Based on Annex 2B.6 to DepEd Order No. 42, s.

2016
DAILY Balanacan National High Grade Level Grade 11
School
LESSON School & Quarter Second Quarter
PLAN Teacher MELODY A. MAGAHIS-
SHS Track TechVoc
SENIOR HIGH MENDOZA
SCHOOL Inclusive Learning
October 3, 2019 SHS Building
Dates Area
Scheduled 9:30-10:30- Pearl Subject Earth and Life Science
Time 10:30-11:30- Garnet Utilization of Energy
Topic
(Cellular Respiration)
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of how organisms obtain and utilise
energy.
B. Performance Standards The learners shall be able to make a poster that shows the complementary
relationship of photosynthesis and cellular respiration.
C. Learning Competencies The learners describe how organisms obtain and utilise energy. They also
/ Objectives (Write the LC recognise that organisms require energy to carry out functions required for life.
Code) S11/12LT-IIbd-7 and S11/12LT-IIbd-8
D. Specific Objectives At the end of the lesson, the learners will be able to:
1. Enumerate the stages of cellular respiration
2. Identify the requirements and products of each stage in the process of
breakdown of molecules from glucose to carbon dioxide and water
3. Explain the major stages of cellular respiration
4. Discuss how ATP is used by cells
5. Describe the relationship of photosynthesis and cellular respiration

II. CONTENT Bioenergetics
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learners’ Materials
pages
3. Textbook pages Science in Today’s World for Senior High School: earth and Life Science, pp. 123-
131
4. Additional Materials
from Learning Resources
Portals
B. Other Learning Diagrams and illustrations of the different stages of cellular respiration
Resources
IV. PROCEDURES
A. Revising previous lesson Recall the stages in cellular respiration
or presenting the new
lesson
B. Establishing a purpose For this lesson inform the students that they will learn how the energy stored in
for the lesson sugars is used to produce ATP which is the energy currency of the cell.
C. Presenting examples/
instances of the new lesson
D. Discussing new 1. Discuss citric acid cycle in more detail
concepts and practicing a. Describe the oxidation and decarboxyation of pyruvate producing acetyl CoA
new skills #1
and CO2. This step also produces NADH, H+. For every pyruvate, one molecule of
CO2, one molecule of acetyl CoA and one molecule of NADH, H+ are produced.
b. Acetyl CoA enters the citric acid cycle. Describe the eight steps. You may also
give the enzyme that catalyzes each step.
c. Show that NADH, H+ are produced from steps 3, 4 and 8; FADH2 is produced
from step 6 and ATP from step 5.
d. Show that CO2 is released from steps 3 and 4.

E. Discussing concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
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.
e. Explain that for every acetyl CoA that enters the cycle, three molecules of NADH,
H+, one molecule of FADH2, one molecule of ATP, and two molecules of CO2 are
produced.
Summarize citric acid cycle by showing this diagram:
Discuss oxidative phosphorylation in more detail
a. Describe the electron transport chain. Show that the electrons from the
oxidation of NADH, H+ are passed from one electron carrier to another in the
electron transport chain.
b. Emphasize that the NADH,H+ and FADH2 produced from the previous stages are
the electron donors in this stage and that the final electron acceptor is oxygen.
c. Describe that ATP is produced by ATP synthase via chemiosmosis.
d. Discuss that for every molecule of NADH, H+ which is oxidized via oxidative
phosphorylation, three molecules of ATP are produced and that for every molecule
of FADH2, two molecules of ATP are produced.
Experiment
1. Show the simple equation for cellular respiration.
2. Ask the students the following questions: Considering one molecule of
glucose
a.How many pyruvate molecules are produced?
b.How many CO2 are released from the oxidation of pyruvate?
c.How many acetyl CoA will enter the citric acid cycle?
d.How many CO2 are released from the citric acid cycle?
e.Total number of CO2 released from the oxidation of one molecule of glucose?
Summarize cellular respiration by discussing its general equation:
Paper and pen quiz
______of Learners who earned 80% above (Pearl)
______of Learners who earned 80% above (Garnet)
_____of learners who require additional activities for remediation (Pearl)
_____of learners who require additional activities for remediation (Garnet)
Pearl Garnet
____ yes _____no ____ yes _____no
_____of learners who caught up the lesson _____of learners who caught up the lesson
______of learners who continue to require remediation (Pearl)
______of learners who continue to require remediation (Garnet)
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?
Prepared by:
MELODY A. MAGAHIS- MENDOZA
Subject Teacher
Strategies used worked well:
__________ Metacognitive Development: Examples: Self-assessments, note taking and
studying techniques, and vocabulary assignments.
__________ Bridging: Examples: Think-Pair-share, quick-writes, and anticipatory charts.
__________ Schema-building: Examples: Compare and Contrast, jigsaw learning, peer
teaching, and projects
__________ Contextualization: Examples: Demonstration, media, manipulatives, repetition,
and local opportunities
__________ Text Representation: Examples: Student created drawing, videos and games
__________ Modelling: Examples: Speaking slowly and clearly, modelling the language you
want students use, and providing samples of student work.
Other Techniques and Strategies
____Explicit teaching ____Rereading of Paragraphs/Poems/Stories
____Group Collaboration ____Differentiated Instruction
____Gamification/Learning through play ____Role Playing/Drama
____Answering preliminary activities/exercises ____Discovery method
____Carousel ____Lecture method
____Diads
Why?
___Complete IM’s
___Availability of Materials
___Student’s eagerness to learn
___Group member’s collaboration/cooperation in doing their tasks
___Audio Visual Presentation of the lesson
___Bullying among students ___Unavailable Technology Equipment (AVR/LCD)
___Student’s behaviour/attitude ___Science/Computer/Internet Lab
___Colorful Ims ___Additional Clerical works
Planned Innovations
___Contextualized/Localized and Indigenized IM’
___Localized Videos
___Making big books from views of the locality
___Recycling of plastics to be used as Instructional Materials
___Local poetical composition
Approved:
JULIETA N. OSACDIN
Teacher In-Charge