Science 8 4th Quarter 1

Grade 8 School Grade Level 8
Daily Lesson Log Teacher Learning Area Living Things and Their Environment (Biology)
Junior HS Science Teaching Dates Quarter Fourth
Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
1. The concept of a species.
Content Standard 2. The species as being further classified into a hierarchical taxonomic system.
Able to report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered and economically important
Performance Standard species.
Explain the concept of a species;

Learning Competency Explain the advantage of high biodiversity in maintaining the stability of an ecosystem.
Code: S8LT-IVg-19
Differentiate the three levels Describe the species as a Differentiate natural from Explain the advantage of Summative
of biodiversity. reproductively distinct group man-made biodiversity in high biodiversity over low Test
DAILY TASK
of organisms. Inland and aquatic biodiversity.
ecosystem.
Biodiversity
1.Species diversity
II. CONTENT
2. Hierarchical taxonomic system of classification.
3.Protection and conservation of endangered and economically important species.
III. LEARNING RESOURCES
Teacher’s Guide Pages 169 - 170 Pages 169 - 170
Learner’s Materials Pages 223 - 224 Pages 223 - 224
Additional Materials
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
IV. LEARNING TASKS
What comes into your mind What makes up biodiversity? (Solicit ideas from the class) Drill about Natural & Man-
when you hear the word What are the two components made Ecosystem
Biodiversity . of an ecosystem? 1. Which ecosystem requires
higher energy input?
ELICIT Give examples for each 2. Which needs lower
component. maintenance?
3. Which has lower
biodiversity?
Post a colored picture showing List down on the board the Show to the class pictures. Show picture of sugarcane
biodiversity. organisms present in the plantation and marine
picture. What type of ecosystem is ecosystem.
Ask your students to give a word 1. Do you think these shown in the 1st picture? In
or words to describe what they organisms can interbreed with the 2nd picture?
see in the picture. one another? Why?
2. Can a duck reproduce when
Teacher write students’ paired with a chicken? Support
responses on the board and use your answer.
them as springboard.
ENGAGE https://www.shutterstock.com/se
arch/biodiversity Which picture shows more
organisms of different kinds?
Show a video
https://www.youtube.com/watch How about this one?
?v=GK_vRtHJZu4
And this one?
Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Essential Questions: Essential Question: Essential Question: Essential Question:

Grade 8
What are the levels of Can we consider species as a How natural biodiversity What is the advantage of high Quarter 4
biodiversity? reproductively distinct group of differs from man-made biodiversity over low Page 3
How do they differ from one organisms? biodiversity in Inland and biodiversity?
another? Why do you think so? aquatic ecosystem?
Video Clip Presentation Group Activity Board work Brain storming
Show to the class a video clip Complete the table: 1. Using the same pictures on List down the different species
showing the different levels of the board, identify which is present in the pictures.
biodiversity Pair of
Can NATURAL & MAN-MADE
https://www.youtube.com/watch organisms reproduce? Reasons ECOSYTEM and support your What do you think is
?v=7xZz132NEpA YES or NO answer. considered to have high
Carabao
& Cow 2.Make a table and ask the biodiversity?
Azkal & students to supply the answer.
German
Shepherd
EXPLORE Put √ if is present and x if
absent.
Reporting of Outputs. Man-
Natural
Ecosystem
made
Ecosystem
1. Which one
requires
higher energy
input?
2. Which one
needs lower
maintenance?
3. Which has
greater
biodiversity?
Ask these questions: Based from what you have Ask these questions: Ask these questions: Grade 8
1. What is biodiversity? learned in the activity, describe Why do you think that these When can you say that a Quarter 4
2. Where does this word species as a reproductively pictures/words belong to certain ecosystem has a high Page 4
come from? distinct group of organisms. NATURAL biodiversity? biodiversity and has a low
3. What are the levels of to MAN-MADE biodiversity? biodiversity?
biodiversity?
4. How can you distinguish (Give a lecturette) What do you think are the
one from the other? effects of high biodiversity and
When can you consider such low biodiversity in the
ecosystem as man-made? as ecosystem in the following
natural? areas:
EXPLAIN
1. recycling of nutrients
2. food chain
3. food sources
4. stability of population
Let’s watch this…
https://www.quora.com/In-
what-ways-is-high-
biodiversity-advantageous-
over-low-biodiversity
Give examples for each level of How can the concept of How man-made biodiversity Why high biodiversity is
biodiversity. species as a reproductively differs from a natural considered advantageous?
distinct group of organism be biodiversity?
ELABORATE used in the preservation of
threatened and endangered
species in Negros Island?
(Paper – pencil Test) (Paper – pencil Test) Describe (Students’ Action Evaluation) (Paper – pencil Test) Grade 8
Differentiate the levels of species as a reproductively Instruct the class to STAND UP Explain the advantage of Quarter 4
biodiversity by providing the distinct group of organisms. if the statement given tells the high biodiversity over low Page 5
distinguishing feature of the difference between natural biodiversity.
three levels of biodiversity. biodiversity and man-made
Rubrics: biodiversity, and REMAIN Rubrics:
Levels of Distinguishing Score Possible answer SITTED if it does not. Score Possible answer
Biodiversity Feature Only organism 1. Man-made biodiversity was In high biodiversity the risk
Species coming from the of damage from pest
same species can
made/designed by humans,
Biodiversity infestation is minimized
reproduce of their natural biodiversity is leading to better income
Genetic own kind. naturally made. due to the presence of
5
Biodiversity Offspring cannot natural predators. Low input
successfully
2. Natural biodiversity in
Ecosystem of pesticides because
develop from Aquatic ecosystem is different pests feed on
Biodiversity
parents of different composed of different different plants. Various soil
species. organism living in land, while will be available to different
If the answer is plants bec. Of the presence
EVALUATE correct but lacks man-made biodiversity in
3 5 of other organisms.
some points or Aquatic ecosystem is Organisms can feed on
incomplete composed of the same different organisms, thus it
If the answer is has a continuous supply
1
incorrect species of organisms living of food.Nutrient are
in water. recycled and it can
(Teacher can add more support more organisms.
statements to test her The higher is the
students’ understanding biodiversity the more
on the topic) stable is the ecosystem.
If the answer is correct but

3 there are lacking points in
the explanation.
1 If the answer is incorrect.
Provide pictures of the three What human activities (Paper – pencil) (Paper – pencil)
Grade 8
levels of biodiversity that you endanger endemic species in Give your opinion : What is the importance of Quarter 4
EXTEND can observe in your community. Negros Island? If you are a farmer, how can planting varied species in Page 6
you increase biodiversity in reforestation rather than
your garden? planting one species?
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of Learners who
earned:
80% and
Above:
Below 80%:
Did the remedial lessons
work? No. of Learners
who:
have caught up
with the lesson
continue to
require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
Principal/ Supervisor can
help me solve?
What innovation or Grade 8

localized materials did I
Quarter 4
use/ discover which I
wish to share with other Page 7
teachers?
Prepared by: Checked by:

Grade 8, Quarter 4
Teacher: School Head:
Daily Lesson Log
Signature: Signature:
Week No. 1
Date Submitted: Date:
Grade 8 School Grade Level 8 Grade 8

Daily Lesson Log Teacher Learning Area Living Things and Their Environment (Biology) Quarter 4
Junior HS Science Page 8
Teaching Dates Quarter Fourth
Week No.
2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
To report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered and economically important
Classify organisms using the hierarchical taxonomic system.

Learning Competency
Code: S8LT-IVh-20
Describe the
Give the names of organisms Classify organisms using the characteristics Describe the Summative
as they are known in your hierarchical taxonomic of organisms under kingdom characteristics of Test
community and recognize the system (domain, kingdom, Archaebacteria and cite organisms under kingdom
DAILY TASK
need to have a system of phylum, class, order, family, examples of these Eubacteria and cite
classifying and genus, species) based on organisms. examples of these
naming organisms. structure and function. organisms.
Biodiversity
Hierarchical taxonomic system of classification.
II. CONTENT
Protection and conservation of Endangered and Economically important species.
LEARNING
III. RESOURCES
Teacher’s Guide Pages 170 - 172 Pages Pages 172 Pages 186 - 190
Learner’s Materials Pages 225 -226 Pages 226 - 228 Pages 228 - 266 Pages 266 - 272
IV. LEARNING TASKS

Grade 8
When can you say that an What is the importance of What is the highest level in the How do you call bacteria that Quarter 4
ecosystem has a high classifying organisms? hierarchical system of can survive in acidic Page 9
biodiversity? classification? condition? Give example.
ELICIT
What makes an ecosystem with What is the lowest level in the How about bacteria that can
high biodiversity hierarchical system of survive in a very cold
advantageous? classification? condition? Give example.
(Post on the board the pictures List down 20 common Watch video clip What comes into your mind
of ants, dragon fly, bird, organisms in the community www.youtube.com/watch?v=Zs when you hear the word
cockroach, & Gumamela. including the Domesticated kEUGRIqrl BACTERIA?
Cat, Dog, & Bangus (varied
How do you call these organisms from plant & animal Don’t you know that there are
ENGAGE
organisms in your area and in group). good bacterias?
other places in the Philippines?
Introduce the concept of

Common Name & Local Name)
Essential Question: Essential Question: Essential Question: Essential Question:
Why it is needed to have a How do you classify organism What are the distinguishing What are the distinguishing
system of classifying using the hierarchical system? characteristics of the characteristics of organisms
organisms? organisms in Kingdom in Kingdom Eubacteria?
Archaebacteria?
(Let the students perform “Dog I.D.” (Text Reading) Let the student perform
EXPLORE Activity 1 – What’s in the 1. Using the sample Let the student read LM pages Activity 2, LM pages 232 –
name? LM pages 225 ) classification of organism in 228 – 229. 233.
Table 1 of the LM page 227,
give the Scientific Name of the Guide Questions: (Yogurt can also be used
DOG. 1. What are the three groups of instead of Yakult)
2. To which domain the Dog organisms under Kingdom
belongs? Archaebacteria?
3. List all the other organisms 2. What are the distinguishing

Grade 8
(from the list) belonging to characteristics of organisms in Quarter 4
Domain Eukarya. each group? Page 10
4. To which Kingdom the dog 3. What are the common
belongs? examples for each?
5. List all the organisms
(from Domain Eukarya) that
belong to Kingdom Animalia.
6. To which Phylum the Dog
belongs?
7. List all organisms (from
Kingdom Animalia) that can be
classified under Phylum
Chordata.
(Follow the same procedure

until you reach the lowest level
of classification - species )
Give the Scientific Name of the

dog.
Are there organisms that others Use the Guide questions in the Use the guide questions for Use the guide questions for
gave the same name as your LM pages 227-228. analysis. Tabulate students’ analysis.
group did? (Let the students response on the board:
give examples) 1. What are the three groups
Group of Distinguishing Example of organisms in Kingdom
EXPLAIN organisms characteristics
Are there organisms that others Eubacteria based on shape?
gave a different name as your 2. How do they look like?
group did? What are those 3. What are the common
organisms? examples for each group?
Why is this so? As a whole, what are the

Grade 8
distinguishing characteristics of Quarter 4
(Give lecture to further explain organisms under Page 11
the need of having a system of Kingdom Archaebacteria?
classifying organisms)
Why is there a need to have a More Practice. Why do salt ponds are either How can you identify
system of classifying Classify Domesticated Cat yellow or orange? organisms under Kingdom
ELABORATE
organisms? using the same list. Eubacteria?
Matching
EVALUATE First objective can be evaluated Arrange the given levels of Concept Mapping Type
through students’ output during classification from highest to Complete the concept map: A. Match the words in
the activity. Second Objective lowest level. column A with those in
can be evaluated through column B.
Kingdom Archaebacteria
paper-pencil Test. SPECIES
PHYLUM COLUMN A COLUMN B
In only three (3) sentences, why GENUS A. involve in
do you think it is needed to DOMAIN groups 1. making
Cyanobacteria sour milk or
have a system in classifying FAMILY yogurt
organisms? KINGDOM 2.
B. plant-like
bacteria
ORDER characteristics Lactobacillus
Rubrics: CLASS 3.
C. causes of
Score Possible answer Bacillus
Tuberculosis
To avoid misunderstanding anthracis
and to have one unifying D. cause of
idea/name of the organism Anthracis
that everybody can
5
understand inspite of having
different languages because
of using one scientific name
which is in “Latin”.
If the answer is correct but
3 lacks some points or
Incomplete
1 If the answer is incorrect
Suppose you are in a Grocery Advance Research Research on- line or read Study your notes for a Grade 8
store and the items there are books and know some summative test tomorrow. Quarter 4
not classified, would it be easy Read about the Dead Sea Archaebacteria that survive in
Page 12
for you to look for what you and the Great Lake of Utah, a) acidic and b)
EXTEND wanted to buy? What would you USA. What do these have in cold environments.
suggest for the sake of ease? common? (They both have a
very high salinity level). What
Study in advance LM pages are the living organisms
226- 228. present in them?
V. REMARKS
VI. REFLECTION
No. of Learners who earned:
80% and Above:
Below 80%:
work? No. of Learners who:
have caught up
with the lesson
continue to require
remediation
Why did these work?
encounter which my Principal/
Supervisor can help me
solve?
What innovation or localized Grade 8

materials did I use/ discover
Quarter 4
which I wish to share with
other teachers? Page 13

Grade 8, Quarter 4
Daily Lesson Log
Week No. 2 Signature: Signature:

Week No.
I. OBJECTIVES
1. The concept of a species
Content Standard 2. The species as being further classified into a hierarchical taxonomic system
Performance Standard
species.
Learning Competency Classify organisms using the hierarchical taxonomic system.
Code: S8LT-IVh-20
Differentiate
Describe the characteristics of Discuss the characteristics gymnosperms Describe the Summative
organisms under kingdom of organisms under and angiosperms and cite distinguishing Test
DAILY TASK Protista and cite examples of kingdom Plantae and examples of these plants. characteristics of
these organisms. classify them as vascular sponges.
and non-vascular.
Biodiversity
II. CONTENT Hierarchical taxonomic system of classification
LEARNING
III. RESOURCES
Teacher’s Guide Pages 176 Pages 177 - 178 Pages 178 - 179 Page ---
Learner’s Materials Pages 234 – 240 Pages 241 - 242 Pages 242 - 248 Pages 249
Functional Biology – Modular
Approach by Lilia M. Rabago,
et.al.; pages 129 – 130
Life Science - The Challenge of Grade 8

Discovery by D.C Health & Quarter 4
Company; pages 147 - 149 Page 15
IV. LEARNING TASKS
Memory Check Bring live samples of plants. What are the common Why are plants important? Have a short
Can you still remember your distinguishing characteristics recap of the
Grade 7 lesson about Algae? Let them identify the parts and of plants? Are there harmful plants? activities
the function of each. Can you name some? yesterday.
ELICIT Give example of an algae. How do vascular plants differ
from non-vascular? Any question
about our
lesson
yesterday?
Have you tried eating gulaman or Do all plants have the three Have you seen Pine trees Do you know Sponge Bob? Present the
sea weeds? Are they plants or vegetative parts? Let us see around? reasons in
animals? Why do you say so? as we do the activity. Where can we usually find Let’s sing with the video having
Let us discover through our them? www.youtube.com/watch?v summative test
ENGAGE activity. (Show picture of a Pine tree =ImJtoDcb1zo
cone and a mango fruit)
What’s the difference
between the two?
Essential Questions: Essential Questions: Essential Question: Essential Question:
What are the organisms in What are the distinguishing How gymnosperms differ What are the distinguishing
Kingdom Protista? characteristics of plants? from angiosperms? characteristics of sponges?
EXPLORE
What are their distinguishing How do the vascular plant
characteristics? differs from non-vascular
plant?
Text Reading Ocular observations Text Reading Show to the class the Conduct the
Grade 8
1. Let the students read LM 1. Observe the collected Let the students read LM actual dried sample of a test. Quarter 4
pages 234 – 240. samples (moss & shrub). pages 242 – 247. sponge (if available). Page 16
2. List down on the board the 2. Compare and list the 1. Let the students read
plant-like and the animal-like difference in terms of LM pages 249.
protists? vegetative parts. 2. List down the
distinguishing
Phototrophs Heterotrophs characteristics of sponge.
(Plant-like) (Animal-like) Sporozoans
_______ _______ ________
_______ _______ ________
_______ _______ ________
What makes them plant-like or 1. What is present in shrubs Use the guide questions from What are the different Checking &
animal-like? that is absent in mosses? the LM for analysis. characteristics of recording test
2. What is the function of the Sponges? (Introduce the results
Are they multicellular or vascular system in plant? How do gymnosperms differ scientific term Porifera)
unicellular? 3. Why mosses don’t need from angiosperms?
vascular system? How do sponges obtain
food?
Follow up with lecturette. What are some of the
EXPLAIN
common examples of this
group?
In what stage of their life

they are motile? Attached?
What are the contributions of the You are hiking in the Mt. Make your own Plant Profile. How can you distinguish Correct Grade 8
plant-like protist in the Kanlaon Forest Park, and Gymnosperm VS sponges from other misconceptions Quarter 4
ecosystem? there are many plants in that Angiosperm animals? of the students Page 17
forest. As a young scientist,
Gymnosperm Angiosperm
how can you classify vascular Why is this group of
from non-vascular? Type of Seed: ________ ________ organisms important in the
ELABORATE Location: ________ ________ marine ecosystem?
Leaves’ shape: ________ ________
Give more examples of non- Type of reproduction:
vascular and vascular plants. ________ ________
Quality of wood:
________ ________
Economic Value:
________ ________
Paper-pencil Test Paper –pencil Test Paper-pencil Test Identify the following: Summative
Choose the correct answer. 1. Enumerate and discuss the What are the differences 1. Where do sponges live? Test
1. Which of the following does not characteristics of plants. between gymnosperms & 2. What is the scientific
belong to the group? 2. Classify the following plants angiosperms? Complete the name of sponges?
A. Green Algae as vascular or non-vascular: table below. 3. What are sponges made
B. Golden Algae Moss of?
C. Diatoms Fern Characte
Examples 4. In which part of the
D. Dinoflagellates Santan Group ristics (only 2 sponge thewater moves
examples)
2. Which of the following are NON Hornwort out?
EVALUATE MOTILE and spore forming? Gymnos 5. What makes them filter
A. Euglena perms feeders?
B. Red Algae Angiospe
C. Paramecium rms
D. Plasmodium
3. What is the main cause of RED
TIDE?
A. Dinoflagellates
B. E. Muricatum
C. Didinium Grade 8
D. Amoeba Quarter 4
4. What type of protist that feed Page 18
on different organism?
A. Phototrophs
B.Sporozoans
C. Heterotrophs
D. Bacteria
5. What protest is NON Motile?
A. Paramecium
B. E.histolytica
C. Plasmodium
D. G. lambia
1. Give the characteristics of Read pages 244-248 of the Differentiate Monocot from Study for a Summative Read pages
Fungi. LM. Dicot based on the following: Test tomorrow. 249-250 of the
EXTEND 2. Examples of Fungi. a. leaf venation LM.
3. Role of fungi in the ecosystem. b. number of cotyledon
4. Economic value of fungi.
V. REMARKS
VI. REFLECTION
80% and Above:
Below 80%:
Did the remedial lessons Grade 8

Quarter 4
have caught up
with the lesson Page 19
continue to require
remediation
Why did these work?
solve?
What innovation or localized
other teachers?

Grade 8, Quarter 4
Daily Lesson Log
Week No. 3

Week No.
I. OBJECTIVES
Classify organisms using the hierarchical taxonomic system.

Learning Competency
Code: S8LT-IVh-20
Describe the distinguishing Describe the distinguishing Describe the Explain the role Aedes Summative Test
characteristics of characteristics of Flatworms, distinguishing egypti in spreading the
Cnidarians and cite Roundworms and Segmented characteristics of dengue and suggest
DAILY TASK examples of these worms and cite examples of mollusks, echinoderms ways of preventing the
organisms. these organisms. and arthropods and cite dengue.
examples of these
organisms.
Biodiversity
II. CONTENT Hierarchical taxonomic system of classification
LEARNING
III. RESOURCES
Teacher’s Guide Page 180 Page 180 Pages 181- 183 Pages 181 - 183 Pages 180 - 183
Learner’s Materials Pages 249 - 250 Pages 250 - 252 Pages 252 - 254 Pages 254 - 258 Pages 249 - 258
IV.LEARNING TASKS
Grade 8
What are the importance of How important are Cnidarians Differentiate the three types How do echinoderms Quarter 4
ELICIT sponges in the marine economically and of worms. differ from mollusks? Page 21
ecosystem? environmentally?
Imagine you are swimming in Brainstorming Real-life question
the beach, Suddenly a jelly- Can you name a worm that you Are you fond of eating shell Do you know someone
like mass floating nearby dislike most? You can only name foods? What particular shell who suffers dengue?
brushes against your skin. a few but food you like most?
ENGAGE
What would you feel? in fact, there are more than
20,000 different kinds of worms,
and Earthworm is only one of
them.
Essential Question: Essential Questions: Essential Questions: Essential Questions:
What are the distinguishing What are the distinguishing What are the distinguishing What is the role of Aedes
characteristics of Cnidarians? characteristics of roundworms? characteristics of Mollusks, egypti in the spread of
Flatworms? Segmented worms? Echinoderms and dengue?
Arthropods?
How do they differ from one How can we prevent
another? What are their differences? dengue?
EXPLORE 1. Let the students read LM Complete the table. Complete the table. Let the students use their
pages 249 – 250. Name Scientific Charact Exampl Scientific Chara Exa LM pages 256 – 258.
Name eristics es Name cterist mpl
2. List down the Roundworm
Name
ics es
distinguishing characteristics Flatworm Mollusk Instruction: For 10
of cnidarians. Segmented
worm Echinoderm minutes, understand and
Arthropod answer the questions in
worm
your LM pages 256-258.
What are the different Use these guide questions from Use these guide questions Use the guide questions Grade 8
characteristics of Cnidarians? the LM pages 250 – 252. from the LM pages 252 – in the LM to facilitate Quarter 4
1. What are roundworms? How 256. learning. Page 22
What are some of the does it look like?
common examples of this 2. What are some examples of Follow up questions:
group? this worm? 1. How many stages does
3. Where can they be found? A. aegypti go through in
What are the stinging cells in 4. What are flatworms? How do its life cycle?
cnidarians? they look like? 2. Which stage can easily
EXPLAIN In what stage of their life they 5. What are the common be exterminated?
are motile? Attached? examples from this group?
6. Where can we find them?
7. How about segmented worms,
how do they look like?
8. What are the worms belonging
to this group?
9. Where do they live?
How can you distinguish What are the benefits and What are the benefits and As a student, how can
Cnidarians from other harmful effects of roundworm, harmful effects of you prevent the spread of
animals? flatworm, and segmented worm? roundworm, flatworm, and dengue in our school? In
ELABORATE
segmented worm? your community?
What is the economic
importance of Corals?
Paper-pencil Test Informal Evaluation Informal Evaluation Paper-pencil Test
Choose the correct answer. The results of the activity serve The results of the activity Which among the male or
for evaluation at the same time. serve for evaluation at the female A. egypti is
EVALUATE
1. What does the picture tell same time. responsible in spreading
us? dengue. How?
Rubrics: Grade 8
Score Possible answer
Aedes egypti is the
Quarter 4
carrier of virus that Page 23
caused dengue. The
female mosquito
bites animals and
5 people for it needs
blood for food. It
multiplies by laying
eggs which grow into
a. The body parts of Cnidarians an adult mosquito
again, and repeat
b. The different sizes of the cycle.
Cnidarians If the answer is
c. The environment where 3 correct but lacks
some points or
Cnidarian grow incomplete
1 If the answer is
d. The life cycle of Cnidarians incorrect
2. Which is NOT true about

Cnidarians?
a. They have 3 body parts
namely: head, body & tentacles
b. They have stinging cells
c. Corals belong to Cnidarians
d. Example of fresh water
Cnidarians is Hydra.
3. All are examples of Cnidaria

EXCEPT:
a. sea anemone
b. Tubularia
c. octopus
d. sea fan
Read pages 250-252 of the Read in advance LM pages 252 Read pages 256 – 258 for Study our lessons for a 1. List down the
Grade 8
LM. – 254. our lesson tomorrow. summative test tomorrow. four Quarter 4
characteristics Page 24
present in any
stages in the life
EXTEND cycle of
chordates.
2. Can
vertebrates be
considered as
chordates? Why?
V. REMARKS
VI. REFLECTION
80% and Above:
Below 80%:
have caught up
with the lesson
continue to require
remediation
Why did these work?
What difficulties did I Grade 8

Quarter 4
solve? Page 25
other teachers?

Grade 8, Quarter 4
Daily Lesson Log
Week No. 4

Week No.
I. OBJECTIVES
Content Standard
2. The species as being further classified into a hierarchical taxonomic system.
Performance Standard
species.
Learning Competency Classify organisms using the hierarchical taxonomic system.
Code: S8LT-IVh-20
Describe the distinguishing Identify, describe and Describe the distinguishing Make a personal and Summative
characteristics of chordates differentiate the characteristics characteristics of Birds and group vision for the Test
DAILY TASK and vertebrates and cite of Fishes, Amphibians and Mammals and cite examples future in relation to
examples of these organisms. Reptiles and cite examples of of these organisms. biodiversity.
these organisms.
Biodiversity
II. CONTENT Hierarchical taxonomic system of classification.
LEARNING
III. RESOURCES
Teacher’s Guide Pages 183 - 184 Page 184 Page 185 Pages 185 - 187
Learner’s Materials Page 258 Pages 259 - 262 Pages 262 - 265 Pages 266 - 267
IV. LEARNING TASKS
How many stages are there in How can you classify organisms What are the distinguishing Differentiate high
ELICIT the life cycle of A. aegypti? as Chordates? characteristics of fishes, biodiversity from low
reptiles, and amphibians? biodiversity.
How can we eliminate these Grade 8

organisms? Give advantages of high Quarter 4
over low biodiversity. Page 27
Predict what will happen

to an ecosystem with
lowbiodiversity.
Can you name organisms with Post on the board the pictures What is the National bird? How Part I: My Future World.
backbone? (pictures taken from Microsoft about the National animal? Who wants to live in a
Encarta Kids 2009 & Microsoft beautiful world?
Student Encarta 2009). Ask them Let them sing a song with
the local names/how they call action What do you want the
these in their own communities. “ May Tatlong Bebe” future world to be?
What things or conditions

do you want to see 50
years from now?
ENGAGE
(lizard, burrowing frog, puffer,

Tuna, and mud turtle)

Grade 8
What are the distinguishing What are the distinguishing What are the distinguishing What do you want the Quarter 4
characteristics of chordates and characteristics of fishes, reptiles characteristics of birds and future world to be? Page 28
vertebrates? and amphibians? mammals?
Instruct the students to use their Instruct the students to use their Give them 20 minutes to do the The students will do
LM page 258 – 260 LM page 259 – 264 activity. Activity 5 : I Create the
Future (LM pages 269-
Board Work: Board Work: Let the students read & answer 272)
Give them 10 minutes to read & Give them 10 minutes to read & LM pages 262 – 266.
understand the texts. Then, ask understand the texts. Then, ask
EXPLORE volunteers to complete the volunteers to complete the table. Complete the table:
table. Name of
Characteristics
Fish,
Reptile or
Organism Charcateris
tics
Exampl
es
(How they
organism look?) Amphibian Bird
Group of Characteristics Examples
? Mammal
organism Mud Monotreme
Chordate turtle Marsupial
Vertebrate Placental
Tuna
Lizard
Burrowing
frog
Puffer
What are the distinguishing Based on the table, What are the Use the Guide questions in LM Instruct the students to
characteristics of chordates and distinct characteristics of fishes, pages 262-266 for analysis. post their outputs on the
vertebrates? reptiles, and amphibians? four corners of the
How do they differ from one What are the distinguishing classroom.
another in terms of: characteristics of birds and
EXPLAIN
a. habitat mammals in terms of: Give them 5 mins. to
b. body temperature a. skin covering roam around and learn
c. skin b. egg from the works of others.
d. fertilization c. body temperature
e. type of egg d. embryonic development
What can you say with

Grade 8
your work? With the Quarter 4
works of your Page 29
classmates?
What happen to the four What are the economic and What are the economic and After all, what is in us that
characteristics present in the environmental importance of environmental importance of will make this world a
early stage of life cycle of fishes, reptiles, and amphibians? birds and mammals? better place in the future?
ELABORATE
chordates in the case of
humans when it reaches
maturity?
Give the developmental fate of Informal Evaluation Informal Evaluation The output of the
the following: Use output in ELABORATE & Use the students’ response in students will serve as
1. notochord _____ EXPLAIN stage. the ELABORATE stage to their evaluation.
2. Dorsal hollow nerve cord ___ make instructional decision.
EVALUATE 3. gill slit _____
4. Post-anal tail ________
5. Give an example of
chordates without backbone in
the adult stage.
Read in advance you LM Submit an article about fishes, Do Activity 4, bring your output Study for a summative Make a
Pages 259-264 reptiles, and amphibians with tomorrow. test tomorrow. report (e.g.,
special/ uncommon through a
characteristics. travelogue)
on the
activities that
EXTEND
communities
engage in to
protect and
conserve
endangered
and
economically Grade 8
important Quarter 4
species. Page 30
(This is a”
bring home”
output. Give
students
enough
number of
days to
comply the
output)
V. REMARKS
VI. REFLECTION
80% and Above:
Below 80%:
have caught up
with the lesson
continue to require
remediation
Why did these work?

Quarter 4
solve? Page 31
other teachers?

Grade 8, Quarter 4
Daily Lesson Log
Week No. 5

Week No.
I. OBJECTIVES
Content Standard The one-way flow of energy and the cycling of materials in an ecosystem
Performance Standard Make a poster comparing food choices based on the trophic levels.
Describe the transfer of energy through the trophic levels;
Learning Competency Analyze the roles organisms in the cycling of materials;
Explain how materials cycle in an ecosystem.
Code: S8LT-IVi-22 S8LT-IVi-23 S8LT-IVi-24
Describe the transfer of Analyze the role of organisms
energy Construct a food web in a in Explain how materials cycle SUMMATIVE
the major biogeochemical
through the trophic levels and given ecosystem and discuss cycles in an ecosystem. TEST
DAILY TASK construct a food chain in a the food pyramid. and processes.
given ecosystem.
ECOSYSTEMS
1. Transfer of Energy in the Trophic Levels
2. Cycling of materials in the ecosystem
II. CONTENT 3. Water Cycle
4. Oxygen-carbon cycle
5. Nitrogen cycle
6. Impact of human activities in an ecosystem
LEARNING
III. RESOURCES
Teacher’s Guide Pages 199-202 Pages 202-204
Learner’s Materials Pages 273-279 Pages 279-284 Pages 285-289 Pages 285-289
Functional Biology Modular
Additional Materials Approach by Lilia M. Rabago,
Ph.D.et al. pages 32-33
IV. LEARNING TASKS

Grade 8
What is your idea about food How does energy transfer What informal can be taken What is the role of animals Quarter 4
chain? from one organism to from the food pyramid? in the cycling of nutrients? Page 33
ELICIT
another? How much of the
energy is transferred?
How does energy transfer from What was your dinner last You already learned our What do you think will
one organism to another? night? connectedness with other happen if there were no
organisms. Do you think we are cycling of materials in the
also connected with the physical ecosystem?
component of the environment?
ENGAGE
How? Present the video
www.youtube.com/watch?v
=_1oCoKj7b2o

How does energy become How does energy become What are the major roles of How do materials cycle in
transferred from one organism transferred from one organism organism in the cycling of the ecosystem?
to another? to another? materials in the ecosystem?
Student will do Activity 1 LM Student will perform Study the pictures in pages 285 Study the picture and
pages 274-279. (They will Activity 2 LM page 280. (They – 287 of the LM. identify the processes
answer all the guide questions will answer the guide involved in:
EXPLORE in the activity) questions: Q10 &Q11) Identify the role of organisms in 1. Oxygen-Carbon Cycle
recycling of materials: 2. Water Cycle
After they have finished doing Let them share their work with 1. Cow & plant in O2 and CO2 3. Nitrogen Cycle
the activity, let them publish their seatmates/classmates. cycle.
their outputs. 2. The tree & the cow in the H2O
Cycle.
3. The plants, horse, fish & the
Nitrogen-fixing bacteria in the
Nitrogen Cycle.
Process learning by using the Process discussion by asking In the Oxygen- Carbon Dioxide Using the picture provide
Grade 8
guide questions of the activity. the students using the guide Cycle, what is the major role of lecturette on as to how each Quarter 4
questions in the LM. animals? Major role of plants? Is process in every cycle Page 34
Use the output of the students this cycle possible without contribute in the cycling of
as spring board in the Provide lecturette if needed. plants/animals? Why? materials.
analysis.
EXPLAIN In the cycle of water, what is the
Give lecturette if needed. role of plants? What is role of
animals?
In the Nitrogen cycle, how do

bacteria involve itself in the
process?
Board work Use Activity 3 LM page 283- Explain the role of the Earth’s Now that you have learned
Write on the board the 284 for application of subsystems (hydrosphere, that materials cycle in the
following: knowledge. Use the guide biosphere, atmosphere, & ecosystem. As a student,
Sea weeds questions. Lithosphere) in the cycle of what can you contribute to
fish materials. maintain balance in the
shark ecosystem?
ELABORATE human
bacteria
(ask volunteer students to
construct a food chain, and
volunteers to explain how the
energy is transferred in that
food chain)
Paper-pencil Test Informal Formative Evaluation Informal Evaluation Enumerate the processes
1. Construct a food chain in a The activity serves as Instructional decision was based involve in:
EVALUATE mangrove ecosystem; evaluation at the same time. on students’ response during 1. Water Cycle
discussion. 2. Oxygen-Carbon Cycle
3. Nitrogen Cycle
2. Explain how energy is

Grade 8
transferred through that food Quarter 4
chain. Page 35
List down the food your family Make your own food pyramid. Reflect on this statement: Review your notes for a quiz
have eaten during dinner “Humans are the steward of the tomorrow.
tonight. Mother Earth”.
EXTEND What do you thinks is your role

as steward of God’s creation?
Write your reflection on your

science notebook.
V. REMARKS
VI. REFLECTION
80% and Above:
Below 80%:
have caught up with
the lesson
continue to require
remediation
Why did these work?

Quarter 4
solve? Page 36
other teachers?
Grade 8, Quarter 4 Prepared by: Checked by:

Daily Lesson Log Signature: Signature:
Week No. 6 Date Submitted: Date:

Junior HS Science Teaching Dates Quarter Fourth Page 37
Week No.
I. OBJECTIVES
Content Standard The one-way flow of energy and the cycling of materials in an ecosystem.
Performance Standard Make a poster showing ways to minimize human impact on the environment.
Describe the transfer of energy through the trophic levels;
Learning Competency Analyze the roles organisms in the cycling of materials;
Explain how materials cycle in an ecosystem.
Code: S8LT-IVj-25
Explain how human
activities Describe ways by which Suggest ways to minimize Make poster or video SUMMATIVE
affect the ecosystem. human practices may disrupt human impact on the showing ways to minimize TEST
DAILY TASK
a food chain or environment. human impact on the
food web. environment.
ECOSYSTEMS
1. Transfer of Energy in the Trophic Levels
2. Cycling of materials in the ecosystem
3. Water Cycle
II. CONTENT
4. Oxygen-carbon cycle
5. Nitrogen cycle
6. Impact of human activities in an ecosystem
LEARNING
III. RESOURCES
Teacher’s Guide
Learner’s Materials Pages 288-289 Pages 288-289 Pages 289
IV.LEARNING TASKS
Grade 8
What do we mean when we say What makes up a food chain What are some farming Performance Task: Quarter 4
ELICIT ecosystem? What are the and a food web? practices that disrupt the Give final instruction for the Page 38
components of the ecosystem? ecosystem? whole period activity
Have you sniffed any human What can you say about this Want do you think will happen
activities that destroy statement: “Human activities to mosquitoes if you have
ecosystem? Can you name have a great impact on the food many lizards at home? Can
ENGAGE them? chain/food web”? you think of other ways of
controlling pests using other
organisms?
EXPLORE Essential Question: Essential Question: Essential Question:

How human activities affect the How human activities disrupt a What are the ways to
Ecosystems? Food Chain or Food Web? minimize human impact on
environment?
Individual activity: Divide the class into groups. Let Divide the class into 3 groups.
Give the students 3 minutes to them read pages 288 – 289 and
list down human activities in do the given task. Given the same following
their communities which he/she practices in yesterday’s
believes has a negative impact Describe ways by which the lesson can you device your
in the ecosystem. following practices may disrupt own mitigation to minimize
a food chain or food web: negative impact on the
Group activity: 1. monoculture environment?
Group them into 5. 2. use of insecticides
Instruct them to make a 3. use of fertilizers
consolidated group report from
their individual output by After 15 minutes, instruct them
sharing their answers to their to post their output on the wall
group. of the room.
Give each group time to report

Grade 8
on their output. Quarter 4
(Write on the board the Page 39
answers of each group , this will
be used as spring board for
discussion)
What are the different human How do humans disrupt food What made you think that
activities in your communities? chain or food web in the your practice could minimize
following cases: negative impact? Discuss
EXPLAIN How do these activities affect 1. in the use of monoculture each practice.
the ecosystem? 2. in the use of herbicides and
insecticides
3. in the use of fertilizers
Explain how does the use of If you are a farmer, what can As student, how can you
chemicals as herbicide affect you do to help save the contribute in minimizing
ELABORATE
the ecosystem? environment? human impact in our
environment?
In your locality, give one human Informal Evaluation: Use the group’s justification
activity that directly affects the Instructional decision will be as basis for evaluation.
EVALUATE
ecosystem. based on students’ responses
during activity & discussion.
Interview a farmer and know What are some practices in your Bring the following appropriate Finish your video/poster.
the following: community which you think help materials for tomorrow’s Submit it tomorrow.
1. What is the crop/ product of in maintaining balance the activity :
EXTEND his farm? ecosystem? 1. materials for poster-making
2. What are some practices he 2. any gadgets with video
uses that may affect the recorder
ecosystem.
V. REMARKS
VI. REFLECTION Grade 8

From the evaluation, Quarter 4
Page 40
80% and Above:
Below 80%:
have caught up
with the lesson
continue to require
remediation
Why did these work?
solve?
other teachers?
Grade 8, Quarter Prepared by: Checked by:

4 Daily Lesson
Log Week No. 7 Date Submitted: Date:

Junior HS
Science Teaching Dates Quarter Fourth Page 41
Week No.
I. OBJECTIVES
1. The digestive system and its interaction with the circulatory, respiratory, and excretory systems in providing the body with nutrients for energy;
Content Standard 2. Diseases that result from nutrient deficiency and ingestion of harmful substances, and their prevention and treatment.
Performance Standard Present an analysis of the data gathered on diseases resulting from nutrient deficiency.
Explain ingestion, absorption, assimilation, and Identify healthful practices Explain how diseases of the
excretion. that affect the digestive digestive system are
Learning Competency
system. prevented, detected, and
treated.
Code: S8LT-Iva-13 S8LT-IVb-14 S8LT-IVc-15
Identify and describe the Explain how enzymes affect Explain how one’s diet and Make and present a poster SUMMATIVE
organs that make up the digestion & how pH affect lifestyle contribute to the or video showing how TEST
digestive system and enzyme activity. function of the human body diseases of the digestive
DAILY TASK
explain how digestion of as a whole and analyze the system are prevented,
food takes place in an consequences of an detected, and treated.
organism. unhealthy diet.
Structures and Functions: Focus on the Digestive System
1. Organs of the digestive system and their interaction with organs of the respiratory, circulatory, and excretory systems.
II. CONTENT 2. Changes in food as it undergoes physical and chemical digestion.
3. Diseases resulting from nutrient deficiency and ingestion of harmful substances.
4. Prevention, detection, and treatment of diseases of the digestive system.
III. LEARNING RESOURCES
Teacher’s Guide Pages 205-211 Pages 211-216 Pages 217-222
Learner’s Materials Pages 291-298 Pages 298-308 Pages 307-316
IV.LEARNING TASKS
Grade 8
Post on the board the following What are the organs involved How does enzyme affects the How does lifestyle affect your Quarter 4
words: in digestion? What are their process of digestion? health? Page 42
HEART STOMACH specific function?
SMALL INTESTINE
BLOOD ESOPHAGUS
LARGE INTESTINE
ELICIT URINARY BLADDER
KIDNEY
(Ask the class to pick from the
words the organs of the
Digestive system based on
what they can remember from
their Grades)
Use Activity 1A, LM pages Don’t you know that your saliva What can you say on this What happens when
292-294 (Give them 5 minutes is an enzyme itself? It is not statement: ‘You are what you nutritional needs are not
ENGAGE
to do the activity) just to lubricate the food but eat”. adequately met?
digest.
How does the Digestive How enzymes affect digestion? How does one’s diet and lifestyle How diseases of the digestive
system break down food to How pH affect contribute to the function of the system are prevented, detected,
nourish the body? enzyme activity? human body as a whole? and treated?
Let the students read the text (Prepare a setup of Activities 2 Instruct the students to Group work:
EXPLORE on LM pages 295-297. & 3 from the TG) perform Activity 1, LM pages Make a poster/ a four-minute
308 – 312 video presentation showing
Students will perform Activity Using the prepared set up, how diseases of the digestive
1B, Lm pages 297-298 allow the class to observe Ask some volunteer students system are prevented, detected,
while the teacher is to share his/her output. and treated.
demonstrating the activity.
Ask these questions: In what Use the guide questions in Process discussion by using
Grade 8
ways are the different Activities 2 & 3 LM pages 298- the guide questions in the Quarter 4
digestive systems of animals 302 in processing discussion. activity on pages 308 – 312 of Page 43
similar? In what ways are they the LM.
different? How enzymes affect digestion?
How pH affect
How does crushing the candy enzyme activity?
to smaller pieces affect
EXPLAIN
dissolution? What does it
represents?
(Give a lecturette if needed.)
How does the digestive

system break down food to
nourish our body?
What was your breakfast this Show to the class a video clip: What are the things you
morning? Journey of the Digestive should consider in choosing
How does your digestive system the food you eat? Why?
system break down the food Link: http://www.youtube.com/
you ate to nourish your body? watch?v=e301AdlC8bl
Ask these questions: What

ELABORATE does the movie clip say about
the digestion of food?
What changes happened to the

food as it was moved through
the digestive tract?
Give the correct answer. 1. What is the effect to the rate Paper-pencil Test Students’ output will be
Grade 8
1. What organ is responsible in of digestion if enzymes are How does diet and lifestyle utilized for evaluation.
Quarter 4
breaking mechanically food absent? contribute to the function of the
body as a whole? Page 44
particles into smaller pieces? 2. What is the effect to the rate Rubrics:
2. Where does final digestion of digestion if pH is altered? 5 – presentation is well
Rubrics:
and absorption happen? 5- if it was clearly stated that
organized, clear ideas with
3. What are the two types of diet and lifestyle are factors in correct content as to the
EVALUATE digestions? having proper growth and question.
development, and to avoid 3 – if ideas are correct but still
diseases. needs improvement in the
3- if answer is also correct but presentation
was not complete/not clear in 1 – if the idea presentation is
giving the concept. not correct.
1- if all the answers are not
correct.
What are the different Record in a Daily Meal Journal Do activities 2 & 3. Submit Study your notes for a
enzymes involved in the what you eat for three days; your output next week. summative test tomorrow.
EXTEND
process of digestion and their LM page 308
specific function.
V. REMARKS
VI. REFLECTION
80% and Above:
Below 80%:
Did the remedial lessons Grade 8

Quarter 4
have caught up
with the lesson Page 45
continue to require
remediation
Why did these work?
solve?
other teachers?
Grade 8, Quarter Prepared by: Checked by:

4 Daily Lesson Signature: Signature:
Log Week No. 8 Date Submitted: Date:

Week No.
I. OBJECTIVES
1. How cells divide to produce new cells.
Content Standard
2. Meiosis as one of the processes producing genetic variations of the Mendelian Pattern of Inheritance.
Performance Standard Report on the importance of variation in plant and animal breeding.
Compare mitosis and meiosis, and their role in the cell-division cycle.
Learning Competency Explain the significance of meiosis in maintaining the chromosome number.
Predict phenotypic expressions of traits following simple patterns of inheritance.
Code: S8LT-IVe-16 S8LT-IVe-17 S8LT-IVe-18
Identify and describe the Compare mitosis and Explain the significance of Predict phenotypic SUMMATIVE
processes involved during meiosis, and their role in meiosis in maintaining the expressions of traits following TEST
DAILY TASK
mitosis and meiosis. the cell-division cycle. chromosome number. simple patterns of
inheritance.
Heredity: Inheritance and Variation of Traits
1. Stages of mitosis
II. CONTENT
2. Stages of meiosis
3. Mendelian Genetics
LEARNING
III. RESOURCES
Teacher’s Guide Page 223 Page 224 Page 224 Pages 225-229
Learner’s Materials Pages 317-326 Pages 326-327 Pages 327-329 Pages 329-349
IV. LEARNING TASKS
From your Grade 7, what can What are the stages in How does mitosis differ from How does the chromosome
you remember about the cell? mitosis and in meiosis? meiosis? number of the organism is
ELICIT
What are the organelles maintained in meiosis?
present in the cell?
What are the physical features Can you imagine that you Post on the board the table If fate will allow you to marry the
Grade 8
of your parents which you like were once a single cell, but showing the number of Miss Universe of Africa, how Quarter 4
best that you also possess? Do through the process of chromosomes in the different would your offspring look like? Page 47
you wonder why you have mitosis you are now what organisms.
them? you are? See, the power of
mitosis? Pairs of Individual
Introduce to the class the topic Name Chromos Chromoso
omes mes
for the day.
ENGAGE Dog 36 78
Tomato 12 24
Human 23 46
What does the table tell us?
How does the normal number

of chromosomes of every
organism is maintained?
Essential Question: Essential Question: Essential Question: Essential Questions:
What are the processes How mitosis differs from What is the significance of What are the different simple
involved in mitosis and in meiosis? meiosis in maintaining the patterns of inheritance?
meiosis? chromosome number? How can one predict the
phenotypic expressions of traits
using these simple patterns?
Present a video Individual Activity I Text Reading Groupings
EXPLORE www.youtube.com/watch?v=C6 Perform Activity 2, LM Give students 10 minutes to Divide the class into 4 groups.
hn3sA0ip0 pages 326-327. read and analyse Each group will discuss the
gametogenesis in their LM assigned task.
(After 10 minutes) pages 327-328. Group I – Incomplete Dominance
Group II – Co- Dominance
Activity 2 – Board Work Group III – Multiple Allele
Post a table on the board Group IV – Law of Dominance
like the table in the Activity
2 of the LM pages 326- Board Work: Ask the students to post their
Grade 8
327. Post on the board the enlarged output and ash one Quarter 4
illustration (Figure 6, LM page representative from each group Page 48
Ask volunteers to complete 327) to present their output..
the table on the board.
Ask volunteers to count the
number of chromosomes
before meiosis started and at
the end of the process.
Use the video in answering Looking at the table on the Who can explain sperm What is the Law of Dominance?
guide questions for discussion board, is mitosis the same formation?
from Lm pages 323 -237. with Meiosis? How many sperm cells are How does it differ from the other
How do they differ? formed after meiosis? patterns of inheritance?
Follow up with a lecture. (It Any volunteer to explain the
would be better if you have Give lecturette if needed. egg formation? Give lecture about the different
pictures of the different stages How many eggs are formed patterns of inheritance.
to show to the class) after meiosis?
How many number of
chromosomes are there in the
EXPLAIN
daughter cells after the whole
process?
Based on what we have
discussed, what is the
importance of meiosis in
maintaining the chromosome
number of the organism?
In what stage chromosomes In what respect do they What do you think would Board Work: Grade 8
replicate? Why do you think this differ in terms of: happen if along the process of Using the different patterns of Quarter 4
process is important? 1. location meiosis, something wrong inheritance, predict the possible Page 49
2. type of cell produced happens? Would it affect the phenotype of:
Identify and describe the (haploid & diploid) organism? Why?
processes involved i: 3. Number of daughter 1. If a white-colored rabbit pairs
a. mitosis cells with a black-colored rabbit, what
b. meiosis. is the color of their offspring
considering the Co-dominance
ELABORATE pattern of inheritance?
2. Complete the table of the

Blood Type
Mother Father Child

B A
AB O
O B
Paper-pencil Test Paper-pencil Test Informal Evaluation Informal Evaluation

Choose the word in the box to Compare mitosis from Instructional decision is based Instructional decision will be
identify & describe the meiosis by putting √ if the on the response of the based on students’ response in
processes during mitosis or statement happens in students during the whole the elaborate stage.
meiosis. BOTH mitosis & meiosis, process of learning.
and x if it only happens in
EVALUATE Zygotene metaphase
EITHER mitosis or
Anaphase Telophase I meiosis.
__1. A process wherein the
Pachytene Diplotene cell multiplies its number
by producing new cells.
Prophase Leptotene
____1. The chromosomes __2. It produces a haploid

Grade 8
begin to pair off. new cells. Quarter 4
____2. The chromosomes align __3. It resulted to the Page 50
at the center of the cell. formation of a Diploid cell.
____3. The paired __4. Occurs in all
chromosomes disperse in the organisms.
nucleus. __5. It produces 2 new
____4. The paired centromeres cells.
of each chromosome begin to
separate.
____5. The mother cell is now
divided into two with half
number of chromosomes for
each new cell.
Study in advance LM pages Study the process of Read & understand LM pages Study your notes for a
326-327. gametogenesis. LM pages 329-349. Other references can summative test tomorrow.
328-329. also be used or researches on
line, and answer the following:
1. What is Mendelian Law of
EXTEND
Inheritance?
2. What are the different Non-
Mendelian patterns of
inheritance. How do they differ
from one another?
V. REMARKS
VI. REFLECTION Grade 8

From the evaluation, Quarter 4
Page 51
80% and Above:
Below 80%:
have caught up
with the lesson
continue to require
remediation
Why did these work?
solve?
other teachers?

Grade 8, Quarter 4
Daily Lesson Log
Week No. 9

Science 8 4th Quarter 1

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Grade 8 School Grade Level 8

Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Explain the concept of a species;

Essential Questions: Essential Question: Essential Question: Essential Question:

Let’s watch this…

If the answer is correct but

What innovation or Grade 8

Prepared by: Checked by:

Grade 8 School Grade Level 8 Grade 8

Classify organisms using the hierarchical taxonomic system.

IV. LEARNING TASKS

Introduce the concept of

3. List all the other organisms 2. What are the distinguishing

(Follow the same procedure

Give the Scientific Name of the

Why is this so? As a whole, what are the

What innovation or localized Grade 8

Prepared by: Checked by:

Grade 8 School Grade Level 8 Grade 8

Life Science - The Challenge of Grade 8

In what stage of their life

Did the remedial lessons Grade 8

Prepared by: Checked by:

Grade 8 School Grade Level 8 Grade 8

Classify organisms using the hierarchical taxonomic system.

2. Which is NOT true about

3. All are examples of Cnidaria

What difficulties did I Grade 8

Prepared by: Checked by:

Grade 8 School Grade Level 8 Grade 8

How can we eliminate these Grade 8

Predict what will happen

What things or conditions

(lizard, burrowing frog, puffer,

Essential Question: Essential Question: Essential Question: Essential Question:

What can you say with

What difficulties did I Grade 8

Prepared by: Checked by:

Grade 8 School Grade Level 8 Grade 8

IV. LEARNING TASKS

Essential Question: Essential Question: Essential Question: Essential Question:

In the Nitrogen cycle, how do

2. Explain how energy is

EXTEND What do you thinks is your role

Write your reflection on your

What difficulties did I Grade 8

Grade 8, Quarter 4 Prepared by: Checked by:

Grade 8 School Grade Level 8 Grade 8

EXPLORE Essential Question: Essential Question: Essential Question:

Give each group time to report

VI. REFLECTION Grade 8

Grade 8, Quarter Prepared by: Checked by:

Grade 8 School Grade Level 8 Grade 8

(Give a lecturette if needed.)

How does the digestive

Ask these questions: What

What changes happened to the

Did the remedial lessons Grade 8

Grade 8, Quarter Prepared by: Checked by:

__1. The chromosomes 2. It produces a haploid