I. Objectives: School Grade Level Teacher Learning Area Teaching Date Quarter Teaching Time No. of Days

School Dr. Maria D.
Pastrana NHS Grade Level Grade 7

LESSON Teacher Rianne Karla M. Gandia Learning Area Science
EXEMPLAR Teaching Date Quarter 2nd Qrtr (week 6)
Teaching Time No. of Days 1 Day
Tuesday
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the organisms
interacting with each other and with their environment to
survive.
B. Performance Standards
C. Learning Competencies or At the end of lesson, learners are expected to:

Objectives
a. Distinguish different types of ecological relationships;
b. Distinguish between symbiotic and non-symbiotic

ecological relationship give examples; and
c. Construct a conceptual framework to show

understanding on ecological relationship
D. Most Essential Learning
Competencies (MELC) Describe the different ecological relationships found in an
(If available, write the indicated MELC) ecosystem
E. Enabling Competencies
II. CONTENT ECOLOGICAL RELATIONSHIPS
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages

b. Learner’s Material Pages PIVOT 4A CALABARZON SCIENCE G7 P. 34-35
c. Textbook Pages
d. Additional Materials from
Learning Resources
Youtube ICT:
B. List of Learning Resources for https://www.youtube.com/watch?v=IvGym33R8K0&t=367s
Development and Engagement https://www.youtube.com/watch?v=IZoIvJEiNaM&t=178s
Activities
IV. PROCEDURES
A. Introduction
The interlocking food chains in a food web show how an

organism interact in a feeding relationship aside from that we
also have interactions among our biotic components or the
living things within an ecosystem, we call as ecological
relationship.
What I Need to Know
The teacher will show pictures and ask students to
describe it.
Based on the pictures, students will determine which
organism benefited, harmed, or unaffected.
Put smiley face if the organism benefits, sad face if the
organism is being harmed, and neutral face if there’s no
effect at all. ( ☺, , )
Organism 1
Tree
Orchid
Organism 2
Bee
Flower
Organism 3
Mosquito
Human
In this part, the content of the lesson will be

presented.
Learning objectives will also be introduced to guide
the learners on the learning targets.
B. Development
ECOLOGICAL RELATIONSHIPS describe the interaction

between and among organisms within their environment.
What I know
The learners will share their idea or own experience about

interacting with each other. Is it important and why does it
exist? What is the purpose of forming interaction or a
relationship with other organisms or family? (Integration of
Values)
What’s In
Deliver the content of the lesson through a power point
presentation.
They will be provided with the definition of words related to
ecological relationships.
Students will determine what type of ecological relationship

as shown in their prior activity.
What is It
The learners will identify the real-life scenarios of ecological

relationship shown in the picture.
This procedure will reinforce the facts of their inquiry and

further improve their knowledge about existing ecological
relationship
C. Engagement
What’s More
• The learners will do/perform the following activities:
a. using a conceptual framework connect the words given to

explain the relationship within the ecosystem (Integration of
Language)
b. Match the correct descriptions presented in numbers 1 to 3.
GIFTED STUDENTS What I Can Do
Watch a short video lesson to better understand the lesson.

1. Challenge Them Enough
2. Collaborative Learning The learners will do/perform the activities indicated in the
3. Keep the Student's module/activity sheets. They are expected to reflect on the
Personality in Mind. different scenarios and how it will affect their lives. Make the
learners give examples of ecological relationship exist in their
community. Write your answer on your activity sheets. (LM p.
37).
D. Assimilation
What I have learned?
The learners will summarize the lesson and share what they
have learned in class.
They will answer a quiz ecological relationship.
What I can do?
The learner will make an illustration of an ecosystem

that shows at least three ecological in relationship
that is happening. (Integration of ARTS in MAPEH)
Rubrics will be provided by the teacher for guidance.
Rubrics components include:
Completeness = 50%
Creativity= 20%
Cleanliness = 20%
Timeliness= 10%
V. REFLECTION The learner on their journal, notebook or portfolio will write their
insights abut the lesson using the prompts below:
I understand that_________________________
I realize that_____________________________
Prepared by:
RIANNE KARLA M. GANDIA

Teacher III

I. Objectives: School Grade Level Teacher Learning Area Teaching Date Quarter Teaching Time No. of Days

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School Dr. Maria D.

Pastrana NHS Grade Level Grade 7

C. Learning Competencies or At the end of lesson, learners are expected to:

b. Distinguish between symbiotic and non-symbiotic

c. Construct a conceptual framework to show

a. Teacher’s Guide Pages

The interlocking food chains in a food web show how an

In this part, the content of the lesson will be

ECOLOGICAL RELATIONSHIPS describe the interaction

The learners will share their idea or own experience about

Students will determine what type of ecological relationship

The learners will identify the real-life scenarios of ecological

This procedure will reinforce the facts of their inquiry and

• The learners will do/perform the following activities:

a. using a conceptual framework connect the words given to

b. Match the correct descriptions presented in numbers 1 to 3.

GIFTED STUDENTS What I Can Do

Watch a short video lesson to better understand the lesson.

What I can do?

The learner will make an illustration of an ecosystem

Rubrics will be provided by the teacher for guidance.

Rubrics components include:

RIANNE KARLA M. GANDIA

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