Annex 1C to DepEd Order No. _42_ , s.

2016

School
Grades 1 to 12
DAILY LESSON LOG
Teacher

Teaching Dates and Time

MONDAY
I. OBJECTIVES

A. Content Standard

B. Performance Standards

Identify parts of the microscope and their functions; S7LT-IIa-1

Objectives:
Learning Competencies/Objectives Write the LC code for 1. handle
C.
each the microscope properly;
2. identify the parts of the microscope;
3. describe what parts of the microscope can do;

II. CONTENT

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages pp. 85 - 87

2. Learner’s Material pages pp. 86 - 89

3. Textbook pages

4. Additional Materials from Learning Resource (LR) portal https://www.youtube.com/watch?v=RKA8_mif6-E

B. Other Learning Resources

IV. PROCEDURES
 Show students the modern light microscope and the picture of a
Reviewing previous lesson or presenting the new lesson /
microscope constructed by Anton van Leeuwenhoek (1632-1723).
A. ELICIT
Let the students give their idea to differentiate between the early
microscopes and the current one being used. (5mins.)

Present a video discussing the different parts of a light microscope.

B. Establishing a purpose for the lesson / ENGAGE
(12 mins.)

Presenting examples / instances for the new lesson /

Introduce the microscope and explain the different parts and
C. ENGAGE
functions of the microscope. (8 mins.)

Discussing new concepts and practicing new skills #1 /

D. Perform Activity 2 Part A in LM pp. 87 - 89 (15mins.)
EXPLORE

Discussing new concepts and practicing new skills #2 /

E.
EXPLORE
 Developing mastery / EXPLAIN (Leads to Formative
F. Assessment 3) Discuss the answers in the exercise given. (7 mins.)

Finding practical applications of concepts and skills in

G. daily living / ELABORATE

Making generalizations and abstractions about the lesson / Ask the students to generalize the difference between the early
H. ELABORATE microscope and modern microscope and re-discuss the different
parts and functions of a light microscope. (3 mins.)

I. Evaluating learning / EVALUATE

Additional activities for application for remediation /

J EXTEND

V. REMARKS To be continued on the next day

VI.REFLECTION

A. No. of learners who earned 80% in the evaluation.

No. of learners who require additional activities for

B.
remediation who scored below 80%.

Did the remedial lessons work? No. of learners who have

C.
caught up with the lesson.

D. No. of learners who continue to require remediation

. Which of my teaching strategies worked well? Why did

E.
these work?
 What difficulties did I encounter which my principal or
F.
supervisor can help me solve?

What innovation or localized materials did I use/discover

G.
which I wish to share with other teachers?

PREPARED BY:
GAVIN D. LADIOCAN

JHS TEACHER I
 TUESDAY

The learners demonstrate an understanding of: the parts

The learners should be able to: employ appropriate techniques using the c

Focus specimens using the compound microscope; S7LT-IIb-2

Objectives:
1. prepare materials for microscope
study;
2. focus the microscope properly 3.
compare the image of the object seen by the unaided eye and under
the microscope; and
4. compute for the magnification of objects observed under the
microscope.

Microscopy

pp. 86 - 88

pp. 90 - 92

/watch?v=RKA8_mif6-E
 Recall the different parts and functions of a light microscope. (5
mins.)

Ask students on the impostance of microscope on their activity. (5

mins.)

Give and discuss the some importance of a microscope. (10 mins.)

Perform Activity 2 Part B, in LM pp. 90. Discuss the proper storage

and proper caring of a microscope. (20 mins.)
 Discuss the answers in the exercise given. (10 mins.)

Ask students how to store the microscope in proper way and how to
take care of this tool for an efficient and longer use. (3 mins.)

To be continued on the next day

 Grade Level

Learning Area

Quarter

WEDNESDAY

The learners demonstrate an understanding of: the parts and functions of the compound microscope.

The learners should be able to: employ appropriate techniques using the compound microscope to gather data about very small objects.

Focus specimens using the compound microscope; S7LT-IIb-2

Objectives:
1. prepare materials for
microscope study;
2. focus the microscope properly 3.
compare the image of the object seen by the unaided eye and
under the microscope; and
4. compute for the magnification of objects observed under the
microscope.

Microscopy

pp. 86 - 88

pp. 90 - 92
 Recall the Previous part of the Activity. (5mins.)

Ask students on the impostance of microscope on their activity. (5

mins.)

Give and discuss the some importance of a microscope. (10

mins.)

Perform Activity 2 Part C and D in LM pp. 90 - 91. Discuss the

proper storage and proper caring of a microscope. (20 mins.)
 Discuss the answers in the exercise given. (10 mins.)

Give short multiple choice test. TG pp. 88 - 90 (10 mins.)

CHECKED BY:
 7-A

SCIENCE 7

SECOND

THURSDAY

ding of: the parts and functions of the compound microscope.

iques using the compound microscope to gather data about very small objects.

Focus specimens using the compound microscope; S7LT-IIb-2

Objectives:
1. prepare materials for microscope study;
2. focus the microscope properly 3.
compare the image of the object seen by the unaided eye and under
the microscope; and
4. compute for the magnification of objects observed under the
microscope.

Microscopy

pp. 78 - 80

pp. 82 - 85

https://www.youtube.com/watch?v=b2PCJ
 Recall Previous Activity. (10 mins.)

Perform Activity 3 in LM pp. 82 - 85 (40 mins.)

Discuss the answers in the exercise given. (10 mins.)
 FRIDAY

objects.

ICL / SCI-FUN TIME

Annex 1C to DepEd Order No. _42_ , s. 2016

School
Grades 1 to 12
DAILY LESSON LOG
Teacher

Teaching Dates and Time

MONDAY
I. OBJECTIVES

A. Content Standard

B. Performance Standards

Describe the different levels of biological organization from cell to

S7LT-IIc-3
Learning Competencies/Objectives Write the LC code for
C. Objectives:
each
1. identify the parts that make up an organism,
2. describe the function of each part, and
3. describe how these parts work together in an organis

II. CONTENT

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages pp. 64 - 70

2. Learner’s Material pages pp. 68 - 73

3. Textbook pages

https://www.youtube.com/watch?v=ZRFykdf4kDc
4. Additional Materials from Learning Resource (LR) portal
 https://www.youtube.com/watch?v=ZRFykdf4kDc
4. Additional Materials from Learning Resource (LR) portal

B. Other Learning Resources

IV. PROCEDURES

Reviewing previous lesson or presenting the new lesson /

Recall the previous activity on how to use the light microscope.
A. ELICIT
time for the students to think their answers and explain it orally

Show 4 different kinds of ballpens. Ask the students to identify

belongs to which ballpen. Ask them
to identify the function of each part of the ballpen.Ask them to i
B. Establishing a purpose for the lesson / ENGAGE part of the ballpen that is missing and its function. Ask
them to imagine how the ballpen will work compared to the ba
complete parts. (5 mins.)
Present a video about the levels of organization. ( 5m

Presenting examples / instances for the new lesson /

C. ENGAGE Discuss the concept of levels of organization in an organism.
 Discussing new concepts and practicing new skills #1 /
D. Perform Activity 1 in LM pp. 68 - 73. (25 mins.)
EXPLORE

Discussing new concepts and practicing new skills #2 /

E.
EXPLORE

Developing mastery / EXPLAIN (Leads to Formative

F. Assessment 3) Discuss the answers in the exercise given. (10 mins.

Finding practical applications of concepts and skills in daily

G. living / ELABORATE

Making generalizations and abstractions about the lesson /

H. ELABORATE Ask students what are organisms and what makes them up?

I. Evaluating learning / EVALUATE

Additional activities for application for remediation / EXTEND

J

V. REMARKS

VI.REFLECTION

A. No. of learners who earned 80% in the evaluation.

No. of learners who require additional activities for

B.
remediation who scored below 80%.

Did the remedial lessons work? No. of learners who have

C.
caught up with the lesson.
 Did the remedial lessons work? No. of learners who have
C.
caught up with the lesson.

D. No. of learners who continue to require remediation

. Which of my teaching strategies worked well? Why did

E.
these work?

What difficulties did I encounter which my principal or

F.
supervisor can help me solve?

What innovation or localized materials did I use/discover

G.
which I wish to share with other teachers?

PREPARED BY:
GAVIN D. LADIOCAN

JHS TEACHER I
 MONDAY TUESDAY

The learners demonstrate an unders

The learners should be able to: employ appropriate techniq

Describe the different levels of biological organization from cell to biosphere;

levels of biological organization from cell to biosphere; S7LT-IIc-3

Objectives:
Objectives: 1. identify the different levels of organization in an organism,
ify the parts that make up an organism, 2. describe the parts that make up each level of organization and their functions,
escribe the function of each part, and and
ow these parts work together in an organism. 3. describe how the parts that make up a level of organization affect the higher
levels of organization and the entire organism.

Levels of Biological Organization

pp. 64 - 70 pp. 70 - 71

pp. 68 - 73 pp. 74 - 77

om/watch?v=ZRFykdf4kDc https://www.youtub
https://www.youtube.com/watch?v=mQ26klraKvU
ctivity on how to use the light microscope. Give ample
Recall the previous activity about what makes up an organism. (5 mins.)
to think their answers and explain it orally. (3 mins.)

ds of ballpens. Ask the students to identify which part

elongs to which ballpen. Ask them
n of each part of the ballpen.Ask them to identify the Describe the parts that make up each level of organization and their functions,
ballpen that is missing and its function. Ask and describe how the parts that make up a level of organization affect the higher
w the ballpen will work compared to the ballpen with levels of organization and the entire organism. (8 mins.)
s.)
video about the levels of organization. ( 5mins.)

pt of levels of organization in an organism. (7 mins.)

m Activity 1 in LM pp. 68 - 73. (25 mins.)

Perform Activity 2 in LM pp. 74 - 75 (15 mins.)

e answers in the exercise given. (10 mins.)

Students will prepare and present short presentation that will show application on
their activity. (5 mins. )

are organisms and what makes them up? (5 mins.) Discuss briefly the presentation by each group. (20 mins.)

Evaluate each group presentation through a rubrc (7 mins.)

GAVIN D. LADIOCAN

JHS TEACHER I
 Grade Level

Learning Area

Quarter

WEDNESDAY

The learners demonstrate an understanding of: the different levels of biological organization.

The learners should 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
O
1. identify the different levels of organization in an organism,
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 en
4. Display coopera
performing the activity.

Levels of Biological Organization

pp. 70 - 71

pp. 74 - 77

https://www.youtube.com/watch?v=LqPsljUpJqE
https://www.youtube.com/watch?v=mQ26klraKvU
 Recall the previous activity about the levels of organization in an
organism. (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 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.)

Explain to students that the smaller levels of biological organization

work together to create the larger levels until a complete organism is
created. Explain that you are going to be beginning at the bottom of
the pyramid to demonstrate this event. (7 mins.)
Group Activity: Complete this graphic organizer with pictures in LM
pp. 76 (10 mins.)

Students will prepare and present short presentation that will show
application on their activity. (5 mins. )

Discuss briefly the presentation by each group. (20 mins.)

Evaluate each group presentation through a rubrc (7 mins.)

CHECKED BY:
 7-A

SCIENCE 7

SECOND

THURSDAY

f: the different levels of biological organization.

g the compound microscope to gather data about very small objects.

ls of biological organization from cell to biosphere; S7LT-IIc-3

Objectives:
1. identify the different levels of organization in an organism,
2. describe the parts that make up each level of organization and their functions, and
hat 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.

https://www.youtube.com/watch?v=gEUu-
https://www.youtube.com/watch?v=gEUu-

Recall the previous activity about the graphic organizer with

pictures. (5 mins.)

Present a video about the human body system. (10 mins.)

Discuss the Introduction to Systems of the Body. (5 mins.)

Perform Activity Human Body Systems in Action: Interrelationship of
the Body Systems: Safari Montage. (30 mins.)

Discuss the answers in the exercise given. (5 mins.)

Re-discuss the video which was presented in the begginning of the

class. (5 mins.)
 FRIDAY

ICL / SCI FUN TIME

Annex 1C to DepEd Order No. _42_ , s. 2016

School
Grades 1 to 12
DAILY LESSON LOG
Teacher

Teaching Dates and Time

MONDAY
I. OBJECTIVES

A. Content Standard

B. Performance Standards

Differentiate plant and animal cells according to presence or absence

of certain organelles; S7LT-IId-4

Learning Competencies/Objectives Write the LC

C.
code for each
Objectives:

1. identify parts of the cell;

2. describe animal cells;
3. differentiate animal cells;

II. CONTENT Animal and Plant Ce

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from Learning Resource (LR)

https://www.youtube.com/watch?v=nR-lsNDVhcY&t=32s
portal
 4. Additional Materials from Learning Resource (LR)
https://www.youtube.com/watch?v=nR-lsNDVhcY&t=32s
portal

B. Other Learning Resources

IV. PROCEDURES

Reviewing previous lesson or presenting the new

A. lesson / ELICIT Review the past lesson about the levels of organization. (5 mins.)

B. Establishing a purpose for the lesson / ENGAGE Present a video about animal cell. (10 mins.)

Presenting examples / instances for the new

C. lesson / ENGAGE Discuss the different parts of the animal cell. (10 mins.)

Discussing new concepts and practicing new skills

D. Answer animal cell worksheet 1. Provided by the teacher. (10 mins.)
#1 / EXPLORE

Discussing new concepts and practicing new skills

E. Answer animal cell worksheet 2. Provided by the teacher. (15 mins.)
#2 / EXPLORE
 Developing mastery / EXPLAIN (Leads to Formative
F. Assessment 3) Discuss the answers in the exercise given. (5 mins.)

Finding practical applications of concepts and

G. skills in daily living / ELABORATE

Making generalizations and abstractions about the

Re-discuss the video which was presented in the begginning of the
H. lesson / ELABORATE
class. (5 mins.)

I. Evaluating learning / EVALUATE

Additional activities for application for remediation /

J EXTEND

V. REMARKS

VI.REFLECTION

A. No. of learners who earned 80% in the evaluation.

No. of learners who require additional activities for

B.
remediation who scored below 80%.

Did the remedial lessons work? No. of learners who

C.
have caught up with the lesson.

D. No. of learners who continue to require remediation

. Which of my teaching strategies worked well? Why did

E.
these work?

What difficulties did I encounter which my principal or

F.
supervisor can help me solve?
 What innovation or localized materials did I use/discover
G.
which I wish to share with other teachers?

PREPARED BY:
GAVIN D. LADIOCAN

JHS TEACHER I
 TUESDAY

The learners demonstrate an understanding of: the difference between anima

The learners should be able to:

employ appropriate techniques using the compound microscope to gather data ab

Differentiate plant and animal cells according to presence or absence of certain

organelles; S7LT-IId-4

Objectives:
1. identify parts of the cell;
2. describe plant cells;
3. differentiate plant cells;

Animal and Plant Cells

https://www.youtube.com/watch?v=he_Qw4_vOJk
https://www.youtube.com/watch?v=SHweYyCtamQ

https://www.timvandevall.com/printables/science/blank-plant-cell-diagram-bw/
https://www.youtube.com/watch?v=he_Qw4_vOJk
https://www.youtube.com/watch?v=SHweYyCtamQ

https://www.timvandevall.com/printables/science/blank-plant-cell-diagram-bw/

Review the past lesson about animal cell. (5 mins.)

Present a video about animal cell. (10 mins.)

Discuss the different parts of the plant cell (10 mins.)

Answer plant cell worksheet 1. Provided by the teacher. (10 mins.)

Answer plant cell worksheet 2. Provided by the teacher. (15 mins.)

 Discuss the answers in the exercise given. (5 mins.)

Re-discuss the video which was presented in the begginning of the class. (5
mins.)
 Grade Level

Learning Area

Quarter

WEDNESDAY

arners demonstrate an understanding of: the difference between animal and plant cells.

The learners should be able to:

ropriate techniques using the compound microscope to gather data about very small objects

Explain why the cell is considered the basic structural and functional unit of all
organisms. S7LT-IIe-5
Objectives:
1. identify parts of the cell;
2. describe plant and animal cells;
3. differentiate plant cells from animal cells;
4. construct a Venn Diagram to show parts that are common to both and parts that are
only found in either 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
https://www.youtube.com/watch?v=URUJD5NEXC8&t=20s

Recall the parts of plant cell and animal cell. (5 mins.)

Present a video about the cell structure. (10 mins.)

Perform activity 1 in LM pp. 79 - 81 (20 mins.)

 Discuss the answers in the exercise given. (10 mins.)

Ask students to differentiate the parts of the plant cell and animal cell. (5 mins.)

Give short situational multiple choice test (TG pp. 80 - 82). (10 mins.)
CHECKED BY:
 7-A

SCIENCE 7

SECOND

THURSDAY

ells.

ll objects

Explain why the cell is considered the basic structural and functional unit of
all organisms. S7LT-IIe-5
Objectives:

1. Display cooperation and teamwork in performing the

activity.
Group Activity: Make a model of a plant cell or an animal cell using clay. (30
mins.)
 Presentation of Outputs (15 mins.)

Evaluation of presented outputs (15 mins.)

 FRIDAY

ICL / SCI - FUN TIME

Annex 1C to DepEd Order No. _42_ , s. 2016

Grades
1 to 12 School

DAILY
LESSON LOG Teacher

Teaching Dates and Time

MONDAY
I. OBJECTIVES

Content Standard

Performance Standards

Identify beneficial and harmful microorganisms; S7LT-IIf-6

Objectives:
Learning Competencies/Objectives Write the LC
1. Observe life form (bacteria) other than plants and a
code for each
2. Enumerate the uses, benefits and hazards of bac

II. CONTENT
III. LEARNING RESOURCES
References

1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages Biology textbooks

4. Additional Materials from Learning Resource (LR)

portal

Other Learning Resources

IV. PROCEDURES
 “Mystery Box”
Reviewing previous lesson or presenting the new
Words written on a 1/8 sheet of paper are placed inside the box.
lesson / ELICIT
paper, and he/she will describe and let the class guess it. (Words writ
paper should cover the previous lessons)

* Picture Analysis
(See attached picture)
Establishing a purpose for the lesson / ENGAGE
The teacher may change the picture.
*Present the learning objectives for the day.
 C
• The members of the class shall be divided into four groups accor
performance (pre-determined by the teacher)
• Members of each group shall work as a team and shall have unif
question on the activity.

• How do you describe bacteria?

Presenting examples / instances for the new

lesson / ENGAGE

Discussing new concepts and practicing new skills

Presentation of outputs and introduction about bact
#1 / EXPLORE

Discussing new concepts and practicing new skills Group Activity:

#2 / EXPLORE (See attached activity)

Developing mastery / EXPLAIN (Leads to Formative

Assessment 3) Discussion and Checking of outputs.
 Why do we need to cover our mouth when we coug
Finding practical applications of concepts and skills
Why do we need to wash our hands before we ea
in daily living / ELABORATE
Why do we need to cover our trash cans?

Making generalizations and abstractions about the

lesson / ELABORATE Call a student to summarize the topic.

Give short situational

Evaluating learning / EVALUATE multiple-choice test.

Additional activities for application for remediation / Draw how a Rhizobium ( nitrogen-fixing bacteria)
EXTEND
V. REMARKS
VI.REFLECTION

No. of learners who earned 80% in the evaluation.

No. of learners who require additional activities for

remediation who scored below 80%.

Did the remedial lessons work? No. of learners who have

caught up with the lesson.

No. of learners who continue to require remediation

. Which of my teaching strategies worked well? Why did

these work?

What difficulties did I encounter which my principal or

supervisor can help me solve?

What innovation or localized materials did I use/discover

which I wish to share with other teachers?

PREPARED BY:
SINAMAR A. BALIO-AN

JHS TEACHER I
 MONDAY TUESDAY

Identify beneficial and harmful microorganisms; S7LT-IIf-6

y beneficial and harmful microorganisms; S7LT-IIf-6
Objectives:
Objectives:
1. Point out the distinguishing characteristics of f
1. Observe life form (bacteria) other than plants and animals.
2. Observe the structure of fungi.
2. Enumerate the uses, benefits and hazards of bacteria.
3. Cite the importance of fungi.

Biology textbooks Biology textbooks

 “Mystery Box” Submission of students’ assignment.
ords written on a 1/8 sheet of paper are placed inside the box. Student will get one
and he/she will describe and let the class guess it. (Words written on the 1/8 sheet of Two of the students will be asked to share regarding the
paper should cover the previous lessons)

Teacher shares an anecdote to the class

* Picture Analysis
One day, Robert arrived home from school, suddenly he felt some it
(See attached picture)
He started complaining to his mother about it. His mother tried to c
The teacher may change the picture.
school early the following day, he told his teacher about his feet. He
*Present the learning objectives for the day.
the itchiness.
What do you think his teacher told him?
 Concept Mapping
e members of the class shall be divided into four groups according to their level of
performance (pre-determined by the teacher)
embers of each group shall work as a team and shall have unified answer in each
question on the activity.

• How do you describe bacteria?

Group Activity
• Teacher should prepare mushroom and bread molds one or
• The members of the class should be divided into desi
(See attached group activity)

Checking of outputs
Presentation of outputs and introduction about bacteria. Supplementary discussion should be given by the t

Group Activity:
Another group activity will again be given to the stu
(See attached activity)

Checking of outputs
Discussion and Checking of outputs. Supplementary discussion should be given by the t
 Why do we need to cover our mouth when we cough?
Yeast is very important in the vinegar and wine industry. Wine and
Why do we need to wash our hands before we eat?
are freely advertised on television and newspaper. If you are the ch
Censors or Director of the Food and Drug Administration (FDA)
Why do we need to cover our trash cans?

1. Fungi live by absorbing dead or living materials of oth

2. They possess long, thread-like structures called by hyphae which
materials.
Call a student to summarize the topic. 3. Some fungi are poisonous and can cause diseases. Other fun
fermentation, food production and production of an

Give descriptions about fungi by making an acrostic usin

F
Give short situational U
multiple-choice test. N
G
I

Draw how a Rhizobium ( nitrogen-fixing bacteria) looks like

SINAMAR A. BALIO-AN

JHS TEACHER I
 TUESDAY

The learners demonst

organisms that can only be seen through the m

The learners s
employ appropriate techniques using the compoun

Identify beneficial and harmful microorganisms; S7LT-IIf-6

Objectives:
1. Point out the distinguishing characteristics of fungi.
2. Observe the structure of fungi.
3. Cite the importance of fungi.

Fungi, Protis

Biology textbooks
 Submission of students’ assignment.

Two of the students will be asked to share regarding the previous topic.

Teacher shares an anecdote to the class.

One day, Robert arrived home from school, suddenly he felt some itchiness around his toes.
He started complaining to his mother about it. His mother tried to comfort him. Arriving 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?
 Group Activity
• Teacher should prepare mushroom and bread molds one or two days ahead.
• The members of the class should be divided into desired groups.
(See attached group activity)

Checking of outputs
Supplementary discussion should be given by the teacher.

Another group activity will again be given to the students.

Checking of outputs
Supplementary discussion should be given by the teacher.
 Yeast is very important in the vinegar and wine industry. Wine and other intoxicating drinks
are freely advertised on television and newspaper. If you are the chairman of the Board of
Censors or Director of the Food and Drug Administration (FDA), what will you do?

1. Fungi live by absorbing dead or living materials of other organisms.

2. They possess long, thread-like structures called by hyphae which they stick into their food
materials.
3. Some fungi are poisonous and can cause diseases. Other fungi are helpful through
fermentation, food production and production of antibiotics.

Give descriptions about fungi by making an acrostic using its letters.

F
U
N
G
I
 Grade Level

Learning Area

Quarter

WEDNESDAY

The learners demonstrate an understanding of:

organisms that can only be seen through the microscope, many of which consist of only one cell.

The learners should be able to:

employ appropriate techniques using the compound microscope to gather data about very small objects.

Identify beneficial and harmful microorganisms; S7LT-IIf-6

Objectives:
1. Observe plant-like protist
2. Compare it with known living things studied in Grades 3 to 6.
3. Draw and describe living things.

Fungi, Protists, and Bacteria

Biology textbooks
A student will give his/her reflection about the previous topic.

Have you ever eaten an ararusip?

 Group Activity
• The teacher should bring lumot and caulerpa or ararusip.
• Groupings are determined by the teacher
• See attached activity

Checking of outputs and reporting.

The students will identify if which among those have been seen by them, eaten by them.

Identify whether those are living or non living. Justify their answers.

Draw and describe plant-like protists

Presentation of drawings and descriptions.

CHECKED BY:
 7-A

SCIENCE 7

SECOND

THURSDAY

ng of:
which consist of only one cell.

her data about very small objects.

Identify beneficial and harmful microorganisms; S7LT-IIf-6

Objectives:
1. Analyze a video about Protist, bacteria and fungi.

Biology textbooks
 “Prick Cards”
1. The teacher shows to the class a box full of cards with written questions regarding Protists,
fungi and bacteria.
2. The student will prick into the card hole and answer 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.

Teacher will let the students to watch a video clip.
*Teacher will search a video of fungi, protist, bacteria and present it to the class.
 Think-Pair-Share

The teacher will group the students with two members.

Students will share their ideas and critic on the video clip and let them have a unified summary as
a group.

Class Sharing

Every group will be sharing their ideas as a class.

 Cite situations in their lives where in they are being affected by these such life form

How do you categorize fungi, protists, and bacteria?

Living or Non living?

ESSAY

1. How do bacteria, fungi, and protists differ from the living things you already know about and
studied in the lower grades?

Let the students review for the quiz next meeting.

 FRIDAY

Identify beneficial and harmful microorganisms; S7LT-IIf-6

Brief the students on what to do during the quiz.
 SUMMATIVE TEST
(Science 7 Learners Material, p. 131-132)
Annex 1C to DepEd Order No. _42_ , s. 2016

School
Grades 1 to 12
DAILY LESSON LOG
Teacher

Teaching Dates and Time

MONDAY
I. OBJECTIVES

A. Content Standard

B. Performance Standards

Learners should be able to:

Differentiate asexual from sexual reproduction in te
1. number of individuals involved;
2. similarities of offspring to parents; S7LT-IIg-
Learning Competencies/Objectives Write the LC
C.
code for each Objectives:
1. Describe how potatoes reproduce
2. Explain what vegetative reproduction is.
3. Describe the advantages of growing plants using vegetative

II. CONTENT

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages

 3. Textbook pages Any biology books/textbooks

4. Additional Materials from Learning Resource (LR)

portal

B. Other Learning Resources

IV. PROCEDURES

Reviewing previous lesson or presenting the new

A. lesson / ELICIT Sharing of the past lesson.

“I CAN’T BE COMPLETED WITHOUT A SINGLE PIECE O

B. Establishing a purpose for the lesson / ENGAGE
The teacher will ask two representatives to solve the

Group Activity:
Presenting examples / instances for the new The members of the class will be divided into groups pre-determi
C. lesson / ENGAGE Each group will perform the activity in Module 7 pag
 Group presentation and checking of outputs.
Discussing new concepts and practicing new skills
D. The teacher gives supplementary discussion.
#1 / EXPLORE

Fill in the concept map below.

Advantages of Reproduction
Discussing new concepts and practicing new skills
E.
#2 / EXPLORE

Checking of outputs.
Developing mastery / EXPLAIN (Leads to Formative
F. Assessment 3)
The teacher gives the advantages of vegetative reproduction and ex

Finding practical applications of concepts and Gina a high school student picked leaves of welcome plant from he
G. skills in daily living / ELABORATE After that, he planted each leaves on different pots in her garden. Is th
not?

Making generalizations and abstractions about the Let one representative per sexes to summarize the lesson by com
H. lesson / ELABORATE Asexual reproduction is a process of _________
I. Evaluating learning / EVALUATE State the advantages of sexual reproduction

Additional activities for application for remediation / 1. How does Kataka-taka propagates ?
J EXTEND 2. What particular part of it propagates vegetativel

V. REMARKS

VI.REFLECTION

A. No. of learners who earned 80% in the evaluation.

No. of learners who require additional activities for

B.
remediation who scored below 80%.

Did the remedial lessons work? No. of learners who

C.
have caught up with the lesson.

D. No. of learners who continue to require remediation

. Which of my teaching strategies worked well? Why did

E.
these work?

What difficulties did I encounter which my principal or

F.
supervisor can help me solve?

What innovation or localized materials did I use/discover

G.
which I wish to share with other teachers?
 What innovation or localized materials did I use/discover
G.
which I wish to share with other teachers?

PREPARED BY:
SINAMAR A. BALIO-AN

JHS TEACHER I
 MONDAY TUESDAY

Learners should be able to: Learners should be able to:

Differentiate asexual from sexual reproduction in terms of: Differentiate asexual from sexual reproductio
1. number of individuals involved; 1. number of individuals involved;
2. similarities of offspring to parents; S7LT-IIg-7 2. similarities of offspring to parents; S7LT

Objectives: Objectives:
1. Describe how potatoes reproduce 1. Explain what fission is.
2. Explain what vegetative reproduction is. 2. Describe how Protococcus reproduce
3. Describe the advantages of growing plants using vegetative reproduction. 3. Infer the characteristics of the offspring of Prot
 Any biology books/textbooks Any biology books/textbooks

Sharing of the past lesson. Assignments will be collected.

While walking to School, have you noticed greenish growth on b

“I CAN’T BE COMPLETED WITHOUT A SINGLE PIECE OF MINE” concrete walkways? What could these organisms be? Let us obser
The teacher will ask two representatives to solve the puzzle. might be.

Group Activity:
*The teacher must prepare the materials a day before the activity. See
e members of the class will be divided into groups pre-determined by the teacher.
complete to avoid time consuming.
Each group will perform the activity in Module 7 page 136
*Group Activity Module 7 page 138
 Group presentation and checking of outputs.
*Group Reporting
The teacher gives supplementary discussion. *Supplementary discussion among teachers and

Fill in the concept map below.

Advantages of Reproduction

*How do bread mold, yeast, sponges, oysters, starfish

Checking of outputs.
*Discussion on the different types of asexual rep
eacher gives the advantages of vegetative reproduction and explains it to the class.

a high school student picked leaves of welcome plant from her neighbour’s garden.
Oyster farmers used to chop starfish they find in their oyster farms. Th
hat, he planted each leaves on different pots in her garden. Is this a good practice or
pieces back in the water. Is this a good practice
not?

Call a student to differentiate the types of asexual reproducti

one representative per sexes to summarize the lesson by completing this prompt:
Asexual reproduction is a process of ____________.
 I. Use the following key to answer the follow
State the advantages of sexual reproduction. a. Fission
b. Budding
c. Spore Formation
d. Regeneration
e. Autonomy
f. Mitosis
______1. Daughter cell is an outgrowth of pare
¬¬¬¬______2. Re-growing of lost parts.
______3. Cell divides to form two identical daugh

1. How does Kataka-taka propagates ?

2. What particular part of it propagates vegetatively? Define Sexual Reproduction?
SINAMAR A. BALIO-AN

JHS TEACHER I
 TUESDAY

The Learners demonstr

Reproduction be

The Learners s
Employ appropriate techniques using the comp

Learners should be able to:

Differentiate asexual from sexual reproduction in terms of:
1. number of individuals involved;
2. similarities of offspring to parents; S7LT-IIg-7

Objectives:
1. Explain what fission is.
2. Describe how Protococcus reproduce.
3. Infer the characteristics of the offspring of Protococcus.

Heredity: Inherita
1. Asexual r
2. Sexual r
 Any biology books/textbooks

Assignments will be collected.

While walking to School, have you noticed greenish growth on barks of trees or on slippery
concrete walkways? What could these organisms be? Let us observe closely what organism this
might be.

*The teacher must prepare the materials a day before the activity. See to it that materials needed are
complete to avoid time consuming.
*Group Activity Module 7 page 138
 *Group Reporting
*Supplementary discussion among teachers and students.

*How do bread mold, yeast, sponges, oysters, starfish etc. reproduce?

*Discussion on the different types of asexual reproduction

Oyster farmers used to chop starfish they find in their oyster farms. They used to place the chopped
pieces back in the water. Is this a good practice or not?

Call a student to differentiate the types of asexual reproduction being discussed.

 I. Use the following key to answer the following
a. Fission
b. Budding
c. Spore Formation
d. Regeneration
e. Autonomy
f. Mitosis
______1. Daughter cell is an outgrowth of parent cell.
¬¬¬¬______2. Re-growing of lost parts.
______3. Cell divides to form two identical daughter cells.

Define Sexual Reproduction?

 Grade Level

Learning Area

Quarter

WEDNESDAY

The Learners demonstrate an understanding of:

Reproduction being both asexual and sexual.

The Learners shall be able to:

Employ appropriate techniques using the compound microscope to gather data about very small objects.

Learners should be able to:

Differentiate asexual from sexual reproduction in terms of:
1. number of individuals involved;
2. similarities of offspring to parents; S7LT-IIg-7

Objectives:
1. Differentiate internal fertilization from external fertilization.
2. Describe how fertilization occurs in different animals.

Heredity: Inheritance and Variation

1. Asexual reproduction
2. Sexual reproduction
 Any biology books/textbooks

Teacher may say:

“Do you still remember the male and female reproductive organs? What are they
again? What type of cells they produce to reproduce their own kind?
Today, we are going to learn about the different methods how some animals reproduce”.

“Have you observed how chicken, frog, bees, flies, or earthworms mate? Would you like
to learn more how some of this happens?
Note: Answers to the motivational questions will be used as spring board for discussion
of the lesson.

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
c. Gametes
d. Spermatogenesis
e. Oogenesis
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 prepare picture ahead of time and show it to the class as the
discussion goes by.
To be continued the next day.
CHECKED BY:
 7-A

SCIENCE 7

SECOND

THURSDAY

rstanding of:
exual and sexual.

e to:
scope to gather data about very small objects.

Learners should be able to:

Differentiate asexual from sexual reproduction in terms of:
1. number of individuals involved;
2. similarities of offspring to parents; S7LT-IIg-7

Objectives:
1. Describe the process of reproduction and development in animals.

riation
n
 Any biology books/textbooks

*Ask one representative from the class to differentiate internal from external fertilization.

*Yesterday we unlocked biological terms, Today; we are going to continue our lesson by
doing another activity.

Group Activity:
*Before students begin with their activity, teacher must brief them on what to do.
*See attach activity
 Checking of answers and giving supplementary discussion by the teacher.

Why do organisms in which external fertilization occurs produce large numbers of

gametes?

Let student summarizes the lesson by completing the prompt:

Sexual reproduction is___.
1. What adaptations do animals have to be able to fertilize?
 FRIDAY

Learners should be able to:

Describe the process of fertilization. S7LT-IIG-8

Objectives:
1. Distinguish the male and female reproductive structures of gumamela flower.
2. Describe the function of each structure in reproduction.

Identify beneficial and harmful microorganisms. SYLT-IIe-5

page 141
Any biology books/textbooks

Checking of Assignments

Teacher will share with the class the objectives for the day.

Group Activity:
*Teacher gives the activity to the class.
*Activity Page 141 (LM page 141)
 Presentation of outputs and the teacher will give supplementary discussion about the topic.

VENN DIAGRAM:

*Ask the students to accomplish a Venn Diagram differentiating Sexual Reproduction in Humans and
animals.

Checking of answers.

Explain the significance of insects among flowering plants.

Make a concept map about reproduction

Learner’s Module pages 142-144
Annex 1C to DepEd Order No. _42_ , s. 2016

School
Grades 1 to 12
DAILY LESSON LOG
Teacher

Teaching Dates and Time

MONDAY
I. OBJECTIVES

A. Content Standard

B. Performance Standards

Learners should be ab
Differentiate biotic from abiotic components

Objectives:
C. Learning Competencies/Objectives Write the LC code for each 1. Identify the components
environment.
2. Compare living and non liv
3. Describe how organisms interact with each oth

II. CONTENT

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages LM p. 148-149

3. Textbook pages
 4. Additional Materials from Learning Resource (LR) portal

B. Other Learning Resources

IV. PROCEDURES

Reviewing previous lesson or presenting the new lesson / ELICIT

A.
“Prick Cards”
1. The teacher shows to the class a box full of cards with
fungi and bacteria.
2. The student will prick into the card hole and answ
3. If the card is released upon pulling up, the answer is
the answer is wrong

B. Establishing a purpose for the lesson / ENGAGE Introduction for the activity they are going to

*Teacher will brief the students properly as they go outs

they are to visit.
*The students will be doing the act
Presenting examples / instances for the new lesson / ENGAGE
C.
INDIVIDUAL ACTIVIT
“What does it mean to be alive?
D. Discussing new concepts and practicing new skills #1 / EXPLORE Checking of outputs and supplementary dis

E. Discussing new concepts and practicing new skills #2 / EXPLORE What do living things posses that consi

Sharing of answers
Developing mastery / EXPLAIN (Leads to Formative Assessment 3)
F. *The teacher presents the different charac

Finding practical applications of concepts and skills in daily living / Does a stone consider to be a living thing beca
G. ELABORATE
 Making generalizations and abstractions about the lesson / ELABORATE
H. Living things are ______________ while Non living

I. Evaluating learning / EVALUATE List down 5 living and 5 non living things th

Additional activities for application for remediation / EXTEND

J

V. REMARKS

VI.REFLECTION

A. No. of learners who earned 80% in the evaluation.

No. of learners who require additional activities for remediation who scored below
B.
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?

What difficulties did I encounter which my principal or supervisor can help me

F.
solve?
 What difficulties did I encounter which my principal or supervisor can help me
F.
solve?

What innovation or localized materials did I use/discover which I wish to share with
G.
other teachers?

PREPARED BY:
SINAMAR A. BALIO

JHS TEACHER I
 MONDAY TUESDAY

Learners should be able to:

Learners should be able to:
Differentiate biotic from abiotic components of an ecosystem. S7LT-IIh-9
Differentiate biotic from abiotic components of an ec
Objectives:
Objectives:
1. Identify the components of the
1. Illustrate how the living and nonliving things components o
environment.
2. Discuss how the environment affects us and we
2. Compare living and non living things
3. Recognize the importance of the bios
. Describe how organisms interact with each other and with their environment.

LM p. 148-149

E
 Ask: What is your environment made
“Prick Cards”
eacher shows to the class a box full of cards with written questions regarding Protists,
fungi and bacteria.
The student will prick into the card hole and answer question written on the card.
card is released upon pulling up, the answer is correct. If the card remains in the box,
the answer is wrong.

Introduction for the activity they are going to do. Giving of instructions. How does your environment affect you? How do you affect

r will brief the students properly as they go outside their school campus or any place
they are to visit. *The students will be given a chance to go out the room and find f
*The students will be doing the activity individually. where in they are going to observe their env

INDIVIDUAL ACTIVITY: *Let students do Activity and answer the guide questions
“What does it mean to be alive? (LM p.148-149)
 1. Ask students to present their outpu
2. Using a diagram, illustrate the two-way interaction between the p
Checking of outputs and supplementary discussion by the teacher.
of the environment. Emphasize how energy influences

What do living things posses that consider them to be alive?

Sharing of answers

*The teacher presents the different characteristics of living things.

The situation highlights the need to protect the biological com

Does a stone consider to be a living thing because it increases in its size? You joined a mountain hiking club. On the way day, you see b
of your friends said “let’s catch the bird and bring it home as pet’.
why?
 Summarize the discussion by explaining that in the natural science
ng things are ______________ while Non living things are _________________. that surrounds us: air, water, soil, rocks, plants, animals and sunlig
mean “all the physical and biological factors that affect us

*Give three statements on how people affect the quality of soil, wate
List down 5 living and 5 non living things that you see around you.
forest. Give another three statements on how cutting of tree

Look around outside your house. Make a list of the living and
environment.
SINAMAR A. BALIO-AN

JHS TEACHER I
 TUESDAY

The Learners demonstrate

Organisms interacting with each other a

The learners shall

Conduct a collaborative action to prese

Learners should be able to:

Differentiate biotic from abiotic components of an ecosystem. S7LT-IIh-9

Objectives:
1. Illustrate how the living and nonliving things components of the environment interact.
2. Discuss how the environment affects us and we affect in return.
3. Recognize the importance of the biosphere

Components of an Ecosystem

Environmental Science books/Textbooks

 Ask: What is your environment made of?

How does your environment affect you? How do you affect the environment in return?

*The students will be given a chance to go out the room and find for a place suitable for the activity
where in they are going to observe their environment.

*Let students do Activity and answer the guide questions. (See attached activity)
 1. Ask students to present their outputs.
2. Using a diagram, illustrate the two-way interaction between the physical and biological components
of the environment. Emphasize how energy influences these interactions.

The situation highlights the need to protect the biological component of our environment.
You joined a mountain hiking club. On the way day, you see birds you haven’t seen before. One
of your friends said “let’s catch the bird and bring it home as pet’. What will you tell your friend and
why?
 Summarize the discussion by explaining that in the natural sciences, the environment is everything
that surrounds us: air, water, soil, rocks, plants, animals and sunlight. This definition is extended to
mean “all the physical and biological factors that affect us and we affect in return.

*Give three statements on how people affect the quality of soil, water and air when they cut trees in the
forest. Give another three statements on how cutting of trees affect people in return.

Look around outside your house. Make a list of the living and nonliving components in that
environment.
 Grade Level

Learning Area

Quarter

WEDNESDAY

The Learners demonstrate an understanding of:

Organisms interacting with each other and with their environment to survive.

The learners shall be able to:

Conduct a collaborative action to preserve the ecosystem in the locality.

Learners should be able to:

Differentiate biotic from abiotic components of an ecosystem. S7LT-IIh-9

Objectives:
1. Discuss the components of an ecosystem
2. Distinguish the kinds of ecosystem in the community

Components of an Ecosystem

Environmental Science books/Textbooks

 Submission and checking of Assignments

Introduce the day’s activity.

*Show an aquarium (improvised aquarium using a jar). Let students observe what
these contain. (Answer should include the living and nonliving things inside).
*Ask the students to describe the interactions between the living and non living
things in the aquarium.
Introduce the term ecological system or ecosystem for short. Emphasize that it came
from the word “ecology” from a Greek word which means home. Lead them to
recognize that the aquarium is a man made ecosystem. Let them explain how living
things survive in this ecosystem.
 *Ask students to recall what they see in a river or sea or forest (or any ecosystem
existing in the community). Do you also find living and non living things in these
areas?
Ask: How long ago do you think when these ecosystems were formed? Lead them to
arrive at the concept of natural ecosystems.
*Tell students that ecosystems may be man-made or natural but they have common
characteristics.

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).
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.
To be continued the next meeting.
CHECKED BY:
 7-A

SCIENCE 7

SECOND

THURSDAY

derstanding of:
th their environment to survive.

ble to:
he ecosystem in the locality.

Learners should be able to:

Differentiate biotic from abiotic components of an ecosystem. S7LT-IIh-9

Objectives:
1. Discuss the components of an ecosystem
2. Distinguish the kinds of ecosystem in the community
 Recap on their last activity.

Let students know that the activity they started the last meeting will be
continued for the day.

*Let students observe the area assigned to them last meeting and give them 5
more minutes to observe and after observation let them get inside their respective
classrooms.

*Let the students accomplish the Activity Sheet (See Attached Activity)
 Presentation and Checking of outputs.

Describe the river or lake ecosystem nearest your place. What is the
importance of this ecosystem to you and the community?
 • An ecosystem is made up of living and nonliving things interacting with each
other.
• There are different types of ecosystem. Some are big(rivers, lakes, seas and
forests) while others are small ( a log, a potted plant, a tree, a nest, a pond). Some
are water-based others are on land.
• Ecosystems can be natural or managed.

Study pictures of two kinds of ecosystems: e.g. a tropical forest and a mangrove
forest. What is/are common between these ecosystems? What is/are different?
 FRIDAY

Learners should be able to:

Describe the different ecological relationships found in an ecosystem. S7LT-IIh-10

Objectives:
1. Identify the different ecological relationship.
2. Describe the ecological relationship in a given ecosystem.

Ecological relationships

Biology books/textbooks
 Recap on their last activity.

Share the objectives for the meeting

Write words/word on the meta card that describes the picture

Post the entire meta card on the board, present it to the class and critic it as a group.

Do the Activity on page 179 of the Learner’s Material.

Presentation of outputs.

Why is it that we feel itchiness when we have lice? Why are we using “lice alis”?
Summarize the Ecological Relationships using a Concept Map
Annex 1C to DepEd Order No. _42_ , s. 2016

School
Grades 1 to 12
DAILY LESSON LOG
Teacher

Teaching Dates and Time

MONDAY
I. OBJECTIVES

A. Content Standard

B. Performance Standards

The learners should be ab

Predict the effect of changes in one populatio
ecosystem. S7LT-Ii-11
C. Learning Competencies/Objectives Write the LC code for each
Objectives:
1. Describe the different interactions bet
2. Trace the flow of food from the producer to the

II. CONTENT

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from Learning Resource (LR) portal

 4. Additional Materials from Learning Resource (LR) portal

B. Other Learning Resources

IV. PROCEDURES

Reviewing previous lesson or presenting the new lesson / ELICIT

A. Ask a volunteer to have a recap on

1. Show a leaf that has been partly eaten by a worm.

get from the leaf.
B. Establishing a purpose for the lesson / ENGAGE

*Draw a diagram to show the interaction between the gr

meaning of the arrow. The arrow points from the pro
(worm).

Ask

Grasss worm
Presenting examples / instances for the new lesson / ENGAGE
C.
*Add chicken to show that chicken
feed on worm.

Gras wor
ss m

*Interpret what the 1st means

(The grass is eaten by the worm or the worm
*Interpret the 2nd diagram and explain tha
D. Discussing new concepts and practicing new skills #1 / EXPLORE
*The food chain is simply an eater-eaten relationship. P
order consumers.
 *Interpret what the 1st means
(The grass is eaten by the worm or the worm
*Interpret the 2nd diagram and explain tha
D. Discussing new concepts and practicing new skills #1 / EXPLORE
*The food chain is simply an eater-eaten relationship. P
order consumers.
 *Introduce the outdoor lesson to enable them to observ
Give guidelines when working outside the classroom to

Activity Proper
*Bring the students out in the garden. Before this lesson
locations where plant and animal interactio
E. Discussing new concepts and practicing new skills #2 / EXPLORE
2. Assign areas where each group will work on. The are
one meter by one mete
3. Let students do the activity (see at
*Let students maximize their time i

Developing mastery / EXPLAIN (Leads to Formative Assessment 3)

F.

Finding practical applications of concepts and skills in daily living /

G. ELABORATE

Making generalizations and abstractions about the lesson / ELABORATE

H.
I. Evaluating learning / EVALUATE

Additional activities for application for remediation / EXTEND

J

V. REMARKS To be continued the next d

VI.REFLECTION

A. No. of learners who earned 80% in the evaluation.

No. of learners who require additional activities for remediation who scored below
B.
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?

What innovation or localized materials did I use/discover which I wish to share with
G.
other teachers?

PREPARED BY:
SINAMAR A. BALIO-A

JHS TEACHER I
 MONDAY TUESDAY

The learners should be able to: The learners should be able to:
Predict the effect of changes in one population on other populations in the Predict the effect of changes in one population on other populatio
ecosystem. S7LT-Ii-11 11

Objectives: Objectives:
1. Describe the different interactions between living things. 1. Illustrate how food webs are formed from several
2. Trace the flow of food from the producer to the consumer to decomposers. 2. Recognize the importance of maintaining the diversity of livin

Transfer of energy through trophic levels

LM p.155-160

Integrated Science books, environmental Science book

 Ask a volunteer to have a recap on the past ac
Ask a volunteer to have a recap on the past lessons.

Show a leaf that has been partly eaten by a worm. Ask what information they could
get from the leaf. *Inform the students that their observations last meeting will be their b

a diagram to show the interaction between the grass and the worm. Emphasize the
eaning of the arrow. The arrow points from the producer (grass) to the consumer
).

Ask why plants are called producers.

*Given their data last meeting, let students present diagrams to sho
interactions between organisms.
worm *Connect some food chains that are relevant. Emphasize that several f
*Show illustrations or pictures of some organisms in a Philippine fores
forests have very diverse forms of organisms. In such a diversified co
*Add chicken to show that chicken exist and form a web. Like the spider’s web, all threads in the web are
feed on worm. a food web.

chick
en

*Interpret what the 1st means diagram. *Connect some food chains that are relevant. Emphasize that several f
(The grass is eaten by the worm or the worm feeds on the grass.) *Show illustrations or pictures of some organisms in a Philippine fores
*Interpret the 2nd diagram and explain that it is a food chain. forests have very diverse forms of organisms. In such a diversified co
ood chain is simply an eater-eaten relationship. Point out the first order and second exist and form a web. Like the spider’s web, all threads in the web are
order consumers. a food web
*Connect some food chains that are relevant. Emphasize that several f
*Show illustrations or pictures of some organisms in a Philippine fores
forests have very diverse forms of organisms. In such a diversified co
exist and form a web. Like the spider’s web, all threads in the web are
a food web
duce the outdoor lesson to enable them to observe some interactions in the nature.
uidelines when working outside the classroom to maintain order and ensure safety.

Activity Proper
the students out in the garden. Before this lesson, you should already have chosen
locations where plant and animal interactions can be observed.
ign 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.

Think of yourself as a consumer. What food did you eat today? Tra
involved in your food web.

Summarize the lesson by asking a student to complete

Food chain is ____________while Food web is
 1. Consider the organisms (labelled A, B, C,D, and E

A E

C D

a. How many food chains can you

identify from the food web? Write
them as separate food chains.
b. What will happen if organism C is
removed from the food web?

To be continued the next day.

SINAMAR A. BALIO-AN

JHS TEACHER I
 TUESDAY

The Learners demonstrate an u

Organisms interacting with each other and w

The learners shall be

Conduct a collaborative action to preserve

The learners should be able to:

Predict the effect of changes in one population on other populations in the ecosystem. S7LT-Ii-
11

Objectives:
1. Illustrate how food webs are formed from several food chains.
2. Recognize the importance of maintaining the diversity of living in the environment.

Transfer of energy through trophic levels

LM p.155-160

Integrated Science books, environmental Science books/textbooks

 Ask a volunteer to have a recap on the past activity.

*Inform the students that their observations last meeting will be their basis of discussion this day.

*Given their data last meeting, let students present diagrams to show their observations on the
interactions between organisms.
*Connect some food chains that are relevant. Emphasize that several food chains make a food web.
*Show illustrations or pictures of some organisms in a Philippine forest. Emphasize that Philippine
forests have very diverse forms of organisms. In such a diversified community, several food chains
exist and form a web. Like the spider’s web, all threads in the web are linked. So too, are the links in
a food web.

*Connect some food chains that are relevant. Emphasize that several food chains make a food web.
*Show illustrations or pictures of some organisms in a Philippine forest. Emphasize that Philippine
forests have very diverse forms of organisms. In such a diversified community, several food chains
exist and form a web. Like the spider’s web, all threads in the web are linked. So too, are the links in
a food web
Think of yourself as a consumer. What food did you eat today? Trace the plant/s and animals
involved in your food web.

Summarize the lesson by asking a student to complete the sentence:

Food chain is ____________while Food web is ________.
 1. Consider the organisms (labelled A, B, C,D, and E) in a pond.

A E

C D

a. How many food chains can you

identify from the food web? Write
them as separate food chains.
b. What will happen if organism C is
removed from the food web?
 Grade Level

Learning Area

Quarter

WEDNESDAY

The Learners demonstrate an understanding of:

Organisms interacting with each other and with their environment to survive.

The learners shall be able to:

Conduct a collaborative action to preserve the ecosystem in the locality.

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.

ls

ooks/textbooks
 *Let student explain and differentiate food chain and food web.

Present the day’s objectives.

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)

Presentation and checking of outputs. Supplementary discussion will follow.

Presentation and checking of outputs. Supplementary discussion will follow.
 The wet season has just started. Mario plans to grow vegetables. He selected
vegetable seeds that grow well during wet season. He made plots in the backyard
where there is morning sun. He sowed seeds in a small box with moist soil. He also put
banana feelings and biodegradable materials on it.

Why did he put biodegradable materials like banana feelings?

What do decomposers or saprophytes contributes to our ecosystem?

Make a food chain starting from decomposers.
CHECKED BY:
 7-A

SCIENCE 7

SECOND

THURSDAY

:
ment to survive.

n the locality.
FRIDAY