Science Grade 7 2nd Quarter - 125822

i
Republic of the Philippines

Department of Education
Region V (Bicol)
DIVISION OF LIGAO CITY
Binatagan, Ligao City
SCIENCE CONTEXTUALIZED DLP’S DEVELOPMENT TEAM

(Second Quarter: Living Things and their Environment)
WRITERS
Celeste D. Bangate Al Cezar T. Copla

Sarah Jane P. Mabini Jiji Erick Q. Matias
Cynthia P. Montero Adrian O. Sanchez
Clarie Vie C. Sapalaran
VALIDATORS
Marissa O. Co Carlo Magno P. Pamorada

Maricris D. Caigas Saturnino L. Macasinag Jr.
Ester L. Maligaya Marjorie R. Plazo
Kristina N. Nieves Adrian O. Sanchez
Clarie Vie C. Sapalaran
EDITORS
Marissa O. Co Ester L. Maligaya

Ma. Grecia M. Renolayan Kristina N. Nieves
Jhaebie N. Obleada Carlo Magno P. Pamorada
Marjorie R. Plazo Jiji Erick Q. Matias
Jocelyn P. Navera
ILLUSTRATORS/LAY-OUT ARTISTS
Francis S. Durante Jose P. Gamas

Rey Daniel G. Peralta Carlo Magno P. Pamorada
Adrian O. Sanchez
DEMONSTRATION TEACHERS
Jenny P. Recto Kristel Gail P. Lacquin

Hazel C. Manlangit Bebelyn B. Nocomora
Aileen T. Obias Jiji Erick Q. Matias
Rudita S. Lleva Jucy A. Regay
Michelle O. Dela Cruz Rea Mae N. Llorente
April N. Palisa Marianie O. Persia
Marie Ann P. Buenafe Clarie Vie C. Sapalaran
Earl R. Calingacion Celeste D. Bangate
Al Cezar T. Copla Annie R. Madriago
ii
SCIENCE CONTEXTUALIZED DLP’S DEVELOPMENT TEAM
(Second Quarter: Living Things and the Environment)
WRITERS
Lea A. Osorio Jomar T. Francisco

Cherilyn M. Aguinillo John Dewey B. Chavez
Catherine V. Tatel Loi Nadive V. Brusola
Blanquita T. Geronimo Von Kristian S. Torres
Marites E. Gando Garry A. Posada
VALIDATORS/EDITORS
Mary Rose V. Sta. Rosa Ma. Cluadette C. Borrega

Jose Roy S. Aguilar Imaculate T. Latorre
Jezrahel T. Omadto
ILLUSTRATORS/LAY OUT ARTIST
Shianne B. Rubio Judith P. Samonte

Jason Vergara Jonathan T. Osorio
Lea A. Osorio
DEMONSTRATION TEACHERS
Lea A. Osorio Jomar T. Francisco

Cherilyn M. Aguinillo John Dewey B. Chavez
Catherine V. Tatel Loi Nadive V. Brusola
Blanquita T. Geronimo Von Kristian S. Torres
Marites E. Gando Garry A. Posada
Maria Asuncion M. Posada
iii
TABLE OF CONTENTS
Grade 7 – Science
Quarter 2 (LIVING THINGS & THEIR ENVIRONMENT)
CONTENT PAGE
NUMBER
GRADE 7 SCIENCE DEVELOPMENT TEAM Ii
LC 1. Identify the parts of the microscope and give their
function (S7LT-IIa-1)
Lesson 1. MICROSCOPY: Historical Development of 1
Microscope
Lesson 2-3. MICROSCOPY: Parts and Function of the 34
Microscope
LC2. Focus specimens using the compound microscope
(S7LT-IIb-2)
Lesson 1: MICROSCOPY: Magnification 55
Lesson 2: MICROSCOPY Preparing a Wet Mount 65
Lesson 3-4: MICROSCOPY: Focusing a Specimen 79
LC3. Describe the different levels of biological organization
from cell to biosphere (S7LT-IIc-3)
Lesson 1 Level of Biological Organization: From Cell to 88
Biosphere
Lesson 2-3: Level of Biological Organization: Organ Systems of 98
Humans
Lesson 4: LEVELS OF BIOLOGICAL ORGANIZATION: Organ 112
Systems of Plants
LC4. Differentiate plant and animal cells according to
presence or absence of certain organelles. (S7MT-IId-4)
Lesson 1. PLANT AND ANIMAL CELL: Basic Parts of a Cell 121

Lesson 2. PLANT AND ANIMAL CELL: Animal Cell 127
Lesson 3. PLANT AND ANIMAL CELL: Plant Cell 137
Lesson 4. PLANT AND ANIMAL CELL: Comparing Plant and 148
Animal Cell
LC5. Explain why the cell is considered the basic structural
and functional unit of all organisms (S7MT-IIe-5)
Lesson 1-2. PLANT AND ANIMAL CELL: Cell Theory and its 153
Development
Pre-Assessment/Post Assessment
LC6. Identify beneficial and harmful microorganisms.
(S7MT-IIf-6)
Lesson 1. LIVING THINGS OTHER THAN PLANTS AND 173
ANIMALS: Other Living Things Found in the School Grounds
Lesson 2-3. LIVING THINGS OTHER THAN PLANTS AND 183
ANIMALS: What Do These Living Things Look Like Under the
Microscope?
iv
Lesson 4. LIVING THINGS OTHER THAN PLANTS AND 195
ANIMALS: Beneficial Effects of Algae, Bacteria and Fungi to
Other Organisms and in the Environment
LC 7. Differentiate asexual and sexual reproduction in terms

of number of individual involved, and similarities of
offspring to parents. (S7LT-IIg-7)
Lesson 1. Heredity: Inheritance and Variation (Asexual and 204
Sexual Reproduction)
Lesson 2. Heredity: Inheritance and Variation 237
(Comparing Asexual and Sexual Reproduction)
LC 8. Describe the process of fertilization (S7LT-IIg-8)
Lesson 3. Process of Fertilization (Fertilization in Gumamela) 249
Lesson 4. Process of Fertilization (Fertilization in Humans and 254
other Forms of Animals)
LC 9. Differentiate biotic from abiotic components of an
ecosystem (S7LT-IIh-9)
Lesson 1. Components of Ecosystem: Biotic and Abiotic 259
Lesson 2. Comparison of Abiotic and Biotic Components 272
LC 10. Describe the different ecological relationships found
in the ecosystem (S7LT-IIh-10)
Lesson 1: Ecological Relationships: Mutualism, Commensalism 280
and Parasitism
Lesson 2: Ecological Relationships: Predation and Competition 288
LC 11. Predict the effect of changes in one population on
other populations in the ecosystem (S7LT-Iii-11)
Lesson 1: Concept of Population 301
Lesson 2: Factors and Conditions affecting Population 309
Lesson 3: Changes in the Population 318
Lesson 4: Importance in Preserving the Ecosystem 327
LC 12. Predict the effect of changes in abiotic factors on the
ecosystem (S7LT-IIj-12)
Lesson 1. Effect of Changes in Abiotic Factors on the Ecosystem 333
(Light & Temperature)
Lesson 2. Effect of Changes in Abiotic Factors on the Ecosystem 345
(Air and Water)
Lesson 3. Ecosystems: Abiotic Factors 354
Lesson 4. Ecosystems: Abiotic Factors 358
v
School Grade Level 7
Teacher Learning Area Science
Teaching
Quarter Q2W1D1
Dates & Time
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
The parts and functions of the
compound microscope.
B. Performance The learners shall be able to:
Standards Employ appropriate techniques using
the compound microscope to gather data about
very small objects.
C. Learning The learners should be able to:
Competency Identify the parts of the microscope
and give their functions; S7LT-IIa-1
a. Name the scientists who have

contributed to the historical development
of Microscopy;
b. Perform the activity “Know me First”; and
c. Appreciate the contributions of the
scientists in the development of the
microscope.
II. CONTENT MICROSCOPY:
Historical Development of the Microscope
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp 108 - 112
Pages
2. Learner’s Materials pp 110 - 112
Pages
3. Textbook Pages
4. Additional Materials BEAM II.1 Nature of Biology. Tools in Biology.
from Learning April 2009, pp. 21-37
Resource (LR)
Portal NSTIC Science Manual, Biology Science
Manual 413M.27b.Microscope.
NSTIC Science Manual. Biology Science

Manual 413M.4. The Compound Microscope.
Science and Technology II: Biology Textbook.

NISMED.2012. pp.12-15.

MISMED. 2004. pp. 12-15
1
BIOLOGY, MODULE I, Nature of Biology,
PROJECT EASE, pp. 12-15
B. Other Learning Reference:
Resources
East Orange Scoring Rubric, Teacher Resource
Page. Retrieved from http://lp3.unej.ac.id/wp-
content/uploads/2017/01/East-Orange-
Rubrics-more-complet.pdf. 2:28 AM 01/29/2019
IV. PROCEDURE
A B
Elicit Show a picture of a woman Take a picture using a
wearing an eye glass. camera. (Let a student
take a picture of an
Ask students: Why does object.
the woman wear
eyeglasses? Then ask the student if
he/ she can see clearly
the image on its screen.
Then ask, “How do you
find the photo? Can you
see it clearly?”
The questions should

lead the students to
answer that they must
enlarge the image to
view it clearly.
“How do we enlarge the

image on the camera’s
screen?
Answer: We must touch

the screen and zoom the
image.
Engage
Students will play the Jigsaw Puzzle Game.
Figure 1. Sample image to be used for the game.
2
Note: The teacher may:
a. enlarge the template attached to the lesson
plan to prepare the Jigsaw Puzzle.
b. prepare a much clearer view of the microscope
and reproduce it in a size visible/ legible to the
students.
c. add color to each part of the microscope to
distinguish one from another.
Cut-out images of the microscope will be posted on

the board. Ask one student and another to get one
piece of those puzzle posted on the board to arrange
and join the cut-out images into one.
Questions will be posted/ asked for students to

answer:
a. After putting the pieces together, what
image have you formed?
b. What is a microscope?
c. What do you know about its historical
development?
Explore Give a pre-assessment task to the students to check
prior knowledge about Microscopy.
Matching Type: Match the name of the scientists in

Part A with its corresponding contribution to the
development of Microscopy in Part B. Draw a line to
connect one from Part A to another in Part B.
Contribution to the
Scientists
Development of Microscopy
In 1590, these two brothers
started experimenting using
a. Anton van
lenses; they have made a
Leeuwenhoek
very important discovery- a
compound light microscope.
He was the first to observe
bacteria, yeasts, red blood
cells, and he described
b. Robert Hooke colonies of protozoans
teeming in a drop of
rainwater which he called
“animalcules” in 1673.
He used his improved
compound microscope in
c. Zacharias and 1665 and discovered tiny
Hans Janssen compartments in a thin slice
of cork which he later called
“cells”.
Note:
3
At this part, let the students answer the Matching
Type test to check prior knowledge about the historical
development of Microscopy. Instead of connecting the
part A to its corresponding answer in Part B, the student
will write the letter of their choice from part A right after
the chosen contribution on part B.
Do not check yet the assessment, the student in the
aisle will collect it first. Instruct the students it will be
checked right after the class discussion.
Introduce the activity, “Know me First”.

Pre-lab orientation:
a. Group the class into _ (number).
b. Let the groups’ resource manager get the
materials for the activity.
c. Remind the class of the safety precautions on
the use of the materials.
d. Discuss the mechanics of the activity.
Activity proper.
See attached activity sheet.

Refer to Rubric for evaluating the student’s
performance attached in the appendix.
Note:
In the appendices, the materials (visuals) needed
by the students for the “Know me First” activity was
attached. The teacher may opt to do a bigger or enlarge
material or have it photocopied for use.
Instruct the students to cut the dashed lines per
meta-card and have it glued in the manila paper.
4
Expected outcome.
He used his Using a light

improved compound microscope in 1673, he
In 1590, these two was the first to
brothers who have microscope in 1665
observe bacteria,
started experimenting and discovered tiny
yeasts, red blood cells
using lenses; and compartments in a
and described colonies
made a very thin slice of cork of protozoans as
important discovery – which he later called “Animalcules”.
a compound light “Cells”.
microscope.
ZACHARIAS ROBERT
AND HANS HOOKE ANTOINE VAN
JANSSEN LEEUWENHOEK
Note:
Teachers may look for pictures of the Scientists
and the images of the microscopes on the internet to
elaborate the features and show the transformation
from the old one to the recent design of microscope we
use today.
Aside from the three mentioned scientists, there

were more people who have contributed to the
development of Microscopy, it’s just that we only
focused on these three significant contributors.
Explain Students will present their output.
Timeline for the historical development of the use of

microscope will be analyzed and presented by the
students.
Give the contribution of the following:

a. Zacharias and Hans Janssen
b. Anton van Leeuwenhoek
c. Robert Hooke
Guide Questions:
5
a. Who was the first scientist to use the compound
light microscope? Leeuwenhoek
b. What led the Jansen brothers to the discovery of
the microscope? The lenses used in their
experiments.
c. After the Jansen brothers, another biologist
made use of microscope in studying
microorganism. What was the name of the
scientist who made use of a light microscope
and was the first one to observe bacteria, yeasts,
red blood cells? Leeuwenhoek
d. What is the name of the biologist considered as
the “Father of Microscopy”? Leeuwenhoek
e. He used an improved microscope in his
experiments where he was able to observe tiny
compartments in a thin slice of cork where he
called it “cells”, who is this biologist? Hooke
Suggested answer:
Zacharias and Hans Janssen:

The brothers who have started experimenting
using lenses; they have made a very important
discovery- a compound light microscope.
Antoine van Leeuwenhoek:

He made use of a simple light microscope. He
was the first to observe bacteria, yeasts, red blood
cells, and he described colonies of protozoans teeming
in a drop of rainwater which he called “animalcules”.
He is also the father of Microscopy.
Robert Hooke:
He used his improved compound microscope and
discovered tiny compartments in a thin slice of cork
which he later called “cells”.
Note:
The teacher may prepare a bigger historical arrow
to facilitate the processing of the activity, “Know me
First”.
Elaborate Guide Questions:
a. Why is it that microscopes were considered an

important tool used by biologists in conducting
their laboratory researches?
6
b. As a biologist, identify the benefits a scientist
like you can get by using microscopes when
studying very small objects/ specimen?
Figure 1. Microscope used by Anton van Leeuwenhoek.
Figure 2. The compound microscope.
This is how Anton van Leeuwenhoek’s microscope

looks like. Compare it with the compound microscope
we are using today.
Evaluate
Matching Type: Match the name of the scientists in

Part A with its corresponding contribution to the
development of Microscopy in Part B. Draw a line to
connect one from Part A to another in Part B.
7
Contribution to the
Scientists Development of
Microscopy
In 1590, these two
brothers started
experimenting using
a. Anton van
Leeuwenhoek
very important discovery-
a compound light
microscope.
He was the first to observe
b. Robert Hooke colonies of protozoans
c. Zacharias
1665 and discovered tiny
and Hans
compartments in a thin
Jansen
slice of cork which he later
called “cells”.
Answer:
Contribution to the
Scientists
Development of Microscopy
In 1590, these two brothers
started experimenting using
a. Anton van
Leeuwenhoek
very important discovery- a
compound light microscope.
b. Robert Hooke He was the first to observe
colonies of protozoans
c. Zacharias and 1665 and discovered tiny
Hans Jansen compartments in a thin slice
of cork which he later called
“cells”.
8
*Using the answer sheet where the students have
answered initially, let them take the Matching Type test.
After the checking of the test papers, let them compare
their assessed results between the pretest and the post
test.
Listed scenarios below are optional.

EXTEND
Across the Curriculum:
Does the development of microscopes lead to the
discovery of a new concept or principle? What are
those?
What is the biological significance of the invention of the
microscope?
Students can connect their answers to the development

of medicines against diseases caused by pathogenic
microorganisms, discovery of new species that were
not visible in the naked eye, checking the authenticity
of the jewelry etc.,
How about the work of those personnel assigned in

forensic laboratories? How does the use of
microscopes help them to get their job done properly?
Valuing:
Before we judge someone or say something about

someone’s character or action, we must know them
first, magnify the small things they do, for them to be
fully understood. We might mistakenly give impressions
without seeing clearly what it really means.
 Do you know what history is? Students answer

may vary.
- History talks about the past and helps us
understand what is happening in the future.
 Why do we need to visit the past? The past is part
of the present. What is happening right now is the
result of the actions of the past, we must
appreciate their efforts and contributions.
Agreement What are the parts and functions of a compound light
microscope?
V. REMARKS
VI. REFLECTIONS
VII. OTHERS
9
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial __Yes __ No __Yes __ No
lessons work? __ of learners who caught up __ of learners who caught
No. of learners the lesson of ____. up the lesson of ____.
who have caught __ of learners who caught up __ of learners who caught
up with the the lesson of ____. up the lesson of ____.
lesson __ of learners who caught up __ of learners who caught
the lesson of ____. up the lesson of ____.
__ of learners who caught up the __ of learners who caught up
lesson of ____. the lesson of ____.
D. No. of learners __Yes __ No __Yes __ No
who continue to __ of learners who caught up __ of learners who caught
require the lesson of ____. up the lesson of ____.
remediation __ of learners who caught up __ of learners who caught
__ of learners who caught up __ of learners who caught
E. Which of my ___ Socratic questioning ___ Socratic questioning
teaching ___ use of visual ___ use of visual
strategies presentation presentation
worked well? ___ Game-based learning ___ Game-based learning
Why did it work? ___ Pair Work ___ Pair Work
___ Cooperative Learning ___ Cooperative Learning
___ Explicit Teaching ___ Explicit Teaching
___ Group Collaboration ___ Group Collaboration
___ Differentiated instruction ___ Differentiated
___ Discovery Method instruction
___ Lecture Method ___ Discovery Method
___ Manipulative tools ___ Lecture Method
___ Demonstration ___ Manipulative tools
___ Models ___ Demonstration
___ Interactive lecture ___ Models
demonstration ___ Interactive lecture
___ Inquiry-based approach demonstration
___ Complete IMs ___ Inquiry-based
___ Availability of Materials approach
___ Students eagerness to ___ Complete IMs
learn ___ Availability of
___ Group members Materials
collaboration/cooperation ___ Students eagerness
in doing the task to
___ audio visual presentation learn
of the lesson ___ Group members
collaboration/cooperation
10
in doing the task
___ audio visual
presentation of
the lesson
F. What difficulties ___ Bullying among students ___ Bullying among
did I encounter ___Student’s students
which my behavior/attitude ___Student’s
principal or ___ Colorful IMs behavior/attitude
supervisor can ___ Unavailable technology ___ Colorful IMs
help me solve? ___Science/Computer/internet ___ Unavailable
lab technology
____ additional clerical works ___ Science/ Computer/
internet lab ____
additional clerical works
G. What innovation ____ Contextualized/localized ____
or localized and indigenized IMs Contextualized/localized
material/s did I ____ localized video and indigenized IMs
use/discover ____ Recycling of plastics to ____ localized video
which I wish to be used as IMs ____ Recycling of plastics
share with other to be
teachers? used as IMs
11
Appendix __
ACTIVITY 2.1 Know me First!
Objective:
a. Name the scientists who have contributed in the historical development
of Microscopy.
Materials:
Colored paper, scissors, meta-cards, manila paper, pentel pen/ markers
Procedure:
1. Cut the dashed lines in the activity sheet.
2. Match the name of the scientists to their corresponding contribution.
3. Arrange the cut materials by following the format below and have it
glued to the manila paper.
4. Use the HISTORICAL ARROW to show the progress of development

of Microscopy.
Guide Questions:
1. Who were the scientists that have contributed in the development of
Microscopy?
2. What were the contributions of each scientist?
3. Why did we consider them as “Contributor” to the development of
Microscopy?
12
ROBERT
HOOKE
ZACCHARIAS
AND HANS
JANSEN
13
The brothers who have
started experimenting
LEEUWENHOEK
ANTOINE VAN
using lenses in 1590;

and made a very
important discovery – a
14
Using a light microscope compound microscope
in 1590, he was the first in 1665 and discovered
to observe bacteria, tiny compartments in a
yeasts, red blood cells
15
thin slice of cork which
and described colonies
he later called “Cells”.
of protozoans as
“Animalcules”.
16
17
18
Figure No. 3 Template for the Jigsaw Puzzle (suggestion only)
19
20
Rubrics for Performance Assessment
Group: ________________________ Activity/ Lesson: _____________

Grade and Section: ______________ Date: ______________________
Points Criteria
Completes the task given. Answers
to problems were clearly stated with
90-100
supporting evidences. Scientific
concepts were well understood.
80-89 were clearly stated. Scientific
Task was performed, with a few flaws
in the understanding of concepts or
70-79
processes. Answers to problems
were stated.
Task only partially completed.
Answers have shown some
60-69 significant errors in the
understanding of concepts or
processes.
Task was attempted to be completed
10-59 yet not successful with the expected
results.
0 No attempt to perform the task.
Reference:
East Orange Scoring Rubric, Teacher Resource Page. Retrieved from

http://lp3.unej.ac.id/wp-content/uploads/2017/01/East-Orange-Rubrics-more-
complet.pdf. 2:28 AM 01/29/2019
21
Possible Answers:
Zacharias and Hans Jansen:
The brothers who have started experimenting using lenses; they have
made a very important discovery- a compound light microscope.
Antoine van Leeuwenhoek:
He made use of a simple light microscope. He was the first to observe
bacteria, yeasts, red blood cells, and he described colonies of protozoans
teeming in a drop of rainwater which he called “animalcules”.
He is also the father of Microscopy.
Robert Hooke:
He used his improved compound microscope and discovered tiny
compartments in a thin slice of cork which he later called “cells”.
The names (written in Meta-Cards) of the scientists will be posted.
Students must correctly match the corresponding contribution of the scientists
mentioned.
22
Example:
Suggested activities
Calculations
Solutions / Answers
Appendix A:
23
Appendix B:
24
Appendix C:
25
Appendix D:
26
Appendix E:
27
Appendix F:
28
Appendix G.
29
Appendix H:
30
Appendix I:
31
Appendix J:
32
Appendix K:
33
Teaching 2 days
Quarter Q2W1D2-D3
Dates & Time
I. OBJECTIVES
The parts and functions of the
B. Performance The learners shall be able to:
the compound microscope to gather data about
very small objects.
C. Learning The learners should be able to:
Competency Identify the parts of the microscope
and give their functions; S7LT-IIa-1
d. Identify the parts and functions of a

e. Manipulate the microscope properly; and
f. Suggest ways on how to properly handle
a compound microscope.
II. CONTENT MICROSCOPY:
Parts and Function of the Compound Light
Microscope.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp 108 – 112
Pages
2. Learner’s Materials pp 110 – 112
Pages
3. Textbook Pages
4. Additional Materials BEAM II.1 Nature of Biology. Tools in Biology.
from Learning April 2009, pp. 21-37
Resource (LR)
Portal NSTIC Science Manual, Biology Science
Manual 413M.27b.Microscope.
NSTIC Science Manual. Biology Science

Manual 413M.4. The Compound Microscope.

NISMED.2012. pp.12-15.

MISMED. 2004. pp. 12-15
34
BIOLOGY, MODULE I, Nature of Biology,
PROJECT EASE, pp. 12-15
C. Other Learning East Orange Scoring Rubric, Teacher
Resources Resource Page. Retrieved from
http://lp3.unej.ac.id/wp-
content/uploads/2017/01/East-Orange-
Rubrics-more-complet.pdf. 2:28 AM 01/29/2019
IV. PROCEDURE
A B
Elicit Let the students identify the scientists who have
contributed in the development of the microscope.
Use the HISTORICAL ARROW to show the progress
of development of Microscopy from one scientist to
another.
MICROSCOPY
As a student scientist, how will you describe this

instrument as a tool in laboratories?
Note: Use the output (historical arrow) from day 1.
Engage Post the completed jigsaw puzzle on the board.
Expected outcome:
Figure 1: The compound microscope.
What are the parts and functions of a compound

microscope?
Explore EXPLORE A:
Using the jigsaw puzzle, let the students identify
the parts of the microscope by pointing out each part
and have it illustrated. The jigsaw pieces will be
detached slightly from each other but not totally far from
each other.
*To facilitate this part, post the jigsaw puzzle plus
another enlarged image of the microscope on the
board.
35
Students can use a real compound microscope.
Let the students write their answer on a table shown

below.
Table 1: The parts and functions of a compound
microscope.
Part (s) of the Name of Part(s) Function(s) of
Compound of the each part of the
Microscope compound compound
(Illustration) microscope microscope
Note: This table will also be used in EXPLORE B for the

functions of the parts of the compound microscope.
EXPLORE B: Introduce the activity, “The Microscope:

Its Parts and their Functions”. (See attached worksheet
for the activity.) on page 109-112.
Pre-lab orientation.
a. Group the class into _ (number).
b. Let the groups’ resource managers (or
any representative) get the light
microscope.
c. Remind the class of the safety
precautions on the use of the materials.
d. Discuss the mechanics of the activity and
demonstrate the proper use and handling
of the microscope.
Laboratory proper.
The activity can be performed in small groups or the
teacher can give demonstration or let the learners do
the activities with teacher’s supervision.
Since the students must use a real microscope,
teachers must facilitate to guide the students in the
activity. Remind/ educate the students of the Do’s and
Don’ts when handling a microscope.
Refer to Rubric attached for evaluating the student’s
performance attached in the appendix.
Expected outputs: Filled in Table 1 and the answers of

the students from the guide questions listed from the
activity “The Microscope: Its Parts and Functions”.
-end of DLP 2.1- (1 hour)
Explain Before processing the activity performed by the
students, conduct a short recall of what they have
performed.
a. What have we performed yesterday?
36
b. What are the things that you have
found out?
c. Name the parts of the compound
microscope.
To be processed on DLP 2.2. (1 hour)
Guide Questions:
a. What are the functions of the base and
the arm of the microscope?
b. What do you observe with the

objectives of the microscope?
c. What is accomplished by turning the

coarse adjustment upwards?
Downwards?
d. Which part connects the eyepiece to

the revolving nosepiece with the
objective?
e. What are the two functions of the

eyepiece?
f. Describe the function of the mirror.
g. What do you notice as you change the

diaphragm openings?
h. What can you infer as to the functions

of the diaphragm?
i. What parts of the microscope are
being connected by the inclination
joint?
Elaborate Emphasize:
a. What material is recommended to use when

cleaning lenses of the eyepiece/ objectives?
Only use lens paper in cleaning the lenses of

the eyepiece and the objectives.
b. Why is it not advisable to use direct sunlight

when viewing objects under the microscope?
Never use direct sunlight as a light source to

view objects under the microscope. Direct
sunlight can permanently damage the retina of
the eye.
37
c. When is the right time to tilt the microscope
when viewing objects under the microscope?
Tilting of the microscope allows one to do

observations while sitting down. This is
however, only done when materials observed
do not contain liquids like water.
The parts of a Compound Microscope can be

categorized into three, what are those?
a. THE ILLUMINATING PARTS: mirror,
diaphragm, ocular/ eyepiece, and the objectives
b. THE MAGNIFYING PARTS: ocular lens,

objective lenses
i. scanner
ii. low power objective (LPO)-using this
objective, the object viewed shows the entire
outline of the organism
iii. high power objective (HPO) – using this
objective lens, the object being viewed shows a
detailed structure of the specimen
c. THE MECHANICAL PARTS: base, arm, body

tube, stage, stage clips, adjustment screws and
the revolving nosepiece
Table 1:
Parts and Functions of a Compound Microscope
Parts Functions
Eyepiece/ ocular Contains the magnifying lens
you look through. It also
magnifies the object that been
magnified by the objective.
Body tube Maintains the proper distance
between the eyepiece and the
objectives.
It connects the eyepiece to the
revolving nosepiece with the
objectives.
Revolving Holds the objective lens and
nosepiece facilitates the changing of
objectives.
Adjustment knob Turning the adjustment knob
upwards and downwards raises
and lowers the body tube with
the objectives respectively.
38
It also focuses or brings out the
object to be observed.
Arm It supports the body tube and it is
where the microscope is held.
Stage and stage The stage supports the slide
clip being viewed while the stage
clips hold the slide in place.
Inclination joint It allows one to tilt the
microscope, so viewing is
possible while seated.
Diaphragm It regulates the amount of light
reflected to the object to be
viewed.
Mirror It reflects light up to the
diaphragm, object to be
observed and lenses.
Base It provides support to the
microscope.
Objectives The lens which usually provides
magnification.
Evaluate Part A. Identify the parts of the compound light
microscope. Use the listed parts of the microscope to
answer it. Write your chosen answer to the line pointing
to the specific part.
body tube revolving nosepiece
eyepiece/ ocular objectives
arm diaphragm
base stage
stage clip adjustment knob
inclination joint mirror
Figure 2. A compound microscope.
39
Part B. With reference to Part A, match the part of the
microscope to its corresponding function. Write the
letter before the name of the part of the microscope.
a. It provides support of the microscope.

b. It supports the body tube and it is where the
microscope is held.
c. Once turned, it can raise or lower the body tube
with the objectives respectively.
d. It facilitates the changing of objectives.
e. It connects the eyepiece to the revolving
nosepiece with the objectives.
f. It contains the magnifying lens you look through.
g. It maintains the proper distance between the
eyepiece and objective lens.
h. A lens which usually provide a 10x or a 20x
magnification.
i. It holds the slide in place.
j. It supports the slide being viewed.
k. It regulates the amount of light that goes into the
body tube.
l. Reflects the light upward through the diaphragm,
the specimen, and the lenses.
Other E Across the Curriculum:
The lesson about the parts and functions of the
EXTEND microscope is basic/ essential in Microbiology.
Since students are asked to view the specimen
using a microscope, they will be told to illustrate what
they are observing. This will require the students to
enhance their skill in illustrating (Visual Arts) what they
have observed for this is important especially when
dealing with specimens viewed under a compound
microscope.
MATHEMATICS: There are several objectives
attached to the revolving nosepiece.
a. Scanner
b. Low power objective (LPO)
c. High power objective (HPO)
Notice that there is an inscription such as 10x, 25x and
100x, do you know what it means?
 The x represents how many times the object
being viewed under the microscope was
magnified.
For example, 10x means: the object was
magnified 10 times its size.
Valuing:
a. What is the most valuable thing for you? How do
you take good care of it?
40
Same as our valuable thing, the microscopes must also
be taken good care of. Give tips on how to take good
care of the apparatus.
The steps in preparing for storage and practices on
care and maintenance of the microscope would
develop in learner’s responsibility in the use and giving
value to this expensive yet important science tool.
b. In what ways would the microscope contribute to
the study of different objects and organisms?
The microscope gives an enlarged view of objects and
organisms. Detailed studies of their complex structure
and consequently their functions are possible using this
equipment. It also enables one to see and observe
organisms that are not visible using the unaided eye.
c. What will happen if one part did not function
well?
Every part of the microscope has a specific function to
perform. When one part fails to perform its function, it
could totally affect its main purpose. Just like in a
community, every person comprising the community
has their own role to perform, when one is not in good
condition, the whole system is affected.
Agreement How do we compute for the total magnification of the
specimen viewed under the microscope?
V. REMARKS
VI. REFLECTIONS
VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment.
B. No. of learners
who require
additional
activities for
remediation
remediation
41
in doing the task
___ audio visual
presentation of
the lesson
lab technology
internet lab ____
42
Appendix __
Figure 3: Template for the Jigsaw Puzzle.
Figure 4: Compound Light Microscope
43
44
“The Microscope: Its Parts and their Functions”
Objective:
a. Identify the parts and functions of a compound microscope.
Materials:
Compound microscope
Procedure:
1. Get the microscope from its box or the cabinet. Do this by grasping
the curved arm with one hand and supporting the base with the other
hand.
2. Carry it to your table or working place. Remember to always use both
hands when carrying the microscope.
3. Put down the microscope gently on the laboratory table with its arm
facing you. Place it about 17 cm away from the edge of the table.
4. Wipe with tissue paper or old t-shirt the metal parts of the
microscope.
Q1. What are the functions of the base and the arm of the
microscope?
5. Figure 1 shows a light microscope that most schools have. Study and
use this to locate different parts of the microscope.
Figure 1. A compound microscope.

6. Look for the revolving nosepiece. Note that objectives are attached
to it. You should know that there are lenses inside the objectives.
Q2. What do you observe with the objectives of the

microscope?
45
7. Find the coarse adjustment. Slowly turn it upwards, then
downwards.
Q3. What is accomplished by turning the coarse adjustment

upwards? Downwards?
8. Looking from the side of the microscope, raise the body tube. Then,
turn the revolving nosepiece in any direction until the LPO is back in
position. You will know an objective is in position when it clicks. Note
that the revolving nosepiece makes possible the changing from one
objective to another.
Q4. Which part connect the eyepiece to the revolving

nosepiece with the objectives?
9. Locate the eyepiece. Notice also that it is marked with a number and
an x. Know that the eyepiece further magnifies the image of the
object that has been magnified by the objective. If the eyepiece is
cloudy or dusty, wipe it gently with a piece of lens paper.

REMEMBER the eyepiece and the objectives.
Look through the eyepiece. Do you see anything?
10. Now, locate the mirror. Then, position the microscope towards
diffused light from the windows or ceiling light. Look through the
eyepiece and with the concave mirror (with depression) facing up,
move it until you see a bright circle of light.
Never use direct sunlight as a light

source to view objects under the
CAUTION microscope. Direct sunlight can
permanently damage the retina of the
eye.
11. The bright circle of light is called the field of view of the microscope.
Adjust the position of the mirror so that it is not glaring to the eye.
Practice viewing through the microscopes using both eye open.
This will reduce eyestrain.
Q5. What are the two functions of the eyepiece?
46
Q6. Describe the function of the eyepiece.
12. Locate the diaphragm. While looking into the eyepiece, rotate the
diaphragm to the next opening. Continue to do so until the original
opening you used is back under the hole in the stage.
Q7. What do you notice as you change the diaphragm openings?

Q8. What can you infer as to the function of the diaphragm?
13. Find the inclination joint.
Q9. What parts of the microscope are being connected by the

inclination joint?
14. Grasp the arm and slowly pull it towards you. Sit down and try looking
through the eyepiece.
Q10. What does this movement do?

REMEMBER observations while sitting down. This is
however, only done when materials
observed do not contain liquid like water.
47

Points Criteria
90-100
70-79
were stated.
processes.
results.
Reference:

complet.pdf. 2:28 AM 01/29/2019
48
Calculations
Solutions / Answers
Suggested activities with answer.
“The Microscope: Its Parts and their Functions”
Objective:
a. Identify parts of the microscope and their functions.
Materials:
Compound light microscope
Procedure:
1. Get the microscope from its box or the cabinet. Do this by grasping
the curved arm with one hand and supporting the base with the other
hand.
2. Carry it to your table or working place. Remember to always use both
hands when carrying the microscope.
3. Put down the microscope gently on the laboratory table with its arm
facing you. Place it about 17 cm away from the edge of the table.
4. Wipe with tissue paper or old t-shirt the metal parts of the
microscope.
Q1. What are the functions of the base and the arm of the
microscope?
Answer: The base provides support to the microscope. The arm on

the other hand supports the body tube and it is where the microscope
is held.
5. The figure below shows a light microscope that most schools have.
Study and use this to locate different parts of the microscope.
6. Look for the revolving nosepiece. Note that objectives are attached
to it. You should know that there are lenses inside the objectives.
49
Q2. What do you observe with the objectives of the
microscope?
Answers can be: they are of different lengths, they are marked with
numbers followed by x, some may say: there are three or four
objectives attached to the revolving nosepiece.
7. Find the coarse adjustment. Slowly turn it upwards, then

downwards.
Q3. What is accomplished by turning the coarse adjustment

upwards? Downwards?
Answer: Turning the coarse adjustment upwards and downwards

raises and lowers the body tube with the objectives respectively. It
also focuses or brings out the object to be observed.
8. Looking from the side of the microscope, raise the body tube. Then,
turn the revolving nosepiece in any direction until the LPO is back in
position. You will know an objective is in position when it clicks. Note
that the revolving nosepiece makes possible the changing from one
objective to another.
Q4. Which part connect the eyepiece to the revolving

nosepiece with the objectives?
Answer: Body tube.
9. Locate the eyepiece. Notice also that it is marked with a number and
an x. Know that the eyepiece further magnifies the image of the
object that has been magnified by the objective. If the eyepiece is
cloudy or dusty, wipe it gently with a piece of lens paper.

REMEMBER the eyepiece and the objectives.
Look through the eyepiece. Do you see anything?
50
10. Now, locate the mirror. Then, position the microscope towards
diffused light from the windows or ceiling light. Look through the
eyepiece and with the concave mirror (with depression) facing up,
move it until you see a bright circle of light.
Never use direct sunlight as a light

source to view objects under the
CAUTION microscope. Direct sunlight can
permanently damage the retina of the
eye.
11. The bright circle of light is called the field of view of the microscope.
Adjust the position of the mirror so that it is not glaring to the eye.
Practice viewing through the microscopes using both eye open.
This will reduce eyestrain.
Q5. What are the two functions of the eyepiece?
Answer: It is where you look through in the microscope. It also

magnifies the image of the object that has been magnified by the
objective.
Q6. Describe the function of the mirror.
Answer: It reflects light up to the diaphragm, object to be observed

and lenses.
12. Locate the diaphragm. While looking into the eyepiece, rotate the
diaphragm to the next opening. Continue to do so until the original
opening you used is back under the hole in the stage.
Q7. What do you notice as you change the diaphragm openings?
Answer: The size of the openings differs. The amount of light

reflected also changes where the bigger the opening, the greater is
the amount of light reflected.
Q8. What can you infer as to the function of the diaphragm?
Answer: The diaphragm regulates the amount of light reflected to the

object to be viewed.
51
13. Find the inclination joint.
Q9. What parts of the microscope are being connected by the

inclination joint?
Answer: The arm and the base of the microscope.
14.Grasp the arm and slowly pull it towards you. Sit down and try looking
through the eyepiece.
Q10. What does this movement do?
Answer: It allows one to tilt the microscope, so viewing is possible

while seated.

REMEMBER observations while sitting down. This is
however, only done when materials
observed do not contain liquid like water.
52
ADJUSTMENT
KNOB
OBJECTIVES
STAGE CLIP
STAGE
REVOLVING
NOSEPIECE
INCLINATION
JOINT
53
BASE
BODY TUBE
EYEPIECE
ARM
MIRROR
DIAPHRAGM
54
Teaching
Quarter
Dates & Time Q2W1D4
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding
of the parts and functions of the compound
microscope
B. Performance The learners should be able to employ
Standards appropriate techniques using the compound
microscope to gather data about very small
objects
C. Learning The learners should be able to focus
Competency specimens using the compound microscope
(S7LT-IIb-2)
Objective 1. Solve for the total magnification of

specimen under different objectives.
II. CONTENT MICROSCOPY: Magnification
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 112 (Hardcopy)
Pages
2. Learner’s Materials 114 (Hardcopy)
Pages
3. Textbook Pages 15 (Biology: Science and Technology
Textbook for Second Year)
4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning
Resources
IV. PROCEDURE
A B
Elicit Show and Tell.
Let the students point or show the part and tell the
functions of the compound microscope.
Which among the parts are responsible in magnifying

the specimen?
Eyepiece and objective lenses
What are the three types of objective lenses?
Scanner, LPO and HPO.
55
Engage
Ask the students to identify the pictures in each set if
it’s viewed under HPO or LPO
Set A.
Set B
Set C.
( Set A and B a specimen of Rhoeo discolor; Set C a

specimen of Onion)
Pictures taken by: Clarie Vie C. Sapalaran
1. What is/are the

difference/s 1. What can you
between the observe in each
pictures in each set of pictures?
set?
The set of pictures
In each set of have the same
pictures the distinct kind of specimen
difference is how but they have
they are magnified. different sizes
The first picture
shows greater view 2. Why do you think
of the specimen the pictures in
while in the second each set has
picture it was different “sizes”?
magnified and
shows a detailed
56
view of the They have
specimen. different sizes
because they are
viewed under
2. When do we say different
that a specimen is objectives.
viewed under LPO?
HPO? 3. How did you
identify if it’s
viewed under LPO
The object is or HPO?
viewed under LPO
if it shows the entire The size or how
outline of the magnified the
specimen and objects were was
when it is viewed used to identify.
under HPO it The object is
shows a detailed viewed under LPO
structure of the if it shows the
specimen. entire outline of
the specimen and
when it is viewed
under HPO it
3. Do you know how shows a detailed
to find how many structure of the
times these images specimen.
were magnified?
4. Do you know how
Answers may vary to find how many
times these
images were
magnified?
Answers may vary.
Explore
Group Activity: Group Activity:
Problem Solving Problem Solving
See attached activity

(The teacher may sheet.
give more problem
set or the class can
have it like the
“MTAP” set up
where in, each
57
group will have a
drill board where
the solution will be
written after every
problem is flashed
on the projector.)
Explain
The group reporter will present their output and
explain how they arrived with their answer.
(The teacher may device a scheme in the presentation

of outputs to minimize time. The teacher may use the
rubrics attached for the performance assessment.)
Elaborate
Checking of outputs.
(The teacher should emphasize the X after each

answer because it serves as an indication of how
many times the objects were magnified.)
1. How did you arrive at the correct answer for

numbers 2 and 4?
We derive a formula from the given formula to

solve problems 2 and 4
2. What formula did you use?
We derive the formula:
Magnification of eyepiece= Magnification of specimen

Magnification of objective
Hence, magnification of objective can be solved thru:
Magnification of objective= Magnification of specimen

Magnification of eyepiece
The teacher may introduce the use of the Techan’s

triangle that is used in Mathematics for
derivation of formula.
3. Can we solve for the magnification of the

eyepiece and objective if only the total
magnification of specimen was given? Why or
why not?
58
If only the magnification of the specimen is
given, we cannot solve for the magnification of
eyepiece and objective because in order to
solve at least 2 out of 3 needed data should be
present
Points to remember during the discussion:

1. Magnification is a measure of the ability of a
lens to magnify.
2. An object of any size, if viewed under the
microscope, is magnified to form an enlarged
image.
3. The magnification of a specimen can be
calculated by multiplying the number found in
the eyepiece with the number found on the
objective used for focusing. Hence, the formula
is:
Magnification of the eyepiece X Magnification of
the objective = TOTAL Magnification of the specimen
4. Eyepiece lenses of different microscopes may

have different magnifications.
5. The LPO and HPO has different magnifications
which results to the different magnifications of
specimen.
Evaluate Let the students solve the following:

1. If a cell being observed has been magnified
400x under a 40x HPO, what is the magnifying
power of the eyepiece used?
2. You were asked to examine a prepared slide
under the HPO. Your eyepiece is 10x and the
HPO is 60x. How many times was the
specimen magnified?
3. The total magnification of the specimen is 250x
and the eyepiece has 10x. What is the
magnification of the objective?
Extend Across the Curriculum:

How will you relate the concept of microscopy in
photography?
Valuing:
In solving word problems, what one must possess in
order to arrive with the correct answer?
59
In solving word problems one must be patient and
determined to solve and arrive with the correct
answer. In our lives we must try all the possible ways
in finding solutions to our problems. We must not give
up and we should strive harder in solving our problems
we encounter along the way.
Agreement Bring the following materials

1. Newspaper
2. Tissue paper
3. Dropper
4. Water
5. Scissor
6. Forceps/ tweezers
V. REMARKS
VI.
REFLECTIONS
VI. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation
__ of learners who caught up __ of learners who caught up
the lesson of ____. the lesson of ____.
__ of learners who caught up __ of learners who caught up
the lesson of ____. the lesson of ____.
60
___ Complete IMs ___ Inquiry-based approach
___ Availability of Materials ___ Complete IMs
___ Students eagerness to ___ Availability of Materials
learn ___ Students eagerness to
___ Group members learn
collaboration/cooperation ___ Group members
in doing the task collaboration/cooperation
___ audio visual in doing the task
presentation ___ audio visual
of the lesson presentation of
the lesson
help me solve? ___Science/Computer/intern ___ Unavailable technology
et ___ Science/ Computer/
lab internet lab ____ additional
____ additional clerical works clerical works
G. What innovation ____ ____
or localized Contextualized/localized Contextualized/localized
material/s did I and indigenized IMs and indigenized IMs
use/discover ____ localized video ____ localized video
which I wish to ____ Recycling of plastics to ____ Recycling of plastics
share with other be used as IMs to be
61
Appendix __
Example:
Activity No. _______
Solving for the Total Magnification of Specimen under

Different Objectives
Formula:
Total Magnification of the Specimen = Magnification of x Magnification of

Eyepiece Objective
Given the formula, solve the following word problems:

1. A student examined an object under the microscope the eyepiece is 5x
while the LPO is 10x. How many times was the object magnified?
2. A drawing of a cell indicates that it has been magnified 450x under the
HPO if the HPO is 45x, what is the magnifying power of the eyepiece
3. You were given a slide which contained a microorganism. You were
asked to examine the microorganism under the HPO. Your eyepiece is
10x and the HPO is 45x. How many times was the microorganism
magnified?
4. If a cell being observed has been magnified 200x under a 40x HPO,
what is the magnifying power of the eyepiece used?
5. A student studied a prepared slide of an animal cell. The eyepiece is 5x
and the HPO is 60x. How many times the object was magnified?
62
Calculations
Solutions / Answers
Explore Activity Answer Guide:
1. 5x X 10x = 50x
2. __10__ X 45x = 450x
3. 10x X 45x = __450x__
4. __5__ X 40x = 200x
5. 5x X 60x = __300x__
Evaluation Answer Guide:
1. 400x / 40x = _10x_

2. 10x X 60x = _600x_
3. 250x / 10x = _25x_

Points Criteria
90-100
70-79
were stated.
processes.
results.
63
Reference:

complet.pdf. 2:28 AM 01/29/2019
64
Teaching
Quarter
Dates & Time Q2W1D5
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of
the parts and functions of the compound
microscope
B. Performance The learners should be able to employ
objects
C. Learning The learners should be able to focus
Competency specimens using the compound microscope
(S7LT-IIb-2)
Objectives 1. Prepare a wet mount;

2. Observed precautionary measures
during the activity.
II. CONTENT MICROSCOPY: Preparing a Wet Mount
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 110 (Hardcopy)
Pages
2. Learner’s Materials 112-113 (Hardcopy)
Pages
3. Textbook Pages 13-14 (Biology: Science and Technology
Textbook for Second Year)
from Learning
Resource (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURE
A B
Elicit The teacher will show a prepared wet mount. While
holding the slide, ask:
1. Do you know what this is?
A slide, a prepared slide.
2. What are the materials used?
A specimen, a slide and a cover slip
3. What is in the glass slide?
A specimen.
4. Look closely.Is the object in the glass slide wet
or dry?
Wet
65
5. Do you know how to prepare a wet mount?
Answers may vary.
Engage Let the students sit with 1. What are the
their group mates. materials you
need in preparing
Let the students get the a wet mount?
needed materials from the
laboratory From the list of materials
supply/instrument cabinet let the students select
which will be used in which among it will be
preparing a wet mount. useful in preparing a wet
mount by putting a
check ( )
(Give the students the
freedom to choose the ___glass slide
materials that they will use ___cover slip
in preparing the wet mount) ___water
___scissor
___forceps/ tweezers
1. What made you ___sharp blade
choose these ___tape
materials as the ___marker
ones useful in ___dropper
preparing a wet
mount? 2. What made you
2. Do you know what a choose these
wet mount is? materials as the
3. How do we prepare ones useful in
a wet mount? preparing a wet
mount?
Answers may
vary.
3. Do you know
what a wet mount
is?
Answers may
vary.
4. How do we
prepare a wet
mount?
*students may
give the steps in
preparing a wet
mount based on
the learner’s
manual.
Explore
Laboratory Activity: Let the students sit with
Preparing a Wet Mount their group mates.
66
*Activity sheet for B group Laboratory Activity:
is attached. Preparing a Wet Mount
The students will device *The materials should

their own steps in preparing be ready beforehand to
a wet mount avoid delay.
*A pre-lab orientation
should be done before
engaging the students to
the activity.
The students should be
oriented on how to
handle glass wares and
sharp object (cutter,
blade or scalpel) to
avoid untoward
accidents.
*Activity sheet for B

group is attached.
 The teacher
should also teach
the students how
to properly view
specimen
example: proper
viewing in
eyepiece.
*In viewing the

specimen under the
microscope the teacher
should show the class
how to insert the slide in
the stage, secure it with
the stage clip and how
to adjust the course
adjustment knob. The
teacher should also
emphasize that there is
no need to close one
eye in viewing, both
eyes must be open in
viewing in the eyepiece.
Explain
The group reporters will discuss their outputs.
67
(The teacher may device a scheme in the presentation
of outputs to minimize time consumption. The teacher
may use the rubrics attached to assess the
performance of the students.)
Guide Questions:
1. Why do you need to use tweezers/ forceps
in placing the cut out on the slide?
To avoid finger prints on the slide as well as
damage to the specimen
2. Are there any bubbles formed in your slide?
Answers may vary.
3. Why is there a need to add water over the
specimen?
The water acts as a mounting medium that
makes the image of the specimen clear.
4. Using the scanning objective, describe the
image formed.
Answers may vary.
5. Did you observe any bubbles while focusing
the specimen?
Answers may vary.
Elaborate 1. What is a wet mount?
A wet mount is a prepared slide with a drop of
water to suspend the specimen between the
slide and the cover slip.
2. What are the steps in making a wet mount?

*refer to the activity sheet attached
3. When preparing a wet mount, what are the

things that you need to consider?
The type of specimen, the amount of water
to be added, the amount of specimen to be
extracted.
4. Why is the formation of bubbles not

desirable/ideal in preparing a wet mount?
The bubbles may cover up a portion of the
specimen, making it harder to view.
5. What difficulties did you encounter while

performing the activity?
Answers may vary.
6. How did you overcome the difficulties you have

encountered?
Answers may vary.
68
7. Why is wet mount preparation an important step
in focusing specimen under the microscope?
The wet mount or any mount preparation is
important because the specimen is the most
important material in order to study objects
using the microscope.
8. What are the Do’s and the Don’ts in preparing a

wet mount?
a. Avoid touching the cover glass area,
slides should be held by the edges.
b. Add only one drop of clean water over
the specimen.
c. Excess water should be wiped with
tissue paper.
d. Use a sharp blade or scalpel in
extracting a specimen to avoid damage
in it.
e. Do not apply pressure on the cover glass
it can cause breakage.
f. Wash the soiled slides with soapy water
or isopropyl alcohol.
Evaluate Arrange the following steps in preparing a wet mount

by writing letters A-E
1. Make the bubble move towards the edge of the

cover slip by tapping it with the eraser-end of a
pencil.
2. Cut out a small letter “e” from the newspaper
page
3. Using forceps or tweezers place the cut out in
the center of a glass slide with the printed side
up.
4. Using a dropper add a drop of clean water over
the specimen.
5. Slowly lower the other edge of the cover slip
until it rests on the water and on the piece of
newspaper cut out.
Extend
Localization:
Sinarapan (Mistichthys luzonensis Smith)is endemic to the
Philippines specifically in Lake Buhi, Cam Sur which is
the “smallest food fish” listed under the Guinness Book
69
of Records. How will you know if a water sample from
lake Buhi contain eggs of Sinarapan?

Imagine now, that you are a forensic scientist. With
your new understanding of a wet mount, explain how
you could use this skill to analyze and solve a crime?
Valuing:
How do we avoid errors in a laboratory activity?
We must follow the steps to avoid errors. In our lives

we tend to make shortcuts to make everything easier
yet later on we realize that making shortcuts just leads
us to mistakes and make our journey longer.
Agreement Bring the following materials per group:
7. Newspaper
8. Tissue paper
9. Dropper
10. Water
11. Scissor
12. Forceps/ tweezers
V. REMARKS
VI. REFLECTIONS
VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment.
B. No. of learners
who require
additional
activities for
remediation
remediation
70
collaboration/cooperation ___ Students eagerness to
in doing the task learn
___ audio visual presentation ___ Group members
of the lesson collaboration/cooperation
in doing the task
___ audio visual
presentation of
the lesson
lab technology
____ additional clerical works ___
Science/Computer/internet
lab ____ additional clerical
works
71
Appendix __
Example:
Calculations
Solutions / Answers
Activity No. ______
Preparing a Wet Mount

Objectives:
1. Prepare a wet mount.
Materials:
Newspaper page Scissor tissue
Forceps/Tweezers Sharp Blade glass slide
Cover Slip water microscope
Procedure:
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
__________________________
RESULTS:
I.
What I/we have observed under the
microscope…
72
II.
What went right? What went How did I/we
wrong? made it right?
I. What tips can I/we share to other students who will also perform the
activity?
DOs DON’Ts
*Activity Sheet for A group.
73
Activity No. ______
Preparing a Wet Mount

Objective:
Materials:
Procedure:
1. Cut out a small letter “e” from the newspaper page
2. Using forceps or tweezers place the cut out in the center of a glass
slide with the printed side up.
3. Using a dropper add a drop of clean water over the specimen.
4. Position the cover slip at 45 ֯ with one side touching one edge of the
water on the slide.
5. Slowly lower the other edge of the cover slip until it rests on the
water and on the piece of newspaper cut out.
6. Make the bubble move towards the edge of the cover slip by
tapping it with the eraser-end of a pencil.
7. Focus the specimen under the microscope using the scanning
objective.
8. Draw the specimen as viewed under the microscope
RESULTS:
II.
What I/we have observed under the
microscope…
III. Guide Questions:

1. Why do you need to use tweezers/ forceps in placing the cut out
on the slide?
2. Are there any bubbles formed in your slide?
74
3. Why is there a need to add water over the specimen?
4. Using the scanning objective, describe the image formed.
5. Did you observe any bubbles while focusing the specimen?
Application:
Imagine now, that you are a forensic scientist. With your new
understanding of a wet mount, explain how you could use this skill
to analyze and solve a crime?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______.
*Activity Sheet for B group
75

Points Criteria
90-100
70-79
were stated.
processes.
results.
Reference:

complet.pdf. 2:28 AM 01/29/2019
76
Pre – Assessment/ Post Assessment
Module I: Microscopy
Choose the letter of the correct answer. Write your answers before the number.
A. Use the letter in the figure below to answer questions 1-10.
1. It moves the body tube and objectives up and down.

a. eyepiece c. revolving nosepiece
b. adjustment knob d. base
2. Which part makes possible the changing of the objectives?
a. diaphragm b. stage c. eyepiece d. revolving nosepiece
3. Which part will you adjust if the onion cell you are observing under
the HPO is not clear?
a. Adjustment knob b. arm c. body tube d. stage clip
4. Which part of the microscope magnify the image of an object?
a. objectives b. stage c. stage clip d. inclination joint
5. Which part contains the magnifying lens you look through?
a. eyepiece b. arm c. base d. mirror
6. A plant cell is viewed using a 10x eyepiece and a 43x HPO. How
much will the cell be magnified?
a. 10x or 10 times c. 143x or 143 times
b. 43x or 43 times d. 430x or 430 times
7. Which part maintains the proper distance between the eyepiece an
objective lens?
a. arm b. base c. diaphragm d. body tube
8. Which part reflects the light upward through the diaphragm, the
specimen, and the lenses?
a. Mirror b. diaphragm c. objectives d. base
9. Which part supports the slide being viewed?
a. stage b. arm c. knob d. base
10. Which part of the microscope supports the microscope?
a. base b. arm c. stage d. stage clip
B. Identify the part of the microscope described below:
77
________ 1. It supports the body tube.
________ 2. It contains the magnifying lens you look through.
________ 3. It maintains the proper distance between the eyepiece and
objective lens.
________ 4. It holds the objective lens.
________ 5. It supports the slide being viewed.
________ 6. It supports the microscope.
________ 7. It reflects the light upward through the diaphragm, the
specimen, and the lenses.
________ 8. It moves the body tube up and down for focusing.
________ 9. It regulates the amount of light that passes into the body
tube.
C. Do’s and Don’ts when Handling the Microscope

Give at least 2 do’s and 2 don’ts when handling a microscope.
DO’s DONT’s
a. a.
b. b.
D. Encircle the 5 major materials used in preparing a wet mount from

the list in the box below.
microscope tweezers petri dish
evaporating dish beaker scissors
glass slide cover slip scalpel
E. Compute for the magnification.

2. A specimen is viewed using 10x eyepiece and a 20x HPO. What
will be its magnification?
Note: The teacher may modify/ revise the given pre-assessment/ post
assessment.
78
Teaching
Quarter
Dates & Time Q2W2D3-4
VIII. OBJECTIVES
D. Content Standards The learners demonstrate an understanding
of the parts and functions of the compound
microscope
E. Performance The learners should be able to employ
objects
F. Learning Competency The learners should be able to focus
specimens using the compound microscope
(S7LT-IIb-2)
Objectives
1. Focus specimen under different
objectives;
2. Describe the image produced under
different objectives; and
3. Compare the image produced under
different objectives.
IX. MICROSCOPY: Focusing Specimen
X. LEARNING
RESOURCES
D. References
5. Teacher’s Guide Pages 110-112
6. Learner’s Materials 112-113
Pages
7. Textbook Pages
from Learning
E. Other Learning
Resources
XI. PROCEDURE
A B
Elicit What are the steps in preparing a wet mount?
What are the Do’s and Don’ts in preparing a wet
mount?
Do you now know how to view a specimen under
the microscope?
Engage
Ask some student to demonstrate how to view
specimen under the microscope, how to adjust the
course and fine adjustment knob and how to
change objectives
79
Explore
Laboratory Activity: Focus Specimen under the
Microscope
Pre lab: Teachers should orient the students first of

the laboratory rules
Ask the students to read the procedure and let

them explain the procedure based on how they
understood it, clarify if there’s any misunderstood
procedure.
*For the average learners the procedures should be

explained well before engaging them to the
laboratory activity to avoid any errors which may
lead to untoward accidents.
During: Teachers should guide the students and

check on the groups while working.
Post Lab: Teachers should orient the students how

to store the microscope, where to dispose
laboratory waste, how to wash the slides and how
to properly store it.
 End of day 3
Will end on the actual viewing/ focusing
of the specimen on different objectives
Explain  Continuation: Day 4
Before the teacher proceed to the presentation of

the outputs let the students recall the activity and
what they have done before, during and after the
activity.
Let the students present the results of their activity

(per group)
 Answers to the guide questions 1-8 can be

found in page 111 of the Teacher’s Guide
 Answer to question no.9 will vary depending
on the microscopes that will be used in the
activity. The teacher should number the
microscopes and check the magnifications of
each for the computation of the total
magnification.
 Answer for application question may vary.
Elaborate Check the presented results (while the students will
check their individual activity sheets)
80
Why is it necessary for the specimen to be
observed under the microscope to be thin?
So that light could pass through the specimen
Can we use other letters aside from “e”?

Answer may vary
While doing the activity you were asked to move

the slide in different directions, why do think so?
To see and compare in which directions the image
will move
What other instrument do you know that magnify

objects?
Magnifying glass
Telescope
In history, how did the scientists/ astronomers study

the outer space, the stars, the moon, and other
planets?
A magnifying instrument was developed by earlier

scientist that led to the invention of the telescope
which was used in studying the space beyond
earth.
Evaluate Let the students answer by giving the part that

should be adjusted based from the situation given
by the teacher
1. What part should I adjust in order to view a
specimen clearer?
Fine adjustment knob.
2. I viewed a specimen but it was dark, which
part should I adjust?
Mirror
3. Which part will I adjust if I want to view the
specimen “zoomed in”?
HPO objective
4. The glass slide was already placed on the
stage. The objective was adjusted to
scanner then I viewed through the eyepiece
yet I cannot see the specimen. What must I
do?
Course adjustment knob must be adjusted.
5. I viewed a specimen but it was too bright,
which part should I adjust?
Condenser
81
Extend What are the applications of using microscopes in
medical practices?
Valuing:
“To see is to believe”. Before we make assumptions
we must first experience it first-hand.
Agreement 1. Review for a summative test.
2. What are the different levels of organization?
XII. REMARKS
XIII. REFLECTION
S
XIV. OTHERS
H. No. of learners who
earned 80% on the
formative
assessment.
I. No. of learners who
require additional
activities for
remediation
J. Did the remedial __Yes __ No __Yes __ No
lessons work? No. __ of learners who caught up __ of learners who
of learners who the lesson of ____. caught up the lesson of
have caught up with __ of learners who caught up ____.
the lesson the lesson of ____. __ of learners who
__ of learners who caught up caught up the lesson of
the lesson of ____. ____.
__ of learners who caught up __ of learners who
the lesson of ____. caught up the lesson of
____.
__ of learners who caught
up the lesson of ____.
K. No. of learners who __Yes __ No __Yes __ No
continue to require __ of learners who caught up __ of learners who
remediation the lesson of ____. caught up the lesson of
__ of learners who caught up ____.
the lesson of ____. __ of learners who
____.
L. Which of my ___ Socratic questioning ___ Socratic
teaching strategies ___ use of visual questioning
worked well? Why presentation ___ use of visual
did it work? ___ Game-based learning presentation
___ Pair Work ___ Game-based
___ Cooperative Learning learning
___ Explicit Teaching ___ Pair Work
82
___ Group Collaboration ___ Cooperative
___ Differentiated instruction Learning
___ Discovery Method ___ Explicit Teaching
___ Lecture Method ___ Group
___ Manipulative tools Collaboration
___ Demonstration ___ Differentiated
___ Models instruction
___ Interactive lecture ___ Discovery Method
demonstration ___ Lecture Method
___ Inquiry-based approach ___ Manipulative tools
___ Complete IMs ___ Demonstration
___ Availability of Materials ___ Models
___ Students eagerness to ___ Interactive lecture
learn demonstration
___ Group members ___ Inquiry-based
collaboration/cooperation approach
in doing the task ___ Complete IMs
___ audio visual presentation ___ Availability of
of the lesson Materials
___ Students eagerness
to
learn
___ Group members
collaboration/cooperatio
n
in doing the task
___ audio visual
presentation of
the lesson
M. What difficulties did ___ Bullying among students ___ Bullying among
I encounter which ___Student’s students
my principal or behavior/attitude ___Student’s
supervisor can help ___ Colorful IMs behavior/attitude
me solve? ___ Unavailable technology ___ Colorful IMs
___Science/Computer/intern ___ Unavailable
et technology
lab ___ Science/ Computer/
____ additional clerical works internet lab ____
N. What innovation or ____ ____
localized material/s Contextualized/localized Contextualized/localized
did I use/discover and indigenized IMs and indigenized IMs
which I wish to ____ localized video ____ localized video
share with other ____ Recycling of plastics to ____ Recycling of
teachers? be used as IMs plastics to be
used as IMs
83
Activity No. ______
Focus Specimen under a Compound Microscope

Objectives:
3. Focus Specimen under different objectives
4. Describe the image produced
5. Compare the image produced
Materials:
Procedure:
6. Prepare a wet mount of a cut out letter “e”.
7. Observe the specimen under LPO.
8. Then shift to HPO.
9. Compare the position of the letter “e”
10. Draw the position of the letter “e”.
11. Answer the guide question.
Observation
Seen by naked eye Seen under LPO Seen under HPO

Position of letter
“e”
Results:
1. Compare the image of the letter that you see using your unaided eye
with what you see through the microscope.
________________________________________________________
________________________________________________________
______________________________
2. Try to move the slide to the right, to the left, forward and backward.
Observe which way the image of the letter “e” moves
________________________________________________________
___________________
84
3. How does the view of specimen change as you increase the power of
magnification?
________________________________________________________
___________________
4. Why should you watch from the side before lowering the objectives of
the microscope?
________________________________________________________
___________________
5. When you move the slide in different direction, what changes in the
specimen under focus did you notice?
________________________________________________________
___________________
6. In which objective can you see the whole letter “e”?
________________________________________________________
___________________
7. In which objective is the light darker? Brighter?
________________________________________________________
___________________
8. What are the advantages of using the HPO? The disadvantages?
________________________________________________________
________________________________________________________
______________________________________
9. Examine the numbers indicated on the eyepiece and objectives lenses.
Fill out the table

Eyepiece Scanner HPO LPO
Total
Magnification of
the specimen
Application:
In what ways would the microscope contribute to the study of different
objects and organisms?
________________________________________________________
______________________________________________________________
_____________________________________________________
85
Pre – Assessment/ Post Assessment
Module I: Microscopy
Choose the letter of the correct answer. Write your answers before the number.
F. Use the letter in the figure below to answer questions 1-10.
11. It moves the body tube and objectives up and down.

c. eyepiece c. revolving nosepiece
d. adjustment knob d. base
12. Which part makes possible the changing of the objectives?
b. diaphragm b. stage c. eyepiece d. revolving nosepiece
13. Which part will you adjust if the onion cell you are observing under
the HPO is not clear?
b. Adjustment knob b. arm c. body tube d. stage clip
14. Which part of the microscope magnify the image of an object?
b. objectives b. stage c. stage clip d. inclination joint
15. Which part contains the magnifying lens you look through?
b. eyepiece b. arm c. base d. mirror
c. 10x or 10 times c. 143x or 143 times
d. 43x or 43 times d. 430x or 430 times
17. Which part maintains the proper distance between the eyepiece an
objective lens?
b. arm b. base c. diaphragm d. body tube
18. Which part reflects the light upward through the diaphragm, the
specimen, and the lenses?
b. Mirror b. diaphragm c. objectives d. base
19. Which part supports the slide being viewed?
b. stage b. arm c. knob d. base
20. Which part of the microscope supports the microscope?
b. base b. arm c. stage d. stage clip
c.
G. Identify the part of the microscope described below:
________ 1. It supports the body tube.
86
________ 2. It contains the magnifying lens you look through.
________ 3. It maintains the proper distance between the eyepiece and
objective lens.
________ 5. It supports the slide being viewed.
________ 6. It supports the microscope.
________ 7. It reflects the light upward through the diaphragm, the
specimen, and the lenses.
________ 8. It moves the body tube up and down for focusing.
________ 9. It regulates the amount of light that passes into the body
tube.
H. Do’s and Don’ts when Handling the Microscope

Give at least 2 do’s and 2 don’ts when handling a microscope.
DO’s DONT’s
a. a.
b. b.
I. Encircle the 5 major materials used in preparing a wet mount from

the list in the box below.
microscope tweezers petri dish
evaporating dish beaker scissors
glass slide cover slip scalpel
J. Compute for the magnification.

4. A specimen is viewed using 10x eyepiece and a 20x HPO. What
will be its magnification?
Note: The teacher may modify/ revise the given pre-assessment/ post
assessment.
87
Teaching
Quarter Q2W3D1
Dates & Time
I. OBJECTIVES
The different levels of biological
organization.
B. Performance The learners should be able to:
the compound microscope to gather data
about very small objects.
C. Learning Describe the different levels of biological
Competency organization from cell to biosphere.
S7LT-IIc-3
Specific Objectives:
1. Identify the different levels of biological
organization;
2. Describe the different levels of biological
organization from cell to biosphere;
3. Determine the relationship of the
different levels of biological
organization; and
4. Give example/s of the levels of
biological organization.
II. CONTENT Levels of Biological Organization:
Cell to Biosphere
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 81-94(Hardcopy)
Pages
2. Learner’s Materials 90-101(Hardcopy)
Pages
3. Textbook Pages
4. Additional Materials BIOLOGY, MODULE 6, The Levels of
from Learning Biological Organization, Project EASE
Resource (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURE
A B
Elicit Activity 1: 3 Pics 1 Word
The teacher will develop a 3 Pics 1 Word
activity describing the word “Organism”. Introduce to
the learners that the answer is made up of 8 letters
only.
88
________
ESGRAOIMZN
Follow-up Question:
1. How will you describe an organism?
- Answers may vary
2. What makes up an organism?
- Answers may vary
Engage Introduce to the learners a simple analogy of
the different parts and its functions of the pen to the
parts of an organism.
Activity 2: Ballpen Disassembly
A ballpen has parts like those shown in the picture
below. The teacher introduces the following questions:
1. What are the different parts of the pen?
- Refer to the picture below
Source: Science 7 Learners Material

Let the students assemble the pen. Ask the following
questions:
 What will happen to the pen if one of its parts is
missing?
- The pen will not function properly.
 Can the pen do its function if one of its parts was
placed inaccurately? Why did you say so?
- No. Because the parts of the pen are
interrelated with one another. Its parts work
together to perform its function.
For the teacher:

Emphasize that the ballpen is made up of different
parts that have specific functions; they work together to
make the ballpen perform its function. Similarly, organisms
are made up of parts that work together.
Introduce that organism is just one of the different
levels of biological organization. Ask the learners:
89
i. What do you think are the other levels that are
simpler than an organism? How about the levels that
are more complex than an organism?
(Note: The teacher may hang the questions or let the
students answer and write it on the board to be
checked after performing the activity.)
Let us find out by performing the activity, Jumbling Minds.

Explore Activity 3: Jumbling Minds
The teacher will divide the class into 4 groups.

Each group will perform specific task to be given by
the teacher.
General Instruction for the Teacher:

1. Prepare the materials needed for the activity. (4
brown envelope, tape, scissor)
2. Print-out in readable and visible form the
following:
a. Words of the different levels of biological
organization from cell to biosphere
b. Pictures of the different levels of biological
organization
c. Descriptions of the different levels of
biological organization
d. Words showing examples of the different
levels of biological organization
3. Cut the printed materials and place it separately
into the brown envelope.
4. Prepare the task card for each group (See the
Group Task) and put it inside the brown
envelope separately.
5. Distribute the brown envelope with the
materials inside to each group.
Group Tasks: (Inside the activity card)

Group 1: Arrange the printed words of the different
levels of biological organization from simple to
complex.
Group 2: Arrange the printed pictures of the different
levels of biological organization from simple to
complex.
Group 3: Arrange the printed descriptions of the
different levels of biological organization.
Group 4: Arrange the printed words showing the
examples of the different levels of biological
organization from simple to complex.
The teacher will prepare a table as shown

below to be posted on the board (big enough to fit the
90
words and pictures). Instruct the learners to post their
answers on the table.
Table 1:
Levels of
Biological Pictures Description Examples
Organization
Explain  Presentation of outputs by group

- See the attached rubric in grading the
performance task of the students.
- During the presentation, Group 1 will be the
first group to fill in the table followed by the
other groups. The teacher will check if the
levels were properly arranged.
Guide Questions:
1. Which among the levels of biological
organization is the simplest? The most
complex?
- Cell is the simplest
- Biosphere is the most complex
2. How would you relate the levels of biological
organization from one another?
The Levels of Biological Organization
Cell - It is the basic unit of life.
Examples: red blood cell, fat cells, neurons, plant cell
Tissues - A group of associated, similarly structured
cells that perform specialized functions.
Examples: Muscle tissue, connective tissue
Organs – a group of tissues that carries a particular
function.
Examples: Heart, liver, stomach
Organ Systems - A group of organs that cooperate in
to carry out a particular function for the organism
Examples: Respiratory system, circulatory system
Organism – An individual living thing
Examples: Human, dog, cat
Population - Composed of all organisms of one type
occupying a particular area.
Community – An assemblage of many populations
occupying a given area at a given time interval.
Ecosystem - A relatively self-contained, dynamic
91
system composed of a natural community along
with its physical environment.
Examples: Rivers, lakes, oceans
Biosphere - All of the life on earth and all of the places
where life exists.
3. What would happen if one of the levels were

missing? How would it affect the other levels?
- The other levels will also be affected. The
other levels will not function properly.
Elaborate 1. Do you know your place very well?

- Answers may vary
2. Why do you consider it a community?
- Answers may vary
3. Name an ecosystem in your place.
- Answers may vary
4. What are the organisms found in such ecosystem?
- Answers may vary
5. The levels of biological organization is made up of
structures that performs its specific function. As an
organism, what is your role in maintaining the
continuity of the functions of the different levels of
biological organization?
- Answers may vary
The teacher may introduce another set of

pictures showing the different levels of biological
organization and let the students answer it from simple
to complex.
Evaluate True or False: Write T if the statement is correct, if not,
write F.
1. An organ is a group of tissues that carries a
particular function. (T)
2. Rivers and oceans are common examples of a
population. (F)
3. The cell is the basic and fundamental structure
and function of life. (T)
4. The biosphere is the highest level among the
levels of biological organization, which includes
all life forms and the places it exists on Earth.
(T)
5. An organ system is a group of organisms
working together to perform a particular
function. (F)
Extend Make a simple analogy using the syntactic levels of

language. Arrange the words inside the box from
simple to complex.
92
Sentence Story Clause
Phrase Letter Word
Library Paragraph Book
- Letter-Word-Phrase-Clause-Sentence-
Paragraph-Story-Book-Library
Note: This question allows the learners to relate the
topic across the curriculum.
Agreement Identify and describe the major parts and main
function of the following organ systems:
b. Urinary system
c. Circulatory system
d. Respiratory system
e. Digestive system
f. Nervous System
g. Endocrine System
h. Reproductive System
V. REMARKS
VI. REFLECTIONS
VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment.
B. No. of learners
who require
additional
activities for
remediation
93
in doing the task
___ audio visual
presentation of
the lesson
lab technology
internet lab ____
94
Appendix __
Example:
Photos:
Levels of Biological Organization
Cell Animal Cell
Red Blood Cell
Plant Cell
Parenchyma Cells
Tissues
Columnar epithelial tissue Xylem tissues

Organs
Human Heart Human kidney
95
Organ
Systems
Organism
Plant Animal
Population
Sheep
African elephants
Community
A community dominated
by trees
Grassland
Ecosystem Look for a picture of the following: Rivers, Oceans, Lakes,
Grassland, Rainforest in the area.
Biosphere Entire planet
Sources of the pictures:

 BIOLOGY, MODULE 6, The Levels of Biological Organization, Project
EASE
 Science 7, Learners Material
96

Points Criteria
90-100
70-79
were stated.
processes.
results.
Reference:

complet.pdf. 2:28 AM 01/29/2019
97
Teaching
Quarter Q2W3D2&3
Dates & Time
I. OBJECTIVES
organization.
B. Performance The learners should be able to:
the compound microscope to gather data
about very small objects.
C. Learning Describe the different levels of biological
Competency organization from cell to biosphere.
S7LT-IIc-3
1. Identify the parts that make up a human
body.
2. Describe how these parts work together
in a human body.
3. Enumerate the different organ systems
of the human body.
4. Give the functions of each organ
system.
5. Appreciate the importance of taking
good care of the different organ systems
of the human body.
Organ Systems of Human
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 81-94Hardcopy)
2. Learner’s Materials 90-98(Hardcopy)
Pages
3. Textbook Pages Science and Technology II, Biology Textbook,
pp. 99-115
4. Additional Materials  BIOLOGY, MODULE 6, The Levels of
from Learning Biological Organization, Project EASE
Resource (LR)  BIOLOGY, MODULE 9, Life Support
Portal Systems, Project EASE
 Science and Health, DIGESTIVE
SYSTEM, Module 14, Distance Learning
Program (DLP), DepEd-BEAM DLP
 The Urinary System, ALS Accreditation
and Equivalency Learning Material,
98
Bureau of Alternative Learning Material,
DEPARTMENT OF EDUCATION
 The Respiratory System, ALS
Accreditation and Equivalency Learning
Material, Bureau of Alternative Learning
Material, DEPARTMENT OF
EDUCATION
B. Other Learning
Resources
IV. PROCEDURE
A B
Elicit Introduce the following questions to recall the previous
discussion:
1. What are the different levels of biological
organization from simple to complex?
- cell-tissue-organ-organ system-organism-
population-community-ecosystem-biosphere
2. One of the levels of biological organization is
Organism. What comprises an organism?
- It is made up organ systems-organs-tissues-
cells.
Engage Introduce that one example of an organism is
human being.
The teacher will present a Human Torso. If it is
not available, the teacher can make use of tarpapel to
show a human torso.
Guide Questions:
1. What parts of the human body do you see?
- Answers may vary
2. What organs in your body are you familiar with?
- Answers may vary
As the teacher proceed with the lesson,

introduce to the learners the following questions to
ponder on:
1. What do you think are the different organs of
the human body?
2. To what organ systems do they belong?
Let us now discover the different organ systems
of the human body together with its primary organs.
Explore (See the attached instruction for the preparation of the
materials needed for the activity.)
Activity: Organ Pick-Up

The teacher will divide the class into 4 groups.
Each group is divided into the 4 corners of the
classroom. The teacher will prepare 4 tarpapels or an
illustration showing an unlabeled picture of a human
being (big enough to fit the pictures) to be posted on the
4 corners of the room.
99
After dividing the class into 4 groups, the teacher
will now post on the board the pictures of the primary
organs of the different organ systems of the human
body.
For Day 1: Post the primary organs of the
following organ systems:
a. Digestive System
b. Respiratory System
c. Circulatory System
d. Urinary System
General Instruction for the Activity:

1. Each group will be assigned to the 4 corners of
the classroom with tarpapels/illustration of an
unlabeled human body.
2. Draw lots will be made to determine the organ
system to be answered by each group.
3. Using the pictures of the different organs posted
on the board, each member of the group will
choose the correct organ that belongs to their
organ system, one at a time.
4. After choosing the correct organ, the learners
will arrange it in the unlabeled human body and
give its functions.
5. In a metacard, the teacher will write the guide
questions to be given to each group. They will
write their answers on the manila paper.
Explain  Presentation of outputs
- See the attached rubric in grading the
performance task of the students.
 Processing of answers to guide questions.
Guide Questions for each group:

1. What are the different organs of your organ
system?
- Answers may vary depending on the assigned
organ system to the group
2. What is the function of the organ system
assigned to your group?
3. How do these organs work together to perform
its major function/s?
Follow-up Questions for every organ system:

Digestive System
 How do the organs of the digestive system
work together to carry out the digestion of food?
100
- The food that we eat will be ingested by the
mouth to be chewed and grind. With the help of
the other organs especially the stomach, the
food are being digested.
 Why is it advisable to eat fruits and vegetables?
- Fruits and vegetables contains essential
nutrients and mineral which are good for our
body.
Respiratory System
 What important gas exchange happens
between the respiratory system and the
environment?
- As we breath in, we inhaled oxygen, in return
we exhaled carbon dioxide.
 What will happen to the organism if one of the
organs of the respiratory system was injured?
- The organism might get sick and will also get
injured and the other organs will be affected.
Circulatory System
 How does the heart work in distributing the
blood throughout the body?
- The heart pumps the blood throughout the
body.
 What will happen to the organism if the heart
was injured or diseased?
- The organism will also get injured.
Urinary System
 How would you explain the main role of the
human kidneys in the process of excretion?
- The kidneys filters the blood and remove the
wastes and excess water in the human body.
 Why is it necessary to drink more water?
- To avoid dehydration and to keep our kidneys
healthy.
-End of Day 1-
-Day 2-
PRELIMINARY ACTIVITIES
 Make a short recall about the previous
discussion.
 Follow the procedure of the Activity, Organ

Pick-Up
 Post the pictures of the organs of the following
organ systems:
a. Nervous System
b. Endocrine System
c. Male Reproductive System
101
d. Female Reproductive System
 Distribute the metacards with the guide
questions to each group.
Follow-up Questions for the following organ system:

Nervous System
a. How does the brain works?
- The brain is the command center of the body.
It gives order to the other organs to performed
well.
b. What will happen to an organism if the spine
was injured?
- The organism will also get injured.
Endocrine System
a. How does hormones works in the human body?
- The hormones regulate the different activities
of the human body.
b. What will happen if one of the organs of the
endocrine system failed to function?
- The other organs will also failed to function.
Reproductive System:
a. How does puberty affect the reproductive
system?
- Puberty triggers the reproductive system to
become more developed and mature.
b. What will happen to an individual if one of the
organs failed to function?
- The organism might get sick and some other
organs will not also function properly.
Note: The teacher should emphasize that a detailed

discussion of the different organ systems of the
human body will be discussed in the higher years.
Elaborate Directions: Read this short story to the students
then let them realize the importance of each part. Ask
the questions below. (The teacher may let a student
read the story with feelings.)
Tessie is a jolly and funny student who lives with
her supportive parents in a small town. She loves to
hang out with her friends after class. She keeps on
eating junk foods during snacks and loves to drink soft
drinks.
One night, a sound was heard in her room.
Ouch! Ouch! Ouch! Lorna, her mother, hurriedly run
into her room. “Tessie, Tessie, open the door. What is
happening?” said Lorna. Nobody responded except the
sound she heard. Lorna hardly pushed the door until it
opened. Lorna saw her daughter lying on the floor
crying and holding her waist. She asked her daughter,
102
“What happened? Why are you crying? Why are you in
pain? Where is the pain?” Tessie answered her mother
in moaning voice, “I’m in pain here at my lower back
and during my urination, it was so painful.” Lorna
eventually ran her daughter to the nearest hospital.
Guide Questions:
 What do you think is the doctor’s diagnosis to
Tessie?
- Urinary Tract Infection
 What organ is affected in that diagnosis?
- Urinary bladder and urethra
 How would you maintain the good functioning
of that organ?
- Drink more water
- Eat a balance diet
- Eat fruits and vegetables
 What is the importance of maintaining a healthy
organ?
- To avoid from any form of diseases or
illnesses.
Evaluate Directions: Read each item carefully. Choose the

letter of the correct answer.
1. The heart pumps blood that carries oxygen and
nutrients to the different parts of the body. To which
organ system does the heart belong?
A. Circulatory B. Digestive
C. Excretory D. Reproductive
2. Each part of an organ system plays a specific
function. Which of the following structures does not
match its function?
A. Eyes : Sight B. Kidneys : Respiration
C. Heart : Circulation D. Stomach : Digestion
3. Which of the following organs is NOT part of the
circulatory system?
A. blood B. blood vessels
C. heart D. kidney
4. What is the organ system responsible for food
processing?
A. Nervous system c. Digestive system
B. Muscular system d. Respiratory system
5. Which of the following systems integrates the
activities of the human body?
a. skeletal system c. excretory system
b. muscular system d. endocrine system
Extend Make a research about the common diseases
and disorders of the discussed organ systems.
Agreement 1. What are the organ systems of plants?
2. Enumerate its parts and give its functions.
103
V. REMARKS
VI. REFLECTIONS
VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment.
B. No. of learners
who require
additional
activities for
remediation
104
in doing the task
___ audio visual
presentation of
the lesson
lab technology
internet lab ____
share with other to be used as IMs
teachers?
105
Appendix __
Example:
Calculations
N/A
Solutions / Answers
N/A
Instruction for the Teacher on the Activity, Organ Pick-Up

A. Materials to be prepared
1. 4 tarpapels/illustrations of an unlabeled human being (big enough to
fit the pictures)
2. Manila paper and marker for each group
3. Pictures of the primary organs of the following organ systems:
Organ
Primary Organs
System
Digestive
System
Stomach Large intestine
Mouth Liver
Circulatory
System
Heart blood vessels
106
blood
Respiratory
System
Lungs and trachea

Nose and Nostrils
Nose
Urinary
System
kidneys Urinary bladder and urethra

Nervous
System
Brain spinal cord
107
Endocrine
System
The teacher may select from

the other organs of the
endocrine system
Male
Reproductiv
e System
Emphasize the penis, testis and epididymis

Female
Reproductiv
e System
Emphasize the ovary, uterus and vagina
References of the Pictures of the organs of the different organ systems:

 BIOLOGY, MODULE 6, The Levels of Biological Organization, Project
EASE
 BIOLOGY, MODULE 9, Life Support Systems, Project EASE
 Science and Health, DIGESTIVE SYSTEM, Module 14, Distance
Learning Program (DLP), DepEd-BEAM DLP
108
 The Urinary System, ALS Accreditation and Equivalency Learning
Material, Bureau of Alternative Learning Material, DEPARTMENT OF
EDUCATION
 The Respiratory System, ALS Accreditation and Equivalency Learning
Material, Bureau of Alternative Learning Material, DEPARTMENT OF
EDUCATION
Photos:
Human Torso
Source: Science 7, Learners Unlabeled human being
Material Illustrated by: Carlo Magno
Pamorada
109
SUMMARY ORGAN SYSTEMS OF THE HUMAN BODY: Its Parts and
Functions
Organ System Function/s Primary Parts and Function/s

Digestive - Ingestion of food Mouth – ingest, chew, grind and
System - Digestion of food tear the food
- Absorption of Stomach – digests the food that
nutrients we eat
- Elimination of waste Intestines – absorbs nutrients
material and water
Liver – accessory organ that
produces bile
(The teacher may include the
other organs)
Respiratory - Gas exchange in the Nose – the organ we breath in
System human body Trachea – allows the passage of
- Takes in oxygen air going to the lungs
and removes carbon Lungs – where the exchange of
dioxide and excess gas happens.
water
Circulatory - Transport the Heart – pumps the blood
System nutrients to the cell throughout the body
and whole body Blood – carries the materials
throughout the body
Blood vessels – carries the
blood throughout the body
Endocrine - Regulates the Parathyroid gland – regulates
System activities of the the body’s use of calcium
human body Pituitary gland – regulate the
activities of the other gland
Pineal gland – produces the
hormone melatonin
Adrenal gland – secretes
adrenaline
(The teacher may introduce the
other glands.)
Nervous - The control system Brain – main control center of
System of all the body coordination
functions Spinal Cord – carries nerve
impulses to all parts of the body
Male - Allows an organism Testis – where the sperm cells
Reproductive to reproduce are produced
System Penis – deposits sperm into the
female reproductive organ
Scrotum – covers the testis
other organs.)
Female Ovary – where egg cells are
Reproductive produced
System
110
Uterus – houses and nourishes
the fetus
Vagina – birth canal;
passageway of the menstrual
flow
other organs.)
111
Teaching
Quarter Q2W3D4
Dates & Time
I. OBJECTIVES
A. Content Standards The learners demonstrate an
understanding of:
organization.
B. Performance Standards The learners should be able to:
Employ appropriate techniques
using the compound microscope to gather
data about very small objects.
C. Learning Competency Describe the different levels of biological
organization from cell to biosphere.
S7LT-IIc-3
1. Identify the parts that make up a
plant;
2. Describe how these parts work
together in plants;
3. Enumerate the organ systems in
plants; and
4. Describe each organ system.
Organ Systems of Plant
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages 81-94(Hardcopy)
2. Learner’s Materials Pages 90-101 (Hardcopy)
3. Textbook Pages Science and Technology II, Biology
Textbook, pp. 88-94
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURE
A B
Elicit Throwback! Let the students fill in the table.
Organ Function Major Organs
Systems
Digestive
System
Respiratory
System
Circulatory
System
Nervous
System
112
Answers:
Organ Function Major Organs
Systems
Digestive  Ingestion Mouth,
System  Absorption esophagus,
 Digestion stomach, small
 Elimination intestine, large
intestine,
rectum, anus
Respiratory  Takes in Nose, Trachea
System and remove Bronchi
carbon Bronchioles
dioxide and Alveoli, Lungs
water
Circulatory  Transport of Heart, Veins
System materials to Arteries
and from Capillaries
cells Red blood cells
Nervous  Responds to  Brain
System information  Spinal
 Help cord
maintain
homeostasis
 Gathers and
interprets
information
Engage Introduce that aside from animals, plants
are also made up of parts that perform a particular
function.
Ask the students to look around and
observe their surroundings.
Questions:
i. Name some plants you observed.
1. Answers may vary
ii. How would you describe those plants?
1. Answers may vary
Present to the class that these plants have

structures that works together as a system. Ask
the following for the learners to ponder on:
1. What do you think are the different organs
of plants? In what organ systems do they
belong?
Let us find out by performing the activity, Plant
Organ Systems.
Explore Pre-lab Orientation:
113
 State the different precautionary measures
(Do’s and Don’ts’s) in performing the
activity outside.
Lab Activity:
Divide the class into 5 groups. The teacher
will assign a specific area in the school for each
group (specific area may vary). Let the students
perform the activity, “Plants Organ Systems”.
See the attached activity.
Explain  Presentation of outputs

2. See the attached rubric in grading the
performance task of the students
 Processing of answers to guide questions
Guide Questions and Answers:

 What are the functions of the root system?
 Anchorage in the soil
 Absorption of nutrients and minerals
 Food storage
 What are the functions of the shoot
system?
 Photosynthesis in the leaves
 Reproduction and dispersal of flowers
 Transportation of water and nutrients
 How will you describe the major functions
of the following plant organs?
o Roots
 Anchorage, absorption, storage
o Leaves
 Photosynthesis, storage,
support, protection, propagation
o Stems
 Support, conduction, transport,
 What is the reproductive organ of plants?
 Flowers
 How do these organs work together in
plants?
 These organs coordinate with each
other to perform its major functions and
processes.
FOLLOW-UP QUESTIONS:
114
 In what ways are the functions of the organ
systems of plants similar to those of animals?
 Like the organ systems of animals, those of
plants have parts that work together to
perform its major functions.
 In what ways are they different?
 Plants have only two organ systems: the
root and shoot systems; whereas, animals
have complex organ systems that work
directly with the other organ systems.
 How are flowers similar to the reproductive
organs of animals?
 Like the reproductive organs of animals,
complete flowers have male and female
parts. These parts work together to bear
seeds from which new plants germinate.
 How are they different?
 Plants can dispense with their flowers –
their reproductive organs – to generate
their kind for they can also reproduce
asexually. Animals that reproduce sexually
make use of only their reproductive organs
to do so.
Elaborate Direction: Analyze the situation and answer the
questions that follow.
Diego, at his very young age, loves to plant
different vegetables on his garden. One day, he
noticed that one of his vegetable plants started to
turn its leaves into a yellow one. Thus, resulting to
its gradual fall. Aside from this, he observed that
its fruit started to wither.
Guide Questions:
 What is/are the possible reason/s for this?
- Answers may vary
 What will happen to the plant if Diego just
ignore it?
- The plant may die.
 What can he do to save the plant?
- Water the plant and put some fertilizers.
Follow-up Question:
 What will happen to the organs of the
plants if the tissues that make them up
were injured or diseased?
- The organs will also get injured and may
affect its major function.
Evaluate Write the letter of the best answer.

115
1. Plants also have organ systems. Which plant
organ does NOT belong to the shoot system?
A. Flower
B. Leaf
C. Root
D. Stem
2. How do plants benefit from their root system?
A. They obtain water and nutrients from the
soil.
B. They provide strength and support.
C. They manufacture food.
D. They produce flowers.
3. The organ systems of plants consist of the root
and shoot systems. Why is it important for
these organ systems to work together?
a. To grow and survive
b. To avoid pests and other animals
c. To survive floods and strong winds
d. To survive droughts and earthquakes
4. Which part of the plant plays an important role
in reproduction?
a. roots
b. stems
c. leaves
d. flowers
5. It provides support, anchorage and transport of
nutrients, water and mineral to the plants.
a. roots
b. stems
c. leaves
d. flowers
Extend What are the different uses of stems, roots
and leaves to humans?
Agreement 1. What is a cell?
2. What are the different parts of a cell?
V. REMARKS
VI. REFLECTIO
NS
VII. OTHERS
A. No. of learners who
earned 80% on the
formative assessment.
B. No. of learners who
require additional
activities for
remediation
lessons work? No. of
116
learners who have __ of learners who caught __ of learners who
caught up with the up the lesson of ____. caught up the lesson of
lesson __ of learners who caught ____.
up the lesson of ____. __ of learners who
__ of learners who caught caught up the lesson of
up the lesson of ____. ____.
____.
D. No. of learners who __Yes __ No __Yes __ No
continue to require __ of learners who caught __ of learners who
remediation up the lesson of ____. caught up the lesson of
__ of learners who caught ____.
up the lesson of ____. __ of learners who
__ of learners who caught caught up the lesson of
up the lesson of ____. ____.
____.
E. Which of my teaching ___ Socratic questioning ___ Socratic
strategies worked ___ use of visual questioning
well? Why did it presentation ___ use of visual
work? ___ Game-based learning presentation
___ Pair Work ___ Game-based
___ Cooperative Learning learning
___ Differentiated Learning
instruction ___ Explicit Teaching
___ Discovery Method ___ Group
___ Lecture Method Collaboration
___ Manipulative tools ___ Differentiated
___ Demonstration instruction
___ Models ___ Discovery Method
___ Interactive lecture ___ Lecture Method
demonstration ___ Manipulative tools
___ Inquiry-based approach ___ Demonstration
___ Complete IMs ___ Models
___ Availability of Materials ___ Interactive lecture
___ Students eagerness to demonstration
learn ___ Inquiry-based
___ Group members approach
collaboration/cooperation ___ Complete IMs
in doing the task ___ Availability of
___ audio visual Materials
presentation ___ Students
of the lesson eagerness to
learn
___ Group members
117
collaboration/cooperatio
n
in doing the task
___ audio visual
presentation of
the lesson
F. What difficulties did I ___ Bullying among ___ Bullying among
encounter which my students students
principal or supervisor ___Student’s ___Student’s
can help me solve? behavior/attitude behavior/attitude
___ Colorful IMs ___ Colorful IMs
___ Unavailable technology ___ Unavailable
___Science/Computer/inter technology
net ___ Science/ Computer/
lab internet lab ____
____ additional clerical works additional clerical works
G. What innovation or ____ ____
localized material/s Contextualized/localized Contextualized/localize
did I use/discover and indigenized IMs d
which I wish to share ____ localized video and indigenized IMs
with other teachers? ____ Recycling of plastics ____ localized video
to ____ Recycling of
be used as IMs plastics to be
used as IMs
118
Appendix __
Example:
Calculations
Solutions / Answers
Activity: Plant Organ Systems
Objectives:
1. Identify the parts that make up a plant.
2. Give the functions of each part.
3. Identify and describe the organ systems in plants.
Materials:
 Sample plant
 Coloring materials
 Pen and pencil
 Marker and manila paper
Procedure:
1. On your assigned area, select a particular plant.
2. Examine the parts and structure of the plant you have chosen. (If
possible, with complete parts.)
3. In the given boxes below, draw the organ systems of your chosen plant
and label its parts.
Root System Shoot System
119
Answer the following questions: (Write your answer on the manila paper)
1. What are the functions of the root system?
2. What are the functions of the shoot system?
3. Describe the major functions of the following plant organs:
a. Roots
b. Leaves
c. Stems
4. How do these organs work together in plants?
5. What is the reproductive organ of plants?

Points Criteria
90-100
70-79
were stated.
processes.
results.
Reference:

complet.pdf. 2:28 AM 01/29/2019
120
Teaching
Quarter
Dates & Time DAY 1 Q2W4D1
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding
of some difference between animal and plants
cells.
B. Performance The learner should employ appropriate
Standards techniques using the compound microscope
to gather data about very small objects.
C. Learning Competency Differentiate plant and animal cells according
to presence and absence of certain
organelles. STLT-IId-4
a. Identify the basic parts of the cell.

b. Describe the basic parts of a cell.
II. CONTENT PLANT & ANIMAL CELL: Basic Parts of a Cell
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages Science and Technology II NPSBE Biology
Textbook pp20-22
from Learning
B. Other Learning
Resources
IV. PROCEDURE
A B
Elicit Activity 1: CONNECTING IDEAS
Note: Let the students copy the paragraph below.
Direction: Fill in the missing terms in the blank to

complete the concept.
_________are made up of different
_________that work together to help them meet
their basic needs and to survive. Organ systems
are made up of_______that group together and
have related functions like the heart and mouth.
Each organ of the body are made up of
________performing similar functions. Tissues
121
are made up of _______ which are the basic
units of structure and function in organism.
Answer: organism, organ system, organs, cells,
tissues, cells respectively.
Engage
Activity 2. What does a cell look like?
1. Present a picture of a cracked raw egg.

2. Let the students identify the egg shell, egg yolk
and egg white.
3. Teacher will present a picture of a cell.
a. Can you make an analogy of the raw chicken egg

and a picture of a cell?
b. What parts of the cell do you think are labelled A, B,
& C?
c. What do cells have in common?
Explore 1. Group Activity:
What Do Cells Have in Common?
(Please refer to the attached activity sheet)
Note: The teacher should prepare the specimens for

microscopic viewing ahead of time.
Explain Presentation of outputs by group.
Guide questions for discussion by the groups.

1. Upon viewing the specimen under the
microscope, what are your observations?
2. Did you observe any circular shape located in the
middle of the cell? What do you call this part?
3. Does each cell have boundary? What do you call
this boundary of the cell?
4. Do you see any space between the boundary
and circular shape within the cell? What do you
call this fluid filled space of the cell?
5. What are the common parts among the

specimens?
Elaborate Note: the teacher then may present illustrations of

different cells to further answer the following questions.
122
1. What three structures/parts are common to
all cell? Cell Membrane, Cytoplasm, Nucleus
2. Can you describe each part? Cell membrane-
cell boundary and control the passage of
substances in and out of the cell, Nucleus-
found at the middle of the cell and control
center of the cell, Cytoplasm- fluid filled part
where cell organelles are suspended.
3. When Robert Hooke observed the cork cell,
what structures/parts where present? Cell
membrane and cell wall. It’s a dead cell and
nucleus and protoplasm were absent
already.
Why did he consider the cell as empty boxlike
compartment? It is a dead cell and the
structures were also dead.
4. Are you familiar with the CORK used by
Hooke in his study of cell? What part of the
plant it is derived? Stem, specifically bark of
the plant. What are its uses? (Used as
stopper for wine and thermos etc.)
Evaluate Fill in the missing term/s to complete the
concept.
:
1. Plant and animal cells are made up of 3 basic
parts namely;______, ________and
________.
2. The spherical shape found within the cell is
the _________
3. Each cell has boundary called_________
4. The space filled with fluid between the cell
boundary and nucleus is called the ______
5. Cell membrane is also called_________.
Answer:1 nucleus, cytoplasm and cell
membrane) 2. Nucleus 3. Cell membrane 4.
Cytoplasm 5. Plasma membrane
Extend Research on the biologists who discovered the

following basic parts of the cell.
1. Nucleus 2. Cytoplasm 3. Cell Membrane
Agreement 1. Aside from the three basic parts of the cell,
what are the other parts of the cell?
2. Give their functions.
V. REMARKS
VI. REFLECTIONS
VII. OTHERS
123
A. No. of learners
who earned
80% on the
formative
assessment.
B. No. of learners
who require
additional
activities for
remediation
collaboration/cooperation ___ Students eagerness to
in doing the task learn
___ audio visual presentation ___ Group members
of the lesson collaboration/cooperation
124
in doing the task
___ audio visual
presentation of
the lesson
lab technology
Science/Computer/internet
lab ____ additional clerical
works
125
Activity No. __________
What Do Cells Have in Common?

Objectives:
1. Draw the specimens viewed under the compound microscope.

2. Label the parts visible under the compound microscope.
Materials:
 2-3 prepared slides of any of the suggested specimens
(Hydrilla, Onion, Paramecium, Rhoeo Discolor and Santan Leaf)
 Microscope
Procedure:
1. Observe the different specimens under the microscope.
2. Draw the specimens viewed under the microscope
3. Label the parts visible under the microscope.
4. Answer the guide questions.
Illustration
Specimen 1 Specimen 2 Specimen 3

Name
Guide Questions:
1. Upon viewing the specimens under the microscope, what are your
observations?
2. Did you observe any circular shape located in the middle of the cell?
What do you call this part?
3. Does each cell have boundary? What do you call this boundary of the
cell?
4. Do you see any space between the boundary and the circular shape
within the cell? What do you call this fluid filled space of the cell?
5. What are the common parts among the specimens?
126
Teaching
Quarter
Dates & Time Q2W4D2
I.OBJECTIVES
A. Content Standards The learners demonstrate an understanding of
some difference between animal and plants
cells.
B. Performance Standards The learner should employ appropriate
techniques using the compound microscope to
gather data about very small object.
C. Learning Competency Differentiate plant and animal cells according to
presence and absence of certain organelles.
STLT-IId-4
a. Identify the different parts/organelles of an
animal cell.
b. Describe the parts of the animal cell.
II. CONTENT PLANT AND ANIMAL CELL: Animal Cell

III. LEARNING
RESOURCES
1. References
2. Teacher’s Guide Pages
3. Learner’s Materials Pages
4. Textbook Pages
5. Additional Materials from BIOLOGY MODULE 6, The Levels of
Learning Resource (LR) Biological Organization, Project EASE
Portal
D. Other Learning
Resources
IV. PROCEDURE
A B
Elicit Note: This activity could be For a recall, let the
done by group or individually. learners answer the
following questions.
Let the students identify the
correct answers from the 1. What are the basic parts
jumbled words. of the cell?
The basic parts of the cell

1.The SECNLUU are nucleus, cell
spherical membrane and cytoplasm.
shape NUCLEUS
found
within the
cell that is
mostly at
the center.
127
2.The MYCPALS
space filled TO
with fluid
between CYTOPLASM
the cell
boundary
and
nucleus.
3. It the ORCMI
instrument SORCEPO
used in C
studying
cell. MICROSCOPE
4.The outer SALPA
limit of the
cell. MNAERBE
MM
PLASMA
MEMBRANE
5. He is the BERROT
one who
viewed a E H K OO
cell using a
cork cell. ROBERT
HOOKE
Engage Show the following pictures to the students:
Cheek Cell Fat Cell Red Blood Cell
Ask the students the following questions:

1. From what organisms do these cells belong?
These cells belong to animal cells.
2. How are you going to describe these cells?
Answer may vary.
Do you want to know more about cells? What are
the different parts of the animal cell?
Explore Activity: Suggested activity if

OBSERVING ANIMAL CELL there’s no available
microscope.
Materials:
prepared slide of animal cell,
compound light microscope
128
Post an illustration/picture
Procedures: of an animal cell on the
1. Observe the specimen board. (TARPAPEL)
using the microscope.
2. Draw/ Illustrate what you Distribute the printed
observed. labels of the parts of the
3. Label its observable animal cell to the students
parts. and let them post it on the
picture of the animal cell.
Note: Have this activity to be
done by group. Then after 15 Then, distribute the printed
minutes, let each group share functions of the animal
their reports on class. cells to the other students
and let them post it
(Refer to the attached activity alongside the labels of the
sheet) animal cells.
Explain Let the students present their outputs using the following
guide questions.
1. What are the parts of an animal cell?
Nucleus, cytoplasm, cell membrane, Golgi body, ER,

lysosomes, ribosomes, vesicles/vacuoles, mitochondrion
and centriole.
2. Does each part of the animal cell has their own function?
Yes. Each part has their own function.
3. What is the specific function of each part of the animal

cell?
Nucleus - controls all the activities of other parts that occur

within the cell.
Cell membrane – controls what goes in and out of the cell.
Cytoplasm – many different activities of the cell occur here.
Vacuoles – store nutrients.
Vesicles – storage of food and water and excretion of waste
materials.
Golgi body – responsible for processing, packaging and
sorting of secretory materials.
Lysosomes – digest food, disease causing bacteria and worn
out parts of the cell.
Ribosomes – its where proteins are made.
Mitochondrion – produce energy for the cell.
Endoplasmic Reticulum – Rough ER, production of protein
and Smooth ER, metabolism of lipids.
Centrioles – only found in animal cells, for cell reproduction.
129
Elaborate Discuss the following;
1. Cell is considered alive and it can be compared to a

busy factory with different parts having different
functions working together. What will happen to the
cell if one of its part will not function or will be removed
from the cell?
The cell will still function, but it will not have a full
function since one of its part malfunctioned or
removed.
2. If it will not have any effect on the cell, how about on

the other parts of the cell? Cite specific examples.
Yes, just like the mitochondrion that supplies the energy

needed by all parts of the cell, they will not function
accordingly if they need the energy from the
mitochondrion.
Evaluate Let the learners list at least five Using the illustration of the
parts of animal cell and give animal cell, remove the
their functions. labels of the parts and
place number to each part.
Parts of Function Then let the students
Animal cell identify the parts for each
1. number.
2.
3.
4.
5.
Nucleus – control center of the

cell
Cell membrane – controls what
goes in and out of the cell
Centrioles – helps in cell
division
Lysosomes – digest worn out
parts of the cell
Ribosomes – make the proteins
for the cell
Extend Let the students conduct library search on the effects of
certain drugs like Vit. A, illegal drugs, nicotine and others to
the proper functioning of the different parts of the cell.
Agreement Answer the given questions.
1. Can the parts of animal cell be also found in plant cell?
2. Enumerate the parts of plant cell and give their function.
130
V. REMARKS
VI. REFLECTIONS
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation
lessons work? __ of learners who caught up the __ of learners who caught
No. of learners lesson of ____. up the lesson of ____.
who have caught __ of learners who caught up the __ of learners who caught
up with the lesson of ____. up the lesson of ____.
lesson __ of learners who caught up the __ of learners who caught
lesson of ____. up the lesson of ____.
who continue to __ of learners who caught up the __ of learners who caught
require lesson of ____. up the lesson of ____.
remediation __ of learners who caught up the __ of learners who caught
__ of learners who caught up the __ of learners who caught
___ Differentiated instruction ___ Differentiated instruction
___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method
___ Manipulative tools ___ Manipulative tools
___ Demonstration ___ Demonstration
___ Models ___ Models
___ Interactive lecture ___ Interactive lecture
demonstration demonstration
___ Inquiry-based approach ___ Inquiry-based approach
___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials
___ Students eagerness to ___ Students eagerness to
learn learn
131
___ Group members ___ Group members
collaboration/cooperation collaboration/cooperation
in doing the task in doing the task
___ audio visual presentation ___ audio visual
of the lesson presentation of
the lesson
F. What difficulties ___ Bullying among students ___ Bullying among students
did I encounter ___Student’s ___Student’s
which my behavior/attitude behavior/attitude
principal or ___ Colorful IMs ___ Colorful IMs
supervisor can ___ Unavailable technology ___ Unavailable technology
help me solve? ___Science/Computer/internet ___
lab Science/Computer/internet
____ additional clerical works lab ____ additional clerical
works
which I wish to be used as IMs ____ Recycling of plastics to
share with other be
132
Appendix __
EXPLORE:
Activity: OBSERVING ANIMAL CELL
Objective:
1. Identify observable parts of animal cell
2. Illustrate the observed animal cell
3. Label the parts
4. Give the functions of the organelles of animal cell
Materials:
prepared slide of animal cell
compound light microscope
paper and pen
Procedure:
1. Observe the specimen using the microscope.
2. Draw/ illustrate what you observed.
3. Label its part.
Guide Questions:
1. What structures are present in the animal cell?
Nucleus, cytoplasm, cell membrane, Golgi body, ER, lysosomes, ribosomes,
mitochondrion and centrioles.
2. What do you think are the functions of each part of the animal cell?
Nucleus - controls all the activities of other parts that occur within the cell.
Cell membrane – controls what goes in and out of the cell.
Cytoplasm – many different activities of the cell occur here.
Vacuoles – store nutrients.
Vesicles – storage of food and water and excretion of waste materials.
Golgi body – responsible for processing, packaging and sorting of secretory
materials.
133
Lysosomes – digest food, disease causing bacteria and worn out parts of the
cell.
Ribosomes – its where proteins are made.
Mitochondrion – produce energy for the cell.
Endoplasmic Reticulum – Rough ER, production of protein and Smooth ER,
metabolism of lipids.
Centrioles – only found in animal cells, for cell reproduction
Generalization:
134
ANIMAL CELL
(Illustrated by Adrian O. Sanchez)
135
136
Teaching Q2W4D3
Quarter
Dates & Time
I. OBJECTIVES
A. Content Standards The learners demonstrate an
understanding of some difference between
animal and plants cells.
B. Performance Standards The learner should employ appropriate
techniques using the compound
microscope to gather data about very
small objects.
C. Learning Competency Differentiate plant and animal cell
according to presence and absence of
certain organelles.
STLT-IId-4
a. Identify the different organelles of a
plant cell.
b. Describe the parts of a plant cell.
c. Demonstrate proper techniques using
the compound microscope.
II. CONTENT PLANT AND ANIMAL CELL: Plant Cell
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide Pages
2.Learner’s Materials Pages Science Learner’s Material pp115-118
3.Textbook Pages Science and Technology Biology
Textbook NPSBE II pp 22-24
4.Additional Materials from
B. Other Learning
Resources
IV. PROCEDURE
A B
Elicit Group Game: QUIZ BOWL
Group the students into five groups and give the five
suggested questions about the parts and functions of
the Animal Cell.
The group with the highest point will be the winner.
Each question will be given one point.
Suggested questions:
1. What is the control center of the cell? Nucleus
2. What is the jellylike fluid inside the cell? Cytoplasm
3. What are the two types of endoplasmic reticulum?
Rough and Smooth
4. What part of the cell is responsible for digesting
worn out materials? Lysosomes
137
5. What part of the cell helps in cell division?
Centrioles
Engage Group Game: JIGSAW PUZZLE of a PLANT CELL
Note: Prior to this lesson, print an image of a plant cell

and cut it to form a jigsaw puzzle or you may use other
colored pictures of the plant cell.
The winner of this game will be the first to assemble

the puzzle.
After putting the pieces together, what image did you

form?
What are the different structures of a plant cell?

Explore Activity: INVESTIGATING Suggested activity if
PLANT CELLS there’s no available
microscope.
Note: 20 mins could be
given to the students and Show an
this activity will be done by illustration/picture of
group. plant cell.
(see attached activity 1. How will you describe

sheet) the cell?
Its angular/rectangular
in shape and contains
different parts.
2. Can you
identify/describe the
parts of a cell?
Nucleus, cytoplasm,
cell membrane, Golgi
body, ER, lysosomes,
ribosomes,
mitochondrion, cell
wall, chloroplast, and
central vacuole.
138
Explain Let the learners answer the Let the students answer
given guide questions of this question:
the activity.
1. What is the specific
Presentation of the result of function of each part of
the experiment (divide the the plant cell?
questions to each of the
group to be presented with Nucleus - controls all
answers.) the activities of other
parts that occur within
the cell.
Cell membrane –
controls what goes in
and out of the cell.
Cytoplasm – many
different activities of the
cell occur here.
Golgi body –
responsible for
processing, packaging
and sorting of secretory
materials.
Lysosomes – digest
food, disease causing
bacteria and worn out
parts of the cell.
Ribosomes – its where
proteins are made.
Mitochondrion –
produce energy for the
cell.
Endoplasmic Reticulum
– Rough ER, production
of protein and Smooth
ER, metabolism of
lipids.
2. What are the parts of

the plant cell that is not
observed in the animal
cell? What are their
functions?
Cell wall – gives shape

and protection.
Chloroplast – absorbs
energy from the sun to
make food for plants.
139
Central Vacuole- stores
enzymes, waste
products, and water.
Elaborate Using the given illustrations or pictures, Ask the

learners,
1. Why do plant cells need bigger vacuole?

Because plants always require water that they
can store.
2. Why do plant cells have a rigid cell wall even

with the presence of cell membrane?
Because plants always need a more rigid cell
to stay upright.
3. How do plants produce their own food and in

which part of the cell it happens?
They undergo the process of photosynthesis
that happens in the chloroplast.
Evaluate Sketch/draw a plant cell IDENTIFICATION:

and label its parts and give Identify the part of the
their functions. plant cell given its
function.
___1. Responsible for
making proteins.
___2. Provides energy
for the cell.
___3. Controls the
cell’s activities.
___4. Absorbs energy
from the sun and make
food for the cell.
___5. Digests worn out
materials in the cell.
1. Ribosomes
2. Mitochondrion
3. Nucleus
4. Chloroplast
5. Lysosomes
140
Extend Why do market vendors sprinkle water on vegetable
and fruits that they are selling?
Agreement What are the similarities and differences of animal
and plant cell?
V. REMARKS
VI. REFLECTIONS
VII. OTHERS
VIII. No. of learners who
earned 80% on the
formative
assessment.
IX. No. of learners who
require additional
activities for
remediation
X. Did the remedial __Yes __ No __Yes __ No
lessons work? No. __ of learners who caught up __ of learners who
of learners who the lesson of ____. caught up the lesson of
have caught up __ of learners who caught up ____.
with the lesson the lesson of ____. __ of learners who
____.
XI. No. of learners who __Yes __ No __Yes __ No
continue to require __ of learners who caught up __ of learners who
remediation the lesson of ____. caught up the lesson of
__ of learners who caught up ____.
____.
XII. Which of my ___ Socratic questioning ___ Socratic questioning
teaching strategies ___ use of visual ___ use of visual
worked well? Why presentation presentation
did it work? ___ Game-based learning ___ Game-based
___ Pair Work learning
___ Cooperative Learning ___ Pair Work
___ Explicit Teaching ___ Cooperative
___ Group Collaboration Learning
___ Differentiated instruction ___ Explicit Teaching
___ Discovery Method ___ Group Collaboration
141
___ Lecture Method ___ Differentiated
___ Manipulative tools instruction
___ Demonstration ___ Discovery Method
___ Models ___ Lecture Method
___ Interactive lecture ___ Manipulative tools
demonstration ___ Demonstration
___ Inquiry-based approach ___ Models
___ Complete IMs ___ Interactive lecture
___ Availability of Materials demonstration
___ Students eagerness to ___ Inquiry-based
learn approach
___ Group members ___ Complete IMs
collaboration/cooperation ___ Availability of
in doing the task Materials
___ audio visual presentation ___ Students eagerness
of the lesson to
learn
___ Group members
in doing the task
___ audio visual
presentation of
the lesson
XIII. What difficulties did ___ Bullying among students ___ Bullying among
I encounter which ___Student’s students
my principal or behavior/attitude ___Student’s
supervisor can help ___ Colorful IMs behavior/attitude
me solve? ___ Unavailable technology ___ Colorful IMs
___Science/Computer/intern ___ Unavailable
et technology
lab ___
____ additional clerical works Science/Computer/intern
et lab ____ additional
clerical works
XIV. What innovation or ____ ____
localized material/s Contextualized/localized Contextualized/localized
did I use/discover and indigenized IMs and indigenized IMs
which I wish to ____ localized video ____ localized video
share with other ____ Recycling of plastics to ____ Recycling of
teachers? be used as IMs plastics to be
used as IMs
142
EXPLORE: Picture of PLANT CELL
(Illustrated by Adrian O. Sanchez)
143
144
EXPLORE:
Activity: INVESTIGATING PLANT CELL
(adapted from the Learner’s Material pp 115-118)
Objectives:
In this activity, you should be able to:
1.prepare a wet mount using the thin inner surface of the onion scale;
2. describe an onion cell observed under the light microscope;
3. stain onion cells;
4. identify observable parts of an onion cell;
5. draw onion cells as seen through the light microscope; and
6. explain the role of microscopes in cell study.
Materials needed:
Dropper tissue paper

Cover slip iodine solution
Glass slide light microscope
Onion bulb scale forceps or tweezers
Scalpel or sharp blade 50 –ml beaker with tap water
Procedure:
1. Prepare the onion scale by following the steps indicated in Figure 3. Use
the transparent skin from the inner surface of the onion scale.
CAUTION: Be careful in using the scalpel or blade!
2. Following the procedure on how to make a wet mount described in “ How

to use the light microscope”. prepare one using the transparent onion skin
from Step 1. Remember to place it on the glass slide with the inner surface
(NON—WAXY SIDE) facing up. Check to that the onion skin is not folded
or wrinkled.
145
3. Examine the onion skin slide under the low power objective (LPO).
CAUTION: Do not tilt the microscope!
Q1. How much are these onion cells magnified?

Q2. In this case, why is it not good to tilt the microscope?
4. Shift the high-power objective (HPO).
REMEMBER: Raise the objectives a little and look to the side while
changing objectives.
Q3. Describe the onion cells.
5. Remove the slide from the stage. You can now stain the onion cells with
iodine solution.
IODINE STAINS!: Be careful not to spill it on your skin to your clothing!
6. Using a dropper, place one or two drops of iodine solution along one
edge of the cover slip. Place a piece of tissue paper on the other edge of
the cover slip. The tissue paper will absorb the water, and iodine solution
spreads out under the cover slip until the whole specimen is covered with
stain. (Figure 4)
7. Examine the stained onion cells under the LPO and HPO.
Q4. Did you observe any change in the image of onion cells before and after
staining?
Q5. How did the iodine solution affect the image of the onion cells?
Q6. What parts of the onion cell can you identify?
146
8. Draw four onion cells as seen under the HPO. Label the parts you have
identified. Indicate how much the cells are magnified.
Q7. Of what importance is the contribution of the microscope in the study

of cells?
Observations:
Answer to guide questions:

Q.1 Depends on the magnification of the eyepiece and lens.
Q.2 Because of the wet mount. It may spill the water and may cause rust
to the parts of the microscope.
Q.3 Rectangular in shape.
Q.4 Yes
Q.5 Makes the cell more visible.
Q.6 The cell wall, cell membrane, cytoplasm and nucleus.
Q.7 It helps us studying the basic unit of life which is the cell.
Generalization:
147
Teaching Q2W4D4
Quarter
Dates & Time
I.OBJECTIVES
A.Content Standards The learners demonstrate an understanding
of some difference between animal and plants
cells.
B.Performance Standards The learner should employ appropriate
techniques using the compound microscope
to gather data about very small objects.
C.Learning Competency Differentiate plant and animal cells according
to presence and absence of certain
organelles
STLT-IId-4
Compare and contrast the similarities and

differences of Animal and Plant Cell.
II.CONTENT PLANT AND ANIMAL CELL: Comparing
Plant Cell and Animal Cell
III.LEARNING RESOURCES
A. References
1.Teacher’s Guide Pages
2.Learner’s Materials Pages Science Learner’s Material pp 115-118
3.Textbook Pages Science and Technology Biology Textbook
NPSBE II pp 22-24
4.Additional Materials from
B. Other Learning
Resources
IV.PROCEDURE
A B
Elicit Recall the previous lesson. Ask the following questions,
1.How did you observe plant cell and animal cell?
We observed the cells through a microscope.
2. Are the cells similar or different?
They are different but still have some similar parts.
3.How do plant cell differ from animal cell in terms of
shape?
Plant cells are mostly angular in shape while plants are
mostly circular.
Engage Direction: Write A if the statement refers to plant cells,
B if it refers to animal cells, and C if it refers to both
cells.
148
Pre- Post
Test Test
1. Thick cell wall
2. Presence of chloroplast
3. Presence of centrioles.
4. Presence of cytoplasm.
5. Larger vacuoles
6. Thin cell membrane
7. Shape according to function.
8. Angular in shape.
9. Presence of nucleus.
10. Contains mitochondrion.
Note: The students will answer the pre-test for the

engage and will answer the post test for the evaluation.
Answers will be checked in the evaluation.

Explore Note: Divide the class into three groups.
Activity 1:
Construct a Venn diagram showing the similarities
and differences of plant and animal cell.
Activity 2:
Complete the table by choosing the answer from the
options given.
Difference in Animal Plant Cell Options
terms of Cell
a. shape of the Angular/
cell Circular
b. presence of Present/
chloroplast Absent
c. presence of Present/
centriole Absent
d. presence of Present/
cell wall Absent
e. size of Present/
vacuole Absent
Activity 3:
Note: Make a table with four columns, then prepare
pictures and names of the parts of the plant and animal
cells.
Direction: Post the pictures of the different parts of the

plant and animal cell on the first column and let the
149
students post the names of the parts of the animal and
plant cell in the second column. On the third column let
the students put a check on the parts that are found in
the plant cell and on the fourth column for the animal
cell.
Pictures Names Plant Cell Animal Cell
Explain Presentation of outputs by the students per group.
Elaborate Using the illustration of animal cell and plant cell let the
learners answer the questions:
1. What are the common parts of plant and animal cell?

Nucleus, cytoplasm, cell membrane, Golgi body,
mitochondrion, lysosomes, ribosomes, and
endoplasmic reticulum.
2. What are the parts of plant and animal cell that are
different from one another?
Cell wall, chloroplast, and central vacuole and
centrioles.
3. What parts are unique to the plant and animal cells?

Plant cell has cell wall, chloroplast, and central vacuole
while Animal cell has centrioles.
Evaluate Direction: Write A if the statement refers to plant cells,

B if it refers to animal cells, and C if it refers to both
cells.
Key to Correction.
1. A Thick cell wall
2. A Presence of chloroplast
3. B Presence of centrioles.
4. C Presence of cytoplasm.
5. A Larger vacuoles
6. C Thin cell membrane
7. C Shape according to function.
8. A Angular in shape.
9. C Presence of nucleus.
10. C Contains mitochondrion.
150
Extend Construct an analogy of the plant and animal cell to the
following:
a. school
b. factory
c. city
Agreement Answer the given question.
1.What are the other functions of cells?
V.REMARKS
VI.REFLECTIONS
VII.OTHERS
I. No. of learners
who earned 80%
on the formative
assessment.
II. No. of learners
who require
additional
activities for
remediation
III. Did the remedial __Yes __ No __Yes __ No
lessons work? No. __ of learners who caught up the __ of learners who
of learners who lesson of ____. caught up the lesson of
have caught up __ of learners who caught up the ____.
with the lesson lesson of ____. __ of learners who
__ of learners who caught up the caught up the lesson of
lesson of ____. ____.
__ of learners who caught up the __ of learners who
lesson of ____. caught up the lesson of
____.
IV. No. of learners __Yes __ No __Yes __ No
who continue to __ of learners who caught up the __ of learners who
require lesson of ____. caught up the lesson of
remediation __ of learners who caught up the ____.
lesson of ____. __ of learners who
__ of learners who caught up the caught up the lesson of
lesson of ____. ____.
__ of learners who caught up the __ of learners who
lesson of ____. caught up the lesson of
____.
V. Which of my ___ Socratic questioning ___ Socratic questioning
strategies worked presentation presentation
well? Why did it ___ Game-based learning ___ Game-based
work? ___ Pair Work learning
___ Cooperative Learning ___ Pair Work
___ Explicit Teaching
151
___ Lecture Method ___ Group Collaboration
___ Manipulative tools ___ Differentiated
___ Demonstration instruction
___ Models ___ Discovery Method
___ Interactive lecture ___ Lecture Method
demonstration ___ Manipulative tools
___ Inquiry-based approach ___ Demonstration
___ Complete IMs ___ Models
___ Availability of Materials ___ Interactive lecture
___ Students eagerness to demonstration
learn ___ Inquiry-based
___ Group members approach
collaboration/cooperation ___ Complete IMs
in doing the task ___ Availability of
___ audio visual presentation Materials
of the lesson ___ Students eagerness
to
learn
___ Group members
in doing the task
___ audio visual
presentation of
the lesson
VI. What difficulties ___ Bullying among students ___ Bullying among
which my principal behavior/attitude ___Student’s
or supervisor can ___ Colorful IMs behavior/attitude
help me solve? ___ Unavailable technology ___ Colorful IMs
___Science/Computer/internet ___ Unavailable
lab technology
Science/Computer/intern
et lab ____ additional
clerical works
VII. What innovation ____ Contextualized/localized ____
which I wish to be used as IMs ____ Recycling of
share with other plastics to be
152
School Grade Level
Teacher Learning Area
Teaching Q2W5D3-4
Quarter
Dates & Time
I. OBJECTIVES
A. Content The learners demonstrate an understanding of:
Standards The differences b/w animal and plant cell.
B. Performanc The learners shall be able to employ appropriate
e Standards techniques using the compound microscope to gather
C. Learning The learner should explain why the cell is considered the
Competency basic structural and functional unit of all organisms.
(S7LT-II-5)
1.Name the scientists and their contributions in the
development of the cell theory;
2.Discuss how the cell was discovered;and
3.State the cell theory.
II. CONTENT ANIMAL CELL AND PLANT CELL
(Cell Theory and its Development)
III. LEARNING
RESOURCES
A. References
Pages
2. Learner’s
Materials Pages
3. Textbook Pages Exploring Life Through Science Series
The New Grade 7 pp 95-97
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other https://www.biography.com/scholar 07/25/2019 4:30 PM
Learning https://www.biography.com/scholar/roberthooke
Resources 07/25/2019 4:31 PM
https://www.ncbi.ulm.nih.gov/pmc/articles/PMC2603088/
07/25/2019 4:32 PM
https://study.com/academy/lesson/theodor-
schwann.biography-quotes.html 07/25/2019 4:33 PM
https://scihi.org/antoine-van-leeuwenhoek-father-
microbiology/ 07/25/2019 4:35 PM
www.britanica.com/biography/Matthias-Jakob-Schleiden
07/25/2019 4:36 PM
www.britanica.com/search?.query=ernst+karl+abbe
07/25/2019 4:37 PM
153
IV. PROCEDURE
Elicit
The students will be given metacards where names of
organelles are written. They will be asked to post these
metacards on the venn diagram posted on the board to
show the similarity and difference between plant and
animal cell.
Animal Cell Plant Cell
Ask: What are basically the differences and similarities

between plant and animal cell as shown in the diagram?
Engage Most cells cannot be seen with the naked eye.

a. How did people /scientists know about
cells?
People get to know about cells because of
instruments used in studying them.
b. What was used in discovering them?
The microscope.
c. How were cells first discovered?
Scientists continuously and patiently
conduct scientific investigations, and along
the way they discover new things, that
include cells.
d. Do you have any idea of the scientists
involved in the discovery of the cell?
e. What about the scientists behind the
development of the principles of the cell
theory?
Explore
1. Divide the class into seven groups and let them
perform the Gallery walk.
2. The students will walk from picture 1 up to the last
picture following the assignment below:
Group 1- Janssen
Group 2-Leeuwenhoek
154
Group 3-Hooke
Group 4- Schleiden
Group 5-Schwann
Group 6-Virchow
Group 7- Abbe
3. Discuss also some pre laboratory reminders.

GALLERY WALK
(Getting Acquainted with Scientists Behind Cell Theory
Development)
Pictures of Scientists and a brief discussion of their

studies and contributions in the development of the Cell
Theory are to be posted in different parts of the
classroom like an exhibit in a gallery. Each group will be
given activity sheet with guide questions for them to
answer while doing the walk. Each group will be given
three minutes to stay in each part of the gallery.
In Araling Panlipunan, you discuss history which

includes among others, dates and significant events.
You usually present it in the form of a timeline.
( The teacher can relate timeline with how the events in
one’s FB account is presented, in which all students can
relate to)
 The remaining time will be utilized by each group

in answering the guide questions in the activity
sheet and preparing their timeline.
 (First day ends here)
DAY 2
Preliminary Activities:
Recall of the past activity/lesson
Questions:
What did you learn from yesterday’s activity?
How did you prepare your timeline?
Explain A. Students will be asked to present their outputs.
B. Processing of outputs will follow.
Concepts to be emphasized:
The history of the cell started with the
invention of the microscope in the 1600s.
Because of the limitations of the human eye,
scientists during this period concentrated on
developing tools to examine very small objects.
155
The discoveries of Schleiden, Schwann and
Virchow summarized into a guiding principle now
called the cell theory.
The cell theory states that:
1. All organisms are composed of one or more
cells.
2. The cell is the basic unit of structure and
function of all organisms.
3. All cells arise from pre-existing cells.
These three statements tell us that the cell is
the basic structural, functional and
reproductive unit of all organisms.
Elaborate a. Based on your timeline, what is that very
significant discovery which paved the way to the
discovery of the cell?
Invention of the microscope.
b. What role did the microscope play in the
development of the cell theory?
Without the invention of the microscope, it will be
impossible for scientist to discover and study
cells.
c. How was the cell discovered?
The term cell was first introduced in 1665 by
Robert Hooke, an English botanist by examining
thin slices of cork from the bark of an oak tree
using a crude compound microscope. Hooke
observed empty, honeycomb-like boxes which he
called cells because they resembled the boxlike
rooms of monks in monasteries. What he actually
observed was the outer covering of plant cells
now called the cell wall.
d. Who among these scientists were the major
contributors in the development of the cell theory?
Matthias Schleiden, Theodor Schwan, Rudolf
Virchow
e. How did these scientists develop the cell theory?
Using the microscope, they used specimen of
different plants and animals and concluded that
these organisms have one thing in common…that
they all have cells.
f. How will you state the three(3)
components/principles of the cell theory?
a. All organisms are made up of one or more
cells.
b. The cell is the basic unit of structure and
function of all organisms
c. All cells arise from pre-existing cells.
g. Do you think, studies about cell done by scientists
end here? What do you project to happen in the
next decade or century?
156
No, more sophisticated tools will be invented and
scientists will continuously provide us with new
findings about cell.
Across the Curriculum/Valuing
In health and Nutrition: knowing that cells are the
smallest part of an organism and therefore is alive;
1. What should we do to keep it always alive and
healthy?
2. In the month of July, we celebrate Nutrition
Month. What can we promote doing to ensure
healthy cells and healthy body as a whole?
Evaluate I. Matching Type
Match the names of the scientists
found in column A with their
contributions in column B. Write
the letter only.
COLUMN A COLUMN B
1. Zacharias a. Scientist who
Jansen first saw living
cells
2. Robert b. Discovered the

Hooke cell
3. Rudolf c. All cells come
Virchow from other cells
4. Theodore d. All plants are

Schwann made of cells
5. Anton Van e. Developed the

Leeuwenho most ancient
ek microscope
6. Matthias f. All animals are

Schleiden made of cells
II. Fill in the blanks with word(s) to

complete the concept.
(For
1. All (living) organisms are composed
advance
of one or more cells.
learners)
2. The cell is the basic unit of (structure)
II.State
and (organization) in organisms.
the
3. Cells arise from (pre-existing) cells.
three (3)
principles
of the
cell
theory.
157
G. Extend a. How important is the invention of the microscope to
mankind?
Microscope is a major breakthrough in science and
as time pass, other breakthroughs arise, most especially
in the field of microbiology.
b. What are stem cells? How beneficial/useful are stem
cells? What are their disadvantages?
Stem cell is an undifferentiated cell of a
multicellular organism which is capable of giving rise to
indefinitely more cells of the same type and from which
certain other kinds of cell arise by differentiation.
Uses of Stem Cells

In stem cell transplants, stem cells replace cells
damaged by chemotherapy or disease or serve as a way
for the donor’s immune system to fight some types of
cancer and blood-related diseases, such as leukemia,
lymphoma, neuroblastoma and multiple myeloma. These
transplants use adult stem cell or umbilical cord blood.
Advantages and Disadvantages of Stem Cells

1. According to a new research, stem cell therapy
was used on heart disease patients and found out
that it can make coronary arteries narrower.
2. A disadvantage of most adult stem cells is that
they are pre-specialized, for instance, blood stem
cell can make only blood and brain stem cells
make only brain cells.
Agreement List down organisms other than plants and animals.
V. REMARKS
VI.REFLECTIONS
VII. OTHERS
1. No. of learners
who earned
80% on the
formative
assessment.
2. No. of learners
who require
additional activities
for remediation
3. Did the __Yes __ No __Yes __ No
remedial __ of learners who caught up __ of learners who
lessons work? the lesson of ____. caught up the lesson
No. of learners __ of learners who caught up of ____.
who have the lesson of ____. __ of learners who
caught up with __ of learners who caught up caught up the lesson
the lesson the lesson of ____. of ____.
158
the lesson of ____. caught up the lesson
of ____.
__ of learners who
caught up the lesson
of ____.
4. No. of learners __Yes __ No __Yes __ No
who continue to __ of learners who caught up __ of learners who
require the lesson of ____. caught up the lesson
remediation __ of learners who caught up of ____.
__ of learners who caught up caught up the lesson
the lesson of ____. of ____.
the lesson of ____. caught up the lesson
of ____.
__ of learners who
caught up the lesson
of ____.
5. Which of my ___ Socratic questioning ___ Socratic
teaching ___ use of visual questioning
strategies presentation ___ use of visual
worked well? ___ Game-based learning presentation
Why did it ___ Pair Work ___ Game-based
work? ___ Cooperative Learning learning
___ Lecture Method ___ Group
___ Manipulative tools Collaboration
___ Demonstration ___ Differentiated
___ Models instruction
___ Interactive lecture ___ Discovery
demonstration Method
___ Inquiry-based approach ___ Lecture Method
___ Complete IMs ___ Manipulative
___ Availability of Materials tools
___ Students eagerness to ___ Demonstration
learn ___ Models
___ Group members ___ Interactive
collaboration/cooperation lecture
in doing the task demonstration
___ audio visual presentation ___ Inquiry-based
of the lesson approach
___ Complete IMs
___ Availability of
Materials
___ Students
eagerness to
159
learn
___ Group members
collaboration/coopera
tion
in doing the task
___ audio visual
presentation of
the lesson
6. What difficulties ___ Bullying among students ___ Bullying among
lab technology
____ additional clerical works ___ Science/
Computer/ internet
lab ____ additional
clerical works
7. What ____ Contextualized/localized ____
innovation or and indigenized IMs Contextualized/localiz
localized ____ localized video ed
material/s did I ____ Recycling of plastics to and indigenized IMs
use/discover be used as IMs ____ localized video
which I wish to ____ Recycling of
share with other plastics to be
160
Activity 1
THE CELL THEORY: AN ACQUAINTANCE WITH ITS CONTRIBUTORS
GALLERY WALK
Objectives:
1. Identify/name the scientists who contributed in the development of the
cell theory;
2. Discuss their contributions in the development of the cell theory;
3. Construct a timeline showing the development of the cell theory.
Materials:
Manila paper, marker, pictures and articles of selected scientists
Procedure
A. 1. By group, go to one of the pictures posted around the room assigned
to you as starting point.
2. Read the article. Note the year, name of scientist and their
significant contributions.
3. Record the data in the graphic organizer below.
4. After three(3) minutes, proceed to the next picture.
5. Repeat procedures 1-4, until your group finish visiting all the parts of
the gallery.
6. Convene with your groupmates and construct a timeline out of the
significant information you recorded during the walk.
(Students can prepare the timeline using the format below.
Year Name of Scientist Significant Contribution
161
B. With your groupmates, brainstorm and share your ideas you got from
the gallery walk and answer the following questions.
1. What role did the microscope play in the development of the cell
theory?
________________________________________________________
______________________________________________________________
______________________________________________________________
____________________________________
8. Using your timeline, name the three scientists who were given the
credit being the major contributors in the development of the cell
theory.
________________________________________________________
______________________________________________________________
______________________________________________________________
____________________________________
3.What are the specific contributions of the following scientists in the
development of the cell theory?
a. Matthias Schleiden
b. Theodor Schwann
c. Rudolf Virchow
4.What are the three components/principles of the cell theory?

________________________________________________________
________________________________________________________
________________________________________________________
____________________________________
162
https://www.biography.com/scholar
Zacharias Janssen (1585 – pre-1632)

He was a Dutch spectacle-maker from Middleburg associated with the
invention of the first optical telescope. Jansen is sometimes also credited for
inventing the first truly compound microscope in 1590.
163
https://www.biography.com/scholar/roberthooke
Robert Hooke (1635 - 1703)

Hooke was a 7th century “natural philosopher”- an early scientist, noted
for a variety of observations of the natural world. But perhaps his most notable
discovery came in 1665 when he looked at a silver of cork through a microscope
lens and discovered cells.
164
https://www.ncbi.ulm.nih.gov/pmc/articles/PMC2603088/
Rudolf Virchow (1821 – 1902)

Virchow is credited with several very important discoveries. His most
widely known scientific contribution is his cell theory in 1855 which built on the
work of Theodor Schwann. He was one of the first to accept the work of Robert
Remate, who showed the origins off cell, was the division of pre-existing cells.
165
https://study.com/academy/lesson/theodor-schwann.biography-quotes.html
Theodor Schwann (1810 – 1882)

Schwann was a German physicist and physiologist. His most significant
contribution to biology is considered to be the extension of cell theory to
animals. He demonstrated the fact for animal’s tissues, and in 1839, concluded
that all tissues are made up of cells… and laid the foundations for the cell
theory.
166
https://scihi.org/antoine-van-leeuwenhoek-father-microbiology/
Antoine van Leeuwenhoek (1632 – 1723)

In 1673, he looked at pond scum and saw small creatures. He also saw
that blood cells differed between animals, saw bacteria and realized that yeast
was alive. He was a Dutch businessman and scientist in the Golden Age of
dutch Science and Technology. He was known as the “Father of Microbiology”.
167
www.britanica.com/biography/Matthias-Jakob-Schleiden
Matthias Schleiden (1804 – 1881)

Schleiden was a German botanist and co-founder of cell theory. He also
recognized the importance of the cell nucleus. Discovered in 1831 by the
Scottish botanist Robert Brown, and sensed his connection with cell division.
Schleiden was one of the first German biologists to accept Charles Darwin’s
theory of evolution. He preferred to study plant structure under the microscope.
As a professor of Botany at the University of Jena, he wrote contributions to our
knowledge of Phytogenesis (1838) in which he stated that all plants are
composed of cells.
168
www.britanica.com/search?.query=ernst+karl+abbe
Ernst Karl Abbe (1840 – 1905)

Abbe was a German Physicist, optical scientist, entrepreneur and social
reformer. Together with Carl Zeiss, he laid the foundation of modern optics.
Abbe developed numerous optical instruments including the modern compound
microscope in 1886.
169
Pre-test/ Post Test
Module 2: Plant and Animal Cells
I. Multiple Choice: Choose the letter of the correct answer.
1. Which of the following parts allow different activities of the cell to

happen?
a. Cytoplasm c. vacuole
b. Lysosome d. vesicle
2. If the chloroplasts of a plant cell are damaged, which function will
not be performed by the plant cell?
a. Protect the cell c. excrete waste
material
b. Make food for the cell d. give instruction for
cell to reproduce
3. Which part of the cell allows or prevents substances to go into
and out of the cell?
a. Lysosomes c. cell membrane
b. Vacuoles d. cytoplasm
4. Which part of the cell store water and maintain its rigidity?
a. Vacuole c. cell membrane
b. Lysosomes d. cytoplasm
5. From the choices below, which cell has these characteristics:
with DNA, has flagella and has a cell membrane?
a. frog cell c. rose cell
b. bougainvillea cell d. onion cell
6. Which part of the cell is considered as the “powerhouse of the
cell”?
a. Vacuoles c. ribosomes
b. Lysosomes d. mitochondria
Use the following options to answer the next question.
I. Absence of centrioles
II. Irregular shape
III. Presence of cell wall
IV. Angular and rigid shape
V. Absence of chloroplast
7. You are asked to identify an unknown slide. Which could help you
identify an animal cell?
a. I and III b. II and IV c. I and IV d.
III and IV
170
Use the figure below to answer number 8-10 questions.
8. Which part of the cell functions in the excretion of waste

materials?
a. 1 b. 2 c. 3 d. 4
9. Which is the control center of the cell?
a. 6 b. 7 c. 8 d. 9
10. It is the part of this cell which plays a role during cell division?
a. 7 b. 8 c. 9 d. 10
11. How is a plant cell similar to an animal cell?
a. Both have nuclei, chloroplast and cytoplasm.
b. Both have cell walls, nuclei and cell membrane.
c. Both have nuclei, cytoplasm and cell membrane.
d. Both have cell walls, chloroplasts and cell membranes.
12. The table below shows a comparison between 3 kinds of cells.
Which two cells have possibly come from same organism?
Types of Cells
Parts of the Cell
A B C
Nucleus   
Cytoplasm   
Chloroplast X  X
Cell membrane   
Cell wall X  X
a. A and B b. B and C c. A and C d. A, B

and C
13. Which of the following statements about cells are TRUE?
I. A cell is the smallest unit of life.
II. Not all living things are made up of cells.
III. Different cells have different shapes and functions.
IV. As an organism grows bigger, the cells in the body
increases in number.
a. I and III c. I, III and IV
171
b. III and IV d. I, II, III and IV
14. Which of the following structures can be found in ALL plant
cells?
I. Cell wall
II. Cell membrane
III. Cytoplasm
IV. Chloroplast
a. II and II b. I, II and III c. I, II and IV d. I, II, III
and IV
15. The scientist who introduced the term cell.
a. Robert Brown c. Robert Hooke
b. Zaccharias Janssen d. Rudolf Virchow
II. Using the list of cell organelles inside the box, complete the Venn
diagram to show the similarities and differences below plant and
animal cell.
Vacuoles cell membrane ribosomes
Cytoplasm chloroplast endoplasmic reticulum
Centrioles lysosomes Golgi bodies
Nucleolus nucleus cell wall
Plant Cell Animal Cell

Similarities
III. Fill-in the Blank. Give the correct word/ term to complete the
concept.
1. All (______) organisms are composed of one or more cells.
2. The cell is the basic unit of (__________) and (____________)
in organisms.
3. Cells arise from (___________) cells.
172
Teacher Learning Area SCIENCE 7
Teaching Q2/W6/D1
Quarter
Dates & Time
I. OBJECTIVES
Standards Organisms that can only be seen through the microscope,
many of which consist of only one cell
B. Performance The Learners should be able to:
Standards  Employ appropriate techniques using the
compound microscope to gather data about very
small objects
C. Learning At the end of the lesson, the students should be able to:
Competency Competency Code:
Identify beneficial and harmful microorganisms. (S7LT-
IIe-6)
Objectives:
1. Use magnifying lens to observe life forms other
than plants and animals found in the school
ground.
2. Draw and describe the different life forms that
were collected.
II. CONTENT Topic: Living Things Other Than Plants and Animals
Sub-Topic: Other Living Things Found in the School
Ground
III. LEARNING
RESOURCES
A. References
1. Teacher’s pp. 122 - 130
Guide Pages
2. Learner’s pp. 125 - 129
Materials Pages
3. Textbook
Pages
4. Additional Calumpong, H.P. and Meñez, E.G. (1997). Field
Materials from Guide
Learning Resource to the Common Mangroves, Seagrassses and
(LR) Portal Algae of the Philippines, Makati: Bookmark Inc.
Trono, G.C.Jr. (2009).Tropical Marine Macrobenthic
Algae: A Lecture Series.Bicutan, Taguig, Metro
Manila: Department of Science and Technology,
Philippine Council for Aquatic and Marine
Research
and Development.
University of the Philippines Institute for Science and
Mathematics Education Development (1993).
Microorganisms in Biotechnology. Quezon City:
UP
ISMED.
173
Mathematics Education Development. (1989).
Microbes: Friends or Foe?. Quezon City: UP
ISMED.
B. Other
Learning
Resources
IV.
PROCEDURE
Elicit Jumbled Letters: Rearrange the jumbled letters to form
the correct words that are asked.
1. According to Theodor Schwann, all _______ are
made of cells.
LAMANIS (animals)
2. According to ______________, all plants are
made of cells.
S H E D N C L I E (Schleiden)
3. He stated that all cells come from pre-existing
cells.
V O C R I H W (Virchow)
4. All living things are made of cells.
R E C L H T E O Y L (Cell Theory)
Let the students answer the following question:
Aside from plants and animals, what other
organisms do you know that are made up of cells?
Engage To introduce learners to life forms other than plants and
animals, live specimens may be used. Photos of your
own found in your locality may be used. If the materials
are not available, the given pictures below may also be
used.
Study the pictures below.
a.
Photo by A. Encarnacion 2012
Q1.Is it a plant? Expected answer: Yes, it is a plant.
Q2. What is its name? Mushrooms (Correct!)
Q3. What is your reason for your answer in Q1?
Possible answer: They have “stems” and “crowns” like
miniature trees.
174
b.
Rotor, A.V. (2010) http://avrotor.blogspot.com/2010/03
Downloaded 12 March 2012.

Q5. What is its name? Answers will vary. They may
answer: seaweed” or “lato”. (Correct!)
Possible answer: It is green.
c.
http://www.treeboss.net/tree-trunk-splotches.htm
downloaded 21 March 2012
Q8. What is its name? Possible answer: lumot
Possible answer: They live on tree trunks and they have
white leaves.
175
d.
Photo credits: potato by A. Encarnacion
Q11. What is its name? Possible answer: potato
Q12. What is your reason for your answer in Q10? It is a
slimy part of the potato.
Compare the specimens shown.
Q13. How are they different? They vary in color. One is

green; the other is brown or white.
Q14.How are they similar? All of them have root-like,
stem-like and fruit-like parts.
(Elicit all the different answers. The teacher should

affirm the correct answers given by the students and
correct the wrong answers after the elaboration.)
Explore (Survey the school grounds ahead of time where
mushrooms, lichens and algae are abundant so you can
identify the area where students should go to collect
samples.)
1. Group the students into four (4) with at least ten
(10) members each.
2. Conduct Pre-Laboratory Orientation.
a. Safety Measures in handling Laboratory
Materials; and
b. House Rules to ensure the safety of the
students while outside. e.g. wear their
gloves.
3. Let each group do Activity: What Other Living
Things are Found in the School Grounds? ( Refer
to the attached Activity Sheet)
4. Give them a maximum of five (5) minutes outside
and another five (5) minutes to answer the given
Guide Questions. Each group needs only collect
three (3) different living things similar to the given
specimens or the pictures shown which they are
not sure about being a plant.
176
Q15. What did you collect? Draw the specimen you
collected.
Drawings will vary depending on what they
collected.
Q16. Where did you find it? Describe its habitat.
Answers will depend on the exact place of
collection e.g. They were found on decaying logs.
The place was moist and shady.
Q17. What do you think it needs to live and grow?
If it was collected in a moist, shady place, the
specimen must need moisture to live.
Explain Allow them to group together all the living things they
collected.
Q18. Does it look like the organism presented to you
before? Identify which organism. Answers will vary.
They may collect the same kind but of a different
species or form.
Let the students present their outputs.
Elaborate Give the names of all the organisms they observed:
mushroom (fungi), algae and bacteria. Tell them that the
Z in the potato is actually a bacterial colony from human
saliva.
Q19. How are they different from the living things you
already know about and studied in the lower grades?
Answers may include the following: Mushroom and molds
are different from plants because they are not green.
Seaweeds may be green but they only have stem-like,
fruit-like and leaf-like parts not the real parts.
Q20.What life forms other than plants and animals have

you observed? Answer may include: The life forms other
than plants that we have observed are mushroom (fungi),
seaweed and lumot (algae) and bacteria.
Q21.How will you compare them with known living

things? Answers will vary. Answers may include the
following: Mostly of them are close to the ground. They
grow on living things or once-living things. In the case of
fungi and bacteria, they cause decay and decomposition.
Evaluate Direction: Choose the letter of the BEST answer.
1. What are the similarities among seaweed, bacteria
and mushroom?
I. They are close to the ground
II. They need moisture to live.
III. They grow on living things or once-living things.
a. I only b. I and II c. II and III d.I, II and III
2. What characteristic are common to Lato and
Kurakding that are also present in plants?
a. green color of leaves for food making
177
b. Presence of spores
c. stem-like and fruit-like parts
d.ability of trapping solar energies
3. What characteristics differentiate mushroom, algae
and bacteria from plants?
a. Plants can make their own food unlike fungi, algae
and bacteria.
b. Fungi, algae and bacteria are all microscopic while
plants vary in sizes.
c. Fungi, algae and bacteria do not have true roots,
stems, fruits and flowers while plants have true roots,
stems and leaves.
d. Fungi, algae and bacteria are all decomposers while
plants are producers.
4. What is/are common between algae and plants?
a. The presence of chlorophyll in their cell.
b. Their ability to produce their own food.
c. They can undergo the process of photosynthesis.
d. all of the above
5. Fungi have been incorrectly classified as plants
because of their_.
a. Physical appearance b. Benefits
c. Harmful effects d. uses
Answers to Evaluation:
1. D 2. B 3. C 4. D 5. A
Extend
Lichen
http://www.ppdl.purdue.edu/ppdl/weeklypics/1-
12-04.html downloaded 9 March 2012
Some algae and fungi form association with other

organisms. Mycorrhiza is a symbiotic relationship with
fungus and plant. The lichen is a combination of fungus
and alga. Living separately, the alga and fungus would
not survive in extreme environment.
Our country, the Philippines, forms alliance with other
countries like China and USA. How important is this to
our country’s economy and security?
178
Agreement Find out from reference books and the internet under
which big groups the living things you studied belong.
Find out the other members of these groups, the
characteristics they exhibit, their uses to humans, as
well as negative effects. Put the information you
collected in a table like the one below.
Name of Big Characteristic Uses/ Harmfu
organis s
group/ Benefit l
m
Other s Effects
Example
s
mushroom
V. REMARKS
VI.REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment.
B. No. of
learners who
require
additional
activities for
remediation
C. Did the __Yes __ No
remedial __ of learners who caught up the lesson of ____.
lessons work? __ of learners who caught up the lesson of ____.
No. of learners __ of learners who caught up the lesson of ____.
__ of learners who caught up the lesson of ____.
who have
__Yes __ No
caught up with
the lesson
D. No. of learners __Yes __ No
who continue __ of learners who caught up the lesson of ____.
to require __ of learners who caught up the lesson of ____.
remediation __ of learners who caught up the lesson of ____.
__Yes __ No
E. Which of my ___ Socratic questioning
teaching ___ use of visual presentation
strategies ___ Game-based learning
worked well? ___ Pair Work
___ Cooperative Learning
Why did it
work? ___ Group Collaboration
___ Differentiated instruction
179
___ Discovery Method
___ Lecture Method
___ Manipulative tools
___ Demonstration
___ Models
___ Interactive lecture demonstration
___ Inquiry-based approach
___ Complete IMs
___ Availability of Materials
___ Students eagerness to learn
___ Group members collaboration/cooperation in doing the task
___ audio visual presentation of the lesson
___ Socratic questioning
___ use of visual presentation
___ Game-based learning
___ Pair Work
___ Group Collaboration
___ Lecture Method
___ Demonstration
___ Models
___ Complete IMs
___ Group members collaboration/cooperation in doing the
task
F. What ___ Bullying among students
difficulties did I ___Student’s behavior/attitude
encounter ___ Colorful IMs
which my ___ Unavailable technology
___Science/Computer/internet lab
principal or
____ additional clerical works
supervisor can
___ Bullying among students
help me solve?
___Student’s behavior/attitude
G. What ____ Contextualized/localized and indigenized IMs

innovation or ____ localized video
localized ____ Recycling of plastics to be used as IMs
material/s did I ____ Contextualized/localized and indigenized IMs
use/discover ____ localized video
which I wish to ____ Recycling of plastics to be used as IMs
share with
other
teachers?
Note: All the illustrations used in the lesson plan were taken from the Science
7 Learner’s Manual and Science 7 Teacher’s Guide
180
Appendix
ACTIVITY 1
What other living things are found in the school grounds?
Objectives
In this activity, you will:
1. Hunt for life forms that are doubtfully plants,
2. Collect specimens of these life forms,
3. Observe these life forms using a magnifying lens,
4. Describe/draw them,
Materials Needed
clear plastic bag
plastic gloves
forceps, tweezers or tongs
magnifying lens
Procedure
1. Bring the first three materials listed when you go out into the school
grounds. Your teacher will suggest where to go and what to collect.
2. Look for other things that are plant-like in the school grounds. Collect three
(3) different specimens for each group.
3. Go back to the classroom and observe what you collected with a

magnifying lens.
Q15. What did you collect? Draw the specimen you collected.
Q16. Where did you find it? Describe its habitat.

Q17. What do you think it needs to live and grow?
4. Find out from your teacher the names of all the living things you observed
in the Activity
5. Prepare your output in the given table.
SPECIMEN ILLUSTRATION HABITAT INFERRED
COLLECTED NEEDS OF
THE
SPECIMEN TO
LIVE AND
GROW
181
5. Group together all the living things the class had collected.
Q18. Does each group of collected specimens look like the organism
presented to you before? Identify which organism.
Q19. How are they different from the living things you already know about and
studied in the lower grades?
6. Present your output to the class.
182
Teaching Q2/W6/D2-3
Quarter
Dates & Time
I. OBJECTIVES
Standards Organisms that can only be seen through the
microscope, many of which consist of only one cell
compound microscope to gather data about
very small objects
C. Learning At the end of the lesson, the students should be able
Competency to: Identify beneficial and harmful microorganisms.
(S7LT-IIe-6)
Objectives:
1. Observe and compare how algae, bacteria
and fungi look under microscope.
2. Draw and describe these living things.
3. Identify characteristics of fungi, algae and
bacteria
4. Cite the difference of algae, bacteria and fungi
from plants.
Sub-Topic: What Do These Living Things Look Like
Under The Microscope?
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 130 - 133
Pages
2. Learner’s pp. 129 - 130
Materials
Pages
3. Textbook Pages
4. Additional Carale, L., Galvez, E. & Reyes, R. (1990). Science
Materials from and Technology for a Better Life 2. Biology
Learning Workbook. Makati: Basic Media Systems.
Resource (LR) Pundasyon sa Pagpapaunlad ng Kaalaman sa
Portal Pagtuturo ng Agham, Ink.1996. Plants of the
Philippines. 2nd Ed. Quezon City: Pundasyon sa
Pagpapaunlad ng Kaalaman sa Pagtuturo ng

Agham, Ink.
Mathematics Education Development (1992).
Fungi. Quezon City: UP ISMED.
183
B. Other Learning
Resources
IV. PROCEDURE
Elicit Which is which?
Show two pictures in the class and let them identify which
is a plant and which is not? What made you say that it is a
plant? a fungi? Recall your observations on the previous
activity of other life forms.
Lumot (Algae) Small plants growing on rock

http://www.hawaii.edu/reefalgae/ Photo: Courtesy of Michael Anthony B. Mantala
invasive_algae/chloro/enteromorpha_
flexuosa.htm downloaded 12 March
2012 for the “green stuff.”
What were your observed characteristics of algae that

were not plants?
Engage .
Observe a. old rotten Banana peeling and b. Bread mold.
a b
old rotten banana peeling bread mold by R. Reyes
by R. Reyes
,
1. What did you observe on the banana peeling? Possible
answer: There are white, cottony, powdery materials on the
rotten banana peeling.
On the bread mold? Answers may vary. There are tiny
brown and black dots on the bread.
2. What organisms are present in the rotten banana peelings
or in the bread mold? Fungi (Correct)
3. How do these organisms look like under the microscope?
Students may give some guesses like the tiny dots will be more
detailed or bigger under the microscope.
Explore Schools with Microscopes:
184
Conduct advance preparation of the specimens to be used in
the activity.
a. Allow molds to grow on some fruit peelings (banana) or a
piece of moistened bread.
b .Grow a bacterial colony on a slice of potato or kamote which
you have dropped in boiling water for 3 minutes. Do this by
getting a clean cotton bud (Q tip) wiped against your tongue or
the inside of your cheek. Then streak it across the potato
surface as a big letter Z. Keep this slice inside a clean, see-
through plastic bag and seal with tape inside a dark cabinet for
2-3 days.
c. If live specimens could not be produced on time, prepared
slides may be used.
Schools without Microscopes:

Teachers may use pictures showing magnified bread mold,
whitish powdery object on the banana peeling, lumot and a
bacterial colony. Refer to pictures at the appendix.
1. Conduct Pre-Laboratory Orientation.

a. Safety Measures in handling Laboratory
Materials; and
b. House Rules to ensure the safety of the students
2.Lab Proper (Group Activity)
Activity: What Do These Living Things Look Like Under the
Microscope? For the procedures and guide questions, refer to
the attached Activity Sheet.
a. Distribute Activity 3. Supervise their preparation of
slides. Each group should have slides of each of the
assigned specimens.
Group 1: Banana Peelings
Group 2: Bread Mold
Group 3. Lumot and
Group 4: Z on the potato (Bacterial Colony)
b. Help them also in the manipulation of the microscope.
c. Let them illustrate what they observe under the
microscope.
Explain 3.Post- Laboratory Activity
Let the students answer the Guide Questions.
Q1.How will you describe the given specimens under LPO?
For Q1, they may see something like this:
185
Growth on banana peeling under LPO
Photo by R Reyes
Sample answer:
Under the LPO, I see threadlike structures and two
roundish, yellowish forms.
2. How do the observed specimen differ as seen through

LPO and HPO? Describe the difference
Growth on banana peeling under HPO

Photo by R Reyes
Sample answer:
Under the HPO, this yellowish, roundish form has
smaller round things inside and a stalk or stem-like part.
3. Show the illustration below to students and ask
them to label their drawings.
Labeled Illustration of a Bread Mold

Source: http://www.backyardnature.net/f/bredmold.htm
downloaded 21 March 2012
186
4. Do the same for the growth on the bread, lumot and Z on
the Potato.
5. Let them discuss their findings with their classmates through
group output presentation.
6. Process their outputs by explaining further that the stolon is
a kind of hypha connecting fruiting bodies. The stem-like part
is called a sporangiophore. The roundish yellowish shapes are
sporangia (plural for sporangium), the structures which bear
the small round spores. Each spore that lands in a warm, dark,
moist place “germinates” and form hyphae all over again.
(End of First Day)
Elaborate Second Day
1. After preliminary activities and the routine works, collect
from the students the information they gathered as
homework the previous day on the given table.
Name of Big Group Characteristics
Organisms
mushroom
lato or seaweed
lichen
Z on the potato
1. What are characteristics of Fungi? Algae? Bacteria?

Fungi – big group of organisms that have plant-like
characteristics but cannot make their own food.
Algae – unicellular or multi-cellular plant-like protest that can
make their own food.
Bacteria – unicellular organisms that are used in making
fermented products; act as decomposers and may cause
diseases.
2. What are the other examples of organisms under each
group?
Fungi – mushroom, kurakding
Algae – lato, lumot, seaweeds
Bacteria - Streptococcus thermophilus
3. What are the similarities among this group?
They are close to the ground (small, e.g., the fungi and
lumot). They need moisture to live. They grow on living things
or once-living things and in fact, cause decay and
decomposition, in the case of fungi.
4. How are they different from each other?
Sample answers may include: The algae are green;
they make their own food, while mushrooms are white,
cream, and grey and get food from decaying living things.
Lichens are often found on trunks of trees and are greyish
green.
5. How are these big groups different from the groups of
animals and plants studied in Grade 6?
These big groups are mostly smaller than plants. They
have no true leaves, true roots, true stems, and true flowers.
187
Evaluate Identify the letter with the correct answer:
1. Which of the following is an example of fungi?
a. bacteria b. algae c. lichen d. mushroom
2. The shore of a beach was seen to have greenish
color. What could have been present in the waters to
cause such color?
a. algae b. bacteria c. yeasts d. mushroom
3. Which of the following pairs is CORRECT?
a. Lichen : Bacteria c. Mushroom: Plant
b. Lato: Algae d. seaweed: Fungi
Answer: 1.D 2. A 3. B
Extend What does the following statement mean to you? What
role do you play as another organism in the environment?
“Ensuring the survival of other kind is also ensuring our own
survival.”
Agreement Using your references through textbooks and internet, fill in
the necessary information the table below:
Living Things Benefits Harmful Effects
bacteria
algae
fungi
XV. REMA
RKS
XVI. REFLE
CTIONS
XVII. OTHE
RS
O. No. of
learners
who earned
80% on the
formative
assessment
P. No. of
learners
who require
additional
activities for
remediation
Q. Did the __Yes __ No

lessons __ of learners who caught up the lesson of ____.
work? No. __ of learners who caught up the lesson of ____.
of learners
__Yes __ No
who have
caught up
with the
lesson
188
R. No. of __Yes __ No
learners __ of learners who caught up the lesson of ____.
who __ of learners who caught up the lesson of ____.
continue to __ of learners who caught up the lesson of ____.
require
__Yes __ No
remediation
S. Which of ___ Socratic questioning
my ___ use of visual presentation
teaching ___ Game-based learning
strategies ___ Pair Work
worked
well? Why ___ Group Collaboration
did it work? ___ Differentiated instruction
___ Lecture Method
___ Demonstration
___ Models
___ Complete IMs
___ Pair Work
___ Lecture Method
___ Demonstration
___ Models
___ Complete IMs
T. What ___ Bullying among students
difficulties ___Student’s behavior/attitude
did I ___ Colorful IMs
encounter ___ Unavailable technology
which my
principal or
189
supervisor ___ Bullying among students
can help ___Student’s behavior/attitude
me solve? ___ Colorful IMs
___ Unavailable technology
___ Science/Computer/internet lab
U. What ____ Contextualized/localized and indigenized IMs
innovation ____ localized video
or localized ____ Recycling of plastics to be used as IMs
material/s ____ Contextualized/localized and indigenized IMs
did I ____ localized video
use/discove ____ Recycling of plastics to be used as IMs
r which I
wish to
share with
other
teachers?
Note: All the illustrations used in the lesson plan were taken from Science 7
Learner’s Manual and Teacher’s Guide.
190
Appendix __
ACTIVITY 2
What Do These Living Things Look Like Under the
Microscope?
Objectives
In this activity, you will:
1. Prepare slides of the growths on old banana peeling, and/or bread mold,
lumot, and the bacterial colony you saw in Activity 2.
2. Observe these living things using a microscope,
3. Draw and describe these living things,
4. Label the parts and describe the function of these parts based on reference
photographs or drawings and library/internet/research.
Materials Needed
slides and cover slips
dissecting needles (may be improvised)
dropper
cotton, gauze or clean absorbent cloth
clean water
microscope
Procedure
1. Get a small part of the white, cottony growth on the decomposing banana.
2. Spread it with a needle until only a thin layer is on the middle of the glass
slide.
3. With the dropper, wet the spot with a drop of water.
4. Cover with the cover slip by putting down one side first and gently laying
down the cover slip until it is flat over the specimen.
5. Place it on the microscope stage just under the low power objective (LPO).
Q1. What did you observe? Draw what you see.
6. Focus until clear, and then shift to the high power objective (HPO).
Q2. What did you see? Draw what you see.
Q3. Describe what you see under the LPO and HPO.
Q4. What are the parts of the specimen you observed? Label the parts based
on a reference photo or drawing your teacher shows you.
7. Do the same for the growth on the bread, lumot, and Z on the potato.
8. Present to the class your findings.
Rotten Banana Peeling as seen through the Microscope
191
LPO HPO
http://www.microscopyuk.org.uk/mag/indexmag.html?http://www.microscopy-
uk3
Fungal hyphae (plural of hypha) – fine branching, colorless threads; together

they form a tangled web called a mycelium
(http://www.countrysideinfo.co.uk/fungi/struct.htm downloaded 21 March
2012)
192
EXAMPLE OF LUMOT
http://www.microscopyuk.org.uk/mag/indexmag.html?http://www.microscopy-
uk3
EXAMPLE OF BACTERIA
Streptococcus thermophilus x 1000

Karser, G. E. (2006). The prokaryotic cell: Bacteria. Retrieved from
http://faculty.ccbcmd.edu/courses/bio141/lecquide/unit1/shape/shape.html
193
Day 2:
On a table like the one below, allow the students to enter the information they
gathered as homework the previous day.
Expected information:
Name of Big group/ Characteristics
living thing Other
or organism Examples
Mushroom Fungi / Not green;
Food; yeast, mold cannot make its
own food
Green algae, Protist Has green, and

e.g. (Algae)/ other colors;
Caulerpa or Red algae, can make their
ar-arusep, e.g., own food; some
Kappaphycus are one-celled,
or Eucheuma some are
multicellular
Molds Fungi Has root-like,
stem-like, fruitlike parts;
has spores
Bacteria Bacteria or Can be seen
Monera only when in
colonies or big
numbers
194
Teaching Q2/W6/D4
Quarter
Dates & Time
I. OBJECTIVES
Standards Organisms that can only be seen through the
microscope, many of which consist of only one cell
compound microscope to gather data about
very small objects
C. Learning At the end of the lesson, the students should be
Competency able to:
Competency Code:
Identify beneficial and harmful microorganisms.
(S7LT-IIe-6)
Objectives:
1. Identify harmful and beneficial effects of
fungi, algae and bacteria.
2. Cite some examples of their uses at home
and in the environment.
Sub-Topic: Beneficial and Harmful Effects of Algae,
Bacteria and Fungi to Other Organisms and In the
Environment
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp 133 - 134
Pages
2. Learner’s pp 130 - 131
Materials
Pages
3. Textbook
Pages
4. Additional Calumpong, H.P. and Meñez, E.G. (1997). Field
Materials from Guide to the Common Mangroves, Seagrasses
Learning and Algae of the Philippines. Makati:Bookmark
Resource (LR) Inc.
Portal Carale, L., Galvez, E. & Reyes, R. (1990). Science
and Technology for a Better Life 2. Biology
Workbook. Makati: Basic Media Systems.
Pundasyon sa Pagpapaunlad ng Kaalaman sa
Pagtuturo ng Agham, Ink.1996. Plants of the
Philippines. 2nd Ed. Quezon City: Pundasyon sa
Pagpapaunlad ng Kaalaman sa Pagtuturo ng
Agham, Ink.
195
Trono, G.C. Jr. (2009). Tropical Marine
Macrobenthic Algae: A Lecture Series.Bicutan,
Taguig, Metro Manila: Department of Science
and Technology, Philippine Council for Aquatic
and Marine Research and Development.
University of the Philippines Institute for Science
and Mathematics Education Development
(1993). Microorganisms in Biotechnology.
Quezon City: UP ISMED.
and Mathematics Education Development
(1992). Fungi. Quezon City: UP ISMED.
and Mathematics Education Development.
(1989). Microbes: Friend or Foe?. Quezon City:
UP ISMED.
B. Other Learning
Resources
IV. PROCEDURE
Elicit Conduct a group game – FACT or BLUFF: Choose
one representative from each group to answer every
statement. Student representative will raise their board
if the statement is a Fact or a Bluff. (Teacher either
prepares a board with printed words FACT or BLUFF
back to back or let the students write the words on a
blank drill board.)
1. Fungi can make their own food. – Bluff
2. Bacteria are unicellular organisms that can only
be seen when in colony. – Fact
3. Lichen is a combination of algae and plants. –
Bluff
4. Algae and Fungi have true roots, stems and
leaves. – Bluff
5. Algae and plants are food producers. - Fact
Engage Study the picture below:
Expiry Date of a Snack Food

Photo by C.D. Bangate 2019
To ensure the safety of consumers, the government
has enforced that all processed food should show its
expiry date on its package.
196
Q1. What is the importance of this law?
Q2. Why should we not use or purchase products
beyond its expiry date?
Explore 1. Conduct a group activity. Let the member of each
group share his/her prepared information from the
given homework the day before.
2. Give the task card to each group and give them at
least ten (10) minutes to prepare.
3. Discuss among themselves the beneficial and
harmful effects of fungi, bacteria and algae to
other organisms and in the environment.
A B
Group Activity: Group Activity

Group 1: Present a tableau Group 1: What are the
or a pantomime showing harmful effects of bacteria
the harmful effects of to health?
bacteria to health. Group 2: What are the
Group 2: What are the benefits we get from
benefits we get from bacteria?
bacteria? Illustrate your Group 3: When do fish kill
answer through a Poster. and red tide occur? What
Group 3: Show the effect of are the organisms involved
algal bloom or the rapid in these phenomena?
decomposition of algae to Explain.
the environment through a Group 4: What are the
song, a rap or jingle. benefits we get from fungi
Group 4: What are the (ex. Food production)?
benefits we get from fungi Group 5: What are the
(ex. food production)? beneficial effects of algae
Express them through to other organisms and to
spoken poetry. the environment?
Group 5: Identify and 4. Write your answers
explain the beneficial effect on a Manila paper.
of algae not only to other 5. Present your
organisms but to the outputs to the class.
environment as well
through a collage.
Explain Presentation of outputs.
Each group will present and explain their output. Rubrics
will be used in rating the output of the group. Refer to
the Appendix for Rubrics.
Elaborate 1. Process the outputs presented by the students.
2. Discuss disease –carrying and beneficial
members of fungi, algae and bacteria. Settle
differences of information by evaluating their
sources.
Q3. Why are lichens good indicators of air pollution?
Lichens have no roots, so the nutrients they take up
must come from the air. When they are wet, they absorb
197
water and pollutants that are in the air. Lichens are known
to survive extremes of temperature but they are
susceptible to chemical changes in the environment.
Thus, they have become living indicators of the amount
of pollution in the environment in which they live.
Q4. What are other uses of bacteria aside from the
ones presented?
Bacteria are used to make food, antibiotics and
chemicals; to fix nitrogen and clean the environment.
3. Wrap up the lesson through the presentation of the
benefits and harmful effects of fungi, algae and
bacteria on the given table.
BIG GROUPS BENEFITS/ HARMFUL
USES EFFECTS
FUNGI
ALGAE
BACTERIA
3. End the lesson saying that other members of the

group especially the microscopic organisms will be
studied in the higher grades.
Evaluate Choose the letter of the best answer.
1. Bacteria are beneficial because they make:
a. Vinegar, sausages and copper
b. Buttermilk, minerals and antibiotics
c. Drugs, cheese and organic fertilizer
d. All of the these
2. Which is mainly used in making fermented
products and decomposes once-living matter?
a. Molds b. Bacteria c. Algae d. Yeast
3. Which of these organisms gives off oxygen?
a.Yeast c. Bacteria
b. Algae d. Bread mold
4. What is the benefit of fungus in pizza dough?
a. It makes the dough soft.
b. It makes the dough tastier.
c. It makes the dough rise.
d. It makes the dough hard.
5. A loaf of bread was left on the cabinet and stayed
there for days. John got hungry one day and
looked for something to look in the kitchen. He
found a loaf of bread covered with greenish
thread and smells foul. What could have
happened to the loaf of bread?
a. It was covered with algae causing it to spoil.
b. It was covered with mol seaweed causing it to
spoil.
c. It was covered with bacteria causing it to spoil.
d. It was covered with seaweeds causing it to
spoil.
198
Answer: 1. D 2.D 3. C 4. C 5. B
Extend Teach them how to list down their references from
their gathered information on fungi, algae and bacteria.
Q5. Why should we be engaged in evaluating credible

sources and in determining acceptable information from
the internet?
Agreement What is reproduction?
How do living things reproduce?
V. REMARKS
VI.
REFLECTIONS
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation
C. Did the __Yes __ No
lessons work? __ of learners who caught up the lesson of ____.
No. of learners __ of learners who caught up the lesson of ____.
who have
__Yes __ No
caught up with
the lesson
D. No. of learners __Yes __ No
who continue __ of learners who caught up the lesson of ____.
to require __ of learners who caught up the lesson of ____.
remediation __ of learners who caught up the lesson of ____.
__Yes __ No
E. Which of my ___ Socratic questioning
teaching ___ use of visual presentation
strategies ___ Game-based learning
worked well? ___ Pair Work
Why did it
work? ___ Group Collaboration
___ Lecture Method
199
___ Demonstration
___ Models
___ Complete IMs
___ Pair Work
___ Lecture Method
___ Demonstration
___ Models
___ Complete IMs
___ Group members collaboration/cooperation in doing the
task
F. What ___ Bullying among students
difficulties did I ___Student’s behavior/attitude
encounter ___ Colorful IMs
which my ___ Unavailable technology
principal or
supervisor can
___ Bullying among students
help me
___Student’s behavior/attitude
solve?
___ Colorful IMs
___ Unavailable technology
___ Science/Computer/internet lab
G. What ____ Contextualized/localized and indigenized IMs
innovation or ____ localized video
localized ____ Recycling of plastics to be used as IMs
material/s did I ____ Contextualized/localized and indigenized IMs
use/discover ____ localized video
which I wish to ____ Recycling of plastics to be used as IMs
share with
other
teachers?
200
Appendix __
For Advanced Learners
ACTIVITY 3
BENEFITS AND HARMFUL EFFECTS OF ALGAE, BACTERIA AND FUNGI
TO OTHER ORGANISMS AND IN THE ENVIRONMENT
Objectives:
1. Identify harmful and beneficial effects of fungi, algae and bacteria.
2. Cite some examples of their uses at home and in the environment
Materials:
pentel pen
Manila paper
Procedure:
1. Each member of the group should share his/her prepared information
from the given homework the day before.
2. Discuss among yourselves the beneficial and harmful effects of fungi,
bacteria and algae to other organisms and in the environment
3. You are given at least ten (10) minutes to prepare the assigned tasks.
4. Do the following tasks.
Group 1: Present a tableau or a pantomime showing the harmful
effects of bacteria to health.
Group 2: What are the benefits we get from bacteria? Illustrate your
answer through a Poster.
Group 3: Show the effect of algal bloom or the rapid decomposition of

algae to the environment through a song, a rap or jingle.
Group 4: What are the benefits we get from fungi (ex. food
production)? Express them through spoken poetry.
Group 5: Identify and explain the beneficial effect of algae not only to
other organisms but to the environment as well through a collage.
5. Rubrics will be used in rating your output.
201
For B Learners
ACTIVITY 3
BENEFITS AND HARMFUL EFFECTS OF ALGAE, BACTERIA AND FUNGI
TO OTHER ORGANISMS AND IN THE ENVIRONMENT
Objectives:
1. Identify harmful and beneficial effects of fungi, algae and bacteria.
2. Cite some examples of their uses at home and in the environment
Materials:
pentel pen
Manila paper
Procedure:
1. Each member of the group should share his/her prepared information
from the given homework the day before.
2. Discuss among yourselves the beneficial and harmful effects of fungi,
bacteria and algae to other organisms and in the environment
3. You are given at least ten (10) minutes to prepare the assigned tasks.
4. Do the following tasks.
Group 1: What are the harmful effects of bacteria to health?
Group 2: What are the benefits we get from bacteria?
Group 3: When do fish kill and red tide occur? What are the organisms
involved in these phenomena? Explain.
Group 4: What are the benefits we get from fungi (ex. Food
production)?
Group 5: What are the beneficial effects of algae to other organisms
and to the environment?
6. Write your answers on a Manila paper.
5. Present your outputs to the class.
Possible answers may include the following:

BIG GROUPS BENEFITS/USES HARMFUL EFFECTS
ALGAE Food for humans; Some considered
food for fish in ponds; pests in aquariums
produce oxygen and recreation beaches
BACTERIA Making fermented May cause disease like

products: also
202
decomposes once-living TB, diarrhea,
matter pneumonia, some
Sexually transmitted
diseases, urinary tract
infection or UTI,
leprosy, typhoid,
rheumatic fever
FUNGI Food; Some species can
decomposes cause disease, e.g.
living matter athlete’s foot,
ringworm;
some are poisonous
when eaten
RUBRICS
Category 5 4 3 2
Cooperation Cater smooth Cater Cater fairly Cater poor
cooperation partially smooth
cooperation
amongst smooth cooperation
group cooperation amongst amongst
members amongst group
group
group members
members members
Clarity Explanations Explanations Explanations Explanations
are excellent are partially are fair and
are fair and
and clear excellent clear
and clear not clear
Creativity and Showed Showed Showed Fair
excellent Very good good
Total presentation
creativity and Creativity creativity
Presentation presentation and and
presentation presentation
203
Teacher Learning Area SCIENCE
Time and Quarter/Week/Day Q2W7D1
Date
I. OBJECTIVES
The learners demonstrate understanding of
A. Content
reproduction being both asexual and sexual
Standards
reproduction.
B. Performance Employ appropriate techniques using the compound
Standards microscope to gather data about very small objects.
Differentiate asexual and sexual reproduction in terms
of number of individual involved, and similarities of
offspring to parents. (S7LT-IIg-7)
C. Learning
1. Define asexual reproduction.
Competencies
2. Define sexual reproduction.
3. Cite examples of asexual and sexual reproductions
in plants and animals.
Heredity: Inheritance and Variation (Asexual and
II. CONTENT
Sexual Reproduction)
III. LEARNING
RESOURCES
A. References
1. Teacher’s 138-146
Guide pp.
2. Learner’s 134-140
Materials
pp.
3. Textbook
pp.
4. Additional
pp. from LR
Portal
1. Biology: Life on Earth. 6th ed. 2000.Auderisk,
Teresa et.al. pp. 717-719.
2. Biology. 2004.Johnson, Jorge B. and Raven, Peter
H. Holt, Rinehart and Winston, A Hartcourt Education
Company.p.150, 157.
3. Biology: Survey of Living Things. 2000. Rosen,
Seymour. Globe Fearon Educational Publisher. pp.
B. Other Learning 65-100.
Resources
204
IV. PROCEDURE A B
The teacher will ask the following questions:

1. In your Module 3 activities, what organisms have
Elicit you observed?
2. Which of the organisms are abundant in your
barangay? In what areas did you find them?
The teacher will post the pictures of the following:

1. A cat and a litter of kitten
2. One variety of gumamela plants
3. A pig and her piglets
4. A father, mother and their children
1. What is shown in each picture?
2. What life process is emphasized in the pictures?
(Reproduction)
3. What is reproduction?
4. What are the types of reproduction?
This may be an
alternative activity. This may be an alternative
activity.
The teacher will prepare
the following shapes. The teacher will prepare in
advance one(1) set of the
Engage For groups 1 and 2: following materials:
Set-up A
1 piece big container that
contains:
6 pcs. 0.10 centavos
For group 3: 4 pcs. 0.25 centavos
2 pcs. 1-peso coin
The teacher will distribute

the prepared set-up.
The teacher will
distribute one shape to Using 2 small containers,
each group. let the learners produce 2
set-ups with exactly the
same contents.
Let groups 1 and 2 draw Let the learners complete

exact two (2) copies of a the table:
particular shape given
by the teacher.
205
Group 1: No. of Piece
Small
Big
Con-
Coin Con-
Note to the teacher: tainer
tainer
The shape represents a 1 2
bacterium. A bacterium 0.10 6
reproduces asexually ¢
and sexually, specifically 0.25 4
binary fission and ¢
conjugation respectively. P1 2
In this activity, it
emphasizes asexual Note to the teacher:
reproduction, since the This set-up represents
drawing is exactly the asexual reproduction.
same. The big container
represents the parent.
The shape given by the
teacher represents the The two (2) small
parent. containers represent the
offsprings.
The shape produced by The contents (coins)
the learners represent represent the traits that are
the offsprings. The traits passed on to the offsprings.
of the offsprings must be
exactly the same as the
parent. Set-up B
The teacher will prepare in
advance one(1) set of the
Group 2: following materials:
Set-up
Note to the teacher: 1 piece big container that
The shape represents contains:
an Amoeba. An Amoeba 6 pcs. red beads
reproduces asexually, 4 pcs. blue beads
specifically binary 2 pcs. green beads
fission. (or any available color)
The shape given by the
teacher represents the The teacher will distribute
parent cell. the prepared set-up.
The shape produced by
the learners represent Using 2 small containers,
the offsprings. The traits let the learners produce 2
of the offsprings must be set-ups with half the
exactly the same as the content of the big
parent. container.
Let the learners complete
the table:
Group 3: No. of Piece
206
Let the learners draw 2 Big Small
Color
possible shapes that will Con- Con-
of
result from a tainer tainer
Bead
combination of the given 1 2
shapes below. Red 6
Blue 4
Green 2
Note to the Teacher:

This set-up represents
Note to the Teacher: sexual reproduction.The big
The shape represents a container represents the
human. Humans parent.
reproduce, sexually,
specifically fertilization. The two (2) small
The shape given by the containers represent the
teacher represents the offsprings.
parents. The contents (colored
beads) represent the traits
The shapes produced that are passed on to the
by the learners offsprings. The latter
represent the offsprings. receive half of the traits of
the parent.
The answer of the
learners may vary, but The teacher will ask the
they must not be exactly following questions:
the same as the shape 1. Have you produced
and color given by the exact copies of the given
teacher. objects? Why or why not?
2. What life process took
The teacher will ask the place in the activity?
following questions: (Reproduction)
1. Did you produce
exactly the same
shapes? Why or why
not?”
2. What life process
took place?
(Reproduction)
Before the activity starts, the teacher will post and

present the following house rules:
1. Read, understand and follow the procedure.
2. Answer the guide questions.
Explore
3. Work cooperatively.
4. Maintain the cleanliness of your area.
5. Work within the given period.
The teacher will post the rubric.
207
(Refer to the attached rubric for output presentation.)
The teacher will divide the class into teams based on

their interests.
The teacher will distribute the activity sheets and

materials needed. (Refer to the attached activity
sheet.)
Let the learners perform the activity.
Explain Let the learners present their outputs.
The teacher will show video clips on the different types

of asexual and sexual reproduction.
The teacher will facilitate the discussion.
Key points of asexual and sexual reproduction:

 Reproduction is the process of producing
offspring.
 Asexual reproduction is a reproduction that
does not involve the union of gametes and in
which single parent produces offspring that are
genetically identical to the parent.
 Sexual reproduction is a reproduction in which
gametes from two (2) parents unite. It requires
the union of sperm and egg cells.
 Binary fission is the process by which a single
bacterium divides in half, producing two
Elaborate
identical offspring.
 Budding is a type of asexual reproduction that
produces a miniature version of the adult (bud).
 Spore formation
 Regeneration is a type of asexual reproduction
in which organism has the ability to regrow lost
body parts.
 Vegetative Propagation is a kind of asexual
reproduction where a new individual, known as
the offspring, is produced from a single parent
 Fertilization is a type of sexual reproduction
where the male and female gametes form a
zygote.
 Conjugation is a type of sexual reproduction
where the content of one cell is transferred to
another cell to form a zygote by forming a
bridge between two
cells.
208
The teacher will present a The teacher will present a
problem: problem:
When a bacterium Sea stars feed on oysters.

reproduces, two daughter At one time, oysters
cells are produced. Under fishermen tried to kill the
favorable conditions, sea stars. They scooped
bacteria reproduce every up the sea stars from the
30 minutes. oyster beds. They
chopped them up and
1. If you start out with one dumped the pieces back
bacterium, how many into the water. What do
bacteria will you have you think happened?
after one hour? ____ Finish the story in your
2. How many will you own words.
have after two hours?
_____
after 30 minutes
after 30 minutes
(1hour)
after 30 minutes
after 30 minutes
(2 hours)
Note to the teacher:

The teacher will prepare in advance the lay out of the
graphic organizer and the flashcard with choices in
advance.
Let the learners complete the graphic organizer.
209
Choices:
A.
Sexual Asexual
Reproductio
Reproduction Reproduction
n
Regeneratio Binary
n Fission Conjugation
Fertilization Spore
Vegetative
Propagation Formation
Budding
B.
An asexual reproduction by the growth of a miniature
copy, or bud, of the adult animal on the body of the
parent. The bud breaks off to begin independent
existence.
The regrowth of a body part after a loss or damage.
The reproduction by spores.
The process by which a single bacterium divides in half,

producing two identical offsprings.
The asexual reproduction in plants.
210
The fusion of male and female gametes, forming a
zygote.
It is a type of sexual reproduction where the content of
one cell is transferred to another cell to form a zygote
by forming a bridge between two cells.
C.
Yeast Sea star Bread mold
Lizard Hydra Mushroom
Bacterium Amoeba Ginger
Onion Potato Strawberry
The teacher will administer the quiz. (Refer to the

Evaluate
attached test material.)
The teacher will distribute the assignment card that

contains the following:
Extend
Make a wheel on methods of vegetative propagation.
(Refer to the attached assignment sheet and rubric.)
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who got 80% on
the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the /
remedial lessons
work? No. of
learners who have
been caught up in
the lesson
D. No. of learners
who continue to
require
remediation
211
E. Which of my
teaching
strategies worked
well? Why did it
worked well?
F. What difficulties
did I encounter
which my
principal/supervis
or could help me
with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
212
Lesson 1
(for B Learners)
Quiz No. ____

Asexual and Sexual Reproduction
Name: _______________________________________ Date: ____________

Grade & Section: _______________________________Score: ___________
Direction: Read each item carefully. Encircle the letter that corresponds to the
best answer in each item.
1. Which of the following statements best describes asexual
reproduction?
A. It involves gametes.
B. It involves body cells.
C. It requires two parents.
D. It requires male and female organisms.
2. A group of students are studying the types of reproduction. They have

searched the following examples:
I. Mushroom reproduces by spore formation.
II. Hydra reproduces by budding.
III. Humans reproduce by fertilization.
IV. Flowering plants reproduce by pollination.
Which of the following is true about the group’s findings?

A. I and IV are examples of sexual reproduction.
B. III and IV are examples of sexual reproduction.
C. I, II and III are examples of asexual reproduction.
D. I, II, III and IV are examples of asexual reproduction.
3. Which of the following pairs is correct as to type of vegetative

propagation and organisms:
A. tuber : potato C. runner : onion
B. rhizome : garlic D. bulb : ginger
4. All of the following organisms reproduce by regeneration except:

A. Lobster C. Hydra
B. Earthworm D. Lizard
5. Which of the following organisms reproduces sexually?

A. Fern B. Katakataka C. Lizard D. Dog
Lesson 1
(for A Learners)
Quiz No. ____
213
Asexual and Sexual Reproduction
Name: ________________________________________ Date:

____________
Grade & Section: ____ ___________________________Score:
___________
Direction: Read each item carefully. Encircle the best letter that corresponds
to the best answer in each item.
1. Which of the following statements best describes sexual reproduction
A. It does not involve gametes.
B. It involves body cells.
C. It requires two parents.
D. It does not involve the union of gametes.
2. A group of students are studying the types of reproduction. They have

searched the following examples:
I. Bread mold reproduces by spore formation.
II. Yeast reproduces by budding.
III. Cats reproduce by fertilization.
IV. Flowering plants reproduce by pollination.
Which of the following is true about the group’s findings?

A. I and IV are examples of sexual reproduction.
B. III and IV are examples of sexual reproduction.
C. I, II and III are examples of asexual reproduction.
D. I, II, III and IV are examples of asexual reproduction.
3. Which of the following pairs is correct as to type of vegetative

propagation and organisms:
C. tuber : potato C. runner : ginger
D. rhizome : garlic D. bulb : onion
4. All of the following organisms reproduce by regeneration except:

C. lobster C. hydra
D. earthworm D. lizard
5. Which of the following organisms does not reproduce asexually?

A. Katakataka B. grass C. lizard D. dog
214
Lesson 1
(for A Learners)
Group No: Date Performed: ___________

Name of Leader:_____________ Date Submitted: ___________
Grade & Section: __________________ Rating: __________________
-------------------------------------------------------------------------------------------------------
Activity No. _____

BINARY FISSION
Objectives:
At the end of the activity, the learners should be able to:
1. describe binary fission; and,
2. cite example of organisms undergoing binary fission.
Materials:
4 pieces cardboards adhesive tape
scissors
1 box crayons permanent marker glue
10 pieces popsicle sticks
Procedure:
1. Present a puppet show.
2. You may include in your script your answers to the following guide
questions:
a. What are the three main parts of a bacterium?
b. What happens to the hereditary material of the parent cell before it
divides?
c. How does the hereditary material of the parent cell and each
daughter cell compare?
d. Are the daughter cells exactly alike?
e. About how much of the parent cell’s cytoplasm does each daughter
cell get?
f. What kind of reproduction is binary fission?
g. How many parent cell is involved in binary fission?
215
Lesson 1
(for B Learners)
Team No: ___ Date Performed: ___________

Name of Leader:__________________ Date Submitted: ___________
Grade & Section: ______________________ Rating: __________________
-------------------------------------------------------------------------------------------------------
Activity No. _____

BINARY FISSION
Objectives:
1. describe binary fission; and ,
2. cite example of organisms undergoing binary fission.
Materials:
4 pieces paper plates adhesive tape scissors

1 piece Manila paper glue permanent marker
To be prepared by the teacher:

flashcards with steps in binary fission
pictures of four (4) steps in binary fission
Procedure:
1. Post each picture on a paper plate.
2. On the Manila paper, correctly arrange the pictures of bacterium
undergoing binary fission (i.e., starting from the first step to the last
step).
3. Below each picture, match the correct description of the steps.
4. Answer the guide questions:
a. What are the three parts of a bacterium shown?
b. What happens to the hereditary material of the parent cell before
it divides?
e. About how much of the parent cell’s cytoplasm does each
daughter cell get?
f. What kind of reproduction is binary fission?
g. How many parent cells are involved in binary fission?
5. Write your conclusion.
216
6. Follow the format as shown in Figure 1 below.
Steps in binary fission of a bacterium.

Source: Bilogy: Survey of Living Things. 2000. Rosen, Seymour. Globe Fearon Educational Publisher. p.79.
Illustrator: Lea A. Osorio, June 29, 2019 Photographer: Jonathan T. Osorio, June 29, 2019
Wagdas, san Andres, Catanduanes Wagdas, san Andres, Catanduanes
1. The organism divides in half.

2. The hereditary material duplicates.
3. An organism grows until it reaches full size.
4. It becomes two (2) daughter cells. Each new
daughter cell carries on its own life functions.
Group No. 1
Grade & Section: _________________________ Date: _______
Activity No.__
BINARY FISSION
Step 1 Step 2 Step 3 Step 4
Description Description Description Description
Guide Questions:
a. ______________________________________________________
b. ______________________________________________________
c. ______________________________________________________
d. ______________________________________________________
e. ______________________________________________________
f. ______________________________________________________
g. ______________________________________________________
Conclusion:
________________________________________________________
________________________________________________________
________________________________________________________
Figure. Lay-out of Output for binary fission
217
Lesson 1
(for A Learners)
Team No: __ Date Performed:

___________
Name of Leader:______________________ Date Submitted:
___________
Grade & Section: ________________________Rating:
__________________
-------------------------------------------------------------------------------------------------------
-----
Activity No. _____

BUDDING
Objectives:
1. describe budding; and ,
2. cite example of organisms undergoing budding.
Materials:
1 piece Manila paper adhesive tape
scissors
1 box crayons glue
permanent marker
Procedure:
1. Present a comic strip.
questions:
a. What are the main parts of yeast?
divides?
cell get?
f. What kind of reproduction is budding?
g. How many parent cell are involved in budding?
218
Lesson 1
(for B Learners)
Team No: __ Date Performed:

___________
Name of Leader:__________________ Date Submitted: ___________
Grade & Section: _______________________ Rating: __________________
-------------------------------------------------------------------------------------------------------
-----
Activity No. _____

BUDDING
Objectives:
1. describe budding; and ,
2. cite example of organisms undergoing budding.
Materials:
4 pieces paper plates adhesive tape scissor
1 piece Manila paper glue permanent
marker

flashcards with steps in budding
pictures of four (4) steps in budding
Procedure:
2. On the Manila paper, correctly arrange the pictures of a yeast
undergoing spore formation (i.e., starting from the first step to the last
step).
3. Below each picture, match the correct description of the step.
a. In budding, the nucleus (divides evenly, divides unevenly).
b. One nucleus stays in the parent cell. The other moves (into the bud,
out of the bud).
c. The amount of cytoplasm in the parent cell is (more than, less than)
the amount in the bud.
d. Budding is a kind of (asexual, sexual) reproduction.
e. How many parent cells take part in budding? (one (1), two (2)).
219
Steps in budding of a yeast.

Source: Bilogy: Survey of Living Things. 2000. Rosen, Seymour. Globe Fearon Educational Publisher. p. 80.
1. The nucleus moves towards the bud.

2. When a yeast cell “buds”, a part of its cell wall bulges. This bulge is the start of
a bud.
3. The bud grows larger and larger. When it is large enough, it breaks off from
the parent cell. The new yeast carries on the life functions.
4. The nucleus divides evenly. Now, there are 2 nuclei. One nucleus moves into
the bud. The other nucleus stays in the parent cell.
Group No. __
Activity No.__
BUDDING
Guide Questions:
a. ______________________________________________________
b. ______________________________________________________
c. ______________________________________________________
d. ______________________________________________________
e. ______________________________________________________
f. ______________________________________________________
g. ______________________________________________________
Conclusion:
________________________________________________________
________________________________________________________
Figure. Lay-out of Output for Budding
220
Lesson 1
(for A Learners)
Team No: __ Date Performed: ___________

Name of Leader:___________________Date Submitted: ___________
Grade & Section: __________________Rating: __________________
-------------------------------------------------------------------------------------------------------
Activity No. _____

SPORE FORMATION
Objectives:
1. describe spore formation; and ,
2. cite example of organisms undergoing spore formation.
Materials:
4 pieces folders adhesive tape
scissor
4 pieces barbecue sticks glue
permanent marker
1 box crayons
Procedure:
1. Compose a song about a bread mold undergoing a spore
formation.
2. You may include in the lyrics your answers to the following guide
questions:
a. What are the three main parts of a bread mold shown?
b. What happens to the hereditary material of the parent cell before
it divides?
e. About how much of the parent cell’s cytoplasm does each
daughter cell get?
f. What kind of reproduction is spore formation?
g. How many parent cells are involved in spore formation?
221
Lesson 1
(for B Learners)

Name of Leader:___________________Date Submitted: ____________
Grade & Section: ____ ___________________Rating: __________________
-------------------------------------------------------------------------------------------------------
Activity No. _____

SPORE FORMATION
Objectives:
1. describe spore formation; and ,
2. cite example of organisms undergoing spore formation.
Materials:
marker

flashcards with steps in spore formation
pictures of four (4) steps in spore formation
Procedure:
2. On the Manila paper, correctly arrange the pictures of a bread mold
undergoing spore formation (i.e., starting from the first step to the last
step).
3. Below each picture, match the correct description of the steps.
a. What are the main parts of the bread mold shown?
divides?
cell get?
f. What kind of reproduction is spore formation?
g. How many parent cells are involved in spore formation?
222
Steps in budding of a yeast.

1. Mold is thread-like. Some threads grow into the bread and take in food.
The other threads grow straight up. At the end of each upright thread is a
spore case. A spore case holds thousands of special cells called spores.
Each spore can reproduce into a new mold plant.
2. Bread mold is fuzzy. At first it is white. Then it changes to gray and then
to black. Mold often gives off a bad odor.
3. The spores travel through the air. They land on everything. The spores
that land on food can reproduce into a new mold plants. They reproduce
if the temperature and moisture are right.
4. When a spore case grows to full size it bursts.
223
Group No. __
Activity No.__
SPORE FORMATION
Guide Questions:
a. ______________________________________________________
b. ______________________________________________________
c. ______________________________________________________
d. ______________________________________________________
e. ______________________________________________________
f. ______________________________________________________
g. ______________________________________________________
Conclusion:
________________________________________________________
________________________________________________________
________________________________________________________
Figure. Lay-out of Output for Spore Formation
224
Lesson 1
(for A Learners)

Name of Leader:___________________Date Submitted: ___________
Grade & Section: __________________Rating: __________________
-------------------------------------------------------------------------------------------------------
Activity No. _____

REGENERATION
Objectives:
1. describe regeneration; and ,
2. cite example of organisms undergoing regeneration.
Materials:
marker
Procedure:
1. Present a newscast about regeneration of a sea star.
questions:
a. What are the parts of a sea star?
b. What happens to a sea star if one arm is damaged? How about if
two arms are affected?
cell get?
f. What kind of reproduction is regeneration?
g. How many parent cells are involved in regeneration?
225
Lesson 1
(for B Learners)

Name of Leader:______________________ Date Submitted: ___________
Grade & Section: ___________ ____________Rating: __________________
------------------------------------------------------------------------------------------------------
Activity No. _____

REGENERATION
Objectives:
1. describe regeneration; and ,
2. cite example of organisms undergoing regeneration.
Materials:
marker

flashcards with steps in regeneration
pictures of four (4) steps in regeneration
Procedure:
2. On the Manila paper, correctly arrange the pictures of a sea star
undergoing regeneration (i.e., starting from the first step to the last
step).
3. Below each picture, match the correct description of the step.
a. Can more than one sea star regenerate from just one-five-arm star?
(Yes, No)
b. How many? (1, 2, 3, 4, 5)
c. Which figure shows a form of asexual reproduction? (Figure A,
Figure B)
d. Explain.
______________________________________________________
_
e. Which figure shows only regeneration of a body part? (Figure A,
Figure B)
f. Explain.
______________________________________________________
_
226
Figure A. A sea star can regenerate lost arms. However, a sea star can
regenerate more than an arm.
Figure B. A sea star can regenerate a complete sea star from just one
arm and part of the center.
Steps in Regeneration
227
Group No. __
Activity No.__
REGENERATION
Figure A. A sea star can Figure B. A sea star can

regenerate lost arms. regenerate a complete sea star
However, a sea star can from just one arm and part of the
regenerate more than an arm. center.
Guide Questions:
a. ______________________________________________________
b. ______________________________________________________
c. ______________________________________________________
d. ______________________________________________________
e. ______________________________________________________
f. ______________________________________________________
Conclusion:
________________________________________________________
________________________________________________________
________________________________________________________
Figure. Lay-out of Output for Regeneration
228
Lesson 1
(for A Learners)

Grade & Section: ________________________Rating: ________________
-------------------------------------------------------------------------------------------------------
Activity No. _____

VEGETATIVE PROPAGATION
Objectives:
1. describe vegetative propagation;
2. identify the types of vegetative propagation; and ,
3. cite example of organisms undergoing vegetative propagation.
Materials:
marker
Procedure:
1. Present a TV commercial on the types of vegetative propagation.
2. You may include in the script your answers to the following guide
questions:
a. What are the types of vegetative propagation? Describe each type.
b. Identify examples of plants undergoing each type of vegetative
propagation.
e. What kind of reproduction is vegetative propagation?
f. How many parent cell are involved in vegetative propagation?
229
Lesson 1
(for B Learners)
Team No: __ Date Performed: __________

Grade & Section: ________________________Rating: _________________
-------------------------------------------------------------------------------------------------------
Activity No. _____

PLANT PROPAGATION
Objectives:
1. describe vegetative propagation;
2. identify the types of vegetative propagation; and ,
3. cite example of organisms undergoing vegetative propagation.
Materials:
1 piece Manila paper glue permanent marker

flashcards with steps in plant propagation
pictures of four (4) steps in plant propagation or actual specimen of the
following:
potato with new growths ginger with new growths
onion (cut lengthwise) strawberry attached to new
strawberry plants
Procedure:
2. On Manila paper, post the picture of each type of vegetative
propagation. Below each picture, match the correct description of each
type.
a. What are the types of vegetative propagation?
b. Identify examples of plants undergoing each type of vegetative
propagation.
e. What kind of reproduction is vegetative propagation?
f. How many parent cells are involved in vegetative propagation?
230
v
Figure 1. Onion Figure 2. Ginger

Photo Credit: Jonathan T. Osorio, June 29, 2019, Photo Credit: Jonathan T. Osorio, June 29, 2019,
Wagdas, San Andres, Catanduanes Wagdas, San Andres, Catanduanes
Figure 3. Potato Figure 3. Strawberry Plant

Photo Credit: Jonathan T. Osorio, June 29, Source: https://www.shutterstock.com/image-vector/garden-
2019, Wagdas, San Andres, Catanduanes strawberry-plant-roots-flowers-fruits-751255993
Runner Tuber Rhizome Bulb
A horizontally growing stem that touches the A heavy ground underground stem which stores
soil and may develop new plants at nodes. food made by the green leaves above the
ground.
An underground stem, usually horizontal, that An underground stem with fleshy leaves.
stores food.
231
Group No. __
Activity No.__
PLANT PROPAGATION
1 2 3 4
Type Type Type Type
Guide Questions:
a. ______________________________________________________
b. ______________________________________________________
c. ______________________________________________________
d. ______________________________________________________
e. ______________________________________________________
f. ______________________________________________________
Conclusion:
________________________________________________________
________________________________________________________
________________________________________________________
Figure. Lay-out of Output for Vegetative Propagation
232
Lesson 1
(for A Learners)
Team No: __ Date Performed: _________

Name of Leader:__________________ Date Submitted: __________
Grade & Section: ______________________ Rating: _________________
-------------------------------------------------------------------------------------------------------
Activity No. _____

FERTILIZATION
Objectives:
1. describe sexual reproduction;
2. describe fertilization; and ,
3. cite examples of organism undergoing fertilization.
Materials:
marker
Procedure:
Figure 1. Human fertilization.

Source: Biology. 2004.Johnson, Jorge B. and Raven, Peter H. Holt,
Rinehart and Winston, A Hartcourt Education Company.p.157.
1. Compose a love story of a sperm cell and egg cell.

2. Be able to describe the structure of each cell. Describe the journey of
how a sperm cell fertilizes an egg cell.
3. You can cut the pictures and post each picture on the paper plate. You
can use the pictures during your presentation.
233
Lesson 1
(for B Learners)
Team No: __ Date Performed: _________

Name of Leader:________________ Date Submitted: __________
Grade & Section: _____________________ Rating: _________________
-------------------------------------------------------------------------------------------------------
Activity No. _____
FERTILIZATION
Objectives:
1. describe sexual reproduction;
2. describe fertilization; and ,
3. cite example of organism undergoing fertilization.
Materials:
pieces paper plates adhesive tape scissors
marker
Procedure:
Figure 1. Human fertilization.

Source: Biology. 2004.Johnson, Jorge B. and Raven, Peter H. Holt,
Rinehart and Winston, A Hartcourt Education Company.p.157.
Based on figure 1 above, answer the following questions:

1. Which is larger, a sperm or an egg? (an egg)
2. A sperm is (slightly, much) smaller than egg. (much)
3. Which is the male gamete? (sperm cell)
4. Which if the female gamete? (egg cell)
5. Which is free-moving, a sperm or an egg? (a sperm)
6. How many sperms swim toward an egg, only one or many? (many)
7. How many sperm enter the egg, only one or many? (only one)
8. How many sperm fertilizes the egg, only one or many? (only one)
9. Which part of the sperm enters the egg, head or tail? (head)
10. Which part of the sperm is left behind, head or tail? (tail)
234
Rubrics for Output Presentation
riteria Needs Good Great Rating
Improvement (2 pts.) (3)
(1 pt.)
Content Lots of white Your graphic Your work
empty space organizer answer all
on your includes the questions in a
graphic most correct and
organizer. important well-stated
Some really terms and manner. You
important concepts; but have shown a
ideas are there is room lot of
missing or for some knowledge in
incorrect. further this area.
important
details.
Utility The graphic It shows most Graphic
organizer important organizer
does not ideas but is shows that
show that you missing you
fully information understand
understand and/or details. the content
the topic. very well and
shows others
how to
understand it
as well.
Presentation Not your Your work is Shows your
strongest neat and best work and
piece. legible and your greatest
Writing may easy to read. writing.
be hard to A good rap Shows that
read. May draft perhaps. you took your
contain Needs some time and
spelling tweaking to handed in
errors, poor make it only your best
composition. better. work.
May need
proofreading/
editing.
235
Lesson 1
(for B Learners)
Team _______
Assignment: Date: ______
1. Using paper plates, construct a wheel on asexual reproduction.
2. The wheel must show the types of asexual reproduction and the picture
of organism undergoing each type.
Picture 1
(Name of
organism)
Type of asexual
reproduction
Picture 5
(Name of Picture 2
organism)
(Name of
organism)
Picture 4
(Name of Picture 3
organism)
(Name of
organism)
236
Time & Quarter Q2W7D2
Date
I. OBJECTIVES
A. Content The learners demonstrate understanding of reproduction
Standard being both asexual and sexual reproduction.
B. Performa The learners should be able to employ appropriate
nce techniques using the compound microscope to gather
Standard data about very small objects.
C. Learning Differentiate asexual and sexual reproduction in terms of:
Compete 1. Number of individual involved, and,
ncies 2. Similarities of offspring to parents
Code S7LT-IIg-7
D. Objective At the end of the lesson, the learners should be able to:
s 1. Compare and contrast asexual reproduction from
sexual reproduction in terms of:
a. Number of individual involved; and,
b. Similarities of offspring to parents
II. CONTENT Heredity: Inheritance and Variation
(Comparing Asexual and Sexual Reproduction)
III. LEARNING
RESOURCES
A. Referenc
es
1. Teacher’ 138-146
s Guide
pages
2. Learner’ 134-140
s
Material
s pages
3. Textboo
k pages
4. Addition
al
material
from
Learning
Resourc
e (LR
Portal)
B. Other 1. Auderisk, Teresa et.al (2000). Biology: Life on
Learning Earth. (6th ed.) pp. 717-719.
Resource 2. Johnson, J. B. and Raven, P. H. (2004) Biology.
s P. 150.
3. Rosen, S. (2000). Biology: Survey of Living
Things. Globe Fearon Educational Publisher
237
IV. PROCEDU A B
RE
A. Elicit Let the learners identify the types of reproduction they
learned in their lesson yesterday.
Let them describe each type of reproduction.

B. Engage The teacher will present pictures of the following:
1. A dog and its puppies
2. A family picture (father, mother and children)
3. A rhizome of a ginger with new growths
4. A potato tuber with new growths
Alternative activity. Alternative activity.
The teacher will prepare in The teacher will prepare in

advance one(1) set of the advance one(1) set of the
following materials: following materials:
Set-up A Set-up A
1 big container that 1 big container that
contains: contains:
6 pcs. 0.10 centavos 6 pieces red beads
4 pcs. 0.25 centavos 4 pieces blue beads
2 pcs. 1-peso coin 2 pieces yellow beads
2 small containers, each 2 small containers, each

contains: contains:
Set-up B Set-up B
1 big container that 1 big container that
contains: contains:
2 small containers, each 2 small containers, each

contains: contains:
1 pc. 1-peso coin 1 piece yellow bead
The teacher will distribute The teacher will distribute

the prepared set-ups. the prepared set-ups.
238
The teacher will ask the The teacher will ask the
learners to compare the 2 learners to compare the 2
sets. sets.
Let the learners complete Let the learners complete

the table: the table:
Table 1. Set A Table 1. Set A

No. of piece No. of piece
Coin Big Small Bea Big Small
Contai Contain d Contai Contain
ner er ner er
1 2 1 2
0.10 6 6 2 red 6 6 2
centa blue 4 4 2
vo yello 2 2 2
0.25 4 4 2 w
centa
vo
1 2 2 2 Table 2. Set B.
peso No. of piece
Coin Big Small
Table 2. Set B. Contai Contain
No. of piece ner er
Coin Big Small 1 2
Contai Contain blue 6 3 3
ner er Red 4 2 2
1 2 yello 2 1 2
0.10 6 3 3 w
centa
vo
0.25 4 2 2 Note to the teacher:
centa Set A represents asexual
vo reproduction.
1 2 1 2 The big container
peso represents the parent.
The two (2) small
containers represent the
Note to the teacher: offspring.
Set A represents asexual The contents (coins)
reproduction. represent the traits that
The big container are passed on to the
represents the parent. offspring. The number of
The two (2) small coins in each container
containers represent the must be equal to the
offspring. number of coins in the big
The contents (coins) container.
represent the traits that are
passed on to the offspring.
239
The number of coins in Set B represents sexual
each container must be reproduction.
equal to the number of The big container
coins in the big container. represents the parent.
The two (2) small
Set B represents sexual containers represent the
reproduction. offspring.
The big container The contents (coins)
represents the parent. represent the traits that
The two (2) small are passed on to the
containers represent the offspring. The number of
offspring. coins in each container
The contents (coins) must be half the number
represent the traits that are of coins in the big
passed on to the offspring. container.
The number of coins in
each container must be half
the number of coins in the The teacher will ask the
big container. following questions:
1. What are the

The teacher will ask the similarities between
following questions: set A and B?
2. What are the
1. What are the differences
similarities between between set A and
set A and B? B?
2. What are the 3. What life process
differences between took place in the
set A and B? presentation?
3. What life process (Reproduction)
took place in the 4. What type of
presentation? reproduction is
(Reproduction) presented by set A?
4. What type of (Asexual
reproduction is reproduction)
presented by set A? In set B? (Sexual
(Asexual reproduction)
reproduction) 5. What does the big
In set B? (Sexual container represent,
reproduction) parent or offspring?
5. What does the big (parent)
container represent, 6. What do the 2 small
parent or offspring? containers
(parent) represent, parent or
6. What do the 2 small offspring?
containers represent, (offspring)
parent or offspring? 7. What do the beads
(offspring) represent, traits or
offspring? (traits)
240
7. What do the coins
represent, traits or
offspring? (traits)
C. Explore Before the activity starts, the teacher will post and
present the following house rules:
 Read, understand and follow the procedure.
 Answer the guide questions.
 Work cooperatively.
 Maintain the cleanliness of the area.
 Work within the given period.
The teacher will post the rubric.

(Refer to the attached rubrics for output presentation.)
The teacher will divide the class into teams based on

students’ interests.
The teacher will distribute the activity sheets and

materials for the activity. (Refer to the attached activity
sheet.)
Let the learners perform the activity.
D. Explain Let the learners present their outputs.
E. Elaborate The teacher will emphasize the following:
Features of asexual reproduction:

 It involves a single parent.
 There is no gamete formation or fertilization.
 The whole process takes place in a small period
of time.
 Rapid multiplication and growth happens
 There is limited variation (genetically similar
offsprings).
Features of sexual reproduction:

 It involves 2 parents.
 There is gamete formation.
 The whole process takes place in a long period of
time.
 The offsprings are genetically different with the
parents.
How do organisms How do organisms

reproduce? reproduce?
241
What is the importance of What is the importance of
sexual reproduction among vegetative propagation to
humans? agriculture?
Note to the teacher:

The graphic organizer lay out and the choices printed in
the flashcards will be prepared in advance.
Let the learners complete the graphic organizer.
has types
involves
produce/s
characteristic of offspring
CHOICES:
body cells
Reproduction
Asexual Reproduction gametes
Sexual Reproduction genetically identical

with the parent
one parent genetically different

with the parents
two parents
F. Evaluate The teacher will administer The teacher will administer

(Evaluate the quiz. (Refer to the the quiz. (Refer to the
Learning) attached test material.) attached test material.)
G. Extend The teacher will distribute the assignment card which
contains the following:
Assignment:
1. What are the types of sexual reproduction?
2. Describe each type.
242
3. Cite examples of organism in each type
V. REMARKS
VI. REFLECTIO
N
VII. OTHERS
A. No. of
learners who
earned 80%
on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial
lessons 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 it
work?
F. What
difficulties did
I encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
243
material/s did
I use/discover
which I wish
to share with
other
teachers?
244
Lesson 2
(For A learners)
Group No: 1 Date Performed: _________

Name of Leader:________________ Date Submitted: __________
Grade & Section: __________________ Rating: ________________------------
---------------------------------------------------------------------------------------
Activity No. _____
Comparing Asexual and Sexual Reproduction
Materials:
1 box crayons adhesive tape scissors
marker
Colored papers
Procedure:
1. Prepare/Create a foldable organizer showing the differences and
similarities of asexual and sexual reproduction.
2. Post each flash card on either asexual or sexual reproduction area.
(Note to the teacher: The flashcards must be printed in advance.)
one parent gametes genetically identical with the parents
genetically different with the parents

two parents body cells
absent present absent present
Table 1. Comparing Asexual and Sexual Reproduction
Asexual Criteria Sexual

Reproduction Reproduction
Type of cell involved
Number of parent involved
Gamete formation
Union of gametes
Characteristics of offsprings
245
Lesson 1
(for B learners)
Team No: 2 Date Performed: _________

Name of Leader:___________________ Date Submitted: __________
Grade & Section: ______________________ Rating: _________________
-------------------------------------------------------------------------------------------------------
----
Activity No. _____
Materials:
1 box crayons adhesive tape scissors
marker
Procedure:
7. Create a Venn diagram showing the differences and similarities of
Asexual and Sexual reproduction.
8. Post each flash card on either asexual or sexual reproduction area.
(Note to the teacher: The flashcards must be printed in advance.)
one parent offsprings are genetically identical with the parents

offsprings are genetically different with the parents
two parents
zygote gamete formation no gamete formation
union of gametes no union of gametes

gametes
produce offspring
body cells
Both Asexual
and Sexual
Reproduction
Figure 1. A Venn diagram comparing asexual and sexual reproduction.

246
Criteria Needs Good Great Rating
Improvement (2 pts.) (3)
(1 pt.)
Content Lots of white Your graphic Your work
empty space on organizer answer all
your graphic includes the most
questions in a
organizer. Some important termscorrect and
really important and concepts; well-stated
ideas are missing but there is room
manner. You
or incorrect. for some further
have shown a
important details.
lot of
knowledge in
this area.
Utility The graphic It shows most Graphic
organizer does important ideas organizer
not show that but is missing shows that you
you fully information understand the
understand the and/or details. content very
topic. well and shows
others how to
understand it as
well.
Presentation Not your Your work is neat Shows your
strongest piece. and legible and best work and
Writing may be easy to read. A your greatest
hard to read. good rap draft writing. Shows
May contain perhaps. Needs that you took
spelling errors, some tweaking to your time and
poor make it better. handed in only
composition. May your best work.
need
proofreading/
editing.
247
Lesson 2
(for A & B Learners)
Quiz No. ____

Name: _______________________________________ Date:

_____________
Grade & Section: ___________________________
Score:_____________
Direction: True or False. Write true if the statement is correct. Write false if
the statement is incorrect. Write your answer before each item.
________1. Asexual reproduction needs one parent and sexual
reproduction needs two parents.
________2. Sexual reproduction requires the union of gametes and
asexual reproduction does not.
________3. Genetically different offsprings are produced from asexual
and sexual reproduction.
________4. Body cells are needed in asexual reproduction and
gametes are needed in sexual reproduction.
248
School Grade Level Grade 7
Time & Quarter/Week/Day Q2W7D3
Date
I. OBJECTIVES
A. Content The learners demonstrate an understanding of
Standards reproduction being both asexual and sexual.
B. The learners should be able to employ appropriate
Performance techniques using the compound microscope to gather data
Standards about very small objects.
Describe the process of fertilization;(S7LT-IIg-8)
C. Learning 1. Define fertilization;
Competencies 2. Illustrate and describe the process of fertilization in a
gumamela plant
PROCESS OF FERTILIZATION
II. CONTENT
Fertilization in Gumamela
III. LEARNING
RESOURCES
A. References
1. Teacher’s 143 – 144
Guide pp.
2. Learner’s 141 – 142
Materials
pp.
3. Textbooks
pp.
4. Additional
Materials BEAM 4 Distance Learning Modules. Module 31, pp.
from
Learning
Resource
(LR) Portal
Fertilization in Flowerint Plants

B. Other Prof. G. V. Bakore Foundation Published on Sep 25, 2013
Learning https://www.youtube.com/watch?v=dgFY7WUTASQ
Resources
IV.
PROCEDURE
(Assign the students to bring 2 fresh gumamela flower, 1
withered, and 1 gumamela bud. Ask them to insert 1 fresh
gumamela flower in their notebook.)
Elicit  Have the students bring out the gumamela flower.
 Ask the students the biological importance of flowers.
Encourage discussion of responses.
 What type of reproduction occurs in gumamela flower?
249
 By using the pressed gumamela flower, have the
students label the parts.
 Ask one student to share his/her answer in front of the
class.
Engage  Emphasize the male and female parts of the flower.
 Ask the students what structures/parts in a gumamela
flower are involved in fertilization. (Expected answers
are: stamen composed of anther and filament and pistil
composed of stigma, style, ovary and ovule).
Activity Proper
Dyad Activity: Have each pair do Activity 3 Structure of a
Explore Gumamela Flower. Let them answer the developmental
questions number 7 – 12 on page 141 of their learner’s
material. (see annex 1)
Presentation of outputs
Explain
Have the students answer this question, “Which of the

definitions below describes fertilization?” (B)
A. occurs when pollen grains from the anther transfer to the

stigma of a flower
B. union of sperm cell and egg cell
Ask them also what is being described by option A.
Emphasize to the students that fertilization in gumamela or

flowering plants starts in pollination. Discuss what happens
during pollination using the flow chart below.
Elaborate
(Source: BEAM 4 Distance Learning Modules. Module 31,

p. 29)
Discuss fertilization in a gumamela flower or flowering

plant. Emphasize double fertilization and which part of the
flower becomes the fruit and seed. Ovary becomes the fruit
and the ovule becomes the seed.
250
(Source: BEAM 4 Distance Learning Modules. Module 31,
p. 28)
https://www.youtube.com/watch?v=dgFY7WUTASQ
A. Write T if the statement is true and F if it is false.

______ 1. Flowers produce sperm cells and egg cells.
______ 2. Fertilization in flowering plants is similar to
fertilization in animals.
______ 3. After pollination the sperm cell in the pollen
grains unites with the egg cell in the ovules.
______ 4. The ovules become the fruit.
______ 5. Flowering plants from seeds undergo double
fertilization.
Evaluate
B. Write each statement in the box to show the correct
process of fertilization.
 Pollen tube bursts and sends out sperm cells.
 The sperm cells will join the egg cell and the polar
nuclei or cell in the ovule.
 The sperm cell travels down within the tube to the
ovule.
Make a scrap book of local flowering plants which have

Extend
male and female parts.
V. REMARKS
VI.
REFLECTION
VII. OTHERS
251
A. No. of
learners who
earned 80% on
the formative
assessment.
B. No. of
learners who
require
additional
activities for
remediation.
C. Did the
remedial
lessons 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 it work?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
252
Activity 3
Structure of a Gumamela flower
Objectives
After you have performed this activity, you should be able to:
a) distinguish the male and the female reproductive structures of a

gumamela flower
b) describe the function of each structure in reproduction.
Materials Needed
 2 gumamela flowers (1 fresh and 1 withered)  Hand lens

 1 gumamela bud  Scalpel or Razor blade
Procedure
1. Examine the entire flower and the part of its stem.
Q7. Describe how the flower is attached to the stem.
2. Examine the bud, an unopened flower. Identify the sepals.
Q8. What is the function of the sepals in the unopened flower?
3. Remove the sepals and petals. The most important reproductive parts
remain. The innermost part is called the pistil. The pistil has a broad base
called the ovary and a narrow stalk called the style. At the top of the style
is the stigma. Touch the stigma in a relatively fresh opened flower, in a
bud and in a withered one.
Q9. On which flower does the stigma feel sticky?
Q10. Why do you think the stigma is sticky?
4. Cut through the ovary and examine the parts with a hand lens.
Q11. How many compartments do you find?
Inside the compartments are ovules which contain the egg cells (female
gametes).
5. Observe the structures attached to the style. These are the stamens.
Touch the tip of a stamen or tap it lightly over a piece of white paper. The
powdery materials at the tips are made up of pollen grains. Sperm cells
(male gametes) are produced inside these grains.
6. Take a whole flower. Measure the distance between a pollen grain on a
stamen and the ovary where the ovule is.
Q12. How do you think pollen grains reach the pistil?
253
Date
I. OBJECTIVES
Standards reproduction being both asexual or sexual.
The learners should be able to employ appropriate
B. Performance
techniques using the compound microscope to gather
Standards
Describe the process of fertilization;(S7LT-IIg-8)
1. Illustrate and describe the process of fertilization in
C. Learning
humans
Competencies
2. Cite examples of fertilization in other forms of
animals
PROCESS OF FERTILIZATION
II. CONTENT
Fertilization in humans and other forms of animals
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pp.
2. Learner’s
Materials
pp.
3. Textbooks
pp.
4. Additional
Materials BEAM 5 Distance Learning Modules. Module 2
from
Learning
Resource
(LR)
Portal
B. Other STARBOOKS – DOST DIGITAL LIBARY
Learning
Resources
IV. PROCEDURE
 Where does fertilization in gumamela take place?

 What do you think is the equivalent part of the
stamen and pistil to the human reproductive
Elicit system?
 Show pictures of stamen, male reproductive
organs, pistil and female reproductive organs
254
Ask the students to group these organisms into 2 on how
they undergo fertilization.
 human, fish, dog, frog, crab,carabao
Group 1 Group2
Expected answers:
human fish dog
Engage
frog carabao crab
 Where does fertilization in human, dog, and

carabao take place?
 Is fertilization in these organisms internal or
external?
 Where does fertilization in fish, frog, and crab take
place?
Use these examples to lead the students in comparing
internal and external fertilization.
On this part, have the students focus on internal

fertilization that occurs in humans.
Study the series of diagrams showing the movement of

an egg cell and the sperm cells in the female
reproductive system.
Explore
Record your observations in table 1.
Stage What does it tell?

A
B
C
Source: BEAM 5 Distance Learning Modules. Module 2,

pp.11 – 12
255
Presentation of answers in table 1.
(Use the diagram below to explain the process of

fertilization.)
How an egg cell is fertilized.?
Study the frames below. This frame shows the

movement of the sperm cells and the egg cell in the
female reproductive system.
Explain
Source: Process of fertilization.pdf from LRMDS
Group Activity: Each group will use drill board to show

their answers.
Answer the following questions:
• What structure releases the egg cell?
• What receives it?
• What is the direction of the movement of the egg
cell? The sperm cell?
• Where do the egg cell and the sperm cell
commonly meet?
• What do you call the process when the sperm cell
and the egg cell meet?
• How many sperm cells can fertilize an egg cell?
• How is a fertilized egg cell called?
Board Work: Have the students read the text below and
illustrate the process of fertilization based on the text.
FERTILIZATION
The first step in reproduction is called fertilization. A
Elaborate
human develops from an egg that has been
fertilized by a sperm. The union of a sperm and an
egg is known as fertilization. Fertilization as shown
below, usually takes place in the oviduct. The
fertilized egg is called zygote. After the zygote has
attached itself to the wall of the uterus, it is known as
256
an embryo. After two months, the developing embryo
is called fetus.
Oral recitation:
 What makes human fertilization different from

other forms of animals?
 Have the students give examples of animals that
undergo fertilization differently from humans.
I.
Evaluate
II. A. Give two examples of animals that undergo internal

fertilization.
II. B. Give two examples of animals that undergo external
fertilization.
Enrichment:
Identify the definitions below as internal or external

fertilization.
Write in if the description below describes internal

Extend
fertilization and ex if it describes external fertilization.
ex 1. Fertilization usually occurs in aquatic environments

where both egg and sperms are released into the
water.
ex 2. The sexual reproduction takes place outside the
body of the animals.
257
in 3. The fertilization takes place in the body of female
species.
ex 4. Fertilization takes when female lay their eggs
somewhere in a body of water and then male
sprays their sperms on the eggs.
in 5. Mostly occurs to mammals and reptiles.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
remedial lessons
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 it
work?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
258
Date
I. OBJECTIVES
The learner demonstrates understanding of the organisms
A. Content
interacting with each other and with their environment to
Standards
survive.
B. Performance The learners should be able to conduct a collaborative
Standards action to preserve the ecosystem in the locality.
Differentiate biotic from abiotic components of an ecosystem
(S7LT-IIh-9)
C. Learning
Competencies 1. define biotic and abiotic components of an ecosystem; and
2. classify the components of an ecosystem as biotic and
abiotic.
II. CONTENT Components of an ecosystem: biotic and abiotic
III. LEARNING
RESOURCES
A. References
Teacher’s 149-151
Guide pp.
Learner’s 148-149
Materials pp.
Textbook pp.
Additional pp.
from LR Portal
Other Learning
Resources
III. A B
PROCEDURE
Ask questions: SAY:
How would you differentiate a Look around you, what
living from a nonliving thing? are the living things you
see? How about nonliving
Elicit Give examples of living and things?
nonliving things. How do you know that
they are living things?
That they are nonliving
things?
Mix and Match Mix and match
Show a poster of terrestrial and Show different cut-out

marine ecosystems with proper images of living and
Engage
labels and have the labels nonliving things and let
classified as a living or a them place the pictures
nonliving thing. under the appropriate
259
Notes: columns labelled “living
1. Provide a localized and nonliving things”.
example of an
ecosystem. Notes:
2. Prepare the cut-out 1. Provide a localized
images with labels for example of an
the students to pick, in ecosystem.
this way we can save 2. Prepare the cut-out
time for writing. images with labels
3. Present a cut-out of for the students to
different images using pick, in this way we
plastic pockets wherein can save time for
the students can pick writing.
pictures and classify 3. Present cut-outs of
them accordingly. different images
may also be
To save time, have these presented using
previously posted and just plastic pockets
“unveil” during the activity. wherein the
students can pick
pictures and
classify them
accordingly.
The students will be divided The students will perform
into two groups and they will the activities on
perform the activities on What does it mean to be
What does it mean to be alive? (Learners Material
alive? (Learners Material pp. pp. 148-149).
148-149).
Notes: Notes:
1. Use different kinds of 1. In the absence of pond
ecosystems depending on inside the school campus,
their geographical location or the teacher may just
type of community. assign specific stations
inside the campus
Explore 2. Give an assignment to the wherein the students can
students prior to this have different group
topic/activity to observe and observations.
capture by camera a different Ex: under a tree, on and
kind of ecosystem that they or under a log, in a shady
have in their community. area, in a grassy area
(make sure there are no
3. Prepare a set of precautions snakes!)
for safety, (do not consume a
lot of time in explaining the 2. The teacher must visit
precautionary measures, you the different areas in the
may assign student to read it campus to check the
quickly so that they can availability and ensure the
safety of the students.
260
proceed to group activities and
maximized the time.) 3. Prepare a set of
precautions for safety, (do
3. A rubric for grading the not consume a lot of time
performance should be in explaining the
attached to activity sheets so precautionary measures,
that they have an idea on how you may assign student to
they will be graded. read it quickly so that they
can proceed to group
4. Remind the students that in activities and maximized
presenting their output on a the time.)
manila paper, they don’t need
to write the questions or 4. A rubric for grading the
complete the sentences. They performance should be
must answer each question attached to activity sheets
briefly or direct to the point to so that they have an idea
save time. on how they will be
graded.
5. Remind the students

that in presenting their
output on a manila paper
they do not have to write
the questions or complete
the sentences. They must
answer each questions
briefly or direct to the
point to save time.
Each group will present their Each group will present

output. their output.
Note: The teacher will take Note: The teacher will

down all the key information take down all the key
presented by each group for information’ presented by
elaboration and correction of each group for the
Explain
misconceptions. purpose of elaboration
and correction of
One part of the board may be misconceptions presented
used as parking zone for by each group.
misconceptions.
One part of the board may
be used as parking zone
for misconceptions.
261
The teacher will discuss the major differences between
abiotic and biotic factors.
1. Abiotic factors are the nonliving things of an ecosystem;
Biotic factors comprise the living things in an ecosystem.
2. Examples of abiotic factors are sunlight, temperature,
energy, wind, water, soil, etc., and biotic components are
plants, trees, animals, microorganisms etc.
3. Both abiotic and biotic factors affect the individual of a
particular species, their population, community, ecosystem
Elaborate and the biosphere.
4. Abiotic factors do not depend on biotic factors for their
survival, but biotic factors depend on abiotic factors for their
survival.
5. Due to changes in abiotic factors, the growth and
development of a particular species or their population may
sometimes be limited and may hamper the entire ecosystem.
Whereas in biotic factors due to any uncertain changes in
particular species, may cause changes in the other species
also, which directly or indirectly bank on them.
6. Abiotic factors do not adapt any changes whereas biotic
factors can slowly adapt the changes in order to survive.
Source: https://www.biodifferences.comNote: Place this on
a manila paper or PowerPoint presentation to be read by
students. In this way the elaborate part will not consume so
much time
Quiz Quiz
I. Direction: Classify the I. Direction: Classify the
components of an ecosystem components of an
as biotic and abiotic. Write B if
ecosystem as biotic and
your answer is biotic and write
A if your answer is abiotic abiotic. Write B if your
answer is biotic and write
1. grasshopper A if your answer is abiotic.
Evaluate 2. air 1. grasshopper
3. trees 2. air
4. sunlight 3. trees
5. rocks 4. sunlight
6. oxygen 5. rocks
7. sand 6. oxygen
8. water 7. sand
9. clouds 8. water
10. corals 9. clouds
262
Define briefly the following: 10. grass
1. biotic factors
2. abiotic factors
Instruct each group to bring the following: shoebox, glue,
scissor, ruler, cut-out images of plants or animals, water
color, colored paper, pebbles, soil, sand, mini plants and toy
animals (miniature), thread/yarn or any material that can be
used for the next activity and look for sample images of the
specific ecosystem assigned to them.
Do It Yourself (DIY). Make your own diorama of an

ecosystem (land or water).
Other option:
Diorama may be replaced by a “sandbox”. The teacher may
prepare a kit for the students to assemble for the ecosystems
that they want. Different kinds of biotic and abiotic
components should be placed in 1 box. The students create
a rainforest, marine/freshwater ecosystem, desert or etc.
The teacher will explain what a terrarium, an aquarium and

a sandbox is all about and show examples.
Extend
SAY: You will make a terrarium/aquarium/ecosystem of
your choice in a sandbox, like what I’ve shown you,
emphasizing the importance of interaction between
nonliving/abiotic and living/biotic things.
Each group will present their terrarium/aquarium or sandbox
output to the class. They are going to classify the biotic and
abiotic components of the ecosystem using different models
(e.g. concept map, graphic organizer, tables or Venn
diagram), then explain how biotic and abiotic factors interact
with each other.
Rubric for terrarium/aquarium/ (diorama), or sandbox
4 3 2 1
Accuracy Diorama/ Diorama/ Diorama/ Diorama/
sandbox sandbox sandbox sandbox
ecosyste ecosyste ecosyste ecosyste
m is m is not m is m is
complete complete missing missing
and but one two or
shows shows important more
263
biotic and biotic and compone important
abiotic abiotic nt s but compone
factor factors shows nts but
interactio interactio biotic and shows
ns. ns abiotic biotic and
factors abiotic
interactio factors
ns interactio
ns
Creativity The The The The
students students students students
used used did not used
recycled some use ready-
materials recycled recycled made
to materials materials materials
recreate to to to
their recreate recreate recreate
chosen their their their
ecosyste chosen chosen chosen
m ecosyste ecosyste ecosyste
m. m m
Neatness Very neat Is neat Has stray messy
marks
Color Used Used Rarely Used
realistic/n some used inappropr
atural realistic/n realistic/n iate
color to atural atural colors to
model color to color to model
the biotic model model biotic and
and biotic and biotic and abiotic
abiotic abiotic abiotic factors
factors factors factors
Presentati Presente Presente Presente Did not
on d and d and d the present
explained explained diorama/ nor
accuratel but sandbox explain
y their lacking ecosyste their
diorama/ few m in diorama/
sandbox details. class but sandbox
ecosyste did not ecosyste
m explain in m.
front.
264
Timelines Finished Finished Was not Was not
s before on time able to able to
the finish on finish
allotted the their
time. allotted group
time and output.
keeps on
adding
somethin
g on their
output
beyond
the time
limits
VI.
REFLECTION
VII. OTHERS
A. No. of
learners who
got 80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial
lessons work?
No. of learners
who have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
265
F. What
difficulties did I
encounter
which my
principal/superv
isor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
266
Activity 1
What Does It Mean to Be Alive?
Objectives
In this activity, you should be able to:
1. define biotic and abiotic components of an ecosystem; and
2. classify the components of an ecosystem as biotic and abiotic.
Materials Needed
drawing and writing materials
rocks which surface is grown with small plants
magnifying lens
Procedure
1. Visit your school garden or a pond near your school. On separate
sheets of paper describe or draw the place.
(Group 1 will visit school garden and group 2 will visit pond)
Q1. What are the things that you see in your school garden/pond?
Q2. Which of these things are living? Which of these things are non-
living?
Q3. What characteristics do living things have in common? / In what
ways are living things similar?
Q4. What characteristics do non-living things have in common? / In what
ways are nonliving things similar?
Q5. What interactions do you observe happening among the living and
non-living things?
Q6. What makes living things different from non-living things?
Q7. On the picture below, what do these small plants need that are
provided for by the rock?
Q8. Where do you find these rocks where small plants grow?
267
Figure 1: Small plants growing on rocks (Photo: Courtesy of Michael Anthony B.
Mantala)
Q9. What other things in the environment are inhabited by these small plants?
Where do you find these things?
Q10. Why do you find them in these places?
Figure 1. Small plants growing on rocks
Figure 2. Small plants growing on fences (Photo: Courtesy of Michael Anthony B. Mantala)
Q11. Do you also see small plants growing on the fences during rainy season?
Q12. What other living and non-living things can you see in the school garden
or pond? Do you see them in other parts of the school?
Q13. Do you know of a similar place near your school where you see
communities of organisms?
268
Q14. Are the things you find in your school garden/pond the same things that
you find in the backyard of your house? Explain your answer.
Q15. How do living things interact with each other and with their environment?
Photo: Courtesy of Michael Anthony B. Mantala

Figure 3. Different kinds of plants
Source: (Learner’s Material 43 – 46)
Rubrics for “What does it mean to be alive?” activity
269
4 3 2 1
Teamwork All members One or two 3 or 4 Only the
of the group members of members of leader does
participated the group did the group did everything.
not participate not
participate
Timeliness Finish before Finish just in Finish only Not able to
the allotted time half of the finish the
time activity. activity
Cleanliness The whole The area is There are Not able to
area is well clean but there some area clean the
organized are some which are work area.
and very things which clean and
clean are not some are not.
properly
organized
Accuracy The answers There are 2-3 There are 4-5 The wrong
to the answers which answers answers is
questions are are incorrect which are greater than
accurate. incorrect the correct
answers.
Presentation The group The group was The group The group did
was able to able to present was able to not present
present in a but there are 2- present but nor explain
very active 3 did not their output.
and misconceptions explain their
informative answers.
way.
270
PRE TEST
Direction: Classify the BIOTIC and ABIOTIC FACTORS by putting a check
on the correct column.
Sample Biotic Abiotic

Factors Factors
Plants
Animals
Sunlight
Water
Soil
POST TEST
Direction: Read and analyze the statements then put a check on the column
BIOTIC or column ABIOTIC if the statements are referring to them.
Statements/Description Biotic Abiotic

Factors Factors
1. Non-living things of an ecosystem
2. Plants, animals and bacterias are examples of this
3. Dependent to other components of an ecosystem in
order to survive.
4. Limits the growth and development of organisms.
5. Does not have the ability to adapt to any changes.
271
Time and Date Quarter Q2W8D2
I. OBJECTIVES
The learner demonstrates understanding of the
A. Content
organisms interacting with each other and with their
Standards
environment to survive.
Differentiate biotic from abiotic components of an
ecosystem (S7LT-IIh-9)
C. Learning 1. compare and contrast the biotic and abiotic
Competencies components of an ecosystem; and
2. describe how organisms interact with each other
and with their environment
II. CONTENT Comparison of Abiotic and Biotic Components
III. LEARNING
RESOURCES
A. References
Guide pp.
Materials
pp.
3. Textbook
pp.
4. Additional
pp. from
LR Portal
A. Other
Learning
Resources
III. PROCEDURE A B
Show an actual sample Show an actual
of a diorama/sandbox sample of a
made of different kinds diorama/sandbox
of ecosystems. made of different kinds
of ecosystems.
Notes:
Notes:
Elicit 1. The teacher will post
different images or play 1. The teacher will
a short video clip on post different images
how to make or play a short video
diorama/sandbox clip on how to make
ecosystem. diorama/sandbox
ecosystem.
272
2.Post also a different 2. Post also a different
way or model to way or model to
compare and contrast a compare and contrast
biotic and abiotic a biotic and abiotic
factors of an ecosystem factors of an
ecosystem
Ask questions: Ask questions:

1. Are the sample pictures 1. Are the sample pictures
and video clips presented and video clips presented
Engage
about making a about making a
diorama/sandbox diorama/sandbox
ecosystem helpful? ecosystem helpful?
The students will be The students will be
divided into two groups divided into two groups
(Group 1 will create a (Group 1 will create a
diorama of a terrarium diorama of a terrarium
while group 2 will create a while group 2 will create
diorama of an aquarium) a diorama of an
or they may use the aquarium). or they may
sandbox to create an use the sandbox to
ecosystem of their choice create an ecosystem of
using the different their choice using the
Explore
available cut-out images different available cut-out
and miniatures. images and miniatures.
Note: The teacher may

decide on what type of Note: The teacher may
diorama the students will
decide on what type of
create based on the diorama the students will
learners ability and create based on the
resources available. learning ability and
resources available.
Each group will present Each group will present
their output. their output.
Notes: Notes:
1. The students may 1. The students may

compare and contrast the compare and contrast the
Explain components of an components of an
ecosystem in their ecosystem in their
diorama/sandbox using diorama/sandbox using
different way. It can either different way. It can either
be a concept map, graphic be a concept map,
organizer, table or Venn graphic organizer, table or
diagram. They must also Venn diagram They must
describe how organisms also describe how
interact with each other organisms interact with
273
and with their each other and with their
environment. environment.
2. The teacher should 2. The teacher should

listen very eagerly and listen very eagerly and
take down important take down important
concepts, misconceptions, concepts,
and parts that the students misconceptions, and
were not able to explain parts that the students
precisely because he/she were not able to explain
will explain that in the precisely because he/she
elaborate part extensively. will explain that in the
elaborate part
extensively.
From the group presentation the teacher will now

elaborate the parts or concepts wherein the students
were able to explain precisely and the other concepts
which are lacking few details or misconceptions.
Elaborate
Note:
It is important for the teacher to appreciate the correct
concepts in the presentation and fill in or validate
misconceptions or wrong answers.
Quiz: Quiz:
Comparison Chart:
Let the students supply I. Directions: Write T if
information in the the statement is true and
comparison chart and F if the statement is false.
formulate a conclusion. 1. Sunlight, temperature,
BASIS BIOTI ABIOT wind, water and soil are
FOR C IC examples of biotic factors.
COMP FACT FACT 2. Plants and animals are
ARISO ORS ORS examples of abiotic
N factors.
Meanin 3. Biotic factors depend
g on abiotic factors for their
Evaluate
Exampl survival.
es
Depend 4. Any slight change on
ency abiotic factors may limit
Limiting the growth and
factors development of biotic
Approa factors.
ch to 5. Biotic factors adapt to
change changes in the abiotic
s factors in order to survive.
Note: This can be done
orally. The teacher may
ask a particular student to
274
Conclusion: read and answer.
_____________________ ( formative assessment)
_____________________
_____________________
.
Group 1 Group 2
(For A Learners) (For B Learners)
Title: Abiotic vs Biotic Title: Biotic vs Abiotic
Factors Factors
Guide Questions:
Guide Questions: Choose the word from
Part I: the box below to
1. How does a biotic and complete the following
an abiotic factor interact sentences.
with one another?
biotic abiotic
Part II:
plants animals
Higher order thinking
temperature air
skills.
rainforest desert
Biotic and abiotic factors
interact with each other. If
one factor is altered or no 1. Ecosystems are made
longer available, it can up of ________ and -
have an effect to the ________
whole ecosystem. factors.
Write A for abiotic and B 2. __________ and
for biotic in the areas with ___________ are
open space to identify the examples of biotic
Extend object and briefly explain factors.
what could possibly 3. ____________and
happen in the given _____, are examples of
situations. abiotic factors
1. The rocks (___) in the 4. ___________ and
river are continuously _________ are examples
decreasing due to of some components that
quarrying activities, what are combination of both
would happen to the biotic and abiotic factors.
fishes (___) and to the
community that resides in
that area?
_____________________
_____________________
_____________________
_____________________
_______
2. The trees (___) in the
mountains were cut down
and the lands (___) were
flattened for the
construction of factories
and condominiums. How
275
will this affect the air and
the organisms that inhabit
the area?
_____________________
_____________________
_____________________
_____________________
VI. REFLECTION
VII. OTHERS
A. No. of learners
who got 80% on
the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
have been caught
up in the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
276
Activity 2
Do it Yourself (DIY)
Diorama/sandbox Made Ecosystem
Objectives:
1. compare and contrast the biotic and abiotic components of an

ecosystem; and
2. describe how organisms interact with each other and with their
environment
Materials needed:
Shoebox glue scissor ruler

water color colored paper soil sand
thread or yarn used illustration board/folder
mini plants and toy animals (miniature)
cut-out images of plants or animals
any available materials that suited to this activity
Each group will decide on how they are going to create the assigned
ecosystem to them (either by diorama or sandbox).
Time Frame: 15-20 minutes.
Guide Questions:
1. Compare and contrast the biotic and abiotic components of an ecosystem

in your diorama/sandbox using either concept map, graphic organizer, table or
Venn diagram.
2. Describe how organisms interact with each other and with their
environment
277
Rubric for terrarium/aquarium/ (diorama), sandbox
4 3 2 1
Accurac Diorama/sand Diorama/san Diorama/sandbo Diorama/sandb
y box dbox x ecosystem is ox ecosystem
ecosystem is ecosystem is missing one is missing two
complete and not complete important or more
shows biotic but shows components but important
and abiotic biotic and shows biotic components
factors abiotic and abiotic but shows
interactions. factors factors biotic and
interactions interactions abiotic factors
interactions
Creativi The students The students The students The students
ty used recycled used some did not use used ready-
materials to recycled recycled made materials
create their materials to materials to to create their
chosen create their create their chosen
ecosystem chosen chosen ecosystem
ecosystem. ecosystem
Neatne Very neat Is neat Has stray marks messy
ss
Color Used Used some Rarely used Used
realistic/natura realistic/natu realistic/natural inappropriate
l color to ral color to color to model colors to model
model the model biotic biotic and biotic and
biotic and and abiotic abiotic factors abiotic factors
abiotic factors factors
Present Presented and Presented Presented the Did not present
ation explained and diorama/sandbo nor explain
accurately explained x ecosystem in their
their but lacking class but did not diorama/sandb
diorama/sand few details. explain in front. ox ecosystem.
box
ecosystem
Timelin Finished Finished on Was not able to Was not able to
ess before the time finish on the finish their
allotted time allotted time and group output.
keeps on adding
something on
their output
beyond the time
limits
278
Direction: Complete the CONCEPT MAP by supplying information found in
the box below.
microorganisms biotic abiotic human
Soil water sunlight air
Trees Bees sand fish
ECOSYSTEM
POST TEST
Biotic and abiotic factors interact with each other. If one factor is altered or no
longer available, it can have an effect to the whole ecosystem.
Write A for abiotic and B for biotic in the areas with open space to identify
the object and briefly explain what could possibly happen in the given
situations.
1. The fish (___) caught in the ocean are continuously decreasing due to
overfishing using fine nets and dynamites, what would happen in the corals
(___) and to the livelihood of fishermen in the near future?
______________________________________________________________
_____________________________
2. The humans (___) are dumping their waste materials in the body of water
(___). How will this affect the plants and animals in that area? In the
community?
______________________________________________________________
______________________________
279
Date
I. OBJECTIVES
The learners demonstrate an understanding of
A. Content
Standards
B. Performance Conduct a collaborative action to preserve the
Standards ecosystem in the locality.
Describe the different ecological relationships found
in an ecosystem. S7LT-IIh-9
1. Discuss mutualism, commensalism and
C. Learning
parasitism.
Competencies
2. Differentiate each ecological relationship
3. Cite examples of mutualism, commensalism and
parasitism.
Ecological Relationships: Mutualism,
II. CONTENT
Commensalism, Parasitism
III. LEARNING Ecological Relationships: Mutualism,
RESOURCES Commensalism, and Parasitism
A. References
1. Teacher’s
Guide pp.
Materials pp.
3. Textbook pp.
4. Additional
pp. from LR
Portal
B. Other Learning EASE BIOLOGY Module 19 pp. 12-13
Resources
IV. PROCEDURE A B
Post pictures of organisms that interact with one

another. Ask the students to describe what they see
in the picture. (Use unlabelled pictures first so that
they can describe it. Use pictures of organisms that
are familiar to them.)
Examples:
Elicit A bird feeding on a fruit
A mosquito sucking blood on human skin
An orchid attached to a tree
What is formed through the interaction of these

organisms?
280
Four Pics One Word.
Use pictures of relationships that exists among
humans through close/social interaction.)
Friends, Twins, Family
Relationships are formed through our social

Engage interactions or close association with one another.
Relationships are not only evident among people or

humans. Different kinds of relationships can also be
found in our ecosystem. Let us discover these
relationships found in the ecosystem by doing this
activity.
The teacher will divide the The teacher will divide

class into 2 groups. Each the class into 4 groups.
group must be provided Each group will be
with an activity sheet and given.
a laptop for film showing or
students should be Rubric must be
provided with the video presented before the
clips in their smartphones activity starts.
Explore if they have one. Video
clips about mutualism,
commensalism and
parasitism are available
online. Choose one that’s
appropriate for Grade 7.
Rubric must first be

presented before the
activity starts.
Group Presentation
The students will present their output and the
Explain
teacher will critique/assess the result of their group
activity.
The teacher should The teacher will start

prepare pictures of the discussion by
organisms in two boxes. asking this question:
Elaborate Post the terms How do ecological
mutualism, relationships develop in
commensalism, and an ecosystem?
parasitism on the board.
The box should contain The teacher will show a
picture of each type of
281
the pictures of the ecological relationship
following organisms: through powerpoint
presentation (please,
carabao Egret see attachment).
head lice human Pictures must have
mosquito bees/ labels or short
flowers butterfly description. The teacher
caterpillar plant will ask the students to
orchid tree identify the type of
Remora shark ecological relationship
fish observed in the picture.
After which, the teacher
Pick one organism from will give out the
each box. Decide if the important details of the
organisms picked have a lesson.
relationship. If they have,
post the pictures on the
columns where they
belong. From that add
important details that may
have been missed during
the activity.
The teacher will also ask the students the following

questions:
1. How does each organism benefit from one
another?
2. In our example, an orchid is attached to a tree.
Which of the two is considered a commensal?
Which is the host?
3. In our example, the ticks inhabits the body of a
dog. Which is the host? Which is the parasite?
4. Parasitism is a harmful relationship. What will
happen to the host if this kind of relationship will
continue for a long time?
5. Which of the ecological relationships can be
considered the most ideal? Why do you think so?
6. Which among the ecological relationships do you
wish not to experience? Why?
Today we have learned that relationships among

organisms are developed as they interact with one
another. Le us see how far have you learned from
this lesson by answering the activity “Odd One Out”.
Evaluate
Students will answer at least two squares. Identify
the part of the square that does not fit to the group.
After identifying it, color and write an X on that part
of the square. Write on the opposite side the
282
ecological relationship that it describes and explain
why it doesn’t belong to the group.
Picture Gallery: This will be done in pairs of

students from the same barangay.
1. With your mobile phone camera try to capture an
image of organisms that describes any of the
Extend
ecological relationships discussed.
2. Write a caption below the picture.
3. Explain why they exhibit that kind of ecological
relationship.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who got 80% on the
formative
assessment
B. No. of learners
who require
additional activities
for remediation
C. Did the remedial
lessons work? No.
of learners who
have been caught
up in the lesson
D. No. of learners
who continue to
require remediation
E. Which of my
teaching strategies
worked well? Why
did it worked well?
did I encounter
which my
principal/supervisor
could help me
with?
G. What innovation
or localized
material/s did I
use/discover which
I wish to share with
other teachers?
283
Activity Sheet for A
Activity 1
ECOLOGICAL RELATIONSHIPS:
MUTUALISM, COMMENSALISM AND PARASITISM
Objectives:
1. Discuss mutualism, commensalism and parasitism.
2. Differentiate each symbiotic relationship.
3. Cite examples of mutualism, commensalism and parasitism.
Materials:
Manila paper
Marker
Laptop/Computer/Smartphone (whichever is available)
Video clips of symbiotic relationship
Procedure:
1. Divide the class into two groups. Provide separate laptops to be used in
film showing.
2. Watch the video clip on ecological relationships. Be sure to fill out the table
below and answer the guide questions.
Directions: Write the type of ecological relationship that exists between

organisms on the proper column. Be sure to explain your answers in each
column during the presentation.
Type of Organism
Organism that Not affected
Ecological that is
is benefited organism
Relationships harmed
Mutualism
Commensalism
Parasitism
Guide Questions:
1. They say that mutualism is the most ideal relationship. Do you agree?
Why?
2. Would it be beneficial for parasites to kill their host? Why?
3. Give one example of each symbiotic relationship.
284
RUBRIC FOR GRADING ACTIVITY 1
Points Indicators
All members of the group participated.
The activity was done on time.
5 All questions were answered correctly.
The group presented confidently in a modulated
voice.
One or two members of the group did not
cooperate.
4 The activity was done on time.
One or two questions were not answered
correctly.
voice.
Three or more members of the group did not
cooperate.
3 Three or more questions were not answered
correctly.
voice.
285
Activity Sheets for B
Activity No. 1
Objectives:
1. Discuss mutualism, commensalism and parasitism.
2. Differentiate each ecological relationship.
3. Cite examples of mutualism, commensalism and parasitism.
Materials:
Images of ecological relationships Marker
Manila paper Scotch tape
Procedure:
1. Pictures are provided below the table. Place the picture in its proper column
and answer the guide questions below.
Mutualism Commensalism Parasitism
An orchid attached to a tree
A caterpillar feeding on a leaf

of the plant
Source: Biology EASE
Module No. 19, p.12
286
An Egret perching on the back of the
carabao.
Source: https://encrypted-
tbn0.gstatic.com/images?q=tbn:ANd9Gc
QvYHbzfL7p8Fuw49hqUgY6_pqdWF6J_
a-uz4T_RlURr__AcoTg
Guide Questions:
1. How would you differentiate mutualism from both commensalism and
parasitism?
2. The carabao provides a place for the egret to rest. Does the carabao
benefit from the egret?
3. Would it be good for the parasite if it kills its host? Why?
4. Give other examples of each symbiotic relationship.
RUBRIC FOR GRADING ACTIVITY 1

Points Indicators
voice.
One or two members of the group did not
cooperate.
4 The activity was done on time.
One or two questions were not answered
correctly.
voice.
Three or more members of the group did not
cooperate.
correctly.
voice.
287
Date
I. OBJECTIVES
A. Content
Standards
Describe the different ecological relationships found in
an ecosystem. S7LT-IIh-10
C. Learning
1. Define predation and competition.
Competencies
2. Differentiate predation from competition.
3. Cite examples of competition and predation.
Ecological Relationships: Predation and
II. CONTENT
Competition
III. LEARNING
RESOURCES
A. References
Guide pp.
Materials
pp.
7. Textbook
pp.
8. Additional EASE BIOLOGY Module 19 pp. 12-13
pp. from LR
Portal
MooMooMath and Science
B. Other Learning Published May 2, 2019
Resources https://youtu.be/VECARZ-zhKM
IV. PROCEDURE A B
Pair it up: Look at the picture on the other side of the

chalkboard. Look for the correct pair of organisms that
would describe the different interactions.
(Note: Use the pictures in the activity from the
previous lesson.)
Elicit
288
Mini-quiz Bee Guess what?
Prepare a prize for the Show pictures of different
winner so students would sports events. Let the
feel motivated to compete. students identify each.
It could be a pack of
candy for the group, etc. Ask the following
questions:
At least 5 questions will be 1. Why do these
given from the previous teams/individuals
lesson. The first group compete with one
who will get the 3 another?
questions correctly will be 2. Do organisms in the
Engage the winner. ecosystem also compete
with one another? What
Ask the following do you think mostly is the
questions: reason why they
1. Why did you work hard compete?
to answer the questions in
the Mini Quiz bee?
2. Do organisms in the
ecosystem also compete
with one another? What
do you think mostly is the
reason why they
compete?
Divide the class into 4 Divide the class into 4

groups. Give different groups. Give each an
tasks for each. activity sheet.
(The teacher should first Present the rubric before

identify the group whose starting the activity.
members are
inclined/skilled in writing
and has an idea in
performing jazz chants. If
Explore not, the teacher must
prepare a video to show
how a jazz chant is done.)
289
Group Presentation
Presentation of the result of the activity.
Explain
The teacher should critic/assess the presentation after
each presentation.
The teacher should have prepared an interactive

powerpoint presentation which includes pictures
showing competition and predation that are different
from the activity. Make sure that each organism in the
picture is properly labelled and captioned for better
understanding and retention of the lesson.
The teacher may also opt to ask the following

questions to check if the students follow:
1. Why do organisms compete?

2. How is intraspecific competition different from
interspecific competition?
3. Can you give examples?
4. Is there a similarity between competition and
predation?
5. Based on the activity, how would you define
predation?
Elaborate 6. Can you give other examples of predation? Which
of the two is called the predator? Which one is the
prey in your example?
Both competition and predation are somehow similar

in a way because the organisms who win/succeed are
the ones which have strong characteristics capable of
surviving in the wild.
For further understanding, let the students watch this

video on Ecological Relationships.
MooMooMath and Science
https://youtu.be/VECARZ-zhKM
The teacher will facilitate the discussion leading the

students to generalize the lesson. Let the students
discuss briefly the difference between predation and
competition.
Identify the type of ecological relationship that exists

Evaluate
in the organisms stated below and give a brief
explanation for your answer.
290
1. Chicken feeding on earthworms
2. Frog catching a fly
3. Two cats trying to catch one mouse.
4. Tall trees, shrubs and grasses growing in one area
5. Shark feeding on small fishes
Picture Gallery: Complete the picture gallery on

ecological relationships. Take a picture of competition
Extend
and predation among organisms observed in their
barangay.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who got 80% on
the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work? No.
of learners who
have been caught
up in the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did it
worked well?
did I encounter
which my
principal/supervis
or could help me
with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
291
Activity Sheet for A
Activity No. 1
ECOLOGICAL RELATIONSHIP:
COMPETITION AND PREDATION
Objectives:
1. Define competition and predation.
2. Differentiate competition from predation.
Materials:
Worksheet, marker, pencil, Manila Paper
Procedure:
1. Divide the class into 3 groups. Distribute each task to be performed by
each group.
Group 1: Task 1 - Competition

Group 2: Task 2 - Predation
Group 3: Task 3 - Differentiating Competition and Predation.
Task 1. Competition
Directions: Answer the table and the guide questions below.
Organisms What are these Which organism

organisms will most likely
competing for? survive? Why?
A mother rat nursing its young.

(Source: EASE Biology module 19 page
13)
292
Goats and a horse grazing in one area.
Source:
https://www.dreamstime.com/royalty-
free-stock-images-cow-sheep-goat-
pasture-goats-grazing-producing-
organic-foods-image39903459
Varieties of plants growing in the same

area.
Source:
https://pubsapp.acs.org/cen/_img/87
Guide Questions:
1. How would you describe competition as an ecological relationship?
2. Do organisms that compete with one another always the same kind of
organisms?
3. Can you give other examples of competition in an ecosystem?
293
Task 2. Predation
Directions:
1. Choose one picture. Make a simple chant that describes the relationship
between two organisms in a picture. An example is shown for you.
2. After making a chant, each group should make a quick practice on how
they would perform the chant in front of the class during the presentation.
Source: LM, quarter 2 page 130-131
It’s a cat! It’s a cat! A hungry cat!

Sneaking and chasing a poor rat!
The predator that is a cat, tries to
catch its prey, a poor rat.
Zzzzz zzzzz the bugs flies a buzz

Little did they know their life come
to pass?
When the sneaky predator frog
snaps
The noisy buzzing of the prey stops
Wiggle wiggle wiggle the worm

tries to escape
But the predator bird’s keen
eyes, sealed the worms fate
So the wiggling and jiggling of
the poor worm stops
When the bird’s long beak
tightens up
294
Task 3. Differentiating Competition and Predation.
Directions: Pictures are provided for you to observe. Make necessary
observations and identify the differences between the two non-symbiotic
relationships.
Source: https://www.dreamstime.com/royalty-free-stock-images-cow-sheep-
goat-pasture-goats-grazing-producing-organic-foods-image39903459
Source: EASE Biology module 19 page 13)
295
Source: LM Q2 module page 130
Differentiating Competition and Predation
Points of Differences Competition Predation

Types
Describe the relationship
between organisms
Which organism is benefited in
the relationship?
What happens to the organisms
that are weaker?
Give examples of each
ecological relationship
296
RUBRICS FOR ASSESSMENT OF EACH TASK
Task 1 - Competition, and Task 3 - Differentiating Competition and

Predation
Points Indicators
The group presented confidently in a
modulated voice.
One or two members did not cooperate.
4 One or two questions were not answered
correctly.
modulated voice.
Three or more members did not cooperate.
The activity was not done on time.
correctly.
modulated voice.
Task 2 - Predation (Making a Chant)
Points Indicators
All members participated.
The chant described the predator-prey
5 relationship.
The chant had no grammatical errors.
The chant was presented with good
choreography.
One or two members did not participate.
4 relationship.
The chant had minimal grammatical errors.
choreography.
Three or more members did not participate.
3 relationship.
The chant had minimal grammatical errors.
choreography.
297
Activity Sheet for B
Activity No. 1
ECOLOGICAL RELATIONSHIP:
COMPETITION AND PREDATION
Objectives:
1. Define competition and predation.
2. Differentiate competition and predation.
Materials:
Worksheet, marker, pencil, Manila paper
Procedure:
A. Competition
1. Evaluate each picture inside the box. Fill out the table
appropriately.
What are Which
Organisms these organism will
organisms most likely
competing survive?
for? Why?
Mother rat nursing its young.

Source: EASE Biology module 19 page
13
Goat and horse grazing in the same area.

Source:
https://www.dreamstime.com/royalty-free-
stock-images-cow-sheep-goat-pasture-
goats-grazing-producing-organic-foods-
image39903459
298
Varieties of plants growing in the same
area.
Source:
https://pubsapp.acs.org/cen/_img/87
Guide Questions:
1. How would you describe competition as an ecological relationship?
2. Do organisms that compete with one another are always of the same kind
of organisms?
3. Give other examples of competition in an ecosystem?
B. Predation
1. Observe each picture in the box. Answer the question in each
column correctly.
Which is the Which part of

eater? Which is the body does
Organisms eaten? the eater use
to get its
Eater Eaten
food?
Bird feeding on earthworm.
Cat killed a rat for a meal.
299
\\
Frog catching a fly.

(Source: LM, Quarter 2 page 130-131)
Guide Questions:
1. What do we call the organism that is being eaten? How about the organism
that kills the other organism?
2. Why is it easier for predators to capture their prey?
3. Does predation happen among organisms of the same kind or of different
kind?
4. How do predators select its prey?
5. Give examples of predator–prey relationships in our ecosystem other than
the ones given.
6. What is the difference between predation and competition?
RUBRICS FOR GRADING THE PERFORMANCE

Points Indicators
The group showed teamwork in
completing the task; no members
loitering around.
5 The group was able to answer all
the questions and presented their
output on time, and answers have
clear logical explanation.
The group showed teamwork with
one or two uncooperative
members.
4 The group was not able to answer
one or two questions and
presented their output within the
time frame and answers have clear
logical explanation.
Three or more group members are
uncooperative.
3 They were not able to answer the
questions within the time frame but
were able to present their output.
300
I. OBJECTIVES
A. Content
Standards
Standards ecosystem in the locality
Predict the effect of changes in one population on other
C. Learning population in the ecosystem. (S7LT-Iii-11)
Competencies 1. State the concept of population
II. CONTENT Concept of Population

III. LEARNING
RESOURCES
A. References
9. Teacher’s
Guide pp.
10. Learner’s 146, 164
Materials
pp.
11. Textbook
pp.
12. Additional
pp. from LR
Portal
https://www.tes.com/lessons/TcWEdsPpU4JXvQ/comp
etition-between-animals
https://www.flickr.com/photos/smacdonald/4229353481
/
https://www.shutterstock.com/image-vector/pond-
320472629
https://www.stripes.com/news/no-legal-action-by-guam-
on-carabao-kill-1.11027#gallery
B. Other https://www.shutterstock.com/image-photo/zebras-
Learning flock-moremi-game-reserve-okavango-372936433
Resources https://store.starfall.com/product/pond-ecosystem-
poster
https: //www.youtube/watch?v=clfpKLobrwQ
301
III. PROCEDURE A B
Let the students recall The teacher may post on
what they have learned on the board pictures of
the previous topic about various examples of
the different ecological predation and competition
relationship specifically and let the students
about competition and identify/ classify whether
predation by asking: the ecological relationship
 How does is predation or competition.
competition differ
with predation?
 Cite examples
showing
competition and
predation among
organisms.
 What is the
importance of
predation and
competition in an
ecosystem? A
https://www.tes.com/lesso
ns/TcWEdsPpU4JXvQ/co
Elicit mpetition-between-
animals
A
https://www.tes.com/lesso
ns/TcWEdsPpU4JXvQ/co
mpetition-between- B
animals https://www.flickr.com/pho
tos/smacdonald/42293534
81/
B
https://www.flickr.com/pho
tos/smacdonald/42293534
81/
302
Show the students different types of ecosystems and let
them identify the different organisms which could be
found in each of them.
Note: The teacher may relate the activities in the elicit
part to the engage part. The teacher may use the guide
questions below.
Questions:
1. What are the different organisms present in this
picture?
2. Are there organisms that are similar in the
pictures?
Engage
https://www.shutterstock.com/image-
vector/pond-320472629
The students will be divided into 4 groups and they will

perform the activities on I belong! and Find it out!
(Please see attachment for the procedure of the
activity)
Rubrics:
Content/Answers – 50%
Explore Delivery/Presentation-30%
Participation & -20%
cooperation 100%
303
Each group will present Each group will present
their output. their output.
Guide questions: Guide questions:

1.What are the different 1.Was it easy for you to
organisms found in these identify the different
ecosystems? organisms in an
Explain 2. Which organism has the
ecosystem? Why? Why
highest number? Which
not?
has the lowest number?
2. How would you know if
3. What term is used to
the organism belongs to
describe a group of similar
its population?
organisms found in an
ecosystem? ( Hint: PAT
UP O LION)
The teacher will facilitate the discussion in making a

generalization of the lesson by posting/ asking the
following questions:
 How do we identify the different population in an
ecosystem?
 Why is it important for the organisms to stay on
their habitat?
 Do different population of organisms perform the
same role?
 What is the concept of population?
Elaborate
 What happens when one population is greater
than the other population?
Population
■ Any group of organisms of the same species in
the same space and time in a given ecosystem
■ A group of interbreeding organisms that live in a
particular location
The teacher will show a videoclip presentation for

further understanding of students. Please refer to the
link
304
Post a picture of an ecosystem and let the students
identify the population.
Evaluate
https://www.stripes.com/news/no-legal-action-by-guam-
on-carabao-kill-1.11027#gallery
Enumerate the factors that affect population in a given
Extend
scenario.
VI. REFLECTION
VII. OTHERS
A. No. of learners
who got 80% on
the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who have
been caught up in
the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did it
worked well?
did I encounter
305
which my
principal/supervis
or could help me
with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
306
ACTIVITY
I BELONG!
Objectives:
1. Identify the groups of similar organisms in an ecosystem
Material:
2. Pictures of different ecosystems
https://www.shutterstock.com/image-photo/zebras-flock-moremi-game-
reserve-okavango-372936433
https://store.starfall.com/product/pond-ecosystem-poster
307
Procedure:
For Group 1
Describe the pictures of different group of organisms by filling up the table.
Note: The teacher may give other examples of organisms in a certain
ecosystem.
Name of Organism Number
1.
2.
3.
4.
Guide question:
1.What are the different organism found in these ecosystems?
2. Which organism has the highest number? Which has the lowest number?
3. What term is used to describe a group of similar organisms found in an

ecosystem? ( Hint: PAT UP O LION)
For Group II Lights, Camera , KAPARE-WHO?

Presentation in the form of Pantomime/Acting
Students will act and emulate some of the sounds of organisms found in a
certain ecosystem and let them describe the need to be in group of their own
kind.
308
Date
I. OBJECTIVES
A. Content
Standards
Predict changes in abiotic factors on the ecosystem.
S7LT-IIj12
C. Learning
1. Cite various factors that can affect one population in a
Competencies
given scenario.
2. Describe how these factors affect population.
II. CONTENT Factors and Conditions Affecting Population
III. LEARNING
RESOURCES
A. References
1. Teacher’
s Guide
pp.
2. Learner’s
Materials
pp.
3. Textbook
pp.
4. Addition
al pp.
from LR
Portal
The Limiting Factors of Population Growth, Chapter 19
Lesson 16
https://study.com/academy/lesson/the-limiting-factors-of-
population-growth.html
https://www.yourquote.in/sahana-chandrashekar-
r7c/quotes/everything-limit-empty-glass-limit-get-filled-
B. Other
tiny-heart-get-0g1y
Learning
Resources
https://www.awl-images.com/stock-photo-south-africa-
western-cape-lambert-s-bay-gannet-colony-cape-
gannet-image00475521.html (For Figure 1)
Holltzclaw, F. et. al., Prentice Hall Science Explorer,

Environmental Science. Needham, Massachusetts
309
IV. A B
PROCEDURE
Let the students recall what they have learned on the

previous topic about the concept of population by
asking:
1. What is population?
Elicit
2. Would all insects in the forest be considered a
population? Why or Why not?
Do you think there are factors that can possibly affect

one population?
Emphasize that the period Emphasize that the

will be spent in studying period will be spent in
certain conditions that can studying certain
affect one population in a conditions that can
given scenario. affect one population in
a given scenario.
Let the students analyze the
story below and elicit their The teacher will post a
thoughts about it: quotation on the board
and solicit the student’s
“Trying to take over the thoughts by asking the
world” questions below.
Your little brother Marcus’ 5th “Everything has a

birthday is coming up. He has limit, An empty glass
been asking you over and has a limit to get filled,
over for an enclosed ant farm A tiny heart has a limit
(formicarium) that he saw in a to get broken, A little
Engage
catalog. On his birthday you soul has a limit to
surprise him with the gift he tolerate. When the
has fantasized about for limit is crossed
months. After he thanks you DESTRUCTION
repeatedly, he tells you why overflows.” -Sahana
he really wanted the ant farm.
Marcus has plans to grow the https://www.yourquote.in
biggest ant population in the /sahana-chandrashekar-
world right in his bedroom. r7c/quotes/everything-
You immediately feel sad that limit-empty-glass-limit-
you brought it for him get-filled-tiny-heart-get-
because you know that this 0g1y
plan will not work.
Questions:
https://study.com/academy/le 1. What was the
sson/the-limiting-factors-of- quotation all about??
population-growth.html 2. Is it important to set
limit on everything?
Questions:
310
1. What does Marcus plan to 3. How can you relate
do with his enclosed ant the quotation about
farm? setting limits on the
2. Is it possible to grow the concept of population?
biggest ant population in the
world right in his bedroom?
Why or why not?
3. How can you relate your
concept on population on the
situation of Marcus
The teacher will divide the class into three groups. Each
group will be given a scenario and they will identify what
Explore factors affect the population in that particular situation.
(Please, see attachment for the procedure of the
activity.)
Let students present their output. Focus on the Guide
Explain
Questions given in the Activity.
Guide Questions for each group:
Group 1
1. Why do you think all 15 giraffes cannot survive in that
area? 2. What condition or factor affects the giraffe’s
population?
3. How can that factor affect the population in an
ecosystem?
Group 2
1. Is it possible for all the gannets to produce offspring?
Why or why not?
2. What condition or factor affects the gannet’s
population?
ecosystem?
Group 3
1. What causes the sudden rise in the death rate of the
insect population?
2. What condition or factor affects the insect population
in this scenario?
ecosystem?
Rubrics:
Content/Answers - 50%
Delivery/Presentation - 30%
Participation & Cooperation - 20%
100%
311
The teacher facilitates the discussion of the following
concepts.
When conditions are good, a population will generally

increase. But a population does not keep on growing
forever. Eventually, some factor in its environment
causes the population to stop growing and those factors
are called limiting factors.
A limiting factor is anything that constrains a

population’s size and slows or stops it from growing.
Food. Organisms require food to survive. In an area

where food is scarce, this becomes a limiting factor. No
matter how much shelter, water, and other resources
might be, the population will not grow much higher than
10 giraffe (in relation to the activity conducted). The
largest population that an environment can support is
called its carrying capacity. The carrying capacity of the
environment in the scenario for group 1 is 10 giraffes.
Area. Space is often a limiting factor for plants. The

amount of space in which a plant grows can determine
how much sunlight, water, and other necessities the
Elaborate
plant can obtain.
For example, many pine seedlings sprout each year in a

forest. But as the trees get bigger, those that are too
close together do not have enough space to spread their
roots underground. Other tree branches block out the
sunlight they need to live. Some of the seedlings die,
limiting the size of the pine population
Weather. A single severe weather event can
dramatically change the size of one population by killing
many organisms. For instance, a flood and hurricane
can wash away nests and burrows just as it damages
the home of humans.
Questions:
1. How can those factors affect populations in an
ecosystem?
2. Are those factors important in attaining balance in the
ecosystem? Why or Why not?
312
Exit Ticket:
Name of the Student:
Grade and Section:
Evaluate
What are the things I have learned today?
How am I going to apply such learning in real-life
situations?
Construct a cause and effect diagram that shows how

Extend
population change due to certain factor.
V. REMARKS
VI.
REFLECTION
VII. OTHERS
A. No. of
learners who
got 80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial
lessons work?
No. of learners
who have been
caught up in
the lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
313
F. What
difficulties did I
encounter
which my
principal/
supervisor
could help me
with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with
other teachers?
314
Activity Sheet
I AM AFFECTED
Objective: Identify factors that affect a certain population in a given scenario
Procedure: Read and analyze the given scenario and answer the guide
questions
Group 1
Scenario: Suppose a giraffe needs to eat 10 kilograms of leaves each day to
survive. The trees in an area can provide only 100 kilograms of leaves a day
to stay healthy. Five giraffes could live easily in this area, since they would
only require a total of 50 kilograms of food. But all 15 giraffes could not
survive.
Guide Questions:
1. Why can all 15 giraffes not survive in that area?
2. What condition or factor affects the giraffe’s population?
3. How can that factor affect the population in an ecosystem?
Group 2
Scenario:
Figure 1. Gannet’s Population
These birds called gannet, spend most of their lives flying over the ocean. They
only land on this rocky shore to nest. But as you can see, the shore is very
crowded. If a pair of gannets does not have space to build a nest, that pair will
not be able to produce offspring.
315
Guide Questions:
1. Is it possible for all the gannets to produce offspring? Why or why not?
2. What condition or factor affects the gannet’s population?
Group 3
Scenario: Many insect species breed in warm weather. As rainy season begins,
the flood/ rain kills many of the insects. This sudden rise in the death rate
causes the insect population to decrease.
Guide Questions:
1. What causes the sudden rise in the death rate of the insect population?
2. What condition or factor affects the insect population in this scenario?
316
Date
I. OBJECTIVES
A. Content
Standards
Standards ecosystem in the locality
Predict the effects of changes in one population to
C. Learning another population in an ecosystem. S7L-Iii-11
Competencies 1. Cite the changes that take place in a population;
2. Describe how these changes affect other population
II. CONTENT Changes in Population
III. LEARNING
RESOURCES
A. References
13. Teacher’
s Guide
pp.
14. Learner’s
Materials
pp.
15. Textbook
pp.
16. Addition
al pp.
from LR
Portal
B. Other
MISOSA 6, Module 11
Learning
Resources
IV. A B
PROCEDURE

previous topic about the different conditions that affect
population.

Elicit 1. What are the factors or conditions that affect a
population in an ecosystem?
2. Can you give a specific scenario where these
conditions are observed?
317
The teacher will select from the given developmental
questions/formative assessment or activity below to
establish the lesson:
The teacher may present a population trend (i. e size,

sex, age) in the Philippines or in their province,
municipality or even in their barangay.
What are the factors (abiotic, relationships) affecting a

population?
Engage
Let students compare how the population size, gender,
age vary over time. How do they affect one another?
Let the students explain the statement below:

Everything is connected to everything else.
Questions:
1. Are we all connected?
2. In an ecosystem, how are abiotic factors and
symbiotic relationships affect a population
Note: Teacher will only The students will perform:

choose 1 activity or a Worksheet 1: The
combination intended for Hungry Frog
differentiated activity
based on learners’ skills
and interests.
Worksheet 2: My
Population, My
Ecosystem!
Note: Students must be

Explore informed that they need to
bring cartolina and art or
any coloring materials
prior to the conduct of this
activity
Design an activity that will

describe how changes in
the number of population
affect another population in
an ecosystem. Be able to
use at least three species
(either plants or animals)
which will represent every
318
population (population A, B
and C). You may think of
an event that will cause an
increase or decrease in the
population. You can use
caricature or simple
drawings that will visualize
the ecosystem where the
population is.
Answer the following

questions below:
1. How many individual
species are present in
each population?
2. How does each
population affect another
population in the
ecosystem?
3. What happens to
population B and C if there
is an increase in
population A?
4. What happens to
population B and C if there
is a decrease in population
A?
Worksheet 3: Friend or
Foe?
Note: Students must be

informed that they need to
bring cartolina and art or
any coloring materials
prior to the conduct of this
activity
Make a comic strip that

portrays the interaction
among frogs, dragonflies
and wasps in an
ecosystem. Design a
creative scene that shows
how the frog executes his
dominance to the
dragonflies; and the
dragonflies to the wasps.
The storyline must be
composed of groups of
319
these three species (which
will serve as population)
which are trying to
dominate the place
(ecosystem).
Note: The population

which has the large
number of members shall
dominate.
Note: Teacher should be

careful in evaluating the
output of students to be
able to bring and redirect
the activity to the lesson’s
objective
Time allotment: 20 mins

Rubric for scoring:
Content - 30%
Creativity/ - 30%
Originality
Presentation - 30%
Cleanliness - 10%
100%
Students present their output.

Let them answer:
Explain
1. What specific changes in population were observed in
the activity?
2. Do they affect other population?
Population changes over time.
It can change in their numbers and structure- for

example age, sex distribution.
An increase in population poses advantages such as

protection from predators, and greater reproduction
Elaborate potential.
Based on the activity you performed, what are the

advantages brought by an increase in the population
size? How about its disadvantages?
However, a decrease in population reduces defensive

strength of a species, and becoming less efficient in
food gathering.
320
Based on the activity you performed, what are the
advantages brought by the decrease in the population
size? How about its disadvantages?
Effects of changes in population size is also evident

among plants. In a rice field for example, too much
weeds may cause detrimental effects to harvest.
Moreover, an increase in the population of golden apple
snails can reduce the rice yields.
How does the increase in the number of weeds and

golden apple snails pose negative effects to rice growth
and germination?
The teacher may ask the question: What are the local
practices of farmers to lessen the unwanted vegetation
and pests in rice fields
True or False. Write true if the statement is correct and

false if it is incorrect.
1. Change in population may be in their numbers and

structure- for example age, sex distribution.
2. Population does not change over time.
Evaluate 3. An increase in population poses advantages such as
protection from predators, and greater reproduction
potential.
4. Decrease in population reduces defensive strength of
a species, and becoming less efficient in food gathering.
5. Changes in a population do not affect other population
in an ecosystem.
In marine ecosystem, what will happen to coral reef if

there is an abundance in algae while diminishing
Extend
population of parrotfish?
V. REMARKS
VI.
REFLECTION
VII. OTHERS
A. No. of
learners who
got 80% on the
formative
assessment
321
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial
lessons work?
No. of learners
who have been
caught up in
the lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter
which my
principal/
supervisor
could help me
with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with
other teachers?
References and Links:

Image of frog: www.shutterstock.com
Image of dragonfly: www.clipartimage.com
Image of wasp: www.123rf.com
322
Activity Sheet for B
Worksheet 1
THE HUNGRY FROG
A number of frogs, dragonflies and wasps live in an ecosystem.

Generally, frogs feed on dragonflies and dragonflies feed on wasps. An
increase or decrease in the population of frogs will create an effect to other
organisms that dwell on the same ecosystem. This activity determines the
effect in the change of population (No. of species) to other population in an
ecosystem. The feeding pattern of the three organisms is one-is-to-one ratio
where a frog eats 1 dragonfly and a dragonfly eats one wasp.
Case 1: In a pond ecosystem, there are 3 frogs, 5 dragonflies and 6 wasps.
Frogs Dragonflies wasps
After a week, the number of frog increased to 4, since frog feeds on

dragonflies, and dragonflies to wasps, determine how many dragonflies and
wasps were left.
Questions:
1. How many dragonflies were left?
2. How many wasps were left?
323
After a month, 2 frogs died due to sudden change in the weather
condition. Determine how many dragonflies and wasps were left.
Questions:
1. How many dragonflies were left?
2. How many wasps were left?
324
Cut these images for students’ presentation.
Worksheet 2
325
MY POPULATION, MY ECOSYSTEM
Design an activity that will describe how changes in the number of

population affect another population in an ecosystem. Be able to use at least
three species of organisms which will represent every population (population
A, B and C). You may think of an event that will cause an increase or
decrease the population size. You can use caricature or simple drawings that
will visualize the population and the ecosystem.
Answer the following questions below:

1. How many individual species are present in each population?
2. How does each population affect another population in the
ecosystem?
3. What happens to population B and C if there is an increase in
population A?
4. What happens to population B and C if there is a decrease in
population A?
Worksheet 3
FRIEND OR FOE?
Make a comic strip that portrays the interaction among frogs,

dragonflies and wasps in an ecosystem. Design a creative scene that shows
how the frog executes his dominance to the dragonflies; and the dragonflies
to the wasps. The storyline must be composed of groups of these three
species (which will serve as population) which are trying to dominate the
place (ecosystem).
Note: The population which has the large number of members will
dominate the system.
326
Time and
Quarter/Week/Day Q2W9D3
Date
I.
OBJECTIVES
The learners demonstrate an understanding of organisms
A. Content
interacting with each other and with their environment to
Standard
survive.
B. Performance The learner should be able to conduct a collaborative action to
Standard preserve the ecosystem in the locality
Predict the effect of changes in one population on other
C. Learning
population in the ecosystem. (S7LT-IIi-11)
Competencies/
Objectives
2. Cite the importance of preserving an ecosystem
3. Identify ways on preserving an ecosystem
II. CONTENT
Importance of Preserving the Ecosystem
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Material pages
3. Textbook
pages
4. Additional
Material from
Learning
Resource
(LR) Portal
B. Other REFERENCES AND LINKS:
Learning
Resources Asuncion, Alvie J. et al. 2017. Science- Grade 7 Learner’s
Material First Edition. Pasig City: Department of Education
Asuncion, Alvie J. et al. 2017. Science- Grade 7 Teacher’s Guide
First Edition. Pasig City: Department of Education
327
IV.
PROCEDURES
A B
ELICIT
Let the students recall what they Let the students recall
have learned on the lesson about what they have learned on
the effects of one population to the lesson about the
another population. effects of one population
to another population.
* Let them give examples showing
how a certain population affects * Let them give examples
another population. showing how a certain
population affects another
population.
ENGAGE
Emphasize that the period will be Emphasize that the period

spent in studying the importance of will be spent in studying
preserving the ecosystem. the importance of
preserving the ecosystem.
Let the students enumerate and
describe a particular place/ Show pictures of an
ecosystem in the locality that has ecosystem that has
drastically changed over a period of drastically change over a
time due to human activities. period of time because of
human activities and let
Solicit students thoughts through them describe what they
asking the following questions: have observed.
1. What can you say about the Note: Show two pictures of
different ecosystem in your the same ecosystems and
barangay/locality? Did you observe label it with “before” and
any changes? “after”
2. Why do you think that particular
ecosystem drastically changed Solicit students thoughts
over a period of time? through asking the
1. What can you say about

the ecosystem in the
picture? Did you observe
any changes?
2. What do you think are
the causes of such
change?
328
EXPLORE
The students will be
divided into groups and
The students will be divided into
they will perform “Yes, I
groups and they will perform “Yes, I
can do Something!”
can do Something!”
Rubric:
Rubric:
Content -
Content - 40%
40%
Creativity/Presentation - 40%
Creativity/Presentation -
Participation - 20%
40%
Total - 100%
Participation -
20%
(Please see attachment for the
Total -
procedure of the activity. The
100%
teacher may limit the types of
(Please see attachment
presentation that the students may
for the procedure of the
perform.)
activity. The teacher may
limit the types of
presentation that the
students may perform.)
EXPLAIN
Each group will present
Each group will present the output. the output.
Guide questions: Guide questions:

1. What did you feel about the 1. What did you feel about
different presentations of the the different presentations
groups? of the groups?
2. What can you do to preserve an 2. What can you do to
ecosystem? preserve an ecosystem?
ELABORATE
329
The teacher will facilitate the discussion leading the students to
generalize generalization of the lesson by posting/ asking the
• What are the ways in preserving our ecosystem? Give

examples.
. How do we take care of the nature?
• Why is it important for the ecosystem to be balanced?
• As stewards of nature, what are the implemented
programs of the LGU specifically in your barangay which help
preserve the ecosystem?
• As a student, what can you do to preserve the
ecosystem? Explain your answer.
The teacher will show a video clip (https://youtu.be/VOIQ3ljjl40)

presentation about environmental preservation.
EVALUATE
Explain briefly the ways on how you can preserve the
ecosystem.
EXTEND
J. Additional Conduct an interview with the barangay captain in your
activities for respective area about the programs in preserving the ecosystem
application or in the community/barangay.
remediation
V. REMARKS
VI.
REFLECTION
A. No. of
learners who
earned 80% on
the formative
assessment
B. No. of
learners who
require
additional
activities for
remediation.
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
D. No. of
learners who
330
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 can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other teachers?
331
YES, I CAN DO SOMETHING!
Objectives:
 Recognize the importance of preserving an ecosystem

 Identify ways on preserving ecosystem
Material: appropriate props for the presentation
Procedure:
For Groups 1 to 3
Group the students according to their talents. They are going to identify ways
on how they can preserve the ecosystem and what they can do in maintaining
the balance in nature through the following:
Group 1- Song / Jingle writing
Group 2- Dance / Dance interpretation
Group 3- Poster Making
Note: The teacher may give other forms of presentation based on students’
talents
332
I. OBJECTIVES
A. Content
Standards
Predict the effect of changes in abiotic factors on the
ecosystem S7LT-IIj-12
C. Learning
Competencies
1. Cite and describe the effects of intensity of light in an
ecosystem
Effect of Changes in Abiotic Factors on the
II. CONTENT
Ecosystem (Light and Temperature)
III. LEARNING
RESOURCES
A. References
17. Teacher’s
Guide pp.
18. Learner’s
Materials
pp.
19. Textbook
pp.
20. Additional MISOSA 6: Module 11
pp. from LR
Portal
RBS Science and Technology Series, Science Links 7,
Revised Edition 2017, ISBN 978-971-23-8305-2, Work
C. Other
text (03-SB- 00104-1), Published copyrights 2017.
Learning
Resources
Science, Environment, Technology and Society
III. PROCEDURE A B
Assess the students’ knowledge about the topic by
giving the simple activity by group:
“Components of Ecosystem-A”
The teacher will post a picture of an ecosystem.

Elicit
Attached to the picture are the identified components
written in a meta-card.
1. Task the students to group the identified factors

of ecosystem as Living components and Non-
living components.
333
Teacher checks the answers of the students.
Teacher emphasizes the difference between biotic and

abiotic components in an ecosystem.
Biotic Factors- the living component of an

ecosystem.
Abiotic Factors- the non-living components of an
ecosystem.
The teacher will post on the board the Cause and Effect
Chart Template for the next Activity. (Template A)
“Components of Ecosystem B”
Using the answers you placed on the board, think about
how these components affect one another by completing
the Cause and Effect Chart (provided by the teacher).
You may add more rows to the chart
(Template A) Abiotic Causes Effect Biotic

factor (More factor
or less)
Sufficient Water Causes More Plants
amount
Insufficient Causes
amount
Sufficient Causes
amount
Insufficient Causes
amount
Engage
1. Will one component survive without the other
component? Why?
The teacher will discuss the three categories of

ecosystem’s abiotic component: Climatic factors,
edaphic factors and physiographic factors.
Climatic Factor includes: light, temperature, water and

wind.
Edaphic Factor includes: soil texture (clay, sandy and or
loam soil), Soil pH, and Humus content.
Physiographic Factor includes: topography (altitudes
and slopes) and Direction where it faces.
Focus question:
1. What do you think will happen if one of the
abiotic factor such as light changes? Will this
have a direct impact over the other?
Explore Activity 1
334
Effect of Light in Growth Performance of Mung Bean
(Mongo Plant)
(see separate activity sheet)
Let the students present

their data, observation and
answers on the guide
questions.
1. Which among the

set- ups has
Let the students present
greatest average
their data, observation and
plant height? Which
answers on the guide
has the least
questions.
average plant
height?
1. What can you say
about the plant
2. As to the length and
height of the 3 set-
width of the leaves,
ups?
which set up
produced the
2. What you observe
Explain highest average
about the length
leave length and
and width of the
width?
leaves?
3. What does the color
3. Are the colors of the
of the plant suggest
plants in the 3 set-
when exposed to
ups the same?
sunlight?
4. What abiotic factor
4. What abiotic factor
is responsible for
is responsible for
such differences of
such differences of
the same plant?
the same plant?
5. Based from the data

presented, how did
the amount of
sunlight affect the
growth performance
of mongo plant?
335
The teacher will discuss what light is and its
components/ factors that affect mainly an organism and
the ecosystem as a whole.
Light is the visible portion of the solar radiation. It

is the primary source of energy in almost all organisms.
This is the energy that is trapped by plants and used in
the food manufacturing process (photosynthesis).
There are four (4) factors of light important that

plays an important part in any ecosystem are;
1. Wavelength- either blue or red is very important

during photosynthesis. Light is not a limiting factor
in terrestrial ecosystem, but it is in aquatic
ecosystems. They do not penetrate deeply into
the water, limiting the depth of the photic zone to
300 ft.
2. Light Intensity- this pertains to the amount of

light that strikes the earth’s surface. This varies
according to latitude.
3. Duration- pertains to the length of day and night

Elaborate
that varies during certain time of the year as
season/ weather changes. Plant can detect the
length of time they are exposed to sunlight, and
this affects their growth and blossoming.
The relative length of daylight and darkness
that affects the behavior of functioning of plants is
called photoperiodism.
Short day plants- plants that produce flowers at

night is longer than during the day; (e.g. poinsettia
and chrysanthemum)
Long day plants- produce flowers when days

are longer than nights; (e.g. radish, spinach,
clover, wheat plants)
Neutral plants- these are plants that are not

influenced or affected by the length of days and
nights. (e.g. corn, and tomato)
Light duration is also affected by stratification or

layering that exists in some ecosystems.
Heliophytes- plants that grow well in sunlight.
336
Sciophytes- plants that grow well in shady
condition.
4. Temperature- an important abiotic factor

because the biochemical processes that brings
about life is temperature dependent. Certain
metabolic functions in the body can happen only
under certain temperatures. Too much heat or too
little heat can cause biochemical reactions to fail.
Extreme temperature can also cause destruction
to body tissues and cells.
Since temperature is important in the metabolic

functioning of living organisms, animals are
divided into two (2) distinct categories based on
body temperatures;
a. Endothermic animals- are those animals with

stable body temperature. No matter where they
are, their body temperature does not change.
Metabolic functions among endotherms go on
smoothly wherever they are.
b. Exothermic animals- they have unstable body

temperature. Body temperature is affected by
environmental temperature.
Aside from the hazardous effects of extreme

temperatures, warm and cold seasonal temperatures
can also influence living things in many different ways
such as;
Various plant functions and behavior like

blossoming of flowers, seed germination (called
vernalization) pollination, and plant dormancy are
markedly influenced by temperature.
Temperature also affects the following animal

behaviors’; the seasonal migration of birds and
some insect species, aestivation (passing of
season) of animals during warm and dry
conditions, and hibernation of animals such as
the polar bears during cold and dry season.
In places affected by long, harsh winters, some

animals develop fats as food reserves and grow
thicker fur to keep them warm.
337
For B:
Read the following items carefully. Choose the letter of
the correct answer.
1. A factor affecting the weather condition of an
ecosystem is termed __________.
a. climatic factor
b. edaphic factor
c. physiographic factor
2. What is main source of light energy in almost all

ecosystems?
a. sun
b. stars
c. moon
3. Light energy is needed by plants and used in what

process?
a. gas exchange
b. reproduction
c. photosynthesis
4. Radish, spinach, clover, and wheat plants are

long day plants therefore they __________.
a. need fertilizer to grow

Evaluate
b. requires more water to produce fruits
c. produce flowers when days are longer than
night
5. Poinsettia and chrysanthemum are short day

plants, therefore they __________.
a. produce fruits year round
b. require more exposure to sunlight to survive
c. produce flowers when night is longer than

day
II- Give what is defined in each number

6. Pertains to the amount of light that strikes the
earth’s surface. Light intensity
7. Types of plants that grows well in well lighted

ecosystem. Heliophytes
8. This affects the behavior and function of plants as

to the relative length of daylight and darkness.
Photoperiodism
9. These are group of animals with stable bodily

temperature. Endothermic animals
338
10. Group of animals with unstable body temperature
and therefore relying on other components of
ecosystem to stabilize and maintain their body
temperature. Exothermic animals
For A:
Explain briefly: (for 5 points)
1. What could happen to the plants and animals if
amount of light in the ecosystem changes? Will
this have a direct impact over the other? How?
Why?
1. Enumerate importance of the air and water in the

environment.
2. What activity of human contributes to the changes

Extend
in air and water condition?
3. How can we lessen the negative effect of human

activity in our resources such as water and air?
VI. REFLECTION
VII. OTHERS
A. No. of learners
who got 80% on
the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who have
been caught up in
the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did it
worked well?
did I encounter
which my
339
principal/supervis
or could help me
with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
340
Activity 1
Effect of Light in Growth Performance of Mung Bean (Mongo Plant)
Objectives:
1. Investigate the effect of the amount of light in the growth of mongo plant.
2. Compare and contrast the growth performances of Mongo plant in
relation to the amount of light.
Materials:
1. Mongo Plant (At least 2- 3 weeks old)
a. Exposed to sunlight
b. Kept inside a room
c. Kept inside a box (no light)
2. Data notebook
3. Ruler
Procedure (For advance level)

1. Examine the three set ups.
2. Complete the table below based from your observation and
measurement.
Average Average Color of
Average Average
Set Leaf Leaf the stem
Height no. of
up Length Width and
(cm) Leaves
(cm) (cm) leaves
A
3. For Average Height.
Using a ruler, measure the length of the plants individually for

each set up from the tip of the roots up to the leaf apex. Then, sum up
the heights of the plants and divide it by 5.
p1+p2+p3+p4+p5= average height (cm)

5
341
4. For Average Number of Leaves.
Count all the visible leaves in each set up. Then divide the sum
by 5.
Total number of leaves= average number of leaves

5
5. For Average Leaf Length.
Select one sample from each set up, measure the length of
mature leaves from each sample separately. Add all the length of the
matured leaves of each plant then divide it by the total number of leaves.
Total leaf length = Average leaf length (cm)

Total number of leaves
6. For Average Leaf Width.
With the same sample in step #5, measure the width of mature
leaves from each sample separately. Add all the width of the matured
leaves of each plant then divide it by the total number of leaves.
Total leaf width = Average leaf width

Total number of leaves
Guide Questions
For A
1. Which among the set- ups has greatest average plant height? Which has
the least average plant height?
2. As to the length and width of the leaves, which set up produced a highest
average leave length and width?
3. What does the color of the plant suggest when expose to the sunlight?
4. What abiotic factor is responsible for such differences of the same plant?
5. Based from the data presented, how did the amount of sunlight affect
the growth performance of mongo plant?
For B
342
1. Let the students observe the physical appearance of the three set
ups. Describe the appearances in terms of:
a. Length and width of the leaves
b. Color
2. What abiotic factor is responsible for such differences of the same

plant?
Conclusion:
Key Concept
Light is the visible portion of the solar radiation. It is the primary source of
energy in almost all organisms. This is the energy that is trapped by plants and
used in the food manufacturing process (photosynthesis).There are four (4) factors
of light that plays an important part in any ecosystem, these are; Wavelength,
Light Intensity, Duration, and Temperature.
343
For the preparation of Mongo Plant
(These may be given as assignment)
Materials needed
1. Mongo beans
2. Sand/ black soil as substrate
3. 3 container (anything that may serve as pot)
4. Water for watering the set up
5. Box
Procedure
1. In a container, place ample amount of black soil to serve as the
substrate. Add water enough to soak the substrate.
2. Put at least 5 mongo beans in three containers for three set ups.
a. Exposed to the sun
b. Kept inside the room
c. Kept inside a box
3. Label each container properly and secure it from any pest.
4. Water the set up regularly, with equal amount of water for up to

two or three weeks or as the group desires.
344
Time & Date Quarter/Week/Day Q2W10D1
I. OBJECTIVES
Standards organisms interacting with each other and with their
C.
D. Learning At the end of this lesson, the learners should be able
Competenci to:
es/Objective 1. Predict the effect of changes in abiotic factors on
s Write the the ecosystem. S7LT-IIj-12
LC code for a. Cite and describe the effects of changes in air
each and water in the ecosystem.
II. CONTENT Effect of Changes in Abiotic Factors on the
Ecosystem (Air and Water)
A. References
1. Teacher’
s Guide
pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additiona
l
Materials
from
Learning
Resource
(LR)
portal
B. Other https://study.com/academy/lesson/abiotic-factors-of-
Learning an-ecosystem-definition-examples-quiz.html
Resources https://www.mass.gov/files/documents/2016/08/vl/hea
lth-and-env-effects-airpollutions.pdf
IV. PROCEDURE A B
ELICIT Meaningful Learning:

previous lesson specifically on the effects of light to the
ecosystem.
1. How does the amount of light affect the growth
of plants?
345
2. What are the four factors of light that play an
important part in the ecosystem?
ENGAGE “Fix me, I’m Broken”
The teacher divides the class into two groups. Each

group will be given a picture puzzle that they need to
assemble for 1 minute. Afterwards they need to post
their output on the board. (Flash the timer on the
PowerPoint presentation)
Picture Puzzle:
Picture 1 Picture 2
Picture 1: Credit:universetoday.com
Retrieved from:
https://www.universetoday.com/41702/picture-of-
earth-from-space/
Picture 2: Credit: shutterstock.com

Retrieved from:
https://www.shutterstock.com/search/polluted+earth
The following guide questions will be asked based on

Picture # 1.
1. As you look closer on the first picture, what did you

see in the aerial view of earth from the outer space?
(Answers may vary, but let the students identify
the spheres or subsystems of earth represented
by different colors- land, air and water).
What is the dominant color on the surface of the earth?

(Blue).
What does it represent? (Water-tell the students that

about 71 percent of the Earth's surface is covered by
water)
346
How about the white portion surrounding the earth,
what does it represent? (Air-explain that air is around
us made up of several gases which are necessary for
life).
On earth surface, what does the green and yellow color

represent? (Land)
(Instill and let the students visualize that big part of the
subsystems of our planet is made up of water and
small portion of that is land which is surrounded by air.
Explain that subsystems air, water and land are

examples of abiotic factors that have specific roles
and effects in nature as they help shape and define
ecosystem.
The following guide questions will be asked based

from Picture # 2.
2. How about on the second picture what did you see

and observe?
(Answers may vary)
The picture shows a “crying planet earth” because

of waste/pollutants.
Does the composition of air and water before still the

same nowadays?
(No, because before we have fresh air and water
but now it becomes polluted)
What do you think will happen if the natural

composition of air and water changes?
(Explain that due to changes in natural composition of

air and water, the entire ecosystem is affected. When
one of these abiotic factors was changed or removed
it will directly affect the ecosystem including its living
components).
347
EXPLORE 1. Divide the class into four groups. Distribute the kit
containing the activity sheet such as Manila paper
and a ready-made concept map.
For today’s activity, each group will be given 10

minutes to accomplish the assigned task. After
which, they need to post their output on the board
and must be ready for presentation.
Group 1. In a piece of manila paper students will list

down the effects of changes in air (air pollution) in the
ecosystem.
Group 2. In a piece of manila paper students will list

down the effects of changes in water (water pollution)
in the ecosystem.
Developing a Concept Map:
Group 3. Complete the concept map by writing or

giving a word or phrase that relates to possible causes
of changes in natural composition of water (water
pollution).
Group 4. . Complete the concept map by writing or

giving a word or phrase that relates to possible causes
of changes in natural composition of air (air pollution).
Example:
Causes of
Water
Pollution
Industrial
Chemicals
2. When the students are already seated by groups:

Ten minutes countdown will start.
3. Flash the timer on the PowerPoint presentation.
Assign group leader who will report the output in front.
348
EXPLAIN BIG GROUP DISCUSSION
Students present their outputs to the class.
Very good, everyone! You have successfully learned

the effects of air and water in the ecosystem if changes
happened on these abiotic components.
A five minute video presentation will be given to the

class with regards on the causes and effects of air and
water pollution to the ecosystem.
Retrieved from:
https://www.youtube.com/watch?v=t7Q7YxjR5E
https://www.youtube.com/watch?v=Om42Lppkd9w
ELABORATE The teacher will discuss in detail the effects of air and
water in the ecosystem.
(To avoid time constraints, the teacher may focus on

few benefits and detrimental effects of air and water in
the ecosystem).
Emphasize and Elaborate:
Benefits of water and air as abiotic components that

directly affect the ecosystem and the effects of air and
water in the ecosystem once the natural composition
of it were change due to environmental pollution.
1.What are the importance of air and water to the

ecosystem particularly on its living
components?
Water
-Water is essential in the food production of plants.
Humans and Animals needs to use and drink water for
various activities to be able to survive.
-The crust of the earth is made up of 70% water that
serves as habitat for different forms of aquatic
ecosystem.
Air
-a mixture of gases (nitrogen, oxygen, carbon dioxide
and other traces of gases) that surround the earth
essential for the survival of different forms of living
organisms.
-Oxygen is needed by different forms of living
organisms for respiration to produce the energy in
performing varied metabolic processes.
349
- Carbon dioxide which is essential in the food
production of all forms of plants.
- Traces of gases have their own function in the
ecosystem no matter how minimal they are in the air.
(Example: greenhouse gases that make the earth
suitable place to all forms of living organisms. Not too
hot and cold).
Discuss in detail as well the effects of air and water in

the ecosystem once the natural composition of it were
change due to environmental pollution.
What are the detrimental effects of changes in air

and water in the ecosystem?
Environmental Effects of Air Pollution

1. Acid Rain
 Precipitation of harmful substances such nitric
and sulfuric acid released into the atmosphere
when fossil fuels are burned.
 These acid falls to the earth either as snow, rain,
fog and some are carried by the wind hundreds of
miles.
 It damages trees and causes soils and bodies of
water to acidify making the water unsuitable for
some fish and other wildlife. It damaged the
natural composition of water, lakes, ponds, and
soils leading to damaged wildlife and forest.
http://www.epa.gov/acidrain/.
2. Effects on wildlife-toxic pollutants in the air can

impact wildlife in a number of ways. Exposure to
sufficient concentrations of air toxics over time can
greatly affect the growth, development and
reproduction of wildlife organisms.
3. Ozone depletion- Ozone occurs at ground level

and upper atmosphere. At ground level ozone is a
pollutant that can harm different forms of life.
However on the upper atmosphere (stratosphere)
ozone forms a layer that protects different life forms.
Thinning and depletion of ozone layers can cause
increased amount of UV radiation which cause
damage to sensitive crops and plants resulting in
reduce yields. It can lead to more cases of skin
cancer and impaired in immune system.
4. Global Climate Change- because altering the
balance of naturally occurring gases in the
atmosphere, the earth atmosphere appear to be
350
trapping more heat from the sun due to rise in
greenhouse gases and it could have significant
impacts on human health, agriculture, water
resources, forest, wildlife and coastal areas.
http://www.epa.gov/globalwarming/.
Environmental Effects of Water Pollution

1. Thermal Pollution- pollutants in water changes the
ambient temperature of water resulting to higher
temperature. This prevents aquatic life forms from
living in a certain parts of these water bodies
causing an ecological dead zone.
2. Eutrophication- high concentration of nutrients in
the bodies of water due to air emissions of nitrogen
oxides (power plants, cars and other sources
contributing to the amount of nitrogen entering
aquatic ecosystem). It contributes and stimulate
bloom of algae which in turn can cause fish kills and
loss of plant and animal diversity due to lack of
oxygen.
Disruption of Food Chain-toxins and pollutants in
water are consumed by aquatic animals (fish,
shellfish etc.) which are then consumed by humans.
Also known as Biological magnification.
EVALUATE Read each statement carefully. Write T if the given
statement is TRUE and F if it is FALSE. Write your
answer before the number.
______1. Plants need water and carbon dioxide
from the air for food production.
______2. Algal bloom will not affect the diversity of
life in the bodies of water.
______3. Poisonous substances and pollutants
present in water will affect higher levels in the
food chain.
______4. Precipitation of Nitric and sulfuric acid in
the air will provide a suitable place for living
organisms.
______5. Ecological dead zone happens when the
temperature in water is too high because of
pollutants.
______6. Global climate change happens because
of high concentration of Nitrogen and oxygen in
the atmosphere.
______7. High concentration of ozone at the
ground and upper level are both beneficial to all
forms of organisms.
______8. Living organisms need oxygen for
respiration.
351
______9. Greenhouse gases in the air must be
minimal to make the temperature of the Earth
suitable place to live in.
Changes in the natural composition of air and water
due to pollutants will directly affect the different forms
of living organisms.
EXTEND Supply the chart below with correct information to

summarize the effects of the abiotic factors light, water
and air in an ecosystem. List down as many as you
can.
Abiotic Role/s in Changes Triggering Effect/s on
Factors the that may factor of Biotic
Ecosystem occur such components.
Change
Light
Air
Water
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
remedial
lessons ork?
No. of learners
who have
caught up with
the lesson.
D. No. of
learners who
continue to
require
remediation.
352
E. Which of my
teaching
strategies
worked well?
Why did it
work?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
material/s
did I
use/discover
which I wish
to share with
other
teachers?
353
Date
I. OBJECTIVES
E. Content Standards The learners demonstrate an understanding of
organisms interacting with each other and with
their environment to survive.
F. Performance The learners should be able to conduct a
Standards collaborative action to preserve the ecosystem
in the locality.
G. Learning At the end of this lesson, the learners should
Competencies/Obje be able to:
ctives Write the LC 1. predict the effect of changes in abiotic
code for each factors on the ecosystem. (S7LT-IIj-12)
a. cite and describe changes in
abiotic factors that affects the
ecosystem.
- summarize the effects of
changes in abiotic factors in an
ecosystem.
II. CONTENT ECOSYSTEMS: Abiotic Factor
C. References
pages
6. Learner’s
Materials pages
7. Textbook pages
8. Additional
Materials from
Learning
Resource (LR)
portal
D. Other Learning
Resources
IV. PROCEDURE A B
ELICIT Review on previous lesson:
1. What are the different abiotic factors of
an ecosystem?
2. How do they differ from one another?
3. How do light, air and water affect the
biotic components of an ecosystem?
ENGAGE The teacher may ask the students to

enumerate human activities that affect the
ecosystem in their locality, particularly relating
354
to their daily activities at home, school or
community.
1. In your own point of view, how do these

activities affect the ecosystem?
2. What can we do to at least lessen the
negative effects of human activity in our
environment?
The teacher will divide the class into four (4)

groups.
EXPLORE (The activity will be done for 25 minutes)
The students will be asked to visit their locality

for this activity.
Goal: conduct a collaborative action to

preserve the ecosystem in the locality.
Role: as concerned students, they will promote
environmental preservation in their locality
through their school.
Audience: the target audience are their
schoolmates, teachers and anyone among the
community.
Situation: Waste disposal is a problem in your
community or school. As concerned students,
your advocacy is to promote environmental
awareness among their peers.
Products: Brochure, slogan, jingle
composition, info ad campaign
Standard: Outputs shall be graded using a
rubric.
EXPLAIN and Each group will present their output in front of

ELABORATE the class.
EVALUATE Their outputs will be evaluated using a rubric:
5 3 2
Content Relevant, Slightly Veers
informativ relevant away
e, clear and from the
and well- informativ subject
focused e, matter,
on the focused marginall
subject on the y
matter, subject informati
matter ve
355
Accura The The Requires
cy informatio informatio a lot of
n is n is revision
clearly slightly
stated. clear
Artistry Visually Slightly Needs
appealing appealing creativity
, and and
innovativ innovativ innovatio
e and e n
original
EXTEND Each group will present their output in the

community and let the people give their
feedback. Documentation should be done.
V. REMARKS
VI. REFLECTION
VII. OTHERS
H. No. of learners who
earned 80% on the
formative
assessment.
I. No. of learners who
require additional
activities for
remediation.
J. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
K. No. of learners who
continue to require
remediation.
L. Which of my
teaching strategies
worked well? Why
did it work?
M. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
N. What innovation or
localized material/s
356
did I use/discover
which I wish to share
with other teachers?
357
School Grade Grade 7
Level
Teacher Learning Science
Area
Time & Quarter Q2W10D4
Date
I. OBJECTIVES
H. Content The learners demonstrate an understanding of
Standards organisms interacting with each other and with their
I. Performance The learners should be able to conduct a
Standards collaborative action to preserve the ecosystem in
the locality.
J. Learning At the end of this lesson, the learners should be able
Competencies/ to:
Objectives 1. predict the effect of changes in abiotic
Write the LC factors on the ecosystem. (S7LT-IIj-12)
code for each a. cite and describe changes in abiotic
factors effects on the ecosystem.
- conduct a collaborative action to
preserve the ecosystem
II. CONTENT ECOSYSTEMS: Abiotic Factor
E. References
9. Teacher’s
Guide
pages
10. Learner’s
Materials
pages
11. Textbook
pages
12. Additional
Materials
from
Learning
Resource
(LR) portal
F. Other Learning
Resources
IV. PROCEDURE A B
ELICIT Recall the activities done on the previous meeting.
ENGAGE Explain to the students the steps on how to write a
EXPLORE narrative report.
EXPLAIN
ELABORATE **The narrative report should be composed of
pictures with simple descriptions while the people in
the community are giving their feedback.
358
Students will write a narrative report (with
documentation) of the feedback from the previous
meeting’s outputs for 15 minutes.
Each group will present their narrative report in front
of the class.
Students will watch a video presentation about
environmental awareness with Michael Jackson’s
“Heal the World” as the background song.
Ask the students: What is the song trying to

convey?
The narrative report will be evaluated using a

rubric:
5 3 2
Presenta clearly communic indirectly
tion communic ates some communic
ates the of the ates the
main idea important idea
ideas
Organiza Words Some Spelling
tion used are words used and
simple and are simple grammar
EVALUATE
comprehe and are all
nsive comprehen incorrect.
follows sive,
correct follows
grammar correct
and grammar
spelling. and
spelling.
Feedbac Positive Slightly Halfhearte
k and reception positive d
reaction from the reception reception
of the audience from the from the
audience audience audience
Students will choose an
Students will choose
area in their community to
an area in their
be transformed through a
community to be
clean-up drive.
transformed through a
clean-up drive.
EXTEND
359
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons 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 it work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
360

Science Grade 7 2nd Quarter - 125822

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i

Republic of the Philippines

SCIENCE CONTEXTUALIZED DLP’S DEVELOPMENT TEAM

Celeste D. Bangate Al Cezar T. Copla

Marissa O. Co Carlo Magno P. Pamorada

Marissa O. Co Ester L. Maligaya

Francis S. Durante Jose P. Gamas

Jenny P. Recto Kristel Gail P. Lacquin

Lea A. Osorio Jomar T. Francisco

Mary Rose V. Sta. Rosa Ma. Cluadette C. Borrega

ILLUSTRATORS/LAY OUT ARTIST

Shianne B. Rubio Judith P. Samonte

Lea A. Osorio Jomar T. Francisco

Lesson 1. PLANT AND ANIMAL CELL: Basic Parts of a Cell 121

LC 7. Differentiate asexual and sexual reproduction in terms

a. Name the scientists who have

NSTIC Science Manual. Biology Science

Science and Technology II: Biology Textbook.

Science and Technology II: Biology Textbook.

The questions should

“How do we enlarge the

Answer: We must touch

Figure 1. Sample image to be used for the game.

Cut-out images of the microscope will be posted on

Questions will be posted/ asked for students to

Matching Type: Match the name of the scientists in

Introduce the activity, “Know me First”.

See attached activity sheet.

He used his Using a light

Aside from the three mentioned scientists, there

Explain Students will present their output.

Timeline for the historical development of the use of

Give the contribution of the following:

Zacharias and Hans Janssen:

Antoine van Leeuwenhoek:

a. Why is it that microscopes were considered an

Figure 1. Microscope used by Anton van Leeuwenhoek.

Figure 2. The compound microscope.

This is how Anton van Leeuwenhoek’s microscope

Matching Type: Match the name of the scientists in

Listed scenarios below are optional.

Students can connect their answers to the development

How about the work of those personnel assigned in

Before we judge someone or say something about

 Do you know what history is? Students answer

4. Use the HISTORICAL ARROW to show the progress of development

using lenses in 1590;

Group: ________________________ Activity/ Lesson: _____________

East Orange Scoring Rubric, Teacher Resource Page. Retrieved from

d. Identify the parts and functions of a

NSTIC Science Manual. Biology Science

Science and Technology II: Biology Textbook.

Science and Technology II: Biology Textbook.

As a student scientist, how will you describe this

Figure 1: The compound microscope.

What are the parts and functions of a compound

Let the students write their answer on a table shown

Note: This table will also be used in EXPLORE B for the

EXPLORE B: Introduce the activity, “The Microscope:

Expected outputs: Filled in Table 1 and the answers of

b. What do you observe with the

c. What is accomplished by turning the

d. Which part connects the eyepiece to

Group: ____________ Activity/ Lesson: _

Group: ____________ Activity/ Lesson: _