School Grade & 7 – FRANC, SHEKEL,

Buauen National High School

Section RIAL, POUND, BAHT
DAILY Teacher
Olive M. Lego
Learning
SCIENCE
Area
Teaching Dates
& Time Quarter 2
LESSON PLAN September 13, 2019

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guide.
A. Content The Learners demonstrate an understanding of the difference between animal and plant
Standards cells.
B. Performance The Learners shall be able to employ appropriate techniques using the compound
Standards microscope to gather data about very small objects.
C. Learning Describe the different levels of biological organization from cell to biosphere. S7LT-IIc-3
Competency/ies
Write the LC Code for each.
Knowledge: Identify the organs that make up the excretory system.
D. Learning
Skills: Describe how these organs work together in the system.
Objectives
Attitudes: Appreciate the coordinated functions of each part in an organism.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC From Cell to Organism – Excretory system
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of

RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide
pp. 64-72
pages
2. Learner’s Materials
pp. 92-96 (new edition)
pages
3. Textbook pages Biology Seventh Edition by Campbell, pp. 927-932
4. Additional
Materials from
Learning Resource
(LR) Portal
B. Other Learning
picture of excretory system
Resources
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
IV. PROCEDURES things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing previous
lesson or Review:
presenting the new  What are the organs that composes the alimentary canal?
lesson.  Give the function of each organ.
ELICIT (The activities in this section will  What are the accessory organs of digestion?
evoke or draw out prior concepts of or
 Give the function of each organ.
AWARENESS

experiences from the students)

 Give the functions of the digestive system.

B. Establishing a
purpose for the
lesson.
ENGAGE
C. Presenting
examples/instances
of the new lesson.
 D. Discussing the new
concepts and Discuss the excretory system:
practicing new  Organs of the excretory system
skills #1.
EXPLORE (In this section, students
will be given time to think, plan,
investigate, and organize collected
information; or the performance of the
planned/prepared activities from the
student’s manual with data gathering and
Guide questions)
Skin Lungs Kidney

ACTIVITY

Urethra Mouth Anus

 Waste eliminated in the organs

 Functions of the system
E. Discussing the new
concepts and
practicing new
skills #2.
F. Developing
mastery  What are the different organs of excretory system?
(Leads to formative  What are the waste/s excreted by these organs?
assessment 3).
ANALYSIS

EXPLAIN (In this section, students will  What is/are the importance of the excretory system?
be involved in an analysis of their
exploration. Their understanding is
clarified and modified because of
reflective activities)/Analysis of the
gathered data and results and be able to
answer the Guide Questions leading to
the focus concept or topic of the day.
G. Making
generalization and  What do you think will happen to the organism if one of the organs of the
ABSTRACTION

abstraction about excretory system will not function well? Explain.

the lesson.
ELABORATE (This section will give
students the opportunity to expand and
solidify / concretize their understanding of
the concept and / or apply it to real –
world situation)
H. Finding practical
application of
APPLICATION

Our mayor announced in one of his speeches that our town will soon have a
concepts and skills dialysis machine. How can this help our town folks who are suffering from
in daily living.
kidney disorder?

I. Evaluating learning.
EVALUATION (This section will Match the body waste in column A with the organ of excretion in column B. Write
provide for concept check test items and the letter only.
ASSESSMENT

answer key which are aligned to the

learning objectives - content and
A B
performance standards and address 1. heat a. lungs
misconceptions – if any) 2. carbon dioxide b. kidney
3. urine c. anus
4. feces d. urethra
5. sputum e. mouth

J. Additional
ASSIGNME

activities for What are the organs that make up the circulatory system?
NT

application or
remediation.
EXTEND (

Checked:
V. REMARKS
ROSITA P. ABIO
Principal I
 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 help the
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
A. No. of learners who earned
80% on the formative assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lesson work?
No. of learner who caught up with
the lesson
D. No. of learner 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?
NOTE: Procedure is adapted/adopted from DLP 2017 of DepEd-Division of Lapu-Lapu City as reference.