Instructional Planning(The process of systematically planning, developing, evaluating and managing the instructional process by using principles 2018

- 2019
of teaching and learning - D.O. 42, s. 2016)Detailed Lesson Plan (DLP)

School San Jose National High School Grade Level 11 and 12

Daily Lesson
Teacher Lowel Andrew A. Batomalaque Learning Area General Biology 1
Plan No. 8
Duration 60 minutes/session Quarter 1
Class Grade 11 – Curiosity (M-F/7:45 – 8:45); Grade 12 – Jacinto (M-F/12:30 – 1:30)
DAILY LESSON PLAN

DAYS Monday (July 30, 2018) Tuesday (July 31, 2018) Wednesday (August 1, 2018) Thursday (August 2, 2018) Friday (August 3, 2018)
Learning The Learners shall: The Learners shall: The Learners shall:
Competency/ies  describe the stages of  describe the stages of  explain the significance or
(Taken from the mitosis/meiosis given 2n=6 mitosis/meiosis given 2n=6 applications of mitosis/meiosis SUMMATIVE EXAM (MOVING REVIEW FOR THE QUARTER 1
curriculum guide)  discuss crossing over and  Identify disorders and diseases EXAM) EXAM
recombination in meiosis that result from the malfunction
of the cell during the cell cycle
STEM_BIO11/12-Id-f-7 / STEM_BIO11/12-Id-f-9 /
Code: STEM_BIO11/12-Id-f-7
STEM_BIO11/12-Id-f-8 STEM_BIO11/12-Id-f-10
Mitosis is conventionally broken Gamete formation involves a type of The cell cycle control mechanism is
down into five stages: prophase, cell division called meiosis. This type perfectly timed. Cell growth is
Key Concepts/s prometaphase, metaphase, of cell division reduces the number of regulated very carefully because the
Understanding to be anaphase, and telophase. sets of chromosomes from two to one consequence of unregulated cell
Developed Overlapping with the latter stages in the gametes, counterbalancing the growth is very severe. A diminishing
of mitosis, cytokinesis completes doubling that occurs at fertilization. loss of control in a cell cycle leads to
the mitotic phase the proliferation of cancer.
I. OBJECTIVES At the end of the session the At the end of the session the learners At the end of the session the learners
learners will be able to: will be able to: will be able to:
 Describe the stages of mitosis  Describe the stages of Meiosis  Explain the importance of
 Explain crossing over and mitosis and meiosis
Knowledge
recombination  Describe the diseases that
results from a faulty cell cycle
Skills  Illustrate the different process  Illustrate the process of meiosis  Develop a plan to prevent the
of mitosis using differently using different colored yarns. diseases that results from a
colored yarns faulty cell cycle
Attitude  Perform the activity with  Answer with enthusiasm  Work with industry on the activity
optimism given
Values  Demonstrate understanding  Show solidarity while working  Show appreciation to
towards fellow classmates with classmates during the uniqueness of the structure and
activity function of our body.
Mitosis Meiosis Applications of Mitosis / Diseases of
II. CONTENT
Faulty Cell Cycle
III. LEARNING  Evangelista, Louisito. T.  Evangelista, Louisito. T. General  Evangelista, Louisito. T. General
Instructional Planning(The process of systematically planning, developing, evaluating and managing the instructional process by using principles 2018 - 2019
General Biology 1 for Senior
High School, 2017
RESOURCES  Reece, Jane. B. et. al.
Campbell Biology (10th ed.).
Boston: Pearson, 2011
IV.
1. Introductory (2 min)
Activity 1. MOL / Checking of
Attendance
(10 min)
1. Group the students into two.
2. Each group will be given
pictures of the different stages
of mitosis.
2. Activity/Strategy
3. The group will then arrange
the picture in its correct order
4. Their answers will be posted
in the board.
3. Analysis (3 min)
1. How did you find the activity?
2. How many daughter cells are
produced during the entire
process?
3. What do you think are the
purposes of that cellular
division?
(25 min)
Lecture – discussion with hands on
activity
1. Group the student by groups
of 4. (They may choose those
that are seated near them.)
2. Using the pieces of yarn, let
4. Abstraction
the student illustrate the
phases of mitosis.
3. Students are to construct the
different phases of mitosis as
you go along the discussion.
4. Let the student take a picture
every after each phase.
of teaching and learning - D.O. 42, s. 2016)Detailed Lesson Plan (DLP)
Biology 1 for Senior High
School, 2017
 Reece, Jane. B. et. al. Campbell
Biology (10th ed.). Boston:
Pearson, 2011
(2 min)
1. MOL / Checking of Attendance
(5 min)
1. Paste scrambled letters of the
following words in the board:
a. Spermatocyte
b. Oocyte
c. Recombination
d. Crossing Over
e. Chiasmata
2. Let the students identify the
following words
(3 min)
1. How did you find the activity?
2. Based on the words on the
board, what is the topic all
about?
3. What is the importance of this
process?
(30 min)
Lecture – discussion with hands on
activity
1. Group the student by groups of
4. (They may choose those that
are seated near them.)
2. Using the pieces of yarn, let the
student illustrate the phases of
mitosis.
3. Students are to construct the
different phases of mitosis as
you go along the discussion.
4. Let the student take a picture
every after each phase.
Biology 1 for Senior High
School, 2017
 Reece, Jane. B. et. al. Campbell
Biology (10th ed.). Boston:
Pearson, 2011
(2 min)
1. MOL / Checking of Attendance
(7 min)
Show to the student a video about
formation of cancer cells.
Let students answer using this guide
questions:
1. What is cancer?
2. Why is cancer lethal?
3. What causes cancer?
(3 min)
1. How did you find the activity?
2. Why is it important to study
about the cell cycle in the study
of cancers?
3. Should we be concerned about
cancer?
(30 min)
Lecture – Discussion
Discussed the following topics:
1. Oncogenesis
2. Carcinogens
3. Spermatogenesis
4. Oogenesis
 Instructional Planning(The process of systematically planning, developing, evaluating and managing the instructional process by using principles 2018 - 2019
of teaching and learning - D.O. 42, s. 2016)Detailed Lesson Plan (DLP)

(10 min) (10 min) (10 min)

Making connections: What if: Making Connections:

What other functions do actin and A certain eukaryote lives as a In this current times, what do you
tubulin carry out? Name the unicellular organism, but during think are possible substances /
5. Application
proteins they interact with to do so. environmental stress, it produces activities that predisposes us to
gametes. The gametes fuse, and the formation of cancer?
resulting zygote undergoes meiosis,
generating new single cells. what
type of organism could this be?
(5 min) (5 min) (5 min)
6. Assessment Teacher will prepare a pencil and Solicit answers on their answers Solicit answers on their answers
paper test. during the application phase. during the application phase.
7. Assignment
(1 min)
Reinforcing the Day’s In your notebook, what diseases or
Lesson abnormalities can occur when the
process of meiosis is altered?
(1 min) (1 min)
Preparing for the new
Study in advance about meiosis. Study for the Moving Summative
Lesson
Exam tomorrow.
(1 min) (1 min) (1 min)
“All the we send into the lives of “Smart people learn from their “Who ever is happy will make others
8. Concluding
others comes back into our own.” – mistakes. But the real sharp ones happy too.” – Anne Frank
Activity
Edwin Markham learn from the mistakes of others.” –
Brandon Mull

a. REMARKS

h. REFLECTIONS
A. No. of learners who earned
80% in the assessment

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson
 Instructional Planning(The process of systematically planning, developing, evaluating and managing the instructional process by using principles 2018 - 2019
of teaching and learning - D.O. 42, s. 2016)Detailed Lesson Plan (DLP)

D. No. of learners who

continue to require
remediation

E. Which of my learning
strategies worked well? Why
did these work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?