St. Joseph College – Olongapo Inc.

Senior High School Department | 1945

COMPETENCE | MORAL UPRIGHTNESS | SERVICE

ADAPTIVE TEACHING GUIDE

Topic/s THE CELL AND CELL THEORY Week 1-3

Date

Prerequisite Concept of Biology, Unifying Themes of Biology, Part of the Microscope

Content-knowledge

Prerequisite Skill Proper use of compound light microscope, magnification of microscope

Prerequisites Define the following:

Assessment
1. Biology
2. Microbiology
3. Zoology
4. Botany
5. Anatomy
6. Physiology
7. Genetics
8. Adaptation
9. Responsiveness
10. Metabolism
Label each part of the microscope:

For insufficient Level of Pre-requisite Content-Knowledge and/or Skills: Answered 5 items per part
For Fairly Sufficient Level of Pre-requisite Content-Knowledge and/or Skills: Answered 8 items per part

Pre-lesson For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s):
Remediation Activity
● Additional review material on the concept of biology, unifying themes, and the microscope. Learners will take another similar prerequisite
assessment to determine his/her level of readiness. Once the satisfactory level is achieved, learners proceed to the lesson proper.

GENERAL BIOLOGY 1 | Page 1 of 10

St. Joseph College – Olongapo Inc.
Senior High School Department | 1945
COMPETENCE | MORAL UPRIGHTNESS | SERVICE

For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
● Additional brief activity where learners share their correct understanding of the missed concepts in the first prerequisite assessment, once
done, learners proceed to the lesson proper.

Introduction 1. Time frame a student is expected to finish in learning the lesson (and where to contact the teacher when concerns arise)
The first 2 hours is intended for cell theory. The next 6 hours is intended for cell structure and function. The other 2 hours is intended for cell
types. The remaining 2 hours is for cell modifications.

Online and Distance (Online + Offline remote)

Learners can communicate with their teacher via LMS or social media messenger.

Blended (In-person On-campus + Online)

Learners can communicate with the teacher during the on-campus meeting and utilize the channels for Distance Learning during off-campus
days.

2. The knowledge (RUA) the student is expected to gain from learning the topic/lesson
● Explain the postulates of the cell theory
● Describe the structure and function of major and subcellular organelles
● Distinguish prokaryotic and eukaryotic cells according to their distinguishing features
● Classify different cell types (of plant/animal tissues) and specify the functions of each
● Describe some cell modifications that lead to adaptation to carry out specialized functions (e.g., microvilli, root hair)
3. Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)

EAA/PAA: Critical Thinking

 Predicting what will happen to the cell if the part/structure malfunctions/not present
4. Overview of the Lesson
A cell is the smallest unit of life that can carry our processes essential for life.

Student’s Experiential
(Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)
Learning

GENERAL BIOLOGY 1 | Page 2 of 10

St. Joseph College – Olongapo Inc.
Senior High School Department | 1945
COMPETENCE | MORAL UPRIGHTNESS | SERVICE

Chunk 1: Cell Theory

I. Engage
Objective: At the end of this stage, the students will be able to identify prior knowledge about cells and the cell theory.
Activities:
 Show a short video clip or display visuals that depict different types of cells (e.g., animal cells, plant cells, bacteria cells).
 Engage the students in a class discussion using the following prompts:
 What do you already know about cells?
 Can you name any famous scientists who contributed to the study of cells?
 Why do you think the study of cells is important in the field of biology?
II. Explore
Objective: At the end of this stage, the students will be able to observe and describe cells under a microscope.
Activities:
 Provide each student or group of students with a microscope and prepared slides of different types of cells.
 Instruct the students to carefully observe the cells under the microscope and describe their observations.
 Facilitate a class discussion using the following prompts:
 What structures do you observe in the cells?
 How do the cells differ from one another?
 Can you identify any similarities among the cells?
III. Explain
Objective: At the end of this stage, the students will be able to explain the postulates of the cell theory.
Activities:
 Introduce the cell theory and its importance in the field of biology.
 Break down the postulates of the cell theory and provide examples for each postulate.
 Engage the students in a discussion using the following prompts:
 What are the three postulates of the cell theory?

GENERAL BIOLOGY 1 | Page 3 of 10

St. Joseph College – Olongapo Inc.
Senior High School Department | 1945
COMPETENCE | MORAL UPRIGHTNESS | SERVICE

 How do these postulates contribute to our understanding of living organisms?

 Can you think of any exceptions to the cell theory?
IV. Elaborate
Objective: At the end of this stage, the students will be able to apply their understanding of the cell theory to real-life examples.
Activities:
 Divide the students into small groups and provide them with case studies or scenarios related to cells and the cell theory.
 Instruct the groups to analyze the case studies and discuss how the cell theory applies to each situation.
 Facilitate a group discussion using the following prompts:
 How does the cell theory help us understand the function and structure of living organisms?
 Can you think of any situations where the cell theory might not apply?
V. Evaluate
Objective: At the end of this stage, the students will be able to demonstrate their understanding of the postulates of the cell theory.
Assessment Questions:
1. List and briefly explain the three postulates of the cell theory.
2. Describe an example that supports each postulate of the cell theory.
3. Provide a counterexample or exception to the cell theory, if any.
4. How does the cell theory contribute to our understanding of living organisms?
5. Analyze a given scenario and explain how the cell theory applies to it.
Sample Activities:
 Create a concept map illustrating the relationship between the postulates of the cell theory and their significance in biology.
 Write a short essay discussing the impact of the cell theory on the field of medicine.
 Conduct a research project on a specific cell type and present your findings to the class, highlighting its relevance to the cell theory.

Chunk 2: Cell Structure and Functions

GENERAL BIOLOGY 1 | Page 4 of 10

St. Joseph College – Olongapo Inc.
Senior High School Department | 1945
COMPETENCE | MORAL UPRIGHTNESS | SERVICE

I. Engage
Objective: To engage students in the topic and activate their prior knowledge about cell structure and function.
Activity 1: Show a short video or images of different types of cells. Ask students to identify the structures they observe and discuss their functions in groups.
Discussion Prompt: What are some of the structures you observed in the cells? What do you think their functions are?
II. Explore
Objective: To provide hands-on experiences and investigations that allow students to explore the structure and function of major and subcellular organelles.
Activity 2: Provide each group of students with a microscope slide containing a prepared sample of a plant and animal cell. Students will observe and identify the major
organelles using microscopes.
Discussion Prompt: What organelles did you observe? How would you describe their structure? What do you think their functions are?
III. Explain
Objective: To provide a clear explanation of the structure and function of major and subcellular organelles.
Activity 3: Present a slideshow presentation or use visual aids to explain the structure and function of major organelles such as the nucleus, mitochondria, chloroplasts,
endoplasmic reticulum, Golgi apparatus, etc.
Discussion Prompt: How do these organelles contribute to the overall function of the cell? Can you think of any analogies or real-life examples that help you understand their
functions better?
IV. Elaborate
Objective: To allow students to apply their understanding of major and subcellular organelles in real-life contexts.
Activity 4: Divide students into small groups and assign each group a specific organelle. Ask them to research and create a poster or presentation that showcases the structure,
function, and importance of their assigned organelle.
Discussion Prompt: How does your assigned organelle contribute to the overall functioning of a cell? Can you think of any diseases or disorders that may arise if this organelle
malfunctions?
V. Evaluate
Objective: To assess students' understanding of the structure and function of major and subcellular organelles.
Assessment 1: Provide a worksheet with diagrams of different cells and ask students to label the major organelles and briefly describe their functions.

GENERAL BIOLOGY 1 | Page 5 of 10

St. Joseph College – Olongapo Inc.
Senior High School Department | 1945
COMPETENCE | MORAL UPRIGHTNESS | SERVICE

Assessment 2: Conduct a class discussion where students present their assigned organelles and explain their functions to the class.
Assessment 3: Assign a project where students create a 3D model of a cell and label the major organelles with their functions.
Sample Activities:
Activity 1: Create flashcards with images of different organelles. Give each student a flashcard and ask them to find a classmate with a matching organelle or function.
Activity 2: Conduct a virtual or in-person tour of a research lab where students can observe scientists working with cells and organelles. Have a Q&A session afterward to discuss
what they learned.
QA for Assessment:
1. What is the function of the mitochondria in a cell?
2. Identify and label the organelles responsible for protein synthesis.
3. Describe the structure and function of the nucleus.
4. Explain how the endoplasmic reticulum is involved in lipid production.
5. What would happen to a cell if its Golgi apparatus stopped functioning?

Chunk 3: Prokaryotic vs Eukaryotic Cells

Engage:
 Show the students a series of images of different types of cells, including both prokaryotic and eukaryotic cells.
 Ask the students to describe what they see in the images and what similarities or differences they notice between the cells.
 Discuss their observations as a class.
Explore:
 Divide the students into small groups.
 Provide each group with a variety of microscope slides containing different types of cells.
 Instruct the students to observe the cells under a microscope and record their observations.
 Encourage them to focus on the structures and characteristics that differentiate prokaryotic and eukaryotic cells.
 After the observation, ask the students to share their findings with the class.
Explain:
 Present a brief lecture on the distinguishing features of prokaryotic and eukaryotic cells.

GENERAL BIOLOGY 1 | Page 6 of 10

St. Joseph College – Olongapo Inc.
Senior High School Department | 1945
COMPETENCE | MORAL UPRIGHTNESS | SERVICE

 Discuss the following characteristics and structures:

 Presence or absence of a nucleus
 Size and complexity of the cell
 Presence of membrane-bound organelles
 Organization of genetic material
 Use visual aids, diagrams, and examples to enhance understanding.
 Allow students to ask questions and clarify any misconceptions.
Elaborate:
 Divide the students into pairs or small groups.
 Provide each group with a set of cards containing different cell structures and characteristics.
 Instruct the students to sort the cards into two categories: prokaryotic and eukaryotic.
 Encourage them to explain their reasoning for each classification.
 After completing the activity, have the groups share their classifications and reasoning with the class.
Evaluate:
Assessment Questions:
1. What is the main difference between prokaryotic and eukaryotic cells?
2. Name two structures found only in eukaryotic cells.
3. Which type of cell is generally larger in size, prokaryotic or eukaryotic?
4. What is the function of the nucleus in a eukaryotic cell?
5. Give an example of a prokaryotic organism.
Sample Activities:
 Draw and label a prokaryotic and eukaryotic cell, highlighting their distinguishing features.
 Create a concept map comparing and contrasting prokaryotic and eukaryotic cells.
 Write a short paragraph explaining why understanding the differences between prokaryotic and eukaryotic cells is important in the field of biology.
Chunk 4: Cell Types
Engage:
 Begin the lesson by showing students a variety of plant and animal tissues under a microscope or through visual aids.
 Ask students to discuss in pairs or small groups what they observe and what they already know about cells and tissues.
 Facilitate a brief whole-class discussion to gather students' prior knowledge and generate interest in the topic.

GENERAL BIOLOGY 1 | Page 7 of 10

St. Joseph College – Olongapo Inc.
Senior High School Department | 1945
COMPETENCE | MORAL UPRIGHTNESS | SERVICE

Explore:
 Provide students with different plant and animal tissue samples, such as onion cells, leaf cells, muscle tissue, or epithelial tissue.
 In groups, students examine the samples using microscopes or magnifying lenses.
 Students record their observations and draw diagrams of the different cell types they observe.
 Facilitate a class discussion where students share their findings and compare the similarities and differences between plant and animal cells.
Explain:
 Introduce the concept of cell types and their functions through a teacher-led presentation or multimedia resources.
 Discuss the characteristics and functions of different cell types, such as epithelial cells, muscle cells, nerve cells, and plant cells (parenchyma, collenchyma,
sclerenchyma).
 Provide examples and explanations for each cell type to ensure students understand the diversity of cell functions.
Elaborate:
 Divide students into small groups and provide them with additional tissue samples.
 Instruct each group to research and present a specific cell type, including its structure, function, and significance in plant or animal tissues.
 Encourage students to use various resources such as textbooks, online articles, or videos to gather information.
 Each group presents their findings to the class, and the class engages in a discussion about the importance of each cell type in maintaining the overall function of the
organism.
Evaluate:
Assessment Questions:
1. What is the main difference between plant and animal cells?
2. Name three types of animal tissues and describe their functions.
3. How are muscle cells different from nerve cells in terms of structure and function?
4. Explain the significance of epithelial cells in the human body.
5. Classify the given tissue sample as plant or animal and justify your answer.
Sample Activities:
 Labeling diagrams of different cell types.
 Creating a concept map showcasing the relationship between various cell types and their functions.
 Conducting a hands-on experiment to observe the movement of cells under different conditions.

GENERAL BIOLOGY 1 | Page 8 of 10

St. Joseph College – Olongapo Inc.
Senior High School Department | 1945
COMPETENCE | MORAL UPRIGHTNESS | SERVICE

Chunk 5: Cell Modification

Engage
 Show students a picture of a small intestine and ask them to identify any structures that they can see.
 Discuss with the students the importance of the small intestine in the digestive process.
 Ask the students if they know how the small intestine is able to absorb nutrients efficiently.
Explore
 Divide the students into small groups.
 Provide each group with a microscope and prepared slides of different cell types, including cells with microvilli and root hair.
 Instruct the students to observe the slides and identify any cell modifications they can see.
 Encourage the students to discuss and compare their observations within their groups.
 Circulate among the groups to provide guidance and answer any questions.
Explain
 Bring the students back together as a whole class.
 Ask the students to share their observations and findings.
 Explain to the students that microvilli are tiny finger-like projections on the surface of certain cells, such as those lining the small intestine, that increase the surface area
for absorption.
 Discuss how root hair, found in plant cells, increase the surface area of the root for better absorption of water and nutrients.
 Provide examples of other cell modifications that enable specialized functions.
Elaborate
 Divide the students into pairs.
 Assign each pair a specific cell modification (e.g., cilia, flagella, villi) and ask them to research and create a short presentation on its function and importance.
 Provide the students with resources such as books, articles, or online references to gather information.
 Instruct the students to include visual aids and present their findings to the class.
Evaluate
Administer a quiz to assess the students' understanding of cell modifications for specialized functions.
Sample questions:
1. What are microvilli and why are they important?

GENERAL BIOLOGY 1 | Page 9 of 10

St. Joseph College – Olongapo Inc.
Senior High School Department | 1945
COMPETENCE | MORAL UPRIGHTNESS | SERVICE

2. How do root hair cells enable plants to absorb water and nutrients?
3. Name another example of a cell modification for a specialized function.
4. What is the function of cilia?
5. Explain the importance of villi in the small intestine.
Sample Activities
 Microvilli Observation: Provide students with a sample of small intestine tissue under a microscope. Ask them to observe and draw what they see, focusing on the
presence of microvilli.
 Root Hair Experiment: Set up a simple experiment where students can observe root hair growth in a plant. Provide them with different conditions (e.g., water, nutrient-rich
soil, no soil) and ask them to compare the growth of root hairs.
 Comparative Analysis: Give students images of different cell types with various modifications (e.g., cilia, flagella, villi, microvilli). In small groups, ask them to compare and
contrast the structures, discussing their specific functions.
Assessment Questions
1. What is the role of microvilli in the small intestine?
2. How do root hair cells assist in the absorption of water and nutrients?
3. Name one cell modification for a specialized function other than microvilli and root hair.
4. Describe the function of cilia in cells.
5. Explain the importance of villi in the small intestine for digestion and nutrient absorption.

Synthesis Cells differ in terms of structures and functions. They work to generate energy, convert nutrients to energy, reproduce, and export wastes.

RUA of a Student’s Laboratory Experiment based on provided laboratory manual about cell types
Learning

Post-lesson  Review of the lesson

Remediation Activity  Feedbacking what topics are misunderstood
 Summative assessment

GENERAL BIOLOGY 1 | Page 10 of 10