I.

OBJECTIVES
The learners demonstrate understanding of the fact that organisms interact with each other and
A. Content Standards
with their environment to survive
The learners employ appropriate techniques using the compound microscope to gather data about
B. Performance Standards
very small objects
C. Learning Competency/es Differentiate biotic from abiotic components of an ecosystem (S7LT-IIj-12)
Knowledge: Identify the components of the ecosystem
Discuss the significance of organism’s interaction in their environment
Skills: Name the biotic and abiotic components of an ecosystem
D. Learning Objectives
Present ways to protect, preserve, and conserve our ecosystem
Attitudes: Value the important role played by each component of the ecosystem
Embrace the responsibility of taking care of the environment
QUARTER 2 MODULE 7
II. CONTENT/TOPIC
BIOTIC AND ABIOTIC COMPONENTS OF AN ECOSYSTEM
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources Activity sheets, assessment cards, powerpoint presentations, smart TV, laptop
IV. PROCEDURES
AWARENESS

Conduct of daily routine (prayer, checking of attendance)

A. Reviewing previous lesson or
Setting of house rules
presenting the new lesson.
Presentation of the lesson objectives
ELICIT

B. Establishing a purpose for the Answering of the motivational questions below.

lesson. 1. What does it mean to be alive?
ENGAGE 2. What do you think are the basic needs we need to live?

Task 1: Picture Analysis

C. Presenting Divide the class into three groups. Each group will be tasked to study and analyze a certain
examples/instances of the new picture and answer the questions on the worksheet provided.
lesson.
Pictures:
Water, human, trees, climate, worm, temperature, air, butterfly, nutrients, fish

Have each group select a representative to report their output to the class.
ACTIVITY

D. Discussing the new concepts Questions:

and practicing new skills #1. 1. What are the things that you see in the picture?
EXPLORE 2. Which of these things are living? Which are nonliving?
3. Observe the things that you identified as living. What do they have in common?
4. Observe the things that you identified as nonliving. What do they have in common?
5. What interactions do you observe happening among the living and nonliving things?

Task 2: Read to Learn

E. Discussing the new concepts
and practicing new skills #2.
Have students read a short text about the components of the ecosystem.
 Task 3:Watch Out for It!

Have students watch a short video clip about the components of the ecosystem.
F. Developing mastery

ANALYSIS
Discussion on the following through a powerpoint presentation:
(Leads to formative
assessment 3).
 Ecosystem (definition and characteristics)
EXPLAIN
 Components of the ecosystem and their role
 Interactions between living and nonliving things
 Disruptions to ecosystem (The Human Factor)
 Importance of protecting, preserving, and conserving our environment

Have the students answer the following questions:

ABSTRACTION
Questions:
1. What are the different components of the ecosystem?
G. Making generalization and
2. What makes living things different from nonliving things?
abstraction about the lesson.
3. How do organisms interact with each other and with their environment?
4. What will happen to organisms if their environment is not able to provide them with their basic
needs?
 Task 4: Small Group Differentiated Activities (SGDA)

Have each group present ways in dealing with the given disruptions to ecosystem.

Group 1 Creating a Comfort Zone (Verbal- Linguistic Intelligence)

Write an essay that will show how you will help our ecosystem from being disrupted by the
pollution caused by humans.
Use the following guide questions as you explain your work.
1. What are your strengths as human that will help protect, preserve, and conserve our
environment?
2. How will these strengths be your weapons in reducing, if not eliminating, pollution?
3. Why is it necessary to perform cooperatively and responsibly in the community when it
comes to protecting our environment?
4. How can you contribute to the needs of other living things and nonliving things around you?

Guidelines in writing your essay:

Ideas should be organized and manifest coherence.
There should be a strict observance of correct subject-verb agreement.
Punctuation marks should be used correctly.

Group 2 Poster Ad (Visual-Spatial Intelligence)

An advertisement is an effective instrument to present to the public certain ideas and
viewpoints. Create a poster ad that emphasizes the negative effects of urban sprawl to our
H. Finding practical application of ecosystem. Use coloring materials to show creativity.
concepts and skills in daily
living Guidelines in making you poster ad:
ELABORATE Graphical and verbal illustration should have unity and relevance.
Idioms should be used to enhance creativity in your output.

Group 3 In Action (Bodily- Kinesthetic Intelligence)

Present a short drama that will show how you, as students, can prevent/ reduce overharvesting.

Guideline in presenting your drama:

Lines should be delivered with the observance of the correct production of English sounds and
the appropriate use of the various prosodic features of speech

Group 4 Advancing Beyond Scope (Interpersonal Intelligence)

Construct imperatives on clearcutting that will encourage people to become responsible
members of the community when it comes to protecting, preserving, and conserving our
environment. Write your imperatives on a placard. Post all these signs on the walls of the
classroom. Explain to the class why you chose to emphasize those imperatives.

Guidelines in making your placard:

Use appropriate imperatives and prepositions in writing your command
Be sure to express your command in a forceful and confident way.

Note: Grouping is based on the seven multiple intelligences by Howard Gardner. Multiple
APPLICATION

Intelligences Test was conducted at the beginning of the school year. But because each person
has capacities in all seven intelligences, the students are entitled to choose the task they think
they can work on effectively.Source: Excerpt from Armstrong, T. Multiple Intelligences
in the Classroom. Alexandria, VA: Association for Supervision and CurriculumDevelopment
(1994).
 Identify the following as biotic or abiotic. Write A for abiotic and B for biotic.
1. Water
2. Nutrients
3. Butterfly
4. Air
5. Humans
6. Worm
7. Climate
8. Temperature
9. Fish
10. Trees

ASSESSMENT
Draw an example of ecosystem that you can see in your community. Label each component as
I. Evaluating learning. biotic and abiotic (11-20.)
EVALUATION Rubrics for the drawing:
CRITERIA 5 - Outstanding 3 - Developing 1 - Insufficient
Content The drawing The drawing lacks The drawing does
shows complete one component of not show any
components of the the ecosystem relevance to the
ecosystem and topic
their interaction
with each other
Creativity and Images are Images are Images are
Neatness appropriate and appropriate but inappropriate and
layout is pleasing layout is cluttered layout is messy
to the eye

Have students research on the different ecological relationships found in the ecosystem.
ASSIGNMENT

J. Additional activities for

application or remediation. Leave the class with the lines below:“The environment is a collection of living and nonliving
EXTEND things. Without the other, survival is impossible. As stewards endowed with gifts, we are obliged
to take care of our environment the same way we take of ourselves”.

____ Re-teaching       ____ Transfer of lesson to the following day            

V. REMARKS
_____Lack of Time          _____  No class            _____Achieved
VI. REFLECTION
A. No. of learners who earned 80% on the formative assessment
B. No. of learners who require additional activities for remediation
C. Did the remedial lesson work? No. of learner who caught up with the lesson
D. No. of learner 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?