PARAÑAQUE NATIONAL Grade

School 7
HIGH SCHOOL-MAIN Level

Learning
Teacher MIRASOL G. RAMOS SCIENCE
Area

DETAILED Teaching
LESSON PLAN Dates & Quarter 2ND
Time

I. OBJECTIVES
A. Content Standard: Learners learn that the organelles of plant and animal cells can be identified
using a compound microscope.
B. Performance Standard: The learners demonstrate understanding of the parts and functions of a
compound microscope and use this to identify cell structure.
C.Learning Competency: The learners differentiate plant and animal cells based on their organelles.
D.Learning Objectives: At the end of the lesson, the learners are expected to be able to:
1. identify the organelles unique to plant cells and those unique to animal
cells;
2. differentiate plant and animal cells based on the presence or absence
of specific organelles; and
3. complete a comparison table to illustrate the similarities and
differences between plant and animal cells.
II. SUBJECT MATTER Plant and Animal Cell
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Page
3. Textbook Pages Hoefnagels, M. General Biology, p 53
4. Additional Materials from
Learning
Resources/LRMDS Portal
B. Materials PowerPoint Presentation, pictures, and activity sheet.
IV. PROCEDURE TEACHER’S ACTIVITY LEARNERS’ ACTIVITY
A. Drill/Review/ Unlocking Let's begin our lesson with a fun
of Difficulties activity to refresh our memory on
Reviewing previous lesson some key cell components. I'll read
or presenting the new you a riddle, and I want you to guess
lesson which part of the cell I'm describing.

Are you ready? Yes, teacher!

Riddle 1:
I hold the code that makes you, you,
In every cell, my strands run through.
I pass on traits from old to new,
Instructions for what cells should do.
What am I? DNA

Excellent!

DNA carries the genetic instructions

vital for the development and
functioning of all living organisms.

Riddle 2:
 I'm not a chef, yet I create,
Proteins that cell appreciate.
I read the code and build with care,
Amino acids in a chain I pair.
What am I? Ribosome

Great job!

Ribosomes are responsible for

synthesizing proteins by translating
the genetic code.

Riddle 3:
I encase the entire cell,
Controlling what comes and goes.
Selective in my passageways,
I keep balance, as everyone knows.
What am I? Cell membrane

Well done!

The cell membrane acts as a

gatekeeper, regulating the movement
of substances in and out of the cell.
B. Motivation Now, let's think about the vast
Establishing a purpose for diversity of living organisms, from the
the lesson tiniest bacteria to the largest whales.
Despite their differences, they all
share a common feature: they are
made up of cells. These cells,
regardless of the organism's
complexity, have the three main
components we covered in the
previous activity.

These three main parts of a cell are

like the three branches of the
Philippine government.

The executive branch that carries out

laws acts like the cell membrane that
controls what enters and exits the cell,
maintaining order and protecting the
internal environment.

The legislative branch that makes

laws acts like DNA, which contains the
instructions (genetic code) that guide
all the cell’s functions and activities.

The judicial branch that evaluates

laws and resolves disputes, much like
the cytoplasm, which supports the
cell’s structures and allows proper
interactions between cell parts.
 Now, have you ever wondered…

Why plants can make their own food

but animals cannot?

Why animals are motile but plants are

sessile?

Why do we see corn kernels and

malunggay leaves in our poops?

We will answer these questions as we

discuss Plant and Animal Cell. But
before we proceed, let’s have our
learning targets.

Kindly read our learning objectives

this day. 1. identify the organelles unique to
plant cells and those unique to
animal cells;
2. differentiate plant and animal
cells based on the presence or
absence of specific organelles;
and
3. complete a comparison table to
illustrate the similarities and
differences between plant and
animal cells.
C. Presentation To help you better understand how
Presenting examples or plant and animal cells are alike and
instances of the new different, let’s do a group activity
lesson called ‘Cell Spotlight: What Makes Us
Different?’

I’ll group you into 4. Each group will

complete a Venn diagram by
observing the diagrams of a plant cell
and an animal cell.

Read the guidelines of the activity. 1. Look carefully at both diagrams

of the plant cell and the animal
cell.
2. List the organelles found only in
the plant cell under the left circle.
3. List the organelles found only in
the animal cell under the right
circle.
4. In the overlapping center, write
the organelles found in both
You will be given 5 minutes to work on types of cells.
this. Work quietly and independently.

Do you have any questions before we

begin?
None, teacher!
If none, you may now begin your
activity. I’ll give you a 1-minute
 warning before time’s up.
(The learners will do the activity.)
D. Modeling Now that all groups have completed
Discussing new concepts their Venn diagrams, let’s hear from
and practicing new skills each group as they share their
#1 findings. Each group will be assigned
a specific focus, and while one group
presents, the rest are expected to
listen attentively and be ready to add
or ask questions.

Group 1, give the cell parts that are

present to both plant cell and animal
cell. The cell parts that we found in both
plant and animal cells include the
cell membrane, cytoplasm, nucleus,
mitochondria, ribosomes, vacuoles,
Golgi bodies, and endoplasmic
reticulum. These are important for
both types of cells to function
properly.
Very good, Group 1!

Those are indeed shared organelles.

These structures help both plant and
animal cells stay alive and do their
basic functions, like creating energy,
controlling activities, and building
proteins.

Now, focus on the size and number of

the mitochondria and vacuoles of
plant and animal cell. Group 2,
present their differences. Plant cells usually have one large
central vacuole, while animal cells
have many smaller vacuoles. For
mitochondria, both have them, but
animal cells have more and bigger
mitochondria than plant cells. That’s
because animals move a lot and
need more energy

That's a great observation, Group 2.

Yes, animal cells typically contain

more and larger mitochondria
because they constantly need energy,
especially for movement and other
activities. Vacuoles in plant cells also
help maintain shape by holding water.

Let us have now the Group 3 to

present the parts that are only present
to plant cells. First, the cell wall. It is the outer
layer that gives the plant cell its
shape and makes it strong. Next is
the chloroplast. This is where
 photosynthesis happens. It helps the
plant make food from sunlight and
gives the plant its green color.

Exactly, Group 3!

Plant cells have a cell wall that keeps

them strong and firm, and chloroplasts
that let them make their own food.

Lastly, let us have the Group 4 to give

us the parts that are only present to
animal cells. The organelles that are only found in
animal cells, such as lysosomes,
which break down waste; centrioles,
which help in cell division; and cilia
and flagella, which help in
movement, especially in single-
celled animals.

Very informative, Group 4!

These organelles support specific

functions like movement and cleaning
up cellular waste.
E. Guided Practice Now, let’s connect what we learned to
Discussing new concepts the essential questions we talked
and practicing new skills about earlier. Let's see which cell
#2 parts help explain each phenomenon.

Essential Question 1:
Why can plants make their own food,
but animals cannot? Animals don’t have chloroplasts.

Correct!

Plants have chloroplasts, which

contain chlorophyll. This lets them use
sunlight to make their own food
through photosynthesis. Animals don’t
have this, so they must eat food to get
energy.

Essential Question 2:
Why are animals able to move
around, but plants stay in one place? Plants have a cell wall, which is hard
and keeps them in place.

Exactly!

Plants have a cell wall that is strong

and rigid, which gives them structure
and support but also makes them
unable to move from place to place.

Essential Question 3:
Why do we sometimes see corn
 kernels and malunggay leaves in our The cell wall that is made of
poop? cellulose.

Very Good!

Our bodies can’t easily break down

cellulose. That’s why parts like corn
skins or leafy vegetables sometimes
come out in our waste, still whole or
only partially digested.

You’re really paying attention. Well

done!
F. Independent Practice The previous activities focused on
Developing mastery observing and identifying the
similarities and differences of plant
and animal cells to your group. This
time, you will work individually.

In this activity, you will identify the

type of cell described in each
statement. If the answer is a plant cell,
show the Sun-Catching Pose by
raising your hands upward and wide,
as if absorbing sunlight. If the answer
is an animal cell, do the Roaring
Animal Pose by making claws with
your hands and a fierce face.

usually has numerous small vacuoles Roaring Animal Pose

presence of chloroplast Sun-Catching Pose

circular in shape Roaring Animal Pose

presence of centrioles Roaring Animal Pose

Very good, learners!

G. Application/Valuing Have you ever caught yourself saying
Finding practical ‘Sana all’? Maybe you saw someone
applications of concepts who’s great at something you struggle
and skills in daily living with or someone who seems to have
everything. But let’s be real: no one
has it all.

We’re all given unique features, just

like plants and animals. Plants can’t
move, so they adapted. They make
their own food. Animals, on the other
hand, can’t make food, so they
developed the ability to move and find
it.

In the same way, we must adapt to

survive in this sometimes harsh,
chaotic, and unfair world. You may not
 be good at everything, and that’s
okay. But what matters is this: work on
what you lack. Find your weak points,
not to be ashamed of them, but to
grow stronger.

You don’t need to have it all. You just

need to make the most of what you
have and learn what you can.
H. Generalization To help you remember our lesson,
Making generalizations let’s complete the table by filling in the
and abstractions about the appropriate information about the
lesson structural differences of animal cell
and plant cell.

If you’d like to help complete the table,

raise your hand and wait to be called.
Plant Animal
Cell Cell
Lysosome absent present
Centrioles absent present
Vacuoles one and numerous
large and small
Chloroplast present absent
Cell Wall present absent
Shape of
angular circular
Cell

Is the difference between plant cell

and animal cell clear to you? Yes, teacher!

Do you have any questions or

something you’d like me to explain None, teacher!
more?
I. Evaluation To check if you really learned from our
Evaluating learning lesson today, answer the given
question in 2 to 3 sentences. Write
your answer in a ¼ sheet of paper.

You are given a prepared microscopic

slide labeled “Unknown Cell A.” Upon
observation under the compound
microscope, you notice the presence
of a large central vacuole, a rigid outer
covering outside the membrane, and
green oval-shaped structures
scattered in the cytoplasm.

Based on these observations, what

type of cell is “Unknown Cell A”?
Explain your answer by identifying the
organelles that helped you come to
this conclusion. Unknown Cell A is a plant cell. It is a
plant cell because it has a large
central vacuole, a cell wall (rigid
outer covering), and chloroplasts
(green oval-shaped structures),
 which are organelles only found in
plant cells.
J. Assignment Now it’s your turn to take your learning
Additional activities for beyond the classroom. This is your
application or remediation chance to spark your curiosity and
deepen your understanding so the
lesson truly sticks with you.

For your assignment, draw either a

plant or an animal cell, label at least 8
organelles, and highlight the parts that
helped you identify what type of cell it
is.
Don’t forget to give it a title: “How I
Know It’s a Plant/Animal Cell.” (The learners will copy their
assignment.)

Enjoy the journey of learning and

discovery, learners.

Goodbye and see you next time! Good bye and thank you, teacher!
V. REMARKS
VI. REFLECTION
A. No. of pupils who earned
80% in the evaluation
B. No. of pupils 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 of
localized materials did I
used/discover which I wish
to share with other
teachers?