Based on Annex 2B.6 to DepEd Order No. 42, s.

2016
DAILY Balanacan National High Grade Level Grade 11
School
LESSON School & Quarter Second Quarter
PLAN Teacher MELODY A. MAGAHIS-
SHS Track TechVoc
SENIOR HIGH MENDOZA
SCHOOL Inclusive Learning
September 23, 2019 SHS Building
Dates Area
Scheduled 9:30-10:30- Pearl Subject Earth and Life Science
Time 10:30-11:30- Garnet Topic The Cell
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of:
1. the cell as the basic unit of life
B. Performance Standards The learners shall be able to:
Make a poster that shows the complementary relationship of photosynthesis and
cellular respiration
C. Learning Competencies The learners:
/ Objectives (Write the LC 1. Explain how cells carry out functions required for life S11/12LT-IIbd-4
Code)
D. Specific Objectives 1. Describe the structure and functions of the different parts of the cell
2. Enumerate structures unique to plant cells/animal cells/bacteria
II. CONTENT Bioenergetics
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learners’ Materials
pages
3. Textbook pages Conceptual Science and Beyond: Earth and Life Science, pp.67-70
4. Additional Materials
from Learning Resources
Portals
B. Other Learning Illustrations of cells, Activity sheets
Resources
IV. PROCEDURES
A. Revising previous lesson Recall characteristics of life.
or presenting the new
lesson
B. Establishing a purpose Describe the lesson objectives and present the topic outline as follows:
for the lesson a. Parts of a typical prokaryotic cell and plant/animal cell
b. Major parts of a cell
c. Common structures in plant and animal cells
d. Structures found only in plant and animal cell
C. Presenting examples/ 1. Ask students the levels of organization in biology, from the organism down to
instances of the new lesson cells and molecules
2. Ask them to enumerate organelles fund in plant cells or animal cells
3. Show pictures of a bacterial cell and plant cell. Point out some similar structures.

D. Discussing new Drawing Activity

concepts and practicing 1. In groups, students will draw a typical plant or animal cell. The drawings should
new skills #1 clearly reflect the fine structure of the organelles as seen in the electron
microscope.
2. Each structure should be labelled properly. With a red marker, show the flow of
membranes from the outer nuclear envelope to the rough and smooth ER to the
Golgi complex and to other micro bodies.
Group 1- Plant cell
Group II- Animal cell
E. Discussing concepts and Describe using illustrations the organization, structure and function of the
practicing new skills #2 following:
1. The cell membrane
2. Parts of a typical cell
3. Common structures in plant and animal cell
4. Unique structure in plant and animal cells
F. Developing mastery Ask students what will happen if any organelle is damaged or become defective.
(Leads to Formative
Assessment 3)
G. Finding practical Individual activity
applications of concepts Direction: Complete the following table by writing the name of the cell part or
and skills in daily living organelle in the right hand column that matches the structure/function in the left
hand column. A cell part may be used more than once.
Structure/Organelle/Functions Cell Parts
Supplies energy for the cell
Made up of interconnected thin folded membranes that
are found throughout the cytoplasm of the cell
This organelle consists of layered stacks of flattened
membranes that process, sort and deliver proteins
This organelle can be found attached to the ER or floating
in the cytoplasm
This organelle is fluid-filled sac that stores substances
needed by the cell which may include water, food, ions,
and enzymes
This is the site of protein synthesis
It also packages proteins
Has no presence of ribosomes on its surface
This is a cylinder shaped organelle
It is used to digest food or break down the cell when the
cell dies
They help the ell to divide during mitosis and meiosis
It is made up of cellulose which is a complex sugar that is
classified as a structural carbohydrates and not use for
energy
Allow plants to grow in great height
They have closed compartments of stocked membranes
called grana
Controls all cell activities
It is made up of lipid bilayer with large protein molecules
that control the flow of substances into in and out of the
cell
A jelly like substance that is composed primarily of water
and contains proteins, amino acids, glucose and salts
It contains DNA and nucleolus
This organelle is shaped like bean and made up of two
membranes
H. Making generalizations 1. What is a cell?
and abstractions about the 2. What are the organelles that can be found only in animal cells/ in plant cells?
lesson 3. How do cells carry out functions required for life?
I. Evaluating learning Put a check in the appropriate column (s) to indicate whether the following
organelles are found in plant cells, animal cells or both
Organelle/Structure Plant cell Animal cell Both Plant and Animal cel
Cell wall
Nucleus
Cytoplasm
Plasma membrane
Chloroplast
Centriole
Lysosomes
Vacuoles
Mitochondrion
Golgi bodies
Ribosomes
Smooth ER
Rough ER
ER
cytoskeleton
J. Additional activities for
application or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned ______of Learners who earned 80% above (Pearl)
80% in the evaluation. ______of Learners who earned 80% above (Garnet)
B. No. of learners who require _____of learners who require additional activities for remediation (Pearl)
additional activities for _____of learners who require additional activities for remediation (Garnet)
remediation
C. Did the remedial lessons Pearl Garnet
work? No. of learners who ____ yes _____no ____ yes _____no
have caught up with the _____of learners who caught up the lesson _____of learners who caught up the lesson
lesson.
D. No. of learners who ______of learners who continue to require remediation (Pearl)
continue to require ______of learners who continue to require remediation (Garnet)
remediation.
E. Which of my teaching Strategies used worked well:
strategies worked well? Why __________ Metacognitive Development: Examples: Self-assessments, note taking and
did it work? studying techniques, and vocabulary assignments.
__________ Bridging: Examples: Think-Pair-share, quick-writes, and anticipatory charts.
__________ Schema-building: Examples: Compare and Contrast, jigsaw learning, peer
teaching, and projects
__________ Contextualization: Examples: Demonstration, media, manipulatives, repetition,
and local opportunities
__________ Text Representation: Examples: Student created drawing, videos and games
__________ Modelling: Examples: Speaking slowly and clearly, modelling the language you
want students use, and providing samples of student work.
Other Techniques and Strategies
____Explicit teaching ____Rereading of Paragraphs/Poems/Stories
____Group Collaboration ____Differentiated Instruction
____Gamification/Learning through play ____Role Playing/Drama
____Answering preliminary activities/exercises ____Discovery method
____Carousel ____Lecture method
____Diads
Why?
___Complete IM’s
___Availability of Materials
___Student’s eagerness to learn
___Group member’s collaboration/cooperation in doing their tasks
___Audio Visual Presentation of the lesson
F. What difficulties did I ___Bullying among students ___Unavailable Technology Equipment (AVR/LCD)
encounter which my principal ___Student’s behaviour/attitude ___Science/Computer/Internet Lab
or supervisor can help me ___Colorful Ims ___Additional Clerical works
solve?
G. What innovation or Planned Innovations
localized materials did I ___Contextualized/Localized and Indigenized IM’
used/discover which I wish ___Localized Videos
to share with other learners? ___Making big books from views of the locality
___Recycling of plastics to be used as Instructional Materials
___Local poetical composition

Prepared by: Approved:

MELODY A. MAGAHIS- MENDOZA JULIETA N. OSACDIN

Subject Teacher Teacher In-Charge