NOTRE DAME OF PIGCAWAYAN, INC.

Pigcawayan, Cotabato

LEARNING PLAN
Subject/Grade Level: Grade 8 Science Quarter: I Week No. _1 Date: June 27, 2018

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

1. investigate the relationship between the amount of force applied and the mass of the object to the
amount of change in the object’s motion;

II. SUBJECT MATTER:

 Laws of Motion

III. LESSON PROPER

EXPLORE
 Ask students what they do every day that needs or uses force
 Let them define what force is through the given illustration

FIRM UP
 How does force and motion relate with each other?
 Why should we use our seatbelt, judging through the First Law of Motion?

DEEPEN
 What are the differences and role of these different forms of forces?
 Why does our weight changes with respect to the celestial body we are in?

TRANSFER
 How can you prove the Second Law of Motion?
 Let them solve the acceleration of different bodies.

INTEGRATION
 Demonstrates intellectual curiosity

ASSESSMENT
 Scenario enactment
ASSIGNMENT

Remarks: June 18 – 22, 2018 – Orientations on school rules and regulation, year level election and club
organization.
June 25-26, 2018 – Holy Spirit Mass, election of classroom officers, subject-orientation, pre-test, and item analysis.

Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN
Subject/Grade Level: Grade 8 Science Quarter: I Week No. _2 Date: July 2-6, 2018

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
2. infer that when a body exerts a force on another, an equal amount of force is exerted back on it;
3. demonstrate how a body responds to changes in motion;
4. relate the laws of motion to bodies in uniform circular motion;
5. infer that circular motion requires the application of constant force directed toward the center of the
circle;
II. SUBJECT MATTER:
 Laws of Motion

III. LESSON PROPER

EXPLORE
 Have the class recall normal force and how it acts on an object
 Mention also friction as a contact force, which opposes the motion and acts on the contact force.
 Use the illustrations in step 4 (without table) to include how weight, normal force, and friction act
on the box.

FIRM UP
 Use the situations role played to explain Newton’s first law as applied to moving objects
 Introduce the equation F= ma. Define the Newton as the SI unit force.

DEEPEN
 Explain that Newton’s second law may be written in terms of impulse and change in momentum.
 How do common experiences help us understand Newton’s laws of motion?

TRANSFER
 Why do some things move and at times faster than the others?
 Do action and reaction forces cancel each other?
 How does friction affect the motion of an object?
 How can Newton’s law of motion be applied to real world circular motion?

INTEGRATION
 Valuing the laws of motion in the relevance of their daily lives

ASSESSMENT
 Quiz, concept map, essay, situation analysis
ASSIGNMENT

Remarks:

Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN
Subject/Grade Level: Grade 8 Science Quarter: I Week No. _3 Date: July 9-13, 2018

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
6. identify situations in which work is done and in which no work is done
7. describe how work is related to power and energy;
8. differentiate potential and kinetic energy;
9. relate speed and position of object to the amount of energy possessed by a body;
II. SUBJECT MATTER:
 Work Power and Energy

III. LESSON PROPER

EXPLORE
 Set of activities will be shown to students and they will identify it whether there is work
done or none
 How does work relate with force and displacement?
 What is the difference between kinetic and potential energy?

FIRM UP
 Can work be done by merely applying force?
 Introduce the equation W= Fd. How can this formula help in identifying work.

DEEPEN
 If the speed is zero, will there be kinetic energy produce?
 Students can refer to study example 2.2-2.4
 Comparing the height of two objects, which of the two has gravitational potential energy?

TRANSFER
 The total work done on an object is equal to the change in its kinetic energy, or in
equation form; thus students will use the work-energy theorem to prove such statement?
 GPE depends on the height of a given mass and is determined through the given
equation; students will apply the given formula in proving such claim.

INTEGRATION
 Valuing the laws of motion in the relevance of their daily lives

ASSESSMENT
 Quiz, concept map, essay, situation analysis
ASSIGNMENT

Remarks:
Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN
Subject/Grade Level: Grade 8 Science Quarter: I Week No. _4 Date: July 16-20, 2018

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. infer how the movement of particles of an object affects the speed of sound through it
2. investigates the effect of temperature to speed of sound through fair testing
3. demonstrate the existence of the color components of visible light using a prism or diffraction
grating
4. explain the hierarchy of colors in relation to energy
II. SUBJECT MATTER:
 Sound, Wave, Light

III. LESSON PROPER

EXPLORE
 Why can you hear sound?
 Why do we see rainbow after a rain shower?
 How do we utilize shock waves to our advantage?

FIRM UP
 Why do objects have color?
 How can prism or a diffraction grating disperse light?

DEEPEN
 What happens to light when passed through a prism?
 What happens to light when it encounters matter?

TRANSFER
 How does the speed of sound differ in solids and in fluids?
 How does sound move in solids, liquids, and gases?

INTEGRATION
 Intellectual curiosity

ASSESSMENT
 Quiz, concept map, essay, situation analysis
ASSIGNMENT

Remarks:
Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: I Week No. _5 Date: July 23-27, 2018

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1 demonstrate the existence of the color components of visible light using a prism or diffraction
grating;
2. explain the hierarchy of colors in relation to energy
3. demonstrate the existence of the color components of visible light using a prism or diffraction
grating;
4. explain the hierarchy of colors in relation to energy;
II. SUBJECT MATTER:
 Light

III. LESSON PROPER

EXPLORE
 What is light?
 Let the students manipulate prism, observe how it is being affected with light

FIRM UP
 Why do objects have color?
 How can prism or a diffraction grating disperse light?

DEEPEN
 What happens to light when passed through a prism?
 What happens to light when it encounters matter?

TRANSFER
 What happens to light when it encounters matter?
 What objects reflect or refract light?
INTEGRATION
 Intellectual curiosity

ASSESSMENT
 Quiz, concept map, essay, situation analysis
ASSIGNMENT

Remarks: July 23, 2018- Checking of test papers

July 27, 2018- Symposium

Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: I Week No. _6 Date: July 30-August 3, 2018

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1 differentiate between heat and temperature at the molecular level

II. SUBJECT MATTER:

 Heat

III. LESSON PROPER

EXPLORE
 What do you experience when you have a fever?
 Is there a change of temperature due to heat?

FIRM UP
 What do you use to measure temperature?

DEEPEN
 How does heat being transfer from one object to the other?

TRANSFER
 How does radiation differ from conduction and convection?
 How is radiation like convection?
INTEGRATION
 Intellectual curiosity

ASSESSMENT
 Quiz, concept map, essay, situation analysis
ASSIGNMENT

Remarks: August 3, 2018- Teacher’s Day Celebration

Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: I Week No. _7 Date: August 6- August 10, 2018

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1 differentiate between heat and temperature at the molecular level

II. SUBJECT MATTER:

 Heat

III. LESSON PROPER

EXPLORE
 What do you experience when you have a fever?
 Is there a change of temperature due to heat?

FIRM UP
 What do you use to measure temperature?

DEEPEN
 How does heat being transfer from one object to the other?

TRANSFER
 How does radiation differ from conduction and convection?
 How is radiation like convection?
INTEGRATION
 Intellectual curiosity

ASSESSMENT
 Quiz, concept map, essay, situation analysis
ASSIGNMENT

Remarks:

Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: I Week No. _8 Date: August 13-17, 2018

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. infer the relationship between current and charge;
2. explain the advantages and disadvantages of series and parallel connections in homes
3. differentiate electrical power and electrical energy
4. explain the functions of circuit breakers, fuses, earthing, double insulation, and other safety
devices in the home.

II. SUBJECT MATTER:

 Electricity

III. LESSON PROPER

EXPLORE
 How and in what direction does current flow?
 What is electric current?

FIRM UP
 Which wire offers the least resistance?
 What factors affect the resistance of an object to current?

DEEPEN
 Why do we connect cells in series or in parallel?

TRANSFER
 How are voltage, current, and resistance related in an electrical circuit?
 How do series and parallel circuit connections differ?
 How can we conserve electrical energy?
INTEGRATION
 Intellectual curiosity

ASSESSMENT
 Quiz, concept map, essay, situation analysis, team quiz
ASSIGNMENT

Remarks: August 17-18, 2018 FIRST FINAL EXAMINATION

Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: II Week No. _9 Date: August 20-24, 2018

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

II. SUBJECT MATTER:

III. LESSON PROPER

EXPLORE

FIRM UP

DEEPEN

TRANSFER
INTEGRATION

ASSESSMENT

ASSIGNMENT

Remarks: August 20: FIRST FINAL EXAMINATION

August 21: Ninoy Aquino Day
August 22: Activity Period
August 23: Checkingof Test Papers
August 24: Culmination of Buwan Ng Wika

Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: II Week No. _10 Date: August 27-31, 2018

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. using models or illustrations, explain how movements along faults generate earthquakes;
2. differentiate the epicenter of an earthquake from its focus; intensity of an earthquake from its
magnitude; active and inactive faults;
3. demonstrate how underwater earthquakes generate tsunamis;
4. explain how earthquake waves provide information about the interior of the earth

II. SUBJECT MATTER:

1. Earthquakes and Faults

III. LESSON PROPER

EXPLORE
 Did you experience earthquake before?
 Do you know the causes of it?
 Is it important to be prepared when an earthquake comes?

FIRM UP
 What causes earthquakes?
 What is the difference between epicenter and focus?
 What are the different types of waves?

DEEPEN
 What should one do before, during, and after an earthquake?
 What is the difference between P-waves and S-waves
TRANSFER
 How do these waves cause earthquake?
 How can scientist be able to observe earth’s interior through these waves?

INTEGRATION
 How does tsunami forms?
 What one should do during an earthquake?

ASSESSMENT
 Performance task (role pay), quiz, essay, team task

ASSIGNMENT

Remarks: August 27- Checking of test papers

August 28- Practice for role playing
August 31- Presentation of the role play

Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: II Week No. _11 Date: September 3-7, 2018

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

II. SUBJECT MATTER:

III. LESSON PROPER

EXPLORE

FIRM UP

DEEPEN

TRANSFER
INTEGRATION

ASSESSMENT

ASSIGNMENT

Remarks: KALAKASAN 2018 week

Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: II Week No. _12 Date: September 10-14, 2018

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. using models or illustrations, explain how movements along faults generate earthquakes;
2. differentiate the epicenter of an earthquake from its focus; intensity of an earthquake from its
magnitude; active and inactive faults;
3. demonstrate how underwater earthquakes generate tsunamis;
4. explain how earthquake waves provide information about the interior of the earth

II. SUBJECT MATTER:

1. Earthquakes and Faults

III. LESSON PROPER

EXPLORE
 Did you experience earthquake before?
 Do you know the causes of it?
 Is it important to be prepared when an earthquake comes?

FIRM UP
 What causes earthquakes?
 What is the difference between epicenter and focus?
 What are the different types of waves?

DEEPEN
 What should one do before, during, and after an earthquake?
 What is the difference between P-waves and S-waves
TRANSFER
 How do these waves cause earthquake?
 How can scientist be able to observe earth’s interior through these waves?

INTEGRATION
 How does tsunami forms?
 What one should do during an earthquake?

ASSESSMENT
 Performance task (role pay), quiz, essay, team task

ASSIGNMENT

Remarks: September 10- Rest Day

September 11- Holiday
Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: II Week No. _13 Date: September 17-21, 2018

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. using models or illustrations, explain how movements along faults generate earthquakes;
2. differentiate the epicenter of an earthquake from its focus; intensity of an earthquake from its
magnitude; active and inactive faults;
3. demonstrate how underwater earthquakes generate tsunamis;
4. explain how earthquake waves provide information about the interior of the earth

II. SUBJECT MATTER:

1. Earthquakes and Faults

III. LESSON PROPER

EXPLORE
 Did you experience earthquake before?
 Do you know the causes of it?
 Is it important to be prepared when an earthquake comes?

FIRM UP
 What causes earthquakes?
 What is the difference between epicenter and focus?
 What are the different types of waves?

DEEPEN
 What should one do before, during, and after an earthquake?
 What is the difference between P-waves and S-waves
TRANSFER
 How do these waves cause earthquake?
 How can scientist be able to observe earth’s interior through these waves?

INTEGRATION
 How does tsunami forms?
 What one should do during an earthquake?

ASSESSMENT
 Performance task (role pay), quiz, essay, team task

ASSIGNMENT

Remarks: September 18-20: The teacher was out; seat works had been given
September 21-22: Second Preliminary Exam
Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: II Week No. _14 Date: September 24-28, 2018

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. explain how typhoons develop;
2. infer why the Philippines is prone to typhoons;
3. explain how landmasses and bodies of water affect typhoons;
4. trace the path of typhoons that enter the Philippine Area of Responsibility (PAR) using a map and
tracking data

II. SUBJECT MATTER:

1. Understanding typhoons

III. LESSON PROPER

EXPLORE
 What was the strongest typhoon that hit the Philippines?
 Where is the Philippines located in the globe?
 What do you think is the relationship of Philippines’ location with respect to typhoon
hitting it?

FIRM UP
 How does air pressure affects the formation of typhoon?
 What is the difference between HPA and LPA?
 What are the essential factors for typhoon to form?

DEEPEN
 Use balloon as a model to differentiate HPA and LPA
 What agency is responsible for the monitor of the typhoon passing through PAR
TRANSFER
 How landmasses and bodies of water affect the formation of a typhoon?
 What one should do before, during, and after a tyhpoon?

INTEGRATION
 The value of being always prepared

ASSESSMENT
 Performance task (role pay), quiz, essay, team task

ASSIGNMENT

Remarks: September 24: Checking of test papers

September 27: Role play on what should be done before, during, after a
typhoon
September 28: Math-Sci Culmination
Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: II Week No. _14 Date: October 1-5, 2018

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. explain how typhoons develop;
2. infer why the Philippines is prone to typhoons;
3. explain how landmasses and bodies of water affect typhoons;
4. trace the path of typhoons that enter the Philippine Area of Responsibility (PAR) using a map and
tracking data

II. SUBJECT MATTER:

1. Understanding typhoons

III. LESSON PROPER

EXPLORE
 What was the strongest typhoon that hit the Philippines?
 Where is the Philippines located in the globe?
 What do you think is the relationship of Philippines’ location with respect to typhoon
hitting it?

FIRM UP
 How does air pressure affects the formation of typhoon?
 What is the difference between HPA and LPA?
 What are the essential factors for typhoon to form?

DEEPEN
 Use balloon as a model to differentiate HPA and LPA
 What agency is responsible for the monitor of the typhoon passing through PAR
TRANSFER
 How landmasses and bodies of water affect the formation of a typhoon?
 What one should do before, during, and after a tyhpoon?

INTEGRATION
 The value of being always prepared

ASSESSMENT
 Performance task (role pay), quiz, essay, team task

ASSIGNMENT

Remarks:
Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: II Week No. _14 Date: October 8-12, 2018

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. compare and contrast comets, meteors, and asteroids;
2. predict the appearance of comets based on recorded data of previous appearances; and
3. explain the regular occurrence of meteor showers

II. SUBJECT MATTER:

1. Other members of the Solar System
III. LESSON PROPER

EXPLORE
 Which system of planets do we belong?
 Who can give heavenly bodies other than the planets?
 How are these related to each other?

FIRM UP
 How are asteroids and meteoroids similar, and how are they different?
 What are asteroids?
 What are the characteristics of comets?

DEEPEN
 What’s the difference between meteoroid, meteor, meteorite?
TRANSFER
 Why do you suppose scientists are hypothesizing that there was a planet between Mars
and Jupiter that did not go into completion?

INTEGRATION
 Seeing God’s manifestation in these creations

ASSESSMENT
 Drawing, quiz, essay, team task

ASSIGNMENT

Remarks:
Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: II Week No. _15 Date: October 15-19, 2018

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. compare and contrast comets, meteors, and asteroids;
2. predict the appearance of comets based on recorded data of previous appearances; and
3. explain the regular occurrence of meteor showers

II. SUBJECT MATTER:

1. Other members of the Solar System
III. LESSON PROPER

EXPLORE
 Which system of planets do we belong?
 Who can give heavenly bodies other than the planets?
 How are these related to each other?

FIRM UP
 How are asteroids and meteoroids similar, and how are they different?
 What are asteroids?
 What are the characteristics of comets?

DEEPEN
 What’s the difference between meteoroid, meteor, meteorite?
TRANSFER
 Why do you suppose scientists are hypothesizing that there was a planet between Mars
and Jupiter that did not go into completion?

INTEGRATION
 Seeing God’s manifestation in these creations

ASSESSMENT
 Drawing, quiz, essay, team task

ASSIGNMENT

Remarks: Students made a 3D model of these celestial bodies

Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: III Week No. _18 Date: November 7-9, 2018

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. explain the properties of solids, liquids, and gases based on the particle nature of matter;
2. explain physical changes in terms of the arrangement and motion of atoms and molecules
II. SUBJECT MATTER:
MATTER
III. LESSON PROPER

EXPLORE
 What things do you usually use everyday?

FIRM UP
 What are the three phases of matter?

DEEPEN
 What’s the difference between solid, liquid, and gas in terms of their atomic level?
TRANSFER
 Present how water behaves in its different states within the water cycle
 Students will present how changes occur in the phases of matter in the water cycle

INTEGRATION
 Seeing God’s manifestation in these creations

ASSESSMENT
 Drawing, quiz, essay, team task

ASSIGNMENT

Remarks:
Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: III Week No. _18 Date: November 12-16, 2018

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. explain the properties of solids, liquids, and gases based on the particle nature of matter;
2. explain physical changes in terms of the arrangement and motion of atoms and molecules
II. SUBJECT MATTER:
MATTER
III. LESSON PROPER

EXPLORE
 What things do you usually use everyday?

FIRM UP
 What are the three phases of matter?

DEEPEN
 What’s the difference between solid, liquid, and gas in terms of their atomic level?
TRANSFER
 Present how water behaves in its different states within the water cycle
 Students will present how changes occur in the phases of matter in the water cycle

INTEGRATION
 Seeing God’s manifestation in these creations

ASSESSMENT
 Drawing, quiz, essay, team task

ASSIGNMENT

Remarks:
Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: III Week No. _19 Date: November 19-23, 2018

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. explain the properties of solids, liquids, and gases based on the particle nature of matter;
2. explain physical changes in terms of the arrangement and motion of atoms and molecules
II. SUBJECT MATTER:
MATTER
III. LESSON PROPER

EXPLORE
 What things do you usually use everyday?

FIRM UP
 What are the three phases of matter?

DEEPEN
 What’s the difference between solid, liquid, and gas in terms of their atomic level?
TRANSFER
 Present how water behaves in its different states within the water cycle
 Students will present how changes occur in the phases of matter in the water cycle

INTEGRATION
 Seeing God’s manifestation in these creations

ASSESSMENT
 Drawing, quiz, essay, team task

ASSIGNMENT

Remarks: Nov.23- Career Day

Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: III Week No. _20 Date: December 4, 2018

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. determine the number of protons, neutrons, and electrons in a particular atom

II. SUBJECT MATTER:

THE PARTICLE NATURE OF MATTER

III. LESSON PROPER

EXPLORE
 Scrambled letters will be shown to students and they will determine what term it is
 If cell is the basic unit of life, what’s the basic unit of matter?

FIRM UP
 What are the parts of an atom?
 Where can we find these sub particles in an atom?
 What is the simplest form of an atom?

DEEPEN
 What sub particle determines the atomic number of an element?
 What’s the relevance of knowing the difference between an atomic number and mass
number?
 A box with symbols of elements will be given to students and each of them will answer it
TRANSFER
 Determine the number of protons, neutrons, and electrons in a particular atom
 Students will complete the table given in each Houses
 Draw an atom and designate where each particle is located

INTEGRATION
 Seeing God’s manifestation in these minute creations

ASSESSMENT
 Drawing, quiz, team task

ASSIGNMENT

Remarks: Students have been informed that during the Palarong Diocesan week
they will memorize the periodic table of elements.
Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: III Week No. _ Date: December 3-7, 2018

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. determine the number of protons, neutrons, and electrons in a particular atom

II. SUBJECT MATTER:

THE PARTICLE NATURE OF MATTER

III. LESSON PROPER

EXPLORE
 Scrambled letters will be shown to students and they will determine what term it is
 If cell is the basic unit of life, what’s the basic unit of matter?

FIRM UP
 What are the parts of an atom?
 Where can we find these sub particles in an atom?
 What is the simplest form of an atom?

DEEPEN
 What sub particle determines the atomic number of an element?
 What’s the relevance of knowing the difference between an atomic number and mass
number?
 A box with symbols of elements will be given to students and each of them will answer it
TRANSFER
 Determine the number of protons, neutrons, and electrons in a particular atom
 Students will complete the table given in each Houses
 Draw an atom and designate where each particle is located

INTEGRATION
 Seeing God’s manifestation in these minute creations

ASSESSMENT
 Drawing, quiz, team task

ASSIGNMENT

Remarks: Dec. 6-7: Preliminary Exam

Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: III Week No. _ Date: December 10-14, 2018

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. determine the number of protons, neutrons, and electrons in a particular atom
2. trace the development of the periodic table from observations based on similarities in properties of
elements; and
3. use the periodic table to predict the chemical behaviour of an element.

II. SUBJECT MATTER:

THE PARTICLE NATURE OF MATTER

III. LESSON PROPER

EXPLORE
 Scrambled letters will be shown to students and they will determine what term it is
 If cell is the basic unit of life, what’s the basic unit of matter?

FIRM UP
 What are the parts of an atom?
 Where can we find these sub particles in an atom?
 What is the simplest form of an atom?

DEEPEN
 What sub particle determines the atomic number of an element?
 What’s the relevance of knowing the difference between an atomic number and mass
number?
 A box with symbols of elements will be given to students and each of them will answer it
TRANSFER
 Determine the number of protons, neutrons, and electrons in a particular atom
 Students will complete the table given in each Houses
 Draw an atom and designate where each particle is located

INTEGRATION
 Seeing God’s manifestation in these minute creations

ASSESSMENT
 Drawing, quiz, team task

ASSIGNMENT

Remarks: Dec. 6-7: Preliminary Exam

Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: IV Week No. _ Date: January 07-08, 2019

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. explain ingestion, absorption, assimilation, and excretion;
2. explain how diseases of the digestive system are prevented, detected, and treated;
3. identify healthful practices that affect the digestive system
II. SUBJECT MATTER:
Structures and Functions: Focus on the Digestive System
III. LESSON PROPER

EXPLORE
 Scrambled letters will be shown to students and they will determine what term it is
 What did you eat this morning? Lunch?
 Why is it important to eat?

FIRM UP
 How do digestive organs perform their specific functions in the digestion of food?
 Where do people get energy?
 How does the energy from food get into the body?
 What happens to the indigestible parts of the food?

DEEPEN
 What do you think your body uses the energy from food for?
 If your body didn't get enough nutrients, what do you think would happen?
TRANSFER
 Students will draw the digestive system and they will indicate the stages of digestion

INTEGRATION
 Seeing God’s manifestation in these minute creations

ASSESSMENT
 Drawing, quiz, team task

ASSIGNMENT

Remarks:
Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: IV Week No. _ Date: January 11-15, 2019

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. explain ingestion, absorption, assimilation, and excretion;
2. explain how diseases of the digestive system are prevented, detected, and treated;
3. identify healthful practices that affect the digestive system
II. SUBJECT MATTER:
Structures and Functions: Focus on the Digestive System

III. LESSON PROPER

EXPLORE
 Scrambled letters will be shown to students and they will determine what term it is
 What did you eat this morning? Lunch?
 Why is it important to eat?

FIRM UP
 How do digestive organs perform their specific functions in the digestion of food?
 Where do people get energy?
 How does the energy from food get into the body?
 What happens to the indigestible parts of the food?

DEEPEN
 What do you think your body uses the energy from food for?
 If your body didn't get enough nutrients, what do you think would happen?
TRANSFER
 Students will draw the digestive system and they will indicate the stages of digestion

INTEGRATION
 Seeing God’s manifestation in these minute creations

ASSESSMENT
 Drawing, quiz, team task

ASSIGNMENT

Remarks:
Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: IV Week No. _ Date: January 18-22, 2019

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. explain ingestion, absorption, assimilation, and excretion;
2. explain how diseases of the digestive system are prevented, detected, and treated;
3. identify healthful practices that affect the digestive system
II. SUBJECT MATTER:
Structures and Functions: Focus on the Digestive System

III. LESSON PROPER

EXPLORE
 Scrambled letters will be shown to students and they will determine what term it is
 What did you eat this morning? Lunch?
 Why is it important to eat?

FIRM UP
 How do digestive organs perform their specific functions in the digestion of food?
 Where do people get energy?
 How does the energy from food get into the body?
 What happens to the indigestible parts of the food?

DEEPEN
 What do you think your body uses the energy from food for?
 If your body didn't get enough nutrients, what do you think would happen?
TRANSFER
 Students will draw the digestive system and they will indicate the stages of digestion

INTEGRATION
 Seeing God’s manifestation in these minute creations

ASSESSMENT
 Drawing, quiz, team task

ASSIGNMENT

Remarks:
Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: IV Week No. _ Date: January 25-29, 2019

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. explain ingestion, absorption, assimilation, and excretion;
2. explain how diseases of the digestive system are prevented, detected, and treated;
3. identify healthful practices that affect the digestive system
II. SUBJECT MATTER:
Structures and Functions: Focus on the Digestive System

III. LESSON PROPER

EXPLORE
 Scrambled letters will be shown to students and they will determine what term it is
 What did you eat this morning? Lunch?
 Why is it important to eat?

FIRM UP
 How do digestive organs perform their specific functions in the digestion of food?
 Where do people get energy?
 How does the energy from food get into the body?
 What happens to the indigestible parts of the food?

DEEPEN
 What do you think your body uses the energy from food for?
 If your body didn't get enough nutrients, what do you think would happen?
TRANSFER
 Students will draw the digestive system and they will indicate the stages of digestion
 Students will enumerate the diseases on their notebooks and write the causes and nature
of each diseases.

INTEGRATION
 Seeing God’s manifestation in these minute creations

ASSESSMENT
 Drawing, quiz, team task

ASSIGNMENT

Remarks:
Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: IV Week No. _ Date: Jan 25-Feb 1, 2019

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. explain ingestion, absorption, assimilation, and excretion;
2. explain how diseases of the digestive system are prevented, detected, and treated;
3. identify healthful practices that affect the digestive system
II. SUBJECT MATTER:
Structures and Functions: Focus on the Digestive System

III. LESSON PROPER

EXPLORE
 Scrambled letters will be shown to students and they will determine what term it is
 If cell is the basic unit of life, what’s the basic unit of matter?

FIRM UP
 What are the parts of an atom?
 Where can we find these sub particles in an atom?
 What is the simplest form of an atom?

DEEPEN
 What sub particle determines the atomic number of an element?
 What’s the relevance of knowing the difference between an atomic number and mass
number?
 A box with symbols of elements will be given to students and each of them will answer it
TRANSFER
 Determine the number of protons, neutrons, and electrons in a particular atom
 Students will complete the table given in each Houses
 Draw an atom and designate where each particle is located

INTEGRATION
 Seeing God’s manifestation in these minute creations

ASSESSMENT
 Drawing, quiz, team task

ASSIGNMENT

Remarks:
Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: IV Week No. _ Date: January 22, 2019

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. explain ingestion, absorption, assimilation, and excretion;
II. SUBJECT MATTER:
Structures and Functions: Focus on the Digestive System

III. LESSON PROPER

EXPLORE
 Scrambled letters will be shown to students and they will determine what term it is
 What did you eat this morning? Lunch?
 Why is it important to eat?

FIRM UP
 How do digestive organs perform their specific functions in the digestion of food?
 Where do people get energy?
 How does the energy from food get into the body?
 What happens to the indigestible parts of the food?

DEEPEN
 What do you think your body uses the energy from food for?
 If your body didn't get enough nutrients, what do you think would happen?
TRANSFER
 Students will draw the digestive system and they will indicate the stages of digestion

INTEGRATION
 Seeing God’s manifestation in these minute creations

ASSESSMENT
 Drawing, quiz, team task

ASSIGNMENT

Remarks:
Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: IV Week No. _ Date: February 04-8, 2019

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. compare mitosis and meiosis, and their role in the cell-division cycle;
2. explain the significance of meiosis in maintaining the chromosome number;
3. predict phenotypic expressions of traits following simple patterns of inheritance;

II. SUBJECT MATTER:

Heredity: Inheritance and Variation of Traits

III. LESSON PROPER

EXPLORE
 What makes you who you are today?
 How did you able to grow and develop?
 What again is the basic unit of life?
 What can be found inside the cell?
 What organelle carries the genetic information of the cell?
 Whom did you inherit the traits you think you have?

FIRM UP
 What functions does cell division play in your body?
 Why is cellular reproduction important to unicellular and multicellular organisms?
 Why is it necessary for the cell to grow before cell division?

DEEPEN
 How do different organelles of the cell interact during cell division?
 What are the roles of the different organelles involved in cell division?
 What are the major events that characterize each of the phases of the cell cycle?
 Why are the resulting daughter cells after mitosis genetically identical?
TRANSFER
 Students will answer the Mitosis Activity Sheet after

INTEGRATION
 Realize the importance of the cell cycles and cellular reproduction
 Appreciate the process of mitosis in the growth and development in the replacement of
worn-out tissues
 Realize the role of cell division in the development of cancer
 Appreciate the importance of the different organelles in cell division

ASSESSMENT
 Drawing, quiz, team task

ASSIGNMENT

Remarks:
Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: IV Week No. _ Date: February 11-15, 2019

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. compare mitosis and meiosis, and their role in the cell-division cycle;
2. explain the significance of meiosis in maintaining the chromosome number;
3. predict phenotypic expressions of traits following simple patterns of inheritance;

II. SUBJECT MATTER:

Heredity: Inheritance and Variation of Traits

III. LESSON PROPER

EXPLORE
 What makes you who you are today?
 How did you able to grow and develop?
 What again is the basic unit of life?
 What can be found inside the cell?
 What organelle carries the genetic information of the cell?
 Whom did you inherit the traits you think you have?

FIRM UP
 What functions does cell division play in your body?
 Why is cellular reproduction important to unicellular and multicellular organisms?
 Why is it necessary for the cell to grow before cell division?

DEEPEN
 How do different organelles of the cell interact during cell division?
 What are the roles of the different organelles involved in cell division?
 What are the major events that characterize each of the phases of the cell cycle?
 Why are the resulting daughter cells after mitosis genetically identical?
TRANSFER
 Students will answer the Mitosis Activity Sheet

INTEGRATION
 Realize the importance of the cell cycles and cellular reproduction
 Appreciate the process of mitosis in the growth and development in the replacement of
worn-out tissues
 Realize the role of cell division in the development of cancer
 Appreciate the importance of the different organelles in cell division

ASSESSMENT
 Drawing, quiz, team task

ASSIGNMENT

Remarks:
Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: IV Week No. _ Date: February 18-22, 2019

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. compare mitosis and meiosis, and their role in the cell-division cycle;
2. explain the significance of meiosis in maintaining the chromosome number;
3. predict phenotypic expressions of traits following simple patterns of inheritance;

II. SUBJECT MATTER:

Heredity: Inheritance and Variation of Traits

III. LESSON PROPER

EXPLORE
 What makes you who you are today?
 How did you able to grow and develop?
 What again is the basic unit of life?
 What can be found inside the cell?
 What organelle carries the genetic information of the cell?
 Whom did you inherit the traits you think you have?

FIRM UP
 What functions does cell division play in your body?
 Why is cellular reproduction important to unicellular and multicellular organisms?
 Why is it necessary for the cell to grow before cell division?

DEEPEN
 How do different organelles of the cell interact during cell division?
 What are the roles of the different organelles involved in cell division?
 What are the major events that characterize each of the phases of the cell cycle?
 Why are the resulting daughter cells after mitosis genetically identical?
TRANSFER
 Students will answer the Mitosis Activity Sheet

INTEGRATION
 Realize the importance of the cell cycles and cellular reproduction
 Appreciate the process of mitosis in the growth and development in the replacement of
worn-out tissues
 Realize the role of cell division in the development of cancer
 Appreciate the importance of the different organelles in cell division

ASSESSMENT
 Drawing, quiz, team task

ASSIGNMENT

Remarks:
Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: IV Week No. _ Date: Feb 25- Mar 01, 2019

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. compare mitosis and meiosis, and their role in the cell-division cycle;
2. explain the significance of meiosis in maintaining the chromosome number;
3. predict phenotypic expressions of traits following simple patterns of inheritance;

II. SUBJECT MATTER:

Heredity: Inheritance and Variation of Traits

III. LESSON PROPER

EXPLORE
 What makes you who you are today?
 How did you able to grow and develop?
 What again is the basic unit of life?
 What can be found inside the cell?
 What organelle carries the genetic information of the cell?
 Whom did you inherit the traits you think you have?

FIRM UP
 What functions does cell division play in your body?
 Why is cellular reproduction important to unicellular and multicellular organisms?
 Why is it necessary for the cell to grow before cell division?

DEEPEN
 How do different organelles of the cell interact during cell division?
 What are the roles of the different organelles involved in cell division?
 What are the major events that characterize each of the phases of the cell cycle?
 Why are the resulting daughter cells after mitosis genetically identical?
TRANSFER
 Students will answer the Mitosis Activity Sheet

INTEGRATION
 Realize the importance of the cell cycles and cellular reproduction
 Appreciate the process of mitosis in the growth and development in the replacement of
worn-out tissues
 Realize the role of cell division in the development of cancer
 Appreciate the importance of the different organelles in cell divison

ASSESSMENT
 Drawing, quiz, team task

ASSIGNMENT

Remarks:
Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: IV Week No. _ Date: March 4-8, 2019

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. compare mitosis and meiosis, and their role in the cell-division cycle;
2. explain the significance of meiosis in maintaining the chromosome number;
3. predict phenotypic expressions of traits following simple patterns of inheritance;

II. SUBJECT MATTER:

Heredity: Inheritance and Variation of Traits

III. LESSON PROPER

EXPLORE
 What makes you who you are today?
 How did you able to grow and develop?
 What again is the basic unit of life?
 What can be found inside the cell?
 What organelle carries the genetic information of the cell?
 Whom did you inherit the traits you think you have?

FIRM UP
 What functions does cell division play in your body?
 Why is cellular reproduction important to unicellular and multicellular organisms?
 Why is it necessary for the cell to grow before cell division?

DEEPEN
 How do humans maintain the normal chromosome number of 46 in every generation?
 What are the roles of mitosis and meiosis in maintaining normal chromosomes number in
humans?
 How are homologous chromosomes identified?
 How are sex cells produced through the different stages of meiosis?
 What happens during each stage of meiosis?
TRANSFER
 Students will answer the Meiosis Activity Sheet
 Simulate each stages through team task

INTEGRATION
 Realize the importance of meiosis in sex cell formation
 Appreciate the role of meiosis in the creation of genetic formation
 Value the significance of chromosome number in the stages of the human life cycle
 Appreciate the importance of reduction of chromosomes in sex cells

ASSESSMENT
 Activity/laboratory sheet, quiz, team task

ASSIGNMENT

Remarks:
Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

LEARNING PLAN

Subject/Grade Level: Grade 8 Science Quarter: IV Week No. _ Date: March 11-15, 2019

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. compare mitosis and meiosis, and their role in the cell-division cycle;
2. explain the significance of meiosis in maintaining the chromosome number;
3. predict phenotypic expressions of traits following simple patterns of inheritance;

II. SUBJECT MATTER:

Heredity: Inheritance and Variation of Traits

III. LESSON PROPER

EXPLORE
 What makes you who you are today?
 How did you able to grow and develop?
 What again is the basic unit of life?
 What can be found inside the cell?
 What organelle carries the genetic information of the cell?
 Whom did you inherit the traits you think you have?

FIRM UP
 What functions does cell division play in your body?
 Why is cellular reproduction important to unicellular and multicellular organisms?
 Why is it necessary for the cell to grow before cell division?

DEEPEN
 How do humans maintain the normal chromosome number of 46 in every generation?
 What are the roles of mitosis and meiosis in maintaining normal chromosomes number in
humans?
 How are homologous chromosomes identified?
 How are sex cells produced through the different stages of meiosis?
 What happens during each stage of meiosis?
TRANSFER
 Students will answer the Meiosis Activity Sheet
 Simulate each stages through team task

INTEGRATION
 Realize the importance of meiosis in sex cell formation
 Appreciate the role of meiosis in the creation of genetic formation
 Value the significance of chromosome number in the stages of the human life cycle
 Appreciate the importance of reduction of chromosomes in sex cells

ASSESSMENT
 Activity/laboratory sheet, quiz, team task

ASSIGNMENT

Remarks:
Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator
LEARNING PLAN
 NOTRE DAME OF PIGCAWAYAN, INC.
Pigcawayan, Cotabato

Subject/Grade Level: Grade 8 Science Quarter: IV Week No. _ Date: March 18-22, 2019

I. OBJECTIVES: At the end of the lesson, the learners will be able to:
1. predict phenotypic expressions of traits following simple patterns of inheritance;
2. the concept of a species
3. the species as being further classified into a hierarchical taxonomic system
4. the one-way flow of energy and the cycling of materials in an ecosystem
II. SUBJECT MATTER:
Heredity: Inheritance and Variation of Traits

III. LESSON PROPER

EXPLORE
 Who is the father of genetics?
 Why do you think you look the way you look?
 What is genetics?
 What are the bases for grouping and naming organisms?
 Why is there a need to classify organisms?
 How do we disrupt the natural cycle?

FIRM UP
 Terms with definitions shall be given to the students for their guidance
 How useful are the system of classification in organizing the diversity of life?
 How do different ecosystems differ in terms of their location, climate, and vegetation?

DEEPEN
 How can use the Punnett Square to determine the phenotypic and genotypic ratio?
 How useful are the systems of classification in organizing the diversity of life?
 What are the ways by which we affect the environment and its habitants?
TRANSFER
 Students will use the Punnett Square
 If you discovered a single-celled organism without a distinct nucleus and mitochondria
that can survive an extremely alkaline medium, which kingdom would you place this
organism? Why?
 Areas near the equator receive more energy from the sun. hypothesize

INTEGRATION
 Realize that ecosystems need to be protected
 Promote the proper use of energy especially during critical times
 Cite the importance of evolution in classifying living things
 Defend diversity and importance of the various life forms

ASSESSMENT
 Activity/laboratory sheet, quiz, team task

ASSIGNMENT

Remarks:
Prepared by: Checked by:

MICHAEL NEIL BAYOG-ANG WHITENEY J. RUSIANA

Subject Teacher Subject Coordinator

GREGORIO M. SINAHAN
JHS Academic Coordinator