DETAILED LESSON PLAN IN

SCIENCE
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO.
GRADE 7 1ST QUARTER/
PLANT & ANIMAL CELL

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
the difference between animal and plant cells

B. Performance The learners shall be able to:

Standards employ appropriate techniques using the compound microscope to gather
data about very small objects
C. Learning The learners should be able to:
a. Competencies/ differentiate plant and animal cells according to presence or absence of
Objectives certain organelles;
b. Write the LC code for At the end of the session the learners are expected to:
each  Identify the different structures of plants and animal cell
 Distinguish plant cells from animal cells according to the presence or
absence of certain organelles
 Construct a Venn diagram showing the parts that are only found in
either plant or animal cell.
S7LT -IIc - 3
II. CONTENT TOPIC/TITLE: Plant cell and animal cell

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Pg. 69
2. Learner’s Materials Pg. 102
pages
3. Textbook pages

4. Additional Materials Ease Module, Biology, Module 2 cell structure pg 16.

from Learning Reading Material
Resource (LR) portal https://go.nature.com/2Ygr42n
https://tinyurl.com/yal5sc3h
http://www.sciencedaily.com/encyclopedia/tadpole
https://bit.ly/2UdFsqJ

Curriculum guide S7LT-IId-4

Learner’s material in Science 7 pg. 102
B. Other Teachers Guide in Science 7
Learning
Resources
IV. PROCEDURES

 Teacher will show an image of a factory.

A. Reviewing previous  Ask the learners to observe the images carefully.
lesson or presenting
the new lesson
 Figure1: Image A Figure 2: Image B
 Ask following guide questions.
1. What can you say about the first image?
2. What about the second image?
3. Can you name different sections in the factory?
4. Can you relate the functions of the different sections in the factory to the
functions of the cell organelles?
 Teachers will accept responses from the students.
 The teacher will show a slide of plant and animal cell without label.
B. Establishing a purpose
for the lesson

Figure 1: Animal Cell Figure 2: Plant Cell

 Let the learners carefully observe the images.

 Teacher will ask learners randomly to read the following question:
1. What do you call the tiny irregular shapes present inside the cell?
2. Compare the shape of a plant cell with that of an animal cell as shown in
Figures 1 and 2.
3. Can you name some cell organelles?
4. What are the functions of Cell organelles in the cell?
C. Presenting  The teacher will group the students.
examples/instances  Teacher will distribute the activity No. 1 Fill me, fill me, I’m Empty. This activity
of the new lesson will let the students to identify the different structures of the cell organelles.
 The teacher will set time limit to perform the activity.
 See attached activity worksheet Annex 1.
D. Discussing new  Learners will perform activity 2 Plant and Animal cell Venn diagram.
concepts and practicing  Teacher will instruct the same group to proceed to their respective places.
new skills #1  Teacher will distribute the worksheet to each group.
 Give them the general rules in conducting the activity.
 Activity proper.
 See attached activity worksheet Annex 2.
E. Discussing new  After the activity, the teacher will provide the following questions.
concepts and practicing 1. What is/are the cell organelles found in plant cell only?
new skills #2 2. What is/are the cell organelles found in plant cell only?
3. What is/are the cell organelles found in both plant and animal cell?
4. Why are there differences between plant and animal cells in terms of organelle
structure
F. Developing mastery  Students will post their output on the board. Teachers will allow students to
(leads to Formative present their output in front.
Assessment 3)  Reporter will report and explain the results of their collaboration.
 Teacher will ask follow up questions.
 Teacher will process their responses based in the guide question given.
 Teacher will discuss key concepts on the basic features of plant and animal
cell.

G. Finding practical
applications of concepts 
and skills in daily living 
Deeper Understanding of the basic features of plant and animal cell.
Building a cell model should deepen your understanding of the cell and all
of its distinct parts. It's also important to understand the functions of each
part and how they work together. Let's take a closer look:
Organelle: Any specialized structure inside the cell.
Cell Membrane: Composed of a double lipid bilayer, the cell membrane
separates and protects the cell from its environment, regulates the
movement of molecules in and out of the cell, and provides structure to
the cell.
Cytoplasm: The semifluid substance that fills the cell. All of the cell's
organelles are suspended inside the cytoplasm.
Nucleus: Where the cell's genetic information, or DNA, is stored. The
nucleus is like the "brain" of the cell; it issues instructions about what the
cell should do next.
Nuclear Membrane: Also called the nuclear envelope, this is the
membrane that encloses the nucleus. Like the cell membrane, the nuclear
membrane is composed of a double lipid bilayer.
Golgi Apparatus: Responsible for taking proteins and lipids within the
cell and modifying, packaging, and transporting them via vesicles to other
places within the cell. Also called the Golgi body or Golgi complex.
Mitochondria: Responsible for energy production within the cell. The
mitochondria generate a special energy molecule called ATP, which
stands for adenosine triphosphate.
Endoplasmic Reticulum: Similar to the Golgi apparatus, the endoplasmic
reticulum (ER) serves as a center for the synthesis, modification, and
transport of proteins. There are two types: the rough ER and smooth ER,
which are characterized by certain physical and functional differences.
Ribosomes: Floating freely in the cytoplasm, ribosomes are molecules
that are responsible for synthesizing proteins.
Vacuoles: Storage facilities for the cell. Vacuoles play a role in storing
food and water, and they also facilitate detoxification (sequestering
harmful materials) and the removal of waste products.
Found only in plant cells, this is a large vacuole that
stores water and helps maintain optimal turgor pressure within the cell.
Lysosomes: As the cell's digestive system, lysosomes contain enzymes to
digest (break down) macromolecules, old cell parts, and microorganisms.
Lysosomes are found only in animal cells.
Cell Wall: Found only in plant cells, the cell wall surrounds the cell
membrane. The cell wall is stiff and rigid, and it provides additional
protection and support to the cell.
Chloroplasts: Found only in plant cells, chloroplasts produce food
(energy) for the cell by converting sunlight, carbon dioxide, and water into
sugars. This process is called photosynthesis. The sunlight-absorbing
molecules inside the chloroplast are called chlorophyll.
 Teacher will process activity 1 and relate the concept in activity 2.
Teacher will discuss the different functions of cell organelles.
Teacher will give practical application.
 Let the learners to read the situation and questions will be asked after.
 Question:
What cell part makes the tadpole tails disappear? How?
H. Making generalizations  Teacher will show a concept map using PowerPoint presentation.
and abstractions about the  Randomly select students to pick a Meta cards containing information and
lesson paste it in the concept map provided by the teacher.
 See attached activity worksheet Annex 3.
 The class will now consolidate their learning.
 Teachers will ask the following questions.
1. What do you think is the role of the organelles in cell growth?
2. What will happen to the cell and to the entire organism if one of the cell
organelles malfunctioned?
I. Evaluating learning  Teacher will conduct a short evaluation on what they have learned by
answering this question below in ¼ sheets of paper or the teacher will
provide individual worksheets.

 See attached evaluation sheet annex 5.

J. Additional activities for In your ½ sheet of paper, answer the question below.
application or remediation  Why animal-like cell contains two (2) small centrioles? What do you think is the
function of centrioles that makes it present only in animal cell?
V. REMARKS
VI. REFLECTION
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 this
work?
F. What difficulties did I encounter which my principal or
supervisor
can help me solve?

PREPARED BY: LOUIE JAN H. SARNO