School La Union National Grade Level 11

High School

Teacher Romel Christian Learning Area General

Z. Miano Biology
MY DAILY LESSON PLAN
Teaching Dates and Time - Quarter 1

DAY:

TIME GRADE & SECTION ROOM

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary
I. OBJECTIVES procedures must be followed and if needed additional lessons exercises and remedial activities maybe done for
developing content knowledge and competencies. These are assessed using formative assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning
the lessons. Weekly objectives shall be derived from the curriculum guides.

The learners demonstrate an understanding of Cell Transport

A. Content Standards

B. Performance Standards The learners shall be able to create animated explainer videos on the different types of
cell transport.

The learners shall be able to use Venn Diagram to compare and contrast the
differences between active transport and passive transport

Explain transport mechanisms in cells (diffusion osmosis, facilitated transport, active

C. Learning Competencies/Objectives
transport)

Write the LC code for each STEM_BIO11/12-Ig-h-13

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The
content can be tackled in a week or two.

II. CONTENT Introduction to Cell Transport, Active Transport, Passive Transport, Vesicular
Transport, Endocytosis, Exocytosis, Pinocytosis, and Phagocytosis, Osmosis,
Facilitated diffusion, and Simple Diffusion

List the materials to be used in different days. Valid sources of materials sustain children’s interest in the lesson and in
III. LEARNING RESOURCES learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
learning promotes concept development

A. References

1. Teacher’s Guide pages High School Science Today Second Year Text book, Philippine Copyright
2009 by DIWA LEARNING SYSTEMS INC, pp. 50-51

2. Learner’s Material pages High School Science Today Second Year Text book, Philippine Copyright
2009 by DIWA LEARNING SYSTEMS INC, pp. 50-51
 3. Textbook pages

4. Additional Materials from Learning

Resource (LR) portal

B. Other Learning Resources http://www.slideshare.net/lilycirius/active-transport

-This website contains PowerPoint Presentations on active transport in cells.

http://www.dpcdsb.org/NR/rdonlyres/7524E2B1-62BE-4AC5-BF57-
23BE0A91F922/93597/ACTIVETRANSPORT2.pdf

-It provides a pdf about active transport in cells.

https://www.youtube.com/watch?v=dPKvHrD1eS4

-It contains a video about active transport. It describes how cells regulate their
contents and communicate with one another via mechanisms within the cell
membrane.

C. Routinary Activities

These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by the demonstration of learning by the students which you can infer from formative assessment
IV. PROCEDURES activities. Sustain learning systematically by providing students by multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusion about what they learned in relation to their life
experiences and previous knowledge. Indicate time allotment for each step.

A. Reviewing previous lesson or The teacher prepares a collaborative activity for students to discover the definition and
presenting the new lesson the basic concepts of active transport in cells.

The title of the activity is “Picture Clue” downloadable in document file format

Teacher’s Instruction:

For task number 1, the students must complete the definition of each term by choosing
the appropriate words from the given set of words.

In the second task, they will be given pictures which will serve as their clues in filling in
the missing words.

Their task is to provide the missing words in order to complete the phrases/statements.

B. Establishing a purpose for the Continuation of Activity no. 1/Presentation of output

lesson
Each group will be given five (5) minutes to complete all the tasks.
C. Presenting examples/instances of
the new lesson After five (5) minutes they will be given another two (2) minutes to discuss their answers
within their group.

Two (2) representatives from each team will share their output and explain to the class
how they came up with the tasks, what strategies they used and the things that they
have discovered from the activity.

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
The group to complete the tasks correctly and in time will receive additional five (5)
points
Cell Transport helps the cell to maintain homeostasis. Homeostasis is the property of a
system in which a variable (for example, the concentration of a substance in solution, or
its temperature) is actively regulated to remain very nearly constant. There are two
types of cell transport: active transport and passive transport.
Passive Transport requires no energy from the cell. Examples include the diffusion of
oxygen and carbon dioxide, osmosis of water, and facilitated diffusion.
Passive transport involves the movement of material along a concentration gradient
(high concentration ⇒ low concentration) Because materials are moving down a
concentration gradient, it does not require the expenditure of energy (ATP hydrolysis)
There are three main types of passive transport:
Simple diffusion – movement of small or lipophilic molecules (e.g. O2, CO2, etc.)
Osmosis – movement of water molecules (dependent on solute concentrations)
Facilitated diffusion – movement of large or charged molecules via membrane proteins
(e.g. ions, sucrose, etc.)
Active Transport uses energy in the form of ATP and moves molecules from an area of
low concentration to an area of high concentration (against concentration gradient)
• is carried out by transport proteins which are embedded in the cell membrane
Types of Active Transport
-Large particles are transported across the membrane in membrane bound vesicles.
This is known as VESICULAR TRANSPORT.
Endocytosis is the case when a molecule causes the cell membrane to bulge inward,
forming a vesicle. The particle does not pass through the membrane, it is simply
engulfed and enclosed.
Phagocytosis is the type of endocytosis where an entire cell is engulfed. (Cell eating)
-deals with solids
-once the vesicle is formed, it travels into the cytoplasm where it will fuse with
lysosome to kill and digest the engulfed material.
Pinocytosis
-is when the external fluid is engulfed. (Cell drinking)
-deals with liquids
 -The liquid is enclosed in vesicles formed invagination of the plasma membrane.
These vesicles move into the cell.

Exocytosis

- the reverse process where materials are expelled or secreted from a cell.

- this is used to rid wastes and secreted substances (hormones) produced by the cell.

F. Developing mastery A 15 item-online quiz (created using google form) will be conducted to the students to
assess their learning progress.
(Leads to Formative Assessment 3)

G. Finding practical applications of Teacher’s Instruction:

concepts and skills in daily living
Create a 5-minute animated video explainer about the different types of cell transport.
H. Making generalizations and Provide real life situations and concrete examples of how cell transport works.
abstractions about the lesson

I. Evaluating learning Using Venn Diagram, the students will compare and contrast the differences between
active transport and passive transport

J. Additional activities for application https://www.youtube.com/watch?v=Ptmlvtei8hw&ab_channel=AmoebaSisters

or remediation
-This contains a short video clip that helps learners to have a better understanding of
cell transport

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student's progress this week. What works?
VI. REFLECTION What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for
you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80% on

the formative assessment

B. No of learners who require

additional activities for remediation

Did the remedial lessons work?

C. No. of learners who 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?