EXEMPLAR SCIENCE LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
GRADE 7 2nd QUARTER/LIVING THINGS WEEK9 DAY2 1
AND THEIR ENVIRONMENT

I. OBJECTIVES
The learners demonstrate an understanding of organisms interacting with each
A. Content Standards
other and with their environment to survive.
The learners should be able to conduct a collaborative action to preserve the
B. Performance Standards
ecosystem in the locality
The learners should be able to predict the effect of changes in one population on
C. Learning Competencies/ other populations in the ecosystem (S7LT-IIi-11)
Objectives 1. construct a food web
Write the LC code for each 2. differentiate food chain from food web
3. realize the effect of the lost of one or more members of the food web
II. CONTENT Food Web
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
https://www.google.com.ph/search?
q=energy+pyramid+worksheet&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKE
B. Other Learning Resources wia1o3swfHVAhWMjLwKHf2iBTMQ7AkINg&biw=1354&bih=635#imgrc=qHOGZSgHS
7xMrM:
https://betterlesson.com/lesson/640194/the-food-web
IV. PROCEDURES
A. Reviewing previous lesson Instruct the learners to arrange the pictures
or presenting the new
lesson
 EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
GRADE 7 2nd QUARTER/LIVING THINGS WEEK9 DAY2 2
AND THEIR ENVIRONMENT

Oh! Mystery- “What am I”

Arrange the jumbled letters to reveal the mystery words behind what am I?

B. Establishing a purpose for

the lesson

C. Presenting
examples/instances of 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
I. Evaluating learning
J. Additional activities for
application or remediation
“Make Connections”
Ask the learners to construct food chains out of the given metacards (different
organisms written on it). Then, make connections with different food chains to form
a food web.
Learners will perform the activity on food web: “Who eats what?”
1. Have we made food chains?
2. What do all our food chains together look like?
3. What is the difference between a food chain and food web?
4. Who is holding the most pieces of yarn? Why?
5. Who else is part of many food chains?
6. What would happen if the green plants died?
Where’s My Connection?
The learners will illustrate series of food chain in a short bond paper.
What is the importance of food web?
A food web presents many possible pathways of energy. This is due to the fact that
many organisms are involved in the interaction.
Fact or Bluff
1. Food web is more advantageous than food chain.
2. Plants and animals are sources of energy.
3. Energy in the form of mechanical energy is being used up as organism moves and
does its role.
Create a food web using the organism that can be found in the community and
identify the producer, consumer and decomposer.

V. REMARKS

VI. REFLECTION
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
 EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
GRADE 7 2nd QUARTER/LIVING THINGS WEEK9 DAY2 3
AND THEIR ENVIRONMENT

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 or
supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Marizol S. Aniceto
Writer/s: Las Piñas City National High School
Las Piñas City

Mary Ann N. Taway Jocelyn M. Jimenez

Marikina Science High School Lagro High School
Marikina City Quezon City

Team Members:
Jackielyn Anabo Czarino Tamanio
Malabon National High School Santolan High School
Malabon Pasig City
 EXEMPLAR SCIENCE LESSON PLAN
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GRADE 7 2nd QUARTER/LIVING THINGS WEEK9 DAY2 4
AND THEIR ENVIRONMENT

TEACHER HANDOUT

A. Can you build this food chain?

B. Oh! Mystery- “What am I”

D. Key answer –Food Web: “Who eats what?”

1. Yes, lots of them.
2. A food web.
3. A food web is made up of several food chains. A web is more complicated than a chain because it has
connections among the chains.
4. The sun, because each food chain starts with the sun.
5. Green plants.
6. Nothing else in the food web would survive.
 EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
GRADE 7 2nd QUARTER/LIVING THINGS WEEK9 DAY2 5
AND THEIR ENVIRONMENT

F. Where’s My Connection?
Learners answer may vary.

I. FACT OR BLUFF
1. Bluff
2. Fact
3. Bluff
a.
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GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
GRADE 7 2nd QUARTER/LIVING THINGS WEEK9 DAY2 6
AND THEIR ENVIRONMENT

ACTIVITY SHEET

“Who Eats What”

I. OBJECTIVE/S:

a. iIdentify the parts that make up the different food webs.

II. MATERIALS:

yarn, different cards that include plants and animals

III. PROCEDURES:
1. Each group will prepare different cards that include a plant and different animals (the learners will
prepare an organism card) These cards can also be made into necklaces by and attaching a loop of yarn
and the learners can wear it during the activity (and other learners can see the picture).
2. Ask the learners to make a big circle wearing the organism cards.
3. The ball of yarn represents the energy from the sun
4. The learner who is the sun, stands at the center of the circle will pass the ball of yarn to someone who
can use that energy (a green plant).
5. The learner representing the green plant catches the ball of yarn will pass the yarn to someone else who
could use the energy.
(for example, the sun might pass the yarn to the grass, the grass to the grasshopper, and the
grasshopper to frog)
6. After the yarn reaches a carnivore, the teacher will cut it off to represent one food chain.
7. Repeat procedure 6-8.

IV. ANALYSIS:
7. Have we made food chains?
8. What do all our food chains together look like?
9. What is the difference between a food chain and food web?
10. Who is holding the most pieces of yarn? Why?
11. Who else is part of many food chains?
12. What would happen if the green plants died?