SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

Week of September 23-27, 2013

COMMENTS
Prd 1:
EXPLORE and EXPLAIN & SUGGESTIONS

I. Objectives
A. Cognitive
1. Define sexual and asexual reproduction
2. Differentiate internal and external fertilization
Teachers Reflection
3. Explain sexual modes of reproduction in animals
____________________
B. Affective
1. Uphold the importance of reproduction ____________________
2. Advocate preservation of life ____________________
3. Practice honesty and confidence in discussing human sexuality and ____________________
social issues __________________.
C. Psychomotor
1. Fill out a Venn diagram
2. Make a haiku on reproduction

II. Subject Matter

Sexual Reproduction in Animals

Valuing: Awareness of Social Issues

III. Materials: PPT Presentation

IV. Procedure
A. Motivation
Thru a PPT presentation, show the phenomena of the croaking of frogs,
praying mantis eating its mate etc. Ask students the ecological reasons
of such phenomena. Elicit the concept of mating behaviors and rituals,
and the concept of sexual reproduction.
B. Presentation
CLS/Think-Pair-Share. Students write the things that they know and
the things that they would like to know about the concept of sexual
reproduction in animals.

Schema Futura
Reproduction

The teacher assists the students in coming up with a definition of sexual

reproduction.

Students recall the differences between sexual and asexual

reproduction by completing the graphic organizer below.
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

CLS/Brainstorming. Pictures are shown and students determine the

kind of reproduction. They try to describe the mechanism by which
animals reproduce sexually.
[1] Bacteria Asexual
[2] Sponges Asexual
[3] Hermaphrodites (not a real taxon) earthworms Sexual
[4] Amphibians frogs Sexual
[5] Reptiles snakes Sexual
[6] Mammals kangaroos, humans Sexual

C. Processing
HOTS: What would happen to a species over time if every member
suddenly lost its ability to reproduce?
Q: What is the difference between sexual and asexual reproduction?
Q: Which is a better mode of reproduction, sexual or asexual?
Q: What is the difference between internal and external fertilization?
Value of Awareness of Social Issues: What is the issue on the
Reproductive Health Bill? Do you agree or disagree with the bill? Why
is it important to be aware of the various social issues?

D. Synthesis
Students make two rhyming lines on the idea Reproduction is an
important manifestation of life.
Sexual reproduction is the key
Success of the species let it be.

Prd 2:
EXPLORE and EXPLAIN

I. Objectives
A. Cognitive Teachers Reflection
1. Define asexual reproduction ____________________
2. Differentiate sexual and asexual reproduction ____________________
3. Explain asexual modes of reproduction in animals ____________________
B. Affective ____________________
1. Realize that life takes various diverse forms and ways __________________.
2. Manifest respect and interest in the different forms of life
3. Imbibe the value of simplicity
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

C. Psychomotor
1. List organisms that undergo asexual reproduction
2. Make a comics strip
3. Make a haiku about asexual reproduction

II. Subject Matter

Asexual Reproduction in Animals

Valuing: Simplicity

III. Materials: coloring and writing materials, PPT Presentation

IV. Procedure
A. Motivation
A video of a flatworm/planarian that is undergoing regeneration after
being cut is shown. The video also shows reactions of shock of the
human subjects in the video. Ask What happened to the planarian?
Elicit the concept of regeneration and asexual reproduction.
B. Presentation
CLS/Round Robin. Students give the advantages and disadvantages
of sexual and asexual reproduction over each other. Ask Why is
asexual reproduction seen in simpler organisms and sexual
reproduction in more complex organisms?

Students are asked the main difference between sexual and asexual
types of reproduction.

CLS/Round Table. Students list simple organisms that they believe

undergo asexual reproduction.

SCA/Comic Strip. Students come up with a simple comics strip that

features an organism undergoing asexual reproduction. They may use
their textbooks for reference. (Est. time is 15 mins)
[1] Bacteria undergoing binary fission
[2] A sponge undergoing budding
[3] A starfish undergoing fragmentation

C. Processing
Q: What is binary fission, budding and fragmentation?
Q: What are the advantages and disadvantages of sexual and asexual
reproduction?
Q: Why is asexual reproduction seen in the simpler organisms?
HOTS: Imagine that complex organisms such as mammals and
humans are capable of asexual reproduction? What are the
repercussions to the ecosystem? How will the world look like?
HOTS: How has your knowledge about reproduction made you a better
steward of the environment?
Value of Simplicity: What values can we learn from the simpler
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

organisms? How do the invertebrates exhibit simplicity? As a student,

how do you exude simplicity?

D. Synthesis
Students make two rhyming lines on the idea Simple organisms
prefer asexual reproduction. They add the two lines to the previous
two they have made in the preceding lesson.
Sexual reproduction is the key
Success of the species let it be.
Some species prefer the asexual way
Extinction and inconvenience are kept at bay.

Prd 3:
ENGAGE

I. Objectives
A. Cognitive Teachers Reflection
1. Define ecology and ecosystem ____________________
2. Differentiate habitat and ecological niche ____________________
3. Explain animal rights in terms of habitat and niche ____________________
B. Affective ____________________
1. Uphold integrity of creation and rights of animals __________________.
2. Appreciate the diversity of life in the ecosystems
3. Manifest environmentalist attitudes
C. Psychomotor
1. Write words that relate to habitat and ecological niche
2. Write the habitat of the given organism

II. Subject Matter

Introduction to Ecology, Components of the Ecosystem

Valuing: Animal Rights

III. Materials: PPT Presentation

IV. Procedure
A. Motivation
CLS/Numbered-Heads Together. Students are shown pictures of
organisms and they determine where each lives. The concept of habitat
is elicited.

B. Presentation
Students also determine the role of each organism in the ecosystem.
The concept of ecological niche is elicited. Students differentiate the
concepts of habitat and ecological niche.

The word ecosystem is written on the board. Students define the word
and determine its components. They then explain the interrelationship
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

of the biotic and abiotic components.

Students how the biotic members of the ecosystem are organized into
populations and communities.

CLS/Round Table. Ask students who have been to the zoo. Students
discuss on Why are some people and groups against the putting of
animals in zoos?

C. Processing
Q: What is habitat? What is ecological niche?
Q: What is meant by biotic and abiotic?
Q: What is the difference between ecosystems, populations,
communities and biomes?
HOTS: What is your niche in the society?
HOTS: How has your knowledge on habitat and ecological niche made
you a better steward of the environment?
Value of Animal Rights: Do you agree or disagree in putting animals
in zoos? In the context of habitat and ecological niche, how do you
promote animal rights and uphold integrity of creation?

D. Synthesis
Students describe the MCGS ecosystem. The conceptual definitions of
the terms ecosystem, habitat, ecological niche, biotic and abiotic
components are reviewed.

Prd 4:
EXPLORE and ELABORATE

I. Objectives
A. Cognitive Teachers Reflection
1. Define the terms producer, consumer, decomposer ____________________
2. Differentiate food chains from food webs
____________________
3. Explain the concept of energy flow in an ecosystem
B. Affective ____________________
1. Gain a greater appreciation of the web of life ____________________
2. Manifest environmentalist attitudes in the study of ecology __________________.
3. Relate the lesson to the greater scheme of things
C. Psychomotor
1. Draw a food chain on what one ate
2. Write a reflection

II. Subject Matter

Energy Flow in the Ecosystem

Valuing: Environmentalism
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

III. Materials: PPT Presentation

IV. Procedure
A. Motivation
Ask students what they ate for breakfast or lunch. Let them infer what
things or organisms were eaten by the organism in the food. Students
trace the path of the food (organism) they ate.

B. Presentation
CLS/Think-Pair-Share. On their notebooks, students draw the food
chain where their chose organism belongs. Students define what a food
chain is.
Sun grass cow (beef) me (human)

Ask students what a food chain shows and what information can be
obtained from food chains. Elicit the concept of energy flow. Students
identify the components of the food chain e.g. autotroph, heterotroph,
producer, consumer, detritivore and decomposer.

CLS/Numbered-Heads Together. A food chain is shown. Students

identify the organisms and their roles.

Students are given a list of organisms and they make a network of food
chains. The concept of food web is elicited. They then identify the roles
that the members of the food web play. They define first-order, second-
order and third-order consumers.

C. Processing
Q: What is the difference between autotroph and heterotroph?
Q: What is the difference between a producer, consumer and
decomposer?
Q: What is a detritivore?
Q: What is the difference between a food chain and a food web?
HOTS: Why is the food web more representative of the actual
relationships of organisms in nature?
HOTS: How can we use food webs to predict the short- and long-term
effects of particular events in the ecosystem?
HOTS: In what situations can you apply your knowledge about food
chains and food webs?

D. Synthesis
Reflection/Value of Environmentalism: How has your knowledge
about food chains and food webs changed the environmentalist in you?
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

Prd 5:
ENGAGE and EXPLORE

I. Objectives
A. Cognitive Teachers Reflection
1. Define an ecological pyramid ____________________
2. Explain the requirement of food chains in terms of the number of
____________________
members
3. Explain the meaning of the diagram shown ____________________
B. Affective ____________________
1. Recognize the various applications of ones ecological knowledge __________________.
2. Manifest ecological intelligence in answering questions posed
3. Appreciate the relation of ecology to diet, nutrition and other areas of
life
C. Psychomotor
1. Answer the task sheet
2. Assemble pieces of paper to form a puzzle

II. Subject Matter

Ecological Pyramids, Applications of Ecological Pyramids

Valuing: Diet and Nutrition

III. Materials: puzzle, PPT presentation

IV. Procedure
A. Motivation
CLS/Brainstorming. Students are shown five (5) examples of food
chains. They determine the common things in the food chains. Ask
What can you say of the length of the food chain? How come food
chains usually have 4-5 members only.

B. Presentation
CLS/Round Robin. Students discuss the consequences if the food
chain has more than 6 members. They discuss the transfer of energy
through food chains and food webs. Ask What happens to energy
through the food chain and food web? How much of the energy is lost
as heat?

The picture is shown to the students. Students express their insights

and interpretation of the diagram. The concept of ecological pyramids is
elicited.
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

The students differentiate the three ecological pyramids: energy,

biomass and numbers. They explain why their shape is a pyramd.

Students do TS on Ecological Pyramids.

C. Processing
Q: What is an ecological pyramid? Why are ecological pyramids shaped
as such?
Q: What do the following show: energy pyramid, numbers pyramid.,
biomass pyramid?
Q: Are the big bad wolves really bad? Elicit the idea that organisms
need to eat in order to survive (manifestation or requirement of life)
Value of Diet and Nutrition: In what situations can you apply your
knowledge about food chains, food webs and energy pyramids? How
has your knowledge on the dynamics ecosystem enrichen your
knowledge about diet and nutrition? Elicit idea of eating fruits and
vegetables.

D. Synthesis
Students assemble pieces of paper to form an ecological pyramid. They
complete the statement Ecological pyramids represent . . . .

Prd 6:
ELABORATE

I. Objectives
A. Cognitive Teachers Reflection
1. Define mutualism, commensalism, competition etc. ____________________
2. Enumerate the various biotic relationships ____________________
3. Explain and illustrate a certain biotic relationship
____________________
B. Affective
1. Appreciate various relationships in the ecosystem ____________________
2. Recognize that ecological relationships are key to diversity in nature __________________.
3. Show respect of the relationships in the ecosystem by being a better
environmental steward
C. Psychomotor
1. Make a human food web using yarn
2. Write a reflection

II. Subject Matter

Biotic Interactions in the Ecosystem
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

Valuing: Fostering Good Relationships with Others

III. Materials: yarn, paper, PPT presentation

IV. Procedure
A. Motivation
Groupwork/SCA. The class is grouped by 10s. Each member
chooses an organism. One calls out another to make a connection and
a yarn is rolled every time a relationship is established. Ask what
students were able to form. Elicit again the concept of food webs.

Alternative Students close their eyes and imagine a certain animal or

organism. Students describe how the animal looks like, where the
animal lives and what its niche is. Next, they think of what types of
organisms do their chosen organisms interact with.

B. Presentation
Ask what kinds of relationships are present among the organisms.
Elicit the concept of predation, predator, prey.

Have someone cut one or two connections. Ask what happens if one
of the connections in a food web is cut. Ask the effect to the food web
or the ecosystem.

CLS/Round Robin. Show pictures that show each biotic relationship.

They discuss the relationships that exist between the organisms
involved.
[1] A flower and a bee Mutualism
[2] Shark with remora fish Commensalism
[3] Grass in a pot Competition
[4] A snake eating a rat Predation
[5] A flatworm in the intestine Parasitism

Students fill-out the table to show the role of the participants in an

ecological relationship (+ means benefitted, - means negatively
affected).
Participants
Mutualism + +
Commensalism + 0
Competition - -
Predation + -
Parasitism + -

C. Processing
HOTS: Why is it important to interact and depend on each other for our
survival?
Q: How do humans positively and adversely affect the various
relationships in the ecosystem?
SCIENCE 8 (7) Lesson Plan SY 2013-2014 First Quarter

Q: What are the ecological relationships present in your garden? In

your homes?
HOTS: In terms of human relationships, give situations that show
mutualism, commensalism, competition, predation and parasitism.
Value of Fostering Good Relationships with Others: Looking at the
relationship among life forms, how do you foster good relationships
with other people?

D. Synthesis
CAC/Reflection. Students give their insights on the question How do
the various ecological relationships contribute to the balance and
diversity of the ecosystem?

***
Lesson Tracker
If Iv Mg Tg
09/23 1 1 1 1

09/24 2&3 2 2&3 2

09/25 4 3 4 3

09/26 5 4&5 5 4&5

09/27 6 6 6 6

Carry-over