Republic of the Philippines

CAPIZ STATE UNIVERSITY

Main Campus, Roxas City
College Of Education

Final Demonstration
Detailed Lesson Plan in Science and Technology I

I. Learning Objectives:
At the end of the activity, 75% of the Grade 7 students should be able to:
1. Identify the components of the environment.
2. Distinguish living from nonliving things.
3. Describe how organisms interact with each other and with their
environment.
II. Learning Task:
A. Subject Matter
Module 5 – Interaction
Activity 1: “What does it mean to be alive?”
References:
 Learners Materials – Quarter Two
Module 5 – Interaction
pp. 122 - 125
 Teachers Guide
Module 5 – Interaction
pp. 114 - 117
B. Science Concepts
1. The environment is composed of living and nonliving things.
2. The living components of the environment are also called
organisms and the nonliving components make up the physical
environment of these organisms.
3. Organisms interact with each other and their environment to meet
their basic needs and survive.
C. Values Integration
 Proper behavior, attentive listening, teamwork, cooperation, cleanliness
and following correct procedure
D. Teaching Aids
 Visual aids, activity sheets, materials on the activity

III. Teaching Strategies

Teachers Activity Students Activity Teachers Note

A. Daily Routine
1. Opening prayer
2. Checking of attendance

B. Review
1. We have already finished Sexual and Asexual
discussed reproduction. As a
sort of review, what are the
two modes of reproduction?
2. What do you think is the The students will give
importance of reproduction? their answers

C. Motivation
1. (The teacher will show a
picture of a fish swimming
 in the water). Look at the The fish will die (but
picture, what do you think students answer may vary)
will happen if the water will
be gone?
2. (The teacher will show a It will be difficult to the
picture of a carabao helping farmer to till the soil (but
the farmers till the soil). Try students answer may vary)
to look at this another
picture, what do you think
will happen if there is no
carabao?
3. (The teacher will show a The goat will have no food
picture of a goat grazing on to eat (but students answer
grasses). What do you think may vary)
will happen if there are no
grasses available?
4. Our next activity has a
relation from those pictures
that I have shown you. And
it is about interaction.

D. Introduction
 There are different
interaction that takes place
among organisms and between
organisms and their
environment. They prey on
other organisms for food, they
have structures that help them
look for food and meet their
basic needs, and they live in
places where they can be safe
from bigger animals. All these
interactions takes place in an
ecosystem.

E. Lesson Proper
1. Presentation
a. Introduce the title of
the activity to the
students – “What
does it mean to be
alive?”
b. Present the
objectives to the
students
2. Pre-Activity
a. Introduce the safety
measure in
performing the
activities to the
students
3. Activity Proper
a. Distribute the
activity sheets and
materials to the
student.
 b. Guide the students in
the procedures.
c. Allow the students
to go out for ten (10)
minutes to observe
the school garden.
d. Students perform the
activity.
e. Students discuss
their works.

F. Post-Discussion
 Every after group presenters
the teacher will check and
discuss the answers to the
questions.
1. What are the things that you Depending on the nature
see in your school garden or of the school garden or the
the pond? pond, the students will
probably see rocks, soil,
water, insects, and plants.

2. Which of these things are The living things include

living? Which of these the insects and plants. The
things are nonliving? nonliving includes water,
rocks, and soil.

3. Observe the things that you The students will probably

identified as living. What do observe that the insects
they have in common? move and that both the
insects and plants respond
to stimuli.

4. Observe the things that you The students will probably

identified as nonliving. observe that, except for
What do they have in water that is fluid, the
common? rocks and soil are
stationary and nonliving
things do not respond to
stimuli.

5. What interactions do you The students will probably

observe happening among observe small plants
the living and nonliving inhabiting the rocks or ants
things? making anthills.

6. What makes living things Living things respond to

different from nonliving stimuli but nonliving
things? things do not respond to
stimuli.

7. What do these small plants The rocks provide water

need that is provided for by and nutrients to the small
the rock? plants.
 8. Where do you find these
rocks that are inhabited by
small plants?
9. What other things in the
environment are inhabited
by these small plants?
Where do you find these
things?
10. Why do you find them in
these places?
some nutrients that support
Most of these rocks are
found in moist places.
Some of these small plants
grow on concrete walls;
others grow on the stem of
the trees.
These places hold enough
moisture and may contain
the growth of the small
plants.

11. Do you also see small plants Yes.

growing on the fences of
your school?
12. What other living and
nonliving things did you see
in the school? Do you see
them in other parts of the
school? Explain your
answer.
13. Do you know of a similar
place near your school
where you see communities
of organisms?
The students will not see
rocks that are inhabited by
small plants in parts of the
school that are dry.
The answer to this
question varies depending
on the other places in the
school that were visited by
the students.

14. Are the things you find in If the physical conditions

the school garden or the
pond the same things that
you find in the backyard of
your house? Explain your
answer.
of the school garden are
the same as the physical
conditions of the backyard
of the house, then more
likely, the students will
observe similar
communities of organisms.

G. Application/Generalization
 How do living things Living things have basic
interact with each other and needs in order to survive.
with their environment? These basic needs are
provided to them by their
physical environment.
(Students answer may also
vary)

E. Evaluation

Direction: Read each statement carefully. Choose the correct answer. Write the letter
of your answer on your answer sheet.

1. Small plants that grow on rocks are called___________.

a. green algae b. mushroom c. mosses d. ferns
2. The mosses that grows on rocks makes up a(an)__________.
a. population b. community c. environment d. ecosystem
 3. Which of the following shows an interaction?
a. mosses growing on rocks
b. garden snails gliding on garden fences
c. fish swimming in the water
d. all of the above
4. The following shows interaction between organisms and their environment
EXCEPT
a. carabaos helping farmers till the soil
b. earthworms burrowing in the ground
c. birds using twigs to build their nest
d. a larva of an insect on the leaves of a plant
5. Populations of different kinds of plants form a(an)_____________.
a. environment c. population
b. community d. ecosystem

Answer Key:
1. c
2. a
3. d
4. d
5. b

IV. Assignment
Bring the following materials for your next activity.

 Eight 500 mL wide-mouthed glass jars with covers

 Two liters of water allowed to stand overnight
 Hydrilla (or other aquarium plants)
 Snails and guppies (or other aquarium fishes)
 Light source
 Optional: Bromthymol blue solution (BTB) – an indicator that is used to
test for the presence (or absence) of carbon dioxide

Reference:
 Learners Materials – Quarter Two
Module 5 – Interaction
Activity 2: “Housemates? Ecomates!”
pp. 125 – 127

PREPARED BY:

VERONICA P. CAPOTE
Student Intern

MRS. EVA O. DE DOMINGO

Cooperating Teacher

NOTED:

MRS. ROSARIO B. OBLIGACION

Head Teacher I, Science Dept.