DLL SCIENCE 7 Second Quarter (Second Copy)
DLL SCIENCE 7 Second Quarter (Second Copy)
DLL SCIENCE 7 Second Quarter (Second Copy)
2016
School
Grades 1 to 12
DAILY LESSON LOG
Teacher
MONDAY
I. OBJECTIVES
A. Content Standard
B. Performance Standards
II. CONTENT
3. Textbook pages
IV. PROCEDURES
Show students the modern light microscope and the picture of a
Reviewing previous lesson or presenting the new lesson /
microscope constructed by Anton van Leeuwenhoek (1632-1723).
A. ELICIT
Let the students give their idea to differentiate between the early
microscopes and the current one being used. (5mins.)
Making generalizations and abstractions about the lesson / Ask the students to generalize the difference between the early
H. ELABORATE microscope and modern microscope and re-discuss the different
parts and functions of a light microscope. (3 mins.)
VI.REFLECTION
PREPARED BY:
GAVIN D. LADIOCAN
JHS TEACHER I
TUESDAY
The learners should be able to: employ appropriate techniques using the c
Microscopy
pp. 86 - 88
pp. 90 - 92
/watch?v=RKA8_mif6-E
Recall the different parts and functions of a light microscope. (5
mins.)
Ask students how to store the microscope in proper way and how to
take care of this tool for an efficient and longer use. (3 mins.)
Learning Area
Quarter
WEDNESDAY
The learners demonstrate an understanding of: the parts and functions of the compound microscope.
The learners should be able to: employ appropriate techniques using the compound microscope to gather data about very small objects.
Microscopy
pp. 86 - 88
pp. 90 - 92
Recall the Previous part of the Activity. (5mins.)
SCIENCE 7
SECOND
THURSDAY
iques using the compound microscope to gather data about very small objects.
Microscopy
pp. 78 - 80
pp. 82 - 85
https://www.youtube.com/watch?v=b2PCJ
Recall Previous Activity. (10 mins.)
objects.
School
Grades 1 to 12
DAILY LESSON LOG
Teacher
MONDAY
I. OBJECTIVES
A. Content Standard
B. Performance Standards
II. CONTENT
A. References
3. Textbook pages
https://www.youtube.com/watch?v=ZRFykdf4kDc
4. Additional Materials from Learning Resource (LR) portal
https://www.youtube.com/watch?v=ZRFykdf4kDc
4. Additional Materials from Learning Resource (LR) portal
IV. PROCEDURES
V. REMARKS
VI.REFLECTION
PREPARED BY:
GAVIN D. LADIOCAN
JHS TEACHER I
MONDAY TUESDAY
Objectives:
Objectives: 1. identify the different levels of organization in an organism,
ify the parts that make up an organism, 2. describe the parts that make up each level of organization and their functions,
escribe the function of each part, and and
ow these parts work together in an organism. 3. describe how the parts that make up a level of organization affect the higher
levels of organization and the entire organism.
pp. 64 - 70 pp. 70 - 71
pp. 68 - 73 pp. 74 - 77
om/watch?v=ZRFykdf4kDc https://www.youtub
https://www.youtube.com/watch?v=mQ26klraKvU
ctivity on how to use the light microscope. Give ample
Recall the previous activity about what makes up an organism. (5 mins.)
to think their answers and explain it orally. (3 mins.)
Students will prepare and present short presentation that will show application on
their activity. (5 mins. )
are organisms and what makes them up? (5 mins.) Discuss briefly the presentation by each group. (20 mins.)
JHS TEACHER I
Grade Level
Learning Area
Quarter
WEDNESDAY
The learners demonstrate an understanding of: the different levels of biological organization.
The learners should be able to: employ appropriate techniques using the compound microscope to gather data about very small objects.
Describe the different levels of biological organization from cell to biosphere; S7LT-IIc-3
O
1. identify the different levels of organization in an organism,
2. describe the parts that make up each level of organization and their functions, and
3. describe how the parts that make up a level of organization affect the higher levels of organization and the en
4. Display coopera
performing the activity.
pp. 70 - 71
pp. 74 - 77
https://www.youtube.com/watch?v=LqPsljUpJqE
https://www.youtube.com/watch?v=mQ26klraKvU
Recall the previous activity about the levels of organization in an
organism. (5 mins.)
Students will prepare and present short presentation that will show
application on their activity. (5 mins. )
SCIENCE 7
SECOND
THURSDAY
https://www.youtube.com/watch?v=gEUu-
https://www.youtube.com/watch?v=gEUu-
School
Grades 1 to 12
DAILY LESSON LOG
Teacher
MONDAY
I. OBJECTIVES
A. Content Standard
B. Performance Standards
3. Textbook pages
IV. PROCEDURES
B. Establishing a purpose for the lesson / ENGAGE Present a video about animal cell. (10 mins.)
V. REMARKS
VI.REFLECTION
PREPARED BY:
GAVIN D. LADIOCAN
JHS TEACHER I
TUESDAY
Objectives:
1. identify parts of the cell;
2. describe plant cells;
3. differentiate plant cells;
https://www.youtube.com/watch?v=he_Qw4_vOJk
https://www.youtube.com/watch?v=SHweYyCtamQ
https://www.timvandevall.com/printables/science/blank-plant-cell-diagram-bw/
https://www.youtube.com/watch?v=he_Qw4_vOJk
https://www.youtube.com/watch?v=SHweYyCtamQ
https://www.timvandevall.com/printables/science/blank-plant-cell-diagram-bw/
Re-discuss the video which was presented in the begginning of the class. (5
mins.)
Grade Level
Learning Area
Quarter
WEDNESDAY
arners demonstrate an understanding of: the difference between animal and plant cells.
Explain why the cell is considered the basic structural and functional unit of all
organisms. S7LT-IIe-5
Objectives:
1. identify parts of the cell;
2. describe plant and animal cells;
3. differentiate plant cells from animal cells;
4. construct a Venn Diagram to show parts that are common to both and parts that are
only found in either plant or animal cells.
5. Display cooperation and teamwork in performing the
activity.
pp. 74 - 78
pp. 78 - 81
https://www.youtube.com/watch?v=URUJD5NEXC8&t=20s
https://www.youtube.com/watch?v=URUJD5NEXC8&t=20s
Ask students to differentiate the parts of the plant cell and animal cell. (5 mins.)
Give short situational multiple choice test (TG pp. 80 - 82). (10 mins.)
CHECKED BY:
7-A
SCIENCE 7
SECOND
THURSDAY
ells.
ll objects
Explain why the cell is considered the basic structural and functional unit of
all organisms. S7LT-IIe-5
Objectives:
Grades
1 to 12 School
DAILY
LESSON LOG Teacher
MONDAY
I. OBJECTIVES
Content Standard
Performance Standards
II. CONTENT
III. LEARNING RESOURCES
References
IV. PROCEDURES
“Mystery Box”
Reviewing previous lesson or presenting the new
Words written on a 1/8 sheet of paper are placed inside the box.
lesson / ELICIT
paper, and he/she will describe and let the class guess it. (Words writ
paper should cover the previous lessons)
* Picture Analysis
(See attached picture)
Establishing a purpose for the lesson / ENGAGE
The teacher may change the picture.
*Present the learning objectives for the day.
C
• The members of the class shall be divided into four groups accor
performance (pre-determined by the teacher)
• Members of each group shall work as a team and shall have unif
question on the activity.
Additional activities for application for remediation / Draw how a Rhizobium ( nitrogen-fixing bacteria)
EXTEND
V. REMARKS
VI.REFLECTION
PREPARED BY:
SINAMAR A. BALIO-AN
JHS TEACHER I
MONDAY TUESDAY
Group Activity
• Teacher should prepare mushroom and bread molds one or
• The members of the class should be divided into desi
(See attached group activity)
Checking of outputs
Presentation of outputs and introduction about bacteria. Supplementary discussion should be given by the t
Group Activity:
Another group activity will again be given to the stu
(See attached activity)
Checking of outputs
Discussion and Checking of outputs. Supplementary discussion should be given by the t
Why do we need to cover our mouth when we cough?
Yeast is very important in the vinegar and wine industry. Wine and
Why do we need to wash our hands before we eat?
are freely advertised on television and newspaper. If you are the ch
Censors or Director of the Food and Drug Administration (FDA)
Why do we need to cover our trash cans?
JHS TEACHER I
TUESDAY
The learners s
employ appropriate techniques using the compoun
Fungi, Protis
Biology textbooks
Submission of students’ assignment.
Two of the students will be asked to share regarding the previous topic.
One day, Robert arrived home from school, suddenly he felt some itchiness around his toes.
He started complaining to his mother about it. His mother tried to comfort him. Arriving in
school early the following day, he told his teacher about his feet. He asked him what caused
the itchiness.
What do you think his teacher told him?
Group Activity
• Teacher should prepare mushroom and bread molds one or two days ahead.
• The members of the class should be divided into desired groups.
(See attached group activity)
Checking of outputs
Supplementary discussion should be given by the teacher.
Checking of outputs
Supplementary discussion should be given by the teacher.
Yeast is very important in the vinegar and wine industry. Wine and other intoxicating drinks
are freely advertised on television and newspaper. If you are the chairman of the Board of
Censors or Director of the Food and Drug Administration (FDA), what will you do?
Learning Area
Quarter
WEDNESDAY
Biology textbooks
A student will give his/her reflection about the previous topic.
Identify whether those are living or non living. Justify their answers.
SCIENCE 7
SECOND
THURSDAY
ng of:
which consist of only one cell.
Biology textbooks
“Prick Cards”
1. The teacher shows to the class a box full of cards with written questions regarding Protists,
fungi and bacteria.
2. The student will prick into the card hole and answer question written on the card.
3. If the card is released upon pulling up, the answer is correct. If the card remains in the box, the
answer is wrong.
Class Sharing
ESSAY
1. How do bacteria, fungi, and protists differ from the living things you already know about and
studied in the lower grades?
School
Grades 1 to 12
DAILY LESSON LOG
Teacher
MONDAY
I. OBJECTIVES
A. Content Standard
B. Performance Standards
II. CONTENT
IV. PROCEDURES
Group Activity:
Presenting examples / instances for the new The members of the class will be divided into groups pre-determi
C. lesson / ENGAGE Each group will perform the activity in Module 7 pag
Group presentation and checking of outputs.
Discussing new concepts and practicing new skills
D. The teacher gives supplementary discussion.
#1 / EXPLORE
Advantages of Reproduction
Discussing new concepts and practicing new skills
E.
#2 / EXPLORE
Checking of outputs.
Developing mastery / EXPLAIN (Leads to Formative
F. Assessment 3)
The teacher gives the advantages of vegetative reproduction and ex
Finding practical applications of concepts and Gina a high school student picked leaves of welcome plant from he
G. skills in daily living / ELABORATE After that, he planted each leaves on different pots in her garden. Is th
not?
Making generalizations and abstractions about the Let one representative per sexes to summarize the lesson by com
H. lesson / ELABORATE Asexual reproduction is a process of _________
I. Evaluating learning / EVALUATE State the advantages of sexual reproduction
Additional activities for application for remediation / 1. How does Kataka-taka propagates ?
J EXTEND 2. What particular part of it propagates vegetativel
V. REMARKS
VI.REFLECTION
PREPARED BY:
SINAMAR A. BALIO-AN
JHS TEACHER I
MONDAY TUESDAY
Objectives: Objectives:
1. Describe how potatoes reproduce 1. Explain what fission is.
2. Explain what vegetative reproduction is. 2. Describe how Protococcus reproduce
3. Describe the advantages of growing plants using vegetative reproduction. 3. Infer the characteristics of the offspring of Prot
Any biology books/textbooks Any biology books/textbooks
Group Activity:
*The teacher must prepare the materials a day before the activity. See
e members of the class will be divided into groups pre-determined by the teacher.
complete to avoid time consuming.
Each group will perform the activity in Module 7 page 136
*Group Activity Module 7 page 138
Group presentation and checking of outputs.
*Group Reporting
The teacher gives supplementary discussion. *Supplementary discussion among teachers and
Advantages of Reproduction
Checking of outputs.
*Discussion on the different types of asexual rep
eacher gives the advantages of vegetative reproduction and explains it to the class.
a high school student picked leaves of welcome plant from her neighbour’s garden.
Oyster farmers used to chop starfish they find in their oyster farms. Th
hat, he planted each leaves on different pots in her garden. Is this a good practice or
pieces back in the water. Is this a good practice
not?
JHS TEACHER I
TUESDAY
The Learners s
Employ appropriate techniques using the comp
Objectives:
1. Explain what fission is.
2. Describe how Protococcus reproduce.
3. Infer the characteristics of the offspring of Protococcus.
Heredity: Inherita
1. Asexual r
2. Sexual r
Any biology books/textbooks
While walking to School, have you noticed greenish growth on barks of trees or on slippery
concrete walkways? What could these organisms be? Let us observe closely what organism this
might be.
*The teacher must prepare the materials a day before the activity. See to it that materials needed are
complete to avoid time consuming.
*Group Activity Module 7 page 138
*Group Reporting
*Supplementary discussion among teachers and students.
Oyster farmers used to chop starfish they find in their oyster farms. They used to place the chopped
pieces back in the water. Is this a good practice or not?
Learning Area
Quarter
WEDNESDAY
Objectives:
1. Differentiate internal fertilization from external fertilization.
2. Describe how fertilization occurs in different animals.
“Have you observed how chicken, frog, bees, flies, or earthworms mate? Would you like
to learn more how some of this happens?
Note: Answers to the motivational questions will be used as spring board for discussion
of the lesson.
UNLOCK ME!!!!!
Let students proceed at the library, utilize books there and define the following terms
to be written in a metacard.
a. Copulation
b. Fertilization
c. Gametes
d. Spermatogenesis
e. Oogenesis
f. Oviparous
g. viviparous
h. Ooviparous
i. Amplexus
Discussion of result.
The teacher should discuss the terms considering the level of understanding of the
students. Teacher may prepare picture ahead of time and show it to the class as the
discussion goes by.
To be continued the next day.
CHECKED BY:
7-A
SCIENCE 7
SECOND
THURSDAY
rstanding of:
exual and sexual.
e to:
scope to gather data about very small objects.
Objectives:
1. Describe the process of reproduction and development in animals.
riation
n
Any biology books/textbooks
*Ask one representative from the class to differentiate internal from external fertilization.
*Yesterday we unlocked biological terms, Today; we are going to continue our lesson by
doing another activity.
Group Activity:
*Before students begin with their activity, teacher must brief them on what to do.
*See attach activity
Checking of answers and giving supplementary discussion by the teacher.
Objectives:
1. Distinguish the male and female reproductive structures of gumamela flower.
2. Describe the function of each structure in reproduction.
page 141
Any biology books/textbooks
Checking of Assignments
Teacher will share with the class the objectives for the day.
Group Activity:
*Teacher gives the activity to the class.
*Activity Page 141 (LM page 141)
Presentation of outputs and the teacher will give supplementary discussion about the topic.
VENN DIAGRAM:
*Ask the students to accomplish a Venn Diagram differentiating Sexual Reproduction in Humans and
animals.
Checking of answers.
School
Grades 1 to 12
DAILY LESSON LOG
Teacher
MONDAY
I. OBJECTIVES
A. Content Standard
B. Performance Standards
Learners should be ab
Differentiate biotic from abiotic components
Objectives:
C. Learning Competencies/Objectives Write the LC code for each 1. Identify the components
environment.
2. Compare living and non liv
3. Describe how organisms interact with each oth
II. CONTENT
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal
IV. PROCEDURES
B. Establishing a purpose for the lesson / ENGAGE Introduction for the activity they are going to
E. Discussing new concepts and practicing new skills #2 / EXPLORE What do living things posses that consi
Sharing of answers
Developing mastery / EXPLAIN (Leads to Formative Assessment 3)
F. *The teacher presents the different charac
Finding practical applications of concepts and skills in daily living / Does a stone consider to be a living thing beca
G. ELABORATE
Making generalizations and abstractions about the lesson / ELABORATE
H. Living things are ______________ while Non living
I. Evaluating learning / EVALUATE List down 5 living and 5 non living things th
V. REMARKS
VI.REFLECTION
No. of learners who require additional activities for remediation who scored below
B.
80%.
C. Did the remedial lessons work? No. of learners who have caught up with the lesson.
What innovation or localized materials did I use/discover which I wish to share with
G.
other teachers?
PREPARED BY:
SINAMAR A. BALIO
JHS TEACHER I
MONDAY TUESDAY
LM p. 148-149
E
Ask: What is your environment made
“Prick Cards”
eacher shows to the class a box full of cards with written questions regarding Protists,
fungi and bacteria.
The student will prick into the card hole and answer question written on the card.
card is released upon pulling up, the answer is correct. If the card remains in the box,
the answer is wrong.
Introduction for the activity they are going to do. Giving of instructions. How does your environment affect you? How do you affect
r will brief the students properly as they go outside their school campus or any place
they are to visit. *The students will be given a chance to go out the room and find f
*The students will be doing the activity individually. where in they are going to observe their env
INDIVIDUAL ACTIVITY: *Let students do Activity and answer the guide questions
“What does it mean to be alive? (LM p.148-149)
1. Ask students to present their outpu
2. Using a diagram, illustrate the two-way interaction between the p
Checking of outputs and supplementary discussion by the teacher.
of the environment. Emphasize how energy influences
Sharing of answers
*Give three statements on how people affect the quality of soil, wate
List down 5 living and 5 non living things that you see around you.
forest. Give another three statements on how cutting of tree
Look around outside your house. Make a list of the living and
environment.
SINAMAR A. BALIO-AN
JHS TEACHER I
TUESDAY
Objectives:
1. Illustrate how the living and nonliving things components of the environment interact.
2. Discuss how the environment affects us and we affect in return.
3. Recognize the importance of the biosphere
Components of an Ecosystem
How does your environment affect you? How do you affect the environment in return?
*The students will be given a chance to go out the room and find for a place suitable for the activity
where in they are going to observe their environment.
*Let students do Activity and answer the guide questions. (See attached activity)
1. Ask students to present their outputs.
2. Using a diagram, illustrate the two-way interaction between the physical and biological components
of the environment. Emphasize how energy influences these interactions.
The situation highlights the need to protect the biological component of our environment.
You joined a mountain hiking club. On the way day, you see birds you haven’t seen before. One
of your friends said “let’s catch the bird and bring it home as pet’. What will you tell your friend and
why?
Summarize the discussion by explaining that in the natural sciences, the environment is everything
that surrounds us: air, water, soil, rocks, plants, animals and sunlight. This definition is extended to
mean “all the physical and biological factors that affect us and we affect in return.
*Give three statements on how people affect the quality of soil, water and air when they cut trees in the
forest. Give another three statements on how cutting of trees affect people in return.
Look around outside your house. Make a list of the living and nonliving components in that
environment.
Grade Level
Learning Area
Quarter
WEDNESDAY
Objectives:
1. Discuss the components of an ecosystem
2. Distinguish the kinds of ecosystem in the community
Components of an Ecosystem
*Show an aquarium (improvised aquarium using a jar). Let students observe what
these contain. (Answer should include the living and nonliving things inside).
*Ask the students to describe the interactions between the living and non living
things in the aquarium.
Introduce the term ecological system or ecosystem for short. Emphasize that it came
from the word “ecology” from a Greek word which means home. Lead them to
recognize that the aquarium is a man made ecosystem. Let them explain how living
things survive in this ecosystem.
*Ask students to recall what they see in a river or sea or forest (or any ecosystem
existing in the community). Do you also find living and non living things in these
areas?
Ask: How long ago do you think when these ecosystems were formed? Lead them to
arrive at the concept of natural ecosystems.
*Tell students that ecosystems may be man-made or natural but they have common
characteristics.
Activity Proper:
1. Bring students to the school garden or playground.
2. Group the students into four groups. Assign specific study sites for each group.
(You should have chosen these areas days before).
3. Assign small areas for each group. For example: a small log with plants, a tree or
small plant, a potted plant, a portion of the pond, the school waste disposal area.
To be continued the next meeting.
CHECKED BY:
7-A
SCIENCE 7
SECOND
THURSDAY
derstanding of:
th their environment to survive.
ble to:
he ecosystem in the locality.
Objectives:
1. Discuss the components of an ecosystem
2. Distinguish the kinds of ecosystem in the community
Recap on their last activity.
Let students know that the activity they started the last meeting will be
continued for the day.
*Let students observe the area assigned to them last meeting and give them 5
more minutes to observe and after observation let them get inside their respective
classrooms.
*Let the students accomplish the Activity Sheet (See Attached Activity)
Presentation and Checking of outputs.
Describe the river or lake ecosystem nearest your place. What is the
importance of this ecosystem to you and the community?
• An ecosystem is made up of living and nonliving things interacting with each
other.
• There are different types of ecosystem. Some are big(rivers, lakes, seas and
forests) while others are small ( a log, a potted plant, a tree, a nest, a pond). Some
are water-based others are on land.
• Ecosystems can be natural or managed.
Study pictures of two kinds of ecosystems: e.g. a tropical forest and a mangrove
forest. What is/are common between these ecosystems? What is/are different?
FRIDAY
Objectives:
1. Identify the different ecological relationship.
2. Describe the ecological relationship in a given ecosystem.
Ecological relationships
Biology books/textbooks
Recap on their last activity.
Presentation of outputs.
Why is it that we feel itchiness when we have lice? Why are we using “lice alis”?
Summarize the Ecological Relationships using a Concept Map
Annex 1C to DepEd Order No. _42_ , s. 2016
School
Grades 1 to 12
DAILY LESSON LOG
Teacher
MONDAY
I. OBJECTIVES
A. Content Standard
B. Performance Standards
II. CONTENT
3. Textbook pages
IV. PROCEDURES
Ask
Grasss worm
Presenting examples / instances for the new lesson / ENGAGE
C.
*Add chicken to show that chicken
feed on worm.
Gras wor
ss m
Activity Proper
*Bring the students out in the garden. Before this lesson
locations where plant and animal interactio
E. Discussing new concepts and practicing new skills #2 / EXPLORE
2. Assign areas where each group will work on. The are
one meter by one mete
3. Let students do the activity (see at
*Let students maximize their time i
VI.REFLECTION
No. of learners who require additional activities for remediation who scored below
B.
80%.
C. Did the remedial lessons work? No. of learners who have caught up with the lesson.
What innovation or localized materials did I use/discover which I wish to share with
G.
other teachers?
PREPARED BY:
SINAMAR A. BALIO-A
JHS TEACHER I
MONDAY TUESDAY
The learners should be able to: The learners should be able to:
Predict the effect of changes in one population on other populations in the Predict the effect of changes in one population on other populatio
ecosystem. S7LT-Ii-11 11
Objectives: Objectives:
1. Describe the different interactions between living things. 1. Illustrate how food webs are formed from several
2. Trace the flow of food from the producer to the consumer to decomposers. 2. Recognize the importance of maintaining the diversity of livin
LM p.155-160
Show a leaf that has been partly eaten by a worm. Ask what information they could
get from the leaf. *Inform the students that their observations last meeting will be their b
a diagram to show the interaction between the grass and the worm. Emphasize the
eaning of the arrow. The arrow points from the producer (grass) to the consumer
).
*Given their data last meeting, let students present diagrams to sho
interactions between organisms.
worm *Connect some food chains that are relevant. Emphasize that several f
*Show illustrations or pictures of some organisms in a Philippine fores
forests have very diverse forms of organisms. In such a diversified co
*Add chicken to show that chicken exist and form a web. Like the spider’s web, all threads in the web are
feed on worm. a food web.
chick
en
*Interpret what the 1st means diagram. *Connect some food chains that are relevant. Emphasize that several f
(The grass is eaten by the worm or the worm feeds on the grass.) *Show illustrations or pictures of some organisms in a Philippine fores
*Interpret the 2nd diagram and explain that it is a food chain. forests have very diverse forms of organisms. In such a diversified co
ood chain is simply an eater-eaten relationship. Point out the first order and second exist and form a web. Like the spider’s web, all threads in the web are
order consumers. a food web
*Connect some food chains that are relevant. Emphasize that several f
*Show illustrations or pictures of some organisms in a Philippine fores
forests have very diverse forms of organisms. In such a diversified co
exist and form a web. Like the spider’s web, all threads in the web are
a food web
duce the outdoor lesson to enable them to observe some interactions in the nature.
uidelines when working outside the classroom to maintain order and ensure safety.
Activity Proper
the students out in the garden. Before this lesson, you should already have chosen
locations where plant and animal interactions can be observed.
ign areas where each group will work on. The area for each group should be about
one meter by one meter.
3. Let students do the activity (see attached ativity)
*Let students maximize their time in observing.
Think of yourself as a consumer. What food did you eat today? Tra
involved in your food web.
A E
C D
JHS TEACHER I
TUESDAY
Objectives:
1. Illustrate how food webs are formed from several food chains.
2. Recognize the importance of maintaining the diversity of living in the environment.
LM p.155-160
*Inform the students that their observations last meeting will be their basis of discussion this day.
*Given their data last meeting, let students present diagrams to show their observations on the
interactions between organisms.
*Connect some food chains that are relevant. Emphasize that several food chains make a food web.
*Show illustrations or pictures of some organisms in a Philippine forest. Emphasize that Philippine
forests have very diverse forms of organisms. In such a diversified community, several food chains
exist and form a web. Like the spider’s web, all threads in the web are linked. So too, are the links in
a food web.
*Connect some food chains that are relevant. Emphasize that several food chains make a food web.
*Show illustrations or pictures of some organisms in a Philippine forest. Emphasize that Philippine
forests have very diverse forms of organisms. In such a diversified community, several food chains
exist and form a web. Like the spider’s web, all threads in the web are linked. So too, are the links in
a food web
Think of yourself as a consumer. What food did you eat today? Trace the plant/s and animals
involved in your food web.
A E
C D
Learning Area
Quarter
WEDNESDAY
Objectives:
1. Decide on the best way to deal with food wastes in your home or school.
2. Construct food chains starting with the food wastes.
ls
ooks/textbooks
*Let student explain and differentiate food chain and food web.
Group Activity
* Divide the members of the class into desired numbers of students pre-determined by
the teacher considering the level of performance in the class.
*Let the students do the Activity (LM pages 160-161)
SCIENCE 7
SECOND
THURSDAY
:
ment to survive.
n the locality.
FRIDAY