Grades 7 School Baylimango National High School Grade Level VII

DAILY LESSON LOG Teacher Freshnida M. Insong Learning Area Science

Teaching Dates and Time February 13, 2021 Quarter 2

1. Enumerate parts of the microscope. (ANNOTATIONS)

I. OBJECTIVES 2 write the function of the different parts of the microscope. -PPST INDICATORS/ KRA OBJECTIVES/RUBRIC
3. Show the willingness to enumerate the parts and functions of the microscope. INDICATORS TO BE OBSERVED DURING THE
DEMONSTRATION
A. Content Standards The learners demonstrate understanding of
- the difference between animal and plant cell,
- the parts and functions of the compound microscope.
B. Performance Standards The learners should be able to employ appropriate techniques using the C. Learning Competencies/ Objectives
compound microscope to gather data about very small objects. Write the LC code for each

II. CONTENTPPST MODULE The compound Microscope: Its Parts and Functions
7Identify the parts and function
of the compound microscope
and their respective function.
(S7LT-IIa-2)
KRA 3, OBJ. # 7
MT I-IV RUBRIC, INDICATOR 5
-Plans, manages and
implements developmentally
sequenced teaching and
learning processes to meet
curriculum requirements
through various contexts.
MOV--- Knowledge, skill and
attitude or KSA is applied in
lesson planning objectives in
order to meet curriculum
requirements based on the
Curriculum Guide/CG. Parts of
the DLP are based on the PPST
Modules.

Knowledge: Define what is a

microscope?

Compound
microscope?

Skill: Illustrate the parts

and function of the
microscope

Attitude: Work well with the

members of the
family, relatives,
and friends in
answering the
modules.
II. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages Pp. 108-117

2. Learner’s Materials pages

3. Textbook pages Pp. 103-121
4. Additional Materials from http:// Lrdms.deped.gov.ph/detail/2843lesson
Learning Resources (LR)
portal
B. Other Learning Resources Quarter 2: Module 1 of DepEd Region IX, Activity sheets, laptop, power point PPST MODULE 9
presentation KRA 3, OBJ. 7
-Selects, develops, organizes and uses
You tube Video appropriate teaching and learning resources,
including ICT, to address learning goals.
https://www.youtube.com/watch?v=hWkKSkI3gkU MOV---The lesson is delivered through the use
of power point presentation, laptop and smart
tv.
MOV---Printed materials like activity sheets,
modules are given.
IV. PROCEDURES
A. Reviewing previous lesson or (Integration of positive and non-violent discipline)
presenting the new lesson Presenting the workroom standards; KRA 2, OBJ. # 4
1. Be kind, polite, and courteous to others. - Established a learner-centered culture by by
2. Be respectful to parents,relatives and friends teachers and modules. using teaching strategies that responds to their
3. Read and understand the direction given in the modules. linguistic, cultural, socioeconomic and relegious
4. Work hard and always do your best. backgrounds.
5. Observe social distancing. MOV---To avoid and prevent misbehaviour,
house rules/ standards/guidelines are set
6. Wear face mask.
before doing an activity.
7. Wash Hands.
8. Be safe.

In the previous grade, you learned about the major organs of the human body.
Can you still recall them? Answer the activity below
Activity 1: What Am I?
Direction: Read each statement carefully. Select the correct answer from the word
bank and write your answer in the blank space provided.
Word Bank
Brain liver heart lungs kidneys
1. I have many jobs, I make bile to help your stomach break down food. I
also store nutrients your body needs. What am I? ___________
2. I am a muscle located behind your lungs. I am always moving and never get tired. I
pump blood to all par body. What am I? _____________
3. We are a pair of filters that clean your blood. We take liquid waste from your blood
stream and we send it down to your bladder. What are we? __
4. We take oxygen that your body needs from the air and put it in your bloodstream.
We also take carbon dioxide that is in your blood and send it out in your body. What
are we? _________
I control your muscles and all the organs in your body. I make sure you breathe
automatically, ensure your heart beats properly, and remind you
5. to blink your eyes. I even hold all your thoughts and memories. What am I?
_____________ KRA 2, OBJ. 6
Asking for diagnostic questions: (Refer to the Video) Used strategies for providing timely, accurate
Try This - Direction: Decide whether the statements is true or false. 1.Before the and constructive feedback to improve learner
invention of the microscope, it was not possible to see cell. performance
2. Microscope are generally cheap and easily replaceable. MOV—Diagnostic questions are raised to
3. A magnifying glass can enlarge an image much more than a compound learners in written and/oral information about
 light microscope. learner’s performance/out put that can be
4. A compound light microscope uses a series of lenses to magnify an object. used to raised awareness on their strength and
5. A lens used to magnify an image thinnest in the middle and thicker at the side. weaknesses basis for improvement.
6. To complete the total magnification of multiple lenses, you must simply add the
magnifying factor of each lens.
7. The surface where you place the slide on a compound light microscope is called the KRA 1, OBJ. 2
stage. Ensure the positive use of ICT to facilitate the
learning process.
8. The silver tubes attached to the nose piece on a compound microscope are lenses
called objectives.
MOV- Video presentation from a You tube
9. A low power objectives magnifies an object the greatest.
10. Microscope slides are almost always made of plastic and don’t break easily.

(refer to power point presentation)

B. Establishing a purpose for the (Integration of Vocabulary Skills)
lesson/Motivation/Motive Activity 2: Perfect Match
Questions Direction: Figure 1 shows a Compound light microscope. Study the figure and match
the parts and its function. Write the letter of your choice in the blank provided.

Column A Column B
___ 1. Mirror a. lens at the top that you look through
___ 2. Body tube b. the bottom part used for support
KRA 1, OBJ. # 1
___ 3. Arm c. hold the slides in place
-Applies knowledge of content within and
___ 4. Base d. connects the eyepiece to the objectives across curriculum teaching areas.
___ 5 Revolving nose-piece e. support the tube and connects it to the base
___ 6.Eye piece MOV---Vocabulary skills is integrated during
___ 7.Stage clip f. regulates the amount of light the Matching Type Activity.
___ 8.Coarse adjustment g. tilt the microscope back
___ 9. Fine adjustment h. magnifies the images of the specimen
___10. Diaphragm I. large knob for extra focus
___11. Inclination joint j. small knob for focusing finer details
___12. Objective k. flat platform where slides are placed
___13. Stage l. reflect light from an external source
m. carries objective lenses
C. Presenting (Integration of HOTS and Across subject areas like Expressing ideas using
examples/instances of the descriptive words, phrases and sentences and identifying proper heading)
new lesson Activity 3. The Compound Microscope, Its Parts and Their Functions
Direction: Read and follow the procedures carefully. Answer the Questions that
follow by checking the box of the correct answer.
Procedure
1. Look at figure 1, The Compound light Microscope.
KRA 1, OBJ. # 3
Locate the arm and the base. Hold the arm in your hand and the base in your other
RUBRIC, INDICATOR 2
hand. Suppose you carry it to the other side of your table and put it gently with its
-Applies a range of teaching strategies to
arm facing you. Place it about 17 cm. Away from the edge of the table. develop critical and creative thinking, as well as
Q1. What are the functions of the base and the arm of the mocroscope? higher-order thinking skills.
£ The base provides support, the arm is where the microscope is held MOV---The questions presented is to check
£ The base supports the body tube, the arm is microscope’s support pupils’ comprehension on pictures and video
2. Look for the revolving nosepiece. Note that the objectives are attached to it. You clip presented and are arranged from lower
should know that there are lenses inside the objectives. level to higher level thinking skills. Pupils are
Q2. What do you observe with the objectives of the microscope? challenge to think creatively, critically in the
£ They are of the same lenght absence of a microscope.
£ They are marked with numbers followed by X
3. Find the course adjustment. Imagine that you are turning it slowly upwards and
downwards.
Q3. What do you think will happen if you slowly turn the coarse adjustment knob
upwards and downwards?
£ The body tube with the objectives raised and lowers
£ The objectives change the position
4. Locate the eyepiece. Note, that it is marked with a number and an X. The eyepiece
further magnifies the image of the object that has been magnified by the objective.
This is where you view objects.
In an actual viewing, if the eyepiece is cloudy or dusty, wipe it gently with a piece of
lens paper.
5. Now, locate the mirror. The mirror is used to reflect light from an external light
source like diffused light from the window or ceiling light. When you look through
the eyepiece and with the concave mirror facing up, you have to move it until you
see the bright circle of light known as the field of view of the microscope.
Q4. What is the function of the mirror?
£ Magnifies the image of the object
£ reflects light up to the diaphragm, objects to be observed and lenses
6. Locate the diaphragm. The diaphragm has different sizes holes or openings and it
can be rotated to vary the intensity and size of the cone of light that is projected
upward into the slide. As you rotate it, the amount of light reflected changes. The
bigger the opening, the greater the amount of light reflected.
Q5. What can you infer as to the function of the diaphragm?
£ Regulates the amount of light reflected the object to be viewed
£ Facilitate the changing objectives
7. Now, find the inclination joint. The microscope can be tilted using this part which
allows one to do observation while sitting down. This is, however, only done when
materials observed do not contain liquids.
Q6. What part of the microscope are being connected by the inclination joint?
£ The stage and the diaphragm
£ The arm and the base

Keep this in mind!

The study of the parts and functions of the compound microscope makes you
appreciate its importance in the study of cells and other microorganisms. In activity
1, you identified body organs made up of tiny cells which can only be viewed and
studied through the use of a microscope. In activity 2, you identified the parts of the
microscope and match them with their functions. It is then supported in activity 3
where you try to imagine handling a real microscope and locate each part, figured
out each function according to its location. Given those activities, you can identify
the parts of the compound microscope and their corresponding functions
independently. KRA 2, OBJ. # 5
A Microscope is a tool that can help you see tiny objects and single-celled -Planned and delivered teaching strategies
organisms. It makes them look bigger. that are responsive to the special educational
Its ability to make the specimen bigger is called magnifying power or needs of learners in difficult circumstances
magnification. The microscope also has the capacity to distinguish small gaps including: geographic isolation; chronic illness;
between two separate points which humans cannot distinguish. It is called its displacement due to armed conflict, urban
revolving power or resolution. resettlement or disasters; child abuse and
The compound light microscope (see Figure 1) comes with two sets of lenses child labor practices
which causes it to achieve a higher level of magnification. It uses diffused light from
the sun or artificial light to illuminate the object to be observed through the glass
lenses. As light passes through the lenses, it is bent so the specimen can be seen MOV---learning concepts is reflected in the
because some of their parts reflect light. It is important to remember to remember module, distributed to learners, in the absence
never use direct sunlight as a light source to view objects since direct sunlight can of online (due to internet connectivity), books,
radio and TV or CP.
permanently damage the retina of the eye.

The parts of the compound microscope and its corresponding functions are as
follows;
1. Eyepiece or ocular the lens at the top of the microscope that you look through.
On its rim, there are certain markings such as 5X, 10X, 15X, which indicates the
magnification power.
2. Body tube is a hollow tubular structure that connects the eyepiece to the
objective lenses. It can be shifted down and up using the adjustment Knobs.
3. Arm the part that supports the body tube and connects it to the base of the
microscope.
4. Base the bottom of the microscope used for support. It also houses the
illuminator or the mirror.
5. Stage the flat platform where slides are place.
6. Stage clips holds the slides in place.
7. Mirror it is used to reflect light from an external light source up to the
diaphragm , object to be observed and lenses. Positioning the microscope towards
diffused light from the windows and ceiling one can see through the eyepiece a
bright circle of light called the field of view.
8. Revolving nosepiece carries the objective lenses and can be rotated to easily
change power (magnification).
9. Fine adjustment Knob the small knob used for focusing finer details of the
specimen being viewed.
10. Coarse adjustment knob the large knob locaten on the arm of the microscope
used for moving the body tube down and up for bringing the object to be examined
under exact focus.
11. Objective a component that magnifies the images of the specimen to form an
enlarged image. There are three(3) objective lenses, namely;
A. Oil immersion objective (OIO) used to view bacteria, very small protists,
 and fungi. It is marked 97X or 100X or the word “oil”
B. High power objective (HPO) is marked 40x, 43X, or 60X.
C. Low power objective (LPO) is marked 10X or 12X.
12. Inclination joint a joint where the arm is fastened to the base. It is used to tilt
the microscope for more comfortable viewing.
13. Diaphragm is fastened below the stage. It regulates the amount of light passing
through the specimen.

Activity 4 Decision Matters

Direction: Read the statement below and decide whether to agree or disagree. Draw
a heart if you agree, and X if you disagree in the blank space provided
before the number. Refer to activity 3. The Microscope, Its Parts and Functions
___ 1. Always carry the microscope with both hands. Grasp the arm with one
hand and place your other hand under the base.
___ 2. Place the microscope at least 17 centimeters away from the table with
the arm facing you.
___ 3. Use direct sunlight as a light source to view objects.
___ 4. Use lens paper in cleaning the lenses of the eyepiece and the
objectives.
KRA 3, OBJ. # 7
___ 5. Tilting the microscope allows one to do observations while sitting down
Selected,develop, organized and used
even when the materials observed contain liquid. appropriate teaching and learning resources,
including ICT, to address learning goals.

(refer to power point presentation)

D. Discussing new concepts and

practicing new skills #1 KRA 1, OBJ.#3
-Applies a range of teaching strategies to
 develop critical .
MOV---Literacy and numeracy in giving and
Video Presentation understanding the meaning of difficult words is
Parts and function of the microscope shown during the discussion of new concept
https://www.youtube.com/watch?v=hWkKSkI3gkU and practicing new skills.
Standards in viewing a video presentation.

KRA 1, OBJ. # 1

-Applies knowledge of content within and

across curriculum teaching areas.
MOV---counting is being integrated in the
puzzle presented.

Activity 5. My Part, My Function

Direction: Label the parts of the microscope and give its corresponding functions.
Start at part A down to part M. Write your answers in the table provided.
KRA 1, OBJ. # 3
Parts Function
-Applies a range of teaching strategies to
develop critical and creative thinking, as well as
higher-order thinking skills.
MOV---The questions presented are arranged
from lower level to higher level thinking skills.
Pupils are challenge to think creatively.
 (refer to power point presentation)
E. Discussing new concepts and Integration of Literacy and Numeracy Skills, and HOTS) KRA 1, OBJ. # 3
practicing new skills #2 Activity 6. Microscope Crossword
-Applies a range of teaching strategies to
develop critical and creative thinking, as well as
higher-order thinking skills.
MOV---The questions presented are arranged
from lower level to higher level thinking skills.
Pupils are challenge to think creatively.

F. Developing mastery leads to KRA 3, OBJ. # 8

Formative Assessment 3) Activity 7. Find me a Place
-Set achievable outcomes that are aligned with
Identify the parts of the microscope listed inside the box. Group them according to their basic learning competencies
function.
MOV---The activiy is achievable and aligned
Base body tube arm course adjustment with the learning competencies as shown.
Magnifying mirror
Eye piece fineIlluminating
adjustment Mechanical
stage
Diaphragm revolving nose piece objective lens
G. Finding practical application
of concept and skills in daily Learning Task: Read the following situations. Identify the part and the function of the microscope
living mentioned in each situations.

Situation No. 1. Joey is about to start working on his experiment about plant cell using a
Compound microscope. He noticed that one of the objective lens is missing and the coarse
Adjustment knob is not working. The eyepiece lens is also broken.

Situation No. 2. Liza and her group are observing a wet mount. They have difficulty viewing
the specimen. They wanted to tilt the microscope hoping to get the proper position of the
microscope.

Situation No. 3. After completing a laboratory experiment using a microscope, Kathy

immediately carry and place the microscope inside a laboratory cabinet.
Developing mastery (leads to (Integration of Contextualization, Localization and Gender-Fair) PPST Module1
Formative Assessment 3) KRA 1, OBJ. # 1
Group Presentation/Reporting MT I-IV RUBRIC, INDICATOR 1
(Learners are given utmost recognition in the task they are presented.) -Applies knowledge of content within and
across curriculum teaching areas.
Self-Assessment of the Group Activity MOV--- Contextualization, localization and
(Each group presents their group output rating by presenting their Self-Assessment Card.) gender fair are properly observed in the
manner of grouping, and in the choice of
(refer to power point presentation) instructional materials. Through the accomplished
simple activities, pupils relate the rotation of the earth
to the varied activities of people during day and night.

H. Finding practical applications (Integration of HOTS, Predicting Outcomes & Identifying Cause & Effect relationship) PPST MODULE 3
of concepts and skills in daily KRA 1, OBJ. # 3
living Ask: MT I-IV RUBRIC, INDICATOR 2
1. What might happen if the earth does not rotate? -Applies a range of teaching strategies to
2. What effects might it bring to the earth itself, to the people and other living organism on develop critical and creative thinking, as well as
it, to the temperature, etc. higher-order thinking skills.
MOV---The questions presented challenge the
pupils to think critically.

PPST Module1
KRA 1, OBJ. # 1
 MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and
across curriculum teaching areas.
MOV--- Integration across learning areas like
predicting outcomes and identifying cause and
effect are observed effectively.

I. Making generalizations and Ask: PPST MODULE 10

abstractions about the lesson 1. What is rotation? KRA 4, OBJ. 10
2. What causes day and night? Designs, selects, organizes and uses diagnostic,
3. Did you cooperate with your group in the activity? formative and summative assessment
4. Why is cooperation important in a group activity? strategies consistent with curriculum
requirements.
MOV—Formative questions are raised to
learners to diagnose how far they have learned
or if the objectives of the lesson are carried.

J. Evaluating learning Evaluation: Identifying true and false statements (1-5) PPST MODULE 10
(refer to power point presentation) KRA 4, OBJ. 10
-Designs, selects, organizes and uses
Direction: diagnostic, formative and summative
In a ¼ sheet of paper, write TRUE if the statement is correct and FALSE if it is wrong. assessment strategies consistent with
  curriculum requirements.
1. Rotation of the Earth causes night and day. MOV---The use of formative assessment
2. It takes one year or 365 & ¼ days for the Earth to rotate completely on its axis. consistent with curriculum requirements is
3. Different parts of the Earth experience day and night because the Earth is rotating followed in order to interpret the result of the
on its axis. learners’ progress.
4. When the sun shines on the part of the Earth, that part is night time.
5. The activities of people on the different parts of the Earth differ during day time PPST MODULE 11
and night time. KRA 4, OBJ. 11
Monitors and evaluates learners’ progress and
Monitoring and recording of scores achievement using learners’ attainment data.
How many got 5?__, 4?__, 3?__, 2?__, 1?__ MOV—Results of evaluation are monitored and
Out of 37 pupils, ___ got 80% of the test. reflected on the Learners’ Data in order to
Out of 37 pupils __ got below 80% of the test. support and assess learners’ progress and
achievement.
K. Additional activities for Assignment:
application or remediation Direction: Watch the following in You Tube, then describe in 3 sentences how the earth revolves
around the sun.

Title: Revolution of Earth

https://www.youtube.com/watch?v=nmRovZP7G2w

V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
B. No. of learners who require
additional activities for
remediation
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?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
PREPARED & SUBMITTED BY:

EVA M. CORVERA
MT II
SSS-Science
Maya ES, Daanbantayan II
Cebu Province