A Detailed Lesson Plan in Science 7

Subject: Science
Class: Grade 7A
Time: 8:30-9:30 a.m.

I. Learning Objectives:

Competency:
Describe ways of using Earth’s resources wisely

Objectives:
At the end of the lesson, the students will be able to:
A. Identify the natural resurces found in the Philippines based on the video presentation;
B. Explain the effects of some human activities on natural resources using the situation
given;
C. Share their insights on ways to reduce the effects of human activities through class
discussion.

II. Subject Matter

Topic/Lesson: Philippine Natural Resources

References: Science 7 Manual, Quarters 3 and 4, DepEd, pp. 86-104
Integrated Science: Science and Technology Textbook for First Year, DepEd, pp.
Geography and Natural Resources of the Philippines by Domingo Salita,1997, pp. 78-
92
Instructional Materials: Audiovisual set (laptop, projector and speakers), title banner,
illustrations and diagrams, envelope, cartolina paper, pentel pen marker

III. Strategy/Procedure

Teacher’s Activity Learner’s Activity

A. Preliminary Activities

May we all stand for the prayer. Who can lead

the prayer? (A student lead the prayer)

Good morning class! Good morning sir!

You may now take your seat. Thank you sir.

Let me check the attendance first. Make sure

that you are in your proper seats so that you
will not be marked absent. (Check attendance using a seat plan)
Very Good! Everybody is present.

B. Review of the Past Lesson

Do you still remember our lesson last meeting? Yes sir.

What had we discussed? We have discussed on using latitude and
longitude in locating places on Earth.
Yes. Exactly! We made use of latitude and
longitude in locating different places on Earth.

What is the relationship between the latitude

of a place and the climate it experiences? The closer the latitude to the equator, the
warmer the climate and the closer it is to the
poles, the colder the climate they experience.
Very Good!

C. Motivation

To start our new lesson, I will be showing you a

video of the beauty and splendor of the
Philippines.

And now, just sit back, relax and let me take

you to a tour around the Philippine
Archipelago. (Show video presentation about
the physical features and varied life forms in
the Philippines)

D. Presentation / Discussion

What are the things you have observed in the

video? We were able to explore the different rich
natural resources found in the Philippine
Yes! Exactly. Our country is bountiful in natural Archipelago.
resources starting from varied physical features
down to the diverse plant and animal forms.

Talking about how lucky we are in the

Philippines to have such things, what can you
associate with the word “resources”?
Yes?
These are the things that are available around
us which we use for different purposes.
Resources are things that can be used to
 support, help, or drawn on when needed.
Good. How about another idea.

Exactly.

Based on your answers, we can define

resources as things used by people in order to
survive or satisfy needs. (student answer varies)
e.g., air, water, plants, animals, soil, rocks,
Anybody who wants to give examples of minerals, crude oil, and other fossil fuels,
resources? sunlight, wind, car, house, clothes, jewelry,
money, etc.

Very Good!

Resources such as air, water, plants, animals,

soil, rocks, minerals, crude oil, and other fossil
fuels, sunlight, and wind are considered as
natural resources because they are already
available in the nature.

Very Good!

Now, since we are talking about resources,

Philippines as an archipelago, is considered to
be rich in natural resources!

Let’s name out the natural resources of our

country.
Bays, rivers, lakes, fall, gulfs, straits and
We are blessed with the presence of different swamps.
water forms.
These bodies of water support the survival of
What are these water forms diverse organisms for food as well as for
economic activities.
What is the importance of these water forms?

Precisely.

The presence of water in a specific

environment is said to be accountable for
supporting high biodiversity in that area.
Biodiversity means the presence various plants
and animal life in a particular habitat. (students answer will vary)

Can we name some of the plants and animals

we can find in our country?

Those species that you have mentioned are all

common.

Since our country is rich also in biodiversity,

Philippines is considered to be the home of
endemic species. When we say endemic
species, these are species which can be found Tamaraw, tarsier, Mouse deer (Pilandok)
only in a certain area and not in any other
places.
Tamaraw in Mindoro, Tarsier in Bohol and
What endemic species do you know which Mouse Deer or Pilandok in Palawan (etc.)
exist only in the Philippines?

Where can we find them? (students answer may vary)

Good!
We also have mineral deposits in the country.
What are the minerals that you know?
Gold, Copper, Chromite, Iron, Manganese,
Nickel, Sand, Limestone, Marble, Clay, Silica,
etc.
Some are found near volcanoes, in rocks and
near rivers, beaches etc.

Where these minerals are located or can be

found?

Philippine mineral deposits are classified as

either metallic or non-metallic.

Gold, Copper, Chromite, Iron, Manganese and

Nickel are some of the metallic minerals we We use metals in soft drink industry, at home,
have while Sand, Limestone, Marble, Clay, and in school, farm, and other places.
Silica are some of the non-metallic minerals we
have in our country.

Where do we usually use metals?

Yes indeed.
(Answers may vary) Mt. Mayon, Mt. Pinatubo
Mineral deposits can be found were volcanoes
or trenches are present. We have many
volcanoes in the Philippines and most of them
are active.

Can you name some of the famous volcanoes?

Because of the presence of numerous We have solar energy, geothermal energy,

volcanoes in our place, our country belongs to hydrothermal energy, wind energy and natural
the “Pacific Ring of Fire”. gas.

Aside from that we also have energy resources. Geothermal Energy Plant at Puhagan, Valencia

What are some of these energy resources?

Do we have examples of the energy resources

in our place?

Very Good!

E. Practice

We have already familiarized ourselves with

the natural resources we have in our country.
(Students are starting to form their group)
Today, we are going to brainstorm on how
people destroy natural resources.

Now, I want everybody to group themselves

according to your monitorial group in the class.

Group 1 will saty here in front at the right

corner, group 2 here in front at the center,
group 3 here in front at the left corner, group 4
at the back left corner, group 5 will be at the
back center, and group 6 at the back right
corner.

In the count of five, you should be sitted with

your group.(1, 2, 3, 4, 5)

Ok. Everybody settle down. Now that you are

with your group, you use a leader, secretary
and two representative or reporters.
Listen to the instruction.

I be showing you some illustrations. You will be

shown a “Before” and “After” of a certain
situation or activities. Afterwards, you are Yes sir.
going to determine the effects of these
activities to our natural resources. Take note of
the group number in the illustration. Each
group have their own assigned situation based (students will open the envelope)
on the illustration.

Did you get it?

I will be giving first this envelope with a

cartolina and pen inside. On the cartolina,
there is a column for human activity that is
written and on the other column is the effects.
You are going to write down the effects on the
cartolina provided under “Effects”. A leader or
member of the group will present their work in
the class. You are going to discuss the human
activities and its effects in front of the class.

Now read the human activities that is assigned

to your group. Human Activity Effects

Lets start. When roads are built,

mountains are blown off
using dynamite.
(Present “Before” and “After” of a certain
situation or activities in PPT)
Ricefields are turned into
residential or commercial
Before After centers.

Group 1 People cut too many trees

for lumber or paper or
building houses.

Group 2

More factories are being

Group 3 built to keep up with the
demands of a fast growing
population & industrialization

Too much mining & quarrying

for the porpuse of getting
precious metals & gravel/stone
 Group 4

Group 5

Group 6 (Students perform the activity)

Group Report
Now that you already visualize the way people
destroy natural resources, you can now start
writing down the effects. Let’s do this for 10 (Somebody from other groups will ask the
minutes. reporter)

After Performing Activity…

May I request all groups to paste their work on

the board.

Anybody who has a question to the group?

As we can see, nature provided us with the rich

natural resources which are of great benefit to
us. In return, let us protect and conserve the
richness of the country’s natural resources.

IV. Evaluation

Direction: On a one fourth (1/4) sheet of paper, answer the question below with a brief
answer.
1. Since many of the resources that we have today are not in endless supply, as a student
in what way can you help conserve and protect our natural resources?
V. Assignment

Make a slogan showing how to protect and conserve our natural resources. Put it in a ¼
cartolina of any color. Design your slogan artistically and make it presentable to the class.
Deadline for the submission of slogan will be on Monday, sept 30, 2019.

Prepared by:

Nur-iriyanie D. Jamaldin
TCP student section

Detailed Lesson Plan in science 7A

Subject: Science
Class: Grade 7A
Time: 8:30-9:30 a.m.
I Objectives;
At the end of the lesson the students are expected to;
a. illustrate the overall chemical reaction of photosynthesis
b. explain the process of photosynthesis
c. know the role of light in the process of photosynthesis

II Subject Matter
A. Topic: Photosynthesis
B. References:
 Science Learner’s Material pp. 167-171
 www.youtube.com/photosynthesis.process

C. Materials:

 Projector
 Speaker
 Diagrams
 Book
 D. Concepts:
a. Photosynthesis is a process whereby plants manufacture their own food by
trapping light energy from the sun to convert carbon dioxide (𝐶𝑂2) and water
(𝐻2 O) into sugar/glucose.
b. The process of photosynthesis are as follows:
Step 1: Chloroplasts in the plant cells capture the energy from sunlight.

Step 2: The captured light energy is used to produces sugar and oxygen from
water and 𝐶𝑂2 .
Step 3: Sugar produced are used by the plant cells for energy.

Step 4: Oxygen exits through stomata on the underside of the leaf.

E. 21st Century Skills:

 Analyzing
F. Subject Integration:
 Values Education
G. Values Integration:
 Appreciation

III Procedure
A. Preliminaries
Teacher’s Activity Student’s Activity

a. Greetings:

“Good morning class.” “Good morning ma’am.”

b. Opening prayer:

“Earl, please led the prayer.” Earl: “Let us put ourselves in the
presence of the Lord. In the name of the
Father and of the Son and of the Holy
Spirit.

Praise be thy name of our Lord Jesus

Christ”.

Others: “Now and forever, Amen.”

 All: “In the name of the Father, and of
the Son and of the Holy Spirit Amen.”

“Please be seated.”

c. Checking of attendance:

“Beadle is there any absentees today?” Beadle: “There are no absentees today.
All are present ma’am.”

d. Checking of assignment:

“Leaders of the group, did you “Yes ma’am.”

check the assignment of your
group members?”

B. Motivation
Teacher’s Activity Student’s Activity

“Our topic for today is about this”

(Teacher will present a diagram of

photosynthesis to the class.)

“So who can tell me what the diagram is all Kelpie: “Balancing equation ma’am
about? Moreover, why do you think so? Yes, because there is a chemical equation.”
Kelpie?”

“Okay thank you Kelpie. How about you

Lydia?”
“Thank you also Lydia. So Lydia’s right, this
diagram represents the process of
photosynthesis.”

C. Lesson Proper
Teacher’s Activity Student’s Activity
“So our topic for today is all about
photosynthesis”

(The teacher will flash pictures.)

“Class what do you think is the Bridgette: “They are important raw materials
significance of those pictures? Yes or the reactants for photosynthesis.”
Bridgette?”

“Is it correct class?” “Yes ma’am.”

“Okay, that’s correct. It is true that Ermine: “Without the presence of light energy
carbon dioxide, water and light energy coming from the sun, plants cannot make
are the important factors in the
their own food.”
process of photosynthesis. What do
you think is the role of light in this
process? Yes Ermine?”

“Ermine is correct. The light energy is

very important in the process of
photosynthesis. The captured light
energy from the sun is used to produce
the glucose/sugar, which is the food of “Yes ma’am.”
the plant and the oxygen. Is it clear?

“Based from the explanation that you

had heard a while ago. What is now
the general chemical
reaction/equation of photosynthesis? Jade: “The reactants are the carbon dioxide,
Yes Jade?” water and light energy while the products are
the glucose and oxygen.’
“Jade is correct. Now the general
balanced equation of photosynthesis
is;

6CO2+6H2O+Light energy
C6H12O6+6O2
Are there any questions?”
“None ma’am.”

“Okay let’s come now to the process of

photosynthesis. I have here a video
presentation. While you are watching
take note on how the process occurs.
Okay class?”

“Yes ma’am.”
(After the video presentation)

“So what is now the first step/place

that takes place in the process? Yes
Elizabeth?

Elizabeth: “The chlorophyll which is the green

“Very well said. Who else? Yes,
Hatori?” pigment inside the chloroplast in the plant
cells captures the energy coming from the
sun.”

“That’s correct last one. Yes, Jemarie?”

Hatori: “The captured light energy is used to

produce glucose from water and carbon
dioxide.”
“Yes all that you have been said are
true. Basically that is how the food
making of the plant happens. Are there Jemarie: “The sugar/glucose produce are used
any questions?” by the plant cells for energy and also oxygen
exits through the stomata on the underside of
“So much for that get one half sheet of the leaf.”
paper”

“None ma’am”
IV Evaluation
Enumeration and Identification
1-3 the reactants in the process of photosynthesis
4-5 the products in the process of photosynthesis
6. It captures the light energy from the sun.
7. It is a process whereby plants manufacture their own food.
8. It is where oxygen exits and it is found underside of the leaf.
9-10 the general balanced chemical equation of photosynthesis

V Assignment
Study the next topic and answer the Enrichment Activity on a one whole sheet of paper
on pp. 174.
 A Detailed Lesson Plan in Science 10A
Subject: Science
Class: Grade 10A
Time: 8:30-9:30 a.m.

I. Objectives

At the end of the lesson, the students will be able to:

A. Analyze the impact of biodiversity to the stability of an ecosystem.
B. Identify species and determined their value.
C. Appreciate the importance of biodiversity.

II. Subject Matter

A. Topic: Biodiversity and Stability

B. Reference: Grade 10 Science Learner’s and Teacher’s Material and Internet
C. Instructional Materials: Chalk and board, Tangram puzzle, Worksheet,

III. Procedure
Teacher’s Activity Student’s Activity
A. Preparatory Activities
“Good Morning Class…” “Good Morning Sir!”
“Please stand up and let us Pray first…” (one student will lead the prayer)
Is anyone absent today None sir
“Very Good”
Now, Are you ready for our new lesson? Yes sir!
B. Developmental Activities
Motivation
Before we proceed to our new lesson, I will (The students will count and form a groups)
divide you first into four groups. (The teacher
will group the class by counting off. The
students that have the same number will form
one group.)
Are you familiar with the tangram puzzle? (Answer varied)
I have here a tangram that are arrange in many Yes sir!
shapes of animals. All you need to do is (The students will solve the puzzle).
arrange the puzzle to form a square and you
will be unlock the hidden picture. I will give
you three minutes to arrange the puzzle. Is
that clear?
Presentation of the lesson
After doing the activity, what do you think our The students from different groups will
lesson for today? answer:
-Sir it something to do about Biodiversity
Very Good!

Discussion
Now, who can among of you define what is Answer varied
Biodiversity? Yes Danica?

Very good!
(The teacher will discuss the definition of (Listen carefully while the teacher discussing)
biodiversity based on what they have
mentioned. He will add other information
that was not mentioned by the students).
Every living organisms around us has its own
important role or value for us to live. It can be
economical, ecological and aesthetical
valuable.
The value of species can be divided into three Direct Economic Value, Indirect Economic
various categories. What are those various Value and Aesthetic Value.
categories? Yes Christian?
Very good!
Now, who can explain what is Direct Economic The species is considered to have direct
Value? Yes Joy? economic value if their products are sources
of food, medicine, clothing, shelter, and
energy.
Exactly!
Who wants to give example of direct economic For example, some medicines being used
value? Yes Rosemarie? nowadays have formulations extracted from
plants and animals.
Precisely!
The second categories are Indirect economic A species has an Indirect Economic value if
value. Who can explain what is Indirect there are benefits produced by the organism
economic value? Yes Lyra without using them.
Very Good!
Now who wants to give example of indirect For example, certain species maintain the
economic value? chemical quality of natural bodies of water,
prevent soil erosion and floods, cycle
materials in the soil, and absorb pollutants.
Very Good!
The third one is aesthetic value, who can Aesthetic value if the species provides visual
explain what is aesthetic value? Yes Justine? or artistic enjoyment.
Absolutely!
Now who wants to give example of aesthetic For example, forested landscape and the
value? Yes Adilyn? calming beauty of a natural park; or they may
be used for spiritual meditation like the prayer
mountains.
Exactly!
Biodiversity is very important because it Answer varied
sustains through flow of energy the food web
on earth and contributes to environmental
stability. So, class, have you picture out our
environment without plants, animals, trees
and nothing around us, just the human being,
what do you think will happen to us?
All the species in an ecosystem rely on one
another. For example, is the food web the 1st
consumer always depends in producer, if
there is no producer then all species in
ecosystem will be affected. In some way,
with less biodiversity, the ecosystem will
become unstable. But the greater the
biodiversity, the more chances that stability
can be attained in an ecosystem.
Generalization
I know you you’ve learn a lot from this day’s Answer Varied
discussion, can anyone recall what is
biodiversity? Yes Jovian?
Very Good!
Now, who can enumerate the three categories Direct Economic value, Indirect economic
of value of an species? Yes Jaylord? value, and aesthetic value.
Exactly!
How does biodiversity affect the stability of an the greater the biodiversity, the more chances
ecosystem? that stability can be attained in an ecosystem
Very good!
It seems that all of you are already familiar None sir!
the biodiversity of every species and their
value to us. Do you have any question
regarding the lesson that we had discussed?
Application
Since you have no question, we will have an Yes Sir.
activity. Each group will discuss the value of (The Students will do the activity)
biodiversity and complete the table 1.
(Organisms and their value) found in your
module. (teacher explain the instruction)
Write as many as you can but please avoid
repeated answer. I will give you 5 minutes to
accomplish that activity the group that will
have most numerous answer will be given
points. I will give you 3 minutes to
 accomplish that activity and after that
present your output in front. Understood?

After five (5) minutes. Who wants to present

first?
We will start with group number 1. (Group 1 will present their output)
(After the presentation). Very good. Give (Students will do so).
them five claps.
Group 2 will be our next presenter (Group 2 will present their output)
(After the presentation). Very nice (Students will do so).
presentation. Give them five claps.
Group 3 pls. present your output. (Group 3 will present their output)
(After the Presentation). Excellent! Give (Students will do so).
them five claps.
Last group pls. present your output. (Group 4 will present their output)
(After the presentation). Very good. Give (Students will do so).
them five claps.
Class it seemed that you really understand No sir!
our lesson for today. Do you have any
clarification?

IV. Evaluation

Teacher’s activity Students’ activity

Pls. get ¼ sheet of pad paper and we will (The students will follow)
have a short quiz. Identify the following.
Please listen carefully to the question. I will
read the question twice.
1. This describes how varied are life forms
in different ecosystems.
2. _____ is a biological community of
interacting organisms and their physical
environment.
3.
4. the greater the biodiversity, the more
 chances that ________ can be attained
in an ecosystem
5. Humans benefit from a healthy
ecosystem because the ecosystem
provides the service of good drinking
water. This is an example of _______.
6.

V. Assignment

For your assignment, read the topics on pages 331-334 of your Science 10 module.

Prepared By: Nue-iriyanie D. Jamaldin

TCP student Section 1-B