DETAILED LESSON PLAN IN

SCIENCE 7
Living Things and their Environment

I. LEARNING OBJECTIVES:
A. Content Standards: The learners demonstrate an understanding of organisms interacting
with each other and with their environment to survive
B. Performance Standards: The learners should be able to conduct a collaborative action
to preserve the ecosystem in the locality
C. Most Learning Competency: Describe the different ecological relationships found in an
ecosystem. S7LT-IIh-1

● Specific Objectives
At the end of the lesson, the student is expected to:
1. Describe an ecosystem and its ecological relationship;
2. Differentiate symbiotic and non-symbiotic relationships by giving examples of
organisms and;
3. Appreciate the importance of ecological relationships in an ecosystem.

II. SUBJECT MATTER

A. Topic: ECOLOGICAL RELATIONSHIPS IN AN ECOSYSTEM
B. References: Quarter 2: Science 7_Module 8
C. Materials: Projector and Laptop
D. Time Allotment: 60 minutes

III. PROCEDURE
Teacher’s Activities Student’s Activities
● Preliminary Activities

A. Prayer

“Let’s all stand for our prayer, kindly lead the
prayer.”
“In the Name of the Father, The Son, and The
Holy Spirit, “Thank you, Lord, for the
wonderful day. We asked your guidance as we
proceed to our activity” In the Name of the
Father, The Son, and The Holy Spirit, Amen.”

B. Greetings
“Good morning, Ma’am! Good morning
“Good morning, everyone!” classmates and visitors. It’s nice to see you
again!”

C. Classroom Management

“Before you take your seat, pick up the litter on (The students will pick the litter and arrange
the floor and arrange your chairs.” their chairs.

D. Checking of Attendance

“Chin, is there any absent from the class?” “Ma’am, no one is absent today!”

“Very good! That’s nice to hear.”

E. Setting the Mood

“How are you today, Class?” “We’re fine Ma’am, Thank you!”
“I am impressed! I hope everyone will have a
great day ahead.”
(ELICIT)
● Review of Previous Lesson
“Let’s have a short review of our last discussion “Ma’am, yesterday we discussed what the
based on this diagram. Can anyone tell me what levels of biological organization are all about.
this diagram shows?” The diagram shows how the levels are
organized which are arranged from cells,
tissues, organs, and organ systems in an
organism. Through these, organisms like you
and me are wonderfully made.”

“Exactly! Thank you, Kim!”

(ENGAGE)
• Establishing the purpose of the lesson

Activity Name: Pass the Message

“Now, to start our day, Let’s have a group
activity. Listen, as I discuss the following
instructions:

► The idea is to accurately relay a message

back and forth between team members as fast
as possible.
► A selected member from each team gets
ready on the starting line. The other members
stand off to one side, out of the way, and at
least 15 yards from the starting line so they
cannot hear conversations.
► The chosen leader from each team gathers
beside me, out of hearing of all other team
members. The game leader tells them a secret
message, such as:
*PARASITISM
*COMPETITION
*MUTUALISM
*INTERDEPENDENCE
*INTERACTIONS
►On the "GO" signal, each team leader runs
to their first teammate waiting at the starting
line and tells the secret message. The leader
 steps off the course to the side opposite all the
waiting members to prevent accidentally
passing the message ahead.
► While the member is running the course,
the next teammate gets ready at the starting
line. The message is passed through each
member until it reaches the last one who runs
the course, passes the finish line, and then
runs to tell the game leader the message.
► The first team, or the most accurate
message, wins.
“Understood class?” “Yes, ma’am!"

“You may now proceed to your designated

groups.” (The students will gather in their designated
groups)
“Okay! Everybody settles down. Now, each
group forms a line and selects your game leader.
After that, all of the game leaders will gather
beside me and I will them the secret message.
Once you hear me saying “Go! that will be the
start of our game.” Is that clear class?

“Leaders, please gather here! The game starts “Yes, ma’am!”

now. Go!”

AFTER THE ACTIVITY

“Okay! Let’s give everyone a Fantastic Clap for (The students will give themselves a Fantastic
a very fun pass-the-message game.” Clap)

“What do you think what have you done earlier “Ma’am, based on the activity given, we
Jade?” enumerate the secret message as follows:
*PARASITISM
*COMPETITION
*MUTUALISM
*INTERDEPENDENCE
*INTERACTIONS

“Very good Jade! After revealing those secret “Ma’am, I think our topic for today is all about
messages, a while ago, do you have any idea Ecological Relationships!”
what will be our lesson for today? Anyone?”

“Nice one Elle! To fully elaborate on what

ecological relationships are all about. Class,
I want you to take a look at these pictures:

1.
2.

3.

4.

5.

• Presenting examples/ instances of the new

lesson

“Upon looking at each picture, what can you infer “Ma’am, As I observed them, each organism
from these pictures? How can you classify each has a connection with another organism. To
of them?” survive, some organisms may harm while
others are benefitted. Some are undisturbed,
some may compete just to live.”

“Probably! Every living thing relies upon one “Ma’am, I think no living creature could make
another and its environment. In line with that, it all alone without relying upon different living
what are your insights about the popular saying things as well in their environment. It is hard to
that “No one is an island,” Jorge?” live all alone.”

“Very good Jorge! Living organisms interact in

the ecosystem to obtain food to survive. Living
creatures in a biological system can't be separated
independently from the abiotic or non-living
components in their natural surroundings.”

“Living organisms are considered alive if they are “Ma’am, I think the definition of ecological
capable to interact with another organism. relationships are the interactions between
Looking back to those pictures, how can you organisms within a specific ecosystem or area.”
describe the concepts of ecological relationships
in an ecosystem Lia?”
“Good job, Lia! There are five major ecological
relationships. Let’s begin with the fourth picture
which is an example of Predation. When one
organism eats another organism for food. The “Ma’am, examples of predation are snakes that
organism that is eaten is called the prey. Can eat rats, and lions that eat deer. Lions and snakes
anyone give me some examples of predators?” are called predators.”

“Competition is when individuals or populations “Ma’am, I think the second picture describes
compete for the same resources and can occur what competition interaction is all about.”
within or between species. When organisms
compete for a resource such as food, space, or
territory. An example is lions and hyenas that
compete for prey. Based on the pictures
presented, which of the following is an example
of competition?”

“Very good Shane! Commensalism is a

relationship in which one organism benefits while
the other is neither helped nor harmed.
Commensal is the one that benefits from the
relationship. Orchid is an example. The third
picture show competition which is an interaction
between clownfish and sea anemones.”

“Parasitism is a relationship in which one “Ma’am, the lice living on someone’s head are
organism benefits and the other organism is an example of a parasite. Lice feed on blood or
harmed, but not always killed. The organism that sebaceous fluid, which can cause discomfort to
benefits are called the parasite, and the one that is
the host.”
harmed is the host. Aside from the given example
which is the last picture that describes parasitism.
Can you give another example of parasitism that
can be found in your environment?

“Exactly! Lastly, mutualism is a relationship in

which both species benefit. It is a give-and-take
relationship. When one species receives food in (Everybody) “Yes Ma’am!”
return for transporting the pollen of the other
organism, which occurs between bees and flowers
which is what the first picture signifies. Is that
clear?”

(EXPLORE)
• Discussing new concepts and presenting new
skills.

“Together with your designated group, let’s try to

observe the interaction of the living and non- Location Name of Abiotic
living components in your surroundings. The Organisms Components
following groups are assigned in the following 1. Trees
surroundings:
2. Pond
Group 1 will observe the trees
3. Soil
Group 2 will observe the pond
Group 3 will observe the garden

“Give at least five importance of abiotic

components in our ecosystem. Write the list of
organisms that you observe and the abiotic
components that you have seen. I will give you 5
minutes to look around and scatter your
designated surroundings.”

“Are the instructions being clear?” “Yes Ma’am!”

“You may start now. Start observing you’re the (Students will proceed with their activity)
organisms as well as the abiotic components”

“Your Time is Up! Everyone, let’s go back inside “Yes Ma’am!”

the classroom.”

“Please pass your work in front, and exchange it (Students will start checking their works)
to the other group, distribute again so that you can
check your own work”

“Looking back on your activity, it shows variety “Ma’am, in the garden area. There are plants,
of living and non-living things. The Biotic grasses and flowers planted. One of the abiotic
component are the things in a certain surrounding components is the soil which helps the plant to
which are the trees, the pond and the garden. grow and served as its own habitat.”
Observing the garden area, what did you see
there? How the organisms affected by those
abiotic components?”

“Nice observation! How about in the pond area? “In the pond area, there are fishes living in the
How the organisms affected by those abiotic water which is an example of an abiotic
components?” component.”

“Perfect! Lastly, the trees. How the organisms “The organisms that we found in trees are
affected by those abiotic components?” worms and birds. As well as the two areas, the
organisms are living and existing there.”

“Impressive! Soil, water and air as well as the

sunlight are those abiotic components that helps
certain organisms to perform its tasks. Abiotic
components aid the biotic components to survive,
grow and reproduce in specific environment
where they belong. Do you have any questions?” (Everybody) “None so far Ma’am!”

(EXPLAIN)
• Developing Mastery

“Since you don’t have any questions, let’s have

another round of activity to further understand
what are the specific organism under each
ecological relationship.”

Activity Name: Whose Who?

“Together with your group. What you are going

to do is to identify the ecological relationships
that exist between organisms. I have here the list
of organisms. You need to put the specific name
of the organism in the appropriate ecological
relationship of where they belong.”
 1. Heron and carabao
2. Intestinal worms on human
3. Lion and tiger on the same prey
4. Bee and flower
5. Mango trees and grasses
6. Leeches and water buffalo Ecological Organisms
7. Birds that live in the hollows of trees Relationships
8. Orchids on the bark of a tree Mutualism
9. Nitrogen-fixing bacteria and legumes
Parasitism
10. Hawk and snake
11. Playing basketball among humans Commensalism
12. Lice and ticks on the fur and hair of animals
13. Clownfish and sea anemones Competition
14. Grizzly bear and salmon Predation
15. Barnacles on the body of whales
16. Sharks and Remora fish
17. Bacteria and human
18. Ants and aphids
19. Lichens on the bark of a tree
20. Dogs over a bone

“You will explain it later & paste it into the table (The student will get the materials)
diagram. Kindly get the materials here.

“You only have 2 minutes to do the activity & 1 (The student will do the activity)
minute to present.”

“Your 2 minutes is up! Kindly, present your (The first presenter will present followed by the
work.” other group)
AFTER THE ACTIVITY

“Give yourselves a Salute Clap.” (The students will give a Salute Clap)

“Class, arrange your chairs and please settle (The students will arrange their chairs and will
down.” settle down.)

● Values Integration

“What do you think is the importance of

ecological relationships in an ecosystem?” “Ma’am, humans are dependent on natural
ecosystem services to survive. We need it to get
the food we eat, and the water we drink and to
transform raw materials into our everyday
products. So, to keep our living conditions, we
(ELABORATE) must preserve natural ecosystems.”
• Application

Activity Name: What’s Up?

“In a ½ crosswise, create a reaction paper about

this statement:

The year 2020 had been a tough time for many

countries around the world. What environmental
resistance affects the Philippines? What
measures will you do to protect the community?
Here are the rubrics for your reflection paper:
Category Points
Organization 5 3 1
Accuracy The The Information
 information information appears to
is very is organized disorganized
organized but the information is
with well- paragraphs suspected to
constructed are not well be correct and
paragraphs, constructed factual
the use of and the
subheading information
s, and the is factual
information
is factual
and correct.
Content No A few Many
grammatica grammatical grammatical,
l, spelling, , spelling, or spelling, or
or punctuation errors
punctuation errors
errors
Depth of Demonstrat Demonstrate Demonstrate a
Reflection ea a basic limited
thoughtful organized sequence of
& subject subject matter.
organized matter. This reflection
subject needs revision
matter
“I will give you 3 minutes to create your reflection
paper and I will call someone to explain his/her
reflection paper. Are the instructions clear?” (Everybody) “Yes, Ma’am!”

“Now, proceed with work. Your 2 minutes starts (The students will do the activity)
now!”

“Finish or not finish, the first presenter kindly (The students will present their work.)
presents your work.”

• Generalization

“Nice One! On the board, kindly read and

understand the paragraph carefully. Identify the
correct words that fit in the given sentences in the
box below, numbers your paper from 1 to 10.
► Fill in the blanks.

Organisms occupy what is called ecological

levels of the organization. Each level has 1. Predation
interactions among organisms that can be 2. prey
characterized into types of ecological 3. same
relationships: competition, predation, 4. Commensalism
commensalism, mutualism, and parasitism. (1) 5. Community
__________ is when one organism eats another 6. commensal
organism for food. The organism that is eaten is 7. endoparasite
called the (2) __________. Lions and snakes are 8. Mutualism
called predators. Competition is when individuals 9. Bees and flowers
or populations compete for the (3)__________ 10. symbiotic
resources and can occur within or between
species. (4) __________ is a relationship in which
one organism benefits while the other is neither
helped nor harmed. Examples are orchids that
grow on the bark of a tree. Orchid is a (5)
__________. Parasitism is a relationship in which
one organism benefits and the other organism is
harmed, but not always killed. Parasites can also
be (6)__________ such as intestinal worms – that
live inside the host. (7)__________ is a
relationship in which both species benefit. When
one species receives food in return for
transporting the pollen of the other organism,
which occurs between (8)__________ and
(9) __________. Mutualism is a (10)__________
relationship.

(EVALUATE)
• Assessment

“Now, get 1/4 sheet of paper let’s see if you truly

understand our lesson. Numbers your papers 1 to
10.”
Quiz:
1. What biotic relationship occurs in C
organisms where one species is benefited
while the other is harmed?
2. Which of the following is an example of A
environmental resistance?
3. What are the two important relationships
in an ecosystem? C
4. Which of the following condition does
NOT show abiotic factors in an ecosystem? D
5. The carrying capacity is the maximum
number of organisms that an ecosystem can
support. What factors influence the carrying
capacity? C

“Let's check your work class and after that, give (The student will check their work)
the papers to their respective owners.”

(EXTEND)
• Additional Activity

“For your assignment, Look around you. Observe (The student will read instructions on the board)
the lawn or backyard of your house. Identify an
ecological relationship that exists. Draw a simple
illustration of this ecological relationship. Give a
brief explanation of its importance and suggest
ways towards its care.”
The rubrics will be given to serve as your guide.
Category Points
Organization 5 3 1
Completion The The Information
and Accuracy information information is appears to
is very organized but disorganized
organized the paragraphs information
with well- are not well is suspected
constructed constructed of being
paragraphs, and the correct and
the use of information is factual
subheadings, factual
and the
information
is factual and
correct.
Content No A few Many
 grammatical, grammatical, grammatical,
spelling, or spelling, or spelling, or
punctuation punctuations errors
errors errors
Relevance to Demonstrate Demonstrate a Demonstrate
the theme a thoughtful basic a limited
& organized organized sequence of
theme theme subject
construction construction matter. This
slogan/jingle
and poem
revision

“You will perform it tomorrow. You only have 3 (Everybody) “Yes, Ma’am!”
minutes to present it. Is that clear?”

“I am proud that all of you have the potential of

being a future steward of the Earth someday. All
of you accomplished all the given tasks.”

“That’s all for today. Goodbye Class! “Goodbye, Ma’am! Goodbye classmates
Rooting for you to be the Stewards of the Earth.” and visitors. Go, Grow, Glowing!”

Prepared by:
Eden Rose B. Olazo
Applicant