DETAILED LESSON PLAN

School : Grade Level : VII

Teacher : Learning Area : Science

Teaching
Dates and : Quarter : Second
Time

1. OBJECTIVES
A. Content The learners demonstrate an understanding of organisms
Standard interacting with each other and with their environment to
survive.
B. Performance The learners should be able to conduct a collaborative
Standard action to preserve the ecosystem in the locality.
C. Learning The learners should be able to describe the different
Competencies ecological relationships found in an ecosystem;
S7LT-IIh-10
2. CONTENT
TOPIC ECOSYSTEMS
Subtopic Ecological Relationships
3. LEARNING RESOURCES
A. References
1. Teacher’s Guide 113-115
Pages
2. Learner’s 115-119
Materials Pages
3. Online Images:
Resources http://bit.ly/2JpIEuC
http://bit.ly/2PNjuaN
http://bit.ly/2vIWbW4
http://bit.ly/2JkpJS2
http://bit.ly/2PR3hBl
http://bit.ly/2VjY8HK 
B. Other Learning Resources
Task Card and Hint Card
Instructional Materials per station
A Powerpoint presentation would supplement the
instruction

4. PROCEDURE
Teacher’s Activity Learners’ Activity
A. Preliminaries Opening Prayer
Setting Environment Suited for Learning (cleanliness and
orderliness)
GREETINGS!
Checking of Attendance
 Announcements and Reminders
B. Review The teacher will ask some If there will be no
(5 minutes) students on what they have volunteers then the
learned from the previous topic. teacher will call someone
to answer.
Answers may vary but the
desired answer will be the
following:

The biotic components are

the living things which are
found in the ecosystem,
such as the different plant
and animal species
comprising the system.
Abiotic components are
those non-living
factors/things that affects
the ecosystem. Example of
these are the soil (edaphic
factors), wind and the
weather, the water, stones
and the like.
C. Establishing a The teacher will let the students
Purpose for try to look around.
the Lesson Key points:
and Each one of you have The students will be given
Presenting different relationships with your 3 minutes to think. Some of
examples/inst respective classmates. Some of the students will then share
ances of the you might be very good friends their thoughts to the class.
new lesson or just friends. Some of you also Answers may vary but at
(5 minutes) might be lovers or haters with least the students will be
one another. All of those able to give importance of
interactions makes up life inside interaction in a system.
this classroom. Imagine a
classroom where talking or
befriending is prohibited. What
could the face of that
classroom?

Interaction is what makes

a system like an ecosystem.
Each population in particular
ecosystem interact with each
other for life and survival (If
there is a need, recall what is a
population). Some interaction
may have a beneficial or harmful
influences in the interacting
population. Some may not affect
 at all. These interaction between
populations is commonly called
symbiosis. Different kinds of
symbiosis are our focus in this
lesson.
We will try to identify the
different ecological interactions
that are taking place in an
ecosystem.
So let’s get it started!
D. Discussing ACTIVITY:
new concepts LEARNING TOUR: Guess The students will be
and practicing What? grouped into five and they
new skills #1 (prior to this lesson, five learning will explore the different
(50 minutes) stations should already be set- learning stations. Each
up in the different corner/side of learning station provides
the classroom) information about one kind
of ecological relationship.
Information that must be present
in the every station. The station will not be
Station 1: Mutualism labelled. What each station
A. Definition has is a definition and
 a type of interaction examples of the
where both species interaction. It is for the
benefit each other. students to predict what
B. Example ecological relationship is
 bees and flowers being defined in the
 The flowers need to bees stations – to be able to do
to pollinate them so their this, they will be given a
seeds can be fertilized. hint card (see attachment)
 Bees need flowers to
make honey for their It is also expected to the
hives. students that they already
Station 2: Commensalism have idea ad information
A. Definition of the topic since they
 an interaction that were previously tasked to
benefits one species and research and study in
does not affect the other advance.
species at all.
B. Example A Task Card per station
 Epiphytes are plants that will be given to each group
depend on other plants for them accomplish (see
for support. Usually, attachment).
epiphytes grow on trunks
and branches of trees. At end of the activity, each
student should be able to:
 Trees are hosts that
a. Predict what
provide a place for the
fern to live. When it ecological
rains, the ferns get interaction defined
nutrients from rotting in each learning
 leaves and other organic station
materials that collect at b. Represent the
the root base of the fern nature of each
plant. ecological
Station 3: Parasitism interaction through
A. Definition symbols
 an interaction that harms c. Perform the
one species and benefits
specific tasks given
the other species. A
each learning
parasite lives on or in a
host organism. station
B. Example
 An insect larva (the
parasite) gets its
nutrients by eating the
leaves – thereby,
damaging the plant (the
host).
Station 4: Predation
A. Definition
 An interaction of an
animal killing and eating
other animal. This type of
interaction harms one
species and benefit the
other.
 An animal that kills and
eat other animals is
called a predator. An
animal that is killed and
eaten by its predator is
called a prey. Prey
animals are usually
smaller and less
powerful than the
predator that eats them.
B. Example
 Cat and mouse
 Frog and insect
 Spider and insect
 Bird and earthworm
 Monkey-eating eagle and
monkey
 Snake and rat
Station 5: Competition
A. Definition
 an interaction that harms
both species. Two
species are competing
for a limited resource.
 This reduces the fitness
of one or both of the
species.
B. Example
 For example, in a
cornfield. Corn plants
compete for nutrients,
space, sunlight, and
water.

Before the activity, the following

should be done:
1. Orient and empower the
leaders of each group to
be responsible and
facilitate all the activities
in every learning station.
2. Rules should be
established. Each group
will be given 4 stars,
each star represents 5
points. The stars will be
posted in front. The stars Leaders must really orient
can be added or their members to be
deducted. Stars will be cooperative. Each group
added for the group should be careful to take
which shows care of their stars.
cooperation and unity.
No one must not be
seen unengaged. Stars
will be deducted from a
group that is too noisy
(irrelevant noise) and
unruly.
There are only 5 minutes in
every station. An alarm will
sound 2 minutes before the time
and if the time is over.
E. Developing Follow up Activity: Sharing During this time, the
Mastery Note: During this time, the students will share on what
(Leads to teacher will add important points they have learned in each
Formative to the students. More examples of the stations. They
Assessment can also be given by the should be able to define
(20 minutes) teachers. the different ecological
interactions and share
their outputs per station.
F. Finding Interaction is inevitable. We
practical need and have to create
applications relationships to all the things
of concepts that surrounds us. As the
and skills in famous saying the goes, “no
 daily living man is an island”. Indeed it is.
(10 minutes) Interaction is a major part of life. Expected response:
An interaction can be beneficial, Be with those people who
like mutualism. Others may helps you grow and
cause harm such as parasitism. develop and, beware of
In a much deeper sense, how those people who only
can we relate to these wants to benefit you. Be
interaction? wise and discerning.
(this portion can be done orally)
G. Making There are different kinds of
generalization interaction that occurs in an
s and ecosystem.
abstractions The teacher will ask students to
about the give a short summary of the
lesson topic through a concept map.
(10 minutes)
H. Evaluating Answer the following:
Learning a. Briefly describe the ecological interactions that we
(10 minutes) have learned.
Mutualism: an interaction where both species benefit
each other.
Commensalism: an interaction that benefits one
species and does not affect the other species at all.
Parasitism: an interaction that harms one species and
benefits the other species.
Predation: An interaction of an animal killing and
eating other animal. This type of interaction harms one
species and benefit the other.
Competition: an interaction that harms both species.
Two species are competing for a limited resource.
b. Complete the following table by representing the
nature of each of the ecological interaction through a
symbol. (+) for positive, (-) for negative, (0) for neutral.
Interaction Species 1 Species 2
Mutualism + +
Commensalism + 0
Parasitism + -
Predation + -
Competition - -

I. Additional
activities for
application or
remediation
5. REMARKS

6. 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 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?
 HINT CARD
ECOLOGICAL INTERACTION STATEMENTS
Study and examine each statement of the different ecological
succession.

Parasitism:
Dumating ka para pahirapan ang buhay ko.
Lahat-lahat na nga sa akin nakuha mo
Pero bakit winasak mo parin mundo ko?
Wala na ba talagang konsensya diyan sa
puso mo?

Commensalism:
Kahit wala akong nakukuha sayo,
dito kalang sa tabi ko,
lahat gagawin ko,
maging happy kalang sa piling ko.

Mutualism Statement:
Mahal kita. Mahal mo ako. Edi Tayo na!

Competition:
Sa mundong hindi sapat
Mananalo lang ang karapatdapat

Predation:
Ganyan talaga ang buhay.
Kung hindi ka marunong kumain, ikaw ang
 kakainin.

TASK CARD
STATION 1

Name of the Ecological Interaction

Each kind of ecological interaction can influence the interacting

population positively (+), negatively (-), or neutrally (0). Describe the
nature of this interaction through the symbols above.
 
 
 
 
 
 
 
Species One (e.g. flower) Species Two (e.g. bees)
 
 
What will happen I to the flowers if there will an absence of the bees?
________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________
 TASK CARD
STATION 1

MUTUALISM
Name of the Ecological Interaction

Each kind of ecological interaction can influence the interacting population

positively (+), negatively (-), or neutrally (0). Describe the nature of this
interaction through the symbols above.
 

+ +
 
 
 
 
 
 
Species One (e.g. flower) Species Two (e.g. bees)
 
 
What will happen to the flowers if there will be an absence of the bees?
The flowers will not be pollinated anymore by the bees causing it to lessen

its population.
 TASK CARD
STATION 2

Name of the Ecological Interaction

Each kind of ecological interaction can influence the interacting

population positively (+), negatively (-), or neutral (0). Describe
the nature of this interaction through the symbols above.
 
 
 
 
 
 
 
 
Species One (e.g. fern) Species Two (e.g.. tree)
 
List down 3 more examples of an organisms that performs a
commensalism type of interaction
___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________
 TASK CARD
STATION 2

COMMENSALISM
Name of the Ecological Interaction

Each kind of ecological interaction can influence the interacting

population positively (+), negatively (-), or neutrally (0). Describe
the nature of this interaction through the symbols above.
 
 

+ 0
 
 
 
 
 
  Species One (e.g. fern) Species Two (e.g.. tree)

 
List down 3 more examples of an organisms that performs an
commensalism type of interaction
1. The relationship between cattle egrets and cattle.

2. A hermit crab taking up residence in an empty seashell.

3. A spider building a web on a tree.

 TASK CARD
STATION 3

Name of the Ecological Interaction

Each kind of ecological interaction can influence the interacting

population positively (+), negatively (-), or neutrally (0). Describe the
nature of this interaction through the symbols above.
 
 
 
 
 
 
 
Species One (e.g. insect Species Two (e.g. plant)
 
larva)
 
Think of a possible host of the following parasites
Lice: ____________________________________

Amoeba: __________________________________

Worm: ____________________________________

Do you know the song entitled Pusong Bato? If yes, sing the chorus
once.
How is this song related to this interaction?
________________________________________________________
________________________________________________________
________________________________________________________
 TASK CARD
STATION 3

PARASITISM
Name of the Ecological Interaction

Each kind of ecological interaction can influence the interacting population

positively (+), negatively (-), or neutrally (0). Describe the nature of this
interaction through the symbols above.
 
 

+ -
 
 
 
 
 
  Species One (e.g. insect Species Two (e.g. plant)
larva)
 

Think of a possible host of the following parasites

Lice: Humans

Amoeba: Humans (digestive tract)

Worm: plants, humans, animals

Do you know the song entitled Pusong Bato? If yes, sing the chorus
once.
How is this song related to this interaction?
Those parasites is similar to that someone whom the song is

pertaining. They just destroy the host as if they have a heart

of a stone.
 TASK CARD
STATION 4

Name of the Ecological Interaction

Each kind of ecological interaction can influence the interacting

population positively (+), negatively (-), or neutrally (0). Describe the
nature of this interaction through the symbols above.
 
 
 
 
 
 
  Prey
Predator

Which picture/s show/s predation? Encircle the number of your choice. At the
upper left corner of the picture, write down which of the organism is the
predator and which is the prey.

1 2 3

6
http://bit.ly/2JpIEuC http://bit.ly/2PNjuaN http://bit.ly/2vIWbW4

5
4 6
 TASK CARD
STATION 4

PREDATION
Name of the Ecological Interaction
Each kind of ecological interaction can influence the interacting population
positively (+), negatively (-), or neutral (0). Describe the nature of this
interaction through the symbols above.
 

+ -
 
 
 
 
 
 
Predator Prey

Which picture/s show/s predation? Encircle the number of your choice. At the
upper left corner of the picture, write down which of the organism is the predator
and which is the prey. 1 2
 
Predator: Tiger
Prey: Dear 1 Predator: Snake
Prey: Frog
2 3

http://bit.ly/2JpIEuC http://bit.ly/2vIWbW4
6
http://bit.ly/2PNjuaN

5 Predator: Frog 6
4 Prey: Butterfly
 TASK CARD
STATION 5

COMPETITION
Name of the Ecological Interaction

Each kind of ecological interaction can influence the interacting

population positively (+), negatively (-), or neutrally (0). Describe the
nature of this interaction through the symbols above.
 

-
 

-
 
 
 
 
 
Species 1 Species 2
 
 

Create a short rap that would talk about this

ecological interaction
Criteria:

Content (at least 4 significant points are included) - 5 pts

Creativity (words are beautifully weaved to form a good lyrics) -

5pts

(This rap will be presented for the next meeting during the
presentation of output.)