Professional Documents
Culture Documents
Science 7 Lesson Exemplar Biological Organization Q2
Science 7 Lesson Exemplar Biological Organization Q2
I. OBJECTIVES 1. describe the different levels of biological organization from cell to biosphere;
2. illustrate the coordinated function of cell, tissues and organ systems for
maintaining life of plants, animals and human beings and
3. recognize the necessity of an organized system for proper growth, development
and survival of an organism.
A. Content Standards The learners demonstrate an understanding of the different levels of biological
organization
B. Performance Standards
C. Learning Competencies
or Objectives
D. Most Essential Learning
Competencies (MELC) Describe the different levels of biological organization from cell to biosphere.
(If available, write
the indicated MELC)
E. Enabling Competencies Describe the different levels of biological organization from cell to biosphere;
(If available, write the S7LT-IIc-3
attached enabling
competencies)
II - Content Level of Biological Organization
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide
81-94
Pages
b. Learner’s Material
Pages 90-101
c. Textbook Pages
d. Additional Materials Biology M6 Level of Biological Organization - retrieved from
from Learning https://lrmds.deped.gov.ph/detail/7168
Resources
B. List of Learning Resources https://microscope-microscope.org/microscope-info/how-to-use-a-microscope/
for Development and https://sciencing.com/calculate-magnification-light-microscope-7558311.html
Engagement Activities pictures, table
IV. PROCEDURES
A. Introduction The learners will read and perform the following activities, then answer the guide questions.
Activity 1
Emoji mo!
( Duration: 10 minutes )
The following statements describe the technique in focusing the specimen . Draw a
if the statement is correct and a if it is incorrect.
Statement Answer
followin 1.Inverted letter e is seen under the microscope.
2.An animal cell was viewed using a 10x eyepiece and
100x high power objective, so it’s magnification is 100
times.
3.A five peso coin can be observed using the compound
microscope.
An anim 4. An animal cell being observed is seen at the topmost
part of the field of view under the LPO. If you want to
center the specimen, move the slide toward the user.
5. The total magnification produced by a microscope
using 5x ocular lens and 10x objective lens is 50x.
Check your answer with the key on page __ of your module.
What is your score? If you got it all correct, congratulations, that means
you have a wide understanding about our previous topic. You may proceed
with the next activity entitled____________. However,if you got score below 3
read and answer the question that follows.
Look at the objective lens and the stage from the side
(Figure 2, at right) and turn the coarse focus knob so that the
objective lens moves downward (or the stage, if it moves,
goes upward). Move it as far as it will go without touching
the slide!
Figure 2
Now, look through the eyepiece and adjust the
illuminator (or mirror) and diaphragm (Figure 3,at left)
for the greatest amount of light.
Slowly turn the coarse adjustment so that the objective
Figure 3 lens goes up (away from the slide). Continue until the
image comes into focus. Use the fine adjustment, if
available, for fine focusing. If you have a microscope
with a moving stage, then turn the coarse knob so the stage moves downward or
away from the objective lens.
Move the microscope slide around so that the image is in the center of the field of
view and readjust the mirror, illuminator or diaphragm for the clearest image.
Now, you should be able to change to the next objective lens with only minimal
use of the focusing adjustment. Use the fine adjustment, if available. If you cannot
focus on your specimen, repeat steps 4 through 7 with the higher power objective
lens in place. Do not allow the objective lens to touch the slide!
The proper way to use a monocular microscope is to look through the eyepiece with
one eye and keep the other eye open (this helps avoid eye strain). If you have to
close one eye when looking into the microscope, it's ok. Remember, everything is
upside down and backwards. When you move the slide to the right, the image goes
to the left!
Do not touch the glass part of the lenses with your fingers. Use only special
lens paper to clean the lenses.
When finished, raise the tube (or lower the stage), click the low power lens into
position and remove the slide.
Always keep your microscope covered when not in use. Dust is the number one
enemy!
Remember, microscopes are expensive scientific instruments. Handle them properly
and carefully and they will last for many years!
Answer the following briefly (Note: You will answer the questions below if you
got score below 3 in the previous activity)
1. What are the two parts of the light microscope that magnify the image of an
object?
_________________________________________________________
4. An animal cell was viewed using a 10x eyepiece and 100x high power
objective. How much will the animal cell be magnified?
_____________________________________________________________
Ink tube
cap
ballpoint
Barrel shell
However, if you got 7 and below, you may have to enhance your knowledge
about this topic by studying it.
Activity 4
What makes up an organism?
(Duration: 1 hour and 30 minutes)
Objectives
In this activity, you should be able to:
1. identify the parts that make up an organism,
2. describe the function of each part, and
3. describe how these parts work together in an organism.
Direction: Read the selection below and answer the questions that follow.
( Note:You may browse the internet or ask assistance from your parents or
brother and sister)
Have you ever asked yourself what makes you up and the
other organisms around you?
Figure 2 shows a model of a human torso.
Q1. What parts of the human body do you see?
_________________________________________
Q2. To which organ systems do these parts belong?
_________________________________________
Figure 3 shows some organ systems that
Photo: Courtesy of Michael
you may be familiar with. Anthony B. Mantala
Q3. Can you identify these organ systems? Biology Laboratory, UP NISMED
___________________________________________ Figure 2. A model of
Q4. How do these organ systems work? a
___________________________________________ human torso
Photo: http://fc.amdsb.ca/~melanie_mccowan/S04B36342.2/
human-_body.jpg
Figure 3. Some Organ Systems
The circulatory system is one of the organ
systems that make up an organism. It is made
up of the heart, blood vessels, and blood.
Figure 4 shows a model of a human heart.
Your heart is about the size of your fist. It pumps
and circulates blood to the different parts of
the body through the blood vessels. Photo: Courtesy of Michael
Certain diseases affect the heart and Anthony B.
Mantala
cause it to function improperly.
Figure 4. A model of
To learn more about these diseases and what
a
they do to the heart, interview
relatives or neighbors who have heart problems or who know of people who have
the disease. You can also use the internet and the library to read articles about how
certain diseases affect the heart, its parts, and the whole organism.
Q5. Refer to Figure 4. What parts of the human heart do you see?
_____________________________________________________________
Q6. What do you think will happen to the heart if any of these parts were injured or
diseased?
_____________________________________________________________
Q7. If these parts of the heart were injured or diseased, what do you think will
happen to the organism?
_____________________________________________________________
The excretory system is another organ
system that makes up an organism. It is made
up of different organs that help the body
eliminate metabolic wastes and maintain
internal balance. These organs include a pair of
kidneys. Figure 5 shows a model of a human
kidney. What shape does it look like?
The kidneys are made up of even smaller
parts. Some parts eliminate wastes that are no
longer needed by the body; other parts function
in the reabsorption of water and nutrients.
Like the heart, certain diseases also affect the
kidneys and their function. To learn more about Photo: Courtesy of Michael
these diseases and what they do to the kidneys, Anthony B. Mantala
interview relatives or neighbors who have kidney Biology Laboratory, UP
problems or who know of people NISMED
Figure 5. A model of a
who have the disease. You can also use the
human kidney
internet and library resources to read articles or
news clips about how certain diseases affect the kidneys – and the other organs of
the body and the whole organism.
Q8. Refer to Figure 5. What parts of the human kidney do you see?
___________________________________________________________
Q9. What do you think will happen to the kidneys if any of these parts were
injured or diseased?
___________________________________________________________
Q10. If these parts of the kidneys were injured or diseased, what do you think will
happen to the organism?
______________________________________________________________
Directions:
1. From the interviews you have made in Activity 4 and the articles
you have read about certain diseases that affect the heart, kidneys, and the other
parts of the body, complete the table below. You may use bond paper if the spaces
provided in the table are not enough.
2. On the topmost row write a disease, which you have read about or learned from
your interview, that affects parts of the human body.
3. In each of the boxes that correspond to the levels of organization, describe how
the disease affects the parts that make up each level.
4. Opposite each level of organization, cut and paste pictures (you may use the
pictures that come with the articles) that show how the disease affects the parts that
make up the different levels.
Another option is to show it through drawing.
Table. Diseases and their effects on the levels of organization in an Organism.
Disease: Pictures/Drawings
How does the disease affect
each of the following levels
of organization?
Organism
Organ System
Organ
Tissue
Cell
After learning the different levels of organization in organisms, can you think of
levels of organization that are bigger than the organism?
Figure 20
Community dominated by Figure 21
trees Mountain community
Ecosystem
may be small or big, natural or artificial. Examples of natural ecosystems are rivers,
lakes or oceans. Terrarium and aquarium are examples of artificial ecosystem. The
biggest ecosystem is the entire biosphere. It is the worldwide sum of
all ecosystems. It can also be termed the zone of life on Earth.
Activity 6
Use it!
( Duration: 20 minutes)
I - Direction:Use the following terms to identify the term being described by the
word/phrase(Note: Answer may be repeated)
Cell population Community
Tissue Organism biosphere
organ Organ system ecosystem
_____________ 1. muscle in the heart
_____________ 2. yeast
_____________ 3. mosquitoes in the forest
_____________4. forest
_____________ 5. root of the mango tree
_____________ 6. respiratory system
_____________7. Kidney
II – Direction : Arrange the level of biological organization in ascending order
( from smallest to biggest).
Cell population Community
Tissue Organism biosphere
organ Organ system ecosystem
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
D.Assimilation Activity 6
POST- TEST
( Duration: 20 minutes)
Direction: Encircle the letter of the best answer.
_____1. The heart pumps blood that carries oxygen and nutrients to the different
parts of the body. To which organ system does the heart belong?
A. Circulatory
B. Digestive
C. Excretory
D. Reproductive
_____2. Cancer starts from cells that start to grow uncontrollably fast. They destroy
tissues and organs. What does this say about the effects of diseased cells on the
higher levels of organization in an organism?
A. Cancer involves only certain kinds of cells and does not affect any
other kind of cell.
B. Diseased cells affect only the next higher levels of organization that
they make up – the tissues.
C. Diseased cells damage the higher levels of organization they make
up: tissues, organs, organ systems, and eventually, the whole organism.
D. Diseased cells do not affect the other parts of an organism.
_____3. Each part of an organ system plays a specific function. Which of the
following structures does not match its function?
A. Eyes : Sight
B. Kidneys : Respiration
C. Heart : Circulation
D. Stomach : Digestion
_____4. Flowers are the reproductive organs of plants. How are flowers different
from the reproductive organs of animals?
A. Flowers have male and female parts; animals have either male or female
parts.
B. Flowers need pollinators like bees to reproduce; animals do not.
C. Flowers are shed from time to time; nothing is shed from animals.
D. There is no difference between flowers and the reproductive organs of
animals.
____5. The organ systems of plants consist of the root and shoot systems. Why is it
important for these organ systems to work together?
A. To grow and survive
B. To avoid pests and other animals
C. To survive floods and strong winds
D. To survive droughts and earthquakes
____6. Which of the following differentiates organs from tissues?
A. Organs make up tissues; tissues make up organs
B. Tissues make up organs; cells make up tissues
C. Organs and tissues are made up of cells.
D. Organs and tissues make up an organ system.
_____7. At which smallest level of organization in an organism can the
characteristics of life be carried out?
A. Organ system C. Tissue
B. Organ D. Cell
_____8. Which is the correct sequence – from biggest to smallest – of the levels of
organization in an organism?
A. Cell Organ Organ System Tissue
B. Organ Organ System Tissue Cell
C. Tissue Cell Organ Organ System
D. Organ System Organ Tissue Cell
Which of the following terms describes items 9 and 10?
a. community
b. population
c. ecosystem
____ 9. tilapia in muddy river
____10. monkey eating eagles in the virgin forest in Mindanao
Answer key:
Activity 1
1.
2.
3.
4.
5.
Remediation.
1. The two parts of the light microscope that magnify the image are eyepiece and objective lens.
2. The total magnification produced by a microscope using 5x ocular lens and 10x objective lens is 50X.
3. Kiel should place the slide with sample on the stage.
4. The animal cell will magnify 1000X.
5. With the use of microscope we will be able to study microorganisms that are also capable of living. ( answer
may vary)
Activity 2.
1. Barrel shell is the part of the ballpen that is missing. It is used to protect the ink tube and a hard shell to
grasp by a user.
2. The replaced part is the ink tube and its function is to hold the ink and provide ink for the ballpoint.
ACTIVITY 3 PRE TEST
1. A 6. C
2. B 7. D
3. D 8. A
4. D 9. B
5. B 10. B
Activity 4
Q1. They will see that the human body is made up of different parts. They may answer the
different parts they see.
Q2. To answer this question, have them recall the different organ systems of the body that
they have learned in the lower grades.
Q3. The organ systems shown in Figure 3 include the skeletal, muscular, circulatory, and
nervous systems
Q4. The skeletal system, along with the muscular system, functions for movement. The
bones move according to the alternating contraction and relaxation of the muscles. These
movements of the skeletal and muscular systems are coordinated by the nervous system.
All these happen because of energy that comes from the nutrients transported by the
circulatory system to the different parts of the body.
Q.5 The human heart is made up of muscles and blood vessels: the veins and arteries
Q6 An injury to any of the parts of the heart is an injury of the heart. This means, the
heart will suffer in the same way that its parts suffer.
Q7. They would probably mention that the person is weak and experiences chest
pains or difficulty in breathing. An injury to any of the parts of the heart
affects the organism – the person. Another organ – the kidney – belongs to another organ
system, the excretory system. Like the processing you did for the heart, ask the students
to check out the picture of a model of a human kidney.
Q8. Like the heart, the kidneys are made up of muscles and blood vessels. Those who
had advanced readings may probably mention renal cortex, medulla, and pelvis in addition to
what is shown in the figure.
Q9. An injury to any of the parts of the kidneys is an injury of the entire organ. This means,
the kidneys will suffer in the same way that its parts suffer.
Q10. They will probably mention that these people are weak and have difficulty urinating or
may have poor appetite. An injury to any of the parts of the kidneys affects the organism – the
person.
Q11. They will answer this question using what they have learned from the interviews they
made of the articles they have read.
Q12. The organ will suffer from an injury to the tissues.
Q13. The organ systems will suffer, too.
Q14. The organism will suffer, too. For example, a cut on the tissues of the skin is felt by the
whole organism. Anything that happens to the tissues will affect the bigger structures they
make up. Plants are also made up of organ systems: the root and shoot systems. The roots
absorb water and nutrients; the shoot system moves them to the different parts of the plant.
Q15. Like the organ systems of animals, those of plants have parts that work together. For
example, the shoot system of plants is composed of the stem, leaves, and flowers. The stem
has tissues that allow for the transport of water and nutrients from the roots to the leaves.
The leaves on the other hand serve as structures for photosynthesis through which, they
manufacture their food. The flowers are the reproductive organs of plants.
Q16. Plants have only two organ systems: the root and shoot systems; whereas, animals have
complex organ systems that work directly with the other organ systems. For example, plants
do not have a nervous system that coordinates the functions of the other organ systems of
animals. Plants also do not have circulatory and respiratory systems that move oxygen and
nutrients to the different parts of the body. Flowers are the reproductive organs of plants.
Together with the leaves and the stems, they make up the shoot system.
Q17. Like the reproductive organs of animals, complete flowers have male and female parts.
These parts work together to bear seeds from which new plants germinate.
Q18. Plants can dispense with their flowers – their reproductive organs – to generate their
kind for they can also reproduce asexually. Animals that reproduce sexually make use of only
their reproductive organs to do so.
Q19. They have learned in the lower grades that plants are able to manufacture their food
through photosynthesis. They use their leaves to carry out this process. The stem provides
support to the leaves, flowers, and fruits. They also serve as channels for the transport of
water and nutrients from the roots to the different parts of the plant. The flowers serve as their
reproductive organs.
Q20 Anything that happens to any of the parts that make up the shoot system of pants will
certainly affect the plant as well. You can ask them tocite examples to highlight this
connection. The root system is another organ system of plants. In some plants, it
is made up of the primary root, the secondary roots, and the root hairs.
Q21. Roots also provide anchorage to the plant.
Q22. What do you think will happen to the roots if the tissues that make
them up were injured or diseased?
Q23. Serious damage to the root will kill the plant.
Q24 When cells or tissues are injured or diseased, the higher levels of organization that they
make up are affected as well.
Q25 The different parts that make up an organism each perform a specific
function. Anything that happens to the smallest of parts that make up an
organism will most likely affect the whole organism.
Activity 5
In each of the boxes that correspond to the levels of organization, have them
describe how the disease affects the parts that make up each level. Opposite
each level of organization, have them cut and paste pictures (they may use
the pictures that come with the articles) that show how the disease affects
the parts that make up the different levels. Another option is to have them
show it through drawing.
Activity 6
I- II -
1. Tissue 1. Cell
2. Cell 2. Tissue
3. Population 3. Organ
4. Ecosystem 4. Organ system
5. Organ system 5. Organism
6. Organ system 6. Population
7. Organ 7. Community
8 Ecosytem
9 Biosphere
Activity 7
POST TEST
1. A
2. C
3. B
4. C
5. A
6. B
7. A
8. D
9. B
10. A