School MEDINA COLLEGE – Grade Level 12

SCIENCE HIGH SCHOOL

DAILY LESSON JENEFER GUIGUE GENERAL BIOLOGY 2
Teacher Learning Area
LOG
Teaching Dates and Time Quarter 3rd Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners The learners demonstrates The learners demonstrates The learners
demonstrate an understanding of the The learners an understanding of the demonstrates an
an Cell Structure and demonstrates an Cell Types understanding Cell
understandin Functions understanding of the Modifications
g of the Cell Prokaryotic and
Theory. Eukaryotic Cell

B. Performance Standards Construct a 3D model of a Construct a cell membrane

plant/ animal cell using model from indigenous or
recyclable materials recyclable
materials
C. Learning Competencies/ Objectives STEM_BIO1 STEM_BIO11/12-Ia-c-2 STEM_BIO11/12-Ia-c-3 STEM_BIO11/12-Ia-c-4 STEM_BIO11/12-Ia-c-5
Write the LC code for each 1/12-Ia-c-1

II. Content
PROKARYOTIC vs. CELL TYPES CELL MODIFICATIONS
CELL CELL STRUCTURE AND EUKARYOTIC CELL
THEORY FUNCTIONS

III. Learning Resources

A. References
1. Teacher's Guide pages NO TG NO TG PROVIDED NO TG PROVIDED NO TG PROVIDED NO TG PROVIDED
PROVIDED
2. Learner's Materials pages NO LM NO LM PROVIDED NO LM PROVIDED NO LM PROVIDED NO LM PROVIDED
 PROVIDED
3. Textbook pages
4. Additional Materials from Learning DEPED
Resource (LR) Portal PRJOECT
EASE
Biology
module Cell
structure &
Functions
B. Other Learning Resources
IV. Procedures
A. Reviewing previous lesson or Pre - Test: "Who's who?" Quiz bee: Review: What are the Review:"How will you Unlocking of difficulties:
presenting the new lesson. Cell Theory The Landmarks of the Cell different cell structure differentiate a prokaryotic Find the meaning of the
Theory and their functions?" cell with a eukaryotic cell?" words: DNA, genetic
engineering,
biotechnology.
B. Establishing a purpose for the lesson Give Pre Activity: Break a MAGKAIBANG Are there things that one Construct a word map:
meaning for chicken egg and look at its MUNDO: cell cannot do that another CHANGE
the acronym structure. What can you "Work in pairs and provide cell can do?
CELL see? different prompts for the What do you think are
student to answer. These those?
prompts will allow each
student to see and
learn each other's
differences/ similarities.
C. Presenting examples/ instances of the Present Divide the class into two Present pictures of
Present a picture of a
new lesson pictures of Furnish each student with a groups. One group will different genetically
streptomycin bacteria and
the different handout on the cell work on the Animal cell modified organisms. Ask
a mushroom. Ask the
proponents structure while the other will work the class what they notice
student to describe what
of the Cell on the Plant cell. Each and what they think about
they see.
Theory group must create an the pictures
illustration of assigned
cell.
D. Discussing new concepts and GAME: Discuss the structure of Introduce the words Choose a leader and Present a video on the
practicing new skills #1 Match the the cell "Eukaryotes and present the structure of the power of fenetically
pictures of Prokaryotes" animal cell and plant cell. modified organisms.
the different Students from the group
proponents of must be ready to ask
the cell questions to the other
theory with group. Questions are based
their on the previous knowledge
correspondin on cell structure and the
g findings presented structure of the
and assigned cell.
contributions
.

E. Discussing new concepts and Discuss the function of Using the picture of the Discuss the process
practicing new skills #2 each of the cell structure streptomycin bacteria and through which cells are
mushroom, identify modified and its by -
which is the eukaryote products.
and which is the
prokaryote.

F. Developing mastery What were GAME: Jigsaw Puzzle Present more pictures of Create a Venn Diagram Construct a Flowchart
(Leads to Formative Assessment 3) the different cells and identify showing the similarities about cell modification.
contributions which is eukaryotic and and differences of the plant
of the which is prokaryotic. and animal cell.
different
proponents to
the
establishme
nt of the Cell
theory?

G. Finding practical applications of Read and answer: THE "How do these eukaryotic Try to touch a cat and a Provide students with
concepts and skills in daily living CELL COMPANY and prokaryotic cells stem of the flower. Do articles about genetically

H. Making generalizations and
abstraction about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
V. REMARKS
work out their different
functions?"
Construct a Construct a 3D model of a Create a Venn Diagram
timeline about plant/ animal cell using showing the similarities
the landmarks recyclable materials and differences of the
of the study COMPANY prokaryotic and eukaryotic
of the cell cell
theory
Post Test: Written test
Cell Theory Each learner will be
provided an illustration of
two cells that seems like
talking to each other. A
blank comic cloud is on the
top of each cell. The
student must provide the
correct exchange of lines
that will describe each cell.
See attached rubric for the
performance
standard.
they feel the same? Of modified products with
course no, what do you guide questions.
think is the reason behind
this difference? Can you
attribute it to the cell
structure that these cells
have?
Create a PowerPoint Create a PowerPoint
presentation about the presentation about Cell
difference of animal cell Modification (see attached
and plant cell. rubric)
Online quiz
Written test
See attached rubric for the
performance
standard.
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
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 these 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?
 GRADE 11 School Grade Level 11
DAILY LESSON Teacher Learning Area
LOG Teaching Dates and Time Quarter 3rd Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners The learners The learners The learners The learners
demonstrate demonstrate an demonstrate an demonstrate an demonstrate an
an understanding of: understanding of: understanding of: understanding of:
understandin Cell Cycle: mitosis and Cell Cycle: mitosis and Cell Cycle: mitosis and Transport Mechanisms
g of: meiosis meiosis meiosis
Cell Cycle:
mitosis and
meiosis
B. Performance Standards
C. Learning Competencies/ Objectives The learner The learner The learner The learner The learner
Write the LC code for each Characterize Describe the stages of explain the significance Discuss crossing over and Describe the structural
the phases of mitosis/meiosis given 2n=6 or applications of recombination in meiosis components of the cell
the cell cycle mitosis/meiosis identify disorders and membrane
and their diseases that result from the relate the structure and
control points malfunction of the cell composition of the cell
during the cell cycle membrane to its function

STEM_BIO11-IIId-f-7 STEM_BIO11-IIId-f-9 STEM_BIO11-IIIg-h-11-

 STEM_BIO11-IIId-f-8 12
& 10
STEM_BIO1
1-IIId-f-6

II. Content
Cell Cell Cell Cell Cell
III. Learning Resources
A. References https://en.wik http://www.chsd.us/~mbe http://www.biology- http://evolution.about.co http://www.cusd80.com/c
ipedia.org/wi ndele/cells/mitosisworksh questions-and- m/od/teaching/fl/Crossing ms/lib6/AZ01001175/Cen
ki/Cell_cycle eet.pdf answers.com/cell- -Over-Lab.htm tricity/Domain/5668/cell%
_checkpoint division.html http://www.pbslearningm 20membrane%20and%2
https://www.biologycorner edia.org/resource/tdc02.s 0tonicity%20worksheet_
.com/worksheets/meiosis ci.life.gen.lp_disorder/inh Key.pdf
2_key.html eritance-of-genetic- http://www.mhhe.com/bio
disorders/ sci/genbio/maderinquiry9
http://sci78.weebly.com/u http://chatt.hdsb.ca/~obyr /etext/chapt04.pdf
ploads/5/0/9/8/5098393/k net/FAV1-
ey_mitosis_stages_and_ 0007E3A1/FOV1-
cell_division_math.pdf 0018BD9E/5%20Worksh
eet%202%20CROSSING
%20OVER%20HANDOU
T.pdf
1. Teacher's Guide pages NO TG NO TG PROVIDED NO TG PROVIDED NO TG PROVIDED NO TG PROVIDED
PROVIDED
2. Learner's Materials pages NO LM NO LM PROVIDED NO LM PROVIDED NO LM PROVIDED NO LM PROVIDED
PROVIDED
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources
IV. Procedures
A. Reviewing previous lesson or Review of Review of diploid and Review of two ways Review of mitosis and Review of biological
presenting the new lesson. Cell and haploid chromosomes through cell division meiosis hierarchy of organization
unicellular
reproduction
B. Establishing a purpose for the lesson Hand Exercise Double pictures game 4 pics and one word. Importance of crossing Understanding what the
“Mitotic Importance of mitosis over and recombination in cell membrane is made up
simulation” and meiosis meiosis and its problems of

C. Presenting examples/ instances of the Cell growth Requirements for cell to Showing of different Presentation of different Different antibiotics to
new lesson and divide advancements in life genetic disorders destroy and kill the
multiplication science and its products bacteria present in our body

D. Discussing new concepts and Activity: Activity: IPMAT Activity: Categorizing Activity: answering the Activity: answer the URL
practicing new skills #1 phases of Cell creation technological URL http://www.cusd80.com/c
mitosis and its advancement Utilizing http://evolution.about.co ms/lib6/AZ01001175/Cen
characteristi mitosis or meiosis m/od/teaching/fl/Crossing tricity/Domain/5668/cell%
cs -Over-Lab.htm 20membrane%20and%2
0tonicity%20worksheet_
Key.pdf
E. Discussing new concepts and Activity: Activity: answer sheet NONE Activity: Watch and answer NONE
practicing new skills #2 Gate pass http://sci78.weebly.com/u the URL
security. The ploads/5/0/9/8/5098393/k http://www.pbslearningm
control points ey_mitosis_stages_and_ edia.org/resource/tdc02.s
of mitosis cell_division_math.pdf ci.life.gen.lp_disorder/inh
eritance-of-genetic-
https://www.biologycorner disorders/
.com/worksheets/meiosis
2_key.html

F. Developing mastery Stages and Answer sheet Importance of meiosis Enhancement of the skill Read the URL pages 67- 70
(Leads to Formative Assessment 3) characteristi http://www.chsd.us/~mbe and mitosis in different and knowledge by http://www.mhhe.com/bio
cs of mitosis ndele/cells/mitosisworksh fields of science answering
including the eet.pdf http://chatt.hdsb.ca/~obyr sci/genbio/maderinquiry9
 control http://winstonknollcollegia net/FAV1- /etext/chapt04.pdf
points te.rbe.sk.ca/sites/knoll/fil 0007E3A1/FOV1-
es/Meiosis%20Workshee 0018BD9E/5%20Worksh
t.pdf eet%202%20CROSSING
%20OVER%20HANDOU
T.pdf
G. Finding practical applications of Cell growth, Cell growth, Variation in food and Problems that may arise Development of different
concepts and skills in daily living reproduction reproduction, living things. when errors in crossing solutions needed by the
, regeneration and procreation over and recombination body/cell
regeneration destruction occur
and
destruction
H. Making generalizations and Cells undergo Cells may divide in two The characteristics of Errors in mitosis and The structural components
abstraction about the lesson changes to ways in order to get the mitosis and meiosis made meiosis during cell division of cell membrane and its
replicate and correct information needed variation in species and could lead to changes and composition define its
maintain its retain the information in the problems in individual function and characteristics
information cell
through
control points
as
security
measures

I. Evaluating learning
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation who
scored below 80%
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 these 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?

GRADE 11 School Grade Level 11

DAILY LESSON Teacher Learning Area BIOLOGY 1
LOG Teaching Dates and Time Quarter 3rd Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners The learners demonstrate The learners demonstrate The learners demonstrate
demonstrate an understanding of: an understanding of: an understanding of: The learners demonstrate
an Transport Mechanisms Structures and Functions Structures and Functions an understanding of:
understandin of Biological Molecules of Biological Molecules Structures and Functions of
g of: Biological Molecules
Transport
Mechanisms
B. Performance Standards
C. Learning Competencies/ The learner The learner The learner The learner The learner
Objectives Explain Differentiate exocytosis Categorize the biological Categorize the biological Explain the role of each
Write the LC code for each transport and endocytosis molecules (lipids, molecules (lipids, biological molecule in
mechanisms carbohydrates, proteins, carbohydrates, proteins, specific metabolic
in cells and nucleic acids) and nucleic acids) processes
(diffusion, according to their according to their
osmosis, structure and function structure and function
facilitated
transport and STEM_BIO11-IIIg-h-14 STEM_BIO11-IIIi-j-16
active STEM_BIO11-IIIi-j-15 STEM_BIO11-IIIi-j-15
transport)

STEM_BIO1
1-IIIg-h-13
II. Content
Cell Cell Biological Molecules Biological Molecules Biological Molecules

III. Learning Resources

A. References http://www.m
hhe.com/bio
sci/genbio/m
aderinquiry9/
etext/chapt0
4.pdf

1. Teacher's Guide pages NO TG NO TG PROVIDED NO TG PROVIDED NO TG PROVIDED NO TG PROVIDED

PROVIDED
2. Learner's Materials pages NO LM NO LM PROVIDED NO LM PROVIDED NO LM PROVIDED NO LM PROVIDED
PROVIDED
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources http://edtech2.boisestate.
edu/jonfreer/502/jigsaw.h
tml
http://www.goshenschool
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/class
notes/Making%20and%2
0Breaking%20Biomolecu
les-Practice.pdf
IV. Procedures
A. Reviewing previous lesson or Digestive system and
presenting the new lesson. food we eat
B. Establishing a purpose for the lesson “Lego buildup,
recreation, & breaking
down”
Or “Letters rearranging
forming words”
C. Presenting examples/ instances of Different food
the new lesson characteristics
D. Discussing new concepts and Activity: Activity: Read and answer Activity: “Food groupings
practicing new skills #1 Read and URL pages 78-80 ” cutouts or real sample
answer URL http://www.mhhe.com/bio food
pages 72-87 sci/genbio/maderinquiry9 - teacher made activity
http://www.m /etext/chapt04.pdf
http://edtech2.boisestate.
edu/jonfreer/502/jigsaw.h
tml
http://www.goshenschool
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
Different structures and
functions of biomolecules
Why do we drink or feel
thirsty while and after
eating?
Determining biomolecule
content of a food
Activity: “ The food
evidence mystery
investigation”
- teacher made activity
http://edtech2.boisestate.
edu/jonfreer/502/jigsaw.h
tml
http://www.goshenschool
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/class
notes/Making%20and%2
0Breaking%20Biomolecu
les-Practice.pdf
Review of Metabolism:
Anabolism and
Catabolism
“Lego buildup, recreation,
& breaking down”
Or “Letters rearranging
forming words”
How Cells construct and
destroy (molecular level)
Activity: “Biomolecule
worksheet “Water: the
bridge & 3rd party love
affair”
- teacher made activity
 hhe.com/bio
sci/genbio/m
aderinquiry9/
etext/chapt0
4.pdf

E. Discussing new concepts and NONE Activity:
practicing new skills #2 http://teacherweb.com/W
A/LakesHighSchool/Lega
ryScience/endocytosis_a
ctivity.pdf
Activity: “You are what NONE Activity: “CONTEST” The
you eat.” Quote Human CHAIN. Focus:
interpretation anabolism
-teacher made activity

F. Developing mastery Watch the Watch the video from Different molecular Different tests in Changes to biomecules
(Leads to Formative Assessment 3) video from URL structures and identifying biomolecules during: Anabolism
URL http://glencoe.mheducati characteristics of
https://www. on.com/sites/004256133 biomolecules
youtube.com 6/student_view0/chapter
/watch?v=ov 3/endocytosis_and_exoc
HYKlHYpyA ytosis.html
http://www.w
iley.com/coll
ege/boyer/0
470003790/
animations/
membrane_t
ransport/me
mbrane_tran
sport.htm

G. Finding practical applications of Understandi Immune system fighting Functions and importance Improvised Medical - Importance of Nutrition
concepts and skills in daily living ng different different diseases/bacteria of biomolecules in our Laboratory testing for the Department in Hospitals
solutions body presence of biomolecules - Body building
needed by techniques
 plants and - rest when you are sick
animals
Shrinking
and swelling
H. Making generalizations and Cell Endocytosis and The molecular structure Food is important and Cells use the different
abstraction about the lesson membrane exocytosis are active cell and characteristics of the proper nutrition of the body available biomelecules in
and its transport that need energy biomolecules give its gross about the biomolecules our body for metabolism
components and can withstand characteristics
affect the concentration gradient
entry and
exit of
materials in
and out of
the cell
I. Evaluating learning See attached rubric for
the group activity.
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require additional
activities for remediation
who scored below 80%
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 these 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?
 DAILY LESSON School MEDINA COLLEGE – SCIENCE HIGH Grade Level 12
SCHOOL
LOG
Teacher JENEFER GUIGUE Learning Area BIOLOGY 2
Teaching Dates MARCH 14 -15, 2024 Quarter 3rd Quarter

Thursday Friday
I. OBJECTIVES
A. Content Standards The learners The learners demonstrate The learners demonstrate The learners demonstrate
demonstrate an understanding of: an understanding of: an understanding of:
an Structures and Functions Structures and Functions Structures and Functions
understandin of Biological Molecules of Biological Molecules of Biological Molecules
g of:
Structures and
Functions of
Biological
Molecules

B. Performance Standards
C. Learning Competencies/ Objectives The learner The learner The learner The learner Explain
Write the LC code for each Explain the Describe the components of Determine how factors oxidation/reduction
role of each an enzyme such as pH, temperature, reactions
biological and substrate affect enzyme
molecule in activity STEM_BIO11-IIIi- STEM_BIO11-IIIi-j-18
specific j-19
metabolic
 processes STEM_BIO11-IIIi-j-17

STEM_BIO1
1-IIIi-j-16
II. Content
Biological Biological Molecules Biological Molecules Biological Molecules
Molecules

III. Learning Resources

A. References https://nevelbiology.files.
wordpress.com/2011/10/
16-enzymecutouts.pdf
http://www.rajaha.com/ap
plications-enzymes-role/
http://study.com/academy
/lesson/oxidation-
reduction-reactions-in- the-
metabolism-process-
significance.html#lesson

http://www.worthington- https://www.youtube.com
biochem.com/introbioche /watch?v=DLTsdmLdmcg
m/factors.html
http://www.scienceclarifie
http://www.biologydiscus d.com/everyday/Real-
sion.com/enzymes/factor s- Life-Chemistry-Vol-
affecting-enzyme- activity- 2/Oxidation-Reduction-
6-factors/11207 Reactions-Real-life-
applications.html

http://www.mrkelly.santas
usana.org/CH%2020%20
Worksheet.pdf

1. Teacher's Guide pages NO TG NO TG PROVIDED NO TG PROVIDED NO TG PROVIDED

PROVIDED
2. Learner's Materials pages NO LM NO LM PROVIDED NO LM PROVIDED NO LM PROVIDED
PROVIDED
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources http://edtech http://www.sciencegeek.n
2.boisestate. et/Biology/biopdfs/Lab_T
edu/jonfreer/ oothpickase.pdf
502/jigsaw.ht
ml
http://www.g
oshenschool
sny.org/Scho
ols/GHS/Tea
cherPgs/jcon
dello/AP%20
Notes/AP%2
0Ch%203%
20Biological
%20Molecul
es.pdf
http://www.g
unn.pausd.or
g/sites/defau
lt/files/classn
otes/Making
%20and%20
Breaking%2
0Biomolecul
es-
Practice.pdf

IV. Procedures
A. Reviewing previous lesson or Review of Roles of biomolecules Review of the Review of losing and
presenting the new lesson. eating functions components and how gaining electrons of
disorders enzyme works elements
B. Establishing a purpose for the lesson Contest 4 “Sole Mate” 4 pics 1 word: pH, Addition and subtraction of
pics 1 word - remove half of the pair of temperature, substrate integers
-Convertible shoes of students and they
- Demand will find the other half
- Supply from a group of shoes.

C. Presenting examples/ instances of the How will my How the digestive juices Graphing the tables Presenting energy usage of
new lesson body cope up help our body presented for pH, cells
if I don’t eat temperature and substrate
or have concentration
nothing to
eat during
distress
D. Discussing new concepts and Activity: Activity: HANDase, the Activity: video https://www.youtube.com
practicing new skills #1 “search & toothpick breaker. http://ed.ted.com/on/sqY /watch?v=DLTsdmLdmcg
destroy & TOnpC
rebuild”
- teacher
made
activity
E. Discussing new concepts and Activity: NONE Activity: enzyme cutouts https://www.youtube.com
practicing new skills #2 “CONTEST” sheet from /watch?v=-jwNWDE8qxA
The Human https://nevelbiology.files.
CHAIN. wordpress.com/2011/10/
Focus: 16-enzymecutouts.pdf
catabolism
-teacher
made
activity
F. Developing mastery Changes to Components and Factors affecting enzyme http://www.mrkelly.santas
(Leads to Formative Assessment 3) biomecules specificity of enzymes activities usana.org/CH%2020%20
during: Worksheet.pdf
Catabolism
G. Finding practical applications of -classic signs Enzymes are used in Enzyme reactions can be Redox reactions have many
concepts and skills in daily living and health, food, and industrial speed up by considering the uses in the industry and in
symptoms of setting pH, temperature and health
malnutrition substrate concentrations.
of
biomolecule
s
H. Making generalizations and Cells use the Enzyme is important in Factors that affect enzyme Redox reactions, is
abstraction about the lesson different speeding up many biologic reactions deals with the composed of 2
available processes needed by our speed of binding and components, the reduction
biomelecule s body. changes happening in the or gaining and the
in our body enzyme oxidation or losing
for electrons.
metabolism
I. Evaluating learning
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require additional
activities for remediation
who scored below 80%
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 these 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?