School: ELADIO T.

BALITE MEMORIAL SCHOOL OF FISHERIES

Grade 1 to 12 Grade Level: 7
Teacher: ELOIESA JOY B. BALASE
Teaching Dates Grade 7 Friday
DAILY Learning Area: SCIENCE
& Time:
LESSON LOG May 24, 2024

MONTH/DATE: May 24, 2024

At the end of the lesson, the learners will be able to:

 Differentiate between an animal cell and a plant cell
I. OBJECTIVES
 Manipulate the compound microscope to view the actual appearance of a cell
 Appreciate the importance of a cell
The learners demonstrate an understanding of the difference between an animal and plant
A. CONTENT STANDARDS
cells
The learner should be able to employ appropriate techniques using the compound
B. PERFORMANCE STANDARDS
microscope to gather data about very small objects.
Explain why the cell is considered the basic structural and functional unit of all organisms
7LT-IIe-5
C. LEARNING COMPETENCIES
Differentiate plant and animal cells according to presence or absence of certain organelles
7LT-IIe-3
II. LEARNING RESOURCES
A. REFERENCES
1. Teacher's Guide pages K to 12 TG pp.
2. Learner's Materials pages K to 12 LM Module 3A – Cell Parts and its Function
B. OTHER LEARNING RESOURCES
C. MATERIALS USED Computer, TV, Visual aid, modelling clay, cardboard

III. CONTENT Lesson 5: Why Cells?

IV. PROCEDURES
Component 1: Reviewing previous lesson Time: 7 min
Ask students to write down their answer in the space provided on their worksheet.
Q1. What is the biggest cell in a human body?
Q2 What do you have to do so that you can see cells with a compound microscope?
Q3. Why do scientists say that cells are the basic structure of all living things?
  Ask students to volunteer to read out their answers and justifications, giving positive
feedback. Read out a sample answer for all students to listen to and write down. This may
come from one of the students or from the sample answer.
Time: 3 mins
 The lesson is about reading scientific texts and how important reading is for learning and
Component 2: Lesson Purpose/ Intention
when answering questions. The lesson is about cells. We want to be sure we know and
understand the importance of cells to all living things.
Time: 5 mins
 Read out the following words or phrases (from the students’ worksheets) and ask the
students to read them to themselves and then out loud as a class.

Cytoplasm, membrane, nucleus

 Ask students to complete the task in their worksheet to match the part of a cell to its
function.
Component 3: Lesson Language Practice
Explain that students should use arrows to correctly match the part to its function. Ask
students to provide answers and discuss where needed.

Parts of a cell Function of the part

Nucleus Regulates what goes in and out of the cell.
Cytoplasm The control center
Membrane Where the chemical reactions take place
Time: 25 mins
 Refer students to the main lesson stimulus and read out the text.
 Ask the students to read the text to themselves.
 Ask the students if there are any words that they are not familiar with (or suggest examples
such bacteria, trillion) and give descriptions of any words that may be problematic.
All about cells
Althea was in Grade 7 at school and her teacher was telling them all about cells and although
she found it interesting, she felt that she didn’t really understand what the teacher was
saying.
Component 4A: Lesson Activity
She decided to tell her younger brother Angelo a story about cells to see how much she could
remember about the lessons. This is what she said: “Did you know that every living thing is
made of cells and that some tiny living things like bacteria are made up of only one cell but
that human beings are made up of 75 trillion cells. Most cells have three main parts, but plant
cells are a bit different to animal cells. I will draw them for you.”

 Brief discussion of the lesson on Cells will follow

 After the discussion, the students will use the compound microscope to view the actual
appearance of an animal and a plant cell.
 Instead of answering the questions below, the students will accomplish an activity where they
are to give the correct part of an animal cell model and a plant cell illustration.
 Read out the following questions and ask students to answer in the space on their
worksheet.
Q1. Which of the two cell diagrams A and B is a plant cell?
Component 4B
Q2. What is the name of the parts labelled X and Y in the two cells?
Q3. Are the cells in our heart the same as the cells in our brain? Why or why not?
 Observe students’ answers. Ask the students to volunteer their answers, giving positive
feedback. Select a sample answer for all students to write down. This may come from one of
the students or from the following sample answer
 Read out the following questions and ask students to answer in the space on their
worksheet.
Q1. What do the cells in the organisms of similar species have in common?
Q2. Name three essential functions of the human cell.
Component 4C
Q3. What are the structures inside the nucleus called and why are they so important?
 Ask the students to volunteer their answers, giving positive feedback. Select a sample
answer for all students to write down. This may come from one of the students or from
the following sample answer.
Time: 5 mins
 The focus of this lesson was to read complex scientific texts to explain the importance of
cells as the basic structure of all living things.
 Ask students to answer the following questions either by class discussion or writing the
answers in their worksheet.
Component 5: Lesson Conclusion Q1. The questions in component 4B were based on the text and diagram. Did you find these
questions easier than those in component 4C? If so, why?
Q2. Has this lesson helped you to remember and or understand the basic structure of the
cell. If so, how?
 Let students know that good learners reflect on their learning.

REMINDER: Collect student worksheets to review and analyze student’s learning.

PREPARED BY:

ELOIESA JOY B. BALASE

Subject Teacher