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Plant Structure. The Leaf

This document is a daily lesson log from a Grade School in the Philippines. It outlines the objectives, content, procedures, and reflections for a lesson on plant structures and photosynthesis. The lesson objectives are for students to understand plant parts involved in photosynthesis, how they help make food, and appreciate plant structures through analysis. Students learn about the internal structure of leaves and chloroplasts, identify their parts, and draw scenarios of leaves with and without different structures. The teacher evaluates students and assigns further research on light and Calvin cycle reactions.

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Kian Baula
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113 views4 pages

Plant Structure. The Leaf

This document is a daily lesson log from a Grade School in the Philippines. It outlines the objectives, content, procedures, and reflections for a lesson on plant structures and photosynthesis. The lesson objectives are for students to understand plant parts involved in photosynthesis, how they help make food, and appreciate plant structures through analysis. Students learn about the internal structure of leaves and chloroplasts, identify their parts, and draw scenarios of leaves with and without different structures. The teacher evaluates students and assigns further research on light and Calvin cycle reactions.

Uploaded by

Kian Baula
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Grades 1-12 Sorsogon National High Grade

School:
DAILY LESSON School Level:
LOG Learning
Teacher:
Area:
Time and
Quarter:
Date

I. OBJECTIVES
Content Standard The learners demonstrate an understanding of the structure and function of plant parts
and organelles involved in photosynthesis.
Performance Standard The learners should be able to design and conduct an investigation to provide
evidence that plants can manufacture their own food.
Learning Competency The learners should be able to:
 Diffferentiate basic features and importance of photosynthesis and respiration
(S9LT-lg-j-31)

Specific Objectives Specifically, the learners will be able to:


a. Determine the plant structures that enable plants to make food
b. Explain how each part helps in the food making process of plants
c. Appreciate the different structures of plants in photosynthesis through
situational analysis
II. CONTENT: Topic/Title ECOSYSTEM: PLANT STRUCTURE
Unit/Module: UNIT 1 Module 4
Time allotment 50 minutes
III. LEARNING RESOURCES/REFERENCES
Teacher’s Guide Pages pp. 73-79
Learner’s Material Pages pp. 74-78
Additional Materials from the
LR portal
Other Learning Resources
IV. PROCEDURE
A. ELICIT DAILY ROUTINE
 Opening Prayer
 Checking of Attendance

REVIEW OF PREVIOUS DISCUSSION


 The teacher will prepare strips of paper. Each student will pick a paper. There
will be ten strips of paper that would contain key words of the discussion on
the overview of photosynthesis. Students who picked up those papers will
have to prpvide a short description or explanation of whatever word they had
picked.

B. ENGAGE WORD HUNTING


 The students will be working in pair.
They will have to find the words that
are related to the different internal
structure of the leaf and the
chloroplast.
 The teacher may give the list of the
words that they need to find or let the
students find them independently.

ACTIVITY PROPER
C. EXPLORE What part am I?
Direction: Locate the different parts. Use the descriptions down below as your
hint.
A. INTERNAL STRUCTURE OF A LEAF

 STOMATA – pore found in the epidermis of leaves; where gasses enter and exit the
leaf
 CUTICLE – protective film; covering the outermost skin layer of leaves; located
outside the epidermis and protects against water loss
 VASCULAR BUNDLES – transporting vessels of manufactured food and water
o Xylem – transports water and nutrients
o Phloem – transports organic nutrients (food)
 MESOPHYLL has the greatest number of chloroplasts that contain chlorophyll;
located between the two epidermal cells
 EPIDERMIS – protects the leaves

B. CHLOROPLAST

 THYLAKOID – each of a number of flattened sacs; where chlorophyll is located or


built
 GRANUM – a stack of thylakoid discs; a coin-shaped stack of thylakoids
 STROMA – fluid filled internal space of the chloroplasts which encircle the grana and
thylakoid.

D. EXPLAIN Checking of answers and the discussion of the lesson will be simultaneously
executed.

 Photosynthesis is a process of food making done by plants and other


autotrophic organisms. The presence of chlorophyll enables these organisms
to make their own food. Autotrophic organisms require light energy, carbon
dioxide (CO2) and water (H2O) to make food (sugar)
 In plants, photosynthesis mainly takes place in the leaves and little or none in
stems, depending on the presence of chlorophyll. The typical parts of the
leaves include the upper and lower epidermis, mesophyll spongy layer,
vascular bundles, and stomata. The upper and lower epidermis protects the
leaves and has nothing to do with photosynthetic processes. The mesophyll
has the most number of chloroplasts that contain chlorophyll. They are
important in trapping light energy from the sun. Vascular bundles (phloem
and xylem) serve as transporting vessels of manufactured food and water.
Carbon dioxide and oxygen are collected in the spongy layer and enter and
exit the leaf through the stomata.
 The parts of a chloroplast include the outer and inner membranes,
intermembrane space, stroma and thylakoids stacked in grana. The
chlorophyll is built into the membranes of the thylakoids. Chlorophyll
absorbs white light, but it looks green because white light consists of three
primary colors: red blue and green. Only red and blue light are absorbed, thus
making these colors unavailable to our eyes while the green light is reflected
which makes the chlorophyll looks green. However, it is the energy from red
and blue light that is absorbed will be used in photosynthesis. The green light
that we can see is not absorbed by the plant and thus, cannot be used to do
photosynthesis.

POST- ACTIVITY
E. ELABORATE SITUATIONAL ANALYSIS ( Individually or by pair )
The students divide the bond paper into six parts. Their papers should appear like
this.

LEAF WITH LEAF WITHOUT


Stomata Stomata
Epidermis Epidermis
Cuticle Cuticle
Chlorophyll Chlorophyll
Vascular Bundles Vascular Bundles
Thylakoid Thylakoid

Students should draw a scenario of what would happen for each of the above
situations. They may choose to do simple sketches or more complex drawings with
colors.

F. EVALUATE SOURCES:
 Output of the activity and the answers to the guide questions
 Quiz
Direction: In a ½ crosswise paper, identify 3 internal structure of a leaf and 2
parts of the chloroplast. Provide a brief description of their function and how
they help in the food making process of plants.
G. EXTEND Assignment
 Research in books or in the internet the following topics. Write on your
notebook the summary of your readings.
1. Light Dependent Reaction
2. Calvin Cycle

V. REMARKS

VI. REFLECTION
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 work well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?

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