GRADE 7 School MUZON HIGH SCHOOL Grade Level 7

DAILY Name of ANNA MARIE U. ARGUELLES Learning SCIENCE

LESSON LOG Teacher Area
SY 2024- Date and Time Quarter 2ND
2025

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The organelles of plant and animal cells can be identified using a compound
Standards microscope.
By the end of the Quarter, learners demonstrate understanding of the parts
and function of a compound microscope and use this to identify
cell structure. They recognize that the cell is the basic unit of life and that
some organisms are unicellular and some are multicellular. They
B. Performance
explain that there are two types of cell division, and that reproduction can
Standards
occur through sexual or asexual processes. They use diagrams to
make connections between organisms and their environment at various
levels of organization. They explain the process of energy transfer
through trophic levels in food chains.
The learners use proper techniques in observing and identifying the
parts of a cell with a microscope such as the cell membrane,
C. Learning nucleus, cytoplasm, mitochondria, chloroplasts, and ribosomes;
Competencie At the end of the lesson learners should be able to:
s and 1. Use proper techniques when observing the parts of a cell under a
objectives microscope.
2. Identify the parts of a cell, such as the cell membrane, nucleus, and
cytoplasm, with a microscope.
Plant and animal cells
D. Content • Parts and Functions
• Similarities and Differences
• Utilization of a microscope in investigating microorganism and their roles in
the ecosystem
E. Integration • Distribution of plant and animal cells relating to global diversity patterns
• The intricate pattern of plant and animal cells for inspiration for artistic
pieces

II. LEARNING RESOURCES

https://askabiologist.asu.edu/games-sims/cell-viewer-game/

III. TEACHING AND LEARNING PROCEDURE

Short Review
Multiple Choice. Write the letter that corresponds to the correct answer.
1. Who was the first person to see cells under the microscope and give them
a name?
a. Anton van Leeuwenhoek c. Robert Hooke
b. Matthias Schleiden d. Theodor Schwann
2. He discovered that all plants were made of cells, which contributed to the
development of the cell theory:
a. Anton van Leeuwenhoek c. Robert Hooke
b. Matthias Schleiden d. Theodor Schwann
3. He advanced the cell theory with his conclusion that cells could only come
A. Activating from other cells:
Prior Knowledge a. Anton van Leeuwenhoek c. Rudolph Virchow
b. Robert Hooke d. Theodor Schwann
4. What did Schleiden and Schwann both discover individually?
a.All cells have 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
5. Which scientist did NOT contribute to the cell theory?
a. Anton Van Leeuwenhoek c. Robert Hooke
b. Louis Pasteuer d. Rudolph Virchow
6. Which of the following is NOT one of the main components of the cell
theory?
 a. Only animals are made of cells.
b. All living things are made of cells.
c. All cells are made from other cells.
d. Cells are the basic unit of structure & function in all living things.
7. Rudolph Virchow's observations helped to disprove was commonly held
belief of the time?
a. evolution c. spontaneous generation
b. the existence of molecules d. atomic models
8. The word cyto means:
a. cell b. dark c. jelly d. small
9. Who was the "scientist" who observed pond water and teeth scrapings in
his primitive microscope?
a. Anton Van Leeuwenhoek c. Robert Hooke
b. Matthias Schleiden d. Rudolph Virchow
10. Which technology was essential for the development of the cell theory?
a. telescopes b. antiseptics c. microwaves d. microscopes
Unlocking Content Area Vocabulary
Table Completion: Complete table by providing the descriptions of the given
B. Establishing terms.
Lesson Purpose 1. Cells 4. Nucleoid
2. Prokaryotes 5. Nucleus
3. Eukaryote 6. Organelle
SUB-TOPIC 1: MICROSCOPY
1. Explicitation
Cell Anatomy: The students will label the parts of a plant and animal cell by
pointing (clicking) the structure. After identifying the structures, the function
of the organelles will also be unlocked. Write on the notebook the functions
of each part.

C. Developing and 1. Centriole ______________________________________________________________

Deepening
2. Cytosol/Cytoplasm ____________________________________________________
Understanding
3. Cytoskeleton __________________________________________________________
4. Nuclear DNA __________________________________________________________
5. Golgi complex / Golgi apparatus _______________________________________
6. Lysosome _____________________________________________________________
7. Cell membrane ________________________________________________________
8. Mitochondrion ________________________________________________________
9. Nucleolus _____________________________________________________________
10. Nucleus _____________________________________________________________
11. Peroxisome __________________________________________________________
12. Rough ER ___________________________________________________________
13. Ribosomes __________________________________________________________
14. Smooth ER __________________________________________________________
15. Vesicle ______________________________________________________________
Answer Key:
1. Centriole: Involved in cell division; helps in the formation of spindle fibers
that separate chromosomes during mitosis.
2. Cytosol/Cytoplasm: The jelly-like fluid inside the cell that holds the
organelles and is the site of many metabolic reactions.
 3. Cytoskeleton: A network of fibers that provides structural support for the
cell, aids in cell movement, and helps transport materials within the cell.
4. Nuclear DNA: Contains the genetic blueprint for the organism, encoding
instructions for protein synthesis and cell function.
5. Golgi complex / Golgi apparatus: Modifies, sorts, and packages proteins
and lipids for storage or transport out of the cell.
6. Lysosome: Contains digestive enzymes that break down waste materials,
cellular debris, and foreign invaders like bacteria.
7. Cell membrane: A semi-permeable membrane that surrounds the cell,
providing protection and structure, and controlling the movement of
substances in and out of the cell.
8. Mitochondrion: Known as the powerhouse of the cell, mitochondria
generate most of the cell's supply of ATP (energy) through cellular
respiration.
9. Nucleolus: A structure within the nucleus responsible for producing and
assembling ribosome components.
10. Nucleus: Contains the cell's genetic material (DNA) and controls the
cell's activities by regulating gene expression; acts as the command center
of the cell.
11. Peroxisome: Contains enzymes that break down fatty acids and amino
acids and detoxify certain chemicals, producing hydrogen peroxide as a
byproduct, which is then converted to water.
12. Rough ER: Studded with ribosomes and involved in protein synthesis and
processing.
13. Ribosomes: Small structures that are the site of protein synthesis; they
can be found floating freely in the cytoplasm or attached to the endoplasmic
reticulum.
14. Smooth ER: Lacks ribosomes and is involved in lipid synthesis and
detoxification processes.
15. Vesicle: Small membrane-bound sacs that transport and store
substances within the cell and can also aid in transporting materials to and
from the cell surface.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

1. Formative Assessment
A. Multiple Choice. Write the letter that corresponds to the correct answer.
______1. Which of the following organelles is found in plant cells but not in animal
cells?
a. Nucleus b. Mitochondria c. Chloroplast d. Ribosomes
______ 2. What is the primary function of the cell wall in plant cells?
a. To store genetic information
b. To control movement of substances in and out of the cell
c. To provide structural support and protection
A. Evaluating d. To produce energy for the cell
Learning ______3. Which structure is responsible for protein synthesis in both plant and animal
cells?
a. Lysosome b. Ribosome c. Golgi apparatus d. Smooth ER
_______ 4. What organelle is known as the powerhouse of the cell?
a. Chloroplast b. Mitochondrion c. Nucleus d. Ribosome
_______ 5. Which of the following is a function of the Golgi apparatus?
a) Synthesizing proteins
b) Modifying, sorting, and packaging proteins and lipids
c) Breaking down cellular waste
d) Producing ATP
Remarks *continuation of last week (October 22, 2024)
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 lesson work? No. of learners who have caught up with the lesson.

D. No. of learners who continue to require remediation

Prepared by: Reviewed by: Approved by:

ANNA MARIE U. ARGUELLES RENAN L. MARIGOSIO CRISTINA T.

SANTIAGO
Subject Teacher Head Teacher III Principal III

GRADE 7 School MUZON HIGH SCHOOL Grade Level 7

DAILY Name of ANNA MARIE U. ARGUELLES Learning SCIENCE
LESSON LOG Teacher Area
SY 2024- Date and Time Quarter 2ND
2025

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The organelles of plant and animal cells can be identified using a compound
Standards microscope.
By the end of the Quarter, learners demonstrate understanding of the parts
and function of a compound microscope and use this to identify
cell structure. They recognize that the cell is the basic unit of life and that
some organisms are unicellular and some are multicellular. They
B. Performance
explain that there are two types of cell division, and that reproduction can
Standards
occur through sexual or asexual processes. They use diagrams to
make connections between organisms and their environment at various
levels of organization. They explain the process of energy transfer
through trophic levels in food chains.
The learners use proper techniques in observing and identifying the
parts of a cell with a microscope such as the cell membrane,
C. Learning nucleus, cytoplasm, mitochondria, chloroplasts, and ribosomes;
Competencie At the end of the lesson learners should be able to:
s and 1. Use proper techniques when observing the parts of a cell under a
objectives microscope.
2. Identify the parts of a cell, such as the cell membrane, nucleus, and
cytoplasm, with a microscope.
Plant and animal cells
D. Content • Parts and Functions
• Similarities and Differences
• Utilization of a microscope in investigating microorganism and their roles in
the ecosystem
E. Integration • Distribution of plant and animal cells relating to global diversity patterns
• The intricate pattern of plant and animal cells for inspiration for artistic
pieces

II. LEARNING RESOURCES

• Compare a plant cell to an animal cell using a venn diagram. (n.d.). Toppr Ask.
https://www.toppr.com/ask/en-ae/question/compare-a-plant-cell-toan-animal-cell-using-a-venn-
diagram/

III. TEACHING AND LEARNING PROCEDURE

Short Review:
After identifying the cell parts and functions with the previous activity,
learners will note the differences and similarities between plant and animal
cells.
Picture Analysis: Plant and Animal Cells. The students collaboratively List
down the difference between plant and animal cells.
A. Activating
Prior Knowledge
 Key Differences:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Lesson Activity
Laboratory Activity on the Observing Plant and Animal Cell: The students will
perform the laboratory activity to view plant and animal cells using the
microscope.

Objectives:
● To prepare and observe slides of plant and animal cells.
● To identify the differences and similarities between plant and animal
cells.
● To understand the basic cell structures.

Materials:
● Microscopes
● Prepared slides of plant cells (onion epidermis) and animal cells (blood)

Procedure:
C. Developing and
A. Observing Plant Cell (Onion Epidermis)
Deeping
1. Observe the slide under the microscope, starting with the lowest
Understanding
magnification and moving to higher magnifications.
2. Draw the observed structures and label the cell wall, cell membrane,
nucleus, and cytoplasm.
B. Observing Animal Cell (Blood Cells)
1. Observe the slide under the microscope, starting with the lowest
magnification and moving to higher magnifications.
2. Draw the observed structures and label the cell membrane, nucleus,
and
cytoplasm.
Discussion Questions:
1. What are the main structural differences between plant and animal cells
observed under the microscope?
2. Why do plant cells have a cell wall, and what is its function?
3. How does the shape of the cells differ between plant and animal cells,
and why?
4. What similarities did you observe between plant and animal cells?
Venn

Diagram: Students will use a Venn Diagram to differentiate plant and

D. Making animal cells.
Generalizations
 IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
A. Evaluating
Checking of Venn Diagram
Learning
Remarks Note: If class is ODL it will be individual. If F2F class it will done by group

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 lesson work? No. of learners who have caught up with the lesson.

D. No. of learners who continue to require remediation

Prepared by: Reviewed by: Approved by:

ANNA MARIE U. ARGUELLES RENAN L. MARIGOSIO CRISTINA T.

SANTIAGO
Subject Teacher Head Teacher III Principal III