Republic of the Philippines

BENGUET STATE UNIVERSITY

College of Teacher Education

DAILY School Benguet State University - Grade Level 7

LESSON Secondary Laboratory School
PLAN
Teacher Edison V. Bonilla Learning Science - Biology
Intern/s Jan Kaiser P. Dolo Area

Teaching October 18, 2022 Tuesday Quarter 2nd Quarter

Date 1:00 - 2:00 PM
Cooperating Cecilia B. Samonte
Teacher

I. OBJECTIVES
The learners demonstrate an understanding of the difference
A. Content Standards between animal and plant cells.

B. Performance The learners should be able to employ appropriate techniques using

Standards the compound microscope to gather data about very small objects.

C. Learning At the end of the lesson, the learners are expected to:
Competencies a. name the different parts of a cell using a plant cell and an
animal cell diagram;
b. describe the functions of the different parts of a cell; and
c. differentiate plant and animal cells in terms of the organelles
that are present or absent.
II. CONTENT Parts and Functions of Animal and Plant Cells
A. References
1. Teacher's Guide
K-12 Curriculum Guide SCIENCE page 112
pages
2. Learner's Material
Module/ Learning Packet on SCIENCE AND TECHNOLOGY 7 -
pages Parts and Functions of Animal Cells p. 2-4
3. Additional
Materials from Republic of the Philippines Department of Education SCIENCE
Learning Resource Grade 7 Quarter 2 -Module 3 Cell to Biosphere. (n.d.). Retrieved
Portal October 15, 2022, from
https://znnhs.zdnorte.net/wp-content/uploads/2021/02/Science7-Q2-
Module-3.pdf

Republic of the Philippines Department of Education Regional

Office IX, Zamboanga Peninsula Science Grade7 Quarter 2 -
Module 4 The Plant and Animal Cells. (n.d.).
https://znnhs.zdnorte.net/wp-content/uploads/2021/02/Science7-Q2-
Module-4-reduced-file.pdf

B. Other learning
resources Projector, Laptop, Powerpoint Presentation

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

IV. PROCEDURES

A. Reviewing previous a. The teacher will ask what a. Students who raised
lesson or presenting the
new lesson
The teacher will let the students
B. Establishing the read the objectives of the lesson
purpose for the lesson
presented in the slide.
C. Presenting
examples/instances of
the new lesson
the previous topic was all
about.
b. Ask: “What important
details or concepts did you
learn about the previous
discussion which was
about the definition of the
Students’ responses may be:
cell and cell theory?”
c. The teacher asks the
students to enumerate the
different parts of a cell
a. Ask: "Which part of a
plant can cells be found?
How about with animals?”
b. Ask: “Do you think that
their hand will be called
and respond to the
question.
Students’ responses may be:
i. “About the
definition of cell
ii. “About the cell
theory”
b. Learners who have
ideas on what they
learned will raise their
hand and will be called
by the teacher to recite.
i. “Cell is the
basic unit of
life”
ii. “Cell can be
prokaryotic and
eukaryotic”
iii. “Cells came
from pre-
existing cells
iv. “Cells are found
in all living
organisms”
c. Students answer
starting from the person
in front
Students’ responses may be:
Nucleus, Mitochondria, Cell
membrane, Cytoplasm,
Ribosome, Golgi
body/apparatus, Lysosome, etc.
Students read in chorus
a. Students’ responses
may be:
i. Plants: Leaves,
stem, roots,
flower, all parts,
etc.
ii. Animals: Fur,
Body, feet, tail,
all parts, etc.
b. Students' responses
 cells found in plants are may be: “Yes, they are
the same as cells found in the same” or “No, they
animals?” are not”.

c. Ask: ”What about their c. Students’ responses

parts? Are they the same may be: “Yes they have
or different?” the same parts” or “No,
they have different
parts”.
D. Discussing new
a. The teacher will identify a. Students will take down
concepts and practicing
and explain the parts and notes or take pictures.
new skills in identifying functions of a cell found in
and explaining the parts both plant and animal cell:
and functions of i. Plasma membrane
organelles found in both ii. Cytoplasm
iii. Nucleus
plant and animal cell
iv. Nucleolus
v. Ribosomes
vi. Mitochondria
vii. Golgi body/
apparatus
viii. Endoplasmic
Reticulum
1. Rough ER
2. Smooth
ER
b. After discussing an
organelle, the teacher will b. Students who were
show blank diagrams of called will proceed in
plant and animal cells on front and point the
the powerpoint slides and location of the
will ask the students to organelle.
identify where the
organelle is located in the
plant and animal cell.

E. Discussing new
concepts and practising a. The teacher will identify a. Students will take down
and explain the parts and notes or take pictures.
new skills in identifying functions of a cell found in
and explaining the parts animal cell only:
and functions of i. Centrioles/
organelles found in Centrosomes
animal cell only and ii. Lysosomes
plant cell only

b. The teacher will identify b. Students will take down

and explain the parts and notes or pictures
functions of a cell found in
plant cell only:
i. Cell wall
ii. Chloroplast
iii. Large vacuole

c. After discussing an c. Students who were

organelle, the teacher will called will proceed in
show blank diagrams of front and point the
plant and animal cells on
 the powerpoint slides and location of the
will ask the students to organelle
identify where the
organelle is located in the
plant and animal cell.

The student who previously

recited will pick a random number
from 1-10 and the teacher will
count-off from that learner based
on the number he/she gives.
Whosoever did that number land
will be the next to recite.

F. Developing Mastery a. The teacher shuts the lamp a. Students will hide their
(leads to formative cover of the projector notes inside their bags.
assessment)

b. The teacher will ask the b. Students will raise their

students what organelles hand and answer the
are found in: question.
i. plant cell only
ii. animal cell only Students’ responses
iii. both plant and may be:
animal cells
i. plant cell only:
Cell wall,
chloroplasts,
large vacuole,
etc.
ii. animal cell
only: Lysosome,
centrioles/centro
some, etc.
iii. Both plant and
animal cells:
Nucleus, cell
membrane,
nucleolus,
mitochondria,
smooth and
rough
endoplasmic
reticulum, etc.

G. Finding practical a. The teacher will relate the a. Students affirms by

applications of concepts parts and function of the nodding their heads and
and skills in daily living cell to real life situations: writing notes on their
i. The parts of the notebooks.
cell are similar to
the organs of the
human body where
each part has their
own specific and
important function
to keep the
cell/human body
alive.
ii. The parts of the
cell can be similar
 to a community
wherein each
member is
important to reach
a unifying goal.
b. Ask: "Can you think of
any more examples?"
H. Making a. Ask: “There are two types
generalizations and of cells under eukaryotic
abstractions about the cells. What are those?”
lesson
b. Ask: “What organelles are
present in plant cells that
are absent in animal
cells?”
c. Ask: “ How about the
organelles which are
present in animal cells but
are absent in plant cells?”
d. Ask: "What do you think
is the essence of having an
idea of whether or not an
organelle is present in an
animal or plant cell?"
I. Evaluating learning a. In a 1/2 crosswise sheet of
paper, A short quiz (15
items - 1 point each)
consisting of enumeration,
identification and alternate
response will be
administered by the
teacher.
Quiz Questions:
b. Students with ideas
share their answers to
the class.
Students’ response may be:
Members of the house doing
household chores, parts of a car
doing their job to keep it
running, certain events in
ecosystems that lead to
prosperity of all organisms etc.
a. Students responses are:
“Animal and plant
cells”
b. Students’ responses are:
“Cell wall, chloroplast,
large vacuole”
c. Students’ responses are:
“Centrioles/Centrosome
, Lysosome.”
d. Possible student
responses are:
"so we don't get
confused", "it will help
us understand the next
lessons we will have
about cells", "we will
have an idea of how
they work as a whole
and apart from the
other" etc.
a. Brings out 1/2
crosswise sheet of
paper
Answers:
 Enumeration: Enumeration:
1-3 The three basic parts of the 1-3 (in any order)
cell Nucleus, Cell membrane,
Cytoplasm

Identification: Identification:
4. Powerhouse of the cell: they 4. Mitochondria
convert food to ATP
5. They degrade/breakdown 5. Lysosome
unnecessary substances
6. These materials are made up of 6. Chromosomes
DNA
7. It is where most of the genetic 7. Nucleus
information is/are contained
8. It packages waste/secretory 8. Golgi body/apparatus
materials.
9. This organelle pull 9. Centrioles/Centrosomes
chromosomes into two groups
during cell division
10. A barrier that separates 10. Nuclear membrane
nucleus from cytoplasm

Alternate Response. True or

False.
11. Large/vacuoles can be found Alternate Response. True or
in animal cells False.
12. Plastids are special structures 11. F
in plant cells that contain green
pigment called chloroplast 12. T
13. Rough endoplasmic reticulum
synthesizes lipids, fats and
steroids
14. Cell membrane is totally
permeable. 13. F
15. Chloroplasts are storage
pockets for chlorophyll.
14. F

15. T

PREPARED BY:

EDISON V. BONILLA
FS Student

JAN KAISER P. DOLO

FS Student

APPROVED:
CECILIA B. SAMONTE
SLS, Cooperating Teacher