DLP - WEEK 2 - October 9

Republic of the Philippines
Department of Education
Region XI
Schools Division Office of Davao del Sur
Brgy. Northern Paligue, Davao del Sur
Daily Lesson Log (DLL) / Daily Lesson Plan (DLP)
Subject Area: Science Grade Level: 7 Quarter: 2 – Week 2 Date: October 9, 2024
I. CURRICULUM CONTENT, STANDARDS, AND LESSON

COMPETENCIES
A. Content Standards The learners shall be able to identify animal cell and plant cell
using a compound microscope.
B. Performance Standards By the end of the Quarter, the learners shall employ appropriate
techniques using the compound microscope to gather data about
very small object.
C. Learning Competencies Learning Competency
and Objectives The learner shall know the proper techniques in observing and
identifying the parts of a cell with a microscope such as the cell
membrane, nucleus, cytoplasm, mitochondria, chloroplasts, and
ribosomes.
Learning Objectives
At the end of the lesson, the learner shall be able to:
1. Identify the parts of plant and animal cell
2. Compare and contrast the structures and functions of plant
and animal cell.
3. Describe the basic functions of major cell parts
D. Content Plant Cell and Animal Cell
E. Integration Mathematics
Geometry: Explore the shapes of cells (round, rectangular) and
their structures (spherical – nucleus, cylindrical – mitochondria).
Physics
Energy Transfer: Explore how cells, particularly mitochondria,
convert chemical energy from food into ATP, linking it to the
concepts of energy work and heat.
II. LEARNING RESOURCES

Grade 7 Lesson Exemplar
Working sheets foe labeling cells
Television
Laptop
III. TEACHING AND LEARNING PROCEDURES
A. Activating Prior 1. Short Review
Knowledge The students will enumerate the parts and functions of Plant Cell.
(Minds and Moods)
B. Establishing Lesson 1. Lesson Purpose
Purpose.
(Aim ) Unlocking Vocabulary.
1. Cell Membrane
2. Mitochondria
3. Vacuole
4. Cytoplasm
5. Lysosome
C. Developing and Deepening 1. Explicitation
Understanding Show a diagram of Animal Cell. Let the students identify plant
(Tasks and Thought) cell parts which cannot be seen in Plant cell.
2. Worked Example
Provide students with diagrams showing both plant and animal
cells.
3. Lesson Activity:
Compare and contrast the parts of animal and plant cell.
Key Differences:
1.
2.
3.
D. Making Generalization 1. Learners’ Takeaways

(Abstraction ) The learners will be asked to give ideas that they learned from the
day’s lesson. Teacher clarifies answers, if needed.
2. Reflection on Learning
Learners will be asked if the lesson today has helped them
identify the differences and similarities of plants and animal cell.
If so, why? If not, what can be made better?
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S
REFLECTION
A. Tests/Assessment Formative Assessment
Multiple Choice. Write the letter that corresponds to the correct

answer.
______ 1. Which of the following organelles is found in plant
cells but not in animal cells?
a. Nucleus b. Mitochondria c. Chloroplast d. Ribosomes
______ 2. What is the primary function of the cell wall in plant
cells?
a. To store genetic information
b. To control movement of substances in and out of the cell
c. To provide structural support and protection
d. To produce energy for the cell.
_______ 3. Which structure is responsible for protein synthesis in
both plant and animal cells?
a. Lysosome b. Ribosome c. Golgi apparatus d. Smooth ER
_______ 4. What organelle is known as the powerhouse of the
cell? a) Nucleus b) Mitochondrion c) Chloroplast d) Ribosome
_______ 5. Which of the following is a function of the Golgi
apparatus? a. Synthesizing proteins b. Modifying, sorting, and
packaging proteins and lipids c. Breaking down cellular waste
d. Producing ATP
B. Teacher’s Remarks
Note observations Effective Practices Problems
on any of the Encountered
following areas:
Strategies Inquiry-Based Insufficient Time
explored Learning
Active Learning
Materials used Worksheets Limited access to

Television resources or
Laptop materials needed to
complete the
activities.
Learner Individual Insufficient
engagement/ activities Resources
interaction
Group work
activities
Others
C. Reflection Reflection guide or prompt can be on:

(Gains) ▪ Principles behind the teaching
Critical Thinking: Encourage students to develop deep
understanding in identifying animal cells as well as its function.
▪ Students Active Participants Presenters
Students actively participates in group work activities in order to
gain deep understanding about the lesson being taught.
▪ Ways forward
What could I have done differently?
I should incorporate concrete example of plant and animal cell.
What can I explore in the next lesson?

I should incorporate more hands-on activities such as utilizing
concrete example of plant cell and animal cell.
Prepared by: Checked by:
JESSIEL M. ALFANTA
HARA MAE B. COBOL Master Teacher I
Teacher
Approved by:
IRIS F. ESPIJA
Principal I

DLP - WEEK 2 - October 9

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Republic of the Philippines

Daily Lesson Log (DLL) / Daily Lesson Plan (DLP)

I. CURRICULUM CONTENT, STANDARDS, AND LESSON

II. LEARNING RESOURCES

D. Making Generalization 1. Learners’ Takeaways

Multiple Choice. Write the letter that corresponds to the correct

Materials used Worksheets Limited access to

C. Reflection Reflection guide or prompt can be on:

What can I explore in the next lesson?

Prepared by: Checked by:

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