LESSON EXEMPLAR

SCHOOL Oriental Mindoro National High School GRADE LEVEL Grade 7

TEACHER MIKEE NUELLA V. CABANLIG LEARNING AREA SCIENCE

NO. OF
SESSION 1 Day (November 29, 2023) QUARTER SECOND

I. OBJECTIVES
A. Content Standards The learner demonstrates an understanding of: the difference between animal and plant
cells.
B. Performance The learners demonstrate an understanding of: to employ appropriate techniques using the
Standards compound microscope to gather data about very small objects.
The Learners should be able to…
● Differentiate plant and animal cells according to presence or absence of certain
C. Most Essential organelles. S7LT-IIe-5
Learning
Competencies/ At the end of the session, students should be able to:
Objectives 1. identify and describe the different parts and function of an animal and plant cell.
Write the LC code for each 2. distinguish the differences between animal and plant cell.
3. Appreciate the diverse structures and functions of animal and plant cells, expressing
curiosity and interest in the intricate processes that occur with these cells.
Topic: Living Things from their Environment
II. CONTENT Sub-topic: Plant and Animal Cell

III. LEARNING RESOURCES

Science Links Worktext for Scientific and Technological Literacy. Ramos, Ethel Grace A., Valdoz, Meliza
P., Madriaga, Estrellita A., Ph.D., 2018. P. 248
A. References
Practical Science 7.Philippine Copyright 2018 by DIWA LEARNING SYSTEMS INC. p. 369
World of Science for Critical Thinkers. Alfonso, Florante L. et al, 2017 pp. 326-327
1. Teacher’s Guide pages Science 7 Teacher’s Guide pp. 69-73
2. Learner’s Materials
Science 7 Learner’s Material pp. 80-83
Pages
3. Textbook pages
Retrieved as of November 24, 2023 from
4. Additional Materials from https://www.youtube.com/watch?v=eoeDuMLKRlI
Learning Resource (LR) https://www.youtube.com/watch?v=OXWFojAlB5M
Portal https://lrmds.deped.gov.ph/detail/18464
https://lrmds.deped.gov.ph/detail/15546
Teacher – made power point presentation, video clip, activity/worksheets, pictures, visual
5. Other Learning Materials
aids,
6.Contexualization/Localization Arts /Math / English/ Health / Pictures
Teacher’s Activity Student’s Materials
IV. PROCEDURES
Activity
A. Reviewing previous Elicit: *The teacher will present a game that is
lesson or presenting (The activities in related to the past lesson which entitled
this section will “Organize It Up!”. The students will Powerpoint
the new lesson evoke or draw
*The students will demonstrate their try to answer the presentation,
out prior
understanding about levels of biological riddles based their and video
concepts or prior ideas.
experiences from organization by organizing various presentation.
the students) component correctly.
B. Establishing a The teacher will present a short poem
purpose for the (reading science) which is entitled “Cells
lesson Unveiled” by Jaypee Kadalem The students will
try to answer based
Engage:
(The activities in In the world so small, where life begins their ideas.
this section will to swell,
stimulate their Animal and plant cells, oh what tales they The students will
Pictures and
thinking and help tell! try to answer the
them access and
powerpoint
Tiny building blocks, a microscopic Jumbled letter
C. Presenting connect prior presentation.
delight, based their ideas.
examples/instances knowledge as a Let’s explore their world, shining bright.
of the new lesson jumpstart to the
present lesson)
In animal cells, a bustling town,
Nucleus directs, never lets us down.
Mitochondria dance, giving energy a
chance,
 Oh, the wonders in this cellular dance!

Plant cells, like a garden fair,

Cell walls sturdy, standing with care. The students will
Chloroplasts paint in green, take down notes
A colorful scene, a leafy dream. about the video
presentation and
Guide Questions: answer the
1. What is the primary focus of the following guide
poem? questions.
2. How does the poet use the metaphor
of a “bustling town” to describe animal
cells?
3. Why do you think the poet chose the
words “a leafy dream” to describe plant
cells?

*Video presentation:
After watching the video presentation,
the teacher will conduct an activity/game
which is entitled “Tumpakners”
*were the students will find their partners
and the teacher will call a volunteers (1
pair) to answer the given questions. A pair
should provide the same answer in a
count of 3 in the question that would be
given by the teacher which is related to
the video presentation.”
D. Discussing new Explore:
concepts and (In this section,
students will be
practicing new skills
given time to
#1 think, plan, Discussion:
investigate, and
Both plant and animal cells are Powerpoint
organize
collected
eukaryotic, so they contain membrane-
Presentation,
information; or bound organelles like the nucleus and
The students will Activity Sheets,
the performance mitochondria. The nucleus of eukaryotic
perform the visual materials
of the cells is similar to the brain of the cell. It
activities and
planned/prepare contains the genetic information (DNA)
d activities from
answer the given
and directs the cell how to function.
the students’ questions. They can
However, plant cells and animal cells do
E. Discussing new manual with data not look exactly the same or have all of
express their
concepts and gathering with
the same organelles, since they each have
answer or opinion
practicing new skills Guide Questions)
different needs. For example, plant
using their “mother
#2 cells contain chloroplasts since they need
tongue”
to perform photosynthesis, but animal
cells do not. Plants and animals are very
different on the outside as well as on the
cellular level.

Explain: A. Pre-Activity:
(In this section, *The students will
students will be For the activity, the class will be divided share their
involved in an
into four (4) groups. learnings about the Powerpoint
analysis of their activities. presentation.
exploration. Their
understanding is Each group will be given different tasks *Let the students to
clarified and and they will be given also materials for
modified because describe and
their activity such as activity explain animal and
of reflective
activities)/Analysis sheets/tarpapel/pentel pen plant cells
F. Developing mastery of the gathered /crayons/glue. They will be given 15
data and results
(leads to Formative and be able to
minutes to make and present their *the students will
Assessment 3) answer the Guide
output. differentiate
Questions leading The teacher will also discuss the house animal and plant
to the focus rules. cells.
concept or topic for House Rules:
the day. 1. Follow the instructions. *. They can express
Listen, pay attention and be their answer or
familiar with the instruction from opinion using their
start to finish. “mother tongue”
2. Don’t eat, drink and play when
performing the activity. These
 are destructions. Concentrate on
your work.
3. Strictly follow the health
protocols.

*Perform Activity 1 “Plant vs. Animal

Cell” to enable the students to distinguish
the differences between animal and plant
cell.
The students will answer the given
activities where they are going to
compare and contrast the different
organelles, shape and size of an animal
and plant cell using “venn diagram”.

*Perform Activity 2 “What Am I” to

enable the students to identify the parts
and functions of animal and plant cell.
* the students will study the pictures
below. Label the parts of the animal and
plant cells. (See Attach)

*Perform Activity 3 “What Do I Do?” to

enable the students to identify and
describe the different parts and
function of an animal and plant cell.
* The students will analyze the given story
which is entitled “Cell City Analogy” and
they are going to read and analyze the
paragraph and will answer the given
exercise where they are going to match
the parts of the city that represents the
parts of the cell.

A. Activity Proper

Performing the Activity

B. Post Activity

*identify the different parts and function

of an animal and plant cell.
* describe the different parts and function
of an animal and plant cell.
* distinguish the differences between
animal and plant cell.

G. Finding practical The teacher will ask the students about

applications of Elaborate:
their idea regarding;
concepts and skills in (This section will 1. What are the importance of cell? The students will
daily living give students the 2. What do you think will happen to try to answer/ or
opportunity to the cell if the one of its part does apply it to a real
expand and not function properly? world situation.
solidify/concretize Powerpoint
H. Making their understanding 3. What factors can affect a healthy They can express
presentation
generalizations and of the concept cell? their answer or
abstractions about and/or apply it to a 4. Cite some roles that animal cells opinion using their
real-world
the lesson situation)
play in supporting the overall “mother tongue”
health of an organism.

Evaluation:
(This section will 1-10 item test
provide The students will Worksheet
opportunities for
(see attach)
concept check test
answer the 10 item
items and answer test.
key which are
I. Evaluating learning aligned to the
learning objectives
– content and
performance
standards and
address
misconceptions- if
any)
 Extend:
(This section gives 1. Create a model of both animal
situation that and plant cells showing the
J. Additional activities explains the topic in difference between the Powerpoint
for application or a new context, or
structure and function of presentation
remediation integrate it to
organelles listed above.
another
discipline/societal
concern)
V. REMARKS
VI. REFLECTION
K. No. of learners who earned 80% in the evaluation
L. No. of learners who require additional activities for
remediation
M. Did the remedial lessons work? No. of learners who
have caught up with the lesson
N. No. of learners who continue to require remediation
O. Which of my teaching strategies worked well? Why
did these work?
P. What difficulties did I encounter which my principal or
supervisor can help me solve?
Q. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

MIKEE NUELLA V. CABANLIG

Teacher III
Noted:

ANA MICHELLE M. UNTALAN

Head Teacher VI
 ACTIVITY 1
ART ATTACK
DIRECTIONS: Draw the parts of the cell listed in the table below. Color your drawings which
corresponds with the function of each part of the cell in the next page.

a. Dark Green – A double layer that supports and protects the cell. Allows materials
in and out.
b. Pink - the control center of the cell
c. Blue -storage space for water, wastes, & other cellular material
d. Brown - packages and transmits cellular material throughout the cell
e. Red - releases energy from digested foods
f. Green - manufactures food in the plant cell through photosynthesis
g. Yellow - contains digestive chemicals that help break down food molecules
h. Orange - surrounds the plant cell - gives it shape and protection.
i. Gray - can either be smooth or rough, and in general its function is to produce
proteins for the rest of the cell to function.
j. Violet – helps make protein for the cell.

Prepared by:

MIKEE NUELLA V. CABANLIG

Teacher III
Noted:

ELMO B. ENRIQUEZ
Head Teacher VI
 ACTIVITY 2
CELLS CRYPTOGRAM
Directions: Identify the cell parts describes in each box and write the answer in the spaces provided.
Then use the numbered boxes to answer the given riddle.

Prepared by:

MIKEE NUELLA V. CABANLIG

Teacher III
Noted:

ELMO B. ENRIQUEZ
Head Teacher VI
 ACTIVITY 2
WHICH ONE HAS
Directions: Study the pictures below. Label the parts of the animal and plant cells. Answer the
following guide questions.

Prepared by:

MIKEE NUELLA V. CABANLIG

Teacher III
Noted:

ELMO B. ENRIQUEZ
Head Teacher VI
Name: ________________________________ Date: _______________
Grade&Section: _________________________ Score: _______________

DIRECTIONS: Read each questions carefully and encircle the letter of the correct answer.

1. Which of the following is not mentioned as part of an animal cell?

a. Lysosomes c. Cell Membrane
b. Cell Wall d. Vacuole

2. Which organelle produces energy for the cell and is the area of cellular respiration?
a. Cytoplasm c. Vacuoles
b. Rough Endoplasmic Reticulum d. Centrioles

3. Which structure allows or denies the entry or exit of substances in and out of the cell?
a. Centrioles c. Golgi Apparatus
b. Cell Membrane d. Mitochondria

5. Which organelle contains enzymes that allow cellular digestion of nutrients to occur?
a. Vacuoles c. Lysosomes
b. Ribosomes d. Cell Membrane
6. It is important for the animal cell to have ribosomes because _____________.
a. it controls the function of the other part of the animal cell.
b. it is the powerhouse of the cell.
c. it acts as the suicide bag of the cell.
d. it helps in building proteins in ER.
7. The thin structure that surrounds a cell is known as ____________.
a. Nucleus c. Cytoplasm
b. Cell Membrane d. Vacuole
8. All the living material inside a cell, except the nucleus, makes up the ____________________.
a. Cytoplasm c. Cell Membrane
b. Vacuole d. Mitochondria
9. The control center of a cell is the ___________________.
a. Cell Wall c. Cytoplasm
b. Organelle d. Nucleus
10. Small, round structures in a cell that make proteins are known as_____________________.
a. Cellulose c. Vacuoles
b. Ribosomes d. Mitochondria
11. The cell structures that break down food to produce energy are the _______________.
a. Ribosomes c. Vacuoles
b. Mitochondria d. Chloroplast

Prepared by:

MIKEE NUELLA V. CABANLIG

Teacher III
Noted:

ELMO B. ENRIQUEZ
Head Teacher VI