DETAILED LESSON PLAN IN SCIENCE 7 USING THE 7E’s MODEL

School: Grade Level: 7

Teacher: Leaning Area: Science 7
Time Allotment 4-5 hours Quarter: Second
I. OBJECTIVES:
A. Content Standards: The learners demonstrate an understanding of the
difference between animal and plant cells.
B. Performance Standard: The learners should be able to employ appropriate
techniques using the compound microscope to gather data about very
small objects.
C. Learning Competencies: The learners should be able to;
1. differentiate plant and animal cells according to presence or absence of
certain organelles and; SSP_S7LT-IId-4
2. explain why the cell is considered the basic structural and functional unit of
all organisms. SSP_S7LT-IId-e-5
II. CONTENT: Animal and Plant Cells
III. LEARNING RESOURCES:
A. References
1. Teacher’s Guide Pages 75-79
2. Learner’s Material Pages 87-94
3. Textbook Pages
4. Additional Materials from Learning Resource (LR) Portal
5. Other Learning Resources
www.s2temsc.org/uploads/1/8/8/7/18873120/introduction_to_cells_1

IV. PROCEDURES:
Teacher’s Activity Student’s Activity
A. Reviewing  Start a short review about the  Students will answer that
previous things they have learned in the organisms have organ
lesson or previous module that organisms systems composed of
presenting the  Make them recall by showing organs. These organs are
new lesson them the muscle tissues, plant made up of even smaller
root tissues and the cell models parts namely, tissues and
they saw in the previous the smallest of which are
module. the cells.
 Let them identify which are the
tissues or the cells. Or show
and ask them whether an onion
bulb, a stem, or a leaf or a leaf
midrib is an organ, tissue or
cell.
 Watch out for wrong answers
 like, some may still mistake
tissues for cells. Make sure that
they will be able to differentiate
one from the other at this point.
 Then, continue by asking them
the essential questions.
1. Are all cells the same?
2. If not, in what ways are they
different?
B. Presenting Show this picture to the students. Students’ possible answer:
examples/
instances of Cells are compared to
the new lesson building blocks. When we
were younger, some of us
might have played with toy
blocks, transforming simple
blocks into elaborate
Photo from: https://urlzs.com/zQKD structures. Just as the
Or if you have Lego blocks at structures we made were
home, you can bring them. Ask composed of blocks, all
the students how these blocks are living things are made of
compared to cells. cells. Cells are the building
blocks of life.
C. Discussing  Let the students do Activity
new concepts No. 1: Comparing Animal and
and practicing Plant Cell found on Page 88 of
new skills #1 the Learners Material.
Depending on the Class size, The students perform
they may do it by 3’s or 5’s. Activity No. 1: Comparing
 You may wish to use Animal and Plant Cells
enlarged illustrations of Figures
1 and 2. Add the information that
these diagrams are results of
cell studies done using the more
powerful electron microscope.

D. Discussing  Based on the Activity done,

new concepts the teacher will let the
and practicing students share their answers
new skills #2 on the questions given.
Q1. Compare the shape of a plant
cell with that of an animal cell as
shown in Figures 1 and 2.
 Mention that there are
Students answers on the
questions given maybe:
Q1. Plant cells are
rectangular or angular or
rigid in shape, while animal
cells are rounded and
 many other shapes of somewhat
animal cells according to irregular or spherical or
their functions that they will cylindrical.
study later in the next
grade levels.
Q2. Which cell parts are found in Q2. The nucleus, plasma
both cells? membrane, cytoplasm, the
mitochondrion, rough and
smooth endoplasmic
reticulum, Golgi body,
vacuole/vesicle, ribosome/s
and lysosome are common
to both plant and animal
Q3. Which are present only in cells.
animal cells? Q3. The centrioles are
Q4. Which are present only in present in animal cells only.
plant cells? Q4. The cell wall and
chloroplast are present in
plant cells only.
E.Developing  Ask the students if they Students’ answer maybe:
Mastery know what a Venn A Venn Diagram shows
Diagram is. relationships between and
among sets or groups of
objects that have something
in common. It uses two
circles that overlap with one
another. The common
things are found in the
overlapping area, while the
differences are in the non-
overlapping areas.
 Using the same grouping
earlier, let the students The Venn diagram that
construct a Venn diagram students made may look
of plant and animal cells like the one below:
on a sheet of paper or they
can have their outputs via
Powerpoint or Prezi. Let
them use the information
they have gathered from
Figures 1 and 2. Let them
label the overlapping and
non-overlapping areas. Photo from Science TG
 Let the students present
 and explain their Venn
diagram to class. Based on our observations
(NOTE: Come up with a system of and study of plant and
correcting students’ work. An example animal cells;
would be for a completely correct The differences between
output like the figure on the other plant and animal cells are:
column, score it 20. For any wrongly
1. Plant and animal
placed part or heading subtract 1
cells differ in shape
point. Take note that cell parts
present only in plant or animal cells and in some parts.
may be written either on the left or Plant cells
right side of the overlapping area.) are rectangular or angular
or rigid in shape, while
animal cells are rounded
and somewhat irregular.
2. Plant cells have cell
walls and
chloroplasts which
animal cells do not
have.
3. Animal cells have
centrioles which
plant cells do not
have.

Similarities between plant

 Ask the students again on
the essential questions
mentioned earlier. Answers of students:
1. Are all cells the same?
2. If not, in what ways are
and animal cells:
1. Both plant and
animal cells have
common parts
namely: the nucleus,
plasma membrane,
cytoplasm, the
mitochondrion,
rough and smooth
endoplasmic
reticulum, Golgi
body, vacuole/
vesicle, ribosomes
and lysosome.
1. No
2. Please refer to the
 they different? Venn Diagram
F. Making Let the students watch and if For students, they may
generalizations possible download a video on the check the following links for
and parts and functions of a cell. videos of cells and their
abstractions functions;
about the https://www.youtube.com/
lesson watch?v=URUJD5NEXC8
https://www.youtube.com/
watch?v=1Z9pqST72is
G. Evaluating Evaluation is done at the end of
Learning the activities.