School Grade Level 11

GRADE 11 Teacher Learning Area

DAILY LESSON LOG Teaching Dates and Time Quarter 3rd Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners The learners The learners The learners
demonstrate demonstrates an The learners demonstrates an demonstrates an
an understanding of the Cell demonstrates an understanding of the Cell understanding Cell
understandin Structure and Functions understanding of the Types Modifications
g of the Cell Prokaryotic and
Theory. Eukaryotic Cell

B. Performance Standards Construct a 3D model of Construct a cell

a plant/ animal cell using membrane model from
recyclable materials indigenous or recyclable
materials
C. Learning Competencies/ STEM_BIO1 STEM_BIO11/12-Ia-c-2 STEM_BIO11/12-Ia-c-3 STEM_BIO11/12-Ia-c-4 STEM_BIO11/12-Ia-c-5
Objectives 1/12-Ia-c-1
Write the LC code for each
II. Content
PROKARYOTIC vs. CELL TYPES CELL MODIFICATIONS
CELL CELL STRUCTURE AND EUKARYOTIC CELL
THEORY FUNCTIONS

III. Learning Resources

A. References
1. Teacher's Guide pages NO TG NO TG PROVIDED NO TG PROVIDED NO TG PROVIDED NO TG PROVIDED
PROVIDED
2. Learner's Materials pages NO LM NO LM PROVIDED NO LM PROVIDED NO LM PROVIDED NO LM PROVIDED

3. Textbook pages
4. Additional Materials from Learning DEPED
Resource (LR) Portal
B. Other Learning Resources
IV. Procedures
A. Reviewing previous lesson or
presenting the new lesson.
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances of Present
the new lesson
D. Discussing new concepts and
PROVIDED
PRJOECT
EASE
Biology
module Cell
structure &
Functions
Pre - Test: "Who's who?" Quiz bee: Review: What are the Review:"How will you Unlocking of difficulties:
Cell Theory The Landmarks of the different cell structure differentiate a prokaryotic Find the meaning of the
Cell Theory and their functions?" cell with a eukaryotic words: DNA, genetic
cell?" engineering,
biotechnology.
Give Pre Activity: Break a MAGKAIBANG MUNDO: Are there things that one Construct a word map:
meaning for chicken egg and look at "Work in pairs and cell cannot do that CHANGE
the acronym its structure. What can provide different prompts another cell can do?
CELL you see? for the student to answer. What do you think are
These prompts will allow those?
each student to see and
learn each other's
differences/ similarities.
Divide the class into two Present pictures of
Present a picture of a
pictures of Furnish each student groups. One group will different genetically
streptomycin bacteria
the different with a handout on the cell work on the Animal cell modified organisms. Ask
and a mushroom. Ask
proponents structure while the other will work the class what they
the student to describe
of the Cell on the Plant cell. Each notice and what they
what they see.
Theory group must create an think about the pictures
illustration of assigned
cell.
GAME: Discuss the structure of Introduce the words Choose a leader and Present a video on the
practicing new skills #1 Match the the cell "Eukaryotes and present the structure of power of fenetically
pictures of Prokaryotes" the animal cell and plant modified organisms.
the different cell. Students from the
proponents group must be ready to
of the cell ask questions to the
theory with other group. Questions
their are based on the
correspondin previous knowledge on
g findings cell structure and the
and presented structure of
contributions the assigned cell.
.

E. Discussing new concepts and Discuss the function of Using the picture of the Discuss the process
practicing new skills #2 each of the cell structure streptomycin bacteria through which cells are
and mushroom, identify modified and its by -
which is the eukaryote products.
and which is the
prokaryote.

F. Developing mastery What were GAME: Jigsaw Puzzle Present more pictures of Create a Venn Diagram Construct a Flowchart
(Leads to Formative Assessment 3) the different cells and identify showing the similarities about cell modification.
contributions which is eukaryotic and and differences of the
of the which is prokaryotic. plant and animal cell.
different
proponents
to the
establishme
nt of the Cell
theory?

G. Finding practical applications of Read and answer: THE "How do these eukaryotic Try to touch a cat and a Provide students with
concepts and skills in daily living CELL COMPANY and prokaryotic cells stem of the flower. Do articles about genetically
 work out their different
functions?"
they feel the same? Of modified products with
course no, what do you guide questions.
think is the reason
behind this difference?
Can you attribute it to the
cell structure that these
cells have?

H. Making generalizations and Construct a Construct a 3D model of Create a Venn Diagram Create a PowerPoint Create a PowerPoint
abstraction about the lesson timeline a plant/ animal cell using showing the similarities presentation about the presentation about Cell
about the recyclable materials and differences of the difference of animal cell Modification (see
landmarks of COMPANY prokaryotic and and plant cell. attached rubric)
the study of eukaryotic cell
the cell
theory

I. Evaluating learning Post Test: Written test Online quiz

Cell Theory Each learner will be
provided an illustration of
two cells that seems like
talking to each other. A
blank comic cloud is on Written test
the top of each cell. The
student must provide the
correct exchange of lines
that will describe each
cell.

J. Additional activities for application

or remediation
V. REMARKS See attached rubric for See attached rubric for
the performance the performance
standard. standard.
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
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
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
 GRADE 11 School Grade Level 11
DAILY LESSON Teacher Learning Area
LOG Teaching Dates and Time Quarter 3rd Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners The learners The learners The learners The learners
demonstrate demonstrate an demonstrate an demonstrate an demonstrate an
an understanding of: understanding of: understanding of: understanding of:
understandin Cell Cycle: mitosis and Cell Cycle: mitosis and Cell Cycle: mitosis and Transport Mechanisms
g of: meiosis meiosis meiosis
Cell Cycle:
mitosis and
meiosis
B. Performance Standards
C. Learning Competencies/ The learner The learner The learner The learner The learner
Objectives Characterize Describe the stages of explain the significance Discuss crossing over Describe the structural
Write the LC code for each the phases mitosis/meiosis given or applications of and recombination in components of the cell
of the cell 2n=6 mitosis/meiosis meiosis membrane
cycle and identify disorders and relate the structure and
their control diseases that result from composition of the cell
points the malfunction of the cell membrane to its function
during the cell cycle

STEM_BIO11-IIId-f-7 STEM_BIO11-IIId-f-9 STEM_BIO11-IIIg-h-11-

 STEM_BIO11-IIId-f-8 & 12
10
STEM_BIO1
1-IIId-f-6

II. Content
Cell Cell Cell Cell Cell
III. Learning Resources
A. References https://en.wik http://www.chsd.us/~mbe http://www.biology- http://evolution.about.co http://www.cusd80.com/c
ipedia.org/wi ndele/cells/mitosisworksh questions-and- m/od/teaching/fl/Crossing ms/lib6/AZ01001175/Cen
ki/Cell_cycle eet.pdf answers.com/cell- -Over-Lab.htm tricity/Domain/5668/cell%
_checkpoint division.html http://www.pbslearningm 20membrane%20and%2
https://www.biologycorner edia.org/resource/tdc02.s 0tonicity%20worksheet_
.com/worksheets/meiosis ci.life.gen.lp_disorder/inh Key.pdf
2_key.html eritance-of-genetic- http://www.mhhe.com/bio
disorders/ sci/genbio/maderinquiry9
http://sci78.weebly.com/u http://chatt.hdsb.ca/~obyr /etext/chapt04.pdf
ploads/5/0/9/8/5098393/k net/FAV1-
ey_mitosis_stages_and_ 0007E3A1/FOV1-
cell_division_math.pdf 0018BD9E/5%20Worksh
eet%202%20CROSSING
%20OVER%20HANDOU
T.pdf
1. Teacher's Guide pages NO TG NO TG PROVIDED NO TG PROVIDED NO TG PROVIDED NO TG PROVIDED
PROVIDED
2. Learner's Materials pages NO LM NO LM PROVIDED NO LM PROVIDED NO LM PROVIDED NO LM PROVIDED
PROVIDED
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources
IV. Procedures
A. Reviewing previous lesson or Review of Review of diploid and Review of two ways Review of mitosis and Review of biological
presenting the new lesson. Cell and haploid chromosomes through cell division meiosis hierarchy of organization
unicellular
reproduction
B. Establishing a purpose for the Hand Double pictures game 4 pics and one word. Importance of crossing Understanding what the
lesson Exercise Importance of mitosis over and recombination cell membrane is made
“Mitotic and meiosis in meiosis and its up of
simulation” problems

C. Presenting examples/ instances of Cell growth Requirements for cell to Showing of different Presentation of different Different antibiotics to
the new lesson and divide advancements in life genetic disorders destroy and kill the
multiplication science and its products bacteria present in our
body
D. Discussing new concepts and Activity: Activity: IPMAT Cell Activity: Categorizing Activity: answering the Activity: answer the URL
practicing new skills #1 phases of creation technological URL http://www.cusd80.com/c
mitosis and advancement Utilizing http://evolution.about.co ms/lib6/AZ01001175/Cen
its mitosis or meiosis m/od/teaching/fl/Crossing tricity/Domain/5668/cell%
characteristi -Over-Lab.htm 20membrane%20and%2
cs 0tonicity%20worksheet_
Key.pdf
E. Discussing new concepts and Activity: Activity: answer sheet NONE Activity: Watch and NONE
practicing new skills #2 Gate pass http://sci78.weebly.com/u answer the URL
security. The ploads/5/0/9/8/5098393/k http://www.pbslearningm
control ey_mitosis_stages_and_ edia.org/resource/tdc02.s
points of cell_division_math.pdf ci.life.gen.lp_disorder/inh
mitosis eritance-of-genetic-
https://www.biologycorner disorders/
.com/worksheets/meiosis
2_key.html

F. Developing mastery Stages and Answer sheet Importance of meiosis Enhancement of the skill Read the URL pages 67-
(Leads to Formative Assessment 3) characteristi http://www.chsd.us/~mbe and mitosis in different and knowledge by 70
cs of mitosis ndele/cells/mitosisworksh fields of science answering http://www.mhhe.com/bio
including the eet.pdf http://chatt.hdsb.ca/~obyr sci/genbio/maderinquiry9
 control http://winstonknollcollegia net/FAV1- /etext/chapt04.pdf
points te.rbe.sk.ca/sites/knoll/fil 0007E3A1/FOV1-
es/Meiosis%20Workshee 0018BD9E/5%20Worksh
t.pdf eet%202%20CROSSING
%20OVER%20HANDOU
T.pdf
G. Finding practical applications of Cell growth, Cell growth, Variation in food and Problems that may arise Development of different
concepts and skills in daily living reproduction reproduction, living things. when errors in crossing solutions needed by the
, regeneration and procreation over and recombination body/cell
regeneration destruction occur
and
destruction
H. Making generalizations and Cells Cells may divide in two The characteristics of Errors in mitosis and The structural
abstraction about the lesson undergo ways in order to get the mitosis and meiosis meiosis during cell components of cell
changes to correct information made variation in species division could lead to membrane and its
replicate and needed and retain the information changes and problems in composition define its
maintain its in the cell individual function and
information characteristics
through
control
points as
security
measures
I. Evaluating learning
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
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
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

GRADE 11 School Grade Level 11

DAILY LESSON Teacher Learning Area BIOLOGY 1
LOG Teaching Dates and Time Quarter 3rd Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners The learners The learners The learners
demonstrate demonstrate an demonstrate an demonstrate an The learners
an understanding of: understanding of: understanding of: demonstrate an
understandin Transport Mechanisms Structures and Functions Structures and Functions understanding of:
g of: of Biological Molecules of Biological Molecules Structures and Functions
Transport of Biological Molecules
Mechanisms
B. Performance Standards
C. Learning Competencies/ The learner The learner The learner The learner The learner
Objectives Explain Differentiate exocytosis Categorize the biological Categorize the biological Explain the role of each
Write the LC code for each transport and endocytosis molecules (lipids, molecules (lipids, biological molecule in
mechanisms carbohydrates, proteins, carbohydrates, proteins, specific metabolic
in cells and nucleic acids) and nucleic acids) processes
(diffusion, according to their according to their
osmosis, structure and function structure and function
facilitated
transport STEM_BIO11-IIIg-h-14 STEM_BIO11-IIIi-j-16
and active STEM_BIO11-IIIi-j-15 STEM_BIO11-IIIi-j-15
transport)

STEM_BIO1
1-IIIg-h-13
II. Content
Cell Cell Biological Molecules Biological Molecules Biological Molecules

III. Learning Resources

A. References http://www.m
hhe.com/bio
sci/genbio/m
aderinquiry9/
etext/chapt0
4.pdf

1. Teacher's Guide pages NO TG NO TG PROVIDED NO TG PROVIDED NO TG PROVIDED NO TG PROVIDED

PROVIDED
2. Learner's Materials pages NO LM NO LM PROVIDED NO LM PROVIDED NO LM PROVIDED NO LM PROVIDED
PROVIDED
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources
IV. Procedures
A. Reviewing previous lesson or
presenting the new lesson.
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
http://edtech2.boisestate. http://edtech2.boisestate. http://edtech2.boisestate.
edu/jonfreer/502/jigsaw.h edu/jonfreer/502/jigsaw.h edu/jonfreer/502/jigsaw.h
tml tml tml
http://www.goshenschool http://www.goshenschool http://www.goshenschool
sny.org/Schools/GHS/Te sny.org/Schools/GHS/Te sny.org/Schools/GHS/Te
acherPgs/jcondello/AP% acherPgs/jcondello/AP% acherPgs/jcondello/AP%
20Notes/AP%20Ch%203 20Notes/AP%20Ch%203 20Notes/AP%20Ch%203
%20Biological%20Molec %20Biological%20Molec %20Biological%20Molec
ules.pdf ules.pdf ules.pdf
http://www.gunn.pausd.or http://www.gunn.pausd.or http://www.gunn.pausd.or
g/sites/default/files/class g/sites/default/files/classn g/sites/default/files/class
notes/Making%20and%2 otes/Making%20and%20 notes/Making%20and%2
0Breaking%20Biomolecu Breaking%20Biomolecul 0Breaking%20Biomolecu
les-Practice.pdf es-Practice.pdf les-Practice.pdf
Digestive system and Different structures and Review of Metabolism:
food we eat functions of biomolecules Anabolism and
Catabolism
“Lego buildup, Why do we drink or feel “Lego buildup,
recreation, & breaking thirsty while and after recreation, & breaking
down” eating? down”
Or “Letters rearranging Or “Letters rearranging
forming words” forming words”
Different food Determining biomolecule How Cells construct and
characteristics content of a food destroy (molecular level)
Activity: Activity: Read and Activity: “Food groupings Activity: “ The food Activity: “Biomolecule
Read and answer URL pages 78-80 ” cutouts or real sample evidence mystery worksheet “Water: the
answer URL http://www.mhhe.com/bio food investigation” bridge & 3rd party love
pages 72-87 sci/genbio/maderinquiry9 - teacher made activity - teacher made activity affair”
http://www.m /etext/chapt04.pdf - teacher made activity
 hhe.com/bio
sci/genbio/m
aderinquiry9/
etext/chapt0
4.pdf

E. Discussing new concepts and
practicing new skills #2
NONE Activity: Activity: “You are what NONE Activity: “CONTEST” The
http://teacherweb.com/W you eat.” Quote Human CHAIN. Focus:
A/LakesHighSchool/Lega interpretation anabolism
ryScience/endocytosis_a -teacher made activity
ctivity.pdf

F. Developing mastery Watch the Watch the video from Different molecular Different tests in Changes to biomecules
(Leads to Formative Assessment 3) video from URL structures and identifying biomolecules during: Anabolism
URL http://glencoe.mheducati characteristics of
https://www. on.com/sites/004256133 biomolecules
youtube.com 6/student_view0/chapter
/watch?v=ov 3/endocytosis_and_exoc
HYKlHYpyA ytosis.html
http://www.w
iley.com/coll
ege/boyer/0
470003790/
animations/
membrane_t
ransport/me
mbrane_tran
sport.htm

G. Finding practical applications of Understandi Immune system fighting Functions and Improvised Medical - Importance of Nutrition
concepts and skills in daily living ng different different importance of Laboratory testing for the Department in Hospitals
solutions diseases/bacteria biomolecules in our body presence of biomolecules - Body building
needed by techniques
 plants and - rest when you are sick
animals
Shrinking
and swelling
H. Making generalizations and Cell Endocytosis and The molecular structure Food is important and Cells use the different
abstraction about the lesson membrane exocytosis are active cell and characteristics of the proper nutrition of the available biomelecules in
and its transport that need biomolecules give its body about the our body for metabolism
components energy and can gross characteristics biomolecules
affect the withstand concentration
entry and gradient
exit of
materials in
and out of
the cell
I. Evaluating learning See attached rubric for
the group activity.
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
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
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

GRADE 11 School Grade Level 11

DAILY LESSON Teacher Learning Area BIOLOGY 1
LOG Teaching Dates and Time Quarter 3rd Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners The learners The learners The learners
demonstrate demonstrate an demonstrate an demonstrate an
an understanding of: understanding of: understanding of:
understandin Structures and Functions Structures and Functions Structures and Functions
g of: of Biological Molecules of Biological Molecules of Biological Molecules
Structures
and
Functions of
Biological
Molecules
B. Performance Standards
C. Learning Competencies/ The learner The learner The learner The learner
Objectives Explain the Describe the components Determine how factors Explain
Write the LC code for each role of each of an enzyme such as pH, temperature, oxidation/reduction
biological and substrate affect reactions
molecule in enzyme activity
specific STEM_BIO11-IIIi-j-19 STEM_BIO11-IIIi-j-18
metabolic
 processes STEM_BIO11-IIIi-j-17

STEM_BIO1
1-IIIi-j-16
II. Content
Biological Biological Molecules Biological Molecules Biological Molecules
Molecules

III. Learning Resources

A. References https://nevelbiology.files. http://study.com/academy
wordpress.com/2011/10/ /lesson/oxidation-
16-enzymecutouts.pdf reduction-reactions-in-
http://www.rajaha.com/ap the-metabolism-process-
plications-enzymes-role/ significance.html#lesson

http://www.worthington- https://www.youtube.com
biochem.com/introbioche /watch?v=DLTsdmLdmcg
m/factors.html
http://www.scienceclarifie
http://www.biologydiscus d.com/everyday/Real-
sion.com/enzymes/factor Life-Chemistry-Vol-
s-affecting-enzyme- 2/Oxidation-Reduction-
activity-6-factors/11207 Reactions-Real-life-
applications.html

http://www.mrkelly.santas
usana.org/CH%2020%20
Worksheet.pdf

1. Teacher's Guide pages NO TG NO TG PROVIDED NO TG PROVIDED NO TG PROVIDED

PROVIDED
2. Learner's Materials pages NO LM NO LM PROVIDED NO LM PROVIDED NO LM PROVIDED
PROVIDED
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources http://edtech http://www.sciencegeek.n
2.boisestate. et/Biology/biopdfs/Lab_T
edu/jonfreer/ oothpickase.pdf
502/jigsaw.ht
ml
http://www.g
oshenschool
sny.org/Scho
ols/GHS/Tea
cherPgs/jcon
dello/AP%20
Notes/AP%2
0Ch%203%
20Biological
%20Molecul
es.pdf
http://www.g
unn.pausd.or
g/sites/defau
lt/files/classn
otes/Making
%20and%20
Breaking%2
0Biomolecul
es-
Practice.pdf

IV. Procedures
A. Reviewing previous lesson or Review of Roles of biomolecules Review of the Review of losing and
presenting the new lesson. eating functions components and how gaining electrons of
disorders enzyme works elements
B. Establishing a purpose for the Contest 4 “Sole Mate” 4 pics 1 word: pH, Addition and subtraction
lesson pics 1 word - remove half of the pair temperature, substrate of integers
-Convertible of shoes of students and
- Demand they will find the other
- Supply half from a group of
shoes.
C. Presenting examples/ instances of How will my How the digestive juices Graphing the tables Presenting energy usage
the new lesson body cope help our body presented for pH, of cells
up if I don’t temperature and
eat or have substrate concentration
nothing to
eat during
distress
D. Discussing new concepts and Activity: Activity: HANDase, the Activity: video https://www.youtube.com
practicing new skills #1 “search & toothpick breaker. http://ed.ted.com/on/sqY /watch?v=DLTsdmLdmcg
destroy & TOnpC
rebuild”
- teacher
made
activity
E. Discussing new concepts and Activity: NONE Activity: enzyme cutouts https://www.youtube.com
practicing new skills #2 “CONTEST” sheet from /watch?v=-jwNWDE8qxA
The Human https://nevelbiology.files.
CHAIN. wordpress.com/2011/10/
Focus: 16-enzymecutouts.pdf
catabolism
-teacher
made
activity
F. Developing mastery Changes to Components and Factors affecting enzyme http://www.mrkelly.santas
(Leads to Formative Assessment 3) biomecules specificity of enzymes activities usana.org/CH%2020%20
during: Worksheet.pdf
Catabolism
G. Finding practical applications of -classic Enzymes are used in Enzyme reactions can be Redox reactions have
concepts and skills in daily living signs and health, food, and speed up by considering many uses in the industry
symptoms of industrial setting the pH, temperature and and in health
malnutrition substrate concentrations.
of
biomolecule
s
H. Making generalizations and Cells use the Enzyme is important in Factors that affect Redox reactions, is
abstraction about the lesson different speeding up many enzyme reactions deals composed of 2
available biologic processes with the speed of binding components, the
biomelecule needed by our body. and changes happening reduction or gaining and
s in our body in the enzyme the oxidation or losing
for electrons.
metabolism
I. Evaluating learning
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
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
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?