DAILY School San Roque National HighSchool Grade Level Grade 11

LESSON LOG Teacher Allan M. Manaloto Learning Area General Biology 1

Teaching Dates and Time Week 1: Sessions 1-4 Quarter 1st Semester (1st Q)
(August 22-26, 2022)

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
The learners demonstrate an understanding of:
The learners demonstrate an understanding of:
A. Content Standards 1. Cell Structure and Functions
1. Cell Theory
2. Prokaryotic vs. Eukaryotic Cells
The learners shall be able to:
B. Performance Standards 1. Construct a 3D model of a plant/ animal/ bacterial cell using recyclable materials;
2. Construct a cell membrane model from indigenous or recyclable materials;
The learners...
C. Learning Competencies / The learners... 1. Describe the structure and function of major and subcellular organelles
Objectives
1. Explain the postulates of the cell theory (STEM_BIO11/12-Ia-c-1); (STEM_BIO11/12-Ia-c-2)
Write the LC code for each. 2. Distinguish prokaryotic and eukaryotic cells according to their distinguishing features
(STEM_BIO11/12-Ia-c-3);
II. CONTENT Introduction to Biology Lesson 1: Introduction to Cells Lesson 2: Prokaryotic & Eukaryotic Cells Lesson 3: Structure of Prokaryotes

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages TG General Biology: pp. 10-27
2. Learner’s Materials pages
3. Textbook pages Mader S., Windelspecht M., (2016). Biology, McGraaHill Education, 12th Edition, pp. 57-82.
4. Additional Materials from
Learning Resource (LR) Portal khanacademy.org/science/biology/structure-of-a-cell
B. Other Learning Resources

IV. PROCEDURES

(5 minutes) (5 minutes) (5 minutes)

A.Reviewing yesterday’s lesson or
Presenting the new lesson Ask the learners on their previous Ask the students what they know Facilitate recap of what was discussed (5 minutes)
Connect the lesson with learners’ prior knowledge about Biology. What are about the cells. Write key points on yesterday: Conduct a review on yesterday’s topic by
knowledge. Explicitly teach to the the topics they have encountered? the board, such as a definition for the ▪ Tell something you know about cells. asking the following questions:
learners how the new lesson connects to
previous lessons. Review and present word ‘cell,’ ‘what kinds of materials ▪ One of the cells pictured below is a ▪ What are the two types of cells?
new lessons in a systematic manner. have cell and how cell operate in human brain cell. The other cell is found in ▪ Identify the characteristics of
living things. human blood. Which cell came from the Prokaryotic/ Eukaryotic Cells.
brain? Explain your answer.
 DAILY School San Roque National HighSchool Grade Level Grade 11
LESSON LOG Teacher Allan M. Manaloto Learning Area General Biology 1
Teaching Dates and Time Week 1: Sessions 1-4 Quarter 1st Semester (1st Q)
(August 22-26, 2022)

SESSION 1 SESSION 2 SESSION 3 SESSION 4

(5 minutes) (5 minutes) (5 minutes)

Guide Question: Close your eyes and picture a brick wall. Take a moment and look at yourself. How (5minutes)
B. Establishing a purpose for the Question: What is the basic building block many organisms do you see? Your first Through power point presentation,
lesson
1. What is Biology?
Motivate them to learn the new lesson. 2. What is the difference of Biolgy from of that wall? thought might be that there's just one: display an image of a bacteria.
Encourage them to ask questions about other sciences? yourself. However, if you were to look Guide questions:
the new topic. This will help establish a closer, at the surface of your skin or inside 1. What is the image?
reason for learning the new lessons. your digestive tract, you would see that 2. Is this Eukaryote or Prokaryote? Why?
there are actually many organisms living
there. That’s right - you are home to
around 100 trillion bacterial cells!

(5 minutes) (5 minutes) (5 minutes) (5 minutes)

Activity: Using ½ crosswise (yellow Activity: identify what cell/s are being Guide Questions: Guide Questions:
paper), ask the students about the shown through power point presentation: 1. Remember the term Prokaryotic cells 1. What are the parts present on
meaning of “Life” for them. Not less than 1. Image of RBC. with Eukaryotic cells? Differentiate them. Prokaryotic cells?
C. Presenting examples/ instances of 5 paragraphs.
the new lesson 2. Image of bacteria- E. Coli 2. Why do you think they only have
Provide examples of the new lesson. Objectives: limited parts unlike eukaryotes?
Show what the instances of the content
and competencies. This is where the
Objectives: • Describe the fundamental components of
concepts are clarified. • State the cell theory, and list the a bacterial cell.
discoveries that led to it. • Summarize the functions of the
• Relate advances in microscope organelles in a eukaryotic cell.
technology to discoveries about cells.
• Understand that cells are the basic unit
of life.
(20 minutes)
D. Discussing new concepts and Inquiry-based approach on the following (20 minutes)
practicing new skills # 1 (20 minutes) topics: Facilitate discussion (Inquiry-based) on the (15 minutes)
(Leads to Formative Assessment 1)
Collaborative approach on: • Cells ( Roles & Size) following topics. Conduct discussion by allowing the
Discuss the concepts. Prepare good
• Introduction to Biology 1; • Cell Theory (History) • Comparison between Prokaryotic cells & students create their own understanding
questions for this. Listen to the answers of the following topics (Constructive
of learners to gauge if they understood • Succeeding topics for the semester; Eukaryotic cells;
Approach):
your presentation/lesson. If not, then Engage the learners by letting them • Common features of all cells;
reteach. If they have understood, then • Struture of Prokaryotes: Cell envelope,
explain their own understanding of each Cytoplasm, DNA, ribosome, and external
proceed to deepening the lesson.
topics. structures;
 DAILY School San Roque National HighSchool Grade Level Grade 11
LESSON LOG Teacher Allan M. Manaloto Learning Area General Biology 1
Teaching Dates and Time Week 1: Sessions 1-4 Quarter 1st Semester (1st Q)
(August 22-26, 2022)

SESSION 1 SESSION 2 SESSION 3 SESSION 4

E. Discussing new concepts and
practicing new skills #2
(Leads to Formative Assessment 2)
Deepen the lesson with new ways to
apply the learning. Pair, group and
teamwork might be a good way to help
learners discuss the lesson among
themselves. They can present their work
to the class and this serves as the
teachers’ way of assessing if the
concepts are solidifying and if their skills
are developing.

E. Developing mastery
(Leads to Formative Assessment 3)
Develop mastery through more individual (10 minutes)
work activities such as writing, creative
(10 minutes) Pair-Work (15 minutes)
ways of representing learning, (10 minutes)
dramatizing, etc. Let children
Conduct a group activity that permits Conduct a group activity that elicits The activity will be accomplished by pair. Individual work
discussion among students the topic. Answer the question below
demonstrate their learning through
discussion among students the topic. Ask the learners to create their own
assessable activities such as quizzes, comprehensively with your partner. Write
• Microscope Technology (Brief history, your answer in yellow paper and be ready drawing of prokaryotes based on their
worksheets, seatwork, and games. When • What do you know about the subject?
differences of Light, Electron, & for recitation: own understanding & showing different
the children demonstrate learning, then What topic in Biology 1 that you are Scanning Tunneling Electron parts of the cell.
proceed to the next step. Add activities interested most? 1. What cell parts can be found in both
as needed until formative assessment Microscope);
shows that the learners are confident in
prokaryotic and eukaryotic cells? Identify
their knowledge and competencies. these parts and their roles;

F. Finding practical applications of

concepts and skills in daily living
(5 minutes)
Develop appreciation and valuing for their
Fact or bluff?
learning by bridging the lesson to daily (5 minutes)
living. This will establish relevance in the (5 minutes) (5 minutes) •Not all organelles are surrounded by a
What do you think is the most important
lesson. Why do you need to study Biology? Why are all cells very small? Explain membrane.
part of a prokaryote? Explain your
Explain your answer thoroughly. what limits the size of cells. •The plasma mem is different from cell choice.
wall.
•Not all cell parts are present in all kinds of
cells.
G. Making generalizations and (5 minutes)
abstractions about the lesson
(5 minutes) (5 minutes) (5 minutes) Guide Questions:
Conclude the lesson by asking children
good questions that will help them Guide Question: Guide Questions: Guide Questions: 1. Identify all parts of prokaryotic cell and
crystallize their learning so they can 1. What is Biology? 1. What does the cell theory state? a) What are Prokaryotic cells? discuss its functions briefly.
 DAILY School San Roque National HighSchool Grade Level Grade 11
LESSON LOG Teacher Allan M. Manaloto Learning Area General Biology 1
Teaching Dates and Time Week 1: Sessions 1-4 Quarter 1st Semester (1st Q)
(August 22-26, 2022)

SESSION 1 SESSION 2 SESSION 3 SESSION 4

declare the knowledge and demonstrate 2. Name the three scientists mainly b) What are the features common to all
their skills. responsible for developing the cell theory. cells?
H. Evaluating learning
Assess whether the learning objectives (5 minutes) (5 minutes) (5 minutes) (5 minutes)
have been met. Evaluation should tap into
the three types of objectives. Imagine you are a Biologist, what aspect Short Quiz: Short Quiz.
in these area would you like to improve? A. Essay 1. Give an example of Prokaryotic
Discover? Or give an anwer? What did Hooke and Leeuwenhoek Organism.
discover about cells by using a 2. Give an example of Eukaryotic
microscope? Organism.
Rubric: 3. What are the two classification of cells?
5- Evidence is explained very clearly with 4. Virus. Prokaryotic or Eukarytic?
depth.
4- Evidence is explained clearly with
satisfying thought.
3- Evidence is explained with correct
thought.
2 - Evidence is vaguely explained.
1 - Evidence is presented but not
explained.
I. Additional activities for application or
remediation

V. REMARKS NOTE: Psychosocial Activities

VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment.
____ out of _____ students ( Gr. 11 studetns)
B. No. of learners who require
additional activities for remediation. ____ out of _____ students ( Gr. 11 studetns)
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
 DAILY School San Roque National HighSchool Grade Level Grade 11
LESSON LOG Teacher Allan M. Manaloto Learning Area General Biology 1
Teaching Dates and Time Week 1: Sessions 1-4 Quarter 1st Semester (1st Q)
(August 22-26, 2022)

SESSION 1 SESSION 2 SESSION 3 SESSION 4

1. Review: Concept of cells.

Assignment
2. Cell theory dvelopment.
3. History of Microscope, its types and
their differences;

Submitted by: Noted by:

Allan M. Manaloto Loida G. Rillera

Subject Teacher II Principal II