Grades 11 / 12
DAILY LESSON PLAN
Teaching Dates and Time FEB. 26 – 29/ 7:30, 8:30, 10:45, 11:45, 3:00-4:00
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
School QUEZON PANITIAN NATIONAL HIGH SCHOOL Grade Level GRADE 11
Teacher ALEXANDER M. ALCAZARIN Learning Area GENERAL BIOLOGY 1
Semester 2nd Semester
Day 1 MONDAY Day 2 TUESDAY Day 3 WEDNESDAY Day 4 THURSDAY
Objectives must be met over a week and connected to the curriculum standards. To meet the objectives, necessary procedures 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 understanding of :
1. Cell Theory 2. Cell Structure and Functions 3. Prokaryotic vs Eukaryotic Cells 4. Cell Types 5. Cell Modifications
The learners shall be able to:
1. Construct a 3D model of a plant/animal/bacterial cells using recyclable materials.
2. Construct a cell membrane model from indigenous recyclable materials.
Explaining the postulate of cells theory Describe the structure and
STEM_BIO11/12 -Ia-c-1 function of major and sub
cellular organelles
Cognitive: Explain the postulates of STEM_BIO11/12 -Ia-c-2
the cell theory
Affective: Knowledge: Describe the
Attitudes: structure and function of major
and sub cellular organelles
Skills:
Attitudes:
Values:
CELL
List all 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.
General Biology 1 TG, Internet General Biology 1 TG, Internet General Biology 1 TG, Internet General Biology 1 TG, Internet Resources,
Resources, Resources, Resources,
Powerpoint presentation , 1. Whiteboard Powerpoint presentation Powerpoint presentation Powerpoint presentation
and markers
2. PowerPoint presentation or visual
aids
3. Worksheet on the Cell Theory
postulates (prepared in advance)
 3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
These steps should be done across the week. Spread out the activities appropriately so that 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.
a. Greet the students and explain
a. Greet the students and briefly that today's lesson will focus on
explain the importance of the cell the major cell organelles and their
theory in biology. functions.
b. Display a question on the board: b. Display a question on the
"What do you know about cells and board: "What do you know about
their significance in living organisms?" cell organelles and their
c. Allow students to share their prior importance in cells?"
knowledge and insights. c. Allow students to share their
prior knowledge and experiences.
a. Use a PowerPoint presentation or Presentation on Cell Organelles
visual aids to explain the three (25 minutes)
postulates of the cell theory: a. Use a PowerPoint
i. All living organisms are composed presentation or visual aids to
of one or more cells. introduce the major cell
ii. The cell is the basic unit of organelles:
structure, function, and organization in i. Nucleus
all organisms. ii. Mitochondria
iii. All cells arise from pre-existing iii. Endoplasmic reticulum
cells through cell division. iv. Golgi apparatus
b. Provide examples and illustrations v. Lysosomes
to support each postulate. vi. Vacuoles
c. Encourage students to ask vii. Chloroplasts (in plant cells)
questions and clarify doubts during the viii. Cell membrane
presentation. b. For each organelle, explain its
structure, location in the cell, and
its specific functions.
c. Provide visual representations
and animations to enhance
understanding.
d. Relate the organelles'
functions to the overall cellular
processes they are involved in.
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Worksheet Activity (20 minutes)
a. Distribute the worksheet on the cell
theory postulates to the students.
b. Instruct them to work individually or
in pairs to complete the worksheet.
c. The worksheet should contain
questions related to each postulate,
requiring students to provide
explanations and examples.
d. Circulate among the students to
offer assistance and ensure they are on
the right track.
Group Discussion (10 minutes)
a. After completing the worksheet,
initiate a group discussion.
b. Select students to present their
answers and explanations for each
postulate.
c. Encourage peer-to-peer discussion
and allow students to ask follow-up
questions.
Summarize the key points of the lesson
and highlight the significance of the cell
theory in modern biology.
The worksheet and group discussion
Worksheet Activity (20 minutes)
a. Distribute the worksheet on
cell organelles to the students.
b. Instruct them to work
individually or in pairs to describe
the structure and functions of
each organelle based on the
information presented in the
lesson.
c. The worksheet should also
include questions that require
students to compare and contrast
organelles or identify their roles in
specific cellular processes.
Group Discussion (10 minutes)
a. After completing the
worksheet, initiate a group
discussion.
b. Ask students to share their
answers and explanations for
each organelle.
c. Encourage peer-to-peer
discussion and address any
misconceptions that may arise.
Summarize the key points of the
lesson and emphasize the
significance of understanding cell
organelles in biology.
Assessment:
 will serve as formative assessments to The worksheet and group
evaluate students' understanding of the discussion will serve as formative
historical development of the cell theory assessments to evaluate students'
and its postulates. Teachers can also understanding of the structure and
assess students' engagement and function of major cell organelles.
participation during the presentation Teachers can also assess
and discussion. students' engagement during the
presentation and discussion.

J. Additional activities for

application or remediation Assign homework (if necessary) for
further exploration or to reinforce the
concepts learned.
V. REMARKS

VI. REFLECTION Requires teachers to reflect on and assess their effectiveness (Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else to be done to help the
students learn? Identify what help 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 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?

Prepared by:
 Alexander M. Alcazarin
SHS - TII

Checked by:

Nelson A. Garcia
Principal I