LESSON PLAN IN SCIENCE 7 (BIOLOGY)

Teacher MARISSA A. GUNO Grade Level 7-SAMBULAWAN

Teaching Date and Time MAY 16, 2022 ( 2:00-3:00PM) Learning Area BIOLOGY
Instructional Supervisor Quarter 2nd
I. OBJECTIVES
A. Content The Learner demonstrate an understanding of:
Standards organisms interacting with each other and with their environment to survive.
B. Performance The Learner shall be able to:
Standard conduct a collaborative action to preserve ecosystem in the locality.
C. Learning The Leaner shall be able to:
Competency with Predict the effect of changes in abiotic factors on the ecosystem; S7LT-Iij-12
code 1. identify the effect of changes in the abiotic factors on the ecosystem.
2. evaluate the effect of changes in the abiotic factors on the ecosystem.
3. name ways to protect the abiotic factors on the ecosystem.
H II. CONTENT
A. Subject Matter Effect of Changes in the Abiotic Factors on the Ecosystem
B. Approach/
5 E’s, Differentiated Instruction, Cooperative Learning
Strategies
C. Lesson Araling Panlipunan AP7HAS-Ie-1.5
Eco Savers (Waste reduction campaign- Reduce, Reuse and Recycle)
Integration WINS (Wash in School)-Water conservation
III. LEARNING RESOURCES
A. References Science Learner’s Material
B. Teacher’s Guide pp. 417-166
C. Learner’s
3. Science 7 Learner’s Module. Campo, Pia C.’ et al. 2013 pages 286
Materials pages
D. Textbook Pages 1. Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D.
1998. P. 231.
* 2. Science and Technology II: Biology Textbook. NISMED. 2012. pp. 330-333.
E. Additional
Materials from from TedEd LESSONSWORTHSHARING (04:24 minute video)
Learning Resource Video ed.ted.com
(LR) Portal/ Internet
F. Other Learning
PPT, Laptop, video presentation, Internet connection, pictures
Resources
VI. PROCEDURES Teacher’s Activity Students’ Activity
Preliminaries: The teacher: The student’s/ group:
 Prayer  Instructs the students to stand for the prayer.  Were praying.
 Greetings  Vowed their
 Greets the students. heads as a
symbol of respect.
 Checking of  (Probably the
 Checks the attendance (asking how many boys and girls are
Attendance class monitor) 0f
present.)
the class answer.
 Setting of  Reminds the importance of the classroom rules. Were listening.
 Standards  Put your electronic gadgets in silent mode and use it when
asked.
 Listen to your teacher’s discussion and to your classmates’
KRA 2.5
ideas and opinions. Established safe and secure
 Raise your hand for questions or clarifications on the lesson learning environments to
and the follow given directions. enhance learning through the
 Participate in the class discussion and cooperate with your consistent implementation of
group. policies, guidelines and
procedures
 Cover your nose mouth when coughing with tissue or flexed
elbow
 Avoid close contact with anyone with cold or flu-like
symptoms.
A. Reviewing ENGAGE
previous lesson Directions: Put letter (A) if the following components of an ecosystem
or presenting the is abiotic and letter (B) if it is biotic.  Students are
new lesson actively
1. rain ___________ participating the
2. grasses _________ review questions.
3. alcohol ___________
4. oxygen __________
5. sunlight __________
6. mask __________
7. soil __________
8. bird ________
9. face shield ___________
10. stones _________

 Gives praises to students after they answered questions

correctly.
B. Establishing a  Requests the students to read the objectives loudly and
purpose for the clearly.
lesson 1. identify the effect of changes in the abiotic factors on the
ecosystem.
2. evaluate the effect of changes in the abiotic factors on the
ecosystem.
3. name ways to protect the abiotic factors on the ecosystem.
C. Presenting MOTIVATION:
Examples or  The teacher will show a picture to students and they will
Instances of the guess what word will came out of the four pictures.
New Lesson 4 pics 1 word

KRA 1.2
 What can you observe on the picture? Used research-based
knowledge and principles of
DIAGNOSTIC TEST teaching and learning to
enhance professional
Activity 1: My Cause, My Effect! practice.
Direction: Study the pictures in column A. Identify its effects by
matching it with column B. Write the letter on the space provided
before the number.
 KRA 1.4
Used effective verbal and
non-verbal classroom
communication strategies to
support learner
understanding, participation,
engagement and
achievement

 Acknowledges who answered correctly.

 Introduces the lesson for the day.

D. Discussing the 2. EXPLORE KRA 2.7

new concepts Maintained earning
Activity 2: Let Me Know environments that nurture
and practicing and inspire learners to
new skills #1 participate, cooperate and
collaborate in continued
learning.

Conditions of the Ecosystem

Directions: From the pictures above, write at least five(5)

observations. (No. 1 is done for you.)
1. Smoke is coming out of the chimneys of a factory.
2. _______________________________________.
3. _______________________________________.
4. _______________________________________.
5. _______________________________________.
E. Discussing the
new concepts Activity 3: We are Connected!
and practicing KRA 3.1
new skills #2 Direction: Study figure 1 below and answer the guide questions that Adapted and used culturally
follow by checking the box of the correct answer. appropriate teaching
strategies to address the
 needs of learners from
indigenous groups.

Guide Questions:
Q1. What ecological relationship is shown in the picture at the right?
parasitism
competition
Q2. If the cows continually grow in number, what will happen to their
food source?
Depletion of grasses and eventually cannot support the number of
cows
Grasses remain the same and are enough for the cows
Q3. What are the abiotic factors that sustain grasses in the grassland
ecosystem?
Water, carbon dioxide, sunlight, temperature, soil and minerals
Cows, oxygen, excessive heat, drought, unpredictable rainfall
Q4. The figure on the left shows the drying up of the grassland, what
is the abiotic factor that causes this phenomenon?
rainfall
Drought
Q5. What do you think will happen to the cows if all parts of the
grassland will dry up?
The cows will multiply in number
The cows will go hungry and eventually die
Q6. What can you infer about the relationship of the biotic and the
abiotic components of the ecosystem?
Biotic components (cows, grasses) are dependent to abiotic
components (Water, carbon dioxide, sunlight, temperature, soil
minerals)
Abiotic components (Water, carbon dioxide, sunlight, temperature,
soil and minerals) are dependent to biotic components (cows,
grasses)

F. Developing 3. EXPLAIN (Group Activity/

mastery  Further explain the topic. Discussion)/ Peer
Soil Pollution Air pollution teaching/ Cooperative
Learning

Extreme sun’s heat Water pollution

(Differentiated Instruction) Performance task
Direction: Make an essay on citing ways on how to protect the KRA 1.3
ecosystem. Follow the information required in each paragraphs. Displayed proficient use of
You can write the paragraph in English, Tagalog or using your mother Mother Tongue, Filipino and
tongue. English to facilitate teaching
and learning.
First and second paragraph
Ways you can do At School

KRA 2.8
Applied a range of successful
strategies that maintain
learning environments that
Third and fourth paragraph motivate learners to work
Ways you can do At Home productively by assuming
responsibility for their own
learning

Write some religious beliefs or traditions of your family or other

people about how to protect the ecosystem at home.

Rubrics:
1. Concept/idea (80%)
 Creativity and originality- 80%
 Slightly creative with ideas coming from the internet/books-
60%
 All copied- 40%
2. Cleanliness (5%)
 Very clean- 5%
 With erasures- 3%
 Untidy- 1%

3. Submission of output (15%)

  Advance- 15%
 On time- 10%
 Late- 5%
Total= 100%

(Note: For those living in a far-flung areas, like Kantagan and Bitan-
agan, you submit your output anytime this month when someone in
your family has business here in town.)

G. Finding practical 4. ELABORATION

application of
concepts and VALUING
Directions: Write one (1) simple way you can reduce the effects of air, KRA 1.1
skills in daily Applied knowledge of content
living soil, sunlight, temperature and water as it changes on the ecosystem.
within and across curriculum
Refer to the pictures below.
teaching areas.

H. Making HOTS 
Generalization Directions: Answer the following questions.
and Abstraction
about the lesson 1. What will happen to organisms when there is sudden change in
temperature beyond limits?

2. What is the result when there is overproduction of nitrates,

phosphates, and potassium in the soil?

3. What is considered as a major environmental disturbance to the

abiotic components of an ecosystem?

4. What will happen to the organisms when there is water pollution?

5. What ways can you help reduce the effects of climate change?

6. Why is it important to maintain balance in an ecosystem?

I. Evaluating 5. EVALUATION 
Learning Summative Test
Activity #5: Let’s Predict!
Direction: Study the ecosystems shown in the pictures. Identify the
abiotic, biotic factors, and ecological relationship. Then predict what
will happen if one of the abiotic factors is changed. Check the box for
your answers.
J. Additional KRA 2.6
activities for Direction: Arrange the jumbled letters to make the word correct. Base Maintained learning
your answer on the given statement. environments that promote
application or fairness, respect and care to
remediation 1. An act of cutting down or burning of trees. (N O I T A T S E R O F E
D) encourage learning.
2. A large amount of waste material being dumped and covered with
soil. ( F A I L LL N D)
3. Something that makes the land, water and sky dirty ( L U T I O N P
O L)
4. To use again ( U S E E R)
5. A large number of water covering an area. ( D L O F O )
6. Keeping someone safe from injury, harm or destruction. ( S E V E
RRE)
7. Nurturing and caring the ecosystem. ( T E C T O R P )
8. The process where soil is worn away. ( S I O N O R E )
9. T o make something new from used item ( C Y C L E E R )
10. Keeping something from being wasted. ( V E S A )

Assignment
Direction: Write two to three sentences on how to save and protect
the ecosystem and post it in social media using your facebook
account with hashtag Save Ecosystem.
 VI. REMARKS (This will depend on the outcome of the lesson whether it is carried, need to be retaught or
needs to be postponed due to specified valid reason)

VII. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%
C. Did the remedial lesson work? No. of learners who
have caught up with the lesson.
D. No. of learners who continue to require remediation.
E. Which of my teaching strategies worked well? Why did
this work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material did I use/discover
which I wish to share with other teachers?

Prepared by: Observed by:

MARISSA A. GUNO ___IMELDA P. LAO___

SST-1 Science, Head Teacher-III