Grade 11 School SIBALOM NATIONAL HIGH SCHOOL Grade Level 12

Daily Lesson Plan Teacher ALJIIM G. MILLAMENA Subject GENERAL BIOLOGY 1

Date and Time October 25, 2021, 2:00 PM Quarter 2

I. OBJECTIVE ANNOTATIONS
A. Content Standard The learners demonstrate an understanding of cellular respiration
B. Performance Standard Prepare simple fermentation setup using common fruits to produce wine or vinegar via microorganisms
C. Competency Explain the features and sequence the chemical events of cellular respiration (STEM_Bio11/12-IIa-j-7)
At the end of the lesson, the learners will be able to:
1. Identify the major stages of cellular respiration
2. Apply skills learned in Physical Education and Health by performing basic exercise routine to generate
D. Learning Objectives desired amount of carbon dioxide.
3. Create an illustration of the processes and components of cellular respiration
4. Express insights on the importance of coordination between each key players in Cellular Respiration
and relate it to real life situation.
Interdisciplinary
HOPE 1- Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the
week in a variety of settings in- and out-of school (PEH11FH-Ia-t-8)
Reading and Writing Skills - Distinguishes between and among techniques in selecting and organizing
E. Subject Integration information (EN11/12RWS-IIIa-2.2)
Practical Research 2- Lists research hypothesis (CS_RS12-If-j-8)
Intradisciplinary
General Biology 1- Explain the role of each biological molecule in specific
metabolic processes (STEM_BIO11/12-Ii-j-16)
II. CONTENT Energy Transformation - Cellular Respiration

III. LEARNING RESOURCES

A. References
B. Other Learning Resources
General Biology 1 Teaching Guide, pp. 150-164
https://www.sciencebuddies.org/teacher-resources/lesson-plans/cellular_respiration#lesson
Video file - Cellular Respiration Song (sent to Messenger group chat on the day before the class) Video (
https://www.youtube.com/watch?v=m9VTC9ZpRog

IV. PROCEDURES
Preliminaries include: CO Objective 4. Establish
1. Prayer safe and secure learning
2. Checking of Attendance environments to enhance
Preliminaries (3 minutes)
3. Reminder of the minimum health standards to be observed inside the classroom learning through the
consistent implementation
of policies, guidelines and
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 procedures
RPMS Objective 16.
Access prior knowledge on Photosynthesis by presenting the general chemical equation of Photosynthesis: Applied a personal
Philosophy of teaching that
is learner centered.
Constructivism
Ask the learners: (Knowledge is constructed)
1. What are the 2 steps or phases of photosynthesis?
2. What is produced in each step? RPMS Objective 2. Used
3. As heterotrophs, which product of photosynthesis do animals get from eating plants? research-based knowledge
If learners answered “starch/glucose/sugar”, ask a follow-up question: and principles of teaching
ELICIT (8 minutes)
1. Which component of the general equation of photosynthesis is glucose? and learning to enhance
Reviewing previous lesson or presenting the new
lesson If the learners pointed correctly, show the labels under the general equation. professional practice
Scaffolding and
Socratic method- students
learn through the use of
critical thinking, reasoning,
and logic. The dialogue
Emphasize that glucose and oxygen are the products of the process. between students and
Tell learners to remember the equation since it will be needed in formulating another equation by the end of teacher allow continuous
the lesson learning through
questioning.

ENGAGE (5 minutes)
Establishing a purpose for the lesson
Ask the following questions to the learners: RPMS Objective 2. Used
research-based knowledge
 Now that you have understood that glucose is the main product of photosynthesis and that it is the
molecule that animals including humans take in as food, what do you think will happen to glucose within and principles of teaching
the body? and learning to enhance
If learners answered that glucose is catabolized within the body to make energy or is being converted into professional practice
energy, give a follow-up question: Scaffolding
 What do we call that process where food is broken down into simpler molecules which are converted
into usable energy within the cell?
Acknowledge and praise each correct answer.

Present the objectives of the lesson:

At the end of the lesson, the learners will be able to:
1. Identify the major stages of cellular respiration
2. Apply skills learned in Physical Education and Health by performing basic exercise routine to generate
desired amount of carbon dioxide.
3. Create an illustration of the processes and components of cellular respiration
4. Express insights on the importance of coordination between each key players in Cellular Respiration
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 and relate it to real life situation.

Emphasize that our body needs lots of energy to perform everyday functions such as walking, talking, or thinking.
All this energy comes from the food we eat.
 Ask the learners the question, in our understanding of the role of each biological molecule in various
metabolic processes, what biological molecule is the main source of energy of our body? Explain the
role of each biological molecule in specific metabolic processes- STEM_BIO11/12-Ii-j-16
The process of converting food in the form of the different biological molecules into a form of energy that your
body can use is called cellular respiration. Cellular respiration happens continuously inside the cells of your body
to provide you with nonstop energy. Both prokaryotic and eukaryotic organisms need food to get the energy
needed to adapt to many things in the environment and to perform bodily processes such as growth, repair,
reproduction, maintenance of homeostasis, etc.

Presenting Examples/Instances of the new lesson Ask the learners: Integration of applied
(15 minutes) - Since energy is needed to perform everyday functions and we take this energy form the food we eat as scientific inquiry process
the product of cellular respiration, what do you think is the byproduct of this process? What does the skills (formulating
body give off? hypothesis)
If the learner who raised a hand answered, “carbon dioxide”, praise the learner by saying “good job/ awesome”.

Based on previous discussions, let each student formulate his/her hypothesis on how cellular respiration rates (or Lists research hypothesis
the amount of carbon dioxide in your breath) changes after exercising. Let them write their one-statement (CS_RS12-If-j-8)
hypothesis on a piece of paper. Tell the class that they should hold on to the hypothesis they have formulated. CO Objective 7. Apply
They are to verify whether the hypothesis is correct or not within the entire process of the activity and that correct arrange of successful
answers will earn bonus 3 points for the assessment (3 minutes) strategies that maintain
learning environments that
motivate learners to work
productively by assuming
Activity 1- Counting Carbon responsibility for their own
 Divide the class into groups of 4 students and inform them that each group will conduct an experiment to learning.
measure the amount of carbon dioxide in their breath before and after exercising, to test their hypotheses. CO Objective 6. Maintain
 Each student should perform the whole experiment once before and after performing an example of aerobic learning environments that
exercise learned in Physical Education and Health (Engages in moderate to vigorous physical activities nurture and inspire leaners
(MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-of school to participate, cooperate
(PEH11FH-Ia-t-8)) and collaborate in
continued learning.

RPMS and CO Objective 1.

Applied knowledge of
content within and across
 Allow learners to select their leader and other roles for the activity (For example, one student could prepare curriculum teaching areas

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 the indicator solution, another one exhales into the indicator solution, and a third student measures the color
change with the stopwatch) based on how they know each other. CO Objective 6. Maintain
learning environments that
 Processing Question: nurture and inspire leaners
- How did the exercise affect the amount of carbon dioxide produced by your classmate? to participate, cooperate
 Tell the learners to check the hypothesis they have formulated and raise their hand if the hypothesis agreed and collaborate in
with the results based on the answers on Processing Questions. continued learning.

Refer to ANNEX A1 for the experiment materials and procedure. RPMS Objective 2. Used
research-based knowledge
and principles of teaching
and learning to enhance
professional practice.
John Dewey’s Theory on
Learning by Doing Learning is
an active process. Students must
actively engage in discussions and
activities in order to construct
For learner with restrictions to mobility or with special needs, they are to serve as note taker and observers or knowledge. It is not possible for
students to take on a passive role and
note-takers during the activity. retain information.
CO Objective 8. Design,
NOTE: If the learner is unable to attend the face-to-face class due to a valid reason, a video of the Bromothymol adapt and implement
Blue Cellular Respiration Lab (Source: https://www.youtube.com/watch?v=lP0OmFxR2Qs) will be sent to their personal teaching strategies that are
social media account along with the activity worksheet. If the learner does not have access to internet connection, responsive to learners with
the worksheet with short discussion of the processes of cell respiration will be sent via courier. The Self Learning disabilities, giftedness and
Module for Cellular Respiration will also be sent. talents.

EXPLORE (20 minutes) “Rap me up” RPMS Objective 16.

Discussing new concepts and practicing new
skills #1 and/or #2
With the existing groups, let the leaners access the video file- CELLULAR RESPIRATION SONG sent via Applied a personal
Messenger Group Chat prior to the session and let every member of the group analyze the rap-song and be able Philosophy of teaching that
to sequence and narrate the major events of cellular respiration in the given worksheet. is learner centered.
Constructivism (learning is an
State the following rubrics for rating prior to the activity. active process)- In order to build
meaningful ideas, there must be a
sensory response.

CO Objective 6. Maintain
learning environments that
Allow the students to choose the leader, presenter, note taker, and creative illustrator to enhance the color of the nurture and inspire leaners
worksheet. to participate, cooperate
and collaborate in
continued learning.
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 CO Objective 8. Design,
adapt and implement
teaching strategies that are
responsive to learners with
disabilities, giftedness and
talents.

Refer to ANNEX A2 for the Activity procedure and worksheet.

After the last presenter, pick one illustration from the groups and confirm the correctness of the processes RPMS Objective 8. Applied
occurring on each stage of cellular respiration by explaining concepts that needs to be expounded. a range of successful
Allow each group to check their work by comparing it to the one being corrected. strategies that maintain
EXPLAIN (5 minutes) Praise learners for actively participating in the activity and for coming up with correct answers. learning environments that
Developing mastery motivate learners to work
productively by assuming
responsibility for their own
learning
ELABORATE Tell the learners to think of their community and in a clean sheet of paper, allow them to relate the role of the RPMS Objective 10.
Finding practical/applications of concepts and reactants and products of Cellular respiration to the processes and components involved in trade and economy Adapted and used
skills in daily living
within their community/locality (example: ATP-money, Glucose-Food or local products, Mitochondria- culturally appropriate
farm/factory/food processing center, etc.). teaching strategies to
address the needs of
learners from indigenous
groups

Allow students to use native dialect to convey their ideas properly and to translate terms which may not be
familiar to other learners. Teacher may also give direct translation of the terms given by students for the benefit of Contextualization
other learners. (Learning is contextual. Isolation
is not the best way to retain
information. We learn by forging
connections between what we
Pick 3 answers to be presented in class. believe and the information we
Note: Remind the class to respect the answers of their classmates and respect each other’s differences in culture have already.)
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 and thoughts. Praise students for a job well done.
CO Objective 2. Display
proficient use of Mother
Tongue, Filipino and
English to facilitate
teaching and Learning

CO Objective 5. Maintain
learning environments that
promote fairness, respect,
and care to encourage
learning.
Let learners recall the general equation of photosynthesis. RPMS Objective 2
With the knowledge of the stages on cellular respiration, ask the following questions to the learners: Socratic method- students
- What are the products of cellular respiration? learn through the use of
- What do you think is the general equation for cellular respiration? critical thinking, reasoning,
Show the general equation of cell respiration and allow learners to analyze its difference with photosynthesis. and logic. The dialogue
Pick a learner and let him/her describe his/her observations. between students and
teacher allows continuous
learning through
questioning.
ELABORATE
Making Generalizations and Abstraction about the Scaffolding (Lev Vygotsky)
lesson

Allow only 2 learners to express their observation and praise each correct answer.
Emphasize that the general equation of cellular respiration is the reversed process of photosynthesis and that the
reactants of cell respiration are the products of photosynthesis and vice versa.
EVALUATE Evaluate learning through Quiziz app.
Evaluating Learning

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 https://quizizz.com/admin/quiz/5dc5851d3a453d001b1b19f5

Students who are not present during the day will still be able to answer the quiz by assigning this as homework.
My Cell Respiration Graphic Organizer RPMS and CO Objective 1.
Give the following instructions to the leaners: Applied knowledge of
1. In a short sized, clean bond paper, create your own illustration of the stages and components of cellular content within and across
respiration using various graphic organizers such as mind maps, flow charts, concept map, etc. curriculum teaching areas
2. You may use any medium such as pastel, crayons, watercolor, acrylic, etc.
Rubric Integration of Reading and
EXTEND
Writing Skills -
Additional Activities for Application or
Remediation Distinguishes between and
among techniques in
selecting and organizing
information (EN11/12RWS-
IIIa-2.2)

REMARKS
V. REFLECTION
VI. No. of learners who earned 80% on the
formative assessment
A. No. of learners who require
additional activities for remediation.
B. Did the remedial lessons work?
No. of learners who have caught
up with the lesson.
C. No. of learners who continue to
require remediation

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D. Which of my teaching strategies
worked well? Why did these work?
E. What difficulties did I encounter
which my principal or supervisor
can help me solve?
F. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
G.

Prepared by:

ALJIM G. MILLAMENA
Teacher II
Sibalom National High School

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Annex A1

Aerobic Respiration Experiment

Materials per group (brought by students as announced during the previous meeting, except beaker, BTB and stopwatch)

 Straw
 9 oz transparent cup or 150 mL beaker
 Rubber band
 Plastic wrap
 Bromothymol blue indicator solution (0.04%) or Blue ternate extract solution if BTB is not available
 Distilled water
 Teaspoon
 Stopwatch
Let your students do the experiment with indicator solution instead of water.
1. Fill a 9 oz cup or 150 mL beaker two thirds with water.
2. Add about 2 mL, or half a teaspoon of 0.04% bromothymol blue indicator solution.
3. The solution should be green or blue dependent on the pH of your water. If the solution is already yellow or very light green, try a different water.
4. Repeat steps 1–2. But this time, start a stopwatch immediately before the experimenter starts exhaling into the indicator solution. Students can reuse their individual
prepared straws.
5. Stop the stopwatch once the color has changed from blue-green to yellow and does not change anymore. Record the time on your worksheet.
6. Make sure they record all their data
7. Repeat steps 4. and 5. again, but before the experimenter starts exhaling into the indicator solution, he/she should do jumping jacks or a similar exercise for one minute.
Even though the students might feel a little winded, they should try to exhale into the straw the same way they did during the experiment before exercising. Let the students
prepare a new straw for this step.
8. Let students record their data.
9. Give each group 3-5 minutes to report their findings and confirm their hypothesis.

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Annex A2
“Rap me up”
1. Fill-in the missing information to make the graphic organizer complete from the Cellular Respiration song taken form https://www.youtube.com/watch?v=m9VTC9ZpRog.
Provide short descriptions of the processes involved in each step inside the box.
2. Allow learners to report their output to the class. Learners will be graded according to the following rubric.

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Annex A2.1- RAP me up
Group Name: _____________________________________
Members: _________________________
_________________________
_________________________

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