Republic of the Philippines

Department of Education
Region 10
Division of Bukidnon
BUKIDNON NATIONAL SCHOOL OF HOME INDUSTRIES
North Poblacion, Maramag, Bukidnon

DETAILED LESSON PLAN GENERAL BIOLOGY 1

First Semester, S.Y. 2022-2023

Grade Level 12 Quarter 1

Section STEM A, STEM B, STEM C Time

I-OBJECTIVES

A. CONTENT The Learners demonstrate an understanding of the cell structure

STANDARDS and function
B. The Learners shall be able to construct a 3-D model of a
PERFORMANCE plant/animal cell using recyclable
STANDARDS
C. LEARNING The learners shall be able to Explain the postulates of the Cell
COMPETENCY Theory (STEM_BIO11/12-Ia-c-1).
(MELC)
At the end of the lesson, you are expected to:
1. Identify and describe postulate of cell theory;
• Knowledge
2. Research on the theory of spontaneous generation or theory
of abiogenesis by Stanley Miller and Francesco Redi and Louis
• Skills Pasteur‘s experiment. Compare the two theories on the origin
of life.

• Attitude 3. Recognize the different biologist and their contribution on the

discovery of cell.

Teaching Theories:
Strategies Socio-Constructivism: a social learning theory developed by
Russian psychologist Lev Vygotsky which posts that individual are
active participants in the creation of their own knowledge, (Schreiber
& Valle, 2013).

Teaching Method: Inquiry Based or Guided Learning

Teaching Techniques: Collaborative learning, online and offline

games, Picture Analysis

Cell Theory
II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teaching guide pp12-17,
 Ruben E. Faltado III, Ed.D et al, General Biology 1(for Senior High
Pages
School)
2. Code
3. Textbook Pages
4. Additional
Materials from LR
Portal
B. Other Learning https://www.bing.com/discover/cell-worsheet
Resources https://studylib.net/doc/8073436/cell-structure-exploration-
activities

IV. PROCEDURE DEVELOPMENT OF THE LESSON

TEACHERS’ ACTIVITY MEETING THE
STUDENTS’
NEEDS
Preliminary Activities: (3 mins.)
 Prayer
 Checking of Attendance
 Review of the Previous Lesson focusing Cell theory
 Pre-test
ELICIT
To start this lesson, the teacher will ask learners what they know
about cell. Learners answers
 The teacher will write the key points on the board, such as the may vary
definition of the word cell, what kinds of materials (organic and
man-made) have cells, and how cells operate in living things.

Then the teacher will ask learners how they think cells were
discovered. How do we know and what we know about cells.
Is there a universal truth when it comes to cell, or are there
competing ideas about their development.
ENGAGE
Activity 1.

Directions: Observe the pictures below. Cut and identify the different
levels of organization from the simplest to the complex then describe
each.

Questions: 1. Based from your diagram, what is the simplest in the

level of organization? Why?
2. What is the most complex? Why?

EXPLORE
Cells -Necessary for Life
Group learners into three and provide them with handouts or activity sheet.

The teacher will show a short video clip to the learners and tell learners to answer
the provided questions in the handouts given to them.

Learner will be ask to present their answers randomly.

Sample guide questions are the ff:

1. What are some functions of, or jobs performed by organelle found in cells?
2. What tools are used to study cells?
3. What are the parts of the cell theory?
Which scientist were involved in the development of the cell theory?
EXPLAIN

The teacher will show a video clip

What is Cell Theory?: Definition, Timeline and Parts. www.youte.com

The teacher will provide guide questions and these will be answered by group of
students with three members.

Each group will be presenting their ideas to the class.

ELABORATE
The teacher will show different images of scientist who contributed in the discovery
and in the study of cell.

The teacher will also discuss the development of cell theoy.

Activity: Timeline

In groups of four, the learners will research on the list of scientist and will make a
timeline and their contribution on the development of cell theory and discovery of
cell.
 Zaccharias Jansen
 Anton Van Leeuwenhoek
 Robert Hooke
 Matthias Schleiden

 Theodor Schwann
 Rudolf Virchow
 Louis Pasteur

Students can make their own format of timeline, give dates of discoveries and
answer the following questions in detailed statements for each scientist:

1. How did this scientist contribute to the cell theory?

Application
Activity 2. The Discovery of Cell
Direction. Research on the ―Cell Theory‖ which tells

Matthias Schleiden Robert Hooke Rudolf Theodor

Anton van Leeuwenhoek Virchow Schwann
Answers:
1. Rudolf
Virchow
about the discovery of cell. Take note of the scientists 2. Theodor
and their respective works. Choose from the box which Schwann
scientist gave the following statements. 3. Matthias
Schleiden
1. All cells come from pre-existing cells 4. Anton Van
(1858). Leeuwenh
oek
2. All animals are made up of cells (1839).
5. Robert
_______________3. All plants are made up of cells Hooke
(1838).
4. Tiny living organisms are observed
(1676).
5. Thousands of tiny empty chambers in
cork are called cells (1665).
Assessment Learners answers
Reflection: Answer the following questions on a separate sheet of may vary
paper.

1. What is the cell theory and what does it state?

_______________________ _ _ _
 2. What do we call the basic generalizations that
are accepted by modern science about cell?
_______________________________________
_______
3. Among the scientists, who advanced the cell
theory with his conclusion that cells could only
come from other cells.
_________________________________________
_______

4. What discovery is Van Leeuwenhoek noted for?

__________________________________________________
___
5. What caused scientists to discover the existence of cells.
__________________________________________________
____
Enrichment Activity

Research on the theory of spontaneous generation or

theory of abiogenesis by Stanley Miller and Francesco Redi and
Louis Pasteur‘s experiment. Compare the two theories on the
origin of life.

V. Remarks

VI. Reflection

A. Number of learners who earned 80% of the evaluation

B. Number of learners who require additional activities for remediation
C. Did the remedial lesson work?
Number of learners who caught up with the lesson
D. Number of learners who continue to require remediation
E. Which of my teaching strategies work well?
Why did these work?

Prepared by: Checked by:

SHERYL LOU A. ANGELES JEAN P. GAGARANI

Teacher II Master Teacher II

Approved by:

HELEN N. YBAÑEZ
Secondary School Principal I