School Grade Level Grade 7

GRADES 1 to 12
 Daily Lesson Log Teacher Learning Area Science 
  Teaching Date and
Quarter Second
  Time

DAY:

I. OBJECTIVES

The learners demonstrate an understanding of:

A. Content Standards
 the different levels of biological organization
The learners should be able to:
B. Performance Standards   Employ appropriate techniques using the compound
microscope to gather data about very small objects.
Describe the different levels of biological organization from cell
C.
to biosphere; S7LT-IIc-3/
 Identify the parts that make up a human body.
Learning Competencies / Objectives
 Describe how the functioning of each part work
Write the LC code for each
  together in an organism.
 Describe how these parts work together in an
organism.
 Parts of Human Body
II. CONTENT

III. LEARNING RESOURCES  

A. References  

  1. Teacher's Guide Pages pp. 64-69

  2. Learner's Materials Pages pp. 77-81

  3. Textbook Pages    

  4.
Additional Materials from Learning
EASE Biology. Module 6.
Resource (LR) portal
 
writing materials, posters and pictures of organisms, organ
B. Other Learning Resource
systems, organs, tissues and cells

IV. PROCEDURES  

A.
Reviewing previous lesson or presenting the  How do we calculate the magnification of a specimen?
new lesson
 
B. Establishing a purpose for the Lesson  Below are parts of 4 different ballpens.

Identify which part belongs to which ballpen.

 A ballpen has parts like those in the pictures.

Identify the function of each part.

1. What will happen if any part of the ballpen is missing?
2. How will you compare the work of a ballpen with
 complete parts to the one with incomplete parts?
 Do the activity in LM pp 78-81 “What Makes up an
C.
Organism? Part I. Parts of a Human Body”
Procedure
Read the selection and answer the questions that
follow.
You are an organism just like the plants and animals.
Presenting examples / instances of the
new lesson
 

 Discuss the answers in the activity given.

D.
 Analysis:
1. What do you see in figure 2?
2. Can you identify the organ systems in figure 3?
3. How do these organ systems work together?
4. What are the parts that make up a human heart?
5. What will happen to the heart if any of these parts
Discussing new concepts and practicing is/are injured?
new skills #1 6. What will happen to the organism?
 
7. What parts make up the kidneys?
8. What will happen to the kidneys if any of these parts
is/are injured?
9. What will happen to the organism?
10. What will happen to the organs if tissues are injured?
11. What will happen to the organ systems?
12. What will happen to the organism?
E.
Discussing new concepts and practicing
new skills #2
 

F.
Developing mastery
(Leads to Formative Assessment 3)
 
Directions: Read this short story to the students then let them
G.
realize the importance of each part. (You can ask questions
written below).
Ouch! Ouch! Ouch! That was the sound heard from the
bedroom on the second floor. Victoria hurriedly runs as fast as
she can. She used the stairs going to the next floor. She was
shocked when she found out where it came from. It is
Marteena’s bedroom, what is happening? Victoria said to
herself. Then she…tok tok tok…the sound became louder…
Ouchhhh…..Ouch…… Marteena…Marteena…my daughter
open the door. Nobody responded to her, except the sounds
that she heard. Victoria pushed the door so hard then it
Finding practical applications of concepts opened. She saw her daughter lying on the floor crying and
and skills in daily living was holding her waist. Victoria asked her daughter, what’s
 
happening? Why are you in pain? Where is the pain? Marteena
answered her mother in her moaning voice. I’m in pain, here at
my lower back and during my urination it was so painful.
Victoria ran her daughter to the hospital and it was found out
that she is suffering from ____________.
(Acute Urinary Tract Infection).
Questions:
1. What do you think is the doctor’s diagnosis to
Marteena?
2. What organ is affected in that diagnosis?
3. Do you think it can function as it is?
4. How will you maintain good functioning of your kidney?
H.
Making generalizations and abstractions What makes up human body?
about the lesson How does each part work together?
 
Directions: Read each item carefully. Choose the letter of
the correct answer.
1. The heart pumps blood that carries oxygen and nutrients to
the different parts of the body. To which organ system does the
heart belong?
A. Circulatory B. Digestive C. Excretory D. Reproductive
2. Cancer starts from cells that start to grow uncontrollably fast.
They destroy tissues and organs. What does this say about the
effects of diseased cells on the higher levels of organization in
an organism?
A. Diseased cells do not affect the other parts of an organism.
B. Cancer involves only certain kinds of cells and does not
affect any other kind of cell.
C. Diseased cells affect only the next higher levels of
organization that they make up – the tissues.
D. Diseased cells damage the higher levels of organization
I. Evaluating Learning they make up: tissues, organs, organ systems, and eventually,
the whole organism.
3. Each part of an organ system plays a specific function.
Which of the following structures does not match its function?
A. Eyes : Sight B. Kidneys : Respiration
C. Heart : Circulation D. Stomach : Digestion
4. Which of the following organs is NOT part of the circulatory
system?
A. blood B. blood vessels
C. heart D. kidney
5. Which of the following activities does NOT describe a normal
function of the kidneys?
A. filter blood B. excrete water
C. reabsorb water D. produce urea and water

J.
Additional activities for application or
What are the different parts of a plant?
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 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 worked?
 
F.
What difficulties did I encounter which my
 
principal or supervisor can help me solve?
 

G.
What innovation or localized materials did I
  Use or discover which I wish to share with other  
teachers?