GRADES 1 TO 12 School LILIW NATIONAL HIGH SCHOOL Grade Level SEVEN

DAILY LESSON LOG Teacher CHARITO M. DE VILLA Learning Area SCIENCE

Teaching Time 6:00-6:50; 6:50-7:40; 7:40-8:30; 10:30-11:20 Quarter 2ND/Week 3

DATE November 21, 2022 November 22, 2022 November 23, 2022 November 24, 2022 November 25, 2022
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards The difference between animal and plant cells.

B. Performance Standards
C. Learning
Competencies/Objectives Write
the LC code for each
Content
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
Employ appropriate techniques using the compound microscope to gather data about very small objects.
The learners should be able to:
 Describe the different levels of biological organization from cell to biosphere.
 Differentiate plant and animal cells according to presence or absence of certain organelles.
 Explain why the cell is considered the basic structural and functional unit of all organisms.
 Identify beneficial and harmful microorganisms.
An introductory in the Continuation of biological What makes up an Levels of organizational in HGP/ Long Quiz
Different levels of biological levels of organization organism? an organism
organization.
pp 16-19
pp 102– 123 pp. 90-100 pp. 90-100 pp. 90-100
YouTube Google Chrome
Power point presentation Power point presentation Human anatomy chart Human anatomy chart
& video presentation & video presentation
What is wet mount What are the levels of What are the levels of What are the parts that
specimen? How to biological organization? biological organization? makes up an organism?
prepare a wet mount? Can you describe the
Why it is important to function of each part?
stain the specimen upon How these parts work
viewing under the together as an individual
microscope? being?
 To understand the  To identify the parts  Identify the different
To understand and importance of biological that make up an organism levels of organism.

C. Presenting
examples/instances for
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
describe the different
levels of biological
organization from cell to
biosphere.
Compare the different
parts of human body as
School institution working
as one.
Monday
What are the different
levels of biological
organization?
What are the functions of
each level in the
organization?
How they work together?
Why do you think it is
important to study the levels
of biological organization?
Levels of organization are
structures in nature, usually
defined by part-whole
organization.
 To analyze that a level
of organization affect the
higher levels of
organization and the
entire organism
 Value the important to
study the levels of biological
organization?
What makes up an
organism?
Tuesday
In proper order, what are
the different levels of
biological organization?
What are the parts that
make up each level of
organization and their
functions?
How each level of
biological organization
works together?
How the parts that make
up a level of organization
affect the higher levels of
organization and the
entire organism?
The scientific study of the
different levels of
organization of living
 To describe the
function of each part
 To describe how these
parts work together in an
organism
Pictures of a human,
plants, and an animal
Wednesday
What makes up and other
organisms around you?
What are the organs
involving for respiration
and blood circulation?
How organ system works
together? Example
circulatory system and
respiratory system.
What do you think one
part of an organism
malfunction? Ex kidneys
Typical levels of organization
that one finds in the
literature include the atomic,
 Describe the parts
that make up each level
of organization and their
functions
 Describe how the
parts that make up a
level pf organization
affect the higher levels
of organization and the
entire organism.
Pictures of healthy
human body and sickly
human body
Thursday Friday
How does the disease
affect each level of the
following levels of
organization?
What certain diseases can
affect an organism?
What will be the effect of
this disease in the human
body?
How can you keep you
body healthy?
To stay healthy, we need
to eat nutritious foods
fruits, vegetables and

I. Evaluating learning
J. Additional activities for
application
for remediation
V. REMARKS
VI.REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored
below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
relationships, with things at
higher levels being composed
of things at the next lower
level. Typical levels of
organization that one finds in
the literature include the
atomic, molecular, cellular,
tissue, organ, organismal,
group, population,
community, ecosystem,
landscape, and biosphere
levels.
Short Quiz.
How do you think do the
organ system work
together? Do plants have
organs too?
_____No. of learners who
earned 80% in the evaluation.
_____No. of learners who
require additional activities for
remediation who scored below
80%.
Did the remedial lessons work?
(Y/N)
_____No. of learners who have
caught up with the lesson.
_____No. of learners who
continue to require remediation
beings, helps us gain an
insight into the
complexities of their
structure and functioning.
Every organism on Earth,
from the smallest to the
largest one, follows this
establishment.
What makes up an
organism?
_____No. of learners who
earned 80% in the evaluation.
_____No. of learners who
require additional activities for
remediation who scored below
80%.
Did the remedial lessons work?
(Y/N)
_____No. of learners who have
caught up with the lesson.
_____No. of learners who
continue to require remediation
molecular, cellular, tissue,
organ, organismal, group,
population, community,
ecosystem, landscape, and
biosphere levels. If certain
diseases affect one part of
the human body, it cause it to
function improperly.
Make an interview with
your relative or neighbors
who have heart problems
or who know of people
with disease.
_____No. of learners who
earned 80% in the evaluation.
_____No. of learners who
require additional activities for
remediation who scored below
80%.
Did the remedial lessons work?
(Y/N)
_____No. of learners who have
caught up with the lesson.
_____No. of learners who
continue to require remediation
farm animals. Have
enough sleep and rest
and regular exercise.
_____No. of learners who
earned 80% in the evaluation.
_____No. of learners who
require additional activities for
remediation who scored below
80%.
Did the remedial lessons work?
(Y/N)
_____No. of learners who have
caught up with the lesson.
_____No. of learners who
continue to require
remediation
_____No. of learners who earned
80% in the evaluation.
_____No. of learners who require
additional activities for
remediation who scored below
80%.
Did the remedial lessons work?
(Y/N)
_____No. of learners who have
caught up with the lesson.
_____No. of learners who
continue to require remediation
 or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Prepared by: Submitted to: Noted:

CHARITO M. DE VILLA EVELINA E. DEL CASTILLO KRISTINE P. PEREZ|

T-II Science HT-III Science Principal II