LEARNING PLAN

Junior High School

SCIENCE 7
A/Y 2017-2018

Quarter: 3rd Date: November 13 Area:

Time: 3:10-4:10 Topic: Unity in Diversity
Chapter: 5 Lesson: 1 Approach: 5 E’s
Sub-topic: Touching Lives: Principles of Ecology
Biotic and Abiotic factors
CONTENT The Learners demonstrate an understanding of:
STANDARD 1. Organisms interacting with each other and with their environment to survive.

CODE S7LT-IIh-9
PERFORMANCE The Learners should be able to:
STANDARD 1. Conduct a collaborative action to preserve the ecosystem in the locality.

STANDARDS LEARNING The learners should be able to:

COMPETENCY 1. Differentiate biotic from abiotic components of an ecosystem.
VALUE The Learners should be able to:
STANDARDS  Appreciate the beauty of ecosystem and
 Respect the creations’ form
 Not easily swayed by false ideas
CONTENT GOALS At the end of the unit, the learners will have explored:
1. Explain the difference between biotic and abiotic factors.
2. Describe and distinguish among terrestrial biomes based on biotic and abiotic factors.
3. Identify the major biotic and abiotic factors that determine aquatic biomes.
ESSENTIALS ESSENTIAL At the end of the unit, the learners will have explored the answers to:
QUESTION/S 1. Why are the components of an ecosystem interconnected?
2. How do organisms interact with their environment?
3. How are the different biomes distinguished from one another?
CORE VALUE Respect for Integrity of God’s Creation
VALUES
RELATED VALUE Appreciation of Nature
KNOWLEDGE 1. Define biotic from abiotic factor.
 2. List down examples of biotic and abiotic factors
3. Identify the biotic and abiotic factors in different biomes.
OBJECTIVES SKILLS 1. Construct mini ecosystem (terrestrial) biomes emphasizing the biotic and abiotic factors
within the ecosystem.
VALUES 1. Appreciate the beauty of nature.
2. Not easily swayed by false ideas.
 Exit cards
FORMATIVE  Hand Signal
 Self-Assessment

 Research work/ Community documentation

ASSESSMENT TOOLS SUMMATIVE  Movie Analysis

OTHER FORMS OF  recitation

ASSESSMENT  short quiz
 Personal Journal
Day 1 ( 1 hour)

INTRODUCTION
An ecosystem is considered the
basic structural and functional unit of
ecology. It consists of biotic (living) and
abiotic (nonliving) components. These
LEARNING 5 E’s ( Engage, components continually interact,
STRATEGIES Explore, Explain, characterized by interdependent exchange
Extend/ Elaborate, of materials and energy.
Evaluate)

The teacher will ask the students:

 How do we classify the basic structural units in our ecosystem?
  How the exchange of materials and energy does takes place in an ecosystem?
 What do we mean by biotic and abiotic factors?
 What are the biotic components and abiotic components in our ecosystem?
ENGAGE– Introduction of the Biotic and Abiotic components in an ecosystem

The teacher will take students on a walk outside the school building and ask them to note as
many as they can important living organisms that they see and nonliving organisms that
contribute to the living world. Before going on the walk the children will have to explain what
they will look for? Upon returning to the classroom make a list of the sites where you (students)
see the living organisms.

While the observation is on-going the teacher will ask the following:
 What best describes biotic factors in our ecosystem?
 Explain what living and nonliving components of ecosystem are and how they interact
with each other?
 Do you notice anything different about these areas?
 What do you think caused these changes? (integrating ecological balances)

EXPLORATION
*Ahead of time the teacher told the students to bring with them materials for the activity that
they will be doing.

Construct a diorama to investigate how these changes may have occurred (ecological balances).
Using the identified living organisms from the observation you made, be able to make your
own ecosystem that has living organisms you’ve seen and identified, determine also the role of
each organisms to one another. a simple example will be shown by the teacher so as the
students will be guided accordingly.
As the student is doing the diorama the teacher will encourage them to be creative and show

innovativeness in crafting their works in diorama.

DAY 2 : November 14
Time: 3:10-4:10

EXPLANATION

The teacher will encourage the students to answer the given questions.
 Tell me what some of your prediction were before you do your landscape. (Record on
board.)
 What actually happened to your landscape when it has your organisms that made it a
community of different animals or plants on it? (the teacher will record on the board so
the students can make comparisons.)
 How is your landscape different from one another?
 What best observation can you make out of your diorama?
As students share their ideas and understandings, the teacher will record key phrases on the
board. Some phases that may be valuable to your later discussion.
 The teacher will relate their observations to the processes scientists observe over an
extended period of time. Use student models to identify.
  The teacher will have students work to create definitions for these terms. When the
teacher is sure students have a real understanding of the terms, formulate a final
definition and post on board or chart in the classroom for future reference. Teacher will
demonstrate the process of transportation and lead students to understand that it is the
movement of ecological balances from one place to another. Refer to the list generated
during the engagement and have students make connections; they should use the new
terms to discuss and explain what they saw. Teacher will help them to understand better
the ecological biotic and abiotic factors.

EXTENSIONS
A. CONDUCT A CLEAN-UP DRIVE ON THE LOTUS POND OF THE SCHOOL
The primary focus of this initiative is to help the community how to maintain the balance
within the area affected by other life forms that is not helping the ambiance of the community.

Together with the CSA (Council for Students Affair) the grade 7 students
will have a clean-up the dirty pond so that organisms (lotus/ bangus)
could live again and preserve its beautiful.

B. GROUP SHARING/ ANALYSIS

After cleaning the pond they have to answer the following essential questions that
will engage them why they act the way that they do, and why is it important to always preserve
and maintain the components in an ecosystem.

a. What particular living components in the pond able you to save? What other components or
factors must be present to have a functional work on pond’s ecosystem?
b. What are the components in an ecosystem (pond) that make it functional?
c. What will happen if one component in an ecosystem is not present in a given ecosystem?
d. How are they important in the survival of the living organisms?
e. What are the possible human activities that may affect the survival of other organisms
especially those found in the pond?
C. 3-MINUTE VIDEO CLIP PRESENTATION ON ESSENTIALS OF ECOSYSTEM
A 3 minute video clip presentation of an ecosystem (downloaded from YOUTUBE) will
be shown to the grade 7 students to further enhance their conceptual understanding about the
ecosystem. After this, discussion about human activities that may threaten these ecosystems will
follow. While they are watching the video clips, they will answer the following essential
questions. (www.ecosystemandoriginhabitat.com)
a. What does the video is trying to tell to us?
b. What particular lessons we can get from the video presented?
c. What is the factor that made up completely the ecosystem? Enumerate as many you identified
as possible.
d. In reality, what similarity did you observe within your community is the same as you’ve seen
on the video?
e. How can we prevent such event that will eventually destroy our ecosystem?

D. ORGANISMS’ NATURAL HABITAT

Living things are affected by various aspects in their physical environment such as light,
temperature, water, soil and topography. These factors determine the kind of organisms that can
live or survive successfully in certain places called their habitats. Describe the abiotic factors
that influence the survival of the following organisms in their respective habitats.

a.
ORGANISMS DESCRIPTION OF THEIR NATURAL HABITAT
e.g.
Pine tree cold and high elevated places
1. monkey ______________________________________________
2. fern and mosses ______________________________________________
3. field rats ______________________________________________
4. grasses ______________________________________________
5. carabao ______________________________________________
6. cactus and succulent plants ______________________________________________
7. mushroom ______________________________________________
8. ant ______________________________________________
9. polar bear ______________________________________________
10. dog ______________________________________________
EVALUATION
A. Abiotic Components of an ecosystem (this may include the area along the pond of the
school).
Prepare a summary of the abiotic components of an ecosystem by filling up the table below:
Climate factors Soil factors Topography factors
a.
b.
c.
d.
1. Cite some examples of the influences of the day-light on plants and animals behavior.
2. How do soil factors determine the types and distribution of vegetation and consequently of
animal life?
3. Explain briefly how topography or surface relief influences the distribution of biotic
communities on land.
B. Explain by giving examples: Biotic and abiotic components are interdependent with one
another for survival.

Criteria for Rating:

Content 50%
Relevance to the topic 30%
Conciseness of the answer 20%
Total 100%

B. ARTICLE ANALYSIS
An article analysis will be presented to the class as an evaluation/ assessment. This
activity will let the students make use of their conceptual understanding of the lesson and be
able to solve problems. The use of a current and trends article in the Philippine setting is
intended to develop awareness, appreciation, and commitment to conservation of ecosystem and
its diversified biodiversity. One or two students will task to present to class their answer after
the evaluation.
State of Philippine Biodiversity
Photo Credits (L-R): Philippine Eagle (Klaus Nigge/National Geographic); Hoya melliflua
(Leonardo Co); Mts. Iglit-Baco (PAWB); Platymantis polillensis (GTZ-DENR)

The Philippines is a treasure

trove of biodiversity or the
variety of life on earth. It is
believed to harbor more
diversity of life than any
other country on earth on a
per hectare basis. It is in fact
one of the 17 megadiverse
countries which host 70-80%
of the world’s biodiversity.
Yet, Philippine biodiversity is
alarmingly endangered,
making it a biodiversity
hotspot as well.
As a paradise of biodiversity, the country’s terrestrial ecosystems are home to many of the best
and rarest wildlife species. It has more than 52,177 described species, half of which are endemic
or found nowhere else on earth. There are more than 1,130 terrestrial wildlife species recorded
for the Philippines (49 percent or half are endemic); 157 are threatened (128 are threatened
endemic).
Floral diversity is just as extraordinary, with between 10,000 and 14,000 species of vascular and
non-vascular plants, more than half of which are endemic to the Philippines. Altogether, the
country is host to some 5 percent of the world’s species of flora and is ranked 5th in the world
in terms of number of plant species.
The archipelago is also now recognized as one of the most important centers of amphibian and
reptile diversity in Southeast Asia. An estimated total of 359 species of amphibians (101
species) and reptiles (258 species) are now known in the country. Of the 359 species, 246 are
endemic – currently the highest known percentage endemism among vertebrates.
It is home to 576 species of birds (195 are endemic). This record makes the Philippines the 4th
country in the world terms of bird endemism. About 45 species are either extinct in the wild,
critical, or endangered.
With 174 mammalian species (111 are endemic), the archipelago has the greatest concentration
of terrestrial mammalian diversity in the world and the greatest concentration of endemic
mammals in the world on a per unit basis. In the last 15 years, field researchers, mostly at high
elevation areas, have found new species, in particular of murid rodents, in Luzon, Mindanao,
and Mindoro. Several new species have been discovered in small islands such as Sibuyan (five
new species) and Camiguin (two new species), catapulting these islands to a new status as
centers of mammal endemism. These recent discoveries demonstrate why it cannot be assumed
that all centers of endemism in the Philippines have been documented. Unfortunately, the
mammal assemblage in the Philippines is the 8th most threatened in the world, with 50
threatened species.
The Philippines’ archipelagic character, along with its Ice Age history, had significant impact
on the distribution of animals in the country. The distribution of land mammals illustrates that
each island that existed in the Philippines during the latest Ice Age period is a unique center of
biodiversity. Smaller islands that remained isolated during the Ice Age, although small, are also
considered unique centers of biodiversity. One example is Sibuyan Island (463 km2), which
hosts four species of endemic non-flying mammals (plus one bat), a total exceeding that of any
country in Europe. Lastly, the varied habitat of the country, such as the lowland forest, montane
forest, and mossy forests, which occurs along the elevation gradient of every large mountain has
influenced the pattern of biodiversity.
These facts highlight the global significance of conserving the Philippines’ biodiversity. The
abundance, distribution and degree of threat to which these resources are exposed calls for a
rapid and effective response to accelerate the coverage of conservation efforts in the country.

References: Conservation International, Philippines. Department of Environment and Natural

resources – Protected Areas and Wildlife Bureau and Haribon Foundation. 2006. Priority Sites
for Conservation in the Philippines: Key Biodiversity Areas. Quezon City, Philippines, 24pp.
DENR, 1997. National Biodiversity Strategy and Action Plan/Philippine Biodiversity: An
Assessment and Action Plan. Bookmark, Inc. Makati, Philippines.

DENR-PAWB, UNDP, ASEAN Center for Biodiversity and Ateneo School of Governance.
March 2009. Assessing Progress Towards the 2010 Biodiversity Target: The 4th National
Report to the Convention on Biological Diversity.

Heaney, as cited in Ong. P.S., L. E. Afuang, and R. G. Rosell Ambal (eds.) 2002. Philippine
Biodiversity Conservation Priorities: A Second Iteration of the National Biodiversity Strategy
and Action Plan. Department of Environment and Natural Resources-Protected Areas and
 Wildlife Bureau, Conservation International Philippines, Biodiversity Conservation Program-
University of the Philippines Center for Integrative and Development Studies, and Foundation
for the Philippine Environment, Quezon City, Philippines.

Huang, 1997, as cited in Ong, et al.

Meijer, 1997, as cited in Ong, et al. Recently, 10 species of Raflesia in the Philippines were
described by Barcelona J., P. Pelser, D. Balete, and Leonardo Co. 2009. Taxonomy, Ecology,
and Conservation Status of Philippine Rafflesia, (in press) in Blumea, 2009.

From the given article, make a reflection by answering the essential guide questions below:
a. Given the situation in the article, describe the current situation of Philippine ecosystem?
b. As a student, what are the things you should do to maintain the number of count of animals
within the Philippine setting?
c. What do you think is the best way to have a diversified ecosystem?
d. What are the most important things you learned from this article?
e. Explain how you will use this article or the information within it to teach your friends about
Philippine biodiversity.
INSTRUCTIONAL Earth and Life Science for Senior High School
MATERIALS/RESOURCES Danao, Allyson. Et. Al pp. 153-155
Science and Technology K to 12 for Grade 7
Alumaga, M.J., et.al pp.152-154
AREA OF Geology
ARTICULATION Earth and Life Science

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