School Grade Level

Teacher Learning Area

Teaching Dates and Time Quarter

DAY:
MY DAILY LESSON PLAN
TIME: 60 minutes GRADE & SECTION ROOM

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary
I. OBJECTIVES procedures must be followed and if needed additional lessons exercises and remedial activities maybe 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 Standards Transport Mechanisms
B. Performance Standards Construct a cell membrane model from indigenous or recyclable materials
Describe the structural components of the cell membrane STEM_BIO11/12-Ig-h-11
Relate the structure and composition of the cell membrane to its function
STEM_BIO11/12- Ig-h-12
Explain transport mechanisms in cells (diffusion osmosis, facilitated transport, active
transport) STEM_BIO11/12- Ig-h-13
C. Learning Competencies/Objectives
At the end of the lesson the student should be able to:
 Explain the structure and composition of cell membrane in relation to its
function.
 Relate the different transport mechanism of the cell in real life situation
 Create a model of the cell membrane emphasizing the different types of
transport mechanisms.
STEM_BIO11/12-Ig-h-11
Write the LC code for each STEM_BIO11/12- Ig-h-12
STEM_BIO11/12- Ig-h-13
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.
II. CONTENT
CELL
List the materials to be used in different days. Valid sources of materials sustain children’s interest in the lesson and in
III. LEARNING RESOURCES learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
learning promotes concept development
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
C. Routinary Activities
These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by the demonstration of learning by the students which you can infer from formative assessment
IV. PROCEDURES activities. Sustain learning systematically by providing students by multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusion about what they learned in relation to their life
experiences and previous knowledge. Indicate time allotment for each step.
A. Reviewing previous lesson or
presenting the new lesson ELICIT (2 mins)

The teacher will ask the students about their previous lesson regarding cell structure
and its functions. The teacher will also ask them what comes into their mind when they
hear the word, “transport.” This will let the teacher know the student’s prior knowledge
about the topic to be discussed.
B. Establishing a purpose for the
lesson ENGAGE
 C. Presenting examples/instances of
the new lesson
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 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No of learners who require
additional activities for remediation
C. No. of learners who caught up with
the lesson
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
Activity: NO ID, NO ENTRY
The teacher will show a presentation of a guard in a school facilitating the entry of the
different people in a gate.
1st situation: The student with a school ID presented easily passed through the gate.
2nd situation: A visitor arrived without an ID but entered the gate with the help of the
faculty who brought him in.
3rd situation: A stranger who doesn’t have an ID didn’t enter the gate.
In this activity, each one represents the following:
 Gate- cell membrane
 Guard- the one who permits what enters the cell
 Faculty- channel proteins
 Students/Visitors- molecules needed by the cell
 1st situation- represent simple diffusion
 2nd situation- represent facilitated diffusion
 3rd situation- represent active transport
 4th situation- semi-permeability of the cell membrane
EXPLORE
Creating a Model of Cell Membrane Emphasizing the Different Transport Mechanisms.
Students will be grouped into three groups. The teacher will make draw lots to
determine what model each group will make. Each group will be given specific
instruction on how will they create the model. After the creation of models, each group
will perform in class the different transport mechanism with the corresponding model
they did.
Simple Diffusion Model
EXPLAIN
ELABORATE
EVALUATE
EXTEND
Reflect on your teaching and assess yourself as a teacher. Think about your student's progress this week. What works?
What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for
you so when you meet them, you can ask them relevant questions.
Did the remedial lessons work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?