DETAILED LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN
11
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
(Write the LC code)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
WEEK & DAY NO. PAGE NO.
Second Quarter Week 3 Day 3 1
The learners demonstrate an understanding of the cell
as the basic unit of life, the different cell organelles, and
their functions.
The learners shall be able to differentiate prokaryotic
from eukaryotic cells, enumerate cell
structures/organelles and describe their functions, and
identify which structures are unique to plant cells,
animal cells, and bacteria.
The learners shall be able to explain how cells carry out
functions required for life.
(S11/12LT - IIbd - 4)
Specific Learning Outcomes
At the end of the lesson, the learners will be able to:
1. Describe the difference between prokaryotic and
eukaryotic cells
2. Explain the functions of various cell
structures/organelles
3. Enumerate structures unique to plant cells/animal
cells/bacteria 

Lesson 26: Bioenergetics (Structures and Functions
of Cells)
Earth and Life Teaching Guide pp. 174-177
Michelle Y. Acledan, et al, Earth and Life Science for
Senior High School pp. 89-94.
(1) Johnson, G.B. and P.H. Raven, 1996. Biology:
Principles and Explanation-Austin, USA: Holt, Rinehart,
and Winstin.
(2) Reece, JB, Urry, LA, Cain ML, Wasseman, SA,
Minorsky, PV and RB Jackson, Campbelle Biology .
Tenth Edition. Boston, USA: Pearson Education, Inc.
(3) Starr, C and R Taggart. Biology and the Diversity of
Life. Tenth Edition, Australia: Thomson - Brooks/Cole.
page 233
ELICIT(Access Prior Knowledge)
Review the previous lesson on the chemical origin of
life/first cells.
 DETAILED LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
11 Second Quarter Week 3 Day 3 2

Organizational Puzzle

The students will create their own organization/factory

through the analysing and connecting the pieces of
pictures provided that could be useful in the
organization/factory.

Division of Labor & The First Level

Within living things, there are divisions of labor.

Division of labor means that the work (labor) of keeping
the organism alive is divided (division) among different
parts.

Each part has a job to do and as each part does its

special job, it works in harmony with all the other parts.
THE JOB OF THE SMALLEST THING BUILDS ONT THE
NEXT LEVEL!

B. Establishing a purpose for ENGAGE(Focus on the Topic)

the lesson
Introduction

Communicating Learning Objectives

Describe the lesson objectives and present the topic
outline on the board as follows:
C. Presenting a. The cell membrane
examples/instances of the b. Parts of a typical prokaryotic cell and plant/animal
new lesson cell
c. Common structures in plant and animal cells
d. Structures found only in plant and animal cells
 DETAILED LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
11 Second Quarter Week 3 Day 3 3

Motivation (10 mins)

Video Presentation (Cell Song)

1. Ask students the levels of organization in biology:

from the organism down to cells and molecules.
2. Ask volunteers to enumerate organelles found in
plant cells or animal cells.
3. Show pictures of an animal cell and plant cell. Point
out some similar structures (Sample response: cell
wall; ribosome; cell membrane)

4. Connect the functions of each organelle to a city.

How are they similar?

Video Presentation (A cell is like a city)


GRADE LEVEL
11
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
DETAILED LESSON PLAN
QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
Second Quarter Week 3 Day 3 4
EXPLORE(Provide Common Experience)
Instruction (25 mins)
1. Describe using illustrations/video clips the
organization, structure and function of the
following:
a. The cell membrane
i. Phospholipids and proteins in
membrane
ii. The fluid mosaic model of cell
membrane
b. Parts of a typical bacterial cell; cell
membrane; cell wall; ribosome; nucleoid;
mesosome; pili; fimbriae; flagella; capsule;
cytosol
c. Common structures in plant and animal
cell: nucleus (with nucleolus); rough
endoplasmic reticulum (rER); smooth ER;
Golgi complex; lysosomes; ribosomes;
micro bodies; mitochondria
d. Unique structures in plant and animal cells
i. found in plants only – chloroplast;
cell wall; large vacuole
ii. found in animal cells only –
centrioles and cilia
Labelling Activity
 Students may be asked to identify and label with
the correct organelles being asked in the
illustrations (Animal, Plant, & Bacterial Cell).
 DETAILED LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
11 Second Quarter Week 3 Day 3 5

 Each structure in #1 above should be labelled

properly.

EXPLAIN (Post- activity)

F. Developing mastery (leads to
Formative Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
Discussion:
Ask students what will happen if any organelle is
damaged or become defective.
ELABORATE(Applying and Making Use of
Information)
Model Analogy of the Cell.
By group. Identify the cell organelles and create an
analogy applicable to daily living and explain.

Ex.

Cell Organelle City Explanation

Nucleus City Mayor The nucleus
controls all the
activities of the
cell and contains
the genetic
H. Making generalizations and material which
abstractions about the is important in
lesson cell replication.
In the same
manner the city
mayor is the one
who in-charge of
the entire city
and has the
power to make
decisions for the
betterment of
the city.

EVALUATE(Measuring Learning)
Quiz “odd one out”
I. Evaluating learning Identify the structure which does not belong to the
group.
1. capsule; flagella; pili; nucleoid; desmosome;
 DETAILED LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
11 Second Quarter Week 3 Day 3 6

2. cell membrane; DNA; ribosome; peroxisome;

cytosol
3. cell wall; plasmodesma; huge vacuole; chloroplast;
ribosome
4. lysosomes; nucleus; mitochondria; chloroplast
5. cilia; flagella; centrioles; ER; microtubules

J. Additional activities for
application or remediation
V. REMARKS
Match
Choose an answer from the choices before each
numbered item
A. ribosomes B. pili C. peroxisomes
D. chromoplasts E. gap junctions
6. Contain oxidases and catalases.
7. Provide cytoplasmic channels from one cell to
another.
8. Sites of protein synthesis.
9. Plastids containing pigments other than
chlorophyll.
10. Allow bacteria to exchange DNA during
conjugation.
EXTEND(Deepening Understanding in New Context)
Ask the students (by group) to construct a three-
dimensional model of a plant or animal cell. Use
materials that can be recycled and are biodegradable.

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 worked well? Why did these work?

F. What difficulties did I encounter which my principal or supervisor can
help me solve?
G. What innovation or localized materials did I use/discover which I wish to
share with other teachers?
 DETAILED LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
11 Second Quarter Week 3 Day 3 7

RUBRICS FOR CELL ANALOGY:

DEMONSTRATION TEACHER:

ARGIE JOY MARIE G. AMPOL, R.N

SHST - I

OBSERVED BY:
RONALD A. DERANO
Assistant School Principal II
 DETAILED LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
11 Second Quarter Week 3 Day 3 8

I. OBJECTIVES
D. Content Standards At the end of one-hour period, the students should be able to:
E.

F. Performance Standards

G. Learning Competencies/ Infer the relationship between current and charge.

Objectives
(Write the LC code) S8FE-Ih-30

H.

II. CONTENT

III. LEARNING RESOURCES

C. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
D. Other Learning Resources
IV. PROCEDURES
K. Reviewing previous lesson ELICIT
or presenting the new
lesson
L. Establishing a purpose for ENGAGE
the lesson
M. Presenting
examples/instances of the
new lesson
N. Discussing new concepts EXPLORE
and practicing new skills #1

O. Discussing new concepts

and practicing new skills #2

EXPLAIN
P. Developing mastery (leads
to Formative Assessment 3)

Q. Finding practical ELABORATE

applications of concepts
and skills in daily living
R. Making generalizations and
abstractions about the
lesson
 DETAILED LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
11 Second Quarter Week 3 Day 3 9

EVALUATE
S. Evaluating learning

EXTEND
T. Additional activities for
application or remediation

V. REMARKS

VI. REFLECTION
H. No. of learners who earned 80% in the evaluation
I. No. of learners who require additional activities for remediation
J. Did the remedial lessons work? No. of learners who have caught up with the
lesson
K. No. of learners who continue to require remediation
L. Which of my teaching strategies worked well? Why did these work?
M. What difficulties did I encounter which my principal or supervisor can help me
solve?
N. What innovation or localized materials did I use/discover which I wish to
share with other teachers?

DEMONSTRATION TEACHER:

NOTED: