lOMoARcPSD|33350165
400435383 387534229 Dll Science Grade 7 2nd Grading 2
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Teaching Art in Elementary (Zamboanga State College of Marine Sciences and
Technology)
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GRADE SEVEN
DAILY LESSON LOG
Teacher
Mrs. CHARLINE A. RADISLAO
Teaching Dates and
Time
August 28-31, 2018
1:00-2:00 PM/ 2:00-3:00 PM
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
biological organization
demonstrate an
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 materials 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
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a. References
Department of
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
Education. (2003).
The Pyramid of Life
(Levels of Biological
Organization).
Biology
Demystified: A SelfTeaching Guide.
Retrieved January
16,
2012 from
http://www.educati
on.com/
1. Teacher’s Guide
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
Module 2 pp.11-14
Module 2 pp.11-14
Module 2 pp.11-14
Module 1 pp. 1-7
Module 2 pp. 9-16
Module 2 pp. 9-16
Module 2 pp. 9-16
Module 1 pp. 1-6
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
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
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instances
Common types of
microscope
Show picture
depicting the levels of
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of the new lesson
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
for application of
remediation
II.
REMARKS
III.
REFLECTION
organization in an
organism
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
a. No of learners who earned
80% in the evaluation
b. No. of learners who
require additional
activities for remediation
who scored below 80%
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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?
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lOMoARcPSD|33350165
GRADE SEVEN
DAILY LESSON LOG
Teacher
Teaching Dates and
Time
Monday
I.
OBJECTIVES
a. Content Standards
b. Performance
Standards
c. Learning
Competencies/
Objectives
II.
CONTENT
IV.
LEARNING
RESOURCES
A. References
Mrs. CHARLINE A. RADISLAO
September 3-5, 2018
1:00- 2:00 PM/ 2:00- 3:00 PM
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 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 materials 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
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
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1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
c. Other Learning
Resources
V. 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
Module 1 pp. 1-11
Module 5 pp. 4-7
Module 1 pp 4-7
Jersey:Prentice
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
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 draw
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
different organ system
that composes the
human organism
Show pictures of
different examples of
population
An organism is
composed of different
organ systems. Any
damaged to the lower
level of organization
affects the totality of
the organism
No organism lives
independently. Several
different populations
make up a community.
And the communities
interaction to abiotic
factors makes up an
ecosystem
Show pictures of an
Name the different
organism and group of populations that
organisms of same
makes up your
kind living in the same community and the
place
abiotic factors you
need in order to
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Recall organisms may
it be plants or animals
is composed of cells
Let students know that
there are things that
plants are capable of
doing while animals
cannot. This is
because of certain
biological structures in
their respective cells
Flash a picture of
Plants and Animals
and let the students
site differences in their
function and
capabilities
lOMoARcPSD|33350165
survive
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)
Level of Organization
( Organs and Organ
System)
Levels of
Organization
(Organism and
Population)
Levels of Organization Plants and Animal
(Community,
Cells
Ecosystem, and
Biosphere)
Name the Organs that
composes the
Digestive,
Respiratory, and
Circulatory System
Site different
examples of
population in your
vicinity
Perform Activity 1:
Comparing Plant and
Animal cells
g. Finding Practical
applications of
concepts and skills in
daily living
To take good care of
our organs, we need to
take good care of our
cells
How organisms in a
population share
resources
Show a picture of an
ecosystem and let the
students name the
different communities
and abiotic factors that
are in it
A change in one
population may cause
changes in other
populations. Living
organisms need the
abiotic factors in order
to survive.
Summative Test
Summative Test
Formative Test
Summative Test
h. Making
generalizations and
abstractions about
the lesson
i. Evaluating learning
j. Additional Activities
for application of
remediation
VI.
REMARKS
VII.
REFLECTION
Animals directly or
indirectly depend on
plants for food, due to
the chloroplast that is
present in plant cells
which is responsible
for photosynthesis.
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
h. No of learners who earned
80% in the evaluation
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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?
Grade Level
GRADE SEVEN
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7
lOMoARcPSD|33350165
DAILY LESSON LOG
Teacher
Teaching Dates and
Time
Monday
A. OBJECTIVES
a. Content Standards
b. Performance
Standards
c. Learning
Competencies/Objecti
ves
B.
CONTENT
D.
LEARNING
RESOURCES
a. References
Mrs. CHARLINE A. RADISLAO
August 22- 24, 2018
1:00-2:00 PM/ 2:00-3:00 PM
Tuesday
Wednesday
Learning Area
Quarter
Thursday
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 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
explain why the cell is
identify beneficial and
differentiate plant 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;
S7LT-IIe-5
organelles;
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 materials 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
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
Science and
manual.New
manual.New
manual.New
Technology for a
Jersey:Prentice Hall,Inc. Jersey:Prentice Hall,Inc. Jersey:Prentice Hall,Inc. Better
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lOMoARcPSD|33350165
Life 2. Biology
Workbook. Makati:
Basic Media Systems.
1. Teacher’s Guide
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
d. Discussion of new
concepts and practicing
new skills #1
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
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 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
Remember the Organ
system of plants
Some living
How essential are cells organisms exhibits
in life?
characteristics very
similar to plants and
animals
Ask students if they
Flash a picture of an
have any idea how the edible mushroom and
organelles work
human with fungal
together for the cell to infections. Let the
function
students site the
differences and
similarities between
the two pictures
Portray the different
Fungi: Characteristics,
functions of certain
Benefits and Harm
cell structures
e. Discussion of new
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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
for application of
remediation
V. REMARKS
VI. REFLECTION
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 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.
Growing Bread Mold
Spores Activity
Minilab 20.1 p. 530
Biology Dynamics of
Life
Comic strip making
Answering of Activity
Sheet
Fungi are both friend
and foe. Some such as
mushrooms provide
food. Other fungi
produce antibiotics.
Yet fungi also damage
crops, buildings, and
animals
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 earned
80% in the evaluation
b. No. of learners who
require additional
activities for remediation
who scored below 80%
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lOMoARcPSD|33350165
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?
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lOMoARcPSD|33350165
GRADE SEVEN
DAILY LESSON LOG
Teacher
Teaching Dates and
Time
Monday
A. OBJECTIVES
a. Content Standards
b. Performance
Standards
c. Learning
Competencies/Objecti
ves
B.
CONTENT
D.
LEARNING
RESOURCES
a. References
Mrs. CHARLINE A. RADISLAO
September 10-14, 2018
1:00-2:00 PM/ 2:00-3:00 PM
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.
reproduction being both
organisms that can only
organisms that can only
organisms that can only
be seen through the
be seen through the
asexual or sexual
be seen through the
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 of:
S7LT-IIf-6
S7LT-IIf-6
S7LT-IIf-6
*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 materials 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
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).
Science and
Science and
Science and
Biology (8th edition).
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lOMoARcPSD|33350165
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
b. Other Learning
Resources
E.
PROCEDURES
Technology for a
Better
Life 2. Biology
Workbook. Makati:
Basic Media Systems.
Technology for a
Better
Life 2. Biology
Workbook. Makati:
Basic Media Systems.
Technology for a
Better
Life 2. Biology
Workbook. Makati:
Basic Media Systems.
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
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 draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
a. Reviewing previous
lesson or presenting
the new lesson
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
b. Establishing a
purpose for the
lesson
Besides form fungi,
what are other living
organisms aside from
plants and animals?
There are Protist
which can make their
own food
c. Presenting
examples/instances
of the new lesson
Animal like protist
Plant like protist, no
true roots, stems, and
leaves
Recall that
prokaryotes are
unicellular organisms
that don’t have a
nucleus or membrane
bound organelles.
They are called
bacteria
Ask students if they
have any idea on any
“good bacteria”
Touch on importance
of bacteria in
Nitrogen fixation,
recycling of
nutrients, food and
medicine.
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One of the
characteristics of an
organism is that it is
capable of reproducing.
Ask students on how to
propagate a tomato
plant if you want to
preserve its desirable
characteristics?
Ask students if they
have seen Katakataka
leaf
lOMoARcPSD|33350165
Diseases caused by
bacteria like TB and
tetanus
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
for application of
remediation
F.
REMARKS
G.
REFLECTION
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
diseases. Other
bacteria fix nitrogen,
recycle nutrients, and
help make food
products and
medicines
Due to increase
demand for food due to
increasing population.
Farmers can propagate
plants faster through
asexual reproduction
Summative Test
Performing of Activity
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
h. No of learners who earned
80% in the evaluation
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lOMoARcPSD|33350165
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?
Grade Level
GRADE SEVEN
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7
lOMoARcPSD|33350165
DAILY LESSON LOG
Teacher
Teaching Dates and
Time
Monday
A.
OBJECTIVES
a. Content Standards
b. Performance
Standards
c. Learning
Competencies/Objecti
ves
B.
CONTENT
D.
LEARNING
RESOURCES
a. References
MRS. CHARLINE A. RADISLAO
September 17-20, 2018
1:00-2:00 PM/ 2:00-3:00 PM
Tuesday
Wednesday
Learning Area
Quarter
Thursday
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.
reproduction being both
reproduction being both
organisms that can only
reproduction being both
asexual or sexual
asexual or sexual
asexual or sexual
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 asexual
describe the process of
differentiate asexual
describe the process of
from sexual
from sexual
fertilization;
fertilization;
reproduction in terms
reproduction in terms
S7LT-IIg-8
S7LT-IIg-8
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
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 materials 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).
Biology (8th edition).
Biology (8th edition).
Biology (8th edition).
Biology (8th edition).
San Francisco:
San Francisco:
San Francisco:
San Francisco:
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lOMoARcPSD|33350165
5. Teacher’s Guide
pages
6. Learner’s Materials
pages
7. Textbook pages
8. Additional Materials
from Learning
Resource (LR) portal
b. Other Learning
Resources
E.
PROCEDURES
Pearson/Benjamin
Cummings.
Pearson/Benjamin
Cummings.
Pearson/Benjamin
Cummings.
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
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 draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
a. Reviewing previous
lesson or presenting the
new lesson
Recall that vegetative
propagation and spore
formation type of
reproduction can
happen without a mate
Recall that when an
organism reproduce
asexually then it is an
exact copy of the
parent
b. Establishing a
purpose for the
lesson
Give other means on
how to reproduce
asexually
Ask students what will Pollination and
fertilization in seed
happen if a sea star
lost or injured its arm plants are two different
and separate events
c. Presenting
examples/instances
of the new lesson
An individual splitting Show a picture or
into two or arises from video of a
the outgrowth of
regenerating sea star
existing ones
In flowering plants
sexual reproduction is
synonymous with a
unique structure-the
flower
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
tube unites with the egg
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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
lOMoARcPSD|33350165
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
for application of
remediation
F.
REMARKS
G.
REFLECTION
Fission and Budding
Fragmentation and
Regeneration
nucleus in the ovule to
form a zygote
Pollination and
Fertilization in
Flowering Plants
Animal Sexual
Reproduction
Perform Activity 2:
Can One become
Two?
Organisms that can
reproduce asexually
are particularly well
suited to colonize new
habitats because a
single individual can
establish an entire new
population
Perform Activity 3:
Structure of a
Gumamela Flower
Sexual
reproduction
The term regeneration
need two parents, a
normally refers to
regrowth of missing or male and a female and
damaged body parts in involves specialized
higher organisms, but cells or gametes.
whole body
regeneration occurs in
starfish, and many
plants
Film Showing on
Sexual Reproduction
Answering of Activity
Sheets
Summative Test
Answering of Activity
Sheets
Video Clip on
regenerating sea star
Answering of Activity
Sheets
These genetic
differences which
results from sexual
reproduction help to
ensure the survival of
the species in changing
environmental
conditions
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
o. No of learners who
earned 80% in the
evaluation
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lOMoARcPSD|33350165
p. No. of 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?
Grade Level
GRADE SEVEN
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7
lOMoARcPSD|33350165
DAILY LESSON LOG
Teacher
Teaching Dates and
Time
Monday
I.
OBJECTIVES
a. Content Standards
b. Performance
Standards
c. Learning
Competencies
/Objectives
II.
IV.
CONTENT
LEARNING
RESOURCES
a. References
MRS. CHARLINE A. RADISLAO
September 17-20, 2018
1:00-2:00 PM/ 2:00-3:00 PM
Tuesday
Wednesday
Learning Area
Quarter
Thursday
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.
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 materials 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. &
Downloaded by my shop (rieunlocks@gmail.com)
lOMoARcPSD|33350165
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
b. Other Learning
Resources
V.
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
d. Discussion of new
concepts and
practicing new skills
#1
Reece, J. B. (2009).
Biology (8th edition).
San Francisco:
Pearson/Benjamin
Cummings.
Reece, J. B. (2009).
Biology (8th edition).
San Francisco:
Pearson/Benjamin
Cummings.
Reece, J. B. (2009).
Biology (8th edition).
San Francisco:
Pearson/Benjamin
Cummings.
Reece, J. B. (2009).
Biology (8th edition).
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.
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 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)
e. Discussion of new
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Organisms need to
coexist with each
other and must adapt
to the environment in
order to survive
lOMoARcPSD|33350165
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
for application of
remediation
VI.
REMARKS
VII.
REFLECTION
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 Role Playing of
What?
Symbiotic
Relationships
Values Integration –
Relationships also
Responsibility and
exist in the lower
Relationships
forms of organism
Answering the
Activity Sheets
Answering the
Activity Sheets
Answering the
Activity Sheets
Role playing
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 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
continue to require
Downloaded by my shop (rieunlocks@gmail.com)
lOMoARcPSD|33350165
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?
Grade Level
GRADE SEVEN
Downloaded by my shop (rieunlocks@gmail.com)
7
lOMoARcPSD|33350165
DAILY LESSON LOG
Teacher
Teaching Dates and
Time
Monday
I.
OBJECTIVES
a. Content Standards
b. Performance
Standards
c. Learning
Competencies/Objecti
ves
MRS. CHARLINE A. RADISLAO
September 17-20, 2018
1:00-2:00 PM/ 2:00-3:00 PM
Tuesday
Wednesday
Learning Area
Quarter
Thursday
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.
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
II.
CONTENT
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
IV.
LEARNING
List of materials to be used in different days. Varied sources of materials 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
Downloaded by my shop (rieunlocks@gmail.com)
lOMoARcPSD|33350165
RESOURCES
a. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
b. Other Learning
Resources
V.
PROCEDURES
a. Reviewing previous
lesson or presenting
the new lesson
concept development
Campbell, N.A. &
Reece, J. B. (2009).
Biology (8th edition).
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).
Biology (8th edition).
San Francisco:
Pearson/Benjamin
Cummings.
Campbell, N.A. &
Reece, J. B. (2009).
Biology (8th edition).
San Francisco:
Pearson/Benjamin
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
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 draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotted for each
step.
Recall that symbiotic
relationship could
either be +/+,+/-,+/0
relationship
What would happen if
there is an overlap of
niches
Ask the students to
compare and contrast
predation from
parasitism
How is energy passed
on the food chain
c. Presenting
examples/instances
of the new lesson
Show a picture of a
lion eating a deer
Show students an
example of a food
chain
d. Discussion of new
concepts and
Predation and
Competition
b. Establishing a
purpose for the
lesson
Food chain and Food
web
Food chains always
starts with plants or
photosynthesizing
organisms
Identification of the
trophic level of the
organisms involve in a
food chain
Since plants can make
their own food then
they are termed as
producers while
animals as consumers
Producers, first
order/primary
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Show a food chain and
let the students
identify the trophic
level of each organism
What to do with
biodegradable waste?
Flash the ff phrases on
the board:
 Nitrogen cycle
 CarbonOxygen Cycle
Cycling of Nutrients
lOMoARcPSD|33350165
consumers, 2nd
order/secondary
consumers......
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
for application of
remediation
VI.
REMARKS
VII.
REFLECTION
Let the students
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 resourc trophic level to
e is in short supply,
another. Green plants
organisms compete,
or other
photosynthesizing
and those that are
more successful
organisms use light
survive.
energy from the sun to
manufacture
carbohydrates for their
own needs
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.
Oral Recitation
Summative Test
Summative Test
Picture Analysis
Making of food chains
and food web
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
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lOMoARcPSD|33350165
b.
c.
d.
e.
f.
g.
earned 80% in the
evaluation
No. of learners who
require additional
activities for
remediation who scored
below 80%
Did remedial lessons
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?
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