a recorded in a
Cross chart called
Punnett Square.
Genotypes can
be determined
unsing Self-
Fertilization
Technique and
Test Cross
Technique.
Homozygotes
always produce
pure breeding
plants when self
fertilized.

What is the principle of multiple What are sex Let students let students give
allelism? How is it applied in blood chromosomes? What is the analyze their a brief
types? significance of the Y sex family blood description of
chromosome in determining types using the each principle of
offsprings? concept of Non-Mendelian
multiple alleles Genetics