5E Lesson Plan - Learning Competencies - 4
Uploaded by
Mylene Sanchez Andrino5E Lesson Plan - Learning Competencies - 4
Uploaded by
Mylene Sanchez AndrinoLesson Planning
Content: Plant and animal cells
Grade: 7 • Parts and Functions
• Similarities and Differences
Content Standards: Learners learn that cells are the basic unit of life and mitosis, and meiosis are the basic forms of cell division.
Performance Standards:. They explain that there are two types of cell division, and that reproduction can 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.
Learning Competencies and Objectives: Recognize that cells reproduce through two types of cell division, mitosis and meiosis, and
describe mitosis as cell division for growth and repair.
Lesson Objectives
1. Summarize the stages that occur during meiosis.
Integration:
LEARNING RESOURCES
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity
Cell Division Tag: Grow and Multiply
Context: Just like people multiply in a community (families grow, populations increase), cells multiply to help organisms grow and heal.
Instructions to Play:
1. Start with “Mother Cell” (It/Tagger) in the middle.
2. All other students are spread out around the room as “Empty Spaces.”
3. When the “Mother Cell” tags a student, that person becomes a New Cell.
4. Both the original and the new “cell” now run and tag others (they "divide").
5. Each new tag creates another “cell”, and the game continues until everyone has been tagged (just like exponential cell growth!).
6. Give each new “cell” a label or role such as, Skin cell (for healing), Bone cell (for growth), and Blood cell (for transport)
Process Questions:
1. What did you notice about how the number of players (cells) changed during the game?”
2. What happened each time a new cell was formed in the game?
EXPLORE: Lesson Description
Instruction:
1. The class will be divided into three groups,
2. Each group will watch a short video about the “Overview of Cell division" https://youtu.be/XKZhcYetvsc?si=oRiSIuQGR1xZAF02
3. After watching, your group will work together to discuss and answer the process questions provided.
4. Write your answers on the worksheet
Process Questions
1. What do you think would happen if your body cells stopped dividing?
If body cells stopped dividing, growth would stop, wounds wouldn’t heal, and damaged or old cells wouldn’t be replaced. This could lead to
aging effects, organ failure, or even death.
2. Why do you think cells need to copy their DNA before dividing?
Cells copy their DNA so that each new daughter cell receives an exact copy of genetic instructions. This ensures both cells can function
properly and carry out the same roles as the original cell.
3. Can you think of real-life examples where cell division is visibly happening?
Some examples include healing cuts or bruises, the growth of nails and hair, and body growth during childhood and adolescence.
4. How do you think the cell knows when to divide and how to divide?
The cell follows a controlled cycle with specific signals and checkpoints. Proteins and enzymes regulate this process to ensure the cell
divides only when it's ready and all conditions are right.
5. Why do you think it's important that the two new cells are identical to the original cell?
Identical cells ensure that the body functions properly and maintains genetic stability. If the new cells were different or had errors, it could
lead to malfunction, diseases, or even cancer.
EXPLAIN: Concepts Explained and Vocabulary Defined:
Each group will present their works in the class.
The teacher will be clearing up any misconceptions about unicellular and multicellular cell with an interactive PowerPoint, anchor charts,
and notes.
ELABORATE: Applications and Extensions
Market Mach-up: Cell edetion
Students will pretend to be shoppers in a local “Science Sari-sari Store,” where each product represents an organism. Their job is to classify
the items they “buy” as unicellular or multicellular based on clues, then explain their reasoning.
Instruction:
1. The class will be divided into 3 shopper groups.
2. Each shopper group will given a a “shopping list” with 6–8 market items.
3. They “shop” for the item, read the clues, and classify it as unicellular or multicellular.
4. They must explain their classification based on clues (e.g., “This helps in making puto, so it’s yeast, which is unicellular.”)
EVALUATE:
1. Venn Diagram: Create a Venn Diagram identifying the similarities and differences of
unicellular and multicellular organisms.
2. Name 5 unicellular organism and 5 multicellular organism that can be seen in your community.
