Republic of the Philippines

DEPARTMENT OF EDUCATION
CARAGA-Region XIII
Division of Agusan del Sur
KAPATUNGAN NATIONAL HIGH SCHOOL
Kapatungan, Trento, Agusan del Sur
School ID NO.: 317409
kapatungannhs@gmail.com

DAILY LESSON LOG

GRADE &
TEACHER: Willyn Grace S. Pacanos Grade 7- Flores
SECTION:
LEARNING
DATE: September 19, 2019 Science 7
AREA:
TIME: 8;20 am-9;10 am QUARTER: Second Quarter

I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of
the difference between animal and plant
cells.

B. Performance Standards
The learners should be able to employ
appropriate techniques using the compound
microscope to gather data about very small
objects.

C. Learning Competencies
The learners should be able to differentiate
plant and animal cells according to presence
or absence of certain organelles and explain
why the cell is considered the basic structural
and functional unit of all organisms.

II. CONTENT Animal and Plant Cells

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages pages 96-100
2. Learner’s Material Pages pages 102-108
3. Textbook Pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
https://www.youtube.com/watch?v=KzMviiBoRtA
https://www.youtube.com/watch?v=-zafJKbMPA8
https://www.youtube.com/watch?v=zT0nQ_5REcE

SECOND QUARTER DAILY LESSON LOG S. Y. 2019-2020 Page 1

IV. PROCEDURES
A. Reviewing the Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances
of the New Lesson
SECOND QUARTER DAILY LESSON LOG S. Y. 2019-2020
The teacher, together with the learners, will
review the previous topic on Levels of
Biological Organization through a game called
“4PICS 1WORD”. Students are already grouped
into five (designed for students who preferred
to perform writing, drawing, singing, speaking,
and dancing which are applicable in the next
activity). Each group is provided with 5 slates
with written answers. They shall guess the word
from the given pictures and raise the slate
which they think is the correct answer after 10
seconds. Together, after revealing the answer,
students are to spell out the right answer.
The following are the correct answers for the
“4PICS 1WORD” game:
1. organism
2. cell
3. system
4. organ
5. tissue
At the beginning of the lesson, the class will do
a “THINK-PAIR-SHARE” to discuss the following
objectives:
At the end of the lesson, students are
expected to:
a. name and label the parts both plant and
animal cells;
b. differentiate plant and animal cells
according to presence or absence of certain
organelles;
c. explain why the cell is considered the basic
structural and functional unit of all organisms;
and
d. appreciate the cell as the basic structural
and functional unit of all organisms.
The teacher will let the learners do the
“THINKING OUTSIDE THE BOX” activity. The
teacher will show students with a picture
through a PowerPoint slide with the
microscopic image of both animal and plant
cell giving them no further information that
they are images of cells.
The teacher will then ask to observe the
PowerPoint slide of the microscopic image of
cells and if they see anything inside each cell.
Have the students hypothesize about what
image might be.
Page 2

D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
SECOND QUARTER DAILY LESSON LOG S. Y. 2019-2020
The teacher then will tell the class that they will
be learning the difference/s of an animal cell
and a plant cell. They will be also learning
about the organelles inside each cell and their
functions.
With the same groups, instruct students to do
the “TALENTS FOR CELL”. In this activity, the
learners’ activities are differentiated to
challenge students using a different learning
style. They are grouped into five (5), the
SPEAKING, WRITING, DRAWING, SINGING and
DANCING groups.
The SPEAKING Group is tasked to recite “The
Plant and Animal Cell Poem” by Sydney
Bergen.
The WRITING Group, provided with a one page
reading on plant and animal cells, is tasked to
do a graphic organizer which is the VENN
DIAGRAM on the similarities and differences of
plant and animal cells.
The DRAWING Group is tasked to LABEL parts of
the plant and animal cells written in meta
strips.
The SINGING Group is tasked to do the singing
of “The Parts of a Cell” song downloaded from
YouTube.com.
And the DANCE Group is tasked to create
simple dance steps to a rap “Cells Cells”.
After accomplishing their tasks in five (5)
minutes, a ten-minute presentation of “TALENTS
FOR CELL” is to be followed. It is the time now
that the teacher will correct their
understanding and will rate their performances
using rubrics.
At this point, the teacher will further discuss on
plant and animal cells and will further
elaborate why cells are the basic structural
and functional unit of life. The teacher will also
clear up misconceptions about plant and
animal cells with the use of PowerPoint, charts
and notes that would keep the students
engaged in the lesson.
Page 3
 F. Developing Mastery (Leads to
Formative Assessment)
G. Finding Practical Applications of
Concepts and Skills in Daily
Living
H. Making Generalizations and
Abstractions About the Lesson
I. Evaluate Learning
J. Additional Activities for
Application or Remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
of the formative assessment
B. No. learners who require
additional activities for
remediation
SECOND QUARTER DAILY LESSON LOG S. Y. 2019-2020
An evaluation of learners understanding will be
done by a teacher through a five-item quiz on
plant and animal cells. Students are asked in a
group where they are provided with letters of
answers to be raised after five-second thinking
time. (Refer to Science Learners’ Material pp.
103-104 and pp. 118-120)
Now that students has already knowledge
about cells and understanding on why cells
are the basic structural and functional unit of
all living organisms, the teacher will present the
quote “IF YOU CAN’T DO GREAT THINGS, DO
SMALL THINGS IN A GREAT WAY.” Let students
relate the line to the lesson. (Considered as the
basic structural and functional unit of all living
organisms, though how small they are, they
perform significant role in life. For us, we can
be like cells. We can do great things no matter
how small we are. We can be contributors to
the society of great things through our small
ways.)
The teacher will make a generalization and a
summary on plants and animals cells
highlighting cells as the basic structural and
functional unit of all living organisms.
The students will be interacting with their
journals called “QUICK ACTION” by performing
and answering questions of the following:
1. Get with a friend and look at the pictures of
animal cell and plant cell with their nucleus.
2. Sketch each type of cell and answer these
questions:
a. What is the main difference you see in
the two types of cell?
b. Why do you think plant cells need a cell
wall as well as cell membrane?
c. What would happen to plants if they
don’t have a cell wall?
None.
Page 4
 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?

NOTE: Indicators 5 and 7 are annotated.

Prepared by:

WILYN GRACE S. PACANOS

Secondary School Teacher I

SECOND QUARTER DAILY LESSON LOG S. Y. 2019-2020 Page 5