Grade 7 Q2 Science LAS

7
Science
Second Quarter
LEARNING ACTIVITY SHEET
Practice Personal Hygiene protocols at all times. i

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Learning Activity Sheet in SCIENCE
GRADE 7
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Writers: AMY A. BALLAD, ROSARIO NATIONAL HIGH SCHOOL, Santiago City
ALMA P. MIJARES, RIZAL NATIONAL HIGH SCHOOL, Santiago City
HECTOR C. BALDONADO, RIZAL NATIONAL HIGH SCHOOL, Santiago City
QUEENSEL MAY A. BAGUIO, NAGASSICAN NATIONAL HIGH SCHOOL, Santiago City
GLADYS B. CASTRO, DIVISORIA HIGH SCHOOL, Santiago City
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Practice Personal Hygiene protocols at all times. ii
RIZALINO G. CARONAN, Education Program Supervisor–LRMDS, CLMD, DepEd R02

Table of Contents
Competency Page Number

Identify Parts of the Microscope and ----- 1
their functions (S7LT-IIa-1)
Focus specimens using the compound

----- 10
microscope (S7LT-IIb-2)
Describe the different levels of biological

organization from cell to biosphere (S7LT- ----- 15
IIc-3)
Differentiate plant and animal cells

according to presence or absence of certain ----- 26
organelles (S7LT-IIc-3)
Explain why the cell is considered the basic ----- 34

structural and functional unit of all
organisms (S7LT-IIe- 5)
Differentiate asexual from sexual

reproduction in terms of:
1. number of individuals involved; ----- 42
2. similarities of offspring to parents
( S7LT-IIg-7 )
Differentiate biotic from abiotic components

----- 47
of an ecosystem (S7LT-IIh-9)
Describe the different ecological

relationships found in an ecosystem
( S7LT-IIh-10 ) ----- 55
Predict the effect of changes in abiotic

factors on the ecosystem ( S7LT-IIj-12 ) ----- 60
Practice Personal Hygiene protocols at all times. iii

Science 7
Name: ____________________________________________ Grade Level: ____________

Date: _____________________________________________ Section: ________________

Parts and Function of the Microscope
Background Information for Learners

The microscope is a tool which can help you see tiny objects and living organisms. It
makes them look bigger. This ability of the microscopes is called its magnifying power or
magnification. The microscope also has the capacity to distinguish small gaps between two
separate points which humans cannot distinguish. It is called its resolving power or resolution.
The light microscope uses diffused light from the sun or artificial light to illuminate the
object to be observed. From its source, visible light passes through the small or thin specimen
to be observed through the glass lenses. As light passes through the lenses, it is bent so
specimen appears bigger when it is projected to the eye. The form structure and structure of the
specimen can then be seen because some of their parts reflect light.
PARTS FUNCTIONS
1. HEAD This is also known as the body. It carries the optical parts
in the upper part of the microscope.
2. BASE It acts as microscopes support. It also carriers the

microscopic illuminators.
3. ARMS This is the part connecting the base and to the head and
the eyepiece tube to the base of the microscope.
4. EYEPIECE Also known as the ocular. This is the part used to look
through the microscope. It is found at the top of the
microscope. Its standard magnification is 10x with an
optional eyepiece having magnifications from 5X – 30X.
5. EYEPIECE TUBE It is the eyepiece holder. It carries the eyepiece just above
the objective lens.
Practice Personal Hygiene protocols at all times. 1

6. OBJECTIVE LENSES These are the major lenses used for specimen
visualization. They have a magnification power of 40x-
100X. There are about 1- 4 objective lenses placed on one
microscope, in that some are rare facing and others face
forward. Each lens has its own magnification power.
7. REVOLVING NOSE PIECE Also known as the revolving turret. It holds the objective
lenses. It is movable hence it can revolve the objective
lenses depending on the magnification power of the lens.
8. FINE FOCUS/ FINE A knob used to fine-tune the focus of a specimen in

ADJUSTMENT conjunction with the coarse focus.
9. COARSE FOCUS/ COARSE This is the knob on the side of the microscope that moves
ADJUSTMENT the objective lens up and down. It is used in conjunction
with the fine focus.
10. CONDENSER These are lenses that are used to collect and focus light
from the illuminator into the specimen. They are found
under the stage next to the diaphragm of the microscope.
They play a major role in ensuring clear sharp images are
produced with a high magnification of 400X and above.
11. ILLUMINATOR/ This is the microscopes light source, located at the base.
MICROSCOPIC It is used instead of a mirror. it captures light from an
ILLUMINATOR external source of a low voltage of about 100v.
12. RACK STOP It controls how far the stages should go preventing the
objective lens from getting too close to the specimen slide
which may damage the specimen.
13. STAGE This is the section on which the specimen is placed for
viewing.
14. STAGE CLIP It holds the specimen slides in place.
15. DIAPHRAGM It is also known as the iris. It is found under the stage of
the microscope and its primary role is to control the
amount of light that reaches the specimen.

Learning Competency Code
Identify Parts of the Microscope and their functions (S7LT-IIa-1).
ACTIVITY 1. LABEL ME
DIRECTIONS: Label the parts of microscope below. Use the word bank below. Cross off the
word when used.
Revolving Nosepiece Stage Base

Coarse Focus Stage Clip Fine focus
Condenser Objective Lens Illuminator
Arm Rack stop Eyepiece
Rack Stop Arm Eyepiece
Guide Questions:
1. What are the functions of the base and the arm of the microscope?
_____________________________________________________________________
2. What have you observed about the objectives?
_____________________________________________________________________
3. Which part connects the eyepiece to the revolving nosepiece with the objectives?
___________________________________________________________

Activity 2. MICROSCOPIC CROSSWORD
DIRECTIONS: Identify the parts of microscope that is define below. Write your answer on
the crossword puzzle.

Activity 3. Microscope KWL Chart
DIRECTIONS: Assess what you know about Parts of the Microscope before and after you have
engaged with it. Fill the boxes below with what you know about the topic, what you want to
know and what you have learned.
Today’s Lesson
What I know
What I want to know
What I learned

Activity 4. MODIFIED TRUE OR FALSE
DIRECTIONS: Analyze each statement and write TRUE if the statement is correct and
FALSE if the statement is incorrect and underline the word that makes the statement incorrect.
__________1. The stage is the section on which the specimen is placed for viewing. They have
stage clips hold the specimen slides in place.
__________2. The eyepiece controls how far the stages should go, preventing the objective
lens from getting too close to the specimen slide which may damage the specimen.
__________3. Nose piece holds the objective lenses.
__________4. The head carries the optical parts in the upper part of the microscope.
__________5. Arms act as microscopes support. It also carriers the microscopic illuminators.
__________6. Stage is the part connecting the base and to the head and the eyepiece tube to
the base of the microscope.
__________7. Diaphragm is also known as the iris. It is found under the stage of the
microscope and its primary role is to control the amount of light that reaches the specimen.
__________8. Objective lenses are used for specimen visualization.
__________9. Illuminator steady light in place of a mirror.
__________10. Condenser is the bottom part of the microscope and it is use as support.

Reflection
In the activities presented about Parts of the Microscope, I have learned that
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References
Book:
Science Grade 7 Learning Material
Internet Resources:
https://microbenotes.com/parts-of-a-microscope
https://microscopeworld.com/t-labeling_microscope_parts.aspx
Answers Key
Activity 1
Guide Questions:
1. Base acts as microscopes support. It also carriers the microscopic illuminators. Arm is the
part connecting the base and to the head and the eyepiece tube to the base of the microscope.
2. Objective lenses are composed of different lenses, of different magnification. Each lens has
its own magnification power.
3. Eyepiece tube

Activity 2
Activity 3
A rubrics is given.
Possible answers:
Today’s Lesson: Parts and Functions of Microscope
What I Know: The microscope is a tool which can help you see tiny objects and
living organisms. It makes them look bigger.
What I Want To Know: Who discovered and invented the microscope?
What I Learned: I learned the different parts and functions of a microscope. I
learned also the importance of each part. If one part is destroyed, the other parts will not
function as well.
Activity 4
TRUE 1. The stage is the section on which the specimen is placed for viewing. They have
stage clips hold the specimen slides in place.
FALSE 2. The eyepiece controls how far the stages should go preventing the objective lens
from getting too close to the specimen slide which may damage the specimen.
TRUE 3. Nose piece holds the objective lenses.
TRUE 4. The head carries the optical parts in the upper part of the microscope.

FALSE 5. Arms acts as microscopes support. It also carriers the microscopic illuminators.
FALSE 6. Stage is the part connecting the base and to the head and the eyepiece tube to the
base of the microscope.
TRUE 7. Diaphragm is also known as the iris. It is found under the stage of the microscope
and its primary role is to control the amount of light that reaches the specimen.
TRUE 8. Objective lens are the major lenses used for specimen visualization.
TRUE 9. Illuminator steady light in place of a mirror.
FALSE 10. Condenser is the bottom of the microscope, used for support.
Prepared by:
AMY A. BALLAD
Writer

SCIENCE 7
Name: ______________________________________________ Grade Level : ___________
Section: _____________________________________________ Date: _________________

Focusing Specimens Using Compound Microscope
Our eyes are not able to see small things as clearly. We may need a magnifying glass in
order to help us read and see small objects and this helps because magnification makes the
object appear bigger so we see it more clearly.
A microscope does the same thing. The most common type of microscope we usually use
in the Science laboratory is a compound microscope. This microscope has two lenses that bend
light so that a specimen is magnified and projected. To compound something means to add to
it.
The term (microscope) can be split into two separate words “micro” (means small or tiny)
and “scope” (means to view or to observe). Therefore, a microscope can be understood as an
instrument to observe tiny elements. Compound microscope also known as High Power or
Biological microscopes are important tool used to view specimens in focusing and identifying
the parts of small objects and organisms not visible to the naked eye.
Learning Competency with Code

Focus specimens using the compound microscope (S7LT-IIb-2).
ACTIVITY 1. HOW TO FOCUS?

*For BLENDED LEARNING MODALITY
DIRECTIONS: Procedure on how to focus specimens using compound

microscope is discussed on the link below. Click the link and watch the video
about How to Focus a Microscope and How the Field of View Changes .
Answer the given questions and write your answers on the space provided.
Link: https://www.youtube.com/watch?v=zzamomqlwxU
FOCUSING MICROSCOPE
1. Adjust the coarse focus knob. Begin to focus on the object by adjusting the coarse focus
knob. This will be the larger of the two knobs on the side of the microscope. Rotate the knob
clockwise and counter clockwise until you see the best possible picture through the eyepiece.
QUESTION 1: How important is the coarse focus knob in viewing specimens under the
compound microscope?
___________________________________________________________________________
___________________________________________________________________________
2. Adjust the fine focus knob. After you have adjusted the coarse focus knob, you can fine tune
your focus by adjusting the fine focus knob. This will be the smaller of the two knobs on the
side of the microscope. Just as you did with the coarse focus knob, turn this knob clockwise
and counter clockwise until you see the best picture in the eyepiece.
QUESTION 2: Where is the location of the fine focus knob in a compound

microscope? Why do you think it is located on that part of the microscope?
___________________________________________________________________________
___________________________________________________________________________
3. Adjust the stage. You can adjust the stage up and down as well as left and right. Adjusting
the stage up and down will bring the object closer or further away. Adjust it left to right if the
object that you are viewing is not centered under the objective.
QUESTION 3: When adjusting the stage, what will happen if the objective lens touched the
slide?
___________________________________________________________________________
___________________________________________________________________________
ACTIVITY 2. WHICH AM I?
DIRECTIONS: Rearrange the jumbled letters to form the word being describe by each
statement. Write your answer on the blank provided.
1. This is also known as the body. It carries the optical parts in the upper part of the
microscope.
DAEH _____________
2. It acts as microscopes support. It also carries the microscopic illuminators
EABS ____________
3. This is the part connecting the base to the head and the eyepiece tube to the base of the
microscope and is also used in carrying the microscope.
SMAR ____________
4. This is the part used to look through the microscope.
EEEEIYPC _____________
5. These are the major lenses used for specimen visualization. They have a magnification
power of 40X – 100X.
EESSLN ______________
6. These are knobs that are used to focus the microscope.
TTMNJSDAVEU KSNBO _________________________
7. This is the section on which the specimen is placed for viewing.
EAGST _____________
8. This is the microscope’s light source.
RRRMIO ___________
9. It is use to control the amount of light that reaches the specimen.
AAIHPMGRD ______________
10. It holds the objective lenses and can revolve the objective lenses depending on the
magnification power of the lens.
EOSN EEICP _________________
ACTIVITY 3. NOW I KNOW!
DIRECTIONS: With your knowledge and understanding on focusing specimens using
compound microscope, answer briefly the following questions below:
1. Why should the fine adjustment be used only with the High Power Objective (HPO)?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. A classmate of yours has just used the High Power Objective (HPO) but unfortunately
the objectives has crashed into a prepared slide and broke it. What do you think went
wrong with the used of the microscope? What could have been a better or correct way to
do it?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. What are the benefits of focusing properly your specimens using your compound
microscope?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
ACTIVITY 4. SIMULATING- FOCUSING SPECIMENS

DIRECTIONS: This involves microscopic observation of prokaryotic and eukaryotic cells.
You may use other indigenous materials in the absence of prepared slides (images or pictures
taken from the internet). Identifying the organisms whether prokaryotic or eukaryotic should
be included.

Guide Questions:
1. What are the parts of the cell visibly seen under compound microscope?
_______________________________________________________________
_______________________________________________________________
2. How would you distinguish prokaryotic from eukaryotic cells?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. What structures are found only in eukaryotic cells? Only in prokaryotic cells?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Reflection
What I have learned from the given activities about focusing specimens using compound
microscope?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References
Books
Pavico, Ma. Josefina F. et.al ( Copyright 2013) Exploring Life Through Science
(The New Grade 7) Quezon City, Phoenix Publishing House, Inc.
Laurente, Jomar Aries T. et.al (Copyright 2015) Science for the 21st Century Learner
7 Makati City, Diwa Learning System Inc.
Online Resources
https://www.google.com/images
https://www.soinc.org/sites/default/files/uploaded_files/16_CELL_BIO_PRACTICE.
pdf&ved
Sciencing.com
https://www.youtube.com/watch?v=zzamomqlwxU

Answer Key
ACTIVITY 1:
1. In order to focus properly the specimen. It can be adjusted for clearer view.
2. It is located at the side part of the microscope. It is located at that part for easy grip and
adjustment.
3. To avoid breakage of the slide.
ACTIVITY 2
1. HEAD
2. BASE
3. ARMS
4. EYEPIECE
5. LENSES
6. ADJUSTMENT KNOBS
7. STAGE
8. MIRROR
9. DIAPHRAGM
10. NOSE PIECE
ACTIVITY 3
1. The Fine Adjustment moves slower (or shorter in terms or distance) than the coarse
adjustment knob.
2. (Possible answers) The student may have failed to look from the side while moving the
HPO to focus on the specimen, or he may have used the coarse adjustment knob to
move down the HPO or he may have move the fine adjustment too fast and was not
able to monitor the distance of the objective from the slide. If he wanted to use the HPO,
he could have looked from the side and used the coarse adjustment knob to move the
objective down. He should have stopped when the objective has almost touched the
slide. Then, looking through the eyepiece, he should have slowly turned the fine
adjustment knob up or down until he sees the image clearly.
3. YES. The use of microscope enables one to see an enlarged view of objects and
organisms for a thorough study of their structure and function. It also has the advantage
of making one see organisms that are not visible using the unaided eye.
ACTIVITY 4
1. The parts of the cell are cytoplasm and nucleus.
2. A cell is prokaryotic if there is no well-defined nucleus; eukaryotic if the nuclear
materials are enclosed by a nuclear membrane and have membrane-bound organelles.
3. Prokaryotes –cell membrane, nucleus (without nuclear envelop), cytoplasm, some
organelles
Eukaryotes – all the structures/organelles (nucleus has a nuclear envelop)
Prepared by:
ALMA P. MIJARES
HECTOR C. BALDONADO
Writers

SCIENCE 7
Name of Learner: _________________________________ Grade Level: _______________
Date: __________________________________________ Section: ___________________
LEARNING ACTIVITY SHEETS

Different Levels of Biological Organization from Cell to Biosphere
The simplest unit of life is the atom, like oxygen. Two or more atoms is a molecule,
like a dioxide. Many small molecules may combine in a chemical reaction to make up a
macromolecule, such as a phospholipid.
Multiple macromolecules form a cell, like a club cell. A group of cells functioning
together as a tissue, for example, epithelial tissue.
Different tissues make up an organ, like a lung. Organs work together to form an organ
system, such as the Respiratory System. All of the organ systems make a living organism, like
a lion.
A group of the same organism living together in an area is a population, such as a pride
of lions. Two or more populations interacting with each other form a community, for example,
lion and zebra populations interacting with each other. Communities interacting not only with
each other but also with the physical environment encompass an ecosystem, such as the
Savanna ecosystem. All of the ecosystems make up the biosphere, the area of life on Earth/
Biosphere.
The life that exists on Earth is complex and varied in its forms. Living beings have
evolved from single-celled or unicellular forms, into complex and giant multicellular bodies.
In this process of development, their body systems and mechanisms have become specialized
in nature. Thus, in the course of evolution, different stages of increasing complexity were
formed.
LEVELS OF ORGANIZATION

Describe the different levels of biological organization from cell to biosphere (S7LT-IIc-3).
ACTIVITY 1. WORD HUNT!

DIRECTIONS: Here is a card sort puzzle on the levels of organizations. Find the word in the
puzzle to continue the journey.
P T G E R E E E U P
W B J U R D C E O O
V I J S X S O P R P
X O X S X O S S G U
O S S I I R Y S A L
F P C T T G S D N A
H H E X X A T Z Z T
G E L M N N E C O I
D R L S S S M V I O
X E X I Y Y M M E N
S S S N C S L N U V
X L X A Q T L B D V
Z L G G Q E P F B B
N T G R R M Y G T U
M C D O U V U J J P
L E X X U P E Y Y X
O E S S U N R A E O
O C O M M U N I T Y
Guide Questions
1. How many words did you find in the puzzle? What are they?
________________________________________________________________________
________________________________________________________________________

________________________________________________________________________
________________________________________________________________________
2. Why did you pick those words in the puzzle? Do you think they are part of the
biological relationships, yes or No? if yes, why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
ACTIVITY 2. GUESS WHAT?

DIRECTIONS: Direction: Supply the correct letters on empty boxes to complete the word/s
being asked for.
1. The basic unit of life
C L
2. An individual animal, plant or single-celled life form
R N M
3. A system of tissues that work together on a larger scale to do certain jobs within an
animal’s body
G N
4. A group of organs that work together to perform specific bodily functions
O G Y E
5. All of the ecosystem on Earth added together
I S H E
6. It is made up of all the communities in a certain area
E S M
7. It is made up of cells that work together to perform a certain task
T S E
8. The study of life

I L G

ACTIVITY 3. FIX ME UP!
DIRECTIONS: Identify the correct answer for each item based on the given description by
arranging the jumbled letters then write the correct word/s on the last column.
Characteristics Jumbled letters Answer
1. Smallest functional unit of LLCE

life
2. Made up of cells that are

similar and work together to SSUTEI
perform a specific activity
3. Made up of tissues that work NGORA

together to perform a specific
activity. Ex. Brain
4. An individual living thing. GANSMIOR

Ex. Monkey
5. Group of organisms of one PNOULAITPON

type that live in the same area.
Ex. Monkeys.
6. All of the organisms living in

a particular area, as well as the ESYSEMTCO
non-living physical components
of the environment with which
the organisms interact. Ex:
Hawk, snake, bison, prairie
dog, grass, stream, rocks, air
7. The part of earth that BSPIOHEER

contains all ecosystems. Ex.
Whole world, everything living
and non-living.
8. Populations that live together OCUMTNIYM

in a defined area. Ex: Hawks,
snakes, bison, prairie dogs,
grass
ACTIVITY 4. AT THE BANK PIE!

DIRECTIONS: Based from the previous activities, fill out the pie chart with the correct word/s
corresponding to their places or quantity present in our Living Planet.

1. 2.
3.
4. 5
Guide Questions:
1. What are the important levels/parts in our living planet?
___________________________________________________________________________
___________________________________________________________________________
2. Which level of biological organization is the most essential to you as human being?
___________________________________________________________________________
___________________________________________________________________________
ACTIVITY 5. FILL ME UP!

DIRECTIONS: Fill in the missing spaces in the table below. Write the description for each of
the following biological levels and specify whether they are from least (1) level to greatest (8)
(smallest to biggest).
Label
Biological Picture Description from
Level least to
greatest
(1-8)
1. Population
2. Cell

2. Organism
3. Ecosystem
4. Biosphere
5. Organ
6. Organ
system
7. Tissue
Guide Question:
1. What is the difference between organism, population, community, ecosystem, and

biosphere?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What is the difference between cell, tissue, organ, organ system, and organism?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Reflection
Your journey through these lessons has been an additional experience. Complete the
following statements:
I have learned that ___________________________________________________________

__________________________________________________________________________
__________________________________________________________________________
I realized that _______________________________________________________________

__________________________________________________________________________
I will commit to _____________________________________________________________
__________________________________________________________________________
For you as an individual/organism, how important each levels of biological organization in

your life?
___________________________________________________________________________
___________________________________________________________________________
References
Books
1. Gutierrez, M. (1999). Science and Technology for the Modern World (pp. 228).
Bangkok, Thailand: Watana Phanit Printing and Publishing Co. Ltd.
2. Religioso, T., & Vengco, L. Integrated Science. Retrieved 31 May 2020, from
3. Soriano, E., Santisteban, C., & Elauria, E. (2000). Chemistry for the New Millenium (pp.
43-45). Quezon City: Adriana Printing Co., Inc.
4. Valdoz, M., Abistado, J., Mariano, J. and Madriaga, E., 2013. Science Links. 1st ed.
Quezon City: REX Book store, pp.63-67.
Websites
1. Biology LibreTexts. 2020. 1.2B: Levels Of Organization Of Living Things. [online]
Available at
<https://bio.libretexts.org/Bookshelves/Introductory_and_General_Biology/Book%3A_G
eneral_Biology_(Boundless)/1%3A_The_Study_of_Life/1.2%3A_Themes_and_Concept
s_of_Biology/1.2B%3A_Levels_of_Organization_of_Living_Things> [Accessed 27 June
2020].
2. En.wikipedia.org. 2020. Biological Organisation. [online] Available at:

<https://en.wikipedia.org/wiki/Biological_organisation> [Accessed 27 June 2020].
3. Google.com. 2020. [online] Available at:

<https://www.google.com/search?q=activities+for+levels+of+biological+organization&s

xsrf=ALeKk00pVx86JGErRpK6teMDleu7v3S9qw:1593136926111&tbm=isch&source=
iu&ictx=1&fir=qIiAdSTlDT8AJM%252CT2QS7ziWOn9eYM%252C_&vet=1&usg=AI
4_-kQ5yS-BUbvaDZtGeFg-
H1U2nV9BhQ&sa=X&ved=2ahUKEwiCs7zEsZ7qAhWXdd4KHXWsBu4Q9QEwAHo
ECAoQHQ&biw=1366&bih=657> [Accessed 27 June 2020].

<https://www.google.com/search?q=activities+for+levels+of+biological+organization&s
xsrf=ALeKk00pVx86JGErRpK6teMDleu7v3S9qw:1593136926111&tbm=isch&source=
iu&ictx=1&fir=qIiAdSTlDT8AJM%252CT2QS7ziWOn9eYM%252C_&vet=1&usg=AI
4_-kQ5yS-BUbvaDZtGeFg-
H1U2nV9BhQ&sa=X&ved=2ahUKEwiCs7zEsZ7qAhWXdd4KHXWsBu4Q9QEwAHo
ECAoQHQ&biw=1366&bih=657> [Accessed 27 June 2020].

<https://www.google.com/search?q=pie+chart+9+slices+example&tbm=isch&ved=2ahU
KEwjMuKv6tKLqAhXwzIsBHXVNB3wQ2-
cCegQIABAA&oq=pie+chart+9+slices+example&gs_lcp=CgNpbWcQA1CY4Q9YufgP
YJeEEGgBcAB4AIABhwKIAcIHkgEFMS41LjGYAQCgAQGqAQtnd3Mtd2l6LWltZw
&sclient=img&ei=k3P3XoyjFPCZr7wP9Zqd4Ac&bih=608&biw=1366#imgrc=7ImM_-
1b3f1R0M> [Accessed 27 June 2020].

<https://www.google.com/search?q=levels+of+organization&tbm=isch&hl=fil&ved=
2ahUKEwjAnaXakKHqAhWCxIsBHSqjCmMQrNwCKAB6BQgBEM4B&biw=134
9&bih=608#imgrc=6_kg6T33-ZIOdM> [Accessed 27 June 2020].
7. Quizlet. 2020. Levels Of Biological Organization Flashcards | Quizlet. [online]

Available at: <https://quizlet.com/14628230/levels-of-biological-organization-flash-
cards/> [Accessed 27 June 2020].
8. Search.yahoo.com. 2020. Yahoo Is Now A Part Of Verizon Media. [online] Available
at:
<https://search.yahoo.com/search?fr=mcafee&type=E210US91213G91274&p=motiv
ational+qoutes+for+students> [Accessed 27 June 2020].
Others
1. Canva
2. Crossword Puzzle Creator
3. STARBOOKS
4. Wordsearch

Answer Key
Activity 1: Word Hunt
Guide Questions:
1. How many words did you find in the puzzle? What are they?
Answers: 9 words, Cell, Tissue, Organ, Organ System, Organism, Population, Community,
Ecosystem, Biosphere
2. It may vary.
Activity 2: Guess What?
1. Cell 5. Biosphere
2. Organism 6. Ecosystem
3. Organ 7. Tissue
4. Organ System 8. Biology
Activity 3: Fix Me Up!
1. Cell
2. Tissue
3. Organ
4. Organism
5. POPULATION
6. ECOSYSTEM
7. BIOSPHERE
8. COMMUNITY
Activity 4: At the Bank Pie!
1. Cell
2. Organism
3. Population
4. Ecosystem
5. Biosphere
Guide Questions:
1. What are the important levels/parts in our living planet?
Answer: These are different terms used to organize life on our planet. The scientific study of
the different levels of organization of living 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.
2. Which levels of biological organization is the most essential in you as human being?
Answer: All of them, because it helps us understand and establishing the significance of
every living being on this planet.

Activity 5: Fill Me Up!
Label
Biological Level Picture Description from
least to
greatest
(1-8)
1. Population Group of an organism of one type 6
1. 1 that live in the same area.
P
o
2. Cell BASIC UNIT OF LIFE. Human 1
2. C blood cells.
e
A living thing. 5
3. Organism
All of the organisms living in a 7

4. Ecosystem particular area, as well as the
non-living physical components
of the environment with which
the organisms interact
Encompasses all the ecosystems 8
on earth.
5. Biosphere
Made up of tissues that work

6. Organ together to perform a specific
activity 3
Group of Organ that makes up 4

7. Organ an organism.
system
Human skin is an example of 2

8. Tissue tissue.
Guide Question:
1. What is the difference between organism, population, community, ecosystem, and
biosphere?

Answer:
The organism performs all the life processes independently. However, parts of
organism cannot exist independently of one another. In ecology, a population is a group of
individuals of the same species, inhabiting the same area, and functioning as a unit of biotic
community. However, the entire inhabited part of the earth and its atmosphere including the
living components is called the biosphere
2. What is the difference between cell, tissue, organ, organ system, and organism?
Answer:
The difference between organism and cell is that organism is a discrete and complete
living thing, such as animal, plant, fungus or microorganism while cell is the basic unit of a
living organism, consisting of a quantity of protoplasm surrounded by a cell membrane, which
is able to synthesize proteins and replicate itself, that organism is a discrete and complete
living thing, such as animal, plant, fungus or microorganism. Complete organism which
compasses from cell-tissue-organ-organ system-Organism.
Prepared by:
QUEENSEL MAY A. BAGUIO

GLADYS B. CASTRO
Writers

SCIENCE 7
Name of Learner: _____________________________________ Grade Level: __________
Section: _____________________________________________ Date: ________________

Animal and Plant Cell
Cells are fundamental to the living systems of biology. All organisms are made of cells.
In the hierarchy of biological organization, the cell is the simplest collection of matter that can
be alive. Indeed, many forms of life exist as single-celled organisms. Larger, more complex
organisms, including animals and plants, are multicellular. Animal and plant cell are both
eukaryotic cells and are basically composed of the same structures, each exhibits unique
characteristics.
The table below contains a summary of the comparison between animal and plant cells.
COMPARISON BETWEEN ANIMAL CELL AND PLANT CELL
Cell Structure Animal Cell Plant Cell
Cell Wall Absent Present
Chloroplast Absent Present
Single and large (usually at

Vacuoles Usually numerous and small
the center of the cell)
Centrioles Present Absent
Absent in flowering plants

Cilia and flagella Present in some but present in ferns,
cycads, and bryophytes

Differentiate plant and animal cells according to presence or absence of certain
organelles (S7LT-IIc-3).
ACTIVITY 1. WHERE DO I BELONG
DIRECTIONS: In the space below, there are two circles that overlap each other. Look at the
list of cell structures in the box. If a structure can be found only in animal cell, write the name
of the structure in the part of the “animal cell” circle that does not interact with the other circle.
If the structure can be found in both plant and animal cells, write the name of the structure in
the overlapping part of the circles. If a structure can be found only in plant cell, write the name
of the structure in the part of the “plant cell” circle that does not overlap the other circle.
nucleus mitochondria chloroplast cytoplasm

cell wall vacuoles centrioles cilia and flagella
Animal Cell Plant Cell
ACTIVITY 2. WHAT DO I HAVE

DIRECTIONS: Differentiate and describe the animal and plant cell based on the table below.

MY ANSWERS:
1. _____________________________________________________________________
_____________________________________________________________________
2. _____________________________________________________________________
_____________________________________________________________________
3. _____________________________________________________________________
_____________________________________________________________________
ACTIVITY 3. HOW DO YOU KNOW ABOUT US

DIRECTIONS: The image below shows the comparison of the organelles present in an Animal
and Plant Cell. Read each statement that follows and identify which organelle it describes.
Write your answer on the space provided before the item.
_____________________1. Identify the structure labelled D, which is a

justification for considering diagram I as a plant cell.
_____________________2. The structure labeled A is present in all prokaryotic
and eukaryotic cells.
_____________________3. The organelle labeled I is responsible for life in this
planet and animal cells lack this organelle.
_____________________4. This site labeled G is the physical basis of life where
all organelles are present.

_____________________5. The structure labeled E is called “CPU of the cell”
where the genetic material resides.
_____________________6. The structure labeled C give rise to spindle fibers and
exclusively seen in an animal cell.
_____________________7. The organelle J is the “powerhouse of the cell” in all
eukaryotes were ATP is synthesized.
_____________________8. The organelle labeled F is the site of synthesis of
secretory proteins.
_____________________9. The organelle labeled B is the site of lipid protein
biosynthesis and drug detoxification.
_____________________10. Unlike animal cells, plant cells possess large vacuole.
In the diagram it is labeled as ______.
ACTIVITY 4. WHAT I DO NOT HAVE

DIRECTIONS: The image below shows the labelled organelles of an animal and plant cell. Fill
the tables at the bottom part of each figure.
Figure 1. Plant Cell
Organelles of the plant cell NOT present in an animal cell.

__________________ __________________ __________________

Figure 2. Animal Cell
Organelles of the animal cell NOT present in plant cell.

__________________ __________________ __________________
ACTIVITY 5. THINK OF US
DIRECTIONS: Read and analyze the situation that follows. Answer the following questions
applying the concept you have learned on the difference of plant and animal cell.
1. You have learned that plant cells have chloroplast but

animals do not. What do you think are the advantages
that chloroplasts give to plant cells?
____________________________________________
____________________________________________
____________________________________________
2. You are observing two unlabeled cells through a

microscope. What cell parts can you look for to
determine which is the plant cell and which is the
animal cell?
____________________________________________
____________________________________________
___________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
RUBRICS
Assessment Indicators for the Levels of Performance

Score
Criteria 1 point 3 points 5 points
Content The answers are The answers are The answers are
not accurate, not comprehensive accurate and
comprehensive, but not accurate comprehensive,
and not clearly and clearly and clearly
presented presented presented
Organization Most of the Some of the All the ideas are
ideas are not ideas in the logically
logically article are not sequenced
sequenced logically
sequenced
Correctness of The answers The answers The answers are
grammar have many have some free from
grammatical grammatical grammatical
errors errors errors
Completeness The output The output The output
includes some includes most of includes all the
of the required the required required
information. It information. It information. It
lacks several lacks some shows all
relevant answers relevant answers relevant answers
Reflection
I learned that plant and animal cell differs from
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References
Books
Allas, Ian Mark F. et al. (2013). Discover Science: K to 12 Edition. Makati City,
Philippines: Diwa Learning Systems Inc.

Fernandez, John Paul A. et al. (2015). Sci-Bytes. Sampaloc, Manila, Philippines:
Magallanes Publishing House.
Ramos, John Donnie A. et al. (2013). Exploring Life Through Science Series.
Quezon City, Philippines: Phoenix Publishing House, Inc.
Photo Credits
https://commons.wikimedia.org/wiki/File:Plant_cell_structure_no_text-2.svg
https://commons.wikimedia.org/wiki/File:Animal_cell_structure_en.svg
https://www.needpix.com/photo/27244/chloroplast-chlorophyll-unlabelled-cellular-plant-
biology-diagram-photosynthesis-leaf
https://commons.wikimedia.org/wiki/File:Mitosis_(261_13)_Pressed;_root_meristem_of_oni
on_(cells_in_prophase,_metaphase,_anaphase,_telophase).jpg
https://commons.wikimedia.org/wiki/File:Rhizomnium_punctatum_lamina.jpeg
Answers Key
Activity1: Where Do I Belong
Activity 2: What Do I Have

1. An animal cell does not have cell wall while a plant cell has.
2. An animal cell has irregular shape while a plant cell has a fixed shape.
3. An animal cell does not have chloroplast while a plant cell has.
Activity 3: How Do You Know About Us

1. Cell wall 6. Centrioles
2. Cell membrane 7. Mitochondria
3. Chloroplast 8. Endoplasmic Reticulum
4. Cytoplasm 9. Golgi Bodies
5. Nucleus 10. H

Activity 4: What I Do Not Have
Organelles of the plant cell NOT present in an animal cell.
1. Vacuole 2. Chloroplast 3. Cell Wall
Organelles of the animal cell NOT present in plant cell.
1. Centriole 2. Flagellum 3. Lysosome
Activity 5: Think of Us
1. Chloroplasts are the food producers of the cell. The organelles are only found in plant
cells. Chloroplasts work to convert light energy of the Sun into sugars that can be
used by the plant cells, making it plants to become a primary producer.
2. Plant cells have cell walls which gives the plant cell its unique rectangular shape, one
large vacuole per cell, and chloroplasts, while animal cells will have a cell membrane
only.
Prepared by:
ARIANE ACE T. DE GUZMAN

Writer

SCIENCE 7
Name of Learner: _____________________________________Grade Level: ___________
Section: ____________________________________________ Date: _________________

Cell as the Basic and Functional Unit of Life
Organisms are made up of trillion of cells. There are many types of cells present in
organisms. Each type play an important role. Cells are present in all living organism, be it
simple of complex. It is the basic and functional unit of life. Cells are essential in performing
various life processes needed to sustain life. Hence, cells provide from and structure, process
nutrients and convert it to usable energy.
Cell damage (also known as cell injury) is a variety of changes of stress that a cell
suffers due to external as well as internal environmental changes. Amongst other causes, this
can be due to physical, chemical, infectious, biological, nutritional or immunological factors.
Cell damage can be reversible or irreversible. Depending on the extent of injury, the cellular
response may be adaptive and where possible, homeostasis is restored. Cell death occurs when
the severity of the injury exceeds the cell's ability to repair itself. Cell death is relative to both
the length of exposure to a harmful stimulus and the severity of the damage caused.

Explain why the cell is considered the basic structural and functional unit of all organisms
(S7LT-IIe- 5).
ACTIVITY 1. CAN YOU IDENTIFY ME?

DIRECTIONS: Fill in the crossword puzzle using the important descriptions related to the
different types of cells. Use the given clues across and down to complete the numbered grid
below.

ACTIVITY #2. THE ROLE I PLAY IN YOUR BODY
DIRECTIONS: Read each statement that follows and identify what life process from the
choices below. Write only the letter of your choice.
A. Metabolism B. Movement C. Growth D. Response to stimuli

E. Reproduction F. Nutrition G. Adaptation
____1. It is the process by which living things produce the same

type of living things. This is accomplished either asexual or
sexual.
____2. This process includes breaking down food, building
body parts, releasing energy and removing wastes.
____3. Plant growing towards the source of light.
____4. All living things either take in food or produce their own
food.
____5. In single-celled microorganisms, this process occurs as
the cell gets larger.
____6. The ability of persons and animals to play, run and jump.
____7. This allows an organism to survive successfully in its
environment.
____8. In desert, water- storing stems and modified leaves of
cacti make them well adapted.
____9. The foods eaten changes within the organism in which
energy is either released or used up.
____10. Most of animals takes food as simple as putting it in their
mouths.
____11. Caterpillars develop into butterflies and tadpoles into

frogs. Butterflies and frogs undergo metamorphosis.
____12. Waking up when an alarm clock rings.
____13. In this life process, offspring are produces by two gametes.
The offspring produced show some but not all characteristics of
both parents.
____14. In plants, they do not move as animals and humans

do, but they do it by bending, by expanding their body or by
extending their roots to a wider area.
____15. The fish body shape, scales and fins make them
move easily through water.

ACTIVITY 3. WHEN PROBLEMS ARISE
DIRECTIONS: Complete the table below. Describe the functions of the different types of cells
and identify possible effects when damaged or injured.
Type of cells Function/s Possible effects when cells are damaged

or injured
1. Red Blood Cells
2. Muscle Cells
3. Brain Cells
4. Skin Cells
5. Egg Cells

ASSESSMENT RUBRIC
Assessment Indicators for the Levels of Performance

Score
Criteria 1 point 2 points 3 points
Content The answers are The answers are The answers are
not accurate, not comprehensive accurate and
comprehensive, but not accurate comprehensive,
and not clearly and clearly and clearly
presented presented presented
Use of Correct The answers The answers The answers are
Grammar have many have some free from
grammatical grammatical grammatical
errors errors errors
Completeness The output The output The output
of answer includes some of includes most of includes all the
the required the required required
information. It information. It information. It
lacks several lacks some describes all
relevant and relevant and relevant and
needed answers needed answers needed answers
ACTIVITY 4. ANALYZE THIS!

Directions: Read and analyze the situation that follows. Answer the following questions.
There are trillions of different cells in the body, each cell is like a small community
with different stations such as the city hall, market and other stations that play important role
in the community. These different cells have their own function but works together with all
other types of cell.
FIGURE 1
1. Figure 1 shows a portion of the bone. Bones together with cartilage makes up the skeletal
system.
___________________________________________________________________________
a. What do you think bones are made up of?
___________________________________________________________________________
b. What are the functions of the skeletal system?
___________________________________________________________________________
c. What could happen when bone cells will not be able to function properly?
___________________________________________________________________________
d. Will it affect the organism’s life processes?
___________________________________________________________________________
2. Cell being the basic unit of life has smaller organs called organelles that carry different
functions in a cell. Label Figure 2 with the different cell organelles according to their
functions similar with the different areas.
a. What cell organelle is like the door’s house?

What is the door’s function?
_______________________________________
_______________________________________
b. Imagine a cell without a cell membrane. What
problems could arise?
_______________________________________
_______________________________________
c. If the mitochondria serve as the powerhouse
of the cell, what will serve as the powerhouse on
Figure 2? _______________________________
_______________________________________
d. Will there be a problem in the house in Figure
2 if it does not have any powerhouse?
_______________________________________
_______________________________________
How about in a cell? Will the absence of a
mitochondrion pose a grave danger to the cell?
_______________________________________
_______________________________________
FIGURE 2
e. If Figure 2 is a cell and was eventually put on fire due to malfunction of some area, will it
affect the surrounding and the community it belongs?
___________________________________________________________________________
___________________________________________________________________________
f. For cells to properly function as well as the organism, what are the things that needs to be
done?
___________________________________________________________________________
___________________________________________________________________________

Reflection
From the different activities about cell’s structural and functional unit, I have learned
that________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References for Learners

Books
Vengco, Lilia G. et al. (2013). You and the Natural World Science:K to 12 Curriculum
Compliant.Quezon City, Philippines: Phoenix Publishing House, Inc.
Postlethwait, John H. et al. (2012). The World Biology. Pasig City, Philippines:
Cengage Learning Asia Pte Ltd.
Ramos, John Donnie A. et al. (2013). Exploring Life Through Science Series.
Quezon City, Philippines: Phoenix Publishing House, Inc.
Photo Credits
https://s3.thingpic.com/images/pQ/WNydGtXEMuCHT8ETpjn8UPzX.jpeg
https://static.sciencelearn.org.nz/images/images/000/002/359/full/Muscle-structure20161111-
16640-sswv7o.jpg?1522307942
https://storage.needpix.com/rsynced_images/cactus-114681_1280.jpg
https://p0.pikist.com/photos/85/297/butterfly-insect-butterflies-wings-fauna-colorful-delicate-
pupae-metamorphosis-thumbnail.jpg
https://storage.needpix.com/rsynced_images/flower-362377_1280.jpg
https://cdn.pixabay.com/photo/2016/10/22/12/15/sheep-1760585_960_720.jpg
https://weekly.biotechprimer.com/wp-content/uploads/2016/04/blood-75302_640.jpg
https://encrypted-
tbn0.gstatic.com/images?q=tbn%3AANd9GcQdcWV4pL5R8F6JSEb8SkuDst2yQi6k-
DH7Jg&usqp=CAU
https://www.austinfertility.com/wp-content/uploads/2016/04/sperm-switch-male-
infertility.jpg
Answer Key
Activity 1: Can You Identify Me?
Across:
2. Neurons
3. Melanocytes
5 Sperm cells
8. RBC
Down:
1. Adipocytes
4 Egg cells

6 Muscle cells
7 Bone cells
Activity 2: The Role I Play in Your Body

1. E 6. B 11. C
2. A 7. G 12. D
3. D 8. G 13. E
4. F 9. A 14. B
5. C 10. F 15.
Activity 3: When Problem Arise
Type of cells Function/s Possible effects when cells are

damaged or injured
1.Red blood The function of the red cell and Pernicious anemia- abnormal shape of
cells its hemoglobin is to carry cell which is oval
oxygen from the lungs or gills to Sickle cell anemia-abnormal shape
all the body tissues and to carry which is crescent
carbon dioxide, a waste product Polycythemia- abnormal number which
of metabolism, to the lungs, is higher than normal.
where it is excreted
2.Muscle cells Muscles not only support Muscular dystrophy affects muscle
movement but also help to fibers
maintain posture and circulate Myasthenia gravis, which is
blood and other substances characterized by varying degrees of
throughout the body weakness of the skeletal muscles.
3. Brain cells Cells in the brain that send and Brain atrophy or loss of brain cells.
receive electrical and chemical Atrophy also destroys the connections
signals. They are building blocks that help the cells communicate.
of your brain, and transmit Can progress to Alzheimer’s disease
information to other neurons, and Cerebral Palsy and others.
muscles, and tissues throughout
the body.
4.Skin cells Skin is the body's largest organ, Warts and moles
and along with hair, nails, glands Acne
and nerves, is part of the Eczema
integumentary system. This Psoriasis
system acts as a protective Skin cancer
barrier between the outside and
the inside of the body.
5.Egg cells Egg cells, or ova, are the cells Infertility
utilized by female organisms to Premature menopause
reproduce offspring.
Activity 4: Answer This!

1. a. Bone cells
b. Skeletal system supports the body, facilitates movements and protects the internal organs.
c. Can cause osteoporosis, osteopenia and osteomalacia
d. Yes
2. a. Cell membrane
It protects the house from possible entry of intruders and animals.
b. There will be an uncontrolled entry unwanted pathogens and substances not
needed by the cell and exit of essential nutrients needed by the cell.
c. Kitchen
d. Yes. A cell without a mitochondrion will pose a great danger because
mitochondrion is responsible in converting the food we take into energy that the cell can
use.
e. Yes.
f. Stay healthy by eating healthy foods, drinking lots of water, having enough sleep, proper
exercise and practicing proper hygiene at all times.
Prepared by:
SHERMALEENE P. ACOSTA
Writer

SCIENCE 7
Name of Learner:_______________________________________ Grade Level___________
Section:_______________________________________________ Date:________________

Reproduction: Asexual and Sexual Reproduction
The ability of an organism to produce new individuals is one of the characteristics that
distinguish living thing from non-living things is called Reproduction.
Types of Reproduction
1. Asexual Reproduction
➢ A type of reproduction where a single organism is the sole parent and doesn’t need
the union of cells.
➢ Gives rise to an offspring that are identical to the parent.
➢ Modes of asexual reproduction includes:
a. Vegetative reproduction
b. Binary fission
c. Regeneration
d. Budding
e. Spore formation
2. Sexual reproduction
➢ Two parents produce offspring that have unique combinations of genes.
➢ Gives rise to an offspring that is genetically unique from their siblings and both
parents
➢ Individuals that reproduce through sexual reproduction need two parents, a male
and female that produce egg cell and sperm cell called gametes.
➢ When conditions are favorable, egg and sperm unite in a process known as
fertilization, and the resulting fertilized egg called zygote contains genes from both
parents.

Differentiate asexual from sexual reproduction in terms of:
1. number of individuals involved;
2. similarities of offspring to parents ( S7LT-IIg-7 ).

ACTIVITY 1. WORD HUNTER!!!
DIRECTIONS: Find and encircle the words listed inside the box related to reproduction.
1. Reproduction 6. Vegetative 11. Egg Cell

2. Sexual 7. Fertilization 12. Sperm Cell
3. Asexual 8. Zygote 13. Fragmentation
4. Budding 9. Gametes 14. Spore Formation
5. Regeneration 10. Binary Fission 15. Offspring
S P E R M C E L L C B L L M B K
R T Y A S E X U A L L K F F H B
F E R T Y O F F S P R I N G Q U
E S C J K L P O Z S A F D N M D
R B D W Q U Z D M F S A Z C V D
T F I T W R S Y I U T G F E X I
I R L N D A S M G X Z X G P T N
L A S F A G G L M O N E T W R G
I G R E P R O D U C T I O N D G
Z M D C X V Y S T A Y E A T H E
A E W Q R U Y F T S T A Y A T G
T N H O M E A I I Q R V B X Z G
I T V T H J V L J S I W O P S C
O A H I O E L C R X S O P W A E
N T C Z Z K R T V N M I L H S L
T I W Q D D F G H I O P O P P L
H O E G A M E T E S Q L N N M M
I N R T Q R T Y Z X A L M N X V
S P O R E F O R M A T I O N K G
I R E G E N E R A T I O N H J G
ACTIVITY 2. MATCH AND PAIR!!

DIRECTIONS: Match the words in Column A with the correct descriptions in Column B.
Write the letter on the space provided to complete the magic word.
COLUMN A COLUMN B
P. Zygote 1. A process by which one organism self-reproduce.

D. Budding 2. The cells that comes from the mother and father during
reproduction.
D. Sperm cell 3. New cell that is formed during fertilization in sexual
reproduction.
R. Asexual 4. Sex cell that is coming from the mother.
E. Regeneration 5. Reproduction that requires two parents.
U. Binary Fission 6. A parent organism produces offspring by growing a tiny of
itself.
C. Fertilization 7. An organism divides it body into two where each half grows
into a new organism.
E. Sex Cells 8. A process during reproduction where two sex cells join
together.
R. Egg Cell 9. A method of reproduction wherein an organism can replace
or restore their lost or damaged body parts.
O. Sexual 10. Sex cell that is coming from the father.
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
1 2 3 4 5 6 7 8 9 10
ACTIVITY 3. RAINING INFO!

DIRECTIONS: Complete the chart below. Choose your answer in the box provided that
describes the word.
• Requires one parent only

• Offspring produced is genetically unique from the parents
• Undergoes Fertilization
• Undergoes different modes of reproduction
• Requires 2 parents
• Offspring is genetically identical to the parent
Asexual Sexual
Reproduction
l Reproduction
l l
REFLECTION
Learners write what she/he feels about the activity.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

REFERENCE
Learner’s Material Science 7 pp. 134-145
ANSWERS KEY
Activity 1
S
P E R M C E L L
A S E X U A L B
F
O F F S P R I N G U
E
D
R
B Z V D
T
F I Y E I
I
R N G G N
L
A S A O E G
I
G R E P R O D U C T I O N
Z
M X Y A E E
A
E U F T G
T
N A I I G
I
T V L S C
O
A E S E
N
T I L
I O L
O G A M E T E S N
N
S
P O R E F O R M A T I O N
R E G E N E R A T I O N

Activity 2
R E P R O D U C E D
1 2 3 4 5 6 7 8 9 10
Activity 3
Asexual Sexual
Reproduction
l Reproduction
l l
Undergoes Undergoes
Requires Requires Fertilization
different
one 2 parent
modes of
parent reproduction
only Offspring
produced is
Offspring is genetically
genetically unique from
identical to the parents
the parent
Prepared by:
JANINE V. DELA CRUZ

Writer

Science 7
Name: ____________________________________________ Grade Level: ____________
Date: _____________________________________________ Section: ________________

Biotic and Abiotic Factors

Biotic Factors
The living components of an ecosystem are called biotic factors. These are the living
organisms such as plants, animals, bacteria, fungi and protists.
A living organism has the following characteristics:

1. a unique chemical organization;
2. a cellular organization;
3. a constant energy requirement;
4. the ability to grow;
5. a definite form and size ranger;
6. the capacity to reproduce
7. a definite life span;
8. the ability to respond to stimuli;
9. variation and adaptation; and
10. the ability to move.
Abiotic Factors
The nonliving components of an ecosystem are called abiotic factors. These includes
sunlight, water, soil, minerals, air, and climate.
Plants need sunlight and water in performing photosynthesis and respiration. Humans
and animals need the sun to keep their body warm, and water for hydration. Living things also
need minerals such as calcium, iron, nitrogen, sodium and phosphorus to be healthy and keep
them going. They also need the right temperature for survival. All organisms have basic
survival needs. If one of these needs is not met in the ecosystem, the organism may die.
Learning Competency and Code

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

ACTIVITY 1. ECOSYSTEM CONCEPT MAP
DIRECTIONS: Choose the word/phrase inside the box below to complete the concept map
about the components of an ecosystem then answer the questions that follows:
Sunlight Cellular organization Capacity to reproduce Abiotic
Energy requirement Soil Water Ability to move
Climate Ability to grow Air Biotic
Components of an Ecosystem

Guide Questions:
1. What are the components of an ecosystem?

___________________________________________________________________________
2. What is/are the characteristics of biotic factors in the ecosystem?
___________________________________________________________________________
3. What is/are the characteristics of abiotic factors in the ecosystem?
___________________________________________________________________________
ACTIVITY 2. IS IT LIVING?
DIRECTIONS: Fill in the columns with YES or NO based on the characteristics of the given
pictures in the first column of the table then answer the questions that follows.
Does it Does it Does it Does it Does it
move all grow and breathe? respond to reproduce?
by itself? change? stimuli?

Guide Questions:
1. What are the similarities of the things that you answered with “Yes”?
___________________________________________________________________
How about their differences?
___________________________________________________________________
2. What are the similarities of the things that you answered with “No”?
___________________________________________________________________
How about their differences?
___________________________________________________________________

ACTIVITY 3. PUT MY WORDS INSIDE
DIRECTIONS: Put the words written inside the box in their correct places in the Venn diagram
below to show the similarities and differences between biotic and abiotic components of the
ecosystem.
Living things Pot Bacteria Soil Garden
Mushroom Nonliving things Frog Molds Twigs
Mist Pebbles
SIMILARITIES
DIFFERENCES DIFFERENCES
Reflection
From the given activities about Biotic and Abiotic Factors, I have learned that
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References
Books
Capco, Carmelita M., Biology, Phoenix Science Series, Quezon City, 2003
Navaza, Delia C, Potenciano, Jojo L., Quodala, Pauline V.,Science for active
Learning, Quezon City, 2016

Answers Key
Activity 1
Components of an Ecosystem
Biotic Abiotic
Cellular organization Sunlight
Soil
Capacity to
reproduce
Water
Energy requirement
Climate
Ability to move on its
own
Air
Ability to grow
1. An ecosystem is composed of biotic and abiotic factors.

2. Biotic factors in an ecosystem exhibits the following characteristics:
a. a unique chemical organization;
b. a cellular organization;
c. a constant energy requirement;
d. the ability to grow;
e. a definite form and size ranger;
f. the capacity to reproduce
g. a definite life span;
h. the ability to respond to stimuli;
i. variation and adaptation; and
j. the ability to move.
3. Abiotic factors in an ecosystem are the nonliving things such as soil, water, climate, sunlight,
and air.
Activity 2
Does it Does it Does it Does it Does it
move all grow and breathe? respond to reproduce?
by itself? change? stimuli?
Yes Yes Yes Yes Yes
No No No No No
No No No No No
Yes Yes Yes Yes Yes
No No No No No
Yes Yes Yes Yes Yes
No No No No No

No No No No No
No No No No No
Yes Yes Yes Yes Yes
1. They can all move by themselves; they can grow and change, they can breathe, they all
respond to stimuli and they can reproduce. They only differ in kind of living thing.
2. They cannot all move by themselves; they cannot grow and change, they cannot breathe,
they cannot respond to stimuli and they cannot reproduce. They only differ in kind of nonliving
thing.
Activity 3
Living Things Nonliving Things
Bacteria Pot
Mushroom Soil
Molds Garden Pebbles
Frog Twigs
Mist
SIMILARITIES
DIFFERENCES DIFFERENCES
Prepared by:
ESMERALDA D. LOZANO
Writer

SCIENCE 7
Name of Learner: _____________________________________ Grade Level: __________
Section: _____________________________________________ Date: ________________

Everything is Connected

Every living and non-living thing around us are interconnected in a place called
ecosystem. There are many ways living things interact with non-living things like how a parent
to a son/daughter, friends and enemies to one another. From the last module, where you have
known what are living things (biotic) and non-living things (abiotic), it is also important to
know how they live together or fight each other in order to survive in the place they live in.
That’s what we are going to learn here about ecological relationships.
Let’s check if you can identify and describe these different relationships happening in
the ecosystem.
Learning Competency with code

Describe the different ecological relationships found in an ecosystem ( S7LT-IIh-10 ).
ACTIVITY 1. MATCH-MAKING
DIRECTIONS: Try to look at the following pictures and identify which relationships are
positive which benefit each organism. Encircle the photos that show positive relationship to
each other.

ACTIVITY 2. ORGANIZE WHAT YOU KNOW
DIRECTIONS: Study the different ecological relationships found in the ecosystem and match
it to the best example from the graphic organizer below by connecting an arrow.
1. Mutualism - both organism

benefit each other
2. Commensalism - one benfits

and the other is not benefited or
harmed
Ecological 3. Parasitism - one organism

Relationship benefits and the other is
harmed
4. Predation - organisms
obtain food by eating the other
5. Competition - organisms in a
group fight for food and space
ACTIVITY 3. AVENGERS ASSEMBLE…

DIRECTIONS: Refer to the pictures below and fill in the table.

PICTURE Participating organisms Type of
Benefited Harmed Unharmed relationship
organism organism organism (mutualism,
predation,
commensalism,
parasitism)
A
B
C
D
Keywords: carabao and egret, butterfly and flower, cat and rat, golden snail and leaf
ACTIVITY 4. MY PICTURE OF AN ECOSYSTEM

DIRECTIONS: Design/draw a poster of an ecosystem that illustrates the 5 different
relationships using examples other than mentioned in the above discussion and explain shortly
what happens to each one in the relationship and identify the type of ecological relationships
between pair of organisms. Submit in a short bond paper with your name, grade and section in
any form (handwritten or computerized). Refer to the rubrics for scoring presented below.
RUBRIC FOR SCORING
Criteria 5 pts 4 pts 3pts 2pts 1pt

Poster Showed 5 Showed 4 Showed 3 Showed 2 Showed only
elements clear different different different 1 ecological
and design different ecological ecological ecological relationship
ecological relationships relationships relationships
relationships
Presentation Clearly Presented Presented Presented No clear
presented somehow relationships somehow relationships
relationships clear between unclear presented
between relationships examples but relationships between
examples between a little between examples
examples unclear examples
Pairing or Perfect Most Some Few No clear
organisms examples are examples are examples are examples examples and
made and somehow matched match the unmatched
matched perfect and relationships relationships
matched
Explanation Written Written Written Written Written
& output is output is output has output is not output is not
submission well-detailed somewhat- less detail detailed and detailed and
and detailed and but incomprehen incomprehen
comprehensib comprehensi comprehensi sible, sible,
le, submitted ble, ble, submitted submitted
on-time submitted submitted on-time late
on-time on-time

ACTIVITY 5. WHAT I HAVE LEARNED
DIRECTIONS: Identify if the following sentences are true or false about ecological
relationships. Write T for true and F for false.
_____1. Mutualism is a relationship where all organisms benefit from each other.
_____2. Parasitism promotes healthy competition among all organisms.
_____3. Commensalism is a relationship that favors one organism but has no effect on the
other.
_____4. Predation does not sacrifice any organism in a relationship.
_____5. Competition is a struggle among organisms for food, space and other important needs
to survive in a crowd.
Reflection
What I have learned about ecological relationships?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References for Learners

• BEAM I Unit 5: Living Things and Their Interactions -
https://lrmds.deped.gov.ph/detail/6407
• Living Things and Their Interactions - https://lrmds.deped.gov.ph/detail/6407
• Ecological Relationships PowerPoint by Armand Anthony 2015 -
https://www.slideshare.net/almandix/ecological-relationships-54894315
• Instructional Plan in Science 7 by Maria Jesusa C. Despojo 2015 -
http://depedbohol.org/v2/wp-content/uploads/2015/07/Instructional-Plan-in-Science-
Grade-7-Qtr.-2.pdf
Answer Key
ACTIVITY 1: ACTIVITY 2:

ACTIVITY 3:
PICTURE Participating organisms Type of

Benefited Harmed Unharmed relationship
organism organism organism
A Carabao & Mutualism
egret
B Butterfly Flower Commensalism
C Cat Rat Predation
D Golden snail Leaf Parasitism
ACTIVITY 4: Answers may vary
ACTIVITY 5
1. T 2. F 3. T 4. F 5. T
Prepared by:
RAVELO D. DE VENECIA, RN, LPT

Writer

SCIENCE 7
Name of Learner: ____________________________________ Grade Level: ___________
Section: ___________________________________________ Date: ________________

Energy Transfer in the Ecosystem
Energy is needed to sustain different life processes. Among organisms in an ecosystem,

only green plants and other photosynthetic organisms can make their own food using the sun’s
energy to manufacture food. Since plants produce their own food, they are called producers or
autotrophs. Producers occupy the first trophic level.
Energy flow in an ecosystem begins with the producers. The primary consumers feed
on the producers and change the energy from the plant into energy that they can use.
Subsequently, the secondary consumers feed on the primary consumers and other consumers
feed on the secondary consumers. The transfer of energy from one organism to another is called
a food chain.
In each case, as energy is passed on from one trophic level to the next trophic level,
some energy is lost as heat into the environment. If plants and animals die, decomposers like
bacteria and fungi feed on their wastes. Decomposers break down wastes into nutrients which
are returned to the soil for plants and animals to use. Without decomposers, the producers
cannot produce raw materials for building new organic matter .

Predict the effect of changes in abiotic factors on the ecosystem ( S7LT-IIj-12 ).
ACTIVITY 1. WHAT AM I?
DIRECTIONS: Read and analyze each riddle carefully. Identify the plant or animal being
described in each box. Write the name of the organism on the space provided.
1. I am an insect that hop more than the

length of my body. I hang out in _ _ _ S _ _ _ _ _ _ _
green grasses and leaves to escape
from enemies.
2. I love eating rice grains and
leftovers in your home. I bite your
toes while sleeping at night. I climb, _ A _
jump, and hide in strangest places.
3. I am a type of bird that feed on

snakes, frogs, and lizards. I do not _ _ W _
eat monkeys. I build my nest high in

trees. I migrate after breeding season
ends.
4. I am something on the ground that
can be seen and gets cut. My color _ R _ _ _
refreshes your eyes.
5. I am a creature with no legs. My skin
has a lot of scales. I can have a _ _ _ K _
deadly venomous bite.
6. I am a common pet that rub up
against you. I love to play with you _ _ T
and help you catch a mouse.
7. I am a tasty food that grows in the
field. I have yellow grains that can C _ _ _
be eaten piece by piece.
8. I can be found in the farm. I have
legs, wings, and breast. I am one of _ _ _ _ _ _ N
your favorite foods when grilled,
roasted, and fried.
9. I am part of your everyday meal that
gives you energy. I grew in a paddy R _ _ _
field before it reaches your plate.
10. I am an amphibian that croaks and
loves to hop around. I have a long _ _ O _
tongue that catches flies.
ACTIVITY 2. CHOOSE BETWEEN US!

DIRECTIONS: Based from your answers in Activity 1, identify whether the organism is a
producer or consumer. Write the name of the organism on the spaces provided.
Producer Consumer
Guide Questions:
1. Which organisms are the producers? consumers?
___________________________________________________________________
2. Why are plants considered as producers?
___________________________________________________________________
3. Why are animals considered as consumers?
___________________________________________________________________
4. How will you differentiate a producer from a consumer?

___________________________________________________________________
5. What other organisms in your community eat plants only? animals only?
___________________________________________________________________
ACTIVITY 3. IT’S EATING TIME!

DIRECTIONS: List down five examples of producers and five examples of consumers that
you see in your own backyard. Observe which organisms eat the producers and consumers.
Based from your list, choose four organisms and trace the flow of energy in the boxes below.
EXAMPLES OF PRODUCERS EXAMPLES OF CONSUMERS
SunSun
ACTIVITY 4. CLASSIFY ME
DIRECTIONS: The picture in each item shows an interaction between two organisms. Every
organism belongs to a particular category. Identify and write the name of the organism in the
box. Provide and underline the possible producer or consumer in the empty box left in each
item. Refer to the example below.
Organism Producer 1st Order Consumer 2nd Order Consumer
Apple Worm Bird
Start here:
Organisms Producer 1st Order Consumer 2nd Order Consumer

Guide Questions:
1. Which provide energy to the spider and the cow?
________________________________________________________________
2. To what order consumer does the caterpillar belong? How about the bird eating
worms?
________________________________________________________________
3. What happens to the energy transferred as it reaches the second order consumer?
________________________________________________________________
ACTIVITY 5. FOOD WASTE MATTERS

DIRECTIONS: Read and analyze the situation presented below and answer the questions that
follow. Write the letter of your choice on the space provided.
In a dynamic science class, a group of students performed a noteworthy experiment

regarding their food waste problems at home. They were guided with objectives and procedures
of the activity. The objectives were to create a compost with food wastes, infer what happens
to the food wastes after a couple of observations, construct a food chain, and visualize the
effect of composting wastes in the ecosystem.
With the assistance of their science teacher, they cut the 1.5 L bottle horizontally two
inches away from the cap and make holes all over the bottle .Starting from the bottom of the
bottle, the layering of one cup in each item were as follows: soil, dried leaves, soil, fruit
peelings, soil, vegetable peelings, and soil at the top. Using a transparent tape, they returned
the upper portion of the bottle with cap and exposed the bottle in direct sunlight. When the soil
dries up, one to two cups of water was added and made sure that the water reaches the bottom
part of the bottle. Mixing the contents and recording their observations were done once a week.
After four weeks of observation, they removed the contents of the bottle and examined
the compost through their naked eyes. A small sample of the soil was observed under the
microscope. The students constructed a food chain based from their observations.
Guide Questions:
______1. Which do you think are the organisms they see in the soil?
I. Bacteria II. Worms III. Rats IV. Bugs
a. I only b. I & II only c. I,II,III only d. I,II,III,& IV
______2. What abiotic components are applied in the experiment?
a. soil and air c. water and air
b. soil and water d. soil, water, air, and sunlight
______3. After examining the soil, what do you think happened to the food wastes?
a. The organic wastes are totally decomposed.
b. All the organic wastes are completely visible.
c. Some started to decomposed and unrecognizable.
d. Large amount of water droplets on wastes is highly evident.
______4. Which of the following is NOT a good way of reducing food waste?
a. Plan your meals. c. Throw leftovers.
b. Store food correctly. d. Learn to preserve.
______5. All of the following are benefits of making food wastes into compost EXCEPT
a. It increases methane gas emissions.
b. It limits the amount of garbage in landfills.
c. It returns essential nutrients back into the soil to nourish the plants.
d. Is a great way to create a healthier world while decreasing our carbon foot prints.
ACTIVITY 6. CRACK THE CODE!

DIRECTIONS: Each number in the code stands for a letter. Use the code to fill in the words
below. Numbers are used more than once but always equal to the same letter.
1 2 3 4 5 6 7 8 9 10 11 12 13
L P J Z D T X E M Y H B Q
14 15 16 17 18 19 20 21 22 23 24 25 26
V C S O I W A K U F N R G
Example: C A R N I V O R E S
15 20 25 24 18 14 17 25 8 16
These are animals that eat other animals.
1. __ __ __ __ __ __ __ __ __ __ __
5 8 15 17 9 2 17 16 8 25 16
Organisms that breakdown dead bodies of plants and animals into simple nutrients
needed again by plants.

2. __ __ __ __ __ __ __ __ __ __
8 24 8 25 26 10 23 1 17 19
It is the passage of energy from one organism to another.
3. __ __ __ __ __ __ __ __ __
23 17 17 5 15 11 20 18 24
A series of feeding relationships among the organisms in an ecosystem.
4. __ __ __ __ __ __ __ __ __
2 25 17 5 22 15 8 25 16
Organisms that are capable of utilizing the sun’s energy to manufacture food.
5. __ __ __ __ __ __ __ __ __ __ __ __
6 25 17 2 11 18 15 1 8 14 8 1
It is the position an organism occupies in a food chain.
6. __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
2 25 18 9 20 25 10 15 17 24 16 22 9 8 25 16
They eat the producers.
7. __ __ __ __ __ __ __ __ __ __ __ __
11 8 6 8 25 17 6 25 17 2 11 16
These are organisms that feed on other organisms to survive.
8. __ __ __ __ __ __ __ __
12 20 15 6 8 25 18 20
Microorganisms that help in the decomposition of wastes.
9. __ __ __ __ __ __ __ __ __ __ __ __ __
23 25 22 18 6 2 8 8 1 18 24 26 16
Organic materials that can be used in composting.
10. __ __ __ __ __ __ __
15 17 9 2 17 16 6
A soil conditioner that help plants stay healthy and reduce the contribution of wastes
in landfills.
References
A. Books
Allas I.F., Espinosa A.A., Lorenzo A.D., Navarette B.V., and Bonifacio V. Navarette.
(2005). Discover Science K to 12 Edition. DIWA Learning Systems, Inc.
Domingo R.C., Aquino J.R., Aquino L.P., Revilla A.V., and Sheila M. Wenceslao.
(2005). Biology. St. Augustine Publications, Inc.

B. Websites
https://pixnio.com/fauna-animals/insects-and-bugs/butterflies-and-moths-
pictures/butterfly-larvae-hang-leaf-eat
https://www.needpix.com/photo/1630657/insects-macro-eat-nature-spider-free-pictures-
free-photos-free-images-royalty-free
https://en.wikipedia.org/wiki/List_of_feeding_behaviours#/media/File:Colibri-
thalassinus-001-edit.jpg
https://www.clearwaycommunitysolar.com/blog/science-center-home-experiments-for-
kids/composting-and-food-waste-experiment/
Answer Key
Activity 1
1. Grasshopper 6. Cat
2. Rat 7. Corn
3. Hawk 8. Chicken
4. Grass 9. Rice
5. Snake 10. Frog
Activity 2
Producer Consumer
Grass Grasshoper
Corn Rat
Rice Hawk
Snake
Cat
Chicken
Frog
Guide Questions:
1. The producer is the grass and the consumers are the grasshoppers, rat,
hawk, snake, and cat
2. Plants are considered producers because they are capable of producing
their own food by converting light energy from the sun into chemical
energy.
3. Animals depend on other organisms to nourish themselves.
4. Producers are organisms that can produce their own food while consumers
depend on other organisms to survive.
5. Organisms in our community that eat plants only are cows, carabaos, and
goat. The frogs and house lizards eat animals like mosquitoes.
Activity 3
Answers may vary.
Examples of producers: grasses, bougainvillea, pechay, riceplant, corn
Examples of consumers: frog, worm , dragonfly, chicken, man
Sun
Sun grass worm chicken man
Activity 4
Organisms Producer 1st Order Consumer 2nd Order Consumer
Corn Worm bird
Grass Cow man
Leaf Worm spider

insect dragonfly bird
Leaf caterpillar chicken
Note: The underlined organisms are not found in the pictures. It will be
provided by the students, Answers may vary.
Guide Questions:
1. The worm provides energy to the spider . Grasses give energy to the cow.
2. The caterpillar belongs to the primary consumer or the first order cosumer while the
bird eating the worms belongs to the secondary consumer or second order consumer.
3. The amount of energy that is transferred to the secondary consumer up to the top
consumer gets lesser and lesser.
Activity 5
1. b
2. d
3. c
4. c
5. a
Activity 6
1. Decomposers
2. Energy Flow
3. Food Chain
4. Producers
5. Trophic Level
6. Primary Consumers
7. Heterotrophs
8. Bacteria
9. Fruit Peelings
10. Compost
Prepared by:
MARIE GRACE A. BARTOLOME

Writer

Grade 7 Q2 Science LAS

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7

LEARNING ACTIVITY SHEET

Practice Personal Hygiene protocols at all times. i

Printed by: Curriculum and Learning Management Division

RIZALINO G. CARONAN, Education Program Supervisor–LRMDS, CLMD, DepEd R02

Competency Page Number

Focus specimens using the compound

Describe the different levels of biological

Differentiate plant and animal cells

Explain why the cell is considered the basic ----- 34

Differentiate asexual from sexual

Differentiate biotic from abiotic components

Describe the different ecological

Predict the effect of changes in abiotic

Practice Personal Hygiene protocols at all times. iii

Name: ____________________________________________ Grade Level: ____________

LEARNING ACTIVITY SHEET

Background Information for Learners

2. BASE It acts as microscopes support. It also carriers the

Practice Personal Hygiene protocols at all times. 1

8. FINE FOCUS/ FINE A knob used to fine-tune the focus of a specimen in

14. STAGE CLIP It holds the specimen slides in place.

Practice Personal Hygiene protocols at all times. 2

Revolving Nosepiece Stage Base

Rack Stop Arm Eyepiece

Practice Personal Hygiene protocols at all times. 3

Practice Personal Hygiene protocols at all times. 4

What I want to know

Practice Personal Hygiene protocols at all times. 5

Practice Personal Hygiene protocols at all times. 6

Practice Personal Hygiene protocols at all times. 7

Practice Personal Hygiene protocols at all times. 8

Practice Personal Hygiene protocols at all times. 9

LEARNING ACTIVITY SHEET

Background Information for Learners

Learning Competency with Code

ACTIVITY 1. HOW TO FOCUS?

DIRECTIONS: Procedure on how to focus specimens using compound

QUESTION 2: Where is the location of the fine focus knob in a compound

ACTIVITY 4. SIMULATING- FOCUSING SPECIMENS

Practice Personal Hygiene protocols at all times. 12

Practice Personal Hygiene protocols at all times. 13

Practice Personal Hygiene protocols at all times. 14

LEARNING ACTIVITY SHEETS

Background Information for Learners

Practice Personal Hygiene protocols at all times. 15

ACTIVITY 1. WORD HUNT!

Practice Personal Hygiene protocols at all times. 16

ACTIVITY 2. GUESS WHAT?

1. The basic unit of life

2. An individual animal, plant or single-celled life form

4. A group of organs that work together to perform specific bodily functions

5. All of the ecosystem on Earth added together

6. It is made up of all the communities in a certain area

7. It is made up of cells that work together to perform a certain task

8. The study of life

Practice Personal Hygiene protocols at all times. 17

Characteristics Jumbled letters Answer

1. Smallest functional unit of LLCE

2. Made up of cells that are

3. Made up of tissues that work NGORA

4. An individual living thing. GANSMIOR

5. Group of organisms of one PNOULAITPON

6. All of the organisms living in

Name: ________________________________ Grade Level: