Week 6: S7Lt - Iih - 10

Week 6
School Capiz National High School Grade Level Grade 7

GRADE 7
STEPHEN JOHN A. BAES Science (Living Things and Their
DAILY LESSON LOG Teacher Learning Area
Environment)
JUNIOR HIGH SCHOOL
Teaching Dates & Time Quarter 2nd Quarter
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
The learners demonstrate an understanding of:

A. Content Standards
Organisms interacting with each other and with their environment to survive
The learners shall be able to:
B. Performance Standards
Conduct a collaborative action to preserve the ecosystem in the locality
The learners should be able to:
A. describe the different ecological relationships found in an ecosystem.
1 Symbiotic relationships
2 Non symbiotic relationships
C. Learning Competencies
B. Transfer of energy through trophic levels
Code: S7LT – IIh - 10

1. Identify the predators 1. Describe how energy is transferred from 1. Identify the components of an ecological pyramid
and prey animals in the one organism to another. 2. Show the decrease in the amount of energy from
environment. 2. Describe what happens to the amount of one trophic level to another through an ecological
2. Describe how predators energy as it moves from one organism to pyramid. (Illustrating)
capture the prey animals another; and
Daily Task
for food; and 3. Create a food chain to illustrate the
3. Describe how predators transfer of energy from one organism to
and prey animals another.
interact with each other
in the environment
II. CONTENT Predation (Which eats what?) Producers, Consumers and Energy Flow Ecological Pyramid and Trophic Level
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 153 - 164 pp. 158 – 164 pp. 158 - 160
2. Learner’s Material pages LM, pp. 122 - 124 LM, pp. 124 – 128 LM, pp. 128 – 129
Week 6
Breaking Through Science 7, Second Edition, pp.
Breaking Through Science 7, Second Edition, pp. 250 - 251
247 - 250
IV. LEARNING TASKS
Food – getting Mechanism Struggles in the Animal World Making Sense!
How does a frog obtain its food? A video clip on the struggles of animals in the The law of conservation of energy states that: Energy
animal world shall be shown to students. The cannot be created or destroyed; it is only changed from
A short video clip on how frogs video should focus on how organisms create one form to another.
make use of their powerful means to obtain food for survival.
ELICIT
tongue to capture a potential Key questions:
source of their food will be 1. What is your idea about the statement?
shown to students. 2. Can it be considered correct?
3. If it is correct, can it be considered true when
related to organisms where energy is transferred
from one organism to another?
Guide questions: Guide questions: Key question:
1. What body structure was 1. What concept is given focus in the video? 1. Infer what happens to energy when it undergoes
utilized by the frog to What made you say so? process of transfer from one organism to another.
ENGAGE capture its food?
2. How does this structure
help the frog survive in
its environment?
Working in groups, the students Teacher – led discussion Teacher – led discussion
will follow a guided activity
(Refer to LM, pp. 122 - 124) Key questions: Focus: Trophic Level
1. Why does an organism eat another Key questions:
The group shall choose a organism? 1. What is a trophic level?
representative to present the 2. Why must an organism obtain energy from 2. What do you call the trophic levels presented as a
output in class. the environment? diagram?
EXPLORE 3. Why are plants considered producers? Guided Activity:
4. Are plants the only organisms in an  The class shall be divided into groups. Each group
ecosystem that can produce their own will be given an activity sheet on ecological
food? pyramid. (see attached activity)
Focus:
Producers (autotrophs)
Photosynthesis (food – making process)
EXPLAIN Key questions: Key questions: Key questions:
Part I. 1. What are consumers? 1. What have you observed with the area of each
Week 6
1. What organisms are 2. What are the classifications of consumers trophic level of an ecological pyramid from its base
involved? according to how they acquire energy? to its apex? Compare the size of each trophic level.
2. Which is the eater? 2. Which trophic level has the greatest percentage of
Which is eaten? Focus: available energy?
3. Which part of the body Consumers (Heterotrophs) 3. Which trophic level holds the least percentage of
does the eater use to get Groups of Consumers: available energy.
its food? 4. When related to the area of each trophic level,
Part II. I. Herbivores what happens with the amount of available energy
4. Which organisms are II. Carnivores as it moves from one to another trophic level?
involved? III. Scavengers
5. Which is the eater? IV. Omnivores
Which is eaten? V. Detritivores Processing:
6. How does the eater get VI. Decomposers Components of an Ecological Pyramid:
its food?  Producers (Third trophic level)
 Primary Consumer (Second trophic level)
 Secondary Consumers (Third trophic level)
 Tertiary Consumers (Fourth trophic level)
 Apex Predators/Top Carnivores (Fifth trophic level)
ELABORATE Key questions: Teacher – led discussion: Teacher – led Discussion

1. What are the common Focus: Energy Flow in the Ecosystem Focus:
characteristics of Sub -concepts: Efficiency of Energy in an Ecological Pyramid
predators? a. Food Chain
2. How do predators help b. Food Web Concepts:
maintain the balance in 1. The efficiency of energy that is made available
the ecosystem? for the next trophic level is 10%.
3. What are the reasons Integrated Activity: 2. The percentage of energy that is utilized before
why predation takes A. The human food chain it is transferred is approximately 90%
place in the ecosystem?
Details: The teacher shall divide the class into Why is it that least percentage of energy is made
desired groups. Each group must be able to think available for the next trophic levels?
of organisms they will represent as part of a food a. Most energy are utilized in different metabolic
chain. It shall consist of a producer and several activities and are released in the form of heat.
consumers and a decomposer. b. Some amount of energy is stored in the non –
edible parts of an organism
Each group shall present their output in class
Key questions:
1. How is energy transferred from one
organism to another through a food chain?
Week 6
2. Describe the flow of energy from one
organism to another in a food chain.
B. The human food web

Details: The teacher shall divide the class into
desired groups. Each group must be able to think
of organisms they will represent as part of a food
web. It shall consist of several producers and
numerous consumers and decomposers.
Each group shall present their output in class.

Key questions:
1. Describe the flow of energy in a food web.
Teacher – made Evaluation Teacher – made Evaluation Teacher – made Evaluation:

I. Identifying Concepts I. Identifying Concepts
EVALUATE
II. Verifying Concepts (True or False) II. Verifying Concepts (True or False)
Creating Illustrations: Creating an Illustration:

A. Food Chain A. Ecological pyramid
B. Food Web
Key questions: Key questions:

1. Describe the flow of energy in a food 1. Describe what happens to the amount of
chain. energy that is made available from the first
EXTEND
2. Describe the flow of energy in a food web trophic level to the next trophic levels.
Week 6
V. REMARKS
VI. REFLECTION
No. of learners who earned
A. 80% and above
B. Below 80%
Did the remedial lessons work? No. of
learners who
A. have caught up with the lesson
B. continue the 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?

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Week 6

School Capiz National High School Grade Level Grade 7

The learners demonstrate an understanding of:

Code: S7LT – IIh - 10

ELABORATE Key questions: Teacher – led discussion: Teacher – led Discussion

B. The human food web

Each group shall present their output in class.

Teacher – made Evaluation Teacher – made Evaluation Teacher – made Evaluation:

Creating Illustrations: Creating an Illustration:

Key questions: Key questions:

Which of my teaching strategies worked

What difficulties did I encounter which

What innovation or localized materials

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