Schools/ Division: Tabugon National Highschool/ Iloilo Grade level: Grade 11

Province
Teacher: Ainna Victoria Q. Cabrera Learning area: EARTH And LIFE
SCIENCES
Teaching Dates and Time: Quarter: 2nd (2)
DAILY LESSON PLAN IN SCIENCE and TECHNOLOGY 11
I. OBJECTIVES DEVELOPMENTAL ACTIVITIES
A. Content Standard The learners demonstrate an understanding of the structure and functions of plant
parts and organelles involved in photosynthesis
B. Performance Standard The learners shall be able to design and investigate to provide evidence that plants
can manufacture their own food
C. Learning Competencies/ Differentiate basic features and importance of Photosynthesis.
Objectives At the end of the lesson, the learners should be able to:
LC No. 1. Identify the different roles of plant structure during the photosynthetic process.
2. Determine the raw materials and end product of photosynthesis.
3. Explain the process of food making of plants during photosynthesis.

II. CONTENT Quarter 2 – Module 3:

Bioenergetics
III. LEARNING
RESOURCES
A. References
1. Teaching Guide Pages Earth and Life Science by Cengage Learning, pp.
231-242.2.http://www.cpalms.org/Public/PreviewResourceLesson/Preview/
75372

2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – CORE SUBJECT: https://www.deped.gov.ph/wp-content/uploads/2019/01/SHS-
From Learning Resource
Core_Earth-and-Life-Science-CG_with-tagged-sci-equipment.pdf
(LR) Portal
B. Other Learning PowerPoint Presentation, Laptop, and Television
Resources
IV. TEACHER’S ACTIVITY STUDENT’S ACTIVITY ASSESSMENT
PROCEDURES ACTIVITIES
A. Elicit Formative
(3 Minutes) Prayer The student’s will lead the Assessment
Please all stand. Lead the prayer. prayer)

Greetings Good morning ma’am.

Good morning class!

Please be seated.

Checking of Attendance None ma’am

Let us check your attendance. Class monitor
who is absent today?
 Last time we have discussed about the Plants
and Animal cells, their organelles, structure
and their similarities and differences. Alright,
as a review what is plant cell? How about (Oral
animal cell? Questioning)
(Answer may vary

Very good, we also discussed the similarities

and differences of plant and animal cell. What
are those?
Very Good!

B. Engage The teacher will show a pictures of an

(5 Minutes) ecosystem and farmland with various plants. Possible learner’s
Let the students observe the different plants Response
and trees in the pictures.

FARM LAND

FOREST ECOSYSTEM

Guide Questions:
1. What do you think is the importance of 1. They sustain us directly
plants to humans? through food and oxygen,
and indirectly by
maintaining the balance of
2. What do you think is our relationship to our ecosystems.
plants? 2. Plants give oxygen to
human and in return
carbon dioxide is given off
by human to be used by
3. Why do think they are called great food plants.
provider? 3. Plants are autotrophs
which mean they can
make their own food and
they are consider as
 producers that serve as
food for both animals and
human.
C. Explore Expected Learner’ Formative
(15 Alright. As of this moment, we’ll having an response Assessment
Minutes) interactive game. Are you IN or OUT?
Mechanics: In this game, Students are group (Oral
Questioning)
into five and were given set of words. Students
sort out the cards into the correct envelope.

Water, sunlight and

WATER SUNLIGHT carbon dioxide go IN to
the leaves while sugar and
CARBON DIOXIDE oxygen are products of
photosynthesis so they go
OXYGEN GLUCOSE OUT.

D. Explain Lesson Proper

(20 The teacher will discuss the concepts about
Minutes) Photosynthesis.

Quarter 2
Lesson 4: Photosynthesis

Photosynthesis is the
process by which plants
convert light energy into
chemical energy,
specifically glucose, which
is used to fuel their The Learners will listen
growth and activities. attentively
Different parts of the plant play various roles
in this process.

Plant Parts and Their Roles in Photosynthesis

Leaves are the primary sites where

photosynthesis occurs, using their structure to
optimize light absorption and gas exchange.

 Chloroplasts: Contain chlorophyll,

which captures light energy.

 Stomata: Small openings on the leaf

surface that allow the exchange of
gases (carbon dioxide enters, and
oxygen exits).
  Mesophyll Cells: Contain the majority
of the chloroplasts and are the
primary site for photosynthesis.

Roots supply water and nutrients, essential for

the photosynthetic process and overall plant
health. The learners will listen
attentively
 Water Absorption: Roots take up
water from the soil, which is
transported to the leaves.

 Nutrient Uptake: Roots absorb

essential nutrients and minerals
needed for plant growth and
metabolic processes.

 Anchorage: Provide stability, helping

the plant maintain optimal positioning
for light capture.

Stems facilitate the transport of water,

nutrients, and glucose, and support the leaves
in capturing sunlight efficiently.

 Transport: Contain vascular tissues

(xylem and phloem) that transport
water, nutrients, and the products of
photosynthesis throughout the plant.

 Support: Hold leaves in the best

position to capture sunlight.

Two Stages of Photosynthesis

The Learners will listen

attentively
Light dependent reaction
Light-dependent reaction happens in the
presence of light. It occurs in the thylakoid
membrane and converts light energy to
chemical energy. Water-one of the raw
materials of photosynthesis-is utilized during
this stage and facilitates the formation of free
 electrons and oxygen. The energy harvested
during this stage is stored in the form of ATP
(Adenosine Triphosphate) and
NADPH( Nicotinamide Adenine Dinucleotide
Phosphate Hydrogen). These products will be
needed in the next stage to complete
photosynthetic process. Light independent
reaction or Calvin cycle or dark reaction.
The Calvin cycle (dark reaction) is a light-
independent phase that takes place in the
stroma and converts carbon dioxide (CO2) into
sugar. This stage does not directly need light
but needs the products of the light reaction,
thus it occurs immediately after the light-
dependent phase. The product of this stage is
sugar (glucose).
E. The teacher will show a short clip about
Elaborate Photosynthesis. The learners will watch
(10 the video.
Minutes) https://youtu.be/uxDQYiHQ1wE?
si=B40uRwJ_Mq93hMS5

F. Evaluate The teacher will give an activity about the Expected Learner’s Formative
(5 plant parts and their roles in photosynthesis. Response Assessment
Minutes)
Activity 1: What Am I, What do I Do?
Directions: Identify the labeled part of the
plant and write it’s role during photosynthesis. Learner’s response may
vary

Activity 2: Understanding the process of food

making in plants.
 Directions: Make a flow chart of the process
involved, raw materials used, and end Learner’s response may
products of food making in plants. vary

G. Extend The teacher will give a take home activity for

the students to be submitted next meeting. Goodbye Ma’am, Thank
You for giving us new
Thank you, class, and Goodbye! knowledge. Keep safe and
God Bless.

VI. REFLECTION
A.no. Of learners who earned 80% in evaluation
B. No. Of learners who additional activities for
remediation who scored below 80%
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 superior can help me solve?
G. What innovation or localized materials did I use/
discover which I wish to share with other teachers?

Prepared by: Noted By:

AINNA VICTORIA Q. CABRERA MRS. CELIA D. DARLE

STUDENT INTERN COOPERATING TEACHER