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LESSON PLAN IN SCIENCE

GRADE 7
S.Y. 2023-2024

Note: November 24,2023 : English FEST

Date November 20-24, 2023 Da 54-58 Total Time Allotment 150 minutes
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Unit Topic Parts and Functions of the Living Things
Sub-topic  Parts and Functions of the Microscope
Content Standards The learner demonstrates understanding of:
 the parts and functions of the compound microscope
 the different levels of biological organization
 the difference between animal and plant cells
 organisms that can only be seen through the microscope, many of which consist of
only one cell
 reproduction being both asexual or sexual
 organisms interacting with each other and with their environment to survive
Performance Standards The learner actively participates and transfers learning by:
 employ appropriate techniques using the compound microscope to gather data
about very small objects
 conduct a collaborative action to preserve the ecosystem in the locality
Learning Students will be able to differentiate plant and animal cells according to presence
Competencies / MELCs orabsence of certain organelles; S7LT-IId-4

Learning Targets At the end of the lesson, the learners can:

 describe the structure of a typical plant cell and animal cell.
 Identify the parts of a cell and state the function of each part.
 Relate cell structure with the function that cell performs.
 Compare the structures of a plant cell and an animal cell.
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Transfer Goal  Students will demonstrate the ability to analyze questions and engage themselves in
self-reflection and assessment.
Reference/s  Pavico, J. Ma. F., Faraon, G. D., Inguito, J. N. M., Ramos, A. C. M., Bayquen, A. V., Silverio,
A. A., & Ramos, J. D. A. (2023). Exploring Life Through Science Series (UPDATED AND
REVISED EDITION). Phoenix Publishing House,Inc.
 Madriaga,E.,Narca,M.,Matriano,E., & Ramos,E(2020).Science Links Revised
Edition.Rex Book store,Inc.
 Internet-based researched materials/papers
Resource/s  Powerpoint, Whiteboard
 Microscope(s)
 Microscope slides
 Prepared microscope slides with various specimens (e.g., onion skin, cheek cells,
pond water)
 Handout with a labeled microscope diagram

TIME
STAGES ACTIVITIES ALLOTMENT
Explore (Motive Question, How the study of cells can help improve the lives of many 5 minutes
Pre-Assessment Activity / Review) organisms?

Inquiry Lab

The teacher will show several organisms. ask: Which among them
is multicellular? Which among them is unicellular?

 A toad
 A colony of yeast cells
 A colony of bacteria
 A plant
 Think this over:

Which among them has prokaryotic cells? Which among

them has eukaryotic cells?
Firm-up Microscopy activity
(Acquisition/Presentation and
Discussion) 1. Preparing Slides: Provide materials for students to create their own
wet mounts or slides using prepared specimens.
2. Observation and Recording: Allow students to view their prepared
slides under the microscope. Encourage them to sketch their
observations and note differences in magnification and clarity.

The goal in this topic is to learn and understand the key features of
the cell. Students will be introduced to the parts, functions, and
organizations of the cell.

 What features make a prokaryotic cell different from a

eukaryotic cell?
 How does structure relate to function in living systems?
145 minutes

Make a Venn diagram to compare and contrast animal and plant

cells in terms of the presence or absence of certain organelles.

Deepen (Make- Meaning Guide Questions:

/Application) a.) What is the role of the cytoplasm in the cell?
b.) Is the cell wall the same as the cell membrane?
c.) What is in the nucleus that makes it the control center of the cell?
d.) What is the role of the Golgi apparatus? Why is it named like that?
e.) Why is the mitochondria considered to be the powerhouse of the
cell?
f.) How are the vacuoles of plant cells different from vacuoles of
animal cells? 50 minutes
g.) What does plastid do? Why is it absent in animals?
h.) How are eukaryotes different from prokaryotes?
i.) Is it proper to call the lysosome as the suicide bags of the cell?

Draw the plant and animal cell in bond paper . Label the parts of the
cell as shown in the guide.

Transfer (Assessment) Research work: (Homebased Activity)

Gather three to five recent and related research articles about the cell. Make
use of various sources- journals, magazines, and internet.

Make a summary of each article. Then put together and synthesize the
information found in the different research you gathered. From your 50 minutes
synthesis, justify how the study of cells can help improve the lives of many
organisms, e.g., Promotion of proper nutrition and healthful habits.

Discussion and sharing of Research work.

Performance Task Cell Model Making (50 minutes)

Criteria • Missing an organelle (deduct 1 point for each organelle) = 11 total
• Missing a label on an organelle (deduct 1 point for each label) = 11 total
• Organelle is mislabeled (deduct 1 point for each mistake) = 11 total • Missing an organelle
function or Illustration on the key (deduct 1 point for each organelle) = 11 total
 • No name on project (deduct 6 points) = 6 total
• Plant cell is not square (deduct 10 points) = 10 total
• Project is sloppy (deduct up to 15 points) = 15 total
• Project is late (deducted: 10 points per day)
• Project is not three-dimensional (deduct 25 points) = 25 total

Prepared by: Checked by:

Mr. Benedicto M. Ilumin,LPT November , 2023 Mr. Benedicto M. Ilumin,LPT ____________________

Subject Teacher Date Accomplished Area Supervisor Date Signed
Noted by: Approved by:

MERLYN M. ELIGIO _________________ VIVIEN R. RIANO _________________

Assistant Principal Date Signed Principal Date Signed