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DLL Sci 7 Q2
DLL Sci 7 Q2
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF ISABELA
SAN MARIANO I DISTRICT
BALAGAN INTEGRATED SCHOOL
a. References Department of Reyes, V.F., & Reyes, V.F., & Education. (2003).
Education. (2009). Alfonso, L. G. Alfonso, L. G. The Pyramid of Life
Science and (1979). (1979). (Levels of Biological
Technology II The microscope: The microscope: Organization).
textbook. (Rev. Part 1. Manila: Part 1. Manila: Biology Demystified:
ed.). Pasig City: Alemar- Alemar- A Self-Teaching
Instructional Phoenix Publishing Phoenix Publishing Guide. Retrieved
Materials House House January 16,
Development 2012 from
Corporation. http://www.educati
on.com/
1. Teacher’s Guide Module 2 pp.11-14 Module 2 pp.11-14 Module 2 pp.11-14 Module 1 pp. 1-7
pages
2. Learner’s Materials Module 2 pp. 9-16 Module 2 pp. 9-16 Module 2 pp. 9-16 Module 1 pp. 1-6
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
b. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Ask the class what Ask the class what are Recap on the Rules to Recall the smallest
lesson or presenting instrument they use the light system and observe when identifiable unit where
CARMINA N. DULDULAO
Teacher 1
Noted:
Prepared by:
CARMINA N. DULDULAO
Teacher 1
Noted:
Prepared by:
CARMINA N. DULDULAO
Teacher 1
Noted:
Prepared by:
CARMINA N. DULDULAO
Teacher 1
Noted:
Prepared by:
CARMINA N. DULDULAO
Teacher 1
Noted:
IV. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
a. References Campbell, N.A. & Campbell, N.A. & Campbell, N.A. & Campbell, N.A. &
Reece, J. B. (2009). Reece, J. B. (2009). Reece, J. B. (2009). Reece, J. B. (2009).
Biology (8th edition). Biology (8th edition). Biology (8th edition). Biology (8th edition).
San Francisco: San Francisco: San Francisco: San Francisco:
Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin
Cummings. Cummings. Cummings. Cummings.
1. Teacher’s Guide Module 5 pp. 1-4 Module 5 pp. Module 5 pp. Module 5 pp.
pages
2. Learner’s Materials Module 5 pp. 1-4 Module 5 pp. Module 5 pp. Module 5 pp.
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
b. Other Learning
Resources
V. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the student which you can infer from formative assessment activities. Sustain learning systematically
by providing students with multiple ways to learn new things, practice their learning, question their learning process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
a. Reviewing previous Remember that in an Recall that the Let the student’s site Ask the students what
lesson or presenting ecosystem, both living environment is connection between would happen if there
the new lesson and nonliving composed of the living and nonliving is scarcity of resource
CARMINA N. DULDULAO
Teacher 1
Noted:
IV. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
a. References Campbell, N.A. & Campbell, N.A. & Campbell, N.A. & Campbell, N.A. &
Reece, J. B. (2009). Reece, J. B. (2009). Reece, J. B. (2009). Reece, J. B. (2009).
Biology (8th edition). Biology (8th edition). Biology (8th edition). Biology (8th edition).
San Francisco: San Francisco: San Francisco: San Francisco:
Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin
Cummings. Cummings. Cummings. Cummings.
1. Teacher’s Guide Module 5 pp. 9-11 Module 5 pp. 11-15 Module 5 pp. 11-15 Module 5 pp. 11-15
pages
2. Learner’s Materials Module 5 pp. 7-10 Module 5 pp. 11-17 Module 5 pp. 11-17 Module 5 pp. 11-17
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
b. Other Learning
Resources
V. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
by demonstration of learning by the student which you can infer from formative assessment activities. Sustain learning systematically
by providing students with multiple ways to learn new things, practice their learning, question their learning process, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
a. Reviewing previous Recall that symbiotic Ask the students to Food chains always Show a food chain
Prepared by:
CARMINA N. DULDULAO
Teacher 1
Noted: