DAILY School San Roque National HighSchool Grade Level Grade 11

LESSON LOG Teacher Allan M. Manaloto Learning Area General Biology 1

Teaching Dates and Time Week 3: Sessions 1-4 Quarter 1st Semester (1st Q)
(June 17 to 21, 2019)

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
The learners demonstrate an understanding of:
A. Content Standards 1. Cell Structure and Functions
2. Prokaryotic vs. Eukaryotic Cells
The learners shall be able to:
B. Performance Standards 1. Construct a 3D model of a plant/ animal/ bacterial cell using recyclable materials;
2. Construct a cell membrane model from indigenous or recyclable materials;
The learners...
C. Learning Competencies / 1. Describe the structure and function of major and subcellular organelles
Objectives (STEM_BIO11/12-Ia-c-2)
Write the LC code for each. 2. Distinguish prokaryotic and eukaryotic cells according to their distinguishing features (STEM_BIO11/12-Ia-c-3);
3. Classify different cell types (plant/animal tissues) and specify the function(s) of each [STEM_BIO11/12-Ia-c-4];
II. CONTENT Lesson 4: Cell as a System- Intro to
Lesson 5: Eukaryotic Cells (Organelles) Lesson 6: The Endomembrane System Quiz no. 1
Eukaryotic Cells
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG General Biology: pp. 10-27
2. Learner’s Materials pages
3. Textbook pages Mader S., Windelspecht M., (2016). Biology, McGraaHill Education, 12th Edition, pp. 57-82.
4. Additional Materials from
Learning Resource (LR) Portal khanacademy.org/science/biology/structure-of-a-cell
B. Other Learning Resources

IV. PROCEDURES

A.Reviewing yesterday’s lesson or

Presenting the new lesson
(5 minutes) (5 minutes) (5 minutes)
Connect the lesson with learners’ prior Facilitate a review about: Conduct a review on yesterday’s topic by Conduct a review on yesterday’s topic by Prepare the physical aspects of the
knowledge. Explicitly teach to the ▪ Cell theory asking the following questions: asking the following questions: classroom for the quiz.
learners how the new lesson connects to
previous lessons. Review and present ▪ Prokaryotic and Eukaryotic cells ▪ Give an example of Eukaryotic cell? ▪ What are the functions of Nucleus and
new lessons in a systematic manner. ▪ Structures of prokaryotes ▪ What is/are unique with Eukaryotes Ribosomes in cells? (Prokaryotic &
that prokaryotes lack? Eukaryotic)
B. Establishing a purpose for the
lesson
 DAILY School San Roque National HighSchool Grade Level Grade 11
LESSON LOG Teacher Allan M. Manaloto Learning Area General Biology 1
Teaching Dates and Time Week 3: Sessions 1-4 Quarter 1st Semester (1st Q)
(June 17 to 21, 2019)

SESSION 1 SESSION 2 SESSION 3 SESSION 4

(5 minutes) (5 minutes) (5minutes) Discuss the rules of the test taking as well
Activity: Guide Question: Let’s imagine you are a pancreatic cell. as giving clear instructions of the test.
Compare the cell to a big city. What are 1. Do all cells have just one nucleus? Your job is to secrete digestive enzymes,
the requirements of the city in order for it Expound your answer. which travel into the small intestine and
Motivate them to learn the new lesson. help break down nutrients from food.
Encourage them to ask questions about to function. Relate these requirements to
the new topic. This will help establish a the parts of the cell. In order to carry out this job, you
reason for learning the new lessons. somehow have to get those enzymes
shipped from their site of synthesis—inside
the cell—to their place of action—outside
the cell. How are you going to make this
happen?

(5 minutes) (5 minutes) (5 minutes) Distribute the test papers.

Guide Questions: Flash an image of the nucleus and Guide Questions:
1. What differentiates prokaryotes from ribosome. Ask the students about what 1. What is an endomembrane system?
eukaryotes? they know with regards to these 2. What are the structure that in
C. Presenting examples/ instances of 2. What are organelles for eukaryotic structures. encompasses?
the new lesson cells? Give examples and identify its
Provide examples of the new lesson.
Objectives:
Show what the instances of the content
roles; Objectives: • Explain the importance of the
and competencies. This is where the • Describe the structure and function of endomembrane system in cellular function.
concepts are clarified. Show an image (through power point) the nucleus. • Examine how the ER, Golgi apparatus,
ask the learners about the image: • Describe the flow of information from and lysosomes differ from one another.
a. Human/ Animal cell DNA to a protein. • Describe how endomembrane vesicles
b. Plant cell • Explain the role of ribosomes in protein are able to fuse with organelles.
synthesis. • Describe the role of peroxisomes and
vacuoles in cell function.
D. Discussing new concepts and (25 minutes)
practicing new skills # 1 Facilitate discussion (collaborative) on Check the behavior of each students
(Leads to Formative Assessment 1) the following topics. (20 minutes) (25 minutes) while taking the test. Roam around the
Discuss the concepts. Prepare good
• Structure of Eukaryotic cell; Inquiry-based approach on the following Conduct discussion by allowing the classroom and maintain proper conduct
questions for this. Listen to the answers topics: students create their own understanding of while they are taking their exam.
of learners to gauge if they understood • Interconnectedness of organelles;
• The Nucleus the following topics (constructivism):
your presentation/lesson. If not, then • Plasma membrane & cytoplasm;
reteach. If they have understood, then • Ribosome • Endoplasmic Reticulum, Golgi apparatus,
proceed to deepening the lesson. Lysosomes, & Vacuoles
 DAILY School San Roque National HighSchool Grade Level Grade 11
LESSON LOG Teacher Allan M. Manaloto Learning Area General Biology 1
Teaching Dates and Time Week 3: Sessions 1-4 Quarter 1st Semester (1st Q)
(June 17 to 21, 2019)

SESSION 1 SESSION 2 SESSION 3 SESSION 4

E. Discussing new concepts and
practicing new skills #2
(Leads to Formative Assessment 2)
Deepen the lesson with new ways to
apply the learning. Pair, group and
teamwork might be a good way to help
learners discuss the lesson among
themselves. They can present their work
to the class and this serves as the
teachers’ way of assessing if the
concepts are solidifying and if their skills
are developing.

E. Developing mastery
(Leads to Formative Assessment 3)
Develop mastery through more individual (15minutes)
work activities such as writing, creative Video Clip
ways of representing learning, Animal vs. Plant cell (10 minutes) (10 minutes)
dramatizing, etc. Let children
Answer the ff questions on your Concept mapping Video Clip: Endomembrane System
demonstrate their learning through
assessable activities such as quizzes, notebook: 1. Based on our discussion, create a Guide Questions:
worksheets, seatwork, and games. When 1. List three structures that are found in concept map of the structure of nucleus 1. How do vesicles transport molecules
the children demonstrate learning, then plant cells but not in animal cells. (showing its various parts, functions, and from one part of the system to another?
proceed to the next step. Add activities what it contains)
2. Synthesis of the video clip. 2. How do lysosomes and vacuoles differ
as needed until formative assessment
shows that the learners are confident in 3. Describe the composition of the with other endomembrane structure?
their knowledge and competencies. plasma membrane.

F. Finding practical applications of

concepts and skills in daily living
(5minutes) (5 minutes) (5minutes)
Develop appreciation and valuing for their
Why does eukaryotic cells have Can a cell exist even without nucleus? Collect the test paper in orderly manner.
learning by bridging the lesson to daily How important is the role of
living. This will establish relevance in the compartmentalization into membrane- Why or why not? endomembrane system in our cells?
lesson. bound organelles? What’s the concept
beind this?
G. Making generalizations and (5 minutes)
abstractions about the lesson
(5 minutes) (5 minutes) Guide Questions:
Conclude the lesson by asking children
good questions that will help them Guide Questions: Guide Questions: 1. Summarize how endomembrane
crystallize their learning so they can 1. What are the organelles of eukaryotic 1. What are the functions of Nucleus? works. Make sure to talk about all the
declare the knowledge and demonstrate cell? And Ribosomes in eukaryotic cells? structures under its system.
their skills. 2. Describe simply the following:
Cytoplasm and plasma membrane.
 DAILY School San Roque National HighSchool Grade Level Grade 11
LESSON LOG Teacher Allan M. Manaloto Learning Area General Biology 1
Teaching Dates and Time Week 3: Sessions 1-4 Quarter 1st Semester (1st Q)
(June 17 to 21, 2019)

SESSION 1 SESSION 2 SESSION 3 SESSION 4

H. Evaluating learning
Assess whether the learning objectives (5 minutes) (5 minutes) (5 minutes) Evaluating learner through Long quiz
have been met. Evaluation should tap into
the three types of objectives. Essay: Explain why organelles of the cell Short quiz: Differentiate Lysosome from peroxisome. after completion of topic helps detrmine
(its interconnectedness) can be 1. Identify the steps in protein synthesis. Focus on detailing the role of peroxisome. the level of their knowledge
compared to a system? In what way is it (understanding of the concept) with
similar to a factory?Cite examples. regards to the subject matter.

I. Additional activities for application or

remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment.
____ out of _____ students ( Gr. 11 studetns)
B. No. of learners who require
additional activities for remediation. ____ out of _____ students ( Gr. 11 studetns)
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson.

Assignment

Submitted by: Noted by:

Allan M. Manaloto Teresa P. Garcia

Subject Teacher II Principal II