Mabini Colleges, Inc.

High
School Grade Level Grade 7
School Department
DAILY LESSON PLAN Learning
Teacher Rofa-May M. Robas Science
/LOG Area
Teaching Dates
Quarter Second
and Time

TOPIC: Living Things and their Environment

Sub Topic: Plant and Animal Cells
I. OBJECTIVE
A. Content Standard The students demonstrates understanding of:
 Demonstrate the understanding of the similarities
and differences of plant cell and animal cell
according to the presence and absence of a certain
organelles.
B. Performance Standard The students shall be able to:
 Create a model to show the organelles that are
common to both plant and animal cell and the
organelles that are only present in plant cell or
animal cell.
C. Learning Competencies At the end of one hour lesson, the students should be able
to:
 Describe what are a plant cell and an animal cell.
 Distinguish the similarities and differences
between plant and animal cell according to the
presence or absence of certain organelles.
 Create a model of plant cell and animal cell along
with their labeled parts.
II. CONTENT
A. Reference
1. Teacher’s Guide Pages 1. Grade 7 Science Teachers Guide pp. 69-77
2. Learner’s Material Pages 1. Grade 7 Science Learners Materials
3. Textbook pages 1. Grade 7 Science Teachers Guide pp. 69-77
2. Science and Technology II: Biology Textbook.
NISMED, 2012. pp. 21-22
3. Science and Technology II: Biology Textbook.
NISMED, 2004. pp. 21-28
4. Other references 1. APEX. Unit 2. The Unit Cycle of Life
2. BEAM II. Module 2. The Basic Units of Life
3. EASE Biology. Module 2
4. Science and Technology II: Biology Textbook.
NISMED, 2012. pp. 21-22
5. Science and Technology II: Biology Textbook.
NISMED, 2004. pp. 21-28
6. Some pictures from Google
III. PROCEDURES
Teacher’s Activity Student’s Activity

A. ELICIT

“Greetings!” “Good morning/afternoon Ma’am!”

“Good morning/afternoon class!” One student will lead the prayer
“Let us pray first . . . Please be seated”

“Before we start, please arrange your chairs properly The students arranging the chairs and picking up the pieces
and pick up the pieces of trash that is in front of you and of trash.
under your chairs.”

Before starting the lesson proper, the teacher presents

some pictures to the students.
“Okay, since we are now settled and I hope everyone is
ready for the class this morning/afternoon. I have here
some pictures and as I flash those pictures, I want you to
tell me what it is and give me each function of it. Okay?” “Yes, Ma’am”

The teacher shows the following pictures. The students answer what it is and the function of each
picture presented by the teacher.

“It is a wall Ma’am, because it protects what is inside the

room.”

“It is a door, let people in and out of the Ma’am.”

“It is a refrigerator/fridge, it stored food Ma’am.”

“This is floor, table and chairs Ma’am, because it caters all

the people around the room.”

“They are the waiter and waitress Ma’am, they serve as the
organizer by serving food to the customers.”
 “It is a takeout box, where it packages and the food is
putted for takeout Ma’am.”

“Ma’am that is the chef, it cooks food.”

“They are also chefs Ma’am, they convert the ingredients to

be ready for preparing the food.”

“That is a janitor, the janitor cleans the establishment

Ma’am.”

“Okay class, where can we find them?” “They can be found at the restaurant Ma’am.”
“Very good, these pictures that I presented to you, the
wall, the door, the fridge, the floor, table and chairs, the
waiter and waitress, the takeout box, the chefs and the
janitor are what comprises the restaurant. These are the
basic structural and functional unit of the restaurant and
without them the restaurant cannot operate. Same with
eukaryotes, we have our basic structural and functional
unit and what it is class? Can someone tell me what it “That is the cell Ma’am which is the basic unit of life.”
is?”

“Yes, that is right! Cell is the basic structural and

functional unit of life and we can infer that a restaurant
is like a cell, without the basic structural and functional
units of it, it cannot also function or operate well.”

“And today, we are going to discuss the plant and animal

cell as well as the structures and the functions of each
structure.”

B. ENGAGE

For the discussion, the teacher presents his/her lesson The students listen carefully as the teacher start discussing
to the students with use illustration of plant and animal his/her lesson to them.
cell and a power point presentation.

“Before we discuss more about plant and animal cell, let

us first tackle what is a cell and how it is discovered.”
“So class, what is a cell?

“Very good! As we said earlier cell is the basic structure One of the raise his/her hand and answer the question.
and function unit of life in all living organisms that is “Ma’am, cell is the basic unit of life.”
capable of performing basic life processes.”
“Class, are all cells the same, any idea?” “No, Ma’am because cells comes in different shapes.”
“Yes, cells are all not the same although all livings cells
have certain things in common but they also have their
own unique structures and functions that is not present
in that particular cell. Because cells with different
function generally possess different shape which suit
them for their particular job.”

“Now, let us proceed to a short history on how cell was

discovered.”
 “In year 1655, Robert Hooke used an early
compound microscope to look at a thin slice cork
of a plant material. Under the microscope, the
cork seemed to have thousands of tiny, empty
chambers and Hooke called these chambers
“cells”.
 “In 1838, Matthias Schleiden, a German Botanist
concluded that all plants are made of cells.”
 “While in 1839, a German Biologist Theodor
Schwann stated that all animals were also made
of cells.”
 “In 1855, the German Physician Rudolf Virchow
concluded that new cells could be produced only
from the division of an existing cell.”
“So that is how various persons discovered the cell and it
is truly remarkable. Now, let us distinguish to the two
types of cell”

“There are two types of cells and these are prokaryotic

cells and eukaryotic cells.”

“When we say prokaryotic cells, these are cells that have

genetic material but do not do not have nuclei or
nucleus. An example of these is bacteria.”
“The other type of cell is the eukaryotic cell where they
have nucleus in which their genetic material is enclosed.
They are larger and more complex than prokaryotic cell.
Some eukaryotes single-celled organisms like protist and
some are multi-cellular organisms like the plants and
animals.”

“Now that we already distinguish the two types of cell, “Ma’am these are plant cell and animal cell.”
class what cells are considered as eukaryotic cells?”

“Very good, plant cell and animal cell is eukaryotic cell

because as we said earlier eukaryotic cells have nucleus
and other membrane-bound organelles. They can be
single-celled organisms or multi-cellular organisms like
plants and animals.”

Before discussing plant and animal cell, the teacher gives

a short activity to the students which are by group.

“But before we discuss the plant and animal cells, let us “Yes, Ma’am!”
have a short activity. Are you ready class?

C. EXPLORE

So, let us count of from 1 to 5 and then group yourselves The students start counting of from 1 to 5 and group
according to your number.” themselves according on what number they get from
Then the teacher provides the materials for the activity counting of.
such manila paper and marker.
“Now that all of you already have a group, in a Manila
paper, you have to compare plant cell and animal cell
using a Venn diagram based from the presented
illustration and your previous knowledge when you are
in elementary about plant cell and animal cell.”
“You will be given 10 minutes to do the activity. Every
member of the group should cooperate. Okay? And we
will have a presentation after, you may now start.” “Yes, Ma’am!”

1. The students compare the plant cell and animal cell

based from the illustration presented.
2. Then, the students draw a Venn diagram showing
the similarities and differences of plant and animal
cell.
3. Each group writes their answers on the Manila
paper.
4. The students of each group can share their
observation and ideas of the presented illustration
in the board.
5. Then, each group posts their output in the board.

The teacher shows an illustration of plant cell and

animal cell.

“Here is an illustration of a plant cell and animal cell for

your group activity.”

The teacher will monitor the students work by group.

D. EXECUTE

After 10 minutes group activity, the teacher let each

group to present their output to the class.

“Are every group finished with their output?” “Yes, Ma’am we are already finished doing our activity.”

“Since, every group are finished with the output, please

choose one representative per group to presents your
output to the class.”
1. Each group chooses one member to present their
output to the class.
2. The representative of each group is given a 5
minutes to present their output to the class.
E. ELABORATE

After the 5-minutes group presentation, the teacher

checks the answers of each group by discussing plant
and animal cells through a power point presentation.

“That is a good presentation from every group, give The students are clapping and proud of themselves.
yourselves a big round of applause.”

“Okay, now let us check if your answers are all correct.”

“Just like the restaurant, a cell also has many
compartments or parts and each part has corresponding
functions in order for them to work efficiently.”

Now, let’s take look at this illustration.

“Class, what have you observed in the illustration? One student raises his/her hand.
Anyone?” “Ma’am the animal cell is composed of many and different
parts and it has a circular shape.”
“How about this one?” “The plant cell also has the same components like the
animal cell Ma’am, but the cell has a rectangular shape
compare to animal cell that has a circular shape.”

“Yes, both cells, the plant and animal cell have almost the
same parts. Now, let us take look to plant cell and animal
cell.”

“There are mainly three components that a plant and One of the student points out where is the nucleus.
animal cell has, the cytoplasm, the nucleus and the cell
membrane. Let us look first the nucleus. Can someone
from the class point out where is the nucleus?”

“Okay, thank you, can someone tell me what the function A student raises his/her hand and answer what the teacher
of the nucleus in the cell is?” is asking.
“Yes, very good, nucleus contains the genetic material of “Ma’am, the nucleus is the control center of the cell.”
the cell which is the DNA. Almost all of the activities are
directed by the nucleus.”

“Now let us go to the cell membrane, or plasma “The cell membrane is called semipermeable because it
membrane, it is the outer layer of the animal cell and allows specific molecules to pass through and block other
encloses other organelles. The cell membrane is also molecules.”
called semipermeable membrane. Class, why it is called
semipermeable?”
“Yes, that is right, the cell membrane only allow specific
molecules to pass through and blocks those unwanted
molecules to the cell. Okay, but what will happen if the
cell membrane does not function properly? Any idea?
Without the cell membrane, any substances can go in
and out of the cell, and then the cell may be affected by
the exit of the needed substances or the entrance of
unneeded substance or the poisonous substances that
can lead to death of the cell.”
“Okay, now let us go to the cell wall. The cell wall is just A student point out the cell wall.
found outside the cell membrane. Cam someone from
the class point put where is the cell wall?”
“Can cell wall be found in both cells?” “No, cell wall can be only found on the plant cell Ma’am.”
“Yes, cell wall is only present in plant cell. A cell wall of
plant cell is tough or rigid that is why its purpose is to
give shape, support and protection to the cell.”

“Now, let us proceed to cytoplasm. It is where the other One of the student points out the cytoplasm.
organelles are suspended. Can someone point out where
is the cytoplasm?”
“The function of cytoplasm is to maintain the osmotic
concentration of the cells and prevent them from
shrinking or bursting. When we say osmotic
concentration, it refers to the movement of water
molecules across a selectively permeable membrane.”

“One of the organelles found in cytoplasm is the “It is the powerhouse of the cell Ma’am.”
mitochondria. It is an oval shape organelle surrounded
by a double layer. Class, what is the function of
mitochondria in the cell?”
“Mitochondria is the powerhouse of the cell that
produces energy in the form of ATP that is needed by the
body.”

“How about the endoplasmic reticulum? Endoplasmic

reticulum (ER) is a large network of tubes that is like a
maze or folds. Its function is to carries proteins to the
different parts of the cell.”
“And there are two types of endoplasmic reticulum, what “Ma’am the smooth and rough endoplasmic reticulum.”
are they class?”
“What makes the endoplasmic reticulum rough? It is
because of the ribosomes. And what makes it smooth?
Because of the absence of ribosomes.”

“So class, what is ribosome then? Ribosomes are

circular in shape and are either free or attached to the
endoplasmic reticulum. It is responsible in protein
synthesis or the process of making protein.

“And class this one’s here is the lysosome. Lysosomes

are found in animal cells. They contain digestive
enzymes that break down the waste and detoxify the
cell.

“Next is the Golgi apparatus or the Golgi body. They are The student raises his/her hand and pointed the Golgi
like flattened stacks of sacs, where is the Golgi apparatus apparatus.
in the illustration?” “Ma’am this is the Golgi apparatus.”
“The function of Golgi apparatus is it serves as the
packing unit of the cell where it sort and modify
proteins.”

“The vacuoles on the other are the organelles for A student point out the vacuole in the illustration.
storage. It can be easily seen in plant cells because they
have large vacuoles. Can someone point out the
vacuole?”
“Aside from being storage for food, vacuoles also serve
as defense in plants. How would vacuoles in plants
serves as a defense against animal that eat them?”
Vacuoles in some plants may contain poison or toxic
substances and might harm the animals once eaten. This
serves as a protection for the plants.”

“Next is the chloroplast. It is an elongated or disc- “Ma’am, chloroplasts are can only be found in plant cells.”
shaped organelle and where can we find chloroplast?”
“Very good, chloroplasts are only present in plant cells
because chloroplasts are the site of photosynthesis in
plants. Chloroplasts contain chlorophyll, a green
pigment in plants that absorbs light energy from the sun
use for photosynthesis. And there are several
chloroplasts in plant cells because that is the site of
photosynthesis and more chloroplasts in them make
them more efficient for making their own food.”

“And this one here is the centrioles, it organizes the cell

parts during cell division in animal cells.”

“Okay, let us go back to the pictures presented earlier.

Let us connect their functions to the functions of the
organelles.”

“In a restaurant, you see its walls. What do these walls “Ma’am, it refers to the cell wall.”
represents in the cell?”
“Yes, because both cell wall and the wall of the
restaurant give an object structure and creates a barrier
from what is inside to what is outside.”

“How about the door of the restaurant? What does it
do?”
“That is right class, and what does it resembles?”
“The door of the restaurant let the people enter and exit of
the place.”
“It resembles the cell membrane Ma’am because it
determines what goes in and what goes out of the cell. The
only way for any molecules to get inside of the cell is
through the cell membrane just like the door, it is the way
of the restaurant.”

“On the other hand, the chef is similar to what?” “It is similar to the nucleus Ma’am.”
“And why do you think so?” “Because the chef control on what food to make and how to
make it.”
“That is right! The nucleus is the control center of the
cell just like the chef who is the one in control in the
restaurant on what food to make.”

“What about cytoplasm? Where do you think it relates in “The floor, tables and chairs Ma’am.”
the restaurant?” Yes, the cytoplasm resembles to the
seating area and the area in the kitchen. Because a
seating contains all the tables, and the kitchen area
contains all the food, cooking tools and the refrigerator
or fridge maintaining the balance inside the restaurant.”

“And since we talked about refrigerator or fridge, what “They serve as storage for food and ingredients. It is same
does this do? And it is same as to what in the with the vacuole Ma’am. The refrigerator or fridge stores
restaurant?” food that the customers will eventually eat and it is the
same as the vacuole which stores food that cells takes in.”

“The line of cooks converts ingredients into meals that “The mitochondria Ma’am because just like the cooks
are convenient for the customers to eat. What does it mitochondria converts food into energy that is needed by
represents to a cell?” the body.”

“And the endoplasmic reticulum serves as the pathway

of the restaurant where the proteins, lipids and other
components are assembled.
“How about the janitors? What do they represent?” “They represent the lysosomes as they are the one discard
old cell parts.”

“And what about the take out box? “It represents the Golgi apparatus Ma’am because it
modifies, sorts and packages proteins and other materials
like the take out box that is use for packing food for take
outs.”

“And then, the waiter and waitress in the restaurant give

the job for structural and functional unit as well as the
internal organization that is why the waiters and
waitress must organize for the restaurant of function
properly. Like how the organelles in the cells organize in
order to function well.”

“So are there any clarifications? Or any questions class? I “None Ma’am and we fully understand the lesson today.”
hope you understand our lesson for today’s session.”

“Okay, for generalization, class how do plant and animal The students answer the question of the teacher.
cell?” “The difference between the plant and animal cell is that,
the shape of the cell is rectangular-fixed while the animal
cell is round and irregular. The plant cells have chloroplast,
cell wall and large vacuole that is much more visible in
plant cells while animal cells don’t have these types of
organelles.”

Then after the discussion of the lesson and the

generalization of the students, the teacher asks the
students to get their notebooks for an individual activity.

F. EVALUATE

After the discussion about plant and animal cells, the

teacher gives an individual activity to the students to
check their understanding about the topic. The students
are given 20 minutes to work on their individual output.

“Since, everyone understands the lesson for today, “Yes Ma’am!”

please get your notebook. Then in your notebook draw The students get their notebooks and start doing their
and label the parts of plant and animal cell along with activity.
the functions of each part. Okay?” Plant Cell
“It is not necessary to copy the exact illustration of a
plant cell and animal cell.”
“It is not needed to be the best drawing that you can be
able to do as long as it is labeled and the functions are
presents, it is okay because all I want to see is the parts
and the function of each part of plant cell and animal
cell.”
 Animal Cell

Parts and Functions of Plant and Animal Cell

G. EXTEND

For the project of the students, the teacher instructs the The students are divided into two groups. Each group is
students to create a 3D model of plant and animal cell. assigned in making a 3D model of a plant cell and animal
cell as their project.
“For your project for the second grading period, I want
you to create a 3D model of a plant cell and animal cell.
You will be divided into two groups, so count of from 1
to 2.”
“That will be your groupings in making your project,
Group 1 will create the model of plant cell while the
Group 2 is the animal cell. Use can use indigenous
materials in making your model and make sure that your
model of the plant cell and animal cell has its each part
labeled. Okay class, it is clear?” “Yes, Ma’am we understand.”
“The project will be submitted next before examination.”
“So that’s all for today. Thank you everyone!” “Goodbye and thank you Ma’am!”

Prepared by:

Rofa-May M. Robas Prof Ed B