Teacher DANILO DE LEON Grade Level 8

GRADE EIGHT Learning Area Science

DAILY LESSON LOG Date April 24, 2024 Quarter Fourth

CLASS SCHEDULE DAHLIA MON-THU (1:00-1:45)

ANNOTATIONS

a. Content Standards The learners demonstrate an understanding of how

cells divide 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/ The learners should be able to compare mitosis and
Objectives meiosis, and their role in the cell-division cycle

S8LT-IVd-16
I. OBJECTIVES At the end of the 35-minute period, the learners will Looking at the set lesson objective by the teacher, it is
be able to: observable that he utilized the three domains on how to
a. Breakdown the process of Mitosis develop lesson objectives which are, Cognitive, Affective,
b. Construct a diagram of Mitosis and Psychomotor Domain. This was based on the revised
c. Relate the concept of Mitosis to life Bloom's Taxonomy assembled by Hans Ott of the Center
for Instruction and Professional Development. The
learning objectives used by the teacher were based upon
the idea that there are levels of observable actions that
indicate something is happening in the brain of the
students.
II. CONTENT
III. LEARNING
RESOURCES
a. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from the Learning
Resource (LR) portal
b. Other Learning
Resources
IV. PROCEDURES
A. Reviewing the previous A. Prayer
lesson or presenting the B. Greetings
new lesson C. Classroom management
D. Checking of attendance
E. Setting of standards

The teacher will facilitate a short game entitled Who`s

that Cell
B. Establishing a purpose Why do you think these cells are important? I used a range of teaching strategies that enhance learner
for the lesson achievement in literacy skills. (INDICATOR NO.2)
Do you think, just like us, the cells in our body dies?
I used various HOTS questions in order to show that I
Despite of millions of cells that dies every day, how applies a range of teaching strategies to develop critical
come that we are still living? and creative thinking, as well as other higher-order
thinking skills (INDICATOR NO.3)
How do our body reproduce cells?
I Established a learner-centered culture by using teaching
strategies that respond to their linguistic, backgrounds.
Since the learners on the class are Tagalog, I will translate
the questions that I use in discussing to Tagalog in order
for them to familiarize more with the question when I find
necessary. (INDICATOR NO.7) this also shows that I am
adapting and using culturally appropriate teaching
strategies to address the needs of learners from
indigenous groups. (INDICATOR NO.8)
C. Presenting Activity Title: Inside the Cell (Part I audio visual
examples/instances of presentation)
the new lesson
D. Discussion of new Activity Title: Inside the Cell (Part II) This is the part of the lesson where Applied knowledge of
concepts and practicing content within and across curriculum teaching areas
new skills #1 where showcased. (INDICATOR NO.1)

Organize information from a material viewed

EN8VC-Ie-9
E. Discussion of new Presentation of Outputs
concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding Practical The teacher will ask the learners how they relate the Applies a range of teaching strategies to develop critical
applications of concepts concept of Mitosis in Life (answers may vary) and creative thinking, as well as other higher-order
and skills in daily living thinking skills (INDICATOR NO.3)
H. Making generalizations Mitosis is a type of cell division in which one cell (the
and abstractions about mother) divides to produce two new cells (the
the lesson daughters) that are genetically identical to itself. In
the context of the cell cycle, mitosis is the part of the
division process in which the DNA of the cell's nucleus
is split into two equal sets of chromosomes.

In all of these cases, the “goal” of mitosis is to make

sure that each daughter cell gets a perfect, full set of
chromosomes. When cells undergo mitosis, they
don’t just divide their DNA at random and toss it into
piles for the two daughter cells. Instead, they split up
their duplicated chromosomes in a carefully organized
series of steps.

Phases of mitosis
Mitosis consists of four basic phases: prophase,
metaphase, anaphase, and telophase. Some
textbooks list five, breaking prophase into an early
phase (called prophase) and a late phase (called
prometaphase). These phases occur in strict
sequential order, and cytokinesis - the process of
dividing the cell contents to make two new cells -
starts in anaphase or telophase.

Interphase:
 The DNA in the cell is copied in preparation for cell
division, this results in two identical full sets of
chromosomes.
 Outside of the nucleus are two centrosomes, each
containing a pair of centrioles, these structures are
critical for the process of cell division.
 During interphase, microtubules extend from these
centrosomes.
Prophase:
 The chromosomes condense into X-shaped
structures that can be easily seen under a
microscope.
 Each chromosome is composed of two sister
chromatids, containing identical genetic
information.
 The chromosomes pair up so that both copies of
chromosome 1 are together, both copies of
chromosome 2 are together, and so on.
 At the end of prophase, the membrane around the
nucleus in the cell dissolves away releasing the
chromosomes.
 The mitotic spindle, consisting of the microtubules
and other proteins, extends across the cell
between the centrioles as they move to opposite
poles of the cell.
 Metaphase:
 The chromosomes line up neatly end-to-end along
the center (equator) of the cell.
 The centrioles are now at opposite poles of the cell
with the mitotic spindle fibers extending from
them.
 The mitotic spindle fibers attach to each of the
sister chromatids.
Anaphase:
 The sister chromatids are then pulled apart by the
mitotic spindle which pulls one chromatid to one
pole and the other chromatid to the opposite pole.

Telophase:
 At each pole of the cell a full set of chromosomes
gather together.
 A membrane forms around each set of
chromosomes to create two new nuclei.
 The single cell then pinches in the middle to form
two separate daughter cells each containing a full
set of chromosomes within a nucleus. This process
is known as cytokinesis.
I. Evaluating learning Breakdown the process of Mitosis by matching the Used strategies for providing timely, accurate
events on the box to the stages of Mitosis and constructive feedback to improve learner
1. The mitotic spindle fibers attach to each of the sister
performance. (INDICATOR NO.9)
chromatids.
2. The sister chromatids are then pulled apart by the
mitotic spindle which pulls one chromatid to one pole
and the other chromatid to the opposite pole.
3. At each pole of the cell a full set of chromosomes
gather together.
4. A membrane forms around each set of chromosomes
to create two new nuclei.
5. The mitotic spindle, consisting of the microtubules and
other proteins, extends across the cell between the
centrioles as they move to opposite poles of the cell.
 Prophase Metaphase Anaphase Telophase

J. Additional Activities for Have an advanced reading about meiosis I used a range of teaching strategies that enhance learner
application of achievement in literacy skills. (INDICATOR NO.2)
remediation

I. REFLECTION
a. No of learners who
earned 80% in the
evaluation

b. No. of learners who

require additional
activities for remediation
and who scored below
80%

c. Did 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 works well?
Why did this work?

f. What difficulties did I

encounter that my
principal or supervisor
can help me solve?

g. What innovation or
localized materials did I
use/discover that I wish
to share with other
teachers?

Prepared by: Noted by: Approved:

DANILO B. DE LEON NIMFA W. SOR MA. LEONOR M. VERTUCIO, PhD

Teacher I Head Teacher III, Science Department Principal IV