DAILY LESSON LOG IN SCIENCE
DAY TIME SECTION
SCHOOL MULAWIN NATIONAL HIGH SCHOOL GRADE LEVEL 8
WEDNESDAY 7:15-8:15 8-TULIP (403)
THURSDAY
GRADE
WEDNESDAY
EIGHT
THURSDAY 8:30-9:30 8-ZINNIA (404)
DAILY TEACHER LEARNING AREA SCIENCE
LESSON DANIEL L. MANUEL MONDAY
LOG TUESDAY 6:15-7:15 8-IRIS (402)
WEDNESDAY
THURSDAY 9:30-10:30 8-LOTUS (304)
DATE/TIME April 29-May 03 2024 QUARTER 4
FRIDAY HOMEROOM 8-LOTUS
9:45-10:30
DAY 1 DAY2 CATCH-UP FRIDAY
WEEK
I. OBJECTIVES
1. how cells divide to produce new cells. 1. how cells divide to produce new cells.
A. Content Standard 2. meiosis as one of the processes Producing 2. meiosis as one of the processes Producing
genetic variations of the Mendelian Pattern of genetic variations of the Mendelian Pattern of
Inheritance. Inheritance.
B. Performance Standard Report on the importance of variation in plant and Report on the importance of variation in plant
animal breeding and animal breeding
C. Learning Predict phenotypic expressions of traits following Predict phenotypic expressions of traits following Understand the different classifications of
Competency/Objectives simple patterns of inheritance. (MELC Week 3 simple patterns of inheritance. (MELC Week 3 psychoactive substances based on their effects.
S8LT-IVf-18) S8LT-IVf-18)
1. Discuss Mendelian Law of Genetics; 1. Explain the Non-Mendelian Law
2. Solve and predict Mendelian phenotypic and
genotypic expression of traits in a monohybrid
cross;
3. solve and predict Mendelian phenotypic and
genotypic expression of traits in a dihybrid cross.
I.CONTENT MENDELIAN LAW NON-MENDELIANS LAW
II.LEARNING RESOURCES
A. References
Teacher’s Guide pages 225-228 229
Learner’s Materials pages 329-340 344-349
Textbook pages
Additional Materials from Learning Quarter 4 – Module 4: Mendelian Genetics Quarter 4 – Module 4: Mendelian Genetics
Resource (LR)portal
B. Other Learning Resources
III.PROCEDURES
A. Reviewing previous lesson or Directions: Answer the puzzle. Be guided by the Directions: Study the given situation below. Fill Asking students to brainstorm different types
presenting the new lesson given clues. in the Punnett square with the possible of drugs they are aware of and their effects.
children’s skin color. Identify the phenotypes and
the phenotypic ratio of the resulting offspring
from the given monohybrid cross.
Situation:
Daniel met Cathy at a dance. They are both
heterozygous for white (Ww)
skin color. Should they get married, what would
be the possible skin color
of their children?
ACROSS
4. process of cell division where the nucleus
produces two identical daughter cells
7. stage where the spindle is fully developed and
the chromosomes begin to attach themselves to it
DOWN
1. stage where the chromatin in the nucleus
begins to shorten and form rod-like structures
known as chromosomes
2. process of cell division the produces sex cells
or gametes
3. stage where the chromosomes are now at the
opposite poles of the spindle
5. stage where the sister chromatid begins to
separate and moves towards the poles
6. helps an organism to grow, repair damaged
cells and produce offspring.
B. Establishing a purpose for the 1. Discuss Mendelian Law of Genetics; 1. Explain the Non-Mendelian Law Understand the different classifications of
lesson 2. Solve and predict Mendelian phenotypic and psychoactive substances based on their effects.
genotypic expression of traits in a monohybrid
cross;
3. solve and predict Mendelian phenotypic and
genotypic expression of traits in a dihybrid cross.
C. Presenting examples/ Watch a video about the introduction of Genetics Watch a video about the Non-Mendelian Law Present information about the classifications of
Instances of the new lesson and Mendel’s Law. psychoactive substances based on their effects
(e.g., depressants, stimulants, hallucinogens).
D. Discussing new concepts and Discuss the concepts and guide the learners to Group Activity - Review the different classifications of
practicing new skills # 1 understand the PUNNET SQUARES. 1. Phenotypes and genotypes in incomplete psychoactive substances based on their effects
Dominance. (LM 345) as a whole class.
2. Inferring genotypes of ABO blood types based on - Provide additional information and examples for
the parental blood types (LM 347) each category.
- Clarify any misconceptions and ensure that
students understand the criteria for each
classification.
E. Discussing new concepts and Explain how to solve the phenotypic and Presentation of the Group Output Show images or describe different drugs and
practicing new skills # 2 genotypic ratio using PUNNET SQUARES. ask students to identify which classification
each drug belongs to based on its effects.
F. Developing mastery Activity: What are My Dominant and Recessive
(leads to Formative Traits?
Assessment 3) Directions: Represent the traits with a letter of
your choice on the appropriate space in the table
below.
G. Finding practical application of Activity: Monohybrid Cross Using the Punnett
concepts and skills in daily Square.
living Directions: Read the situation and answer the
questions that follow.
Situation:
A homozygous red Santan flower (RR) is crossed
with a homozygous pink Santan flower (rr).
Tasks:
1. Show the given cross using the Punnett
square.
2. Write the genotypes and phenotypes of the
resulting offspring.
H. Generalizing and abstractions
about the lesson
I. Evaluating learning Directions: Read the situation carefully and make Evaluation will be based on the Performance of Ask students to write down three key points
a Punnett square to show the cross and predict the Group Output they learned about the classifications of
the offspring (phenotypes and genotypes). psychoactive substances based on their
Situation: effects.
In dogs, stickup ears (E) is dominant over
dropped ears (e). A homozygous stickup-eared
dog is mated with a homozygous dropped-eared
dog.
Task/Question:
1. Make a Punnett square for the cross given
above.
2. What are the genotypes and phenotypes of the
resulting offspring?
Genotypes:
Phenotypes:
J. Additional activities for Make a presentation (power point) to report on
application or remediation the importance of variation in plant
and animal breeding. (Performance Task#3)
REMARKS
REFLECTION
A. No. of learners who earned 80% TOTAL PASSED TOTAL PASSED TOTAL PASSED
on the formative assessment 8-TULIP- 8-TULIP- 8-TULIP-
8-ZINNIA- 8-ZINNIA- 8-ZINNIA-
8-IRIS- 8-IRIS- 8-IRIS-
8-LOTUS- 8-LOTUS- 8-LOTUS-
B. No. of Learners who require 8-TULIP- 8-TULIP- 8-TULIP-
additional activities for remediation 8-ZINNIA- 8-ZINNIA- 8-ZINNIA-
8-IRIS- 8-IRIS- 8-IRIS-
8-LOTUS- 8-LOTUS- 8-LOTUS-
C. Did the remedial lessons work? No.
of learners who have caught up with Yes ___No Yes ___No Yes ___No
the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these works? __ Group collaboration __ Group collaboration __ Group collaboration
___ Games ___ Games ___ Games
___ PowerPoint Presentation ___ PowerPoint Presentation ___ PowerPoint Presentation
___ Answering preliminary activities/exercises ___ Answering preliminary activities/exercises ___ Answering preliminary activities/exercises
___ Discussion ___ Discussion ___ Discussion
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___Use of Graphic Organizers ___Use of Graphic Organizers ___Use of Graphic Organizers
___ Rereading of Paragraphs/Poems/Stories ___ Rereading of Paragraphs/Poems/Stories ___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn __ Pupils’ eagerness to learn
___ Group members’ cooperation in doing their ___ Group members’ cooperation in doing their ___ Group members’ cooperation in doing their
tasks tasks tasks
F. What difficulties did I encounter ___ Bullying among pupils ___ Bullying among pupils ___ Bullying among pupils
which my principal or supervisor can ___ Pupils’ behavior/attitude ___ Pupils’ behavior/attitude ___ Pupils’ behavior/attitude
help me solve? ___ Unavailable Technology Equipment (AVR/LCD) ___ Unavailable Technology Equipment (AVR/LCD) ___ Unavailable Technology Equipment
___ Science/ Computer/Internet Lab ___ Science/ Computer/Internet Lab (AVR/LCD)
__ Reading Readiness __ Reading Readiness ___ Science/ Computer/Internet Lab
___ Lack of Interest among pupils ___ Lack of Interest among pupils __ Reading Readiness
___ Lack of Interest among pupils
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover which I ___ Interactive Videos ___ Interactive Videos __ Interactive Videos
wish to share with other teachers? ___ Use of recycled/ real objects ___ Use of recycled/ real objects ___ Use of recycled/ real objects
__ Use of PowerPoint presentations __ Use of PowerPoint presentations __ Use of PowerPoint presentations
___ Use of manipulative materials ___ Use of manipulative materials ___ Use of manipulative materials
Prepared by:
DANIEL L. MANUEL
Subject Teacher
CHECKED:
JUNARLITO P. RONDINA
Assistant Principal II / OIC
