DETAILED LESSON PLAN IN SCIENCE 7

School: Grade Level: 7

Teacher: Leaning Area: Science 7
Time Allotment 4-5 hours Quarter: Second
I. OBJECTIVES:
A. Content Standards: The learners demonstrate an understanding of the
difference between animal and plant cells.
B. Performance Standard: The learners should be able to employ appropriate
techniques using the compound microscope to gather data about very
small objects.
C. Learning Competencies: The learners should be able to;
1. differentiate plant and animal cells according to presence or absence of
certain organelles and; SSP_S7LT-IId-4
2. explain why the cell is considered the basic structural and functional unit of
all organisms. SSP_S7LT-IId-e-5
II. CONTENT: Animal and Plant Cells
III. LEARNING RESOURCES:
A. References
1. Teacher’s Guide Pages 75-79
2. Learner’s Material Pages 87-94
3. Textbook Pages
4. Additional Materials from Learning Resource (LR) Portal
5. Other Learning Resources
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/75372

IV. PROCEDURES:
Teacher’s Activity Student’s Activity
A. Reviewing The teacher will ask the students Answers maybe:
previous about the previous topic We have tackled about the
lesson or discussed by the class. differences and similarities of
presenting the animal cells and plant cells.
new lesson
B. Presenting  The teacher will give the
examples/ students the following
instances of guide questions for them
the new lesson to answer later on.
1. What are cells made of?
2. What are the different
cell organelles?
3. How do cell organelles
work together to keep
the cells functioning
properly?
C. Discussing  The teacher will have to Students will complete a
new concepts prepare paper strips teacher-created research
and practicing rolled where all the cell guide to help them gather
new skills #1 organelles are written on information. The students
it. In classes where there may use their Learner’s
more number of students Material or the internet using
than the number of sites to help them complete
organelles, just leave their research and learn about
some paper strips blank. the organelles.
Let the students pick one
paper strip. Explain to (Please see attachment for
the students who have the Research Guide)
picked up paper strips
with organelles written on
it that their first job of the
day will be to research
these structures so they
teach them to their
classmates. It may be
difficult to remember the
names and functions of
these organelles, so they
should think of ways that
would help others.
D. Discussing  The teacher will check  The students will have
new concepts first the Research guide to group themselves
and practicing of each student before by 3 and they will take
new skills #2 they will share and teach turns in sharing to
their classmates about their classmates on
their assigned what they have
organelles. researched on their
assigned organelle.
 After the 3 students
are done, they will
have to change
groups until everybody
in the class is done.

 The teacher ask the

students again on the
guide questions given on
the earlier part of the Answers may be;
lesson. 1. Cells are made up of
1. What are cells made of? different kinds of
organelles.
 2. Nucleus, Nucleolus,
2. What are the different Cytoplasm, etc…
cell organelles? 3. Every organelle has its
3. How do cell organelles specific function to
work together to keep perform in order for
the cells functioning the entire cell to
properly? function as a whole…

E. Developing  The teacher will then ask

Mastery the students if they have
researched or
downloaded videos
about the parts and
functions of the cell. This
will help them to easily
answer the next
questions to be given by
the teacher.
 Show the class an
animated video on the
parts and functions of the
cell. Click the link below
to watch the video.
https://www.youtube.com/watch?
v=URUJD5NEXC8
 Answer the following
questions after watching
the video. Students may
write their answers in a Answers may be;
whole sheet of paper. 1. Without the plasma
1. What do you think will membrane, any
happen to the cell if the substance can go in
plasma membrane does and out the cell. The
not function properly? cell may be affected
 The teacher should point by the exit of needed
out the cell wall and the substances or
chloroplasts, the plant entrance of unneeded
cell parts which or poisonous
distinguishes it from the substances that may
animal cell. Mention that lead to death of the
cell walls form the outer cell.
boundary of plant cells
and are made of
cellulose a tough
 material. Thus, cell walls
serve as protective
barrier. Add that fungi,
algae, and bacteria also
have cell walls. 2. The cell wall being
2. What is the purpose of made of tough or rigid
the cell wall in plants? material gives shape
and protection to plant
cells.

3. The chloroplast in
cells of plants is where
3. Why are there several food is made. The
chloroplasts in the plant greater the number of
cell? chloroplast in them
 Some students may have makes them efficient
read in other books that in making more food
vacuoles/large or central for the plant.
vacuoles are only found
in plant cells. Clarify that
vacuoles are easily seen
in plant cells because of
their size. Since water
also collects in the
vacuoles, it pushes out
into the cell wall
producing turgor
pressure. This turgor
pressure maintains
crispness of fresh
vegetables. 4. Vacuoles in some
plants may contain
4. How would vacuoles in poison or toxic
plants serve as defense substances. These
against animals that eat substances can harm
them? these animals, once
eaten. So, this serve
to protect them.

F. Finding  Let the students watch a

practical Prezi presentation on Link for the Prezi Presentation
applications of Farm Examples of https://prezi.com/
concepts and Organelles and let them edc45sfzju50/real-life-example-
 skills in daily make their own. The of-organelles/
living Prezi presentation will
give them an idea on
how they will make their
own organelle
comparison output. They
may do this through a
short role play.
(Please see attached sheet for
the Role Play Rubrics)
G. Evaluating Evaluation can be done every
Learning after activity done by the
students.

Research Guide:

Name _________________________________ Date: ____________ Score: ______

Name of organelle: __________________________

Organelle description :
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________________________________

Organelle function:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________________________________

Tip for remembering what it does:

______________________________________________________________________
______________________________________________________________________
_____________________________________________________________

Picture

Suggested Role-Playing Rubric

CATEGORY 4 3 2 1
Content Great job! You Your role-play is The role-play is The role-play is
offered creative on-topic, but it is somewhat off- completely off-
new insights on missing some topic. Pay more topic, as if your
the topic! creativity and attention to the group did not
insight. directions next even read the
time! directions.
Roles Excellent work! Everyone in your For the most part, Your group failed
Every member of group stayed in your group to stay in
your group character, but stayed in character, and it
stayed in some members character. Next looked like you
character, and it didn't seem to time, spend more had not prepared
was clear you really be "into" time preparing for for how the
took your roles what they were how the characters might
seriously. doing. characters might think or act.
think or act.
Preparation Your group did Your group Your group It seems that
an excellent job obviously spent needs to spend your group used
preparing and some time more time the preparation
rehearsing your preparing for the preparing for the time for
role-play, and it role-play, but role-play. something else.
shows - some rehearsal Reading lines
everything went might have from a script is a
very smoothly. helped things run sure sign you're
more smoothly. not prepared.
Overall Excellent! Your Good! Your Keep working! Argh! I expect
 Impression presentation was presentation, Don't forget that, much better work
entertaining and while it was fun to though the from you next
informative! watch, could process is time.
have been more entertaining,
informative. you're also
supposed to
learn something
from it.

Source: http://rubistar.4teachers.org/index.php?
screen=ShowRubric&rubric_id=1175361&&skin=es&lang=es&