Bio g7 q2 w9 d1 Rev

EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
GRADE 7 2nd QUARTER/LIVING THINGS AND WEEK9 DAY1 1
THEIR ENVIRONMENT

I. OBJECTIVES
The learners demonstrate an understanding of organisms interacting with each
A. Content Standards
other and with their environment to survive.
The learners should be able to conduct a collaborative action to preserve the
B. Performance Standards
ecosystem in the locality
The learner should be able to predict the effect of changes in one population on
C. Learning Competencies/ other populations in the ecosystem (S7LT-IIi-11)
Objectives 1. define food chain
Write the LC code for each 2. trace the flow of energy from one trophic level to another
3. recognize the value of the role of an organism play in a food chain
II. CONTENT Food Chain
III. LEARNING RESOURCES
References
1. Teacher’s Guide pages pp. 130-134
2. Learner’s Materials pages pp. 130-131
3. Textbook pages
4. Additional Materials from Learning

Resource (LR) portal
https://www.slideshare.net/tarynwood5/5e-lesson-plan-food-chain
https://www.google.com.ph/search?biw=1354&bih=635&tbm=isch&sa=1&q=a+less
on+plan+on+food+web&oq=a+lesson+plan+on+food+web&gs_l=psy-
ab.3...16205.16519.0.20741.2.2.0.0.0.0.803.803.6-1.1.0....0...1.1.64.psy-
ab..1.0.0.6RTJDPm3iM4#imgrc=-ZBJvoiPs4iKKM:
https://www.google.com.ph/search?q=mutualism+relationship+example&source=ln
ms&tbm=isch&sa=X&ved=0ahUKEwje3JWJq-
_VAhUBurwKHTICBcQQ_AUICigB&biw=1354&bih=586
http://sciencenetlinks.com/lessons/cycle-of-life-1-food-chain/
A. Other Learning Resources
https://www.google.com.ph/search?q=food+chain+activities+and+lesson+plans&sa
=X&tbm=isch&imgil=4Fef5vEcgpYNOM%253A%253B3tsS_GXf0U95tM%253Bhttps%
25253A%25252F%25252Feducators.brainpop.com%25252Fbp-game%25252Ffood-
chain-
game%25252F&source=iu&pf=m&fir=4Fef5vEcgpYNOM%253A%252C3tsS_GXf0U95
tM%252C_&usg=__08PWK8wUCkXDYhmp5za1lHrjizg%3D&biw=1354&bih=635&ved
=0ahUKEwiyjp3JifDVAhXEvrwKHRCBCNEQyjcIbQ&ei=0OGeWbLmHMT98gWQgqKID
Q#imgrc=qcJRqHHLhhkOuM:

IV. PROCEDURES
A. Reviewing previous lesson
Instruct the learners to arrange the jumbled letters in column A and match it with
or presenting the new
lesson the example in column B.

THEIR ENVIRONMENT

What food do you usually eat in the morning or What did you eat this morning?

B. Establishing a purpose for

the lesson

Ask the questions:
1. What does eating breakfast do for our bodies?
C. Presenting 2. Where did you get the energy? ( if the students answered about meat, How did
examples/instances of the the animals obtain the energy. If the students answered about carbohydrates,
new lesson where do plants get their energy?)
3. Which is considered the main source of energy in the ecosystem?

Unlocking of difficulties
In your own words, how would you define the following:
D. Discussing new concepts
and practicing new skills
a. producers
#1 b. consumers
c. decomposers
Game- “Build a Food Chain”

E. Discussing new concepts The learners are divided into five groups. Each group will be given different set of
and practicing new skills pictures to cut, paste and create a food chain diagram. They will perform the activity
#2 and present their work after a given time.
Example types of food chains: terrestrial and aquatic
Thumbs up, Thumbs down
F. Developing mastery (leads 1. The sun is the ultimate source of energy needed by every ecosystem.
to Formative Assessment 2. Food chains always start with the first order consumer.
3) 3. Producers get their energy by making their own food from their surroundings.
4. Consumers get their energy by consuming food from a plant or animal.

THEIR ENVIRONMENT

5. The remains of the second consumer is being degraded by a decomposer, which
in turns gets its energy.
“Scenario Building Activity”
G. Finding practical
What is the importance of food chain?
applications of concepts
and skills in daily living What will happen if one of the members of the food chain was gone? Let say,
producers are removed in the area/ community.
H. Making generalizations
You learned that plants are considered producers in a food chain and animals are
and abstractions about the
lesson considered consumers. What is the difference between these roles?
Exit Card
Write down or discuss briefly what you have learned from today’s activity. You may
I. Evaluating learning
include the importance of each trophic levels or significance of food chain as a
whole, as focus of your answer in the activity.
J. Additional activities for
Create a food chain involving you as one of the consumers.
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for

remediation
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?

Marizol S. Aniceto
Writer/s: Las Piñas City National High School
Las Piñas City
Mary Ann N. Taway Jocelyn M. Jimenez

Marikina Science High School Lagro High School
Marikina City Quezon City
Team Members:
Jackielyn Anabo Czarino Tamanio
Malabon National High School Santolan High School
Malabon Pasig City

THEIR ENVIRONMENT

TEACHER HANDOUT
A. The teacher will instruct the learners to arrange the jumbled letters in column A and match it with
the corresponding picture in column B.
Key answer
1. Commensalism - C
2. Competition - B
3. Mutualism - A
4. Predation - E
5. Parasitism - D
B. The teacher will ask the learners to choose among the pictures which food did they eat for
Breakfast
C. Guide question
1. Learners answer may vary.
2. Learners answer may vary.
D. Key answer
Note: The teacher should prepare the materials (picture) prior to this activity/ lesson.
https://i.pinimg.com/736x/34/00/42/340042c98 https://media1.britannica.com/eb-media//13/151213-
5b8068c84f930d688c177b9--environmental- 004-64FE0DBA.jpg
education-science-education.jpg

THEIR ENVIRONMENT

http://bp0.blogger.com/_ehtIhXQwXAE/R7beqdEThdI/ https://cdn.thinglink.me/api/image/593965855331581
AAAAAAAAA00/jU3fjTDCLwQ/s400/Dibujo.GIF 953/1240/10/scaletowidth

1. A food chain is a typical illustration that shows how each living thing obtains its food.
2. The primary consumer, which is the grasshopper obtains its energy by feeding on the leaves of plants.
The secondary consumer gets its energy by feeding on the grasshopper. The secondary consumer is then
eaten by the snake. A snake takes its turn of acquiring the energy by feeding on the mouse. The top of
them all is the fungus, an example of a decomposer.
3. Plants are considered producers in a food chain, Producers get their energy by making their own food
from their surroundings, and make their own food through the process of photosynthesis.
4. First order consumer

F. Thumbs Up, Thumbs Down

1.
2.

5.
6.
7.

THEIR ENVIRONMENT

G. Scenario Building Activity
• What will happen if one of the members of the food chain was gone? Let say, producers or consumers are
removed in the area/ community.
Note: The teacher should prepare this material/ visual aid, prior to the activity/ lesson.
ACTIVITY SHEET

THEIR ENVIRONMENT

I. OBJECTIVE/S:
a. describe food chain
b. create a diagram of food chain

II. MATERIALS:

Pictures paste/ glue marker manila paper

III. PROCEDURES:

1. With your group, cut and paste the organisms according to their food chain order.
2. Label each organisms as producer or consumer.

(sample set of pictures)

IV. ANALYSIS:

1. What does a food chain describe?
2. How does each consumer in a food chain get its energy?
3. Why does a food chain start with a plant?
4. Who gets the greatest amount of energy in the food chain?

THEIR ENVIRONMENT

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EXEMPLAR SCIENCE LESSON PLAN

B. Establishing a purpose for

Game- “Build a Food Chain”

Mary Ann N. Taway Jocelyn M. Jimenez

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