4 Sep Cell

Daily Lesson Log (DLL) in Grade 7 Science
Grade Grade 7
Level/section 12:40-1:30- Cattleya
1:30-2:20- Pointsettia
3:10-4:00- Jasmin
4:00-4:50 Hyacinth
Lesson Number
52
5:10-6:00 Bougainvilla
Learning Area Living things and their environment Quarter First Quarter
Date: September 4, 2017 Day Monday
I. OBJECTIVES
A. Content Standards
The Learners demonstrate an understanding of:
► the parts and functions of the compound microscope
B. Performance Standards
The Learners should be able to…
►employ appropriate techniques using the compound microscope to
gather data about very small objects.
C. Learning Competencies
The Learners should be able to…
S7LT-IIa-1
► Identify parts of the microscope and their functions.
► focus specimens using the compound microscope;
Specific Objectives
Given the necessary materials, 80% of the students should be able to:
1. enumerate cell theory
2. identify basic parts of animal cell
3. realize the importance of cell that makes up an organism
II. CONTENT (Subject Matter)

Classical interpretation of Cell theory
1. All living organisms are made up of one or more cells.
2. Cells are the basic unit of life.
3. All cells arise from pre-existing cells.(omni cellulae e cellula)
4. The cell is the unit of structure, physiology, and organization in living things.
5. The cell retains a dual existence as a distinct entity and a building block in the
construction of organisms.
Modern interpretation
The generally accepted parts of modern cell theory include:
1. The cell is the fundamental unit of structure and function in living organisms.
2. All cells arise from pre-existing cells by division.
3. Energy flow (metabolism and biochemistry) occurs within cells.
4. Cells contain hereditary information (DNA) which is passed from cell to cell during
cell division.
5. All cells are basically the same in chemical composition in organisms of similar
species.
6. All known living things are made up of one or more cells.
7. Some organisms are made up of only one cell and are known as unicellular
organisms.
8. Others are multicellular, composed of a number of cells.
9. The activity of an organism depends on the total activity of independent cells.
Exceptions
1. Viruses are considered alive by some, yet they are not made up of cells. Viruses have
many features of life, but by definition of the cell theory, they are not alive.
2. The first cell did not originate from a pre-existing cell. There was no exact first cell since
the definition of cell is imprecise.
3. Mitochondria and chloroplasts have their own genetic material, and reproduce
independently from the rest of the cell.
Types of cells
Cells can be subdivided into the following subcategories:
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1. Prokaryotes: Prokaryotes lack a nucleus (though they do have circular DNA) and other
membrane-bound organelles (though they do contain ribosomes). Bacteria and Archaea are
two domains of prokaryotes.
2. Eukaryotes: Eukaryotes, on the other hand, have distinct nuclei bound by a nuclear
membrane and membrane-bound organelles (mitochondria, chloroplasts, lysosomes, rough
and smooth endoplasmic reticulum, vacuoles). In addition, they possess organized
chromosomes which store genetic material.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide page:
2. Learner’s Material pages:
3. Textbook pages: BEAM: Tools used in the Development of Biology &
Biotechnology Tools in Biology
4. Additional Material from Learning Resource (LR) portal:
B. Other Learning Resources
https://www.google.com.ph/search?
q=types+of+cell&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiVopvkpOjVAhUEwbwK
HWdmB98Q_AUICigB&biw=1366&bih=662#imgrc=DKWjdNXCXbMmoM:
http://en.mcqslearn.com/biology/emergence-and-implication-cell-theory.php
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
Identify the major organs of the following organ system
Respiratory
Circulatory
Digestive
Nervous
Integumentary
B. Establishing a purpose for the new lesson
Show the following types of cell
Call some students to describe each figure.

Ask them to enumerate basic parts of cell base on the figure.
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C. Discussing new concepts and practising new skills#1

What is the smallest, most basic unit of life?
Why would you need a microscope to see a prokaryotic organism?
D. Discussing new concepts and practising new skills#2
What is cell theory?
E. Developing mastery (Leads to formative Assessment 3)
Contrast the characteristics of the 2 major groups of cells:
Prokaryotic Cell Eukaryotic Cell
F. Finding practical application of concepts and skills in daily living

Name major parts of cell. Identify its functions
G. Making generalizations and abstractions about the lesson
What makes prokaryotic different from eukaryotic cell?
H. Evaluating Learning
1. The cell theory is one of the unifying themes of biology. Which of the following
statements would be part of the cell theory?
A) All life is made of cells.
B) Cells are the smallest units of life.
C) Cells come from preexisting cells.
D) All of the above
2. Which of the following is NOT a premise of cell theory?
I. All cells arise from other cells.
II. All living cells require water for survival.
III. All living things are only composed of cells.
A I only
B II only
C . I and II only
D. II and III only
3. Structural and functional unit of life is called
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A. cell
B. tissues
C. organelle
D. DNA
4. Cell theory proposes that all living cells arise from
A. fossils
B. plant cells
C. pre-existing cells
D. new cells
5. Micrographic is most famous work on discovery of cell which is given by
A. Robert Hooke
B. Lorenz Oaken
C. Theodor Schwann
D. F. Miescher
V. REMARKS
VI. REFLECTION
Cattleya Pointsetti Jasmin Hyacinth Bougainvillea
a
No. of students present
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 lesson
After remediation/re teaching, no. of students who scored 3 and above: ______
D. No. Of learners who continue to require remediation
Number of students who scored 3 and below:______
E. Which of my teaching strategies worked well? Why did these work?
Pointers why it worked well:
1.
2.
3.
Why it did not worked well:
1.
2.
3.
F. What difficulties did I encounter which my principal or supervisor can help me
solve?
Assistance from my:
Department Head:
Principal:
Supervisor:
G. What innovations or localized materials did I use/discover which I wish with other
teachers?
Scientist Contributions
Page 1
Hans and Zacharias Janssen

►Dutch lens grinders, father and son
►produced first compound microscope (2 lenses)
Robert Hooke (1665)
►English scientist looked at a thin slice of cork (oak cork) through a compound
microscope observed tiny, hollow, roomlike structures called these structures 'cells'
because they reminded him of the rooms that monks lived in only saw the outer
walls (cell walls) because cork cells are not alive
Anton van Leeuwenhoek (around the same time as Hooke 1680?)
►Dutch fabric merchant and amateur scientist looked at blood, rainwater, scrapings
from teeth through a simple microscope (1 lens)
observed living cells; called some 'animalcules' some of the small 'animalcules' are
now called bacteria
Matthias Schleiden (1838)
►German botanist viewed plant parts under a microscope discovered that plant
parts are made of cells
Theodor Schwann (1839)
►German zoologist viewed animal parts under a microscope discovered that animal
parts are made of cells
Rudolph Virchow (1855)
►German physician stated that all living cells come only from other living cells
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Daily Lesson Log (DLL) in Grade 7 Science

II. CONTENT (Subject Matter)

Call some students to describe each figure.

C. Discussing new concepts and practising new skills#1

F. Finding practical application of concepts and skills in daily living

Hans and Zacharias Janssen

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