DAILY LESSON PLAN

Name of the Teacher Section

Learning Area Biology Grade Level
Teaching Date/s March 03, 2020 8:00am – 9:00am Semester

I. OBJECTIVES
The learners demonstrate an understanding of the difference between animal
A. Content Standards and plant cells.

The learners should be able to:

B. Performance Standards Employ appropriate techniques using the compound microscope to gather data
about very small objects.
The learners should be able to understand and differentiate plant and animal
C. Learning Competencies cells according to presence or absence of certain organelles.
( S7LT-IId-4)
The learners should be able to:
1. Define a cell. (K)
D. Objectives 2. Analyze the different parts of the plants and animal cell based
from the given pictures. (U)
3. Create a Venn diagram to compare plant and animal cell. (D)
Animal and Plant Cells
II. CONTENT 1. Introduction of a cell.
2. Comparison of plant and animal cell parts.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages pp. 76-77
2. Learner’s Material Pages pp. 87-91
3. Additional Materials https://www.google.com.ph
from Learning Resources
B. Other Learning Resources
IV. PROCEDURES TEACHER’S STUDENT’S MATERIALS
ACTIVITY ACTIVITY/RESPONSE
 ELICIT
 Reviewing Previous
Lesson/Presenting New
Lesson The learners should be able to
answer.

The teacher will ask

the following  Microscope
questions:
 What
instrument
help us
investigate or
observed very
small objects
or specimens
that cannot be  Parts of Compound
seen by our Microscope
naked eye? 1. Eyepiece or Ocular
2. Eyepiece Tube
 What are the
3. Objective Lenses
parts of the 4. Nosepiece
microscope 5. Coarse and Fine
can you Focus knobs
remember? 6. Stage
7. Stage Clips
8. Aperture
9. Illuminator
10. Condenser
11. Iris Diaphragm
12. Condenser Focus
Knob
ENGAGE Look at the following Pictures of
 Establishing a Purpose for the pictures. batteries (dry cell
lesson. 1. Identify the 1. Dry cell battery - the battery, mobile
pictures. main function is to turn battery and
2. Give the on or off the power of mobile phone).
functions or electricity flowing
the use of through wires. Its main
each. function is to provide
electrical items the
power they need to
work, provided by
battery.
2. Mobile Battery is one of
the most important parts
of a mobile phone or a
tablet as this is what
keeps the device
function/active.
3. Mobile phones are
efficient communication
devices and make life
easier. Whether locating
a friend or following up
with a new contact,
mobile phones allow
you to connect to people
in any part of the world.
New mobile-phone
models are constantly
engineered to meet the
needs of consumers and
now have
multifunctional tools
that may be useful in
 everyday life.

EXPLORE Think of a School

 Presenting
Examples/instances of the Our lesson for today will be compared to a school.
new lesson Think of your school Marinduque National High School
as a unit. It is an organization established to give
education to the people of this province. It is a place
where you can get an education and learn a lot about
life, society and the world. It is composed of people
working together to ensure that the students will have a
better future someday. What do you think will happen if
there’s no principal in the school? What if there’s no
teacher? What if there is no guard? Or janitor? Or the
canteen/cafeteria? Or the structure itself? What do you
think will happen?
They are only few of the people/things needed to
manage and operate the school. They are necessary to
ensure that the school is organize and systematic so that
the students can study securely, comfortably and
happily.

EXPLAIN
 Discussing new concepts and Do this activity
practicing skills #1
For Group 1

“What is a cell?”

The cell is the basic structural and functional unit of

all known living organisms. It is the smallest unit of life
that is classified as a living thing, and often called the
building block of life. [1] Organisms can be classified
as unicellular (consisting of a single cell; including
most bacteria) or multicellular (including plants and
animals). Humans contain about 10 trillion (1013) cells.
Most plant and animal cells are between 1 and 100 µm
and therefore are visible only under the microscope. [2]
The cell was discovered by Robert Hooke in 1665.
The cell theory, first developed in 1839 by Matthias
Jacob Schleiden and Theodor Schwann, states that all
organism occur within cells, and that all cells contain
the hereditary information necessary for regulating cell
functions and for transmitting information to the next
generation of cells. [3].
The word cell comes from the Latin word cell,
meaning “small room”. The descriptive term for the
smallest living biological structure was coined by
Robert Hooke in a book he published in 1665 when he
compared the cork cells he saw through his microscope
to the small rooms monks lived in. [4]
A cell can be defined as the “structural and functional
unit of life”. Let us understand the cell through the
following analogy. Think of your school building. Each
building is made up of a number of classrooms. Each
classroom has four walls. Each wall is made up of
bricks. Structurally, each brick is the smallest unit of
your school building. So is the cell with respect to the Possible answers.
body, that is, the structural unit. To understand the
functional significance of a cell, let us consider the 1. Cell is the
order of a class. Each class has a number of students. smallest unit of life.
Out of these students some are monitors. These -Building block of
monitors report to the class teacher who looks after the life.
overall functioning of his/her class. The smallest -Cells in our body
functional unit of a class is a student. So is the cell for contain about 10
the body. The bodies of both plants and animals are trillion
made of cells. However, they are not a carbon copy of 2. A cell is a very
each other. small living
organism that can
only be seen with
microscope.
 Group presentation 3. The cell was
 Analysis discovered by
Robert Hooke in
1. What are some interesting facts about cell?
1665 and first
2. In your own word, describe a cell. developed by
3. Who discovered and developed the cell? Matthias Jacob
4. What is a cell like? Cell analogy - is a Schleiden and
comparison of a cell to something else that is Theodor Schwann.
similar. 4. Think of a Cell
5. How do cells work? like a family. It is
the basic unit of a
community and the
parts is the family
member.
5. Cells work to
provide structure
for the body and
have many parts,
For Group 2 each with different
“I am a Cell” functions.

3. A video clip about cell will be shown.

(www.makemegenius.com)
Possible answers.
 Group presentation 1.Human body,
animals and plants
 Analysis
2. Cell-Tissue-
Organ-Organ
Pre-viewing Questions.
System-Organism
1. Give an examples of the things that made up of
3. External
cells.
Membrane,
2. How do you form a body?
Cytoplasm,
3. What are the parts of a cell?
Nucleus,
4. What is the function of External Membrane?
Chromosomes,
5. Why is the Nucleus called as the control center
Endoplasmic
and Mitochondria as the powerhouse of the
Reticulum,
cell?
Ribosomes,
Mitochondria,
Lysosomes, Golgi
bodies.
4. Function of
External Membrane
Gives shape to cell
and controls
movement of
material in or out of
the cell.
5. The Nucleus is
called as the control
center because it
has DNA that
contains genetic
material and
Mitochondria
called as
powerhouse
because it is where
cellular respiration
 occur that generate
energy for the cell.

 Discussing new concepts and

practicing skills #2
Show a picture of the plant and animal cell.

A. Plant Cell

Picture of plant and

animal cells.

B. Animal Cell

 Analysis
1. Compare the shape of a plant cell with that of
an animal cell.
2. Which cell parts are found in both cells?
3. Which are present only in animal cells?
4. Which are present only in plant cells?
5. Based on your observations and study of
plant and animal cells, cite differences and
similarities between them.

Compare plant and animal cell by creating a Venn

diagram.

 Developing mastery (leads to

formative assessment).

Manila Paper
Elaborate
 Making generalizations and  What is/are the simplest word/words that  Simplest
abstractions about the lesson. you can use to describe the cell? word to
 What makes plant and animal cell describe
different? The same? cell is
small/minut
. e/tiny/minis
cule/little/
microscopi
c.

 Difference
between
plant and
animal
cell:

1. Plant and animal

cells differ in shape
and in some parts.
Plants are
rectangular or
angular or rigid in
shape, while animal
cells are rounded
and somewhat
irregular.

2. Plant cells have

cell walls and
chloroplasts which
animal cells do not
have.

Similarity between
plant and animal
cells:

1. Both plant and

animal cells have
common parts
namely: the
nucleus, plasma
membrane, the
mitochondrion,
cytoplasm,
ribosomes,
endoplastic
reticulum, and
golgi apparatus.
EXPLAIN  What must be present in a mobile phone to sustain its life?
 Finding practical applications and  Cell is so minute and yet very powerful. If one of the million cells in
skills in daily living our body is injured, what will happen to you/us? Explain?

Evaluate
 Evaluating Learning Direction: Listen carefully as I read question, write only the letter of the best
answer.

1. The Modern Cell Theory states that all cells come from.
a. non-living material
b. nothingness
c. other existing cells
d. none of these

2-3. Label the numbers 2 and 3 on the picture of plant cell.

3
 4. Label the number 4 on the picture of animal cell.

5. Which of the following cell structures are present in both plant and
animal cell?
a. cell wall
b. centrioles
c. chloroplast
d. nucleus

Answer:
1. C 2. Chloroplast 3. Nucleus 4. Mitochondrion 5. D

EXTEND
 Additional Activities for
application or remediation.
V. REMARKS
___Lesson was successfully carried out. Move on to the next lesson.
___Lesson was not carried out on time. It will be continued in the next
meeting.
REFLECTION
_____Students did not find any difficulties in catching up the lesson.
_____Students found difficulties in catching up the lesson.
_____Students did not enjoy the lesson because of lack of knowledge, skills and interest about the lesson.
_____Students were interested in the lesson despite some difficulties in answering their lesson.
_____Students mastered the lesson despite of limited resources used by the teacher.
_____Majority of the students finish their work on time.

A. No. of learners who earned 80% in the evaluation _______Out of______ Grade __ carried 80% above.

B. No. of learners who require additional activities _______Out of______ Grade __ continue to require
for remediation who scored below 80% remediation.

C. Did the remedial lesson work? No. of learners who _______YES _______NO
caught up with the lesson. _______Out of _______ Grade __ caught up with the
lesson

D. No. of learners who continue to require _______YES _______ Grade __ continue to require
remediation remediation

E. Which of my teaching strategies worked well? Strategies used that work well:
Why did these works?
_____ Metacognitive Development: Examples: Self-
assessment, note taking and studying techniques.
_____ Bridging: Examples: Think-pair-share, quick
write anticipatory charts.
_____ Schema-Building: Examples: Compare and
Contrast, jigsaw learning, peer teaching and projects.
_____ Contextualization: Examples: Demonstration,
media, manipulative, repetition, and local opportunities.
_____ Text Representation: Examples: Student created
drawings, poems, jingles, videos, and games.
_____ Modeling: Example: Providing samples of
student work.
 _____ Graphic organizers: Visual displays to organize
information into things like trees, flowcharts, web and
timeline.
_____ Experimentation/ Activity
_____ Field trip to the school campus.
_____ Video Clip Presentation

Other Techniques and Strategies used:

_____ Repetition _____ Games ____
Manipulative Tools
____ Pair Work _____ Explicit Teaching ____
Group Collaboration
____ Carousel ____ Differentiated Instruction
____ Discovery Method ___ Lecture Method
_____Exit Slips ____ Others (Please specify)

F. What difficulties did I encounter which my _____ Bullying _____ Student’s

principal or supervisor can help me solve? behavior/ attitude
_____ Colorful IMS _____ Unavailable
Technology Equipment
_____ Science/ Computer/ Internet Lab ____
Additional Clerical Works

G. What innovation or localized materials did I Planned Innovations:

used/discover which I wish to share with other ____ Contextualization/ Localized and Indigenized IM’s
teachers? ____ Localized Videos
____ Making Module from views of the locality
____ Recycling of materials to be used as Instructional
Materials
____ Local poetical Competition

Prepared by:

Teacher