Republic of the Philippines

Department of Education
Region III
SCHOOL DIVISION OF ZAMBALES
Iba, Zambales

A Detailed Lesson Plan in Science 7

I. Objectives:
At the end of the lesson, the Grade 7 learners should be able to:
a. arrange the different levels of biological organization from smallest unit to biosphere
using a graphic organizer.
b. differentiate the various levels of biological organization from cell to biosphere
c. realize that even the person with the lowest position in the organization is as
important as the other people with higher positions
II. Subject Matter:
Topic: Levels of Biological Organization
References: Apolinario, N. A., Aquino, M. D., Madriaga, E. A., Valdoz, M. P. & Santos, G. C.
(2017). Science links 7. Rex Book Store, Inc.: Sampaloc, Manila.
Becker, W. M. (2004). The world of the cell (5th ed). Pearson Education South
Asia: Singapore
Ministry of Education and Training. “The Ontario Curriculum Grades 1-8: Science
and Technology.” Accessed August 7, 2009.
http://www.edu.gov.on.ca/eng/curriculum/elementary/sciencetec18. pdf
Rabago, L. M. (2014). Science and technology 7. Vibal Publishing House, Inc.:
Quezon City.
Instructional Materials: pictures, human torso model, accordion truck, traffic light cards, laptop,
PowerPoint game, graphic organizer worksheet, Chart
Values: Respect and equity towards every individual
III. Procedure:
A. Preliminary Activities:
Teacher’s Activity Pupil’s Activity
a. Prayer

Class, kindly stand up and let us pray. In the name of the Father, and of the Son, and of
the Holy Spirit. Amen.
(The children will recite their morning prayer)
b. Greetings

Good morning class! Good morning, sir!

Good morning, classmates! It’s nice to see you
this morning.

What’s the day today? Sir, today is Monday.

How are you today, class? We’re fine, thank you!

Okay, you may now take your seats. Thank you, sir.

Who are absent today? None, sir.

Very good!
B. Developmental Activities:
Teacher’s Activity Pupil’s Activity
a. ELICIT

Let us start the day right by setting the tone for

everyone by standing up (if your answer is yes) or
staying seated (if your answer is no) to these
questions:

Are my instructions clear? (Students may stand up or stay seated)

Have you eaten your breakfast? (Students may stand up or stay seated)

Are you ready for what is in store for you in this (Students may stand up or stay seated)
sunny day?

Are you feeling good today? (Students may stand up or stay seated)

You must be feeling good today for we will be What is that game, sir?
having a review game to check your
understanding regarding our previous lesson.

We will call the game “SUPER MARY.O.N: Is It How is that being played, sir?
Yes or No?”

Here is our host for today’s segment to explain the

mechanics of the game: The games requires two
players. Each player will be assigned a bet
(whether YES or NO). Player A’s answer to
questions is always yes, while Player B’s answer
is no.

They will need to determine what is being asked

in the question and write their answer on a handy
whiteboard. Can anyone follow? Yes sir!

Then, who wants to build the castle for Mario and

Luigi? Let’s pick a Mario and a Luigi from your
index cards.

Where is Juan and Andres? *Juan and Andres*

Come here in front. Yes sir.

For total class participation, the audience (remaining

students) will raise a plicker card in support to the *remaining students*
answer their desired player. Survey result will be How does the card work, sir?
shown on the screen as we identify the correct
answer.
 sample of plicker card

Okay, sir.

None sir.

You just have to raise the card showing the letter

of your bet on top. Your responses will be
recorded by a mobile device. (Assign a student to
scan the responses)

Do you have any more questions?

So, let us play the game “Super Mar-Y.O.N Oh!:

Is It Yes or No?”
Players, get ready with your whiteboard and
marker. Here is level 1:

Player A (YES): It is a pure substance, sir.

Player B (NO): It is a mixture, sir.

Sample slides of PowerPoint game

Thank you, sir!

Players, kindly show your answer.

Okay sir.
Let’s see the pulse of the audience. Raise your
cards.
A ballpen has different parts.
Very good!

Job well done, you have leveled up your game,

Juan and Andres!

b. ENGAGE

Now, take a look at this ball pen. Can you

disassemble this for me, Pedro?
 What can you observe?

Very good!

A ball pen has barrel shell which is the long part

of the main body which houses the ink tube; the
ink tube which holds the ink; the ball point which
dispenses the ink; cap which protects you from
the ball point and from the ink.

Now, imagine how the ball pen will work if it has Sir, the ball pen will not work properly.
missing parts.

Correct!

The ball pen has different parts that have specific

functions. They work together to make the ball
pen perform its function.

Similarly, organisms (e.g. plants, animals) are Yes sir, we are made up of different organs. (Answer
made up of parts that work together. may vary)

After today’s lesson, you are expected to achieve

the following objectives:

arrange the different levels of biological

organization from smallest unit to biosphere
using a graphic organizer;
differentiate the various levels of biological
organization from cell to biosphere; and
realize that even the person with the lowest
position in the organization is as important as
the other people with higher positions

c. EXPLORE

Do you know what makes up an organism?

*They will see that the human body is made up of
 *The teacher will show a model of a human different parts. *
torso*
A human body has a brain.
What parts of the human body do you see?
A human body has kidneys.
Excellent! What else?

Very good! Those are just few of the organs

present in the body.

I have here a set of terms related to our lesson for

today. Let us divide the class into four groups
with six members each. *The students will form a circle as a group.*

Here are the set of terms written on these cards.

*The teacher will hand over the cards to the
leader*
Instruction for groups 1 & 3: Every card must be
arranged according to what you think is the best
sequence of those cards. After which, members
must stand in front to present the final
arrangement of the cards;
*Students will procced with the differentiated tasks*
While for groups 2 & 4, a graphic organizer will
be provided where you are going to arrange the
set of terms and place inside each pocket.

*The teacher will proceed with the processing of

the activity after the students have finished
sequencing.*
We have arranged the cards from the smallest to the
How did you come up with that arrangement? largest unit, sir.

Sir, we have arranged them from simplest form to the

Okay thank you, Perla. What else? complex ones.

That’s right! The body has small parts that even

our naked eyes cannot see, and big parts that we
can see and even touch.

d. EXPLAIN

You have put the term ‘cells’ at the beginning. Sir, I think it is very small like a particle of salt.
Do you know how small is the size of the cell?

Thank you, Rose! You’re almost there.

The height of an average person is about two

meters, yet its smallest component is just about
100 micrometers. If we try to look it into a
perspective, it is only about one over one
million, which means if the whole person is 1
million pesos, a cell is only equivalent to a peso.
Cell is known as the basic or the smallest unit of
life.
Cells have varied sizes and shapes. Sir, I think they will form tissues.

Now, when these cells are grouped together,

what will they form?

Excellent! Sir, the mushrooms are working together.

 Look at them. What are they doing?
Without our muscles, we cannot move, sir.
Precisely! When these cells work together, they
form tissues. One example of tissues is muscle
tissue. Do you know the function of your
muscles?

Nice answer, Jecko.

You have mentioned earlier that the body is

composed of organs. Organs are groups of
tissues organized together to carry out a
particular set of functions. That is a human heart, sir.
*The teacher shows a model of a human heart*
Do you know what organ is this?

That’s right. A human heart is composed of

different tissues that works together to perform *The students will classify to which body systems
its function. the group of organs belong.*

To which organ systems do these parts belong?

*The teacher will show different parts of the

human body.*
Sir, the brain and the spinal cord are the organs of the
nervous system.

Exactly! The heart and the blood vessels are the organs of the
circulatory system, sir.

Very good!
Sir, the stomach and the intestines make up the
digestive system.

Excellent!
 Organ systems consist of organs with different
structure performing a similar function.

The function of the heart is to pump blood throughout

our body. By itself, the heart isn’t helpful. But when
you connect the heart to a system of veins and arteries
called the circulatory system, it provides a vital
function to the body.

Therefore, when these organs systems work together, it

becomes an organism. Humans have eleven organ
systems.

So let’s have a short recap, life starts with a cell.

Similar cells performing similar functions is called
tissues. While tissues that have the same structure and
function form organs. Then, different organs working
together form organ systems.

*The teacher will conduct a story-telling activity to

explain the levels of biological organization from
population to the biosphere.*

Let’s listen to Mario as he takes us into a fun tour.

Our first stop is to an area where organisms look the

same or belong to the same species. We call them a
population. These are sometimes comprised of small
groups such as a pack of wolves, and pride of lions.

Our next stop is to a place where different kinds of

organisms live together and interact with each other.
We call this place a community.
Mario, can you give us a look of the different
communities you know?

Class, as your tour guide, I will bring you to a more

interesting place where you can see not only living
things but also non-living things. This place is called
an ecosystem. It is a community of organisms that
interacts with each other in conjunction with the non-
living components.

Now, we go to a big place called as biome. Do not

forget that a biome covers a very large area that has
similar climates.

And our last stop for today is the World of Life – the
biosphere. All life forms exist here.

e. Elaborate

*The teacher will show an organizational chart

showing the hierarchy of the different personnel in Sir, I can see that they are the maintenance personnel.
a school*
It is obvious, sir, that it is the school principal.
Who is the personnel in the lowest position?
Sir, the cleanliness and the orderliness of the school
How about the highest position? will not be maintained.

What do you think will happen if the school

doesn’t have a maintenance personnel?
The school will not be in order, also, sir.
Great answer!
They are both very important, sir.
 How about the school principal?

Precisely! So, how important are the both of them Sir, we must give respect to all of them.
in the school system?

Then, how should we treat them?

Excellent. Regardless of the positions in the

school, we must give equal respect to everyone we
encounter.

Based from the chart presented in our lesson, and Sir, there are different levels.
the organizational chart, what can you observe?

Alright! That’s correct. The levels starting from

the cell to the totality of life is called the levels of
biological organization.

f. Evaluate

*The teacher will provide a graphic organizer

worksheet.*

After understanding the levels of biological

organization, I want you to fill in the graphic
organization with the missing parts.

g. Extend

(The teacher will present the traffic light cards to

students.)

We have here three cards of different colors: Sir, I think it represents the three traffic lights: green
green, yellow, and red. What do these colors means go, yellow means slow down, and red means
represent? stop.

Very good! These are traffic light cards.

At home, kindly fill out the cards, and submit it

tomorrow.

Get a green card if you think you understand the

lesson well and could explain it“Itounderstand
a friend. Write
fully
the concepts you have learnedI’m
today.
okay without help”

Get a yellow card if you think you understand the

lesson but could not explain it “Itoquite
someone
not sure else.
I need a little help”
Write the concepts you have learned. Indicate the
part in the lesson where you got confused.

Get a red card if you think you did not understand

the lesson. Write the things you “I’m feelstuck
you must
learn. Indicate the reasons youI need
think hindered
some you
extra help”
from fully understanding the lesson, and what you
think we can do to help you learn the topic.

Is that clear?

Also, kindly read about the parts of the

microscope and its functions. Then, in a one
whole sheet of paper, draw a microscope and
label the parts.

Yes, sir.

Prepared by:

Mr. Mark Owen R. Baldo

Junior High School Teacher Applicant