Demo

Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SARIAYA EAST DISTRICT
SARIAYA NATIONAL HIGH SCHOOL
School Sariaya NHS Grade level 7

Teacher Pee-Jay T. Emradura Learning Area Science
Teaching Date January 29, 2023 Quarter Second
Teaching Time 8:00-9:00 No. of Days 1
I. OBJECTIVES At the end of the lesson, the learner; Indicators

A. Describe the different ecological
relationships in the ecosystem.
B. Identify the common ecological
relationship that occurs in the
environment.
C. Apply the knowledge learned to
accomplish the different given tasks.
A. Content Standards The learner demonstrates understanding of
the organisms interacting with each other
and with their environment to survive.
B. Performance Standards
C. Most Essential Describe the different ecological
Learning competencies relationships found in an ecosystem.
(MELC
II. CONTENT Ecological Relationship
III. LEARNING
RESOURCES
A. References Teacher’s Guide Science 7 pp.11-14
IV. LEARNING TASK
A. Activity Vocabulary check!
Define the word “Relationship.” 1.Applied knowledge of
-the way in which two or more content within and across
concepts, objects, or people are curriculum teaching areas.
connected, or the state of being
connected.
Engage and Recall

Analyze the picture below.
“Creating Way to Growth and Excellence through Holistic Learning”

Address: Sampaloc 2, Sariaya Quezon
Tel. No. 042-525-3166
Email Address: depedsariayanhs@gmail.com
Follow-up Questions
1. What can you see in the picture?
2. Identify the biotic components in
the picture?
3. Which organisms have a
relationship? Why?
B. Analysis Activity 1: The Science Station 4. Manage classroom
The class will be divided into 4 structure to engage
groups. learners, individually or in
Station 1: Read it! Mutualism groups, in meaningful
Read the article about mutualism. exploration discovery and
hands on activities within
Station 2: Analyze it! Parasitism a range of physical
Analyze the picture of parasitism and then learning environment.
make your own explanation of what parasitism
is.
Station 3: Interpret It! Predation

Interpret the graph about predation.
Station 4: Watch It! Commensalism

Watch the video about commensalism.
The group will post their output on the board.
C. Abstraction Checking the output of the groups leading 7. Planned, managed, and
to the discussion proper. implemented
developmentally
Discuss the relation of the emoji to the sequenced teaching and
different ecological relationship. learning processes to meet
curriculum requirements

Tel. No. 042-525-3166
and varied teaching

concepts.
2.Used a range of teaching

strategies to develop
critical and creative
Picture Analysis thinking, as well as higher-
Present the following picture. order thinking skills.
Follow-up Questions for each picture

1. How will you describe the relationship
between the organisms in the picture?
2. Why do you think the picture is
considered as an example of that
ecological relationship?
D. Application Activity 2: The Science Station: 9. Used strategies for

continuation… providing timely, accurate,
Station 1: Short story! Mutualism and constructive feedback
Create a short story about mutualism. to improve their
performance.
Station 2: Illustrate! Parasitism

Tel. No. 042-525-3166
Make an illustration showing the effects of

parasitism on humans. 1.Applied knowledge of
content within and across
Station 3: Chart It! Predation curriculum teaching areas.
Create a pie chart using the given data.
Station 4: Act It! Commensalism

Create a short play about commensalism.
E. Evaluation 9. Designed, selected,

organized, and used
diagnostic, formative, and
summative assessment
strategies consistent with
curriculum requirements.
IV. REFLECTION The learners will write personal insights

about the lesson.
I understand that
_________________________
I realize that
_____________________________
Noted By: Thelma P. Luna
Position: Assistant Principal II Signature

Tel. No. 042-525-3166
Date Submitted:

Tel. No. 042-525-3166

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Republic of the Philippines

School Sariaya NHS Grade level 7

I. OBJECTIVES At the end of the lesson, the learner; Indicators

Engage and Recall

“Creating Way to Growth and Excellence through Holistic Learning”

Station 3: Interpret It! Predation

Station 4: Watch It! Commensalism

The group will post their output on the board.

“Creating Way to Growth and Excellence through Holistic Learning”

and varied teaching

2.Used a range of teaching

Follow-up Questions for each picture

D. Application Activity 2: The Science Station: 9. Used strategies for

“Creating Way to Growth and Excellence through Holistic Learning”

Make an illustration showing the effects of

Station 4: Act It! Commensalism

E. Evaluation 9. Designed, selected,

IV. REFLECTION The learners will write personal insights

“Creating Way to Growth and Excellence through Holistic Learning”

“Creating Way to Growth and Excellence through Holistic Learning”

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