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Grade 12 Science Daily Lesson Log

This document outlines a lesson plan for teaching about cell structure and function to 12th grade science students. It details the objectives, content, learning resources, procedures, and assessment for the lesson. The lesson involves defining cell structures, constructing cell models, and relating cell functions to daily life.
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0% found this document useful (0 votes)
78 views3 pages

Grade 12 Science Daily Lesson Log

This document outlines a lesson plan for teaching about cell structure and function to 12th grade science students. It details the objectives, content, learning resources, procedures, and assessment for the lesson. The lesson involves defining cell structures, constructing cell models, and relating cell functions to daily life.
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

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DAILY LESSON LOG IN SCIENCE GRADE 12


First Quarter SY. 2019-2020
Day/Date: June 10-11, 2019 Teacher: Evangelene E. Sana
[Link]
A. Content The learners demonstrate an understanding of:
Standards 1. Cell Theory
2. Cell Structure and Functions
3. Prokaryotic vs Eukaryotic Cells
4. Cell Types
Cell Modifications
B. Performance Standards The learners shall be able to:
1. Construct a 3D model of a plant/animal/bacterial cell using recyclable
materials.
[Link] a cell membrane model from indigenous or recyclable
materials.
C. Learning competencies At the end of the session, students are expected to:

2. describe the structure and function of major and subcellular organelles


(STEM_BIO11/12-1a-c-2)
1. Identify the parts and function of cell organelles
2. Describe the different organelles
Construct a model of cell using indigenous materials.
*Specific Objectives (3 Skills a
Day)
1. Cognitive* Identify the parts and function of cell organelles

2. Psychomotor * Construct a model of cell using indigenous materials.


3. Affective* Recognize the value/importancee the different structure relating to humans
II. CONTENT Topic: Mixture and their Characteristics Sub Topic:
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide Pages 2. Learner’s Materials Page 3. Textbook Pages
4. Additional Materials from LR Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previews lesson or
presenting the new lesson. Review about the postulates of Cell Theory

B. Establishing a purpose to the lesson.


Compare the cell to a big city. Ask the learners what the
requirements of the city would be in order for it to function. Relate
these requirements to the parts of the cell. Relate the learners’
responses to the functions of the different parts of a cell. Sample
response:
• The city will need power. What generates power for the city?
Relate this to the function of the mitochondria and the chloroplast.
C. Presenting examples/instances of the PICTURE GALLERY
new lesson
D. Discussing new concepts and The teacher will group the students into five. Let the student choose
practicing new skills # 1. their leader and divide the task on each member.
Ask the learners to do the following:
1. Draw the cell membrane on one end of the board.
2. Draw the double membrane of the nucleus (nuclear membrane)
on the other end of the board.
3. From the nuclear membrane, draw the reticulated structure of the
endoplasmic reticulum. Ask the learners what the two types of
endoplasmic reticulum are and their corresponding functions.
4. Draw the ribosomes as separate units.
5. Draw the Golgi Apparatus and then a vesicle from the rough
endoplasmic reticulum that travels to the Golgi Apparatus and
attaches to the part which is nearest the rough endoplasmic
reticulum. 6. Ask the learners what the function of the Golgi
Apparatus is. Synthesize their answers and compare the Golgi
Apparatus to a factory with an assembly manufacturing line.
7. Draw the mitochondria and label its parts. Explain the
importance of the enfolding (cristae) in increasing the surface area
of the inner mitochondrial membrane. Further explain to the class
that enfolding is a common structural strategy to increase surface
area. As an example, you may draw a cross-sectional structure of
the small intestine.
E. Discussing new concepts and Facilitate a class discussion that describes the structures and
practicing new skills # 2. funtions of major and subcellular organelles.

Discussing new concepts and The students will make a comic strip of cell structure.
practicing new skills # 3. The students will presernt their output in front of the class. Their
grades is based on their presentation guided by the rubrics.
F. Developing Mastery The students will make a comic strip of cell structure.
The students will present their output in front of the class. Their
grades is based on their presentation guided by the rubric
G. Finding practical application of Ask the students to answer this question:
concepts and skills in daily living. What do you think will happen to you if one of the structures of
your cell is not functioning?

H. Making Generalization and Abstraction


about the lesson. Describe the following structure of the cell.
1. Nucleus
2. Mitochondria
3. Ribosomes
4. Golgi Apparatus
5. Smooth/Rough ER
I. A .Evaluate Learning Teacher made quiz
B. Application Question: How will you relate the cell functions and structure to your home?to school? Commnity?
I. Additional activities for Application or Remediation 1. What are the characteristics of prokaryotic and eukaryotic
cell?
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the Evaluation
B. No. learners who require additional activities for remediation who scored below
80%
C. Did the remedial work? 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 this worked?

F. What difficulties did I encounter which my principal or superior can help me


solve?
G. What innovations or localized materials did I used/discovered which I wish to
share with other teachers?

NOTED:
SUSANGRES P. PASCUA, Ed.D.
Principal 1

Common questions

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The mitochondria's structure, particularly the enfolding of its inner membrane into cristae, increases the surface area available for energy (ATP) production. The increased surface area allows for more space for chemical reactions in the electron transport chain. This is analogous to a power plant or factory, as it generates energy necessary for cell function .

If the Golgi apparatus ceased to function, it would disrupt the modification and packaging of proteins, leading to a buildup of unprocessed proteins, impairment in secretion pathways, and eventual cellular malfunction. This could result in various diseases or syndromes due to the lack of properly processed proteins necessary for cellular and systemic functions .

Understanding the differences between prokaryotic and eukaryotic cells is fundamental because it sheds light on the complexity and evolution of life forms. Prokaryotic cells, being simpler, provide insights into basic life processes whereas eukaryotic cells illustrate more complex cellular functions. This knowledge is crucial for comprehending evolutionary biology, antibiotic resistance, and biotechnology applications .

Ribosomes consist of two subunits that come together during protein synthesis, providing sites where mRNA is translated into polypeptide chains. Their structure allows them to bind mRNA and tRNA precisely, facilitating the correct reading of the genetic code and the sequential addition of amino acids to form proteins .

Practical exercises include constructing 3D models of cells to visualize organelle placement and function, drawing diagrams to connect organelles' functions to city systems, and creating comic strips to illustrate cellular processes. These activities engage students in hands-on learning and analogical reasoning, deepening their understanding .

The nucleus serves as the control center of the cell, housing the cell's genetic material (DNA). It regulates gene expression and mediates the replication of DNA during the cell cycle, effectively controlling all cellular activities. Its role is critical as it ensures the cell functions correctly, directs synthesis of necessary proteins, and responds to external signals .

The Rough Endoplasmic Reticulum (RER) has ribosomes on its surface and is mainly involved in the synthesis and modification of proteins to be secreted or embedded in cell membranes. The Smooth Endoplasmic Reticulum (SER) lacks ribosomes and is involved in lipid synthesis, detoxification, and calcium ion storage .

The Golgi apparatus modifies, sorts, and packages proteins similar to how a manufacturing assembly line processes, assembles, and distributes products. Proteins are transported to the Golgi apparatus where they are modified and then tagged for their specific destinations, much like products in a factory being prepared for shipping .

Enfolding is a structural strategy found in organelles like mitochondria and the intestinal epithelium. In mitochondria, cristae increase surface area for ATP production. Similarly, villi in the small intestine increase surface area for nutrient absorption, enhancing efficiency in these processes .

Cell structure and function can serve as analogies for societal systems where different cell components represent various societal functions: the nucleus as the government or leadership, mitochondria as energy providers, and the Golgi apparatus as manufacturing sectors. Understanding these analogies can lead to insights into how modifying one part of a system can affect the whole, emphasizing the interconnectivity and dependency within both biological and social systems .

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