GRADE 12 School MIARAY NATIONAL HIGH SCHOOL Grade Level 12

DAILY Teacher VIVIANE O. BAYLON Learning GENERAL

LESSON LOG Area BIOLOGY 1
Teaching Dates and October 3-7, 2022 Quarter FIRST
Time

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed
and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard The learners demonstrate understanding of cell theory, cell structure and functions, prokaryotic versus eukaryotic cells, cell types and cell
modifications.
B. Performance Standard The learner should be able to construct a 3D model of plant cell/animal cell/bacterial cell using recyclable or other materials found in the
community.
C. Learning Objectives Objectives Objectives Objectives
Competency/Objectives
At the end of the session, learners At the end of the session, At the end of the session, At the end of the (Four
will be able to: learners will be able to: learners will be able to: session, learners will
be able to:
hours per
1. Enumerate prokaryotic and 1. Identify the organization 1. Identify the parts and 1. Distinguish week only)
eukaryotic organisms. of living organisms. functions of bacterial cell. plant cell and
2. Give importance of 2. Explain the importance of 2. Appreciate the features of animal cell
identifying eukaryotic and identifying the the bacterial cell; and, according to their
prokaryotic organisms; and, organization of living 3. Make a summary table of features.
3. List down the characteristics organisms. the parts and functions of 2. Explain the
of prokaryotic versus 3. Make a structural bacterial cell. importance of
eukaryotic organisms. organization of living distinguishing
organisms. animal cell from
plant cell; and,
3. Make Venn
Diagram about
Plant cell and and
animal cell.

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a
week or two.

V. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
VI. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Formative Assessment Organization of Living
Organisms
Biology Handbook Biology Handbook Biology Handbook Biology Handbook
31 32 33-35 35-37
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
The teacher will remind students The teacher will give a The teacher will give
of the rules and regulations during The teacher will call some review of the previous a brief review of the
quizzes. students to share their learnings lessons. previous lesson.
of the previous lesson.
The teacher will ask few
After the student, the teacher questions like:
will also give a brief review of 1. What have you learned
the previous lesson. about the previous topic that
we had yesterday?

Students are expected to

answer in a random manner.

B. Establishing a purpose for the The teacher will give objective of
lesson the quiz.
C. Presenting Students will accomplish a 30-item
examples/Instances of the problem .conversion of unit quiz.
new lesson They will accomplish it for 45
minutes.
The teacher will present the The teacher will present the The teacher will
lesson objectives. lesson objectives. present the lesson
objectives.
The teacher will ask students Students will be asked to Activity: Group
their knowledge about cell. share their own knowledge Reporting
Students will be asked to share about the topic.
their own experiences or
knowledge about the topic.
The teacher will ask students
about their knowledge about

D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment
) about the lesson.
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
After 50 minutes of answering the
quiz, the checking of their answers
will follow. Checking will also
clarifications of some points of the
lesson that were not understood
very well.
Questions regarding the problems
included in the quiz will be
entertained and further explanations
will be given.
Quiz
Teacher will explain each answer
of the test items to help students
remember important points of the
lesson.
The teacher will give the
generalization of the items given.
The teacher will record the scores
achieved by the students.
two types of cells.
The teacher will ask students
any prior knowledge about
prokaryotic and eukaryotic cells.
Some students will be expected
to share their knowledge.
The teacher will start the
discussion about the
classification of features of
prokaryotic and eukaryotic cells.
Questions will be inserted during
the discussion to allow learners
to absorb the lesson.
Socratic Method will be used to
recognize learnings of students
Students will be asked about
the importance of knowing the
different features of prokaryotic
and eukaryotic cells.
The teacher will give the
summary of the lesson
discussed.
Students will make a
structural organization of
living organisms based on
Activity: Group Reporting
The assigned group on
Bacterial Cell will present
the lesson and will report it
to the class.
Students will be asked
questions during discussions
to encourage participation.
Socratic Method will be used
to evaluate student’s
understanding.
Oral recitations will be
encouraged to share
different applications in
understanding of the topic
about the uniqueness of
bacterial cell.
The teacher will give the
summary of the lesson
discussed.
The teacher will call
students to answer
questions regarding the
The assigned group
on Bacterial Cell will
present the lesson
and will report it to the
class.
The teacher will
facilitate a group
discussion wherein
each group will be
given ten minutes to
brainstorm about
their observations.
After ten minutes, any
representative from
the group will deliver
the groups
observations.
Each group will be
asked to share their
thoughts about the
importance of
distinguishing plant
cell from animal cell.
The teacher will give
the summary of the
lesson discussed.
Activity: EXIT SLIP
 their understanding of the
lessons being discussed. A
rubric will be used using a
rubric
topic. Each student will be
given a chance to explain
and discuss important points
of the discussion.
Teacher will facilitate
an Exit Slip Activity
wherein they will be
given questions where
answers will be written
on their exit slips

J. Additional activities for
application or remediation
VII. REMARKS
Students will make Venn Diagram
prokaryotic and eukaryotic cells. It
will be submitted on the next
meeting. The output will be scored
using a rubric.
Let the students do a research
or advance reading about the
topic “Bacterial Cell”.
Advance reading on Plant
Cell and Animal Cell
Students will make
Venn Diagram plant
cell and animal cell. It
will be submitted on
the next meeting. The
output will be scored
using a rubric. They
will be grouped in
making 3D models for
animal cell, bacterial
cell and plant cell
accordingly. Rubric
will be scored using a
rubric. Outputs will be
submitted after one
week.

VI. REFLECTION
1. No. of learners who earned
80% in the evaluation
2. No. of learners who
require additional activities for
remediation who score below 80%
3. Did the remedial lessons
work? No. of learners who have
caught up with the lesson
4. No. of learners who
continue to require remediation
5. Which of my teaching
___ out of __ students ___ out of __ students ___ out of __ students
___ out of __ students
belong to 80% mastery belong to 80% mastery belong to 80% mastery
belong to 80% mastery
level during formative level during formative level during formative
level during formative
assessment assessment assessment
assessment
__ students need __ students need __ students need __ students need
remediation. remediation. remediation. remediation.
__ out __ students have __ out __ students have
__ out __ students have __ out __ students have
caught up with the caught up with the
caught up with the lesson caught up with the lesson
lesson lesson
_ students need a follow _ students need a follow _ students need a follow _ students need a
up remediation up remediation up remediation follow up remediation
         
 strategies worked well? Why did
these work?
6. What difficulties did I
encounter which my principal or          
superior can help me solve?
7. What innovation or
localized materials did I
         
use/discover which I wish to share
with other teachers

Prepared by: Checked by:

VIVIANE O. BAYLON ALEX M. JUMAMOY

Special Science Teacher I School OIC
Approved by:

ARMANDO L. CAGAS
School Principal I