School: ANGELES CITY NATIONAL TRADE SCHOOL Grade Level: GRADE 11

Grade 12 Teacher: Floreann A. Basco Learning Area: EARTH AND LIFE SCIENCE
Daily Lesson Log
Teaching dates and Time: SEPT 23-27, 2019 Quarter: 1st Quarter
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
TIME SECTION SECTION SECTION SECTION

7-8 4 4 4 4
8-9
9-10 12 12 12 12
10-11 8 8 8 8
11-12 10 10 10 10
12-1 LUNCH LUNCH LUNCH LUNCH LUNCH
1-2 6 6 6 6
2-3 1 1 1 1
I. OBJECTIVES
A. Content Standards The cell as the basic unit of Life
The learners are able to: Make a poster that shows the complimentary relationships of
B. Performance Standards photosynthesis and cellular respiration

C. Learning Competencies/Objectives 1. Explain how cells carry out functions required for life S11/12LT-IIbd-4

 Students will identify the  Explain the light  Explain the process of  Describe the structure
structure Of the cell. reaction of dark reaction of of adenosine
 Students will identify the photosynthesis photosynthesis; and triphosphate
function of prokaryotic  Identify the  Identify the conditions  Explain the function of
Specific Objectives and eukaryotic cell products of the light ATP
where photosynthesis
 Students will describe reaction; and
is possible.
and visualize an  Explain the
analogous structure and significance of water
function for each cell in the light reaction.
II. CONTENT BIOENERGETICS BIOENERGETICS BIOENERGETICS BIOENERGETICS

III. LEARNING RESOURCES

A. References Salandanan, Gloria G., Faltado III, Ruben E., & Lopez, Merle B. (2015). Earth and Life Sciences: For Senior High School. LORIMAR
Publishing Inc. Pages 4-24
https://www.keslerscience.com/plant-and-animal-cells-lesson-plan-a-complete-science-lesson-using-the-5e-method-of-instruction/
https://www.k12northstar.org/cms/lib/AK01901510/Centricity/domain/1090/lesson%20plans/Cell%20Structures%20and
%20Functions%20Using%20SketchUp.pdf
Essenfeld, B. E. (2010). Introduction to Biology. Addison-Wesley Publishing House, Inc. Marikina City: Philippines

1. Teachers Guide pages
2.Learners Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting
the
new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the new
lesson/Activity
Reyes J.A and Reyes M.C (2017). Earth and Life Science. Jimezyville Publications, Malabon City: Philippines
• https://sites.google.com/a/alaska.edu/all-things-google--google-earth/home/4---john-ssketchup-page
• http://sketchup.google.com/intl/en/training/videos/newto_gsu.html
• http://sketchup.google.com/3dwarehouse/
(1) Tablet Laptop
(2) Projector
N/A N/A N/A N/A
Earth and Life Science 218- Earth and Life Science 225-228 Earth and Life Science 228-
Earth and Life Science 211-217
225 229
Video Presentation: Display some wacky weird Let the students recall the Review the role of ATP in
Introduction to Cells plants at the front of the previous lesson on the light photosynthesis. Instruct the
•Ask the learners what they class so everyone reaction of photosynthesis. students to look at the figure
have learned from the video. can see them - because Reiterate that the products of the in the textbook.
plants are cool! light reactions, which are ATP
and NADPH, are needed for the
next stage of photosynthesis- the
Dark Reaction.
After a series of discussion, the Tell the class we will be Explain the Dark Reaction using Let them note that ATP is a
learners will be able to: talking about plants and the illustration in the textbook. compound found in cells and is
•Describe the difference some of their composed of adenine, a
between Eukaryotic (e.g. Animal interesting features - like nitrogen containing compound
& Plant Cells) and Prokaryotic how plants can make their bonded to ribose, a five carbon
Cells; own food and that sugar and with three
•Create a Venn Diagram in they produce the oxygen us phosphate group.
differentiating Eukaryotic and humans need to live.
Prokaryotic Cells.
•Appreciate the importance in
knowing the differences of
prokaryotic and eukaryotic
cells
Group Activity: MATCH MAKING Have written on board a few Discuss that carbon dioxide Emphasize that ATP is the
GAME critical questions for contributes one carbon atom to a energy currency of the cell.
1. The class will be divided into students to consider: 5 carbon molecule so that 6 Explain how energy is
5 groups - What is photosynthesis? carbon atoms participate in the produced from ATP.
2. Each group will select a - What do plants need for events of the cycle. Point out that energy is stored
leader, secretary and presenter photosynthesis? Stress that this is important to in the bonds that hold the

D. Discussing new concepts and practicing
the new skills #1
3. Within your group, match the
descriptions as to prokaryotic
or eukaryotic cells based on the
observable features on the
Images provided by your
teacher. Write your answers on
the Manila Paper
4. Answer the guide questions.
Write your answers on the
Manila Paper. (5mins)
5.Post your outputs in front and
let one member of your
group present your output.
In a powerpoint presentation,
discuss the Prokaryotic and
Eukaryotic,
Cells.
Show students the prepared
slides with the microscopic
image of both an animal and
plant cell. Give them no further
information than they are
images of cells.
- What do plants produce? form glucose, which is a sugar phosphate groups and releases
that has 6 carbon atom. part of stored energy.
Show interactive video, from Emphasize that although the dark Tell the students that they will
OERB, on photosynthesis reaction does not require light, it is learn more about the
and cellular still needs light indirectly because it metabolism of ATP in the next
respiration (Resource ID : is dependent on the products of lesson
ELO1342620) – this the light reaction.
provides good
Time
15-20 min
Introduction to the two
processes and how they
relate to each other.
(Technology/Media based
strategy)
 Have students play
with video – ask for
3 volunteers to
come up
to the computer and add
cars and trees etc.
 Randomly assign
students to groups
of 5 (counting out 1-
5
around classroom).
 Ask students to
discuss, in their
groups, what they
saw happen
 when more cars were added
to the system and when
more trees
were added to the system.
 Ask them to focus on
the plants. What are
the plants taking in
and emitting? What are the
humans taking in and
emitting?
 Ask for groups to
volunteer to answer
these questions.
Use this to jump into more
details on photosynthesis.
Explain to the
class that the focus of today’s
lesson will be
photosynthesis.
E. Discussing new concepts and practicing the STUDENT ACTIVITY 1. Present Powerpoint
new skills #2 1.Ask students to observe the presentation. Define
prepared slide of the photosynthesis. Highlight
microscopic image of cells. what
2. Hopefully, they remember plants need for
learning what cells are in their photosynthesis –
Cell Theory Unit. SUNLIGHT, WATER, CO2.
3. Ask the students to list any Highlight what plants
differences they see between the produce –
two images. OXYGEN, SUGAR.
4. Have the students In presentation include a
hypothesize about what image description of chloroplasts.
might be. Describe that they are
5. Explain to them that the organelles
image on the right is an animal only found in plants and
cell and the image on the left is a they are
plant cell. the site of photosynthesis.
6. Ask if they see anything inside 2. Run through macro model
each cell and hypothesize what of
they might be. photosynthesis – see
7. Explain that today they will be attached
learning what is difference description. Use previously
 between a eukaryotic cell and a selected groups of 5
prokaryotic cell. They will also students.
be learning about the organelles 3. After simulation exercise
inside each cell and what its is
function is. complete ask students, in
their
groups of 5, to talk about
why
photosynthesis is important
to
Min(s)
20
25
5
Strategies to Match
Sequence of Learning
1. Direct Instruction
Strategies - read
and follow along with
Powerpoint
presentation presented by
teacher
(tell students they must have
a way
to record this information –
taking
notes is a good idea. teacher
will
also post the slides on the
course
website)
2. Activity based Strategies
Simulation
3. Thinking Skills Strategies-
concept
clarification
them and to other animals.
Ask
each group to share one
idea.
F. Developing mastery Complete the Venn diagram Ask the students to summarize Students will illustrate a
 below to compare and contrast the stages of photosynthesis in diagram how cellular
the the Dark Reaction Phase or Calvin respiration takes place in the
prokaryotic and eukaryotic cell Cycle. prokaryotic and eukaryotic
by writing the distinct features cells.
of each cell
(Leads to Formative Assessment 3) on the non-overlapping area and
its similarities at the
overlapping part.

How will you be able to keep Ask the students what is the Make a leaflets showing on how Give examples of real Life
your cells healthy? medicinal use of chlorophyll. to protect the plants in the Application of Cellular
G. Finding practical applications of concepts
environment. Respiration or cite some
and
products that produce through
skills in daily living
the help of cellular respiration.

WRITE IT!
Students who can answer open-
ended questions about the lab
truly understand the concepts
that are being taught. At this
station, the students will be
answering three task cards:
Which two organelles can be
H. Making generalizations and abstraction
found in prokaryotic cells that
about the lesson
aren’t found in eukaryotic cells?
Describe what each of them
does.
ILLUSTRATE IT!
Students will label and describe
the 3 main differences between
a eukaryotic cell compared to
the prokaryotic cell.
I. Evaluating learning True or False: Write T if the
statement is true and if the
statement is false,
write the correct term to make
the sentence correct. Write your
answers
in a ¼ sheet of paper.
Illustrate the diagram of
photosynthesis that takes
place in the Light reaction
Phase
Pls. refer to the attached
worksheet at the back
The process of photosynthesis
transformed life on earth. ...
Photosynthesis uses carbon
dioxide and water to assemble
carbohydrate molecules (usually
glucose) and releases oxygen into
the air. Eukaryotic autotrophs,
such as plants and algae, have
organelles called chloroplasts in
which photosynthesis takes place.
Have the students determine the
number of carbon atoms present
in one molecule each of
1. glucose
2. PGAL
3. PGA
4. RUBP
Cellular respiration is a set of
metabolic reactions and
processes that take place in
the cells of organisms to
convert biochemical energy
from nutrients into adenosine
triphosphate (ATP), and then
release waste products.
Writing a Song
The process of cellular
respiration is complex and has
many steps. Although it can be
taught to a simpler level,
including a large number of
steps makes it hard for

J. Additional activities for application or
remediation
_____T__________ 1. Prokaryotic
Cells no/lacks nucleus.
_Eukaryotic Cells__ 2. Plant and
Animal Cells are examples of
Prokaryotic Cells.
________T_______ 3. Eukaryotic Cell
has a membrane bound
organelles.
_Prokaryotic Cells__4. Bacteria
are examples of Eukaryotic Cells.
________T_______ 5. Eukaryotic
Cells are present in more
complex organisms
Create a video to show the
difference of eukaryotic and
prokaryotic cell. Be creative! Show
off your skills.
5. Carbon Dioxide
Research how Melvin Calvin and his
colleagues were able to figure out the
processes involved in Dark Reaction.
students to learn the full
process. One way to help with
this is to have students
complete an activity where
they write a song summarizing
the steps involved in cellular
respiration. This can be a
regular song or a rap.
Encourage students to be
creative in how they include
scientific terms in the song - a
linguistic challenge all its own.
You can also show students
examples on the Internet to
get them started. Those
examples can either be other
cellular respiration songs, or
songs on different topics so
that students have to come up
with their own ideas for
cellular respiration.
How organisms replenish their
energy supply.

V. REMARKS

VI. REFLECTION
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 lesson 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 use
discover which I wish to share with other
teachers?

FLOREANN A. BASCO, LPT, MAED CHRISTOPHER CAPULONG EDITHA M. HIPOLITO ELIZER Y. CALMA
Practical Research 2 Teacher MT II/ SHS Subject Group Head HT III/ Science HT VI, OIC Assistant Principal
 School: ANGELES CITY NATIONAL TRADE SCHOOL Grade Level: GRADE 12
Grade 12 Teacher: FLOREANN A. BASCO, LPT, MAED Learning Area: PRACTICAL RESEARCH 2
Daily Lesson Log Teaching dates and Time: JUNE 26-30, 2017 Quarter: 1st Quarter
DAY 1 DAY 2 DAY 3 DAY 4
I. OBJECTIVES
A. Content Standards The characteristics, strengths, weaknesses, and kinds of quantitative research
B. Performance Standards Decide on suitable quantitative research in different areas of interest
 C. Learning Competencies/Objectives
Differentiates kinds of variables and their uses. CS_RS12-Ia-c-3
 Recall and create  Compare and contrast  Set the connection
own definition of types of variables between variables and
variable  Distinguish independent research problems.
Specific Objectives
 Characterize variables from dependent
variables variables

II. CONTENT Nature of Inquiry and Research

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2.Learners Material pages
3. Textbook pages
4. Additional Materials from Learning
Eidl Fitr
Resource(LR) portal June 26, 2017
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting the
new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the new
lesson/Activity
D. Discussing new concepts and practicing the
new skills #1
E. Discussing new concepts and practicing the
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of concepts and
skills in daily living
H. Making generalizations and abstraction about
the lesson
I. Evaluating learning
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
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 lesson 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
use
discover which I wish to share with other
teachers?
Prepared by: Noted:

FLOREANN A. BASCO, LPT, MAED PERCIVAL Y. CAPITULO. PhD

SHS Chairman
LAMUEL M YALUNG, RN, LPT, MSN
Practical Research 2 Teachers