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