Annex 1C to DepEd Order No. _42_ , s.

2016

School
Grades 1 to 12
DAILY LESSON LOG
Teacher

Teaching Dates and Time

MONDAY TUESDAY
I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of: the parts and functions of th

B. Performance Standards The learners should be able to: employ appropriate techniques using the compound microsco

Focus specimens using the compound microscope; S7LT-

IIb-2 Objectives:
Identify parts of the microscope and their functions; S7LT-
1. prepare
IIa-1
materials for microscope study;
Learning Competencies/Objectives Write the LC Objectives:
C. 2. focus the microscope properly
code for each 1. handle the microscope properly;
3. compare the image of the object seen by the unaided
2. identify the parts of the microscope;
eye and under the microscope; and
3. describe what parts of the microscope can do;
4. compute for the magnification of objects observed under
the microscope.

II. CONTENT Microscopy

III. LEARNING RESOURCES

A. References
 1. Teacher’s Guide pages pp. 85 - 87 pp. 86 - 88

2. Learner’s Material pages pp. 86 - 89 pp. 90 - 92

3. Textbook pages

4. Additional Materials from Learning Resource (LR)

https://www.youtube.com/watch?v=RKA8_mif6-E
portal

B. Other Learning Resources

IV. PROCEDURES

Show students the modern light microscope and the picture

Reviewing previous lesson or presenting the new
A. lesson / ELICIT
of a microscope constructed by Anton van Leeuwenhoek
Recall the different parts and functions of a light microscope.
(1632-1723). Let the students give their idea to differentiate
(5 mins.)
between the early microscopes and the current one being
used. (5mins.)

Present a video discussing the different parts of a light Ask students on the impostance of microscope on their
B. Establishing a purpose for the lesson / ENGAGE
microscope. (12 mins.) activity. (5 mins.)

Presenting examples / instances for the new

Introduce the microscope and explain the different parts Give and discuss the some importance of a microscope. (10
C. lesson / ENGAGE
and functions of the microscope. (8 mins.) mins.)
 Discussing new concepts and practicing new skills Perform Activity 2 Part B, in LM pp. 90. Discuss the proper
D. Perform Activity 2 Part A in LM pp. 87 - 89 (15mins.)
#1 / EXPLORE storage and proper caring of a microscope. (20 mins.)

Discussing new concepts and practicing new skills

E.
#2 / EXPLORE
 Developing mastery / EXPLAIN (Leads to Formative
F. Assessment 3) Discuss the answers in the exercise given. (7 mins.) Discuss the answers in the exercise given. (10 mins.)

Finding practical applications of concepts and

G. skills in daily living / ELABORATE

Ask the students to generalize the difference between the

Making generalizations and abstractions about the Ask students how to store the microscope in proper way and
early microscope and modern microscope and re-discuss
H. lesson / ELABORATE how to take care of this tool for an efficient and longer use.
the different parts and functions of a light microscope. (3
(3 mins.)
mins.)

I. Evaluating learning / EVALUATE

Additional activities for application for remediation /

J EXTEND

V. REMARKS To be continued on the next day To be continued on the next day

VI.REFLECTION

A. No. of learners who earned 80% in the evaluation.

 No. of learners who require additional activities for
B.
remediation who scored below 80%.

Did the remedial lessons work? No. of learners who

C.
have caught up with the lesson.

D. No. of learners who continue to require remediation

. Which of my teaching strategies worked well? Why

E.
did these work?

What difficulties did I encounter which my principal

F.
or supervisor can help me solve?

What innovation or localized materials did I

G. use/discover which I wish to share with other
teachers?

PREPARED BY:
GAVIN D. LADIOCAN

JHS TEACHER I
 Grade Level 7-A

Learning Area SCIENCE 7

Quarter SECOND

WEDNESDAY THURSDAY FRIDAY

The learners demonstrate an understanding of: the parts and functions of the compound microscope.

ould be able to: employ appropriate techniques using the compound microscope to gather data about very small objects.

Focus specimens using the compound microscope; S7LT- Focus specimens using the compound microscope; S7LT-
IIb-2 Objectives: IIb-2 Objectives:
1. 1. prepare
prepare materials for microscope study; materials for microscope study;
2. focus the microscope properly 2. focus the microscope properly ICL / SCI-FUN TIME
3. compare the image of the object seen by the 3. compare the image of the object seen by the unaided
unaided eye and under the microscope; and eye and under the microscope; and
4. compute for the magnification of objects observed under 4. compute for the magnification of objects observed under
the microscope. the microscope.

Microscopy
 pp. 86 - 88 pp. 78 - 80

pp. 90 - 92 pp. 82 - 85

https://www.youtube.com/watch?v=b2PCJ5s-iyk

Recall the Previous part of the Activity. (5mins.) Recall Previous Activity. (10 mins.)

Ask students on the impostance of microscope on their

activity. (5 mins.)

Give and discuss the some importance of a microscope.

(10 mins.)
Perform Activity 2 Part C and D in LM pp. 90 - 91. Discuss
the proper storage and proper caring of a microscope. (20 Perform Activity 3 in LM pp. 82 - 85 (40 mins.)
mins.)
 Discuss the answers in the exercise given. (10 mins.) Discuss the answers in the exercise given. (10 mins.)

Give short multiple choice test. TG pp. 88 - 90 (10 mins.)

CHECKED BY:
Annex 1C to DepEd Order No. _42_ , s. 2016

School
Grades 1 to 12
DAILY LESSON LOG
Teacher

Teaching Dates and Time

MONDAY TUESDAY
I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of: the different levels of bio

B. Performance Standards The learners should be able to: employ appropriate techniques using the compound microsco
Describe the different levels of biological organization from
cell to biosphere; S7LT-IIc-3
Describe the different levels of biological organization from
cell to biosphere; S7LT-IIc-3
Objectives:
Learning Competencies/Objectives Write the LC
C. 1. identify the different levels of organization in an organism,
code for each Objectives:
2. describe the parts that make up each level of organization
1. identify the parts that make up an organism,
and their functions, and
2. describe the function of each part, and
3. describe how the parts that make up a level of
3. describe how these parts work together in an organism.
organization affect the higher levels of organization and the
entire organism.
II. CONTENT Levels of Biological Organization

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages pp. 64 - 70 pp. 70 - 71

 2. Learner’s Material pages pp. 68 - 73 pp. 74 - 77

3. Textbook pages

https://www.youtube.com/watch?v=ZRFykdf4kDc
4. Additional Materials from Learning Resource (LR)
https://www.youtube.com/watch?v=LqPsljUpJqE https://www.youtube.com/watc
portal
v=mQ26klraKvU

B. Other Learning Resources

IV. PROCEDURES

Reviewing previous lesson or presenting the new
A. lesson / ELICIT
Recall the previous activity on how to use the light
Recall the previous activity about what makes up an
microscope. Give ample time for the students to think their
organism. (5 mins.)
answers and explain it orally. (3 mins.)
 Show 4 different kinds of ballpens. Ask the students to
identify which part belongs to which ballpen. Ask them
to identify the function of each part of the ballpen.Ask them
to identify the part of the ballpen that is missing and its Describe the parts that make up each level of organization
function. Ask and their functions, and describe how the parts that make up
B. Establishing a purpose for the lesson / ENGAGE
them to imagine how the ballpen will work compared to the a level of organization affect the higher levels of organization
ballpen with and the entire organism. (8 mins.)
complete parts. (5 mins.)
Present a video about the levels of
organization. ( 5mins.)

Presenting examples / instances for the new

Discuss the concept of levels of organization in an
C. lesson / ENGAGE
organism. (7 mins.)

Discussing new concepts and practicing new skills

D. Perform Activity 1 in LM pp. 68 - 73. (25 mins.)
#1 / EXPLORE

Discussing new concepts and practicing new skills

E. Perform Activity 2 in LM pp. 74 - 75 (15 mins.)
#2 / EXPLORE
 Developing mastery / EXPLAIN (Leads to Formative
F. Assessment 3) Discuss the answers in the exercise given. (10 mins.)

Students will prepare and present short presentation that will

show application on their activity. (5 mins. )
Finding practical applications of concepts and
G. skills in daily living / ELABORATE

Making generalizations and abstractions about the

Ask students what are organisms and what makes them
H. lesson / ELABORATE Discuss briefly the presentation by each group. (20 mins.)
up? (5 mins.)

I. Evaluating learning / EVALUATE Evaluate each group presentation through a rubric (7 mins.)

Additional activities for application for remediation /

J EXTEND

V. REMARKS

VI.REFLECTION

A. No. of learners who earned 80% in the evaluation.

 No. of learners who require additional activities for
B.
remediation who scored below 80%.

Did the remedial lessons work? No. of learners who

C.
have caught up with the lesson.

D. No. of learners who continue to require remediation

. Which of my teaching strategies worked well? Why

E.
did these work?

What difficulties did I encounter which my principal

F.
or supervisor can help me solve?

What innovation or localized materials did I

G. use/discover which I wish to share with other
teachers?

PREPARED BY:
GAVIN D. LADIOCAN

JHS TEACHER I
 Grade Level 7-A

Learning Area SCIENCE 7

Quarter SECOND

WEDNESDAY THURSDAY FRIDAY

The learners demonstrate an understanding of: the different levels of biological organization.

ould be able to: employ appropriate techniques using the compound microscope to gather data about very small objects.

Describe the different levels of biological organization from cell to biosphere; S7LT-IIc-3

Objectives:
1. identify the different levels of organization in an organism,
ICL / SCI FUN TIME
2. describe the parts that make up each level of organization and their functions, and
3. describe how the parts that make up a level of organization affect the higher levels of organization and the entire
organism. 4.
Display cooperation and teamwork in performing the activity.

Levels of Biological Organization

pp. 70 - 71
pp. 74 - 77

https://www.youtube.com/watch? https://www.youtube.com/watch?v=gEUu- A2wfSEhttp://www.troup.org/userfiles/929/my%20fi

Recall the previous activity about the levels of Recall the previous activity about the graphic organizer with
organization in an organism. (5 mins.) pictures. (5 mins.)
 Ask students what they think about the levels of biological
organization. Allow students to express what they think,
then let them know that biological organization is simply by
the way of classifying the physical basics of a living thing
Present a video about the human body system. (10 mins.)
from the smallest to the largest. Let them know that not all
living things will have all the levels of organization. Review
the following levels of organization with your students. (8
mins.)

Explain to students that the smaller levels of biological

organization work together to create the larger levels until
a complete organism is created. Explain that you are going Discuss the Introduction to Systems of the Body. (5 mins.)
to be beginning at the bottom of the pyramid to
demonstrate this event. (7 mins.)

Perform Activity Human Body Systems in Action:

Group Activity: Complete this graphic organizer with
Interrelationship of the Body Systems: Safari Montage. (30
pictures in LM pp. 76 (10 mins.)
mins.)
 Discuss the answers in the exercise given. (5 mins.)

Students will prepare and present short presentation that

will show application on their activity. (5 mins. )

Re-discuss the video which was presented in the begginning

Discuss briefly the presentation by each group. (20 mins.)
of the class. (5 mins.)

Evaluate each group presentation through a rubrc (7

mins.)
CHECKED BY:
Annex 1C to DepEd Order No. _42_ , s. 2016

School
Grades 1 to 12
DAILY LESSON LOG
Teacher

Teaching Dates and Time

MONDAY TUESDAY
I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of: the difference between animal and plant cells.

The learners should be able to:

B. Performance Standards
employ appropriate techniques using the compound microscope to gather data about very small objects

Differentiate plant and animal cells according to presence

Differentiate plant and animal cells according to presence or
or absence of certain organelles; S7LT-IId-4
absence of certain organelles; S7LT-IId-4

Learning Competencies/Objectives Write the LC

C.
code for each

Objectives:
Objectives:
1. identify parts of
1. identify parts of the cell;
the cell;
2. describe plant cells;
2. describe animal cells;
3. differentiate plant cells;
3. differentiate animal cells;

II. CONTENT Animal and Plant Cells

II. CONTENT Animal and Plant Cells

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages

https://www.youtube.com/watch?v=he_Qw4_vOJk
https://www.youtube.com/watch?
4. Additional Materials from Learning Resource (LR) v=SHweYyCtamQ
https://www.youtube.com/watch?v=nR-lsNDVhcY&t=32s https://www.timvandevall.com/science/animal-cell-workshee
portal
https://www.timvandevall.com/printables/science/blank-
plant-cell-diagram-bw/

B. Other Learning Resources

IV. PROCEDURES

Reviewing previous lesson or presenting the new

Review the past lesson about the levels of organization. (5
A. lesson / ELICIT Review the past lesson about animal cell. (5 mins.)
mins.)

B. Establishing a purpose for the lesson / ENGAGE Present a video about animal cell. (10 mins.) Present a video about animal cell. (10 mins.)

Presenting examples / instances for the new

C. lesson / ENGAGE Discuss the different parts of the animal cell. (10 mins.) Discuss the different parts of the plant cell (10 mins.)
 Discussing new concepts and practicing new skills Answer animal cell worksheet 1. Provided by the teacher. Answer plant cell worksheet 1. Provided by the teacher. (10
D.
#1 / EXPLORE (10 mins.) mins.)

Discussing new concepts and practicing new skills Answer animal cell worksheet 2. Provided by the teacher. Answer plant cell worksheet 2. Provided by the teacher. (15
E.
#2 / EXPLORE (15 mins.) mins.)
 Developing mastery / EXPLAIN (Leads to Formative
F. Assessment 3) Discuss the answers in the exercise given. (5 mins.) Discuss the answers in the exercise given. (5 mins.)

Finding practical applications of concepts and

G. skills in daily living / ELABORATE

Making generalizations and abstractions about the

Re-discuss the video which was presented in the Re-discuss the video which was presented in the begginning
H. lesson / ELABORATE
begginning of the class. (5 mins.) of the class. (5 mins.)

I. Evaluating learning / EVALUATE

Additional activities for application for remediation /

J EXTEND

V. REMARKS

VI.REFLECTION

A. No. of learners who earned 80% in the evaluation.

No. of learners who require additional activities for

B.
remediation who scored below 80%.
 Did the remedial lessons work? No. of learners who
C.
have caught up with the lesson.

D. No. of learners who continue to require remediation

. Which of my teaching strategies worked well? Why did

E.
these work?

What difficulties did I encounter which my principal or

F.
supervisor can help me solve?

What innovation or localized materials did I use/discover

G.
which I wish to share with other teachers?

PREPARED BY:
GAVIN D. LADIOCAN

JHS TEACHER I
 Grade Level 7-A

Learning Area SCIENCE 7

Quarter SECOND

WEDNESDAY THURSDAY FRIDAY

e an understanding of: the difference between animal and plant cells.

The learners should be able to:

s using the compound microscope to gather data about very small objects

Explain why the cell is considered the basic structural and

functional unit of all organisms. S7LT-IIe-5

Objectives: Explain why the cell is considered the basic structural and
1. identify parts of the cell; functional unit of all organisms. S7LT-IIe-5
2. describe plant and animal cells;
Objectives: ICL / SCI - FUN TIME
3. differentiate plant cells from animal cells;
4. construct a Venn Diagram to show parts that are 1. Display cooperation and
common to both and parts that are only found in either teamwork in performing the activity.
plant or animal cells.
5. Display cooperation
and teamwork in performing the activity.
 pp. 74 - 78

pp. 78 - 81

https://www.youtube.com/watch?v=URUJD5NEXC8&t=20s

Recall the parts of plant cell and animal cell. (5 mins.)

Present a video about the cell structure. (10 mins.)

Perform activity 1 in LM pp. 79 - 81 (20 mins.)

Group Activity: Make a model of a plant cell or an animal cell

using clay. (30 mins.)
 Discuss the answers in the exercise given. (10 mins.) Presentation of Outputs (15 mins.)

Ask students to differentiate the parts of the plant cell and

animal cell. (5 mins.)

Give short situational multiple choice test (TG pp. 80 - 82).

Evaluation of presented outputs (15 mins.)
(10 mins.)
CHECKED BY:
Annex 1C to DepEd Order No. _42_ , s. 2016

School
Grades 1 to 12
DAILY LESSON LOG
Teacher

Teaching Dates and Time

MONDAY TUESDAY
I. OBJECTIVES

The learners demonstrate an understanding of:

A. Content Standard
organisms that can only be seen through the microscope, many of which c

The learners should be able to:

B. Performance Standards
employ appropriate techniques using the compound microscope to gather dat

Identify beneficial and harmful microorganisms; S7LT-IIf-6 Identify beneficial and harmful microorganisms; S7LT-IIf-6
Objectives: Objectives:
Learning Competencies/Objectives Write the LC 1. Observe life form (bacteria) other than plants and 1. Point out the distinguishing characteristics of fungi.
C.
code for each animals. 2. Observe the structure of fungi.
2. Enumerate the uses, benefits and hazards of bacteria. 3. Cite the importance of fungi.

II. CONTENT Fungi, Protists, and Bacteria

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

 2. Learner’s Material pages

3. Textbook pages Biology textbooks Biology textbooks

4. Additional Materials from Learning Resource (LR)

portal

B. Other Learning Resources

IV. PROCEDURES

“Mystery Box” Submission of students’ assignment.

Reviewing previous lesson or presenting the new Words written on a 1/8 sheet of paper are placed inside
A. lesson / ELICIT the box. Student will get one paper, and he/she will Two of the students will be asked to share regarding the
describe and let the class guess it. (Words written on the previous topic.
1/8 sheet of paper should cover the previous lessons)

* Picture Analysis
B. Establishing a purpose for the lesson / ENGAGE
The teacher may change the picture.
*Present the learning objectives for the day.
Teacher shares an anecdote to the class.
One day, Robert arrived home from school, suddenly he felt
some itchiness around his toes. He started complaining to
his mother about it. His mother tried to comfort him. Arriving
in school early the following day, he told his teacher about
his feet. He asked him what caused the itchiness.
What do you think his teacher told him?
 Concept Mapping
• The members of the class shall be divided into four
groups according to their level of performance (pre-
determined by the teacher)
• Members of each group shall work as a team and shall
have unified answer in each question on the activity.

• How do you describe bacteria? Group Activity

• Teacher should prepare mushroom and bread molds one
or two days ahead.
Presenting examples / instances for the new
• The members of the class should be divided into desired
C. lesson / ENGAGE
groups.
(See attached group activity)

Checking of outputs
Discussing new concepts and practicing new skills
D. Presentation of outputs and introduction about bacteria. Supplementary discussion should be given by the teacher.
#1 / EXPLORE
 Discussing new concepts and practicing new skills Group Activity:
E. Another group activity will again be given to the students.
#2 / EXPLORE (See attached activity)

Developing mastery / EXPLAIN (Leads to Formative Checking of outputs

F. Assessment 3) Discussion and Checking of outputs. Supplementary discussion should be given by the teacher.

Why do we need to cover our mouth when we cough?

Yeast is very important in the vinegar and wine industry.
Finding practical applications of concepts and Wine and other intoxicating drinks are freely advertised on
Why do we need to wash our hands before we eat?
G. skills in daily living / ELABORATE television and newspaper. If you are the chairman of the
Board of Censors or Director of the Food and Drug
Why do we need to cover our trash cans?
Administration (FDA), what will you do?

1. Fungi live by absorbing dead or living materials of other

Making generalizations and abstractions about the
H. lesson / ELABORATE
Call a student to summarize the topic.
organisms.
2. They possess long, thread-like structures called by
hyphae which they stick into their food materials.
3. Some fungi are poisonous and can cause diseases. Other
fungi are helpful through fermentation, food production and
production of antibiotics.
 Give descriptions about fungi by making an acrostic using its
letters.
F
Give short
U
I. Evaluating learning / EVALUATE multiple-choice test.
N
G
I

Additional activities for application for remediation / Draw how a Rhizobium ( nitrogen-fixing bacteria)
J EXTEND looks like
V. REMARKS
VI.REFLECTION

A. No. of learners who earned 80% in the evaluation.

No. of learners who require additional activities for

B.
remediation who scored below 80%.

Did the remedial lessons work? No. of learners who

C.
have caught up with the lesson.

D. No. of learners who continue to require remediation

. Which of my teaching strategies worked well? Why did

E.
these work?

What difficulties did I encounter which my principal or

F.
supervisor can help me solve?

What innovation or localized materials did I use/discover

G.
which I wish to share with other teachers?

PREPARED BY:
SINAMAR A. BALIO-AN
JHS TEACHER I
 Grade Level 7-A

Learning Area SCIENCE 7

Quarter SECOND

WEDNESDAY THURSDAY FRIDAY

The learners demonstrate an understanding of:

organisms that can only be seen through the microscope, many of which consist of only one cell.

The learners should be able to:

employ appropriate techniques using the compound microscope to gather data about very small objects.

Identify beneficial and harmful microorganisms; S7LT-IIf-6

Objectives:
1. Observe plant-like protist
2. Compare it with known living things studied in Grades 3
to 6.
3. Draw and describe living things.
Identify beneficial and harmful microorganisms; S7LT-IIf-6
Objectives:
1. Analyze a video about Protist, bacteria and fungi. Identify beneficial and harmful microorganisms; S7LT-IIf-6

Fungi, Protists, and Bacteria

 Biology textbooks Biology textbooks

“Prick Cards”
1. The teacher shows to the class a box full of cards with
written questions regarding Protists, fungi and bacteria.
A student will give his/her reflection about the previous
2. The student will prick into the card hole and answer
topic.
question written on the card.
3. If the card is released upon pulling up, the answer is
correct. If the card remains in the box, the answer is wrong.
 Introduction on the short video clip they are to watch.
Have you ever eaten an ararusip? Brief the students on what to do during the quiz.
Teacher will let the students to watch a video clip.
 Group Activity
• The teacher should bring lumot and caulerpa or ararusip.
Make a critic on the video presented by the teacher.
• Groupings are determined by the teacher
Students may summarize the video being watched by them.
• See attached activity

Think-Pair-Share

The teacher will group the students with two members.

Checking of outputs and reporting.
Students will share their ideas and critic on the video clip
and let them have a unified summary as a group.
 Class Sharing

Every group will be sharing their ideas as a class.

The students will identify if which among those have Cite situations in their lives where in they are being affected
been seen by them, eaten by them. by these such life form

How do you categorize fungi, protists, and bacteria?

Identify whether those are living or non living. Justify their
Living or Non living?
answers.
 ESSAY
SUMMATIVE TEST
1. How do bacteria, fungi, and protists differ from the living
Draw and describe plant-like protists (Science 7 Learners Material, p. 131-132)
things you already know about and studied in the lower
grades?

Presentation of drawings and descriptions. Let the students review for the quiz next meeting.
CHECKED BY:
Annex 1C to DepEd Order No. _42_ , s. 2016

School
Grades 1 to 12
DAILY LESSON LOG
Teacher

Teaching Dates and Time

MONDAY TUESDAY
I. OBJECTIVES

The Learners demonstrate an understanding of:

A. Content Standard Reproduction being both asexual and sex

The Learners shall be able to:

B. Performance Standards Employ appropriate techniques using the compound microscope to gath

Learners should be able to:

Learners should be able to:
Differentiate asexual from sexual reproduction in terms
Differentiate asexual from sexual reproduction in
of:
terms of:
1. number of individuals involved;
1. number of individuals involved;
2. similarities of offspring to parents; S7LT-IIg-7
2. similarities of offspring to parents; S7LT-IIg-7
Learning Competencies/Objectives Write the LC
C.
code for each Objectives:
Objectives:
1. Describe how potatoes reproduce
1. Explain what fission is.
2. Explain what vegetative reproduction is.
2. Describe how Protococcus reproduce.
3. Describe the advantages of growing plants using
3. Infer the characteristics of the offspring of Protococcus.
vegetative reproduction.
 Learners should be able to:
Learners should be able to:
Differentiate asexual from sexual reproduction in terms
Differentiate asexual from sexual reproduction in
of:
terms of:
1. number of individuals involved;
1. number of individuals involved;
2. similarities of offspring to parents; S7LT-IIg-7
2. similarities of offspring to parents; S7LT-IIg-7
Learning Competencies/Objectives Write the LC
C.
code for each Objectives:
Objectives:
1. Describe how potatoes reproduce
1. Explain what fission is.
2. Explain what vegetative reproduction is.
2. Describe how Protococcus reproduce.
3. Describe the advantages of growing plants using
3. Infer the characteristics of the offspring of Protococcus.
vegetative reproduction.

Heredity: Inheritance and Variation

1. Asexual reproduction
II. CONTENT 2. Sexual reproduction

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages

3. Textbook pages Any biology books/textbooks Any biology books/textbooks

4. Additional Materials from Learning Resource (LR)

portal

B. Other Learning Resources

IV. PROCEDURES

Reviewing previous lesson or presenting the new

A. lesson / ELICIT Sharing of the past lesson. Assignments will be collected.

While walking to School, have you noticed greenish

“I CAN’T BE COMPLETED WITHOUT A SINGLE PIECE
growth on barks of trees or on slippery concrete walkways?
OF MINE”
B. Establishing a purpose for the lesson / ENGAGE What could these organisms be? Let us observe closely
The teacher will ask two representatives to solve the
what organism this might be.
puzzle.

Group Activity:
*The teacher must prepare the materials a day before the
The members of the class will be divided into groups pre-
Presenting examples / instances for the new activity. See to it that materials needed are complete to
determined by the teacher.
C. lesson / ENGAGE avoid time consuming.
Each group will perform the activity in Module 7 page 136
*Group Activity Module 7 page 138
 Group Activity:
*The teacher must prepare the materials a day before the
The members of the class will be divided into groups pre-
Presenting examples / instances for the new activity. See to it that materials needed are complete to
determined by the teacher.
C. lesson / ENGAGE avoid time consuming.
Each group will perform the activity in Module 7 page 136
*Group Activity Module 7 page 138

Group presentation and checking of outputs.

*Group Reporting
Discussing new concepts and practicing new skills
D. The teacher gives supplementary discussion. *Supplementary discussion among teachers and students.
#1 / EXPLORE
 Fill in the concept map below.

Advantages of Reproduction
Discussing new concepts and practicing new skills *How do bread mold, yeast, sponges, oysters, starfish etc.
E.
#2 / EXPLORE reproduce?

Checking of outputs.
Developing mastery / EXPLAIN (Leads to Formative
F. Assessment 3) The teacher gives the advantages of vegetative *Discussion on the different types of asexual reproduction
reproduction and explains it to the class.

Gina a high school student picked leaves of welcome

Finding practical applications of concepts and Oyster farmers used to chop starfish they find in their oyster
plant from her neighbour’s garden. After that, he planted
G. skills in daily living / ELABORATE farms. They used to place the chopped pieces back in the
each leaves on different pots in her garden. Is this a good
water. Is this a good practice or not?
practice or not?
 Call a student to differentiate the types of asexual
Let one representative per sexes to summarize the
Making generalizations and abstractions about the reproduction being discussed.
lesson by completing this prompt:
H. lesson / ELABORATE
Asexual reproduction is a process of ____________.

I. Use the following key to answer the following

I. Evaluating learning / EVALUATE State the advantages of sexual reproduction. a. Fission
b. Budding
c. Spore Formation
d. Regeneration
e. Autonomy
f. Mitosis
______1. Daughter cell is an outgrowth of parent cell.
¬¬¬¬______2. Re-growing of lost parts.
______3. Cell divides to form two identical daughter cells.

Additional activities for application for remediation / 1. How does Kataka-taka propagates ?
J EXTEND 2. What particular part of it propagates vegetatively? Define Sexual Reproduction?

V. REMARKS
VI.REFLECTION

A. No. of learners who earned 80% in the evaluation.

No. of learners who require additional activities for

B.
remediation who scored below 80%.

Did the remedial lessons work? No. of learners who

C.
have caught up with the lesson.

D. No. of learners who continue to require remediation

. Which of my teaching strategies worked well? Why did

E.
these work?

What difficulties did I encounter which my principal or

F.
supervisor can help me solve?

What innovation or localized materials did I use/discover

G.
which I wish to share with other teachers?

PREPARED BY:
SINAMAR A. BALIO-AN

JHS TEACHER I
 Grade Level 7-A

Learning Area SCIENCE 7

Quarter SECOND

WEDNESDAY THURSDAY FRIDAY

The Learners demonstrate an understanding of:

Reproduction being both asexual and sexual.

The Learners shall be able to:

Employ appropriate techniques using the compound microscope to gather data about very small objects.

Learners should be able to: Learners should be able to:

Learners should be able to:
Differentiate asexual from sexual reproduction in Describe the process of fertilization. S7LT-IIG-8
Differentiate asexual from sexual reproduction in terms of:
terms of:
1. number of individuals involved;
1. number of individuals involved; Objectives:
2. similarities of offspring to parents; S7LT-IIg-7
2. similarities of offspring to parents; S7LT-IIg-7 1. Distinguish the male and female reproductive structures
of gumamela flower.
Objectives:
Objectives: 2. Describe the function of each structure in reproduction.
1. Describe the process of reproduction and development in
1. Differentiate internal fertilization from external
animals.
fertilization. Identify beneficial and harmful microorganisms. SYLT-IIe-5
2. Describe how fertilization occurs in different animals.
 Learners should be able to: Learners should be able to:
Learners should be able to:
Differentiate asexual from sexual reproduction in Describe the process of fertilization. S7LT-IIG-8
Differentiate asexual from sexual reproduction in terms of:
terms of:
1. number of individuals involved;
1. number of individuals involved; Objectives:
2. similarities of offspring to parents; S7LT-IIg-7
2. similarities of offspring to parents; S7LT-IIg-7 1. Distinguish the male and female reproductive structures
of gumamela flower.
Objectives:
Objectives: 2. Describe the function of each structure in reproduction.
1. Describe the process of reproduction and development in
1. Differentiate internal fertilization from external
animals.
fertilization. Identify beneficial and harmful microorganisms. SYLT-IIe-5
2. Describe how fertilization occurs in different animals.

Heredity: Inheritance and Variation

1. Asexual reproduction
2. Sexual reproduction

page 141

Any biology books/textbooks Any biology books/textbooks Any biology books/textbooks

 Teacher may say:
“Do you still remember the male and female reproductive
organs? What are they again? What type of cells they *Ask one representative from the class to differentiate internal
Checking of Assignments
produce to reproduce their own kind? from external fertilization.
Today, we are going to learn about the different methods
how some animals reproduce”.

“Have you observed how chicken, frog, bees, flies, or

earthworms mate? Would you like to learn more how
*Yesterday we unlocked biological terms, Today; we are going
some of this happens? Teacher will share with the class the objectives for the day.
to continue our lesson by doing another activity.
Note: Answers to the motivational questions will be used
as spring board for discussion of the lesson.

UNLOCK ME!!!!!
Let students proceed at the library, utilize books there
and define the following terms to be written in a metacard.
a. Copulation
b. Fertilization Group Activity:
Group Activity:
c. Gametes *Before students begin with their activity, teacher must brief
*Teacher gives the activity to the class.
d. Spermatogenesis them on what to do.
*Activity Page 141 (LM page 141)
e. Oogenesis *See attach activity
f. Oviparous
g. viviparous
h. Ooviparous
i. Amplexus
 UNLOCK ME!!!!!
Let students proceed at the library, utilize books there
and define the following terms to be written in a metacard.
a. Copulation
b. Fertilization Group Activity:
Group Activity:
c. Gametes *Before students begin with their activity, teacher must brief
*Teacher gives the activity to the class.
d. Spermatogenesis them on what to do.
*Activity Page 141 (LM page 141)
e. Oogenesis *See attach activity
f. Oviparous
g. viviparous
h. Ooviparous
i. Amplexus

Discussion of result.
The teacher should discuss the terms considering the
level of understanding of the students. Teacher may Checking of answers and giving supplementary discussion by Presentation of outputs and the teacher will give
prepare picture ahead of time and show it to the class as the teacher. supplementary discussion about the topic.
the discussion goes by.
 VENN DIAGRAM:

*Ask the students to accomplish a Venn Diagram

differentiating Sexual Reproduction in Humans and
animals.

Checking of answers.

Why do organisms in which external fertilization occurs

Explain the significance of insects among flowering plants.
produce large numbers of gametes?
 Let student summarizes the lesson by completing the prompt:
Sexual reproduction is___. Make a concept map about reproduction

1. What adaptations do animals have to be able to fertilize? Learner’s Module pages 142-144

To be continued the next day.

CHECKED BY:
Annex 1C to DepEd Order No. _42_ , s. 2016

School
Grades 1 to 12
DAILY LESSON LOG
Teacher

Teaching Dates and Time

MONDAY TUESDAY
I. OBJECTIVES

The Learners demonstrate an understanding of:

A. Content Standard Organisms interacting with each other and with their environm

The learners shall be able to:

B. Performance Standards Conduct a collaborative action to preserve the ecosystem in

Learners should be able to: Learners should be able to:

Differentiate biotic from abiotic components of an Differentiate biotic from abiotic components of an
ecosystem. S7LT-IIh-9 ecosystem. S7LT-IIh-9

Objectives: Objectives:
Learning Competencies/Objectives Write the LC
C. 1. Identify the components of the 1. Illustrate how the living and nonliving things components
code for each
environment. of the environment interact.
2. Compare living and non living things 2. Discuss how the environment affects us and we affect in
3. Describe how organisms interact with each other and return.
with their environment. 3. Recognize the importance of the biosphere
 Learners should be able to: Learners should be able to:
Differentiate biotic from abiotic components of an Differentiate biotic from abiotic components of an
ecosystem. S7LT-IIh-9 ecosystem. S7LT-IIh-9

Objectives: Objectives:
Learning Competencies/Objectives Write the LC
C. 1. Identify the components of the 1. Illustrate how the living and nonliving things components
code for each
environment. of the environment interact.
2. Compare living and non living things 2. Discuss how the environment affects us and we affect in
3. Describe how organisms interact with each other and return.
with their environment. 3. Recognize the importance of the biosphere

II. CONTENT Components of an Ecosystem

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages LM p. 148-149

3. Textbook pages Environmental Science books/Textbooks

4. Additional Materials from Learning Resource (LR)

portal

B. Other Learning Resources

IV. PROCEDURES

Reviewing previous lesson or presenting the new

A. lesson / ELICIT “Prick Cards” Ask: What is your environment made of?
1. The teacher shows to the class a box full of cards with
written questions regarding Protists, fungi and bacteria.
2. The student will prick into the card hole and answer
question written on the card.
3. If the card is released upon pulling up, the answer is
correct. If the card remains in the box, the answer is wrong.

Introduction for the activity they are going to do. Giving of How does your environment affect you? How do you affect
B. Establishing a purpose for the lesson / ENGAGE
instructions. the environment in return?

*Teacher will brief the students properly as they go outside *The students will be given a chance to go out the room and
their school campus or any place they are to visit. find for a place suitable for the activity where in they are
*The students will be doing the activity individually. going to observe their environment.
Presenting examples / instances for the new
C. lesson / ENGAGE
INDIVIDUAL ACTIVITY: *Let students do Activity and answer the guide questions.
“What does it mean to be alive? (LM p.148-149) (See attached activity)
 *Teacher will brief the students properly as they go outside *The students will be given a chance to go out the room and
their school campus or any place they are to visit. find for a place suitable for the activity where in they are
*The students will be doing the activity individually. going to observe their environment.
Presenting examples / instances for the new
C. lesson / ENGAGE
INDIVIDUAL ACTIVITY: *Let students do Activity and answer the guide questions.
“What does it mean to be alive? (LM p.148-149) (See attached activity)
 1. Ask students to present their outputs.
2. Using a diagram, illustrate the two-way interaction
Discussing new concepts and practicing new skills Checking of outputs and supplementary discussion by the between the physical and biological components of the
D.
#1 / EXPLORE teacher. environment. Emphasize how energy influences these
interactions.

Discussing new concepts and practicing new skills What do living things posses that consider them to be
E.
#2 / EXPLORE alive?
 Sharing of answers
Developing mastery / EXPLAIN (Leads to Formative
*The teacher presents the different characteristics of living
F. Assessment 3)
things.

The situation highlights the need to protect the biological

component of our environment.
Does a stone consider to be a living thing because it
Finding practical applications of concepts and You joined a mountain hiking club. On the way day,
increases in its size?
G. skills in daily living / ELABORATE you see birds you haven’t seen before. One of your friends
said “let’s catch the bird and bring it home as pet’. What will
you tell your friend and why?

Summarize the discussion by explaining that in the natural

Making generalizations and abstractions about the sciences, the environment is everything that surrounds us:
Living things are ______________ while Non living things
H. lesson / ELABORATE air, water, soil, rocks, plants, animals and sunlight. This
are _________________.
definition is extended to mean “all the physical and biological
factors that affect us and we affect in return.

List down 5 living and 5 non living things that you see
I. Evaluating learning / EVALUATE
around you.
*Give three statements on how people affect the quality of
soil, water and air when they cut trees in the forest. Give
another three statements on how cutting of trees affect
people in return.

Additional activities for application for remediation /

Look around outside your house. Make a list of the living
J EXTEND
and nonliving components in that environment.

V. REMARKS

VI.REFLECTION

A. No. of learners who earned 80% in the evaluation.

No. of learners who require additional activities for

B.
remediation who scored below 80%.

Did the remedial lessons work? No. of learners who

C.
have caught up with the lesson.

D. No. of learners who continue to require remediation

. Which of my teaching strategies worked well? Why did

E.
these work?
 . Which of my teaching strategies worked well? Why did
E.
these work?

What difficulties did I encounter which my principal or

F.
supervisor can help me solve?

What innovation or localized materials did I use/discover

G.
which I wish to share with other teachers?

PREPARED BY:
SINAMAR A. BALIO-AN

JHS TEACHER I
 Grade Level 7-A

Learning Area SCIENCE 7

Quarter SECOND

WEDNESDAY THURSDAY FRIDAY

The Learners demonstrate an understanding of:

Organisms interacting with each other and with their environment to survive.

The learners shall be able to:

Conduct a collaborative action to preserve the ecosystem in the locality.

Learners should be able to:

Learners should be able to:
Differentiate biotic from abiotic components of an
ecosystem. S7LT-IIh-9
Objectives:
1. Discuss the components of an ecosystem
2. Distinguish the kinds of ecosystem in the community
Learners should be able to:
Describe the different ecological relationships found in
Differentiate biotic from abiotic components of an ecosystem.
an ecosystem. S7LT-IIh-10
S7LT-IIh-9
Objectives:
Objectives:
1. Identify the different ecological relationship.
1. Discuss the components of an ecosystem
2. Describe the ecological relationship in a given
2. Distinguish the kinds of ecosystem in the community
ecosystem.

Learners should be able to:
Differentiate biotic from abiotic components of an
ecosystem. S7LT-IIh-9
Objectives:
1. Discuss the components of an ecosystem
2. Distinguish the kinds of ecosystem in the community
Components of an Ecosystem
Environmental Science books/Textbooks
Learners should be able to:
Learners should be able to:
Describe the different ecological relationships found in
Differentiate biotic from abiotic components of an ecosystem.
an ecosystem. S7LT-IIh-10
S7LT-IIh-9
Objectives:
Objectives:
1. Identify the different ecological relationship.
1. Discuss the components of an ecosystem
2. Describe the ecological relationship in a given
2. Distinguish the kinds of ecosystem in the community
ecosystem.
Ecological relationships
Biology books/textbooks
 Submission and checking of Assignments Recap on their last activity. Recap on their last activity.

Let students know that the activity they started the last
Introduce the day’s activity. Share the objectives for the meeting
meeting will be continued for the day.

*Show an aquarium (improvised aquarium using a jar). Let

students observe what these contain. (Answer should
include the living and nonliving things inside).
*Let students observe the area assigned to them last meeting
*Ask the students to describe the interactions between the
and give them 5 more minutes to observe and after
living and non living things in the aquarium.
observation let them get inside their respective classrooms.
Introduce the term ecological system or ecosystem for Write words/word on the meta card that describes the
short. Emphasize that it came from the word “ecology” picture
*Let the students accomplish the Activity Sheet (See Attached
from a Greek word which means home. Lead them to
Activity)
recognize that the aquarium is a man made ecosystem.
Let them explain how living things survive in this
ecosystem.
*Show an aquarium (improvised aquarium using a jar). Let
students observe what these contain. (Answer should
include the living and nonliving things inside).
*Let students observe the area assigned to them last meeting
*Ask the students to describe the interactions between the
and give them 5 more minutes to observe and after
living and non living things in the aquarium.
observation let them get inside their respective classrooms.
Introduce the term ecological system or ecosystem for Write words/word on the meta card that describes the
short. Emphasize that it came from the word “ecology” picture
*Let the students accomplish the Activity Sheet (See Attached
from a Greek word which means home. Lead them to
Activity)
recognize that the aquarium is a man made ecosystem.
Let them explain how living things survive in this
ecosystem.
 *Ask students to recall what they see in a river or sea or
forest (or any ecosystem existing in the community). Do
you also find living and non living things in these areas?
Ask: How long ago do you think when these ecosystems
Post the entire meta card on the board, present it to the
were formed? Lead them to arrive at the concept of natural Presentation and Checking of outputs.
class and critic it as a group.
ecosystems.
*Tell students that ecosystems may be man-made or
natural but they have common characteristics.

Activity Proper:
1. Bring students to the school garden or playground.
2. Group the students into four groups. Assign specific
study sites for each group. (You should have chosen these
areas days before). Do the Activity on page 179 of the Learner’s Material.
3. Assign small areas for each group. For example: a small
log with plants, a tree or small plant, a potted plant, a
portion of the pond, the school waste disposal area.
 Presentation of outputs.

Describe the river or lake ecosystem nearest your place.

Why is it that we feel itchiness when we have lice? Why
What is the importance of this ecosystem to you and the
are we using “lice alis”?
community?

• An ecosystem is made up of living and nonliving things

interacting with each other.
• There are different types of ecosystem. Some are big(rivers,
lakes, seas and forests) while others are small ( a log, a potted Summarize the Ecological Relationships using a Concept
plant, a tree, a nest, a pond). Some are water-based others Map
are on land.
• Ecosystems can be natural or managed.
 Study pictures of two kinds of ecosystems: e.g. a tropical
forest and a mangrove forest. What is/are common between
these ecosystems? What is/are different?

To be continued the next meeting.

CHECKED BY:
Annex 1C to DepEd Order No. _42_ , s. 2016

School
Grades 1 to 12
DAILY LESSON LOG
Teacher

Teaching Dates and Time

MONDAY TUESDAY
I. OBJECTIVES

The Learners demonstrate

A. Content Standard Organisms interacting with each other a

The learners shall

B. Performance Standards Conduct a collaborative action to prese

The learners should be able to:

The learners should be able to:
Predict the effect of changes in one population on
Predict the effect of changes in one population on
other populations in the ecosystem. S7LT-Ii-11
other populations in the ecosystem. S7LT-Ii-11
Learning Competencies/Objectives Write the LC Objectives:
C. Objectives:
code for each 1. Illustrate how food webs are formed from several food
1. Describe the different interactions between living things.
chains.
2. Trace the flow of food from the producer to the consumer
2. Recognize the importance of maintaining the diversity of
to decomposers.
living in the environment.
 The learners should be able to:
The learners should be able to:
Predict the effect of changes in one population on
Predict the effect of changes in one population on
other populations in the ecosystem. S7LT-Ii-11
other populations in the ecosystem. S7LT-Ii-11
Learning Competencies/Objectives Write the LC Objectives:
C. Objectives:
code for each 1. Illustrate how food webs are formed from several food
1. Describe the different interactions between living things.
chains.
2. Trace the flow of food from the producer to the consumer
2. Recognize the importance of maintaining the diversity of
to decomposers.
living in the environment.

II. CONTENT Transfer of energy through trophic levels

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Material pages LM p.155-160

3. Textbook pages Integrated Science books, environmental Science books/textbooks

4. Additional Materials from Learning Resource (LR)

portal

B. Other Learning Resources

IV. PROCEDURES
 Reviewing previous lesson or presenting the new Ask a volunteer to have a recap on the past activity.
A. lesson / ELICIT Ask a volunteer to have a recap on the past lessons.

1. Show a leaf that has been partly eaten by a worm. Ask

what information they could get from the leaf. *Inform the students that their observations last meeting will
B. Establishing a purpose for the lesson / ENGAGE
be their basis of discussion this day.

*Draw a diagram to show the interaction between the grass

and the worm. Emphasize the meaning of the arrow. The
arrow points from the producer (grass) to the consumer
(worm).
*Given their data last meeting, let students present diagrams
to show their observations on the interactions between
Ask organisms.
why plants are called producers. *Connect some food chains that are relevant. Emphasize
Grasss worm that several food chains make a food web.
Presenting examples / instances for the new
*Show illustrations or pictures of some organisms in a
C. lesson / ENGAGE
Philippine forest. Emphasize that Philippine forests have
very diverse forms of organisms. In such a diversified
*Add chicken to show that chicken
feed on worm. community, several food chains exist and form a web. Like
the spider’s web, all threads in the web are linked. So too,
wor chick are the links in a food web.
Gras
ss m en

*Connect some food chains that are relevant. Emphasize

*Interpret what the 1st means diagram.
that several food chains make a food web.
(The grass is eaten by the worm or the worm feeds on the
*Show illustrations or pictures of some organisms in a
grass.)
Philippine forest. Emphasize that Philippine forests have
Discussing new concepts and practicing new skills *Interpret the 2nd diagram and explain that it is a food
D. very diverse forms of organisms. In such a diversified
 *Connect some food chains that are relevant. Emphasize
*Interpret what the 1st means diagram.
that several food chains make a food web.
(The grass is eaten by the worm or the worm feeds on the
*Show illustrations or pictures of some organisms in a
grass.)
Philippine forest. Emphasize that Philippine forests have
Discussing new concepts and practicing new skills *Interpret the 2nd diagram and explain that it is a food
D. very diverse forms of organisms. In such a diversified
#1 / EXPLORE chain.
community, several food chains exist and form a web. Like
*The food chain is simply an eater-eaten relationship. Point
the spider’s web, all threads in the web are linked. So too,
out the first order and second order consumers.
are the links in a food web

*Introduce the outdoor lesson to enable them to observe

some interactions in the nature. Give guidelines when
working outside the classroom to maintain order and
ensure safety.

Activity Proper
*Bring the students out in the garden. Before this lesson,
Discussing new concepts and practicing new skills
E. you should already have chosen locations where plant and
#2 / EXPLORE
animal interactions can be observed.
2. Assign areas where each group will work on. The area
for each group should be about one meter by one meter.
3. Let students do the activity (see attached ativity)
*Let students maximize their time in observing.
 Developing mastery / EXPLAIN (Leads to Formative
F. Assessment 3)

Finding practical applications of concepts and Think of yourself as a consumer. What food did you eat
G. skills in daily living / ELABORATE today? Trace the plant/s and animals involved in your food
web.

Summarize the lesson by asking a student to complete the

Making generalizations and abstractions about the sentence:
H. lesson / ELABORATE Food chain is ____________while Food web is
________.
 1. Consider the organisms (labelled A, B, C,D, and E) in a
pond.

A E

I. Evaluating learning / EVALUATE

C D

a. How many food chains can you

identify from the food web? Write
them as separate food chains.
b. What will happen if organism C is
removed from the food web?

Additional activities for application for remediation /

J EXTEND

V. REMARKS To be continued the next day.

VI.REFLECTION

A. No. of learners who earned 80% in the evaluation.

 No. of learners who require additional activities for
B.
remediation who scored below 80%.

Did the remedial lessons work? No. of learners who

C.
have caught up with the lesson.

D. No. of learners who continue to require remediation

. Which of my teaching strategies worked well? Why did

E.
these work?

What difficulties did I encounter which my principal or

F.
supervisor can help me solve?

What innovation or localized materials did I use/discover

G.
which I wish to share with other teachers?

PREPARED BY:
SINAMAR A. BALIO-AN

JHS TEACHER I
 Grade Level 7-A

Learning Area SCIENCE 7

Quarter SECOND

WEDNESDAY THURSDAY FRIDAY

The Learners demonstrate an understanding of:

Organisms interacting with each other and with their environment to survive.

The learners shall be able to:

Conduct a collaborative action to preserve the ecosystem in the locality.

The learners should be able to:

Predict the effect of changes in abiotic factors on the
ecosystem. S7LT-Iii-j-12

Objectives:
1. Decide on the best way to deal with food wastes in your
home or school.
2. Construct food chains starting with the food wastes.
 The learners should be able to:
Predict the effect of changes in abiotic factors on the
ecosystem. S7LT-Iii-j-12

Objectives:
1. Decide on the best way to deal with food wastes in your
home or school.
2. Construct food chains starting with the food wastes.

energy through trophic levels

ks, environmental Science books/textbooks

*Let student explain and differentiate food chain and food
web.

Present the day’s objectives.

Group Activity
* Divide the members of the class into desired numbers of
students pre-determined by the teacher considering the
level of performance in the class.
*Let the students do the Activity (LM pages 160-161)

Presentation and checking of outputs. Supplementary

Presentation and checking of outputs. Supplementary
discussion will follow.
 The wet season has just started. Mario plans to grow
vegetables. He selected vegetable seeds that grow well
during wet season. He made plots in the backyard where
there is morning sun. He sowed seeds in a small box with
moist soil. He also put banana feelings and biodegradable
materials on it.

Why did he put biodegradable materials like banana

feelings?

What do decomposers or saprophytes contributes to our

ecosystem?
Make a food chain starting from decomposers.
CHECKED BY: