1. OBJECTIVES LESSON PLAN IN SCIENCE GRADE TEACHER LEVEL QUARTER/DOMAIN SECTION/ DATE LEAH S. 11- RACHO. STEM FIRST QUARTER GRADE 11-STEM A. Learning Describe the structure and function of major and subcellular organelle. ‘Competency (STEM_BIO11/12-1a-c-2) B. Performance | Construct a 3D model of a planVanimal/bacterial cell using recyclable materials. | Standard ‘At the end of the lesson, the students are expected to: ©. Learning 1. Identify the different organelles within a cell. Objectives (KSA) | 2. Describe the structure and function of each organelle. 3._Relate cell organelles and human function and activities. aa Cell Structure and Funetions Ill. LEARNING RESOURCES A References ‘a) Science Learner's Material 9 Book b) Self-Learning Module Quarter 4- Module 2 B. Other Resources iN hhttps://m. youtube comiwatch2v=6llzKn0Skk&pp=yqUs Y2VsbCBvcmdhbmVsbGVZIGFu: CBmdW5idGivonMaYWivZWJhiIHNoc3RicnM%3D C. Materials TV, PPT, Chalk, Scotch Tape, Eraser, Blackboard, Marker, Manila Paper D. Subject MAPEH, English 7? Integration ‘Obedience, self-esteem, cooperation, communication and collaboration PROCEDURES Preliminary Activities PRAYER The teacher will start the lesson through a prayer to be led by one of the students or by the teacher itself. GREETINGS The teacher will greet the students and ask about how was their day. a CLEANING PRELIMINARIES Meanwhile, teacher will guide the students to arrange their chairs and tables property, and pick up some pieces of garbage. “Please arrange your chairs and pick some pieces of paper or any garbage near in your chair.” ATTENDANCE ‘The teacher will check the attendance of the students thought the class beadle. REMINDERS The teacher will give reminders to student in accordance to the proper behaviors in the classroom.‘ELICIT 5 MINUTES ANNOTATIONS B. Review of previous lessons/ Activate students’ prior presenting the new knowledge and asking lesson Activity 1: My Principle. preliminary questions > il Conditions the students > The teacher will present a tree drawing that cut | Fonaitons ie student into halves and there are words that talks about | be discussed. Also, to. inci assess their level of principles of the Cell Theory. inderstanding about > The leaves have the definitions of the cell theory | the topic. principles, while the stem is the number of principles. > The student must paste the trunk in the right principle to complete the tree. > The teacher will play “Plants and Animals to identify the three students to answer. Leaves part: > Cells are the smallest unit of life > Allliving things are composed of cells > Cells comes from pre-existing cells Stem part: > Principle 1 > Principle 2 > Principle 3 ENGAGE 5 MINUTES C. Presenting Activity 2: GUESS the Picture??? examples! Instances of the > The activity will start by distributing numbers to new lesson colors. the students with| > Teacher will randomly distribute the numbers to the students. > The teacher present pictures inside the kitchen. » Students will identify the pictures. > Literacy integration in English, Art, Math. 5 MINUTES ‘examples/instances of new concepts/ lesson Activity 2: Know the Cell Organelle Better. > The teacher will let the student pick a colored strip inside the box. > The color of the strip will be the use in groupings. > The color of the strips will be: Group 1 is Blue, Group 2 is Yellow Green, Group 3 is Red and the Group 4 is Yellow. > The teacher will give Handouts, and Manila Paper for the students reporting. TASKS BY GROUP: Name the Parts of the Plant Cell > The group will be given Unlabeled diagram of the Plant cell and a envelop. Inside the envelop there will be words that will be utilized to label the Cell. After five minutes the group will choose a leader to present their answers. Doing task such group activity it will also hone leadership attributes and foster. a much deeper communication among members. Integration to Arts and Math “Skills Involved” > Obedience > Cooperation > CollaborationName the Parts of the Animal Cell > The group will be given Unlabeled diagram of the animal cell and a envelop. Inside the envelop there are word that will be utilized to label the Cell. After five minutes the group will choose a leader to present their answers. Venn Diagram The group will be given an envelope and a Venn Diagram. Inside the envelope there are words that can be used to complete the Venn Diagram. After five minutes the group will choose a leader to present their answers. COMPLETE ME! > The teacher will give functions and structures of the organelles’ words. The group will complete the table by the used of the said items. > Alter five minutes the group will choose a leader to present their answers. Structure/Funetion Organetle Protects and separates the cell from the environment. The site of protein synthesis incell They move things around Inside the cell especially proteins and lipids The digestive system of the coll. Strong structure that surrounds the cell membrane to support the cel Brain of the cell and the main control center of the cell Gelsike liquid that fills the regions between the nucleus and the cell membrane‘chlorophy!. Acta as a barrier that separates the contente of the nucleus from the eytoplaam. Power house of the cell, Storage bubbles found In cells, land stocks food and water. Endoplasmic membrane that has bosomein it. “Explain — 15 MIN E. Developing Mastery of the Lesson Activity 3: Know Me Morel Based on the activity given the assigned reporter will explain their answers and the teacher will check their answers and discuss if there are some errors: Group 1 Group 2 Group 3 Group 4 Discussion: Activity 4: Cell Analogy > The teacher will present a cell analogy entitled “Cell is like a Restaurant. > The students will relate the analogy to the cell's organelles functions especially on human activities in a restaurant. “Why cells are important in our daily life?” “Skills Involved™ > Self-esteem > Communication| Plant and animal cell structure. | Evaluating Leaming ‘Evaluati generalizations and | Common and unusual organelles found in the animal and plant cells using Venn abstractions about | diagram. the lesson Functions of the cell’s organelle. EVALUATE 3MIN : What Am I? Read each description below and the identify the correct vocabulary word. Write your answer on the line provided. Choose the following words in the box below. Chloroplast Cell Membrane Mitochondria Ribosome Nucleus Vacuole Cytoplasm Cell wall Nuclear Membrane Lysosome od 1. I'm the real “powerhouse of the cell”. What am |? 2. The site of protein synthesis in cell What am |? 3. I'ma strong structure that surrounds the cell membrane to support the cell. What am |? 4. I'ma small but essential structure inside the plant cells. They contain plant pigments, such as chlorophyll. What am |? 5. I'ma strong structure that surrounds the cell membrane to support the cell. What am |? 6. I'ma strong structure that surrounds the cell membrane to support the cell. What am |? 7. I'ma strong structure that surrounds the cell membrane to support the cell. What am |? 8. I'ma strong structure that surrounds the cell membrane to support the cell. What am |? 9. I'ma strong structure that surrounds the cell membrane to support the cell. What am |? 10.I'm a strong structure that surrounds the cell membrane to support the cell. What am |?H Agreement! ASSIGNMENT: 3-D CELL MODEL PROJECT Assignment GUIDELINES: You may choose to make either animal cell or plant cell > Your cell must be 3-dimentional. This means it needs to have a front, back and sides. It cannot be a piece a piece of paper with things glued on it. Your cell must be rectangular and/ or your animal cell must be circular, and must labelled all clearly and colored to receive cr 3D Cal Model Grading Rubric (TEST GRADE!) | Excellent | Gooa Acceptable Poor Category | 20 ponte | 18points 10 points 5 ponts : ‘Creative Gesgs | WMadelis 30 | Modells SO Sane | Model is not 35 Creatvity& | Moder 3D. | Apgrepnato and | matenal was used | Sam mater! was Cosign wand | afferent materats | for most call parts. | used for al co ‘SAeront matenais | were used each pats | woro used eacr | collar | colipant | | Model | Al organetios for | Mostexganeies for | Some orgareins for | Few orgonatios for Orgareies | chosen ces tyee | chosen ei iype | chosenen type are | chosen cel type wre metuded are meade elses fae neh Wodel= Tt Anenes aro Mast nares a | Some nanos we [Few nanos Orgarsies ang | sccurate accurate Becurate Functions | accurate labels | Functens ot a: | Functiors otrrost_| of some crganeses | Functions of few |orpaneties ae | orgerction wre | wre leary forgerelies huncion | dlearyexaned | dearly expiared | explaned ave Cealy | Medal é ~~} Weds bes have | odo abe Pave” WodaT labors Have Worksheet - no grammarand afew grammar some grammar and | aletof amar Grammar ena | spet=gevers | and spelingemors speling errs | and szeting errors Spoiing. Prepared and submitted by: LEAH S. RAGHO Teacher I-Applicant