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    Irish May Troyo
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    1) The document is a daily lesson plan for a 7th grade science class taught by Irish May M. Troyo. 2) The lesson will cover the different levels of biological organization from cells to the biosphere through a long test. 3) The lesson plan outlines the procedures, which include a review, motivation activity, conducting the long test, and assessment through multiple choice and matching questions about organ systems.

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    1) The document is a daily lesson plan for a 7th grade science class taught by Irish May M. Troyo. 2) The lesson will cover the different levels of biological organization from cells to the biosphere through a long test. 3) The lesson plan outlines the procedures, which include a review, motivation activity, conducting the long test, and assessment through multiple choice and matching questions about organ systems.

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    7 views3 pages

    05 Long Test Biological Organization

    Uploaded by

    Irish May Troyo
    1) The document is a daily lesson plan for a 7th grade science class taught by Irish May M. Troyo. 2) The lesson will cover the different levels of biological organization from cells to the biosphere through a long test. 3) The lesson plan outlines the procedures, which include a review, motivation activity, conducting the long test, and assessment through multiple choice and matching questions about organ systems.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    of 3

    School Rafaelito Cabaῆas Martinez National Grade & 7 – Mangga/

    High School Section Lansones


    DAILY Teacher Learning
    IRISH MAY M. TROYO SCIENCE
    LESSON Area
    PLAN Teaching
    Dates & Time November 18, 2022 /9:30am- Quarter 2
    10:30am/ 1:15pm-2:15pm
    Week No. 2 Day 5 Duration 1 HOUR

    PERFORMANCE STANDARD The learners should be able to employ appropriate techniques using the compound
    microscope to gather data about very small objects.
    I.OBJECTIVE/S: Describe the different levels of biological organization from cell to biosphere.
    Week 3 S7LT-IIc-3
    II. SUBJECT MATTER
    a. Topic Long Test: Levels Of Biological Organization
    b. References:
     MELC, p. 385
     CO_Q2_Science 7_Module 2
    c. Materials: Learning modules, illustrations, chalk, laptop
    d. Subject Integration: English
    e. Values Integration: Appreciation of life from smallest to largest organization
    III.PROCEDURE
    A. Priming Activities: Begin with classroom routine:
    a. Prayer
    b. Reminder of the classroom health and safety protocols
    c. Checking of Attendance
    d. Quick “kumustahan”

    1. Review What are the different levels of biological organization?

    2. Motivation: The students will have a short energizer.


    B. Lesson Proper:
     Activity:  The teacher asks the students to arrange their chairs properly in a
    way that cheating is avoided for the conduct of test.

     Analysis:  The students listen attentively and follow the instructions of the
    teacher.
     Abstraction:  The students prepare their pen and paper.
     Application:  The students answer the long test in science.
    IV.ASSESSMENT/ Directions: Read each item carefully and encircle the letter that
    EVALUATION: corresponds to the correct answer.
    1. What are organ systems made of?
    A. cells B. organelle C. organs D. tissues
    2. Which statement best describes how organ systems work together?
    A. they perform their respective functions to sustain life
    B. they perform independently from each other
    C. they perform with the same functions
    D. they perform as needed
    3. Which sequence correctly shows the level of biological organization
    from the lowest level to the highest?
    1. tissue 2. organs 3. cell 4. organism 5. organ systems
    A. 3,1,2,5,4 C. 3,1,5,4,2
    B. 3,1,4,2,5 D. 3,1,5,2,4
    4. The brain controls many activities of the body. To what organ system
    does it belong?
    A. circulatory B. digestive C. nervous D. respiratory
    5. Which of the following statements best describe how organ systems
    make up an organism?
    A. Organisms are made up of tissues and cells present in organs working
    independently.
    B. Different organs work together to form an organism.
    C. Different organ systems make up an organism.
    D. Organs work together to form organism.

    Matching Type
    Directions: Match the ORGAN SYSTEMS with its PARTS. Write your
    answer on the space provided.

    ORGAN SYSTEMS PARTS


    _____ 1. Nervous System a. lungs, nose, trachea
    _____ 2. Circulatory System b. heart, blood vessels
    _____ 3. Digestive System c. kidney, urinary bladder,
    ureter
    _____ 4. Respiratory System d. brain, spinal cord, nerves
    _____ 5. Excretory System e. stomach, intestines, liver
    f. scrotum, vas deferens, epididymis
    Picture Analysis
    Directions: Study
    the picture
    below.
    Answer
    briefly the
    questions that
    follows:

    1. A muscle tissue made up of ______________.


    2. Heart is an organ that belongs to _____________ organ system.
    3. What will happen to the heart if the specialized (cardiac) cells are
    damaged?
    ____________________________________________________________
    4. What will happen to the organism if the circulatory system stops
    working?
    ____________________________________________________________
    5. Why do you think it is important for cells, tissues, organs, and organ
    system to work together?
    ____________________________________________________________

    V.  What are cells?


    AGREEMENT/ASSIGNMENT:  What are the different parts of the cell?
    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?

    Prepared by: Approved by:

    IRISH MAY M. TROYO, LPT BENNIE O. GONZALES


    Science Teacher/ T-I Head Teacher I

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