School: Grade Level: 7

GRADES 1 to 12 Teacher: . Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and
MELC BASED Time: Quarter: Q2 WEEK 4B

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Pamantayang Pangnilalaman the difference between animal and plant cells
(Content Standards)

Pamantayan sa Pagganap employ appropriate techniques using the compound microscope to gather data about very small object
(Perfomance Standards)

Pamantayan sa Pagkatuto Explain why the cell is considered the basic structural and functional unit of all organisms S7LT -IIe - 5
(Learning Competencies)

Layunin
Lesson Objective
Identify the characteristics
Describe the nature of a Differentiate a eukaryotic cell prokaryotic cells through a
from prokaryotic cell close study of
cell Analyze the Cell theory
bacteria

Paksang Aralin Types of Cell (Prokaryotic and A Closer Look at Prokaryotic Cell
(Subject Matter) The Nature of the Cell Cell Theory Eukaryotic) Different Kinds of
History of the Cell Functions of Cell Bacteria
Cell in the Body (Eukaryotes)
Kagamitang Panturo Teacher’s Guide Teacher’s Guide Te Textbook Pages:
(Learning Resources) Pages: pp 58 Pages: pp 58 xt Biology Exploring Life Through
Learner’s Material bo Science, pp 64
Page: pp 78 ok
Learner’s Material
Page: pp 78 Pa
Textbook Pages: Biology, pp ge
42-45 Biology Exploring Life s:
Textbook Pages: Biology, pp
Through Science, pp 56-65 Bi
44-45 Biology Exploring Life
Through Science, pp 56 ol
og
y,
pp

Pamamaraan
(Procedure)
a. Reviewing Previous
Lesson or Presenting
the New Lesson Let the students create a
Venn diagram showing
their prior knowledge of
the difference between
living and non-living
things.
b. Establishing purpose Use the reviewing lesson to
for the lesson assess further students’
prior knowledge about a
cell. The teacher may ask the
following:
1. How did you know that cell
is the main difference of a
living from non-living
things?
(possible right answers may
arise then, ask this)
2. Why are living things
composed of cells?
3. Why are non-living
things do not composed of
cells?
The teacher will ask the
students, “What is a cell?”,
“What do you know about
a cell?”
Show the pictures of the
following scientists in this
form and ask this, “Who
are these scientists and what
is their contribution in the
timeline of the cell?”
Using the diagram of
pictures above, further
ask the following:
1. What do these
people/scientists have
in common?
(They all contributed in
the discovery of the
cell)
2. Will you explain the
diagram or scenario of
the pictures? Why is it
structured like that?
(Robert Hooke
discovered the cell, the
started the cell discovery
advancement of the
three scientists…)
3. Do you have any idea
about the theory of
Schwann, Schleiden and
42
-
43
Biology Exploring Life
Through Science, pp 62
In the first five (5) minutes the Show a video of a bacteria story.
class will read an article that The link is provided below:
discusses about the benefit of a https://m.youtube.com/watch?
“wimpy” handshake. v=qCn92mbWxd4&t=20s
(The article can be download at : Let the students write down ten
https://well.blogs.nytimes.co observations as they watch the video.
m/2014/07/30/the-upside-
of-a- wimpy-handshake/?
_php=true&_type=blogs&_r=
0)
Prior to having the 1. According to the video how many
students read the article, sides are there in the
the teacher will give bacteria?
dependent focus questions 2. What have been some of the
for the author’s purpose of benefits of having
for writing the article. bacteria both in the past and in the
present?
3. Why do you think people are scared
Possible questions can be:
of bacteria?
1. According to the author, 4. Are bacteria alive?
why is there an upside to a
“wimpy”
handshake?
2. What is the claim the
author is stating? What is the
author’s evidence to support
the claim?
 Virchow?
(Possible answers may
arise).

c. Presenting The teacher will bridge the After a quick share out, In this part of the lesson, students
example/instances of answers of the students inform the students the use their prior knowledge of bacteria
the new lesson Students’ responses may from the discovery of the to read a text dealing with
rationale for using the
be: three which is one of the bacteria. They are going to determine
1. Cell makes up the living article in today’s lesson,
basic principles of Biology, the central idea or conclusion of the
things. besides its interesting topic
the Cell theory that arises text.
2. The cell is the smallest from each of their (rate of bacteria transfer (This may be by individual, dual or
unit of matter depending on type of
discoveries: group)
that can carry on all the handshake) and that they
processes of life.
1. Matthias Schleiden- in will be delving deeper into They may choose their article and
3. A cell is a living.
1838, developed the the study of cells. make a reflection afterwards.
Based on these theory that plants were made Reflection may be by reporting or
instances highlight the of cells paper works.
common denominator 2. Theodore Schwann- in *Articles are attach on the next pages.
that Cell is the basic 1839, said that
unit of life. animals were made up of
cells
-. 3. Rudolf Virchow- said that
all cells come from pre-
existing cells
d. Discussing new Identifying key points on Using the information of Discuss that primarily Introduce the concept of
concepts the board or the concept that gives credit there are two types of prokaryotes, they are
PowerPoint to the three scientists analyze cells (the basic unit of life) unicellular, do not have nucleus and
presentation the the cell theory: membrane bound organelles compared
which are prokaryotic and
nature, to eukaryotes.
definition and how cells eukaryotic.
1. All living things are made
operate in living things.
up of cells. They may be Afterwards, they will complete a
Prokaryotic cells- like
unicellular or multicellular. Prokaryote Coloring
Key points: bacteria, they do not
2. The cell is the basic unit of Page which requires students to read
1. Cell is the basic unit of have nucleus and
life. and find evidence to answer included
life. membrane bound
2. Some organisms 3. Cells arise from pre- questions.
existing cells. organelles; DNA floats and You can download the worksheet at:
single-celled or just coils up itself
unicellular like viruses and (They are not derived from
spontaneous generation. ) https://biologycorner.com/
 bacteria.
3. Most are multicellular
like animals, plants and
humans.
4. Life activities that keep
organism alive takes place
inside the cells, such as
converting food into energy.:
Eukaryotic cells - composed worksheets/prokaryote_color.
DNA enclosed in their html
nucleus, and they have
membrane bound organelles
like mitochondrion, Golgi
bodies and other e.g plants
and animal cells

Outlining development of
the history of the cell from
its origin with Robert Hooke
to the present by using a
Think-Pair-Share activity.

1. Tell the students to observe

the image above and ask
them to write down three
observations.
2. Tell them a scientist by
the name of Robert Hooke
was the first one to come up
with the name for these
boxes.
3. Ask them if anyone
knows what they
are called. (cells)
4. Tell them what they are
looking is a
cork.
5. Discuss the scientists who
contributed to the history of
cell from Robert Hooke,
Anton Van
Leeuwenhoek,
Henry
Dutrochet, Robert
Brown, Theodore
Schwann, Matthias
Schleiden,
Rudolf
Virchow and Felix Dujardin
e. Continuation of the
discussion of new
concepts
Ask the students, “Why is it
important that we should
have cells?” As the students
recognize the role of the cell,
the teacher should back-up
concepts, too.
f. Developing Mastery WHO AM I? Describe the
contribution of the scientist
on the development of the
timeline of the history of cell
and let the students identify
them.
To further illustrate the To further illustrate the prokaryotic cell
structural differences of discuss its parts and function and let the
students later do the Activity 1 in the
the two cells
Developing Mastery.
Ask several students the provide this
following: link is
Using Power point, recognize the three
http://www.youtube.com/ shapes of bacteria through several
1. How will you generalize watch?v=QON4z97Ag samples
the three concepts
of the cell theory? After the video the teacher
(Realize that living things
will ask the following to
are composed of
enhance their concept
cells and carry
understanding of the
specific structures
differences of the two cells:
and
functions)
1. What does “naked” DNA
Functions such as: mean? What kinds of
1. Growth organisms have “naked”
2. Homeostasis DNA?
3. Metabolism 2. Where do you find
4. Protection membrane bound
5. Reproduction organelles?
6. Response to stimuli 3. What is the function of
mitochondria in eukaryotes?
2. How do these cell
functions help living to
Show some pictures of the cells
SURVIVE?
found in the human body. Let
them identify where it can
be found, their functions or
descriptions
WRITE IT! Students will be LABEL, PLEASE! Let the students label
answering three task cards. DOUBLE BUBBLE MAP and identify the function of each parts
(this maybe given as a home How to create this: of the prokaryotic cell.
task) 1. Near the center of You may download the worksheet at:
their work space write the
Task 1. List the three parts of names of the two things that http://www.scienceprofonline.com/
the cell theory Task 2. Why are being described. Each item virtual-cell-main.html
 1. I proposed that all living
things are made up of cells,
who am I? (Dutrochet)
2. I discovered the nucleus of
cell, who am
I? (Brown)
3. I stand to the theory that
plants were
made up of cells, who am I?
(Schleiden)
4. I said that all cells arise
from pre-
existing cells, who am I?
(Virchow)
5. I recognized that
unicellular organisms exist.
(Dujardin)
6. I used cork cells, guess
who am I?
(Hooke)
7. I didn’t thought that I saw
a bacteria, who am I?
(Leeuwenhoek)
8. I studied the animal cells,
who am
I?(Schwann)
g. Finding practical Practical application concept
applications of or questions of cell and its
concepts and skills in history:
daily living
1. What is the importance of
money in the economy and
industry?
2. What makes a building
sturdy?
3. Explain the quote, “Be
faithful in small things
because it is in them that
your strength lies”
h. Making generalizations Asking students to
and abstractions about summarize the day’s lesson
the lesson through these questions:
do you believe so many
scientists were involved in
the development of cell
theory?
Task 3. What impact has the
cell theory had on the
modern day world in which
we live in?
Practical application concept
or questions of cell theory
and function: this may be
given as a home task then
make a follow-up
1. What makes a theory and
law be accepted?
2. Why is equal rights on the
law and jurisdiction
essential? (application of
homeostasis function of cell)
Enumerate the three
concepts in the cell
should be should be in its own
circle with space between the
circles for details.
2. In the middle of two
things being compared, write
the common qualities in a circle
and should be connected with a
line to the original circles.
3. On the outside of
each original circle, you should
write descriptions that are
unique to each item and
should be connected with with
a line to what it describes.
Use the diagram
sample attach next pages
Practical application concept or Practical application concept or
questions of the type of cells: questions of the type of
this may be given as a home task prokaryotic cells: this may be
then make a follow-up given as a home task then make
a follow-up
1. Why is blueprint in 1. Is it important that we should
structuring buildings, cities, pay value to our roots,
and houses important? ancestors or elders?
2. Why is there need to have a 2. What makes negativity
sense of security in life? positive?
(concept application of
Nuclear envelope of DNA)
Let students review or Let students complete exit slip and turn
make a reflection on it at the end of the class or complete it
for home task.

1. What was Robert Hooke’s
contribution to cells?
2. Why cells are important to
all living things?
3. What will happen if living
things don’t
have cells?
i. Evaluating learning Directions: Listen and choose
the correct answer on these
questions:
1. What was Robert Hooke
most famous for?
a. Being the first person to
use the word
“cell”.
b. Discovering cork.
c. Creating an electron
microscope
d. Illustrating an animal cell.
2. What were scientists
beginning to realize?
a. Animal cells are the
building blocks of
life
b. All living are made up of
cells.
c. All atoms are made up of
cells.
d. Plants are the basic unit of
life.
3. Which of the following is
not true?
a. Cells are alive.
theory and give
evidence/s that prove/s
it truth and factual.
(may be
individual
recitation)
Example:
1. Cells arise
from pre-
existing cells -
continuous cell division
of RBC in the human
system.
Directions: Listen and choose
the correct answer on these
questions.
1. Who was the first person
to see cells under a
microscope and give them a
name?
a. Anton van Leeuwenhoek
b. Matthias Schleiden
c. Robert Hooke
d. Theodore Schwann
2. Who was the scientist to
advance the cell theory with
his conclusion that cells could
only come from other cells?
a. Anton van Leeuwenhoek
b. Matthias Schleiden
c. Rudolf Virchow
d. Theodore Schwann
3. What is a benefit of the
development of
the cell theory?
a. Cells have made
microscope gets better.
b. There are less biologist
today.
the following questions: Exit Slip is attach on the next pages.
1. What do all cells have in
common?
2. What are organelles?
3. Compare the location of
the DNA or the genetic
material of
eukaryotic and prokaryotic
cells?
4. What are the only
prokaryotes?
Directions: Listen
and choose the Directions: Determine if the statement
correct answer on is true or false.
these questions.
1. Which type of cell has 1. Bacteria are multiple-celled
microscopic organisms.
DNA that is free floating in
2. Common bacterial shapes are rods,
the cytoplasm
spheres and cones.
(not contained in the 3. Most prokaryotic cells are much
membrane bound nucleus)? smaller than eukaryotic cells.
a. eukaryote c. 4. Prokaryotes were the first living
prokaryote things to evolve.
b. nucleokaryote d. all 5. A prokaryote uses its “whip” for
types of cells capturing prey.
Answers:
2. Which type of cell could (1) false (2) false (3) true (4) true (5)
have an ER, mitochondria, false
ribosomes,
and a Golgi body?
a. eukaryote c.
prokaryote
b. nucleokaryote d. all
types of cells
3. Which type of cell is
larger?
a. eukaryote c.
 c. There is more disease on prokaryote
Earth now. b. nucleokaryote d. all
d. Scientists now know much types of cells
more about cells and bacteria
which is a benefit to all
4. What type of cells help
humans.
the immune system fight
4. What does cells come from against
other cells means? diseases and infections?
b. Cells are the basic building a. nerve cells c.
a. When cells move they
blocks of life.
need another cells to move stem cells
c. Sometimes single cells
exist on their own and
with it b. Red blood cells d.
b. Cells can be created out of white blood cells
sometimes creatures are
thin air
made up of millions of cells.
c. Cells are only created by 5. What type of cell has the
d. Atoms are living cells.
other cells unique ability to develop
d. Animal cells come from
4. All cells … into many
plant cells
a. have DNA b. are alive different cell types?
b. do chemical reactions d. c. nerve cells c.
5. What do you call a function
all of the above stem cells
of a cell where it keeps
conditions inside the b.Red blood cells d.
5. The word cellulae means white blood cells
organism with tolerable limits
a. cell b. jelly
(balanced)?
b. dark d. small rooms
(answers (1) c (2) a (3) a
a. Growth c. (4) d (5) c)
Metabolism

b. Homeostasis d.
Protection

(answers (1) c (2) c (3) d (4)

c (5) b)
j. Additional activities for
application or
remediation
REMARKS

REFLECTION

a. Number of learners
who earned 80% of
the evaluation
b. Number of learners
who require
additional activities
for remediation
who scored below
80%
c. Did the remedial
lesson work?
d. Number of learners
who have caught
up with the lesson
e. Number of learners
who continue to
require
remediation
f. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
g. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?