Lesson Exemplar for Science (PLOTIMPLEMENTATION OF THE MATATAG K To 10 CURRICULUM‘This matali intended exclusively forthe use of teachers parlpnting in he plot impamentation of he MATATAG K to 10 Curewurn during the ‘Schoo! Year 2023-2024 aims to asin dlverng th curculum content. standards, and lesson competencies. Any unauthorized reproduction, estibuton, ‘medication. or uilzaton of hs material beyond the designated acope nail probed and may relia appropriate legal actione and ucipinary measures, ‘Borowed content included in hs meter are owned by thelr eapectve copyright holders. Every effort hes been made to locate and obtain permission to use these materia from ther respective copyright owes, The publisher and development team donot represent nar claim ownerahip over hem Development Team Winters ‘Kristine N. Busmion(Stimen Univer) Vata: ‘+ Geneita 8, Garcia (Pippin Normal Univeral) Management Team Pippin Normal Univeraty Research Conta for Teacher Clty 'SIMERR Nations! Research Centre Every cara has been token to ensure the accurecy ofthe Information provided In hia mat, For Ingulies or feadback, pave wrte or call tha Otcw ofthe Dirac ofthe Bureau of Learning Resourcos via telaphone rumbars (C2) 8634-1072 and 8631-6922 or by mal mt blo @daped.gov.phSCIENCE/ QUARTER 2/ GRADE 7 (for Weeks 1 and 2) ‘CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES ‘A Content 1. Familiarity and proper use of a compound microscope ure essential to observe cells Standarde 2. The organelle of plant an animal ells ean be lentiied using a compound mierorcope, 3,_Collsure the base unit uf life an toa, an! miclosie are the base forms of eell division, B Performance | DepEd'wSuggented Performance Tusk: Creute u visual representation, such ws poster, model, oF e-pouer, explaining Standards the trophic level in a chosen ecoayatem Suggested Pr ‘The learners shal be able to create a visual representation, such as poster, model, o eposter, explaining the trophie level ina chosen eeasystam and th reabife ease scenario of ecological disruptions, which caused changes in the topic levels, Students must analyze the causes and ejects af these disruptions and propose walutions. Learning 1. Identify the parts and functions, and demonstrate proper handling and storing of a compound microscope Competencies Lesaon Objective 1: Kony the parts ofa compound microscope and the function of each per. and Objectives {esaon Objective 2: Demonstrate the proper handling and storing of a compound microscope 2, Une proper techniques in observing and identijing the part ofa cell with a mleroacope auch as the cell membrane, nucleus, cytoplasm, mitochondria, ehlorpluats, und ibovomes! leuson Objective 1: Use proper techniques when abeerving the pari ofa cell under a nicroscape. “Lesson Objective 2: Identify the parts afta cell, auch va the call membrane, nucleus, und eutopasm, with Inieroseope 43, Differentiate plant and animal cela based on their organelle Lesson Objective 1: Identify the parts ofa plane ell al the function of ech, Lesson Objective 2: Identify the parts of an animal cll and the function of each Hewson Objective 3: Compare ancl contrast plant and animal celts based on thelr organelles, 4, Recognize that some arganiams {mutetaay ike a Ruan teason Objective 1: Deserbe unicellular al multietlar organisms eason Objective 2 Ment examples of une and muir organisms nat ofa single cel (uniceular) lke in bacteria and some consist of many’ cellsD. Content 1. Selence equipment: The Compound Mlerowcope * Parts an Functions * Using of Mlerascope 2. Plant and animal cells «Parts and Pvwtions # Sinilariies and Differences Integration ‘+ Uilization of microscope in investigating microorganism and thelr rolew In ecoayatem + Distribution of plant and animal ells relating to global diversity patternw +The intricate pattern of plant nnel anal cells fr inapeution for artistic pieces 1, LEARNING RESOURCES: + 10 Amazing Mlcrorcople Creatures. (ad). KivlCo, linn / Zon hiview soni velvlien/omuding-inienmcoue-siealus * Arizona State Univeral, (nd), Cell Anatomy Viewer Game | Ask A Biologia, Avkabologi.anucd, + Vedlant (Give examples of unicellulr and mules orpunims, Ww tedantcom. i/o evant easton uve /xve-eauanples-o/-mueelluhi-an-mnadeclidatclont lenny siete sant SUieadSea + Mleroscope.com. (n.d. How to Ue 8 Compound Mieroucape, Mleascope.eom, il // sie snc oe a-eompouine Fei Hoo Mme | ee | do | Pn Saline iso tin Rag Wnt Bint F201, Howie rape sxe 4 aa on Campa prc ein ng nen a ttn evo 2023, tom rahi | Newey Seer hrs uss ein bret mune rope une MeyTFancBchoo! = Global Rducation, (201A), Unieeulor vu Multcetalar | Cells | Blology | FuseSehool Fane alsa te tia heme Fa hoon «tp: aor taeboa con /thoughtcodtcon, (2019), Taken Re! Clove Look wt Ths History of Mlrowcopee, ToughtCe Iie forest yrsctimehes sd 147 Lumen Learning 2019), Prokaeyotes and Kukaryotes | Biology for Major AE ear Ce aaeariin eungaimi tino bly Lfetsipet prnkveles: op eukgyotesd «Anya anda 219, ne 8 What Staphylooreue Aureus? NewnMedey nets ewes .MaBuuloknsen, Mt, 2021, September 14). The years best microscope photos reveul a hidden world, from a pregnant fea to crystals in alnonaur bone, Business Inaer, 1 ireieatiiner rennet mictumenp-phutuscreyral hidden weno «pe ane 0 on te ema: espn orn ea | mtecngee Go ir de pt, ata Oepapi «Sar Gos kau 1 eon orb isis «Blas Hor pop en op 1 ure our 1 ewan ine ig”, ne TH. TEACHING AND LEARNING PROCEDURE ‘NOTES TO TEACHERS “The lesson will tart with 1 Word Search Puzzle that the tudenta wil anawer, [ter searching forthe term, the atudenta will Ident os ether plant cor animal by highlighting 7k Aetivating Prior | Short Review Kaowledge Plant and Animal Word Search: Using « Word Search Purae, the students wil earch for examples of living things, and wil classify the examples ws elther plant oF aniaPlants and Animals 2 WORD SEARCH & * Mystery Object, what is it: The student are presented with photographs of different ‘miniature living organism (taréigrades inthe aquatic environment, otfer in freshwater habitat, neurone Inthe nervous system, olde found in bread, blood vveanela ofthe circulatory system, pollen grains In fowering plants, salmonella bacteria ‘that causes diarrhea, cervix cells In the female reproductive aystefn) and identify the ‘myntery abject that inke all the given example, ‘the term green for planta and brown for animals, (he color may be ‘moilifed bused on the available materiale the leneners have) This activity allows the learners to recall the claeifcuton of living organism ax plant or animal Planta and Animals Word ‘Search Key attached. Key: 1 Planta: Mango, Narra, Coconut, Mangrove, Sugar Cane ‘Animal: Tamara, ‘Taraler, Monkey, Spotted Deer, Warty Pig, Eagle, Fying Lemur ‘After the students clanly plants and animal et the lenton wil transition {nto observing organise planta, animale, or other stumples that are too «mall‘to to with the naked eye, ‘Tale activgy will tart with the viewing ofthe diferent ituatzatione in the gallery.Mystery Object WHAT IS IT ‘osetia galery ey ryan She t scarmoniy eta steerer tse sane unter eon, | Wht comer avrg hc rend? 2h warren pera attra? 23 hd uh try i? The atudente will mnawer the quoalion: What ithe nyatery object? Key 1.” All hustrations to amall to wee with the unnided eye, 2 The myatery object In the tol ued to vew the different ‘luntrations 3. Selentints, researchers, cel biologi, and health care workers, are some of the people hat ule the tol ‘The myatery object isthe -mleroacope,KWL Chae: Unig the grophle organizer, the student will recall thelr prior Iknowiedge about the glen term. The learners will only anawer K und W at this potnt CELL AND MICROSCOPY: on TRL Ha 1 me & ‘ ke al ‘At this point the atudente ‘already have an idee of ‘what the lesson ial about Using the grape ‘organizer, the students will write what they now, tand what they wonder bout + Microscope + Cell Pare 4 Unieetalar and Multeeltoar Organiaens ‘Tala KWL Chatt willbe revisited a the end of the lean to answer the column on wat they have learned about the diferent concepts 1 Retabliahing Lassen Purpose ‘Lesson Purp ‘Microscopy Timeline: The students wil read the materlal on the timeline ofthe ‘microscope. Using the grape organizer, plot the advancements ofthe microscope in the early years ‘The lesson proper wil start with eatabllahing the ‘Umeline ofthe ascovery of the microscope, The ‘tuts will read the article History of Microscopes Key Dates on the Timeline oftheMicroscopy ° TIM ELINE‘Unlocking Content Area Voonbulary _) Miagiicton | Resi ‘Table Completion: Complete tle by providing the deseription ofthe glven terms, Des * eee fateitiommcent (©, Developing and | SUB-TOPIC 1: MICROBCOPY “The development of Deepening topic on Microscopy will Unde Eee start with the The Microscope Anatomy: Giver a set of terms (parts of the microscope), the students | identification ofthe parts wil entity the function of te parts ‘of the microacope.Microscope Anatomy PARTS AND FUNCTIONS Pans Fanetions Microscope Anatomy Parts ‘and Functions key ‘toch,Create the Storyline: Using the graph orpuniz microscope ‘summarize the steps in ung the Using the Microscope STEPS When the studente Ienty the paris end Aunetions of microscope, ‘they are now texto Before netunly manipulating the ‘microscope, the students vwillwateh the video ealed How to ure a Microcope | Cals | Blotgy | PuseScheo! in hutin én ‘The student wil ereate storyline on how to use the microscope then with the actual manipulation i 1 microscope is aval for une by nude aVirtual Microscope: The students wil practice usin the final image may be nubmitted nine, or it Virtual Microscope SPECIMEN ithe microscope online, Ships of rate by the aadentn, amleroacope te ‘unavailable the wtudenta ‘ay vat the viral, rleroncope webalte by BloNetwork at ‘A talp of the epecimer viewed or a drawing ofthe ‘specimen may be reflected fon an activity sheet with the corresponding ‘magnification, Hore are the diferent PyMicroscope Scavenger Hunt: The students wil use the microscope and accomplish as ‘many tani an they can, They will also illustrate the Images that they are able to view. Microscope # SCAVENGER HUNT -~ ‘The atudents axa group collaboratively perform the Mictoncope Seavenger Hunt The groupe wl check an many boxes that they can depending on the ‘unber of specimens that they have aucetstlly viewed. ‘The apecimen wil be Mutated and the ‘magnifcation wl leo be [edentied, 1 mlcroncopes are not avulable, a Seavenger Hunt version uring the virtul microscope may be dona, 1“Lesson Activity Laboratory Activity of the Onlon Cel: The studenta will prepare a alide to view onion calls Onion Cells USING THE MICROSCOPE ‘After practising how to ow the lerncope, the Mcent wil vew ah ‘etual plant cell uaing the ‘mleoscope ‘The steps on what to do to vlew forthe preparation land viewing ofthe onion ellcan be found inthe tlt Microscope Master in ‘hut microscope ‘Studente wil draw the ‘mage that they have neen In two diferent magnidestions,sng the graphic organizer, summarise the steps on how to od sare the omapoundmloancope, Microscope ° PROPER STORING ‘eth det thy wl acer iorytne on ‘how to handle and store the compound! Imlcrorcope, Tua activity ‘canbe done ‘colaboratively.‘SUB-TOPIC 2: CELL PARTS AND FUNCTIONS Bxpllottation ell Anatomy: The atudents will label the parte of « plant and animal cell. After identifying the structure, the function of the organelles wil also be unlocked. Cell Anatomy Viewer 7 Wren students leady Jeow now fo manipulate, ‘nae and pope sare the mlerncopes, he can chucee ftrent ps ere iret pacts oF Srgancise cal Using the Interactive Website, Cell Anatomy Viewer at : ‘Ups fascablogito sducelviewsr ‘im Individually or collaboratively, students‘Worked Example Laboratory Activity on the Observing Plant and Animal Cell The students wil perform the laboratory activity to view plant and animal cells uaing the microscope, Lamson Activity Venn Diagram: Students will use the Venn Diagram to diferentiate plant and animal Plant vs Animal Cells VENN DIAGRAM | Pont ome When student are already flac with what fre the pouabl organelles that they wl aber in plant wd animal al, fey wil newer the sual pane In lant find animal cel. Based onthe actual plant ‘and animal cols organelles identined uring the laboratory activi, the atudent wil create Ven Diagram to ‘outline the ezalartien ‘and diference of pante ‘and animal cell,‘SUB-TOPIC 8: UNICELLULAR AND MULTICELLULAR ORGANISM xplettation ‘Cell Vocabulary: Studenta will describe unicellular and multicellular organtame, ‘To continue wth the leaton on how ell are funetion the folowing terma should be clearly defined frat Unllular ry‘Worked Bxample ‘Unicellular and Multiceular TCh ‘unicellular and multlcelhilar orguale ‘The studenta will create a TChart about Unicellular and Multicellular TCHART or 2 you Inermaton ing th headings bow. Topic: Unicellular Multicellular ‘After dafning the term the atudenta wil dlifeentiat unicellular ve ‘multieelluler organiare, and prokaryotic ve ‘eukaryotic organiars ©Lesson Activity. Interactive Site: Students will answer the queations tn the interaetive alte that Is facused on the prokaryotic and eukaryote ce “To practice further, the sfdente wil now anewor the questane in the Intetuetve webate entitled Proxaryotes 1nd Eukaryot in tte urges Junrente pay 1/ chapter nia-caky Which ofthe flowing in rota uniform feature of car le? fnucleus) Doge und mushrooms wre ‘examples of whet type of ‘organism? (eakaryotie organ). Overall ell icin reatrleted by the need to {traraport is inside the cel) D, Making Generallsations ‘Learners! Takeaways KWL Chart: Uning the grephle organize, the student will anawer the L column oF What they have learned bout the gven tem, “Towarde the end ofthe Jean, the ntudente will revit the KWL Chart to ‘map the conceptual change. Italowa the Tearnern to ent) thelr talenwaye of the lesson, aa » CELL AND MICROSCOPY: = KWL CHART ‘Reflection on Learning (One Minute Paper: Using the graphic organlaer, reflect on your learning by creating & ‘one-minute paper by answering the questions, ” THE ONE MINUTE PAPER Vv eS) CS) ee [It JL ‘The students, at thie point, wil reflect on Unetr {earning by anawering the fone minute paper. Tale ‘wil allow ther to map oat ate meng things they have learned, the questions they atl Thave, and anything they dl not underatund. 21V, EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER'S REFLECTION ‘NOTES TO TEACHERS a Evaluating Learning Formative Assessment 2 Plant an Animal Cells Teable Completion, Complete the table by wupplying the corresponding organelle Call Par Function (Organics) | Regulates the passage of substances in and oat of | the cell, provides prov 7 ‘Contain genetic material (DNA) ane control cell activities, including protein xynthesls. trannport | Contains sniyines Tor the dgeatio a coalar waste a eeeling af cellar commoner bad lye role It maintaiping targor pressure in plant cela. | 2, A. TChart: Plant une Animal Cells Plant Cell | Animal Cet Controlen Chloroplast Cll Wail “Teashere may encourage leamern ta have a quiz notebook to monitor fenmers wcuderic progress, The qule Iotebook may also werve ‘ox homework notebook. Key, Celt Membrane + tucleur + Mioehondria * Brdoplaamie Retietun (eR) + Oolpl Apparatus + lysosome + Vaecuole Keys aecw shape B Unieelllar and Mute Oruntsns Ker $Fhane Unicellaoe und Muleteer Orgpnams — Uneetiar—|— Mullesar ras Srguntera | "Orpiema po Number of Cte = Dieentaon se ftunplen Ine Match heer In Column with he develo n Co key MitehigBipe Math he eran Com Rw ederim incu a, | EE 2 Atcha Column A A. Brkaote 1, Adivere group une euiaryolemlrorgaiama, A §.- Mioorganiam tnluding protaron and alg. $ Eukayete 2. A'oup of prokagyli mtorgaiama that are dain Semi icra and onen ive inexteneenronments. ton fan cher aa en A Hyepece (Oct 3. tition ™3. Alype of single-celled organiam that lack w true nucleus C, Bave 10, Stage fan membrane-bound organic, 1, Objective ten 4. Anvorginiam that Is foo ama @ be agen withthe naked D, ukuryote fy, fen single-celled, 5. An crguniam whose ‘elly hive u true nucleus and, Eyepiece riembrune-bound organelles, (cui) 6. These are membrane-bound seetures ofthe eell that Tumination Perform speci functions 7, The ctor by whlch a microscope enlarges wn image. Iie G,. Magnifeation caleulated "by. mulilying. the magnifeation of the objective lens by the maynification of the eyepiece 8, The lene at the top of the microncope that you look —H. Mlroorganiam through to abserve the npecimen 1 further magnifies the mage produced by the abjective lens. 9, The light source Ged to iuminste the wpecimen. it ean. Nucleold ‘ye from w builtin light souree, w mor, oF an external Tit 10,The platform on which the specimen I pluced for J Objective Lene cobrervation. it often Includes a mechaaical lage with Controls to move the specimen precisey 11,The primary lene ina compound microscope that ia, Orgnnelle ‘lorent (0 the specimen andl reaponaibe for magne the image, 12.The region within a prokaryolle cell that contains the lx Prokaryote enetie material (DNA, M, Protst N. stage © Tescher'e| Tote obsenationn onary 7 = . 7 “Teachern are encouraged Remark athe fowing areca | Bétentive Practlos —= to record relevant cobaeratlans oF any strategies explored Crleal teaching event thatinfuence onthe fatlainment of the lesson matertats used ‘bjetven, Ure oF modify the provided template in 8learner engagement/ recording the notwble Interaction Inwtructiona arc of others Inadtlon, notes here can also be on tan that wil be continued the next ‘dy oF adaitiona atten heeded ‘Teacher's Reflection guide: Entries on thie ection are Reflection + Why did reach the lowson the way aid? teacher reflections about + What roles did my students play 01 my lesson? + What could Ihave dane differenty? the implementation of the whole ennon, which wil serve aa input forthe TAC seaaions. Ure of modify the provided gulde dquextions in eleting {teacher's naights