Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IX, Zamboanga Sibugay
Surabay National High School

GRADES 1 to 12 School: SURABAY NATIONAL HIGH SCHOOL Grade Level: 8 - LAWAAN

DAILY LESSON LOG Teacher: GIGI L. SUMALINOG Learning Area: SCIENCE
Teaching Dates and Time: MAY 09 (7:30 – 8:30 AM) Quarter: 4TH QUARTER

DETAILED LESSON PLAN

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of on how the cell divided to produce new cells;

B. Performance standards The learners shall be able to report on the importance of variation in plant and animal breeding.
C. Learning Competencies/ Objectives Compare mitosis and meiosis, and their role in the cell division cycle.
(Write the LC codes for each) (S8LT-IVd-16)
At the end of the lesson, students will be able to:
1. Define Mitosis
SPECIFIC OBJECTIVES 2. Identify the phases of Mitosis
3. Describe the phases of Mitosis

Used research base knowledge and problems of teaching and learning to enhance professional practice (Learning Objectives)
II. CONTENT CELL DIVISION: MITOSIS
III. LEARNING RESOURCESS
A. References Campbell Essential Biology, Biology Understanding life
1. Teacher’s Guide Pages Science 8 Teacher’s Guide pp. 224-227
2. Learner’s Material Pages Science Grade 8 Learner’s Material pp. 257-271
3. Textbook Pages
 Science 8
Quarter 4 Module 2
4. Additional Materials from Learning
Cellular Reproduction
Resources (LR) Portal
https://www.youtube.com/watch?v=5bq1To_RKEo
Video Presentation (OBJECTIVE 2)
Slideshare Images
B. Other Learning Resources Vidmate.com
Google Free

7E’s Model
IV. PROCEDURES
HOT-SOLO FRAMEWORK UNISTRUCTURAL MULTISTRUCTURAL RELATIONAL
Daily Routine
A. Review previews Prayer/ Greetings/ Checking of attendance/Settling down and
lesson or presenting new Setting Rules
lesson.
Reminder about Classroom Rules:
 Students should minimize making noise.
 No using of cellphones unless told by the teacher.
 Raise your hand if you want to answer or ask questions.
 Avoid talking with seatmates when unnecessary.
 Find a comfortable seat. Sit in front if you have eyesight or
hearing problem.
 Be respectful at all times.

(The teacher review the previous lesson about Cell Cycle)

ELICIT (5 minutes)
 The Fastest Brainy First Game
INDICATOR 3, 6 Divide the students into 3 Group
Ask questions. Call on the 1st hand raised.
If s/he’s right give his/her a team point. If wrong the other team
get a chance to answer. Team with most points at the end wins.

What are the 2 major stages of

the cell cycle?
 What are the 3 sub-stages of
interphase?
If the cell cycle took 24 hours
in the human cells, then it
takes only 1 hour for the cell
Constructivism to divide. How many hours
Guide Questions do cells spend in interphase?
1. What are the 2 major stages of the cell cycle?
2. What are the 3 sub-stages of interphase?
3. If the cell cycle took 24 hours in the human cells, then it takes
only 1 hour for the cell to divide. How many hours do cells
spend in interphase?
Okay, very good! You did it.
What is the difference What do you think will
B. Establishing a  between a baby and a mother happen to your cells when
purpose for the lesson Elephant? you grow? Do you want to
know how the cell divides?
ENGAGE Which has more cells?

What happen to your wound

after several days?
Constructivism What is the difference between a baby and a mother
Elephant?
 Which has more cells?
 What happen to your wound after several days?
 What do you think will happen to your cells when you
grow? Do you want to know how the cell divides?

Okay, our topic today is all about Mitosis.

INDICATOR 4 A. Introductory Activity: KWL Chart (3 Minutes)

Have students work by group to fill out KWL chart. Students
should only be filling out first two columns (What I Know about
Mitosis and the 2nd column on What I want to more about
Mitosis) the third column on What I Learned will be fill out after
the discussion.
What I Know What I Want to Know What I Learned
Constructivism

C. Presenting
example/instances of The teacher presented the objectives to the learners
new lesson
At the end of the lesson, students will be able to:
ENGAGE 1. Define Mitosis
( 5 minutes ) 2. Identify the phases of Mitosis
3. Recognize the importance of mitosis in the life of an
INDICATOR 5 organism

Unlocking of difficulties
Karyokinesis – the division of the nucleus.
Cytokinesis – the division of the cytoplasm.
Somatic cell – any cell forming the body of an organism.
Diploid cell – has two complete sets of chromosomes.
INDICATOR 2 The teacher presented the video, and let the students get some
insights about the video.
https://www.youtube.com/watch?v=5bq1To_RKEo

Guide Questions:
What was the video all about What was the video all about What are the 4 stages of How does the cell divide in
What are the 4 stages of Mitosis? Mitosis? order to produce daughter
How does the cell divide in order to produce daughter cell? cell?

D. Discussing new
concepts and practicing Activity 2. Describe me, if you can!
new skills #1
Procedure:
EXPLORE 1. HOME GROUP ( 3 Minute )
 Divide students into 4 groups with 12 members in each
Progressivism group.
 Give each group a colored strip of paper and distribute
among the members of each group and distribute the
reading materials.
Green = Prophase; Red = Metaphase; Yellow =
Anaphase, and Orange = Telophase
 Read carefully and fully comprehend the assigned
topic.
2. EXPERT GROUP DISCUSSION ( 5 Minute )
 Students who have same color and same topic from
different group meet and discuss.

INDICATOR 9 Teacher should step in, observe and clear misconceptions in

the expert group
 3. PEER TEACHING ( 5 Minutes )
 Students will go back to their original home team, and
teach their peers the lesson they learned.
 Each group will present their output according to their
capabilities or shared interest or abilities.

You can choose 1 are of Interest

Group KAMAY – output may be presented through hand

jive/motion, role play.

Group BIBIG – output may be presented through a song,

poem, reader’s theater, or broadcasting.

The teacher reminded about the Group work rules

Behaviorism SETTING RULES:

 Avoid unnecessary noise (Laughing, Shouting during
the activity.
 Work with unity and collaboration. Understand and
accept the ideas of others.
 While the one group is presenting. It is expected to the
other groups to listen and be quite.
 Clapping of hands will be made after Presentation.

Give the learners 5 minutes for the presentation of outputs.

Group Work and Reporting

Rubric
Performance
5 3 1
Good Fair Poor
CONTENT All content was Only 80% of the 50% of the
completely content was content
presented presented was
presented
KNOWLEDG They gave full They gave Their
E and clear minimal explanation
understanding understanding was lacking
of the topic on the topic
TEAMWORK All members Most members Few
take an active contributed members
participation participated
INDICATOR 9 During the activity the teacher will roam around to encourage
students to participate and give some ideas if needed. Remind
the rules during the activity proper. Commends the group who is
well behaved and gives chance to other group to do better as
the activity goes on.
E. Discussing new The teacher organized the sequenced of Reporting;
concepts and practicing and checked the output of the learners according to the
new skills #2 rubrics presented.
 Group 1
EXPLAIN  Group 2
( 15 Minutes )  Group 3
 Group 4

F. Developing Mastery 1. What are the 4 stages of mitosis? 1. What are the 4 stages of
Learning to Formative 2. What are the important events that happened in every mitosis?
Assessment stage?
3. What structure is responsible for moving the sets of 2. What are the important
EXPLAIN chromosomes towards the opposite pole? 3. What are the important events that happened in
( 10 Minutes ) 4. How many chromatids are at the end of anaphase if a cell events that happened in every stage?
has 46 chromosomes? every stage?
Constructivism 4. How many chromatids are
at the end of anaphase if a
INDICATOR 9 cell has 46 chromosomes?

G. Finding Practical Predict what would happen to the cell if cytokinesis fails to What would happen if an What do you think would
Application and occur. individual had faulty spindle happen to body cells if cell
Concepts and Skills in  What would happen if an individual had faulty spindle fibers? fail to divide?
Daily Living fibers?
 What do you think would happen to body cells if cell What is the importance of How do cells grow or
ELABORATE fail to divide? mitosis in our body? divide?
 How do cells grow or divide?
INDICATOR 3  What is the importance of mitosis in our body? How do you calculate our
 How do you calculate our chromosomes in mitosis? chromosomes in mitosis?
INDICATOR 1
If a cell has 23 pairs of chromosomes (n-23), it has 46
chromosomes (2n=46). At the end of mitosis, the two
daughter cells will be exact copies of the original cell.
Each daughter cell will have 46 chromosomes.
Hence, mitosis is known as equational division.
Therefore the mathematical formula of chromosomes is
x
n=2
H. Making Generalization Let’s go back to our objectives. Let’s sum it up! What is mitosis? What is the importance of
and abstraction about mitosis in the life of an
the lesson What is mitosis? organism?
What is the importance of mitosis in the life of an organism?
ELABORATE How will you able to apply the concept of mitosis in a real-life How will you able to apply
situation? the concept of mitosis in a
INDICATOR 7, 8 real-life situation?
I. Evaluating Learning Direction: Read each questions carefully and answer it 1. What structure is Item no. 5 refers to the Item no. 3, refer to the
outcomes correctly. Choose the letter of the correct answer? responsible for moving the diagram below that shows, diagram below
chromosomes during six cells in various phases
EVALUATION mitosis? of the cell cycle. The cells
A. Nuclear membrane are not arranged in the
ANSWER KEY: B. Spindle fiber order in which mitosis
C. Centrioles occur. 3.Which statements describe
1. B D. Nucleolus chromosomes as it goes
2. B through mitosis, from
3. A 2. Which stage of mitosis is beginning to end?
4. D
shown in the diagram?
5. C A. Sister chromatids thicken
and shorten, then line up
along the middle of the cell,
and split apart at their
A. Prophase 5. What is the correct centromeres, and 1
B. Anaphase sequence of the cell that chromatid goes into each of
C. Metaphase undergoes cell cycle? the two cell cells.
D. Telophase A. A-B-C-D-E-F
B. F-E-D-C-B-A
For item no. 4, use the C. D-A-F-C-E-B B. The organelle of a cell
information inside the box D. D-F-A-C-E-B replicate, the cell slowly splits
to answer the question. in two, and move from 1 cell
The Cell Cycle into one of the new cells
I. G1 phase
II. S phase
IV. Prophase
V. Metaphase through the cell membrane.
III. G2 phase VI. Anaphase

4. In which phase of the cell C. 2 chromosomes join

cycle do sister chromatids together at centromeres to
get pulled apart, with 1 form sister chromatids, and
chromatid eventually ending then line up along the middle
up in each of the two of the cell and 1 chromosome
daughter cells? goes each other of the two
A. I & II new cells.
B. IV D. 2 identical chromosomes
C. V fuse together at the middle of
the cell, and 1 chromosome
D. VI
goes into each of the two
new cells.
J. Additional Activities Application or
Remediation  In ½ crosswise, write the third column of KWL Chart (What I Learned) in your today’s discussion.
To be passed on our next meeting.
EXTEND

I. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the

evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

Prepared by: Checked by:

Gigi L. Sumalinog Regino S. Torrefranca
Teacher I Master Teacher I

Verified by:
Noravic R. Guzman
Head Teacher II