REPUBLIC OF THE PHILIPPINES

DEPARTMENT OF EDUCATION
REGION VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF MANDAUE CITY
SUBANGDAKU TECHNICAL VOCATIONAL SCHOOL

LESSON PLAN IN SCIENCE 7

Date: Learning Grade Level: 7 Quarter: 2 Duration: 60 min.

Area:
Time:
Science

Learning Differentiate biotic from abiotic components of an Code: S7LT-IIh-9

Competency: ecosystem and describe the different ecological S7LT-IIg-10
relationships found in the ecosystem.
Key Concepts/  Recognize that the ecosystems comprise both living (biotic) and non-living
Understandings (abiotic) elements.
to be developed  Understand that living organisms rely on non-living factors for survival, and
non-living elements influence the adaptation of living organisms.
1. Objectives:

Knowledge Identify the components of the ecosystem.

Skills Name the biotic and abiotic components of an ecosystem

Attitudes Describe the important role of each component.

2. Content/ Biotic and Abiotic Components in Ecosystem

Topic:

3. Learning Laptop and PPT

Resources/ Activity Materials
Materials/
Equipment
Needed
4. Procedures Suggested Activities

4.1 Awareness 1. Opening prayer.

Preparations (5 minutes) 2. Checking of attendance (Assign the classroom secretary to check
the attendance)
3. Review the previous lesson
4. Presentation of Lesson objectives.

 The teacher will show a pond of an ecosystem and students will

identify what are the things found in the pond.

 What are some things found in the pond?

4.2 IS IT LIVING?
Presentation Directions: Fill in the columns with YES or NO based on the
characteristics of the given pictures in the first column of the table.
Activity
(5 minutes) Does it Does it Does it Does it
move all grow and respond to reproduce?
by itself? change? stimuli?

Analysis Guide Questions:

(5 minutes) 1. What are the similarities of the things that you answer with
“YES”?
How about their differences?
2. What are the similarities of the things you answer with “NO”?
How about their differences?
Abstraction The teacher will show the PPT to the student for further discussion
(30 minutes) about Biotic and Abiotic Factors:
 Biotic Factors – The living things that are found in the ecosystem
- They can move, grow, adapt and reproduce
 Abiotic Factors – The non-living that are found in an ecosystem
- They cannot move, grow, adapt, reproduce by themselves.

ACTIVITY:
Group 1: Classroom Ecosystem Exploration
- The students will hunt as many as they can biotic (living
things) inside their classroom.
Group 2: Will hunt an abiotic (non-living thing).
Group 3: The TWO
- Will explain the relationship between the two pictures given

Group 4: Ecosystem Jingle

- Will make and practice the short jingle about the ecosystem
Group 5: What you can do?
- Will recite the short poem about the ecosystem.

Application In a school garden, plants receive 8 hours of sunlight each day. Due
(5 minutes) to a new building, sunlight decreases to 6 hours. Each plant needs
at least 4 hours of sunlight to thrive.
 How many hours did the sunlight decrease?
- The sunlight decreased by 2 hours.
Will the plants be affected by this change? Why or why not?
- No, the plants won't be affected because even after the
decrease, they still receive the minimum required sunlight of
4 hours.
Assessment Read the passage below and answer the questions:
In a garden, plants grow with the help of sunlight, air, and
(7 minutes) water. These are called abiotic factors. The bees buzzing around and
the butterflies landing on flowers are examples of living things,
known as biotic factors. Both abiotic and biotic factors work together
to keep the garden healthy.
Recently, the garden got more sunlight, and the soil became
wetter due to rain.

QUESTIONS:
1. What are abiotic and biotic factors in the garden? Give examples.
2. Name two things in the garden that are not alive.
3. How do you think more sunlight and rain might help the living
things in the garden?
4. Why is it important for both living and non-living things to work
together in the garden?
ASSIGNMENT Explore Your Backyard Ecosystem
Instructions:
(2 minutes)
1. Look Around: Spend a few minutes in your backyard.
2. List: Write down three things that are not alive and three living
things.
3. Draw: Make a quick drawing or list to show these items.
4. Describe: Write one sentence about how they might help each
other.
5. Reflect: Why do you think it's important for living and non-living
things to be in your backyard?
6. Share your list and drawing with your classmates or teacher.
(1 minute) Why is it important to know about things that are alive and not
4.3 Wrap-up/
alive in nature, and how can this knowledge help us protect our
Concluding
surroundings?
Activity
- to keep nature healthy and working well together (Answer
may vary)

Prepared by:

Mary Joy C. Adorna Gaye Maureen Bajo Carmelita P. Ramirez

Teacher 1 Master Teacher Principal