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    Jeffrey Selpo Bondad
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    This document contains a lesson plan for a 7th grade science class on ecosystems. The objectives are for students to understand how organisms interact with each other and their environment to survive. Students will learn to differentiate between biotic and abiotic components of an ecosystem. The lesson activities include identifying living and nonliving things in the school garden and discussing their roles. Key concepts covered are the biotic and abiotic components of an ecosystem, and how living things meet their basic needs through interaction with the physical environment.

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    This document contains a lesson plan for a 7th grade science class on ecosystems. The objectives are for students to understand how organisms interact with each other and their environment to survive. Students will learn to differentiate between biotic and abiotic components of an ecosystem. The lesson activities include identifying living and nonliving things in the school garden and discussing their roles. Key concepts covered are the biotic and abiotic components of an ecosystem, and how living things meet their basic needs through interaction with the physical environment.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
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    179 views3 pages

    The Learners Demonstrate An Understanding of

    Uploaded by

    Jeffrey Selpo Bondad
    This document contains a lesson plan for a 7th grade science class on ecosystems. The objectives are for students to understand how organisms interact with each other and their environment to survive. Students will learn to differentiate between biotic and abiotic components of an ecosystem. The lesson activities include identifying living and nonliving things in the school garden and discussing their roles. Key concepts covered are the biotic and abiotic components of an ecosystem, and how living things meet their basic needs through interaction with the physical environment.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    of 3

    School

    Grade Level Grade 7


    GRADES 1 to 12
     Daily Lesson Log Teacher Learning Area Science 
      Teaching Date and
    Quarter Second
      Time
    DAY:

    I. OBJECTIVES  

    The learners demonstrate an understanding of:


    A. Content Standards  Organisms interacting with each other and with their
    environment to survive
    The Learners should be able to:
    B. Performance Standards   Conduct a collaborative action to preserve the
    ecosystem in the locality
    C. Differentiate biotic from abiotic components of an ecosystem
    S7LT-IIh-9
     Identify the components of the environment;
    Learning Competencies / Objectives
     Compare living and nonliving things; and
      Write the LC code for each
     Describe how organisms interact with each other and
    with their environment.

    II. CONTENT  Components of an Ecosystem

    III. LEARNING RESOURCES  

    A. References  
      1. Teacher's Guide Pages
      2. Learner's Materials Pages pp.123-125
      3. Textbook Pages    
      4. Additional Materials from Learning
      Resource (LR) portal
    Hand lens, pen, paper
    B. Other Learning Resource

    IV. PROCEDURES

    A. Reviewing previous lesson or presenting the  What do living things need in order to survive?
      new lesson  How do living things meet their basic needs?
    The teacher will show a picture of an aquarium.
    She will ask the students to identify what are included in
    the environment of the fish.

    B. Establishing a purpose for the Lesson

    C. Presenting examples / instances of the Activity: In the Garden


      new lesson 1. Visit your school garden.
    2. Observe the living and nonliving things present in the
    garden.
    3. List down the living and nonliving things.

    Living Things Nonliving Things


    D. 1. What are the things that you see in your school garden?
    2. Which of these things are living? Which of these things
    are nonliving?
    3. Observe the things that you identified as living. What do
    they have in common?
    Discussing new concepts and practicing 4. Observe the things that you identified as nonliving. What
    new skills #1 do they have in common?
      5. What is the role of each living things in the environment?
    6. What is the role of each nonliving things in the
    environment?
    7. How do living things interact with each other and with its
    physical environment?
    E. Discussing new concepts and practicing
      new skills #2
    F. Developing mastery
      (Leads to Formative Assessment 3)
    G. Finding practical applications of concepts
     Imagine life without trees. What kind of life would it be?
      and skills in daily living
    H. What are the two components of an ecosystem?
    The two components of an ecosystem are the biotic and
    abiotic components. The biotic component is composed of living
    factors while abiotic component is composed of nonliving factors
    Making generalizations and abstractions or the physical environment.
      about the lesson Living things have basic needs to meet in order to
    survive. These basic needs: water, nutrients, sunlight (for
    plants), and shelter, are provided to them by their physical
    environment. Living things meet their basic needs through their
    interaction with their physical environment.

    Identify whether the following are biotic component or abiotic


    component.
    1. Plants
    I. Evaluating Learning 2. Animals
    3. Soil
    4. Water
    5. Sunlight

    J. Additional activities for application or


      remediation

    V. REMARKS

    VI. REFLECTION

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


     
    B. No. of learners who require additional activities
     
      for remediation who scored below 80%
    C. Did the remedial lessons work? No. of learners
      who have caught up with the lesson
     
    D. No. of learners who continue to require
     
      remediation
    E. Which of my teaching strategies worked well?
     
      Why did these worked?
    F. What difficulties did I encounter which my
     
      principal or supervisor can help me solve?
    G. What innovation or localized materials did I
      Use or discover which I wish to share with other
      teachers? 

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