CITI GLOBAL COLLEGE - Grade

Grades
School: CABUYAO Level: ELEVEN
11 to 12 Specialized
Learning – General
Lesson Teacher: ASLIAH K. CARIGA Area: Biology 1
Exemplar Teaching Strand: STEM
Dates and Semester: 1ST SEM
Time: WEEK 1 Quarter: FIRST

Monday
I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of cell theory, cell structure and functions, and
prokaryotic and eukaryotic cells.
B. Performance Standards The learners should be able to construct a 3D model of plant/animal/bacterial cell using
recyclable materials.

C. Learning Competencies Explain the postulates of the cell theory. (STEM_BIO11/12-Ia-c-1)

and LC Code
D. Enabling Competencies
E. Specific Objectives After the lesson, the learners are expected to:
a. Identify the different cell theories by completing the elements of each theory;
b. Construct a timeline that leads to the discovery of the cell using graphic organizer ; and
c. Appreciate the true nature of science as shown in the discovery of the cell by writing a
reflection paper.

II. CONTENT The Cell Theory

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages Pp. 1-5

4. Additional Materials
from Learning • General Biology 1 for Senior High School (Specialized subject)
Resources -Chapter 1: The Cell
• General Biology 1 (Module 1- The Discovery of the Cell)

B. Other Learning • Laptop

Resources and Materials • Evaluation tool
for Development &
Engagement Activities • PowerPoint Presentation
• Whiteboard and marker
• Timer

IV. PROCEDURES
Introduction •Preliminary Activities
Classroom Management
Classroom Routines
What I need to know?
• The teacher will do the walkthrough of the lesson expectations.
• The content and specific objectives will be presented to the learners.
What's new?
• Exercise 1.
Directions: Listen to the song “The Cell Theory Song” by Mr. Tamez and try to sing
along. Then, analyze what the song means in relation to the lesson by answering
the guide questions in a ½ sheet of paper. Afterwards, kindly share your answers to
the class. (at least 3-5 students may present their answers in front)
YouTube link: https://youtu.be/KuJqqiATlqw

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 Guide Questions:
A. Based on the song, how were the cells discovered, and who discovered them?
B. What are the theories stated on the song?

Development What I know?

• Before starting the discussion, the teacher will present a picture of a scientist (e.g.
Robert Hooke) and learners will identify the name of the scientist as well as his/her
significant contribution to the cell theory.
• Along with that, the teacher may ask the learners about their insights through oral
recitation to determine further if they have prior knowledge about the cell theory.
• At least 2-3 learners may be asked.
• Afterwards, their answers will be checked and facilitated by the teacher.
Exercise 2.
Directions: Identify the scientist shown in the picture and tell or guess his/her
significant contribution to the cell theory.

What is it?
• The cell theory will be discussed based on the significant contribution of the
following scientists:
a. Robert Hooke (1665)
b. Anton van Leeuwekhoek
c. Theodor Schwann
d. Matthias Jakob Schleiden
e. Rudolf Virchow
• The Cell Theory
Zacharias Janssen and Hans were a contributor on the discovery of the cell. The two
are known for their invention the compound optical microscope. They invented the
microscope in 1590’s. Their invention played a great role in the discovery of the cell
theory, by making it easier and more practical when observing cells. The microscope
invented by Janssen and Hans was used by Robert Hooke, the earliest scientist to
study living things under a microscope.
Robert Hooke was a British scientist. In 1665 Hooke made an important discovery
under a compound optical microscope. When he looked at a thin slice of cork under
his microscope, he saw that the cork was made-up of many tiny units’ room like
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 structure, he saw tiny little shapes that looked like little rooms with walls around each
of them. He named them “cellulae” or simply “Cell”. This Latin word means "little
rooms”. That was the first discovery of the cell. In 1674, Anton van Leeuwenhoek
became the first to observe live cells. It became possible for Leeuwenhoek to observe
the cells -living cells- clearly because of his invention, the microscope with improved
lenses that could magnify objects from 270 to 300-fold.
In 1838, a German botanist, Matthias Jakob Schleiden was the first to state that
cells are the building blocks of all plants and that an embryonic plant arose from one
single cell. In the following year, another German botanist, Theodor Schwann stated
that cells are the fundamental units of animals too. These statements ended the
notion that plants, and animals have fundamental differences in structure.
Their discoveries led to the formulation of the ‘Cell Theory’ which states that cells are
the basic units of all living organisms (plants and animals). But the cell theory failed
to explain how new cells arise. In 1855, Rudolf Virchow, a German physiologist
stated in German ‘Omnis cellula e cellula’ which means that new cells come from
already existing cells (Wakim et.al., Discovery of Cells and Cell Theory
2020, Butte College).
• Along with that, the generally accepted parts of modern version of cell theory will
also be tackled in this lesson as shown below.
a. All known living things are made up of one or more cells.
b. All living cells arise from pre-existing cells by division.
c. The cell is the fundamental unit structure and function in all living
organisms.
d. The activity of an organism depends on the total activity of independent
cells.
e. Energy flow occurs within cells.
f. Cells contain DNA which is found specifically in the chromosome and the
RNA found in the cell nucleus and cytoplasm.
g. All cells are basically the same in chemical composition in organisms of
similar species.
h. Heredity information (DNA) is passed on from cell to cell.
i. All cells have the same basic chemical composition.
j. All living organisms are composed of and depend on cells to function
normally.

What's in?
• The teacher will group the students into nine (9) groups. Each group must have 5-6
members only.
• Group Activity 1.
• Directions: In a bond paper or Oslo paper, construct a timeline that leads to the discovery
of the cell theory. You can use the suggested format below or you can create any type of
graphic organizers that fits to this idea. Refer to the scoring rubrics below.

RUBRICS FOR TIMELINE MAKING

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 Engagement • What's more?
• Activity 1.
Directions: Fill in the blanks with word/s that will make the elements of cell theories
correct in a ½ sheet of paper. Refer to the box below for choices.

Assimilation • What I can do?

• Quiz 1
Directions: Choose the letter of the best answer from the given choices. Write the
chosen letter in a ¼ sheet of paper.

1. What does “Omnis cellulae cellula” in English means?

A. “Cells are composed of smaller cells”.
B. “Plant cells are come from a single cell”.
C. “New cells come from already pre-existing cell”.
D. “Cells are the basic building blocks of organisms”.
2. Which of the following was NOT a major event in the history of the development
of cell theory?
A. Schleiden concluding that all plants are comprised of cells
B. Hooke viewing the remains of cells in a slice of cork under a microscope.
C. Schwann identifying that bacteria and viruses were single-celled
organisms.
D. Van Leeuwenhoek viewing living cells from algae and protists under his
microscope.
3. What did Schleiden and Schwann both discover individually?
A. All cell has organelles.
B. All living things engage in metabolic functions.
C. All living things are composed of one or more cells.
D. Spontaneous generation of cells is an incorrect theory.
4. How did Robert Hooke contributed to the development of cell theory?
A. Hooke determined that all living organisms are composed of cells.
B. Hooke stated that the new cells in an organism are produced by
preexisting cells.
C. Hooke used lenses to make simple microscopes that could view living
organisms under greater than 200x magnification
D. Hooke used a microscope to view a piece of cork that he determined
was made up of small compartments he called “cells.”
5. Do you agree that the discovery of the cell discards the idea that organisms
can generate spontaneously?
A. Yes I agree since cell discovery results more discovery about cell.
B. Yes I agree since spontaneous generation has no scientific bases like of
the cell discovery.
C. No I disagree since spontaneous generation has been base on actual
observation as seen by the naked eye.
D. No I disagree because since then spontaneous generation has been
accepted even by the known scientists.

• Assignment
Directions: In a one (1) whole sheet of paper, write a reflection paper with at least 150-
200 words about the importance of science in the discovery of the cell. Refer to the rubrics
below.

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 SCORING RUBRICS

V. REFLECTION • The learners, in their notebook, will write their personal insights about the lesson using the
prompts below.
I understand that ________________.
I realize that ____________________.
A. No. of learners who earned
75% on the formative
assessment
B. No. of Learners who require
additional activities for
remediation
C. 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?

Prepared by: Checked by: Noted by:

Asliah K. Cariga_ ___________________________ ______________________

Subject Teacher Department Head Principal

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