Lesson Plan Plant and Animal Cell 1

School IBABANG TALIM NATIONAL HIGH SCHOOL Grade Level Grade 7
GRADE 7 Teacher JESRYLL IBASCO Learning Area Science

Teaching Date April 20, 2021 Quarter II
DAILY LESSON LOG and Time
DAILY LESSON LOG – SCIENCE 7

I. OBJECTIVES
A. Content The learners demonstrate an understanding of:
the difference between animal and plant cells.
Standards
B. Performance The Learners should be able to:

employ appropriate techniques using the compound microscope to gather data about very small
Standards objects
C. Learning At the end of the lesson, the learners should be able to:
Competencies/ Competency Code: S7LT-IId-4
Objectives
Objectives:
 Differentiate plant and animal cells according to presence or absence of certain organelles;
 Identify and describe the parts of the cell
 Construct a Venn diagram to differentiate plant from animal cells.
II. CONTENT Animal and Plant Cells
III. LEARNING
RESOURCES
A. References
3. Textbook pages:
1. Teacher’s Guide 2. Learner’s Material pages: Science and Technology I: 4. Other Materials from LRMDS
pages: 106-109 Integrated Science Textbook for
First Year. Villamil, Aurora M.,
Portal:
Ed.D. 1998. pp. 223-226
https://www.youtube.com/watch?v=8KUJHMnjOIM TV
B. Other Learning Pictures
Resources: Manila Paper and marker
Metacards/colored papers
IV. PROCEDURES
The class will be asked to recap the previous lesson. Learners will be divided into two groups.
Each group shall be given metacards.
A. Reviewing The learners shall arrange the 5 levels of biological organization: (highest to lowest and lowest
to highest) and write them on the metacards. A timer will be set.
previous lesson or
Answers shall be posted on the board.
presenting the new
lesson
For today we’ll be focusing on the lowest level of biological organization: the cell and its
organelles.
(Collaborative Approach – 5 minutes)
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Have the learners read the objectives of the lesson.
 Differentiate plant and animal cells according to presence or absence of certain organelles;
 Identify and describe the parts of the cell.
 Construct a Venn diagram to differentiate plant from animal cells.
Learners will find the vocabulary words related to the cell.

N U C L E U S
X V Y X S U G
V T T K I J O
B.Establishing A K O V Y L R
a purpose for C W P D R J G
the lesson. U B L L T F A
O C A O T G N
L P S R U H E
E T M T U R L
S Z O C E L L
U H H Y U O E
1. It serves as the control center of the cell.

2. It stores food, water and other materials. In some plants they store toxic substances.
3. It is a jelly-like substance that all other cell organelles are located.
4. It is a tiny cellular structure that performs specific functions within a cell.
5. Are basic units of structure and function in living things.
(Constructivist Approach: 5 minutes)
Learners will get a partner and share their ideas on the video below by answering the guide
questions that follow.
(link: https://https://www.youtube.com/watch?v=8KUJHMnjOIM)
C. Presenting
examples/
instances of
the new
lesson
1. What was shown in the video?

2. Can you name some cell parts or organelles mentioned in the song?
The teacher will post the enlarged picture of the plant and animal cell.
(Inquiry-based Approach: 5 minutes)
Learners shall be divided into groups and perform.
Two out of the five groups will be given specific task: Group 1 will organize an animal cell
and group 2 will have the animal cell.
Activity: Organize Me!
D. Discussing 1. Each group will be provided by pictures of different cell parts and its names (nucleus, golgi
new concepts
bodies, endoplasmic reticulum, microtubules, mitochondrion etc.)
and practicing
new skills #1 2. The groups who have arranged the cell parts and present their output in a creative way.
Criteria:
Scientific thought / idea: 10 points
Creativity: 10 points
Organization: 10 points
(Collaborative Approach: 10 minutes)
The next activity shall be done by the third group. Answers shall be written in a manila paper and be
presented in front of the class. The third group will make a Venn Diagram and the fourth group will
have a tabular representation of the cell parts present in the plant and animal cell.
E. Discussing
new concepts
and practicing
new skills #2
Cell Parts Animal Cell Plant Cell
Nucleus ✓ ✓
Cell Wall ✕ ✓
Chloroplast ✕ ✓
Mitochondrion ✓ ✓
Golgi bodies ✓ ✓
Cytoplasm ✓ ✓
Ribosomes ✓ ✓
Vacuoles ✓ ✓
Plasma Membrane ✓ ✓
Endoplasmic Reticulum ✓ ✓
Microtubules ✓ ✓
(Collaborative/ Inquiry-based Approach: 10 minutes)

F. Developing Learners will be asked with the following questions:
Mastery
1. How many cell parts do both plants and animals have in common?
2. What cell parts are present only in plants? In animals?
3. How plants and animals differ in their vacuoles? Which has large vacuole? Smaller ones?
Which has greater number of vacuoles? Fewer?
4. How would you describe the shape of a plant cell? An animal cell?
5. What are the 3 basic parts of the cell? (nucleus, cytoplasm and plasma membrane)
(Inquiry-based Approach: 5 minutes)
Learners shall be asked to compare each cell organelles to other things based on its fuctions.
1. MITOCHONDRION serves as the powerhouse of the cell. It breaks down food to release ATP.
(MERALCO)
2. GOLGI BODIES sort and package materials needed by the cell. ( POST OFFICE )
3. VACUOLES stores food, water and other materials. In some plants they stores toxic
substances. ( TANK )
G. Finding 4. PLASMA MEMBRANE controls what goes in and out of the cell. ( GATE/ SECURITY GUARD)
practical 5. CYTOPLASM is jelly-like substance that all other cell organelles are located. ( SCHOOL )
application of
concepts and 6. NUCLEUS serves as the control center of the cell. ( CPU/BRAIN/PRINCIPAL )
skills in daily
7. ENDOPLASMIC RETICULUM is the transportation system of the cell and is also responsible
living
for marking proteins that it transports with a signal sequence. ( ROADS )
8. MICROTUBULES are hollow, fibrous shafts whose main function is to help support and give
shape to the cell. (GLASS CONTAINER)
9. CENTRIOLES are barrel-shaped structures present in eukaryotic cells except for fungal and
plant cells. a minute cylindrical organelle near the nucleus in animal cells, occurring in pairs
and involved in the development of spindle fibers in cell division. (POLICEMEN)
10. CHLOROPLAST are organelles found in plant cells and eukaryotic algae that conduct
photosynthesis. (SOLAR PANELS)
(Reflective Approach: 10 minutes)
Learners will be asked to identify cell parts/organelles:
H. Making (Inquiry-based Approach: 5 minutes)

generalization
and
abstractions
about the
lesson
Answer the following:
1. What are the 3 basic parts of the cell?

2. It serves as the powerhouse of the cell. It breaks down food to release ATP.
a. Golgi bodies b. Vacuoles c. Mitochondrion d. Nucleus
3. It serves as the control center of the cell.
I. Evaluating learning
a. Golgi bodies b. Vacuoles c. Mitochondrion d. Nucleus
4. Are organelles found in plant cells and eukaryotic algae that conduct photosynthesis.
a. Cell Wall b. Chloroplast c. Endoplasmic Reticulum d. Centrioles
5. It is the transportation system of the cell and is also responsible for marking proteins
that it transports with a signal sequence.
a. Cell Wall b. Chloroplast c. Endoplasmic Reticulum d. Centrioles
(Reflective Approach:5 minutes)

J. Additional
activities for
Using materials available in your community, make a cell model. (localization)
application or
remediation
V. REMARKS
VI. REFLECTION
C. Did the remedial
A. No. of learners
lesson work? No. of
who earned 80% in
learners who have
the evaluation
caught up in the lesson
B. No. of learners
who require D. No. of learners who
additional activities continue to require
for remediation who remediation
scored below 80%
E. Which of my
teaching strategies
work 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?
Index of Mastery:
No. of Items Section: ___________________ Section: _____________________

7
6
5
4
3
2
1
Total:
Mean:
MPS:
Prepared by:
JESRYLL IBASCO
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School IBABANG TALIM NATIONAL HIGH SCHOOL Grade Level Grade 7

GRADE 7 Teacher JESRYLL IBASCO Learning Area Science

DAILY LESSON LOG – SCIENCE 7

B. Performance The Learners should be able to:

Learners will find the vocabulary words related to the cell.

1. It serves as the control center of the cell.

1. What was shown in the video?

(Collaborative/ Inquiry-based Approach: 10 minutes)

(Inquiry-based Approach: 5 minutes)

H. Making (Inquiry-based Approach: 5 minutes)

1. What are the 3 basic parts of the cell?

(Reflective Approach:5 minutes)

No. of Items Section: _ Section: ___

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