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 5: Sessions 1-4 Quarter 1st Semester (1st Q)
(July 1 to 5, 2019)

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
The learners demonstrate an understanding of Transport Mechanisms:
The learners demonstrate an
a. Simple Diffusion
understanding of:
A. Content Standards b. Facilitated Transport
1. Cell Structure and Functions
c. Active Transport
2. Prokaryotic vs. Eukaryotic Cells
d. Bulk/Vesicular Transport
B. Performance Standards
The learners shall be able to:
1. Construct a 3D model of a plant/ animal/ bacterial cell using recyclable materials;
The learners... The learners...
1. Describe the structure and function of Describe the structural components of the cell membrane
major and subcellular organelles (STEM_BIO11/12-Ig-h-11 )
(STEM_BIO11/12-Ia-c-2) 2. Relate the structure and composition of the cell membrane to its function
C. Learning Competencies / 2. Distinguish prokaryotic and eukaryotic (STEM_BIO11/12-Ig-h-12)
Objectives cells according to their distinguishing 3. Explain transport mechanisms in cells (diffusion, osmosis, facilitated transport, active transport)
Write the LC code for each. features; (STEM_BIO11/12-Ia-c-3); (STEM_BIO11/12-Ig-h-13)
3. Classify different cell types
(plant/animal tissues) and specify the
function(s) of each;
[STEM_BIO11/12-Ia-c-4];
II. CONTENT Lesson 10: Membrane Structure &
Quiz No. 2 Performance Task #2 Lesson 11: Osmosis and Tonicity
Function
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG General Biology: pp. 45-56
2. Learner’s Materials pages
3. Textbook pages Mader S., Windelspecht M., (2016). Biology, McGraaHill Education, 12th Edition, pp. 82-99
4. Additional Materials from
Learning Resource (LR) Portal khanacademy.org/science/biology/structure-of-a-cell
B. Other Learning Resources

IV. PROCEDURES
 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 5: Sessions 1-4 Quarter 1st Semester (1st Q)
(July 1 to 5, 2019)

SESSION 1 SESSION 2 SESSION 3 SESSION 4

A.Reviewing yesterday’s lesson or
Presenting the new lesson (5 minutes) (5 minutes) (5 minutes)
Connect the lesson with learners’ prior Prepare the physical aspects of the Facilitate a review about: Conduct a review on yesterday’s topic by Facilitate a review about:
knowledge. Explicitly teach to the classroom for the quiz. ▪ ECM and Junctions between cells; asking the following questions: ▪ Fluid Mosaic model (cell membrane),
learners how the new lesson connects to
previous lessons. Review and present ▪ What are the roles of plasma what are its composition and its roles?
new lessons in a systematic manner. membrane/ cell membrane based on our
previous discussion?

Discuss the rules of the test taking as (5 minutes) (5 minutes) (5 minutes)

B. Establishing a purpose for the well as giving clear instructions of the Give instructions on how they are going Have you ever bitten into a hot pepper Have you ever forgotten to water a plant
lesson test.
Motivate them to learn the new lesson.
to perform their task; Discuss the rubrics and had the sensation that your mouth for a few days, then come back to find
Encourage them to ask questions about and rationale of the activity; was on fire? This is because the chili your once-perky arugula a wilted mess?
the new topic. This will help establish a pepper plant produces a chemical, called Why does water leave the cells?
reason for learning the new lessons. capsaicin, that binds to a protein in the
plasma membrane of pain receptors in
your mouth.

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

Guide Question: Osmosis demonstration
1. What exactly is the job of your cell
C. Presenting examples/ instances of membrane?
the new lesson
Provide examples of the new lesson. 2. What is Fluid Mosaic Model (for the ell
Show what the instances of the content membrane)?
and competencies. This is where the
concepts are clarified.

D. Discussing new concepts and Check the behavior of each students (30 minutes)
practicing new skills # 1
(Leads to Formative Assessment 1) while taking the test. Roam around the Facilitate discussion (collaborative) on (25 minutes) (25 minutes)
Discuss the concepts. Prepare good classroom and maintain proper conduct the following topics. Inquiry-based approach on the following Facilitate discussion (constructivism) on
questions for this. Listen to the answers while they are taking their exam. • Performance Proper topics: the following topics.
of learners to gauge if they understood
your presentation/lesson. If not, then
• Fluid-Mosaic Model: Phospholipids, • Osmosis and Tonicity
reteach. If they have understood, then Proteins, Carbohydrates, and membrane
proceed to deepening the lesson. fluidity
 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 5: Sessions 1-4 Quarter 1st Semester (1st Q)
(July 1 to 5, 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) (10 minutes)
Develop mastery through more individual
work activities such as writing, creative
Pair Work
ways of representing learning, In a 1 whole yellow paper, Differentiate
(10 minutes)
dramatizing, etc. Let children the following (Make a tale)
Individual Activity
demonstrate their learning through 1. Isotonic
assessable activities such as quizzes, In your notebook, illustrate the fluid
2. Hypotonic
worksheets, seatwork, and games. When mosaic model of the cell membrane.
the children demonstrate learning, then Provide a short explanation. 3. Hypertonic
proceed to the next step. Add activities Provide the following: Definition, Samples
as needed until formative assessment in animals and plants, illustration of the
shows that the learners are confident in
cell (e.g. RBC);
their knowledge and competencies.
F. Finding practical applications of
concepts and skills in daily living (5 minutes)
(5 minutes) (5 minutes)
Develop appreciation and valuing for their Collect the test paper in orderly manner. How important is our cell membrane and
What’s the importance of the activity they Why is there a need for you to
learning by bridging the lesson to daily its composition? What do you think will
living. This will establish relevance in the have performed? understand the tonicity of a cell?
happen if it’s altered?
lesson.
G. Making generalizations and
abstractions about the lesson
Conclude the lesson by asking children (5 minutes) (5 minutes)
good questions that will help them Guide Questions: Guide Questions:
crystallize their learning so they can 1. What is osmosis? What is tonicity?
Identify the make-up of cell membrane and
declare the knowledge and demonstrate
their skills.
describe its roles.
H. Evaluating learning
Assess whether the learning objectives Evaluating learner through Long quiz The learners will be ealuated based on The learners will be ealuated based on the (5 minutes)
 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 5: Sessions 1-4 Quarter 1st Semester (1st Q)
(July 1 to 5, 2019)

SESSION 1 SESSION 2 SESSION 3 SESSION 4

have been met. Evaluation should tap into after completion of topic helps detrmine the output as discussed above. output as discussed above (mastery). Essay: In your own words, explain the
the three types of objectives. the level of their knowledge image shown in the last slide of the power
(understanding of the concept) with pt.
regards to the subject matter.

I. Additional activities for application or

remediation

Assignment

V. REMARKS No Classes: TD Egay and Monsoon No Classes: TD Egay and Monsoon

VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment.

B. No. of learners who require

additional activities for remediation.
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson.

Submitted by: Noted by:

Allan M. Manaloto Teresa P. Garcia

Subject Teacher Principal II