Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF SANTIAGO CITY
Rizal National High School
P-4, Gonzaga Street, Rizal, Santiago City
DAILY LESSON LOG School RIZAL NATIONAL HIGH SCHOOL Grade Level 12-AFA FOOD/12-AFA AGRI
Teacher JONATHAN M. TOLENTINO Learning Area Earth and Life Science
Teaching Dates and October 21-25, 2024 Quarter SECOND
Time 8:30 – 9:30 AM (M-Th); 1:45 - 2:45 PM (M.T,Th,F)
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of
1. the historical development of the concept of life
2. the origin of the first lifeforms
3. unifying themes in the study of life
B. Performance Standards The learners should be able to value life by taking good care of all beings, humans, plants, and animals
C. Learning Competencies/ Explain how cells carry out functions required for life (S11/12LT-IIbd-4)
Objectives Write the LC code Describe the general and unique characteristics of the different organ systems in representative animals (11/12LT-IIIaj-21)
for each
II. CONTENT Bioenergetics: The Complexity of Cells
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
Pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources PowerPoint presentation PowerPoint presentation PowerPoint presentation PowerPoint presentation
IV. PROCEDURES
A. Reviewing previous lesson The teacher will greet the students, The teacher will show a short video clip Ask the leaners to enumerate organelles Let the learners explain the phrase “The
or presenting the new lesson and will remind them the importance showing the historical development of found in plant cells or animal cells within 5 whole is greater than the sum of its parts”
P-4, Gonzaga Street, Rizal, Santiago City, 3311
(078) 258-5863
[email protected]
https://www.facebook.com/rnhsheroes
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF SANTIAGO CITY
Rizal National High School
P-4, Gonzaga Street, Rizal, Santiago City
of showings courtesy and respect cell theory. minutes. It captures how important parts can form a
towards their teachers, elders and The teacher will ask the learners to pay Ask them to write their answers on their more complex organization called system.
other people in general that they will attention and list down the important notebook. Let the learners identify the different
be interacting with. people and their contributions in the systems in biology from the body up to the
development of the cell theory. environment.
B. Establishing a purpose for The teacher will give and explain to One by one the students will name some Afterwards, ask the learners to recite their Living organisms are made up of cell. Cell is
the lesson the learners the set of rules in taking of the important people and their answers and let them check how many the basic unit of life.
the quiz in Earth and Life Science contribution in the development of the organelles were not able to write by their The organism’s development and survival
class. cell theory. classmates, learners with the greatest are based on the functions and interactions
number of answers which is not found in of cell.
their classmates’ answer will have plus
points.
C. Presenting The teacher will remind the learners The teacher will present the cell theory The teacher will present a power point The teacher will present a PowerPoint
examples/instances of the to answer their quiz honestly and and will ask the learners of proofs/ presentations that shows the organization, Presentation that explains some unifying
new lesson finish the quiz for specific amount of evidences for each statement in the cell structure and function of the following: themes in the Study of life and will let the
time. theory. learners answer the following questions
along the way.
D. Discussing new concepts Quiz proper The teacher will present a PowerPoint a. The cell membrane d. Unique structures in plant and animal
and practicing new skills #1 presentation that shows the differences i. phospholipids and proteins in cells
E. Discussing new concepts between: membrane i. found in plants only – chloroplast;
Checking of papers: Prokaryotic Vs. eukaryotic cell. ii. the fluid mosaic model of cell cell wall; large vacuole
and practicing new skills #2
The teacher will present a PowerPoint membrane ii. found in animal cells only – centrioles
F. Developing mastery (Leads presentation that shows the differences and cilia
The teacher will allow the learner to b. Parts of a typical bacterial cell; cell
to formative assessment 3) between: membrane; cell wall; ribosome; nucleoid; e. The cytoskeleton and some related
check their quizzes and discuss the
Unicellular Vs. Multicellular. mesosome; pili; structures
concepts that they got wrong in the
The teacher will present a PowerPoint fimbriae; flagella; capsule; cytosol i. microfilaments; intermediate
quiz.
presentation that shows the differences c. Common structures in plant and animal filaments; microtubules
between: cell: nucleus (with nucleolus); rough ii. centrioles
P-4, Gonzaga Street, Rizal, Santiago City, 3311
(078) 258-5863
[email protected] https://www.facebook.com/rnhsheroes
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF SANTIAGO CITY
Rizal National High School
P-4, Gonzaga Street, Rizal, Santiago City
Animal cell Vs. Plant cell. endoplasmic iii.cilia and flagella
reticulum (rER); smooth ER; Golgi complex; f. Extracellular components
lysosomes; ribosomes; micro bodies; i. in plants – cell walls; plasmodesma(ta)
mitochondria ii. in animals – extracellular matrix (ECM);
cell junctions – tight junction; desmosome;
gap
junction
G. Finding practical Studying cells helps us understand how Studying cells helps us understand how Studying cells helps us understand how
applications of concepts and organisms’ function. Cellular components organisms’ function. Cellular components organisms’ function. Cellular components
skills in daily living work together to carry out life functions. work together to carry out life functions. work together to carry out life functions.
Cellular processes enable organisms to Cellular processes enable organisms to Cellular processes enable organisms to
meet their basic needs. meet their basic needs. meet their basi c needs.
H. Making generalizations and Cells are the basic building blocks of all Cells are the basic building blocks of all Cells are the basic building blocks of all
abstractions about the lesson living things. The human body is living things. The human body is composed living things. The human body is composed
composed of trillions of cells. They of trillions of cells. They provide structure for of trillions of cells. They provide structure for
provide structure for the body, take in the body, take in nutrients from food, the body, take in nutrients from food,
nutrients from food, convert those convert those nutrients into energy, and convert those nutrients into energy, and
nutrients into energy, and carry out carry out specialized functions. carry out specialized functions.
specialized functions.
I. Evaluating learning Quiz Essay: Essay: Essay:
Choose one from the options, and What will happen if any organelle is What will happen if any organelle is
differentiate it from one another: damaged or become defective? damaged or become defective?
a. Prokaryotic vs. eukaryotic
b. Animal cell Vs. Plant cell
Unicellular V.s multicellular
J. Additional activities for The teacher will remind the students The teacher will show a short video clip Ask the leaners to enumerate organelles Let the learners explain the phrase “The
application or remediation regarding the importance of showing showing the historical development of found in plant cells or animal cells within 5 whole is greater than the sum of its parts”
cell theory. minutes. It captures how important parts can form a
courtesy ang respect towards each The teacher will ask the learners to pay Ask them to write their answers on their more complex organization called system.
other, especially to the elders and
P-4, Gonzaga Street, Rizal, Santiago City, 3311
(078) 258-5863
[email protected] https://www.facebook.com/rnhsheroes
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF SANTIAGO CITY
Rizal National High School
P-4, Gonzaga Street, Rizal, Santiago City
their teachers. attention and list down the important notebook. Let the learners identify the different
people and their contributions in the systems in biology from the body up to the
development of the cell theory. environment.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lesson
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?
P-4, Gonzaga Street, Rizal, Santiago City, 3311
(078) 258-5863
[email protected] https://www.facebook.com/rnhsheroes
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF SANTIAGO CITY
Rizal National High School
P-4, Gonzaga Street, Rizal, Santiago City
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Prepared by: Checked by: Noted:
JONATHAN M. TOLENTINO HECTOR C. BALDONADO ELMERCHITA B. RIBUCA, EdD
Special Science Teacher I SHS Coordinator Principal II
P-4, Gonzaga Street, Rizal, Santiago City, 3311
(078) 258-5863
[email protected] https://www.facebook.com/rnhsheroes
