DLL Sci7 Q2 19-20

Grade Level 7
DAILY LESSON LOG Teacher Precious Geli

Learning Area Science
Teaching Dates and Time Mon-Fri (8-9/1:00-2:00 PM) Quarter Second
Monday Tuesday Wednesday Thursday Friday

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and
I. OBJECTIVES if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencie s. These are assessed using formative
assessment strategies. Valuing objective support the learning of content and competencies and enable children to find significance and
joy interacting the lesson. Weekly objectives shall be derived from the curriculum guides.
The Learners The Learners The Learners The Learners
demonstrate an understanding demonstrate an understanding demonstrate an understanding demonstrate an
Content Standards of: of: of: understanding of: the
the parts and functions of the parts and functions of the parts and functions of different levels of biological
the compound the compound the compound organization
microscope microscope microscope
The learners should be The learners should be The learners should be The learners should be
able to: able to: able to: able to:
employ appropriate employ appropriate employ appropriate employ appropriate
Performance Standards techniques using the techniques using the techniques using the compound techniques using the
compound microscope to compound microscope to microscope to gather data about compound microscope to
gather data about very gather data about very very gather data about very
smal objects smal objects smal objects smal objects
Identify parts of the Focus specimens using the Focus specimens using the Describe the different
Learning Competencies/ microscope and their compound microscope; compound microscope; levels of biological
Objectives functions; organization from cel
S7LT-IIb-2 S7LT-IIb-2 to biosphere;
S7LT-IIa-1 S7LT-IIc-3
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tacked in a week or two.
II. CONTENT
Microscopy: Parts and Proper Handling and Focusing Specimens on Levels of Biological
Functions Use of The Microscope the Microscope Organization
III. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning. Ensure that there is mix of
RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development
Department of Education. Reyes, V.F., & Alfonso, L. G. Reyes, V.F., & Alfonso, L. G. Education. (2003). The
(2009). Science and Technology (1979). (1979). Pyramid of Life (Levels of
References II textbook. (Rev. ed.). The microscope: Part The microscope: Part 1. Biological Organization).
1. Manila: Alemar- Phoenix Manila: Alemar-
Publishing House Phoenix Publishing House
1|Page
Pasig City: Instructional Biology Demystified:
Materials Development A Self-Teaching
Corporation. Guide.
Retrieved January 16,
2012 from
http://www.education.co
m/
Teacher’s Guide pages Module 2 pp.11-14 Module 2 pp.11-14 Module 2 pp.11-14 Module 1 pp. 1-7
Learner’s Materials pages Module 2 pp. 9-16 Module 2 pp. 9-16 Module 2 pp. 9-16 Module 1 pp. 1-6
Textbook pages
Additional Materials from Learning
Resource (LR) portal
Other Learning Resources
IV. PROCEDURES
Ask the class what Ask the class what are the Recap on the Rules to Recal the smalest
instrument they use when they light system and mechanical observe when handling or using identifiable unit where we can
Reviewing previous lesson or presenting need to see minute objects system of the microscope. What the microscope detect existence of life
the new lesson more clearly. How are these would happen if one part is
instruments damage?
similar to one another?
Why the microscope is How important is the Application on the concepts Life folows a hierarchy of
considered a powerful microscope in the field of learned in Microscopy increasing complexity
Establishing a purpose for the lesson tool? biology?
How is it significant in our
lives
Common types of Show picture

Presenting examples/instances of the new
lesson microscope depicting
the levels of organization in
an organism
Parts and Functions of a Things to observe in Preparing glass slides and Levels of Biological
Discussion of new concepts and practicing Compound light Handling and Using the Focusing the letter “e” Organization
new skills #1 microscope microscope.
(Cels, Tissues, Organs,
Organ
System, Organism)
Discussion of new concepts and practicing
new skills #2
2|Page
Draw ,Label and Identify the Make a poster showcasing Answering of the Activity: How Answering of the Activity 1:
Developing mastery (Leads to parts and functions of a proper microscope usage to Use the Microscope What Makes up an Organism
Formative Assessment 3) compound light
Microscope
Recent biotechnologies The benefits of being able to Any damage inflicted
Finding Practical applications of concepts which alows us to live a observe things not seen cel s affects the tissue
and skills in daily living
more comfortable life with the unaided eye level
Making generalizations and
abstractions about the lesson
Evaluating learning Summative Test Summative Test Formative Test Summative Test
Additional Activities for application
of remediation
IV. REMARKS
V. REFLECTION
3|Page
Grade Level 7

I. OBJECTIVES if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencie s. These are assessed using formative
The Learners The learners The learners The Learners
demonstrate an understanding demonstrate an understanding demonstrate an understanding demonstrate an
Content Standards of: of: of: understanding of: the
the parts and functions of the parts and functions of the parts and functions of different levels of biological
the compound the compound the compound organization
microscope microscope microscope
The learners should be The learners should be The learners should be The learners should be
able to: able to: able to: able to:
employ appropriate employ appropriate employ appropriate employ appropriate
Performance Standards techniques using the techniques using the techniques using the compound techniques using the
compound microscope to compound microscope to microscope to gather data about compound microscope to
gather data about very gather data about very very gather data about very
smal objects smal objects smal objects smal objects
Identify parts of the Focus specimens using the Focus specimens using the Describe the different
Learning Competencies/ microscope and their compound microscope; compound microscope; levels of biological
Objectives functions; organization from cel
S7LT-IIb-2 S7LT-IIb-2 to biosphere;
S7LT-IIa-1 S7LT-IIc-3
II. CONTENT
Microscopy: Parts and Proper Handling and Focusing Specimens on Levels of Biological
Functions Use of The Microscope the Microscope Organization
III. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning. Ensure that there is mix of
RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development
Department of Education. Reyes, V.F., & Alfonso, L. G. Reyes, V.F., & Alfonso, L. G. Education. (2003). The
(2009). Science and (1979). The (1979). The microscope: Part 1. Pyramid of Life (Levels of
References Technology II microscope: Part 1. Manila: Alemar- Phoenix Biological Organization).
textbook. (Rev. ed.). Manila: Alemar- Publishing House
Phoenix Publishing House
Pasig City: Instructional Biology Demystified: A
Materials Development Self-Teaching Guide.
Corporation. Retrieved January 16,
2012
from
http://www.education.co
m/
Teacher’s Guide pages Module 2 pp.11-14 Module 2 pp.11-14 Module 2 pp.11-14 Module 1 pp. 1-7
Textbook pages
IV. PROCEDURES
Ask the class what Ask the class what are the Recap on the Rules to Recal the smalest
instrument they use when they light system and mechanical observe when handling or using identifiable unit where we can
Reviewing previous lesson or presenting need to see minute objects system of the microscope. What the microscope detect existence of life
the new lesson more clearly. How are these would happen if one part is
instruments damage?
similar to one another?
Why the microscope is How important is the Application on the concepts Life folows a hierarchy of
considered a powerful microscope in the field of learned in Microscopy increasing complexity
Establishing a purpose for the lesson tool? biology?
How is it significant in our
lives
Common types of Show picture

lesson microscope depicting
the levels of organization in
an organism
Parts and Functions of a Things to observe in Preparing glass slides and Level of Biological
Discussion of new concepts and practicing Compound light Handling and Using the Focusing the letter “e” Organization(Cels, Tissues,
new skills #1 microscope microscope. Organs, Organ
System, Organism)
new skills #2
Draw ,Label and Identify the Make a poster showcasing Answering of the Activity: How Answering of the Activity 1:
Developing mastery (Leads to parts and functions of a proper microscope usage to Use the Microscope What Makes up an Organism
Formative Assessment 3) compound light
Microscope
Recent biotechnologies The benefits of being able to Any damage inflicted cel s
Finding Practical applications of concepts which alows us to live a observe things not seen affects the tissue level
more comfortable life with the unaided eye
Evaluating learning Summative Test Summative Test Formative Test Summative Test
of remediation
V. REMARKS
Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs to be done to
VI. REFLECTION help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
Grade Level 7
Teaching Dates and Time Mon-Fri (8-9/ 1:00-2:00 PM) Quarter Second

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
I. OBJECTIVES additional lessons, exercises and remedial activities may be done for developing content knowledge and competencie s. These are assessed
using formative assessment strategies. Valuing objective support the learning of content and competencies and enable children to find significance and joy interacting
the lesson. Weekly objectives shall be derived from the curriculum guides.
the difference between the difference between the difference between organisms that can only be
animal and plant cels animal and plant cels animal and plant cels seen through the
Content Standards microscope, many of
which consist of only one
cel
The learners should be able The learners should be able The learners should be able The learners should be
to: to: to: able to:
employ appropriate employ appropriate Employ appropriate employ
Performance Standards techniques using the techniques using the compound techniques using the
compound microscope to microscope to gather data about compound microscope to appropriate techniques
gather data about very very gather data about very using the compound
smal objects smal objects smal objects microscope to gather data
about very
smal objects
Differentiate plant and Differentiate plant and Explain why the cel is Identify beneficial
animal cels according to animal cels according to considered the basic and
Learning Competencies/Objectives presence or absence of certain presence or absence of certain structural and functional unit of harmful microorganisms;
organeles; organeles; al organisms; S7LT-IIe-5 S7LT-IIf-6
S7LT-IId-4 S7LT-IId-4
II. CONTENT
Fungi, Protists, and
Plant Cells Animal Cells Animal and Plant Cells
Bacteria
III. LEARNING RESOURCES List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning. Ensure that there is mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development
Prentice Hal(1995).Exploring life Prentice Hal(1995).Exploring lif e Prentice Hal(1995).Exploring life Carale, L., Galvez, E. &
References science laboratory manual. science laboratory manual. science laboratory manual. Reyes, R. (1990). Science
and Technology for a
Better Life 2. Biology
New Jersey:Prentice New Jersey:Prentice New Jersey:Prentice Workbook. Makati: Basic
Hal,Inc. Hal,Inc. Hal,Inc. Media Systems.
Teacher’s Guide pages Module 2 pp. 5-6 Module 2 pp. 1-6 Module 1 pp 4-7 Module 3 pp. 1-13
Learner’s Materials pages Module 2 pp. 5-8 Module 2 pp. 1-8 Module 1 pp 4-7 Module 3 pp. 1-9
Textbook pages
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration
IV. PROCEDURES of learning by the student which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn
new things, practice their learning, question their learning process, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotted for each step.
Recal on celular Recal on celular organeles Recap on past lesson on Remember the
Reviewing previous lesson or presenting
the new lesson organeles unique to plant cels unique to animal cels Level of Biological Organ
Organization system of plants
Some living organisms
Establishing a purpose for the lesson Ask students if al plant cels Ask students if animals are How essential are cels in life? exhibits characteristics
contain chloroplast? able to make their own food. very similar to plants and
animals
Ask students if they have any Flash a picture of an edible
Let the students prepare onion Let students prepare cheek cels idea how the organeles work mushroom and human with
Presenting examples/instances of the new scale for microscopy study specimen for microscopy together for the cel to function fungal infections. Let the
lesson students site the differences
and similarities
between the two pictures
Plant cels parts and Animal Cels Parts and Portray the different Fungi: Characteristics,
functions Functions functions of certain cell Benefits and Harm
new skills #1
structures
Discussion of new concepts and
practicing new skills #2
Perform Activity 2: Make a Venn Diagram on Create a comic strip Growing Bread
Investigating plant cels the Parts of Plant and having the celular organeles as Mold
Developing mastery (Leads to Animal cels the characters. The theme would Spores Activity
Formative Assessment 3) be about their Minilab 20.1 p. 530
function Biology Dynamics of Life
Not al plant cels contains Cels have various Cels interact with each Fungi are both friend and
Finding Practical applications of concepts
chloroplast, take for structures and perform other to produce a well- foe. Some such as
example root cels. The different functions. coordinated cel. mushrooms provide food.
major site of food production in Other fungi produce
plants are the leaves, so it is antibiotics. Yet fungi also
expected that chloroplast is damage crops, buildings, and
prevalent in leaf cels animals

Answering of Activity Summative Test Comic strip making Answering of Activity
Evaluating learning
Sheet Sheet
of remediation
V. REMARKS
VI. REFLECTION help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions
Grade Level 7

I. OBJECTIVES additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed
Organisms that can only be Organisms that can only be seen Organisms that can only be Reproduction being both
seen through the microscope, through the microscope, many of seen through the microscope, asexual or sexual
Content Standards many of which consist of only which consist of only one cel many of which consist of only
one one
cel cel
The learners should be able The learners should be able The learners should be able The learners should be
to: to: to: able to:
employ appropriate employ appropriate employ appropriate techniques employ
Performance Standards techniques using the techniques using the compound using the compound
compound microscope to microscope to gather data about microscope to gather data appropriate techniques
gather data about very very smal about very using the compound
smal objects objects smal objects microscope to gather data
about very
smal objects
identify beneficial and identify beneficial and identify beneficial and differentiate asexual from
harmful microorganisms; harmful microorganisms; harmful microorganisms; sexual reproduction
S7LT-IIf-6 S7LT-IIf-6 S7LT-IIf-6 terms of:
Learning Competencies/Objectives *number of individuals
involved;
*similarities of offspring to
parents;
S7LT-IIg-7
II. CONTENT
Fungi, Protists, and Fungi, Protists, and Fungi, Protists, and Asexual reproduction
Bacteria Bacteria Bacteria Sexual reproduction
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning. Ensure that there
III. LEARNING RESOURCES
is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development
Carale, L., Galvez, E. & Reyes, Carale, L., Galvez, E. & Reyes, Carale, L., Galvez, E. & Campbel, N.A. & Reece, J.
R. (1990). Science and R. (1990). Science and Reyes, R. (1990). B. (2009). Biology (8th
Technology for a Better Technology for a Better Science and edition). San Francisco:
References Life 2. Biology Life 2. Biology Technology for a Better Pearson/Benjamin
Workbook. Makati: Basic Media Workbook. Makati: Basic Media Life 2. Biology Cummings.
Systems. Systems. Workbook. Makati: Basic
Media Systems.
Teacher’s Guide pages Module 3 pp. 1-13 Module 3 pp. 1-13 Module 3 pp. 1-13 Module 4 pp. 1-4
Textbook pages
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
IV. PROCEDURES the student which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
ways to learn new things, practice their learning, question their learning process, and draw conclusions about what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotted for each step.
Remember that fungi are Protozoans or animal-like Recal that One of the characteristics of
unicelular or multicel ular protist resemble animals in the prokaryotes are unicelular an organism is that it is
eukaryotic organism. There are way they get food organisms that don’t have capable of reproducing.
Reviewing previous lesson or presenting some beneficial fungi and fungi a nucleus or membrane
the new lesson that cause harm. bound organeles.
They are caled bacteria
Besides form fungi, what are There are Protist which can Ask students if they have Ask students on how to
Establishing a purpose for the lesson other living organisms aside make their own food any idea on any “good propagate a tomato plant if
from plants and bacteria” you want to preserve its
animals? desirable characteristics?
Animal like protist Plant like protist, no true Touch on importance Ask students if they have
roots, stems, and leaves of bacteria in Nitrogen seen
fixation, recycling of Katakataka leaf
Presenting examples/instances of the new nutrients, food and
lesson medicine.
Diseases caused by
bacteria like TB and
tetanus
Discussion of new concepts and practicing Protists (Protozoans) Protists (Algae) Bacteria Asexual Reproduction
new skills #1 (Vegetative Propagation and
Spore Formation)
KWL Chart on benefits and Perform Activity 1: Can you
Developing mastery (Leads to
Film Showing harm caused by species of algae Film Showing grow Plants from Eyes?
Formative Assessment 3)
Some Protists cause diseases, Red tide which causes poisoning of Bacteria cause Due to increase demand for
such as malaria and sleeping birds, fishes and mammals are diseases. Other bacteria fix food due to increasing
Finding Practical applications of concepts sickness, that result in millions of caused by algae nitrogen, recycle nutrients, population. Farmers can
and skills in daily living human deaths and help make food propagate plants faster
products and through asexual reproduction
medicines

Evaluating learning Summative Test KWL Chart Summative Test Performing of Activity
of remediation
V. REMARKS
VI. REFLECTION help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions
Grade Level 7/ACH
Teaching Dates and Time Mon-fri 8-9/ (1:00-2:00 PM) Quarter Second

reproduction being both reproduction being both organisms that can only be reproduction being both
asexual or sexual asexual or sexual seen through the asexual or sexual
Content Standards microscope, many of
which consist of only
one cel
The Learners should be able The Learners should be able to: The Learners should be The Learners should be able
to: employ appropriate able to: to:
employ appropriate techniques using the compound employ appropriate employ appropriate
Performance Standards techniques using the microscope to gather data about techniques using the techniques using the compound
compound microscope to very smal compound microscope to microscope to gather data about
gather data about very objects gather data about very smal
smal objects very smal objects objects
Differentiate asexual from Differentiate asexual from Describe the process Describe the process
sexual reproduction in sexual reproduction in terms of: of fertilization; of
terms of: *number of individuals S7LT-IIg-8 fertilization;
Learning Competencies/Objectives *number of individuals involved; S7LT-IIg-8
involved; *similarities of offspring to
*similarities of offspring to parents;
parents; S7LT-IIg-7
S7LT-IIg-7
II. CONTENT Asexual reproduction Asexual reproduction Asexual Asexual reproduction

Sexual reproduction Sexual reproduction reproduction Sexual reproduction
Sexual
reproduction
III. LEARNING RESOURCES List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning. Ensure that there
is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development
Campbel, N.A. & Reece, J. Campbel, N.A. & Reece, J. Campbel, N.A. Campbel, N.A. & Reece, J.
B. (2009). Biology (8th edition). B. (2009). Biology (8th & Reece, J. B. (2009). Biology
References San Francisco: edition). San Francisco: B. (2009). (8th edition). San
Pearson/Benjamin Cummings. Pearson/Benjamin Cummings. Biology (8th edition). San Francisco: Pearson/Benjamin
Francisco: Cummings.
Pearson/Benjamin
Cummings.
Textbook pages
IV. PROCEDURES the student which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning process, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotted for each step.
Recal that vegetative Recal that when an organism In flowering plants sexual Recal that the flower is the
propagation and spore reproduce reproduction is synonymous reproductive structure in
Reviewing previous lesson or presenting formation type of reproduction asexualy then it is an exact copy with a unique structure-the plants. Some plants have
the new lesson can happen without a mate of the parent flower the male and the female
reproductive structures in
one flower.
Give other means on how to Ask students what will happen if Polination and Let students analyze their
Establishing a purpose for the lesson reproduce asexualy a sea star lost or injured its arm fertilization in seed plants are physical appearance, let
two them identify which of
different and separate their
events traits came from their mother
or father.
An individual splitting into Show a picture or video of a Polination brings Present a picture of a family
two or arises from the regenerating sea star together the gametes of a
outgrowth of existing ones flower Each pol en forms a
tube that grows down
Presenting examples/instances of the new through the pistil and
lesson reaches the ovule in the
ovary. One of the nuclei in
the polen tube unites with
the egg nucleus in the ovule
to form a zygote
Fragmentation and Polination and Animal Sexual Reproduction
Discussion of new concepts and practicing Regeneration
Fission and Budding Fertilization in
new skills #1
Flowering Plants

new skills #2
Perform Activity 2: Can Video Clip on regenerating Perform Activity 3: Film Showing on
Developing mastery (Leads to
Formative Assessment 3) One become Two? sea star Structure of a Sexual
Gumamela Flower Reproduction
Organisms that can The term regeneration Sexual reproduction These genetic differences
reproduce asexualy are normaly refers to regrowth of need two parents, a male which results from sexual
Finding Practical applications of concepts particularly wel suited to colonize missing or damaged body parts in and a female and involves reproduction help to ensure
and skills in daily living new habitats because a single higher organisms, but whole body specialized cels or gametes. the survival of the species in
individual regeneration changing environmental
can establish an entire new occurs in starfish, and many conditions
population plants

Answering of Activity Summative Test Answering of Activity Answering of Activity
Evaluating learning
Sheets Sheets Sheets
of remediation
V. REMARKS
Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs to be done to help
VI. REFLECTION
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions
Grade Level 7/ACH
Teaching Dates and Time Mon-Fri (8-91:00-2:00 PM) Quarter Second

Organisms interacting with each Organisms interacting with each Organisms interacting with Organisms interacting with each
a. Content Standards other and with their environment other and with their environment each other and with their other and with their environment
to survive to survive environment to survive
to survive
The Learners should be The Learners should be The Learners should The Learners should be
able to: able to: be able to: able to:
b. Performance Standards conduct a colaborativ e action conduct a colaborativ e action to conduct a colaborativ e conduct a colaborative action to
to preserve the ecosystem in the preserve the ecosystem in the action to preserve the preserve the ecosystem in the
locality locality ecosystem in the locality
locality
Differentiate biotic from Differentiate biotic from abiotic Describe the different Describe the different ecological
c. Learning Competencies abiotic components of an components of an ecosystem; ecological relationships relationships found in an
/Objectives ecosystem; S7LT-IIh-9 found in an ecosystem; ecosystem;
S7LT-IIh-9 S7LT-IIh-10 S7LT-IIh-10
1. Components of an 1. Components of an 1. Components of an 1. Components of an

ecosystem ecosystem ecosystem ecosystem
2. Ecological relationships 2. Ecological relationships 2. Ecological 2. Ecological relationships
II. CONTENT 2.1 Symbiotic relationships 2.1 Symbiotic relationships Relationships 2.1 Symbiotic relationships
2.2 Non symbiotic 2.2 Non symbiotic 2.1 Symbiotic 2.2 Non
relationships relationships relationships symbiotic
3. Transfer of energy through 3. Transfer of energy through 2.2 Non symbiotic relationships
trophic levels trophic levels relationships 3. Transfer of energy through
3. Transfer of energy trophic levels
through trophic levels
Campbel, N.A. & Reece, Campbel, N.A. & Reece, J. Campbel, N.A. & Campbel, N.A. & Reece, J.
J. B. (2009). Biology (8th B. (2009). Biology (8th edition). Reece, J. B. (2009). B. (2009). Biology (8th edition). San
References edition). San Francisco: San Francisco: Pearson/Benjamin Biology (8th edition). San Francisco: Pearson/Benjamin Cummings.
Pearson/Benjamin Cummings. Cummings. Francisco:
Pearson/Benjamin
Cummings.
Teacher’s Guide pages Module 5 pp. 1-4 Module 5 pp. Module 5 pp. Module 5 pp.
Learner’s Materials pages Module 5 pp. 1-4 Module 5 pp. Module 5 pp. Module 5 pp.
Textbook pages
ways to learn new things, practice their learning, question their learning process, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotted for each step.
Remember that in an ecosystem, Recal that the environment is Let the student’s site Ask the students what would happen if
Reviewing previous lesson or presenting both living and nonliving composed of the liv ing and non- connection between living there is scarcity of resource in the
the new lesson components are involved living components and nonliv ing things in the environment?
environment.
How important are the How do living organisms Let the students listen Organisms need to coexist
Establishing a purpose for the lesson abiotic factors in the make use of abiotic to the song with each other and must
environment for our components in order to “Magkaugnay” by Joey adapt to the environment in order to
survival? survive Ayala survive
lesson
Biotic and Abiotic Components Infer what happens to organisms Ecological Ecological Relationships (Symbiotic
Discussion of new concepts and practicing in the Environment if their environment is not able to Relationships Relationships)
new skills #1 provide them with their (Symbiotic
basic needs. Relationships)

Developing mastery (Leads to Perform Activity 1: What Perform Activity 2: Activity 3: Which Eats Role Playing of Symbiotic
Formative Assessment 3) does it mean to be Alive? Housemates? Ecomates What? Relationships
Living organisms cannot survive There is interdependence among Values Integration – Relationships also exist in the lower
Finding Practical applications of concepts without the nonliving the components of the Responsibility and forms of organism
and skills in daily living components of the environment. environment; organisms Relationships
interact with their environment
to survive.
Answering the Activity Answering the Activity Answering the Activity Role playing
Evaluating learning
Sheets Sheets Sheets
of remediation
V. REMARKS
Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs to be done to help
VI. REFLECTION
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions
Grade Level 7/ACH

I. OBJECTIVES if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using formative
organisms interacting organisms interacting with organisms interacting organisms interacting
Content Standards with each other and with each other and with their with each other and each other and with environment to
their environment to environment to survive with their environment to survive
survive survive with
their
The Learners should be able The Learners should be able The Learners should be The Learners should be able
to: to: able to: to:
Performance Standards conduct a colaborativ e action conduct a colaborative action to conduct a colaborativ e conduct a colaborative action to preserve
to preserve the ecosystem in preserve the ecosystem in the action to preserve the the ecosystem in the locality
the locality locality ecosystem in the
locality
Predict the effect of Predict the effect of changes Predict the effect of Predict the effect of changes
changes in one in one population on other changes in abiotic factors in abiotic factors on the
Learning Competencies/Objectives population on other populations in the ecosystem; on the ecosystem. ecosystem.
populations in the S7LT-IIi-11 S7LT-IIj-12 S7LT-IIj-12
ecosystem;
S7LT-IIi-11
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tacked in a week or
two.
1. Components of an 1. Components of an 1. Components of an 1. Components of an
ecosystem ecosystem ecosystem ecosystem
2. Ecological relationships 2. Ecological relationships 2. Ecological 2. Ecological relationships
II. CONTENT 2.1 Symbiotic 2.1 Symbiotic relationships relationships 2.1 Symbiotic relationships
relationships 2.2 Non symbiotic 2.1 Symbiotic 2.2 Non symbiotic
2.2 Non symbiotic relationships relationships relationships
relationships 3. Transfer of energy 2.2 Non symbiotic 3. Transfer of energy
3. Transfer of energy through trophic levels relationships through trophic levels
through trophic levels 3. Transfer of energy
through trophic levels
Campbel, N.A. & Reece, Campbel, N.A. & Reece, J. Campbel, N.A. & Campbel, N.A. & Reece, J.
J. B. (2009). Biology (8th B. (2009). Biology (8th edition). Reece, J. B. (2009). B. (2009). Biology (8th edition). San
References edition). San Francisco: San Francisco: Pearson/Benjamin Biology (8th edition). San Francisco: Pearson/Benjamin Cummings.
Pearson/Benjamin Cummings. Francisco:
Cummings. Pearson/Benjamin
Cummings.
Textbook pages
ways to learn new things, practice their learning, question their learning process, and draw conclusions about what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotted for each step.
Recal that symbiotic Ask the students to compare and Food chains always starts Show a food chain and let the students
Reviewing previous lesson or presenting relationship could either be contrast predation from parasitism with plants or identify the trophic level of each
the new lesson +/+,+/-,+/0 photosynthesizing organism
relationship organisms
What would happen if How is energy passed on the Identification of the
Establishing a purpose for the lesson there is an overlap niches of food chain trophic level of the What to do
organisms involve in a food biodegradable waste?
chain
with
Show a picture of a lion eating Show students an example of a food Since plants can make their
a deer chain own food then they are
Presenting examples/instances of the new termed as producers while Flash the ff phrases on the board:
lesson animals as consumers  Nitrogen cycle
Carbon-Oxygen Cycle
Predation and Food chain and Food web Producers, order/primary Cycling of Nutrients
Discussion of new concepts and practicing Competition consumers,
new skills #1 order/secondary
consumers......
first 2nd
Let the students ilustrate 5 food Answer Energy Perform Activity 4: What to do with
Developing mastery (Leads to chains and interlink it to Transfer In the
Picture Analysis Food Waste
Formative Assessment 3)
form a food web Ecosystem
In order to survive we Through these series of The food web can be Materials in the form of
must know how to defend steps of eating and being eaten, viewed not only as a nutrients needed by living things are
ourselves from possible harm. energy flows from one trophic network of chains but also cycled between organisms and the
Finding Practical applications of concepts When a shared resource level to another. Green plants or as a series of trophic environment. Energy flows and
and skills in daily living is in short supply, organisms other photosynthesizing organisms (nutritional) levels. materials are cycled in the ecosystem.
compete, and those that are use light energy from the sun to Indeed, we live in a dynamic world.
more successful survive. manufacture
carbohydrates for their own
needs

Oral Recitation Making of food chains and Summative Test Summative Test
Evaluating learning
food web
of remediation
V. REMARKS
VI. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions

DLL Sci7 Q2 19-20

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

DLL Sci7 Q2 19-20

Uploaded by

Copyright:

Available Formats

Grade Level 7

DAILY LESSON LOG Teacher Precious Geli

Monday Tuesday Wednesday Thursday Friday

Common types of Show picture

Monday Tuesday Wednesday Thursday Friday

Common types of Show picture

Monday Tuesday Wednesday Thursday Friday

Making generalizations and

Monday Tuesday Wednesday Thursday Friday

Making generalizations and

Monday Tuesday Wednesday Thursday Friday

II. CONTENT Asexual reproduction Asexual reproduction Asexual Asexual reproduction

Discussion of new concepts and practicing

Making generalizations and

Monday Tuesday Wednesday Thursday Friday

1. Components of an 1. Components of an 1. Components of an 1. Components of an

Discussion of new concepts and

Monday Tuesday Wednesday Thursday Friday

Making generalizations and

You might also like