DAILY School Grade Level & 12

LESSON
LOG
SENIOR HIGH SCHOOL
I. OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning Competencies /
Objectives (Write the LC
Code)
III. CONTENT
IV. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learners’ Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resources Portals
B. Other Learning Resources
Quarter
Teacher SHS Track STEM
Inclusive Dates Learning Area GENERAL BIOLOGY
1
Scheduled Time Topic Cell
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure 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.
The learners demonstrate an The learners demonstrate an The learners demonstrate an The learners demonstrate an
understanding of: Transport understanding of: Structures understanding of: Structures understanding of: Structures
Mechanisms and Functions of Biological and Functions of Biological and Functions of Biological
Molecules Molecules Molecules
The learners differentiate The learner categorized the The learner categorized the The learner Explain the role
exocytosis and endocytosis biological molecules (lipids, biological molecules (lipids, of each biological molecule in
(STEM_BIO11-IIIg-h-14) carbohydrates, proteins, and carbohydrates, proteins, and specific metabolic processes.
nucleic acids) according to (STEM_BIO11-IIIi-j-16)
nucleic acids) according to
their structure and function.
their structure and function. ( STEM_BIO11-IIIi-j-15)
(STEM_BIO11-IIIi-j-15)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the Curriculum Guide, the content can be tackled in a week or two.
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
NO TG PROVIDED NO TG PROVIDED NO TG PROVIDED NO TG PROVIDED
http://edtech2.boisestate. http://edtech2.boisestate. http://edtech2.boisestate.
edu/jonfreer/502/jigsaw.h edu/jonfreer/502/jigsaw.h edu/jonfreer/502/jigsaw.h tml
tml tml http://www.goshenschool
http://www.goshenschool http://www.goshenschool sny.org/Schools/GHS/Te

V. PROCEDURES
A. Revising previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills
#1
E. Discussing concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
These steps should be done across the week. Spread out the activities appropriately so the 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.
Activity: Read and answer
URL pages 78-80
http://www.mhhe.com/bio
sci/genbio/maderinquiry9
/etext/chapt04.pdf
Activity:
http://teacherweb.com/W
A/LakesHighSchool/Lega
ryScience/endocytosis_a
ctivity.pdf
Watch the video from URL
http://glencoe.mheducati
on.com/sites/004256133
6/student_view0/chapter
3/endocytosis_and_exoc
ytosis.html
Immune system fighting
sny.org/Schools/GHS/Te
acherPgs/jcondello/AP%
20Notes/AP%20Ch%203
%20Biological%20Molec
ules.pdf
http://www.gunn.pausd.or
g/sites/default/files/classn
otes/Making%20and%20
Breaking%20Biomolecul
es-Practice.pdf
Digestive system and food we
eat
“Lego buildup, recreation,
& breaking down” Or
“Letters rearranging
forming words”
Different food
characteristics
Activity: “Food groupings
” cut outs or real sample
food - teacher made activity
Activity: “You are what you
eat.” Quote interpretation
Different molecular structures
and characteristics of
biomolecules
Functions and importance of Improvised Medical
sny.org/Schools/GHS/Te acherPgs/jcondello/AP%
acherPgs/jcondello/AP% 20Notes/AP%20Ch%203
20Notes/AP%20Ch%203 %20Biological%20Molec
%20Biological%20Molec ules.pdf
ules.pdf http://www.gunn.pausd.or
http://www.gunn.pausd.or g/sites/default/files/class
g/sites/default/files/class notes/Making%20and%2
notes/Making%20and%2 0Breaking%20Biomolecu les-
0Breaking%20Biomolecu Practice.pdf
les-Practice.pdf
Different structures and Review of Metabolism:
functions of biomolecules Anabolism and Catabolism
Why do we drink or feel “Lego build up, recreation, &
thirsty while and after breaking down” Or “Letters
eating? rearranging forming words”
Determining biomolecule How Cells construct and
content of a food destroy (molecular level)
Activity: “ The food Activity: “Biomolecule
evidence mystery worksheet “Water: the bridge
investigation” - teacher & 3rd party love affair” -
made activity teacher made activity
NONE Activity: “CONTEST” The
Human CHAIN. Focus:
anabolism -teacher made activity
Different tests in identifying Changes to biomecules during:
biomolecules Anabolism
- Importance of Nutrition
 applications of concepts different diseases/bacteria biomolecules in our body Laboratory testing for the -Department in Hospitals
and skills in daily living presence of biomolecules - rest when you are sick

H. Making generalizations Endocytosis and exocytosis are The molecular structure and Food is important and Cell use the different
and abstractions about the active cell transport that need characteristics of the proper nutrition of the body available biomolecules in our
lesson energy and can withstand biomolecules give its gross about the biomolecules body for metabolism
concentration gradient characteristics
I. Evaluating learning See attached rubric for the
group activity.
J. Additional activities for
application or remediation
VI. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help
VII. REFLECTION your Instructional Supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did it work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

G. What innovation or localized

materials did I used/discover
which I wish to share with other
learners?