Topic: Ecosystem

1. DETAILED LESSON PLAN IN SCIENCE
GRADE LEVEL
7
QUARTER / DOMAIN
2nd GRADING/ECOSYSTEM
WEEK & DAY NO. PAGE NO.
1
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of: organisms interacting with each
other and with their environment to survive
B. Performance
Standards
The learners should be able to: conduct a collaborative action to preserve the
ecosystem in the locality
C. Learning
Competencies/
Objectives
(Write the LC code)
Competency:
The learners should be able to:
differentiate biotic from abiotic components of an ecosystem;
Specific Objectives:
At the end of the discussion, the students are expected to:
 define what is an ecosystem
 differentiate biotic and abiotic components in an ecosystem.
 explain how biotic factors need abiotic factors to sustain life through
illustration.
S7LT-IIh-9
II. CONTENT Components of an Ecosystem
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
BEAM I. Unit 5. 1 Living Things and Their Interaction
EASE I. Module 9
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
Preliminary Activities
 Prayer
Teacher: Let’s all stand for a prayer. Altogether, in the name of the Father, the Son and
the Holy Spirit. Amen
Students: (prays)
All: Amen
 Greetings
Teacher: Good morning class! I am Myreal S. Labingguisa, I will be your teacher for this
period.
Students: Good morning Ma’am, Good morning classmates, Good morning visitors,
Good morning. Mabuhay!
Teacher: You may take your seats
Students: Thank you Ma’am
 Checking of Attendance

2. DETAILED LESSON PLAN IN SCIENCE
GRADE LEVEL
7
QUARTER / DOMAIN
2nd GRADING/ECOSYSTEM
WEEK & DAY NO. PAGE NO.
2
Teacher: Who is the class beadle? May I know who is/are absent for today. Kindly write
it in a ¼ sheet of paper and pass it after.
Student: Yes, Ma’am
 Classroom Agreements
Teacher: Before we start, I want to know some rules and regulation during our class.
First, I want all of you to listen attentively when someone is talking in front. Second,
raise your hands if you want to answer questions. Third, I don’t want someone chatting
with his/her seatmates during class discussion. Fourth, I encourage everyone to
participate in group activities. Lastly, I don’t want noisy classroom so please, be quiet.
Understand?
Students: Yes Ma’am!
Teacher: Are you ready to learn today? Everyone eyes on the board.
Students: Yes Ma’am!
 Energizer
Teacher: Before we start our lesson, let’s have some energizer
Teacher: I want you all to stand up and altogether we will dance.
Students: Yes Ma’am!
Teacher: (the teacher plays the video)
Students and Teacher: (dance)
Teacher: (after they finished dancing) Okay class, kindly take your seats and listen
attentively.
Students: Yes Ma’am!
ELICIT (10 minutes)
“View me”
The students are given an image in which they will observe what they
see.
Questions
 What’s in the picture?
 What are your insights from the picture given?
Expected Answers
 It has rocks, grass, turtles, log, water, dragonfly lady bugs, fish, frog,
deer, bird, trees, sun, flowers and plants
 There are many animal and plants living or occurring in one place.

3. DETAILED LESSON PLAN IN SCIENCE
GRADE LEVEL
7
QUARTER / DOMAIN
2nd GRADING/ECOSYSTEM
WEEK & DAY NO. PAGE NO.
3
B. Establishing a
purpose for the
lesson
ENGAGE (5 minutes)
“FIND ME”
The teacher will give the students a word search puzzle and the students will
find the corresponding words inside the box.
Expected Answer
C. Presenting
examples/instances
of the new lesson
ECOSYSTEM BIOTIC FACTORS PLANTS
SUN MINERALS
ANIMAL ABIOTIC FACTORS
ECOSYSTEM BIOTIC FACTORS PLANTS
SUN MINERALS
ANIMAL ABIOTIC FACTORS

4. DETAILED LESSON PLAN IN SCIENCE
GRADE LEVEL
7
QUARTER / DOMAIN
2nd GRADING/ECOSYSTEM
WEEK & DAY NO. PAGE NO.
4
Questions
 Are you familiar with these words?
 Can you give me some insights about those words?
Expected Answers
 Yes
 Ecosystem is a community or group of living organisms that live in and
interact with each other in a specific environment. There are words such
as minerals and sun and is considered nonliving or also called as Abiotic
factors. Meanwhile there are words such as plants and animals and they
are living things and they are also called as Biotic factors.
D. Discussing new
concepts and
practicing new skills
#1
EXPLORE (5 minutes)
“ Put me to where I belong”
The teacher will divide the class into five groups. The students will
observe their surroundings and list the things they see. After that, the students
will identify whether it belongs to BIOTIC or ABIOTIC factors in an Ecosystem.
ECOSYSTEM
BIOTIC FACTOR ABIOTIC FACTOR
E. Discussing new
concepts and
practicing new skills
#2
F. Developing mastery
(leads to Formative
Assessment 3)
EXPLAIN (15 minutes)
Each group will provide one representative to report the activity and
explain their output.
Expected Answer
ECOSYSTEM
BIOTIC FACTOR ABIOTIC FACTOR
Plants
Fish
Ants
Soil
Rocks
Logs
Water
Air
Words found: (answers may vary)
Plants Light Soil
Rocks Air Fish
Logs Frog Water
Ants
Teacher: Thank you reporters with that presentation, are you confident with
your answers? To find out the correct answer please eyes on the projected
slide.
Students: Yes Ma’am
G. Finding practical
applications of
concepts and skills
in daily living
ELABORATE (10 minutes)

5. DETAILED LESSON PLAN IN SCIENCE
GRADE LEVEL
7
QUARTER / DOMAIN
2nd GRADING/ECOSYSTEM
WEEK & DAY NO. PAGE NO.
5
H. Making
generalizations and
abstractions about
the lesson
The teacher will explain what is an ecosystem and its components. She
will also allow his/her student to reflect its role about the importance of abiotic
factors to sustain life and support to living thing or also called a biotic factor.
 Ecosystem - is an ecological community comprised of biological,
physical, and chemical components, considered as a unit.
 Biotic Factors - simply known as ‘living things’ in an ecosystem, these
living organisms shapes its environment.
 Abiotic Factors - this includes all the nonliving elements of the
ecosystem. Air, soil, water, light, salinity and temperature impacts living
elements of an ecosystem.
 Biotic and abiotic factors work together to create a unique ecosystem.
Question
 Can living things survive without nonliving things?
Expected answer
 Living things need nonliving things to survive. Without food, water, and
air, living things die. Sunlight, shelter, and soil are also important
for living things. For example, plants use water from the soil, carbon
dioxide from the air, and energy from sunlight to make their own food.
I. Evaluating learning
EVALUATE (15 minutes)
Formative Assessment
Part I. In 1/2 sheet of paper, identify whether the statement is TRUE or FALSE.
Write T if the statement is True and F is its False.
1. We can live without water.
2. Non-living things are less important than living things.
3. The sun is a living thing.
4. Air is necessary for living things to get food.
5. An ecosystem energy, minerals, water, oxygen, and living things.
Part II. At the back of your ½ sheet of paper, draw your own ecosystem and
explain how both abiotic and biotic factors are interconnected with each other.
Expected Answer:
Part I
1. F
2. F
3. F
4. T
5. T
Part II.
The drawings may vary
J. Additional activities
for application or
remediation
EXTEND
Assignment: Research for more types of an ecosystem and write it in ½ sheet
of paper. Define each type of ecosystem you have found.

6. DETAILED LESSON PLAN IN SCIENCE
GRADE LEVEL
7
QUARTER / DOMAIN
2nd GRADING/ECOSYSTEM
WEEK & DAY NO. PAGE NO.
6
Prepared by:
MYREAL S. LABINGGUISA
Teacher Applicant
Teacher: That’s all for today, Goodbye class!
Students: Goodbye and thank you Ma’am, Mabuhay!
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson
D. No. of learners 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?