SAN RICARDO NATIONAL HIGH SCHOOL
School Grade Level 7
San Ricardo, Talavera, Nueva Ecija
JENNILYN E. BULAON
Teacher Learning Area SCIENCE
Teacher 1
7-MILFLORES (2:00-3:00) Quarter SECOND
Daily Lesson Section
Plan Date OCTOBER 16, 2024 (Wednesday)
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
Plant and Animal Cells
A. Content o Parts and Functions
o Similarities and Differences
B. Content
The organelles of plant and animal cells can be identified using a compound microscope .
Standards
C. Performance Demonstrate understanding of the parts and function of a compound microscope and use this to identify cell structure. They recognize that the cell is
Standards the basic unit of life and that some organisms are unicellular and some are multicellular.
D. Learning Use proper techniques in observing and identifying the parts of a cell with a microscope such as the cell membrane, nucleus, cytoplasm, mitochondria,
Competencies and chloroplasts.
E. Learning
Objectives Identify the parts of a cell, such as the cell membrane, nucleus, and cytoplasm, with a microscope
and Duration
F. Integration Distribution of plant and animal cells relating to global diversity patterns
II. LEARNING RESOURCES
A. References Worksheet for Science 7 Quarter 2- Week 2
B. Other Learning
PowerPoint Presentation
Resources
III. TEACHING AND LEARNING PROCEDURE
Short Review
Describe the classical cell theory proposed by the following scientists:
A. Activating Prior
a. Theodor Schwann in 1839.
Knowledge
b. Matthias Schleiden in 1838
c. Rudolf Virchow in 1858
B. Establishing Unlocking Content Area Vocabulary
Purpose of the Table Completion: Complete table by providing the descriptions of the given terms.
Lesson 1. Cells 3. Cytoplasm
2. Cell membrane 4. Nucleus
Perform activity on Observing Plant and Animal Cell
C. Developing and
Discussion Questions:
Deepening
Understanding
1. What are the main structural differences between plant and animal cells observed under the microscope?
2. What is the purpose of staining the cells with iodine solution and methylene blue?
D. Making
How does the shape of the cells differ between plant and animal cells, and why?
Generalization
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
A. Evaluating
What are the main structural differences between plant and animal cells observed under the microscope?
Learning
Remarks There are some sections that did not finish the activity due to Induction of PTA Officers.
Reflection Group work among my student’s works well because I see them all engaged in the activity.
Prepared by: Checked by: Noted:
JENNILYN E. BULAON ANALIZA M. RIVERA CATALINA A. SALUM, EdD.
Teacher I Head Teacher III-Science School Principal IV
Sample Remarks
Note observations on
any of the following Effective Practices Problems Encountered
areas:
strategies explored
materials used
learner engagement
others
Teacher’s Reflection
(Reflection guide or prompt can be on:
principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?
students
What roles did my students play in my lesson?
What did my students learn? How did they learn?
ways forward
What could I have done differently?
What can I explore in the next lesson?
