LESSON PLAN IN SCIENCE 7

Content Standard The difference between animal and plant cells

Performance Standard Employ appropriate techniques using the compound
microscope to gather data about very small objects
Most Essential Learning Differentiate plant and animal cells according to
Competencies presence or absence of certain organelles
Code: S7LT-IIc-3

I. OBJECTIVES
At the end of the lesson, the learners will be able to:
Knowledge Identify the parts and function of plant and animal
cell.
Skills Differentiate plant and animal cell using a Venn
diagram.
Attitude Appreciate the importance of the part of plant and
animal cell.

II. LEARNING TASK

A. Subject Matter: Animal and Plant Cell
*Animals are made up of millions of cells. Animal cells have an irregular structure.
There are 13 main parts of animal cell: Cell membrane, Nucleus, Nucleolus, Nuclear
membrane, Cytoplasm, Endoplasmic Reticulum, Golgi Apparatus, Ribosome,
Mitochondria, Centrioles, cytoskeleton, Vacuoles, and Vesicles. Animal cells are the
building blocks that make up all living organism in the Kingdom Animalia. They give
bodies structure, absorb nutrients to convert energy, and help animals move. They
also contain the hereditary material of an organism and can make copies of
themselves.
*Plants are also made up of millions of cells and composed of different parts. These
are Golgi Vesicles, Ribosomes, Endoplasmic Reticulum (Smooth and Rough),
Nucleus, Cytoskeleton, Cell Wall, Golgi Apparatus, Plasmodesmata, Central Vacuole,
Chloroplast, Cytoplasm, Mitochondrion, and Cell Membrane. Each part performs
different functions specifically in facilitating protein synthesis, holding water and
gives rigidity to the cell.
Major structural differences between a plant and an animal cell include:Plant cells
have a cell wall, but animals cells do not. Cell walls provide support and give shape to
plants. Plant cells have chloroplasts, but animal cells do not. Chloroplasts enable
plants to perform photosynthesis to make food.
Structure of Plant and Animal Cell
*Annotation: Objective 2
This part used research-based knowledge and principles of teaching and learning to
enhance professional practice.

B. Process Skills: Identifying, differentiating and appreciating parts and functions of

plants and animal cell
C. Materials: Diagram of plant and animal cell, video clips
D. References: Science 7 LM, google
E. Value Focus: Resourcefulness and appreciation of God’s creation

III. DEVELOPMENTAL ACTIVITIES

Strategies Annotation/Contextualization
Routine Activities
A. Pre-activity
1. Routine Activities *Objective 5
Prayer, greetings, checking of attendance, Established safe and secure
presentation of class rules and safety. learning environments to
enhance learning through the
*Class Rules consistent implementation of
1. Listen carefully policies, guidelines, and
2. Keep hands and feet close to yourself
procedures.
3. Raise your hand if you have something to say
4. Show respect and kindness to your classmate.
5. Follow direction
6. Do your best
*Safety Rules
1. Use mask3. Wash
2. Disinfect 4. Keep distance
2. Review
Who are the people involved in the discovery of the
*Objective 1
cell?
Applied knowledge and
How were cells discovered?
content within and across the
How are cells got its name?
curriculum
*Araling Panlipunan is
3. Motivation integrated in this part.
Show a video of plant and animal cell.
*Objective 4
Non-verbal classroom
strategy
4. Presentation *ICT is integrated in this
What can you say about the video presented? part.

*Objective 3
Answers may vary.
Encourage the students to
answer in their own way.
They may answer in English,
 Filipino or Hiligaynon.
B. Activity Proper
*Group the student into two. Each group will choose *Objective 7
their leader and reporter. Maintained learning
Group I-Identify the parts and functions of plant cell environment that nurture and
(based on the video) inspire learner to participants.
Group II-Identify the parts and functions of animal (Collaborative learning)
cell
Picture Analysis
Picture 1

Picture 2

*Objective 7
Which of the two pictures refer to plant cell?
There is participation,
Which of the picture refer to animal cell?
cooperation and students
What is their function?
work collaboratively.
The reporter will identify the
C. Post Activity
parts and tell about the
*Posting of work and reporting.
functions of plant and animal
cell.

Objective 16
The sets of HOTS questions
utilized in analysis and
D. Analysis
abstraction are applicable to
What are the different parts of plant cells? Animal
stimulate analytical and
cell?
critical thinking skills of
What are the functions of each part?
learners. In this part,
What are parts of animal cell that cannot be found in
Essentialism philosophical
plant cell?
view of teaching is
What are the parts of plant cell that cannot be found
emphasized since the
in animal cell?
students need to master the
 What are the common part of plant and animal cell? concepts and acquire
What is the difference between plants and animal essential skills necessary for
cell? life-long learning.
What is the importance of plant cell? Animal cell?

E. Abstraction
Identify the part of plant and animal cell.
Differentiate plant and animal cell according to its
common and differences.

F. Application *Math is integrated by using

Why are plants and animals important to human a Venn Diagram
beings?
IV. EVALUATION

Complete the Venn diagram showing the parts and

functions of plant and animal cell.
Animal vs. Plant Cell

Animal Plant
Both
*Objective 5
Promote fairness, respect,
and care to encourage
learning.
IV. ENRICHMENT ACTIVITY *Objective 8
*Draw the plant and animal cell in long size bond Maintain learning
paper. You may color your work to make your output environments to motivate
more interesting and you may picture your output and learners to work productively
submit your output via email or messenger. by assuming responsibility
Rubrics: for their own learning.
10 5-9 1-4
Completeness
All parts are seen in
the drawing
Creativity/Effort
Creative, neat, and
put effort on the
drawing
On time
Pass the output on
time

Prepared by:

ZYRA M. EVANGELIO, MEd

 Teacher I

Reviewed by:

MARISSA A. MAGON, MAEd

MT I