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Animal tissue DLP - A semi-detailed lesson plan for Ed
students.
College of education (St. Paul University Dumaguete)
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School Quarter 1
General Biology
Teacher Learning Area
1
DAILY LESSON
PLAN Date / Time Grade/Strand & Section
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of:
1. Cell Theory
2. Cell Structure and Functions
3. Prokaryotic vs Eukaryotic Cells
4. Cell Types
5. Cell Modifications
B. Performance The learners shall be able to:
Standards 1. construct a 3D model of a plant/animal/ bacterial cell using
recyclable materials
2. construct a cell membrane model from indigenous or recyclable
materials
C. Learning
Competencies / Classify different cell types (plant/animal tissues) and specify the
Objectives (Write the function(s) of each. STEM_BIO11/12-Ia-c-4
LC Code)
Knowledge Identify the four main types of animal tissues.
Skills Give the types of animal tissues and its functions.
Attitude Give the importance of animal tissues in the functioning of organisms.
II. CONTENT CELL: ANIMAL TISSUES
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide General Biology 1 Textbook, pg. 56
pages Biology Living Systems, pg. 700 – 719; 730 - 735
2. Learners’ Materials
SLK GENERAL BIOLOGY 1 WEEK 2
pages
3. Textbook pages
4. Additional Materials
from Learning
Resources Portals
B. Other Learning • https://byjus.com/biology/animal-tissue-types/
Resources • https://opentextbc.ca/biology/chapter/14-2-animal-primary-
tissues/
• https://medlineplus.gov/ency/imagepages/8682.htm
IV. PROCEDURES
• Greetings
A. Preparatory Activities • Attendance
• Recap on the previous discussion/lesson.
Play the game “4 Pics, 1 Word”
• 4 pictures will be projected on the screen and the students are
tasked to guess the word.
• 2 words are expected to be guessed during the game: (1)
animal and (2) tissue.
• The following set of images will be shown:
B. Motivation
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Play the game “Tissue Identification: Find My Pair”
Four (4) students will be given 4 pictures of the types of animal tissue.
Another four (4) students will be given the corresponding names of the
pictures. Learners will be given 2 minutes to find their pair.
The following set of pictures and their names will be given:
C. Activity
Muscle Tissue Nerve Tissue
Epithelial Connective
Tissue Tissue
As a continuation of the activity, ask the following questions to the
learners:
D. Analysis
1. What are animal tissues?
2. What is/are the function/s of animal tissue?
Animal Tissue
➢ Animal tissues are groups of similar cells working together to
perform specific functions.
➢ In animals, there are four types of tissues: epithelial,
connective, muscular, and nervous tissues which have
different form, function, and origin.
Types:
1. MUSCLE TISSUE
➢ These tissues are composed of long cells called muscle
fibers that allow the body to move voluntary or involuntary. It
gives rise to muscles' ability to contract.
▪ Voluntary – can be controlled by thoughts
▪ Involuntary – cannot be controlled by thoughts
a) Skeletal- for voluntary movements, attached to the
skeleton
b) Cardiac- involuntary, located in the walls of the heart
c) Smooth- involuntary, located in walls of hollow
visceral organs
E. Abstraction
➢ Muscular tissue performs the following functions:
It helps in movement and locomotion.
It supports the bones and other structures.
It is responsible for peristalsis and parturition.
In physical education (PE) classes, the care of muscle tissue is
an important aspect of promoting overall physical health and
fitness. Proper care of muscle tissue can help prevent injuries,
improve athletic performance, and support overall well-being.
2. EPITHELIAL TISSUE
➢ This type of tissue is commonly seen outside as coverings or
as linings of organs and cavities.
➢ It is characterized by closely joined cells with tight junctions.
Being tightly packed, tight junctions serve as barriers for
pathogens, mechanical injuries, and fluid loss.
a) Cuboidal- for secretion
b) Simple columnar- brick-shaped cells; for secretion and
active absorption
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c) Simple squamous - plate-like cells; for exchange of
material through diffusion
d) Stratified squamous- multilayered and regenerates
quickly for protection.
e) Pseudo-stratified columnar - single layer of cells; may
just look stacked because of varying height; for lining
of respiratory tract.
3. NERVOUS TISSUE
➢ These tissues are
composed of nerve cells
called neuron and glial cells
that function as support
cells.
➢ These neurons sense
stimuli and transmit
electrical signals throughout
the animal body.
4. CONNECTIVE TISSUE
➢ Connective tissue is an
essential tissue that connects,
separates, helps maintain the
shape of our organs and
provides support to our body.
a) Blood - made up of plasma, contains water, salts and
dissolve proteins, erythrocytes that carry oxygen (RBC),
leukocytes for defense (WBC), and platelets for blood
clotting.
b) Cartilage - characterized by collagenous fibers embedded in
chondroitin sulfate. Cartilage functions are cushion between
bones.
c) Bone - mineralized connective tissue made by bone-forming
cells called osteoblasts which deposits collagen. Blood
vessels and nerves are found at a central canal surrounded
by concentric circles of osteon.
Percentage of tissues in the human body:
In terms of tissue composition, bone, adipose tissue,
and muscle make up 75% of body weight.
**Students will be asked to compute for the remaining
percentage on body composition.
Protein and minerals account for 15% and 5% of body
composition, respectively.
Body fat depends heavily on nutrition and training status,
ranging from less than 10% to more than 50%.
Let the learners read the passage and analyze what animal tissue
was damaged or injured in the scenario.
It was a sunny afternoon in the quiet town of Zamboanguita.
Mark, an avid cyclist, was enjoying a leisurely ride on his bike, while
Lisa strolled along the sidewalk. Nearby, Tom, a young skateboarder,
F. Application
was practicing tricks on his skateboard. Little did they know that an
unfortunate accident was about to unfold.
Both Mark and Lisa were thrown to the ground by the collision.
Sarah, a nurse who lived in the neighborhood, witnessed the accident
from her front yard and rushed to help. She immediately noticed the
injuries.
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Mark had suffered a deep laceration on his left forearm, causing
profuse bleeding. Lisa had fallen awkwardly and complained of severe
pain in her right shoulder.
At the hospital, it was determined that Mark had suffered a deep
laceration that required stitches, and Lisa had a dislocated right
shoulder, which needed to be reduced. Both injuries involved various
types of tissues.
Answer on the activity:
• Mark's laceration involved damage to skin, blood vessels, and
possibly muscle tissue.
• Lisa's shoulder injury affected connective tissues like
ligaments and tendons, potentially even damaging nerves.
G. Finding practical
How are disruptions in tissue function (e.g., injury or disease)
applications of
can affect an organism's overall health?
concepts and skills in
How important are these tissues in animals?
daily living
H. Generalizations Let the learners make a generalization of the topic/lesson.
Classify the following by filling out the table on your activity sheet as
muscle, epithelial, connective and nerve tissue.
1. Cuboidal 6. Bone
2. Blood 7. Skeletal
3. Simple columnar 8. Cartilage
4. Smooth Tissue 9. Cardiac
5. Stratified squamous 10. Neurons
Answer key:
I. Evaluating Learning
MUSCLE EPITHELIAL `CONNECTI NERVE
TISSUE TISSUE VE TISSUE TISSUE
• Cuboidal
• Smooth
• Simple • Blood
Tissue
columnar • Bone
• Skeletal • Neurons
• Stratified • Cartilage
• Cardiac
squamous
J. Additional activities for
application or
remediation
K. Assignment Research on plant tissues, its functions, and its types.
V. REMARKS
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.
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E. Which of my teaching
strategies worked
well? Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I used/discover which
I wish to share with
other learners?
Remarks:
Prepared by: Checked by:
