Dll science 7 q2

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DAILY LESSON LOG Teacher JOMAR M. NARVAS
Grade Level 7
Learning Area Science
Teaching Dates and Time August 13 – 16, 2019 (1:00-2:00 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.
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 Learners
demonstrate an
understanding of:
the different levels of
biological organization
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
small objects
able to:
employ appropriate
small objects
able to:
employ appropriate
small objects
Learning Competencies/
Objectives
Identify parts of the
microscope and their
functions;
S7LT-IIa-1
Focus specimens using the
compound microscope;
S7LT-IIb-2
S7LT-IIb-2
Describe the different
levels of biological
organization 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
References
Department of Education.
(2009). Science and
Technology II
textbook. (Rev. ed.).
Reyes, V.F., & Alfonso, L.
G. (1979).
The microscope: Part
1. Manila: Alemar-
Phoenix Publishing House
G. (1979).
The microscope: Part 1.
Manila: Alemar-
Education. (2003). The
Pyramid of Life (Levels of
Biological Organization).

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Pasig City: Instructional
Materials Development
Corporation.
Biology Demystified: A
Self-Teaching Guide.
Retrieved January 16,
2012 from
http://www.education.co
m/
Teacher’s Guide pages Module 2 pp.11-14 Module 2 pp.11-14 Module 2 pp.11-14 Module 1 pp. 1-7
Learner’s Materials pages Module 2 pp. 9-16 Module 2 pp. 9-16 Module 2 pp. 9-16 Module 1 pp. 1-6
Textbook pages
Additional Materials fromLearning
Resource (LR) portal
Other Learning Resources
IV. PROCEDURES
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
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
Presenting examples/instances of
the new lesson
Common types of
microscope
Show picture depicting
the levels of organization
in an organism
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)
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

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Prepared by: Noted:
Jomar M. Narvas Danilo L. Leuterio
SHS TII Principal III
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
Making generalizations and
abstractions about the lesson
Evaluating learning Summative Test Summative Test Formative Test Summative Test
Additional Activities for application
of remediation
IV. REMARKS
V. 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.
No of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored
below 80%
Did remedial lessons work? No. of
learners who have caught up with the
lesson
No. of learner who continue to require
remediation
Which of my teaching strategies work
well? Why did these work?
What difficulties did I encounter which
my principal or supervisor can help me
solve?
What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

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Grade Level 7
I. OBJECTIVES
Content Standards
The Learners
demonstrate an
understanding of:
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 Learners
demonstrate an
understanding of:
the different levels of
biological organization
able to:
employ appropriate
small objects
able to:
employ appropriate
small objects
able to:
employ appropriate
small objects
able to:
employ appropriate
small objects
Learning Competencies/
Objectives
Identify parts of the
microscope and their
functions;
S7LT-IIa-1
S7LT-IIb-2
S7LT-IIb-2
levels of biological
organization from cell
to biosphere;
S7LT-IIc-3
II. CONTENT
or two.
Microscopy: Parts and
Functions
Proper Handling and
Use of The Microscope
Focusing Specimens on
the Microscope
Organization
III. LEARNING
RESOURCES
References
Department of Education.
(2009). Science and
Technology II
textbook. (Rev. ed.).
G. (1979). The
microscope: Part 1.
Manila: Alemar-
Reyes, V.F., & Alfonso, L. G.
(1979). The microscope:
Part 1. Manila: Alemar-
Education. (2003). The
Pyramid of Life (Levels of
Biological Organization).

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Pasig City: Instructional
Materials Development
Corporation.
Biology Demystified: A
Self-Teaching Guide.
Retrieved January 16,
2012 from
http://www.education.co
m/
Teacher’s Guide pages Module 2 pp.11-14 Module 2 pp.11-14 Module 2 pp.11-14 Module 1 pp. 1-7
Textbook pages
IV. PROCEDURES
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
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
the new lesson
Common types of
microscope
Show picture depicting
the levels of organization
in an organism
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)
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

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Prepared by: Noted:
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
Evaluating learning Summative Test Summative Test Formative Test Summative Test
of remediation
V. REMARKS
VI. REFLECTION
questions.
evaluation
below 80%
lesson
remediation
solve?

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Grade Level 7
I. OBJECTIVES
Content Standards
the difference between
animal and plant cells
organisms that can only be
seen through the
microscope, many of
which consist of only one
cell
able to:
employ appropriate
small objects
able to:
employ appropriate
small objects
able to:
employ appropriate
small objects
able to:
employ appropriate
small objects
Learning Competencies/Objectives
Differentiate plant and
animal cells according to
presence or absence of
certain organelles;
S7LT-IId-4
Differentiate plant and
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
II. CONTENT
or two.
Plant Cells Animal Cells Animal and Plant Cells
Fungi, Protists, and
Bacteria
III. LEARNING RESOURCES
References
Prentice
Hall(1995).Exploring life
science laboratory manual.
Prentice
Prentice
Carale, L., Galvez, E. &
Reyes, R. (1990). Science
and Technology for a
Better Life 2. Biology

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New Jersey:Prentice
Hall,Inc.
New Jersey:Prentice
Hall,Inc.
New Jersey:Prentice
Hall,Inc.
Workbook. Makati: Basic
Media Systems.
Teacher’s Guide pages Module 2 pp. 5-6 Module 2 pp. 1-6 Module 1 pp 4-7 Module 3 pp. 1-13
Learner’s Materials pages Module 2 pp. 5-8 Module 2 pp. 1-8 Module 1 pp 4-7 Module 3 pp. 1-9
Textbook pages
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.
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
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
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
Plant cells parts and
functions
Animal Cells Parts and
Functions
Portray the different
functions of certain cell
structures
Fungi: Characteristics,
Benefits and Harm
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
Not all plant cells contains
chloroplast, take for
example root cells. The
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.

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major site of food
production in plants are
the leaves, so it is
expected that chloroplast
is prevalent in leaf cells
Other fungi produce
antibiotics. Yet fungi also
damage crops, buildings,
and animals
Evaluating learning
Answering of Activity
Sheet
Summative Test Comic strip making Answering of Activity
Sheet
of remediation
V. REMARKS
VI. REFLECTION
questions
evaluation
below 80%
lesson
remediation
solve?
Prepared by: Noted:

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Grade Level 7
Teaching Dates and Time September 2 – 6, 2019 (1:00-2:00 PM) Quarter Second
I. OBJECTIVES
Content Standards
Organisms that can only
be seen through the
microscope, many of
cell
Organisms that can only be
seen through the
microscope, many of which
consist of only one cell
Organisms that can only
be seen through the
microscope, many of
cell
Reproduction being both
asexual or sexual
able to:
employ appropriate
small objects
able to:
employ appropriate
gather data about very small
objects
able to:
employ appropriate
small objects
able to:
employ appropriate
small objects
identify beneficial and
S7LT-IIf-6
S7LT-IIf-6
S7LT-IIf-6
differentiate asexual from
sexual reproduction in
terms of:
*number of individuals
involved;
*similarities of offspring to
parents;
S7LT-IIg-7
II. CONTENT
or two.
Bacteria
Bacteria
Bacteria
Asexual reproduction
Sexual reproduction

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References
Better
Life 2. Biology
Media Systems.
Better
Life 2. Biology
Media Systems.
Reyes, R. (1990).
Science and
Technology for a
Better
Life 2. Biology
Workbook. Makati:
Basic Media Systems.
Campbell, N.A. & Reece, J.
B. (2009). Biology (8th
edition). San Francisco:
Pearson/Benjamin
Cummings.
Teacher’s Guide pages Module 3 pp. 1-13 Module 3 pp. 1-13 Module 3 pp. 1-13 Module 4 pp. 1-4
Textbook pages
IV. PROCEDURES
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.
lesson
Besides form fungi, what
are other living organisms
aside from plants and
animals?
There are Protist which can
make their own food
Ask students if they
have any idea on any
“good bacteria”
Ask students on how to
propagate a tomato plant if
you want to preserve its
desirable characteristics?
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 medicine.
Diseases caused by
bacteria like TB and
tetanus
Ask students if they have seen
Katakataka leaf

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Protists (Protozoans) Protists (Algae) Bacteria Asexual Reproduction
(Vegetative Propagation and
Spore Formation)
Film Showing
KWL Chart on benefits and
harm caused by species of
algae
Film Showing
Perform Activity 1: Can you
grow Plants from Eyes?
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
Evaluating learning Summative Test KWL Chart Summative Test Performing of Activity
of remediation
V. REMARKS
VI. REFLECTION
questions
evaluation
below 80%
lesson
remediation

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solve?
Prepared by: Noted:

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Grade Level 7
I. OBJECTIVES
Content Standards
reproduction being both
asexual or sexual
asexual or sexual
organisms that can
only be seen through
the microscope, many
of which consist of only
one cell
asexual or sexual
The Learners should be
able to:
employ appropriate
small objects
able to:
employ appropriate
objects
The Learners should
be able to:
employ appropriate
compound microscope
to gather data about
very small objects
The Learners should be able
to:
employ appropriate
objects
Differentiate asexual from
sexual reproduction in
terms of:
involved;
parents;
S7LT-IIg-7
Differentiate asexual from
sexual reproduction in terms
of:
involved;
parents;
S7LT-IIg-7
Describe the process
of fertilization;
S7LT-IIg-8
Describe the process of
fertilization;
S7LT-IIg-8
II. CONTENT
or two.
Sexual reproduction
Sexual reproduction
Asexual
reproduction
Sexual
reproduction
Sexual reproduction

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References
Pearson/Benjamin
Cummings.
Pearson/Benjamin
Cummings.
Campbell, N.A. &
Reece, J. B. (2009).
Biology (8th edition).
San Francisco:
Pearson/Benjamin
Cummings.
Campbell, N.A. & Reece, J. B.
(2009). Biology (8th
Pearson/Benjamin
Cummings.
Textbook pages
IV. PROCEDURES
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.
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.
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 tube unites with
the egg nucleus in the
ovule to form a zygote
Present a picture of a family

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Fission and Budding
Fragmentation and
Regeneration
Pollination and
Fertilization in
Flowering Plants
Animal Sexual Reproduction
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
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
Evaluating learning
Answering of Activity
Sheets
Summative Test Answering of Activity
Sheets
Answering of Activity Sheets
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 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
evaluation
below 80%
lesson
remediation

17 | P a g e
solve?
Prepared by: Noted:

18 | P a g e
Grade Level 7
I. OBJECTIVES
a. Content Standards
Organisms interacting with
each other and with their
environment to survive
Organisms interacting
with each other and
with their environment
to survive
b. Performance Standards
able to:
conduct a collaborative
action to preserve the
ecosystem in the locality
able to:
The Learners should
be able to:
ecosystem in the
locality
able to:
conduct a collaborative action
to preserve the ecosystem in
the locality
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
II. CONTENT
or two.
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
2.2 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
2.2 Non symbiotic
relationships

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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
References
Campbell, N.A. & Reece,
J. B. (2009). Biology (8th
Pearson/Benjamin
Cummings.
Pearson/Benjamin
Cummings.
Campbell, N.A. &
Reece, J. B. (2009).
San Francisco:
Pearson/Benjamin
Cummings.
Pearson/Benjamin
Cummings.
Teacher’s Guide pages Module 5 pp. 1-4 Module 5 pp. Module 5 pp. Module 5 pp.
Learner’s Materials pages Module 5 pp. 1-4 Module 5 pp. Module 5 pp. Module 5 pp.
Textbook pages
IV. PROCEDURES
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?
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
the new lesson
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)
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

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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
Evaluating learning
Answering the Activity
Sheets
Sheets
Sheets
Role playing
of remediation
V. REMARKS
VI. REFLECTION
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?
Prepared by: Noted:

21 | P a g e
Grade Level 7
I. OBJECTIVES
Content Standards
organisms interacting
with each other and with
their environment to
survive
organisms interacting with
organisms interacting
with each other and
with their environment
to survive
organisms interacting with
able to:
able to:
the locality
The Learners should
be able to:
ecosystem in the
locality
able to:
the locality
Predict the effect of
changes in one
population on other
populations in the
ecosystem;
S7LT-IIi-11
Predict the effect of changes
in one population on other
populations in the
ecosystem;
S7LT-IIi-11
Predict the effect of
changes in abiotic
factors on the
ecosystem.
S7LT-IIj-12
Predict the effect of changes
in abiotic factors on the
ecosystem.
S7LT-IIj-12
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.
1. Components of an
ecosystem
2.1 Symbiotic
relationships
2.2 Non symbiotic
relationships
1. Components of an
ecosystem
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
2.2 Non symbiotic
relationships

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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
References
Campbell, N.A. & Reece,
J. B. (2009). Biology
(8th edition). San
Francisco:
Pearson/Benjamin
Cummings.
Pearson/Benjamin
Cummings.
Campbell, N.A. &
Reece, J. B. (2009).
San Francisco:
Pearson/Benjamin
Cummings.
Pearson/Benjamin
Cummings.
Textbook pages
IV. PROCEDURES
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
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?
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
Predation and
Competition
Food chain and Food web Producers, first
order/primary
consumers, 2nd
order/secondary
consumers......
Cycling of Nutrients

23 | P a g e
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
In order to survive we
must know how to defend
ourselves from possible
harm.
When a shared resource
is in short supply,
organisms compete, and
those that are more
successful survive.
Through these series of
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.
Evaluating learning
Oral Recitation Making of food chains and
food web
Summative Test Summative Test
of remediation
V. REMARKS
VI. REFLECTION
evaluation
below 80%
lesson
remediation
solve?

24 | P a g e
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Dll science 7 q2

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