Latest Biology 1 Stem Remelyndaily Lesson Log (DO No42 s2016)

Annex 1d to DepEd Order No. 42, s.
2016
GRADES 1 to 12 School BOTBOTONES ELEMENTARY SCHOOL Grade Levels

DAILY LESSON LOG Teacher Learning Area
Teaching Dates and Time / Quarter
GRADE GRADE
M M
LEARNING AREA LEARNING AREA
M M
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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
I. OBJECTIVES 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.
A. Content Standards
B. Performance Standards
C. Learning Competencies / Ojectives.
Write the LC code for each
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
III. LEARNING RESOURCES Lis the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in 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
2. Learner's Material pages
3. Texbook pages
4. Additional Materials from Learning Resource

(LR) portal
B. Other Learning Resources
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
IV. PROCEDURES 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
lesson
B. Establishing a purpose for the lesson
C. Presenting examples/ instances of the new

lesson
D. Discussing new concepts and practicing new skills

#1
E. Discussing new concepts and practicing new skills

#2
F. Developing Mastery
(Leads to Formative Assessment)
G. Finding practival applications 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
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? 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% 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 used/

discover which I wish to share with other
teachers?
For improvement, enchancement and/ or clarification of any DepEd material used, kindly submit feedback to bid.tld@deped.gov.ph
Annex 1c to DepEd Order No. 42, s. 2016
GRADES 1 to 12 Paaralan BOTBOTONES ELEMENTARY SCHOOL Baitang/ Antas

DAILY LESSON LOG Guro Asignatura
Petsa at Oras / Markahan
LUNES MARTES MIYERKULES HUWEBES BIYERNES

Tiyakin ang pagtatamo ng layunin sa bawat linggo na nakaangkla sa Gabay sa Kurikulum. Sundin ang pamamaraan upang matamo ang layunin. Maaari ring magdagdag ng iba pang gawain sa paglinang ng Pamantayang
I. LAYUNIN Pangkaalaman at Kasanayan. Tinataya ito gamit ang mga istratehiya ng Formative Assessment. Ganap na mahuhubog ang mga mag-aaral at mararamdaman ang kahalagahan ng bawat aralin dahil ang mga layunin sa bawat
linggo ay mula sa Gabay sa Kurikulum at huhubugin ang bawat kasanayan at nilalaman.
A. Pamantayang Pangnilalaman
B. Pamantayan sa Pagganap
C. Mga Kasanayan sa Pagkatuto
Isulat ang code ng bawat kasanayan
Ang nilalaman ay ang mga aralin sa bawat linggo. Ito ang paksang nilalayong ituro ng guro na mula sa Gabay sa Kurikulum. Maaari ito tumagal ng isa hanggang dalawang linggo.
II. NILALAMAN
III. KAGAMITANG PANTURO Itala ang mga Kagamitang Panturo na gagamitin sa bawat araw. Gumamit ng iba't ibang kagamitan upang higit na mapukaw ang interes ng pagkatuto ng mga mag-aaral.
A. Sanggunian
1. Mga pahina sa Gabay ng Guro
2. Mga Pahina sa Kagamitang Pang Mag-

aaral
3. Mga pahina sa Teksbuk
4. Karagdagan Kagamitan mula sa portal ng

Learning Resource
B. Iba pang Kagamitang Panturo

Gawin ang pamamaraang ito ng buong linggo at tiyakin na may gawain sa bawat araw. Para sa holistikong pagkahubog, gabayan ang mga mag-aaral gamit ang mga istratehiya ng formative assessment. Magbigay ng maraming
IV. PAMAMARAAN Pagkakataon sa pagtuklas ng bagong kaalaman, mag-isip ng analitikal at kusang magtaya ng dating kaalaman na inuugnay sa kanilang pang-araw-araw na karanasan.
A. Balik-aral sa nakaraang aralin at/o

pagsisimula ng baong aralin
B. Paghahabi sa layunin ng aralin
C. Pag-uugnay ng mga halimbawa sa bagong

aralin
D. Pagtalakay ng bagong konsepto at

paglalahad ng bagong kasanayan #1
E. Pagtalakay ng bagong konsepto at

paglalahad ng bagong kasanayan #2
F. Paglinang sa Kabihasaan
(Tunga sa Formative Assessment)
G. Paglalapat ng aralin sa pang-araw-araw ng
buhay
H. Paglalahat ng Aralin
I. Pagtataya ng Aralin
J. Karagdagang gawain para sa takdang-aralin

at remediation
V. MGA TALA
VI. PAGNINILAY Magnilay sa inyong mga istratehiyang pagtuturo. Tayain ang paghubog ng iyong mga mag-aaral sa bawat linggo. Paano mo ito naisakatuparan? Ano pang tulong ang maaari mong gawin upang sila'y matulungan? Tukuyin ang
maaari mong itanong/ilahad sa inyong superbisor sa anumang tulong na maaari nilang ibigay sa iyo sa inyong pagkikita.
A. Bilang ng mag-aaral na nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na nangangailangan ng
iba pang gawain para sa remediation
C. Nakatulong ba ang remedial? Bilang ng

mag-aaral na nakaunawa sa aralin
D. Bilang ng mga mag-aaral na magpapatuloy

sa remediation?
E. Alin sa mga istratehiyang pagtuturo
nakatulong ng lubos? Paano ito nakatulong?
F. Anong suliranin ang aking naranasan na

nasolusyunan sa tulong ng aking punong
guro at superbisor?
G. Anong kagamitang panturo ang aking

nadibuho na nais kong ibahagi sa mga
kapwa ko guro?
Annex 1a to DepEd Order No. 42, s. 2016
GRADES 1 to 12 School BOTBOTONES ELEMENTARY SCHOOL Grade Level

DAILY LESSON LOG Teacher Learning Area
Teaching Dates and Time / Quarter
OBJECTIVES
PROCEDURES Indicate the Following:
(BLOCKS OF TIME) Developmental Domain (DD): Content Standards (CS):
Performance Standards (PS): Learning Competency Code (LCC):
CONTENT
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Developmental Domain(s):
Content Standard:
ARRIVALTIME Performance Standard:
Learning Competency Code:
Content Standard:
MEETING TIME 1 Performance Standard:
Content Standard:
WORK PERIOD 1 Performance Standard:
Content Standard:
MEETING TIME 2 Performance Standard:

Content Standard:
SUPERVISED RECESS Performance Standard:
NAP TIME
Content Standard:
STORY Performance Standard:
Content Standard:
WORK PERIOD 2 Performance Standard:
Content Standard:
INDOOR/ OUTDOOR
PLAY Performance Standard:
MEETING TIME 3 DISMISSAL ROUTINE

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? 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% 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 used/ discover which I wish to

share with other teachers?
Annex 1b to DepEd Order No. 42, s. 2016
GRADES 1 to 12 School Kabatan National High School Grade Level 11

DAILY LESSON LOG Teacher Remelyn O. Ragojos Learning Area General Biology 1
Teaching Dates and Time July 5 and July 7, 2016 (TTh 8:30- 9:30, TTh 9:50-10:50) Quarter I

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
I. OBJECTIVES 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.
The learners demonstrate an understanding of (1) The learners demonstrate an understanding of (3)
A. Content Standards Composition of the endomembrane system; (2) Structure and function of Structure and functions of the cytoskeleton; and, (4) Composition and
organelles involved in energy transformation; functions of the extracellular components or matrix.
The learners shall be able to construct three-dimensional models of whole The learners shall be able to construct three-dimensional models of whole
cells using indigenous or recyclable materials. The models shall show the cells using indigenous or recyclable materials. The models shall show the
B. Performance Standards following cell parts: (1) Endomembrane System, (2) following cell parts: (1) Endomembrane System, (2)
Mitochondria, and (3) Chloroplast Mitochondria, and (3) Chloroplast
C. Learning Competencies / Ojectives. (STEM_BIO11/12-1ac-1); (STEM_BIO11/12-Ia-c-2); (STEM_BIO11/12-Ig-h-11); (STEM_BIO11/12-Ig-h-12)

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 The Cell: Endomembrane System, Mitochondria & Chloroplasts The Cell: Cytoskeleton and Extracellular Components
III. LEARNING RESOURCES Lis the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.
(1) Retrieved from <http://www.phschool.com/science/
biology_place/biocoach/cells/common.html>
A. References (2) Retrieved from <http://biology.tutorvista.com/animal-and-plant- Retrieved from <http://sciencenetlinks.com/lessons/cells-2-thecell-
as-a-system/>
pp. 8-13 pp. 8-13
3. Texbook pages
4. Additional Materials from Learning

Resource (LR) portal

Biology 3rd Edition by Mackean and Hayward Biology 3rd Edition by Mackean and Hayward
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
IV. PROCEDURES 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 lesson
Ask the learners to make a recap of the differences between prokaryotic Review parts of the cell and focus on the cytoskeleton and extracellular
and eukaryotic cells. components.
B. Establishing a purpose for the lesson Explain the possible ‘pathways’ for protein synthesis (e.g., within the
cytosol or the endoplasmic reticulum)
Discuss the learners’ responses to the pre-topic assignment on the
functions of the following cell parts.
lesson Draw the mRNA + functional ribosome on the endoplasmic reticulum. With
Present an overview of the cell membrane, its structure, and functions. a lot of these, the endoplasmic reticulum becomes a rough endoplasmic
Define what an ‘organelle’ is and differentiate membrane-bound organelles reticulum.
from non-membranebound organelles. Draw Golgi Apparatus and then a vesicle from the rough endoplasmic
D. Discussing new concepts and practicing reticulum that travels to
new skills #1 the Golgi Apparatus and attaches to the part which is nearest the rough
Explain that in eukaryotic cells, the machinery of the cell is endoplasmic reticulum.
compartmentalized into membrane-bound organelles.
E. Discussing new concepts and practicing
new skills #2 Ask the learners what the function of the Golgi Apparatus is. Synthesize
Encourage the learners to look at the cell as both a system and subsystem. their answers and compare the Golgi Apparatus to a factory with an
They should develop an assembly manufacturing line.
understanding of how the parts of a cell interact with one another.
(Leads to Formative Assessment) For the plant cells, instruct the learners to obtain a Rheoe Discolor leaf and
place it on a microscope slide. Draw the polypeptide travelling along the Golgi Apparatus stack; pinching
. Ask the learners to draw the cells on their workbooks and to label the cell off as a vesicle to travel to the next stack. Repeat the process while
partsthat they were able to observe. increasing the complexity of the polypeptide drawing.
G. Finding practival applications of concepts
and skills in daily living On the last stack, explain the ‘pathways’ that the vesicle may follow:
become a lysosome through fusion with an endosome (i.e., formed by
Compare the cell to a big city. Ask the learners what the requirements of endocytosis), or travel to the cell membrane, fuse with it, and empty its
the city would be in order for it to function. contents.
H. Making generalizations and abstractions
about the lesson
Relate these requirements to the parts of the cell. Relate the learners’ Present the composition of the endomembrane system and discuss how
responses to the functions of the different parts of a cell. these parts are connected to each other by structure and by function.
I. Evaluating Learning Do the cell like a big city activty.
Compare animal cells from plant cells. For the animal cells, scrape cheek
cells using a toothpick. Ask the learners to place the scrapings on a
microscope slide and draw the cells on their workbooks and to label the cell
parts that they were able observe,
remediation Facilitate a class discussion on why cells are generally small in size. Explain Assign a research assignment on this question: How do environmental
the relationship between toxins like lead and mercury affect the functions of the cell? The
surface area and volume. assignment shall be submitted one week after this lesson.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? 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% in the
evaluation 100% of learners performed the laboratory activity 100% of learners performed the written activity
B. No. of learners who require additional
activities for remediation who scored below
80%
none none
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
remediation none none
E. Which of my teaching strategies worked
well? Why did these work? Hands on activity using microscope Real Life Application
None none
G. What innovation or localized materials did I
used/ discover which I wish to share with
other teachers?
Instead of using hydrilla plant leaf, I used rhoeo discolor due its availability. I used my Grade 8 Biology book as reference.


I. OBJECTIVES 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.
The learners demonstrate an understanding of the structure and The learners demonstrate an understanding of the structure and
function of the mitochondria and chloroplasts, the organelles involved function of the mitochondria and chloroplasts, the organelles involved
A. Content Standards in energy transformation. in energy transformation.
B. Performance Standards The learners shall be able to construct 3d models of whole cells using The learners shall be able to construct 3d models of whole cells using
indigenous or recyclable materials. These models should show the indigenous or recyclable materials. These models should show the
mitochondria and chloroplasts. mitochondria and chloroplasts.
C. Learning Competencies / Ojectives. The learners describe the structure and function of major and The learners distinguish prokaryotic and eukaryotic cells according to
Write the LC code for each subcellular organelles (STEM_BIO11/12-Ia-c-2) illustrate the structure their distinguishing features (STEM_BIO11/12 -Ia-c-3). Illustrate the
of the mitochondria, label its parts, and understand structure of the chloroplast, label its parts, and relate these parts to
the importance of the enfolding of the inner mitochondrial membrane photosynthesis.
II. CONTENT
Mitochondria and Chloroplast Mitochondria and Chloroplast
III. LEARNING RESOURCES Lis the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in 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
3. Texbook pages


IV. PROCEDURES 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 Review to the learners that the mitochondria and chloroplasts have a
the new lesson small amount of DNA. In eukaryotic cells, the mitochondria and
Facilitate a review of the following concepts: chloroplasts are the organelles that convert energy to other
• Differences between prokaryotic and eukaryotic cells forms which cells can use for their functions.
• Definition of an ‘organelle’
• Differences between membrane-bound organelles and non-
membrane-bound organelles
• Functions of the different parts of a cell
• The endomembrane system
B. Establishing a purpose for the lesson Ask the learners how they understand the concept of Discuss the function and structure of the mitochondria.
compartmentalization. Relate the concept to how
the cell is compartmentalized into organelles.
C. Presenting examples/ instances of the new Compare compartmentalization to the division of a house into a Ask questions to the learners on the structure of the mitochondria. A
lesson receiving room or sala, kitchen, dining room, comfort rooms, sample question could be: What
bedrooms, etc. Compartmentalization separates the DNA material of is the importance of the enfolding of the mitochondria? The response
the nucleus, mitochondria, and chloroplast. would be to increase the surface
area that can be ‘packed’ into such a small space.
D. Discussing new concepts and practicing Discuss the purpose of the mitochondrial membranes.
new skills #1 Ask the learners why they think a house is divided into several rooms.
A possible response is that partitioning of the house into different
parts facilitates the simultaneous occurrence of several activities
without interfering with one another. Explain to the learners that surface area (SA) and volume (V) do not
E. Discussing new concepts and practicing increase in the same manner. As an
new skills #2 Also, materials needed for each object increases in size, its volume increases as the cube of its linear
activity can be stored at their specific areas. For example, pots and dimensions while surface area
pans are being stored in the kitchen increases as the square of its linear dimensions.
and not in the bedroom.
(Leads to Formative Assessment) Ask the learners to answer practice questions on the following Example: If the initial starting point is the same: SA = 2; Volume = 2
electronic resources: (Ratio = 1:1)
• http://www.mcqbiology.com/2013/03/multiple-choice-questions- A one-step increase will result to: SA = 22 = 4 while V = 23 = 8 (Ratio =
on_25.html#.Vl7Uq3YrLrc 1:2)
G. Finding practival applications of concepts Explain and discuss the nature and functions of the Adenosine
and skills in daily living Ask the learners if they have experienced going to a city/municipal hall Triphosphate (ATP) to the learners.
and if they have observed that
the Mayor, Vice-Mayor, and the City/Municipal Administrator have
separate offices. Compare the nuclear DNA to the Mayor and the
mitochondrial DNA and chloroplast DNA to the Vice.
H. Making generalizations and abstractions Adenosine Triphosphate (ATP)—It is the major energy currency of the
about the lesson Explain to the learners that the mitochondria and chloroplasts have a cell that provides the energy for
small amount of DNA. Although most of the proteins of these most of the energy-consuming activities of the cell.
organelles are imported from the cytosol and are thus programmed by
the nuclear DNA, their DNA programs the synthesis of the proteins
made on the organelles’ ribosomes
Instruct the learners to write an essay on probable reasons for these Using the figure below, ask learners to compute surface area vs.
the shared characteristics of the volume.Draw the table on the board and instruct the learners to write
mitochondria and the chloroplast. their measurements.
J. Additional activities for application or Learners shall submit another handwritten essay on the
remediation Endosymbiotic Theory and how it explains the similarity between the Group the learners into pairs. Ask one to draw the endomembrane
mitochondria and chloroplast. system as he/she explains it to his/
her partner. Reshuffle the groupings and repeat until all learners have
performed the exercise.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? 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.
evaluation
80%
lesson.
remediation
well? Why did these work?

other teachers?


I. OBJECTIVES 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.
The learners demonstrate an understanding of the structure and
function of the mitochondria and chloroplasts, the organelles involved The learners demonstrate an understanding of animal tissues and
A. Content Standards in energy transformation. cell modification.
B. Performance Standards The learners shall be able to construct 3d models of whole cells using
indigenous or recyclable materials. These models should show the The learners shall be able to construct a three-dimensional model of
mitochondria and chloroplasts. the animal tissue by using recyclable or indigenous materials.
C. Learning Competencies / Ojectives. The learners describe the structure and function of major and The learners classify different cell types (plant/animal tissue) and
Write the LC code for each subcellular organelles (STEM_BIO11/12-Ia-c-2) illustrate the structure specify the functions of each (STEM_BIO11/12-Ia-c-4) and present a
of the mitochondria, label its parts, and understand five-minute report on how the structures of different animal tissues
the importance of the enfolding of the inner mitochondrial membrane define their function or show a two-minute infomercial about a
disease that is caused by animal tissue malfunction;
II. CONTENT Structure and Functions of Animal Tissues
Mitochondria and Chloroplast and Cell Modification
III. LEARNING RESOURCES Lis the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in 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
3. Texbook pages

IV. PROCEDURES 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 Review on Hierarchy of Biological Organization, on the unifying
the new lesson theme in Biology: “form fits function”
Review to the learners that the mitochondria and chloroplasts have a
small amount of DNA. In eukaryotic cells, the mitochondria and
chloroplasts are the organelles that convert energy to other
forms which cells can use for their functions.
Introduce the lesson objectives. Ask the learners to work in pairs and
Explain and discuss the structure and functions of the Chloroplasts. write the learning objectives using their own words.
lesson The outer and the inner membranes of the chloroplast enclose a semi- Explain to the learners that instead of having the typical one-on-one
gel-like fluid Pinoy Henyo, only one
known as the stroma. The stroma makes up much of the volume of the representative from each group shall be asked to go to the front and
chloroplast. The thylakoid have the mystery word card on
system floats in the stroma. his/her forehead.
D. Discussing new concepts and practicing
new skills #1 Facilitate a class activity (i.e., observation of cells under a
microscope) to illustrate that animals are
Emphasie discussion on the thylakoid system, made up of cells.
E. Discussing new concepts and practicing The thylakoid system is suspended in the stroma. It is a collection of The learners will be asked to identify which among the slides under
new skills #2 membranous sacks called thylakoids. The membranes of these the microscope or which image, photo, or illustration matches the
thylakoids are the sites for the light reactions of the photosynthesis to description of the structure and function that will be given during the
take place discussion.
F. Developing Mastery Relate Photosystem I to stomal thylakoids and Photosystem II to granal Show a PowerPoint presentation that shows the description and
(Leads to Formative Assessment) thylakoids. function of tissues.Ask the learners which among the microscope
slides, image, photo, or illustration fits the given information on
description and function. After the
learners’ responses, you can reveal the image of the specimen with
the corresponding label or type of tissue.
G. Finding practival applications of concepts Important protein complexes which carry out the light reaction of This shall be the foundation of the definition of and discussion on
and skills in daily living photosynthesis are embedded in the animal tissues. The
membranes of the thylakoids and thesea are the Photosystem I and the whole activity and discussion shall last for 90 minutes.
Photosystem II.
H. Making generalizations and abstractions Photosystem I occurs in the stomal thylakoids and Photosystem II takes Connective tissue arrangement can have the positive and negative
about the lesson place in granal thylakoids. effects to the organism it is contained .
I. Evaluating Learning Group the learners into pairs. Ask one to Ask the learners to group themselves in pairs or in groups of threes.
draw the mitochondria and label its parts while the other does the same This will allow the learners to
for chloroplast. Once done, discuss and decide among themselves.
the partners exchange tasks (i.e., the learner that drew the • What is the general function of connective tissues? What function
mitochondria now does the same for the is common to all types of
chloroplast) connective tissues? (1 point) • What is the importance of having a
tissue level in the hierarchy of biological organization? (2 points)
J. Additional activities for application or Research a diagram or a video showing Photosystem I and Photosystem
remediation II . • What do the varying shapes and arrangement of epithelial tissue
suggests? (2 points)
V. REMARKS
evaluation
80%
lesson.
remediation

other teachers?


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
I. OBJECTIVES 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.
The learners demonstrate an understanding of the cell cycle and cell division
A. Content Standards The learners demonstrate an understanding of animal tissues and cell (i.e., mitosis and meiosis).
modification.
The learners shall be able to construct a three-dimensional model of the The learners shall be able to construct a three-dimensional model of the
animal tissue by using recyclable or indigenous materials. stages or phases involved in the cell cycle using indigenous or recyclable
B. Performance Standards materials.
C. Learning Competencies / Ojectives. The learners describe some cell modifications that lead to adaptation to characterize the phases of the cell cycle and their control points
carry out specialized functions (e.g., microvilli, root hair) (STEM_BIO11/12- (STEM_BIO11/12-Id-f-6)
Ia-c-5) and provide insights, offer constructive feedback, and note areas of • describe the stages of meiosis given 2n=6 (STEM_BIO11/12-Id-f-7)
improvement on their classmates’ reports or infomercial. • explain the significance of meiosis (STEM_BIO11/12-Id-f-9)
• construct a diagram of the various stages of
meiosis
II. CONTENT Structure and Functions of Animal Tissues The Cell Cycle and Cell Division: Meosis I
and Cell Modification
III. LEARNING RESOURCES Lis the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in 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
Mader, S.S. (2011).Biology 10th Ed. Mac Graw Hill Education, USA. Mader, S.S. (2011).Biology 10th Ed. Mac Graw Hill Education, USA.
Gen Bio 1 pp. 16-19 Gen Bio 1 pp. 20-24
none none
3. Texbook pages
none none
Resource (LR) portal none none
Mitosis Powerpoint by Pearson Education 2011 Mitosis Powerpoint by Pearson Education 2011
IV. PROCEDURES 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 Review on Hierarchy of Biological Organization, on the unifying theme in Recall definition of cell division
the new lesson Biology: “form fits function”
B. Establishing a purpose for the lesson Introduce the lesson objectives. Ask the learners to work in pairs and write Cell Division—involves the distribution of identical genetic material or DNA
the learning objectives using their own words. to two daughter cells.
What is most remarkable is the fidelity with which the DNA is passed along,
without dilution or error,
from one generation to the next. Cell Division functions in reproduction,
growth, and repair.
C. Presenting examples/ instances of the new Facilitate a lecture-discussion on the general concepts of cell division.
lesson Explain to the learners that instead of having the typical one-on-one Pinoy
Henyo, only one
representative from each group shall be asked to go to the front and have
the mystery word card on
his/her forehead.
D. Discussing new concepts and practicing Facilitate a class activity (i.e., observation of cells under a microscope) to Meiosis is the process by which gametes are generated for reproduction.One
new skills #1 illustrate that animals are of the benefits of sexual reproduction is the diversity it produces within a
made up of cells. population. That variety is a direct product of meiosis.
E. Discussing new concepts and practicing The learners will be asked to identify which among the slides under the Cell cycle checkpoints normally ensure that DNA replication and mitosis
new skills #2 microscope or which image, photo, or illustration matches the description occur only when conditions are favorable and the process is working
of the structure and function that will be given during the discussion. correctly. Mutations in genes that encode cell cycle proteins can lead to
unregulated growth, resulting in Tumor formation and ultimately invasion of
cancerous cells to other organs.
F. Developing Mastery Divide the class into six groups. Four groups will be reporting on Animal
(Leads to Formative Assessment) Tissues while two groups will The groups will race to accomplish the tasks in five stations. In each station,
be creating an infomercial on diseases caused by the malfunction of tissue the learners will assemble given materials to illustrate stages or phases of
types. Each infomercial group shall cover two tissue types. events in the specific process (i.e., interphase, mitosis,
or meiosis).
G. Finding practival applications of concepts Each group will be given five minutes to report or show their infomercial. At Students will show in a diagram the first 2 stages of meiosis I which result in
and skills in daily living the end of each reducing the number of chromosomes (reduction division). In most cases,
presentation, facilitate a five-minute critiquing of the presentation. Make the division is accompanied by cytokinesis.
sure to get feedbacks from (1) Prophase I - the nucleoli disappear, and the nuclear membrane begins to
the learners and clarify misconceptions from the reports . break down. (2)Metaphase I— The synapsed tetrads are found aligned at the
metaphase plate (the equatorial plane of the cell) instead of only replicated
chromosomes.
H. Making generalizations and abstractions Connective tissue arrangement can have the positive and negative effects
about the lesson to the organism it is contained .
Meiosis—reduces the amount of genetic information. It produces haploid
gametes or spores with only one set of chromosomes. During sexual
reproduction, gametes combine in fertilization to reconstitute the diploid
complement found in parental cells. The process involves two successive
divisions of a diploid nucleus.
I. Evaluating Learning Describe the stages of meiosis given based on the shown diagram. Anaphase
I—Chromosomes in each tetrad separate and migrate toward the opposite
poles. The sister chromatids (dyads) remain attached at their respective
centromere regions.
Ask the learners to group themselves in pairs or in groups of threes. This Telophase I—The dyads complete their migration to the poles. New nuclear
will allow the learners to membranes may form. In most species, cytokinesis follows, producing two
discuss and decide among themselves. Ask the learners to briefly and daughter cells.
clearly answer the following questions: • Why are there voluntary and
involuntary muscle tissue functions? (2 points)
• What is the importance of glial cells in nervous tissues? (1 point)
J. Additional activities for application or Identify two cell modifications and describe their respective functions. Discuss crossing over and recombination in meiosis
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? 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.
evaluation
80%
lesson.
remediation

other teachers?

Teaching Dates and Time Aug 2 and Aug 4, 2016 (TTh 8:30- 9:30, TTh 9:50-10:50) Quarter I

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
I. OBJECTIVES 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.
The learners demonstrate an understanding of the cell cycle and cell The learners demonstrate an understanding of the cell cycle and cell
A. Content Standards division (i.e., mitosis and meiosis). division (i.e., mitosis and meiosis).
The learners shall be able to construct a three-dimensional model of the The learners shall put emphasis on the identification of possible errors
B. Performance Standards stages or phases involved in the cell cycle using indigenous or recyclable that may happen during these stages.
materials.
C. Learning Competencies / Ojectives. • discuss crossing over and recombination in meiosis (STEM_BIO11/12- 1. describe the stages of mitosis (STEM_BIO11/12-Id-f-6)
Write the LC code for each Id-f-8) 2. construct a diagram of the various stages of mitosis (STEM_BIO11/12-
• identify disorders and diseases that result from malfunctions in the Id-f-7)
cell during the cell cycle 3. recognize the significance or applications of mitosis (STEM_BIO11/12-
Id-f-9)
II. CONTENT The Cell Cycle and Cell Division: Meosis II The Cell Cycle and Cell Division: Mitosis
III. LEARNING RESOURCES Lis the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in 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
Mader, S.S. (2011).Biology 10th Ed. Mac Graw Hill Education, USA. Mader, S.S. (2011).Biology 10th Ed. Mac Graw Hill Education, USA.
Gen Bio 1 pp. 20-24 Gen Bio 1 pp. 20-24
none none
3. Texbook pages
none none
Resource (LR) portal none none
Mitosis Powerpoint by Pearson Education 2011 Mitosis Powerpoint by Pearson Education 2011
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
IV. PROCEDURES 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 Review on the stages of meiosis I students have learned yesterday. Let learners recall the stages of mitosis they have previously learned in
the new lesson the past years.
B. Establishing a purpose for the lesson Let the learners identify the changes
throughout the different stages and how the organisms undergoing these
The events in the second meiotic division are quite similar to mitotic changes grow and develop by showing a series of pictures of a growing
division. The difference lies, however, in the number of chromosomes child.
that each daughter cell receives. While the original chromosome
number is maintained in mitosis, the number is reduced to half in
meiosis.

lesson Facilitate a discussion on disorders and diseases that result from the Introduce a simplified life cycle of a human being . Show diagrams of cell
malfunction of the cell during the division in multicellular or eukaryotic organisms to the class which relate
cell cycle. to reproduction, growth, and repair.
D. Discussing new concepts and practicing Present some diagrams or illustrations on some errors in meiosis and Facilitate a lecture-discussion on the general concepts of cell division.Cell
new skills #1 allow the learners to predict possible outcomes, diseases, or disorders Division—involves the distribution of identical genetic material or DNA to
that may happen: chromosomes are attached to string-like spindles and two daughter cells. Cell Division functions in reproduction, growth, and
begin to move to the middle of the cell (e.g., repair.
Down Syndrome, Alzheimer’s, and Leukemia)
E. Discussing new concepts and practicing • Mitosis involves the separation of copied chromosomes into separate
new skills #2 Every sex cell made from meiosis has a unique combination of cells.
chromosomes. This means that no two sperm or egg cells are genetically • Unregulated cell division can lead to cancer.
identical. Every fertilization event produces new combinations of traits.
This is why siblings share DNA with parents
and each other, but are not identical to one another.
F. Developing Mastery Students will show in a diagram the first 2 stages of meiosis II Learners conduct a group research on the assigned mitotic stage.
(Leads to Formative Assessment) (1) Prophase II—The dyads contract. (2) Metaphase II—The centromeres
are directed to the equatorial plate and then divide.
G. Finding practival applications of concepts Other chromosome abnormalities: Learners construct a diagram of the assigned mitotic stage.
and skills in daily living • arise from errors in meiosis, usually meiosis I;
• occur more often during egg formation (90% of the time) than during
sperm formation;
• become more frequent as a woman ages.
H. Making generalizations and abstractions • Aneuploidy—is the gain or loss of whole chromosomes. It is the most Learners make a written report on the assigned mitotic stage based on
about the lesson common chromosome abnormality. It is caused by non-disjunction, the guide questions and deliver it orally.
failure of chromosomes to correctly separate: • homologues during
meiosis I or sister chromatids during meiosis
I. Evaluating Learning Describe the stages of meiosis given based on the shown diagram. (1) Teacher provides students a short quiz on identifying different stages of
Anaphase II—The sister chromatids (monads) move away from each mitosis from the different diagrams shown.
other and migrate to the opposite poles of the spindle fiber.
(2) Telophase II—The monads are at the poles, forming two groups of
chromosomes. A nuclear membrane forms around each set of
chromosomes and cytokinesis follows. The chromosomes uncoil and
extend.
J. Additional activities for application or Facilitate microscopic examination of onion root tip to have an overview Research on how uncontrolled mitosis may lead to cancerous tumors in
remediation on mitosis. humans.
V. REMARKS
evaluation
80%
lesson.
remediation

other teachers?


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
I. OBJECTIVES 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 Transport Mechanisms: The learners demonstrate an understanding of Transport
A. Content Standards Simple Diffusion, Facilitated Transport, Active Transport, and Bulk/Vesicular Mechanisms: Simple Diffusion, Facilitated Transport, Active
Transport Transport, and Bulk/Vesicular Transport
The learners shall be able to construct a cell membrane model from The learners shall be able to construct a cell membrane model from
indigenous or recyclable materials. indigenous or recyclable materials.

Write the LC code for each The learners: explain transport mechanisms in cells (diffusion,
The learners: describe the structural components of the cell membrane osmosis, facilitated transport, active transport) (STEM_BIO11/12–Ig-
(STEM_BIO11/12–Ig-h-11); relate the structure and composition of the cell h-13); differentiate exocytosis and endocytosis (STEM_BIO11/12-Ig-
membrane to its function (STEM_BIO11/12-Ig-h-12) h-14)
II. CONTENT
Transport Mechanisms Pt.1 Transport Mechanisms Pt.1
III. LEARNING RESOURCES Lis the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in 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
3. Texbook pages

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
IV. PROCEDURES 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 Before this lesson, ask the learners to read about the topic on transport of
the new lesson materials across membranes. Introduce the topic by providing the learners
with background information.
In order for the cell to stay alive, it must meet the characteristics of life Ask the learners how they understand and visualize a plasma
which include taking nutrients in and eliminating wastes and other by- membrane and what characteristics are essential for it to perform
products of metabolism. . its function. Ask the learners to identify the different mechanisms
on how materials are transported in and out of the cell.
B. Establishing a purpose for the lesson Several mechanisms allow cells to carry out these processes. All of the cell’s To control the entrance and exit of particular molecules,
activities are in one way or another tied to the selective transport of materials is necessary. One simple process is
membrane that separates its interior from the environment facilitated diffusion that utilizes protein transmembrane channels
that are specific to certain molecules.
C. Presenting examples/ instances of the new 1. Divide the learners into groups and ask them the following question:
lesson “What comes to your mind when you see a 20 year old man who is 7.5 ft.
tall and 3.5 ft. tall man of the same age?”Among
their respective groups, let the learners discuss the similarities and Facilitated diffusion is a passive process driven by the concentration
differences between the two. 2. Ask a representative from each group to of molecules both inside and the outside of the membrane. Certain
report the result of their discussion to the whole class. molecules are transported in and out of the cell, independent of
concentration. This process requires the expenditure of energy in
the form of ATP and is called active transport.

new skills #1
3. To demonstrate diffusion, spray an air freshener in one corner of the Differentiate among endocytosis, phagocytosis, pinocytosis,
room and ask the learners to raise their hands if they have smelled the receptor-mediated endocytosis, and exocytosis. Large molecules
scent of the spray. 4. Ask the learners what they have observed. Who enter the cell by generalized nonselective
smelled the scent first? Who are the last ones to smell the scent? How process known as endocytosis. Phagocytosis is endocytosis of a
would you explain the phenomenon wherein learners in the same particulate material while endocytosis of liquid material is called
classroom smelled the spray at different times? Diffusion is the natural pinocytosis. Exocytosis is the reverse process. Receptormediated
tendency for molecules to move constantly. Their movement is random endocytosis is a complicated mechanism involving the transport of
and is due to the energy found in the individual molecules. materials via coated vesicles.
new skills #2
Osmosis is a special type of diffusion specifically associated with the

movement of water molecules. Many cells are isotonic to the
1. Show an illustration of a plasma membrane to the learners. 2. Ask the environment to avoid excessive inward and outward movement of
learners to describe the plasma membrane. water. Other cells must constantly export water from their interior
3. Discuss the importance of the plasma membrane and how indispensable to accommodate the natural inward movement. Most plants are
it is to the life of the cell. hypertonic with respect to their immediate environment. Osmotic
4. Explain how plasma membranes are arranged in the presence of water. pressure within the cell pushes the cytoplasm against the cell wall
5. Let the learners enumerate the structures found in a plasma membrane. and makes a plant cell rigid.
Ask the learners to answer the following practice or guide Ask the learners to answer the following practice or guide
questions: What is the difference between diffusion and facilitated questions: What solution is best for a plant cell? How about for an
diffusion? How do endocytosis and exocytosis allow movement of materials animal cell? Explain the orientation of the phospholipid molecules in
in and out of the cell? the presence of water.
G. Finding practival applications of concepts Describe solution and solute movement in and out of the cell under
and skills in daily living Ask the learners to enumerate the different transport hypertonic, hypotonic, and isotonic conditions.
mechanisms. Differentiate between diffusion and osmosis.
Compare and contrast facilitated diffusion and active transport.
H. Making generalizations and abstractions Present photos of plant and animal cells immersed in an Explain the effects of the different solutions to the cells.
about the lesson isotonic, hypotonic, and hypertonic solution. Ask
which among the three solutions is the best for plants? How
about for animals?
I. Evaluating Learning • Compare specific transport processes (i.e., diffusion, osmosis,
facilitated transport, active transport, endocytosis, and exocytosis)
Ask the learners to design and a model of a plasma membrane in terms of the following:
using recyclable or indigenous materials. • concentration gradient • use of channel or carrier protein
Divide the learners into groups and assign different concentrations of salt • use of energy • types or sizes of molecules transported
solution to be used in making salted eggs.
Ask the learners to answer the following questions: Why does putting salt
on meat preserve it from bacterial spoilage?
J. Additional activities for application or Ask the learners to individually submit a concept map about plasma
remediation membrane and the different transport mechanisms.
Let the learners recognize the effect of a defective membrane in
normal body functioning. Ask them to write an essay about the
possible effects of a faulty plasma membrane aside from the
examples given earlier.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? 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.
evaluation
80%
lesson.
remediation

other teachers?


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
I. OBJECTIVES 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.
II. CONTENT
Review Exam
III. LEARNING RESOURCES Lis the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in 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
3. Texbook pages

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
IV. PROCEDURES 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 lesson

lesson
new skills #1

new skills #2
G. Finding practival applications of concepts
and skills in daily living
H. Making generalizations and abstractions

about the lesson

remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? 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.
evaluation
80%
lesson.
remediation

other teachers?

hing Dates and Time Aug 16 and Aug 18, 2016 (TTh 8:30- 9:30, TTh 9:50-10:50) Quarter I

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
I. OBJECTIVES 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 Transport The learners demonstrate an understanding of Transport
A. Content Standards Mechanisms: Simple Diffusion, Facilitated Transport, Active Mechanisms: Simple Diffusion, Facilitated Transport, Active
Transport, and Bulk/Vesicular Transport Transport, and Bulk/Vesicular Transport
The learners shall be able to construct a cell membrane model The learners shall be able to construct a cell membrane model from
B. Performance Standards fromdescribe
The learners: indigenous
the or recyclable
structural materials. of the cell
components The learners: indigenous or recyclable
explain transport materials.
mechanisms in cells (diffusion,
membrane (STEM_BIO11/12–Ig-h-11); relate the structure and osmosis, facilitated transport, active transport) (STEM_BIO11/12–Ig-
C. Learning Competencies / Ojectives. composition of the cell membrane to its function h-13); differentiate exocytosis and endocytosis (STEM_BIO11/12-Ig-
Write the LC code for each (STEM_BIO11/12-Ig-h-12) h-14)
II. CONTENT
Transport Mechanisms Pt.2 Transport Mechanisms Pt.2
III. LEARNING RESOURCES Lis the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in 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
3. Texbook pages


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,
IV. PROCEDURES 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 Prior to this lesson, instruct the learners to read up on the transport
the new lesson Ask the learners how they visualize a plasma membrane and what of materials across membranes. Ask the learners to identify the
characteristics do they think are different mechanisms on how materials are transported in and out of
essential for it to perform its function. the cell. Introduce the topic by providing the learners with
background information.
B. Establishing a purpose for the lesson A solution with a higher concentration of solutes is said to be
Discuss the importance of the plasma membrane and how hypertonic while a solution with a lower concentration of solutes is
indispensable it is to the life of the cell. hypotonic.
Explain how plasma membranes are arranged in the presence of
water.
C. Presenting examples/ instances of the new Let students enumerate structures found in a plasma membrane.
lesson Make students understand the structure of a phospholipid bilayer
Water crosses the membrane until the solute concentrations are
equal on both sides. Solutions of equal solution concentration are
said to be
isotonic. This only occurs when the solute concentration are the same
on both sides of the membrane.
new skills #1 Compare and contrast facilitated diffusion and active transport. Then
present photos of plant and animal cells immersed in an isotonic,
Plasma membranes—are made up of a phospholipid bilayer in an hypotonic, and hypertonic solution. In addition, describe a solution
aqueous environment. and solute movement into and out of the cell under hypertonic,
Phospholipids are the foundation of all known biological hypotonic
membranes . Many membrane proteins function as enzymes that and isotonic conditions.
speed up reactions in cells. Others act like paste or glue-forming
cell junctions where adjacent cells stick together. Membranes also
contain cholesterol
which reduces the cell’s permeability to substances and make the
bilayer stronger.
E. Discussing new concepts and practicing Ask the learners to enumerate the different transport mechanisms. Explain the effects of the different solutions to the cells. Ask which
new skills #2 Differentiate between diffusion and osmosis. among the three solutions is the best for plants? For animals? Let
them understand water requirement in plants.
F. Developing Mastery Ask the learners to answer the following questions:

(Leads to Formative Assessment) • Explain the orientation of the phospholipid molecules in the
presence of water.
• Enumerate the structures found in a plasma membrane and give Ask the learners to answer the following questions: What solution is
the function of each. best for a plant cell? How about for an animal cell?• Give two ways by
which one could determine whether active transport is going on. •
Compare and contrast the effects of hypertonic and hypotonic
solutions on plant and animal cells. • What role do vacuoles play in
endocytosis and exocytosis?
G. Finding practival applications of concepts Molecules and substances move in several ways that fall within When an animal cell such as red blood cell is immersed in an isotonic
and skills in daily living two categories: passive transport and active transport. In passive solution, the cell gains water at the same rate that it loses it. The
transport, heat energy of the cellular environment provides all of cell’s volume remains constant in this situation.What will happen to
the energy, hence, this is not energy-costly to the cell. Active the red blood cell when immersed in a hypotonic solution which has a
transport, however, requires the cell to do work, requiring the cell lower solute concentration than the cell? The cell gains water, swells,
to expend its energy reserves. and may eventually burst due to excessive water intake. When placed
in a hypertonic solution, an animal cell shrinks and
can die due to water loss.
H. Making generalizations and abstractions Water requirement for plant cells is different due to their rigid cell
about the lesson Differentiate endocytosis, phagocytosis, pinocytosis, receptor- walls. A plant cell placed in an isotonic solution is flaccid and a plant
mediated endocytosis, and exocytosis. wilts in this condition. In contrast with animal cells, a plant cell is
Cells take up molecules more efficiently in this process due to the turgid and healthy in a hypotonic solution. In a hypertonic solution, a
receptor proteins on their surfaces. Each receptor protein bears a plant cell loses water, shrivels, and its plasma membrane detaches
binding site for a from the cell wall. This situation eventually causes death in plant cells.
particular molecule. If the right molecule contacts a receptor
protein, it attaches to the binding site, forming a pocket and
eventually pinching
off into the cytoplasm.
I. Evaluating Learning Assessment questions: Instruct the learners to answer the following
questions to assess their knowledge and understanding of the lesson:
• Why does putting salt on meat preserve it from spoilage by
bacteria? • Compare specific transport processes (i.e.,
Concept mapping Ask the learners to individually submit a concept diffusion,osmosis, facilitated transport, active transport, endocytosis,
map about the different transport mechanisms. You can provide and exocytosis) in terms of the following: • concentration gradient •
them with sample words for their concept map or allow them to use of channel or carrier protein • use of energy • types or sizes of
come up with their own: • plasma membrane • transport molecules transported
mechanisms • passive transport •active transport • diffusion •
facilitated diffusion
• endocytosis • exocytosis • phagocytosis • pinocytosis • receptor-
mediated endocytosis • hypotonic • hypertonic • isotonic
J. Additional activities for application or 2. Ask the learners to individually submit a concept map about the Creating own saturated salt solution for salted egg-making
remediation plasma membrane. You can provide 1. Divide the class into groups and assign different concentrations of
them with sample words for their concept map: salt solutions to be used in
• plasma membrane • semipermeable making salted eggs. 2. Instruct the learners to make their own salt
• phospholipid bilayer • hydrophilic heads solutions and take note of the concentration that they opt to use.
• hydrophobic tails • cholesterol • membrane proteins
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? 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.
evaluation
80%
lesson.
remediation

other teachers?

hing Dates and Time Aug 30 and Sept 1, 2016 (TTh 8:30- 9:30, TTh 9:50-10:50) Quarter I

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
I. OBJECTIVES 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.
A. Content Standards The learners demonstrate an understanding of the structures and The learners demonstrate an understanding of the structures and
functions of carbohydrates and lipids and their roles in specific functions of carbohydrates and lipids and their roles in specific
metabolic processes. metabolic processes.
The learners shall be able to explain the role and significance of The learners shall be able to explain the role and significance of
B. Performance Standards carbohydrates and lipids in biological systems. carbohydrates and lipids in biological systems.
C. Learning Competencies / Ojectives. The learners will be able to: detect the presence of carbohydrates
Write the LC code for each and lipids in food products using simple tests; perform tests for the
The learners will be able to: categorize the biological molecule as presence of starch and reducing sugars and lipids on
a carbohydrate or lipid according to their structure and function common food products
(STEM_BIO11/12-Ii-j-15) • explain the role of each biological
molecule in specific metabolic processes (STEM_BIO11/12-Ii-j-16)
II. CONTENT Carbohydrates and Lipids: Structures and Functions of Biological
Carbohydrates and Lipids: Structures and Functions
Molecules
of Biological Molecules
A. References
3. Texbook pages


step.
A. Reviewing previous lesson or presenting Introduce the list of important terms that learners will encounter
the new lesson in this lesson: • macromolecule• polymer• monomer •
dehydration reaction • hydrolysis • carbohydrates •
monosaccharides, disaccharides• glycosidic linkage •
polysaccharide • starch • glycogen • cellulose • chitin • lipids• fat
• fatty acid • triacylglycerol • saturated fatty acid • unsaturated
fatty acid • trans fat• phospholipids• steroids• cholesterol
1. Divide the class into groups of three. 2. Distribute sample food

or nutrition labels to each group and ask them if they know how to
interpret the information written on the food labels. Ask the
following questions to facilitate the discussion •How many
servings are in this container?•Would you agree that this is the
reasonable amount of food you would consume per serving? How
many total food calories (C) are in this container?
C. Presenting examples/ instances of the new How much fat is present in one serving? What kind of fat?
lesson What is the importance of consuming fats in our diet?
•How much carbohydrates are present in one serving?
What kind of carbohydrates? What is the importance of
consuming carbohydrates in our diet?
•Decide on whether this food sample can be eaten often
or sparingly and justify.
D. Discussing new concepts and practicing Recall that human beings, like all animals, are heterotrophs that
new skills #1 need to take in energy and organic molecules (carbohydrates, fats,
and proteins) from plant and animal matter. Explain to the
learners that this lesson will describe the structure of
carbohydrates and lipids and explain the role that these
biomolecules play in important biological processes.
E. Discussing new concepts and practicing Point out that the bulk (i.e., more than 90%) of the human body
new skills #2 weight is provided by only three elements: oxygen, carbon, and
hydrogen. We get these elements primarily from the food we eat,
from the water we drink, and from the air we inhale around us.
Explain to the learners that biogeochemical cycles such as the
carbon-oxygen cycle and the water cycle play important roles in
ensuring that we have access to these important elements.
F. Developing Mastery Ask the learners the following practice questions through oral
(Leads to Formative Assessment) recitation. 1. What do humans get from food? 2. What are
carbohydrates? 3. How are carbohydrates formed? 4. How are
carbohydrates classified?
G. Finding practival applications of concepts All forms of life, not only that of humans, are made up of four
and skills in daily living kinds of important large molecules: carbohydrates, lipids, proteins,
and nucleic acids. All of these have carbon atoms as their
backbones since carbon is capable of forming up to four chemical
bonds with atoms of other elements.
H. Making generalizations and abstractions Carbohydrates are examples of macromolecules. These are
about the lesson chainlike molecules called polymers (mere means part) made from
repeating units like monomers. Polymers can be formed from
covalently-bonded monomers much like a single structure can be
made out of repeated building blocks linked to each other. These
monomers, called monosaccharides, form covalent bonds when
one monomer loses a hydroxyl group and the other loses a
hydrogen atom in dehydration or condensation reactions, forming
disaccharides.
Divide the class into small groups. Provide the groups with
different structures of lipids or carbohydrates and ask them to
create models using common or recyclable materials. Ask the
learners to explain or write a short description of their models. In
grading the models, check to see if the learners were able to
create an accurate model of the assigned lipid or carbohydrate.
Ask the learners, still in their small groups, to create a short
flowchart that will allow them to distinguish between the different
kinds of carbohydrates and lipids based on their structures.
J. Additional activities for application or Divide the class into groups. Instruct the learners to prepare the
remediation following materials next meeting that are needed for
the laboratory activity: • eight glass droppers, medicine droppers,
or caps • 12 test tubes• test tube holders or tongs • beaker•
alcohol lamp • iodine solution • ethanol solution
• glucose solution • flour or cornstarch• cooking oil • sample of
student brought food or drink (cooked rice, fresh pineapple,
softdrink, bread, biscuit)• mortar and pestle
V. REMARKS
evaluation
80%
lesson.
remediation

other teachers?

hing Dates and Time Aug 30 and Sept 1, 2016 (TTh 8:30- 9:30, TTh 9:50-10:50) Quarter I

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
I. 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.
Structures and Functions of
Biological Molecules: Nucleic Acids & Amino Acids 1. ATP- ADP Cycle
2. Photosynthesis
3. Respiration
Construct models of the DNA Replication prepare simple fermentation
B. Performance Standards setup using common fruits
to produce wine or vinegar
via microorganisms
C. Learning Competencies / Ojectives. The learners will be able to: 1. explain coupled reaction processes and
Write the LC code for each describe the role of ATP in energy coupling and transfer 2.describe
1. categorize the biological molecules (nucleic and amino acids) the major features and chemical events in photosynthesis and
according to their structure and function STEM_BIO11/12-Ii-j-15 2. respiration 3. appreciate the importance of chlorophyll and other
Identify the amino acid coded for by the mRNA codon using the pigments
Genetic Code Table.
II. CONTENT Nucleic and Amino Acids Energy Transformation
A. References
3. Texbook pages


step.
A. Reviewing previous lesson or presenting Review previous concept on THE SUN as the MAIN SOURCE OF
the new lesson Nucleic acids are molecules that store information for cellular ENERGY FOR LIFE ON EARTH Sunlight energy is transformed to energy
growth and reproduction stored in the form of chemical bonds
B. Establishing a purpose for the lesson Plants absorb sunlight and use its energy to grow directly.
Autotrophic plants use chloroplasts, and the process of
There are two types of nucleic acids: deoxyribonucleic acid (DNA) photosynthesis, to capture the energy from sunlight and store it by
and ribonucleic acid (RNA) These are polymers consisting of long creating sugar (glucose) molecules.
chains of monomers called nucleotides A nucleotide consists of a
nitrogenous base, pentose sugar and a phosphate group.
C. Presenting examples/ instances of the new To determine the order of bases in DNA , mRNA and tRNA, consider It is important for you to realize that photosynthesis alone can not
lesson the complementary base pairs in the DNA : T- A , G-C and RNA: A-U, sustain life. Remember, glucose is like a storage house for energy,
G-C. To identify the amino acid , look at the bases in the mRNA , storing the chemical energy obtained from the sun. How is all of this
example: AUG codes for amino acid –methionine. energy released from storage?
D. Discussing new concepts and practicing Essential Amino Acids: Arginine Histidine Isoleucine Leucine Lysine Respiration releases the chemical energy stored in glucose, which is
new skills #1 Methionine Phenylalanine Threonine Tryptophan Valine used by the cells to carry out their life activities (growing, moving,
etc.). Sunlight (radiant energy) is Transformed through the process of
Photosynthesis in Green Plants Transforming the radiant energy into
GLUCOSE (chemical energy) which can be
Respired by Plants & Animals to Transform chemical energy
Into other forms Required to continue living.
E. Discussing new concepts and practicing Non-Essential Amino Acids: Alanine Asparagine Aspartic Acid Photosynthesis is the process by which autotrophic organisms use
new skills #2 Cysteine Glutamic Acid Glutamine Glycine Proline Serine Tyrosine light energy to make sugar and oxygen gas from carbon dioxide and
water . It occurs in chloroplasts, organelles in certain plants. All green
plant parts have chloroplasts and carry out photosynthesis
F. Developing Mastery Write out the chemical equation for photosynthesis. Using the
(Leads to Formative Assessment) magazines supplied, cut out pictures/symbols that can represent the
reactants and products of photosynthesis
Carbon Water Oxygen

dioxide Glucose gas
G. Finding practival applications of concepts Amino acids are the building blocks of proteins. Proteins are When is ATP Made in the Body? During a Process called Cellular
and skills in daily living natural polymers of successive amino acids. There are 20 different Respiration that takes place in both Plants & Animals
amino acids that make up human proteins
H. Making generalizations and abstractions Of the 20 amino acids that make up proteins 10 of them can be
about the lesson synthesized by the human body The other 10 amino acids must be How is ATP Re-Made? The reverse of the hydrolysis process occurs.
acquired from food sources. These amino acids are known as Thus, the ATP and ADP cycle.
essential amino acids
I. Evaluating Learning . In constructing the model use yellow=adenine, orange=uracil, Create a labeled diagram showing The ADP-ATP Cycle
violet= guanine, red=cytosine, green=thymine, protein= light blue,
other components= pink. Illustrate the replication process by
constructing the replication fork with the following components:
Adenine, uracil, guanine, cytosine, thymine, single stranded binding
proteins, topoisomerase, helicase, RNA primase, ligase, DNA ATP
polymerase
ATP-ase Synthetase
J. Additional activities for application or 8. After constructing the model and watching the video, answer the Research on the ff: Group 1. electron flow through light
remediation following guide questions: reaction events Group 2. significant events of the Calvin cycle
A. Compare the 2 new strands of the DNA are they the same? Why Group 3. differentiate aerobic from anaerobic respiration
or why not?
B. How do you compare the DNA molecule to a zipper?
C. How does the structure of a DNA molecule help account for the
great variety of life on earth?
D. Enumerate and describe the process of DNA replication based on
the video?
E. What are the roles of mRNA, rRNA, and tRNA in making proteins
in the cell?
V. REMARKS
evaluation
80%
lesson.
remediation

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Annex 1d to DepEd Order No. 42, s.

GRADES 1 to 12 School BOTBOTONES ELEMENTARY SCHOOL Grade Levels

1. Teacher's Guide pages

2. Learner's Material pages

4. Additional Materials from Learning Resource

B. Other Learning Resources

B. Establishing a purpose for the lesson

C. Presenting examples/ instances of the new

D. Discussing new concepts and practicing new skills

E. Discussing new concepts and practicing new skills

H. Making generalizations and abstractions about

J. Additional activities for application or

B. No. of learners who require additional activities

C. Did the remedial lessons work? No. of learners

D. No. of learners who continue to require

G. What innovation or localized materials did I used/

GRADES 1 to 12 Paaralan BOTBOTONES ELEMENTARY SCHOOL Baitang/ Antas

LUNES MARTES MIYERKULES HUWEBES BIYERNES

1. Mga pahina sa Gabay ng Guro

2. Mga Pahina sa Kagamitang Pang Mag-

3. Mga pahina sa Teksbuk

4. Karagdagan Kagamitan mula sa portal ng

B. Iba pang Kagamitang Panturo

A. Balik-aral sa nakaraang aralin at/o

B. Paghahabi sa layunin ng aralin

C. Pag-uugnay ng mga halimbawa sa bagong

D. Pagtalakay ng bagong konsepto at

E. Pagtalakay ng bagong konsepto at

J. Karagdagang gawain para sa takdang-aralin

C. Nakatulong ba ang remedial? Bilang ng

D. Bilang ng mga mag-aaral na magpapatuloy

F. Anong suliranin ang aking naranasan na

G. Anong kagamitang panturo ang aking

GRADES 1 to 12 School BOTBOTONES ELEMENTARY SCHOOL Grade Level

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

ARRIVALTIME Performance Standard:

Learning Competency Code:

MEETING TIME 1 Performance Standard:

Learning Competency Code:

WORK PERIOD 1 Performance Standard:

Learning Competency Code:

MEETING TIME 2 Performance Standard:

Learning Competency Code:

SUPERVISED RECESS Performance Standard:

Learning Competency Code:

STORY Performance Standard:

Learning Competency Code:

WORK PERIOD 2 Performance Standard:

Learning Competency Code:

Learning Competency Code:

MEETING TIME 3 DISMISSAL ROUTINE

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

G. What innovation or localized materials did I used/ discover which I wish to

GRADES 1 to 12 School Kabatan National High School Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C. Learning Competencies / Ojectives. (STEM_BIO11/12-1ac-1); (STEM_BIO11/12-Ia-c-2); (STEM_BIO11/12-Ig-h-11); (STEM_BIO11/12-Ig-h-12)

4. Additional Materials from Learning

B. Other Learning Resources

GRADES 1 to 12 School Kabatan National High School Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1. Teacher's Guide pages

2. Learner's Material pages