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

Week of September 2-6, 2013

COMMENTS

& SUGGESTIONS
Prd 1:
ENGAGE and EXPLORE

I. Objectives
A. Cognitive
Teachers Reflection
1. Identify the parts of the microscope
____________________
2. Explain the functions of the parts of the microscope
3. Relate the function of the microscope to the study of cells ____________________
B. Affective ____________________
1. Realize the impact of the microscope as a tool in biology ____________________
2. Appreciate the simple and small things in life __________________.
3. Recognize that life forms are highly organized
C. Psychomotor
1. Draw or sketch a microscope

II. Subject Matter

The Light Compound Microscope (Review)

Valuing: Appreciation of the Little Things

III. Materials: light compound microscope, bond paper, writing and coloring
materials, TS 5 (Parts of the Microscope)

IV. Procedure
A. Motivation
Show amazing and stunning electron micrographs. Share some info
about the photo. Ask How did the picture come about? What was
used to take the picture? Elicit the concept of powerful microscopes
called electron microscope.

B. Presentation
Students recall what a microscope is for. Students differentiate the uses
of the following binoculars, telescope, magnifying lens and
microscope.
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

Integration (Art). On a bond paper, students use draw or sketch their

idea and recollection of a microscope.

Students indicate the parts of the microscope using arrows ocular,

tube, stage, base, pillar, objective lens, light source.

TS 5 (Parts of the Microscope) is given as HW. They then compare

their drawings to their answers in the TS.

C. Processing
Q: What is the importance of the microscope in the study of biology?
Q: What impact did the microscope make especially in the concept of
the cell and the concept of life?
HOTS: What do you think will happen if upto now the microscope has
not been invented? What would have been our view about life?
Valuing Appreciation of Little Things: How does the microscope
make us value the small stuffs and little things? Why should we be able
to appreciate even the smallest things in life?

D. Synthesis
Pose the thought while holding a microscope If the microscope
could talk, what would it say?

E. Appendix
Quiz 2. (10 pts.)
1-7 Identify the part of the cell that is being described.
1. They are small spherical organelles which are the sites of protein
synthesis. ribosomes
2. It is a jelly-like substance where the organelles of the cell are
suspended. cytoplasm
3. They are organelles that are capable of photosynthesis. chloroplasts
4. They are made up of flattened sacs and they function in modifying
and exporting manufactured substances out of the cell Golgi
apparatus
5. It is the powerhouse of the cell; provides energy for the cell
Mitochondria
6. It envelopes the cell; protects the cell; controls passage of
substances in and out of the cell Cell membrane
7. It is the control center of the cell; directs the cells various activities
nucleus
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

8-10. Identify the part of the microscope.

8. It is where the glass slide with the specimen is place. stage
9. It controls the amount of light that passes through the specimen
diaphragm
10. It magnifies the object several times objective lens

Prd 2: NO ACADEMICS Gr. 8 Guidance Test

Prd 3:
EXPLAIN and ELABORATE

I. Objectives
A. Cognitive Teachers Reflection
1. Compare and contrast plant and animal cells ____________________
2. Enumerate structures that are unique to either plant or animal cells ____________________
3. Relate structure and function ____________________
B. Affective ____________________
1. Realize the diversity of the forms of life __________________.
2. Appreciate the study of the different kinds of cells
3. Recognize the value of resourcefulness
C. Psychomotor
1. Construct a Venn diagram of plant and animals cells
2. Enumerate the characteristics that are unique or common to plant
and animal cells

II. Subject Matter

Variations in the Cell: Plant vs. Animals

Valuing: Resourcefulness

III. Materials: PPT Presentation, TS 6

IV. Procedure
A. Motivation
TAC. Students are shown pictures of cells and students determine their
functions or specializations e.g. brain cell, muscle cell, red blood cell,
plant cell, by clicking on the correct letter on the computer.

Brain cell (nerve impulses) l

RBC (distribution of oxygen)

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

plant cell (photosynthesis)

Elicit the idea that cells vary in structures and therefore, functions.

B. Presentation
A picture such as below is shown to the students.

Students determine if the picture above are plant cells or animal cells.
Students justify their answers.

CLS/Brainstorming. Students create a Venn diagram (TS 6

Variations in the Cell) that compares and contrasts plants and animal
cells. Categories for comparison may include size, DNA structure, types
of organisms, and organelles. They may use their textbooks as their
reference.

Students present their Venn diagrams. The group selects someone to

share their diagram

C. Processing
Q: What are the similarities between a plant cell and an animal cell?
Q: What are the differences between a plant cell and an animal cell?
Q: What are the structures and functions that are unique to plant cells?
Q: What are the structures and functions that are unique to animal
cells?
Q: Why do plant cells have cell walls and animal cells dont? How does
the difference in their structures affect their functions?
HOTS: Treat houses as organisms, compare and contrast houses that
are built on the following materials: wood, steel, bricks.
Valuing Resourcefulness: What other materials can you use to build a
house?

D. Synthesis
Students complete the statement: Plant cells are ________, whereas,
animal cells are ______________.
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

Prd 4:
EXPLAIN and ELABORATE

I. Objectives
A. Cognitive Teachers Reflection
1. Differentiate the prokaryotic from the eukaryotic cell ____________________
2. Enumerate the parts of a typical prokaryotic cell
____________________
3. Evaluate whether a cell is prokaryotic or eukaryotic
B. Affective ____________________
1. Realize the role of the diversity of cells in the existence of life ____________________
2. Appreciate the study of the different kinds of cells __________________.
3. Accept and appreciate ones uniqueness (diversity)
C. Psychomotor
1. Construct a Venn diagram of prokaryotic and eukaryotic cells
2. Enumerate the characteristics that are unique or common to plant
and animal cells

II. Subject Matter

Variations in the Cell: Prokaryotes vs. Eukaryotes

Valuing: Appropriateness

III. Materials: model of a bacterium, PPT Presentation

IV. Procedure
A. Motivation

Show a model and a picture of a bacterium. Ask: What are its different
parts? What organelles does it have? Tell the students that bacteria are
examples of prokaryotes, and their cells are prokaryotic.

B. Presentation
Introduce the terms: prokaryotic and eukaryotic (without defining).
Students are shown pictures of a prokaryotic and a eukaryotic cell.

CLS/Think-Pair Share. They come up with a Venn diagram showing

the similarities and differences between prokaryotic and eukaryotic
cells.

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

Students then come up with definitions of a prokaryotic and eukaryotic

cell.

Through a PPT presentation, show more pictures of prokaryotes e.g.

bacteria, and eukaryotes e.g. plants and animals.

C. Processing
Q: What are the similarities and differences between prokaryotic and
eukaryotic cells?
HOTS: How would life be if there were only one kind of cells that
existed?
Q: How do the simpler structures of prokaryotic cells relate to their
functions?
Q: How do the relatively more complex structures of the eukaryotic cells
relate to their functions?
HOTS: Which is better, being simple or being complex?
HOTS: Would you rather be a prokaryotic cell or a eukaryotic cell?
Valuing Simplicity: What values can we learn from prokaryotic and
eukaryotic cells? In what ways can you show appropriateness of your
words and actions?

D. Synthesis
Students think of a word each to describe a prokaryotic and
eukaryotic cell.

A prokaryotic A eukaryotic cell is . . .

cell is . . .

Prd 5:
EXPLORE

I. Objectives
A. Cognitive Teachers Reflection
1. Identify variables in the IP ____________________
2. Enumerate the materials needed for the IP ____________________
3. Explain the general procedure to be used in the IP
____________________
B. Affective
1. Appreciate the progress of the IP ____________________
2. Exhibit desirable attitudes while brainstorming __________________.
C. Psychomotor
1. Write the variables on a paper
2. List the materials and write a procedure of the IP
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

II. Subject Matter

IP-Making (Materials and Procedure)

Valuing: Teamwork

III. Materials: pen, paper, IP proposals

IV. Procedure
A. Motivation
Share the IP works of the winners in the previous years. Highlight the
methodologies that were used.

B. Presentation
Students go to their IP groups. On a piece of paper they indicate
Independent Dependent Constant
Variable Variable Variable

They start thinking of the materials that they will be using. They also
start devising the procedure for their experiment.

C. Processing
Q: What is the status of your IP?
Q: What challenges are you facing?

D. Synthesis
Groups share the status of their IP.

Prd 6: NO CLASSES College Day

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Lesson Tracker
If Iv Mg Tg
09/02 1 1 1 1

09/03 No No No No
classes classes classes classes
09/04 2 2 2 2

09/05 3&4 3&4 3&4 3&4

09/06 No No No No
classes classes classes classes
Carry-over
5 5 5 5