Teacher Mrs. Jocelyn S.

Hernandez GradeLevel 7
GRADE SEVEN Leamin11 Area Science
DAIL YLESSO.' LOG Teaching Dates and Quarter Second
Time

Mondav Tuesdav I Wednesdav Thursdav I Fridav

I. OBJECTIVES Qbicctives must be met CNcr the week and connected to the curriculum standards. To meet the obtcctivcs, necessary proccdums
must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge
and competencies. These are assessed using formative assessment strategics. ValuillQobicctive support the loaming of content
and
competencies and enable children to find significallCc and joy interacting the lesson. Weekly objectives sllall be derived from the
curriculum ouidos.
a. Content Standards The Learners The Learners The Learners the different levels of
demonstrate an demonstrate an demonstrate an biological organization
understanding of: understanding of: understanding of:
the parts and functions the parts and functions the parts and functions
of the comlX)Und of the compound of the compound
miaosconi:> microsctv"IP microsconP
b. Performance The learners shouki be The learners should be The learners should be The learners should be
Standards able to: able to: able to: able to:
employ appropriate employ appropriate employ appropriate employ appropriate
techniques using the techniques using the techniques using the techniques using the
compound microscope compound microscope compound microscope compound microscope
to gather data about to gather data about togather data about to gather data about
ventsmall ob•......... ven.1small obiects , ..,...small obiects ........smallobiects
C. Learning Identify partsof the focus specimens using focusspecimens using describe the different
Competencies/ microscope tile the levels of
Objectives and their functions; compound microscope; compound microscope; biological organization
from ceU
S7LT·Ila·l S7LT·Ilb·2 S7LT·Ilb-2 to biosphere;
S7LT·Ilc-3
II. CONTENT Content iswhat the lesson is allabout. It pertains to the subject matter that the teacher aims to teach in theCG, the content can be
tacked ina week or two.
Microscopy: Parts and Proper Handling and Focusing Specimens Levels of Biological
Functions Use ofT11e on the Microscope Organization
Microscone
Ill. LEARNING List ofmaterials to be used in different days. Variedsources of materials sustain children's interest in the lessoo andinth-0learning.
RESOURCES Ensure that there is mix of concrete andmanipulative materials as well as paper-based materials. Hands--on leamillQptomotes
concept development
a. References Department of Reyes, V.F., & Reyes, V.F., & Education. (2003).
Education. (2009). Alfonso, L. C. Alfonso, L. G. The Pyramid of Life
Science and (1979). (1979). (Levels of Biological
Technology H The microscope: The Organi2ation).
textbook. (Rev. Part l. Manila: microscope: Biology Demystified:
ed.). Pasig City: Alemar• Part l. Manila: ASelf-Teaching
lnstn.Jctional Phoenix Publishing Alemar- Guide. Retrieved
Materials House Phoenix Publishing January 16,
Development House 2012 from
Corporation. http://www.educati
on.com/
1. Teacher's Guide Module 2 pp.I1-14 Module 2 pp.11-14 Module 2 pp.1I-I4 Module I pp. 1-7
oaaes
2. Learner's Materials Module 2 pp. 9-16 Module 2 pp. 9-16 Module 2 pp. 9-16 Module I pp. 1-6
paqes
3. Textbook paqes
4. Additional Materials
from Learning
Resource (LRl oortal
b. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Ask the class what Ask the class what are Recap on the Rules to Rec II the smallest
lesson or presenting instrument they use the light system and observe when identifiable unit where
the new lesson when they nee.d to mechanical system of handling or using the we.can detect
see
minute objects more the microscope. What microscope existence of life
clearly. How are.these would happen if one
instruments similar to part is damage?
one another?
B. Establishing a \Vhy the How important is the Application on the Life follows a
purpose for the microscope microscope in the concepts leame.d in hierarchy of
lesson isconsidered a field of biology? Microscopy increasing complexity
powerful tool?
How is it significant
in our lives

C. Presenting Common types of Show picture

examples/instances microscope depicting the levels of
of the new lesson organization in an
 orc anism
D.Discussion of new Parts and Functions of Things to observe in Preparing glass slides Levels of Biological
concepts and a Compound light Handling andUsing and Organization (Ce.tis,
practicing new skills microscope the microscope. Focusing the letter ''e'' Tissues, Organs,Organ
#1 System, Organism)
E. Discussion of new
concepts and
practicing new skills
#2
F. Developing mastery Draw ,Label and Make a poster Answering of the Answe,ing of the
(Leads to Formative Identify theparts and showcasing proper Activity: How to Use Activity I: What
Assessment 3J functions of a microscope usage the Microscope Makes up an
compound light Organism
Microscone
G. Finding Practical Recent The benefits of being Anydamage inflicted
applications of biotechnologies which able toobserve d1ings cells affects thetis.sue
concepts and skills in allows us to live a not seen with the level
daily livin!I more comfortable life unaided eye
H. Making
generalizations
and
abstractionsabout
the lesson
I. Evaluatina learninn Summative Test Summative Test FormativeTest Summative Test
J. Additional Activities
for application of
remediation
I. REMARKS
11. REFLECTION Reflecton the teaching and assess yourself as a teacher. Think about yourstudent progress thisweek. What w0<ks? What else needs
tobe doneto help thestudents team? Identify what help yourinstructional supervisors can providef0<you so when you meet them,
vou can ask them relevantauestions
a. No of le.amers who eamed
80% in theevaluation
b. No. of leamers who
require additional
activities for remediation
who scored below 80%
C. Did remedial lessons
 work? No. of le.arners
who have caught up with
the lesson
d. No. of leamer who
continue to require
remediation
e. \Vhich of my te.aching
strategies work well?
Whv did these work?
f. What difficulties did I
encounter which my
principal or supervisor
can helo me.solve?

-" \Vhat innovation or

localized materials did I
use/discover which I wish
to share with other
te.achers?
GRADE SEVEN GradeLevel 7
Teacher Mrs.CHARLINE A. RADISLAO Leamina Area Science
DAILY LESSON LOG TeachingDates and September 3-5, 2018 Quarter Second
Time I:00• 2:00PM/2:00- 3:00 PM

Mondav I Tuesdav Wednesdav I Thursdav Fridav

I. OBJECTIVES Objectives must be metover the week andconnected to the curriculum standards. To meet the objectives, necessary procedures
mustbe followed andif needed, additional tessons, exercises andremedial activities maybe done for developing contentknowledge
andcompetencies. These areassessed using formative assessment strategies. Valuing objective sup!X)rt the leaming of content
and competencies andenablechildren to find significance andjoy interacting the lesson. Weekly objectives shall be derived from
the
curriculum cuides.
a. Content Standards thedifferent levels of thedifferent levels of the different levelsof the difference between
biolooical oraanization bioloaical omanization biolooical organization animal andplant cells
b. Performance The Learners should be TheLearners should be The Learners should be The Learners should be
Standards able to: able to: able to: able to:
employ appropriate employ appropriate employ appropriate employ appropriate
techniques using the techniques using the techniques using the techniques using the
compound microscope compoundmicroscope compound microscope compound microscope
to gather data about to gather data about to gather data about to gather data about
veru smallobiects ,..,,..._, small obiects verusmallob s verusmall ob
C. Learning describe the different describe the different describe the different differentiate plantand
Competencies/ levels of levelsof levelsof animal
biological organization biological organization biological organization cells according to
Objectives
from cell from cell from cell presence or
to biosphere; to biosphere; to biosphere; absence of
S7LT·llc-3 S7LT·llc-3 S7LT·llc-3 certain
organelles;
S7LT-lld-4
II. CONTENT Content is what the lesson is all alx>ut. It pertains to the subject matter thatthe teacher aims to teachin the CG, thecontent can be
tacked ina week or tv.•o.
Levelsol Biological Levels of BiologicaI Levels of Biological Animal andPlant Cells
Ornanization Orn.:r.nization O....,anization
Ill. LEARNING List of materials to be used in different days. Variedsourcesof materials sustainchildren's interest in the lesson andinthelearning.
Ensure that thereis mixof concrete andmanipulative materials as wellas paper.based materials. Hands-on leaming ptomotes
RESOURCES
cooceotdevelooment
A. References Abistado J.M. and Abistado J.M. and Abistado J.M. and Prentice
Valdoz M.P.(2013). Valdoz M.P.(2013). Valdoz M.P.(2013). Hall(l995).Exploring
ScienceLinks. Rex Science Links. Science Links. Rex
Publishing Rex Publishing Publishing lifescience laboratory
manual.New
.Jersey:Prentice
 Hall.Inc.
1. Teacher's Guide Module I pp. 1-11 Module 5 pp. 4. 7 Module I pp 4. 7 Module 2 pp. 1-6
oaaes
2. Learner's Materials Module I pp. 1-9 Module 5 page 7 Module I pp 4•7 Module 2 pp. 1-8
oaaes
3. Textbook paQes
4. Additional Materials
fromLearning
Resource /LR\ oortal
C. Other Learning
Resources
IV. PROCEDURES These stepsshouklbe done across the week. Spread out the activities apJ)(opriately so that students willleam well. Atways be
guided by demonstration of learning by the student which youcaninfer from formative assessment activities. Sustainlearning
systematically by providing studentswith multiple ways tolearn new things, practice theirlearning, question their learning process,
and draw conclusions about what they learned in relation to their lrfe experiences andprevious know1edge.Indicate the time
allotted foreach
steo.
a. Reviewing previous Recall that cell is the Let cite class name the Show picrures of Recall organisms may
lesson or presenting basic unit oflife and different organ system different examples of it be plants or animals
the new lesson when cells are. that composes the population is composed of cells
grouped together and human organism
performs the same
limction it is then
c-alled tissues
b. Establishing a It is important to An organism is No organism lives Let students know that
purpose for the know that our organs composed of different independently. Several there are things that
lesson are composed ofcells organ systems. Any different populations plants are capable of
performing one damaged to the.lower make upa community. doing while animals
limction level of organization And the communities c.annot. This is
affects the totality of interaction to abiotic because of ce1tain
the organism factors makes up an biological strucrures
ecosystem in their respective
cells
C. Presenting Presentation of the Show pictures ofan Name the different Flash a picture of
examples/instances Human Torso model organism and group of populations that Plants and Animals
of the new lesson organisms ofsame makes up your and let the students
kind living in dte. community and the site differences in
same place abiotic factors you their function and
need in order to capabilities
 survive

d. Discussion of new Level of Organization levels of Levels of Plants and Animal

concepts and ( Organs and Organ Organization Organization Cells
practicing new skills System) (Organism and (Community,
#1 Population) Ecosystem, and
Biosphere)
e. Discussion of new
concepts and
practicing new skills
#2
f. Developing Name the Organs that Site.different Show a pictme of an Perform Activity I:
mastery (Leads to composes the examples of ecosystem and let the Comparing Plant and
Formative Digestive, population in your students name the Animal cells
Assessment 3) Respiratory, and vicinity different communities
Circulato1y System and abiotic factors that
are in it
g. Finding Practical To take good care of How organisms in a A change in one Animals directly or
applications of our organs, we need to population share population may c-ause indirectly depend on
concepts and skills in take good c-are of our resources changes in other plants for food, due to
daily living cells populations. living thechloroplast that is
organisms need the present in plantcells
abiotic factors in order which is responsible
to survive.. for nhotosvnthesis.
h. Making
generalizationsand
abstractions about
the lesson
i. Evaluatin!I learnin!I Summative Test Summarive Test Fonnarive Test Summative Test
j. Additional Activities
for application of
remediation
V. REMARKS
VI. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about yourstudent ptogress thisweek. What w0<ks?What else
needs
tobe doneto help thestudentsteam? Identify what help yourinstructionalsupervisors can providefO( you so when you meet them,
vou can ask them relevant auestions
h. No of learners who earned
 80% in the evaluation
i. No. of le.amers who
require additional
activities for
remediation
who scored below 80%
j. Did remedial lessons
work'! No. of learners
who have caught up with
the lesson
k. No. of leamer
who continue to
require
remediation
1. \Vhich of my teaching
strategies work well?
Why did these work'/
m. Whatdifficulties did 1
encounter which my
principal or supervisor
c-an heln me solve?
ll. \Vhat innovation or
localized materials did 1
use/discover which I wish
to share.with other
teachers'!
GRADE SEVEN Grade Level 7
Teacher Mrs.CHARLINE A.RADISLAO Leamina Area Science.
DAILY LESSON LOG TeachingDates August 22-24, 2018 Quarter Second
and Time I:00-2:00 PM/ 2:00-3:00 PM

Monday Tuesday Wednesday Thursday Friday

A.OBJECTIVES Objectives must be metover the week and connected to the curriculum standards. Tomeetthe objectives, necessary procedures
mustbe followed andif needed, additional tessons, exercises andremedial activities maybe done for developing contentknowledge
andcompetencies. These areassessed using formative assessment strategies. Valuing objective sup!X)rt the learning of content
and competencies and enablechildren to find significance andjoy interacting the lesson. Weekly objectives shallbe derived from
the
curriculumcuides.
a. Content Standards the difference between the difference between the difference between organismsthat can only
animal andplant cells animal and plantcells animal andplant cells be seen through the
microscope, manyot
which consist of only
one cell
b. Performance The Learners should be TheLearners should be The Learners should be The Learners should be
Standards able to: able to: able to: able to:
employ appropriate employ appropriate employ appropriate employ appropriate
techniques using the techniques using the techniques using the techniques using the
compound microscope compoundmicroscope compound microscope compound microscope
to gather data about to gather data about to gather data about to gather data about
veru smallobiects ,,.,,..._, small obiects verusmall ob s verusmall ob
C. Learning differentiate plantand differentiate plant and explain why the cellis identify beneficial and
Competencies/Objecti animal animal considered harmful
cells according to cells according to the basic structural and microorganisms;
ves presence or
presence or functional unitof all S7LT·llf·6
absence of certain absence of certain organisms;
organelk!s; organelles; S7LT·lle·S
S7LT·lld·4 S7LT·lld·4
B. CONTENT Content is what the lesson is allalx>ut. It pertains to the subject matter that the teacher aims to teachin the CG, thecontent canbe
tacked ina week or rv.•o.
Plant Cells Animal Cells Animal andPlant Cells Fungi, Protists, and
Bacteria
C. LEARNING List of materials to be used in different days. Variedsourcesof materials sustain children'sinterest in the lesson andinthelearning.
RESOURCES Ensure that thereis mixof concrete andmanipulative materials as wellas paper.based materials. Hands-on leaming ptomotes
cooceot develooment
a. References Prentice Prentice Prentice Carale, L, Galvez, E. &
Hall(1995).Explortng life HaII(1995).Exploringlife Hall(1995).Explortnglife Reyes, R. (1990).
sciencelaboratocy sciencelaboratory science laboratory Science and
manual.New manual.New manual.NfNI Technolo""i fora
 Je,sey:P,entbe Hall.Inc. Je,sey:P,ent:ice Hall.Inc. Jersey:Prentice Hall.Inc. Better
Life 2. Biolo y
Workbook. Makati:
BasicMedia
S•tt,tems.
1. Teacher's Guide Module 2 pp. 5-6 Module2 pp. 1-6 Module I pp 4- 7 Module 3 pp. 1-13
pages
2. Learner's Materials Module 2 pp. 5-8 Module2 pp. 1-8 Module I pp 4- 7 Module 3 pp. 1-9
paQeS
3. Textbook oaaes
4. Additional Materials
fromLearning
Resource (LR) portal
b. Other
Learning
Resources
IV. PROCEDURES These stepsshouklbe done across the week. Spread out the activities apptopriately so that students willleam well. Atways be
guided
by demonstration of learning by the student which youcaninfet from formative assessment activities. Sustain
leamingsystematically by providing studentswith multiple ways tolearn new things, practice theirleaming, question their learning
process, anddraw conclusions about what they learned in relation to their lrfe expetiences andprevious knowtedge.Indicate
thetime allotted tot each
steo.
a. Reviewing previous Recall on cellular Rec-all on cellular Recap on past lesson Remember the
lesson or presenting organelles unique to organelles unique to Level of Biological
Oil Organ system of
the new lesson plant cells animalcells Organization plants
b. Establishing a Some living
purpose for the Ask students if all Ask students if How essential organisms e.xhibits
lesson plant cells contain animals are able to are cells ill life'/ characteristics very
chloroplast? make their own food. similar to plants and
animals
C. Presenting Ask studellts if d1ey Flash a picture ofan
examples/instances Let the students let students prepare have any idea how dte. edible mushroom and
of the new lesson prepare onion scale cheek cells specimen organelles work human with limgal
for microscopy study for microscopy together for the cell to infections. Let dte
function students site the
differences and
similarities between
the two 1>ictmes
d. Discussion of new Plant cells pa,ts and Animal Cells Parts Portray the different Fungi: Characteristics,
concepts and practicing filnctions and Functions functions ofcertain Benefits and Harm
new skills #1 cell strucrures
e. Discussion of new
concepts and
practicing new skills
#2
f. Developing mastery Perfonn Activity 2: Make a Venn Create a comic strip Growing Bread Mold
(Leads to Formative Investigating plant Diagram on the having the cellular Spores Activity
Assessment 3) cells Patts of Plant and organelles as the Minilab 20.1p. 530
Animal cetls characters. The theme Biology Dynamics of
would be about their Life
function
g. Finding Practical Not atl plant cetls Cells have various CelIs interact with Fungi are both friend
applications of contains chloroplast, strucrures and perfonn e.ach other to produce and foe.. Some such
concepts and skitls in take for example root differentfunctions. a well coordinated as mushrooms
daily living eelIs. The major site cell. provide food.Other
of food production in fungi produce
plants are the leaves, antibiotics.
so it is expected that Yet fungi also damage
chloroplast is crops, buildings, and
nre.valent in leaf ceUs animals
h. Making
generalizationsand
abstractions about
the lesson
i. Evaluating learning Answering of Activity Summative.Test Comic strip making Answering of Activity
Sheet Sheet
j. Additional Activities
for application of
remediation
V.REMARKS
VI. REFLECTION Reflect on the teaching andassess yourself as a teacher. Think about yourstudent ptogress thisweek. What w0<ks? What else
needs
to be done to helpthe studentslearn? Identify what help yourinstructional supervisors canptovide for youso when youmeet them,
vou can ask them relevant auestions
3. No of le.arners who
earned
80% in the evaluation
b. No.of le.arners who
require additional
activities for remediation
who scored betow 80%
C. Did remedial lessons
work'! No. of learners
who havecaught up with
the lesson
d. No. of teamer who
continue to require
remediation
e. \Vhich of my teaching
strategies work
well? Whv did these
work'/
f. Whatdifficulties did I
encounter which my
principal or supervisor
c-.an help me solve?
g. \Vhat innovation or
localized materials did 1
use/discover which I wish
toshare.with other
teachers'!
GRADE SEVEN Grade Level 7
Teacher Mrs.CHARLINE A.RADISLAO Leamina Area Science.
DAILY LESSON LOG Teaching Dates and September 10-14, 2018 Quarter Second
Time I:00-2:00 PM/ 2:00-3:00 PM

Monday Tuesday Wednesday Thursday Friday

A. OBJECTIVES Objectives must be metover the week andconnected to the curriculum standards. To meet the objectives, necessary procedures
mustbe followed andif needed, additional tessons, exercises andremedial activities maybe done for developing contentknowledge
andcompetencies. These areassessed using formative assessment strategies. Valuing objective sup!X)rt the learning of content
and competencies andenablechildren to find significance andjoy interacting the lesson. Weekly objectives shallbe derived from the
curriculumcuides.
a. Content Standards organisms thatcan only organisms that can only organisms thatcan only reproduction being both
be seen through the be seen through the be seen through the asexual or sexual
microscope, manyof mkroscope, manyof microscope, many of
which consist of only which consist ot only which consist of only
onecell one cell one cell
b. Performance The Learners should be TheLearners should be The Learners should be The Learners should be
Standards able to: able to: able to: able to:
employ appropriate employ appropriate employ appropriate employ appropriate
techniques using the techniques using the techniques using the techniques using the
compound microscope compound microscope compound microscope compound microscope
to gather data about to gather data about to gather data about to gather data about
veru smallobiects ,,.,,..._, small obiects verusmall ob s verusmall ob
C. Learning identify beneficial and identifybeneficial and identify beneficial and differentiate asexual
Competencies/Objecti ham,ful harmful harmful from sexual
microorganisms; mkroorganisms; microorganisms; reproduction in terms
ves S7LT·llf·6 S7LT·llf·6
S7LT·llf·6 of:
*number ot individuals
involved;
*similarities of offspring
to parents;
S7LT•lla-7
B. CONTENT Content is what the lessonis allalx>ut. It pertains to the subject matter that the teacher aims to teachin the CG, thecontent can be
tacked in a week or tv.•o.
Fungi, Protists, and Fungi, PrOlists, and Fungi,Protists, and Asexual reproduction
Bacteria Bacteria Bacteria Sexual reoroduction
C. LEARNING List of materials to be used in drfferent days. Varied sourcesof matetialssustain childfen's interestin the lesson and in theteaming.
Ensure that thereis mixof concrete andmanipulative materials as wellas paper.based materials. Hands-on leaming ptomotes
RESOURCES cooceotdeveloD0\8nt
a. References Carale, L., Galvez, E. & Carnie,L, Gatvez, E. & Carale, L., Galvez, E. & Campbell, N.A. &
Reves. R. /1990\. Reves R. 11990\. Reves. R. /1990\. Reece J.B. /2009\.
Science ana So'enceand Sc,enceana Biology (8th
Technology for a Technology for a Technotogy for a edilion). San
Better Better Better Francisco:
 Life 2. Biology Life2. Biology Life 2. Biology Pearson/Benjamin
Workbook. Makati: Workbook. Makati: Warkboak. Makati: Cummings.
BasicMedia s tems. Basic Media Svstems. Basic Media S• tems.
1. Teacher's Guide Module 3 pp. 1-13 Module 3 pp. I• I 3 Module 3 pp. 1-13 Module 4 pp. 1-4
oaaes
2. Learner's Materials Module 3 pp. 1-9 Module 3 pp. 1-9 Module3 pp. 1-9 Module 4 pp. I•7
oaaes
3. Textbook oaaes
4. Additional Materials
fromLearning
Resource (LR) portal
b. vther Learning
Resources
D. PROCEDURES These stepsshoukl be done across the week.Spread out the activitiesapptopriatelyso that students will leamwell. Atways be guided
bydemonstration of learning bythe student which youcan infet from formative assessment activities. Sustain learning systematically
byproviding studentswith multiple ways tolearn new things, practice their leaming, question their learning process, and d taw
conclusions about what they learned in relation to their lrfe experiences and previous knowtedge. Indicate the time allotted foreach
steo.
a. Reviewing previous Remember that fungi Protozoans or animal- Recall that One of the
lessonor presenting are unicellular or like protist resemble proka11•otes are characteristics ofan
the new lesson multicellular animals in the way unicellularorganisms organism is that it is
eukaryotic organism. they get food thatdontt have a capable of reproducing.
There aresome nucleus or membrane
beneficial fungi and bound organelles.
fimgi that cause harm. They are called
bacte1ia
b. Establishing a Besides fom1fungi, There are Protist Ask students if d1ey Ask srudents on how to
purpose for the what are other living which c.an make their have any idea on any propagate a tomato
lesson organisms aside from own food "good bacteria'' plant if you want to
plants and animals? preserve its desirable
characteristics?
C. Presenting Animal like protist Plant like protist, no Touch on importance
examples/instances true roots, stems,and of bacteria in
of the new lesson le.aves Nitrogen fixation, Ask srudents if they
recyclingof have seen Katakataka
nutrients. food and leaf
 medicine..
Diseases caused by
bacte,ia like TB and
tetanus
d. Discussion of new
concepts and Pmtists(Protozoans) Prorists (Algae) Bacteria Ase.xual Reproduction
practicing new skills (Vegetative
#1 Propagation and Spore.
Formation)
e. Discussion of new
concepts and
practicing new skills
#2
f. Developingmastery KWLChart on Perfonn Activity I:
(Leads to Formative Fitm Showing benefits and ha1m Fitm Showing Can you grow
Assessment 3) caused by species of Plants from Eyes?
algae
g. Finding Practical Some Protists cause Red tide which causes Bacteriacause Due to increase
applications of diseases. such as poisoning of birds, diseases. Other demand for food due
concepts and skills in malaria andsleeping fishes and mammals bacte,ia fix nitrogen, to incre.asing
daily living sickness, that result in are caused by algae recycle nutrients, and population. Fanners
millions of human help make food can propagate plants
deaths products and faster through asexual
medicines reproduction
h. Making
generalizationsand
abstractions about
the lesson
i. Evaluatin!I learnin!I Summative Test KWL Chart Summative Test Perfonning of Activity
j. Additional Activities
for application of
remediation
E. REMARKS
F. REFLECTION Reflect on the teaching and assess yourself as a teacher. Thinkabout yourstudent ptogress thisweek. What w0<ks? What else
needs to bedone to helpthe studentslearn? Identifywhat help your instructional supervisors can ptovide for you so when you
meet them,
vou can ask them relevant auestions
h. No of le.arners who
earned
 80% in the evaluation
i. No. of le.amers who
require additional
activities for remediation
who scored below 80%
j. Did remedial lessons
work'! No. of learners
who have caught up with
the lesson
k. No. of leamer who
continue to require
remediation
1. \Vhich of my teaching
strategies work
well? Why did these
work'/
m. Whatdifficulties did 1
encounter which my
principal or supervisor
c-an heln me solve?
ll. \Vhat innovation or
localized materials did 1
use/discover which I wish
to share.with other
teachers'!
GRADE SEVEN Grade Level 7
Teacher MRS.CHARLINE A. RADISLAO Leamina Area Science
DAILY LESSON LOG Teaching Dates September 17-20, 2018 Quarter Second
and Time I:00-2:00 PM/ 2:00-3:00 PM

Monday Tuesday I Wednesday Thursday I Friday

A. OBJECTIVES Obfectives must be metover the week andconnected to the curticulum standards. To meet the objectives, necessary procedures
mustbe followed andif needed, additional tessons, exercises andremedial activities maybe done for developing contentknowledge
andcompetencies. These areassessed using formative assessment strategies. Valuing objective sup!X)rt the leaming of content
and competencies andenablechildren to find significance andjoyinteracting the lesson.Weekly objectives shallbe detived from the
cu,riculumouides.
a. Content Standards reproduction being both reproduction being both organisms thatcan only reproduction being both
asexual Of sexual asexual or sexual be seen through the asexual or sexual
microscope, many of
which consist of only
one cell
b. Performance The Learners should be TheLearners should be The Learners should be The Learners shouldbe
Standards able to: able to: able to: able to:
employ appropriate employ appropriate employ appropriate employ appropriate
techniques using the techniques using the techniques using the techniques using the
compound microscope compound microscope compound microscope compound microscope
to gather data about to gather data about to gather data about to gatherdata about
ve. . .smallobiects .....-. small obiects ve....small obi.....-5 ve....small obi...-..
C. Learning differentiate asexual differentiate asexual describe the process describe the
Competencies/Objecti from sexual from sexual of fertilization; processof fertilization;
ves reproduction in terms reproduction in terms S7LT·llg·S S7LT·llg·S
of: of:
*number of individuals *number of individuals
involved; involved;
*similarities of offspring *similarities of offspring
to parents; to parents;
S7LT•llo-7 S7LT•llo-7
B. CONTENT Content is what the lessonis allalx>ut. It pertains to the subject matter that theteacher aims to teachin the CG, thecontent can be
tacked in a weekor two.
Asexual reproduction Asexual reproduction Asexual reproduction Asexual reproduction
Sexual reoroduction Sexual reoroduction Sexual reoroduction Sexual reoroduction
C. LEARNING List of materials to be used in different days. Variedsourcesof materials sustain children'sinterest in the lesson andintheleaming.
RESOURCES Ensure that thereis mixof concrete andmanipulative materials as wellas paper-based materials. Hands-on leaming ptomotes
cooceot develOD0\8nt
a. References Campbell, N.A. & Campllell, N.A.& CampbeU, N.A.& Campbell, N.A.&
Reece, J.B.(2009). Reece, J. B. (2009). Reece, J.B.(2009). Reece, J.B.(2009).
Bio(oov (8theditionl. Biolo•v 18th edition\. Bioloov (8theditiont Bioloov 18th edition\.
 San Francisco: San Francisco: San Francisco: San Francisco:
Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin
Cumminas. Cumminas. Cumminos. Cumminos.
5. Teacher's Guide Module4 pp. 1-4 Module 4 pp. 1-4 Module 4 pp. 4.5 Module 4 pp. 4.5
oaaes
6. Learner's Materials Module4 pp. 1-7 Module 4 pp. 1-7 Module4 pp. 7-10 Module4 pp. 7-10
oaaes
7. Textbook oaaes
8. Additional Materials
fromLearning
Resource /LR\
oortal
b. Other Learning
Resources
D. PROCEDURES These stepsshoukl be done across the week.Spread out the activitiesapptopriatelyso that students will learnwell. Atways be
guided bydemonstration of learning bythe student which youcan infer from f0<mative assessment activities. Sustainlearning
systematically byproviding students with multiple ways tolearn new things, practice theirlearning, question their learning
process, and draw conclusions about what they learned in relation to their life experiences and pteviousknowledge. Indicate the
time auoued for each
step.
a. Reviewing previous Recall dtat vegetative Rec-all that when an In flowering plants Recall that the flower
lessonor presenting the propagation and spore organism reproduce sexual reproduction is is the reproductive
new lesson fonnation typeof asexually then it is synonymous with a snucture in plants.
reproduction c.an an exact copy of the unique stmcture the Someplants have the
happen without a parent flower male and lhe female
mate reproducrivestructures
in one flower.
b. Establishing a Give od1er means Ask students what Pollination and Letstudents analyze
purpose for on how to reproduce will happen ifa sea ferrilization in seed their physical
the lesson asexually star lost or injured its plants are twodifcrent appearance, let them
amt and separ.ueevents identif)•which of their
traits came from
their mother or
father.
C. Presenting An individual splitting Show a picture or Pollination brings Present a picrure of a
examples/instances into two or atises from video ofa together lhe gametes of family
of the new lesson the outgrowth of regenerating seastar a flower C-ach pollen
e.xisting ones forms a tube lhat
grows down through
the pistil and reaches
the ovule
in the ovary. One
ofthe nuclei in the
polleJt
 tubeunites wilh theegg
nucleus in lhe ovule to
form a zv2ote
d. Discussion of new Fragmentation and Pollination and Animal Sexual
concepts and Fission and Budding Regeneration Fertilization in Reproduction
practicing new skills Flowe,ing Plants
#1
e. Discussion of new
concepts and
practicing new skills
#2
f. Developingmastery Perfonn Activity 2: Video Clip on Perform Activity 3: FilmShowing on
(Leads to Fonnative Can One become regenerating seastar Stmctmeofa Sexual Reproduction
Assessment 3) Two? Gumamela Flower
g. Finding Practical Organisms that can The tenn Sexual reproducrion ThesegeJ1etic
applications of reproduce asexually regeneration need two parems, a differences which
concepts and skills in are particularly well normally refers to male and a female and results from sexual
daily living suited to colonize regrowth ofmissing involvesspecialized reproducrion help to
new habitats becausea or damaged body cells or gametes. ensure thesurvival of
single individual c.an patts in higher thespecies inchanging:
establish an entire organisms, but whole environmental
new population body regeneration conditions
oocurs in starfish,
and
manv olants
h. Making
generalizationsand
abstractions about
the lesson
i. Evaluating learning Answering of Activity Summative Test Answering of Activity Answering of Activity
Sheets Sheets Sheets
j. Additional Activities
for application of
remediation
E. REMARKS
F. REFLECTION Reflect on the teaching and assess yourself as a teacher. Thinkabout yourstudent ptogress thisweek. What w0<ks? What else
needs tobe doneto help thestudentsteam? Identify what help your instructionalsupervisors can providefor you so when you meet
them,
vou can ask them relevant nuestions
0. No cl learners who
earned 80% in the
 evaluation
p. No. of learners who
require additional
activities for
remediation who
scored below 80%
q. Did remedial lessons
work? No. of learners
who have caught up
with thelesson
r. No.of learner who
continue to require
remediation
s. Which of my teaching
strategies work well?
Whv did these work?
I. What difficulties did I
encounter which my
principal or supervisor
can helo me solve?
u. What innovation or
localized materials did
I use/discover which I
wish to share with
other
teachers?
GRADE SEVEN Grade Level 7
Teacher MRS. CHARLINE A. RADISLAO Leamina Area Science.
DAILY LESSON LOG Teaching Dates and September 17-20, 2018 Quarter Second
Time I:00-2:00 PM/ 2:00-3:00 PM

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Objectives must be metover the week andconnected to the curriculum standards. To meet the objectives, necessary procedures
mustbe followed andif needed, additional tessons, exercises andremedial activities maybe done for developing contentknowledge
andcompetencies. These areassessed using formative assessment strategies. Valuing objective sup!X)rt the learning of content and
competencies andenablechildren to find significance andjoyinteracting the lesson.Weekly objectives shallbe detived from the
curriculumcuides.
a. Content Standards organisms interacting organisms interacting organisms interacting organisms interacting
with each other and with each other and with each other and with each other and
with their environment with their environment with their en...,;ronment with their en...,;ronment
to survive to suivive to survive to survive
b. Performance The Learners shouldbe TheLearners should be The Learners should be The Learners shouldbe
Standards able to: able to: able to: able to:
conducta collaborative conduct a collaborative conduct a collaborative conduct a collaborative
action to preseive the action to preserve the action to preserve the action to preserve the
ecosvcrem in ecocvstem in the klcalitv ecosvttem in thelocalitv ecosvc:tem in thelocalitv
thelocalitv
C. Learning differentiate biotic from differentiate biotic from describe thedifferent describe the different
Competencies abiotic components of abiotic components of ecological relationships ecological relationships
/Objectives anecosystem; an ecosystem; found in an found in an
S7LT·llh·9 57LT·llh·9 ecosystem; ecosystem;
S7LT•1Ih·10 S7LT·llh·10
II. CONTENT Content is what the lessonis allalx>ut. It pertains to the subject matter that the teacher aims to teachin the CG, thecontent can be
tacked in a week or tiA•o.
1. Components of an 1. Components of an 1. Components of an 1. Comix,nentsot an
ecosystem ecosystem ecosystem ecosystem
2. Ecological 2. Ecological 2. Ecological 2. Ecological
relationships relationships relationships relationships
2.1 Symbio<ic 2.1Symbiotic 2.1 Symbiotic 2.1 Symbiotic
relationships relationships relationships relationships
2.2 Non symbiotic 2.2 Non symbiotic 2.2 Non symbiotic 2.2 Non symbiotic
relationships relationships relationships relationships
3. Transfer of energy 3. Transfer of energy 3. Transfer of energy 3. Transfer of energy
through trophic levels through trophic levels through trophic levels through trophic levels

Ill. LEARNING List of materials to be used in different days. Variedsourcesof materials sustainchildren'sinterest in thelesson andin the
RESOURCES leaming. Ensure that thereis mixof concrete andmanipulative materials as wellas paper.based materials. Hands-on leaming
ptomotes
cooceot develoDOl8nt
 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).
SanFrancisco: SanFrancisco: SanFrancisco: SanFrancisco:
Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin
Cumminas. Cumminos. Cumminas. Cumminas.
1. Teacher's Guide Module S pp. 1-4 Module S pp. Modules pp. Module S pp.
paQes
2. Learner's Materials Module S pp. 1-4 Module S pp. Modules pp. Module S pp.
paQes
3. Textbook paQes
4. Additional Materials
fromLearning
Resource /LR) oortal
b. uther Learning
Resources
IV. PROCEDURES These stepsshouklbe done across the week. Spread out the activities apptopriatety so that students willleam well. A.tways be
guided by demonstration of learning by the student which youcaninfet from formative assessment activities. Sustain
leamingsystematically by providing studentswith multiple ways tolearn new things, practice theirleaming, question their learning
process, anddraw conclusions about what they learned in relation to their lrfe experiencesand previous knowtedge. Indicate
thetime allotted tot each
steo.
a. Reviewing previous Remember that in an Recall that the Letthestudent·s site. Ask thestudents 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
components are living and non-living things in the in theenvironment?
involved comnonents environment.
b. Establishing a How important are the How do living Letthestudents listen Organisms need to
purpose for the abioric factors in the organisms make use to the song coexist with each
lesson environment for our of abiotic components "Magkaugnay'' other and mustadapt
survival? in order to survive by Joey Ayala to theenvironment in
order to survive
C. Presenting
examples/instances
of the new lesson
d. Discussion of new Biotic and Abioric Infer what happeJtS to Ecological Ecological
concepts and Components in the organisms ifllteir Relationships Relationships
practicing new skills Environment environment is notable (Symbiotic (Symbiotic
#1 to providethem with Relationships) Relationships)
their basic. needs.
 e. Discussion of new
concepts and
practicing new skills
#2
f. Developingmastery Perfonn Activity I: Perfom1 Activity 2: Activity 3: \Vhich Role.Playing of
(Leads to Formative \Vhat does it mean to Housemates? Eats What'/ Symbiotic
Assessment 31 be Ative? Ecomates Relationshios
g. Finding Practical Livingorganisms There is Values Integration - Relationships also
applications of c-annotsurvive interdependenceamong Responsibility and exist in the lower
concepts and skills in without dte nonliving thecompone.nts ofthe Relationships fonns oforganism
daily living components of cite environment;
environment. organisms interact with
theirenvironment to
survive.
h. Making
generalizationsand
abstractions about
the lesson
i. Evaluating learning Answering cite Answe,ing the Answering d1e Roleplaying
ActivitySheets Activity Sheets Activity Sheets
j. Additional Activities
for application of
remediation
V. REMARKS
VI. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about yourstudentptogress thisweek. What w0<ks? What else
needs
to be done to helpthestudentslearn?Identify what help yourinstructional supervisors can ptovide for you so when you meet them,
vou can ask themrelevant auestions
a. No of le.arners who earned
80% in the evaluation
b. No. of learners who
require additional
activities for remediation
who scored betow 80%
C. Did remedial lessons
work'! No. of learners
who have caught up with
the lesson
d. No. of learner who
 continue to require
remediation
e. \Vhich of my te.aching
strategies work well?
Why did these work'/
f. Whatdifficulties did 1
encounter which my
principal or supervisor
c-.an help me solve?
g. \Vhat innovation or
localized materials did 1
use/discover which I wish
to share with other
teachers'!
GRADESEVEN Grade Level 7
Teacher MRS. CHARLINE A. RADISLAO Leamina Area Science
DAILY LESSON LOG Teaching Dates and September 17-20, 2018 Quarter Second
Time I:00-2:00 PM/ 2:00-3:00 PM

Mondav Tuesdav I Wednesdav Thursdav I Fridav

I. OBJECTIVES Objectives must be metover the week andconnected to the curriculum standards. To meet the objectives, necessary procedures
mustbe followed andif needed, additional tessons, exercises andremedial activities maybe done for developing contentknowledge
andcompetencies. These areassessed using formative assessment strategies. Valuing objective sup!X)rt the leaming of content
and competencies andenablechildren to find significance andjoyinteracting the lesson.Weekly objectives shallbe detived fromthe
curriculumouides.
a. Content Standards organisms interacting organisms interacting organisms interacting organisms interacting
with each other and with each other and with each other and with each other and
with their environment with their environment with their emnronment with their env;ronment
to survive to survive to survive to survive
b. Performance The Learners should be TheLearners should be The Learners should be The Learners should be
Standards able to: able to: able to: able to:
conducta collaborative conduct acollaborative conduct a collaborative conduct a collaborative
action to preserve the action to preseive the action to preserve the action to preserve the
ecos•""'em in thelocalit'-' eco ·"stem in the loca!itu ecos•1rtem in thelocaIm, ecos•"'tem in thelocaIm,
C. Learning predict the effect of predict the effectof predict the effect of predict the effect of
Competencies/Objecti changes in changes in changes in changes in
onepopulation on other one population on abiotic factors on the abiotic factors on
ves
populations in the other populations in ecosystem. the ecosystem.
ecosystem; the ecosystem; S7LT•llj·12 S7LT·llj·12
S7LT·lli·ll S7LT·lli·ll

II. CONTENT Content is what the lesson is all alx>ut. It pertains to the subject matter that theteacher aims to teachin the CG, thecontent can be
tacked ina week or two.
1. Components of an 1. Components of an 1. Components of an 1. Components ot an
ecosystem ecosystem ecosystem ecosystem
2. Ecological 2. Ecological 2. Ecological 2. Ecological
relationships relationships relationships relationships
2.1 Symbio<ic 2.1Symbiotic 2.1 Symbiotic 2.1 Symbiotic
relationships relationships relationships relationships
2.2 Non 2.2 Non 2.2 Non 2.2 Non symbiotic
symbiotic symbiotic symbiotic relationships
relationships relationships relationships 3. Transfer of energy
3. Transfer of energy 3. Transfer of energy 3. Transfer of energy through trophic levels
through trophic levels through trophic levels through trophic levels
Ill. LEARNING List of materials to be used in different days. Variedsourcesof materials sustain children's interest in the lesson andintheleaming.
Ensure thatthereis mixof concrete andmanipulative materials as wellas paper-based materials. Hands-on learning ptomotes
RESOURCES concept develoDOlent
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).
Biolofy (8th edition). Biology (8th edition). Biology (8th edition). Biology (8th edition).
SanFrancisco: SanFrancisco: SanFrancisco: SanFrancisco:
Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin
Cummings. Cummings. Cummings. Cummings.
1. Teacher's Guide Module 5 pp. 9-11 Module5 pp. 11-15 Modules pp. 11-15 Modules pp. 11-15
oaaes
2. Learner's Materials Module 5 pp. 7-10 Module5 pp. 11-17 Module5 pp. 11-17 Module5 pp. 11-17
oaaes
3. Textbook oaQes
4. Additional Materials
fromLearning
Resource (LR) oortal
b. Other Learning
Resources
IV. PROCEDURES These stepsshouklbe done across the week.Spread out the activities apptopriately so that students willleam well. Atways be guided
bydemonstration of learning by the student which youcaninfet from formative assessment activities. Sustain leamingsystematically
by providing studentswith multiple ways tolearn new things, practice theirleaming, question their learning process, and d taw
conclusions about what they learned in relation to their lrfe experiences andprevious knowtedge.Indicate thetime allotted foreach
steo.
a. Reviewing previous Recall thatsymbiotic Ask the students to Food chains always Show a foodchain
lesson or presenting relationship could compare and contrast starts with plants or and let the students
the new lesson either be+/+,+/.,+/0 predation from photosynthesizing identify the trnphic
relationship parasitism organisms level of each organism
b. Establishing a What would happen if How is energy passed Identification of cite
purpose for the there is an overlap of on the food chain trophic level of the \Vhat to do with
lesson niches organisms involve in a biodegradable waste?
food chain
C. Presenting Show a picture of a Show students an Since plants c-an make
examples/instances lion eating a deer example of a food their own food then
of the new lesson chain they are termed as Flash the ff phrases on
producers while the board:
animals as consumers • Nitrogen cycle
• Carbon•
Oxygen Cycle
 d. Discussion of new Predation and Food chain and Food Producers, first Cycling of Nutrients
concepts and Competition web order/p,imary
practicing new skills consumers, 2nd
#1 order/secondary
consumers......
e. Discussion of new
concepts and
practicing new skills
#2
f. Developing mastery let cite srudents Answer Energy Perform Activity 4:
(Leads to Formative Pictme Analysis itlusrrate 5 food Transferln the \Vhat to do with Food
Assessment 3) chains and interlink it Ecosystem \Vaste
to fo1m a food web
g. Finding Practical In order to survive we Through these series o The food web can be Macerials in the fom1
applications of must know how to f steps of e.aring and viewed notonly as a ofnutriems needed by
concepts and skills in defend ourselves from being eaten, energy network ofchains but living1hings are cycled
daily living possible harm. flows from one also as a series of between organismsand
\Vhen a shared resour trophic level to trophic (nuttirional) theenvironmeJll.
ce is in short supply, another. Green plants levels. tnergy flows and
organisms compete, or other materials are cycled in
and d1ose that are photosynthesizing the ecosystem.
more suocessful organisms use light Indeed. we live in a
survive. dynamic world.
energy from thesun to
manufacture
carbohydrates for their
own needs
h. Making
generalizations and
abstractions about
the lesson
i. Evaluating learning Oral Recitation Making of foodchains Summative Test Summative.Test
and food web
j. Additional Activities
for application of
remediation
V. REMARKS
VI. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about yourstudent ptogress thisweek. What w0<ks?What else needs
 to bedone tohelp thestudentslearn? Identify what help your instructional supervisorscanprovide fO( you so when you meet them,
vou can ask themrelevantauestions
a. No of learners....tio
earned 80% in the
evaluation
b. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did remedial
lessons work? No. of
learners who
havecaught up
with thelesson
d. No. of learner who
continue to require
remediation
e. Whichd my teaching
strategies work well?
Why did these work?
f. What difficulties did I
encounter which my
principal or supervisor
can helo me solve?
g. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?