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I. OBJECTIVES 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.
a. Content Standards 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
b. Performance The learners should be The learners should be The learners should be The learners should be
Standards 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
c. Learning Identify parts of the focus specimens using focus specimens using describe the different
Competencies/ microscope the the levels of
Objectives and their functions; compound microscope; compound microscope; biological organization
from cell
to biosphere;
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.
Microscopy: Parts and Proper Handling and Focusing Specimens Levels of Biological
Functions Use of The on the Microscope Organization
Microscope
III. 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.
RESOURCES 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 Reyes, V.F., & Reyes, V.F., & Education. (2003).
Education. (2009). Alfonso, L. G. Alfonso, L. G. The Pyramid of Life
Science and (1979). (1979). (Levels of Biological
Technology II Organization).
textbook. (Rev. The microscope: The microscope: Biology Demystified:
ed.). Pasig City: Part 1. Manila: Part 1. Manila: A Self-Teaching
Instructional Alemar- Alemar- Guide. Retrieved
Materials Phoenix Publishing Phoenix Publishing January 16,
Development House House 2012 from
Corporation. http://www.educati
on.com/
1. Teacher’s Guide Module 2 pp.11-14 Module 2 pp.11-14 Module 2 pp.11-14 Module 1 pp. 1-7
pages
2. Learner’s Materials Module 2 pp. 9-16 Module 2 pp. 9-16 Module 2 pp. 9-16 Module 1 pp. 1-6
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
b. Other Learning
Resources
IV. PROCEDURES
INTRODUCTION
A. Reviewing previous Ask the class what Ask the class what are Recap on the Rules to Recall the smallest
lesson or presenting instrument they use the light system and observe when identifiable unit where
the new lesson when they need to see mechanical system of handling or using the we can detect
minute objects more the microscope. What microscope existence of life
clearly. How are these would happen if one
instruments similar to part is damage?
one another?
MOTIVATION
B. Establishing a Why the microscope How important is the Application on the Life follows a
purpose for the is considered a microscope in the concepts learned in hierarchy of
lesson powerful tool? field of biology? Microscopy increasing complexity
How is it significant
in our lives
a. Reviewing previous Recall that cell is the Let the class name the Show pictures of Recall organisms may
lesson or presenting basic unit of life and different organ system different examples of it be plants or animals
the new lesson when cells are that composes the population is composed of cells
grouped together and human organism
performs the same
function it is then
called tissues
b. Establishing a It is important to An organism is No organism lives Let students know that
purpose for the know that our organs composed of different independently. Several there are things that
lesson are composed of cells organ systems. Any different populations plants are capable of
performing one damaged to the lower make up a community. doing while animals
function level of organization And the communities cannot. This is
affects the totality of interaction to abiotic because of certain
the organism factors makes up an biological structures
ecosystem in their respective
cells
c. Presenting Presentation of the Show pictures of an Name the different Flash a picture of
examples/instances Human Torso model organism and group of populations that Plants and Animals
of the new lesson 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
i. Evaluating learning Summative Test Summative Test Formative Test Summative Test
GRADE SEVEN Grade Level 7
Teacher Mrs. CHARLINE A. RADISLAO Learning Area Science
DAILY LESSON LOG Teaching Dates and August 22- 24, 2018 Quarter Second
Time 1:00-2:00 PM/ 2:00-3:00 PM
III. 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.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
a. References 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:
Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin
Cummings. Cummings. Cummings. Cummings.
1. Teacher’s Guide Module 5 pp. 1-4 Module 5 pp. Module 5 pp. Module 5 pp.
pages
2. Learner’s Materials Module 5 pp. 1-4 Module 5 pp. Module 5 pp. Module 5 pp.
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
b. Other Learning
Resources
IV. PROCEDURES 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 Remember that in an Recall that the Let the student’s site Ask the students what
lesson or presenting ecosystem, both living environment is connection between would happen if there
the new lesson and nonliving composed of the living and nonliving is scarcity of resource
components are living and non-living things in the in the environment?
involved components environment.
b. Establishing a How important are the How do living Let the students listen Organisms need to
purpose for the abiotic factors in the organisms make use to the song coexist with each
lesson environment for our of abiotic components “Magkaugnay” by other and must adapt
survival? in order to survive Joey Ayala to the environment in
order to survive
c. Presenting
examples/instances
of the new lesson
d. Discussion of new Biotic and Abiotic Infer what happens to Ecological Ecological
concepts and Components in the organisms if their Relationships Relationships
practicing new skills Environment environment is not able (Symbiotic (Symbiotic
#1 to provide them with Relationships) Relationships)
their basic needs.
e. Discussion of new
concepts and
practicing new skills
#2
f. Developing mastery Perform Activity 1: Perform Activity 2: Activity 3: Which Role Playing of
(Leads to Formative What does it mean to Housemates? Eats What? Symbiotic
Assessment 3) be Alive? Ecomates Relationships
g. Finding Practical Living organisms There is Values Integration – Relationships also
applications of cannot survive interdependence among Responsibility and exist in the lower
concepts and skills in without the nonliving the components of the Relationships forms of organism
daily living components of the environment;
environment. organisms interact with
their environment to
survive.
h. Making
generalizations and
abstractions about
the lesson
i. Evaluating learning Answering the Answering the Answering the Role playing
Activity Sheets Activity Sheets Activity Sheets
j. Additional Activities
for application of
remediation
V. REMARKS
VI. REFLECTION 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
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 SEVEN Grade Level 7
Teacher MRS. CHARLINE A. RADISLAO Learning Area Science
DAILY LESSON LOG Teaching Dates and September 17-20, 2018 Quarter Second
Time 1:00-2:00 PM/ 2:00-3:00 PM
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
III. 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.
RESOURCES Ensure that there is mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
a. References 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:
Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin Pearson/Benjamin
Cummings. Cummings. Cummings. Cummings.
1. Teacher’s Guide Module 5 pp. 9-11 Module 5 pp. 11-15 Module 5 pp. 11-15 Module 5 pp. 11-15
pages
2. Learner’s Materials Module 5 pp. 7-10 Module 5 pp. 11-17 Module 5 pp. 11-17 Module 5 pp. 11-17
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
b. Other Learning
Resources
IV. PROCEDURES 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 Recall that symbiotic Ask the students to Food chains always Show a food chain
lesson or presenting relationship could compare and contrast starts with plants or and let the students
the new lesson either be +/+,+/-,+/0 predation from photosynthesizing identify the trophic
relationship parasitism organisms level of each organism
b. Establishing a What would happen if How is energy passed Identification of the
purpose for the there is an overlap of on the food chain trophic level of the What to do with
lesson niches organisms involve in a biodegradable waste?
food chain
c. Presenting Show a picture of a Show students an Since plants can make
examples/instances lion eating a deer example of a food their own food then
of the new lesson chain they are termed as Flash the ff phrases on
producers while the board:
animals as consumers Nitrogen cycle
Carbon-
Oxygen Cycle
d. Discussion of new Predation and Food chain and Food Producers, first Cycling of Nutrients
concepts and Competition web order/primary
practicing new skills consumers, 2nd
#1 order/secondary
consumers......
e. Discussion of new
concepts and
practicing new skills
#2
f. Developing mastery Let the students Answer Energy Perform Activity 4:
(Leads to Formative Picture Analysis illustrate 5 food Transfer In the What to do with Food
Assessment 3) chains and interlink it Ecosystem Waste
to form a food web
g. Finding Practical In order to survive we Through these series o The food web can be Materials in the form
applications of must know how to f steps of eating and viewed not only as a of nutrients needed by
concepts and skills in defend ourselves from being eaten, energy network of chains but living things are cycled
daily living possible harm. flows from one also as a series of between organisms and
When a shared resour trophic level to trophic (nutritional) the environment.
ce is in short supply, another. Green plants levels. Energy flows and
materials are cycled in
organisms compete, or other the ecosystem. Indeed,
and those that are photosynthesizing we live in a dynamic
more successful organisms use light world.
survive. energy from the sun to
manufacture
carbohydrates for their
own needs
h. Making
generalizations and
abstractions about
the lesson
i. Evaluating learning Oral Recitation Making of food chains Summative Test Summative Test
and food web
j. Additional Activities
for application of
remediation
V. REMARKS
VI. REFLECTION 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
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?