School Teacher Teaching Date and Time LALA NATIONAL HIGH SCHOOL REGGINE YBANEZ / SITTIE MARIAM A. BONACHITA WEEK 3 (Aug. 28-30, Sept. 2-3) 4-5 HOURS Grade Level Grade 7-A, 7-C Learning Area Science Quarter Second I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies / Objectives Write the LC code for each II. CONTENT 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/ Identify the parts that make up a human body. Describe how the functioning of each part work together in an organism. Describe how these parts work together in an organism. From Cell to Organism III. LEARNING RESOURCES A. B. References Teacher's Guide 1. Pages Learner's Materials 2. Pages Textbook 3. Pages 4. Additional Materials from Learning Resource (LR) portal Other Learning Resource pp. 64-69 pp. 77-81 EASE Biology. Module 6. writing materials, posters and pictures of organisms, organ systems, organs, tissues and cells IV. PROCEDURES A. B. Reviewing previous lesson or presenting the new lesson How do we calculate the magnification of a specimen? Below are parts of 4 different ballpens. Identify which part belongs to which ballpen. A ballpen has parts like those in the pictures. Establishing a purpose for the Lesson Identify the function of each part. 1. What will happen if any part of the ballpen is missing? 2. How will you compare the work of a ballpen with complete parts to the one with incomplete parts? C. Do the activity in LM pp 78-81 “What Makes up an Organism? Part I. Parts of a Human Body” Procedure Read the selection and answer the questions that follow. You are an organism just like the plants and animals. Presenting examples / instances of the new lesson D. Discussing new concepts and practicing new skills #1 E. F. Discuss the answers in the activity given. Analysis: 1. What do you see in figure 2? 2. Can you identify the organ systems in figure 3? 3. How do these organ systems work together? 4. What are the parts that make up a human heart? 5. What will happen to the heart if any of these parts is/are injured? 6. What will happen to the organism? 7. What parts make up the kidneys? 8. What will happen to the kidneys if any of these parts is/are injured? 9. What will happen to the organism? 10. What will happen to the organs if tissues are injured? 11. What will happen to the organ systems? 12. What will happen to the organism? Discussing new concepts and practicing new skills #2 Developing mastery (Leads to Formative Assessment 3) Directions: Read this short story to the students then let them realize the importance of each part. (You can ask questions written below). G. Finding practical applications of concepts and skills in daily living Ouch! Ouch! Ouch! That was the sound heard from the bedroom on the second floor. Victoria hurriedly runs as fast as she can. She used the stairs going to the next floor. She was shocked when she found out where it came from. It is Marteena’s bedroom, what is happening? Victoria said to herself. Then she…tok tok tok…the sound became louder…Ouchhhh…..Ouch…… Marteena…Marteena…my daughter open the door. Nobody responded to her, except the sounds that she heard. Victoria pushed the door so hard then it opened. She saw her daughter lying on the floor crying and was holding her waist. Victoria asked her daughter, what’s happening? Why are you in pain? Where is the pain? Marteena answered her mother in her moaning voice. I’m in pain, here at my lower back and during my urination it was so painful. Victoria ran her daughter to the hospital and it was found out that she is suffering from ____________. (Acute Urinary Tract Infection). Questions: 1. 2. 3. 4. What do you think is the doctor’s diagnosis to Marteena? What organ is affected in that diagnosis? Do you think it can function as it is? How will you maintain good functioning of your kidney? H. Making generalizations and abstractions about the lesson What makes up human body? How does each part work together? Directions: Read each item carefully. Choose the letter of the correct answer. 1. The heart pumps blood that carries oxygen and nutrients to the different parts of the body. To which organ system does the heart belong? A. Circulatory B. Digestive C. Excretory D. Reproductive 2. Cancer starts from cells that start to grow uncontrollably fast. They destroy tissues and organs. What does this say about the effects of diseased cells on the higher levels of organization in an organism? A. Diseased cells do not affect the other parts of an organism. B. Cancer involves only certain kinds of cells and does not affect any other kind of cell. C. Diseased cells affect only the next higher levels of organization that they make up – the tissues. D. Diseased cells damage the higher levels of organization they make up: tissues, organs, organ systems, and eventually, the whole organism. I. Evaluating Learning 3. Each part of an organ system plays a specific function. Which of the following structures does not match its function? A. Eyes : Sight B. Kidneys : Respiration C. Heart : Circulation D. Stomach : Digestion 4. Which of the following organs is NOT part of the circulatory system? A. blood B. blood vessels C. heart D. kidney 5. Which of the following activities does NOT describe a normal function of the kidneys? A. filter blood B. excrete water C. reabsorb water D. produce urea and water Additional activities for application or remediation J. V. REMARKS VI. REFLECTION A. B. C. D. E. F. No. of learners who earned 80% in the evaluation No. of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did these worked? What difficulties did I encounter which my principal or supervisor can What are the different parts of a plant? help me solve? G. What innovation or localized materials did I Use or discover which I wish to share with other teachers?
