Instructional Planning(The process of systematically planning, developing, evaluating and managing the instructional process by using principles 2018

- 2019
of teaching and learning - D.O. 42, s. 2016)Detailed Lesson Plan (DLP)

School San Jose National High School Grade Level 11 and 12

Daily Lesson
Teacher Lowel Andrew A. Batomalaque Learning Area General Biology 1
Plan No. 4
Duration 60 minutes/session Quarter 1
Class Grade 11 – Curiosity (M-F/7:45 – 8:45); Grade 12 Jacinto (M-F/12:30 – 1:30)
DAILY LESSON PLAN

DAYS Monday (June 25, 2018) Tuesday (June 26. 2018) Wednesday (June 27, 2018) Thursday (June 28, 2018)
Friday (June 29, 2018
Remedial Class)
Learning The learners shall: The learners shall: The Learners shall: The Learners shall: Summative Assessment
Competency/ies  Describe the structure  Describe the structure and  Describe the structure and  Distinguish prokaryotic and
(Taken from the and function of major and function of major and subcellular function of major and eukaryotic cells according
curriculum guide) subcellular organelles organelles subcellular organelles to their distinguishing
features.
Code: STEM_BIO11/12-Ia-c-2 STEM_BIO11/12-Ia-c-2 STEM_BIO11/12-Ia-c-2 STEM_BIO11/12-Ia-c-3
Key Concepts/s Cellular Structure and Parts Cellular Structure and Parts Cellular Structure and Parts Similarities and Differences between
Understanding to be Prokaryotes and Eukaryotes
Developed
I. OBJECTIVES At the end of the session the At the end of the session the learners At the end of the session the learners At the end of the session the learners At the end of the session the learners
learners will be able to: will be able to: will be able to: will be able to: will be able to:
 Identify the different parts of a  Identify the unique cell structure  Identify the different materials  Recognize and describe the
Knowledge cell found in animals and plant cells needed for the experiment parts of prokaryotic and
Eukaryotic cells.
 Describe the different  Illustrate the different parts of a  Visualize the cheek and onion  Distinguish the difference and
Skills functions of each part of the cell cells similarities between prokaryotic
cell  Illustrate the cells viewed under and eukaryotic cells.
the microscope
Attitude  Demonstrate open-  Answer with enthusiasm during  Follow instruction with  Share their knowledge with
mindedness in during the class discussion conscientiousness enthusiasm
class discussion
Values  Display solidarity during group  Show appreciation to the  Perform the experiment with  Demonstrate oneness with the
activity uniqueness of the cells in orderliness and cleanliness group in doing the activity
different living organisms
Cellular Structure and Parts Unique Cell Parts of Animals and Laboratory work on cell structure Parts an Structure of Eukaryotic and
II. CONTENT
Plant Cells using cheek and onion cells Prokaryotic cells
 Evangelista, Louisito. T.  Evangelista, Louisito. T. General  Evangelista, Louisito. T. General  Evangelista, Louisito. T. General
III. LEARNING General Biology 1 for Senior Biology 1 for Senior High Biology 1 for Senior High Biology 1 for Senior High
RESOURCES High School, 2017 School, 2017 School, 2017 School, 2017
 Reece, Jane. B. et. al.  Reece, Jane. B. et. al. Campbell  Reece, Jane. B. et. al. Campbell  Reece, Jane. B. et. al. Campbell
Instructional Planning(The process of systematically planning, developing, evaluating and managing the instructional process by using principles 2018 - 2019
of teaching and learning - D.O. 42, s. 2016)Detailed Lesson Plan (DLP)

Campbell Biology (10th ed.). Biology (10th ed.). Boston: Biology (10th ed.). Boston: Biology (10th ed.). Boston:
Boston: Pearson, 2011 Pearson, 2011 Pearson, 2011 Pearson, 2011
IV. V.
1. Introductory (2 mins) (2 min) (2min) (2 min)
Activity 1. MOL / Checking of 1. MOL / Checking of Attendance 1. MOL / Checking of Attendance 1. MOL / Checking of Attendance
attendance
(5 mins) (5 min) (40 min) (5min)
1. Watch Video clip: “Overview 1. Show to the class a picture of an 1. Giving of instruction. 1. Show to the class a picture of
of Cell structure” animal and a plant cell 2. Do the actual activity eukaryotic and prokaryotic cells
2. Activity/Strategy
2. Let them identify what is the 2. Let them identify what are the
difference between the two similarities and differences in the
picture
3. Analysis (5 min) (5 min) (5 min) (5 min)
1. Why is a cell considered as 1. Why do you think cells have 1. What did you see under the 1. Based on the picture given,
the smallest functioning unit? different parts? microscope? which of the following is a
2. What do you think will happen 2. Will the difference affects the 2. Is there a difference between the simpler form of a cell?
if one of the cell parts will kind of life an organism will cell and the 2. What do you think would be the
malfunction? have? Why? benefit of one type of cell over
the other?
(25 min) (5 min) Simultaneous with the Activity. Go (20 min)
1. Discuss the cell structure. 1. Discuss the different cell around and discuss the concerns of Discuss the parts and structure of the
2. Use ppt presentation or in the structure unique to plant and each group performing the prokaryotes and the eukaryotes.
4. Abstraction
absence, use a picture of a animal cells. experiment.
cell and paste in the board for
better visualization.
(15 min) (35min) (11 mins) (20 min)
Pick one cell structure and make Let student create a cell city. They Answer application questions in the In their notebook, let the student
an analogy of its function (e.g. the should illustrate the different parts of given activity. make a Venn showing the difference
cell membrane can be likened to a the cell to the different parts of the between prokaryotes and eukaryotes.
gate that allows people to pass city.
thru as the cell membrane also
allows entry and exit of molecules
5. Application inside a cell.)

6. Assessment (5 min) (6 mins) Simultaneous with the activity. (5 min)

 Instructional Planning(The process of systematically planning, developing, evaluating and managing the instructional process by using principles 2018 - 2019
of teaching and learning - D.O. 42, s. 2016)Detailed Lesson Plan (DLP)

Report their answer in front of a Randomly calling someone from the Randomly ask questions regarding Let the class exchange their
class. group to report their output. about the experiment and observe if notebooks and check the correctness
they were able to perform the steps of the Venn diagram made.
correctly.
7. Assignment
Reinforcing the Day’s
Lesson
(1 min) (1 min) (1 min) (1 min)
Preparing for the new Study in advance about the unique Study for a summative test the Study in advance he difference Study for the exam tomorrow about:
Lesson cell parts in animals and plant following day. between a prokaryote and a 1. Cell Parts and Structure
cells. eukaryote. 2. Eukaryotic vs. Prokaryotic Cells
(1 min) (1 min) (1 min)
8. Concluding Let a student share a quote. “Vitality shows not only in the ability “Courage is going from failure to
Activity to persists, but in the ability to start failure without losing enthusiasm.”-
over.” Winston Churchill

a. REMARKS

h. REFLECTIONS
A. No. of learners who earned
80% in the assessment

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 learning
strategies worked well? Why
did these work?
 Instructional Planning(The process of systematically planning, developing, evaluating and managing the instructional process by using principles 2018 - 2019
of teaching and learning - D.O. 42, s. 2016)Detailed Lesson Plan (DLP)

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?