January 15-19

Republic of the Philippines
Department of Education
Region III
Schools Division of Aurora
Maria Aurora-East District
RAMADA NATIONAL HIGH SCHOOL
School RAMADA NATIONAL HIGH SCHOOL Grade Level 7

Teacher MICHELLE M. SEGUNDO Learning Area SCIENCE
Date and Time January 15-19, 2023 (8:30-9:30 AM and 1:00-2:00 PM) Quarter 2ND
January 15, 2023 January 16, 2023 January 17, 2023 January 18, 2023 January 19, 2023
A. Content Standard
Demonstrates
understanding of
reproduction being
both asexual and
Demonstrate an
sexual. Demonstrates Demonstrates
understanding of
understanding of understanding of
organisms interacting
reproduction being Biotic and Abiotic ICL/Remedial
with each other and
both asexual and Component of an
with their environment
sexual. ecosystem.
to survive.
B. Performance Standard
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Address: Brgy. Ramada, Maria Aurora, Aurora

CP #: 09209644538
Email Add/FB Page: 306503@deped.gov.ph/Ramada National High School-Official
Region III
Compute for the Participates in The learners shall be
Grow plants through concentration of the Activities that able to conduct a
vegetative components of a illustrates Biotic and collaborative action to
propagation. solution in terms of Abiotic Components preserve the ecosystem
percent by volume of an ecosystem. in the locality.
C. Learning Competency
1. Determine the no. of 1. Infer how gametes Identifies which of the

individuals involved can be transferred form things found in the
The Learners should
and the similarity of an organism to its mate. environment are biotic
be able to describe the
offspring to parent in 2. Determine the no. of or abiotic.
different ecological
asexual reproduction individuals involved Differentiate biotic
relationships found in
2. Give representative and the similarity of from abiotic
organisms that undergo offspring to parent in an ecosystem. Code:
components of an
asexual reproduction. asexual reproduction S7LT-IIh-10
ecosystem.
Code: S7LT-IIg-7 Code: S7MT-IIg-8 Code: (S7LT-11g-7)
I. CONTENT
Asexual Reproduction Sexual Reproduction Biotic and Abiotic Ecological
components of an Relationship
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CP #: 09209644538
Region III
Ecosystem
II. REFERENCES
A. References
pp. 1-4; Unit 2; pp. 4; Unit 2; Module pp.98; Unit 2 Module
1. 1. Teacher's Guide Pages pp. 6-11
Module 4 4 3; Activity 2
2. 2. Learner's Materials pp. 112-118; Unit 2; pp. 118; Unit 2; pp . 102; Unit 2;
pp. 122-127
pages Module 4 Module 4 Module 3; Activity 2
pp. 181; Science and
3. 3. Textbook pages
Tech.7
4. 4.Additional Materials
from Learning Resource
(LR) portal
trowel, magnifying
Microscope,
Cups, white and red lens, plastic bags, glass
Protococcus (or
B. Other Learning Resources buttons slides water, cover
Yeast), plant samples
PPT slips, microscope.
PPT, Video Lessons
PPT
III. PROCEDURES
A. Reviewing previous Present picture of star Students recall the Describe an organism. Let the students recall
lesson or presenting a fish undergoing number of individuals the biotic and abiotic
new lesson regeneration, plant involved in asexual components of the
leaves with plantlettes reproduction and the environment and its
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CP #: 09209644538
Region III
on its margin, yeast
underging budding,
spores of ferns,
planaria undergoing similarity of offspring importance to
binary fission let the to parent/s. ecosystem.
students determine
what is common
among the pictures.
Group Activity
Solicit the students
Students determine Teacher shows two
( Outdoor ). Five
idea about the
why human beings do cups, Cup A filled
B. Establishing a purpose areas of observation.
following question.
not grow in number in with white beans while
for the lesson Inside the classroom,
How do living things
this mode of Cup B is filled with
flower pot, corridor,
interact with each
reproduction. red buttons
garden, pond.
other?
C. Presenting Perform Activity No. 1 Students think of ways Group Activity based
Post on the board
examples/instances of the - Can you grow new on how the two on their observation.
pictures showing the
new lesson plants from "eyes"? buttons can be mixed. following pairs of
organisms. -ant and
aphids; fern plant on a
tree trunk; dog and
tick. Ask
the students to
describe the
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CP #: 09209644538
Region III
relationship existing in
each pair of
organisms.
Explain that the Discuss the different
Show the procedure on
buttons represent the types of` symbiotic
how different
D. Discussing new Concepts gametes or Group output. relationships. Let the
vegetative
and practicing new skills reproductive cells, one Comparison and students answer the
propagations are done
#1 of which is from the discussion. guide questions on
to increase crop
male and the other is page 122-124 of the
production.
from the female. Learner's Material.
Students differentiate
Show a youtube video Give a seatwork on
external and internal
E. Discussing new Concepts on plant tissue culture. Answer the guide identifying the
fertilization, male and
and practicing new skills https://www.youtube.c questions for the symbiotic relationship
female gametes and
#2 om/watch? activity. existing between
sex organs in plants
v=ltbdM3boWmU organisms.
and animals,
F. Developing mastery Students identify the Students guided by the Identify and describe
Let the students
(leads to formative number of organism/s teacher define the components of an
identify the symbiotic
Assessment 3 involved and the monoecious, ecosystem.
relationship described
similarity of offspring dioecious, protandry in each of the
to the parent/s in and protogyny. following. 1. The
asexual reproduction. relationship where
both organisms are
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CP #: 09209644538
Region III
benefited. 2. The
relationship where one
organism is benefited
while the other is
harmed. 3. The
relationship where one
organism is benefited
while the other is
unaffected.
Let the students realize
the we should not
always depend on
others like a parasite.
What is the advantage Why do you think If we are unaffected, it
G. Finding practical of vegetative higher organisms like How do biotic and doesn't mean that we
application of concepts propagation in plants humans reproduce abiotic components should tolerate others.
and skills in daily living compared to planting sexually rather than affect our daily lives. The good thing that we
and growing seeds? asexually? can establish is a
mutualistic
relationship with
others where both
sides are benefited.
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CP #: 09209644538
Region III
Explain the statement: Briefly explain the Let the students
Give representative
H. Making generalization "Copulation is a sacred interaction of biotic differentiate
animals that reproduce
and abstractions about the covenent between a and abiotic mutualism,
through asexual
lesson married couple and the components of an commensalism, and
reproduction.
Lord". ecosystem. parasitism.
"Identify the symbiotic
Using a table compare
relationship existing in
the two modes of
Pop Quiz: Let the the following pairs of
reproduction in terms
students identify what Picture analysis organisms. 1.
of No. of Organism/s
type of asexual ( Biotic and Abiotic Barnacle/Whale 2.
I. Evaluating learning Involve, Gamete
reproduction does the components of an Remora/Shark 3.
Production, Similarity
oganism on the ecosystem ) Human/Tapeworm 4.
of Parent/s to
pictures undergo. Clown Fish/Sea
Offspring, and give
Anemone 5.
example organism/s.
Trees/Epiphytes"
1. What kind of
Think, Pair, and Share:
Search for relationship exist
Why do you think
representative between organisms
organisms such as the What are the different
J. Additional activities for organisms that are that use the same
potato, strawberries, relationships that exist
application monoecious, resources?
and ginger reproduce in ecosystem?
dioecious, protandry 2. Give examples of
through asexual
and protogyny. prey and predator
reproduction?
relationship.
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CP #: 09209644538
Region III
IV. REMARKS
V. REFLECTION
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 the remedial lesson
work? No. of learners
who have caught up with
the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
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CP #: 09209644538
Region III
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers/
Prepared by: Check and Reviewed by:
MICHELLE M. SEGUNDO FARAH JANE C. BIHASA

Subject Teacher Principal I
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CP #: 09209644538

January 15-19

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Republic of the Philippines

School RAMADA NATIONAL HIGH SCHOOL Grade Level 7

Address: Brgy. Ramada, Maria Aurora, Aurora

1. Determine the no. of 1. Infer how gametes Identifies which of the

Address: Brgy. Ramada, Maria Aurora, Aurora

Address: Brgy. Ramada, Maria Aurora, Aurora

Address: Brgy. Ramada, Maria Aurora, Aurora

Address: Brgy. Ramada, Maria Aurora, Aurora

Address: Brgy. Ramada, Maria Aurora, Aurora

Address: Brgy. Ramada, Maria Aurora, Aurora

Address: Brgy. Ramada, Maria Aurora, Aurora

Prepared by: Check and Reviewed by:

MICHELLE M. SEGUNDO FARAH JANE C. BIHASA

Address: Brgy. Ramada, Maria Aurora, Aurora

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