Detailed Lesson Plan in Science 7

Prepared by:
Arlene R. Federico-Orbon

I- OBJECTIVES
A. CONTENT STANDARD
The learner demonstrates an understanding of the difference between animal
and plant cells.
B. PERFORMANCE STANDARD
The learner should be able to employ appropriate techniques using the compound
microscope to gather data about very small objects.
C. LEARNING COMPETENCIES
Differentiate plant and animal cells according to presence or absence of certain organelles.
CODE: S7LT-IId-4
D. SPECIFIC OBJECTIVES
At the end of 60-minute discussion, 75% of students are expected to:
1. Compare and contrast plant and animal cells;
2. Identify and label the parts of plant and animal cell;
3. Relate the importance of parts of the cell to the existence of an organisms.

II- CONTENT
A. TOPIC: Plant and Animal Cells

III- LEARNING RESOURCES

A. REFERENCES
1. Learner’ Manual pages 102-103
2. Textbook
 Science Links: Worktext for Scientific and technological Literacy
Estrellita A. Madriaga, et.al, pages 102-108
B. OTHER LEARNING RESOURCES
1. Task Cards
2. Worksheets
3. Pictures of Cells (www.google.com

IV- PROCEDURE

TEACHER’S ACTIVITY LEARNER’S

ACTIVITY
DAILY ROUTINE GREETINGS

“Good morning class!” “Good morning,

Ma’am!”
 OPENING PRAYER Students will stand
up and someone
“Please all stand for the prayer. Who wants will lead the prayer.
to lead the prayer?”

CHECK CLASSROOM CLEANLINESS

“Before we start with our discussion, let’s Students will

do a quick stretching first. Extend your arms enjoyably follow the
forward, sideward, bend your hips until instruction.
your hands can reach the floor, look to your
sides and look for pieces of paper or candy
wrappers under your chair, pick it up and
slowly straighten your back and arrange
your chairs properly.”

CHECKING OF ATTENDANCE

“Secretary, is everybody present?” “Yes, Ma’am

everybody is
present.”

CHECKING OF ASSIGNMENT

“Do we have any assignment?” “None, Ma’am.”

ELICIT
A. Reviewing ‘’Before we move on to our new lesson, let Students will group
previous lesson or us have a review on what we have discussed into 4 and will assign a
presenting the last meeting. Our topic was about the levels leader.
new lesson of organization in an organism. We will be
doing our review in a form of a game called,
‘’GETTING SLIMMER’’.

“Let me divide you first into four groups,

two rows for each group. Each group will
assign a leader.’’

‘’Leaders kindly come forward and pick your Leaders will come
task cards.” forward to get their
task cards.
‘’Let me discuss the mechanics that is
written on your task cards.’’

MECHANICS:
1. Post the levels of organization on
the forehead of each member.
2. Arrange the levels of organization
from BIGGEST to LOWEST category
by arranging yourselves.
 3. Once you are done, clap your hands.
4. Each group should arrange
themselves only once, failed to do
will automatically disqualify the
group.
5. The team who will finish first will
receive a 5point star, and non-
winning team will receive 1point
star.

“Do you have any questions or “None, Ma’am.”

clarification?”

TASK CARDS: Levels of Organization

(Largest to smallest)
Biosphere, Biome, Ecosystem, Community,
Population, Organism, Organ system,
Organ, Tissue, Cell

ENGAGE
B. Establishing the “May I call in again the group leaders and The leader will come
purpose of the pick another envelope please.” forward and pick an
lesson. envelope.

C. Presenting “Let me discuss the mechanics of our next

examples/ activity.”
instances of the
new lesson MECHANICS: Students will actively
1. You need to assemble the puzzle and participatively
pieces within five minutes. assemble the puzzle
2. On my signal you will start at the pieces.
same time.
3. When I say stop, you will raise your
work and post it on the board.
4. This is how you will be scored;
a. Promptness--- 5pts.
b. Correct arrangement---5pts
c. Group collaboration---5pts
TOTAL---- 15pts

“I want you to look at the picture that you “They are cells,
have posted on the board, what do you Ma’am.”
think are they?”

“Very good those are examples of cell. “

“Can we be able to see them with our naked “No, Ma’am?”

eyes?”
“We are going to use a
“What tool are we going to use to observe microscope to be able
cell?” to see a cell?”
 “What else do you observe on the cell that “Ma’am they have
you have posted? different shapes and
sizes.”
“Very good, some are in rectangular shape
while other are irregular or in round shape.”

“How about their parts, do they have the “Most of their parts
same parts?” are the same.”

“Do you think plants and animals have “Yes, Ma’am both
cells?” plants and animals
have cells.”
“Very good, actually all organisms have
cells.”

“Those pictures are actually examples of a

plant and an animal cells, which is our new
lesson for today.”

“Now get your assembled puzzle pieces and Students will get their
we will be using it for our next activity.” assembled puzzle
pieces.

EXPLORE
D. Discussing new “For you to have a clearer view and
concepts and understanding of the parts and function of
practicing new plant and animals likewise their
skills #1. similarities and differences, you will watch a
presentation about plant and animal cells.”

E. Discussing new “Now for our next activity, I will explain the
concepts and mechanics.”
practicing new
skills #2. MECHANICS:
1. Attached the assembled puzzle
pieces on the cartolina I provided.
2. Level the parts of the cell, write it on
the paper strips that I
will give you.
3. Answer the question on the work
sheet and write your answers on the
cartolina.
4. Finish the task in 10 minutes.

“This is how you will be scored.”

a. Promptness---5pts
b. Correct answer---5pts
c. Group collaboration---5pts
TOTAL--- 15pts
 WORK SHEET:
1. Label the major parts of both animal
and plant cells.
2. Compare the two cells by writing
present or absent on the part.
3. Identify the parts which can only be
found in plant cells or in animal
cells?

“Is there any clarification or question” “None, Ma’am.”

EXPLAIN
F. Developing “Let us check and discuss what you have
mastery (leads to done.”
formative
assessment 3) Show PowerPoint Presentation

“What are the parts of plant cells?  “Cell membrane, cell

wall, vacuole,
chloroplast,
mitochondria,
nucleus, endoplasmic
reticulum, golgi
apparatus.”

“What are the parts of an animal cell?”  “Cell membrane,
nucleus, cytoplasm,
ribosome,
 mitochondria,
lysosome,
endoplasmic
reticulum, golgi
apparatus, .”

“Nucleus is the
“What are the parts that can be both found
control center of the
in plant and animal cells and their cell, directs and
functions?” coordinates all
cellular activities.”

“Mitochondria
provides energy for
the cell in the form of
Adenosine
Triphosphate (ATP).”

“Lysosome breaks
down complex
materials.”
 “Endoplasmic
Reticulum
translocation of
materials within the
cells and in and out of
the nucleus.”

“Cell Membrane or
Plasma Membrane
regulates the entry
and exit of materials.”

Golgi Apparatus sorts,

packages and secretes
materials also
involved in the
processing and
modification of
proteins.”

“What are the parts that can only be found “Chloroplasts, Cell
in plant cells?” Wall and plastids.”

“What are their functions? “Chloroplasts convert

the sunlight into
energy.”

“Cell Wall gives

stability and
protection to the
plant cell.”

“Plastids contain
pigments and store
food material.”

“How about the parts that can only be found “Ribosomes and
in animal cells?” centrosomes.”

“Ribosomes where
“What are their functions?”
proteins are made.”

“Centrosomes
provide structure for
the cell.”
ELABORATE
G. Finding practical “Do you think cells need to function “Yes, Ma’am.”
applications of properly?”
concepts and
skills in daily “What if a part of our cell failed to function “It depends Ma’am on
living. properly, will it affect us? How?” what part but
definitely it may lead
and act differently
which may lead to cell
 death, mutation and
adapatation that will
eventually affects the
entire organism.”
H. Making HAPPY OR SAD
generalizations
and abstractions “I will distribute these happy and sad faces
about the lesson. to your group. At this point and time, assess
yourself as a group if you already learned
something or still confused on the topic that
we are discussing. As you present the happy
face and or the sad face, complete this
statement.”

“I feel happy because I learned that

___________.

“I feel sad because ________.

EVALUATE
I. Evaluating
Learner VENN DIAGRAM

“This is Venn Diagram, it is used to compare

and contrast two things. Copy and fill this
out to compare plant and animal cells. You
will put their similarities on the overlapping
lines and their differences on both sides.”

EXTEND
J. Additional ASSIGNMENT:
activities for
application and 1. In short bond paper, draw, color and
remediation. label plant and animal cells.
2. What are the characteristics of a
fungi, protists, and bacteria.?
 “That would be all for today class. I hope
you learned something new. Let us all stand
for the prayer.”

BIOSPHERE
BIOME
ECOSYSTEM
COMMUNITY
POPULATION
ORGANISM
ORGAN SYSTEM
ORGAN
TISSUE
CELL