GINA M. CASTILLANO
- TABINA NATIONAL HIGH SCHOOL
DETAILED SCIENCE LESSON PLAN
GRADE LEVEL
7
I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competencies
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learners Material pages
3.Textbook pages
4. Additional materials from
Learning Resource (LR) portal.
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
QUARTER/DOMAIN
SECOND QUARTER
WEEK & DAY NO.
2(1-5)
PAGE NO.
The learners demonstrate an understanding of:
Organisms interacting with each other and with their environment to survive.
The learners shall be able to:
1. Employ appropriate techniques using the compound microscope to gather data about very small
objects.
The learners should be able to…
1. Predict the effect of changes in abiotic factors on the ecosystem.(S7LT-llj-12).
Living Things and Their Environment
Science 7 TG pp.
Science 7 LM pp.
Science & Technology IV: Physics Textbook.NISMED.2012.P.285.
Quarter 2, Module 7
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/INTERNET
PRELIMINARY ACTIVITIES
PRAYER
GREETINGS
CHECKING OF ATTENDANCE
HOUSE RULES
ELICIT
REVIEW / MOTIVATION
What’s in?
Activity 1: Break it down.
DIRECTIONS:
Enter the items from the word bank into the Venn Diagram. At the left side pin/paste the biotic factor only, at the
right side pin the abiotic factor only. And at the center place the picture containing both biotic and abiotic factors.
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson.
Water
Forest
Sand
Clouds
Pond
Grass
Tree
Bird
Oxygen
Farm
Sunlight
Log
ENGAGE
Objectives of the lesson:
A.Identify the uses of abiotic factors.
B.Describe the cause and effect of the changes in the ecosystem.
C.Predict the effect of changes in abiotic factors in the ecosystem.
D. Present a drama, poster and slogan, and a song showing on how to conceive a
sustainable environment.
What’s New?
Activity 2: Sustain My Life
Directtions: Identify what are the abiotic factors that are helpful in a certain corn field/farm. Choose your answers from the
word bank and write them inside the blank boxes. Then, answer the guide questions that follow by shading the required
number of circle.
CORN
FIELD/ FARM
WORD BANK
TREES
POLLUTION
FERTILIZER
WEED
SUNLIGHT
AIR
WEATHER
PESTS
SOIL
ANIMALS
GRASS
Guide Questions:
Q1. What do you call to the factors that are needed to grow the corn field/ farm?
(shade only 1)
O Biotic
O Abiotic
Q2. If you are the owner of the corn field, what are you going to consider in order for you to get a big yield of the farm?
(shade only 6)
O Weed
O Animals
O Soil
O Water
O Fertilizer
O Air
O Sunlight
O Weather
O Grass
Q3. If any of the factors that affect the corn field will be altered or change its condition, what do you think will happen to the
farm? (shade only)
O The corn will not grow healthy and eventually die.
O Crop yields will deteriorate over time.
O You can still get a good harvest.
Q4. If the corn farm will not give good harvest, how can this affect to humans (shade only)
O There is no effect to humans
O There will be shortage of food supply and some may go hungry.
Activity 3: We are connected
DIRECTIONS: Study figure 1 below and answer the guide questions that follow by ticking (√) the box of the correct answer.
GUIDE QUESTIONS:
Q5. What ecological relationship is shown in the picture at the right?
O Parasitism
O Competition
Q6. If the carabaos continually grow in number, what will happen to their food source?
O Depletion of grasses and eventually cannot support the number of carabaos.
O Grasses remain the same and are enough for the carabaos.
Q7. What are the abiotic factors that sustain grasses in the grassland ecosystem?
O Water, carbon dioxide, sunlight, temperature, soil and minerals.
O Carabaos, oxygen, excessive heat, drought, unpredictable rainfall
Q8. The figure on the left shows the drying up of the grassland, what is the abiotic factor that causes this phenomenon?
O rainfall
O Drought
Q9. What do you think will happen to the carabaos if all parts of the grassland will dry up?
O The carabaos will multiply in number
O The carabaos will go hungry and eventually die.
Q10. What can you infer about the relationship of the biotic and the abiotic components of the ecosystem?
O Biotic components (carabaos, grasses) are dependent to abiotic components (water, carbon dioxide, sunlight,
temperature, and soil minerals)
O Abiotic components (water, carbon dioxide, sunlight temperature, soil and minerals) are dependent to biotic components
(carabaos, grasses)
D. Discussing the new concepts
and practicing new skills #1
EXPLORE
What is it?
A. The importance of biotic and abiotic factors comes in
their interaction with others. For a community or an
ecosystem to survive, the correct interactions must be in
place. A simple example would be of abiotic interaction in
plants. Water, sunlight and carbon dioxide are necessary
for plants to grow. The biotic interaction is that plants use
water, sunlight and carbon dioxide to create their own food
through a process called photsynthesis.
B. On a larger scale, abiotic interactions refer to patterns
such as weather and seasonality. Factors such as
temperature, humidity and the presence or absence of
stations affect the ecosystem. For example, some
ecosystems experience cold winters with a lot of snow. An
animal, such as a fox within this ecosystem, adapts to
these abiotic factors by the growth of a thick, white layer in
the winter.
C.Decomposers such as bacteria and fungi are
examples of biotic interactions on such a scale.
D.It can also have positive effect on organisms. For
example, due to different reasons (like water pollution),
Decomposers work by breaking dead organisms. This
process returns the basic components of organisms to the
soil, which allows them to be reused within that ecosystem.
Changes in abiotic factors can result in extreme problems
for some organisms. For example, if a plant is adapted to
low temperatures and the specific are where it lives, has a
change in its temperature, this plant will die and this area
will no longer support life, which is due to the change in
abiotic factor (temperature).
water becomes enriches in mineral thus supporting large
population of algae, causing water blooms.
It could have negative effects on plants, fish and other
organisms in water but, algae have a positive effect of this
change in abiotic factors(water) because it release oxygen
as part of their metabolism, they serve to oxygenate the
water.
What’s more?
E. Discussing the new concepts
and practicing new skills #2
Activity 4: My Cause, My Effect!
DIRECTIONS:
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.
A
B
1.
A. Wildfires emit carbon dioxide and other
greenhouse gases that will continue to warm
the planet well into the future. They damage
forests that would otherwise remove CO2 from
the air. And they inject soot and other aerosols
into the atmosphere, with complex effects on
warming.
2.
B. Chemicals in a water body, encourage the
growth of algae. These algae form a layer on
top of the pond or lake. Bacteria feed on this
algae and this decreases the amount of
oxygen in water body, severely affecting the
aquatic life there.
3.
C. Farmers may lose money if a drought destroys
their crops. If a farmer’s water supply is too
low, the farmer may have spend more money
on irrigation or to drill new wells.
4.
F. Developing mastery
(Leads to formative
assessment 3)
D.
Deforestation can result in more carbon
dioxide being released into the atmosphere,
threatens the world’s biodiversity, and leave
the soil more prone to erosion.
EXPLAIN
What I have learned?
Activity 5: Let’s Predict!
Directions: Study the ecosystem shown in the pictures. Identify the abiotic, biotic factors, and ecological relationship. Then
predict what will happen if one of the abiotic factors changed. Check the box for your answers.
ECOSYSTEM
ABIOTIC
BIOTIC
ECOLOGICAL
PREDICTION if one
FACTOR
FACTOR
RELATIONSHIP
of the abiotic factors
Seen on the
is changed
ecosystem
1.
Ο Typhoon
O Typhoon
O Commensalism
O
The nest was
attached on the tree.
O Birds
O Birds
O Parasitism
O Trees
O Trees
O Predation
O Soil
O
O Mutualism
Soil
O The nest will be
destroyed, and the
birds will eventually
die.
O Competition
2.
O Larva
O Larva
O Commensalism
O Soil
O Soil
O Parasitism
O Leaves
O Leaves
O Predation
O Sunlight
O Sunlight
O Mutualism
O Competition
G. Finding practical application of
concepts and skills in daily
living
H. Making generalization and
abstraction about the lesson
O The larva eats
the leaves
O The trees will die
because of drought,
then the larva will not
transform into a
butterfly.
ELABORATE
What I can do?
Activity 6: Let’s Keep Moving
DIRECTIONS: Sustainable environment is a responsible interaction to avoid depletion of natural resources and eventually
attain ecological balance. But how are going to achieve sustainable environment? Show your answer through a poster &
slogan, song, drama or a comical skit. Group assignment will be drawn by lot. Materials will be provided in each group--rubrics and instructions and other materials. 20 minutes time will be given for your practice
A.
Poster and slogan. Make a poster and slogan depicting on how to achieve sustainable environment., 1 whole
size cartolina and coloring materials are provided together with the rubrics.
RUBRICS
Content
Poster contains
appropriate items and
information (information
is appropriate to
assigned topic.
Organization
Teamwork/
Participation
B.
C.
5
4
3
Content is accurate and
all required information is
missing and/ or not
presented in a logical
order but is still generally
easy to follow.
Content is accurate but
some required
information is missing
and/or not presented in a
logical order, making it
difficult to follow.
Content is accurate but
some required
information is missing
and/or not presented in a
logical order, making it
difficult to follow.
Content is either
questionable or
incomplete. Information
is not presented in a
logical order, making it
difficult to follow.
Presentation was very
organized and was very
easy to follow .
Transition between
group members were
well planned
A few (2-3) errors in
spelling, grammar or
punctuation. Most text is
in student’s own words.
No more than 5 spelling,
grammar or punctuation
errors. Several instances
where the text is not in
student’s own words.
No more than 7 spelling,
grammar or punctuation
errors. Most of the text is
not in author’s own
words and/ or no text
included.
Images, pictures, clip art and
drawn artwork are mostly
colorful and appropriate.
Layout may show some
degree of creativity but is not
organized logically and/or is
cluttered.
Most images and/or artwork is
are colorful and appropriate.
The layout shows little
creativity and/ or is not
organized logically or
cluttered.
Images are inappropriate and
artwork shows little, if any,
creativity. The layout is
messy, disorganized or
cluttered.
The group worked very
well with each other and
the presentation was
shared equally among
the group members.
2
Song. Create a song showing on how to achieve sustainable environment. Use 1-whole size cartolina . a marker
or pen will be provided.
RUBRICS
5
4
3
2
Content is accurate and
Content is accurate but
Content is accurate but
Content is either
Content
Song contains
appropriate items and
information (information is
appropriate to assigned
topic.
all required information
is missing and/ or not
presented in a logical
order but is still
generally easy to follow.
some required
information is missing
and/or not presented in
a logical order, making it
difficult to follow.
some required
information is missing
and/or not presented in
a logical order, making it
difficult to follow.
questionable or
incomplete. Information is
not presented in a logical
order, making it difficult to
follow.
Organization
Presentation was very
organized and was very
easy to follow .
Transition between
group members were
well planned
Presentation was not
clearly organized.
Transitions between
members were jumpy or
awkward.
Presentation lacked
organization. Poor
transitions between group
members individual parts.
Presentation lacked order
and very difficult to follow.
Teamwork/
Participation
The group worked very
well with each other and
the presentation was
shared equally among
the group members.
Presentation was
fairly organized and
pretty followable.
Transitions might have
been slightly
discontinuous but did not
take away greatly from
the overall presentation.
The group worked well
with each other and
communicated well.
Some members
participated slightly more
than others.
Group communicated
relatively well with a few
lapses in the
presentation; some
students dominated the
presentation and others
did not.
Group did not work well
together. There were
obvious
miscommunications and
lapses in the presentation.
Drama/Comical Skit. Fabricate a drama/comical skit which displays on how to achieve sustainable environment.
RUBRICS
5
4
3
2
Content is accurate and
Content is accurate but
Content is accurate but
Content is either
Content
all required information
is missing and/ or not
presented in a logical
order but is still
generally easy to follow.
some required
information is missing
and/or not presented in
a logical order, making it
difficult to follow.
some required
information is missing
and/or not presented in
a logical order, making it
difficult to follow.
questionable or
incomplete. Information is
not presented in a logical
order, making it difficult to
follow.
Organization
Presentation was very
organized and was very
easy to follow .
Transition between
group members were
well planned
Presentation was not
clearly organized.
Transitions between
members were jumpy or
awkward.
Presentation lacked
organization. Poor
transitions between group
members individual parts.
Presentation lacked order
and very difficult to follow.
Teamwork/
Participation
The group worked very
well with each other and
the presentation was
shared equally among
the group members
Presentation was
fairly organized and
pretty followable.
Transitions might have
been slightly
discontinuous but did not
take away greatly from
the overall presentation.
The group worked well
with each other and
communicated well.
Some members
participated slightly more
than others.
Group communicated
relatively well with a few
lapses in the
presentation; some
students dominated the
presentation and others
did not.
Group did not work well
together. There were
obvious
miscommunications and
lapses in the presentation.
Drama/ comical skit
contains appropriate
items and information
(information is
appropriate to assigned
topic.
Are there changes in our climate that we’ve encountered these past few days?
When and how it happened?
What did you do in order to overcome these situations?
Before we’re going to have our quiz, let’s try to see whether we’re able to comply our objectives.
I.
Evaluating learning
EVALUATION
ASSESSMENT- ¼ sheet of paper
DIRECTIONS: Write the letter of your answer:
1.The following are abiotic factors that may affect the population of organisms, EXCEPT:
A. Drought
C. Predators
B. Earthquakes
D. Typhoons
2.Wind is an abiotic factor that can affect the distribution and the activities of organisms in several ways. Many
plants depend on wind because __________________.
a. Wind keeps branches from growing on the upwind side of the tree.
b. Wind moves clouds and rain over Earth’s surface.
c. Wind stirs up water in ponds, lakes, and streams
d. wind helps disperse plant’s pollen and seeds.
3. If any of the biotic factor in a certain rice field will be altered or change its condition, what do you think will
happen to the farm?
a. The rice will continue its life.
b. You can still get a good harvest.
c. Crops yield will not be affected.
d. The rice will not grow healthy and eventually die.
4. What will happen to a population of cows dwelling in a grassland if all grasses dry-up due to drought?
a. Cows grow healthy
b. Cows multiply in number
c. Cows eventually die
d. Cows produce plenty of milk
5. What do you think will happen if the trees in the forest are illegally cut?
a. Animals lost their resources.
b. Plants will multiply in number.
c. Animals grow healthy
d. Trees will grow again
6. Which of the following abiotic factors may affect the population of organisms?
a. Long drought
c. Parasites
b. Food availability
d. Predators
7. Which abiotic factor has the least effect on the ability of organisms to live in a cave?
a. The amount of energy
b. The amount of oxygen
c. The amount of water available
d. The shape of the cave
8. Which of the following abiotic factors that has gradually changed due to pollution and has the biggest effect to
biotic diversity?
a. Water
b. Climate
c. Air
d. Soil
9. Which of the following abiotic factors threatens the stability of our entire planet’s ecosystems?
a. Organisms
c. Species
b. Pollution
d. Water
10. Which of the following experiments is studying the effect of an abiotic factor?
a. Investigating how the amount of precipitation affects the growth of a species of grass .
b. Identifying the sources of food for an elephant population.
c. Observing the interactions between different fish inhabiting a coral reef
d. Investigating how goats on a mountain compete for food.
J. Additional activities for
application or 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 the remedial lesson
worked? 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:
GINA M. CASTILLANO
Teacher
EXTEND
Make a video clip on how to achieve sustainable environment. The video should run 2-3 minutes. Then submit it
to your teacher thru this email add: _________________________________, or FB account/ group chat.
Here’s the RUBRICS for the video clip.
(Rubrics for the video recording is found on page 6 of your module- Quarter 2 Module 7)