DAILY School Grade Level & 12

LESSON Quarter
LOG Teacher SHS Track STEM
SENIOR HIGH SCHOOL Inclusive Dates Learning Area GENERAL BIOLOGY
1
Scheduled Time Topic Cell
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure 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 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 Standard The learners demonstrate an The learners demonstrate an The learners demonstrate The learners demonstrate
understanding of: Cell Cycle: understanding of: Cell Cycle: an understanding of: an understanding of:
mitosis and meiosis mitosis and meiosis Transport Mechanisms Transport Mechanism
B. Performance Standards
C. Learning Competencies / The learners explain the The learner discuss crossing over The learner Describe the The learner explain
Objectives (Write the LC significance or applications and recombination in meiosis structural components of transport mechanisms in
Code) of mitosis/meiosis identify disorders and diseases the cell membrane relate cells (diffusion, osmosis,
(STEM_BIO11-IIId-f-9) the structure and facilitated transport and
that result from the malfunction
composition of the cell active transport)
of the cell during the cell cycle membrane to its function (STEM_BIO1 1-IIIg-h-13)
(STEM_BIO11-IIId-f-8 & 10 ) (STEM_BIO11-IIIg-h-
11-12)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the Curriculum Guide, the content can be tackled in a week or two.
III. CONTENT
IV. LEARNING List of 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.
RESOURCES
A. References http://www.biologyquestions- http://evolution.about.co http://www.cusd80.com/c http://www.m hhe.com/bio
andanswers.com/ m/od/teaching/fl/Crossing ms/lib6/AZ01001175/Cen sci/genbio/m aderinquiry9/
celldivision.html -Over-Lab.htm tricity/Domain/5668/cell% etext/chapt0 4.pdf
20membrane%20and%2
http://www.pbslearningm 0tonicity%20worksheet_
edia.org/resource/tdc02.s Key.pdf
ci.life.gen.lp_disorder/inh eritance-
of-geneticdisorders/ http://www.mhhe.com/bio
http://chatt.hdsb.ca/~obyr sci/genbio/maderinquiry9
net/FAV10007E3A1/FOV1001 /etext/chapt04.pdf
8BD9E/5%20Worksh eet
%202%20CROSSING %20OVER
%20HANDOU T.pdf
1. Teacher’s Guide pages NO TG PROVIDED NO TG PROVIDED NO TG PROVIDED NO TG PROVIDED
 2. Learners’ Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resources Portals
B. Other Learning Resources
V. PROCEDURES
A. Revising 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 concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
These steps should be done across the week. Spread out the activities appropriately so the 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, 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.
Review of two ways through Review of two mitosis and meiosis Review of biological
cell division hierarchy of organization
4 pics and one word. Importance of mitosis and Understanding what the
Importance of mitosis and meiosis cell membrane is made up
meiosis Importance of crossing over and of
recombination in meiosis and its
problems
Showing of different Presentation of different genetic Different antibiotics to
advancements in life disorders destroy and kill the
science and its products bacteria present in our
body
Activity: Categorizing Activity: answering the URL Activity: answer the URL
technological advancement http://evolution.about.co http://www.cusd80.com/c
Utilizing mitosis or meiosis m/od/teaching/fl/Crossing - ms/lib6/AZ01001175/Cen
Over-Lab.htm tricity/Domain/5668/cell%
20membrane%20and%2
0tonicity%20worksheet_
Key.pdf
NONE Activity: Watch and answer the NONE Activity: Read and answer
URL URL pages 72-87
http://www.pbslearningm http://www.mhhe.com/bio
edia.org/resource/tdc02.s sci/genbio/m aderinquiry9/
ci.life.gen.lp_disorder/inh eritance- etext/chapt0 4.pdf
of-geneticdisorders/
Importance of meiosis and Enhancement of the skill and Read the URL pages 67-70 Watch the video from URL
mitosis in different fields knowledge by answering http://www.mhhe.com/bio https://www. youtube.com
of science http://chatt.hdsb.ca/~obyr sci/genbio/maderinquiry9/et /watch?v=ov HYKlHYpyA
net/FAV10007E3A1/FOV10018BD ext/chapt04.pdf http://www.w iley.com/coll

G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
Variation in food and
living things. procreation
The characteristics of
mitosis and meiosis made
variation in species and
retain the information in
the cell
Give a short quiz
9E/5%20Worksh eet ege/boyer/0 470003790/
%202%20CROSSING %20OVER animations/ membrane_t
%20HANDOU T.pdf ransport/me mbrane_tran
sport.htm
Problems that may arise when Development of different Understanding different
errors in crossing over and solutions needed by the solutions needed by plants
recombination occur body/cell and animals Shrinking and
swelling
Errors in mitosis and meiosis The structural components Cell membrane and its
during cell division could lead to of cell membrane and its components affect the
changes and problems in composition define its entry and exit of materials
individual function and in and out of the cell
characteristics
Short quiz A written essay A written essay

J. Additional activities for

application or remediation
VI. REMARKS See attached rubrics for written essay
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
VII. REFLECTION 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
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 it 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 learners?