Detailed Lesson Plan 40 Minutes

College of Education
Detailed Lesson Plan (Science and Technology 10)
I. Objectives:
A. Content Standards
The learners are expected to demonstrate their understanding about animal
and plant cells.
B. Performance Standards
The learners should be able to create a model of a cell representation, label
and state their functions.
C. Learning Competency
Be able to participate in class and enumerate the difference among animal
and plant cells.
At the end of 40-minutes of the lesson, 75% of the students should be able to:
1. distinguish animal cell from plant cell.
2. identify the parts of a plant and animal cell.
3. understand the functions of each part of the cell.
II. Materials Needed:

Powerpoint Presentation, Manila Paper, Pentel Pen, Activity Paper
III. Content:
Topic: Different Structures of Animal Cell and Plant Cell
IV. Resources:
Admin. (2023). Animal Cell – Structure, Function, Diagram and Types. BYJUS.
https://byjus.com/biology/animal-cell/
McLaughlin, K., PhD. (2021). Plant Cell. Biology Dictionary.
https://biologydictionary.net/plant-cell/
Lumen Learning. (n.d.). Animal Cells versus Plant Cells | Biology for Non-Majors I.
https://courses.lumenlearning.com/wm-nmbiology1/chapter/animal-cells-
versus-plant-
cells/#:~:text=Animal%20cells%20have%20centrosomes%20(or,whereas%20
animal%20cells%20do%20not.
V. Values:
Attentiveness, Teamwork, and Cooperation
Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP)
Member: Philippine Association of State Universities and Colleges (PASUC)
Agricultural Colleges Association of the Philippines (ACAP)
VI. Procedure:
A. Before the Lesson

Teacher’s Activity Student’s Activity
1. Daily Routine
a. Greetings
▪ “The sun is up and seems you all have ▪ “Good Morning, Ma’am!”
that beautiful sunshine in your faces.
Good Morning students!”
▪ “How are you today?” ▪ “We are doing great!”
▪ “That’s good to hear.”
b. Prayer
▪ “Before, we start our class, let us first ▪ “Yes, Ma’am.”
ask guidance from our Almighty
Father, can we have June to lead our
prayer? “
▪ (June will start the prayer)
▪ “Amen.”
c. Securing the Cleanliness

▪ “Before taking your seats, please pick ▪ (Students will follow)
up some garbage under your chairs,
and arrange your chairs properly.”
d. Checking of Attendance
▪ “Before we start our discussion, may ▪ “No Ma’am.”
I know who is absent in this class?”
▪ “Very Good, and because of that, I ▪ (Students are excited and happy)
will give you all an extra points for
being having a complete attendance
on my class!”
2. Review of the Previous Lesson
▪ “Before we proceed to our new ▪ “We examine the different parts of

lesson, may I ask, what did we do last the microscope, Ma’am.”
time on our class?”
▪ “Very good! If you can still recall, ▪ “It’s a compound microscope,
what type of microscope did we Ma’am.”
examine?”
▪ “Excellent! Can someone, give me a ▪ (Students are raising their hands)

part of compound microscope?”
▪ “Yes July.” ▪ “An objective, Ma’am.”
▪ “And, what’s the function of an ▪ “ It is a selectable lenses that magnify

objective? Yes Feby.” object, Ma’am.”
▪ “Very Good! Seems like you all

listened carefully on our previous
topic!”
▪ “Okay, our topic this morning we are ▪ “Yes, Ma’am!”

going to explore the different
structures of animal and plant cells.
Re you all excited to learn new
things, and have fun in our class?”
3. Motivation
▪ “Before we proceed with our ▪ “Yes, Ma’am!”
discussion, I have prepared here
some jumbled letters, so, all you have
to do is to arrange them and give a
simple definition about the arranged
words. Are we clear?”
▪ (Play Presentation, with the first

jumbled letters)
CTYLOPSMA
▪ “Our first jumbled letters are. ▪ (Students started to raise their hands)
▪ “Yes, April.” ▪ “It is CYTOPLASM, Ma’am.”
▪ (Next slide, displayed the correct

answer)
▪ “It is a CYTOPLASM, you’re

correct!”
▪ “April, do you have any idea about ▪ “It is a jelly-like material which
cytoplasm?” contains all the cell organelles,
enclosed within the cell membrane.”
▪ “Excellent! Please take your seat. ▪ (Students started to think again)

Next jumbled letters.”
CNRSMETOOE
▪ “Yes, Aaron” ▪ “I think, it is CENTROSOME,

Ma’am.”
▪ “Seems that you’re not yet sure about

your answer, then let see if it is
centrosome.”

answer)
▪ “Very Good, Aaron! It is ▪ “It is a small organelle found near the

CENTROSOME. So, Aaron, do you nucleus.”
have any idea if what is centrosome?”
▪ “Seems everyone is excited to see our ▪ (Students raises their hands)

last jumbled letters, here it is.”
EMOSOSYL
▪ “Yes, Amarra.” ▪ “It is LYSOSOME, Ma’am.”
▪ “That’s quick! Let us see if it is really

a lysosome.”

answer)
▪ “Great Job, Amarra! Now, can you ▪ “They are round organelles
define what is lysosome?” surrounded by a membrane.”
▪ “Very good! Please take your seat.

Seems like you all have a background
about our lesson this morning. As we
begin our lesson proper, again, our
topic is all about the Different
Structures of Animal and Plant
Cells.”
4. Presentation of Lesson Objectives
▪ “Before we start our class, of course ▪ At the end of 60-minutes of the

we should know first our aims and lesson, 75% of the students should be
goals at the end of our class able to:
discussion. And here are the 1. distinguish animal cell from plant
objectives of our lesson, Ara, please cell.
read our objectives.” 2. identify the parts of a plant and
animal cell.
3. understand the functions of each
part of the cell.
▪ “Thank you, Ara.”
B. During the Lesson

1. Activity (15 minutes)
▪ (The teacher will first introduce the ▪ (Students are listening attentively)
topic and then discuss step-by-step
all the important things, and what are
the things to do following the
lessons.)
▪ (Flashed the topic in the screen)
▪ “Okay Class, an animal cell is a type

of eukaryotic cell that lacks a cell
wall and has a true, membrane-bound
nucleus along with other cellular
organelles. On the other hand, Plant
cells are the basic unit of life in
organisms of the kingdom Plantae.
They are eukaryotic cells, which have
a true nucleus along with specialized
structures called organelles that carry
out different functions.”
▪ (The teacher will present a diagram

of both animal and plant cells)
▪ “What can you see in the screen, is

the diagram of both animal and the
plant cells. Labeled with their
different parts.”
▪ (The teacher will present the different

parts of the animal cells and the
plants cells; she will start discussing
their functions as well as explaining
the differences among both cells.)
▪ (Discussion finished)
▪ “Is our lesson in this morning clear?” ▪ “Yes, Ma’am.”
2. Analysis
▪ “After your group activity, what have ▪ “I have realized that animals and
you realized? Yes, Kate.” plant cells differ from each other, but
there are also similarities.”
▪ “Excellent observation, Kate. Now I ▪ (Students raising their hands)

have a question, if plant cell is
lacking a part or a structure, could it
affect the other parts? Same to that of
animal cell? Why?”
▪ “Yes, Paul.” ▪ “Yes, plant cells do not expand

greatly or distort when under pressure
as animal cells do. For example, if
plants lack its cell walls the entire
plant would collapse under its own
weight.”
▪ “Excellent idea, Paul.”
3. Abstraction
▪ “I know that you really have that

knowledge about the structure of
plant and animals cells, and to add it
more, I have here a short video for
you to watch.”
▪ (Starts to play the video)

https://youtu.be/MWz4ptP_QEU
▪ “Okay class, animal and plant cells ▪ “Animal cells each have a
differ from each other in what forms? centrosome and lysosomes, whereas
Yes, Faith” plant cells do not. Plant cells have a
cell wall, chloroplasts and other
specialized plastids, and a large
central vacuole, whereas animal cells
do not.”
▪ “Very Good, Faith”
4. Application
▪ “Now that you are knowledgeable ▪ “I can apply my new learning

enough about our topic, in what experiences to my sisters, in order for
particular situation can you apply them to understand clearly and to
your new learnings? Yes, Abel.” distinguish also the animal cell from
plant cell.”
▪ “Excellent idea, Abel.”
C. After the Lesson

1. Generalization
▪ “Do you have any question, class?” ▪ “None, Ma’am.”
▪ “Then let us summarize what we

have discussed.”
▪ (The teacher started to review the

topic from introduction, until the end.
Teacher and students’ interaction
and exchange of ideas continues.)
▪ “Why is understanding the structures
of plant and animal cells, important?”
▪ (20% of class is raising their hands)
▪ “In order for us to be familiar and to

know their functions.”
▪ “Very Good!”
2. Evaluation (10 minutes)
▪ (After the teacher finished discussing

the lesson, she will provide an
activity paper, for the students to
answer it, by labeling the structures
of the cell and stating its function.)
▪ (Note: This activity is worth of 10

points.)
VII. Assignment
Form a group with four (4) members. Make a cell model using improvised materials or any
materials that are available. Your assignment will be graded according to the rubrics provided.
Rubrics Points
Creativity 20%
Neatness 20%
Complete Information 20%
Craftsmanship 20%
Submitted on Time 20%
Total 100%
Below is an example of your assignment:
VIII. Remarks:
Mastery of Learning:
Instructional Decision:
IX. Reflection:
Prepared by:
RIZZA MAE U. VACARO

BSEd Science 3B
Demonstrator
Submitted to:
DIRK DIESTRO, EdD

Course Facilitator

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College of Education

Detailed Lesson Plan (Science and Technology 10)

II. Materials Needed:

A. Before the Lesson

▪ “How are you today?” ▪ “We are doing great!”

▪ “That’s good to hear.”

▪ (June will start the prayer)

c. Securing the Cleanliness

2. Review of the Previous Lesson

▪ “Before we proceed to our new ▪ “We examine the different parts of

▪ “Excellent! Can someone, give me a ▪ (Students are raising their hands)

▪ “Yes July.” ▪ “An objective, Ma’am.”

▪ “And, what’s the function of an ▪ “ It is a selectable lenses that magnify

▪ “Very Good! Seems like you all

▪ “Okay, our topic this morning we are ▪ “Yes, Ma’am!”

▪ (Play Presentation, with the first

▪ “Yes, April.” ▪ “It is CYTOPLASM, Ma’am.”

▪ (Next slide, displayed the correct

▪ “It is a CYTOPLASM, you’re

▪ “Excellent! Please take your seat. ▪ (Students started to think again)

▪ “Yes, Aaron” ▪ “I think, it is CENTROSOME,

▪ “Seems that you’re not yet sure about

▪ (Next slide, displayed the correct

▪ “Very Good, Aaron! It is ▪ “It is a small organelle found near the

▪ “Seems everyone is excited to see our ▪ (Students raises their hands)

▪ “Yes, Amarra.” ▪ “It is LYSOSOME, Ma’am.”

▪ “That’s quick! Let us see if it is really

▪ (Next slide, displayed the correct

▪ “Very good! Please take your seat.

▪ “Before we start our class, of course ▪ At the end of 60-minutes of the

▪ “Thank you, Ara.”

B. During the Lesson

▪ (Flashed the topic in the screen)

▪ “Okay Class, an animal cell is a type

▪ (The teacher will present a diagram

▪ “What can you see in the screen, is

▪ (The teacher will present the different

▪ “Is our lesson in this morning clear?” ▪ “Yes, Ma’am.”

▪ “Excellent observation, Kate. Now I ▪ (Students raising their hands)

▪ “Yes, Paul.” ▪ “Yes, plant cells do not expand

▪ “Excellent idea, Paul.”

▪ “I know that you really have that

▪ (Starts to play the video)

▪ “Now that you are knowledgeable ▪ “I can apply my new learning

▪ “Excellent idea, Abel.”

C. After the Lesson

▪ “Do you have any question, class?” ▪ “None, Ma’am.”

▪ “Then let us summarize what we

▪ (The teacher started to review the

▪ “In order for us to be familiar and to

2. Evaluation (10 minutes)

▪ (After the teacher finished discussing

▪ (Note: This activity is worth of 10

Below is an example of your assignment:

RIZZA MAE U. VACARO

DIRK DIESTRO, EdD

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