387534229-Dll-Science-Grade-7-2nd-Grading (2).docx

Teacher

Mrs. CHARLINE A. RADISLAO

Teaching Dates and Time

August 28-31, 2018 1:00-2:00 PM/ 2:00-3:00 PM

GRADE SEVEN DAILY LESSON LOG

Monday I. OBJECTIVES

a. Content Standards

b. Performance Standards

c. Learning Competencies/ Objectives

II.

CONTENT

III.

LEARNING RESOURCES

Tuesday

Wednesday

Grade Level Learning Area Quarter

Thursday

7 Science Second

Friday

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using formative assessment strategies. Valuing objective support the learning of content and competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the curriculum guides. The Learners The Learners The Learners the different levels of demonstrate an demonstrate an demonstrate an biological organization understanding of: understanding of: understanding of: the parts and functions the parts and functions the parts and functions of the compound of the compound of the compound microscope microscope microscope The learners should be The learners should be The learners should be The learners should be able to: able to: able to: able to: employ appropriate employ appropriate employ appropriate employ appropriate techniques using the techniques using the techniques using the techniques using the compound microscope compound microscope compound microscope compound microscope to gather data about to gather data about to gather data about to gather data about very small objects very small objects very small objects very small objects Identify parts of the focus specimens using focus specimens using describe the different microscope the the levels of and their functions; compound microscope; compound microscope; biological organization from cell S7LT-IIb-2 S7LT-IIb-2 to biosphere; S7LT-IIa-1 S7LT-IIc-3 Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tacked in a week or two. Levels of Biological Microscopy: Parts and Proper Handling and Focusing Specimens Organization Functions Use of The on the Microscope

Microscope List of materials to be used in different days. Varied sources of m aterials sustain children’s interest in the lesson and in the learning. Ensure that there is mix of concrete and manipulative materials as well as paper -based materials. Hands-on learning promotes concept development

a. References

Department of Education. Education. (2009). Science and Technology II textbook . (Rev. ed.). Pasig City: Instructional Materials Development Corporation.

Reyes, V.F., & Alfonso, L. G. (1979). The microscope: Part 1. Manila: AlemarPhoenix Publishing House

Reyes, V.F., & Alfonso, L. G. (1979). The microscope: Part 1. Manila: AlemarPhoenix Publishing House

1.

Module 2 pp.11-14

Module 2 pp.11-14

Module 2 pp.11-14

Module 2 pp. 9-16

Module 2 pp. 9-16

Module 2 pp. 9-16

Module 1 pp. 1-6

Ask the class what are the light system and mechanical system of the microscope. What would happen if one part is damage?

Recap on the Rules to observe when handling or using the microscope

Recall the smallest identifiable unit where we can detect existence of life

How important is the microscope in the field of biology?

Application on the concepts learned in Microscopy

Life follows a hierarchy of increasing complexity

Teacher’s Guide

Education. (2003). The Pyramid of Life (Levels of Biological Organization). Biology Demystified: Demystified: A Self-Teaching Self-Teaching Guide. Retrieved January 16, 2012 from http://www.educati on.com/ Module 1 pp. 1-7

pages 2.

Learner’s Materials

pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal b. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson

C. Presenting examples/instances of the new lesson

Ask the class what instrument they use when they need to see minute objects more clearly. How are these instruments similar to one another? Why the microscope is considered a powerful tool? How is it significant in our lives Common types of microscope

Show picture depicting the levels of organization in an

organism

D. Discussion of new concepts and practicing new skills #1 E. Discussion of new new concepts and practicing new skills #2 F. Developing mastery (Leads to Formative Assessment 3)

G. Finding Practical Practical applications of concepts and skills in daily living H. Making generalizations and abstractions about the lesson I. Evaluating learning J. Additional Activities for application of remediation I. REMARKS II. REFLECTION a. No of learners who earned earned 80% in the evaluation b. No. of learners who require additional activities for remediation who scored below 80% c. Did remedial lessons

Parts and Functions of a Compound light microscope

Things to observe in Handling and Using the microscope.

Preparing glass slides and Focusing the letter “e”

Levels of Biological Organization (Cells, Tissues, Organs, Organ System, Organism)

Draw ,Label and Identify the parts and functions of a compound light Microscope Recent biotechnologies which allows us to live a more comfortable life

Make a poster showcasing proper microscope usage

Answering of the Activity: How to Use the Microscope

Answering of the Activity 1: What Makes up an Organism

The benefits of being able to observe things not seen with the unaided eye

Any damage inflicted cells affects the tissue level

Summative Test

Summative Test

Formative Test

Summative Test

Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions

d.

e.

f.

g.

work? No. of learners who have caught up with the lesson No. of learner who continue to require remediation Which of my teaching strategies work well? Why did these work? What difficulties did I encounter which my principal or supervisor can help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?


Teacher Teaching Dates and Time

Monday I.

OBJECTIVES

a. Content Standards b. Performance Standards

c. Learning Competencies/ Objectives

II.

CONTENT

III.

LEARNING RESOURCES A. References

Mrs. CHARLINE A. RADISLAO

September 3-5, 2018 1:00- 2:00 PM/ 2:00- 3:00 PM

Tuesday

Wednesday


Thursday

7 Science Second

Friday

Objectives must be met over the week and connected to the curriculum standards. To m eet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using formative assessment strategies. Valuing objective support the learning of content and competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the curriculum guides. the different levels of the different levels of the different levels of the difference between biological organization biological organization biological organization animal and plant cells The Learners should be The Learners should be The Learners should be The Learners should be able to: able to: able to: able to: employ appropriate employ appropriate employ appropriate employ appropriate techniques using the techniques using the techniques using the techniques using the compound microscope compound microscope compound microscope compound microscope to gather data about to gather data about to gather data about to gather data about very small objects very small objects very small objects very small objects describe the different describe the different describe the different differentiate plant and levels of levels of levels of animal biological organization biological organization biological organization cells according to from cell from cell from cell presence or to biosphere; to biosphere; to biosphere; absence of certain S7LT-IIc-3 S7LT-IIc-3 S7LT-IIc-3 organelles; S7LT-IId-4 Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tacked in a week or two. Levels of Biological Levels of Biological Levels of Biological Animal and Plant Cells Organization Organization Organization List of materials to be used in different days. Varied sources of m aterials sustain children’s interest in the lesson and in the learning. Ensure that there is mix of concrete and manipulative materials as well as paper-based m aterials. Hands-on learning promotes concept development Abistado J.M. and Abistado J.M. and Abistado J.M. and Prentice Valdoz M.P.(2013). Valdoz M.P.(2013). Valdoz M.P.(2013). Hall(1995).Exploring Science Links. Rex Science Links. Rex Science Links. Rex life science laboratory Publishing Publishing Publishing

manual.New Jersey:Prentice

1.

Teacher’s Guide

Module 1 pp. 1-11

Module 5 pp. 4-7

Module 1 pp 4-7

Hall,Inc. Module 2 pp. 1-6

Module 1 pp. 1-9

Module 5 page 7

Module 1 pp 4-7

Module 2 pp. 1-8

pages 2. 3. 4.

c. IV.


pages Textbook pages Additional Materials from Learning Resource (LR) portal Other Learning Resources PROCEDURES

a. Reviewing previous lesson or presenting the new lesson

b. Establishing a purpose for the lesson

c. Presenting examples/instances of the new lesson

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the student which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning process, and d raw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each step.

Recall that cell is the basic unit of life and when cells are grouped together and performs the same function it is then called tissues It is important to know that our organs are composed of cells performing one function

Presentation of the Human Torso model

Let the class name the Show pictures of different organ system different examples of that composes the population human organism

An organism is composed of different organ systems. Any damaged to the lower level of organization affects the totality of the organism

Recall organisms may it be plants or animals is composed of cells

No organism lives Let students know that independently. Several there are things that different populations plants are capable of make up a community. doing while animals And the communities cannot. This is interaction to abiotic because of certain factors makes up an biological structures ecosystem in their respective cells Show pictures of an Name the different Flash a picture of organism and group of populations that Plants and Animals organisms of same makes up your and let the students kind living in the community and the site differences in same place abiotic factors you their function and need in order to capabilities

survive

d. Discussion of new new concepts and practicing new skills #1 e. Discussion of new concepts and practicing new skills #2 f. Developing mastery (Leads to Formative Assessment 3)

g. Finding Practical applications of concepts and skills in daily living

h. Making generalizations and abstractions about the lesson i. Evaluating learning j. Additional Activities Activities for application of remediation V. REMARKS VI. REFLECTION h. No of learners who earned

Level of Organization ( Organs and Organ System)

Levels of Organization (Organism and Population)

Levels of Organization (Community, Ecosystem, and Biosphere)

Name the Organs that composes the Digestive, Respiratory, and Circulatory System

Site different examples of population in your vicinity

Show a picture of an Perform Activity 1: ecosystem and let the Comparing Plant and students name the Animal cells different communities and abiotic factors that are in it A change in one Animals directly or population may cause indirectly depend on changes in other plants for food, due to populations. Living the chloroplast that is organisms need the present in plant cells abiotic factors in order which is responsible to survive. for photosynthesis.

To take good care of How organisms in a our organs, we need to population share take good care of our resources cells

Summative Test

Summative Test

Formative Test

Plants and Animal Cells

Summative Test


80% in the evaluation i. No. of learners who require additional activities for remediation who scored below 80% j. Did remedial lessons work? No. of learners who have caught up with the lesson k. No. of learner who continue to require remediation l. Which of my teaching strategies work well? Why did these work? m. What difficulties did I encounter which my principal or supervisor can help me solve? n. What innovation or localized materials did I use/discover which I wish to share with other teachers?



Monday A. OBJECTIVES



c. Learning Competencies/Objecti ves

B.

CONTENT

C.

LEARNING RESOURCES

a. References

Mrs. CHARLINE A. RADISLAO August 22- 24, 2018 1:00-2:00 PM/ 2:00-3:00 PM

Tuesday

Wednesday


Thursday

7 Science Second

Friday

Objectives must be met over the week and connected to the curriculum standards. To m eet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using formative assessment strategies. Valuing objective support the learning of content and competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the curriculum guides. the difference between the difference between the difference between organisms that can only animal and plant cells animal and plant cells animal and plant cells be seen through the microscope, many of which consist of only one cell The Learners should be The Learners should be The Learners should be The Learners should be able to: able to: able to: able to: employ appropriate employ appropriate employ appropriate employ appropriate techniques using the techniques using the techniques using the techniques using the compound microscope compound microscope compound microscope compound microscope to gather data about to gather data about to gather data about to gather data about very small objects very small objects very small objects very small objects differentiate plant and differentiate plant and explain why the cell is identify beneficial and animal animal considered harmful cells according to cells according to the basic structural and microorganisms; presence or presence or functional unit of all S7LT-IIf-6 absence of certain absence of certain organisms; organelles; organelles; S7LT-IIe-5 S7LT-IId-4 S7LT-IId-4 Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tacked in a week or two. Plant Cells Animal Cells Animal and Plant Cells Fungi, Protists, and Bacteria List of materials to be used in different days. Varied sources of m aterials sustain children’s interest in the lesson and in the learning. Ensure that there is mix of concrete and manipulative materials as well as paper-based m aterials. Hands-on learning promotes concept development Prentice Prentice Prentice Carale, L., Galvez, E. & Hall(1995).Exploring life Hall(1995).Exploring life Hall(1995).Exploring life Reyes, R. (1990). science laboratory science laboratory science laboratory S ci ence and manual.New manual.New manual.New Technology Technology for a

B etter etter Life 2. Biology Workbook. Makati:

Jersey:Prentice Jersey:Prentice Hall,Inc.

Jersey:Prentice Hall,Inc.

Jersey:Prentice Hall,Inc.

Module 2 pp. 5-6

Module 2 pp. 1-6

Module 1 pp 4-7

Module 3 pp. 1-13

Module 2 pp. 5-8

Module 2 pp. 1-8

Module 1 pp 4-7

Module 3 pp. 1-9

Basic Media Systems.

1.

Teacher’s Guide

pages 2. 3. 4.

b. IV.



a. Reviewing previous lesson or presenting the new lesson b. Establishing a purpose for the lesson


d. Discussion of new concepts and practicing new skills #1

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the student which you can infer from formative assessment activities. Sustain learning system atically by providing students with multiple ways to learn new things, practice their learning, question their learning p rocess, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each step.

Recall on cellular organelles unique to plant cells

Recall on cellular organelles unique to animal cells

Ask students if all plant cells contain chloroplast?

Ask students if animals are able to make their own food.

Let the students prepare onion scale for microscopy study

Let students prepare cheek cells specimen for microscopy

Plant cells parts and functions

Animal Cells Parts and Functions

Recap on past lesson on Level of Biological Organization How essential are cells in life?

Ask students if they have any idea how the organelles work together for the cell to function

Portray the different functions of certain cell structures

Remember the Organ system of plants Some living organisms exhibits characteristics very similar to plants and animals Flash a picture of an edible mushroom and human with fungal infections. Let the students site the differences and similarities between the two pictures Fungi: Characteristics, Benefits and Harm

e. Discussion of new concepts and practicing new skills #2 f. Developing mastery (Leads to Formative Assessment 3)

g. Finding Practical applications of concepts and skills in daily living

h. Making generalizations and abstractions about the lesson i. Evaluating learning j. Additional Activities Activities for application of remediation V. REMARKS VI. 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%

Perform Activity 2: Investigating plant cells

Make a Venn Diagram on the Parts of Plant and Animal cells

Not all plant cells contains chloroplast, take for example root cells. The major site of food production in plants are the leaves, so it is expected that chloroplast is prevalent in leaf cells cells

Cells have various structures and perform different functions.

Answering of Activity Sheet

Summative Test

Create a comic strip having the cellular organelles as the characters. The theme would be about their function Cells interact with each other to produce a well coordinated cell.

Comic strip making

Growing Bread Mold Spores Activity Minilab 20.1 p. 530 Biology Dynamics of Life Fungi are both friend and foe. Some such as mushrooms provide food. Other fungi produce antibiotics. Yet fungi also damage crops, buildings, and animals

Answering of Activity Sheet


c. Did remedial lessons work? No. of learners who have caught up with the lesson d. No. of learner who continue to require remediation e. Which of my teaching strategies work 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?



Monday A. OBJECTIVES




B.

CONTENT

C.

LEARNING RESOURCES

a. References

Mrs. CHARLINE A. RADISLAO September 10-14, 2018 1:00-2:00 PM/ 2:00-3:00 PM

Tuesday

Wednesday


Thursday

7 Science Second

Friday

Objectives must be met over the week and connected to the curriculum standards. To m eet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done f or developing content knowledge and competencies. These are assessed using formative assessment strategies. Valuing objective support the learning of content and competencies and enable children to find significance and jo y interacting the lesson. Weekly objectives shall be derived from the curriculum guides. organisms that can only organisms that can only organisms that can only reproduction being both be seen through the be seen through the be seen through the asexual or sexual microscope, many of microscope, many of microscope, many of which consist of only which consist of only which consist of only one cell one cell one cell The Learners should be The Learners should be The Learners should be The Learners should be able to: able to: able to: able to: employ appropriate employ appropriate employ appropriate employ appropriate techniques using the techniques using the techniques using the techniques using the compound microscope compound microscope compound microscope compound microscope to gather data about to gather data about to gather data about to gather data about very small objects very small objects very small objects very small objects identify beneficial and identify beneficial and identify beneficial and differentiate asexual harmful harmful harmful from sexual microorganisms; microorganisms; microorganisms; reproduction in terms S7LT-IIf-6 S7LT-IIf-6 S7LT-IIf-6 of: *number of individuals involved; *similarities of offspring to parents; S7LT-IIg-7 Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tacked in a week or two. Fungi, Protists, and Fungi, Protists, and Fungi, Protists, and Asexual reproduction Bacteria Bacteria Bacteria Sexual reproduction List of materials to be used in different days. Varied sources of m aterials sustain children’s interest in the lesson and in the learning. Ensure that there is mix of concrete and manipulative materials as well as paper-based m aterials. Hands-on learning promotes concept development Carale, L., Galvez, E. & Carale, L., Galvez, E. & Carale, L., Galvez, E. & Campbell, N.A. & Reyes, R. (1990). Reyes, R. (1990). Reyes, R. (1990). Reece, J. B. (2009).

S ci ence and Technology Technology for a Better Life 2. Biology Workbook. Makati:

1.

Teacher’s Guide

S ci ence and Technology Technology for a Better Life 2. Biology Workbook. Makati:

S ci ence and Technology Technology for a B etter etter Life 2. Biology Workbook. Makati:

Biology (8th (8th edition). San Francisco: Pearson/Benjamin Cummings.




Module 3 pp. 1-13

Module 3 pp. 1-13

Module 3 pp. 1-13

Module 4 pp. 1-4

Module 3 pp. 1-9

Module 3 pp. 1-9

Module 3 pp. 1-9

Module 4 pp. 1-7

pages 2. 3. 4.

b. D.



These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the student which you can infer from formative assessment act ivities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning process, and d raw conclusions about what they learned in relation to their life experiences and previous k nowledge. Indicate the time allotted for each step.


Remember that fungi are unicellular or multicellular eukaryotic organism. There are some beneficial fungi and fungi that cause harm.

Protozoans or animallike protist resemble animals in the way they get food


Besides form fungi, what are other living organisms aside from plants and animals?

There are Protist which can make their own food


Animal like protist

Plant like protist, no true roots, stems, and leaves

Recall that One of the prokaryotes are characteristics of an unicellular organisms organism is that it is that don’t have a capable of reproducing. nucleus or membrane bound organelles. They are called bacteria Ask students if they Ask students on how to have any idea on any propagate a tomato “good bacteria” plant if you want to preserve its desirable characteristics? Touch on importance of bacteria in Nitrogen fixation, Ask students if they recycling of have seen Katakataka nutrients, food and leaf

medicine. Diseases caused by bacteria like TB and tetanus

d. Discussion of new new concepts and practicing new skills #1 e. Discussion of new concepts and practicing new skills #2 f. Developing mastery (Leads to Formative Assessment 3) g. Finding Practical applications of concepts and skills in daily living

h. Making generalizations and abstractions about the lesson i. Evaluating learning j. Additional Activities Activities for application of remediation E. REMARKS F. REFLECTION h. No of learners who earned

Protists (Protozoans)

Film Showing

Some Protists cause diseases, such as malaria and sleeping sickness, that result in millions of human deaths

Summative Test

Protists (Algae)

KWL Chart on benefits and harm caused by species of algae Red tide which causes poisoning of birds, fishes and mammals are caused by algae

KWL Chart

Bacteria

Film Showing

Asexual Reproduction (Vegetative Propagation and Spore Formation)

Perform Activity 1: Can you grow Plants from Eyes?

Bacteria cause Due to increase diseases. Other demand for food due to bacteria fix nitrogen, increasing population. recycle nutrients, and Farmers can propagate help make food plants faster through products and asexual reproduction medicines

Summative Test

Performing of Activity

Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? W hat else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions

80% in the evaluation i. No. of learners who require additional activities for remediation who scored below 80% j. Did remedial lessons work? No. of learners who have caught up with the lesson k. No. of learner who continue to require remediation l. Which of my teaching strategies work well? Why did these work? m. What difficulties did I encounter which my principal or supervisor can help me solve? n. What innovation or localized materials did I use/discover which I wish to share with other teachers?


Teacher Teaching Dates and Time Monday

MRS. CHARLINE A. RADISLAO

September 17-20, 2018 1:00-2:00 PM/ 2:00-3:00 PM

Tuesday

Wednesday


Thursday

7 Science Second

Friday

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures A. OBJECTIVES must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using formative assessment strategies. Valuing objective support the learning of content and competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the curriculum guides. reproduction being both reproduction being both organisms that can only reproduction being both a. Content Standards asexual or sexual asexual or sexual be seen through the asexual or sexual microscope, many of which consist of only one cell The Learners should be The Learners should be The Learners should be The Learners should be b. Performance able to: able to: able to: able to: Standards employ appropriate employ appropriate employ appropriate employ appropriate techniques using the techniques using the techniques using the techniques using the compound microscope compound microscope compound microscope compound microscope to gather data about to gather data about to gather data about to gather data about very small objects very small objects very small objects very small objects differentiate asexual differentiate asexual describe the process of describe the process of c. Learning from sexual fertilization; fertilization; Competencies/Objecti from sexual reproduction in terms reproduction in terms S7LT-IIg-8 S7LT-IIg-8 ves of: of: *number of individuals *number of individuals involved; involved; *similarities of offspring *similarities of offspring to parents; to parents; S7LT-IIg-7 S7LT-IIg-7 Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be B. CONTENT tacked in a week or two. Asexual reproduction Asexual reproduction Asexual reproduction Asexual reproduction Sexual reproduction Sexual reproduction Sexual reproduction Sexual reproduction List of materials to be used in different days. Varied sources of m aterials sustain children’s interest in the lesson and in the learning. C. LEARNING Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes RESOURCES concept development Campbell, N.A. & Campbell, N.A. & Campbell, N.A. & Campbell, N.A. & a. References Reece, J. B. (2009). Reece, J. B. (2009). Reece, J. B. (2009). Reece, J. B. (2009). Biology (8th Biology (8th Biology (8th edition). Biology (8th (8th edition). (8th edition). (8th edition).

5.

Teacher’s Guide

San Francisco: Pearson/Benjamin Cummings.. Cummings

San Francisco: Pearson/Benjamin Cummings.



Module 4 pp. 1-4

Module 4 pp. 1-4

Module 4 pp. 4-5

Module 4 pp. 4-5

Module 4 pp. 1-7

Module 4 pp. 1-7

Module 4 pp. 7-10

Module 4 pp. 7-10

pages 6. 7. 8.

b. D.



These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the student which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning process, and d raw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each step.


Recall that vegetative Recall that when an propagation and spore organism reproduce formation type of asexually then it is an reproduction can exact copy of the happen without a mate parent

In flowering plants sexual reproduction is synonymous with a unique structure-the flower


Give other means on how to reproduce asexually

Ask students what will happen if a sea star lost or injured its arm

Pollination and fertilization in seed plants are two different different and separate events


An individual splitting into two or arises from the outgrowth of existing ones

Show a picture or video of a regenerating sea star

Pollination brings together the gametes of a flower Each pollen forms a tube that grows down through the pistil and reaches the ovule in the ovary. One of the nuclei in the pollen

Recall that the flower is the reproductive structure in plants. Some plants have the male and the female reproductive structures in one flower. Let students analyze their physical appearance, let them identify which of their traits came from their mother or father. Present a picture of a family

d. Discussion of new new concepts and practicing new skills #1 e. Discussion of new concepts and practicing new skills #2 f. Developing mastery (Leads to Formative Assessment 3) g. Finding Practical applications of concepts and skills in daily living

h. Making generalizations and abstractions about the lesson i. Evaluating learning j. Additional Activities Activities for application of remediation E. REMARKS F. REFLECTION o. No of of learners learners who earned 80% in the

Fission and Budding

Fragmentation and Regeneration

tube unites with the egg nucleus in the ovule to form a zygote Pollination and Fertilization in Flowering Plants

Perform Activity 2: Video Clip on Can One become regenerating sea star Two? Organisms that can The term regeneration reproduce asexually normally refers to are particularly well regrowth of missing suited to colonize new or damaged body habitats because a parts in higher single individual can organisms, but whole establish an entire body regeneration new population occurs in starfish, and many plants

Perform Activity 3: Structure of a Gumamela Flower Sexual reproduction need two parents, a male and a female and involves specialized cells or gametes.

Answering of Activity Sheets


Summative Test

Animal Sexual Reproduction

Film Showing on Sexual Reproduction These genetic differences which results from sexual reproduction help to ensure the survival of the species in changing environmental conditions



evaluation p. No. of learners learners who require additional activities for remediation who scored below 80% q. Did remedial lessons work? No. of learners who have caught up with the lesson r. No. of learner who continue to require remediation s. Which of my teaching strategies work well? Why did these work? t. What difficulties did I encounter which my principal or supervisor can help me solve? u. What innovation or localized materials did I use/discover which I wish to share with other teachers?



Monday I.

OBJECTIVES



c. Learning Competencies /Objectives II.

CONTENT

III.

LEARNING RESOURCES

MRS. CHARLINE A. RADISLAO

September 17-20, 2018 1:00-2:00 PM/ 2:00-3:00 PM

Tuesday

Wednesday


Thursday

7 Science Second

Friday

Objectives must be met over the week and connected to the curriculum standards. To m eet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using formative assessment strategies. Valuing objective support the learning of content and competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived from the curriculum guides. organisms interacting organisms interacting organisms interacting organisms interacting with each other and with each other and with each other and with each other and with their environment with their environment with their environment with their environment to survive to survive to survive to survive The Learners should be The Learners should be The Learners should be The Learners should be able to: able to: able to: able to: conduct a collaborative conduct a collaborative conduct a collaborative conduct a collaborative action to preserve the action to preserve the action to preserve the action to preserve the ecosystem in the locality ecosystem in the locality ecosystem in the locality ecosystem in the locality differentiate biotic from differentiate biotic from describe the different describe the different abiotic components of abiotic components of ecological relationships ecological relationships an ecosystem; an ecosystem; found in an found in an S7LT-IIh-9 S7LT-IIh-9 ecosystem; ecosystem; S7LT-IIh-10 S7LT-IIh-10 Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tacked in a week or two. 1. Components of an 1. Components of an 1. Components of an 1. Components of an ecosystem ecosystem ecosystem ecosystem 2. Ecological 2. Ecological 2. Ecological 2. Ecological relationships relationships relationships relationships 2.1 Symbiotic 2.1 Symbiotic 2.1 Symbiotic 2.1 Symbiotic relationships relationships relationships relationships 2.2 Non symbiotic 2.2 Non symbiotic 2.2 Non symbiotic 2.2 Non symbiotic relationships relationships relationships relationships 3. Transfer of energy 3. Transfer of energy 3. Transfer of energy 3. Transfer of energy through trophic levels through trophic levels through trophic levels through trophic levels List of materials to be used in different days. Varied sources of m aterials sustain children’s interest in the lesson and in the learning. Ensure that there is mix of concrete and manipulative materials as well as paper-based m aterials. Hands-on learning promotes concept development

a. References

1.

Teacher’s Guide

Campbell, N.A. & Reece, J. B. (2009). (8th edition). Biology (8th San Francisco: Pearson/Benjamin Cummings.. Cummings

Campbell, N.A. & Reece, J. B. (2009). (8th edition). Biology (8th San Francisco: Pearson/Benjamin Cummings.

Campbell, N.A. & Reece, J. B. (2009). Biology (8th edition). San Francisco: Pearson/Benjamin Cummings.

Campbell, N.A. & Reece, J. B. (2009). (8th edition). Biology (8th San Francisco: Pearson/Benjamin Cummings.

Module 5 pp. 1-4

Module 5 pp.

Module 5 pp.

Module 5 pp.

Module 5 pp. 1-4

Module 5 pp.

Module 5 pp.

Module 5 pp.

pages 2.


pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal b. Other Learning Resources IV. PROCEDURES



c. Presenting examples/instances of the new lesson d. Discussion of new new concepts and practicing new skills #1

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the student which you can infer from formative assessment activities. Sustain learning system atically by providing students with multiple ways to learn new things, practice their learning, question their learning process, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each step.

Remember that in an ecosystem, both living and nonliving components are involved How important are the abiotic factors in the environment for our survival?

Recall that the environment is composed of the living and non-living components How do living organisms make use of abiotic components in order to survive

Let the student’s site connection between living and nonliving things in the environment. Let the students listen to the song “Magkaugnay” by Joey Ayala

Ask the students what would happen if there is scarcity of resource in the environment?

Biotic and Abiotic Components in the Environment

Infer what happens to organisms if their environment is not able to provide them with their basic needs.

Ecological Relationships (Symbiotic Relationships)

Ecological Relationships (Symbiotic Relationships)

Organisms need to coexist with each other and must adapt to the environment in order to survive

e. Discussion of new concepts and practicing new skills #2 f. Developing mastery (Leads to Formative Assessment 3) g. Finding Practical applications of concepts and skills in daily living

h. Making generalizations and abstractions about the lesson i. Evaluating learning j. Additional Activities Activities for application of remediation V. REMARKS VI. 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 remedial lessons work? No. of learners who have caught up with the lesson d. No. of learner who

Perform Activity 1: What does it mean to be Alive? Living organisms cannot survive without the nonliving components of the environment.

Perform Activity 2: Housemates? Ecomates There is interdependence among the components of the environment; organisms interact with their environment to survive.

Activity 3: Which Eats What? Values Integration – Integration – Responsibility and Relationships

Answering the Activity Sheets



Role Playing of Symbiotic Relationships Relationships also exist in the lower forms of organism

Role playing


continue to require remediation e. Which of my teaching strategies work 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?



Monday I.

OBJECTIVES




II.

CONTENT

MRS. CHARLINE A. RADISLAO September 17-20, 2018 1:00-2:00 PM/ 2:00-3:00 PM

Tuesday

Wednesday


Thursday

7 Science Second

Friday

Objectives must be met over the week and connected to the curriculum standards. To m eet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using formative assessment strategies. Valuing objective support the learning of content and competencies and enable children to find significance and joy interacting the lesson. Weekly objectives shall be derived f rom the curriculum guides. organisms interacting organisms interacting organisms interacting organisms interacting with each other and with each other and with each other and with each other and with their environment with their environment with their environment with their environment to survive to survive to survive to survive The Learners should be The Learners should be The Learners should be The Learners should be able to: able to: able to: able to: conduct a collaborative conduct a collaborative conduct a collaborative conduct a collaborative action to preserve the action to preserve the action to preserve the action to preserve the ecosystem in the locality ecosystem in the locality ecosystem in the locality ecosystem in the locality predict the effect of predict the effect of predict the effect of predict the effect of changes in changes in changes in changes in one population on other one population on other abiotic factors on the abiotic factors on the populations in the populations in the ecosystem. ecosystem. ecosystem; ecosystem; S7LT-IIj-12 S7LT-IIj-12 S7LT-IIi-11 S7LT-IIi-11 Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tacked in a week or two. 1. Components of an 1. Components of an 1. Components of an 1. Components of an ecosystem ecosystem ecosystem ecosystem 2. Ecological 2. Ecological 2. Ecological 2. Ecological relationships relationships relationships relationships 2.1 Symbiotic 2.1 Symbiotic 2.1 Symbiotic 2.1 Symbiotic relationships relationships relationships relationships 2.2 Non symbiotic 2.2 Non symbiotic 2.2 Non symbiotic 2.2 Non symbiotic relationships relationships relationships relationships 3. Transfer of energy 3. Transfer of energy 3. Transfer of energy 3. Transfer of energy through trophic levels through trophic levels through trophic levels through trophic levels

III.

LEARNING RESOURCES a. References

1.

Teacher’s Guide

List of materials to be used in different days. Varied sources of m aterials sustain children’s interest in the lesson and in the learning. Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development Campbell, N.A. & Campbell, N.A. & Campbell, N.A. & Campbell, N.A. & Reece, J. B. (2009). Reece, J. B. (2009). Reece, J. B. (2009). Reece, J. B. (2009). (8th edition). (8th edition). (8th edition). Biology (8th Biology (8th Biology (8th edition). Biology (8th San Francisco: San Francisco: San Francisco: San Francisco: Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin Cummings.. Cummings Cummings. Cummings. Cummings.

Module 5 pp. 9-11

Module 5 pp. 11-15

Module 5 pp. 11-15

Module 5 pp. 11-15

Module 5 pp. 7-10

Module 5 pp. 11-17

Module 5 pp. 11-17

Module 5 pp. 11-17

pages 2.


pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal b. Other Learning Resources IV. PROCEDURES

a. Reviewing previous lesson or presenting the new lesson b. Establishing a purpose for the lesson c. Presenting examples/instances of the new lesson

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the student which you can infer from formative assessment activities. Sustain learning s ystematically by providing students with multiple ways to learn new things, practice their learning, question their learning process, and d raw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each step.

Recall that symbiotic Ask the students to relationship could compare and contrast either be +/+,+/-,+/0 predation from relationship parasitism What would happen if How is energy passed there is an overlap of on the food chain niches Show a picture of a lion eating a deer

Show students an example of a food chain

Food chains always Show a food chain starts with plants or and let the students photosynthesizing identify the trophic organisms level of each organism Identification of the trophic level of the What to do with organisms involve in a biodegradable waste? food chain Since plants can make their own food then they are termed as Flash the ff phrases on producers while the board: animals as consumers Nitrogen cycle CarbonOxygen Cycle  

d. Discussion of new concepts and practicing new skills #1 e. Discussion of new concepts and practicing new skills #2 f. Developing mastery (Leads to Formative Assessment 3) g. Finding Practical applications of concepts and skills in daily living

h. Making generalizations and abstractions about the lesson i. Evaluating learning j. Additional Activities Activities for application of remediation V. REMARKS VI. REFLECTION

Predation and Competition

Food chain and Food web

Let the students Picture Analysis illustrate 5 food chains and interlink it to form a food web In order to survive we Through these series o must know how to f steps of eating and defend ourselves from being eaten, energy possible harm. flows from one When a shared resour trophic level to ce is in short supply, another. Green plants organisms compete, or other and those that are photosynthesizing more successful organisms use light survive. energy from the sun to manufacture carbohydrates for their own needs

Oral Recitation

Making of food chains and food web

Producers, first order/primary consumers, 2nd order/secondary consumers......

Cycling of Nutrients

Answer Energy Transfer In the Ecosystem

Perform Activity 4: What to do with Food Waste

The food web can be viewed not only as a network of chains but also as a series of trophic (nutritional) levels.

Materials in the form of nutrients needed by living things are cycled between organisms and the environment. Energy flows and materials are cycled in the ecosystem. Indeed, we live in a dynamic world.

Summative Test

Summative Test

Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs

to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions

a. No of learners who who earned 80% in the evaluation b. No. of learners learners who require additional activities for remediation who scored below 80% c. Did remedial lessons work? No. of learners who have caught up with the lesson d. No. of learner learner who continue to require remediation e. Which of of my teaching strategies work 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?

387534229-Dll-Science-Grade-7-2nd-Grading (2).docx

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