School MANONGOL NATIONAL HIGH SCHOOL Grade Level 7

DAILY LESSON LOG Teacher IVY JOY O. BALAWAG Learning Area SCIENCE
nd
Dates and Time August 26- 30, 2019 Quarter 2 QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVE/S
A. Content Standards
B. Performance Standards
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 competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy learning the lessons. Weekly objectives shall be derived from the curriculum guide
The learners demonstrate an understanding of:
the different levels of biological organization
The learners shall be able to: employ appropriate techniques using the compound microscope to gather data about very small objects

C. Learning Competencies Describe the different levels of biological organization from cell to biosphere (S7LT - IIC - 3)
(write the code for each)
 To describe how these
parts that make up a
 To describe the  To identify the
level of organization  To describe how these
functions of each part different levels of
Daily Objectives:  HOLIDAY affect the higher parts work together in
that makes up an organization in an
levels of organization an organism
organism organism
and the entire
organism

II. CONTENT
LEVELS OF ORGANIZATION LEVELS OF ORGANIZATION LEVELS OF ORGANIZATION LEVELS OF ORGANIZATION LEVELS OF ORGANIZATION
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix concrete and manipulative materials as well as paper-based
IV. LEARNING RESOURCES materials. Hands-on learning promotes concept development
A. References
1. Teacher’s Guide pages

2. Learner’s Materials pages 103- 105 p. 109 – 115 p. 109 – 115 p. 109 -115 p. 109 -115

3. Textbook pages

4. Additional materials from LR

portal
B. Other Learning
Resources Internet Internet Internet Internet
Spread out the activities appropriately so that students will learn well. Always be guided by the demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
V. PROCEDURES systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
 Question and Answer: Dance Ball: Ins. A ball will be
 What is organ passed on in the class while
system? Question and Answer: dancing, the moment the
Question and Answer:
 What organ system  How does heart helps teacher states the word “stop”
 What is the first on
A. Reviewing previous helps organisms get the circulation of the student holding the ball
level of organization
lesson or presenting energy from the food blood? will answer a question about
of an organism?
the new lesson they eat?  What do we call the the previous lesson.
 What is the highest
thing that covers the  What is heart?
level of organization?
heart and kidney?  What is kidney?
 What is excretory
system?
Individual: In a 1 whole sheet
By pair:
of paper
 Create a simple Venn
Think, Pair and Share:  Make a sequential Brainstorming:
diagram showing the
B. Engagement  What are organisms? graphic organizer  Which comes first, cell
similarities and
 What makes them up? using the names of or tissue?
differences of heart
the level of
and blood.
organization.
Ins:
Video Presentation:
Initial Presentation:  Parts will be posted
 A video about how
(Voluntary) on the board and the
parts work together
 A picture will be students will arrange
will be shown to the
C. Exploration presented and the . it from lowest level to
class.
students will describe the highest level.
 https://youtube.com/
its function as part of  Selected students will
watch?v=VP-
an organism. present their answers
EW_TPqu8
to their classmates.
D. Explanation #1 Group activity: 3 per group. Individual: Peer – Interview: Group Work Individual:
 A set of pictures will Ins. Using the same graphic  Students will discuss  In a 1 whole sheet of
be presented and organizer, the students will with their group via paper, the students will
students will describe write the name of the part interviewing each discuss individually the
the parts based on its and a corresponding drawing member based on given statements.
function on the body. of the part. Table 1 of the LM 1. Explain how heart
Students may refer On the same note, the page 97. works together
their answers on the students will discuss the  The students will with blood.
LM, p. 93 – 96. statement at the back portion complete the table 2. Discuss how the
of the paper to wit: (S) Cells giving emphasis to kidney help
are the basic unit of structure the levels of excretes dirty
and function of an organism. organization of an liquids from the
How does each level of organism. body.
organization affect one 3. Describe how

another? Especially the
higher level of organization.
Cite examples, if possible.
Randomize selection: (Raffle)
 9 groups will be
chosen to present in
front their group
E. Explanation #2 outputs.
Rubric:
- Content – 3
- Delivery – 3
- Organization – 4
Follow-up questions:
 How are you? Did you
have difficulties
answering?
F. Elaboration
 What is the function
of the heart?
 How about the
kidney?
You are an organism, a human
being, how will you apply
what you have learned today
Evaluation will be based on
G. Evaluation to improve your daily life?
Can you cite instances
wherein you may apply the
lesson in your daily ventures?
tissues greatly
affect kidney and
heart when injured.
You may refer your
answers on the book
and the notes you
wrote during the video
presentation.
Groups will present their
outputs and will answer an
Rubric:
additional question which is:
 Accuracy – 5
What are the preventions to
 Grammar – 5
avoid this disease?
 Content – 5 Rubric:
 Examples – 5
 Delivery – 3
 Accuracy – 2
Follow-up questions: Follow-up questions:
Follow-up questions:
 How is the interview  What question gave
 What parts did you use
with your group you Goosebumps?
in your organizer?
mates? Why?
 What will happen if
 Why did you end up So, how was the activity? Is it
one level of
with your disease? mind-blowing? Why?
organization is
 Which is better
forgotten?
preventing or curing?
Complete the Table: Choose
one (Individual)
Evaluation will be based on
Disease/Injury
their written output from part
D of the DLL.
Effect on the levels of
Rubric:
organization
their output.  Grammar – 2
Organism
 Content – 3
Organ
 Consistency – 3
Tissue
Organization – 2
Cell
 Read in advance how
these parts work
together. p. 93 – 96
H. Additional activities
for application or -
remediation

VI. REMARKS

Reflect on your teaching and assess

yourself as a teacher. Think about your
students’ progress this week. What
works? What else needs to be done to
VII.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.

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 lessons
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
 used/discover which I
wish to share with other
teachers?
Checked / Observed by

H.