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-Zara
SECTION:
LEARNING
DATE: Science 9
AREA:
TIME: 7:30 am-8:30 am QUARTER: Third Quarter

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing the Previous Lesson or
Presenting the New Lesson
The learners demonstrate an understanding
of volcanoes found in the Philippines.
The learners shall be able to participate in
activities that reduce risks and lessen effects
of climate change.
The learners should be able to describe the
different types of volcanoes in terms of
shape.
UNIT 3 MODULE 1: Volcanoes
pages 134-143
pages 163-181
Geography Lesson: What is a Volcano? (Twig
Education @ YouTube.com,
The teacher will show pictures of different
Philippine volcanoes by which students are
to identify to what region in the country it
belongs, whether it’s in LUZON, VISAYAS or
MINDANAO.

B. Establishing a Purpose for the At the beginning of the lesson, the class will
Lesson 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 and describe

FIRST QUARTER DAILY LESSON LOG S. Y. 2018-2019 Page 1


C. Presenting Examples/Instances of
the New Lesson
D. Discussing New Concepts and
Practicing New Skills #1
FIRST QUARTER DAILY LESSON LOG S. Y. 2018-2019
the functions of each part of 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.
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 COLOR and
LABEL parts of the plant and animal cells and
match corresponding functions written in
meta strips.
The SINGING Group is tasked to do the
singing of “The Parts of a Cell” song
downloaded from YouTube.com.
Page 2

E. Discussing New Concepts and
Practicing New Skills #2
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
FIRST QUARTER DAILY LESSON LOG S. Y. 2018-2019
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.
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?
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.
An evaluation of learners understanding will
be done by a teacher through an interactive
quiz game called KAHOOT! With the same
groups, students will be answering ten (10)
questions registered in the KAHOOT! (Refer to
Science Learners’ Material pp. 103-104 and
Page 3
 pp. 118-120)
J. Additional Activities for
None.
Application or Remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% of 95% of the class or 57 out of 60 students had
the formative assessment scored 90% and above in the given
evaluation.
B. No. learners who require
5% of the class or 3 students need to
additional activities for
undergo additional activities for remediation.
remediation
C. Did the remedial lessons work?
Yes, because none of the 3 students scored
No. of learners who have caught
below 90% after undergoing the remediation.
up with the lesson.
D. No. of learners who continue to
None.
require remediation
E. Which of my teaching strategies The differentiated activities, use of video clips
worked well? Why did these work? and PowerPoint presentations, access on
interactive games, and various topic-related
games worked well because students are
engaged in the lesson, active learning is
evident and 21st century learning is as well
observed.
F. What difficulties did I encounter
which my principal or supervisor None.
can help me solve?
G. What innovation or localized
materials did I use/discover which
None.
I wish to share with other
teachers?

FIRST QUARTER DAILY LESSON LOG S. Y. 2018-2019 Page 4