Detailed Daily Lesson Plan in Science Incorporating Higher Order Thinking Skills (DLPS-HOTS)

Date: JANUARY 26, 2024 Duration: 1 HOUR

Subject: SCIENCE Quarter: 2ND QUARTER Grade Level: 7

Content Standard: The learners demonstrate understanding of the following: 1. The parts and functions of the compound microscope; 2. The
different levels of biological organization; 3. The difference between animal and plant cells; 4. Reproduction being both
asexual or sexual; and, 5. Organisms interacting with each other and with their environment to survive.

Performance Standard: The learners should be able to employ appropriate techniques using the compound microscope to gather data about very
small objects.

Most Essential Learning Competency: Describe the different ecological relationships found in an ecosystem. (S7LT-llh-10)

Instructional Objectives: 1. Define food chain, food web, and ecological relationships in the ecosystem.
2. Create different ecological relationships through an illustration.
3. Cultivate a deep appreciation for the practical applications of feeding relationships in daily living.

Learning Approach to be Used: Active Learning, Game Based, Project based Learning, Collaborative.

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

ELICIT Teaching Strategy: Eco Envision

Instructional Materials: Laptop, LCD Projector, Board, and Marker
Anecdote 1: Assist students in recalling their personal encounter with living and nonliving things in the ecosystem.

• Drawing out students' prior knowledge,
experiences, or opinions related to the
topic
• Review of the Previous Lesson/s or
Presenting New Lesson
Good day, class! As you can see on the screen, I have here a
picture of the ecosystem. What are the things that you can see
in this picture?
It’s filled with various animals and plants, Ma’am!
That’s correct. Animals and plants belong to which component
of the ecosystem? Is it the biotic or abiotic?
Ma’am, they are biotic components!

• Establishing a Purpose for the New
Lesson
• Aim to capture students' interest and
motivate them to learn by presenting a
captivating question, problem, or activity.
EXPLORE
What else did you observe? Are there any abiotic components
in this picture? What are those?
Yes, Ma’am! We see the sun, light, land or soil, and there’s
also air in that picture.
That’s correct, class! In our previous discussion, we talked
about the biotic and abiotic components of an ecosystem.
What is the difference between the two of them?
Ma’am, biotic components are the living things while the
abiotic components are the nonliving things.
Teaching Strategy: Complete the Puzzle (Active Learning)
Instructional Materials: Printed puzzle pieces, glue, and tape
Task: Students will complete the jigsaw puzzle with their groupmates.
Let us have an energizer, a quick game, which is related to
our topic for today. Let’s play “Complete the Puzzle”. Are
you all excited?
Yes Ma’am!
The class will be divided into 8 groups by rows. A set of
broken pieces of a puzzle picture will be given to each
group. The puzzle must be completed within 2-3 minutes
and a group representative will describe the picture.
Are you ready, class?
Yes Ma’am!
You can now complete the puzzle with your groupmates.
(The students will do the activity.)
(Pictures include: a grizzly bear eating a raw fish, three
rabbits sharing a basket of carrots, a cow eating grass, a
rabbit eating lettuce, two girl best friends eating pizza, two
boy best friends eating ice cream, classmates eating
snacks at the cafeteria, and family eating meals together
Teaching Strategy: Cooperative Learning
⚫ Presenting Examples/ Instances of the
New Lesson
⚫ Students actively investigate and
discover information about the topic
through hands-on activities,
experiments, discussions, or research.
EXPLAIN
• Discussion of New Concept # 1
• This involves the teacher presenting the
key content, concepts, or skills that
students need to understand. This is
where the core information is delivered.
What are the things that you see in the puzzle pictures that
you completed?
Ma’am, there’s a grizzly bear eating a raw fish, three
rabbits sharing a basket of carrots, a cow eating grass, a
rabbit eating lettuce, two girl best friends eating pizza, two
boy best friends eating ice cream, classmates eating
snacks at the cafeteria, and family eating meals together.
Great job, students! Do they have one thing in common?
What is it?
Ma’am, different animals and people are eating food!
Very good! Not only are they eating food but you will notice
class that in some pictures there are relationships too.
Classmates, friends, and family are having a great time
enjoying their food. Today we will learn about the feeding
relationships in our ecosystem. Thus, as we proceed with
this lesson, we aim to achieve the following goals.
(Teacher will post the learning objectives.)
Teaching Strategy: Lecture/ Discussion
Class, what comes to your mind when you hear the word
“food”? They’re delicious Ma’am! They also give nutrients to the
body.
What are your favorite food?
Ma’am, I like pizza, spaghetti, vegetables, fruits, etc.
Those are yummy foods! You’ve already heard the
expression “Food is life.” This is also true because food
maintain our bodies and minds to work and functions
healthily. What are some importance of food?
Food helps us to grow, develop, and repair muscles and
tissues because of the nutrients.
That’s right, class! Organisms need nourishment in order
to survive. Some organisms, like plants, can make their
own food while some need to eat other organisms to get
the nutrients they need. Here is an example of a kingfisher,
what do you think it is doing?
It’s catching and eating a fish, Ma’am.
That’s correct. They usually hunt and eat small fish and
tadpoles for nourishment. This time we will learn about food
chains and energy flow in an ecosystem. Do you have an
idea what a food chain is?
Ma’am, food chain is the path by which energy passes
from one living thing to another.
That’s right! Green plants and photosynthetic organisms
trap this energy and store it in the form or chemical energy
for food. In a food chain, the chemical energy of food is
transferred through a series of organisms, repeatedly being
eaten. Now, what do you observe in this picture?
Ma’am, the grass gets its energy from the sun. The
grasshopper eats the grass, the frog eats the grasshopper,
the snake eats the frog, the hawk eats the snake, and
when the hawk dies, the bacteria and fungi eats it.
Very good! As you noticed class, in these pictures, every
food chain has producers, consumers, and decomposers.
What is a producer and can you give an example?
Ma’am, producers make their own food.
Very good! Producers or autotrophs use the energy in
sunlight to convert water and carbon dioxide into glucose
(food). Can you give me an example of a producer?
Plants and algae, flowers, trees, and grass, Ma’am.
Those are great examples, class. Now let’s learn about
Consumers. Do you have an idea what a consumer is?
Consumers hunt, gather, and store food because they
cannot make their own food.
Very good! These consumer or heterotrophs are organisms
that do not make their own food because they consume
other organisms in order to live. We have three types of
consumers, what are those?
Ma’am, they are herbivores, carnivores, and omnivores.
That’s correct! Are you familiar with those words? What is
an herbivore and can you give me examples?
Ma’am, an herbivore is an organism that only eats plants.
Examples are grasshoppers, insects, butterfly, rabbits,
pandas, cows, and giraffes.
Those are great examples of an herbivore. Now, let’s learn
about the second type of consumer which is the carnivore.
Do you have an idea and can you give me examples?
Ma’am, carnivores are organisms that only eat meat.
Examples are tigers, lions, hawks, wolves, and cheetahs.
Those are great examples, class! Now, let’s learn about the
third type of consumers called omnivores. What is an
omnivore and can you give me an example?
Ma’am, omnivore is an organism that eats meat and
plants. Examples are bears, birds, dogs, raccoons, foxes,
some insects, and humans.
Those are great examples. The last thing that you’ll notice
in some of the food chains is the decomposers. What are
they?
Decomposers feed on the remains of other animals.
That’s right! Also, by digesting dead matter they put
nutrients back into the soil, making them available to
producers. What are examples of decomposer?
Bacteria, fungi, insects, mushroom, and worms.
Very good, students. Now, you have an idea of what you
can see in a food chain. If there’s more than one food chain,
what is it called?
Ma’am, it’s called food web.
That’s correct. It is when several food chains linked
together. In food webs, a consumer depends on more than
one organism for food. What can you observe?
There are many organisms involved in food webs, Ma’am.
Do you now understand food chain and food web, class?
Can anyone simply explain?
Ma’am, food chain is when energy is transferred from one
path while food web is when many food chains are linked.
Now, we will proceed to the most exciting part. All
organisms are connected to each other in an ecosystem
and they have ecological relationships. What do we mean
by ecological relationship?
Ma’am, it is the interactions between organisms within a
specific ecosystem.
We have five major ecological relationships and these are
predation, competition, mutualism, commensalism, and
parasitism. First, let’s have predation. What is predation?
Ma’am, predation is when one organism eats another for
energy.
That’s right. An example would be a bear eating a salmon.
The animal that eats is called the predator while the one
being eaten is the prey. Can you give me an example of
predation?
The lion eats zebra. The snake eats the rat. The eagle eats
the fish.
Those are good examples! Next, let’s have competition.
What is competition?
Ma’am, competition is when organisms compete for the
same needs in their environment.
That’s right! An example of that is when lions fight against
each other for food. Do you have any examples?
Two rabbits competing for food. Bears fighting. Two deer
fighting.
Great examples! Now, let’s have mutualism. What is
mutualism?
Ma’am, mutualism occurs when both species in the
interaction benefits.
That’s right! An example is when flowers depend on bees
to pollinate and the bees use the flower’s nectar. Give me
other examples. Clownfish and anemone. Humans and gut bacteria.
Woolly bat and pitcher plant.
Very good! Now, let’s have commensalism. What is
commensalism?
Ma’am, commensalism occurs when one species benefits
That’s right! An example of this is a bird making a nest in a while the other is unaffected.
tree. Do you have any examples of commensalism?
Orchids attached on trees. Tree frogs use plants as
protection. Cattle egrets eat the insects stirred up by the
cattle when they are grazing.
Those are really great examples! Now, let’s have the last
relationship called parasitism. What is it?
Ma’am, parasitism occurs when an organism benefits and
harms the host organism.
That’s correct! We are familiar with that because an
example of parasitism is when mosquitos bite humans for
their blood. Do you have other examples?
Dog scratching because of ticks. Tapeworms and humans.
Very good! Now, you have an idea on how organisms
engage in feeding relationships. These interactions within
food webs and cyclic flow of materials in the ecosystem are
necessary for ecological balance. What can you do to
preserve and conserve our planet?
(Students giving answers)
Very good, class! Are there any questions?

Alright! It seems that you have already understood None, Ma’am.

everything about our discussion.
ELABORATE
• Developing Mastery Leading for
Formative Assessment
• After students have received the
essential information, they are
encouraged to expand on their
understanding and apply what they've
learned in new and creative ways. It often
involves activities that promote critical
thinking and problem-solving.
Finding Practical Applications of concepts
and Skills in Daily Living
• Making Generalization/Abstraction About To wrap up our lesson, we will look back on our discussion.
the Lesson
Teaching Strategy: Creating an Illustration
For our application activity, get 1 whole sheet of paper. Create
an illustration showing the different ecological relationships
with labels or descriptions. Write a short essay (minimum of 3
sentences) on why they are important in real life.
(Students doing the application activity.)
Predation
Competition
Mutualism
Commensalism
Parasitism
Essay:
Ecological relationship are important because...
_____________________________________
_____________________________________
_____________________________________
Task: Provide more questions for better understanding on
the application of ecological relationships.
What are the two models of feeding relationships and give their
importance.
Ma’am, the two models are the food chain and food
web. Food chain is the single path by which energy

What are the components in a food chain or food web?
Why are ecological relationships important?
Is everything clear, class?
Are there any questions?
EVALUATE Teaching Strategy: Analyzing, Defining, Creating, and Describing
• Evaluating Learning Since there’s none, then let’s have our evaluation.
Test I. Multiple Choice. Encircle the letter of your answer.
1. A _____ makes its own energy and begins the food chain.
a. consumer b. producer c. herbivore d. decomposer
2. Which of the following is an example of decomposers?
passes from producers to consumers. Food web is
when several food chains are linked because a lot of
organisms are involved in the feeding process. All
living things need food for growth and survival.
Ma’am the main components are the producers,
consumers, and decomposers. Producers get energy
from the sun and the three types of consumers such
as herbivores, carnivores, and omnivores transfer
those energy in the food chain. Decomposers like
bacteria and fungi reduce dead organisms to smaller
forms of matter that gives nourishment to the soil that
the plants also use for growth.
Both living and none living things exist to interact with one
another. Ecological relationships like predation,
competition, mutualism, commensalism, and
parasitism are necessary to maintain the ecological
balance.
Yes, Ma’am.
None, Ma’am.
(Answer key)
1. b
2. d
 a. fish b. plants c. eagle d. bacteria 3. a
3. Which of the following is an example of mutualism: 4. b
a. flowers and bees b. humans and mosquitos 5. c
c. orchids and trees d. lions and deer
4. Commensalism is an ecological relationship: (6-15)
a. where both organisms benefit from each other ECOLOGICAL DEFINITION EXAMPLE
RELATIONSHIP
b. where one benefits and the other is unaffected
c. where one benefits and the other is harmed 1. PREDATION - when one organism
d. where one eats the other for food eats another for
5. A dog scratching because of ticks is an example of: energy
a. commensalism b. mutualism c. parasitism d. competition 2. COMPETITION - when two organisms
compete for the same
needs in the
Test II.(6-15) Write the definition and draw an example for
environment
each of the five ecological relationships. 3. MUTUALISM - when both
ECOLOGICAL DEFINITION EXAMPLE organisms benefit in
RELATIONSHIP the interaction
1. PREDATION 4. - when one organism
2. COMPETITION COMMENSALISM benefits and the other
3. MUTUALISM is unaffected
4. COMMENSALISM 5. PARASITISM - when one organism
5. PARASITISM benefits and the other
is harmed

EXTEND Teaching Strategy: Project Based Learning

Assignment: Food Chain and Food Web Design
Task: Create a Food Chain Vs Food Web Illustration

Additional activities for application or Before we dismiss, please take note of your assignment. In a
remediation long coupon bond, create an illustration showing the
differences between a food chain and a food web.

REFERENCES Rabago, L. M., et.al., (2014). Science and Technology 7 (pp. 160-165). Quezon City: Vibal Publishing House,
Inc.