Lesson Plan in Grade 7
Topic: Food Chains
Competency: Infer how one’s lifestyle can affect the functioning of the respiratory system.
Objectives: At the end of the lesson, students should be able to;
a. Identify correctly the different trophic levels in a food chain through four corners,
and;
b. Construct a food chain from the given organisms through a group activity.
Reference:
Binene, Jenina L. (2016). Experiencing Science. An Activity-based Worksheet for Grade 9,
St. Ana, Manila Science Grade 9 Teachers’ and Learner’s Module, First Edition, 2014
Teacher’s Activity Student’s Activity
Greetings
Prayer
Checking of Attendance
Classroom Rules
Learning Activities
A. Review
Teacher will ask some questions for the
students about the last lesson.
B. Motivation
Guess Me
Directions:
Guess the word from the symbols shown in
the presentation.
- Number 1
Plant
- Number 2
Sunlight
- Number 3
Herbivore
- Number 4
Carnivore
- Sunlight
-Now, here are the words that you have
guessed in our game. Which do you think has
the capacity to be a major source of energy
for living things?
-Yes ma’am.
-Yes, Julius?
-Do you all agree with Julius’ answer? -Because plants only need sunlight to be alive
-Why do you think so? Why not plants? Yes and the same also with us human.
Raffy?
-Very good. Plants needs sunlight to make
their own food in the process called
Photosynthesis. - Herbivore
-Back in our list, which do you think will get
-They are plant eaters ma’am.
its energy from the plant? Yes Sarah?
-Very good. According to your por knowledge
about herbivores what are they? Yes April?
- Carnivores
-Yes. Herbivores are animals which only eats
herbs or grasses. An example is a cow. -because they only eat “karne” or mean
-What about an animal that can get its ma’am.
energy from plant-eaters? Yes, May?
-Very good. Why do you day so? -They form a sequence ma’am.
-Brilliant! Now what do you notice about the
pictures that I have posted here? Yes Kath?
-Very good. In the study of ecology, they call
this sequence, Food Chain.
-A food chain consist of different trophic
levels which are:
1. Producers
2. Primary Consumers
3. Secondary Consumers
4. Decomposers At the end of the lesson, students should be
able to;
-to further know about these terms, we will a. Identify correctly the different
use this in our next activity. For now, kindly trophic levels in a food chain
read our objectives: through corners, and;
b. Construct a food chain from the
given organisms through a group
activity.
C. Lesson Proper (Students will put all chairs at the sides and
(The teacher and students will have an will stay at the center)
interactive discussion through an activity
called “four Corners”)
-As you can see we have 4 posts inside the
classroom. Corners A the decomposers,
corner B Producers, corner C Secondary
Consumers and corner D Primary Consumers.
I will flash a picture on the screen and you
have to identify at where trophic level does it
belong. Can you follow? -Because a goat eats grass which is an
-Now I want you to put all chairs at the sides herbivore.
and all of you will stay at the center. Move
now. -Grasshopper ma’am.
Picture # 1: Goat
-The answer is letter C. Primary consumers.
Why did you answer that? Yes, JV?
-Okay. The Herbivores or the plant-eaters are -Hamster ma’am.
called the primary consumers because they
only eat plants. What other animals that eat
plants? Yes?
-Very good. Another one? -because they eat dead animals.
-Great job.
Picture # 2: Mushrooms and Worms
-The answer is letter A. Decomposers.
Why did you answer that, Rey?
-Good. They are microorganisms that are
able to break down large molecules into -Lions eat meat ma’am.
smaller parts. Decomposers return the
nutrients that are in a living thing to the soil. -Because they eat other animals and can
sustain their lives through it.
Picture # 3: Lion -Tiger ma’am.
-The answer is letter B. Secondary
Consumers. Why did you answer that? Yes
Kc?
-Yes that is right. Why do you think that
secondary consumers are carnivores?
-Brilliant! Yes, and they are stronger than -because they can make their own food.
other animals. What are other examples of
secondary consumers? -Shrubs ma’am.
-Very good.
Picture # 4: Grasses
-The answer is letter C. Producers. Why did
you answer that? Yes Charles?
-Yes, that is correct! And they are usually
green plants. Examples?
-Very good.
The Flow of Energy
Producers – Plants captures the sun’s energy
and store in food.
Primary consumer (Herbivores) – Animals
that receive their energy directly from plants.
Secondary consumer (Carnivores) – Animals
that feed on primary consumers.
(students will do the activity)
Energy flow fom the sun to the producer,
then to the primary consumer, third level
cosumers, forth level consumers, etc.
-Now that we will have another activity.
Activity
Directions:
-Make a food chain using the given set of -We first identify the consumers and the
organisms. One representative per group will producers and we arranged them according
explain their food chain. to who eats one and who eats the other.
-5 minutes is given for this activity.
-The three types of consumers are
Each Group will explain their work. herbivores, carnivores and omnivores.
-They are considered consumers because
Analysis they feed from other organisms.
-How did you come up with your
presentation? Yes Jay?
Generalization
-What are the 3 types of consumers? Yes
(Students will answer the quiz.)
Joe?
-Very good. Why are they considered
consumers? Yes Denise?
-Very good. Now I think you have already
mastered our lesson. Let us have a quiz.
Evaluation
Direction: In a ¼ sheet of paper construct a
Food Chain in Aquatic and Land Ecosystem.
Assignment:
Read in advance about motion and object in
terms of displacement, speed or velocity and
acceleration in you book.
