4. Teaching Plan
1.1
Curiculum
The Philippines’ Grades 1-10 Science Curriculum envisions
the development of scientifically, technologically, and environmentally
literate and productive members of society. They must possess effective
communication and interpersonal and life long learning skills as well as
scientific values and attitudes. These skills will be acquired through a
curriculum that focuses on knowledge relevant to real world and encompasses
methods of inquiry. These will be implemented in a learning environment that
promotes the construction of ideas and instills respect for others. School
science should emphasize depth rather breadth, coherence rather than
fragmentation, and use of evidence in constructing explanation.
School science should be relevant and useful. To be relevant
and useful, the teaching of science should be organized around situations,
problems or projects that engage the students both as an individual and a
member of a team. School science should nurture interest in learning. Students
are generally interested in problems that puzzle them. They have a natural urge
to find solutions. Organizing the curriculum around problems or phenomena that
puzzle students helps motivate them to learn. Rather than relying solely on
textbooks, teachers are encouraged to use hands-on learning activities to
develop students’ interest and let them become active learners. School science
should demonstrate a commitment to the development of a culture
of
science. A culture of science is characterized by excellence, integrity, hard
work, and discipline. School science should promote the strong link between
science and technology, including indigenous technology.School science should
recognize that science and technology reflect, influence, and shape our
culture. The science curriculum should recognize the place of science and technology
in everyday human affairs. It should integrate science and technology in the civic,
personal,social, economic, and the values and ethical aspects of life (Department
of Science and Technology, Science Education Insitute, University of the
Phillipines).
1.2 Teaching
Plan
LESSON PLAN
SPERMATOGENESIS AND OOGENESIS
Major :
Science
Grade :
8 (Eight)
Duration :
1 hour
Semester :
2/even
1.
OBJECTIVE
At the end of the lesson, the student will be able to
:
1.
define
spermatogenesis and oogenesis;
2.
explain
the process of spermatogenesis
3.
expound
on process of oogenesis
4.
describe
the importance of meiosis
2.
SUBJECT
– MATTER
1.
Topic : The human Life cycle
2.
Sub
Topic : Spermatogenesis and
Oogenesis
4.
Materials : Powerpoint Presentasion and animation
(Picture/Video)
3. TEACHING
STRATEGIES
1.
Preparation
a.
Greeting
c.
Checking and attendance
b.
Prayer
2.
Review
Socratic Method
a.
What is meiosis?
b.
How many cell divisions happen in meiosis?
c.
Enumerate stages of meiosis I and II.
d.
Explain the differences between mitosis and meiosis
3. Motivation
|
Teachers Activity
|
Students’ Activity
|
|
Before we proceed
to our topic, let us first have a game and it is entitled “Pinoy Henyo” or
what we call “Baper” in Indonesia. I believe all of you are already familiar
on what the game is about. I will divide the class into four groups and each
group should have 10 members each. I need a representative from each group
that will guess the different words that I had prepared.
Just to be clear,
each group will be given three words that they need to guess in two minutes.
The group who guessed more words will be our winner. Are you ready class?
If you are ready,
then let’s begin.
The first group
scored more words therefore they are our winner for this game. Class, kindly
give three claps.
Thank you very much
class. Extra points will be given to you during our evaluation.
What are the
different words that we had guessed?
What can you say
about the words that we had guessed?
Very good and
Spermatogenesis and Oogenesis is our topic for today.
|
+
(The representative
from each group will proceed in front)
We are ready sir!
(The students will
play pinoy henyo and guess the words in two minute)
(The student will
do three claps)
Mitosis, meiosis,
egg cell, sperm cell, baby, mother, father, ovary, testes, chromosomes.
Fertilization and zygote
The words that we
had guessed were all connected to spermatogenesis and oogenesis.
|
4. Class Activity
Show the student presentation (Powerpoint) and
picture/video about spermatogenesis
and oogenesis and complete the generalitation as a team.
5. Student Activity
a.
Ask
students what they have observed on the powerpoint and videos.
b.
Ask
students to define spermatogenesis and oogenesis.
c.
Ask
students to explain the process of spermatogenesis and oogenesis.
6.
APLICATION
Arranging
animation (Picture/Video) spermatogenesis and oogenesis.
7.
GENERALITATION
Divide the
class into 4 group, then they answered the question as a team. The five groups
will compete on who will answer the question first by raising their hands.
1. Forty sperm are
made by the end of spermatogenesis. How many spermatogonium entered meiosis?
a. 1
b. 2
c. 3
d. 4
Answer : D
2.
Which of the following is true about sperm?
a.
They are
haploid
b. They
are diploid
c.
They are
haploid after mitosis
d.
They are
diploid after meiosis
Answer : A
3.
Look
at the picture below :
Which
number indicates the space to produce sperm cell
a.
1
b.
2
c.
3
d.
4
Answer
: 1
5. The male reproductive system receives
_____________ male gametes called ___________.
|
A
|
haploid,
ova
|
|
B
|
diploid,
ova
|
|
C
|
haploid,
spermatozoa
|
|
D
|
diploid,
spermatozoa
|
Answer : C
6. Meoisis
is a type of cell division that produces
a. DNA
b. Zygote
c. Chromosomes
d. Sex
cell
Answer : D
7. What
happens to dauther cells after meiosis
a. They
are duplicated
b. They
are haploid
c. They
are diploid
d. They
become large size
Answer : B
8. What
happens to spermatongium after mitosis
a. They
become primary spermatocyte
b. They
become secondary spermatocyte
c. They
become spermatozoa
d. They
become zygote
Answer : A
9. What
happens to primary oocyte after meiosis I
a. They
become primary oocyte
b. They
become secondary oocyte
c. They
become polar bodies
d. They
become zygote
Answer : B
10. How
many ovum are formed during oogenesis
a. 1
b. 2
c. 3
d. 4
Answer : A
8.
EVALUATION
The
students draw the process of spermatogenesis and oogenesis in ¼ sheet paper,
then they will write the names spermatogenesis and oogenesis phase on their
paper. It will be submitted later after the lesson has ended.
9.
ASSIGMENT
Complete
the activity and read the book and references about the plant life cyle
LESSON PLAN
GAMETES CARRY THE GENES FROM PARENTS TO OFFSPRING
Major :
Science
Grade :
8 (Eight)
Duration :
1 hour
Semester :
2/even
3.
OBJECTIVE
At the end of the lesson, the student will be able to
:
5.
define
the meaning of gametes;
6.
define
the meaning of genes;
7.
expound
on process of gametes carry the genes from parents to offspring
4.
SUBJECT
– MATTER
1.
Topic : The Plant Life cycle
2.
Sub
Topic : Gametes carry the genes from
parents to offspring
3.
References : https://en.wikipedia.org/wiki/Gamete
4.
Materials : Powerpoint Presentasion and animation
(Picture/Video)
3. TEACHING
STRATEGIES
1.
Preparation
a.
Greeting
c.
Checking and attendance
b.
Prayer
2.
Review
Socratic Method
a.
What
is spermatogenesis?
b.
What
is oogenesis ?
c.
How
many cell divisions happen in oogenesis and spermatogenesis?
d.
Enumerate
the pahses of spermatogenesis and oogenesis?
e.
Explain
the process of oogenesis and spermatogenesis?
3. Motivation
|
Teachers Activity
|
Students’ Activity
|
|
Before we proceed
to our topic, let us first have a game and it is entitled “construct words”.
In composing words a search is made for each student who will advance to the
class to arrange the words to be given. Previously I would play a music in
the form of a song and then I would give students an object to give to a
friend next to him during the music and when the music stopped and one of the
students held the object then he would come forward to arrange the words
which is given. consider the following
example in answering (is os mei) meiosis guess words.
Are you ready class ?
If you are ready,
then let’s begin.
Just to be clear, I
will play music to find 5 students who will guess the sentence that I gave.
Each advanced
student will guess the word for 1 minute in turn with two guessed word
models.
after students
guess the sentence I will give the correct answer from the guess word. each
student finishes guessing the word given then I will lead students to do 3
claps.
Thank you very much
class. Extra points will be given to you during our evaluation.
What are the
different words that we had guessed?
What can you say
about the words that we had guessed?
Very good and
gametes carry the genes from parents to offspring is our topic for today.
|
Yes, Ready sir
(The student play
the game)
(5 students who
come to the front of the class, this student is the result of a game done to
guess the sentence to be given)
the word they will
guess are offspring, genes, gametes, plant and parents.
(each student will
guess the word given)
(The student will
do three claps)
offspring, genes,
gametes, plant and parents.
The words that we
had guessed were all connected to gametes carry the genes from parents to
offspring.
|
4. Class Activity
Show the student presentation (Powerpoint) and
picture/video about gametes
carry the genes from parents to offspring and complete the generalitation.
5. Student Activity
d.
Ask
students what they have observed on the powerpoint and videos.
e.
Ask
students to define gametes and genes.
f.
Ask
students to explain the process of gametes carry the genes from parents to
offspring..
10.
APLICATION
Arranging
animation (Picture/Video) gametes carry the genes from parents to offspring.
11.
GENERALITATION
a. Can you enumerate 2 gamete
in human, plant or animal ?
Sperm
cell and Ovum
b. What is the meaning of gamete ?
a mature haploid male or female germ cell (found in
reproductive organ, diploid) which is able to unite with another of the
opposite sex in sexual reproduction to form a zygote.
c. What is the meaning of gene ?
A
gene is a unit of inheritance of properties for living organisms. Its physical
form is a DNA sequence attached to a protein, polypeptide, or a strand of RNA
that has a function for the organism that has it.
d. Can you enumerate where we
can found a gene ?
Chromosomes
e. What
is the difference between gametes and genes ?
Gamete is reproductive cell
from germ cell in female or male that’s we called sperm cell and ovum
12.
EVALUATION
Students
will complete the learning evaluation in the form of questions as follows: “How
are the characteristic of parents inherited by offspring”
13.
ASSIGMENT
Complete
the activity and read the book and references about the next topic.
LESSON PLAN
HARMONY IN DIVERSITY
Major :
Science
Grade :
8 (Eight)
Duration :
1 hour
Semester :
2/even
5.
OBJECTIVE
At the end of the lesson, the student will be able to
:
8.
Analyse
why and how biologist classify organism;
9.
Define
the meaning of taxonomy;
10.
Explain
the system of classification;
6.
SUBJECT
– MATTER
1.
Topic : Taxonomy
2.
Sub
Topic : Naming and classifying
organism
3.
References : https://www.britannica.com/science/taxonomy
4.
Materials : Powerpoint Presentasion and animation
(Picture/Video)
3. TEACHING
STRATEGIES
1.
Preparation
a.
Greetings
c.
Checking of attendance
b.
Prayer
2.
Review
Socratic Method
a.
Enumerate
the Mendel’s law?
b.
Explain
the term homozygous.
c.
What
is the term heterozygous?
d.
What
is the difference between genotype and phenotype?
e.
What
is dihybrid?
3. Motivation
|
Teachers Activity
|
Students’ Activity
|
|
Before we proceed
to our topic, let us first have a game. So I will divide you into four (4)
groups. This game provides an opportunity for 2 representatives of each group
to place objects that are given according to their place according to the
picture that I have provided.
Just to be clear, I
will show a picture and then you put it to where he should be. Are you ready
students ?
each group
representative will be given the opportunity for 1 minute, I will accompany
this game with some music to increase your enthusiasm.
After the students
do the game, each student who finishes the challenge will be given 3 claps.
Thank you very much
class. What can you say about the picture that we had guessed?
Very good and
harmony in diversity is our topic for
today.
|
(students listen)
Yes, Ready sir
(The student play
the game)
objects that will
become the object of the game are commonly common objects in the bathroom, in
the kitchen, in the living room and in the bedroom.
(5 students who come
to the front of the class from each group, this student will do the game)
(The student will
do three clap
The pictures that
we had guessed were all connected to harmony in diversity.
|
4. Class Activity
Show the student presentation (Powerpoint) and
picture/video about harmony
in diversity
5. Student Activity
g.
Ask
students what they have observed on the powerpoint and videos.
h.
Ask
students to define harmony in diversity.
i.
Ask
students to explain the system of naming and classifying organism.
14.
APLICATION
Arranging
animation (Picture/Video) harmony in diversity.
15.
GENERALITATION
A. 1.5 million
B. 2.0 million
C. 2.5 million
D. 3.0 million
Answer : B
2. The process of grouping things based on their
similarities (shared characteristics) is called
A. Taxidermy
B. Taxonomy
C. Pachidermy
D. Taxis
Answer : B
3. The first person to have created a
classification system for living organisms was
A. Carolus Linneaus
B. Leonardo Da Vinci
C. Pliny the Elder
D. Aristotle
Answer : A
4. The correct term for a "two-part naming
system" is
A. Taxonomy
B. Binomial nomenclature
C. Genus and species
D. Latinized words
Answer : C
5. Which of the following is the correct
scientific name for a house cat?
A. Felis
domesticus
B. Felis
Domesticus
Answer : A
6. Which of the following people gave us the
classification system that we still use today?
A. Carolus Linneaus
B. Leonardo Da Vinci
C. Pliny the Elder
D. Carl Woese
Answer : D
B. If they flew or were in water
C. If they flew or were in water or were on land
D. If they flew or were in water or were in land
(walk, run, or crawl)
Answer : C
8. The correct sequence for the seven levels of
classification is
A. Kingdom Phylum Order Class Family Genus Species
B. Kingdom Phylum Family Class Order Genus Species
nC. Kingdom Class Family Phylum Order Genus Species
D. Kingdom Phylum Class Order Family Genus Species
Answer
: D
9. Which level of Classification is the most general (or
most broad) category?
A. Kingdom
B. Genus
C. Phylum
D. Order
Answer : A
10. In a classification system, organisms are
classified based on
A. Similar behaviors
B. Similar morphology
C. Similar ancestry
D. All of the above
Answer : D
16.
EVALUATION
Students
will complete the learning evaluation in the form of questions as follows: “Why
is there a need to classify organism”
17.
ASSIGMENT
Complete
the activity and read the book and references about the next topic.
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