IDEA GEN BIO 1 First Week

Learning Area General Biology I
Learning Delivery Modality Modular Distance Modality
School Sabang National HS Grade Level Grade 11

LESSON
Teacher Cherrina D. Aguila Learning Area General Biology I
Teaching Date ______________2020 Quarter First
EXEMPLAR Teaching Time 9:40 – 10:40 A.M. No. of Days 4 days
I. OBJECTIVES
At the end of the lesson, learners are expected to
1. Trace the beginnings of the discovery of the cell and the
development of the cell theory
2. a) Explain the Cell Theory
b) Describe the different parts of the cell and state its function
3. a) Be aware of how cellular structures play a vital role in body functions
b) Value the contributions made by several scientists toward the development of
cellular study
The learners demonstrate an understanding of …..

A. Content
1. Cell Theory
Standard
2. Cell Structure and Functions
B. Performance The learners shall be able to construct a 3D model of a plant/animal/bacterial cell

Standard using recyclable materials
STEM_BIO11/12-Ia-c-1: Explain the postulates of the cell theory

C. Most Essential Learning
Competencies (MELC) STEM_BIO11/12-Ia-c-2: Describe the structure and function of major and subcellular
organelles
D. Enabling Competencies
The Cell
II. Content 1. Cell Theory
2. Cell major parts and its subcellular organelles
III. Learning References

A. References
a. Teacher’s Guide Pages Teacher’s Guide p. 17 - 26
b. Learner’s Material Pages
1. General Biology I by Maria Angelica D. Rea p.
c. Textbook Pages
2. Biology by Carmelita Capco, pp. 155 – 164
d. Additional Materials from 1. https://www.slideshare.net/celltheory

Learning Resources 2. https://www.slideshare.net/cellparts
B. List of Learning Resources 1.Capco, C.M. (2003).Biology. Quezon City: Phoenix Publishing House
for Development and 2. http://www.youtube.com
Engagement Activities 3. http://www.slideshare.net
IV. PROCEDURES
A. Introduction What I need to know?

 Learners take a diagnostic test to check their prior knowledge when they were
in Grade 7
 The content of the lesson will be presented
 Learning objectives will also be introduced to guide the learners on the
learning targets founded on KSAV principles
What’s new?
Like the leaf, the human body is also made up of cells. Can you imagine that
inside your body are about one hundred trillion cells? Through the years, new
techniques for studying cells and organisms have become possible.
Question: Do you wonder how the concept of cells become concrete?
TASK 1: IS IT TRUE?
Explain if the following quotes justify about the origin of life:
“Fireflies rise from the morning dew, fish and frogs from a muddy stew, maggot
worms from rotting meat and mice shall come from sweat and wheat.”
TASK 2: WHICH IS WHICH?

Look at the figure below. Analyze each flask. Which flask do you think demonstrates
the origin of life? Why do you say so?
A B C
--------------------------------------------------------------------------------------------------------
The previous figure explains that organisms or any living thing did not come out of
nothing. This was based from Francesco Redi’s experiments
to disprove Spontaneous Generation theory. Spontaneous Generation theory was the
theory that explains why living things came from nonliving things (as stated
previously on the previous quotes).
Because of Redi’s experiments, Spontaneous Generation theory was disproved to

explain the origin of life. Famous scientists/biologists had able to develop the cell
theory because of new techniques applied to study the concept of cells until they have
developed the Cell theory.
B. Development What I know?

TASK 4: Learners will explain why Spontaneous Generation theory proved to be
false
TASK 5: Learners write what do they know about cells or how did the cell theory was
developed.
What is it?
TRACING THE PAST
Read an outline of history on how cell theory was developed and how the structure and
cell parts have been discovered. (provided in the Module page _)
TASK 6: THE TIMELINE
Consider the timeline below:

Questions:
1. What three statements describe the cell theory?
2. When Hooke first used the term cell, did he intend to have it apply to living
material? Explain your answer.
3. What do you think were the evidences when Virchow postulated that all new cells
arise from existing cells?
4. How did Virchow’s idea contributed to the formation of cell theory?
5. How significant the use of microscope is in formulating the Cell theory?
CELL PARTS AND ITS FUNCTION

Read the different parts of the cell and its function (Provided in the LM, page _____)
TASK 7: Describe each cell part and cite how it functions.

1. Cell membrane
2. Nucleus
3. Cytoplasm
4. Mitochondria
5. Lysosome
6. Endoplasmic reticulum and its types
7. Golgi bodies
8. Lysosome
9. chloroplast
10. Cell wall
C. Engagement What’s more?

TASK 8: Make a Comparison
Compare the cell and its parts to a school. Relate how important each part to maintain
the school’s system in making the learners safe with an environment conducive for
learning.
What can I do?

TASK 9: Learning the different cell parts and its function, choose an organelle that
you think has a vital role to maintain cell’s system. Explain why you think this part is
vital to the cell.
What other enrichment activities can I engage in?

TASK 10:
1. Learners do a little research on some new discoveries about the cell. Write their
findings.
2. Learners do a little research on some modern equipment used to study cells. Write
their findings.
What have I learned?

TASK 11: Using differentiated instruction
Based on the interest of the learner/s, let each learner show their appreciation from
the contributions of the scientists that helped developed the concept of the cell theory
and its discovery of the cell parts. They may choose any of the following as their
output:
1. essay writing
2. poem writing
D. Assimilation 3. creating a jingle
4. poster making
5. speech delivery (can be uploaded via gc or google classroom)
6. short video presentation (can be submitted vis usb or online)
What can I do?

The learners will answer the Assessment provided in the module.
The learners in their notebook, journal or portfolio will write their personal insights
about the lesson using the prompts below.
V. REFLECTION
I understand that _________________________________________________
I realize that ______________________________________________________
Prepared and Submitted by
CHERRINA D. AGUILA
SST – III
Submitted to
FLORDELIZA C. PATIÑO
Principal I

IDEA GEN BIO 1 First Week

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Learning Area General Biology I

Learning Delivery Modality Modular Distance Modality

School Sabang National HS Grade Level Grade 11

EXEMPLAR Teaching Time 9:40 – 10:40 A.M. No. of Days 4 days

The learners demonstrate an understanding of …..

B. Performance The learners shall be able to construct a 3D model of a plant/animal/bacterial cell

STEM_BIO11/12-Ia-c-1: Explain the postulates of the cell theory

III. Learning References

d. Additional Materials from 1. https://www.slideshare.net/celltheory

A. Introduction What I need to know?

Question: Do you wonder how the concept of cells become concrete?

TASK 2: WHICH IS WHICH?

Because of Redi’s experiments, Spontaneous Generation theory was disproved to

B. Development What I know?

TASK 6: THE TIMELINE

Consider the timeline below:

CELL PARTS AND ITS FUNCTION

TASK 7: Describe each cell part and cite how it functions.

C. Engagement What’s more?

What can I do?

What other enrichment activities can I engage in?

What have I learned?

What can I do?

Prepared and Submitted by

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