Teacher Maria Fe A.

Macawili Grade Level 7

GRADE SEVEN Learning Area Science
DAILY LESSON LOG Teaching Dates and Quarter Second
Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge
and competencies. These are assessed using formative assessment strategies. Valuing objective support the learning of content and
competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the
curriculum guides.
a. Content Standards The Learners The Learners The Learners the different levels of
demonstrate an demonstrate an demonstrate an biological organization
understanding of: understanding of: understanding of:
the parts and functions the parts and functions the parts and functions
of the compound of the compound of the compound
microscope microscope microscope
b. Performance The learners should be The learners should be The learners should be The learners should be
Standards able to: able to: able to: able to:
employ appropriate employ appropriate employ appropriate employ appropriate
techniques using the techniques using the techniques using the techniques using the
compound microscope compound microscope compound microscope compound microscope
to gather data about to gather data about to gather data about to gather data about
very small objects very small objects very small objects very small objects
c. Learning Identify parts of the focus specimens using focus specimens using describe the different
Competencies/ microscope the the levels of
Objectives and their functions; compound microscope; compound microscope; biological organization
from cell
S7LT-IIa-1 S7LT-IIb-2 S7LT-IIb-2 to biosphere;
S7LT-IIc-3
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tacked in a week or two.
Microscopy: Parts and Proper Handling and Focusing Specimens Levels of Biological
Functions Use of The on the Microscope Organization
Microscope
III. LEARNING List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
a. References Department of Reyes, V.F., & Reyes, V.F., & Education. (2003).
Education. (2009). Alfonso, L. G. Alfonso, L. G. The Pyramid of Life
Science and (1979). (1979). (Levels of Biological
Technology II The microscope: The microscope: Organization).
textbook. (Rev. ed.). Part 1. Manila: Part 1. Manila: Biology Demystified:
Pasig City: Alemar- Alemar- A Self-Teaching
Instructional Phoenix Publishing Phoenix Publishing Guide. Retrieved
Materials House House January 16,
Development 2012 from
Corporation. http://www.educati
on.com/
1. Teacher’s Guide Module 2 pp.11-14 Module 2 pp.11-14 Module 2 pp.11-14 Module 1 pp. 1-7
pages
2. Learner’s Materials Module 2 pp. 9-16 Module 2 pp. 9-16 Module 2 pp. 9-16 Module 1 pp. 1-6
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
b. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Ask the class what Ask the class what are Recap on the Rules to Recall the smallest
lesson or presenting instrument they use the light system and observe when identifiable unit where
the new lesson when they need to see mechanical system of handling or using the we can detect
minute objects more the microscope. What microscope existence of life
clearly. How are these would happen if one
instruments similar to part is damage?
one another?
B. Establishing a Why the microscope is Explain that today's Application on the Life follows a
purpose for the considered a powerful lesson will focus on concepts learned in hierarchy of
lesson tool? understanding the Microscopy increasing complexity
How is it significant in specific parts and
our lives functions of a
compound microscope
and how to use it
effectively.
Introduce the
 objective: "Today, we
will explore the parts
of a microscope and
their functions to
understand how they
contribute to the
process of
magnification and
observation."

C. Presenting Show images or a Show various types of Use visual aids

examples/instances physical microscope microscopes and (diagrams, images) to
of the new lesson to illustrate the discuss their illustrate the levels of
different parts such as differences, organization from
the eyepiece, objective highlighting the cells to tissues, organs,
lenses, stage, compound organ systems,
condenser, and light microscope's parts and organisms,
source. Discuss their functions. populations,
functions briefly. communities,
1. Optical ecosystems, and
Microscopes: biosphere.
 Compound
Microscope:
This type uses
multiple lenses
to magnify the
specimen.
Highlight its
main
components
such as the
eyepiece,
objective
lenses, stage,
fine and coarse
focus knobs,
and the light
 source. Explain
how the
compound
microscope
achieves high
magnification
and its use in
studying thin,
translucent
specimens.
 Stereo
Microscope
(Dissecting
Microscope):
Show how it
differs from the
compound
microscope by
having separate
eyepieces and a
3D view of
larger and
opaque
specimens.
Emphasize its
use in
dissection and
manipulation of
larger objects.
2. Electron
Microscopes:
 Scanning
Electron
Microscope
(SEM):
Discuss how
this microscope
 scans the
surface of a
specimen with a
beam of
electrons to
create a detailed
3D image.
Highlight its
use in studying
surface
structures at
extremely high
magnifications.
 Transmission
Electron
Microscope
(TEM):
Explain its
function in
transmitting
electrons
through a
specimen to
create an
image. Discuss
its use in
examining
internal
structures at the
molecular level.
3. Other
Specialized
Microscopes:
 Fluorescence
Microscope:
Show its
specialized
 light source that
illuminates
fluorescent
compounds in a
specimen,
useful in
molecular and
cellular
biology.
 Phase-
Contrast
Microscope:
Discuss how it
enhances the
contrast of
transparent and
colorless
specimens
without
staining, crucial
in biological
studies.
When highlighting the
compound
microscope, discuss its
specific parts and
functions:
 Eyepiece
(Ocular):
Explain its role
in magnifying
the image
produced by
the objective
lens.
 Objective
Lenses:
 Illustrate the
multiple lenses
with varying
magnifications
(e.g., 4x, 10x,
40x, 100x)
used for
different levels
of
magnification.
 Stage: Show
how it holds
the specimen
and may have
mechanical
movements for
precise
positioning.
 Focus Knobs
(Fine and
Coarse):
Explain how
these are used
to adjust the
focus and
clarity of the
image.
 Light Source:
Discuss its
importance in
illuminating
the specimen
for
observation.
Engage students by
encouraging them to
identify these parts on
 actual microscopes or
detailed diagrams.
Provide scenarios
where each type of
microscope might be
used, emphasizing the
strengths and
limitations of different
types in specific
scientific applications.
Encourage questions
and discussions to
ensure a clear
understanding of the
differences between
various microscopes
and the unique
functions of the
compound
microscope.

D. Discussion of new Divide students into Things to observe in Preparing glass slides Levels of Biological
concepts and pairs or small groups. Handling and Using and Organization (Cells,
practicing new skills Provide them with a the microscope. Focusing the letter “e” Tissues, Organs, Organ
#1 microscope (or System, Organism)
images) and a
worksheet listing I have here a short video
microscope parts. of what are the
Instruct them to label biological organization
the parts and discuss of living things. After
their functions. Each this short video
group presents their presentation I will ask
findings to the class. you some questions, and
the students who can
answer can have a
reward!
So listen and take note!
 Probing Questions:
1. Give me at
least 5
levels of
organization
.
2. What is the
smallest
functional
unit of life
that will
form a
tissue?
3. Enumerate
the levels of
organization
from
smallest to
largest.
What is the largest level
of organization of all
living things?
E. Discussion of new Continue discussing make a chart or a
concepts and new concepts by pyramid of the levels
practicing new skills exploring the practical of organization, then
#2 applications of these for the pictures,
parts. Ask thought- identify to what level
provoking questions to of organization it is,
deepen their and then try to
understanding. arrange/organize it
Students present real- according to their
world examples of levels, starts from cell
how knowing these to organism.
parts' functions can
impact their use of a
microscope.
F. Developing mastery Draw ,Label and Make a poster Answering of the Answering of the
(Leads to Formative Identify the parts and showcasing proper Activity: How to Use Activity 1: What
 Assessment 3) functions of a microscope usage the Microscope Makes up an
compound light Organism
Microscope
G. Finding Practical Examples of practical Examples: Show how The benefits of being Any damage inflicted
applications of applications: microscopes are used able to observe things cells affects the tissue
concepts and skills in Understanding in various fields such not seen with the level
daily living microscope parts and as medical diagnosis unaided eye
their functions can (observing blood
help in fields such as cells), forensics
medical diagnosis, (examining trace
scientific research, evidence), and
quality control in environmental science
manufacturing, and (studying
environmental microorganisms in
analysis. water).
H. Making Engage students in a  What are the Ask thought-
generalizations and brief discussion to main provoking questions to
abstractions about draw conclusions components of summarize and
the lesson about the importance a compound solidify their learning.
of understanding microscope For instance, "How
microscope parts and and their are the levels of
their functions. Ask respective biological
questions that prompt functions? organization
reflection and  How does the interconnected?" or
summarization. compound "Why is understanding
microscope these levels crucial in
magnify an studying life
image sciences?"
compared to
other types of
microscopes?
 Why is it
important to
start observing
a specimen
with the lowest
objective lens?
  Explain the
significance of
using both
coarse and fine
focus knobs
when adjusting
the image.

I. Evaluating learning Summative Test Formative Test Quiz: Levels of

Five-item multiple- Biological
choice quiz: Organization
1. What part of 1. What is the
the microscope basic unit of
controls the life? a) Organ
amount of light b) Cell c)
passing Tissue d)
through the Ecosystem
specimen? (Answer: b)
(Answer: 2. Which level of
Condenser) organization
2. Which part includes
holds the multiple
objective populations
lenses? interacting in a
(Answer: particular area?
Revolving a) Community
nosepiece) b) Organism c)
3. What is the Biome d)
function of the Biosphere
eyepiece? (Answer: a)
(Answer: To 3. What is a
magnify the group of
image) organs
4. Where is the working
stage located? together to
(Answer: perform
Beneath the specific
 objective functions
lenses) called? a)
5. What part Tissue b)
supports the Organism c)
slide being Organ system
viewed? d) Population
(Answer: (Answer: c)
Stage) 4. Which level of
biological
organization
involves all
living and non-
living factors
in an area
interacting? a)
Ecosystem b)
Biome c)
Organism d)
Population
(Answer: a)
5. The largest and
most inclusive
level of
biological
organization is
the: a) Biome
b) Biosphere c)
Community d)
Cell (Answer:
b)

J. Additional Activities
for application of
remediation
I. REMARKS
II. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions
 a. No of learners who earned
80% in the evaluation
b. No. of learners who
require additional
activities for remediation
who scored below 80%
c. Did remedial lessons
work? No. of learners
who have caught up with
the lesson
d. No. of learner who
continue to require
remediation
e. Which of my teaching
strategies work 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?

Prepared by: Approved by:

Maria Fe A. Macawili Marivic T. Delgado