Day 2 - Cell Structure and Function

Republic of the Philippines
Department of Education
Region 10
Division of Bukidnon
BUKIDNON NATIONAL SCHOOL OF HOME INDUSTRIES
North Poblacion, Maramag, Bukidnon
DETAILED LESSON PLAN GENERAL BIOLOGY 1

Second Semester, S.Y. 2020-2021
Grade Level 11 Quarter 3

Section STEM Time 9-10 AM
I-OBJECTIVES
A. CONTENT The Learners demonstrate an understanding of the cell structure and

STANDARDS function
B. The Learners shall be able to construct a 3-D model of a plant/animal
PERFORMANCE cell using recyclable
STANDARDS
The learners shall be able to describe the structures and function of
C. LEARNING
major and subcellular organelles
COMPETENCY
(STEM_BIO11/12-Ia-c-2)
(MELC)
At the end of the lesson, you are expected to:
• Knowle 1. Identify and describe the structures of cell
dge
2. create a pictorial representation of the parts of cells, with the
name of the major organelles, and a description of their
• Skills functions.
3. Appreciate the importance of studying the parts of the cell and relate
• Attitude it to everyday context.
Teaching Theories:
Socio-Constructivism: a social learning theory developed by
Russian psychologist Lev Vygotsky which posts that individual are
Strategies active participants in the creation of their own knowledge,
(Schreiber & Valle, 2013).
Teaching Method: Inquiry Based or Guided Learning
Teaching Techniques: Collaborative learning, online and offline

games, Picture Analysis
Cell Structure and Function

II. CONTENT
I-OBJECTIVES

STANDARDS function
STANDARDS
C. LEARNING
COMPETENCY
(MELC)
dge
Teaching Theories:


II. CONTENT
III. LEARNING RESOURCES
A. References
Teaching guide pp12-17,
1. Teacher’s
Ruben E. Faltado III, Ed.D et al, General Biology 1(for Senior High
Guide Pages
School)
A. References
1. Teacher’s
Guide Pages
School)
I-OBJECTIVES

STANDARDS function
STANDARDS
C. LEARNING
COMPETENCY
(MELC)
dge
Teaching Theories:


II. CONTENT
A. References
1. Teacher’s
Guide Pages
School)
2. Code
3. Textbook
Pages
4. Additional
Materials from
LR Portal
B. Other https://www.bing.com/discover/cell-worsheet
I-OBJECTIVES

STANDARDS function
STANDARDS
C. LEARNING
COMPETENCY
(MELC)
dge
Teaching Theories:


II. CONTENT
A. References
1. Teacher’s
Guide Pages
School)
Learning https://studylib.net/doc/8073436/cell-structure-exploration-activities
Resources
IV. PROCEDURE DEVELOPMENT OF THE LESSON

TEACHERS’ ACTIVITY MEETING THE STUDENTS’
NEEDS
Preliminary Activities: (3 mins.)
 Prayer
I-OBJECTIVES

STANDARDS function
STANDARDS
C. LEARNING
COMPETENCY
(MELC)
dge
Teaching Theories:


II. CONTENT
A. References
1. Teacher’s
Guide Pages
School)
 Checking of Attendance
 Review of the Previous Lesson focusing Cell
theory
 Pre-test
PRE-TEST
Instruction: Read each question carefully and choose
the letter of the correct answer. Answers:
I-OBJECTIVES

STANDARDS function
STANDARDS
C. LEARNING
COMPETENCY
(MELC)
dge
Teaching Theories:


II. CONTENT
A. References
1. Teacher’s
Guide Pages
School)
1. Which cell feature is responsible for making 1. B. Ribosomes
proteins? 2. A. Cytoplasm
A. Lysosomes C. Mitochondria 3. B. Mitochondria
B. Ribosomes D. cytoplasm
2. What is the name of the jelly-like substance that 4. B. Cell wall
is inside the cell? 5. A. Lysosomes
A. Cytoplasm C. Cytoskeleton
B. cell membrane D. cytokinesis
I-OBJECTIVES

STANDARDS function
STANDARDS
C. LEARNING
COMPETENCY
(MELC)
dge
Teaching Theories:


II. CONTENT
A. References
1. Teacher’s
Guide Pages
School)
3. What cell feature is responsible for powering the cell?
A. Endoplasmic reticulum C. Golgi apparatus
B. Mitochondria D. Ribosomes
4. What is one major feature that plant cells have that
animal cells do not?
A. Lysosome C. Cell membrane
B. Cell Wall D. Golgi Apparatus
5. What cell feature contains digestive enzymes which
I-OBJECTIVES

STANDARDS function
STANDARDS
C. LEARNING
COMPETENCY
(MELC)
dge
Teaching Theories:


II. CONTENT
A. References
1. Teacher’s
Guide Pages
School)
breaks things down?
A. Lysosome C. Vacuoles
B. Chloroplast D.
Mitochondria
Activity 1 (5mins)
Compare the cell to a big city
Materials:
I-OBJECTIVES

STANDARDS function
STANDARDS
C. LEARNING
COMPETENCY
(MELC)
dge
Teaching Theories:


II. CONTENT
A. References
1. Teacher’s
Guide Pages
School)
Laptop
Projector Screen
 The teacher will show this image to the learners Various students’
responses
I-OBJECTIVES

STANDARDS function
The teacher will ask: What the requirements of the city
would be in order for it to function?  A city needs power
 A city generates
 The teacher will relate the learners’ responses to the waste
functions of the different parts of a cell.  A city requires raw
materials to
Activity 2. What process into food,
Am I? clothing, and
housing materials.
a. Animal and plant

 Ask students to observe the microscopic image of cell
cells. b. Different parts of
the cell
 Ask the students to list any differences they see

between the two images.
Animal cell has lysosomes,
 Explain to them that the image on the right is an while plant cell has both
animal cell and the image on the left is a plant cell. cell wall and chloroplast
The teacher will ask this question: What do think is the
difference between animal and plant cell?
Analysis (3 mins)
Activity Processing
Process the previously set questions in Activity 1 and 2.
Introduce and discuss the different structure of cell and its
functions
Abstraction Activity Processing
Activity3: Identify Me
Materials
- Worksheet Animal Cell:
- Pen 1. Mitochondria
Instruction: Identify the following parts of the cell. 2. Nucleus
3. Golgi Body
4. Cytoplasm
5. Ribosomes
6. Endoplasmic
Reticulum
7. Cell Membranes
Plant Cell
1. Cytoplasm
Guide questions: 2. Vacuole
1. How overall cellular function is dependent upon 3. Cell wall
organelles/cell structure. 4. Cell membrane
2. Why are organelles important in the structure of a 5. Chloroplast
cell? 6. Nucleus
7. Mitochondria
The teacher will have a discussion on the different parts of 8. Endoplasmic
the cell and its functions using an analogy. 9. Ribosomes
10. Golgi Body
Activity 4. Cell City Introduction
Instructio
1. The nucleus is a large, round/oval structure
usually located near the center of the cell. It is
the control center for all the activities of the
cell.
a. In a city, the nucleus is analogous to?
City hall
b. Why do you think so? Interactive Session

The nucleus controls all of the activities of
the cell as city hall controls all the activities in
of the city.
2. The cell membrane is a thin, flexible envelope

that surrounds the cell. It allows the cell to
change shape and controls what goes into and
out of the cell
a. In a cell city, cell membrane is analogous to?
City Limits
b. Why do you think so?
The cell membrane controls what goes

into and out of the cell as the city limits
control what goes in and out of the city.
3. The endoplasmic reticulum consists of a

network of a tube-like passageway that
proteins from the ribosomes are transported
through.
a. In a cell city, endoplasmic reticulum is
analogous to?
Road System
The endoplasmic reticulum consists of a
network of a tube-like passageway through
which proteins from the ribosomes are
able to be moved within a cell as the road
system allows for movement throughout
the city.
a. Rough ER analogous to individual restaurants in food

court
- The rough ER makes and packages protein
- A restaurant makes and packages food
where the shoppers get protein
b. Smooth ER analogous to shopping cart
- The smooth ER is use for storage
- Shoppers store the items they want to buy
in a shopping cart
4. The ribosomes are small grain-like bodies made

mostly of RNA and produced in the nucleolus.
Proteins are constructed at the ribosomes.
a. In a cell city, ribosome is analogous to?
Construction Company
Proteins which are building blocks of cells

are constructed at the ribosomes as are
structures for the city are built by a
construction company.
5. The jelly-like area between the nucleus and the cell
membrane is called the
cytoplasm. It helps organelles move throughout the
cell.
a. In a cell city, cytoplasm is analogous to?
Land or roads
Cytoplasm is like roads or land because tit

support other system in the cell and goes
across the whole cell.
6. The mitochondria are tiny bean-shaped
structures in the cytoplasm with a smooth outer
membrane, and a greatly folded inner
membrane. They supply the energy for the cell
by transforming sugars into energy.
a. In a cell city, mitochondria is analogous to?
Power Company

The mitochondria supply the energy for the
cell by transforming sugars into energy as
does a power company produce energy for
the city.
7. The chloroplast is an oval, green structure
found in the cytoplasm. It contains chlorophyll.
It captures the sun’s energy and uses it to
produces sugars in a process called
photosynthesis.
a. In a cell city, chloroplast is analogous to?
Solar Power Plant

The chloroplast captures the sun’s energy
and uses it to produces sugars which is
used to power a cell as a solar power plant
uses the sun’s energy to produce power
for the city.
8. The lysosomes are small round structures found
in the cytoplasm. They contain digestive enzymes
that break down large food particles into sugars
and other simple substances.
a. In a cell city, lysosome is analogous to?
Food Processing Plant

The lysosomes contain digestive enzymes that
break down large food particles into sugars and
other simple substances that can be used more
easily as does a food processing plant that
processes large quantities of food entering the
city into smaller packages that can be used more
easily.
9. The vacuole is a large, round sac found in
the cytoplasm. It stores water, food,
wastes, or other materials needed by the
cell.
a. In a cell city, vacuole is analogous to?
Warehouse
The vacuole stores water, food, and other

materials needed by the cell like a
warehouse stores materials needed by the
city.
10. Nucleolus makes ribosome

a. In a cell city, Nucleolus is analogous to?
City Mayor
The nucleolus is like a city Mayor because a

mayor help makes laws, that are part of the city,
and the nucleolus helps to make ribosomes, that
are part of every cell.
11. Cell wall is found in plants only. It provides support
and protection for the cell and surrounds the cell
membrane.
a. In a cell city, Cell wall is analogous to?
City Hall Fence
Just like a fence, it supports and provide

protection to a building.
12. Cytoskeleton maintains the size and shape of the

cell
a. In a cell city, the cytoskeleton is analogous to?
the building beams.
like the cytoskeleton, the building beams

maintains the shape of the building
13. The chromosomes are rod-shaped bodies found in
the nucleus. They are made of DNA and protein.
They contain all the information to run the cell.
They also pass on the hereditary traits of the cell to
new cells.
a. In a city, chromosome is analogous to?
City Auditor

The chromosomes contain all the information to
run the cell and pass on the hereditary traits of the
cell to new cells as does the city auditor stores all
the records of the city and passes them on as the
city grows
Visit the Cells alive! for free use of interactive animal and plant
cells at
http://www.cellsalive.com/cells/cell_model.htm
Generalization:
1. What do you think is the importance of knowing the
different parts of the cell and its function?
2. Do you see any relevance of studying the
structure/parts of the cell to the current situation
(the COVID-19) Pandemic?
3. Knowing that cell is the basic unit of life, how are you
going to take good care of it to prolonged its life?
Application (10mins) Group Activity
Activity 5. Cell Foldables Activity processing
Goal: To create a pictorial representation of the

parts of cells, with the name of the major See attached Rubric
organelles, and a description of their functions.
Materials:
 12 X 18 White “poster” paper
 Markers or colored pencils
 Scissors
 Internet Access
Procedures:
STEP 1: Fold poster paper in a way so that it is divided into
16 sections
STEP 2: Cut the folds on one side of the paper only
STEP 3: Draw each of the cell parts on the front of the flap
as it is closed down
8 or ganell es (1 per fla p)

STEP 4: On the back of the flap write the function of the
organelle.
Example: Nucleus – This is the part of the cell that is the
control
center and directs all activity.
STEP 5: Put your name on the last flap on the front
Assessment
Activity 6. Cell Architecture (10 mins)

https://www.bing.com/discover/cell-worsheet
Materials:
1. Printed worksheets
2. Scissors
3. Paste
Procedures:
1. As a group, you will be given a printed “cell
worksheet”
2. Match the function cards and memory items by
gluing them into the correct locations.
Answers:
1. A. Cytoplasm
2. B. Ribosomes
3. B. Mitochondria
4. A. Lysosome
5. B. Cell wall
Short quiz (Post-test)
1. What is the name of the jelly-like substance that is inside

the cell?
A. Cytoplasm C. Cytoskeleton
B. cell membrane D. cytokinesis
2.. Which cell feature is responsible for making proteins?
A. Lysosomes C. Mitochondria
B. Ribosomes D. cytoplasm
3. What cell feature is responsible for powering the cell?
A. Endoplasmic reticulum C. Golgi apparatus
B. Mitochondria D. Ribosomes
4. What cell feature contains digestive enzymes which
breaks things down?
A. Lysosome C. Vacuoles
B. Chloroplast D. Mitochondria
5. What is one major feature that plant cells have that animal
cells do not?
A. Lysosome C. Cell membrane
B. Cell Wall D. Golgi Apparatus
Enrichment Activity
Activity 7. Visiting the Cell – Travel Brochure
Instructions:
1. You will be designing a Travel Brochure that describes
a plant or animal cell as if it were a real-life attraction. *Think See Attached Rubric
of attractions like: amusement parks, ball parks, zoos, farms,
malls, etc., there are certainly more possibilities than this.
2. Accurately describe/paste/draw/explain the 10
organelles (attractions) in the table below and justify how
they have represented their functions.
The
requirements:
1. Front cover includes student name, date, class period, as
well
as the attraction that is being used (i.e. amusement part,
mall, etc.)
2. Brochure includes the 10 specified organelles and their
corresponding functions
3. An organelle picture and a ‘real-world’ attraction picture
should be included for each organelle.
4. Must be in a brochure-like format. Please do not turn in
random pages stapled together – be creative!
5. Make sure you have a good justification as to why you
have represented your organelles in the manner you have in
your brochure.
• The final output will be submitted and be will posted

in the google classroom.
• Deadline of submission is on Monday
 Download the worksheets shared to you via google

classroom and make it sure to have it in the next
session
V. Remarks
VI. Reflection
A. Number of learners who earned 80% of the evaluation
B. Number of learners who require additional activities for
remediation
C. Did the remedial lesson work?
Number of learners who caught up with the lesson
D. Number of learners who continue to require remediation
E. Which of my teaching strategies work well?
Why did these work?
Prepared by: Checked by:
SHERYL LOU A. ANGELES JEAN P. GAGARANI

Teacher II Master Teacher II
Approved by:
HELEN N. YBAÑEZ
Secondary School Principal II
Grading Rubric
Characteristic score
Includes the 10 required organelles with picture representation (2 pts each) 2 20 pts
Function for each organelle (5 pts each organelle) 50 pts
Justified ‘real-world’ attraction entry with picture for each organelle (3 pts 30 pts
each)
Total 100pts
CELL FOLDABLE GRADING RUBRIC
POOR (5PTS) FAIR (10 PTS) EXCELLEN/GOOD OUTSTANDING (20
(15PTS) PTS)
CONTENT- More than 6 4-5 organelles are 1-3 organelles are All organelles are
ORGANELLES organelles are missing, 4-5 locations missing, 1-3 locations displayed in the
missing, are inaccurate in the are inaccurate in the foldable and with
locations are in foldable foldable correct location.
accurate.
CONTENT- Descriptions The foldable does not The function and The foldable correctly
FUNCTION and functions fully define the description of define the functions
of organelles functions and organelles are defined and description of
are inaccurate description of by the foldables. It organelles
organelles might be missing some
information on
organelle function
ATTRACTIVENES The foldable is The foldable is The foldable is The foldable is
S distractingly acceptably attractive attractive, neat, and exceptionally
messy, and the though it may be a bit the organelles are well attractive in terms of
organelles are messy, the organelles depicted and colorful. neatness. The
poorly depicted are not well depicted organelles are very
and not in the foldable well depicted in the
colorful foldable and very
colorful.
Total 60 POINTS

Day 2 - Cell Structure and Function

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Republic of the Philippines

DETAILED LESSON PLAN GENERAL BIOLOGY 1

Grade Level 11 Quarter 3

A. CONTENT The Learners demonstrate an understanding of the cell structure and

Teaching Method: Inquiry Based or Guided Learning

Teaching Techniques: Collaborative learning, online and offline

Cell Structure and Function

A. CONTENT The Learners demonstrate an understanding of the cell structure and

Teaching Method: Inquiry Based or Guided Learning

Teaching Techniques: Collaborative learning, online and offline

Cell Structure and Function

III. LEARNING RESOURCES

III. LEARNING RESOURCES

A. CONTENT The Learners demonstrate an understanding of the cell structure and

Teaching Method: Inquiry Based or Guided Learning

Teaching Techniques: Collaborative learning, online and offline

Cell Structure and Function

III. LEARNING RESOURCES

A. CONTENT The Learners demonstrate an understanding of the cell structure and

Teaching Method: Inquiry Based or Guided Learning

Teaching Techniques: Collaborative learning, online and offline

Cell Structure and Function

III. LEARNING RESOURCES

IV. PROCEDURE DEVELOPMENT OF THE LESSON

A. CONTENT The Learners demonstrate an understanding of the cell structure and

Teaching Method: Inquiry Based or Guided Learning

Teaching Techniques: Collaborative learning, online and offline

Cell Structure and Function

III. LEARNING RESOURCES

A. CONTENT The Learners demonstrate an understanding of the cell structure and

Teaching Method: Inquiry Based or Guided Learning

Teaching Techniques: Collaborative learning, online and offline

Cell Structure and Function

III. LEARNING RESOURCES

A. CONTENT The Learners demonstrate an understanding of the cell structure and

Teaching Method: Inquiry Based or Guided Learning

Teaching Techniques: Collaborative learning, online and offline

Cell Structure and Function

III. LEARNING RESOURCES

A. CONTENT The Learners demonstrate an understanding of the cell structure and

Teaching Method: Inquiry Based or Guided Learning

Teaching Techniques: Collaborative learning, online and offline

Cell Structure and Function

III. LEARNING RESOURCES

A. CONTENT The Learners demonstrate an understanding of the cell structure and

Teaching Method: Inquiry Based or Guided Learning

Teaching Techniques: Collaborative learning, online and offline

Cell Structure and Function

III. LEARNING RESOURCES

A. CONTENT The Learners demonstrate an understanding of the cell structure and

a. Animal and plant

 Ask the students to list any differences they see

Abstraction Activity Processing

Activity 4. Cell City Introduction

b. Why do you think so? Interactive Session

2. The cell membrane is a thin, flexible envelope

b. Why do you think so?

The cell membrane controls what goes

3. The endoplasmic reticulum consists of a

a. Rough ER analogous to individual restaurants in food

4. The ribosomes are small grain-like bodies made

Proteins which are building blocks of cells