Teacher REA MAE A.

MONTES Grade Level 7

GRADE SEVEN Leamin11 Area Science
DAIL YLESSO.' LOG Teaching Dates and Quarter Second
Time

Mondav Tuesdav I Wednesdav Thursdav I Fridav

I. OBJECTIVES Qbicctives must be met CNcr the week and connected to the curriculum standards. To meet the obtcctivcs, necessary proccdums
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 strategics. ValuillQobicctive support the loaming of content
and competencies and enable children to find significallCc and joy interacting thelesson. Weekly objectives sllall be derived from
the
curriculumouidos.
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
the parts and functions the parts and functions of:
of the comlX)Und of the compound the parts and functions
miaosconi:> microsctv"IP of the compound
microsconP
b. Performance The learners shouki 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 to gather data about to gather data about
ventsmall ob•......... about ven.1small , ..,...small obiects .......smallobiects
obiects
C. Learning Identify partsof the focus specimens using focusspecimens using describe the different
Competencies/ microscope tile the levels of
Objectives and their functions; compound microscope; compound microscope; biological organization
from ceU
S7LT·Ila·l S7LT·Ilb·2 S7LT·Ilb-2 to biosphere;
S7LT·Ilc-3
II. CONTENT Content is what the lesson is allabout. It pertains to the subject matter that the teacher aims to teach in theCG, the content can be
tacked in a week or two.
Microscopy: Parts and Proper Handling and Focusing Specimens Levels of Biological
Functions Use ofT11e on the Microscope Organization
Microscone
Ill. LEARNING List ofmaterials to be used in different days. Variedsources of materials sustain children's interest in the lessoo andinth-0learning.
RESOURCES Ensure that there is mix of concrete andmanipulative materials as well as paper-based materials. Hands--on leamillQptomotes
concept development
a. References

1. Teacher's Guide Module 2 pp.11-14 Module 2 pp.11-14 Module 2 pp.11-14 Module I pp. 1-7
oaaes
2. Learner's Materials Module 2 pp. 9-16 Module 2 pp. 9-16 Module 2 pp. 9-16 Module I pp. 1-6
paqes
3. Textbook paqes
4. Additional Materials
from Learning
Resource (LRl oortal
b. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Ask the class what Ask the class what are Recap on the Rules to Rec II the smallest
lesson or presenting instrument they use the light system and observe when identifiable unit where
the new lesson when they nee.d 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 \Vhy the microscope How important is the Application on the Life follows a
purpose for the is considered a microscope in the concepts leame.d in hierarchy of
lesson powerful tool? field of biology? Microscopy increasing complexity
How is it significant
in our lives

C. Presenting Common types Show picture

examples/instances of microscope depicting the levels of
of the new lesson organization in an
 orc anism
D. Discussion of new Parts and Functions Things toobserve in Preparing glass slides Levels of Biological
concepts and of a Compound light Handling andUsing and Organization(Ce.tis,
practicing new skills microscope the microscope. Focusing the letter ''e'' Tissues, Organs,Organ
#1 System, Organism)
E. Discussion of new
concepts and
practicing new skills
#2
F. Developing mastery Draw ,Label and Make a poster Answering of the Answe,ing of
(Leads to Formative Identify theparts and showcasing Activity: How to Use the Activity I:
Assessment 3J functions of a proper the Microscope What Makes
compound light microscope usage upan Organism
Microscone
G. Finding Practical Recent Thebenefitsof being Anydamage inflicted
applications of biotechnologies able toobserve d1ings cells affects
concepts and skills in which not seen with the thetis.sue level
daily livin!I allows us to live a unaided eye
more comfortable life
H. Making
generalizations
and
abstractionsabout
the lesson
I. Evaluatina learninn Summative Test Summative Test Formative Test Summative Test
J. Additional Activities
for application of
remediation
I. REMARKS
11. REFLECTION

a. No of le.amers who
eamed 80% in the
evaluation
b. No. of leamers who
require additional
activities for remediation
who scored below 80%
C. Did remedial lessons
 work? No. of le.arners
who have caught up with
the lesson
d. No. of leamer who
continue to require
remediation
e. \Vhich of my te.aching
strategies work well?
Whv did these work?
f. What difficulties did I
encounter which my
principal or supervisor
can helo me.solve?

-" \Vhat innovation or

localized materials did I
use/discover which I wish
to share with other
te.achers?
GRADE SEVEN Grade Level 7
Teacher REA MAE A. MONTES Leamina Area Science
DAILY LESSON LOG Teaching Dates and Quarter Second
Time

Mondav I Tuesdav Wednesdav I Thursdav Fridav

I. OBJECTIVES Objectives must bemetover the week and connected to the curriculum standards. To meet the objectives,necessary procedures
mustbe followed andif needed, additional tessons, exercises andremedial activitiesmaybedone for
developingcontentknowledge andcompetencies. These areassessed using formativeassessment strategies. Valuing objective
sup!X)rt the leaming of content and competencies and enablechildren to find significance and joy interacting thelesson. Weekly
objectives shall be derived from the
curriculumcuides.
a. Content Standards the different levels of thedifferent levels of thedifferent levelsof thedifference between
biolooical oraanization bioloaical omanization biolooical organization animal andplant cells
b. Performance The Learners should be TheLearners should be The Learners should The Learners should be
Standards able to: able to: be able to: able to:
employ appropriate employ appropriate employappropriate employ appropriate
techniques using the techniquesusing the techniques using the techniquesusing 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
veru smallobiects ,..,,..._, small obiects verusmall ob s veru small ob
C. Learning describe thedifferent describe the different describe differentiate plantand
Competencies/ levels of levelsof thedifferent levelsof animal
biological organization biological organization biological organization cells according
Objectives
from cell from cell from cell to presence or
to biosphere; to biosphere; to biosphere; absence of certain
S7LT·llc-3 S7LT·llc-3 S7LT·llc-3 organelles;
S7LT-lld-4
II. CONTENT Content is what thelesson is all alx>ut. It pertains to the subject matter that theteacher aims toteach in the CG, thecontent
canbe tacked ina week or tv.•o.
Levelsol Biological Levels of BiologicaI Levelsof Biological Animal andPlant Cells
Ornanization Orn.:r.nization O. . .,anization
Ill. LEARNING List ofmaterialsto beused indifferent days. Variedsourcesofmaterialssustainchildren's interest in the lesson andinthelearning.
Ensure that thereismixof concrete andmanipulative materialsas wellaspaper.based materials.Hands-on leaming ptomotes
RESOURCES
cooceot develooment
A. References
 Hall.Inc.
1. Teacher's Guide Module I pp. 1-11 Module 5 pp. 4. 7 Module I pp 4. 7 Module 2 pp. 1-6
oaaes
2. Learner's Materials Module I pp. 1-9 Module 5 page 7 Module I pp 4•7 Module 2 pp. 1-8
oaaes
3. Textbook paQes
4. Additional Materials
fromLearning
Resource /LR\ oortal
C. Other Learning
Resources
IV. PROCEDURES These stepsshouklbe done across the week. Spread out the activities apJ)(opriately so that students willleam well. Atways be
guided by demonstration of learning by the student which youcan infer from formative assessment activities. Sustainlearning
systematically by providing studentswith multiple ways tolearn new things, practice theirlearning, question their learning process,
and draw conclusions about what they learned in relation to their lrfe experiences andprevious know1edge.Indicate the time
allotted foreach
steo.
a. Reviewing previous Recall that cell is the Let cite classname the Show picrures of Recall organisms may
lesson or presenting basic unit oflife and different organ system different examples of it be plants or animals
the new lesson when cells are. that composes the population is composed of cells
grouped together and human organism
performs the same
limction it is then
c-alled tissues
b. Establishing a It is important to An organism is No organism lives Let students know that
purpose for the know that our organs composed of different independently. Several there are things that
lesson are composed of cells organ systems. Any different populations plants are capable of
performing one damaged to the.lower make upa community. doing while animals
limction level of organization And the communities c.annot. This is
affects the totality of interaction to abiotic because of ce1tain
the organism factors makes up an biological strucrures
ecosystem in their respective
cells
C. Presenting Presentation of the Show pictures of an Name the different Flash a picture of
examples/instances Human Torso model organism and group of populations that Plants and Animals
of the new lesson organisms ofsame makes up your and let the students
kind living in dte. community and the site differences in
same place abiotic factors you their function and
need in order to capabilities
 survive

d. Discussion of new Level of levels of Levels of Plants and Animal

concepts and Organization ( Organization Organization Cells
practicing new skills Organs and Organ (Organism (Community,
#1 System) and Ecosystem, and
Population) Biosphere)
e. Discussion of new
concepts and
practicing new skills
#2
f. Developing Name the Organs Site.different Show a pictme of an Perform Activity I:
mastery (Leads to that composes the examples of ecosystem and let the Comparing Plant and
Formative Digestive, population in your students name the Animal cells
Assessment 3) Respiratory, and vicinity different
Circulato1y System communities and
abiotic factors that
are in it
g. Finding Practical To take good care of How organisms in a A change in one Animals directly or
applications of ourorgans, we need to population share population may c- indirectly depend on
concepts and skills in take good c-are of our resources ause changes in other plants for food,due to
daily living cells populations. living the chloroplast that is
organisms need the present in plantcells
abiotic factors in order which is responsible
tosurvive.. for nhotosvnthesis.
h. Making
generalizationsand
abstractions about
the lesson
i. Evaluatin!I learnin!I Summative Test Summarive Test Fonnarive Test Summative Test
j. Additional Activities
for application of
remediation
V. REMARKS
VI. REFLECTION

h. No of learners whoearned
 80% in the evaluation
i. No. of le.amers who
require additional
activities for
remediation
whoscored below 80%
j. Did remedial lessons
work'! No. of learners
who have caught up with
the lesson
k. No. of leamer
who continue to
require
remediation
1. \Vhich of my teaching
strategies work well?
Why did these work'/
m. What difficulties did
1 encounter which my
principal or supervisor
c-an heln me solve?
ll. \Vhat innovation or
localized materials did 1
use/discover which I wish
to share.with other
teachers'!
GRADE SEVEN Grade Level 7
Teacher REA MAE A. MONTES Leamina Area Science.
DAILY LESSON LOG TeachingDates Quarter Second
and Time

Monday Tuesday Wednesday Thursday Friday

A.OBJECTIVES Objectives must bemetover the week andconnected to the curriculum standards. To meet the objectives, necessary procedures
mustbe followed andif needed, additional tessons, exercises andremedial activities maybedone for developingcontent
knowledge andcompetencies. These areassessed using formativeassessment strategies. Valuing objective sup!X)rt thelearning of
content and competencies and enablechildren to findsignificance andjoy interacting thelesson. Weekly objectivesshallbe
derived from the
curriculumcuides.
a. Content Standards the difference between the difference between thedifference between organismsthat can only
animal andplant cells animal and plantcells animal andplant cells be seen through the
microscope, manyot
which consist of only
one cell
b. Performance TheLearners should be TheLearners should be TheLearners should be TheLearners should be
Standards able to: able to: able to: able to:
employ appropriate employ appropriate employappropriate employ appropriate
techniques using the techniques using techniques using the techniquesusing the
compound microscope the compound microscope compound microscope
to gather data compound microscope to gather data about to gather data about
about veru to gather data about verusmall ob s veru small ob
smallobiects ,,.,,..._, small obiects
C. Learning differentiate plantand differentiate plant and explainwhy thecellis identify beneficial and
Competencies/Objecti animal animal considered harmful
cells according to cells according to thebasic structural microorganisms;
ves
presence or presence or and functional unitof S7LT·llf·6
absence of certain absence of certain all organisms;
organelk!s; organelles; S7LT·lle·S
S7LT·lld·4 S7LT·lld·4
B. CONTENT Content is what thelesson is allalx>ut. It pertains to the subject matter that theteacher aims toteachin the CG, thecontent
canbe tacked ina week or rv.•o.
Plant Cells Animal Cells Animal andPlant Cells Fungi, Protists, and
Bacteria
C. LEARNING List ofmaterials to beused in different days. Variedsourcesofmaterialssustainchildren'sinterest in thelesson andinthelearning.
Ensure that thereis mixof concrete andmanipulative materialsas wellaspaper.based materials.Hands-on leaming ptomotes
RESOURCES cooceot develooment
1. Teacher's Guide Module 2 pp. 5-6 Module2 pp. 1-6 Module I pp 4-7 Module 3 pp. 1-13
pages
2. Learner's Materials Module 2 pp. 5-8 Module2 pp. 1-8 Module I pp 4-7 Module 3 pp. 1-9
paQeS
3. Textbook oaaes
4. Additional Materials
fromLearning
Resource (LR) portal
b. Other
Learning
Resources
IV. PROCEDURES These stepsshouklbe done across the week. Spread out the activitiesapptopriately so that students willleam well. Atways be
guided
by demonstration of learning by the student which youcan infet from formative assessment activities. Sustain
leamingsystematically by providing studentswith multiple ways tolearn new things, practice theirleaming, question their learning
process, and draw conclusions about what they learned in relation to their lrfe expetiences andprevious knowtedge.Indicate
thetime allotted tot each
steo.
a. Reviewing previous Recall on cellular Rec-all on cellular Recap on past lesson Remember the Organ
lesson or presenting organelles unique to organelles unique to Level of Biological
Oil system of plants
the new lesson plant cells animal cells Organization
b. Establishing a Some living
purpose for the Ask students if all Ask students if How essential are organisms e.xhibits
lesson plant cells contain animals are able to cells ill life'/ characteristics very
chloroplast? make their own food. similar to plants and
animals
C. Presenting Ask studellts if d1ey Flash a picture of an
examples/instances Let the students let students prepare have any idea how dte. edible mushroom and
of the new lesson prepare onion scale cheek cells specimen organelles work human with limgal
for microscopy study for microscopy together for the cell to infections. Let dte
function students site the
differences and
similarities between
the two 1>ictmes
d. Discussion of new Plant cells pa,ts and Animal Cells Parts Portray the different Fungi: Characteristics,
concepts and practicing filnctions and Functions functions of certain Benefits and Harm
new skills #1 cell strucrures
e. Discussion of new
concepts and
practicing new skills
#2
f. Developing mastery Perfonn Activity 2: Make a Venn Create a comic strip Growing Bread Mold
( Leads to Formative Investigating plant Diagram on the having the cellular Spores Activity
Assessment 3) cells Patts of Plant and organelles as the Minilab 20.1p. 530
Animal cetls characters. The theme Biology Dynamics of
would be about their Life
function
g. Finding Practical Not atl plant cetls Cells have various CelIs interact with Fungi are both friend
applications of contains chloroplast, strucrures and perfonn e.ach other to and foe.. Some such as
concepts and skitls in take for example root different functions. produce a well mushrooms provide
daily living eelIs. The major site coordinated cell. food.Other fungi
of food production in produce antibiotics.
plants are the leaves, Yet fungi also damage
so it is expected that crops, buildings, and
chloroplast is animals
nre.valent in leaf ceUs
h. Making
generalizationsand
abstractions about
the lesson
i. Evaluating learning Answering of Activity Summative.Test Comic strip making Answering of Activity
Sheet Sheet
j. Additional Activities
for application of
remediation
V.REMARKS
VI. REFLECTION

3. No of le.arners who earned

80% in the evaluation
b. No. of le.arners who
require additional
activities for remediation
who scored betow 80%
C. Did remedial lessons
work'! No. of learners
who have caught up with
the lesson
d. No.of teamer who
continue to require
remediation
e. \Vhich of my teaching
strategies work
well? Whv did these
work'/
f. What difficulties did I
encounter which my
principal or supervisor
c-.an help me solve?
g. \Vhat innovation or
localized materials did 1
use/discover which I
wish
to share.with
other teachers'!
GRADE SEVEN Grade Level 7
Teacher REA MAE A. MONTES Leamina Area Science.
DAILY LESSON LOG Teaching Dates and Quarter Second
Time

Monday Tuesday Wednesday Thursday Friday

A. OBJECTIVES Objectives must bemetover the week and connected to the curriculum standards. Tomeet the objectives, necessary procedures
mustbe followed andif needed, additional tessons, exercises andremedial activities maybedone for developing
contentknowledge andcompetencies. These areassessed using formative assessment strategies. Valuing objective sup!X)rt the
learning of content and competencies and enablechildren to find significance and joyinteracting thelesson. Weekly objectives
shallbe derived from the
curriculumcuides.
a. Content Standards organisms thatcan only organisms that can only organismsthatcan only reproduction being both
be seen through the be seen through be seen through the asexual or sexual
microscope, manyof the mkroscope, microscope, many of
which consist of only many of which which consist of only
onecell consist ot only one cell
one cell
b. Performance The Learners shouldbe TheLearners should be The Learners should be The Learners shouldbe
Standards able to: able to: able to: able to:
employ appropriate employ appropriate employappropriate 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 to gather data about to gather data to gather data about
about veru ,,.,,..._, small obiects about verusmall veru small ob
smallobiects ob s
C. Learning identify beneficial and identifybeneficial and identify beneficial and differentiate asexual
Competencies/Objecti ham,ful harmful harmful from sexual
microorganisms; mkroorganisms microorganisms; reproduction in
ves
S7LT·llf·6 ; S7LT·llf·6 S7LT·llf·6 terms of:
*number ot individuals
involved;
*similarities of offspring
to parents;
S7LT•lla-7
B. CONTENT Content is what the lesson is allalx>ut. It pertains to the subject matter that theteacher aims toteachin the CG, thecontent
canbe tacked ina week or tv.•o.
Fungi, Protists, and Fungi, PrOlists, and Fungi,Protists, and Asexual reproduction
Bacteria Bacteria Bacteria Sexual reoroduction
C. LEARNING List ofmaterialsto beused in drfferent days. Varied sourcesof matetialssustain childfen's interestin the lesson and in theteaming.
Ensure that thereis mixof concrete andmanipulative materialsas wellas paper.based materials.Hands-on leaming ptomotes
RESOURCES cooceot develoD0\8nt
a. References
1. Teacher's Guide Module 3 pp. 1-13 Module 3 pp. I• I 3 Module 3 pp. 1-13 Module 4 pp. 1-4
oaaes
2. Learner's Materials Module 3 pp. 1-9 Module 3 pp. 1-9 Module3 pp. 1-9 Module 4 pp. I•7
oaaes
3. Textbook oaaes
4. Additional Materials
fromLearning
Resource (LR) portal
b. vther Learning
Resources
D. PROCEDURES These stepsshoukl be done across the week. Spread out the activitiesapptopriately so that students willleam well. Atways be
guided by demonstration of learning by the student which youcan infet from formative assessment activities. Sustain learning
systematically by providing students with multiple ways tolearn new things, practice theirleaming, question their learning process,
and d taw conclusions about what they learned in relation to their lrfe experiences andprevious k nowtedge. Indicate the time
allotted foreach
steo.
a. Reviewing previous Remember that fungi Protozoans or animal- Recall that One of the
lesson or presenting are unicellular or like protist resemble proka11•otes are characteristics of an
the new lesson multicellular animals in the way unicellular organisms organism is that it is
eukaryotic organism. they get food thatdontt have a capable of reproducing.
There aresome nucleus or membrane
beneficial fungi and bound organelles.
fimgi that cause harm. They are called
bacte1ia
b. Establishing a Besides fom1fungi, There areProtist Ask students if d1ey Ask srudents on how to
purpose for the what are other living which c.anmake their have any idea on any propagate a tomato
lesson organisms aside from own food "good bacteria'' plant if you want to
plants and animals? preserve its desirable
characteristics?
C. Presenting Animal like protist Plant like protist, no Touch on importance
examples/instances true roots, stems,and of bacteria in
of the new lesson le.aves Nitrogen fixation, Ask srudents if they
recyclingof have seenKatakataka
nutrients. food and leaf
 medicine..
Diseasescaused by
bacte,ia like TB and
tetanus
d. Discussion of new
concepts and Pmtists(Protozoans) Prorists (Algae) Bacteria Ase.xual Reproduction
practicing new skills (Vegetative
#1 Propagation and
Spore. Formation)
e. Discussion of new
concepts and
practicing new skills
#2
f. Developing mastery KWL Chart on Perfonn Activity I:
(Leads to Formative Fitm Showing benefits and ha1m Fitm Showing Can you grow
Assessment 3) caused by species of Plants from Eyes?
algae
g. Finding Practical Some Protists cause Red tide which causes Bacteriacause Due to increase
applications of diseases. such as poisoning of birds, diseases. Other demand for food due
concepts and skills in malaria andsleeping fishes and mammals bacte,ia fix nitrogen, to incre.asing
daily living sickness, that result in are caused by algae recycle nutrients, and population. Fanners
millions of human help make food can propagate plants
deaths products and faster through asexual
medicines reproduction
h. Making
generalizationsand
abstractions about
the lesson
i. Evaluatin!I learnin!I Summative Test KWL Chart Summative Test Perfonning of Activity
j. Additional Activities
for application of
remediation
E. REMARKS
F. REFLECTION

h. No of le.arners whoearned
 80% in the evaluation
i. No. of le.amers who
require additional
activities for remediation
whoscored below 80%
j. Did remedial lessons
work'! No. of learners
who have caught up with
the lesson
k. No. of leamer who
continue to require
remediation
1. \Vhich of my teaching
strategies work well?
Why did these
work'/
m. What difficulties did 1
encounter which my
principal or supervisor
c-an heln me solve?
ll. \Vhat innovation or
localized materials did 1
use/discover which I wish
to share.with other
teachers'!
GRADE SEVEN Grade Level 7
Teacher MRS.CHARLINE A.RADISLAO Leamina Area Science
DAILY LESSON LOG Teaching Dates and September 17-20, 2018 Quarter Second
Time I:00-2:00 PM/ 2:00-3:00 PM

Monday Tuesday I Wednesday Thursday I Friday

A. OBJECTIVES Obfectives must bemetover the week andconnected tothe curticulum standards. Tomeet the objectives, necessary procedures
mustbe followed andif needed, additional tessons, exercises andremedial activities maybedone for developing
contentknowledge andcompetencies. These areassessed using formative assessment strategies. Valuing objective sup!X)rt the
leaming of content and
competencies and enablechildren to find significance and joyinteracting the lesson.Weekly objectivesshallbe detived from the
cu,riculumouides.
a. Content Standards reproduction being both reproduction being both organismsthatcan only reproduction being
asexual Of sexual asexual or sexual be seen through the both asexual or sexual
microscope, many of
which consist of only
one cell
b. Performance The Learners shouldbe TheLearners should The Learners should be The Learners shouldbe
Standards able to: be able to: able to: able to:
employ appropriate employ appropriate employappropriate 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 to gather data about to gather data about to gather data about
about ve .....-. small obiects ve....small obi.....-5 ve....small obi...-..
.......smallobiects
C. Learning differentiate asexual differentiate asexual describe the processof describe the processof
Competencies/Objecti from sexual from sexual fertilization; fertilization;
ves reproduction in terms reproduction in terms S7LT·llg·S S7LT·llg·S
of: of:
*number of individuals *number of individuals
involved; involved;
*similarities of offspring *similarities of offspring
to parents; to parents;
S7LT•llo-7 S7LT•llo-7
B. CONTENT Content is what the lesson is allalx>ut. It pertains to the subject matter that theteacher aims toteachin the CG, thecontent
canbe tacked ina week or two.
Asexual reproduction Asexual reproduction Asexual reproduction Asexual reproduction
Sexual reoroduction Sexual reoroduction Sexual reoroduction Sexual reoroduction
C. LEARNING List ofmaterials to beused in different days. Variedsourcesof materialssustain children'sinterest in the lesson
RESOURCES andintheleaming. Ensure that thereis mixof concrete andmanipulative materialsas wellas paper-based materials.Hands-on
leaming ptomotes
cooceot develOD0\8nt
a. References
5. Teacher's Guide Module4 pp. 1-4 Module 4 pp. 1-4 Module 4 pp. 4.5 Module 4 pp. 4.5
oaaes
6. Learner's Materials Module4 pp. 1-7 Module 4 pp. 1-7 Module4 pp. 7-10 Module4 pp. 7-10
oaaes
7. Textbook oaaes
8. Additional Materials
fromLearning
Resource /LR\
oortal
b. Other Learning
Resources
D. PROCEDURES These steps should be done across the week. Spread out the activitiesapptopriately so that students willlearn well. Atways be
guided by demonstration of learning by the student which you can infer from f0rmative assessment activities. Sustain learning
systematically by providing students with multiple ways to learn new things, practice theirlearning, question their learning
process, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time auoued for each
step.
a. Reviewing previous Recall dtat vegetative Rec-all that when an In flowering plants Recall that the flower
lessonor presenting the propagation and spore organism reproduce sexual reproduction is the reproductive
new lesson formation typeof asexually then it is an is synonymous with snucture in plants.
reproduction c.an exact copy of the a Someplants have the
unique structure the
happen without a mate parent flower male andlhe female
reproductive structures
in one flower.
b. Establishing a Give od1er means Ask students what Pollination and Let students analyze
purpose for the on how to reproduce will happen ifa ferrilization in seed their physical
sea
lesson asexually star lost or injured its plants are two difcrent appearance, let them
amt and separ.ue events identif)• which of their
traits came from their
mother or father.
C. Presenting An individual splitting Show a picture or Pollination brings Present a picrure of a
examples/instances into two or atises video ofa together lhe gametes of family
of the new lesson from regenerating seastar a flower C-ach pollen
the outgrowth of
e.xisting ones forms a tube lhat
grows
down through the pistil
andreaches the ovule
in the ovary. One of the
nuclei in thepolleJt
 tubeunites wilh theegg
nucleus in lhe ovule to
form a zv2ote
d. Discussion of new Fragmentation and Pollination and Animal Sexual
concepts and Fission and Budding Regeneration Fertilization in Reproduction
practicing new skills Flowe,ing Plants
#1
e. Discussion of new
concepts and
practicing new skills
#2
f. Developing mastery Perfonn Activity 2: Video Clip on Perform Activity 3: FilmShowing on
(Leads to Fonnative Can One become regenerating seastar Stmctmeofa Sexual Reproduction
Assessment 3) Two? Gumamela Flower
g. Finding Practical Organisms that can The tenn Sexual reproducrion ThesegeJ1etic
applications of reproduce asexually regeneration need two parems, a differences which
concepts and skills in are particularly well normally refers to male and a female and results from sexual
daily living suited to colonize regrowth ofmissing involvesspecialized reproducrion help to
new habitats becausea or damaged body cells or gametes. ensure thesurvival of
single individual c.an patts in higher thespecies inchanging:
establish an entire organisms, but whole environmental
new population body regeneration conditions
oocurs in starfish,
and
manv olants
h. Making
generalizationsand
abstractions about
the lesson
i. Evaluating learning Answering of Activity Summative Test Answering of Activity Answering of Activity
Sheets Sheets Sheets
j. Additional Activities
for application of
remediation
E. REMARKS
F. REFLECTION

0. No cl learners who
earned 80% in the
 evaluation
p. No. of learners who
require additional
activities for
remediation who
scored below 80%
q. Did remedial lessons
work? No. of learners
who have caught up
with thelesson
r. No.of learner who
continue to require
remediation
s. Which of my teaching
strategies work well?
Whv did these work?
I. What difficulties did I
encounter which my
principal or supervisor
can helo me solve?
u. What innovation or
localized materials did
I use/discover which I
wish to share with
other
teachers?
GRADE SEVEN Grade Level 7
Teacher REA MAE A. MONTES Leamina Area Science.
DAILY LESSON LOG Teaching Dates and Quarter Second
Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Objectives must bemetover the week and connected to the curriculum standards. Tomeet the objectives, necessary procedures
mustbe followed andif needed, additional tessons, exercises andremedial activities maybedone for developing
contentknowledge andcompetencies. These areassessed using formative assessment strategies. Valuing objective sup!X)rt the
learning of content and competencies and enablechildren to find significance and joyinteracting the
lesson.Weeklyobjectivesshallbe detived from the
curriculumcuides.
a. Content Standards organisms interacting organisms interacting organismsinteracting organismsinteracting
with each other and witheach other and with each other and witheach other and
with their environment with their with their en...,;ronment with their en...,;ronment
to survive environment to survive to survive
to suivive
b. Performance The Learners shouldbe TheLearners should be The Learners should be The Learners shouldbe
Standards able to: able to: able to: able to:
conduct a collaborative conduct acollaborative conduct a collaborative conduct a collaborative
action to preseive the action to preserve the action to preserve the action to preserve the
ecosvcrem in the ecocvstem in theklcalitv ecosvttem in the localitv ecosvc:tem in the localitv
localitv
C. Learning differentiate biotic from differentiate biotic describe thedifferent describe thedifferent
Competencies abiotic components of from abiotic ecological relationships ecological relationships
/Objectives anecosystem; components of found in an found in an
S7LT·llh·9 anecosystem; ecosystem; ecosystem;
57LT·llh·9 S7LT•1Ih·10 S7LT·llh·10
II. CONTENT Content is what the lesson is allalx>ut. It pertains to the subject matter that theteacher aims toteachin the CG, thecontent canbe
tacked ina week or tiA•o.
1. Components of an 1. Components of an 1. Components of an 1. Comix,nentsot an
ecosystem ecosystem ecosystem ecosystem
2. Ecological 2. Ecological 2. Ecological 2. Ecological
relationships relationships relationships relationships
2.1 Symbio<ic 2.1Symbiotic 2.1 Symbiotic 2.1 Symbiotic
relationships relationships relationships relationships
2.2 Non 2.2Non 2.2 Non 2.2 Non symbiotic
symbiotic symbiotic symbiotic relationships
relationships relationships relationships 3. Transfer of energy
3. Transfer of energy 3. Transfer of energy 3. Transfer of energy through trophic levels
through trophic levels through trophic through trophic levels
levels
Ill. LEARNING List ofmaterials to beused in different days. Variedsourcesof materialssustainchildren'sinterest in thelesson andin the leaming.
RESOURCES Ensure that thereis mixof concrete andmanipulative materialsas wellas paper.based materials.Hands-on leaming ptomotes
cooceot develoDOl8nt
 a. References Campbell, N.A. & Campbell, N.A.& Campbell, N.A.& Campbell, N.A &
Reece, J.B.(2009). Reece, J. B. (2009). Reece, J.B.(2009). Reece, J.B.(2009).
Biology (8th edition). Biology (8th edition). Biology (8th edition). Biology (8th edition).
SanFrancisco: SanFrancisco: SanFrancisco: SanFrancisco:
Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin
Cumminas. Cumminos. Cumminas. Cumminas.
1. Teacher's Guide Module S pp. 1-4 Module S pp. Modules pp. Module S pp.
paQes
2. Learner's Materials Module S pp. 1-4 Module S pp. Modules pp. Module S pp.
paQes
3. Textbook paQes
4. Additional Materials
fromLearning
Resource /LR) oortal
b. uther Learning
Resources
IV. PROCEDURES These stepsshoukl be done across the week. Spread out the activitiesapptopriatety so that students willleam well. A.tways be
guided by demonstration of learning by the student which youcan infet from formative assessment activities. Sustain
leamingsystematically by providing studentswith multiple ways tolearn new things, practice theirleaming, question their learning
process, and draw
conclusions about what they learned in relation to their lrfe experiences and previous knowtedge. Indicate thetime allotted tot each
a. Reviewing previous Remember that in an Recall that the Let the student·s site. Ask the students
lesson or presenting ecosystem. both living environment is connection between what would happen if
the new lesson and nonliving composed of the living and nonliving there is scarcity of
components are living and non-living things in the resource in the
involved comnonents environment. environment?
b. Establishing a How important How doliving Let the students listen Organisms need to
purpose for the arethe abioric factors organisms make use to the song coexist with each
lesson in the environment of abiotic components "Magkaugnay'' by other and mustadapt
for our survival? in order tosurvive Joey Ayala to the environment
in order tosurvive
C. Presenting
examples/instances
of the new lesson
d. Discussion of new Biotic and Infer what happeJtSto Ecological Ecological
concepts and Abioric organisms ifllteir Relationships Relationships
practicing new skills Components in environment is notable (Symbiotic (Symbiotic
#1 the Environment to provide them with Relationships) Relationships)
their basic. needs.
 e. Discussion of new
concepts and
practicing new skills
#2
f. Developingmastery Perfonn Activity I: Perfom1 Activity 2: Activity 3: \Vhich Role.Playing of
(Leads to Formative \Vhat does it mean to Housemates? Eats What'/ Symbiotic
Assessment 31 be Ative? Ecomates Relationshios
g. Finding Practical Livingorganisms There is Values Integration - Relationships also
applications of c-annot survive interdependenceamong Responsibility and exist in the lower
concepts and skills in without dte nonliving thecompone.nts of the Relationships fonns of organism
daily living components of cite environment;
environment. organisms interact with
theirenvironment to
survive.
h. Making
generalizationsand
abstractions about
the lesson
i. Evaluating learning Answering cite Answe,ing the Answering d1e Roleplaying
ActivitySheets Activity Sheets Activity Sheets
j. Additional Activities
for application of
remediation
V. REMARKS
VI. REFLECTION

a. No of le.arners who earned

80% in the evaluation
b. No. of learners who
require additional
activities for remediation
who scored betow 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. \Vhich of my te.aching
strategies work well?
Why did these work'/
f. What difficulties did 1
encounter which my
principal or supervisor
c-.an help me solve?
g. \Vhat innovation or
localized materials did 1
use/discover which I wish
to share with other
teachers'!
GRADESEVEN Grade Level 7
Teacher REA MAE A. MONTES Leamina Area Science
DAILY LESSONLOG Teaching Dates and Quarter Second
Time

Mondav Tuesdav I Wednesdav Thursdav I Fridav

I. OBJECTIVES Objectives must bemetover the week and connected to the curriculum standards. Tomeet the objectives,necessary procedures
mustbe followed andif needed, additional tessons, exercises andremedial activities maybedone for developing
contentknowledge andcompetencies. These areassessed using formativeassessment strategies. Valuing objective sup!X)rt
theleaming of content and competencies and enablechildren to find significance and joyinteracting the
lesson.Weeklyobjectivesshallbe detived fromthe
curriculumouides.
a. Content Standards organisms interacting organisms interacting organismsinteracting organismsinteracting
with each other and with each other and with each other and with each other and
with their environment with their environment with their emnronment with their env;ronment
to survive to survive to survive to survive
b. Performance The Learners should be TheLearners should be The Learners should be The Learners should be
Standards able to: able to: able to: able to:
conduct a collaborative conduct acollaborative conduct a collaborative conduct a collaborative
action to preserve the action to preseive the action to preserve the action to preserve the
ecos•""'em in thelocalit'-' eco ·"stem in the loca! ecos•1rtem in thelocaIm, ecos•"'tem in
itu thelocaIm,
C. Learning predict the effect predict theeffect of predict the effect predict the effect of
Competencies/Objecti of changes in changes in of changesin changesin
ves one population one population on abiotic factorson the abiotic factorson the
onother populations in other populations in ecosystem. ecosystem.
the ecosystem; the ecosystem; S7LT•llj·12 S7LT·llj·12
S7LT·lli·ll S7LT·lli·ll

II. CONTENT Content is what thelesson is all alx>ut. It pertains to the subject matter that theteacher aims toteach in the CG,thecontent
canbe tacked ina week or two.
1. Components of an 1. Components of 1. Components of 1. Components ot an
ecosystem an ecosystem an ecosystem ecosystem
2. Ecological 2. Ecological 2. Ecological 2.Ecological
relationships relationships relationships relationships
2.1Symbio<ic 2.1 2.1Symbiotic 2.1 Symbiotic
relationships Symbiotic relationships relationships
2.2 Non relationships 2.2 Non symbiotic 2.2 Non symbiotic
symbiotic 2.2Non symbiotic relationships relationships
relationships relationships 3. Transfer of energy 3. Transfer of energy
3. Transfer of energy 3. Transfer of energy through trophiclevels through trophic levels
through trophiclevels through trophic levels
Ill. LEARNING List ofmaterials to beused in different days. Variedsourcesofmaterialssustain children's interest in thelesson andintheleaming.
RESOURCES Ensure that thereis mixof concrete andmanipulative materialsas wellas paper-based materials.Hands-on learning ptomotes
concept develoDOlent
a. References

1. Teacher's Guide Module 5 pp. 9-11 Module5 pp. 11-15 Modules pp. 11-15 Modules pp. 11-15
oaaes
2. Learner's Materials Module 5 pp. 7-10 Module5 pp. 11-17 Module5 pp. 11-17 Module5 pp. 11-17
oaaes
3. Textbook oaQes
4. Additional Materials
fromLearning
Resource (LR) oortal
b. Other Learning
Resources
IV. PROCEDURES These stepsshoukl be done across the week.Spread out the activities apptopriately sothat students willleam well. Atways be
guided bydemonstration oflearning bythe student which youcaninfet from formative assessment activities. Sustain
leamingsystematically byproviding studentswith multiple ways tolearn new things,practice theirleaming, question their learning
process, and d taw conclusions about what they learned in relation to their lrfe experiences andprevious knowtedge.Indicate
thetime allotted foreach
steo.
a. Reviewing previous Recall thatsymbiotic Ask the students to Food chains always Show a foodchain
lesson or presenting relationship could compare and contrast starts with plants or and let the students
the new lesson either be +/+,+/.,+/0 predation from photosynthesizing identify the trnphic
relationship parasitism organisms level of each organism
b. Establishing a What wouldhappen if How is energy passed Identification of cite
purpose for the there is an overlap of on the food chain trophic level of the \Vhat to do with
lesson niches organisms involve in a biodegradable waste?
food chain
C. Presenting Show a picture of a Show students an Since plants c-an make
examples/instances lion eating a deer example of a food their own food then
of the new lesson chain they are termed as Flash the ff phrases on
producers while the board:
animals as consumers • Nitrogen cycle
• Carbon•
Oxygen Cycle
 d. Discussion of new Predation and Food chain and Food Producers, first Cycling of Nutrients
concepts and Competition web order/p,imary
practicing new skills consumers, 2nd
#1 order/secondary
consumers......
e. Discussion of new
concepts and
practicing new skills
#2
f. Developing mastery let cite srudents Answer Energy Perform Activity 4:
(Leads to Formative Pictme Analysis itlusrrate5 food Transferln the \Vhat to do with Food
Assessment 3) chains and interlink it Ecosystem \Vaste
to fo1m a food web
g. Finding Practical In order to survive we Through these series o The food web can be Macerials in the fom1
applications of must know how to f steps of e.aring and viewed not only as a ofnutriems needed by
concepts and skills defend ourselves from being eaten, energy network ofchains but living1hingsarecycled
in daily living possible harm. flows from one also as a series of between organisms and
\Vhen a shared resour trophic level to trophic (nuttirional) theenvironmeJll.
ce is in short supply, another. Green plants levels. tnergy flows and
organisms compete, or other materials are cycled
and d1ose that are photosynthesizing in the ecosystem.
Indeed. welive in
more suocessful organisms use light
adynamic world.
survive. energy from the sun to
manufacture
carbohydrates for their
own needs
h. Making
generalizations and
abstractions about
the lesson
i. Evaluating learning Oral Recitation Making of foodchains Summative Test Summative.Test
and food web
j. Additional Activities
for application of
remediation
V. REMARKS
VI. REFLECTION Reflect on the teaching andassess yourself asa teacher. Think about your student ptogress thisweek. What w0<ks? What else
needs
 tobedonetohelp thestudentslearn? Identify what help your instructional supervisorscanprovide fO( you so when youmeet them,
voucan ask themrelevantauestions
a. No of learners....tio
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. Whichd my teaching
strategies work well?
Why did these work?
f. What difficulties did I
encounter which my
principal or supervisor
can helo me solve?
g. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?