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

Week of August 26-30, 2013

COMMENTS
Prd 1: NO CLASSES National Heroes Day
& SUGGESTIONS
Prd 2: See Prd. 6 of LP dated Aug. 12-16

Prd 3: See Prd. 6 of LP dated Aug. 19-23

Prd 4:
ENGAGE

I. Objectives
A. Cognitive
1. Identify the concepts under the Cell Theory
2. Explain the Cell Theory
3. Compare the various theories on the cell Teachers Reflection
B. Affective ____________________
1. Realize the importance of studying the cells ____________________
2. Exhibit appreciation of the people behind the cell ____________________
3. Manifest respect to all forms of life ____________________
C. Psychomotor __________________.
1. Write a recent realization related to the lesson
2. Answer the quiz

II. Subject Matter

The Cell Theory

Valuing: Persistence and Inventiveness

III. Materials: PPT Presentation

IV. Procedure
A. Motivation
State that for over 200 years, most people and scientists believed in
Spontaneous Generation as a theory that explains that living things
come from non-living things. Explain what the theory is through the
example below.

People observed a piece of meat gave rise to maggots and flies. They
concluded that living things come from non-living things.

Ask the students whether they agree or disagree with Spontaneous

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

B. Presentation
CLS/Round Robin. Ask how the following events refuted the theory
and how they eventually led to the Cell Theory.
[1] Louis Pasteurs Experiment

[2] Invention of the Microscope

[3] Robert Hookes Discovery of the Cell

Students share their insights of the main ideas under the Cell Theory.
They think of situations or examples that illustrate each assumption.
[1] All organisms are composed of one or more cells.
[2] The cell is the basic unit of structure and function.
[3] All cells arise from pre-existing cells.

Students listen and watch a song/video of The Cell Theory.

Administer Quiz 1.

C. Processing
Q: How has the Cell Theory changed your view about our existence?
HOTS: How would our lives be different if we didnt realize the
existence of cells?
HOTS: The microscope and numerous experiments lead to the
rejection of Spontaneous Generation. How does this demonstrate the
true nature of science?
Valuing Persistence and Inventiveness: What were common about
Louis Pasteur, Robert Hooke and the people behind the microscope?
How did their persistence and inventiveness give light to the cell?
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

D. Synthesis
CLS/Think-Pair-Share. Ask what the students realize about the cell
that they did not know before.

E. Appendix
Quiz 1. Identify the branch of biology involved in the given situation. (10
pts.)
1. Alexis studies the various flowering plants (botany)
2. Anthony works at the DOH. He studies the small organisms such as
bacteria. (microbiology)
3. A group of students studies the relationships in a mangrove
ecosystem (ecology)
4. A scientist looks at the functions of the heart in the body (physiology)
5. Michelle uses a microscope to study the organelles of a cell
(cytology)

Match the items in Column B with the items in Column A.

6. A dog barks when it sees a stranger A. response to stimuli
7. A cell increases in size B. reproduction
8. An organism multiplies in number C. movement
9. A monkey moves from one tree to D. metabolism
another
10. A living thing utilizes energy E. excretion
F. growth

Prd 5:
EXPLORE and EXPLAIN

I. Objectives
Teachers Reflection
A. Cognitive
____________________
1. Identify the various parts of the cell
2. Explain the function of a certain part of the cell ____________________
3. Relate structure and function ____________________
B. Affective ____________________
1. Realize the importance of studying cells __________________.
2. Exhibit appreciation of the idea of division of labor
3. Manifest organization and efficiency in doing tasks
C. Psychomotor
1. List words that relate to or describe the cell
2. Draw a diagram of a typical cell
3. Label the parts of the cell

II. Subject Matter

Cell Parts and Functions Part 1

Valuing: Organization and Efficiency

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

III. Materials: writing and coloring materials, TS 3 (The Cell Factory), PPT
Presentation

IV. Procedure
A. Motivation
Students come up with words that describe the cell. Answers will vary;
however, at this point, students should already know that cells are the
basic unit of structure and function of living things. Elicit the concept
that cells are made up of many different parts.

B. Presentation
Integration/Art (Recall of the Cell). Students sketch their recollection
of a typical cell on a bond paper using writing and coloring materials.
They label its various parts.

Check the students work. Show a picture of a typical cell. Start with the
main parts: plasma membrane, cytoplasm and nucleus. Proceed with
the rest of the parts.

Cell Organelle Function of the organelle

Plasma membrane Regulates what enters and leaves
the cell; where cell makes contact
with the external environment
Nucleus Controls all cell activity; determines
what proteins will be made
Cytoplasm Contains the organelles; site of
most cell activity
Endoplasmic Reticulum Where ribosomes do their work
(ER)
Ribosomes Build the proteins
Golgi apparatus Prepares proteins for use or export
Lysosomes Responsible for breaking down and
absorbing materials taken in by the
cell
Cytoskeleton Maintains cell shape
Mitochondria/chloropla Transforms one form of energy into
sts another
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

The function is flashed on the screen and students determine the part
of the cell that is involved.

Administer TS 3 (The Cell Factory). Students compare the cell to a

factory. They determine what in the cell is a certain part of a factory is.
Checking of the task sheet follows.

C. Processing
Q: How is a cell similar to a factory? To a city?
Q: Why does the cell have different parts?
HOTS: What is the importance of studying cells?
HOTS: How do you use the knowledge that you have gained about
cells?
Valuing Organization and Efficiency: What is the significance of the
cell being divided into its parts and functions? How does a factory
become organized and efficient in doing its various functions? How
does the class achieve organization and efficiency? What is the
importance of dividing the class into the different committees?

D. Synthesis
Students watch a video and sing to the song entitled Cells, Cells, They
are Made of Organelles. Students enumerate the organelles of the
cells that they have learned.

Prd. 6:
ELABORATE

I. Objectives
A. Cognitive Teachers Reflection
1. Explain the function of a certain organelle of the cell ____________________
2. Explain the importance of a certain organelle ____________________
3. Evaluate a certain situation that involves the cells functions ____________________
B. Affective ____________________
1. Realize the importance of taking care of ones health
__________________.
2. Recognize the integrity of life
3. Exhibit appreciation towards the subject matter
C. Psychomotor
1. Write a reflection on a saying
2. Check the task sheet

II. Subject Matter

Cell Parts and Functions Part 2

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

III. Materials: TS 4 (The Cell Doctor), PPT Presentation

IV. Procedure
A. Motivation
Share that cellular diseases occur when cells dysfunction, which may
include the development of too many cells, deficiencies in existing cells
or dysfunction or loss of essential cells. Cellular diseases vary in
severity and the types of cells they affect, and are sometimes are fatal if
not treated.

Show pictures of some cellular diseases for students to identify:

Cancer Alzheimers Disease

B. Presentation
SCA/The Cell Doctor. Students do TS 4 (The Cell Doctor). They are
given a situation wherein they diagnose the part or organelle of the cell
that is malfunctioning. They pretend to be cell doctors.

Students create a scenario for the cell or the organism wherein a

certain part or organelle of the cell is taken out or malfunctions, e.g.:
[1] Mitochondria cell will not be able to harness energy, cell or
organism dies
[2] Lysosomes cell may not be able to break down certain substances
[3] Nucleus this may lead to a tumor or cancer
[4] Cytoskeleton cell will be out of shape

Introduce the students to other diseases of the cell e.g. mitochondrial

disease, lysosomal storage diseases and sickle-cell anemia.

Mitochondrial Disease Tay-Sachs Disease (Lysosomal)

C. Processing
Q: Why is each part or organelle important?
Q: What are the consequences to the cell is one organelle is missing or
malfunctioning?
Q: Why should we take care of our cells and ourselves? How do we
take good care of the health of our cells?
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

HOTS: Why is the cell effective in carrying out its functions?

Valuing Effectiveness: How do you become an effective part of a
committee or a group? How does a group become effective?

D. Synthesis
CAC/Reflection. On their notebooks, students write a short reflection
on the statement The cell is greater than the sum of its parts.

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Lesson Tracker
If Iv Mg Tg
08/26 1- No 1-No 1-No 1-No
classes classes classes classes
08/27 2&3 2 2&3 2

08/28 4 3 4

08/29 5 4&5 5 4&5

08/30 6 6 6 6

Carry-over