GRADE School BUNSURAN NATIONAL HIGH SCHOOL Grade Level 11

11 & 12 Teacher JENNAH I. CRISOSTOMO. Learning Area APPLIED: GENERAL BIOLOGY

DAILY
LESSON LOG Teaching Dates and Time SEPTEMBER 30– OCTOBER 4, 2024 Quarter SECOND

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES

A. Content Standard The learners demonstrate understanding of...

1. ATP- ADP Cycle
2. Photosynthesis
3. Respiration
B. Performance Standard

C. Learning
The learners should be able to...
Competency/Objectives
Prepare simple fermentation setup using common fruits to produce wine or vinegar via microorganisms
Write the LC code for each.
II. CONTENT ● Explain coupled reaction processes and describe the role of ATP in energy coupling and transfer (STEM_BIO11/12-IIa-j-1)
● Explain the importance of chlorophyll and other pigments (STEM_BIO11/12-IIa-j-3)
III. LEARNING RESOURCES THE ROLE OF ATP AND THE IMPORTANCE OF PLANT PIGMENTS
A. References

1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages

4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource

IV. PROCEDURES
A. Reviewing the previous ● Begin the lesson by ● Begin the lesson by
lesson or presenting the reviewing the concept of reviewing the process of
● Begin the lesson by reviewing
new lesson (Elicit) adenosine triphosphate photosynthesis and its
the concept of energy in cells
(ATP) and its role as the importance in plants.
and its importance in biological
energy currency of cells. ● Recap the basic concept of
processes.
● Recap the importance of photosynthesis, including
● Recap the role of adenosine Review and recall the previous topics
ATP in cellular processes the inputs (carbon dioxide,
triphosphate (ATP) as the discussed ready for the assessment.
and the relationship between water, and sunlight) and
energy currency of cells.
ATP and adenosine outputs (glucose and
● Ask students questions to
diphosphate (ADP). oxygen).
gauge their understanding of
● Ask students questions to ● Ask students questions to
the previous lesson.
gauge their understanding of gauge their understanding
the previous lesson. of the previous lesson.
B. Establishing a purpose for ● Assign a homework task
the lesson (Engage) ● Explain to students that in this that requires students to
● Explain to students that in
lesson, they will learn about research and present a
this lesson, they will learn
coupled reaction processes and real-world example of the
how to create a diagram of
further explore the role of ATP ATP-ADP cycle and its
the ATP-ADP cycle.
in cellular energy transfer. significance.
● Emphasize the importance
● Emphasize that understanding ● Provide additional
of visual representations in
these concepts is crucial for resources for students who
understanding complex
comprehending various need further reinforcement,
biological processes.
biological processes. such as online tutorials or
supplementary readings.
C. Presenting ● Show visual aids or
examples/Instances of the diagrams representing the
● Show visual aids or diagrams ● Show visual aids or
new lesson (Explore) structure of chlorophyll and
illustrating coupled reactions, diagrams of the ATP-ADP
other pigments in plant
such as the synthesis of ATP cycle.
cells.
and the hydrolysis of ATP. ● Discuss examples of the
● Discuss examples of
● Discuss examples of coupled ATP-ADP cycle in everyday
pigments found in different Recall examples of the past lessons.
reactions in everyday life, like life, such as the energy
plant tissues and their
the muscle contractions during transfer during muscle
colors, such as chlorophyll
exercise or the transport of contractions or the
a (green), chlorophyll b
substances across cell production of ATP during
(yellow-green), and
membranes. cellular respiration.
carotenoids (yellow,
orange, and red).
D. Discussing new concepts ● Explain the concept of coupled ● Explain the ATP-ADP cycle ● Explain the role of
and practicing new skills # reactions, where an exergonic and its role in cellular energy chlorophyll in initiating
1 reaction (releases energy) is transfer. photosynthesis.
paired with an endergonic ● Discuss the process of ATP ● Discuss how chlorophyll
 reaction (requires energy). molecules are embedded
● Illustrate how ATP plays a in the thylakoid
crucial role in coupling membranes of chloroplasts
hydrolysis and the formation
reactions by providing the and capture light energy
of ADP and inorganic
necessary energy. during the light-dependent
phosphate (Pi).
● Use specific examples, such as reactions.
● Provide opportunities for
the synthesis of ● Highlight the specific
students to ask questions
macromolecules (e.g., protein wavelengths of light
and clarify any
synthesis), active transport, or absorbed by chlorophyll
misconceptions.
muscle contraction, to and the reflection of green
demonstrate the involvement of light that gives plants their
ATP. characteristic color.
E. Discussing new concepts ● Explain the role of
● Demonstrate the process of
and practicing new skills # chlorophyll in initiating
creating a diagram of the
2 ● Engage students in a class photosynthesis.
ATP-ADP cycle.
discussion about how ATP is ● Discuss how chlorophyll
● Provide the students with a
synthesized through cellular molecules are embedded
blank template of the ATP-
respiration and photosynthesis. in the thylakoid
ADP cycle diagram.
● Highlight the key steps involved membranes of chloroplasts
● Guide the students in
in ATP synthesis, including and capture light energy
labeling and coloring the
glycolysis, the citric acid cycle, during the light-dependent
various components of the
oxidative phosphorylation, and reactions.
cycle, including ATP, ADP,
the role of ATP synthase. ● Highlight the specific
Pi, enzymes, and energy
● Provide opportunities for wavelengths of light
transfer.
students to ask questions and absorbed by chlorophyll
● Provide opportunities for
clarify any misconceptions. and the reflection of green
students to practice creating
light that gives plants their
the diagram on their own.
characteristic color.
F. jDeveloping mastery ● Divide the students into pairs or ● Divide the students into ● Divide the students into
(leads to Formative small groups. pairs or small groups. small groups.
Assessment 3) (Explain) ● Provide each group with a set ● Provide each group with a ● Provide each group with a
of activity cards representing set of scenarios where ATP set of plant samples or
different cellular processes. is involved. images of different plants.
● Instruct the students to match ● Instruct the students to ● Instruct the students to
each process with the create a diagram of the identify the pigments
appropriate ATP-related event ATP-ADP cycle based on present in each plant
or coupling reaction. the given scenario. sample and explain their
● Encourage the groups to ● Encourage the groups to role in photosynthesis.
discuss and explain their discuss and explain their ● Encourage the groups to
choices to foster collaborative choices to foster discuss and present their
learning and critical thinking. collaborative learning and findings to the class,
 fostering collaborative
critical thinking. learning and critical
thinking.
G. Finding practical ● Facilitate a class
application of concepts ● Facilitate a class discussion discussion on the practical
and skills in daily living ● Facilitate a class discussion on on the practical applications applications of
(Elaborate) the practical applications of of the ATP-ADP cycle in understanding the role of
coupled reactions and the role daily life. pigments in photosynthesis
of ATP in daily life. ● Explore examples such as in daily life.
● Explore examples such as the energy transfer during ● Explore examples such as
digestion, metabolism, muscle physical activity, the role of the importance of plants in
movement, and active transport ATP in cell division, and the food production, oxygen
in cells. production of ATP during production, and the
● Encourage students to share photosynthesis. ecological significance of
their insights and relate the ● Encourage students to share photosynthesis.
concepts to real-world their insights and relate the ● Encourage students to
situations. concepts to real-world share their insights and
situations. relate the concepts to real-
world situations.
H. Making generalizations ● Summarize the key points
● Summarize the key points ● Summarize the key points
and abstractions about the covered in the lesson,
covered in the lesson, covered in the lesson,
lesson emphasizing the important
emphasizing the importance of emphasizing the importance
role of chlorophyll and
coupled reactions and ATP in of the ATP-ADP cycle in
other pigments in initiating
cellular energy transfer. cellular energy transfer.
photosynthesis in plants.
● Ask students to reflect on how ● Ask students to reflect on
● Ask students to reflect on
this knowledge can be applied how this knowledge can be
how this knowledge can be
to other biological processes applied to other biological
applied to other aspects of
they have learned or will learn processes they have learned
plant biology or ecological
in the future. or will learn in the future.
interactions.
I. Evaluating learning Assess their understanding based Assess their understanding The teacher will prepare a quiz to
(Evaluate) on their responses and clarify any based on their responses and assess the learnings of the students.
remaining doubts via graded clarify any remaining doubts via Make sure that the quiz covers all the
recitation. graded recitation. topics discussed for the whole week.
J. Additional activities for ● Summarize the key points ● Assign a homework task that ● Explain the role of
application or remediation covered in the lesson, requires students to chlorophyll in initiating
(Extend) emphasizing the importance of research and present a real- photosynthesis.
coupled reactions and ATP in world example of the ATP- ● Discuss how chlorophyll
cellular energy transfer. ADP cycle and its molecules are embedded
● Ask students to reflect on how significance. in the thylakoid
this knowledge can be applied ● Provide additional resources membranes of chloroplasts
 and capture light energy
during the light-dependent
reactions.
to other biological processes for students who need
● Highlight the specific
they have learned or will learn further reinforcement, such
wavelengths of light
in the future. as online tutorials or
absorbed by chlorophyll
supplementary readings.
and the reflection of green
light that gives plants their
characteristic color.
V. REMARKS

VI. REFLECTION

A. No. of learners who 11-Einstein__ out of __ 11-Einstein__ out of __

earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who
scored below 80%
C. Did the remedial lessons
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 these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Approved by:
 Checked by:
Prepared by: JESIE L. BORJA, PhD
MHARIKITH E. FABABIER Principal IV
JENNAH I. CRISOSTOMO Master Teacher I , SHS Focal Person
Teacher II