GRADE 1 to 12 School LIPAY NATIONAL HIGH SCHOOL Grade Level

DAILY LESSON Teacher ART JOSHUA E. MARA Learning Area

LOG Teaching Dates and Time Quarter

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises,
and remedial activities may be 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.
1. describe the main 1. discuss cellular exchange of materials with the
parts and organelles of environment;
the plant cell; 2. distinguish between active and passive transport;
2. identify the functions 3. explain the cell cycle; and
of each organelle; and 4. differentiate mitosis from meiosis.
3. create a model of
plant cell out of
recyclable or indigenous
material
at home.
A. Content Standard The learner demonstrates The learner demonstrates understanding of cellular
understanding of cellular structures and functions used in the livelihood,
structures and functions promotion of food production and health.
used in the livelihood,
promotion of food
production and health
B. Performance Standard Learners, individually or in Learners, individually or in groups, develop
groups, develop innovative, marketable, replicable and cost-effective
innovative, marketable, products resulting from understanding of cellular
replicable and cost- structures and functions.
effective products resulting
from understanding of
cellular structures and
functions.
C. Learning Discuss the main parts Explain different cell functions such as
Competency/Objectives and organelles of the transport of materials, cell division, and
Write the LC code for each. cell (plant, animal, ATP production.
bacteria)
II. CONTENT 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.
PRESENTATION OF
THEIR CELL MODELS MOVEMENT ACROSS
OSMOSIS
(PLANT, ANIMALS AND THE CELL MEMBRANE
BACTERIAL CELL)
III. LEARNING

1
 RESOURCES
A. References
1. Teacher’s Guide pages Pages pages pages Pages Pages
2. Learner’s Materials
Pages Pages Pages Pages Pages
pages
3. Textbook pages pages pages pages pages pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource LEARNING ACTIVITY LEARNING ACTIVITY
SHEET SHEET
BIOTECHNOLOGY BIOTECHNOLOGY
WEEK 3 pp. 1-4 WEEK 3 pp. 4-7
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson
or presenting the new How do materials move
lesson What are differences in and out of the cell?
between plant, animal, What is a cell? What controls them to
and bacterial cell move into and out of the
cell?

B. Establishing a purpose for

the lesson Why is it important to Why is a cell vital to an “Omnis cellula e cellula”
study the cell? organism's survival? by Rudolf Virchow

C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills # 1
Let the learners have a
Venn Diagram and Let the learners answer
Reminded them about
Gallery Walk to the baggage Claim
the rubric for grading the
differentiate Active and question.
outputs.
Passive Transport
Let the learners watch a Let the learners watch a
Let the learners one by video about Active and video about Osmosis
one to present their cell Passive Transport
models. And, let them jot down 2
And, let them jot down 2 new real-world pieces of
new real-world pieces of information that they will

2

E. Discussing new concepts
and practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application
of concepts and skills in
daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
information that they will
learn from the video.
Let the learners one by Let the learners watch
one to present their cell the Sodium Potassium
models. Pumps
Ask the learners be Let the learners answer
familiarized about the the following processing
main parts and question to analyze what
organelles of the cell they have watched.
Let the learners try to
answer the following
Higher Order Thinking
questions.
Generalize the topic by
answering the HOT
questions.
Let their cell model and
Create a Frayer Model
their presentation be
for Active Transport and
their evaluation for
one for Passive
today.
Transport.
learn from the video.
Discuss and let the
learners answer some
processing questions
after watching the video
Let the learners answer
the Critical Thinking
question, Why might
drinking large amounts of
SEA WATER be
DANGEROUS for the
human body’s
equilibrium?
Let the learners revisit
animal and plant cells.
How cells deal with
osmosis?
And, Contractile
Vacuoles (found in
freshwater protists)
Let the group formulate
their own answer to the
following questions and
let them present their
answers to the front.
Let the learners respond
to Diffusion and Osmosis
Practice Worksheet given
by the teacher
individually.
Rate your level of
understanding.
Then, reflect on …..
Why do goldfish die if
placed into a salt water
environment?
3
 Why do snails seem to
dissolve when salt is
poured on them?
Use key vocabulary
related to osmosis to
explain.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who
have 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?

Prepared by: Reviewed by: Approved by:

ART JOSHUA E. MARA MARIAN M. PRONTON MARICHU C. GUZMAN, EdD

Teacher I Head Teacher III Principal IV