K TO 12 School Grade Level Grade 11

DAILY LESSON
LOG Teacher Learning Area Earth and Life Science
Date / Time Quarter/ Week 2nd/Week 4

Session 1
Session 2
I. OBJECTIVES
At the end of the lesson, the learners will be able to: At the end of the lesson, the learners will be able to:
1. Enumerate the stages of cellular respiration; 1. Discuss how ATP is used by cells
2. Identify the requirements and products of each stage in the 2. Describe the relationship of photosynthesis and cellular
process of breakdown of molecules from glucose to carbon respiration.
dioxide and water; and
3. Explain the major stages of cellular respiration
The learners demonstrate an understanding of how organisms obtain and utilize energy.
A. Content Standards

The learners shall be able to make a poster that shows the complementary relationship of photosynthesis and cellular respiration.
B. Performance Standard

C. Learning The learners shall be able to describe how organisms obtain and utilize energy. S11/12LT-IIbd-7
Competencies / The learners shall be able to recognize that organisms require energy to carry out functions required for life. S11/12LT-IIbd-8
Write the LC code for
each objective:

II. CONTENT BIOENERGETICS (Photosynthesis and Energy Flow) BIOENERGETICS (Photosynthesis and Energy Flow)

III. LEARNING RESOURCES

A. References

Materials from Learning

Resource (LR) Portal

B. Other Learning Earth and Life Sciences, Rex Bookstore Inc.; 2016 Earth and Life Sciences, Rex Bookstore Inc.; 2016
Resources Sia SR, Cortez LA, SIBS Publishing House, Inc.;2016 Sia SR, Cortez LA, SIBS Publishing House, Inc.;2016
 Reece JB, Urry LA, Cain ML, Wasserman SA, Minorsky PV,
Jackson RB. Campbell Biology.10th edition. San Francisco,
California, USA: Pearson Education Inc.; 2014.
Olivar II J.et al., Earth and Life Science, Phoenix Publishing
House Inc.2016
Reece JB, Urry LA, Cain ML, Wasserman SA, Minorsky PV, Jackson
RB. Campbell Biology.10th edition. San Francisco, California, USA:
Pearson Education Inc.; 2014.
Olivar II J.et al., Earth and Life Science, Phoenix Publishing House
Inc.2016

IV. PROCEDURES

A. Reviewing previous Let the learners recall that energy from sunlight is transformed to
lesson or presenting chemical energy stored in macromolecules such as sugars through
the new lesson the process of photosynthesis. For this lesson inform the learners
that they will learn how the energy stored in sugars is used to
produce ATP which is the energy currency of the cell.
Are you a fan of sweets? Did you know that cells have a sweet
tooth? In fact, cells get all their energy from sugar! The teacher
will present chocolates as way for them to understand what the
chocolates represent biochemically for cellular respiration. This is
intended for the learner to begin thinking about what happens after
ingestion of food. (i.e. travels through digestive system, across
microvilli into capillaries leads to release of insulin so that glucose
can be taken up by body cells, etc.)
The teacher will provide cartolina chips with the different events taking
place in each stage. The learners will match in accordance with each
stage.
1. Stage of cellular respiration where carbon dioxide is made.
Krebs Cycle
2. Stage of cellular respiration where water is made.
Electron Transport Chain
3. Stage of cellular respiration where oxygen is a substrate.
Electron Transport Chain
4. Stage of cellular respiration where glucose is a substrate.
Glycolysis
5. Stage of cellular respiration where some of the electrons from
glucose are transferred to an electron carrier molecule known as
NADH.
Glycolysis.

B. Establishing a purpose for The teacher will give a post test before the delivery of the topic to Below are the terms that have been divided into halves. Find the pieces
the lesson test how well learners understand the concepts of cellular that fit together and write them in the answer area below.
respiration. Aden piration
PRE/POST-ASSESSMENT: Photo Phosphate
1. Once glucose is ingested how does it get into
Cellour cells? ullar
2. Trace a molecule of glucose through respiration.
En ergy
.a. Glycolysis Tri synthesis
Where does it occur? Res osine
What goes in?
What comes out? _________ __________
How much energy is generated? _________ __________
b. Kreb’s cycle
Where does it occur?

C. Presenting examples/
instances for the new lesson
What goes in?
What comes out?
How much energy is generated? CELLULAR RESPIRATION- is the means by which cells released the stored
c. Electron Transport System energy in glucose to make ATP.
Where does it occur?
What goes in? What comes out?
How much energy is generated?
An introduction to cellular respiration can be viewed at 1. Ask the group to complete the picture puzzle (ATP diagram puzzle).
https://www.youtube.com/watch?v=2f7YwCtHcgk
https://www.youtube.com/watch?v=7J4LXs-oDCU&t=10s
https://www.youtube.com/watch?v=00jbG_cfGuQ
(optional)
Group the class into three groups. Allow the students to write
notes about the lesson based from the video presented. Each group
will discuss the assigned topic (stages of respiration). Let them
share notes with the group. Let them share their discussion to
class.
Let them analyze the picture and explain what the picture depicts.
As introductory part, the teacher will briefly describe the nature of
ATP using the diagram, give examples of the different types of cell
work which all require energy in the form of ATP. (a. mechanical –
beating of cilia; contraction of muscle cells; cytoplasmic flow b.
transport – active transport c. chemical – synthesis of polymers from
monomers)
2. Learners will be grouped in pairs. One student in the pair will do a
quick write on photosynthesis and the other will write on cellular
respiration. After students have finished their individual writing, then
they will join their partner and do a Think-Pair-Share about what each
other’s topic. They will make a T-Chart to compare and contrast
photosynthesis and cellular respiration with each at the top

D. Discussing new concepts
and practicing new skills # 1
E. Discussing new concepts
and practicing new skills # 2
1. Provide students with a model of glucose give it the glycolysis 1. Ask the learners to perform activity on Photosynthesis and
group. Guide learners through he steps of glycolysis using the Cellular Respiration to explore the relationship between
model. Track where phosphates go, energy input, output, photosynthesis and respiration. Refer to Appendix 2.
hydrogens, etc. For reinforcement have glycolysis up on the screen
in the powerpoint.
2. Show glycolysis video https://www.youtube.com/watch?
v=uWOURkrxpH4&t=4s to reinforce what they have done. Learners hand the
pyruvate to the Kreb’s cycle group. They track pyruvate to acetyl CoA to
carbon dioxide while enumerating energy inputs and outputs.
3. Show Kreb’s cycle video https://www.youtube.com/watch?v=G3Y2Ig3YTL0
to reinforce what they have done. The glycolysis and Kreb’s cycle groups then
hand their NADH’s and FADH2’s to the electro transport chain group. This is
where the students recognize that the oxidation of these molecule provides the
protons and electron for the ETC to create the proton gradient used to make
ATP.
4. Show video on electron transport chain. https://www.youtube.com/watch?
v=G3Y2Ig3YTL0&t=4s
REVIEW: Go through the overall reactions from each stage of
cellular respiration. Also extend the learners understanding of
how the Kreb’s cycle is really central to cellular function as it is
the entry and exit points for several other biochemical mechanisms
such as amino acid production. Ask learners to drill questions
during the review of the activity and let them ask questions.
Follow-up activity: Ask them to do label the diagram below. Instruct them to make a poster that shows the complementary
relationship of photosynthesis and cellular respiration. They can show
the relationship between the two in whatever manner they would like
(mitochondria/chloroplast, animal/plant, etc). Ask learners to display
their outputs. Give the learners time to observe to everyone’s work.
Ask for volunteers to share to the class any observations on everyone’s
output. Refer to Appendix 3 for Rubrics.
Directions:
 ____
____ ____
____

Locations to identify and include in the poster:

_____ Light Dependent Reaction
Light Independent Reaction (Calvin Cycle)
Krebs Cycle (Citric Acid Cycle)
Electron Transport Chain
Glycolysis
Chloroplast
Mitochondria
Stroma
Thylakoid
Matrix
Inner Membrane of Mitochondria
Cytoplasm
Somewhere on your poster…
Make sure to include chemical equations for photosynthesis and
cellular respiration on your poster.
On the back of your poster…
Summarize the connection between the two processes, photosynthesis
and cellular respiration.

Sample poster:
 Ask the each group to do the activity on Glycolysis/Kreb 1. Complete the table using the words below.
F. Developing mastery Cycle/Electron Transport Chain. Refer to Appendix 1. Let them
(Leads to Formative complete the table and use the completed chart as a study aid. Photosynthesis Cellular Respiration
Assessment 3) Cell/organelle involved
Light requirement
Raw materials
End products
Energy involved
ATP formation
H- carrier involved
Metabolic processes

2. Write the complete equation of photosynthesis and cellular

respiration.
3. Answer the following questions:
a. How are the processes (photosynthesis/cellular respiration)
connected?
b. Why are both processes (photosynthesis/cellular respiration)
important to life?

Let the learner watch a video clip of people who are doing Assume that a new species of organism has been discovered. Scientists
G. Finding practical strenuous or rigorous activities or extreme sports. The teacher will have observed its cells under a microscope and determined that they
applications of concepts provide some guide questions and process the answers of the lack mitochondria. What type of cellular respiration would you predict
and skills in daily living learners. that the new species uses? Explain your prediction.
 How does this relate to “the burn” felt during strenuous activity?

Conquer the Mob: Allow the class to be highly engaged by giving Video presentation: Photosynthesis and respiration (optional)
H. Making generalizations them the chance to answer all the questions. Call one learner to be https://www.youtube.com/watch?v=JUmT24R8CyA
and abstractions about the one to conquer the mob. Raise questions, let the learners who
Answer the following questions.
the lesson volunteers to answer the question. Eliminate those with incorrect
How is photosynthesis related to cellular respiration?
answers until the mob is conquered.
How are photosynthesis and cellular respiration similar and different?
1. What are the 3 phases of the cellular respiration process?
What best describes the relationship between photosynthesis and
Glycolysis, Krebs Cycle, Electron transport
cellular respiration?
2. Where in the cell does the glycolysis part of cellular
respiration occur? In the cytoplasm
3. Where in the cell does the Krebs (Citric Acid) cycle part of
cellular respiration occur? In the mitochondria
4. Where in the cell does the electron transport part of cellular
respiration occur? In the mitochondria
5. How many ATP (net) are made in the glycolysis part of
cellular respiration? 2
6. How many ATP are made in the Kreb’s cycle part of cellular
respiration? 2
7. How many ATP are made in the electron transport part of
cellular respiration? 38
8. In which phase of cellular respiration is carbon dioxide made?
The Krebs Cycle
9. In which phase of cellular respiration is water made?
The Electron Transport
10. In which phase of cellular respiration is oxygen a substrate?
The electron transport
11. In which phase of cellular respiration is glucose a substrate?
glycolysis
12. On average, how many ATP can be made from each NADH
during the electron transport process? 3
13. This 3 carbon molecule is produced during glycolysis when
glucose splits in half. pyruvic acid
14. This molecule reacts with pyruvic acid to release C02, produce
NADH, and acetyl-CoA. Coenzyme A
15. The molecule used by cells to store and transfer energy isATP.

2. Ask the students the following additional questions:


I. Evaluating Learning
J. Additional activities for
application for remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
Considering one molecule of glucose
a.How many pyruvate molecules are produced?
b.How many CO2 are released from the oxidation of pyruvate?
c.How many acetyl CoA will enter the citric acid cycle?
d.How many CO2 are released from the citric acid cycle?
e.Total number of CO2 released from the oxidation of one
molecule of glucose?
3. You may extend the questions further by giving other numbers
of glucose as the starting material; e.g. with three glucose
molecules, what is the total number of pyruvate molecules are
produced; total number of CO2 released from glycolysis; total
number of acetyl CoA that will enter the citric acid cycle; CO2
released from citric acid cycle; total number of CO2 released from
the oxidation of three molecules of glucose.
The teacher will give the POST-ASSESSMENT. The learners will be assessed based on their responses on the activity
sheets and/or poster presentation.
Class Presentation
1. Divide the class into three groups. Assign (or draw lots) the
three major stages to each group. Each group will have a
discussion and has to think of an analogy of the stage assigned to
them. The analogy could be like an everyday story. It could be a
story of love, friendship, family, war, peace or even of current
events.
2. Ask your students to present their analogy/story to the class for
five minutes each group. They should indicate how the story is
parallel or analogous to the stage of cellular respiration.
B. No. of learners who require
additional activities for
remediation who scored below
80%.

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
_____Experiment _____Role Play _____Experiment _____Role Play
_____Lecture _____Complete IMs _____Lecture _____Complete IMs
E. Which of my teaching
_____Discover _____Collaborative Learning _____Discover _____Collaborative Learning
strategies worked well? Why
Others, please specify Others, please specify
did these work?
Why? ______________________________________________ Why? ______________________________________________

_____Bullying among students _____Bullying among students

F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
______Pupils/ behavior/attitude
_____Colorful IMs
_____Unavailable technology equipment (AVR/LCD)
_____Science/ Computer/Internet lab
Others, please specify __________________
______Pupils/ behavior/attitude
_____Colorful IMs
_____Unavailable technology equipment (AVR/LCD)
_____Science/ Computer/Internet lab
Others, please specify __________________

_____Localized videos _____Localized videos

G. What innovation or localized
_____Making big books from views of the locality _____Making big books from views of the locality
materials did I use/discover
_____ Recycling of plastics for contemporary arts _____ Recycling of plastics for contemporary arts
which I wish to share with other
_____Local music composition _____Local music composition
teachers?
Others, please specify_____________ Others, please specify_____________

Note: This material has been crafted for the benefit of the teachers and learners as reference to ease preparation of teaching-learning plan, yet you can modify it as to
diversity of learners but not the competencies. Thank you.

Appendix 1
Glycolysis/Kreb’s Cycle/Electron Transport
 1. Complete the table below. The first one has been done for you. Use the completed chart as a study aid.
Stages of Cellular Respiration
Glycolysis Kreb’s Cycle Electron Transport Chain
Where in cell it occurs
Starting Reactants
Ending Products
Number of ATP molecules either
produced or gained
Is oxygen required?

2. Answer the following questions:

a. Where do the reactants for the Kreb’s Cycle come from?
b. What is the name of the protein spheres that spin as hydrogen ions pass through them?

Additional Activity (Optional)

1. Glycolysis

1. Refer to Model 1.
a.What is represented by the hexagon? GLUCOSE
b.How many carbon atoms (C) are in one molecule of glucose? SIX
2. What is represented by the triangles? PYRUVIC ACID
b. How many carbon atoms (C) are in one molecule of pyruvic acid?
THREE
3. In the process of glycolysis, what happens to glucose after it
crosses the cell membrane into the cytoplasm of the cell?
GLUCOSE IS BROKEN DOWN INTO PYRUVIC ACID (2)

2. Kreb Cycle 3. Electron Transport Chain

 Appendix 2
Photosynthesis and Cellular Respiration
Part 1: Photosynthesis and Cellular Respiration Activity

Purpose:
To provide students with a situation in which they can explore the relationship between photosynthesis and respiration.

Part I Objectives:
Students will be able to:
 recognize the photosynthesis equation is basically the respiration equation “backwards.”
 realize that the very same carbon molecules that heterotrophs breathe out are the carbon molecules that make up the backbone of the glucose molecule.
 write the equations for photosynthesis and respiration with coefficients and subscripts (study time is required).
Part I Materials:
 three pieces of blue construction paper (cut each piece in half so you have six pieces on which to write “C” to represent carbon [six molecules of carbon])
 six pieces of red construction paper (cut each piece in half so you have 12 pieces on which to write “H” to represent hydrogen [12 molecules of hydrogen])
 nine pieces of green construction paper (cut each piece in half so you have 18 pieces on which to write “O” to represent oxygen [18 molecules of oxygen])
 one piece of yellow construction paper (draw a sun to represent energy coming from the sun)
 one piece of white construction paper with a “+” on it
 one piece of white construction paper with an arrow to represent the yields sign in the equation
 poster board with the equation for photosynthesis on one side and the equation for respiration on the opposite side (to be held up so that students know where to
position themselves)
 one piece of construction paper that reads “carbon dioxide”
 one piece of construction paper that reads “water”
  one piece of construction paper that reads “glucose”
 one piece of construction paper that reads “oxygen”

Preparation (teacher):
Students are not required to have background knowledge about photosynthesis and respiration to participate in this activity. I give my students the following warm-up
activity:
1. Write the equations for photosynthesis.
2. Write the equation for respiration.
3. Define: atom, element, molecule and compound.

Part I Procedure: (Kinesthetic activity)

Each student is given the role of a molecule of carbon, hydrogen, or oxygen. Depending on the size of your class, some students may need to be assigned the role of two
molecules of the same element. For example, you may need to give one student two “H’s” instead of one “H.” If you have a large open area in your classroom, you can
conduct this part of the activity inside. Otherwise, you will need to plan to go outdoors, into the hallway, or even to the school gymnasium or cafeteria.

Once you arrive at your destination, hold up the poster board with the equation for photosynthesis facing the students.
 First, instruct the students to position themselves so that they represent the reactants of the photosynthesis equation. (Remember to assign a student to the role of
“sun,” “+” and “yields”.)
 Once students have gotten into the correct positions give each group of molecules the name of the substance that they represent (carbon dioxide or water).
 Next, have the student’s position themselves so that they represent the products of the photosynthesis equation. Once the students have positioned themselves
correctly give each group of molecules the name of the substance they represent (glucose or oxygen). The idea is that students will realize that the very same carbon
atoms that make up carbon dioxide make up the backbone for the glucose molecule. Now hold up the respiration equation.
 First have the students position themselves to represent the reactants for respiration. Again, when they are correctly positioned, give the names of the substances
that they represent to the groups of molecules (oxygen and glucose).
 Next, have the student’s position themselves so that they represent the products of the respiration equation. Once the students have positioned themselves, give
the groups of molecules the names of the substances they represent (carbon dioxide and water).
Safety:
No special safety equipment is necessary. Be aware that students may become particularly lively once they are outside the classroom. A hand signal (for example, raising
your right hand straight up) to let them know they need to be still and quiet may be helpful.

1. How did you feel while doing the different stages of the activity?
2. Did you find it helpful to explore the processes of photosynthesis and respiration?
3. Did the activities help you understand the topic (Y/N)? Explain your answer.
4. Did you see the significance/ connection of the topic in your life?

Appendix 3.
Grading Rubric for Poster
 5 4
Content Content is concise and
accurate such that all
required information is
presented in a logical
order.
Presentation Presentation flows well and
logically. Presentation
reflects extensive use of
tools in a creative way.
Pictures,Clip Art and Images are appropriate.
Artwork Layout is pleasing to the
eye.
Mechanics No spelling errors. No
grammar errors. Text is in
authors’ own words.
Content is accurate but
some required information
is missing and/or not
presented in a logical order,
but is still generally easy to
follow.
Presentation flows well.
Tools are used correctly
Overall presentation is
interesting.
Images are appropriate.
Layout is cluttered.
Few spelling errors. Few
grammar errors. Text is in
authors’ own words.
3 2 1
Content is accurate but Content is either Content is inaccurate.
some required information questionable or Information is not
is missing and/or not incomplete. Information presented in a logical
presented in a logical is not presented in a order, making it difficult
order, making it difficult logical order, making it to follow.
to follow. difficult to follow.
Presentation flows well. Presentation is Presentation has no
Some tools are used to unorganized. Tools are flow. Insufficient
show acceptable not used in a relevant information.
understanding. manner.
Most images are Images are inappropriate No images.
appropriate. or layout is messy.
Some spelling errors. Some spelling errors. Many spelling and or
Some grammar errors. Some grammar errors. grammar errors. Text is
Text is in authors’ own Most of text is in authors’ copied.
words. own words.