Grade Level SHS Learning Area Earth and Life Science

My Daily Lesson Year and Section 11-GAS , 11-HUMSS Quarter Second

Plan Teacher SHEENA MARIE L. CELIZ
Date Time 60 mins

I. Objectives

A. Content Standards The learners demonstrate an understanding of:

1. the cell as the basic unit of life

2. how photosynthetic organisms capture light energy
to form sugar molecules
3. how organisms obtain and utilize energy

B. Performance Standards The learners shall be able to:

make a poster that shows the complementary

relationship of photosynthesis and cellular
respiration

C. Learning Competencies/Objectives
(Write the LC Code for each) explain how cells carry out S11/12LT-
functions required for life IIbd-4

II. Content (Subject Matter)

II. BIOENERGETICS
 Cells as The basic unit of Life

III. Learning Resources

A. References
1. Teacher’s Guide Pages N.A.
2. Learner Materials Pages Earth and Life Science Textbook. pages 92-96
3. Additional Materials from Learning Resources www.youtube.com
Portal
B. Other Learning Materials
IV. Procedures

A. reviewing previous lesson and presenting new lesson

(Review)
Review previous lesson.
B. Establishing a purpose for the lesson (Motivation) ICT INTEGRATION: Show a video presentation on Cell
Song. Let learners sing along with the video presented.

Critical Thinking #1

The Cell: Encircle the parts of a cell found in the table.

How many words have you listed? Compare your list with
the given list of words. (2-3 minutes)

Note: This activity is by pair and activity sheets will be

given. The learners have the opportunity to choose their
partner. Both boys and girls will participate.

Rubrics:
2 points –correct/ word has been found

Objectives
Learners will be able to:
a. to identify the parts of a cell;
b. explain cell organelle functions;
c. clarify how cells carry out functions required by
life;
d. appreciate the importance of cell as the basic unit
of life.

C. Presenting examples/instances of the lesson Critical Thinking #2

(Presentation)
Learners will do the Learning Stations. They will be
grouped into four. The learners have the opportunity to
choose whom they want to be grouped. Both boys and
girls will participate in the activity.

Learning Station 1: Cell Theory

Learning Station 2: Basic Structure of a Cell and Two Main
Types of Cells (Prokaryotic and Eukaryotic)
Learning Station 3: Cell Parts and Functions
Learning Station 4: Cell Analogy

D. Discussing new concepts and practicing new skills #1 HOTS #1

(Controlled Practice)
a. Explain Cell Theory
b. Identify the basic parts of a cell and its Main
Types; Compare Prokaryotic from Eukaryotic
c. What do the structures of the cells do?
d. How do you compare the function of the parts
of a cell to that of a restaurant?
E. Discussing new concepts and practicing new skills #1 How do you compare the Two Main Types of Cells
(Developmental Activities) (Both boys and girls participate in the discussion)

F. Developing Mastery (lead to formative assessment)
G. Finding practical application of concepts and skills in
daily living
Identify basic parts of a cell and discuss its functions
(Both boys and girls participate in the discussion)
An egg is one best example of a model of a cell. The
eggyolk is the nucleus,cytoplasm is the egg white, and the
thin layer between the egg yolk and shell is the cell
membrane.

Critical Thinking #3 and HOTS #2

a. How do you compare the function of the parts

H. Making generalization and abstractions about the
lesson(Generalization)
of a cell to that of a restaurant? (Cell Analogy)
(Both boys and girls participate in the
discussion)
Let’s Generalize…
a. Explain Cell Theory
b. Identify the basic parts of a cell and its Main
Types; Compare Prokaryotic from Eukaryotic
c. What do the structures of the cells do?

I. Evaluating Learning
Creative Thinking #1
Cell Analogy
Each Group will create a Cell Analogy based on real life
situation. Then each group will have a representative to
discuss it to the class. (Boys and Girls participate as group
leaders and members)

Rubrics:
50 pts- creativity, very good presentation with
explanation of the different functions
25 points- presented output but did not discuss the
functions
J. Additional activities for application or remediation Challenge Yourself
(Assignment)
A photocopy of activity sheet will be given to the
learners.

Rubrics:
2 points- correct
1 point- incorrect
V. Remarks The teacher emphasizes the need for both boys and girls
to apply their learnings on Cell Analogy to daily lives.
VI. Reflection Learners were able to show their skills in applying the
Concepts of Cells and its Functions to their daily lives.
Both boys and girls were able to perform their outputs
and were given the opportunity to become leaders of
their respective groups.
A. no. of students who earned 80% in the evaluation

B. No. of students who acquire additional activities for

remediation who scored below 80%
C. Did the remedial lesson work? No. of students who
have caught up with the lesson.
D. No of students who continue to require remediation

E. Which of my 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 material did I
use/discover which I wish to share with other teachers?
Prepared by: Checked by:

SHEENA MARIE L. CELIZ RICKY C. PILAR

Subject Teacher Principal II

Noted by:

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