I.

OBJECTIVES
A. identify the role of man in protecting and conserving biodiversity; and
B. explain the importance of protecting and conserving biodiversity.

II. SUBJECT MATTER

A.TOPIC: Biodiversity
B. SUBTOPIC: Protecting and Conserving Biodiversity
C. SKILLS: Identifying, analyzing and explaining
D. VALUES:
a. Care for mother Earth.
b. Gratitude for the lavish Gifts of Nature.
c. Realize the importance of preserving and conserving biodiversity

E. MATERIALS:
LED TV
Laptop
Speaker
Chalkboard
Action cards on Making It Happen
Drawing materials
Cartolina

F. REFERENCES:
Science Grade-8 Learners Module pp. 271-272
Science Grade-8 Teachers Guide pp. 187-190
Science and Technology For the Modern World by Ma. Olivares
et.al. pp. 38

III. LEARNING TASKS

A. Preparation
1. MOTIVATION: POEM READING

You are a child of no less than a maker

Youre an Earthkeeper of the land of your birth
You were created to be a creator
Youre the lifebearer of Mother Earth

Who is the earth keeper?

B.Lesson Proper
COOPERATIVE EXPERIENTIAL ACTIVITY

ACTIVITY
 Making It Happen

Procedure:
Each group is given an action card which consists of the task
you are to perform.
C. Post-activity Discussion/ Concept
a. Presentation of outputs
b. Discussion
What should you do in order to conserve and protect our
biodiversity?
Will you give example of things you can do to protect and
conserve biodiversity?
What government agencies, organizations, groups and
individuals are responsible for working on the conservation of
biodiversity?

IV. EVALUATION: VANITY TAG

Directions: On your sticky notes, write a conservation message about
biodiversity.

V. ASSIGNMENT:
Read about interactions and answer the following questions.
1. What are producers?
2. What are consumers?
3. How does energy become transferred from one organism to another?

Reference:
Science Grade 8 Learners Module pp. 273-284
I. OBJECTIVES
A. describe the process of mitosis
B. summarize the events that happens in each stages; and
C. explain the importance of mitosis to the organism

II. SUBJECT MATTER

A.TOPIC: Cell Division
B. SUBTOPIC: Mitosis
C. CONCEPTS:
1. Cell division takes place in all types of cells. It produces daughter
cells that carry the exact copy of the DNA (genes) through the
chromosomes of the parent cell.
2. Mitosis is a type of cell division intended for the somatic cells.
Mitotic cell division begins with a diploid (2N) parent cell, and ends
up producing two diploid (2N) identical daughter cells. There are four
stages in mitosis they are:

a. Prophase which begins with the disappearance of nuclear

envelope.
b. Metaphase where chromosomes align in the metaphase plate.
c. Anaphase which separates the double stranded chromosome to
individual chromatid.
d. Telophase which separates the nuclei andcytoplasm of resulting
diploid cells.
D. SKILLS: Summarizing, describing, explaining and differentiating one
phase from the other.

E. VALUES:
Realize the importance of mitosis as a process for maintaining
life processes of organisms.
F. MATERIALS:
LED TV
Laptop
Speaker
Chalk board

G. REFERENCES:
Science Learners Module pp 317-321
Aquino, M.D. et, al., Science and Technology Series : Science
Links 8 (K to 12), 1st edition (2013), Rex Book Store pp 119-
126
 III. LEARNING TASKS
A. Preparation
1. MOTIVATION:
Has your body changed in the past six months?

How did you recognize this change?

B. Lesson Proper:
ACTIVITY: FILM VIEWING
Guide Questions:

1. What is mitosis?
2. Describe the different events that take place in each stage of
mitosis.
3. How many cells are produced in mitosis?
4. Give the significance of mitosis to an organism.

C. Post-activity Discussion/ Concept Formation

a. Discussion
What is mitosis?
What are the different stages involved in mitosis?
b.Presentation of outputs

IV. EVALUATION:
Class, on the board are figures of the phases of mitosis. Your task is to identify the
phase illustrated and arrange the phases in their proper sequence.

A. B. C. D.

Spindle fibers pull Chromosome Nuclear envelope Chromosomes are

one set of condensed and the form around. Two pulled to center of
chromosomes to nuclear envelope diploid cells are cell and line up
each pole breaks down produced along the plate

V. ASSIGNMENT
Answer the following questions:

1. What is meiosis?
2. What are the different stages of meiosis?
I. OBJECTIVES
A. define genetic engineering;
B. outline the processes involved in genetic engineering; and
C. discuss the applications of recombinant DNA

II. SUBJECT MATTER

A.TOPIC: Genetic Engineering
B. SUBTOPIC: Processes and Techniques of genetic engineering
C. CONCEPTS:
1. Genetic Engineering involves the manipulation of DNA. It
includes techniques that transfer a specific genetic information
from one organism to another.
2. The techniques in genetic engineering are:
a. Recombinant DNA technology is a set of laboratory
techniques for combining genes from different sources
into a single DNA molecule. This technique uses;
1. Restriction enzymes are special bacterial
enzymes use to cut any DNA molecule into
pieces; and
2. Ligase is use to paste the sugar phosphate
together.
b. Ti plasmid is a circular molecule of DNA that possesses
the genes responsible for the tumor can be used to
produce plants with the desired gene.
c. Gene therapy is a method for correcting defective genes
responsible for causing diseases.

D. SKILLS
Outlining and explaining the processes involved in genetic
engineering

E. VALUES

Realize the importance of genetic engineering

F. MATERIALS USED

LED TV
Speaker
Chalkboard

G. REFERENCES
Science and Technology Textbook for Second year (2009) Reprint
edition, Book Media Press, Inc.
 III. LEARNING TASKS
A. Preparation
1. MOTIVATION:
Genetic technology has received much attention from the media in the past
several years.
Who can now give or enumerate any report that you know and may
have read in the news or seen on television about genetic
technology?

B. Lesson Proper:
ACTIVITY: Think-Write-Share
Procedures:

1. Give examples of genetic engineering in the field of medicine,

agriculture or industry.
2. Explain how the technique is done.
3. Explain how the genetic engineering techniques help us improve our
daily life.
4. Present output by group

C. Post-activity Discussion/ Concept Formation

a. Presentation of outputs
b. Discussion
What is the first step done in genetic engineering?
What is the purpose of cutting these DNA fragments with
the same enzyme?
What is a recombinant DNA molecule?
In order for this molecule to make protein what should be
done?

IV. EVALUATION:
Answer the following questions briefly;

1. What do you think are the benefits of gene therapy to

humankind?
2. Do you think cloning of humans should be allowed? Why?

V. ASSIGNMENT:
Research the latest breakthroughs in genetic engineering. How this
breakthrough has affected or will affect peoples
I. TARGETS:
A. identify the dates and sequence of the geologic time scale; and
B. describe the characteristic features of major groups of organisms in
each time period.

II. SUBJECT MATTER

A. TOPIC: Evolution and Origin of Biodiversity
B. SUBTOPIC: Geologic Time Scale
C. CONCEPTS:
1. Era is the division in an eon that span time periods of tens to
hundreds of million of years.
2. Period is a division of geologic history that spans no more than
one hundred million of years.
3. Epoch is the smallest division of the geologic time scale
characterized by distinctive organisms.
4. Evolution is all the changes that have transformed Earth.

C. . SKILLS
Identifying and describing the geologic time scale and organisms
in each time period.
E. VALUES
Realize the importance of evolution

F. MATERIALS:
Latop
LED TV
Chalkboard
Speaker
G. REFERENCES
Capco, Carmelita M. et. al., Biology (1997), Phoenix Publishing
Inc.
Science and TechnologyL; Biology Textbook (2009), Book
Media Press. Inc.

III. LEARNING TASKS

A. Preparation
1. MOTIVATION: PASSAGE READING
The past is but the beginning of the beginning and all that is and has been is but
the twilight of the dawn. A day will come when beings who are now latent in our
thoughts and hidden in our loins..
shall laugh and reach out their hands amid stars.
--------- H.G. Wells
 Anybody who could give the meaning behind his lines?

B. Lesson Proper:
ACTIVITY: 1
Procedures:

1. Make a timeline by identifying the dates and sequence of the events

that took place in each of the era given to you.

2. Describe the characteristic features of major groups of organisms in

each time period.

3. Present output by group

C. Post-activity Discussion/ Concept Formation

a. Presentation of outputs
b. Discussion
What are the major divisions of the geologic time scale?
What is era?
How did they determine these eras?
What did you notice as each era ends?

IV. EVALUATION:
Answer the following questions:

1. The Earth has an incredibly long history. How does understanding of geologic
time scale and the significant geologic events of the past impact your understanding
of humans unique responsibility and place on Earth?

V. ASSIGNMENT:
Explain the following mechanisms that produce change in populations.

1. Artificial Selection
2. Natural Selection
3. Genetic Drift
4. Mutation
5. Recombination
I. OBJECTIVES
A. identify the organs that make up the digestive system;
B. describe the functions of each organ; and
C. trace the path of food as it gets digested.

II. SUBJECT MATTER

A. TOPIC: The Digestive System
B. SUBTOPIC: A Journey into the digestive system
C. CONCEPTS:
1. Digestion is the breaking down of food molecules into simpler
ones by the action of digestive systems.
2. The stages of digestion are ingestion, digestion, absorption,
assimilation and egestion.
3. Ingestion starts when food is taken into the mouth where food is
broken into smaller pieces with the aid of saliva.
4. The process of digestion happens in the stomach which is made
up of muscles that churn and help mix the food breaking it into
even smaller pieces.
5. Absorption happens in the small intestine through the fingerlike
protrusions in its wall called villi.
6. Assimilation is the process by which nutrients from foods are
taken into the cells.
7. Egestion is the process by which the undigested food that was
not absorbed by the body are eliminated as feces through the
anus.

D. SKILLS TO BE DEVELOPED
Inferring, analysis and tracing
E. VALUES
Realize the important role of the digestive system in sustaining
life.
Promote proper ways to maintain a healthy digestive system

F. MATERIALS USED
LED TV
Laptop
Chalkboard

G. REFERENCES
Science Grade 8 Learners Module pp. 303-305
Science Grade 8 Teachers Guide pp. 213-215
Internet: https//www.youtube.com/watch?v=r4onA2Kly
 III. LEARNING TASKS
A. Preparation
1. MOTIVATION: a gutsy game.
It is a board game that is played with token and a die. It is an analogy of the
digestive system. The procedure in playing the game are the following;

1. Choose a token and place the token on the boards starting line.
2. Take turns rolling the die and follow the directions if there is any--- on the space you
land your token.
3. The player who first makes it all the way to the finish line wins the game.
What do the tokens represent?
What do spaces on the board represent?
What do the directions on some of the spaces tell you about the digestive
system?

B. Lesson Proper:
ACTIVITY:
1. FILM VIEWING
What can you say about the digestive system?
2. IDENTIFYING THE ORGANS OF THE DIGESTIVE SYSTEM
C. Post-activity Discussion/ Concept Formation
a. Presentation of outputs
b. Discussion
What are again the organs that you identified?
Where does the process of digestion begin?
What happens to the food inside the mouth?
Why is digestion important?

IV. EVALUATION:
I. Match the organs listed in column A with its
corresponding parts in column B. Write your answer on the blank before the number.

Column A Column B

___1. small intestine

___2. stomach
___3. mouth
___4. esophagus
___5. large intestine
___6. anus

V. ASSIGNMENT:

Answer the following questions :

1. Identify the components of a healthy diet.
2. Give healthy practices for the digestive system.