Division Division of Cadiz City Grade Level SIX

Teacher Learning Area SCIENCE

Daily
Teaching Date
Lesson Log Quarter
and Time

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of: the difference between animal
and plant cells
B. Performance The learners should be able to: employ appropriate techniques using the
Standard compound microscope to gather data about very small objects
C. Learning Describe the cell parts and their functions
Competencies/
Objectives

II. CONTENT Parts of the Cell and their Function

III. LEARNING
RESOURCES
A. References Science VI K-12 Curriculum Guide
1. Teacher’s Guide
2. Learner’s Material
B. Other Learning Resources Internet sources: Activity cards, strips

IV. PROCEDURES
ELICIT Have students explore the Gallery of Cells stills to see the variety of specialized
cells that exist in organisms.
ENGAGE
Drill: Read It!
Let the students read the words presented

MITOCHONDRION
RIBOSOME
NUCLEUS
LYSOSOME

Review:
Students label the parts of the animal and plant cell.

Motivation:

The teacher will show the Nucleus, Cytoplasm, Membrane video and ask the
following questions:

How does the structure of a cell suggest its function?

In what way does the nucleus dictate the structure and function of the cell?
 How does the cell membrane act as the "gatekeeper" for the cell?

Have students explore the Cell Membrane and ask:

How does the composition of the cell membrane help regulate the movement of
substances into and out of the cell?

Show the Organelles in the Cytoplasm video.

Ask:
What is meant by the phrase "the cell is the functional unit of life"?
How are the organelles in a cell like the organs in a human body?
Why do you think cells that produce large numbers of proteins have more
rough endoplasmic reticulum (ER) than cells that produce fewer proteins?
In which kinds of human cells would you expect to find the most mitochondria?
The most lysosomes? The most ribosomes?

Teacher presents today’s lesson.

EXPLORE Form the class into groups of four.

Let them recall the standards for group activity.
Let the pupils perform the differentiated activities.

Group Task/Activity

Describe the cell parts and their functions

(Please see attached Activity Sheet)

Guide Questions:

1. What is a cell?

2. What are the parts of the cell?

3. Describe the cell parts and their function

4. What is the most significant difference between animal and plant cells? Why
do you think so?

EXPLAIN Each group will present their output.

Guide questions will be answered by them.

1. What is a cell?

2. What are the parts of the cell?

3. Describe the cell parts and their function

4. What is the most significant difference between animal and plant cells? Why
do you think so?
ELABORATE Further discussion of the concept
Summarizing of concept by the pupils.
Discussion of the concept
Ideas/concepts will be summarized.

Ask the students to draw and label the cell type (animal or plant) and any
recognizable cell structures. Then have students compare the different cells
and describe how their structures are related to their functions.

Say:

EVALUATION

EXTEND Create a model of both plant and animal cells showing the difference between
the structure and function of organelles.

V. REMARKS: ML:
ID:
VI. REFLECTION/S:
Significant Learnings:
What localized materials did
I use/discover which I wish to
share with other teachers?
 ACTIVITY SHEET

Group Task/Activity

Explain the Life Cycle of Spore Bearing Plants

•Explain the Life Cycle of •Explain the Life Cycle of

a fern whisk fern

Group 1 Group 2:

•Explain the Life Cycle of •Explain the Life Cycle of

a moss moss

Group 3: Group 4

Guide Questions:

1. What are fronds? Fiddleheads?

____________________________________________________________________________________

2. What is the first stage in the life cycle of ferns?

____________________________________________________________________________________

3. What is the first stage in the life cycle of mosses?

____________________________________________________________________________________

4. How do ferns and mosses multiply?

____________________________________________________________________________________

Prepared by:

FLOSIE F. JUMUAD
Science 6 Teacher