SEMI – DETAILED LESSON PLAN IN GRADE 8- BIOLOGY
BAYAMBANG CAMPUS
Bayambang Pangasinan
Integrated Schools – High School Department
S.Y 2018 - 2019
A Semi – Detailed Lesson Plan in Grade
8- Biology
(Cells
Beget Cells)
Submited by :
Widyarti
Az-zahra
Student
Teacher
Submited
to :
Ms. Kimberly B. Inaldo
Supervising
Teacher
Submission date :
September 5, 2018
I.
Objectives:
a. identify the origin of cells;
b. trace the process of cellular reproduction;
and
c. appreciate the importance of cell
reproduction in every organisms.
II.
Subject Matter:
A.
Topic:
“Cells Beget Cells”
B.
Material: DLP, Laptop, Chalk, Power point, video
C.
Science Concept
The third tenet
of the cell theory as proposed by the
German physician Rudolf Virchow States that "cells come from preexisting
cells.” This very simple and yet profound generalization explains that cellular
reproduction is essential for the perpetuation of life. It emphasizes the concept
that no new cells will. be formed without preexisting cells. Consequently, no
new organisms will be formed without preexisting organisms. All cells whether
that of bacteria, plants, animals or humans undergo Cell division to fulfill a
particular role in an organism.
III.
Procedure
A. Premilinary Activities
1.
Routine
a. Prayer
b. Checking the attendance
2.
Review
Before the class will formaly start, teacher will ask some student about
the last topic.
“who can share the
diseases of the digestive system?”
3.
Motivation
The teacher ask to student for raise their hand, and the teacher ask to
student for looking their hand and take a closer look at the skin. And the
teacher ask some student what they see in their skin.
IV. Presentation of Lesson
The
teacher will ask the student on what is their idea about the topic for today.
V.
Development of The Lesson:
The third tenet of the cell theory as proposed by the German physician Rudolf Virchow
States that "cells come from preexisting cells.” This very simple and yet
profound generalization explains that cellular reproduction is essential for
the perpetuation of life. It emphasizes the concept that no new cells will. be
formed without preexisting cells. Consequently, no new organisms will be formed
without preexisting organisms. All cells whether that of bacteria, plants,
animals or humans undergo Cell division to fulfill a particular role in an
organism.
In unicellular organisms like bacteria, cellular
reproduction is a means to multiply or increase in number. This is what is
observed in a bacterial colony in leftover food and causing its Spoilage. Bacterial
cells divide by a type of cell division called binary fission. Binary fission is an asexual means of reproduction,
where the genetic material (chromosome)
of the cell duplicates first (replication)
followed by the pulling of the chromosome to Opposite poles, and finally, the
ngth of the cell wall at the center to comma and divide the rest of the cell.
The resulting two new daughter cells are identical in content.
In multicellular organisms, cellular reproduction is a
means for the production of new tissues or body parts during growth and
development. A human embryo in the womb of the mother undergoes rapid and
successive rounds of. cellular reproduction in order to form all the vital
organs and body parts in just a matter of nine months. Even after birth, cells
divide to supply the needed cells for a continued growth and development of
tissues. Cellular reproduction is likewise a means to replace worn-out and
damaged cells. The ability of a wound to heal involves cellular reproduction.
The epithelial cells that are sloughedoe when you rub your skin with a towel
after taking a bath are replaced by new epithelial cells by cellular
reproduction. Thousands of red blood 'cells are produced daily in the bone
marrow to replace nonfunctional old red blood cells. Cells in the digeStive and
tesPiratory tracts are also replaced by cellular reproduction every time they
are damaged. Cellular reproduction is also a means to produce new plants or
animals in asexually-teproducing organisms. The growd: and development of
stem-cuttings such' as santan (Ixora spp.) Stem, the germination of runners '
in grasses, and the formation of a bud in Hydra Sp. are examples of asexual reproduction
through cellular division.
VI. Generalization
The
Teacher will ask the following:
1.
Who can share the origin of cell?
2.
Who know how many types of cell?
3.
Who can explain about how binary fission
in bacteril fission?
VII. Evaluation :
1.
Cell
Types.
2.
First
cell type on the earth.
3.
Scientist
founder cell.
Draw the illustration of binary
fission!
VIII. Assignment:
Make an advanced reading
about stage of cellular reproduction.
BAYAMBANG CAMPUS
Bayambang Pangasinan
Integrated Schools – High School Department
S.Y 2018 - 2019
A Semi – Detailed Lesson Plan in Grade 8 – Biology
( Digestive
in Human )
Submited by :
Widyarti Az-zahra
Student Teacher
Submited to :
Ms.
Kimberly B. Inaldo
Supervising Teacher
Submission date :
August 29, 2018
I.
Objectives:
a.
explain the
process of food absorption in small and large intestine;
b.
relate
the importanceof nutriton our body in daily life; and
c.
identify
the process of nutrient assimilation through video presentation.
II.
Subject Matter:
A.
Topic: “Digestive
in Human”
B.
Material: DLP, Laptop, Chalk, Power point, video
C. Science
Concept
Absorption of food:
·
Absorption in small intestine
·
Absorption in large intestine
Elimination if waste materials
·
Mouth
·
Esophagus
·
Stomach
·
Small
intestine
·
Large
instine
Assimilation of nutrients
·
Sugar
·
Amino
Acids
·
Fats
III.
Procedure
a.
Premilinary
Activities
1.
Routine
a.
Prayer
b.
Checking
the attendance
2.
Review
Before the class will formally start, teacher
will ask some student about the last topic.
“Who will mention the organs in digestion
system and explain its function?”
3.
Motivation
Student will be devide into 5 groups. They
will count from 1-5, they will be group according to the number assigned to
them.
Mechanics:
1.
The
teacher will give one food name and first group 1 will say another food from
the last letter of the food
given by the teacher, then next group 2 will
say another food from the last letter of the food given by group 1 until last
group.
2.
Another
set will start-same sequence as no.2. It will be 3 sets.
Rules:
1.
Each group will be given 3 seconds to answer.
2.
Brand name is not allowed but proper noun will.
3.
Beverage is allowed .
4.
After group 5, teacher will begin another set.
5.
There will three teachers who will be the time keeper and will help facilitate
the game.
6.
Price will be given to a winner.
After the game the teacher will ask “what is
the topic for today?”
IV.
Presentation of Lesson
The teacher will ask the student on what is their idea
about the topic for today.
V. Development of The Lesson:
Absorption in the small intestine
After three to five hours, most of the food in the small
intestine is digested. Proteins are broken down into individual amino acids.
Carbohydrates, such as Starches and sugars, are broken down into simple sugars.
Fats are broken down into fatty acids and glycerol. But before these nutrients
can be used by the body for energy, they must first be absorbed or taken in by
the bloodsueam through the walls of the small intesdne. The small intestine is
well adapted for the absorption of digested food produCts. Its inner walls look
something like wet velvet with numerous transverse folds and furrows. Its inner
lining is covered with millions of tiny fmgerlike Structures called villi
(singular: villus) projecting into the inteStinal cavity. Microscopic
examinations also reveal that the epithelial cells of the villi bear numerous
microvilli. In between the bases of the villi are minute openings of the
intestinal glands that secrete intestinal juice. The digested food is absorbed
by the villi of the small intesu’ne, especially the jejunum and the ileum into
a network of blood vessels that carry the nutrients to all parts of the body.
Absorption in the small intestine
The main
function of the large intestine is to absorb water and mineral salts from the
undigested food material. The large intestine is about 1,5 meters long and
consists of the following:
·
Caecum and appendix
·
Ascending colon running upwards along the right side of
the andominal cavity
·
Horizontal tranverse colon
·
Descending colon which runs downward to join the rectum
·
Rectum (a short muscular tube)
Assimilation of nutrients
Sugar
The simple sugars are converted into glycogen and stored in the liver while glucose is carried in the blood to be distributed throughout the body. Glucose is used by all cells for energyproduction. It is oxidized during cell respiration to set free energy for the vital activities of'the cells. Excess glucose is stored in the liver as glycogen. The conversion ofglucose to glycogen requires the action of the hormone insulin produced by the pancreas. When thebody needs glucose for energy production, the liver converts the stored glycogen back into glucose, which is then carried by the blood, to the cell. .
The simple sugars are converted into glycogen and stored in the liver while glucose is carried in the blood to be distributed throughout the body. Glucose is used by all cells for energyproduction. It is oxidized during cell respiration to set free energy for the vital activities of'the cells. Excess glucose is stored in the liver as glycogen. The conversion ofglucose to glycogen requires the action of the hormone insulin produced by the pancreas. When thebody needs glucose for energy production, the liver converts the stored glycogen back into glucose, which is then carried by the blood, to the cell. .
AminoAcid
Upon entering the cells, amino acids are converted as new protoplasm and used for growth and repair of wom-out parts or tissues of the body. They are also used for the formation of enzymes and hormones.
Fats
Fats, before they are used, are brought to the liver where they are converted into forms thatcanbe oxidized or stored. Under normal conditions when there is an adequate supply'of glucose, fats ate not oxidized. They are used to build proroplasm in cell membranes.
VI.
Generalization
The Teacher will ask the following:
1.
How does small
intestine absorbed the food?
2.
How will you
relate the important of food nutrion in daily life?
VII.
Evaluation :
Feel The Blank
1.
The process of transport and use of absorbed
nutients.
2. The large intestine.
3. The process of removing undigested matter from the body is called.
VIII.
Assignment:
Make an advanced reading
about the Prevention, Detection and Treatment of
Disesase of the Digestive System.
PANGASINAN STATE UNIVERSITY
BAYAMBANG CAMPUS
Bayambang Pangasinan
Integrated School – High School
Department
S.Y 2018 - 2019
A Semi – Detailed Lesson Plan in Grade 8 - Biology
( Digestive
in Human )
Submited by :
Widyarti Az-zahra
Student Teacher
Submited to :
Ms.
Kimberly B. Inaldo
Supervising Teacher
Submission date :
August 29, 2018
I.
Objectives:
a.
identify the
different organs and functions involved in the process of digestion;
b.
explain
ingestion, assimilation absorbtion and elimination, and;
c.
appreciate
the importance of figestive system.
II.
Subject Matter:
A.
Topic: “Digestive
in Human”
B.
Material: DLP, Laptop, Chalk, Power point, video
C. Science
Concept
The human nutrition involves the following
processes:
·
Ingestion
·
Digestion
·
Absorbtion
·
Elemination
Organs of the Digestive System
·
Mouth
·
Esophagus
·
Stomach
·
Small
intestine
Accessory organs
·
Liver
·
Gallbladder
·
Pancreas
III.
Procedure
A.
Premilinary
Activities
1.
Routine
a.
Prayer
b.
Checking
the attendance
c.
Connection
to assignment
2.
Review
Before the class is formaly start, teacher
will ask some student about the last topic.
“who will mention four majorof food?”
3.
Motivation
·
What
have you eaten today?
·
Why
did you chose to eat those foods?
·
What
happened to your food after you eat it?
Students should naturally
begin talking about the digestive system in response to the final question
listed above. Let them know that food and the digestive system are the topics
for this lesson.
IV.
Presentation of Lesson
The teacher will ask the student on what is their idea
about the topic for today according to the terms in the activity.
V. Development of The Lesson:
There are several organs and other
components involved in the digestion of food. The organs known as the accessory
digestive glands are the liver, gall
bladder and pancreas.
Other components include the mouth, salivary
glands, tongue, teeth and epiglottis.
Mouth
The mouth is the beginning of the digestive tract. In fact,
digestion starts here as soon as you take the first bite of a meal. Chewing
breaks the food into pieces that are more easily digested, while saliva mixes
with food to begin the process of breaking it down into a form your body can
absorb and use.
Throat
Also
called the pharynx, the throat is the next destination for food you've eaten.
From here, food travels to the esophagus or swallowing tube.
Esophagus
The
esophagus is a muscular tube extending from the pharynx to the stomach. By means of a series of contractions, called peristalsis, the esophagus delivers food
to the stomach. Just before the connection to the stomach there is a
"zone of high pressure," called the lower esophageal sphincter; this
is a "valve" meant to keep food from passing backwards into the
esophagus.
Stomach
The stomach is a sac-like organ with strong
muscular walls. In addition to holding the food, it's also a mixer and grinder.
The stomach secretes acid and powerful enzymes that continue the process of
breaking down the food. When it leaves the stomach, food is the consistency of
a liquid or paste. From there the food moves to the small intestine.
Small
Intestine
Made
up of three segments, the duodenum, jejunum, and ileum, the small intestine is
a long tube loosely coiled in the abdomen (spread out, it would be more than 20 feet long).
The small intestine continues the process of breaking down food by using
enzymes released by the pancreas and bile from the liver. Bile is a compound that aids in the digestion of fat
and eliminates waste products from the blood. Peristalsis (contractions) is also at work in this
organ, moving food through and mixing it up with digestive secretions. The
duodenum is largely responsible for continuing the process of breaking down
food, with the jejunum and ileum being mainly responsible for the absorption of
nutrients into the bloodstream.
Accessory
Organs and Glands
Liver
Directly affects digestion by producing bile
–
Bile
helps digest fat
–
Filters
out toxins and waste including drugs and alcohol and poisons.
Gall
bladder
•
Stores
bile from the liver, releases it into the small intestine.
•
Fatty
diets can cause gallstones
Pancreas
• Produces
digestive enzymes to digest fats, carbohydrates and proteins
•
Regulates blood sugar by producing insulin
VI. Generalization
The Teacher will ask the following:
1.
What is
the function of mouth and Pharynx?
2.
Mention
the accessory organs and glands!
3.
What are
the processes include in digestion?
VII.
Evaluation :
On a sheet of paper, write the name of each colored organ:
•
Green:
•
Red:
•
Pink:
•
Brown:
•
Purple:
•
Green:
•
Yellow:
VIII.
Assignment:
Make an advanced reading
about the Prevention, Detection and Treatment of
Disesase of the Digestive System.
LESSON PLAN
School Level : PSU Integreted School
Subject : Biology
Classs : 8
th Grade
Topic : Nutrition and
Overall Wellness
Time :
60 minutes
 |
A.
Core
Competence
a.
Accept and carry out
the teachings of the religion he adheres to.
b.
Having honest, disciplined,
responsible, polite, caring, and confident behavior in interacting with family,
friends and teachers.
c.
Understanding factual
knowledge by observing [hearing, seeing, reading] and asking based on curiosity
about himself, God's creatures and activities, and the objects he encounters at
home, school.
d.
Presenting factual
knowledge in clear and logical and systematic language, in an aesthetic work in
a movement that reflects healthy children, and in actions that reflect the
child's faithful and noble behavior.
B. Learning Objective
·
Differentiate the 1992
Food Guide Pyramid and 2005 USDA Food Guide Pyramid
·
Discuss on healthful
practices that affect the malnutrition and overnutrition
·
Create their own
healthy meal plans for one week
C.
Subject
Material
In
order to have a healthy body with normal growth and development, you need a
balanced diet. A balanced diet contains the right amount of carbohydrates,
proteins, fats, vitamins, mineral, water, and amount of food varies from one
person to another depending on health conditions, lifestyle, activities, sex,
and age. There are four major groups of food: cereal grain group (level 1),
fruits and vegetables group (level),meat and alterntives group (level 3), and
fat, milk, salt, and sugar group (level 4). A balanced diet includes food from
the four major groups. It is encouraged that you adopt a healthy eating
practice by consumsing food the “pyramid way” as shown in figure 14-7. The
healthy diet pyramid encourages people to eat more food from level 1 and less food
level 4.
D.
Learning Approaches/
Method
Learning
Approaches : Direct Instruction
Method : Communicative, Student asking and answer, Discussion
E.
Learning Step
Activity
|
Activity
|
Time
|
|
Teacher
|
Student
|
||
Opening
|
· The class opens with greetings and continues with a prayer led by one of the students.
·
The teacher
prepares the students' physical and psychological conditions, and checks the
attendance of students
·
The teacher giving
apretiation : devided pices of puzzle, and asking “what is that picture?’, this
is to know the first student knowledge
·
The teacher
asking to student about the topic from the puzzle
|
·
Listening to
teacher and pay attention
·
Collate the
pices of puzzle to be one picture
·
Answer about
the topic
|
10 minutes
|
Core
|
·
The Teacher
presentace A balanced diet enables maintain a healthy body
·
The teacher
giving the stident change to write the main idea from the slide
·
The teacher
showing a picture
·
The Teacher
asking about the idea about the picture
·
The teacher
precentace and showing picture about mallnutrition and overnutrition
·
The teacher
giving the student change to ask
·
The teacher
answer the question
·
The teacher
asking the conclusion about the topic
|
·
Listening and pay attention to teacher. Serta mencatat
hal-hal penting.
·
Write down
the main idea
·
Identify the
picture and connecting to the topic
·
Telling about
the idea
·
Pay attention
dan write down about the main idea
·
Give question
·
Listening the
answer
·
Give
conclusion
|
35 minutes
|
Closing
|
·
The Teacher
giving assasment to student
·
The teacher make conditions students to
learn about material for the next meeting
·
The teacher
closing the class and greating
|
·
Write about
the assasment
·
Listening to
teacher
·
Greating
|
5 minutes
|
F.
Media,
Material, and References
1.
Media : Power Point, Picture,
Puzzle
2.
Material : Chalk, Eraser, Laptop,
DLP
3.
References :
·
Donnie
A, John. 2017. Exploring Life Trough
Science. Phoenix Publishing House.
G.
Evaluation
Evaluationn technique : Tes and Non Tes
Bentuk instrument :
1.
Konseptual : Test description
2.
Afektif : Afektif evaluation sheet
3.
Psikomotorik : Psikomotor evaluation shett
Noted and
checked
Kimberly
B. Inaldo
Supervising
Instructor
|
Bayambang,
August 2018
Prepared
by
Widyarti
Az-zahra
Student Teacher
|
BAYAMBANG CAMPUS
Bayambang Pangasinan
Integrated Schools – High School Department
S.Y 2018 - 2019
A Semi – Detailed Lesson Plan in Grade
8- Biology
(The
Prevention, Detection and Treatment of Disesase of the Digestive System)
Submited by :
Widyarti
Az-zahra
Student
Teacher
Submited
to :
Ms. Kimberly B. Inaldo
Supervising
Teacher
\
Submission date :
August 31, 2018
I.
Objectives:
a. describe common disorder and diseases of
digestive system;
b. recognize the healthful practices that affect
the digestive system; and
c. construct ways on how to keep the digestive
system healthy.
II.
Subject Matter:
A.
Topic: “The
Prevention, Detection and Treatment of Disesase of the Digestive System”
B.
Material: DLP, Laptop, Chalk, Power point, video
C.
Science Concept
Though there are many digestive system disorders, they all share some
common symptoms,which later on can develop into specific gastrointestinal
disease. There symptoms are:
·
A change
in bowel habits
·
Sudden
weight loss
·
Sereve
abdominal pain
·
Blood in
the stool
·
Heartburn
and release of gas
Common disorders and diseases of the digestive system
·
Diarrhea
·
constipation
·
heptitis
·
gallstones
·
peptic
ulcer
·
hemorrhoids
·
appendicitis
Disordes associated with improper or insufficient diet
·
Undernutrition
·
Overnutrition
Eating disorders
·
Anorexia
·
Bulmia
III.
Procedure
A. Premilinary Activities
1.
Routine
a. Prayer
b. Checking the attendance
2.
Review
Before the class will formaly start, teacher will ask some student about
the last topic.
“what happen to your food
in small intestine”
3.
Motivation
The
teacher prepared puzzle, and ask the learnes to arrange the puzzle. They’re
going to count 1 to 4 to have their grouping. After arranging the puzzle, one
member per group is assign to explain what they have arrangen they’re only given
2 minutes to arrange and 30 econs to explain.
IV. Presentation of Lesson
The
teacher will ask the student on what is their idea about the topic for today.
V. Development
of The Lesson:
Diarrhea
This digestive disorder occurs when
the lining of the large inteStine cannot maintain the usual level of water
absorption. Thus, secretes more than the normal quantity of water, ions, and
mucus. Food poisoning from exposure to bacteria from the Salmonella group, certain
virus causing intestinal an and infeCtions caused by protozoans, such as
Amoeba, can cause bouts of diarrhea. These organisms usually migrate and invade
the intestinal lining and destroy the normal intestitial cells that perform the
absorption of water. The excessive loss of water caused by diarrhea can make
the person dehydrated. This is eSpecially dangerous to young children and may
lead to death if left untreated. Proper handwashing technique using soap and water
can prevent most bacteria from entering the body through the hand mouth route.
Constipation
Constipation occurs when the
peristalsis moves the Stool in the colon too slowly. The colon reabsorbs the
water too much and the Stool becomes hard and compacted. There are many reasons
Why constipation may occur including a diet with low plant fiber, poor bowel
habits, abuse of laxatives, and hormonal disorders. Constipation from a medical
standpoint is the infrequent bowel movements of 1 than three times a week along
with hard-to-pass dry Stools. Although it can be relieved by drinking water at
least 8 glasses a day, laxatives, lifestyle changes, and treatment of the
underlying problem Can offer long-term relief.
Hepatitis
Hepatitis is the inflammation of the
liver caused by excessive consumption of alcohol or a viral infection. Patients
experience nausea, fever, loss of appetite, abdominal pain and a yellowing of
the skin and white part of the eye known as jaundice. If left untreated, liver
cells may later on die and may result in liver failure and death of the
patient. Hepatitis has different types depending on the cause of the disease.
Hepatitis A, known as infectious hepatitis, is caused by the hepatitis A virus
(HAV) and contracted through exposure from a fecally contaminated water or
food. Hepatitis B, known as serum hepatitis, is caused by the hepatitis B virus
(HBV) and transmitted by sharing contaminated blood through blood transfusions
or contaminated needles or by sexual contact with an infeCted individual.
Hepatitis is preventable through vaccinations.
Gallstones
Gallstone are crystals formed by too much
cholesterol, bile salts, and calcium in the gallbladder. Patients usually feel
sporadic pains in the middle bf the upper abdomen or just below the right side
ribs. Frequency of pain attacks can be reduced by consuming low-fat diet.
Gallstones are usually detected using an ultrasound. If the low-fat diet and
painkillers cannot manage the symptoms, Other means such as dissolution therapy
(using medicines to dissolve the gallstones) and surgical removal of gallstones
are the next options.
Peptic ulcer
Peptic ulcers are sores that develop in
the lining of the stomach, lower esophagus, or small intestine. They’re usually
formed as a result of inflammation caused by the bacteria H. pylori, as
well as from erosion from stomach acids. Peptic ulcers are a fairly common
health problem. There are three types of peptic ulcers:
·
duodenal ulcers: ulcers
that develop in the upper section of the small intestines, called the duodenum.
Disorders
Associated with Improper or Insufficient Diet
Malnutrition is a broad
category of disorders associated with improper or insufficient die; including undemuttition,
overnutrition or micronuttient deficiency. To maintain overall wellness, one
must consume large amounts of macronutrients (carbohydrates, fats, proteins)
and smaller amounts of micronutrients (vitamins and minerals).
Undernutrition
People who cannot afford
to buy as much food to meet the basic daily nutrient needs may suffer from
chronic undernutrition or hanger. Poor people who can only afford
low protein and high carbohydrate diet such as rice or corn may also suffer
from chronic malnutrition, a condition associated with the insufficient supply
of proteins and Other key nutrients in the diet. The UN Food and Agricultural
Organization in 2010, announced that there are 925 million chronically
undernourished and malnourished people, about one in every seven people in the
planet.
Overnutrition
Health problems are also encountered
when one eats too much. Overnutrition
occurs when a person consumes too much calories in food with little exercise,
thus, he becomes overweight or obese. If the weight of the individual exceeds
20 percent of his ideal body weight, obesity can occur. Obesity is the heavy
accumulation of fats in the body, which can be distributed around the body or
concentrated on the Stomach (apple-shaped), midrift or in hips and thighs
(pear-shaped).
VI. Generalization
The
Teacher will ask the following:
1.
Who can share the diseases of the
digestive system?
2.
Who can share the ways on how to keep the
digestive system healthy?
3.
What are the ways to keep healthful
practices that affect the digestive system?
VII. Evaluation :
1. The
inflammation of the liver caused by excessive consumption of alcohol or a viral
infaction.
2. This digestive disorder occurs when
the lining of the large intestine cannot maintain the usual level of water
absorption.
3. The
common eating disorders.
4. The
inflammation of the appendix
5. Open
sores found in the esophagus, stomach, and the duodenum of the small intestine.
Answer:
1.
Hepatitis
2.
Diarrhea
3.
Anorexia & Bulmia
4. Appendicitis
5. Peptic
Ulcer
VIII. Assignment:
Make an advanced reading about Cell
beget cell.
BAYAMBANG CAMPUS
Bayambang Pangasinan
Integrated Schools – High School Department
S.Y 2018 - 2019
A Semi – Detailed Lesson Plan in Grade
8- Biology
(Stages
of Cellular Reproduction)
Submited by :
Widyarti
Az-zahra
Student
Teacher
Submited
to :
Ms. Kimberly B. Inaldo
Supervising
Teacher
\
Submission date :
September 6, 2018
I.
Objectives:
a.
identify the stages of cell reproduction;
b.
explain the process of cellular
reproduction; and
c.
appreciate the importance of cellular reproduction.
II.
Subject
Matter:
A.
Topic: “Stages of Cellular Reproduction”
B.
Material: DLP, Laptop, Chalk, Power point,
video
C.
Science Concept
Cellular reproduction is
a complex process that is divided into two distinct stages (l) cellular growth
and maturation and (2) cell division.
III.
Procedure
A.
Premilinary Activities
1.
Routine
a.
Prayer
b.
Checking the attendance
2.
Review
Before the class will
formaly start, teacher will ask some student about the last topic.
1.
Who can define cell?
2.
What are the two types of cell?
3.
How do cell divide?
3.
Motivation
The
teacher prepares a keyword by which letters are being . then the student
guesses the word from the random letter and relates it to the topic for today.
IV.
Presentation of Lesson
The teacher will ask the student on
what is their idea about the topic for today.
V. Development of The Lesson:
Cellular reproduction is
a complex process that is divided into two distinct stages -(l) cellular growth
and maturation and (2) cell division. Regardless of the cell type in a
particular organism. a cell requires a number of important cellular components
to become fully mature and operational prior to actual cell division. In the
first stage, growth and maturation of the cell refers to the important
processes the cell must undertake before cell division starts. These processes
include attainment of its normal size, assembly of the necessary organelles and
cellular components, accumulation of enough energy, storage of the essential
materials, and the replication of its genetic content. In the second stage, the
genetic material in the form of chromosomes systematically and equally divide
into two daughter cells. The organelles and the other components of the
cytoplasm are likewise divided into the resulting daughter cells.
VI.
Generalization
The Teacher will ask the following:
1.
Who can mention and describe first of the
stages of cellular reproduction?
2.
Who can mention and describe first of the
stages of cellular reproduction?
3.
How important cellular reproduction?
VII.
Evaluation :
Identify
the picture.
Explain what happened before the
process and
write down the steps in the process
according to the picture.
VIII.
Assignment:
Make
an advanced reading about Organelles
Involved in Cell Division.
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