School: Kimanait National High School Grade Level: 8

Learning
Teacher: Fritzel G. Navarro Area: Science
Teaching Dates and
Time: 1 hour Quarter: 2

Objectives must be met over the week and connected to the curriculum
standards. To meet the objectives, necessary procedures must be followed and if
needed, additional lessons, exercises and remedial activities may be done for
I. OBJECTIVES developing content knowledge and competencies. These are using Formative
Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The difference between animal and plant cell

Performance Standards: Employ appropriate techniques using the compound microscope to

gather data about very small objects

B.Learning A. Differentiate plant an animal cells according to presence or

Competencies/Objectives: absence of certain organelles (S7LT-IIc3)
Write the LC Code for each B. Explain why the cell is considered the basic structural an
functional unit of all organism ( S7LT-IIc5)
C. Construct a Venn Diagram to sow that are common to both
and parts that are only found in either plant or animal
cells(S7LT-IIc5)
D. Develop awareness that anything that happens to the small
parts will certainly affect the bigger parts and eventually the
organism.( S7LT-IIc5)
Content is what the lesson is all about. It pertains to the subject matter that the
teacher aims to teach. In the CG, the content can be tackled in a week or two.
Animal and Plant Cell
II. CONTENT

Lists the materials to be used in different days. Varied sources of materials

sustain children’s interest in the lesson and in learning. Ensure that there is a mix
III. LEARNING RESOURCES of concrete and manipulative materials as well as paper-based materials. Hands-
on learning promotes concept development.
A.References
1. Teacher’s Guide Pages Pages 89-100

2. Learner’s Materials Pages Pages 102- 123

3. Textbook Pages Pages 102- 123

4. Additional Materials from 1. EASE Biology. Module 2.

Learning Resource (LR) 2. Science and Technology II: Biology Textbook. NISMED. 2012.
portal
B.Other Learning Resources 1. APEX. Unit 2. The Unit Cycle of Life.
2. BEAM II. Module 2. The Basic Units of Life

These steps should be done across the week. Spread out the activities
appropriately so that students will learn well. Always be guided by demonstration
IV. PROCEDURES of learning by the students which you can infer from formative assessment
activities. Sustain learning systematically by providing students with multiple ways
to learn new things, practice their learning, question their learning processes, and
draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
A.Reviewing Previous Lesson
or Presenting the New The class will guess the following jumble letters with pictures that
Lesson will flashing on the screen.

CHNOAIRDITOM MITOCHONDRIA
OPTYCMSAL CYTOPLASM
LESUUCN NUCLEUS
SMELSYOOS LYSOSOMES
LELC EANBEMMR CELL MEMBRANE
B.Establishing a Purpose for
the Lesson

 Imagine our establishments, houses and school are

permeable to anyone, what do you think will happen to our
everyday life?
 Do you think cells also need guards or barriers to protect
what is inside of them?

All organisms, big or small consist of cells. Some organisms

are single-celled, composed of only one cell. Others are
multicellular, possessing many cells that work together to form an
organism. The moss plant for example, may be made up of
hundreds or thousands cells. Your body has billions of cells while
very large animals like elephants have trillions.

C.Presenting
Examples/Instances of the
Lesson Ballpen Disassembly
1. Disassembled four (2) different kinds of ballpens place them
in the teacher’s table.
2. Ask a volunteer from the class to identify which part belong to
which ballpen.
3. Ask another student to identify the function of each part of the
ballpen.
4. The teacher will show the students a ballpen with missing
parts and ask them what would happen if some parts are
missing.

D.Discussing New Concepts Unit 2: Module 2: Plant and Animal Cell

and Practicing New Skills #1
Activity 1: Comparing Plant and Animal Cell
 Teacher will provide a drawing of animal and plant cell with
corresponding parts.
 Let the students make a Venn diagram guided by the
 following questions:
 Which cell parts are found in both cells?
 Which are present only in animal cells?
 Which are present only in plant cells?
 What is the main function of the cell?
Assign a reporter per group to discuss their answers that is posted
on the board.

Q1. What do you think will happen to the cell if the plasma
membrane does not function properly?
Without the plasma membrane, any substance can go in and out
the cell. The cell may be affected by the exit of needed substances
or entrance of unneeded or poisonous substances that may lead to
death of the cell.

Point out the cell wall and the chloroplasts, the plant cell parts which
distinguishes it from the animal cell. Mention that cell walls form the
outer boundary of plant cells and are made of cellulose a tough
material. Thus,
Cells are basic unit of life. All living things are made up of cells that
combine to create an organism as a whole. There are many different
types of cells in an organism that serve different functions for the
body. Blood cells carry nutrients and remove waste from tissues,
neurons in the brain send and receive impulses to carry out motor
functions etc. but what makes up a single cell? There are multiple
structures, or organelles, that work together to produce a functioning
cell in an organism. Each organelle carries out a specific duty to
maintain the cell.

E. Discussing New Concepts

and Practicing New Skills #2 Construct a table showing the parts of the cell and its function

The cytoplasm consists of a jelly-like substance where all the

other parts of the cell are located. It does not however, include the
area where the nucleus is located. Many different activities of the
cell occur in the cytoplasm. You have seen that plant cells have cell
walls and chloroplasts that are not found in animal cells. The cell
wall is made of stiff material that forms the outermost part of plant
cells. This gives shape and protection to them.

Recall in your elementary grades that plants make their own

food.
Chloroplasts are important in plant cells because it is where food is
made. It contains chlorophyll which absorbs energy from the sun to
make food for plants.
2. What is the purpose of the cell wall in plants?
 Plant cell
Q3. Why are there several chloroplasts in the plant cell?

Vacuoles are present in both plant and animal cells. In plant

cells, they are large and usually occupy more than half of the cell
space. They play a role in storing nutrients and increasing cell size
during growth. Some plant vacuoles contain poisonous substances.
Vacuoles also store water, thereby maintaining rigidity to cells and
provide support for plants to stand upright. Plant cell vacuoles are
responsible for the crisp appearance of fresh vegetables. Vacuoles
in animal cells are small and are called vesicles. They serve as
storage of water and food and also function in the excretion of waste
materials.

Q9. How would vacuoles in plants serve as defense against animals

that eat them?

You have observed that centrioles are only found in animal

cells.
These have a role in cell reproduction which you will take up in the
higher
grade levels.
You have been introduced to the basic parts of plant and animal
cells.
For functions of the mitochondrion, golgi body, endoplasmic
reticulum
(rough and smooth), lysosomes and ribosomes which are not
discussed
here, you will come to know about them in the other grade level
modules.

As stated in the student module, functions of the other cell parts will
be dealt with in detail in the higher grades. The following information
can be for your consumption or if needed can be mentioned in class:
 Mitochondrion- converts energy in food to a form usable to
the cell;
will be taken up again in Grade 9
 Golgi body/apparatus – sort, modify, package and distribute
cell
products to where they are needed;
 Endoplasmic reticulum(ER) – carry proteins to different parts
of
the cell;
  Rough ER – with attached ribosomes that manufacture
proteins
 Smooth ER – contains no ribosomes; makes lipids(fats)
 Ribosomes – produced in the nucleus, occurs in large
numbers
and can be free floating in the cytoplasm, involved in the
manufacture of protein, can be attached to the ER, thus there is a
rough ER which will be taken up in detail in Grade 10
 Nucleolus – the prominent round structure in the nucleus that
produces ribosomes; will be dealt with in Module 4 and in Grades 11
and 12
F. Developing Mastery
(Leads to Formative Students will draw and label the animal and plant cell
Assessment 3)

G. Finding Practical
Applications of Concepts Video Presentation
and Skills in Daily Living
1. Importance of cell
2. How cell works

H. Making Generalizations and

Abstractions about the Lesson Students will Compare the animal and plant cell based on the diagram

I. Evaluating Learning
Directions: Provide the information being asked. Write the letters of your answers on a ¼
sheet of paper.

1. All cells contain which of the following:

A. Endoplasmic reticulum
B. Plasma membrane
C. Nucleus
D. Mitochondria
2. The control center or brain of the cell is the
A. Nucleus
B. Mitochondria
C. Cell membrane
D. Endoplasmic reticulum
3. Plant cells have all of the following except
A. Cell wall
B. Nucleus
C. Choloroplast
D. Centrioles
4. Rough ER has  _____ attached to it.
A. Nucleoulus
B. Golgi apparatus
C. Ribosomes
D. Chromosomes
5. The thin, flexible barrier around a cell is called the
A. Plasma membrane
B. Cell wall
C. Nuclear envelope
D. Cytoplasm
6. The main function of the cell wall is to
A. Support and protect the cell
B. Store DNA
C. Help the cell move
D. Direct the activities of the cell
7. Which organelle would not be found in animals cells?
A. Smooth ER
B. Chloroplast
 C. Mitochondria
D. Ribosome
8. Which organelle is the "packing center" for the cell?
A. Endoplasmic reticulum
B. Nucleus
C. Lysosome
D. Golgi apparatus
9. Which of the following is a saclike structure that stores water?
A. Golgi apparatus
B. Nucleus
C. Vacuole
D. Endoplasmic reticulum
10. Which of the following is the "powerhouse" of the cell that breaks down food into
energy that the cell needs?
A. Mitochondria
B. Vacuole
C. Endoplasmic reticulum
D. Chloroplast
J. Additional Activities for Application Identify actions beneficial and harmful effects to microorganisms.
or Remediation

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this
week. What works? What else needs to be done to help the students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned 80% in the
evaluation.

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.

D. No. of learners who continue to require

remediation.

E. Which of my teaching strategies work

well? Why did these work?

F. What difficulties did I encounter which

G. y principal or supervisor can help me

solve?

H. What innovations or localized materials

did I use/discover which I wish to share
with other teachers?

Prepared by: Checked by:

FRITZEL G. NAVARRO ROMEO L. APARECIO

Teacher I Assistant School Principal II