Annex 1C to DepEd Order No. _42_ , s.

2016

School
Grades 1 to 12
DAILY LESSON LOG
Teacher

Teaching Dates and Time

MONDAY TUESDAY
I. OBJECTIVES

A. Content Standard The learners demons

B. Performance Standards The learners should be able to: employ

Focus specimens using the compound microscope;

S7LT- IIb-2 Objectives:
Identify parts of the microscope and their functions;
1.prepare
S7LT- IIa-1
Learning Competencies/Objectives Write the materials for microscope study;
C. Objectives:
LC code for each 2.focus the microscope properly
1.handle the microscope properly;
2.identify the parts of the microscope; 3. compare the image of the object seen by the
unaided eye and under the microscope; and
3.describe what parts of the microscope can do;
4. compute for the magnification of objects observed
under the microscope.

II. CONTENT

III. LEARNING RESOURCES

A. References
 1. Teacher’s Guide pages pp. 85 - 87 pp. 86 - 88

2. Learner’s Material pages pp. 86 - 89 pp. 90 - 92

3. Textbook pages

4. Additional Materials from Learning Resource https://www.youtube.com/watch?v=RKA8_mif6-E

(LR) portal

B. Other Learning Resources

IV. PROCEDURES

Show students the modern light microscope and the

Reviewing previous lesson or presenting the new picture of a microscope constructed by Anton van Recall the different parts and functions of a light
A. lesson / ELICIT Leeuwenhoek (1632-1723). Let the students give their microscope. (5 mins.)
idea to differentiate between the early microscopes and
the current one being used. (5mins.)

B. Establishing a purpose for the lesson / Present a video discussing the different parts of a Ask students on the impostance of microscope on
ENGAGE light microscope. (12 mins.) their activity. (5 mins.)

Presenting examples / instances for the new

Introduce the microscope and explain the different Give and discuss the some importance of a microscope.
C. lesson / ENGAGE
parts and functions of the microscope. (8 (10 mins.)
mins.)
D.
Discussing new concepts and practicing new Perform Activity 2 Part B, in LM pp. 90. Discuss the
Perform Activity 2 Part A in LM pp. 87 - 89
skills #1 / EXPLORE (15mins.) proper storage and proper caring of a microscope.
(20 mins.)

E.
Discussing new concepts and practicing new
skills #2 / EXPLORE
 Developing mastery / EXPLAIN (Leads to
Formative Discuss the answers in the exercise given. (7 mins.) Discuss the answers in the exercise given. (10 mins.)
F. Assessment 3)

Finding practical applications of concepts and

G. skills in daily living / ELABORATE

Making generalizations and abstractions about the Ask the students to generalize the difference between Ask students how to store the microscope in proper way
the early microscope and modern microscope and re-
H. lesson / ELABORATE and how to take care of this tool for an efficient and
discuss the different parts and functions of a light
longer use. (3 mins.)
microscope. (3 mins.)

I. Evaluating learning / EVALUATE

Additional activities for application for remediation

/ J EXTEND

V. REMARKS To be continued on the next day To be continued on the next day

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 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?

What innovation or localized materials did I

G. use/discover which I wish to share with
other teachers?

PREPARED BY:
GAVIN D. LADIOCAN

JHS TEACHER I
Grade Level 7- A

Learning Area SCIENCE 7

Quarter SECOND

WEDNESDAY THURSDAY FRIDAY

trate an understanding of: the parts and functions of the compound microscope.

appropriate techniques using the compound microscope to gather data about very small objects.

Focus specimens using the compound microscope; Focus specimens using the compound microscope;
S7LT- IIb-2 Objectives: S7LT- IIb-2 Objectives:
1. 1.prepar
prepare materials for microscope study; e
2.focus the microscope properly materials for microscope study; ICL / SCI-FUN TIME
3.compare the image of the object seen by 2.focus the microscope properly
the unaided eye and under the microscope; 3. compare the image of the object seen by the
and unaided eye and under the microscope; and
4. compute for the magnification of objects observed 4. compute for the magnification of objects observed
under the microscope. under the microscope.

Microscopy
 pp. 86 - 88 pp. 78 - 80

pp. 90 - 92 pp. 82 - 85

Recall the Previous part of the Activity. (5mins.) Recall Previous Activity. (10 mins.)

Ask students on the impostance of microscope on

their activity. (5 mins.)

Give and discuss the some importance of a

microscope. (10 mins.)
Perform Activity 2 Part C and D in LM pp. 90 - 91.
Discuss the proper storage and proper caring of a Perform Activity 3 in LM pp. 82 - 85 (40 mins.)
microscope. (20 mins.)
Discuss the answers in the exercise given. (10 mins.) Discuss the answers in the exercise given. (10 mins.)

Give short multiple choice test. TG pp. 88 - 90 (10

mins.)
CHECKED
BY:
Annex 1C to DepEd Order No. _42_ , s.
2016

School
Grades 1 to 12
DAILY LESSON LOG
Teacher

Teaching Dates and Time

MONDAY TUESDAY
I. OBJECTIVES

A. Content Standard The learners dem

B. Performance Standards The learners should be able to: employ

Describe the different levels of biological organization

from
Describe the different levels of biological organization cell to biosphere; S7LT-IIc-3
from cell to biosphere; S7LT-IIc-3
Learning Competencies/Objectives Write the
C. Objectives:
LC code for each Objectives: 1.identify the different levels of organization in an
1.identify the parts that make up an organism, organism,
2.describe the function of each part, and 2. describe the parts that make up each level of
3.describe how these parts work together in an organization and their functions, and
organism. 3.describe how the parts that make up a level of
organization affect the higher levels of organization and
the
entire organism.
II. CONTENT Levels of Biologi

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages pp. 64 - 70 pp. 70

 2. Learner’s Material pages pp. 68 - 73 pp. 74

3. Textbook pages

https://www.youtube.com/watch?v=ZRFykdf4kDc
4. Additional Materials from Learning Resource
https://www.youtube.com/watch?v=LqPsljUpJqE
(LR) portal
v
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Q
2
6
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B. Other Learning Resources

IV. PROCEDURES

Reviewing previous lesson or presenting the new Recall the previous activity on how to use the light
Recall the previous activity about what makes up
A. lesson / ELICIT microscope. Give ample time for the students to think
an organism. (5 mins.)
their answers and explain it orally. (3 mins.)
 Show 4 different kinds of ballpens. Ask the students
to identify which part belongs to which ballpen. Ask
them
to identify the function of each part of the ballpen.Ask Describe the parts that make up each level of
B. Establishing a purpose for the lesson / them organization and their functions, and describe how the
ENGAGE to identify the part of the ballpen that is missing parts that make up a level of organization affect the
and its function. Ask higher levels of organization and the entire organism. (8
them to imagine how the ballpen will work compared to mins.)
the ballpen with
complete parts. (5
mins.)
Present a video about the levels
of organization. ( 5mins.)

Presenting examples / instances for the new

Discuss the concept of levels of organization in
C. lesson / ENGAGE
an organism. (7 mins.)

D.
Discussing new concepts and practicing new
Perform Activity 1 in LM pp. 68 - 73. (25 mins.)
skills #1 / EXPLORE

E.
Discussing new concepts and practicing new
Perform Activity 2 in LM pp. 74 - 75 (15 mins.)
skills #2 / EXPLORE
 Developing mastery / EXPLAIN (Leads to
Formative Discuss the answers in the exercise given. (10
F. Assessment 3) mins.)

Students will prepare and present short presentation that

will show application on their activity. (5 mins. )
Finding practical applications of concepts and
G. skills in daily living / ELABORATE

Making generalizations and abstractions about the

Ask students what are organisms and what makes Discuss briefly the presentation by each group. (20
H. lesson / ELABORATE
them up? (5 mins.) mins.)

I. Evaluating learning / EVALUATE Evaluate each group presentation through a rubric (7

mins.)

Additional activities for application for remediation

/ J EXTEND

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 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?

What innovation or localized materials did I

G. use/discover which I wish to share with
other teachers?

PREPARED BY:
GAVIN D. LADIOCAN

JHS TEACHER I
Grade Level 7- A

Learning Area SCIENCE 7

Quarter SECOND

WEDNESDAY THURSDAY FRIDAY

onstrate an understanding of: the different levels of biological organization.

appropriate techniques using the compound microscope to gather data about very small objects.

Describe the different levels of biological organization from cell to biosphere; S7LT-IIc-3

Objectives:
1.identify the different levels of organization in an organism, ICL / SCI FUN TIME
2.describe the parts that make up each level of organization and their functions, and
3.describe how the parts that make up a level of organization affect the higher levels of organization and the
entire organism.
4.
Display cooperation and teamwork in performing the activity.

cal Organization

- 71
- 77

https://www.youtube.com/watch? https://www.youtube.com/watch?v=gEUu-

Recall the previous activity about the levels Recall the previous activity about the graphic organizer
of organization in an organism. (5 with pictures. (5 mins.)
mins.)
 Ask students what they think about the levels of
biological organization. Allow students to express what
they think, then let them know that biological
organization is simply by the way of classifying the
physical basics of a living thing from the smallest to Present a video about the human body system. (10
the largest. Let them know that not all living things will mins.)
have all the levels of organization. Review the following
levels of organization with your students. (8 mins.)

Explain to students that the smaller levels of biological

organization work together to create the larger levels
until a complete organism is created. Explain that you Discuss the Introduction to Systems of the Body. (5
are going to be beginning at the bottom of the pyramid mins.)
to demonstrate this event. (7 mins.)

Perform Activity Human Body Systems in Action:

Group Activity: Complete this graphic organizer Interrelationship of the Body Systems: Safari Montage.
with pictures in LM pp. 76 (10 mins.) (30 mins.)
 Discuss the answers in the exercise given. (5 mins.)

Students will prepare and present short presentation

that will show application on their activity. (5
mins. )

Discuss briefly the presentation by each group. (20 Re-discuss the video which was presented in the
mins.) begginning of the class. (5 mins.)

Evaluate each group presentation through a rubrc

(7 mins.)
CHECKED
BY:
Annex 1C to DepEd Order No. _42_ , s.
2016

School
Grades 1 to 12
DAILY LESSON LOG
Teacher

Teaching Dates and Time

MONDAY TUESDAY
I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding

of:

B. Performance Standards The learners

sh employ appropriate techniques using the
compound

Differentiate plant and animal cells according to

Differentiate plant and animal cells according to presence
presence or absence of certain organelles; S7LT-IId-4
or absence of certain organelles; S7LT-IId-4

C.
Learning Competencies/Objectives Write the
LC code for each

Objectives:
Objectives:
1.identify parts of
1.identify parts of the cell;
the cell;
2.describe plant cells;
2.describe animal cells;
3.differentiate plant cells;
3.differentiate animal cells;
II. Animal and Plant Cells
CONTENT
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages

https://www.youtube.com/watch?v=he_Qw4_vOJk
https://www.youtube.com/watch?
4. Additional Materials from Learning Resource https://www.youtube.com/watch?v=nR-lsNDVhcY&t=32s v=SHweYyCtamQ
(LR) portal
https://www.timvandevall.com/printables/science/blank-
plant-cell-diagram-bw/

B. Other Learning Resources

IV. PROCEDURES

Reviewing previous lesson or presenting the new

Review the past lesson about the levels of organization. Review the past lesson about animal cell. (5 mins.)
A. lesson / ELICIT
(5 mins.)

B. Establishing a purpose for the lesson / Present a video about animal cell. (10 mins.) Present a video about animal cell. (10 mins.)
ENGAGE

Presenting examples / instances for the new

C. lesson / ENGAGE Discuss the different parts of the animal cell. (10 Discuss the different parts of the plant cell (10 mins.)
mins.)
D.
Discussing new concepts and practicing new Answer animal cell worksheet 1. Provided by the Answer plant cell worksheet 1. Provided by the teacher.
skills #1 / EXPLORE teacher. (10 mins.) (10 mins.)

E.
Discussing new concepts and practicing new Answer animal cell worksheet 2. Provided by the Answer plant cell worksheet 2. Provided by the teacher.
skills #2 / EXPLORE teacher. (15 mins.) (15 mins.)
 Developing mastery / EXPLAIN (Leads to
Formative Discuss the answers in the exercise given. (5 mins.) Discuss the answers in the exercise given. (5 mins.)
F. Assessment 3)

Finding practical applications of concepts and

G. skills in daily living / ELABORATE

Making generalizations and abstractions about the

Re-discuss the video which was presented in Re-discuss the video which was presented in the
H. lesson / ELABORATE
the begginning of the class. (5 mins.) begginning of the class. (5 mins.)

I. Evaluating learning / EVALUATE

Additional activities for application for remediation

/ J EXTEND

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 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?

PREPARED BY:
GAVIN D. LADIOCAN

JHS TEACHER I
Grade Level 7- A

Learning Area SCIENCE 7

Quarter SECOND

WEDNESDAY THURSDAY FRIDAY

the difference between animal and plant cells.

ould be able to:

microscope to gather data about very small objects

Explain why the cell is considered the basic structural

and functional unit of all organisms. S7LT-IIe-5

Objectives: Explain why the cell is considered the basic structural

1.identify parts of the cell; and functional unit of all organisms. S7LT-IIe-5
2.describe plant and animal cells;
Objectives: ICL / SCI - FUN TIME
3.differentiate plant cells from animal cells;
4.construct a Venn Diagram to show parts that 1. Display cooperation
are common to both and parts that are only found and teamwork in performing the activity.
in either
plant or animal cells.
5.Display cooperation
and teamwork in performing the activity.
 pp. 74 - 78

pp. 78 - 81

https://www.youtube.com/watch?v=URUJD5NEXC8&t=20s

Recall the parts of plant cell and animal cell. (5 mins.)

Present a video about the cell structure. (10 mins.)

Perform activity 1 in LM pp. 79 - 81 (20 mins.)

Group Activity: Make a model of a plant cell or an animal

cell using clay. (30 mins.)
 Discuss the answers in the exercise given. (10 Presentation of Outputs (15 mins.)
mins.)

Ask students to differentiate the parts of the plant cell

and animal cell. (5 mins.)

Give short situational multiple choice test (TG pp. 80 - Evaluation of presented outputs (15 mins.)
82). (10 mins.)
CHECKED
BY:
Annex 1C to DepEd Order No. _42_ , s.
2016

School
Grades 1 to 12
DAILY LESSON LOG
Teacher

Teaching Dates and Time

MONDAY TUESDAY
I. OBJECTIVES

A. Content Standard
organisms that can

B. Performance Standards
employ appropriate tec

Identify beneficial and harmful microorganisms; S7LT-IIf-6 Identify beneficial and harmful microorganisms; S7LT-IIf-6
Objectives: Objectives:
C.
Learning Competencies/Objectives Write the 1. Observe life form (bacteria) other than plants 1.Point out the distinguishing characteristics of fungi.
LC code for each and animals. 2.Observe the structure of fungi.
2.Enumerate the uses, benefits and hazards of 3.Cite the importance of fungi.
bacteria.

II. CONTENT
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages

 2. Learner’s Material pages

3. Textbook pages Biology textbooks Biology textbooks

4. Additional Materials from Learning Resource

(LR) portal

B. Other Learning Resources

IV. PROCEDURES

“Mystery Box” Submission of students’ assignment.

Reviewing previous lesson or presenting the new Words written on a 1/8 sheet of paper are placed
A. lesson / ELICIT inside the box. Student will get one paper, and Two of the students will be asked to share regarding
he/she will the previous topic.
describe and let the class guess it. (Words written on
the 1/8 sheet of paper should cover the previous
lessons)
 Teacher shares an anecdote to the class.

* Picture Analysis One day, Robert arrived home from school, suddenly he
felt some itchiness around his toes. He started
B. Establishing a purpose for the lesson / complaining to his mother about it. His mother tried to
The teacher may change the picture.
ENGAGE comfort him. Arriving in school early the following day,
*Present the learning objectives for the day.
he told his teacher about his feet. He asked him what
caused the itchiness.
What do you think his teacher told him?
 Concept Mapping
•The members of the class shall be divided into
four groups according to their level of
performance (pre-
determined by the teacher)
• Members of each group shall work as a team and
shall have unified answer in each question on the
activity. Group Activity
• Teacher should prepare mushroom and bread molds
Presenting examples / instances for the new • How do you describe bacteria? one or two days ahead.
• The members of the class should be divided into
C. lesson / ENGAGE
desired groups.
(See attached group activity)

Discussing new concepts and practicing new Checking of outputs

D. Presentation of outputs and introduction about Supplementary discussion should be given by the
skills #1 / EXPLORE bacteria. teacher.
E.
Discussing new concepts and practicing new Group Activity: Another group activity will again be given to the
skills #2 / EXPLORE (See attached students.
activity)

Developing mastery / EXPLAIN (Leads to Checking of outputs

Formative Discussion and Checking of outputs. Supplementary discussion should be given by the
F. Assessment 3) teacher.

Why do we need to cover our mouth when we

Yeast is very important in the vinegar and wine
Finding practical applications of concepts and cough? Why do we need to wash our hands industry. Wine and other intoxicating drinks are freely
G. skills in daily living / ELABORATE advertised on television and newspaper. If you are the
before we eat? chairman of the
Board of Censors or Director of the Food and
Why do we need to cover our trash cans? Drug
Administration (FDA), what will you do?

1. Fungi live by absorbing dead or living materials of

other organisms.
2.They possess long, thread-like structures called
Making generalizations and abstractions about by hyphae which they stick into their food
H. the lesson / ELABORATE Call a student to summarize the topic. materials.
3.Some fungi are poisonous and can cause diseases.
Other fungi are helpful through fermentation, food
production and
production of antibiotics.
 Give descriptions about fungi by making an acrostic using
its letters.
Give short F
I. Evaluating learning / EVALUATE multiple-choice U
test.
N

G
I
Additional activities for application for remediation Draw how a Rhizobium ( nitrogen-
/ J EXTEND fixing bacteria) looks like
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 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?

PREPARED BY:
SINAMAR A. BALIO-AN
JHS TEACHER
I
Grade Level 7- A

Learning Area SCIENCE 7

Quarter SECOND

WEDNESDAY THURSDAY FRIDAY

The learners demonstrate an understanding of:

only be seen through the microscope, many of which consist of only one cell.

The learners should be able to:

hniques using the compound microscope to gather data about very small objects.

Identify beneficial and harmful microorganisms; S7LT-IIf-6

Objectives: Identify beneficial and harmful microorganisms; S7LT-IIf-6
1.Observe plant-like protist Objectives:
2. Compare it with known living things studied in 1. Analyze a video about Protist, bacteria and fungi. Identify beneficial and harmful microorganisms; S7LT-IIf-6
Grades 3 to 6.
3.Draw and describe living things.

Fungi, Protists, and Bacteria

 Biology textbooks Biology textbooks

“Prick Cards”
1.The teacher shows to the class a box full of cards
A student will give his/her reflection about the with written questions regarding Protists, fungi and
previous bacteria.
2.The student will prick into the card hole and
topic.
answer
question written on the card.
3.If the card is released upon pulling up, the answer
is correct. If the card remains in the box, the answer is
wrong.
 Introduction on the short video clip they are to watch.
Have you ever eaten an ararusip? Brief the students on what to do during the quiz.
Teacher will let the students to watch a video
clip.
 Group Activity
• The teacher should bring lumot and caulerpa or
Make a critic on the video presented by the teacher.
ararusip.
• Groupings are determined by the teacher Students may summarize the video being watched by
• See attached activity them.

Think-Pair-Share

Checking of outputs and reporting. The teacher will group the students with two
members. Students will share their ideas and critic
on the video clip and let them have a unified
summary as a group.
 Class Sharing

Every group will be sharing their ideas as a class.

The students will identify if which among those Cite situations in their lives where in they are being
have been seen by them, eaten by them. affected by these such life form

How do you categorize fungi, protists, and bacteria?

Identify whether those are living or non living. Justify
Living or Non living?
their answers.
 ESSAY
SUMMATIVE TEST
1. How do bacteria, fungi, and protists differ from the
Draw and describe plant-like protists (Science 7 Learners Material, p. 131-132)
living things you already know about and studied in
the lower
grades?

Presentation of drawings and descriptions. Let the students review for the quiz next meeting.
CHECKED
BY:
Annex 1C to DepEd Order No. _42_ , s.
2016

School
Grades 1 to 12
DAILY LESSON LOG
Teacher

Teaching Dates and Time

MONDAY TUESDAY
I. OBJECTIVES

A. Content Standard

B. Performance Standards Employ appropri

Learners should be able to:

 Learners should be able to:
Differentiate asexual from sexual reproduction in
Differentiate asexual from sexual reproduction in
terms
terms of:
of:
1.number of individuals involved;
1.number of individuals involved;
C.
Learning Competencies/Objectives Write the 2.similarities of offspring to parents; S7LT-IIg-7
2.similarities of offspring to parents; S7LT-IIg-7
LC code for each
Objectives:
Objectives:
1.Explain what fission is.
1.Describe how potatoes reproduce
2.Describe how Protococcus reproduce.
2.Explain what vegetative reproduction is.
3.Infer the characteristics of the offspring of
3. Describe the advantages of growing plants
Protococcus.
using vegetative reproduction.

II. CONTENT

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages Any biology books/textbooks Any biology books/textbooks

4. Additional Materials from Learning Resource

(LR) portal

B. Other Learning Resources

IV. PROCEDURES

Reviewing previous lesson or presenting the new

A. lesson / ELICIT Sharing of the past lesson. Assignments will be collected.

While walking to School, have you noticed

“I CAN’T BE COMPLETED WITHOUT A SINGLE
greenish growth on barks of trees or on slippery
B. Establishing a purpose for the lesson / PIECE OF MINE”
The teacher will ask two representatives to solve concrete walkways?
ENGAGE What could these organisms be? Let us observe
the
puzzle. closely what organism this might be.
 Group Activity:
*The teacher must prepare the materials a day before
Presenting examples / instances for the new The members of the class will be divided into groups
the activity. See to it that materials needed are
pre- determined by the teacher.
C. lesson / ENGAGE complete to avoid time consuming.
Each group will perform the activity in Module 7 page
*Group Activity Module 7 page 138
136

Group presentation and checking of

Discussing new concepts and practicing new *Group Reporting
D. outputs. The teacher gives supplementary *Supplementary discussion among teachers and
skills #1 / EXPLORE
students.
discussion.
 Fill in the concept map below.

Advantages of Reproduction
E.
Discussing new concepts and practicing new *How do bread mold, yeast, sponges, oysters, starfish
skills #2 / EXPLORE etc. reproduce?

Checking of outputs.
Developing mastery / EXPLAIN (Leads to
Formative The teacher gives the advantages of *Discussion on the different types of asexual
F. Assessment 3) vegetative reproduction and explains it to the reproduction
class.

Finding practical applications of concepts and Gina a high school student picked leaves of
Oyster farmers used to chop starfish they find in their
G. skills in daily living / ELABORATE welcome plant from her neighbour’s garden.
oyster farms. They used to place the chopped pieces
After that, he planted each leaves on different
back in the water. Is this a good practice or not?
pots in her garden. Is this a good
practice or not?
 Call a student to differentiate the types of
Let one representative per sexes to summarize
Making generalizations and abstractions about the asexual reproduction being
the lesson by completing this prompt:
H. lesson / ELABORATE discussed.
Asexual reproduction is a process of

I. Use the following key to answer the following

I. Evaluating learning / EVALUATE State the advantages of sexual reproduction. a.Fission
b.Budding
c.Spore Formation
d.Regeneration
e.Autonomy
f. Mitosis
1. Daughter cell is an outgrowth of parent cell.
¬¬¬¬ 2. Re-growing of lost parts.
3. Cell divides to form two identical daughter
cells.

Additional activities for application for remediation 1. How does Kataka-taka propagates ?
/ J EXTEND 2.What particular part of it propagates vegetatively? Define Sexual Reproduction?

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 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?

PREPARED BY:
SINAMAR A. BALIO-AN

JHS TEACHER I
Grade Level 7- A

Learning Area SCIENCE 7

Quarter SECOND

WEDNESDAY THURSDAY FRIDAY

The Learners demonstrate an understanding of:

Reproduction being both asexual and
sexual.

The Learners shall be able to:

ate techniques using the compound microscope to gather data about very small objects.
 Learners should be able to: Learners should be able to:
Learners should be able to:
Differentiate asexual from sexual reproduction in Describe the process of fertilization. S7LT-IIG-8
Differentiate asexual from sexual reproduction in terms
terms of:
of:
1.number of individuals involved; Objectives:
1.number of individuals involved;
2.similarities of offspring to parents; S7LT-IIg-7 1. Distinguish the male and female reproductive
2.similarities of offspring to parents; S7LT-IIg-7
structures of gumamela flower.
Objectives: 2.Describe the function of each structure in
Objectives:
3. Differentiate internal fertilization from reproduction.
1. Describe the process of reproduction and development
external fertilization.
in animals. Identify beneficial and harmful microorganisms. SYLT-IIe-
4.Describe how fertilization occurs in different
animals. 5

Heredity: Inheritance and Variation

1.Asexual reproduction
2.Sexual reproduction

page 141

Any biology books/textbooks Any biology books/textbooks Any biology books/textbooks

 Teacher may say:
“Do you still remember the male and female
reproductive organs? What are they again? What *Ask one representative from the class to differentiate Checking of Assignments
type of cells they internal from external fertilization.
produce to reproduce their own kind?
Today, we are going to learn about the different
methods how some animals reproduce”.

“Have you observed how chicken, frog, bees,

flies, or earthworms mate? Would you like to learn
*Yesterday we unlocked biological terms, Today; we are Teacher will share with the class the objectives for the
more how some of this happens?
going to continue our lesson by doing another day.
Note: Answers to the motivational questions will be activity.
used as spring board for discussion of the lesson.
 UNLOCK ME!!!!!
Let students proceed at the library, utilize books
there and define the following terms to be written in a
metacard.
a.Copulation Group Activity:
Group Activity:
b.Fertilization *Before students begin with their activity, teacher must *Teacher gives the activity to the class.
c.Gametes brief them on what to do. *Activity Page 141 (LM page 141)
d.Spermatogenesis *See attach activity
e.Oogenesis
f. Oviparous
g.viviparous
h.Ooviparous
i. Amplexus

Discussion of result.
The teacher should discuss the terms considering
the level of understanding of the students. Teacher Checking of answers and giving supplementary discussion Presentation of outputs and the teacher will
may by the teacher. give supplementary discussion about the
prepare picture ahead of time and show it to the topic.
class as the discussion goes by.
 VENN DIAGRAM:

*Ask the students to accomplish a Venn

Diagram differentiating Sexual Reproduction in
Humans and animals.

Checking of answers.

Why do organisms in which external fertilization Explain the significance of insects among flowering
occurs produce large numbers of plants.
gametes?
 Let student summarizes the lesson by completing the
prompt: Sexual reproduction is . Make a concept map about reproduction

1. What adaptations do animals have to be able to Learner’s Module pages 142-144

fertilize?

To be continued the next day.

CHECKED
BY:
Annex 1C to DepEd Order No. _42_ , s.
2016

School
Grades 1 to 12
DAILY LESSON LOG
Teacher

Teaching Dates and Time

MONDAY TUESDAY
I. OBJECTIVES

A. Content Standard Organ

B. Performance Standards Con

 Learners should be able to: Learners should be able to:
Differentiate biotic from abiotic components of Differentiate biotic from abiotic components of
an ecosystem. S7LT-IIh-9 an ecosystem. S7LT-IIh-9

Learning Competencies/Objectives Write the Objectives: Objectives:

C.
LC code for each 1.Identify the components of the 1. Illustrate how the living and nonliving things
environment. components of the environment interact.
2.Compare living and non living things 2. Discuss how the environment affects us and we
3. Describe how organisms interact with each other affect in return.
and with their environment. 3.Recognize the importance of the biosphere

II. CONTENT Components o

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages LM p. 148-149

3. Textbook pages Environmental Scie

4. Additional Materials from Learning Resource

(LR) portal

B. Other Learning Resources

IV. PROCEDURES

Reviewing previous lesson or presenting the new

A. lesson / ELICIT “Prick Cards” Ask: What is your environment made of?
1.The teacher shows to the class a box full of cards
with written questions regarding Protists, fungi and
bacteria.
2.The student will prick into the card hole and
answer
question written on the card.
3.If the card is released upon pulling up, the answer
is correct. If the card remains in the box, the answer is
wrong.

B. Establishing a purpose for the lesson / Introduction for the activity they are going to do. How does your environment affect you? How do you
ENGAGE Giving of instructions. affect the environment in return?
 *Teacher will brief the students properly as they go outside *The students will be given a chance to go out the
roomtheir
and school campus or any place they are to find for a place suitable for the activity where in they
visit. are going to observe their environment.
Presenting examples / instances for the
*The students will be doing the activity
new
individually. INDIVIDUAL ACTIVITY: *Let students do Activity and answer the guide
C. lesson / ENGAGE
“What does it mean to be alive? (LM p.148- questions. (See attached activity)
149)
 1.Ask students to present their outputs.
2.Using a diagram, illustrate the two-way
Discussing new concepts and practicing new Checking of outputs and supplementary discussion by
D. interaction between the physical and biological
skills #1 / EXPLORE the teacher. components of the environment. Emphasize how
energy influences these
interactions.

E.
Discussing new concepts and practicing new What do living things posses that consider them to
skills #2 / EXPLORE be alive?
 Sharing of answers
Developing mastery / EXPLAIN (Leads to
*The teacher presents the different characteristics of
Formative
living things.
F. Assessment 3)

The situation highlights the need to protect the

biological component of our
Does a stone consider to be a living thing
Finding practical applications of concepts and environment.
because it increases in its size?
G. skills in daily living / ELABORATE You joined a mountain hiking club. On the
way day, you see birds you haven’t seen before.
One of your friends said “let’s catch the bird and
bring it home as pet’. What will
you tell your friend and why?

Summarize the discussion by explaining that in the

Making generalizations and abstractions about natural sciences, the environment is everything that
H. the lesson / ELABORATE Living things are while Non living things surrounds us: air, water, soil, rocks, plants, animals and
are . sunlight. This definition is extended to mean “all the
physical and biological factors that affect us and we affect
in return.
 *Give three statements on how people affect the
List down 5 living and 5 non living things that you quality of soil, water and air when they cut trees in the
I. Evaluating learning / EVALUATE forest. Give another three statements on how cutting
see around you.
of trees affect people in return.

Additional activities for application for remediation

Look around outside your house. Make a list of the
/ J EXTEND
living and nonliving components in that
environment.

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 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?

PREPARED BY:
SINAMAR A. BALIO-AN

JHS TEACHER I
Grade Level 7- A

Learning Area SCIENCE 7

Quarter SECOND

WEDNESDAY THURSDAY FRIDAY

The Learners demonstrate an understanding of:

isms interacting with each other and with their environment to survive.

The learners shall be able to:

duct a collaborative action to preserve the ecosystem in the locality.
 Learners should be able to:
Learners should be able to: Learners should be able to:
Differentiate biotic from abiotic components of an Describe the different ecological relationships found
Differentiate biotic from abiotic components of
ecosystem. in an ecosystem. S7LT-IIh-10
an ecosystem. S7LT-IIh-9
S7LT-IIh-9
Objectives:
Objectives:
1.Identify the different ecological relationship.
1.Discuss the components of an Objectives:
ecosystem 1.Discuss the components of an ecosystem 2. Describe the ecological relationship in a
2.Distinguish the kinds of ecosystem in the 2.Distinguish the kinds of ecosystem in the given ecosystem.
community community

f an Ecosystem Ecological relationships

nce books/Textbooks Biology books/textbooks

Submission and checking of Assignments Recap on their last activity. Recap on their last activity.

Introduce the day’s activity. Let students know that the activity they started the Share the objectives for the meeting
last meeting will be continued for the day.
*Show an aquarium (improvised aquarium using a jar).
Let students observe what these contain. (Answer
should include the living and nonliving things inside).
*Let students observe the area assigned to them last
*Ask the students to describe the interactions between
and give them 5 more minutes to observe and
meeting
the living and non living things in the aquarium.
after observation let them get inside their respective
Introduce the term ecological system or Write words/word on the meta card that describes
classrooms.
ecosystem for short. Emphasize that it came the picture
*Let the students accomplish the Activity Sheet (See
from the word “ecology” from a Greek word
Attached Activity)
which means home. Lead them to recognize that
the aquarium is a man made ecosystem.
Let them explain how living things survive in
this ecosystem.
*Ask students to recall what they see in a river or sea
or forest (or any ecosystem existing in the community).
Do you also find living and non living things in these
areas? Ask: How long ago do you think when these
ecosystems were formed? Lead them to arrive at the Presentation and Checking of outputs. Post the entire meta card on the board, present it to
concept of natural ecosystems. the class and critic it as a group.
*Tell students that ecosystems may be man-made
or natural but they have common
characteristics.

Activity Proper:
1.Bring students to the school garden or
playground.
2.Group the students into four groups. Assign
specific study sites for each group. (You should have Do the Activity on page 179 of the Learner’s
chosen these Material.
areas days before).
3. Assign small areas for each group. For example: a
small log with plants, a tree or small plant, a potted
plant, a portion of the pond, the school waste
disposal area.
 Presentation of outputs.

Describe the river or lake ecosystem nearest your

Why is it that we feel itchiness when we have lice?
place.
Why are we using “lice alis”?
What is the importance of this ecosystem to you and
the community?

• An ecosystem is made up of living and nonliving

things interacting with each other.
•There are different types of ecosystem. Some are
big(rivers, lakes, seas and forests) while others are small Summarize the Ecological Relationships using a
( a log, a potted Concept Map
plant, a tree, a nest, a pond). Some are water-based
others are on land.
• Ecosystems can be natural or managed.
 Study pictures of two kinds of ecosystems: e.g. a
tropical forest and a mangrove forest. What is/are
common between these ecosystems? What is/are
different?

To be continued the next meeting.

CHECKED
BY:
Annex 1C to DepEd Order No. _42_ , s.
2016

School
Grades 1 to 12
DAILY LESSON LOG
Teacher

Teaching Dates and Time

MONDAY TUESDAY
I. OBJECTIVES

A. Content Standard Organ

B. Performance Standards Con

 The learners should be able to:
The learners should be able to:
Predict the effect of changes in one population
Predict the effect of changes in one population
on other populations in the ecosystem. S7LT-Ii-
on other populations in the ecosystem. S7LT-Ii-
11
C.
Learning Competencies/Objectives Write the 11
LC code for each Objectives:
Objectives:
1. Illustrate how food webs are formed from several
1.Describe the different interactions between living
food chains.
things.
2. Recognize the importance of maintaining the diversity
2. Trace the flow of food from the producer to the
of living in the environment.
consumer to decomposers.

II. CONTENT Transfer of energy through trophic levels

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages LM p.155-160

3. Textbook pages Integrated Science books, environmental Science

books/textboo

4. Additional Materials from Learning Resource

(LR) portal

B. Other Learning Resources

IV. PROCEDURES
 Reviewing previous lesson or presenting the new Ask a volunteer to have a recap on the past
A. lesson / ELICIT Ask a volunteer to have a recap on the past activity.
lessons.

1. Show a leaf that has been partly eaten by a worm.

B. Establishing a purpose for the lesson / Ask what information they could get from the *Inform the students that their observations last meeting
ENGAGE leaf. will be their basis of discussion this day.

*Draw a diagram to show the interaction between the

grass and the worm. Emphasize the meaning of the
arrow. The arrow points from the producer (grass) to
the consumer (worm).
*Given their data last meeting, let students present
diagrams to show their observations on the interactions
Ask between organisms.
why plants are called producers. *Connect some food chains that are relevant.
Grasss worm
Presenting examples / instances for the new Emphasize that several food chains make a food
C. lesson / ENGAGE web.
*Show illustrations or pictures of some organisms in a
*Add chicken to show that chicken Philippine forest. Emphasize that Philippine forests have
feed on worm. very diverse forms of organisms. In such a diversified
community, several food chains exist and form a web.
Gras wor Like the spider’s web, all threads in the web are linked.
chick So too, are the links in a food web.
ss m
en
 *Interpret what the 1st means diagram. *Connect some food chains that are relevant.
Emphasize that several food chains make a food
(The grass is eaten by the worm or the worm feeds
web.
on the grass.)
Discussing new concepts and practicing new *Show illustrations or pictures of some organisms in a
D. *Interpret the 2nd diagram and explain that it is a
skills #1 / EXPLORE Philippine forest. Emphasize that Philippine forests have
food chain.
very diverse forms of organisms. In such a diversified
*The food chain is simply an eater-eaten relationship.
community, several food chains exist and form a web.
Point out the first order and second order consumers.
Like the spider’s web, all threads in the web are linked.
So too,
are the links in a food web

*Introduce the outdoor lesson to enable them to

observe some interactions in the nature. Give
guidelines when working outside the classroom to
maintain order and ensure safety.

Activity Proper
Discussing new concepts and practicing new *Bring the students out in the garden. Before this
E. lesson, you should already have chosen locations
skills #2 / EXPLORE where plant and animal interactions can be observed.
2.Assign areas where each group will work on. The
area for each group should be about one meter by
one meter.
3.Let students do the activity (see attached
ativity)
*Let students maximize their time in observing.
 Developing mastery / EXPLAIN (Leads to
Formative
F. Assessment 3)

Finding practical applications of concepts and Think of yourself as a consumer. What food did you
G. skills in daily living / ELABORATE eat today? Trace the plant/s and animals involved in
your food web.

Summarize the lesson by asking a student to complete

Making generalizations and abstractions about the sentence:
H. the lesson / ELABORATE Food chain is while Food web is
.
 1. Consider the organisms (labelled A, B, C,D, and E)
in a pond.

A E

I. Evaluating learning / EVALUATE C D

a. How many food chains can you

identify from the food web? Write
them as separate food chains.
b. What will happen if organism C is
removed from the food web?

Additional activities for application for remediation

/ J EXTEND

V. REMARKS To be continued the next day.

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 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?

PREPARED BY:
SINAMAR A. BALIO-AN

JHS TEACHER I
Grade Level 7- A

Learning Area SCIENCE 7

Quarter SECOND

WEDNESDAY THURSDAY FRIDAY

The Learners demonstrate an understanding of:

isms interacting with each other and with their environment to survive.

The learners shall be able to:

duct a collaborative action to preserve the ecosystem in the locality.
 The learners should be able to:
Predict the effect of changes in abiotic factors on
the ecosystem. S7LT-Iii-j-12

Objectives:
1. Decide on the best way to deal with food wastes in
your home or school.
2.Construct food chains starting with the food
wastes.

ks
*Let student explain and differentiate food chain and
food web.

Present the day’s objectives.

Group Activity
* Divide the members of the class into desired
numbers of students pre-determined by the teacher
considering the level of performance in the class.
*Let the students do the Activity (LM pages 160-161)
Presentation and checking of outputs.
Supplementary discussion will
follow.
The wet season has just started. Mario plans to grow
vegetables. He selected vegetable seeds that grow
well during wet season. He made plots in the
backyard where there is morning sun. He sowed
seeds in a small box with moist soil. He also put
banana feelings and biodegradable materials on it.

Why did he put biodegradable materials like

banana feelings?

What do decomposers or saprophytes contributes to

our ecosystem?
Make a food chain starting from decomposers.
CHECKED
BY: