School: Grade Level: 7

Teacher: Learning Area: SCIENCE

GRADE 7 Teaching Dates: AUGUST 24 - 28, 2020 Quarter: 2nd
LESSON EXEMPLAR Teaching Time: No. of Days 5 DAYS

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner is able to describe ecosystem
B. Performance Standards The learner discuss the interactions among living things and nonliving things in tropical rainforests, coral reefs and mangrove swamps
C. Learning Competencies or The learner explain the need to protect and conserve tropical rainforests, coral reefs and mangrove swamps
Objectives
D. Most Essential Learning
Competencies (MELC) Discuss the interactions among living things and nonliving things in tropical rainforests, coral reefs and mangrove swamps
(if available, write the indicated Explain the need to protect and conserve tropical rainforests, coral reefs and mangrove swamps
MELC)
E. Enabling Competencies
(if available, write the attached
enabling competencies)
II. CONTENT Ecosystem: Interaction Among Living Things/Protecting and Conserving
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages
b. Learner’s Material pages
c. Textbook Pages
d. Additional Reference from
Learning Resource
B. List of Learning Resources for
Development and Engagement
Activities
IV. PROCEDURES

A. Introduction What I Need to Know? What I Need to Know?

The learners will have a glimpse of the lessons or topics to be learned or studied. In The learners will have a glimpse of the
this part, the content and objectives of the lesson will be introduced. lessons or topics to be learned or studied. In
It helps learners master the Ecosystem and its components. The scope of the lesson this part, the content and objectives of the
 permits to be used in many different learning situations. lesson will be introduced.
It helps learners master the Ecosystem and its
What’s New? components. The scope of the lesson permits
Activity 1. Answer the following. to be used in many different learning
1. Describe the pictures in the previous page. How do living and nonliving things situations.
interact with one another
After answering the questions, they will complete the table that follow.
2. List down the nonliving and living things that you can see in the pictures.
A. Tropical B. Coral Reefs C. Mangrove
Rainforest Swamps

Nonliving things Living things Nonliving things Living Nonliving things Living things
(abiotic) (biotic) (abiotic) things (abiotic) (biotic)
(biotic)

B. Development What I Know

The learners will answer the 1-10 multiple choice actvity. This will help learners to be
aware of the lesson expectations.
After answering the activity, they will continue to the next part

What’s In?
 The learners will recall the concepts learned from the previous lesson by finding the
hidden word and fill the blank with the correct letters as indicated by its numbers.
 They will read the paragraph inside the box that explains to their answers.
 What Is It?
Ecosystem is any place where organisms live and interact with other living things and their
environment  The learners will read the paragraph in lesson
Estuaries are the boundary where a freshwater ecosystem meets a saltwater ecosystem. It is also 2 protecting and conserving ecosystem
serves as the breeding ground of many ocean fish.
 The learners’ may seek the help of their
Intertidal zone is the shallowest part of the ocean ecosystem where the ocean floor is covered and parents or guardian or elder sibling/s in
uncovered as the tide goes in and out. It is also the habitats to organisms of seaweeds sea
anemones, crabs, and etc. It is also the shallowest part of the of the ocean ecosystem
accomplishing this part.

What Is It?
 The learners will read the paragraph that leads to the new lesson
 The learners’ may seek the help of their parents or guardian or elder sibling/s in
accomplishing this part.

C. Engagement What’s More? What’s More?

 In this part, the learners will answer the activity 1, by arranging the jumbled letters  In this part, the learners will answer the
to for a word. activity 3.
What I can do?
 In this part, the learners are provided with a real-life scenario which they may apply
in their real-life situations.
1. Go around your backyard, garden, or area wherein living and nonliving things interact with
each other.
2. Select a small area and investigate. Activity 3. Make the Right Choice.
3. Write down everything that you can see.
4. Draw the chart below on your science notebook. Problem: Why are forests important?
Hypothesis: If the forest_________________,
What other enrichment activities can I engage in? then_________________.
 To further enrich the learners’ knowledge, they will create their miniature
Materials: Pictures given
ecosystem.
Step: 1. Study the pictures above. Write your
Make your own model of a small ecosystem with biotic and abiotic components. You may descriptions below about each picture.
use recycled materials such as broken clay pots, plastic bottles, old shoe, and many more.
Sample Activity Planning Sheet
Picture A Picture B
Title_______________
Name_______________
A. Planning Stage: I will make a __________________
It will look like this (drawing or design of your work)
I will use the following materials: ______________________________ 2. Answer the following questions:
B. Assessment: After doing the activity
 I learned that... I showed... If I will do the activity again... a. Which among the two pictures will you choose?
Why?
b. What do you think are the reasons why only few
trees and plants grow in picture A?
c. Why are there still a lot of trees and plants growing
in picture B?
d. Why do we need to preserve our remaining
rainforest?
Conclusion: In this activity, I learned
that__________________________________
____________________________________________
______________________________.
D. Assimilation What I have learned? What I have learned?
 The learners are expected to synthesize their learned knowledge about the content  The learners are expected to synthesize their
of this lesson. They will complete the graphic organizer/ concept map provided in learned knowledge about the content of this
this part. lesson. They will complete the graphic
organizer/ concept map provided in this part.
What I can do?
 The learners will answer the activities provided.
 They may check their answers on the answer key found on page 20 of this module.

V. REFLECTION  The learners, in their notebook or journal, will write their personal insights about the  The learners, in their notebook or journal,
lesson using the pattern below: will write their personal insights about the
lesson using the pattern below:
I understand that _______________.
I understand that _______________.
I realize that _______________.
I realize that _______________.
 COMPONENTS Copy from the Sample Comment/Suggestions

Title of the Lesson Plan Lesson Exemplar in Science 7

Intended Learningd Outcomes The learner explains the need to protect and conserve
tropical rainforests, coral reefs, and mangrove swamps
Content/Subject Matter

Ecosystem: Interaction Among Living Things/Protecting and

Conserving

Method/Strategies KWL strategies/ activities

Assessment/ Evaluation Various Activities

Submitted by:

Eda V. Montiveros

 One principle of Osliva that is reflected in this lesson plan is Curriculum development is more effective when it follows a systematic process because this lesson plan is
composed of desired outcomes, subject matter with references set of procedures, meterials and resources and evaluation prosedures.
 If I will improve this plan I will enhance in part of Method/Strategies because every teachers has a technique or strategies in order to achieve their Target.