Grade 7 Science Lesson on Microscopy

Grade Level 7
DAILY LESSON LOG Teacher JOMAR M. NARVAS

Learning Area Science
Teaching Dates and Time August 13 – 16, 2019 (1:00-2:00 PM) Quarter Second
Monday Tuesday Wednesday Thursday Friday

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and
if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencie s. These are assessed
I. OBJECTIVES using formative assessment strategies. Valuing objective support the learning of content and competencies and enable children to find significance and
joy interacting the lesson. Weekly objectives shall be derived from the curriculum guides.
The Learners The Learners The Learners The Learners
demonstrate an demonstrate an demonstrate an demonstrate an
understanding of: understanding of: understanding of: understanding of:
Content Standards the parts and functions the parts and functions the parts and functions the different levels of
of the compound of the compound of the compound biological organization
microscope microscope microscope
The learners should be The learners should be The learners should be The learners should be
able to: able to: able to: able to:
employ appropriate employ appropriate employ appropriate employ appropriate
Performance Standards techniques using the techniques using the techniques using the techniques using the
compound microscope to compound microscope to compound microscope to compound microscope to
gather data about very gather data about very gather data about very gather data about very
small objects small objects small objects small objects
Identify parts of the Focus specimens using the Focus specimens using the Describe the different
Learning Competencies/ microscope and their compound microscope; compound microscope; levels of biological
Objectives functions; organization from cell
S7LT-IIb-2 S7LT-IIb-2 to biosphere;
S7LT-IIa-1 S7LT-IIc-3
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tacked in a week
or two.
II. CONTENT
Microscopy: Parts and Proper Handling and Focusing Specimens on Levels of Biological
Functions Use of The Microscope the Microscope Organization
III. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning. Ensure that there
RESOURCES is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development
Department of Education. Reyes, V.F., & Alfonso, L. Reyes, V.F., & Alfonso, L. Education. (2003). The
(2009). Science and G. (1979). G. (1979). Pyramid of Life (Levels of
References Technology II The microscope: Part The microscope: Part 1 . Biological Organization).
textbook. (Rev. ed.). 1. Manila: Alemar- Manila: Alemar-
Phoenix Publishing House Phoenix Publishing House
1 | P a ge
Pasig City: Instructional Biology Demystified: A
Materials Development Self-Teaching Guide.
Corporation. Retrieved January 16,
2012 from
http://www.education.co
m/
Teacher’s Guide pages Module 2 pp.11-14 Module 2 pp.11-14 Module 2 pp.11-14 Module 1 pp. 1-7
Learner’s Materials pages Module 2 pp. 9-16 Module 2 pp. 9-16 Module 2 pp. 9-16 Module 1 pp. 1-6
Textbook pages
Additional Materials from Learning
Resource (LR) portal
Other Learning Resources
IV. PROCEDURES
Ask the class what Ask the class what are the Recap on the Rules to Recall the smallest
instrument they use when light system and observe when handling or identifiable unit where we
Reviewing previous lesson or they need to see minute mechanical system of the using the microscope can detect existence of
presenting the new lesson objects more clearly. How microscope. What would life
are these instruments happen if one part is
similar to one another? damage?
Why the microscope is How important is the Application on the concepts Life follows a hierarchy of
considered a powerful microscope in the field of learned in Microscopy increasing complexity
Establishing a purpose for the tool? biology?
lesson How is it significant in our
lives
Common types of Show picture depicting

Presenting examples/instances of
microscope the levels of organization
the new lesson
in an organism
Parts and Functions of a Things to observe in Preparing glass slides and Levels of Biological
Discussion of new concepts and Compound light Handling and Using the Focusing the letter “e” Organization (Cells,
practicing new skills #1 microscope microscope. Tissues, Organs, Organ
System, Organism)
Discussion of new concepts and
practicing new skills #2
Draw ,Label and Identify Make a poster showcasing Answering of the Activity: Answering of the Activity
Developing mastery (Leads to the parts and functions of proper microscope usage How to Use the Microscope 1: What Makes up an
Formative Assessment 3) a compound light Organism
Microscope
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Recent biotechnologies The benefits of being able Any damage inflicted cells
Finding Practical applications of
which allows us to live a to observe things not seen affects the tissue level
concepts and skills in daily living
more comfortable life with the unaided eye
Making generalizations and
abstractions about the lesson
Evaluating learning Summative Test Summative Test Formative Test Summative Test
Additional Activities for application
of remediation
IV. REMARKS
Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs to be done to
V. REFLECTION help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
No of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored
below 80%
Did remedial lessons work? No. of
learners who have caught up with the
lesson
No. of learner who continue to require
remediation
Which of my teaching strategies work
well? Why did these work?
What difficulties did I encounter which
my principal or supervisor can help me
solve?
What innovation or localized materials
did I use/discover which I wish to share
with other teachers?
Prepared by: Noted:

Jomar M. Narvas Danilo L. Leuterio
SHS TII Principal III
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Grade Level 7

The Learners The learners The learners The Learners
demonstrate an demonstrate an demonstrate an demonstrate an
understanding of: understanding of: understanding of: understanding of:
Content Standards the parts and functions the parts and functions the parts and functions the different levels of
of the compound of the compound of the compound biological organization
microscope microscope microscope
Identify parts of the Focus specimens using the Focus specimens using the Describe the different
Learning Competencies/ microscope and their compound microscope; compound microscope; levels of biological
Objectives functions; organization from cell
S7LT-IIb-2 S7LT-IIb-2 to biosphere;
S7LT-IIa-1 S7LT-IIc-3
or two.
II. CONTENT
Microscopy: Parts and Proper Handling and Focusing Specimens on Levels of Biological
Functions Use of The Microscope the Microscope Organization
III. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning. Ensure that there
RESOURCES is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development
Department of Education. Reyes, V.F., & Alfonso, L. Reyes, V.F., & Alfonso, L. G. Education. (2003). The
(2009). Science and G. (1979). The (1979). The microscope: Pyramid of Life (Levels of
References Technology II microscope: Part 1. Part 1 . Manila: Alemar- Biological Organization).
textbook. (Rev. ed.). Manila: Alemar- Phoenix Publishing House
Phoenix Publishing House
4 | P a ge
Pasig City: Instructional Biology Demystified: A
Materials Development Self-Teaching Guide.
Corporation. Retrieved January 16,
2012 from
http://www.education.co
m/
Teacher’s Guide pages Module 2 pp.11-14 Module 2 pp.11-14 Module 2 pp.11-14 Module 1 pp. 1-7
Textbook pages
IV. PROCEDURES
Ask the class what Ask the class what are the Recap on the Rules to Recall the smallest
instrument they use when light system and observe when handling or identifiable unit where we
Reviewing previous lesson or they need to see minute mechanical system of the using the microscope can detect existence of
presenting the new lesson objects more clearly. How microscope. What would life
are these instruments happen if one part is
similar to one another? damage?
Why the microscope is How important is the Application on the concepts Life follows a hierarchy of
considered a powerful microscope in the field of learned in Microscopy increasing complexity
Establishing a purpose for the tool? biology?
lesson How is it significant in our
lives
Common types of Show picture depicting

microscope the levels of organization
the new lesson
in an organism
Parts and Functions of a Things to observe in Preparing glass slides and Levels of Biological
Discussion of new concepts and Compound light Handling and Using the Focusing the letter “e” Organization (Cells,
practicing new skills #1 microscope microscope. Tissues, Organs, Organ
System, Organism)
Draw ,Label and Identify Make a poster showcasing Answering of the Activity: Answering of the Activity
Developing mastery (Leads to the parts and functions of proper microscope usage How to Use the Microscope 1: What Makes up an
Formative Assessment 3) a compound light Organism
Microscope
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Recent biotechnologies The benefits of being able Any damage inflicted cells
which allows us to live a to observe things not seen affects the tissue level
more comfortable life with the unaided eye
Evaluating learning Summative Test Summative Test Formative Test Summative Test
of remediation
V. REMARKS
VI. REFLECTION help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
evaluation
below 80%
lesson
remediation
solve?
Prepared by: Noted:

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Grade Level 7

I. OBJECTIVES
using formative assessment strategies. Valuing objective support the learning of content and competencies and enable children to find significance and
the difference between the difference between the difference between organisms that can only be
animal and plant cells animal and plant cells animal and plant cells seen through the
Content Standards microscope, many of
which consist of only one
cell
Differentiate plant and Differentiate plant and Explain why the cell is Identify beneficial and
animal cells according to animal cells according to considered the basic harmful microorganisms;
Learning Competencies/Objectives presence or absence of presence or absence of structural and functional S7LT-IIf-6
certain organelles; certain organelles; unit of all organisms;
S7LT-IId-4 S7LT-IId-4 S7LT-IIe-5
or two.
II. CONTENT
Fungi, Protists, and
Plant Cells Animal Cells Animal and Plant Cells
Bacteria
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning. Ensure that there
III. LEARNING RESOURCES
is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development
Prentice Prentice Prentice Carale, L., Galvez, E. &
Hall(1995).Exploring life Hall(1995).Exploring life Hall(1995).Exploring life Reyes, R. (1990). Science
References
science laboratory manual. science laboratory manual. science laboratory manual. and Technology for a
Better Life 2. Biology
7 | P a ge
New Jersey:Prentice New Jersey:Prentice New Jersey:Prentice Workbook. Makati: Basic
Hall,Inc. Hall,Inc. Hall,Inc. Media Systems.
Teacher’s Guide pages Module 2 pp. 5-6 Module 2 pp. 1-6 Module 1 pp 4-7 Module 3 pp. 1-13
Learner’s Materials pages Module 2 pp. 5-8 Module 2 pp. 1-8 Module 1 pp 4-7 Module 3 pp. 1-9
Textbook pages
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration
of learning by the student which you can infer from formative assessment activities. Sustain learning systematically by provi ding students with multiple
IV. PROCEDURES ways to learn new things, practice their learning, question their learning process, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotted for each step.
Recall on cellular Recall on cellular organelles Recap on past lesson on Remember the Organ
Reviewing previous lesson or
organelles unique to plant unique to animal cells Level of Biological system of plants
presenting the new lesson
cells Organization
Some living organisms
Establishing a purpose for the Ask students if all plant Ask students if animals are How essential are cells in exhibits characteristics
lesson cells contain chloroplast? able to make their own life? very similar to plants and
food. animals
Ask students if they have Flash a picture of an edible
Let the students prepare Let students prepare cheek any idea how the mushroom and human
Presenting examples/instances of onion scale for microscopy cells specimen for organelles work together with fungal infections. Let
the new lesson study microscopy for the cell to function the students site the
differences and similarities
between the two pictures
Plant cells parts and Animal Cells Parts and Portray the different Fungi: Characteristics,
functions Functions functions of certain cell Benefits and Harm
structures
Perform Activity 2: Make a Venn Diagram on Create a comic strip Growing Bread Mold
Investigating plant cells the Parts of Plant and having the cellular Spores Activity
Developing mastery (Leads to Animal cells organelles as the Minilab 20.1 p. 530
Formative Assessment 3) characters. The theme Biology Dynamics of Life
would be about their
function
Not all plant cells contains Cells have various Cells interact with each Fungi are both friend and
chloroplast, take for structures and perform other to produce a well- foe. Some such as
example root cells. The different functions. coordinated cell. mushrooms provide food.
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major site of food Other fungi produce
production in plants are antibiotics. Yet fungi also
the leaves, so it is damage crops, buildings,
expected that chloroplast and animals
is prevalent in leaf cells
Answering of Activity Summative Test Comic strip making Answering of Activity
Evaluating learning
Sheet Sheet
of remediation
V. REMARKS
questions
evaluation
below 80%
lesson
remediation
solve?
Prepared by: Noted:

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Grade Level 7
Teaching Dates and Time September 2 – 6, 2019 (1:00-2:00 PM) Quarter Second

if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed
I. OBJECTIVES
Organisms that can only Organisms that can only be Organisms that can only Reproduction being both
be seen through the seen through the be seen through the asexual or sexual
Content Standards microscope, many of microscope, many of which microscope, many of
which consist of only one consist of only one cell which consist of only one
cell cell
gather data about very gather data about very small gather data about very gather data about very
small objects objects small objects small objects
identify beneficial and identify beneficial and identify beneficial and differentiate asexual from
harmful microorganisms; harmful microorganisms; harmful microorganisms; sexual reproduction in
S7LT-IIf-6 S7LT-IIf-6 S7LT-IIf-6 terms of:
Learning Competencies/Objectives *number of individuals
involved;
*similarities of offspring to
parents;
S7LT-IIg-7
or two.
II. CONTENT Fungi, Protists, and Fungi, Protists, and Fungi, Protists, and Asexual reproduction
Bacteria Bacteria Bacteria Sexual reproduction
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Carale, L., Galvez, E. & Carale, L., Galvez, E. & Carale, L., Galvez, E. & Campbell, N.A. & Reece, J.
Reyes, R. (1990). Science Reyes, R. (1990). Science Reyes, R. (1990). B. (2009). Biology (8th
and Technology for a and Technology for a Science and edition). San Francisco:
Better Better Technology for a Pearson/Benjamin
References
Life 2. Biology Life 2. Biology Better Cummings.
Workbook. Makati: Basic Workbook. Makati: Basic Life 2. Biology
Media Systems. Media Systems. Workbook. Makati:
Basic Media Systems.
Teacher’s Guide pages Module 3 pp. 1-13 Module 3 pp. 1-13 Module 3 pp. 1-13 Module 4 pp. 1-4
Textbook pages
of learning by the student which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
IV. PROCEDURES
ways to learn new things, practice their learning, question their learning process, and draw conclusions about what they lear ned in relation to their life
Remember that fungi are Protozoans or animal-like Recall that One of the characteristics of
unicellular or multicellu lar protist resemble animals in
prokaryotes are an organism is that it is
eukaryotic organism. the way they get food unicellular organisms capable of reproducing.
Reviewing previous lesson or There are some beneficial that don’t have a
presenting the new lesson fungi and fungi that cause nucleus or membrane
harm. bound organelles.
They are called
bacteria
Besides form fungi, what There are Protist which can Ask students if they Ask students on how to
Establishing a purpose for the are other living organisms make their own food have any idea on any propagate a tomato plant if
lesson aside from plants and “good bacteria” you want to preserve its
animals? desirable characteristics?
Animal like protist Plant like protist, no true Touch on importance Ask students if they have seen
roots, stems, and leaves of bacteria in Katakataka leaf
Nitrogen fixation,
Presenting examples/instances of recycling of nutrients,
the new lesson food and medicine.
Diseases caused by
bacteria like TB and
tetanus
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Discussion of new concepts and Protists (Protozoans) Protists (Algae) Bacteria Asexual Reproduction
practicing new skills #1 (Vegetative Propagation and
Spore Formation)
KWL Chart on benefits and Perform Activity 1: Can you
Developing mastery (Leads to
Film Showing harm caused by species of Film Showing grow Plants from Eyes?
Formative Assessment 3)
algae
Some Protists cause Red tide which causes Bacteria cause Due to increase demand for
diseases, such as malaria poisoning of birds, fishes diseases. Other food due to increasing
and sleeping sickness, that and mammals are caused by bacteria fix nitrogen, population. Farmers can
result in millions of human algae recycle nutrients, and propagate plants faster
deaths help make food through asexual reproduction
products and
medicines
Evaluating learning Summative Test KWL Chart Summative Test Performing of Activity
of remediation
V. REMARKS
questions
evaluation
below 80%
lesson
remediation
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solve?
Prepared by: Noted:

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Grade Level 7

I. OBJECTIVES
reproduction being both reproduction being both organisms that can reproduction being both
asexual or sexual asexual or sexual only be seen through asexual or sexual
Content Standards the microscope, many
of which consist of only
one cell
The Learners should be The Learners should be The Learners should The Learners should be able
able to: able to: be able to: to:
compound microscope to compound microscope to compound microscope compound microscope to
gather data about very gather data about very small to gather data about gather data about very small
small objects objects very small objects objects
Differentiate asexual from Differentiate asexual from Describe the process Describe the process of
sexual reproduction in sexual reproduction in terms of fertilization; fertilization;
terms of: of: S7LT-IIg-8 S7LT-IIg-8
Learning Competencies/Objectives *number of individuals *number of individuals
involved; involved;
*similarities of offspring to *similarities of offspring to
parents; parents;
S7LT-IIg-7 S7LT-IIg-7
or two.
Asexual reproduction Asexual reproduction Asexual Asexual reproduction
II. CONTENT Sexual reproduction Sexual reproduction reproduction Sexual reproduction
Sexual
reproduction
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Campbell, N.A. & Reece, J. Campbell, N.A. & Reece, J. Campbell, N.A. & Campbell, N.A. & Reece, J. B.
B. (2009). Biology (8th B. (2009). Biology (8th Reece, J. B. (2009). (2009). Biology (8th
edition). San Francisco: edition). San Francisco: Biology (8th edition). edition). San Francisco:
References
Pearson/Benjamin Pearson/Benjamin San Francisco: Pearson/Benjamin
Cummings. Cummings. Pearson/Benjamin Cummings.
Cummings.
Textbook pages
IV. PROCEDURES
ways to learn new things, practice their learning, question their learning process, and draw conclusions about what they learned in relation to their life
Recall that vegetative Recall that when an In flowering plants Recall that the flower is the
propagation and spore organism reproduce sexual reproduction is reproductive structure in
Reviewing previous lesson or formation type of asexually then it is an exact synonymous with a plants. Some plants have the
presenting the new lesson reproduction can happen copy of the parent unique structure-the male and the female
without a mate flower reproductive structures in
one flower.
Give other means on how Ask students what will Pollination and Let students analyze their
to reproduce asexually happen if a sea star lost or fertilization in seed physical appearance, let
Establishing a purpose for the
injured its arm plants are two them identify which of their
lesson
different and separate traits came from their mother
events or father.
An individual splitting into Show a picture or video of a Pollination brings Present a picture of a family
two or arises from the regenerating sea star together the gametes
outgrowth of existing ones of a flower Each pollen
forms a tube that
grows down through
the pistil and reaches
the new lesson
the ovule in the ovary.
One of the nuclei in the
pollen tube unites with
the egg nucleus in the
ovule to form a zygote
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Fragmentation and Pollination and Animal Sexual Reproduction
Fission and Budding Regeneration Fertilization in
Flowering Plants

Perform Activity 2: Can Video Clip on regenerating Perform Activity 3: Film Showing on Sexual
One become Two? sea star Structure of a Reproduction
Gumamela Flower
Organisms that can The term regeneration Sexual reproduction These genetic differences
reproduce asexually are normally refers to regrowth need two parents, a which results from sexual
particularly well suited to of missing or damaged body male and a female and reproduction help to ensure
colonize new habitats parts in higher organisms, involves specialized the survival of the species in
because a single individual but whole body regeneration cells or gametes. changing environmental
can establish an entire occurs in starfish, and many conditions
new population plants
Answering of Activity Summative Test Answering of Activity Answering of Activity Sheets
Evaluating learning
Sheets Sheets
of remediation
V. REMARKS
Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs to be done to help
VI. REFLECTION the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions
evaluation
below 80%
lesson
remediation
16 | P a g e
solve?
Prepared by: Noted:

17 | P a g e
Grade Level 7

I. OBJECTIVES
Organisms interacting with Organisms interacting with Organisms interacting Organisms interacting with
each other and with their each other and with their with each other and each other and with their
a. Content Standards
environment to survive environment to survive with their environment environment to survive
to survive
The Learners should be The Learners should be The Learners should The Learners should be
able to: able to: be able to: able to:
conduct a collaborative conduct a collaborative conduct a collaborativ e conduct a collaborative action
b. Performance Standards action to preserve the action to preserve the action to preserve the to preserve the ecosystem in
ecosystem in the locality ecosystem in the locality ecosystem in the the locality
locality
Differentiate biotic from Differentiate biotic from Describe the different Describe the different
c. Learning Competencies abiotic components of an abiotic components of an ecological relationships ecological relationships found
/Objectives ecosystem; ecosystem; found in an in an
S7LT-IIh-9 S7LT-IIh-9 ecosystem; ecosystem;
S7LT-IIh-10 S7LT-IIh-10
or two.
1. Components of an 1. Components of an 1. Components of an 1. Components of an
ecosystem ecosystem ecosystem ecosystem
2. Ecological relationships 2. Ecological relationships 2. Ecological 2. Ecological relationships
2.1 Symbiotic relationships 2.1 Symbiotic relationships relationships 2.1 Symbiotic relationships
II. CONTENT 2.2 Non symbiotic 2.2 Non symbiotic 2.1 Symbiotic 2.2 Non symbiotic
relationships relationships relationships relationships
3. Transfer of energy 3. Transfer of energy 2.2 Non symbiotic 3. Transfer of energy
through trophic levels through trophic levels relationships through trophic levels
3. Transfer of energy
through trophic levels
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List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning. Ensure that there is
mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development
Campbell, N.A. & Reece, Campbell, N.A. & Reece, J. Campbell, N.A. & Campbell, N.A. & Reece, J.
J. B. (2009). Biology (8th B. (2009). Biology (8th Reece, J. B. (2009). B. (2009). Biology (8th
edition). San Francisco: edition). San Francisco: Biology (8th edition). edition). San Francisco:
References
Pearson/Benjamin Pearson/Benjamin San Francisco: Pearson/Benjamin
Cummings. Cummings. Pearson/Benjamin Cummings.
Cummings.
Teacher’s Guide pages Module 5 pp. 1-4 Module 5 pp. Module 5 pp. Module 5 pp.
Learner’s Materials pages Module 5 pp. 1-4 Module 5 pp. Module 5 pp. Module 5 pp.
Textbook pages
of learning by the student which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
IV. PROCEDURES
ways to learn new things, practice their learning, question their learning process, and draw conclusions about what they lear ned in relation to their life
Remember that in an Recall that the environment Let the student’s site Ask the students what would
ecosystem, both living and is composed of the living
connection between happen if there is scarcity of
Reviewing previous lesson or
nonliving components are and non-living components
living and nonliv ing resource in the environment?
presenting the new lesson
involved things in the
environment.
How important are the How do living organisms Let the students listen Organisms need to coexist
Establishing a purpose for the abiotic factors in the make use of abiotic to the song with each other and must
lesson environment for our components in order to “Magkaugnay” by Joey adapt to the environment in
survival? survive Ayala order to survive
the new lesson
Biotic and Abiotic Infer what happens to Ecological Ecological Relationships
Components in the organisms if their Relationships (Symbiotic Relationships)
Environment environment is not able to (Symbiotic
provide them with their Relationships)
basic needs.
Developing mastery (Leads to Perform Activity 1: What Perform Activity 2: Activity 3: Which Eats Role Playing of Symbiotic
Formative Assessment 3) does it mean to be Alive? Housemates? Ecomates What? Relationships
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Living organisms cannot There is interdependence Values Integration – Relationships also exist in the
survive without the among the components of Responsibility and lower forms of organism
nonliving components of the environment; organisms Relationships
the environment. interact with their
environment to survive.
Answering the Activity Answering the Activity Answering the Activity Role playing
Evaluating learning
Sheets Sheets Sheets
of remediation
V. REMARKS
VI. REFLECTION
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions
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 remedial lessons work? No.
of learners who have caught up
with the lesson
d. No. of learner who continue to
require remediation
e. Which of my teaching strategies
work 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: Noted:

20 | P a g e
Grade Level 7

organisms interacting organisms interacting with organisms interacting organisms interacting with
with each other and with each other and with their with each other and each other and with their
Content Standards
their environment to environment to survive with their environment environment to survive
survive to survive
The Learners should be The Learners should be The Learners should The Learners should be
able to: able to: be able to: able to:
conduct a collaborative conduct a collaborative action conduct a collaborativ e conduct a collaborative action
Performance Standards
action to preserve the to preserve the ecosystem in action to preserve the to preserve the ecosystem in
ecosystem in the locality the locality ecosystem in the the locality
locality
Predict the effect of Predict the effect of changes Predict the effect of Predict the effect of changes
changes in one in one population on other changes in abiotic in abiotic factors on the
Learning Competencies/Objectives population on other populations in the factors on the ecosystem.
populations in the ecosystem; ecosystem. S7LT-IIj-12
ecosystem; S7LT-IIi-11 S7LT-IIj-12
S7LT-IIi-11
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tacked in a week or
two.
1. Components of an 1. Components of an 1. Components of an 1. Components of an
ecosystem ecosystem ecosystem ecosystem
2. Ecological relationships 2. Ecological relationships 2. Ecological 2. Ecological relationships
2.1 Symbiotic 2.1 Symbiotic relationships relationships 2.1 Symbiotic relationships
II. CONTENT relationships 2.2 Non symbiotic 2.1 Symbiotic 2.2 Non symbiotic
2.2 Non symbiotic relationships relationships relationships
relationships 3. Transfer of energy 2.2 Non symbiotic 3. Transfer of energy
3. Transfer of energy through trophic levels relationships through trophic levels
through trophic levels 3. Transfer of energy
through trophic levels
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List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning. Ensure that there is
mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development
Campbell, N.A. & Reece, Campbell, N.A. & Reece, J. Campbell, N.A. & Campbell, N.A. & Reece, J.
J. B. (2009). Biology B. (2009). Biology (8th Reece, J. B. (2009). B. (2009). Biology (8th
(8th edition). San edition). San Francisco: Biology (8th edition). edition). San Francisco:
References
Francisco: Pearson/Benjamin San Francisco: Pearson/Benjamin
Pearson/Benjamin Cummings. Pearson/Benjamin Cummings.
Cummings. Cummings.
Textbook pages
IV. PROCEDURES
ways to learn new things, practice their learning, question their learning process, and draw conclusions about what they learned in relation to their life
Recall that symbiotic Ask the students to compare Food chains always Show a food chain and let the
Reviewing previous lesson or relationship could eitherand contrast predation from starts with plants or students identify the trophic
presenting the new lesson be +/+,+/-,+/0 parasitism photosynthesizing level of each organism
relationship organisms
What would happen if How is energy passed on the Identification of the
Establishing a purpose for the there is an overlap of food chain trophic level of the What to do with
lesson niches organisms involve in a biodegradable waste?
food chain
Show a picture of a lion Show students an example of Since plants can make
eating a deer a food chain their own food then
Presenting examples/instances of they are termed as Flash the ff phrases on the
the new lesson producers while board:
animals as consumers  Nitrogen cycle
 Carbon-Oxygen Cycle
Predation and Food chain and Food web Producers, first Cycling of Nutrients
Competition order/primary
consumers, 2nd
order/secondary
consumers......
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Let the students illustrate 5 Answer Energy Perform Activity 4: What to
Picture Analysis food chains and interlink it to Transfer In the do with Food Waste
form a food web Ecosystem
In order to survive we Through these series of The food web can be Materials in the form of
must know how to defend steps of eating and being viewed not only as a nutrients needed by living
ourselves from possible eaten, energy flows from one network of chains but things are cycled between
harm. trophic level to another. also as a series of organisms and the
Finding Practical applications of When a shared resource Green plants or other trophic (nutritional) environment. Energy flows
concepts and skills in daily living is in short supply, photosynthesizing organisms levels. and materials are cycled in
organisms compete, and use light energy from the sun the ecosystem. Indeed, we
those that are more to manufacture live in a dynamic world.
successful survive. carbohydrates for their own
needs
Oral Recitation Making of food chains and Summative Test Summative Test
Evaluating learning
food web
of remediation
V. REMARKS
VI. REFLECTION
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions
evaluation
below 80%
lesson
remediation
solve?
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Grade 7 Science Lesson on Microscopy

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Grade Level 7

DAILY LESSON LOG Teacher JOMAR M. NARVAS

Monday Tuesday Wednesday Thursday Friday

Common types of Show picture depicting

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Monday Tuesday Wednesday Thursday Friday

Common types of Show picture depicting

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Monday Tuesday Wednesday Thursday Friday

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Monday Tuesday Wednesday Thursday Friday

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Monday Tuesday Wednesday Thursday Friday

Discussion of new concepts and

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Monday Tuesday Wednesday Thursday Friday

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Monday Tuesday Wednesday Thursday Friday

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