Lesson Plan in General Biology 2

Daily Grade Level &

School 11 & 12- 3rd Quarter
Lesson Quarter
Log Student Teacher SHS Track Specialized Subject / STEM
Senior
High Teaching Date April 11, 2024 Learning Area General Biology 2
School COMPARE AND CONTRAST
Time 10:30-11:30 Topic THE PROCESSES IN PLANTS
AND ANIMALS

I. OBJECTIVES
The learners demonstrate an understanding of plant and animal organ systems
A. Content Standards
and their functions.
Develop a presentation (role-playing, dramatization and other forms of
B. Performance Standards multimedia) to show how an organism maintains homeostasis through the
interaction of the various organ systems in the body.
Specifically, at the end of the lesson, the students should be able to:
Compare and contrast the following processes in plants and animals:
reproduction, development, nutrition, gas exchange, transport/circulation,
C. Learning regulation of body fluids, chemical and nervous control, immune systems, and
Competencies/ sensory and motor mechanisms. (STEM_Bio11/12-Iva-h-1)
Objectives Objectives:
Write the LC code for 1. Identify the transport of subs in plants using the vascular tissues
each 2. Discover how the innate immune response helps protect a person from
illness;
3. Recognize the differences between Xylem and Phloem

II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing the previous
lesson or presenting the
new lesson (ELICIT)
Processes in Plants and Animals (Reproduction, Development and Nutrition)
General Biology 2 Learning Module Quarter 4 Week 1
https://youtube.com/watch?v=DhyYtT1K844&si=CzyNEL5ti3of7s10
https://vaccinemakers.org/sites/default/files/resources/HS.lesson
%20glossary.unit1_.lesson2.FINAL__0.pdf
Daily Routine:
-Prayer
-Checking of Attendance
Elicit:
TWO TRUTHS AND A LIE
Learners should be divided into two groups. Every group takes a turn saying
three statements out loud, two of the statements are facts and one of it is a lie.
The other group will need to pick out which of it is a lie, then vice versa. The
group that will guess the lie statement more will win.

The teacher will play the video: “Xylem and Phloem- Transport in Plants"
The learners shall answer the following questions after the video.
B. Establishing a purpose 1. What do you think is the counter part of the circulatory system when it
for the lesson. comes to plants based on the video?
(ENGAGE) 2. Do you think knowing what is xylem and phloem is essential in the
transport of plant?
 C. Presenting
examples/instances of
the new lesson
(ENGAGE)

RESOURCE: https://vaccinemakers.org/sites/default/files/resources/HS.lesson
%20glossary.unit1_.lesson2.FINAL__0.pdf
D. Discussing new
concepts and practicing
Discuss the lesson through PowerPoint/Canva presentation.
new skills #1
(EXPLORE)
E. Discussing New Learners will be working in 4 group; each group should be able to do a Campus
concepts and practicing Scavenger Hunt. Learners will obtain a list of plant anatomy and organ
new skills #2 modifications and use it to explore the plants on campus.
(EXPLORE) Q: How many examples of those listed can you find?
F. Developing mastery Each group will need to present and share in the classroom, what examples
(EXPLAIN) they’ve got.

G. Finding practical
applications of concepts
and skills in daily living
(ELABORATE)

H. Making generalizations
and abstractions about Ask learners: Do you think transport in plants will be affected because of air
the lesson pollution? Why or why not?
(ELABORATE)
I. Evaluating learning
5-item multiple choice questions
(EVALUATE)
J. Additional activities for
application or
Cite how sensory and motor impulse are processed in the PNS and CNS
remediation
(EXTEND)
V. REMARKS

VI. REFLECTION
I. No. of learners who earned 80% in the evaluation
II. No. of learners who require additional activities for remediation
III. Did the remedial lessons work? No. of learners who have caught up with the lesson
IV. No. of learners who continue to require remediation
V. Which of my teaching strategies worked well? Why did this work?
VI. What difficulties did I encounter which my principal or supervisor can help me solve?
VII. What innovation or localized materials did I use/discover which I wish to share with
other teachers?