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DLL SCIENCE 7 Second Quarter (First Copy)
DLL SCIENCE 7 Second Quarter (First Copy)
2016
School
Grades 1 to 12
DAILY LESSON LOG
Teacher
MONDAY TUESDAY
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of: the parts and functions of th
B. Performance Standards The learners should be able to: employ appropriate techniques using the compound microsco
3. Textbook pages
IV. PROCEDURES
Present a video discussing the different parts of a light Ask students on the impostance of microscope on their
B. Establishing a purpose for the lesson / ENGAGE
microscope. (12 mins.) activity. (5 mins.)
VI.REFLECTION
PREPARED BY:
GAVIN D. LADIOCAN
JHS TEACHER I
Grade Level 7-A
Quarter SECOND
The learners demonstrate an understanding of: the parts and functions of the compound microscope.
ould be able to: employ appropriate techniques using the compound microscope to gather data about very small objects.
Focus specimens using the compound microscope; S7LT- Focus specimens using the compound microscope; S7LT-
IIb-2 Objectives: IIb-2 Objectives:
1. 1. prepare
prepare materials for microscope study; materials for microscope study;
2. focus the microscope properly 2. focus the microscope properly ICL / SCI-FUN TIME
3. compare the image of the object seen by the 3. compare the image of the object seen by the unaided
unaided eye and under the microscope; and eye and under the microscope; and
4. compute for the magnification of objects observed under 4. compute for the magnification of objects observed under
the microscope. the microscope.
Microscopy
pp. 86 - 88 pp. 78 - 80
pp. 90 - 92 pp. 82 - 85
https://www.youtube.com/watch?v=b2PCJ5s-iyk
Recall the Previous part of the Activity. (5mins.) Recall Previous Activity. (10 mins.)
School
Grades 1 to 12
DAILY LESSON LOG
Teacher
MONDAY TUESDAY
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of: the different levels of bio
B. Performance Standards The learners should be able to: employ appropriate techniques using the compound microsco
Describe the different levels of biological organization from
cell to biosphere; S7LT-IIc-3
Describe the different levels of biological organization from
cell to biosphere; S7LT-IIc-3
Objectives:
Learning Competencies/Objectives Write the LC
C. 1. identify the different levels of organization in an organism,
code for each Objectives:
2. describe the parts that make up each level of organization
1. identify the parts that make up an organism,
and their functions, and
2. describe the function of each part, and
3. describe how the parts that make up a level of
3. describe how these parts work together in an organism.
organization affect the higher levels of organization and the
entire organism.
II. CONTENT Levels of Biological Organization
A. References
3. Textbook pages
https://www.youtube.com/watch?v=ZRFykdf4kDc
4. Additional Materials from Learning Resource (LR)
https://www.youtube.com/watch?v=LqPsljUpJqE https://www.youtube.com/watc
portal
v=mQ26klraKvU
IV. PROCEDURES
Reviewing previous lesson or presenting the new Recall the previous activity on how to use the light
Recall the previous activity about what makes up an
A. lesson / ELICIT microscope. Give ample time for the students to think their
organism. (5 mins.)
answers and explain it orally. (3 mins.)
Show 4 different kinds of ballpens. Ask the students to
identify which part belongs to which ballpen. Ask them
to identify the function of each part of the ballpen.Ask them
to identify the part of the ballpen that is missing and its Describe the parts that make up each level of organization
function. Ask and their functions, and describe how the parts that make up
B. Establishing a purpose for the lesson / ENGAGE
them to imagine how the ballpen will work compared to the a level of organization affect the higher levels of organization
ballpen with and the entire organism. (8 mins.)
complete parts. (5 mins.)
Present a video about the levels of
organization. ( 5mins.)
I. Evaluating learning / EVALUATE Evaluate each group presentation through a rubric (7 mins.)
V. REMARKS
VI.REFLECTION
PREPARED BY:
GAVIN D. LADIOCAN
JHS TEACHER I
Grade Level 7-A
Quarter SECOND
The learners demonstrate an understanding of: the different levels of biological organization.
ould be able to: employ appropriate techniques using the compound microscope to gather data about very small objects.
Describe the different levels of biological organization from cell to biosphere; S7LT-IIc-3
Objectives:
1. identify the different levels of organization in an organism,
ICL / SCI FUN TIME
2. describe the parts that make up each level of organization and their functions, and
3. describe how the parts that make up a level of organization affect the higher levels of organization and the entire
organism. 4.
Display cooperation and teamwork in performing the activity.
pp. 70 - 71
pp. 74 - 77
Recall the previous activity about the levels of Recall the previous activity about the graphic organizer with
organization in an organism. (5 mins.) pictures. (5 mins.)
Ask students what they think about the levels of biological
organization. Allow students to express what they think,
then let them know that biological organization is simply by
the way of classifying the physical basics of a living thing
Present a video about the human body system. (10 mins.)
from the smallest to the largest. Let them know that not all
living things will have all the levels of organization. Review
the following levels of organization with your students. (8
mins.)
School
Grades 1 to 12
DAILY LESSON LOG
Teacher
MONDAY TUESDAY
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of: the difference between animal and plant cells.
Objectives:
Objectives:
1. identify parts of
1. identify parts of the cell;
the cell;
2. describe plant cells;
2. describe animal cells;
3. differentiate plant cells;
3. differentiate animal cells;
3. Textbook pages
https://www.youtube.com/watch?v=he_Qw4_vOJk
https://www.youtube.com/watch?
4. Additional Materials from Learning Resource (LR) v=SHweYyCtamQ
https://www.youtube.com/watch?v=nR-lsNDVhcY&t=32s https://www.timvandevall.com/science/animal-cell-workshee
portal
https://www.timvandevall.com/printables/science/blank-
plant-cell-diagram-bw/
IV. PROCEDURES
B. Establishing a purpose for the lesson / ENGAGE Present a video about animal cell. (10 mins.) Present a video about animal cell. (10 mins.)
Discussing new concepts and practicing new skills Answer animal cell worksheet 2. Provided by the teacher. Answer plant cell worksheet 2. Provided by the teacher. (15
E.
#2 / EXPLORE (15 mins.) mins.)
Developing mastery / EXPLAIN (Leads to Formative
F. Assessment 3) Discuss the answers in the exercise given. (5 mins.) Discuss the answers in the exercise given. (5 mins.)
V. REMARKS
VI.REFLECTION
PREPARED BY:
GAVIN D. LADIOCAN
JHS TEACHER I
Grade Level 7-A
Quarter SECOND
Objectives: Explain why the cell is considered the basic structural and
1. identify parts of the cell; functional unit of all organisms. S7LT-IIe-5
2. describe plant and animal cells;
Objectives: ICL / SCI - FUN TIME
3. differentiate plant cells from animal cells;
4. construct a Venn Diagram to show parts that are 1. Display cooperation and
common to both and parts that are only found in either teamwork in performing the activity.
plant or animal cells.
5. Display cooperation
and teamwork in performing the activity.
pp. 74 - 78
pp. 78 - 81
https://www.youtube.com/watch?v=URUJD5NEXC8&t=20s
School
Grades 1 to 12
DAILY LESSON LOG
Teacher
MONDAY TUESDAY
I. OBJECTIVES
Identify beneficial and harmful microorganisms; S7LT-IIf-6 Identify beneficial and harmful microorganisms; S7LT-IIf-6
Objectives: Objectives:
Learning Competencies/Objectives Write the LC 1. Observe life form (bacteria) other than plants and 1. Point out the distinguishing characteristics of fungi.
C.
code for each animals. 2. Observe the structure of fungi.
2. Enumerate the uses, benefits and hazards of bacteria. 3. Cite the importance of fungi.
IV. PROCEDURES
* Picture Analysis One day, Robert arrived home from school, suddenly he felt
some itchiness around his toes. He started complaining to
B. Establishing a purpose for the lesson / ENGAGE
The teacher may change the picture. his mother about it. His mother tried to comfort him. Arriving
*Present the learning objectives for the day. in school early the following day, he told his teacher about
his feet. He asked him what caused the itchiness.
What do you think his teacher told him?
Concept Mapping
• The members of the class shall be divided into four
groups according to their level of performance (pre-
determined by the teacher)
• Members of each group shall work as a team and shall
have unified answer in each question on the activity.
Checking of outputs
Discussing new concepts and practicing new skills
D. Presentation of outputs and introduction about bacteria. Supplementary discussion should be given by the teacher.
#1 / EXPLORE
Discussing new concepts and practicing new skills Group Activity:
E. Another group activity will again be given to the students.
#2 / EXPLORE (See attached activity)
Additional activities for application for remediation / Draw how a Rhizobium ( nitrogen-fixing bacteria)
J EXTEND looks like
V. REMARKS
VI.REFLECTION
PREPARED BY:
SINAMAR A. BALIO-AN
JHS TEACHER I
Grade Level 7-A
Quarter SECOND
“Prick Cards”
1. The teacher shows to the class a box full of cards with
written questions regarding Protists, fungi and bacteria.
A student will give his/her reflection about the previous
2. The student will prick into the card hole and answer
topic.
question written on the card.
3. If the card is released upon pulling up, the answer is
correct. If the card remains in the box, the answer is wrong.
Introduction on the short video clip they are to watch.
Have you ever eaten an ararusip? Brief the students on what to do during the quiz.
Teacher will let the students to watch a video clip.
Group Activity
• The teacher should bring lumot and caulerpa or ararusip.
Make a critic on the video presented by the teacher.
• Groupings are determined by the teacher
Students may summarize the video being watched by them.
• See attached activity
Think-Pair-Share
The students will identify if which among those have Cite situations in their lives where in they are being affected
been seen by them, eaten by them. by these such life form
Presentation of drawings and descriptions. Let the students review for the quiz next meeting.
CHECKED BY:
Annex 1C to DepEd Order No. _42_ , s. 2016
School
Grades 1 to 12
DAILY LESSON LOG
Teacher
MONDAY TUESDAY
I. OBJECTIVES
Group Activity:
*The teacher must prepare the materials a day before the
The members of the class will be divided into groups pre-
Presenting examples / instances for the new activity. See to it that materials needed are complete to
determined by the teacher.
C. lesson / ENGAGE avoid time consuming.
Each group will perform the activity in Module 7 page 136
*Group Activity Module 7 page 138
Group Activity:
*The teacher must prepare the materials a day before the
The members of the class will be divided into groups pre-
Presenting examples / instances for the new activity. See to it that materials needed are complete to
determined by the teacher.
C. lesson / ENGAGE avoid time consuming.
Each group will perform the activity in Module 7 page 136
*Group Activity Module 7 page 138
Advantages of Reproduction
Discussing new concepts and practicing new skills *How do bread mold, yeast, sponges, oysters, starfish etc.
E.
#2 / EXPLORE reproduce?
Checking of outputs.
Developing mastery / EXPLAIN (Leads to Formative
F. Assessment 3) The teacher gives the advantages of vegetative *Discussion on the different types of asexual reproduction
reproduction and explains it to the class.
Additional activities for application for remediation / 1. How does Kataka-taka propagates ?
J EXTEND 2. What particular part of it propagates vegetatively? Define Sexual Reproduction?
V. REMARKS
VI.REFLECTION
PREPARED BY:
SINAMAR A. BALIO-AN
JHS TEACHER I
Grade Level 7-A
Quarter SECOND
page 141
UNLOCK ME!!!!!
Let students proceed at the library, utilize books there
and define the following terms to be written in a metacard.
a. Copulation
b. Fertilization Group Activity:
Group Activity:
c. Gametes *Before students begin with their activity, teacher must brief
*Teacher gives the activity to the class.
d. Spermatogenesis them on what to do.
*Activity Page 141 (LM page 141)
e. Oogenesis *See attach activity
f. Oviparous
g. viviparous
h. Ooviparous
i. Amplexus
UNLOCK ME!!!!!
Let students proceed at the library, utilize books there
and define the following terms to be written in a metacard.
a. Copulation
b. Fertilization Group Activity:
Group Activity:
c. Gametes *Before students begin with their activity, teacher must brief
*Teacher gives the activity to the class.
d. Spermatogenesis them on what to do.
*Activity Page 141 (LM page 141)
e. Oogenesis *See attach activity
f. Oviparous
g. viviparous
h. Ooviparous
i. Amplexus
Discussion of result.
The teacher should discuss the terms considering the
level of understanding of the students. Teacher may Checking of answers and giving supplementary discussion by Presentation of outputs and the teacher will give
prepare picture ahead of time and show it to the class as the teacher. supplementary discussion about the topic.
the discussion goes by.
VENN DIAGRAM:
Checking of answers.
1. What adaptations do animals have to be able to fertilize? Learner’s Module pages 142-144
School
Grades 1 to 12
DAILY LESSON LOG
Teacher
MONDAY TUESDAY
I. OBJECTIVES
Objectives: Objectives:
Learning Competencies/Objectives Write the LC
C. 1. Identify the components of the 1. Illustrate how the living and nonliving things components
code for each
environment. of the environment interact.
2. Compare living and non living things 2. Discuss how the environment affects us and we affect in
3. Describe how organisms interact with each other and return.
with their environment. 3. Recognize the importance of the biosphere
Learners should be able to: Learners should be able to:
Differentiate biotic from abiotic components of an Differentiate biotic from abiotic components of an
ecosystem. S7LT-IIh-9 ecosystem. S7LT-IIh-9
Objectives: Objectives:
Learning Competencies/Objectives Write the LC
C. 1. Identify the components of the 1. Illustrate how the living and nonliving things components
code for each
environment. of the environment interact.
2. Compare living and non living things 2. Discuss how the environment affects us and we affect in
3. Describe how organisms interact with each other and return.
with their environment. 3. Recognize the importance of the biosphere
Introduction for the activity they are going to do. Giving of How does your environment affect you? How do you affect
B. Establishing a purpose for the lesson / ENGAGE
instructions. the environment in return?
*Teacher will brief the students properly as they go outside *The students will be given a chance to go out the room and
their school campus or any place they are to visit. find for a place suitable for the activity where in they are
*The students will be doing the activity individually. going to observe their environment.
Presenting examples / instances for the new
C. lesson / ENGAGE
INDIVIDUAL ACTIVITY: *Let students do Activity and answer the guide questions.
“What does it mean to be alive? (LM p.148-149) (See attached activity)
*Teacher will brief the students properly as they go outside *The students will be given a chance to go out the room and
their school campus or any place they are to visit. find for a place suitable for the activity where in they are
*The students will be doing the activity individually. going to observe their environment.
Presenting examples / instances for the new
C. lesson / ENGAGE
INDIVIDUAL ACTIVITY: *Let students do Activity and answer the guide questions.
“What does it mean to be alive? (LM p.148-149) (See attached activity)
1. Ask students to present their outputs.
2. Using a diagram, illustrate the two-way interaction
Discussing new concepts and practicing new skills Checking of outputs and supplementary discussion by the between the physical and biological components of the
D.
#1 / EXPLORE teacher. environment. Emphasize how energy influences these
interactions.
Discussing new concepts and practicing new skills What do living things posses that consider them to be
E.
#2 / EXPLORE alive?
Sharing of answers
Developing mastery / EXPLAIN (Leads to Formative
*The teacher presents the different characteristics of living
F. Assessment 3)
things.
V. REMARKS
VI.REFLECTION
PREPARED BY:
SINAMAR A. BALIO-AN
JHS TEACHER I
Grade Level 7-A
Quarter SECOND
Let students know that the activity they started the last
Introduce the day’s activity. Share the objectives for the meeting
meeting will be continued for the day.
Activity Proper:
1. Bring students to the school garden or playground.
2. Group the students into four groups. Assign specific
study sites for each group. (You should have chosen these
areas days before). Do the Activity on page 179 of the Learner’s Material.
3. Assign small areas for each group. For example: a small
log with plants, a tree or small plant, a potted plant, a
portion of the pond, the school waste disposal area.
Presentation of outputs.
School
Grades 1 to 12
DAILY LESSON LOG
Teacher
MONDAY TUESDAY
I. OBJECTIVES
IV. PROCEDURES
Reviewing previous lesson or presenting the new Ask a volunteer to have a recap on the past activity.
A. lesson / ELICIT Ask a volunteer to have a recap on the past lessons.
Activity Proper
*Bring the students out in the garden. Before this lesson,
Discussing new concepts and practicing new skills
E. you should already have chosen locations where plant and
#2 / EXPLORE
animal interactions can be observed.
2. Assign areas where each group will work on. The area
for each group should be about one meter by one meter.
3. Let students do the activity (see attached ativity)
*Let students maximize their time in observing.
Developing mastery / EXPLAIN (Leads to Formative
F. Assessment 3)
Finding practical applications of concepts and Think of yourself as a consumer. What food did you eat
G. skills in daily living / ELABORATE today? Trace the plant/s and animals involved in your food
web.
A E
VI.REFLECTION
PREPARED BY:
SINAMAR A. BALIO-AN
JHS TEACHER I
Grade Level 7-A
Quarter SECOND
Objectives:
1. Decide on the best way to deal with food wastes in your
home or school.
2. Construct food chains starting with the food wastes.
The learners should be able to:
Predict the effect of changes in abiotic factors on the
ecosystem. S7LT-Iii-j-12
Objectives:
1. Decide on the best way to deal with food wastes in your
home or school.
2. Construct food chains starting with the food wastes.
Group Activity
* Divide the members of the class into desired numbers of
students pre-determined by the teacher considering the
level of performance in the class.
*Let the students do the Activity (LM pages 160-161)