Detailed Lesson Plan (40 Minutes)
College of Education
I. Objectives
A. Content Standards
The learners are expected to demonstrate their understanding about animal and plant cells.
B. Performance Standards
The learners should be able to create a model of a cell representation, label it, and state
their functions.
C. Learning Competency
Be able to participate in class and enumerate the differences among animal and plant cells.
At the end of 40 minutes of the lesson, 75% of the students should be able to:
1. Distinguish animal cells from plant cells.
2. Identify the parts of plant and animal cells.
3. Understand the functions of each cell part.
II. Materials Needed
Projector and PowerPoint presentation
Manila paper and Pentel pens
Prepared slides of onion epidermis and cheek cells
Compound microscopes
Activity sheets for model building and labeling
III. Content
Topic: Different Structures of Animal Cells and Plant Cells
IV. Resources
Admin. (2023). Animal Cell – Structure, Function, Diagram and Types. BYJUS.
McLaughlin, K., PhD. (2021). Plant Cell. Biology Dictionary.
Lumen Learning. Animal Cells versus Plant Cells | Biology for Non-Majors I.
National Geographic Education. Cells and the Versatile Functions of Their Parts.
National Geographic Education. Cell Biology.
National Geographic Education. Cell Functions.
National Geographic Education. Cell Theory.
Khan Academy. Comparing Animal and Plant Cells.
LibreTexts. Unique Features of Animal and Plant Cells.
Wikipedia. Endomembrane System (vacuole information).
V. Values
Attentiveness, Teamwork, and Cooperation
VI. Procedure
A. Before the Lesson
Teacher’s Activity Student’s Activity
Greetings: “Good morning, everyone!” “Good morning, Ma’am!”
Prayer: Invite a volunteer to lead a short Students participate and say “Amen.”
invocation.
Classroom Clean-Up: “Please pick up any Students tidy their area.
litter and arrange your chairs.”
Attendance: Call roll; take note of Students respond “Here” or “Present.”
absentees.
Review of Previous Lesson: “Who can Students answer, e.g., “Objective lens, stage,
recall the parts of the compound light source.”
microscope we used last time?”
Motivation (Jumbled Letters): Display Students unscramble and define terms.
jumbled terms (e.g., CTYOPLASM,
CNRSMETOOE, EMOSOSYL).
Presentation of Lesson Objectives: Student reads objectives; class nods in
Invite a student to read objectives aloud. agreement.
B. During the Lesson
Teacher’s Activity Student’s Activity
Introduce topic: Different structures of Students listen attentively.
animal vs. plant cells.
Show diagrams of animal and plant Students take notes and ask clarifying
cells; highlight unique organelles. questions.
Ask: “Which organelles are unique to Students discuss centrosomes and
animal cells and what are their roles?” lysosomes.
Play a short video comparing animal Students observe and note key differences.
and plant cells (e.g., Khan Academy).
In groups, students draw and label an Groups label organelles, jot down functions,
animal or plant cell; prepare a 1-minute and prepare presentation.
presentation.
C. After the Lesson
Teacher’s Activity Student’s Activity
Facilitate discussion summarizing major Students volunteer answers and pose
differences and organelle functions. questions.
Distribute worksheet: label blank Students complete worksheet for grading.
animal/plant cell diagram and state
functions of three organelles.
VII. Assignment
Form a group of four. Create a 3D model of either an animal or plant cell using improvised
materials. Label organelles and list their functions.
Rubrics (100 points):
Creativity: 20%
Neatness: 20%
Complete Information: 20%
Craftsmanship: 20%
Submitted on Time: 20%
VIII. Remarks
Mastery of Learning: Assess exit tickets and worksheet for misconceptions.
Instructional Decision: Plan for reteaching any challenging organelles in the next session.
IX. Reflection
Reflect on student engagement during motivation and group work, accuracy of labelings,
and effectiveness of differentiation strategies.
Prepared by:
RIZZA MAE U. VACARO
BSEd Science 3B – Demonstrator
Submitted to:
DIRK DIESTRO, EdD – Course Facilitator
