400435383-387534229-Dll-Science-Grade-7-2nd-Grading-2-docx.docx

GRADE SEVEN
DAILY LESSON LOG
Teacher Mrs. CHARLINE A. RADISLAO Grade Level 7
Learning Area Science
Teaching Dates and
Time
August 28-31, 2018
1:00-2:00 PM/ 2:00-3:00 PM
Quarter Second
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
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 strategies. Valuing objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
a. Content Standards The Learners
demonstrate an
understanding of:
the parts and functions
of the compound
microscope
The Learners
demonstrate an
understanding of:
of the compound
microscope
The Learners
demonstrate an
understanding of:
of the compound
microscope
the different levels of
biological organization
b. Performance
Standards
The learners should be
able to:
employ appropriate
techniques using the
compound microscope
to gather data about
very small objects
able to:
employ appropriate
compound microscope
very small objects
able to:
employ appropriate
compound microscope
very small objects
able to:
employ appropriate
compound microscope
very small objects
c. Learning
Competencies/
Objectives
Identify parts of the
microscope
and their functions;
S7LT-IIa-1
focus specimens using
the
compound microscope;
S7LT-IIb-2
focus specimens using
the
compound microscope;
S7LT-IIb-2
describe the different
levels of
from cell
to biosphere;
S7LT-IIc-3
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tacked in a week or two.
Microscopy: Parts and
Functions
Proper Handling and
Use of The
Microscope
Focusing Specimens
on the Microscope
Levels of Biological
Organization
III. LEARNING
RESOURCES
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development

a. References Department of
Education. (2009).
Science and
Technology II
textbook. (Rev.
ed.). Pasig City:
Instructional
Materials
Development
Corporation.
Reyes, V.F., &
Alfonso, L. G.
(1979).
The microscope:
Part 1. Manila:
Alemar-
Phoenix Publishing
House
Reyes, V.F., &
Alfonso, L. G.
(1979).
The microscope:
Part 1. Manila:
Alemar-
Phoenix Publishing
House
Education. (2003).
The Pyramid of Life
(Levels of Biological
Organization).
Biology Demystified:
A Self-Teaching
Guide. Retrieved
January 16,
2012 from
http://www.educati
on.com/
1. Teacher’s Guide
pages
Module 2 pp.11-14 Module 2 pp.11-14 Module 2 pp.11-14 Module 1 pp. 1-7
2. Learner’s Materials
pages
Module 2 pp. 9-16 Module 2 pp. 9-16 Module 2 pp. 9-16 Module 1 pp. 1-6
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
b. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
Ask the class what
instrument they use
when they need to see
minute objects more
clearly. How are these
instruments similar to
one another?
Ask the class what are
the light system and
mechanical system of
the microscope. What
would happen if one
part is damage?
Recap on the Rules to
observe when
handling or using the
microscope
Recall the smallest
identifiable unit where
we can detect
existence of life
B. Establishing a
purpose for the
lesson
Why the microscope
is considered a
powerful tool?
How is it significant
in our lives
How important is the
microscope in the
field of biology?
Application on the
concepts learned in
Microscopy
Life follows a
hierarchy of
increasing complexity
C. Presenting
examples/instances
of the new lesson
Common types of
microscope
Show picture
depicting the levels of
organization in an

organism
D. Discussion of new
concepts and
practicing new skills
#1
Parts and Functions of
a Compound light
microscope
Things to observe in
Handling and Using
the microscope.
Preparing glass slides
and
Focusing the letter “e”
Organization (Cells,
Tissues, Organs, Organ
System, Organism)
E. Discussion of new
concepts and
#2
F. Developing mastery
(Leads to Formative
Assessment 3)
Draw ,Label and
Identify the parts and
functions of a
compound light
Microscope
Make a poster
showcasing proper
microscope usage
Answering of the
Activity: How to Use
the Microscope
Answering of the
Activity 1: What
Makes up an
Organism
G. Finding Practical
applications of
concepts and skills in
daily living
Recent
biotechnologies which
allows us to live a
more comfortable life
The benefits of being
able to observe things
not seen with the
unaided eye
Any damage inflicted
cells affects the tissue
level
H. Making
generalizations and
abstractions about
the lesson
I. Evaluating learning Summative Test Summative Test Formative Test Summative Test
J. Additional Activities
for application of
remediation
I. REMARKS
II. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions
a. No of learners who 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 have caught up with
the lesson
d. No. of learner who
continue to require
remediation
e. Which of my teaching
strategies work 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?

GRADE SEVEN
DAILY LESSON LOG
Grade Level 7
Teacher Mrs. CHARLINE A. RADISLAO Learning Area Science
Teaching Dates and
Time
September 3-5, 2018
1:00- 2:00 PM/ 2:00- 3:00 PM
Quarter Second
curriculum guides.
a. Content Standards the different levels of
the difference between
animal and plant cells
b. Performance
Standards
The Learners should be
able to:
employ appropriate
compound microscope
very small objects
able to:
employ appropriate
compound microscope
very small objects
able to:
employ appropriate
compound microscope
very small objects
able to:
employ appropriate
compound microscope
very small objects
c. Learning
Competencies/
Objectives
levels of
from cell
to biosphere;
S7LT-IIc-3
levels of
from cell
to biosphere;
S7LT-IIc-3
levels of
from cell
to biosphere;
S7LT-IIc-3
differentiate plant and
animal
cells according to
presence or
absence of certain
organelles;
S7LT-IId-4
Organization
Organization
Organization
Animal and Plant Cells
III. LEARNING
RESOURCES
concept development
A. References Abistado J.M. and
Valdoz M.P.(2013).
Science Links. Rex
Publishing
Abistado J.M. and
Valdoz M.P.(2013).
Science Links. Rex
Publishing
Abistado J.M. and
Valdoz M.P.(2013).
Science Links. Rex
Publishing
Prentice
Hall(1995).Exploring
life science laboratory
manual.New
Jersey:Prentice

Hall,Inc.
pages
Module 1 pp. 1-11 Module 5 pp. 4-7 Module 1 pp 4-7 Module 2 pp. 1-6
pages
Module 1 pp. 1-9 Module 5 page 7 Module 1 pp 4-7 Module 2 pp. 1-8
3. Textbook pages
from Learning
c. Other Learning
Resources
IV. 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
the new lesson
Recall that cell is the
basic unit of life and
when cells are
grouped together and
performs the same
function it is then
called tissues
Let the class name the
different organ system
that composes the
human organism
Show pictures of
different examples of
population
Recall organisms may
it be plants or animals
is composed of cells
b. Establishing a
purpose for the
lesson
It is important to
know that our organs
are composed of cells
performing one
function
An organism is
composed of different
organ systems. Any
damaged to the lower
level of organization
affects the totality of
the organism
No organism lives
independently. Several
different populations
make up a community.
And the communities
interaction to abiotic
factors makes up an
ecosystem
Let students know that
there are things that
plants are capable of
doing while animals
cannot. This is
because of certain
biological structures
in their respective
cells
c. Presenting
examples/instances
of the new lesson
Presentation of the
Human Torso model
Show pictures of an
organism and group of
organisms of same
kind living in the
same place
Name the different
populations that
makes up your
community and the
abiotic factors you
need in order to
Flash a picture of
Plants and Animals
and let the students
site differences in
their function and
capabilities

survive
d. Discussion of new
concepts and
#1
Level of Organization
( Organs and Organ
System)
Levels of
Organization
(Organism and
Population)
Levels of
Organization
(Community,
Ecosystem, and
Biosphere)
Plants and Animal
Cells
e. Discussion of new
concepts and
#2
f. Developing mastery
(Leads to Formative
Assessment 3)
Name the Organs that
composes the
Digestive,
Respiratory, and
Circulatory System
Site different
examples of
population in your
vicinity
Show a picture of an
ecosystem and let the
students name the
different communities
and abiotic factors that
are in it
Perform Activity 1:
Comparing Plant and
Animal cells
g. Finding Practical
applications of
daily living
To take good care of
our organs, we need to
take good care of our
cells
How organisms in a
population share
resources
A change in one
population may cause
changes in other
populations. Living
organisms need the
abiotic factors in order
to survive.
Animals directly or
indirectly depend on
plants for food, due to
the chloroplast that is
present in plant cells
which is responsible
for photosynthesis.
h. Making
generalizations and
abstractions about
the lesson
i. Evaluating learning Summative Test Summative Test Formative 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 your student progress this week. What works? What else needs
h. No of learners who earned

i. No. of learners who
require additional
j. Did remedial lessons
the lesson
k. No. of learner who
continue to require
remediation
l. Which of my teaching
Why did these work?
m. What difficulties did I
encounter which my
can help me solve?
n. What innovation or
to share with other
teachers?

GRADE SEVEN
DAILY LESSON LOG
Grade Level 7
Teaching Dates and
Time
August 22- 24, 2018
1:00-2:00 PM/ 2:00-3:00 PM
Quarter Second
A.OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
curriculum guides.
a. Content Standards the difference between
organisms that can only
be seen through the
microscope, many of
which consist of only
one cell
b. Performance
Standards
able to:
employ appropriate
compound microscope
very small objects
able to:
employ appropriate
compound microscope
very small objects
able to:
employ appropriate
compound microscope
very small objects
able to:
employ appropriate
compound microscope
very small objects
c. Learning
Competencies/Objecti
ves
animal
cells according to
presence or
absence of certain
organelles;
S7LT-IId-4
animal
cells according to
presence or
absence of certain
organelles;
S7LT-IId-4
explain why the cell is
considered
the basic structural and
functional unit of all
organisms;
S7LT-IIe-5
identify beneficial and
harmful
microorganisms;
S7LT-IIf-6
B. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
Plant Cells Animal Cells Animal and Plant Cells Fungi, Protists, and
Bacteria
C. LEARNING
RESOURCES
concept development
a. References Prentice
Hall(1995).Exploring life
science laboratory
manual.New
Prentice
science laboratory
manual.New
Prentice
science laboratory
manual.New
Carale, L., Galvez, E. &
Reyes, R. (1990).
Science and
Technology for a

Jersey:Prentice Hall,Inc. Jersey:Prentice Hall,Inc. Jersey:Prentice Hall,Inc. Better
Life 2. Biology
Workbook. Makati:
Basic Media Systems.
pages
pages
3. Textbook pages
from Learning
b. Other Learning
Resources
step.
the new lesson
Recall on cellular
organelles unique to
plant cells
Recall on cellular
organelles unique to
animal cells
Recap on past lesson
on Level of Biological
Organization
Remember the Organ
system of plants
b. Establishing a
purpose for the
lesson
Ask students if all
plant cells contain
chloroplast?
Ask students if
animals are able to
make their own food.
How essential are
cells in life?
Some living
organisms exhibits
characteristics very
similar to plants and
animals
c. Presenting
examples/instances
of the new lesson
Let the students
prepare onion scale
for microscopy study
Let students prepare
cheek cells specimen
for microscopy
Ask students if they
have any idea how the
organelles work
together for the cell to
function
Flash a picture of an
edible mushroom and
human with fungal
infections. Let the
students site the
differences and
similarities between
the two pictures
concepts and practicing
new skills #1
Plant cells parts and
functions
Animal Cells Parts
and Functions
Portray the different
functions of certain
cell structures
Fungi: Characteristics,
Benefits and Harm

concepts and
#2
(Leads to Formative
Assessment 3)
Perform Activity 2:
Investigating plant
cells
Make a Venn
Diagram on the Parts
of Plant and Animal
cells
Create a comic strip
having the cellular
organelles as the
characters. The theme
would be about their
function
Growing Bread Mold
Spores Activity
Minilab 20.1 p. 530
Biology Dynamics of
Life
applications of
daily living
Not all plant cells
contains chloroplast,
take for example root
cells. The major site
of food production in
plants are the leaves,
so it is expected that
chloroplast is
prevalent in leaf cells
Cells have various
structures and perform
different functions.
Cells interact with
each other to produce
a well coordinated
cell.
Fungi are both friend
and foe. Some such as
mushrooms provide
food. Other fungi
produce antibiotics.
Yet fungi also damage
crops, buildings, and
animals
h. Making
generalizations and
abstractions about
the lesson
i. Evaluating learning Answering of Activity
Sheet
Summative Test Comic strip making Answering of Activity
Sheet
for application of
remediation
V. REMARKS
require additional

the lesson
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
to share with other
teachers?

GRADE SEVEN
DAILY LESSON LOG
Grade Level 7
Teaching Dates and
Time
September 10-14, 2018
1:00-2:00 PM/ 2:00-3:00 PM
Quarter Second
A. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
curriculum guides.
a. Content Standards organisms that can only
be seen through the
microscope, many of
one cell
be seen through the
microscope, many of
one cell
be seen through the
microscope, many of
one cell
reproduction being both
asexual or sexual
b. Performance
Standards
able to:
employ appropriate
compound microscope
very small objects
able to:
employ appropriate
compound microscope
very small objects
able to:
employ appropriate
compound microscope
very small objects
able to:
employ appropriate
compound microscope
very small objects
c. Learning
ves
harmful
microorganisms;
S7LT-IIf-6
harmful
microorganisms;
S7LT-IIf-6
harmful
microorganisms;
S7LT-IIf-6
differentiate asexual
from sexual
reproduction in terms
of:
*number of individuals
involved;
*similarities of offspring
to parents;
S7LT-IIg-7
Fungi, Protists, and
Bacteria
Bacteria
Bacteria
Asexual reproduction
Sexual reproduction
C. LEARNING
RESOURCES
concept development
a. References Carale, L., Galvez, E. &
Reyes, R. (1990).
Reyes, R. (1990).
Reyes, R. (1990).
Campbell, N.A. &
Reece, J. B. (2009).

Science and
Technology for a
Better
Life 2. Biology
Workbook. Makati:
Science and
Technology for a
Better
Life 2. Biology
Workbook. Makati:
Science and
Technology for a
Better
Life 2. Biology
Workbook. Makati:
Biology (8th edition).
San Francisco:
Pearson/Benjamin
Cummings.
pages
pages
3. Textbook pages
from Learning
b. Other Learning
Resources
D. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
step.
the new lesson
Remember that fungi
are unicellular or
multicellular
eukaryotic organism.
There are some
beneficial fungi and
fungi that cause harm.
Protozoans or animal-
like protist resemble
animals in the way
they get food
Recall that
prokaryotes are
unicellular organisms
that don’t have a
nucleus or membrane
bound organelles.
They are called
bacteria
One of the
characteristics of an
organism is that it is
capable of reproducing.
b. Establishing a
purpose for the
lesson
Besides form fungi,
what are other living
organisms aside from
plants and animals?
There are Protist
which can make their
own food
have any idea on any
“good bacteria”
Ask students on how to
propagate a tomato
plant if you want to
preserve its desirable
characteristics?
c. Presenting
examples/instances
of the new lesson
Animal like protist Plant like protist, no
true roots, stems, and
leaves
Touch on importance
of bacteria in
Nitrogen fixation,
recycling of
nutrients, food and
have seen Katakataka
leaf

medicine.
Diseases caused by
bacteria like TB and
tetanus
concepts and
#1
Protists (Protozoans) Protists (Algae) Bacteria Asexual Reproduction
(Vegetative
Propagation and Spore
Formation)
concepts and
#2
(Leads to Formative
Assessment 3)
Film Showing
KWL Chart on
benefits and harm
caused by species of
algae
Film Showing
Perform Activity 1:
Can you grow Plants
from Eyes?
applications of
daily living
Some Protists cause
diseases, such as
malaria and sleeping
sickness, that result in
millions of human
deaths
Red tide which causes
poisoning of birds,
fishes and mammals
are caused by algae
Bacteria cause
diseases. Other
bacteria fix nitrogen,
recycle nutrients, and
help make food
products and
medicines
Due to increase
demand for food due to
increasing population.
Farmers can propagate
plants faster through
asexual reproduction
h. Making
generalizations and
abstractions about
the lesson
i. Evaluating learning Summative Test KWL Chart Summative Test Performing of Activity
for application of
remediation
E. REMARKS
F. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
h. No of learners who earned

GRADE SEVEN
DAILY LESSON LOG
Grade Level 7
Teacher MRS. CHARLINE A. RADISLAO Learning Area Science
Teaching Dates and
Time
1:00-2:00 PM/ 2:00-3:00 PM
Quarter Second
A. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
curriculum guides.
a. Content Standards reproduction being both
asexual or sexual
asexual or sexual
be seen through the
microscope, many of
one cell
asexual or sexual
b. Performance
Standards
able to:
employ appropriate
compound microscope
very small objects
able to:
employ appropriate
compound microscope
very small objects
able to:
employ appropriate
compound microscope
very small objects
able to:
employ appropriate
compound microscope
very small objects
c. Learning
ves
from sexual
of:
involved;
to parents;
S7LT-IIg-7
from sexual
of:
involved;
to parents;
S7LT-IIg-7
describe the process of
fertilization;
S7LT-IIg-8
describe the process of
fertilization;
S7LT-IIg-8
Sexual reproduction
Sexual reproduction
Sexual reproduction
Sexual reproduction
C. LEARNING
RESOURCES
concept development
a. References Campbell, N.A. &
Reece, J. B. (2009).
Campbell, N.A. &
Reece, J. B. (2009).
Campbell, N.A. &
Reece, J. B. (2009).
Campbell, N.A. &
Reece, J. B. (2009).

San Francisco:
Pearson/Benjamin
Cummings.
San Francisco:
Pearson/Benjamin
Cummings.
San Francisco:
Pearson/Benjamin
Cummings.
San Francisco:
Pearson/Benjamin
Cummings.
pages
pages
7. Textbook pages
from Learning
b. Other Learning
Resources
D. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided
step.
lesson or presenting the
new lesson
Recall that vegetative
propagation and spore
formation type of
reproduction can
happen without a mate
Recall that when an
organism reproduce
asexually then it is an
exact copy of the
parent
In flowering plants
sexual reproduction is
synonymous with a
unique structure-the
flower
Recall that the flower
is the reproductive
structure in plants.
Some plants have the
male and the female
reproductive structures
in one flower.
b. Establishing a
purpose for the
lesson
Give other means on
how to reproduce
asexually
Ask students what
will happen if a sea
star lost or injured its
arm
Pollination and
fertilization in seed
plants are two different
and separate events
Let students analyze
their physical
appearance, let them
identify which of their
traits came from their
mother or father.
c. Presenting
examples/instances
of the new lesson
An individual splitting
into two or arises from
the outgrowth of
existing ones
Show a picture or
video of a
regenerating sea star
Pollination brings
together the gametes of
a flower Each pollen
forms a tube that grows
down through the pistil
and reaches the ovule
in the ovary. One of the
nuclei in the pollen
Present a picture of a
family

tube unites with the egg
nucleus in the ovule to
form a zygote
concepts and
#1
Fission and Budding
Fragmentation and
Regeneration
Pollination and
Fertilization in
Flowering Plants
Animal Sexual
Reproduction
concepts and
#2
(Leads to Formative
Assessment 3)
Perform Activity 2:
Can One become
Two?
Video Clip on
regenerating sea star
Perform Activity 3:
Structure of a
Gumamela Flower
Film Showing on
Sexual Reproduction
applications of
daily living
Organisms that can
reproduce asexually
are particularly well
suited to colonize new
habitats because a
single individual can
establish an entire
new population
The term regeneration
normally refers to
regrowth of missing
or damaged body
parts in higher
organisms, but whole
body regeneration
occurs in starfish, and
many plants
Sexual reproduction
need two parents, a
male and a female and
involves specialized
cells or gametes.
These genetic
differences which
results from sexual
reproduction help to
ensure the survival of
the species in changing
environmental
conditions
h. Making
generalizations and
abstractions about
the lesson
i. Evaluating learning Answering of Activity
Sheets
Summative Test Answering of Activity
Sheets
Answering of Activity
Sheets
for application of
remediation
E. REMARKS
F. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
o. No of 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
who have caught up
with the lesson
r. No. of learner who
continue to require
remediation
s. Which of my teaching
Why did these work?
t. What difficulties did I
encounter which my
can help me solve?
u. What innovation or
use/discover which I
wish to share with other
teachers?

GRADE SEVEN
DAILY LESSON LOG
Grade Level 7
Teaching Dates and
Time
1:00-2:00 PM/ 2:00-3:00 PM
Quarter Second
curriculum guides.
a. Content Standards organisms interacting
with each other and
with their environment
to survive
organisms interacting
with each other and
to survive
with each other and
to survive
with each other and
to survive
b. Performance
Standards
able to:
conduct a collaborative
action to preserve the
ecosystem in the locality
able to:
able to:
able to:
c. Learning
Competencies
/Objectives
differentiate biotic from
abiotic components of
an ecosystem;
S7LT-IIh-9
differentiate biotic from
abiotic components of
an ecosystem;
S7LT-IIh-9
ecological relationships
found in an
ecosystem;
S7LT-IIh-10
ecological relationships
found in an
ecosystem;
S7LT-IIh-10
1. Components of an
ecosystem
2. Ecological
relationships
2.1 Symbiotic
relationships
2.2 Non symbiotic
relationships
3. Transfer of energy
through trophic levels
1. Components of an
ecosystem
2. Ecological
relationships
2.1 Symbiotic
relationships
2.2 Non symbiotic
relationships
1. Components of an
ecosystem
2. Ecological
relationships
2.1 Symbiotic
relationships
2.2 Non symbiotic
relationships
1. Components of an
ecosystem
2. Ecological
relationships
2.1 Symbiotic
relationships
2.2 Non symbiotic
relationships
III. LEARNING
RESOURCES
concept development

Reece, J. B. (2009).
San Francisco:
Pearson/Benjamin
Cummings.
Campbell, N.A. &
Reece, J. B. (2009).
San Francisco:
Pearson/Benjamin
Cummings.
Campbell, N.A. &
Reece, J. B. (2009).
San Francisco:
Pearson/Benjamin
Cummings.
Campbell, N.A. &
Reece, J. B. (2009).
San Francisco:
Pearson/Benjamin
Cummings.
pages
Module 5 pp. 1-4 Module 5 pp. Module 5 pp. Module 5 pp.
pages
Module 5 pp. 1-4 Module 5 pp. Module 5 pp. Module 5 pp.
3. Textbook pages
from Learning
b. Other Learning
Resources
step.
the new lesson
Remember that in an
ecosystem, both living
and nonliving
components are
involved
Recall that the
environment is
composed of the
living and non-living
components
Let the student’s site
connection between
living and nonliving
things in the
environment.
Ask the students what
would happen if there
is scarcity of resource
in the environment?
b. Establishing a
purpose for the
lesson
How important are the
abiotic factors in the
environment for our
survival?
How do living
organisms make use
of abiotic components
in order to survive
Let the students listen
to the song
“Magkaugnay” by
Joey Ayala
Organisms need to
coexist with each
other and must adapt
to the environment in
order to survive
c. Presenting
examples/instances
of the new lesson
concepts and
#1
Biotic and Abiotic
Components in the
Environment
Infer what happens to
organisms if their
environment is not able
to provide them with
their basic needs.
Ecological
Relationships
(Symbiotic
Relationships)
Ecological
Relationships
(Symbiotic
Relationships)

concepts and
#2
(Leads to Formative
Assessment 3)
Perform Activity 1:
What does it mean to
be Alive?
Perform Activity 2:
Housemates?
Ecomates
Activity 3: Which
Eats What?
Role Playing of
Symbiotic
Relationships
applications of
daily living
Living organisms
cannot survive
without the nonliving
components of the
environment.
There is
interdependence among
the components of the
environment;
organisms interact with
their environment to
survive.
Values Integration –
Responsibility and
Relationships
Relationships also
exist in the lower
forms of organism
h. Making
generalizations and
abstractions about
the lesson
i. Evaluating learning Answering the
Activity Sheets
Answering the
Activity Sheets
Answering the
Activity Sheets
Role playing
for application of
remediation
V. REMARKS
require additional
the lesson

continue to require
remediation
Why did these work?
encounter which my
can help me solve?
to share with other
teachers?

GRADE SEVEN
DAILY LESSON LOG
Grade Level 7
Teaching Dates and
Time
1:00-2:00 PM/ 2:00-3:00 PM
Quarter Second
curriculum guides.
a. Content Standards organisms interacting
with each other and
to survive
with each other and
to survive
with each other and
to survive
with each other and
to survive
b. Performance
Standards
able to:
able to:
able to:
able to:
c. Learning
ves
predict the effect of
changes in
one population on other
populations in the
ecosystem;
S7LT-IIi-11
changes in
one population on other
populations in the
ecosystem;
S7LT-IIi-11
changes in
abiotic factors on the
ecosystem.
S7LT-IIj-12
changes in
abiotic factors on the
ecosystem.
S7LT-IIj-12
1. Components of an
ecosystem
2. Ecological
relationships
2.1 Symbiotic
relationships
2.2 Non symbiotic
relationships
1. Components of an
ecosystem
2. Ecological
relationships
2.1 Symbiotic
relationships
2.2 Non symbiotic
relationships
1. Components of an
ecosystem
2. Ecological
relationships
2.1 Symbiotic
relationships
2.2 Non symbiotic
relationships
1. Components of an
ecosystem
2. Ecological
relationships
2.1 Symbiotic
relationships
2.2 Non symbiotic
relationships

III. LEARNING
RESOURCES
concept development
Reece, J. B. (2009).
San Francisco:
Pearson/Benjamin
Cummings.
Campbell, N.A. &
Reece, J. B. (2009).
San Francisco:
Pearson/Benjamin
Cummings.
Campbell, N.A. &
Reece, J. B. (2009).
San Francisco:
Pearson/Benjamin
Cummings.
Campbell, N.A. &
Reece, J. B. (2009).
San Francisco:
Pearson/Benjamin
Cummings.
pages
pages
3. Textbook pages
from Learning
b. Other Learning
Resources
step.
the new lesson
Recall that symbiotic
relationship could
either be +/+,+/-,+/0
relationship
Ask the students to
compare and contrast
predation from
parasitism
Food chains always
starts with plants or
photosynthesizing
organisms
Show a food chain
and let the students
identify the trophic
level of each organism
b. Establishing a
purpose for the
lesson
What would happen if
there is an overlap of
niches
How is energy passed
on the food chain
Identification of the
trophic level of the
organisms involve in a
food chain
What to do with
biodegradable waste?
c. Presenting
examples/instances
of the new lesson
Show a picture of a
lion eating a deer
Show students an
example of a food
chain
Since plants can make
their own food then
they are termed as
producers while
animals as consumers
Flash the ff phrases on
the board:
 Nitrogen cycle
 Carbon-
Oxygen Cycle

concepts and
#1
Predation and
Competition
Food chain and Food
web
Producers, first
order/primary
consumers, 2nd
order/secondary
consumers......
Cycling of Nutrients
concepts and
#2
(Leads to Formative
Assessment 3)
Picture Analysis
Let the students
illustrate 5 food
chains and interlink it
to form a food web
Answer Energy
Transfer In the
Ecosystem
Perform Activity 4:
What to do with Food
Waste
applications of
daily living
In order to survive we
must know how to
defend ourselves from
possible harm.
When a shared resour
ce is in short supply,
organisms compete,
and those that are
more successful
survive.
Through these series o
f steps of eating and
being eaten, energy
flows from one
trophic level to
another. Green plants
or other
photosynthesizing
organisms use light
energy from the sun to
manufacture
carbohydrates for their
own needs
The food web can be
viewed not only as a
network of chains but
also as a series of
trophic (nutritional)
levels.
Materials in the form
of nutrients needed by
living things are cycled
between organisms and
the environment.
Energy flows and
materials are cycled in
the ecosystem. Indeed,
we live in a dynamic
world.
h. Making
generalizations and
abstractions about
the lesson
i. Evaluating learning Oral Recitation Making of food chains
and food web
Summative Test Summative Test
for application of
remediation
V. REMARKS

a. No of learners who
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
who have caught up
with the lesson
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
use/discover which I
wish to share with other
teachers?

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